Pulteney Review Week 4 Term 3
August 12 marked International Youth Day 2018, an initiative that celebrates the qualities of young people and recognises the challenges that today’s youth can face. International Youth Day was initiated by the United Nations in 2000 to celebrate the contribution that young people make in our world.
Jan Owen AM, CEO of the Foundation for Young Australians, and overall winner of the 2012 Financial Review’s Women of Influence Award, recently published an article entitled “A Generation of Hearts + Smarts”. Whilst Owen explores in this piece the many challenges our young people face in relation to their employment prospects, education expenses and barriers to home ownership, she also encourages us to be aware of and inspired by the potential of our teenagers and young adults. Her comments are so compelling I have provided a lengthy excerpt below:
Generation Y and Millennials cop a lot of flak for being lazy and narcissistic – we barely go a week without throwing barbs to a generation of perceived whiners and slackers…It’s easy to group all young people together and suggest a collective tendency to shirk responsibility, an addiction to smartphones and generally self-absorbed attitude.
In the face of these challenges, we need unfettered thinking and ideas which can change the course of the future. Australia’s young people are the engine that will drive this change – and many, already hungry for the chance to create a better world, are contributing to and leading the way forward…I have spent decades working with children and young people. I have never encountered so many with the heads and hearts to make the world a fairer, more equitable or more inclusive place. Which is no doubt why they are increasingly being referred to as Generation Compassion.
There’s so much we can learn from these young people, and the thousands like them across the world. Unleashing the potential they possess is not just an important endeavour, it’s an urgent one.
There are 4.6 million young people in Australia today, and by 2053 this is predicted to rise to 6.3 million. Our young people are our most significant untapped resource – brimming with ideas to drive change, but not in the driver’s seat.
So what will it take to get 6.3 million young people with the optimism, ideas and drive to contribute and rise to the challenges that confront them?
First, a national commitment and investment in Australia’s young people with the purpose of accelerating the equitable intergenerational transfer of power, wealth, knowledge and resources;
Second, rethinking education and schools to become incubators for learning and experimentation to increase the knowledge, enterprise skills, entrepreneurial capability and resilience in Australia’s young people and build a new nationwide learning eco-system.
Third, accelerating connections between young people locally and globally to enable them to find each other, share ideas and build solutions, together. Demonstrated, evaluated and replicated models of collaboration and innovation, with diverse youth people, to redesign the solutions, systems and institutions which shape our communities and nation.
At a recent conference I was listening to a very engaging and esteemed university academic speaking about university life for students and the power and importance of diversity. Whilst I agreed with much of the presentation, there was a comment made that prompted me to ponder further. It was a comment that I have heard many educators and parents use over the years, including me. I am sure you have heard it too.
“School prepares students for the real world.”
While leaving school is a major milestone in a young person’s development, I just don’t agree that our young people at Pulteney are not already engaged, deeply, with the “real world”. Our students are not just preparing for life beyond the school gates, I see them fully immersed in life right now.
You only have to look at their passion for social justice issues such as supporting the Magdalene Centre and participating in the Walk a Mile in My Boots; the fund and awareness raising for our friends in Nepal; the mentoring one ninety and Middle School students provide the Prep and Kurrajong students; those who volunteer to host international exchanges; the productive gardens our junior students grow; the leadership shown in sporting teams; the regular team of students who do the paper recycling and initiate environmental improvements to our school campus and operations. I am incredibly proud of our students’ can-do attitude, their creativity and their problem-solving capacity.
W B Yeats was right when he stated, “Education is not the filling of a pail, but the lighting of a fire.” Our students’ fires burn bright when they are at school, not just after they have left. And much of this is initiated by them, not teachers or parents. As Jan Owen rightly asserts about our young people:
We need their fresh ideas and new thinking to create a strong future. We can do this by investing in the diversity, ideas and talent of our nation’s young people – back their play and ensure they have the opportunity to build a stronger future.
And we can do this every day, right now.
Owen, J. (2018). A Generations of Hearts + Smarts | FYA. [online] FYA. Available at: https://www.fya.org.au/2018/08/10/a-generations-of-hearts-smarts/ [Accessed 13 Aug. 2018].
Last term I attended the Year 9 camp at the picturesque Wilpena Pound. I was fortunate to have a group leader, ‘Joey’, who shared with the class his wisdom using ancient Chinese proverbs and stories. There was one proverb which really set the tone for our camp. It is the story of “The Old Man Who Lost His Horse” and all Chinese know it as 塞翁失馬焉知非福 (Saiweng Shima, Yanzhi Feifu):
During the Han Dynasty—in the third century B.C.—an old man living on China’s border one day lost his horse. His neighbours all said what terrible luck that was, and sympathized with the old man. But Sai Weng said: “Maybe losing my horse is not a bad thing after all.”
Lo and behold, the next day the old man’s horse returned, together with a beautiful female horse alongside him. All the neighbour’s exclaimed: “What great luck!” But the old man responded: “Maybe this is not such good luck after all.”
The old man had a strong young son. The boy fell in love with the new horse and rode her every day. One day the new horse got spooked by a wild animal and threw the boy from her back. He broke his leg very badly and was permanently crippled.
All Sai Weng’s neighbours said: “What a tragedy, your strong son will never walk without pain again.” But the old man again said: “Maybe this is not such a bad thing after all.”
And so it went that when the New Year came, the emperor’s army passed through the border region and recruited all able young men to fight in the frontier war. Because the old man’s son was crippled he could not fight and was left in the village to farm with his father. Sai Weng said to his neighbour’s: “You see, it all turned out okay in the end. Being thrown from the horse and breaking his leg saved my son from fighting in the war and almost certain death. So it was in the end a lucky thing after all.”
Whenever a bad thing happened on camp (e.g., it began to rain or someone fell over and stubbed their toe), Joey would remind the students of “Sai Weng Shi Ma” (Remember “The Old Man Who Lost His Horse”) to help acknowledge that sometimes apparently bad things have a silver lining.
Viewing situations from a different perspective (called cognitive reappraisal in psychological terms) is often a useful strategy to regulate emotions. For example, reappraising the fact it rained on camp and acknowledging how much the flora and fauna within Wilpena Pound needed the rain to survive, was a helpful way of considering the situation.
However, this is not to say that all negative emotions should be reasoned away. Indeed, research suggests cognitive reappraisal is most useful for situations where events are uncontrollable. The reason being, is that for situations that can be directly changed or controlled, reappraisal may undermine the adaptive role of emotions for motivation.
How we manage setbacks, mistakes and failures is influenced by both our genetic and environmental influences. Whilst it may be challenging to see the good in the bad at first. With constant practice, it should become easier.
I am fortunate to work with staff who are dynamic, highly committed educators, dedicated to exploring best teaching practices and genuinely interested in the welfare of each student entrusted to their care. Over the coming terms, I hope you enjoy learning a little more about the members of the Teaching and Learning Committee as we profile different staff each fortnight. Thank you to Frau Hickman for being our first cab off the rank!
Frau Hickman im Fokus!
Favourite Things to Do : Travelling, going out to dinner, the movies
Down Time : SBS on demand: Scandi Noir
Favourite Food : Raclette
Favourite Sport : Tennis
Favourite OS destination : Berlin, Czech countryside
Other Interests : History, cooking
Recent Movie Favourites : The Death of Stalin, Hunt for the Wilderpeople
Favourite Books : Wolf Hall, Der Medicus
Recommended Viewing : Louka Parry on Learning Languages Tedx talk:
“Words can change the world: how language learning deepens connection”
What led to your interest in German and Germany?
I loved Year 8 German. It was the first time I had the chance to learn a language and I adored Frau Witcomb. She left us in Year 9 and I continued with German through the Open Access College. My grandmother is a ‘Barossa Deutsche’ so my mother was also exerting some gentle pressure to continue. There were two great advantages of being the only language student in the College; I could procrastinate and ‘hang out’ with older students in the library, and I could receive the book prize for German every year!
After Year 11, I went on a 12 month student exchange to Germany. Looking back, it was a courageous decision, we were from a small farming community on the Southern Yorke Peninsula. and no one in my family had travelled overseas at that time. Not surprisingly, it was one of the most defining and best experiences of my life. In many ways, the connections I made and opportunities that have been available to me due to this experience have shaped my life.
Did you always want to become a teacher?
Teaching was something I had always thought about, and in the end it just seemed a natural progression. After school I completed a Bachelor of Arts in International Studies, majoring in German and then a Bachelor of Education, majoring in Languages Education and with a minor in Humanities.
When we were little we were always playing schools and as the oldest I was always the teacher. Now I can’t believe my sister and brother sat through it! I’m sure I was stricter then than I am now!
How has your career progressed?
Immediately after my Bachelor of Education I was awarded a Goethe Institut scholarship to work as a language assistant in Berlin for 10 months. This was another amazing experience, Berlin has so much depth. I worked 4 days a week and never ran out of museums, places or sights to visit.
Upon my return from Germany I was successfully appointed by Christian Brothers College. This was a great place to launch my career, languages were quite strong at that point and although challenging at times, I had a wonderful time there. I led an exchange of 20 boys to Germany one year, and with hindsight I think I must have been crazy, but it really was a rewarding experience. I also won another language course scholarship during that time and enjoyed this two month opportunity to obtain a ‘Oberstufe’ qualification at the Goethe Institut in Prien am Chiemsee.
In my spare time, I squeezed in a wedding and the birth of my two children, whilst concurrently completing a Graduate Certificate in Languages education.
While on maternity leave, I worked in the Scotch Boarding House as a ‘boarding mum’ and really enjoyed working with the girls. When the position at Pulteney was advertised it was perfect timing and I applied. The rest they say is history!
What have been the hi-lights of working at Pulteney?
I’ve had some amazing classes during my time here, both MS and senior; but my Year 11/12 classes are always very special to me. Many students I’ve known since they were only 12, many have either been on exchange or travelled with me on the German trip - so we share a lot of common experiences. Importantly, I understand what they are going through with the German grammar! There is genuine mutual respect and affection, and lots of laughter. I know most of their parents well enough that I feel very comfortable calling if I feel something isn’t right.
I also love working with the Languages Team. There is a lot of passion in our small faculty and I have been particularly proud of our work on the Languages Week, the introduction of our new primary Mandarin program and the existing language and culture trips to Japan and Germany. It is lovely in the office to often hear at least three languages at times and sometimes four when Minmin tries to teach us some Mandarin!
What are you excited about?
There are a quite few things at the moment. The new MS building is providing a lot of opportunity to do things differently and we’ve recently had the opportunity to combine a few classes together and pilot some new activities. It has also motivated our languages team to update our IT skills and we have been teaching ourselves all sorts of new tricks! I think the students always appreciate our extra effort. At the end of August, I am visiting Box Hill School in Victoria, which has a very innovative and successful languages program. I will also represent SA at the National German teachers Meeting and attend the National German teachers Conference. The Japanese Trip leaves soon which is also exciting and such a wonderful experience for our students.
What would be your best career advice to a beginning teacher?
One the smartest things I did as a beginner teacher was to join the SA German Teachers Association as a committee member. I have got to know many amazing teachers who are now friends and I am very well networked within the German teaching community. When I need advice or resources all I have to do is send out an email and I have all the help I need. For the last five year I have been the treasurer. I laugh sometimes that I have ended up with this job – I still regularly ring my Dad for advice regarding percentages at report time!
What does language learning mean to you?
For me language is about making connections. I want our students to understand that there is so much more to second language learning than the actual ability to be able to hold a conversation in another language. In essence, language and culture are ONE, intertwined and inseparable. When a student learns a language they may also be learning a new culture, but they are also learning and reflecting on their own culture: their national culture, local culture and their family’s culture. Cultural competence, empathy, sensitivity, and understanding one’s own identity, are all valued ‘knock on’ effects of language learning. As students navigate their way through a variety of workplaces with colleagues from all over the world, with vastly different life experiences, they will need impeccable people skills; a strong understanding that their world view is not unique; an understanding of diversity and a set of soft skills that will enable them to bridge the divide that technology cannot reconcile. By teaching students to communicate in another language in a culturally appropriate manner, we are developing transferable life skills to successfully negotiate and form meaningful and genuine connections across any culture, be that a workplace culture or otherwise.
Leadership in the Prep School
During the second semester of 2018 we will continue to develop a culture of leadership within the Prep School. The emphasis will be on promoting the skills and attitudes required for all students to recognise their leadership potential.
I wish to congratulate the Semester 1 Student Representative Council members and the Year 5 Assistant House Leaders for their roles in the Prep School during the first semester of the year. They approached their leadership roles very responsibly and are to be commended for this. The following leaders for Semester 2 will be presented with their badges on 16 August and I look forward to working closely with them.
House Leaders: Semester 2 - Year 5
Bleby Howard Year 5 Deputy House Leaders
Moore Sunter Year 5 Deputy House Leaders
Kennion Miller Year 5 Deputy House Leaders
Cawthorne Nicholls Year 5 Deputy House Leaders
Student Representative Councillors: Semester 2
I would also like to congratulate the following students who will be presented with a badge at the Leadership Assembly for their involvement in the 2018 Tournament of Minds Competition.
Prep Team 1
Prep Team 2
The Anglican Schools Network Group’s 2018 Student Leadership Conference
On Wednesday, the 8th of August a group of Pulteney students ranging from Year 6 to Year 11 participated in the Anglican Schools Network Group’s 2018 Student Leadership Conference. Below is an account composed by attending students Eleanor Champion (Year 11), Harry Oates (Year 8) and David Perry (Year 6):
Throughout the day, students were placed into allocated groups with students from other schools and given activities to complete. Students were encouraged to brainstorm collectively about different aspects of leadership such as what visions they had for their school, what forms of communication work effectively, how leaders can use initiative, and how to build an inclusive leadership team. The conference was mainly structured about how leaders should seek means to change and what sort of ideas are good to change.
The day also included some guest speakers, two of which were Eloise Hall and Isobel Marshall, the co-founders and co-directors of Adelaide company Taboo. This is a company which aims to sell sanitary products to women in Australia and use all of its profits towards ensuring all women across the world have access to sanitary care. The co-founders of Taboo discussed how the skills they gained from their school leadership positions helped them come up with the idea for Taboo and start up the company. This presentation was incredibly interesting and talked about the ups and downs of running a business and the leadership they had to show.
Towards the end of the day, all of the Pulteney students who attended were able to come together and discuss issues that were occurring in our own school, choose one and come up with an ‘elevator pitch’ on how we could solve the issue. Each school then presented their elevator pitches (“Mini Shark Tank” the conference organiser referred to it as). It was very interesting to hear what issues other schools had and how they aimed to solve them. We discussed what we could pitch as a group for 15 minutes, and ended up deciding on ‘Uniform Quality’ and explored gender-neutral uniform options.
An additional benefit to the conference were the skills we all developed in regards to socialising and ‘net-working’. As David mentioned: “At the beginning, I only knew a few people within our school itself, and knew one boy from St Peter’s College... At the start, I was a bit unsure, but the teachers gave us a challenge to see if we could meet three new people before the end of recess, and also working outside of your school in groups, so by the end of the day I felt really comfortable with the people there and I felt like I really enjoyed it”.
Ultimately, the day was very enjoyable and we all learned a lot, and it was also an excellent opportunity for students across Pulteney’s sub-schools to come together and collaborate their ideas.
Head of Prep School
On Monday 13 August, the Year 12 Accounting class were given the unique opportunity to hear from Mr Todd Cavender. An Old Scholar and father to Jack (Year 11), Mr Cavender works as a practising Chartered Accountant in the public sector and is the Director of Black & Co Chartered Accountants. The presentation to the students was based on ratio analysis as part of their preparation for their Report assessment for SACE. Students commented that the real world examples that Mr Cavender was able to provide helped their ability to analyse the usefulness of ratios. This was a wonderful example of the Pulteney community coming together once again.
Explore your Future Expo
The Pulteney Old Scholars’ Association and the Futures Office, were thrilled to see so many Year 9 – 12 students and their families at the “Explore Your Future” Expo recently. Following the keynote address by Ken Hall (Old Scholar 1975), where he reflected on his career journey and spoke of the need for consistent effort, passion, vision and embracing every opportunity that comes your way, students and their parents moved to the Centre for Senior Learning to listen to shorter presentations on a variety of career/industry areas. From the extensive feedback I have received, from both students and their parents, the night was a resounding success, with many parents saying their normally uncommunicative child wouldn’t go to bed as they were having animated conversations about possible future careers – exactly the outcome we were hoping for! The success of the night is due, in the main, to the generosity of our Old Scholar and parent communities, who were willing to give of their time to present at the evening. A very special thank you to Mr Ken Hall, and also to Mark Bourchier and his team in Community Relations for their support in sourcing and finalising the presenters. We look forward to further refining the evening for an even more successful event in 2020! If any parents or students who attended still have feedback about the evening, please feel free to email me this week. If you know of any Old Scholars who would like to take part in future expos, please ask them to contact me.
Year 12 SATAC applications - University
The Year 12 SATAC application process is now open for 2019 University study. Year 12 students have until Friday 28 September to register their intention to put in an application, without incurring a late fee of $175.00. My advice to students who are unsure of their career preferences, is to log on to www.satac.edu.au and add a generalist degree by Friday 28 September. They then have until January 3, 2019 to add any other preferences they might be interested in studying or change the order of their preferences. This way they avoid the late fee and also give themselves time to ‘nut out’ their preferred pathway. For students interested in Medicine, Dentistry and Creative/Performing Arts degrees, no late applications will be accepted and so they MUST meet the September 28deadline. This closing date also applies to most interstate tertiary admission centres but students will need to carefully check if they are applying interstate, as some individual courses may have other requirements with different closing dates. I am certainly available to assist students (and parents) with this process, although the students will need to do the ‘decision making’ in relation to their future careers!
For students in Years 10 and 11, Term 3 is also a very important one, where they will need to look closely at their post-schooling options and make decisions about the subjects they choose to study in 2019. While there is a pathway to almost any career these days, it is most efficient if students choose the correct areas of study in the first instance. Year 10 students are exploring their career options through their SACE Personal Learning Plan (PLP) subject this term, having had presentations from Flinders University and University of South Australia, while Year 11 students will take part in another online career quiz, to support their work from PLP last year and to assist them in making some further decisions regarding their future. If you have any questions regarding subject choices and career pathways, please feel free to contact me.
Useful websites for exploring careers
Below are several websites that students (and parents) may find useful to assist in the process of exploring possible future career areas.
VET (Vocational Education and Training) Courses
Students studying in one ninety at Pulteney are able to access VET courses to study as part of their SACE. Students can choose a VET course to begin a vocational pathway, for example as a plumber, electrician or hairdresser, or as a ‘taster’ course, to explore possible career opportunities, such as business or fashion design. VET courses can run during school hours, or after school, and offer students a great opportunity to develop practical skills and learn in a different environment. In addition to SACE credits, students studying a VET course will also receive a nationally recognised qualification. There is a large range of VET courses available for students to choose from. If your child is interested in exploring VET as an option, more information is available on the Futures website. Students have attended an information session regarding the application process for VET studies and have been emailed a link to this site, which is also here:
https://sites.google.com/site/careersforpulteneystudents/home/vet. Students wanting to apply for a 2019 VET course need to have their initial application forms submitted by Thursday 7 September.
University Adjustment Factors (previously known as Bonus Points)
I have had several conversations with Year 12 students recently about how the adjustment factors impact on their ATAR for entry into the SA universities, so I have included some information below for you to read. From 2018 onwards, bonus points are now referred to as ‘adjustment factors’. There are two components to the adjustment factors in SA – the Universities Equity Scheme and the Universities Language, Literacy and Mathematics Bonus Scheme. The schemes are administered by SATAC, based on rules provided by the universities. For specific information about the bonus points schemes, go to http://www.satac.edu.au/universities-bonus-schemes
Special Tertiary Admissions Test (STAT)
The Special Tertiary Admissions Test (STAT) is developed by the Australian Council for Educational Research (ACER). The test is used widely by tertiary institutions in Australia, to assist them with the selection of students across a broad range of academic programs.
The 2-hour test assesses a range of competencies considered important for successful tertiary study and consists of 70 multiple choice questions, half of which are verbal/critical reasoning and the other half quantitative reasoning. Year 12 students, who will be 18 on or before 1 February 2019, are eligible to sit the STAT as an alternative entry pathway to university if they wish. Students apply to sit the STAT through their SATAC application. For further information, go to: https://stat.acer.edu.au/
The Federal Government has established a program to assist young people gain a start in employment. The online program covers information on how to contact employers, exploring jobs, developing job application resources, advice on interviews and much more. Go to https://jobjumpstart.employment.gov.au/
The SelfStart program is an online resource to support and guide young people through the first stages of starting and marketing a business. The program links the participants to local and national business support and connects to the New Enterprise Incentive Scheme. For details, go to https://jobsearch.gov.au/selfstart.
Studying in the UK
Applications for most UK universities open in September 2018. Applications for Oxford, Cambridge and for courses in Medicine, Dentistry, Veterinary Medicine and Veterinary Science close in October. Other key dates can be found at www.ucas.com/apply/key-dates. Students wishing to apply for a full-time undergraduate course at university or college must use the UCAS online service called ‘Apply’. Apply is a secure, web-based application system which is available 24 hours a day. The UCAS application process is outlined at www.ucas.com/ucas/undergraduate/getting-started.For information and advice on studying in the UK, go to the British Council website athttps://study-uk.britishcouncil.org/.
If you have any questions regarding careers, please feel free to contact me on email@example.com or 8216 5553.
Coordinator of Futures
Save the date for the following Pulteney events!
|Weds 5 - Sat 8 Sept||Pulteney Year 12 Drama presents 'The Trench'|
|Friday 9 November 12.00pm||Pulteney Foundation Golf Day
Mt Osmond Golf Club
|Tuesday 4 December 7.00pm||
The Pulteney Business Directory has arrived! We encourage our community to search and support businesses connected to our School. View here
- Pulteney Review Week 6 Term 4 2019
- Pulteney Review Week 4 Term 4 2019
- Pulteney Review Week 8 Term 3 2019
- Pulteney Review Week 4 Term 3
- Pulteney Review Week 2 Term 3
- Pulteney Review Week 6 Term 2
- Pulteney Review Week 4 Term 2
- Pulteney Review Week 2 Term 2
- Pulteney Review Week 10 Term 1
- Pulteney Review Week 8 Term 1
- Pulteney Review Week 6 Term 1
- Pulteney Review Week 4 Term 1
- Pulteney Review Week 2 Term 1
- Pulteney Review Week 8 Term 4
- Pulteney Review Week 6 Term 4
- Pulteney Review Week 4 Term 4
- Pulteney Review Week 10 Term 3
- Pulteney Review Week 8 Term 3
- Pulteney Review Week 6 Term 3
- Pulteney Review Week 4 Term 3
- Pulteney Review Week 2 Term 3
- Pulteney Review Week 8 Term 2
- Pulteney Review Week 6 Term 2
- Pulteney Review Week 4 Term 2
- Pulteney Review Week 2 Term 2
- Pulteney Review Week 10 Term 1
- Pulteney Review Week 8 Term 1
- Pulteney Review Week 6 Term 1
- Pulteney Review Week 4, Term 1
- Pulteney Review, Week 2, Term 1
- Pulteney Review, Week 8, Term 4
- Pulteney Review, Week 6, Term 4
- Pulteney Review, Week 4, Term 4
- Pulteney Review, Week 2, Term 4
- Pulteney Review, Week 10, Term 3
- Pulteney Review, Week 8, Term 3
- Pulteney Review, Week 6, Term 3
- Pulteney Review, Week 4, Term 3
- Pulteney Review, Week 2, Term 3
- Pulteney Review Week 2 Term 4
- Pulteney Review Week 6 Term 3
- Pulteney Review Week 10 Term 3 2019
- Pulteney Review Week 8 Term 4 2019