WORTH READING

I SSUE 11 9
T H
A U G U S T 2 0 1 3
www.wrc.vic.edu.au
Senior School
Course Selection
Monday - Friday
12th - 16th August
WWW Week 4
Group C4
Wednesday 14th August
WWW Week 5
Group C5
Wednesday 21st August
Year 12 English
Test Period 1
Monday 26th August
A Proud History, a Bright Future
AWARDS GALORE AT WRC!
FOR A FULL LIST OF AWARD RECIPIENTS AND MORE PHOTOS GO TO PAGES 5, 6 & 7.
2
PRINCIPALS REPORT
Principals Awards Assembly
Last week more than 100
students were honoured with
awards at our annual Principals
Awards Assembly. The assembly
aims to highlight the signifcant
achievement of students in the
frst semester of the year. At each
year level awards were presented
for:
Achievement: Top Ten Academic Achievers
Effort: Top Ten based on Effort from mid-year
reports
Attendance: Top Ten Attendance
Community: recognising leadership, community
service and contribution to the school
It was interesting to see how many students received
multiple awards, for example, attendance, effort and
achievement. The key message seems to be that if you
are at school every day and working hard then you are
more likely to achieve at a high level.
On a side note, it was wonderful to see the large
numbers of parents present at the assembly to watch
their children receive awards and then catch up
afterwards for a chat and some morning tea. As a
school we really appreciate the efforts of parents to join
us on these special occasions.
Student Attitudes to School Survey 2013
Each year in May the Education Department conducts
surveys in schools to see how students are feeling
about their learning, their peers, their teachers and the
school. Schools then use this information to plan for
improvements across the school to address the issues
raised by students. At WRC we take these results very
seriously and the information we receive is critical in
determining policies and practices at the school.
As most parents would be aware our Student Survey
results have been steadily improving for the past 4
years. This years results continue that trend and we are
very pleased with the results.
As you can see from the graph on the following page,
WRC students rate their school experience above the
Gippsland Regional average in all eleven areas. Against
State averages, we are above average in nine out of
eleven areas across the school. As a school community
we will continue to dissect these results in a variety
of forums from School Council to Year Level meetings
where we try to unpack the data to look for further ways
to improve.
Finally, a big congratulations to all students and the
Student Services team for their excellent efforts in
improving Student Safety to above the State average,
a big part of this result can be attributed to the strong
Anti-Bullying program that all students and staff
have been contributing to across the College. Lastly, a
note on Student Distress, to be consistent with other
variables it is expressed in a positive way, therefore a
high result is good, that is, students are feeling a lack of
distress or negativity about being at school.
Course Selection for 2014
We had a huge turn-out for the Senior School
Information Evening on Monday night. It was terrifc to
see so many parents in attendance as well as providers
from GippsTAFE, Monash and ECG. This night is the
frst step in the course selection process that continues
next week with course counselling sessions. A big thank
you to Robyn Ridsdale and David Stevenson for their
organisation of this process. If you have any questions
or queries about course selection or pathways please
ring Robyn or David at the school.
Gonski
Like most educators across Victoria, I was delighted
to see the Premier, Dr.Napthine, sign up to the Gonski
funding reforms. In the longer term it will mean more
money for Warragul Regional College students. At this
stage we have been told that increases in funding for
2014 will be very modest, however, from 2015 we can
expect to see a shift in funding that will allow us to
better cater for the range of students across our school.
Attendance
Can I remind parents that each time their student
is absent from school, we need to be notifed with a
reason. Parents may have read that the government is
considering fning parents who do not supply schools
with a reason for their childs absence. While I am not
sure that is the direction to go, I can say that school
attendance is critical to success at school. If for any
reason your child cannot attend school please ring,
email or text the school so that we can ensure that we
are working with you to best meet your childs learning
needs.
Rob Juratowitch
Principal
3
2
How to use RAFTS
Included with this edition of
Worth Reading is a copy of a
document which students will
shortly receive.
RAFTS provide students with
problem-solving strategies for
seven of the most common
challenges they face. In keeping
with the colleges focus on solutions
rather than problems, staff, parents and students
developed the handy wallet card for students to use.
RAFTS stands for just that rafts. The river of life can
be bumpy. Sometimes, the unexpected happens, and
we hit cold water. Rafts are tools for getting from one
destination to another, academically and emotionally. They
are problem-solving tools that help keep us afoat, even
through rough rapids.
We encourage parents to discuss these strategies with
their children. Being able to talk about your feelings and
thoughts is one of the best medicines in the world. It has
been proven that young people who can articulate their
emotions are more resilient.
Award's Assembly
I would like to thank all the parents that turned out to
support their loved one at the Award's Assembly. It
was fantastic to see so many parents/guardians at this
ceremony. Your attendance sends a powerful message to
your child that you support them.
Mt Worth Cluster
Again, this was an outstanding day (despite the weather).
Thank you, not only to the students who attended the day,
but also to Mr. Law and the staff who ran the program. Of
particular note was the strong leadership of our Year 10
Beacon leaders throughout the activities. Congratulations
to everyone who was involved.
The importance of eating regularly and bringing
lunch everyday
We have noticed an increase in the number of students
who do not bring lunch to school. In most cases, the
school will provide food to these students; however, we
do not see it as our responsibility to provide meals for
students. Eating regularly and healthily contributes to a
students ability to learn effectively. We are aware that
many parents leave for work before their children pack
their lunches. In this event, it is important that parents are
aware of what their children are eating. Parents are often
surprised to learn how many energy drinks or fast foods
their son/daughter consumes throughout the week. Foods
which are high in sugar create a short sugar rush before
dropping a young persons energy levels down to an even
lower point than before. We are noticing that more and
more students are managing their moods via food and
not in a good way! Our moods contribute to our enjoyment
of life. How does your food make you feel?
Vaya Cross
Assistant Principal
3
ASSISTANT PRINCIPAL'S REPORT
by Michael Grose - No. 1 parenting educator
2013 Michael Grose
Michael Grose Presentations
PO Box 167 Balnarring Vic 3926 p + 61 3 5983 1798 f (03) 5983 1722 e office@parentingideas.com.au
All rights reserved. For more ideas, support and advice for all your parenting challenges please visit our website.
facebook.com/Parentingideas.com.au
twitter.com/michaelgrose
parentingideas.co.uk parentingideas.com.au parentingideas.co.nz
If I dont do well in this test my whole year will be messed up!
Do you have a child who automatically assumes the worst
case scenario in any risky or new situations? If so, you have a
catastrophiser on your hands.
Catastrophisers exaggerate their worries and place enormous
pressure on themselves.
The default mechanism in their thinking always goes to the most
negative outcome possible. The results wont just be bad, theyll
be catastrophic!
They wont just mess up if they give a talk to their class at school.
Theyll make total fools of themselves and the whole class will laugh
at them, or so they say.
They wont just fall over in a game. Theyll break a leg, end up
in hospital and miss out on going to school camp, or so they say.
They wont just get a dirty look from their teacher if they arrive
late for school. Theyll be kept in at lunch-time, miss out on sport
and have all the other kids making fun of them if they are late,
or so they say.
Catastrophising makes kids feel miserable. Worse, they often
dont want to do anything because they expect the worst
possible outcome.
So what to do with a catastrophiser?
Your approach will depend to some extent on your childs age.
Under fives generally dont overtly catastrophise, however even
young children can be negative. Make sure you model upbeat,
positive thinking as young children take their cues from their
parents, particularly the parent they spend most time around.
School-aged children need to be encouraged to keep things in
perspective. Challenge your childs propensity to catastrophise.
Here are five ways you can use to challenge your childs
catastrophic thinking:
1. Whats the most likely scenario?
Sometimes its useful to introduce a dose of old-fashioned rational
thinking. Yep, you could break your leg if you go skiing. But the
odds are that you wont.
2. Does it really matter? You may be right, but is it the end
of the world as we know it?
One way of dealing with hard core catastrophisers is to admit that
they could be right, but even if they are right and the worst case
scenario does happen, the sun will still shine tomorrow. Take kids
to the worst possible scenario and they may see its not so bad.
Where does this fit on the disaster meter?
Catastrophisers get themselves in a knot about relatively
insignificant things. Okay, making a fool out of themselves may not
be insignificant to kids, however compared to plenty of other
events...well, perspective is a good thing. Help them get some
perspective by giving their worry a score out of ten, on how
important the issue really is.
4. Thats unhelpful thinking.
Sometimes kids thinking is so out of whack with reality that they
become anxious about minor things. Thinking such as, everyone
must like me, I must never make a mistake and bad things always
happen to me are extreme and need to be replaced by more
moderate, realistic thoughts. E.g. It would be nice if everyone liked
me but not everyone will. Its important to have some good friends.
5. Replace extreme words for feelings with more moderate
descriptors: Todays kids talk in extremes awesome, the best
and gross roll off their tongues easily these days. Extreme language
leads to extreme thinking. So encourage kids to replace Im furious
with Im annoyed, Its a disaster with Its a pain, I cant stand it
with I dont like it. Sounds minor but by changing kids language
you change how they think about events and, more importantly,
how they feel.
I suspect that many parents will identify strongly with some of
the above.
Yes, we all catastrophise from time to time, particularly when we are
under stress. It takes a cool customer to moderate their thinking the
whole time. So be mindful of your childs need to jump to the worst
from time to time. A bit of reassurance is all thats needed in these
one-off scenarios.
But if you, like your child, are a serial catastrophiser, then it will
be useful to challenge your unhelpful or extreme thinking when it
happens. Not only will you model realistic thinking for your kids,
but you will get an insight into what you need to do to change your
childs catastrophising.
What to do when kids catastrophise!
Catastrophising makes kids feel miserable. Worse, they often dont want to do anything because they
expect the worst possible outcome.
4
ACHIEVEMENT AWARDS - These awards are presented to the top academic students at each year level
YEAR 12 YEAR 11 YEAR 10 YEAR 9 YEAR 8 YEAR 7
Natalie Martyn
Danielle
Stephenson
Carley Young
Caitlin Frost
Theresa Johnson
Claire Young
Rachel Mak
Jason Rennie
Sophie Johnson
Megan James
Hayley Brydon
Brooke OConnor
Zac Murfet
Alyse Ollington
Elizabeth Campbell
Ebony
Pierrehumbert
Katelyn Handley
Miriam Grace
Aimee Kriesl
Jeynelle Mills
Evangeline Clough
Good
Jack Walk
Jacqui Wall
Katia Ercoles
Shelby Driessen
Kiera Collins
Becky Fullard
Samuel Harkess
Breanna Campbell
Kayne Best
Angela Aitken
Molly Bridge
Liam Joslin-Tuck
Kailo Worth
Rachel Harris
Olivia Schwartz
Benjamin Jones
Jasmine Mead
Mathilda Clark
Matt Lubberink
Sophie Smith
Scott Lewis
Bradley Murray
Emily Debnam
Thomas Hilder
Hayden Young
Tom Harvey
Annaliese
Rowlinson
Thomas Axnick
Grace Tang
Georgia Rowlinson
Cobie Polman
-Short
Jack Jacobs
Jack Braddick
Charlie Tang
Meredith Wall
Ella Bridge
Kaley Ward
Brianna Robinson
Molly Parker
Chelsea Woolan
Ebony Cordell
ENDEAVOUR AWARDS - These awards are presented to students who received 100% in their progress
reports for effort at each year level
YEAR 12 YEAR 11 YEAR 10 YEAR 9 YEAR 8 YEAR 7
Natalie Martyn
Brooke O'Connor
Danielle
Stephenson
Georgia Worrall
Renee Coote
Caitlin Frost
Brandon
Carpanedo
Megan James
Maddison
Dalgleish
Ainsley Keppel
Rochelle Pompei
Brittany Price
Elizabeth Campbell
Miriam Grace
Zac Murfet
Meaghan Newitt
Katelyn O'Connell
Ebony
Pierrehumbert
Erica Glass
Katelyn Handley
Alyse Ollington
Mieke Polman-
Short
Kiera Collins
Britney Pompei
Jacqui Wall
Deborah Haynes
Samuel Harkess
Becky Fullard
Breanna Campbell
Shelby Driessen
Cloe Storer
Courtney Anderson
Paige Easton
Katia Ercoles
Olivia Schwartz
Bailey Christopher
Kailo Worth
Shayna Denholm
Rachel Harris
Scott Lewis
Jasmine Mead
Benjamin Jones
Jamie Jose
Sophie Smith
Grace Armstrong
Thomas Axnick
Emily Debnam
Bradley Murray
Cobie-Polman
Short
Hayden Young
Kaitlyn Black
Tom Harvey
Thomas Hilder
Annaliese
Rowlinson
Grace Saunders
Grace Tang
Shaye Thompson
Ebbony Van
Hammond
Tayla Baker
Ebony Cordell
Meredith Wall
Chelsea Woolan
Brooke Beecroft
Jack Braddick
Kayla Haynes
Taylor Van
Hammond
ATTENDANCE AWARDS - The attendance award is the top students in every year level for attendance
YEAR 12 YEAR 11 YEAR 10 YEAR 9 YEAR 8 YEAR 7
Aaron McDonald
Megan Graham
Jack Symes
Sarah Winter
Ashli Axford
Caitlin Frost
Jacqueline Kleinitz
Natalie Martyn
Erin Mitchell
Zac Regester
Megan Stoll
Thomas Axford
Joshua Bloink
Katelyn Handley
Ebony
Pierrehumbert
Danielle Proctor
Elizabeth Campbell
Brandon Cvetkovic
Madison Dixon
Alysha Eydems
Zac Murfet
Meaghan Newitt
Dillion Pratt
Melinda Winter
Kayne Best
Breanna Campbell
Deborah Haynes
Calef Benn
Robbie Coster
Jack Cusden
Shelby Driessen
Samuel Harkess
Bradley Hefford
Stephanie Kleinitz
Karly McGrath
Jake Orlicki
Nick Handley
Brayden Hoskins
Benjamin Jones
Steven Breeden
Bailey Christopher
Breanna Pratt
Olivia Schwartz
Jesse Wadsworth
Ryan Ward
Crystal Lowther
Reece Campbell
Kristen Coster
Rory Crook
Hannah Junor
Jett Murphy
Matthew Notman
Jackson Perry
Tony Pyle
Claudia Schwartz
Erin Spragg
Grace Tang
Hayden Young
Shaina
McCormack
Miranda Farmer
Erin MacFarlane
Leilani Pelenato
Evelyn Borsato
Jack Braddick
Daniel Cawcutt
Benjamin Farmer
Benjamin Farthing
Phoebe Graham
Kyra Roberts
Michael Rowlinson
Kayla Stewart
Benjamin Turfboer
by Michael Grose - No. 1 parenting educator
2013 Michael Grose
Michael Grose Presentations
PO Box 167 Balnarring Vic 3926 p + 61 3 5983 1798 f (03) 5983 1722 e office@parentingideas.com.au
All rights reserved. For more ideas, support and advice for all your parenting challenges please visit our website.
facebook.com/Parentingideas.com.au
twitter.com/michaelgrose
parentingideas.co.uk parentingideas.com.au parentingideas.co.nz
If I dont do well in this test my whole year will be messed up!
Do you have a child who automatically assumes the worst
case scenario in any risky or new situations? If so, you have a
catastrophiser on your hands.
Catastrophisers exaggerate their worries and place enormous
pressure on themselves.
The default mechanism in their thinking always goes to the most
negative outcome possible. The results wont just be bad, theyll
be catastrophic!
They wont just mess up if they give a talk to their class at school.
Theyll make total fools of themselves and the whole class will laugh
at them, or so they say.
They wont just fall over in a game. Theyll break a leg, end up
in hospital and miss out on going to school camp, or so they say.
They wont just get a dirty look from their teacher if they arrive
late for school. Theyll be kept in at lunch-time, miss out on sport
and have all the other kids making fun of them if they are late,
or so they say.
Catastrophising makes kids feel miserable. Worse, they often
dont want to do anything because they expect the worst
possible outcome.
So what to do with a catastrophiser?
Your approach will depend to some extent on your childs age.
Under fives generally dont overtly catastrophise, however even
young children can be negative. Make sure you model upbeat,
positive thinking as young children take their cues from their
parents, particularly the parent they spend most time around.
School-aged children need to be encouraged to keep things in
perspective. Challenge your childs propensity to catastrophise.
Here are five ways you can use to challenge your childs
catastrophic thinking:
1. Whats the most likely scenario?
Sometimes its useful to introduce a dose of old-fashioned rational
thinking. Yep, you could break your leg if you go skiing. But the
odds are that you wont.
2. Does it really matter? You may be right, but is it the end
of the world as we know it?
One way of dealing with hard core catastrophisers is to admit that
they could be right, but even if they are right and the worst case
scenario does happen, the sun will still shine tomorrow. Take kids
to the worst possible scenario and they may see its not so bad.
Where does this fit on the disaster meter?
Catastrophisers get themselves in a knot about relatively
insignificant things. Okay, making a fool out of themselves may not
be insignificant to kids, however compared to plenty of other
events...well, perspective is a good thing. Help them get some
perspective by giving their worry a score out of ten, on how
important the issue really is.
4. Thats unhelpful thinking.
Sometimes kids thinking is so out of whack with reality that they
become anxious about minor things. Thinking such as, everyone
must like me, I must never make a mistake and bad things always
happen to me are extreme and need to be replaced by more
moderate, realistic thoughts. E.g. It would be nice if everyone liked
me but not everyone will. Its important to have some good friends.
5. Replace extreme words for feelings with more moderate
descriptors: Todays kids talk in extremes awesome, the best
and gross roll off their tongues easily these days. Extreme language
leads to extreme thinking. So encourage kids to replace Im furious
with Im annoyed, Its a disaster with Its a pain, I cant stand it
with I dont like it. Sounds minor but by changing kids language
you change how they think about events and, more importantly,
how they feel.
I suspect that many parents will identify strongly with some of
the above.
Yes, we all catastrophise from time to time, particularly when we are
under stress. It takes a cool customer to moderate their thinking the
whole time. So be mindful of your childs need to jump to the worst
from time to time. A bit of reassurance is all thats needed in these
one-off scenarios.
But if you, like your child, are a serial catastrophiser, then it will
be useful to challenge your unhelpful or extreme thinking when it
happens. Not only will you model realistic thinking for your kids,
but you will get an insight into what you need to do to change your
childs catastrophising.
What to do when kids catastrophise!
Catastrophising makes kids feel miserable. Worse, they often dont want to do anything because they
expect the worst possible outcome.
4
5
PRINCIPALS AWARDS
6
COMMUNITY AWARDS - Students receiving a community award were nominated by the Year Level
Teams based on the following criteria:
Leadership
Contributions to the whole school community and beyond
Helping and thinking of others
YEAR 12 YEAR 11 YEAR 10 YEAR 9 YEAR 8 YEAR 7
Lucy Saunders Zac Murfet Calef Benn Sophie Smith
Jesse Wadsworth
Shanya Denholm
Marcus Russell-
Hart
Rachel Harris
Breanna Pratt
Rebecca Wooster
Olivia Schwartz
Samantha Barson
Katelyn Young
Shanai Huysman
Brad Murray
Jaxon Notman
Emma Van Wel
Kaitlyn Black
Miranda Farmer
Benjamin Farthing
7
Congratulations
and well done to all
award recipients!
CAREER NEWS
Reminders
Open Days
Sun 11 Aug ACU (Melbourne); Deakin
(Geelong); Gordon (Geelong); RMIT
Sun 18 Aug La Trobe (Bendigo); Melbourne
(Parkville & Southbank - VCA)
Sun 25 Aug ACU (Ballarat); Ballarat; Box
Hill: Deakin (Burwood); La Trobe (Bundoora);
Monash (Gippsland); Victoria; William Angliss
Sun 1 Sept La Trobe (Albury/Wodonga)
Occupational Therapy information evening;
5.30-8pm, Thurs 12 Sept; Austin Hospital,
Studley Rd, Heidelberg; Register: email
Monica.williams@austin.org.au
Herald Sun Careers Expo 16 18 Aug;
Melbourne Exhibition Centre; Info: www.
careerexpo.com.au
Student and parent evening at VU 7-9pm,
Tues 13 Aug; Footscray Park Campus; Register:
www.vu.edu.au/vce-information-evening.
OPEN DAY INFORMATION -
The date of the Gippsland campus of Monash
University Open Day is Sun 25 August the same
date as the University of Ballarat. It is expected
that the new Federation University of Australia
will commence operations in 2014, comprised
of the current University of Ballarat and the
Gippsland campus of Monash University.
Make sure you check out Open Day details on
websites before attending. Some universities
will assist you to plan your day if you register
your attendance beforehand. For example
see www.latrobe.edu.au/openday or www.
openday.unimelb.edu.au.
YEAR 12 STUDENTS APPLYING FOR COURSES
FOR 2014
Year 12 students can start applying for courses
for 2014 from Monday 5 August, using the
Victorian Tertiary Admissions Centre (VTAC)
website (www.vtac.edu.au) at a cost of $27. You
have until Fri 27 Sept for a timely application.
After that a late fee of $91 will apply till 8
November, when the late fee rises to $116
(applies to applications made till 6 Dec). You
will need to register as an applicant frst. When
applying you can list up to 12 courses, putting
them in the order you most want them as you
will be offered a place in the frst course in your
list for which you meet the requirements.
YEAR 12 SPECIAL ENTRY ACCESS SCHEME
(SEAS)
The Victorian Tertiary Admissions Centre
(VTAC) 2014 Guide includes a section about
SEAS (pages 28-42). You are advised to read
this section to fnd out if you are eligible for
any special consideration with your course
application. Also see: www.vtac.edu.au/
who/seas.html. NOTE: SEAS applications
are made on the VTAC website, but can only
be completed after frst applying for courses
(applications close: 8 October).
THINKING OF SCHOLARSHIPS?
Most institutions listed in the VTAC Guide
have a number of scholarships available to
applicants. Scholarships either require a direct
or VTAC application. Read the Guide (Pages
43-48) or see the VTAC website.
ACCESS MELBOURNE
Access Melbourne (University) provides
educational opportunities for students from
a diverse range of backgrounds enrolling in
undergraduate degrees. The University has a
selection guarantee for eligible applicants in
the following Access Melbourne categories:
Disadvantaged fnancial background
Applicants from rural or isolated areas
Students who complete an Australian Year 12
or the IB in 2013 and are eligible for one or
both of these categories, will be guaranteed a
Commonwealth Supported Place (CSP) in the
following undergraduate degrees, providing
they meet the course prerequisites and achieve
the following ATAR or notional ATAR: Arts,
Environments or Science ATAR of 78+;
Commerce ATAR of 88+; Biomedicine ATAR
of 95+. Even if a students ATAR falls below these
levels, they will still be considered for a place.
Applicants eligible of other Access Melbourne
categories will be considered on an individual
basis. See: www.access.unimelb.edu.au.
THINKING OF ENGINEERING AS A CAREER?
As the workforce ages and the world shifts
to an innovation economy, the demand for
engineers increases. A report by Engineers
Australia highlights the nature of Australias
engineering skills shortage (not just Australia).
According to the Times Higher Education it is
estimated that UK engineering companies will
have 2.74 million job opportunities between
20102020. The USA also has a great
demand. Engineering ranks third amongst the
ten best paying sectors. Monash engineering:
www.monash.edu.au/study-engineering.
AUSTRALIAN ENGINEERING WEEK
This annual event is being held 5 - 11 August.
Check out www.makeitso.org.au/australian-
engineering-week/victoria.
WOMEN IN ENGINEERING
Find out how women are making a difference
across all felds of engineering. Engineers
design, create, explore, innovate, and work
in many different environments. Hear guest
speakers Kylie Bishop, Environment Advisor
with ExxonMobil, and Asintha Nanayakkarra
Aerospace Engineer with Fortburn Pty. When:
1-2pm, Sun 11 August (RMIT Open Day);
Where: Storey Hall, Level 7, RMIT, 336-348
Swanston St, Melbourne; Info: www.rmit.edu.
au/engineering.
STUDYING PSYCHOLOGY
Psychology can be studied in many
undergraduate courses offered by different
faculties at different universities. However, only
studies undertaken within an APAC (Australian
Psychology Accreditation Council) accredited
degree will lead to the further training required
to practice/register as a psychologist in
Australia. Students are strongly advised to check
the latest list of accredited programs on the
APAC website: www.psychologycouncil.org.au.
NEW SCIENCE DEGREE AT MONASH -
A science education complemented by
skills in leadership, entrepreneurship and
communication will be the focus of the new
Bachelor of Science (Global Challenges) in
2014. The course targets those wanting to
push the boundaries of possibility, effect
change in the world, and use science as a
base to establish themselves as leaders in their
career. Students will take two internships, at
least one internationally, fnancially supported
by the university. There will also be a year-long
project where students work with peers and
mentors, partnered with an organisation to
tackle an issue. Info: www.monash.edu/have-
you-got-the-edge.
EARLY ACHIEVERS PROGRAM AT
AUSTRALIAN CATHOLIC UNIVERSITY
ACU looks for students who understand the
importance of working for the common good
and a willingness to make a contribution to
their communities. ACU wants to recognise
them for their contribution and potential and
grants them status as Early Achievers. One of
the benefts of the program is that successful
applicants receive an offer well ahead of the
usual tertiary admissions announcements.
Applications open: 13 Aug and close: 21 Oct.
Brochure: Early Achievers Program (EAP)
brochure (PDF, 474KB); Info: 1300 ASK ACU
or futurestudents@acu.edu.au
INTERESTED IN A MEDICAL RADIATIONS
CAREER?
If so, you have the opportunity to fnd out more
about the profession at the Peter MacCallum
Cancer Centre. Staff will conduct tours of the
medical radiations department and provide
important career and professional information.
University course providers will also attend.
See the latest in high-tech modern medicine.
Where: St Andrews Place, East Melbourne;
When: 10am-2pm, Sun 15 Sept; Information:
9656 1375, RTEducation@petermac.org,
www.petermac.org.
APPS DEVELOPMENT AN EXCITING
CAREER CHOICE Introduced this year,
Deakin Universitys Bachelor of Information
Technology (Mobile and Apps Development)
was designed to provide the knowledge
needed for you to thrive in this fast-growing
feld. With the increase in the use of broadband
and mobile devices, industries are developing
new mobile apps. The focus is on theories,
technologies and skills needed to design and
develop apps on modern mobile platforms.
Careers include iOS developer, iPhone
application architect, Android developer, iOS
web developer and app designer. Info: www.
deakin.edu.au/study-at-deakin/fnd-a-course/
information-technology.
LA TROBE UNI ASSISTS WITH YEAR 11
SUBJECT CHOICE
Have a look at the following: www.latrobe.edu.
au/year10; www.latrobe.edu.au/parents
ELECTRICAL APPRENTICESHIPS
the Electrical Pre-apprenticeship (Cert 11 in
Electrotechnology Prevocational) provides the
basic skills making you job ready. NECA (National
Electrical and Communications Assocn) has
teamed up with Milwaukee, offering students who
successfully complete their pre-apprenticeship
a free Milwaukee Drill Kit (conditions apply).
Info: www.370degrees.com.au or call 9388
0566. Also, Tenex is seeking to recruit Electrical
Lineworker apprentices and Electrical Fitter
apprentices. See: www.agaustralia.com.au, ph
Matt: 0408 124 240.

9:30am - 4.00 pm
WARRAGUL REGIONAL COLLEGE HALL
55 Burke St Warragul
(Country Melways 337 0-9)

ENTRY: $5.00 (accompanying children free)
APPRAISALS: $5.00 per item 10am2pm

Enquires 56220120 AH / Email kaspragg@dcsi.net.au
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MATHS MATTERS - YEAR 7-9 MATHS TEAM NEWS
Students in Year 7 have been learning how to measure
angles, and some took photos of angles in our school
grounds. They then classifed the angles using angle
names such as acute, obtuse and refex, as well as fnding
vertically opposite angles. We have used lots of online tools
to research angles, and to construct angles, as well as using
traditional tools like a protractor.
We used Maths 300 Angle Estimation on the computer to
estimate angles and the graph told us our average error.
We used Geogebra to make parallel lines and looked for the
same angles that were created by the line that crossed the
parallel lines.
In Year 8 we have been learning about ratios, and teachers
made a conscious decision to try to make the learning
more hands on. In addition to using online ratio games and
lessons, various classes have made cordial, Yummy Punch
and looked at the ratios of colours in packets of Smarties.
Raft # 1:
When someone is hassling you, you could...
1. Ignore the behaviour (without looking upset).
2. Walk away (best used in combination with
other strategies).
3. Use a comeback (with attitude and/or
humour, not aggression) e.g. Whatever!
Who cares! Thank you! Smile at the
person, etc.
4. Show confdent body language (stand up
tall, with shoulders straight, and look the
person in the eye).
5. Exit the situation (if things look like they are
getting out of hand, fnd a safe place to go
to). Sometimes an excuse works well, I
have to go to the offce to collect... or you
could just walk up to someone you trust
and start a new conversation.
6. Choose not to be drawn into confict dont
allow others to control your behaviour.
Think about these ideas...
Remember that to make a friend, you
have to be a friend. If you wait for everyone
else to change, you might end up waiting
a long time.
If it keeps happening report it!
Consider talking about your situation
with your friend/s, family, teachers or
support people. Dont bottle up what
you are going through.
Raft # 2:
When you are feeling anxious and stressed...
1. Do something to take your mind
off worrying.
2. Pay attention to when and where you
feel anxious seek solutions.
3. Think about something or some place
you enjoy let it make you smile.
4. Tell someone about your worries
dont stay stuck.
5. Try exercising as a great reliever of
tension and anxiety.
6. Get to know yourself. Do you need
quiet time?
7. Use small windows of down-time to relax
(e.g. half an hour of chill-out time when you
get home can be a great stress-reliever).
8. Find a hobby. Try something new.
9. Understand that what you are feeling
is normal.
10. Seek help from a friend or adult.
Dont procrastinate!
Remember...
Anxiety is a normal part of life.
Acknowledge your worries and use them
to lift your performance. This gets easier
with practice.
Raft # 3:
When you are being pressured to do
something you dont want to do
1. Walk away.
2. Make an excuse.
3. Be assertive (not aggressive).
4. Seek support.
5. Think about why you are feeling pressured
does the behaviour go against what
you believe in, or are you afraid? Is this a
pattern in your life? Is it a problem? Do you
want to change?
Remember
Not all pressure is negative e.g. a friend
encouraging you to try bungy jumping with
them is not necessarily a bad thing.
Use confdent body language both when
responding to the person who is pressuring
you, and as you are leaving the situation.
Raft # 4:
What to do about drugs and alcohol
Drugs and alcohol are dangerous, especially
for adolescents whose brains and bodies are
still developing.
1. Say NO and walk away.
2. If you are in a situation where you cant
walk away, make an excuse for why you
cant be involved, e.g. I have a big footy
game tomorrow.
3. Be strong for yourself and others. Standing
up for what you believe in is a powerful
thing. Others may follow your example.
4. Try something else, e.g. apply for World
Challenge, or volunteer at the local animal
shelter. Not all risks have to be dangerous
to your health.
Think about this
Be smart if you are under 18.
Stay away from the people and the areas
where you know there will be drugs or
alcohol. Have a safety plan in place to help
you deal with the unexpected.
Be smart if you are over 18.
Have a plan for social functions, e.g. 18th
birthday parties. Plan in advance whether
Warragul Regional College
(03) 5623 9900
PO Box 213
Warragul, VIC,3820
www.wrc.vic.edu.au
Warragul Regional College 2013
R
A
FTS
A SET OF WAYS TO HELP KEEP YOURSELF
AFLOAT IF THE WATER GETS ROUGH
The river of life can be bumpy. Sometimes,
the unexpected happens, and we hit cold
water. Rafts are tools for getting from one
destination to another, academically and
emotionally. They are problem-solving tools
that help keep us afoat, even through
rough rapids.
The second step is to keep yourself safe.
Stay with friends you know and trust
do not leave the group and go off
with someone you dont know.
The third step is to always exit dangerous situations. Look confdent and walk
purposefully away.
The fourth step is to remember to look out for your mates, throwing them a life-line
attached to a raft of yours, if they look like they need it.
Remember
You cannot take back the things you say
and do online. Your digital footprint lasts a very long time!
Raft # 7:
Emergency safety plan
1. Keep emergency contacts in your phone,
e.g. your parents and the police.
2. Make sure your phone is fully charged
before you leave the house.
3. Have a plan for what to do if something
goes wrong, e.g. at a party. Do you have
an agreement with your parents that
they will come and get you whatever the
circumstance?
4. How good are your instincts? Do you keep an eye out for trouble and do you know how to avoid it?
Think about this
The frst step is to be aware of what is
going on around you. Have your radar out for danger. Pay attention to the behaviour of others.
RAFTS developed by a team of staff,
parents and students, led by Assistant
Principal, Vaya Cross.
CAUTION: Think before you act. Be wary
of where and who you share your thoughts with, e.g. Facebook. Remember that a lot of what gets written in social media is very anti-social! No matter how hurt or angry
someone else might have made you feel
at night, dont write things that might have unfortunate consequences the next day.
Raft # 6:
Social media
1. Keep your private information private.
Dont over-share!
2. Stop, breathe and dont respond to insults or inappropriate online behaviour.
3. Never respond in anger you may regret it later.
4. Block anyone who is threatening or
behaving inappropriately towards you.
5. Report inappropriate behaviour.
6. Keep your profle private.
7. Only friend people you have actually met.
8. If all else fails: turn off the computer and
your mobile phone!
you are going to drink and how much.
Know what to do if things go wrong.
Raft # 5:
When things go wrong
1. Put your situation in perspective. Words
can be hurtful, but only if we let them.
2. Flip your thinking from negative to positive. Attitude is everything.
3. File away your fears. If you are feeling
overwhelmed, defer your worries for
another day. Not every problem has to be faced at once, or dealt with immediately.
4. Learn to go with the fow ask yourself, is this really so bad?
5. Look for the positives Challenge is our
greatest teacher.
6. Do you need support? Who can you ask?
Think about this
Recall a time when you handled a diffcult situation well. What strategies did you use? Would they help in this situation too?
Picture people you know who cope well
with challenging situations. What can you learn from how they handle themselves?
Raft # 1:
When someone is hassling you, you could...
1. Ignore the behaviour (without looking upset).
2. Walk away (best used in combination with other
strategies).
3. Use a comeback (with attitude and/or humour, not
aggression) e.g. Whatever! Who cares! Thank
you! Smile at the person, etc.
4. Show confdent body language (stand up tall, with
shoulders straight, and look the person in the eye).
5. Exit the situation (if things look like they are getting
out of hand, fnd a safe place to go to). Sometimes
an excuse works well, I have to go to the offce to
collect... or you could just walk up to someone you
trust and start a new conversation.
6. Choose not to be drawn into confict dont allow
others to control your behaviour.
Think about these ideas...
Remember that to make a friend, you
have to be a friend. If you wait for everyone else to
change, you might end up waiting
a long time.
If it keeps happening report it!
Consider talking about your situation with your
friend/s, family, teachers or support people. Dont
bottle up what you are going through.
Raft # 2:
When you are feeling anxious and stressed...
1. Do something to take your mind off worrying.
2. Pay attention to when and where you feel anxious
seek solutions.
3. Think about something or some place you enjoy let it
make you smile.
4. Tell someone about your worries dont stay stuck.
5. Try exercising as a great reliever of tension and
anxiety.
6. Get to know yourself. Do you need quiet time?
7. Use small windows of down-time to relax (e.g. half
an hour of chill-out time when you get home can be a
great stress-reliever).
8. Find a hobby. Try something new.
9. Understand that what you are feeling is normal.
10. Seek help from a friend or adult. Dont procrastinate!
Remember...
Anxiety is a normal part of life. Acknowledge your
worries and use them to lift your performance. This gets
easier with practice.
10
Raft # 3:
When you are being pressured to do something you dont
want to do
1. Walk away.
2. Make an excuse.
3. Be assertive (not aggressive).
4. Seek support.
5. Think about why you are feeling pressured does the
behaviour go against what you believe in, or are you afraid?
Is this a pattern in your life? Is it a problem? Do you want to
change?
Remember
Not all pressure is negative e.g. a friend encouraging you to
try bungy jumping with them is not necessarily a bad thing.
Use confdent body language both when responding to the
person who is pressuring you, and as you are leaving the
situation.
Raft # 4:
What to do about drugs and alcohol
Drugs and alcohol are dangerous, especially
for adolescents whose brains and bodies are still developing.
1. Say NO and walk away.
2. If you are in a situation where you cant
walk away, make an excuse for why you cant be involved,
e.g. I have a big footy game tomorrow.
3. Be strong for yourself and others. Standing up for what
you believe in is a powerful thing. Others may follow your
example.
Raft # 5:
When things go wrong
1. Put your situation in perspective. Words can be hurtful, but
only if we let them.
2. Flip your thinking from negative to positive. Attitude is
everything.
3. File away your fears. If you are feeling overwhelmed, defer
your worries for another day. Not every problem has to be
faced at once, or dealt with immediately.
4. Learn to go with the fow ask yourself, is this really so
bad?
5. Look for the positives Challenge is our greatest teacher.
6. Do you need support? Who can you ask?
Think about this
Recall a time when you handled a diffcult situation well.
What strategies did you use? Would they help in this situation
too?
Picture people you know who cope well with challenging
situations. What can you learn from how they handle themselves?
CAUTION: Think before you act. Be wary of where and who
you share your thoughts with, e.g. Facebook. Remember that
a lot of what gets written in social media is very anti-social!
No matter how hurt or angry someone else might have
made you feel at night, dont write things that might have
unfortunate consequences the next day.
Raft # 6:
Social media
1. Keep your private information private.
Dont over-share!
2. Stop, breathe and dont respond to insults or
inappropriate online behaviour.
3. Never respond in anger you may regret it later.
4. Block anyone who is threatening or behaving
inappropriately towards you.
5. Report inappropriate behaviour.
6. Keep your profle private.
7. Only friend people you have actually met.
8. If all else fails: turn off the computer and your mobile
phone!
Remember
You cannot take back the things you say and do online.
Your digital footprint lasts a very long time!
4. Try something else, e.g. apply for World Challenge, or
volunteer at the local animal shelter. Not all risks have to
be dangerous to your health.
Think about this
Be smart if you are under 18.
Stay away from the people and the areas where you know
there will be drugs or alcohol. Have a safety plan in place to
help you deal with the unexpected.
Be smart if you are over 18.
Have a plan for social functions, e.g. 18th birthday parties.
Plan in advance whether you are going to drink and how
much. Know what to do if things go wrong.
Raft # 7:
Emergency safety plan
1. Keep emergency contacts in your phone, e.g. your
parents and the police.
2. Make sure your phone is fully charged before you
leave the house.
3. Have a plan for what to do if something goes wrong,
e.g. at a party. Do you have an agreement with your
parents that they will come and get you whatever the
circumstance?
4. How good are your instincts? Do you keep an eye out
for trouble and do you know how to avoid it?
Think about this
The frst step is to be aware of what is going on around
you. Have your radar out for danger. Pay attention to the
behaviour of others.
The second step is to keep yourself safe. Stay with
friends you know and trust
do not leave the group and go off
with someone you dont know.
The third step is to always exit dangerous situations.
Look confdent and walk purposefully away.
The fourth step is to remember to look out for your
mates, throwing them a life-line attached to a raft of
yours, if they look like they need it.
9
P.O. Box 213 | 55 Burke Street Warragul 3820 | Ph: (03) 5623 9900 | Fax: (03) 5623 4473
| Web: www.wrc.vic.edu.au E-mail: warragul.co@edumail.vic.gov.au
| A.B.N. 19 320 417 831 | CRICOS Provider Code: 00861K
DIARY DATES
Chrysalis Counselling Centre
Join us for a 4 week journey on the parenting
teenager roller coaster.
Parenting is not an easy arm chair ride. Often,
parents who look as though they have it all
together and know what theyre doing are
putting up a brave front. Inside, all parents at
some stage experience feelings of anxiety,
uncertainty and confusion - not unlike what
our teenagers feel as well, as they try to make
sense of the world and stretch their
boundaries.
This series examines how parents and
teenagers view the world. We look at the key
external influences that shape the lives of
teens and also spend time looking at the
things that teenagers need for their
development.
Our aim is to provide you with greater insights
into the complex and ever changing mindset
of your teens and equip you with knowledge
and tools to navigate
through the
challenges.
If youd like to find
our more about the
series, please call
Martin Gillespie
on 1300 473 147.
The World According to Teens
The World According to Parents
Popular Culture
Music
S
e
x
Drugs & Alcohol
Suicide, Depression
and Self-Harm
R
e
l
a
t
i
o
n
s
h
i
p
s
Identity & Independence
Social Media & Communication
Intellectual &
Emotional Maturity
Mon -
Fri
12-16
Aug
Senior School Course Selection
Mon 12 Aug Gippsland Senior Basketball
Tues 13 Aug
Year 7 & 8 Inter Hockey, Basketball
& Tennis
Wed 14 Aug
WWW Week 4 Group C4
Council Curriculum Meeting 5:15pm
Wed 21 Aug
WWW Week 5 Group C5
School Council & Finance Meeting
6:30pm
Mon 26 Aug Year 12 English Test Period 1
Wed 27 Aug
WWW Week 6 Group C6
Wellbeing Meeting 5:15pm
Chaplaincy Meeting 5:30pm
YEAR 7 JUMP ROPE FOR HEART
On the 28th June Year 7 students fnished the term with
a Jump Off to raise money for the Heart Foundation.
Students had been working on their skipping routines
and raising money for fve weeks. Competition was close,
with judges Vaya Cross, Liz Borlace and Naomi Coleman
having a tough job of choosing the winning routines.
1st Place: Lily Whelan, Maddie McDonald & Shaye McPhilbin
2nd Place: Jack Braddick, Meredith Wall, Rachel Lyon & Talita Worth
3rd Place: Lily Prestidge, Emily Cordell & Stephanie Garlick.
In total, $1019.85 was raised, with Home Group 7_2 raising the most
money. Channen Dare was the student who raised the most money
individually, fundraising $239.25.