Seems like it might be time to update the Candlebark blog… Seeing as how it’s 18 months or so since the last one!

So here’s the latest from the Candlebark front:

We’ve decided that from Term 3 2012 we will implement a new program called Learning in Depth, pioneered by Professor Kieran Egan from Canada. Nearly all the staff went to a presentation by Professor Egan a couple of months back, when he was in Melbourne. Learning in Depth is a simple program which has the potential to dramatically motivate students and enhance their learning.

The way it works is this: each student is given a topic to research, with the aim of him or her becoming an expert in that field. So much of the learning in schools is general in nature, and this program offers contrast and balance, as it requires highly specialised, and, as the name suggests, in-depth learning in a particular area. The intention is that students will “run” with a topic for years, possibly for the whole of their time at Candlebark. Topics are allocated by the school, reasonably randomly, and can come from such disciplines as science, art, history, geography, music and sociology. But the intention is that the student should treat the topic as creatively as possible and, over the years, widen their exploration as far as possible.

For example, if a student is given the topic Time, they might begin by studying the operations of clocks, watches, sundials and egg timers. They might look of the history of timing devices. They might look at the significance of time in different cultures and at the different calendars used in different societies. They might later extend their research into the orbits of the moon around the earth and the earth around the sun, low and high tides, and Einstein’s theory of relativity. They might consider the possibilities of time travel, they might compile timelines showing the span of human activity on the planet (for example), they might look at the significance of midnight in popular culture, they might look at the way time influences sleeping and eating patterns and behaviour. They might make models of timing devices, they might study the history of Time magazine, they might compile an anthology of poems about time, they might examine the famous “melting clock” in the Dali painting and ask what understanding of time the artist was expressing….

Topics are chosen because they allow for this kind of extensive and creative exploration.

We expect good academic outcomes and good personal-growth outcomes from the Learning in Depth program, and we are very excited to be one of the first schools in Australia to implement it. One period a week will be allocated for Learning in Depth, and we’re hoping that there will be plenty of support from home as well.

Students will do a multimedia presentation at least once a year to the school community to communicate some of what they have learned.

Late yesterday afternoon we finally got the decision from VCAT on our application to increase our numbers. VCAT has agreed to our request to be able to increase our numbers to 196. We certainly don’t plan to rush to 196, and I doubt if I’ll ever see the day when Candlebark reaches that size. My own best guess as to the optimal size of the school is somewhere around the 125 mark, but time will tell. I’m sure we’ll “feel” it when it becomes big enough. However, we have now submitted our application for Year 10 in 2013, supported by a mass of curriculum material prepared by the teaching staff at the school, and we expect to go through the approval process for Year 10 relatively smoothly. (Hope I don’t ever regret those words!) We don’t however plan to offer Years 11 and 12 in the immediate future.
As well as having Year 10 here, we will offer VCE subjects to Year 10 students through the Victorian School of Distance Education. Among the subjects on offer are Art, Visual Communication and Design, Music Style and Composition, Philosophy, Health and Development, Media, Psychology, Legal Studies, and various English, history, maths and science subjects.
Students in Year 10 here next year who elect to do VCE subjects can be assured of the complete support of Candlebark staff as they go about their work.

Other highlights of Year 10 at Candlebark will be an outdoors adventure program, an extensive work experience program, and comprehensive preparation for the academic rigours of Years 11 and 12. We are also considering implementing the Duke of Edinburgh scheme for all Year 10 students, which at Gold Award level involves five strands:

• Volunteering: undertaking service to individuals or the community.
• Physical: improving in an area of sport, dance or fitness activities.
• Skills: developing practical and social skills and personal interests.
• Expedition: planning, training for and completion of an adventurous journey in Australia or abroad.
• Residential: staying and working away from home doing a shared activity.

We feel this would be a terrific way to give structure to the year and ensure that the students have a wide range of experiences which will be of benefit to them and to the greater community.

A couple of years ago I set three big targets which I felt the school had to achieve in order to secure its future. The first, and the least obvious, was to establish a reliable high-speed Internet connection, so that we could access the best of modern technology and ensure that our students were not disadvantaged in this area. The geography/topography of the school made it incredibly difficult to get a good connection in here, but after trying many different approaches we finally achieved it early this year, with the steadfast help of DuxTel Pty Ltd, a Geelong company. The second was to modernise the existing buildings and provide enough new buildings to ensure that the school had adequate infrastructure for many years to come. This was also achieved at the start of this year. The third was to go through the bureaucratic processes that would guarantee the school’s future financial viability by increasing the number of students we could have here, and it is very satisfying to be able at last to finally tick that third box.

All the best to anyone interested enough in Candlebark to have read this far!

John
(Principal)

I don’t mean to devalue avocados or hamsters — oh dammit, let’s not beat around the bush, yes I do. Compared to avocados and hamsters, refugees are a global challenge on a vast scale.
 

The day may come when we will say we have succeeded or failed as a society, as a civilisation, depending on how well we have looked after the desperate and homeless people who have been forced to leave their hills and valleys, their villages and towns, in search of safety.
 

Why are we so horrible to the people who come wading up the beach from the ocean, climbing out of the boots of cars, knocking on our doors, looking for somewhere nice to live?
 

It’s a simple question, but I ask it again. Why are we so vicious and violent towards them?
 

They just want what we want, what we or our ancestors wanted when they came here. Why do we hate them, why are we so suspicious of them, why do we slander them? Why do we want to lock them up? Why do we want to send them back, send them away, get rid of them? Above all, send them somewhere else, anywhere, just GET THEM AWAY FROM ME, FROM US.
 

Experts say that the stock market runs on greed and fear. Is it going too far to say that the whole of western society is driven by these two powerful passions?

Greed. These displaced people might take our jobs. We might have to support them. They might need housing. They might need Social Security and sickness benefits. We might have to pay higher taxes. We might have to give them money.

Fear. They might be terrorists. They might be criminals. They might change our way of living. If we let a thousand in, a hundred thousand might follow. They might crowd us out. They might lower our standards. They might not learn English.
We might be forced out of our comfort zone, and have to accommodate different voices on the streets, new faces in the shopping malls, new food in the supermarkets. No longer will the bus or train be filled with the comforting drone of people like us. The world that was once oceans away might now be just down the street, even on our doorsteps.
Instead of paying $5000 for a Women’s Weekly Round the World Tour we can have a global experience simply by walking down the street to the station.
 

Good value, many people might think, but apparently enough to cause fear and loathing for many others. We might happily pay the five thousand bucks to gaze at exotic people and exotic sights through the double glazed glass of our air-conditioned coach, but it seems we don’t necessarily want to be rubbing shoulders with a wide selection of the many and varied citizens of this wonderful world.

 
Avocados have a pretty high awareness factor, and not many people take their hamsters to school anyway, but Refugee Week deserves our time and energy.

Work to change the views of those around you, defend the voiceless, fight for the stateless, and become an advocate for generosity and change. 

Refugee week 2010 is June 20 to 26.

John Marsden

As a cheat’s way of doing a blog I thought I’d once again plagiarize myself from an e-mail I sent to parents a few weeks ago, summing up some of the events of 2009 at the school. So here goes:
In The Little Prince by Antoine de Saint-Exupéry, the author comments “Grown-ups love figures. When you tell them that you have made a new friend, they never ask you any questions about essential matters. They never say to you, `What does his voice sound like? What games does he love best? Does he collect butterflies?’ Instead, they demand: `How old is he? How many brothers has he? How much does he weigh? How much money does his father make?’ Only from these figures do they think they have learned anything about him.”
As you may know, I have to do an annual report each year for some government agency… it has to follow a strictly defined structure, and contain a lot of figures, and so is a pretty dry affair. I would rather send you a report about more essential matters.
On the last day of the Anglesea camp, when we were cleaning up, two students approached Kathryn in the kitchen. Presumably they had noticed she was busy, and so they had an offer for her.
“Kathryn, would you like us to pack up your tent?”
She accepted gratefully, and started explaining about how they could put aside her sleeping bag, mattress etc., and she would fix them up later. But they said “Don’t worry, we’ll take care of everything.”
One of the managers of the camp, Errol, said to me as the kids boarded the buses to go back to school, that the only other group they’d had there who were similar to ours was the home schoolers who use the site every year. He contrasted our kids with groups from other high schools who, when invited to do archery, typically slump against the trees mumbling “Do we have to?”
This is consistent with how we feel about Candlebark kids. For example, when we go on camps and excursions, we hardly have to ask students to help load or unload vehicles. They are very ready to help.
At school, although kids sometimes spontaneously form a queue if there are a lot of people looking for lunch at the same time, we never ask them to do that. We know that they will approach the food area in a courteous way, and that no adults need to supervise. Visitors to the school almost always comment on the courtesy and friendliness of the children. In the four years that we have been open, we have never didactically instructed children about any of these issues. We’ve never told them not to jostle each other around the food area. We’ve never told them how to greet visitors. The children have a courteous attitude which seems to arise spontaneously from the upbringing they have had from you, their parents, and which they seem comfortable to express at school.
When I show visitors around the school, which I do at least three or four times a week, I know I can open any classroom door and we will walk into a scene of purposeful learning, of courteous behavior, of energized and creative activity. Whether it’s kids discussing postmodern classics like Staying Alive in Year Five in grade 5 English, or making chess sets in art, or working out quick ways to measure a ball of string in maths, or running a pretend-shop in prep, or exploring a sophisticated text like Maus (Spiegelman) in year nine, there’ll be a sense of engagement and motivation.
That’s not to say we have perfect students. Some of them can be spectacularly naughty at times. But when they are, we confront it straight away, trying many different approaches, always working on solutions, rather than getting bogged down in negative discussions about the problems.
For all that I’m happy with the daily classroom teaching and learning, there’s no doubt that the breaks from routine are a wonderful fillip. The writing period that we had at the start of each day while the year nines were in the Kimberleys was a simple idea that the students loved. As we told them, the most effective way to become a better writer is to write, and it was fantastic to see their improvements in fluency and confidence on paper.
History Week offered the opportunity to explore specialized topics in considerable depth. The range included The Black Death, History of Sailing Ships, the New Testament, the Renaissance, The Seven Wonders of the World, Bushrangers, and the French Revolution. One of the outcomes involved the whole school getting held up by bushrangers as we were completing a cross-country run, and being taken down to Stringybark Creek where we witnessed a shootout between Ned Kelly’s gang and the police.
Other motivations were powerful too: the workshop with Andy Griffiths resulted in three of the youngest children writing for the first time. The Drama Festival proved hugely successful. To go from a scene from Berthold Brecht’s Mother Courage and Her Children, enacted on the old buggy behind the amenities block, down to the creek to see a fantastical performance among the autumn leaves by preps and grade ones, made for a memorable afternoon. Drama was further enhanced by the adventurous and delightful midyear production of The Real Inspector Hound, along with a short second play, Catastrophe. And then came the end of year musical Sanctuary Springs, written by Scott Hatcher, set to music by Taran Carter, and choreographed by Sarita Ryan, with Rosie Leverton and Belinda Saltmarsh-Kram. There was a growing sense throughout the term that we had a hit on our hands with this, and so it proved at Kyneton Town Hall. The cast, musicians and crew gave us a wonderful night, and as I said at the end the performance was enhanced further for many of us by the awareness of the number of individual stories of challenges set and triumphantly met during the rehearsals and performances.
And of course we had another year of extraordinary visits by and to the students. They included WOMAD, Canberra, the haute couture exhibition in Bendigo, Billy Elliot, great ballets like Firebird and the Concorde program and workshops with Tasdance, the Great Ocean Walk, the Kimberleys, the Melbourne Writers Festival at Kyneton Town Hall, Scienceworks for Star Wars, “Fresh Science” at the Melbourne Museum, the Science Experience at Latrobe University, the canoe trip along the Murray River, Questacon and Parliament House in Canberra, the Salvador Dali exhibition, and the Melbourne Film Festival for kids. There was Professor John Hattie, flamenco exponents Paul and Lee, Justin Madden, Andy Griffiths, Shaun Tan, mathematician Dr. Gaye Williams, the producers and directors of Tomorrow When the War Began, Mother Anita from India, footysack exponent Dan Ednie, staff and students from Fitzroy community school, a wonderful range of woofers, chess teacher Nick Gibson, the Otesha cycling group, and on a regular basis, students and teachers from Sunbury Special School… as well as echidnas, snakes, kangaroos, koalas and wallabies….
One of last year’s Year nines spent a day here last week, and wrote to me afterwards “I had a great time visiting Candlebark and it was an enlightening experience seeing the school working just as well as I left it. seeing the art from the departing year 9′s as well as hearing their speeches, seeing the rising army of guitar players and the great joyful vibe among the kids…”.
On Monday a student handed me a Christmas card that included the words “I have grown in ways that I don’t even know about yet, and it’s because of my wonderful experiences at Candlebark.” On Tuesday another student gave me a card which read “Dear Jhon, you are a good Princeable” (sic). I treasure them both. Yet perhaps the most powerful event of the year for me was the graduation dinner for the year nines last Friday night. Surrounded by their extraordinary artwork — ceramics, drawings, paintings, stencils — each of the eight students stood and spoke at some length about their time at Candlebark. For some, that had been four years, for some, two or three years, for some, one. Yet each spoke with extraordinary grace, honesty and strength. They described what they had learned and how they had evolved, and perhaps most of all they spoke about their relationships with the teachers at this school. Each speech was very different, yet each in its own way was a triumphant affirmation of the value of their experiences here. Watching and listening, I thought that these students who had “stayed the course” had a good chance that their lives would work out beautifully and brilliantly, as seemed to be indicated by the degree of reflection and insight they showed.
Thanks for reading this folks, and thanks to everyone out there for your continued interest in Candlebark.

John Marsden

I have been over whelmed with the last week.
As you remember I explained how hard it was to send the kids to the other school. I had to physically force them to go, bribing them every day – there were huge amounts of crying. So leading up to Tuesday was a little emotional for me, as I thought I can’t go through that again. I had Leigh crying Monday night saying “I don’t think I want to go, I’m scared etc”.

Well, Tuesday morning at school when it was time for me to leave, Madison had a few tears and Leigh and Bobby were nervous, and for a mother that is so hard to see and leave, but I had a great feeling that all was well.
I was right. Tuesday night I heard everything. Madison remembered word for word what you said to her. It was fantastic. Bobby and Leigh had a little tiff, but that was just first day jitters.
But the amazing thing happened Wednesday morning. The kids got up first call, dressed and ate brekky, and brushed their teeth in 12 minutes. It was unbelievable — they were so excited to come. They slept on the way home, Graeme tells me.

This morning was even faster. I woke them at 7 15 and by 7 30 we were all in the car. Bobby even did maths homework last night with some help.

I don’t want to wake up from this dream. Graeme and I want to thank you from the bottom of our hearts. My children’s happiness means the world to me, and school takes up all their childhood. I believe it needs to be more than a place to put your children until they reach 18 — it needs to be a place like home:  safe, warm, loving, educational, fun, challenging, and inviting.
You need to be congratulated and keep up the good work,
Thank you

Our Website: www.candlebark.info

Camps/Excursions/Events:
Wednesday June 24. Kyneton Town Hall – Soiree – evening
Sunday July 26 – Year 9s depart to Kimberleys
Sunday September 6 – Year 9s return

2009 Term Dates
Term 2:  April 21 to June 25
Term 3:  July 14 to September 18
Term 4:  October 12 to December 15

2009 Public Holidays (no school)
Monday November 2 – Pupil Free Day
Tuesday November 3 – Melbourne Cup Day

YEAR 8/9

English: The year 8/9s have been working on two American short stories – “Exchange Values” and “Nobody’s Fool”. Next week, they will write an exam-style essay in class comparing the two stories. Before the end of term, the class will also be analysing a couple of newspaper articles and writing a response to one of them.

P.E.: This term, the students have been improving their hockey skills. Most sessions have ended in fun, spirited and feisty matches.
Humanities: We are continuing with the History of the Human Race. Most recently, the Middle Ages, feudalism, William the Conqueror, and we are about to embark on the Crusades. In the absence of Year 9′s, due to their Melbourne camp, Year 8′s had a one-off lesson on the life of the Prophet, Mohammed.

YEAR 8
Maths: Year 8′s are finishing a unit on linear equations, y = mx +c and gradients.
Science: Various ongoing activities including the chemistry of solutions and building chain reactions.
Music: Writing music to fit certain poems; students will be notating these using a computer program shortly.
Art: Two things on the go: Dance projects final filming and editing, and Folio work (including sculpture, drawing, painting, ceramics).
Spanish: This week we are looking at Spanish card games – terminology of game play. (last week looked at various perspectives on bulls and entertainment in Spain) – basically been doing a splish-splash of stuff.
YEAR 7/8 Spanish: Learning numbers through interesting statistics of the Spanish speaking world.

YEAR 7

Spanish: Futsal continues (marked improvement in their skills last week!)
English: A study of the application and function of symbolism and metaphor, with reference to the individual and collective unconscious, in literature and film.
Art: Three things on the go: Folio work (including sculpture, drawing, painting, ceramics), dance project filming and editing, and long-term film project.
Humanities: exploring different types of maps and map reading skills (scale, distance, direction, etc.).
Science: Conclusion and critique of individual student-formulated experiments.
Music: Working on a research essay on a song of their choice. This includes discussions on aesthetic values, why do we prefer certain sounds/styles etc., and use of musical terminology.
Maths: We are working on directed numbers and estimation – involving perimeters, area, angles and length, as well as strategies to improve estimating .  Also, revising tables where needed, and different methods of problem solving.  More work on directed numbers next week, as well as exam practice to identify individual needs.

GRADE 6

Music: Two group compositions based on Munch’s painting ‘The Scream’ – bringing to life what happened to the figure before, during, and after the scene shown in the painting.
Spanish: Learning how to play chess in Spanish, + continuing  futsal skills (fastest growing sport in the world!)
Maths: The year 6′s have been learning about measurement (eg hectares, finding the area of a triangle, etc). To enhance their understanding of the size of things, the students have been working out how many smaller areas fit into a much larger one (eg Romseys into Victoria, Australias on the world’s surface, Amenities Buildings in the Tye Estate, etc).
English: The workings of the unconscious in creativity, as seen in everything from Peter Pan to Duel and One Flew Over the Cuckoo’s Nest. Applications to writing.
Science: Studying the nutritional value of various foods, understanding food labels.
Art: Theory essay and folio work (including drawing, ceramics, extended 2D and 3D stop frame animation)
Humanities: We are completing the presentations of individual projects.  Each student has undertaken to research a significant past culture and to present a PowerPoint presentation which answers the following:
Why was this culture significant? What sets it apart from others? What were significant buildings, artefacts or achievements?  Describe daily life for wealthy or poor members of this society.
Show when in time this civilisation began and ended. Give a possible reason for its decline. Describe the achievements of several significant people from this civilisation. Show where this civilisation existed.
We will move on to memorising the countries of Oceania/Australasia via a computer program.

GRADE 5

Music: The students have been experimenting with composition and notation for a range of instruments using a computer program and are now moving into learning guitar chords.

Art: Designing and producing images for Picasso cow competition. (With Zan) Colour, form, and theory. Subject, Picasso. Language, Spanish.
English: The Year 5s are currently revising commas and the “ay” sound (ai, a_e words) in an effort to improve their spelling. Following a unit on the media, the class is now further exploring the concept of objectivity by writing TV ads that they will perform/explain to the class. Using the Fitzroy Readers, Kris Tautkus has started working with small groups (2-3 kids) on a weekly basis to further improve reading/comprehension skills. This program will include all students.
Humanities / Tutorial: selecting and completing small tasks about a country of choice, presenting the collected information as a poster.
Science: investigating the human body, working from the top down – constructing brains with modelling clay, completing experiments to test reaction times, learning how the nervous system works.

PE: different games each week. Some have worked, others haven’t!
Maths: Estimation involving angles, length and perimeter.  Also working on specific needs regarding tables learning, long multiplication and division.  Order of operations work was done on Friday and will be continued next week.  Aiming also to do design work involving paper stained glass window effects this week.

GRADE 3/4
Maths: The Grade 3/4s are just about to embark on measuring the area of various shapes and surfaces.  They will be making 1 m x 1m squares out of newspaper to measure the size of the classroom floor, the table, the blackboard etc.  They will use 1cm x 1cm transparent grids to measure the surface area of leaves, sharpeners, their hand prints, and so on.
English:
Identifying (own) most effective Haiku poems to write and illustrate on a A4 poster in best handwriting. Extending work on ‘magic’ e in spelling and looking at adding ‘ing’ and ‘ed’ to these words.  Create Fete poster. Relate poster layout knowledge to own Fete stall and create effective poster which shows thoughtful layout, appropriate writing and headings, costs, items to be sold, etc.  Fitzroy Workbooks on one day.
Music:  Ostinatos, “Chatter with the Angels”, musical arrangements, recorders,  developing their understanding of Solfa, developing their understanding of  musical notation.
Grade 3/4 Humanities: modelling and mapping Victorian Goldfields, and investigating the gold rushes of the 1850′s from different perspectives (immigrants from Europe and Asia, and indigenous Australians).
Science: Making batteries and studying how various electrical circuits work.
P.E.: This term, the students have been learning how to play hockey. This has included learning to dribble, pass, push/hit, and to play responsibly.
Art: Focus on body/ face  – painting various Picasso faces. Making stop motion animations.
GRADE 2

Science: This week we are exploring sound under water
English: The Grade 2s have been working on writing stories from a first person perspective. They have been following the journeys of ants outside the classroom, and writing accounts of these journeys from the perspective of the ants. In grammar, they have been concentrating on the use of full stops and capital letters.
Maths: In Maths, the Grade 2s have been concentrating on area, and learning their times tables. They also counted the entire takings of the fete, which came to over $1377.40!
P.E.. The Grade 2s have been enjoying some ‘exclusive to Candlebark’ games, such as Binball and Broom Hockey. Different students have been responsible for planning and co-running PE sessions. They are focusing on working well in a team.

Art: Extended 3D stop frame animation, (some with student-made soundtracks)
Tutorial: designing and constructing water bottle rockets for flights during the final week of term.
Music: Coco’s Samba, Latin music, rhythm, rhythmic notation, composing their own rhythms.
Humanities: Have just finished a major unit on the world continents where pairs researched, used continent outlines to show foods, buildings, geographical features, flags, language, and countries of chosen continent.  All presented their posters to the class last week.  Now, we will work on values – related to age, culture, situation.  Act out and discuss behaviours and examine our own values in relation to these.

GRADE 1

Maths: The Grade 1′s have worked on becoming familiar with different coins and their value, with a focus on handling money at the fete. They have also been playing games that reinforce their understanding of place value with 2 digit numbers, and creating their own maps.
English: The Grade 1s are working on story telling.    They are currently preparing a finger puppet show based on two of Aesop’s Fables, The Boy Who Cried Wolf and The Town Mouse and the Country Mouse.  They will show these at the morning meeting Monday.
Music:  Solfa, via “Do a Dear”, recognition of recurring patterns in simple traditional folk melodies, basic notation concepts.

P.E.: Over the last couple of weeks, the Year 1′s have been performing drills and playing games that incorporate the skills they have been working on over the year. These skills include throwing/catching, jumping, and learning to play soccer and hockey.
Science: Studying sound and vibrations, making musical instruments.
Humanities/Spanish: This week we are looking at names of things to do with Spring + revision of colours and numbers.
Art: Extended 3D stop-frame animation, (some with student-made soundtracks)

PREP

Music: Basic musical concepts: call and response, beat, recognition of patterns, extending their personal repertoire of songs, quiet listening.
Science: Understanding how the natural environment around the school functions.
Art:  Sculpting and shaping with clay
P.E.: The preps have been enjoying learning new games in P.E., and are enjoying Crows and Crocodiles, Cat and Mouse, Tails and Scarecrow Tiggy.
Humanities: After working on the Olympics, the Preps have moved on to a study of Australia. This has involved reading Australian stories, looking at maps and drawing Australian wildlife.
Spanish: A mixture of hands on activities covering animals, games, colours and numbers – this week playing number and colour games.
Candlebark Discovery: last week – class pictionary (working in pairs, one student drawing an object while the other attempts to guess what it might be), this week – either paper making or some work with seeds in the garden.
English: The Preps are writing self titled stories using words and sounds that they are able to read.
Maths: Addition and subtraction to 10 and 20; talking about and using money (in preparation for the fete); and sewing a number book.

Dance
In Dance the students are beginning to learn dances for the end of year performance. The year 7s and 8s have been working on their dance videos and earlier in the term all students and most teachers were recorded for the whole school dance video. These will be shown at the soiree next week. The year 9s are working hard to finish a dance using movement they have created. This dance will also be shown at the soiree.

That’s a sample of what we’re doing!

All the best and thanks for reading, from John

The Year 9′s came back from Melbourne the afternoon before, Friday. They had gone there by public transport after school Thursday, accompanied by teachers Wendy and Sarita. They found their way to the house in Brunswick where they were to stay, and spent Friday navigating their way around Melbourne carrying out a variety of assignments. This was one of the final preparation activities for their trip to Italy, which begins in about a month, and it went extremely well.
Among other activities they have undertaken for their Italian adventure are the study of Italian every Monday evening (throughout the year), after school at the Victorian School of Languages in Gisborne (again accompanied by Wendy and Sarita), and the study of `Italian Opera and Chocolate’ with Scott, as a compulsory Friday morning activity this term. Today they’re selling hot chocolates at Gisborne as one of their final fund-raising activities.  A donation last week of $1500, from the Toccolan Business Club was a welcome fillip to their funds.
They’ve had a busy year really. They completed First Aid to Level 2 standard earlier in the year, again as a compulsory Friday activity, did a three-day bike camp at Beechworth, hiked for three days from Trentham to Candlebark, did a four-day hike along the Cross-Cut Saw, (encompassing mountains like Speculation and Howitt), had a four day ski camp recently which included camping in tents in the snow for a night, and through it all have stuck to their studies well.
Included in Friday’s activities on offer to everyone except Year 9′s in this week just concluded were Hockey, Knitting, Rube Goldberg Machines, 500 in Spanish, Garden Path-making, Making Fathers’ Day cards (using natural materials), Bushwalk with the Horses and Donkeys, and Stagecraft and Drama. I also had about twenty adults and children who are interested in becoming Candlebark families here for a tour, and after I’d spoken to them for a while a number of our students showed them around the school.
Also on Friday, the older girls (Year 7) who are teaching netball to younger children had another training session, at lunchtime. Lunchtimes and free time here see such an outpouring of wonderful young energy. I’ve never seen a school where kids are so active. Currently cricket is back in vogue, but a game of handball proceeds in the very middle of the cricket pitch every day, without either group getting offended or angry. It’s negotiation in action. The bowlers just time their deliveries to coincide with the handball players being out of the line of fire. A running/jumping game continues to be popular. Kids scoot past on scooters, race past on bikes, get pushed past on billycarts, skate past on skates. Hopscotch games are drawn on the concrete with chalk. Recently many children have been making posters for the fete. There’s always groups in classrooms, making up their own dance routines, doing schoolwork, reading, playing board games or cards, drawing or making craft items, or (once a fortnight) enjoying their turn to play games in the computer room.

Throughout last week and the one before, at recess and lunchtimes, Scott has been auditioning students for roles in the end-of-year play, which he has written specially for Candlebark. Basil has been offering the facilities of the Art Room for those who wish to work on or finish art pieces (I recommend a visit to inspect Fletcher’s shark’s fin), and Basil has been assisting Year 7/8′s with the editing of their dance videos. As well, Claire is rehearsing different groups for the soiree.

At Friday’s morning meeting the Grade 2′s under the direction of Taran played a piece of Brazilian mambo music. At Thursday’s meeting Zan read a book which she has co-authored with her mother and which will be published by Omnibus. Scott also has a picture book being published, `Not Like Georgie’, from Walker Books, which will be launched in late October. At Monday’s meeting I showed a series of book covers from around the world and talked about their different styles, and about the process through which covers evolve.
For a fortnight Scott has been running a story-writing competition for all ages, where the challenge is to write a story using many or all of the 132 most common words in the English language. Entries closed Friday, and there were plenty of them, giving Scott a lot of homework during the next week.

Wednesday, Chloe, Maeve and Sabrina, all in Grade 5, held a Talent Quest. A huge audience attended. I dropped in with a family who want their daughters to come here, and we stayed for a few minutes. After we left one of our visitors said `You know what was amazing about that? There was such a lovely atmosphere, and everyone was so well-behaved, and yet there were no teachers – they were doing it all themselves.’ It did remind me of how much we already take for granted about Candlebark, after less than three years.
Claire was away Monday, attending a session for teachers, run by the Australian Ballet, observing the Australian Ballet company in class, watching a French ballet master in action, and in conversation afterwards learning new ways of sequencing a class, as well as more injury prevention techniques. On the Friday before that, just over a week ago, Kathryn and Wendy went to an all-day workshop at Box Hill, on the subject of positive interventions with children who present challenging behaviours. Run by Tan Curtis, a Queenslander with a Master’s in Behavioural Management and a Master’s in Counselling, the emphasis was on developing preventative strategies rather than reactive strategies.
The night before that was the Grade 3/4 sleepover, a lovely event, which featured exclusively-Candlebark games such as Bunk-house Breakout and Hostages, as well as the more familiar Sardines. I read them the first chapter of Wind in the Willows before they went to bed and was impressed at their intelligent appreciation of it.
Going back another day, Wednesday saw a visit from the School Nursing Service, at our invitation, so we can take advantage of their skills in assessing children for all manner of issues, from hearing difficulties to dental problems. Meanwhile the older kids were all at the Melbourne Writers’ Festival, for a variety of talks and workshops. The previous day, architect Paul Haar was here for the day, and gave a wonderful presentation of plans for the new buildings. Particularly impressive was the way in which he had incorporated our students’ suggestions into his designs, and was able to show us the direct links between, say, Simon’s drawings or Maddie’s model, and Paul’s implementation of those into the plans. He then worked with Basil and the students for the rest of the day, on issues of colour, design, and furnishings, along with some of our supportive and creative parents. It was great to see so many of the parents who have helped us attend that presentation.
The Saturday prior to that – and I’ve now gone back two weeks, in case you’re losing count – was the Tournament of Minds final at Bendigo. Wendy, Roz and Basil all went to this. Wendy and Basil had offered to judge some of the sections as well. Our two teams, supported by a great turn-out of enthusiastic parents, performed magnificently. There are so many weeks – months – of training and preparation that go into this, but it is richly worthwhile, in terms of what it teaches about teamwork, flexibility, ingenuity, creativity, and language. Each term has to perform a prepared piece, on which they work with minimal adult intervention, and they have to make all the props for it. The performance must run ten minutes. The teams also have to perform a spontaneous challenge on the day. For all this to work, a huge amount of coaching and training is necessary, and Wendy and Roz have spent many hours of free time (including sleepovers) to make it all happen so successfully. Our teams had many – what I will euphemistically call – learning experiences but they came through triumphantly, with wonderful performances.
The night before that was the Trivial Pursuit night, and thanks to all who supported that. I was in Sydney, but evidently it was a barrel of laughs, and the questions, compiled by the Year 9′s were well-received. It sounds like the sort of thing we should do every year.

The week before that was Maths Week, when we had an amazing variety of Maths activities for students to choose from…
And so it goes on. Tomorrow Basil and Roz are taking 22 of our best chess players to Castlemaine for an inter-school competition. Wednesday of course is the Fete, one of my favourite days of the year. Kids have been hard at work getting ready for it.
In the middle of all this we continue with our central activity: the classroom education of children and young adults. We have a wonderful collection of bright, intelligent, sparky and engaging teachers, whose work ethic surpasses any staff I have ever seen or worked with.

So, that’s my snapshot of what we’ve been upto lately!

John

Another is so that we the community can satisfy a primal need for retribution or revenge. We want the perpetuators to suffer in a way that will make them feel something of what their victim suffered.

Jail sentences are also of course intended sometimes to protect society from the criminal. Usually when schools expel students, the same reason is given.

Candlebark is not a punishment-based school. We’re not interested in raising children to become adults who do the right thing because they’re afraid of being punished, because we have successfully created an `activity-punishment’ connection in their brains. We’re interested in raising a rather rare kind of adult: the one who does the right thing because morally and philosophically the person thoughtfully understands the nature of their actions and the effects their actions have on others.

This is a much harder path to take, and one that is easily capable of being misunderstood.

Schools should be places where children can make mistakes, and where they will be held safely when they do so.

All crimes fall pretty much into two categories. They are either offences against persons or offences against property. Many of the mistakes children make – the `crimes’ they commit – result in other people getting hurt. As with adults. One of the most awful things for parents is to see their dearly loved child suffering pain and injury, and it seems even worse when the injury is inflicted by another person, because that seems unfair. If a child falls off a bike, we have only one emotion: that of concern for our child (although interestingly, we often look around for something to blame, like a pothole, (`bloody Council’), or, failing that, we encourage the child to `smack the naughty bike’ We are deeply committed to the idea that for every pain there must be a perpetrator).

When a child is deliberately hurt by another, other emotions come into play, including anger.

The trouble is that throughout their lives your child is going to be hurt, sometimes very badly, and often it will be at the hands of others. Equally, your child will often hurt others, except that it’s not necessarily `equally’, because some children are more inclined to inflict pain than are others.

We should admire the parent who is able to concentrate fully on the well-being of their child when the child is hurt by others. To be able to put aside the desire to have other children punished for the mistakes they have made, to recognise that there is another path, is a kind of greatness.

The belief that punishment is the appropriate way to respond to the mistakes children make is entirely understandable – our whole society is a punishment-based one, and we were probably all raised on that principle – but it’s funny that no-one seems to notice how poorly it is working. Those jails just keep getting more and more crowded…

John Marsden

I went to France in early January for the wedding of Tim and Clothilde Berryman. Tim is Principal of Fitzroy Community School, and he met Clothilde, who is French, in China. They were actually married in Melbourne some months ago, at a registry office, because in France a church wedding has no legal status. But the real celebration was the church wedding, which was held in a beautiful part of Normandy, near Rouen.

Given the international flavour of their union, it seemed appropriate that guests came from Africa, China, Finland, Australia, England, Thailand and of course France. It was a wonderful weekend – a great celebration of family, friends, love and all those good things. I was deeply impressed by the calibre of the young people, Tim and Clothilde and their friends, most in their twenties and early thirties, many of whom I already knew, many of them ex-students of Fitzroy Community School, but so principled, thoughtful, kind and good-humoured. If Candlebark graduates have those qualities I’ll be happy.

I then went back to Paris for a week of tourist type stuff, but also to work on a book in peace! I’m on a deadline to get an edited manuscript to a publisher by the end of this month, and knocked it off successfully (I hope) before leaving to return to Australia.

However whilst in Paris I nicked over to London for a day via the amazing Eurostar train for the biggest educational technology exhibition in the world. I’d been wanting to go to this for years, and it was well worth the trip. I staggered out after seven hours without a break, dazzled, starry-eyed, amazed and generally gob-smacked. Pretty hungry too actually. But even after seven hours I only left because all the stands had been packed up and they were turning out the lights (It was the last day of the show).

My main interest was in finding out just what is going down for students with learning difficulties, and I knew that whatever they had there would be state-of-the-art; absolute up-to-the-minute. It sure was.

I picked up a couple of kilos (not kidding) of demonstration CD’s and DVD’s. and spent a good deal of time on the trip home evaluating them. Ever since they put power sockets for computers into planes, my travel habits have changed dramatically. In fact I’m writing this on the plane at 3.35 a.m. Australian time, no doubt to the annoyance of my fellow passengers. J. I’m half-way between Seoul and Melbourne, January 17.

The items that excited me most from the show were a couple of programmes that use human voice. One works best for children who have difficulty writing. For example, one of the things this programme does is to immediately read back to the child each word the child writes, so the child knows right away whether the word’s right or wrong. If it’s wrong, the computer will suggest alternative words so the child can identify the correct one he or she wants to use. This all happens instantly, so the child can move the story or piece of writing along at a good pace.

In other words, the child is immediately made aware when he or she has made a spelling mistake, and then gets to choose the correctly spelled word from a list – and further, will immediately realise if the wrong choice has been made from that list.

But my favourite programme is one that can be installed on your computer as a floating toolbar, and which reads to you whatever text you ask it to. I thought this looked pretty promising when the guy demonstrated it to me at the show (the demonstrators were very generous to me, given that most of them knew they wouldn’t be selling me much stock, as soon as they looked at my name-tag and saw I came from Australia). But I swear to god, when I tested this stuff on my computer on the Paris-Seoul leg of this trip I nearly leapt out of my seat and ran around the cabin cheering. It is totally astonishing. If I want, right now, I can put on my headphones, press a key, and the computer will immediately read me this letter to you, in a flawless, fluent, attractive voice. I would guess it makes about one mistake per two thousand words.

Not only that, but when you get the full version, you can choose from about twenty different voices, two of which are Australian – one male, one female.

The voices read with quite reasonable expression, they totally respect punctuation, and they read made-up words without a blink.

However, the disc I’ve got does go haywire occasionally, so I’m hoping that’s just a minor glitch affecting this particular disc.

One of the applications – just one – of this new software is that we can scan, for example, an English novel onto a computer and a child who is not a good reader will be able to have it read to him. If the child follows the text on the screen at the same time, we are basically giving the child a course of neuro-linguistic programming – one of the most powerful ways of improving reading in children with learning difficulties.

Imagine also the advantages for teaching foreign languages!

Now I know that these programmes are doing exactly what a sympathetic adult sitting next to a child could be doing, and so in a way we are paying a lot of money to have technology replace humans (yet again!) But in the real world those humans aren’t always available. And all kinds of emotional issues come into play when adults work with children who are struggling academically.

Above all, to me, the main advantages of these two programmes is that they put tremendous power and independence into the hands of kids who typically don’t enjoy a lot of power and independence in their school careers, because their learning difficulties make them so dependent on adults.

The other advantage is that children who are struggling with schoolwork can get a lot more done! With the best will in the world we can’t provide kids with full-time individual tutors, any more than parents at home can sit with children for hours every night. But a child with a half-way decent attitude to learning will be able to make huge progress with this kind of software. And for children who are severely dyslexic, these may become life-long tools of great value.

Another item at the show which blew my socks off was a 3D T.V. I don’t think we’ll be picking up one of those, but it was extraordinary. No special glasses required, but you did have to stand at a particular spot to watch it, i.e. to get the 3D effect.

Anyway, onto other stuff. I’ve been catching up on professional reading during the holidays and found some interesting snippets, including this one on learning problems.
A major study by Macquarie University compared the reading test results of identical twins, (identical twins have the same genetic identity), with the reading results of non-identical twins (who on average have half identical genes).

What they already knew was that identical twins get the same scores on reading tests, but non-identical twins get varied results. It reminds me of two sets of identical twins I’ve known, from other schools where I’ve taught: in one case, they got identical HSC/VCE scores, in the other they were a mark apart… 589 vs. 588.

Given that they could not – surely? – have done exactly the same amount of work, it made me wonder whether education does any `value-adding’ at all.

The Macquarie people knew already, but confirmed again with their results, that genetics has a major impact on reading success and reading problems. It figures, given that basic language skills, attention skills and memory skills are all highly heritable.

But this particular study went a little further. They compared the effect of genes on the two methods of learning to read – phonics, which we use at Candlebark, especially in the younger years, and word recognition, which we also use.

They found what they expected to find, which was that different children inherit a `preference’ for one system over the other.

Schools would ignore that finding at their peril – or at the peril of the children.

The same team also researched spelling with the same groups of twins. Spelling’s not something that most researchers get into much – not sexy enough I guess. What they found was that again spelling is highly affected by genes, and it seems the same genes are responsible for both spelling and reading. But with spelling, there is not the differentiation between the two approaches that they found with learning to read.

At the same time genes ain’t everything (that’s not quite how they put it in their article). What they actually said, with a nice double negative, was `It’s never the case that we find no environmental factors.’

Another item I came across which was absolutely no surprise was one concerning drugs like Ritalin. Plagiarism warning – I’ll quote this pretty much word for word: The USA multi-modal treatment study of children with ADHD has been monitoring the treatment of 600 children since the 1990′s. The study found that treating children’s attention-deficit-disorder with stimulant drugs is not effective in the long-term. It found that after three years of treatment, stimulants are no more effective than therapy. The research also suggested that use of such drugs could stunt children’s growth.

In the same educational journal, dating from mid-November (hadn’t had time to read it till now) was a story about research into children’s preferences for play. The study, a UK one, found (no surprises coming up) that “children wanted to play football and to play outside. Rarely did they mention wanting more playgrounds as such.”

The researchers said: “Part of the problem with playgrounds was that small budgets and risk-aversion led to areas with unexciting equipment.”

It reminded me of the wonderful story (tragic story actually) also from the UK, about a year ago – a letter to the paper from a school principal describing how his school had spent nearly a million dollars (pounds? — I can’t remember) on play equipment in recent years. And he said that they’d had some good value from it. But he had never seen children having so much fun as when a few truckloads of soil were dumped at the school in preparation for a new building. Just a big pile of dirt – and the kids were ecstatic.

Next up is a collation of info about the Finnish school system, which is suddenly attracting enormous attention after surveys showing Finnish kids getting the highest scores in the world in tests which assess reading and science standards, and the second-highest (behind Hong Kong) in maths.

Trolling through three different articles, I ended up with the following information:

• Most Finnish children go to day care until the age of six. Means-tested subsidised child care is available to everyone for children aged between 10 months and seven years. Some children get up to 55 hours a week free.
• There is no attempt to teach academic content at the child-care centres; the emphasis is strictly on play. The people who run centres in the most affluent areas have given an estimate of 20% for the number of children who can read by the age of five. No statistics are available, because Finland simply doesn’t “do” testing and assessment, until age 16.
• Academic learning begins at the age of seven. This includes learning to read.
• In Finland, teachers come from the top 10% of matriculating students. (In the USA, they come from the bottom 30%.) (I shudder to think what the figures are for Australia. I’m still scarred by the applicant for the English teaching position who confided that she was poor at grammar. About 20% of the applications I get contain spelling errors.) In Finland, a master’s degree is a minimum requirement. Students compete to get places in teaching courses, even though salaries for teachers are not high.
• The respect in which teachers in Finland are held means that they are trusted to get on with the job. There are no inspections of schools, no AIMS tests or equivalent, no publication in the newspapers of comparisons between schools.
• However there are fears that changes are imminent. Parents who are returning from living overseas are demanding the kind of information about schools, and their own children’s standards in relation to others, that schools in other countries often provide. Also, a large influx of immigrants is causing some reaction among some Finnish parents.
• And, to finish on a sober note: you may remember that at the start of November an 18-year-old high school student went berserk in a Finnish high school and shot seven other students, the Principal, and then himself. So, again we are reminded, in this tragic way, that when it comes to schools and schooling systems, Utopia doesn’t exist.

Back home now, and delighted to see how good everything looks. Roll on, 2008!