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2017Ttsciencev1.5.Pdf
INTRODUCTION This curriculum framework is a brief statement that provides the foundational worldview from which an Adventist teacher delivers the Australian National Curriculum. It is a concise statement of principles, values and threads that undergird and guide what we consider to be real, true and good. This worldview is shaped and permeated with our belief that Jesus is “the Way, the Truth, and the Life.” John 14:6. We also believe strongly that each teacher must teach from within their own authentic Christian journey and that their experiential relationship with Jesus will permeate all they say and do. This framework endorses the notion that rather than being Christians who happen to teach, we are wanting to teach Christianly. We wish to reveal a God who loves unconditionally. “To think Christianly is to accept all things with the mind as related, directly or indirectly, to man’s eternal destiny as the redeemed and chosen child of God.” Harry Blamires, The Christian Mind: How Should a Christian Think? , p. 44 Teaching is more than imparting information. Effective Christian teaching is transformational. It will take Romans 12:1-2 as its focus and try to nurture a discipleship response to God’s love in the lives of our students. This provides the basis for the term “threads” used in the Values and Response Threads section. Threads are simply the qualities or characteristics we desire as responses from our students. They help provide cohesion and linkage to everyday living. These Response Threads, like Values, will often overlap in various subject areas, and provide a discipleship response to God’s love. -
August 9 2017
Edinburgh College Character... through Nurture, Learning and Service Term 3 August 9, 2017 Year 1 Learn about Shapes Former Student Visits Edinburgh College Playdough and toothpicks were all that was needed to have a lot of Sandra Levers, a former student of the College (1974) was delighted fun reinforcing the topic of 2D and 3D shapes and objects. to return to Edinburgh College to speak to the Secondary students during Chapel. An Indigenous Australian from Kuranda in far north Queensland, Sandra took time to visit Edinburgh during the week she was in Melbourne teaching cultural awareness to medical profession- als. Sandra shared her story and was delighted to have her son, Radayn Tanna accompa- ny her on the visit. Radayn played the didgeridoo for Primary Chapel and led two sessions with the Primary students instructing them on throwing (and catching) boomerangs. Radayn has played the didgeridoo inter- nationally and has many paintings exhibited in galler- ies across Australia. Both Sandra and Radayn spoke to the Year 10 History class who are studying race relations in Australia and the USA. They concluded their visit by presenting the College with several throwing boomerangs expertly painted by Radayn. - Mr Brooks Footy Colours for CFA A number of very passionate football supporters happily exchanged their school uniform for their team’s colours and a donation to the Warburton CFA. $177.00 was raised. Within our Christian environment at Edinburgh College we want to develop willing learners who are respectful, responsible and resilient, and who have a heart for service in their community. - PB4L Statement from Students & Staff. -
Application Form
SEVENTH-DAY ADVENTIST SCHOOLS (GREATER SYDNEY) SCHOLARSHIP PROGRAM APPLICATION FORM Seventh-Day Adventist Schools (Greater Sydney) Ltd operates a Deductible Gift Fund for its Scholarship Program. Generous funds are received from Seventh-Day Adventist churches, school communities and individuals for the purpose of supporting students in Adventist Schools in Sydney. Scholarships are awarded annually to students who face financial hardship in coming to our schools, by paying their tuition fees. Eligibility To be eligible for a scholarship, students must meet the following: • Have the intention of enrolling in one of our schools in Sydney which are: Sydney Adventist School Auburn Years P-6 Hurstville Adventist School Years P-6 Hills Adventist College Years P-12 Macarthur Adventist College Years P-12 Mountain View Adventist College Years P-12 Wahroonga Adventist School Years P-12 • Be one of the following: Australian C itizen Permanent R esident Permanent Humanitarian Visa Holder Preference is given to new students, who may also have siblings already enrolled in one of the above schools. Applications close on 31 August 2020 for the 2021 school year. Please send your application and all supporting documentation to the following address: Email: [email protected] Post: Scholarship Program, Greater Sydney Conference Shannon Building 185 Fox Valley Road Wahroonga NSW 2076 1. Personal Details of student applicant First Name: Surname: Preferred Name: Date of Birth: DD M M Y Y Y Y Gender: Male Female Residential Address: Postcode: Mailing Address: (if different from above) Postcode: Mobile Phone: Home Phone: Email 2. Citizen Details Country of birth: Please indicate which of the following applies to the applicant: Australian Citizen Non Australian Citizen Permanent resident Holds a permanent humanitarian visa Please note: If you are successful in receiving a scholarship, you must provide documents confirming your residency/citizenship status. -
2017 Annual Report See More Information About Life at Hills in 2017
NSW Education Standards Authority Annual Report 2018 Reporting on the 2017 Calendar Year Hills Adventist College Owned and Operated by Seventh-day Adventist Schools (Greater Sydney) Ltd ANNUAL REPORT 2018 Hills Adventist College Reporting on the 2017 Calendar Year Seventh-day Adventist Schools (Greater Sydney) Ltd 1 A message from key school bodies – (School Council and Student representative Council) College Council Chairman’s Annual Report – Mr Jason Howie The Hills Adventist College School Council has continued to focus on delivering on the College’s mission during 2017. Hills Adventist College aims to provide a balanced education, identifying and developing creativity, citizenship and academic excellence while complementing and extending the training provided by Christian homes. Our focus over the course of the year has been on developing and delivering our education program, building new infrastructure and on the values and culture of the college. In particular it was exciting to see our most successful HSC class to date complete their education, providing a boost in our school ranking. This result was underpinned by a number of exceptional individual results from which both our students and the broader school community can take pride and confidence in the work being done by our educators. Our building program has delivered the final touches to our Senior School Block, and provided much needed additional parking to the school. The new Church Buildings currently under construction on the front corner of the property will also significantly add to the school environment. The coming years are an exciting period for the College as we see the culmination of many years of planning work in the completion of these projects. -
Application Form
SEVENTH-DAY ADVENTIST SCHOOLS (GREATER SYDNEY) SCHOLARSHIP PROGRAM APPLICATION FORM Seventh-Day Adventist Schools (Greater Sydney) Ltd operates a Deductible Gift Fund for its Scholarship Program. Generous funds are received from Seventh-Day Adventist churches, school communities and individuals for the purpose of supporting students in Adventist Schools in Sydney. Scholarships are awarded annually to students who face financial hardship in coming to our schools, by paying their tuition fees. Eligibility To be eligible for a scholarship, students must meet the following: • Have the intention of enrolling in one of our schools in Sydney which are: Sydney Adventist School Auburn Years P-6 Hurstville Adventist School Years P-6 Hills Adventist College Years P-12 Macarthur Adventist College Years P-12 Mountain View Adventist College Years P-12 Wahroonga Adventist School Years P-12 • Be one of the following: Australian C itizen Permanent R esident Permanent Humanitarian Visa Holder Preference is given to new students, who may also have siblings already enrolled in one of the above schools. Applications close on 31 August 2021 for the 2022 school year. Please send your application and all supporting documentation to the following address: Email: [email protected] Post: Scholarship Program, Greater Sydney Conference Shannon Building 185 Fox Valley Road Wahroonga NSW 2076 1. Personal Details of student applicant First Name: Surname: Preferred Name: Date of Birth: DD M M Y Y Y Y Gender: Male Female Residential Address: Postcode: Mailing Address: (if different from above) Postcode: Mobile Phone: Home Phone: Email 2. Citizen Details Country of birth: Please indicate which of the following applies to the applicant: Australian Citizen Non Australian Citizen Permanent resident Holds a permanent humanitarian visa Please note: If you are successful in receiving a scholarship, you must provide documents confirming your residency/citizenship status. -
Women's Ministries Examines Inequality
May 27, 2006 In this issue Update on Adventists in Iraq WAASA plans for future of outreach The hope of justice Women’s ministries directors Fua Gaia of the Sydney Samoan church, Marica Tokalau of the TPUM, Agnes Kola of the PNGUM, and Jan Greenaway of the SNZ Conference at the women’s ministry advisory held at the South Pacifi c Division headquarters. Women’s ministries examines inequality WAHROONGA, NEW SOUTH WALES omen’s ministries directors one of several dealing specifi cally with the of the South Pacifi c Division work of the Women’s Ministries Depart- (SPD) have agreed that the ment in the SPD. W issue of gender inequality and “The actions passed during our meet- low numbers of women in pastoral min- ing will make our jobs easier,” says Jan istry within the Seventh-day Adventist Greenaway, women’s ministries director church needed to be addressed during an of the South New Zealand Conference. “I GC considers advisory held at the SPD head offi ce from believe it will build awareness within the April 26 to 30. SPD and help us to function better since The vision is to encourage and enable barriers will be removed.” women to take up more active roles in Besides addressing the issue of gender church evangelistic outreach programs and the inequality in churches, plans by the wom- nurturing of the local church while con- en’s ministries leaders for the department tinuing to educate the public about the role this quinquennium included establishing structures of women in churches. The decision was (Continued on page 5) ISSN 0819-5633 2200 CCover.inddover.indd 1 115/5/065/5/06 55:41:45:41:45 PPMM editorial Many Adventists are failing to use this fl agship of church evangelism. -
NEWSLETTER 10 September 2019 | Edition 12 | Term 3 | Week 8
North West Christian School NEWSLETTER 10 September 2019 | Edition 12 | Term 3 | Week 8 NWCS Calendar - Term 3 Sept 12 High School Breakfast Welcome to Term 3, Week 4! As a part of our move towards senior school we have been making plans to Sept 18 Primary School Breakfast I would like to take the opportunity expand our staff to accommodate extra Sept 20 Book Character Day to share with you some things that classes. We have been talking with a Sept 20 Mesh have been happening in relationship to gentleman from Gilson College in Sept 26 CCYEC our drive towards Year 11 & 12. Our Melbourne and he is keen to join us Sept 27 End Term 3 School Advisory Council and the Board next year. Brayden Morton comes to us of Directors have both agreed to with a wealth of experience in high accept our proposal to extend to Year school and senior high school and is 11 in 2020. This follows a 4-month excited about working in a growing NWCS Calendar - Term 4 feasibility study undertaken by Vivian school. Hill and Dr Julie Rimes. This study concluded that with the multi-modal As a part of our planning strategy we Oct 6 Daylight Saving Starts model of delivery that we were are sending home re-enrolment forms Oct 14 Start of Term 4 suggesting NWCS could offer Year 11 in for next year shortly. It is Oct 31 CCYCE 2020. This recommendation was important that we get these forms back accepted by the Board and our request as soon as possible. -
Record 4309.Indb
November 7, 2009 In this issue Students Encounter Bible curriculum Bilingual book a health aid for kids Thank God for pioneers A group of students on their way to the closing Sabbath service at the fourth Adventist Students Association convention, recently held in Fiji. ASA Fiji “heeds call to serve” Tavua, FIjI ore than 80 Adventist tertiary stu- inspiration, fellowship and service.” dents from several nations of the In addition to ASA convention activities, Pacific and five different tertiary the group also worked to clean walls, install institutions met in Fiji to attend new linoleum for classrooms and dormito- Mthe fourth national Adventist Students As- ries, and upgrade computers at the school. sociation (ASA) convention, held at Lewa Through acts of service, the ASA students Adventist Primary School in the highlands hope to inspire students at the school with of Fiji from October 9 to 12. the knowledge that Adventist tertiary stu- Mission Pastor Nick Kross, associate director of dents believe in and care for them. Adventist Youth Ministries for the South The head teacher of the school, Setareki Pacific Division and division-wide ASA Vuniayawa, was impressed with their work projects keep chaplain, was a special guest at the con- and told the students, “Your coming to our vention. He says, “The annual Fiji ASA school has been timely and rewarding for convention is a high point in the life of Lewa school, the church and the whole growing tertiary students, who come together for (Continued on page 4) ISSN 0819-5633 editorial We do our best work for God when we truly repent. -
Child Protection Policy 2013
C NSW COMBINED INDEPENDENT SCHOOLS SPORTS COUNCIL (CIS) CHILD PROTECTION POLICY INTENDED USE This Policy document is intended to be provided and made available to staff including employees, workers, volunteers, agents and/or contractors during their employment or engagement with CIS to ensure a clear understanding of their duties and obligations under the key items of child protection legislation in NSW. This Policy outlines the key concepts and definitions under the relevant legislation including mandatory reporters, reportable conduct, and risk management. It also sets out expected standards of behaviour in relation to employees, workers, volunteers, agents and/or contractors and their relationships with students. DEFINITIONS CIS worker means for the Purposes of this Child Protection Policy, all CIS employees whether full-time, part-time, temporary or casual, and all member school employees appointed as CIS convenors, coaches, managers or officials and all other CIS volunteers or contractors. CEO means the current Chief Executive Officer of CIS. CIS events means any sporting activities, events and/or competitions organised and/or operated by CIS. Member Schools – Members schools are the schools affiliated to CIS who participate in the sporting activities run by CIS. Refer to Attachment A for a full list of CIS member schools. INTRODUCTION 1.1. General The safety, protection and well-being of all students is of fundamental importance to CIS. CIS and CIS workers have a range of different obligations relating to the safety, protection and welfare of students including: a) a duty of care to ensure that reasonable steps are taken to prevent harm to students; b) obligations under child protection legislation; and c) obligations under work health and safety legislation. -
An Overview of Stile, Australia's #1 Science Resource Provider
An overview of Stile, Australia’s #1 science resource provider EXECUTIVE SUMMARY FOR SCHOOL LEADERS Stile | Executive summary for school leaders 2 Table of contents Welcome letter 3 How we are rethinking science education > Our principles 5 > Our pedagogy 7 > Our approach 9 A simple solution > Stile Classroom 12 > Squiz 14 > Professional learning 15 > Stile Concierge 16 Key benefits 17 The Stile community of schools 19 The rest is easy 24 Stile | Executive summary for school leaders 3 It’s time to rethink science at school I’m continuously awestruck by the sheer power of science. In a mere 500 years, a tiny fraction of humanity’s long history, science – and the technological advances that have stemmed from it – has completely transformed every part of our lives. The scale of humanity’s scientific transformation in such a short period is so immense it’s hard to grasp. My grandmother was alive when one of the world’s oldest airlines, Qantas, was born. In her lifetime, flight has become as routine as daily roll call. Disease, famine and the toll of manual labour that once ravaged the world’s population have also been dramatically reduced. Science is at the heart of this progress. Given such incredible advancement, it’s tempting to think that science education must be in pretty good shape. Sadly, it isn’t. We could talk about falling PISA rankings, or declining STEM enrolments. But instead, and perhaps more importantly, let’s consider the world to which our students will graduate. A world of “fake news” and “alternative facts”. -
Year 9 Werribee Gorge
Term 1 WEEK 3 2019 OF 10 Year 9 Werribee Gorge Weekly Ne ge wsletter for P olle arents, St on C udents and Friends of Gils Gilson Gazette - 15 February 2019 Weekly Newsletter for Parents, Students and FriendsPage of Gilson 1 College Year 12 Surf Camp Contents general news 4 WELCOME TO MR JONATHON GILLARD .....................................4 FAREWELL TO ESADORA .............................................................5 SAFETY ON OUR CAMPUS ROADS ..............................................5 TRAFFIC ON CAMPUS .................................................................5 GCCC ANNOUNCEMENTS ..........................................................5 PrIMarY news 6 AWARDS NAMES ........................................................................6 BEING ON TIME FOR SCHOOL ....................................................6 PARENT VOLUNTEER/HELPERS TRAINING SESSION ....................7 UNIFORM ..................................................................................9 CONCERNS OR ISSUES ..............................................................9 SWIMMING CARNIVAL .............................................................10 YEAR 5 - MATH PATHWAYS INFORMATION NIGHT ...................10 seCondarY news 11 THE ANNUAL YEAR 7 CAMP TO CAMP HOWQUA ......................11 VCE ..........................................................................................11 UNIFORM.................................................................................12 SCHOOL HATS ..........................................................................13 -
Avondale Community Engagement Outcomes
SUBSECTION B6: GOOD PRACTICES IN TEACHING AND LEARNING Provider Category Standard 3.8. The higher educaiton provider demonstrates engagement with its local and regional communities and demonstrates a commitment to social responsibility in its activities. SECTION B8.2.3 Outcomes data used to evaluate and report on the effectiveness of the applicatn's community engagement and social responsibility commitments. Avondale University College Application - Section B8 Page 1 of 22 AVONDALE COMMUNITY ENGAGEMENT (ACE) Community Engagement Evidence is profiled here in 3 sets. As indicated in the ACE Strategy document, Community Engagement at Avondale is classified under ACE PLUS and ACE STAR categories. The former indicates credit that is accrued by largely by students for their engagement in an activity and the latter indicates altruistic community engagement activities. Both staff and students are involved in the ACE Star Programs. Details of ACE Star Community Engagement Programs at Avondale are provided in Appendix 1. In this regard, Appendix 2 provides all ACE PLUS activity involving students in Service Learning, Placements and Work-Integrated Learning contexts. Evidence of staff engagement in community engagement that is not reflected in Appendix 1 and Appendix 2 activities have been provided in the Staff Record 2014-2016 table and accompanying chart. Please note that the chart does not take into account staff engagement in the ACE STAR programs identified in Appendix 1. Impact rating based on a scale of 1-3 with 3 equating to verified, sustained, high impact activities was considered in rating the performance of staff community engagement. However, this rating scale is currently under review and requires further review and development.