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As a classroom teacher, I have worked with a large number of identified special-needs students. That has been difficult at times and, at other times, quite joyful. Students who have difficulty learning always present a challenge: What can I do to help this child reach his or her potential? How can I help this student succeed in school?

Although it might feel like it sometimes, we are not alone when dealing with special-needs students. Unlike the old one-room schoolhouse teacher, educators today have a number of support resources available through their schools and districts. Unfortunately, many teachers simply fail to utilize those resources.

The first resource is your special education department. Take advantage of the expertise and experience of the teachers and aides in your school who work full time with special-needs students. Those professionals have had extensive training working with children with learning and behavioral disabilities. Ask to meet with the special education coordinator/teacher in your school to discuss those students who provide an extra challenge. Ask about strategies that might be successful with that student.

When teaching a particular unit, don't rely on just your textbook; see if the experts in special education have any ideas to help your special-needs students better understand and process the information presented. Ask them for ideas for modifying activities and assessments. Most special education teachers are dedicated to their students and want to help them succeed in the regular classroom. They often feel frustrated that classroom teachers do not rely on their knowledge and experience with the children to help plan lessons and activities. Don't make that mistake. Set a date to meet with the special education teacher or coordinator at your school and pick his or her brain!

A second resource available to help you teach a special-needs student is the I.E.P. That individualized education plan usually is a list of very specific goals and objectives for the student -- and it often includes strategies to help the child succeed. Possible modifications are listed as well. The tool is designed to help the classroom teacher know how best to meet the needs of a particular child. You should have received a copy of each special-needs students I.E.P. in a confidential folder. If you did not, ask your special education department for a copy. Its amazing how many classroom teachers never set eyes on that important document so full of information about the student.

Another resource, believe it or not, is the gifted and talented department for your school or district. Many strategies implemented for gifted students also work very well with special-needs students. Both gifted and challenged students are in need of strategies that allow them to work at their own pace with high expectations of success. Those strategies encourage students to make connections in their learning, which in turn increases brain activity. Project-oriented work with student choice an integral component allows special-needs students to choose topics that interest and motivate them. Those strategies encourage students to strive for their best and to recognize both the effort and level of achievement reached.

Special-needs students need a great deal of encouragement. What often happens is that the student wants to achieve, but feels separated from other students when he or she is unable to complete certain tasks. That causes intense frustration. Without proper encouragement and reassurance, special-needs students often come to see themselves as dumb. Which can lead to apathy toward school. Why should I try when Ill just fail? I'm stupid anyway, so I don't need to do this activity. One way you can move a student from such a negative attitude is to focus on his or her strengths.

I once had a student who was identified as special needs. For week, I couldn't get him to do anything in the classroom. He had major anger issues and would not complete assignments. When I prodded and encouraged, he merely responded that he was dumb and couldn't do the work. After talking with his mom and the special education teacher, I learned that math was one of his favorite subjects, although he was performing poorly in that class as well. It was as though he had given up.

Then, I assigned a math problem-solving activity that also utilized drawing and coloring. That young man jumped at the opportunity to play, and created a beautiful --and mathematically correct -- paper. Instead of just saying good job and moving on, I gushed over his paper. I enthusiastically said over and over what a great job he had done and kept telling him how smart he was. That continued with every assignment over a period of several weeks, until I finally noticed that all his papers showed a vast improvement. He was participating in class. He had fewer fits of anger. He was making a passing grade or higher on all his assignments. Between lesson modifications and enthusiastic encouragement, that child went from being a quitter to being an achiever.

All special-needs students are capable of success. Each will succeed according to his or her individual ability -- but all can succeed. Keep that constantly in mind when working with a special-needs child in your class. In addition,

• Work closely with the special education department and any other aides who might work with that child.
• Read the students I.E.P. to learn what modifications need to be made.
• Talk to the parents and learn what motivates that child.
• Allow student choice in your activities and use brain-based learning strategies that stretch the mind.
• And above all, be enthusiastic in your encouragement.

Focus on your students strengths and be supportive of their weaknesses. Let each student know that you believe in him or her. The rewards will be tremendous for both you and your students.

Your Sincerely

 Emma McDonald

Special Need Teachers

Whether you’re concerned about your online privacy or just getting tired of constant status updates from old school friends that you’ve since realised aren’t actually that cool, there are plenty of reasons why you might want to delete your Facebook account – and it’s not as hard as you might think.

In this guide, we’ll walk you through the process of how to delete Facebook step-by-step, including outlining the difference between ‘deactivating’ your account, and deleting it entirely.

If you’re thinking about deleting your account then you’re not alone. Between the Cambridge Analtyica scandal and increasing worries about the effect social media has on our individual and societal health, people are increasingly turning away from these sites that have come to dominate the internet.

Whatever your reason, deleting or deactivating your account is actually pretty easy. Here’s how you do it.

How to delete or deactivate a Facebook account – what’s the difference?

There are two different ways to get your Facebook account offline. The first is deactivating, which means:

• You can reactivate your account whenever you want
• People can’t see your Facebook Timeline, or search for you
• Some information may remain visible (like messages you’ve sent)
• Facebook saves your account info (like friends and interests) in case you reactivate

But deleting your account is a much more serious matter. If you delete your account:

• Facebook delays deletion for a few days after the request is made. If you log in during the grace period, the deletion is cancelled
• You can’t regain access to your Facebook account once it’s deleted
• It can take up to 90 days for your data that’s stored in backup systems to be deleted. However, your info isn’t accessible on Facebook during this time
• Some things aren’t stored in your account, like messages that you’ve sent to friends – these will remain active
• Copies of some material (like log records) may remain in Facebook’s database, but are “disassociated from personal identifiers,” according to the company

Basically, deactivating is a way to cool off from Facebook for a while, while deleting is a permanent solution that you should think carefully about before choosing.

Related: Best laptops

How to deactivate Facebook account

To deactivate your Facebook account, follow these four steps:

1. Click the account menu down arrow at the top right of any Facebook page in your web browser
2. Select ‘Settings’
3. Choose ‘General’ in the left column
4. Click ‘Manage your account’
5. Press ‘Deactivate your account’, and then follow the steps to confirm your decision

To reactivate your account after deactivating it, simply log into Facebook your e-mail and password. Your profile will be entirely reinstated.

Related: How to undo Snapchat’s 2018 update

How to delete Facebook account

Deleting your Facebook account is a serious decision, so make sure it’s something you really want to do. Whether you like it or not, social media is ingrained in society, and your Facebook profile can affect friendships, job prospects, and social opportunities. Remember that there are also ways to secure your Facebook privacy settings., if that’s your particular concern.

Plus, you may miss out on some ‘dank memes’ by deleting Facebook, and however grating it is in places, it’s also useful for plenty of things, such as keeping up with friends from abroad and organising events.

If you’re set on binning the social network off for good, click the following link and choose the ‘Delete my account’ option:

• Delete my Facebook page

Before deleting your account, it may be worth downloading your Facebook data. To do this, follow these steps:

1. Click the account menu down arrow at the top right of any Facebook page in your web browser
2. Click ‘Download a copy of your Facebook data’ at the bottom of your General Account Settings
3. Choose ‘Start My Archive’

The file that begins downloading will contain your Facebook profile information, so be very careful about where you keep it.

Related: Black Friday 2018

Your Sincerely

Adam Anderson

College Executive Chairman 

Halloween comes on the 31st of October every year. If you want to celebrate, you have multiple options. You can throw a party with friends and family, decorate for the season, or participate in events around your town. Have fun and enjoy the festivities with friends and family members. With some preparation and planning, you and your loved ones can enjoy a fun and festive Halloween.

1. Having a Party

Have everyone wear a costume. Part of the fun of Halloween is dressing up. If you're hosting a party, invite all your guests to wear costumes. If you want, you can even have a contest where guests win different categories like "Scariest Costume," "Funniest Costume," and so on.^[1]

• You can have a specific theme and have guests dress for that theme. For example, try a sci-fi Halloween party or a Dracula-themed party.
• Remember, not everyone likes dressing up. If guests don't want to wear a costume, don't push it.

2. Bob for apples

 Bobbing for apples is a classic Halloween tradition that many people love. Simply place some apples in a bucket of water and have guests try to lift them out with their mouths. This can be fun if you want a more lighthearted holiday party instead of something scary.^[2]

3. Watch scary movies

 If you want, you can have a movie screening at your party. Show your favorite scary movies that are perfect for the season, like The Exorcist, The Sixth Sense, and films from the Halloween franchise.^[3]

• If you're serving alcohol at your party, have a drinking game where guests have to drink for a variety of reasons. For example, "Drink every time someone screams." Make sure to drink responsibly, however, and stop drinking if you start to feel dizzy or disoriented.

4. Play a scary music 

Play spooky music. Make a spooky playlist with disturbing songs like "Somebody's Watching Me" and the theme music from Halloween classics. Something like the theme to Rosemary's Baby can really set the mood.^[4]

• Keep in mind, not everything about a Halloween party has to be scary. You can also play lighthearted Halloween favorites, like the theme to Ghostbusters or "The Monster Mash."

20 Study Strategies for Finals Week

Finals week can be the most stressful time for a student, whether in high school, college or graduate school.  Ensure you’re prepared for your exams with these study tips, which can help you conquer your finals.  Follow this list as finals week approaches (the earlier you prep, the better) so you can ace your exams from start to finish: 

1.Create your own study guide.

While many teachers provide a study guide, creating your own can help you understand the material better. Outlining the important information you need to learn can be helpful, both in creation and to refer to during your studies. 

2.Ask questions.

Your professors and TA’s are there to help! Ask them questions regarding the material and the exam so that you’re prepared when exam time arrives. 

3.Attend the review session.

Review sessions offer vital information on exam format, what will be on the exam and key concepts you should be focusing your studies on. 

4.Start early.

If you always start ahead of schedule, you’ll never be cramming the night before an exam. You’ll almost always perform better in doing so! 

5.Organize a group study session.

It can be helpful to study in groups – sometimes. Evaluate whether or not studying with others will be beneficial to the subject as well at your learning process. 

6.Study things not on the study guide.

Study guides aren't always comprehensive – they’re just suggestions of the main concepts to learn. Use your study guide for its intended purpose: a guide. Be sure to fill in the blanks with related information. 

7.Take breaks.

You won’t be able to memorize or comprehend all the material at once. Balance is key - ensure that you reward learning with break times to recharge and relax.

8.Stay well-rested.

There’s a lot to be said about a good night’s sleep. Make sure you’re well-rested so that you can be fully focused during your exams. 

9.Create a study schedule - and follow it.

Splitting the material into chucks you can actually achieve can be very beneficial. That way, you can keep track of what you’ve accomplished instead of looking at the big picture and getting overwhelmed. 

10.Prioritize your study time.

Some exams will be more difficult than others, some you may find easier to study for. Some may be worth more of your grade than others. Make sure to evaluate all of your exams to consider and determine all of the involved factors so you can study accordingly. 

11.Study for the style of exam.

If it’s multiple choice, you’ll need to know definitions and concepts. For essay exams, focus on your understanding of all the concepts presented, with examples in mind. 

12.Quiz yourself.

If you think about and create actual exam questions, you will likely become more familiar with what you need to study and, in the meantime, familiarize yourself with the type of language that will be on the exam. Draft potential exam questions and quiz yourself so that you can set expectations of what you need to focus on. 

13.Meet with your professor or TA.

Often times, meeting with an instructor, whether it’s a professor or a TA, can give you helpful hints for what to study and ways to prepare for the exam. 

14.Reorganize your notes.

Evaluate and reorganize your notes into what’s important, outlining important concepts, formulas dates and definitions so they’re easy to understand. 

15.Pace yourself.

Make sure you stay focused and don’t burn yourself out. A great way to do so is to pace yourself rather than opting for the dreaded all-nighter. You can easily pace yourself by following tips like starting early, creating a study schedule and taking breaks when necessary! 

16. Teach classmates.

Learning by teaching is a method that really works! If you work with a study buddy and explain concepts to one another, you're re-learning the material all over again. It's a great way to reinforce what you've learned and help someone in the meantime! 

17. Revolve your focus.

Switching up your subjects is a helpful way to learn everything for your exams while preventing burnout on one topic. Make sure to switch it up before your eyes glaze over! That way, you can keep studying for longer periods of time while maintaining your focus. 

18. Color code it.

Create a system that allows you to color code material that's going to be on the exam by what's most important, less important, etc. This will help you focus on the most pertinent information and prioritize the material. 

19. Visualize.

If you're a visual learner, it can help to create mind maps or diagrams to visualize how the concepts you're learning relate to one another. This is especially beneficial when learning concepts that build upon the understanding of one another, like in science courses.

20. Make it fun.

It's easier to focus if you adapt to studying by quizzing yourself, creating acronyms or rewarding yourself for a job well done. Create a game plan - literally - that allows you to accomplish tasks and be rewarded for each.  For example, why not reward yourself with a piece of chocolate or a sip of your coffee after you've accomplished a new chapter or allow yourself five minutes of free time for every chunk of material you digest?  You can even add in fun factors like power-ups every time you learn a new definition and lose a life, which means you add another definition to your list, when you get an answer wrong! Share your favorite study tips for finals below!

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The Indonesian airliner that crashed Monday in waters near Jakarta was plunging at hundreds of miles an hour in its final seconds, according to preliminary data transmitted by the plane that could aid investigators looking for a cause.

Lion Air Flight JT610, a nearly new Boeing Co. 737 Max jet, went down from 4,850 feet (1,479 meters) altitude in just 21 seconds, according to data compiled by FlightRadar24, a flight-tracking system. The plane was carrying 189 people and all are feared dead.

A routine descent for an airliner would be about 1,500 to 2,000 feet per minute, said John Cox, the president of the consulting company Safety Operating Systems who has participated in numerous crash investigations. The final data point obtained by FlightRadar24 showed the plane descending at 30,976 feet per minute, meaning it was moving downward at about 350 miles an hour. Such speeds are typical of mid-range flight speeds, but unheard of for a descent.

“This thing really comes unglued,” Cox said. “The numbers are barely believable.”

Debris recovered from the crash site sits on the dockside at Tanjung Priok Port in Jakarta.

FlightRadar24’s track of the flight raises as many questions as it answers. It shows the plane rising and climbing repeatedly with the speed also varying, both of which aren’t typical on the latest, computer-driven aircraft. Multiple failures involving the crew and equipment on the plane are possible explanations, from an erroneous speed indication to some sort of electronic failure.

Shortly after takeoff from Jakarta, one of the plane’s pilots requested permission to return to the airport, indicating the crew may have been struggling with some type of failure.

The limited and sometimes contradictory information about the flight doesn’t obviously match any previous accidents, making it difficult to narrow down the possible cause, said Steve Wallace, the former head of accident investigations at the U.S. Federal Aviation Administration.

“I have no most likely scenario in my head for this accident,” Wallace said.

Cox said the data -- which are generated by the plane’s own systems and transmitted to ground stations -- should be approached with caution at this early stage of the investigation. For example, even in cases when planes plunge to the ground, the descent speed isn’t typically as high as the Lion Air readings, he said.

Still, there’s little doubt that the plane experienced a rapid and violent fall in the final seconds, he said.

Because an aircraft’s speed is measured in multiple ways by overlapping systems on the plane, it won’t be until investigators retrieve the plane’s crash-proof flight recorders that they can determine what happened, he said.

On a newly built plane such as the 737 Max, the plane’s flight recorder will store thousands of parameters of data. Similarly, the cockpit-sound recorder will have the latest digital technology and should be capable of capturing the previous two hours of cockpit activity. The devices also should be relatively easy to find since the plane is in relatively shallow water.

“The flight and voice recorders will be absolutely essential,” Wallace said.

If you’re a teacher, you know these kids: The one who stares out the window, substituting the arc of a bird in flight for her math lesson. The one who wouldn’t be able to keep his rear end in the chair if you used Krazy Glue. The one who answers the question, “Who can tell me what the 6th Amendment guarantees?” with “Mrs. M, do you dye your hair?”

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the material you’re working hard to deliver. Plus, their behaviors take time away from instruction and disrupt the whole class.

ADHD and classroom challenges

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Students with ADHD pay the price for their problems in low grades, scolding and punishment, teasing from peers, and low self-esteem. Meanwhile, you, the teacher, wind up taking complaints from parents who feel their kids are being cheated of your instruction and feeling guilty because you can’t reach the child with ADHD.

Students with ADHD:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Usually have problems with long-term projects where there is no direct supervision.
• Don’t pull their weight during group work and may even keep a group from accomplishing its task.

What teachers can do to help children with ADHD

So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD focus, stay on task, and learn to their full capabilities.

Successful programs for children with ADHD integrate the following three components:

1. Accommodations: what you can do to make learning easier for students with ADHD.
2. Instruction: the methods you use in teaching.
3. Intervention: How you head off behaviors that disrupt concentration or distract other students.

Your most effective tool, however, in helping a student with ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD by offering rewards on a point or token system.

Dealing with disruptive classroom behavior

To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.

Classroom accommodations for students with ADHD

As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.

Seating

• Seat the student with ADHD away from windows and away from the door.
• Put the student with ADHD right in front of your desk unless that would be a distraction for the student.
• Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
• Create a quiet area free of distractions for test-taking and quiet study.

Information delivery

• Give instructions one at a time and repeat as necessary.
• If possible, work on the most difficult material early in the day.
• Use visuals: charts, pictures, color coding.
• Create outlines for note-taking that organize the information as you deliver it.

Student work

• Create worksheets and tests with fewer items, give frequent short quizzes rather than long tests, and reduce the number of timed tests.
• Test students with ADHD in the way they do best, such as orally or filling in blanks.
• Divide long-term projects into segments and assign a completion goal for each segment.
• Accept late work and give partial credit for partial work.

Organization

• Have the student keep a master binder with a separate section for each subject, and make sure everything that goes into the notebook is put in the correct section. Color-code materials for each subject.
• Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
• Make sure the student has a system for writing down assignments and important dates and uses it.
• Allow time for the student to organize materials and assignments for home. Post steps for getting ready to go home.

Teaching techniques for students with ADHD

Teaching techniques that help students with ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.

Starting a lesson

• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.

Conducting the lesson

• Keep instructions simple and structured. Use props, charts, and other visual aids.
• Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
• Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.
• Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult.

Ending the lesson

• Summarize key points.
• If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
• Be specific about what to take home.

Recommended reading

Motivating the Child with Attention Deficit Disorder – How ADHD symptoms interfere with classroom expectations and what teachers can do to help. (LD Online)

Teaching Students with ADHD: A Resource Guide for Teachers – Covers every aspect of ADHD that can affect the classroom. (British Columbia Ministry of Education)

Teaching Children with ADHD – Includes lesson planning, instructional techniques, behavioral strategies, and communication with parents. (Teach ADHD)

Teaching Children with ADHD: Instructional Strategies and Practices – Tips and teaching strategies. (U.S. Department of Education)

Suggested Classroom Interventions for Children with ADD and Learning Disabilities – Practical suggestions for use in the regular classroom as well as the special education classroom. (Child Development Institute)

Contents of the IEP – Guide to developing an Individualized Education Program (IEP) with a child’s parents to address their educational needs. (Center for Parent Information and Resources)

Authors: Jeanne Segal, Ph.D., and Melinda Smith, M.A.

Last updated: October 2018.

Your Sincerely

James Adler 

Associate Principal, Special Education

Looking for ways to improve your study success? Chances are you’ve come across a lot of advice on exams and assignments – but what if you’re doing a folio subject in Year 12?

Art, Studio Art, Media and Visual Communication are just some of the VCE subjects that include a folio as a significant portion of their assessment. And, thankfully (for some at least), the skills you need to put one of these together are totally different to the skills you need to nail your exams.

Dr Meghan Kelly doesn’t beat around the bush. ‘Year 12 folios can be big and arduous,’ she says. ‘Sometimes a hundred pages or more.’ She’s the Associate Head of School (Teaching and Learning) at Deakin’s School of Communication and Creative Arts. So, when it comes to art portfolios, there’s not much she hasn’t seen.

Daunting? We feel you. But with a little guidance you can wrangle a year’s worth of research, conceptual thinking and practical exploration into a first-class folio. Here are Dr Kelly’s top tips for how.

1. Create a clear narrative with signposts along the way

A strong Year 12 folio has a clear structure and narrative that charts the process of creation. Assessors ‘want to see the signposts that informed your decision-making,’ Dr Kelly says. ‘So highlight these, make them obvious: look, here I changed my mind; look, here I made this decision.’

And you need to explain why. If you choose a particular typeface for your final work, says Dr Kelly, show some other typefaces that you considered and then explain why you chose the one you did. Do the same for colours, materials, methods – basically every decision you make.

‘They want to see that you’ve critically evaluated your work,’ Dr Kelly says. ‘And made an executive decision.’

2. Be as linear as possible

An art portfolio needs to show a linear progression of thought. ‘But not all brains work like that,’ Dr Kelly says, ‘so it’s a challenge.’ Her advice is to think through how you might approach your folio all the way through. Speak to your teacher and seek guidance.

It helps if there’s a little space to jump back along the way to flesh out a thought, expand on an exploration or add a bit of research. ‘That’s what boosts your work.’

3. Show a diversity of thought that culminates in a decision

Show that you’ve thought about everything, Dr Kelly says. And then show how you came to your decision. ‘The idea is to go “look, I looked at all of these things” – which could be 20 pages worth – “and out of that I made a conscious decision to go in this direction.”’

A Year 12 folio seeks transparency on the decision-making process.

4. Get out into the world and record everything

‘Go to galleries,’ Dr Kelly says. ‘Collect the leaflets, stick them in your folio, write a bit about the artwork – what you thought of it.’ And don’t do it all on the last day!

If you don’t live near any galleries, don’t stress. Take a walk outside – if you see something interesting or inspiring, take a photo, put it in your folio. Record everything.

Dr Kelly says to do this constantly for the 12-month period leading up to submitting your folio. ‘Build your folio with what’s around you,’ she says. ‘And then look a little further afield.’

5. Demonstrate knowledge of your field of enquiry

‘Go to Magnation,’ suggests Dr Kelly, ‘look at the magazines in your field, note them down, take a photo, then stick that in your folio.’ Something as simple as this will demonstrate to the assessors that you’re exploring your field of enquiry.

6. Be kind to yourself

Dr Kelly has seen students put a lot of pressure on themselves by, for example, designing their folio to the nth degree and handwriting everything. Be realistic about your time and workload and don’t forget to give yourself some time out.

With forethought and regularity it’s possible to create an outstanding folio without grinding yourself into the ground. Remember: it’s a marathon, not a sprint.

Using your Year 12 folio for university admissions

The entry process for universities is slightly different to the assessment process for Year 12, Dr Kelly explains. Universities want to know that you’re dead keen on the course you’re applying for. ‘We want to know that you understand the area that you’re coming into,’ Dr Kelly says. ‘Show us what you’ve done, whatever stage you’re at, and explain it.’

‘At Deakin,’ Dr Kelly adds, ‘we look at folios a bit differently.’

Firstly, she doesn’t want to see your full art portfolio. Pick two or three of your best pages. And feel free to submit other work also; for example, from Year 11.

And if you want to apply for, say, photography, but you didn’t have the opportunity to study it at school, don’t be deterred. ‘It’s about knowing you want to go in that direction,’ Dr Kelly says. ‘If a student loves photography, but only has a design folio because their school doesn’t offer photography, they should still apply.’ She believes students shouldn’t miss out because of a lack of opportunity.

‘We just want to know that you know what you’re walking into,’ Dr Kelly says. ‘We all have strengths and weaknesses and we’re not supposed to be there yet because that’s why you come to uni. I don’t anticipate that you’ve got it all together yet. The whole idea is that you come to learn.’

Want to pursue a career in art and design? Learn more about how your art portfolio can secure your place in your dream university course.

Your Sincerely

Peter Smith 

Principal

The following article is written by Jess Holsman, Deakin psychology graduate and founder of YouTube’s ‘Study With Jess’, where she gives advice to thousands of students around the world on effective study.

High school and university life differ significantly in many ways. In order to get the most out of your first year at university and ensure you are giving yourself the best chance to excel both academically and personally, it’s important you set yourself up optimally for the year ahead. While for many school-aged students this simply involves hitting up stationery stores and ensuring their pencil cases are fully stocked, preparing for university inevitably involves more than just having the right supplies!

Below are three ways to ensure you are prepared for university, so that you can get the most out of your degree and overall uni experience.

1. Get a head start

I hate to be the bearer of bad news, but the belief that Year 12 is your most academically demanding year is not true – well for most students, that is! While your final year of high school is certainly likely to be the most emotionally taxing due to the heightened stress levels that go with it, the workload itself is often said to be somewhat similar at university. Perhaps it may not be the case from the very start, however as you progress with your course you will no doubt encounter a greater workload. As such, it can be highly advantageous to access your course outline or unit guide a couple of weeks in advance and get a head start on your subjects’ weekly readings. Reading your texts in advance will give you a competitive edge, ensure you are up to date and coming to class prepared, and allow you to spend more of your time tending to upcoming assignments.

2. Adopt the right mindset

Your attitude towards your studies is equally as important and can influence your overall academic performance. That’s right, getting good grades requires more than just hard work! It requires a positive mindset and the right kind of attitude. Although it will not help you finish your weekly readings any faster or miraculously solve your statistics equations, a positive mindset does change how you approach your studies and can also give you the confidence boost you need to persevere and keep trying until you successfully reach your goals.

When first enrolling in a university degree, you may notice that some of the assignments are new and unfamiliar forms of assessment. When faced with the challenge to learn new skills and push oneself academically, some students become frustrated or begin to doubt their overall abilities. Remember that to successfully acquire new skills takes time and you are not expected to master your very first assignment without any of your tutor’s corrections. Aim to adopt a ‘can-do’ attitude and be open to the possibility that it may take a little while to get the hang of these new forms of assignments.

3. Remember the big picture

Signing up and committing yourself to another lengthy period of study takes serious commitment and drive! Although many university students are still trying to figure out exactly what career path to take (many adults for that matter are too!), there is typically a purposeful reason as to why each student has enrolled in a particular course. Whether you have chosen your degree because you love to be creative, want to work with children or have a desire to help others, it’s important you are aware of what it is that led you to want to engage in further study. Identifying your big-picture goal from the start will allow you to focus more on the learning process and give you a sense of purpose, along with the motivation to push through when those large assignments come around! To help you identify what is the driving force behind your reason for studying, the best place to start is with a simple yet powerful question: ‘Why is my education important to me?’ Take some time to really consider what you intend to gain from your studies and allow yourself to embrace this exciting new chapter in your life.

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Your Sincerely

Peter Smith

Principal

Scam Awareness Presentation

Join the fight against scams. Come along to this information session, presented by the Department of Consumer Protection, on scam awareness and how to avoid scams. You’ll also learn some simple tips that will help protect you. The presentation is on Friday 2 November at the Knowledge Centre between 10am and 11:30am.

There’s always lots happening for children and adults at your local library. Click below for more details.

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The Lion Air crash is a throwback to Indonesia’s scary aviation record

It was just in June that Indonesia finally got the all-clear from the European Union, which removed all of the country’s airlines from its safety blacklist.

That was supposed to mark a major moment for the country’s booming aviation industry, which had for years suffered from a poor safety record with the EU blacklisting all Indonesian airlines in 2007. The US also barred flights from the country’s airlines that year, but raised Indonesia’s safety rating in 2016.

But the crash of a Lion Air flight today (Oct. 29) with 189 people on board has raised the alarm once again over the safety of the country’s airlines. It is the worst air disaster in Indonesia since a Garuda Indonesia plane crashed in Medan in 1997, killing all 214 people on board. Lion Air said in a statement that it is working with the relevant authorities to respond to the tragedy and has set up a crisis center for passengers.

Lion Air itself was removed from the EU’s blacklist in 2016, but until then, it had a poor safety track record. The airline has recorded at least a dozen accidents since 2002, most of them resulting in no fatalities with the exception of a crash in 2004 in Solo that killed 25 people on board. In 2013, a Lion Air Boeing 737—an older model of the aircraft that crashed today—crashed into the sea near Bali, with passengers forced to swim for their lives.

In addition to crashes, Lion Air was rapped by the country’s aviation regulator in 2016 for running up long delays (paywall) and other operational problems, including an incident in 2016 when passengers on a flight from Singapore disembarked at the domestic terminal in Jakarta by accident, allowing some passengers to exit the airportwithout getting their passports stamped.

Other notable accidents in Indonesia include a Garuda Indonesia flight that crashed in Yogyakarta in 2007 killing 21 people, a military aircraft crash in Medan in 2015 that left over 100 people dead, and a Trigana Air crash in Papua that left over 50 dead. AirAsia, a Malaysian carrier that has a good safety record, also crashed in Indonesia en route from Singapore in 2015, killing all 162 people on board.

Pilots who use drugs—including two Lion Air pilots who tested positive for crystal meth in 2012—have also been a worry in Indonesia.

Those incidents have not stopped Indonesians from taking to the skies in huge numbers. The country is the world’s fifth-largest domestic aviation market, according to research provider Centre for Aviation, with domestic passenger numbers more than tripling since 2005. A surge in foreign visitors to Indonesia, in particular to Bali, has also helped fuel the aviation boom. Lion Air’s parent company, Lion Group, dominates the market with over 50% market share.

In response to that growth, Indonesian airlines have been among the biggest customers for aircraft, with Lion Air this year placing an order (paywall) for 50 of Boeing’s brand new 737 Max 10 jets—the aircraft that crashed today. The carrier also signed (paywall) Boeing’s biggest-ever commercial deal in 2011, ordering over 200 planes.

The Indonesian government has attempted to impose new regulations to improve the safety record for the country’s carriers, including setting a floor for ticket prices following the AirAsia crash, which some have argued does not improve safety and merely impedes competition in a vast archipelago country where many rely on planes to travel and where growing income levels mean many more people are now able to afford it. Instead, the government should invest more money in airport infrastructure, argued the Centre for Aviation.

RIP JT610 (2018) 

Your Sincerely

Olivia Cassidy

Associate Principal, HR and Curriculum Performance

Ask Gran, Not Google

A ground-breaking, Government-supported program encouraging thousands of students to “Ask Gran, Not Google” and forge links with senior Australians is being rolled out across Australia.

Ask Gran Not Google is about young people turning off their digital devices and seeking answers to life’s questions from more worldly, experienced, and senior sources – grandparents, neighbours, family friends or residents living in aged care homes.

“This is a win-win innovation for young and old, focussing on the fun of generational sharing and the value of personal connections,” said Minister for Senior Australians and Aged Care, Ken Wyatt.

“Ask Gran Not Google is a touching reminder to young people and the wider community that the internet is far from the only source of valuable information in today’s world.

“It combines old-fashioned and high-tech methods to link young and old.

“While many questions are delivered via written postcards, the new Government-funded Virtual Seniors Centre offers the option of connecting the generations through video conferencing.”

To launch Ask Gran Not Google, Mr Wyatt and Assistant Minister for Children and Families, Michelle Landry, joined senior Australians in Canberra this week, for a live video link with students at Queensland’s Beenleigh State High School.

“This exciting project builds social inclusion and a sense of belonging,” said Ms Landry.

“By engaging more with older people, children and teenagers gain invaluable insights into the role seniors can play in their lives and in society.

“Senior Australians in particular benefit from the social engagement and appreciation, while young students broaden their understanding and develop their communications skills.”

So far, more than 150 schools representing over 22,000 students across Victoria, Queensland and Tasmania have registered for Ask Gran Not Google. All schools, whether primary or secondary, public or private, are welcome to participate.

The Ask Gran Not Google concept is being driven by aged care provider Feros Care, through a $487,500 three-year Strong and Resilient Communities Grant.

Feros Care is also developing the Virtual Seniors Centre, through a $1 million grant from the Federal Government’s Dementia and Aged Care Services program.

“Both Ask Gran Not Google and the Virtual Seniors Centre are better connecting our communities and fostering a culture of respect that our senior Australians deserve,” Minister Wyatt said.

“They can meet people, share knowledge and have new experiences, all from the comfort of their homes.”

Feros Care hopes Ask Gran Not Google will reach 91,000 students in more than 950 schools during the next three years, with plans to further expand it to 3,600 schools and 246,000 students.

Ask Gran Not Google is being officially launched on Grandparents Day, Sunday, 28 October 2018.

28 October 2018.