Brighton Technical School History
1980 - 1989
seaspray ’80. magazine of the brighton technical school. 1980. Page 1.
MAGAZINE COMMITTEE.
MAGAZINE COMMITTEE.
Anne-Marie Dick.
Scott Gilmour. Corryn Hellyer. |
Jill Howarth.
Anita Janzon. Leslie O’Donnell. |
Jim Patselis.
Paul Raphael. Brock Reilly. |
Typists.
Anne McDonald. Sherril McKay. Neredah Neill.
Cartoons.
Jeff Gilmour. Peter Miller.
Many thanks to the Parents’ Association for their generous donation of $400 towards the cost of producing the magazine.
Many thanks to the Parents’ Association for their generous donation of $400 towards the cost of producing the magazine.
seaspray ’80. magazine of the brighton technical school. 1980. Page 3.
school council.
school council.
Brighton Technical School Council is pleased that the second stage of Cyclic Maintenance is complete, and thus the School is in a very reasonable condition for all educational programs to be undertaken.
Of course, we have to start again now, to make certain that maintenance is immediate, so that the current conditions could be maintained.
We are particularly pleased to note that the new Flat Glass Complex is complete, and being opened by the Governor on the 18th. November, 1980.
This excellent facility can now provide training for some 300 apprentices and is also available for community programs, e.g. lead lighting.
At the time of writing, the Plumbing Drainage Pit is being erected, and this will provide an essential experience for all plumbing apprentices in the South Eastern Region.
The Council is also in consultation with the Brighton City Council, seeking the possibility of an erection of an Indoor Heated Swimming Pool to provide necessary aquatic skills to secondary students in the area.
The facility would also be available to any groups in the community who wish to undertake particular programs either on a vocational basis or a hobby basis.
The Brighton Technical School recognises its difficulties in maintaining some 3.7 hectares, plus 11,125 square metres of educational space. It is determined then to provide optimum learning conditions for all who wish to be educated at Brighton Technical School.
Of course, we have to start again now, to make certain that maintenance is immediate, so that the current conditions could be maintained.
We are particularly pleased to note that the new Flat Glass Complex is complete, and being opened by the Governor on the 18th. November, 1980.
This excellent facility can now provide training for some 300 apprentices and is also available for community programs, e.g. lead lighting.
At the time of writing, the Plumbing Drainage Pit is being erected, and this will provide an essential experience for all plumbing apprentices in the South Eastern Region.
The Council is also in consultation with the Brighton City Council, seeking the possibility of an erection of an Indoor Heated Swimming Pool to provide necessary aquatic skills to secondary students in the area.
The facility would also be available to any groups in the community who wish to undertake particular programs either on a vocational basis or a hobby basis.
The Brighton Technical School recognises its difficulties in maintaining some 3.7 hectares, plus 11,125 square metres of educational space. It is determined then to provide optimum learning conditions for all who wish to be educated at Brighton Technical School.
seaspray ’80. magazine of the brighton technical school. 1980. Page 4.
secondary report.
secondary report.
Another year has passed! It seems only a short time since we were preparing and reading the ’79 Seaspray. I wonder what we have all achieved over the past 12 months – I hope it was very satisfying for you.
The enrolment in Years 7 – 11 was much the same as in 1979, about 420 in February ’80. Two factors that did appear more evident this year were the large number enrolling from other schools in the higher forms, and the large number leaving the school during the year for employment. It would appear that at a given time some students wish to leave for employment but the jobs are not there. As time progresses, some vacancies occur and students leave to fill them. We can only hope that all of our students may find a position when the time comes.
Another trend that is becoming more evident is that of day-students from other schools, enrolling part-time, to gain experiences that they can’t obtain in their own school. Thus, some students from Elwood High and Firbank visit us to do Electrical, Cooking, Sheetmetal and Woodwork. We believe that this trend may increase in future years as schools make their facilities available to others.
The community today, expects schools to be more work oriented than formerly. This means that school is not an academic castle where one learns theory remote from work.
School is a transitional period in one’s life and it should prepare the student, academically and socially, to enter the next stage.
Today we like to think that school is simply part of our community, and hopefully the community will be interested in its school and take part in the curriculum. We certainly invite any person in the B.T.S community to take part in the development of our programme.
Work experience is one of the interesting innovations of recent years. Legislation passed by the State Government authorizes students to work full-time for short periods. This enables the student to experience full-time work, and to form opinions as to the type of job he does or does not like. This has been successfully arranged for many students by Mr. Ted Smith from Plumbing, and has resulted in a number obtaining permanent employment.
Another change encountered in 1980 is the idea of a teacher taking extended leave (without pay) to further his experience. Thus Messrs. Waller and Bloom were on leave for all of this year, and are expected back in 1981 more refreshed and experienced.
1980 saw some more building going on at the campus. The School is never still, as there appears always to be someone digging a hole, cutting a water pipe or telephone cable, or digging up or putting concrete down.
This year the activity has been directed to the new Flat Glass building which has been completed to serve some 150 apprentices from the Glass Industry. The Music rooms also received a face-lift and look much brighter than before. I’m sure we all enjoy the improved audio-visual output from this Department.
Once again the attention of the student is directed to the necessity of making the most of the short period of time spent on Secondary Education, (approx. 6%), your performance in 1980 may well have an effect on the remaining 87% of your life.
Again, we say thank you to the enthusiastic Teachers, Students and Parents who actively support Camps, Sport, Music, Cadets etc., and all the numerous activities that go towards the School Curriculum, a special mention to the Magazine Committee for again performing an onerous task.
A super-special mention to the Parents’ Association who battle on despite the indifference of most parents.
Finally, the year’s end draws near, to all members of the School Community may we wish you a Happy Christmas and a very successful New Year. We look forward to seeing you in 1981.
M. D. Flory.
J. F. Hunt.
The enrolment in Years 7 – 11 was much the same as in 1979, about 420 in February ’80. Two factors that did appear more evident this year were the large number enrolling from other schools in the higher forms, and the large number leaving the school during the year for employment. It would appear that at a given time some students wish to leave for employment but the jobs are not there. As time progresses, some vacancies occur and students leave to fill them. We can only hope that all of our students may find a position when the time comes.
Another trend that is becoming more evident is that of day-students from other schools, enrolling part-time, to gain experiences that they can’t obtain in their own school. Thus, some students from Elwood High and Firbank visit us to do Electrical, Cooking, Sheetmetal and Woodwork. We believe that this trend may increase in future years as schools make their facilities available to others.
The community today, expects schools to be more work oriented than formerly. This means that school is not an academic castle where one learns theory remote from work.
School is a transitional period in one’s life and it should prepare the student, academically and socially, to enter the next stage.
Today we like to think that school is simply part of our community, and hopefully the community will be interested in its school and take part in the curriculum. We certainly invite any person in the B.T.S community to take part in the development of our programme.
Work experience is one of the interesting innovations of recent years. Legislation passed by the State Government authorizes students to work full-time for short periods. This enables the student to experience full-time work, and to form opinions as to the type of job he does or does not like. This has been successfully arranged for many students by Mr. Ted Smith from Plumbing, and has resulted in a number obtaining permanent employment.
Another change encountered in 1980 is the idea of a teacher taking extended leave (without pay) to further his experience. Thus Messrs. Waller and Bloom were on leave for all of this year, and are expected back in 1981 more refreshed and experienced.
1980 saw some more building going on at the campus. The School is never still, as there appears always to be someone digging a hole, cutting a water pipe or telephone cable, or digging up or putting concrete down.
This year the activity has been directed to the new Flat Glass building which has been completed to serve some 150 apprentices from the Glass Industry. The Music rooms also received a face-lift and look much brighter than before. I’m sure we all enjoy the improved audio-visual output from this Department.
Once again the attention of the student is directed to the necessity of making the most of the short period of time spent on Secondary Education, (approx. 6%), your performance in 1980 may well have an effect on the remaining 87% of your life.
Again, we say thank you to the enthusiastic Teachers, Students and Parents who actively support Camps, Sport, Music, Cadets etc., and all the numerous activities that go towards the School Curriculum, a special mention to the Magazine Committee for again performing an onerous task.
A super-special mention to the Parents’ Association who battle on despite the indifference of most parents.
Finally, the year’s end draws near, to all members of the School Community may we wish you a Happy Christmas and a very successful New Year. We look forward to seeing you in 1981.
M. D. Flory.
J. F. Hunt.
seaspray ’80. magazine of the brighton technical school. 1980. Page 6.
music.
music.
Music this year began with a wonderful day in March when we joined Sandringham, Moorabbin and Caulfield Technical Schools to form the Technical Schools Southern Area Combined Band. 56 students performed when the Mayor and Mayoress of Brighton, Councillor and Mrs. Bown, entertained 300 ladies on the lawns at “Billilla”. The band provided music for about three-quarters of an hour.
On coming to Brighton Technical School, every student has the opportunity of discovering his/her talent in music through learning the recorder, before going on to other instruments. Out of all of those who started, 15 have remained to form an advanced recorder consort. Many of them have learned band instruments and some of them have graduated to playing, or at least practising, with the school band, whilst several others have learned the violin.
In July it took part in the Community Aid Abroad Festival which was held over three nights at Caulfield Town Hall, and again in August at the Technical Schools Southern Area Music Festival which was held at Sandringham Technical School. This was an outstanding festival in that it was the first time the bands played in the round.
On November the 18th., the new Flat Glass building was opened by Sir Henry Winneke, and the combined band performed. The Woodwork Department has made 25 music stands, copied and improved from one which was loaned to us by the Music Department at Dandenong Technical School which had done much research. Ours were painted in the School colours. A guitar group provided background music in the Hall.
The Brighton Technical School Band has performed twice at Assembly, and will play again for Awards Day in December.
Those who have made it to performance standard are : -
On coming to Brighton Technical School, every student has the opportunity of discovering his/her talent in music through learning the recorder, before going on to other instruments. Out of all of those who started, 15 have remained to form an advanced recorder consort. Many of them have learned band instruments and some of them have graduated to playing, or at least practising, with the school band, whilst several others have learned the violin.
In July it took part in the Community Aid Abroad Festival which was held over three nights at Caulfield Town Hall, and again in August at the Technical Schools Southern Area Music Festival which was held at Sandringham Technical School. This was an outstanding festival in that it was the first time the bands played in the round.
On November the 18th., the new Flat Glass building was opened by Sir Henry Winneke, and the combined band performed. The Woodwork Department has made 25 music stands, copied and improved from one which was loaned to us by the Music Department at Dandenong Technical School which had done much research. Ours were painted in the School colours. A guitar group provided background music in the Hall.
The Brighton Technical School Band has performed twice at Assembly, and will play again for Awards Day in December.
Those who have made it to performance standard are : -
Recorders.
Craig Jeffs. David Paech. Stephen Armstrong.
Michael Ratcliffe. David Aldred. Carla Butheriss.
Julie Hill. Donald Lomax. Alison McLean.
Belinda Fishin. Colin Axford. Duane Marquet.
John Doyle. Damian Ferguson. Nicholas Dalaveris
Michael Ratcliffe. David Aldred. Carla Butheriss.
Julie Hill. Donald Lomax. Alison McLean.
Belinda Fishin. Colin Axford. Duane Marquet.
John Doyle. Damian Ferguson. Nicholas Dalaveris
Violinists.
Peter Dentis. Christopher Payne. Dean Pollard.
Jim Dentis. Brett Sheridan.
Jim Dentis. Brett Sheridan.
BAND.
Trumpets.
Craig MacKenzie. Richard Harrold. Daniel Lesjak.
Clinton Paech. Robert Daprevic. Leon Adelman.
Clinton Paech. Robert Daprevic. Leon Adelman.
Clarinet/Saxophones.
Michael Ratcliffe. Karl Rust. Colin Earnes.
Drums.
Robert Knight. Jim Papadopolous. Darren Snowden.
Bass Guitar.
Michael Saunderson.
GUITAR GROUP.
Michael Saunderson. Terry Lyell. Robert Knight.
SEASPRAY ‘81 magazine of the brighton technical school. Page 2.
PRINCIPAL’S MESSAGE.
PRINCIPAL’S REPORT.
PRINCIPAL’S MESSAGE.
PRINCIPAL’S REPORT.
Evaluations and reviews are fashionable in education these days. What do parents and students want from Brighton Technical School? The demands on schools and teachers seem to continue to multiply. In my early teaching days, schools were expected to teach the three R’s. Students were told to be seen and not heard – they were strapped if they were heard – and parents rarely visited the school.
Now, in addition to the three R’s, teachers are expected tp provide vocational training, careers guidance, health, sex and drug education, pre-driver training, training for the use of leisure, how to live on unemployment benefits, values education, and to provide a welfare service to meet the emotional needs of the students.
Parents visit the school more frequently, and often turn to the school for help with family problems. Parents expect the school to uphold high standards of conduct, speech and dress; and to “discipline” their children. Unfortunately, in today’s society, parental standards differ, and what is totally unacceptable by many parents, is of no consequence to others.
However, I am quite sure that the quality of education has vastly improved since those early days. At Brighton Technical School, we have excellent facilities and teachers who try hard to help prepare their students for the future. But for a school to be considered a “good school”, it needs the unwavering support of parents and pupils in aiming for high standards of diligence, courtesy and consideration for others.
R. L. Schlager.
Now, in addition to the three R’s, teachers are expected tp provide vocational training, careers guidance, health, sex and drug education, pre-driver training, training for the use of leisure, how to live on unemployment benefits, values education, and to provide a welfare service to meet the emotional needs of the students.
Parents visit the school more frequently, and often turn to the school for help with family problems. Parents expect the school to uphold high standards of conduct, speech and dress; and to “discipline” their children. Unfortunately, in today’s society, parental standards differ, and what is totally unacceptable by many parents, is of no consequence to others.
However, I am quite sure that the quality of education has vastly improved since those early days. At Brighton Technical School, we have excellent facilities and teachers who try hard to help prepare their students for the future. But for a school to be considered a “good school”, it needs the unwavering support of parents and pupils in aiming for high standards of diligence, courtesy and consideration for others.
R. L. Schlager.
SEASPRAY ‘81 magazine of the brighton technical school. Page 3.
BRIGHTON TECHNICAL SCHOOL 1973 - 1981.
BRIGHTON TECHNICAL SCHOOL 1973 - 1981.
As a school teacher I saw myself as a public servant seeking to produce valuable changes in behaviour and performance in individuals and groups of students; as an administrator I saw the task as being compounded.
When I arrived at Brighton Technical School to continue my public service I noted that there was little chance for me to pursue my idealistic course unless the facilities were improved and enrolments increased. With significant help from ‘friends of the School’ and some luck, renovation commenced, and indeed new buildings arose. Many were encouraged to turn their attention to the availability of space at Cochrane Street and more students appeared on site. My ideals could be pursued.
My pursuit was somewhat thwarted when the term – Technical and Further Education – arrived. The abbreviation, T.A.F.E. caused a degree of unease among some school communities and a few found difficulty in committing themselves to both Secondary Technical Education, and to Technical and Further Education. My difficulty was to see any difference, and I viewed all students as ones seeking to participate in programs of education which were somewhat biased towards vocations. The Brighton Technical School community adapted well to the ever changing groups of students sampling the Brighton diet, and students, parents and teachers developed a considerable capacity to alter attitudes and patterns of behaviour in the light of immediate new circumstances. This ability to cope encouraged the School Council to further expand the field of operations.
This ability to cope with people and change brings me to my next observation. If a school is to be successful in producing valuable changes in behaviour and performance, the key to the operation is the climate in the classroom and this climate depends very much on students and teachers learning to cope with individuals and groups. The individuals and groups at Brighton were very adaptable, and this, coupled with the normal desire to achieve, made the classrooms, the library and the workshops effective areas of education.
Ancilliary staffs of Technical schools are crucial to the delivery of programs of education; the work force at Brighton made a consistent effort in the interests of the School community. Parents’ associations are vital for the well being of schools but their ill-defined charter has caused confusion, and the tasks facing parents was not made any easier in the 1970’s by the impending changes in the offing, and the mass of papers that has preceded the intended changes. Parents were expected to absorb a welter of conflicting opinions and then make informed decisions on matters which were defying immediate solution at the highest level. To their credit the B.T.S. Parents’ Association directed their attention to matters pertaining to the immediate needs of their offspring and sought appropriate action.
School Councillors found themselves in a similar situation, and they too, could have been swamped by pressures applied by people not directly connected with Brighton Technical School. Being old hands they directed their attention to the well-being of the establishment at Cochrane Street, and made certain that the School was an effective component of local and state wide Technical Education. The School Council was most persistent in its lobbying of municipal, state and federal politicians to ensure that the decision makers understood the wishes of the Brighton community to maintain Technical Education in their midst.
I like to think that some valuable changes in behaviour and performance did occur among the recipients of Technical Education at Brighton Technical School in the years 1973 to 1981 – but that is history.
My very sincere hope is that some-one can pen similar sentiments about a thriving Technical school at Cochrane Street in the year 2081.
Eric House.
When I arrived at Brighton Technical School to continue my public service I noted that there was little chance for me to pursue my idealistic course unless the facilities were improved and enrolments increased. With significant help from ‘friends of the School’ and some luck, renovation commenced, and indeed new buildings arose. Many were encouraged to turn their attention to the availability of space at Cochrane Street and more students appeared on site. My ideals could be pursued.
My pursuit was somewhat thwarted when the term – Technical and Further Education – arrived. The abbreviation, T.A.F.E. caused a degree of unease among some school communities and a few found difficulty in committing themselves to both Secondary Technical Education, and to Technical and Further Education. My difficulty was to see any difference, and I viewed all students as ones seeking to participate in programs of education which were somewhat biased towards vocations. The Brighton Technical School community adapted well to the ever changing groups of students sampling the Brighton diet, and students, parents and teachers developed a considerable capacity to alter attitudes and patterns of behaviour in the light of immediate new circumstances. This ability to cope encouraged the School Council to further expand the field of operations.
This ability to cope with people and change brings me to my next observation. If a school is to be successful in producing valuable changes in behaviour and performance, the key to the operation is the climate in the classroom and this climate depends very much on students and teachers learning to cope with individuals and groups. The individuals and groups at Brighton were very adaptable, and this, coupled with the normal desire to achieve, made the classrooms, the library and the workshops effective areas of education.
Ancilliary staffs of Technical schools are crucial to the delivery of programs of education; the work force at Brighton made a consistent effort in the interests of the School community. Parents’ associations are vital for the well being of schools but their ill-defined charter has caused confusion, and the tasks facing parents was not made any easier in the 1970’s by the impending changes in the offing, and the mass of papers that has preceded the intended changes. Parents were expected to absorb a welter of conflicting opinions and then make informed decisions on matters which were defying immediate solution at the highest level. To their credit the B.T.S. Parents’ Association directed their attention to matters pertaining to the immediate needs of their offspring and sought appropriate action.
School Councillors found themselves in a similar situation, and they too, could have been swamped by pressures applied by people not directly connected with Brighton Technical School. Being old hands they directed their attention to the well-being of the establishment at Cochrane Street, and made certain that the School was an effective component of local and state wide Technical Education. The School Council was most persistent in its lobbying of municipal, state and federal politicians to ensure that the decision makers understood the wishes of the Brighton community to maintain Technical Education in their midst.
I like to think that some valuable changes in behaviour and performance did occur among the recipients of Technical Education at Brighton Technical School in the years 1973 to 1981 – but that is history.
My very sincere hope is that some-one can pen similar sentiments about a thriving Technical school at Cochrane Street in the year 2081.
Eric House.
SEASPRAY ‘81 magazine of the brighton technical school. Page 6.
SECONDARY REPORT.
SECONDARY REPORT.
Two years ago Mr. Hunt wrote under this heading, “We wonder what changes the next ten years will bring.”
At that time he was referring to the rapid growth of the school’s T.A.F.E. component and to the decreasing number of secondary students – some 50% drop in a decade.
That trend continued in 1980 and 1981 when only 356 secondary students enrolled and there was a flurry of activity in the T.A.F.E. area. This led many people to conclude that it was just a mater of time before secondary education became past history at Brighton Technical School. However, recent top level decisions indicate that this may be a rash conclusion.
1982 should be an exciting one for our students. Firstly, we have been selected to introduce a new Year 12 course based on photography and secondly, the school has received a substantial supplementary grant to fund a programme aimed at enriching the educational experiences of our students.
The preparation of submissions in these two areas involved many persons for a number of months and we owe them our heartfelt thanks. Our gratitude is also due to everyone who had helped make our school life happier and more productive. When Mr. Hunt posed his question about changes it is certain that he did not foresee the changes that death and retirement would cause in our staffing position during 1981. At the beginning of the year we were saddened by the untimely death of Mrs. Flory on January, 19th.
During her five years as Vice Principal she raised the standard of comfort for students and staff considerably. As the year is drawing to a close we mourn for Mr. Pugh who passed away suddenly on November, 22nd. He joined the school in 1971 and made a significant contribution to its advancement particularly through his interest in the School Cadet Unit.
On July 6th., Mr. House, our Principal since 1973 retired. For eight years he worked assiduously to improve the appearance of the buildings and grounds so that they could be a source of pleasure, pride and inspiration. He also dedicated himself to ensuring that the resources of the school were used to the utmost for the benefit of the whole community. There is no doubt that he moulded Brighton Technical School into what it is today.
Three weeks later Mr. Miller, the genial cultured head of the Art Department, followed Mr. House into retirement, the School and technical education is also the poorer for his leaving. Both these gentlemen have the disposition to enjoy life to the full and it is our wish that they will have a long and happy retirement.
In conclusion we join with Mr. Hunt in wishing you all a very happy and safe Christmas. It is to be hoped that Mr. Hunt makes a speedy and complete recovery, so that he can resume his duties next February.
W. REDEDICK.
J. ANDREWS.
At that time he was referring to the rapid growth of the school’s T.A.F.E. component and to the decreasing number of secondary students – some 50% drop in a decade.
That trend continued in 1980 and 1981 when only 356 secondary students enrolled and there was a flurry of activity in the T.A.F.E. area. This led many people to conclude that it was just a mater of time before secondary education became past history at Brighton Technical School. However, recent top level decisions indicate that this may be a rash conclusion.
1982 should be an exciting one for our students. Firstly, we have been selected to introduce a new Year 12 course based on photography and secondly, the school has received a substantial supplementary grant to fund a programme aimed at enriching the educational experiences of our students.
The preparation of submissions in these two areas involved many persons for a number of months and we owe them our heartfelt thanks. Our gratitude is also due to everyone who had helped make our school life happier and more productive. When Mr. Hunt posed his question about changes it is certain that he did not foresee the changes that death and retirement would cause in our staffing position during 1981. At the beginning of the year we were saddened by the untimely death of Mrs. Flory on January, 19th.
During her five years as Vice Principal she raised the standard of comfort for students and staff considerably. As the year is drawing to a close we mourn for Mr. Pugh who passed away suddenly on November, 22nd. He joined the school in 1971 and made a significant contribution to its advancement particularly through his interest in the School Cadet Unit.
On July 6th., Mr. House, our Principal since 1973 retired. For eight years he worked assiduously to improve the appearance of the buildings and grounds so that they could be a source of pleasure, pride and inspiration. He also dedicated himself to ensuring that the resources of the school were used to the utmost for the benefit of the whole community. There is no doubt that he moulded Brighton Technical School into what it is today.
Three weeks later Mr. Miller, the genial cultured head of the Art Department, followed Mr. House into retirement, the School and technical education is also the poorer for his leaving. Both these gentlemen have the disposition to enjoy life to the full and it is our wish that they will have a long and happy retirement.
In conclusion we join with Mr. Hunt in wishing you all a very happy and safe Christmas. It is to be hoped that Mr. Hunt makes a speedy and complete recovery, so that he can resume his duties next February.
W. REDEDICK.
J. ANDREWS.
SEASPRAY ‘81 magazine of the brighton technical school. Page 24.
OUR CHAPLAIN.
OUR CHAPLAIN.
Six years by approximately 77 kilometres per day. That’s some distance to travel. But distance is not always measured in kilometres, nor is it always measurable. For it can be in growing up or in learning, adapting oneself to a new situation. And in doing so learn something about yourself.
Six years ago I was beginning to say goodbye to the Parish I had worked in for three years. Brighton Technical School was a new adventure that in reality turned out to be nothing like I imagined. Schools had changed, Brighton was nothing like Oakleigh Technical School where I completed my secondary schooling. Approaches to schooling and subjects changed, ‘whatever happened to Solid Geometry’? Discipline had changed. Or was it simply that I had changed and not being in the shoes of a student saw things through different eyes?
One of the highlights for me was to become involved with the Cadet Corp, sharing in some of their activities. The highlight was to celebrate Holy Communion with them on a Palm Sunday at Beaconsfield. No walls, no roof, no proper seating, only the bush and the beautiful feeling of oneness. Another happened not long after I had arrived at Brighton, there was a Parent and Teacher Night, someone had drawn a picture of Charlie Chaplain and fixed it to the door. The name stuck along with Rev. and Dad. Names are important and yet as time passes it becomes more difficult to remember and it gets down to, ‘remember what’s his name, you know back in 1977 in 9C or was it 9E’.
The names might be forgotten, but experience or growing together, sharing each day’s adventure is unforgettable. So many people, students and staff, each an individual leaving their mark upon Brighton Technical School and upon me.
Harry Stack Sullivan simplified what I hope will become the over-riding motto for Brighton Technical School, “Love begins when a person feels another person’s needs to be as important as his own”.
Warren Condron.
Six years ago I was beginning to say goodbye to the Parish I had worked in for three years. Brighton Technical School was a new adventure that in reality turned out to be nothing like I imagined. Schools had changed, Brighton was nothing like Oakleigh Technical School where I completed my secondary schooling. Approaches to schooling and subjects changed, ‘whatever happened to Solid Geometry’? Discipline had changed. Or was it simply that I had changed and not being in the shoes of a student saw things through different eyes?
One of the highlights for me was to become involved with the Cadet Corp, sharing in some of their activities. The highlight was to celebrate Holy Communion with them on a Palm Sunday at Beaconsfield. No walls, no roof, no proper seating, only the bush and the beautiful feeling of oneness. Another happened not long after I had arrived at Brighton, there was a Parent and Teacher Night, someone had drawn a picture of Charlie Chaplain and fixed it to the door. The name stuck along with Rev. and Dad. Names are important and yet as time passes it becomes more difficult to remember and it gets down to, ‘remember what’s his name, you know back in 1977 in 9C or was it 9E’.
The names might be forgotten, but experience or growing together, sharing each day’s adventure is unforgettable. So many people, students and staff, each an individual leaving their mark upon Brighton Technical School and upon me.
Harry Stack Sullivan simplified what I hope will become the over-riding motto for Brighton Technical School, “Love begins when a person feels another person’s needs to be as important as his own”.
Warren Condron.
SEASPRAY ‘81 magazine of the brighton technical school. Page 28.
BRIGHTON TECHNICAL STUDENTS
DO THEY WORK?
BRIGHTON TECHNICAL STUDENTS
DO THEY WORK?
A survey conducted in Term III showed that 158 students or 50 per cent of the secondary students at the school either hold part-time jobs now or have worked for at least one month during the year.
The 158 students work an average of 9.5 hours per week for an average rate of pay of $2.93 per hour. Although this may not sound much it means that Brighton Technical School students earn about $4,500 per week and $18,000 per month. Most students have worked at least several months with some having worked for five or six years.
The 158 students work an average of 9.5 hours per week for an average rate of pay of $2.93 per hour. Although this may not sound much it means that Brighton Technical School students earn about $4,500 per week and $18,000 per month. Most students have worked at least several months with some having worked for five or six years.
seaspray ’82 magazine of the brighton technical school. Page 2.
PRINCIPAL’S MESSAGE.
Where to in1983.
PRINCIPAL’S MESSAGE.
Where to in1983.
The current administrative changes affecting the whole of the Education Department are the most dramatic since compulsory schooling was introduced last century. Regionalization of schools will make it much more difficult for Technical Schools to maintain the sort of education which they have been so successful in providing.
Further, the continued decline in school population in the older established areas of Melbourne and the new policy of concentrating apprenticeship courses in Colleges of Technical and Further Education means that Brighton Technical School will need to reassess its programs. For example, this year our new Year 12 course in Photography has been very successful, and it is proposed to commence similar courses with cores of Electronics, Building Studies and Textiles/Home Economics.
What other new directions might the School take in order to maintain its tradition of providing Technical Education to the community?
Whichever way Brighton Technical School is going, the support of students is vital in projecting a favourable image of the School in the community, and vigorous parental support will be essential if we are to secure from the region the teachers, funds and equipment to maintain the standard of our programs.
1983 will be a critical year for Technical Education and Brighton Technical School.
R. Schlager.
Further, the continued decline in school population in the older established areas of Melbourne and the new policy of concentrating apprenticeship courses in Colleges of Technical and Further Education means that Brighton Technical School will need to reassess its programs. For example, this year our new Year 12 course in Photography has been very successful, and it is proposed to commence similar courses with cores of Electronics, Building Studies and Textiles/Home Economics.
What other new directions might the School take in order to maintain its tradition of providing Technical Education to the community?
Whichever way Brighton Technical School is going, the support of students is vital in projecting a favourable image of the School in the community, and vigorous parental support will be essential if we are to secure from the region the teachers, funds and equipment to maintain the standard of our programs.
1983 will be a critical year for Technical Education and Brighton Technical School.
R. Schlager.
seaspray ’82 magazine of the brighton technical school. Page 3.
T.A.F.E. REPORT.
T.A.F.E. REPORT.
Technical and Further Education is a major form of post secondary education providing vocational preparation for further study, and a wide range of educational activities for personal and cultural developments, and recreational purposes.
T.A.F.E. Programs are offered in a wide range of courses.
Brighton Technical School caters for :
(1) T.O.P. Art.
Post Secondary – 49 students.
(2) Apprentices’ Subjects in : -
(a) Cooking
(b) Carpentry & Joinery
(c) Flat Glass Working
(d) Shop Fitting
(e) Plumbing & Gasfitting.
346 students.
(3) Recreation Courses in : -
(a) Cooking
(b) Creative Metalwork
(c) Hobby Welding
(d) Leadlighting
(e) Painting
(f) Pottery
(g) Woodwork
(h) Vintage Car Restoration
(i) Dressmaking and drafting
(j) Bookkeeping
(k) Typing and Shorthand
172 students.
(4) Physical Handicapped Courses : -
Physical Education.
180 students.
Total number of TAFE students – 747.
In the future there could be an increase in the number of students participating in T.A.F.E. courses and the courses could also change to suit the needs of the community.
Bruce Field.
Co-ordinator.
T.A.F.E. Programs are offered in a wide range of courses.
Brighton Technical School caters for :
(1) T.O.P. Art.
Post Secondary – 49 students.
(2) Apprentices’ Subjects in : -
(a) Cooking
(b) Carpentry & Joinery
(c) Flat Glass Working
(d) Shop Fitting
(e) Plumbing & Gasfitting.
346 students.
(3) Recreation Courses in : -
(a) Cooking
(b) Creative Metalwork
(c) Hobby Welding
(d) Leadlighting
(e) Painting
(f) Pottery
(g) Woodwork
(h) Vintage Car Restoration
(i) Dressmaking and drafting
(j) Bookkeeping
(k) Typing and Shorthand
172 students.
(4) Physical Handicapped Courses : -
Physical Education.
180 students.
Total number of TAFE students – 747.
In the future there could be an increase in the number of students participating in T.A.F.E. courses and the courses could also change to suit the needs of the community.
Bruce Field.
Co-ordinator.
"Seaspray'82 Magazine of the Brighton Technical School. Page 4.
SECONDARY REPORT."
SECONDARY REPORT."
Secondary Technical Education is alive and well in Brighton!
In 1982, 370 students enrolled in the School, and the number has remained fairly constant throughout the year.
One hundred of these students came from other secondary schools, and although their reasons for doing so varied, most of them were interested in the range of creative and practical experiences that Brighton offers.
The most significant initiative this year has probably been the Year 12 Photographic Studies Course. It is the first such course in the state, and the hard work of Peter Barker and his students has proved its worth and popularity.
The quality of photography in the exhibition held in November demonstrates the high standards that have been reached in this course.
The exhibition drew praise (and purchases) from many people, and photography students in Years 10, 11 and 12 deserve to feel proud of their achievements.
This evidence of quality has been present in much of the work done in the School this year. In workshops, in classrooms, and in activities, one constantly finds people making useful and decorative articles with care and enjoyment and skill.
Beautifully dressed porcelain dolls from the textiles class; Year 8’s bright and interesting pottery; useful hammers and barbecue sets turned in E.W.P.; and informative videotape on the School produced by Year 10; the canoes that really float : all these demonstrate the emphasis on doing and making real things, and the satisfaction gained from it that is one of the best things about Technical Education.
‘The 1943 Radio Show’ produced in August by ‘The School is a Stage’ drama group illustrated that quality is not restricted to a few individual performances.
Over 90 students took part. They overcame their excitement and nervousness and provided some real entertainment.
There were stars of course, but they weren’t all on stage. The hard work and co-operation of the offstage cast was just as essential to the success of the production. The audience enjoyed itself immensely.
1982 has seen groundwork for changes in the curriculum. To remain relevant to changing student needs, the School must expand successful programs and develop others to meet new situations.
Hard work by teachers, parents and in some cases students has resulted in provision of resources to support these developments. ‘The School is a Stage’ will run at all year levels, with a number of small productions that will encourage more students to take part in acting, singing, scripting and other elements of drama.
Expansion of the Outdoor Education Program will provide camping, canoeing and bushwalking for most students, whilst encouraging the development of self reliance and leadership skills.
Enrolments permitting, Year 12 courses will operate in Building Studies, Textiles/Home Economics and Electrical/Electronic Studies as well as in Photography.
Students seeking a non-traditional program will be able to join an Integrated Studies Course. Life skills topics will be introduced at Years 8 and 9, and students of Years 7 and 8 will now study Electrical Practices and Mechanical Appreciation.
Computer studies will be expanded, and Pre Driver Education should be available as an activity for senior students.
Most importantly, a parent liaison officer will be available to assist parents to understand more about their children’s school life, and to encourage their involvement in some of the programs and activities.
It should be a busy year.
Judy Williams.
Jim Andrews.
In 1982, 370 students enrolled in the School, and the number has remained fairly constant throughout the year.
One hundred of these students came from other secondary schools, and although their reasons for doing so varied, most of them were interested in the range of creative and practical experiences that Brighton offers.
The most significant initiative this year has probably been the Year 12 Photographic Studies Course. It is the first such course in the state, and the hard work of Peter Barker and his students has proved its worth and popularity.
The quality of photography in the exhibition held in November demonstrates the high standards that have been reached in this course.
The exhibition drew praise (and purchases) from many people, and photography students in Years 10, 11 and 12 deserve to feel proud of their achievements.
This evidence of quality has been present in much of the work done in the School this year. In workshops, in classrooms, and in activities, one constantly finds people making useful and decorative articles with care and enjoyment and skill.
Beautifully dressed porcelain dolls from the textiles class; Year 8’s bright and interesting pottery; useful hammers and barbecue sets turned in E.W.P.; and informative videotape on the School produced by Year 10; the canoes that really float : all these demonstrate the emphasis on doing and making real things, and the satisfaction gained from it that is one of the best things about Technical Education.
‘The 1943 Radio Show’ produced in August by ‘The School is a Stage’ drama group illustrated that quality is not restricted to a few individual performances.
Over 90 students took part. They overcame their excitement and nervousness and provided some real entertainment.
There were stars of course, but they weren’t all on stage. The hard work and co-operation of the offstage cast was just as essential to the success of the production. The audience enjoyed itself immensely.
1982 has seen groundwork for changes in the curriculum. To remain relevant to changing student needs, the School must expand successful programs and develop others to meet new situations.
Hard work by teachers, parents and in some cases students has resulted in provision of resources to support these developments. ‘The School is a Stage’ will run at all year levels, with a number of small productions that will encourage more students to take part in acting, singing, scripting and other elements of drama.
Expansion of the Outdoor Education Program will provide camping, canoeing and bushwalking for most students, whilst encouraging the development of self reliance and leadership skills.
Enrolments permitting, Year 12 courses will operate in Building Studies, Textiles/Home Economics and Electrical/Electronic Studies as well as in Photography.
Students seeking a non-traditional program will be able to join an Integrated Studies Course. Life skills topics will be introduced at Years 8 and 9, and students of Years 7 and 8 will now study Electrical Practices and Mechanical Appreciation.
Computer studies will be expanded, and Pre Driver Education should be available as an activity for senior students.
Most importantly, a parent liaison officer will be available to assist parents to understand more about their children’s school life, and to encourage their involvement in some of the programs and activities.
It should be a busy year.
Judy Williams.
Jim Andrews.
seaspray ’82 magazine of the brighton technical school. Page 6.
GEORGE JOHNSTON 1912 - 1970.
GEORGE JOHNSTON 1912 - 1970.
Of all the illustrious charges who have passed through the portals of Brighton Technical School there are two who stand head and shoulders over the rest. Sidney Nolan has become Australia’s most famous living painter and I am sure a subsequent editorial committee will do the necessary research to unearth his achievements whilst a pupil here. The other master of his craft to have been educated here is the author of one of Australia’s most famous novels, “My Brother Jack,” George Johnston.
“My Brother Jack” is a very much an autobiographical novel. In fact the individual named in the title was John Johnston who enrolled at Brighton Technical School on the 6th. February, 1922, the day the School opened.
It appears that he was better known as “Snowy” Johnston and he won the goal-kicking medallion for the School Soccer Team. Jack’s stay at Brighton was short lived, a fact one gleans from reading the novel.
George seems to have been an average student. His English marks were always quite good, but Maths and Science areas were definitely weaker than the rest. Davy Meredith admits the same weaknesses in “My Brother Jack”. Like his brother, George was a talented Soccer player who scored nine goals in 1925, and in 1926 was chosen State representative to go to Adelaide. In fact, he has been given no marks for Term 2 in 1926 because of his absence interstate. The two other activities of George Johnston were his secretaryship of the Dramatic club and membership of the Library Committee in 1926.
The obvious contributions to “Sea Spray”, made by George Johnston were “Making a Speech” in 1925 and “The Night of Horror” in 1926. I also contend that “George Prepares His Own Breakfast” and “Ships of the World” attributed to N. Pickston are actually Johnston stories. My main reason for making this claim is that the young Davy Meredith of “My Brother Jack” is a keen observer of old ships and begins his career as a writer by penning stories for “The Morning Post” on sailing ships, under the pseudonym of Stunsail.
After a turbulent and at times, unhappy early adulthood, Johnston married Charmian Clift and went off to Europe in 1948. He settled with his family on the Greek island of Hydra between 1954 and 1964 where he wrote a number of novels and other books on travel and the war. He returned to Australia with his wife in 1964 and died of tuberculosis in 1970. Many believe “My Brother Jack” to be the best Australian novel written and without doubt George Johnston will be read for generations to come.
“My Brother Jack” is a very much an autobiographical novel. In fact the individual named in the title was John Johnston who enrolled at Brighton Technical School on the 6th. February, 1922, the day the School opened.
It appears that he was better known as “Snowy” Johnston and he won the goal-kicking medallion for the School Soccer Team. Jack’s stay at Brighton was short lived, a fact one gleans from reading the novel.
George seems to have been an average student. His English marks were always quite good, but Maths and Science areas were definitely weaker than the rest. Davy Meredith admits the same weaknesses in “My Brother Jack”. Like his brother, George was a talented Soccer player who scored nine goals in 1925, and in 1926 was chosen State representative to go to Adelaide. In fact, he has been given no marks for Term 2 in 1926 because of his absence interstate. The two other activities of George Johnston were his secretaryship of the Dramatic club and membership of the Library Committee in 1926.
The obvious contributions to “Sea Spray”, made by George Johnston were “Making a Speech” in 1925 and “The Night of Horror” in 1926. I also contend that “George Prepares His Own Breakfast” and “Ships of the World” attributed to N. Pickston are actually Johnston stories. My main reason for making this claim is that the young Davy Meredith of “My Brother Jack” is a keen observer of old ships and begins his career as a writer by penning stories for “The Morning Post” on sailing ships, under the pseudonym of Stunsail.
After a turbulent and at times, unhappy early adulthood, Johnston married Charmian Clift and went off to Europe in 1948. He settled with his family on the Greek island of Hydra between 1954 and 1964 where he wrote a number of novels and other books on travel and the war. He returned to Australia with his wife in 1964 and died of tuberculosis in 1970. Many believe “My Brother Jack” to be the best Australian novel written and without doubt George Johnston will be read for generations to come.
seaspray ’82 magazine of the brighton technical school. Page 8.
WORK EXPERIENCE.
WORK EXPERIENCE.
It’s been a busy year. Approximately 100 students have participated in the Work Experience Program and luckily every student has made favourable comments. They say that Work Experience helps them to decide their career for the future.
The employers’ comments have been positive and encouraging. They say Brighton Technical School students would be good future employees. We have been told the Program is beneficial to employers as well as students.
All in all we feel 1982 has been a successful year, particularly as a couple of students have managed to get full-time jobs after participating in Work Experience.
Jeff Bobbin & Jean Don.
The employers’ comments have been positive and encouraging. They say Brighton Technical School students would be good future employees. We have been told the Program is beneficial to employers as well as students.
All in all we feel 1982 has been a successful year, particularly as a couple of students have managed to get full-time jobs after participating in Work Experience.
Jeff Bobbin & Jean Don.
seaspray ’82 magazine of the brighton technical school. Page 38.
ACTIVITIES.
ACTIVITIES.
The Activities Program on Wednesday afternoons in 1982 included Inter-school Sports, Social Sport, creative and relaxing pursuits and despite a smaller school population and the usual financial problems we were able to maintain an average of twenty different things to do each week throughout the year.
Credit for maintaining such a program must go to the many willing teachers who participate on Wednesdays and to the generosity of the School Council who bailed us out of our financial difficulties early in Term II.
As most of you know the acute lack of funds at the end of Term I resulted in the cancellation of the two most expensive activities, Roller and Ice Skating for Term II and the introduction of ‘Variety’ – a not too successful mish-mash of films and varied entertainments. If students were glad to go back on the buses to Centre and North Road venues, the teachers were ecstatic. For despite the considerable trouble to arrange for films to be shown at minimum or no cost the combination of distorted sound tracks and hordes of restless students confined to the Hall or Library was more than most could bear.
Thank goodness for Term III, with the Council grant and the students who suddenly rushed to pay their fees for the hiring of tennis and squash courts, the costs of cooking chinese, going electronic, being fashionable and getting glazed and fired, costs hundreds of dollars and to introduce new activities such as fishing, doll-making, Canoe Club, Video, Singing and Drama require much more resourcefulness on the part of the teachers, especially those on the Supplementary Grants Committee who were responsible for Video, Singing and Drama being made available to some of our very talented students.
The Activities Program will continue next year and fees will remain at $15.00. We sincerely hope that all who participate will find things to enjoy on Wednesdays and after paying their fees will get their money’s worth.
Susan Curtis.
Co-ordinator.
Credit for maintaining such a program must go to the many willing teachers who participate on Wednesdays and to the generosity of the School Council who bailed us out of our financial difficulties early in Term II.
As most of you know the acute lack of funds at the end of Term I resulted in the cancellation of the two most expensive activities, Roller and Ice Skating for Term II and the introduction of ‘Variety’ – a not too successful mish-mash of films and varied entertainments. If students were glad to go back on the buses to Centre and North Road venues, the teachers were ecstatic. For despite the considerable trouble to arrange for films to be shown at minimum or no cost the combination of distorted sound tracks and hordes of restless students confined to the Hall or Library was more than most could bear.
Thank goodness for Term III, with the Council grant and the students who suddenly rushed to pay their fees for the hiring of tennis and squash courts, the costs of cooking chinese, going electronic, being fashionable and getting glazed and fired, costs hundreds of dollars and to introduce new activities such as fishing, doll-making, Canoe Club, Video, Singing and Drama require much more resourcefulness on the part of the teachers, especially those on the Supplementary Grants Committee who were responsible for Video, Singing and Drama being made available to some of our very talented students.
The Activities Program will continue next year and fees will remain at $15.00. We sincerely hope that all who participate will find things to enjoy on Wednesdays and after paying their fees will get their money’s worth.
Susan Curtis.
Co-ordinator.
SEASPRAY The MAGAZINE of the BRIGHTON TECHNICAL SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 4.
A COMMENT FROM THE PRINCIPAL.
SCHOOL COUNCILS – 1984.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 4.
A COMMENT FROM THE PRINCIPAL.
SCHOOL COUNCILS – 1984.
Early next year, we should see one of the major aims of the Government’s Educational Policies completed, namely, the restructure of School Councils.
At Brighton, we can expect to have increased numbers of parents and teachers on Council, and for the first time, the students will be able to elect representatives, and thus have a say in the decisions affecting them. New council members are going to need assistance in accepting the responsibility of making important decisions about the development and operations of the school. In addition to having the oversight of the care of the school property and the expenditure of recurrent monies, the new councils will also be responsible for the curriculum aims of the school, (within overall State Policy guidelines).
Since the term of office for Parents’ Association nominees will be for one year only, and student representatives will probably change each year, one of our problems will be to maintain consistent policies, and avoid making ad hoc decisions on an annual basis. The principal challenge for the new council will be to determine what parents and students want of the school, and then to arrive at on-going policies which will ensure the continued viability of the school.
We need to remember that the school has so much “going for it” – an attractive setting, good equipment, a committed teaching staff and many very successful programs such as drama, outdoor education, transition, parent liaison, Year 12, and chaplain counselling services.
But the Council will need the active help of all parents and students if the teaching staff are going to carry out the increasingly difficult job which the community expects of them.
R. L. Schlager.
Principal.
At Brighton, we can expect to have increased numbers of parents and teachers on Council, and for the first time, the students will be able to elect representatives, and thus have a say in the decisions affecting them. New council members are going to need assistance in accepting the responsibility of making important decisions about the development and operations of the school. In addition to having the oversight of the care of the school property and the expenditure of recurrent monies, the new councils will also be responsible for the curriculum aims of the school, (within overall State Policy guidelines).
Since the term of office for Parents’ Association nominees will be for one year only, and student representatives will probably change each year, one of our problems will be to maintain consistent policies, and avoid making ad hoc decisions on an annual basis. The principal challenge for the new council will be to determine what parents and students want of the school, and then to arrive at on-going policies which will ensure the continued viability of the school.
We need to remember that the school has so much “going for it” – an attractive setting, good equipment, a committed teaching staff and many very successful programs such as drama, outdoor education, transition, parent liaison, Year 12, and chaplain counselling services.
But the Council will need the active help of all parents and students if the teaching staff are going to carry out the increasingly difficult job which the community expects of them.
R. L. Schlager.
Principal.
SEASPRAY The MAGAZINE of the BRIGHTON TECHNICAL SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 5.
A VIEW OF THE SECONDARY SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 5.
A VIEW OF THE SECONDARY SCHOOL.
1983 has seen positive change in two areas – development of new curricula, and increased student involvement in decision making.
The experience of 9/10T has broadened ideas about what is possible in education.
If you talk to ‘T.E.A.C.’ students, observe their class activities, or read the ‘T.E.A.C. Telegraph’, you will see a positive attitude that doesn’t stem just from the fact that they have enthusiastic teachers or a room of their own. They have more control over what they do than they have had before, and they see much of what they learn in ‘T.E.A.C.’ classes as relevant to the rest of their lives.
A similar form of negotiated curriculum exists as a central element in the Photography, Building Studies and Electrical Year 12 Courses.
Valuable contributions to the school have been made by some of these senior students, and this involvement should increase next year with courses in Marine Studies, Sport and Recreation, Textiles and Business Studies.
I hope the positive aspects of these ‘student interest’ programs will be adopted in other areas of the curriculum.
The variety and vitality of our changing curriculum is evident in the extension of electives at senior level; the development of programs for 1984 in Media Studies and Outdoor Education; the comprehensive Computer Education proposals, and the success of new activities - Pre-driver Education, yachting canoeing, bike education and film making along with an increase in excursions and the consolidation of a highly successful and well organized camping program.
It is evident also, in the quality of work that is being produced in many classes!
People should be made more aware of the high standards students have achieved. Visit the art and photography displays in the Library, and other areas of the school, (as well as in the National Gallery of Victoria.)
Read the Year 7 “Excursions Book”, or observe the E.W.P. and Electrical Workshops where junior students are learning skills that some schools do not consider possible until senior years. Expectations certainly play a great part in student achievement.
Students this year, deserve congratulations. Some because they have demonstrated particular athletic or academic prowess; many because they have used their ideas and energy to benefit everybody. I am thinking of those students who assist in the Library; those who distribute the news sheet; the band, which supports all school functions; the student who types the Parent Newsletter; the Drama Groups, with successes ranging from ‘Circus B’ to ‘New Faces’; and the organizers of the ‘Video Club’, who saw a need for a lunch time activity and set out to meet it. A lot of community work by students goes unnoticed. Do you know about the boys who visit Anzac House and serve tea to the residents, the students who help each other through cross age tutoring, or those who umpire the primary school footy matches? Are you aware that although the response from all students to the bushfire appeal was very generous, one form alone raised over $400 in a walkathon one morning? Did you hear that our students collected more money in the Red Cross Doorknock than did those from other local schools?
Have you seen the advertising posters produced by B.T.S. students for the Brighton Bowling Club?
A significant aspect of student achievement this year has been the work of the S.R.C. Members have made various contributions – Fancy Dress and Footy days, Op Shops for fund raising, advice on school facilities such as the new barbeque area.
Their most valuable function however, has been and will be the mobilization and expression of student opinion about how things should be in the school.
From all the work they have already done, from the student survey on rules with its ensuing recommendations, and from interviews conducted with individuals and with groups some observations can be made.
The secondary students of B.T.S. believe in order and security, in the value of positive rules, and in the rights of individuals to learn. They want to be trusted and they believe they can accept responsibility. They like to be challenged by the learning activities provided for them. They have opinions about what and how they should learn, and they want to voice these opinions in a way that will affect the decision making in the school.
I believe this demonstrates that opportunity is here for Parents, Teachers and Administrators to work with students on ways to increase their ability to take a greater part in the organization of the school.
This is, after all, part of their education.
Judy Williams.
Vice Principal.
The experience of 9/10T has broadened ideas about what is possible in education.
If you talk to ‘T.E.A.C.’ students, observe their class activities, or read the ‘T.E.A.C. Telegraph’, you will see a positive attitude that doesn’t stem just from the fact that they have enthusiastic teachers or a room of their own. They have more control over what they do than they have had before, and they see much of what they learn in ‘T.E.A.C.’ classes as relevant to the rest of their lives.
A similar form of negotiated curriculum exists as a central element in the Photography, Building Studies and Electrical Year 12 Courses.
Valuable contributions to the school have been made by some of these senior students, and this involvement should increase next year with courses in Marine Studies, Sport and Recreation, Textiles and Business Studies.
I hope the positive aspects of these ‘student interest’ programs will be adopted in other areas of the curriculum.
The variety and vitality of our changing curriculum is evident in the extension of electives at senior level; the development of programs for 1984 in Media Studies and Outdoor Education; the comprehensive Computer Education proposals, and the success of new activities - Pre-driver Education, yachting canoeing, bike education and film making along with an increase in excursions and the consolidation of a highly successful and well organized camping program.
It is evident also, in the quality of work that is being produced in many classes!
People should be made more aware of the high standards students have achieved. Visit the art and photography displays in the Library, and other areas of the school, (as well as in the National Gallery of Victoria.)
Read the Year 7 “Excursions Book”, or observe the E.W.P. and Electrical Workshops where junior students are learning skills that some schools do not consider possible until senior years. Expectations certainly play a great part in student achievement.
Students this year, deserve congratulations. Some because they have demonstrated particular athletic or academic prowess; many because they have used their ideas and energy to benefit everybody. I am thinking of those students who assist in the Library; those who distribute the news sheet; the band, which supports all school functions; the student who types the Parent Newsletter; the Drama Groups, with successes ranging from ‘Circus B’ to ‘New Faces’; and the organizers of the ‘Video Club’, who saw a need for a lunch time activity and set out to meet it. A lot of community work by students goes unnoticed. Do you know about the boys who visit Anzac House and serve tea to the residents, the students who help each other through cross age tutoring, or those who umpire the primary school footy matches? Are you aware that although the response from all students to the bushfire appeal was very generous, one form alone raised over $400 in a walkathon one morning? Did you hear that our students collected more money in the Red Cross Doorknock than did those from other local schools?
Have you seen the advertising posters produced by B.T.S. students for the Brighton Bowling Club?
A significant aspect of student achievement this year has been the work of the S.R.C. Members have made various contributions – Fancy Dress and Footy days, Op Shops for fund raising, advice on school facilities such as the new barbeque area.
Their most valuable function however, has been and will be the mobilization and expression of student opinion about how things should be in the school.
From all the work they have already done, from the student survey on rules with its ensuing recommendations, and from interviews conducted with individuals and with groups some observations can be made.
The secondary students of B.T.S. believe in order and security, in the value of positive rules, and in the rights of individuals to learn. They want to be trusted and they believe they can accept responsibility. They like to be challenged by the learning activities provided for them. They have opinions about what and how they should learn, and they want to voice these opinions in a way that will affect the decision making in the school.
I believe this demonstrates that opportunity is here for Parents, Teachers and Administrators to work with students on ways to increase their ability to take a greater part in the organization of the school.
This is, after all, part of their education.
Judy Williams.
Vice Principal.
SEASPRAY The MAGAZINE of the BRIGHTON TECHNICAL SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 8.
T.A.F.E. REPORT.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 8.
T.A.F.E. REPORT.
Technical and Further Education is a major form of post secondary education providing vocational preparation for further study, and a wide range of educational activities for personal and cultural developments, and recreational purposes.
T.A.F.E. Programs are offered in a wide range of courses.
Brighton Technical School cater for :
(1) T.O.P. Art.
Post Secondary – 56 students.
(2) Apprentices’ Subjects in :
(a) Cooking
(b) Carpentry & Joinery.
(c) Flat Glass Working.
(d) Shop Fitting.
(e) Plumbing and Gasfitting.
300 students.
(3) Recreational Courses in :
(a) Bookkeeping.
(b) Cooking.
(c) Creative Metalwork.
(d) Hobby Welding.
(e) Leadlighting.
(f) Painting.
(g) Pottery.
(h) Woodwork.
(i) Vintage Car Restoration.
(j) Dressmaking & Drafting.
(k) Typing.
(l) Shorthand.
(m) Word Processing.
124 students.
(4) Physically Handicapped Course :
Physical Education.
154 students.
Total Number of Tafe students - 634.
In the future there could be an increase in the number of students participating in T.A.F.E. courses and the courses could also change to suit the needs of the community.
Bruce Field.
Co-ordinator.
SEASPRAY The MAGAZINE of the BRIGHTON TECHNICAL SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 9.
S.R.C.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 9.
S.R.C.
The S.R.C. here was started three years ago and then it stopped, then started up again. Our year level co-ordinator, Greg Holman, asked us in form assembly if we wanted to start up a S.R.C. again. We then went around in form assembly time and asked other kids. We collected the names of interested students and then we called a lunch-time meeting.
At the meeting we had a talk about what S.R.C.s are, and then we had elections for the office bearers. There were about 40-50 kids there. We told them the sort of things that could be done. We were mainly senior students – years 9, 10, 11 and 12.
Three of the S.R.C. representatives met every Friday with the Welfare Committee (i.e. about 20 teachers), and we told them about the problems in the school. We had a say in the revised version of the rules. We want one rule changed. Before, no one was allowed to bring radios or tape recorders to school, but now we’re allowed to.
We meet every Monday. Everyone has a say, the secretary takes notes and we sometimes put articles in the monthly school newsletter. We depend a lot on Greg, he gets us going, he’s good, he helps keep control during the meetings.
We’ve raised money by running an Op Shop in the school and had a barbeque area put in for the kids. We’re re-organizing the end of the year social, getting a disc jockey etc.
At the moment the S.R.C. is mainly Year 11 kids. It was really a good S.R.C. in the first six months when it started, but now it’s not so good. The kids are losing interest. I think it’s because we don’t give out enough information and some kids accuse us of only helping ourselves, not doing things for others.
The S.R.C. used to be taken seriously by the teachers, but they seem to be losing interest too. Most of the time we’re happy with the school, most kids sort out their problems themselves, they don’t ask us for help. Sometimes it’s good, when we organize things, but sometimes we get side-tracked and lunch-time meetings aren’t long enough to get ourselves organized.
President : Lee Black.
Vice President : Leticia De La Rue.
At the meeting we had a talk about what S.R.C.s are, and then we had elections for the office bearers. There were about 40-50 kids there. We told them the sort of things that could be done. We were mainly senior students – years 9, 10, 11 and 12.
Three of the S.R.C. representatives met every Friday with the Welfare Committee (i.e. about 20 teachers), and we told them about the problems in the school. We had a say in the revised version of the rules. We want one rule changed. Before, no one was allowed to bring radios or tape recorders to school, but now we’re allowed to.
We meet every Monday. Everyone has a say, the secretary takes notes and we sometimes put articles in the monthly school newsletter. We depend a lot on Greg, he gets us going, he’s good, he helps keep control during the meetings.
We’ve raised money by running an Op Shop in the school and had a barbeque area put in for the kids. We’re re-organizing the end of the year social, getting a disc jockey etc.
At the moment the S.R.C. is mainly Year 11 kids. It was really a good S.R.C. in the first six months when it started, but now it’s not so good. The kids are losing interest. I think it’s because we don’t give out enough information and some kids accuse us of only helping ourselves, not doing things for others.
The S.R.C. used to be taken seriously by the teachers, but they seem to be losing interest too. Most of the time we’re happy with the school, most kids sort out their problems themselves, they don’t ask us for help. Sometimes it’s good, when we organize things, but sometimes we get side-tracked and lunch-time meetings aren’t long enough to get ourselves organized.
President : Lee Black.
Vice President : Leticia De La Rue.
SEASPRAY The MAGAZINE of the BRIGHTON TECHNICAL SCHOOL.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 14.
A BRIEF HISTORY OF B.T.S.
1923 - 1983.
60 YEARS OF SEASPRAY SPECIAL EDITION 1983. Page 14.
A BRIEF HISTORY OF B.T.S.
Early in 1921 Mr. G. R. Fraser was appointed the first Principal of B.T.S. In his report of May 1921 he stated that the matter of fitting and furnishing was under way, and that the Public works Department had completed detailed design and drawings of the new trade school. Extra land was purchased to erect this building. The foundation stone was laid on 28th. July, 1922.
At the beginning of 1922, Mr. A. J. Dunlop was Headmaster of the junior day school. In the senior school classes in Engineering, Dressmaking, Mechanical Drawing and other subjects were well under way. In 1923 the buildings at “Cora Lynn” were remodelled and the Girls’ School was opened in 1924. In 1927 additions were made to buildings and new evening classes were opened. In 1939 an extensive modern wing fitted out with a science laboratory and class rooms was added to the Girls’ School. A little later two rooms for instruction in Chemistry and modelling were added to the Boys’ School.
In 1939 the School Cadet Corps was formed. In 1945 the new engineering shop and four classrooms were opened in the western wing. In 1966 a new Domestic Science and commercial wing was erected and pre-fabs sprouted in the grounds to cope with the numbers.
The school leaving age was raised to 15 and a further year was added to the school, a fifth or Leaving Year. The School also went co-educational. In 1967 a sixth form started for first year Engineering Diploma students.
In 1969 the Assembly Hall was opened. In 1970 Mr. Hunt commenced duty as Vice-Principal.
The School has changed a lot since then and is still changing dramatically.
William Bevis.
Year 10.
At the beginning of 1922, Mr. A. J. Dunlop was Headmaster of the junior day school. In the senior school classes in Engineering, Dressmaking, Mechanical Drawing and other subjects were well under way. In 1923 the buildings at “Cora Lynn” were remodelled and the Girls’ School was opened in 1924. In 1927 additions were made to buildings and new evening classes were opened. In 1939 an extensive modern wing fitted out with a science laboratory and class rooms was added to the Girls’ School. A little later two rooms for instruction in Chemistry and modelling were added to the Boys’ School.
In 1939 the School Cadet Corps was formed. In 1945 the new engineering shop and four classrooms were opened in the western wing. In 1966 a new Domestic Science and commercial wing was erected and pre-fabs sprouted in the grounds to cope with the numbers.
The school leaving age was raised to 15 and a further year was added to the school, a fifth or Leaving Year. The School also went co-educational. In 1967 a sixth form started for first year Engineering Diploma students.
In 1969 the Assembly Hall was opened. In 1970 Mr. Hunt commenced duty as Vice-Principal.
The School has changed a lot since then and is still changing dramatically.
William Bevis.
Year 10.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 2.
EDITORIAL.
EDITORIAL.
For the first time in many years, we, the students, have done most of the editorial work, and written the editorial ourselves. In the past, the teachers did a lot of the work but last year Mr. Bloom ‘shut the gate’ and said the students have to edit their own magazine.
Most of the work has been done by Year 7 and Year 9 students. It is a shame that senior students did not contribute more but we think that the younger students have done very well.
The Magazine tries to show many of the different things that go on in our school. We think you should enjoy the creative efforts of our students and reading about our achievements as a school this year.
On behalf of the student Magazine Committee we would like to thank Mr. Bloom for his advice and for letting us nearly wreck his office while we worked on the Magazine. We would also like to thank the Humanities and Art Departments for helping students compile their best work for the Magazine. Thanks especially to our great new artist, Blair Walsh of 7A, and to Mrs. Neill for doing the typing.
We repeat the hope of last year’s editorial that the Magazine continues to be as representative of the whole School as possible.
Warwick Dew.
Peter Knight.
Most of the work has been done by Year 7 and Year 9 students. It is a shame that senior students did not contribute more but we think that the younger students have done very well.
The Magazine tries to show many of the different things that go on in our school. We think you should enjoy the creative efforts of our students and reading about our achievements as a school this year.
On behalf of the student Magazine Committee we would like to thank Mr. Bloom for his advice and for letting us nearly wreck his office while we worked on the Magazine. We would also like to thank the Humanities and Art Departments for helping students compile their best work for the Magazine. Thanks especially to our great new artist, Blair Walsh of 7A, and to Mrs. Neill for doing the typing.
We repeat the hope of last year’s editorial that the Magazine continues to be as representative of the whole School as possible.
Warwick Dew.
Peter Knight.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 3.
THE PRINCIPAL SAYS - JOIN IN.
THE PRINCIPAL SAYS - JOIN IN.
ARE WE PARTICIPATING?
It all started at Brighton with Supplementary Grants. A condition of the grants, which we have used for our camping, drama, and parent liaison programs, is that parents and students, as well as teachers, have to be on the Proposal Committee. Over the three years that we have received the grants, these Meetings have been well supported by the school community.
In 1984, students joined our School council for the first time, and they have done a splendid job. Other students have worked with an architect on our “Architect in Schools” project. This consists of a new student amenities area centred around some railway carriages. Parents have been busy too in editing our monthly “Tech Topics” Newsletter, and developing the new drop-in centre.
Coming up in 1985, we will have PEP – Participation and Equity Programs. The school will receive a substantial sum of money to improve our programs, and the School Council has set up a Committee of parents, students, and staff to look at proposals. In addition, the Region will be looking for school community members willing to join the new Regional Council for Education, and advise on such issues as restructuring of schools, and the integration of handicapped students.
Not everyone has the time to help, and we are therefore very grateful to those parents, teachers, and students who give up their leisure time to attend the increasing number of meetings of Council, Proposal Committees, and working groups.
Yes, there is a lot of participating going on at Brighton, but keep it up :
Your School Needs You.
R. L. SCHLAGER.
It all started at Brighton with Supplementary Grants. A condition of the grants, which we have used for our camping, drama, and parent liaison programs, is that parents and students, as well as teachers, have to be on the Proposal Committee. Over the three years that we have received the grants, these Meetings have been well supported by the school community.
In 1984, students joined our School council for the first time, and they have done a splendid job. Other students have worked with an architect on our “Architect in Schools” project. This consists of a new student amenities area centred around some railway carriages. Parents have been busy too in editing our monthly “Tech Topics” Newsletter, and developing the new drop-in centre.
Coming up in 1985, we will have PEP – Participation and Equity Programs. The school will receive a substantial sum of money to improve our programs, and the School Council has set up a Committee of parents, students, and staff to look at proposals. In addition, the Region will be looking for school community members willing to join the new Regional Council for Education, and advise on such issues as restructuring of schools, and the integration of handicapped students.
Not everyone has the time to help, and we are therefore very grateful to those parents, teachers, and students who give up their leisure time to attend the increasing number of meetings of Council, Proposal Committees, and working groups.
Yes, there is a lot of participating going on at Brighton, but keep it up :
Your School Needs You.
R. L. SCHLAGER.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 4.
SECONDARY REPORT
SECONDARY REPORT
The evolution - perhaps revolution - of Secondary Technical Education has continued apace in 1984 and it could be said that Brighton Technical School has grasped the opportunity to throw off the constraints of a narrow curriculum and is moving towards the ideal goal of education – the possibility of complete personal and professional development.
As mooted in last year’s Secondary Report in Seaspray, consulting the students and offering the parents involvement has already borne fruit. It is exemplified by the ‘new’ School Council, the ‘Architects in Schools’ project and the Parents’ Drop In Centre. The supplementary Grants Programme also relies heavily on parent participation as does the latest Federal initiative, PEP.
The school bus, purchased very late in 1983, has proved to be an invaluable acquisition. Not only has it facilitated a multitude of student activities, it stimulated a number of teachers to obtain their private omnibus driver’s certificate. The successful candidates are grateful to the School Council and the instructors for making this possible.
The staff has responded to the challenges of 1984 magnificently. As Mrs. Williams reminded the students at her farewell assembly, they are indeed fortunate to be in a school which has so many dedicated, caring teachers. A number of these has left the school or will leave at the end of the year and a tribute to them appears elsewhere in the magazine, suffice to say that they will be greatly missed.
Our secondary students generally merit congratulations on the manner in which they have adjusted to changes in the school environment.
Everything does not run smoothly all the time and difficulties do arise but in the main our students behave in a highly responsible manner, with the ability and initiative to respond to the exigencies of the situation. A visitor to our display at Southland or the Photography Exhibition saw visible proof of this.
J. Andrews.
P. Rovis.
As mooted in last year’s Secondary Report in Seaspray, consulting the students and offering the parents involvement has already borne fruit. It is exemplified by the ‘new’ School Council, the ‘Architects in Schools’ project and the Parents’ Drop In Centre. The supplementary Grants Programme also relies heavily on parent participation as does the latest Federal initiative, PEP.
The school bus, purchased very late in 1983, has proved to be an invaluable acquisition. Not only has it facilitated a multitude of student activities, it stimulated a number of teachers to obtain their private omnibus driver’s certificate. The successful candidates are grateful to the School Council and the instructors for making this possible.
The staff has responded to the challenges of 1984 magnificently. As Mrs. Williams reminded the students at her farewell assembly, they are indeed fortunate to be in a school which has so many dedicated, caring teachers. A number of these has left the school or will leave at the end of the year and a tribute to them appears elsewhere in the magazine, suffice to say that they will be greatly missed.
Our secondary students generally merit congratulations on the manner in which they have adjusted to changes in the school environment.
Everything does not run smoothly all the time and difficulties do arise but in the main our students behave in a highly responsible manner, with the ability and initiative to respond to the exigencies of the situation. A visitor to our display at Southland or the Photography Exhibition saw visible proof of this.
J. Andrews.
P. Rovis.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 6.
FROM THE PRESIDENT.
FROM BRIGHTON TECHNICAL SCHOOL COUNCIL PRESIDENT.
FROM THE PRESIDENT.
FROM BRIGHTON TECHNICAL SCHOOL COUNCIL PRESIDENT.
For me, as President of Brighton Technical School Council, this year has been most interesting and enjoyable, and as the 1984 school year comes to a close, it is time to review our progress. Supported by Sub-Committees, our recently re-constituted Council has worked well, building on foundations laid by previous Councils.
With greater teacher and parent representation on Council, and student representation for the first time many of us including myself, were “serving our first term” on School Council. It is pleasing to report how well the challenge was accepted. Each member has been actively involved in business related to School Council areas of responsibility.
With greater teacher and parent representation on Council, and student representation for the first time many of us including myself, were “serving our first term” on School Council. It is pleasing to report how well the challenge was accepted. Each member has been actively involved in business related to School Council areas of responsibility.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 7.
CHAPLAIN’S REPORT.
CHAPLAIN’S REPORT.
Every culture can be fairly adequately judged by the type of man it holds up for its ideal. The ideal of the ancient Greeks was the perfectly proportioned personality. The ideal of the Romans was the soldier, embodying the stoic mixtures of discipline and courage. The ideal of Nazi Germany was the superman, ruthlessly trampling down lesser breeds. The ideal of the Western world is the man who gets on. But the ideal Jesus held up for all the world to emulate was not the perfectly developed personality, nor the indomitable stoic, nor the man of great success. Jesus picked a child up in His arms and said, “This is my ideal for humanity”.
Our first reaction is one of surprise. Why did Jesus hold up the child as the ideal pattern of behaviour? I suggest to you that he did this because He saw great qualities without which no one can be really great or religious. What are these qualities?
Firstly, the child’s capacity for wonder. We adults all so easily explain everything away!
Secondly, the child’s capacity for belief. The child finds it easy and natural to believe.
Thirdly, the child’s sheer natural simplicity. Not even God can do anything for a person who is forever posing and pretending.
It’s my hope that our School will help our students to hold on to these child-like qualities all their lives in order to be what they want to be.
Lionel Johnston.
Chaplain.
Our first reaction is one of surprise. Why did Jesus hold up the child as the ideal pattern of behaviour? I suggest to you that he did this because He saw great qualities without which no one can be really great or religious. What are these qualities?
Firstly, the child’s capacity for wonder. We adults all so easily explain everything away!
Secondly, the child’s capacity for belief. The child finds it easy and natural to believe.
Thirdly, the child’s sheer natural simplicity. Not even God can do anything for a person who is forever posing and pretending.
It’s my hope that our School will help our students to hold on to these child-like qualities all their lives in order to be what they want to be.
Lionel Johnston.
Chaplain.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 8.
T.A.F.E. REPORT.
TAFE AT BRIGHTON TECHNICAL SCHOOL.
T.A.F.E. REPORT.
TAFE AT BRIGHTON TECHNICAL SCHOOL.
Many changes are taking place within the Education system. These changes are affecting all areas.
At Brighton Technical School the building Trades Area is now controlled by Holmesglen College of TAFE and will, in the future, move to Holmesglen. The trade courses are : -
1/ Carpentry & Joinery/Shopfitters.
2/ Plumbing & Gasfitting.
3/ Flat Glass Trades.
Possibly the introduction of Pre-apprentice Programmes or Pre-vocational Courses would take over, where the trade courses were being carried out, but there is a need for funding to carry out any new courses or programmes; funding at the present time in non existent.
Our Handicapped Courses are steadily growing from year to year. The TOP Art Course is still full to capacity and Hobby Classes are showing a decline in attendances except for Computer, Woodwork and Pottery.
William Angliss Chef Apprentices are still being taught at the Brighton Technical School Annexe; the number of apprentices are 97 first year and 104 second year.
I would like to thank all members of staff for their co-operation throughout the year.
Bruce Field.
TAFE Co-ordinator.
At Brighton Technical School the building Trades Area is now controlled by Holmesglen College of TAFE and will, in the future, move to Holmesglen. The trade courses are : -
1/ Carpentry & Joinery/Shopfitters.
2/ Plumbing & Gasfitting.
3/ Flat Glass Trades.
Possibly the introduction of Pre-apprentice Programmes or Pre-vocational Courses would take over, where the trade courses were being carried out, but there is a need for funding to carry out any new courses or programmes; funding at the present time in non existent.
Our Handicapped Courses are steadily growing from year to year. The TOP Art Course is still full to capacity and Hobby Classes are showing a decline in attendances except for Computer, Woodwork and Pottery.
William Angliss Chef Apprentices are still being taught at the Brighton Technical School Annexe; the number of apprentices are 97 first year and 104 second year.
I would like to thank all members of staff for their co-operation throughout the year.
Bruce Field.
TAFE Co-ordinator.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 10.
BRIGHTON TECH STUDENTS MAKE HEADLINES.
BRIGHTON TECH BOY SUCCEEDS IN INTERNATIONAL
CYCLING SCENE.
BRIGHTON TECH STUDENTS MAKE HEADLINES.
BRIGHTON TECH BOY SUCCEEDS IN INTERNATIONAL
CYCLING SCENE.
In over 60 years this School has produced students who have gone on to make their mark in the worlds of sport, culture, business and education (some have even returned to teach at the School).
It is with great interest that we learned this year of the success of another ‘old boy’.
In mid 1974 a 14 year old lad from Yea High School entered Brighton Tech. He did exceptionally well in English and Social Studies and reasonably well in all his other subjects. Two years later in the middle of Year 11, with his marks much lower (although still doing well in English and Social Studies), he left school. The final comment on his report stated that “cycling activities have affected results. Greater application required.”
That student, Allan Peiper, knew what he was good at and he certainly applied himself. This year, Peiper was the second best performed Australian road cyclist in Europe. He has won the Tour of Sweden, the Tour de L’oise and a number of other special time trials; and the top three Italian teams have asked him to join them.
The path to success was not always easy though. Three years after leaving Brighton Tech, Peiper was a struggling and very depressed 19 year old, barely surviving on the European amateur scene. He then wanted to try professional riding in Australia but was convinced by a top English rider to join a notable Parisian amateur club.
From then on Peiper’s application to cycling began to bring him big results. In 1982 he won the Grand Prix de Nations. In 1983 he turned professional and this year achieved the successes described above.
The Melbourne Herald recently featured a major article on Allan’s career. He is at present contracted to the French, Peugot team. If he is successful in the time trials, he will represent them in the Tour de France.
Allan Peiper may not have been one of our best students, but he’s definitely one of our most successful.
Everyone at the School now, including some of his ex-teachers, would certainly like to wish him the best of luck.
It is with great interest that we learned this year of the success of another ‘old boy’.
In mid 1974 a 14 year old lad from Yea High School entered Brighton Tech. He did exceptionally well in English and Social Studies and reasonably well in all his other subjects. Two years later in the middle of Year 11, with his marks much lower (although still doing well in English and Social Studies), he left school. The final comment on his report stated that “cycling activities have affected results. Greater application required.”
That student, Allan Peiper, knew what he was good at and he certainly applied himself. This year, Peiper was the second best performed Australian road cyclist in Europe. He has won the Tour of Sweden, the Tour de L’oise and a number of other special time trials; and the top three Italian teams have asked him to join them.
The path to success was not always easy though. Three years after leaving Brighton Tech, Peiper was a struggling and very depressed 19 year old, barely surviving on the European amateur scene. He then wanted to try professional riding in Australia but was convinced by a top English rider to join a notable Parisian amateur club.
From then on Peiper’s application to cycling began to bring him big results. In 1982 he won the Grand Prix de Nations. In 1983 he turned professional and this year achieved the successes described above.
The Melbourne Herald recently featured a major article on Allan’s career. He is at present contracted to the French, Peugot team. If he is successful in the time trials, he will represent them in the Tour de France.
Allan Peiper may not have been one of our best students, but he’s definitely one of our most successful.
Everyone at the School now, including some of his ex-teachers, would certainly like to wish him the best of luck.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 31.
ARCHITECTS IN SCHOOLS PROGRAMME.
ARCHITECTS IN SCHOOLS PROGRAMME.
The ‘Architect in Schools Programme’ is about a group of students getting together with an architect, Mr. Alan Hough.
The project they have undertaken is to obtain and place two train carriages side by side in the school yard. A roof is to be erected across the top for a student shelter area. The train carriages will be selected from the Vic. Railyards in Newport.
They will be a valuable asset for the school and they are involving the participation of the students in an inspirational activity.
Andrew Harris.
8A.
On Tuesday, 4th. September students from the SRC went out to Spotswood and Newport to look for some trains for school use. We found out that Spotswood did not have the type of trains we were looking for, so we went to Newport where we found some old country trains. We found that there were two types of trains, one small and the other bigger, so we got the bigger ones. Inside they have boys’ and girls’ toilets, and a drinking fountain, plus a row of seats on the left of the carriage and more seats on the right. The SRC thought the trains were good, and we got the bigger ones.
Shane Langford.
7B.
The project they have undertaken is to obtain and place two train carriages side by side in the school yard. A roof is to be erected across the top for a student shelter area. The train carriages will be selected from the Vic. Railyards in Newport.
They will be a valuable asset for the school and they are involving the participation of the students in an inspirational activity.
Andrew Harris.
8A.
On Tuesday, 4th. September students from the SRC went out to Spotswood and Newport to look for some trains for school use. We found out that Spotswood did not have the type of trains we were looking for, so we went to Newport where we found some old country trains. We found that there were two types of trains, one small and the other bigger, so we got the bigger ones. Inside they have boys’ and girls’ toilets, and a drinking fountain, plus a row of seats on the left of the carriage and more seats on the right. The SRC thought the trains were good, and we got the bigger ones.
Shane Langford.
7B.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 34.
THE T.E.A.C. CHARMERS.
T.E.A.C. DISCO.
THE T.E.A.C. CHARMERS.
T.E.A.C. DISCO.
At the end of last term Year 11 TEAC put a disco together for students in Years 7 and 8. It was on a Thursday night from 7.30 pm to 10.00 pm. There wasn’t much music like records and tapes but there were two bands playing.
In one, Andreas’ Band there was Myles on guitar, Matthew on drums, Andreas on bass and Andreas’s cousin on rhythm. The other band was formed by Philip Morosoli on drums, Myles on rhythm and me on lead. There were cans of soft drink and sausage rolls to eat.
They had a few competitions and the whole night was supposed to be fancy dress but only a few people got dressed up.
I thought that the night was well organised and good fun.
Matthew Knight.
T.E.A.C.
In one, Andreas’ Band there was Myles on guitar, Matthew on drums, Andreas on bass and Andreas’s cousin on rhythm. The other band was formed by Philip Morosoli on drums, Myles on rhythm and me on lead. There were cans of soft drink and sausage rolls to eat.
They had a few competitions and the whole night was supposed to be fancy dress but only a few people got dressed up.
I thought that the night was well organised and good fun.
Matthew Knight.
T.E.A.C.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1984. Page 59.
SPORTS REPORT.
SPORTS REPORT.
1984 has not been a good year for sport.
The School’s small population, combined with a low level of participation make for a lack of success in inter-school competition. Enthusiasm to participate in organised competition is at an all time low at all levels of the School. Many seniors, who have the ability to do well in sports do not take part; many juniors are following this pattern. (For instance, not one Form 1 student took part in the Inter-School Athletics.)
School teams lacked depth and too much was left to a few who were prepared to try hard. Most teams had trouble organising training as students would not commit themselves. Often there were interested and competent teachers, plenty of equipment, but no students. Teams that did well had a core of players willing to practice.
Boys Baseball and Badminton Teams reached the finals after excellent seasons – unfortunately both were put out by drawing the eventual premiers in early final rounds. Cricket, Soccer, Netball and Badminton all tried hard but needed more depth. These teams too, will need many more players next year.
Athletics, Swimming and Cross Country all suffered from lack of interest. Traditionally, BTS has been very strong here – now it is represented in less than half the events. There will be plenty of opportunity next year.
Hopefully, things will improve in 1985. BTS is hoping to enter Girls Basketball and Boys Volleyball in competition. We will only see improvement and success though if students commit themselves to take part.
Sportspersons of the week.
Aarland Roth Cricket
John Briggs Squash
Campbell Dwyer Cricket
Glen Fraser Baseball
Joe Hadju Soccer
Sharon Clee Cross country
Jody Mullin Athletics.
The School’s small population, combined with a low level of participation make for a lack of success in inter-school competition. Enthusiasm to participate in organised competition is at an all time low at all levels of the School. Many seniors, who have the ability to do well in sports do not take part; many juniors are following this pattern. (For instance, not one Form 1 student took part in the Inter-School Athletics.)
School teams lacked depth and too much was left to a few who were prepared to try hard. Most teams had trouble organising training as students would not commit themselves. Often there were interested and competent teachers, plenty of equipment, but no students. Teams that did well had a core of players willing to practice.
Boys Baseball and Badminton Teams reached the finals after excellent seasons – unfortunately both were put out by drawing the eventual premiers in early final rounds. Cricket, Soccer, Netball and Badminton all tried hard but needed more depth. These teams too, will need many more players next year.
Athletics, Swimming and Cross Country all suffered from lack of interest. Traditionally, BTS has been very strong here – now it is represented in less than half the events. There will be plenty of opportunity next year.
Hopefully, things will improve in 1985. BTS is hoping to enter Girls Basketball and Boys Volleyball in competition. We will only see improvement and success though if students commit themselves to take part.
Sportspersons of the week.
Aarland Roth Cricket
John Briggs Squash
Campbell Dwyer Cricket
Glen Fraser Baseball
Joe Hadju Soccer
Sharon Clee Cross country
Jody Mullin Athletics.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 2.
EDITORIAL.
EDITORIAL.
This year, the Year 11 Media Studies group has produced “Sea Spray”. They gained their expertise by publishing three editions of the school newspaper which was called “Kawa Kawa”.
In this 1985 edition of “Sea Spray”, some of the articles from the editions of “Kawa Kawa” are included.
On behalf of the Year 11 Media studies group we would like to thank Penny Gibson and Myer Bloom for their advice and Neredah Neill for her typing effort. We would also like to thank the photographers – Sam Zisimopoulos, Peter Tsiampas, Karen Webster, Marc Kalb, Prue Williams and Sharon Cook. Thank you also to Andreas Richter, Peter Tsiampas and especially Nicole Edgar for their illustrations.
We hope that younger students will be involved in publishing further editions of “Kawa Kawa” and “Sea Spray”.
Mark Noe.
Sam Zisimopoulos.
The Principal, Mr. R. Schlager is on sick leave at present. We wish him a speedy recovery and look forward to welcoming him back next year.
In this 1985 edition of “Sea Spray”, some of the articles from the editions of “Kawa Kawa” are included.
On behalf of the Year 11 Media studies group we would like to thank Penny Gibson and Myer Bloom for their advice and Neredah Neill for her typing effort. We would also like to thank the photographers – Sam Zisimopoulos, Peter Tsiampas, Karen Webster, Marc Kalb, Prue Williams and Sharon Cook. Thank you also to Andreas Richter, Peter Tsiampas and especially Nicole Edgar for their illustrations.
We hope that younger students will be involved in publishing further editions of “Kawa Kawa” and “Sea Spray”.
Mark Noe.
Sam Zisimopoulos.
The Principal, Mr. R. Schlager is on sick leave at present. We wish him a speedy recovery and look forward to welcoming him back next year.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 3.
BRIGHTON TECHNICAL SCHOOL.
PRINCIPAL’S REPORT.
BRIGHTON TECHNICAL SCHOOL.
PRINCIPAL’S REPORT.
1985 Has seen a great deal of time and effort put into special programs under the umbrella of Participation and Equity and the Supplementary Grants Programs.
The co-operation of staff, parents and students in the setting up and operating of these programs says much for the general spirit of the School.
The welfare of students and their progress in their studies has been a feature of the School. The Junior Secondary enrolments have increased steadily throughout the year and together with T12 courses which are attracting students from the whole Melbourne area, Brighton Technical School is in a healthy state to move into 1986.
Considerable effort has been made during the year to evaluate how the School may best be involved in the integration of handicapped students – either full time, part time or on a sessional basis. The TAFE Handicapped Physical Education Program has worked exceptionally well and the involvement of many departments with the integration of students has been appreciated by the community.
The Buildings and Grounds at BTS are in first class condition, thanks to an enthusiastic and capable ancilliary staff. Sheetmetal will transfer to a larger area in the EWP building. A feature of the School is the development of specialized areas with a high level of technical equipment. In 1986 work will begin under a CEP Project to landscape the trains area.
The TAFE operation is a significant part of BTS. In 1986 the Chefs will be administered by Frankston College of TAFE – their operation here will remain unchanged. BTS is an enthusiastic and capable TAFE provider for Holmsglen College of TAFE in the areas of Flat Glass, Plumbing, Carpentry and Joinery. Further TAFE operations are the Handicapped PE course and TOP Art – both of which are well respected in the community.
Thank you to parents, teachers and students and BTS staff for making 1985 such a successful year.
W. A. Curruthers.
Acting Principal.
The co-operation of staff, parents and students in the setting up and operating of these programs says much for the general spirit of the School.
The welfare of students and their progress in their studies has been a feature of the School. The Junior Secondary enrolments have increased steadily throughout the year and together with T12 courses which are attracting students from the whole Melbourne area, Brighton Technical School is in a healthy state to move into 1986.
Considerable effort has been made during the year to evaluate how the School may best be involved in the integration of handicapped students – either full time, part time or on a sessional basis. The TAFE Handicapped Physical Education Program has worked exceptionally well and the involvement of many departments with the integration of students has been appreciated by the community.
The Buildings and Grounds at BTS are in first class condition, thanks to an enthusiastic and capable ancilliary staff. Sheetmetal will transfer to a larger area in the EWP building. A feature of the School is the development of specialized areas with a high level of technical equipment. In 1986 work will begin under a CEP Project to landscape the trains area.
The TAFE operation is a significant part of BTS. In 1986 the Chefs will be administered by Frankston College of TAFE – their operation here will remain unchanged. BTS is an enthusiastic and capable TAFE provider for Holmsglen College of TAFE in the areas of Flat Glass, Plumbing, Carpentry and Joinery. Further TAFE operations are the Handicapped PE course and TOP Art – both of which are well respected in the community.
Thank you to parents, teachers and students and BTS staff for making 1985 such a successful year.
W. A. Curruthers.
Acting Principal.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 4.
TAFE REPORT.
TAFE.
TAFE REPORT.
TAFE.
There are 223 TAFE (Technical and Further Education) students who attend classes at the Brighton Technical School.
These students are enrolled in TOP Art, Apprentice Trades such as Flat Glass, Shop fitting, Plumbing & Gasfitting and Chefs, Handicapped Persons Courses in Physical Education and Art and evening classes in Glass Work, Cookery, Dressmaking/Patternmaking, Pottery, Woodwork, Typing, Photography and Computer.
The apprentices are controlled by Holmsglen College of TAFE and William Angliss College (Chefs). Our courses for handicapped persons have expanded and thanks must go to the magnificent work carried out by Mr. Horst Oelsner (Physical Education).
Evening class enrolments have decreased in some areas and therefore these classes were curtailed during the year.
With the Government’s policies to extend retraining programs, so that unemployed people can gain a higher education, there could be an increase in the number of students attending Brighton Technical School in the future.
I would like to thank all staff for their co-operation throughout the year.
Bruce Field.
TAFE Co-ordinator.
These students are enrolled in TOP Art, Apprentice Trades such as Flat Glass, Shop fitting, Plumbing & Gasfitting and Chefs, Handicapped Persons Courses in Physical Education and Art and evening classes in Glass Work, Cookery, Dressmaking/Patternmaking, Pottery, Woodwork, Typing, Photography and Computer.
The apprentices are controlled by Holmsglen College of TAFE and William Angliss College (Chefs). Our courses for handicapped persons have expanded and thanks must go to the magnificent work carried out by Mr. Horst Oelsner (Physical Education).
Evening class enrolments have decreased in some areas and therefore these classes were curtailed during the year.
With the Government’s policies to extend retraining programs, so that unemployed people can gain a higher education, there could be an increase in the number of students attending Brighton Technical School in the future.
I would like to thank all staff for their co-operation throughout the year.
Bruce Field.
TAFE Co-ordinator.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 4.
FROM THE VICE PRINCIPAL’S CAGE.
FROM THE VICE PRINCIPAL’S CAGE.
I was just thinking the other day that if it wasn’t for the Late Book, the Out of School Book, passes for lunch time, train, bus etc., the occasional minor disputes in class and of course the telephone, it could be a pretty lonely job in the Vice Principal’s office.
I would like to thank students and the staff for the pleasant, friendly manner in which all have gone about the business of education. If we can continue to solve problems which arise between people from time to time without it affecting our sense of humour and sense of purpose then “we’ve got the game beat”.
A special thanks to those students who have at some time helped another student not to do the wrong thing. That’s a big step forward for some and is a sign that one of the most important skills in life has been learned.
A good education is not always a ticket to somewhere. Good luck for the future to all.
Daryl Lyons.
Vice Principal.
I would like to thank students and the staff for the pleasant, friendly manner in which all have gone about the business of education. If we can continue to solve problems which arise between people from time to time without it affecting our sense of humour and sense of purpose then “we’ve got the game beat”.
A special thanks to those students who have at some time helped another student not to do the wrong thing. That’s a big step forward for some and is a sign that one of the most important skills in life has been learned.
A good education is not always a ticket to somewhere. Good luck for the future to all.
Daryl Lyons.
Vice Principal.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 5.
S. R. C. REPORT.
1985 SRC REPORT.
S. R. C. REPORT.
1985 SRC REPORT.
This year has been a very interesting and hectic year for myself and the SRC. None of the students involved in the SRC had been on an SRC before, so it was a learning experience for the students involved. The students themselves were a diverse group and generally not the typical ‘SRC type’.
This is good as it shows that you don’t have to be a snob or a straight A student to be involved in the running of the school.
The things the SRC has been involved in this year include :
special in-service for SRC executive
trying to organize the trains
interview with 3XY
visit to the Mayor of Brighton’s Chambers
the school disco.
No doubt most students would say the biggest success of this year’s SRC was the disco. Many thought it wouldn’t get off the ground or if it did, it would be a flop. Everyone who went to the disco knows it was a great success.
I suppose most students would say the greatest failure of the SRC was the organizing of the trains. I think most people were happy with the way the SRC surveyed students’ opinions and then divided the trains into year level groups.
Most people were very unhappy with the vandalism of the trains. But when you think about it, most of us know that the vandalism was caused by a very small minority. The SRC tried to stop it but you know what happened.
The SRC spent a lot of time finding out what the students wanted done with the trains and then setting the projects into order of priority. Most agreed that the trains had to be locked. We arranged to have locks on the doors. What happened, was that after the holidays, we found that a couple of hundred dollars in door locks had been stolen. Finding a solution to the broken windows was also a problem as we were quickly running out of money. All types of materials were considered from Perspex to armoured glass.
Looking back on it, I think it was unfair that such an inexperienced SRC had to cope with running the trains. We didn’t have the time to establish ourselves before we had to organize the trains. Remember the crowded library meetings with everyone trying to have their say, chaos!
Our meetings always seemed to be dominated by some pressing issue, the trains, the disco etc. The topic of the meeting often took priority over how the meeting was run. I think next year there should be a greater emphasis on running meetings in an orderly way so that everyone has a chance to have their say. Students should learn how to talk to a group of people and to listen to others. There should be specific jobs for each representative and the work they do should receive some type of formal recognition.
Finally, I hope that the people involved in this year’s SRC will continue to be involved next year. It is important to build on what we have learned this year.
Newcomers to the SRC should be able to look to the more experienced members for help. I would like to thank :
Andrew Bond
Paul Jones
Oliver Gas
The SRC Representatives.
Mrs. Poole
Mrs. Crowley and the Library Staff
Woodwork Department
for their help and support.
Mr. Blomeley.
This is good as it shows that you don’t have to be a snob or a straight A student to be involved in the running of the school.
The things the SRC has been involved in this year include :
special in-service for SRC executive
trying to organize the trains
interview with 3XY
visit to the Mayor of Brighton’s Chambers
the school disco.
No doubt most students would say the biggest success of this year’s SRC was the disco. Many thought it wouldn’t get off the ground or if it did, it would be a flop. Everyone who went to the disco knows it was a great success.
I suppose most students would say the greatest failure of the SRC was the organizing of the trains. I think most people were happy with the way the SRC surveyed students’ opinions and then divided the trains into year level groups.
Most people were very unhappy with the vandalism of the trains. But when you think about it, most of us know that the vandalism was caused by a very small minority. The SRC tried to stop it but you know what happened.
The SRC spent a lot of time finding out what the students wanted done with the trains and then setting the projects into order of priority. Most agreed that the trains had to be locked. We arranged to have locks on the doors. What happened, was that after the holidays, we found that a couple of hundred dollars in door locks had been stolen. Finding a solution to the broken windows was also a problem as we were quickly running out of money. All types of materials were considered from Perspex to armoured glass.
Looking back on it, I think it was unfair that such an inexperienced SRC had to cope with running the trains. We didn’t have the time to establish ourselves before we had to organize the trains. Remember the crowded library meetings with everyone trying to have their say, chaos!
Our meetings always seemed to be dominated by some pressing issue, the trains, the disco etc. The topic of the meeting often took priority over how the meeting was run. I think next year there should be a greater emphasis on running meetings in an orderly way so that everyone has a chance to have their say. Students should learn how to talk to a group of people and to listen to others. There should be specific jobs for each representative and the work they do should receive some type of formal recognition.
Finally, I hope that the people involved in this year’s SRC will continue to be involved next year. It is important to build on what we have learned this year.
Newcomers to the SRC should be able to look to the more experienced members for help. I would like to thank :
Andrew Bond
Paul Jones
Oliver Gas
The SRC Representatives.
Mrs. Poole
Mrs. Crowley and the Library Staff
Woodwork Department
for their help and support.
Mr. Blomeley.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 11.
INTERVIEW WITH MR. CREBBIN.
INTERVIEW WITH MR. CREBBIN.
On the 29th. February, I interviewed Mr. David Crebbin about two train carriages, which are coming to the School, to provide a place for anyone in the school to eat their lunch and keep warm and out of the rain.
Mr. Crebbin had for years, been trying to get a place for everyone to eat and the past principal gave the old assembly hall to the plumbers, which would have been an ideal place because of its size and location.
Then he saw an article in the Herald referring to the availability of the trains.
He had a lot of trouble getting the trains. Many hours, many visits, many ‘phone calls and many debates. Others involved were :
1/ School Council.
2/ Staff Association.
3/ SRC.
There was a considerable amount of opposition, but many agreed (and an ill-informed and negative attitude prevailed).
Hopefully, the trains will be coming within a few months, since they have to take off the wheels etc. and we have to wait our turn. A transport firm called ‘Keoghs’ will have a crane and long-loader to deliver them over by the rebound wall.
The trains are coming from Metrail. They were generally damaged, with graffiti, internal lights missing and one carriage’s luggage racks missing, but the train carriages were generally complete.
Mr. Crebbin has hobbies of many kinds, he has an interest in transport and restoring veteran cars. He has a 1912 Swift, a vintage car, 1929 Morris Cowley and 1912 Rudge Mutly Motor Bike.
Some of the activities he enjoys are :
1/ Hobby farm.
2/ Snow skiing.
3/ Windsurfing.
4/ Being with his family.
Mr. Crebbin spends some of his free time fixing his cars, because it gives him something to do.
Jon Ridley.
Mr. Crebbin had for years, been trying to get a place for everyone to eat and the past principal gave the old assembly hall to the plumbers, which would have been an ideal place because of its size and location.
Then he saw an article in the Herald referring to the availability of the trains.
He had a lot of trouble getting the trains. Many hours, many visits, many ‘phone calls and many debates. Others involved were :
1/ School Council.
2/ Staff Association.
3/ SRC.
There was a considerable amount of opposition, but many agreed (and an ill-informed and negative attitude prevailed).
Hopefully, the trains will be coming within a few months, since they have to take off the wheels etc. and we have to wait our turn. A transport firm called ‘Keoghs’ will have a crane and long-loader to deliver them over by the rebound wall.
The trains are coming from Metrail. They were generally damaged, with graffiti, internal lights missing and one carriage’s luggage racks missing, but the train carriages were generally complete.
Mr. Crebbin has hobbies of many kinds, he has an interest in transport and restoring veteran cars. He has a 1912 Swift, a vintage car, 1929 Morris Cowley and 1912 Rudge Mutly Motor Bike.
Some of the activities he enjoys are :
1/ Hobby farm.
2/ Snow skiing.
3/ Windsurfing.
4/ Being with his family.
Mr. Crebbin spends some of his free time fixing his cars, because it gives him something to do.
Jon Ridley.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 26.
SUPPLEMENTARY GRANTS.
SUPPLEMENTARY GRANTS.
The Program was designed ten or eleven years ago by the Whitlam Government. It was created to change what schools did for students who were educationally disadvantaged. This was to change the school courses and expand the curriculum.
Research showed that one way to learn what students wanted was to get the parents, students and teachers together and get them to decide what they should be doing in each school. Often, the hard part is convincing the parents that what they know about their own education can be used to help design new programs. As well as this, some teachers are not accustomed to having parents and students contributing to the directions of teaching.
The BTS Supplementary Grants Program provides some of the excursions, travel and food for camping programs.
It has established a Reading Program to encourage students to read and employs an aide to assist parents to overcome their fear of secondary school teachers, it also provides a Drama Program which assists students to learn about themselves and others. None of these things would have been available at BTS without the additional funds which Supplementary Grants provides or without the efforts of parents, students and teachers who, together, make the program work. The greatest need at Brighton Tech is for more students to become involved and have a say.
Mr. Williamson.
A. Richter.
Research showed that one way to learn what students wanted was to get the parents, students and teachers together and get them to decide what they should be doing in each school. Often, the hard part is convincing the parents that what they know about their own education can be used to help design new programs. As well as this, some teachers are not accustomed to having parents and students contributing to the directions of teaching.
The BTS Supplementary Grants Program provides some of the excursions, travel and food for camping programs.
It has established a Reading Program to encourage students to read and employs an aide to assist parents to overcome their fear of secondary school teachers, it also provides a Drama Program which assists students to learn about themselves and others. None of these things would have been available at BTS without the additional funds which Supplementary Grants provides or without the efforts of parents, students and teachers who, together, make the program work. The greatest need at Brighton Tech is for more students to become involved and have a say.
Mr. Williamson.
A. Richter.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 29.
BIOLOGY
THE SECRET GARDEN.
BIOLOGY
THE SECRET GARDEN.
Not many people know about the old bike shed next to the Music Room. The shed was riddles with weeds and old bike bits until Ms. Webb (Science/Biology teacher) had a bright idea to turn this run down bike shed into a magnificent botanical garden.
One Biology lesson, Ms. Webb told us about her brainwave. She took the Year 10 Biology group down to the bike shed and at first glance we thought ‘Oh, no what a mess’. But with a lot of hard work and determination the garden began to take shape. By the end of the second term we had a steady plantation of herbs and vegetables which we later harvested and cooked.
We had also started a new project ‘To Build a Pond’. That got off the ground quite efficiently. We had special help from Craig Reilly who I might add gets a bit carried away when digging so we now have a pond the size of a swimming pool. This year has been a lot of hard work but also a lot of fun.
I would like to thank these people for their extra help and enthusiasm this year :
Adam Lacey
Sue Fletcher
Alex McLeod
Debbie Fenwick
and the Year 10 Biology group. Thanks a lot group and of course many thanks to Ms. Webb.
Mardi Harris. 10D.
One Biology lesson, Ms. Webb told us about her brainwave. She took the Year 10 Biology group down to the bike shed and at first glance we thought ‘Oh, no what a mess’. But with a lot of hard work and determination the garden began to take shape. By the end of the second term we had a steady plantation of herbs and vegetables which we later harvested and cooked.
We had also started a new project ‘To Build a Pond’. That got off the ground quite efficiently. We had special help from Craig Reilly who I might add gets a bit carried away when digging so we now have a pond the size of a swimming pool. This year has been a lot of hard work but also a lot of fun.
I would like to thank these people for their extra help and enthusiasm this year :
Adam Lacey
Sue Fletcher
Alex McLeod
Debbie Fenwick
and the Year 10 Biology group. Thanks a lot group and of course many thanks to Ms. Webb.
Mardi Harris. 10D.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 41.
DISABLED HAVE RIGHTS TOO.
MENTALLY DISABLED PEOPLE.
DISABLED HAVE RIGHTS TOO.
MENTALLY DISABLED PEOPLE.
I agree that mentally disabled people should have as many rights as they are allowed. Mentally disabled people are people with their own minds only that they are all different in their own way. If disabled people want new homes or more freedom or work satisfaction then let them have it. Just because they are slow or they walk funny doesn’t mean they’re all mentally retarded.
Some disabled people can’t walk. Some have funny co-ordination with their arms, hands or fingers. They could be slower or just plain sick.
Different to other people doesn’t mean less rights for them. They are all human so they should have equal rights to everyone else. The rights which disabled people want are workers’ compensation so that if they hurt themselves during work the company must pay for the damage until they get well. I agree with everything they want and what they say on the video tape, ‘Don’t Think I Don’t Think.
Amanda Banks.
Some disabled people can’t walk. Some have funny co-ordination with their arms, hands or fingers. They could be slower or just plain sick.
Different to other people doesn’t mean less rights for them. They are all human so they should have equal rights to everyone else. The rights which disabled people want are workers’ compensation so that if they hurt themselves during work the company must pay for the damage until they get well. I agree with everything they want and what they say on the video tape, ‘Don’t Think I Don’t Think.
Amanda Banks.
SEA SPRAY B.T.S. BRIGHTON TECH 1985. Page 42.
RICH MAN POOR MAN LUNCH.
RICH MAN POOR MAN LUNCH.
On 23rd. June, 1985, Brighton Tech held a Rich Man, Poor Man, Lunch in the library. Mrs. Gibson’s English class had invited students and teachers from Cato College, Brighton High, and St. Leonard’s, to participate in the lunch. The idea of the meal was to see how people would react to being rich (having food) and being poor (not having food). Each person was given a raffle ticket, representing a certain amount of money, ranging from nothing, to 50c., $1, and $2, to buy their lunch with.
Once people had “bought” their lunch, it was funny to see how people did react. Some people tried stealing food, but as Wayne found out, it wasn’t as easy as it looked!
At the end of the meal, everybody talked about how they felt, and what they did. We found that some of the “wealthy” and more caring people (like myself), gave, or at least offered, food to the unlucky people who had nothing, Others thought, “well, I don’t live like this, so it doesn’t really matter what happens”. Overall, it went well, and the majority of people at least gave it a go.
At the end of the Rich Man, Poor Man lunch, David Ansell from Bayside Student Services came in to discuss with us how we feel about coming from a Private School, a Tech. School, or a High School.
Every-one was allowed to say what they wanted, and how they felt, and no-body was really right or wrong, because they were talking about how they felt, so there was no real cause for an argument.
Students talked about names being branded on to schools, and how people judge you on what school you go to, and all students are put into the same category. We found out that we are all just people, and the labels weren’t really right, like : “Brighton Tech. is rough, and the students are thick”, or “Cato girls, and St. Leonard’s girls are sluts, and stuck-up snobs”.
These are just some of what was said and discussed, and it worked really well, so if any-one has anything to say on the matter, let us know.
Dean Parsonage.
Once people had “bought” their lunch, it was funny to see how people did react. Some people tried stealing food, but as Wayne found out, it wasn’t as easy as it looked!
At the end of the meal, everybody talked about how they felt, and what they did. We found that some of the “wealthy” and more caring people (like myself), gave, or at least offered, food to the unlucky people who had nothing, Others thought, “well, I don’t live like this, so it doesn’t really matter what happens”. Overall, it went well, and the majority of people at least gave it a go.
At the end of the Rich Man, Poor Man lunch, David Ansell from Bayside Student Services came in to discuss with us how we feel about coming from a Private School, a Tech. School, or a High School.
Every-one was allowed to say what they wanted, and how they felt, and no-body was really right or wrong, because they were talking about how they felt, so there was no real cause for an argument.
Students talked about names being branded on to schools, and how people judge you on what school you go to, and all students are put into the same category. We found out that we are all just people, and the labels weren’t really right, like : “Brighton Tech. is rough, and the students are thick”, or “Cato girls, and St. Leonard’s girls are sluts, and stuck-up snobs”.
These are just some of what was said and discussed, and it worked really well, so if any-one has anything to say on the matter, let us know.
Dean Parsonage.
THE ADVERTISER – BRIGHTON SANDRINGHAM. Page 9.
Wednesday, May 14, 1986.
TECH SCHOOL IS BOOMING.
Wednesday, May 14, 1986.
TECH SCHOOL IS BOOMING.
Brighton Technical School has one of the fastest growing and biggest year 12 courses in Victoria.
At year 11 level, the school offers 25 wide-ranging elective subjects that have attracted a new intake of 33 students from other schools this year. They represent about 45 per cent of the year 11 enrolment.
According to Brighton Technical School Year 12 co-ordinator, Mr. Mantell, these year 11 students have joined the school to ensure access to year 12.
He said increases in both the years reflected the changing demand by students for a wider selection of subjects and the lack of appropriate subjects at some other schools. Depending on which course the student chooses, he or she could qualify for tertiary entrance or aim at occupation skills, he commented.
The school offers the Tertiary Orientation Program (TOP), the school’s year 12 Tertiary Entrance Certificate (STC), commercial studies and a wide range of technical courses.
The tertiary orientation program includes business and humanity subjects and TOP Art. This course is aimed at tertiary entrance to higher technical institutions and CAEs. Technical courses range from building studies, electronics, photography, textiles, textile science to food studies.
Mr. Mantell said all students took part in year 12 work experience except TOP students. There had been some success in job offers as a result.
He commented that the school was looking forward to the introduction of the Victorian Certificate of Education in 1987. All the courses at the school would translate easily and be offered next year, he said.
At year 11 level, the school offers 25 wide-ranging elective subjects that have attracted a new intake of 33 students from other schools this year. They represent about 45 per cent of the year 11 enrolment.
According to Brighton Technical School Year 12 co-ordinator, Mr. Mantell, these year 11 students have joined the school to ensure access to year 12.
He said increases in both the years reflected the changing demand by students for a wider selection of subjects and the lack of appropriate subjects at some other schools. Depending on which course the student chooses, he or she could qualify for tertiary entrance or aim at occupation skills, he commented.
The school offers the Tertiary Orientation Program (TOP), the school’s year 12 Tertiary Entrance Certificate (STC), commercial studies and a wide range of technical courses.
The tertiary orientation program includes business and humanity subjects and TOP Art. This course is aimed at tertiary entrance to higher technical institutions and CAEs. Technical courses range from building studies, electronics, photography, textiles, textile science to food studies.
Mr. Mantell said all students took part in year 12 work experience except TOP students. There had been some success in job offers as a result.
He commented that the school was looking forward to the introduction of the Victorian Certificate of Education in 1987. All the courses at the school would translate easily and be offered next year, he said.
THE ADVERTISER – BRIGHTON SANDRINGHAM. Page 1.
Wednesday, November 12, 1986.
SCHOOL ROW WORSENS AS MP STEPS IN.
By Denise Gadd.
Wednesday, November 12, 1986.
SCHOOL ROW WORSENS AS MP STEPS IN.
By Denise Gadd.
A DISPUTE over the appointment of a new school principal at Brighton Technical School has seriously disrupted students preparing for their final examinations, according to Brighton MLA, Alan Stockdale.
He said the staff was seriously divided over the issue and attempts had been made to force existing staff representatives off the school council and to influence the vote of parents’ representatives on the council.
Mr. Stockdale, a member of the school council, also said that on one occasion students were left to have water bomb fights in the grounds “while an acrimonious staff meeting dragged on for more that two hours”. He said the situation at the school was extremely serious and some people involved in the dispute were prepared to put their union affiliations above the interests of the school and the students.
Mr. Stockdale also said a teacher’s car had been badly damaged during the dispute.
All parties are tight-lipped over the issue, but a spokeswoman for Education Minister, Mr. Ian Cathie, acknowledged that Mr. Cathie was aware of the situation and a recommendation had been made for immediate action to resolve the dispute.
The regional director of the South Central Region Mr. Bill Bainbridge said he had visited the school to look at the situation and would report to his general manager.
Mr. Neil Kimpton from the Technical Teachers’ Union of Victoria was also reluctant to speak to the press.
He said the union had no comment to make and it was trying to deal with the situation internally.
Mr. Stockdale raised the issue in parliament on October 28 where he said there was considerable dissension between members of staff, particularly with one member.
He said this member was agitating on the local planning committee which had seriously disrupted the workings of the school council.
Mr. Stockdale said the procedures of those meetings had been abused to such an extent that they had frustrated the efforts of the school council to effectively protect the interests of the local and school community.
Mr. Stockdale told parliament concern had been expressed about the appointment of a replacement principal.
He said it was apparent an unacceptable degree of tension had been generated and this was interfering with the proper organisation of the school.
“An event of the most disgraceful kind occurred in the past few days,” Mr. Stockdale told parliament.
“On the staff is a lady teacher who, due to her family circumstances, drives an expensive motor car to school.
OUTRAGEOUS.
“Various pointed remarks have been made by Left Wing militants on the school staff that reflect the attitude that it is inappropriate for this lady to drive such a motor vehicle to a technical school.
“These outrageous statements display values of intolerance that I should not have expected even to manifest themselves in that situation.”
Mr. Stockdale then called on Mr. Cathie to ensure that the matter was fully investigated and if necessary, appropriate action be taken to remove anyone involved in those circumstances from the school.
He said the staff was seriously divided over the issue and attempts had been made to force existing staff representatives off the school council and to influence the vote of parents’ representatives on the council.
Mr. Stockdale, a member of the school council, also said that on one occasion students were left to have water bomb fights in the grounds “while an acrimonious staff meeting dragged on for more that two hours”. He said the situation at the school was extremely serious and some people involved in the dispute were prepared to put their union affiliations above the interests of the school and the students.
Mr. Stockdale also said a teacher’s car had been badly damaged during the dispute.
All parties are tight-lipped over the issue, but a spokeswoman for Education Minister, Mr. Ian Cathie, acknowledged that Mr. Cathie was aware of the situation and a recommendation had been made for immediate action to resolve the dispute.
The regional director of the South Central Region Mr. Bill Bainbridge said he had visited the school to look at the situation and would report to his general manager.
Mr. Neil Kimpton from the Technical Teachers’ Union of Victoria was also reluctant to speak to the press.
He said the union had no comment to make and it was trying to deal with the situation internally.
Mr. Stockdale raised the issue in parliament on October 28 where he said there was considerable dissension between members of staff, particularly with one member.
He said this member was agitating on the local planning committee which had seriously disrupted the workings of the school council.
Mr. Stockdale said the procedures of those meetings had been abused to such an extent that they had frustrated the efforts of the school council to effectively protect the interests of the local and school community.
Mr. Stockdale told parliament concern had been expressed about the appointment of a replacement principal.
He said it was apparent an unacceptable degree of tension had been generated and this was interfering with the proper organisation of the school.
“An event of the most disgraceful kind occurred in the past few days,” Mr. Stockdale told parliament.
“On the staff is a lady teacher who, due to her family circumstances, drives an expensive motor car to school.
OUTRAGEOUS.
“Various pointed remarks have been made by Left Wing militants on the school staff that reflect the attitude that it is inappropriate for this lady to drive such a motor vehicle to a technical school.
“These outrageous statements display values of intolerance that I should not have expected even to manifest themselves in that situation.”
Mr. Stockdale then called on Mr. Cathie to ensure that the matter was fully investigated and if necessary, appropriate action be taken to remove anyone involved in those circumstances from the school.
THE FOLLOWING IS A RECORD OF THE SPEECH MADE BY MR. ALAN STOCKDALE - MEMBER OF THE LEGISLATIVE ASSEMBLY FOR BRIGHTON, TO THE PARLIAMENT OF THE STATE OF VICTORIA,
ON 28 OCTOBER, 1986.
The Labor Party was in office at the time.
Mr. Stockdale was a member of the Opposition Liberal Party.
A reference to this speech was reported in THE ADVERTISER – BRIGHTON SANDRINGHAM on Wednesday, November 12, 1986, page 1.
(See reference above).
“HANSARD REPORT
ASSEMBLY.
28 OCTOBER, 1986 - PAGES 1616 – 1617.
ADJOURNMENT.
ON 28 OCTOBER, 1986.
The Labor Party was in office at the time.
Mr. Stockdale was a member of the Opposition Liberal Party.
A reference to this speech was reported in THE ADVERTISER – BRIGHTON SANDRINGHAM on Wednesday, November 12, 1986, page 1.
(See reference above).
“HANSARD REPORT
ASSEMBLY.
28 OCTOBER, 1986 - PAGES 1616 – 1617.
ADJOURNMENT.
Mr. ROPER (Minister for Transport) - I move :
That the House do now adjourn.
Mr STOCKDALE (Brighton) - I raise a matter with the Minister for Education and I seek further assurances that he will ensure that matters recently occurring at the Brighton Technical School will be fully investigated and appropriate action taken to protect the interests of the school and the students.
The matter concerns a serious rift within the staff of the school. There is considerable dissention between members of the staff, and, in particular, one member who has been prominent in the recent history of the technical schools of the department. Indeed, I believe he has even fallen out with the less moderate sections of the Technical Teachers Union of Victoria and who is now agitating in a way on the local planning committee, which in my experience as a member of the school council and as an observer at those meetings of the local planning committee, have seriously disrupted the working of the council. The procedures of those meetings have been abused to an extent that they have frustrated the efforts of the council to effectively protect the interests of the local community and the school community.
In more recent times serious rifts have been generated in the school staff that have affected the availability of teachers to conduct the normal business of the school. A disgraceful incident, which may or may not be connected with that, occurred during the past two days.
Ongoing concern has been expressed about the appointment of a replacement for the recently retired principal. As a member of the school council I am concerned that anything said in the House should not breach the proper and requisite confidentiality of the school council and the subcommittee. It is apparent from circumstances well outside the subcommittee for the selection of the principal and well outside the deliberations of the school council that an unacceptable degree of tension has been generated and this is interfering with the proper operation of the school.
As I said, an event of the most disgraceful kind occurred in the past few days. At this stage I make no accusation against any particular individual, whether a student, a member of the staff or anyone else; I can only describe to the Minister for Education what occurred.
On the staff of the school is a lady teacher who, due to her family circumstances, drives an expensive motor car to school. Various pointed remarks have been made by left wing militants on the school staff that reflect the attitude that it is inappropriate for this lady to drive such a motor vehicle to a technical school. These absolutely outrageous statements display values of intolerance that I should not have expected even to manifest themselves in that situation.
In the past two days that motor car has been substantially defaced, the duco has been scratched, milk has been poured into the petrol tank and so much damage has been done to the vehicle that it had to be towed away from the premises to prevent further damage to it.
I ask the Minister to give a categorical assurance to the House that the Ministry of Education will do everything within its power to ensure that the matter is fully investigated and, if necessary, appropriate action is taken to remove anyone involved in those circumstances from the school.”
That the House do now adjourn.
Mr STOCKDALE (Brighton) - I raise a matter with the Minister for Education and I seek further assurances that he will ensure that matters recently occurring at the Brighton Technical School will be fully investigated and appropriate action taken to protect the interests of the school and the students.
The matter concerns a serious rift within the staff of the school. There is considerable dissention between members of the staff, and, in particular, one member who has been prominent in the recent history of the technical schools of the department. Indeed, I believe he has even fallen out with the less moderate sections of the Technical Teachers Union of Victoria and who is now agitating in a way on the local planning committee, which in my experience as a member of the school council and as an observer at those meetings of the local planning committee, have seriously disrupted the working of the council. The procedures of those meetings have been abused to an extent that they have frustrated the efforts of the council to effectively protect the interests of the local community and the school community.
In more recent times serious rifts have been generated in the school staff that have affected the availability of teachers to conduct the normal business of the school. A disgraceful incident, which may or may not be connected with that, occurred during the past two days.
Ongoing concern has been expressed about the appointment of a replacement for the recently retired principal. As a member of the school council I am concerned that anything said in the House should not breach the proper and requisite confidentiality of the school council and the subcommittee. It is apparent from circumstances well outside the subcommittee for the selection of the principal and well outside the deliberations of the school council that an unacceptable degree of tension has been generated and this is interfering with the proper operation of the school.
As I said, an event of the most disgraceful kind occurred in the past few days. At this stage I make no accusation against any particular individual, whether a student, a member of the staff or anyone else; I can only describe to the Minister for Education what occurred.
On the staff of the school is a lady teacher who, due to her family circumstances, drives an expensive motor car to school. Various pointed remarks have been made by left wing militants on the school staff that reflect the attitude that it is inappropriate for this lady to drive such a motor vehicle to a technical school. These absolutely outrageous statements display values of intolerance that I should not have expected even to manifest themselves in that situation.
In the past two days that motor car has been substantially defaced, the duco has been scratched, milk has been poured into the petrol tank and so much damage has been done to the vehicle that it had to be towed away from the premises to prevent further damage to it.
I ask the Minister to give a categorical assurance to the House that the Ministry of Education will do everything within its power to ensure that the matter is fully investigated and, if necessary, appropriate action is taken to remove anyone involved in those circumstances from the school.”
RESPONSE FROM MR CATHIE (Minister for Education).
“HANSARD REPORT
ASSEMBLY.
28 OCTOBER, 1986 - PAGE 1622.
“HANSARD REPORT
ASSEMBLY.
28 OCTOBER, 1986 - PAGE 1622.
Mr CATHIE (Minister for Education) - The honourable member for Brighton raised some serious allegations concerning difficulties that have occurred in the Brighton Technical School. The difficulties concern dissention with the staff who are disrupting meetings and even affecting the normal business of the school. Matters of confidentiality are being breached and one particularly bold act of vandalism has occurred. Apparently, the matter has been raised with the police.
I shall make inquiries into the administration of the school to ascertain what action can be taken to improve the running efficiency and good management of the school.”
I shall make inquiries into the administration of the school to ascertain what action can be taken to improve the running efficiency and good management of the school.”
QUESTIONS TO BE ASKED.
The action taken by Mr. Stockdale to report the staff problems at the Brighton Technical School to the Parliament of the State of Victoria raises many questions.
Did he take similar steps to make a speech to the Parliament of Victoria whenever there was an act of dissention between members of staff at other public schools in the Brighton district?
Did he make a report to the Parliament of Victoria when other motor vehicles parked at public schools in Brighton were damaged?
Was there another motive for drawing the attention and ire of the Labor Party, who were in Office, to the Brighton Technical School?
Mr. Stockdale said in his speech to the Parliament of Victoria that he was a member of the Brighton Technical School Council. What were the circumstances under which he left the School Council?
Did he take similar steps to make a speech to the Parliament of Victoria whenever there was an act of dissention between members of staff at other public schools in the Brighton district?
Did he make a report to the Parliament of Victoria when other motor vehicles parked at public schools in Brighton were damaged?
Was there another motive for drawing the attention and ire of the Labor Party, who were in Office, to the Brighton Technical School?
Mr. Stockdale said in his speech to the Parliament of Victoria that he was a member of the Brighton Technical School Council. What were the circumstances under which he left the School Council?
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1986. Page 2.
EDITORIAL.
EDITORIAL.
This year certainly seems to have been a busy one, what with sport, excursions, old teachers leaving, new ones arriving and special events such as the visit by the A.B.C.
All this aside, we, the staff of “Danger Zone” and “Sea Spray”, the Brighton Technical School Newspaper and Magazine have found things to be extremely hectic. To be quite honest, this year’s edition of “Sea Spray” wouldn’t have come about if it hadn’t been for a well-timed addition of extra staff that seemed to come from nowhere.
The material they were able to get hold of was from a wide range of areas covering everything from Year 7 art and poetry, through to work supplied by T.O.P. and especially work from the Media Studies groups. I am pleased to say that unlike recent years, all sections of the school will be represented in the 1986 Magazine.
But no matter how much work we received, neither of these publications would have come about but for the tireless efforts of Mr. Bloom who has spent countless days and nights doing extra editing, cutting and pasting to bring you what you are about to read. Also thanks go to Mrs. Gibson and to all the writers, artists and photographers who have made this year’s “Sea Spray” such a success.
Unfortunately, I won’t be returning to Brighton Technical School for 1987, as my schooling lies in a different area, but I wish the staff and students at Brighton Technical School all the best not only for next year, but also the years to come.
Travis Giles,
Year 10.
All this aside, we, the staff of “Danger Zone” and “Sea Spray”, the Brighton Technical School Newspaper and Magazine have found things to be extremely hectic. To be quite honest, this year’s edition of “Sea Spray” wouldn’t have come about if it hadn’t been for a well-timed addition of extra staff that seemed to come from nowhere.
The material they were able to get hold of was from a wide range of areas covering everything from Year 7 art and poetry, through to work supplied by T.O.P. and especially work from the Media Studies groups. I am pleased to say that unlike recent years, all sections of the school will be represented in the 1986 Magazine.
But no matter how much work we received, neither of these publications would have come about but for the tireless efforts of Mr. Bloom who has spent countless days and nights doing extra editing, cutting and pasting to bring you what you are about to read. Also thanks go to Mrs. Gibson and to all the writers, artists and photographers who have made this year’s “Sea Spray” such a success.
Unfortunately, I won’t be returning to Brighton Technical School for 1987, as my schooling lies in a different area, but I wish the staff and students at Brighton Technical School all the best not only for next year, but also the years to come.
Travis Giles,
Year 10.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1986. Page 3.
ADMINISTRATION REPORT.
ADMINISTRATION REPORT.
1986 saw many educational developments both in and outside the classrooms of Brighton Technical School.
Our usual varied electives, excursions and camps were supplemented by even greater choices for students through unitization of some subjects and vertical grouping of some electives.
The PEP scheme helped us to introduce and successfully run a Year 12 STC course. Also, through PEP, students became more involved. Our students organized a Year 11 Formal, a Walkathon and drafted an SRC Constitution and actively participated in school committees such as the LPC and the School Council.
The Listening In programme had probably the most successful year with students from all levels enjoying the reading enhancement programmes.
Many of our artistic, photographic and sporting achievements were generously reported in the local press.
The condition and appearance of our ‘trains’ has improved immensely and students are using these facilities in a more constructive and positive manner.
Finally, the numbers enrolled in our TAFE courses have increased significantly.
We are now a school that is seen as offering a complete Year 7 – 12 education. This is especially reflected this year by the number of our Year 11 students who are coming back to do Year 12 next year.
Such success is due to a huge commitment from teachers, students and parents. We have a challenge next year, to continue this commitment and thus achieve even greater success.
Our usual varied electives, excursions and camps were supplemented by even greater choices for students through unitization of some subjects and vertical grouping of some electives.
The PEP scheme helped us to introduce and successfully run a Year 12 STC course. Also, through PEP, students became more involved. Our students organized a Year 11 Formal, a Walkathon and drafted an SRC Constitution and actively participated in school committees such as the LPC and the School Council.
The Listening In programme had probably the most successful year with students from all levels enjoying the reading enhancement programmes.
Many of our artistic, photographic and sporting achievements were generously reported in the local press.
The condition and appearance of our ‘trains’ has improved immensely and students are using these facilities in a more constructive and positive manner.
Finally, the numbers enrolled in our TAFE courses have increased significantly.
We are now a school that is seen as offering a complete Year 7 – 12 education. This is especially reflected this year by the number of our Year 11 students who are coming back to do Year 12 next year.
Such success is due to a huge commitment from teachers, students and parents. We have a challenge next year, to continue this commitment and thus achieve even greater success.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1986. Page 5.
LISTENING IN PROGRAMME.
LISTENING IN PROGRAMME.
1986 has been an extremely rewarding year for those of us involved in the listening in program.
We were saddened when Jane Fettes left us 2nd. Term, and would like to thank her for setting up the reading room as it is.
The program is run on a voluntary basis, the students choose to attend and select the material used in the room. Students, teachers and listeners also attend project meetings, where we discuss the running of the program.
The listening in program now operates 4 days a week, and thanks to the support of the listeners, teachers and students who give so much of their time and effort, the reading room is proving to be a great success.
Those parents who visited the reading room on Open Day were very impressed with what they saw. It is extremely popular with the students – we feel sometimes that they would spend all day there if they could.
Judy Waters.
Dawn Rogers.
I come to the reading room to read plays and read books that are very funny, and also to have a rest from so much work at class. But when we finish we have a cup of hot tea or coffee.
Alex Alter 7B.
I come to reading because I learn to read better and it makes my speech better using new words, and I get a cup of coffee and play Up words and Scrabble and I get out of boring subjects.
Carl Baldock. 9B.
We were saddened when Jane Fettes left us 2nd. Term, and would like to thank her for setting up the reading room as it is.
The program is run on a voluntary basis, the students choose to attend and select the material used in the room. Students, teachers and listeners also attend project meetings, where we discuss the running of the program.
The listening in program now operates 4 days a week, and thanks to the support of the listeners, teachers and students who give so much of their time and effort, the reading room is proving to be a great success.
Those parents who visited the reading room on Open Day were very impressed with what they saw. It is extremely popular with the students – we feel sometimes that they would spend all day there if they could.
Judy Waters.
Dawn Rogers.
I come to the reading room to read plays and read books that are very funny, and also to have a rest from so much work at class. But when we finish we have a cup of hot tea or coffee.
Alex Alter 7B.
I come to reading because I learn to read better and it makes my speech better using new words, and I get a cup of coffee and play Up words and Scrabble and I get out of boring subjects.
Carl Baldock. 9B.
MY REASONS FOR GOING TO READING.
I go to reading to read, and also enjoy a hot cup of tea.
Full of expression full of glee I think the teachers read carefully.
The teachers are great, people who I think I couldn’t hate. Sometimes I think they are better than my mates,
But then again I may be wrong because I’ve never seen teachers wearing thongs. Anyway that’s some of the reasons why I like to come.
It’s also to learn to read and not be dumb.
But then you don’t have to spend for tea or the use of a pen.
That’s why I have come to the end.
ERONI KOMAITAI. 7B.
Full of expression full of glee I think the teachers read carefully.
The teachers are great, people who I think I couldn’t hate. Sometimes I think they are better than my mates,
But then again I may be wrong because I’ve never seen teachers wearing thongs. Anyway that’s some of the reasons why I like to come.
It’s also to learn to read and not be dumb.
But then you don’t have to spend for tea or the use of a pen.
That’s why I have come to the end.
ERONI KOMAITAI. 7B.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1986. Page 8.
FAREWELL, MR. SCHLAGER!
FAREWELL, MR. SCHLAGER!
Bob Schlager, principal of Brighton Technical School has retired.
The school community and past and present colleagues have been entertaining Mr. and Mrs. Schlager in a variety of ways to bid them farewell and to say thank you.
Bob, 57, worked at Brighton Tech for about five years and is now heading up north to Mission Beach in Queensland to build his dream home on a block of land he owns.
The school council entertained the Schlagers at a local restaurant and the school staff participated in a buffet lunch.
The parents’ association put on a morning tea and the school chaplaincy committee farewelled Mr. Schlager at a most successful dinner at the school.
The dinner was catered for and served by the Year 12 Food Studies students at Brighton Tech and was a very enjoyable night.
The school community and past and present colleagues have been entertaining Mr. and Mrs. Schlager in a variety of ways to bid them farewell and to say thank you.
Bob, 57, worked at Brighton Tech for about five years and is now heading up north to Mission Beach in Queensland to build his dream home on a block of land he owns.
The school council entertained the Schlagers at a local restaurant and the school staff participated in a buffet lunch.
The parents’ association put on a morning tea and the school chaplaincy committee farewelled Mr. Schlager at a most successful dinner at the school.
The dinner was catered for and served by the Year 12 Food Studies students at Brighton Tech and was a very enjoyable night.
SEASPRAY MAGAZINE OF BRIGHTON TECHNICAL SCHOOL 1986. Page 31.
TEXTILES
TEXTILES
Side seams…shoulder seams…centre front…centre back…prints…embroider…fashion briefing…pattern blocks…need I continue? Rough drafts…pleats…gathers…zips…buttons…
Yes, you have guessed it : I am here on behalf of the highly talented, extremely creative and totally self-motivated textile students.
Once my textile friends learned of my writing this article for the school magazine, for reasons unknown to myself, they all became extremely generous and totally dedicated students - No, thank you, Tina, the milkshake and fries were quite sufficient. It did not once enter my mind to mention the girls until their sudden attitude change. My idea of a textile article was to bore people with guides and sewing techniques and include paragraphs on why the average person prefers pleats to gathers…thanks for the inspiration, girls.
We owe it to our school : fellow students deserve to know the goings-on during an average day in the textile room.
Kylie frequently arrives first – the Merc drops her off in Cochrane Street at five to nine. We all admire her dedication. Naji usually strolls in at ten past, excluding Fridays when her arrival time is delayed until after recess due to headaches. Sue is normally quite early – if she is not in by at least nine-thirty, we do not expect her. Lisa punctually arrives at nine o’clock, whereas Tina – I still confuse Tina with Lina, and Lina with Tina – as I was saying, one of the two is always fifteen minutes late, and if a shopping trip hasn’t been previously arranged, they stick the day out. That leaves Anna and myself, well, um, ah, we arrive, we do, most days we do arrive.
Naji peers into the mirror and alters her hair style, Kylie chats to Toby about her funny day, Lina occasionally has an aggressive outburst, Anna admires her peace sign and places another flower in her button-hole, Tina refers to Anna as a winner or loser, the latter preferred. Sue resumes chatting to the chair beside her about her fabulous weekend whilst Naji tells of the “mull man” she admired on the train and confesses to be still suffering from a hangover. Annette refuses to believe we are being inspired by weekend gossip and either Anna or myself drop or break something, probably something very important.
Is that Norman Bates peering through our window?
Here I have a short overview of our subjects and what each of them involves – proving to you that we do occasionally work.
PATTERN DRAFTING. All members of Year Twelve Textiles have learnt over the past twelve months to successfully and accurately draft a pattern.
CLOTHING CONSTRUCTION. Not only have we been taught various methods of constructing garments, we have also acquired economizing and time-saving techniques. Combining various methods, we have created a number of professionally-crafted garments.
TEXTILE SCIENCE. Oh Golly! I have spilt coffee on my new silk dress, and Estee Lauder has run all over my leather jacket. Mr. Beasley, HELP!
Through experimenting, we have developed a colour chart and gained much knowledge of the structure of fibres and fabrics.
FABRIC ART. Over the past twelve months, our productions in art have produced theatre masks, hand-painted dolls, and printed silk garments, using various printing techniques.
FASHION DRAWING. Our class has recently excelled in this area. At present we are all very confident, and find it increasingly easy to express our ideas on paper.
TEXTILE ENRICHMENT. Fridays are often quite bizarre : we seldom know what to expect of our next assignment. These include : beading, embroidery, quilting, knitting, batik, silk painting, sequins, applique, and experiments with dyes and textures.
TEXTILES AND SOCIETY. One of the favourite practical subjects among students. In the time allocated for classes, we are able to carry out work experience, fashion and art excursions, study favourite designers, and look at the history of fashion.
Just before I conclude, I realize how interested the community is in the future of the Australian rag trade. I am here to warn you that within five years it will be saturated with former 1986 Textiles students of Brighton Technical School.
Seriously, for one moment, we have all applied to various colleges in the fashion and textiles field, and hope in the future to become part of Australia’s thriving fashion industry.
NIKKI GAUDION.
Yes, you have guessed it : I am here on behalf of the highly talented, extremely creative and totally self-motivated textile students.
Once my textile friends learned of my writing this article for the school magazine, for reasons unknown to myself, they all became extremely generous and totally dedicated students - No, thank you, Tina, the milkshake and fries were quite sufficient. It did not once enter my mind to mention the girls until their sudden attitude change. My idea of a textile article was to bore people with guides and sewing techniques and include paragraphs on why the average person prefers pleats to gathers…thanks for the inspiration, girls.
We owe it to our school : fellow students deserve to know the goings-on during an average day in the textile room.
Kylie frequently arrives first – the Merc drops her off in Cochrane Street at five to nine. We all admire her dedication. Naji usually strolls in at ten past, excluding Fridays when her arrival time is delayed until after recess due to headaches. Sue is normally quite early – if she is not in by at least nine-thirty, we do not expect her. Lisa punctually arrives at nine o’clock, whereas Tina – I still confuse Tina with Lina, and Lina with Tina – as I was saying, one of the two is always fifteen minutes late, and if a shopping trip hasn’t been previously arranged, they stick the day out. That leaves Anna and myself, well, um, ah, we arrive, we do, most days we do arrive.
Naji peers into the mirror and alters her hair style, Kylie chats to Toby about her funny day, Lina occasionally has an aggressive outburst, Anna admires her peace sign and places another flower in her button-hole, Tina refers to Anna as a winner or loser, the latter preferred. Sue resumes chatting to the chair beside her about her fabulous weekend whilst Naji tells of the “mull man” she admired on the train and confesses to be still suffering from a hangover. Annette refuses to believe we are being inspired by weekend gossip and either Anna or myself drop or break something, probably something very important.
Is that Norman Bates peering through our window?
Here I have a short overview of our subjects and what each of them involves – proving to you that we do occasionally work.
PATTERN DRAFTING. All members of Year Twelve Textiles have learnt over the past twelve months to successfully and accurately draft a pattern.
CLOTHING CONSTRUCTION. Not only have we been taught various methods of constructing garments, we have also acquired economizing and time-saving techniques. Combining various methods, we have created a number of professionally-crafted garments.
TEXTILE SCIENCE. Oh Golly! I have spilt coffee on my new silk dress, and Estee Lauder has run all over my leather jacket. Mr. Beasley, HELP!
Through experimenting, we have developed a colour chart and gained much knowledge of the structure of fibres and fabrics.
FABRIC ART. Over the past twelve months, our productions in art have produced theatre masks, hand-painted dolls, and printed silk garments, using various printing techniques.
FASHION DRAWING. Our class has recently excelled in this area. At present we are all very confident, and find it increasingly easy to express our ideas on paper.
TEXTILE ENRICHMENT. Fridays are often quite bizarre : we seldom know what to expect of our next assignment. These include : beading, embroidery, quilting, knitting, batik, silk painting, sequins, applique, and experiments with dyes and textures.
TEXTILES AND SOCIETY. One of the favourite practical subjects among students. In the time allocated for classes, we are able to carry out work experience, fashion and art excursions, study favourite designers, and look at the history of fashion.
Just before I conclude, I realize how interested the community is in the future of the Australian rag trade. I am here to warn you that within five years it will be saturated with former 1986 Textiles students of Brighton Technical School.
Seriously, for one moment, we have all applied to various colleges in the fashion and textiles field, and hope in the future to become part of Australia’s thriving fashion industry.
NIKKI GAUDION.
CITY OF BRIGHTON
URBAN CHARACTER AND CONSERVATION STUDY
DATA SHEETS. 1986.
(Courtesy of Brighton City Library).
URBAN CHARACTER AND CONSERVATION STUDY
DATA SHEETS. 1986.
(Courtesy of Brighton City Library).
The data sheets provide architectural and historical information concerning many of the items listed in the inventory of heritage items forming part of the Urban Character and Conservation Study Report of 1986. This document, prepared by Perrott Lyon Mathieson Pty. Ltd., Architects and Planners, in association with Andrew Ward, Architectural Historian, presents a strategy plan for the conservation of the City of Brighton’s heritage of early buildings and places. The data sheets provide the detailed support for many of the conclusions contained in the conservation strategy.
Andrew Ward R.A.I.A. M.R.A.P.I., July, 1986.
Building : Former “Cora Linn” (sic.)
(Brighton Technical School Building No. 4).
Address : 45 Cochrane Street.
Allotment Reference :
H. Dendy’s Special Survey, Block 11, part lot 14.
Location within Precinct :
Cowper Street residential precinct.
Photograph Date :
November, 1984.
Grantee :
Henry Dendy.
Original Building Owner :
John McGee.
Present Building Owner :
Education Department.
Original Use :
Residence.
Present Use :
Technical School.
Construction Date :
1879.
Alteration Date :
Remodelling (1923).
Description :
A stuccoed single storeyed symmetrical villa with pedimented portico over main entrance.
The eaves are bracketed, and the roof slated, although the Rear valley section has been roofed over.
Condition :
Good.
Integrity :
Fair. Although the circular driveway remains in situ, the surrounding environment is unsympathetic. The rebuilt verandah detracts from the residence’s former character. Additions at the rear further compromise this building.
Historical Development :
In 1878, John McGee Merchant, owned land in Cochrane Street, building “Cora Linn” (sic)
there in the following year. At this time it had fourteen rooms and adjoined a lot of about five acres in area. He remained until c. 1905. By 1907 it had been sold to the Edols family, Riverina pastoralists. It then passes to the Jeffrey (sic) family, owners of “Dimmies”, in Swan Street, Richmond, and then to the Education Department in 1921. In 1924, following remodelling, it was opened as the Brighton Girls’ Technical School retaining the name “Cora Linn”, (sic) with Miss Aubrey in charge.
Level of Importance :
C. This building is of local importance principally as an example of a former substantial Victorian villa residence. It also closes the vista from the Cowper Street residential precinct, along Cowper Street and is important in this respect.
Recommendations :
Recommended for planning scheme protection, with a view to encouraging sympathetic management and maintenance of the visits (sic) from Cowper Street.
(Note : The correct spelling of the name of the Victorian Villa in Cochrane Street, Brighton, referred to above, is “Cora Lynn”).
Andrew Ward R.A.I.A. M.R.A.P.I., July, 1986.
Building : Former “Cora Linn” (sic.)
(Brighton Technical School Building No. 4).
Address : 45 Cochrane Street.
Allotment Reference :
H. Dendy’s Special Survey, Block 11, part lot 14.
Location within Precinct :
Cowper Street residential precinct.
Photograph Date :
November, 1984.
Grantee :
Henry Dendy.
Original Building Owner :
John McGee.
Present Building Owner :
Education Department.
Original Use :
Residence.
Present Use :
Technical School.
Construction Date :
1879.
Alteration Date :
Remodelling (1923).
Description :
A stuccoed single storeyed symmetrical villa with pedimented portico over main entrance.
The eaves are bracketed, and the roof slated, although the Rear valley section has been roofed over.
Condition :
Good.
Integrity :
Fair. Although the circular driveway remains in situ, the surrounding environment is unsympathetic. The rebuilt verandah detracts from the residence’s former character. Additions at the rear further compromise this building.
Historical Development :
In 1878, John McGee Merchant, owned land in Cochrane Street, building “Cora Linn” (sic)
there in the following year. At this time it had fourteen rooms and adjoined a lot of about five acres in area. He remained until c. 1905. By 1907 it had been sold to the Edols family, Riverina pastoralists. It then passes to the Jeffrey (sic) family, owners of “Dimmies”, in Swan Street, Richmond, and then to the Education Department in 1921. In 1924, following remodelling, it was opened as the Brighton Girls’ Technical School retaining the name “Cora Linn”, (sic) with Miss Aubrey in charge.
Level of Importance :
C. This building is of local importance principally as an example of a former substantial Victorian villa residence. It also closes the vista from the Cowper Street residential precinct, along Cowper Street and is important in this respect.
Recommendations :
Recommended for planning scheme protection, with a view to encouraging sympathetic management and maintenance of the visits (sic) from Cowper Street.
(Note : The correct spelling of the name of the Victorian Villa in Cochrane Street, Brighton, referred to above, is “Cora Lynn”).
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE 1987. Page 3.
PRINCIPAL’S REPORT
1987 - 2087 ( and all that ………..)
PRINCIPAL’S REPORT
1987 - 2087 ( and all that ………..)
It’s highly likely that historians will be a favoured group in the year 2087, if only because times like ours will likely seem a particularly tempestuous era of quite extraordinary events.
………………………………………..
Let us imagine a student historian sifting through the wreckage of the Ministry of Education in the shattered remains of the once mighty Rialto Towers.
Our student historian finds a folder - a cupboard in fact - marked “Brighton Technical School, 1987 on ………………………..”
No doubt the selection of Doris Poole as Principal will be recorded. So too, perhaps, will be the proceedings of the “Reorganisation Planning Committee”, made notable by the two-thirds who wanted Brighton Technical School to quietly disappear as the one-third (us!) who believed that the future would shine more brightly on ‘us’ than on ‘them’.
But what, I wonder, would be recorded of the achievements of our students; what would remain of the hours of intense toil of dedicated teachers; what indeed would our student historian see of the thousands of hours of typing, cleaning, repairing, answering the telephone …………………………..etc.
Therein lies the problem to be faced - how to focus attention (and keep it focused) where it matters, on the needs, aspirations and achievements of students and teachers working together with honest endeavours; how to recognise, encourage and nurture the willingness of parents to be partners in that endeavour; how to acknowledge the value the honest labour of the ‘other’ people around the school; how to create a climate in which all parties see this school as a community of people with a common purpose.
WILLIAM BRADSHAW.
………………………………………..
Let us imagine a student historian sifting through the wreckage of the Ministry of Education in the shattered remains of the once mighty Rialto Towers.
Our student historian finds a folder - a cupboard in fact - marked “Brighton Technical School, 1987 on ………………………..”
No doubt the selection of Doris Poole as Principal will be recorded. So too, perhaps, will be the proceedings of the “Reorganisation Planning Committee”, made notable by the two-thirds who wanted Brighton Technical School to quietly disappear as the one-third (us!) who believed that the future would shine more brightly on ‘us’ than on ‘them’.
But what, I wonder, would be recorded of the achievements of our students; what would remain of the hours of intense toil of dedicated teachers; what indeed would our student historian see of the thousands of hours of typing, cleaning, repairing, answering the telephone …………………………..etc.
Therein lies the problem to be faced - how to focus attention (and keep it focused) where it matters, on the needs, aspirations and achievements of students and teachers working together with honest endeavours; how to recognise, encourage and nurture the willingness of parents to be partners in that endeavour; how to acknowledge the value the honest labour of the ‘other’ people around the school; how to create a climate in which all parties see this school as a community of people with a common purpose.
WILLIAM BRADSHAW.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 4.
SRC REPORT.
SRC REPORT.
A group of enthusiastic students from Years 7 to 12 met regularly as the Students Representative Council. The purpose of these meetings was to give students the opportunity to voice their concerns in a constructive way.
The SRC has been very concerned by the proposed cuts to the Education budget and the effects this will have on education. Students attended a forum at Sunshine Technical School which discussed this issue and the introduction of the V.C.E. syllabus.
As a consequence of the discussions held at the forum, the Brighton Technical School SRC agreed to co-ordinate the writing of a submission to the Ministry of Education, to express the students concern.
The Brighton Technical School SRC has actively participated in issues concerning the organisation and running of the school, such as the school discipline policy, student shelter, smoking, homework and curriculum.
Fundraising was another important activity conducted by the SRC. Money was raised through a cake stall to support a year 7 & 8 camp to Daylesford. A chocolate drive was also successful in raising funds for the Year 11 formal. Many thanks to all those who participated in these activities.
We hope to encourage more students in 1988 to be involved in the SRC.
Travers Lilley.
SRC President.
The SRC has been very concerned by the proposed cuts to the Education budget and the effects this will have on education. Students attended a forum at Sunshine Technical School which discussed this issue and the introduction of the V.C.E. syllabus.
As a consequence of the discussions held at the forum, the Brighton Technical School SRC agreed to co-ordinate the writing of a submission to the Ministry of Education, to express the students concern.
The Brighton Technical School SRC has actively participated in issues concerning the organisation and running of the school, such as the school discipline policy, student shelter, smoking, homework and curriculum.
Fundraising was another important activity conducted by the SRC. Money was raised through a cake stall to support a year 7 & 8 camp to Daylesford. A chocolate drive was also successful in raising funds for the Year 11 formal. Many thanks to all those who participated in these activities.
We hope to encourage more students in 1988 to be involved in the SRC.
Travers Lilley.
SRC President.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 6.
BRIGHTON TECH’S NEW CHAPLAIN - PAUL KRUZE.
BRIGHTON TECH’S NEW CHAPLAIN - PAUL KRUZE.
Paul Kruze is thirty-three years of age, divorced and has three children. He grew up in Footscray and has recently returned from four years in Tasmania. This man is Brighton Technical School’s chaplain. I thought it a good idea to talk to the man we are all supposed to be talking to.
After an education in Footscray, Paul Kruze went on to Melbourne University where he studied in Social Work and for the Ministry. He also drove a forklift when Uni was on vacation. Here, I was beginning to discover, was a man of hidden talents.
In Brunswick, Paul was a social worker in a youth refuge and has done other work in youth related areas. He spent the last four years at a parish in Hobart and working part-time in a High School which, in his words, “……..was very genteel compared to Brighton Technical School.”
When asked if he found it a challenge working at Brighton Tech., Paul said he liked it because there is “………. a better integration of kids.”
“The kids come from such diverse backgrounds. There’s so many things going on that they have to contend with. They bring a lot of that to school. So this is probably the one area where they feel safe. The school provides that security.”
I wondered if Paul’s training as a chaplain in any way prepared or qualified him to deal with the problems he might encounter at Brighton Tech. Paul seems to feel though that his basic input is as a counsellor and some-one with whom staff and students alike can share their experiences.
Amid problems he has already been faced with are, “…………….kids coping with a break-down of families, poverty, violence, sexual abuse and just run-of-the-mill things about growing up, identity and all that sort of stuff and how to cope with that.”
“I think if they’ve got really specific problems then it’s a joint thing with their form co-ordinator, principal, working as a team, and bringing in people from outside who may have dealt with them in the community. But they feel they can talk to me and perhaps if it’s serious, they may feel free for me to go on and confer with someone else. But they need to feel that freedom to start with.”
I imagine that Paul being the new kid on the block would find it difficult to quickly integrate himself to a position where he is accessible to people without intimidating them or vice versa. Paul seems to have struck a happy medium and although he has been at Brighton Technical School only a few months it seems people are responding to his “open door” approach.
“I think the basic rule is just to be yourself and not expect too much from the students and the staff; particularly in the first year. Just get to know them, talk to them …….. be friends with them. It’s a learning process. If you come on too strong you’re going to lose them straight away.”
Paul’s role at the school is one which is not clearly defined. He sees himself as more of a counsellor and mediator than spiritual advisor.
“I think I am a link between the teaching staff and the students in terms of them coping with being at Brighton and sharing in that capacity. And also as a kind of link with the staff between themselves so that they see there is a neutral person who is not a teacher who they can talk to, laugh with, cry with ... whatever.
I think it is more of a caring and sharing role than a teaching one.”
“My main aim is to get the kids to see that people who have religious backgrounds are not crazy; they are normal human beings and can respond to crisis in a normal, natural sort of way. So I guess I’m the churches’ representative; but I’m also me.”
Paul was adamant on one point in particular. That was on the question of there being a definite need for chaplains in schools; for one at Brighton Technical School in particular.
“I believe so, because if the students can have another point of view other than just that of their teachers who are busy and can’t really deal with them one on one, it’s important. If they know there is a place they can come and be themselves without any hassle …… they can feel free to express all sorts of things. And it may help the teachers too because if the kid gets it off his chest in here he may not get if off his chest in class.”
“When I was growing up in Footscray, the schools there were a lot different to this school. There was much more regimentality. We live in a very undisciplined age. I think we need to be free to determine who we want to be. I’m all for what I call ‘undisciplined discipline’.”
But if you think that someone is looking over your shoulder all the time deciding who is going to do what, then nobody will learn anything and I think they’ve got a good mix here. I think because of the kids and their backgrounds if you try to introduce a military-type control they’ll see school as an enemy.”
I think I speak for every-one in wishing the ‘new kid on the block’ a lot of luck and I expect to see a queue of kids outside his ‘open door.’
Tracey Claire.
After an education in Footscray, Paul Kruze went on to Melbourne University where he studied in Social Work and for the Ministry. He also drove a forklift when Uni was on vacation. Here, I was beginning to discover, was a man of hidden talents.
In Brunswick, Paul was a social worker in a youth refuge and has done other work in youth related areas. He spent the last four years at a parish in Hobart and working part-time in a High School which, in his words, “……..was very genteel compared to Brighton Technical School.”
When asked if he found it a challenge working at Brighton Tech., Paul said he liked it because there is “………. a better integration of kids.”
“The kids come from such diverse backgrounds. There’s so many things going on that they have to contend with. They bring a lot of that to school. So this is probably the one area where they feel safe. The school provides that security.”
I wondered if Paul’s training as a chaplain in any way prepared or qualified him to deal with the problems he might encounter at Brighton Tech. Paul seems to feel though that his basic input is as a counsellor and some-one with whom staff and students alike can share their experiences.
Amid problems he has already been faced with are, “…………….kids coping with a break-down of families, poverty, violence, sexual abuse and just run-of-the-mill things about growing up, identity and all that sort of stuff and how to cope with that.”
“I think if they’ve got really specific problems then it’s a joint thing with their form co-ordinator, principal, working as a team, and bringing in people from outside who may have dealt with them in the community. But they feel they can talk to me and perhaps if it’s serious, they may feel free for me to go on and confer with someone else. But they need to feel that freedom to start with.”
I imagine that Paul being the new kid on the block would find it difficult to quickly integrate himself to a position where he is accessible to people without intimidating them or vice versa. Paul seems to have struck a happy medium and although he has been at Brighton Technical School only a few months it seems people are responding to his “open door” approach.
“I think the basic rule is just to be yourself and not expect too much from the students and the staff; particularly in the first year. Just get to know them, talk to them …….. be friends with them. It’s a learning process. If you come on too strong you’re going to lose them straight away.”
Paul’s role at the school is one which is not clearly defined. He sees himself as more of a counsellor and mediator than spiritual advisor.
“I think I am a link between the teaching staff and the students in terms of them coping with being at Brighton and sharing in that capacity. And also as a kind of link with the staff between themselves so that they see there is a neutral person who is not a teacher who they can talk to, laugh with, cry with ... whatever.
I think it is more of a caring and sharing role than a teaching one.”
“My main aim is to get the kids to see that people who have religious backgrounds are not crazy; they are normal human beings and can respond to crisis in a normal, natural sort of way. So I guess I’m the churches’ representative; but I’m also me.”
Paul was adamant on one point in particular. That was on the question of there being a definite need for chaplains in schools; for one at Brighton Technical School in particular.
“I believe so, because if the students can have another point of view other than just that of their teachers who are busy and can’t really deal with them one on one, it’s important. If they know there is a place they can come and be themselves without any hassle …… they can feel free to express all sorts of things. And it may help the teachers too because if the kid gets it off his chest in here he may not get if off his chest in class.”
“When I was growing up in Footscray, the schools there were a lot different to this school. There was much more regimentality. We live in a very undisciplined age. I think we need to be free to determine who we want to be. I’m all for what I call ‘undisciplined discipline’.”
But if you think that someone is looking over your shoulder all the time deciding who is going to do what, then nobody will learn anything and I think they’ve got a good mix here. I think because of the kids and their backgrounds if you try to introduce a military-type control they’ll see school as an enemy.”
I think I speak for every-one in wishing the ‘new kid on the block’ a lot of luck and I expect to see a queue of kids outside his ‘open door.’
Tracey Claire.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 10.
HORST OELSNER RETIRES.
HORST OELSNER RETIRES.
Seventeen years of physical education has finally ended for Horst Oelsner. He began at Brighton Technical School as head of the physical education department back in 1971. Before this Horst was the Head of Department at Moorabbin Technical School since 1957.
Horst participated in the 1956 Olympic Games held in Melbourne competing with the German team, gymnastic and parallel bars were his specialities. He has been involved in gym and judo ever since he was a boy.
Many students have been taught by Horst over the years, including a Victorian champion in trampolining and an Australian gymnastics champion.
Horst says that physical education is important for all students and he believes that a series of five exercises called “5BX” is better for fitness and health than any single sport.
“I’m not trying to create champions,” says Horst, “It’s about what you can achieve, not what you can do”.
Horst was running classes for physically and mentally handicapped children full-time over the past three years. In that time, many of the students from Bayley House have made remarkable progress. Two notable children helped by Horst could only crawl when they first came to him and now they can walk.
Now that Horst has retired he plans to go gold prospecting. When he’s not knee deep in freezing river waters panning for that elusive dust, plenty of physical activity and exercise will keep him healthy.
Many thanks Horst for your contribution to the school and many years of happy prospecting.
Horst participated in the 1956 Olympic Games held in Melbourne competing with the German team, gymnastic and parallel bars were his specialities. He has been involved in gym and judo ever since he was a boy.
Many students have been taught by Horst over the years, including a Victorian champion in trampolining and an Australian gymnastics champion.
Horst says that physical education is important for all students and he believes that a series of five exercises called “5BX” is better for fitness and health than any single sport.
“I’m not trying to create champions,” says Horst, “It’s about what you can achieve, not what you can do”.
Horst was running classes for physically and mentally handicapped children full-time over the past three years. In that time, many of the students from Bayley House have made remarkable progress. Two notable children helped by Horst could only crawl when they first came to him and now they can walk.
Now that Horst has retired he plans to go gold prospecting. When he’s not knee deep in freezing river waters panning for that elusive dust, plenty of physical activity and exercise will keep him healthy.
Many thanks Horst for your contribution to the school and many years of happy prospecting.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 17.
“WHERE CAN WE SIT NOW?” ASKS A STUDENT.
THE TRAINS MEET A DISMAL FATE.
“WHERE CAN WE SIT NOW?” ASKS A STUDENT.
THE TRAINS MEET A DISMAL FATE.
When the trains first came to Brighton Technical School in 1985, they were a big novelty. The school had the day off to watch them being put in.
In 1986 the novelty wore off for most people and by this stage the trains had been vandalised and seats were broken. “In mid ’86, a big project began”. The school employed three men to pave and bed the area around the trains and also to repair them. This was “…………supposed to make the students respect the trains more”, said teachers. But of course they were graffitied once again, and once more repainted.
In 1987 the trains were left to be vandalised. Until, Thursday 22nd. October 1987, when they were once more tampered with. However this time one of the trains was burnt to the ground and unable to be used again.
There was little discussion on the matter of removing the remaining train. There was not much said to the students either. By the following Monday, both trains had been pulled down. It was a sad sight for both students and teachers.
I consider it wrong that the school has spent so much money in repairs, paint and labour when the money could have been used to build a shelter with four walls and windows.
In 1986 the novelty wore off for most people and by this stage the trains had been vandalised and seats were broken. “In mid ’86, a big project began”. The school employed three men to pave and bed the area around the trains and also to repair them. This was “…………supposed to make the students respect the trains more”, said teachers. But of course they were graffitied once again, and once more repainted.
In 1987 the trains were left to be vandalised. Until, Thursday 22nd. October 1987, when they were once more tampered with. However this time one of the trains was burnt to the ground and unable to be used again.
There was little discussion on the matter of removing the remaining train. There was not much said to the students either. By the following Monday, both trains had been pulled down. It was a sad sight for both students and teachers.
I consider it wrong that the school has spent so much money in repairs, paint and labour when the money could have been used to build a shelter with four walls and windows.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 26.
YEAR 7 & 8 SCHOOL CAMP.
YEAR 7 & 8 SCHOOL CAMP.
Despite the time of year – mid winter – and appalling weather conditions – Year 7 and 8 enjoyed a very successful camp at Daylesford at the Boomerang Holiday Ranch.
Horse-riding was the major activity and after a nervous start, horses and riders settled down and learned to enjoy and appreciate each other’s company. The trail rides were generally peaceful and orderly, although there were incidents which broke the daily pattern. Matthew Batch created a sensation with his frisky mount, and Michael Pelle’s steed showed who was in control by taking Michael for a swim in the dam.
Bush walks were enjoyed by the adventurous and hardy, while those who preferred less strenuous activity were catered for with table-tennis and billiards in the warmth of a large games room with roaring log fire.
A day bus tour of the area was popular and culminated with a bar-be-que lunch at Mt. Franklin. The sloping sides of this extinct volcano provided the perfect area for sliding, rolling and acrobatic activities which required a major “clean-up” of clothes and bodies on return to camp!
With so much to do, lots of food to eat and plenty of warmth the week came to an end very quickly. We all enjoyed the experience and look forward to school camp next year.
Horse-riding was the major activity and after a nervous start, horses and riders settled down and learned to enjoy and appreciate each other’s company. The trail rides were generally peaceful and orderly, although there were incidents which broke the daily pattern. Matthew Batch created a sensation with his frisky mount, and Michael Pelle’s steed showed who was in control by taking Michael for a swim in the dam.
Bush walks were enjoyed by the adventurous and hardy, while those who preferred less strenuous activity were catered for with table-tennis and billiards in the warmth of a large games room with roaring log fire.
A day bus tour of the area was popular and culminated with a bar-be-que lunch at Mt. Franklin. The sloping sides of this extinct volcano provided the perfect area for sliding, rolling and acrobatic activities which required a major “clean-up” of clothes and bodies on return to camp!
With so much to do, lots of food to eat and plenty of warmth the week came to an end very quickly. We all enjoyed the experience and look forward to school camp next year.
SEA SPRAY BRIGHTON TECHNICAL SCHOOL MAGAZINE. 1987. Page 33.
SPORTS AWARDS.
SPORTS AWARDS.
Sporting success was hard to come by in 1987. Small numbers and poor participation made for weak results in the major competitions. Next year Brighton Technical School needs more involvement from it’s juniors and its Year 12 students.
Few teams were prepared to train hard; those that did, such as the softball team, achieved good results.
Next year the competition will change radically. High and Techs will combine into one new association. Brighton Technical School will be competing against local high schools. There will be many opportunities for competition : the students will need to take part though.
Thanks to all those students and especially staff, who took part in 1987.
Awards for Service to Sport 1987 :
Luke Blake.
Rebecca Noe.
Caroline Sobotka.
Melanie Sobotka.
Georgina White.
Peter Gwynne
Sportsmaster.
KYRON WHITE.
Year 12 student in the Outdoor Education Programme has been selected to participate in the National State School boys Soccer championships as a member of the Victorian team.
The Championships were held in Perth, Western Australia, and the team managed to gain 5th. position overall.
Unfortunately none of the Victorian team were selected for the Australian side.
Few teams were prepared to train hard; those that did, such as the softball team, achieved good results.
Next year the competition will change radically. High and Techs will combine into one new association. Brighton Technical School will be competing against local high schools. There will be many opportunities for competition : the students will need to take part though.
Thanks to all those students and especially staff, who took part in 1987.
Awards for Service to Sport 1987 :
Luke Blake.
Rebecca Noe.
Caroline Sobotka.
Melanie Sobotka.
Georgina White.
Peter Gwynne
Sportsmaster.
KYRON WHITE.
Year 12 student in the Outdoor Education Programme has been selected to participate in the National State School boys Soccer championships as a member of the Victorian team.
The Championships were held in Perth, Western Australia, and the team managed to gain 5th. position overall.
Unfortunately none of the Victorian team were selected for the Australian side.
SEASPRAY The MAGAZINE of THE BRIGHTON TECHNICAL SCHOOL. 1988.
Volume 65 1988 – The Bicentennial Edition. Page 4 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
THE MINISTER’S CAUSERIE.
HON. JOAN E. KIRNER M.P.
MINISTER FOR EDUCATION VICTORIA.
Volume 65 1988 – The Bicentennial Edition. Page 4 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
THE MINISTER’S CAUSERIE.
HON. JOAN E. KIRNER M.P.
MINISTER FOR EDUCATION VICTORIA.
The curriculum - what we want our young people to learn and how it is taught and organised in schools - has always been at the heart of education.
In Victoria, we have a great track record as curriculum innovators and an impressive teaching force. We can hold our heads very high on that. Technical Schools can take much of the credit.
We are seeing the results of an immense amount of hard work in the Curriculum Frameworks P – 10 project and in the arrangements for the phasing-in of the new two-year Victorian Certificate of Education.
Perhaps, however, we have not been quite so successful at getting the message over to school communities about what is happening and why.
I regard this as one of the great challenges facing me in the Education portfolio.
If you look at the reports and documents and articles written about curriculum reform over the past decade or so, you will see that this is often couched in complicated language. ………….
If we cannot explain and discuss where we should be heading, then we cannot build a partnership. No ‘us’ and ‘them’ : we share the task. The public system is our system.
If we cannot make our purposes and our reasoning clear, especially to parents, then we are unlikely to fulfil the tremendous potential of the public education system in Victoria – because we would not have the full confidence of the community.
That would be a tragedy for our society as we move towards our goal of providing all our young people with a full secondary education which is sound, balanced and comprehensive. It is a new and exciting stage in our education history. Since the early 1980s., the percentage of students who stayed at school until Year 12 (the ‘retention rate’) has more than doubled, from around a quarter to more than 60 per cent, with by far the most rapid rise being in the government system.
In fact it looks as if we will meet our original target of 70 per cent retention rate by the mid 1990s. well ahead of schedule. We are obviously moving in the right direction. Students are staying on at school not just because they can see advantages in terms of opportunities for work and later studies, but because what is being offered is beginning to offer worthwhile challenges to a wider group.
It is important that what is taught integrates theory and practice. Too often in the past we have seen an over reliance on theory as the only worthwhile for of knowledge. It is not much use, however, unless students can make that crucial jump into applying what they know in the real-life situations they will face as young adults; in understanding the structure of the world around them as much as in making choices about their own lives. ………..
We will teaching students about the role of work in our modern society in Australian studies which will be a compulsory subject for year 11. Along with Mathematics and English, Australian Studies for 11 VCE will be trialled in 1989 in a number of metropolitan and country schools.
In October, the Victorian Curriculum and Assessment Board released summaries of all studies being developed for the VCE. There are 44 studies, grouped into 13 Fields of Study, (Arts, Australian Studies, Business Studies, Earth Studies, English, History, Human Development, Information Technology, Languages Other Than English, Mathematics, Science, Social Education and Technology Studies). In the Technology Studies group, for instance Year 11 and 12 studies will be available in Materials and Technology, Systems and Technology and Technological Design and Development; in the Business Studies group, Accounting, Business Management, Commerce in Society, Economics and Legal Studies may be offered; while there is a superb range of art and design and performing arts studies in the Arts Field of Study.
Formerly, a student who wanted to go on with many of these specialist subjects had to go to a TAFE college to do so, often before Year 12. Now a student doing the VCE can keep all options open, and we are working on ways in which certain VCE studies will also count in a variety of TAFE accredited courses including, I hope apprenticeships in some areas.
We are gradually laying down paths between various educational institutions – schools, TAFE, colleges of advanced education and universities – so that work done in one can be linked rather like Lego and updated towards higher qualification as a later date – instead of having to start from scratch each time, which has usually been the case. It is slow work but it makes enormous good sense to do so, both in terms of intelligent use of resources and in meeting people’s educational needs as they change throughout their working lives. ………………………….
That relationship, that partnership, has to be a good and positive and open one, as we shape an education system which will meet our needs for long time to come. That’s an important goal for us to share and I wish the school community of Brighton Technical School all the best with their work. And a well earned summer holiday.
Joan E. Kirner,
Hon. Joan Kirner M.P.
Minister for Education, Victoria.
In Victoria, we have a great track record as curriculum innovators and an impressive teaching force. We can hold our heads very high on that. Technical Schools can take much of the credit.
We are seeing the results of an immense amount of hard work in the Curriculum Frameworks P – 10 project and in the arrangements for the phasing-in of the new two-year Victorian Certificate of Education.
Perhaps, however, we have not been quite so successful at getting the message over to school communities about what is happening and why.
I regard this as one of the great challenges facing me in the Education portfolio.
If you look at the reports and documents and articles written about curriculum reform over the past decade or so, you will see that this is often couched in complicated language. ………….
If we cannot explain and discuss where we should be heading, then we cannot build a partnership. No ‘us’ and ‘them’ : we share the task. The public system is our system.
If we cannot make our purposes and our reasoning clear, especially to parents, then we are unlikely to fulfil the tremendous potential of the public education system in Victoria – because we would not have the full confidence of the community.
That would be a tragedy for our society as we move towards our goal of providing all our young people with a full secondary education which is sound, balanced and comprehensive. It is a new and exciting stage in our education history. Since the early 1980s., the percentage of students who stayed at school until Year 12 (the ‘retention rate’) has more than doubled, from around a quarter to more than 60 per cent, with by far the most rapid rise being in the government system.
In fact it looks as if we will meet our original target of 70 per cent retention rate by the mid 1990s. well ahead of schedule. We are obviously moving in the right direction. Students are staying on at school not just because they can see advantages in terms of opportunities for work and later studies, but because what is being offered is beginning to offer worthwhile challenges to a wider group.
It is important that what is taught integrates theory and practice. Too often in the past we have seen an over reliance on theory as the only worthwhile for of knowledge. It is not much use, however, unless students can make that crucial jump into applying what they know in the real-life situations they will face as young adults; in understanding the structure of the world around them as much as in making choices about their own lives. ………..
We will teaching students about the role of work in our modern society in Australian studies which will be a compulsory subject for year 11. Along with Mathematics and English, Australian Studies for 11 VCE will be trialled in 1989 in a number of metropolitan and country schools.
In October, the Victorian Curriculum and Assessment Board released summaries of all studies being developed for the VCE. There are 44 studies, grouped into 13 Fields of Study, (Arts, Australian Studies, Business Studies, Earth Studies, English, History, Human Development, Information Technology, Languages Other Than English, Mathematics, Science, Social Education and Technology Studies). In the Technology Studies group, for instance Year 11 and 12 studies will be available in Materials and Technology, Systems and Technology and Technological Design and Development; in the Business Studies group, Accounting, Business Management, Commerce in Society, Economics and Legal Studies may be offered; while there is a superb range of art and design and performing arts studies in the Arts Field of Study.
Formerly, a student who wanted to go on with many of these specialist subjects had to go to a TAFE college to do so, often before Year 12. Now a student doing the VCE can keep all options open, and we are working on ways in which certain VCE studies will also count in a variety of TAFE accredited courses including, I hope apprenticeships in some areas.
We are gradually laying down paths between various educational institutions – schools, TAFE, colleges of advanced education and universities – so that work done in one can be linked rather like Lego and updated towards higher qualification as a later date – instead of having to start from scratch each time, which has usually been the case. It is slow work but it makes enormous good sense to do so, both in terms of intelligent use of resources and in meeting people’s educational needs as they change throughout their working lives. ………………………….
That relationship, that partnership, has to be a good and positive and open one, as we shape an education system which will meet our needs for long time to come. That’s an important goal for us to share and I wish the school community of Brighton Technical School all the best with their work. And a well earned summer holiday.
Joan E. Kirner,
Hon. Joan Kirner M.P.
Minister for Education, Victoria.
SEASPRAY The MAGAZINE of THE BRIGHTON TECHNICAL SCHOOL. 1988.
Volume 65 1988 – The Bicentennial Edition. Page 5 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
A SECONDARY SCHOOL FOR ALL
BY BILL HANNAN.
Volume 65 1988 – The Bicentennial Edition. Page 5 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
A SECONDARY SCHOOL FOR ALL
BY BILL HANNAN.
Sixty-five years of life as a secondary school is a great achievement to be honouring in Australia’s Bicentennial year. Universal primary schooling is not much more than a century old; universal secondary schooling has yet to arrive. To have been on the job in secondary schooling for such a long time makes Brighton Technical School a true pioneer in education.
Victoria is unique among Australian states in having kept for a long time a secondary system divided into high schools and technical schools. But in two years’ time, this distinction will vanish. All schools will be known as secondary colleges.
In most respects, this will be a change in name only. When separate high and technical schools were set up, there were very real differences between them. High schools had academic curricula leading to university education or professional training. Technical schools prepared students to go directly into trades. But during the last twenty years or so, those differences have been replaced by fairly similar curricula in both kinds of schools.
However, in spite of this evolution towards common schooling a lot of the old idea hangs on in the community that technical schools are for those who will work with their hands and high schools are for those who want to keep their collars clean and white.
I wish that idea could be knocked on the head once and for all. It really is pretty antiquated. I have visited some workshops lately where you’d be ‘going’ to get ink on your fingers, much less grease on your hands. Equally I’ve worked in offices and studios where those who know something about modern technology are decidedly in demand. But what’s in real demand in workshop, office and studio alike are people with ideas and people who can adapt to new ideas.
Secondary colleges will aim above all to educate students to be people who think about ideas and values. Of course they will do that in practical ways by setting relevant and up-to-date tasks and problems to be worked on. And to do this they will have to offer the best of both the old traditions : the technological and applied studies as well as the academic and general studies.
The colleges will offer, I hope, a comprehensive general curriculum for the Years 7 – 10, and a wide range of studies for the VCE in Years 11 and 12.
To be sure that they can offer a wide range of studies they may have to have organized arrangements with other colleges in the district.
One of the things I am most keen to see happen in these new arrangements is that technical, vocational and general education are firmly included in the range of studies available for the VCE. Schooling should help students towards both future work and study. If colleges concentrate on purely academic work in Maths, Science and Humanities, they are really narrowing students’ choices down to further study in higher education. If they concentrate purely on vocational studies in trades and commerce, they are narrowing choices in a different way.
A proper range would cover Humanities, Maths and Science, Arts, Business and a good number of Technical Studies, in areas such as engineering electronics, food textiles and computing. In other words, the new colleges should be genuine combinations of the courses which have been developed over the years in both High Schools and Technical Schools.
This range of studies in the VCE will be reflected in the studies also in Years 7 – 10. In these years, it will be important to make sure that all students get a good grounding right across the range. This means having students stick to studies in Language, Maths, Science, Technology, Humanities, Arts and Physical education throughout the whole four years, rather than drop studies that are getting hard or seem uninteresting. The basic studies up to Year 10 are just as useful for work and modern living as the more specialised studies of Years 11, 12 and beyond.
This little picture of the secondary college of the future probably makes it sound rather dull and ordinary.
Actually it is part of a dramatic, historic change that has been working its way through schools since the 1970s and which will be completed about the year 2000. The change is to open up secondary education to all young people. Not long ago, secondary education favoured the privileged. Now it is becoming universal. The big task for schools of all kinds is to make this universal education useful, exciting and of high quality. Bill Hannan :
Chairman,
State Board of Education.
Victoria is unique among Australian states in having kept for a long time a secondary system divided into high schools and technical schools. But in two years’ time, this distinction will vanish. All schools will be known as secondary colleges.
In most respects, this will be a change in name only. When separate high and technical schools were set up, there were very real differences between them. High schools had academic curricula leading to university education or professional training. Technical schools prepared students to go directly into trades. But during the last twenty years or so, those differences have been replaced by fairly similar curricula in both kinds of schools.
However, in spite of this evolution towards common schooling a lot of the old idea hangs on in the community that technical schools are for those who will work with their hands and high schools are for those who want to keep their collars clean and white.
I wish that idea could be knocked on the head once and for all. It really is pretty antiquated. I have visited some workshops lately where you’d be ‘going’ to get ink on your fingers, much less grease on your hands. Equally I’ve worked in offices and studios where those who know something about modern technology are decidedly in demand. But what’s in real demand in workshop, office and studio alike are people with ideas and people who can adapt to new ideas.
Secondary colleges will aim above all to educate students to be people who think about ideas and values. Of course they will do that in practical ways by setting relevant and up-to-date tasks and problems to be worked on. And to do this they will have to offer the best of both the old traditions : the technological and applied studies as well as the academic and general studies.
The colleges will offer, I hope, a comprehensive general curriculum for the Years 7 – 10, and a wide range of studies for the VCE in Years 11 and 12.
To be sure that they can offer a wide range of studies they may have to have organized arrangements with other colleges in the district.
One of the things I am most keen to see happen in these new arrangements is that technical, vocational and general education are firmly included in the range of studies available for the VCE. Schooling should help students towards both future work and study. If colleges concentrate on purely academic work in Maths, Science and Humanities, they are really narrowing students’ choices down to further study in higher education. If they concentrate purely on vocational studies in trades and commerce, they are narrowing choices in a different way.
A proper range would cover Humanities, Maths and Science, Arts, Business and a good number of Technical Studies, in areas such as engineering electronics, food textiles and computing. In other words, the new colleges should be genuine combinations of the courses which have been developed over the years in both High Schools and Technical Schools.
This range of studies in the VCE will be reflected in the studies also in Years 7 – 10. In these years, it will be important to make sure that all students get a good grounding right across the range. This means having students stick to studies in Language, Maths, Science, Technology, Humanities, Arts and Physical education throughout the whole four years, rather than drop studies that are getting hard or seem uninteresting. The basic studies up to Year 10 are just as useful for work and modern living as the more specialised studies of Years 11, 12 and beyond.
This little picture of the secondary college of the future probably makes it sound rather dull and ordinary.
Actually it is part of a dramatic, historic change that has been working its way through schools since the 1970s and which will be completed about the year 2000. The change is to open up secondary education to all young people. Not long ago, secondary education favoured the privileged. Now it is becoming universal. The big task for schools of all kinds is to make this universal education useful, exciting and of high quality. Bill Hannan :
Chairman,
State Board of Education.
SEASPRAY The MAGAZINE of THE BRIGHTON TECHNICAL SCHOOL. 1988.
Volume 65 1988 – The Bicentennial Edition. Page 6 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
FROM THE PRINCIPAL’S DESK.
DORIS POOLE.
Volume 65 1988 – The Bicentennial Edition. Page 6 of 132 pages.
Edited by Jill Mazzotta and Robert Nixon.
FROM THE PRINCIPAL’S DESK.
DORIS POOLE.
What a way to herald my appointment as Principal of Brighton Technical School – Tall Ships and a fireworks display!
Then in my first term a large party of ex-students who graced our school with their enthusiasm and loyalty, giving me a special welcome as the first female principal.
I have been a teacher in Australia since 1966, and have taught in many technical schools, being a firm supporter of technical education. I believe in technical education because it offers practical and relevant education taught by teachers who have been employed in the ‘real world’. Students trust teachers who have actually earned their living doing what they are teaching – ‘practising what they preach’ as it were. At Brighton Tech. we place great emphasis on this.
My first year at Brighton is almost completed and I have found it a most satisfying year. I am fortunate in that I previously taught Business Studies at Brighton for three years, and I was Acting Vice-Principal for one year before my appointment, which means that I really know students and staff very well – as they do me. This suits my style. No artificial respect – it has to be earned, which in my book is the only respect worth having.
Students and parents are being encouraged to take part in the decision making processes in the school. This is hard to achieve because historically this has been discouraged and they need convincing that their involvement is wanted. We are examining changing our organizational structure in order to encourage further participation. It is our junior students who are becoming actively involved, and as they go through the school I hope that this involvement will also permeate our establishment.
Parents and the school community have been most involved in our Assisted Learning Program which is designed to help students with learning problems. This program has been operating for several years, but this is its most successful year.
Staff need no encouragement to take part in the decision making process; fortunately we have a committed and informed staff eager to take part in all discussion.
Brighton Tech. is on a large campus in lovely surroundings. Regrettably we have had to have the Cyprus trees felled, because they made life intolerable for our neighbours, but we will be re-planting the area with native trees, including one from The Bicentennial Authority, which will be accompanied by a plaque. This year we have consciously improved the grounds making more areas available for student use.
The large campus does have the disadvantage of teachers and students having to walk great distances between classrooms. It gives us plenty of exercise but is not the best when it rains. This is one of our priorities – we need a walk-way between buildings, students also need more shelter, and our School Council has agreed to rectify this my improving the canteen area.
In fact, as I said originally, it has been a satisfying year. My aim has been to create an environment where students, parents and staff can work together to enable students to develop to their fullest potential. We are on the way to achieving this.
Doris Poole :
Principal.
Brighton Technical School.
Then in my first term a large party of ex-students who graced our school with their enthusiasm and loyalty, giving me a special welcome as the first female principal.
I have been a teacher in Australia since 1966, and have taught in many technical schools, being a firm supporter of technical education. I believe in technical education because it offers practical and relevant education taught by teachers who have been employed in the ‘real world’. Students trust teachers who have actually earned their living doing what they are teaching – ‘practising what they preach’ as it were. At Brighton Tech. we place great emphasis on this.
My first year at Brighton is almost completed and I have found it a most satisfying year. I am fortunate in that I previously taught Business Studies at Brighton for three years, and I was Acting Vice-Principal for one year before my appointment, which means that I really know students and staff very well – as they do me. This suits my style. No artificial respect – it has to be earned, which in my book is the only respect worth having.
Students and parents are being encouraged to take part in the decision making processes in the school. This is hard to achieve because historically this has been discouraged and they need convincing that their involvement is wanted. We are examining changing our organizational structure in order to encourage further participation. It is our junior students who are becoming actively involved, and as they go through the school I hope that this involvement will also permeate our establishment.
Parents and the school community have been most involved in our Assisted Learning Program which is designed to help students with learning problems. This program has been operating for several years, but this is its most successful year.
Staff need no encouragement to take part in the decision making process; fortunately we have a committed and informed staff eager to take part in all discussion.
Brighton Tech. is on a large campus in lovely surroundings. Regrettably we have had to have the Cyprus trees felled, because they made life intolerable for our neighbours, but we will be re-planting the area with native trees, including one from The Bicentennial Authority, which will be accompanied by a plaque. This year we have consciously improved the grounds making more areas available for student use.
The large campus does have the disadvantage of teachers and students having to walk great distances between classrooms. It gives us plenty of exercise but is not the best when it rains. This is one of our priorities – we need a walk-way between buildings, students also need more shelter, and our School Council has agreed to rectify this my improving the canteen area.
In fact, as I said originally, it has been a satisfying year. My aim has been to create an environment where students, parents and staff can work together to enable students to develop to their fullest potential. We are on the way to achieving this.
Doris Poole :
Principal.
Brighton Technical School.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 3.
PRINCIPAL’S REPORT.
PRINCIPAL’S REPORT.
We have been informed that we are to become a Secondary College in 1990 and that we will need to re-name the school. As “Brighton Tech.” has been part of the local social fabric since the early 1920s. this is quite a momentous occasion. After consulting with out the school community it was decided to recommend that it should re-named Brighton Bay Secondary College. Therefore, this is the final Brighton Technical School Principal’s Report.
What have we achieved for our students in the past year? Physical comfort – the shelter shed, grassing and planting recreational areas, banning smoking, a more secure bicycle shed and a sheltered walkway between the buildings.
Better educational facilities – expansion of Photography darkrooms, refurbishing 2 class-rooms and reading room, extended library hours, a Maths Task Centre. Broadening curriculum – extending the swimming program, cross-age tutoring, introducing Personal Development.
This year we have had many staff changes – Brian Beasley, Dale Meredith and Don Banks transferred to other schools. Sheila O’Shea, Allan Harris, Susan Curtis, Hilary Webb, Rob Nixon and Peter Shearman have been on extended leave, Bob Lewis moved house and requested a transfer to the country, and Dawn Rogers was forced to resign as her husband was re-located to Adelaide. I extend my sincerest thanks for their valued contribution to the school and convey my best wishes to them for the future.
New permanent staff this year are David Dunwoodie on Maths & Science, Michael Sirriani in Photography, Pierrette Dudley-Hill in Art, and student teachers Hana Kadera and Farrokh Javeide plus a myriad of staff filling in for those on leave. These are : Cheryl Meagher, Jan Robertson, Libby Hirsh, Esther Erlich, Carolynne Lewens, Riva Long, Peter Scott, Rosemary Hayes, April Hergstrom, Kevin Cotter and Josie Caldow.
Our School Council also welcomed new members this year : Myer Bloom, Joanne McBroom, Michael Phillipson, Fred Fyda, Rosalind Neville, Danielle Lauder, Jodi Hepner, Nick Mortis and Leigh Slade. It has been an excellent year this year, our President, Sarah McQuarrie has encouraged open discussion and informed decision making.
To those students who are leaving school this year I wish them every success for the future and hope that their experience at Brighton tech. has been rewarding. To those who are returning – I look forward to another productive year in 1990 – our first year as a Secondary College.
Dorris Poole.
PRINCIPAL.
What have we achieved for our students in the past year? Physical comfort – the shelter shed, grassing and planting recreational areas, banning smoking, a more secure bicycle shed and a sheltered walkway between the buildings.
Better educational facilities – expansion of Photography darkrooms, refurbishing 2 class-rooms and reading room, extended library hours, a Maths Task Centre. Broadening curriculum – extending the swimming program, cross-age tutoring, introducing Personal Development.
This year we have had many staff changes – Brian Beasley, Dale Meredith and Don Banks transferred to other schools. Sheila O’Shea, Allan Harris, Susan Curtis, Hilary Webb, Rob Nixon and Peter Shearman have been on extended leave, Bob Lewis moved house and requested a transfer to the country, and Dawn Rogers was forced to resign as her husband was re-located to Adelaide. I extend my sincerest thanks for their valued contribution to the school and convey my best wishes to them for the future.
New permanent staff this year are David Dunwoodie on Maths & Science, Michael Sirriani in Photography, Pierrette Dudley-Hill in Art, and student teachers Hana Kadera and Farrokh Javeide plus a myriad of staff filling in for those on leave. These are : Cheryl Meagher, Jan Robertson, Libby Hirsh, Esther Erlich, Carolynne Lewens, Riva Long, Peter Scott, Rosemary Hayes, April Hergstrom, Kevin Cotter and Josie Caldow.
Our School Council also welcomed new members this year : Myer Bloom, Joanne McBroom, Michael Phillipson, Fred Fyda, Rosalind Neville, Danielle Lauder, Jodi Hepner, Nick Mortis and Leigh Slade. It has been an excellent year this year, our President, Sarah McQuarrie has encouraged open discussion and informed decision making.
To those students who are leaving school this year I wish them every success for the future and hope that their experience at Brighton tech. has been rewarding. To those who are returning – I look forward to another productive year in 1990 – our first year as a Secondary College.
Dorris Poole.
PRINCIPAL.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 6.
“AND TALKING OF BOOKS ……..”
“AND TALKING OF BOOKS ……..”
1989 began in much the same way as the Bicentennial year ended – with the library looking like a bomb site. Consequently, most of the first term was spent tidying and typing up loose ends associated with last year’s ‘Seaspray’. We were just getting back to normal when our resident A-V-Cum-Beatles expert, Mr. Robert Nixon, received an offer too good to refuse, and taking a year’s leave of absence, went off to make fame and fortune in Private Industry.
Special thanks to Peter Gwynne, and to our upstairs neighbours, Barry Hoffman and Michael Blomely, without whose willing (occasionally co-erced) help, Audio-visual crisis and chaos would have proliferated. Barry was always there to put film to spool and run in-house seminars on the art of projecting (not very successful, but we’re working on it).
So much for the staff – what of our students? This year the library has been a busy, productive hive of learning and/or socialising. Apart from the ‘resident’ classes (Barry’s bi-weekly Maths Groups, Vic’s cross-age tutoring groups, Michael’s Psychology ‘developers’, Francis’ leisurely lectures on Photojournalism), more and more the library has been seen as a comfortable place for private study, particularly amongst the assorted Year 12’s. As usual it took the T.O.P. Art and Photography students at least a term to locate the library, and another four weeks to actually find their specialised book-stock, but now, happily, we are rarely without a group of three in the Year 12 corner.
It would be impossible to write a library report without making a mention of Evelyne Reichmann, assistance extraordinaire, whose work ethic is well known to all. Evelyne is now 7/8 of the way through her course at Prahran T.A.F.E. and this time next year will be a fully qualified Library Technician. Thank you for your unfailing support and friendship throughout the year Evelyne.
Finally, thank you to the staff and students of B.T.S. for making this a fulfilling and stimulating year. A happy Christmas and a wonderful holiday to you all.
JILL MAZZOTTA.
LIBRARIAN.
Special thanks to Peter Gwynne, and to our upstairs neighbours, Barry Hoffman and Michael Blomely, without whose willing (occasionally co-erced) help, Audio-visual crisis and chaos would have proliferated. Barry was always there to put film to spool and run in-house seminars on the art of projecting (not very successful, but we’re working on it).
So much for the staff – what of our students? This year the library has been a busy, productive hive of learning and/or socialising. Apart from the ‘resident’ classes (Barry’s bi-weekly Maths Groups, Vic’s cross-age tutoring groups, Michael’s Psychology ‘developers’, Francis’ leisurely lectures on Photojournalism), more and more the library has been seen as a comfortable place for private study, particularly amongst the assorted Year 12’s. As usual it took the T.O.P. Art and Photography students at least a term to locate the library, and another four weeks to actually find their specialised book-stock, but now, happily, we are rarely without a group of three in the Year 12 corner.
It would be impossible to write a library report without making a mention of Evelyne Reichmann, assistance extraordinaire, whose work ethic is well known to all. Evelyne is now 7/8 of the way through her course at Prahran T.A.F.E. and this time next year will be a fully qualified Library Technician. Thank you for your unfailing support and friendship throughout the year Evelyne.
Finally, thank you to the staff and students of B.T.S. for making this a fulfilling and stimulating year. A happy Christmas and a wonderful holiday to you all.
JILL MAZZOTTA.
LIBRARIAN.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 11.
YEAR 10.
YEAR 10.
We began with 25 students and as the year went by the word got around that we were good, and the number went up to 46 by the fourth term.
The students have been generally well behaved and they realise that it pays to work as a group.
Vic and I have seen a greater sense of responsibility and maturity developing in the students throughout the year. The new students seem to have settled in quickly, and are pleased with the programs offered here.
VIC NGAM.
BERT VERLAAN.
The students have been generally well behaved and they realise that it pays to work as a group.
Vic and I have seen a greater sense of responsibility and maturity developing in the students throughout the year. The new students seem to have settled in quickly, and are pleased with the programs offered here.
VIC NGAM.
BERT VERLAAN.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 15.
YEAR 11 REPORT.
YEAR 11 REPORT.
The year started with three Year 11 groups with a total of 45 students. Many of these were new to the school coming from local high schools, private schools and some returning from employment.
The new students settled in quickly with some knowing other students at the school and the others feeling comfortable with the large number of new students.
The students were able to choose from a broad range of elective subjects while English and Maths were the only compulsory subjects. Painting & Drawing, Photography, Woodwork, Home Economics and General Science were the most popular subjects in the elective area.
The majority of students took part in the two week work experience program at the end of term 2. Most of the reports received from employees were encouraging while others found that the type of work they were doing did not suit them.
During the year there was a number of students who left for employment while others transferred in from other schools. On average there were 40 students enrolled.
Some students took the opportunity to take part in the Traffic Safety Education Program run by Mr. Bahn (the car is still in one piece). There was a Year 11 Camp to Mt. Buller during third term which was a great success with students and teachers having a great time (see the report on the trip).
I would like to wish all students good luck in the future and success in their chosen career path.
I would like to thank the form teachers for this year :
Marianne Pattinson
Linda Fisher
(when she wasn’t doing corrections – in joke)
Barry Hoffman
Dale Meredith
for all their help and support during the year.
GREG HOLMAN.
YEAR 11 CO-ORDINATOR.
The new students settled in quickly with some knowing other students at the school and the others feeling comfortable with the large number of new students.
The students were able to choose from a broad range of elective subjects while English and Maths were the only compulsory subjects. Painting & Drawing, Photography, Woodwork, Home Economics and General Science were the most popular subjects in the elective area.
The majority of students took part in the two week work experience program at the end of term 2. Most of the reports received from employees were encouraging while others found that the type of work they were doing did not suit them.
During the year there was a number of students who left for employment while others transferred in from other schools. On average there were 40 students enrolled.
Some students took the opportunity to take part in the Traffic Safety Education Program run by Mr. Bahn (the car is still in one piece). There was a Year 11 Camp to Mt. Buller during third term which was a great success with students and teachers having a great time (see the report on the trip).
I would like to wish all students good luck in the future and success in their chosen career path.
I would like to thank the form teachers for this year :
Marianne Pattinson
Linda Fisher
(when she wasn’t doing corrections – in joke)
Barry Hoffman
Dale Meredith
for all their help and support during the year.
GREG HOLMAN.
YEAR 11 CO-ORDINATOR.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 29.
BUSINESS STUDIES.
BUSINESS STUDIES.
This year Business Studies offered classes in Typing, Small business Management, Accounting, Legal Studies, Business Maths and Information Processing.
We ran a T12 Business Studies course which had nine students enrol in February. During the first two terms, four students left for employment. This left us with five regular students, two from year 11 at B.T.S. and three new students to the school.
The Department ran Small Business Courses for T12 Photography, Personal Development and Food Studies students. We once again participated in the Schools-TAFE Liaison Program with Moorabbin College of TAFE. The Year 12 students attended computer classes for three hours of a Wednesday morning. They were introduced to commercial packages unavailable at our school.
The Department again had the services of Doris, our Principal, who taught the Typing class which attracted students from years 9 to 12. We also ran a night typing class which introduced Lina Holman to the teaching profession.
Next year we have been granted approval to run T.O.P. Business Studies. This should attract more students to the school and give those undertaking the course a greater chance of gaining entry into TAFE courses.
Overall an enjoyable year and thanks to Barry Hoffman and David McLeod for teaching subjects in the T12 Business Studies course.
GREG HOLMAN.
HEAD OF DEPARTMENT.
We ran a T12 Business Studies course which had nine students enrol in February. During the first two terms, four students left for employment. This left us with five regular students, two from year 11 at B.T.S. and three new students to the school.
The Department ran Small Business Courses for T12 Photography, Personal Development and Food Studies students. We once again participated in the Schools-TAFE Liaison Program with Moorabbin College of TAFE. The Year 12 students attended computer classes for three hours of a Wednesday morning. They were introduced to commercial packages unavailable at our school.
The Department again had the services of Doris, our Principal, who taught the Typing class which attracted students from years 9 to 12. We also ran a night typing class which introduced Lina Holman to the teaching profession.
Next year we have been granted approval to run T.O.P. Business Studies. This should attract more students to the school and give those undertaking the course a greater chance of gaining entry into TAFE courses.
Overall an enjoyable year and thanks to Barry Hoffman and David McLeod for teaching subjects in the T12 Business Studies course.
GREG HOLMAN.
HEAD OF DEPARTMENT.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 30.
MEDIA AND FILM MAKING.
MEDIA AND FILM MAKING.
This year about 35 students attended Media classes with about half that number completing the full year’s course. The Year 12 Film Making course began with 3 full classes but numbers decreased slightly as students succumbed to the pressures of getting all their Photographic work completed.
Both these courses benefitted immensely from a special budgetary grant which enabled us to purchase three more movie cameras (giving us a total of 8 cameras), film editing equipment, 2 tripods, a number of fixed and portable lights, assorted sound recording equipment and a lot of materials which were used to outfit our sound studio.
The studio walls were covered in carpets and vinyl and the ceiling took on an impressive appearance as several hundred sound-absorbing egg cartons, sprayed in gold paint, were painstakingly glued to the ceiling by Mr. Bloom, with a lot of help from Trevor, Simon, Damien and a little help from Manoli.
Some of the Junior Media projects worked on during the year were special effects films and a film about a bike race which was edited and had a sound track put on.
Senior students made films about conservation and the environment, story film clips about emerging bands, animation, and a documentary about the making of chocolate bars. Other films contained a whole variety of special impossible effects, weird images and advertising set ups.
Some students created sound effects and at time of printing of the Magazine are still in the midst of conducting a number of interesting interviews.
Although no-one managed to interview anybody famous (Greg did claim he was going to interview Peter Garrett and Judy Green but these interviews never eventuated), we did discover that there were a lot of interesting people in the school to interview. Amongst the Year 12 students we found a student who had worked on an oil rig, been a house painter and a nude model. Another student had been in the army, the Military Police, had been a security guard, and his hobby was sky diving. One senior Photography student had also worked as a morgue attendant and as a driver home of drunk businessmen.
We also had an interesting visit by the Channel 7 news team who spent the afternoon talking about their jobs and showing us some of their modern equipment.
Both these courses benefitted immensely from a special budgetary grant which enabled us to purchase three more movie cameras (giving us a total of 8 cameras), film editing equipment, 2 tripods, a number of fixed and portable lights, assorted sound recording equipment and a lot of materials which were used to outfit our sound studio.
The studio walls were covered in carpets and vinyl and the ceiling took on an impressive appearance as several hundred sound-absorbing egg cartons, sprayed in gold paint, were painstakingly glued to the ceiling by Mr. Bloom, with a lot of help from Trevor, Simon, Damien and a little help from Manoli.
Some of the Junior Media projects worked on during the year were special effects films and a film about a bike race which was edited and had a sound track put on.
Senior students made films about conservation and the environment, story film clips about emerging bands, animation, and a documentary about the making of chocolate bars. Other films contained a whole variety of special impossible effects, weird images and advertising set ups.
Some students created sound effects and at time of printing of the Magazine are still in the midst of conducting a number of interesting interviews.
Although no-one managed to interview anybody famous (Greg did claim he was going to interview Peter Garrett and Judy Green but these interviews never eventuated), we did discover that there were a lot of interesting people in the school to interview. Amongst the Year 12 students we found a student who had worked on an oil rig, been a house painter and a nude model. Another student had been in the army, the Military Police, had been a security guard, and his hobby was sky diving. One senior Photography student had also worked as a morgue attendant and as a driver home of drunk businessmen.
We also had an interesting visit by the Channel 7 news team who spent the afternoon talking about their jobs and showing us some of their modern equipment.
SEASPRAY BRIGHTON TECHNICAL SCHOOL. 1989. Page 33.
BRONZE MEDALLION.
BRONZE MEDALLION.
T12 Outdoor Education students each gained their Bronze Medallions as part of the unit entitled Water Skills and Safety.
As it is a life saving award, students had to be competent in four swimming strokes, identify injuries a swimmer may have, be able to defend themselves in the water if a swimmer was violent and revive a victim using a number of different techniques.
The students also gained their Royal Life Saving Resuscitation Award.
The picture shows Bob Lewis demonstrating the method of turning over an unconscious victim to some of the Outdoor Education students.
As it is a life saving award, students had to be competent in four swimming strokes, identify injuries a swimmer may have, be able to defend themselves in the water if a swimmer was violent and revive a victim using a number of different techniques.
The students also gained their Royal Life Saving Resuscitation Award.
The picture shows Bob Lewis demonstrating the method of turning over an unconscious victim to some of the Outdoor Education students.
VICTORIAN GOVERNMENT GAZETTE.
No. G 50 Wednesday 20 December, 1989. 3294.
By Authority Jean Gordon - Government Printer Melbourne.
GENERAL.
A proposal has been received from the Ministry of Education to re-name
the following post-primary schools to Secondary Colleges.
No. G 50 Wednesday 20 December, 1989. 3294.
By Authority Jean Gordon - Government Printer Melbourne.
GENERAL.
A proposal has been received from the Ministry of Education to re-name
the following post-primary schools to Secondary Colleges.
----------------------------------------------------------------------------------------------
Present Name Proposed Name
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Ballam Park Technical School Ballam Park Secondary College
Brighton Technical School* Brighton Bay Secondary College
Cranbourne High School Cranbourne Secondary College.
Etc. etc.
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