Learner Attributes

In this issue of the College Newsletter, I want to continue unpacking the Learner Attribute section of our College Pedagogical Framework.

Our Learner Attributes identify the skills which students need to transition effectively into the world beyond school. The sixteen Learner Attributes have been grouped into four key areas: Engaging, Relating, Developing and Managing.

In Term 1 we focussed on Engaging:

Engaging is about actively participating in our learning. It involves creating new ideas, analysing information, applying knowledge to real situations, and using our skills to make positive changes. Through engagement, we become active contributors to our own learning and the world around us.

In Term 2 we focussed on Relating:

Relating is about connecting with others effectively. It involves communicating clearly, working well in teams, listening actively, and understanding different perspectives. Through relating, we learn to interact positively with all people and build strong relationships.

In Term 3 we focussed on Developing:

Developing focuses on growing our knowledge and thinking skills. It is about being curious, making connections between ideas, using logical reasoning, and gaining deep understanding. By developing these skills, we become more effective learners and thinkers.

This time, I want to focus on:

Managing

Managing is taking control of our learning journey. It involves planning effectively, maintaining focus, persevering through challenges, and reflecting on our experiences. By managing well, we become more independent and resilient learners.

Managing is an essential quality that equips students with the skills to take ownership of their learning and build resilience for life. It includes the Learner Attributes of Planning, Focussing, Persevering, and Reflecting, which together help students grow academically, personally, and spiritually.

Planning enables students to organise their time and ideas effectively, while Focussing allows them to engage deeply with tasks and think critically. Persevering develops resilience, helping students overcome challenges with determination. Reflecting builds self-awareness, encouraging learners to recognise progress, learn from experiences, and make choices that enhance their wellbeing. These attributes are strongly linked to self-regulation and metacognition, which research consistently shows are key predictors of student success.

From a Biblical perspective, these attributes resonate deeply with Scripture. Proverbs 21:5 reminds us that “the plans of the diligent lead to profit,” while James 1:2 – 4 encourages believers to persevere through trials, “knowing that the testing of your faith produces perseverance.” Through reflection, as seen in Psalm 143:5, “I remember the days of long ago; I meditate on all your works and consider what your hands have done,” students learn to recognise God's faithfulness and their reliance on Him for guidance and direction in their lives.

By nurturing these attributes, students not only achieve academic success but also grow in character; learning to serve others and honour God in all areas of their lives. As a College, we are encouraged to see our students developing these skills and becoming the people God has created them to be; capable, resilient, and faithful learners prepared for the future.

As we near the end of another school year, I am thankful to God for all of the progress and growth in student learning which has occurred and for all of the diligent work undertaken by teachers to teach, encourage and guide our students. I look forward to sharing more of our Pedagogical Framework in 2026.

I pray that the coming holiday period provides everyone with time to reflect on the birth of Jesus and to celebrate the life and hope He brings.

VEX Robotics Nationals

St Andrews students had an exciting and demanding weekend at the VEX Robotics National Championships from 5–7 December in Adelaide, with 26 students competing and most teams progressing to the finals. Day 3 proved the biggest challenge, combining a full round of qualifying matches with finals, awards and travel. Our teams delivered outstanding performances throughout: 3477A reached the semi-finals in the V5 high school division, while 3477C—also ranked in the top ten—were knocked out early due to mechanical issues but still achieved the second-highest skills score nationally, putting them in contention for a 2026 World Championships wild-card. In the middle school division, 3477E placed fifth in Australia with an impressive 142-point run, and both 3477B and 3477D reached the V5 middle school finals, with 3477B securing a ninth-place national skills ranking. Newer teams 3477F and 3477G also gained invaluable experience. Across all divisions, our students displayed remarkable endurance, character, intelligence, and teamwork—an outstanding effort by all!

Gateways Challenge

The G.A.T.E.WAYS Challenge is an exciting team-based national competition which takes place in Term 4. School teams are made up of students who exhibit advanced abilities across the curriculum. Over the course of a day teams rotate through four different Challenges where the focus is on teamwork over individual performance. Each student has an opportunity to demonstrate leadership in one of the Challenges. Strong emphasis is placed on creativity, lateral thinking and problem-solving skills.

On October 28^th, a team of Year 5 students (Rupert Guo, Elyas Ng, Joyce Xu and Anthony Zhang) and a team of Year 6 students (Samuel Chong, Chara Vun, Pearl Wang and Mia Yuan) joined in with other teams from Christian schools in our area to participate in the challenge. We look forward to receiving the results and seeing how our teams performed!

Learning Support News

Term 4 has been full of activity—exams, excursions, camps, and preparations for the year ahead!

This term, we will be farewelling three valued team members: Robyn Ireson, who has served our school for over two decades, along with Lisa Liu and Melissa Baldry. Each has made a significant impact on both staff and students, and we are deeply grateful for their contributions.

Our final ASD Parent Support Group meeting for 2025 took place in October. Melissa Kiernan, our Student Counsellor from Wellbeing, led an insightful discussion on supporting neurodivergent individuals, particularly in the area of mental health.

While neurodivergence itself is not a mental health condition, individuals with autism or ADHD face a much higher risk of challenges such as anxiety and depression. These often stem from external factors like stigma, social isolation, and difficulty navigating neurotypical environments. This overlap—known as co-occurrence—underscores the importance of informed, compassionate support to help children thrive emotionally and socially. Melissa shared practical strategies and resources to empower parents in this journey.

Learning Support continues to partner with staff, students, and parents to foster growth and development. Support is tailored to each student’s needs and may occur within the classroom or, for some, in a withdrawal setting. Please don’t hesitate to reach out if you have any questions or concerns about your child.

As we reflect on 2025, we are thankful for God’s guidance and the growth we’ve witnessed in our students. Looking ahead to 2026, we anticipate continued progress and look forward to partnering with you as we pursue our mission:

“To educate students so they are well-skilled, grounded in biblical truth, and motivated to walk with God and serve Him—becoming a positive Christian influence in the world.”

Shirley Gillie – Head of Learning Support
sgillie@standrews.vic.edu.au

Fiona Porter – Learning Support Teacher – Primary
fporter@standrews.vic.edu.au

Kerryn Terrington – Learning Support Teacher – Secondary
kterrington@standrews.vic.edu.au