Archive Page 2

Student Aspirations Mura Awards

Three Mount Stromlo High School students (Ben Walther, Alyssa Seden and Elijah Duke) were recently nominated for a Student Aspirations Mura Award. We are pleased to be able to congratulate all three students for receiving an award. Nominees must have shown good attendance at school and a commitment to their learning. Each student will received a bursary from the Department that they can use in 2016 for educational purposes.

World Education Games – Mount Stromlo Results

During week 1, term 4, students from Mount Stromlo were invited to participate in the World Education Games (WEG). Over 8 000 000 students from over 30 000 schools and 200 countries competed. Once logged into the WEG website, you were able to then choose to participate in Maths, Spelling or Science competitions. Only the first 20 games at the various levels counted towards your score for each competition. The points were then tallied to produce a World Education Games score.

The results are in and the students of Mount Stromlo have excelled again!

As a school, in the overall category, we finished first in Australia for years 8, 9 and 10 and second for Year 7. Our world rankings as a school were Year 7 – 24th, Year 8 – 31st, Year 9 & 10 combined – 20th.

In Year 7 we finished 3rd in Australia for Spelling and 5th for Science.

In Year 8 we finished 3rd in Australia for Spelling and 8th for Science.

In Years 9 and 10, we finished 1st in Australia for Spelling, Maths and Science.

As a participant in the competition you could see how you ranked against other students within your school, Australia and the World.

Timothy Cooper (7) had an outstanding competition and finished 80th overall in the world and 4th in Australia for Year 7 students. He also finished 5th in Australia for Spelling.

Aedan Jaeson (7) finished just outside the world’s top 100 and finished 84th in the World for Spelling and the 7th in Australia for Year 7.

Timothy Lofts (7) finished 85th in the World for spelling and 8th in Australia for Spelling in Year 7.


In Year 7, the top 10 places overall within the school were: Timothy Cooper, Aedan Jaeson, Harry Wardale, Timothy Lofts, Harry McGinnes, Samuel Anderson, Elizabeth Whitbread, Anthony Alabaster, Isla Ward and Gabriel San Augustin.


In Year 8, the finishers overall within the school were: Kaitlyn Senturias, Michael McAlister, Joel Foyster, Isabella Heal and Shane Lee.


In Years 9 & 10, the top 20 overall with the school were: Kiera Joyce (9), Wilbur Nelson (9), Jenna Perkins (9), Flynn Attard (9), Neve Foxcroft (9), Alex McDonald (9), Lauren Sealey (10), Catriona Emanuel (9), Matilda Wardale (9), Emily Neuendorf (10), Maya Ward (10), Jessica Sandberg (10), Laura Skinner (10), Riley Rawiri (9), Eva Zhang (10), Rachel Gallagher (10) and Ana Davidovic (10).

These are awesome results and we should feel proud as a school in obtaining them.

Congratulations to all those students that participated.

Please note that the results are still be formalised.  However, we do not believe the above results will be adjusted.

Age Champions for Athletics Carnival 2015

Congratulations to the following students who won the Age Champion awards at the Mount Stromlo School Athletics Carnival.  All age groups were very highly contested which reflected the fantastic participation on the day.

12 Yr Girls            Hayley Jacobs

12 Yr Boys            Kyle Groves

13 Yr Girls            Teija Gerebtzoff

13 Yr Boys            Cameron Roxburgh

14 Yr Girls            Bronte Pyke

14 Yr Boys            Muhammad Alhassan

15 Yr Girls            Holly Jalland

15 Yr Boys            Sam Smith

16 Yr Girls            Amira Barakat

16 Yr Boys            Riley Budd

17 Yr Girls            Jennifer McGrath

Limelight and Floriade

As a Visual Art’s Teacher at Mount Stromlo High School, I am always looking out for competitions and exhibitions for my talented students to enter. We recently exhibited in the Limelight Exhibition 2015 held at the ANU. This was an amazing opportunity for us to showcase our students best work. Twelve students’ artworks were chosen to enter and they were shown alongside entries from 300 students from 30 ACT public schools. The exhibition included artwork from preschool students all the way through till year 12 students, and showcased photography, sculpture, collage, painting, lino print and mix media works.

Every year I go to Floriade and check out the Gnomes, this year I decided to run an in-school competition and enter as a school group. The students had to submit a design and then if chosen they came in at break times to paint it. Mount Stromlo entered ten Gnomes ranging from sombre, respectful ANZACS to a cheeky little clown, but our most impressive Gnome, a Bi-plane designed and created by Neve Foxcroft brought them all together. I am very proud to announce we won the Bronze Award for the Best School group. Watch out for our entries next year!

By Mrs Clare Incher Visual Arts Teacher

6663486-3x2-700x467 Gnomes 2 IMG_4089

2016 Host Families Needed for Japanese Teacher’s Assistant

In 2016 we again have the opportunity to host a volunteer Japanese Language Teacher’s Assistant (JTA) from Kagoshima University in southern Japan. During their stay they will be assisting in Japanese language classes while also hoping to also improve their English skills.

JTAs are home stayed within the school community and pay a contribution towards food and board of $170 a week to their host families. Assistants need their own rooms but can share the family bathroom.

This program is widely used in ACT schools and is of great benefit to both the Japanese program and to the families who become involved. We find that families really enjoy this experience as it allows them to expand their knowledge and understanding of Japan and its’ people as well as contribute to the corporate life of the school. This is an ideal way to encourage your children to engage with Japanese language and culture and make life long friends.

We are therefore seeking expressions of interest from families who would be willing to host our JTA for a period of 6-10 weeks (eight weeks in ideal) in Terms 2 – 4.

If you are unable to host for a longer term but are interested in offering weekend stays, emergency back up or the occasional social activity please contact us.

If you are able to assist us or would like more information please email Ms Collins and we’ll get in touch. This program relies heavily on the support and hospitality of the school community and your   generosity is much appreciated.

Kristina Collins

Linda Meng

Japanese Language Teachers

StromFest 2015 – A Celebration of Student Visual and Performing Arts. Wednesday 28th and Thursday 29th October.


World Education Games Term 4 Week 1

The World Education Games is a global online challenge to get all students excited about learning, and to give the top students in all schools an opportunity to see how they measure up against the best in the world. Free entry allows all students to get involved and celebrate their education with equal opportunities.

Just use your Mathletics password.  You can use this link: to find out more and make a start.

The World Education Games takes place across the 13-15 October 2015.

In 2015, for the first time, all three World Education Games events (World Literacy, Math(s) and Science Days) will be open simultaneously for the full span of the Games, rather than consecutively as in previous years.

Only the first 20 games are counted for each student’s Hall of Fame total. These can be earned all in a single day, or spread out across several days. Playing continuously for three days gives no advantage over a student who completes their allocation of three sets of 20 games in a few hours.

Students do not need to compete in all three events if they do not wish. Prizes and awards are given for individual subject events. However to be eligible for the World Education Games multi-event award, students will need to have earned points in all subjects.

Prizes and awards are given for individual subject events. However to be eligible for the World Education Games multi-event award, students will need to have earned points in all subjects.

Here at Mount Stromlo high School, we will run a number of ‘incursions’ to allow students to participate.

Those that complete the 20 games for each subject will be eligible for graduation points and Merits/Bronze Stromlo awards.

See Mr. Grieve in the maths staff room for a permission note to attend an incursion.

All the best for the event.  Go Mount Stromlo!!!

Gifted and Talented Education

To support implementation of the Gifted and Talented Students Policy, the Education and Training Directorate commissioned specialist consultants, Gateways Education, to develop a series of six articles to provide information to parents and the community about gifted and talented children. The following article about assessment is the third in the series.

Further information about gifted and talented education can be found on the Directorate’s website at

Quality Assessment for Gifted Learners

The Australian Curriculum provides schools, parents and teachers with guidelines about the role of assessment in teaching and learning:

Assessment encourages longer-term understanding and provides detailed diagnostic information. It shows what students know, understand and can demonstrate. It also shows what they need to do to improve. (ACARA, 2015)

Assessment is the process of gathering and interpreting evidence about students’ learning to assist in setting learning goals and planning the next steps in the teaching and learning process. Specifically, assessment:

  • provides feedback on current levels of performance (VanTassel-Baska, 2002; Hattie and Temperley, 2007)
  • identifies the strengths and areas requiring development in a student’s learning profile, in order to evaluate the best learning environment and experiences for students
  • assess the effectiveness of the learning program (VanTassel-Baska, 2008)
  • plan future learning experiences (Sheppard, 2000; VanTassel-Baska, 2005, 2010).

What is quality assessment?

Quality assessment of students’ learning is designed with the learners, curriculum content, learning goals, and the teaching in mind, and thus, is a complex interplay between these factors. The following points are integral to the development of quality assessments. Quality assessments:

  • have strong validity and reliability – learning is measured accurately and similar results are obtained in a variety of contexts
  • have good inter-rater reliability – results are consistent due to the clarity of marking criteria
  • demonstrate the outcomes of the learning program (VanTassel-Baska, 2013) and growth in student learning
  • are designed in a range of formats and provide multiple opportunities for learners to demonstrate achievement (Linn et al., 1991).

How does quality assessment work for gifted learners?

Learning programs designed for the gifted must provide students with a rigorous high quality experience that readies them to successfully traverse the next level of educational challenge (VanTassel-Baska, 2002, p. xxxii). Assessment for gifted learners should be designed within the framework of this program.

The first step in addressing the learning needs of gifted students is to establish their current level of achievement and determine whether this aligns with their identified level of ability. This can be achieved by using a variety of assessment strategies.

Assessment for gifted learners should also take different forms to ensure that students’ development can be measured and considered from multiple perspectives. These formats may include:

  • assessments aligned to the extended curriculum offered to gifted students
  • assessments based on applying problem solving skills and solving real world issues
  • standardised assessments at and above the students’ year level to minimise any ceiling effect (upper limits of the assessment) and ensure assessment does not limit the performance of these students (VanTassel-Baska, 2005).

Adjustments to the learning program should then be made in response to this information. This may include the use of conceptual frameworks, critical and creative higher order thinking and the addition of advanced content (VanTassel-Baska and Staumberg, 2010).

What are the implications for gifted learners?

The different learning capacity of each gifted student creates unique challenges when considering the best way to assess their learning and progress. Perhaps the most important factor is to use measures that provide visibility of the actual growth that has occurred across a period of time.

Quality assessment for gifted learners involves using measures which allow parents, students and educators alike to see the true academic growth of the gifted learner. This is vital as gifted students may attain high levels of achievement without necessarily demonstrating learning gain or growth.

For example, students may arrive at high school already knowing or understanding the content and/or skills that are to be studied in mathematics in that year. The school may assess the identified gifted students of an incoming cohort using an advanced assessment to measure their achievement. To assess the subsequent learning growth of these students it would be important for them to have an extended and accelerated learning program in mathematics, and then be assessed above grade level. The key understanding to be taken from this example is that assessments for gifted learners should be designed to be able to measure the full growth of these learners in order to communicate more than the attainment of year-level outcomes.


Educators use quality assessment to accurately assess skills, understandings and different types of learning. Without such assessments, the learning growth of gifted students may never truly be measured within the school context. Furthermore, assessments, which are rigorous and appropriately designed for gifted learners, will translate beyond the classroom and into lifelong learning.



Woolworths Earn and Learn Resources

Mount Stromlo staff would like to thank all of our students and parents who collected the Woolworth’s Earn and Learn stickers.  These are valuable to the school as we can obtain valuable resources for our students.

We will keep you updated of the resources we are able to purchase with the stickers.



The planned weekday timetable change scheduled for Monday 12 October will be deferred. This includes a deferral of the timing revisions to the ACTION schools network.

All information you have previously received regarding upcoming changes to the ACTION timetable and to ACTION schools services is now obsolete. ACTION’s current weekday timetable and current school services network will continue to operate as is until further notice.

All current timetable information, as well as a list of current school services, remains available on the ACTION website –

Please visit the ACTION website for further information.

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