MAC News 9 2021

Principal Report

Dani Angelico, Principal

Dear MAC Community

I am delighted to be welcoming back MAC students to face-to-face learning at the end of this week. It has been a long time since we have all of our students on campus and I know that all staff will feel relieved to be able to work with our students face to face.

Staged return to face-to-face learning

While the Entry and Grads of 2022 will return full time on Friday, the Above Entry students will remain part-time at the school until Friday 5 November.

Here are the details again for the staged return:

  • Entry (Year 7) Friday 22 October full time
  • Above Entry (Year 8 & 9) Tuesday 26 October Tuesdays and Wednesdays
  • Above Entry (Year 10) Friday 22 October Thursdays and Fridays
  • Graduate 2022 (Year 11) Friday 22 October full time

All students return to school full time on Friday 5 November.

Please ensure you read any Compass posts in the lead up to students returning.

COVID-Safe Precautions

While vaccination rates are relatively high, it is still very important that students and staff must not attend school if they have cold and flu symptoms. It is recommended that all staff and students who have these symptoms get tested.

Face masks must be worn indoors and outdoors by anyone aged 12 years and over, whenever they leave their home – unless they have a lawful reason not to. This includes staff and students while they at school: in the classrooms, during breaks and outside. Staff may remove their mask while they are teaching.

All rooms will have windows and doors open where possible to maximise ventilation. Students and staff need to ensure that they wear appropriate clothing for the outside temperature.

Read more about the current coronavirus guidelines and restrictions for education settings.

For further information about COVID-19 and children and young people, see the Department of Health Children, young people and COVID-19 Fact Sheet. Also available in translations including Arabic, Chinese, Japanese, OromoSomali, Spanish,  Tigrinya and Vietnamese.

Building Works

There has been a huge amount of work done on the school grounds since the students were here last.

The demolition of G-Block is well under way and there is a large segment of the school grounds that is now out of bounds for the safety of the students. While it was a slow start with the complications of the latest lockdown, it is great to see it underway.

The Heads of House, Senior and Junior School Leaders, International Student Coordinator and Careers and Pathways Coordinator are now located in the Murdoch Room in the Resource Centre. There is a new classroom where the café area resided in the Resource Centre and a full-accessibility door has been installed into the Resource Centre along with two ramps: one directly into the Resource Centre and one at the Bignell Street entrance to the school.

It is imperative that if any parent or carer needs to come to the school, they go directly to the General Office, which is best accessed directly from Mount Alexander Road.

Celebrations

This week we celebrated our 2021 Graduates with an assembly that you can view here. The Graduates 2021 have shown incredible resilience over the last two years, through COVID restrictions, lockdowns and at least one quarantine. May this time provide them all with great strength as they forge their path into adulthood. Part of the celebrations also included a dress up day and a COVID safe celebratory lunch together followed by fun awards and activities. It was great to see the students and staff enjoying themselves after what has been an incredibly challenging year. Thank you to Michael Buckingham and Kate Stevanovic for their work in coordinating this week’s events.

Unit 3 and 4 VCAA exams

Due to the building works, the GAT and the English as an Additional Language and English practice exams were held down at Debney Meadows Primary School. All Units 3 and 4 VCAA exams will proceed at Debney Meadows with the first exam being English and EAL on Wednesday 27 October. We are very thankful for the support from Debney Meadows Primary School, Principal Koreena Carlton and her staff who have welcomed our students and have provided us with the space for this time.

Thank you

Thank you for your continued support this year. While we will not be able to enjoy a return to normal whole school events this year, I am looking forward to seeing the students and staff and working with them to ensure a successful end to the school.

Ms Dani Angelico, Principal


Inside this issue


Graduates of 2021

Mr Buckingham

To the Grads of 2021,

Congratulations on making it to this important milestone in your lives, the end of 13 years of formal education!
These last two years have been difficult, but you have all proven that you are flexible and determined young people.  You have shown as all what true resilience is.
It has been my absolute pleasure to be your Senior School Academic Advisor. I am truly going to miss each of you, but equally can’t wait to find out what the future has in store for you.
We wish you all the best in your upcoming exams, finalising your outcomes, and wish you all the best in your future endeavours.
Mr Buckingham, Senior School Academic Advisor

Student Leadership Team

Graduates of 2021 Final Assembly

On Tuesday October 18, the 2021 Graduates had a small presentation to celebrate their last days of compulsory schooling. Hosted by Roman, Maddison, Zebib and Bethany they each reflected on their time here at MAC and the students and staff who made a difference on their journey as well as looking forward to the opportunities that lay ahead. We were moved by our College Captains (Brendon and Marcella) well wishes to the Graduates and inspired by Ms Angelico and Mr Buckingham’s words of inspiration. It was certainly not the celebration we all hoped for the Graduates, however we wish them well on their future pathway.

We acknowledged and celebrated the achievements of our students with students from each House being awarded the following awards:

Outstanding College Contribution – students who receive this award have demonstrated across their time here at MAC that they are leaders in the community. From being involved in school based programs and activities and taking on leadership roles within the school and beyond 

Academic Achievement – students who receive this award have demonstrated high levels of achievement across their academic program, not simply just during their VCE studies, but across the whole of their time here at MAC. 

Pathway Achievement Award – students who receive this award have been successful in securing their future pathway either through a work placement, TAFE or university course.  

A huge congratulations to each of the students who received these awards.

Also a big thank you to Marcella who assisted in chairing the assembly and to Ms Aydin, Ms Sosnowski and Ms Balaburov for assisting with the recording of the presentation. 

You can view the assembly on our YouTube channel

Kate Stevanovic, Leading Teacher Student Leadership & Empowerment

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Student Wellbeing

SPECIAL REPORT: Managing Overwhelm

Due to the pandemic, the world we now live in is a very different place. The hyperconnected nature of our current environment means that we are constantly being reminded of the challenges we face via numerous media and social media channels. Our connectivity to the digital world exposes us to a barrage of messages that can leave us feeling overwhelmed. As a result, many children and their parents are reporting higher levels of stress and anxiety.

Unfortunately, our brains have not evolved fast enough to adapt to this digital landscape. The combination of constant access to information and having little control over the situations presented, can be stressful and overwhelming. It is therefore important for adult carers to check in with their children and be aware of what information they may have been exposed to. It may not necessarily be the information itself that is harmful, but more their inability to process and make sense of it. Providing children with the skills and strategies to cope will enable them to flourish and thrive, socially, emotionally and academically.

The blueprint for parenting, based on our own experiences, is no longer fit for purpose in raising kids as citizens of tomorrow. This can be inherently stressful and overwhelming, not only for parents and carers, but children alike. If left untreated or unmanaged, constant stress and anxiety can lead to a number of behavioural issues or health consequences.

This Special Report suggests a number of strategies to help manage any feelings of overwhelm that you or your child may be experiencing. We hope you take a moment to reflect on the information offered, and as always, we welcome your feedback. If this raises any concerns for you, a loved one or the wellbeing of your child, please seek medical or professional help.

Here is the link to your special report https://mountalexandercollege.vic.schooltv.me/wellbeing_news/special-report-managing-overwhelm


Parent Guides

Mount Alexander College are the fortunate recipients of a one-year digital subscription to Parent Guides. Simplot Australia granted Eileen Berry, founder of Parent Guides, with the funds to supply two schools in the Flemington area with digital subscriptions for one year to parent guide resources. These parent guides  (Drugs 101, Social Media 101, Respect 101, S*x101 and Mental Health 101) are accessible to all parents and carers from the MAC community on the Parent Resources page on the school website

“Parent Guides empower parents to take ownership and encourage young people to be open about what they are doing and thinking. We want to champion change, and minimise and prevent harm. Material is tailored for them and has no embedded or subliminal messages. It is simple, open, honest and impartial.

“We want to ensure that through their parents and carers, teenagers develop the life skills needed to be resilient and become healthy adults. We don’t advocate banning things or experimenting and are realistic about the perils that the internet poses.

“We simply provide the best available information and tools so that parents and carers can support their children through what can be a difficult time.”

Eileen Berry, Parent Guides Founder

Carmel Nielsen, Student Wellbeing Coordinator


National Mental Health Month Calendar

MHFA Wellbeing Calendar

Mental Health Week

This October is Mental Health Month with World Mental Health Day on October 10. The message for this year’s World Mental Health Day is “Look Up, Look Forward, Look out for each other and Look after your mental health, Australia”.

Good mental health is when we can cope with the stressors of our daily lives, participate in loving relationships, contribute to our community, and work towards our goals. Everyone has mental health. And we can all benefit from looking after our own mental health and the mental health of our communities.

Over the course of Mental Health Week, the MAC community participated in Self-Care activities with each day having a different theme. Students and staff were invited to undertake an activity of self-care and submit a photo demonstrating this. The themes for each day included:

  • Monday- Take time to get moving and to eat healthy
  • Tuesday- Take time to enjoy the reverse scavenger hunt and mentoring
  • Wednesday- Take time to show kindness
  • Thursday- Take time to embrace nature and to take notice
  • Friday- Take time to laugh and smile

We had fantastic participation of self-care activities as demonstrated by some amazing photos submitted. Well done MAC Community!

For more information about Mental Health Week see: https://lookafteryourmentalhealthaustralia.org.au/

Michelle Hynson, Health Promotion Nurse, and Elaine Wong, Mental Health Practitioner

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English

Are lockdowns the way to go? How the Victorian Government is failing its citizens

Author: Lachlan Janetski, Above Entry 9 Student

People underestimate the impact lockdown has on children like me. Because instead of writing this piece in school where I’m surrounded by my peers, I’m writing from home with no friends I can talk to and no teacher here to help me. Sure there’s Zoom but nothing beats face-to-face learning, especially when so many of us are falling behind.

For a long time we were considered by many to be the lucky country but now Australia is recognised as a “COVID Prison” (The Times, Britain), “Tyrannical” and a “Bureaucratic oppression” (The New York Post). Both the United Kingdom and the United States of America have given citizens their freedoms back despite having tens of thousands of daily COVID-19 cases. Here in Victoria, we have counted over 250 days in internment under the harshest restrictions of any lockdown in the world while in New South Wales, where for a long time daily case numbers were higher than Victoria’s, restrictions were beginning to ease before the case rate started to decrease.

For the last two years, my cousin (fully vaccinated), a year twelve student in trade school, has been unable to complete his VCE and VCAL courses, not having the hands-on experience he needs for the industry he’s trying so hard to pursue.

My mum who’s also fully vaccinated, has been suffering from cervical myelopathy (severe damage to the spinal cord) for the past two years and due to lockdown restrictions, it’s only recently that my mum has been able to return to her physio and occupational therapy sessions.

My grandfather, who is fully vaccinated and suffering from chronic obstructive pulmonary disease (COPD) and chronic heart failure, has been in and out of hospital for the last six months due to the rise of infection and pneumonia in his lungs. Living on borrowed time, my grandad is stuck between these four walls where he should be spending whatever time he has left with his family and friends, enjoying life. 

Living with my granddad, my mum and I (awaiting my second vaccination) are struggling to provide him with the help, care and support he needs due to the shortage of staff and diversion of hospitals, with healthcare workers only allowed to assist during emergencies, all due to Victoria’s harsh restrictions. My pop needs to get out before it’s too late and it’s because of these restrictions that my granddad is being sent home from the hospital where he shouldn’t be leaving. For instance, last month he was put into a ward where a fellow patient tested positive for COVID-19. The hospital wanted to send him home only two days after the exposure, my mum fought to keep him there but he returned home a week later, having to continue his isolation period at home. How could my mum possibly differentiate between his usual coughs and a COVID-cough? How were we to know whether he had contracted the coronavirus if the hospital hadn’t kept him in there for long enough? And why couldn’t we have his respiratory nurse come over to check his oxygen levels? Or his heart levels? Because of lockdown restrictions.

It’s never been easy, seeing my pop go through this yet it’s even harder now that I’m unable to catch up with my friends or go to school where my mind is stress-free. I should be out seeing my cousins, going to Highpoint and watching movies on the big screen. Instead I’m left to pick up prescriptions from the pharmacists, check oxygen levels and watch as my granddad is wheeled into hospital again because being his full-time carer, my mum can’t leave him alone in the house and it’s not that I don’t want to help because I will help my family in every way I can but sometimes it can get too much dealing with so much stress and sometimes I need a break where I can go out and speak to my friends and family in-person about how I feel rather than going through this experience alone.

Right now, I’m feeling more anxiety and isolation than ever before because when I see the extension of lockdowns on the news, not knowing when our freedoms will be returned I’m feeling stressed, helpless, desperate and scared. No fourteen year old should ever be feeling like this and as an only child, it’s not like I have any siblings I could talk to. I need to go out, I need to see my friends. But it’s like they say: “When life gives you every reason to be negative, think of all the reasons to be positive. There’s always someone who has it worse.” If I’m going through this, thinking like this and feeling the way I am, I simply cannot imagine how worse things are for so many others. We all need the help that we’re not getting. So Mr Andrews, please, help us and open up.

I know it’s not just us who are struggling. Children are lacking the support they need for their learning. Teenagers like me are lacking the skills we need for work experience and employment. Adults are struggling to keep their lives together, lacking the financial support they need to get back on their feet after losing their jobs due to the constant lockdowns, while elderly citizens should be able to be with their families and loved ones instead of being confined in their homes. Everyone’s doing it tough right now and we’re all lacking the support we need. For that, confinement is to blame.

They say “we’re all in this together” yet I can’t help thinking that we’re not. Because that’s the hard truth of it all. How can we be? When it’s a war over words against states over border closures while sports stars, celebrities and politicians can cross the border so easily as citizens are struggling to see their families. 

An example of such double standards, Prime Minister Scott Morrison was able to travel on a private jet from Canberra to Sydney, spending father’s day weekend with his family before returning to the ACT. Clare Hooper, an Australian citizen has been denied an exemption to travel from Narooma, New South Wales to the United Kingdom so she could attend her late mother’s funeral and provide support to her elderly father after being told “that my reason was not compelling enough, and I was told not to reply to the email.” MP Bill Shorten described Mr Morrison’s trip as “appalling judgement” in a statement on channel nine’s The Today Show: “It’s not that he doesn’t deserve to see his kids, but so does every other Australian, and I think when your people are doing it tough, you’ve got to do it tough too.”

This is a joke and the very reason why we need to open up as a state and as a country; because these lockdowns are not the only way out. Mental health lines and call centres are struggling to deal with all the calls for help due to our lockdowns. Kids are falling behind, and so is the economy. Shops are shutting, shop owners are selling and citizens are struggling to find employment right now due to the limited number of jobs available.

This is not the Australia I once knew. The Australia nobody once knew. The Australia I knew was a unified country, not six states and two territories fighting over border restrictions and vaccine supplies. I never cared about politics, about the news, or any of the sort. But things have changed since then.

In our 2020 yearbook, my school has written a list of words defining our year. Terms such as border closures; containment areas; epidemic curve; flattening the curve; hard lockdown; hydroxychloroquine; index case; the new normal; the novel coronavirus; P.E with Joe; remote learning/teaching; respirator; ring of steel; roadmap to recovery; self-isolation; single bubble; sour dough; stage three; stage four; stay home; super-spreader; toilet paper storage; travel ban; ventilator; work from home; work permits and what day is it? These are words secondary schoolers should not be worrying about, words that no one should have to worry about. And yet here we are, “right to go?” There’s another one on the list.

By the time I return to school, we will have spent a total of nine months in lockdown. Nine months inside doesn’t help us because the virus keeps spreading and will keep spreading no matter what we do to prevent it, we will never eradicate COVID-19. Not to mention, we’re still in our “seven day snap lockdown”. Boy, would I hate to play a game of snap against Daniel Andrews. Sure, these lockdowns are based on advice given by the health experts, but why does the advice keep changing? The advice is merely just an opinion. What we need is a team of nation-wide health experts who decide how many cases of COVID-19  are necessary for a lockdown to occur, when our borders will shut and reopen so as to prevent confusion and to create a common understanding for all state leaders in Australia to decide on what’s really best for us. 

We need definitive answers which we aren’t getting. Even our Premier Daniel Andrews says that he can’t guarantee our freedoms back by Christmas. Why should we feel privileged to get our freedoms back, to be human? Because these restrictions are inhumane. This is why we need to open up. This is why we can’t live in fear of the virus. It’s not that I don’t believe the coronavirus exists, but these restrictions in place shouldn’t and it is unfortunate that some have to suffer from it but the harder truth is that people are going to die from this virus as much as we try to prevent it. Yes, lockdowns help protect us, but they’re causing more harm than good.

Lachlan Janetzski, Above Entry 9


Victorian Premiers’ Reading Challenge Readers Review Competition Winner

Congratulations to Samuel Chong who submitted the winning entry for the Readers Review Competition for the Years 7 and 8 Section. Samuel has won a stack of books and his English class will have a virtual visit from renowned author Shivaun Piozza.

Meg Dunley, Victoria Premiers’ Reading Challenge Coordinator


Resource Centre News

I look forward to welcoming all staff and students back to the school. Please take the time to find all overdue books and put them in your schoolbag to return them when you return to school over the next week. Staff and students can see what books they have outstanding via the Library Catalogue (login using the Single Sign On with your school email address and password). The Resource Centre is looking a little different with the changes to the buildings. The cafe area is now a classroom, so students are encouraged to eat outside at lunch and recess.

It’s a great time to reserve a book that you’ve been looking forward to reading. You can reserve books through the Library Catalogue and when you return to school, I will have the book available for you.

Ebooks and Audiobooks

The Eplatform has over 2500 ebooks and audiobooks that you can read or listen to with new books being added every day. You can access it by downloading the app on your device and signing in with your school details in the Single Sign On (SSO). It’s a great way to access books during uncertain times. Find out more here: mountalexandercollege.wheelers.co

Meg Dunley, Resource Centre, Communications and Marketing Manager


Health and Physical Education

The Baby Experiment

Supporting emotional development through providing comfort
Kowsar showing the role of carers in social development during early childhood

As part of the Unit 2 Health and Human Development area of study, students have learnt about human development across the lifespan with a focus on prenatal and early childhood development, risk and protective factors during pregnancy and considerations when becoming a parent. Students were able to have a hands on experience this term by participating in a baby manikin simulation. Students took care of their baby for a 24 hour period including burping, feeding, changing their diaper and giving attention. Students were able to put into practice what they had learnt about the importance of social, emotional, intellectual and physical development as well as the intergenerational role that families play in this development. A huge thank you to the families who have been involved in supporting this experience.

My experience with the baby was both fun and challenging, it taught me how much you need to balance when you have a child, especially if you are in Year 11!

Erin Breeze, Graduate of 2022

Kate Stevanovic, Leading Teacher Student Leadership & Empowerment 


Humanities

Bringing the world event into MAC classroom

During the second week of Term Four, MAC Community member Yamanaka San was a guest speaker to our online Japanese class. Yamanaka San communicated with Sensei (teacher) in Japanese to model students on dialogue in class. She shared her first-hand experience on earthquake in Japan and Sensei showed us how students run earthquake drills in Japanese schools. We learnt from the Japanese how to deal with natural disasters calmly and tolerated 1000 earthquakes each year. The recent Melbourne earthquake is nothing compared to that in Japan. In addition, we studied the special award winning bag pack that is used in Japan designed for disaster use. There are 30 items in a compact bag with the radio alone having more than ten functions. The bag would be great for Aussie camping use as well. Interestingly, the Japanese shindo that is used to measure earthquake is different from our magnitude measurement. The Kanji word from China pronounced zhendu, is the same as Japanese shindo and the Korean call it jindo.

Ms Ching Chan, Japanese and Chinese Language teacher

Rube Goldberg Experiments

This term Students in GTAP classes (Year 7 Science) took part in building a Rube Goldberg machine, a chain-reaction machine. Building a machine has not only been a lesson in science but also a lesson in resilience as often it takes a lot of tries to accomplish a successful machine. 

Have a look at Mr Philips’s football kicker and a few of his students attempts. Some frustration was involved, however all reached successful results. What a great demonstration of a growth mindset!




Interested in technological innovations?

Over three days, Years 9-10 students will work in teams to explore the social, economic and environmental implications behind technological innovations and projects around the world. The challenge is centered around a range of engaging hands-on and virtual activities to show students the importance of teamwork, communication and community consultation in problem solving.

The Innovation Challenge is hosted virtually, by the Engineers Without Borders University of Melbourne Chapter and is run by volunteers studying a variety of disciplines at different levels. Participants will get the chance to interact with current university students and gain an understanding of day-to-day university life, subjects and course pathways. 

At the completion of the main challenge, students will present their team’s proposal to a panel of judges. After assessing all submissions and providing valuable feedback, the top three projects will be awarded prizes.

The challenge will begin 10am Friday 26 November 2021 and will run until 5pm Sunday 28 November 2021. There are no costs associated with this year’s program. 

If you’re interested in more details please email Ms. Berkovich or sign up here – https://forms.gle/KTz2y8esRPfVNLu79


GTAP – Meet an Ecologist (STEM professional in school)

During remote learning, GTAP classes were given an opportunity to meet Jacinta Humphrey, a PhD student in the Department of Ecology, Environment & Evolution at La Trobe University. As part of her work, she completed her PhD fieldwork on 76 different species of birds. During their classes students watched a recording Jacinta made for MAC and were able to ask Jacinta questions about her work. In turn, Jacinta kindly answered the questions and students reflected on their own learnings. 

Below are some of their reflections.

Vivian Duong and Miriam Berkovich

Jacinta is a talented scientist for doing all this research on birds and presenting this to us in class via video. I have learned so many new things about birdsRyan Harbridge

I have learnt that Jacinta wants a better future where we can live with native wildlife in the city and suburbs. -Will Bourke

During remote learning we met Jacinta who is an ecologist and has worked with over 75 birds species. We have learnt so much about what she does as an ecologist. I learnt Ecologists study the relationship between plants, animals and their environment and tries to make the environment better for birds in Australia.I also learned that there are over 759 different species of birds in Australia – Nadine Abdou Said

We met Jacinta the Ecologist who completed her fieldwork and shared some stuff with us. I learnt about what we should do to make our city and homes more wildlife friendly for birds, for example: planting more bushes and trees. It is also important to keep cats indoors so they don’t kill the birds – Alice Benson-Hart

Jacinta taught us students about the wonders of science and showed us what it’s like being an ecologist. We got to learn about a multitude of birds and about how being a scientist can benefit many other jobs for instance urban planner councils and a range of wildlife – Claudia Mizzi

I have learnt that Birds who can speak English do not actually know what they are saying, and are just mimicking the sounds they hear – Amra Azougga

Jacinta likes her job because she believes that the work she does is worth waking up early. During her fieldwork she spent 6-7 hours outside studying. During her fieldwork she recorded up to 76 species of birds. Jacinta believes that to make the suburbs a more liveable place for birds the council has to protect their habitat by leaving big trees and planting more bushes and shrubs for the birds – Harvey Vlachos


Biochemistry at home

In Term 4, Biochemistry students were asked to make 3D models of specialized cells of their choice as part of an assessment task. Here are some of their impressive creations at home.

Sienna Puglisi – a cake and lollies to represent the structure of a nerve cell

 

Arlo Pilley – different size of jars to represent muscle cell contractions. 

Ella MclavertyKelp cell from various home items.

 

Lola Salazar-  Cardiac Muscle Cell represented by various items.


MENTAL Exhibition

On Monday October 18, Medicine and Disease classes had an online excursion to the brand new science gallery exhibition – the MENTAL exhibition that is set up at the STEM Centre of Excellence in The University of Melbourne. During the remote tour students were introduced to the galley including: SciCurious and the importance of youth-perspectives, The importance of STEAM, and the implications of art and science co-existing. Students observed a selection of artworks, explored the visual arts practice, style, inspiration, and themes of the Artist / Artwork, reflected on and discussed personal values and beliefs as they relate to the themes of the work. They also explored how the artwork reflects the relationship between technology and social and/or ethical issues and learned the technical/technological composition and operation of the artworks, and how advancements in STEAM contribute to finding solutions to a range of contemporary issues.

I thought that the MENTAL exhibition was a really great way to show the overlaps in science and art. All of the exhibitions showcased were interactive and thought provoking, and related to many problems and/or experiences we have on a day to day basis. This science gallery really explores all natures of social media, and how attached we can get to our devices. Some of the exhibitions explored ideas related to AI and the impact it could have on our future (mirror ritual), our attachment to phones and other inanimate objects (caspers ex), exercise and how social interaction can make us more motivated (the wheel). And finally, online conversations and how they differ from ones in person (your face is muted).

This gallery brings to light mental health, and how it has been affected by the modern era. It expresses the challenges that this presents, but also the good things that can come from it.

Lucinda Gray, Y8

The science gallery MENTAL exhibition was a cool experience for me. It was very engaging as they included the audience into the topics, frequently asking questions to keep us engaged. They dived deep into emotion, through not only colours, but with objects, some of which don’t even have emotions. Overall, I found the Mental exhibition very intriguing, with lots of interesting ideas and concepts. 

Luke McKay Y8

I enjoyed the exhibition because these subjects are very interesting and challenge my thinking. I enjoyed seeing all the different equipment and effort put into creating all of those projects. I related to a lot those subjects including the phantom phone vibration. I thoroughly enjoyed it and will go visit the exhibition as soon as I can. 

Harper Eason Y8

Sumaia El Sayed and Miriam Berkovich


Year 12 Women in STEM: Software Engineering Internship 2022 at Stile

Are you good at collecting, organizing, and finding patterns in information? Do you like science or solving puzzles? Are you curious about the way apps work and interested in learning how to build them? Have you considered taking a gap year in 2022? What if you used it to learn to code and got paid to do it?

More info here: https://stileeducation.com/jobs/software-internship-2022/

Eligibility and selection criteria

  • You’re a young woman or non-binary person finishing school in 2021 or have graduated from school in the last 24 months.
  • You will have completed some Year 12 Maths
  • You can demonstrate an interest in science, maths, education, or something equivalent. Do you have a side project you’re working on? Do you tutor your friends? Do you have any other STEM interests?
  • You’ll be 18 by 31 March 2022.
  • Prior experience with code isn’t necessary, but you’re keen to learn! That said, we’d love to hear about any previous coding projects you’ve done.
  • You live in Melbourne and will be able to commute into the Stile offices. Alternatively, you are in regional Victoria or interstate and would be willing to relocate.
  • We will have a strong bias towards applicants from socially disadvantaged or minority groups.

Miriam Berkovich, Science Teaching and Learning Leader

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Staff Walk for Mental Health Research

Support Our Walk for Mental Health Research

Did you know that 1 in 5 people experience symptoms of mental illness each year? In fact, every day in Australia, 8 people will die from suicide.

Mental illness can be debilitating and can have a devastating impact on not only those living with it, but those around them.

But this October, we’ll be putting one foot forward to make a difference to the lives of people touched by mental illness and suicide.

We’re fundraising to raise money for life-changing research into treatment and prevention of mental illness, as well as vital support services.

Support our challenge and help change the lives of people living with mental illness. 

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MAC Parents & Friends

The next MAC Parents & Friends Association’s meeting is Monday 8 November at 6.00 pm. Contact the MAC Parents and Friends to stay in contact with them about what the format will be: mac.parents.friends@gmail.com

Join the conversation over on the PFA Facebook Group


Second-Hand Uniform Shop

If you are finishing up at MAC this year, please consider donating your old school uniform to the Second-Hand Uniform Shop. This enables families to purchase uniform for a fraction of the cost. Donations can be left at the General Office.

Clare Mendes (shop volunteer), MAC Parents & Friends

Community News and Advertising

We advertise and support local organisations that reside in our catchment area. These suburbs include Flemington, Kensington, Ascot Vale, Moonee Ponds, Maribyrnong, West Brunswick, North Melbourne and Parkville.

MAC News Deadlines

The MAC News is published three times during school terms.

Please see the below dates for MAC News submissions deadlines for articles and advertising. Any advertising requests must be sent to mount.alexander.712@education.vic.gov.au

Term 1 2022

  • MAC News 1 - Wednesday 9 February
  • MAC News 2 - Wednesday 9 March
  • MAC News 3 - Wednesday 6 April

Term 2 2022

  • MAC News 4 - Wednesday 18 May
  • MAC News 5 - Wednesday 22 June

Term 3 2022

  • MAC News 6 - Wednesday 10 August
  • MAC News 7 - Wednesday 14 September

Term 4 2022

  • MAC News 8 - Wednesday 2 November
  • MAC News 9 - Wednesday 7 December

Upcoming Events

2022 Newsletters

MAC News 1 2022

Community School Since 1858

Mount Alexander College is located where Flemington National School was established in 1858. The school, which has undergone many changes, has always served the community.

Contact Us

Email: mount.alexander.712@education.vic.gov.au
Phone: 0393761622
Fax: 0393765232
Address: 167–175 Mount Alexander Road Flemington VIC 3031
Provider No.: 00861K

Mount Alexander College is accredited under the Department of Education and Training’s CRICOS registration (CRICOS provider name and code: Department of Education and Training, 00861K). For further information refer to www.study.vic.gov.au.

Mount Alexander College acknowledges the Wurundjeri people of the Kulin Nations, the Traditional Owners of the land on whose unceded lands the school stands, and pay our respects to their Elders, past and present.