Galilee Newsletter

11 May 2017
Issue Six
Principal's Report
Upcoming Dates
Education in Faith
Leadership and Management
Learning and Teaching
Student Wellbeing
School Community
Student Reports
Local Connections
Galilee Regional Catholic Primary School
(03) 9699 2928
301 - 319 Bank Street
South Melbourne, Victoria, 3205

Principal's Report

Dear Families,

With the celebration of Mother’s Day this Sunday, it is a good opportunity to reflect on the role of mothers in our families in raising our children. Children treasure their families and feel they are special and irreplaceable. Families, including immediate and extended, provide children with a sense of belonging and identity. They are a source of emotional support and comfort, warmth and nurturing, protection and security.  There is amongst families a sense of reciprocity—a giving and taking of love and empathy by every family member. This Sunday is a very important and special day for all mothers throughout the world. It is a time to acknowledge the great job that our mothers do in looking after us and guiding us through our lives. Thankyou to Jess Conway, Mal Orr and the classroom teachers for assisting the students with their special surprises

At Galilee we will be celebrating our mothers and significant females with a morning and afternoon tea, Mass and luncheon. I know that the students of Galilee will be making sure they recognise their mothers and significant females, particularly on Sunday.


A feeling of gratitude

Mrs Price talks about encouraging persistence in your children (Student Wellbeing) and provides some helpful hints. Persistence in many ways leads to increased resilience. Resilience can be learnt at all ages and often leads to a more positive and happy approach to each day.

This reminds me of man I heard last year called Hugh van Cuylenburg, managing director of the Resilience Project. Hugh spent time living at an under-privileged school in in the Himalayas and returned to Australia determined to spread his message.

Can you reflect upon a time when this has happened to you? Have you ever been in a difficult situation and been grateful when it has been resolved?

One important strategy that Hugh encouraged was, to be grateful each day for at least three things. He noticed a dramatic increase in the resilience and positivity of participants (practising being grateful for three things each day) even after one week. Thinking of what is going right in your life, as opposed to what is going wrong, is a much happier way to exist each day. We all have different backgrounds, personalities and situations, with some people being more naturally positive than others. The descriptions commonly used are 'glass half full' or 'glass half empty'. 

Sometimes we can allow our past experiences, pleasant or not, to dictate how we feel in the present. Hugh says that it is possible to change your mindset and view life more positively by being grateful each day.


This philosophy can also be applied to how we interact with other people. When interacting with others, do you see what they are capable of, OR rather, what they cannot do? Teachers have known for a long that that building upon a student's strengths inspires greater learning and that criticism limits further learning and confidence. Do you want to inspire other people or limit their achievements? Positivity often begins with how you greet another person, either by your tone or by simply using their name. Do you acknowledge other people's achievements? Recognition of genuine achievements help to not only build a person's confidence but when done by many, to lift the performance and culture of a community.  


At our assembly each week, the teachers give out awards to students for varying achievements but recognition does not have to be an award and can be either private or in front of an audience. While members of a school recognising each other's achievements helps to build community, the opposite can occur (when recognition is not valued after genuine achievement it can lead to a loss of confidence and reduced contribution to the community). However, not all achievements will lead to recognition and this is part of developing one's resilience.


While Galilee is a positive place to be each day, further recognition of each others' achievements (by students, staff and parents)  will lead to  more inspired learning, teaching and support by all. 

In summary, I encourage you to:

  • try Mrs Price's suggestions on how to develop persistence (resilience) with your children and yourselves; 
  • practise being grateful for three things each day either by yourself or as a family;
  • be positive to those you meet, recognise their achievements or work,

...and see if these strategies improve your wellbeing and the relationships you have with those around you.


Farewell Chloe

At assembly on Wednesday, we farewelled Chloe (2R) who is returning to London with her family. Chloe was presented with a memory book from her classmates and a certificate at assembly.



What is NAPLAN? The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9. All students in these year levels are expected to participate in tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy. Why do students do NAPLAN tests? NAPLAN tests are one aspect of the school’s assessment and reporting process, however they do not replace the extensive, ongoing assessments made by teachers about each student’s performance. 

This week the Year Three and Five students completed the four scheduled NAPLAN tests for 2017. Tomorrow will be an opportunity for students who have been absent this week to complete tests. 



Miss Casey will be away on Approved Leave from Monday May 22 - June 8 and will be replaced by Anna Reilly. Mrs Ford will be away on Approved Leave from May 29 - June 8 and will be replaced by Helen Walker. Staff are entitled to approved leave after a period of service in Catholic Education. We always try to employ short-term replacements who work regularly at Galilee and are familiar with our students and policies. 


Prep 2018 Interviews

Together with Mrs Burns, Mrs Gerecke and Mrs Price, we have met with all sibling and most non-sibling families (some still to occur) from our list of applications to attend Galilee. It has been an amazing experience to meet the excited young children who are all eager to begin school at Galilee. They are all at different stages of development but with inquiring minds.

We are enrolling two classes of students into Prep for 2018. It has been a pleasure meeting all of the young children and their families; the development that occurs from now until the beginning of the next school year will be astonishing. The meeting is a valuable time to meet the children and to ask questions that will assist in the transition to school. Many children asked some fascinating questions. Letters of offer will be sent out shortly and to confirm a place for your child, all replies and deposits need to be paid by the required date. Prep Transition dates are listed below and been designed to gradually introduce children to the classroom and the broader school community. We take the opportunity to observe social, academic and physical abilities and begin planning for the following year. The program consists of four days and two parent/guardian sessions plus some visits to selected kinders (where there are multiple students). Below are the dates that will be sent to the families:


School Review and Closure Day June 9

We have an additional school closure coming up on June 9 as a result of our upcoming External School Review to be held from October 10-13, which occurs every four years. We need to report on the school's progress for the past four years. Parents, students and teachers also participate in the process which results in future goals and targets being set. We are accountable to both the VRQA (Victorian Registration and Qualifications Authority) and CEM (Catholic Education Melbourne). Mrs Maree Holmes from CEM will be present on June 9 to assist us in our preparation. 


I wish  all of our mums a wonderful Mother's Day!

Simon Millar


Upcoming Dates

**Dates and times may change

Term Dates 

Term 2  April 19 - June 30

Term 3 July 17 - September 22

Term 4 October 9 - December 19 


Fri 12  Mother's Day Mass 9:30am St. Peter and Paul, Mother's Day morning tea, lunch and afternoon tea

Fri 19  Dendy Cross Country

Mon 29  Year 2 Parent Morning Tea, Eucharist Reflection Day for Year 4

Tue 30  Prep Parish Mass Ss. Peter and Paul 12pm

Wed 31  Year 1 Parish Mass Ss. Peter and Paul 12pm


Thu 1  Dads Night

Fri 2  Movie/Disco Night

Fri 9  School closure day

Mon 12  Queen's Birthday Public Holiday  

Tue 13  SEB Meeting

School Closure Dates

Friday June 9

Friday August 25

Monday November 6

Friday December 1

Sacrament Dates

First Eucharist - Ss. Peter and Paul, South Melbourne

  • Preparation Class 2 - Saturday 13th May
  • Preparation Class 3 - Saturday 20th May
  • Preparation Class 4 - Saturday 27th May
  • Reflection Day – Monday 29th May at Galilee - 8:50am - 3:25pm
  • Sacrament of First Eucharist – Sunday 4th June at 10.00am - at Ss. Peter and Paul

First Eucharist Dates - Our Lady of Mount Carmel, Middle Park and St. Joseph's Port Melbourne

  • Parent Information Evening - Thursday 11th May – 7.30pm in O’Connor-Pilkington Room, Richardson St. Middle Park
  • Preperation Class 1 - Saturday 13th May
  • Preperation Class 2 - Saturday 20th May
  • Preperation Class 3 - Saturday 27th May
  • Preperation Class 4 - Saturday 3rd June
  • Reflection Day – Monday 29th May at Galilee - 8:50am - 3:25pm
  • Sacrament of First Eucharist - Saturday 17th June at 6pm - at Our Lady of Mount Carmel 



Sept. 14  Confirmation Faith and Parent Information Night

Nov. 4  Preparation Class Ss. Peter & Paul's Hall 4.45pm

Nov. 8  Sacrament of Confirmation Rehearsal with Bishop Elliot at OLMC

Nov. 11  Preparation Class Ss. Peter & Paul's Hall 4.45pm

Nov. 11  Sacrament of Confirmation OLMC

Nov. 18  Preparation Class Ss. Peter & Paul's Hall 4.45pm

Nov. 25  Preparation Class Ss. Peter & Paul's Hall 4.45pm

Dec. 3  Sacrament of Confirmation  Ss. Peter and Pauls 10-11am


Public Holidays

12 Jun   Queen's Birthday
29 Sep   AFL Grand Final Friday
7 Nov     Melbourne Cup Day


Wednesdays 2.40pm

May 17  6C

May 24  5O

May 31  4R and 4G

June 7  5F

June 14  Prep F

June 21  Sport 

Second Hand Uniform

Open Monday 3.30-3.40pm & Friday 8.40-8.55am

Located in Prep Building

Clean uniform donations appreciated

Lunch Orders

Available to order Wednesdays and Fridays only


Education in Faith

First Eucharist 

Many of our Year Four students have started their preparation to receive the Sacrament of Eucharist for the first time later this term. Students are learning about the Eucharist in their classrooms and at preparation classes at their local parish. Students are engaged in the Scripture stories: The Last Supper, Feeding of the Five Thousand  and The Road to Emmaus. Students are making links between Scripture and the Liturgy of the Eucharist. Our next major event in preparing the students for First Eucharist at school will be our First Eucharist Reflection Day on Monday 29th May. More information about the Reflection Day will be sent out to all Year 4 students soon. We wish them every blessing as they prepare for this special occasion.


First Eucharist Dates to Remember: 


First Eucharist - Ss. Peter and Paul, South Melbourne

  • Preparation Class 2 - Saturday 13th May
  • Preparation Class 3 - Saturday 20th May
  • Preparation Class 4 - Saturday 27th May
  • Reflection Day – Monday 29th May at Galilee - 8:50am - 3:25pm
  • Sacrament of First Eucharist – Sunday 4th June at 10.00am - at Ss. Peter and Paul

First Eucharist Dates - Our Lady of Mount Carmel, Middle Park and St. Joseph's, Port Melbourne

  • Parent Information Evening - Thursday 11th May – 7.30pm in O’Connor-Pilkington Room, Richardson St. Middle Park
  • Preparation Class 1 - Saturday 13th May
  • Preparation Class 2 - Saturday 20th May
  • Preparation Class 3 - Saturday 27th May
  • Preparation Class 4 - Saturday 3rd June
  • Reflection Day – Monday 29th May at Galilee - 8:50am - 3:25pm
  • Sacrament of First Eucharist - Saturday 17th June at 6pm - at Our Lady of Mount Carmel 



Mother's Day Mass

We invite everyone in our community to join us for our Mother's Day Mass at Ss. Peter and Paul tomorrow morning, starting at 9.30am. The Year One students and teachers have worked with Mrs. Brittany Ford to create a beautiful liturgical celebration.  The music will be led by Anita and our newly formed Galilee School Choir. We look forward to seeing many of you there to mark this special event.


Renewed Religious Education Curriculum


This year the Religious Education Curriculum has changed for all Catholic schools in Melbourne.


The Renewed Religious Education Framework has been developed in consultation and collaboration with schools and Catholic Education Melbourne. The new Religious Education Framework gives teachers more opportunities to design learning that brings the richness of Catholic tradition into dialogue with the world of the students and contemporary culture. The new framework is designed to be interactive and practical and to promote ongoing learning and faith formation. Students are challenged with making links between their life, the lives of others and the Catholic Tradition.  Teachers pose discussion questions that invite dialogue and offer opportunities for discernment, prayer and further learning about the nature and challenges of faith in today's world. 


The framework supports the full flourishing of all learners as spiritual and religious, physical and cognitive, social and emotional beings through Religious Education. It proposes a learning structure comprised of: three strands of learning; five content areas; and the learning progression including achievement standards. The three strands are:


  • Knowledge and Understanding, i.e. seeking truth
  • Reasoning and Responding, i.e. making meaning
  • Personal and Communal Engagement, i.e. living story.


These three strands offer lenses through which the learning descriptors and achievement standards are presented.


The five content areas work together to build a network of understanding of the Catholic Church and its traditions and have their origins in the To Know, Worship and Love student texts:

  • Scripture and Jesus
  • Church and Community
  • God, Religion and Life 
  • Sacrament, Prayer and Liturgy
  • Morality and Justice


The achievement standards in the new framework describe the quality of learning in the three strands through the elements of dialogue: the nuance of explanation, the openness of interpretation and the depth of self-reflection leading to transformation. 


Teachers are accessing students based on the Renewed Religious Education Curriculum Framework for the first time this year. The new framework has enhanced the rigor and has set higher standards for our students to work towards. This change in curriculum and assessment will be reflected in the Student Reports that are going home to families later this term. Student's will be assessed against the new Achievement Standards and their results will reflect their ability to independently achieve the the standards. You may notice a change in your child's achievement in Religious Education. Please speak to the classroom teacher if you have any concerns about their achievement in Religious Education.


If you would like to view the new Religious Education Curriculum Framework, please use the link below. 



I wish you every blessing for the coming week


Amy Burns

Religious Education Leader

Leadership and Management

Semester One Reporting

The teachers have started writing Semester One student reports.  The reports take the staff many hours to complete, based upon multiple assessments and observations.  A significant amount of time is spent writing and preparing reports, as much as 100 hours in their own time.  

A similar process to last year for report writing will take place.  A separate specialist timetable has been developed for week six, May 22 - 26. Students in Years 3 and 4 will have specialist classes on Tuesday May 23.  Students in Year 5 and 6 will have specialist classes on Wednesday May 24.  Students in Year 1 and 2 will have specialist classes on Thursday May 25 and students in Prep will have specialist classes on Friday May 26.


This will enable the students to participate in their usual specialist classes while providing a block of time for teachers to write reports. Reports will be emailed home electronically on Thursday June 22, prior to the student conferences the following week.


The School Improvement Team, comprised of Amy Burns, Danielle Gerecke, Jane Ferris, Brendan Coburn (Ali Year 4), Vivian Gard (Eliza Year 5 and Daniel Year 3) and our school captains Charlotte and Ethan, will be reviewing the structure and layout of the reports.  We will be moving towards a skills-based reporting system that indicates how students are progressing in the different skills. Semester Two Reports will reflect recommendations made by the School Improvement Team. Semester One Reports will be structured in the same way as reports that were emailed home last year. 

Leadership Day

On Monday, 8th May the Leadership Team attended a Professional Development on Leadership that was facilitated by John Marks, an expert in Educational Leadership and Coaching.  The Leadership Team walked away from the day with a deeper understanding of leading in an educational setting and with a greater understanding about the difference between Leading and Coordinating. Leaders were able to develop new skills through the exploration of the theory, role playing scenarios and discussion and dialogue to ensure that we have a common understanding. In the afternoon the Leadership Team work on 2017 priorities and plan for future initiatives that will benefit the learning of our students. 


In 2017, we have a number of staff in leadership roles but also teaching in classes. This model of combining teaching with leadership has suggested by representative parents of Galilee and highly recommended by the staff from Catholic Education Melbourne.


We are fortunate to have many of our classroom teachers on the leadership team. This highlights the talents, skills and expertise that exist within our teaching staff.  


It is a requirement by Catholic Education Melbourne that all leaders attend regional network meetings and professional development that will enhance their pedagogical knowledge and content, and provide strategies for effective classroom practices for engaged learning.  It is also a requirement by the Victorian Institute of Teaching that all teachers undertake a minimum of 20 hours professional development a year.








Standard 6 of the Australian Professional Standards for Teachers states that all teachers must engage in professional learning.  Keeping this in mind, your child's teacher may be absent on occasion to fulfill their professional requirements.  




Galilee supports staff attending professional development days and understands that implementing learnings  positively impacts on the teaching and learning of each student within our school. We consider ourselves lucky to have teachers willing to step up to leadership roles and enhance their teaching practice by attending professional development days.



At Galilee, we value school improvement linked to student learning but this requires time. It may be necessary for you to assist your child to manage having a different teacher on occasions but it can be seen as a valuable lesson in resilience.



If you have any questions regarding the leadership structure or you'd like further elaboration on this structure, please make a time to meet Amy or Danielle




Learning and Teaching

Fountas & Pinnell Benchmark Assessment Systems


In English the teachers will be using the Fountas & Pinnell Benchmark Assessment Systems to determine students' reading levels, teachers are able to observe student reading behaviours one-on-one, engage in comprehension conversations and make informed decisions that connect assessment to instruction.


The Fountas & Pinnell Benchmark Assessment Systems provide teachers with precise tools and texts to observe and quantify specific reading behaviours, and then interpret and use that data to plan meaningful instruction.


Teachers will identify each student’s reading level during this one-on-one, student-teacher assessment conference.

Teachers will be testing their students using this system in the coming weeks.



Laura Cox & Danielle Gerecke



Term 2 Overviews

Please find Term Overviews for all year levels and specialist classes. The overviews contain valuable information about what the students will be learning throughout the term. We encourage you to use the information in the overviews to guide discussions about student learning at home. The overviews also contain important organisational information such as dates and times. We hope that you find the Term Two Overviews useful. 


Student Wellbeing

Friendship Groups

Our next Friendship Group session is focusing on encouraging persistence.

Persistence is the ability to stick to a task, especially when the going gets tough. It is being able to keep going when a task becomes challenging.

Here are six ways to teach your child/children persistence:

1. Nurture a hobby

Find a hobby your child loves to do, and let them indulge in their passion. By being able to indulge in an activity that they love, children begin to learn the joy of practise and repetition, and the value of learning something special through effort.

2. Give them opportunities to succeed

Children’s mental muscles will never get bigger without some resistance – give them a chance to stretch themselves, and praise them for rising up to the challenge. Start with a smaller task that they can achieve, then build up to something a little harder. 

3. Give your child responsibility

Give your child a special job like setting the table, feeding a pet, reading bedtime stories to their younger brother or sister, or collecting the mail. For older children, it might be helping with family meal planning, walking the dog, or tending to a particular part of your garden. Let them take on that responsibility and learn to take pride in their work. Let them bear the burden – and the joy – of being counted on.

4. Resist rescuing your child from meltdowns

There will be meltdowns, even when your child is faced with an activity you know they can do. Give them the opportunity to step up and get back on their bike after they fall apart. Let them have a break, then gently coax them back to the task. If it doesn’t work, try again tomorrow. If you have a breezy attitude towards getting things done, it may rub off on your child.

5. Don’t give up on them when they give up on themselves

Acknowledge that the task is hard, but shift the emphasis toward trying. If they try, they will eventually solve the task. Encourage problem solving skills. If a task seems overwhelming, help your child break it down into smaller parts, don’t just solve it for them. When they succeed, they can truly celebrate because they did it all by themselves.

6. Remind them of their successes

When your child is overwhelmed, remind them of a time when they achieved something big, or hard. Remember when you were the only five-year-old swimming in the big pool with the yr. 2 children?  By believing in them, your children will soon develop the kind of positive attitude they will tap into for the rest of their lives.

Things you can say to encourage persistence:

  • “Look at all of your hard work.”

  • “Good for you, you didn’t give up.”                                                     

  • “The more you practice, the better you get.”

  • “You did that even though it wasn’t easy or fun.”

  • “That was hard, but look how easy you made it by trying.”

Julianne Price

Student Wellbeing /Student Services Leader


School Community

School Education Board

It’s hard to believe that winter is around the corner and we are fast approaching the half way mark of our school year.

The School Education Board (SEB) have met twice this year with a further 5 meetings scheduled for 2017.


As previously communicated, the SEB works to a set of objectives which guide the direction for our work and efforts and enable us to measure our progress and achievements.

I have attached the 2017 SEB Objectives for your information.


You would also be aware that a Subcommittee of the SEB has been working on the Master Plan and the grants submission to fund it.

To that end, I would like to extend my sincere thanks to Pauline Semmens (Staff), Debra Butcher, Peter Doyle & Cameron Sinclair (Parents) who have each provided sound advice and tremendous input to this important project for our School.  We will keep you posted on the progress of our Master Plan and are happy to answer any questions you might have about it.


I would also like to acknowledge the leadership provided by our Deputy Principals, Amy Burns and Danielle Gerecke in the last weeks of Term 1.

Their dedication, team work and support of the School in Simon’s absence was a blessing and testament to their well deserved promotions to this role.


On behalf of the SEB, I would like to sincerely thank Michelle McCormack for her service to our country and her service to our School for our Anzac Day Assembly.

It is so important that we pay tribute to those who sacrificed their lives to provide the freedom we enjoy today and that our children can connect with and learn about this in such a meaningful and heartfelt way.  We are lucky that you are a part of our parent community Michelle.  Thank you.


And finally, I would also like to acknowledge and thank Helen Di Natale.  Helen is a Classroom Rep for 2C and recently led a wonderful initiative to support a family within the school with meals, hampers, gifts and support.  This was such a wonderful gesture and tricky to coordinate but greatly appreciated.  We are grateful that you are a part of our parent community. Thank you Helen.


The School Education Board intend to regularly acknowledge and celebrate the individual and collective efforts of our School Community.  Please let us know if there is anyone who you believe deserves this recognition.  We’d love to hear from you.



Donna McMaster

Chair/ School Education Board


Mother's Day Morning Tea and Afternoon Tea


Student Reports

Prep News - We Are Scientists!

Last week, the Preps discussed what plants need to survive. We know that plants need water, sun and good soil. Over the next few weeks, we will try and grow some of our own plants.


Each Prep child was able to choose 4 seeds to watch and observe. There were black seeds and white seeds. Oliver in Prep F chose 2 black seeds and 2 white seeds. Kai in Prep E chose 4 black seeds.


To grow the seeds we needed: a plastic cup, a piece of paper towel, seeds and 5 cotton balls. First, Miss Evans and Miss Fahy wet the paper towel and placed it in the cup. Next we put the seeds in the plastic cup so we could see them. Then we put the 5 cotton balls in the middle of the paper towel. Finally we wet the cotton balls. 


On Tuesday, we observed our seeds. Some of the seeds had sprouted! Check out our photos. We also gave them some water and we will keep a sharp eye on our seeds. Hopefully we get to plant them soon.


Prep E and Prep F


Cross Country

On the 3rd of May (one day before Luke Skywalker is celebrated), the Year 3-6s went through a trail famously known as 'Cross Country'. The tension was settling in as we boarded the bus, backpacks and Fidget Spinners at hand. When we arrived we had to carry lots of equipment to help us with the day. We sat down in our house groups on tarps. The plan was we would run around the oval once, then around the entirety of Murphy Reserve twice and then once more around the oval.

I was offered a mint by Charlotte. Unfortunately I took it and sucked it. This may seem irrelevant, but it's actually quite important. Then I was called for my race! I put the mint in my pocket (gross, I know,) and lined up at the start line. I was running in the 12-13 girl’s race with Saskia. The plan was we would 'Jalk' (jog and talk), but when the whistle blew that was thrown out the window. We both flew off around the oval. The minty taste went sour in my mouth and I immediately got a stitch. I slowed to a jog as we left the oval and started the first lap around Murphy Reserve. I'll admit, my first lap was a total mess. It felt like every time I took a breath someone was stabbing me (fun) and I started to... er... cry. Cross Country is hard!

Ding ding! Second lap. Still crying, but not for long! Mr. Coaley to the rescue! Fun fact: With a stitch in your side, you're bound to fall behind. ‘Get some help from Mr. Coaley on his bicycle!’ “Put your hands behind your head and in through your nose and out through your mouth!” IT ACTUALLY WORKS (thanks Mr. Coaley)! With my stitch fixed I was back in the game and finished my second lap! They'd sent out the boys to do their run, too.

Final lap around the oval. People screaming my name! My mum shouting at me! And then I cross the finish line (drum roll please) fifth! I hand in my card in my hand and got completely ‘squeezed’ to death by my friends. I could have come first, maybe - I blame it all on the mint!

Ella's race! I screamed multiple Lilly Singh related chants at her and she finished 11th, (good job)! Before I know it we're back on the bus to school! Who would have thought it - I'm probably going to the next level?! Thanks Mr. Tobin!

By Roxy 6H


Vic AFL State Trials

On Wednesday 3rd of May I went to the Vic AFL State Trials. In the morning of the trials I woke up with a big smile on my face and also with a very nervous stomach. Once I had a shower, I made myself scrambled eggs and I had a big glass of orange juice. When I was all ready Dad said to grab all of my things (prepared to go) and we went down stairs and hopped in the car. Then mum called us to say I had left my jumper up stairs (LUCKY!). She dropped it down the balcony and I hopped back in the car and off we went.


The State Trials started at 9:30am, it was a long drive to Parkdale Secondary College. When I got there I changed into my Port Melbourne Colts jersey and took a big drink of water. Out of nowhere one of my best buddies from footy Ben popped up, he was trying out too!


Once Ben got ready we both warmed up and kicked the footy one time with our left and one time with our right. After we warmed up the selectors called all of the kids trying out over and they introduced themselves. First, the Parkdale boys were asked to take us around the oval to the other side of the field to do some stretches and some sprints. After, we finished the lap we went into some skills so then the selectors could see our skills (pretty basic).


The first drill was when the Parkdale boys rolled the ball to us and we had to hand-ball the ball back. The aim of the drill was to see how well we could read the ball. We continued to do many different drills such as, lane kicking, three man weave and game situation drills. Next, we finally got a break, and had some food (YES). Then we played a game. When we played the game, they put us into different positions and we rotated to every line, I kicked a goal!!! After we finished the game they told us to have a break while they picked the final team.


A couple minutes later they called us over and they told everyone the team for the Beachside footy team. A couple of names being called out, I heard my name and I thought that one year’s worth of training was enough to get in. The next couple of names were called and I heard Ben’s name - we both got in! I was pumped and I still am.


Now, on Monday 15th of May Ben and I will be going to Highett footy ground to play in the Regional Football Competition.


By Ethan W 6H

Local Connections



Galilee Newsletter
Galilee SEB 2017 Key Objectives FINAL 2May17.pdf
Prep Overview, Term 2, 2017.pdf
Year 1 Overview, Term 2, 2017.pdf
Year 2 Overview, Term 2, 2017.pdf
Year 3 Overview, Term 2, 2017.pdf
Year 4 Overview, Term 2, 2017.pdf
Year 5 Overview, Term 2, 2017.pdf
Year 5 Overview, Term 2, 2017.pdf
Year 6 Overview, Term 2, 2017.pdf
Specialist Overview, Term 2, 2017.pdf
Prep Overview, Term 2, 2017.pdf
Year 1 Overview, Term 2, 2017.pdf
Year 2 Overview, Term 2, 2017.pdf
Year 3 Overview, Term 2, 2017.pdf
Year 4 Overview, Term 2, 2017.pdf
Year 5 Overview, Term 2, 2017.pdf
Year 6 Overview, Term 2, 2017.pdf
Specialist Overview, Term 2, 2017.pdf
Lunch Order 2017.pdf