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Principal

I would like to take this opportunity to wish our students and their families a happy and safe mid-year break. It has been a full and satisfying semester and I must emphasise how proud I am of our students and their achievements. It has been an incredibly busy six months and we have shared many great moments.

Your child will bring home their Semester 1 report today. I encourage you to take time over the break to read through their reports with them and establish where growth can occur in second semester. Look for, and celebrate, the strengths and successes; develop strategies to take advantage of opportunities going forward.

In particular, I ask our Year 12 students to plan their break carefully. It’s vital to relax and recharge, as second semester is busy and occasionally overwhelming. We encourage Year 12’s to schedule time to review the concepts learnt in Semester 1, and plan to get ahead for Semester 2. Time will be very valuable during the final weeks of Year 12.

I would like to wish Mrs Arnup well as she departs for Italy during the holidays. Mrs Arnup has been sponsored by Independent Schools Victoria to further her understanding and skills in the implementation of Feuerstein Instrumental Enrichment. Mrs Arnup is one of 10 people in Australia who are accredited to train teachers to deliver the enrichment tools. This is a great achievement for Mrs Arnup and our School. The course that Mrs Arnup will be undertaking (LPAD) will further her understanding of how to measure growth and improvement with the FIE.

The Learning Propensity Assessment Device (LPAD) is an assessment procedure and set of instruments which enable the practitioner to evaluate and identify an individual's cognitive functions and reasoning skills. It is based upon the theory of Structural Cognitive Modifiability, which purports that intelligence is dynamic and modifiable, not static or fixed. As it focuses on the learner's potential rather than their current level of performance, the LPAD is a viable alternative to static IQ tests.

Unlike standardised tests, which are product-oriented, the LPAD is process-oriented. It investigates how the learner thinks, rather than seeking quantifiable answers. Instead of comparing the learner's performance to age norms, learners are compared only to themselves at different times and in various conditions. The outcome of the LPAD is a descriptive profile of modifiability that includes the area and degree of cognitive change. The results of the assessment are utilised to recommend a course of psycho-educational intervention, which often includes Instrumental Enrichment.

The training process includes acquaintance with LPAD instruments, supervised assessment experience, and writing of reports. 

We wish Mrs Arnup well as she learns how to use these instruments and, ultimately, how best to implement them at Gippsland Grammar.

Wishing you a safe and happy holiday.

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