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<p class="xmsonormal">Dear Leanne,<o:p></o:p></p>
<p class="xmsonormal"><o:p> </o:p></p>
<p class="xmsonormal">The speed at which you replied to my email, firing off regurgitated and generic information sent to other colleagues truly does indicate your complete lack of empathy and interest in the staff and students who you represent. You end your
response with “ I trust this addresses your query” with no effort to address any of the questions I put forward to you. So in response to you, no your email does not answer my query or any of the questions asked of you. If the only reason our subject exists
is to rank students to achieve a number for university entrance, then the 3 completed SACs and criteria 1-5 of the SAT is surely sufficient to do this, all equitably completed under the same working conditions. However when we introduce the remaining SAT criteria,
there is clearly no equity amongst our classes, with students access to equipment and materials, attendance at school etc<span style="background:fuchsia;mso-highlight:fuchsia">. Why are the remaining SAT criteria necessary when no product is made and the criteria
isn’t authentic?</span><o:p></o:p></p>
<p class="xmsonormal">I have now resent the email and highlighted the specific questions that teachers would like answered.
<span style="background:yellow;mso-highlight:yellow">Can you please answer these specific questions?</span> This issue will not go away and neither will the teachers championing for the students.
<o:p></o:p></p>
<p class="xmsonormal">Regards,<o:p></o:p></p>
<p class="xmsonormal">Liz<o:p></o:p></p>
<p class="xmsonormal"><o:p> </o:p></p>
<p class="xmsonormal">Dear Leanne,<o:p></o:p></p>
<p class="xmsonormal">I write to you to get some clarity on the situation with the SAT for PDT. I have shared this email to you with other Design Teachers so they can hear directly the responses to the questions being asked of VCAA and ultimately you as our
representative for this subject. <span style="background:lime;mso-highlight:lime">
What has been your input in supporting PDT teachers and representing us to VCAA during the pandemic</span><span style="background:aqua;mso-highlight:aqua">? Have you consulted any Year 12 teachers to get a grasp of their concerns during this time?</span><o:p></o:p></p>
<p class="xmsonormal">I have been a teacher of PDT for 30 years teaching both textiles and now wood. I am passionate about the subject and get excited by how it brings out the best in my students, but I am flawed by what has developed this week.
<o:p></o:p></p>
<p class="xmsonormal"><o:p> </o:p></p>
<p class="xmsonormal">The recent notification to schools from VCAA suggesting that students return to school to complete their product has me totally perplexed. Perplexed on many levels as to why this would be in our students best interest for reasons stated
here. <o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
The safety of our students and staff from the COVID virus should be front and centre to our teaching. The community of Victoria is in STAGE 4 lockdown so why should this idea of returning to school be even considered, jeopardising the health of so many and
defying the reason for lockdown and keeping the virus at bay?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
The mental health of our students, staff and parents is at dangerously high levels, so
<span style="background:fuchsia;mso-highlight:fuchsia">why put unnecessary pressure on us all at a time when we are most vulnerable, with difficult home situations, financial insecurity, family stress, isolation from loved ones and support mechanisms etc?</span><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
<span style="background:yellow;mso-highlight:yellow">What is your reasoning behind this decision?</span> I can see no benefit to anyone.<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
It is not possible for students to make a product in 5 weeks. What will be made in this time is an unfinished product<span style="background:lime;mso-highlight:lime">. Is a student going to be satisfied making a few components of the product, not assembled
or finished, but an incomplete waste of effort, time and materials?</span> This would be more upsetting for students than the situation at present in the knowledge that their product won’t be made. Would students feel good about a half completed product; proud
of their work? I think not! Humiliated, defeated and deflated is how they will feel. I know my students.
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
You speak of things being equitable amongst our cohort when we come to mark their work.
<span style="background:aqua;mso-highlight:aqua">How is this equitable when across the state, some classes have students with sewing machines and other students are without?</span>
<span style="background:yellow;mso-highlight:yellow">How is this equitable, when some students have had their materials ordered and have already begun, when other students haven’t access to their sheet of acrylic or glass and no possibility to now access these
materials that they need?</span> <span style="background:fuchsia;mso-highlight:fuchsia">
How is this equitable when parents of some students don’t allow their children to go to school for fear of catching the virus and yet others do allow their children access</span><span style="background:aqua;mso-highlight:aqua">? Leanne how are we to assess
this inequality amongst our cohort?</span> <o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
Unlike Studio Art, Visual Communication, Music, Media and Theatre studies, PDT students rely on mostly non-transportable and highly dangerous specialised equipment to create the product for the SAT which they haven’t had access to for three weeks. PDT students
have not been doing any practical work but rather focussing on the SAC and SAT criteria 4 and 5 (folio)but not criteria 6,7,8 and 9. Criteria 6-9 cannot happen in the time frame you propose. It is not physically possible.
<span style="background:yellow;mso-highlight:yellow">Oh sure, teachers can build the products for the students and say it is the student’s work but do you really want that to happen, because it will.
<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
I have a strong issue with safety in the workshop, sanitisation, use of power tools etc, and with kids rushing to get their work done, corners will be cut and accidents will happen.
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
This is a ridiculous situation to be placed in and the unnecessary stress placed on students, staff and parents is unfair at a time when there is enough stress in our lives. Both the student and teachers time would be better spent focussing on finishing criteria
4 and 5 well and studying and feeling confident for the exam, responding better to the design section and improving students skills at drawing. All students within the class working equitably, all working safely from home, away from the COVID infection as
the rest of Victoria is doing. <o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
It appears from correspondence with other teachers yesterday, that schools are taking the sensible stance not to allow students back this term.
<span style="background:aqua;mso-highlight:aqua">So with this in mind can you please explain how students can be assessed equitably against criteria 6-9 when there will not be a product made?</span>
<span style="background:lime;mso-highlight:lime">Can you please explain which of the indicators to use and which are irrelevant because as you can see by the document below, myself and other colleagues see that none are relevant.</span>
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
I propose Leanne that you take this information to VCAA and ask them to change the SAT to only include criteria 1-5 to be assessed, as this is the most equitable and fairest way to assess our student cohort. This will need to be done as a matter of urgency
so that it can alleviate the anxiety that VCAA’s decision has caused teachers at the forefront of teaching their Year 12 students so we can continue providing the safest and most sensible curriculum solution to teaching this subject during this pandemic.
<span style="background:fuchsia;mso-highlight:fuchsia">Leanne, how are you going to support us through this dilemma that we currently find ourselves in?
<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"> Thank you,<o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"> Liz<o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Century Gothic",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Century Gothic",sans-serif"><o:p> </o:p></span></p>
<P style="FONT-SIZE: 10pt; FONT-FAMILY: ARIAL"> </P>
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<P id=c1-id-14 style="FONT-SIZE: 10pt; FONT-FAMILY: Arial"><FONT
id=c1-id-15 style="FONT-SIZE: 9pt"><FONT id=c1-id-16 color=#000000><FONT
id=c1-id-17 face=Arial><STRONG id=c1-id-18>Elizabeth Keep</STRONG><BR id=c1-id-19></FONT></FONT><FONT id=c1-id-20
color=#666666><FONT id=c1-id-21 face=Arial>Teacher</FONT></FONT></FONT></P></TD></TR>
<TR>
<TD vAlign=top><IMG border=0
src="cid:PGS12291-PGS-EmailSig-S2v2_5cc3fe0a-caaf-446e-a6ec-7e4dbfc52652.jpg"></TD></TR>
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style="FONT-SIZE: 10pt; MARGIN-BOTTOM: 0pt; FONT-FAMILY: Arial; MARGIN-TOP: 4pt"><FONT
id=c1-id-25 face=Arial><SPAN id=c1-id-26
style="FONT-SIZE: 8pt; COLOR: #a5a5a5">20 Wooralla Drive</SPAN><SPAN id=c1-id-27
style="FONT-SIZE: 8pt; COLOR: #a5a5a5">, </SPAN><SPAN id=c1-id-28
style="FONT-SIZE: 8pt; COLOR: #a5a5a5">Mt. Eliza</SPAN><SPAN id=c1-id-29
style="FONT-SIZE: 8pt; COLOR: #a5a5a5">, </SPAN><SPAN id=c1-id-30
style="FONT-SIZE: 8pt; COLOR: #a5a5a5">Vic</SPAN><SPAN id=c1-id-31
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<p class="MsoNormal"><b><span lang="EN-US" style="mso-fareast-language:EN-AU">From:</span></b><span lang="EN-US" style="mso-fareast-language:EN-AU"> Compton, Leanne L <Leanne.Compton@education.vic.gov.au>
<br>
<b>Sent:</b> Thursday, 20 August 2020 8:42 AM<br>
<b>To:</b> Elizabeth Keep <ekeep@pgs.vic.edu.au><br>
<b>Subject:</b> RE: Crises point for Year 12 PDT teachers and students<o:p></o:p></span></p>
</div>
</div>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Dear Liz<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Thank you for your email regarding VCE Product Design and Technology Units 3 and 4.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">It is a school-based decision as to whether essential school-based assessment will be conducted onsite. While the Principal letter states that schools are able to conduct essential assessment onsite, it also provides flexible options that
<o:p></o:p></p>
<p class="MsoNormal" style="margin-left:36.0pt">‘Schools and non-school secondary providers can delay essential assessments where it is not possible to access the school site during school closure. For those schools and non-school secondary providers that have
made arrangements for assessments to be conducted remotely with assurance of validity, this can continue’.<o:p></o:p></p>
<p class="MsoNormal">In conducting Essential Assessments onsite for Unit 3 and 4 VCE, all providers must follow all COVID-19 related Health directions and Department of Education and Training guidelines as well as Specific controls for Essential Assessments
for VCE and VCAL approved by the Department of Health and Human Services. School-assessed Task (SATs) for Product Design and Technology
<a name="_Hlk48660894">must not be completed at home without appropriate supervision and competency tests for use of tools and machines
</a>(refer to the Department of Education and Training’s <a href="https://protect-au.mimecast.com/s/6vK_CmOxvvtwQG4FGnKhb?domain=education.vic.gov.au">
Use of Machinery in Technology Teaching webpage</a>). Further advice for school principals and teachers on the remote delivery of learning programs is found on the VCAA COVID-19 website
<a href="https://protect-au.mimecast.com/s/WNR6CxnMKKi6WKNhALRwL?domain=vcaa.vic.edu.au">
https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/SchoolsandEducators.aspx#RemoteAssessment</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">VCAA advice that has been published regarding the VCE Product Design and Technology SAT is that:
<o:p></o:p></p>
<ul style="margin-top:0cm" type="disc">
<li class="MsoListParagraph" style="margin-left:18.0pt;mso-list:l2 level1 lfo3">All nine criteria from the Revised ‘VCE Product Design and Technology: Administrative information for School-based Assessment in 2020’ will be used to assess student work for the
School-assessed Task. However, not all indicators listed for each criterion may be used. Therefore, teachers can use some or all indicators listed for each criterion to form a judgement about student work, which may not necessarily be completion of a product.<o:p></o:p></li></ul>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Students may not necessarily complete a product in VCE Product Design and Technology; however, the teachers can still use the indicators listed for each criterion to determine the ranking of their cohort of students. The indicators provide
guidance to both teachers and students about the focus of each criterion and place emphasis on the product design process; there is no one criterion that focuses solely on the finished product. The main thing is that all teachers need to ensure that the same
indicators are used for the assessment of all student work at the school, and that the conditions to undertake the SAT does not privilege or disadvantage certain groups of students within the school cohort.
<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The statistical moderation process will be used, as it is each year by the VCAA, to ensure that the unique and different school-based assessments undertaken under varied conditions by each schools are comparable throughout Victoria. The
statistical moderation process ensures fairness and equity for all and is applied by VCAA to the scores awarded by teachers for school-based assessments. This process aligns schools’ assessments to the same standard, while maintaining the students’ rank order
given by the school.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The Victorian Government has announced new measures to reflect the impact of the coronavirus (COVID-19) pandemic on VCE students, including international and offshore students. A new ‘Consideration of Educational Disadvantage’ process has
been introduced to calculate VCE scores, taking into account disruptions to learning this year which will include disruptions due to school closures. The VCAA will consider a range of data provided by schools, together with each student’s exam results.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The VCAA is continuing to take a flexible and agile approach to meeting issues around the coronavirus (COVID-19) and is relying on schools to be similarly flexible and agile in ensuring the continuity of learning and the delivery of school-based
assessment during these times. It is a school-based decision regarding the conditions and arrangements for which school-based assessments are undertaken to ensure they meet the VCE assessment principles, the study design requirements and the requirements of
the VCE and VCAL Administrative Handbook 2020. This may vary between schools and sectors given their cohort, resources and unique circumstances. Given the current situation, flexibility around the delivery of school-based assessment is expected.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">I trust this addresses your query.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Regards, Leanne<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><b><span lang="EN-US" style="mso-fareast-language:EN-AU">From:</span></b><span lang="EN-US" style="mso-fareast-language:EN-AU"> Elizabeth Keep <</span><a href="mailto:ekeep@pgs.vic.edu.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">ekeep@pgs.vic.edu.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">>
<br>
<b>Sent:</b> Thursday, 20 August 2020 12:41 AM<br>
<b>To:</b> Compton, Leanne L <</span><a href="mailto:Leanne.Compton@education.vic.gov.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">Leanne.Compton@education.vic.gov.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">><br>
<b>Cc:</b> Design and Technology Teachers' Mailing List <</span><a href="mailto:destech@edulists.com.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">destech@edulists.com.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">>; Seabury,
Justin S <</span><a href="mailto:Justin.Seabury@education.vic.gov.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">Justin.Seabury@education.vic.gov.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">>; Elvin, Barbara G <</span><a href="mailto:Barbara.Elvin@education.vic.gov.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">Barbara.Elvin@education.vic.gov.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">>;
o’neill.geoffrey.m@edumail.vic.gov.au <</span><a href="mailto:o?neill.geoffrey.m@edumail.vic.gov.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">o?neill.geoffrey.m@edumail.vic.gov.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">>;
Douglass, Robyn F <</span><a href="mailto:Robyn.Douglass@education.vic.gov.au"><span lang="EN-US" style="mso-fareast-language:EN-AU">Robyn.Douglass@education.vic.gov.au</span></a><span lang="EN-US" style="mso-fareast-language:EN-AU">><br>
<b>Subject:</b> Crises point for Year 12 PDT teachers and students<br>
<b>Importance:</b> High<o:p></o:p></span></p>
</div>
</div>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="xmsonormal">Dear Leanne,<o:p></o:p></p>
<p class="xmsonormal">I write to you to get some clarity on the situation with the SAT for PDT. I have shared this email to you with other Design Teachers so they can hear directly the responses to the questions being asked of VCAA and ultimately you as our
representative for this subject. What has been your input in supporting PDT teachers and representing us to VCAA during the pandemic? Have you consulted any Year 12 teachers to get a grasp of their concerns during this time?<o:p></o:p></p>
<p class="xmsonormal">I have been a teacher of PDT for 30 years teaching both textiles and now wood. I am passionate about the subject and get excited by how it brings out the best in my students, but I am flawed by what has developed this week.
<o:p></o:p></p>
<p class="xmsonormal"><o:p> </o:p></p>
<p class="xmsonormal">The recent notification to schools from VCAA suggesting that students return to school to complete their product has me totally perplexed. Perplexed on many levels as to why this would be in our students best interest for reasons stated
here. <o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
The safety of our students and staff from the COVID virus should be front and centre to our teaching. The community of Victoria is in STAGE 4 lockdown so why should this idea of returning to school be even considered, jeopardising the health of so many and
defying the reason for lockdown and keeping the virus at bay?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
The mental health of our students, staff and parents is at dangerously high levels, so why put unnecessary pressure on us all at a time when we are most vulnerable, with difficult home situations, financial insecurity, family stress, isolation from loved ones
and support mechanisms etc?<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
What is your reasoning behind this decision? I can see no benefit to anyone.<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
It is not possible for students to make a product in 5 weeks. What will be made in this time is an unfinished product. Is a student going to be satisfied making a few components of the product, not assembled or finished, but an incomplete waste of effort, time
and materials? This would be more upsetting for students than the situation at present in the knowledge that their product won’t be made. Would students feel good about a half completed product; proud of their work? I think not! Humiliated, defeated and deflated
is how they will feel. I know my students. <o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
You speak of things being equitable amongst our cohort when we come to mark their work. How is this equitable when across the state, some classes have students with sewing machines and other students are without? How is this equitable, when some students have
had their materials ordered and have already begun, when other students haven’t access to their sheet of acrylic or glass and no possibility to now access these materials that they need? How is this equitable when parents of some students don’t allow their
children to go to school for fear of catching the virus and yet others do allow their children access? Leanne how are we to assess this inequality amongst our cohort?
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
Unlike Studio Art, Visual Communication, Music, Media and Theatre studies, PDT students rely on mostly non-transportable and highly dangerous specialised equipment to create the product for the SAT which they haven’t had access to for three weeks. PDT students
have not been doing any practical work but rather focussing on the SAC and SAT criteria 4 and 5 (folio)but not criteria 6,7,8 and 9. Criteria 6-9 cannot happen in the time frame you propose. It is not physically possible. Oh sure, teachers can build the products
for the students and say it is the student’s work but do you really want that to happen, because it will.
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
I have a strong issue with safety in the workshop, sanitisation, use of power tools etc, and with kids rushing to get their work done, corners will be cut and accidents will happen.
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
This is a ridiculous situation to be placed in and the unnecessary stress placed on students, staff and parents is unfair at a time when there is enough stress in our lives. Both the student and teachers time would be better spent focussing on finishing criteria
4 and 5 well and studying and feeling confident for the exam, responding better to the design section and improving students skills at drawing. All students within the class working equitably, all working safely from home, away from the COVID infection as
the rest of Victoria is doing. <o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
It appears from correspondence with other teachers yesterday, that schools are taking the sensible stance not to allow students back this term. So with this in mind can you please explain how students can be assessed equitably against criteria 6-9 when there
will not be a product made? Can you please explain which of the indicators to use and which are irrelevant because as you can see by the document below, myself and other colleagues see that none are relevant.
<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo6">
I propose Leanne that you take this information to VCAA and ask them to change the SAT to only include criteria 1-5 to be assessed, as this is the most equitable and fairest way to assess our student cohort. This will need to be done as a matter of urgency
so that it can alleviate the anxiety that VCAA’s decision has caused teachers at the forefront of teaching their Year 12 students so we can continue providing the safest and most sensible curriculum solution to teaching this subject during this pandemic. Leanne,
how are you going to support us through this dilemma that we currently find ourselves in?
<o:p></o:p></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"> Thank you,<o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"> Liz<o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><img border="0" width="1130" height="795" style="width:11.7708in;height:8.276in" id="Picture_x0020_1" src="cid:image001.jpg@01D676D1.DBDB8ED0"><o:p></o:p></p>
<p class="xmsonormal"><span style="font-size:7.0pt;font-family:"Times New Roman",serif;color:black">
</span><o:p></o:p></p>
<p class="MsoNormal"><img border="0" width="1050" height="801" style="width:10.9375in;height:8.3385in" id="Picture_x0020_2" src="cid:image002.jpg@01D676D1.DBDB8ED0"><span style="font-size:10.0pt;font-family:"Century Gothic",sans-serif"><o:p></o:p></span></p>
<p><span style="font-size:10.0pt;font-family:"Arial",sans-serif"> <o:p></o:p></span></p>
<p id="c1-id-7"><span style="font-size:10.0pt;font-family:"Arial",sans-serif"> <o:p></o:p></span></p>
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<p id="c1-id-14"><strong id="c1-id-18"><span style="font-size:9.0pt;font-family:"Arial",sans-serif;color:black">Elizabeth Keep</span></strong><span style="font-size:9.0pt;font-family:"Arial",sans-serif;color:black"><br id="c1-id-19">
</span><span style="font-size:9.0pt;font-family:"Arial",sans-serif;color:#666666">Teacher</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="mso-fareast-language:EN-AU"><img border="0" width="560" height="81" style="width:5.8333in;height:.8437in" id="Picture_x0020_3" src="cid:image003.jpg@01D676D1.DBDB8ED0"></span><span style="mso-fareast-language:EN-AU"><o:p></o:p></span></p>
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<p style="mso-margin-top-alt:4.0pt;margin-right:0cm;margin-bottom:0cm;margin-left:0cm" id="c1-id-24">
<span style="font-size:8.0pt;font-family:"Arial",sans-serif;color:#A5A5A5">20 Wooralla Drive, Mt. Eliza, Vic, 3930</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif"><o:p></o:p></span></p>
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<p id="c1-id-35"><span style="font-size:8.0pt;font-family:"Arial",sans-serif;color:#A5A5A5">T: 03 9788 7825 | </span><span style="font-size:10.0pt;font-family:"Times New Roman",serif"><a href="mailto:ekeep@pgs.vic.edu.au"><span style="font-size:8.0pt;font-family:"Arial",sans-serif">ekeep@pgs.vic.edu.au</span></a></span><span style="font-size:8.0pt;font-family:"Arial",sans-serif;color:#A5A5A5">
| </span><span style="font-size:10.0pt;font-family:"Times New Roman",serif"><a href="https://protect-au.mimecast.com/s/0HlRCp8AyytrRP6TGB8fQ?domain=aus01.safelinks.protection.outlook.com"><span style="font-size:8.0pt;font-family:"Arial",sans-serif">http://www.peninsulagrammar.vic.edu.au</span></a></span><span style="font-size:8.0pt;font-family:"Arial",sans-serif;color:#A5A5A5">
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Registered CRICOS Provider: 00333A | ABN 28 004 451 192</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif"><o:p></o:p></span></p>
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<span style="font-size:8.0pt;font-family:"Arial",sans-serif;color:#92D400">Please consider the environment before printing this email, you will save 5g of paper, 250mL of water and at least 35gm of CO</span><span style="font-size:5.0pt;font-family:"Arial",sans-serif;color:#92D400">2</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif"><o:p></o:p></span></p>
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<span style="font-size:7.0pt;font-family:"Arial",sans-serif;color:#A5A5A5">The Peninsula School ACN 004 451 192 trading as Peninsula Grammar. This message, including any attachments, is provided without responsibility in law for its accuracy or otherwise and
without assumption of a duty of care by the school. Whilst every attempt has been made to ensure material in this e-mail message is free from computer viruses or other defects, the attached files are provided, and may only be used, on the basis that the user
assumes responsibility for the use of the material transmitted. This e-mail is intended for the use of the named individual or entity and may contain confidential and privileged information. Any dissemination, distribution or copying by anyone other than the
intended recipient of this e-mail is strictly prohibited. If this e-mail has been received in error then please notify Peninsula Grammar immediately and destroy the original message.</span><span style="font-size:10.0pt;font-family:"Arial",sans-serif"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="mso-fareast-language:EN-AU">IMPORTANT - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects.
Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations
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