4. Price guide
Original design / brand development $100 per hour
Design based on existing branding $80 per hour
Draft changes $80 per hour
Briefings / estimates $0
Hours guide
This table shows a general approximation of the amount of time particular jobs take. All times shown provide for three rounds of client changes. Actual times estimated may vary depending on
the nature of the work. Any work undertaken beyond the three rounds of client changes will incur an additional $80 per hour.
Type of job Approx. hours Approx. turnaround times
DL brochure (6-page) 12 hours, or 2 hours per page 1 week for design, client feedback and corrections
1 week for print*
Poster (A3 / A2) 8 hours 5 days for design, client feedback and corrections
1 week for print*
Large format displays / banners 12 hours 1 week for design, client feedback and corrections
1 week for print / manufacture*
Booklet (A5 / A4) 2 hours per page 12-page brochure – 2 weeks for design, client feedback and corrections; 1 week for print*
24-page brochure – 3 weeks for design, client feedback and corrections; 1 week for print*
Small collateral – digital ad / web graphics 1 hour per item 2 days for design, client feedback and corrections
* Print times may vary depending on printers’ schedule and production method (i.e. digital / offset printing / large format print and manufacture).
5. KIERAN
DELL
Design
and brand work
The following pages show some more examples of work I have
done in the areas of design, brand and visual ID development,
illustration and photography.
6. Strathmore Primary School
Magazines
1
FROM THE
PRINCIPAL’S DESKTo all members of the Strathmore Primary
School Community.
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Debbie Starpins, Principal
JUNIORSCHOOL
COUNCIL2015
BACK ROW Liam Sacco, Zain Yamak, Emma McKinnon, Luke Mapperson, Andre Colakovski
2ND
ROW Cooper Cuthbertson, Emily Ioannou, Christian Glendza, Jargen Aksakal, Zoe Novacek, Mitchell Egan
SEATED Eden Caruana, Laura Smith, Maya Koo, Rhiannon Stewart, Zoe Soumalias
HOUSE
CAPTAINS2015
BACK ROW Jackson Curcija, Thomas Sayers, Sebastian Gergis, Will Halley, Peter Babatsikos, Tyrese Perera
2ND
ROW
Josh Stakemire, Darcy Cooke, Lizge Erdemir, Felix Morrisey, Zachary Winczaruk, Kaan Gavas,
Aaron Suitela
SEATED Sienna Gauci, Ruby Atallah, Ivy Atallah, Ela Dogruyol, Renee Pocock, Bella Stakemire
46 47
The Buddies Project is a
new initiative at Strathmore
Primary School. This is a
program where grade prep
students along with their
grade five buddy worked
together to produce a large
outdoor installation for
permanent display around the
school grounds.
Working together on a large project
requires co-operation, turn taking,
problem solving, listening, working
with a partner, in small groups and
as a whole class and considering the
ideas of others to name just a few.
Grade five students in particular had
the opportunity to build on their
interpersonal skills by becoming great
role models for their buddy. They were
there to guide them, assist them and
give their buddy the direction needed in
order to complete the task. There were
some really fantastic displays of positive
leadership during these sessions.
This project also included the
Environment and Sustainability
component of the curriculum and
students had the opportunity to
research the appropriate plants to pot
in the tyres and have their say on what
plants they would like to have in the
playground. The Environmental team
will also take their green thumbs to the
plants and ensure they are watered and
cared for.
Fundraising was imperative at the
beginning of this project as we didn’t
have a budget to work with! Students
decided to have a ‘Crazy Hair’ day to
raise as much money as possible.
A total of $650 was raised by the school
community and this went towards
buying the paint and materials needed
to start the project. North End Tyres
in Tullamarine donated the tyres and
Bunnings Maribyrnong and Pascoe
Vale kindly donated most of the paint
we needed. We are so grateful to these
organisations for their support.
We hope the students are proud of
their finished product and hopefully
they have helped brighten the school
grounds for all of the Strathmore
Primary School community to enjoy.
BUDDIES
PROGRAM
PRIMARY
DAZE 2015
YEAR BOOKYEAR BOOK
7. United Arab Emirates
Arabic Reading, Writing and Spelling
English Reading, Writing and Spelling
Mathematics
Science
2010
Ministry of Education Dubai
National Assessment Program
Measures of Student Development visual ID development and brochure UAE National Assessment Program cover design
Measures of Student Development (MSD)
The MSD program is designed to
{ assist with placement into a year level
{ assess performance within a year level
{ investigate development of verbal and quantitative
skills over time
{ assist with subject choice in the senior secondary
years (11 and 12)
{ predict performance in year 12
MSD tests are skills rather than curriculum based. They
are designed to be used in conjunction with achievement
tests (such as class tests, PAT tests) to identify students
working at levels above or below their ability.
Program Overview
There are four MSD subtests with each assessing a range
of general reasoning skills appropriate to typical curricula
in primary and secondary schools. These are:
{ Verbal (V) and Quantitative (Q)
The V items use contexts found in humanities, arts
and the social sciences (HASS) while the Q items
use contexts found in mathematics and science (MS).
{ Abstract reasoning (A)
Items assess reasoning skills in a language free
environment.
{ Written Communication (W)
An essay-based writing task assessing student
creativity, spelling, language and content.
Schools have the flexibility to select any combination of
the above MSD subtests.
Note: Verbal (V) and Quantitative (Q) items are
contained in the one test booklet.
Reporting MSD Scores
Frequency
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Above Level 6
0
4
8
12
16
20
24
28
32
36
Overall reasoning score
ART Abstract items
MS Quarantine items
HASS Verbal items
170 or more160-169150-159140-149130-139120-129110-119100-10990-9980-8970-7960-6950-59less
than 50
Overall reasoning score
ART Abstract items
MS Quarantine items
HASS Verbal items mean 105.1
mean 102.7
mean 103.5
mean 103.8
School Report
Common scales for V, Q and A items have been generated
for the MSD program to allow
{ the monitoring of the performances of a particular
year level between sittings
{ comparing performances by different year levels
within one particular calendar year
{ recording individual student performances over time
All V, Q and A results are reported to the school as
{ raw scores for each ability
{ number of items not attempted
{ scale scores for each ability
{ an overall scale score
Results are reported both numerically and graphically
and sent to the school as spreadsheets. These allow
schools to add extra data and to sort results in any
manner required.
Individual Student Report
An additional service of the MSD program is the provision
of a custom printed Individual Student Report for parents.
Schools also receive an electronic copy.
The student report features the school crest and provides a
{ brief description of the nature of the V, Q and A
components in the test
{ series of descriptors detailing skill levels
{ legend explaining how to read the report
{ graphic display of an individual’s performance at a
particular sitting of V, Q and (if required) A results.
For both reports, an overall assessment of General
Reasoning across the curriculum (GR) is reported as well.
Assessment of Writing (W) is reported separately.
Measures of Student Development
Measures of Student Development
SampleStudentReport
Level6
Level5
Level4
Level3
Level2
Level1
HASSSummary:
TheHASSsection
addressesthe
following
overlapping
processes:
•comprehensionand
analysisoftext,
tablesandvisual
images
•assessmentof
evidenceand
evaluationof
arguments
•relating,synthesis
andapplicationof
concepts
150
130
110
90
70
50
Humanities,Artsand
SocialSciences
(HASS)
Mathematicsand
Science(MS)
AbstractReasoning
(Non-verbal)(ART)
GeneralReasoning
(GR)
MSSummary:
TheMSsection
addressesthe
following
overlapping
processes:
•comprehension,
classificationand
analysisofdata&
information
presentedin
variousmodes
(numeric,tabular,
graphic,text)
•useofinformation
andevidenceto
drawconclusions
andmake
generalisations
•transform,
reorganise
synthesiseand
applydata/tosolve
practicallogical
andquantitative
problems
ARTSummary:
TheARTsection
addressesthe
following
overlapping
processes:
•comprehensionand
analysisof
information
presentedin
nonverbalformats
•synthesisand
applicationof
nonverbal
information
GRSummary:
TheGRsection
addressesthe
following
overlapping
processes:
•comprehensionand
analysisof
information
presentedin
variousmodes
•evaluationofand
inferencefrom
informationand
evidence
•reorganisation,
transformation,
relating,synthesis
andapplicationof
informationand
concepts
FurtherinformationontheMSDprogramcanbefoundon
thewebsite
www.acer.edu.au/tests/msd
OrderingMSDTests
ToorderMSDtestsortodiscusstheprogram,pleasecontact
JohnMorath:
0392775624
morath@acer.edu.au
OR
MalcolmHunt:
0392775574
hunt@acer.edu.au
8. CEED and EPS –
How they connect in your
professional development
1
PROMOTION /
PROBATION
Education Performance
Standards Framework
PERFORMANCE
Candidate
discusses with
supervisor
Candidate
initiates External to
candidate In development –
not relevant for
2016 promotion
Evidence
LEARNING
AND
TEACHING
CRITERIA
Development
opportunities
Faculty
perspective
(ADE report)
External
assessor report
Peer assessment
of teaching
Performance
development plan
Faculty peer
partnership
Self-assessment
narrative
Recent work for
Monash University’s
Office of Learning
and Teaching
2
CEED themes and their
alignment with the EPS Learning
and Teaching Criteria
➊ Design and plan learning
➋ Teaching and supporting learning
➌ Assessment and feedback
➍ Effective learning environment
and support
➎ SOTL, and professional activities
➏ Teaching practice
EPS Criteria
Teaching and Assessment
➊ ➋ ➌ ➎ ➏Matching criteria
➍ ➏
Curriculum Design
Matching criteria ➌➊
Technology and Space
➌ ➏➋Matching criteria
Student Empowerment
➋ ➌ ➍ ➎ ➏Matching Criteria
Scholarship of Teaching and Learning
➋ ➎ ➏Matching criteria
Leadership, Mentoring and Recognition
➍ ➎ ➏Matching criteria ➊
Maximising Sessional Teaching Outcomes
➊ ➋ ➏Matching criteria
EPS and CEED are fully aligned and integrated to
support and reward educators at Monash. They
are part of the wider transformational agenda
of Better Teaching, Better Learning, which will
ensure we achieve the strategic objective of Focus
Monash 2015 – 2020, that our education will be
excellent, international, enterprising and inclusive.
As EPS and CEED work together you can start with one
element, for instance choosing a CEED module that will help
you with an aspect of your teaching. You will then be able to
apply what you have learnt from the module to the relevant
EPS criterion in your performance development, probation
and promotion processes, and demonstrate how you have
implemented change in your practice or approach as a result.
Or, you may start with the Learning and Teaching Criteria to
see where your strengths and professional interests lie. You
can then identify the relevant CEED theme or themes that will
help to define the performance development path you want
to pursue and which modules to undertake within a year, or
across a number of years.
The table below lists the six Learning and Teaching Criteria.
The table to the right shows how the CEED themes align with
those Criteria.
CEED Themes
9. 2009 PISA Report – this is an example of a lengthier document, a 300+ page
report containing over 100 large and complex graphs.
Programme for International Student Assessment
The PISA 2009 assessment of
students’ reading, mathematical
and scientific literacy
Sue Thomson
Lisa De Bortoli
Marina Nicholas
Kylie Hillman
Sarah Buckley
Challenges
for Australian
Education:
Results from
PISA 2009
Challenges for Australian Education: Results from PISA 2009 51
The OECD average between the 5th
and 95th
percentile was 305 score points. However, the
difference in scores between the 5th
and 95th
percentile varied considerably within the different
countries. Among the OECD countries, the widest differences between the lowest and highest
performing students were found in Israel (366 score points), France (347 score points) and
Luxembourg (342 score points). There was 325 score points between the 5th
and 95th
percentile in
Australia. For partner countries, the widest differences were found in Bulgaria (368 score points)
and Dubai (UAE) with 350 score points.
The narrowest differences between the lowest and highest performing students were found in
the partner country, Macao – China, with 251 score points between the 5th
and 95th
percentile,
followed by Korea and Shanghai – China, both top performing countries with a difference of 258
and 262 score points respectively between the lowest and highest performing students.
The reading literacy proficiency levels provide further detail about student performance by
describing the competencies students at each level have displayed. The proportion of students at
each reading literacy proficiency level, from Below Level 1b to Level 6, are presented by country
in Figure 3.1. Countries have been ordered by the percentage of students classified as below Level
2 (the OECD baseline), with the lowest proportions of students below Level 2 placed at the top of
the figure and countries with the highest proportion of students below Level 2 at the bottom.
As described in Chapter 2, those students at the higher end of the reading literacy proficiency scale
are more skilled readers. Students who scored between 626 and 698 score points were placed at
Level 5 and students who scored more than 699 score points were placed at Level 6.
At Level 6, students are able to make multiple inferences, comparisons and contrasts that are
detailed and are able to hypothesise about or critically evaluate a complex text on an unfamiliar
topic. These students are also capable of integrating information from more than one text and
can apply sophisticated understandings from beyond the text. On average, almost one per cent
(0.8%) of students across OECD countries performed at this level. New Zealand and Singapore
had more than twice as many students as the OECD average performing at Level 6, with three per
cent. Australia was one of six countries (along with the United States, Finland, Canada, Japan and
Shanghai – China) to have around two per cent of students at Level 6.
Students who were proficient at Level 5 were capable of locating and organising several pieces of
deeply embedded information and were able to critically evaluate or draw hypotheses by drawing
on specialised knowledge. Those students who had achieved Level 6 were also proficient at Level
5 tasks and students achieving at these levels are referred to as top performers. On average, the
proportion of students across OECD countries who achieved Level 5 or 6 was eight per cent. In
Shanghai – China, almost one-fifth (20%) of students achieved this level. Other countries who
were top performers, achieving high mean scores, also achieved the highest proportion of students
placed at Level 5 or 6. These countries were: Hong Kong – China (12%); Canada (13%); Australia
(13%); Korea (13%); Japan (13%); Finland (15%); Singapore (16%) and New Zealand (16%).
It is not only important to examine those students who are highly proficient readers, but also to
identify those students who are at the lower end of the reading literacy proficiency scale. These are
the students who have less developed reading literacy skills. As discussed in Chapter 2, students
who have not reached a proficiency of Level 2 are considered, according to the PISA definition,
to be at serious risk of not being able to participate adequately in the 21st
century work-force and
contribute as productive citizens.
On average, across OECD countries, almost one-fifth (19%) of students did not perform at Level 2
(between 408 and 480 score points). In some countries, the proportion of students who did not reach
Level 2 was twice that of the OECD average–Uruguay (42%), Bulgaria (41%) and Mexico (40%)
are such examples. Fourteen per cent of Australian students failed to reach Level 2, similar to the
proportions in New Zealand and Japan. Shanghai – China and Korea had the lowest percentages of
students who failed to achieve Level 2 with four and six per cent of students, respectively.
Students who perform at Level 1a are able to locate one or more independent pieces of explicitly
stated information, recognise the main theme or author’s purpose in a text about a familiar
topic, and make a simple connection between information in the text and common, everyday
knowledge. Thirteen per cent of students across all OECD countries performed at Level 1a, while
in Australia, only 10 per cent of students were classified at this level.
52 Australian students’ performance in reading literacy
In cases in which the proportion of students in a proficiency level is one per cent or less, the level still appears in the figure but the numeric label “1”, does not.
This convention has been used for all figures about proficiency levels in this chapter.
0 20 40 60 80 100100 80 60 40 20 0
Uruguay
Bulgaria
Mexico
Serbia
Dubai (UAE)
Chile
Austria
Russian Federation
Israel
Luxembourg
Turkey
Lithuania
Czech Republic
Croatia
Slovak Republic
Greece
Slovenia
Italy
France
Spain
OECD average
Germany
United Kingdom
Belgium
Portugal
United States
Latvia
Hungary
Sweden
Ireland
Iceland
Switzerland
Liechtenstein
Chinese Taipei
Denmark
Poland
Norway
Macao – China
New Zealand
Netherlands
Australia
Japan
Estonia
Singapore
Canada
Hong Kong – China
Finland
Korea
Shanghai – China
Below Level 1b Level 1a Level 2 Level 3 Level 4 Level 5 Level 6Level 1b
3 13 29 35 17 2
5 15 33 33 12
2 6 17 30 31 13 2
7 16 31 32 11
2 8 20 30 27 11 2
3 9 19 28 26 13 3
2 11 26 34 21 5
3 9 18 28 27 11 2
3 10 20 28 24 11 2
2 12 25 28 24 9
3 10 19 26 25 13 3
3 12 31 35 17 3
3 11 24 31 22 8
3 11 24 31 22 7
3 12 26 33 21 4
4 11 25 34 21 5
3 13 24 31 25 4
4 12 23 30 23 7
4 12 22 31 22 8
2 4 12 23 31 22 6
2 4 12 23 30 20 8
5 12 24 31 22 6
3 14 29 33 17 3
4 13 24 28 21 8 2
4 13 26 32 20 5
5 12 20 26 25 10
4 13 25 29 20 7
4 13 22 29 23 7
5 13 24 29 21 7
5 14 27 33 18 3
2 6 12 21 27 22 8
5 14 24 29 20 5
5 15 26 29 19 4
6 14 26 29 18 5
6 16 28 29 17 4
5 16 27 31 16 3
5 17 27 27 17 5
6 18 30 29 14 3
6 18 32 29 12 2
3 7 16 24 27 17 5
4 8 15 22 25 18 6
2 7 19 32 27 11 3
2 8 17 24 26 17 5
7 22 33 26 9
4 9 18 25 23 15 5
2 9 22 33 25 8
3 11 25 33 21 5
8 13 20 23 22 11 3
6 12 24 28 20 8 2
Figure 3.1 Reading literacy proficiency levels by country
![Branding
How I can help you to stand out
Your brand is the story you tell customers about your
company. It’s made up of easily recognisable visual elements,
layout and text elements, and the style of language employed
in your marketing material.
The best brands accentuate the positive benefits of a product
or service in an authentic way. This might seem like a
fairly obvious point, but many companies spend countless
marketing dollars trying to sell benefits that aren’t supported
by their core business, in an attempt to widen their markets.
This kind of marketing doesn’t generate repeat business, and is
often perceived as fake, and ultimately devalues brand equity.
My approach to developing brand identity is to focus on your
business and its qualities. What makes you different from
your competitors? What’s great about you?
Every business – just like every person – is unique, and by
authentically depicting the personality of your business, we
can create a brand that is differentiated from your competitors
in a meaningful way, and draw you out from the crowd.
The process – an example of building a brand
1 the logo
After the initial research and development of your brand’s
‘personality’, it’s time to translate those ideas into something
concrete – a visual identity that communicates what your
business is about.
For this example I’m using a landscape design company.
The briefing with the client and subsequent research has
shown that the company is highly regarded, but has only a
small clientele, limited to a few neighbourhoods.
The operator only uses skilled and reliable sub-contractors,
and has a reputation for getting the job done on budget
and within time-frames. The work is professional, but not
especially creative.
The logo, or brandmark, developed, might look like this.
Note that the emphasis has been put on strong, solid shapes,
and the traditional staple of landscape design, the concentric
circle. The overall effect is professional and prestigious.
Alternatively, if the company had a reputation for being more
creative in their approach, but less focused on construction,
the brandmark might look more like this:
The idea is not to simply create a logo and other brand
elements that look ‘cool’, or attractive, although there’s
nothing wrong with that. The idea is to communicate
something true and meaningful about your business.
2 brand collateral
Once the brandmark is approved, a brand style can be
produced using the research and brandmark to inform layouts,
typography, colour, and even tone of language. This brand
style forms the basis of all your marketing communications –
brochures, business cards, flyers, letterheads, print and digital
advertising, website and digital apps.
‘gardens that are
built to last’
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For a free quote, call (03) 9999 9999,
or visit our website, at
www.concentra.com
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repedis ea dunt odistibus consequi utatur?
Quiam nest voluptiuntus acepe siti as repeliti
tem que derrum ut ute vel idem voluptatet quo
moluptae poremol uptatendi ametur apidellan-
da quas
‘gardens that are
built to last’
Veri veliqui dunt officide earunto tatisin rehendita
nus.
Sum
fugiat etur aut que volupta tempost repudit,
nullamene corum nonseque laceaquas eatus eius dio il
mo beri ut late voluptatur acea quid qui ipicati
nonsecatibus re quiam endio. Nem doluptatur si
volupie ndundi dolestio que resedis verum, tempore
optatquate soluptat et et adipsante dem haria nos
doluptatios eum dolenetus aut voluptis ea prorem
facestibus, illam, nem dios esectotas dolore dolorum
volesequi consecu ptatqui nullandanis issitat iatibusam, te
omnis dolenimet que doluptur.
utem sed quid exeria conseditaes que simod explibusdae
simillatur modipitem quature henimagniet rent volum non
et, ut eum simillor re millorunt as in rem nonsectur? Qui
rae. Et aut lis int qui omni te aut facil et est explicius
suntum
nobit aborehent endamusdae pro quid exGenis ium
ium fuga.
Busaeri busdae occus, ut explati odi re consed ex evendig
nienis ipsam non et odicia sam quo velende ligenda enis
dolupietur reptas quae nonsed eatem ipsunt ex et libus et
quibus re et ut derumet quasimi nvellac eptatquuntum
re, sunt
fugiae. Osanduci sum eossinu lloreped quias anis eribus
repedis ea dunt odistibus consequi utatur? Quiam
nest
voluptiuntus acepe siti as repeliti tem que derrum
ut ute vel
idem voluptatet quo moluptae poremol uptatendi ametur
apidellanda quas
For a free quote, call (03) 9999 9999,
or visit our website, at
www.concentra.com
Veri veliqui dunt officide earunto tatisin rehendita nus.
Sum
fugiat etur aut que volupta tempost repudit, nulla-
mene corum nonseque laceaquas eatus eius dio il mo beri
ut late voluptatur acea quid qui ipicati nonsecatibus re
quiam endio. Nem doluptatur si volupie ndundi dolestio
que resedis verum, tempore optatquate soluptat et et
adipsante dem haria nos doluptatios eum dolenetus aut
voluptis ea prorem facestibus, illam, nem dios esectotas
dolore dolorum volesequi consecu ptatqui nullandanis
issitat iatibusam, te omnis dolenimet que doluptur.
utem sed quid exeria conseditaes que simod explibus-
dae simillatur modipitem quature henimagniet rent
volum non et, ut eum simillor re millorunt as in rem
nonsectur? Qui rae. Et aut lis int qui omni te aut facil
et est explicius suntum
nobit aborehent endamusdae
pro quid exGenis ium ium fuga.
Busaeri busdae occus, ut explati odi re consed ex
evendig nienis ipsam non et odicia sam quo velende
ligenda enis dolupietur reptas quae nonsed eatem
ipsunt ex et libus et quibus re et ut derumet
quasimi nvellac eptatquuntum
re, sunt fugiae.
Osanduci sum eossinu lloreped quias anis eribus
repedis ea dunt odistibus consequi utatur?
Quiam
nest voluptiuntus acepe siti as repeliti
tem que derrum
ut ute vel idem voluptatet quo
moluptae poremol uptatendi ametur apidellan-
da quas
‘gardens that are
built to last’
Veri veliqui dunt officide earunto tatisin rehendita
nus.
Sum fugiat etur aut que volupta tempost repudit,
nullamene corum nonseque laceaquas eatus eius dio il
mo beri ut late voluptatur acea quid qui ipicati
nonsecatibus re quiam endio. Nem doluptatur si
volupie ndundi dolestio que resedis verum, tempore
optatquate soluptat et et adipsante dem haria nos
doluptatios eum dolenetus aut voluptis ea prorem
facestibus, illam, nem dios esectotas dolore dolorum
volesequi consecu ptatqui nullandanis issitat iatibusam, te
omnis dolenimet que doluptur.
utem sed quid exeria conseditaes que simod explibusdae
simillatur modipitem quature henimagniet rent volum non
et, ut eum simillor re millorunt as in rem nonsectur? Qui
rae. Et aut lis int qui omni te aut facil et est explicius
suntum nobit aborehent endamusdae pro quid exGenis ium
ium fuga.Busaeri busdae occus, ut explati odi re consed ex evendig
nienis ipsam non et odicia sam quo velende ligenda enis
dolupietur reptas quae nonsed eatem ipsunt ex et libus et
quibus re et ut derumet quasimi nvellac eptatquuntum re, sunt
fugiae. Osanduci sum eossinu lloreped quias anis eribus
repedis ea dunt odistibus consequi utatur? Quiam nest
voluptiuntus acepe siti as repeliti tem que derrum ut ute vel
idem voluptatet quo moluptae poremol uptatendi ametur
apidellanda quas
For a free quote, call (03) 9999 9999,
or visit our website, at
www.concentra.com
Veri veliqui dunt officide earunto tatisin rehendita nus.
Sum fugiat etur aut que volupta tempost repudit, nulla-
mene corum nonseque laceaquas eatus eius dio il mo beri
ut late voluptatur acea quid qui ipicati nonsecatibus re
quiam endio. Nem doluptatur si volupie ndundi dolestio
que resedis verum, tempore optatquate soluptat et et
adipsante dem haria nos doluptatios eum dolenetus aut
voluptis ea prorem facestibus, illam, nem dios esectotas
dolore dolorum volesequi consecu ptatqui nullandanis
issitat iatibusam, te omnis dolenimet que doluptur.
utem sed quid exeria conseditaes que simod explibus-
dae simillatur modipitem quature henimagniet rent
volum non et, ut eum simillor re millorunt as in rem
nonsectur? Qui rae. Et aut lis int qui omni te aut facil
et est explicius suntum nobit aborehent endamusdae
pro quid exGenis ium ium fuga.
Busaeri busdae occus, ut explati odi re consed ex
evendig nienis ipsam non et odicia sam quo velende
ligenda enis dolupietur reptas quae nonsed eatem
ipsunt ex et libus et quibus re et ut derumet
quasimi nvellac eptatquuntum re, sunt fugiae.
Osanduci sum eossinu lloreped quias anis eribus
repedis ea dunt odistibus consequi utatur?
Quiam nest voluptiuntus acepe siti as repeliti
tem que derrum ut ute vel idem voluptatet quo
moluptae poremol uptatendi ametur apidellan-
da quas
John Johnson
Managing Director
Tel. (03) 999 9999
Mob. 0909 090 909
Web: www.concentra.com
Background photographs in example marketing materials on this page:
Image © Diego Delso, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.
php?curid=20769068;
Image © Vengolis (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-
sa/4.0)], via Wikimedia Commons
‘gardens that are
built to last’
For a free quote, call (03) 9999 9999,
or visit our website, at
www.concentra.com](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)