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ELTHAM College

Shaping our School Day

At ELTHAM College, we are continually considering how we can best support the learning, wellbeing and broader experience of our students, guided by our commitment to Growing Hearts and Minds. As part of this ongoing work, we have been reviewing the structure of the school day and exploring opportunities to make more purposeful use of time for learning, academic support, student connection and co-curricular participation. We have developed a proposal that seeks to provide a more balanced and effective school day, while maintaining our commitment to quality teaching and a rich educational experience. Through these proposed changes, we want students to: make the most of the co-curricular opportunities available to them have easier access to academic and pastoral support from their teachers beyond their scheduled lessons benefit from more frequent contact with their specialist teachers during VCE experience fewer disruptions to learning when involved in EISM Sport develop the independence and study habits required for success in Year 12 and beyond. We recognise that changes to the structure of the school day may have practical implications for students and families. For this reason, we are inviting parents to share their perspectives before any final decisions are made, helping us understand the potential impacts, consider the available options and arrive at the best possible approach for our community.

Student Voice We asked students from a cross-section of year levels about their experience of the current timetable, including learning and wellbeing, lesson length, breaks, Mentor time and co-curricular participation. Students also had opportunities to provide written feedback. Their responses highlighted several key findings: 57% reported often feeling tired or very tired and unable to focus on the final lessons of the day, compared with around 23% in the first lesson. 45–50 minutes was the most strongly preferred lesson length, with students favouring single lessons while recognising the value of longer blocks for practical or project-based learning. 85% use lunchtime to eat and socialise with friends, reinforcing the importance of protecting this time. 55% indicated they might attend a club, tutorial or drop-in session if formal teaching finished earlier, compared with around 32% at the current end-ofday time.

Summary of Proposed Change The proposal considers adjustments to the structure and timing of the school day, with the aim of creating more purposeful opportunities for learning, academic support and co-curricular participation. The key proposed changes include: Alignment of the Senior School timetable to the Junior School timetable, with Senior School lesson durations moving from 55 minutes to 50 minutes. Adjusted lunch breaks, reducing the current 55 minute break to 40 minutes while maintaining dedicated eating time for Junior School students. Aligned morning arrival times, from 8.35 am. A revised Senior School Mentor time, moving from the beginning of the day to immediately before lunch. Dedicated Learning Enrichment sessions following scheduled lessons to provide opportunities for co-curricular activities, academic support, tutorials and supported study. EISM Sport in Senior School would now avoid clashes with Lesson 4 and reduce disruptions to classroom learning. An earlier Friday finish, with scheduled lessons concluding at 3.00 pm. Further details about the proposed timetable and what these changes could mean for students and families are outlined in the following sections.

Extended learning program While time spent in the classroom is invaluable, this model recognises that our students deserve more than that; it is about having the right support, at the right time, access to teachers and feedback, purposeful opportunities to revise and consolidate learning, and increasing responsibility for managing independent study. By making minor adjustments throughout the day, the model enables us to create new periods of time that can be dedicated to offering that support and allowing more opportunities for our students to engage with, and benefit from our broad cocurricular program. Co-curricular Opportunities Co-curricular activities are an important part of the ELTHAM experience, supporting connection, wellbeing and a strong sense of belonging. Feedback from families is that they value this aspect of the College and would welcome greater student participation. Student voice has highlighted the importance of lunchtime as a time to connect with friends and recharge. The proposed model creates more opportunities for cocurricular activities after scheduled lessons, so students are less likely to have to choose between pursuing their interests and spending valuable social time with their friends. With activities positioned at a time when students have greater space to participate, the aim is for co-curricular involvement to feel even more accessible, enjoyable and connected to College life. Flexible Learning The proposal seeks to provide more predictable opportunities for students to access academic support beyond their scheduled lessons. Dedicated sessions could include subject tutorials, targeted intervention, extension activities and supported study opportunities for school assessed coursework at VCE. These would help students consolidate their learning, seek assistance when needed and develop greater independence in their study habits. These opportunities are intended to provide more timely and purposeful support, while reducing the need for students to miss scheduled lessons to access additional assistance. To help illustrate how the proposed changes could support students with different learning needs, interests and commitments, a series of examples is provided in the accompanying Illustrative Student Scenarios.

New Times

Eating time (Junior School) Mentor group (Senior School)

Eating time (Junior School) Eating time (Junior School) Mentor group (Senior School) Mentor group (Senior School)

ELTHAM College FAQs What could this mean for students and families?

We recognise that changes to the structure of the school day can affect students and families in different ways. Alongside the educational considerations, the College is reviewing the practical implications of the proposal, including: Daily start and finish times. Transport and collection arrangements. Before and after school supervision. Access to co-curricular activities and academic support. Arrangements for students with existing commitments. Differences between Junior and Senior School programs. These considerations form an important part of the consultation process, and feedback from families will help us understand how the proposed changes may affect their daily routines and commitments.

Will students have less teaching time?

The proposed model is designed to create a clearer, more balanced school day, with lesson structures that support focus, consistency and effective learning. Scheduled learning time remains unchanged in the Junior School, is slightly reduced in Years 7–11 and increases in Year 12. The proposed 6 × 50 minute structure is widely used across independent schools and supports a purposeful rhythm to the day. (For both Junior and Senior School students).

Will students be required to attend cocurricular activities or tutorials after scheduled lessons?

For most students, the end of scheduled lessons will mark the end of their required school day. Whilst the Extended Learning Program (Co-Curricular and Flexible Learning) will remain a choice, with students able to participate according to their interests and commitments, we strongly recommend involvement and this will be monitored by Teachers, Mentors and Year Level Coordinators in consultation with parents. At times, students may be asked to attend targeted tutorials, School Assessed Coursework, intervention or academic support where this has been identified as beneficial to their learning. Families will be informed where attendance is expected. Students who are not participating in an activity or support session will be able to leave at the end of scheduled lessons. Appropriate supervision and collection arrangements will remain in place, and the College is planning for minimal disruption to existing charter bus arrangements, with consultation with affected families where changes are required.

How do these changes affect the City Campus?

The City Campus day structure will remain unchanged, allowing our students to safely travel to and from the city, whilst enjoying a rich learning experience with the city as the main teaching and learning resource. Year 9 students will be able to access the Extended Learning Program at Research on 3 days of each week.

Parent information sessions Families are invited to attend an information session to learn more about the proposal and ask questions. Junior School Tuesday 20 October 2026, 5.00–6.00 pm Senior School Wednesday 21 October 2026, 6.00–7.00 pm Both sessions will be held in the Senior School Library Auditorium. Please register using the Parent Information Sessions Registration Form.

Have your say We believe the proposed changes have the potential to provide meaningful benefits for students. However, it is important that we understand the perspectives and practical experiences of families before determining whether and how to proceed. We are undertaking a consultation process throughout October, providing opportunities for families to learn more about the proposal, ask questions and share feedback.

Parent feedback survey Following the information sessions, all families will be invited to share their views, raise concerns and identify matters for the College to consider through a feedback survey. Survey opens: Thursday 22 October 2026 Survey closes: Monday 26 October 2026 A survey link and recordings of both information sessions will be shared with all families following the second session. All families are encouraged to provide feedback through the survey, regardless of whether they attend an information session.

What Happens Next? Following the consultation period, the College will review the feedback received from families alongside input gathered from staff and other stakeholders. This feedback will inform the College's consideration of the proposal, including whether any adjustments or further work are needed before a final decision is made. The College is working towards possible implementation in Term 1, 2027, subject to the outcomes of consultation and a final decision. We will communicate the key themes arising from consultation, how the feedback has informed our considerations and the next steps for families.

Thank you for your contribution We value the perspectives of our families and the important role you play in supporting the College community. Thank you for taking the time to consider the proposal and contribute to the consultation process as we continue to explore how best to support our students' learning, wellbeing and broader College experience.

ELTHAM College

Student Scenarios

Maya - Year 8 Maya enjoys French, plays clarinet and volleyball, and would benefit from additional support with reading comprehension and written expression.

Maya's current experience Misses some French lessons to attend Learning Support because of timetable constraints. Participates in a Learning Support group with students who have a range of learning needs. Relies on lunchtime or informal opportunities to seek additional help. Balances eating, time with friends and co-curricular commitments during lunchtime.

What Maya's week could look like in 2027 A WEEK UNDER THE PROPOSED TIMETABLE MON

TUE

WED

THU

FRI

Literacy support

Band practice

Volleyball

Maths clinic

3.00 pm finish

3.00–3.30 pm

3.00–4.00 pm

3.00–3.30 pm

Under the proposed timetable, Maya could attend her full French program while accessing targeted academic support and participating in co-curricular activities. On Monday, she attends a targeted literacy session focused on reading comprehension and constructing extended responses. Her progress is reviewed over a six-week intervention cycle. On Tuesday, Maya participates in Band practice. On Wednesday, she plays volleyball as part of the co-curricular program. On Thursday, Maya attends a Maths clinic to seek help with a particular aspect of algebra she has found challenging. This provides timely support without requiring her to join another ongoing program. At lunchtime, Maya has time to eat and socialise with her friends. With scheduled lessons finishing by 3.00 pm, Maya can access additional opportunities through the Extended Learning Program while maintaining a more predictable school week.

✓ The potential benefits More targeted academic support, easier access to teachers, opportunities to maintain friendships and participate in cocurricular activities, and fewer clashes between learning and other commitments. These scenarios are illustrative and do not represent confirmed individual timetables or program arrangements.

Liam - Year 12 Liam is an ambitious Year 12 student completing five VCE Unit 3 and 4 subjects. He is motivated to succeed but sometimes finds it challenging to maintain consistent independent study habits.

Liam's current experience Has study periods but does not always use them purposefully. Often waits until his next lesson or lunchtime to seek help from teachers. Balances catching up on learning, assessment preparation and regular study. May rely on paid tutoring outside school for additional academic support.

What Liam's week could look like in 2027 A WEEK UNDER THE PROPOSED TIMETABLE MON

TUE

WED

THU

FRI

Science clinic

Independent study

Study planning

Revision session

3.00 pm finish

3.00–3.30 pm

From 3.00 pm

3.00–3.30 pm

Under the proposed timetable, Liam could access more structured academic support and develop greater independence in managing his study. On Monday, he attends a short Science clinic after scheduled lessons to clarify a concept from a previous class. On Tuesday, Liam does not need additional support and heads home after scheduled lessons to study independently. On Wednesday, he uses the available time after scheduled lessons to plan upcoming assessments, organise revision priorities and prepare for examinations. On Thursday, he attends a targeted revision session ahead of an assessment. As examinations approach, Liam could access further opportunities for subject revision, practice responses, examination techniques and feedback. With scheduled lessons finishing by 3.00 pm, Laim has greater flexibility to balance study, academic support and his part-time work commitments, including an earlier finish on Friday.

✓ The potential benefits More timely access to teachers, purposeful study opportunities, earlier academic support, stronger examination preparation and greater independence in managing his learning. These scenarios are illustrative and do not represent confirmed individual timetables or program arrangements.

Alex and Sam - Sibling family Alex and Sam are siblings at ELTHAM College. Their family balances school, co-curricular commitments and significant afterschool travel during the week.

Alex - Year 10 Alex is a high-level athlete who trains several afternoons each week as part of an external performance program.

Alex's current experience Misses Lesson 6 on some days to travel to training on time. Needs to catch up on learning missed at the end of the day. Balances a demanding training schedule with homework and assessment preparation. Sometimes must choose between school commitments and external sporting opportunities.

What Alex's week could look like in 2027 A WEEK UNDER THE PROPOSED TIMETABLE MON

TUE

WED

THU

FRI

Training

Study / support

Training

3.00 pm finish

From 3.00 pm

3.00–4.00 pm

From 3.00 pm

Under the proposed timetable, Alex could attend all scheduled academic lessons while having greater flexibility to meet external training commitments. On Monday, Alex leaves after scheduled lessons to travel to training without missing class. On Tuesday, Alex attends training after the scheduled school day. On Wednesday, Alex can use the time following scheduled lessons to seek assistance from a teacher, complete additional study or catch up on assessment work when needed, subject to the availability of support. On Thursday, Alex attends another training session. On Friday, the earlier finish provides additional time for recovery, training or preparation for weekend competition.

Continued on next page: Sam’s scenario.

Alex and Sam - Sibling family Sam - Year 8

Sam enjoys dance outside school and participates in an ELTHAM co-curricular activity. Sam attends dance classes twice each week, requiring a parent to coordinate travel between school, home and the dance studio.

Sam's current experience Balances school, dance and co-curricular commitments throughout the week. Has different finishing times from Alex, making family pick-up arrangements more complex. Experiences rushed after-school travel, particularly on dance days. Sometimes relies on lunchtime for additional school activities or support.

What Sam's week could look like in 2027 A WEEK UNDER THE PROPOSED TIMETABLE MON

TUE

WED

Dance travel

Co-curricular

Dance travel

From 3.00 pm

3.00–4.00 pm

From 3.00 pm

THU

FRI

Home

3.00 pm finish

From 3.00 pm

Under the proposed timetable, Sam could participate in the full academic program while balancing school and external activities. On Monday, Sam heads home after scheduled lessons, allowing more time to travel to dance. On Tuesday, Sam stays at school to participate in a co-curricular activity through the Extended Learning Program. On Wednesday, Sam leaves after scheduled lessons, giving the family more time to travel to the second dance session. On Thursday, Sam has no additional commitments and heads home after scheduled lessons. On Friday, Sam finishes school at 3.00 pm, providing an earlier start to the weekend.

What this could mean for the family With more consistent scheduled lesson finish times, Alex and Sam's parents could plan transport and after-school commitments with greater certainty. Both students would have opportunities to participate in their academic programs while balancing external initerests and commitments. The proposed arrangements could also provide greater flexibility for the family to coordinate sport, dance, co-curricular activities and travel.

✓ The potential benefits More predictable family routines, less rushed travel, fewer clashes between school and external commitments, and greater flexibility to participate in academic and co-curricular opportunities. These scenarios are illustrative and do not represent confirmed individual timetables or program arrangements.

Grace - Year 3 Grace is a quiet and thoughtful Year 3 student who enjoys reading, writing, playing the drums and spending time with her friends. She is active and enjoys opportunities to play and participate in school life.

Grace's current experience Visits the Library with her friends twice a week during lunchtime. Enjoys social time but can sometimes find the transition back to learning challenging after a longer lunch break. Balances lunchtime play, friendships and other activities during the school day. Sometimes attends Out of School Hours Care while her older brother participates in Senior School activities, allowing the family to coordinate a single pick-up. Currently finishes scheduled lessons at 3.30 pm, including on Fridays.

What Grace's week could look like in 2027 A WEEK UNDER THE PROPOSED TIMETABLE MON

TUE

WED

THU

FRI

Learning and play

Co-curricular options

Family arrangements

Learning and play

3.00 pm finish

3.00–3.30 pm

3.00–4.00 pm

3.00–3.30 pm

Under the proposed timetable, Grace would continue to have opportunities to eat, play, visit the Library and spend time with her friends at lunchtime. The revised structure of the day could support a smoother transition between lunchtime and afternoon learning, while maintaining opportunities for social connection. Her teachers could incorporate short movement or play breaks when needed, helping students reset and refocus throughout the day. On two afternoons, Grace's older brother remains at school for structured study or academic support. Grace could use this time to participate in a Junior School co-curricular activity she enjoys, providing an alternative to waiting in Out of School Hours Care. On other days, the aligned Junior and Senior School timetables could make it easier for the family to coordinate collection. On Friday, Grace finishes school at 3.00 pm rather than 3.30 pm, providing an earlier start to the weekend.

✓ The potential benefits A balance of learning, play and social connection, opportunities for movement and co-curricular participation, smoother transitions throughout the school day and more convenient family collection arrangements. These scenarios are illustrative and do not represent confirmed individual timetables or program arrangements.