Victoria Independent Schools Guide 2015

Victoria’s

Independent Issue 1 • 2015

Schools Guide

Featuring Catholic Schools

Photo provided with the compliments of St Paul’s Anglican Grammar.

For further information refer to pages 4, 5 and 52.

OPEN DAY 21

OCTOBER

2015

from 9.15am

R U T U SHAPING THE F

E

For 2016 Open Days visit www.geelongcollege.vic.edu.au/open-days or phone (03) 5226 3156 to arrange a visit.

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

Too important to leave to chance Choosing a school is one of the most important decisions you will make for your children.

Not only do you want your child to have an excellent education, but you want them to have a sense of independence, be socially-aware and build vital decision-making skills.

So it’s no wonder there are so many questions that arise when going through the application process: Which school will provide my child with the best education? How far do we want to travel? How expensive will it be? What are the facilities like?

What about extra-curricular activities?

Are classroom sizes too big or too small? Will my child’s special needs be tended to? Is there a waiting list?

It can be stressful and overwhelming, but hopefully this guide can make the decision-making process a little bit easier!

“Victoria is fortunate to have many world class schools. This inaugural edition of Victoria’s Independent Schools Guide showcases the leading independent schools of Victoria.

We also provide parents with key information and insights to assist you to make the all important decision to find the best school. Katrina Mihai, a media professional specialising in education magazines for decades, recognised that there was a gap in the market for a quality publication dedicated to independent schools being distributed directly to parents free. This publication is published

by Themes Media, a division of Star News Group.

We have also included tips on how to help your child transition from primary to secondary school, how to grab a last-minute enrolment discount, a personal story of dealing with a learning difficulty, entertainment news and so much more.

We hope you enjoy reading our magazine and learn some valuable, and most importantly, helpful information along the way,” says Paul Thomas, Managing Director – Star News Group

Look for schools that value what you value

By LIA SPENCER WHEN I took my newborn baby Isla to her first maternal health nurse meeting, I was shocked when I was told to put her name on a waiting list for a primary school. She was only a couple of months old! I had only just got the hang of breastfeeding, changing nappies and sleep cycles. How could I possibly start thinking about schools? How could I wish that time away? Well, fast forward two years and I have learned how quickly time flies. In a blink of an eye she will be in kinder. Turn the corner, and I’ll be the mum wiping away a stream of tears while she waves at me from her new Prep classroom.

In as much as I may not be mentally prepared yet, I have to face the fact that next will come homework, overnight excursions and after-school sporting activities.

So, though she’s only a toddler, I must face the inevitable and start thinking about what I want for her education.

Coming from a small town in Canada, I went through Prep to Year 12 in the same building, with the same 20 kids, and took part in almost every extra-curricular activity on offer to keep myself busy. There were pros and cons to going to a small school, which had a collective 300 students and about 30 staff it’s with this background that I have formed my wishes for my own daughter’s education.

1. Small class sizes Small classrooms have their perks and weaknesses. I believe that in a small classroom, teachers have the ability to provide each student with a little more attention. In terms of relationships with peers, having spent at least six hours a day for 13 years with the same people, I formed close friendships with most people in my class and still keep in contact with most to this day. On the flipside, having a small classroom limits the number of people you see every day and can make you feel like an outsider if you don’t like the same things as the majority do.

2. Primary school and high school on the same campus The idea of having Isla attend Prep to Year 12 at one school is attractive to me. I think the transition from primary school to high school would be a lot easier for her if she didn’t have to adapt to a new area, new friends and new staff at a time when so much in life is already changing. However, many schools are affiliated with each other, making the move a lot smoother and a lot less stressful.

Lia and her daughter Isla, who is more concerned with dress-ups and playtime than maths and English.

3. Sports and other activities Extra-curricular activities are very important to me. I think having something besides academics to focus energy on can help to relieve stress, build self-esteem and teach the importance of teamwork. I played volleyball, basketball, track and field, and took part in the drama club, Students Against Drink Drivers and the student council. In all of these I formed new friendships with people in other grades and I also had responsibilities of attending weekly meetings, co-ordinating events and working with a team. I also found I was happier after playing sports, win or lose, and had something fun to focus on after writing a difficult exam or stressing after a week of school work.

4. Location Lastly, I would like to send Isla to a great school near our house. It would be great if we could walk or ride our bikes to school and attend events without having to drive over half an hour each way. Growing up with one school within a 60-kilometre radius, I was not given this option. Living in Victoria, Australia, the possibilities are endless!

So much more than great results!

Recognised as one of Australia’s leading regional

From the early years right through to Year 12,

schools, St Paul’s is an independent, co-educational

St Paul’s encourages a Growth Mindset and our

school with a dedicated Year 9 Centre. With

teachers focus on bringing out the best in every

campuses in Warragul and Traralgon, St Paul’s is

student. The School has a culture of which students

set in a safe and supportive rural environment and

are proud to be part and a community where respect

has a proven track record for VCE excellence and an

and support for one another is central to the way

extensive co-curricular program on offer.

people interact.

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We invite you to discover what sets St Paul’s apart from other schools by contacting our Head of Admissions on admissions@stpaulsags.vic.edu.au or 03 5623 5833.

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A world of learning Pursuing excellence in all areas of a student’s development IN LESS than 18 months, Rivercrest Christian College has achieved a huge feat, making its mark as an official World School.

The Clyde North school was authorised by the International Baccalaureate (IB) as an official World School, which allows it to gain access to the foundation’s programs of education, professional development and a worldwide network of IB World Schools that work together to share practices.

Executive principal Geoff Grace said the authorisation was a momentous occasion for the young school.

“I think that it is a tremendous endorsement of the immense effort which the whole Rivercrest community has put in to the first year and a bit since its inception at the start of 2014,” Mr Grace said.

“It will give the whole Rivercrest community a real boost knowing that we are on track with our IB development given that the visiting team recognised the quality of what had been achieved in such a relatively short space of time.”

Mr Grace said that the IB focus of Rivercrest was an emphasis placed on the development of an international perspective, the ongoing inculcation of technology and a sense of responsibility for the stewardship of the environment.

He said Rivercrest Christian College also shared a vision with Hillcrest Christian College, which operated as an autonomous school.

“The outworking of these elements of the IB program, interwoven with a Gospel thread, will give rise to many opportunities for Rivercrest students to take an active interest in the world around them,” Mr Grace said.

“These elements mirror many of the service and mission focal points already developed at Hillcrest with local, national and international opportunities for students to have their lives challenged and transformed by God through mission and service events.

“Hillcrest has been growing in terms of numbers, facilities, academic outcomes and general community culture. What has stayed really strong is the Christian heart of the college – the emphasis on the person and work of Jesus, the outworking of this as a college whose heart is moulded and shaped by the Biblical commands to pursue justice, mercy and humility, and the pastoral care and nurture evidenced across the college.

“Rivercrest has grown from this same heart as we ensured that the pioneering staff at Rivercrest last year were all transferees from Hillcrest. Both colleges are committed to pursuing excellence in all areas of a student’s development springing from our understanding of the unique God-given gifts and talents of each student at Crest.”

Despite only opening last year, the school has gone from strength to strength, with staff and parents expressing their excitement about the school’s future. Teaching three-year-old kinder up to Grade 2, Rivercrest wants to expand the school and will take on new classes as the school progresses.

“There is a real sense of being the pioneers of a whole new school community and there is a palpable excitement about the future as the college continues to grow,” Mr Grace said.

The school celebrated its first birthday in June with a cake and balloons and a few thanksgiving speeches and prayers.

Rivercrest Christian College head Dr Michelle Cafini enjoying a cupcake with students during the college’s first birthday celebrations.

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VICTORIA’ INDEPENDENT SCHOOLS GUIDE ISSUE 1

ST MONICA'S COLLEGE

School of Educational Enterprise

Enrolments are currently being accepted for Year 7, 2017 - 2018.

Year 7, 2017 enrolments close on Friday 26 February, 2016 Morning Tea with the Principal (College tours of the Junior Campus) are held regularly throughout the year during school time.

Bookings are essential.

For bookings and information regarding enrolment please contact the College Registrar on 9409 8444 or email registrar@stmonicas-epping.com Junior Campus Years 7 – 9 400 Dalton Road Epping Vic 3076

Senior Campus Years 10 – 12 16 Davisson Street Epping Vic 3076

Ph 03 9409 8800 Fax 03 9408 7531 Email: admin@stmonicas-epping.com Web: www.stmonicas-epping.com 1193233-DJ37-15

At MacKillop, we strive to encourage individuals to reach their full potential as life-long learners by providing an innovative, challenging and collaborative learning and teaching environment in a rapidly evolving society. MacKillop is a Catholic co-educational secondary college named after Mary MacKillop, co-founder of the Congregation of the Sisters of St. Joseph of the Sacred Heart. Gospel values are lived out here every day through our faith commitment to Jesus, animated and inspired by the charism of St Mary of the Cross MacKillop and our Josephite tradition.

The College pursues excellence in learning and teaching to support the vision of Catholic Education in the development of the whole person, founded upon Gospel values. Our vision statement is ‘Celebrating all life, Challenging all people, Dreaming the new day.’ The MacKillop Community lives in accordance with our vision

and mission statements which encompass pastoral care and faith development.

We have a beautiful environment with stateof-the-art facilities where a major emphasis is placed on digital contemporary learning strategies. Students are supported in becoming active, self-sufficient and engaged learners through our Gifted & Talented Programs as well as our Individualised Learning Programs with a broad breadth of subjects offered across the board. MacKillop promotes excellence in the programs offered which have been designed to foster close links with the local community and to raise awareness of local, national and international citizenship and responsibility.

MacKillop College will continue to be a vibrant, faith-ďŹ lled learning community where students are educated in the skills they need for citizenship and to live a life of meaning in the twenty ďŹ rst century.

8734 5200 Russell Street Werribee XXX NBDLJMMPQ WJD FEV BV

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

MacKillop

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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R

ivercrest Christian College (near Berwick) has recently been authorised, by the International Baccalaureate, as an official World School offering the Primary Years Programme (PYP).

The curriculum offered at Rivercrest in the Early Years and Primary Years, implements the PYP framework that builds upon students’ prior learning and past experiences.

While the teaching of literacy and numeracy is a core component of the curriculum, there is also a strong focus on social, emotional, physical and spiritual development. A Christian world view

is strongly embedded into all aspects of Rivercrest’s operation.

Rivercrest, offers classes from the 3 year old through to Year 2, with additional classes being added each year. Being an International Baccalaureate (IB) School, Rivercrest’s philosophy is aligned with the IB’s Mission, which is to develop students who are inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

More information: www.ibo.org and contact our Registrar: registrar@rivercrest.vic.edu.au Open Day: Saturday, 10th October 1:30-3:30pm

Rivercrest Christian College I 500 Soldiers Road Clyde North I Enter via Gate 5 I ph 9703 9777 www.rivercrest.vic.edu.au 1195720-CB37-15

New International School

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Q

uality and care are the hallmarks of a Hillcrest education. We consider that the very best environment for quality outcomes is one based upon and permeated by Christian faith and values.

As you move through our well-appointed College facilities and grounds, you will gain an understaning of the broad curriculum and exciting course pathways that are offered from the foundation years through to our comprehensive VCE program.

For more information please contact the Registrar: registrar@hillcrest.vic.edu.au

Open Day: Saturday, 10th October 1:00-4:00pm

Hillcrest H ill t Christian College 500 Soldiers Road Clyde North 3978 ph. 9702 2144 www.hillcrest.vic.edu.au

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Quality Education

In A Christian Environment

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Faith based learning Providing the knowledge, and beliefs to deal with life beyond school THERE is one common thread that binds the academics, sports and extra-curricular programs at Chairo Christian School – and that’s honouring Jesus Christ.

The Christ-centred curriculum focuses on academic rigour as a priority, with all programs carefully designed to challenge and extend all students.

Jane Ward, Director of Teaching and Learning at Chairo, said that while many schools were simply known by their geographic location, Chairo Christian School’s pioneers wanted to express something more – they wanted to honour Jesus Christ.

“In order to do this, God can’t be confined to just a small section of our lives; He must be central to everything. As such, Chairo seeks to help students understand that God is in everything,” Mrs Ward said.

“A Christian education seeks to lead students in a discovery of the world that allows them to comprehend the wonderful way that God made and sustains everything. It encourages them to discover the amazing potential that each of them has for fulfilled and productive living if they base their decisions and actions upon a commitment to Jesus Christ and his way of doing things.

“The purpose of Chairo’s curriculum is to equip young people with the necessary knowledge, skills, attitudes and beliefs to deal with life beyond school.”

The school’s Christian roots run deep, stemming back to the late 1970s, when a small group of parents met because they believed that they were called to start a primary school that taught the curriculum from a Christian perspective. This eventuated in 1983 with the school commencing at Drouin East with one class of Prep to Year 6 students. As the school grew, the vision for the school also grew and in the early 1990s it was decided to extend Chairo into the secondary years.

The school became too large to accommodate all students on the Drouin East site and another 16 hectares of land was purchased closer to Drouin to accommodate a growing secondary school. At the same time, a group of parents were exploring the possibility of a campus of Chairo being established near Pakenham.

In 1998 the first Year 12 class commenced, purpose-built facilities for a Middle School at Drouin were constructed as the Junior/ Middle/Senior School model was adopted, and the campus near Pakenham was established with a Kindergarten and Junior School.

Chairo’s Pakenham Campus soon grew and a Middle School was established. The campus also developed a number of extracurricular activities for the students to enjoy including equestrian, agriculture and instrumental music.

In 2014, South Coast Christian College at Leongatha made the decision to amalgamate with Chairo to come under the Chairo Christian School banner. In the same year, the first group of Year David (Year 4) and Josh (Prep) enjoy being buddies and doing interesting buddy activities together, in this case creating a bark hut.

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VICTORIA’ INDEPENDENT SCHOOLS GUIDE ISSUE 1

Partnering with families to provide excellence in %JTKUVKCP GFWECVKQP HTQO -KPFGTICTVGP VQ ;GCT Ȧȧ • • • • •

Teaching and learning from a Christian worldview perspective Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Beautiful rural surroundings and excellent facilities ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱŬŪūŰȱ ȱ ¢

ůŲůȱ ȱ ȱ ǰȱ ůųŮŬȱůŰŭŬȱ•ȱ ¢ȓ ǯ ǯ ǯ Campuses also at Drouin and Leongatha

www.chairo.vic.edu.au

1183829-37-15

Students in Years 5-8 at Chairo enjoy the excellent playground facilities provided in the Middle School section of the Pakenham Campus.

12 students graduated from Pakeham, making it a K-12 campus.

The four campuses continue to expand and the school is constantly developing the appropriate facilities for students at all campuses.

Mrs Ward said Christian perspectives were integrated throughout the entire curriculum rather than being added on as a separate subject.

Today, there are 615 students from K3 to Year 12 at the Pakenham campus, with significant growth in numbers anticipated for 2016.

There are about 80 full-time and part-time staff members at the Pakenham campus, including 50 teachers. Across Chairo’s four campuses, current enrolment totals 1360.

“While the curriculum covers all elements required by government regulations, learning is based on the premise that God is sovereign in all things,” Mrs Ward said.

We seek excellence in education, and expect students and teachers to be constantly and consistently striving to do their best…

Throughout the campuses, Chairo teachers are trained specifically to present Christian perspectives in their areas of expertise and strive to demonstrate a love of God through their daily lives beyond the classroom. Staff members meet each morning for devotions and prayer, with prayer being focused on the activities of the day and the needs of students and other community members. Students also begin each day with a class devotion led by a teacher who has responsibility for their pastoral care. This structure aims to encourage the development of relationships between students and teachers that are based on trust and mutual respect.

In addition to daily devotions, the school also holds chapel services at regular intervals throughout the term where students and parents are invited to attend and hear guest speakers, or to celebrate special occasions such as the blessing of a new school year or Easter.

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“Students consider curriculum topics from a Christian worldview perspective and explore themes that encourage them to think about their faith and pose intelligent and thoughtful questions.”

Students at Chairo have the opportunity to access a wide variety of experiences within and outside the classroom to develop their God-given talents. Students are encouraged to explore these amazing talents by embracing the many activities offered to them.

These activities include sports, cultural activities, camps, excursions, mission and service programs which also incorporate the Christian worldview.

“Chairo’s camping program highlights the wonder and diversity of God’s creation. Each camping opportunity takes students to unique natural and urban environments and provides opportunities for mentoring and encouragement, and for speaking God’s word into young lives,” Pakenham Campus principal Steve McAllister said.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

OPEN EVENING Wednesday 28 October from 4pm to 7pm.

Speak with Senior Staff, take a College tour and enjoy the exhibition of student art and design work, twilight music performances and gourmet BBQ food on sale.

Enrolment applications are being accepted now for Prep and Year 7 in 2017, 2018 and beyond as waiting lists apply. Limited places are available in 2016 for Years 8, 9 and 10. Please contact the Registrar on 9333 1866 for enrolment information.

Aitken College is a Prep to Year 12 co-educational independent school providing quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. The early years emphasise literacy and numeracy, leading to core studies in English, Mathematics, Science, Humanities, Design & Digital Technologies, Physical Education, Indonesian and an elective program including Music, Drama, Art and Commerce. Senior students undertake VCE or VCAL programs, study skills and personalised careers education. Most Year 12 graduates move on to a broad range of University courses. Religion & Values Education is complemented by a weekly Chapel Service. Students can access welfare support, the Learning Centre for special needs and a wide range of co-curricular activities including sport and performing arts.

1010 Mickleham Road, Greenvale 3059 • Telephone 9333 1866 W: www.aitkencollege.edu.au • E: admin@aitkencollege.edu.au

A Uniting Church School 1182887-DJ37-15

Other programs that unite two of the school’s core values, namely ‘life-long learning’ and ‘Christian distinctive’ include an annual trip to Darwin for crosscultural training and then to serve in an Indigenous community.

There are also numerous programs aimed at assisting the needy and elderly within the local communities “As a school, we are always seeking new mission and service opportunities that will encourage our students to donate their time and efforts to assist those needier than themselves,” Mr McAllister said.

“While these programs do assist those in need, it is also exciting to witness the personal growth that occurs among our participating

students. These real-life experiences enhance the development of compassion, teamwork, initiative and communication skills.”

Chairo also offers a wide variety of programs throughout all year levels, ensuring that every student has the opportunity to maximise the quality of their performance. These include early reading intervention, a variety of Literacy and Numeracy programs, SOAR extension program, enrichment courses and a wide range of VCE subjects, some of which can be accessed by Year 10 students.

“We seek excellence in education, and expect students and teachers to be constantly and consistently striving to do their best,” Mrs Ward said.

“We should not be satisfied with the status quo, but should always be trying to improve to become the person that God has designed us to be and to reach our full God-given potential.”

Mrs Ward said that the Christian-based curriculum gave students a sense of purpose and self-worth, and promoted character – which not only benefits them in the classroom, but also provides a sound framework within which to make wise life decisions.

Above left: Year 11 student Renee, pictured with Bandit, has been involved in Chairo’s popular and successful equestrian program for six years.

Year 1 student Isabella ponders the world of maths through a colourful bead frame.

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VICTORIA’ INDEPENDENT SCHOOLS GUIDE ISSUE 1

A Catholic Co-Educational Regional Secondary College

OPEN DAY Thursday, 22 October 2015 1.30pm – 6.30pm

Information Session

Monday, 12 October 2015 at 7.00pm We warmly welcome all parents and children to our Open Day and Information Session at our Vermont South Campus. Tour our facilities and see for yourself what a great education inside and outside the classroom can achieve!

503 Springvale Road, Vermont South VIC 3133 Enquiries: The Registrar P: 9845 3209 E: alison.stow@emmaus.vic.edu.au

www.emmaus.vic.edu.au

Faith, Knowledge & Service.

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Classics, music and that moment of stillness Providing children with all they need to grow to become fine human beings IT’S NOT often you associate meditation, classical language and a diverse musical repertoire with primary students. But these great programs, as well as academic achievements, have helped Erasmus Primary School rate in the top three schools on www.bettereducation.com.au The Hawthorn school began 20 years ago, has about 120 students in attendance, with a waiting list of eager families wanting to get their children a great education combined with a unique approach.

Marita Brewster, member of the Board of Directors and Manager Communications, said the aim in setting up this unique school was always to place emphasis on the real purpose of primary education.

“We believe that it is important to establish a foundation in the child which will serve him or her for life. It is like providing the capital which is then built on in the years to follow. What is provided at this primary level is obviously developing fine motor skills, learning how to read and write, all the basics,” she said.

“Whatever goes in at this primary stage is never forgotten, so it is vital that all the work done on character building is commenced here. So an appreciation and experience of the virtues has to start here – courage, self-control, wisdom and justice. These four

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cover a lot of ground, and all can be appreciated by a young child.

Ms Brewster said a key aspect of the Erasmus approach was teaching the children to focus, to appreciate the power of attention.

“All of our special features have this concept behind them,” she said. “If the attention is there, and there is the ability to resist going with distractions, then optimum success is possible in whatever is undertaken, be it academic, artistic, musical, sport and wellbeing.”

Students under the age of 10 are able to focus through a simple practice of pausing before a new activity to bring their mind to a place of rest and refresh them for the next activity.

Students are introduced to meditation when they turn 10, and although practice is optional, Ms Brewster said most children, and staff, participate.

“The practice of meditation is a process of turning inwards. This is where peace and stillness can be experienced. Children are naturally active and yet they delight in the stillness that they find in sitting down for just a few minutes each day and letting the mind fall quiet and still,” she said.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

Simple and potent, that’s why we teach the power of attention.

At Erasmus Primary School, the power of attention is recognised as the master key to the development of every child at all levels – body, mind, heart and spirit. Focused attention brings stillness, intelligence, happiness, courage and every virtue that is needed for the discovery and development of individual talent. It is no surprise that we are ranked in the top three schools in Victoria by bettereducation.com.au.

SCHOOL TOURS

Every Tuesday at 12.15pm, followed by lunch with the children and staff.

Please call our office for bookings.

1193234-CB37-15

40 Lisson Grove, Hawthorn VIC 3122

I telephone 9819 1266 I www.erasmus.vic.edu.au

“The practice is a mantra-based system, given to the school by an Indian master teacher. There is a ceremony where the mantra is imparted. It is a practice for life. The parents say that the benefits are observable in their children – more steadiness, happy, loving, disciplined, energetic, bright and vital.”

lessons in piano, violin, cello and classical guitar – and direct the Erasmus School String Orchestra, which includes students from across the school. Students learning instruments outside of school are also encouraged to perform. Singing is a major aspect of the music program.

Another unique program at the school is the classical languages, with a particular focus on Sanskrit and Latin. Various units may also include exposure to Greek, Egyptian hieroglyphs, or songs from other languages and cultures. The school believes that exposure to a range of classical languages at a young age assists with learning modern languages, provides an understanding of the significance of language and assists with learning generally including thinking logically, organising thoughts and extending vocabulary.

Ms Brewster said another key feature of the school was encouraging children to be truthful, caring and generous and to serve others with an open heart and keep an open mind.

Music is also integral to the fabric of Erasmus Primary School. The classroom music program includes Kodaly method for junior students and all children learn recorder from Year 3. Qualified and experienced teachers and professional musicians provide private

“With these things instilled in them, our students can go forward to their secondary education with steadiness and quiet confidence, so that they can focus on this secondary stage, which is to learn how to do things that will make them useful human beings.”

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“We are trying to provide these children with all they need to grow to become fine human beings who have a true self-confidence, and have a strong concept of service to others – be it friends, people they may not even know, family, nation, even the world,” she said.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

Where the teachers know my name

ST JAMES COLLEGE OLLE www.sjcbe.catholic.edu.au

St James College is a Regional Catholic Boys College committed to the Lasallian Vision of Education.

156 Bignell Road, Bentleigh East VIC 3165

1192977-CB37-15

Providing education for young men in Years 7 to 10, St James College is a smaller school, with a strong pastoral program encouraging a close bond between students and staff. We aim to engage young men in positive learning relationships and present opportunities for success in a range of endeavours.

ENROL NOW FOR YEAR 7 2016 AND BEYOND College Tours conducted at 9am on Fridays. Bookings essential.

For enquiries or to attend our next College Tour, please call the College Registrar on 9575 8100 or email registrar@sjcbe.catholic.edu.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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Lifelong learners.

Unique environment.

ELC to Year 12 Cornish College is a co-educational independent Uniting Church school.

Cornish College | 65 Riverend Road, Bangholme, VIC 3175 Telephone +61 3 9773 1011 | Facsimile +61 3 9773 1726

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

www.cornishcollege.vic.edu.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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Jack Richmond and Thomas Gorell cooking on egg day with a parent helper.

The hands-on approach Developing perspective, values and gaining the skills to effect change AT THE Geelong College, Year 4 students are immersing themselves in a lesson much larger, dirtier and a lot more hands-on than anything found in a textbook.

The college’s popular Enviro Program invites the students to connect with the natural world in an incredible garden environment for an entire year.

They observe, tend to the garden and grow their own food, look after the chickens and engage in scientific thinking through a host of other activities.

Mr Adrian Camm, Head of Teaching and Learning, said that throughout the process, students developed empathy and respect for the natural diversity of life on earth by having direct access to the Barwon River, a beautiful and productive garden, a kitchen and specialised learning areas where they grow and cook and learn important life lessons about sustainability, good food and good health.

“Nature is not something that is only found in specially created parks or gardens,” Mr Camm said. “Nature is all around us. We are surrounded by it – our backyards, our schools, even our urban spaces are filled with living things, each with its own incredible story. In an increasingly technological world it is important that students engage with and think critically about sustainability, local and global issues. By learning about the environment they develop perspective, values and gain the skills to effect change.”

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Students are in regular contact with local people including farmers, scientists, business owners, environmental experts, gardeners and nature lovers, all who are passionate about acting for the environment and making a difference. Student’s families are also actively involved in the program regularly working with students in the garden and eating the food that the children have grown, prepared and cooked.

Mr Camm said the program had enormous benefits in and outside the classroom.

“The democratisation of learning and knowledge, where anyone can learn anything at any time, is backed by an increasing collection of research that demonstrates that when students are able to spend more time thinking about ideas than memorising facts and practicing skills – and when they are invited to help direct their own learning – they are not only more likely to enjoy what they’re doing, but to do it better. Facts and skills do matter, but only in a context and for a purpose. By developing in students a mindset of intellectual empowerment that allows them to have the skills and dispositions to feel as if they can change the world, they can respond to, and move with, the transformations of our new global economy. By organising learning around deep immersions, interdisciplinary problems, projects and passions – rather than discreet facts, skills and separate disciplines, students develop the independence, teamwork, leadership and critical and adaptive thinking skills required to thrive in a time of constant change.”

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

THE

GE E LONG C OL L E G E

Join Our Boarding Family Prepare for your outstanding future with independence, lifelong friends and a broad range of learning opportunities.

Enrolments now open for Years 7 to 11 from 2017 and beyond.

R U T U SHAPING THE F

E

Learn more at www.geelongcollege.vic.edu.au 1196018-KC37-15

From their youngest years our students experience and engage actively with different cultures, landscapes, ideas and ways of thinking, and are challenged to apply their knowledge practically, as well as to push themselves outside their comfort zone…

The program has proven so popular that the college is making way for an additional class next year and spaces are filling up quick.

“Open plan classrooms with amazing views house small class sizes and expert teachers. Due to the popularity of the program we are adding an additional class in 2016 with new world-class facilities incorporating sustainable design principles also being developed,” Mr Camm said. “We have been delighted with the level of interest in our program and only have five places still remaining.”

simple materials to technological gamechangers like 3D printing, robotics and computer science, a “can do” maker ethos is adopted, encouraging a learnercentred approach to teaching and learning.

Students engage in design work that requires them to become independent thinkers, work in teams, take responsibility for their own learning, solve real problems and develop important habits of mind through tinkering, invention and complex open-ended project work. Specific literacy, mathematics, science, art, IT and engineering concepts are integrated throughout the year and come to life in exciting and tactile ways.

Besides the Year 4 Enviro Program, the college also has a popular Year 6 Media James Williamson shows ABC Gardening’s Costa Giorgiadis through Program and a Year 5 the recycled play area in the garden.

Mr Camm said learning immersion Designing the through experiences, such Future Program. The Media Program allows students to develop as the ones provided in the Enviro, Media and Designing the Future skills to make and understand media ranging from traditional forms programs, were central to the vision for learning at The Geelong such as film, photography, websites, newspapers, magazines, College. comics, radio and television to new and emerging media technologies like games, apps, multicasting and social media. They “To be committed and passionate to making a difference is to consider how people, events and issues are represented and deeply experience learning,” he said. “From their youngest years create, produce and present their own works in media of their our students experience and engage actively with different cultures, landscapes, ideas and ways of thinking, and are challenged to choice to express their ideas. apply their knowledge practically, as well as to push themselves The Year 5 immersion Designing the Future invites students to outside their comfort zone. These experiences enable them to combine new technologies and timeless craft traditions to create develop broader perspectives, find new interests and develop deep solutions to exciting real-world projects. Using everything from understanding that equips them for whatever future awaits.”

Samantha Vagg, Harrison O’Neill and classmates enjoy a shared lunch harvested and cooked in the Enviro Program.

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Olly Williams, Evie Hayward, Ben Gorell and Camilla Alexeyeff harvest strawberries from the garden.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

NURTURING THE spirit OF STUDENTS They Will Shine THOMAS Carr College is a Catholic co-educational Year 7-12 College located in the west of Melbourne at Tarneit.

We are a welcoming and friendly community where each person is valued and where spirituality is nurtured.

architecturally designed Chapel which has become the central focus of the Catholic Identity of the College and a reminder of the important place of faith in the education of students.

iD9 Program: A brand new curriculum and range of activities for our Year 9 students has been developed and commenced in 2014. This program aims to foster personal growth and community living skills, leadership qualities, an appreciation of sustainability and of physical fitness. Each term will have a learning focus drawn from the Australian Curriculum priorities and include a week’s City Experience and an extended three week Country Experience at our newly refurbished Good Samaritan Campus located at Coragulac, an idyllic country setting 11 km from Colac.

Stage 3 of the 10 Year Master Building Plan Our exciting capital development works will continue later this year. We aim to have these completed, ready for the commencement of the 2017 school year.

Thomas Carr College Principal – Dr Andrew Watson

Master Plan: The College has recently completed the first stage of a $22 million building program. Stage 1 of the master plan was the construction of a $7 million “state of the art” Learning Centre for Year 7 & 8 students. Stage 2 sees the completion of the College’s new $3 million Trade Training Centre which will allow for the delivery of Certificate II and III courses in Carpentry, Furniture Making, Brick and Block laying and expanding to plumbing in 2016.

The new facility has the latest in technology, a very well-resourced workshop and learning studios. The facility is open to all students in the Wyndham area. The addition of the Trade Training Centre ensures that the College continues to provide a variety of different pathways through senior secondary schooling.

Also part of Stage 2 the College has constructed a beautiful

Performing Arts Centre – A state of the art Performing Arts Centre will include a 500 seat auditorium together with the latest technical production equipment, lighting and sound, dedicated drama and music rooms and a recording studio.

Also in this Stage 3 will be Extension of Gymnasium – Extension to double the size of the existing gym and will include two full size basketball courts with retractable tier seating to provide for a show court, refurbished change rooms and a new dedicated weights room.

These exciting developments will contribute significantly to the facilities of our College as we celebrate our 20th Anniversary. Plans will be available to view on Open Day Thursday 22nd October 2.00pm to 8.00pm.

As a Catholic school we meet the educational needs of our families.

We recognise change as a positive and provide our student body with the confidence and skills to become future leaders. Above all we are pastoral and take heart in knowing all our students. I look forward to welcoming you to our community.

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Sleep AND YOUR CHILD Tips and techniques to help your child get a good night’s sleep BEDTIME STRUGGLES Many parents have problems getting their children to bed, especially with pre-school children.

Many children will use excuses to avoid going to bed such as “I need to go to the toilet”, “I need a drink”, “I just need to tell you something”. This can often delay the sleep time significantly.

What can parents do?

1. Be clear about what your child needs What a child wants is not always what they need. Although some children want to stay up and have difficulty getting to sleep, this does not mean that they do not need sleep. As the parent, you need to decide and be clear on what is reasonable bedtime behaviour and what changes you expect. Once this is decided it is easier to stick to the limits set. Limit setting often benefits the child in more ways than just improving sleep, as they feel secure and contained.

2. Rules ■■ Explain the new rules to your child during the day. Don’t tell them the first time when they’re stalling at bedtime.

■■ Remember this is not punishment so try to engage the child.

It will help if your child knows what to expect.

■■ Expect some resistance. Your child probably doesn’t want to change, so things may get worse before they get better.

■■ Be consistent.

3. Children need a consistent bedtime routine ■■ Have a predictable, enjoyable routine with calm activities.

■■ Avoid stimulating activities such as watching TV, running around and computer games.

■■ Try not to start negotiating with the child at bedtime. Do not enter a battle with the child if they protest. Calmly remind them of the new rules and continue.

■■ Put your child to bed and leave the room while they are still awake.

4. What then?

If your child calls out: ■■ Calmly tell your child it’s time to sleep.

■■ Do not enter into a discussion.

■■ If they get upset return to reassure them but be brief and limit what you say.

■■ Be ‘boring’.

If your child comes out of their room: ■■ Calmly return your child to bed.

■■ Remember this is not punishment, but be firm.

■■ If your child stays in bed, praise them.

■■ Behaviour change can be challenging and it may take some time before you see improvement.

5. Reinforcement Rewards are an important part of any behaviour change.

■■ The idea is to focus on success, not on failure, give rewards immediately.

NIGHT-TIME WORRIES It is not unusual for some children to have night-time worries or fears. Sometimes parents will describe their child as being ‘a bit of a worrier’. Helping them overcome their night-time worries teaches

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them skills they can use in other areas. Some children suffer from a more general anxiety which may need further treatment.

Talking about it Younger children may say they fear the dark or monsters. Older children may not be able to say what they are worrying about but have trouble falling asleep.

They often worry about not being able to sleep and will tell you “I can’t sleep”. It is important not to disregard your child but at the same time you shouldn’t give too much importance to irrational fears. It is important to give your child the message that you have confidence in them to deal with this. Therefore acknowledge their feelings but support them in dealing with their fears in a positive and independent way. It is a good idea to discuss it during the day, away from their bedtime. During the day your child is more likely to be feeling confident and can reason.

Routine It’s important to stick to your child’s routine. Your child may need reassurance and support but try to avoid getting into a routine that has your child depend on you to fall asleep, such as having to lie with them, or having the child in your bed. Being firm in limit setting makes your child feel safe. It also tells them you have confidence in them to manage this. Giving in to their requests may give them the message that they are not going to be OK and that there is something to worry about.

Externalising fears This is a way of taking your child’s fears and worries and giving them to someone else to worry about, or putting them somewhere else for the night.

■■ ‘Monster traps’ are something many children and parents have found helpful. This can be talked about and set up during the day and is a way of making the child feel safe. Be creative with it.

■■ ‘Worry box’ works in the same way for older children with vague worries. They can put the worries in the box and think about them tomorrow.

■■ A special ‘fairy’ or protective ‘dragon’ is a way of using a child’s imagination in an adaptive way. The fairy or dragon looks after them and takes away their worries. Planning this ahead of time and talking about it during the day, when they feel confident, will help them feel confident at night.

Relaxation Even young children can learn relaxation techniques. These include breathing exercises, muscle relaxation and positive imagery (going to a happy place). This has many benefits.

Concentrating on relaxation is a distraction and can stop your child worrying.

■■ Night-light – As long as it does not stop your child from falling asleep a dim night-light can be used.

Positive reinforcement Children often get lots of attention for having fears or worries which may encourage the behaviour.

It is important to reward children for being brave and for managing their worries. Sticker charts work well even in older children. Break the process down into different parts and reward your child for each part so that they feel they are doing well.

– Dr Anita D’Aprano and Dr Margot Davey For further information contact the Melbourne Children’s Sleep Centre site: www.monashchildrenshospital.org

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MARIAN COLLEGE 196 Glengala Rd, Sunshine West VIC 3020 Phone: 9363 1711 www.mariansw.catholic.edu.au

plant the seed for your daughter’s future OPEN MORNINGS ONCE A MONTH AT 9:00AM • Meet the Co-Principals • Ask us about our wide-ranging co-curricular and student leadership programs • Walk through our modern and up-to-date facilities • Ask general questions about your daughter beginning secondary school Contact our Receptionist on 9363 1711

ENROLMENTS FOR 2017 ONWARDS ARE NOW BEING ACCEPTED LIMITED PLACES AVAILABLE FOR 2016 BUS SERVICES TO MELTON, ROCKBANK, BACCHUS MARSH, DERRIMUT & TAYLORS HILL 1194893-CB37-15

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PROGRAM BASED ON core

concepts

Monitoring progress and planning for individual development The Primary years program at Bacchus Marsh Grammar is designed around a few core concepts. At Bacchus Marsh Grammar the belief is that students are explicitly taught the basic skills of reading, writing, spelling and mathematics. This is achieved through very directed programs in these areas and frequent monitoring of progress and planning for individual development.

Bacchus Marsh Grammar introduces students to the teaching of specialist programs by specialist teachers from the earliest days at

school. This gives the students the advantage of being taught subjects by specialists with a knowledge and passion for their particular subjects.

The junior years have an extremely strong music and performance program which is not only fun but builds students’ confidence and the ability to work as a team. The junior school program provides opportunities for sport and outdoor education. Another feature is the strong leadership programs in Grades 5 and 6.

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Bringing out their best A school focused on the development of the whole child GO-KARTING, violin lessons, snow sports and overseas trips are among the numerous activities that are available to students through St Paul’s Anglican Grammar School’s extensive cocurricular programs.

There are currently over 50 students who are at state level or above in the school’s Elite Sports Performers Program which assists elite student athletes who are competing at State, National or International level in their chosen sports as they seek to balance their educational demands with their sporting commitments.

While the school has a proven track record for VCE excellence, and an outstanding record of tertiary placement for all VCE students regardless of their ATAR score or area of interest, the school also offers an extensive co-curricular program of sports, music, performing arts, personal development, service, outdoor education, visual arts and cultural activities.

Ms Moloney expects to see these students push to the highest possible level in go-karting, football, soccer, swimming, judo, karate, cross-country skiing, cricket, athletics, gymnastics, volleyball and BMX within the next few years.

Principal Lisa Maloney said the school focused on developing all aspects of the whole child, allowing them to develop in areas of passion and challenge themselves in a multitude of ways.

“From the early year’s right through to Year 12, at St Paul’s we encourage a Growth Mindset and an understanding that with the right attitude anything is possible. We have a focus on developing all aspects of the whole child. This of course varies from child to child,” she said.

“For some it will be developing their power as a learner, or it may be stepping out in an outdoor education setting and finding that they are capable of things they didn’t think they could do. We believe that with the right focussed effort we all can achieve what we want to achieve.

Junior School students are offered a wide variety of opportunities in performing arts through music, dance and drama and have their pick of ensembles and clubs including recorder, band, guitar, dance, ‘Boyz Dance Crew’, Celtic, choir and drama at Warragul.

They are then offered a very broad range of performance opportunities to showcase their talents and build on existing skills. They also have classroom music and drama which helps build a range of skills.

Children need to run and climb trees and develop all aspects of their being to allow them to have a deeper understanding of self and a strong belief in themselves…

“An extensive co-curricular program benefits students on many levels – they develop team work, performance skills, public speaking, leadership, selfdiscipline, independence, interdependence, a broader perspective of the world, interaction with their local community and environment, challenging environments that they may not otherwise experience and so much more.

“Our co-curricular programs offer the opportunity to try things that are new and different in areas where you are not naturally confident.

Offering a wide variety of challenges encourages students to ‘give things a shot’, it opens their eyes to what is available in the world and hopefully they remain open to looking at life that way. Plus it’s fun, students can participate in many different areas for pure enjoyment.”

The school’s extensive sports program is second to none with almost every sport imaginable available to students including, but not nearly limited to softball, soccer, athletics, sports aerobics, golf, equestrian, table tennis, cycling, clay shooting and so much more.

A multitude of students have gone on to play their sport at a very high level – some representing Australia or competing at an international level in cycling, basketball, triathlon, judo and Irish dancing while others have gone on to play football at AFL and VFL levels.

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Besides the popular sporting program, students are also offered an education in music and performing arts. Year 2s in Warragul participate in a strings program and are each allocated a violin.

Year 5s can take part in the brass and woodwind program where they learn saxophone, trumpet, flute and clarinet.

“The focus in performing arts is always upon the students and providing them with the knowledge and skills required to gain employment or university placement when finished at secondary school,” Ms Moloney said.

“Many students have gone on to become successful performers in their own right, both in the professional and semi-professional scene. Some have moved to Europe or the US to pursue performance careers and enjoy much success. Many students have gone on to study at tertiary level both in Australia at reputable institutions such as the VCA, Melbourne and Monash Universities, WAAPA as well as abroad. Some students have started their own Audio/Visual businesses and work in the performance industry as sound and lighting technicians.”

Besides sports and performing arts, students can learn new skills through outdoor education and cultural activities at the school, including camp programs, tours and exchanges to Japan and France, the two languages offered at St Paul’s, as well as to China.

Students can also take part in community service trips to East Timor and Rwanda.

“The activities all assist in developing students who are selfdisciplined, happy, social and motivated to achieve. This then extends into their learning and overall well-being. There is also clear research evidence, past and emerging, of the enhanced academic performance produced by music programs, sports and the creative arts,” Ms Moloney said.

“Extra-curricular activities help to develop good learning habits, that is – practice leads to improvement – it’s powerful when you learn.

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“Children need to run and climb trees and develop all aspects of their being to allow them to have a deeper understanding of self and a strong belief in themselves.”

Stephen Charles showing off his music skills.

Ms Moloney said that students at St Paul’s were enthusiastic for all that they learn and do and were extremely motivated to try their best.

“We are hugely proud of the fact that St Paul’s has a culture of which the students are proud to be a part, a community where respect and support for one another and their teachers is central to the way people interact,” she said. “Student’s at St Paul’s are known and highly regarded for their genuine care and compassion for others and their enthusiasm for all that they do. At St Paul’s it is considered ‘cool’ to learn and to do your best – we have a very positive learning culture.”

Quotes from student’s parents regarding the ‘value of outdoor education’: “The tangible benefits that I easily see from outdoor education is my son’s ability to take on leadership and responsibility, the development of perseverance in difficult or unknown situations, to have compassion and empathy for those less fortunate or not coping. As well as the independence to do things for himself. He will make mistakes while on outdoor education programs which will have real consequences (wet sleeping bag, poor tasting dinner or no dinner at all) and these will lead to learning and the creation of good judgement. Outdoor education allows for these real learning/consequence situations to occur under safe guided programs”.

Georgia Koopmans entertains audiences.

“I think a camps program often has very different aims from an outdoor education program. Usually a camps program is in a hard-top accommodation and includes a range of fun and often adventurous activities. I think common aims of camp programs include the opportunity to be away from home, to gain independence, to attend friendship groups and to allow teachers and students to get to know one another in a new situation.

These aims then lead well into an outdoor education program, which is usually conducted with older students. Outdoor education has many aims, two I see as very important. The development of the self (resilience, perseverance, coping skills, social skills, leadership, teamwork, self-reliance, basic life skills such as packing, cooking, taking care of oneself, risk assessment, taking responsibility for own actions and choices) and the development of a relationship with the natural environment (learning about natural systems, experiencing and being a part of differing weather conditions, diurnal and seasonal changes, taking care of the environment and appreciating the natural environment).”

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St Paul’s Anglican Grammar’s sporting programs consist of House Sport, interschool sport, local, state and national competitions in such programs as: ■■ Cricket ■■ Softball ■■ Tennis ■■ Basketball ■■ Football ■■ Hockey ■■ Soccer ■■ Badminton ■■ Athletics ■■ Sports Aerobics ■■ Swimming ■■ Equestrian ■■ Cross-country ■■ Golf ■■ Surfing Brittany Romas takes part in one of St Paul’s great extra-curricular programs.

■■ Gymnastics ■■ Snow Sports ■■ Hilary Challenge ■■ Cycling ■■ Table tennis ■■ Clay target shooting ■■ Girls AFL ■■ Volleyball ■■ Boys and girls netball Co-curricular ensembles include: ■■ Big band, ■■ Senior choir ■■ Choir ■■ Concert band ■■ Year 7/8 drama

Liam Jones is on top of the world rock climbing.

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■■ Middle School dance ■■ String ensemble ■■ Community string ensemble – which invites students and adults from outside the school to participate, with jazz improvisation, intermediate jazz, clarinet, brass, flute, guitar, saxophone and percussion ensembles.

VICTORIA’ INDEPENDENT SCHOOLS GUIDE ISSUE 1

Commitment AND ENCOURAGEMENT As global citizens we encourage an awareness of world issues Preshil is a small school with small class sizes. It is a K – 12 progressive, non-denominational, co-educational school, with afterschool care and extended hours for the Nursery School available.

A rich and engaging curriculum is provided across all year levels leading to a focussed and supportive VCE program.

social relationships at the centre of its operations.

A rich and engaging curriculum is provided across all year levels…

At our core remains an unshakeable commitment to encouraging all children to progress at their own pace towards their own goals and to be respected as individuals in their own right.

A commitment to our children to be nurtured and challenged in an atmosphere that inspires creativity and independent thinking in all areas of life and does not, overtly or subtly, use competition or punishment to motivate through the fear of failure.

As global citizens we encourage an awareness of world issues and encourage effort to make a positive difference.

We believe that education should prepare students to be thoughtful, peace-loving and active citizens of the world.

Preshil will remain a school that puts kindness, compassion and

At Preshil, children take an active role in their education; freedom with responsibility fosters this capacity.

Our motto of “Courage” leads to a culture which is characterised as the courage to question and look for new answers.

In years 7-10 Preshil offers a program based on the *IB Middle Years Program which is challenging and perfectly suited to the individuality and creativity the school seeks to develop.

Preshil offers all the traditional subjects for an academic VCE as well as VET subjects.

Because Preshil students have learned how to think they can approach the challenges of VCE with confidence and maturity.

By learning in an environment similar to university, students gain experience working in smaller, tutorial-style groups and develop a closer relationship with their teachers.

■■ To understand the difference Preshil as an International Baccalaureate MYP candidate school can make, visit our website: www.preshill.vic.edu.au

Albert Einstein, physicist (and Sophie, Year 10) Can we design our future? Great minds think alike – and never stop asking questions.

Our Middle Years Program empowers our students with the courage to ask questions, form their own opinions and make better life decisions in the pursuit of their passions, their goals and their happiness.

To understand the difference Preshil as an *International Baccalaureate MYP candidate school can make, visit couragetoquestion.com.au to register for a tour or call 9816 7901 for more information.

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ENROL NOW FOR 2017 As a Prep to Year 12 College we are in a unique position to provide your son or daughter with a COMPLETE education. An education that reinforces your family values in a dynamic, supportive and caring environment. An education that incorporates the latest technology, delivered by teachers who truly care about student learning and an education that stimulates and actively encourages excellence.

Monthly tours are conducted on a regular basis. For tour dates or more information please contact our College Registrar or visit www.marymede.vic.edu.au 60 Williamsons Road, South Morang VIC 3752 | T: +61 3 9407 9000 | F: +61 3 9407 9010 | www.marymede.vic.edu.au 1193761-CB37-15

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A PASSION FOR swimming One of the world’s most effective learn to swim programs The Paul Sadler Swimland story starts with a boy from Ballarat who simply had passion for swimming. In his teenage years Paul was an accomplished junior and high school swimmer. In a situation that was not uncommon in his era he turned his hand to teaching swimming to supplement his family’s income.

Paul’s passion for teaching children influenced his choice of career and he was soon qualified to teach Physical Education and Special Needs in the state primary school system. As an educator Paul embraced skills and knowledge about the psychology of teaching and value of structured programs. He soon applied this to the teaching of swimming and commenced the development of what is arguably one of the world’s most effective learn to swim programs.

Paul Sadler Swimland was formed in 1972, when Paul established what is probably swimming’s first public and private partnership, by renting the pool at his first school, Moorabbin West Special School. The success of this business, in which he was earning more money over the weekend teaching swimming than he was during the week as a teacher, fired an entrepreneurial spark that lead to the construction of his first pool in Brighton in 1976. This is where the clear focus on water safety survival skills (rather than just teaching how to swim) emerged.

Paul Sadler Swimland progressed slowly through the 1970s and 1980s while much was being learnt, developed and established.

The mid 1990’s saw growth accelerate when Paul realised that he could ‘duplicate’ himself. The strength of his methodology came to the fore as multiple sites taught lessons that looked the same, whether Paul was there or not Today Paul Sadler Swimland operates out of 14 sites with operations in Australia and Canada. It has a leadership team of more than 20 managers overseeing more than 650 employees teaching 30,000 swimming lessons per week.

Paul Sadler Swimland has been the recipient of more than 25 industry awards in Australia and USA. Its most significant award was the recent induction of Paul Sadler into the Australian Swim Coaches and Teachers Association Hall of Fame. Recognition reserved for the luminaries of swimming in Australia.

Brightness of future is a key mantra for everyone at Swimland.

Starting with the key relationship between a teacher and a child, fun and positive relationships across the business underpin its culture. The Paul Sadler Swimland belief system is that it’s the ‘Small Successes’ that lead to the ‘Proudest Moments’.

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Children begin their journey in the Swordy Tot program. It is a great, fun way to introduce the little ones, aged four months to three years, to all the exciting adventures they can experience in the water.

The classes are full of fun activities that focus on water awareness, mobility, safety and survival. The children have so much fun, they won’t even notice that they are tackling new and challenging things every lesson!

As a parent (or carer) you get to be in the water with your little one enjoying this bonding experience together and sharing some special one-on-one time. You will also take home some tips on things you can do at home to help your child’s development and how to extend their learning from land into water through the use of colours, shapes, sounds and touch. Research shows that children who participate in water activities from a very young age benefit in many ways, and we like to think we are helping to make our swimmers smarter and more confident in all aspects of their lives!

All swimmers in the Swordy Tot program take home an interactive development chart which allows you to celebrate your child’s small successes with stickers as they gain new skills along the way.

The Swordy Tot program is the first step in your child’s Swimland journey and the beginning of many proud moments you’ll get to share together.

From around three years and above the children get to swim on their own, without their parents.

The Learner program provides great opportunities for children to develop life-saving survival skills and become competent swimmers in a tension free, fun and exciting environment.

All our swimmers receive incentives along their Swimland Journey that celebrate their small successes throughout their Swimland Journey, such as t-shirts, tattoos, certificates, medals and trophies.

The program consists of 14 levels, encompassing all abilities; from beginners who are just learning to love the water through to competent swimmers who are able to achieve amazing things like open water swims, 1 km medals and their Swimland Diploma.

Our aim is to make our swimmers’ day, and for swimming to be the highlight of their week!

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Gilson College

www.gilson.vic.edu.au

Nurture for today Learning for tomorrow Character for Life Taylors Hill Campus, 450 Taylors Rd, Taylors Hill, VIC 3037 P (03) 9365 9365 F (03) 9365 9366 E admin.th@gilson.vic.edu.au ŵĞŵďĞƌ ŽĨ ƚŚĞ ǁŽƌůĚ ǁŝĚĞ ^ĞǀĞŶƚŚͲĚĂLJ ĚǀĞŶƟƐƚ ĚƵĐĂƟŽŶ ^LJƐƚĞŵ

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OPEN DAY Sunday 18 October A Presentation and Tour begins at: • • •

9.00 am 11.00 am 1.00 pm

“Being male is a matter of birth.

Being a man is a matter of age.

But being a gentleman is a matter of choice.”

Registration is essential, visit www.whitefriars.vic.edu.au Whitefriars College Inc 156 Park Road Donvale Victoria 3111 Australia T +61 3 9872 8200 E enrolments@whitefriars.vic.edu.au www.whitefriars.vic.edu.au ABN 35 808 045 134 | REG A0029974Y | CRICOS 01680G

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Be l on g. Be li eve. Bec ome.

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Real-life project HELPs connect the dots Helping students engage in deep learning using a real-world project THE idea for a vertical garden designed and built by Year 9 Simonds Catholic College stemmed from a unique educational project only 13 schools were involved with.

Simonds Catholic College was one of 13 Australian Schools invited to take part in the STEM Connections Project, which refers to the teaching and learning of Science, Technology (product design), Engineering (systems) and Mathematics subjects in an integrated way that helps engage students in deep learning using a realworld project.

Teaching and Learning Cluster leader Desi Sinis said that a team of teachers examined the knowledge and skills studied in these STEM subjects and proposed that a meaningful way to integrate these subjects and increase student engagement was to introduce a project that impacted students’ experience of the physical school environment.

“Consequently, an enriching project was devised that involved Year 9 students designing and building vertical gardens at the St Mary’s campus in West Melbourne,” she said.

“Each of these STEM subjects required students to apply the content/skills they studied to some facet of the vertical garden project. In mathematics, students applied their measurement and geometry skills to help design their vertical garden. In science,

students applied their knowledge of abiotic factors and biotic interactions to decide on the plant type that best suited the campus environment and their vertical garden. In systems, students were involved in designing and producing an automated watering system for their vertical garden. In product design technology, students worked in teams to design and manufacture their vertical garden.”

The STEM project was also supported by two industry partners – horticulturist engineer Josh Engwerda and an environmental scientist Jack Noonan.

“Students responded positively to the involvement of the industry partners as it helped them see how the knowledge and skills they were learning in the classroom translated to real-life vocations,” Ms Sinis said.

“Overall the STEM project has been a most successful endeavour at Simonds Catholic College. Students on the whole have been actively engaged in their classes and have expressed real excitement in being able to design and build vertical gardens for their own school. It has presented them with an opportunity to not only apply their knowledge and skills to create a real-life project but has also given them a sense of ownership and pride in their school environment.”

The Year 7 – 12 enrolment for 2015 is 910 students.

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Our Lady of Sion College

OPEN DAY

Wednesday 28th October, 2:30pm to 6:30pm

We invite you to learn more about our unique learning environment and to experience all Our Lady of Sion College has to offer.

We look forward to meeting you.

For further details, please refer to our College website.

1065 Whitehorse Road, Box Hill Phone 03 9890 9097 Email info@sion.catholic.edu.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1 www.sion.catholic.edu.au

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Site helps make the match Providing benefits to both parents and schools AN EDUCATION is priceless. But if you can get it at a discounted price, it’s a bargain.

offer short-term financial incentives to fill a seat and to optimise revenue.”

And everyone loves a bargain. People wait for hours in line to get their hands on a great Boxing Day sale. They get into bidding wars for a second hand item on eBay or pinch their pennies by being buyer-savvy at thrift shops.

Mr Weir and his father pitched the idea to Paul Bassat of Square Peg, who also co-founded Seek.com. He loved the idea and approached Ms Mactier, who used to work for Seek.com. She came on board as CEO shortly after, and the website was launched in April last year.

But now parents wanting a great education for their children, without paying an arm and a leg, can get that too thanks to a new website launched last year.

Similar to the Wotif website, where last-minute hotel rooms can be purchased at a reduced rate, School Places is a two sided, online marketplace that matches a school’s last minute, unexpected vacancies with parents looking for an enrolment at a nongovernment school.

The website has gained national attention, attracting more than 30 schools in Victoria, and over 90 schools nation-wide. To date, it has delivered over $21 million in potential enrolment revenues.

School Places CEO Natalie Mactier said the website had been extremely popular as it provided benefits to both the parents and the school.

“By offering a short-term discount on the tuition fee, the parent is incentivised to fill the spot quickly and the school is able to maximise revenue by filling a seat within a classroom that would otherwise be vacant,” she said.

“Schools benefit because the additional revenue is invested back into the school community and can go towards additional resources and helping to moderate school fees in the future. It’s great for the entire school community.”

The website was the brainchild of Jeremy Wein, whose family have been involved in independent education for years. His father was on the board of a Jewish school in Melbourne and his mother was a teacher. Two years ago, a conversation between Mr Weir and his parents sparked the idea for the School Places website.

“His parents were speaking about their family and friends struggling to cope with rising school fees. (Jeremy) was thinking if a school’s seat goes empty, the school loses revenue for that vacancy. On the flip side, parents struggle to keep up with education fees,” Ms Mactier said.

“He put two and two together and came up with a way schools can

“I wasn’t at all surprised by how popular the website was. I expected it to go well because it is a really unique idea,” she said.

“It’s not just about last minute discounts, it’s also about providing parents with a level of transparency that doesn’t normally exist. If you are looking for schools for your child, there’s not really a service to see what school has a vacancy. It’s very time consuming to call every school. Then you have to apply for schools and wait.

It’s very old fashioned. On School Places, parents can register their details and receive automated information (about vacancies and discounts). There are currently about 6000 parents on our database.”

While the benefits are two-fold, there are also a few drawbacks.

“It really is for last minute vacancies. If parents have multiple children, not all of them may get a spot at the school. It’s also more catered to parents who are willing to move their children to the school last minute,” she said.

“What we are finding is this website is perfect for parents who have a child in a public school, who has planned or intended to move them to a private school, but haven’t registered them early enough.”

The discounts range from 10 per cent to 50 per cent, and the discount duration ranges from one year to six years.

Ms Mactier said School Places was set to attract even more parents and schools in the future.

“We are constantly meeting with schools every week. We have a lot of schools in the pipeline, many who are just trying to work out what vacancies they have,” she said.

“I would suggest interested parents register their details on our website as soon as possible, and we can feed the vacancies to them as they become open.”

For more information visit www.schoolplaces.com.au

Sending your child to a private school just got easier.

School Places is the only way to find & claim a discounted place at one of Australia’s leading private schools.

Already enroled? Find out how School Places can benefit you.

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our school is but there just isn’t enough space School tours (bookings bookings essential) Sat 10 October, 9.30am • Thur 5 November, 9am (School in Action Tour)

Ph: 8805 3800 www.knox.vic.edu.au

Shelling out for schools of choice Research shows skyrocketing house prices in popular school zones housing prices inside the Glen Waverley Secondary College zone is a whopping 23 per cent higher than houses listed outside the school zone, with the average price for a four-bedroom dwelling costing $1.41 million as compared to $1.14 million.

LOCATION, location, location – it’s no longer about how big the house is, or the price for that matter, as many families in Victoria are placing their bids and packing their bags to set up shop near the school of their choice.

Real estate agents have been using popular high schools as an advertising tool when listing properties in several Victorian suburbs, with Mount Waverley Secondary College making the top of the popularity list.

The average price for a threebedroom house in Mount Waverley, near the Mount Waverley Secondary College is $1.26 million, almost eight per cent higher than a threebedroom house outside of the school zone.

According to the research department at REIV, agents have highlighted Mount Waverley Secondary College 33 times in the past year when advertising listings in the surrounding residential areas.

In Frankston South and Frankston, families are forking out an average of $487,000 for a threebedroom house within the school zone, while others willing to buy a house outside the zone are paying an average of $446,000, with a difference of 9.2 per cent.

Glen Waverley Secondary College was mentioned 29 times, with Frankston High School, Balwyn High School and Coatesville Primary School in Bentleigh East rounding out the top five.

And the houses are coming at a price. REIV research found that

The skyrocketing house prices don’t seem to be a deterrent for many families who are more than happy to splash the cash to be near their school of choice.

Edinburgh College is committed to providing a supportive, technology-rich learning environment with a strong academic focus.

Parents are encouraged to participate in the education of their children through involvement in the various programs and objectives of the College.

Our Christian faith is central to the educational experience offered to our students. With an emphasis on biblical values our students are presented with the opportunity to encounter God through a personal relationship with Jesus Christ.

Our schools are inclusive and accept families who are supportive of our ethos regardless of religious affiliation.

Edinburgh College offers personalised tours throughout the year. Please call to arrange a suitable time for your tour.

Phone: (03) 9728 2211 Email: info@ec.vic.edu.au

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Local School...

World of Difference!

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Looking for a secondary school for your son?

Why not visit Simonds Catholic College’s Open Afternoon

OPEN AFTERNOON Monday, 12th October 2015 3.30pm to 6.00pm

KN

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CA

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Where the individual matters

IC C O LL

O W N Ã SUPPORTED Ã I N S PIRED

Our Open Afternoon is the perfect chance to meet with our friendly staff, students and parents about their experience at Simonds Catholic College. Alternatively, join one of our weekly tours conducted by our Principal.

Bookings are essential, please register your interest online: Open Afternoon: www.trybooking.com/ILTO or School Tours: www.trybooking.com/ILTH or contact Nikki Williams on 03 9321 9206 or email nwilliams@sccmelb.catholic.edu.au St Mary’s Campus: 273 Victoria St, West Melbourne 3003 St Brigid’s Campus: Cnr Alexandra Pde & Nicholson St, Fitzroy North 3068 T: 9321 9200 E: enquiries@sccmelb.catholic.edu.au W: www.sccmelb.catholic.edu.au

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The pursuiT of exCellenCe foundation to Year 12 | one Campus Open Enrolment “Every day is Open Day at GBC” Extensive Bus Service

Ca re, C h a ll e n ge , Ach i e ve m e n t 590 Anakie Road Lovely Banks VIC 3213 P: (03) 5276 1674 | E: enquiries@gbc.vic.edu.au | www.gbc.vic.edu.au 50

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• A growing school • A nurturing environment • Dynamic, motivated staff • Affordable, quality education • Practical and Academic learning • Low fees, sibling discounts primary: $2995 - $3530 secondary: $5400 - $6000

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Leaders in learning Excellence Guided tours will showcase Caroline Chisholm College’s learning excellence Caroline Chisholm Catholic College is holding its second Open Day for 2015 next month, following a very busy year so far.

The college kicked off 2015 by launching its inaugural Aspire and Uni Step Up programs as new opportunities to help motivate, challenge and extend students’ learning.

Aspire is an accelerated educational enrichment program that supports students to pursue their distinctive talents through extracurricular activities, team building and community service.

Through the College’s partnership with Australian Catholic University, Uni Step Up provides students with the opportunity to study university subjects in education and nursing.

Caroline Chisholm Catholic College continues to improve its already successful science and mathematics offering.

Principal, Marco DiCesare, believes that learning should be inclusive of all talents.

“The College strives to make sure every student becomes the best they are called to be when they leave our gates for the final time, whether that’s defined by academic success, sporting skills, moral character or artistic ability,” Mr DiCesare said.

The College strives to make sure every student becomes the best they are called to be…

The building of a new laboratory and student study spaces comes off the back of the latest VCE results which saw three students achieve perfect study scores of 50 in the subjects Biology, Further Mathematics and Systems Engineering.

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More recently, the annual musical was held in August at the college’s Quin Auditorium. Students and teachers collaborated both on-stage and behind-the-scenes to perform Disney’s Mulan Jr, to an audience of family, friends, parish members, primary school students and other community supporters.

The Open Day will be held on Tuesday 13th October for prospective parents and students.

They will get the chance to tour the college and get to know its great facilities and friendly staff.

Guided tours will showcase what makes Caroline Chisholm Catholic College a leader in learning excellence.

For further information, visit www.cccc.vic.edu.au or contact the college reception on 03 9296 5311.

Caroline Chisholm Catholic College are leaders in learning excellence; educating and preparing students to be the best they are called to be and excel through their distinctive talents.

65 & 204 Churchill Avenue, Braybrook 03 9296 5311 www.cccc.vic.edu.au

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CULTURE TO BE proud OF Why St Paul’s is the school of choice for Gippsland families At St Paul’s Anglican Grammar School, learning is about more than just what takes place in the classroom.

St Paul’s has a culture of which the students are proud to be a part; a community, where respect and support for one another and their teachers is central to the way people interact.

Learning is about more than just what takes place in the classroom…

Students at St Paul’s are known and highly regarded for their genuine care and compassion for others and their enthusiasm for all that they do. Their love for the School is evident in the way they treat each other, respect their teachers and wholeheartedly contribute to their wider community.

Having graduates who are such fabulous young people does not happen by accident. We are blessed to have a strong and supportive parent body, high-quality and committed teachers as well as students who are fresh and eager to learn.

When your child joins St Paul’s you can be confident that our positive learning culture translates to an environment where teachers can focus on bringing out the best in every child and where children understand that they are at school to learn. Our classrooms at every level are notable for the focus shown by the students and enthusiasm for learning that exists.

From the early years right through to Year 12, we encourage a Growth Mindset and an understanding that with the right attitude anything is possible. Time and time again our most successful graduates tell us that while they may not always have been the ‘most naturally gifted,’ their hard work and determination progressed them to where they wanted to go.

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As a school that seeks to bring out the best in every child, we also offer a wide range of opportunities both inside and outside the classroom. We have an enormous range of co-curricular activities available across the School and we offer opportunities for academic enrichment and support as necessary.

Our students are offered the opportunity and encouragement to succeed as they engage in an extensive co-curricular program of sport, music, performing arts, personal development, outdoor education, visual arts and cultural activities. In addition, our secondary students have numerous opportunities to experience the world. Current programs include service tours to Rwanda and East Timor and exchange and cultural tours to Japan, France, China and Europe.

We understand what it takes to have a student achieve all of which he or she is capable. As a consequence, we have a proven track record for VCE excellence and an outstanding record of Tertiary placement for all VCE students regardless of their ATAR score or area of interest.

St Paul’s was started by local families as a community initiative, was nurtured by local families and is now very proud to be one of the leading schools in Regional Australia.

We currently have limited places available in some year levels for 2015 and are taking enrolments for 2016. We welcome you to contact our Head of Admissions on 5623 5833 to arrange a tour.

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Open Morning Tuesday 1 September 9.15-11.30am

Find Your Place.

To book or for more information go to www.sjcdandenong.catholic.edu.au or call 9791 3366

Limited enrolments still available for 2016 IN ASTRA VIRTUS

TENDIT

ST. JOHN’S

DANDENONG

5-11 Caroline Street, Dandenong 3175

www.sjcdandenong.catholic.edu.au 1194552-CB37-15

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COLLEGE GROUNDED IN Gospel VALUES Encouraging individuals to reach their full potential as life-long learners Our College vision is grounded in Gospel values and the tradition of St Mary of the Cross. “At MacKillop we strive to encourage individuals to reach their full potential as life-long learners by providing an innovative, challenging and collaborative learning and teaching environment in a rapidly evolving society” – Mr Rory Kennedy Our College has outstanding facilities that are complimented by beautifully maintained gardens, sporting fields and recreational areas. Our emphasis on contemporary learning strategies is supported by up-to-date and extensive digital infrastructure. This includes a comprehensive wireless/hard wire network in all classrooms throughout the College as well as a dedicated ICCT centre which provides students and staff with specialised video and podcasting studios as well as green-screen animation workspace.

MacKillop boasts innovative and technologically rich state-of-theart learning areas including an exemplary Science wing, a 400 seat Auditorium within the Performing Arts Complex, an outstanding Sports Centre with gymnasium and an excellent Creative Arts Centre. MacKillop College offers a broad and comprehensive curriculum, including a Gifted and Talented program and support to students who experience learning difficulties. We have established successful policies that support student wellbeing.

Our unique and dedicated Year 9 Campus provides programs which foster close links with the local community. We offer a diversity of pathways for our students through our offering of VCE, VCAL & VET subjects.

Visioning work at the College is ongoing as we develop our contemporary and flexible learning environment. Current planning includes the building of a College Chapel to nurture our education in faith, and additional learning spaces to expand and complement our existing facilities. MacKillop is always engaged in the review and evaluation of our educational programs, particularly in light of the implementation of the Australian Curriculum.

The pathways available to our senior students continues to diversify with MacKillop including the SEDA Sport Development Partnership Program and a dedicated Trade Training Centre – the Temuka Centre which was officially blessed by Bishop Vincent Long on Tuesday 24 February. Our College will continue to be a vibrant, faith-filled learning community as we prepare our students

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with the skills they need for citizenship and a life of meaning in the twenty first century.

Dux & Top Design & Music Theatre – Guild Victoria MacKillop College has gone from strength to strength in the academic arena with recent achievements including last year’s Dux of the College Trevor Hang who attained entry into Engineering (with Honours) at Monash University, providing the foundations for what will hopefully lead to a career in this area.

Other success stories at the College include that of 2014 Year 12 Art student, Katie Valciukas who was admitted into this year’s Top Arts Exhibition which was held at the NGV Federation Square commencing on the 19 March. The Top Arts Exhibition showcases the very cream of VCE Art student’s work from across the state.

Such a rare honour reflects the standard of excellence and the quality of Katie’s practical work as well as her total commitment to her art practice. Katie completed a series of large self-portraits painted in oils on canvas that reflect symbolically her life and cultural heritage.

Congratulations to Stephanie Cassano whose Media photographic sequence was chosen to be part of Top Designs – Seasons of Excellence. Her folio work was on display at the Melbourne Museum Exhibition from March to July amongst all those who achieved excellence in Top Designs. We congratulate both these students along with their Art Teacher Mr Tagliabue and DCT Media Teacher Mr Bufalino.

‘A standout in the title role of Thoroughly Modern Millie, Sheridan Adams deservedly received the Bruce Award from the Music Theatre Guild of Victoria also adding that her poise and stage presence were terrific!’

“MacKillop College would like to congratulate Trevor Hang, Katie Valciukas, Stephanie Cassano and Sheridan Adams for their outstanding achievements and wish them all the very best with their future endeavours.”

Visit MacKillop College during its Open Day and Art Exhibition on Sunday 8 November between 10.00am and 1.00pm with a final tour commencing at 12.15pm. Alternatively, tours can be arranged by contacting the registrar directly and finding out what our Catholic Co-educational Secondary College offers.

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2014 VICTORIAN INTERNATIONAL SCHOOL STUDENT AWARDS Salesian College Chadstone congratulates 2015 Year 12 Peruvian International student, Gerald Mini Farfan who was awarded the prestigious ‘Year 11 Sports Achievement Award’ at the Victorian International School Student Awards. Gerald’s hard work and dedication to his education and to his sport (swimming) was awarded by Parliamentary Secretary to the Deputy 3UHPLHU 0V -XGLWK *UDOH\ DW WKH RÉ?FLDO award ceremony on Thursday 21 May at Parliament House.

The Salesian College Chadstone school community congratulates Gerald on his successes and achievements in the sporting arena, as a valued member of our school, and as a remarkable individual.

MONDAY TOURS

Book a Monday tour (online) during the school term and learn about Salesian College Chadstone, including our new Naylon Arts Wing refurbishment plans (pictured) www.salesian.vic.edu.au/visit-our-college 10 Bosco Street Chadstone T +61 3 9807 2644 www.salesian.vic.edu.au

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Keys to Learning Newhaven College supports an exciting and vibrant musical culture through an extensive instrumental program and a variety of performance avenues, because evidence shows how that studying music can enhance a child’s academic capabilities.

An open entry independent co-educational school, Newhaven College offers a comprehensive and seamless education from Prep through to Year 12.

Students travel on our extensive bus service from all over the Bass Coast Shire and South Gippsland to attend the school, and the comprehensive Music program is a popular drawcard.

Music is taught in the classroom from Prep to Year 8 and is offered as an elective from Year 9 to Year 12.

As part of the classroom music program all students in Year 4 through to Year 7 study a musical instrument.

The Kodaly Method

Kirk Skinner, Director of Music at Newhaven, introduced the KodĂĄly Method of musical teaching in our Junior School in 2013. The KodĂĄly Method is taught world-wide and uses a child-developmental approach to sequence the introduction of new music skills in accordance with the capabilities of the child. ,W LV EDVHG RQ VLQJLQJ JLYLQJ VWXGHQWV FRQÂżGHQFH DQG the ability to interact with each other while developing aural listening skills.

Kirk has seen his students musical abilities improve under this new style of teaching. The KodĂĄly Method provides students with an outstanding foundation in aural and rhythmic perception, and a clear advantage in the pursuit of excellence in both instrumental and music theory.

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Prep & Year 1 Places Available in 2016 Newhaven College is an independent co-educational school offering a comprehensive and seamless education for students from Prep through to Year 12. Our Junior School offers a caring and nurturing environment to provide young learners with big opportunities.

For enrolment enquiries, contact Kelly Fuery on 5956 7505 (option 1) or visit www.newhavencol.vic.edu.au

Year 4 Violin

The violin was the instrument chosen for all students to learn in Year 4 because it is an instrument that UHTXLUHV VLJQL¿FDQW OLVWHQLQJ DV ZHOO DV FRRUGLQDWed movement (for bowing) to produce sound, and it requires students to develop advanced listening and physical skills of precision.

Year 4 students are at the upper level of the development of motor coordination, so learning violin at this age is an extension of the aural skills that have been learned in Years 2 and 3 through our Kodaly vocal class program.

Beginning in Year 4 and moving through the normal process of advancement will give students who continue to learn violin the opportunity to study it at 9&( DQG EH VLJQL¿FDQWO\ DGYDQFHG LQ SUHSDUDWLRQ for the requirements at this level.

Performance Opportunities

The College hosts regular Musical Soirees that serve the dual purpose of showcasing excellence and providing students with vital performing experience.

Students may participate and represent their school as a member of the following musical groups which perform at assemblies and community events.

Senior Concert Band Junior Concert Band Senior Boys Vocal Group Senior Girls Vocal Group Senior Mixed Vocal Ensemble Middle School Choir Junior School Choir Production Band String Ensemble Middle & Senior School Guitar Ensemble Year Level Bands For four days each year, students have the opportunity to participate in the annual Music Camp where their musical and collaborative skills are challenged. Guest voice and instrumental specialists join the dedicated music staff and parent helpers to enhance the skills of each individual and ensemble group. Motivation is high, talent is evident and enthusiasm abounds as students tackle new repertoires of music in preparation for the College’s annual Spring Concert.

Instrumental Tuition

Music Tuition is also available in a group or on an individual basis with our highly accomplished music teachers. Currently lessons for Piano, Guitar, Strings, Woodwind, Brass, Percussion and Voice are offered.

For enrolment and instrumental music tuition enquiries, please phone (03) 5956 7505.

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Sustainability at its core An emphasis on creativity and the development of thinking skills OPENING in 2012 with just 220 students, it is fair to say Cornish College is thriving – as it has almost tripled its enrolment and is expected to keep on growing in the next few years.

community relations manager, said it was important that children were educated to think for themselves and to become the creative problem solvers of tomorrow.

About 620 young people, mostly from the Mordialloc-Chelsea area, will attend Cornish College in Bangholme next year.

“Not only must our children be literate and numerate in every sense but they must be able to work together collaboratively in a new spirit of co-operation and with a willingness to share their talents,” she said.

And you only have to look at its core values to understand why the school has been so popular.

Their educational philosophy is based on having a vision for the whole community of sustainable living based around the sustainable thinking dispositions; an emphasis on creativity and the development of thinking skills, a differentiated curriculum to cater for different learning styles and a strong emphasis on building foundation skills for learning through structured inquiry.

As a Uniting Church school, they also honour their heritage and commit to building the community on the Christian values of tolerance, kindness, respect for one’s self and others, personal honesty, integrity and self-discipline.

Besides their core philosophy and Christian values, Cornish College also places a major emphasis on students making a difference in the community and the world they live in.

Meagan

Finch,

the

college’s

“We place a high degree of importance on providing our young people with the skills and opportunities that they will need to become responsible leaders in a global community.”

Cornish College holds Make a Difference (MAD) Week where students, parents, staff and visitors comes together as a community of learners with a view to Make a Difference. They work together to explore sustainability through inquiry and build a sense of community through class, group and multi-age activities. The school timetable is re-invented for the week enabling students and teachers to collaborate in new and exciting ways.

We place a high degree of importance on providing our young people with the skills and opportunities that they will need to become responsible leaders in a global community…

During this year’s MAD Week in June, 650 students, staff and parents formed themselves into Cornish College’s Rings of Sustainability.

The Melbourne Radio Control Helicopter Club, based at the college, took a photo using a drone.

The photo took just half an hour to set up and take using a multicopter drone.

Picture: Melbourne Radio Controlled Helicopter Club

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The colourful image includes the school’s rings of sustainability which were created by the school more than 10 years ago as a thinking disposition to help educate students on a sustainable future.

They are interlocking because when there’s an impact in one area it impacts other areas as well.

The sentimental photo including their numbers en masse and their core message of sustainability makes the image one for the history books and will be blown up and hung in their office foyer.

Cornish College is expected to keep growing in enrolment over the next few years. To help cater for the extra numbers, a $1.34 million learning facility named after long-serving principal Kerry Bolger will be constructed, and completed, around December.

The centre is 5 and 6 and coffee tables whiteboards, ventilation.

a classroom space for Grades 4, will include writable glass walls, to brainstorm around, electronic solar panels and cross-flow

Head of campus for 20 years, Mr Bolger became principal of Cornish College after the Uniting Church bought the school along with its 100-acre grounds from St Leonard’s College in 2011.

The Kerry Bolger Centre will be the first new building since the school became Cornish College and Mr Bolger said the large learning space would meet the needs for a new way of educating.

Mr Bolger said he was excited and proud that the school community chose to name the centre after him.

Reverend Dr Robert Johnson, chairman of the Cornish College council has announced that Ms Vicki Steer, current principal at Ravenswood School for Girls in Sydney, will take the top job in 2016.

Left: Cooper,Talia,Fern,Dakota, Alex (front) Elissa, Lara, Clancy and teacher Sam Millar during MAD week. Above: Fern and Dakota messy and happy after a colourful experience during MAD week.

Picture: STEWART CHAMBERS

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Visit our website to find out more about our unique vision, mission and values. www.delasalle.vic.edu.au

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De La Salle College De La Salle College is centrally located in Malvern and provides a Catholic education in the Lasallian tradition for boys in Years 4 to 12. The College was founded in 1912 and has since established itself as a distinguished provider of Catholic education in Melbourne, promoting a strong culture of social justice and a community of faith and excellence.

BEING LASALLIAN A key feature of an education at De La Salle College is our Lasallian ethos – but what exactly does it mean to be Lasallian? The five core principles of a Lasallian education are: 1. Respect for all people: We honour and respect the dignity of all individuals.

2. Quality education: We engage in quality education together as students and staff by thinking critically and striving for personal best.

3. Inclusive community: We celebrate diversity and welcome all members to our community.

4. Concern for the poor and social justice: We are in solidarity with the poor and advocate for those without a voice.

5. Faith in the presence of God: We believe in the living presence of God in our students, in our community and in our world.

These principles are reflected in all aspects of life at the College – from the way our students and staff relate to one another, to the way we engage with the world around us.

At De La Salle College every student is known and every student is safe.

Our curriculum and co-curricula programs reflect our Lasallian ethos and school activities are designed to be engaging and challenging, with the aim to value the individual, acknowledge differences in learning styles and reflect an emphasis on personal achievement.

Students are expected to show respect for all people and have a concern for the poor, which is acted on through social justice initiatives. Students contribute to the community through volunteer and fundraising work in local and international communities, developing key leadership skills including selflessness, problem solving, innovation and initiative, as well as compassion for others.

VISIT US We encourage you to attend one of our regular group tours to see the College in action. During the tour you will hear from the principal and have the opportunity to explore the school, ask questions about the curriculum and the enrolment process, and speak to current students. Tours are led by Year 9 and 10 student ambassadors and run for approximately 90 minutes. Bookings are essential and can be made via our website.

“In the proud tradition of Lasallian schools De La Salle College provides rich, diverse and relevant opportunities and pathways for all students.”

Mr Peter Houlihan, Principal

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De La Salle College 1318 High Street Malvern 3144 T: (03) 9508 2100 E: enrolment@delasalle.vic.edu.au

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Salesian College Rupertswood

Open Evening

Thursday 8 October 2015 • 5pm – 7pm

ABOUT THE COLLEGE Salesian College Rupertswood is the oldest Salesian educational foundation, established by the Salesian Society in 1927. The College is situated on the historic grounds of Rupertswood Mansion built in 1874 by Sir William Clarke. Today students enjoy a broad range of academic, artistic, environmental and sporting resources within its expansive setting engaging in a vibrant faith community in the tradition of St John Bosco.

The College’s vision is that students experience their classrooms and environment as an invigorating and inspiring space for learning and engage themselves as global citizens, always looking to contribute to themselves and others around the world. We aim to stimulate a passion for learning and a deep appreciation of the importance of education in their lives so that they flourish and strive to be their best.

DEVELOPMENTS AT THE COLLEGE The College transitioned from a boys’ boarding school into a modern Years 7-12 co-educational College in 1992. More recently, in 2014, the College moved into three campuses: • Savio Campus for years 7 & 8 • Mazzarello Campus for year 9 • Bosco Campus for years 10, 11 & 12 In 2015 the College was proud to showcase its new developments including relocating the College administration into Rupertswood Mansion, unveiling a new Cafeteria, Performing Arts Centre and Senior Years Art Space, and the integration of the Year 9 curriculum with a focus on applied learning utilising the extensive rural environment, including the Farm.

The success of Salesian College Rupertswood is based on its enriching curriculum, peaceful environment and its vision pillars: Faith, Community, Excellence and Learning.

Salesian College Rupertswood is looking forward to another fulfilling journey in 2016.

ABOUT THE PRINCIPAL

Contact the College Registrar on 9744-000 for further information on College Open Days and enrolments.

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Mark Brockhus has been the Principal of Salesian College Rupertswood for the past five years and feels privileged to be leading this unique educational community.

Mark has a background in Agricultural Science and is currently studying at ACU. He enjoys creating opportunities for every student to experience success in their learning.

A Faith Community Committed to Excellence and Learning

Open Day Sunday 13 September

St Paul’s all-boys campus 423 Blackshaws Road Altona North 10.30 am - 1.30 pm

Notre Dame co-educational campus 2-40 Foxwood Drive Point Cook 11.00 am - 2.00 pm

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For further details contact www.ecmelb.catholic.edu.au or call 8325 5100

Pursuing personal best *

Ύ ŵŵĂŶƵĞů ŽůůĞŐĞ ĐŽŵƉƌŝƐĞƐ ŽƵƌ ĂůůͲďŽLJƐ ^ƚ WĂƵů͛Ɛ ĂŵƉƵƐ ĂŶĚ ĐŽͲĞĚƵĐĂƟŽŶĂů EŽƚƌĞ ĂŵĞ ĂŵƉƵƐ

Open Day Sunday 13 September St Paul’s all-boys campus 423 Blackshaws Road Altona North 10.30am - 1.30pm

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For further details contact www.ecmelb.catholic.edu.au or call 8325 5100

Pursuing personal best * Ύ ŵŵĂŶƵĞů ŽůůĞŐĞ ĐŽŵƉƌŝƐĞƐ ŽƵƌ ĂůůͲďŽLJƐ ^ƚ WĂƵů͛Ɛ ĂŵƉƵƐ ĂŶĚ ĐŽͲĞĚƵĐĂƟŽŶĂů EŽƚƌĞ ĂŵĞ ĂŵƉƵƐ

“Intelligence plus character is the goal of true education.”

COMMITMENT | FEARLESS | IMPARTIAL | ADVENTUROUS | CONSCIENTIOUS | HOPING | AFFABLE | CONSIDERATE

AMIABLE | FRIENDLY | BELONGING | INDEPENDENT | INTELLIGENT | LOYAL | INDUSTRIOUS | DECISIVE | PERSEVERING | GENTLE

CURIOUS | INTREPID | DILIGENT | SERVING | JOVIAL | CREATIVE | DISCREET | BRAVE

COOPERATIVE | DETERMINED | TENACIOUS | COURAGEOUS

Martin Luther King

A CBC Education goes beyond the academic. At CBC St Kilda we take pride in our ability to challenge and nurture students in ways that bring about their intellectual and emotional growth so they are equipped to be valued and creative contributors in an ever changing world.

A CBC parent writes: “…My goal was to raise resilient, compassionate and resourceful young men. I believe they are well on their way to living a life of purpose and service. I am very proud of my boys and I thank each of you who have participated in their development…”

Main Campus 11 Westbury Street, St Kilda East VIC 3183 Main Campus tours conducted monthly throughout the year

Year 9 Campus 295 Carlisle Street, Balaclava VIC 3183 * Year 9 Campus tours conducted throughout the year

Talk & Tours

9th September 2015 / 14th October 2015 / 18th November 2015 – 9:45am (Bookings essential)

Open Day

Sunday 28th February 2016, 12:00pm – 3:00pm (in conjunction with our adjacent sister school, PCW Melbourne’s Open Day, 1:00pm - 4:00pm) To attend one of our monthly Talk & Tours or visit our Open Day, visit our website or contact our registrar on 9520-8589.

Academic & General Excellence Scholarships available for 2017

www.cbcstkilda.com

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Gilson College

Nurture for today Learning for tomorrow Mernda Campus, 370 Bridge Inn Road, Mernda, VIC 3754 P (03) 9717 7300 F (03) 9717 6512 E admin.m@gilson.vic.edu.au WEB www.gilson.vic.edu.au ŵĞŵďĞƌ ŽĨ ƚŚĞ ǁŽƌůĚ ǁŝĚĞ ^ĞǀĞŶƚŚͲĚĂLJ ĚǀĞŶƟƐƚ ĚƵĐĂƟŽŶ ^LJƐƚĞŵ

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Character for Life

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Working through tangle of words Dyslexia diagnosis gives parents and child a sense of direction WHEN Mary’s* son was diagnosed with dyslexia in Grade 2, she knew there was a long process ahead of them.

“As soon as the diagnosis was made, Caulfield Grammar School set up support programs to help him,” she said.

But thanks to the wonderful staff at Caulfield Grammar School, her son is now thriving and his self-confidence has boomed.

“He was offered the reading recovery program, which is usually only offered to older people, and he persisted with that until the end of Grade 4 or 5. Even then he had English support.”

Mary said the diagnosis several years ago gave her and her husband a sense of understanding as to why their son had been struggling to read and write in school.

Mary said that due to the diagnosis, and needing extra support, her son’s confidence suffered in primary school and took an even bigger hit before he made the transition to secondary school.

“It gave us a sense of direction,” Mary said.

“He went into (secondary school) terrified because suddenly he was leaving a class of 50 kids to enter a class of 180 kids. He didn’t know where he would be in the pecking order or how he would cope. It was a big change, let alone when you also have to struggle with dyslexia,” she said.

“Dyslexia covers a wide range of learning difficulties, and can affect different children in different ways. From the word go he struggled to recognise letters and write his name.”

Mary said her son was tested for a number of different issues, but it was when they saw a child psychologist that the diagnosis occurred. Since then, she and her husband, as well as the staff at Caulfield Grammar School have been working closely with him to improve academically and gain self-confidence.

“He was too young to understand anything about dyslexia when he was first diagnosed, but we have always been honest with him about it,” she said.

“It was only when he was in about Grade 4 that he started to realise he had learning difficulties. We told him he had dyslexia and had to work harder than most of his peers.”

Mary’s son is now in Grade 8 and is now thriving thanks to encouragement from his family and support programs at the school.

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“He started off on a bit of a back foot, failing his first maths test.

But he had a fabulous teacher who put in place a whole range of programs to help him, and before long, he worked out he could do it. He has gone from being a student where he had to be supported, to now being able to get A’s on his own. It’s huge for his confidence.”

Mary said that while her son was thriving in school, he still had to put in a lot of hard work and dedication.

“It’s a long process,” she said.

“He can’t be too relaxed about his school work. He knows he has to put in a lot of hard yards.

“It’s heartbreaking as a parent to see your child struggle but he’s doing so well now. He’s even started to read for his own enjoyment.

It’s fabulous to see.” *Not her real name.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE {issue_no}

Mater Christi College Belgrave

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Enrol now

affordable

dedicated buses

outstanding results

Personal Tours contact 9754 6611 or mcc@materchristi.edu.au

MUSIC, motion & DANCE A fun environment in which all ages can express their own personalities Children who are studying or adults who are working often feel stressed and anxious, dance has proven to be a very effective means of counteracting these feelings whilst providing a fun environment in which all ages can express their own personalities.

Independent studies have demonstrated that students who partake in an extra-curricular activity such as dance perform better and spend less time on the couch in front of the television or computer screen. Studio principal Simone TowndrowSmith is a qualified coach, examiner, adjudicator and is a former Australian finalist who has years of teaching experience and believes that children and adults of all ages should consider the benefits of dance activity which brings improved muscle strength, fitness, weight management which then leads to stronger bones, better coordination, agility and flexibility, balance, mental health and importantly, self-confidence and social skills.

Many dance studio’s cater to all age groups and offer professional ballroom dance tuition to children and adults from beginners to advanced levels including group classes and private tuition for singles, couples, groups and bridals. Studio Two Dance Centre provides specialised and personalised offsite Learn to Dance programs to Primary, Secondary, Special needs schools and community groups throughout the Melbourne metropolitan area. Group classes for boys and girls from five years are also held at the Cheltenham studio. Students learn basic dances such as Latin American – Cha cha, Tango, Jive & Salsa and Modern Ballroom – Waltz, Fox trot and much more to modern music. Family friendly social functions such as achievement days and social dances dominate the studio social calendar.

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Programs and classes for children incorporate Hip Hop and solo dance moves, partner dancing and a variety of musical rhythms to allow each individual to express themselves in their own unique way. Fun and friendship are crucial to positive personal development.

To ensure a safe and healthy learning environment many dance centres, like Studio Two dance Centre, which was established in 2003, located in the South Eastern Suburbs, is a professional dance studio with accredited teaching staff who incorporate warm up and injury prevention. Facilities include a fully sprung floor (22m), full length mirrors and cooling system and like many studios teaching staff hold current Working with Children accreditation and offer a family friendly, caring service in a relaxed environment.

There are many dance centres throughout the Melbourne Metro area managed by high profile professional dance instructors and like Simone are accredited members of the esteemed Australian Dancing Society. Simone who has also served on the Victorian Executive Board believes ‘that dancing should be fun and enjoyed by everyone no matter the age, size and ability. Dancing is for everyone, even if they think they have two left feet!’

Extra-curricular activities are an ideal means of ensuring balance between the academic and social elements and should you wish to investigate the opportunities available to your child in the genre of dance contact Simone on 0418 590 023 for a personalised chat, email on studiotwodance@gmail.com or contact the Studio on 9584 4477. You are also welcome to visit the studio at First Floor, 48 Station Road, Cheltenham. www.studiotwodancecentre.com.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

MELBOURNE FOOT, ANKLE AND walking CLINIC Special interest in growth and development of children ensure the feet, ankles, knees, hips and lower back are positioned and aligned correctly. This examination will include measurements using specialised instruments which form the basis for comparison as things improve.

At THE Melbourne Foot, Ankle and Walking Clinics, we specialise in treating conditions of the lower limb, with a special interest in the growth and development of children. With children we assess for flat feet, pigeon toeing, out toeing, growing pains, heel pain (Sever’s disease), knee pain, including OsgoodShlatter disease and walking anomalies that can lead to clumsiness and tripping over.

They/you will be assessed lying, standing and walking, giving us the best chance of finding and treating the cause of their or your pain. If the feet are not aligned correctly it can put excessive strain on other joints of the body.

We use a range of different modalities to treat these conditions. We are not limited to children and treat adults and elite sporting people with similar conditions of the feet, ankles, shins, knees, hips and lower back.

Helping children, adults and the elite, we treat conditions such as Plantar fasciitis (pain in the arch of the foot), heel spurs, metatarsalgia (pain in the ball of the foot), growing pains in children, knock knees, pigeon toed, out toed, shin splints, knee pain, chronic hip and lower back pain.

Lauren Jackson, WNBA’s Most Valuable player in the American Woman’s basketball league who has been flying to Melbourne for treatment. She led the Australian OAPLS to win their first World Championship in Women’s Basketball.

During your first assessment you will experience a thorough examination of you or your child’s alignment. We will assess to

Do your

To make an appointment today please phone our head office in Blackburn on 9878 4566.

KIDS SUFFER?

Melbourne Metro Clinics: • Melbourne City • Blackburn • Caroline Springs • Elsternwick VIC Regional Clinics:

"%&/2% BEFORE

AFTER !&4%2

• Leongatha

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• Pigeon toed • Out toed • Clumsy feet • Growing pains

Both hereditary and environmental factors can cause structural and muscular problems to develop in Children’s feet, knees, legs and back – But there is a solution! Give your child the best start in life!

Ph: 1300 135 374

www.melbournewalkingclinic.com.au VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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Fundraiser for Syria Ordinary people having an extraordinary impact on the lives of others Hillcrest Christian College Year 12 student Alana Cohen is a person of action. She could not stand idly by after seeing the atrocities in Syria and she felt compelled to do something about it!

“After reading about the crisis in Syria and the awful living conditions of displaced refugees, the Senate (student leadership) team and I felt compelled to do something to help,” commented Miss Cohen.

Their team wanted to raise money for the cause and also raise awareness throughout Hillcrest Christian College, looking beyond the foreign aid that our own country offers, in order to change the perspective of students in the college.

July, when the student leadership team hosted a burger barbeque at lunchtime (pictured), where they sold 200 burgers. Students who also donated funds were given the opportunity to have their handprint taken on the day, with their name written beside it, with the purpose of hanging it in their library as a visual support of the cause.

“We were overwhelmed by the support from teachers and students and we hope that the small actions of ordinary people at Hillcrest Christian College can have an extraordinary impact in the lives of the Syrian people”, concluded Alana. “That’s the call we’ve chosen to respond to as global citizens”.

“The whole process has made us realise how blessed and fortunate we are to have the things that we have,” continued Alana.

Syria has been a war zone for the past four years and as a result, 7.6 million people are now displaced inside Syria, and another four million have fled to neighbouring countries where they live in severely overcrowded refugee camps. These people have had everything taken away from them and have lost their belongings, homes, livelihoods, families and even their lives.

For three weeks the Hillcrest Senate team spoke at school assemblies to raise awareness of the plight of the Syrian Refugee Crisis and they sold baked goods that operated on the premise of an ‘honesty’ donation. The fundraiser culminated on Friday, 31st

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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# VA L U E C H I L D H O O D

Three Unique Campuses. One Shared Vision.

MINIMBAH CAMPUS: 3yo ECC - Y6

Frankston South

PENBANK CAMPUS: 3yo ECC - Y6

Moorooduc

WOODLEIGH CAMPUS: Year 7 - 12

Langwarrin South

INTAKE YEARS: Early Childhood • Year 5 • Year 7

woodleigh.vic.edu.au

Spreading her wings Academy provides an environment that allows students to excel Vickie Waid never imagined how much she would blossom in high school. A shy primary student, Vickie was unsure what to expect when she started year 7 at the Academy of Mary Immaculate in 2010.

in Sydney and this year addressed Victoria’s State Parliament for the National Council of Women Victoria.

She spoke about her journey and how her family, Girl Guides and Academy helped inspire her to make a difference in law and politics.

She needn’t have worried. Within a year Vickie had joined the school band, where she still plays the trumpet, and the Social Justice Group, which organises fundraisers for various causes and raises awareness of current Justice issues.

Currently finishing year 12, studying English, Chemistry, Further Maths, Legal Studies and Food Technology, Vickie plans to visit India with her father next year to volunteer again.

She then hopes to work in law and international relations before entering politics to help address the lack of female representation.

Teachers encouraged Vickie to be herself, as did her parents, Saville, a GP, and Najua, a lawyer. One of four siblings, she has also attended Girl Guides for many years. “The Academy was a revelation,” Vickie says. “I felt I had hit my stride – I became involved.”

“I think there are definitely barriers for women, locally and globally,” she says. “People stereotype women. I believe that educating women can get them out of that cycle of poverty.”

Vickie was encouraged by many of her Academy teachers, who allowed her personality to shine and nurtured her social justice interests.

Work experience co-ordinator Anne Marie Allan also mentored and guided her.

In year 10, Vickie did work experience with Urban Seed’s Credo Café as part of the school’s Community Action Week. Urban Seed helps Melbourne’s homeless and cemented her interest in social justice.

“They have a free lunch a couple of days a week and during the winter with a number of other organisations they give out sleeping bags and swags,” she says.

The Academy was a revelation… I felt I had hit my stride – I became involved…

Later that year Vickie’s experience during a trip to the Girl Guides World Centre in Pune, India would galvanise her perspective on the status of women and girls. She volunteered at a dental health camp and took girls swimming.

“For some of the girls, it was the first time they had swum in a swimming pool,” she says. “To this day, the laughter and happiness on their faces motivates me to help stand up for them. Everything that I have done and hope to do in the future is because of the impact of that trip.”

In year 11, Vickie was a delegate for Plan Australia’s Because I’m a Girl campaign, which highlights inequality for women and girls.

She surveyed schools and presented the resulting Our Book of Ambitions to politicians in Canberra.

As part of that program, Vickie appeared in a Plan International advertisement and met some of her political hero’s in Michaelia Cash, Julie Bishop, Natasha Stott Despoja, Adam Bandt, Lucy Wicks and Kate Ellis. “The people running it were saying ‘you’re the leaders of the future’,” she says. “I’d say we’re leaders now.”

Vickie attended the Australian Youth Climate Coalition conference

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“The teachers here, they want to get involved,” she says. “They want to get to know you. That really affects you.”

This focus on personalised education is not new. Founded in 1857 by the Sisters of Mercy, the Academy of Mary Immaculate is one of Victoria’s oldest schools, overlooking the Exhibition Gardens opposite Melbourne Musuem.

It caters for all abilities and has Enrichment Programs starting in year 7 with English and Mathematics, expanding to other subjects in later years. The year 9 Synergy Program connects students to their city of Melbourne and in year 10 they enjoy Work Experience and Community Action Weeks. High achievers can accelerate into VCE or VET units.

Student Wellbeing has always been a priority, both for younger students and those facing the rigours of VCE. Vickie says together with her family, her school has helped inspire and motivate her to be the globally aware and compassionate person she is today. “The Academy just provides a very welcoming and very accommodating environment that allows the students to personally excel,” she says.

The Academy of Mary Immaculate, 88 Nicholson St, Fitzroy. www.academy.vic.edu.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

Enrol Now ‘the city school for girls’

DISCOVER OPPORTUNITY Academic achievement within a culture of participation, creativity and social justice is at the heart of a student’s experience at the Academy. Our classrooms extend to Melbourne’s best art and cultural spaces, universities and sporting facilities all on our doorstep.

Call or book online for a Talk & Tour and discover why girls love this school.

88 Nicholson St Fitzroy VIC opposite Melbourne Museum

03] 9412 7100 academy.vic.edu.au A Ministry of Mercy Education Ltd ABN 69 154 531 870 1195540-KC37-15

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FOR THE love OF LEARNING Putting the whole child at the heart of education Why should I choose to send my child to a Catholic school?

Catholic education in 2015

It’s an often-asked question and there are many answers.

■■ Record enrolment growth

Religious Education is absolutely part of the equation, along with academic excellence and social justice, but the true feature of Catholic schools is the relationships within.

■■ Total of 210,000 students @ almost 1 in 4 state wide

We start with developing strong foundations for future learning.

■■ 4 new schools:

We discover what matters to our students and help to identify what they want from life, what will give them joy.

Without a strong sense of self, successful learning and achievement is difficult to attain. Self-regard is a powerful motivator in all walks of life and no different when it comes to education.

■■ 16,700 new students St Clare’s Catholic Primary School, Truganina South St Paul the Apostle Primary School, Doreen St John the Apostle Primary School, Tarneit West St Clare’s Catholic Primary School, Officer ■■ Above average academic results across all year levels

Understanding who you are, what you want and how best to get there is part of a contemporary education. With every choice, we nurture a love of learning and a desire for knowledge because it’s from that starting point that the best results follow.

To make this work, when Catholic teachers walk into class they see the individual student not the collective mass.

Catholic teaching and learning programs are based around diversity and dignity and engage students at a social and emotional level forever strengthening the critical bond of trust.

The personal and professional development of all teachers and school leaders is paramount to this educational direction. To best equip students with the skills and knowledge they require we have to continually challenge ourselves.

The new state-of-the-art, multi-million dollar Catholic Leadership Centre is a symbol of that commitment, continually exposing teachers to new and innovative techniques so they, too, can learn.

The stream of active contributors to society, good citizens and well-adjusted young people that graduate each year reinforce our philosophy and direction.

I’ve heard it said that if you want your children to be truly fulfilled, send them to a Catholic school. A stronger endorsement I could not imagine.

But don’t get me wrong, a Catholic education is not just about producing happy kids. On the contrary, we are committed to excellence but also appreciate that different people define success in different ways.

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Our schools have developed the minds of more than their share of high-achieving professionals, but we will always teach that you can achieve your goals while looking out for the common good and leading a complete life at the same time.

We focus on a range of factors that put the whole child at the heart of education.

A holistic approach celebrates each child’s capabilities within an open-minded and balanced platform, honouring the intellectual, pastoral, spiritual and physical components of student formation.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

“Music is my passion, my friends are the ensemble.”

This could be your daughter.

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Tours conducted every Friday of the school term.

Register by contacting our Community Development Manager, mcleodj@aloysius.vic.edu.au or phone - 9329 0411 • www.aloysius.vic.edu.au

more action needed on body image and stress Mental health implications need to be considered A recent Mission Australia youth survey involving 15,351 young Australians aged 15-19 contains some discouraging news for the federal government. They unfortunately reported that 43 per cent of teenage girls consider the issue of body image a major worry compared to only 19 per cent of young males.

A final concern arising from this report is that school or study problems (36.5 per cent) continue to grow. It is hard to tell whether this is a product of peer pressure, hysterical parents or schools taking an enormous eggbeater to the supposed importance of Year 12.

The study’s authors claim that the Government’s attempts to address the issue have been unsuccessful. Mission Australia’s National Manager of Research, Dr Bronwen Dalton, says “in terms of the very high concern around body image among young women, we continue to make the point that well-meaning efforts to combat the problem by governments and others have failed to make an impact and need to be reconsidered.”

Back in 2003 the NSW Commissioner for Children and Young People called for an “urgent investigation of how to support young people during this stressful period and how to work with parents and the community to provide realistic guidance to students”. The study found that pressure to perform in the HSC contributes to one in 11 adolescent suicides in NSW – yet the problem persists.

Dr Karen McGraw’s 2006 study showed that nearly one in five year 12 students have considered suicide or cutting or burning themselves because of exam and homework pressures. Perhaps it is time schools and the community at large turn the VCE volume down and instead let young people know that they are not their ATAR and that there are many different ways to get where they need to go.

Many girls in particular, seem to now believe that they are born into a giant beauty contest…

Michael Carr-Gregg who is a nationally registered child and adolescent psychologist working in private practice in Melbourne says “At the very least, its time to seriously question the efficacy of the Voluntary Industry Code of Conduct on Body Image and Positive Body Image Awards to guide the media, fashion and advertising industries to adopt more body image friendly practices along with the Butterfly Foundation’s ‘Free to Be’ body image education services. Given that many girls in particular, seem to now believe that they are born into a giant beauty contest – it seems timely that a national summit on body image be held with major stakeholders and a clear re-evaluation of the existing strategy is called for”. He is passionate about adolescent mental health, technology and education.

The survey results also beg the question as to what has happened to the resilience of young people with 40 per cent of participants stating that coping with stress was their major personal concern (17 per cent extremely concerned + 23 per cent very concerned).

Various other studies have found that self harm is present in between 11-12% of girls and perhaps this is a byproduct of this generation’s inability to cope with stress.

This is particularly disappointing, in light of the fact that schools have for some years, had access to a variety of evidence based frameworks in the form of the Mindmatters and Kidsmatters resource and professional development initiative, supporting Australian primary and secondary schools in promoting and protecting the mental health and social and emotional wellbeing of all the members of school communities. In addition, all Australian schools have had access to strength-based curiculum material such as beyondblue’s excellent Senseability package.

These programs focus on problem solving, decision making, conflict resolution, anger management and the ability to name and recognise one’s own thoughts and feelings. The problem is that none of these programs are compulsory in any year level and even if they are present, will only ever be as good as the teachers who deliver it and their training in the use of the resources. Perhaps it is time to tie funding to such programs so that they are at last seen as important as Maths and English.

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While much of the media will focus on the fact that the study revealed that young Australians overwhelmingly believe the biggest issue facing the nation, the economy and the environment – traditionally a major issue for young people – has dropped dramatically as a matter of national importance, with concern falling by more than half since last year’s survey.

“Few people realise that 75 per cent of all mental health problems in human beings begin prior to the age of 25. Current data suggests that 1 in 7 primary school students and 1 in 4 secondary school students have a diagnosable mental illness but 70 per cent don’t seek help. The truth is that there will never be enough funding for adolescent mental health services and there needs to be a reconsideration not only of existing service delivery models but also a concentrated investment in prevention. My colleagues and I are expensive ambulances at the bottom of a cliff – the Mission Australia youth survey suggests that what our young people and their families need is a robust fence at the top,” says Michael Carr-Gregg.

Dr Michael Carr-Gregg works as the Managing Director of The Young and Well Cooperative Research Centre, established by the Australian Government Initiative administered by the Department of Innovation, Industry, Science and Research. His training and approach incorporates cognitive behavioural therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness skills and interventions drawn from positive psychology research. He is a founding member of the National Centre Against Bullying and Chairs their Cybersafety Committee. He sits on the Board of Smiling Mind as well as being a Community Ambassador for Big Brothers Big Sisters and Postvention Australia and Playgroup Victoria. Michael is a member of the Australian Psychological Society Committee (Melbourne Branch).

For further information refer to Michael Carr-Gregg’s website – www.michaelcarr-gregg.com.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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EXERCISE: a significant role to play Essential food for the brain There is a shocking truth about Australian children that is unexpected for such a sport crazy country: our children are some of the least active in the world: 84% of school aged children fail to get one hour of physical activity a day; 75% of children aged two to four spend more than one hour in front of a television or computer daily and about 15 per cent have a screen in their bedroom.

As well as being essential to physical and emotional health, exercise has a significant role to play in the healthy development of your child’s brain and this affects your child’s ability to learn.

grassy slopes. Good balance is essential for automatic control of the body.

■■ Put away that computer device and turn off the TV! Avoid screen time as much as possible. Limit it to a maximum of one hour a day. No time at all is better, but challenging to implement! If you do allow your toddler to watch a screen, choose an interactive show, such as Playschool – so children get up and dance and sing along.

Primary School Children Active, healthy kids Australia report that only 19% of Australians aged 5-17 years and 15% of Australians aged 12-17 years, meet the recommended activity guidelines of accumulating at least 60 minutes of physical activity every day. So how to encourage your primary schoolers to get active?

How well the brain develops is very dependent on the kinds of experiences and opportunities a child has from the moment they are born. While good nutrition and nurturing relationships are essential, movement also plays an important role. Dr Daniel Wolpert, a neuroscientist and engineer who studies how the brain controls the body, argues that the brain’s most important job is learn, refine and control movement, because everything we do is movement-based, even thinking. When movement opportunities are reduced, the brain’s opportunity to learn and function to its potential capacity is considerably hampered.

How do you encourage children to “get active”?

Children look to adults for guidance on many areas of life – including exercise. Research has shown that parents who make exercise a regular part of your day are more likely to have young children who are also physically active. The trick is to make exercise fun and make it look like you are having fun as well! The sooner you start, the better!

Babies Babies need to move, because even early exploratory movements soon after birth affects how the brain wires itself.

■■ As for younger age groups, active parents encourage active children, so look for an activity you are happy to do with your children – start with a simple game of catch, or cricket in the back yard. Once you all feel more confident head out for a picnic to a local park with scooters or bicycles. Picnic near the playground equipment so children can still see you and you them while they play.

■■ This age group will spend hours in a swimming pool playing.

Make sure your children are swim safe – so lessons are essential first and they need to be supervised.

■■ Monitor screen time. Restrict TV to the few favourite shows each day. Turn the TV off once they are finished. Try to avoid having the TV on all the time.

Teenagers

■■ Keep hands and feet uncovered as much as possible to encourage movement.

The most active teenagers are those who grow up playing a sport and continue to do so during their teenage years. If your child is a reluctant exerciser and needs to be “dragged kicking and screaming” from a screen it’s definitely a challenge to get them active! Here are a few suggestions:

■■ Tummy time when awake is very important. Tummy time enables those inbuilt, initial exploratory movement patterns to help the baby feel their body moving against the surface of the mat or your own body. This is the first step towards early independent movement.

■■ Start slowly. If you have a dog, make it the responsibility of the teenager in the house to walk the dog daily. Even if they just amble along for 10 minutes, it’s exercise they would not have otherwise had! Gradually encourage a longer walk.

■■ Avoid any screen time at all. Babies and children less than two years of age learn far more from moving and interacting with the world around them.

■■ If watching TV try to build in some exercise when the commercials are on… make a game of it … who can do the most leg lifts in a row? How many push-ups can you do in the ad break?

■■ Keep babies unwrapped and out of restrictive containers (like the car seat, pram, bouncer, etc.) for as much time as possible.

Toddlers and pre-schoolers Toddlers need lots of opportunities to gain good balance so that later motor skills have a solid foundation on which to function. It’s hard to hop or skip or even sit still in a chair if your balance is poor!

■■ Go for walks, encourage your toddler to balance along edges, planks, stepping stones and the like, and to run up and down

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■■ Boys love to have muscles. Encourage weight training – start with just their own body as the weight – push-ups, the plank, crunches etc. all build muscle bulk.

Dr Jane Williams (PhD) is the Director of Research and Education for GymbaROO and KindyROO.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

Come and see the Donvale difference on a personalised school tour www.donvale.vic.edu.au Prep–12 Co-educational Day School 155 Tindals Rd, Donvale.

‘To act justly, love kindness and to walk humbly with your God.’ Micah 6:8 1195611-CB37-15

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

81

CONTENTS PAGE 17

AITKEN COLLEGE

PAGES 32 & 33

BACCHUS MARSH GRAMMAR

PAGE 44

NAZARETH COLLEGE

PAGES 56 & 57

NEWHAVEN COLLEGE

CAROLINE CHISHOLM CATHOLIC COLLEGE

PAGE 51

NOONE IMAGEWEAR

PAGE 83

CASEY CARDINIA KIDS

PAGE 79

OUR LADY OF SION COLLEGE

PAGE 45

CATHOLIC EDUCATION

PAGE 76

PAUL SADLER SWIMLAND

CBC ST KILDA

PAGE 66

PRESHIL

PAGE 37

SHELLING OUT FOR SCHOOLS OF CHOICE – BY LIA SPENCER

PAGE 48

CHAIRO CHRISTIAN SCHOOL

PAGES 14, 15, 16 & 18 PAGES 24, 25, 58, 59 BACK COVER

CORNISH COLLEGE

PAGES 60 & 61

DE LA SALLE COLLEGE DONVALE CHRISTIAN COLLEGE

PAGE 81

WORKING THROUGH TANGLE OF WORDS – BY LIA SPENCER

PAGE 68

EDINBURGH COLLEGE

PAGE 48

RIVERCREST CHRISTIAN COLLEGE SALESIAN COLLEGE RUPERTSWOOD

PAGES 40 & 41

PAGES 6, 10 & 11 PAGES 62 & 63

SALESIAN COLLEGE CHADSTONE

PAGE 55

SCHOOL PLACES – BY LIA SPENCER

PAGE 46

SIMONDS CATHOLIC COLLEGE

PAGES 44 & 49

SLEEP AND YOUR CHILD

PAGE 30

ST ALOYSIUS COLLEGE

PAGE 77

ST JAMES COLLEGE

PAGE 23

ST JOHN’S REGIONAL COLLEGE

PAGE 53

PAGES 64 & 65

EMANNUAL COLLEGE

PAGE 19

EMMAUS COLLEGE ERASMUS PRIMARY SCHOOL

PAGES 20, 21 & 22

GEELONG BAPTIST COLLEGE

PAGE 50 ST MONICA’S COLLEGE

PAGE 7

PAGE 42, 67

GILSON COLLEGE

PAGE 80

GYMBAROO HILLCREST CHRISTIAN COLLEGE

PAGES 5, 12, 13 & 72 PAGE 3

INTRODUCTION KOLBE CATHOLIC COLLEGE

PAGE 44 PAGES 8, 9, 38 & 54

MACKILLOP COLLEGE

ST PAUL’S ANGLICAN GRAMMAR SCHOOL FRONT COVER

PAGES 4, 5, 34, 35, 36 & 52 STRESS MANAGEMENT THE ACADEMY THE GEELONG COLLEGE

PAGE 78 PAGES 74 & 75 PAGES 2, 26, 27 & 28

THE KNOX SCHOOL

PAGE 47

MARIAN COLLEGE

PAGE 31

THOMAS CARR COLLEGE

PAGE 29

MARYMEDE CATHOLIC COLLEGE

PAGE 39

WHITEFRIARS CATHOLIC COLLEGE

PAGE 43

MATER CHRISTI COLLEGE

PAGE 69

WILSON MEDICAL

PAGE 71

MUSIC, MOTION & DANCE

PAGE 70

WOODLEIGH SCHOOL

PAGE 73

Next edition: September 2016 For bookings please contact: Themes Media on 5945 0666 or Email: themes@starnewsgroup.com.au Reproduction of any material without written permission from the publishers is strictly prohibited.

82

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 1

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For information on how we can tailor an academic uniform solution to meet your school’s needs, please contact Noone Imagewear on telephone 03 9379 5037 or email sales@noone.com.au.

Complete Uniform Solutions 1193756-CB37-15

Lifelong learners.

Unique environment. www.cornishcollege.vic.edu.au

ELC to Year 12 Cornish College is a co-educational independent Uniting Church school.

Cornish College | 65 Riverend Road, Bangholme, VIC 3175 Telephone +61 3 9773 1011 | Facsimile +61 3 9773 1726

1193146-CB37-15