Independent School Gudies 2016

Victoria’s

Independent ISSUE ISSU IS S E2•2 SU 2016 016 01

Schools Guide

Featuring: Catholic Education Christian Education

Photo provided with the compliments of MacKillop.

For further information refer to pages 4, 5, 40 and 41.

St Aloysius College where learning lives

Imagine, Innovate, Inspire Enrolments for 2017 close February 26th Visit our College to experience first-hand what we can offer your daughter.

Weekly and twilight tours available, visit www.aloysius.vic.edu.au to book or call 9329 0411 for further information.

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WHAT DO PARENTS WANT? What do you consider when choosing a school for your child?

Choosing the right school for their child is one of the most important decisions parents can make. It can also be one of the hardest. Often, the choice will be based on multiple factors,

some of them intangible.

Surveys by Independent Schools Victoria, in which parents are asked their reasons for choosing a school, shed interesting light on some of those factors – and on parental preferences.

In surveys carried out over the past four years, 9,183 parents have given an indication of why they chose an Independent school, selecting from 22 options.

You might find the results surprising.

A school’s academic results and facilities, for instance, are well down the list of the top ten factors parents took into account.

At the top of the list are the school’s emphasis on sound moral values, beliefs and attitudes. The second most common reason was a patent’s belief that the school best suited their child’s needs.

What’s clear from both surveys is that parents not only make choices, they embrace choice. And in making a decision, academic results, though important, are not the only factors they take into account.

The Queensland results also confirm what many of us know from person experience: that, when looking for a school, our friends, family and colleagues remain influential sources of advice. So are school visits and school websites.

For many parents, the My School website is an important starting point in their search for a school.

Other factors were the school’s reputation, its education philosophy and the quality of its education programs.

Some were attracted by the atmosphere of the school.

Academic results were eighth on the list. The school’s facilities and resources were rated ninth, with the size of the school at number 10.

ISV’s research is mirrored by a survey published last year by Independent Schools Queensland.

In the What Parents Want survey, 1000 parents from 67 independent schools gave their top 10 selection attributes for primary and secondary independent schools.

For many parents, the My School website is an important starting point in their search for a school, and the NAPLAN test results published on the site will be one of the resources that influence their decision.

But it’s clear that parents are discerning enough to know that the value and definition of an excellent education – one that best suits their child – can’t be simply reduced to crude tables of standardised school test results.

Nor can parental decisions be simplified to fit a stereotype – just as independent schools don’t fit a stereotype.

There are more than 200 independent schools in Victoria, spread across the state. They are small and large, single sex and co-ed, with a range of fees. They follow 22 different educational, religious and philosophical approaches.

Their diversity, and the range of factors parents consider when deciding which school best meets their child’s needs, recognise

For primary schools, parents ranked academic performance at tenth place, behind factors like education and teacher quality, class sizes, school environment and values.

the fact that each child is different.

For secondary schools, academic results had moved up the list to fourth place, behind education quality, a disciplined environment and career pathways.

Michelle Green Chief Executive Independent Schools Victoria

The Parenting website www.independentschools.vic.edu.au You will find more information on our associated website at: www.independentschoolparents.com.au VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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St Monica’s COLLEGE Co-education at its best ST MONICA’S College, Epping is a vibrant co-educational community of students, staff and parents, which embodies the truths and values of the Gospel of Jesus Christ in its structures, processes and styles of relating. The College was founded in 1964 by the Sisters of the Good Samaritan to serve the needs of Catholic girls in the northern suburbs of Melbourne. Male students were first accepted in 1978, when a second junior campus was opened.

A rural campus, Ostia, was established in 1999. Ostia is in the village of Strath Creek.

St Monica’s College is acknowledged in the wider community as a leader in the area of literacy and numeracy and is committed to supporting all students in the development of these essential skills. The College employs specialist literacy and numeracy staff to coordinate a whole school approach in which all teachers share responsibility for developing students’ reading, writing, speaking, listening and critical thinking skills.

The needs of all students are recognised and catered for, and the College employs specialist staff with expertise in the education of highly able students (HORIZONS Accelerated Learning Program), students with learning difficulties and well established integration programs.

The College’s LOTE Learning Centre incorporates the Theatre of All Nations. The College teaches Italian, French, Greek, Spanish and Japanese. The College runs a bilingual immersion program (CLIL) in Japanese and in Italian.

Demonstrating its commitment to senior studies, the College provides an extensive range of VCE offerings with small class sizes to ensure high results. Meanwhile, VET and VCAL programs are offered on site and these are proving popular for many SMC families. Students have access to the VCAL Hub, a purpose built facility.

The College also has a strong commitment to the pastoral care of its students, and incorporates a pastoral program in the curriculum for all Years 7 to 12 students. Five College Educational Psychologists are available to students and parents.

The co-curricular programs are vast, and St Monica’s College is recognised as a leading sporting school locally, nationally and now internationally. The College has launched the St Monica’s College Northern Football Academy to cater for a soccer excellence program, affiliated with major Melbourne Clubs.

The Debating and Public Speaking Society, extensive music and performing arts programs, and ever-popular activities such as chess and art clubs flourish at the College.

St Monica’s College, Epping has launched its biggest and most important project since the College was founded in 1964. Called Project Forward, the project incorporates a number of new building developments, including demolition of current buildings. All of this

in order to continue catering for Catholic Education in the northern suburbs of Melbourne.

For further information about the College visit our website at www. stmonicas-epping.com or call (03) 9409 8800.

St Monica’s College, Epping “A Catholic Coeducational College – preparing Monicans for the real world” A Monican education prepares young men and women to take their rightful place in society and to accept the Gospel’s call to be people of faith, compassion and justice.

Driven by focused strategic planning and a great belief in the people of the northern suburbs of urban Melbourne, St Monica’s College is committed to remaining as a distinguished school of excellence.

The College sets high standards for its students and offers them access to a successful and relevant education.

Inspired by St Monica and full of hope, we ‘Pray and Persevere’ with confidence, day by day, year after year.

Morning Tea with the Principal (College tours of the Junior Campus) are held regularly throughout the year during school time.

To book a tour please visit: stmonicas-epping.com/mtwtp For further information about enrolment please contact the College Registrar on: 9409 8444 or email: registrar@stmonicas-epping.com

Our Information Evening will be held on Tuesday, 4 October, 2016 commencing with tours at 6.30 pm on the Dalton Road Campus.

16 Davisson Street, Epping. 3076 | E. admin@stmonicas-epping.com P. 9409 8800 | www.stmonicas-epping.com 1224407-EPJ34-16

MARYMEDE CATHOLIC COLLEGE Celebrating 10 Years of Catholic Education: 2006 - 2016 MARYMEDE CATHOLIC COLLEGE is a Catholic co-educational, Prep to Year 12 Archdiocesan school located in the northern suburb of South Morang. Founded in 2006 our College has been providing outstanding opportunities for our students, ensuring that we cater for the diverse educational, physical, social and spiritual needs of each young person in our care.

Marymede Catholic College is a young and vibrant school with outstanding facilities and vast opportunities. 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.

At Marymede Catholic College, we believe that we can only seek to get the best from our students by working together in an open and co-operative partnership with parents. However, undoubtedly the most important feature of Marymede is its students – our young men and women seeking to make a difference in the world and who enter adulthood with confidence, selfesteem and the knowledge to successfully tackle life’s challenges.

Our College places a strong, dual emphasis on personal endeavour and pastoral care, which guides our graduates towards responsible, mature adulthood. As a College we aspire, in the way of Mary, to give students a passion for life, a love of learning and a determination to be of service to others.

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Coupled with outstanding College facilities, Marymede’s most tangible strength is its strong community. Our teaching and support staff are committed to working together with each individual student through all stages of their academic journey as they work to discover new pathways and aspire to achieve excellence. Additionally, our Parents’ and Friends Committee provide ongoing support to our College.

At a time when educational choices are becoming increasingly important, we welcome your enquiry and invite you to visit us and experience our College first hand. Monthly tours are conducted on a regular basis. For tour dates or more information please contact our College Registrar or alternatively, visit our website at www.marymede.vic.edu.au.

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ENROL NOW FOR 2018 Now accepting applications for 2018 and beyond.

Discover new ambitions and aspire to achieve excellence at Marymede Catholic College.

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 1224565-KC34-16

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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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St Aloysius COLLEGE Designing a future based on a just society where women can achieve and succeed As a discerning parent looking for the very best secondary education for your daughter, I welcome you to the page of St Aloysius College. Undoubtedly, you have noticed in the editorials, the similarities between most schools. Most schools, for example, espouse environments of care and nurturing, of academic excellence and of opportunity, and that is because most schools do offer varying degrees of these important characteristics. At St Aloysius College we build everything we do on the Mercy values which warmly welcome all and influence students to be courageous, aware of the world around them and skilled in designing a future based on a just society where women can achieve and succeed.

We invest in our teachers, choosing those with expert knowledge and a dedication for continuous improvement. Today, these teachers are people and data-driven, concentrating on perfecting both the hard and soft skills required by students in 2015 and beyond. These teachers promote an active engagement with families and focus on the personalisation of the learning journey.

I’d like that journey for you to begin straight away. Ultimately, the very best advertising for what makes St Aloysius different from other schools are our students - so please accept an invitation to come and visit, see our classrooms, our learning and our teaching.

Once here, you’ll notice how personalisation is possible with only 500 girls, ensuring class sizes where every child is known; you’ll

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also notice how, as a Catholic girls’ College in the Mercy tradition, the values of hospitality, justice, diversity and inclusiveness are lived out in an environment where thinking is challenged and curriculum is rigorous. On further inspection you’ll learn of various programs which ensure this personalisation is genuine - programs for the gifted and talented, programs of learning support, programs focusing on Science and Technology, Engineering, Arts and Mathematics. As you wander the corridors, you’ll marvel at how classrooms have been transformed into learning spaces which inspire, architecturally designed for how girls’ learn best; you’ll further notice how seamlessly yet ubiquitously technology enhances and enables a multitude of opportunities for all to learn.

Our similarities with other high performing schools ensure that we have the soundest of foundations but our differences to them are tangible and explicit. Everything we do, we do so to ensure each girl is enthused and engaged in a learning journey that opens door after door; we do so to ensure families are partners in learning and we do so because our staff are experts in the education of girls for a future still in creation. I’d like your journey to begin.

Please contact the College Community Development Manager on 9329 0411 to join one of our regular ‘Walk and Talk Tours’. In addition, please visit the College website www.aloysius.vic.edu.au to view further details, including information sessions and conversations with our Principal.

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St Aloysius College

Where MAGIC happens MATHS, ARTS, GAMING, INNOVATION, CODING

Join the magic!

Let your daughter experience the magic...

Maths or Music, Art or Accounting, Gaming or Geography, Innovation or Italian, Coding or Chemistry... experience it all at St Aloysius College

Contact the Community Development Manager to receive more information or arrange a tour of the college

03 9329 0411 mcleodj@aloysius.vic.edu.au www.aloysius.vic.edu.au 1236400-CB34-16

OPEN EVENING Tuesday 25 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.

Limited places are available at some year levels in 2017. Early application for Prep and Year 7 entry in 2018 and beyond is advised as waiting lists apply. Please Contact the Registrar on 9333 1866 for enrolment information.

Aitken College is a Prep to Year 12 co-educational independent school providing a 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, Technology (Design, Digital and Food), Physical Education and Indonesian and an elective program including Performing Arts, Visual 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 1204802-LB27-16

A Uniting Church School

OPEN DAY Sunday 16 October Presentations begin at:

• • •

9.00am 11.00am 1.00pm

Followed by Tours

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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 LEARNING Being real is about being the very best version of yourself, shaped by the image of God and the example of St Mary of the Cross MacKillop.

It is evident in the amazing learning experiences available to students, whether they be in any of the College’s 21st century learning areas, in outdoor classrooms or immersed in the cultures of Italy or Japan as part of Penola’s extensive extra-curricular opportunities.

At Penola Catholic College through the provision of extensive subject offerings, outstanding music, sporting and artistic programs and the use of emergent technologies students are able to find and develop their real self and to celebrate being the very best person they can be!

Limited enrolment places for some year levels are available for 2016, with exciting opportunities available to join Penola’s vibrant co-educational learning community in 2017 and 2018 at all year levels.

Enrolments are now being taken for Year 7 entry in 2018.

For further information, call 03 9301 2777 to organise a personal tour with the Principal or visit our website.

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Mater Christi College, Belgrave Supporting access to the best of girls’ education

Scholarships Year 7 2018 Grade 5 2016

Scholarship applications close Friday 19 August 2016 Weekend Tours 10:00 - 11:00am Sunday 7 August Further details: materchristi.edu.au

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INFORMATION EVENING FOR FUTURE FAMILIES

Addressed by Principal Mr Robert Brennan, our Information Evening for Future Families provides you with key educational and transition material.

Register your attendance for one of our upcoming information evenings, Thursday 25 August 2016 and Thursday 10 November 2016 at 7:00pm YLD KWWS ZZZ VDOHVLDQ YLF HGX DX ERRN D WRXU

MONDAY TOURS

FACILITY DEVELOPMENTS AT SALESIAN COLLEGE

Completed, ready for the beginning of the 2016 academic year, the Naylon Arts Wing has proved its ZRUWK ZLWK VWXGHQWV DQG VWDÎ? ZKR UHJXODUO\ XWLOLVH WKH facility for classes, lectures, drama productions and H[KLELWLRQV 7KH EXLOGLQJȇV ODUJH OLJKW Č´OOHG DUW URRPV art gallery and media rooms are equipped with the latest in audio visual and hearing augmentation technology, enhancing the teaching and learning experience.

In line with advancements in our academic streams of curriculum, 2016 has seen investment in our 9LFWRULDQ &HUWLČ´FDWH RI $SSOLHG /HDUQLQJ 9&$/

facilities. The developments encompass new FODVVURRPV VWDÎ? URRP DQG DQ LQGRRU RXWGRRU workshop, the latest in AV equipment including televisions and hearing augmentation, to match our recently developed cutting edge Science and Arts Wing.

Showcasing the College’s commitment to ongoing progress to the longer-term building masterplan, feasibility studies are currently underway for Food Technology classrooms, an Administration Building refurbishment and Sports precinct at the Year 9 Mannix Campus.

With building developments continuing steadily in the 21st Century, it’s an exciting time to be a Salesian student.

%RRN D 0RQGD\ WRXU RQOLQH GXULQJ WKH VFKRRO WHUP and learn about Salesian College Chadstone, via: ZZZ VDOHVLDQ YLF HGX DX YLVLW RXU FROOHJH

10 Bosco Street Chadstone T +61 3 9807 2644 www.salesian.vic.edu.au

INSPIRE EDUCATE BECOME Great men

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PAST STUDENT LEADS CANCER BREAKTHROUGH

Associate Professor Mark Dawson, Class of 1992 graduate

ASSOCIATE PROFESSOR MARK DAWSON SALESIAN COLLEGE CHADSTONE CLASS OF 1992, YEAR 12 GRADUATE Past student and leading Peter MacCallum Cancer Centre clinician-researcher, Associate Professor Mark Dawson’s ongoing commitment to learning and innovation is ‘leap frogging’ our understanding of cancer; transforming prevention and treatment to save and extend lives.

Today, Mark is leading a group of researchers in the newly established Cancer Epigenetics Laboratory at Peter 0DF&DOOXP &DQFHU &HQWUH ZKR DUH GULYLQJ VLJQLČ´FDQW impact in the area of acute myeloid leukaemia (AML); a disease which holds a poor prognosis. But it’s not all laboratory focused. Mark balances his time in research with human patient contact; “coupling curiosity and compassionâ€? remains his priority - reiterating his fundamental belief in “looking after othersâ€?. His attitude and motivation is fuelled by his drive and desire to “know why we can’t cure this disease - it’s not good enough just to accept thisâ€?.

This driven, academically gifted and socially conscious man hasn’t just arrived at this place. Post his years laying the foundations at Salesian College Chadstone, it has WDNHQ DURXQG ȴIWHHQ \HDUV RI GHGLFDWHG WHUWLDU\ OHDUQLQJ

Studying an undergraduate degree of Medicine at Melbourne University and further study at Oxford University in the United Kingdom placed him in perfect stead for one of eight General Sir John Monash Award scholarships in 2006 and an invitation to study his PhD at the University of Cambridge. ΖQ DQ HÎ?RUW WR JLYH EDFN WR WKH FRXQWU\ WKDW KROGV WKH strongest emotional tie, Mark has returned to Melbourne with his wife, Dr Sarah-Jane Dawson, also a leading clinicianresearcher working at the Peter MacCallum Cancer Centre, along with their two sons.

Mark acknowledges the instances that changed where he is today, going right back to his time on the College grounds twenty-four years ago. He smiles and positively reminisces about the three key teachers who motivated him at the critical points in his Year 12 to ensure he reached his potential.

0DUN UHFRJQLVHV WKDW KH RIWHQ UHȾHFWV Ȋ7KH\ ZHUH DEOH WR extract from me the very best, by encouraging my self-belief, my steely determination to achieve, succeed, and extend myself beyond what I thought was wildly possible. I wonder where I’d be if I hadn’t met those people.�

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They were able to extract from me the very best, by encouraging my self-belief, my steely determination to achieve, succeed, and extend myself beyond what I thought was wildly possible.

- Associate Professor Mark Dawson, Class of 1992 graduate

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“As wonderful teachers, you may not realise that all good teachers have good parental qualities. But as good parents we realise that we don’t have exquisite teaching qualities like yours. Great inventors and leaders are not born. They are motivated and inspired to do great things by great teachers like you. Thank you for taking good care of our children.”

- Heather and Fred Dawson, parents of Associate Professor Mark Dawson Heather and Fred Dawson accepting son Mark’s 2016 Hall of Fame award

2016 HALL OF FAME

We are committed to recognising and celebrating our current and past student’s achievements, ORQJ DIWHU WKH\ RɝFLDOO\ OHDYH RXU FODVVURRPV 2Q Friday 18 March, 2016 we formally recognised and celebrated the contributions of Salesian College Chadstone Alumni who have achieved VLJQLȴFDQW VXFFHVV LQ WKHLU FKRVHQ ȴHOGV RI VHUYLFH and who act as positive role models for current and future students.

This year, we inducted Associate Professor Mark Dawson for his contributions to Medical Research into the Hall of Fame, alongside three RWKHU VLJQLȴFDQW FRQWULEXWRUV WR RXU FRPPXQLW\ Andrew Wood, Philip Bretherton and Michael Henry.

Mark’s parents Heather and Fred Dawson accepted the award on Mark’s behalf.

“Mark is a great son, and we are very proud of who he is. First, as our son, and then of what he has achieved. Mark by nature is a very competitive person. No challenge is too big for him. He explicitly believes in himself, and that anything is possible...

We are aware of the old adage, that the school is an extension of the home. The school enforces what is built at home, and today we see the fruits of all the hard work that has gone into our children’s lives.

10 Bosco Street Chadstone T +61 3 9807 2644 www.salesian.vic.edu.au

INSPIRE EDUCATE BECOME Great men

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A PERSONALISED EDUCATION De La Salle College is an inclusive, Catholic community with a focus on personalised learning and achievement. Every student is given the challenge and support he needs to excel both in the classroom and beyond. We pride ourselves on our ability to tailor each boy’s learning pathway from Year 4 all the way through to the senior years.

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

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To learn more about how we personalise your son’s learning experience, visit www.delasalle.vic.edu.au

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THE PURSUIT OF EXCELLENCE OPEN DAY Thursday 25th August | Information Session 9.15 am Families welcome all day. Come and see us in action F – Year 12 on ONE Campus Open Enrolment s A growing school s A nurturing environment s Dynamic, motivated staff s Extensive bus service s Only 10km from Geelong CBD s Low fees with sibling discounts Primary: $3225 - $3825 Secondary: $5880 - $6465

Ca re , C h a l l e n ge , Ach i e ve m e n t 590 Anakie Road Lovely Banks VIC 3213 Phone: 5276 1674 | E: enquiries@gbc.vic.edu.au www.gbc.vic.edu.au 1230227-PB34-16

BE YOUR BEST IN BRAYBROOK Caroline Chisholm Catholic College are leaders in learning excellence CAROLINE Chisholm Catholic College believes every student has talents, and gives them every chance to succeed.

The College supports and enables students to be the best they are called to be – whether that’s academically with science and mathematics, artistically with music and drama, hands on in the trade training centre or in out-of-classroom areas such as sport and social justice Committed to providing learning excellence in a faith-filled and engaged environment, the College offers VCE, VET and VCAL programs, enabling all students in Years 7-12 to shine.

ATAR scores are improving year after year and they’re particularly strong in mathematics and sciences; in 2015, students achieved perfect VCE study scores of 50 out of 50 in Chemistry, Physics, Mathematical Methods and IT Applications.

There are also a number of educational acceleration programs available, including a partnership with Australian Catholic University that enables Year 12 students to study tertiary subjects while at the College.

Outside the classroom, students are involved in a number of extracurricular activities to pursue their personal interests and talents: international exchange, musicals and performing arts events, debating, sports, volunteering, book clubs, student leadership positions and more.

World-class facilities include a swimming pool, auditorium, libraries and a wholly-owned outdoor education campus.

Caroline Chisholm Catholic College is an inclusive multicultural community where each student is known and valued.

Visit www.cccc.vic.edu.au for more information.

Caroline Chisholm Catholic College are leaders in learning excellence. Learn more at our upcoming Open Day. For more information, email registrar@cccc.vic.edu.au or call 03 9296 5311.

65 & 204 Churchill Avenue, Braybrook 03 9296 5311 www.cccc.vic.edu.au 1230225-KC34-16

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OUR WORLD: Life Changing, Life-Affirming & Powerful Students today are exposed to many images and much information, but the ‘experience’ is the great educator. The Christian College ‘Our World’ program endeavours to use all of the senses as well as engaging the heart through completely immersing students in unique and culturally challenging environments.

Since 2001, Christian College students have had both the opportunity and the privilege to travel to Central Australia to learn about indigenous culture and life in remote Aboriginal communities.

Going to the Central Desert in our College bus gives students an appreciation of how vast and majestic our country is, as well as how remote these communities are from the coastal fringes where most of our population reside.

A key aspect to the success of these trips is that students study indigenous culture and contemporary indigenous issues before their departure. The program has been designed around the curriculum to ensure students are being challenged to think critically about the issues we face as a society. It is also crucial that we continue the strong relationships we have built with these communities by informing our students about the differences they will observe and by helping them to develop cultural understanding.

In Alcoota, we set up camp within the school grounds. In the Engawala community, the school is situated centrally and as such, we have a unique opportunity to be able to see how a community functions at all hours of a day. The medical centre, recreation facilities (basketball court, football and softball grounds, BMX track, art and music rooms) shire offices, women’s centre, store and houses are all within a short distance.

The students embrace the challenges of working one to one with

the Engawala students for whom English may be their 2nd or 3rd language. In the classroom time is spent on literacy, reading, mathematics, history, science and oral presentations. But outside the classroom, the students of both communities are talking - sharing experiences of each other’s daily lives, humour, love of sport, family life, music and craft.

During their trip, students are reminded never to underestimate the influence they have on the Engawala students whether it is conversation, role modelling a love for school, learning, persisting with difficult tasks, regular attendance and so on.

While in Alcoota, the students gain a real appreciation of the difficulties facing young indigenous people. They learn about the culture from the ladies of the community through painting, looking for bush tucker and cooking kangaroo tails on ‘Creek Night’.

The experiences enable students to have their head and heart in sync. They come back with a genuine desire to share their knowledge and stories. They reflect upon their time away back in the classroom and use their experiences to justify their responses to challenging questions about improving standards of living and government policies. Some develop a passion for contributing to indigenous communities in a variety of fields like education, nursing, medicine, sport and recreation or supporting outreach in faith-based organisations.

Christian College is proud of these trips and realise the incredible importance of them within the curriculum, positively impacting students and those in the communities as well.

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Private tours available on any school day.

We learn to understand the big wide world and shape its future.

The G eelong College is a Uniting Church coeducational day and boarding s cho ol f ro m E a rly L e a r n i ng to VC E .

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We believe that education is the lifelong proce ss of helping each individual d i s cove r t he i r u n iq ue ne s s, t a le nt s a n d p ote nt i a l . O u r st ude nt s le a r n to com mu n i cate, to work col l a b o rat ive ly, to s e e k ex p e r t i s e, to s how e mp at hy, to be te chnologically and scientifically aware and to be informed and p ro duc t ive g lo b a l c it i ze n s.

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We b e l i eve t h at p a s s i o n ate, c u r i o u s, e mp owe re d , re s i l i e nt a n d i m ag i n at ive le a r ne rs a re t he key to s h ap i ng a b r ig hte r f ut u re.

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We work toge t he r for p os it ive ch a nge a n d a b r ig hte r f ut u re.

Explore the world through our eye s at an

Open Day Find out more at www.geelongcollege.vic.edu.au or phone 52 26 3156

SHAPING THE FUTURE

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Wednesday 10 August or 19 October 2016.

AIR OF APPRECIATION

By Stephen Elder, Catholic Education Executive Director IT WAS while reading the thoughts of parents who transferred to one of our new schools last year that I discovered a delightful term to describe what makes Catholic education special. It’s not something you can see, hear or touch, rather something you experience.

“It has got a vibe, a great vibe,” said Kylie, mother of two.

“I feel like we were a number before and are now human, part of a community. The importance placed on students caring and respecting each other stands out,” she explained.

As the leader of 331 Catholic schools in and around Melbourne and Geelong, it is immensely satisfying to learn that the warm and loving atmosphere of our schools – our vibe - is widely acknowledged and enjoyed.

attends a Catholic school has the same opportunity to perform at the levels to which they’re capable and be the best that they can be.

To help achieve that we continue to address quality and equity through continued investment in professional learning for teachers and principals and school improvement initiatives in mathematics, literacy and science in particular.

And we continue to build on ground-breaking work in the area of wellbeing and community partnerships.

Significant investment into this work has highlighted how school, family and community partnerships are central to learning and school improvement.

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

Catholic education takes great pride in building vibrant communities of learning, faith and life, as part of a mission to educate the whole child.

The commitment and care of our dedicated principals, teachers and staff is unquestioned and, as part of an overall partnership between school, family and child, is what makes the real difference.

A Catholic education provides the skills required to not only succeed in the 21st century, but play a part in making the world a better place in the future. We nurture essential elements like resilience, respect, humility, love and, of course, knowledge.

This 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.

Our students display strong performance in many areas of learning, however there is an ongoing drive to make sure everyone who

Catholic education makes a vital and popular contribution to the community as a key provider of affordable, high quality education.

State wide there is enormous demand for Catholic education and with Melbourne’s growth corridors new communities are simply demanding that a Catholic school is part of their patch.

Total Victorian enrolments continue to climb to record levels expected to grow to over 210,000 this year - and I am delighted to say extended growth projections include the addition of 19 news schools in the next decade.

Overall, building on almost two centuries of quality education based on Catholic faith, values, morals and sense of care, our schools form a formidable force, committed to excellence in every way.

Our Lady of Sion College

OPEN DAY Tuesday, 25 October 2:30pm to 6:30pm

We invite you to see how Our Lady of Sion College can offer your daughter the environment and opportunities that support her to achieve her personal best.

For further details, visit www.sion.catholic.edu.au 1065 Whitehorse Road, Box Hill | Ph 03 9890 9097 1230615-KC34-16

Sacred Heart Girls’ College A learning environment where wonderful things can be achieved

OPEN MORNINGS Tours between 9.30am and 11.00am

Wednesday 10 August

Tuesday 11 October

113 Warrigal Road Hughesdale Vic 3166 Telephone: 61 3 9568 5488 Facsimile: 61 3 9563 3047 Email: info@shgc.vic.edu.au www.shgc.vic.edu.au

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Chairo Providing excellence in Christian education HQT|DQ[U CPF IKTNU HTQO -KPFGTICTVGP VQ ;GCT Ȧȧ • • • • • •

Teaching and learning from a Christian worldview perspective Campuses at Drouin, Drouin East, Leongatha and Pakenham Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Beautiful rural surroundings and excellent facilities Book a personal school tour to discover more ȱ ȱ ȱŬŪūűȱ ȱ ¢

enrolments@chairo.vic.edu.au • www.chairo.vic.edu.au

Learning That Lasts a Lifetime

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CBC ST KILDA Cultivating Boys’ Character AT CBC we quickly get to know your son, ensuring he is a valued and well educated individual. Every student is known. As a small school with diverse programs he will neither be lost nor lacking stimulation.

Educating boys since 1878, CBC St Kilda has a rich history of success and achievement. Our philosophies are based on the teachings of Edmund Rice who believed that effective learning takes place when students are nurtured and cared for and have a strong sense of purpose. Regular contact and reporting on each student’s participation and progress in all academic, sporting, cultural and pastoral pursuits means parents can be assured we are endeavouring to educate each boy academically, spiritually, socially and emotionally.

CBC has an acclaimed Transition program and our four 75 minute daily lessons accommodate all ability levels, allowing sufficient time to consolidate learning, whilst scaffolding those who need support.

We combine traditional and contemporary approaches across the curriculum. Our Year 9 Campus and Program allows the boys to complement their traditional studies with a variety of skills – gardening, cooking, community service and multi-media. From that Campus the boys can walk to the Westbury Street main

Campus, thus maintaining their link to the wider school community.

Both Campuses are located close to numerous public transport options and are only minutes by train from Flinders Street station.

The Main Campus and Year 9 Campus are both wireless sites and allocated iPads or Notebooks facilitate student learning. Valued partnerships enable us to offer VCE, VET and VCAL studies.

CBC shares a range of senior classes with our adjacent sister school, Presentation College Windsor (PCW Melbourne), thus expanding the range of VCE subject choices on offer.

Our VCAL students are exposed to many different certificates which become useful additions to their Curriculum Vitae, with an eye to future employment.

The College has a range of international partnerships, giving students the opportunity to visit schools in Italy, Japan and India.

At CBC we take pride in our ability to challenge and nurture students in ways that bring about their intellectual and emotional growth, in order to be the best equipped, most valued and creative contributors they can be in an ever-changing world.

“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

Year 9 Campus 295 Carlisle Street, Balaclava VIC 3183

CBC St Kilda has a valued relationship with our adjacent sister school, PCW Melbourne, and both schools are readily accessible by multiple public transport options

Talk & Tours Conducted monthly (bookings essential) To attend one of our monthly Talk & Tours or visit our Open Day, visit our website or contact our registrar on 9529-6611 Scholarships available

www.cbcstkilda.com / 1231120-PB29-16

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156 Bignell Road Bentleigh East 3165 36

College tours are held on Friday mornings and are an ideal opportunity to visit the facilities and experience the nurturing community St James College offers. Contact the Registrar on 03 9575 8100 or registrar@sjcbe.catholic.edu.au to make a booking.

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Building works are now complete for our new Visual and Performing Arts Centre. It provides contemporary educational spaces for our students including: performance theatre, music and drama areas, visual arts spaces, hospitality areas and gallery spaces.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

Empowering each individual to explore, to learn, to achieve, to grow…

• State of the art learning facilities • Diverse and innovative curricular and co-curricular opportunities • Beautifully landscaped grounds where students can relax, learn and play

OPEN DAY Tuesday 25 October 2016 Tours begin at 4pm and 7pm Bookings: Joanne Sheedy on 9784 0200 For further information please visit our website.

John Paul College, McMahons Road, Frankston Email: www.jpc.vic.edu.au Phone: 03 9784 0200 VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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A Traditional APPROACH

By Victoria Stone-Meadows Catholic secondary school John Paul College in Frankston takes a traditional Catholic approach to education but has thoroughly adopted modern compassion as well.

Mall in Frankston,” Ms Keily said.

The college has become renowned for its compassionate and comprehensive social justice, where the entire curriculum is defined by gospel values and the spirit of Catholic Social Teaching.

It was through this hard and dedicated work on the Community Companion that in 2015, John Paul College had the honour of being presented with an Order of Australia Association Schools’ Project Award.

The program encourages and promotes an awareness and responsiveness to social issues in the community by engaging students and staff in social projects.

John Paul College has many other charitable opportunities and projects for students and staff as part of the social justice focus of the school.

The college facilitates a student directed social justice group for Year 7 to 12 students who have an interest in helping others, as well as many volunteer opportunities.

These projects and programs include opportunities to prepare meal for the homeless and marginalised; work with the St Vincent De Paul Soup Van; participate in the Frankston Community Breakfast; lunch preparation for the homeless and marginalised in Frankston; classroom exchange/ assistance at Nepean School; and the blood donation program with Red Cross Blood Service.

“The main part of the social justice program is the Community Companion,” representative of the college Bridie Keily said.

The Community Companion project is a way for students to direct their compassion and energy into helping a particular part of the community that is especially vulnerable.

“Our aim is to connect with the wider community and really for a bond and a relationship between the school and the community.”

Students also have opportunities to participate in community conferences to discuss problems and solutions from a religious social justice perspective.

“This is a self-funded project where all the funding was raised by students and staff and we all worked together to create it.”

Parents, staff and members of the wider school community are often encouraged to get involved in the programs and work closely with the school to enrich students’ education.

The John Paul College Community Companion was launched in 2014 and since then has been providing the most vulnerable members of the Frankston community with much-needed help.

Ms Keily said the social justice focus of the school gave students opportunities to build a strong foundation in community work, but also learn the lessons of religious charity first-hand.

The student designed food trailer travels into the community to provide those most in need with food, drink, conversation and general support.

“Our aim, as a Catholic school, is we want to serve as Jesus did and serve the community and give back to the community that gives us so much.

“We go out every Tuesday night with staff and students into the Shannon Street

“These programs and projects give a lot of life lessons and build students’ skills.”

The social justice program has the added benefit of giving students the chance to step out in the wider community and understand first-hand the differences in their communities.

“The students get to see a world beyond what they might normally see and this lends them perspective and compassion,” Ms Keily said.

Through the focus of social justice, each year the student leaders from the four houses at the school will select a cause to fund-raise for.

Fund-raising for the social justice projects at John Paul College is planned and enacted through the school Houses Chaminade, D’Houet, Olsen and Turner and are in keeping with Archdiocesan Guidelines.

In recent years, the college has added to its impressive social footprint through the social justice focus of the learning and experience programs.

The students get to see a world beyond what they might normally see and this lends them perspective and compassion.

Manager at Community Support Frankston, Steve Phillips, has worked alongside students from John Paul College in the community many times.

He said the programs run through the school had been great for the community education of the students and he sees a great group of young future leaders in them.

“The college is working on a number of community projects, such as the Community Companion van, and with a reduction in services such as city life and church breakfast no longer running, what the students are doing is just fantastic,” he said.

The efforts of the students across the school are consistently astounding with more than $10,000 being donated through the school year.

“The students are all really community-minded and community spirited and they definitely think about how they can help out.”

“Every year our students and staff are rewarded with an expanded sense of social responsibility,” Ms Keily said.

Mr Phillips said he could see the difference the social justice programs at John Paul College had made in the students he had worked with.

There is also an ongoing and committed global social justice aspect John Paul College has incorporated into the learning experiences of the students.

With programs that run in East Timor, the Philippines and India, students have the chance to broaden their horizons while working to improve the lives of marginalised people.

John Paul College has made a name for itself as a premier educator with core values steadily in line with the Catholic faith.

“The students have a better understanding and empathy for their local community than some other young people around,” he said.

The college sets out these tenets in their social justice policy that says the Gospel values include: dignity of the person; community; equity; inclusiveness; reconciliation; justice; freedom; non-violence; peace; option for the poor.

It is through the two streams of quality education and compassionate learning experiences that John Paul College embodies the teachings of Christ and imparts strong Catholic values in the students.

MacKillop College WERRIBEE A vision grounded in Gospel values and the tradition of St Mary of the Cross MacKillop College Werribee holds a vision grounded in Gospel values and the tradition of St Mary of the Cross. Mr Kennedy, College Principal, is confident when he claims that here “…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.”

Our faith was evident and clearly demonstrated as we gathered as a college community to commemorate the Eucharistic celebration and blessing of ‘The Chapel of Saint Mary of the Cross’ which occurred on 2 March 2016. The Chapel has been a labour of love for the College community and is quickly becoming the heart and soul of the school.

The Chapel enables us to nurture our education in faith and has many significant features including stained glass windows designed

by Josephite Sister, Therese Quinn. The windows symbolically explore MacKillop College’s connection to the local area, as well those individuals significant to the development of Saint Mary of the Cross MacKillop’s spirituality. Two bronze statues by Chris Sage feature prominently at the chapel. The ‘Triumphant Jesus’ hangs over the altar and is a focal point for all liturgy. In the forecourt a bronze of Mary MacKillop engaging with two playful children welcomes all.

The Chapel precinct also includes an outdoor ‘Stations of the Cross’, which incorporate contemporary photography in an attempt to engage students in the message of Christ’s passion. In front of the Chapel a prayer labyrinth has been designed to allow students and staff to reflect on the message of Jesus’ crucifixion and to reinterpret it for themselves.

Our College features 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. MacKillop boasts

a unique Science wing, a 400 seat Auditorium, an outstanding Sports Centre with gymnasium and an exceptional Creative Arts Centre and a dedicated Trade Training Centre along with the development of our contemporary and flexible learning spaces. The College offers a comprehensive curriculum, including a Gifted and Talented program and support to students who experience learning difficulties and provide successful policies that support student wellbeing. The pathways available continues to diversify with MacKillop offering VCE, VCAL and VET subjects as well as the SEDA Sport Development Partnership Program.

MacKillop promotes excellence in the programs offered which include our unique and dedicated Year 9 Campus providing experiences that 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 is continuing its strength in the academic arena with recent achievements including last year’s Dux of the College Yazmin Velarde who has been offered the Monash Scholarship of Excellence and Equity as well as the Vice-Chancellor’s Access Scholarship at Monash University. This prospect provides Yazmin with a fantastic opportunity to launch into a career in the area of Pharmacology or Medicine. We wish Yazmin every success in the future.

Our College continues to be a vibrant, faith-filled learning community as we prepare our students with the skills they need for citizenship and a life of meaning in the twenty first century.

Visit MacKillop College during its Open Day on Sunday 6 November between 10.00am and 1.00pm with a final tour commencing at 12.15pm or simply call the College Registrar for further information.

MACKILLOP

celebrating all life challenging all people dreaming the new day G

G

G

COLLEGE OPEN DAY THURSDAY 27 OCTOBER 4PM - 8:30PM CALL 03 9744 0000 TO REGISTER

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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scr.vic.edu.au

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

1 Macedon Street Sunbury T: 03 9744 0000 F: 03 9744 6182 E: hello@scr.vic.edu.au 43

MAKING A DIFFERENCE Why Cornish College?

ALL children are natural inquirers and powerful learners. We nurture their sense of inquiry and aim to inspire a quest for learning throughout life. We believe passionately in helping each student to reach their potential, and we do this by providing personalised learning from a team of skilled and creative educators.

OUR CURRICULUM Our curriculum is powerful with a focus on academic achievement and generating rich understandings and creativity. Through ‘inquiry’ learning we combine subject-specific knowledge with valuable skills that enable students to learn beyond the classroom.

We offer programs from ELC to Year 12 and understand the importance of flexible teaching to cater for individual learning styles. With a Reggio Emilia influenced ELC, the International Baccalaureate Primary Years Programme and an interdisciplinary, concept-driven middle school curriculum, we provide engaging education with a strong focus on inquirybased learning.

Our Year 12 VCE program goes ‘beyond boundaries’. The College is committed to offering students a wide range of VCE subjects according to the individual pathways that are identified through its careers program. Cornish College’s top 6 ATAR Results in 2015 were made up of three students studying predominantly Mathematics and Science subjects and three students studying predominantly Humanities subjects, highlighting the College’s capacity to provide a comprehensive VCE program.

Underpinning everything is our vision to educate for a sustainable future. We embed sustainability through our Rings of Sustainability, which focus on natural, personal, socio-cultural, urban and technological sustainability. Everything we do supports one of our rings, helping students to understand their learning in a local, regional and global context and how they can make a difference to a sustainable world.

Students, staff and community members form the Rings of Sustainability during Make A Difference Week in 2015.

BEYOND THE CLASSROOM Our 100 acres of natural parkland provides a landscape that supports a range of innovative teaching and learning opportunities.

Our grounds support a rich sports and cocurricular program too. We are the first school in Australia to have our own 9-hole golf course on site, with a golf professional providing innovative programs for students as young as ELC3. Students can follow their passions at Cornish and take part in a range of programs including Climbing, Swimming, Sailing, Equestrian, Dance and Drama to name a few.

BE PART OF SOMETHING BIGGER Overarching everything we do is our motto ‘Make A Difference’. Students throughout the College learn compassion and empathy, and they are challenged to make choices that will have a positive impact on the world. By developing the whole child, we create problem solvers and leaders who can truly make a difference within their community and globally.

Opportunities to make a difference happen throughout the year but have a focus during Make A Difference Week (or MAD Week).

We work as one big community, across year groups, to deliver tangible change for the College and for others.

We live our motto internationally too during a 12 day Make A Difference Experience in Thailand. This empowering program offers Year 9 students a great opportunity for personal growth and the learning continues at home as students reflect on their experience through the Global Sustainability Program when they return.

With our passionate and skilled teachers, well-rounded and able students and a wider community that truly supports and cares for each other, Cornish College can be the difference for your child.

Lifelong learners. learners.

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Cornish College | 65| 65 Riverend Road, Bangholme, VIC 3175.

Cornish College Riverend Road, Bangholme, VIC 3175.Telephone Telephone+61 +613 39781 97819000 9000

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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ST JAMES COLLEGE A smaller school with big results ■ ST JAMES COLLEGE is a Catholic Regional College and a Year

Education and VCE Business Management. St James College

7 - 10 school, where we engage young men in positive learning

also offers Certificate courses in Furnishings and Creative

relationships to provide opportunities for success.

Industries.

■ The Religious Education and Faith Development program is given priority at St James College. We continue to develop our

■ Our students participate in a broad range of Cultural activities and Sporting competitions through the Southern Independent Schools Association.

mission to assist parents nurture the spiritual, personal and ■ St James College provides opportunities for young men in

academic growth of each young man.

Years 9 and 10 to begin to follow employment aspirations ■ At St James College, we work with students and parents to set

through TAFE accredited courses.

Personal Learning Goals for each student. These goals draw on individual student achievement data to enhance and support the learning process for each young man. Our goal is to improve

■ A comprehensive Transition Program operates with primary schools, De La Salle College Malvern, St Bede’s College Mentone and TAFE institutions.

student achievement in all areas of the curriculum integrated ■ College tours are held on Friday mornings and are an ideal

with advances in technology.

opportunity to experience the nurturing community St James ■ St James College offers accelerated studies in Mathematics, English, Science, Health and Physical Education, Outdoor

46

College offers. Contact the Registrar on 03 9575 8100 or registrar@sjcbe.catholic.edu.au to make a booking.

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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Prep them well for VCE

Prep and Year 5 Vacancies Available We have limited vacancies available for Prep and Year 5 school start in 2017 and beyond.

‘SCHOOL ALIVE’ Tour dates for 2016 I WEDNESDAY 31 AUG I FRIDAY 7 OCT I We are happiest when prospective parents and students pay us a visit. Come and chat to our staff and students at one of our School Alive Tours. Experience the vibrant learning atmosphere of a normal school day. Can’t make it?

Then book into one of our weekly scheduled tours. To confirm your attendance on a tour please call Shirley Seit on 9334 0140.

Coburg: Glenroy, Hadfield, Coburg North, Coburg, Pascoe Vale South, Strathmore, Essendon Moonee Ponds: Kensington, Newmarket, Ascot Vale, Moonee Ponds, Essendon, Aberfeldie, Niddrie Caroline Springs: Delahey, Taylors Hill, Caroline Springs, Burnside, Deer Park, St Albans Williamstown: Williamstown, Newport, Spotswood, Yarraville, Footscray, Maribyrnong, Avondale Heights

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Four dedicated bus services as of 2016

Dual Campus: Keilor and Taylors Lakes www.overnewton.vic.edu.au A Prep to Year 12 co-educational college providing a quality education in Melbourne’s North West.

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Mount Lilydale Mercy College Sitting atop the hill on the edge of the Yarra Valley, Mount Lilydale Mercy College is preparing students for a life beyond secondary schooling.

Immersed in the traditions of Venerable Catherine McAuley, students at our school experience learning, love and life.

Established in 1896, Mount Lilydale Mercy College is celebrating its 120th anniversary this year. From humble beginnings as a school for ODGLHV WKH &ROOHJH KDV HYROYHG LQWR D PRGHUQ FR HGXFDWLRQDO HVWDEOLVKPHQW +DYLQJ XQGHUWDNHQ D VLJQL¿FDQW EXLOGLQJ DQG UHIXUELVKPHQW program over recent years, the College now boasts a multi-purpose gymnasium, a new wing with modern science and technology facilities, a Memorial Chapel, and a specialist Year 7 learning area with dedicated creative spaces designed to cater to all aspects of transition to the College and secondary education. A Master Plan has been established to ensure that the College continues to provide a quality education in a modern environment.

In addition to a strong emphasis on traditional education, students of Mount Lilydale Mercy College have every opportunity to experience SHUVRQDO JURZWK DQG IXO¿OPHQW )URP SDUWLFLSDWLQJ LQ OHDGHUVKLS SURJUDPV SHUIRUPLQJ LQ DQQXDO SOD\ DQG PXVLFDO SURGXFWLRQV XQGHUWDNLQJ social justice activities such as assisting with the weekly soup van, to harvesting home grown produce and representing the College in almost anything, including pursuits such as chess, debating, team sports to weight lifting.

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School Tours available fortnightly For bookings and enquiries please contact our College Registrar on 9735 4022 or email at registrar@mlmc.vic.edu.au

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“MLMC is a great school, if you are having trouble the teachers will help you and make sure you understand it.”

Year 7 Student Reflection

“Mount Lilydale has really helped me to step out of my comfort zone and get involved in the opportunities that are given to you. I have made so many new friends.”

Year 7 Student Reflection

Mount Lilydale Mercy College A Ministry of Mercy Education Limited 120 Anderson Street, Lilydale 3140 P: 03 9735 4022 | E: principal@mlmc.vic.edu.au | W: www.mlmc.vic.edu.au 1233402-CB34-16

THE CITY SCHOOL FOR GIRLS Celebrating our 160th anniversary in 2017, our long history of educating girls means we have evolved with each generation of young women who have graduated through our gates.

Transitioning to secondary school can be an exciting and nervous time in your daughter’s journey. It shouldn’t be disruptive to her learning or social activities. That’s why at the Academy of Mary Immaculate, we structure our College programs to build a sense of belonging.

DISCOVER BELONGING Before starting Year 7 with the Academy, your daughter is welcomed at our annual Orientation Day. Here she meets her classmates, her teachers and begins to form the initial bonds that will carry her through her secondary schooling. Of course, anyone starting out has many questions about how things work, what to do, what not to do and where to go. Our Big Sister/Little Sister program pairs an older Academy girl with your daughter to make sure she has someone who has been there before, someone she trusts and who can answer her questions.

DISCOVER INDEPENDENCE Participating in house sports – like athletics, swimming and team sports – isn’t just about health and fitness. Sports teach Academy girls how to set and strive for goals, and how to deal with successes and failures. It is here, too, that our girls learn most about themselves. This is why the Academy offers other activities including visual and performing arts. For example, learning an instrument takes great discipline and commitment.

Your daughter can study wind, brass or stringed instruments.

And what she learns in the classroom is celebrated at performances.

DISCOVER CULTURE We are a smaller sized school, which builds a community of lasting friendships and peer support. These groups regularly explore the classroom outside our school’s gates –

“Our Year 7 Music Breakfast is a wonderful way to showcase the development of our youngest musicians supported by some of our more experienced ones.”

Director of Performing Arts

Melbourne. From our location beside the Carlton Gardens at the city’s edge, we have easy access to important learning and cultural centres around the CBD – the Museum, the NGV, ACMI, universities and historical sites. Our inner city location helps students develop a social awareness that equips them for higher education, travel and life.

DISCOVER ADVENTURE Year 7 Camp is the final formal transition activity for our latest Academy girls. The camp, early in the year, brings together girls in a team environment that reinforces the values the Academy of Mary Immaculate teaches. We also have many other co-curricular activities that allow your daughter to look outward. Our campus extends to sister schools in Italy and Japan and study tours to France. In her later years, these journeys can open up new horizons and experiences.

DISCOVER EXCELLENCE Academy girls year on year achieve well academically. In 2015, our VCE results were in the Catholic schools Top 10 Best Results in the state. As such, we keep our programs and curriculum relevant to what is happening in the wider world.

Future generations will more and more incorporate technologies in their lives. So, we’ve created experiential learning spaces, these ‘digital classrooms’ are collaborative environments where your daughter engages with informative content. She will extend her previous knowledge of digital landscapes to ensure her mastery over any medium.

Elsewhere, she can participate in enrichment programs, like Budding Biochemists. This is a hands-on program where girls undertake challenging experiments using research-grade equipment in our dynamic science centre.

You can join us for a Talk and Tour to discover for yourself the Academy difference. Enquiries and bookings are welcome on 03 9412 7100 or email registrar@academy.vic.edu.au

CATHOLIC SCHOOLS

TOP 10 BEST RESULTS VCE 2015

DISCOVER OPPORTUNITY

‘the city school for girls’

In the heart of Melbourne’s cultural and educational precincts the Academy of Mary Immaculate offers an education that goes well beyond the classroom.

Please join us for a Talk & Tour. Call or book online.

Enrolments for Year 7 2018 close 16 September 2016

88 Nicholson St Fitzroy VIC

opposite Melbourne Museum

A Ministry of Mercy Education Ltd ABN 69 154 531 870

61 3 9412 7100 academy.vic.edu.au

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Celebrating

years of Quality Education

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For a Prospectus, College tour booking or enquiry, please contact our Registrar on 5941 7544 or enrolments@lakeside.vic.edu.au Lakeside College

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|

2 Portobello Road, Pakenham VIC 3810

|

Phone: 03 5941 7544

|

lakeside.vic.edu.au

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Learning ABCs, 123s, reading and writing IS CHILD’S PLAY when the learning pathways of the brain are stimulated to optimize the course of natural development.

www.gymbaroo.com.au T: 1800 GYMBAROO VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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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.

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

■

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

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

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.

■ 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.

■ 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.

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

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it look like you are having fun as well! The sooner you start, the better!

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!

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

■ 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.

the TV on all the time.

TEENAGERS 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: ■ 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.

■ 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?

■ 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.

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

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THE GEELONG COLLEGE Developing emotional intelligence is all in a day’s work.

Emotionally Intelligent people capable of building strong relationships in their personal as well as their working lives, who are resilient and adaptable, and with a strong sense of self are highly valued in society.

“At The Geelong College we recognise this and value every child’s wellbeing. Through the Triple R social and emotional learning program extensive resources have been committed to developing a common language for students, staff and parents. Our big three r’s are no longer Reading, Writing and Arithmetic, as important as these are, but Resilience - I can, Relationships - I care and Reflection - now I see” explains Joan Gill, Director of Student Wellbeing. “Students, staff and parents can grasp these key words and use the associated program to be agents of their own wellbeing, sharing the journey with their parents and others close to them.”

Triple R runs across the school from Early Learning to VCE, each stage building on the students’ learnings through a range of age appropriate activities.

Ms Gill believes that the most powerful learning for preadolescents is pro-social behaviours. “It is so important that these young children learn how and why we interact with others, how we can build a range of relationships which are mutually respectful, and underpin that with a strong sense of self and self-worth.”

In the Junior School (Early Learning to Year 3), children participate in a play based program which builds core values and develops a common language as a tool for self- reflection, and for developing positive behaviours. From as young as three, children engage in regular mindfulness sessions designed to encourage them be able to regulate themselves, and seek calm and focus when appropriate.

It has been well documented that students need to feel safe and happy in order to learn well but in the past educators have largely only paid lip service to the critical role emotions play in learning.

With the increasing levels of mental illness, specifically anxiety and depression, good schools are responding by creating the contexts to help to build strong social and emotional health.

One of the growing trends is the recognition of gratitude as an enhancer of wellbeing. To remind ourselves of what we have and how we can make a contribution to the wellbeing of others.

“Young people learn when they walk a mile in someone else’s shoes, and our students, through their experiences globally and locally, genuinely want to make a difference by building community and encouraging and appreciating diversity. Their gratitude and energy flows back into Geelong College to build the social capacity of our community and make it a welcoming and inclusive place to learn” Ms Gill said.

Ms Gill explains the overall aim of Triple R program. “We want to instil a sense of self-worth and an optimism that enables students to recognise and manage their emotions, to make good decisions, to be respectful and inclusive in their relationship building, to be effective goal setters, to be flexible in their thinking, and to thrive as children, young people and ultimately adults.”

Learn more about Geelong College at geelongcollege.vic.edu.au or phone (03) 5226 3156 to arrange a tour.

GEELONG COLLEGE, SHAPING THE FUTURE.

As children grow older, the program focuses more and more on making good choices in all aspects of their lives. They explore what can impact on decision-making, including peer and social pressures, and how they can navigate their way through a complex world full of exciting possibilities, as well as threats to their wellbeing.

It is not only in the classroom that social and emotional learning plays a role. Coaches and sports teams are working with this type of learning to ensure that students’ sporting experience enhances and optimises their mental as well as their physical wellbeing. The Geelong College extensive learning outdoors program provides further opportunities to explore Triple R. Within each adventure, activities and program formats are designed to challenge the students with a special focus on resilience, goal setting, challenge, personal reflection and team building at an appropriate level.

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MELBOURNE FOOT, ANKLE AND walking CLINIC Special interest in growth and development of children 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.

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.

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.

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

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

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PRESENTATION COLLEGE WINDSOR Principal’s Welcome – Today, we remain committed and forward-thinking.

I welcome you to Presentation College Windsor (PCW Melbourne), where the dignity of all is upheld. Our Mission is to welcome, encourage and nurture our Students and Staff, as we build our shared and hope-filled experience of God and Church.

As the second oldest Catholic Girls’ School in Victoria, we celebrate 143 years of Faith and Academic Excellence in the Presentation Tradition, and enjoy the proud reputation of pioneering women’s further education in Melbourne.

Today, we remain committed and forward-thinking. Our girls are globally connected through numerous partnerships, including the University of Melbourne, Monash University, Swinburne University of Technology, the City of Stonnington, and, as a Candidate School for the International Baccalaureate. They are encouraged and supported to achieve the highest level of excellence. Our girls are educated to be informed and skilled, resilient, positive and compassionate; in short, modern, 21st century women.

WHAT WE OFFER AT PRESENTATION COLLEGE WINDSOR (PCW MELBOURNE): ■ A school where our students are genuinely happy to attend; feel safe, supported and challenged in this positive learning environment ■ Dedicated

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teachers,

committed

to

their

profession,

encouraged and involved in continuous learning and selfimprovement ■ A contemporary curriculum—broad and diverse o junior students provided with the academic rigor of core subjects and the stimulating interests of a broad range of electives o senior students provided with a range of future pathways, including a full suite of VCE and VET subjects, and a highly innovative VCAL program ■ A genuine sense of Community: “friendly”, “welcoming”, “caring”, “supportive”: words most often used to describe us The strong Community and International partnerships we forge proudly enable PCW Melbourne to offer Personalised Learning Programs and extensive Co-curricular activities.

Located close to iconic Chapel Street, Windsor Station and an extensive tram network, our College is easily accessible for our students who travel from all over Melbourne.

I am proud of this vibrant learning community. I invite you to visit the College, explore our website and see for yourselves the stimulating world of PCW Melbourne.

Filina Virgato Principal, PCW Melbourne

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For further information contact Presentation College Windsor (PCW Melbourne) on: Ph: 8517 2777 W: www.pcw.edu.au

CHRISTIAN SCHOOLS COLLABORATING USING TECHNOLOGY Video conferencing is a tool that can break down geographical barriers In 2015, Kerang Christian College constructed the second stage of the Secondary School Wing at the College, which was officially opened on the 21st April 2016. A key feature of this building project was the development of a second video conferencing facility at the College. This facility allows our students and teachers to work collaboratively with other schools and resource providers. Our students are looking forward to attending “virtual excursions” and accessing courses that may not be available at our school. We know that video conferencing is a tool that can break down geographical barriers and allow us to offer enriched educational opportunities for our school community.

The building project will have long-term benefits for the College beyond the current needs in 2016. We hope to allow students to share their classes via video conferencing with students from other schools, increasing opportunities for our students to study a breadth of subjects. This is a wonderful opportunity for a small, rural school such as Kerang Christian College. This infrastructure will provide an opportunity for more students at the College to complete VCE studies.

The video conference facilities are viewed as a key information and communications technology tool for the College as we expand further into Senior Secondary in 2016. We are aiming to increase our interaction and communication with other schools for the benefit of all students in the College. This includes student-tostudent, teacher-to-teacher and teacher-to-student interactions.

Our College has established some partnerships with other Christian schools throughout rural and regional Victoria with the assistance of the Victoria / Tasmania branch of Christian Schools Australia (CSA). We are looking forward to the ongoing potential of sharing teaching resources between schools to best meet the learning needs of our students and students in other rural communities.

The former Victorian Minister for Education highlighted the benefits of video conferencing for rural schools stating that this type of initiative enables “… schools to log on and link up with other schools across the state to share classes and provide students with greater subject choice and more educational opportunities.”

Furthermore, he noted, “It will now be possible for smaller rural

schools to offer particular VCE classes to just one or two students by linking in with a class hundreds of kilometers away” (Office of the Premier, 2011, p.1).

The video conferencing facilities will also provide the College with an opportunity to expand the school professional learning and development program for staff. Evidence shows that networked learning communities produce greater outcomes than schools operating alone. Video conferencing can assist in gaining easier access to professional learning in the areas of curriculum development, student wellbeing, teacher support and networking with colleagues from around the world.

The development of video conference facilities at Kerang Christian College has been a significant initiative during the past two years.

Resources such as the video conference rooms provides the College with an opportunity to break down barriers that traditionally impact the success of rural schools. This type of infrastructure will bring the world to the classroom for our students.

Michael Bond, Principal / CEO Kerang Christian College References: Office of the Premier. (2011). New Victorian Government video conference initiative creates virtual classrooms [Press release]. Retrieved from http://www.premier.vic.gov.au/.

You are invited to join our friendly school family on the next chapter of our stimulating journey.

Our Motto: Integrity, Faith and Family Our Vision: Kerang Christian College aims to provide a solid foundation of academic excellence and spiritual growth towards authentic Christian living.

Our School Values: A key strategic priority for Kerang Christian College is the development of a culture that has a passionate pursuit of academic excellence. The College also aims to achieve an integration of Christian faith and character in students. Furthermore, the College aims to equip students for service and citizenship as an expression of their Christian faith.

Our School Facilities: The physical landscape of the College has rapidly changed during the past five years with new modern infrastructure developed throughout the College property, beautifully linked with red brick pattern paths and lovely gardens.

Key facilities include:

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Visual Arts Wing | Computer Lab | Food Technology Careers Room | Video Conference Rooms VCE Garden |Textiles Facilities | Library Complex Year 9 Learning Centre | Learning Support Primary School Sensory Garden | Wood Technology Science Laboratory | Performing Arts

Connecting with us: We know that developing a connected school community is important for the overall educational experience for our students. Whether you’re interested in our curriculum initiatives, our student achievements or attending the next event at the College, you’ll find an appropriate social site to follow here or a web page with additional information.

https://facebook.com/kerangcc

https://twitter.com/KerangCC

www.kccs.vic.edu.au

98 Wyndham Street, Kerang, Vic 3579 | p: 03 5450 3894 | f: 03 5450 3895 | e: admin@kccs.vic.edu.au | w: www.kccs.vic.edu.au

WISEONES What do you mean by gifted?

WHAT DO YOU MEAN BY GIFTED?

I’ve seen too many psychiatrists and I know what they mean and how they manipulate you. I’m smarter than you know.

When you use that language I know you are trying to manipulate me straight away.

If I do what you want I have no autonomy.

I WILL NOT co-operate in your self styled rescue plan for me.

I’d rather stay a non reader, non speller, non cooperative than do what YOU want. Anyway it is habit now – it’s who I am.

TYPE 4

■ Do you mean potential or talented?

■ How do you tell?

■ What tests work? What factors do you take into account?

WHY DO I NEED TO KNOW THIS? ■ Why don’t IQ tests done by psychologists work well for all the gifted?

■ What if they can’t read or spell or they never do what you tell them?

1. There is a lot of pain in being an unrecognized gifted person.

2. Being different is not so socially acceptable.

3. It is very lonely when no-one else thinks or learns like you.

4. Multi ability classes bore you stiff and eventually you do something.

5. It is very difficult to find out who you are as you are pretending so much to be accepted. “ I’m not so smart but I’m quite good at sport.” “ I’m a fashion plate so I don’t have brains for you to be scared of.” YES, at the OK World Conference I found that that is the base of resentment, bullying, put downs, fear, jealousy, even laws.

TYPE 1 A level student.

Does homework and lovely projects.

Polite and well mannered Clean and wholesome looking Parents involved in homework and school activities Goes to camp and excursions Helps others and is kind.

UNDERACHIEVER go up a grade.

So, I’m dumb. At least your actions tell me that I’m dumb.

Every year it is the same = remedial reading, remedial spelling, remedial maths, don’t go in any competitions. Maybe even stay home for NAPLAN. Am I only a weakness? Can’t you see anything else.

I handle the ball better and use better strategies than all the other boys. I learn from videos and know a LOT – just not your kind of knowledge TYPE 5 Well, OK I did not come to school yesterday.

OK so I did not hand in my homework on time.

Yes it seemed I was cheeky to the teacher but she was wrong in her science. Her teaching was so out of date. It’s not like that now.

Well, yes I am playing in a world junior chess championship and it was in our daytime as it is based in the USA. The time zones are different.

If you had not asked and just blamed me, then I could not have explained to you that I have other priorities than school. You know I know all this stuff anyway. Have known it for years.

SELF MANAGING ACHIEVER – JUST NEEDS A GOOD COACH

TYPE 2 Divergent Cheeky maybe rude or Manipulative Escapes from class when possible – it is not a weak bladder Sits outside Principals office often – where is the knowledge base?

Maybe a graffiti artist? What is this child’s art like?

Maybe class clown or is it a divergent sense of humour?

Good at distracting teacher off the point – that is the point.

GET DIVERGENT YOURSELF - link art to lessons.

TYPE 3 You are not going to get me doing what you want.

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WISEONES

WiseOnes was founded by a “retiring” school principal in Oct 1997. Pat Slattery, who is a parent of gifted children, had always provided different learning for different learners . These are her photos. A proven innovative leader and Associate Fellow & Life Member of ACEL, she started this gifted program to supply a need. Government funding comes and goes but giftedness lasts.

Parent funded is the only way it lasts. It costs schools nothing and they get free early identification assessments, staff and parent meetings as well. NAPLAN results soar too and this is against the gifted trend to down and down as announced at the ACEL Conference in 2014. WiseOnes experience give them a 20+% increase. We are delighted with the schools’ results.

For further information on this program, contact Pat Slattery on M: 0418 578 552 Or Email: fastlearners@outlook.com

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“BEING CLEVER DOES NOT MAKE YOU HAPPY BUT BEING WISE DOES”

CELEBRATING 20

years

At Thomas Carr 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 friendly community where each person is valued and spirituality is nurtured. In the spirit of Archbishop Carr, young men and women are encouraged to strive for excellence according to their individual gifts and are challenged to pursue justice in the world.

and III courses in Carpentry, Furniture Making, Brick and Block laying. The facility has the latest in technology, a very well-resourced workshop and learning studios and 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.

Our College is an innovative educational community, providing the latest technology, buildings and facilities. We offer an engaging curriculum which equips our students with the knowledge, skills and attributes for the future.

Powerful learning is facilitated by dedicated staff who nurture faith and positive relationships. The holistic education which we provide helps students to develop independence, responsible and informed decision making, and respect for themselves and others.

Also at Stage 2 our beautiful architecturally designed Chapel became the central focus of the Catholic Identity of the College and a reminder of the important place of faith in the education of students.

Thomas Carr College Principal – Dr Andrew Watson

Thomas Carr College celebrates its 20th anniversary in 2016. From humble beginnings in 1997, with 72 Year 7 students, the College now has around 1200 students. Modern facilities allow our students to excel in an environment conducive to learning. College programs such as the innovative and unique iD9 program (a specialised curriculum that includes a 3 week residential country experience at our Good Samaritan Country Campus near Colac and an intensive city experience) allow them to be the best they can be.

At Thomas Carr College they will shine.

Master Plan: In 2014 the College 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.

In 2015, stage 2 saw the completion of the College’s $3 million Trade Training Centre which allows for the delivery of Certificate II

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Our exciting capital development works at Stage 3 of the 10 Year Master Building Plan are currently in progress, to be completed in 2017, and include:

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.

Extension of Gymnasium – Extension to double the size of the existing gym including 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 College now and in the future and their progress can be viewed at our Open Day on Sunday October 23 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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Join us at Thomas Carr College Open Day – October 23 College Tours – August 9, September 13 and November 8

35 Thomas Carr Drive, Tarneit, Victoria, Australia, 3029 T +61 3 8734 2444

Please visit our website www.thomascarr.vic.edu.au VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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HEATHDALE CHRISTIAN COLLEGE Christian Education at Heathdale Christian College IT is an incredible privilege to be directly involved in the lives of young people. As a Christian learning community, HCC aims to help students see and understand the world through the perspective of God’s truth, as revealed in the Bible. As students pursue their education and develop their character and life values we aim to prepare them to live lives that reflect, serve and honour God in every area of life. Our community is one which builds a unified view of love and learning between students, teachers and parents.

PARTNERING WITH PARENTS At HCC we believe that parents have the ultimate responsibility before God to raise their children. As a Christian learning community our responsibility is to inform, advise and help parents to understand educational / learning trends and what happens during a regular school day. We support parents by providing their children with a sound education which encourages Christian values and character.

THE CRUCIAL ROLE OF STAFF All staff at HCC support the Christian ethos of the College. As teachers work with the students placed in their care they have opportunities to support and nurture them as well as model what it means to live a life that honours God. This involves helping students to discover God’s love, teaching them about Jesus Christ and how they can have a personal relationship with Him and encouraging them to identify and develop their God given gifts and talents.

In using a variety of teaching methods, teachers can enable students with different learning styles to experience success in

their learning. Our staff strive to foster a culture that celebrates success and creates opportunities for students to maximise their potential as independent learners as well as valued members of the wider community.

LEARNING THAT MATTERS The dimension to learning that distinguishes Christian education from other styles of learning is that it is underpinned by a biblical world view. All areas of the curriculum are taught in the light of God’s purpose for our lives.

We build solid foundations across all subject areas in order to prepare students for the world in which they live. In addition to the core skills of Literacy, Numeracy, Digital Applications and Science, it is essential that students develop the ability to think creatively and critically. To do this well our curriculum is informed by an appropriate balance of contemporary research and tried and tested practices. We aim to provide students with the skills they will need to access opportunities into the future.

SIGNIFICANCE OF THE INDIVIDUAL At the heart of Christian Education, we recognise that in the eyes of God, each person is an individual of great value. As teachers provide learning opportunities they are able to observe and evaluate each student’s needs in order to nurture the development of his or her gifts and talents. In such an environment each student is able to flourish and develop a love and respect for self, others and for God’s world.

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HERITAGE COLLEGE In Him We Live Heritage College is a Christian college in the south eastern corridor of Melbourne. Nestled in the green hills of Officer on Starling Road, our Secondary Campus offers education pathways for students wishing to enter university through VCE, as well as VET and VCAL options. Officer Campus is also the site of the new Primary Campus, currently offering from Prep to Year 3, but adding a Year 4 stream and Kinder in 2017. This will be an exciting addition to Heritage College. Our second campus is situated on Centre Road in Narre Warren South, and is an established Primary Campus which has been offering quality Christian education in the local area for over 20 years. With three campuses working together, we are able to offer experience, exciting growth and innovative and up to date curriculum for students from Prep to Year 12.

rounded and balanced members of our society, individuals who understand that life has a reason for existence and a positive hope for the future in Christ. This is the reason for our motto, In Him We Live.

We believe that who our students become is as important as what they become, and as such values education is integrated with academic learning. Based on 1 Corinthians 13, that beautiful passage of Scripture often referred to as The Love Chapter, the values of Heritage College are taken directly from the Bible. Love and Service underpins everything we do â&#x20AC;&#x201C; love for others and building a lifestyle of service to others are the key goals for which we aim. We believe that all other values come from this, values such as respect, honesty, excellence and integrity.

Rhonda Belson, As a College we believe that it is our job to develop Heritage College the God given potential of every student. We also Principal Heritage College is experiencing an exciting time believe that God has a plan for every person and of growth. A new block of Primary Classrooms is this means that every one of our students is valued as an nearing lockup stage at Officer Campus and will soon be ready for intentionally created being of the Creator God. Supported by a students. This will leave the current purpose built Early Learning team of dedicated Christian teachers, and with smaller class sizes, Centre building, currently being used by the Primary classes, ready each student is able to receive more teacher time and so be to receive the Collegeâ&#x20AC;&#x2122;s first intake of Kinder students next year. assisted at their point of learning need.

We are also in the process of planning the next stage of development at Officer, a Multipurpose Centre that will include an School however, is about more than academic achievement, and indoor sport facility. at Heritage College we believe that every student has talents and abilities that it is our privilege to nurture. This is why we plan for If you would like more details regarding what Heritage College the holistic development of every student - academic, spiritual, offers, you can go to our website at www.heritagecollege.com.au physical and social. As Christian educators, we have a unique or phone the College on 9796 0100 to have your questions opportunity to help families and their children to become well answered. My friendly staff will be only too happy to help you.

Heritage College

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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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www.paulsadlerswimland.com

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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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.

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Looking for an inner city secondary school for your son where he will be known supported and inspiredʷ Come on a Simonds Catholic College 7RXU DQG \RX ZLOO ÀQG RQH

Tour Dates and bookings at www.trybooking.com/JORC

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Join one of our weekly tours conducted by our Principal to see the school in action.

Tours run on different days of the week, but always at 9:15am Bookings essential: www.trybooking.com/JORC or contact our Registrar on 03 9321 9206 or email enquiries@sccmelb.catholic.edu.au IC C O LL

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St Mary’s Years 7-10 Campus: 273 Victoria St, West Melbourne 3003 St Brigid’s Yrs 11& 12 Campus: Cnr Alexandra Pde & Nicholson St, Fitzroy North 3068 T: 9321 9200 E: enquiries@sccmelb.catholic.edu.au W: www.sccmelb.catholic.edu.au 1235025-KC34-16

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Genazzano FCJ College Genazzano FCJ College is a Catholic day and boarding school located on Cotham Road, Kew. It is proud of its 127 year history, its past and present students, and importantly, its community.

Together as educators, parents and friends, we work to create a learning environment permeated by the richness and traditions of our faith and the Ignatian heritage of the Sisters, Faithful Companions of Jesus.

Ours is a College where intellectual pursuits flourish in a climate of excellence and enquiry.

Our core values include a passion for life, a love of learning, and the courage and confidence to lead and serve others.

These values encourage our students from ELC to VCE to approach life with optimism, to be creative learners looking for ways to contribute to society and to be actively engaged with issues of social justice.

At Genazzano young women learn to lead and inspire others, embrace life and go confidently into the world. The community is vibrant and energetic, which seeks to positively influence all aspects of a student’s development. At Genazzano, learning and well-being go hand in hand.

Our College’s exceptional facilities are surrounded by beautiful park-like gardens, which collectively work to immerse students in a unique learning environment and a wonderful setting for many of the College’s leading co-curricular activities.

Employing a ‘personal best’ model, Genazzano aims to identify the capacity of each girl and encourage her to set her sights ever higher.

At every level of a girl’s learning, she will be challenged, stimulated and supported by a highly qualified teaching body.

The College is renowned for providing a wide variety of opportunities. Academically, musically and recreationally, Genazzano offers students a rounded education that prepares them to become resilient, adaptable and confident women.

A Genazzano education encourages students to view the world critically, to be discerning in their decision-making and, most importantly, to view learning as a life long journey limited only by the restrictions we impose upon ourselves.

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2016 COLLEGE TOURS Open Mornings: • Tuesday 9 August and • Tuesday 11 October Open morningvs run from 9.30–11.00am and provide an opportunity to hear from the Principal, explore the College and speak with senior staff.

Register online at www.beinspiring.com.au or call Reception +61 3 8862 1000 and ask for the Director of Admissions.

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Genazzano FCJ College, 301 Cotham Road, Kew Vic 3101 Tel: +61 3 8862 1000 Fax: +61 3 8862 1133 E: enquiries@genazzano.vic.edu.au W: www.genazzano.vic.edu.au

GROWING IN EVERY WAY Looking out for others and working towards the greater good.

Enrolment figures, student achievement results and wellbeing reports all point to a flourishing future for Catholic education. In the last five years, 10 new schools opened their doors to Catholic learning and teaching and that growth is set to double in the next decade with 19 schools to open by 2025.

Last year’s Household, Income and Labour Dynamics Australia (HILDA) report – widely acknowledged as a comprehensive insight into everyday Australia – reported a low prevalence of bullying in Catholic schools.

Total enrolments in Victoria’s 493 Catholic primary and secondary schools climbed to 207,000 in 2015, and will extend beyond 210,000 this year.

Eighty five per cent of Catholic secondary students reported never experiencing bullying, a figure that reinforces internal data indicating a decline in Catholic school bullying and provides positive reinforcement of the many programs aimed at creating zero-bullying-environments.

“The fact that our new strategic plan includes a provision for 14 primary and five secondary schools in and around Melbourne and Geelong in such a short time is a sense of great pride for everyone involved in Catholic education,” Executive Director Stephen Elder said.

“Our aim is to provide a values-based school education for every Catholic family that chooses one, and that means our planning department is very busy right now,” Mr Elder said.

“Looking out for others and working towards the greater good are two of the most important values of a Catholic education,” Mr Elder said.

“We instill a richer and fuller understanding of social and moral values and know that fuels the desire to take action and leadership, and help make the world a better place.”

“We are committed to the notion that a co-ordinated, community based approach is the best way to build new facilities and, in turn, provide school choice for parents,” Mr Elder explained.

Long standing academic achievement is one of the main reasons for the appeal and popularity of Catholic schools. And once again 2015 testing produced outstanding results.

On average across all NAPLAN year levels (Years 3, 5, 7 and 9), Victorian Catholic education excelled. Ninety eight per cent of students posted results at or above national minimum standards (NMS) in both numeracy and reading, while 96 per cent registered at or above NMS in spelling, writing and grammar and punctuation.

In Year 12 VCE, the average Median Study Score – universally regarded as the best way to judge performance – for Archdiocese of Melbourne Catholic schools (31) was a full two points above the Victorian-all-schools figure (29). Satisfactory Completion Rate figures show that 55 per cent of Melbourne Archdiocese Catholic schools returned 100 per cent completion rates in 2015, compared to 43 per cent state wide.

The number of completion rates at 99 or 100 is an impressive 85 per cent of schools and compares to an all-Victorian school figure of 53 per cent.

This data also supported an independent Melbourne University research report released last year that found ‘a Catholic Year 12 student will achieve a result – on average – six ATAR points higher than a comparable student at a government school’.

Importantly the research proved the ATAR advantage exists for all Catholic students, not just high performers.

CATHOLIC SCHOOL GROWTH BY 2025 Proposed new Catholic • Merrifield West Primary Schools • Bannockburn • Wallan • Docklands/ • Craigieburn Fishermans Bend • Torquay North Proposed new Catholic • Wollert Secondary Schools • Diggers Rest • Armstrong Creek • Melton South • Wyndham Vale • Wyndham Vale • Doreen • Armstrong Creek • Melton South • Werribee • Bacchus Marsh • Docklands/ • Greenvale Fishermans Bend

All Victorian Schools

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Those plans revolve around a concept of ‘overarching social hubs’ that directly connect schools with kindergartens and early learning centres, community services, health, sport and local business.

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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 2018 & 2019 ONWARDS ARE NOW BEING ACCEPTED LIMITED PLACES AVAILABLE FOR 2017 BUS SERVICES TO MELTON, ROCKBANK, BACCHUS MARSH, DERRIMUT & TAYLORS HILL VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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Ave Maria College AVE MARIA COLLEGE is distinct in being a Franciscan inspired College for girls, small in number but large in heart and mind! With an enrolment of 800 we are able to ensure every girl is known and Ǥ ơ range of subjects and co-curricular Ǥ ǡ Ƥ ǡ compassionate young women are our speciality.

The girls at Ave Maria College can and do achieve great success, in its many expressions. They are expected to strive, to explore, to speak up, to be kind and reach out and to foster a mastery approach.

Of course, every student is unique. They ơ ǡ abilities, and individual needs. Our teaching purpose and passion is to help each girl tap into their inner strength and help them discover all that they are, with an eye to the future equipped with Ƥ ǡ ǡ towards others.

The Digital Classroom is the new normal at Ave Maria College. No longer an extension of our teaching and learning, technology is now fully integrated. All classrooms, all students ơ facilities and devices embedded in learning activities.

All students are issued with a device to assist their learning. In addition all classrooms are equipped with current technology to aid teaching and learning. ơ in their classes utilising Educational apps, resources and assessments as well as our integrated learning management system.

We are Ave Maria College; a Catholic community of excellence. We look forward to welcoming you to our place of peace, truth and love for young women.

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ơ a great strength. Their expertise, their commitment and their shared belief in the girls is evident and very much a

distinguishing feauture of the College.

Together, they work passionately to be at the forefront of excellence in the science of learning and the art of teaching.

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Ave Maria College A Catholic College for young women built on the Franciscan values of truth, love and peace.

Limited places available for Year 7 to 12 in 2017.

Contact the Registrar on 9331 9300 or via email at registrar@avemaria.vic.edu.au

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An important aspect when considering a quality education for your daughter is seeing the prospective school in action. ǡ ơ students during a tour of our College. We encourage you to contact us for more information. Bookings are essential.

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RED ROCK CHRISTIAN COLLEGE ‘Preparing Students to Influence their World with Integrity’ We believe the culture of the school embodies the beliefs; teaching and learning, wellbeing and discipline philosophies of the College.

None of these can operate effectively in isolation from the others, and each should equally and consistently reflect our core beliefs.

We are a Positive Education school, and the three core areas of focus of our wellbeing approach are developing a strong positive identity, positive relationships and a positive sense of belonging and connectedness.

At the heart of what we believe is that all people are created ‘fearfully and wonderfully’ by our loving God. That God is the source of all knowledge, wisdom and wellbeing.

One of the significant keys to this approach is enabling students to ‘Be Transformed by the Renewing of Your Mind’ a biblical phrase that really emphasises the critical nature of being aware of our thoughts, taking control of them and developing healthy, life-giving thinking habits.

Research has shown that student wellbeing is integral not just incidental to learning. In addressing a whole school approach to wellbeing, we also address behaviour and learning outcomes.

Firstly, wellbeing isn’t a neutral position; it isn’t just the absence of mental health issues. Wellbeing is linked to the positive resources we have for living life well, for actually thriving within our world.

We believe that God has created us in His image, and He has given us everything we need for life and godliness. We believe He has created us to be joyful, optimistic, loving, resilient, strong, courageous, generous and happy. Scientific evidence suggests that character strengths such as the qualities the Bible refers to as ‘The Fruits of the Spirit’: Joy, Peace, Patience, Generosity, Faithfulness, Gentleness and Self-Control are all critical contributors to our wellbeing. The research shows a high correlation between character strengths (The Fruit) and life satisfaction, engagement, pleasure, ability to deal well with stress and trauma and to negate aggression, anxiety and depression.

Therefore, our wellbeing framework is about releasing and building in our students the strengths that are already there. Rather than focus on what is ‘wrong’ with people, our wellbeing framework focuses on what is ‘right’ with people enabling them to flourish.

And we believe it is God’s intention that people flourish, living abundant lives.

In all classrooms, we teach students Habits of Mind including Growth Mind Set and Mindfulness strategies so they have actual tools to apply.

Another significant key is identifying and building on character strengths – this is about enabling students to take responsibility for their learning and their relationships with others.

The school psychologist works with staff and students to build on the learning dispositions and motivating character strengths to enable the students to be fully who they are created to be. We also work with students through a restorative process when relationship is broken through behaviour and attitudes.

Again we want to focus on what is ‘right’ with people and not what is ‘wrong’ with people. This doesn’t mean we ignore problems we are just intentional in the way we respond to them.

At Red Rock, we want to be authentic in the way in which we reach our vision of ‘Preparing Students to Influence their World with Integrity’.

Enrolments Now Open for Year 7, 2018 Preparing students to inďŹ&#x201A;uence their world with integrity 1235270-RC34-16

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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â&#x20AC;Śâ&#x20AC;Ś..ON OUR NEW VICTORIAN SCHOOL GUIDES WEBSITE www.victoriaschoolguides.starcommunity.com.au Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Several frequently asked questions have been answered and if you have a question that hasnâ&#x20AC;&#x2122;t been addressed then send it to our team for their input.

Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.

E magazines are also available for your perusal on the website.

For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693

VICTORIAâ&#x20AC;&#x2122;S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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Bully STOPPERS Bullying is a serious issue for everyone in a school community Bullying is a serious issue for everyone in a school community. It can happen anywhere, anytime, and can have devastating consequences. Any child can be bullied. That is why Bully Stoppers calls on all Victorians to make a stand and lend a hand to prevent and respond to bullying behaviour.

Bully Stoppers supports students, parents, teachers and principals in working together to make sure schools are safe and supportive places, where everyone is empowered to help reduce the incidence of bullying in all Victorian schools.

Changes in mood, behaviour and physical appearance can all be warning signs of being bullied, however, some students may not display any warning signs at all.

Warning signs at school If a student is being bullied at school they may: • become aggressive and unreasonable • start to get into fights • refuse to talk about what is wrong • have unexplained bruises, cuts, scratches, particularly those appearing after recess or lunch • have missing or damaged belongings or clothes • have falling school grades • be alone often or excluded from friendship groups at school • show a change in their ability or willingness to speak up in class • appear insecure or frightened • be a frequent target for teasing, mimicking or ridicule.

Warning signs at home A parent may observe changes in their child’s behaviour at home which they can report to the school. Their child may: • have trouble getting out of bed • not want to go to school • change their method or route to school or become frightened of walking to school • change their sleeping or eating patterns • have frequent tears, anger, mood swings and anxiety • have unexplained bruises, cuts and scratches • have stomach aches or unexplained pain • have missing or damaged belongings or clothes • ask for extra pocket money or food • arrive home hungry • show an unwillingness to discuss, or secrecy about, their online communication.

It might not be bullying Some changes in behaviour may also be a result of other student issues such as depression or substance abuse, which may require a different response.

Whether it involves bullying or other student issues, schools can help out for example by involving student wellbeing staff.

More information If you are a student who is being bullied, search: I’m Being Bullied.

If you are a parent whose child is being bullied, search: My Child is Being Bullied.

These can be found on www.education.vic.gov.au Cyberbullying Cyberbullying can be pervasive and incessant. Parents should be aware of what they can do to help.

What is ‘cyberbullying’?

Cyberbullying is bullying behaviour, using digital technology, including the internet, email or mobile phones.

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Like any bullying, cyberbullying often occurs between people that know each other–students at a school, members of a sporting club, people from the same social circle, ‘friends of a friend’.

Cyberbullying is pervasive and incessant. It differs from face-toface bullying in that the bully can ‘follow’ their victim 24/7, and continue the bullying in the home. Cyberbullies may take advantage of the perception of anonymity (e.g. using an account in a fake name, or a blocked number) but in many cases it is clear who is behind the bullying.

Cyberbullying can be particularly harmful as it is often a public form of humiliation and many others are able to see what is written or posted. Once something is published online, it is difficult if not impossible to remove all traces of it.

Forms of cyberbullying • sending nasty texts, picture messages, emails, or instant messages (e.g. MSN or Facebook) • repeated prank phone calls • using a person’s screen name to pretend to be them (setting up a fake account) • using a person’s password to access their account and then pretending to be them • forwarding others’ private emails, messages, pictures or videos without permission • posting mean or nasty comments or pictures on chat or forums • sending and/or forwarding sexually explicit images (‘sexting’) • intentionally excluding others from an online group.

Signs your child may be being cyberbullied Mental anguish is often harder for parents to identify than the signs of face-to-face bullying. There is no definitive list of signs that indicate cyberbullying.

Although there are some things to look out for: • change in mood, demeanour and/or behaviour: for example being upset, angry, teary or rebellious when not previously • change in friendship groups: it can be normal to change friends many times during school days. Teachers can often provide insight, as they see class dynamics in action every day • spending more time with family instead of friends: adolescence is generally a time where friends become very important and parents less so • lowering of marks: often students who are being bullied show a distinct change in application to studies and a lowering of marks • not wanting to go to places: a dramatic change in enthusiasm for going to school or sport–this can manifest as non-specific ailments (headaches, stomachaches, generally ‘feeling sick’) • being extra secretive in online activities: being online under the doona, or in a ‘secluded’ part of the house • distinct change in online behaviours: being ‘jumpy’ when text messages arrive, not leaving their phone alone, wanting to be online all the time, or never wanting to be online.

Aren’t these things normal?

Many of these behaviours may have different causes or may just be stages of your child’s development. In general, it is important to keep an eye on your child’s behaviour patterns and if you feel something is amiss, be aware that things may not be OK in their world (either on or offline), and be there for them. Ask: “Are you ok? Has something happened that is bothering you? Do you want to talk?”

If you are still concerned then enlist the help of your school welfare staff, GP, a counsellor or adolescent psychologist.

What can I do if my child is cyberbullied?

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

What can I do if my child is cyberbullied?

Praise them for coming to you.

This is a big step as many young people may be frightened to tell a parent about cyberbullying. Even if you don’t really understand, let them know that you will help them.

Do not be angry with your child Remember that they are the victim and it is someone else who is doing the wrong thing. Do not threaten to take technology away from them because of what someone else has done.

Do not respond to the bullying It is important not to respond to nasty emails, chats, SMS or comments. This is usually what the bully wants, so ignore them. It is natural in many cases to want to ‘fight back’, but responding with a threat may get your child into trouble as well.

Inform your child’s school It is important that the school knows what is going on so they can provide support and monitor any issues that may spill on to the playground or classroom. If the bully is a student from the same school, the school will work through the situation as they would with any other bullying behaviours reported to them.

Save and store the content Keep copies of emails, chat logs, text messages, comments or posts. Take a screen shot of the evidence–ask your child for help to do this if necessary. An easy, non-technical way to get hard copies is to bring the content up on the screen of a mobile phone and use a photocopier to take a copy of the screen.

Help your child to block and delete the bully from all contact lists Most social networking sites allow the user to control who has access to communicate with them. Many people feel ‘mean’ blocking another person, even if that person has already been mean to them–you may want to sit and support your child as they do this.

Use the ‘report abuse’ button Most social networking sites have a method to let the site administrators know that a particular user is behaving unacceptably.

Depending on the rules of the site, users can be warned or banned.

Have some ‘down time’ without technology It is important for both mental and physical health that your child’s life is balanced–so they are not constantly ‘online’ or spending hours on a mobile phone. This should not be used as punishment, rather as some peaceful time where they are not being bothered.

Get new online accounts and/or a new phone number There are programs that can be added to a mobile phone which will allow parents to set restrictions on the phone’s use. Check with your mobile phone provider. Technology at the moment does not allow for individual numbers to be blocked in the same way that online applications do. Phone numbers can be changed at no

cost, if the request for a new number is as a result of ongoing abuse.

If ongoing, report to police Most cyberbullying between students can be resolved at school level, but schools may not be able to report cyberbullying between individual students to the police so it can be up to the parent to make a police report.

A police report should not be in place of a school investigation, rather, in addition if required. A police report may be necessary where: despite the best efforts of the school, bullying does not stop; when it is not possible to know who is behind the abuse (e.g. fake accounts/blocked numbers); or when threats have been made to your child’s personal safety.

Each State has laws that prohibit online bullying and stalking. You don’t have to put up with it.

What if my child is the bully?

It often comes as a shock to be told that your child has been bullying another student online.

It is important that parents support schools in their handling of the situation. Don’t try and play it down.

Schools have policies and programs to deal with all parties (bully, target and witness), involved in bullying incidents.

Parents have the ability to prevent the vast majority of online bullying. Be involved and aware of what your child is doing online. Once you are aware that your child has bullied someone else online, you can help them understand that their behaviour is both unacceptable and possibly criminal as well.

Steps to take As a parent you could: • discuss why it is not acceptable to be nasty or mean online and offline • let them see there are consequences–don’t bail them out • acknowledge that they may be feeling guilty or awful about their behaviour and discuss ways they can rectify the situation • work together to improve the situation by offering an apology to the victim • talk to them about their actions and try and find out why they behaved in this way • ask them to imagine they were the victim–how would they feel • develop a home-based Acceptable Use Agreement–set clear rules and boundaries about their online behaviour and your expectations and consequences for breaching this agreement • enlist the help of your school welfare staff, GP, a counsellor or adolescent psychologist. Information sourced from www. education.vic.gov.au

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

91

HENRY GROSSEK CHASING RAINBOWS

We all have our dreams and aspirations – without them life can seem dull, directionless and even lacking in hope. Yet, they can seem like rainbows – frustratingly within sight, yet forever elusively afar.

In 1970 I started my teaching career at Neerim North Primary School, a 14 student, one-teacher school in rural Gippsland. It was an exciting time, none more so than preparing for the annual school end of year concert. For my part, I loved writing – always had, so I put pen to paper, inspired by the Dr Seuss stories which were fashionable at the time. The result was Bertie Bushfly, a rhyming story about an embattled bushfly that overcame the odds to fly another day! The children presented it in the form of a mime acted play, with Barry, the school captain narrating it as the thirteen other children buzzed about as bushflies and other characters.

To my surprise and delight, Bertie Bushfly was well received . . .

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To my surprise and delight, Bertie Bushfly was well received, so well received in fact that I was inspired to write another three rhyming stories involving Australian bush animals almost immediately – there was Darby Dingo, The Wandering Kangaroo and Peter Platypus.

Armed with a naïve confidence, I sent them to three publishers. They all replied, but not with the response I was hoping to receive. My short-lived dream of becoming a successful children’s author vaporised then and there.

Fast forward 42 years to 2014 and I was engrossed in the challenge of building bridges with our local kindergartens in my role as the principal of Berwick Lodge Primary School. In searching for a personal touch to our plan, I casually mentioned

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

to our community partnerships coordinator, Liz Blanchard, I had written four children’s stories many years ago and if I could find them, then perhaps I could read them to the kindergarten kids. I had no illustrations – they were just stories in their original hand written state.

With her support and encouragement, one thing led to another and within months, via Freelancer, an online hiring service, Magdalena Almero Nocea, a brilliant Spanish illustrator was contracted to draw the illustrations for the books. Throughout the latter part of 2014 I read my stories to over 1,000 children in various kindergartens in the City of Casey and to the children at our school. The response overwhelmed me – the children enjoyed my books, so much more than I had dared to hope.

As the 2014 school year ended, Robert Kelly, a teacher at our school with whom I had collaborated on the design of my books, suggested I write a fifth book – bringing all the animals in my earlier books together in a reunion of sorts. I initially baulked at the

idea – I hadn’t written children’s stories for over 40 years, nor had I had any inclination to do so. My writing had moved in other directions. Nonetheless, the idea stayed with me and the longer it stayed the more appealing it became. Eventually, I sat down and surprised myself with the ease with which Bushfire came to me – a story in which the main characters in my earlier books worked together to safely survive that typically Australian disaster, a bushfire. It too was well-received, complete with the stunning illustrations by Magdalena.

Chasing rainbows is such a futile task – we can so readily turn our dreams into rainbows, beautiful colours they may be, but they can be toxic to one’s self-confidence.

As teachers and parents we should be sensitive to the fragility of our children’s selfesteem. It took me over 40 years to return to a youthful dream, one that required the belief and support of others to be revived and realised.

Chasing rainbows is such a futile task – we can so readily turn our dreams into rainbows, beautiful colours they may be, but they can be toxic to one’s self-confidence.

Henry Grossek Principal, Berwick Lodge PS & author

VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

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CONTENTS AITKEN COLLEGE

PAGE 14

MARYMEDE CATHOLIC COLLEGE

PAGES 8 & 9

AVE MARIA COLLEGE

PAGES 84 & 85

MATER CHRISTI COLLEGE

PAGE 18

BACCHUS MARSH GRAMMAR

PAGES 10 & 11

MELBOURNE TIGERS JUNIOR BOYS BASKETBALL

PAGE 88

BASKETBALL VICTORIA

PAGE 88

BULLY STOPPERS

PAGES 90 & 91

CAROLINE CHISHOLM CATHOLIC COLLEGE

PAGE 25

CBC ST KILDA

PAGES 34 & 35

CEO MELBOURNE

PAGES 30 & 82

CHAIRO CHRISTIAN SCHOOL

PAGE 33

CHASING RAINBOWS – HENRY GROSSEK

PAGES 92 & 93

CHRISTIAN COLLEGE GEELONG

PAGES 26 & 27

MOUNT LILYDALE MERCY COLLEGE

PAGES 50 & 51

NOONE IMAGEWEAR

BACK COVER

OUR LADY OF SION COLLEGE

PAGE 31

OVERNEWTON COLLEGE

PAGE 49

PAUL SADLER SWIMLAND

PAGES 74 & 75

PENOLA CATHOLIC COLLEGE

PAGE 16

PRESENTATION COLLEGE

PAGES 60 & 61

PRESHIL CLARKS SHOES

PAGES 68 & 69

CORNISH COLLEGE

PAGES 44 & 45

PAGE 23

RED ROCK CHRISTIAN COLLEGE

DE LA SALLE COLLEGE

PAGE 22

DYSLEXIA – A TANGLE OF WORDS

PAGE 78

GEELONG BAPTIST COLLEGE

PAGE 24

GENAZZANO FCJ COLLEGE

SACRED HEART GIRLS’ COLLEGE

PAGE 32

SALESIAN COLLEGE CHADSTONE

PAGES 19, 20 & 21

SALESIAN COLLEGE SUNBURY

PAGES 42 & 43

SIMONDS CATHOLIC COLLEGE

PAGE 79

SLEEP AND YOUR CHILD

PAGE 76

PAGES 80 & 81

GILSON COLLEGE – MERNDA CAMPUS

PAGE 48

GILSON COLLEGE – TAYLORS HILL CAMPUS

PAGE 95

ST ALOYSIUS COLLEGE

GYMBAROO

PAGES 55, 56 & 57

HEATHDALE CHRISTIAN COLLEGE

PAGES 70 & 71

HERITAGE COLLEGE

PAGES 72 & 73

INDEPENDENT SCHOOLS VICTORIA

PAGES 86 & 87

PAGE 3

ST JAMES COLLEGE

PAGES 2, 12 & 13 PAGES 36, 37, 46 & 47

ST MONICA’S COLLEGE, EPPING

PAGES 6 & 7

THE ACADEMY THE GEELONG COLLEGE

JOHN PAUL COLLEGE

PAGES 38 & 39

THE KNOX SCHOOL

KERANG CHRISTIAN COLLEGE

PAGES 62 & 63

THOMAS CARR COLLEGE

PAGES 52 & 53 PAGES 28, 29 & 58 PAGE 77 PAGES 66 & 67

KILBREDA COLLEGE

PAGE 17

VICTORIA SCHOOL GUIDES WEBSITE

LAKESIDE COLLEGE

PAGE 54

WHITEFRIARS CATHOLIC COLLEGE

PAGE 15

WILSON MEDICAL

PAGE 59

MACKILLOP MARIAN COLLEGE

FRONT COVER & PAGES 4, 5, 40 & 41 PAGE 83

WISEONES

PAGES 89

PAGES 64 & 65

Next edition: September 2017 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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VICTORIA’S INDEPENDENT SCHOOLS GUIDE ISSUE 2

Gilson College

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