Issue 57 • Februar y 2018 • Est 1999
North - West - North West
Photo provided with the compliments of Hoppers Crossing Secondary College. For further information refer to pages 2, 3, 34 & 35.
2019 Select Entry Enrichment Pathway Program Examinations Wednesday 21st March Wednesday 23rd May Registration is essential
College Open Day & Tours
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Tuesday 6th March Sunday 6th May Visit website for tour details
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(03) 9974 - 7777 :t hoppers.crossing.sc@edumail.vic.gov.au :e www.hopcross.vic.edu.au :w 2 Fraser Street, Hoppers Crossing VICTORIA 3029 :a
HOPPERS CROSSING SECONDARY COLLEGE
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‘Consistent dedication to learning, leads to ongoing success’ 2018 College Open Days Tuesday 6th March Sunday 6th May Visit our website for tour information
2019 Select Entry Enrichment Pathway Program Examinations
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Wednesday 21st March Wednesday 23rd May
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(03) 9974 - 7777 :t hoppers.crossing.sc@edumail.vic.gov.au :e www.hopcross.vic.edu.au :w 2 Fraser Street, Hoppers Crossing VICTORIA 3029 :a
HOPPERS CROSSING SECONDARY COLLEGE
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St Monica’s College, Epping ST MONICA’S College, Epping was established in 1964 as a girls’ school. This served a specific purpose at that time. In the 1970’s the Sisters of the Good Samaritan, local clergy and parishioners saw a real need for boys’ Catholic Education thus in 1978 St Monica’s College, Epping proudly became coeducational. Our school has flourished ever since. In all of our local Primary schools (Government and Catholic) coeducation is offered. In all tertiary institutions (universities and TAFES etc.) coeducation is the only way education is provided. I argue that all education is delivered at its best through coeducation. Why? There are many reasons why I contend that the coeducation choice Monican parents have made for their children is the right one. Being together throughout the day, feelings of comradeship and friendships develop in a natural way between girls and boys. This mutual feeling and uplifting experiences are inherently valuable to the fully rounded person. These friendships emerge through shared experiences in classrooms, from participating in shared activities outside the formal curriculum, and through shared membership in clubs and teams. Coeducation assists significantly in breaking down sexist attitudes in both genders. Boys and girls learn in a natural classroom environment, not sheltered away from each other, and in this normal way appropriate respect ought to develop between the genders. In the coeducational classroom, both female and male perspectives are explored, thus greater understanding between the sexes, more consideration of points of view, and increased development of individuals both intellectually and socially. Truly, coeducation reflects 100% the diversity of society. Coeducation, in other words, IS the real world. Accordingly, students are better prepared to enter the workforce, more capable of coping in post-secondary educational institutions, and more confident to involve themselves in discussions and activities with the opposite sex. Of course they are because they have mixed and grown up with the opposite sex from kindergarten years.
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Coeducation at its Best” I believe that girls are more confident to express their views on all manner of things in their daily life in a coeducational College and exactly the same applies to boys. Students feel comfortable in whom they are and the chances are many to develop healthy and positive attitudes and self-image. Let us hope that this in turn reduces harassment and bullying. Coeducation is popular throughout the world and a chief reason for this is that it allows for greater socialisation, wider diversity of experiences and fewer gender stereotypes for young people. This can only be healthy, good, and most desirable. It could be stated that collaboration between the sexes, not separation, fosters equality. In a coeducational setting, students are exposed to both male and female role models, students learn to lead the opposite sex in all types of situations, and finding a group of friends to match up with is easier. There are myths associated with coeducation just as there are with single sex education. These should all be dispelled as we come down to the one, most critical reality – humans live in a coeducational world and consequently enjoying the coeducation experience in school years should form a holistic person, confident and wise. Brian E. Hanley, B.A., Dip. Ed., Grad. Dip. Ed. Admin., M. Ed., MACE, FACEL
College Principal
Enrol now for Year 7, 2019 and 2020 Applications are also being accepted for years 8 – 12 for 2018.
Morning Tea with the Principal (College tours of the Junior Campus) are held regularly throughout the year during school time. This is an excellent opportunity to see our College at work.
Morning Tea with the Principal
Morning Teadates, withbookings the Principal (College tours ofabout the Junior Campus) Bookings are essential. For tour and further information enrolment, are held regularly throughout the year during school time. This is an excellent please contact the College Registrar on 9409 8800 or email registrar@stmonicas-epping.com.opportunity to see our College at work.
You may also book a tour online at www.stmonicas-epping.com/mtwtp
Bookings are essential. For tour dates, bookings and further information about enrolment, please contact the College Registrar on 9409 8800 or email registrar@stmonicas-epping.com. Junior Campus Years 7 - 9 400 Dalton Road, EPPING VIC 3076 YouCampus mayYears also10book onlineStreet, at www.stmonicas-epping.com/mtwtp Senior - 12 a tour 16 Davisson EPPING VIC 3076
T: 9409 8800 | F: 9408 7531 | www.stmonicas-epping.com
JuniorCollege, Campus Years 7 - Epping 9 | 400 Dalton Road, EPPING VIC 3076 St Monica’s
Senior Campus Years 10 - 12 | 16 Davisson Street, EPPING VIC 3076
T: 9409 8800 | F: 9408 7531 | www.stmonicas-epping.com www.stmonicas-epping.com Junior Campus Years 7 - 9 | 400 Dalton Road, EPPING VIC 3076 T:Senior 9409Campus 8800Years | F: 9408 10 - 127531 | 16 Davisson Street, EPPING VIC 3076at its Best Coeducation 12362874-LN05-18
All hands rise for a school seachange THE best school zones in Australia come at a price, with homes in desirable zones sometimes costing up to $20,000 extra. The result is affluent enclaves around the best schools as well as the emergence of a range of tactics by parents living out of zone to ensure their child is enrolled. Some families even go as far as to pack up their homes and move to areas within particular school zones. It doesn’t have to be so complicated though, with property developers now recognising the need and creating brand new communities that have it all, including quality education. In two of Melbourne’s newest areas, Rockbank North and Donnybrook, new communities are emerging with high quality education from day one. Importantly, in these areas it isn’t about bringing in a new school, but rather partnering with an established high achieving educational facility to expand its footprint. At Woodlea in Rockbank North, Mirvac and Victoria Investment and Properties (VIP) have partnered with Bacchus Marsh Grammar to deliver an Early Learning Centre which opened in January 2017, as well as a campus for primary school enrolments from Prep to Grade Six planned to open in 2019. With a strong understanding of the importance of quality education in providing the best opportunities for Victorian families, Mirvac has recently announced it will also deliver a new
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Young families are looking for quality education for their children and Hume Anglican Grammar at Olivine will provide this opportunity... Hume Anglican Grammar School campus at its latest development, Olivine in Donnybrook. With the school almost at capacity for enrolment, Hume Anglican Grammar Principal Bill Sweeney said the new campus will be an integral part of the community, where more members of the Hume and Whittlesea areas can access an outstanding educational experience. “One of the hardest matters I must attend to as Principal is to inform parents they have been unsuccessful in finding a place for their child,” Mr Sweeney said. “It gives me immense relief that now this conversation can turn to one of hope with the new campus planned to open in 2019. “Young families are looking for quality education for their children and Hume Anglican Continued Page 22
Aitken College CHOOSING a school is one of the most important decisions you can make for your child. When parents value school education and are involved from the moment a child enters school until they graduate, an effective partnership is established between home and school. Participating in your child’s education shows that it is valued by you and teaches children to be interested in learning. At Aitken College, academic endeavor is encouraged and acknowledged; creativity is nurtured; values such as respect, honesty and kindness are seen as important. We support children to aspire for improved knowledge and give them the information they need to direct and monitor their own progress.
Mrs Josie Crisara Principal Aitken College
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Development of children with an understanding of right and wrong is paramount and a sense of community and service are valued. We want to see our students happy and confident, making the most of the myriad of opportunities.
A measure of success for schools is young people achieving their goals and following career pathways that interest and stimulate them. At Aitken College, we are confident that our graduates are motivated and able to pursue their dreams.
Open Day Wednesday 7 March 10am to 12pm Take a College tour, speak with senior staff and hear the Principal’s address. Aitken College is a Prep to Year 12 co-educational Uniting Church independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. Early application is advised for Prep and Year 7 entry in 2020, 2021 and beyond as waiting lists apply. Limited places may currently be available at other year levels.
1010 Mickleham Road, Greenvale 3059 website: www.aitkencollege.edu.au
A Uniting Church School
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Bayside P-12 College TRYING to decide what school is appropriate for your child is a big decision. Academic rigour is usually at the top of many parents must have list but what else does a school need to have to support your child through the formative years of their lives? Over the past 5 years Bayside has gone through a considerable transformation. The college has invested heavily in its teaching and learning programs to ensure it is well equipped to support its students through their time at Bayside. These improvements have translated into great results. Academically our median VCE score last year of 30 was one of the highest in our region and our students are seen by the community as well mannered, respectful and engaging citizens who represent the College well. The College has also improved its facilities on all campuses and has set up learning spaces that can accommodate the learning needs of all students. Junior School P - 6 (Altona North) In our Junior School we: ■ take the time to get to know our children and in partnership with parents develop an understanding of their strengths and needs ■ place an emphasis on literacy and numeracy ■ expect our parents to be actively involved in their child’s learning ■ Offer a seamless transition into middle school Middle School 7 - 9 (Altona North and Williamstown) All middle school students participate in the Voyager Program which focuses on teaching students to take responsibility for their individual learning. Students are provided with leadership
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opportunities and develop the ability to question, research, analyse and apply knowledge so they can contribute as responsible world citizens. We offer three middle school pathways: 1 Traditional Program – traditional academic studies that run in conjunction with the Voyager Program 2 Select Entry – the Academic Achievers Program is designed to meet the needs of our highly capable students 3 Elite Tennis (Williamstown Campus) - Students undertake an academic program of approximately 31 hours per fortnight, and another 28 hours “on court” with an emphasis on coaching, technique, tactics and competition. Senior School 10 - 12 (Paisley – Newport) Our Senior School has been completely rebuilt. The staff at Paisley work with students and their families to prepare them for exciting futures beyond their secondary education. Our senior program offers: ■ VCE, VET and VCAL courses through a diverse and extensive range of curriculum offerings ■ the opportunity for students to fast track VCE studies in Year 10 ■ a Pastoral Care Program that includes Year 11 and 12 Tutorials – designed to support students in their final two years of school, particularly in the area of study skills ■ access to a dedicated careers pathways team who work with students and parents in preparing for life beyond school ■ dedicated year 12 study areas for discrete learning and completing scheduled work ■ dedicated access time for teachers of VCE
Bayside P-12 College Opportunity & Achievement
You are welcome to visit us anytime Prep to Year 9 Altona North Campus 9391-2511 Year 7 to Year 9 Williamstown Campus 9397-1377
www.bayside.vic.edu.au
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Year 10 to Year 12 Paisley Campus Newport 9391-6666
)9(@)9662 *633,., PERFECT !
99.95
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790+, 05 (*/0,=,4,5; Ƈ Strong academic reputation Ƈ Excellent VCE results including VET & VCAL Ƈ High Achievers’ Program Ƈ Instrumental Music Program Ƈ Strong discipline and student support Ƈ Year 7-12 EAL Program Ƈ Compulsory uniform Ƈ Extensive Sports/Camps Program Ƈ 6((. Advanced classes
TWILIGHT EXPO Wednesday 14th March, 2018 5:00pm - 7:00pm Tour of College facilities and classroom demonstrations Opportunities to meet key personnel
YEAR 7 SCHOLARSHIPS Scholarships are presented in the 4 areas of: ACADEMIC ACHIEVEMENT MUSIC / PERFORMING ARTS / CREATIVE ARTS LEADERSHIP SPORT Applications close Term 3, 2018
ADVANCED PROGRAM - SEEK (Select Entry for Enrichment and Knowledge) YEAR 7 CLASS - 2019 Applications close early Term 2, 2018 ACER administered test will be held at Braybrook College For further information contact: Ms Susan Campbell
VCE SCHOLARSHIPS Scholarships are awarded for Academic Excellence to students entering Year 11 Applications close early Term 4
COLLEGE TOURS WELCOME Please contact the college for tour dates
Address: Phone: FAX: Email: Web:
352 Ballarat Road, BRAYBROOK 3019 9312 2900 9311 7668 braybrook.sc@edumail.vic.gov.au www.braybrooksc.vic.edu.au
ENROLMENT ENQUIRIES WELCOME
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Caroline Chisholm Catholic College CAROLINE Chisholm Catholic College is a coeducational, multi-campus secondary college dedicated to learning excellence in an engaged, faith-filled and supportive environment. We believe every student is talented and offer them every chance to succeed – whether academically through science and mathematics, artistically via music and drama, hands on in the trade training centre or in out-of-classroom areas such as sport and social justice. Located in Braybrook in Melbourne’s innerwestern corridor, our junior campuses cater to Year 7 - 9 boys and Year 7 - 9 girls on separate sites. Our co-educational Year 10 - 12 co-senior campus offers VCE, VET and VCAL programs. Our students’ academic results are strong; 95% of our Year 12 students have gone onto tertiary education. In 2016 Caroline Chisholm Catholic College achieved a median study score of 30 for the first time. This indicates our students are achieving stronger results in their VCE studies than ever before. Our College Dux achieved a score of 99.5 and three students were successful in achieving scholarships including a Dean’s Scholarship Engineering at Swinburne.
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We also offer a number of extension programs including: international exchange with schools in Japan and Italy; Aspire, an accelerated educational and enrichment program for high achieving students in Years 7 - 9; and a partnership with Australian Catholic University and University of Melbourne, that allows students in Year 12 students to study tertiary subjects at the College. Outside the classroom, students are involved in a range of extra-curricular activities to pursue their personal interests and talents: musicals and performing arts events, debating, sports, volunteering, book clubs, student leadership positions and other music programs. Caroline Chisholm Catholic College is an inclusive multicultural community where each student is known and lives out our values of Faith, Acceptance, Compassion and Excellence (FACE). Caroline Chisholm Catholic College is a Respectful Relationships and Child Safe School. Visit our website www.cccc.vic.edu.au and register for a guided tour. Email registrar@cccc.vic.edu.au or call 9296 5311 for more information.
We support and prepare students to be the best the are called to be. OUR THREE CAMPUSES Christ the King Girls Campus Years 7–9 St John’s Boys Campus Years 7–9 Sacred Heart Co-ed Years 10–12
Inspiration starts here 03 9296 5311 • cccc.vic.edu.au 12349512-KC5-18
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To Strive, To Seek, To Excel Charles La Trobe College is located next to La Trobe University in the northern suburb of Macleod West. At Charles La Trobe College, we believe every student should learn to their full potential: to achieve and to be their best. Personalised Learning The college focuses on ‘personalised learning’, that is, building educational programs that suit the interests, needs and abilities of individual students to assist them to reach their personal best. Year 7 Scholarships Scholarships are offered to students entering Year 7 who display academic excellence. Applications must be submitted in August. Interviews take place mid-September. Scholarship applications can be obtained from the college or via our website. Year 7 – Transition Camp To help students make a successful transition to secondary schooling, Charles La Trobe College takes its Year 7 students on a 3-day camp to Airey’s Inlet at the start of the year. The camp is designed to promote relationship building amongst Year 7 students and with their teachers. Student Leadership Program Student leaders across the college are formally trained to lead their peers and the community by raising funds, social awareness and organise extra curricular school events. Students from all year levels are provided with leadership opportunities. eLearning The use of digital technologies for learning supports Charles La Trobe College to provide quality learning opportunities. We offer an affordable 1:1 computer program for Year 7 - 12 students. La Trobe University Students at our college excel by embracing opportunities provided through our official partnership with La Trobe University. Students have access to after school university tutors and participate in university programs to excel their learning. The La Trobe University Confucius Institute offers enrichment activities for students learning Chinese Mandarin. Quantum Victoria Quantum Victoria is a specialist Science and Maths centre that is an integral part of Charles La Trobe College delivering programs in the areas of Science, Technology, Engineering and Maths (STEM). Our Year 7 students participate in a 4-day program, ‘The Need for Speed’, which feeds into the ‘F1 in Schools’ national competition. 12373727-KC5-18
Year 7 2019 Parent Information Night We invite prospective students and their families to see our College in action
Academ Scholar ic sh availab ips le for Year 7
PLEASE CONTACT THE COLLEGE FOR FURTHER INFORMATION 235 Kingsbury Drive, Macleod West Telephone: 9223 1400
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Wednesday 21 March, 2018 School Tours: 5:45pm Principal’s Address: 6:30pm
Sunday 4th March Talk and Tours throughout the year visitus.cbcstkilda.com
(03) 9529 6611 Enrolments@cbcstkilda.com
www.cbcstkilda.com We are on Facebook Find us by searching CBC St Kilda
At CBC St Kilda we believe education is complex and serves many masters. Understandably, we want our students to be successful academically in order that their achievements open doors to opportunities in tertiary learning and in the many careers they may take. But for us, that is not enough. Alongside parents, we are committed to CBC students having a moral compass that prepares them for global citizenship. We want men of character who join with us to promote social justice understandings that speak to their own backyards and to challenges across the world. It is especially important to develop our boys to be solution people who want good things for their own; but others as well. We work to animate our boys in social justice groups, the CBC Walkathon and in class, to gain an enlightened understanding of the many circumstances across the globe where there is not only poverty but extreme exploitation. They learn about this when they tour India and experience the many beneďŹ ts of years of support, for numerous communities. But the deeper learning is encountering and befriending people in their own places, experiencing their customs and circumstances of their lives. Global citizenship also extends to the developed world where partnerships in Japan and Italy have a similar but different impact. Staying with families still has the greatest impact. All this is placed in the context of a moral framework where globalisation, environment concerns, overt materialism and exploitation are understood and critiqued. This is no small task!
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CBC OPEN DAY
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Catholic Regional College North Keilor THESE are the words that will ring out as students, their parents and visitors are welcomed to Catholic Regional College North Keilor.
an example of the outstanding extra-curricular programs offered to our students. The College also runs camps at Year 7 and Year 9.
Catholic Regional College is a Year 7 to 10 coeducational College underpinned by our core values of Faith, Resilience, Compassion and Respect. The College offers a diverse curriculum and extra-curricular activities, yet is small enough for students to be known individually by the staff. We have a strong student wellbeing focus and work in partnership with parents and students to provide a safe and connected community, based on well established preventative student wellbeing policies and strategies. There are many opportunities for students to demonstrate leadership skills. These include at Year 10 with College Captains, Social Justice Captains, Arts Captains, Sports Captains, Peer Support Leader positions as well as SRC members representing all other year levels.
For the students that strive for excellence in the Arts, the College offers a broad range of core art subjects from Year 7-9, both in the Visual Arts and Performing Arts areas. These are supplemented by a range of exciting electives in Year 9 and Year 10. The students’ talents are celebrated in the ‘Unleashed!’ talent show and the annual Arts Exhibition.
The College offers innovative programs aimed at enhancing the educational opportunities and engagement of students based on a 21st Century curriculum and learning environment. The College has a laptop program in Years 7-10. The students use eText books in classrooms with interactive white boards. We have a ‘boys to men’ (Nitor) program at Year 10 and the Audemaus Program at Year 9, both of which have a focus on applied learning and field trips. F1 in Schools is
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The College offers a comprehensive sporting program and facilities, which include a state of the art artificial surface oval and athletics track, a Hall and all weather outdoor Basketball Courts. Students are involved in inter- and intra-school competitions, such as the Swimming and Athletics Carnivals, Hockey, Soccer, AFL, Tennis, Golf and Chess. There is also an inter-school Premier League Sports program for students from Years 7-10. These facilities and range of wide range of sports provide students with a fantastic opportunity to be involved and excel in physical activities. The College conducts tours on a regular basis, which provide first-hand experience of the facilities and an opportunity to witness students engaging in their learning. For further enquiries, please contact Samantha Beg, Enrolment Registrar, on 9361 5900.
College Tours at CRC North Keilor Please join our senior staff on a College Tour. Meet the Principal, visit classrooms and see the facilities.
To book a place: Email: ofďŹ ce@crcnk.vic.edu.au Phone: 9361 5900 www.crenk.com.au 12372507-RA06-18
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COBURG HIGH SCHOOL
s Multi-million dollar renovations s State-of-the-art learning commons and specialist facilities s First-class curriculum options s Dynamic and dedicated staff s Expansive grounds s Vibrant culture focussed on the individual growth of each student s Pioneering school in the Respectful Relationships program s School-Wide Positive Behaviours (SWPB) school We warmly invite you to visit us at Coburg High School to learn more about our school. For more information, including the dates and times of our school tours, visit us at www.coburg.vic.edu.au or call 9353 1700.
EXCELLENCE—CURIOSITY—INTEGRITY—COMMUNITY Coburg High School, 101 Urquhart St, Coburg VIC 3058 | Phone: 03 9353 1700 | Web: www.coburg.vic.edu.au
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Coburg High School is a rapidly growing and successful high school in the inner north of Melbourne. We offer a broad range of subjects, courses and programs to extend and cultivate student talents in science, mathematics, STEM, digital technology, music, humanities, health, performing arts, visual arts and Spanish with comprehensive pathways through VCE. We offer an extensive range of co-curricular programs and clubs, house activities, inter-school sports, camps, tours, leadership opportunities, and volunteering and community service programs, all within one of the most technology-rich school environments in Victoria. Coburg High School was re-established in 2015 and we continue to forge our own traditions and innovations. At the same time, there is a well-established bridge between our contemporary Coburg High School and the original Coburg High School with a large and active alumni group. The original Coburg High School was one of the first high schools in Melbourne and last year we held our centenary reunion celebrations. Many former students of Coburg High School have become famous and successful in their respective fields of endeavour. It is an exciting time to be a student at Coburg High School because we foster student involvement and input and we offer a broad, enriching and high-quality educational experience.
Copperfield College is a large, multi-campus school in Melbourne’s North-West, with junior campuses at our Kings Park and Sydenham locations, and a dedicated VCE/VCAL campus in Delahey. At Copperfield, our College community lives by our mission, ‘Empowering every student to aspire and achieve’, working together to ensure that all students receive the benefit of an exemplary education and a diverse range of opportunities and outcomes. While we are proud of the strong relationships we develop with our students, we are equally proud of our students’ academic progress and achievements. In fact our NAPLAN results between year 7 and 9 show improvement above the national and state averages. Similarly, our VCE results are competitive and strong, with continued yearly improvement and growth. The Junior Campuses are based on small teams for Years 7 - 8 and Years 9 - 10. This enables teachers to meet the learning needs of each student and promotes strong relationships and connection to the school. The team structure continues at the Delahey Senior Campus, however it is more of an adult learning environment where our students thrive and are supported to become confident and independent; ready to take their places in the world.
LEARN ABOUT OUR SCHOLARSHIP PROGRAM At Copperfield College, we offer our students an exciting range of opportunities to enhance and enrich their education, develop leadership qualities and help them discover their potential. These include: • Scholarships in Academic Excellence, Leadership and Performing Arts • Student and Environmental Leadership • Sport • Performing Arts • Relationships with international schools and opportunities to travel • Camps • Rewarding Pathways with dedicated careers advisors at each campus • Wellbeing and Transition programs • Literacy intervention and extension programs • Numeracy support • Wide range of subjects available at our dedicated VCE campus • Community based Yr 9 program: Challenge Day
For to arrange a school tour, please contact our Office: Formore moreinformation information,orcontact our Transition Leader, Libby Derks onGeneral 9361 3865 or email her at derks.elizabeth.m@edumail.vic.gov.au Kings Park Campus (Yr 7-10) Sydenham Campus (Yr 7-10) Delahey Campus (Yr 11-12) Kambalda Kings Park Kings ParkCircuit Campus (Yr 7-10) 9365 4111 Kambalda Circuit Kings Park
Community Hub Sydenham Sydenham Campus (Yr 7-10) 9361 3888Hub Sydenham Community
Goldsmith Avenue(YrDelahey Delahey Campus 11-12) 9307 5555 Goldsmith Avenue Delahey
Kings Park Discovery Night
Sydenham Discovery Night
Wednesday 14th March 2018
Wednesday 21st March 2018
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From Page 6 Grammar at Olivine will provide this opportunity for 1200 students on the expansive eight-hectare site. “This campus will also provide a focal point where Olivine’s residents can come together with other families, building a strong sense of belonging and community,” he said. The brand new Hume Anglican Grammar campus at Olivine will offer innovative learning models for students from Prep to Secondary school. Located next to Olivine’s new town centre in the heart of the masterplanned community, enrolments for Hume Anglican Grammar are anticipated for as early as 2019. Shortly after, a childcare, kindergarten and public primary school will be delivered for the next generation. Mirvac’s General Manager of Residential Victoria, Elysa Anderson, said partnering with existing schools to increase their footprint was a new strategy to give more people access to great education, without the high cost of housing in established school zones. “Olivine will be one of Melbourne’s most anticipated residential communities, promising exceptional amenity and community assets from day one,” Ms Anderson said. “We recognise that families want access to high
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quality education, therefore we felt partnering with such an established and respected school in Hume Anglican Grammar meets their needs. “Mirvac understands the importance of creating communities that provide access to quality education and are proud to be partnering with Hume Anglican Grammar to give more families the opportunity to attend this renowned local school,” she said. Set on 187 hectares in Donnybrook, Olivine is planned to strengthen and exceed previous benchmarks set for education, community wellbeing, urban design, sustainability and housing diversity in greenfield communities. To be developed over 10 to 15 years, Olivine will be home to approximately 7000 people across 2250 homes, with the first stage planned to be released in early 2017.
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‌‌..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 hasn’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 12374714-KC5-18
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Bringing the Technology of the Future into our classrooms New architecturally designed STEAM Centres
ESSENDON KEILOR COLLEGE Leading the way in STEAM Education (Science, Technology, Engineering, Arts, Mathematics)
For further information or to book a tour Niddrie Campus Years 7-9 Peters Street, Airport West Phone: 9375 8400
East Keilor Campus Years 7-9 Quinn Grove, East Keilor Phone: 8331 0109
Essendon Campus Years 10-12 286 Buckley Street, Essendon Phone: 9319 1300 12362113-KC5-18
ESSENDON KEILOR COLLEGE
www.ekc.vic.edu.au
New STEAM Learning Centres at ALL campuses Leading accelerated learning programs for individual subjects Programs in partnership with Melbourne, La Trobe, Victoria and Deakin Universities
State of the Art Niddrie Campus New Buildings Opening 2018
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Building real partnerships between parents, teachers, students and universities
Footscray City College THE educational opportunities and experiences at Footscray City College (FCC) are exciting. The college strives to build and extend the aspirations of its students, so that they can embrace their futures as fully confident, capable, talented and optimistic young men and women. The school offers an extensive range of choices for students within a vibrant and dynamic educational setting. This greater choice gives extended opportunity for students to discover and explore their individual interests and passions, and to excel. Two significant curriculum priorities of the college are the Sciences and the Arts. The college offers the Select Entry Accelerated Learning (SEAL) Program. Students enter this program in Year 7, and it is tailored to the learning needs of those with high academic ability and potential. It offers extra challenge and greater depth in learning. Students will complete the first four years of secondary school in three years, and then have three years to complete VCE. In Year 10 students will have the option to study a combination of extension units and VCE units. In Year 12, students will also have the possibility of studying a university subject as part of their program. FCC also specialises in nurturing and challenging all students through the different phases of their secondary schooling from Year 7 to 12. Its Year 7 students step into the recently renovated Year 7 Learning Centre which has been purposely designed to provide the youngest students with a warm and inviting home base as well as a bright and stimulating learning environment. The pastoral care system at Year 7 and beyond ensures that the school knows its students well and attends carefully to their personal and academic needs. Close communication with parents is integral to the pastoral care approach.
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Our Year 9 Students have a different experience working in the Futures Centre where the focus is on developing the skills and qualities considered necessary for successful futures in the 21st Century. The curriculum is comprehensive at Year 7 and 8 with an emphasis on developing strong literacy and numeracy foundations for future academic success. Digital Technologies and STEAM (Science, Technology, Engineering, Art, Maths) subjects have also been introduced to the junior school curriculum to equip students with the skills and capabilities required for the future. Our Year 9 Students have a different experience working in the Futures Centre where the focus is on developing the skills and qualities considered necessary for successful futures in the 21st Century. As well as undertaking a rigorous program in core subjects the students also undertake electives which cover a broad range of disciplines which allows students to make selections according to their interests and enables early preparation for the specialisation of VCE. At Years 10 to 12 there is a strong emphasis on academic rigour, and student programs are tailored to individual needs and strengths. They have a wide range of choices in the traditional areas of the Maths/Sciences, Humanities and the performing and visual arts, as well as niche areas of interest, such as multimedia, fashion, hospitality and horticulture.
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20 Ye a r s
Celebrating the Past... ...by Forming the Future
GOOD NEWS
LUTHERAN COLLEGE
In 2011, with its first Year 7 classes, Good News Lutheran College visibly began the journey from small primary school to a much larger P-12 College. Recently an important step in the development of the 900-student strong College came to fruition with the unveiling of the new Middle School building. After witnessing the embryonic stage of development, Head of Middle School, Nathan Shrowder, was able to monitor completion and unveiling of the 11-classroom, double-storey building. “From the moment you walk into the entrance of the building there is an immediate ‘wow’ factor,” Mr Shrowder said. “The smell of fresh paint, new carpet and freshly stained wood panels hits you instantly. “Seeing the students’ reaction to the new building on their first day was priceless.” The College leaders, including Mr Shrowder and Principal Simon Hughes, are continuing to explore how to maximize the learning experience for the student body, given the facilities at their disposal. “We are excited about the positive impact this building will have on our students, but at the same time we are still working through how to best utilise the spaces we have now created,” Mr Shrowder said. “The Middle Years Building has been designed to allow for greater flexibility within in the classroom with furniture that can be set up in various ways to suit the learners, while also having break-out areas in the centre of both floors. “This will allow the students to collaborate and work together in smaller groups to complete set tasks.”
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The College deferred the purchase of furniture for these break-out areas, preferring to work in the spaces for a few weeks to gauge what furniture would be most suitable. “Through discussions with the staff and students we will look at combinations of soft furnishings that include tub chairs, couches, ottomans, and the like, while also providing work areas with tables and chairs that allow for effective group collaboration,” Mr Shrowder said. “This is an exciting time for all those involved in this process as we have an opportunity to really create spaces that will allow for greater creativity and diversity in the way in which our students can learn.” The new facility also has a presentation space in the centre of the building, with four large TV screens, to allow for whole Year Level meetings, classroom presentations or smaller parent information evenings. “On the second floor, we have added in a ‘green screen’ wall that will provide our students with the opportunity to begin using this ‘green screen’ technology, while creating videos for individual assignments or as part of GNLC TV,” Mr Shrowder said. “We are very excited about this next phase for our Middle Years program and with the introduction of the International Baccalaureate (MYP Programme) 2018, we can see some really positive change happening in the coming years.”
Greensborough College GREENSBOROUGH College is committed to the development of its students into well-educated, responsible young adults. At Greensborough College we provide both girls and boys with substantial educational opportunities. Extensive resources allow us to provide the academic focus of a secondary school together with opportunities for students to select from a broad range of curriculum options. Our programs at Greensborough encourage the highest standard of academic achievement in every activity undertaken by our students. A stimulating blend of academic, cultural and sporting activities equips our young people with the essential skills they will need to become successful citizens in a rapidly changing global community. The friendly and supportive atmosphere is underpinned by a strong code of conduct, a compulsory uniform policy, firm structure and clear expectations. We foster and develop exemplary values of trust, tolerance and respect for self and others. We challenge and encourage each student to discover and build upon their strengths so they may enjoy a positive educational experience. Our program offerings include a High Achievers Acceleration and Enrichment Program commencing in Year 7. Our Year 9 and 10 students complete elective programs focused on helping them develop into creative and complex thinkers, well prepared to take on the more self-directed learning of their VCE years. Academic rigour and a strong work ethic are central to life in Senior School, with a cooperative team culture supporting each student’s quest for success. The mature atmosphere of our Senior School encourages students to achieve their best and our outstanding results have been a clear reflection of this.
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Greensborough College is committed to the development of its students into welleducated, responsible young adults.
We offer both VCE and VCAL programs, ensuring our students are able to follow their chosen path. At Greensborough College success comes in many forms – university entry, vocational studies at TAFE, apprenticeships and employment all stemming from the individual’s personal growth. Every child has the potential to learn and our staff are dedicated to supporting and guiding each student through their secondary education. College Rebuild 2018 brings with it new buildings which include a gymnasium, Performing Arts Arena, canteen, Senior School Wing as well as Music, Home Economics, Art and Study room spaces. We excitedly welcome you to come and book a tour to see the new 10 million dollar facilities first hand. To organise a time contact 9433 2666.
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A message from Maurice Sendak Grossek’s view MAURICE Sendak passed away in 2012, leaving a legacy of outstanding children’s literature for generations to come to enjoy. His most famous book was, Where the Wild Things Are, an awardwinning book that was both highly acclaimed and criticised in some quarters as being “too scary”. I recently came across a piece on Maurice Sendak, in which it was revealed that a hitherto undiscovered manuscript of his had been found and would be published soon under the title of, Presto and Zesto in Limboland. What really caught my attention, and is the primary reason for writing this piece on Maurice Sendak, was the comment he made in his 1964 Caldecott Medal acceptance speech, where he criticised children’s books set in: “a gilded world unshadowed by the least suggestion of conflict or pain, a world manufactured by those who cannot – or don’t care to – remember the truth of their own childhood”. Apart from being a brilliant use of language, Sendak’s message has relevance today. All emotions present themselves in everyone’s lives over time, and if by having done all we can to have insulated our children from them in the first place, is it likely to be counter-productive in the long term? We face that dilemma as parents and teachers regularly. Those familiar with the developments in the field of Emotional Intelligence, would be familiar with the view that all emotions are valid – it is how we deal with and manage them, especially strong emotions. From that perspective, we should not avoid some emotions simply because they may cause us stress and pain, but rather build our capacity to manage them as positively as possible. Sendak’s message revolves around the issue of how best to develop resilience and that is no mean task. In Sendak’s own words, his early life was anything but happy. The Holocaust, to which members of his extended family were exposed with devastating consequences, confronted him with the concept of mortality. Furthermore, his life-long love of books ignited in his sickbed, beset by health problems at a young age. The impact of that which is going on in the
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lives of students can be overlooked at times, given the current emphasis on NAPLAN, VCE results, and on the Program for International Student Assessment (PISA) results to evaluate our schools’ achievements in relation to those of other countries in science, mathematics and literacy. This begs a classic ‘chicken and egg’ question – which comes first, academic achievement or personal wellbeing? The answer is not a simple this or that. Nonetheless, Sendak’s revelation, whilst much to the benefit of children’s literature, serves a timely reminder that we should never underestimate the profound significance of events that deeply touch our inner self. Interestingly, when Where the Wild Things Are was first published it drew significant criticism in some quarters for its depiction of fanged monsters, the characters of which were rather grotesque in appearance. The timeless relevance of the book’s main character, Max, a child raging against his mother for sending him to bed without any supper should not be lost on any of us. Parenting can be unbelievably challenging at times, as can being a child – and Sendak’s evocative and thought-provoking comments he made when accepting his 1964 Caldecott Medal should be taken seriously by aspiring writers of children’s literature. In terms of accolades, and Maurice Sendak received many in his decorated and, at times, controversial career, none could be more rewarding than which he received from a young boy upon reading Where the Wild Things Are. As Sendak recalls: “A little boy sent me a charming card with a little drawing on it. I loved it. I answer all my children’s letters – sometimes very hastily – but this one I lingered over. I sent him a card and I drew a picture of a Wild Thing on it. I wrote, ‘Dear Jim: I loved your card.’ Then I got a letter back from his mother and she said: ‘Jim loved your card so much he ate it.’ That to me was one of the highest compliments I’ve ever received. He didn’t care that it was an original Maurice Sendak drawing or anything. He saw it, he loved it, he ate it.” In not succumbing to the temptation of writing children’s stories scripted to a theme of how the world should be, in writing the acclaimed Where the Wild Things Are, Sendak also attracted notoriety with his book, In The Night Kitchen. Originally published in 1970, the book has often
been subjected to censorship for its drawings of a young boy prancing naked through the story. The Night Kitchen regularly appears on the American Library Association’s list of “frequently challenged and banned books”. It was listed number 21 on the “100 Most Frequently Challenged Books of 1990–1999”. Maurice Sendak wrote from life and the heart as he experienced it, and in so doing opened up a world of fantasy for which generations of children are the richer for him having done so. Almost fifty years later, a US School Library Journal sponsored a survey of readers that identified Where the Wild Things Are as a top picture book. The librarian who conducted it observed that there was little doubt what would be voted number one and highlighted its designation by one reader as a watershed, ‘ushering in the modern age of picture books’. Another called it ‘perfectly crafted, perfectly illustrated ... simply the epitome of a picture book’ and noted that Sendak ‘rises above the rest in part because he is subversive’. Subversive behaviour is not a behaviour on the lips of everyday teachers in classrooms across the country and it most certainly has a sinister tone of which we should be wary. Nonetheless, as teachers we do challenge children to be creative thinkers, questioning as well as accepting, challenging as well as conforming. That is quite a tightrope to navigate. To be a person who does not always run with the crowd is no easy task – ask any ‘out there’ individual if there isn’t a price to pay for their individuality or any whistle blower as to whether their acts of courage are always warmly received or rewarded. Sendak found a way to be ‘subversive’ in his writing that in hindsight should be inspiring. There is an old saying – ‘there’s a time and a place for everything’ – the implication being that the challenge lies in finding that time. Perhaps we have finally reached that time in our country in reflecting on the life of Maurice Sendak. He mentioned in a September 2008 article in The New York Times that he was gay and had lived with his partner, psychoanalyst Eugene Glynn, for 50 years before Glynn’s death in May 2007. Revealing that he never told his parents, he said, “All I wanted was to be straight so my parents could be happy. They never, never, never knew.” Maurice Sendak drew inspiration and influences from a vast number of painters,
Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors. musicians, and authors. Going back to his childhood, one of his earliest memorable influences was actually his father, Philip Sendak. According to Maurice, his father would relate tales from the Torah; however, he would embellish them with racy details. Not realising that this was inappropriate for children, little Maurice would frequently be sent home after retelling his father’s “softcore Bible tales” at school. Is there not a message within that story for us all as parents and teachers too? Are we ever guilty of having forgotten what it was like to be a child? If so, taking the time to reflect on the consequences of so doing, may be a useful starting point for better handling the next point of tension we encounter with children. Sendak never found peace of mind in religion and was in fact an atheist. In a 2011 interview, he stated that he did not believe in God and explained that he felt that religion, and belief in God, “must have made life much easier for some religious friends of his. It’s harder for us non-believers.” He died on May 8, 2012, at the age of 83, in Danbury, Connecticut, less than a month before his 84th birthday. The New York Times obituary called Sendak “the most important children’s book artist of the 20th century.” Author Neil Gaiman remarked, “He was unique, grumpy, brilliant, wise, magical and made the world better by creating art in it.” Maurice Sendak leaves an enduring trove of children’s books and personal experiences, the essence of which remain inextricably entwined and fascinating – and we are the better for it. Henry Grossek Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7fm on Fridays between 9.00am and 11.am www.caseyradio.com.au Secondary Education
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Hoppers Crossing Secondary College HOPPERS Crossing Secondary College is a single campus, co-educational College with an enrolment of approximately 1,450 students. Great emphasis is placed on developing innovative and challenging educational programs, which is achieved by maintaining a close working relationship with the College community. Our students are TOMORROW’S LEADERS. The College offers a structured student leadership program including a Student Representative Council (SRC) and established High Resolves Program. Opportunities exist for involvement in programs such as Youth Parliament and the School for Student Leadership. College Captains are involved in key decision-making at the College as members of the College Council and represent the student body in these decisions. Global leadership is also encouraged: three international opportunities (China, Italy and North America) allow students to develop leadership skills on a global platform. These programs see our students lead others in an international context. Our students are SUCCESSFUL. In 2016 the school recorded its most impressive VCE results in 32 years including a median study score of 29. The highest ATAR score achieved was 97.85 with another student obtaining a perfect 50 study score in one subject. We take pride in offering students guided support throughout
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their chosen pathway of VCE, VCAL or VET studies and prepare students for University, TAFE or employment options. University Enhancement Studies are offered at the College and provide opportunities for students to incorporate tertiary studies within their VCE program. Over 80% of Year 12 students commencing tertiary studies in 2016 received their top tertiary preference. Our students are DIGITAL LEARNERS. Information and Communications Technology is prioritized across the curriculum with the inclusion of interactive whiteboards or digital media projectors in every classroom. Students are welcome to utilize their preferred learning technology, supported by our Bring Your Own Device (BYOD) program. This is aimed to skill students to take their place as digital citizens. Our students are PERFORMERS. A strong Performing Arts Program underpins a vast extra-curricular offering. Our students are active participants in the Wakakirri Secondary Schools Challenge, a national dance competition whereby students choreograph routines, design costumes and assemble stage sets. The College was awarded Victorian Story of the Year in 2014, 2015 and 2016, in addition to a number of staging, performance and choreography accolades. College Principal, Mr. Wayne Terrill, invites you to attend an information evening to find out more and take a tour of the College.
Hoppers Crossing Secondary College HOPPERS Crossing Secondary College prides itself on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Enrichment students are exposed to a number of learning experiences that encourage higher order thinking skills allowing them to analyse, evaluate and create. Additionally, specialised programs facilitate school-wide enrichment and support the individual needs of these students who are highly motivated to achieve outstanding academic, sporting, cultural or musical success. Select Entry Enrichment Pathway (SEEP) Program The SEEP program is a specialised enrichment program for identified high-ability students. The program places students in a like-ability classroom with other students of high academic potential. Teachers within the program are specially trained in gifted and talented education and appropriate differentiation strategies. The curriculum is evidence-based and aims to increase the breadth of learning, allowing students to develop critical thinking skills and independent learning strategies. Students remain in this environment throughout Years 7- 9. Students then move into the senior school where they are able to personalise their learning experience further and are encouraged to enter the VCE Access Program, which allows them to undertake a VCE study whilst completing Year 10. Year 9 High Achievers Preparation Program (HAPP) Each year, the College invites high achieving Year 9 students to participate in the Year 9 High Achievers Preparation Program. HAPP is an afterschool extension program run over 15 weeks and provides extension activities in the area of individual student interest to support and encourage students to continue achieving excellent results and consider entry into the VCE Access program. A graduation ceremony is held at the conclusion of the program whereby students are able to present their long-term learning program to parents, teachers and other students as well as be recognised for their personal and academic success. University Enhancement Studies Students who successfully complete a VCE Unit
A differentiated and enriched curriculum allows each student to be challenged in his or her learning and experience academic success.
3&4 study in Year 11 are eligible to apply to universities to complete a first year tertiary unit whilst undertaking Year 12 studies at the College. This program allows students to develop the necessary skills to be successful in their tertiary studies once they leave the College. Enhancement studies also contribute valuable points towards the VCE aggregate score, used in determination of the final ATAR score. To learn more about the Enrichment Program and other exciting learning opportunities please attend one of our Open Days or Information Sessions.
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Vision: John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence. Values: Respect, Commitment, Academic Excellence, Continuous Improvement Respect
We Respect
We accept others for who they are and value their opinions
Commitment
We Commit
We are dedicated to our values, our school, and our community
Academic Excellence
We Excel
We relentlessly pursue academic excellence
Continuous Improvement
We Improve
We never stop ďŹ nding ways to stretch and grow
Our Vision and Values, together with the John Fawkner Model, provides a roadmap for our future. The College has a renewed leadership team who are inspired by the work our students and staff are contributing. John Fawkner College is a vibrant learning community which provides students with multiple pathway opportunities and sets out to develop the whole student. As we grow we are steadily evolving our curriculum and teaching practices to ensure it best meets the needs of our students. This together with an increasing number of extra-curricular activities and representative opportunities available to students ensures they will have a meaningful and relevant learning journey. The College looks forward to working with you as we build a strong and vibrant school community
Melbourne City College of Football Sports Industry Pathway Program 12373730-DJ06-18
Mark Natoli Principal
Tea ch er s
rs ne ar Positive Schoolwide Behaviours
Professional Learning Communities
VISION and VALUES
Teacher Leadership
rning of Lea
High Impact Teaching Strategies
Community Building
Pastoral Care
as ers ad Le
Commu nity of Le
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Curriculum Refresh Student Voice and Leadership Student Attendance
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The Fawkner Model is the implementation project that John Fawkner College is using to guide the school over the next 3 years. Each section of the model is supported by significant leadership roles within the college and will help form the total vision for the school. The Fawkner Model is broken into 3 key sections which all align with the Colleges strategic plan and intent.
51 Jukes Road, Fawkner Ph: (03) 9359 1166 www.jfc.edu.au
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Tuesday April 24th
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MacKillop Our Vision ‘CELEBRATING all life. Challenging all people. Dreaming the new day’ is MacKillop College’s vision for its community. Through this students are able to realise their potential, firstly at school and ultimately in their lives. Our vision supports teachers in their continual growth which consequently impact the young people they work with. Life at our College encompasses Education in Faith, contemporary Learning and Teaching, purposeful connection to Community, responsive Student Wellbeing and dynamic Leadership and Management. Acting out this vision ensures we have a comprehensive and well balanced curriculum. This incorporates active learning within a positive, dynamic and adaptive environment not confined to our walls. A culture of enquiry and creative exploration of ideas is encouraged. Our Learning Environments Our College features outstanding facilities complimented by beautifully maintained gardens, sporting fields and recreational areas. Our contemporary learning strategies are supported by extensive digital infrastructure in all classrooms throughout the College along with a dedicated ICCT centre. MacKillop boasts innovative learning areas including a unique
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Our college features outstanding facilities that are complemented by beautifully maintained gardens, sporting fields and recreational areas. Science wing, a state-of-the-art Auditorium, an outstanding Sports Centre and an exceptional Creative Arts Centre. Our broad and comprehensive curriculum reveals a dedicated Year 9 Campus, a Gifted and Talented program, extensive support to students who experience learning difficulties and well established successful policies and protocols that enhances student wellbeing. In addition to our Chapel, our College opened the ‘La Merci’ Centre which honours our innovative and contemporary learning environments with open classroom spaces. These digitally rich general purpose learning areas support our students with relevant resources which assist them in becoming ICT proficient and productive community members in this 21st Century.
Internationalising As part of our comprehensive curriculum we offer French, Japanese and Italian. Our international programs extend this collaboration of culture and language beyond the classroom. Students have the opportunity to travel abroad and visit France, Italy and Japan and live in homestays with host families and engage in cultural immersion programs at host schools. This is also reciprocated at our college with homestays for International students throughout the year. International students can engage in our curriculum at any year level including completing VCE or VCAL over two or three years. Students become integrated into our educative community from their first day and they become part of a dedicated homeroom and pastoral structure.
Our intent as a College is to develop the whole person spiritually, socially, emotionally and academically‌ Our intent as a College is to develop the whole person spiritually, socially, emotionally and academically to enable them to become responsive global citizens. Visit MacKillop College during its Open Days on Thursday 1 March and 15 November between 2.00pm and 6.00pm with a final tour commencing at 5.15pm. Contact the College Registrar for further information.
Faith and Culture To raise whole school awareness of our Faith and Culture we display potent symbols and artworks throughout our college buildings. We are a multicultural education setting that respects the dignity of all who become part of the community. We endeavour to listen to our community and respond with an open heart. Part of this response is to conduct whole school student led assemblies, parent information evenings and College liturgies where our students and teachers acknowledge our Aboriginal and Torres Strait Islander community.
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Marian College MARIAN College seeks to provide young women with the opportunity to be educated within an environment that allows and encourages each person to develop fully as an individual, and as a community member. We educate 800 girls in a safe and secure environment; each girl knowing she will be cared for and supported, through our strong pastoral wellbeing structures. We believe that learning and development should occur within a framework that values and engenders the principles of inclusiveness, justice, love and forgiveness. We offer educational programs that are relevant, innovative and challenging. Curriculum is constantly renewed so that courses of study reflect the needs of our students. A wide range of options is available for students in the senior years, including VCE, VET and VCAL programs. Strong academic results reflect the high expectations the College holds for students in their learning. We value, encourage and recognise the diversity of many cultures and religions within the school, as both a reflection of the wider community and as a means of understanding the broader world. Entering secondary school is an exciting stage of life and this transition is a period of adjustment
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Marian College - Pursuing excellence and innovation in a supportive Catholic environment‌ for the individual student and their family. At Marian, we have a team of teachers working to ensure that each family experiences a deep sense of belonging. Marian College - Pursuing excellence and innovation in a supportive Catholic environment to create positive futures for all students 2018 OPEN MORNING TOURS for Marian College Open Morning tours: Tuesday at 9:00am – 6th February, 6th March, 8th May, 5th June, 17th July, 7th August, 4th September, 9th October, 13th November & 4th December or by appointment. *Note: dates may be subject to change Contact our College receptionist on 93631711 to book a school tour or to request an enrolment prospectus package. Marian College Address: 196 Glengala Rd. Sunshine West Website: www.mariansw.catholic.edu.au
MARIAN COLLEGE 196 Glengala Rd, Sunshine West VIC 3020 Phone: 9363 1711 www.mariansw.catholic.edu.au
LIMITED PLACES AVAILABLE IN YEARS 8 - 12 FOR 2019 OPEN MORNINGS ONCE A MONTH AT 9:00AM. BOOKING 9363 1711
ENROLMENTS FOR ARE NOW BEING ACCEPTED
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2020 ONWARDS
BUS SERVICES TO MELTON, ROCKBANK, BACCHUS MARSH, DERRIMUT & TAYLORS HILL Secondary Education
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Marymede Catholic College MARYMEDE Catholic College is a Catholic coeducational, 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. 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 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, self-esteem and the knowledge to successfully tackle life’s challenges. 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.
12361975-KC44-17
OPEN DAY
Sunday 25 March, 2018 11.00AM - 2.00PM Meet our teachers, take a guided tour of our Prep to Year 12 facilities > ` iÝ«iÀ i Vi >ÀÞ i`i >Ì V i}i wÀÃÌ > `° Applications v À 9i>À Ç ÓäÓä >Ài «i Ü > ` Ü V Ãi čÕ}ÕÃÌ Óä£n° Ì Þ Ì ÕÀà >Ài V `ÕVÌi` > Ài}Õ >À L>à ð À Ì ÕÀ `>Ìià À 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
Mount St. Joseph Girls’ College MOUNT St Joseph Girls’ College is a Catholic College founded by the Sisters of St Joseph with a proud heritage of over fifty years of nurturing, educating and inspiring young women. The College motto is ‘Virtue and Courage’. This recalls the spiritual and dynamic leadership of Saint Mary of the Cross MacKillop and the founding Sisters of St Joseph. It inspires our students with the courage to make decisions based on what is right and to strive with courage to use all the gifts and talents which God has given them. We are a College that promotes values and experiences that enable learning, life and community to flourish. Mount St Joseph Girls’ College has a rich heritage of striving for excellence in academic endeavour whilst nurturing young women to believe, lead, inspire and challenge. The educational programs at the College maximise student learning and engagement through curiosity, creativity and collaboration. In a safe and contemporary learning environment we encourage a love of
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All students are encouraged and supported to strive for personal excellence.
learning through an innovative, dynamic and challenging curriculum. All students are encouraged and supported to strive for personal excellence. The uniqueness, integrity and dignity of each person is respected and valued at the College. Today, we continue to provide high quality girls’ Catholic secondary education within the charism of St Mary of the Cross MacKillop. We educate young women today, so that they can shape tomorrow.
Mill Park Secondary College warmly invites the community to attend our
SHOWCASE & SEAL INFORMATION EVENING Monday 19 March 2018, 5 - 8pm Middle Years Campus Principal’s welcome to be at 5pm and 6.45pm followed by school tours. SEAL Information Session at 6.30pm Experience what makes Mill Park Secondary College unique and learn about our programs and successes Extensive curriculum from Year 7–12 Wide range of VCE, VET and VCAL subjects Strong pastoral care program SEAL (Select Entry Accelerated Learning) Program Safe learning environment Excellent specialist classroom facilities Extensive range of extra curricular activities Accelerated Programs in STEM and English If you are unable to attend our Showcase Evening, please contact the office on 9407 9700 to arrange a convenient tour of our college.
Create your future Middle Years Campus Moorhead Drive, Mill Park Tel +613 9407 9700
Senior Years Campus Civic Drive, Epping Tel +613 (03) 9409 8222
www.millparksc.vic.edu.au 12369614-KC5-18
Mount Alexander College MOUNT Alexander College provides an inclusive, comprehensive and quality curriculum for Years 7 to 12 where students are placed at the centre of the learning and programs. The school authentically empowers and engages students in their learning. Mount Alexander College delivers quality programs through vertical curriculum delivery with students having the opportunity to explore subjects according to their interest, needs and skills. Teachers use quality teaching approaches and develop strong positive relationships with students while facilitating learning. Each student has an individual learning plan customised for their own needs and abilities. MAC strives to meet the challenges of the twentyfirst century. Enrolments at the school have increased considerably over the past two years since the introduction of our new curriculum model. Strong growth is expected to continue into the future. Student Wellbeing Student wellbeing is the foundation of academic success. All students have access to a wide range of student wellbeing resources including study and social skills, resilience programs, student leadership development, positive school-wide behaviours, house structure and a dedicated wellbeing team. Our Vision Our school’s vision is to provide a safe and supportive community of lifelong learners where respect, success and diversity are valued and where students and staff are supported to realise their potential both within the school community and beyond. Our Values Community The provision of a safe inclusive learning environment in which all members of the school community feel a sense of belonging and are valued for their contributions to the school. A sense of community is encouraged through inclusive practices that reflect a respect for individual differences and a celebration of diversity. ■
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Community, Engagement, Excellence, Integrity, Respect” ■ Engagement The implementation of a meaningful, relevant and appropriately challenging curriculum and the provision of co-curricular programs that encourage participation, citizenship and student leadership. ■ Excellence The development of a passion to learn and high aspirations through the pursuit of excellence in teaching and learning. The celebration of personal achievement and success. ■ Integrity The promotion and modelling of consistently honest, transparent, responsible and ethical behaviour that upholds these core values and principles. ■ Respect The respect of oneself, others and our environment is a fundamental value. Being courteous and valuing the dignity of everyone is an essential pillar of our learning community.
Community, Engagement
Tours 9.30am and 12 pm Information session 7.00pm At Mount Alexander College: 1. 2. 3. 4.
Students select subjects from over 150 choices allowing them to follow their passions, while covering key learning areas. We develop creativity, critical thinking skills and the ability to work independently. Our vertical curriculum enables greater subject choice no matter the year level, which in turn develops a deeper love of learning in students. Students are empowered in their learning creating an optimal learning environment enabling students to thrive. 5.
Call to book your tour 9376 1622
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Excellence, Integrity, Respect
Open Day Tuesday 20 March 2018
www.mountalexandercollege.vic.edu.au 12362855-KC5-18
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Select Entry Accelerated Learning What is SEAL? VICTORIAN Government secondary schools have been operating specific programs at authorised schools for gifted students since 1980. These have been known as Select Entry Accelerated Learning (SEAL) schools. The Academy of Accredited SEAL Schools (TAASS) has been established to maintain this tradition to enable groups of like minded students to develop academically, socially and emotionally. The SEAL Academy follows Gagné’s model for the definition of gifted and talented students. Entrance exams To gain entry into the SEAL program of a SEAL Academy school, students must achieve high performance results in an entrance exam. Students who wish to undertake the SEAL program in a particular school year, must sit for the entrance test the year before. The entrance exam takes place at each school at varying dates - please refer to the SEAL Academy school websites for particular entrance exam dates. A list of links is provided here <https://www. sealacademy.org.au/index.php/entrance-exams>. SEAL schools! SEAL stands for Select Entry Accelerated Learning. Understanding just what
Picture courtesy of Fairhills High School
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Other words discussed when you hear the term SEAL include gifted, enrichment, enhancement, extension and talent.
that means is one key to choosing the right secondary school for your child. Other words discussed when you hear the term SEAL include gifted, enrichment, enhancement, extension and talent. Finding your way around the maze of just what each school offers from these options and just what that means can sometimes be confusing, even daunting. It is important to understand that schools which offer a Select Entry Accelerated Learning program have earned the right to use this term. It’s usually shortened to SEAL in their information, and a school can only become a SEAL school by following specific guidelines and procedures that the Government has set. The number of SEAL
schools is limited, because these schools cater for a limited proportion of the population. This is where an understanding of the term gifted is needed.
Giftedness is usually considered to be ability that cannot be attained by everybody, in a field such as academic, music, sport, art.
Giftedness is usually considered to be ability that cannot be attained by everybody, in a field such as academic, music, sport, art. Academic giftedness can be thought of as having intellectual potential that would place someone in about the top 10% of the population. If we accept the idea of academic or intellectual giftedness in the same way we accept giftedness in sport, then offering something equivalent to the Victorian Institute of Sport or the Australian Institute of Sport for academic ability makes sense. This is where SEAL schools shine.
level. Placing some of these students in every school makes it difficult for teachers to meet their needs, because gifted students have characteristics that can make it very hard for them to work in a mixed-ability classroom and still reach their academic potential.
Why are there only a limited number of SEAL schools, you may ask. At any one year level across Victoria, there are close to 45,000 students. When we use the broad idea of academic giftedness as about 10% of the population, then we can see that we are trying to meet the educational needs of about 4,500 academically gifted students in each
Some of these characteristics include grasping facts, ideas and concepts more quickly than others, needing fewer exercises or learning activities to understand what is being taught, seeing ideas holistically or as a big picture not as small steps, and needing others who think like them to bounce ideas off and interact with.
Picture courtesy of Footscray City College Secondary Education
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Why choose a public secondary school? WE ALL have a stake in building a public secondary school system that prepares the next generation of productive citizens and workers. Our nation’s economic and social prosperity depends on this. It is essential that all students, regardless of their family background, have access to an excellent local public school in order to reach their potential and contribute to our society. The Victorian Association of State Secondary Principals has consulted widely with its members, asking them to identify what they consider to be the most crucial elements required to build and sustain a thriving public secondary school system. They identified the following key elements required to improve the public secondary school system: Community Expectations ■ Communities take pride in their local public secondary school and are actively involved in improving it ■ Every public secondary school is the school of choice for local families, thus helping to strengthen neighbourhoods and enhance social cohesion ■ The Education Minister and senior department officials are passionate advocates for the system they operate: the public school system
Picture courtesy of Monterey Secondary College
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Student Outcomes ■ Every school has high expectations of its students and teachers, and pursues a highperformance culture ■ All students make progress in academic achievement and social skills ■ A student’s educational achievement is not determined by their socio-economic background ■ Twenty-first century learning skills, (e.g. problem solving, curiosity, teamwork, perseverance) as well as literacy and numeracy, are emphasised in school programs, enabling a more comprehensive comparison of student performance at local, national and international level. At this time of the year, families are making important decisions about choosing a secondary school for their child. There’s a common view that if you send your child to a private school, your child will get better results. But the facts show that this is wrong. A recent review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and independent schools across a range of education indicators. (Cobbold, 2015) Continued Page 64
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At ROSEHILL Secondary College, the newly refurbished Science Department has been equipped with state-of-the-art interior design and technology. This allows a unique experience in STEM education. STEM is an interdisciplinary approach to learning that removes the traditional barriers searating the four disciplines of Science, Technology, Engineering and Mathematics. When these fields are brought together, more meaningful learning can take place. STEM integrates these subjects into real world learning experiences. Our Environmental Science students collected and analysed data from our local creek system, Steele Creek. The data was used by the EPA to assess the health of the creek, after an environmental spill contaminated the water. Our data was used as a reference point by the EPA. Students have also participated in the following STEM experiences: s Engineers without Borders Conferences – Students design solutions to current global humanitarian problems. s Robogals - An international non-profit that inspires and encourages female students to consider Engineering. s In2Science - Science and Maths peer mentoring in the classroom by current University Science Students. s Robotics Program - High tech coding and programming digital technologies with the use of robotic spheres. s Use of multiple 3D printers – incorporating fusion 360 CAD software to design and develop real products. Our students are also provided with opportunities to extend their knowledge and inspire their curiosity of Science by attending various Science programs outside of the school. These programs include: s Endeavor Engineering – Students have the opportunity to meet with high performing Melbourne University Students, presenting their final year projects. s Meeting with Scientific experts – Students meet esteemed individuals such as: - Elizabeth Blackburn (Nobel Prize Winner for her work with chromosomes) - James Watson (Nobel Prize winner for his discovery of the structure of DNA) and, - David Suzuki (International-renounced Geneticist and Environmentalist). s Specialist Science days – Offered by Melbourne University, GTAC, Victoria University ‘Be a Chemist for a day’ and s Regular use of specialist scientific centers – At facilities such as Ecolinc, GTAC, VSSEC and La Trobe University. Thirty privileged STEM students from Rosehill Secondary College were selected to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA in late March 2017. In March 2019 this trip of a lifetime will be offered again, students will: s participate in a simulated Space Shuttle Mission and space-related STEM activities. s learn hands-on about the science of space travel. s tour the Kennedy Space Centre. s hear real-life stories from a shuttle astronaut. s experience the new home of Space Shuttle Atlantis. s In addition to the program at Kennedy Space Centre students attending the camp will also: s investigate the physics and design process of rides at Universal Studios. s use iFLY’s unique vertical wind tunnel facility to indoor skydive and carry out a scientific investigation. s experience an Airboat Discovery Tour through the unaltered wilderness of the Central Florida Everglades.
Rosehill Secondary College
SELECTIVE TALENT ENRICHMENT PROGRAM
INFORMATION EVENING THURSDAY 22ND MARCH 2018 6:30-7:30PM
RSVP VIA THE WEBSITE RSVP MONDAY 19TH MARCH 2017 WWW.ROSEHILLSC.VIC.EDU.AU/STEP 54
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A STEP TOWARDS SUCCESS APPLICATION FORMS DUE THURSDAY 3RD MAY TESTING THURSDAY 10TH MAY SAPPHIRE STREET NIDDRIE 3042 PH: 9337 2488
TUESDAYS 2018 9:30AM BOOKINGS ESSENTIAL, PH: 9337 2488
THURSDAY 3RD MAY 2018 4:30-7:30PM PRINCIPAL’S ADDRESS 6:30PM
TUESDAY 1ST MAY 2018 9:15AM-2:15PM
BOOKINGS ARE ESSENTIAL TO ENSURE YOUR CHILD’S ATTENDANCE.
Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au 12373234-KC5-18
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A Teachers Journey BY MANNY CASIOTIS MY name is Emmanuel Cassiotis. But everyone calls me Manny. I did my HSC in 1974 at Hadfield High School. I am proud that a north suburban migrant boy from a local state high school could achieve a pass and earn himself a place at uni. And since the great Gough Whitlam made tertiary education free, I guess that as a kid whose mum was on a widow’s pension, and growing up in a Housing Commission flat then I could go to university and study. This was also made possible by the Studentship that I applied for and received from the Victorian Education Department. What a time! Free university and with it came a modest but substantial wage to study as well. The 70’s was the time for any person to go and try their luck. I was ready to show them what I could do in education. I arrived at Maribyrnong High School in January 1980. I wanted a new start in my second year of teaching and travelling from Pascoe Vale to Bayswater High in 1979, I was very happy to accept the position of a Humanities/Science teacher. All staffing was done by a central body in Treasury Place at the time so I was matched up to Maribyrnong. Someone wanted to leave Maribyrnong so an opportunity arose for me to move into that position. A swap was made at Treasury place. Couldn’t wait! Arriving at the school a week before the start of term 1, I met the timetabler. The timetable was mapped out on a large board behind him. A coloured pin represented the teacher and the classes were each a piece of paper on another pin. He frantically moved pins to get the best
My licence to show films in class or any public place!
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Kids were hard to teach . . . Not naughty, not arrogant . . . Great kids from working class backgrounds. combination of teacher and class. That was me. A pin on a board. Technology! School was great. I had 4 classes. 25 kids or so in each. One class had year 9 and 10 kids. It was vertically streamed. It was a Geography class but the low level of literacy and high level of absenteeism called for a different approach. I devised a curriculum based on getting to know Melbourne. I called the unit “out and about”. An excursion every week in the double and a planning session in the single. Kids loved it. Not in class for two thirds of the allocated time. What a winner. Although they were tough kids they appreciated going out to see parts of Melbourne they never thought existed or would ever visit. Having a tram line at the edge of the school meant it was our highway to discovery. And a journey of discovery indeed it was; for the students it was one of Melbourne, and for me it was a journey of discovery of the multi-myriad roles as a teacher. Some of these students had never ventured out of their suburb. I was going to free their minds and open up new horizons. But how would we assess this? By participation of course!
Myself with a student. Taking it easy!
School was fun. Kids were hard to teach. Not naughty not arrogant but just hard. Great kids from working class backgrounds. Little or misguided aspirations. I could turn this around for them. I knew I could. The Principal and all the year level coordinators were right behind the staff. Encouraging them, helping them with difficult situations consoling them. Whatever it took. The door was always open for a chat and reassurance. Kids who wanted to achieve were helped before and after school. Students and staff met informally, sometimes even on weekends. Parents encouraged them as best they could or knew. It was like swimming in the dark. No real guidelines but a sense of purpose. I kept at it. For years the education wheel slowly turned. Student performance was low. If a student achieved an outstanding merit, the whole school celebrated it. That was real education; the reward in knowing that we had a small part in a child’s success, no matter how small my part was. School administrators loved academic achievement. It was hard to get. Funds then in the 1990’s were thrown into resources like the new educational tools-computers. I was keen to see that all kids in the West could have these new resources. I was made Chairperson of the Disadvantaged Schools’ Program. It was a Commonwealth initiative that helped state primary and high schools fund programs. Schools needed to put in submissions for whatever programs the staff and parents thought their local communities needed. Grassroots solutions to
Joan Kirner with Principal Wendy Seng Hpa (I am at far left). Touring the school.
grassroots needs. Some schools wanted computers others wanted art facilities. It didn’t matter. It’s what the local school community deemed important for their children and we could fund these projects. The rationale was that these new projects would improve student performance and that education administrators along with teachers and parents would be the stakeholders in this new venture. Exciting times and new methods to success. Change in governments, tightening of the fiscal belt and a new ethos in education meant that these projects would be laid aside. They ran their course. Too costly, to unwieldy to control and inequitable was the reason behind its demise. A one size fits all approach was the new mantra. Oh well. Now to try something different. The 2000’s brought with it the problems of social change and the mood of education transformed again. What was important now was getting high grades for students. (and rightly so). NAPLAN and testing were in. The questions was how do we lift student performance? Test, test and re test to see if they were learning. We obsessed about it. Would it help in the long term? A new breed of administrator took the reins. Tough, take no prisoners approach. Teachers had to do more now to prove that their teaching was effective. Did your class pass? Were the marks standardised? To what percentile did they achieve? All new terminology. But was my teaching making a difference? I thought so. Now that I am retiring I look back on that journey. I am teaching the kids of the kids that I taught. They choose to send their kids to my school, their school. They always stop to say hello. The bbq with the year 7 parents at the start of the year has the same conversation, “Is the school good for my child? My reply is always the same, “It’s better than when you were here, its still a fantastic school getting better every year, and yeah I am still here. Looking after them just like I looked after you on your first day.” They smile that inner smile of thanks and remember the past. Now I am smiling too. Remembering them and myself, and what awaits my new path away from a place that I spent 37 years of my life in. May be I could make a submission to myself or a test and it would say “I think I’ll just go fishing.” Secondary Education
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Salesian College Sunbury IN 1927, when the College was still a seed in need of rigorous care and nourishment, the question was HOW? HOW are we going to establish an institution that will one day become a trademark in education and services? HOW can we ensure that our academic establishment is there to grow and gain a solid reputation? HOW can we make a difference in our society? From our beginning, we have always had a clear vision for the WHY of our College; to bring Don Bosco’s educational philosophy to the students of Sunbury. From day one, we moved forward in the direction of realizing our vision, and year after year, we moved from one achievement to another. As we exceeded expectations in realizing our goals, as we moved from one challenge to another, the question was no longer WHY or HOW, but became WHY NOT? WHY NOT be the school of choice for parents in the Macedon Ranges? WHY NOT be the home that welcomes all students? WHY NOT be the best workplace for teachers and support staff? WHY NOT be a point of
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Our students, both past and present, are an acknowledgement that we have fulfilled our vision.
reference for the community when it comes to sustainability and the environment? WHY NOT be a school with an innovative approach to learning? Salesian College Sunbury’s history of accomplishments is in itself the answer to the question WHY NOT. Our students, both past and present, are an acknowledgement that we have fulfilled our vision. Our College is a proud producer of young people instilled with solid moral values, honest citizens and lifelong learners. So WHY NOT join the Salesian College Sunbury family? For more information phone 9744 0000.
Salesian College Sunbury, a proud ĐŽͲĞĚƵĐĂƟŽŶĂů ƐĐŚŽŽů ƉƌŽǀŝĚŝŶŐ ƋƵĂůŝƚLJ ĞĚƵĐĂƟŽŶ ŝŶ Ă ĐŽŵŵƵŶŝƚLJ ŽĨ ĨĂŝƚŚ͘ sĂůƵŝŶŐ ĞĚƵĐĂƟŽŶ ƚŚĂƚ ƐƟŵƵůĂƚĞƐ ĂŶĚ encourages excellence and lifelong ůĞĂƌŶŝŶŐ͘ ŽŵĞ ĂŶĚ ďĞ ŝŶƐƉŝƌĞĚ ƚŽ ũŽŝŶ ƚŚĞ ^ĂůĞƐŝĂŶ ŽůůĞŐĞ ^ƵŶďƵƌLJ ĨĂŵŝůLJ͘ &Žƌ ƚŽƵƌ ŝŶĨŽƌŵĂƟŽŶ ƉŚŽŶĞ ϵϳϰϰ ϬϬϬϬ͘
1 Macedon Street Sunbury T: 03 9744 0000 E: ŚĞůůŽΛƐĐƌ͘ǀŝĐ͘ĞĚƵ͘ĂƵ W: ƐĂůĞƐŝĂŶƐƵŶďƵƌLJ͘ĞĚƵ͘ĂƵ ĨĂĐĞŬ͘ĐŽŵͬ^ĂůĞƐŝĂŶ ŽůůĞŐĞ^ƵŶďƵƌLJ 12361977-KC5-18
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St Aloysius College WE LIVE in truly exciting times, and this sense of excitement permeates every aspect of life at St Aloysius College. As we are on the cusp of the third decade of the 21st Century we are conscious that the world in which our graduates will do great things is a world increasingly different from the one in which we grew up in. 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 2018 and beyond. These teachers promote an active engagement with families and focus on the personalisation of the learning journey. 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. As a Catholic girls’ College in the Mercy tradition, the values of hospitality, justice, diversity and inclusivity 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,
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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 will 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 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. We would like your journey to begin at ST Aloysius College, and once here, you’ll notice that every child is known. Please contact the College Community Development Manager on 9325 9200 to join one of our regular ‘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.
St Aloysius College
The future is here....
A end a College Talk & Tour Dates and details available on our website
www.aloysius.vic.edu.au
Enrol
NOW
31 Curran Street, North Melbourne
St Aloysius College, North Melbourne A Ministry of Mercy Education Ltd – ABN 69 154 531 870
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2019
Department of Education
SEAL PROGRAM SELECT ENTRY ACCELERATED LEARNING ENTRY AT YEAR 7 IN 2019 If your child is a high achiever, gifted learner or talented academic, the St Albans Secondary College SEAL Program will maximise their learning potential across all curriculum areas from Year 7 through to Year 12. The SEAL Program recognises outstanding students by providing them with opportunities to: • Accelerate and enrich their academic studies • To develop their leadership skills and creative talents To register your application for the SEAL Program, contact the Program Coordinator, Ms Amy Lee at lee.amy.a@edumail.vic.gov.au or visit our College website at www.stalbanssc.vic.edu.au Telephone (+613) 9366 2555 www.stalbanssc.vic.edu.au
HIGH EXPECTATIONS - OUTSTANDING RESULTS 12373270-KC5-18
Sunbury Downs College AY ĎŽĎŹĎĎ´ M D N 2 Y TUESDA t h ig N y r e ov
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Principal's address and Welcome 6.30pm
x Best VCE results
College Tours
x Students are known and cared for as individuals x A safe and secure environment
Classroom Displays and AcĆ&#x;viĆ&#x;es
x High levels of respect
ACE InformaĆ&#x;on Session
x Accelerated Curriculum & Enrichment (ACE) program x Firm and fair discipline x A comprehensive extra curricular program including performance and sport x Student scholarships, leadership and recogniĆ&#x;on opportuniĆ&#x;es
College Tours Book a tour by appointment with our Principal, Maria Oddo. Meet our teachers and students Learn about our excellent approach to teaching & learning Explore our outstanding faciliĆ&#x;es See classes in acĆ&#x;on Experience our college culture
For more informaĆ&#x;on telephone the Principal’s PA on 9744 0500 A co-educational school based on traditional values, passionate teaching with innovative ideas for stimulating learning.
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From Page 52 The review showed there were no significant differences between the results of students from public, Catholic and independent schools in national and international tests and in university completion rates. And in the first year of university, students from public schools outperform other students - they achieve higher grades in their first year of university than students from Catholic and independent schools. As a leader in the public school system I believe it’s important that families know about this information because it can help inform their decision-making. Public schools are just as good as private schools in the area that matters most developing your child’s potential. The review is one of many pieces of educational research showing that students from the same social background do as well in public schools as they do in Catholic or independent schools. There are other good reasons to consider enrolling your child in a public school. They include the following: ■ Public schools are great value for money compared with private schools, which charge families up to $30,000 each year in tuition fees per child. Tuition at public schools is free, with families paying for books and some essential items. ■ Children in public schools learn to get on with a wide mixture of students from different backgrounds. These advanced social skills cooperation, empathy, problem solving - are increasingly prized in the modern workplace. They equip students for success in life and in work. ■ Public schools are neighbourhood schools. Enrolling your child in a school within walking or riding distance to home makes it easier for you to know who your child’s friends are, to make friends with other local parents and to forge closer links with your school and your community. High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other
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High quality teaching is one of the biggest factors that influence student learning. forms of professional development. Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values. They provide opportunities for all children to succeed, no matter where they live. They give all children a fair chance to reach their potential and lead a fulfilling life. This information is courtesy of VASSP Victorian Association of State Secondary Principals For further information regarding the Education Guides published by the Star New Group refer to: www.victoriaschoolguides.starcommunity. com.au You can read more about Cobbolds review’s findings here: http://www.saveourschools.com.au/publiceducation/studies-show-publicschoolsachieve-similar-results-to-private-schools
Picture courtesy of Canterbury Girls' Secondary College.
Taylors Lakes Secondary College TAYLORS LAKES Secondary College is a single campus, co-educational 7 to 12 Leading School in the Western Suburbs of Melbourne. From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education. We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported. This is underpinned by a strong code of conduct, compulsory uniform and high expectations. A positive and responsible approach to education fosters values of trust, tolerance and respect for others. The structure of the college is based on a Middle School (Years 7 - 9) and Senior School (Years 10 - 12).
All students in the middle years of schooling undertake all subjects across all domains. There is also literacy and numeracy support programs offered in the middle years, enhancement programs, including the LEAP Program, and a new Soccer Academy within Health and Physical Education. Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few years to support the development of a challenging, innovative and enriched curriculum at each level. Within every classroom, we provide every child, every opportunity to succeed. With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high. We are very proud of our students and their results.
STUDENTS AT TAYLORS LAKES SECONDARY COLLEGE EXPERIENCE: • A Year 7-12 College on one campus. • A strong tradition of excellent VCE results. • Comprehensive VCE, VET and VCAL programs. • A challenging, academic and diverse curriculum, catering for individual student needs. • Learning Enhancement and Advancement Program (LEAP) for high achieving students • Strong Enrichment, Literacy, Numeracy and Tutorial Programs. • The opportunity to take part in an Accelerated VCE Studies Program. • A New BYOD Learning Netbook Program for all students. • A supportive Careers and Vocational Education program, including the placement of all students in tertiary or employment positions. • A Soccer Academy Program as part of Physical Education. • Established and effective pastoral care programs. • Experienced, supportive and dedicated staff. • Modern facilities in all areas of learning, including a new library, student study area, flexible learning area, canteen, food technology upgrade, performing arts centre and soccer (futsal) synthetic courts. • Extensive Co-Curricular programs. • Improved access to public transport.
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REWARD YOUR CHILD’S EDUCATION WITH AN OUTSTANDING SECONDARY COLLEGE
School Tours Wednesdays 9.30am or by appointment For further information telephone: 9390 3130 Email: Taylors.lakes.sc@edumail.vic.gov.au Website: www.tlsc.vic.edu.au Secondary Education
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Thomas Carr College THOMAS Carr College is a Catholic co-education Year 7-12 College located in the west of Melbourne at Tarneit. 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. From a broad-based curriculum in Years 7 and 8, to a comprehensive range of VCE, VET and VCAL courses, Thomas Carr College is committed to providing a range of programs, which will support all students in their future endeavours. Our Learning and Teaching programs at Thomas Carr College provide an environment that offers all students opportunities to stimulate their intellectual curiosity, whilst developing their confidence in making decisions. This is achieved by emphasising that learning is the key to a successful journey through life, equipping our students with the essential skills, attitudes and values appropriate for a lifetime of learning. In recent years, Thomas Carr has opened a country campus in Coragulac, 11 kilometres from Colac. The Good Samaritan Campus is a former convent located near Colac. In Year 9, students are given the opportunity to embark on a 3-week Country Experience using these new facilities. Our innovative and unique iD9 program provides a specialised curriculum that includes a 3-week residential country experience as well as an intensive city experience. Communication, Investigation and Personal Development are key learning emphases in the course, while elective subjects are based on the objectives of Challenge and Enrichment. This year, the College introduced its Magis Program for gifted and talented students in Year 7. The Magis Program at Thomas Carr College is designed to cater for the needs of the academically gifted or talented student who demonstrates above average abilities, high levels of task commitment and greater creativity. Through specialist curriculum, well-practiced teaching expertise, and a developed culture of high expectations, students will be stimulated, challenged and motivated towards even higher levels of achievement. Each year, one class of
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students is selected to participate in this six-year program which is designed to enhance intellectual potential and development. Accelerated courses involve a combination of a faster paced curriculum and more complex and abstract material which encourages students to further develop their capacity for higher level thinking. We are now in Stage 4 of our exciting capital development works of our 10 Year Master Building Plan. Stage 4 of this plan is the construction of a purpose built Senior Years Centre assisting with the transition from senior secondary schooling to tertiary education. The recently completed Stage 3, saw to the doubling in size of the Fr Tobin Gymnasium to include two full sized basketball courts with retractable tier seating to provide for a show court, refurbished change rooms and a new dedicated weights room, along with the refurbishment of the Fr Ray Administration Centre. A state-of-the-art Performing Arts Centre has recently been completed. The Fr Moran Performing Arts Centre features a 500-seat auditorium together with the latest technical production equipment, lighting and sound dedicated drama and music rooms and a recording studio. Enrolments for Year 7 2019 are now closed, but there are limited spots still available. Please contact the College Registrar for more information.
35 Thomas Carr Drive Tarneit, Victoria 3029 T 03 8734 2444 Please visit our website: www.thomascarr.vic.edu.au
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THEY WILL SHINE
Victoria University Secondary College VICTORIA University Secondary College is a coeducational state Year 7-12 college with three campuses. Our vision inspires students to ‘Create the Future’ and we offer a high quality education that provides for all students’ interests and abilities. Our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at VUSC. At VUSC we believe all students can succeed with effort and persistence. We teach our students to aim for excellence in all that they do. Our teaching and learning framework is based on a synthesis of recent educational research. Enacting this research in the classroom leads to high quality instruction that is reliably delivered throughout the school. Our evidence based teaching practices and strategies establish safe, purposeful and inclusive classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students. Our vision is future focused and empowering. Making connections, critical thinking and learning collaboratively are recognised at VUSC as important to the development of a learning community. We value our community – at school and more broadly. Students are expected to contribute to making the community better in whatever way they can. To help them develop a global understanding, we have implemented an international education focus by creating connections with China, including a sister school relationship. Students have travelled to China each year for the last five years as part of the Victorian Young Leaders to China program. Again in 2018, another group of students will have the opportunity to study in China and visit our sister school in Jiangsu. The college is intensely proud of our Advancement Via Individual Determination (AVID) specialist study and organisation skills program which prepares students for VCE, tertiary education and the workforce. Our partnerships with Beacon, Victoria University and the Australian Business and Community Network continue to offer increasing opportunities for
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However our focus begins in Year 7. From day one, we will teach your child how to aspire and succeed.
students including gaining scholarships and being mentored by business professionals. It is pleasing to see that last year 99% of our students received an offer at either university or TAFE. Our graduating students study degrees in Accounting, Biomedical Science, Law, Business/ Marketing, Engineering, Education, Science and Nursing/Midwifery to name a few. However our focus begins in Year 7. From day one, we will teach your child how to aspire and succeed. Our Music and Performing Arts program, STEM curriculum with Robotics, ICT and computer coding, Sports and Rugby League Academy, Debating and School Leadership programs add to the many opportunities available at VUSC. Our Music and Concert Band program and theatre productions support talented musicians, actors and singers. Our unique TEAM 9 program combines personal development and hands-on learning experiences for our Year 9 students, developing resilience, social skills and teamwork. Our interschool sports program is comprehensive and our Rugby League Academy has seen enormous success in Victoria and currently competes in the Tier 1 Schoolboys Australia-wide competition. We are one of only two schools in Victoria to achieve this honour. We invite you to join our exciting community at Victoria University Secondary College. We undertake to give our utmost to provide our students with the skills and knowledge they need to reach their goals. We look forward to seeing you at our Open House on Tuesday 20th March. Genevieve Simson Principal
Victoria University Secondary College
Tuesday 20th March 2018 6:00pm Welcome and Information
Morning Campus Tours
6:15pm Presentation by College Principal
9.15 – 10.00am
6:30pm Interactive Tours
10.05 – 10.50am
7:30pm Questions & Supper
6\Y *VSSLNL VɈLYZ Z[\KLU[Z H YPJO WYVNYHT VM SLHYUPUN PUJS\KPUN! Our highly successful AVID program (Advancement Via Individual Determination) prepares students for VCE and beyond
Early University Program with Victoria University School Leadership and Aspirations Programs Scholarships Program at Year 7 and Year 10 STEM & Robotics Sports and Rugby League Academy Study Tours to China TEAM 9 Program Performing Arts and Music Trade Training Centre /LSK H[ [OL 1\UPVY *HTW\Z +LLY 7HYR Junior Campus
Senior Campus
88 Billingham Road, Deer Park, Victoria 3023 P 03 9363 1155
5A Jamieson Street, St Albans, Victoria 3021 P 03 8312 0200
Trade Training Centre Cairnlea Campus Ken Jordan Road Cairnlea, Victoria 3023 P 8312 0200
www.vusc.vic.edu.au 12362102-KC5-18
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William Ruthven Secondary College WILLIAM Ruthven Secondary College is a single campus 7-12 co-educational Secondary School serving the northern metropolitan Melbourne communities. Our College values are Leadership, Excellence, Achievement, Respect and Now. Our vision for the college is to provide robust and diverse educational opportunities for the young people in our care to enhance their life choices. This vision is underpinned by the key values of the college, and are embedded in our core promise. The College has recently involved our students in the development of our curriculum in Years 9 and 10 with a strong emphasis on creating 21st Century Learners based on the following skills: collaboration, self-regulation, knowledge construction and innovation with a strong focus on developing and enhancing the use of technology. At William Ruthven Secondary College community engagement is pivotal to our learning model and we offer students ongoing opportunities through our links with La Trobe University, RMIT University, Sutton Tools, Northern Local Learning and Employment Network and other local business connections. At William Ruthven Secondary College, we offer our students a range of opportunities to enhance and enrich their education, through a variety of programs to help them discover their passion for learning. These include: ■ Scholarships for student excellence ■ Student voice and agency around co-curriculum development
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We offer students ongoing opportunities through our links with La Trobe University, RMIT University, Sutton Tools, Northern Local Learning and Employment Network and local learning networks. Student and Environmental Leadership Sport ■ Performing Arts ■ Music program ■ Camps and Excursions to support holistic student development ■ Wellbeing and Transition programs ■ Inquiry based learning ■ Literacy and Numeracy Intervention ■ Learning Enrichment Advancement Program (LEAP) for Year 7-9 students For further information or to organise a personal tour of the College please do not hesitate to contact the Assistant Principal Andrew Elborough on 94622177 or e-mail elborough.andrew.a@williamruthvensc.vic.edu.au ■ ■
60 Merrilands Rd, Reservoir www.williamruthvensc.vic.edu.au 9462 2177 email: william.ruthven.sc@edumail.vic.gov.au
To arrange a personal tour of the College please contact the Assistant Principal Andrew Elborough on 9462 2177 or e-mail elborough.andrew.a@williamruthvensc.vic.edu.au 12370802-LN06-18
Health and Wellbeing at Secondary School THE move between primary and secondary school happens alongside the transition from childhood to adulthood. With this comes many changes – changes to bodies, emotions, behaviours and attitudes. Teachers and staff understand these changes and can provide information and support. Friendships developed during secondary school can provide peer support and help children develop social skills and self-esteem. Making new friends and feeling comfortable are especially important when children start secondary school. It is important to remember, however, that your child’s friendships may change as they develop a sense of themselves and make sense of the world around them. A child’s relationship with their parents and family may similarly change. Students adapt to transition in different ways. If you feel that your child is having difficulties, it is important to discuss your concerns and ask for help if needed. Supporting your child’s welfare Parents have an important role in supporting their children’s progress at school. It is also important to know that there are staff with specific roles to support student wellbeing and student learning available in schools.
Picture courtesy of Ringwood Secondary College
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Strong relationships with you and your child’s friends help your child grow into a well-adjusted adult with strong social skills.
The importance of health and fitness Health and fitness is all about making healthy lifestyle choices, such as: ■ walking or cycling (instead of using the family car) to help reach the target of at least 30 minutes of exercise a day ■ only eating takeaway food occasionally ■ getting a good night’s sleep, which for teenagers can be up to 10 hours a night ■ restricting computer, TV and video games to a maximum of two hours, and encouraging your child not to do these activities in their bedroom ■ eating a variety of fresh and healthy food every day, aiming for five serves of vegetables and two serves of fruit a day.
Modelling a healthy lifestyle Cigarettes, alcohol and drugs must play no role in the life of a 12-year-old. As parents we have a responsibility to ensure that our children understand that. We also need to model responsible behaviours ourselves. While it is the responsibility of your child’s school to support a healthy lifestyle, at the end of the day it is you as parents who need to take the ultimate responsibility for the behaviour of your child. Friendships and the transition to school Many children start secondary school expecting to make new friends. At the same time, they are concerned that they may lose contact with their current friends, particularly if they’re changing schools. For some children, the desire to stay with their group of friends influences where they would prefer to go to secondary school – and if they move to a different school they wonder how they will keep in touch and sustain their friendships. Friends help each other make the transition from primary to secondary school easier. Friends are people that your child can talk to, share things with, confide in and sometimes argue with. Remember, conflict is a normal part of growing up. Conflict is not necessarily bullying, even
Friends help each other make the transition from primary to secondary school easier.
though it may be upsetting and need resolution. Parents and friends play different roles in the life of children. You influence your child’s longterm decisions to do with values and morals. Your child’s friends are more likely to influence shortterm choices, such as the way they dress and their interests. Strong relationships with you and your child’s friends help your child grow into a welladjusted adult with strong social skills. Right now, your child’s friendships will tend to be based on sharing similar interests, acceptance and sharing. Same-sex friendships are the norm during the first years of secondary school. For more information on the above please refer to the Victorian Dept of Education and Training website.
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Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics. The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active. People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis. Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults. Benefits of sport for children Some of the many benefits of sport participation for children include: ■ reduced risk of obesity ■ increased cardiovascular fitness ■ healthy growth of bones, muscles, ligaments and tendons ■ improved coordination and balance ■ a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache) ■ improved sleep ■ mental health benefits, such as greater confidence ■ improved social skills ■ improved personal skills, including cooperation and leadership. Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities. Taking steps to reduce children’s sedentary time is important. Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include: ■ homework ■ computer games ■ internet use ■ television.
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The Australian Government recommends that: ‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’ ■ ‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’ These recommendations are a guide to the minimum level of physical activity required for good health. According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association. Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent). The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football. For girls, swimming/diving (19 per cent of total) and netball were predominant. Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: ■ Lead by example – be physically active yourself. ■ Make sure that some family outings offer opportunities for physical activity, such as playing sport together. ■ Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them. ■ Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines. ■ Set time limits on sedentary activities like computer games and television. ■ Consult with your child’s school on ways to encourage greater participation in sports and physical activity. Reference – Better Health Channel Website. ■
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Entries closing date: 20th June 2018 Secondary Education
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For further information: Call David Watson between 9am to 9pm
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Locality Guide NORTH John Fawkner College............................................ 36 & 37
Marian College ........................................................... 42 & 43
Penola Catholic College................................................... 53
Mount St. Joseph Girls’ College .................................46
NORTH EAST Aitken College ..........................................................................7
Rosehill Secondary College ................................ 54 & 55
Greensborough College ........................................ 30 & 31 St Monica’s College, Epping ................................... 4 & 5 William Ruthven Secondary College.............72 & 73
Mount Alexander College....................................48 & 49
Salesian College, Sunbury ................................... 58 & 59 St Albans Secondary College .......................................62 Taylors Lakes Secondary College ..............................65 Thomas Carr College..............................................66 & 67
WEST Bayside P-12 College .................................................... 8 & 9
Victoria University Secondary College .......68 & 69
Braybrook College ..................................................... 10 & 11
Wyndham Central College............................................. 70
Werribee Secondary College .........................................71
Caroline Chisholm Catholic College ............. 12 & 13 Copperfield College ............................................................21 CRC North Keilor.......................................................18 & 19 CRC St Albans ........................................................................17 Essendon Keilor College ...................................... 24 & 25 Footscray City College........................................... 26 & 27 Good News Lutheran College ...........................28 & 29 Hoppers Crossing Secondary College......................... ....................................................................... Front, 2, 3, 34 & 35
NORTH WEST Charles La Trobe College ..................................... 14 & 15 Marymede Catholic College .............................. 44 & 45 Mill Park Secondary College ........................................ 47 Sunbury Downs College .................................................. 63 MELBOURNE CBC St Kilda ........................................................................... 16 Coburg High School ..........................................................20
Keilor Downs College........................................................ 38
Grossek’s View ............................................................ 32 & 33
Kurunjang Secondary College .....................................39
Melbourne Basketball Tournament ...........................77
Mackillop.............................................. 40, 41 & Back page
St Aloysius College ..................................................60 & 61
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Contents A Teachers Journey - By Manny Casiotis ...56 & 57
Mackillop...............................................40, 41 & Back page
Aitken College ...........................................................................7
Marian College ............................................................42 & 43
All hands rise for a school seachange ............. 6 & 22
Marymede Catholic College ...............................44 & 45
Bayside P-12 College .....................................................8 & 9
Melbourne Basketball Tournament ........................... 77
Braybrook College ......................................................10 & 11
Mill Park Secondary College .........................................47
Caroline Chisholm Catholic College ..............12 & 13
Mount Alexander College.................................... 48 & 49
CBC St Kilda ............................................................................16
Mount St. Joseph Girls’ College ................................. 46
Charles La Trobe College ......................................14 & 15
Penola Catholic College....................................................53
Coburg High School .......................................................... 20
Rosehill Secondary College .................................54 & 55
Copperfield College ............................................................ 21
SEAL Program .............................................................50 & 51
CRC North Keilor....................................................... 18 & 19
Salesian College, Sunbury ....................................58 & 59
CRC St Albans ........................................................................ 17
Sport and your child ............................................................76
Essendon Keilor College .......................................24 & 25
St Albans Secondary College ........................................62
Footscray City College............................................26 & 27
St Aloysius College .................................................. 60 & 61
Good News Lutheran College ............................28 & 29
St Monica’s College, Epping ....................................4 & 5
Greensborough College .........................................30 & 31
Sunbury Downs College ...................................................63
Grossek’s View .............................................................32 & 33
Taylors Lakes Secondary College ...............................65
Health and wellbeing at secondary school.......74 & 75
Thomas Carr College.............................................. 66 & 67
Hoppers Crossing Secondary College..........................
Victoria School Guides Website ..................................23
........................................................................ Front 2, 3, 34 & 35
Victoria University Secondary College ....... 68 & 69
John Fawkner College.............................................36 & 37
Werribee Secondary College ......................................... 71
Keilor Downs College.........................................................38
Why choose a public secondary school? .....52 & 64
Kurunjang Secondary College ..................................... 39
William Ruthven Secondary College............. 72 & 73
Locality Listing .......................................................................78
Wyndham Central College..............................................70
Next edition: November 2018 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
Secondary Education
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MACKILLOP
Open Day Thursday 1 March 2018: 2.00pm – 6.00pm Final Tour at 5:15pm
Enrolments close for Year 7 2020 Friday 3 August 2018 celebrating all life G challenging G all people G dreaming the new day 12349415-KC5-18