Issue 59
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Februar y 2019
North
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West
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North West
Secondary
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Photo provided with the compliments of MacKillop. For further information refer to pages 2, 3, 44 & 45.
A Star N News Group Publication bl Secondary Education
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celebrating all life G challenging all people G dreaming the new day
MacKillop College History – in the Making Harmony Week – Diversity Parade Sometimes it seems the successes we stand to measure are most visible in the change they represent. At the end of 2018, our Principal Mr Rory Kennedy spoke of MacKillop College culture with a pride he encourages all within our community to share. It is this culture we wish to invite you to celebrate with us ĥ ›‘— ”‡ƒ† –Š‹• ƒ”–‹…Ž‡ ƒ„‘—– –Š‡ Ƥ”•– ‹˜‡”•‹–› ƒ”ƒ†‡ ƒ– ƒ… ‹ŽŽ‘’ ‘ŽŽ‡‰‡Ǥ In 2018, MacKillop College Student Representative Council worked diligently and with great care, thought and consideration, to stand for what our students and our College believes in. In our current political climate, we often forget the unseen struggles of exclusion and alienation, we don’t think of the stories hidden behind policies and language barriers. At MacKillop College the culture we, and all those within our community, work to cultivate and maintain is one of inclusion, acceptance and grace. Š‹• ‹• ™Šƒ– –Š‡ ‹˜‡”•‹–› ÂƒÂ”ÂƒÂ†Â‡ÇĄ ‘”‰ƒÂ?‹•‡† „› ‘—” –—†‡Â?– ‡’”‡•‡Â?–ƒ–‹˜‡ ‘—Â?…‹Žǥ ƒÂ?† Œ‘‹Â?‡† „› Â•Â–ÂƒĆĄ ƒÂ?† •–—†‡Â?–• ƒŽ‹Â?‡ǥ ™ƒ• ƒ„‘—–Ǥ – ‹• ƒŽ•‘ ™Š› ™‡ǥ ĥ ƒ ‘ŽŽ‡‰‡ǥ are so proud of our students and the culture they help perpetuate. Speaking on behalf of the students and delivering the message much more ƒ”–‹…—Žƒ–‡Ž› –ŠƒÂ? –Š‹• ƒ”–‹…Ž‡ …‘—Ž† Â?ƒÂ?ÂƒÂ‰Â‡ÇĄ –‘ •—Â?Â?ƒ”‹•‡ –Š‡ ‹˜‡”•‹–› ƒ”ƒ†‡ –Š‡ College Captains delivered the following message: Our alumni, our present and our future. This is who you have marched for today. The people who shape and mould MacKillop, the people who are the foundations of the school. A place where the diversity of each student is celebrated, no matter gender, ethnicity or interest. Walking with us today, you empowered every student at the school. You reminded us that every student has a voice, a purpose, a place. That here between the classrooms, hallways and walkways, no person is left to struggle alone. It is our struggles that bring us to stand together, undivided and united in the face of adversity. This is what you showed us today. That together there is harmony and peace. Šƒ– ‹Â? •–ƒÂ?†‹Â?‰ –‘‰‡–Š‡”ǥ ™‡ ƒ”‡ ‡“—ƒŽ †‡•’‹–‡ ‘—” †‹ƥ‡”‡Â?…‡•Ǥ ‘™ ™‡ ”‡•’‘Â?† –‘ ƒ …ƒŽŽ ˆ‘” Š‡Ž’ ĥ ƒ •…Š‘‘Ž ‹• ™Šƒ– †‡ƤÂ?‡• —•Ǥ ‘™ ›‘— ‹Â?–‡”ƒ…– ™‹–Š ‡˜‡”›‘Â?‡ ƒ”‘—Â?† ›‘— ‹• ™Šƒ– †‡ƤÂ?‡• ƒ… ‹ŽŽ‘’Ǥ • ›‘— ƒ”‡ Â?‘™ ‹Â? –Š‹• Â?‘Â?‡Â?–ǥ †‡ƤÂ?‡• –Š‡ ˜‡”› ‡••‡Â?…‡ ‘ˆ ‘—” ’ƒ”ƒ†‡Ǥ ‡‘’Ž‡ ™Š‘ •–ƒÂ?† ˆ‘” Â’Â‡ÂƒÂ…Â‡ÇĄ diversity, equality and harmony. The heart off ea each every one off us us. d di versitty,, e quallit qu ityy aan nd h ha armon rmo rm on ny. ny y. T he h e he eart ea rt o ach h aand nd de very o very ve ne eo u s. A sp sspirit pir irit i that we th hat at w e hope ho h ope p you you u all all continue con o ti tinu ue to to walk wal alkk with wit into wi int ntto the n th he future futu ure e of of MacKillop. MacK cKilllop. lo op.
MacKillop College, Russell Street, Werribee • Inquiries: 03 8734 5200 or www.mackillop.com.au
Secondary Sec econd ond dary Education Ed duca ucatio tio on
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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
Coeducation at its Best
ENROL NOW FOR YEAR 7, 2020 AND 2021 Applications are also being accepted for years 8 – 12 for 2019.
ST MONICA’S COLLEGE, EPPING www.stmonicas-epping.com
T: 9409 8800 Junior Campus Years 7 - 9 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 16 Davisson Street, EPPING VIC 3076
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. 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.
You may also book a tour online at www.stmonicas-epping.com/mtwtp
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Aitken College YEAR 7 is a major intake point at Aitken College and the beginning of an exciting learning journey in the secondary school. The most recent curriculum development has been in Technology; classes move through a year-long program covering Design, Digital and Food Technologies. Design Technology introduces the design process and the principles used in product design. After researching and developing a brief, students use Adobe Illustrator software tools to create their design, send it to a laser cutter to produce the finished product and finally evaluate it and selfassess. Digital Technology is truly 21st century learning and introduces students to computational thinking, coding and robotics; these skills are then applied to real-world problems. Using their iPads, students learn basic coding; they then expand and apply their skills towards complex game creation. Robotics introduces the students to design and coding in order to solve problems involving driverless cars; these skills are then applied more widely. “Our students are wellequipped to deal responsibly with the challenges provided by technology and to use it to their advantage” says Head of Digital Technology
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Jayne Boon. “They are excited by coding and understand the benefits of being able to create rather than consume.” Food Technology at Aitken College has provided an exciting and tasty addition to the curriculum menu and has enabled students to bring produce from the College’s vegetable gardens and farm to the table. The Food Technology centre features fifteen modern kitchen stations, each with a wide screen television to display demonstrations from the central teacher’s bench. Year 7 students learn basic kitchen and cooking skills and apply these to the design and production of creative and nutritious breakfast options. College Principal Josie Crisara says “We believe that food technology is an important life skill - understanding where food comes from and how to use it to prepare meals that are nutritious and enjoyable to eat”. Aitken students can continue the study of Design, Digital and Food Technologies into Years 9 and 10 and beyond to VCE subjects. CAD (Computer Aided Design), 3D printing, advanced programming languages and VCE Food & Technology are all available at higher levels.
Aitken College
OPEN DAY
Wednesday 6 March 2019 10am to 12noon
Speak with Senior Staff, take a College tour and listen to the Principal’s address. Limited places are available at some year levels in 2019. Early application for Prep and Year 7 entry in 2021 and beyond is advised as waiting lists apply. Please Contact the Registrar on 9333 1866 for enrolment information. Aitken College is a Prep to Year 12 co-educational independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. The early years emphasise literacy and numeracy, leading to core studies in English, Mathematics, Science, Humanities, Technology (Design, Digital and Food), Physical Education and Indonesian and an elective program including Performing Arts, Visual Art and Commerce. Senior students undertake VCE or VCAL programs, study skills and personalised careers education. Most Year 12 graduates move on to a broad range of University courses. Religion & Values Education is complemented by a weekly Chapel Service. Students can access welfare support, the Learning Centre for special
1010 Mickleham Road, Greenvale 3059 4ELEPHONE s 7 WWW AITKENCOLLEGE EDU AU E: admin@aitkencollege.edu.au
“A Uniting Church School� Secondary Education
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needs and a wide range of co-curricular activities including sport and performing arts.
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BRAYBROOK COLLEGE
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Address: Phone: FAX: Email: Web:
ENROLMENT ENQUIRIES WELCOME Secondary Education
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The Road Less Travelled AFTER adopting the innovative Take Control model in 2017, Bundoora Secondary College continues its student empowerment journey… Jack’s eyes grow wide and a huge grin breaks out across his face. ‘You mean - that might be a good idea? I thought for sure you were gonna say I couldn’t do it.’ Jack has been tentatively explaining the idea for his ‘passion project’ to me: in a nutshell, it is to provide a friendly and fun community space in semi-rural areas for young adults, in order to support their mental health and wellbeing. He eventually wants to buy a house to serve this purpose and is ready to write up a business plan, including a proposal for funding and sponsorship. ‘Yes is the default!’ I reply, referring to our school philosophy which ensures students have minimal restrictions on their choices and pathways. Providing these are not harmful or excessively costly, students are encouraged to instigate, follow and direct their learning through their passions. As Jack and I start to unpack and elaborate his ideas more fully, it becomes quite clear that he could well be one of the next generation of young social entrepreneurs. He starts to spend some time researching what this means, what other social entrepreneurs are doing and the kinds of people who may be good mentors to him on this kind of a pathway. I shake my head in awe at how powerful this kind of personalised learning is: Jack is completely engaged in some challenging and dare I say it - dry and technical documentation. I’m not sure I’ve ever seen anyone jump at doing a business plan before, but here he is, eagerly and
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carefully constructing one because it matters to him. All around the room I am witnessing a similar transformation in student learning. Skye is writing and illustrating in charcoal a fantasy story for children; it’s looking like becoming a novella in size and we are brainstorming how to get it published. When she has writer’s block, she is reflecting on this and coming up with strategies to overcome it. Thirteen year old Caleb is emailing aviation authorities about whether someone can mentor him in his dream to become a pilot; alongside this he is 3D printing a model plane on foam board, having painstakingly interpreted the technical specifications from an old PDF. Once printed, he will turn it into a working model with parts he has sourced and ordered himself. Maddy and Jess are collaborating on expanding the school’s animal program with some rabbits. They are searching out regulations, drawing up specifications for a hutch, sourcing materials, checking out breeders and their credentials, inquiring about ongoing care and maintenance and thinking big about having a petting zoo for primary school children to come on site and learn from. They have written and submitted a proposal to school council for a small student loan for supplies and detailed how and when they will pay it back. I wish I had more time and space to detail all of the exciting and innovative projects being completed by every student in this class. My role in this “Passion Project” classroom is a far cry from traditional teaching practice; it is my duty in this personalised classroom - which focuses on transferrable skills such as critical and creative thinking - to hand the steering wheel over to each student and instead be a ‘guide on the ride’. I activate students to set their own learning goals, self-monitor, reflect and self-evaluate their progress on a regular basis. When there’s a roadblock, I ask questions to stimulate their problem-solving processes; I coach them not to give up and to search out multiple options; I help them match their knowledge and skills to curriculum standards and map out a pathway for growth; most importantly, I am a learner alongside them, inquiring with them, exploring new avenues, taking some risks, failing at times… Continued on page 12
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Come and see the Take Control model in action and talk to the students about how they are empowering themselves for the future by designing their own pathways and curriculum.
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... there is now a clear choice in education of how we get to our destination. Continued from page 10 Having never known anything other than a traditional ‘teacher as the font of all knowledge’ approach before, I have to admit, I was initially sceptical about personalised learning and student-directed learning. Most of us could identify with projects, either our own, our children’s or our students which - let’s face it have been the cringe worthy products of low expectations, disinterest and lack of rigour. The kind handed in on a scrap piece of paper with vegemite toast still smeared over the corners. Mention ‘passion project’ or ‘project-based learning’ and that kind of experience is what many find difficult to get past. It has been thoroughly revolutionising to witness and participate in a system which allows students to take control and alongside that, demands academic rigour, the development of personal and social capabilities and the building of vital dispositions such as resilience, persistence and curiosity. Passion Project is just one subject students can choose from at BSC, but the kind of studentdirected learning it promotes is what we are endeavouring to cultivate across every learning area. There is a wide range of choice and negotiation for students, not only in what learning will look like, but also in how they will demonstrate new knowledge, skills and conceptual understandings. The Victorian Curriculum, VCE, VET and VCAL are still offered, but in new ways which are putting students in the driver’s seat and increasingly giving them control over their journey and destination. Student voice, agency and empowerment is being recognised as the way of the future in education. With 25% of students not completing Year 12 in Australia, you would have to say that at present, disengagement is a national problem that urgently needs to be addressed. Our young
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people deserve so much more than education being done to them. At Bundoora Secondary College, we changed to the ‘Take Control’ model because we are resolved to be a school which offers the kind of learning environment you would wish for your children. Anecdotally, there is so much evidence of positive change from the perspective of students, parents and staff. Although data is always slower to signify changes, even at this early stage of the model, it testifies to increased engagement, greater development of 21st century skills and the growing agency in our learners. Like 21st century society, the Take Control model at BSC is a work in progress; continually improving, being refined, learning as we go. As pioneers, we are treading relatively new and unfamiliar territory, but we press on with this keen understanding: that what is behind us is no longer fit to inhabit and what is in front of us is a portal into the future. Like the roads in Robert Frost’s famous poem, there is now a clear choice in education of how we get to our destination. The traditional path may feel safe for being so welltrodden but is increasingly irrelevant in preparing students for an uncertain future. With the poet, we’ve taken ‘the one less travelled by, and that has made all the difference.’ We invite you to join us on this remarkable journey.
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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 12408936-CG06-19
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Caroline Chisholm Catholic College CAROLINE Chisholm Catholic College is a coeducational, multi-campus secondary school in Melbourne’s inner west dedicated to learning excellence in an engaged faith-filled and support environment. We believe every student is talented and offer them the chance to succeed whether academically or through our co-curriculum and extension programs. Specifically, we offer a number of STEM extension programs including, SEAMS - The University of Melbourne’s Strengthening Engagement and Achievements in Maths and Science, a two-year school holiday program offered to our Year 11 students. SEAMS was a wonderful program that was extremely beneficial to me as a student. I was able to expand my knowledge and get ahead in school, whilst experiencing what ‘uni life’ really feels like. The mentors and tutors were all encouraging and really informative. I had the opportunity to meet great people and make new friends. I would recommend this camp to everyone, as it is a very enjoyable experience. Nhat, Year 12 Student EXTENSION programs are not just limited to VCE students. We offer an accelerated educational
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and enrichment program, Aspire, for students in Years 7 - 9 with exceptional academic abilities and a strong work ethic. Aspire Science promotes excellence and challenges me to be my best in a stimulating and personalised learning environment. Our classes pose real world problems, allowing us to explore and experience authentic and deep learning that challenges our thinking and broadens our knowledge. Caitlin, Year 10 Student MORE than 95% of our Year 12 students go on to tertiary studies at universities across Australia. We have established links through our VCAL and VET programs with TAFE institutions, which are locally situated to service our multicultural community. We are a College of many faces as seen through our values of Faith, Acceptance, Compassion and Excellence (FACE). Caroline Chisholm Catholic College is a Respectful Relationships and Child Safe School. To learn more about our thriving community please visit www.cccc.vic.edu.au or call the College on 9296 5311 to register for a guided tour.
Book a tour today registrar@cccc.vic.edu.au +61 3 9296 5311 cccc.vic.edu.au OUR THREE CAMPUSES Christ the King (Years 7 - 9 Girls) St John’s (Years 7 - 9 Boys) Sacred Heart (Years 10 - 12 Co-educational)
12396088-RA44-18
Meet your future scientists
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. 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. 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. 12399506-RA44-18
Year 7 2020 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
12397049-SN44-18
Wednesday 20 March, 2019 School Tours: 5:45pm Principal’s Address: 6:30pm
High School Students Losing Maths Motivation MANY students, particularly girls, are “switching off” in mathematics in the middle years of schooling and into high school, says a new study. Together with researchers from the University of Sydney in an Australian Research Council funded study, Dr Rebecca Collie of the University of New South Wales (UNSW) tracked 194 high school students’ engagement in maths over a five year period starting in grade 6 or 7. In this time, participating students’ aspirations and engagement in maths declined. While boys and girls had the same initial level of aspiration, girls’ aspirations in maths declined more rapidly than boys’. Within these broad trends, there were ebbs and flows and hints of what might help. “Students at different points along the way are switching on and switching off,” said Dr Collie. In her view, this shows the need for education interventions in mathematics at multiple points in students’ journeys through school. Dr Collie suggests that interventions should target students’ motivation, since motivational factors such as seeing value in maths and believing in one’s own ability to succeed were strongly linked to more positive trajectories of aspirations and engagement. One method that may help, said Dr Collie says, is building up students’ sense of control by helping them “see the link between their efforts and their achievement.”
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“If disengagement or flagging aspirations are evident, there is a good evidence base for practices that can address this,” she said. “For example, research into learned helplessness and effort withdrawal identifies the importance of promoting greater control in students’ academic lives. Due to chronically low levels of control, students reduce their aspirations and can come to abandon effort.” Similarly, a growth mindset may be helpful. “A growth mindset refers to the belief that our competence is malleable and that effort can help it grow,” said Dr Collie. “Teaching students that their competence can grow even in the face of challenge and setback in learning is one approach for promoting a growth mindset.” Participants were drawn from one coeducational and three single-sex girls’ schools. This meant that 80% of participants were girls. Dr Collie said this presented a particular opportunity in this study, given the known reluctance of girls’ to engage in and continue with STEM subjects in senior high school. Sources: Rebecca Collie, Andrew Martin, Janette Bobis, Jennifer Way & Judy Anderson. (2018). ‘How Students Switch On and Switch Off in Mathematics: Exploring Patterns and Predictors of (Dis) Engagement Across Middle School and High School’, Educational Psychology.
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Craigieburn Secondary College AT CRAIGIEBURN Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure every student engages with their learning and is challenged to achieve beyond their potential. Our teaching code of practice is underpinned by a rigorous instructional framework that ensures that there is consistency in the delivery of high level educational programs. We believe when there is an environment of excellence in every classroom then students will achieve their full potential. Our programs at Craigieburn Secondary College are stimulating, rewarding and forward looking; they encourage the highest standard of achievement in every activity undertaken by our students. Academic studies and work preparedness are enhanced by
At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults personal development, cultural skills, social growth and self-fulfilment. At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults, well prepared for a fulfilling and successful future. The wellbeing and engagement of every new student is an important priority for all Craigieburn teaching and support staff. Our Year 7 students thrive within the supportive environment of the College’s small team approach. Students commence each day under the care of their Personal Learning Time Teacher as their first level of support. Personal Learning Time Programs and a Year 7 Orientation Program quickly promotes confidence and a sense of belonging in our young students to ensure a seamless transition into College life. The College is organised into sub-schools with a strong emphasis on support for all students’ transition into school and throughout their educational journey. Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels. Strong Foundations Our Year 7 and 8 programs provide a solid foundation for future success by embedding literacy, numeracy
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and the use of Information and Communication Technologies across all subjects in the curriculum. Students’ curiosity is heightened through the building of thinking skills and enquiry learning. Junior school students enjoy access to a broad and engaging curriculum and are supported by tailored learning programs in English and Maths which meet their individual learning needs. Good study habits, regular homework and pride in achievement are expected, encouraged and rewarded. Initiative, personal responsibility for learning and a strong sense of commitment is central to life in Years 11 and 12. A highly disciplined and collaborative work ethic among staff and students support each student’s quest for VCE success and successful career pathways. Students have the opportunity to start VCE subjects in Year 10 in order to enhance their ATAR score upon completion of Year 12. Our vocational programs also provide credit toward the VCE and TAFE courses. Craigieburn Secondary College is proud of its senior students, many of whom achieve outstanding results. They graduate as self-directed, confident young adults, well prepared for the post-secondary world of tertiary study, vocational training or direct employment. All students are encouraged to undertake enhancement, extension and acceleration programs. Consolidation programs support individual needs. Students are strongly encouraged to make a commitment to community service with student leaders making valuable contributions to school life. College Captains, Sub-school Captains, House Captains and SRC representatives take an active role in decision making within the college. Innovative teaching programs, staff commitment to ongoing professional development and outstanding physical resources enable the College to deliver a fulfilling educational experience.
CRAIGIEBURN SECONDARY COLLEGE
CRAIGIEBURN SECONDARY COLLEGE INFORMATION EVENING
WHEN Wednesday 24thApril April2017 2019 Thursday 27th School Tours 5:30-6:00pm Information Session 6:00-7:00pm WHERE
Ironbark Performing Arts Centre Craigieburn Secondary College
ADDITIONAL SCHOOL TOURS ADDITIONAL SCHOOL TOURS Tuesday s 7EDNESDAY ST -AY - 10:00am 18th April — 10:00am Monday 24th April — am s -ONDAY TH -AY - 10:00am WĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ĂƌĞ WĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌƌĂŶŐĞ Ă ĂƌĞ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌͲ ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ǁŝƚŚ ŽƵƌ ƌĂŶŐĞ Ă ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů :ĂŵĞƐ DĐ'ĂǀŝƐŬ ǁŝƚŚ ŽƵƌ ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů DŝĐŚĂĞů ZŝƚĐŚŝĞ Žƌ ĐƟŶŐ ƐƐŝƐͲ ƚĂŶƚ WƌŝŶĐŝƉĂů 'ĞŶĞǀŝĞǀĞ ŽŶŐƌĂŝŶ &UDLJLHEXUQ 6HFRQGDU\ &ROOHJH
At Craigieburn Secondary At Craigieburn Secondary College we have high exCollege we have high ƉĞĐƚĂƟŽŶƐ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ͕ ĞdžƉĞĐƚĂƟŽŶƐ ŽĨ ŽƵƌ ƚĞĂĐŚĞƌƐ͕ ƉĂƌĞŶƚƐ͕ ĐƵƌƌŝĐƵͲ ƐƚƵĚĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ͕ ůƵŵ ƉƌŽŐƌĂŵƐ ĂŶĚ ƚŚĞ ƉĂƌĞŶƚƐ͕ ĐƵƌƌŝĐƵůƵŵ broader community. StuƉƌŽŐƌĂŵƐ ĂŶĚ ƚŚĞ ĚĞŶƚƐ ĂŶĚ ƐƚĂī ƐƚƌŝǀĞ ƚŽ ͞be ďƌŽĂĚĞƌ ĐŽŵŵƵŶŝƚLJ͘ ƚŚĞŝƌ ďĞƐƚ͟ ŝŶ Ăůů ĂƐƉĞĐƚƐ ŽĨ ^ƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī ƐƚƌŝǀĞ ŽůůĞŐĞ ůŝĨĞ͘ ƚŽ ͞ďĞ ƚŚĞŝƌ ďĞƐƚ͟ ŝŶ Ăůů ĂƐƉĞĐƚƐ ŽĨ ŽůůĞŐĞ ůŝĨĞ͘ KƵƌ ĨŽĐƵƐ ŝƐ ƚŽ ĞŶƐƵƌĞ ƚŚĂƚ KƵƌ ĨŽĐƵƐ ŝƐ ƚŽ ĞŶƐƵƌĞ ĞǀĞƌLJ ƐƚƵĚĞŶƚ ĞŶŐĂŐĞƐ ǁŝƚŚ ƚŚĂƚ ĞǀĞƌLJ ƐƚƵĚĞŶƚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĂŶĚ ŝƐ ĐŚĂůͲ ĞŶŐĂŐĞƐ ǁŝƚŚ ƚŚĞŝƌ lenged to achieve beyond ůĞĂƌŶŝŶŐ ĂŶĚ ŝƐ ĐŚĂůůĞŶŐĞĚ ƚŚĞŝƌ ƉŽƚĞŶƟĂů͘ to achieve beyond their ƉŽƚĞŶƟĂů͘ KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƉƌĂĐͲ KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ ďLJ Ă ƉƌĂĐƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ ƌŝŐŽƌŽƵƐ ŝŶƐƚƌƵĐƟŽŶĂů ďLJ Ă ƌŝŐŽƌŽƵƐ ĨƌĂŵĞǁŽƌŬ ƚŚĂƚ ĞŶƐƵƌĞƐ ŝŶƐƚƌƵĐƟŽŶĂů ĨƌĂŵĞǁŽƌŬ ƚŚĂƚ ƚŚĞƌĞ ŝƐ ĐŽŶƐŝƐƚĞŶĐLJ ŝŶ ƚŚĂƚ ĞŶƐƵƌĞƐ ƚŚĂƚ ƚŚĞƌĞ ƚŚĞ ĚĞůŝǀĞƌLJ ŽĨ ŚŝŐŚ ůĞǀĞů ŝƐ ĐŽŶƐŝƐƚĞŶĐLJ ŝŶ ƚŚĞ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ ĚĞůŝǀĞƌLJ ŽĨ ŚŝŐŚ ůĞǀĞů ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ We We believe believethat thatwhen when ƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ŽĨ ƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ĞdžĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌLJ ĐůĂƐƐͲ ŽĨ ĞdžĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌLJ ƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ǁŝůů ĐůĂƐƐƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘ ǁŝůů ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘
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Limited Vacancies Years 7 & 9, 2019
2019 the Year of
Resilience 12397859-HM06-19
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A school community where faith, learning and relationships matter.
‘love one another as I have loved you’
CATHOLIC REGIONAL COLLEGE ST ALBANS
All Are Welcome
Morning and late afternoon tours available refer to our website for dates and times
12403507-RC06-19
Register for a personalised school tour at: www.crcstalbans.catholic.edu.au or by calling our registrar Eileen on 9366 2544
10 Theodore St, St Albans 03 9366 3544 www.crcstalbans.catholic.edu.au enquiries@crcstalbans.com.au Secondary Education
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Grossek’s View Grossek’s view ON REFLECTION “WITH (NAPLAN) scores improving in many testing areas our students are breaking away from the pack and leading the nation across multiple learning areas. This is further proof that the sustained investment from the Labor Government is having an impact. We’ve invested heavily to make Victoria the Education State and these results show it’s paying off. A special thanks should go to our wonderful principals, teachers and support staff who work hard each and every day to give our kids every opportunity to a great education.” – Victorian Minister for Education, James Merlino (28 August 2018) Barry locked his car, a white Toyota sedan he had bought from a friend several years ago. Like him, the car had seen better years, yet it still did its job relatively well. Now in his early sixties, Barry was about to retire. After fifteen years as a public school principal in Victoria he had had enough. What, with his blood pressure a little too high for comfort and an investigation pending on his school’s amazing transformation in NAPLAN results, Barry saw his time as better spent travelling Australia, seeing the sights before his sight gave out completely, not to mention his nerves. Today though, was for catching up with old colleagues, fellow school principals. Mates from college days. There was Madeline, always top of the class at university. She was smart. Some would say sharp. Whatever, Madeline led a great school, another public school in Victoria. Entrepreneurial, almost to a fault, her school led the way in innovation. In a State that encouraged parental choice of public schools for their children, Madeline’s school was always at capacity. Her school’s NAPLAN results never set the world on fire, but just about everything else did. That intrigued Barry, and had for years. 24
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John and Felicity would also be there today, the annual get together at their favourite pub at end of term 3, just before the AFL Grand Final. They all loved their Aussie Rules and with the grand final just days away, there would be plenty of light-hearted banter to deflect discussion from their school leadership responsibilities. They would need that, thought Barry as he sauntered slowly to lounge bar. What with his Department inquiry about to commence, he certainly didn’t want too much attention focused on him this afternoon. Besides which, John was a provocateur, a stirrer of the highest calibre and Barry had no doubt that John would have him in his sights. All the more so given John’s school led the pack when it came to NAPLAN results. Luckily for John, insofar as Barry was concerned, John’s outrageous sense of humour was always a wonderful antidote to the negativity generated at these gatherings – a negativity spawned of frustration with bureaucracy and workload issues. As Barry entered the lounge, comfortable and well appointed by contemporary standards, he wondered if the lighting was faulty. Everything seemed a little hazy to him. “Barry, you old codger, we’re over here.” Glancing to his right, Barry saw them. “Ah, yes, so you are, John. How could I ever forget that voice?” “Well, I’m sure it’s not for want of trying!” replied John, his round and ruddy face beaming with delight at seeing his old mate again. Pleasantries exchanged, the familiar outpouring of gripes and grievances about their work meandered through their conversation, peppered only lightly with references to the forthcoming AFL Grand Final. Collingwood and the West Coast Eagles were not their favourite teams. It was Felicity who broke the ice eventually. Felicity was the least extroverted of the group. Sensitive in a way that completely escaped
the others, she was the best placed to raise the prickly issues and sore points between them. “How are you feeling Barry?” she asked at the precise moment that John was launching into a self-acknowledgement of his school’s outstanding NAPLAN results this year. “What do you mean?” replied Barry in an offhanded sort of way, guarded nonetheless. Sensing Barry’s defensiveness, deflected, “Oh, retirement looming.”
Felicity
“That, well I’m looking forward to it,” replied Barry, his gaze fixed upwards, at nothing in particular, and making eye contact with no one. The elephant in the room, thought Madeline. What next? She didn’t have to wait long. “Do you know, I always thought I was a better person till now,” began Barry. “NAPLAN got me.” An awkward silence followed, after which Barry cleared his throat and mumbled something about leaving his friends to enjoy the rest of their get together. With that, he put a fifty dollar note on the table to cover the cost of his drinks and more, shook John’s hand, hugged Felicity and Madeline and left, just like that. “I feel so sorry for him” ventured Madeline.” “Why?” shot back John. “He was a fool to tamper with NAPLAN results.” “That’s not proven yet,” chimed in Felicity. “Be that as it may, it’s still not a good look for our profession.” Madeline thought about that as she drove home later. High stakes testing – which is what NAPLAN is, has changed the educational landscape irrevocably. Well at least for the time being. Controversial and
polarizing it always will be. Her thoughts drifted back to a time which seemed eons ago but in reality was barely three weeks. Madeline had just completed her school review, an exhaustive process that entailed many, many hours for many people at her school in the preceding months and would extend to the end of the year with completion of her school’s next 4-year Strategic Plan. What bothered her most was not the inclusion of NAPLAN results in the review, but the lopsided weighting of importance that the Department of Education and Training (DET) placed on NAPLAN results in the assessment of her school’s performance. NAPLAN results in literacy and numeracy were given triple the weighting in importance of everything else. Lost in her thoughts, Madeline almost missed the turn off to her home. Braking quickly, she managed to slow down just in time to take the turn safely. It rankled with her that no measures of all curriculum achievements of her students other than in English and Mathematics seemed to count for that much. Certainly not in the tabloid papers that ran prominent pieces identifying the ‘top’ schools and the ‘failing’ schools based simply on NAPLAN results. As she pulled up in her driveway, Madeline managed a wry smile. After all, important as literacy and numeracy are, the many parents of those children who attended her school, did so because of the calibre and breadth of curriculum choice and wellbeing programs, not just because of NAPLAN.
HENRY GROSSEK Principal, Berwick Lodge Primary School Host, Viewpoints, Casey Radio 97.7FM On Fridays 9.00am to 11.00am www.caseyradio.com.au Secondary Education
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Essendon Keilor College 2019 is going to be a big year for Essendon Keilor College. With strong leadership across the College, supported by outstanding teaching and support staff, Essendon Keilor College is providing students with a range of unique educational opportunities that our three specialist campuses provide. Our culture of high expectations with a focus on growth means that all students are supported to reach their maximum potential. Teachers and students work in an environment that is conducive to high achievement as a result of significant upgrades to our facilities. The rebuild of the Niddrie Campus is now complete and additional buildings will be on campus for the start of 2019 to house the increased numbers of students who have enrolled. A new canteen will be constructed in Term 1 to provide healthy food options for our students. The new building has been designed to support innovative teaching practices that are focussed around preparing students for the challenges that they will face in the future.
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At the East Keilor Campus there is a new STEM Centre and refurbished office area and further development is planned for the year with the creation of an innovative flexible learning space, a learning support classroom, the building of a kitchen garden and further improvements to the grounds. The Performing Arts are being boosted by converting the Essendon Campus Assembly Hall into a 220 seat state of the art Theatre, which will be completed in March. This will boost the already excellent performing arts program as the College continues to offer a broad curriculum that challenges all students. Essendon Keilor College is a Year 7 to Year 12 school, based on three campuses. Our vision is to develop accomplished citizens who contribute, live meaningfully and succeed. For over 100 years we have been fulfilling that vision and will continue to do so for many years to come.
Bringing the Technology of the Future into our classrooms New architecturally designed STEM Centres
ESSENDON KEILOR COLLEGE Leading the way in STEM Education (Science, Technology, Engineering, 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
w w w. e k c . v i c . e d u . a u
Essendon Campus Years 10-12 286 Buckley Street, Essendon Phone: 9319 1300 12381417-HM06-19
Gladstone Park Secondary College Message from the Principal, Lynne Gutterson GLADSTONE Park is founded on a culture of respect: respect for the school, our peers and ourselves. From this, all aspects of school life follow.
utilising the CLIL (Content and Language Integrated Learning) methodology. Immersion students learn language through content, and students in this program develop great concentration skills and mental agility.
Our highly dedicated staff work hard to bring out the best in students in everything they do. We provide conditions in which students thrive - high expectations, clear boundaries and the opportunity for students to be involved in all aspects of school life. Our facilities and grounds are maintained at the highest standard.
Immersion students experience the full curriculum offered at our college while studying Mathematics and Humanities in Italian from Year 7 to Year 9. During the Italian language classes students learn new vocabulary and grammar that will facilitate their content learning.
Our Curriculum AT Gladstone Park, our major purpose is to support students in achieving academic success, by giving them the best possible chance of gaining entrance into a course at a University/ Tertiary Institution or employment in their chosen pathway. The school provides a core curriculum program in Years 7-9. Year 10 is predominantly electivebased form a broad selection of subjects. In addition, we offer two specialist programs - a Select Entry Accelerated Learning Program (SEAL) and an Italian Immersion Program. Select Entry Programs SEAL - Select Entry Accelerated Learning GLADSTONE Park is a proud member of The Association of Accredited SEAL Schools, and has run a highly successful SEAL program for twelve years. Students in the SEAL program experience the full curriculum offered at the college, however, they move through their learning at a faster pace. Years 7, 8, 9 and 10 are completed in three, rather than four years. In this way, the needs of gifted and high potential students are met by eliminating repetition and considerably increasing the pace and the depth of instruction. This gives these students the option of completing their VCE over three years. Italian Immersion GLADSTONE Park has had an Italian Immersion program for 7 years and is a flagship school for
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Extra-curricular activities GLADSTONE Park students participate and excel in the arts, performing arts and sport. Our annual school musical, Art Show and music performances are acknowledged for their high production standard and students’ performance skills. We offer a wide range of sporting opportunities and many of our sports teams make it to Regional and State finals. Year 7 Placement GLADSTONE Park is the school of choice for many families, and places in Year 7 are highly sought after. We are keen for our local families to have access to our select entry programs and to offer programs that cater for students’ learning needs. We have very limited places available in these programs, and we are proud to prioritise our local high achieving students.
Information Evening Wednesday 1 May 6pm
Open Day Tours Wednesday 8 May 9:15 & 11:00 s #ULTURE OF RESPECT WITH lRM FAIR DISCIPLINE s !CADEMIC FOCUS s 6AST EXTRA CURRICULAR PROGRAM s %XCELLENT FACILITIES s (IGHLY SKILLED AND DEDICATED TEACHERS s 3ELECT %NTRY PROGRAMS 3%!, )TALIAN )MMERSION s "ROAD SELECTION OF 6#% SUBJECTS HIGHLY REGARDED 6#!, PROGRAM
Weekly school-in-action tours from March to May – see website for details
'LADSTONE 0ARK 3ECONDARY #OLLEGE 14-36 Taylor Drive ',!$34/.% 0!2+ 6)# 12403110-HM06-19
0HONE http://www.gladstoneparksc.vic.edu.au Email:gladstone.park.sc@edumail.vic.gov.au
GOOD NEWS LUTHERAN COLLEGE “From the moment you walked into the entrance of the building there was an immediate ‘wow’ factor,” Mr Shrowder said. “The smell of fresh paint, new carpet and freshly stained wood panels hit you instantly. “Seeing the students’ reaction to the new building on their first day was priceless.” The College leaders, including Mr Shrowder and Principal Hughes, are continuing to explore how to maximize the learning experience for the student body, given the facilities at their disposal. There’s enormous excitement for 2019 at Good News Lutheran College with continued facility developments at the Tarneit Road site, matched by significant growth in the College population. A Christ-centred learning environment in which teachers, students and families are nurtured to grow in their gifts and abilities, GNLC has developed rapidly to encompass Prep. to Year 12, with the third graduating cohort completing its studies in 2018.
“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.”
Starting with just 24 students in 1997, the College has grown significantly, now boasting almost 1000 pupils and over 120 staff members.
Both facilities feature their own presentation space, with large TV screens, allowing for whole year level meetings, classroom presentations or smaller parent information evenings.
Good News Lutheran College has a distinctive sub-school structure which embraces the specific needs of each age group, from Junior, Middle and Senior Years. This structure allows for a seamless education from Prep. to Year 12. A holistic approach allows students to grow academically, emotionally, physically, socially and spiritually in a supportive atmosphere.
“On the second floor of the Middle Years building, we have added in a ‘green screen’ wall that will provide our students with the opportunity to begin using this technology, while creating videos for individual assignments or as part of GNLC TV,” Mr Shrowder said.
The College recently opened the Middle Years and Senior Years buildings, the former, a double-storey, 11 classroom open-learning environment, with the latter a 21-classroom, double-storey facility set to accommodate a burgeoning VCE population. 12406460-RA06-19
“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.
“These buildings are two important stages in the College growing through to a large, 1000-plus-student educational institution,” Mr Hughes said. “Both are critical areas for our students in middle and senior classes. “They complement our existing state-of-the-art Science laboratories, Woodwork and Metalwork facilities, along with amenities for Robotic and Design capabilities.” After witnessing the embryonic stage of development, Head of Middle School, Nathan Shrowder, was able to monitor completion and unveiling of the 11-classroom, Middle Years building.
“We are very excited about this next phase for our Middle Years program and with the introduction of the International Baccalaureate (MYP Programme), we can see some really positive change happening in the coming years.” Utilisation of the Senior Years building, containing a resource centre, careers hub and designated VCE coordination space is in full swing for 2018. “These developments will give us some solid foundational buildings and some contemporary learning spaces from which our students will benefit,” Mr Hughes said.
EMBRACING THE EDUCATION REVOLUTION 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. In 2017 the College took another step, with movement toward the adoption of a set of international programmes – the International Baccalaureate. The GNLC Executive believes that the International Baccalaureate aligns incredibly well with
What is the International Baccalaureate? The International Baccalaureate (IB) is a set of four educational programmes offered by the IB Organisation to students aged 3-19, which focus on providing academic breadth rather than specialisation into particular areas. For GNLC, the two programmes that it will look to deliver are: s 4HE Primary Years Programme (PYP), to teach children aged 3-12 how to be an inquirer both within and outside the classroom environment; s 4HE Middle Years Programme (MYP), a five-year programme for students aged 11-16 encouraging them to make practical connections between their education and the real world. “Our goal is to be running the PYP from Prep through to Year 5, with the MYP covering Year 6 to Year 10,” Mr Hughes said. “IB programmes aim to provide a series of rigorous, challenging and unique curriculums to authorised schools, focusing on developing students to be internationallyminded individuals and promote students’ participation in global society. “The ‘Learner Profile’ sets out 10 attributes which IB-accredited schools strive to pass on to students, in order to promote this goal, which include being open-minded, caring, reflective and curious.”
Why is it right for Good News? All students learn differently, and consequently there may be benefits in enabling them to choose a programme that best suits their individual strengths and preferences. The International Baccalaureate (IB) is a non-profit education foundation. The IB courses focus on total growth of the
developing child and GNLC believes its students live in a complex world where learning and development arise not only from the school environment, but also from family and home and the surrounding community. The College believes it is vital that it captures and encourages an active learning environment through its curriculum. “Adopting the PYP and MYP will be a significant step in moving towards an internationally recognised standard, as well as providing our students with a global perspective which will prepare them for playing their part on the world stage,” Mr Hughes said. “The IB authorisation and evaluation process, means that the College’s programmes and teaching methodologies are audited against internationally established benchmarks.” The College believes that the PYP and MYP both provide an excellent vehicle for the delivery of the Australian curriculum and capabilities, whilst at the same time providing students with a unique global outlook, as well as ensuring subject depth and breadth. “Our students will follow a balanced curriculum that is globally significant and provides them with the opportunity to take an active role in their own learning,” Mr Hughes said. While the College is taking Prep. enrolments for 2022, it does have current vacancies at some year levels. To learn more about Good News Lutheran College or to take a tour please contact the College on 8742 9000 or email frontdesk@goodnews.vic.edu.au.
Good News Lutheran College 580 Tarneit Road, Tarneit, Victoria. 3029 W: goodnews.vic.edu.au P: 8742 9000
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the College’s educational philosophies and values, as well as helping to better support its amazing multicultural, international community.
Greensborough College AT Greensborough College, our goal is to build a community of caring, thoughtful, creative, curious and resilient young people who strive for excellence in all aspects of their learning and daily life. Our programs offer a stimulating blend of academic, cultural and sporting activities that equip our young people with the essential skills and qualities they will need to be become successful members of the broader and global community. Respect and High Expectations are the touchstones that underpin how we work together. We believe that promoting positive and respectful relationships in our community is the foundation for effective and productive outcomes for all. At Greensborough College, we care about student learning and wellbeing as demonstrated in our values of Courage, Aspiration, Respect and Equity. (CARE) The friendly and supportive atmosphere is underpinned by a School Wide Positive Behaviour Framework where our goals are to create a learning environment that encourages pro social behaviour and to provide a continuum of learning and wellbeing support for all students. At Greensborough College we challenge and encourage each student to discover and build upon their strengths so that they may enjoy a positive educational experience. Our program offerings include a High Achievers Program commencing in Year 7 and the Athletic Development Program from Years 7 to 12. 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 the senior years. Academic rigour and a strong work ethic are central to life in the Senior School, with a collaborative team culture supporting each student’s quest for success. We offer both VCE, VET and VCAL
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programs ensuring our students are able to follow a chosen path. At Greensborough College, every student has a Career Action Plan, developed and monitored from Year 7 right through to completion of their education at our College. Success comes in many forms - university entry, vocational studies at TAFE, apprenticeships, traineeships and employment all stemming from the student’s individual career plan and personal growth. The learning facilities are state-of- the-art, with the recent completion of a Sports Stadium, MultiPurpose Centre, Administration Wing, Performing Arts Centre, Food Technology Centre and High Performance Centre, enhancing the learning opportunities for all of our students. We believe that every child has the potential to learn and our dedicated staff is committed to support and guiding each student through their secondary education.
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Heathdale Christian College
We believe God created every child unique It is from this belief that our curriculum and co-curricular programs are designed, enabling each student to pursue their God-given potential.
encouraged to develop behaviours of integrity, honesty, love, honour, truth and respect for themselves and one another.
We offer a wide variety of subjects in the Secondary years, which assist WR LGHQWLI\ WKH VWXGHQWV· SRWHQWLDO Our College offers over 40 subjects in the VCE years: one of the largest subject selections in the Western Suburbs.
Our College continues to grow, as our Melton campus begins Year 7 in 2020 - providing a unique Christian education option for parents.
As students journey from Kindergarten to Year 12, the emphasis is on a strong foundation of literacy and numeracy. These solid academic programs are seen in our excellent Naplan, VCE, VET & VCAL results. Through leadership and community serving opportunities, students are
We invite parents who are looking IRU FKLOGUHQ WR ÀQG WKHLU *RG JLYHQ potential, to come and speak with us WR ÀQG RXW DERXW RXU GLVWLQFWLYH VW\OH of Christian Education. Book a tour at our website or visit us at our open days. Melton: 102-112 Centenary Ave Primary Years Register now for Year 7 in 2020 Werribee: 175 Derrimut Rd Kindergarten to Year 12
www.heathdale.vic.edu.au 12398460-LB44-18
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/ąĴĜéĮéą×ļĴĽŅ±ºąĽĴļĽčļÒą±ļ their God-given purpose séĴéĽļŅĴļĽčļÒą±ļčŅĽļĀčĮºļ Ľ
www.heathdale.vic.edu.au 12381390-LB44-18
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8 Steps to Calm Parenting NEVER before has parenting and adulting been so complicated! Society continues to have expectations that twist into “should” or “must have”. With the ever present competitiveness within our communities, it seems that parents are pressured to adhere to so many limiting rules and beliefs that create unnecessary stress. Although hearing positive stories can be helpful, many opinions and experiences can make little allowance for differences of parenting methods which actually sit within a normal range of dissimilarity. By using our gut intuition we can more accurately decide what is useful for ourselves and our families rather than being told what to do. Instant gratification has also become a norm for many adults and children with our children developing expectations of how to survive life unrealistically. They are in danger of arriving at adulthood underprepared for real life scenarios. We can help our children to prepare by adding to their innate wisdom with realistic discussion on a few basic guidelines: 1. Nobody has all the answers We do not have the answers for everything. All of life’s stages are new experiences. Life is a time of discovery and adventure. We do not need to follow the herd or feel obligated to do the same as everyone else for fear of not being “normal”. Allow yourself to find out things without pressure. 2. Everybody is a student Expecting perfection and knowing all the answers results is a feeling of inadequacy and increasingly reduced confidence by discovering appropriate preparation has not been achieved for life’s challenges. This is uncomfortable and avoidable. Wanting to be a student and discovering how learning occurs is key to everyone’s success. Accept that life is based on being a learner at all levels of living and enjoy the process. Appreciate our journey of learning with patience, enjoyment and reality. There is no shame in saying “I don’t know but I would like to find out”. 3. Forget the trends To be a young parent today with expectations
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of the flawless family, a settled child and a drone like perfection creates terrible pressure. Supplying expensive equipment from the best stores and following routines dictated by people who do not know your personal circumstances is exhausting!! We are not meant to be clones of one another. So why would we put upon ourselves and each other, the notion that we must measure up to a list of expectations from others at new mothers group, kinder, the school gate and beyond. Every adult is unique and every child an individual. What works with one may not work with another. You have most of the answers intuitively. Even if given professional assistance, it is still good to note whether that feels peaceful in your gut. 4. Children love to learn Our children live in a world where problem solving and intuitive smarts are a pre-requisite for overcoming life challenge. Having goals and aims are paramount to good health but so is developing problem solving skills, intuitive self-care and understanding that it takes time to learn. We can assist our children to become aware, confident and independent without losing the joy of childhood. Encourage the notion that it is okay not to know things!! Show them that we as adults do not have all the answers and it is fun to find out answers together. This will create a thinking child and a smart adult 5. Judgement is out. Discernment is in. Judgement is comparison and feels negative and painful. Discernment is sensing that something else is better suited to the individual. Get to know the real child and their personality. Our children are unique, beautiful, and perfect as they are. We are aiming to assist them to be the loveliest version of themselves whatever that looks like. Children benefit from knowing how to accept their own differences and individual make up, and those of others. Each day is a learning curve and gentle suggestion is appropriate in moments of mistakes.
6. Adults can love learning. Life is based on being a learner at all levels of living. Enjoy the process and begin your journey of learning with patience, enjoyment and reality. Without rush, judgement and expectations, we can remove the stress and pressure from ourselves and our kids. 7. Being Too literal Although having a broad guide for gauging how your child is faring in development such as first steps or exam results is useful, it is not productive when taken too literally. What if we were instead to guide by example how to use manners, respect for self and others and demonstrate problem solving, thereby allowing our children to be students of life and navigate their own way through with healthy boundaries of encouragement? 8. Find the family joys. SHARE the skills of love, respect, sharing, caring, loyalty, honesty and trying to the best of their ability as a basic focus. Allow children to become their unique selves simply by being intuitive and creative. Having quiet, loving family times and restful moments removes the incessant striving for more and more. These basics don’t require funds, stress or pressure but rather they develop with together time and connection. Things do not have to be complex. Life is not perfect, tidy and neatly packaged into a list of accomplishments that our children must produce. Be realistic. Be a bit messy. Simplify with back to basics and leave competition out. A new born baby feels loved by the kisses on the check not the expensive pusher he is pushed around in. The teenager feels valued by being listened to not by expectations of greatness.
solidify our problem solving skills and create ability to survive all manner of things. Alexandra Browne-Hill has been a nurse and midwife for nearly 40 years with additional qualifications in holistic counselling and natural healing therapies. With regular travel internationally, Alex has developed programs based on healthy connections to our body, mind and soul to develop our own wisdom. Using shamanic and indigenous wisdom in a western way combined with years of experience in the medical world, Alex can support you with your life concerns. Consultations, mentoring, seminars, workshops and international retreats available. To contact Alex : E: alexandra.browne.hill@gmail.com M: 0409009924 Website: alexandrabrownehill.com
GIVING ourselves permission to be a student at all stages of life enables us to be able to learn with accepting ears rather than try to prove that we know something. Learning is a wondrous thing and enables confidence to ask questions and explore. This makes life exciting and enjoyable. By feeling free not knowing things, we will in fact Secondary Education
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Hoppers Crossing Secondary College IT is with immense gratitude that I recently accepted the Principalship of Hoppers Crossing Secondary College. Having been the Assistant Principal here for the past 14 years, I have come to know and love the College community. I proudly lead a dynamic school, whose students are presented with boundless opportunities throughout their schooling journey. I place great emphasis on developing innovative and challenging educational programs and I am totally committed to continuing to improve the life of each student enrolled with Hoppers Crossing Secondary College. My goal is to see each student become a happy, self-confident, and knowledgeable lifelong learner who can demonstrate independence and a sense of career direction. Ultimately I want to see each becoming a worthy, contributing member of our community. At Hoppers Crossing Secondary College we develop students who are competing at the highest levels possible in the state across a range of areas. I am proud to see Year 12 students consistently achieving Study scores of 40+ and ATAR scores over 90, giving them access to a range of career pathways and tertiary education options. In addition to this, each year, the College has a number of students choosing to undertake a university course whilst completing
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their Year 12 studies. Outside the classroom, students are offered a range of opportunities including, but not limited to performing arts, where our students have been nationally praised for their skill and professionalism. Our winning record at the Wakakirri Performing Arts event is testament to the dedication and talent of our staff and students. Groups of students annually represent their school and country with three oversees learning experiences in China, Italy and California, engaging in cultural exchange and leadership opportunities. Closer to home the leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events. The vibrant sporting program offers the chance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels. I invite you to attend one of our open days in 2019 on Tuesday March 5th or Sunday May 5th to find out more and take a tour of the College. Keith Halge
2020 Select Entry Enrichment Pathway Program Examinations Wednesday 20th March Wednesday 22nd May Registration is essential
College Open Day & Tours
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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 12396885-SN06-19
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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: We Respect
We accept others for who they are and value their opinions
We Commit
We are dedicated to our values, our school, and our community
We Excel
We relentlessly pursue academic excellence
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 12396149-EPJ44-18
Mark Natoli Principal
Tea ch er s
rs ne r a Positive Schoolwide Behaviours
Professional Learning Communities
VISION and VALUES
Teacher Leadership
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High Impact Teaching Strategies
Community Building
Pastoral Care
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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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Overcoming Stereotypes A NEW study suggests that gender perceptions,
parental support, and limiting workplace expectations have a profound impact on workingclass boys’ reading habits and abilities. Dr Laura Scholes, an expert on boys and reading at Queensland University of Technology, led a study on working-class boys’ engagement with and enjoyment of reading. The 15 boys who participated were attending year 5 and 6 (10-12 years old) at three primary schools in low socioeconomic communities in South East Queensland. These areas have a low proportion of students completing year 12 and high levels of unemployment. The study suggests that while many working-class boys love reading, some can be discouraged by particular notions of masculinity, such as those that value physicality and strength while devaluing reading. The five boys that indicated high-levels of enjoyment for books and the social aspects of reading were typically avid readers and exceeded year level reading requirements. These boys expressed confidence in reading and a positive attitude to reading a range of genres.“I just like reading - comics, books, anything I can get my hands on. I was reading Dustin’s dog but it had to go back to the library today,” said Michael.* The presence of a male peer who enjoys reading can broaden boys’ experiences of masculinity, supporting engagement and better reading outcomes, said Dr Scholes. Four boys portrayed reading as uncool and nerdy. The boys who indicated low levels of enjoyment for books were all below year level reading requirements and two were receiving additional support for reading. Jaydn explained, “I don’t read anything because some books are boring” and ”people that read books need to get a life I reckon.” Wyatt justified not reading and explained “I don’t like reading storybooks because some of them are pretty boring and because it’s only about little kids’ stuff.” Dr Scholes said that many students attribute boys’ popularity to athletic ability, “coolness” and toughness. Popularity in disadvantaged schools was also associated with anti-reading identities.Boys who stepped outside constructed stereotypes risked marginalisation. Children’s reading outcomes were strongly related to home reading cultures. To Lucas, parental support and approval were important. He proclaimed that, “mum loves me reading, she just watches me read all the time.” In contrast, Jaydn, who thought reading was for nerds and was a reluctant reader, did not refer to a
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supportive home reading routine and did not see members of his family reading. Many of the boys connected with reading materials that are not traditionally sanctioned in schools, such as magazines. Schools emphasis’ on certain genres, such as literary fiction, can be limiting for boys who have developed such an affinity.. As such, Dr Scholes said it is important to support a broader view of what kinds of texts are valuable to encourage reading for pleasure. To widen students’ experiences as readers, she said, teachers may also need to challenge current views of gender. Teachers are in ideal position to expand boys’ reading identities to include a repertoire that young males can aspire to and value. Even though not all of the boys valued reading in itself, most of them had internalised an explicit link between reading and job trajectories with a belief that reading could be a determining factor in your life because “reading will help get a job”. Boys, such as Jadyn, who were less avid readers were reluctant to speak of workplace possibilities. Many of the boys, however, wanted jobs traditionally perceived as “masculine” such as police officer, farmer or builder. Their understanding of the value of reading for these workplace trajectories was an enabling factor. Mason, for example, talked about the anti-reading peer group cultures at school that included ‘bad’ behaviour and ‘fighting’. However, he reconciled his enjoyment for reading as it was related to his aspirational desires. “I want to get a really good job, like my brother has, a bricklayer. He takes home around about $400 a week. And now he’s got a good job and he had a good education”, said Mason. Mason, said Dr Scholes, had internalised a strong connection between reading and getting what he perceives to be a ‘really good job’. Although he did not read avidly at school, he was fostering his enjoyment of reading at home. “Boys’ experiences as readers in disadvantaged locales are complicated,” said Dr Scholes. “But positive experiences of being a male reader at school and at home can support day-to-day reading, contributing to the ongoing development of reading skills, expertise and educational outcomes.” *Pseudonyms have been used for study participants. Sources: Laura Scholes, (2018) ‘’’Working-class boys relationships with reading: Contextual systems that support working class boys engagement with, and enjoyment of, reading <https:// mediacentreforeducationresearchaustralia.cmail20. Gender and com/t/d-l-nyudlut-yukdzydji-r/>’. Education. DOI: 10.1080/09540253.2018.1533921 Ref: MCERA - Media Centre for Education Research Australia
Make an informed choice, make the right choice.
Open Day & Night Tuesday 30th April, 2019 Open Day tours from 9:00am. Open Night tours commence at 6:00pm, followed by presentations and discussions at 7:00pm Meet our Principal and senior teachers and take this opportunity to learn about our: • • • •
Supportive Year 7 transition program Comprehensive curriculum and choice of subjects Extensive student leadership program If you can’t attend the Open Day Rich array of sporting, cultural or Open Night, please contact the and extracurricular activities College to arrange a tour. • VCE results well above like schools • High levels of University and TAFE entry
To register your interest in the OPEN DAY please contact the College on 03 9365 8000 100 - 110 Odessa Avenue, Keilor Downs T 03 9365 8000 E keilor.downs.sc@edumail.vic.gov.au
www.kdc.vic.edu.au 12397843-CB43-18
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In the current political and social arena, MacKillop College is proud to stand as a miniature representation of our society and all the possibilities therein. We are responsive to the needs of our students and our community, striving continuously to improve the educational experiences and opportunities presented. MacKillop College is about its students. About giving each individual a voice, and the tools and understanding to become a part of a global community that lives to contribute for a better way of life. We are a co-educational secondary Catholic College named after St Mary MacKillop, co-founder of the Sisters of St Joseph of the Sacred Heart and, just as the Sisters of St Joseph were committed to education being inclusive of those who could not afford it, MacKillop College is committed to cultural inclusivity and a love of diversity. It is in service to this that we continue to develop our International Program, reaching into Europe and Asia with international trips, homestay opportunities and immersion programs. It is also in service to this that we bring those cultures closer to home for those who are not able to travel internationally. In combination with Languages Week, Harmony Week and Music Week, diversity is celebrated. Students are able to explore French, Italian and Japanese, while eating food from all over the world.
celebrating all life G challenging all people G dreaming the new day
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We also continuously hope to expand the way in which we share and experience the voices within our College community by exploring personal stories in more depth. Whether through art, prose, sport, style, debating, AnimĂŠ, chess, community projects or pastoral care, MacKillop facilitates and encourages students to discover what might give them the rounded education and sense of dignity they need. In this past year, we’ve seen students gain success in everything from skeet shooting, to international basketball, to dance, music and more. We’ve had the privilege to award students for overcoming immense personal challenges as well as performing exceptionally academically. We’ve been able to support our students while they stood up for the environment, equity and each other. Mary MacKillop spoke of the smallness of who we are – reminding us we are but travellers among billions of travellers in a very large world. Just so, MacKillop College is an introduction. There’s a reason the school motto is ‘Celebrating all life; Challenging all people; Dreaming the new day.’ We live and learn for a brighter, more educated and inclusive future. We are a community that believes in each other, our intent ever being to play our part in developing the whole person spiritually, socially, emotionally and academically, to enable students to become proactive and responsible global citizens.
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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.
Pursuing excellence and innovation
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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 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 strong futures, gentle hearts for all students.
OPEN MORNINGS 2019 One Tuesday of every month at 9:00am. 5th February, 5th March, 2nd April, 7th May, 4th June, 6th August, 3rd September, 8th October, 12th November, 3rd December *Note: dates may be subject to change For more information regarding Open Mornings and to request a Prospectus visit www.mariansw.catholic.edu.au
STRONG FUTURES. GENTLE HEARTS. ENROLMENTS FOR YEAR 7 2020 ONWARDS ARE NOW BEING ACCEPTED. Limited places available for Years 8 - 12 2019.
Book your Open Morning tour of the school today! Call 9363 1711 or visit www.mariansw.catholic.edu.au for more information. Bus services available to Melton, Rockbank, Bacchus Marsh, Derrimut & Taylors Hill.
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AT MERCY we promote and encourage all of our learners to be:
I AM MERCY
mercycoburg.catholic.edu.au
CRICOS code 02227J 12392368-LN11-19
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Catholic education: open to all ACADEMIC achievement, affordability and strong and safe school communities all point to a flourishing future for Catholic education in Victoria. Catholic Education Melbourne Executive Director Stephen Elder says the greatest compliment he has ever received was overhearing one parent tell another “If you want your child to be truly happy, then send them to a Catholic school”. “Catholic education stems from a sense of service to the community,” Mr Elder says. “We have always worked to make our schools open to as many parents who want a quality, values-based education for their children as possible - and always will. “We’re not driven by educational fads. Instead our focus is on developing independent learners and encouraging personal development; creating happy, well-adjusted students with the knowledge and life skills - plus a sense of purpose - needed in our ever more complicated world.” A pathway for life
Growing numbers of students and a steady stream of new schools point to the popularity of Catholic education. This year over 210,000 students - close to one in four Victorian school children - will enjoy a Catholic education in one of nearly 500 schools state-wide. And above the mere numbers, academic results and a steady stream of independent research underlines the difference a Catholic education makes. Catholic schools across Melbourne excel in
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literacy and numeracy - the crucial building blocks of learning - returning results well above the state average in NAPLAN tests. The 2017 VCE median study score - the best indicator of the typical level of VCE achievement in a school - show stronger outcomes for Melbourne Catholic schools, with results that now stand some 10 per cent higher than the equivalent results for Victorian government schools. Using the same measure, the proportion of high achievers in Melbourne Catholic schools is more than three times larger than the equivalent figure for government schools. University of Melbourne research on the “value add” performance of non-government education has found that Catholic schools add an average of six points to tertiary admission ranks, or ATAR scores, at the career defining end of a student’s school journey. A major Australian Bureau of Statistics survey has found that three out of four Catholic secondary school students will go on to university. And a Curtin University study shows how a Catholic education pays real-world dividends, with Australians who attended Catholic schools enjoying a wage premium of more than 10 per cent. At the same time, the Curtin University research shows Catholic school graduates enjoy greater levels of happiness and life satisfaction. A major part of this academic and personal success comes from the fact that when Catholic teachers walk into class they see individual students. Teaching and learning programs are based around diversity and dignity and designed to engage students at a social and emotional level. “The thing I like about working in the Catholic school environment is that we genuinely put the student’s wellbeing at the heart of everything we do,” Liam Buckley, a teacher St John’s Regional College, Dandenong, explains. “School for our students is not just about the learning of content, but the development of the person as a whole.”
12397815-LN06-19
Rosehill Secondary College
STEP 2020 SELECTIVE TALENT ENRICHMENT PROGRAM
A STEP TOWARD SUCCESS APPLICATION FORMS DUE THURSDAY 2 MAY TESTING THURSDAY 9 MAY Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step
At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology. This allows teachers to provide a unique experience in STEM education. STEM education is an interdisciplinary approach to learning that removes the traditional barriers separating 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. One such example involved our Environmental Science students who collected and analysed data from our local creek system, Steele Creek. The data that 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. To further enhance, our outstanding work in STEM the labour government has recently guaranteed Rosehill Secondary College a 4.5 million State of the Art Specialised STEM centre. Students have and will continue to participated in the following STEM experiences: Â’ 3\UW\SS`a eWbV]cb 0]`RS`a 1]\TS`S\QSa ³ EVS`S abcRS\ba VOdS RSaWU\SR a]ZcbW]\a b] Qc``S\b UZ]POZ humanitarian problems. Â’ @]P]UOZa /\ W\bS`\ObW]\OZ \]\ ^`]TWb bVOb W\a^W`Sa O\R S\Q]c`OUSa TS[OZS abcRS\ba b] consider Engineering. Â’ 7\ AQWS\QS ³ AQWS\QS O\R ;ObVa ^SS` [S\b]`W\U W\ bVS QZOaa`]][ Pg Qc``S\b C\WdS`aWbg AQWS\QS AbcRS\ba Â’ @]P]bWQa >`]U`O[ ³ 6WUV bSQV Q]RW\U O\R ^`]U`O[[W\U RWUWbOZ bSQV\]Z]UWSa eWbV bVS caS ]T robotic spheres. Â’ CaS ]T [cZbW^ZS !2 ^`W\bS`a W\Q]`^]`ObW\U TcaW]\ !$ 1/2 a]TbeO`S b] RSaWU\ O\R RSdSZ]^ `SOZ ^`]RcQba Our students are also provided with opportunities to extend their knowledge and inspire their curiosity of STEM by attending various programs outside of the school. These programs include: Â’ 3\RSOd]` 3\UW\SS`W\U ³ AbcRS\ba VOdS bVS ]^^]`bc\Wbg b] [SSb eWbV ;SZP]c`\S C\WdS`aWbg abcRS\ba presenting their final year projects. Â’ ;SSbW\U eWbV AQWS\bWTWQ Sf^S`ba ³ AbcRS\ba VOdS [SSb eWbV SabSS[SR W\RWdWRcOZa acQV Oa( 3ZWhOPSbV 0ZOQYPc`\ <]PSZ >`WhS EW\\S` T]` VS` e]`Y eWbV QV`][]a][Sa 8O[Sa EOba]\ <]PSZ >`WhS eW\\S` T]` VWa RWaQ]dS`g ]T bVS ab`cQbc`S ]T 2</ O\R 2OdWR AchcYW 7\bS`\ObW]\OZ `S\]c\QSR 5S\SbWQWab O\R 3\dW`]\[S\bOZWab Â’ A^SQWOZWab AQWS\QS ROga =TTS`SR Pg ;SZP]c`\S C\WdS`aWbg 5B/1 DWQb]`WO C\WdS`aWbg ·0S O 1VS[Wab for a day’ and Â’ @SUcZO` caS ]T a^SQWOZWab aQWS\bWTWQ QS\bS`a ³ /b TOQWZWbWSa acQV Oa 3Q]ZW\Q 5B/1 DAA31 O\R :O B`]PS C\WdS`aWbg 7\ ' beS\bg AB3; abcRS\ba T`][ @]aSVWZZ ASQ]\RO`g 1]ZZSUS eWZZ S[PO`Y ]\ bVS cZbW[ObS AB3; SRcQObW]\OZ Sf^S`WS\QS ]T bVSW` ZWdSa dWaWbW\U bVS <ObW]\OZ /ab`]\OcbWQa O\R A^OQS /R[W\Wab`ObW]\ </A/ 1S\b`S W\ =`ZO\R] 4Z]`WRO CA/ W\ ;O`QV ' AbcRS\ba eWZZ( Â’ >O`bWQW^ObS W\ O aW[cZObSR A^OQS AVcbbZS ;WaaW]\ O\R a^OQS `SZObSR AB3; OQbWdWbWSa Â’ :SO`\ VO\Ra ]\ OP]cb bVS aQWS\QS ]T a^OQS b`OdSZ Â’ B]c` bVS 9S\\SRg A^OQS 1S\b`S Â’ 6SO` `SOZ ZWTS ab]`WSa T`][ O aVcbbZS Oab`]\Ocb Â’ 3f^S`WS\QS bVS \Se V][S ]T A^OQS AVcbbZS /bZO\bWa Â’ >]aaWPZg ObbS\R O `SOZ ZWTS ZOc\QV 7\ ORRWbW]\ b] bVS ^`]U`O[ Ob 9S\\SRg A^OQS 1S\b`S abcRS\ba ObbS\RW\U bVS QO[^ eWZZ OZa]( Â’ 7\dSabWUObS bVS ^VgaWQa O\R RSaWU\ ^`]QSaa ]T `WRSa Ob C\WdS`aOZ AbcRW]a Â’ CaS W4:G¸a c\W_cS dS`bWQOZ eW\R bc\\SZ TOQWZWbg b] W\R]]` aYgRWdS O\RÂQO``g ]cb O aQWS\bWTWQ W\dSabWUObW]\ Â’ 3f^S`WS\QS O\ /W`P]Ob 2WaQ]dS`g B]c` bV`]cUV bVS c\OZbS`SR eWZRS`\Saa ]T bVS 1S\b`OZ 4Z]`WRO 3dS`UZORSa Â’ /bbS\R O\ <0/ POaYSbPOZZ UO[S W\ =`ZO\R] DWaWb ]c` eSPaWbS ]` bVS ZW\Y b] aSS ]c` Q]c\bR]e\ b] RS^O`bc`S Vbb^( eee `]aSVWZZaQ dWQ SRc Oc a^OQS QO[^ ' 12407186-HM06-19
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12397817-HM06-19
Respect Initiative Learning
TOURS TUESDAYS 2019 9:30AM BOOKINGS ESSENTIAL Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au
OPEN EVENING THURSDAY 2 MAY 4:30-7:30PM
One Community, Three Villages THE African proverb says “It takes a village to raise a child.” At Santa Maria College, our vision of One Community, Three Villages embodies our commitment to name and know each student so that she can learn. Our Villages are framed within the contemporary learning and teaching model of the International Baccalaureate: Middle Years Program. The aim of our Three Villages model, Year 7 and 8, Year 9 and 10, Year 11 and 12, is to know each student and her story - know how she learns, what helps her flourish as a person and learner and how we as a College work in partnership with our families. Led by three Village Leaders (Faith, Learning and Wellbeing), these Leaders work with the students for two years in collaboration with the Leaders of Learning and teachers from each faculty. Together the staff become the guardians of each student with the intention to journey with each student over 6 years of secondary education. This holistic approach to nurturing each child occurs within our dynamic 21st century world, and within a Catholic community that actively embraces and promotes scriptural values of compassion, forgiveness, peace and hope. In 2019, the College will open the Year 7 and 8 Village Learning Centre to symbolise in bricks and mortar, the Village concept. Designed by
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Law Architects, the new Learning Centre has been developed to further enhance connection and belonging within the student community so that confidence, growth and success in learning becomes embedded and a natural part of the experience. The design includes a new two-level Year 7 and Year 8 Centre by rethinking and extending an existing building. The Village Learning centre opens up to create larger spaces for collaborative learning and student inquiry. Each level includes an amphitheatre and breakout spaces to promote teamwork, collaboration and enhance social engagement. Natural light will wash through the Centre with expansive windows, internal glass and skylight. A central staircase offers physical and symbolic connection between the levels and again reinforces a Village concept of learning. The Village’s curved front facade is fully glazed with an eye catching decorative metal screen in sage green, blue and copper tones to control light and offer a street appeal of creativity, colour and movement. The strength, grace and openness of the building design reflects the core of what Girls education is at Santa Maria. One of rigour, one of confidence, one of inquiry, one of connection and one of contemplation and compassion.
Santa Maria College New Year 7 & 8 Village Learning Centre Opening in 2019
APPLY NOW 2020 & 2021 1N_R a\ Q\ N` ZbPU N` f\b N_R NOYR 12391116-CG11-19
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Salesian College Sunbury STRIVING in life is the school motto reflected in our unique culture at Salesian College Sunbury. We make great efforts to provide a supportive and nurturing environment for our entire staff and student community. Our dedicated teachers encourage and challenge our students to become lifelong learners, ensuring they have every opportunity to achieve greatness. We are proud to be a co-educational school providing quality education. Our vision is future focussed and empowering. Our culture embodies our values of excellence and academic rigor, discipline and dedication, integrity and honesty, religion and generosity of spirit. Our students enjoy a broad range of academic, artistic, environmental, performance, musical, and sporting resources within our unique learning and teaching environment - set upon extensive property. At Salesian College Sunbury, our enriching curriculum, peaceful environment, and commitment to our four value pillars - community, learning, excellence, and faith - set us apart from other schools.
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We strongly believe that every student has the ability to strive for greatness given the opportunity and environment. We provide opportunities for students from Year 7-12 to explore and cultivate their diverse interests and talents and offer VCE, VCAL, and VET study pathways to our senior students as we recognise that each student is unique in their educational needs. We welcome you to visit our College, meet our teachers, and see our expansive school grounds. Visit our website to apply online, make a payment or find out tour dates.
Engaging with Community Passion for Learning Striving for Excellence Inspired by Faith Come and see why we love life at Salesian College Sunbury. Visit our website to apply online or contact our Registrar to join our next school tour.
1 Macedon Street, Sunbury T: 03 9744 0000 | hello@scr.vic.edu.au salesiansunbury.vic.edu.au 12398677-SN06-19
Secondary Education
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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. ■
2020
Department of Education
SEAL PROGRAM SELECT ENTRY ACCELERATED LEARNING ENTRY AT YEAR 7 IN 2020 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: s !CCELERATE AND ENRICH THEIR ACADEMIC STUDIES s 4O 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 12403161-HM06-19
148-174 Mitchells Lane Sunbury &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ƚĞůĞƉŚŽŶĞ ŽůůĞŐĞ on 9744 0500 ŽůůĞŐĞ dŽƵƌƐ͕ /ŶĨŽƌŵĂƟŽŶ͕ DĞĞƚ ŽƵƌ dĞĂĐŚĞƌƐ͕ džƉĞƌŝĞŶĐĞ ŽƵƌ ŽůůĞŐĞ ĐƵůƚƵƌĞ͕ džƉůŽƌĞ ŽƵƌ &ĂĐŝůŝƟĞƐ
t &RQILGHQFH WR $FKLHYHu 12397878-SN06-18
Secondary Education
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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 Junior School (Years 7 - 8), Middle School (Years 9 - 10) and Senior School (Years 11 - 12). All students in the junior years of schooling undertake all subjects across all learning areas. There is also literacy and numeracy support programs offered both in the junior and middle years, enhancement programs, including the LEAP Program, and a Soccer Academy within
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From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education. 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.
REWARD YOUR CHILD’S EDUCATION WITH AN OUTSTANDING SECONDARY COLLEGE
12396938-RC06-19
Students At Taylors Lakes Secondary College Experience: UÊ «Ài i à ÛiÊ6 ]6 /Ê> `Ê6 Ê«À }À> ð UÊ ÊV > i } }]Ê>V>`i VÊ> `Ê` ÛiÀÃiÊVÕÀÀ VÕ Õ ]ÊV>ÌiÀ }Êv ÀÊ ` Û `Õ> ÊÊ Ê ÃÌÕ`i ÌÊ ii`ð UÊ/ iÊ «« ÀÌÕ ÌÞÊÌ ÊÌ> iÊ«>ÀÌÊ Ê> Ê VVi iÀ>Ìi`Ê6 ÊÃÌÕ` iÃÊ«À }À> ° UÊ Ê iÜÊ 9" Ê i>À }Ê ÌiL Ê«À }À> Êv ÀÊ> ÊÃÌÕ`i Ìð UÊ ÊÃÕ«« ÀÌ ÛiÊ >ÀiiÀÃÊ> `Ê6 V>Ì > Ê `ÕV>Ì Ê«À }À> ]Ê V Õ` }ÊÌ iÊÊ Ê « >Vi i ÌÊ vÊ> ÊÃÌÕ`i ÌÃÊ ÊÌiÀÌ >ÀÞÊ ÀÊi « Þ i ÌÊ« Ã Ì Ã° UÊ ÝÌi à ÛiÊ ÕÀÀ VÕ >ÀÊ«À }À> ð UÊ «À Ûi`Ê>VViÃÃÊÌ Ê«ÕL VÊÌÀ> ë ÀÌ°
TAYLORS LAKES SECONDARY COLLEGE T Taylors Lakes S E C O N D A R Y
For further information telephone:9390 3130 E Em Email: m taylors.lakes.sc@edumail.vic.gov.au | Website: www.tlsc.vic.edu.au
C O L L E G E
SCHOOL TOURS EVERY WEDNESDAY MORNING AT 9:30AM OR BY APPOINTMENT. SC
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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. In 2018, Thomas Carr College introduced its accelerated learning program. The Magis Program at Thomas Carr College is designed to cater for the needs of the academically gifted or talented student who demonstrate above average abilities, high levels of task commitment and greater creativity. Deeply-rooted within the wisdom and tradition of Ignatian spirituality, the Latin word magis means the greater, the excellent, the best. 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 Year 7 students will be selected to embark on 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. As the Magis Program aligns with the current
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curriculum from Year 7 to 12, students are encouraged to participate in a range of advanced academic activities focusing on literacy and numeracy while being extended in the various electives offered at the College. Gifted or talented students experience a sense of wellbeing, positive development and engagement when provided with supportive and challenging learning environments and opportunities that are responsive to their individual strengths and interests. A key feature of the Magis Program is to allow students the possibility to complete Advanced Standing Studies in partnership with tertiary institutions After a successful first year, the Magis Program has continued in 2019, with a new Year 7 class and the previous Year 7 class continuing on into Year 8. Aside from the Magis Program, Thomas Carr College offers 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. For further information on relation to the Thomas Carr College, please contact the College on 8734 2444.
THEY WILL SHINE
12405614-LB06-19
35 Thomas Carr Drive Tarneit, Victoria 3029 T 03 8734 2444 Please visit our website: www.thomascarr.vic.edu.au Secondary Education
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STEM education and skills are vital SCIENCE, technology, engineering and mathematics (STEM) covers a wide range of knowledge and skills, which are increasingly in demand in a knowledge-based economy and a rapidly changing world. Quality learning opportunities in STEM disciplines will ensure Victoria has a strong supply of world-class professionals with the specialised skills necessary to compete in the global knowledge economy. Victoria’s economy and labour market are shifting towards higherskilled, knowledge-and service-based industries, new and emerging technologies, and the opening up of global markets. Development of STEM skills at all stages of life will also inspire curiosity and creativity and drive innovation and growth throughout our economy. Through an exciting and engaging STEM education, learners of all ages can acquire skills that will give them an edge - so they can be smarter and more innovative, and use new and emerging technologies to solve problems and extend their knowledge and understanding. Employers are seeking a workforce that thinks critically and creatively, and solves complex problems. Whatever their future careers, a strong base of STEM knowledge and skills will equip all learners to engage in dynamic modern workplaces and society. The Victorian Government is committed to delivering jobs and prosperity to Victorians, and has a strong plan to grow our economy. For Victoria, the key to a prosperous future lies in a highly-skilled workforce, including strong capability in STEM. The Government has identified that our jobs of the future will be in a number of priority sectors with the potential for remarkable economic growth: ■ medical technology and pharmaceuticals ■ new energy technologies ■ transport, defence and construction technologies ■ food and fibre ■ international education ■ professional services. In these sectors, Victorians will find high-skill, high-wage jobs, enabling them to compete on an
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international stage. Critically, STEM knowledge and skills are integral to most, if not all, priority sectors. Quality learning opportunities in STEM at all levels For children aged birth to eight years, scientific and mathematical and technological concepts are embedded across the Victorian Early Years Learning and Development Framework. This supports all early childhood professionals to work with families to advance children’s learning through problem solving, hypothesising, experimenting, and investigating. For Victorian schools, STEM is a fundamental part of the Victorian Curriculum. This includes the learning areas of Mathematics, Science, Design and Technologies, and Digital Technologies, as well as cross-curricular capabilities such as ethical, critical and creative thinking. In the senior secondary years, a broad range of Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) and training and TAFE options are available to further develop both general and specific STEM skills. In the tertiary sector, STEM spans a wide range of higher education and training and TAFE pathways. These can prepare learners for success in STEM-related careers, or provide a solid foundation for the application of general STEM skills within and beyond the workplace. Why is STEM important in the Education State The Victorian Government’s focus on STEM is driven by compelling needs at all levels of the education and training system. Our goals for addressing these needs are nested within the broader goals of the Education State reform agenda, and our commitment to make a real difference in the lives of Victorians. Improvement in STEM opportunities and outcomes at all stages of learning are necessary to achieve these goals, and the benefits they offer to the Victorian economy and society.
The University High School
12405991-RC06-18
Elizabeth Blackburn Sciences is a branch of The University High School for students in Years 11 and 12 who have a passion and the potential for success in the ďŹ elds of Science & Mathematics. Students excel in their learning through the teaching of contemporary science and mathematics in partnership with the University of Melbourne and Bio21.
www.elizabethblackburnsciences.com.au
Secondary Education
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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 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. Our teaching and learning framework is based on a synthesis of recent educational research. 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 focus on Literacy and Numeracy has seen our student outcomes increase significantly over the last few years. Support is provided to students at all levels and high achieving students are challenged and extended. Parent opinion of the college is overwhelmingly positive and student attitude surveys have shown progressive increases in their satisfaction with the school. Students comment that they feel safe, are motivated to learn and that teachers help them learn to the best of their ability. The college is intensely proud of our Advancement Via Individual Determination (AVID) specialist program which supports students with independent study skills and organisational skills. Our partnerships with Beacon, Victoria University and the Australian Business and Community Network offer many opportunities for students including gaining scholarships and being mentored by business professionals. It is pleasing to see that 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 Chinese program and sister school relationship have enabled students to create
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global connections and become part of a global learning community. Students have travelled to China each year for the last six years as part of the Victorian Young Leaders to China program. Again in 2019, another group of students will have the opportunity to study in China and visit our sister school. Our Music and Performing Arts program, Sports and Rugby League Academy and 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 look forward to seeing you at our Open House on Tuesday 19th March 2019. Genevieve Simson Principal
12390725-CG06-19
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d« /Äã ÙÄ ã®ÊÄ ½ ½ çÙ ã ®Ö½Êà WÙʦ٠à tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌLJ ŽůůĞŐĞ ŝƐ ĂŶ ŝŶŶŽǀĂƟǀĞ zĞĂƌ ϳ ƚŽ ϭϮ ƐĐŚŽŽů ǁŝƚŚ ƚƌĂĚŝƟŽŶĂů ǀĂůƵĞƐ ĂŶĚ Ă ƌĞƉƵƚĂƟŽŶ ĨŽƌ ĂĐĂĚĞŵŝĐ ĞdžĐĞůůĞŶĐĞ͘ dŚĞ ŽůůĞŐĞ ŝƐ ĐŽŵŵŝƩĞĚ ƚŽ Ă ŐůŽďĂů ƉĞƌƐƉĞĐƟǀĞ ĂƐ ĞdžĞŵƉůŝĮĞĚ ďLJ ŝƚƐ ĂĐĐƌĞĚŝƚĂƟŽŶ ǁŝƚŚ ƚŚĞ ŽƵŶĐŝů ŽĨ /ŶƚĞƌŶĂƟŽŶĂů ^ĐŚŽŽůƐ ; /^Ϳ ĂŶĚ ŝƐ ƉƌŽƵĚ ƚŚĂƚ ƐŝŶĐĞ ϮϬϭϯ ŽƵƌ ƐƚƵĚĞŶƚƐ ĂƌĞ ƚŚĞ ĮƌƐƚ ŝŶ Ă sŝĐƚŽƌŝĂŶ 'ŽǀĞƌŶŵĞŶƚ ƐĐŚŽŽů ƚŽ ŚĂǀĞ ƚŚĞ ĐŚŽŝĐĞ ŽĨ ƚŚĞ /ŶƚĞƌŶĂƟŽŶĂů ĂĐĐĂůĂƵƌĞĂƚĞ ŝƉůŽŵĂ WƌŽŐƌĂŵ͘ dŚĞ / ŽīĞƌƐ ĂŶ ĂůƚĞƌŶĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚLJůĞ ĂŶĚ Ă ƋƵĂůŝĮĐĂƟŽŶ ǁŚŝĐŚ ŝƐ ƌĞĐŽŐŶŝƐĞĚ ĨŽƌ hŶŝǀĞƌƐŝƚLJ ĞŶƚƌĂŶĐĞ ĂƌŽƵŶĚ ƚŚĞ ǁŽƌůĚ͘ KƵƌ ƐƚƵĚĞŶƚƐ ƐĞůĞĐƚ ƚŚĞ ƐĞŶŝŽƌ ƉƌŽŐƌĂŵ ;s Žƌ / Ϳ ǁŚŝĐŚ ďĞƐƚ ƐƵŝƚƐ ƚŚĞŝƌ ŝŶĚŝǀŝĚƵĂů ŝŶƚĞƌĞƐƚƐ ĂŶĚ ůĞĂƌŶŝŶŐ ƐƚLJůĞƐ͘
^ ½ ã ÄãÙù > ÙĮĦ WÙʦ٠à tLJŶĚŚĂŵ͛Ɛ ŽŶůLJ ^ĞůĞĐƚ ŶƚƌLJ >ĞĂƌŶŝŶŐ WƌŽŐƌĂŵ ĂĐĐƌĞĚŝƚĞĚ ďLJ dŚĞ ĐĂĚĞŵLJ ŽĨ ĐĐƌĞĚŝƚĞĚ ^ > ^ĐŚŽŽůƐ ;d ^^Ϳ ƐƉĞĐŝĂů ƉƌŽŐƌĂŵ ĨŽƌ ĐŚŝůĚƌĞŶ ǁŚŽ ĞŶũŽLJ ĐŚĂůůĞŶŐĞƐ ĂŶĚ ŚĂǀĞ Ă ĚĞƐŝƌĞ ƚŽ ĞdžĐĞů͘ /ƚ ĨĞĂƚƵƌĞƐ͗ ͻ ĐŚĂůůĞŶŐŝŶŐ ĐĂĚĞŵŝĐ ƵƌƌŝĐƵůƵŵ ͻ &Ƶůů ƉĂƌƟĐŝƉĂƟŽŶ ŝŶ dŚĞ ƌƚƐ͕ ^ƉŽƌƚ ĂŶĚ dĞĐŚŶŽůŽŐLJ ͻ ǁŝĚĞ ƌĂŶŐĞ ŽĨ ĐŽͲĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ ͻ Ŷ ĂĚǀĂŶĐĞĚ /ŶƐƚƌƵŵĞŶƚĂů DƵƐŝĐ WƌŽŐƌĂŵ ͻ ŐƌŽƵƉ ŽĨ ƐƵƉƉŽƌƟǀĞ ĂŶĚ ŚŝŐŚůLJ ŵŽƟǀĂƚĞĚ ƉĞĞƌƐ ͻ KƵƚƐƚĂŶĚŝŶŐ s ƌĞƐƵůƚƐ &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ďŽƚŚ ƚŚĞ / ĂŶĚ ^ >W ĐŽŶƚĂĐƚ ƚŚĞ ŽůůĞŐĞ͘
tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌLJ ŽůůĞŐĞ ϰϱ ƵŶĐĂŶƐ ZŽĂĚ͕ tĞƌƌŝďĞĞ ϯϬϯϬ
dĞůĞƉŚŽŶĞ ;ϬϯͿ ϵϳϰϭ ϭϴϮϮ ǁĞďƐŝƚĞ͗ ǁǁǁ͘ǁĞƌƌŝďĞĞƐĐ͘ǀŝĐ͘ĞĚƵ͘ĂƵ 12362842-KC5-18
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Wyndham Central College has launched an exclusive STEM
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Secondary Education
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Whittlesea Secondary College WHITTLESEA Secondary College Vision: To empower students to become successful, confident and responsible contributors in a 21st century community Set in 30 acres with exceptional modern facilities, Whittlesea Secondary College delivers exciting, diverse and innovative curriculum. At Whittlesea Secondary College we value student empowerment and choice, fostering strong student leadership across the school. Students are empowered to use their knowledge to build personalised pathways for their future and embrace a collective understanding of the world we live in. Our purpose is to empower students so that they 'Take control' of their learning and their lives. We work together to help them find and use their voice, discover and enhance their passions and foster the growth and development of the whole person so each student can thrive and contribute positively in the rapidly changing, 21st century world. Our philosophy is that students learn best and are better prepared for the challenges of life when they take ownership of their choices. They take control of their decision making, learning pathways and learning methods. Education is not 'done to them', we are active partners in learning.
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Senior students have opportunities to pursue diverse pathways in VCE/VET/VCAL and School Based Apprenticeships, leading to further education in University/TAFE and vocational pathways. With a dedicated VCE centre and outstanding Trade Training Centre facility on site to deliver Automotive, Engineering, Building and Construction VET courses our young people have multiple options for success. Book a tour to find out more. <http://www. whittleseasc.vic.edu.au/>
Whittlesea Secondary College Vision: To empower students to become successful, confident and responsible contributors in a 21st century community Set in 30 acres with exceptional modern facilities, Whittlesea Secondary College delivers exciting, diverse and innovative curriculum. At Whittlesea Secondary College we value student empowerment and choice, fostering strong student leadership across the school. Students are empowered to use their knowledge to build personalised pathways for their future and embrace a collective understanding of the world we live in. Our purpose is to empower students so that they ‘Take control’ of their learning and their lives. We work together to help them find and use their voice, discover and enhance their passions and foster the growth and development of the whole person so each student can thrive and contribute positively in the rapidly changing, 21st century world. Our philosophy is that students learn best and are better prepared for the challenges of life when they take ownership of their choices. They take control of their decision making, learning pathways and learning methods. Education is not ‘done to them’, we are active partners in learning.
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Kayla O’Brien with Parliamentary Secretary for Education Judith Graley
Senior students have opportunities to pursue diverse pathways in VCE/VET/VCAL and School Based Apprenticeships, leading to further education in University/TAFE and vocational pathways. With a dedicated VCE centre and outstanding Trade Training Centre facility on site to deliver Automotive, Engineering, Building and Construction VET courses our young people have multiple options for success.
Book a tour to find out more. http://www.whittleseasc.vic.edu.au/ Secondary Education
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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 ■ ■
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 ethos is Leadership, Excellence, Achievement, Respect, 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 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 local learning networks. 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: s 3CHOLARSHIPS FOR STUDENT EXCELLENCE s 3TUDENT VOICE AND AGENCY AROUND CO CURRICULUM DEVELOPMENT s 3TUDENT AND %NVIRONMENTAL ,EADERSHIP s 3PORT s 0ERFORMING !RTS s -USIC PROGRAM s #AMPS AND %XCURSIONS TO SUPPORT HOLISTIC STUDENT DEVELOPMENT s 7ELLBEING AND 4RANSITION PROGRAMS s )NQUIRY BASED LEARNING s ,ITERACY AND .UMERACY )NTERVENTION s ,EARNING %NRICHMENT !DVANCEMENT 0ROGRAM ,%!0 FOR 9EAR STUDENTS
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Parent information evening on the 7th May 2019 at 6:30pm.
Leadership Excellence Acceptance Respect Now @ WRSC For further information or to organise a personal tour of the College PLEASE DO NOT HESITATE TO CONTACT THE !SSISTANT 0RINCIPAL !NDREW %LBOROUGH on 94622177 or e-mail elborough.andrew.a@williamruthvensc.vic.edu.au Secondary Education
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Contents 8 Steps To Calm Parenting .................................. 36 & 37 Aitken College ..................................................................6 & 7 Braybrook College ......................................................... 8 & 9 Bundoora Secondary College ...................... 10, 11 & 12 Caroline Chisholm Catholic College ............. 14 & 15 Catholic Education Open To All ................................ 52 Charles La Trobe College ..................................... 16 & 17 Copperfield College ............................................................19 Craigieburn Secondary College....................... 20 & 21 CRC North Keilor................................................................. 22 CRC St Albans ....................................................................... 23 Essendon Keilor College ..................................... 26 & 27 Gladstone Park Secondary College ...............28 & 29 Good News Lutheran College ........................... 30 & 31 Greensborough College ........................................ 32 & 33 Grossek’s View ............................................................ 24 & 25 Heathdale Christian College ............................. 34 & 35 High School Students Losing ........................................... Maths Motivation ............................................................18 Hoppers Crossing Secondary College.........38 & 39 John Fawkner College............................................ 40 & 41 Keilor Downs College........................................................ 43 MacKillop................................ Front Cover, 2, 3, 44 & 45 Marian College ........................................................... 46 & 47
Marymede Catholic College ..............................48 & 49 Mercy College ........................................................................50 Mill Park Secondary College .........................................51 Noone Imagewear................................................................ 79 Overcoming Stereotypes................................................. 42 Penola Catholic College................................................... 53 Rosehill Secondary College ................................ 54 & 55 Salesian College – Sunbury ................................ 58 & 59 Santa Maria College ................................................ 56 & 57 Sport & Your Child...............................................................60 St Albans Secondary College ....................................... 61 St Monica’s College, Epping ................................... 4 & 5 Sunbury Downs College .......................................62 & 63 Taylors Lakes Secondary College ...................64 & 65 Thomas Carr College..............................................66 & 67 University High School .........................................68 & 69 Victoria Schools Guide ......................................................13 Victoria University Secondary College ....................... ....................................................................70, 71 & Back Cover Werribee Secondary College .........................................72 Whittlesea Secondary College...........................74 & 75 William Ruthven Secondary College.............76 & 77 Wyndham Central College............................................ 73
Next edition: November 2019 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au
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12397840-SN06-19
Phone 9363 1155 12407044-LB06-19