Secondary Education - February 2019

Issue 59

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Februar y 2019

East

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South East

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Bayside

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Photo provided with the compliments of Nossal High School.

For further information refer to pages 2, 3, 62 & 63.

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NOSSAL HIGH SCHOOL - BERWICK

A co-educational, academically selective government school for highly able students in Years 9-12

Entering our tenth year, we offer a broad range of curricula and co-curricular experiences and programs, strongly influenced by the students themselves who have an active and authentic voice in the running of the school. We offer significant sporting, creative, performing, musical, community, cultural, social, and leadership opportunities to our students alongside a comprehensive academic study program.

Visitors are welcome to attend school tours, and information evenings are available throughout the year.

Tour bookings at https://www.trybooking.com/XKVK. Our best ambassadors are our students who share their experiences and perceptions of our school with our guests... we invite you to visit us.

Roger Page – Principal

Nossal - Exceptional

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Elite Education.

Unique Opportunities.

Exceptional Futures.

When you choose a Victorian Selective Entry High School, you are ensuring your child has the opportunity for an exceptional education at one of only four schools exclusively designed for academically talented students.

As proud government schools, each school has a unique approach and a shared purpose in nurturing excellence in young adults from Years 9-12.

Embrace the Challenge Applications for 2020 enrolment open in February https://selectivehighschools.education/

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WE BELIEVE IN GIRLS grit • curiosity

creativity • leadership

integrity • global citizenship

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At Ruyton we foster the individuality of each girl in a caring and safe environment; nurturing her intellectual, physical, social and emotional qualities essential to flourish.

Powerful learning is central to the Ruyton culture, building on our strong academic reputation. We focus on advancing the learning of every girl through the engagement of intellectual curiosity, building knowledge and skills about how to learn and supporting them to be the best learners they can be and exemplary citizens. We believe in real world learning beyond the classroom, collaborating with the wider community to promote growth, discovery and sustainability.

We empower our girls to lead lives of purpose with courage, character and compassion. Through the development of values and action-focused learning they are inspired to pursue equity and justice for self and others. By embracing diversity and raising their voices our girls effect positive change and make a difference.

One Campus. Endless Opportunities.

Our Early Learning Centre, Junior School and Senior School are situated on one campus, emphasising our strength as a connected learning community and enabling many opportunities for collaboration, mentoring and role modelling. The size of Ruyton enables us to know our girls individually and support them in achieving personal best.

Our strong connection with Trinity Grammar School provides unique educational opportunities for students across the two schools, particularly through our Year 11 and 12 Co-ordinate Programme.

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend an Information Session to experience Ruyton for yourself.

Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422

ruyton girls ’ school 12 Selbourne Road Kew 3101 Victoria Australia Tel +61 3 9819 2422

ruyton An opportunity to see our School at work from ELC to Year 12

open morning Thursday 14 March Thursday 16 May Thursday 29 August Thursday 14 November 9am–11am with Principal’s address at 10am

school snapshot Wednesday 27 March Monday 27 May Monday 12 August Tuesday 26 November 9am–10am

scholarships Saturday 23 February Pre-registration required

information sessions small groups Held throughout the year 9.30am–11am Bookings essential Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422 or book online www.ruyton.vic.edu.au

ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au CRICOS 00336J

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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.

John and Felicity would also be there today, 6

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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 Continued on page 16

Open Day – Ashwood Revealed!

Wednesday 1 May 2019 - Book Online Our 16 hectare grounds with state of the art buildings, performing arts centre, wetlands, amphitheatre, permaculture garden, netball complex and three large ovals is now a multi-award winning facility which opened in 2018. The school has been renamed and has a smart new uniform under the strong leadership of Principal Brett Moore. Ashwood is experiencing a cultural revolution, with enrolments quadrupling over the last 4 years. We pride ourselves on knowing our students well and we have a strong, academic focus. The secret to our success is a return to traditional values: community, high expectations, optimism, innovation and most importantly, respect.

Select Entry – ACE (Accelerated Curriculum & Enrichment) Program This program caters for the special educational needs of high ability students and is an approved SEAL program.

Grade 6 testing will be held in June 2019 – please register your interest on our website.

Vision Inspired Action Vannam Drive Ashwood www.ashwood.vic.edu.au 9807 1333 Weekly Tours - Book Online 12402988-DJ06-19

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Bayswater Secondary College BAYSWATER Secondary College is a coeducational school with a growing enrolment of approximately 190 students located on an appealing, spacious campus. We offer a flexible, academic curriculum, with broad subject choices and pathways, specialist learning areas, and wide range of extra-curricular activities. We celebrate cultural diversity through foreign language studies and an international student program.

The College works closely with both the Knox and Maroondah communities to achieve – “the best education outcomes possible for all of our students”.

Our Junior School (Years 7-9) provides a supportive, challenging and rigorous learning environment to make the transition from primary to secondary school a successful and engaging experience. Our technology rich classrooms, underpinned by a global education program, aim to develop all students as independent, resilient and co-operative learners.

The Senior School (Years 10-12) focuses on the educational, career and personal development of young adults. A challenging and academic learning program helps to provide pathways to post-secondary education, training and work experiences through a wide range of educational electives and VCE, VET and VCAL programs.

In year 12, we also offer University entrance courses for highly competent and motivated

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students seeking early entrance into tertiary studies.

Our Select Entry Accelerated Learning (SEAL) program for students in Years 7-10 commences in 2019. This rigorous academic program will challenge and extend students who are looking for university pathways into the future. General Excellence and Academic scholarships will again be offered to high performing and aspirational students.

Our commitment to 21st Century learning allows all students to utilise various technologies in their learning, via the College’s Bring Your Own Device (BYOD) program, which develops digital literacy and prepares students for the 24/7 world we live in.

The creative and performing arts, along with technology provide many opportunities for students to explore and develop their creative potential. Excellent facilities and dedicated staff ensure that student expression, engagement and achievement are celebrated in drama, dance, music, technology and creative arts.

Student leadership and our expanded elective programs, including entrepreneurship, STEM, project based learning and self-development courses, provide students with valuable learning opportunities to develop student voice and agency, allowing all students to successfully prepare for the future.

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T. +61 3 8720 7555

W. bayswatersc.vic.edu.au

PO Box 535, 14 Orchard Road, Bayswater

Bentleigh SECONDARY COLLEGE Excellence in Education Bentleigh Secondary College is a co-educational school that is committed to inspiring academic and creative excellence in our students.

Our new purpose-built da Vinci Centre has been designed with state of the art spaces to deliver Science, Technology, Engineering, Arts and Mathematics (STEAM). The inspiring facility includes light-filled spaces, visual art studios, specialist food kitchens, technology rooms including robotics, dynamic learning spaces, courtyards and an art gallery.

New sports stadiums will encourage increased student participation in sports and physical activity and become home to our Sports Academy. The Sports Academy will encourage positive educational and career outcomes for students, providing access to high performance training and coaching whilst participating in a comprehensive academic program.

Our co-curricular programs offer outstanding opportunities in the Performing Arts, Instrumental Music, Leadership, Sustainable Practice and Sport.

Positive relationships are the cornerstone of our inclusive college culture.

At Bentleigh Secondary College students are able to find and develop their real self and celebrate being the very best they can be.

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For further information please call 03 9579 1044 or visit our website to book a tour.

Vivien Street, Bentleigh East Vic 3165 P +61 3 9579 1044

www.bentleighsc.vic.edu.au

BENTLEIGH SECONDARY COLLEGE

2019

warmly invites you to attend our...

2019 OPEN

TWILIGHT

Wednesday May 1st and 8th 11:00am & 1:30pm

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Tuesday 2nd April 5:00 – 7:00pm

OPEN DAY TOURS

Gifted & Talented Program Year 7, 2020 Critical Dates

Information Evening Wednesday 1st May, 2019 at 7:30pm in the Learning Centre Applications close Friday 3rd May, 2019 Selection Test

Saturday 11th May, 2019 from 9:00am–12:00pm in the Learning Centre

For further information contact Marc Koenig on 9579 1044 or visit our website

Vivien Street, East Bentleigh Vic 3165 P +61 3 9579 1044

www.bentleighsc.vic.edu.au

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.

Berwick

COLLEGE A RICH HISTORY OF OVER 40 YEARS RS

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Established in 1977, Berwick College is a vibrant learning community in the heartt of ƚŚĞ ŝƚLJ ŽĨ ĂƐĞLJ ŽīĞƌŝŶŐ Ă ďƌŽĂĚ ĂŶĚ comprehensive curriculum to Year 7 - 12 students. ϮϬϭϳ Θ ϮϬϭϴ sŝĐƚŽƌŝĂŶ ĚƵĐĂƟŽŶ Excellence Award winners, our focus on improving the learning outcomes of every student and fostering individual student ƉŽƚĞŶƟĂů ŚĂƐ ƐĞĞŶ ƐŽŵĞ ŽĨ ƚŚĞ ďĞƐƚ s ĂŶĚ s > ƌĞƐƵůƚƐ ŝŶ ƚŚĞ ĂƌĞĂ͘ dŚĞ ŽůůĞŐĞ ŽīĞƌƐ ĞůŝƚĞ ƉƌŽŐƌĂŵƐ ƐƵĐŚ ĂƐ the Dance Academy, Basketball Academy and High Achievers Program (Years ϳ—ϭϬͿ which ensures students͛ engagement and ĂĐĂĚĞŵŝĐ ĂĐĐĞůĞƌĂƟŽŶ͘ KƵƌ ƐƚƵĚĞŶƚƐ ŵĂŬĞ Ă ĚŝīĞƌĞŶĐĞ ƚŽ ŽƵƌ ĐŽŵŵƵŶŝƚLJ͕ ůĞĂƌŶ ĂŶĚ ŐƌŽǁ ĞĂĐŚ ĚĂLJ͘

WĂƌĞŶƚ /ŶĨŽƌŵĂƟŽŶ ǀĞŶŝŶŐ ŶŐŐ Year 7 2020 Wednesday 1st May—ϲ͗ϯϬpm m Basketball Academy and Dance Academy my WƌĞƐĞŶƚĂƟŽŶƐ Ăƚ ϳ͗ϯϬƉŵ COLLEGE TOURS are availablee on WED WEDNESDAYS DNESDAYS at 9:30am Please contact 8768 1000 to secure your place berwick.sc@edumail.vic.gov.au z www.berwickcollege.vic.edu.au Secondary Education

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Blackburn High School ESTABLISHED in 1956, Blackburn High School is a co-educational Government secondary school that enjoys an outstanding reputation and a long tradition of excellence that has evolved through a lot of hard work by the staff, students and parents with a common belief that learning is a lifelong pursuit and improved student outcomes are a priority.

Blackburn High School is a vibrant, innovative, caring and inclusive community where students work together to become successful learners, confident and creative individuals, and active and informed citizens. We have a culture of high expectations that encourages students to be optimistic, feel valued, embrace challenges and to use these experiences to persevere, learn and grow. The behaviours and actions of all members of the school community are referenced to our core values: Respect, the Pursuit of Excellence and Citizenship.

The distinctive uniform worn by our students expresses the collective pride we share in our school. The House system fosters the development of smaller learning communities where students feel that they belong, are listened to and are known.

The School has a strong focus on the holistic development of each student through their involvement in the rich academic and out of class activities, and the student leadership programs.

We provide a comprehensive, challenging curriculum that encourages a strong work ethic,

We have a culture of high expectations that encourage students to be optimistic, feel valued, embrace challenges and to use these experiences to persevere, learn and grow.

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as well as many out of class opportunities that enhance student school life. These include: clubs, STEM, camps and tours, our highly acclaimed Instrumental Music program, the very successful Sport program that includes Sport Coaching and the Duke of Edinburgh programs, the Languages program with student exchanges to France and our sister school in Germany, and an outstanding Arts program.

The school offers a wide range of core and enrichment elective subjects for Years 7-10 students and a High Achievers' Program and STEM in Years 7, 8 and 9. We provide an extensive range of studies in the Victorian Certificate of Education as well as offering subjects from the Vocational Education and Training. In addition, some Year 12 students may be offered an opportunity to study a university subject.

The school is situated on a large, spacious 12-hectare site with extensive, well maintained facilities, grounds, gardens, a range of sporting fields and a number of specialist spaces.

Developing Tomorrow’s Minds Today Blackburn High School aims to create a dynamic and inclusive community where all students grow together to become successful learners, confident and creative individuals and active and informed citizens.

60 Springfield Road Blackburn Victoria 3120

T. 03 8804 6464 E. blackburn.hs@edumail.vic.gov.au

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Continued from page 6 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 16

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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

BORONIA K-12

COLLEGE

OPEN NIGHT 6.30 PM

Tuesday 2 April 2019

Boronia K-12 College provides a safe, supportive and stimulating learning environment that stretches all students, enabling them to reach their full potential. Our Sub-School and Wellbeing structures support the development of the whole child, with students building strong relationships with significant teachers and teams. Our contemporary buildings and grounds are second to none and continue to be enhanced to meet the needs of our growing enrolment.

In addition to our Open Night, school tours take place regularly. Bookings are essential and can be made via our website: www.boroniak-12.vic.edu.au

Proudly Learning Together Albert Avenue, Boronia VIC 3155 Phone: 03 9760 4900 Email: boronia.k12@edumail.vic.gov.au www.boroniak-12.vic.edu.au

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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.

Continued on page 20

Brentwood Secondary College is a vibrant learning community where all students are supported and encouraged to achieve success and to pursue excellence. A learning community is a place where everyone is learning, both independently and together, and where everyone is continually striving to improve. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of staff. The belief that happy, healthy, resilient students learn best and are therefore able to achieve their best is a guiding philosophy.

The academic program is supported by a strong commitment to pastoral care and a co-curricular program that promotes high levels of student leadership and participation.

An innovative junior school curriculum includes the Year 7 Thinking, Learning and Creativity (TLC) program, which integrates English, Humanities and ICT. Students entering Brentwood Secondary College at Year 7 have the opportunity to apply for a place in the Curriculum Enrichment Program. The program is offered to students who demonstrate academic skills above those of their peer group. At Years 8 and 9 students undertake a comprehensive curriculum, with opportunities for support and individualised learning pathways. The senior school curriculum, which includes Years 10, 11 and 12, promotes personalised pathways along with opportunities for advanced placement and university enhancement studies. A secure education and/or training pathway beyond Brentwood is a priority for all senior students.

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A Brentwood education will provide every student with the opportunity to develop their talents, to nurture a passion and to grow in conďŹ dence about their future. The values that underpin a Brentwood education reect the concept of a genuine learning community.

They include Values for Learning (creativity, curiosity, discipline, reection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).

Phone 8545 0300 or visit: www.brentwood.vic.edu.au Secondary Education

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Continues from page 18 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.

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

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feeling free not knowing things, we will in fact 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

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BRIGHTON SECONDARY COLLEGE IS A SAFE PLACE WHERE ALL HAVE THE OPPORTUNITY TO ACHIEVE PERSONAL EXCELLENCE THROUGH COLLABORATION BASED ON RESPECT, EMPATHY, AND INTEGRITY.

BRIGHTON SECONDARY COLLEGE

At Brighton Secondary College we strive to prepare young people to thrive and contribute in the world beyond school. We do this by creating responsible, empathetic citizens who are adaptable, life-long learners and critical thinkers. Brighton Secondary College houses approximately 1300 students and over 100 teaching and education support staff. The College boasts modern, spacious facilities. In In 2018 we saw the final upgrade of the last of our 1950’s buildings with the addition of a brand new Junior School.

Our Junior School Programs are aimed at teaching self-assurance and self-esteem whilst developing emerging leadership skills. We provide a safe and happy atmosphere where purposeful and structured work will guide and encourage our students to succeed and achieve personal excellence. We offer an extensive range of co-curricular activities in many varying and interesting areas. We encourage your child to take advantage of as many of these opportunities as possible during their time here.

The College’s SELECT ENTRY ACCELERATED LEARNING (SEAL) PROGRAM differs from the mainstream program by providing: a faster paced curriculum which is non-repetitive with opportunities to work with more abstract, complex and in-depth course material.

At the senior school level, we offer study in a range of VCE and VET subjects, and we are currently in the process of seeking authorisation to provide the INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM in 2020. The IB Diploma Program is a two-year international education programme offering a holistic approach to teaching and learning with a keen focus on developing inter-cultural awareness. Students learn to explore and understand the world around them through inquiry, critical thinking and open-mindedness.

Brighton Secondary College welcomes students from many different cultures and backgrounds and recognises and values the contribution international students make to the life of the school. The College creates a safe and harmonious environment for the students who come from a wide array of countries through its management of student discipline and welfare.

All students have the opportunity to participate in a number of sports. Our sporting teams compete in a number of inter-school competitions throughout the year, with many students reaching district and state teams as a result of their performances for the College. We also have purpose-built facilities for the study of Art, Visual Communication Design, Media, Drama, Music, Wood and Metal Technology and Digital imagery.

BRIGHTON SECONDARY COLLEGE 120 Marriage Road, Brighton East, 3186 VIC Australia

T +61 3 9592 7488

E brighton.sc@edumail.vic.gov.au

F +61 3 9592 5724

W www.brightonsc.vic.edu.au

CRICOS Provider 00861K 12404804-LN06-19

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Camberwell High School CAMBERWELL High School is proud of its long history of excellence in education.

Camberwell High School’s purpose is to prepare all students to be active and engaged participants in society. The school promotes learning that is transformative, focused on growth, dynamic, respectful and built on positive relationships. The school community challenges all to exceed expectations for achievement in all areas of endeavour.

All students are encouraged to take an active part in their learning development. We understand that all students have different ways of learning, different strengths and interests and the options available in the curriculum and in cocurricular programs provide students with the opportunities to make choices, manage their own learning and pursue their passions as they prepare for their futures as 21st century citizens.

We encourage all students and staff to exemplify the values of the school: Achievement,

Creativity, Respect and Responsibility. The school has a strong House system and promotes student leadership and student voice through formal roles and frequent focus group meetings and forums.

With our exciting new Enterprise Centre, and several planned future developments, Camberwell High School is at the forefront of educational provision, seamlessly blending history and traditions with contemporary learning.

For further information please visit our website www.camhigh.vic.edu.au

CAMBERWELL HIGH SCHOOL

Challenges and Opportunities #AMBERWELL (IGH 3CHOOL OFFERS STUDENTS DIVERSE AND COMPREHENSIVE CURRICULUM INCLUDING

School Tours: Conducted throughout the year during normal school hours.

Contact the Administration office for dates.

s 6#% 6%4 AND 6#!, PROGRAMS s !CCELERATION STUDIES s 5NIVERSITY ENRICHMENT STUDIES s )NTERNATIONAL 3TUDENT 0ROGRAM s 3TUDENT LEADERSHIP AND CITIZENSHIP s %XTENSIVE MUSIC PROGRAM MULTIPLE PERFORMANCE GROUPS

s $EBATING PUBLIC SPEAKING SPECIAL INTEREST GROUPS CLUBS s #AMPS INTERSTATE AND INTERNATIONAL TOURS s %XTENSIVE SPORTS PROGRAM s ! RANGE OF HOUSE PROGRAMS INCLUDING ANNUAL CARNIVALS AND FESTIVALS s 3CHOOL MUSICAL PRODUCTIONS

Principal: Jill Laughlin Assistant Principals: Maureen Salter, Emmanuel Skoutas Website: www.camhigh.vic.edu.au Email: camberwell.hs@edumail.vic.gov.au Address: Prospect Hill Road, Canterbury, 3126 Phone: 9836 0555 Fax: 9836 0194

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Providing an exemplary education for girls Outstanding academic results Extensive leadership opportunities embedded across the College Strong culture of House participation Focus on Mathematics and Science Broad VCE offerings Acceleration programs including university enhancement and SEAL programs International student program Strong and successful Music and Visual Arts programs Only accredited de Bono school with a focus on creative thinking skills

Open day and information night 29 April 2019

Mangarra Rd | Canterbury www.cgsc.vic.edu.au | info@cgsc.vic.edu.au

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See College website for booking details

School to work transition HOW can schools and teachers combat student anxiety regarding the transition from school to the workplace?

With the imminent announcement of HSC results, many young people around Australia will be starting to consider their next move into either further education, training or employment. This period or transition can significantly affect a young person’s mental health and wellbeing, and anxiety is often heightened, even for individuals who are normally on top of life’s challenges.

Young people are suddenly faced with finding and maintaining a job, and too often they fall into areas of profession that hold no personal interest for them. They have limited job-seeking or industry-specific skills, so work-related confidence can easily lead them to an all-time low after the relative safety net of school life.

The prospect of entering the workforce presents multiple challenges beyond the most obvious objective of finding a job. Let’s not forget the plethora of life-admin requirements that come with working life, such as bank accounts, superannuation, transportation, taxes etc. All necessary evils which can be resolved relatively easily as long as you know how, but to a typical teenager they can present instant stress. Parental expectations also often change when young people start earning their own money, and unexpected considerations regarding housing, rent, household expenses and domestic chores start to come into play.

However the biggest potential disruptor to a young person’s mental wellbeing is the pressure to formulate a new social identity as a newlyfledged working professional. They suddenly find themselves thrust into the world with different societal expectations, diminished support systems and adult responsibilities.

Transparency is key. Schools need to highlight these many and varied challenges to a young person’s comfortable status quo early on in Year 12 so that students have time to mentally prepare for what lies ahead by the time exams are over.

Post-exam celebrations will have less of a hangover if the foundations for the next stage have been laid in advance.

The overarching message to students should be that early and ongoing two-way communication is essential. Teachers should encourage students to ask endless questions about what changes will

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occur in their lives and how they can manage them accordingly. Engage parents/guardians in the process, providing current information about the changing world of work, the new notion of portfolio careers and what job searching looks like today.

As a basic priority, schools should be clarifying the recruitment process, honing job seeking skills, providing tips for writing resumes, conducting interviews, team work, problem solving, critical thinking and financial literacy, plus setting expectations regarding typical timelines for securing a job and all other aspects of the transition. It is also essential to develop work-ready skills before employment commences.

Schools can also play a vital role in demystifying work culture, employee-employer relations, salary expectations, dress codes, acceptable workplace behaviour, work hours, health and safety best practice, all before a young person has even walked onto the job. Practical solutions include linkages with a variety of local businesses from different industries at school-based seminars or during a “careers day”, or encouraging students to seek out part-time work or voluntary work to gain exposure to the work environment early on.

Employment providers and government services tend to predominantly focus on placing people in employment, rather than providing tailored strategies which play to an individual’s unique strengths or personal interests. At the start of their careers, young people should have their boundaries pushed and confidence built, rather than following a one-size-fits-all bureaucratic box-ticking exercise. Too many young Australians enter a job based on the need to earn money, rather than following their heart or aligning their skills to the best fitting trade or industry.

In addition to the more logistical guidelines, teachers can promote several tips to a maintaining healthy headspace throughout the process of finding a job: obvious points such as eating and sleeping well, which are crucial to maintaining positive mental wellbeing during times of stress.

Regular exercise is one of the best ways to reduce daily anxiety levels as well as breathing exercises or simple mindfulness activities like drawing or listening to music.

Continued on page 26

Carrum Downs Secondary College Leading the way with Award Winning Education Carrum Downs Secondary College is a vibrant community of approximately 900 students across Years 7-12. Students who enter our college are allocated to one of four Houses and remain in their House for the duration of their time at the college. This ensures that students and staff in each House build strong relationships and a connection to the college. We provide an environment of high expectations where all young people are challenged by supportive staff to achieve their personal best. Our recent investments in infrastructure are designed to support student learning and ensure our students are given every opportunity to excel as global citizens. We are currently in the process of building a second gymnasium which will further support our Physical Education facilities and our community groups.

Our Middle Years program allows students to build a breadth and depth of learning and knowledge which enables them to tailor their own personal program as they transition into the senior years. The atmosphere of enjoyment of learning and a focus on creating positive relationships are central to our core programs, particularly rly through our Pastoral Care Program, which every student in the college undertakes. In 2018 we introduced ced the Resilience Program in partnership with the Resilience Project. This program uses an evidence based ased approach to build resilience in order to develop and improve the mental health of our students.

We are proud to provide our students with high level pathway options which are fostered through the guidance of our Careers Team. Our staff have worked very hard to develop curricular and co-curricular programs that ensure we meet the diverse needs of our students. At Carrum Downs Secondary College, we believe that student voice is an important part of the college.

We offer a strong student leadership program which sees our students in leadership positions including Community Leaders, Learning Area Leaders, Sports Captains, House Captains, Arts Captains and College Captains. We also undertake a Year 7 leadership mentoring program to support students in our college to transition into these leadership positions.

At Carrum Downs Secondary College we embrace a culture of excellence for all our staff and students. We are proud of the achievements we have made over the past 15 years and welcome you to come and take a tour of the college and talk with our leadership team. Please contact the college for our school tour and open day and night schedule.

Quality Relationships - Quality Learning - Quality Destinations Ph: 9788 9100 www.cdsc.vic edu.au 12396944-LN06-19

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Continues from page 24 Putting these useful daily tips aside, the most important thing schools can do is to openly acknowledge to students that the transition is an inevitable milestone of emotional upheaval and any related anxiety is by no means strange, uncommon or shameful.

Once this is accepted, it will be easier for teachers to then go on to promote the upsides to working life. Research has shown that working can actually help reduce mental health symptoms and improve an individual’s wellbeing and sense of purpose. It provides structure and routine, not to mention a platform for more varied socialisation, financial independence, technical skills and broadened life experience.

Transitioning from school into the workforce is one of the most eventful periods in a person’s entire life and should not be under-estimated or over-simplified as a routine join-the-dots journey.

Schools should acknowledge the challenges, outline the processes and embrace the prospects.

By establishing structured, formalised approaches to workplace transitioning that will arm students

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with the best possible tools and mindsets, Australia’s workforce can look forward to future generations of confident, enthusiastic, inquisitive and challenging employees.

Headspace, National Youth Mental Health Foundation Work and Study Programs support 15 to 25 year olds to plan a career, find employment or work towards further education in a highly accessible, confidential and youth-friendly environment. From one-on-one support with a careers specialist to linking in with industryspecific mentors, our work and study programs provide free, expert and tailored support. The service exists to support young people whose work and study activities have been impacted by mental health, especially for those young people who are not eligible for traditional employment services or are not receiving the level of support they need from these services. And they are delivered online or over the phone to ensure that all young people, wherever they live, can take part. Please go to www.headspace.org.au/ourservices/digital-work-and-study-service/ <http:// www.headspace.org.au/our-services/digital-workand-study-service/> for more information.

Casey Grammar School is a welcoming coeducational school that provides exceptional learning in a setting that values each individual.

The education journey is supported and guided through the House structure and Pastoral Care Program. Success looks different for everyone and at Casey Grammar School we nourish and foster the needs of each student to ensure everyone is given the opportunity to be the very best version of themselves.

The curriculum in Years 7-10 engages students in an extensive range of core and elective courses, setting our students up for either a VCE (ATAR) or Casey Pathway in their Senior Years.

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We aim to challenge all students to reach their potential in order to become independent and active members of their community, and who are prepared for the challenges of an ever-changing global environment.

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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.”

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CBC OPEN DAY Sunday 31st March 2019 12:00pm â&#x20AC;&#x201C; 3:00pm Talk and Tours throughout the year Enquiries to ocaldwell@cbcstkilda.com

(03) 9529 6611 www.cbcstkilda.com We are on Facebook Find us by searching CBC St Kilda

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Our facilities have continuously been modernised over the last 10 years, and I am excited to announce that our new Building & Construction Facility commenced operation in February 2018 servicing the vocational needs of all students in the Casey district.

Work is now well underway on Stage 3 of our capital works program and I am pleased to report the opening of our new Visual Arts Centre on August 20. It is very satisfying to see our students being educated in such modern and well equipped classrooms purpose built for the visual arts. We now look forward to the construction of The Science & Technology Wing, the Wellbeing Centre and signiďŹ cant landscaping works in the school yard. It is important to continue to upgrade and modernize our facilities so that we can provide a current and relevant curriculum that effectively prepares our students for the modern world.

These new facilities will enable our College to capitalise on the outstanding work of our teachers and further improve on our academic standards. They will also enhance the capacity to holistically develop our students by supporting their wellbeing and pathways needs. A new Learning Enhancement Centre has also improved our capacity to support students with special needs. This helps our school develop well rounded citizens that are prepared for the world of work or further education, and who can contribute positively as members of the Cranbourne community.

There are many features of our College that can be highlighted. Some of these include our strong pastoral care program, a one-to-one netbook program and our very successful Senior School program. Visitors are welcome to learn about these programs and more, and I encourage you to make an appointment and come along and see our College in person.

John Jovic Principal

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Cranbourne Secondary College has a long and proud history of servicing the educational needs of the Cranbourne community. We celebrated our 40th anniversary in 2016 and it reminded us all of our very strong links with the citizens of Cranbourne who continue to make us their school of choice. During our 40 year history our school community has become more multicultural, and with the help of our Harmony and Multipride programs, we have maintained a highly inclusive and tolerant school population. We are also excited by the launch of our Parents Association who have been positively contributing to our school operation during 2018.

CRANBOURNE SECONDARY COLLEGE Getting the best from and for our students

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Cranbourne East Secondary College AT Cranbourne East Secondary College, we focus on giving every student, every opportunity to exceed their potential by providing a high quality pathway to success. At the College we strive to make each studentâ&#x20AC;&#x2122;s transition from Primary School to Secondary School a positive experience.

We achieve this through a supportive Orientation Program provided for Year 7 students at the beginning of their first year at the College. Our Pastoral Care Program delivers ongoing support for students throughout each school year.

Prior to commencing at the College, several upper primary school students participate in supportive transition & taster days. They are structured to familiarise primary aged students with the usual routine of secondary students at the College. School Tours are available on Thursday mornings however bookings are essential and should be made by contacting the school office on 5990 0200. School tours provide an excellent opportunity to ask questions about the day to day operation of the College.

School Tour staff can also elaborate on how we

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Our Pastoral Care Program delivers ongoing support for students throughout each school year encourage students to become more aware of their own abilities and interests. This selfknowledge leads to more informed student subject selection and prompts greater motivation for students to succeed in their chosen pathways.

Cranbourne East Secondary School staff are dedicated to helping all our students strive for excellence.

For more information see our website (cesc.vic. edu.au) or follow us on Facebook (facebook.com/ CranbourneEastSC).

CRANBOURNE EAST SECONDARY COLLEGE CESC OFFERS: s )NDIVIDUAL ,ITERACY AND .UMERACY SUPPORT TARGETING BOTH INTERVENTION AND ENHANCEMENT s %XTENSIVE STUDENT LEADERSHIP OPPORTUNITIES s #OMPREHENSIVE TRANSITION PROGRAM s "ROAD -IDDLE 3CHOOL PROGRAM INCLUDING HIGH ACHIEVER AND SPORT PATHWAY OPTIONS s 0ERSONALISED 6#% 6%4 6#!, PATHWAYS SCHOOL TOURS / OPEN DAYS: 4OURS AVAILABLE EVERY 4HURSDAY AT AM APPOINTMENT NECESSARY )NFORMATION EVENINGS CONDUCTED THROUGHOUT THE YEAR %NQUIRE WITHIN CONTACT DETAILS: #RANBOURNE %AST 3ECONDARY #OLLEGE 3TATELY $RIVE #RANBOURNE %AST 6)# PH: 5990 0200 FAX: 5990 0299 cranbourne.east.sc@edumail.vic.gov.au www.cesc.vic.edu.au 2!

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EMERALD SECONDARY COLLEGE

QUALITY TEACHING AND LEARNING, POSITIVE RELATIONSHIPS, PERSONALISED LEARNING At Emerald Secondary College we are committed to ensure that all our students experience a quality education that enables them to achieve their personal best and access excellence. Our school learning community provides a caring, inclusive and sustainable environment in which students can develop skills and personal qualities necessary to participate conďŹ dently and positively in a changing global world.

425 Belgrave-Gembrook Road For school tours and further information Please call 5968 5388 12399428-SN44-18

2020 SEAL Applications due Wed 24th April 2019

Our whole school approach to Learning and Teaching ensures the best possible outcomes for all of our students. Some of our initiatives include: s

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A whole school focus on building Literacy and Numeracy skills throughout the curriculum. s High expectations in all classes where students are supported to achieve their personal best.

Access to all curriculum areas in Years 7 & 8, and individual pathways through an extensive electives and pathways program from Years 9-12 to meet studentsâ&#x20AC;&#x2122; interests, needs and future aspirations.

24/7 online portal giving students and families access to real time assessment, feedback and reporting through our online Compass system.

Support beyond the classroom to enable students to achieve their personal best academically, socially and though our extensive co-curricular program in Sports, including our Football Academy, Arts, STEM and Student Leadership.

Emerald Secondary College is an accredited SEAL school. SEAL (Select Entry Accelerated Learning) is a program which caters for high ability students through enrichment and acceleration, providing opportunities beyond mainstream schooling and allowing students to accelerate academically.

OPEN DISCOVERY NIGHT Tuesday 26th March 6.30pmâ&#x20AC;&#x201D;8.30pm

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Tackling Teenage Troubles

BY JADE GLEN AS the mother of two daughters, people like to say two things to me: ‘are you going to try for a boy?’

And then - ‘oh, just you wait ‘til they are teenagers!’generally accompanied by a knowing smirk and an elbow to the ribs.

It seems to be widely accepted that teenage girls are difficult, conniving and horrible, and that parenting them is some kind of decade-long nightmare from which a parent might be lucky to emerge, stumbling and shell-shocked, somewhere before their daughter’s 20th birthday.

But it doesn’t have to be that way - psychologist Dr Sarah Hughes says some simple strategies can help parents and their daughters navigate the turbulent teen years.

She has penned a survival guide for parents called ‘Skip the Drama: Practical, get-ahead strategies to survive your daughter’s teenage years.’

“I think teenage girls face a lot of stressors that we need to be aware of so we can support them properly,” says Dr Hughes, who holds a Doctorate in Clinical Psychology and a PhD in child and adolescent anxiety disorders.

“In a lot of ways, the challenges parents of teens face today are the same challenges our parents faced with us, but the task of parenting a teenage girl has also been made exponentially more difficult now that social media is in play.

“The same pressures exist that always have body image pressures, the pressure to be popular, and to perform well in school and extracurriculars - but the comparative thinking that social media encourages, and its public nature means that the pressure is far greater than it’s ever been before.

It’s all the more reason for parents to have the right strategies to support their teens in the right way.”

Continued on page 40

Parenting teenage girls can be a minefield and social media has amplified the age-old challenges.

Skip The Drama is available from www.exislepublishing.com and wherever good books are sold.

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â&#x20AC;&#x153;Hampton Park Secondary College is rich in our diversity and whole hearted in our pursuit of excellence.â&#x20AC;? s LAPTOP PROGRAM s 9EAR AND LEARNING TEAMS WHICH CARE FOR STUDENTS s (UGE RANGE OF ELECTIVES IN 9EAR AND s ,ITERACY AND NUMERACY INTERVENTION PROGRAMS FOR CHILDREN WHO NEED EXTRA SUPPORT s 6#% ACCELERATED PROGRAMS FOR HIGH ACHIEVERS s 3TATE OF THE ART TECHNOLOGY RESOURCES s %XCELLENT RECORD OF SUCCESS IN 3ENIOR 3CHOOL s 6#% 6%4 6#!, PROGRAMS s 7IDE RANGING CO CURRICULAR PROGRAMS INCLUDING 3 4 % - INITIATIVES s /PPORTUNITIES FOR SPORTING SUCCESS s -USIC AND LEADERSHIP PROGRAMS

Tours of School 2019 1 - WEDNESDAY 1st May 9am to 10am 2 - MONDAY 6th May 4pm to 5pm 3 - THURSDAY 9th May 2pm to 3pm

GRADE 6 PARENT INFORMATION EVENING WEDNESDAY 8th May 7pm â&#x20AC;&#x201C; 8pm An alternative time for a tour can be arranged by contacting the college

Fordholm Road, Hampton Park Direct all inquiries to: Ayman Youssef, Assistant Principal on 8795 9400 www.hpsc.vic.edu.au email hampton.park.sc@edumail.vic.gov.au 12398503-SN44-18

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I think teenage girls face a lot of stressors that we need to be aware of so we can support them properly Continued from Page 38 In Skip the Drama, Dr Hughes lays out practical strategies for parents to respond to several common scenarios, supported by real-life examples.

“The teenage years are long and most parents will come across at least a few of the issues covered by Skip the Drama, if not more, by the time their teen is 14 or 15.

“The book covers common run of the mill teenage issues - like how to manage excessive phone use and selfishness, and how to talk to teens about drug and alcohol exposure, and sex but it also covers increasingly common issues like what to do if your daughter is anxious, depressed, showing an unhealthy interest in dieting, or cutting - which most parents understandably feel overwhelmed by.”

Dr Hughes said one of the most important things for parents was to adapt their parenting style as their daughter entered the teen years.

“Some parents find it hard to let go of a ‘you’ll do as I say because I’m the parent’ parenting philosophy to switch to a more collaborative approach but collaborating with teens is a really effective parenting strategy.

“That doesn’t mean giving in to whatever your teen wants just to keep the peace - that’s the worst thing you can do - but it means taking the time to try to see things from your teens point of view, and then trying - where it’s possible - to meet them half way,” she said “Doing this will show your teen you respect her, and because you’ve shown her you’re willing to listen, she’ll be more willing to listen to you as well, and also more likely to comply with your requests.

“Switching to a collaborative approach is a pretty big shift for most parents, but it’s effective and if you want a healthy and reciprocally respectful relationship with your teen, it’s the

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approach you need to use.”

Dr Hughes said there was no magic age that the teenage angst ended.

“The teenage years can feel like they’re going to drag on forever - but it does get easier. “ With years of experience in treating teenage girls, Dr Hughes is now living the other end of the spectrum, welcoming her first child, a son, midway through writing the book.

“We still have some time ahead of us before we hit the teenage years in my house, but he’s given us a baptism by fire so far, so much so that I’d almost rather be living with a teen. I’m sure I’ll change my tune when he puts us through our paces in his teenage years though!”

Dr Sarah Hughes completed her clinical training at the University of Sydney and holds a Doctorate in Clinical Psychology and a PhD in child and adolescent anxiety disorders.

Sarah is the founder of Think Clinical Psychologists, and has 10 years of clinical experience.

Heathmont College extends a warm welcome to our community to join us for our

OPEN NIGHT Tuesday 30th April 2019 - 7pm Set in picturesque grounds on the corner of Waters Grove and Marlborough Road, Heathmont College is a 7–12 co-educational school delivering academic excellence to students.

Heathmont College is not just any school, we are an inclusive ‘community of learners’ which encompasses our students, their parents/guardians and our dedicated staff.

We are committed to strong and constructive relationships that achieve successful outcomes for all our students.

Our excellent academic outcomes are a testament to the success of this approach.

The college has been granted funds for a significant rebuild and upgrade of the school buildings, commencing in 2019.

At Heathmont College, we believe that an individual’s skills and relationships are vital determinants to success in life.

We balance our students’ intellectual development with their social, emotional and personal growth. In doing so, we build their capacity and confidence to take on new and challenging experiences and they do. We are immensely proud of our strong student leadership program, passionate sporting teams, outstanding languages programs and vibrant performing arts curriculum.

We invite you to join the ‘community of learners’ at Heathmont College. Our College is always open for tours by interested families – please contact the office on 9871 4888 or visit www.heathmont.vic.edu to book a tour.

Heathmont College Waters Grove, Heathmont VIC 3135 P +61 3 9871 4888 F +61 3 9879 4770

Growing

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In addition to our Open Night, our College Principal Johanna Walker conducts school tours every Thursday from 9:15 to 10am. Bookings can be made via the website at: www.heathmont.vic.edu.au or by contacting the office on 9871 4888.

Looking beyond year 12 WITH the conclusion of Year 12 exams, headspace reminds young people that their final mark should not define them and support is available to navigate this period of change. The move from school to study or the workforce is a big transition and can impact a young person’s mental health and wellbeing. This time can bring up lots of questions about the future, pathways and next steps. If work and study is beginning to affect a young person’s mental health it is important for them to know that they can access professional support through their GP, local headspace centre or eheadspace.

There are also services available to support young people in tackling their work or study aspirations and helping them with their preparation to enter employment or further study.

Carolyn Watts, headspace Vocational Programs Manager points out that this is an important time for young people to ask for help, both through their family and personal networks as well as through appropriate services. “We can place a lot of pressure on school leavers to know what they are doing next, and expect them to have the skills to navigate this time. But this isn’t easy. Young people today need to develop the mindset and skills to move between a range of roles in a number of fields throughout their working life.”

“It’s important that we encourage our school leavers to look for opportunities that will allow them to build their employability skills and confidence, rather than focusing on traditional ideas of a dream job or job for life. We need to make it clear to young people that there is always a pathway to reach their goal.”

27% of young people who present to a headspace centre are not engaged in employment or training, highlighting an undeniable link between mental health and active engagement in work and study. headspace has developed a number of vocational services that can provide young people with intensive support with a career specialist or mentor over the phone or online. These services recognise the added impacts of mental health on job seeking.

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Crystal (23, Brisbane QLD) is a young person who has benefitted from accessing personalised career support through headspace and said she was struggling to find work for about a year and a half and it was really affecting her self-esteem and mental health.

“I wasn&#39;t getting enough [support] and I wanted to get a different opinion. The relationship with my headspace mentor has been really uplifting. They really challenged me to push my boundaries and it&#39;s helped me regain my confidence,” she said. “We&#39;ve focused on resume building and working on work-ready skills for when I get a job”. “I&#39;ve created an industry standard resume, and I have gotten more confidence in that I knew I had someone who cared about my professional progress that I could check in with. The support I have received was unmatched. Working with a mentor is a more specialised program tailored to what you need, rather than a one-size-fits-all approach. Every person who is struggling professionally needs an opportunity like this.”

Since working with headspace, Crystal has secured full time employment in an industry she likes and feels that having work is benefitting her both professionally and personally. You can read more about headspace work and study services here to see if they can support a young person in your life. headspace is the National Youth Mental Foundation providing early intervention mental health services to 12-25 yr olds. headspace has 106 centres across Australia in metropolitan, regional and remote areas, as well as online &amp; phone support services though eheadspace. headspace can help young people with mental health, physical health (including sexual health) alcohol and other drug services, and work and study support. Centre details, as well as factsheets and resources for young people and their families and friends, can be located on the headspace website: headspace.org.au

Highvale Highvale has a focus on enabling and empowering all the students to achieve high academic success. The college offers many opportunities for each student to reach their potential and to pathway into tertiary education. The college has a strong partnership with Monash University and Deakin University with our students having the opportunity to apply for scholarships.

Each student have the opportunity to reflect and set goals for improved learning outcomes by accessing feedback from learning tasks throughout the subject, attend tutoring and through individual course counselling to ensure success.

Highvale is very proud of its 2018 VCE students who demonstrated a consistent work ethic throughout the year. A perfect study score of 50 for Physical Education was achieved and over 7% of the cohort received subject scores of 40+ for a subject scores across the range of VCE subjects. Over 80% of the cohort received an ATAR of 80+ with the top score being 99.6. Highvale has an excellent record with over 70% of its students being accepted in university degree courses,TAFE Diploma or Certificate courses.

The College offers an accelerated program in Mathematics from Year 7 -12 and in English. The vertical structured curriculum program enables students to study outside their year level to be accelerated in all Learning Areas of the curriculum.

The highly recognised instrumental music program offers tuition in brass, woodwind, voice, strings, percussion, piano and guitar. Music scholarships are available for students.

Over 250 students are involved in ensembles, concert and performance bands and orchestra many of which have performed at retirement villages, primary schools, Government House and the NEVR concert at Hamer Hall.

The Robotics and 3D printing program at Highvale has enabled students across year levels to exercise their creative thinking and problem solving skills through the scheduled subject classes, Robotics club, and preparation and involvement in the interschool competitions.

The College’s building program is on schedule with a new classroom block and first aid and student toilets being completed and used in term 4 and the refurbishment of the English /LOTE science and arts classrooms completed by the end of 2018.

Camps and tours are organised by the College for most level year levels with an international community volunteering tour to Fiji being part of those events.

College Tours Please contact us

HIGHVALE SECONDARY COLLEGE Capital Ave, Glen Waverley, 3150 Telephone: 9803 5144 Fax: 9803 4130 Email: highvale.sc@edumail.vic.gov.au Website: www.highvalesc.vic.edu.au 12398036-CG06-19

CRICOS Provider Code 00861K Secondary Education

43

KEW HIGH SCHOOL ASPIRE

STRIVE

ACHIEVE

Kew High School provides a safe and secure learning environment which:

School tours for prospective parents WILL RUN IN FROM MID &EBRUARY TO -ID -AY $ATES AND TIMES WILL BE located on the school website at WWW KEW VIC EDU AU FROM THE BEGINNING OF THE SCHOOL YEAR "OOKINGS ARE ESSENTIAL A parent information evening for prospective parents will be held at the Renaissance Theatre on the school CAMPUS ON 4UESDAY

April 2nd running FROM PM TO PM 44

Secondary Education

12397829-RC06-19

s STIMULATES AN INTEREST IN LEARNING and caters for mixed abilities s ENABLES ALL STUDENTS TO PARTICIPATE in a wide range of activities s FOSTERS SELF CONlDENCE EFFECTIVE COMMUNICATION RESPECT FOR SELF

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28 Isaac Road, Keysborough (03) 9798 1877

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Secondary Education

45

EXCELLENCE IN LEARNING, RESILIENCE IN LIFE, THRIVING IN COMMUNITY Lilydale High School is a single campus, co-educational school located in the Shire of Yarra Ranges. The school has a long tradition of academic excellence and an outstanding reputation for fostering personal development, happiness and future success for our students.

As a traditional and contemporary thinking school, we encourage the highest standards of achievement in the diverse pursuits of our students. These include academic studies, cultural discovery and sporting endeavours.

and support staff â&#x20AC;&#x201D; all of whom take collective pride and inspiration from the achievement of their students.

Students in years 7-9 have access to dedicated literacy classes for those who require additional support.

Our excellent learning and enrichment programs include an annual production and numerous individual and band performances, an active STEAM program that is both extra curricula and embedded within the curriculum, an Athlete Development and Excellence in Sport program, Overseas Tours and a Reptile House that includes the largest collection of native wildlife in an Australian school. These programs are only a few of the resources that enable us to provide students with stimulating educational opportunities delivered in a challenging and supportive environment.

Sport and Outdoor Education are a prominent feature of school life. The school offers an exciting Camps Program, House and Inter-School sporting opportunities and our students are privileged to enjoy impressive sporting and recreation facilities. Lilydale High School enjoys a strong sense of community.

The high standard of education provided at the school is a tribute to the caring, dedicated and committed teaching

Our collegiate pride is celebrated with a vibrant student voice: through SRC, year level captains, subject captains, regular student led assemblies and community celebrations.

If you are interested in becoming a member of the Lilydale High School community, you are invited to attend our Year 7 Information Evening on Tuesday 30th April.

www.lilydalehs.vic.edu.au

Lilydale High School SEAL Program caters to the needs of gifted and talented students, who enjoy new challenges and who currently excel at school. Entry to the SEAL Program is by academic test and a personal interview. Queries relating to the SEAL Program should be directed to Ben Taylor via the school on 9735 5644.

Lilydale High School warmly invites families to tour the school and discover this outstanding educational environment.

Please contact Tracey Hope via the school ofďŹ ce on 9735 5644 to arrange a suitable appointment.

25 Melba Ave, Lilydale Victoria 3140 Email: lilydale.hs@edumail.vic.gov.au Phone: 03 9735 5644 12398518-HM06-19

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Were open and your welcome!

Open Night Wednesday 3rd April 2019 6pm Lyndale Secondary Collegeâ&#x20AC;&#x2122;s students, teachers and parents make up a culturally diverse learning community. Respect and trust are fundamental to learning, personal growth and quality relationships.

By putting these qualities into practise, students and staff ensure that together we achieve success.

We confidently believe that high expectations empower students to be responsible for their own behaviour and learning.

The College offers great advantages in the breadth of curriculum offerings. There is provision for specialist learning areas and facilities, extensive staff professional development and a wide range of co-curricula programs which contribute so much to the fullest development of the studentâ&#x20AC;&#x2122;s academic, cultural, artistic, social and sporting achievements, while still maintaining a sense of belonging essential in all great schools. This is an exciting time at Lyndale Secondary College as we are in the middle of a building program that will develop the facilities to support our students in their learning.

We aim to have each student move towards a successful and meaningful future, irrespective of where or what that might be, then as a team of educators, we have fulfilled our responsibilities.

We welcome your interest in our college and we warmly invite you to contact us.

Tours can be arranged by contacting 9795 2366

12398590-RA44-18

lyndale.vic.edu.au 170 - 174 Gladstone Rd Dandenong North 3175

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12404267-RC06-18

950 South Gippsland Highway Cranbourne Ph. 5996 0144 www.lyndhurst.vic.edu.au 48

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12398593-HM06-19

The Mac.Robertson Girls’ High School UNIQUE in its status as a state-wide provider for girls (Years 9 to 12), The Mac.Robertson Girls’ High School seeks to remain at the forefront of education for girls in Australia. An established State Secondary School, it offers outstanding facilities for the delivery of its programs and is attended by students from a wide area of metropolitan Melbourne and beyond. The selective nature of entry results in a broad socioeconomic and cultural mix, and a strong commitment to academic excellence. The school provides an educational experience which equips girls for tertiary study and leadership roles in the academic, professional and business communities, and develops interests and skills to enhance their personal lives.

The Mac.Robertson Girls’ High school values the traditions that have contributed to its success in the past while embracing the opportunities offered by the future. Students’ talents, efforts and achievements are rewarded in an environment which fosters mutual respect, personal integrity and strong sense of self-worth. True to its motto, “Potens Sui” (mastery of self), the school adheres to a code of conduct based on self-discipline and responsibility to oneself and others.

The School is committed to meeting the learning needs of the students by providing a

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fulfilling and challenging education commensurate with their abilities. Provision for gifted and talented students in academic areas as well as in art, drama, music, sport and leadership, is an essential part of the school curriculum. An extensive range of VCE study areas is offered in the Senior School and subject acceleration is available for students of high ability. Student learning at all levels is enriched through a variety of programs including; other school, universities, digital delivery, student forums, lectures, tutorials, scholars-in-residence and the many enhancement activities available within the co-curricular program.

The Mac.Robertson Girls’ High school values the traditions that have contributed to its success in the past while embracing the opportunities offered by the future.

12403503-RA06-19

Outstanding Academic Success Information Night will be held on Wednesday 3rd April 2019 in the School Hall at 7:00pm For further details please visit the school website: w w w. m a c r o b . v i c . e d u . a u

The Mac.Robertson Girlsâ&#x20AC;&#x2122; High School ofďŹ ce@macrob.vic.edu.au 9864 7700 350 - 370 Kings Way, Melbourne, 3004 Secondary Education

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Melba College MELBA COLLEGE is a Year 7 to 12 Government Secondary School located in Croydon approximately 30km east of Melbourne. The school has $18 million of new buildings completed early in 2018. Melba College has a relentless focus on improving student outcomes, which is complimented by our ability to provide a 21st Century learning environment that our modern building designs allow.

The new buildings allow us to provide a â&#x20AC;&#x2DC;school within a schoolâ&#x20AC;&#x2122; model whereby students spend most of their time in either the Junior Learning Building, Years 7 to 9 or the Senior Learning Building, Years 10 to 12. Such a model allows students and staff to have strong professional bonds that maximise the learning opportunities for all students and yet still obtain all the benefits of a larger school in terms of subject choices and co-curricular programs as they move through their years of schooling.

As part of students transitioning into Year 7 we have a special program called Launch Pad which runs regularly during the year, preceded by Turbo Time in the first week of school. These programs cover many different aspects of secondary school life at Melba College. The programs endeavour to increase student connections, understanding and awareness of how to be successful in the secondary school setting. The programs ensure all students

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are supported and welcomed into our community.

Melba College offers a comprehensive, challenging and engaging curriculum and cocurricular program. We offer a very broad range of experiences covering sport, music, performance, community involvement, cultural, social and leadership opportunities. Our college is very committed to a strong and authentic student voice whereby students are actively involved in the decision making processes in the school.

Melba College staff are dedicated professionals who are committed to helping all our students achieve their personal best and strive for excellence. We focus on students as Learners, Individuals and Citizens an approach which has produced impressive growth in many areas, evidenced by data including NAPLAN performance improvements. Our classroom learning model seeks to Engage, Enrich and Empower all students in every way possible.

School tours are conducted regularly by the Principal and bookings can be made by contacting the school on 9870 4551. School tours are a great way for prospective parents and students to ask questions and see how the school runs on a daily basis.

For more information visit our website (www. melba.vic.edu.au) or follow us on Facebook (facebook.com/MelbaCollege )

HIGH QUALITY GOVERNMENT SCHOOL EDUCATION 21ST CENTURY LEARNING ENVIRONMENT. YEARS 7 TO 12 VCE, VET + VCAL PATHWAYS

Engage | Enrich | Empower

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Secondary Education

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Monterey Secondary College MONTEREY Secondary College is a smaller school where all students are well known by all staff and all individual learning needs are catered for. Small school, Small classes, Bigger outcomes We believe that the quality of teaching and of teachers has an influence on learning. It is recognised that positive relationships are a foundation for learning. Teachers are a part of a professional learning community: they have a rich, contemporary understanding of the curriculum, of current pedagogy and their own individual needs and capabilities.

Our Teaching: Occurs in a mutually supportive and safe learning environment. Delivers a challenging and engaging curriculum. Elicits a positive response to opportunities provided and expects learners to strive for and achieve personal success.

Incorporates strategies designed to meet the needs of individuals and groups of students at recognised developmental stages. Focuses on learning skills that help students develop the habits and behaviours of independent, creative and critical thinkers. Is innovative and informed by research. Is communicated professionally.

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Excellence, Respect, Teamwork.

Student Learning: Is demonstrated in a variety of authentic ways.

Embraces a range of relevant technologies. At Monterey we aspire: to be a leader in secondary school education where Students achieve their potential, enjoy and identify with their school.

Staff are supported professionally, encouraging a lifelong passion for creativity, innovation and learning. Society benefits through the contributions of the Monterey Secondary School community.

Our Vision: To provide an opportunity and a pathway through which every child can excel.

Our Values: Excellence: We strive for excellence in all that we do. Respect: We act in a manner that demonstrates respect and engenders trust.

Teamwork: We contribute enthusiastically as responsible members of the school and wider communities.

BRAND NEW FACILITIES/BUILDINGS

BE INSPIRED AT MSC:

MUSIC PROGRAM

BYOD

STEM PROGRAM

STEM PROGRAM

RECENT AWARDS

SPORTS PROGRAM

SMALL SCHOOL, SMALL CLASSES, BIGGER OUTCOMES

New Buildings New Programs New Technology New Staff Personalised VCE/VCAL/VET Pathways BYOD Program Tailored literacy and numeracy support options Dyslexic Friendly School Sister school relationshipp with Annual teacher and student exchange trips Well established Instrumental Music Program Student leadership Development Comprehensive Student Wellbeing Program Centre for Special Ed Interact Gilbert +Tobin

Winner of Order of Australia 2016 & 2017 Schools major project award winner Winner of FMPLLEN Best Program Award Winner 2017 for VCAL You are welcome to visit us anytime of the school day.

Enrolments for 201 are now being accepted.

MONTEREY SECONDARY COLLEGE Silvertop Street, Frankston North VIC 3200 Ph: 9781-7700 www.monterey.vic.edu.au 12398594-LN44-18 12363564-KC5-18

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Mooroolbark College

Open Night: Thursday 2nd May

College Tours: Tuesdays and Thursdays 9.15am

186 Manchester Rd, Mooroolbark, 3138

mooroolbark.co@edumail.vic.gov.au www.mooroolbarkcollege.vic.edu.au

â&#x20AC;&#x2DC;a place to inspire discovery, to value and seize opportunityâ&#x20AC;&#x2122; 56

Secondary Education

12402918-SN06-19

Contact: 9727 8100

Mooroolbark College

12402909-RA06-18

s 7ORLD CLASS STUDENT MANAGEMENT SYSTEM CLOSELY LINKED TO OUR (OUSE 3YSTEM s (IGH LEVEL OF STUDENT CONNECTEDNESS AND STUDENT SAFETY s %XCELLENT 6#% RESULTS WITH STUDENTS EXCELLING IN A WIDE RANGE OF SUBJECT AREAS s #ONSISTENTLY THE HIGHEST MEAN STUDY SCORE IN 9ARRA 6ALLEY PUBLIC SCHOOLS s $IVERSE CURRICULUM INCLUDING OVER ELECTIVES TO CHOOSE FROM IN 9EARS s 3TRONG LINKS WITH 4ERTIARY TRAINING CENTRES THROUGH OUR 6%4 AND 6#!, PROGRAM s #OMMITTED STAFF WHO UNDERTAKE ONGOING AND RIGOROUS PROFESSIONAL DEVELOPMENT TO CONTINUALLY IMPROVE TEACHING AND LEARNING OUTCOMES s 7IDE RANGE OF EXTRA CURRICULAR ACTIVITIES 4OURS CAMPS #ENTRAL !USTRALIA 1UEENSLAND 4ASMANIA 3OUTH !USTRALIA #HINA s 9EAR 4ALENTED 3PORTS 0ROGRAM s 9EAR $ANCE ELECTIVE s !30)2% PROGRAMS FOR 9EARS TO TALENTED -ATHS 3CIENCE %NGLISH

(UMANITIES AND -USIC STUDENTS s $UKE OF %DINBURGH 0ROGRAM

!DVANCE 3PORT ,EADERSHIP 0ROGRAM s )NTERNATIONAL 3ISTER SCHOOL n #HINA 7UJIANG 3ENIOR -IDDLE 3CHOOL EXCHANGE PROGRAM FOR STUDENT AND TEACHERS EXCHANGE TRIPS s 7ELL ESTABLISHED )NSTRUMENTAL -USIC PROGRAM s #OMMUNITY BASED SCHOOLIES TRIP TO #AMBODIA

-ANCHESTER 2D -OOROOLBARK

mooroolbark.co@edumail.vic.gov.au WWW MOOROOLBARKCOLLEGE VIC EDU AU

â&#x20AC;&#x2DC;a place to inspire discovery, to value and seize opportunityâ&#x20AC;&#x2122; Secondary Education

57

Mordialloc College MORDIALLOC College is a medium sized school with a proud history of inspiring students and creating the leaders of tomorrow. Our students are challenged and supported, developing the knowledge and skills that allow them to achieve their best. We have a strong focus on the development of core literacy and numeracy skills across the whole college, while striving to develop students who will be confident, successful and valuable citizens in their local and global communities. Our teaching and learning practices are aligned to the Curiosity and Powerful Learning framework developed in conjunction with Monash University and we are a proud member of a network of schools using this research to improve the outcomes of our students. Our students are happy, confident, and successful with 100% of students seeking tertiary entry receiving first round VTAC offers in the last five years.

Parents and visitors compliment us on the warm and orderly school atmosphere, focused and modern learning environments, and our strong sense of community. We encourage all our students to develop high expectations about themselves, their work and their behaviour, which is an expression of our values of Personal Best, Integrity, Respect and Responsibility. Our students enjoy state of the art facilities with our environmentally friendly Discovery centre for Science, refurbished Year 7 and 8 learning centres, our ICT/Multimedia rich Resource HUB, our new Performing Arts Centre, new school canteen and the new PE/sports stadium and physiology lab. We operate in a BYOD environment Years 7-12, taking full use of the potential technology brings with all curriculum and resources provided through Google sites and classrooms and a number of other eLearning platforms specific to subject areas.

Our approach involves working with parents to meet the individual needs of every student, and supporting them to fulfil their academic and cocurricular goals and dreams. The broad range of opportunities and pathways offered in the senior school, including VCE, VET and VCAL cater for the diverse interests, needs and abilities of our students. The College is part of the exclusive SEAL Academy (accredited to provide the Select Entry Accelerated Learning program), and uses the expertise gained through the ongoing development of this specialised enhancement program to

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support the aspirations of all gifted learners at the College.

Student voice and leadership are important facets of college life, evidenced by the large number of sought after student leadership positions and the highly regarded leadership development program that we use to support our student leaders. Additionally, there is a vibrant extra-curricular program including music, sports, debating, visual and performing arts, camps, excursions, academic competitions and community service.

We are an exemplary school at the forefront of teaching and learning, student relationships and wellbeing and are proud to be recognised as a leading school within the State education system.

The College receives regular requests to visit the school to learn more about our schoolâ&#x20AC;&#x2122;s initiatives and to see our programs in action and I warmly invite you to do the same, and to see why Mordialloc College is a better choice in education.

Michelle Roberts Principal

6.30pm

Monday 1st April 6.30pm

Thursday 2nd May 9.00am

s 3PORT %XCELLENCE PROGRAM STARTING IN

Secondary Education

12396901-JV06-18

Thursday 9th May

59

Mornington Secondary College Inspirational Learning on the Mornington Peninsula STRIVE Mornington Secondary College is the preferred school of the Mornington community. The courses offered are designed to inspire and challenge students for their future beyond the classroom.

• The college is located on 28 acres of expansive and well maintained grounds.

• Indoor 25m heated swimming pool.

• 3-court Basketball Stadium.

• Performing Arts Theatre.

• Fully equipped Gymnasium and Fit Club.

• Purpose built Science Wing.

• Senior School.

• Learning Centre.

• 1:1 computer program.

• Extensive ICT and multimedia throughout the college.

Special Features • High performing academic programs, with strong pathways to ter tiary studies.

• Victorian Cer tificate of Education with ATARs above 90+ • Victorian Cer tificate of Applied Learning (VCAL) and extensive Vocational Education Programs linked to employment outcomes.

• Spor ts specialism programs • Mornington Peninsula Shire Youth Brigade and Drum Corps • Broad Horizons - experiencing life outside of the classroom • Student Ambassador Program

MONASH IMMERSION PROGRAM The Monash Immersion program is an exciting partnership with the Monash University Faculty of Education.

The program is specifically designed for Year 7 and 8 students and focusses on enhancing student literacy, numeracy and sport education.

12372913-KC5-18

ARTS Our Arts programs enable students to express their creativity and develop their confidence and enjoyment of art across a range of subjects: Photography, Media Studies, Visual Communication and Studio Art. Our Student Art Gallery provides a year-long community exhibition space for students.

MUSIC A comprehensive instrumental music program is offered from Year 7 up to VCE, to maximise student’s musical abilities and interest and develop performance skills.

Individual and group lessons are offered in voice and a large number of instruments.

SPORTS ACADEMIES Mornington Secondary College is recognised for its sports specialism and achievements, with students competing at regional, state and national levels. The sports, health and physical education programs of the college focus on participation, with sportsmanship and team spirit celebrated as highly as sporting success.

Our sports academies include: s "ASKETBALL s 3WIMMING s 3OCCER

s !EROBICS s !THLETICS s .ETBALL

Why not join one of our weekly tours and see our college in action?

Please telephone 5970 0200 to make a booking.

12405994-SN06-19

Principal: Mrs Linda Stanton Mornington Secondary College 1051 Nepean Hwy MORNINGTON 3931 Tel: 5970 0200 www.mornsc.vic.edu.au mornington.sc@edumail.vic.gov.au

DARE TO DREAM – audacter astra capesse

Nossal High School OUR SCHOOL VISION NOSSAL High School is committed to providing an innovative, inclusive and dynamic educational environment. We challenge ourselves to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We build skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program. We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.

OUR SCHOOL VALUES Nossal is a school that… · leads and develops leadership · creates and cultivates creativity · is respectful and fosters respectful citizenship · inspires and seeks inspiration · is ethical and develops ethical behaviours · pursues excellence and celebrates individual progress · develops resilience and independence and nurtures wellbeing · encourages a strong work ethic with an emphasis on personal growth

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We encourage and support all members of our school community to challenge themselves through intellectual, social, physical and leadership pursuits. Our school motto, “Embrace the Challenge” signifies the importance we place on the notion that continued personal challenge results in personal growth.

VICTORIAN SELECTIVE ENTRY HIGH SCHOOLS When you choose a Victorian Selective Entry High School, you are ensuring your child has the opportunity for an exceptional education at one of only four schools exclusively designed for academically talented students. As proud government schools, each school has a unique approach and a shared purpose in nurturing excellence in young adults from Years 9-12. For further information about Nossal and the other Victorian Selective Entry High Schools visit https://selectivehighschools.education/ Applications for Year 9 entry for the 2020 school year open in mid February and close in early May 2019. Nossal High School Principal tours will run from 9.30am on specific dates throughout the year. Bookings for these tours are available at https://www.trybooking.com/XKVK.

STUDENT & PARENT ENDORSEMENTS What can make a school more than a school?

Nossal is unique, with an environment which encourages learning by providing the freedom we will have when we enter university. We are challenged instead of coddled and lifted to new heights instead of relearning the same things.

Nossal provides supportive teachers and mentors who guide students to achieve their full potential and achieve success. Our adult learning environment serves as the bridge connecting us to the innumerable possibilities of the future.

Sarina, Eamon, Hunter and Nayeer (Year 9 - 2017) Stepping into Nossal High School, we feel as if we have entered a different atmosphere. One of learning and communication. After only a few weeks, we are already amazed at how accepting this close-knit family is. Nossal is a place for students who want to embrace the challenge.

Here, we are given the opportunity to develop as strong leaders and to succeed. And by the end of our Nossal journey, we will break out of our cocoons and fly into the world, just like the butterflies proudly worn on our chests.

Amy, Narin, Ruth, Neha, Yong En and Arthi (Year 9 - 2017) From the day of our very first tour of Nossal High School to our last official interaction as the parents of a departing VCE student in 2015, this school has constantly demonstrated what a quality education means. A holistic education not merely focussed on academic achievement, but one which additionally provides both the opportunity and encouragement to participate in activities which challenge students to explore their interests beyond traditional academic studies. For us, it has been a privilege to watch our daughter journey through her secondary education at Nossal High School.

An education second to none and supported by leadership and teachers enabling educational outcomes to the best of one’s ability, in a vibrant, nurturing and respectful environment.

It continues to be our privilege to be associated with Nossal High School several years hence.

I graduated 5 years ago, and prior attended two other high schools. As a former student, the Nossal environment is possibly the best place to complete high school in Victoria. From the mature approach they take on students, to the openness and collaboration between staff as well as between students, the school feels very tight knit, something I never got at other schools. I never felt like just another student in the crowd, the teachers were always going above and beyond what I could ever expect anybody to do (especially in hindsight), and you are surrounded by many others who are keen to learn.

Facilities are top notch, the school is only a few years old after all, and the results speak for themselves. Having been in the “real” world for almost half a decade since graduating I can confidently say that no school will be perfect for everybody, but the experience I had and people in my high school years at Nossal are invaluable to me and will remain so for life.

The school is only continuing to improve, and I’m glad that I was a part of its formative years.

Michael Youssef (Class of 2014)

Rosanne Van Diepen (2018) Secondary Education

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Noble Park Secondary College 21st Century Learning

Noble Park Secondary College offers exceptional opportunities to cater for personalised learning including; • A strong commitment to Academic Excellence • New spaces and innovative learning environment for all students • An active and innovative Art Technology Program including a newly formed partnership with the Drum Theatre • Extensive opportunities for Student Leadership roles and responsibilities, offering positions in Captaincy, Student Council and Leadership Program • A broad range of opportunities for all students, including VCE, VET and VCAL • Comprehensive EAL Program • Intensive English Language Program on site • Hands on Learning program (HoL) • Partnership with Monash University offering a mentoring program for senior students, as well as a tutoring program for students across all year levels • Specialised Football (Soccer) program with elite management and coaching • A dynamic Outdoor Education Program to promote lifelong engagement in leisure and learning pursuits, including the opportunity for students to gain the Duke of Edinburgh Award • A broad and comprehensive Music and Performing Arts Program • International Student Program • Japanese Exchange program, including a 21-year affiliation with our sister school Shinminato College • Literacy & Numeracy Extension Programs

Call Lesley to book a personalised tour of the College

Phone: 9546 9066

12397004-LN06-19

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This year has seen the Grand opening of our Senior Centre, which provides a dedicated space for our VCE students, an “Intermediate Hub” which caters for our Year 9 and 10 students and a new “State of the Art’ Arts/Technology Centre.

These new spaces provide our students with a learning environment that is modern, ICT rich and a backdrop to enhance innovative and collaborative teaching practices.

Open Evening Wednesday 27 March 2019 Year 7 & 8 Learning Centre 6pm - 7pm Personalised tours available on request

Apply now for Scholarships for 2020 & beyond Academic • Visual Arts • Performing Arts • Music • Sport

www.nobleparksc.vic.edu.au

facebook.com/NobleParkSC

3 Callaghan Street, Noble Park, Victoria, 3174 12397005-LN06-19

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Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 60th year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley, Norwood Secondary College is a school of choice for students from Mitcham to Mooroolbark and Ringwood to Park Orchards.

Our bonds with the community are a significant feature with our schools and the contributions of parents and friends are valued and encouraged across all aspects of our learning community.

Norwood Secondary College is committed to providing our students with an environment that is both inspiring and nurturing. The College has a proud tradition of ensuring our students are provided with an excellent educational experience and opportunities to grow intellectually, socially and ethically. It is our belief that our students will benefit from exposure to a broad range of learning experiences, in and out of the classroom, and our programs are developed with this as a core goal.

Our students leave the College equipped with the skills and self-belief to continue to learn as their lives progress. They also understand the importance of seeking to be the best they can be in all their endeavours.

Our Values Respect All members of our community are expected to respect the College, others and themselves Aspiration Students are encouraged to be the best they can be, in all endeavours Responsibility All members of our community are expected to take responsibility for their actions Resilience The College will provide experiences and support to assist our community members develop both a strong sense of worth and the capacity to overcome negative experiences or disappointments Staff interactions with students are guided by these principles and we seek to develop all our students' understanding of these values, as expressed both at school and in their daily lives.

To support personal development, a staff - student Mentoring Program operates from Years 7 to 12.

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With the aim of developing successful learners, confident and creative individuals and active and informed citizens, a comprehensive 7 to 10 curriculum is offered covering all Learning Areas.

The College also offers a select entry Enrichment Program (EP) from Year 7 to 10 and a core and elective program within the Year 9 and 10 Curriculum. Year 9 students enjoy a range of offcampus activities including a City Project and our most capable students are invited to participate in a program at Deakin University in which students are involved in independent research Deakin’s ‘Inspired Minds’ Program. Year 10 students can undertake a VCE or VET course and VCAL programs are available to students in Years 11 and 12. The College runs a Homework Club after school, two days a week. Staff from various Learning Areas attend Homework Club and students are encouraged to attend to both seek extra assistance or to complete work in an environment that is conducive to effective study.

Extra-curricular and enrichment programs are offered to engage students in areas such as leadership, peer support, debating, school productions and an enthusiastic music program.

A full range of sports is offered and students are encouraged to participate in inter-school competitions. The College has a very strong history in girls’ and boys’ interschool sport, with many state titles having been won over past years.

Student leadership is encouraged through a significant range of opportunities including College Captains and Prefects (each with specific portfolios), Year Level Leaders, Student Representative Council, House Leaders (leading a program of events that involves both sport and the performing arts), interschool sports and a peer support program.

Student wellbeing is given a strong emphasis at Norwood, with formal structures including Heads of Year Level and Year Level Coordinators, Junior and Senior School Principals overseeing our two sub-schools, Careers Counsellor, Student Wellbeing Co-ordinator and a first aid officer.

Every student is supported by a Mentor teacher who takes an interest in their wellbeing and assists them in setting learning goals. Student contributions and achievements are valued and acknowledged, as is parent involvement.

Andrew Sloane Principal

NORWOOD SECONDARY COLLEGE

For 60 years, Norwood Secondary College has been proud to serve the needs of the local community and beyond. During this time the College has developed an outstanding reputation as a provider of educational excellence and a broad range of programs. We are also known for the quality of the young women and men who graduate from our school. We are proud of all our students. Our goal is to foster the belief that they should strive to do their best in all endeavours, to understand the EHQHÂżWV LQYROYHG LQ EURDGHU VFKRRO SURJUDPV WR VKRZ FRPSDVVLRQ IRU RWKHUV DQG WR value making a positive contribution in society.

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HIGH EXPECTATIONS

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PATTERSON RIVER SECONDARY COLLEGE

PRINCIPALâ&#x20AC;&#x2122;S MESSAGE As the Principal, I am committed to the pursuit of excellence along with continuing the great outcomes that this College has provided to young TISTPI SZIV XLI PEWX Č?Č&#x2030; ]IEVW Patterson River provides students with diverse opportunities in a caring environment and the passion of our staff in providing students with the opportunities to discover and GLEWI XLIMV HVIEQW MW [LEX WIXW YW ETEVX Set on beautiful large grounds, Patterson River is adjacent to the Kananook Creek & Seaford Wetlands and within walking distance to the beach along with E VERKI SJ PSGEP WTSVXMRK JMIPHW 8LI (SPPIKI LEW numerous partnerships with local community groups, seeing itself as an important hub of the local GSQQYRMX] Patterson River prides itself on recruiting high performing staff who match the values of the school; Respect, Engagement, Success and providing staff with excellent on-going professional HIZIPSTQIRX ERH XVEMRMRK In recent times, the College has seen these efforts VIET VI[EVHW [MXL I\GIPPIRX :(* VIWYPXW .R EHHMXMSR the school consistently sees student attitudes to WGLSSP WYVZI] VIWYPXW XLEX TYXW YW MR XLI XST Č? SJ WIGSRHEV] WGLSSPW ERH 3&51&3 ČŽ Č&#x; KVS[XL XLEX MW YT XS HSYFPI WXEXI QIER KVS[XL We offer students a diverse range of co-curricula activities in modern facilities including our brand RI[ IRMSV GLSSP (IRXVI ERH 8*2 1EF EPSRK [MXL our recently completed Performing Arts Centre and XEHMYQ It is difficult to describe the full array of opportunities and brilliance of our College, therefore . IRGSYVEKI ]SY XS XEOI XLI XMQI XS QIIX MR TIVWSR 8SYVW EVI LIPH IEGL 8LYVWHE] EX Č&#x; Č?Č?EQ FSSOMRKW IWWIRXMEP &PXIVREXMZIP] ]SY GER WTIEO XS XLI SJJMGI XS SVKERMWI E TIVWSREPMWIH XSYV . PSSO JSV[EVH XS QIIXMRK ]SY ERH ]SYV JEQMP]

Mr Daniel Dew College Principal

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EXCELLENT FACILITIES

STRIVING FOR EXCELLENCE

9 3I[ Ȧ ȶ 2MPPMSR IRMSV GLSSP 'YMPHMRK 9 3I[ 8*2 1EF 7SFSXMGW .RUYMV] 'EWIH GMIRGI 2EXLW *UYMTQIRX 9 &HZERGIH )IWMKR 8IGLRSPSK] *UYMTQIRX ȴ) 5VMRXIVW 1EWXIV (YXXIV 7SFSXMGW 9 VCAL Student Run Café 9 7IGIRXP] GSQTPIXIH Ȧ ȏ 2MPPMSR 5IVJSVQMRK Arts Centre 9 2SHIVR 8LVII (SYVX 'EWOIXFEPP XEHMYQ

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EXCEL (Academic) Testing *\TVIWWMSRW SJ MRXIVIWX GPSWI +VMHE] ȴVH 2E] 8IWXMRK 8LYVWHE] ȟXL 2E] Enquiries: TIGMEP 5VSKVEQW 2EREKIV &PPMVE 1ERK PERK EPPMVE W%IHYQEMP ZMG KSZ EY [[[ WYVZI]QSROI] GSQ V I\GIPEGEHIQMG

EXCEL (Sport) Testing *\TVIWWMSRW SJ MRXIVIWX GPSWI +VMHE] ȦȉXL 2E] 8IWXMRK 8LYVWHE] ȦȰXL 2E] ȟEQ ȶ ȴȉTQ Enquiries: *<(*1 TSVX 2EREKIV &RHS &PPER EPPER ERHS E%IHYQEMP ZMG KSZ EY [[[ WYVZI]QSROI] GSQ V I\GIPWTSVX

Scholarships &GEHIQMG TSVX 1IEHIVWLMT 5IVJSVQMRK &VXW K &VXW *\TVIWWMSRW SJ MRXIVIWX GPSWI +VMHE] ȦȉXL &TVMPP GLSPEVWLMT MRXIVZMI[W ȶȉXL ȶȏXL 2E] Enquiries: 1MWE (EZI] &WWMWXERX 5VMRGMTEP GEZI] PMWE P%IHYQEMP ZMG KSZ EY [[[ WYVZI]QSROI] GSQ V WGLSPEVWLMTWȶȉȶȉ ȉȶȉ

Ȯȉ ȟȁ *IP 7EGI 7SEH IEJSVH :MG ȴȦȟȁ P ȉȴ ȁȮȮȉ ȰȮȉȉ E TEXXIVWSR VMZIV WG%IHYQEMP ZMG KSZ EY JEGIFSSO GSQ TEXXIVWSRVMZIVWG prsc.vic.edu.au 12404809-SN06-19

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Ringwood Secondary College RINGWOOD Secondary College (RSC) is a vibrant learning community that celebrates achievement and recognises the unique learning needs of each individual. Students are encouraged, challenged and inspired to achieve their personal best. The College enrolment is 1600 students supported with diverse differentiated curriculum programs, including VCE, VCAL and VET. The Year 7 ACE (Achievement, Commitment, Excellence) program for high ability students aims to engage and challenge students to reach their full intellectual, social and emotional potential within an enriched educational setting. Our ‘Bounce’ pastoral care model, based on the tenets of positive psychology is well established, with weekly delivery, in every level of an explicit curriculum program teaching the skills for wellbeing.

RSC has extensive musical programs including bands and ensembles, singing groups, an orchestra, college Musical Productions ‘The Addams Family’ and the Junior musical production ‘Elf’. Co curricula activities include over twenty sports, performing arts tours, debating, Tournament of Minds, Youth in Philanthropy, Debutante Ball, study groups, community service, Year 10 Central and Northern Territory tour, Year 9 interGREAT camp and student leadership programs. The House system has been extended into learning areas and further developed within year level ‘House’ activities.

Student agency is nurtured through student leadership with positions available across all year levels. The Student Representative Council, Ambassadors, and Year Level Leaders operate in teams well led by the Year 12 Prefects.

International tours provide many opportunities to experience new cultures. Experiences include, the triennial World Performing Arts Tour with the next tour to be held in 2019, the Nepal trek, the Greece/Italy/France Odyssey tour, and New Caledonia tours. The College embraces international cultures and accepts enrolments from fee-paying and exchange students. RSC has sister schools in England, France, China, Indonesia and Thailand.

RSC is proud of our parent involvement with the College Council and its sub-committees: PCTA, Music Association, Extra PArts and the Heritage and Alumni Group. Our Sporting Hall of Fame, Science Hall of Excellence and the Arts

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Student agency is nurtured through student leadership with positions available across all year levels. The Student Representative Council, Ambassadors, and Year Level leaders operate in teams well led by the Year 12 Prefects.

Hall of Achievement are complemented by the Heritage Hall of Fame, in recognising present and past student achievement. Our bollards, quilts, murals, sculptures, virtues pillars and ‘Ringwood Recalls’ reflect our College culture and spirit.

Ringwood Secondary College believes in inclusion, collaborative experiences and encourages students to think creatively, act compassionately and engage enthusiastically, so students achieve their personal best. World class school buildings provide stimulating adaptable learning spaces within a natural environment.

College tours for 2019 will commence early in 2019. Please contact the College to register your interest.

Ringwood Secondary College

OPEN NIGHT 2INGWOOD 3ECONDARY #OLLEGE FOSTERS A LEARNING COMMUNITY THAT CATERS FOR INDIVIDUAL ACADEMIC PHYSICAL SOCIAL AND EMOTIONAL NEEDS

Year 7 Open Night will be held on Wednesday, May 1st, 2019 from 6.00-8.00pm Please contact the College ofямБce or website for further details.

12398037-RA44-18

,EARNING TO BE YOURSELF s ,EARNING TO DO ,EARNING TO THINK s ,EARNING TO LIVE TOGETHER

Bedford Road, Ringwood www.ringwoodsc.vic.edu.au ringwoodsc@edumail.vic.edu.au Phone: 9870 2002 Secondary Education

71

School enrolment zones and parent choice LET’S start with Victorian Government policy, which states that “every child has the right to attend their designated local government school - the school for which they are zoned.” That’s clear enough, there’s a government school nearby that must enrol your child should you so wish - and of course, that’s as it should be. That’s the easy part, from here on complexity gathers momentum in ways that can, and does, thoroughly confuse and frustrate parents.

In the majority of cases, ‘designated local government school’ can be assumed to be the school nearest to where you live - but not in all. All metropolitan government schools have been assigned a designated enrolment zone. These enrolment zones have been provided by the DET in order to provide clarity, consistency and transparency over what exactly constitutes a school’s neighbourhood zone. Terms such as, residential boundaries, school zones, enrolment ceilings and enrolment caps, all refer to situations in which schools have enrolment restrictions in place. All can be traced back to DET designated enrolment zones of which schools are aware, and can share them with prospective parents.

Whilst the DET mapping process to determine school enrolment zones approximates to the ideal of enabling every child to be zoned the school closest to which they live, in practice this cannot always be achieved. Consequently, there are instances in which some children will be zoned to a school that is not their closest government school, but not by very much. It is certainly well worth finding this out prior to enrolling your child so as to avoid hassles and potential heartache later. All schools can provide parents with their DET designated enrolment zone on request.

Where you live permanently will determine the local government school to which your children have an automatic right of enrolment. Examples of what does not qualify as a permanent residential address include: staying with a relative or friend, and guardianship also is not a criterion for enrolment unless supported by the relevant papers endorsed by the Family Law Court. Depending on the enrolment situation faced by individual schools, permanent residential address can be interpreted to vary from being your primary property (owned/ mortgaged) to a property you may lease. Again, it is advisable to check with individual schools as their specific enrolment restrictions, which of course should be consistent with government policy.

There’s nothing to stop any parent from

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requesting a place in any government school, although, as previously stated, schools must first offer places to children within their zone. The usual priorities for enrolling students in government schools are: (1) Students for whom the school is the designated neighbourhood school.

(2) Students with a sibling at the same permanent address who are attending the school at the same time.

(3) Where the regional director has restricted the enrolment, students who reside nearest the school.

(4) Students seeking enrolment on specific curriculum grounds.

(5) All students in order of closeness of their home to the school.

(6) In exceptional circumstances, compassionate grounds.

DET policy states that the principal decides whether to offer your child a place if you live outside the school’s zone, based on student numbers and the school’s particular enrolment policy. It is well worth remembering that whilst all government schools are required to adhere to government policy on student enrolments, scope does exist for variation between schools on the application of the guidelines and policy. Policy is just that - it is not one mandated set of rules, but rather a guiding set of principles. Contact the school directly for their specific enrolment practice or your DET regional office for clarification.

As competition between school sectors and individual schools has ramped up in recent decades as successive state governments have promoted the option of parent choice in school selection for their children, anecdotal evidence indicates that some schools may put pressure on parents not to enrol their child for reasons other than those associated with government policy. Such practice is wrong.

Your child cannot be refused enrolment, for example, solely because they have a disability or because of ineligibility for supplementary funded support. Importantly, the Disability Standards for Education say that when deciding whether to offer a place, schools must consider prospective students with a disability in the same way as other students.

If a school offers a place to your child, the law and DET policy requires this offer to be made on the basis that ‘reasonable adjustments’ will be made to accommodate your child’s needs.

Continued on page 74

Rosebud Secondary College TO educate your children is a responsibility that we take very seriously. I am extremely proud to lead a school thatâ&#x20AC;&#x2122;s core purpose is to create a safe and respectful learning environment that encourages self-awareness, resilience and personal best, as individuals prepare for their future pathway.

We are a school that has high academic and behavioural standards. We provide clear expectations regarding our students as learners and foster an environment of mutual respect of learning in and out of the classroom.

We achieve this by building quality relationships between all College community members and by the provision of a challenging and engaging curriculum that enables all students to develop their talent and excel in their learning.

As a certified Select Entry Accelerated Learning (SEAL) school we offer many challenging learning opportunities, as well as an industry based performing arts program.

Our students have the opportunity to be

involved in a range of extra-curricular activities such as student and community leadership, public speaking, international experiences, dance, drama, sport, music, and visual arts.

Our school has a proud record of achievement, extending back to 1954, and we continue to empower young people to achieve their personal best and develop as global citizens.

y r a d n o c e S d u eb k ...

Ros ... take a loo

5.30pm Tuesday 19th March 2019

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OPEN NIGHT 2019

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2019 is an exciting time as our College transitions into an innovative house structure. It's the beginning of a new era for Rosebud Secondary College! We invite you to see it for yourself.

Continued from page 72 The school should discuss with you precisely what this would mean, to help you decide whether to accept the offer. Crucially, the same resources are available to schools to support students with a disability who live outside the school’s zone as those who live within it.

Again, anecdotal evidence indicates that some schools display a reluctance to accept children with a disability, living both within their zones and outside their zones. Based on the above information, this is wrong and whilst it is wrong, it can be understood in light of the challenges that schools face in securing additional support for children with disabilities in the first place. Nonetheless, all schools face the same challenges in this regard, and the importance of equity of enrolment opportunity for children with disabilities should be nonnegotiable.

All of the above enrolment information is available for public perusal, yet still a plethora of questions crop up. Addressing these in a FAQs format may be a valuable way of concluding this piece.

We live in a democracy, where is the freedom of choice when a parent has to send their child to a government school?

That’s a question which raises a lot of big picture and philosophical questions, far beyond the scope of this piece. Suffice to say that democracy does not imply unfettered freedom of choice. There are innumerable restrictions on what individuals may wish to do and what they can do by law or even social convention. The idealist in me yearns for the time when governments actually resource schools in such a way that the option of choice would become largely irrelevant.

What are the benefits of zoning to parents?

Systemically, it prevents some schools from becoming so overcrowded that whatever the desirability of enrolling your children in that school would vanish. That would be the main benefit, but that would be for the benefit only of those who managed to enrol in those zoned schools in the first place. The interests of local students would be the highest priority and from that perspective it’s a positive. For others, I’m not so sure.

If a parent wishes to send their child to a government school that is offering specific subjects not offered at their local school, can the

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parent approach the school for enrolment even if they are out of the zone?

Yes they can and that is one of several acceptable reasons for schools enrolling out of zone students.

Of course, the caveat is that the school in question has enrolment room to accommodate the child.

If the secondary school in the family’s local area has an enrolment ceiling and is therefore full, does the parent have the choice of sending their child to another secondary school out of the zoned area and will they be accepted?

Parents can always seek enrolment of their child at any out of their local zone school, but this reason won’t get them in. Schools are required to have places available for their local students no matter what. Whether they are successful depends entirely on the enrolment situation of the preferred school.

The principal determines that in line with government policy.

If the local school doesn’t offer the accelerated learning programs the family desires for their child, what are the options for the parent?

The answer is the same as for the previous question and for a number of other questions all relating to curriculum offerings. You can try your hand at having your child enrolled at a school that does offer what you believe to be in your child’s best interests and it is a legitimate reason for such a request. The principal makes the call, depending on the state of their school enrolments.

Does zoning apply to Mac.Robertson’s Girls HS and Melbourne HS? No. They are select entry schools based on academic achievement of students.

If children attend a locally zoned secondary school and are in years 10 and 11, for example, with their family moving from a rented property in the zone to a purchased property out of the zone, will the children be forced to leave?

I would be greatly surprised if this were to happen. My advice to parents if this were to occur, would be to contact their local regional director of schools and lodge an appeal.

By way of conclusion, and returning to my earlier, idealist comments - it is a pity that the tension between school zoning policy and parental choice of school for their children causes so much stress. I wish it were not so.

HENRY GROSSEK PRINCIPAL BERWICK LODGE P.S.

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WE BELIEVE IN GIRLS

ruyton

grit • curiosity

creativity • leadership

integrity • global citizenship

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend an Information Session to experience Ruyton for yourself.

An opportunity to see our School at work from ELC to Year 12 open morning scholarships school snapshot Thursday 14 March Saturday 23 February Wednesday 27 March Thursday 16 May Pre-registration required Monday 27 May Thursday 29 August Monday 12 August information sessions Thursday 14 November Tuesday 26 November small groups 9am–11am 9am–10am Held throughout the year with Principal’s address 9.30am–11am at 10am Bookings essential Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422 or book online www.ruyton.vic.edu.au ruyton girls ’ school 12 Selbourne Road Kew 3101 Victoria Australia Tel +61 3 9819 2422

ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au CRICOS 00336J

A culture of valuing creativity, curiosity and collaboration

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Sandringham College We believe that every student, whatever their aspirations and skills, must be provided with the greatest opportunity to thrive and achieve both personal and academic success.

That is why Sandringham College oďŹ&#x20AC;ers: 0 The Select Entry Program for academically gifted students 0 Specialist Academies in Sport and Dance 0 A focus on STEAM subjects: Science, Technology, Engineering, The Arts and Mathematics We are very proud of what we are achieving at our great school and invite you to come to our Open Night or to arrange a tour to see for yourself.

For more information call 03 8599 0500 or visit sandringhamsc.vic.edu.au

SEAL Entry Exam Saturday 11th May, 2019 Open Night Thursday 28th March, 2019 Dance & Sport Academies Auditions/try-outs, Term 3, 2019

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Sandringham COLLEGE

Open Day Tuesday !PRIL

Scoresby Secondary College Every child has a gift, a particular skill, a special something that can make a difference â&#x20AC;&#x201C; to their own lives, to the lives of those around them and to the future of the world. And every child has the potential and deserves the opportunity to be their brilliant best.

At Scoresby Secondary College, we believe in providing a learning environment that appreciates and nurtures each and every childâ&#x20AC;&#x2122;s individual brilliance and inspires them to make a difference in our global community.

We are about inspiring conďŹ dence Inspiring conďŹ dence in our parents â&#x20AC;&#x201C; knowing that their child is safe and nurtured as a whole person Inspiring conďŹ dence in our community â&#x20AC;&#x201C; knowing we are building conďŹ dent and capable citizens Inspiring conďŹ dence in our tertiary providers and employers â&#x20AC;&#x201C; knowing that our students have the best foundations for life ahead And most importantly inspiring conďŹ dence in our students to be the best they can be and make a difference in our global community.

We welcome prospective parents and students to join our tours to gain a glimpse into our close-knit learning community, building on our strengths: s #OLLABORATIVE AND SUPPORTIVE COMMUNITY s (IGH EXPECTATIONS THAT PROMOTE ACTIVE PARTICIPATION s 3AFE SECURE AND ENGAGING LEARNING ENVIRONMENT s 0ERSONALISED LEARNING s %XCEPTIONAL INSTRUMENTAL AND VOCAL MUSIC PROGRAM s 2ECOGNISED FOR GROWTH IN ACADEMIC ACHIEVEMENT IN .APLAN s .ATIONAL 3CIENCE /LYMPIAD SELECTION s 3TUDY SCORES OF IN SPECIALIST MATHS AND PHYSICS We know that choosing the right school for your child is one of the most important decisions you will ever make.

2 Cavell Street, Scoresby 3179 &OR INFORMATION ABOUT 4OURS AND 3CHOLARSHIPS s s WWW SCORESBYSC VIC EDU AU

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12396899-LB06-19

Nationally recognised for one of the highest student improvements

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Somerville Secondary College is extremely proud to be able to offer our students a learning environment in which all students are individually known, valued and welcomed into our community. We build and foster strong relationships with our families, working together to ensure that our students grow into confident, successful young adults.

At Somerville Secondary College we aim to achieve our vision by: - Providing an inclusive, encouraging, caring, safe and secure learning environment.

- Developing responsible behaviours through clear expectations and high levels of consistency and accountability.

- Providing an engaging and appropriately challenging learning environment with high expectations for learners within a culture of continuous improvement.

- Providing high quality co-curricular, sport, personal development and leadership programs.

- Actively promoting the development of positive and supportive relationships within the learning community.

We warmly welcome families to attend our

Open Night Tuesday 26th March 2019 Please join us for an interactive tour of the college, meeting some of our wonderful staff and students, at 6.00pm, followed by the Principal’s address.

Come along and see the college in action at any time. Tours can be arranged throughout the year by appointment.

Please contact 5973 1000.

“Together we use our voice to challenge and grow a confident community.” @EK<>I@KP I<JG<:K I<JGFEJ@9@C@KP

Contact

5973 1000

Somerville Secondary College 37 Graf Road Somerville Vic 3912

ST JOHN’S REGIONAL COLLEGE ST John’s Regional College has been the first choice for Catholic secondary schooling in Dandenong for 60 years. The safe, encouraging and challenging environment at St John’s allows students to grow and succeed spiritually, academically and emotionally. Curriculum and co-curriculum programs are designed to ensure the highest possible quality of learning experience and a sense of belonging.

Every facet of St John’s, both in and out of the classroom is built upon five Guiding Principles: Faith, Learning, Integrity, Service, Community.

These Guiding Principles are reflected in the actions and behaviour of both teachers and students. St John’s aims to provide an educational program which develops the whole person - the spiritual, social and physical as well as the academic. From the STEP Program in Year 7, which focuses on transitioning students from primary school to secondary school, through to the widerange of VCE and VET subjects, VCAL and enrichment programs all students are able to find their place at St John’s. Along with a strong emphasis on English, Mathematics and the

sciences the College has dynamic and growing programs for the Arts, Sport and Recreation, Technology and Hospitality.

In 2019, St John’s will introduce the Year 9 College Café Project. This project will enable rich learning opportunities in the areas of Business, Marketing, Health, Food and Hospitality. It will see students immersed in the management and daily operation of the College Café under the supervision of our Food Technology and Hospitality staff. As a Co-educational Catholic College St John’s focuses on helping students find the right path and place within the school community and out in the world. St John’s Regional College is a community in which learning, selfdiscipline, responsibility and connectedness are fostered, valued and encouraged, allowing students to grow into productive, valuable members of the wider community.

Visit the College website for Tour information www.sjrc.vic.edu.au Enrolments still available for 2019 and 2020

5-11 Caroline Street Dandenong, Vic 3175 p: 9791 3366 w: www.sjrc.vic.edu.au

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Mater Christi - High Achievers WE are delighted and proud to share some highlights of the achievements of the Class of 2018.

Our Year 12 students have again achieved some excellent results across a broad range of academic and vocational programs with outstanding personal achievements and a median study score of 32. The strength of these results is best indicated by the fact that 39% of the group attained an ATAR above 80, almost twice the State and National figure.

We commend all students in the Class of 2018 for their personal achievements over their final year of secondary education, regardless of ATAR. We recognise that each student has a unique Year 12 story of individual challenges and diverse learning goals. While we celebrate particularly those with excellent academic results, we are equally proud that each is prepared for the next phase of her life and learning journey We congratulate College Dux, Jess Horner who attained an ATAR of 98.5 with scores of: Biology 46, English Language 41, History 37, Maths Methods 33, Physical Education 44 and Psychology 49.

We also congratulate our second highest achiever, Katie Warner who attained an ATAR of

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95.9 with scores of: Biology 43, Chemistry 37, English Language 43, Further Maths 41 and Maths Methods 36.

Our VCAL Dux for 2018 is Amber Johnson who has also been nominated for the VCAA VCAL Excellence Award.

OTHER HIGHLIGHTS IN SUMMARY: ● 39% of students attained an ATAR over 80 ● Median Study Score of 32 ● 46 study scores of 40 or higher ● study scores of 40 or higher in 19 different studies ● 35 students attained scores of 40 or higher ● 5 students received the VCE (Baccalaureate) ● Mullum Cluster VET Awards in 7 different fields ● VCAL Dux, Amber Johnson. Nominee for VCAA VCAL Excellence Award ● Seasons of Excellence Nominees: Hayley Curtis (2 studies), Indigo Lowery, Jasmine Cruickshank We look forward to sharing at a later date more details and stories to better reflect the diverse talents and achievements of this group of outstanding young women.

WELLINGTON SECONDARY COLLEGE

CARING for others STRIVING for excellence LEARNING for life

Wellington Secondary College is a large, single campus, co-educational school located in the City of Monash.

The school includes two new gymnasiums, a Performing Arts complex (including a 288-seat theatre), a remodelled Visual Arts, Technology and Science block and a number of portable structures spread over a large area. The grounds also include a reflective forum, basketball and netball courts and an oval. Construction is also well and truly underway for our new Admin and Learning Hub. Current enrolments are approximately 1800 students.

This includes an International Program for over 90 students.

Over the past four years, enrolments have increased by over 200 students. The college draws students from a wide section of the south-eastern suburbs.

OPEN NIGHT WEDNESDAY MARCH 27 6:30PM START CONTACT THE COLLEGE FOR INFORMATION ON TOURS RUNNING THROUGHOUT MARCH-MAY 91 Police Road, Mulgrave 3170 9547 6822

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We provide an approved curriculum framework, based upon the Victorian Curriculum, which is differentiated to meet student needs. Senior students may study the Victorian Certificate of Applied Learning (VCAL) and a range of Victorian Certificate of Education (VCE) subjects are provided. Students are able to access Vocational Education and Training (VET) subjects off site. Due to the multicultural nature of the community, many students pursue the community language option through Victorian School of Languages (VSL) or other providers.

Westall Secondary College AT WESTALL Secondary College our philosophy is based on meeting the needs and wants of our students and we endeavour to find the perfect balance between the explicit teaching of key kills and giving the students the opportunity to follow their passions. This sounds like an obvious concept, but what does it mean at Westall?

Personalised Learning We meet the needs of students by ensuring the learning is at the appropriate level for every student in every subject. Students are engaged in literacy and numeracy in a challenging manner to ensure that they are in their ‘wobble zone’.

Wellbeing Our school values around ‘CARE’ are visible in everything we do and we want every student to be the best version of themselves. We have a calm, supportive environment at Westall and this calmness provides an amazing setting to complete your secondary education.

Pathways We know that we only have the students for a short time so everything we do is focussed on preparing them for future success. The programs we offer are personalised and give students the opportunity to learn skills that can be transferred into all walks of life.

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Literacy Literacy is the number one focus of our College.

We believe that ALL students should reach their optimum level of literacy by Year 10 so that they will are well prepared for their desired pathway, be it VCE, VCAL or the workforce. Our explicit, targeted teaching of key literacy skills across all subjects enable our students to grasp concepts and ideas more successfully.

Numeracy and STEM Numeracy is our other major building block for learning. We have trained STEM staff, a partnership with Deakin University and a new STEM program available at all year levels.

Aim High The Aim High program is an opportunity for students working at/or above the expected level, in one or more subjects, to be extended and challenged. Students are selected into this program based on NAPLAN, Grade 6 Reports and evidence of a high level of effort. Aim High is an extension and advancement program for all students, in every classroom. iCreate We are proud to offer iCreate, a unique, elective based program where the classes are made of students from a range of age groups. This provides a great opportunity for students to integrate more fully into the Westall Learning Community.

VCE and VCAL Results We have won a number of state-wide VCAL awards in recent years and in 2017, our VCE Dux scored 98.

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Wheelers Hill Secondary College WELCOME to Wheelers Hill Secondary College.

We have a fine tradition of academic excellence, a breadth of programs and opportunities, outstanding facilities and a vibrant community of parents, students and teachers who are committed to the best possible outcomes for all.

Our motto, 'Be The Best That You Can Be', encourages members of our College Community to achieve their full potential in all of their endeavours. At Wheelers Hill Secondary College, we provide opportunities to our students to be the best that they can be.

Our Vision: “As a school that values respect, excellence and creativity, Wheelers Hill Secondary College strives to develop students capable of being global citizens ready to embrace the future. We encourage members of our College Community to be ‘the best that they can be’ in all of their endeavours”.

Our Values: Respect - we promote respectful, inclusive and positive relationships. Our students and staff act with integrity and value diversity.

Excellence - we provide opportunities to demonstrate excellence in all areas of learning and teaching by adopting a focused and committed approach.

Creativity - we have developed a creative approach to learning and teaching. Our student and staff are encouraged to seek innovative solutions to problems.

We pride ourselves on providing leaning opportunities to our students in the following areas: ■ Academic Excellence across all learning domains ■ Sport ■ Performing Arts ■ Student Leadership and our Community Wheelers Hill Secondary College is built on positive relationships. We provide an educational experience that is accessible, meaningful and relevant. We have some significant partnerships with key groups such as those involved with the Monash Technical Schools Initiative (developing

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21st Century capabilities), Rotary, the Lions Club and Nadrasca.

We are focussed on maximising our student outcomes. We have high expectations for student attendance and effort. We seek the support of all families to provide maximum encouragement and support for their students. We get strong student results in all areas including the VCE. We offer core and extra-curricula programs at all levels, directed towards academic success, student wellbeing and positive pathways. From sports, music, debating and SRC to camps, international tours and challenge programs, we provide opportunities for a huge range of student interests and learning styles.

Our innovative Extension and Enrichment program has a particular focus on extending Literacy and Numeracy competencies to enhance outcomes in all studies and has proven to be very successful.

We have a strong Student Leadership Program including 'Student Voice'. We encourage and support our students to develop their confidence and build their skills by responding positively to the many challenges they experience and by contributing to the development of our school and the broader community.

Be The Best That You Can Be

CREATIVITY RESPECT

EXCELLENCE

WHEELERS HILL SECONDARY COLLEGE

OPEN NIGHT Exciting Academic, Sport, Performing Arts and Student Leadership Programs provided.

Extensive ICT Program and Extension and Enrichment Programs also available.

“Be the best that you can be”

Wheelers Hill Secondary College

e | whsc@whsc.vic.edu.au

2-28 Raphael Drive Wheelers Hill Victoria 3150

w| www.whsc.vic.edu.au

CRICOS NO 00861K

p | (03) 9561 5811

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Enquiries and Tours welcomed.

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Yarra Hills Secondary College YARRA HILLS Secondary College is a multicampus government secondary school in the outer eastern suburbs of Melbourne, Victoria Australia. We have two campuses, a year 7 – 10 Campus at Mt Evelyn and a Mooroolbark Campus with both year 7 – 10 and senior (year 11/12) precincts on the one site. Current enrolments are around 900 students and have been rising over the last four years.

The Mt Evelyn Campus typically accepts students from the local Mt Evelyn area, nearby Lilydale, Silvan and towns further down the Warburton Highway in the Yarra Valley, including such areas as Wandin, Seville, Woori Yallock and beyond. Students attending this campus progress to the Mooroolbark Campus for their senior studies. Bus transport is made available to do this.

The Mooroolbark Campus directly serves the Mooroolbark, Lilydale, Kilsyth, Montrose, Croydon and Bayswater areas. Direct local transport exists linking each of these areas to the campus through either the Cambridge Rd/ Hawthory Rd bus stops at the rear of the school or Hull Rd and Mooroolbark Station near the main entrance.

Yarra Hills has an extensive online curriculum available through the use of ‘Moodle’, which is accessible to staff, students and parents. This provides students with 24/7 access to classwork, revision and assessment materials. As well as providing a differentiated curriculum to challenge students at all academic levels, Yarra Hills has also created an online extension program that allows students who are identified as ‘well above’ standard levels to undertake further instruction in a series of rich, open-ended learning tasks.

With the recent opening of the Yarra Ranges ‘Tech School’ Discovery Centre at Lilydale Lakeside, Yarra Hills has been one of a select group of schools to help develop and access specialist programs in STEAM (Science, Technology, Engineering, Arts, Mathematics) available on the site.

Yarra Hills is renowned for providing a wide selection of pathways for all students, successfully offering a large complement of VCE studies, with students in the most recent graduating group receiving placements in a large range of postsecondary institutions, including the coveted Medicine and Law.

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VET (Vocational Education & Training) and VCAL (Victorian Certificate of Applied Learning) School Based Apprenticeship Training is also available, with Yarra Hills being the Lead School for the atEast VCAL consortium. atEAST currently provides work for around 250 students from 10 schools across the Eastern Region of Melbourne.

Yarra Hills’ students in this program regularly receive industry awards for excellence.

Yarra Hills has an extensive Performing Arts program, including several highly successful Concert Bands led by the Director of the Australian Youth Band, Mr Richard O’Toole.

These groups perform regularly across the state and in alternate years undertake an international tour. Last year’s Music Group travelled to New Zealand. Additionally, we have singing troupes and an excellent annual College Production which involves a large number of students.

The Outdoor Education Program is also renowned throughout the wider community, providing students the opportunity to experience learning beyond the classroom. The College has its own buses, canoes/kayaks, diving/snorkelling gear and a full set of camping/hiking equipment.

A Scholarship Program also is offered at Year 7 level in the areas of Academic, Performing Arts, Visual Arts and Sporting Excellence. Applications for these are available through the Campus Offices, or at our College Information Nights.

INFORMATION NIGHT 2018 9 Mooroolbark Campus Thursday March 28 Starting time – 6:00pm Tours from 6:15 Info session at 6:00pm and 7:00pm

Mountt Evelyn Evely ve ely lyn yn Campus us us Tuesday April 2 Starting time – 6:00pm Tours from 6:45 Information session at 6:00pm

Mooroolbark Campus 16 Reay Road, Mooroolbark, Victoria 3138 P. +61 3 9839 8800 F. +61 3 9839 8888

Mount Evelyn Campus 15 Burdap Drive, Mount Evelyn, Victoria 3796 P. +61 3 9736 3650 F. +61 3 9736 1840

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Scholarships available to students commencing Year 7 in 202 2019 0

Contents 8 Steps To Calm Parenting .................................. 18 & 20

Lyndhurst Secondary College ..................................... 48

Ashwood High School .........................................................7

Mac.Robertson Girls High School .................. 50 & 51

Bayswater Secondary College ................................ 8 & 9

Mater Christi - High Achievers ................................... 82

Bentleigh Secondary College ............................. 10 & 11

Melba College ............................................................. 52 & 53

Berwick College .....................................................................13

Monterey Secondary College ............................ 54 & 55

Blackburn High School .......................................... 14 & 15

Mooroolbark College .............................................. 56 & 57

Boronia K-12 College ...........................................................17

Mordialloc College ................................................... 58 & 59

Brentwood Secondary College......................................19

Mornington Secondary College .......................60 & 61

Brighton Secondary College ..........................................21

Mullauna College .................................................................49

Camberwell High School ................................................ 22 Canterbury Girls’ Secondary College ...................... 23 Carrum Downs Secondary College........................... 25 Casey Grammar School.................................................... 27 Catholic Education Open To All ................................ 28 CBC St Kilda ...........................................................................29 Cranbourne East Secondary College ............ 32 & 33 Cranbourne Secondary College ....................... 30 & 31 Dandenong High School ...................................... 34 & 35 Emerald Secondary College ............................... 36 & 37 Grossek’s View ...............................................................6 & 16 Hampton Park Secondary College ............................39 Headspace – School To Workplace Transition .......

Noble Park Secondary College .........................64 & 65 Noone Imagewear .............................................................. 91 Norwood Secondary College .............................66 & 67 Nossal High School ..........Front Cover, 2, 3, 62 & 63 Patterson River Secondary College ...............68 & 69 Ringwood Secondary College ............................70 & 71 Rosebud Secondary College.......................................... 73 Ruyton Girls’ School.............................................. 4, 5 & 75 Sandringham College..............................................76 & 77 School Enrolment Zones .......................................72 & 74 Scoresby Secondary College ......................................... 78 Sienna College ................................................. Back Cover

...............................................................................................24 & 26

Somerville Secondary College ..................................... 79

Heathmont College..............................................................41

South Oakleigh College ....................................................81

High School Students Losing ..........................................

St John’s Regional College ............................................80

Maths Motivation ............................................................12

Tackling Teenage Troubles.................................38 & 40

Highvale Secondary College ........................................ 43

Wellington Secondary College .................................... 83

Kew High School .................................................................. 44

Westall Secondary College ................................. 84 & 85

Keysborough College ........................................................ 45

Wheelers Hill Secondary College................... 86 & 87

Lilydale High School..........................................................46

Why Choose A Public Secondary School? ........... 42

Lyndale Secondary College .......................................... 47

Yarra Hills Secondary College ..........................88 & 89

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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A CATHOLIC SCHOOL FOR YOUNG WOMEN IN THE DOMINICAN TRADITION, YEARS 7 TO 12