Government Schools Guide 2019

ISSUE 4 • 2019

Government

Schools Guide

Melbourne Basketball Tournament page 76 Victoria School Guides page 102 Photo provided with the compliments of Taylors Lakes Secondary College For further information refer to pages 2, 3, 116 & 117.

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Taylors Lakes Secondary College Enrol now for Year 7, 2020

“Every Child, Every Classroom, Every Opportunity” T: 9390 3130 | ww.tlsc.vic.edu.au E: taylors.lakes.sc@edumail.vic.gov.au 1-39 Parmelia Drive, Taylors Lakes, VIC, 3038

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.

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 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. GOVERNMENT SCHOOLS GUIDE

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Ashwood High School THANK you for your interest in enrolling your child at Ashwood High School in 2019 and beyond. Choosing a school where your child will thrive and be happy is one of the most significant and considered decisions we, as parents, can make.

We understand that you are looking for a quality school, with excellence in teaching and learning; a safe environment where your child will feel supported, connected and happy at school; and a school that offers diverse co-curricular programs in which your child will discover and/or enhance their interests and talents. A school where it is possible for your child to reach his or her full potential and be known as an individual, a person and a learner.

Our journey has been one of change and transformation. Since my arrival at Ashwood in April 2015, an enormous amount of work has been accomplished in making Ashwood High School the great school it is today. Our new, contemporary buildings are just the beginning of our success story. A new name, a new uniform and a new academic focus has seen us quadruple our Year 7 enrolment within this time and we now have the first overall enrolment increase since the late nineteen hundreds. Our new School Vision is part of our rebirth, and has allowed us to position ourselves in the community as a school with high expectations and strong discipline, a school of first choice with quality academic and social outcomes for all students.

At Ashwood, we truly know our students. I particularly like to spend time in the school yard at the start of the day, at the end of recess and during lunch breaks. It is a great opportunity to connect and stay in tune with our students. It is one of my greatest rewards; observing their progress through the years and watching them grow into confident and well-rounded young people.

Our House structure pervades school life; each child is allocated to one of four houses under the guidance of House Coordinators, allowing cross age mentoring and leadership development. It also encourages healthy House spirit through competitions in athletics, swimming, debating and academic competitions.

Our popular ACE - Accelerated Curriculum and Enrichment (an approved SEAL) program

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Choosing a school where your child will thrive and be happy is one of the most significant and considered decisions we, as parents, can make.

will be turning four next year, with classes in Years 7, 8, 9 and 10. The ACE Program is an educational program designed to meet the needs of high performing, highly motivated students who are ready for the challenge of a complex, fast paced and integrated program of learning.

Ashwood High School is steeped in tradition and history, both old and new. Please consider visiting us for a tour, or our Open Day and Night on Wednesday 1 May 2019.

Yours sincerely, Brett Moore Principal

Ashwood Revealed Open Day & Night Wednesday 1 May 2019 – register online Accelerated Curriculum & Enrichment (ACE) Program - an approved SEAL Program Grade 6 testing for Year 7 2020 Wednesday 12 June 2019 – register online Scholarship Applications for Year 7 2020 register online

Ashwood High School Vannam Drive, Ashwood Phone 9807 1333 | www.ashwood.vic.edu.au 12389370-SN18-19

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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 challenges and extends 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 extensive 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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Bentleigh Secondary College BENTLEIGH Secondary College is a coeducational 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 Excellence in Education. For further information please call 03 9579 1044 or visit our website to book a tour.

Helene E. Hiotis Principal

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At Bentleigh Secondary College students are able to find and develop their real self and celebrate Excellence in Education.

BENTLEIGH SECONDARY COLLEGE warmly invites you to attend our...

2019

OPEN DAY TOURS Wednesday 1st & 8th May 11.00am & 1.30pm

For further information about our School Tours please contact the General OfďŹ ce on 9579 1044 or visit our website

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

Berwick College BERWICK College commenced in 1977 with the motto “Crescam - I shall grow� and today, through our strong emphasis on excellence in teaching and learning, our students continue to demonstrate growth.

Over the last couple of years, we have seen some of the best VCE and VCAL results in the area. Our 2018 Dux Madison, achieved 99.4 and students featured in Top Designs, Top Class Dance and the Bunjil VCE Emergent Exhibition.

In 2018, we were Victorian Education Excellence Award winners for Outstanding Secondary Teacher and in 2017 we were Victorian Education Excellence Award winners for Outstanding Koorie Education team. Our Wellbeing Team were finalists both 2016 and 2017 for Outstanding Education Support.

Learning Teams look after our students in

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learning communities where we track the achievements of, and get to know, each student.

Survey results tell us our students feel safe and happy at school. We are passionate about encouraging our students to make a difference in our school and actively support charities that deliver social benefits to the wider community.

Students in elite programs such as the High Achievers, Basketball Academy, Dance Academy and Instrumental Music are going from strength to strength.

We are very proud of the journey this College has taken; our inclusive education, our provision of pathways for all students, our facilities and our commitment to delivering successful outcomes for our students. Most of all, w am proud of our multi-generational connections and history with our community.

Berwick

COLLEGE A RICH HISTORY OF OVER 40 YEARSS Established in 1977, Berwick College is a ǀŝbrant learning community in the heart off 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

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 GOVERNMENT SCHOOLS GUIDE

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Basketball Academy and Dance Academy my WƌĞƐĞŶƚĂƟŽŶƐ Ăƚ ϳ͗ϯϬƉŵ

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Boronia K-12 College BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community.

Throughout all stages of schooling we aim to develop learners that strive to be: ■ Skilled communicators ■ Constructors of knowledge ■ Real world problem-solvers ■ Ethical users of technology To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals. Our contemporary buildings and grounds are second to none, providing a stimulating learning environment where students are able to maximize their potential.

Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress their learning.

Ensuring Year 7 students are happy and confident is a priority, supporting them with a dedicated team of experienced teachers in our Year 7/8 building. Within this space, majority of Year 7 classes are held, with students developing a sense of ownership and pride over their environment, and a sense of belonging and community.

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Our Years 7-9 programs build foundations for success. We emphasise core literacy and numeracy skills across the curriculum, with students accessing Spanish as their language study. Students have expanding opportunities to refine pathways by selecting an increasing number of electives in Year 9 and beyond.

Substantial research has been conducted into engaging Year 9 students, preparing them for the demands of their final years of school. In response, alongside our school data, we have shaped a Year 9 program to develop the academic, creative, physical and emotional aspects of our students through engaging, inquiry based learning experiences, fostering independence and reigniting a passion for learning. Students have the opportunity to participate in Leadership Development programs, City Experience, the Duke of Edinburgh Award and community based projects.

Transitioning into Years 10-12, opportunities to refine pathways open, and students are provided a range of subjects from all areas of the VCE/VET and VCAL curriculums. Year 10 students are encouraged to undertake VCE/VET units in preparation for the rigors of a full VCE/VET program.

Come along and join us for a school tour.

Middle School (7-9) Tours run on Monday mornings at 9.30am DQG GHSDUW IURP WKH *HQHUDO 2I¿FH Bookings are essential and can be made online at: www.trybooking.com/TNFU or by calling the College directly.

Please contact the College today on 9760 -4900 to book a tour.

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Why choose a public secondary school?

IT is essential that all students, regardless of their family background, have access to an excellent local public school in order to reach their potential and contribute to our society.

The Victorian Association of State Secondary Principals has consulted widely with its members, asking them to identify what they consider to be the most crucial elements required to build and sustain a thriving public secondary school system. They identified the following key elements: COMMUNITY EXPECTATIONS ■ Communities take pride in their local public secondary school and are actively involved in improving it ■ Every public secondary school is the school of choice for local families, thus helping to strengthen neighbourhoods and enhance social cohesion ■ Student Outcomes ■ Every school has high expectations of its students and teachers, and pursues a highperformance culture ■ All students make progress in academic achievement and social skills • A student’s educational achievement is not determined by their socio-economic background • Twenty-first century learning skills, (e.g. problem solving, curiosity, teamwork, perseverance) as well as literacy and numeracy, are emphasised in school programs, enabling a more comprehensive comparison of student performance at local, national and international level.

There’s a common view that if you send your child to a private school, your child will get better results.

But the facts show that this is wrong. A recent review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and independent schools across a range of education indicators. (Cobbold, 2015) The review showed there were no significant differences between the results of students from public, Catholic and independent schools in national and international tests and in university completion rates. And in the first year of university, students from public schools outperform other students - they achieve higher grades in their first year of university than

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students from Catholic and independent schools.

As a leader in the public school system I believe it’s important that families know about this information because it can help inform their decision-making. Public schools are just as good as private schools in the area that matters most developing your child’s potential. The review is one of many pieces of educational research showing that students from the same social background do as well in public schools as they do in Catholic or independent schools.

There are other good reasons to consider enrolling your child in a public school. They include the following: ■ Public schools are great value for money compared with private schools, which charge families up to $30,000 each year in tuition fees per child. Tuition at public schools is free, with families paying for books and some essential items.

■ Children in public schools learn to get on with a wide mixture of students from different backgrounds. These advanced social skills cooperation, empathy, problem solving - are increasingly prized in the modern workplace. They equip students for success in life and in work.

■ Public schools are neighbourhood schools.

Enrolling your child in a school within walking or riding distance to home makes it easier for you to know who your child’s friends are, to make friends with other local parents and to forge closer links with your school and your community.

High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other forms of professional development. Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values. They provide opportunities for all children to succeed, no matter where they live. They give all children a fair chance to reach their potential and lead a fulfilling life.

This information is courtesy of VASSP Victorian Association of State Secondary Principals. You can read more about Cobbolds review’s findings here: http://www.saveourschools.com.au/publiceducation/studies-show-publicschools-achievesimilar-results-to-private-school

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 GOVERNMENT SCHOOLS GUIDE

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STEM education and skills are vital SCIENCE, technology, engineering and mathematics (STEM) covers a wide range of knowledge and skills, which are increasingly in demand in a knowledge-based economy and a rapidly changing world.

Quality learning opportunities in STEM disciplines will ensure Victoria has a strong supply of world-class professionals with the specialised skills necessary to compete in the global knowledge economy.

Victoria’s economy and labour market are shifting towards higher-skilled, knowledge-and service-based industries, new and emerging technologies, and the opening up of global markets.

Development of STEM skills at all stages of life will also inspire curiosity and creativity and drive innovation and growth throughout our economy.

Through an exciting and engaging STEM education, learners of all ages can acquire skills that will give them an edge - so they can be smarter and more innovative, and use new and emerging technologies to solve problems and extend their knowledge and understanding.

Employers are seeking a workforce that thinks critically and creatively, and solves complex problems. Whatever their future careers, a strong base of STEM knowledge and skills will equip all learners to engage in dynamic modern workplaces and society.

The Victorian Government is committed to delivering jobs and prosperity to Victorians, and has a strong plan to grow our economy. For Victoria, the key to a prosperous future lies in a highly-skilled workforce, including strong capability in STEM. The Government has identified that our jobs of the future will be in a number of priority sectors with the potential for remarkable economic growth: ■ medical technology and pharmaceuticals ■ new energy technologies ■ transport, defence and construction technologies ■ food and fibre ■ international education ■ professional services.

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In these sectors, Victorians will find high-skill, high-wage jobs, enabling them to compete on an international stage. Critically, STEM knowledge and skills are integral to most, if not all, priority sectors.

QUALITY LEARNING OPPORTUNITIES IN STEM AT ALL LEVELS For children aged birth to eight years, scientific and mathematical and technological concepts are embedded across the Victorian Early Years Learning and Development Framework. This supports all early childhood professionals to work with families to advance children’s learning through problem solving, hypothesising, experimenting, and investigating.

For Victorian schools, STEM is a fundamental part of the Victorian Curriculum.

This includes the learning areas of Mathematics, Science, Design and Technologies, and Digital Technologies, as well as crosscurricular capabilities such as ethical, critical and creative thinking. In the senior secondary years, a broad range of Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) and training and TAFE options are available to further develop both general and specific STEM skills.

In the tertiary sector, STEM spans a wide range of higher education and training and TAFE pathways.

These can prepare learners for success in STEM-related careers, or provide a solid foundation for the application of general STEM skills within and beyond the workplace.

Why is STEM important in the Education State The Victorian Government’s focus on STEM is driven by compelling needs at all levels of the education and training system.

Our goals for addressing these needs are nested within the broader goals of the Education State reform agenda, and our commitment to make a real difference in the lives of Victorians.

Improvement in STEM opportunities and outcomes at all stages of learning are necessary to achieve these goals, and the benefits they offer to the Victorian economy and society.

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Come and see the Take Control model in action and talk to the students about how they are empowering themselves for the future by designing their own pathways and curriculum.

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The Road Less Travelled AFTER adopting the innovative Take Control model in 2017, Bundoora Secondary College continues its student empowerment journey…

Jack’s eyes grow wide and a huge grin breaks out across his face.

‘You mean - that might be a good idea? I thought for sure you were gonna say I couldn’t do it.’

Jack has been tentatively explaining the idea for his ‘passion project’ to me: in a nutshell, it is to provide a friendly and fun community space in semi-rural areas for young adults, in order to support their mental health and wellbeing. He eventually wants to buy a house to serve this purpose and is ready to write up a business plan, including a proposal for funding and sponsorship.

‘Yes is the default!’ I reply, referring to our school philosophy which ensures students have minimal restrictions on their choices and pathways. Providing these are not harmful or excessively costly, students are encouraged to instigate, follow and direct their learning through their passions. As Jack and I start to unpack and elaborate his ideas more fully, it becomes quite clear that he could well be one of the next generation of young social entrepreneurs. He starts to spend some time researching what this means, what other social entrepreneurs are doing and the kinds of people who may be good mentors to him on this kind of a pathway.

I shake my head in awe at how powerful this kind of personalised learning is: Jack is completely engaged in some challenging and -

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dare I say it - dry and technical documentation.

I’m not sure I’ve ever seen anyone jump at doing a business plan before, but here he is, eagerly and carefully constructing one because it matters to him. All around the room I am witnessing a similar transformation in student learning. Skye is writing and illustrating in charcoal a fantasy story for children; it’s looking like becoming a novella in size and we are brainstorming how to get it published. When she has writer’s block, she is reflecting on this and coming up with strategies to overcome it. Thirteen year old Caleb is emailing aviation authorities about whether someone can mentor him in his dream to become a pilot; alongside this he is 3D printing a model plane on foam board, having painstakingly interpreted the technical specifications from an old PDF. Once printed, he will turn it into a working model with parts he has sourced and ordered himself. Maddy and Jess are collaborating on expanding the school’s animal program with some rabbits. They are searching out regulations, drawing up specifications for a hutch, sourcing materials, checking out breeders and their credentials, inquiring about ongoing care and maintenance and thinking big about having a petting zoo for primary school children to come on site and learn from. They have written and submitted a proposal to school council for a small student loan for supplies and detailed how and when they will pay it back.

I wish I had more time and space to detail all of the exciting and innovative projects being completed by every student in this class.

My role in this “Passion Project” classroom is a far cry from traditional teaching practice; it is my duty in this personalised classroom - which focuses on transferrable skills such as critical and creative thinking - to hand the steering wheel over to each student and instead be a ‘guide on the ride’. I activate students to set their own learning goals, self-monitor, reflect and self-evaluate their progress on a regular basis. When there’s a roadblock, I ask questions to stimulate their problem-solving processes; I coach them not to give up and to search out multiple options; I help them match their knowledge and skills to curriculum standards and map out a pathway for growth; most importantly, I am a learner alongside them, inquiring with them, exploring new avenues, taking some risks, failing at times…

Having never known anything other than a traditional ‘teacher as the font of all knowledge’ approach before, I have to admit, I was initially sceptical about personalised learning and student-directed learning. Most of us could identify with projects, either our own, our children’s or our students which - let’s face it have been the cringe worthy products of low expectations, disinterest and lack of rigour. The kind handed in on a scrap piece of paper with vegemite toast still smeared over the corners.

Mention ‘passion project’ or ‘project-based learning’ and that kind of experience is what many find difficult to get past. It has been thoroughly revolutionising to witness and participate in a system which allows students to take control and alongside that, demands academic rigour, the development of personal and social capabilities and the building of vital dispositions such as resilience, persistence and curiosity.

Passion Project is just one subject students can choose from at BSC, but the kind of studentdirected learning it promotes is what we are endeavouring to cultivate across every learning area. There is a wide range of choice and negotiation for students, not only in what learning will look like, but also in how they will demonstrate new knowledge, skills and conceptual understandings. The Victorian Curriculum, VCE, VET and VCAL are still offered, but in new ways which are putting students in the driver’s seat and increasingly giving them control over their journey and destination.

Student voice, agency and empowerment is being recognised as the way of the future in education. With 25% of students not completing Year 12 in Australia, you would have to say that at present, disengagement is a national problem that urgently needs to be addressed. Our young people deserve so much more than education being done to them. At Bundoora Secondary College, we changed to the ‘Take Control’ model because we are resolved to be a school which offers the kind of learning environment you would wish for your children. Anecdotally, there is so much evidence of positive change from the perspective of students, parents and staff.

Although data is always slower to signify changes, even at this early stage of the model, it testifies to increased engagement, greater development of

... there is now a clear choice in education of how we get to our destination.

21st century skills and the growing agency in our learners.

Like 21st century society, the Take Control model at BSC is a work in progress; continually improving, being refined, learning as we go. As pioneers, we are treading relatively new and unfamiliar territory, but we press on with this keen understanding: that what is behind us is no longer fit to inhabit and what is in front of us is a portal into the future. Like the roads in Robert Frost’s famous poem, there is now a clear choice in education of how we get to our destination. The traditional path may feel safe for being so welltrodden but is increasingly irrelevant in preparing students for an uncertain future. With the poet, we’ve taken ‘the one less travelled by, and that has made all the difference.’ We invite you to join us on this remarkable journey.

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Camberwell High School CAMBERWELL High School is proud of its long history of excellence in education since it was established in 1941.

Camberwell High School’s purpose is to prepare all students to develop into 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 students to exceed expectations for achievement in all areas of endeavour.

All students are encouraged to take an active part in their learning development. The curriculum at Camberwell High School provides students with a sound academic education while also recognising that students are individuals who require varied approaches to support their learning needs. 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, pursue their passions and build independence as they prepare for their futures as 21st century citizens.

We encourage 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.

The Student Representative Council (SRC) is an active group leading many student activities throughout the school year.

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The original 1941 building is complemented by a range of purpose built facilities. In 2013, the Enterprise Centre, a home base for Year 9 students, promoting the development of independent learners was completed. The Oval complex providing high quality sport facilities was completed in 2017. Several planned and funded redevelopments are currently underway.

Camberwell High School is at the forefront of educational provision, seamlessly blending history and traditions with contemporary learning.

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VCE, VET and VCAL programs

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Acceleration studies University enrichment studies International Student Program Student leadership and citizenship Extensive music program, multiple performance groups Special interest groups & clubs Camps, sister schools exchanges and international tours Extensive sports program A range of house programs including annual carnivals and festivals School musical productions

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

EDUCATING WORLD READY, INDEPENDENT CITIZENS

CAMBERWELL HIGH SCHOOL

OPEN NIGHT

Thursday 2nd May 2019

Morning Tours 9am - 9.45am & 10am - 10.45am

EVENING Tour 6pm - 6.45pm Presentations 7pm - 7.30pm

Principal

School Council President

School Captains

Other dates for school tours are available. Contact details below.

ph 9836 0555 www.camhigh.vic.edu.au

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SCHOOL AT WORK

Prospect Hill Rd, Canterbury 3126 GOVERNMENT SCHOOLS GUIDE

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Carrum Downs Secondary College CARRUM Downs Secondary College is a vibrant community of approximately 940 students across Years 7-12. We strive to empower our students to create their future, respect each other and grow academically and socially. By actively teaching and promoting the College values of Respect, Integrity and Effort, we maintain a positive, caring and safe environment where every student is given an opportunity to demonstrate learning growth.

Students are presented with a vast range of learning opportunities that cater for their diverse needs and interests. These include food technology and hospitality subjects (supported by experiences within CafĂŠ 263), performing arts and the annual production, sporting teams, leadership programs and various outdoor education camps.

Our passionate teachers follow a consistent lesson schema to maintain focus on academic success, as well as using The Resilience Project to foster positive relationships with students that support the emotional development of our young people.

We have a vertical House system which sees

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students allocated into one of the four houses when they enter the school, and remain under the guidance of the same House throughout their journey through secondary school. This promotes connectedness to the school and builds strong relationships between students, their family and the College staff.

Our renowned SHINE program (Structured Help in Numeracy and English) supported by Monash University, demonstrates success in improving the outcomes for our students who require additional support in enhancing their Literacy and Numeracy skills.

Our recent investments in infrastructure will this year see the completion of a state-of-the-art multi-million dollar sports complex. This facility will further enhance our curriculum programs and ability to deliver outstanding opportunities for our students and greater community.

We look forward to sharing the Carrum Downs Secondary College experience with you and your family and invite you to book a private tour.

Carrum Downs Secondary College- where everyone grows

Carrum Downs Secondary College

Empowering our community to create their future, respect each other and grow academically and socially.

Private tours are available for booking by contacting the College

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Where every student grows

Contact: Ph : (03) 9788 9100 www.cdsc.vic.edu.au | www.facebook.com/carrumdownssecondarycollege Respect Integrity Effort 8:30AM – 2:00 PM WEEKDAYS HOT + COLD DRINKS | SALADS + MEALS SWEETS | FRESH PRODUCE + GIFT VOUCHERS AVAILABLE!

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To Strive, To Seek, To Excel At Charles La Trobe P-12 College we support every student to fulfil their personal potential and graduate from school prepared for life’s pathways.

Our mission is to provide all students with opportunities to achieve their best and to be their best.

We are proud to be a diverse and inclusive learning community.

Student Leadership Program Student leaders across the College are formally trained to lead their peers and the community. Students from all year levels are provided with leadership opportunities. eLearning The use of digital technologies for learning supports Charles La Trobe College to provide quality learning opportunities.

La Trobe University Students at our College excel by embracing opportunities provided through our official partnership with La Trobe University. Students have access to after school university tutors and participate in university programs.

Quantum Victoria Quantum Victoria is a specialist Science and Maths centre that is an integral part of Charles La Trobe College delivering programs in the areas of Science, Technology, Engineering and Maths (STEM). Our Year 7 students participate in a 4-day program, ‘The Need for Speed’, which feeds into the ‘F1 in Schools’ national competition.

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COLLEGE DUX 12390604-FA18-19

Congratulations to our College Dux, Thanh on his outstanding ATAR result in 2018 and his 1st round offer to study Science at the University of Melbourne.

Scholar s availabhips le

Book a tour online via our school website or call us on 9223 1400 to book your place PLEASE CONTACT THE COLLEGE FOR FURTHER INFORMATION 235 Kingsbury Drive, Macleod West Telephone: 9223 1400 www.charleslatrobecollege.vic.edu.au

RESPECT

EXCELLENCE

ACCEPTANCE

LEADERSHIP

Coburg High School WELCOME to Coburg High School, a school with a distinctive culture of students learning together and supporting and encouraging each other to do their best. At our school, staff work collaboratively to develop a comprehensive and cohesive curriculum, support the health and wellbeing of students, and challenge our students to reach their potential.

Students are at the centre of our approach to teaching and learning and our decision-making and we hold high expectations of student learning, leadership, participation and behaviour.

We are committed to academic excellence and to the development of the whole person and we are proud to cultivate the diverse talents of our students. We offer a range of well-established cocurricular programs and clubs and an expanding range of opportunities for students to contribute their own ideas for initiatives, activities and events. We are proud of our partnership with Melbourne City Ballet and a range of programs with Moreland City Council.

Students are offered an extensive range of excursions, camps and international tours. There

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is an amazing range of enrichment opportunities to perform in sporting teams; participate in debating and public speaking competitions; perform in productions and musicals; exhibit original artwork in galleries; develop fluency in languages through overseas exchange programs; explore the humanities; and to develop scientific curiosity through excursions, events and our own digital technologies and STEAM programs.

Coburg High School is a vibrant place of learning and personal growth. We expect students to do their personal best, invest effort into their learning, and take up opportunities that arise to showcase their talents, explore their interests, and continually develop new knowledge and skills.

Coburg High School is a purpose-built, contemporary and state-of-the-art learning environment with ubiquitous access to technology through a Bring Your Own Mac program, flexible learning spaces, classrooms and specialist science laboratories, art rooms, dance and performance spaces, and a theatrette. The school is set within wonderful, expansive and well-kept grounds with a gymnasium, oval and multiple outdoor courts.

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OPEN EVENING THURSDAY 2 MAY 2019

We warmly invite you to visit us at Coburg High School to learn more about our school. For more information, including dates & times of our school tours, visit us at www.coburg.vic.gov.au or call 9353 1700.

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Why a Girls’ School?

PARENTS often face conflicting advice when deciding whether to send their child to a singlesex or coeducational school.

There are more single-sex schools for girls than for boys in each of the three Australian educational sectors: government, Catholic and independent.

As a consequence, more boys than girls are enrolled in some coeducational schools.

So as a parent, how do you decide which school is best for your child? And, importantly, what do you actually want out of a school? For example, is the focus on achieving good grades, or about making sure your child fits in and feels accepted?

There is no straightforward answer, but research has revealed there are some key things to consider when choosing a school which might help determine where to send your child.

Single-sex schools Most of Australia’s single-sex schools are found in the fee-paying non-government sector. This means that financially secure parents have a wider choice of schools open to them.

Of the small number of single-sex schools in the government sector, many are academically selective.

Research <http://www.aare.edu.au/ datapublications/2007/for07148.pdf> suggests that girls who attend single-sex schools are more confident about themselves as learners in subjects such as mathematics and physics than in coeducational schools. In the absence of boys, the girls also feel less constrained in engaging in classroom discussions.

For boys attending single-sex or coeducational schools, their confidence levels in physics and mathematics are found to be equally high, and they boisterously engage in classroom discourse.

Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team.

Highlighted below are some of the many

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Without the burden of subject stereotyping, girls are free to pursue academic excellence. benefits of choosing a single-sex school for your daughter.

Role models and leadership Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women and the roles that they have played in History.

Academic advantages Research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence.

A tailored curriculum Girls learn differently from boys. In most girls school the teachers receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential.

References: http://theconversation.com/singlesex-vs-coeducational-schools

Picture courtesy of Mac.Robertson Girls' High School.

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Craigieburn Secondary College AT CRAIGIEBURN Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure that every student engages with their learning and is challenged to achieve beyond their potential.

Our teaching code of practice is underpinned by a rigorous instructional framework that ensures that there is consistency in the delivery of high level educational programs. We believe that when there is an environment of excellence in every classroom then students will achieve their full potential.

Our programs at Craigieburn Secondary College are stimulating, rewarding and forward looking; they encourage the highest standard of achievement in every activity undertaken by our students. Academic studies and work preparedness are enhanced by personal development, cultural skills, social growth and self-fulfilment. At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults, well prepared for a fulfilling and successful future.

The wellbeing and engagement of every new student is an important priority for all Craigieburn teaching and support staff. Our Year 7 students thrive within the supportive environment of the College’s small team approach. Students commence each day under the care of their Personal Learning Time Teacher as their first level of support. Personal Learning Time Programs and a Year 7 Orientation Program quickly promotes confidence and a sense of belonging in our young students to ensure a seamless transition into College life.

The College is organised into sub-schools with a strong emphasis on and support for all students’ transition into and throughout the school.

Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels.

STRONG FOUNDATIONS Our Year 7 and 8 programs provide a solid foundation for future success by embedding literacy, numeracy and the use of Information and Communication Technologies across all subjects in the curriculum.

Student’s curiosity is heightened through the

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building of thinking skills and enquiry learning.

Junior school students enjoy access to a broad and engaging curriculum and are supported by tailored learning programs in English and Maths which meet their individual learning needs.

Good study habits, regular homework and pride in achievement are encouraged, expected and rewarded.

Initiative, personal responsibility for learning and a strong sense of commitment is central to life in Years 11 and 12. A highly disciplined and collaborative work ethic among staff and students support each student’s quest for VCE success and successful career pathways.. Students continue their VCE subjects, commenced in Year 10, so that they can enhance their ATAR score. Our vocational programs also provide credit toward the VCE and TAFE courses. Craigieburn Secondary College is proud of its senior students, many of whom achieve outstanding results. They graduate as self-directed, confident young adults, well prepared for the postsecondary world of tertiary study,vocational training or direct employment.

All students are encouraged to undertake enhancement, extension and acceleration programs. Consolidation programs support individual needs. Students are strongly encouraged to make a commitment to community service with student leaders making valuable contributions to school life. College Captains, Sub-school Captains, House Captains and SRC representatives take an active role in decision making within the college.

Innovative teaching programs, staff commitment to ongoing professional development and outstanding physical resources enables the College to deliver a fulfilling educational experience.

CRAIGIEBURN SECONDARY COLLEGE

CRAIGIEBURN SECONDARY COLLEGE INFORMATION EVENING

WHEN Thursday 27th Wednesday 1stApril May2017 2019 School Tours 5:30-6:00pm Information Session 6:00-7:00pm WHERE

Ironbark Performing Arts Centre Craigieburn Secondary College

ADDITIONAL SCHOOL TOURS ADDITIONAL 1st SCHOOL TOURS Tuesday Wedneday May 2019 - 10.00am 18th April — 10:00am Monday 24th- 10.00am April — am Monday 6th May 2019 WĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ĂƌĞ WĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌƌĂŶŐĞ Ă ĂƌĞ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌͲ ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ǁŝƚŚ ŽƵƌ ƌĂŶŐĞ Ă ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů :ĂŵĞƐ DĐ'ĂǀŝƐŬ ǁŝƚŚ ŽƵƌ ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů DŝĐŚĂĞů ZŝƚĐŚŝĞ Žƌ ĐƟŶŐ ƐƐŝƐͲ ƚĂŶƚ WƌŝŶĐŝƉĂů 'ĞŶĞǀŝĞǀĞ ŽŶŐƌĂŝŶ

At Craigieburn Secondary College we have high exƉĞĐƚĂƟŽŶƐ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ͕ ƉĂƌĞŶƚƐ͕ ĐƵƌƌŝĐƵͲ ůƵŵ ƉƌŽŐƌĂŵƐ ĂŶĚ ƚŚĞ broader community. StuĚĞŶƚƐ ĂŶĚ ƐƚĂī ƐƚƌŝǀĞ ƚŽ ͞be ƚŚĞŝƌ ďĞƐƚ͟ ŝŶ Ăůů ĂƐƉĞĐƚƐ ŽĨ ŽůůĞŐĞ ůŝĨĞ͘ KƵƌ ĨŽĐƵƐ ŝƐ ƚŽ ĞŶƐƵƌĞ ƚŚĂƚ ĞǀĞƌLJ ƐƚƵĚĞŶƚ ĞŶŐĂŐĞƐ ǁŝƚŚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĂŶĚ ŝƐ ĐŚĂůͲ lenged to achieve beyond ƚŚĞŝƌ ƉŽƚĞŶƟĂů͘ KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƉƌĂĐͲ ƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ ďLJ Ă ƌŝŐŽƌŽƵƐ ŝŶƐƚƌƵĐƟŽŶĂů ĨƌĂŵĞǁŽƌŬ ƚŚĂƚ ĞŶƐƵƌĞƐ ƚŚĂƚ ƚŚĞƌĞ ŝƐ ĐŽŶƐŝƐƚĞŶĐLJ ŝŶ ƚŚĞ ĚĞůŝǀĞƌLJ ŽĨ ŚŝŐŚ ůĞǀĞů ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ We believe that when ƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ŽĨ ĞdžĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌLJ ĐůĂƐƐͲ ƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ǁŝůů ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘

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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

s %XTENSIVE -IDDLE 3CHOOL PROGRAM INCLUDING (IGH !CHIEVER 34%- 0ERFORMING !RTS AND 3PORT 0ATHWAY OPTIONS s 9EAR

PROGRAMS #ONNECT FOR 3UCCESS AND ,EARNING FOR 3UCCESS s 9EAR -ATHS %SSENTIAL %NRICHMENT 0ROGRAMS s 9EAR %NGLISH %SSENTIAL %NRICHMENT 0ROGRAMS s $IVERSE WELLBEING PROGRAMS INCLUDING EXPERIENCED 7ELLBEING 4EAM $OCTORS IN 3CHOOLS AND ,AWYERS IN 3CHOOLS

SCHOOL TOURS / OPEN DAYS: School tours are available. Please enquire at the main ofямБce to make a booking. Information evenings conducted throughout the year. Enquire within.

CONTACT DETAILS: Cranbourne East Secondary College 50 Stately Drive, Cranbourne East VIC 3977 PH: 5990 0200 FAX: 5990 0299 cranbourne.east.sc@edumail.vic.gov.au www.cesc.vic.edu.au &!

GOVERNMENT SCHOOLS GUIDE

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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”.

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3. Forget the trends To be a young parent today with expectations of the flawless family, a settled child and a drone like perfection creates terrible pressure.

Supplying expensive equipment from the best stores and following routines dictated by people who do not know your personal circumstances is exhausting!! We are not meant to be clones of one another. So why would we put upon ourselves and each other, the notion that we must measure up to a list of expectations from others at new mothers group, kinder, the school gate and beyond.

Every adult is unique and every child an individual. What works with one may not work with another. You have most of the answers intuitively. Even if given professional assistance, it is still good to note whether that feels peaceful in your gut.

4. Children love to learn Our children live in a world where problem solving and intuitive smarts are a pre-requisite for overcoming life challenge. Having goals and aims are paramount to good health but so is developing problem solving skills, intuitive self-care and understanding that it takes time to learn. We can assist our children to become aware, confident and independent without losing the joy of childhood. Encourage the notion that it is okay not to know things!! Show them that we as adults do not have all the answers and it is fun to find out answers together. This will create a thinking child and a smart adult.

5. Judgement is out. Discernment is in.

Judgement is comparison and feels negative and painful. Discernment is sensing that something else is better suited to the individual.

Get to know the real child and their personality.

Our children are unique, beautiful, and perfect as they are. We are aiming to assist them to be the loveliest version of themselves whatever that looks like. Children benefit from knowing how to accept their own differences and individual make up, and those of others. Each day is a learning curve and gentle suggestion is appropriate in moments of mistakes.

6. Adults can love learning.

Life is based on being a learner at all levels of living. Enjoy the process and begin your journey of learning with patience, enjoyment and reality.

Without rush, judgement and expectations, we can remove the stress and pressure from ourselves and our kids.

7. Being Too literal Although having a broad guide for gauging how your child is faring in development such as first steps or exam results is useful, it is not productive when taken too literally. What if we were instead to guide by example how to use manners, respect for self and others and demonstrate problem solving, thereby allowing our children to be students of life and navigate their own way through with healthy boundaries of encouragement?

8. Find the family joys.

SHARE the skills of love, respect, sharing, caring, loyalty, honesty and trying to the best of their ability as a basic focus. Allow children to become their unique selves simply by being intuitive and creative. Having quiet, loving family times and restful moments removes the incessant striving for more and more. These basics donâ&#x20AC;&#x2122;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.

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

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 GOVERNMENT SCHOOLS GUIDE

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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.

Our facilities have continuously been modernised over the last 10 years, and I am excited to announce that our new Building & Construction Facility has 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 we celebrated the opening of a new Visual Arts Centre in August 2018. The Science & Technology Wing and signiďŹ cant landscaping works in the school yard will soon be completed and fully operational by term 2 of 2019. 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

CRANBOURNE SECONDARY COLLEGE Getting the best from and for our students 12414166-MB18-19

Getting the best from and for our students Our Collegeâ&#x20AC;&#x2122;s approach is to gradually broaden the boundaries of choice and responsibility as young people grow.

This takes place in an atmosphere consistent with our College Expectations that all members of our school community behave in a manner that is safe, respectful and responsible.

Students who enrol in Year 7 are provided with a strong pastoral care program that operates between Years 7-10.

We provide a dynamic learning environment that emphasises the importance of community and relationships. We strongly believe in the provision of a positive environment with high expectations. We encourage a holistic education of students through academic and experienced based learning and we aim to provide our students with a broad array of academic and personal skills with which to launch into adult life.

Year 7 Parent Information Night Wednesday 30th May 2019 7pm Cranbourne Community Theatre Cnr Brunt & Codrington St Cranbourne VIC 3977

We take pride in providing both academic and applied learning pathways that lead to excellent choices in further study and/or employment.

For further information call the Cranbourne Secondary College on 5996 3544

Phone: 03 5996 3544 12390601-MB18-19

Stawell Street, Cranbourne Victoria 3977 Fax: 03 5996 7878 Email: cranbourne.sc@edumail.vic.gov.au

www.cranbournesc.vic.edu.au

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Dromana College DROMANA College is putting on the Greatest Show on Earth - quite literally! The hit musical ‘Barnum’, which tells the story of infamous circus and museum owner PT Barnum, will be coming to the Frankston Arts Centre in May with iconic tunes such as ‘Come Follow the Band’ and ‘Join the Circus’.

Following the success of the college’s production of ‘The Wizard of Oz’ in 2017, the Dromana College production team and Performing Arts teachers (Michelle Day, Jacqui Rodden and Sarah Cossey) have come together yet again to provide the students at Dromana College with an exciting opportunity to be involved in another spectacular theatrical experience.

Throughout 2018, the College began its first Music Theatre Enhancement Program which provided students with the opportunity to refine their stagecraft and performance skills. The focus of the program was to develop students’ vocal, dance and acting abilities as they learnt a variety of musical numbers as an ensemble. Students worked with industry professionals to develop their own performance abilities, and performed in a variety of settings.

Due to the success of the Music Theatre Enhancement Program, the production team saw a professional level audition season. There were over 100 applicants from all year levels and in all styles including singing, dancing, acting and circus.

They also saw an influx of students wanting to be involved in other capacities including students playing in the orchestra, design, media and backstage. These students have been working hard since then making props and set pieces for the show, designing artwork and recording the rehearsal process.

Rehearsals for ‘Barnum’ began at the end of 2018 with the cast and crew attending a 3-day intensive camp on Phillip Island where they began staging one of the shows biggest numbers and started learning some basic circus skills.

Since the return of the school year, rehearsals have increased, seeing the inclusion of some of the new Year 7 students.

Most recently, the production has welcomed the assistance of Bronwyn Falagan from Soul Circus to choreograph and stage the circus

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Due to the success of the Music Theatre Enhancement Program, the production team saw a professional level audition season. There were over 100 applicants from all year levels and in all styles including singing, dancing, acting and circus.

Elements of the show. Audiences can expect to see jugglers, acrobatics, contortionists and more.

‘Barnum: The Greatest Show on Earth’ will be performed at the Frankston Arts Centre, May 10th at 7pm and May 11th at 1pm and 7pm. Tickets are on sale now and can be purchased from the Frankston Arts Centre website. <https://artscentre. frankston.vic.gov.au/Home>

Open Night Tuesday 30 April 2019 at 6:00pm As the highest performing secondary school on the Mornington Peninsula, Dromana College will continue to work tirelessly to develop and consolidate the many exemplary educational programs on offer. With outstanding facilities, a committed professional staff and a caring school community, students are challenged to explore their interests and talents to achieve their personal best.

As a school of academic excellence we have actioned and established s "EFORE AND AFTER SCHOOL ENHANCEMENT classes s )NSTRUMENTAL MUSIC TUITION s $IVERSE AND ENGAGING EXTRA CURRICULA events s (IGH EXPECTATIONS OF ALL STUDENTS s ! CLEAR AND CONSISTENT CODE OF CONDUCT FOR all students 12413509-FA18-19

s /UTSTANDING 6#% RESULTS s 3INGLE GENDER CLASSES IN 9EAR s 3ELECT ENTRY ACADEMIC ENHANCEMENT PROGRAM ,%!0 s â&#x20AC;&#x2DC;3TATE OF THE ARTâ&#x20AC;&#x2122; 9EAR 9EAR AND 9EAR AREAS s 0ERFORMING !RTS #ENTRE $ESIGN #ENTRE s )NTERNATIONAL 3ISTER 3CHOOLS 0ROGRAM AND study tours

â&#x20AC;&#x2DC;Lessons come from the journeyâ&#x20AC;¦

not the destinationâ&#x20AC;&#x2122; Tours available Tuesday mornings at 9:30am 0LEASE PHONE FOR BOOKINGS

LEAP 2020 Testing - Saturday 11 May 2019 at 9.00am at the College.

Registration on the DSC website.

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(ARRISONS 2OAD $ROMANA ENTRY VIA /LD 7HITE (ILL 2OAD

s WWW DSC VIC EDU AU Dromana.sc@edumail.vic.gov.au

GOVERNMENT SCHOOLS GUIDE

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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

s

s s

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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Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics.

The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active.

People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis. Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults.

Benefits of sport for children Some of the many benefits of sport participation for children include: ■ reduced risk of obesity ■ increased cardiovascular fitness ■ healthy growth of bones, muscles, ligaments and tendons ■ improved coordination and balance ■ a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache) ■ improved sleep ■ mental health benefits, such as greater confidence ■ improved social skills ■ improved personal skills, including cooperation and leadership.

Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities.

Taking steps to reduce children’s sedentary time is important.

Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include: ■ homework ■ computer games ■ internet use ■ television.

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The Australian Government recommends that: ‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’

■ ‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’

These recommendations are a guide to the minimum level of physical activity required for good health.

According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association.

Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent).

The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football.

For girls, swimming/diving (19 per cent of total) and netball were predominant.

Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: ■ Lead by example – be physically active yourself.

■ Make sure that some family outings offer opportunities for physical activity, such as playing sport together.

■ Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them.

■ Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines.

■ Set time limits on sedentary activities like computer games and television.

■ Consult with your child’s school on ways to encourage greater participation in sports and physical activity.

Reference – Better Health Channel Website.

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EPPING SECONDARY COLLEGE 12391095-FA18-19

BUILDING SUCCESSFUL AND FULFILLING FUTURES

Our positive learning culture is made up of five main elements:

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UÊ Êi }>} }ÊEÊV > i } }ÊVÕÀÀ VÕ Õ Ê UÊ ÝÌi à ÛiÊÕÃiÊ vÊ iÜÊÌiV } iÃÊ UÊ Ê`Þ > VÊÛ ÃÕ> ÊEÊ«iÀv À }Ê>ÀÌÃÊ«À }À> Ê UÊ ÊV «Ài i à ÛiÊ« Þà V> Êi`ÕV>Ì ÊEÊë ÀÌÊ«À }À> Ê UÊ Ê>VÌ ÛiÊ i>`iÀà «Ê«À }À>

More than an education : Learning for Life.

Find out about our year 7 scholarships.

For further information about our college contact Helene Alamidis (Principal) on 9401 2599 GOVERNMENT SCHOOLS GUIDE

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Bringing the Technology of the Future into our classrooms New architecturally designed STEM Centres

ESSENDON KEILOR COLLEGE Leading the way in STEM Education (Science, Technology, Engineering, Mathematics)

For further information or to book a tour Niddrie Campus Years 7-9 Peters Street, Airport West Phone: 9375 8400

East Keilor Campus Years 7-9 Quinn Grove, East Keilor Phone: 8331 0109

w w w. e k c . v i c . e d u . a u

Essendon Campus Years 10-12 286 Buckley Street, Essendon Phone: 9319 1300 12381417-HM06-19

ESSENDON KEILOR COLLEGE

www.ekc.vic.edu.au

Leading accelerated learning programs for individual subjects Programs in partnership with Melbourne, La Trobe, Victoria and Deakin Universities Building real partnerships between parents, teachers, students and universities

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New STEM Learning Centres at ALL campuses

Gladstone Park Secondary College MESSAGE FROM THE PRINCIPAL, LYNNE GUTTERSON Gladstone Park is founded on a culture of respect: respect for the school, our peers and ourselves.

From this, all aspects of school life follow.

Our highly dedicated staff work hard to bring out the best in students in everything they do. We provide conditions in which students thrive - high expectations, clear boundaries and the opportunity for students to be involved in all aspects of school life. Our facilities and grounds are maintained at the highest standard.

OUR CURRICULUM At Gladstone Park, our major purpose is to support students in achieving academic success, by giving them the best possible chance of gaining entrance into a course at a University/ Tertiary Institution or employment in their chosen pathway.

The school provides a core curriculum program in Years 7-9. Year 10 is predominantly elective based from a broad selection of subjects.

In addition, we offer two specialist programs - a Select Entry Accelerated Learning Program (SEAL) and an Italian Immersion Program.

SELECT ENTRY PROGRAMS SEAL - SELECT ENTRY ACCELERATED LEARNING Gladstone Park is a proud member of The Association of Accredited SEAL Schools, and has run a highly successful SEAL program for twelve years. Students in the SEAL program experience the full curriculum offered at the college, however, they move through their learning at a faster pace.

Years 7, 8, 9 and 10 are completed in three, rather than four years. In this way, the needs of gifted and high potential students are met by eliminating repetition and considerably increasing the pace and the depth of instruction. This gives these students the option of completing their VCE over three years.

ITALIAN IMMERSION Gladstone Park has had an Italian Immersion program for 7 years and is a flagship school for utilising the CLIL (Content and Language Integrated Learning) methodology. Immersion students learn language through content, and students in this program develop great concentration skills and mental agility.

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Immersion students experience the full curriculum offered at our college while studying Mathematics and Humanities in Italian from Year 7 to Year 9. During the Italian language classes students learn new vocabulary and grammar that will facilitate their content learning.

EXTRA-CURRICULAR ACTIVITIES Gladstone Park students participate and excel in the arts, performing arts and sport. Our annual school musical, Art Show and music performances are acknowledged for their high production standard and studentsâ&#x20AC;&#x2122; performance skills. We offer a wide range of sporting opportunities and many of our sports teams make it to Regional and State finals.

YEAR 7 PLACEMENT Gladstone Park is the school of choice for many families and places in Year 7 are highly sought after. We are keen for our local families to have access to our select entry programs and to offer programs that cater for our studentsâ&#x20AC;&#x2122; learning needs. We have very limited places available in these programs and we are proud to prioritise our local high achieving students.

Information Evening Wednesday 1 May 6pm

Open Day Tours Wednesday 8 May 9:15 & 11:00 s #ULTURE OF RESPECT WITH lRM FAIR DISCIPLINE s !CADEMIC FOCUS s 6AST EXTRA CURRICULAR PROGRAM s %XCELLENT FACILITIES s (IGHLY SKILLED AND DEDICATED TEACHERS s 3ELECT %NTRY PROGRAMS 3%!, )TALIAN )MMERSION s "ROAD SELECTION OF 6#% SUBJECTS HIGHLY REGARDED 6#!, PROGRAM

Weekly school-in-action tours from March to May â&#x20AC;&#x201C; see website for details

'LADSTONE 0ARK 3ECONDARY #OLLEGE 14-36 Taylor Drive ',!$34/.% 0!2+ 6)# 12413736-FA18-19

0HONE http://www.gladstoneparksc.vic.edu.au Email:gladstone.park.sc@edumail.vic.gov.au

Greensborough College GREENSBOROUGH College is committed to the development of its students into well educated, responsible young adults.

At Greensborough College we provide both girls and boys with substantial educational opportunities. Extensive resources allow us to provide the academic focus of a secondary school together with opportunities for students to select from a broad range of curriculum options.

Our programs at Greensborough College encourage the highest standard of academic achievement in every activity undertaken by our students. A stimulating blend of academic, cultural and sporting activities equips our young people with the essential skills they will need to become successful citizens in a rapidly changing global community.

The friendly and supportive atmosphere is underpinned by a strong code of conduct, a compulsory uniform policy, firm structure and clear expectations.

We foster and develop exemplary values of trust, tolerance and respect for self and others. We challenge and encourage each student to discover and build upon their strengths so they may enjoy a positive educational experience.

Our program offerings include a High Achievers Acceleration and Enrichment Program commencing in Year 7.

Our Year 9 and 10 students complete elective programs focused on helping them develop into creative and complex thinkers, well prepared to take on the more self-directed learning of their VCE years.

Academic rigour and a strong work ethic are central to life in Senior School, with a cooperative team culture supporting each student’s quest for success. The mature atmosphere of our Senior School encourages students to achieve their best and our outstanding results have been a clear reflection of this.

We offer both VCE and VCAL programs, ensuring our students are able to follow their chosen path.

At Greensborough College success comes in many forms - university entry, vocational studies at TAFE, apprenticeships and employment all stemming from the individual’s personal growth.

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Every child has the potential to learn and our staff are dedicated to supporting and guiding each student through their secondary education.

ATHLETIC DEVELOPMENT PROGRAM Greensborough College is proud to offer an elite Athletic Development Program (ADP) for those students who are looking to upgrade their athletic performance whilst at school.

Students athletes enrolled in the ADP receive an abundance of support, expertise and experiences designed to assist them in their elite sporting aspirations.

This includes: Full Access and use of our HIGH PERFORMANCE CENTRE and surrounding facilities.

■ Regular performance tests, comprehensive musculoskeletal screening and ongoing goal setting plans.

■ Individualised, safe and sports specific strength & conditioning sessions.

■ Student athlete programs that incorporate training protocols which prevent injuries, provide rehabilitation and enhance their athletic potential and sports performances.

■ Sports science/medicine support, physiotherapy assessments, athlete welfare and nutrition support.

Qualifying students will also be offered the chance to become a member of one of our Sporting Squads as an extension of their Athletic Development Program (ADP) membership e.g.

Girls AFL Squad, Boys Basketball Squad etc.

Sports squad members receive additional benefits specific to their chosen sport.

For further information about the Athletic Development Program at Greensborough College, please contact Marnie Hay ph.9433 2666 email: hay.marnie.l@edumail.vic.gov.au or come to the ADP information session at our Explore Evening starting at 7:30pm in the APAC Building at Greensborough College on Wednesday April 3rd.

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Hampton Park Secondary College WAYNE Haworth is delighted to have been appointed as the new principal of Hampton Park Secondary College.

Mr Haworth’s background as an educator has involved working as a leader in a variety of schools across Melbourne for 30 years.

“For the past four years, I have been Principal of Mount Alexander College (MAC) in Flemington, challenging an education system based on a 19th Century industrial model,” he said.

“In our rapidly changing world, schools should work towards preparing students to meet the challenges of the 21st Century, enabling them to develop skills including creativity, critical thinking, collaboration and entrepreneurial skills that will best prepare them for their future.”

Mr Haworth said that Hampton Park Secondary College is a diverse multi-cultural community, where all college members can expect to feel included and be treated with respect.

“Our values of respect, learning and working together guide our school programs and practices

within and outside the classroom,” he said.

“We welcome all students into a culture that celebrates their individuality and connections, fostering a sense of belonging and inspiring the pursuit of their potential.

“Our students learn to be critical thinkers who are self-reflective, self-disciplined and motivated, empathetic and socially competent. By participating in an educational community with these values, our students will acquire knowledge, capabilities and attitudes that will serve them today and in the future.”

Hampton Park Secondary College will conduct an Open Night on Wednesday 8 May 2019 from 7pm to 8pm.

School tours will also take place on Wednesday 1 May 2019 (9am to 10am), Monday 6 May 2019 (4pm to 5pm) and Thursday 9 May 2019 (2pm to 3pm).

Contact the school to make an appointment on 8795 9400 or email hampton.park.sc@edumail. vic.gov.au.

Mr Haworth’s background as an educator has involved working as a leader in a variety of schools across Melbourne for 30 years.

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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 s s s

s s s

)#4 RICH LEARNING ENVIRONMENT 4RANSITION AND 0EER 3UPPORT 0ROGRAMS (UGE RANGE OF ELECTIVES IN 9EAR AND ,ITERACY AND NUMERACY INTERVENTION PROGRAMS FOR CHILDREN WHO NEED EXTRA SUPPORT 6#% ACCELERATED PROGRAMS FOR HIGH ACHIEVERS %XCELLENT RECORD OF SUCCESS IN 3ENIOR 3CHOOL 7IDE RANGING CO CURRICULAR PROGRAMS INCLUDING 3 4 % - INITIATIVES s /PPORTUNITIES FOR SPORTING SUCCESS s -USIC AND LEADERSHIP PROGRAMS

Open Night: 7EDNESDAY -AY PM n PM School Tour dates: 7EDNESDAY -AY AM n AM -ONDAY -AY PM n PM AND 4HURSDAY -AY PM n PM

Come and see our school â&#x20AC;&#x2DC;in actionâ&#x20AC;&#x2122; during one of our tours. Itâ&#x20AC;&#x2122;s the best way to get to know us. Our students and staff welcome you and share their experiences.

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We aim to develop skills that will prepare students for a rapidly changing world

Fordholm Road, Hampton Park Direct all inquiries to: Mr. Wayne Haworth, Principal on 8795 9400 www.hpsc.vic.edu.au email hampton.park.sc@edumail.vic.gov.au

GOVERNMENT SCHOOLS GUIDE

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Healesville High School WELCOME to Healesville High School, a school with a long and proud history of serving the local community.

Since its inception, the school has established an excellent reputation as an inclusive and caring educational community with a strong focus on academic performance and personal development.

As a school community we understand and know our students, their strengths and their areas for improvement. We work to develop students into well rounded individuals, ready to be successful on a local, national and global scale.

The key vision of the school for 2019 and beyond is to create the best possible learning opportunities for all students, culminating in outstanding results at the senior school level.

Healesville High School has outstanding specialist facilities including a fully equipped performing arts centre, Mac and PC computer laboratories, a purpose-built art exhibition space, a permanent examination centre, modern science laboratories and library, extensive sporting facilities and a student-friendly cafeteria. The state-of-the-art Trade Training Centre complements extensive senior school facilities and allows the delivery on-site of vocational courses in Building and Construction, Automotive and Panel Beating.

I am proud to be the principal of a school that provides students with an abundance of varied experiences. We have an outstanding instrumental music program, an annual production, a recently introduced yearly art exhibition, interstate and international camps, and leadership programs to develop our students. In addition, students have access to an exceptional Outdoor Education program and the opportunity to compete in a range of sports at district level. Our focus remains firmly upon providing our students with consistent and authentic opportunities for development. We really know our students and provide personalised experiences for each of them.

We offer a number of individual pathways at the senior level. Students access a wide range of

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We have an outstanding instrumental music program, an annual production, a recently introduced yearly art exhibition, interstate and international camps, and leadership programs to develop our students.

Victorian Certificate of Education classes and a successful Victorian Certificate of Applied Learning program is offered, allowing the personal development of each student to be supported. Students may also select from a broad range of Vocational Education and Training subjects, enabling engagement in industry-based learning and a further expansion of the educational experience.

Our 2018 College Dux, Jarrah Shubsmith, achieved an exceptional ATAR of 96.1, placing her in the top 4% of all students who completed their VCE. Jarrah took advantage of all opportunities offered to her including small class sizes, after school classes, study camps and individual feedback from her dedicated teachers. She thoroughly deserves her success and we know she will go on to be a great ambassador for our school.

As the Principal of Healesville High School, I believe that all students entering our school are given every opportunity to improve and to develop into well-rounded young adults. I have great trust in my staff to challenge all students, to expect students to give their best and to provide students with the experiences they need to enthusiastically engage in their education.

I look forward to meeting and speaking with prospective students and parents at our upcoming Open Night. We have so much to offer and I hope to discuss this with you in the near future.

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The benefits of P-12 & K-12 Colleges THE development of P-12 schools within Victoria has been steady across the three education sectors over the past twenty years.

There are at least 192 schools that provide both primary and secondary education. This comprises 51 government schools, 12 Catholic schools, and 129 independent schools. Some of these schools are also pre-school linked, enabling a K-12 model.

As well, there in growing interest in the potential of P-12 schooling and K-12 models to provide a continuous, connected and personalised learning experience for children and young people.

Further, many schools that are not P-12 schools per se have worked in clusters and networks to blend primary and secondary school cultures and types of teaching and learning. A mix of three or four feeder primary schools and one or two secondary schools is at the core of 21st century learning communities.

There is also a long and rich history of teachers from primary and secondary schools working in teams to improve middle years learning and transitions from primary to secondary schools.

Key questions Yet more needs to be known about three key questions: 1. What really is P-12 schooling (as distinct from the co-location of a primary and secondary

school on the one site)?

2. What is the potential of P-12 schooling to significantly improve learning outcomes for students?

3. What is the relevance of P-12 schooling for all schools?

The Country Education Project and a group of P-12 school principals thus decided that the time was right for research into current and potential practice with P-12 schooling. A research project was developed, which was funded by the then Department of Education and Training. Over fifty Victorian P-12 schools were surveyed as part of the research project.

Key findings The main findings of the P-12 education research project are: â&#x20AC;˘ A more unified P-12 approach to teaching, learning, and curricula and a common educational language are needed, but it will take a significant policy and operational shift and system leadership to create a unified P-12 pedagogy, culture and curriculum â&#x20AC;˘ The research literature and the potential to be found in existing P-12 schools suggest that this educational policy and operational shift could significantly improve learning outcomes for all students and reduce the achievement gap.

Continued on page 60

Photo courtesy of Boronia K-12 College.

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OPEN NIGHT Tuesday 30 April 2019 â&#x20AC;&#x201C; 7:00pm

12390605-SN18-19

COLLEGE TOURS: Thursdays 9:15am-10:00am

To register for a tour, please go to www.heathmont.vic.edu.au Waters Grove,Heathmont VIC 3135 P (03) 9871 4888 www.heathmont.vic.edu.au LIKE US ON

Growing Through Knowledge GOVERNMENT SCHOOLS GUIDE

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From page 58 A key distinction The project made a distinction between a P-12 school and P-12 schooling or ‘P-12ness’. A P-12 school is any educational institution governed by a single body, managed by a central administration, and operating under the same name that offers schooling for students from Prep (at least) until the end of year 12. The Country Education Project P-12 research report found: “The data collected about the curriculum offered in P-12 schools suggests that whilst the number of P-12 schools is increasing, the development of a P-12 schooling approach within such schools has not always been the priority.

Many P-12 schools have been established for administrative or community reasons, not curricula, pedagogical or teaching and learning reasons”.

Many of these P-12 schools went on to develop

extraordinary innovations in P-12 schooling and to develop some degree of curriculum alignment, providing deep insights for all schools.

Nonetheless, P-12 schooling is more radical than simply establishing a P-12 school on the one site (as important as this is and notwithstanding the creative work in these schools). It refers to a systemic educational approach that incorporates lifelong learning, a shared pedagogy and curriculum alignment.

P-12 schooling is not dependent on a P-12 school per se. It may exist in communities where there is no P-12 school if the schools in that community or cluster integrate their practices and work toward the development of a shared pedagogy and seamless curriculum. Thus, P-12 schooling is relevant to all schools.

This issue is pivotal for efforts to improve outcomes. Primary and secondary schools, in isolation from each other, cannot improve student learning outcomes to a significant extent.

Photo courtesy of Charles La Trobe College.

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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 reďŹ&#x201A;ect 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 students receive high ATAR scores with many results of 40+ in all subjects across the eight Learning Areas. All the students in the 2018 Year 12 cohort received an offer into a tertiary institution for 2018. This has been made possible through the 1:1 course counselling for all Years 7- 11 students and the career program and counselling developed for each year level.

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, community events, 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 Collegeâ&#x20AC;&#x2122;s building program is on schedule to be completed at the end of Term 1 with either new or refurbished classrooms in all buildings inclusive of new Science laboratories, Arts & Media studios, and for Technology specialist robotic and 3D printing room, wood and metal workshops, kitchens and textiles room.

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 Book Online 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 12391659-SN18-19

CRICOS Provider Code 00861K GOVERNMENT SCHOOLS GUIDE

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Hoppers Crossing Secondary College IT is with immense gratitude that I recently accepted the Principalship of Hoppers Crossing Secondary College. Having been the Assistant Principal here for the past 14 years, I have come to know and love the College community.

I proudly lead a dynamic school, whose students are presented with boundless opportunities throughout their schooling journey.

I place great emphasis on developing innovative and challenging educational programs and I am totally committed to continuing to improve the life of each student enrolled with Hoppers Crossing Secondary College. My goal is to see each student become a happy, self-confident, and knowledgeable lifelong learner who can demonstrate independence and a sense of career direction. Ultimately I want to see each becoming a worthy, contributing member of our community.

At Hoppers Crossing Secondary College we develop students who are competing at the highest levels possible in the state across a range of areas. I am proud to see Year 12 students consistently achieving Study scores of 40+ and ATAR scores over 90, giving them access to a range of career pathways and tertiary education options. In addition to this, each year, the College has a number of students choosing to undertake a university

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course whilst completing their Year 12 studies.

Outside the classroom, students are offered a range of opportunities including, but not limited to performing arts, where our students have been nationally praised for their skill and professionalism. Our winning record at the Wakakirri Performing Arts event is testament to the dedication and talent of our staff and students.

Groups of students annually represent their school and country with three oversees learning experiences in China, Italy and California, engaging in cultural exchange and leadership opportunities. Closer to home the leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events. The vibrant sporting program offers the chance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels.

I invite you to attend our open day in 2019 on Sunday April 28th to find out more and take a tour of the College.

Keith Halge

D en Op 2019

Sunday 28th April 2019

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Enquiries pr@hopcross.vic.edu.au

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2020 Year 7

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Wednesday 20th March & 22nd May 2019

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(Registrations close 10.00am 7th March & 6th May)

p shi ar ol ch

2020 Year 10 Wednesday 22nd May 2019 (Registrations close 10.00am 6h May)

Examination s

Successful students will be admitted to the 2020 Select Entry Enrichment Pathway (SEEP) Program and may also receive a $1,500 Scholarship over 3 years.

Registration is essential.

Visit our website for further information and to complete a registration form.

Enquiries scholarships@hopcross.vic.edu.au

12396887-FA18-19

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63

Vision: John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence.

Values: We Respect

We accept others for who they are and value their opinions

We Commit

We are dedicated to our values, our school, and our community

We Excel

We relentlessly pursue academic excellence

We Improve

We never stop ďŹ nding ways to stretch and grow

Our Vision and Values, together with the Fawkner Model, provides a roadmap for our future.

The College has a renewed leadership team who are inspired by the work our students and staff are contributing. John Fawkner College is a vibrant learning community which provides students with multiple pathway opportunities and sets out to develop the whole student.

As we grow we are steadily evolving our curriculum and teaching practices to ensure it best meets the needs of our students.

This together with an increasing number of extra-curricular activities and representative opportunities available to students ensures they will have a meaningful and relevant learning journey.

The College looks forward to working with you as we build a strong and vibrant school community.

Melbourne City College of Football Sports Industry Pathway Program 12413232-FA18-19

Mark Natoli Principal

Tea ch er s

rs ne r a Positive Schoolwide Behaviours

Professional Learning Communities

VISION and VALUES

Teacher Leadership

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High Impact Teaching Strategies

Community Building

Pastoral Care

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Curriculum Refresh Student Voice and Leadership Student Attendance

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The Fawkner Model is the implementation project that John Fawkner College is using to guide the school over the years.

Each section of the model is supported by significant leadership roles within the college and will help form the total vision for the school. The Fawkner Model is broken into 3 key sections which all align with the Colleges strategic plan and intent.

51 Jukes Road, Fawkner Ph: (03) 9359 1166 www.jfc.edu.au 12413226-FA18-19

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.

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John and Felicity would also be there today, the annual get together at their favourite pub at end of term 3, just before the AFL Grand Final. They all loved their Aussie Rules and with the grand final just days away, there would be plenty of light-hearted banter to deflect discussion from their school leadership responsibilities. They would need that, thought Barry as he sauntered slowly to lounge bar. What with his Department inquiry about to commence, he certainly didn’t want too much attention focused on him this afternoon. Besides which, John was a provocateur, a stirrer of the highest calibre and Barry had no doubt that John would have him in his sights. All the more so given John’s school led the pack when it came to NAPLAN results.

Luckily for John, insofar as Barry was concerned, John’s outrageous sense of humour was always a wonderful antidote to the negativity generated at these gatherings – a negativity spawned of frustration with bureaucracy and workload issues.

As Barry entered the lounge, comfortable and well appointed by contemporary standards, he wondered if the lighting was faulty. Everything seemed a little hazy to him.

“Barry, you old codger, we’re over here.”

Glancing to his right, Barry saw them. “Ah, yes, so you are, John. How could I ever forget that voice?”

“Well, I’m sure it’s not for want of trying!” replied John, his round and ruddy face beaming with delight at seeing his old mate again.

Pleasantries exchanged, the familiar outpouring of gripes and grievances about their work meandered through their conversation, peppered only lightly with references to the forthcoming AFL Grand Final. Collingwood and the West Coast Eagles were not their favourite teams.

It was Felicity who broke the ice eventually.

Felicity was the least extroverted of the group.

Sensitive in a way that completely escaped

the others, she was the best placed to raise the prickly issues and sore points between them.

“How are you feeling Barry?” she asked at the precise moment that John was launching into a self-acknowledgement of his school’s outstanding NAPLAN results this year.

“What do you mean?” replied Barry in an offhanded sort of way, guarded nonetheless.

Sensing Barry’s defensiveness, deflected, “Oh, retirement looming.”

Felicity

“That, well I’m looking forward to it,” replied Barry, his gaze fixed upwards, at nothing in particular, and making eye contact with no one.

The elephant in the room, thought Madeline.

What next?

She didn’t have to wait long.

“Do you know, I always thought I was a better person till now,” began Barry. “NAPLAN got me.”

An awkward silence followed, after which Barry cleared his throat and mumbled something about leaving his friends to enjoy the rest of their get together. With that, he put a fifty dollar note on the table to cover the cost of his drinks and more, shook John’s hand, hugged Felicity and Madeline and left, just like that.

“I feel so sorry for him” ventured Madeline.”

“Why?” shot back John. “He was a fool to tamper with NAPLAN results.”

“That’s not proven yet,” chimed in Felicity.

“Be that as it may, it’s still not a good look for our profession.”

Madeline thought about that as she drove home later. High stakes testing – which is what NAPLAN is, has changed the educational landscape irrevocably. Well at least for the time being. Controversial and

polarizing it always will be. Her thoughts drifted back to a time which seemed eons ago but in reality was barely three weeks. Madeline had just completed her school review, an exhaustive process that entailed many, many hours for many people at her school in the preceding months and would extend to the end of the year with completion of her school’s next 4-year Strategic Plan.

What bothered her most was not the inclusion of NAPLAN results in the review, but the lopsided weighting of importance that the Department of Education and Training (DET) placed on NAPLAN results in the assessment of her school’s performance.

NAPLAN results in literacy and numeracy were given triple the weighting in importance of everything else.

Lost in her thoughts, Madeline almost missed the turn off to her home. Braking quickly, she managed to slow down just in time to take the turn safely. It rankled with her that no measures of all curriculum achievements of her students other than in English and Mathematics seemed to count for that much.

Certainly not in the tabloid papers that ran prominent pieces identifying the ‘top’ schools and the ‘failing’ schools based simply on NAPLAN results.

As she pulled up in her driveway, Madeline managed a wry smile. After all, important as literacy and numeracy are, the many parents of those children who attended her school, did so because of the calibre and breadth of curriculum choice and wellbeing programs, not just because of NAPLAN.

HENRY GROSSEK Principal, Berwick Lodge Primary School Host, Viewpoints, Casey Radio 97.7FM On Fridays 9.00am to 11.00am www.caseyradio.com.au GOVERNMENT SCHOOLS GUIDE

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John Monash Science School SINCE opening to senior students in 2010, John Monash Science School (JMSS) has quickly become one of Victoria’s most innovative and highest performing Government schools.

As the state’s first specialist senior secondary school focusing on science, mathematics and associated technologies, JMSS has grown substantially over the past eight years, and now accommodates 640 students in Years 10, 11 and 12 (VCE) from all over Victoria.

A select entry school, we cater for curious students who are problem solvers with a real passion and interest in science, offering a curriculum coconstructed with academics from Monash University along with a broad range of elective and extension subjects that utilise our state-of-the-art facilities and take full advantage of our position on Monash University’s Clayton campus.

We warmly welcome applications from prospective students to join us in either Year 10 or 11 in 2019, with our application and selection process beginning in April/May of each year.

More information on application and admissions can be found by visiting www.jmss.vic.edu.au/apply Curriculum Co-constructed with Monash academics, the curriculum at JMSS allows students to explore the cutting-edge of scientific knowledge and understanding in the areas of physics, chemistry, biology, earth science, mathematics, engineering, biomedical science, geography and computer science.

To help achieve its aims as Victoria’s first specialist school for science, mathematics and associated technologies, the school has developed strong partnerships with researchers and academics across a broad mix of scientific fields at both Monash University and CSIRO - sharing resources and expertise and ensuring the courses offered across all year levels are rich, challenging, contemporary and relevant.

Throughout Years 10-12 the school has implemented the Victorian Essential Learning Standards (VELS), the Victorian Certificate of Education (VCE) and the new National Curriculum, with co-location on the Monash University campus also allowing for university extension subjects to be offered to students in the senior years. In addition to core curriculum, every student has access to a range of co-curricular options, including opportunities to pursue learning and gain experience in languages, music, the arts, community service, leadership and sport.

JMSS believes in, and emphasises, a holistic

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education for all students, with a strong focus on personal wellbeing and empowerment, physical activity and leadership development becoming feature of life for students at the school.

Facilities The physical environment at JMSS is very different from traditional schools.

Flexible learning spaces, combined with innovative team teaching practices, enable students to learn individually and in teams. Students use any combination of laptops, tablets, iPads and smartphones to research, problem-solve, organise, document, analyse, present and create digital objects, as well as to access references and resources from Monash University and beyond. All students develop individual learning portfolios informed by their own interests and abilities, and are frequently provided with opportunities to engage with lectures, research projects and experiential learning activities within the Monash University campus.

Location JMSS is co-located on Monash University’s Clayton campus in Melbourne’s south-east.

The university is well served by several metropolitan bus routes, while Huntingdale and Clayton train stations are also nearby.

Outreach The school’s growing outreach program includes work with students and teachers from remote locations in regional Victoria and outer-metropolitan Melbourne, as well as local primary schools. As a founding member of the International Science Schools’ Network (ISSN), our partnerships with several international specialist science schools provide our students with unique opportunities to collaborate, share research and build friendships with equally passionate students across the globe through a large number of international exchange programs, exhibitions and science fairs.

Community members are welcome to join students, teachers, parents and Monash academics for our annual Science Fair in October of each year, and all prospective students, along with parents and family members are invited to attend our school information night, which usually occurs in April/May of each year.

Contact For more information on John Monash Science School and our outreach programs, including our Science Fair and upcoming Information Evening for prospective students, please visit www.jmss.vic.edu. au/apply

Passionate about

SCIENCE, MATHEMATICS or TECHNOLOGY? STUDY WITH JOHN MONASH SCIENCE SCHOOL – VICTORIA’S FIRST SPECIALIST SCHOOL FOR SCIENCE, MATHEMATICS AND ASSOCIATED TECHNOLOGIES.

JOIN US IN 2020 | APPLICATIONS FOR ENROLMENT NOW OPEN INFORMATION NIGHT: WEDNESDAY 8TH MAY 2019

12389756-JY17-19

A coeducational school catering for Years 10-12, we offer students unique opportunities to pursue their passion for science, to be challenged by their curiosity, and to emerge as leaders in the fields that will shape the future.

Book your place at information night

WWW.JMSS.VIC.EDU.AU/APPLY

Parent involvement - staying informed THE more you know about your child’s school, the more you will be able to support their learning.

The following communication channels are available so you can be kept informed of your child’s experience at school. You can also arrange meetings with class teachers or the principal throughout the year.

STUDENT REPORTS Student reports provide an overview of how well your child is doing at school. Parents receive a written report card twice a year.

PARENT-TEACHER INTERVIEWS You will have at least one formal interview with your child’s teacher/s each year. If you have any concerns about your child’s progress throughout the year you can contact the school for an appointment and make a mutually convenient time to meet with the classroom teacher or yearlevel coordinator.

A parent-teacher interview enables you to: ■ discuss how your child is progressing, both academically and socially ■ see examples of work ■ get to know your child’s teacher/s ■ stay informed about plans for your child’s future learning.

Interpreting services are available for parents from non-English backgrounds to attend the parent-teacher interviews. Your child’s school will be able to assist you to access this service.

SCHOOL NEWSLETTERS School newsletters include important information, dates and promote student achievements. They provide a great way to learn about what is happening at school and activities you and your child can be involved in. In cases of shared custody, you many need to arrange with your school to receive two copies.

ANNUAL REPORT TO THE SCHOOL COMMUNITIES The annual report to school communities provides a concise summary of a school’s achievements and progress. Government schools are required to share their annual reports with their local communities.

Reports are provided to parents, placed on the school’s website and on the Victorian State Register, which is managed by the Victorian

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GOVERNMENT SCHOOLS GUIDE

Student reports provide an overview of how well your child is doing at school.

Registration and Qualifications Authority.

Contact your school for a copy or visit the State Register.

INTERPRETING AND TRANSLATING SERVICES FOR PARENTS All government schools can provide access to interpreting and translating services free of charge for parents from language backgrounds other than English.

Schools can provide interpreters for: ■ parent/teacher interviews ■ information sessions on school programs ■ issues concerning discipline or welfare ■ educational assessment of students ■ enrolling students.

Schools can also arrange translations of key newsletter items, school notices and program information. The school is responsible for organising interpreting and translating services.

For more information on this contact your school.

More information can also be found at the Dept of Education website.

Lyndale welcomes you to our

12391103-FA18-19

Open Night

On Wednesday 3rd April 2019 at 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, we warmly invite you to contact us.

Tours can be arranged by contacting 9795 2366

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

GOVERNMENT SCHOOLS GUIDE

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12413547-FA18-19

12390616-FA18-19

Kew High School LEARNING is our focus at Kew High School. As a professional learning community we involve students, staff, families and the wider community in the journey to enable our students to become young adults who are equipped with the skills, abilities, knowledge and values to participate in a rewarding future. We foster in our students the capabilities that will enable them to take their place in society, to be able to lead fulfilling lives, and to make a positive difference.

Kew High School provides a safe and secure learning environment which: ■ is well maintained, well-resourced and functional; ■ stimulates an interest in learning and caters for mixed abilities; ■ encourages respect for and pride in the school; ■ enables all students to participate in a wide range of activities; ■ fosters self-confidence, effective communication, respect for self, others and the wider community; ■ values learning and diversity; ■ fosters and promotes optimum student and staff well-being and ■ where students feel valued, listened to and connected; Since 2012 Kew High School has led state education in Information and Communication Technologies (ICT) with the introduction of our QTablet program. The QTablet program is a 1:1 device program where every student has access to a Tablet PC. Our QTablet program supports 21st century learning and promotes an environment that increases student engagement, collaboration and organisation.

Kew High School also provides a range of cocurricular programs designed to engage students and build a lasting connectedness to the school.

ENGAGEMENT AND ENRICHMENT Our comprehensive Extension and Enrichment program includes such pursuits as: debating and public speaking, the Science Talent Search, Da Vinci Decathlon, Mathematics Enrichment Program, Tournament of Minds, Science Drama, the World Team Challenge, Leadership Development Courses, Chess Club, Computer Programming Club, Lego Club, 3 in 6 Film Making Competition, Production bi-annually, Ski Day Trip and the Alpine School.

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GOVERNMENT SCHOOLS GUIDE

THE MUSIC PROGRAM The music program is vibrant and well established and offers students a wide range of experiences learning to play a musical instrument and performing as a part of the Concert Band, music ensembles, jazz band and rock bands.

Brass, woodwind, string and percussion instruments are offered, in addition to piano, vocal training and Chinese instruments.

THE SPORTS PROGRAM The focus of the sports program is participation at all levels and aims to provide positive outcomes for students, fostering school spirit, pride and connectedness to the school. Sports programs offered include: House Sports, encompassing swimming, athletics and cross-country running; inter-school sport through our affiliation with School Sport Victoria; and other sporting pursuits such as cycling, mountain bike riding and snow sports. Kew also has an outstanding tradition in Volleyball and conducts a specific year-long program.

Further information about the school, its curriculum and school programs can be found on the school website located at www.kew.vic.edu.au . The school’s prospectus can also be collected from the General Office at the school, and school tours for prospective parents began in midFebruary and will run until mid May. Dates and times are located on the school website (under the Our School tab) and bookings can be made online. A parent information evening for prospective parents will be held at the Renaissance Theatre on the school campus on Tuesday, April 2nd 2019 at 7.00 pm.

KEW HIGH SCHOOL ASPIRE

STRIVE

ACHIEVE

Kew High School provides a safe and secure learning environment which : s 3TIMULATES AN INTEREST IN LEARNING AND caters for mixed abilities s %NABLES ALL STUDENTS TO PARTICIPATE IN a wide range of activities s &OSTERS SELF CONlDENCE EFFECTIVE COMMUNICATION RESPECT FOR SELF

others and the wider community s &OSTERS AND PROMOTES OPTIMUM student and staff wellbeing s 6ALUES AND LISTENS TO STUDENT INPUT

12390592-FA18-19

School tours for prospective parents FOR BEGAN IN MID &EBRUARY AND will run until mid May. Dates and times are located on the school website AT WWW KEW VIC EDU AU 9OU WILL lND Tours under the â&#x20AC;&#x153;Our Schoolâ&#x20AC;? tab.

A parent information evening for prospective parents will be held at the Renaissance Theatre on the school campus ON 4UESDAY !PRIL 2nd running from m 7 pm to 8.30 pm.

GOVERNMENT SCHOOLS GUIDE

75

MID WEEKEND OF THE JULY SCHOOL HOLIDAYS, APPLY NOW!

Friday night 5th July to 7th July 2019

MELBOURNE TOURNAMENT 2019 Dandenong Stadium Stud Rd Dandenong - Next to the Monash Freeway (Melways map 90 G1)

ũ %H 3DUW 2I $Q ([FLWLQJ $QG 9LEUDQW 7RXUQDPHQW ũ %RWK 'RPHVWLF 5HSUHVHQWDWLYH 7HDPV $UH :HOFRPH 7R (QWHU ũ 0HOERXUQH 8QLWHG 3OD\HUV :LOO %H $YDLODEOH )RU $XWRJUDSKV $QG :LOO 3UHVHQW 7URSKLHV

For further information: Call David Watson between 9am to 9pm 03 9380 4474 or e-mail info@MelbTournament.com.au Tournament Web Site - www.MelbTournament.com.au

ENTRIES CLOSING DATE: 18TH JUNE 201 12411699-CB10-19

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GOVERNMENT SCHOOLS GUIDE

! " # A ' A % !" #(

6.30 - 8PM

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A unique opportunity for prospective Year 7 parents and students seeking the best educational opportunities in secondary education. Meet the Principals and Junior Team teachers, and learn first-hand about our:

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ACACIA CAMPUS

BANKSIA CAMPUS

28 Isaac Road, Keysborough (03) 9798 1877

8â&#x20AC;&#x201C;20 Janine Road, Springvale South (03) 9546 4144

6.30-8pm Presentation and Tours

6.30-8pm Presentation and Tours

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CRICOS provider code 00861K

SECURE A POSITIVE FUTURE WITH KEYSBOROUGH COLLEGE

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2018 VCE results - Overview ATAR Scores

Study Scores

Dux of Koonung Secondary College

Study scores over 40

Jiwon Lee

99.65

2018

10.8%

2017

8.94%

2016

7.5%

2015

7.2%

32

Alexandra Forman Further Mathematics

Median Study score

14

26

ATARs over 95

Specialist Mathematics

ATARs over 90

（Top 10%）

(Top 5%)

Further Mathematics Mathematical Methods Drama Geography

Over 95

Legal Studies Koonung Secondary College

9.85%

Art Chinese First Language

State Average 5%

Chemistry

Over 90

English Koonung Secondary College State 2015Average

18.3% 10%

Koonung Secondary College

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Health and Human Development Physical Education Visual Communication

36 35 35 34 34 34 33 33 32 32 32 32 32

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Subject Median Score

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Open Day For Year 7 students in 2020 Tuesday 30 April 2019 from 9:00am to 3:00pm ŽŵĞ ĂŶĚ ƐĞĞ ŽƵƌ ŽůůĞŐĞ ŝŶ ĂĐƚŝŽŶ

To book a guided tour go to www.koonung.vic.edu.au Principal's Address: 7:00pm 615 Elgar Road, Mont Albert North &ŝŶĚ ŽƵƚ ŵŽƌĞ ĂďŽƵƚ ŚŽǁ <ŽŽŶƵŶŐ ƉƌŽŵŽƚĞƐ ĂŶĚ ĚĞůŝǀĞƌƐ ĞdžĐĞůůĞŶĐĞ ĂĐƌŽƐƐ ƚŚĞ ǁŚŽůĞ ŽůůĞŐĞ ĂŶĚ ŽƵƌ ĐŽŵŵƵŶŝƚLJ

KƵƌ ƚĞĂĐŚĞƌƐ ĂƌĞ ƚŚĞ ĚŝĨĨĞƌĞŶĐĞ

GOVERNMENT SCHOOLS GUIDE

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12369615-CB16-18

Experience what makes Mill Park Secondary College UNIQUE and learn about our programs and successes.

Extensive Curriculum from Year 7â&#x20AC;&#x201C;12 Strong Pastoral Care Program SEAL (Select Entry Accelerated Learning) Program Safe learning environment

Middle Years Campus Moorhead Drive, Mill Park Tel +613 9407 9700

Senior Years Campus Civic Drive, Epping Tel +613 9409 8222

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Accelerated Programs in STEM and English

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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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Mornington Secondary College Inspirational Learning on the Mornington Peninsula STRIVE Mornington Secondary is the 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.

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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.

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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

Mordialloc Secondary 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 six 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, making 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

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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 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. In 2020, we are introducing a Sports Excellence program for students with strong aspirations towards a future in sport.

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

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Mullauna College MULLAUNA College is a year 7 - 12, coeducational, state secondary school set in the heart of Mitcham in Melbourne’s leafy eastern suburbs. Mullauna is a Koori word meaning together. Our motto, ‘Success Through Learning Together’, reflects our belief that excellence is best achieved when students, teachers and parents work in partnership to ensure the best possible outcomes and learning experiences for the students in our community.

The college values of ‘Curiosity, Courage and Community’ are embedded in every aspect of our daily school life. Our vision for our students is that they have a strong sense of connection to our school community, that they value learning and creativity, that they are curious and have the courage to persistently strive to achieve their personal best. The classroom focus creates a learning environment that values excellence and celebrates students’ achievements. We aim to have our students graduate with the knowledge, skills and confidence necessary to become independent learners who are capable of meeting the challenges of adult life in our global community.

Mullauna is an active learning community, providing students with a challenging, innovative curriculum designed to meet the needs of individual students. Our EXCEL High Achievers Program, English as an additional language courses, year 7 and 8 Challenge program and year 9 SkillZ Program are examples of targeting the learning experience to best meet the individual needs of our students. The college VET programs offer a breadth of pathways for seniors and our year 10 students are encouraged to undertake VCE subjects. Mullauna also delivers a wellregarded and successful International Student Program (CRICOS number 00861K).

Our students excel academically. In 2018 our year 12 students achieved excellent results with a VCE subject median score of 30 and 5.2% of Study Scores over 40. Over 7% of the cohort achieved an ATAR over 90, 19% of ATARs were above 80 and 40% of students achieved ATARs over 70. Each year, the majority of our year 12 graduates go on to tertiary studies. In 2018, 89% of the year 12 students received offers for university degrees and 11% for TAFE diplomas and certificate courses.

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Mullauna’s students also have the opportunity to participate in a diverse range of co-curricular activities, including student leadership, camps, debating and sports. They excel in both the visual and performing arts. For the last five years in succession, our students’ Studio Arts work was selected for exhibition in the VCE Season of Excellence at the National Gallery of Victoria, and our Stage Band has been very successful at the Victorian Schools’ Music Festival.

For students coming into Mullauna at year 7, our extensive transition program and close links with local primary schools ensures a continuity of positive learning experiences and a smooth transition to secondary education.

Our recent building program has provided our community with a number of modern, wellequipped, purposeful learning spaces to enhance the stimulating, innovative curriculum.

Improvements include a new Junior Learning Centre; a new Art, Design and Technology Centre; the well-equipped MakerSpace and a new Master Chef-style kitchen. The new passive and active recreational facilities for junior students are currently under construction and this will further enhance the pleasant, spacious ambience of the college campus which students all enjoy.

Mullauna is a quality government school where students can proudly achieve their personal best.

We invite you to come on a tour of our college to meet our students and staff, and we look forward to welcoming your family into our learning community.

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Core Values We are a College that explicitly seeks to empower students for learning and life through our values of Respect, Responsibility, Integrity, Teamwork and Excellence, which are further defined by an overarching belief in high expectations for our students.

Year 7 -12 Connect program focusing on: • Study Skills • Motivational seminars • Social competencies • Careers Curriculum • Healthy Relationships Student Voice Students are given the chance to participate in the democratic process of representing the voice of their peers. We take great pride in guiding potential leaders through the process of developing their skills and abilities to do this effectively and celebrate with them the impact they have on the College environment in their leadership roles.

Scholarships Scholarships are available in a range of areas, both to students who demonstrate outstanding endeavour or talent in a particular field. Apply now for 2020.

Transition program We deliver a comprehensive program for Grade 5 and 6 students to ensure a smooth transition in to secondary schooling. We further build on this upon enrolment at NPSC, with the first week seeing the students attend Camp at Oasis Youth Camp in Monbulk.

3 Callaghan Street, Noble Park, Victoria 3174 www.nobleparksc.vic.edu.au noble.park.sc 12390581-FA18-19

Phone: 9546 9066 facebook.com/NobleParkSC

Extra-Curricular Activities Our students are afforded many opportunities to engage in fun and interesting activities outside of the classroom including performing arts, debating, Interschool sports, Japanese Exchange program, Mindfulness, Breakfast program, Independent reading program Football (soccer) program, Duke of Edinburgh Award and lunch time activities, Catering for individual differences • Accelerate learning by Year 10 students undertaking a VCE or VET unit as part of their Year 10 program • Pursue a VCE program with a broad range of studies offered in the Senior School.

Most VCE programs will require students to undertake 20 units over two years.

• Complete a VCAL program which enables students to achieve specific learning outcomes in literacy and numeracy as well as practical, vocational competencies and personal development skills.

• Pathways program – Year 10 program offered to support students in making their decision on whether they will pursue a VCE or VCAL course for Year 11.

• EAL program – equips students with the English language and the literacy skills they need to participate in education, the workplace and community life in the 21st century.

• Hands on Learning program - An innovative education program that caters to the different ways young people learn and helps them to realise their potential.

• High Achievers Maths program - Year 7-10 program for students who are performing at a higher expected level in Maths • Intensive English Language Program – Intensive English language classes for recently arrived migrants and refugees.

Instructional Model Teaching and Learning is strongly guided by the NPSC College model of instruction. It is an evidence based approach which facilitates a high level consistency in the quality of teaching across the College.

INSTRUCTIONAL MODEL NOBLE PARK SECONDARY COLLEGE

“Our Best Always” 12390584-FA18-19

Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates over 60 years 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 school 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 Experience 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, annual school productions and an excellent music program. A broad 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, a Student Wellbeing Team 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 over 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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A RICH TRADITION

HIGH EXPECTATIONS

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Nossal High School VICTORIAâ&#x20AC;&#x2122;S first fully academically selective coeducational Government High School, and one of only four academically selective high schools in the state. Nossal High School has been purpose designed to suit an adult, academically focused and highly aspirational cohort of students. The buildings are high tech. and ICT rich, mirroring features and approaches usually found in universities.

Nossal High School is committed to providing an innovative, inclusive and dynamic educational environment. We aim to challenge our students to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We aim to build their 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.

For further information regarding Nossal High School we invite you to visit <http://nossalhs.vic. edu.au/about-nossal> or book a place in one or our Principal run tours or our upcoming Information Night.

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 are now open and close in early May 2019.

NOSSAL HIGH SCHOOL TOURS AND INFORMATION NIGHT Principal tours run from 9.30am on specific dates throughout the year. Bookings for these tours are available at <https://www.trybooking. com/XKVK>.

Places are now available for the Nossal Information Night for prospective families on Thursday 2 May 2019. Secure your seats now through Trybooking at <https://www.trybooking. com/BBCWC>

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

Unique Opportunities.

Exceptional Futures.

As one of only four Victorian Selective Entry High Schools, we offer a broad range of curricular 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 with the Principal, and information evenings are available throughout the year.

We invite you to visit us.

Applications for 2020 enrolment NOW OPEN http://nossalhs.vic.edu.au/about-nossal/enrolment

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Officer Secondary College AT our College, we are committed to a first-class education that encourages its young people to develop the skills required to thrive in an everchanging global community.

For our young people to achieve at a high level, they need to be supported by their community students, staff and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre. We believe that learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion and support.

We value academic pursuits, and take pride in helping our students to develop solid core values, and an appreciation of the world around them.

We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values - Excellence, Inclusion, Respect, Creativity, Critical thinking and Global Citizenship - and uphold our College’s motto, “Learning Together; Learning to Lead; Together we Inspire.”

We firmly believe in the capacity of young people to change the world, and the enormous role education has in influencing lives and providing opportunities for a successful future.

We look forward to discussing how our College and its community can support your child in their educational journey.

SELECT ENTRY PROGRAMS At Officer Secondary College we strive to cater for all students within our thriving learning community. Officer Secondary College offers two select entry programs beginning at Year 7.

Students who show high academic aptitude and have high academic aspirations are particularly suited to our High Achiever Program (HAP). HAP is an enrichment program designed to foster 21st Century leaners, with a focus on inquiry-based learning, collaboration, critical thinking and creativity.

Our students follow the Victorian Curriculum

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guidelines, however, work presented is more intellectually challenging, allowing students to demonstrate skills at a level 6 to 12 months, where possible, beyond the expected level for their age.

The Performing Arts Masterclass (PAM) provides students with the opportunity to be part of an Academic and Performing Arts Masterclass program. The College has a strong music, dance and drama program, and aims to engage student interest allowing every child to showcase skills in these areas. Students in the program will have additional opportunities and excursions relating to the performing arts field, and the ability to engage in a number of curricular and extra-curricular activities related to their particular passion area.

All students are expected to maintain a balance between their academic studies and Preforming Arts commitments.

Applications open in March each academic year.

The PAM and HAP handbooks are available from the College or alternatively on the College website.

Pathways The College has implemented the Victorian Curriculum, students in Years 7, 8, 9 and 10 complete studies in Mathematics, English, Science, LOTE - Chinese, Humanities, Health and PE, Sport, Music, Visual Art, Performing Arts and Technology.

At Year 9 and 10 students are encouraged to develop areas of interest thought an elective program. VET and Acceleration into VCE studies is an option for selected students at year 10. Year 11 and 12 students are offered a range of pathways either through a VCE, VET or VCAL program with a broad range of senior subjects offered.

s 7E BELIEVE LEARNING IS MAXIMISED WHEN IT TAKES PLACE IN AN ENVIRONMENT ENRICHED WITH HIGH EXPECTATIONS

PERSONALISATION CHALLENGE INCLUSION AND SUPPORT s 7E BELIEVE THAT ALL STUDENTS CAN LEARN BE CRITICAL THINKERS AND INDEPENDENT LEARNERS THROUGH PERSONALIZED LEARNING

PERSONAL ENDEAVOUR AND COMMITMENT s 7E ENCOURAGE AND CULTIVATE INDEPENDENT THOUGHT AND PROMOTE THE BUILDING OF CHARACTER 4HIS ENABLES STUDENTS TO CONTRIBUTE IN THEIR COMMUNITIES IN A MEANINGFUL AND POSITIVE WAY s 7E OFFER A (IGH !CHIEVERS 0ROGRAM TO CATER FOR STUDENTS WITH A HIGH ACADEMIC APTITUDE THAT INCLUDES ACCESSING 6#% %ARLY s 7E RECOGNISE AND VALUE THE UNIQUENESS AND POTENTIAL OF EACH INDIVIDUAL ! DIVERSE CURRICULUM VARIED TEACHING STYLES DIVERSE LEARNING ENVIRONMENTS AND AN EXTENSIVE ARRAY OF OPPORTUNITIES ARE AVAILABLE TO ALL STUDENTS s 7E PROMOTE AND CELEBRATE THE PURSUIT OF LIFELONG LEARNING AND ARE COMMITTED TO NURTURING THE hWHOLEv PERSON 7E RECOGNISE THE IMPORTANCE OF EQUIPPING OUR STUDENTS WITH SOCIAL AND EMOTIONAL SKILLS THAT WILL ENABLE THEM TO COMPETE ON THE WORLD STAGE "UILDING HIGH SELF ESTEEM LEARNING CONlDENCE AND RESPECT FOR OTHERS ARE CENTRAL TO THIS &OR ALL FAMILIES THAT RESIDE IN OUR DESIGNATED NEIGHBOURHOOD AREA OR WHO ATTEND OUR DESIGNATED NEIGHBORHOOD PRIMARY SCHOOL WE OFFER TOURS COMMENCING 4ERM "OOKINGS CAN BE MADE VIA OUR WEBSITE WWW OFlCERSC VIC EDU AU s 4UESDAYS AM n AM s 4HURSDAYS PM n PM

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Learning Together; Learning to Lead; Together we Inspire.

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Preston High School Melbourneâ&#x20AC;&#x2122;s most inspiring new school Opening its doors in 2019, the co-educational Preston High School was 30% overVXEVFULEHG IRU DYDLODEOH SODFHV LQ LWV ¿UVW \HDU /HDUQHUV DUH LQVSLUHG WR EH LQYROYHG LQ D VFKRRO WKDW H[SOLFLWO\ WHDFKHV 3KLORVRSK\ Engineering/Design Thinking and Leadership within a rich specialist curriculum program covering STEM, Liberal Arts, Languages (French and Mandarin), Health & PE and the &UHDWLYH $UWV ,Q WKH KHDUW RI D YLEUDQW DQG DFWLYH FRPPXQLW\ RXU VFKRRO KDV KLJK H[SHFWDWLRQV DQG DQ DFDGHPLF IRFXV SDLUHG ZLWK GHHS VXSSRUW IRU DFFHOHUDWHG JURZWK LQ OHDUQLQJ Our School Mission is to Empower Tomorrowâ&#x20AC;&#x2122;s Leaders The schoolâ&#x20AC;&#x2122;s Enhanced Curriculum Program, with courses such as Enhanced Mathematics, KHOSV VWXGHQWV DFFHOHUDWH WKHLU OHDUQLQJ LQ D UDQJH RI DFDGHPLF ¿HOGV 7KH (QKDQFHG Program supplements the diverse and differentiated curriculum with opportunities for VWXGHQWV WR SXUVXH DUHDV RI SDVVLRQ DQG WDOHQW 6WXGHQWV DW \HDU FDQ DOVR FKRRVH WR join the Instrumental Music program (Strings, Brass, Woodwind, Voice) and have the RSSRUWXQLW\ WR VWXG\ WKH ODQJXDJHV )UHQFK DQG 0DQGDULQ &KLQHVH )RU PRUH LQIRUPDWLRQ RU WR ERRN D WRXU SOHDVH VHH RXU ZHEVLWH ZZZ SKV YLF HGX DX

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Applications open now: ZZZ SKV YLF HGX DX

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Promoting young women as leaders in our community

The scholarship: 7KLV LV D QRQ ¿QDQFLDO scholarship offering mentoring and leadership GHYHORSPHQW Who can apply: Young women who are in Grade 6 and DUH SODQQLQJ RQ HQWHULQJ 3UHVWRQ +LJK 6FKRRO IRU \HDU

A former Preston West PS student with The Hon. Ged Kearney MP

What it involves: 6HOHFWHG VFKRODUV ZRUN DV D JURXS RYHU WKH FRXUVH RI WKHLU \HDUV DW Preston High School to develop an ambitious leadership agenda with a focus on social LVVXHV LQ DQ $XVWUDOLDQ RU ORFDO FRQWH[W

[A NEW ERA IN EDUCATION]

SCHOOL TOURS www.trybooking.com/BAWKL O P E N D AY – M AY 1 S T

ߋ ENHANCED CURRICULUM PROGRAM ߋ I N S T R U M E N TA L M U S I C & D A N C E ߋ STEM, ROBOTICS & SCIENCE ߋ FRENCH AND MANDARIN CHINESE LEAD - EXPLORE - INSPIRE Address: 2-16 Cooma Street, Preston, 3072 Ph: 03 9055 8400 | https://phs.vic.edu.au/ 12390662-FA18-19

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.

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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.

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.

2019 is an exciting time as our College transitions into an innovative house structure.

Itâ&#x20AC;&#x2122;s the beginning of a new era for Rosebud Secondary College!

We invite you to see it for yourself.

245 Eastbourne Road, Rosebud 3939 Phone: 5986 8595 | www.rsc.vic.edu.au

12390602-LN18-19

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

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

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

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

For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693 12411701-LB11-19

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GOVERNMENT SCHOOLS GUIDE

Rosehill Secondary College ROSEHILL Secondary College sits on a large, attractive site with views over the Maribyrnong River Valley and is part of the Moonee Valley Network of schools in the South West Region.

The school is a single campus with Years 7 to 12 divided into a Junior School (Years 7-9) and a Senior School (Years 10-12). The school has 1200 students with an even balance of girls and boys.

The values of Respect, Initiative and Learning (RIL) underpin the core work of the college.

Rosehill provides excellent facilities for our VCE students with a designated Year 11 study centre, and a purpose built Year 12 study centre.

An EAL and international student collaboration space compliments our International Student Program. As a multicultural community we understand the benefits of globalization and exposing local students to other perspectives and experiences. We enjoy recently refurbished science and art rooms and a well-resourced library, which is open from 8.15am each morning.

A large oval, basketball and tennis courts, cricket nets and the gymnasium provide ample space for students. Significant passive recreational areas are also available throughout the school grounds.

Rosehill Secondary College is a school with a strong academic focus and a history of consistently high academic results. At Years 7 and 8, in addition to core and elective subjects, there are two periods each week of Literacy and

Numeracy Enhancement. The Year 10 level is structured as an introductory year to VCE. Rosehill Secondary College has excellent VCE results and is committed to supporting a broad range of careers and further education pathways by also offering the Victorian Certificate of Applied Learning (VCAL) within the Senior School. A Selective Talent and Enrichment Program (STEP), is designed to cater for intellectually and academically capable students and this is further enhanced by our Advanced Mathematics (RAMP) and English Programs (REAP) at Years 7-10. There is a dedicated sporting program, a comprehensive languages program offering Japanese and Italian, supported with international cultural tours and a sister school relationship with a prestigious Shinto Secondary College in Japan. The Performing Arts faculties excel in producing a musical or dance performance every year for the local community, with the Visual Arts department celebrating studentsâ&#x20AC;&#x2122; work with a bi-annual art show, which has gone from strength to strength.

Sound financial management has enabled the College to implement programs to support student learning outcomes with a major focus on Literacy and Numeracy improvements, and a continuous physical maintenance program. It is anticipated that a new STEM Centre will be built within the next two years.

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Rosehill Secondary College

STEP 2020 SELECTIVE TALENT ENRICHMENT PROGRAM

A STEP TOWARD SUCCESS APPLICATION FORMS DUE THURSDAY 2 MAY TESTING THURSDAY 9 MAY Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step

At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology. This allows teachers to provide a unique experience in STEM education. STEM education is an interdisciplinary approach to learning that removes the traditional barriers separating the four disciplines of Science, Technology, Engineering and Mathematics. When these fields are brought together, more meaningful learning can take place. STEM integrates these subjects into real world learning experiences. One such example involved our Environmental Science students who collected and analysed data from our local creek system, Steele Creek. The data that was used by the EPA to assess the health of the creek, after an environmental spill contaminated the water. Our data was used as a reference point by the EPA. To further enhance, our outstanding work in STEM the labour government has recently guaranteed Rosehill Secondary College a 4.5 million State of the Art Specialised STEM centre.

Students have and will continue to participated in the following STEM experiences: Â&#x2019; 3\UW\SS`a eWbV]cb 0]`RS`a 1]\TS`S\QSa ³ EVS`S abcRS\ba VOdS RSaWU\SR a]ZcbW]\a b] Qc``S\b UZ]POZ humanitarian problems. Â&#x2019; @]P]UOZa /\ W\bS`\ObW]\OZ \]\ ^`]TWb bVOb W\a^W`Sa O\R S\Q]c`OUSa TS[OZS abcRS\ba b] consider Engineering. Â&#x2019; 7\ AQWS\QS ³ AQWS\QS O\R ;ObVa ^SS` [S\b]`W\U W\ bVS QZOaa`]][ Pg Qc``S\b C\WdS`aWbg AQWS\QS AbcRS\ba Â&#x2019; @]P]bWQa >`]U`O[ ³ 6WUV bSQV Q]RW\U O\R ^`]U`O[[W\U RWUWbOZ bSQV\]Z]UWSa eWbV bVS caS ]T robotic spheres. Â&#x2019; CaS ]T [cZbW^ZS !2 ^`W\bS`a W\Q]`^]`ObW\U TcaW]\ !$ 1/2 a]TbeO`S b] RSaWU\ O\R RSdSZ]^ `SOZ ^`]RcQba Our students are also provided with opportunities to extend their knowledge and inspire their curiosity of STEM by attending various programs outside of the school. These programs include: Â&#x2019; 3\RSOd]` 3\UW\SS`W\U ³ AbcRS\ba VOdS bVS ]^^]`bc\Wbg b] [SSb eWbV ;SZP]c`\S C\WdS`aWbg abcRS\ba presenting their final year projects. Â&#x2019; ;SSbW\U eWbV AQWS\bWTWQ Sf^S`ba ³ AbcRS\ba VOdS [SSb eWbV SabSS[SR W\RWdWRcOZa acQV Oa( 3ZWhOPSbV 0ZOQYPc`\ <]PSZ >`WhS EW\\S` T]` VS` e]`Y eWbV QV`][]a][Sa 8O[Sa EOba]\ <]PSZ >`WhS eW\\S` T]` VWa RWaQ]dS`g ]T bVS ab`cQbc`S ]T 2</ O\R 2OdWR AchcYW 7\bS`\ObW]\OZ `S\]c\QSR 5S\SbWQWab O\R 3\dW`]\[S\bOZWab Â&#x2019; A^SQWOZWab AQWS\QS ROga =TTS`SR Pg ;SZP]c`\S C\WdS`aWbg 5B/1 DWQb]`WO C\WdS`aWbg ·0S O 1VS[Wab for a dayâ&#x20AC;&#x2122; and Â&#x2019; @SUcZO` caS ]T a^SQWOZWab aQWS\bWTWQ QS\bS`a ³ /b TOQWZWbWSa acQV Oa 3Q]ZW\Q 5B/1 DAA31 O\R :O B`]PS C\WdS`aWbg 7\ ' beS\bg AB3; abcRS\ba T`][ @]aSVWZZ ASQ]\RO`g 1]ZZSUS eWZZ S[PO`Y ]\ bVS cZbW[ObS AB3; SRcQObW]\OZ Sf^S`WS\QS ]T bVSW` ZWdSa dWaWbW\U bVS <ObW]\OZ /ab`]\OcbWQa O\R A^OQS /R[W\Wab`ObW]\ </A/ 1S\b`S W\ =`ZO\R] 4Z]`WRO CA/ W\ ;O`QV ' AbcRS\ba eWZZ( Â&#x2019; >O`bWQW^ObS W\ O aW[cZObSR A^OQS AVcbbZS ;WaaW]\ O\R a^OQS `SZObSR AB3; OQbWdWbWSa Â&#x2019; :SO`\ VO\Ra ]\ OP]cb bVS aQWS\QS ]T a^OQS b`OdSZ Â&#x2019; B]c` bVS 9S\\SRg A^OQS 1S\b`S Â&#x2019; 6SO` `SOZ ZWTS ab]`WSa T`][ O aVcbbZS Oab`]\Ocb Â&#x2019; 3f^S`WS\QS bVS \Se V][S ]T A^OQS AVcbbZS /bZO\bWa Â&#x2019; >]aaWPZg ObbS\R O `SOZ ZWTS ZOc\QV 7\ ORRWbW]\ b] bVS ^`]U`O[ Ob 9S\\SRg A^OQS 1S\b`S abcRS\ba ObbS\RW\U bVS QO[^ eWZZ OZa]( Â&#x2019; 7\dSabWUObS bVS ^VgaWQa O\R RSaWU\ ^`]QSaa ]T `WRSa Ob C\WdS`aOZ AbcRW]a Â&#x2019; CaS W4:G¸a c\W_cS dS`bWQOZ eW\R bc\\SZ TOQWZWbg b] W\R]]` aYgRWdS O\R­QO``g ]cb O aQWS\bWTWQ W\dSabWUObW]\ Â&#x2019; 3f^S`WS\QS O\ /W`P]Ob 2WaQ]dS`g B]c` bV`]cUV bVS c\OZbS`SR eWZRS`\Saa ]T bVS 1S\b`OZ 4Z]`WRO 3dS`UZORSa Â&#x2019; /bbS\R O\ <0/ POaYSbPOZZ UO[S W\ =`ZO\R] DWaWb ]c` eSPaWbS ]` bVS ZW\Y b] aSS ]c` Q]c\bR]e\ b] RS^O`bc`S Vbb^( eee `]aSVWZZaQ dWQ SRc Oc a^OQS QO[^ ' 12407186-HM06-19

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12397817-HM06-19

Respect Initiative Learning

TOURS TUESDAYS 2019 9:30AM BOOKINGS ESSENTIAL Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au

OPEN EVENING THURSDAY 2 MAY 4:30-7:30PM

Rowville Secondary College COMMUNITY - we’re all in this together” I love the saying - It takes a village to raise a child - and I wonder if we have forgotten this sometimes in our fast, modern world. As Principal of Rowville Secondary College, I spend a lot of time listening to what parents and community members want for their children. There is a strong and clear message that in this rapidly changing world, families want three things for their children as they grow into adults. They want them to be happy, healthy and equipped with the skills to thrive in the world of work.

My hope is that together we can be the village for every child in our community, where we as adults are the custodians and protectors and educators for the next generation of adults. To do this best we ask ourselves lots of questions.

How do we create an ethos where everyone strives to be “nothing but their best”?

How do we get to know each child deeply as an individual, supporting their hopes, dreams, strengths and challenges?

How do we all connect so that everyone feels a sense of belonging, security and well-being?

How do we talk to young men and young women about forming great relationships, relationships based on respect and integrity and

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the dignity of every person?

How do we support young people to be aspirational and excited about their future?

At Rowville Secondary College we focus on the whole child, assisting them to build social and emotional well-being to become more confident learners who are able to meet the challenges of their future.

All students enrol in one of four programs Rowville General Excellence, Rowville Maths & Science Academy, Rowville Institute of the Arts or Rowville Sports Academy. These programs immerse students in curriculum tailored specifically to their strengths, talents and passions. In addition, the college provides a variety of senior pathways including VCE, VCAL, VET and SBAT. Over the past 22 years our top ATAR scores have ranged from 95.00 to 99.90 with our Dux in 2018, from the Rowville Sports Academy, achieving an ATAR of 95.25.

It is an exciting time to be a part of the Rowville Secondary College community and we’d love your family to become a part of our thriving village.

Julie Kennedy COLLEGE PRINCIPAL

12391118-FA18-19

A culture of valuing creativity, curiosity and collaboration

12405606-LN06-19

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

12405605-LN06-19

Sandringham COLLEGE

Scoresby Secondary College COME and see our great school for yourself Our college has been transformed over the past two years with a new culture, curriculum and many new staff.

We focus on excellence and enabling every child to reach their best. We believe that every child has a gift, a particular skill, a special something that can make a difference - to their own lives, to the lives of those around them and to the future of our world.

Our college is growing, but class sizes are small and there is a very personal approach to each child’s learning.

It is an exciting time of growth and change for our school and there are many more exciting initiatives planned.

OUR STUDENT AND STAFF ACHIEVEMENTS OVER THE PAST TWO YEARS ■ Nationally recognised for the highest gains in literacy ■ Student selection for the National Science Olympiad ■ University of Melbourne Kwong Lee Dow Scholarships ■ Highest VCE growth in Victoria 2018 with top study scores in Physics, Specialist Mathematics, Health, Legal Studies, Mathematics Methods and VET Music ■ 100% of students completing VCE or VCAL ■ 100% of students applying for tertiary studies offered round one offers ■ Establishment of authentic business and industry partnerships for music, STEM and with Rotary Club of Knox and Thermo Fisher Scientific ■ Victorian Student Representative Council Teach the Teacher Program ■ Victorian Biodiversity Award presented to our Victorian Certificate of Applied Learning (VCAL) students ■ Lead school for the Respectful Relationships Education Program ■ State representation Sport For further information, tours or scholarship information contact: Scoresby

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Secondary College, 9765 4100. www.scoresbysc. vic.edu.au STUDENT LEADERSHIP Scoresby Secondary College is proud of the large number of students who are able to participate in the student leadership program and contribute to our school to make it what it is today.

A key component of our student leadership programs is ‘student voice’. Student voice brings students and teachers together to explore ways to enhance student wellbeing and engagement with the curriculum through improvements to the school environment. At Scoresby we recognise that students are at the centre of education.

The appointment of a Principal’s Student Advisory Team and student representation on College Council is not only seen as an opportunity for authentic student voice, it is also seen as imperative for their future employment in a globally competitive workforce.

TEACH THE TEACHER PROGRAM Student leaders have been leading a Teach the Teacher program which has recently been launched on the VicSRC Website http:// teachtheteacher.org.au/.

The program offers another perspective to the classroom and enables students to be involved in important discussions about learning and teaching.

By providing the space to create positive change in school communities, students and teachers are engaged in conversations and can work together towards solutions.

The introduction of the Teach the Teacher Program highlights that Scoresby recognises that students have a unique perspective. They are the ones sitting in the classroom every day and have ideas about what works and ways to improve teaching and learning, to make education even better.

The program which was introduced last year has supported the development of stronger and more effective student-teacher relationships and is leading to high quality practice evidenced by the improvements in teaching and learning processes. This is accompanied by improved student outcomes.

Open Day and Night

Tuesday 30 April 2019 Recognised for highest VCE growth in Victoria Tour Details 9765 4100.

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Sunbury Downs College MY name is Maria Oddo and as the Principal I am proud to have members of our community meet with me and join me on a tour to experience all that we have to offer. My work at the school started as the Assistant Principal Later Years in 2012 where I led and worked on VCE results and establishing a strong data focus for teachers to drive improvements in the classroom. I was appointed as the Principal in 2015 and have thoroughly enjoyed working with our community to engage in promoting academic and pathway success for our students.

Our school is a Year 7 to 12 co-educational Secondary College situated in the regional town of Sunbury. It is a growing co-educational secondary College with student enrolment numbers around 800. The College offers the very best in teaching and learning as highly capable and professional teachers and education support staff support students to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/Technology, Performing Arts, Physical Education/Health and Languages (Italian). We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program.

The College is the only secondary school in the area that offers an Accelerated Curriculum & Enrichment (ACE) program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE program is a select entry course with enrolment from the feeder primary schools.

SDC offers a wide range of extra-curricular activities and an inter-school sporting program.

There are year level and specialised camps and excursions, including an overseas Italian Study Tour. The College has a well-established student leadership program and also a house system with

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whole school carnivals for Athletics and Swimming.

SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

The College has outstanding modern facilities that support students to learn and be educationally challenged. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site Art â&#x20AC;&#x201C; Design â&#x20AC;&#x201C; Technology Exhibition space, enabling the display of high quality exemplary student work.

Our College is proud to be in partnership with its community and organisations so as to offer and provide the very best for our students. Some of these partnerships include our feeder schools, local businesses and many universities including Melbourne University. In more recent times corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

I recommend you contact the school to attain a prospectus and I look forward to you joining me on a tour with the prospect of you joining this community ~ the Sunbury Downs Community.

Regards Maria Oddo PRINCIPAL

Principal͛s Address and Welcome 6.30pm College Tours ůĂƐƐƌŽŽŵ ŝƐƉůĂLJƐ ĂŶĚ ĐƟǀŝƟĞƐ /ŶĨŽƌŵĂƟŽŶ ^ĞƐƐŝŽŶ Best VCE Results ^ƚƵĚĞŶƚƐ ĂƌĞ ŬŶŽǁŶ ĂŶĚ ĐĂƌĞĚ ĨŽƌ ĂƐ ŝŶĚŝǀŝĚƵĂůƐ

ƐĂĨĞ ĂŶĚ ƐĞĐƵƌĞ ĞŶǀŝƌŽŶŵĞŶƚ ,ŝŐŚ ůĞǀĞůƐ ŽĨ ƌĞƐƉĞĐƚ Accelerated Curriculum & Enrichment (ACE) program Firm and fair discipline ĐŽŵƉƌĞŚĞŶƐŝǀĞ ĞdžƚƌĂ ĐƵƌƌŝĐƵůĂƌ ƉƌŽŐƌĂŵ ŝŶĐůƵĚŝŶŐ ƉĞƌĨŽƌŵĂŶĐĞ Θ ƐƉŽƌƚ ^ƚƵĚĞŶƚ ƐĐŚŽůĂƌƐŚŝƉƐ͕ ůĞĂĚĞƌƐŚŝƉ ĂŶĚ ƌĞĐŽŐŶŝƟŽŶ ŽƉƉŽƌƚƵŶŝƟĞƐ͘

148-174 Mitchells Lane Sunbury &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ƚĞůĞƉŚŽŶĞ ŽůůĞŐĞ on 9744 0500

12391096-FA18-19

ŽůůĞŐĞ dŽƵƌƐ͕ /ŶĨŽƌŵĂƟŽŶ͕ DĞĞƚ ŽƵƌ dĞĂĐŚĞƌƐ͕ džƉĞƌŝĞŶĐĞ ŽƵƌ ŽůůĞŐĞ ĐƵůƚƵƌĞ͕ džƉůŽƌĞ ŽƵƌ &ĂĐŝůŝƟĞƐ

t &RQILGHQFH WR $FKLHYHu GOVERNMENT SCHOOLS GUIDE

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Sunshine College College Administration Graham Street Sunshine 3020 Telephone 8311 5200

Facsimile 8311 5209

Email sunshine.co@edumail.vic.gov.au

Dear Parent/Guardian, While reading through the following information I encourage you to talk to your son or daughter about applying for a scholarship to Sunshine College.

The Grattan Institute, a well-respected organisation of academics published a report - “Turning around Schools: it can be done”, where Sunshine College was highlighted as one of five schools nationally that had achieved exceptional value added outcomes for students in VCE, Mathematics and Literacy.

Sunshine College was also mentioned as a case study in another Grattan Institute’s report - “Targeted Teaching: How better use of data can improve student learning”. Sunshine College was one of three Australian schools showcased.

The College has been recognised with the award for ‘Outstanding School Advancement’ at the Victorian Education Excellence Awards for its work in Mathematics and won the very prestigious Lindsay Thompson Award for Excellence in Education, a huge honour for the school and a deserving tribute to the hard work of our professional teaching staff.

Last year and again this year, Year 8 students are studying Year 11 Maths Methods as part of our Accelerated Learning Program.

Our school operates within a culture of Aspiration, Inclusion and Collaboration where our school community values Learning, Growth, Relationships and Well-being.

Our culture, along with our community values has supported us being ranked in the top ten percent of Victorian Secondary Schools in regard to student connectedness to school, their peers and teachers and a complementary document showing us as an exemplar school in this area was tabled in the Victorian Parliament.

Our work in our SunLit program in building student capacity in literacy has been documented by the Department of Education so our approach can be shared with other schools in Victoria.

Year 7 students are encouraged to participate in our Performing Arts Evening ‘SHINE’ which is a major success every year and showcases the talents of our students.

When so many other schools visit us and copy what we do it is high praise indeed.

The future looks bright.

We are building new school facilities in West and North Sunshine, which will be opening soon. The design and operation of the new buildings will support the most up to date teaching & learning practices in Science, Technology, Engineering & Mathematics and include fantastic Sport, Music and Art facilities.

We are a great school with great kids…

Because we believe that all students can learn, grow and excel in a particular field of endeavour we offer and encourage students to apply for a scholarship.

Parents of current Year 6 students are invited to submit a preliminary application for a scholarship on the form included within the scholarship brochure.

We aim with your support to accelerate all our students to reach their full potential.

Yours sincerely,

Tim Blunt College Principal

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We invite you to attend our

INFORMATION EVENING 2019 Tuesday 30th April — 6:30pm to 8pm School Tour 6:30pm to 7:15pm followed by student and principal address.

Ardeer and West Sunshine Community at the Ardeer Campus Corner Glengala Rd and Allison St, Ardeer.

Tuesday 7th May — 6:30pm to 8pm School Tour 6:30pm to 7:15pm followed by student and principal address.

North Sunshine Community at the North Campus Northumberland Rd, Sunshine North.

RSVP - Please let us know which session you will be attending by leaving your name, the session you will attend and the number of people attending at college administration on 8311 5200 or emailing the details to sunshine.co@edumail.vic.gov.au

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Year 7 students are tested and placed into one of four strands. Those in the top strand start working on strategies to help prepare them for year 11 & 12 VCE English.

OUTSTANDING YEARS OF ACHIEVEMENT 12414761-FA18-19

WINNER

We warmly invite you to attend our

2019

INFORMATION EVENINGS Tuesday 30th April â&#x20AC;&#x201D; 6:30pm to 8pm

School Tour 6:30pm to 7:15pm followed by student and principal address.

Ardeer and West Sunshine Community at the Ardeer Campus Corner Glengala Rd and Allison St, Ardeer.

Tuesday 7th May â&#x20AC;&#x201D; 6:30pm to 8pm School Tour 6:30pm to 7:15pm followed by student and principal address.

North Sunshine Community at the North Campus Northumberland Rd, Sunshine North.

Curriculum options and Career Pathways

The information sessions are an excellent opportunity to meet the Principal and teachers and learn more about:

Policies regarding student wellbeing Mathematics and English Programs Scholarship opportunities Frequently asked questions about secondary education and student support Our new facilities Transport

RSVP

Please register your attendance by leaving your name, the session you will attend and the number of people attending at College Administration on 8311 5200 or emailing the details to sunshine.co@edumail.vic.gov.au

Telephone 03 8311 5200

sunshine.co@edumail.vic.gov.au

www.sunshine.vic.edu.au

GOVERNMENT SCHOOLS GUIDE

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Taylors Lakes Secondary College TAYLORS Lakes Secondary College is a single campus, co-educational 7 to 12 Leading School in the Western Suburbs of Melbourne.

From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.

We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported.

This is underpinned by a strong code of conduct, compulsory uniform and high expectations.

A positive and responsible approach to education fosters values of trust, tolerance and respect for others.

The structure of the college is based on a Junior Subschool (Years 7 & 8), Middle Subschool (Years 9 & 10) and Senior Subschool ( Years 11 & 12).

All students in the junior and middle years of schooling undertake all subjects across all domains.

There is also literacy and numeracy support programs offered in the Junior and Middle years, enhancement programs, including the LEAP

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From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.

Program, and a Soccer Academy within Health and Physical Education.

Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few years to support the development of a challenging, innovative and enriched curriculum at each level.

Within every classroom, we provide every child, every opportunity to succeed.

With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high.

We are very proud of our students and their results.

REWARD YOUR CHILD’S EDUCATION WITH AN OUTSTANDING SECONDARY COLLEGE Students At Taylors Lakes Secondary College Experience: UÊ9i>ÀÊÇÊ Ê£ÓÊ Ê iÊV> «ÕÃÊ UÊ ÊÃÌÀ }ÊÌÀ>` Ì Ê vÊiÝVi i ÌÊ6 ÊÀiÃÕ ÌÃÊ UÊ ÊV > i } }]Ê>V>`i VÊ> `Ê` ÛiÀÃiÊVÕÀÀ VÕ Õ ]ÊV>ÌiÀ }Êv ÀÊ ` Û `Õ> ÊÃÌÕ`i ÌÊ ii`ÃÊ UÊ «Ài i à ÛiÊ6 ]Ê6 /Ê> `Ê6 Ê«À }À> ÃÊ UÊ i>À }Ê > Vi i ÌÊEÊ `Û> Vi i ÌÊ*À }À> Ê­ *®Ê UÊ-ÌÀ }Ê ÌiÀ>VÞÊ> `Ê Õ iÀ>VÞÊ/iÃÌ }Ê*À }À> ÃÊ UÊ-ÌÀ }Ê À V i ÌÊ> `Ê/ÕÌ À > ÃÊ*À }À> ÃÊ UÊ Ê 9" Ê i>À }Ê*À }À> Ê­ iÌL ®Êv ÀÊ> ÊÃÌÕ`i ÌÃÊ UÊ Ê- VViÀÊ V>`i ÞÊ>ÃÊ«>ÀÌÊ vÊ i> Ì Ê> `Ê* Þà V> Ê `ÕV>Ì Ê UÊ/ iÊ «« ÀÌÕ ÌÞÊÌ ÊÌ> iÊ«>ÀÌÊ Ê> Ê VVi iÀ>Ìi`Ê6 Ê-ÌÕ` iÃÊ*À }À> Ê UÊ ÊÃ>viÊ> `ÊV>À }Êi Û À i ÌÊ UÊ-ÌÕ`i ÌÊ i>`iÀà «Ê> `ÊiÝÌi à ÛiÊ Ê

ÕÀÀ VÕ >ÀÊ*À }À> ÃÊÊ PARENT UÊ/>À}iÌi`Ê«À }À> ÃÊ>ÌÊ9i>ÀÊÇÊÌ Ê> `ÊÌ iÊ INFORMATION NIGHT Ê ÌÀ> Ã Ì Ê vÊÃÌÕ`i ÌÃÊÊ April 29th 2019 5:30p UÊ ÊÃÕ«« ÀÌ ÛiÊ >ÀiiÀÃÊ6 V>Ì > Ê `ÕV>Ì Ê m - 8:00pm Ê «À }À> ]Ê V Õ` }ÊÌ iÊ« >Vi i ÌÊ vÊ> Ê Ê ÃÌÕ`i ÌÃÊ ÊÌiÀÌ >ÀÞÊ ÀÊi « Þ i ÌÊ« Ã Ì Ã

TAYLORS LAKES SECONDARY COLLEGE T For further information telephone:9390 3130 E Em Email: m taylors.lakes.sc@edumail.vic.gov.au | Website: www.tlsc.vic.edu.au SCHOOL TOURS EVERY WEDNESDAY MORNING AT 9:30AM OR BY APPOINTMENT. SC 12414643-FA18-19

GOVERNMENT SCHOOLS GUIDE

117

Templestowe College MOST schools have a philosophy, but we are a philosophy that has a school.

Our philosophy is based on the concept that students have far greater skills and abilities than they are generally given credit for and with the support and guidance of parents and staff, they have the ability to manage their own education.

Young people have brilliant ideas and can do amazing things. We will not let age be a restricting factor in giving young people the opportunity to display this. Young people have far more capacity than the traditional educational system gives them credit for.

The nature of our individual programming, and lack of year levels is an exceptional opportunity for gifted and talented students to specialise in their areas of strength and passion, to meet their individualised learning needs. The acceptance @ TC that “all of us are a bit different” has allowed many gifted students to seamlessly integrate within the school.

With input from their parents, each of the 1150 students develops an Individualised Learning Plan (ILP) with a five year time planning horizon.

Students are supported in modifying and adapting this plan as their interests change. Once students demonstrate that they have established literacy and numeracy skills, they are free to select 100% of what they study from over 150

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options. If there is something a student wants to learn that is not offered they can devise their own elective, called a Personalised Learning Project (PLP).

TC has no year levels, so the students are free to study subjects at a level which suits them and only in areas that they see as relevant and important. This really benefits gifted students as they can rapidly accelerate.

TC acknowledges that it is the student’s learning, not their parent’s or that of educators, and as such it is the student who must take responsibility for their learning.

If any student, parent or staff member makes a suggestion, the answer has to be ‘YES’ unless to do so would take too much time, too much money or negatively impact on someone else. This is called the ‘YES is the default’ policy and is recognised by the Finish hundrEd organisation as one of the most innovative educational concepts in the world. Yet there are many ‘No’s’ at TC. No bells, no year levels, no compulsory uniform, no detentions, no yelling, no bullying and even no homework before VCE level.

School tours for students transitioning from grade 6 to year 7 are available on our website.

To find out more visit our website www.tc.vic.edu. au or join us on our Facebook page www.facebook. com/tempcol/

Templestowe College 7 Cypress Avenue, Lower Templestowe, VIC SCHOOL No. 8823

To co-create high quality learning experiences within an inclusive and supportive community GOVERNMENT SCHOOLS GUIDE

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P | (03) 9850 6333 F | (03) 9852 0728 W | tc.vic.edu.au

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Victoria University Secondary College VICTORIA University Secondary College is a coeducational state Year 7-12 college with three campuses. Our vision inspires students to ‘Create the Future’ and our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at VUSC. At VUSC we believe all students can succeed with effort and persistence. Our teaching and learning framework is based on a synthesis of recent educational research. Our evidence based teaching practices and strategies establish safe, purposeful and inclusive classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our focus on Literacy and Numeracy has seen our student outcomes increase significantly over the last few years. Support is provided to students at all levels and high achieving students are challenged and extended. Parent opinion of the college is overwhelmingly positive and student attitude surveys have shown progressive increases in their satisfaction with the school.

Students comment that they feel safe, are motivated to learn and that teachers help them learn to the best of their ability.

I am pleased to report that 95% of students in our Year 12 group last year who applied for a tertiary place received a first round offer. They have been offered places in Engineering, Law, Accounting, Building/Building Design, Education, Finance/Commerce, Information Technology, Media/Music, Nursing/Medical, Science, Health Sciences and Youth Work as well as others. Our College also congratulates David Ly for being Dux of 2018 with an ATAR score of 94.5. Our mean VCE study score increased again last year to 27.13 and our English mean study score was 29.47, higher than the State average of 28.26.

However our focus begins in Year 7. From day one, we will teach your child how to aspire and succeed.

The college is intensely proud of our Advancement Via Individual Determination (AVID) specialist program which supports students with independent study skills and organisational skills. Our partnerships with

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Beacon, Victoria University and the Australian Business and Community Network offer many opportunities for students including gaining scholarships and being mentored by business professionals.

Our Chinese program and sister school relationship have enabled students to create global connections and become part of a global learning community. Students have travelled to China each year since 2014 as part of the Victorian Young Leaders to China program. Again in 2019, another group of students will have the opportunity to study in China and visit our sister school.

Our Music and Performing Arts program, Sports and Rugby League Academy and Debating and School Leadership programs add to the many opportunities available at VUSC. Our music and concert band program and theatre productions support talented musicians, actors and singers.

Our unique TEAM 9 program combines personal development and hands-on learning experiences for our Year 9 students, developing resilience, social skills and teamwork. Our interschool sports program is comprehensive and our Rugby League Academy has seen enormous success in Victoria and currently competes in the Tier 1 Schoolboys Australia-wide competition. We are one of only two schools in Victoria to achieve this honour.

We invite you to join our exciting community at Victoria University Secondary College and book a tour to see our classes in action.

Elaine Hazim ACTING PRINCIPAL

Victoria University Secondary College Create The Future Victoria University Secondary College is a state co-educational Year 7-12 college HJYVZZ [OYLL JHTW\ZLZ 6\Y Z[HÉ&#x2C6; HUK Z[\KLU[Z Z[YP]L [V SP]L I` [OL *VSSLNL»Z ]HS\LZ! HZWPYL [V HJOPL]L ^VYR [V Z[YLUN[OLU UV[ VUS` V\Y JVTT\UP[` I\[ SVJHS HUK NSVIHS JVTT\UP[PLZ HUK ZOV^ YLZWLJ[ MVY V\YZLS]LZ HUK V[OLYZ

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Take a tour of the College and learn about how your child can achieve their personal best.

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2020

Music & Performing Arts Sports Academy Rugby League Academy Trade Training Centre TEAM 9 Program

TOURS AVAILABLE BY APPOINTMENT

Junior Campus

Senior Campus

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www.vusc.vic.edu.au

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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. Our new Admin and Learning Hub has just been completed and is a great new addition to our college space.

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.

CONTACT THE COLLEGE FOR INFORMATION ON TOURS RUNNING THROUGHOUT MARCH-MAY Address: 91 Police Road, Mulgrave 3170

Telephone: 9547 6822

12413797-FA18-19

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.

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ƐƉĞĐŝĂů ƉƌŽŐƌĂŵ ĨŽƌ ĐŚŝůĚƌĞŶ ǁŚŽ ĞŶũŽLJ ĐŚĂůůĞŶŐĞƐ ĂŶĚ ŚĂǀĞ Ă ĚĞƐŝƌĞ ƚŽ ĞdžĐĞů͘ /ƚ ĨĞĂƚƵƌĞƐ͗ ͻ ĐŚĂůůĞŶŐŝŶŐ ĐĂĚĞŵŝĐ ƵƌƌŝĐƵůƵŵ ͻ &Ƶůů ƉĂƌƟ ĐŝƉĂƟ ŽŶ ŝŶ dŚĞ ƌƚƐ͕ ^ƉŽƌƚ ĂŶĚ dĞĐŚŶŽůŽŐLJ ͻ ǁŝĚĞ ƌĂŶŐĞ ŽĨ ĐŽͲĐƵƌƌŝĐƵůĂƌ ĂĐƟ ǀŝƟ ĞƐ ͻ Ŷ ĂĚǀĂŶĐĞĚ /ŶƐƚƌƵŵĞŶƚĂů DƵƐŝĐ WƌŽŐƌĂŵ ͻ ŐƌŽƵƉ ŽĨ ƐƵƉƉŽƌƟ ǀĞ ĂŶĚ ŚŝŐŚůLJ ŵŽƟ ǀĂƚĞĚ ƉĞĞƌƐ ͻ KƵƚƐƚĂŶĚŝŶŐ s ƌĞƐƵůƚƐ

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&Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟ ŽŶ ĂďŽƵƚ ďŽƚŚ ƚŚĞ / ĂŶĚ ^ >W ĐŽŶƚĂĐƚ ƚŚĞ ŽůůĞŐĞ͘

tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌLJ ŽůůĞŐĞ ϰϱ ƵŶĐĂŶƐ ZŽĂĚ͕ tĞƌƌŝďĞĞ ϯϬϯϬ 124

GOVERNMENT SCHOOLS GUIDE

dĞůĞƉŚŽŶĞ ;ϬϯͿ ϵϳϰϭ ϭϴϮϮ ǁĞďƐŝƚĞ͗ ǁǁǁ͘ǁĞƌƌŝďĞĞƐĐ͘ǀŝĐ͘ĞĚƵ͘ĂƵ

tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌLJ ŽůůĞŐĞ /ŶƚĞƌŶĂƟŽŶĂů ĂĐĐĂůĂƵƌĞĂƚĞ ŝƉůŽŵĂ WƌŽŐƌĂŵ tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌLJ ŽůůĞŐĞ ŝƐ ĂŶ ŝŶŶŽǀĂƟǀĞ zĞĂƌ ϳ ƚŽ ϭϮ ƐĐŚŽŽů ǁŝƚŚ ƚƌĂĚŝƟŽŶĂů ǀĂůƵĞƐ ĂŶĚ Ă ƌĞƉƵƚĂƟŽŶ ĨŽƌ ĂĐĂĚĞŵŝĐ ĞdžĐĞůůĞŶĐĞ͘

Our students select the senior ƉƌŽŐƌĂŵ ;s Žƌ / Ϳ ǁŚŝĐŚ ďĞƐƚ suits their individual interests and ůĞĂƌŶŝŶŐ ƐƚLJůĞƐ͘

ŽŵƉůĞƟŽŶ ŽĨ ƚŚĞ / ŝƉůŽŵĂ ŝŶ zĞĂƌ ϭϮ ŝƐ Ă ͚ƐƚƌŽŶŐ ƉƌĞĚŝĐƚŽƌ ŽĨ ƐƵĐĐĞƐƐ Ăƚ ƵŶŝǀĞƌƐŝƚLJ͛͘ Ŷ /ŶĨŽƌŵĂƟŽŶ ǀĞŶŝŶŐ ǁŝůů ďĞ ŚĞůĚ ĞĂƌůLJ DĂLJ ĨŽƌ ŝŶƚĞƌĞƐƚĞĚ zĞĂƌ ϵ ĂŶĚ zĞĂƌ ϭϬ ƐƚƵĚĞŶƚƐ ĂŶĚ ƉĂƌĞŶƚƐ Please contact the College for further ŝŶĨŽƌŵĂƟŽŶ Ăƚ ƚŚĞ ďĞŐŝŶŶŝŶŐ ŽĨ dĞƌŵ Ϯ ƌĞŐĂƌĚŝŶŐ ƚŚĞ ĚĂƚĞ ĂŶĚ ƟŵĞ͘ dŚĞ ƵƐƚƌĂůŝĂŶ ŽƵŶĐŝů ĨŽƌ ĚƵĐĂƟŽŶĂů ZĞƐĞĂƌĐŚ ; ZͿ ƐƚĂƚĞƐ ƚŚĞ ĞdžƉŽƐƵƌĞ ŽĨ ƐƚƵĚLJŝŶŐ ŐƌĞĂƚĞƌ ďƌĞĂĚƚŚ ĂŶĚ ĚĞƉƚŚ ŝŶ ƚŚĞ / W Ăƚ ƐĞĐŽŶĚĂƌLJ ƐĐŚŽŽů ͚ĞŶŚĂŶĐĞĚ ƵŶŝǀĞƌƐŝƚLJ ƐƚƵĚĞŶƚƐ͛ ĂĐĂĚĞŵŝĐ ĐŽŵƉĞƚĞŶĐĞ ĂŶĚ ĐĂƉĂďŝůŝƚLJ͛͘

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dŚĞ ŽůůĞŐĞ ŝƐ ĐŽŵŵŝƩĞĚ ƚŽ Ă ŐůŽďĂů ƉĞƌƐƉĞĐƟǀĞ ĂƐ ĞdžĞŵƉůŝĮĞĚ ďLJ ŝƚƐ ĂĐĐƌĞĚŝƚĂƟŽŶ ǁŝƚŚ ƚŚĞ ŽƵŶĐŝů ŽĨ /ŶƚĞƌŶĂƟŽŶĂů ^ĐŚŽŽůƐ ; /^Ϳ ĂŶĚ ŝƐ ƉƌŽƵĚ ƚŚĂƚ ƐŝŶĐĞ ϮϬϭϯ ŽƵƌ ƐƚƵĚĞŶƚƐ ĂƌĞ ƚŚĞ ĮƌƐƚ ŝŶ Ă sŝĐƚŽƌŝĂŶ 'ŽǀĞƌŶŵĞŶƚ school to have the choice of the /ŶƚĞƌŶĂƟŽŶĂů ĂĐĐĂůĂƵƌĞĂƚĞ ŝƉůŽŵĂ WƌŽŐƌĂŵ͘ dŚĞ / ŽīĞƌƐ ĂŶ ĂůƚĞƌŶĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚLJůĞ ĂŶĚ Ă ƋƵĂůŝĮĐĂƟŽŶ ǁŚŝĐŚ ŝƐ ƌĞĐŽŐŶŝƐĞĚ ĨŽƌ hŶŝǀĞƌƐŝƚLJ ĞŶƚƌĂŶĐĞ ĂƌŽƵŶĚ ƚŚĞ ǁŽƌůĚ͘

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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.

LITERACY Literacy is the number one focus of our College.

We believe that ALL students should reach their

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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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Â&#x2021;Â&#x201D;Â&#x2022;Â&#x2018;Â?Â&#x192;Â&#x17D;Â&#x2039;Â&#x2022;Â&#x2021;Â&#x2020; Â&#x2021;Â&#x192;Â&#x201D;Â?Â&#x2039;Â?Â&#x2030;Ĺ&#x203A; Our philosophy is based on meeting the needs AND wants of our students; a perfect blend of explicit teaching and enquiry based learning.

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&DOO XV RQ RU HPDLO XV DW ZHVWDOO VF#HGXPDLO YLF JRY DX www.westallsc.vic.edu.au westall.sc@edumail.vic.gov.au 88-128 Rosebank Avenue, Clayton South VIC 3169 Ph: 9546 3233 Cricos Provider Code: 00861 GOVERNMENT SCHOOLS GUIDE

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William Ruthven Secondary College WILLIAM Ruthven Secondary College is a proudly multicultural, co-educational secondary school catering for students in Years 7 to 12 living in the northern metropolitan communities of Melbourne. Our college pursues the highest standards of academic excellence, and our values revolve around the core principles of Leadership, Excellence, Acceptance and Respect.

William Ruthven Secondary College recently completed a state-of-the-art building redevelopment to include multi-purpose science, biology and chemistry labs to assist in theScience Technology Engineering Art and Mathematics (STEAM) delivery of our curriculum.

Our college continues to create and develop indoor and outdoor learning spaces, and within every classroom we provide opportunities for students to grow, develop their skills and succeed in their education.

The vision for our college is to ensure that William Ruthven Secondary College will be a 21 st Century Learning Community where staff, students and families: ■ Are highly motivated to learn; ■ Achieve high levels of personal growth; ■ Leverage technology to maximise every opportunity; ■ Collaborate in a safe community; ■ Knowledge construction to apply in various subjects; ■ Self-regulation to achieve personal excellence.

We offer our students a range of opportunities to enhance and enrich their education through a

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variety of programs designed to tap into their innate passion for learning.

These include: ■ Scholarships for student excellence; ■ Learning Enrichment Advancement Program (LEAP) for Year 7-8 students; ■ Student voice and agency around co-curriculum development; ■ Student and environmental leadership; ■ Sport; ■ Performing arts; ■ Music program; ■ Camps and excursions to support holistic student development; ■ Wellbeing and transition programs; ■ Inquiry and project-based learning; ■ Literacy and numeracy Intervention.

At William Ruthven Secondary College it is our aim that all of our students reach their full potential, and make a positive contribution to our local community, and society in general.

To this end, community engagement is pivotal to our learning model, and we offer students ongoing opportunities through our links with La Trobe University, RMIT University, Northern Local Learning and Employment Network and local learning networks. We are committed to our students’ education, and work with them to ensure they leave the college with a strong sense of purpose and skills to achieve success in life.

WILLIAM RUTHVEN SECONDARY COLLEGE Information Evening Date:

7 th May 2019 at 6:30pm

For further information or to organise a personal tour of William Ruthven Secondary College please contact Assistant Principal Andrew Elborough on 94622177 or e-mail william.ruthven.sc@edumail.vic.gov.au

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60 Merrilands Rd, Reservoir www.williamruthvensc.vic.edu.au 9462 2177 email: william.ruthven.sc@edumail.vic.gov.au

Whittlesea Secondary College OUR VISION AND VALUES “Education is not a linear process of preparation for the future: it is about cultivating the talents and sensibilities through which we can live our best lives in the present and create the best futures for us all.”

Sir Ken Robinson, International Advisor on Education At Whittlesea Secondary College, our vision is to empower and support our students to become successful, confident and responsible contributors to their own learning - both in the school community and beyond.

We value student empowerment and choice, fostering strong student leadership across the school. Students are empowered to use their knowledge to build individual pathways for their futures and embrace a collective understanding of the world we live in. Our values are laid out below, and you can see how WSC students celebrate these through our curriculum, latest news, and community projects at www. whittleseasc.vic.edu.au Application · Applying yourself involves being willing to give things a go and put knowledge into action. · Trying your best at all tasks and aiming to improve yourself. · Having a growth mindset and realising practice makes progress, nothing is ever perfect, everything can be improved.

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· Application will take effort, organisation and resilience, this is how we grow.

Attitude · Being respectful to one another and valuing that individuals have differences (cultural and personal) which enrich a community. · We need to celebrate difference and learn from one another. · Be a team player and learn to collaborate. Life and learning are easier when we support one another. · Confidence in our sense of self. Accepting that every individual has worth and can make a significant contribution. · Taking pride in our school and respecting the spaces created for us. · Praise don’t criticise, value feedback and learn from it. Empathise, forgive and be supportive of others.

Achievement · Recognising that our own achievement will look different to others. · Valuing group and individual successes. · Striving to do the best we can do, setting high expectations for ourselves and others. · Setting goals to help us get to where we want to go. · Celebrating our success and those of our community.

Whittlesea Secondary College Vision: To empower students to become successful, confident and responsible contributors in a 21st century community Set in 30 acres with exceptional modern facilities, Whittlesea Secondary College delivers exciting, diverse and innovative curriculum.

At Whittlesea Secondary College we value student empowerment and choice, fostering strong student leadership across the school. Students are empowered to use their knowledge to build personalised pathways for their future and embrace a collective understanding of the world we live in. Our purpose is to empower students so that they ‘Take control’ of their learning and their lives. We work together to help them find and use their voice, discover and enhance their passions and foster the growth and development of the whole person so each student can thrive and contribute positively in the rapidly changing, 21st century world.

Kayla O’Brien with Parliamentary Secretary for Education Judith Graley

Senior students have opportunities to pursue diverse pathways in VCE/VET/VCAL and School Based Apprenticeships, leading to further education in University/TAFE and vocational pathways. With a dedicated VCE centre and outstanding Trade Training Centre facility on site to deliver Automotive, Engineering, Building and Construction VET courses our young people have multiple options for success.

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Our philosophy is that students learn best and are better prepared for the challenges of life when they take ownership of their choices. They take control of their decision making, learning pathways and learning methods. Education is not ‘done to them’, we are active partners in learning.

Book a tour to find out more. http://www.whittleseasc.vic.edu.au/ GOVERNMENT SCHOOLS GUIDE

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Wyndham Central College WYNDHAM Central College is proudly preparing the leaders of tomorrow to be agile, innovative and creative problem solvers, through a range of excellent education programs and teaching strategies.

AVID Wyndham Central College is the first secondary school in Australia to attain “Highly Certified” AVID Certification.

AVID is a schoolwide program that uses research-based, best teaching and learning strategies to actively engage the student in their learning. While all students at Wyndham Central College area AVID students, it is also offered as an elective from Year 9.

AVID helps all students to believe that they can achieve. It provides students with the tools, skills and knowledge to be successful students and to be university, work and career ready.

STEM Welcome to the future ….

Wyndham Central College has launched an exclusive STEM Academy, the first of its kind in the region. The STEM Academy’s curriculum has been designed by a team of highly qualified teachers and industry experts.

Students entering the STEM Academy will participate in cutting edge specialist programs that include: Robotics and Coding - Electronics 3D Printing - Engineering - 3D Modelling and Gaming.

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ENRICHMENT PROGRAM At Wyndham Central College, our Enrichment Program provides an optimal learning environment to address the unique social, emotional, and academic needs of gifted and talented students. The program extends enrichment opportunities for students both within and beyond the classroom. All students in the Enrichment Program develop an Enrichment Project over the course of each year. The project centres on developing an authentic product or performance, and allows students to build excellence in a real-world context. Enrichment experiences are interwoven into tutor time and the normal class timetable, with extra-curricular activities playing an important role in supporting the Enrichment Project.

SPANISH IMMERSION PROGRAM (SIP) The Spanish Immersion (SIP) bilingual program at Wyndham Central Secondary College (WCC) is a well-researched approach for promoting bi-literacy, bilingualism, and biculturalism for students. The underlying goal is to prepare students to be global citizens with abilities to listen, speak, read, and write in two languages. In addition SIP students develop an appreciation for different cultures in a rigorous academic program. In order to achieve this aim SIP students acquire language skills and vocabulary while completing their core subjects including mathematics, science and humanities.

Wyndham Central College is an outstanding school, focused on continuous improvement for our students so they can be lifelong learners that successfully contribute to our global community.

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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 PSab ^]aaWPZS ]cbQ][Sa T]` OZZ =c` []bb] 0S BVS 0Sab G]c 1O\ 0S S\Q]c`OUSa [S[PS`a ]T ]c` college community to achieve their full potential in OZZ ]T bVSW` S\RSOd]c`a /b EVSSZS`a 6WZZ ASQ]\RO`g College, we provide opportunities to our students to be the best that they can be.

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wheelers_hill_sc School Tours are welcomed â&#x20AC;&#x201C; please call 9561 5811 wheelers_hill_sc @WheelersHillSC | www.whsc.vic.edu.au

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@WheelersHillS

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Single sex classrooms & science THERE is continued debate over the link between single-sex education and better outcomes for girls in the hard sciences. However, new research examining physics classrooms showed little difference between single-sex schools and their co-ed peers.

Dr Jessy Abraham and Dr Katrina Barker of Western Sydney University explored findings from a repeated study of 90 female Year 11 physics students across single-sex and co-educational high schools in New South Wales.

Their aim was to see if there was any difference in motivation, engagement and sustained enrolment plans between female students in single-sex and those in co-educational settings once they start commencing a specialist study in physics.

Research shows many factors influence females’ reported disinclination towards physics, including the “masculinity” attached to the subject, which some experts argue is exacerbated by the presence of males in the classroom. This cohort enabled this question to be examined because the female students involved had already made a choice to study physics, a hard science stereotypically regarded as a ‘masculine’ subject.

Dr Abraham says that their research revealed that “regardless of classroom composition, both groups had high levels of achievement motivation” - this being the need for success, attainment of excellence and perseverance over obstacles.

“There was also little difference in female retention plans to continue high school physics education.”

The study showed ninety percent of students surveyed in both groups had plans to continue, while 10% indicated they were discontinuing the subject.

Both single sex school and co-ed girls gave similar reasons for continuing in physics, such as interest in the subject, perceived usefulness, and positive views of their own abilities. There was also no significant difference between the two groups in the reasons for discontinuing physics.

Previous studies have shown female high school students undertaking mandatory science subjects to have lower levels of external as well as internal motivation, poorer engagement, and

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subsequently reduced continuation with physics for senior secondary studies. They were also less likely to pursue it as a career path.

It has been argued that co-educational settings can contribute to the marginalisation of females in physics through predominately male oriented teaching methods.

There can also be discouraging behaviour from some male students such as dominance, competition, deflation and suppression. For these reasons, some experts propose female exclusive physics classrooms as a means to avoid such impediments.

According to this side of the debate, single-sex classrooms increase female students’ selfconfidence in physics and, in turn, promote more positive attitudes towards the subject. Positive attitudes towards a subject and the view that one can succeed are intrinsic to success.

While some studies have found evidence that single sex physics education has benefits for girls, these benefits are often linked to the intake differences (such as social background and prior ability or achievement) between co-ed and single sex schools.

“Usually girls-only schools are selective in admission, so any higher achievement by single sex schools in physics is likely brought about by those factors, not by the absence of males in physics class,” said Dr Abraham.

Furthermore, research conducted thus far on the differences between single-sex and coeducational physics classrooms treat all physics subjects as one and the same. However, physics is like other sciences in that it comprises various topics with differing characteristics.

Moreover, it is difficult to account for other effects such as students’ socio-economics, background and family, as well as the type of school. Drs Abraham and Barker employed strategies to account for these factors to provide comparative analyses.

Sources: Abraham, J., & Barker, K. (2018) Motivation and Engagement with Physics: a Comparative Study of Females in Single-Sex and Classrooms <https:// Co-educational mediacentreforeducationresearchaustralia. cmail19.com/t/d- l-nhtlduy -jrykgkjkk-r/>, Research in Science Education.

Locality Guide

EAST, STH EAST, OUTER EAST & BAYSIDE

EAST Ashwood Secondary College ..........................................6 & 7 Bayswater Secondary School ..........................................8 & 9 Bentleigh Secondary College ...................................... 10 &11 Boronia K-12 College ........................................................14 & 15 Camberwell High School .............................................22 & 23 Heathmont College.....................................................................59 Highvale Secondary College ................................................61 Kew High School ................................................................74 & 75 Koonung Secondary College .....................................78 & 79 Mulluana College ..............................................................88 & 89 Norwood Secondary College .................................... 92 & 93 Templestowe College .................................................118 & 199 SOUTH EAST Berwick Secondary College .........................................12 & 13 Brentwood Secondary College............................................. 17 Carrum Downs Secondary College........................24 & 25 Cranbourne East Secondary College ....................34 & 35 Cranbourne Secondary College .............................. 38 & 39 Dandenong High School ..............................................40 & 41 Grossek’s View ................................................................... 66 & 67 Hampton Park Secondary College .........................54 & 55 John Monash Science School ....... 68 , 69 & back cover Keysborough College ................................................................ 77 Lyndale Secondary College ................................................... 71 Noble Park Secondary College .................................90 & 91 Nossal High School ........................................................ 94 & 95 Officer Secondary College.......................................... 96 & 97 Rowville Secondary College..................................106 & 107 Scoresby Secondary College .................................. 110 & 111

Locality Guide

Wantirna Secondary College ................................................22 Wellington Secondary College ..........................................123 Westall Secondary College .................................... 126 & 127 Wheelers Hill Secondary College................................... 134 BAYSIDE Dromana College ..............................................................42 & 43 Monterey College..............................................................82 & 83 Mordialloc Secondary College..................................86 & 87 Mornington Secondary College ...............................84 & 85 Rosebud Secondary College..................................100 & 101 Sandringham College................................................108 & 109 OUTER EAST Emerald Secondary College .......................................44 & 45 Healesville High School ..............................................56 & 57 Yarra Hills Secondary College ...........................................135 MELBOURNE Coburg High School .......................................................28 & 29 Melbourne Basketball Tournament ..................................76 SENIOR SECONDARY COLLEGES John Monash Science School Hallam Senior Secondary Swinburne Senior Secondary Box Hill Senior Secondary College Lakeview Senior College Melbourne High School Northland Arts College Point Cook Senior College Tarneit Senior College Western Senior Secondary College

WEST, NORTH, NTH WEST & NTH EAST

WEST Copperfield College.................................................................... 31 Essendon – Keilor College .......................................... 48 & 49 Hoppers Crossing Secondary College .............. 62 & 63 Keilor Downs Secondary College ........................... 72 & 73 Rosehill Secondary College ..........................103,104 & 105 Sunshine Secondary College ................................. 114 & 115 Taylors Lakes Secondary College ........................................... ..............................................................Front cover, 2, 3, 116 & 117 Victoria University Secondary College ............................... .........................................................................................120, 121 & 139 Werribee Secondary College .................................124 & 125 Wyndham Central College..................................... 132 & 133 NORTH John Fawkner College................................................... 64 & 65 NORTH EAST Charles La Trobe Secondary College ...................26 & 27 Craigieburn Secondary College...............................32 & 33 Epping Secondary College .....................................................47 Gladstone Park Secondary College .......................50 & 51 Greensborough Secondary College.......................52 & 53

Mill Park Secondary College .....................................80 & 81 Whittlesea Secondary College..............................130 & 131 William Ruthven Secondary College............... 128 & 129 NORTH WEST Bundoora Secondary College .............................19, 20 & 21 Preston High School ...................................................... 98 & 99 Sunbury Downs Secondary College .................. 112 & 113 K & P-12 COLLEGES Bayside P-12 College Boronia K-12 College ........................................................14 & 15 Carwatha College Charles La Trobe College ............................................26 & 27 Collingwood College Hazel Glen College Laverton P-12 College Manor Lakes P-12 College Mernda Central P-12 College Narre Warren P-12 College The Grange P-12 College The benefits of P-12 & K-12 Colleges .................... 58 & 60 GOVERNMENT SCHOOLS GUIDE

137

Contents 8 Steps to calm parenting ....................................................36 & 37 Ashwood High School ................................................................6 & 7 Bayswater Secondary College ................................................8 & 9 Benefits of K-12 & P-12 Colleges ...................................... 58 & 60 Bentleigh Secondary College .............................................10 & 11 Berwick College ..........................................................................12 & 13 Boronia K-12 College ................................................................14 & 15 Brentwood College .............................................................................. 17 Bundoora Secondary College .....................................19, 20 & 21 Camberwell High School .....................................................22 & 23 Carrum Downs Secondary College................................24 & 25 Charles La Trobe P-12 College .........................................26 & 27 Coburg High School ...............................................................28 & 29 Copperfield College............................................................................ 31 Craigieburn Secondary College.......................................32 & 33 Cranbourne East Secondary College ............................34 & 35 Cranbourne Secondary College ...................................... 38 & 39 Dandenong High School ......................................................40 & 41 Dromana College ......................................................................42 & 43 Emerald Secondary College ...............................................44 & 45 Epping Secondary College .............................................................47 Essendon Keilor College ..................................................... 48 & 49 Gladstone Park Secondary College ...............................50 & 51 Greensborough College ........................................................52 & 53 Grossek’s View ........................................................................... 66 & 67 Hampton Park Secondary College .................................54 & 55 Healesville High School .......................................................56 & 57 Heathmont College.............................................................................59 Highvale Secondary College ........................................................61 Hoppers Crossing Secondary College........................ 62 & 63 John Fawkner College........................................................... 64 & 65 John Monash Science School ................68, 69 & Back cover Keilor Downs Secondary College ................................... 72 & 73 Kew High School ........................................................................74 & 75 Keysborough College ........................................................................ 77 Koonung Secondary College .............................................78 & 79 Locality listing......................................................................................137 Lyndale Secondary College ........................................................... 71 Melbourne Tournament ...................................................................76

Mill Park Secondary College .............................................80 & 81 Monterey College......................................................................82 & 83 Mordialloc Secondary College..........................................86 & 87 Mornington Secondary College .......................................84 & 85 Mullauna College ..................................................................... 88 & 89 Noble Park Secondary College ........................................ 90 & 91 Norwood Secondary College ............................................ 92 & 93 Nossal High School ................................................................ 94 & 95 Officer Secondary College.................................................. 96 & 97 Parent involvement – staying informed .................................70 Preston High School ..............................................................98 & 99 Rosebud Secondary College..........................................100 & 101 Rosehill Secondary College .................................103, 104 & 105 Rowville Secondary College..........................................106 & 107 Sandringham College........................................................108 & 109 School enrolment zones .............................................................4 & 5 Scoresby College .................................................................. 110 & 111 Single sex classrooms & science .............................................. 136 Sport and your child ........................................................................ 46 STEM Program ..................................................................................... 18 Sunbury Downs Secondary College .......................... 112 & 113 Sunshine Secondary College ......................................... 114 & 115 Taylors Lakes Secondary College ................................................... ......................................................................Front cover, 2, 3, 116 & 117 Templestowe College ......................................................... 118 & 119 Victoria schools guides website............................................... 102 Victoria University Secondary College ........120, 121 & 139 Wantirna Secondary College ......................................................122 Wellington Secondary College ..................................................123 Werribee Secondary College ....................................... 124 & 125 Westall Secondary College ............................................ 126 & 127 Wheelers Hill Secondary College........................................... 134 Whittlesea Secondary College ................................... 130 & 131 Why choose a girls school?........................................................... 30 Why choose a public Secondary School?..............................16 William Ruthven Secondary College....................... 128 & 129 Wyndham Central College............................................. 132 & 133 Yarra Hills Secondary College ...................................................135

Next edition: April 2020 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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At Victoria University Secondary College we...

Aspire to Achieve t Students create their futures by setting aspirational goals and working hard to achieve them. Support and acceleration opportunities are offered at all year levels.

Strengthen the Community t Students are given opportunities to celebrate and enrich their community, and visit our sister school in China to connect to the global community.

Respect Ourselves and Others

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t Students are taught to

conduct themselves and treat others with respect, integrity and worth.

Junior Campus

Senior Campus

88 Billingham Road, Deer Park, Victoria 3023 P 03 9363 1155

5A Jamieson Street, St Albans, Victoria 3021 P 03 8312 0200

Create The Future

Trade Training Centre Cairnlea Campus 43 Ken Jordan Road Cairnlea, Victoria 3023 P 8312 0200

www.vusc.vic.edu.au

Passionate about

SCIENCE, MATHEMATICS or TECHNOLOGY? STUDY WITH JOHN MONASH SCIENCE SCHOOL – VICTORIA’S FIRST SPECIALIST SCHOOL FOR SCIENCE, MATHEMATICS AND ASSOCIATED TECHNOLOGIES.

JOIN US IN 2020 | APPLICATIONS FOR ENROLMENT NOW OPEN INFORMATION NIGHT: WEDNESDAY 8TH MAY 2019

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A coeducational school catering for Years 10-12, we offer students unique opportunities to pursue their passion for science, to be challenged by their curiosity, and to emerge as leaders in the fields that will shape the future.

Book your place at information night

WWW.JMSS.VIC.EDU.AU/APPLY