Government Schools Guide 2020

ISSUE 5 • 2020

Government

Schools Guide

John Monash Science school - pages 60 & 61 School locality guide - page 136 Photo provided with the compliments of Boronia K12 College.

For further information refer to pages 2, 3, 18 & 19

A Star News Group Publication

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

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BORONIA K12 COLLEGE PROUDLY LEARNING TOGETHER Join us for a school tour focussing on either our Junior School (Kindergarten to Year 6) Program, or Middle and Senior School (Year 7 to 12) Programs.

Bookings are essential go to www.boroniak-12.vic.edu.au Albert Avenue, Boronia VIC 2155 | Phone: 03 9760 4900 Email: boronia.k12@edumail.vic.gov.au | www.boroniak-12.vic.edu.au 12420664-NG16-20

Alkira Secondary College ALKIRA Secondary College prides itself on being a place for achieving educational excellence. The word ‘Alkira’ means ‘Big Sky’ in the language of the Wurundjeri people, and from our location, perched high on a hill, overlooking the surrounding suburbs of Cranbourne North and Narre Warren South, we challenge our students to seek the knowledge and skills that will lead them to find their place in that “Big Sky”.

Our pedagogical vision and strategic intent is built on the premise that “Alkira exists to secure the entitlements of every student”. Our aim is to provide personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence. At Alkira we support our students to grow into contributing, responsible global citizens and lifelong learners.

Our students are organised into a ‘School within a School’ approach amongst four subschools: Cowarr, Yaan, Towera and Malloo. These sub-schools cater for students’ core classes and provide the foundation for their engagement and wellbeing; giving students a sense of belonging to a close network of peers and teachers within a bigger school setting. Heads of House and the Wellbeing Team, along with a dedicated Pastoral Care teacher, support our students in this regard.

It is within this context that students experience personalised academic, wellbeing and mentoring to develop a school-wide culture of high expectations.

Alkira was the first PPP or Public Private Partnership school under the Partnership Victoria in Schools model. Our award winning facilities are modern, agile are built for pedagogical purpose. The college has an enrolment boundary zone, providing stability to student numbers during successive years of rapid increase in student numbers.

We are constantly refining our curriculum Yr.7-10 Victorian Curriculum; Victorian Certificate of Education (VCE); Victorian Certificate of Applied Learning (VCAL); and, Vocational Education Training (VET) - to build the twentyfirst century skills of: collaboration, problem solving, creative thinking and entrepreneurial skills. The College has well established specialist programs to enhance and enrich student experiences. Alkira’s Sports Academy and Umpiring programs allow for high level training

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to be delivered in a professional setting. In addition, Master Classes deliver differentiated programs for highly able students. The Alkira Creative Arts Project (ACAP) has been established to facilitate skills and enhance the opportunities in the Creative Arts and STEM (Science, Technology, Engineering and Maths) learning takes place through our close link with the Casey Tech. Our school is a Casey Tech partner school that took a leading role in both the design of its building and curriculum. This partnership has enabled closer links to local industry.

Alkira has joined the University of Melbourne Network of schools (UMNOS) in order to enrich its Learning and Teaching Program and to have access to some of Australia’s leading academic minds. The Network of Schools offers a framework for achieving school goals and enhancing teacher capacity through relevant professional learning. It is through UMNOS that we hope to improve reading growth and develop in our students a love of reading.

Our College has ‘Sister-School’ links in China, India, Korea and educational links with schools in Singapore and Cambodia. Our students have abundant opportunities to undertake international tours to enhance their cultural awareness, academic and language skills through DET - Victorian Young Leaders to China and Victorian Young Leaders to India and schoolbased initiatives or external providers like World Challenge who have travelled to Borneo and Cambodia.

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Contact us for a tour: 15 Nurture Avenue, Cranbourne North, Victoria, 3977

Don’t avoid the elephant in the room IT’S been a tough few months for Australian kids.

From climate change debates fuelled by fire and flood, to the global panic over the COVID 19 pandemic, kids and adults alike have been saturated with messages that ‘the sky is falling in’ for a sustained period. Its small wonder that anxiety is on the increase.

So what can we do to help the nation’s children get the current crisis in perspective? Given that children are being directly impacted, with the daily rhythms of life in disarray, and parents themselves anxious, what practical tools can we give them to help manage those anxious feelings and maintain good mental health?

Dr Sarah Hughes is a celebrated child psychologist and an up-to-her-elbows-in-it working mum. In her busy practice she sees children everyday who are struggling under the weight of adult problems that they have no power to solve.

In her new book Parenting Made Simple Dr Hughes offers down-to-earth, judgement-free parenting hacks for real-world, stressed, imperfect and time poor parents. There is a whole chapter dedicated to anxiety; how to identify when it has become a problem for your child, and simple advice that parents and carers can follow to help children build resilience and cope in a world where the stresses are real and impossible to ignore.

Here’s her top tips for helping your children navigate this fraught period: Don’t avoid the elephant in the room. There is no way to insulate children entirely from the crisis. Changes to routine, the eerily empty supermarket shelves, conversations with their friends and the news, mean children are going to notice change. That does not mean though that kids need to be across every breaking news development. They need to be kept out of adult issues, and protected from adult anxiety and panic.

So, when your child is scared because other kids are talking about COVID-19 and all the people who’ve died, don’t avoid the conversation.

Don’t minimise your child’s distress, or brush over their concerns and pretend it’s a non-issue.

Sit down and talk through the facts – the childfriendly filtered ones.

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Like the fact that yes, some people have been diagnosed with COVID-19 in Australia, but it’s only a fraction of the people that live here, so many people do not have the illness. You can also reassure them that while some people have died from COVID-19 which is really awful and really sad, most people who get COVID-19 don’t die, they recover. They’re sick for a while, just like when you get a really bad head cold or the flu, but then they get better.

And because it’s obvious, and kids pick up on more than you realise, you need to acknowledge that lots of people are feeling anxious and worried at the moment, but it’s OK. It’s important to help your child to understand that adults get anxious and worried too, just like kids.

Your kids will look to you for how stressed they should be, and they need your help to stay calm.

Encourage questions, give your child’s worries your undivided attention, and when it’s your turn to talk, stick to the facts – but only the child appropriate ones.

PARENTING MADE SIMPLE STRAIGHTFORWARD, PRACTICAL STRATEGIES FOR COMMON CHILDHOOD CHALLENGES DR SARAH HUGHES

Coronavirus and education COVID-19 has the world understandably on edge, with no industry left untouched.

With so much uncertainty around, parents, teachers and students are considering their options and wondering what’s going to happen next.

Prior to the Victorian school holidays, principals and teachers joined together to call for extreme social distancing, including shutting schools, arguing that keeping students at school could see them become carriers for the disease and pass that on to their morevulnerable teachers.

Premier Daniel Andrews relented and brought school holidays forward to begin on Tuesday 24 March, advising that subject to information from relevant health authorities, school could be expected go back on Tuesday 14 April.

Parents across Victoria chose to remove their children from government schools early, out of consideration for community safety.

Teachers have felt an immediate impact, with most educators switching gears from face-to-face teaching to online modes.

While the education sector has gradually incorporated online teaching over the past few years, this immediate shake up marks a radical change in direction for schooling.

Teachers have offered to email class content to students, and to be available via phone and email for questions.

Tutors have advertised their services on Facebook, offering Skype or Zoom tutoring to help students get through.

School communication apps are having their moment in the sun as parents seek answers from schools.

Many schools require students to have laptops or iPads for learning, meaning they already have a device equipped with necessary programs and apps for schoolwork.

Those students who are still technically ‘at school’ during the crisis should stick as much as possible to their usual routine and follow directions from teachers.

Parents are advised to set up a learning space for their child at home, to monitor them appropriate to their age (older students may be better able to selfdirect their study) and to keep an eye on their time online. Watch what sites they are using – we all know the temptation of social media!

Learning from home is a great opportunity to include applied learning activities in your day, like

using cooking to demonstrate mathematical concepts like fractions.

Encourage your child to take regular exercise breaks throughout the day. These can be used to break up units or sessions of work, or as a reward for completing a particular task. Studies have shown that exercise significantly benefits students by reducing stress levels and boosting focus.

The impact of the disruption is likely to be particularly hard for students with additional needs, who may find it difficult to adjust to the upheaval in routine.

Specific advice is available from your child’s teacher or from disability-specific support organisations like Amaze, SPELD and Down Syndrome Victoria, and parents should also communicate as much as possible with their school to help their child stay on track.

It’s a good idea to set up a learning plan that both parents and teachers are aware of, to guide your child’s learning at home and ensure they meet their learning goals. More information can be found on the Victorian Education website.

Many families are feeling anxious about Covid-19.

Associate professor Craig Hassed from the Department of General Practice at Monash University said the community can take steps to reduce their racing hearts and minds.

He told Star News Group he recommends people use reliable sources of information about the virus, including government and medical college websites.

“Not feeding on the social media frenzy is probably going to help as well,” he added.

For students, this is something that can be controlled at home by parents.

Practising mindfulness can counteract stress and anxiety.

Parents can help by modelling such behaviours to their children. If parents are unsure where to start, A/ Prof recommended the free Smiling Mind app as people introduce themselves to mindfulness, as well as Monash University’s Mindfulness for Wellbeing and Peak Performance course.

Parents can also speak to their child about the virus and why these changes are taking place, in an ageappropriate manner.

The Department of Education’s website has rolling updates about Covid-19 on its website. For more information, including tips and resources, visit https://www.education.vic.gov.au/about/ department/Pages/coronavirus.aspx GOVERNMENT SCHOOLS GUIDE

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At Rosebud Secondary College We proudly deliver the only accredited Select Entry Accelerated Learning (SEAL) program on the Southern Peninsula. Only 36 Secondary Schools across the state are accredited by the Department to deliver the Select Entry Accelerated Learning (SEAL) program.

WHAT ARE THE ADVANTAGES OF SEAL? Learning in core subjects is accelerated for students in these programs and opportunities for in-depth study are provided. Students usually complete Years 7-10 in three years, giving them an extended range of options for their final years of schooling. Students may choose to complete extra VCE units, allowing them to accrue a greater range of subjects.

WHO ARE WE LOOKING FOR?

personally as well as consistently performing well

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Throughout the selection process we are looking for students who:

of their communities.

If you are interested in the 2021 SEAL program send an email to Brendan Murray our SEAL Coordinator

brendan.murray@education.vic.gov.au

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 confidence about their future. The values that underpin a Brentwood education reflect the concept of a genuine learning community. They include Values for Learning (creativity, curiosity, discipline, reflection 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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Bayswater Secondary College BAYSWATER Secondary College is a coeducational school with a growing enrolment of approximately 210 students, located on an appealing, spacious campus easily accessible via public transport. 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 students seeking early entrance into tertiary studies.

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Our Select Entry Accelerated Learning (SEAL) program for students in Years 7-10 provides a rigorous academic program that challenges and extends students who are looking for university pathways into the future.

Our international student program provides learning experiences that assist local and international students to better understand their place within the world. By “thinking global, acting local” we seek to build strong links around the world to provide a rich and diverse set of learning experiences.

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 BENT TLEIIGH SECONDARY SECO ONDA ARY COLLEG COLLEGE GE Excellence xcelle e nce e in Education Bentleigh entleigh Secondary Seco onda ary College is a co-educational o-educatio onal school sch hool that is committed d to inspiring spiring ac academic cade emic c and creative excellen excellence nce in our ur st students. stud uden entts. s Our purpose-built has ur new pu urp pose-built da Vinci Centre h as been een designed design ned with state-of-the-art spaces to deliver eliver Science, Scie ence e, Technology, Te echnology, Engineering Engineering, g, Arts and nd Mathem Mathematics matics ((STEAM).

STE EAM AM). ) T The he iinspiring nspi ns piri ring ng g ffacility acility with th light-fil light-filled lle ed dynamic dyn yn nam amic learning spacess and courtyards includes an ourtyards in nclu ude es Visual Art studios, a n Art gallery, specialist allery, Technology Tech hno ollogyy rooms with specialis st Food kitchens tchens and an nd Robotics.

Robo otics.

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The he new Sports Sp ports stadiums sttadiums will encourage encourag ge increased creased student stu udent participation in sports sportts and physical hysical activity ac ctivitty and an nd become home to our our Sports ports Academy.

Aca adem my. The The Sports Academy will encourage ncourage positive possitive e educational and career carreer outcomes utcomes for for students, stud dents, providing access acces ss to high gh performance perform man nce training and coaching g whilst hilst participating partic cipa ating g in a comprehensive academic cademic program. pro ogram m.

Our co-curricular programs outstanding ur co-curr ric cullar p rograms offer outstan nding opportunities pportunitie es in n the e Performing g Arts,, Instrumental Music, strumenta al M usic us ic, c Leadership, Sustainable Sustain nable Practice actice and Sport.

Sp portt. Positive relationships relationship ps are the e cornerstone cornerssto one e off our inclusive college culture.

At Bentleigh h Secondary Se econ ndary College students studentts are able and ble to find and and d develop de evelop their real self an nd celebrate elebrate being beiing g the e very best they can be. be.

For or further information informattio on please call 03 9579 1044 10 044 or visit our website website to book a tour.

Excellence in Education STEAM Centre

Gifted and Talented Program

Sports Complex

Performing Arts

Sports Academy

Instrumental Music

(Science, Technology, Engineering, Arts and Mathematics)

Sustainable Practice Leadership Programs Visual Arts

Vivien Street, East Bentleigh VIC 3165 12419343-JW16-20

P +61 3 9579 1044

www.bentleighsc.vic.edu.au

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

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

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

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

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Respect, the Pursuit of Excellence and Citizenship.

We provide a comprehensive, challenging curriculum that encourages a strong work ethic, as well as many out of class opportunities that enhance student school life. These include: Clubs, STEM, Camps and Tours, our highly acclaimed Instrumental Music program, the very successful Sport program that includes Sport Coaching and the Duke of Edinburgh programs, the Languages program with student exchanges to France and our sister school in Germany, and an outstanding Arts program.

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

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

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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 and make a difference to our community.

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

Over the last couple of years, we have seen some of the best VCE and VCAL results in the area. Our 2019 Dux Rebecca, achieved 97.3 and our students featured in Top Designs, Top Class Dance, Bunjil VCE Emergent Exhibition and State Schools Spectacular.

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

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and well cared for throughout their school life. Learning Teams look after our students in learning communities where we track the achievements of, and get to know, each student.

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We are proud of our multi-generational connections and history within our local community.

Berwick College offers an extensive range of school and inter-school sporting activities, in outstanding sporting facilities including hockey pitches, tennis courts, netball courts, Stadium, fitness gym and access to the City of Casey Athletics track and Berwick Leisure Centre.

Our new Community Health and Wellbeing Centre is under construction. It will vastly improve facilities for our students and the community in areas of Mental Health and Wellbeing.

We are very proud of the journey this College has taken; our inclusive education, our provision of varied career pathways, our facilities and our commitment to delivering successful outcomes for our students. Most of all, we are proud of our multigenerational connections and history within our local community.

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 enjoy a comprehensive curriculum and many career specific pathways

College Tours available on Wednesdays at 9:30am www.berwickcollege.com.au

Telephone 8768 1000

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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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DISCOVER THE DIFFERENCE AT BUNDOORA SECONDARY COLLEGE

Come and see the Take Control model and the Big Picture Academy in action.

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Talk to the students about how they are empowering themselves for the future by designing their own pathways and curriculum.

Book a personalised tour today on our school website or through the office.

53 Balmoral Avenue, Bundoora, 3083 t: (03) 9467 1511 w: www.bundoorasc.vic.edu.au e: bundoora.sc@education.vic.gov.au

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The Road Less Travelled AFTER adopting the innovative Take Control model in 2017 and the Big Picture Education model 2020, Bundoora Secondary College continues its student empowerment journey…

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

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

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

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

I shake my head in awe at how powerful this kind of personalised learning is: Jack is completely engaged in some challenging and – dare I say it – dry and technical documentation.

I’m not sure I’ve ever seen anyone jump at doing a business plan before, but here he is, eagerly and 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.

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

Like 21st century society, the Take Control model and Big Picture Education 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 well-trodden 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.

DISCOVER THE DIFFERENCE AT BUNDOORA SECONDARY COLLEGE

Book a tour with the Principal today!

53 Balmoral Avenue, Bundoora, 3083 t: (03) 9467 1511 w: www.bundoorasc.vic.edu.au e: bundoora.sc@education.vic.gov.au

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Canterbury Girls’ Secondary College CANTERBURY Girls’ Secondary College is a dynamic learning community based on the principles of partnership, support and responsibility and fosters high levels of achievement and satisfaction.

Students are constantly challenged in their learning and the emphasis is on problem solving.

Valued College traditions develop a sense of continuity and identity for students and teachers.

Both individual achievement and contribution to group activities are encouraged and valued.

The recognition of achievements occurs in a number of ways including Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at General, Subschool and Year Level Assemblies.

Canterbury Girls’ Secondary College actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.

VCE Results Canterbury Girls’ Secondary College achieves outstanding VCE results. The students’ ATAR scores in 2019 showed that: ■ 41 students (27.5% - an increase as compared to last year) achieved ATAR scores above 90 placing them in the top 10% of students across the State ■ 75 students (50.3%) achieved ATAR scores above 80 placing them in the top 20% of students across the State Student Leadership Canterbury Girls’ Secondary College encourages students to undertake leadership roles and provides a structure and program for developing student skills in leadership. The development of these skills is strongly supported through participation in leadership programs within the College and through our links with the local community.

Music The music program at Canterbury Girls’ Secondary College is a vibrant one offering a wide range of learning and performance opportunities to all students. The program boasts three large concert bands, two string orchestras, a symphony orchestra, stage band, rock bands, guitar ensemble, Klezmer ensemble and many smaller chamber groups. The College has a strong

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Canterbury Girls’ Secondary College is the best school to educate girls. tradition in choral work ranging from whole school events such as the House Choral Festival to the choirs including the award winning Canterbury Cantabella. All of our ensembles perform regularly at school events and also in the broader community. Our annual Music Night showcases the talents of our young musicians.

Instrumental tuition is available in all woodwind, brass, string and percussion and also vocal and guitar. Students who learn away from the College are welcome to participate in our ensemble performance program.

Sport Canterbury Girls’ Secondary College has an extensive sporting program, including Physical Education as a curriculum program, Sport Education in Years 7 and 8, and involvement in a wide range of inter-school sporting competitions.

Canterbury Girls’ Secondary College has continued its dominance in many sports in the inter-school competitions by adopting a healthy participation rate and dominating many team sports. Our growing reputation as a strong sporting school has been enhanced with excellent team and individual performances. The Sport program is supported by specialist coaches and training sessions to enable students to develop further their sporting skills.

Canterbury Girls’ Secondary College is the best school to educate girls.

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

Open day and information night Monday 27 April 2020

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

12430875-FA06-20

See College website for booking details

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 co-curricular 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

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University enrichment studies

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International Student Program

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Student leadership and citizenship

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Extensive music performance groups

program,

multiple

Special interest groups & clubs Camps, sister schools international tours

exchanges

and

Extensive sports program A range of house programs including annual carnivals and festivals School musical productions

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

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Children who read books daily score higher Books matter - UK study has lessons for Australia A study of 43,000 students in the United Kingdom released recently has demonstrated that it not only matters that kids read: it matters what they read.

The significant study showed that students who engaged in reading high-quality books daily scored much higher in tests than those who chose to read items such as magazines. .

Griffith University’s Beryl Exley, Professor of English Curriculum & Literacies Education in the School of Education and Professional Studies, explains why it is important to encourage the reading of books - and why other reading materials are still important: “Comics, newspapers and magazines don’t escalate children’s cognitive skills as much because they usually present everyday concepts with everyday vocabulary in a practical way.

“Story books and information books usually present academic concepts with a more technical vocabulary in an abstract way. This is what grows cognitive capacity.

“That’s not to say that comics, newspapers and magazine don’t ever focus on academic concepts, but it’s less likely that will happen.

Children still should be encouraged to read comics, newspapers and magazines for pleasure, to add to their general knowledge and to be politically aware. Breadth of reading opportunities is the goal.”

For more information, please contact Professor Beryl Exley, Deputy Head of School - Learning & Teaching in the School of Education and Professional Studies at Griffith University at b.exley@griffith.edu.au.

Associate Professor Michael Nagel from the University of the Sunshine Coast says,”This study resonates with a growing corpus of literature suggesting that reading paper based books offers a distinct advantage for achieving excellent standards of literacy and higher academic achievement.

“Aside from a range of issues associated with reading on screens, and an oft held sacred cow suggesting that children should be offered anything to read just as long as they are reading,

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this study links with others that have identified that children prefer to read books on paper rather than screens and that academic success is linked to developing a rich understanding of complex text through books over the school years.

“This is not to say that children should be discouraged from other types of reading but that books should be at the forefront of such endeavour. Reading, and reading comprehension, are not general skills and both are nurtured through incrementally complex text in age appropriate books over the course of a child’s life and educational journey.”

For more information, please contact Associate Professor Michael Nagel in Child Development and Learning at the University of the Sunshine Coast at mnagel@usc.edu.au.

Children who read books daily score higher in school tests, vast new study states What children choose to read outside school directly influences their academic performance according to a major new study by the University of Malaga and UCL, and published in the peerreviewed journal Oxford Review of Education.

Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests.

The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months’ worth of additional secondary school academic growth.

The study demonstrated no similar advantage for children’s reading daily newspapers, comics or magazines, and only marginal benefits from short stories.

The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books.

“Although three months’ worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured - from when these young people are aged 11 years old to 14, which we know is a hugely developmental period,” explains co-author Professor John Jerrim, from the UCL Institute of Education.

“In an increasingly digital world, it’s important that young people are encouraged to find time to read a good book.”

Professor Oscar Marcenaro-Gutierrez, from the University of Malaga, added: “Other less complex and less engaging forms of reading are unlikely to bring the same benefits for their cognitive development, and shouldn’t be counted as part of their reading time.

“This is particularly important for lowachievers, where any association is likely to be strongest.”

Co-author Dr Luis Alejandro Lopez-Agudo, from the University of Malaga, says: “Reading is a fundamental skill that plays a key part in all our lives.

“Our results provide further evidence that it’s not only whether young people read or not that matters - but also what they read.”

The amount of time children spend reading is already understood to help develop their literacy skills. This ability increases through practice and by trying longer and more challenging texts.

Few studies though have focused on whether the type of material children choose influences their achievements at school.

This study, looking at pupils in Spain, attempted to establish whether a link exists between literacy and mathematics scores and the type of material children look at in their spare time, as well as how long they spend doing this. Comics, short stories, books, newspapers and magazines were the texts included in the research.

The researchers used data from a census carried out by the Andalusian Agency of Education Assessment.

This included questionnaire responses completed during 2008 to 2009 by 10 to 11-year-olds, and from those aged 13 to 14 during 2011 and 2012.

Children’s attitudes towards school were considered along with prior achievement levels.

Parents were also asked about their own reading habits and how involved they were in their child’s education.

The results showed the more frequently children read books, the better they performed in school tests as teenagers.

The same effect was not observed with comics, newspapers and magazines. Specifically, researchers found: ■ 13 to 14-year-olds who read books every or almost every day scored 0.22 standard deviations higher (the equivalent of three months) on the literacy test than those who read books almost never.

■ There is evidence of positive spill-overs into other subjects, with a difference of around 0.20 standard deviations in mathematics.

■ There was some benefit from short stories for children who enjoyed them at least once a month. The researchers concluded though that increasing the frequency of this to weekly or daily was unlikely to bring any further benefits.

The study also highlighted the reading patterns across different groups of children. It showed: ■ Girls seem to read short stories, books and newspapers more frequently than boys, and comics and magazines less frequently.

■ Young people from advantaged backgrounds read all the text types more frequently than those from disadvantaged homes.

■ High-achieving students (according to their 5th grade test scores) were more likely to read tales/short novels and books compared to lowachieving students, though with little difference in terms of reading comics, newspapers and magazines.

The findings of this study should be interpreted in the context of some limitations and the need for further research. These include the research being carried out in one particular region within Spain, and the focus upon academic progress made during the early teenage years. At this point, reading skills are already quite well-developed - there is no data for younger children.

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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 in keeping with our four school values: Excellence, Curiosity, Integrity, Community.

At our school, staff work collaboratively to develop a comprehensive and cohesive online curriculum, closely monitor and support the health and wellbeing of students, and challenge 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 we are proud of the high results and impressive achievements of our students. We endeavour to develop the whole person and we are proud to cultivate the diverse talents of our students. We offer a range of well-established co-curricular programs and clubs and an expanding range of opportunities for students to contribute their own ideas for initiatives, activities and events.

Students are also offered an extensive range of excursions, camps, overseas tours and international tours. There is a wide range of enrichment opportunities to develop leadership capacity, participate in debating and public speaking programs, perform in concerts, productions and musicals, exhibit original artwork in galleries, compete in interschool sporting teams, develop fluency in Chinese (Mandarin) or Spanish, explore a wide

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Students are at the centre of our approach to teaching and learning and our decision-making... range of humanities subjects, 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 invest significant effort into their learning and to take up opportunities that enable them 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, theatrette, and a new recording studio and library. The school is set within wonderful, expansive and well-kept grounds with a gymnasium, oval, multiple new outdoor courts, and nearby access to a range of fantastic local facilities.

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Craigieburn Secondary College AT Craigieburn Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community.

Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure every student engages with their learning and is challenged to achieve beyond their potential.

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

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

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

The College is organised into sub-schools with a strong emphasis on support for all students’ transition into school and throughout their educational journey. Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels.

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

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Students’ curiosity is heightened through the building of thinking skills and enquiry learning.

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

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

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

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

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

CRAIGIEBURN CRAIGIEBURN SECONDARY SECONDARY COLLEGE

COLLEGE

CRAIGIEBURN SECONDARY COLLEGE INFORMATION EVENING WHEN WHEN Thursday 27th April 2017 2021 Wednesday 21st April School Tours 5:30 -6:00pm School Tours 5:30-6:00pm Information Session 6:00 -7:00pm

Information Session 6:00-7:00pm

WHERE WHERE

Ironbark Performing Arts Centre Ironbark Performing Arts Centre Craigieburn Secondary College Craigieburn Secondary College

ADDITIONAL SCHOOL TOURS ADDITIONAL SCHOOL TOURS Tuesday 18th April 2017 — 10:00am Monday 24th 2017 —10:00 am Friday 7th May 2021 April - 10:00am Friday 14th May 2021 - 10:00am are warmly invited to contact the

tant Principal Genevieve Bongrain

on 9308 1144 to ar-

At Craigieburn Secondary College we have high exAt Craigieburn Secondary College we have curricuhigh teachers, parents, lum programs and the broader community. Students and sta 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

to achieve beyond their Our teaching code of prac-

framework that ensures that there is consistency in the delivery of high level

We believe that when there is an environment of We believe excellence in that everywhen classroom then students will

Craigieburn Secondary College

Craigieburn Secondary College

102 Hothlyn Drive Craigieburn Victoria 3064

102 Hothlyn Drive Craigieburn Victoria 3064

Telephone (+613) 9308 1144

Telephone (+613) 9308 1144

Email craigieburn.sc@edumail.vic.gov.au

Email craigieburn.sc@edumail.vic.gov.au

www.craigieburnsc.vic.edu.au www.craigieburnsc.vic.edu.au 12442891-JW16-20

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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 student’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 Learning for Success 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. Inclusion is also highly valued at Cranbourne East Secondary College. We provide our staff with faces to names and strategies to best support our students’ various needs, not just in the classroom but socially and emotionally, as well.

We encourage our staff to build positive relationships with students, to help increase connectedness to school and to assist with meeting the expectations of students. We discuss learning goals with all our students, to provide an opportunity for student voice and to foster ownership for their own learning.

Staff also, generously give up their time to provide various clubs and mini communities for our young people to be part of, including Diversity Club and Culture Club. This aim is to provide many students

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Our Learning for Success program delivers ongoing support for students throughout each school year with the opportunity to feel more included and supported within the College community.

School tours are available every 2nd Thursday at 11.30am 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 encourage students to become more aware of their own abilities and interests. This self-knowledge 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:

SCHOOL TOURS / OPEN DAYS:

CONTACT DETAILS:

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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Teaching students resilience THAT which doesn’t kill you doesn’t exactly make you stronger, shows a new study by Scientia Professor Andrew Martin of UNSW Sydney and Herbert Marsh of the Australian Catholic University.

Over the course of a year at high school, researchers surveyed 481 students on Australia’s east coast, ranging from years 7-12. They gathered information about students’ adversities at school such as failing a subject, not handing in most schoolwork, being suspended, or moving schools.

They also assessed students’ “academic buoyancy”; that is, their ability to bounce back from academic setbacks and difficulties.

Professors Martin and Marsh wanted to look at the relationship between students’ academic buoyancy and their experience of academic adversity. In particular, they were interested to see if academic buoyancy led to less academic adversity over time—or whether experiencing academic adversity would increase students’ buoyancy.

They found that academically buoyant students were significantly less likely to experience academic adversity over the course of the subsequent academic year. They also found that experiencing academic adversity did not make students more buoyant.

One school of thought is that adversity can be good for students, as it too pushes them to develop resilience and better equip them to overcome problems in the future. Professors Martin and Marsh found this was not the case.

But they did find that if a student experienced academic adversity, they could cope with this adversity if they already had a high level of academic buoyancy. That is, their academic buoyancy meant even though they experienced adversity initially, they were well equipped to tackle future obstacles.

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“Buoyancy is an important factor in helping students manage and mitigate academic adversity,” they say. “Buoyancy could act as a buffer for future adversity.”

The imperative for educators should be to promote academic buoyancy as early as possible, to provide the buffer and to help reduce the risk of academic adversity later in students’ schooling.

Another encouraging finding was that prior success can help prevent future academic obstacles, so the researchers encourage educators to start working on students’ academic buoyancy as soon as possible.

“Early identification and intervention (say, in junior high school or even earlier) may be helpful before academic adversity and associated risks escalate too much.”

In some of Professor Martin and Marsh’s prior research, they identified strategies that can boost students’ academic buoyancy. These include building students’ self-confidence and reducing their anxiety. Effective strategies also include enhancing students’ relationships with teachers and giving students a stronger sense of belonging at school.

“The good news is that students can develop the attributes that help them deal with academic adversity at school—and beyond”, they advise.

Sources: Martin, A., & Marsh, H. (2019). ‘Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time,’ International Journal of Behavioural Development.

For more information please contact Professor Andrew Martin of UNSW Sydney at andrew.martin@unsw.edu.au

Getting the best from and for our students Our College’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.

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.

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

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

We provide a dynamic learning environment that emphasises the importance of community and relationships. We strongly

For further information call the Cranbourne Secondary College on 5996 3544.

Phone: 03 5996 3544

12420665-LB16-20

www.cranbournesc.vic.edu.au

12422687-SG16-20

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DANDENONG HIGH SCHOOL RECOGNISES THAT THE WORLD OUR STUDENTS ARE ENTERING HAS CHANGED DRAMATICALLY BECAUSE OF TECHNOLOGY. STUDENTS NOW NEED TO BE INNOVATORS, ENTREPRENEURS AND CREATORS WHO CAN LEVERAGE TECHNOLOGY TO ACHIEVE SUCCESS. AT DANDENONG HIGH SCHOOL WE OFFER A DIVERSE RANGE OF LEARNING PROGRAMS AIMED TO ENABLE STUDENTS TO DEVELOP THE SKILLS REQUIRED IN THE FUTURE, PART OF THIS IS OUR STEM PROGRAM. OUR SCHOOL IS FUTURES THINKING WITH A COMPREHENSIVE STEM PROGRAM THAT PROVIDES STUDENTS WITH A TECHNOLOGY PATHWAY FROM YEARS 7 – 12 INCLUDING; A YEAR 7 AND 8 STEM SUBJECT IN THE JUNIOR YEARS, A SPECIALISED STEM SUBJECT IN YEAR 9, STEM INNOVATORS IN YEAR 10, A CHAMPIONSHIP WINNING ROBOTICS PROGRAM AND VCE SYSTEMS ENGINEERING. OUR SENIOR PATHWAYS OPTIONS INCLUDE ROBOTICS AND SYSTEMS ENGINEERING ENSURING SUCCESS BEYOND THEIR SCHOOL YEARS.

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LESSONS COME FROM THE JOURNEY...

NOT THE DESTINATION

DROMANA COLLEGE As the highest performing secondary school on the Mornington Peninsula, we 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.

Tours available Tuesday mornings at 9:30am Please phone 5987 2805 for bookings

Open Night

OPEN POSTPONED Tuesdayy 28 April pNIGHT 2020 at 6:00pm p Leap Testing Saturday 8 August 2020 at 9.00am.

Online applications May 2020 via our website - www.dsc.vic.edu.au

Address: 110 Harrisons Road Dromana 3936 (entry via Old White Hill Road) 12443976-NG16-20

Phone: 5987 2805 Website: www.dsc.vic.edu.au Email: dromana.sc@education.vic.gov.au

Essendon Keilor College IN 2020 Essendon Keilor College is going from strength to strength.

With strong leadership across the College, supported by outstanding teaching and support staff, Essendon Keilor College is providing students with a range of unique educational opportunities that our three specialist campuses provide. Our culture of high expectations with a focus on growth means that all students are supported to reach their maximum potential.

Teachers and students work in an environment that is conducive to high achievement. New facilities on all campuses have been designed to support innovative teaching practices that are focussed around preparing students for the challenges that they will face in the future.

Essendon Keilor College is a Year 7 to 12 school, based on three campuses. Our vision is to develop accomplished citizens who contribute, live meaningfully and succeed. For over 100 years we have been fulfilling that vision and will continue to do so for many years to come in partnership with parents and the whole school community.

Essendon Keilor College is a multi-campus college that has served the needs of the community for over 100 years and continues to provide excellent educational opportunities for all students.

Our vision is to develop accomplished citizens who contribute, live meaningfully and succeed Our two junior campuses deliver a program designed to meet the needs of students in Years 7 to 9. The senior campus provides a diverse curriculum at Years 10 to 12, including VCE, VET and VCAL, preparing all students to progress to further study and training.

Our graduates frequently return to tell us about their lives since leaving school. They all remark on how much they value the education they received at Essendon Keilor College.

In 2019, the college completed an $11 million rebuilding program to provide outstanding facilities and STEM learning centres for 21st century teaching and learning.

Our college operates in a culturally diverse community and offers a breadth of educational services that support the aspirations of our students and their wide range of needs.

At Essendon Keilor College, students are not just one of a crowd. We know that every student is different, with different aspirations, needs and

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dreams. This makes the college a unique and exciting place to learn. Our dedicated junior schools focus on early learning and building solid educational skills, friendships and a sense of belonging. The personalised approach to teaching and learning continues at our senior campus in Essendon, and because there are many pathways to a successful career that run alongside the ATAR system, we make sure that each of our senior students can find their own path to tertiary education, vocational training and employment.

Our individual and personal approach to teaching and learning is the hallmark of our school, and why you can be sure that you are attending a college where your education will really matter. Our college is well known for the excellence of our academic programs, with the specialist senior campus offering VCE, VET and VCAL, and with our graduates progressing to a wide range of pathways.

Our 2019 Dux, Vicky Vu, is planning to study architecture at Swinburne University as our students excelled across a range of disciplines and are furthering their education at universities across Australia.

The College has a number of specialist programs. There is an elite sport program, run in partnership with Victoria University which prepares students for careers in the Sport and Recreation industry. Our College is known for its Performing Arts program and we also specialise in teaching languages other than English working closely with local primary schools to foster the learning of languages at an early age.

With a strong international focus, our college has sister schools in Japan and Vietnam and students travel to visit these countries as well as Italy to hone their language skills. The college hosts an excellent International Students Program. For over 25 years, international students have joined the college to pursue their dreams and have gone on to study at universities in Australia and overseas All students have access to the latest technology through computer laboratories and the 1:1 computer program.

Regardless of your cultural background or circumstance, we encourage all prospective parents and students to join our vibrant college and welcoming community.

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

Why choose a public secondary school?

WE all have a stake in building a public secondary school system that prepares the next generation of productive citizens and workers. Our nation’s economic and social prosperity depends on this.

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

The Victorian Association of State Secondary Principals has consulted widely with its members, asking them to identify what they consider to be the most crucial elements required to build and sustain a thriving public secondary school system. They identified the following key elements required to improve the public secondary school system: Community Expectations ■ Communities take pride in their local public secondary school and are actively involved in improving it ■ Every public secondary school is the school of choice for local families, thus helping to strengthen neighbourhoods and enhance social cohesion ■ The Education Minister and senior department officials are passionate advocates for the system they operate: the public school system

Student Outcomes Every school has high expectations of its students and teachers, and pursues a high-performance culture

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All students make progress in academic achievement and social skills A student’s educational achievement is not determined by their socio-economic background Twenty-first century learning skills, (e.g. problem solving, curiosity, teamwork, perseverance) as well as literacy and numeracy, are emphasised in school programs, enabling a more comprehensive comparison of student performance at local, national and international level.

At this time of the year, families are making important decisions about choosing a secondary school for their child. There’s a common view that if you send your child to a private school, your child will get better results.

But the facts show that this is wrong. A recent review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and independent schools across a range of education indicators. (Cobbold, 2015)

Picture courtesy of Monterey Secondary College

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The review showed there were no significant differences between the results of students from public, Catholic and independent schools in national and international tests and in university completion rates. And in the first year of university, students from public schools outperform other students - they achieve higher grades in their first year of university than students from Catholic and independent schools.

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

There are other good reasons to consider enrolling your child in a public school.

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

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

They equip students for success in life and in work.

■ Public schools are neighbourhood schools.

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

High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other forms of professional development.

High quality teaching is one of the biggest factors that influence student learning.

Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values. They provide opportunities for all children to succeed, no matter where they live.

They give all children a fair chance to reach their potential and lead a fulfilling life.

This information is courtesy of VASSP - Victorian Association of State Secondary Principals

For further information regarding the Education Guides published by the Star New Group refer to: www.victoriaschoolguides.starcommunity. com.au You can read more about Cobbolds review’s findings here: www.saveourschools.com.au/publiceducation/studies-show-publicschoolsachieve-similar-results-to-private-schools

Picture courtesy of Canterbury Girls' Secondary College.

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Hampton Park Secondary College ONE size does not fit all and neither should education, says the principal at Hampton Park Secondary College, Wayne Haworth.

“Everyone is unique and individual with interests, passions and learning needs.”

In a traditional schooling model, students study all areas of the curriculum. At Hampton Park Secondary College (HPSC), we give control back to students, by allowing them to select subject based on interests and passion.

Students have the opportunity to select from over 100 new electives from Planet Earth, Robotics and Snack Attack to Fantastic Beasts and much more.

Our world is rapidly changing, so schools must better prepare students. At Hampton Park Secondary College, staff believe that ‘education should be done with students, rather than to students’.

Students are offered three programs, Explore (Year 7); Enhance (Years 8-10); Excel (Year 11- 12).

At HPSC, we offer vertical learning whereby students are grouped according to their passions and learning needs rather than simply by age.

This innovative, tailor-made approach to learning assists students so that no student is held back, and no one is left behind. Learning is an organic process and by creating optimal conditions for learning, students thrive.

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This innovative, tailor-made approach to learning assists students so that no student is held back, and no one is left behind At HPSC, we empower students through student voice to have a direct influence on teaching and learning across the College.

Students are encouraged to develop their leadership skills through our targeted student voice and leadership programs.

Student leadership roles have been designed for our students, by our students, and there are leadership opportunities for all year levels.

Involvement in leadership helps strengthen engagement and connectedness in our student cohort, and improves learning outcomes.

To see our learning community in action, discover our individually tailored student programmes and discuss what learning opportunities Hampton Park Secondary College can offer your student, book a Principal led tour via our website.

Book A Tour To see our learning community in action & tour our facilities, book a Principal led tour via our website.

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Healesville High School HEALESVILLE High School principal Allan Rennick and his staff were absolutely delighted by the outstanding results achieved by the graduating class of 2019. Healesville is one of only two schools in the entire north eastern region of Victoria to have recorded an improved median study score in each of the past two years.

The excellent scores achieved by the students indicated consistency and excellence across the VCE group and may be attributed to a collective focus on student learning outcomes throughout the school. In addition, a whole-school focus on literacy, the school’s commitment to offering a wide range of VCE subject choices, with resultant small class sizes, and an emphasis upon identifying each student’s individual learning needs have undoubtedly contributed to the wonderful academic results attained.

Across the state the mean (average) study score in English is, from year to year, consistently around 28. The mean English study score of the Healesville group last year was 29.91, significantly above the state mean for that subject.

The school is intent on celebrating the successes of last year and is committed to even further improving upon this level of achievement.

Mr Rennick and his staff are also bursting with pride over the achievements, efforts and attitudes of a group of 14 students and three staff members who spent 31 days at the end of last year trekking through India and completing voluntary work there. The group endured some difficult times but had the most incredibly positive and life-changing of experiences, whilst continually

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The mean English study score of the Healesville group last year was 29.91, significantly above the state mean for that subject. working together and supporting each other, demonstrating resilience and determination, persistence, compassion and care.

One stunning example of this care and compassion was shown after the tour group returned to Australia minus one staff member who, requiring essential eye surgery, had to remain in India for an extra week. That staff member finally arrived in Australia on December 29, landing at Tullamarine Airport to find almost the entire touring party had returned to the airport and were waiting to greet him.

Mr Rennick said ‘I was so incredibly proud of the students for their approach to the entire trip and it was quite moving to see so many students and their parents at the airport, showing how much they cared for, and appreciated our staff member. What a wonderfully close and caring community we have’.

Mr Rennick looks forward to meeting prospective families at the school’s upcoming Open Night.

HEALESVILLE

HIGH SCHOOL

OPEN NIGHT WEDNESDAY APRIL 29th - 7PM 10 Camerons Road, Healesville Vic 3777 (03) 5962 4088 // www.healesvillehs.vic.edu.au // healesville.hs@edumail.vic.gov.au 12443945-JW16-20

Students and Problem Solving A POPULAR theory says it’s best for students learning a new topic to tackle problems on their own before they’re taught the known method. But a recent study suggests this approach can backfire – especially when there’s a risk of information overload.

The study, led by PhD candidate Greg Ashman of UNSW Sydney, suggests that when new learning places high demands on students’ working memory, it’s better to explicitly teach them first, and let them attempt to apply their knowledge to problem-solving afterwards.

The study taps into fierce debates over the role “productive failure” has in student learning.

Research on productive failure has shown that in some cases, letting students try to solve problems before teaching them how has benefits: these include giving them a chance to draw on their existing knowledge, becoming aware of gaps in this knowledge, and engaging more deeply with what they’re then taught.

But the study’s results, says Ashman, suggest that this approach does not work when the problem-solving requires students to pull together lots of new pieces of information to arrive at a solution.

In this case, students run the risk of information overload. This is because there is a limit to how much information our working memory can deal with at once. Because of this, says Ashman, it is helpful to store some of the information we’ll need in our long-term memory before we attempt to solve complex problems.

Ashman’s study was based on two experiments.

In the first, researchers split 64 year 5 students tackling science problems on lightbulbs and energy use into two groups: one group had a go at the problems before having an interactive lecture on the effective approach. The other group had the interactive lecture first, then attempted the problems.

At a later date, both groups were given another go at problems based on the same knowledge to see who would do better. The results were clear: the students who had the interactive lecture first scored higher. A similar experiment was run again with a separate group of 71 students, but with slightly more complex problems. The results in this case were even more decisive.

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The purpose of education is to allow learners to store information in long-term memory.

But the study does not rule out problem-solving as a learning approach. The problems attempted in this study involved a high number of elements that needed to be processed in the learners’ working memory.

Ashman thinks this may be why the “productive failure” approach was ineffective. But it may still be beneficial in situations where the working memory has only a small number of elements to interact with, he said.

The current understanding is that the working memory has a limit of around four elements when processing information. Any more elements constitute a “high” level of interaction. Long-term memory has no known capacity limits.

Once the working memory processes new information, it is stored in the long-term memory, and can be transferred back to the working memory whenever required.

“The purpose of education is to allow learners to store information in long-term memory,” said Ashman. “Once stored, we are transformed in our ability to act. But before being stored, new information must be processed by our working memory, which has limited capacity and duration.”

“When we’re teaching students how to solve problems with lots of interacting elements, we should start with explicit instruction before getting the class to attempt the problems.”

Greg Ashman et al. (2019). ‘Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?’, Educational Psychology Review.

For more information or an interview, please contact Greg Ashman of UNSW Sydney at greg.ashman@gmail.com. (Email message preferred, as Greg Ashman is a full-time teacher.

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

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

Highvale students have been very successful in their VCE results with the 2019 highest ATAR being 99. 9% of the cohort received individual subject study scores of 40+ with a perfect score of 50 for ICT achieved. Highvale has 1:1 counselling in careers and subject choice for all Years 7-11 students. These very successful programs have enabled students who complete their Year 12 to receive an offer of their choice into tertiary courses at university and TAFE. 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 College has completed the refurbishment of all its buildings.

Students are now enjoying the new Art & Technology and Science rooms which include all new science laboratories, Art and Media studios,Technology specialist robotic and 3D printing rooms.

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 12425832-CG06-19

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8 Steps to Calm Parenting NEVER before has parenting and adulting been so complicated! Society continues to have expectations that twist into “should” or “must have”. With the ever present competitiveness within our communities, it seems that parents are pressured to adhere to so many limiting rules and beliefs that create unnecessary stress.

Although hearing positive stories can be helpful, many opinions and experiences can make little allowance for differences of parenting methods which actually sit within a normal range of dissimilarity. By using our gut intuition we can more accurately decide what is useful for ourselves and our families rather than being told what to do.

Instant gratification has also become a norm for many adults and children with our children developing expectations of how to survive life unrealistically. They are in danger of arriving at adulthood underprepared for real life scenarios.

We can help our children to prepare by adding to their innate wisdom with realistic discussion on a few basic guidelines: 1. Nobody has all the answers We do not have the answers for everything. All of life’s stages are new experiences. Life is a time of discovery and adventure. We do not need to follow the herd or feel obligated to do the same as everyone else for fear of not being “normal”. Allow yourself to find out things without pressure.

2. Everybody is a student Expecting perfection and knowing all the answers results is a feeling of inadequacy and increasingly reduced confidence by discovering appropriate preparation has not been achieved for life’s challenges. This is uncomfortable and avoidable.

Wanting to be a student and discovering how learning occurs is key to everyone’s success.

Accept that life is based on being a learner at all levels of living and enjoy the process. Appreciate our journey of learning with patience, enjoyment and reality. There is no shame in saying “I don’t know but I would like to find out”.

3. Forget the trends To be a young parent today with expectations 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!!

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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.”

We are not meant to be clones of one another. So why would we put upon ourselves and each other, the notion that we must measure up to a list of expectations from others at new mothers group, kinder, the school gate and beyond.

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

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

5. Judgement is out. Discernment is in.

Judgement is comparison and feels negative and painful. Discernment is sensing that something else is better suited to the individual. Get to know the real child and their personality. Our children are unique, beautiful, and perfect as they are. We are aiming to assist them to be the loveliest version of themselves whatever that looks like.

Children benefit from knowing how to accept their own differences and individual make up, and those of others. Each day is a learning curve and gentle suggestion is appropriate in moments of mistakes.

6. Adults can love learning.

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

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

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

8. Find the family joys.

Share the skills of love, respect, sharing, caring, loyalty, honesty and trying to the best of their ability as a basic focus. Allow children to become their unique selves simply by being intuitive and creative. Having quiet, loving family times and restful moments removes the incessant striving for more and more. These basics don’t require funds, stress or pressure but rather they develop with together time and connection.

Things do not have to be complex. Life is not perfect, tidy and neatly packaged into a list of accomplishments that our children must produce.

Be realistic. Be a bit messy. Simplify with back to basics and leave competition out. A new born baby feels loved by the kisses on the check not the expensive pusher he is pushed around in. The teenager feels valued by being listened to not by expectations of greatness.

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”.

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

Giving ourselves permission to be a student at all stages of life enables us to be able to learn with accepting ears rather than try to prove that we know something. Learning is a wondrous thing and enables confidence to ask questions and explore.

This makes life exciting and enjoyable. By feeling free not knowing things, we will in fact solidify our problem solving skills and create ability to survive all manner of things.

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Hoppers Crossing Secondary College HOPPERS Crossing Secondary College is a dynamic school, where students are presented with boundless opportunities throughout their schooling journey. We place great emphasis on developing innovative and challenging educational programs for students of all abilities and we are totally committed to continuing to improve the life and education of each student enrolled at Hoppers Crossing Secondary College. Our 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 we want to see each growing as a worthy, contributing member of our community.

At the College we develop students who are competing at the highest levels possible in the state across a range of areas. We offer a range of programs catering to students looking to excel academically and foster a growth mindset focused on continuous improvement. We are proud to acknowledge our Year 12 graduates who consistently achieve 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 who choose to access a University course whilst completing their Year 12 studies.

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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. Winning Story of the Year, as well as countess more Awards 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 to 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 Days in 2020 on Sunday April 26th to find out more and take a tour of the College.

Keith Halge, Principal

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Wednesday, 20th May 2020 (Registrations close 10.00am, 30th April) Successful students will be admitted to the 2021 Select Entry Enrichment Pathway (SEEP) Program and may also receive a $1,500 Scholarship over 3 years.

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

Enquiries - scholarships@hopcross.vic.edu.au

ns www.hopcross.vic.edu.au E: hoppers.crossing.sc@edumail.vic.gov.au

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Sunday 26th April Tour: 10:00am Information session: 11:00am

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Hume Central Secondary College HUME Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1,200 students which has continued to grow in recent years.

At Hume Central Secondary College we are a positive and creative learning community that prepares students for a successful life. We pride ourselves on having a safe, calm and orderly environment and we are dedicated to educating the whole person. We work in partnership with parents to develop young men and women who are globally aware, open to growth and committed to making a positive contribution to their local community.

The College has three state of the art Campuses, two Year 7-9 Junior Campuses and a Year 10-12 Senior Campus. Our Blair Street Junior Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia.

Select Entry Accelerated Learning(SEAL) Program Hume Central Secondary College’s Select Entry Accelerated Learning (SEAL) program operates at Years 7, 8 and 9 at both junior campuses.

The SEAL program has been especially developed to cater for the needs of high-achieving students by providing them with challenge and enrichment within a motivated and academically high-achieving peer group.

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Senior Pathways The emphasis in senior years is on working with students to help them to develop and practice the skills they will require for success in tertiary education and the workforce such as the ability to make decisions, accept responsibility and manage their time. In the senior years, students work with teachers to create a learning pathway that ensures they leave as young adults with the skills they need for a successful transition to life beyond secondary school. We believe that every learning pathway is valid and must be nurtured, and hence the college provides a diverse range of VCE subjects, a full VCAL program as well as a number of VET subjects.

We strongly believe that the key to a happy and successful education is the quality of the relationships that are formed between all members of the school community. We aim to ensure that every student feels safe and connected at all times. The dignity and respect for every person within our community underpins all that we do as a community, working collaboratively to assist each member of the community to achieve their hopes, dreams and aspirations.

We welcome your enquiries at any of our campuses and encourage you to visit our website for more information. www.humecentralsc.vic.edu.au Follow us on Facebook at www.facebook.com/ humecentralsecondarycollege/

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Our opportunities for students include:

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Why John Fawkner College?

s Tour ay l o o Sch Thursd 6 ry 16 eve 359 1 9 Call o Book t

www.jfc.vic.edu.au 51 Jukes Road, Fawkner Telephone: (03) 9359 1166 www.jfc.vic.edu.au

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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.

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JMSS believes in, and emphasises, a holistic 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.

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education for a positive future

Make an informed choice, make the right choice

Open Day & Night Tuesday 21th April, 2020 Open Day tour at 9:00am.

Open Night tours commence at 6:00pm, followed by presentations and discussions at 7:00pm Meet our Principal and senior teachers and take this opportunity to learn about our: Supportive Year 7 transition program Comprehensive curriculum and choice of subjects Rich array of sporting, cultural and extracurricular activities VCE results well above like schools High levels of University and TAFE entry

100 - 110 Odessa Avenue, Keilor Downs T 03 9365 8000 E keilor.downs.sc@edumail.vic.gov.au

If you can’t attend the Open Day or Open Night, please contact the College to arrange a tour.

www.kdc.vic.edu.au 12444334-NG16-20

SEAL registration

(select entry accelerated learning) Give your talented child the best educational opportunity Since 2002, the Keilor Downs College Select Entry Accelerated Learning (SEAL) program has challenged gifted and high-achieving students in their studies, enriched their learning experience and helped them achieve their potential. To be accepted in this special program, students must complete and return a registration form, and achieve a high standard in the formal SEAL examination.

Compulsory SEAL exam on Friday 24th April.

Registration forms and information are available from the College website www.kdc.vic.edu.au

To register your interest in the OPEN DAY or for information about SEAL, please call the College on: 03 9365 8000

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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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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.

KEW HIGH SCHOOL ASPIRE

STRIVE

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Kew High School provides a safe and secure learning environment which: Stimulates an interest in learning and caters for mixed abilities Enables all students to participate in a wide range of activities Fosters self-confidence, effective communication, respect for self, others and the wider community Fosters and promotes optimum student and staff wellbeing Values and listens to student input

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School tours for prospective parents are currently underway and will run until mid May. Dates and times are located on the school website at www.kew.vic.edu.au. You will find Tours under the “Enrol� tab.

A parent information evening for prospective parents will be held at the Renaissance Theatre on the school campus on Tuesday, April 21st, 2020 running from 6:30pm to 8:00pm.

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WHERE EDUCATION MATTERS

TOURS AND PRESENTATION

OPEN

to NIGHTS 6.30 8.30pm Make an informed choice about

your child’s future

28th April ACACIA CAMPUS

28 Isaac Road, Keysborough (03) 9798 1877

30th April BANKSIA CAMPUS

SECURE A POSITIVE FUTURE WITH KEYSBOROUGH COLLEGE

8–20 Janine Road, Springvale South (03) 9546 4144

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: comprehensive curriculum and choice of subjects numeracy and literacy programs that make a difference new and enhanced Year 7 Transition Program music for every student iPad and netbook programs for all students opportunities for students to take part in our leadership and excellence programs 21st Century facilities including our Performing Arts, STEM, Arts and Technology Centres.

Email: keysborough.sc@edumail.vic.gov.au www.keysboroughsc.vic.edu.au CRICOS provider code 00861K 12422689-DL16-20

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Lyndale Secondary College LYNDALE Secondary 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-curricular programs which contribute so much to the fullest development of the student’s academic, cultural, artistic, social and sporting achievements, while still maintaining a sense of belonging essential in all great schools.

We urge parents to take advantage of the many opportunities which are offered during the year to join in the life of the college by attending Year 7 Insight Information sessions over a series of Saturday mornings, parent teacher interview nights, parent information evenings, working bees, supporting our arts festival, sporting activities and joining the College Council.

The college exists for our students. With their wholehearted cooperation and participation, they will fully benefit from and enjoy their time at Lyndale Secondary College. We aim to have each student move towards a successfu land meaningful future, irrespective of where| or what that might be.

Headstart Headstart is an exciting academic program that aims to support fully students’ transition from one academic year to the next. This program provides educational advantage to all our students by strengthening their academic skills through the commencement of next year’s coursework in the last three weeks of the school year. The program commences in November and involves the participation of all students from

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Year 7 to 11. Headstart benefits Senior School students as they will be better prepared for the rigours of VCE requirements, which will enable them to undertake senior studies with confidence and success.

Select Entry Accelerated Learning Program The Select Accelerated Learning Program initiative is part of the Lyndale Secondary College differentiated education priority which caters for all students. The acceleration process is designed to cater for the needs of the highly academically talented student. The Accelerated Learning Program aims to provide students with the opportunity to develop investigative, problem solving, analytical and creative thinking skills which will challenge and engage students in a very active style of learning.

Lyndale Secondary College is one of a small number of Department of Education schools in the state which is accredited to provide Select Entry programs for talented and gifted students and is a member of “The Academy of Accredited SEAL schools (TAASS)”.

Building Program 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 have completed building our Performing Arts centre, STEM building, Library building and Administration building. We are currently completing our new Arts and Materials Technology building.

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

Lyndale Secondary 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 student’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.

We invite you to contact us at lyndale.sc@edumail.vic.gov.au for more information.

Enrolment enquires can be made through our website.

Tours can be arranged by contacting 9795 2366

lyndale.vic.edu.au 4 Halton Road, Dandenong North 3175 12420910-LN16-20

Founded in 1919, Lilydale High School celebrates a long tradition of academic excellence and an outstanding reputation for fostering personal development, happiness and future success for our students.

Lilydale High School is a single campus, coeducational school located in the Shire of Yarra Ranges. As a traditional and contemporary thinking school, we encourage the highest standards of achievement in the diverse pursuits of our students.

We provide a curriculum to challenge and stimulate each student, offering VCE, VCAL and VET pathways at Senior School and more than 50 elective subjects in Middle School. Students in Year 7-8 experience classes from all the disciplines the school has to offer before they start to tailor their program as they head into the Middle School.

LILYDALE HIGH SCHOOL Excellence in learning, resilience in life, thriving in community

In addition, we offer an Accelerated Learning Program, award-winning STEAM and Athlete Development programs. Other programs include Excellence in Sport, Instrumental Music including bands, annual productions and literacy classes at years 7-8 for those who require additional support, as well as a Reptile House that includes the most extensive collection of native wildlife in an Australian school. In 2021, we look forward to the opening of our world-first Zoology Centre that will foster and support intellectual engagement within our students.

Sport and Outdoor Education are a prominent feature of school life. The school offers an exciting Camps Program, House and Inter-School sporting opportunities and our students are privileged to enjoy impressive sporting and recreation facilities. These are only a few of the programs that enable us to cater for our students’ diverse interests with stimulating educational opportunities delivered in a challenging and supportive environment of high expectations thus realising the school motto of: Excellence in learning, resilience in life, thriving in community The high standard of education provided at the school is a tribute to the caring, dedicated and committed teaching and support staff — all of whom take collective pride and inspiration from the achievement of our students. Recruiting and developing highly professional teaching and support staff is one of our highest priorities.

Lilydale High School enjoys a strong sense of community. Our collegiate pride is celebrated with a vibrant student voice: through Student Representative Council, student leadership, regular student-led assemblies and community celebrations

Excellence 12443986-FA16-20

Resilience

Community

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

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MILL PARK

SECONDARY COLLEGE Ms Trish Horner Principal

At Mill Park Secondary College, we encourage all of our students to ‘Create your future.’ We support our students to do this by ensuring they have access to outstanding teachers and rigorous learning experiences held in specialist classroom facilities.

We focus on improving the individual learning outcomes of all of our students. Our curriculum encourages students to be creative in their thinking, achieve high standards and develop their learning through diversity of choice. Our students develop outstanding problem solving and decision making skills through enquiry based learning, supported by the latest technology.

Mill Park Secondary College offers 3 Accelerated Learning Programs; Select Entry Accelerated Learning (SEAL), Accelerated Science Technology Engineering Mathematics (STEM) and Accelerated English. The programs commence in Year 7 and continue throughout the student’s secondary schooling.

Mill Park Secondary College also offers a range of scholarships in the areas of Academic, Performing Arts, Sporting, Community (Good Citizenship) and Student Leadership.

Parents and prospective parents are invited to take a tour of the College with one of our Principal team. If you would like a tour please contact the College to make an appointment.

I look forward to welcoming your family into the Mill Park Secondary College community.

If you are interested in touring the college please contact either the Middle Years Campus office on 9407 9700, or Senior Campus Office on 9409 8222.

Discover how you can Create E mill.park.sc@edumail.vic.gov.au

your future!

www.millparksc.vic.edu.au

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COLLEGE TOURS

Mullauna College WELCOME to Mullauna College Mullauna College in Mitcham is a year 7 - 12, co-educational, state secondary school. 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.

Our vision for our students is that they value learning and creativity, and constantly strive to achieve their personal best. Every Mullauna student is an ambassador of our college. We aspire 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 a global community. We believe that our school values of Curiosity, Courage and Community are aspirational and speak of self-improvement. To be authentic our values need to be evident in all aspects of life at our school; in our attitude to learning, in decision making, in our relationships with each other.

Curiosity ■ Be creative; think, ask and explore.

■

Look for new interests and different perspectives.

Courage ■ Commit; persevere and strive to achieve your personal best.

■ Create opportunities from uncertainty and complexity.

Community ■ Be courteous, kind and compassionate.

■ Be accountable; contribute to a safe and sustainable environment.

Mullauna is an active and academic learning community, providing students with a challenging 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@Mullauna program are examples of targeting the learning experience to best meet the individual needs of our students. The college access to VET programs offers a breadth of pathways for seniors and our year 10 students are actively encouraged to undertake VCE subjects.

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...‘Success Through Learning Together’...

Mullauna also delivers a well-regarded and successful International Student Program, accredited under the Department of Education and Training (CRICOS number 00861K).

Our students excel academically. In 2019 our year 12 students achieved excellent results with a VCE subject median score of 29 and 5% of Study Scores over 40. The Dux achieved an ATAR of 96.85 and over 5% of the cohort achieved an ATAR above 90, 17% of ATARs were above 80 and 32% of students of ATARs were over 70. Each year, the majority of our year 12 graduates go on to university and other tertiary institutions.

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, including a well-structured peer support program and close links with local primary schools ensures a continuity of positive learning experiences and a smooth transition to secondary education.

The new building works have been completed, providing state of the art learning spaces for our current and future students, including new junior school hard courts, a new visual arts and technology precinct, a makerspace facility and a junior learning centre.

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.

Barbara Laidlaw Principal

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Mornington

Secondary College

Inspirational Learning on the Mornington Peninsula Mornington Secondary College is the preferred secondary school of the Mornington community.

The courses offered are designed to inspire and challenge students for their future beyond the classroom. well maintained grounds.

Special Features pathways to ter tiary studies.

Drum Corps classroom

MONASH IMMERSION PROGRAM

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:

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

Victoria School Guides Highly ranked on Google a useful resource tool for parents.

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.

Governm e n t Sch hools Gu ide Several frequently asked questions Se Sen have been answered and if you ior S Coll econd have a question that hasn’t been ege ary s addressed then send it to our team for their input.

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

All of our hard copy guides are available digitally on the website

www.victoriaschoolguides.starcommunity.com.au

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

Mordialloc College MORDIALLOC College is a growing 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 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 seven 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, refurbished Senior School study spaces, 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 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. This year we have introduced a Sports Excellence program for students with strong aspirations towards a future in sport or wanting to develop their potential and sport specific skills in Netball, Basketball or AFL. 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 school’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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Give Your Talented Child The Best

SEAL

An exclusive ‘SEAL Academy School’

INFORMATION NIGHT

Learning programs Years 7 to 12

Thursday 16th April 6.45 - 7.30pm

Entrance Exam

providing Select Entry Accelerated

Thursday 30th April 9.00 - 1.00pm

SPORTS

EXCELLENCE PROGRAM Thursday 16th April 6.00 - 6.30pm

OPEN NIGHT Thursday 23rd April 6.30 - 8.30pm

Cancelled

NEW PROGRAM This elite program is available to students with demonstrated skills and strong aspirations in Netball, Basketball and AFL.

Scholarships are available for outstaninding students in Academic Excellence, Leadership, Music, Sports and Community Winner of the prestigious 2019 ‘Victorian Excellence in Education’ Lindsay Thompson award, and the ‘Most Outstanding Principal’ award in secondary education.

College Open Events are highly recommended to prospective families.

A BETTER CHOICE IN EDUCATION

MORDIALLOC COLLEGE PERSONAL BEST

INTEGRITY

RESPECT

RESPONSIBILITY

1 Station Street Mordialloc 3195 | P. (61) 3 9580 1184

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Educational Opportunity

12444979-NG16-20

TOURS EVERY FRIDAY AT 9.30AM

W. www.mcsc.vic.edu.au | E. mordialloc.co@edumail.vic.gov.au 12444610-NG16-20

Educating for the Future

Galileo Enhancement Program Starting at year 7 in 2020 we are introducing the“Galileo Program”. The “Galileo Enhancement Program” at Noble Park Secondary College offers an enriched curriculum in English, Mathematics, Humanities and Science, and is designed to prepare students to achieve results of a high standard at senior levels. The College is committed to developing high level academic and creative excellence so that students will have the opportunity to reach their full potential, allowing for advanced opportunities and scores to gain desired tertiary entrance.

Music is integral to the Galileo Program. All students will be actively involved in the Instrumental and Band program and will be expected to perform at College assemblies and community events.

The Enhancement Curriculum will provide a balanced, stimulating and challenging program directed at the development of students’ knowledge and skills for further study, career and life choices by: • maintaining a strong academic core • promoting the attainment and appreciation of excellence in all areas of learning • teaching independent learning skills and strategies • providing an elective program designed to enhance and broaden skills before specialisation occurs at Years 11 and 12 • preparing students to choose VCE subjects in Year 10.

The strong academic core and elective program are balanced by the requirement that all students involve themselves in a wide range of enrichment co-curriculum programs. These include literary, artistic, education extension, leadership and personal development programs and competitions.

Call Jennelle to book a personalised tour of the College with the Principal

Phone: 9546 9066

3 Callaghan Street, Noble Park, 3174 www.nobleparksc.vic.edu.au

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Look Closer!

Opportunity for all to achieve

Noble Park Secondary College strives for excellence as a provider of education. We promote an ethos of success for all students and believe that every student has the ability to shine in his or her own special areas of interest at school.

The Noble Park Secondary College Year 7 and 8 Curriculum is diverse, stimulating and challenging yet is designed to support a seamless transition into secondary school. Noble Park Secondary College Year 7 and 8 students sample a full range of subjects, including dynamic electives, allowing our school's youngest members to develop and consolidate skills, discover their strengths and weaknesses and to discern their particular areas of interest.

Outstanding NAPLAN Results 2019 NAPLAN RELATIVE GROWTH FROM YEAR 7 TO YEAR 9

Exceeding growth of similar schools and the Victorian state average 2019 12419335-JW16-20

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Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 63rd year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley, Norwood Secondary College is a school of choice for students from Mitcham to Mooroolbark and Ringwood to Park Orchards.

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

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

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

Our Values Respect All members of our community are expected to respect the College, others and themselves Aspiration Students are encouraged to be the best they can be, in all endeavours Responsibility All members of our community are expected to take responsibility for their actions Resilience The College will provide experiences and support to assist our community members develop both a strong sense of worth and the capacityto overcome negative experiences or disappointments.

Staff interactions with students are guided by these principles and we seek to develop all our students’ understanding of these values, as expressed both at school and in their daily lives.

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

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

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

Extra-curricular and enrichment programs are offered to engage students in areas such as leadership, peer support, debating, school productions and an extensive music program. A full range of sports is offered and students are encouraged to participate in inter-school competitions. The College has a very strong history in girls’ and boys’ interschool sport, with many state titles having been won over past years.

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

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

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

Andrew Sloane, Principal

NORWOOD SECONDARY COLLEGE

A RICH TRADITION

HIGH EXPECTATIONS

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Nossal High School VICTORIA’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 nossalhs.vic.edu.au or book a place in one of 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.

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We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.

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 selectivehighschools.education Applications for Year 9 entry for the 2021 school year are now open and close in early May 2020.

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 www.trybooking. com/XKVK

Places are now available for the Nossal Information Night for prospective families on Thursday 30 April 2020.

Secure your seats now through Try booking at www.trybooking.com/BIJFX

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 2021 enrolment NOW OPEN http://nossalhs.vic.edu.au/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.

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Our students follow the Victorian Curriculum 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 extracurricular 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. 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.

Learning Together; Learning to Lead; Together we Inspire.

We believe learning is maximised when it takes place in an environment enriched with high expectations, personalisation, challenge, inclusion and support.

We believe that all students can learn, be critical thinkers and independent learners through personalized learning, personal endeavour and commitment.

We encourage and cultivate independent thought and promote the building of character. This enables students to contribute in their communities in a meaningful and positive way.

We offer a High Achievers Program to cater for students with a high academic aptitude that enables accessing VCE Early. Our Performing Arts program caters for students with a passion for the Arts.

We recognise and value the uniqueness and potential of each individual. A diverse curriculum, varied teaching styles, diverse learning environments and an extensive array of opportunities are available to all students.

Officer Secondary College 1 Parker Street, Officer. Vic. 3809.

We promote and celebrate the pursuit of lifelong learning and are committed to nurturing the “whole” person. We recognise the importance of equipping our students with social and emotional skills that will enable them to compete on the world stage. Building high selfesteem, learning confidence and respect for others are central to this.

School Tour dates For all families that reside in our designated neighbourhood area or who have siblings at our College we offer tours commencing Term 1.

Bookings can be made via our website

www.officersc.vic.edu.au Tuesday 9.10am – 10.10am Thursday 2.10pm – 3.10pm

Phone: 03 5942 4000 Fax: 03 5942 4099 Email: officer.sc@edumail.vic.gov.au Website: www.officersc.vic.edu.au 12422688-NG16-20

To educate your children is a responsibility that we take very seriously. I am extremely proud to lead a school that’s core purpose is to create a safe and respectful learning environment that encourages self-awareness, resilience and personal best, as individuals prepare for their future pathway.

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

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

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

Our students have the opportunity to be involved in a range of extra-curricular activities such as student and community leadership, public speaking, international experiences, dance, drama, sport, music, and visual arts.

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

Lisa Holt - Principal

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A message from Maurice Sendak Grossek’s view MAURICE Sendak passed away in 2012, leaving a legacy of outstanding children’s literature for generations to come to enjoy. His most famous book was, Where the Wild Things Are, an awardwinning book that was both highly acclaimed and criticised in some quarters as being “too scary”.

I recently came across a piece on Maurice Sendak, in which it was revealed that a hitherto undiscovered manuscript of his had been found and would be published soon under the title of, Presto and Zesto in Limboland. What really caught my attention, and is the primary reason for writing this piece on Maurice Sendak, was the comment he made in his 1964 Caldecott Medal acceptance speech, where he criticised children’s books set in: “a gilded world unshadowed by the least suggestion of conflict or pain, a world manufactured by those who cannot – or don’t care to – remember the truth of their own childhood”.

Apart from being a brilliant use of language, Sendak’s message has relevance today. All emotions present themselves in everyone’s lives over time, and if by having done all we can to have insulated our children from them in the first place, is it likely to be counter-productive in the long term? We face that dilemma as parents and teachers regularly. Those familiar with the developments in the field of Emotional Intelligence, would be familiar with the view that all emotions are valid – it is how we deal with and manage them, especially strong emotions. From that perspective, we should not avoid some emotions simply because they may cause us stress and pain, but rather build our capacity to manage them as positively as possible. Sendak’s message revolves around the issue of how best to develop resilience and that is no mean task.

In Sendak’s own words, his early life was anything but happy. The Holocaust, to which members of his extended family were exposed with devastating consequences, confronted him with the concept of mortality. Furthermore, his life-long love of books ignited in his sickbed, beset by health problems at a young age.

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The impact of that which is going on in the lives of students can be overlooked at times, given the current emphasis on NAPLAN, VCE results, and on the Program for International Student Assessment (PISA) results to evaluate our schools’ achievements in relation to those of other countries in science, mathematics and literacy. This begs a classic ‘chicken and egg’ question – which comes first, academic achievement or personal wellbeing? The answer is not a simple this or that. Nonetheless, Sendak’s revelation, whilst much to the benefit of children’s literature, serves a timely reminder that we should never underestimate the profound significance of events that deeply touch our inner self.

Interestingly, when Where the Wild Things Are was first published it drew significant criticism in some quarters for its depiction of fanged monsters, the characters of which were rather grotesque in appearance. The timeless relevance of the book’s main character, Max, a child raging against his mother for sending him to bed without any supper should not be lost on any of us.

Parenting can be unbelievably challenging at times, as can being a child – and Sendak’s evocative and thought-provoking comments he made when accepting his 1964 Caldecott Medal should be taken seriously by aspiring writers of children’s literature.

In terms of accolades, and Maurice Sendak received many in his decorated and, at times, controversial career, none could be more rewarding than which he received from a young boy upon reading Where the Wild Things Are. As Sendak recalls: “A little boy sent me a charming card with a little drawing on it. I loved it. I answer all my children’s letters – sometimes very hastily – but this one I lingered over. I sent him a card and I drew a picture of a Wild Thing on it. I wrote, ‘Dear Jim: I loved your card.’ Then I got a letter back from his mother and she said: ‘Jim loved your card so much he ate it.’ That to me was one of the highest compliments I’ve ever received. He didn’t care that it was an original Maurice Sendak drawing or anything. He saw it, he loved it, he ate it.”

In not succumbing to the temptation of writing children’s stories scripted to a theme of how the world should be, in writing the acclaimed Where the Wild Things Are, Sendak also attracted notoriety with his book, In The Night Kitchen.

Continued on page 102

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STEP 2021 A SELECTIVE TALENT ENRICHMENT PROGRAM

A STEP TOWARD SUCCESS APPLICATION FORMS DUE THURSDAY 7TH MAY TESTING THURSDAY 21ST MAY 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 Labor government has recently guaranteed Rosehill Secondary College a 4.5 million State of the Art Specialised STEM centre.

Students have and will continue to participate in the following STEM experiences: designed solutions to current global humanitarian problems.

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female students to consider Engineering. current University Science Students. technologies with the use of robotic spheres. design and develop real products.

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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: Endeavor Engineering – Students have the opportunity to meet with Melbourne University students presenting their final year projects.

– Students have meet with esteemed individuals such as: - Elizabeth Blackburn (Nobel Prize Winner for her work with chromosomes) - James Watson (Nobel Prize winner for his discovery of the structure of DNA) and, - David Suzuki (International-renounced Geneticist and Environmentalist).

- Offered by Melbourne University, GTAC, Victoria University ‘Be a Chemist for a day’ and – At facilities such as Ecolinc, GTAC, VSSEC and La Trobe University.

In 2021, twenty STEM students from Rosehill Secondary College will embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA. Students will:

In addition to the program at Kennedy Space Centre students attending the camp will also:

Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step

Rowville Secondary College I AM proud of the Rowville Secondary College philosophy of educating the “whole child”. We care about students’ academic growth as well as their physical, social and emotional health and wellbeing. We put the student at the centre of everything we do. We have developed structures and processes for ensuring that each child is well known, empowered and part of a vibrant, caring community.

Thriving House System Our vertical house model supports the development of strong and positive connections between students and teachers; and to ensure that each and every one of our students feel safe and connected at school. Introduced in 2018, our houses include Mabo Dingos, Aston Kangaroos, Stynes Sharks and Walton Eagles. Student Leadership and SRC are responsible for arranging a variety of activities and events throughout the year for everyone to be included. All of our students are supported to embrace their strengths, to nourish their sense of self, and to always tackle life’s many challenges with a growth mindset and a curious outlook.

Learning Mentor Every student has a Learning mentor who is their advocate at school. Learning Mentors are committed to knowing students as an individual and as a learner. Learning Mentor Groups run every morning with students across all year levels forming strong friendships and interaction through sharing breakfast, building learning strengths, celebrating birthdays and sharing student success stories. Activities are designed to build student confidence and encourage them to take risks, shaping their identity as curious and powerful learners in a range of contexts.

Respect At Rowville Secondary College our students demonstrate and value respect for themselves, their student body, their teachers and their environment. Respect is immersed in every aspect of our strong school culture; we focus on what respect looks like, sounds like, feels like and creates. Respect gives our students the opportunity, power and ability to flourish and succeed at school both academically and in extracurricular activities. It also provides a positive social experience enhancing our students’ sense of community and wellbeing.

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We put the student at the centre of everything we do.

That is why I am proud to have ‘Respect’ as our 2020 school theme. Every student and staff member has made a written commitment as to how they will use an RSC learning strength to develop and show respect. These commitments are displayed in mentor rooms across the school.

Our Unique Strengths Based Learning Programs 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, SBAT and HEADSTART. It is a sensational time to be a part of the Rowville Secondary College community and we’d love your family to become a part of our thriving school. Visit our website to book a school tour.

Julie Kennedy, College Principal

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A culture of valuing creativity, curiosity and collaboration

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 offers: The Select Entry Program for academically gifted students Specialist Academies in Dance, Sport and Basketball Af We are very proud of what we are achieving at our great school and invite you to book a personalised tour to see for yourself.

To book a tour, call 03 8599 0500 Keep up to date, visit sandringhamsc.vic.edu.au or follow us on facebook.com/SandringhamCollege

SEAL Entry Exam

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Sport Academy Dance Academy

Sandringham COLLEGE

Scoresby Secondary College 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 the world. And every child has the potential and deserves the opportunity to be their brilliant best.

At Scoresby Secondary College, we believe in providing a learning environment that appreciates and nurtures each and every child’s individual brilliance and inspires them to make a difference in our global community.

We are about inspiring confidence Inspiring confidence in our parents – knowing that their child is safe and nurtured as a whole person.

Inspiring confidence in our community – knowing we are building confident and capable citizens.

Inspiring confidence in our tertiary providers and employers – knowing that our students have the best foundations for life ahead.

And most importantly inspiring confidence in our students to be the best they can be and make a difference in our global community.

We welcome prospective parents and students

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to join our tours to gain a glimpse into our closeknit learning community, building on our strengths: ■ Collaborative and supportive community ■

High expectations participation

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promote

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Safe, secure and engaging learning environment

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Exceptional instrumental and vocal music program Recognised for high growth in academic achievement in Naplan and VCE National Science Olympiad selection Study scores of 50 in specialist maths and physics.

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Australian Council of Education Leaders Awards

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University of Melbourne Scholarships 2019 Dux Biomedicine

We know that choosing the right school for your child is one of the most important decisions you will ever make.

Open Day and Night

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Wednesday 29 April 2020

Creating bright futures Tour bookings 9765 4100

Continued from page 92 Originally published in 1970, the book has often been subjected to censorship for its drawings of a young boy prancing naked through the story. The Night Kitchen regularly appears on the American Library Association’s list of “frequently challenged and banned books”. It was listed number 21 on the “100 Most Frequently Challenged Books of 1990–1999”.

Maurice Sendak wrote from life and the heart as he experienced it, and in so doing opened up a world of fantasy for which generations of children are the richer for him having done so. Almost fifty years later, a US School Library Journal sponsored a survey of readers that identified Where the Wild Things Are as a top picture book. The librarian who conducted it observed that there was little doubt what would be voted number one and highlighted its designation by one reader as a watershed, ‘ushering in the modern age of picture books’. Another called it ‘perfectly crafted, perfectly illustrated ... simply the epitome of a picture book’ and noted that Sendak ‘rises above the rest in part because he is subversive’.

Subversive behaviour is not a behaviour on the lips of everyday teachers in classrooms across the country and it most certainly has a sinister tone of which we should be wary. Nonetheless, as teachers we do challenge children to be creative thinkers, questioning as well as accepting, challenging as well as conforming. That is quite a tightrope to navigate. To be a person who does not always run with the crowd is no easy task – ask any ‘out there’ individual if there isn’t a price to pay for their individuality or any whistle blower as to whether their acts of courage are always warmly received or rewarded. Sendak found a way to be ‘subversive’ in his writing that in hindsight should be inspiring.

There is an old saying – ‘there’s a time and a place for everything’ – the implication being that the challenge lies in finding that time. Perhaps we have finally reached that time in our country in reflecting on the life of Maurice Sendak. He mentioned in a September 2008 article in The New York Times that he was gay and had lived with his partner, psychoanalyst Eugene Glynn, for 50 years before Glynn’s death in May 2007.

Revealing that he never told his parents, he said, “All I wanted was to be straight so my parents could be happy. They never, never, never knew.”

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Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors.

Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors. Going back to his childhood, one of his earliest memorable influences was actually his father, Philip Sendak.

According to Maurice, his father would relate tales from the Torah; however, he would embellish them with racy details. Not realising that this was inappropriate for children, little Maurice would frequently be sent home after retelling his father’s “softcore Bible tales” at school. Is there not a message within that story for us all as parents and teachers too? Are we ever guilty of having forgotten what it was like to be a child? If so, taking the time to reflect on the consequences of so doing, may be a useful starting point for better handling the next point of tension we encounter with children.

Sendak never found peace of mind in religion and was in fact an atheist. In a 2011 interview, he stated that he did not believe in God and explained that he felt that religion, and belief in God, “must have made life mucwh easier for some religious friends of his. It’s harder for us non-believers.”

He died on May 8, 2012, at the age of 83, in Danbury, Connecticut, less than a month before his 84th birthday. The New York Times obituary called Sendak “the most important children’s book artist of the 20th century.” Author Neil Gaiman remarked, “He was unique, grumpy, brilliant, wise, magical and made the world better by creating art in it.”

Maurice Sendak leaves an enduring trove of children’s books and personal experiences, the essence of which remain inextricably entwined and fascinating – and we are the better for it.

Henry Grossek Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7fm on Fridays between 9.00am and 11.am www.caseyradio.com.au

2021 Department of Education

SEAL PROGRAM SELECT ENTRY ACCELERATED LEARNING ENTRY AT YEAR 7 IN 2021 The St Albans Secondary College SEAL Program is a Department of Education Program that recognises outstanding, high achieving students, and provides them with opportunities to accelerate their academic studies, leadership skills, and creative talents from Year 7 through to Year 12.

To register your application for the SEAL Program, visit our College website at www.stalbanssc.vic.edu.au.

For further information contact the Program Coordinator, Ms Amy Lee at lee.amy.a@edumail.vic.gov.au

2021 SEAL Program Applications close Friday 1 May, 2020

Main Road East St Albans Victoria 3021 021 Telephone

(+613) 9366 366 2555

Facsimile

(+613) 9367 367 9361

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www.stalbanssc.vic.edu.au edu.au

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St Helena Secondary College ST HELENA Secondary College is a vibrant school community located in Eltham North. The College is committed to fostering the growth of the whole child. We have a proud history of excellence in education and our vision is to develop wellrounded global citizens, who are equipped to thrive and contribute positively in the digital age. Our College values of Respect, Responsibility and Personal Best create a strong sense of connectedness in what is a safe, supportive and stimulating personalised learning environment.

St Helena Secondary College is a high-demand school and the school of choice for many families.

We know the transition from Primary School to Secondary School can be as daunting as it is exciting. Our highly experienced Transition team partner with families, students and Primary Schools to facilitate a smooth transition to our stand-alone Year 7 Junior School, quickly establishing new students as an integral part of our community.

All students engage in our ‘Strive’ program which is central to our vision of ‘growing the whole child’. The Strive program consists of three streams – Learning Skills, Positivity and Pathways. Students explore age-appropriate curriculum aimed at developing their academic ability, social and emotional skills, and connectedness to an individualised pathway.

Our Year 7 and 8 students are involved in a cluster-based learning model in English and Mathematics, which supports learning and intervention at every students’ point of need. This involves pre-testing students at the commencement of each topic, forming groupings based on skill proficiency - at, below, or above expected level and teaching, intervening and assessing at students’ zone of proximal development in order to advance the entire cohort across all ability levels.

Our ACE program caters for the educational needs of gifted and talented students. It ensures these students are engaged, challenged and supported to achieve their full potential.

ACE students remain together in the first three years of secondary school, accelerating through an enhanced curriculum. In Year 10, ACE students can commence their VCE by completing one or two VCE subjects, and may be able to study a university subject via our HEVS program in their final year.

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St Helena Secondary College is a high-demand school and the school of choice for many families.

Our award-winning instrumental music program consists of over 220 students (and growing) who regularly compete (and consistently win awards) in the Victorian School Music Festivals and Generations of Jazz Festival. We have a proud tradition of performance including musicals, plays, drama ensemble performances and music concerts.

Our dedicated Performing Arts team have been recognised for their excellence in being nominated for and winning several Victorian Music Theatre Guild Awards and Lyrebird Theatre Awards.

Aspiring athletes are able to hone their skills and maximise their potential in our Sports Academy program (Basketball and Netball) and the Athlete Development Program. These programs focus on enhancing student learning in the areas of Technical Skill Development; Tactical and Strategic Development; Strength and Conditioning; Injury Prevention; Match Preparation; and Recovery.

Students are offered an extensive range of camps and international tours, including (but not limited to): the Year 8 Rock and Water Camp, where students develop self-awareness, self-respect and self-confidence to prepare them for young adulthood; an immersive cultural experience to Italy; an opportunity to support economic and social development in a Third World country on the World Challenge; a visit NASA as part of the Space Camp; or an opportunity to see the bright lights of Hollywood and Broadway on our Performing Arts tour.

OWING to our significant size and resourcing, students at St Helena Secondary College are fortunate to be able to select from one of the largest ranges of VCE and VET subjects of any school in Victoria. Each year we are able to offer approximately 40 VCE and VET subjects in the senior years, ensuring any and all pathway interest is catered for.

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Creating futures

We warmly invite you to attend our

2020 INFORMATION EVENINGS Tuesday 19th 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

Thursday 21st May - 6.30pm to 8pm School tour 6.30pm to 7.15pm followed by student and Principal address

West Sunshine and Ardeer Community in The Hive at the new facility on Lachlan Rd, Sunshine West

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 these details to sunshine.co@edumail.vic.gov.au 12444728-SN16-20

These information sessions are an excellent opportunity to meet the Principal and teachers to learn more about: Curriculum options and career pathways Policies regarding student wellbeing Mathematics and English programs Scholarship opportunities FAQs about secondary education and student support Our new facilities Transport

To stay up to date with Sunshine College news, like and follow our Facebook page: facebook.com/sunshinecollege-vic 12444727-SN16-20

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

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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.

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:

EXPO NIGHT 20TH APRIL 2020

LEAP TESTING 2ND MAY 2020

TAYLORS LAKES SECONDARY COLLEGE T

For further information telephone:9390 3130 Email: E Em 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 12419320-SG16-20

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TEMPLESTOWE COLLEGE (TC) 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 unique” has allowed many gifted students to seamlessly integrate within the school.

With input from their parents, each of the 1250 students develops an Individualised Learning Plan (ILP) with a 5 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 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 ‘NOs’ at TC. No bells, no year levels, no compulsory uniform, no detentions, no yelling, no bullying and even no compulsory homework before VCE level. We believe that Homelearning is more relevant to the individual, as it caters to each individual’s needs.

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

Book in for one through our Trybooking link https://www.trybooking.com/602796 To find our more visit our website www.tc.vic.edu.au or join us on our Facebook page www.facebook.com/tempcol/

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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: ■ What really is P-12 schooling (as distinct from the co-location of a primary and secondary school on the one site)?

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

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: ■ 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 ■ 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.

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

A research project was developed, which was funded by the then Department of Education and Training. 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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TIMBARRA P - 9 COLLEGE JOIN US for a tour of our facilities and information regarding our secondary curriculum and academies.

All prospective secondary enrolments welcome.

Come along and find out information regarding the following: College Programs Curriculum Sports, Music and STEM Academies

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Facilities

WE ARE THE DIFFERENCE

SECONDARY SCHOOL TOURS TUESDAYS AT 10AM Please contact our College office on 9704 2744 for bookings

TIMBARRA P-9 COLLEGE 159-197 Parkhill Drive, Berwick Victoria Australia 3806

Telephone: 03 9704 2744 Facsimile: 03 9705 6044 Email: Timbarra.p9@edumail.vic.gov.au Website: www.timbarrap9.vic.edu.au 12444456-NG16-20

Upper Yarra Secondary College “THE greatest source of pride for our College are the outstanding outcomes being achieved, for and with, our students.”

Upper Yarra Secondary College is entering its next exciting phase this year with the construction of a new STEAM (Science, Technology, Engineering, Arts, Mathematics) Pavilion. The new Pavilion will house four brand new Science spaces to engage students in a broad range of specialist science opportunities where students can learn in flexible teaching labs that encourage collaboration and thinking. The space will include general purpose classrooms, to be converted for specialist STEAM teaching and learning. In addition to the class spaces, there will be central open areas for students, brand new toilets, and locker facilities.

The new facility aims to further enhance the wonderful educational opportunities currently offered in STEAM; ranging from coding, to all manner of robotics, through to aviation where students can earn a Pilot’s Licence to operate drones commercially.

The student leaders of the College are exceptional young people who are encouraged and supported to make a positive difference in their community. Our elected Year Level Captains regularly meet with the Principal Team to express the opinions and recommendations of their peers,

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to continue to drive relentless improvement across all aspects of the College.

Extra-curricular activities are thriving within the College supporting student interest. After the success of Superheroes Unite! in 2019, we are excited to present the 2020 production ‘The Snow White Variety Show’. We continue to experience success with our Inter-School Sporting Program, including the addition of Clay Target Shooting, Motocross and Equestrian this year. Students can participate in chess activities and tournaments, Art and Craft Club, Reptile Club, Video Games and STEAM Clubs, turtle and fish care; there is something for everyone!

The greatest source of pride for our College are the outstanding outcomes being achieved, for and with, our students. Student enrolment in Tertiary Education and students successfully gaining employment continues to rise. It is satisfying to see our students leaving the College confident to begin their young adult lives.

We encourage you to visit the College to see the amazing activities that take place during the school day and send an open invitation to all members of the community to attend our Open Evening on Thursday April 30th starting in the Brian Way Theatre at 7:00pm.

Scott Tully, Principal

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Building Community - Dedicated Staff - Student Voice & Choice - Primary Transition Visits

Local Education - Affordable - Easy Transport Options - Access to Learning 24/7 - Pathways through School and Beyond

Quality Education - Challenging Curriculum - Inquiry Learning - Focus on Technology - Modern Resources - Innovative - Outstanding VCE Results

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ie n p on esil sibilit R y Excellence

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OPEN EVENING

30th April 7.00pm www.uysc.vic.edu.au

BOOK A TOUR! 5967 1877 Scott Tully - Principal

Achieving Excellence in

SEAL

PROGRAM

2021

The construction of new school buildings commences in June 2020

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Junior Campus

Senior Campus

Cairnlea Campus

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

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

Site of new 7-12 school

www.vusc.vic.edu.au

43 Ken Jordan Road, Cairnlea, Victoria 3023 P 03 8312 0200

Teaching and Learning Victoria University Secondary College From day one, we will teach your child how to aspire and succeed. together and continuously improve, and where students are guided to discover their talents, enjoy their educational journey and develop goals for their future.

Our vision is for students to be educated and enabled to Create the Future: their own future, their communities’ future and the global future.

Students create their future by following our College values: Aspire to Achieve Strengthen the Community Respect Ourselves and Others At VUSC we believe all students can succeed

Our focus on Literacy and Numeracy has seen

learning framework is based on a synthesis of recent worldwide 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. Over 30 Victorian schools visited our college last year to observe our exemplary classroom practices and teaching strategies.

last few years. Our NAPLAN and VCE results continue to climb, with our 2019 VCE English mean study score reaching 31.03, higher than the State average.

In 2021 we will be introducing a SEAL (Select Entry Accelerated Learning) Program for high achieving students. This is part of our Deep Learning Pathway, an exciting new extension program which extends to Year 10. The Deep Learning Pathway is designed to allow academically ready students to specialise their learning in certain subject areas, with a rigorous curriculum that includes challenging content and inquiry-based learning. Students can also accelerate into VCE at Year 10.

Our AVID and study skills program, Music and Performing Arts program, Sports Academy, Debating and School Leadership programs add to the many opportunities available at VUSC. Our newly revised Year 9 curriculum allows students to access more electives, an inquiry learning subject and a greater focus on real world engagement. Our interschool sports program is comprehensive and our Rugby League Academy has seen enormous success in Victoria. We are one of only two schools in Victoria to compete in the Tier 1 Schoolboys Australia-wide competition.

We invite you to book a tour to see our classes to welcoming you to our exciting community at Victoria University Secondary College.

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An Information evening is usually held early May for interested Year 9 and Year 10 students and parents.

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But, please contact the College at the beginning of Term 2 regarding the date and time.

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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 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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Our philosophy is based on meeting the needs AND wants of our students; a perfect blend of explicit teaching and enquiry based learning.

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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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.

In 2019, we opened our beautiful ‘Vanellus Centre’ - a new, double-storey Administration Hub, Resource and 21st Century Learning Centre.

The school also has two 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.

Current enrolment is approximately 1900 students.

This includes an International Program for over 90 students. Over the past four

91 Police Road, Mulgrave 3170 12435028-SN06-20

enrolments have increased by over 200 students. The College draws students from a wide section of the south-eastern suburbs.

We provide an approved curriculum framework, based upon the Victorian Curriculum, which is differentiated to meet student needs. Senior students may study a wide range of Victorian Certificate of Education (VCE) subjects and the Victorian Certificate of Applied Learning (VCAL).

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.

Contact the school regarding information on tours www.wellingtonsc.vic.edu.au

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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 other.

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 THE first nationally recognised AVID Site of Distinction (2019).

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 “Site of Distinction” 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 - Year 12.

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 Wyndham Central College has a STEM Academy.

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. Students work with Industry and the Wyndham Tech School at Victoria University to gather and process data to solve real life and potential issues in the community and beyond.

Enrichment At Wyndham Central College, our Enrichment Program provides an optimal learning environment to address the unique social, emotional, and academic needs of students that display a talent in a particular area.

The program extends enrichment opportunities for students both within and beyond the classroom. All students in the Enrichment Program develop a 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 the student’s existing program with extra-

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Wyndham Central College’s mission is to develop achievement opportunities and prepare all students for postsecondary education... curricular activities playing an important role in supporting student’s talent development.

Spanish Immersion Program (SIP) The Spanish Immersion bilingual program (SIP) at Wyndham Central Secondary College is a wellresearched 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.

Our students develop an appreciation for the second most used language and their cultures in a rigorous academic program that extends students language skills and vocabulary whilst completing a percentage of their core subjects including mathematics, science and humanities in Spanish.

Wyndham Central College’s mission is to develop achievement opportunities and prepare all students for post-secondary education, skills development and work readiness so they can participate in a global community as productive citizens.

Shaws Road, Werribee VIC 3030 Phone: 03 9741 4911

AVID’s Mission is to close the achievement gap by preparing all students for University readiness and success in a global society.

AVID Site of Distinction First Se condary School in Australia www.w yndhamcentralsc.vic.edu.au 12419342-SG16-20

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

The Mt Evelyn Campus typically accepts students from the local Mt Evelyn area, nearby Lilydale, Silvan and towns further down the Warburton Highway in the Yarra Valley, including such areas as Wandin, Seville, Woori Yallock and beyond.

Students attending this campus progress to the Mooroolbark Campus for their senior studies. Bus transport is made available to do this.

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

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

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

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

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VET (Vocational Education & Training) and VCAL (Victorian Certificate of Applied Learning) School Based Apprenticeship Training is also available, with Yarra Hills a founding member of the atEAST currently provides work for around 250 students from 10 schools across the Eastern Region of Melbourne. Yarra Hills’ students in this program regularly receive industry awards for excellence.

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

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

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

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

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Locality Guide EAST Bayswater Secondary College ........................10 & 11 Bentleigh Secondary College ..........................12 & 13 Blackburn High School .......................................14 & 15 Boronia K-12 College .................... Front, 2, 3, 18 & 19 Camberwell High School ...................................26 & 27 Canterbury Girls’ Secondary College ........24 & 25 Highvale Secondary College ...................................... 51 Kew High School .................................................... 64 & 65 Mullauna College ................................................... 74 & 75 Norwood Secondary College ...........................84 & 85 Templestowe College ...................................... 112 & 113 Westall Secondary College .......................... 124 & 125 OUTER EAST Lilydale High School............................................. 70 & 71 Healesville High School ................................... 48 & 49 Upper Yarra Secondary College ............... 118 & 119 Yarra Hills Secondary College .................. 134 & 135 SOUTH EAST Alkira Secondary College .......................................4 & 5 Berwick College .......................................................16 & 17 Brentwood College .............................................................9 Cranbourne East Secondary College ..........34 & 35 Cranbourne Secondary College ................................37 Dandenong High School ................................... 38 & 39 Hampton Park Secondary College ...............46 & 47 John Monash Science school ........................ 60 & 61 Keysborough College ......................................................67 Lyndale Secondary College .............................68 & 69 Noble Park Secondary College .......................82 & 83 Nossal High School ..............................................86 & 87 Officer Secondary College .............................. 88 & 89 Rowville Secondary College .......................... 96 & 97 Scoresby Secondary College .......................100 & 101 Timbarra P-9 College ...................................... 116 & 117 Wellington Secondary College .................. 126 & 127 BAYSIDE Dromana College ...................................................40 & 41 Mordialloc Secondary College................ 79, 80 & 81 Mornington Secondary College ..................... 76 & 77

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Rosebud Secondary College........................8, 90 & 91 Sandringham College..........................................98 & 99 MELBOURNE Coburg High School ...........................................30 & 31 NORTH John Fawkner College..........................................58 & 59 NORTH EAST Bundoora Secondary College ..................21, 22 & 23 Craigieburn Secondary College.....................32 & 33 Mill Park Secondary College .......................... 72 & 73 St Helena Secondary College ...................104 & 105 Whittlesea Secondary College................... 128 & 129 William Ruthven Secondary College..... 130 & 131 NORTH WEST Hume Central Secondary College ...............56 & 57 St Albans Secondary College ................................. 103 Sunbury Downs Secondary College .......106 & 107 WEST Essendon-Keilor College ..........................42, 43 & 139 Hoppers Crossing Secondary College.......54 & 55 Keilor Downs Secondary College ................ 62 & 63 Rosehill Secondary College .....................93, 94 & 95 Sunshine College ..............................................108 & 109 Taylors Lakes Secondary College ............. 110 & 111 Victoria University Secondary College ............................... .................................................................................... 120, 121 & Back Werribee Secondary College ...................... 122 & 123 Wyndham Central College........................... 132 & 133 EDITORIAL FEATURES 8 steps to calm parenting ...................................52 & 53 Benefits of K & P-12 Colleges ....................... 114 & 115 Children who read books daily score higher ......... .............................................................................................28 & 29 Coronavirus & Education .................................................7 Don’t avoid the elephant in the room ......................6 Grossek’s View .......................................................92 & 102 Students & problem solving ....................................... 50 Teaching Students Resilience ................................... 36 Why choose a public secondary school? ................. .............................................................................................44 & 45

Contents ‘Don’t avoid the elephant in the room’....................... 6 8 steps to calm parenting ......................................52 & 53 Alkira Secondary College ..........................................4 & 5 Bayswater Secondary College .............................10 & 11 Benefits of K & P-12 Colleges .......................... 114 & 115 Bentleigh Secondary College ..............................12 & 13 Berwick College ...........................................................16 & 17 Blackburn High School ...........................................14 & 15 Boronia K-12 College ........................ Front, 2, 3, 18 & 19 Brentwood College ................................................................. 9 Bundoora Secondary College ......................21, 22 & 23 Camberwell High School ......................................26 & 27 Canterbury Girls’ Secondary College ............24 & 25 Children who read books daily score higher ............ ................................................................................................28 & 29 Coburg High School ................................................30 & 31 Coronavirus & Education ....................................................7 Craigieburn Secondary College........................32 & 33 Cranbourne East Secondary College .............34 & 35 Cranbourne Secondary College ...................................37 Dandenong High School ...................................... 38 & 39 Dromana College .......................................................40 & 41 Essendon-Keilor College .............................42, 43 & 139 Grossek’s View ..........................................................92 & 102 Hampton Park Secondary College ..................46 & 47 Healesville High School ....................................... 48 & 49 Highvale Secondary College ......................................... 51 Hoppers Crossing Secondary College..........54 & 55 Hume Central Secondary College ...................56 & 57 John Fawkner College.............................................58 & 59 John Monash Science school ............................ 60 & 61 Keilor Downs Secondary College ................... 62 & 63 Kew High School ....................................................... 64 & 65 Keysborough College .........................................................67 Lilydale High School................................................ 70 & 71 Locality guide ....................................................................... 136

Lyndale Secondary College ................................ 68 & 69 Mill Park Secondary College .............................. 72 & 73 Mordialloc Secondary College................... 79, 80 & 81 Mornington Secondary College ........................ 76 & 77 Mullauna College ........................................................74 & 75 Noble Park Secondary College ..........................82 & 83 Norwood Secondary College ..............................84 & 85 Nossal High School ..................................................86 & 87 Officer Secondary College ...................................88 & 89 Rosebud Secondary College...........................8, 90 & 91 Rosehill Secondary College .........................93, 94 & 95 Rowville Secondary College............................... 96 & 97 Sandringham Secondary College ................... 98 & 99 Scoresby College ...................................................100 & 101 Sport & Your Child............................................................... 20 St Albans Secondary College ..................................... 103 St Helena Secondary College ........................104 & 105 Students & problem solving .......................................... 50 Sunbury Downs Secondary College ..........106 & 107 Sunshine College ..................................................108 & 109 Taylors Lakes Secondary College ................ 110 & 111 Teaching Students Resilience ...................................... 36 Templestowe College .......................................... 112 & 113 Timbarra P-9 College........................................... 116 & 117 Upper Yarra Secondary College.................... 118 & 119 Victoria School Guides Website ..................................78 Victoria University Secondary College ........................ .............................................................................. 120, 121 & Back Wellington Secondary College ..................... 126 & 127 Werribee Secondary College ......................... 122 & 123 Westall Secondary College ............................. 124 & 125 Whittlesea Secondary College...................... 128 & 129 Why choose a public secondary school? .....44 & 45 William Ruthven Secondary College........ 130 & 131 Wyndham Central College.............................. 132 & 133 Yarra Hills Secondary College ...................... 134 & 135

Next edition: April 2021

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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

Victoria University Secondary College Create

The

Future

Aspire to Achieve Strengthen the Community Respect Ourselves and Others

Our teachers care about each student and support them to achieve their individual academic and personal goals. They use evidence based teaching practices and strategies to establish safe, purposeful and inclusive classroom learning environments.

SEAL

PROGRAM

2021

The building of new school facilities commences in 2020 Junior Campus

Senior Campus

Cairnlea Campus

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

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

Site of new 7-12 school

www.vusc.vic.edu.au

43 Ken Jordan Road, Cairnlea, Victoria 3023 P 03 8312 0200

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