Government Schools Guide 2021

ISSUE 6 • 2021

Government

Schools Guide

John Monash Science School - pages 54 &55 Taylors Lakes Secondary College pages 102, 103 & back cover Photo provided with the compliments of Footscray High School For further information refer to pages 2, 3, 42 & 43

A Star News Group Publication Government Schools Guide

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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 traditional owners, 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’: Cowarr, Yaan, Towera, Malloo and the Senior Sub-schools. These ‘sub-schools’ 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 wellbeing supports, along with the Pastoral Care teacher, are all a part of our college’s support for students. 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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The College has well established specialist programs to enhance and enrich student experiences. 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.

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 school-based initiatives or external providers like World Challenge who have travelled to Borneo and Cambodia.

• Wellbeing is a priority at Alkira Secondary College and is supported by a relevant and engaging pastoral care program.

• An orderly learning environment is supported by high and consistent expectations.

• Literacy and Numeracy are important facets of Learning and Teaching.

• Our students are highly successful in: VCE, VCAL and/or VET.

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• Alkira has developed an extensive international partnerships with regular opportunities to travel.

Contact us for a tour: 15 Nurture Avenue, Cranbourne North, Victoria, 3977 Ph: (03) 5991 3500 • Email: alkira.sc@edumail.vic.gov.au Government Schools Guide

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Ashwood High School CHOOSING a school where our children will thrive and be happy is one of the most significant and considered decisions we, as parents, can make.

My name is Brett Moore and I am the proud principal of Ashwood High School.

Ashwood High School is a boutique school.

Although we are situated on an enormous 15 hectare site, we pride ourselves on knowing each and every single student. A highlight for me as principal is greeting our students in the yard each day before school, at recess and at lunchtime.

I pride myself on knowing all their names as well as their strengths, interests and challenges.

Observing their progress through the years and watching them grow into confident and well-rounded young people is one of my greatest rewards.

I know many of you are making a decision about a secondary school for your children. I have been in the same situation with my own children.

How did my wife and I decide on the very best school for our three sons?

We wanted a school that was safe and one in which they could thrive.

At Ashwood High School you will find discipline, routine, order and a return to ‘old fashioned’ values. I run a tight ship. We have a clear uniform policy and high expectations for all staff and students.

We are also a school with a heart. If you access our Annual Report on our website you will see evidence that Ashwood High School students are happy, healthy and resilient. In fact our results clearly show that students feel connected to our school. We are in the top 10th percentile when compared to the rest of the State. Our results from the parent survey also show that parents are highly satisfied.

Why is the community happy and why are enrolments at the highest level in decades? It is our belief that all students can succeed.

Our approved SEAL program - ACE Accelerated Curriculum and Enrichment is an educational program designed to meet the needs of high performing, exceptionally motivated students who are ready for the challenge of a complex, fast paced and integrated program of learning.

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At Ashwood High School you will find discipline, routine, order and a return to ‘old fashioned’ values.

Our Middle and Senior School Study Hall programs run twice a week after school, and are staffed by passionate and highly effective teachers to support those students who might need extra assistance.

We wanted a school where our children could have opportunities to experience success, a happy place to go each day and one in which they would be heard and supported.

Ashwood High School has established the necessary preconditions – the safety, high expectations, routines and authentic relationships – to actualise an environment where students are free to celebrate success in all its forms. Our substantial awards and recognition program runs throughout the school with an emphasis on student voice.

We wanted a school that had the right atmosphere. ‘The vibe’ is an important part of the overall high school experience. Does it feel right? Are the staff and students happy?

This aspect needs to be experienced in person.

I hope you visit us to experience and witness the respect students and staff have for one another.

Through our culture of respect our CHOIR values come to life: ■ ■ ■ ■ ■

C for Community H for High Expectations O for Optimism I for Innovation R for Respect.

I look forward to meeting you at a school tour or on our Open Day, Ashwood Revealed, on Wednesday 28 April 2021.

Yours faithfully, Brett Moore Principal

Tours & Information Sessions: 9:15am School Tour 10:15am Principal’s Address 11:30am School Tour 5:00pm School Tour 5:30pm School Tour 6:00pm School Tour 6:20pm School Tour 7:00pm Principal’s Address

Join our Year 7 approved SEAL (select entry) Program in 2022 ACE – Accelerated Curriculum & Enrichment Program Testing Saturday 15 May 2021 (apply before Monday 10 May 2021)

Vannam Drive, Ashwood 3147 9807 1333 | www.ashwood.vic.edu.au 12420681-SN16-21 Government Schools Guide 7

Bayswater Secondary College BAYSWATER Secondary College is a growing co-educational government school, located on an appealing, spacious campus easily accessible via public transport. We offer a teaching and learning program that encompasses broad subject choices and pathways, specialist learning areas and a range of extra-curricular activities. The College works collaboratively with both the Knox and Maroondah communities to achieve – “the best education possible for our students”.

Our Junior School (Years 7-9) provides a supportive and stimulating learning environment to help make the transition from primary to secondary school a successful and engaging experience. We pride ourselves on providing a challenging and stimulating learning environment that meets the educational needs of all students, fosters a love and passion for lifelong learning and develops all students as independent, resilient and collaborative learners.

The Senior School (Years 10-12) focuses on the educational, career and personal development of young adults. A challenging and academic learning program supports our students to achieve excellence along their chosen pathway to post-secondary education, training and work experiences through a range of educational electives and VCE, VET and VCAL programs.

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

Our Select Entry Accelerated Learning (SEAL) program for students in Years 7-10 provides a rigorous academic program that challenges and extends students. Students develop their skills, knowledge and understanding in an environment that promotes acceleration and leads students into their VCE program at the beginning of year 10.

A focus on STEM forms an integral part of our core curriculum at years 7 – 10 drawing on the expertise of our teachers in areas such as Forensic Science, Physics, Biology and Chemistry. Our technology allows for the integration of engineering style project based activities into the Maths and Science Curriculum. This commitment is supported by our strong links to KIOSC (Knox Innovation Opportunity and Sustainability Centre) located at Swinburne University, Wantirna Campus.

Our students utilise various technologies in

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We pride ourselves on providing a challenging and stimulating learning environment that meets the educational needs of all students, fosters a love and passion for life-long learning...

their learning, via the College’s Bring Your Own Device (BYOD) program, which develops digital literacy and prepares students for the technology rich world in which we live.

The creative and performing arts 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 innovative elective programs, including entrepreneurship, STEM 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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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.

Our 2020 Dux, Jessica, achieved 97.45 and our students achieved excellent VCE results, featuring in Top Designs, Top Class Dance and the State Schools Spectacular. Elite programs such as High Achievers, Basketball Academy, Dance Academy and Instrumental Music are going from strength to strength.

We were honoured to be recognised for Victorian Education Excellence Awards in the following categories - Outstanding Secondary Teacher (Finalist 2020, Winner 2018), Outstanding Koorie Education (Winner 2017), Outstanding Education Support – Wellbeing Team (Finalist 2016 and 2017) and Outstanding Business Manager (Finalist 2019 and 2020).

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 where we track the achievements of, and get to know, each student and encourage them to make a difference in the wider community through supporting a charity of their choice.

Berwick College offers an extensive range of school and inter-school sporting activities in outstanding sporting facilities, including hockey

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Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and well cared for throughout their school life. pitches, tennis courts, netball courts, the basketball stadium and fitness gym, and access to the City of Casey Athletics track and Berwick Leisure Centre.

Our new Community Health and Wellbeing Centre ensures all students and the wider community have access to the best possible care for trauma, mental health and physical wellbeing.

I am very proud of this College; our inclusive education, our provision of pathways for all students, our multi-generational connections and our commitment to delivering successful outcomes for our students.

Parents and students are warmly invited to our 2022 Year 7 Parent Information Evening on Wednesday 5th May at 6:30pm and College Tours are available on Wednesdays at 9:30am. Bookings available through www.berwickcollege.vic.edu.au

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Basketball Academy EĂƚŝŽŶĂů ŚĂŵƉŝŽŶƐ Kz^ Ͳ dŚŝƌĚ ƐƚƌĂŝŐŚƚ ^ƚĂƚĞ ŚĂŵƉŝŽŶ ƚŝƚůĞ '/Z>^ Ͳ ^ƚĂƚĞ ŚĂŵƉŝŽŶƐ High AchieversΖ Program Instrumental Music

WĂƌĞŶƚ /ŶĨŽƌŵĂƟŽŶ Evening Year 7, 2022 Wednesday 5th May 6:30pm Elite Programs 7:30pm

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

Blackburn High School is a vibrant, innovative, caring and inclusive community where students work together to become successful learners, confident and creative individuals, and active and informed citizens. We have a culture of high expectations that 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 where students feel that they belong, are listened to and are known.

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

We provide a comprehensive, challenging

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Blackburn High School is a vibrant, innovative, caring and inclusive community 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 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 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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Boronia K-12 College BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community.

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

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

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

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

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

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

BORONIA K-12

COLLEGE

OPEN 5.30pm NIGHT

Wednesday 21 April 2021

Prior to Open Night, we encourage you to book a tour and witness first hand our community proudly learning together.

Bookings are essential and can be made online via the College website or by calling the College directly.

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Please join us for the Principal’s address at 5:30 in the Performing Arts Centre, followed by College tours, where you can witness our staff and students proudly learning together.

Proudly Learning Together

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

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Creativity across Art & STEM A RECENT study has investigated students’ attitudes and abilities when it comes to creativity, comparing the results of art students with those who study STEM. Although students from different fields had different ideas about what it meant to be creative, there was a strong overlap in the personal skills needed to show creativity.

The study found that openness, creative selfefficacy, and divergent thinking were likely prerequisites to creativity, regardless of the field of study.

Openness refers to a willingness to entertain new ideas and tolerate ambiguity; creative selfefficacy is a student’s belief in their creative abilities; and divergent thinking is the ability to come up with novel ideas and solutions.

Kim van Broekhoven of Maastricht University, Professor David Cropley of UniSA, and Dr Philipp Seegers of the University of Cologne performed the study, which involved a total of 2,277 undergraduate and graduate students aged between 17 and 37 at German universities. One-hundred and thirty participants were enrolled in an Art degree, while 2147 participants were enrolled in STEM. “This finding then adds weight to the importance of broad educational support for these ‘person’ factors of creativity, from kindergarten to university,” wrote the authors. “Openness and creative self-efficacy support creativity for the artist as much as they do for the scientist.”

Unlike openness, creative self-efficacy and divergent thinking, which were important regardless of discipline, the characteristics of a creative product did show more clear disciplinary differences. Each discipline – art, science, engineering – values different aspects of creativity.

“Both art and science students strongly associated originality (novelty) with creativity,” say the authors. “This strong association was greater among art students compared to science students.

Both art and science students moderately associated effectiveness with creativity.”

The researchers hypothesised that art students would focus on originality in their ideas of creativity, whereas STEM students would see feasibility and effectiveness as areas for creative activity. However, very few students from either field associated feasibility with creativity.

“There is little practical difference in the way art

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and science students perceive product creativity or associate key product qualities with creativity.

Both, it can be said, see originality as central to defining the creativity of a product, with effectiveness also moderately important.”

The researchers assumed that since people in STEM fields often make decisions based on practicality and effectiveness, rather than on beauty or originality, they would see such pursuits as creative. The results, however, point to a general idea of creativity shared by students across the disciplines that creativity is foremost a matter of originality.

Creativity is recognised as a 21st century competency that will only become more relevant as industries develop. The researchers urge educational institutions to help foster creative skills, but point out that they must be understood first.

“Without a clear, evidence-based understanding of the nature of creativity across the four elements of creativity, it is hard to formulate strategies for nurturing specific creative competencies through high school and into universities. Any individual, to be creative, benefits from high openness, high creative self-efficacy, and a strong ability to think divergently. Education at all levels must respond accordingly, providing broad support for these elements of creativity.”

Kim van Broekhoven, David Cropley, & Philipp Seegers. (2020). ‘Differences in creativity across art and STEM students: we are more alike than unalike’, Thinking Skills and Creativity. https:// doi.org/10.1016/j.tsc.2020.100707 For more information, please contact David Cropley at UniSA - David.Cropley@unisa.edu.au.

MCERA, an independent, not-for-profit organisation, provides a conduit through which education research and researchers are made more accessible to the media to help improve public understanding of key education-related issues. We provide journalists with expert, independent and accessible insights from education researchers and practitioners. Any views expressed by the experts we consult are not necessarily those of MCERA or its staff.

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Camberwell High School CAMBERWELL High School is proud to celebrate 80 years of excellence in education in 2021.

In addition to promoting the attainment of excellent academic outcomes, Camberwell High School’s purpose is to prepare all students to be active and engaged participants in society.

Dispositional skills are taught in all subjects as the foundation for developing independent learners, prepared for life as 21st century citizens.

All students are encouraged to take an active part in their learning development. We understand that students have different ways of learning, different strengths and interests and the options available in the curriculum and in cocurricular offerings provide students with the opportunities to make choices, manage their own learning and pursue their passions. This is evident in our acclaimed music program and in the select entry Launch and Pathways in Technology programs at Years 9 and 10 for students excelling in STEM. The school has a specialism in cybersecurity enhanced by tertiary and industry partnerships.

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.

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We encourage students and staff to exemplify the values of the school: Achievement, Creativity, Respect and Responsibility.

The school’s motto Disco consulere aliis or Learning to be considerate of others is evident in the sense of inclusion students feel, fostered by teachers and the actions of student leaders who promote community building, care and respect for one another.

CHS seamlessly blends history and tradition with contemporary learning. In 2019 newly refurbished learning spaces were opened for Years 7, 8 and 11. These complement the newly constructed Enterprise Centre for Year 9 students and a FIFA standard soccer pitch. Plans are underway for further upgrades to outdoor spaces and a STEM and Year 10 Learning Centre.

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

CAMBERWELL HIGH SCHOOL CAM

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OPEN DAY

EDUCATING WORLD READY INDEPENDENT CITIZENS

Tuesday 27th April 2021 SCHOOL AT WORK

EVENING

Morning Tours 9am & 10am

Tour - 6pm Presentations - 7pm

Other dates for school tours are available. Contact details below. ph 9836 0555 www.camhigh.vic.edu.au

Prospect Hill Rd, Canterbury 3126 Government Schools Guide

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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 2020 showed that: ■ 32 students (24.4% achieved ATAR scores above 90 placing them in the top 10% of students across the State ■ 69 students (52.6%) 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,

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guitar ensemble, Klezmer ensemble and many smaller chamber groups. The College has a strong 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 26 April 2021 See College website for booking details

Mangarra Rd | Canterbury www.cgsc.vic.edu.au | info@cgsc.vic.edu.au 12485777-SN16-21

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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 hoollss Gu ide id Several frequently asked questions Se Sec have been answered and if you on dar y have a question that hasn’t been addressed then send it to our team for their input.

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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

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

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

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

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

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

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

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COLLEGE DUX 12471443-SN16-21

Congratulations to our College Dux, Winkin Kuan on his outstanding ATAR result in 2020 and his first round offer to study Biomed Engineering at the University of Melbourne.

Open night is Thursday 22nd April 2021 5:00 - 7:00pm

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

RESPECT

EXCELLENCE

ACCEPTANCE

LEADERSHIP Government Schools Guide

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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 interstate 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,

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Students are at the centre of our approach to teaching and learning and our decision-making...

explore a wide range of humanities subjects, develop scientific curiosity through excursions, events and our own digital technologies and entrepreneurial 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.

OPEN EVENING THURSDAY 6 MAY 2021 Everyone welcome. Book today at: www.coburg.vic.edu.au/open We warmly invite you to visit us at Coburg High School to learn more about our school. For more information, including dates & times of our school tours, visit us at www.coburg.vic.gov.au or call 9353 1700.

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Book a Tour of our School and Bo meet our Tour students and staff Scho There is more to Copperfield College than you know As one of the top three VCE schools in Brimbank, this invaluable evening will inform prospective parents and students about why Copperfield also has the highest number of Year 12 VCE, VET & VCAL students enrolled.

Learn about our:ʅ Exceptional VCE Study scores in Maths; English (EAL); IT; Economics; and Engineering

There is more toand Copperfield Dedicated Numeracy Literacy programs College Safe and orderly learning environment than you know Outstanding Performing Arts program, and

comprehensive academic and vocational pathways As one of the top three VCE schools in Brimbank, this

invaluable evening will inform prospective parents and seeCopperfield why Copperfield ege is one of students Come about why also has Coll the highest the top VCE schools in Brimbank area number of Year 12 VCE, VET & VCAL students enrolled.

12487903-SN16-21

32 Government Schools Guide Learn about our:ʅ

Exceptional VCE Study scores in Maths; English

me stu and

EMPOWERING EVERY STUDENT TO ASPIRE AND ACHIEVE Copperfield College provides multiple pathways so every students finds success.ʅ We empower students to maximise the range of opportunities available to them and ensure our teachers and staff are applying the most up to date educational research.

Our two junior campuses at Kings Park and Sydenham for Years 7 and 10 students and a VCE/VCAL campus for Years 11 and 12 students provide age appropriate learning environments. In Years 7 and 8 and then 9 and 10, small teams of teachers work collaboratively to understand and support the learning needs of each student, thus promoting positive relationships with students and their families and carers.

I invite you to book a tour of our Campuses and meet our wonderful students and staff.

Pip Griffiths College Principal

https://copperfieldcollege.vic.edu.au 'HODKH\ 6HQLRU &DPSXV Goldsmith Avenue Delahey 9307 5555

.LQJV 3DUN -XQLRU &DPSXV Kambalda Circuit Kings Park 9365 4111

6\GHQKDP -XQLRU &DPSXV Community Hub Sydenham 9361 3888 12471450-SN16-21

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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 Wednesday 28th2017 April 2021 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 Arts Centre Craigieburn SecondaryPerforming College Craigieburn Secondary College

ADDITIONAL SCHOOL TOURSTOURS sTuesday 18th April 2017 — ADDITIONAL SCHOOL 10:00am s Monday 24th April 2017 —10:00 am s • Friday 7th May 2021 - 10:00am • Friday 14th May 2021 - 10:00am are warmly invited to contact the ŽĸĐĞ on 9308 1144 to arWĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ĂƌĞ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌƌĂŶŐĞ Ă ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ǁŝƚŚ ŽƵƌ tant ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů :ĂŵĞƐ DĐ'ĂǀŝƐŬ Principal Genevieve Bongrain 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

At Craigieburn Secondary College we have high exAt Craigieburn Secondary College we have curricuhigh teachers, parents, ĞdžƉĞĐƚĂƟŽŶƐ ŽĨ ŽƵƌ lum programs and the ƐƚƵĚĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ͕ broader community. StuƉĂƌĞŶƚƐ͕ ĐƵƌƌŝĐƵůƵŵ dents and staī strive to “be ƉƌŽŐƌĂŵƐ ĂŶĚ ƚŚĞ their best” in all aspects of ďƌŽĂĚĞƌ ĐŽŵŵƵŶŝƚLJ͘ College life. ^ƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī ƐƚƌŝǀĞ ƚŽ ͞ďĞ ƚŚĞŝƌ ďĞƐƚ͟ ŝŶ Ăůů ĂƐƉĞĐƚƐ ŽĨ ŽůůĞŐĞ ůŝĨĞ͘ Our focus is to ensure that every student engages with KƵƌ ĨŽĐƵƐ ŝƐ ƚŽ ĞŶƐƵƌĞ their learning and is chalƚŚĂƚ ĞǀĞƌLJ ƐƚƵĚĞŶƚ lenged to achieve beyond ĞŶŐĂŐĞƐ ǁŝƚŚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĂŶĚ ŝƐ ĐŚĂůůĞŶŐĞĚ to achieve beyond their ƉŽƚĞŶƟĂů͘ Our teaching code of prac-

KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƉƌĂĐƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ framework that ensures ďLJ Ă ƌŝŐŽƌŽƵƐ that there is consistency in ŝŶƐƚƌƵĐƟŽŶĂů ĨƌĂŵĞǁŽƌŬ the delivery of high level ƚŚĂƚ ĞŶƐƵƌĞƐ ƚŚĂƚ ƚŚĞƌĞ ŝƐ ĐŽŶƐŝƐƚĞŶĐLJ ŝŶ ƚŚĞ ĚĞůŝǀĞƌLJ ŽĨ ŚŝŐŚ ůĞǀĞů ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ We believe that when there is an environment of We believe excellence in that everywhen classƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ room then students will ŽĨ ĞdžĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌLJ ĐůĂƐƐƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ǁŝůů ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘ www.craigieburnsc.vic.edu.au www.craigieburnsc.vic.edu.au 12485985-SG16-21

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Video games improve reading….

A NEW study looked at how Internet use and video games affected the NAPLAN results of over 1,700 adolescents from across Australia aged 11 to 17. It shows that playing video games improves reading and that Internet use on weekends improves reading and writing. But parents must watch out for signs of tech addiction, say researchers, and discourage excessive Internet use on weekdays.

The study was conducted by Md Irteja Islam and Associate Professor Rasheda Khanam at the University of Southern Queensland and Raaj Kishore Biswas at the Transport and Road Safety Research Centre at UNSW Sydney, based on data from the Telethon Institute’s Young Minds Matter survey.

PhD scholar Raaj Kishore Biswas at UNSW Sydney says the study challenges popular fears that digital technologies rot teens’ brains, but we shouldn’t turn our children over to ‘round-theclock gaming and posting’ just yet.

“There’s a lot of talk about whether tech use is good or bad for students’ learning,” says Mr Biswas. “But our study shows that this is the wrong question. It’s really a matter of when, how, and how much young people are using technology.”

The study showed that, in moderation, playing video games on weekdays improved NAPLAN reading scores: students playing 1-2 hours a day were 13% more likely to get higher reading scores than those who didn’t play at all.

In contrast, Internet use on weekdays, especially when it went over 4 hours, appeared to damage reading and numeracy scores: students spending over 4 hours were 15% less likely to get higher reading scores and 17% less likely to get higher numeracy scores.

Yet using the Internet on weekends had a positive effect. Youth using the Internet for 2-4 hours a day on weekends were 21% more likely to do well than those who used it for less than 2 hours. This positive effect diminished to 15%, though, when they were on the Internet for longer than 4 hours.

“This difference between weekdays and the weekend may help solve a puzzle posed by previous studies,” said Mr Biswas. “Some have shown that recreational technology use benefits

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Internet use on weekends improves reading and writing. academic outcomes, other have shown it damages them. If we consider the difference timing makes, this may be less contradictory than it first appears.”

Aside from timing, said Mr Biswas, it was important for youth to have a healthy relationship with technology.

“Students with addictive tendencies to Internetuse and gaming were 17% less likely to score higher in reading and 14% less likely to score higher in numeracy,” he said.

He says these impacts were mainly because students would skip school, miss classes, or put less effort into homework because of their addiction. According to the study, girls were at slightly higher risk of Internet and gaming addiction than boys.

A student was considered to have addictive tendencies where they reported often doing four out of five of the following due to Internet use and game-play: avoiding eating and sleeping, spending less time with friends and family or doing school work, feeling bothered when they couldn’t access games or the Internet, continuing to use them even when they weren’t really interested, or unsuccessfully trying to spend less time playing games or using the Internet.

“The results of this study show that parental monitoring and/or self-regulation of timing and intensity of internet use and gaming are essential to prevent negative effects on academic performance.”

Md Irteja Islam, Raaj Kishore Biswas, & Rasheda Khanam. (2020). ‘Effect of internet use and electronic game-play on academic performance of Australian children’. Scientific Reports. DOI: 10.1038/s41598-020-78916-9 For more information or an interview, please contact Dr Raaj Kishore Biswas at UNSW Sydney on 0426 784 344, https://raajbiswas. com or at raajkishore.biswas@unsw.edu.au

Open Day Tours The following dates are available to attend a tour of Cranbourne Secondary College: * Thursday 18 March

A dynamic learning environment At Cranbourne Secondary College our focus is on providing an exciting learning environment that enables all students to grow both academically and personally.

Our outdoor spaces include excellent access to sporting equipment as well as lunchtime clubs and activities. The College will also soon be home to a new two-court, 1000 seat stadium set for completion in early 2022.

As students progress through the College, the range of subject choices and pathways opportunities expands to support all students to deepen areas of passion and interest while also providing opportunities to develop new skills and knowledge.

The College has a strong academic record in terms of results and university access and continues to provide an extensive range of VCE options for students. Our range of subjects at VCE encompasses all Sciences, Mathematics and a broad range of the Humanities.

Our focus on personal growth is underpinned by a teaching and learning framework that builds student skills in relation to making positive choices in both their personal and academic growth.

The College also provides access to VCAL with a broad range of Vocational Education and Training Pathways with excellent links to both TAFE providers and local businesses.

* Friday 19 March

Tours depart from the RႈFH DW DP

All of this exists in a culture of high expectations for learning and behaviour. At Cranbourne Secondary College we are safe, respectful and responsible learners.

Additional Tours can be booked upon request.

Our College includes outstanding facilities across curriculum areas as well as student support services.

Bookings are essential and can be made by FRQWDFWLQJ WKH RႈFH RQ 03 5996 3544.

The facilities in STEM, Technology, Performing Arts – including a vibrant Community Theatre, and our Visuals Arts wing are outstanding and provide an environment that inspires success.

* Tuesday 30 March * Friday 23 April

7KH &ROOHJH DOVR RႇHUV DQ $FDGHPLF Excellence program for Year 7 students. This program extends our students academically by deepening their curriculum skills and knowledge.

Details of how to apply for this program are released via our website.

Our holistic approach to educating students provides the skills, knowledge and experiences that equip them for success through their time at the College and beyond.

Phone: 03 5996 3544 www.cranbourne.vic.edu.au 12485992-AV16-21 Government Schools Guide 37

DANDENONG HIGH SCHOOL An environment in which every student can achieve success Visit our website www.dandenong-hs.vic.edu.au 12485794-NG16-21

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Design • Innovate • Create Government Schools Guide

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.

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.

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 senior pathways options include Robotics and Systems Engineering ensuring success beyond their school years.

12485775-NG16-21

Our school is futures thinking with a comprehensive STEM program that

92-106 Princes Hwy, Dandenong VIC 3175 T (+613) 9792 0561 E dandenong.hs@education.vic.gov.au Government Schools Guide

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Essendon Keilor College 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.

The college recently 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 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

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VCAL, and with our graduates progressing to a wide range of pathways.

Our 2020 Dux, Lauren Khaw is planning to study Biomedicine at the University of Melbourne 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.

Bringing the Technology of the Future into our classrooms

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

For further information or to book a tour East Keilor Campus Years 7-9 Quinn Grove, East Keilor Phone: 8331 0109

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

12459748-JW45-20

Niddrie Campus Years 7-9 Peters Street, Airport West Phone: 9375 8400

w w w. e k c . v i c . e d u . a u Government Schools Guide

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Footscray High School Connecting Campuses through Community STEAM FOOTSCRAY High School’s new Community STEAM program has been designed to prepare students to thrive in the complex and rapidly changing world and workplaces of the future.

We believe that STEAM classes should harness the ‘five letters’ as a vehicle for students to develop crucial work and life skills such as problem-solving, communication, critical and creative thinking, personal and social awareness, decision-making, and collaboration.

To achieve this goal, our vision is to build an innovative STEAM curriculum in which students tackle real-world, local problems alongside teachers and community members in ways that are engaging and meaningful.

Realising this vision involves utilising the expertise of leaders in STEAM education in Australia and around the world, as well as empowering our teachers to innovate locally. It also involves fostering strong connections between students and their community by working alongside community members on ‘problems that matter’ in our local area. Our Community STEAM program collaborates

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closely with STEAM initiatives throughout the Footscray Learning Precinct to support this.

The dedicated team of staff, who teach the project-based ‘Community STEAM’ exclusively, deliver programs designed around the themes of sustainability, wellbeing and social justice that challenge students to tackle real, local problems alongside teachers and community members in hands-on and meaningful ways.

The Program focuses on the Capabilities in the Victorian Curriculum: Critical and creative thinking, Personal, Social, Interpersonal, Ethical and Intercultural. Deliberate connections have been made between Learning Areas to create a series of design thinking real-world opportunities allowing students to increasingly widen the spheres of influence in the projects they tackle.

Assessments involve authentic audiences from the community with panels made up of parents, community leaders, teachers and students.

Each theme has a base at one of the three geographic campus locations. A timetable that supports collaboration between year levels and campuses plays an important role in promoting unity across the school.

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Grossek’s View Grossek’s view Fly or flounder?

HOW well prepared for secondary school will be the Year 6 graduates of 2020? I’ve been asked this question a number of times recently, mostly by parents, themselves largely over the remote learning program in which they and their children have been immersed these recent months. It’s a fair question. Quite straightforward really.

Frustratingly, the answer is anything but simple – hopeful at best.

The coronavirus pandemic has thrown conventional preparation for Year 6 students to transition to secondary school out the window.

Indeed, schooling as we have known it preCOVID-19, simply doesn’t exist in that state this year. Precisely what next year will look like in our schools is anybody’s guess. It depends very heavily, but not entirely, on a number of variables; these being, in the first instance, the degree to which we can keep daily new COVID-19 numbers very low. Secondly, and let’s be very hopeful here, the timing of when an effective vaccine is discovered and made universally available.

In moving forward into 2021 for our Year 7 students, several things are very clear and form the basis for a hopeful prediction. Bizarrely, the past six months and possibly the next three months will have provided schools, both primary and secondary schools with valuable experience and insights into both provision of remote learning programs and their impact on students.

This can only be of great value to both sectors as they grapple with the challenge of firstly preparing students for their transition and then, for secondary schools to take up the cudgels, so to speak, of providing all year 7 students next year with the most appropriate learning experience that they can.

On another positive note, it’s fair to assume that we have never had another time in our lives when parents per se, of Year 6 students, have been so engaged in their children’s learning program.

Some may well, and with justification, argue that the experience, for all its potential upside has at times been little short of a nightmare experience.

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Of course, even nightmares, may have a valuable lesson or two from which one can learn. In short, it is entirely possible that the remote learning experience, as unwelcome as it has been as an option, has given parents greater insights in to their children’s learning than they would otherwise have had. That could, and indeed should, provide a stronger base on which families as a whole can prepare for the challenges secondary schooling will present for the primary school graduates of 2020.

Then there’s the students themselves. It’s a fairly safe bet that most will make a relatively good fist of the transition. Despite all the chatter to the contrary, led mostly by adults, many well past their teenage years, as a cohort, the young are more resilient than for which we give them credit. They will survive and mostly thrive as have generation after generation of youth before them.

Let’s not, however, forget those children that spend too much time in the shadows of our collective actions. Those for whom the school is their best, if not only positive daily experience.

One can only imagine the level of impact that the social starvation of real time interaction with their peers has had.

Those too, whose homes and schools alike despite their best intentions and efforts, have been simply been unable to come within cooee of providing the essential technological and/or wellbeing support that others, more fortunate, have provided in these remote learning times. For those students transition to secondary schooling is of greatest concern.

At a practical school level, the student progress information flow from primary schools to secondary schools this year presents serious challenges. The depth and volume of student achievement data for 2020 will be significantly less than in previous years. This data is important to secondary schools in tailoring their teaching programs to meet the individual needs of all students from day one. Also, what orientation programs for Year 6 graduates will look like this year is anybody’s guess at this stage. Whilst only of limited duration, they are important for social and psychological reasons. The unknown has an uncanny knack for messing with our minds.

I recall my own transition to secondary school many decades ago when orientation programs were nothing more than the figment of imagination, if that. The loudest voices of my older peers had the most impact, and not all were positive.

Nonetheless, let’s not undersell both the commitment and expertise of our teachers. They are all acutely aware, already, of these challenges and more that face the transition of Year 6 children to secondary schooling in 2021. I have no doubt that they will do their utmost to ensure the best possible transition for all students. That is heartening.

My brief for this article was to undertake an exercise in crystal ball gazing – that is the likely impact the coronavirus pandemic-inspired remote learning program would have on the transition of students from primary to secondary schools in 2021. Crystal ball gazing is a fascinating exercise for many reasons. Curiosity about the unknown ranks very highly. How the unknown might affect us personally, even higher. Little wonder then that from soothsayers of bygone eras to astrologists of today, humans are prepared to turn to any advice in the hope of securing greater certainty in their minds at least for however a fleeting moment, if not their lives.

Then of course there’s science and, as an educator, I’d say our science is our best hope and that germinates in our schools. Importantly, science takes emotions out of the equation and right now there’s more than enough emotion surrounding all manner of debates regarding this pandemic and by extension its impact on the lives of our children’s futures. Fear, more than any other emotion has been shown to have the greatest impact on our behaviour, and how we handle fear determines to a large extent the outcome. In this instance, there’s the personal and the collective response to fear and both will intersect in a myriad of ways. The outcomes will similarly be diverse.

I once wrote a quote for my school newsletter – ‘An optimist is someone who believes a pessimist can be changed.’

A most pessimistic view of the immediate educational impact of the remote learning program on Year 6 students as they transition to secondary

school is that it will be lasting and damaging.

On the other hand, a most optimistic view would hold that the impact will be transitional with the students ultimately benefitting from the experience – this demonstrated in their beliefs and actions as adults in years to come.

My view? Being neither an optimist nor a pessimist, but rather a sceptic, I’m not sure. For some, the lucky few who have thrived in the remote learning environment it will be a personal boon. But will that translate into a collective empathy? I yearn to believe so. Then there’s the mass of students comprising the greater part of the Bell Curve – they’ll be largely okay and hopefully the harbingers of a better world. I’ve mentioned earlier those outlier students for whom the shadows are their dwelling place. Some will be inspired and in beating the odds and will become the torchbearers of hopeful societal change. Sadly, however, the story for all of those outlier children does not end there.

Henry Grossek, Principal, Berwick Lodge Primary School

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Physical activity improves performance NEW research highlights that school students’ levels of physical activity and their mental performance are connected. The research was published in a recent book, Health and Education Interdependence, which shows the links between two sectors often treated as unrelated.

“Until recently, children’s bodies and minds were often divided as separate entities in relation to thinking,” says Dr Brendon Hyndman of Charles Sturt University, one of the authors and editors of the book. “However, there is more and more research endorsing the link between physical activity and a range of benefits to cognitive, psychological, academic and educational outcomes.”

This connection is relatively new and researchers have only just begun to investigate it.

However, findings consistently support a positive relation between physical activity and mental performance, including benefits to emotional wellbeing and children’s behaviour.

This link between physical activity and the brain may prove fundamental. One chapter points to the potential role of epigenetics in memory consolidation, focus, and coping with stress. The emerging field of epigenetics highlights the way that the physical environment, parental health, nutrition, early experiences, and behaviours can change the way genes are expressed across generations. This opens the possibility that physical activity may play a protective role in brain development on a deep biological level.

While the authors caution that this connection requires more research, they say other links are becoming well established. They highlight a range of studies that indicate physical activity positively impacts on academic achievement, including one trial of active lessons with over 1,500 participants and another involving children’s weekly physical activity participation.

“Physical activity is an area of health most of us are familiar with and this research showcases how increasing our movement habits can improve brain cell growth, functioning and overall mental performance,” says Dr Hyndman.

“There is emerging evidence over the past two decades that links movement with improvements in children’s academic outcomes, in memory, in problem solving, in planning and in self-regulation.”

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Studies indicate physical activity positively impacts on academic achievement The authors refer to a study of 620 Australian primary school children who received teaching from specialist PE teachers, in which the students demonstrated noticeable improvements in literacy and numeracy. Another investigated studies that connected children’s participation in physical education with learning domains over a 20 year period.

“The research shows that if schools increased the proportion of curriculum time allocated to PE,” the authors write, “this would enhance students’ learning across cognitive, affective and psychomotor learning domains.”

“We also need to consider how people learn from the many contexts and influences that occur beyond classroom or timetabled learning.”

Dr Hyndman points to many contexts in which students can “learn how to be active”, including before-school programs, recess periods, afterschool programs, excursions or camps, travelling to school, and in the home and neighbourhood.

“Positive learning strategies can be prioritised beyond timetabled classes and curricular demands,” he said. “The recent formation and the international endorsement for the Global Recess Alliance shines a light on this need.”

“We know that unless enjoyable physical education and physical activity experiences are provided early in life, adults are less likely to develop and adopt regular physical activity habits across the lifespan.”

Richard Midford, Georgie Nutton, Brendon Hyndman & Sven Silburn. (2020). Health and Education Interdependence: Thriving from birth to adulthood. Springer.

For more information or an interview, please contact Dr Brendon Hyndman of Charles Sturt University at bhyndman@csu.edu.au MECRA - Media Centre for Education Research Australia

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 with 2020 highest ATAR being 99.36%. 9.3% of the Year 12 cohort received individual subject study scores of 40+ with 5 perfect scores of 50/50 for English, Mathematics and Legal Studies. 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 12483845-NG16-21

CRICOS Provider Code 00861K Government Schools Guide

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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 breadth of subjects from Pre-Med , Robotics and Applied Computing to Advanced Biology, Chemistry and Forensic Science. 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.

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 in 2019, as well as

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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 our school and country with three oversees learning experiences to China, Italy and California, engaging in cultural exchange and leadership opportunities.

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.

In November 2020, we received confirmation from Sarah Connolly, our State Member for Tarneit, that the school would be receiving $10 million in funding in the State Budget to assist with the remodernisation of the school. This is a mouthwatering prospect for our school community and we are so excited with the opportunities this will provide to further enhance the school experience for our students. This wonderful news is recognition of the great work that has been achieved at the College over the last few years and we are so pleased that our students will benefit from this injection of funding.

To find out more about our College, I invite you to watch our Open Day Video and take a Virtual Tour, which is available on our Website.

Keith Halge, Principal

12472597-JW16-21

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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 saafe, 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/

12444039-JW16-20

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XXX IVNFDFOUSBMTD WJD FEV BV Government Schools Guide

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Why John Fawkner College?

Welcome to John Fawkner College, which is a school committed to developing every child, helping them grow into successful, goal orientated and independent thinking young adults. At John Fawkner College we assist students to recognise the talents they themselves may not have recognised. We deepen their desire for education and set them on pathways not previously imagined. Educationally, socially, physically, artistically: by any degree John Fawkner College is a great school. A school that is committed to assisting students reach their potential. John Fawkner College is a successful learning community built on the strengths of high academic achievement and a strong community focus, and as a result we are continuing a period of sustained improvement at our College.

Our opportunities for students include: • Literacy and numeracy support across the curriculum • Multiple pathway opportunities • Whole school pastoral care • Positive learning environment • STEM (Science, Technology, Engineering and Mathematics) • Arts and Performing Arts Programs • Study Skills and Exam Preparation for Middle School/Senior School • Student Leadership • Access to the College’s Melbourne City College of Football Program (MCCF) • Online communication with parents enabling them to access learning tasks and monitor academic progress

51 Jukes Road, Fawkner Telephone: (03) 9359 1166 www.jfc.vic.edu.au 52

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s Tour 66 l o o Sch 359 11 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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STEM is more than just Science and Maths NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas.

Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book.

The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.

Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher.

STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”.

Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book.

Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”

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“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher.

“When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.”

According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.”

Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges.

“I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.”

Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes.

Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources.

“At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.

“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”

Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.

“I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field.

“Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning.

“It’s not just about getting students excited about what they are learning,” says Dr Hunter.

“It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world.

“Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”

“To address the current pandemic, for instance, epidemiologists, mathematicians, education

workers, social economists, experts, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable.

“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”

Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.”

Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge.

For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane.hunter@uts.edu.au

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The next Michelin chef?

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WHERE EDUCATION MATTERS

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

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.

RESPECT • EXCELLENCE • DIVERSITY

Email: keysborough.sc@education.vic.gov.au www.keysboroughsc.vic.edu.au CRICOS provider code 00861K 12486017-DL16-21

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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

INFORMATION EVENING If your family is interested in joining the Lilydale High School community, we encourage you to attend our Information Evening on Tuesday 20th April at 6:30 PM.

Excellence 12486859-SG16-21

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Resilience

Community

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

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

3OHDVH FRQWDFW 7UDFH\ +RSH YLD WKH VFKRRO R൶FH RQ WR arrange a suitable appointment, or book through our website.

12486858-SG16-21

25 Melba Ave, Lilydale Victoria 3140 lilydalehs.VIC.EDU.AU Phone: 03 9735 5644 Government Schools Guide

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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.

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,YNDALE 3ECONDARY #OLLEGE OFFERS GREAT ADVANTAGES IN THE BREADTH OF CURRICULUM OFFERINGS 4HERE 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 4HIS IS AN EXCITING TIME AT ,YNDALE 3ECONDARY #OLLEGE AS WE ARE IN THE MIDDLE OF A BUILDING PROGRAM THAT WILL DEVELOP THE FACILITIES TO SUPPORT OUR STUDENTS IN THEIR LEARNING 7E AIM TO HAVE EACH STUDENT MOVE TOWARDS A SUCCESSFUL AND MEANINGFUL FUTURE IRRESPECTIVE OF WHERE OR WHAT THAT MIGHT BE 7E 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 14 Halton Road, Dandenong North 3175 12485783-DL16-21

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Make the right choice

Make an informed choice

Open Night 2021 Thursday 29th April

Commencing in the Gymnasium from 6:30pm with the Principal’s welcome

A BETTER CHOICE IN EDUCATION This invaluable opportunity is highly recommended for prospective parents and students.

Meet the Principal and hear firsthand the continuing success of our students: • 100% of eligible students gain VCE and receive tertiary offers in the primary rounds • Above the state average on all measures of NAPLAN, performing exceptionally well in Reading, Writing and Numeracy • Tertiary placements include courses in Science, Engineering, Architecture, Medicine, Law and Commerce • VCE Median Study Score 30 • 2020 College Dux achieving a perfect ATAR of 99.95 • 11% of students achieving 90+ ATAR, placing them in the top 10% in Australia.

• Recognition as a state leader in teaching and learning, student relationships and wellbeing • Winner of the 2019 “Most Outstanding Principal” award and the 2020 “Outstanding Teacher” award in secondary education • Winner of the prestigious 2019 and 2020 “Victorian Excellence in Education” Lindsay Thompson award • Access to modern facilities for all students • $8.5 million in State funding for a new two storey Year 7 and 8 Learning Centre, Senior School learning hub & study centre.

College tours by parents and students approaching Year 7 is recommended.

Please book via the General Office.

MORDIALLOC COLLEGE PERSONAL BEST • INTEGRITY • RESPECT • RESPONSIBILITY 1 Station Street Mordialloc 3195 P. (61) 3 9580 1184 W. www.mcsc.vic.edu.au E. mordialloc.co@education.vic.gov.au

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Give your talented child the best

SEP SPORTS EXCELLENCE PROGRAM Information evening Thursday 22nd April 6:00pm - 6:30pm

SEAL SELECT ENTRY ACCELERATED LEARNING Information evening Thursday 22nd April 6:45pm - 7:30pm

OPEN NIGHT Thursday 29th April | 6:30pm – 8:30pm

A BETTER CHOICE IN EDUCATION

MORDIALLOC COLLEGE PERSONAL BEST | INTEGRITY | RESPECT | RESPONSIBILITY 1 Station Street Mordialloc 3195 P.(61) 3 9580 1184 W. www.mcsc.vic.edu.au E. Mordialloc.co@education.vic.gov.au 66

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educational opportunity This elite program is available to students with demonstrated skills and strong applications in: • Netball • Basketball • AFL

An exclusive ‘SEAL Academy School’ providing Select Entry Learning Programs Years 7—12.

Entrance Exam Thursday 6th May from 9:00am — 1:00pm

Scholarships are available for outstanding students in academic Excellence, Leadership, Music, Sports and Community.

Learn about our new two-storey Year 7 and 8 Learning Centre under construction in 2021, and the creation of a Senior School Precinct at the current Year 7 end of the campus.

College Open Events are highly recommended to prospective families.

Guided College Tours Available Please contact reception for availability.

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Dare To Dream AUDACTER ASTRA CAPESSE

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.

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

• Indoor 25m heated swimming pool.

• 3-court Basketball Stadium.

• Performing Arts Theatre.

• Fully equipped Gymnasium and Fit Club.

• Purpose built Science Wing.

• Year 12 Centre • Learning Centre.

• 1:1 computer program.

• Extensive ICT and multimedia throughout the college.

Special Features • High performing academic program, with strong pathways to tertiary studies.

Including extensive VCAL programs linked to employment outcomes.

• Outstanding Sports Programs and Squads.

• Broad Horizons - experiencing life outside of the classroom.

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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Mornington Secondary College Inspirational Learning on the Mornington Peninsula

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

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Mount Erin College THE opportunity to work with young people is something highly valued at Mount Erin College.

A great school can unlock potential, open eyes to possibilities and provide extraordinary opportunities to experience new things and new ways of thinking. Schools can nurture talents, build confidence and develop citizens with a strong sense of community.

With outstanding results and excellent destination data, we celebrate the success of our students. With strong enrolments, the College is able to offer a rich variety of subjects and programs. We offer an accredited SEAL program, a vibrant Arts Academy and Sports Academy programs. The Deaf Education Centre, provides for Deaf students throughout the region. Our school is proud of the personalised learning environment which is student centred, inclusive and supportive. The College ASPIRE Values are embedded in all aspects of the school, with a firm discipline structure based on the values of respect and responsibility.

At Mount Erin College, we strive to meet student passions and needs through a personalised learning environment where all students are challenged to achieve their personal best. In practice this means that teams of teachers focus on developing rigorous and innovative curriculum that will enable every student to experience success. Through collaborative teaching and learning practices, and the flexible

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Learning is our priority. use of learning spaces students are well supported in their learning.

At Mount Erin College we recognise the importance of fostering skills to prepare our students for life in the 21st century. Our programs are ICT rich and provide opportunity for collaborative work where co-operation, problemsolving and independence are valued. We encourage students to take responsibility for their learning, to understand where they are and what they need to do to improve.

With a wide range of community partnerships we provide authentic learning opportunities for the young people at the College. The completion of our $9 million Stage One building program has provided extraordinary new facilities, and a truly exciting 21st century learning environment.

Science, Art, Design and Technology; Food Technology, Drama, Dance and a first class Performance space and lecture theatre. A state of the art hockey pitch was completed in 2019, followed by our new gymnasium and classrooms in 2020.

Mount Erin College is a great school focused on creating bright futures.

A thriving and successful school in Frankston South, learning is our priority. We offer a rich and diverse curriculum to challenge and inspire. Students follow their passions and get involved in the many extra curricula activities.

Mount Erin College is an accredited SEAL school for gifted and highly able students and offers dynamic Arts and Sports Academies as well as a thriving Instrumental Music program.

State-of-the-art facilities in Science, Art, IT and Technology, a Performing Arts and Theatre space provide students with a 21st century learning environment. With our new competition hockey field and new gymnasium completed in 2020, Mount Erin College provides an outstanding education.

School tours operate every Tuesday 9:35 - 10:35. Please contact the school on 5971 6000 to make a tour booking.

ENHANCEMENT PROGRAMS • Select Entry Accelerated Learning (SEAL) Program • Mount Erin Sports Academy • Mount Erin Arts Academy Places are strictly limited and detailed application processes apply.

Learning is our priority

Robinsons Road, Frankston South VIC 3199 T: 5971 6000 F: 5971 1421 E: mount.erin.sc@education.vic.gov.au 12486693-AV16-21

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Galileo Enhancement Program The Galileo Enhancement Program at Noble Park Secondary College offers an enriched curriculum in English, Mathematics, Humanities, Science, and Technology geared towards extending our students through self-regulated learning.

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.

Explore our world

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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 her or his 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.

Noble Park Secondary College is proud to be an accredited Maths Active School.

The Mathematical Association of Victoria’s Maths Active Schools initiative is a way to recognise and support schools who demonstrate effective learning and teaching practices in mathematics. Noble Park Secondary College is one of only three secondary schools in Victoria with this acceditation.

Telephone to arrange a personalised tour of the College

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It's all about the science!

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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.

But the study does not rule out problem-solving

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

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Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 64th year of providing our community with an outstanding and broad range of educational experiences. The College is located in a beautiful setting overlooking the Mullum Mullum Creek Valley. Our bonds with the community are a significant feature in our feeder Primary 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 support and assist our community members to develop both a strong sense of worth and the capacity to overcome negative experiences or disappointments Staff interactions with students are guided by these principles and we seek to develop all our students’ understanding of these values, as expressed both at school and in their daily lives.

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

With the aim of developing successful learners, confident and creative individuals and active and

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informed citizens, a comprehensive 7 to 10 curriculum is offered covering all Learning Areas.

The College also offers an 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 off-campus activities including a City Experience and our most capable students are invited to participate in a program at Deakin University in which students are involved in independent research Deakin’s ‘Inspired Minds’ Program. Year 10 students can undertake a VCE or VET course and VCAL programs are available to students in Years 11 and 12. The College runs a Homework Club after school, two days a week. Staff from various Learning Areas attend Homework Club and students are encouraged to attend to both seek extra assistance or to complete work in an environment that is conducive to effective study.

Extra-curricular and enrichment programs are offered to engage students in areas such as leadership, peer support, debating, 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 Counsellors, Student Wellbeing Coordinators and a Health Centre Coordinator. Every student is supported by a Mentor teacher who takes an interest in their wellbeing and assists them in setting learning goals. Student contributions and achievements are valued and acknowledged, as is parent involvement.

Andrew Sloane, Principal

NORWOOD SECONDARY COLLEGE

For over 60 years, Norwood Secondary College has been proud to serve the needs of the local community and beyond. During this time the College has developed an outstanding reputation as a provider of educational excellence and a broad range of programs. We are also known for the quality of the young people who graduate from our school. We are proud of all our students. Our goal is to foster the belief that they should strive to do their EHVW LQ DOO HQGHDYRXUV WR XQGHUVWDQG WKH EHQH¿WV LQYROYHG LQ EURDGHU VFKRRO SURJUDPV to show compassion for others and to value making a positive contribution in society.

We are committed to building on our rich tradition with innovative programs and the creation of a dynamic learning environment which fosters individuals’ abilities.

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 www.selectivehighschools.education Applications for Year 9 entry for the 2022 school year are now open and close in early May 2021.

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 29 April 2021.

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

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 2022 enrolment NOW OPEN http://nossalhs.vic.edu.au/enrolment

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Principal’s Message At Officer Secondary College we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion and support.

Our Core Focus Regardless of the academic pathway chosen by the student, we 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 valuesExcellence, Inclusion, Respect, Creativity, Critical thinking and Global Citizenship.

Our Teaching Environment Our teaching environment is therefore designed to maximise these opportunities for all students with new state of the art teaching spaces.

Our teaching teams work collaboratively across the College to ensure that the curriculum is delivered in a consistent student centred format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners.

Additional support is available to students to revise concepts or to further extend their knowledge, this ensures every opportunity is given to all students to achieve their potential.

Having a highly committed staff and supportive community provides us with the optimum conditions for success.

Catering for Your Child At Officer Secondary College we strive to cater for all students within our learning community. Officer Secondary College offers three select entry programs beginning of 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

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foster 21st Century learners, with a focus on inquiry-based learning, collaboration, critical thinking and creativity.

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 extra-curricular activities related to their particular passion area.

At Year 10, the College offers entry into the STEM Academy. This program provides a high quality pathway for students with various interests.

Students who demonstrate high academic ability and a penchant for problem solving and creative and critical thinking are well equipped to succeed in this program. This program provides direct links to a science, mathematics and engineering pathway at VCE. All students are expected to maintain a balance between their academic studies and Performing Arts commitments.

Applications open in March each academic year. The PAM, HAP and STEM handbooks are available from the College or alternatively on the College website.

We look forward to welcoming you to Officer Secondary College.

Christian Woodcock

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’s 2.10pm – 3.10pm • Thursday 9.00pm – 10.00am

College Principal

Officer Secondary College 1 Parker Street, Officer. Vic. 3809 • Phone: 03 5942 4000 Fax: 03 5942 4099 • Email: officer.sc@edumail.vic.gov.au Website: www.officersc.vic.edu.au

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2021

Transition Dates School Tours Each Tuesday 9.45am. Bookings essential

Excellent Facilities

EXCEL (Academic) Testing

• New $1.2 million Senior School Building

Expressions of interest close: Friday 30th April Testing: Wednesday 5th May www.surveymonkey.com/r/excelacademic y y // EXCEL (Sport) Testing Expressions of interest close: Friday 7th May Testing: Thursday 13th May www.surveymonkey.com/ y ey.com/r/excelsport y // p Scholarships Academic/Sport/Leadership/Performing ship/Performing Arts Expressions of intere nterest close: Friday 7th May Scholarship rship Interviews: I 17th - 21st May www.surveymonkey.com/r/scholarships2022 y y // p

• $8 million Capital Works Project beginning 2021 • Modern Three Court Basketball Stadium • New $1.4 million Performing Arts Centre • Modern & Advanced Design & Technology Equipment (3D Printers, Laser Cutter & Robotics) • VCAL Student Run Café

79 – 98 Eel Race Road, Seaford VIC 3198 P 03 8770 6700

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Principal’s Message As the Principal, I am committed to the pursuit of excellence through a friendly and supportive environment.

For 50 years we have provided young people with diverse experiences in a caring learning community. The passion of our staff in providing students with the opportunities to chase their dreams is what sets us apart.

Set on beautiful large grounds, Patterson River is adjacent to the Kananook Creek & Seaford Wetlands and within walking distance to the beach, along with local sporting fields. The College has numerous partnerships with local community groups and sees itself as an important hub of the local community.

Patterson River prides itself on recruiting high performing staff who match the values of the school: Persistence, Excellence, Community & Respect; along with providing staff with excellent ongoing professional development and training. In recent times, the College has seen these efforts reap rewards through significant improvement in VCE results. In addition, the school consistently achieves strong Student Attitudes to School Survey results and NAPLAN 7-9 growth.

In 2021, we will begin construction on a new multimillion-dollar Science, Technology, Engineering, Art & Mathematics (STEAM) Centre along with a new Hospitality building and Year 8 Centre.

It is diffic difficult to describe the full array of opportunities and brilliance of our College, Co therefore I encourage you to take the time to meet in person. erson. Tours are held each Thursday at 9.45am (bookings essential). Alternatively you can speak to the he office to organise a personalise personalised tour.

I look forward to meeting g you and your fam family.

Mr Daniel Dew College Principal

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Reading is knowledge

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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.

To further enhance our outstanding work in STEM, 2021 has seen the opening of our 4.5 million Architecturally designed state of the art STEM centre.

Students have and will continue to participate in the following STEM experiences: • Engineers without Borders Conferences – Where students have designed solutions to current global humanitarian problems.

• Robogals - An international non-profit that inspires and encourages female students to consider Engineering.

• In2Science – Science and Maths peer mentoring in the classroom by current University Science Students.

• Robotics Program – High tech coding and programming digital technologies with the use of robotic spheres.

• Use of multiple 3D printers- incorporating fusion 360 CAD software to design and develop real products.

STEM students from Rosehill Secondary College will have the opportunity to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA. 12485995-SN16-21

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STEP 2022

A SELECTIVE TALENT ENRICHMENT PROGRAM

A STEP TOWARD SUCCESS APPLICATION FORMS DUE TUESDAY 10TH AUGUST TESTING TUESDAY 17TH AUGUST Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step Government Schools Guide

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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 mental 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.

We One One College One Community One Commitment 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

their teachers and their environment. ‘Believe in your Best’ is immersed in every aspect of the strong school culture both academically and in extra-curricular activities. At Rowville Secondary College, we focus on what ‘Excellence’ looks like, feels like and creates for our students and school. That is why I am proud to have ‘Excellence’ as our 2021 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 Excellence.

Providing a pathway for every child and helping them to discover their personal best.

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 myriad 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.

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.

Excellence At Rowville Secondary College our students demonstrate, value and continually strive for ‘Excellence’ for themselves, their student body,

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Julie Kennedy COLLEGE PRINCIPAL

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Scoresby Secondary College Inspiring and Achieving Brilliance Scoresby Secondary College provides a safe, supportive and challenging learning environment that focusses on nurturing the whole person in order to develop active and self-aware contributors to our global community.

Located in the city of Knox our growing community has gained national and international recognition for quality teaching and learning and high student learning growth.

There following are key areas upon which we base our student’s success: • Personalising student learning by teachers knowing every students needs, interests and aspirations from the time of enrolment • A strong academic curriculum that provides opportunities for student engagement, differentiation and breadth to prepare students for future studies and employment • Co-curricular programs that foster self-confidence and positive impacts on academic development • Exceptional partnerships between students and their teachers, parents, tertiary providers, business and industry 12473067-SN06-21

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• Extensive range of enhancement and enrichment opportunities including traineeships with Thermo-Fisher Scientific and TAP@S program • Outstanding performing arts, music and media programs • There is an assessment system in place that provides a picture at any moment in time of each student’s literacy and numeracy progress against targets and expectations • Each student knows, understands and practices the values and behaviours that are expected of all students in the school and more broadly in society

For Tour Bookings or Information about our 2022 Year 7 Top Achievers Program

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Call (03) 9765 4100 or visit www.scoresbysc.vic.edu.au

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Lessons for education from 2020 PROFESSOR Pasi Sahlberg, UNSW Sydney Pasi Sahlberg is a Finnish educator and Professor of Educational Policy at UNSW Sydney’s Gonski Institute for Education. He says the pandemic has shown the importance of measures that help education systems deal with the uncertainty caused by external shocks.

“The disruptions of the pandemic call into question many of the traditional rules and structures that have organised the work of schools,” said Professor Sahlberg.

“But some projects need to persist. As we think about how education should be reimagined, we must continue efforts to make education more inclusive, fair and equitable for all.

According to Professor Sahlberg, “early lessons from around the world” suggest the following three measures “enhance education systems to cope with uncertainty caused by external shocks.”

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Flexibility: “Professional autonomy provides schools with freedom to find the best ways to organize teaching and learning within common guidelines,” said Professor Sahlberg. “The absence of national census-based student assessments or punitive accountability gives schools flexibility in curriculum and how it is implemented.”

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Creativity: “When schools’ work is built around the idea of finding new ways to respond to changing situations, schools can creatively find their own best ways to solve problems and arrange their work,” he said. “Creativity has been critically important in reacting successfully when teaching was disrupted or schools were closed.”

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Self-directedness: “Schools and students who are more self-directed and know how to take responsibility to evaluate their own performance often do better in crisis situations than those who haven’t learned to do so,” said Professor Sahlberg. “These skills also strengthen student engagement, bring about authentic learning, and help schools respond to emerging inequalities.”

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2020 has given the wider community a closer view of the complex and valuable work of schools, teachers, and principals.

For more information, please contact Professor Pasi Sahlberg at Pasi.sahlberg@ unsw.edu.au Dr Amanda Heffernan, Monash University Dr Amanda Heffernan is a former school principal, and a Lecturer in educational leadership at Monash University. She says that 2020 has given the wider community a closer view of the complex and valuable work of schools, teachers, and principals.

“2020 has reminded us just how central schools are to society. We know that many principals and teachers are running on empty tanks after an enormous year that began with bushfires, and many haven’t had a chance to stop and rest yet, after a year of rapid changes to policy and practice in response to COVID-19.

“So many more people have now seen firsthand how complex the work of leaders and teachers is, and I hope that will translate into recognition of the vital work that schools are doing every single day.

Dr Heffernan believes Australian society now has an opportunity to re-evaluate the way it approaches education and the people delivering it.

“A lot of people are talking about how we have an opportunity to rethink the way we do things post-pandemic, and I think that can extend to how we interact with schools and educators, and what we place value on within our schooling system.”

For more information please contact Dr Amanda Heffernan of Monash University at amanda.heffernan@monash.edu

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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, especially in the current climate we are in.

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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Our ACE program caters for the educational needs of gifted and talented students.

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, selfrespect 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 to 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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Sunbury Downs College SUNBURY Downs College is a Year 7 to 12 co-educational Secondary College situated in the regional town of Sunbury. We are a growing College with a student enrolment of approximately 700. The College offers the very best in teaching and learning with highly capable and professional teachers and education support staff working alongside students to help them reach their potential.

Students at the College belong to one of two mini schools: Middle Years (Year 7-9) and Later Years (Year 10-12). Within each Mini School, Year Level coordinators work with home group teachers and classroom teachers to ensure that their school experience is positive.

Supporting the Mini Schools is our Student Wellbeing team, which consists of a fulltime Youth Worker, a College Chaplain (pastoral care), a team leader and an Adolescent Health School Nurse (2 days per week). A Mental Health Practitioner was recently appointed in a part time capacity. The Learning Support team and Inclusion Coordinator also advocate and support identified students at the College. This broad group of staff work in collaboration with the Mini School staff to provide a learning environment which embraces and supports the individual needs of students.

Our College values of Respect, Resilience, Ambition and Community underpin our day-to-day interactions with each other and guide the interactions of all key stakeholders of the College – students, parents/carers and staff.

We have consistently achieved outstanding VCE results at or above the State mean. Sunbury Downs College was the recipient of The Age VCE Excellence in Education Award for the Northern Region in 2018.

The College is making it a priority to improve our buildings and facilities, which further enhance the teaching and learning program for students. We have recently completed two major capital works building programs, which have upgraded and modernised the Science, Physical Education and Student Hub areas of the College. The brand new state of the art Dulap Wilim Hub (shared community facility) encompasses two commercial teaching kitchens for use by Sunbury Downs College students.

Our curriculum program has a strong emphasis on each of the eight domain areas: English, Mathematics, Science, Humanities, Arts (Visual and Performing), Technology, Physical Education/ Health and Languages (Italian). We offer a wide

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range of VCE subjects including Vocational Education and Training (VET), a structured and rigorous Victorian Certificate of Applied Learning program (VCAL) and have introduced the Headstart Program. This program is for secondary students commencing at Year 10 and combines school-based education with an apprenticeship or traineeship.

Students can choose to complete their VCE or VCAL over three years alongside paid on-the-job training that leads to an accredited industry specific qualification.

The College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) program for academically able students; extending students through a challenging curriculum including early commencement of VCE. Sunbury Downs College offers a wide range of extra-curricular activities and an inter-school sporting program for students to participate in.

There are year level and specialised camps and excursions, including an overseas Italian Study Tour every second year.

The College has a well-established student leadership program and a house system with whole school carnivals for athletics and swimming.

Students are allocated to one of the four Houses (Aitken, Evans, Jackson, Mitchell) when they enroll at the College and remain aligned to their house until the end of Year 12.

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

Our College is proud to be in partnership with its community and organisations so as to offer and provide the very best for our students. Our feeder schools, local businesses and community agencies are important stakeholders in our College community. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

I welcome all members of our local community to take the time to have a “fresh look” at our great school and encourage you to join me on a tour to see firsthand the College at work. I recommend that you contact the school to obtain further information and I look forward to you joining our community – the Sunbury Downs Community.

Warwick Beynon, Principal

Sunbury Downs College ‘Confidence to Achieve’

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• VCE results consistently at or above state average • A safe, inclusive and secure learning environment • Supporting student’s wellbeing by understanding the needs of each child • Recently modernised & upgraded facilities • Accelerated Curriculum & Enrichment (ACE) program • Students are known and cared for as individuals • Broad extra curricular program

Our work is underpinned by our College values;

Respect | Resilience | Ambition | Community A co-educational school with dedicated teachers who implement innovative ideas to stimulate learning

Contact 9744 0500 or sunbury.downs.sc@education.vic.gov.au 148-174 Mitchells Lane Sunbury VIC 3429 Government Schools Guide

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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/696051 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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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 Football 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 inclusion 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.

TAYLORS LAKES SECONDARY COLLEGE

Students At

Taylors Lakes Secondary College Experience: • A strong tradition of excellent VCE results • Comprehensive VCE, VET and VCAL programs • Learning Enhancement & Advancement Program (LEAP) • A Football (AFL and Soccer) Academy as part of Health and Physical Education • Performing Arts Program including Instrumental Music, Dance and School Production • Targeted programs at Year 7 to aid the transition of students • A supportive Careers Vocational Education program, including the placement of all students in tertiary or employment positions For further information 9390 3130 taylors.lakes.sc@education.vic.gov.au

LEAP Applications close April 29th 2021 LEAP Testing May 8th 2021 Football Academy (AFL/Soccer) Applications close May 7th 2021 College Discovery Evening Monday April 26th 2021 5:30pm – 8:00pm

Parent Morning Tours every Wednesday morning from 9:30am. Bookings Essential.

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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 Beanstalk Variety Show’ We continue to experience success with our InterSchool Sporting Program, including the addition of Clay Target Shooting, Motocross and Equestrian. 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 29th starting in the Brian Way Theatre at 7:00pm.

Scott Tully, Principal

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

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Thursday 29th April 2021 7.00pm www.uysc.vic.edu.au BOOK A TOUR! 5967 1877 Scott Tully - Principal

81 – 89 Little Yarra Road, Yarra Junction 3797 • upper.yarra.sc@edumail.vic.gov.au 12460620-CG06-21

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Victoria University Secondary College VICTORIA University Secondary College is a coeducational state Year 7-12 college with three campuses. Our vision inspires students to ‘Create the Future’ and our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at VUSC. I am proud to lead Victoria University Secondary College - a tight knit school community where all staff learn together and continuously improve, and where students are guided to discover their talents and strengths, enjoy their educational journey and develop goals for their future.

At VUSC we believe all students can succeed with effort and persistence. Our evidence based teaching practices and strategies establish safe, purposeful and inclusive classroom environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students. We focus on each student’s individual interests and abilities, and help them to achieve their pathway of choice.

Over 30 Victorian schools and Department of Education staff have visited our college to observe our exemplary classroom practices and teaching strategies.

Our focus on Literacy and Numeracy has seen student outcomes increase significantly over the last few years. Support is provided at all levels and high achieving students are challenged and extended. Parent opinion of the college is overwhelmingly positive and student attitude surveys have shown progressive increases in their satisfaction with the school. Students comment that they feel safe, are motivated to learn and that teachers help them learn to the best of their ability.

It is pleasing that on average 99% of our students receive an offer at either university or TAFE. Our graduating students pursue careers in Biomedicine, Engineering, Law, Accounting, Building, Education, Finance/Commerce, Information Technology, Media/Music, Nursing/ Midwifery, Science and Youth Work as well as others.

Our school has improved its median and mean ATAR (Australian Tertiary Entrance Rank) results significantly from 2019. Our VCE Mean English

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Study Score is 30.5 (above the state level) and our VCE Median Study Score improved from 28 in 2019 to 28.5 in 2020.

I am very proud to announce that our Dux of 2020 is Jimmy Truong who achieved an ATAR result of 97.30.

Our 2nd highest ATAR result was 97.25 and the 3rd highest ATAR result was 94.20. Six students achieved an ATAR in the 90’s and there were 16 study scores of 40+. Overall our class of 2020 achieved amazing results in a tumultuous year.

We are extremely proud of all our students for their tenacity, persistence and fantastic efforts last year.

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

At VUSC we offer the Select Entry Accelerated Learning (SEAL) program and Deep Learning program to challenge and extend high achieving students. Our Music and Performing Arts program, Sports Academy, Debating and School Leadership programs add to the many opportunities available at VUSC. We invite you to book a tour to see our classes in action and meet our staff. We look forward to welcoming you to our exciting community at Victoria University Secondary College.

Elaine Hazim, College Principal

Enrol Now for 2022

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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 double-storey Administration Hub, Resource and 21st Century Learning Centre.

Throughout 2021 and 2022, we are completing the final pieces of our Building Jigsaw – with the development of our new Wellbeing, VCE and STEM Education Centre.

The school also has two gymnasiums, a Performing Arts complex (including a 288-seat theatre) and remodelled Visual Arts, Technology and Science blocks.

The grounds also include basketball and netball courts and an oval.

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Our current enrolment is approximately 1900 students.

This includes an International Program that caters for over 90 students. The college draws students from a wide selection of South-Eastern suburbs.

Wellington offers 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 College for information on tours and Open Nights.

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Children who read books daily...

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 maatters 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, this study links with others that have identified

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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 welldeveloped – there is no data for younger children.

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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.

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

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www.westallsc.vic.edu.au westall.sc@education.vic.gov.au 88-128 Rosebank Avenue, Clayton South VIC 3169 Ph: 9546 3233 Cricos Provider Code: 00861 12486681-NG16-21

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Health and Wellbeing at Secondary School THE move between primary and secondary school happens alongside the transition from childhood to adulthood. With this comes many changes – changes to bodies, emotions, behaviours and attitudes.

Teachers and staff understand these changes and can provide information and support.

Friendships developed during secondary school can provide peer support and help children develop social skills and self-esteem.

Making new friends and feeling comfortable are especially important when children start secondary school. It is important to remember, however, that your child’s friendships may change as they develop a sense of themselves and make sense of the world around them. A child’s relationship with their parents and family may similarly change.

Students adapt to transition in different ways. If you feel that your child is having difficulties, it is important to discuss your concerns and ask for help if needed.

Supporting your child’s welfare Parents have an important role in supporting their children’s progress at school. It is also important to know that there are staff with specific roles to support student wellbeing and student learning available in schools.

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Strong relationships with you and your child’s friends help your child grow into a well-adjusted adult with strong social skills.

The importance of health and fitness Health and fitness is all about making healthy lifestyle choices, such as: ■ walking or cycling (instead of using the family car) to help reach the target of at least 30 minutes of exercise a day ■ only eating takeaway food occasionally ■ getting a good night’s sleep, which for teenagers can be up to 10 hours a night ■ restricting computer, TV and video games to a maximum of two hours, and encouraging your child not to do these activities in their bedroom ■ eating a variety of fresh and healthy food every day, aiming for five serves of vegetables and two serves of fruit a day.

Modelling a healthy lifestyle Cigarettes, alcohol and drugs must play no role in the life of a 12-year-old. As parents we have a responsibility to ensure that our children understand that. We also need to model responsible behaviours ourselves.

While it is the responsibility of your child’s school to support a healthy lifestyle, at the end of the day it is you as parents who need to take the ultimate responsibility for the behaviour of your child.

Friendships and the transition to school Many children start secondary school expecting to make new friends. At the same time, they are concerned that they may lose contact with their current friends, particularly if they’re changing schools. For some children, the desire to stay with their group of friends influences where they would prefer to go to secondary school – and if they move to a different school they wonder how they will keep in touch and sustain their friendships.

Friends help each other make the transition from primary to secondary school easier. Friends are people that your child can talk to, share things with, confide in and sometimes argue with.

Remember, conflict is a normal part of growing up. Conflict is not necessarily bullying, even though it may be upsetting and need resolution.

Friendships developed during secondary school can provide peer support and help children develop social skills and selfesteem.

Parents and friends play different roles in the life of children. You influence your child’s longterm decisions to do with values and morals. Your child’s friends are more likely to influence shortterm choices, such as the way they dress and their interests. Strong relationships with you and your child’s friends help your child grow into a welladjusted adult with strong social skills.

Right now, your child’s friendships will tend to be based on sharing similar interests, acceptance and sharing. Same-sex friendships are the norm during the first years of secondary school.

For more information on the above please refer to the Victorian Dept of Education and Training website.

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Whittlesea Secondary College Vision: “ To empower students to become successful, confident and responsible contributors in a 21st century community” Set amongst 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. Students are encouraged to use their knowledge to build personalised pathways for their future and embrace a collective understanding of the world we live. 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. We believe each student can thrive and contribute in the rapidly changing 21st century world.

Our philosophy is that students learn best and are better prepared for the challenges of life when they take ownership of their choices. They take control of their decision making, learning pathways and learning methods.

Education is not ‘done to them’, we are active partners in learning.

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Whittlesea SECONDARY COLLEGE 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 on site to deliver Automotive, Engineering, Building and Construction VET courses, our young people have multiple options for success.

Book a tour to find out more. www.whittleseasc.vic.edu.au 117

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Wyndham Central College THE first nationally recognized 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 learning opportunities 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 are 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, to be university, work and career ready and to be active global citizens.

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 problems 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

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context. Enrichment experiences are interwoven into the students’ existing program with extracurricular activities playing an important role in supporting students’ talent development.

The Enrichment experience is extended to students at the College through their participation in the Victorian High Ability Program for those who have been selected to this program by the Department of Education. The Enrichment Series is offered for other students who show high ability in learning areas including English, Science, Math, The Arts, Sport and Health, Humanities, Technology and Languages.

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 Spanish.

Our students develop an appreciation for Spanish which is among the most used language in the world and their cultures. Students participate 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

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Entry at Year 7 in 2022. Selection based on interview.

Preliminary Applications close Friday 21 May 2021 Yarra Hills Secondary College offers scholarship opportunities to students who have displayed outstanding attributes whilst at Primary School and possess personal qualities and values that will contribute to the life of the College.

Scholarship recipients are expected to further excel and develop their skills during their time at Yarra Hills Secondary College.

Yarra Hills Secondary College offers a range of scholarships in the following areas: Academic Academic Scholarships are awarded to students who have displayed outstanding academic success at Primary School and in the educational testing conducted at Yarra Hills Secondary College for all shortlisted applicants. Parents please note that there is a cost of $40 for all shortlisted applicants who sit the educational testing.

Leadership Leadership Scholarships are awarded to students who exhibit a comprehensive range of leadership skills though out their time at Primary school.

Applicants should demonstrate their sills of leadership and how they utilised those skills to make a difference within the community.

Arts Arts scholarships are awarded to students who have displayed exceptional aptitude in either a range of visual or performing arts areas (Music, Drama/ Acting, Singing, Dance). Applicants should have a folio of work they have completed or had involvement in.

Sporting Sporting Scholarships are awarded to students who have been involved in a range of sporting activities at Primary School and in the community.

Applicants should demonstrate outstanding sporting talents such as the attributes of fairness, cooperation and leadership

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For all inquiries regarding our Scholarship program, please contact Leighton O’Donnell (Mooroolbark Campus) Rebecca Dunn (Mount Evelyn Campus)

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INFORMATION NIGHT 2021 Mooroolbark Campus Thursday 25 March, 6.00pm Information Sessions at 6.00pm and 7.00pm Tours from 6:15pm

Mount Evelyn Campus Tuesday 30 March, 6.00pm Information Session at 6.00pm Tours from 6.45pm School Tours outside our Information Night are available.

Please contact the campus office to book a suitable date and time.

Mooroolbark Campus 16 Reay Road Mooroolbark, Victoria 3138 P. +61 3 9839 8800 | F. +61 3 9839 8888 Mount Evelyn Campus 15 Burdap Drive Mount Evelyn, Victoria 3796 P. +61 3 9736 3650 | F. +61 39736 1840 E. yarra.hills.sc@education.vic.gov.au

www.yarrahills.vic.edu.au

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Locality Guide EAST Ashwood High School ............................................... 6 & 7 Bayswater Secondary College ............................. 8 & 9 Blackburn High School ........................................ 12 & 13 Boronia K-12 College .............................................. 14 & 15 Camberwell High School ..................................... 22 & 23 Canterbury Girls’ Secondary College ......... 24 & 25 Highvale Secondary College........................................ 47 Norwood Secondary College............................ 76 & 77 Westall Secondary College............................. 112 & 113 OUTER EAST Lilydale High School ............................................. 60 & 61 Upper Yarra Secondary College ............... 104 &105 Yarra Hills Secondary College ....................122 & 123 SOUTH EAST Alkira Secondary College ......................................... 4 & 5 Berwick College ......................................................... 10 & 11 Brentwood College ............................................................ 19 Carrum Downs Secondary College .......................... 27 Cranbourne Secondary College ................................. 37 Dandenong High School .................................... 38 & 39 John Monash Science school .......................... 54 & 55 Keysborough College........................................................59 Lyndale Secondary College............................... 62 & 63 Mt Erin College ...........................................................70 & 71 Noble Park Secondary College ....................... 72 & 73 Nossal High School ............................................... 78 & 79 Officer Secondary College ................................. 80 & 81 Rowville Secondary College .............................88 & 89 Scoresby Secondary College ............................ 90 & 91 Wellington Secondary College ...................108 & 109 BAYSIDE Brighton Secondary College........................................ 21 Mordialloc Secondary College ................ 65, 66 & 67 Mornington Secondary College .................... 68 & 69 Patterson River Secondary College............... 82 & 83 MELBOURNE Coburg High School ............................................. 30 & 31 Noone Imagewear ............................................................. 127 NORTH John Fawkner College ........................................... 52 & 53 NORTH EAST Charles La Trobe College ................................... 28 & 29 Craigieburn Secondary College ...................... 34 & 35 St Helena Secondary College ........................ 94 & 95 Templestowe College........................................ 100 & 101

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Whittlesea Secondary College ..................... 116 & 117 William Ruthven Secondary College ...... 118 & 119 NORTH WEST Braybrook College.................................................... 16 & 17 Hume Central Secondary College ................ 50 & 51 St Albans Secondary College ..................................... 93 Sunbury Downs Secondary College ............ 96 & 97 WEST Copperfield College ............................................... 32 & 33 Essendon-Keilor College..................................... 40 & 41 Footscray High School ....Front cover, 2, 3, 42 & 43 Hoppers Crossing Secondary College ....... 48 & 49 Rosehill Secondary College ...................... 85, 86 & 87 Sunshine College ................................................... 98 & 99 Taylors Lakes Secondary College ................................. .............................................................. 102, 103 & back cover Victoria University Secondary College ... 106 & 107 Wyndham Central College .............................120 & 121 EDITORIAL FEATURES Children who read books daily score higher ......... ........................................................................................... 110 & 111 Creativity across ART & STEM.................................. 18 Grossek’s View .......................................................... 44 & 45 Health & Wellbeing at Secondary School .. 114& 115 Lessons for education from 2020 .............................. 92 Physical activity improves performance ............. 46 Positive attitudes to Maths & Science.................. 126 STEM – more than just Science & Maths ... 56 & 57 Students & problem solving ........................................ 75 Video games improve reading .................................. 36

Contents Alkira Secondary College ........................................ 4 & 5 Ashwood High School ............................................... 6 & 7 Bayswater Secondary College .............................. 8 & 9 Berwick College ......................................................... 10 & 11 Blackburn High School ........................................ 12 & 13 Boronia K-12 College .............................................. 14 & 15 Braybrook College ................................................... 16 & 17 Brentwood College ............................................................. 19 Brighton Secondary College ........................................ 21 Camberwell High School .................................... 22 & 23 Canterbury Girls’ Secondary College .......... 24 & 25 Carrum Downs Secondary College ......................... 27 Charles La Trobe College .................................. 28 & 29 Children who read books daily ..................... 110 & 111 Coburg High School .............................................. 30 & 31 Copperfield College .............................................. 32 & 33 Cragieburn Secondary College ...................... 34 & 35 Cranbourne Secondary College ................................. 37 Creativity across Art & STEM ..................................... 18 Dandenong High School .................................... 38 & 39 Essendon-Keilor College ..................................... 40 & 41 Footscray High School .......................................................... ......................................................... Front cover, 2, 3, 42 & 43 Grossek’s View .......................................................... 44 & 45 Health & Wellbeing at Secondary School .. 114 & 115 Highvale Secondary College ....................................... 47 Hoppers Crossing Secondary College ...... 48 & 49 Hume Central Secondary College ................. 50 & 51 John Fawkner Secondary College ................. 52 & 53 John Monash Science School ........................... 54 & 55 Keysborough College ...................................................... 59 Lessons for education from 2020 ............................. 92 Lilydale Secondary College .............................. 60 & 61 Lyndale Secondary College .............................. 62 & 63 Mordialloc College .......................................... 65, 66 & 67

Mornington Secondary College .................... 68 & 69 Mt Erin Secondary College ................................ 70 & 71 Noble Park Secondary College ........................ 72 & 73 Noone Imagewear ............................................................ 127 Norwood Secondary College ............................ 76 & 77 Nossal High School ................................................ 78 & 79 Officer Secondary College ................................. 80 & 81 Patterson River Secondary College .............. 82 & 83 Physical activity improves performance ............. 46 Positive attitudes to Maths & Science… ................ 126 Rosehill Secondary College ....................... 85, 86 & 87 Rowville Secondary College ............................ 88 & 89 Scoresby Secondary College ............................ 90 & 91 St Albans Secondary College ..................................... 93 St Helena’s Secondary College ....................... 94 & 95 STEM – more than just Science & Maths ................... ............................................................................................... 56 & 57 Students & Problem solving .......................................... 75 Sunbury Downs College ..................................... 96 & 97 Sunshine College .................................................... 98 & 99 Taylors Lakes Secondary College ................................... ............................................................... 102, 103 & back cover Templestowe College ....................................... 100 & 101 Upper Yarra Secondary College ................ 104 & 105 Victoria School Guides Website ............................... 26 Victoria University Secondary College ....................... .......................................................................................... 106 & 107 Video games improve reading ................................... 36 Wellington Secondary College .................. 108 & 109 Westall Secondary College ............................ 112 & 113 Whittlesea Secondary College .................... 116 & 117 William Ruthven Secondary College ...... 118 & 119 Wyndham Central College ........................... 120 & 121 Yarra Hills Secondary College .................... 122 & 123

Next edition: April 2022 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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Positive attitudes to Maths and Science A RECENT study of student attitudes towards science and maths has noted a link between having a positive outlook on both subjects and academic success, and that boys tend to view these subjects more favourably.

The study was performed by Dr Nathan Berger, Dr Erin Mackenzie, and Professor Kathryn Holmes of Western Sydney University.

Using data from the 2015 Trends in International Mathematics and Science Study by the International Association for the Evaluation of Educational Achievement, the researchers analysed the responses from over 6,000 Australian students.

As Australia tries to encourage more female students to pursue studies in STEM, such research is useful in understanding why they view these subjects less positively than their male counterparts. This is vital to address if more women are to study in STEM fields.

“Many students, but particularly girls, become less engaged in mathematics and science in the early years of secondary school,” the researchers write. “Empirical evidence shows that students’ attitudes towards mathematics and science influence their academic achievement and desire to continue studying these subjects.”

The study focused on three attitudes towards science and maths: liking, confidence, and valuing. The analysis found six distinct groups of students who had different attitudes towards the subjects.

For most students, their attitudes towards science tended to mirror their attitudes towards maths. Interestingly, boys tended to have more enthusiastic attitudes towards both subjects than girls, who were overrepresented in the group that was resistant to both subjects.

A small number of students had a clear preference for one subject over the other. Boys and girls appeared in these groups at the same rate. However, the students categorised as preferring maths tended to hold the sciences in relatively lower regard.

“The Prefer Mathematics group held negative attitudes to science, possibly indicating that they viewed mathematics as being quite distinct from science and able to be studied without dependence on science knowledge.”

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For most students, their attitudes towards science tended to mirror their attitudes towards maths On the other hand, the Prefer Science students had positive views of maths, possibly because they see maths as essential to the study of science.

Overall, “students’ values and expected success in a subject predict their achievement in that subject,” the researchers write. If students are very confident in their abilities and very enthusiastic about the value of the subjects, they are more likely to do well.

Notably, students that were enthusiastic about both subjects tended to perform better than students that showed a clear preference for just one subject. They also showed better results than students that were either resistant or just receptive to both subjects.

“While possessing positive attitudes in both subjects is most beneficial, having very positive attitudes in at least one subject is more beneficial than moderate or low attitudes in both.”

“The broad alignment between attitudes towards mathematics and science was encouraging given mathematics is integral to most of the sciences and that high self-concept in mathematics can lead people to take sciencebased courses in higher education.”

The researchers highlight that teachers should aim to emphasise that mathematical and scientific concepts and skills are often related, in order to support positive attitudes toward both fields.

Nathan Berger, Erin Mackenzie, & Kathryn Holmes. (2020). ‘Positive attitudes towards mathematics and science are mutually beneficial for student achievement: a latent profile analysis of TIMSS 2015’. The Australian Educational Researcher.

For more information or an interview, please contact Dr Erin Mackenzie of Western Sydney University at E.Mackenzie@westernsydney.edu.au

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DISCOVER TAYLORS LAKES SECONDARY COLLEGE COLLEGE DISCOVERY EVENING Monday April 26th 2021 5:30pm – 8:00pm 1-39 Parmelia Drive, Taylors Lakes, VICTORIA 3038 Phone: 9390 3130 www.tlsc.vic.edu.au email: taylors.lakes.sc@education.vic.gov.au 128

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