Secondary Education East - February 2022

Issue 65

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Februar y 2022

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Est 1999

East

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South East

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Bayside

secondary

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John Monash Science School pages 40 & 41 Victoria School Guides Website page 20

Photo provided with the compliments of Haileybury For further information refer to pages 2, 3, 32 & 33

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More than in the saddle for success.

When he’s not winning the Equestrian State Championships, Charles is an enthusiastic and vocal member of our Senior School. Be it representing his fellow students through the SRC or his peers as a Duke of Edinburgh Gold Ambassador across the country, Charles’ zest for life is something we encourage at Haileybury. So, whether he’s leading in the community or ®yÌÌȺº´ĝʼn yÈ® Ìʼn yÌʼnÒ ʼnâºÈ® ʼnyÒʼn ¡Ìʼnõ ÈÒ¡ÅÌĜʼn

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haileybury.com.au

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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 4 May 2022.

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 2023 ACE – Accelerated Curriculum & Enrichment Program Testing Friday 27 May 2022 (apply before 20 May 2022)

Wednesday 4 May 2022

Book online www.ashwood.vic.edu.au Vannam Drive, Ashwood 3147 9807 1333 | www.ashwood.vic.edu.au 12522691-SN05-22

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Bayswater Secondary College BAYSWATER Secondary College is a growing coeducational government school, located on an appealing, spacious campus in the heart of Bayswater, and easily accessible via public transport. Our leadership and staff work tirelessly to ensure a welcoming and inclusive environment for our community where student voice is valued and integrated into College life.

Our values, Honesty, Excellence, Acceptance, Respect and Teamwork (H.E.A.R.T.) are at the core of our vision to provide high quality learning experiences and pathways that enable all students to achieve excellence.

We have been allocated $12.4 million in funding from the State Government to rebuild the College, with work underway on a master plan that will see old buildings replaced with new state of the art learning facilities that will allow our students to thrive. We are also working closely with four local Primary Schools as part of the Bayswater Education Plan to drive quality educational outcomes for all students in the Bayswater area.

We offer a teaching and learning program that encompasses broad subject choices and pathways, specialist learning areas and a range of extracurricular activities. This includes a focus on STEM as an integral part of our core program at Years 7-10, as well as the broad range of elective offerings available to students at Bayswater Secondary College.

Our STEM program draws on the expertise of our teachers in Science, Technology and Mathematics, and includes the integration of project-based learning into the Maths and Science Curriculum. This program is supported by our strong links to KIOSC (Knox Innovation Opportunity and Sustainability Centre) located at

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Swinburne University, Wantirna Campus.

Our elective options provide students with choice and voice in their learning program, and the opportunity to explore different areas of the creative and performing arts, humanities, health and physical education, science and technology that go beyond our core subject offerings and facilitate opportunities for students to develop their critical and creative thinking skills.

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 provides quality differentiated instruction for all students, fosters a love and passion for life-long 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 program encompassing both vocational and academic pathways supports our students to achieve excellence. We provide a variety of options and opportunities tailored to each student’s desired pathway, from training and work experiences through a range of educational electives to our new Pre-CAL program and existing VCAL, VET and VCE programs.

The College was most recently recognised as one of the Top 10 Most Improved Schools for VCE results in 2020 and work is currently underway to broaden our Senior School program through a variety of quality vocational and academic programs.

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With Honesty, Excellence, Acceptance, Respect and Teamwork at the H.E.A.R.T. of everything we do, Bayswater Secondary College provides high quality opportunities for every student to achieve excellence

Wednesday 6th APRIL 2022 at 6.00pm 03 8720 7555 www.bayswatersc.vic.edu.au

bayswater.sc@education.vic.gov.au

@bayswater.secondary.college

@bayswatersc

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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.

The Victorian Education Excellence Awards recognise inspirational teachers, principals and education support staff who improve schools and support children and young people. Berwick College’s outstanding staff have been consistently recognised as winners and finalists in the following categories - Outstanding Secondary Teacher (Finalist 2020, Winner 2018), Outstanding Koorie Education (Winner 2017, Winner 2021), Outstanding Education Support – Wellbeing Team (Finalist 2016 and 2017) and Learning Support Team (Finalist 2021) and Outstanding Business Manager (Finalist 2019 to 2021).

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and cared for throughout their school life. Activities and events are held throughout the year to support our students to build organisational and study skills,

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develop strong peer relationships, enhance resilience and empathy, and to build a sense of connectedness to our school community.

Learning Teams look after our students where we get to know each student, tracking their achievements and encouraging 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 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, parents and carers 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 2023 Year 7 Information Evening on Wednesday 4th May at 6:30pm and College Tours are available on Wednesdays at 9:30am throughout the year. Bookings available through www.berwickcollege.com.au

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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

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belonging and community.

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.

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Young children learn Math through play MATHEMATICAL Playworld is a new teaching model motivating young children to engage in mathematical problem solving. The model, developed by Dr. Liang Li and Dr. Leigh Disney of Monash University, was used in a recent study, published in the Mathematics Education Research Journal, to understand the most effective means of supporting young children’s maths learning in a play-based program.

Dr. Li says, ‘Early mathematics learning is a powerful predictor of children’s mathematics achievement in school and previous studies have shown that young children have significant capacities to learn and master mathematical concepts at a very early age.’

‘Past research indicates the importance of problem solving as a mathematical process yet there is little research on the ways young children engage and process this information. This particular study focuses on how young children process mathematics information through playbased problem solving in early childhood settings.’

Mathematical Playworld takes its lead from Conceptual PlayWorld, a model of intentional teaching developed by Laureate Professor Marilyn Fleer also of Monash University.

According to the researchers, ‘The playworld begins with a selected story, whereby children and adults build emotional connections with story characters before they collectively enter the playworld.’

‘Previous research shows imaginative play is the leading activity for pre-school aged children.

The world of imagination and storytelling enables children to imitate the roles of adults and to explore cultural knowledge, such as mathematical concepts, and develop their conceptual thinking.’

Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. The study showed that children’s meaningful learning process can be improved by active engagement with teachers. As Dr. Li explains, ‘Teachers play a pivotal role as active co-players and co-creators engaging in the sustained shared collective imaginary situation with the children.’

‘This study - with a specific focus on the development of algebraic reasoning of creating

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Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. repeating patterns in play - found that, ‘Young children’s problem-solving process became personally meaningful for them in the Mathematical Playworld activity setting.’

The study builds on previous research which showed, ‘Exploring patterns in the early years is seen as an important introduction to algebraic thinking as children begin to notice similarities and differences between and among patterns, create rules to describe relationships, and eventually represent those relationships using symbols.’

According to the researchers, ‘The improvement of children’s mathematical thinking is achieved by the appropriation of cultural tools in meaningful contexts. Learning is embedded using narrative frameworks to dramatize the maths problem and engage children in the problem-solving process.’

In an initial engagement between teachers and students for the study, teachers chose to begin with the storybook, Room on a Broom (Donaldson, 2003) because they observed the children were very interested in stories about witches. ‘The teacher’s believed the story context would motivate the children whilst also linking closely to mathematical concepts, such as, “How much room on the broom?” The story evolved with the teachers and children both playing character roles and bringing the story to life. The teachers then dramatized an emotionally charged mathematical problem, i.e. “How many people can fit on the broom to go the witches’ party?” and the children were fully engaged in the mathematical problem solving.’

The researchers, both with backgrounds as early childhood teachers, say the study was motivated by their own classroom observations and the belief that, ‘It is important children have a sense of ownership in their learning.’ Dr. Disney says, ‘The teaching of mathematics needs to focus on the process of problem solving rather than drill and practice of mathematical skills at an early childhood level. It requires a frame where children are part of the learning process as active and engaged learners and where teachers can imbed teaching practices in play.’

The study by Li and Disney was conducted over a seven-month period and based on observations of children and teachers interacting with the program in an early childhood setting.

‘One of the aims of the project was to explore how the Mathematical Playworld creates conditions that support children’s mathematical thinking and conceptual learning in play-based early childhood settings.’

‘The study contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation by considering how learning processes become personally meaningful for children and by exploring teachers’ role in play for supporting children’s mathematisation.’

The researchers say the teaching model, ‘Builds

The story evolved with the teachers and children both playing character roles and bringing the story to life. motivating conditions for young children to learn mathematical concepts in play and provides children with a solid foundation for entering the school environment.’

Li and Disney believe Mathematical Playworld has the potential to be a key learning tool for early childhood teachers within play-based settings.

They plan to extend their current successful study to include more early childcare settings.

Li, L. & Disney, L. (2021). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal.

For more information or an interview, please contact Dr. Liang Li at Monash University at liang.li@monash.edu and Dr. Leigh Disney at Monash University at Leigh.Disney@monash.edu

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Reading is knowledge

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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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The next Rembrandt?

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CAMBERWELL HIGH SCHOOL CAM

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OPEN DAY

EDUCATING WORLD READY INDEPENDENT CITIZENS

Tuesday 3rd May 2022 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 Secondary Education

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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.

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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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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

OPEN DAY AND INFORMATION NIGHT Monday 2 May 2022 12508543-SG05-22

See College website for booking details.

Mangarra Rd • Canterbury VIC 3126 • +61 (3) 98305099 • info@cgsc.vic.edu.au • www.cgsc.vic.edu.au

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Carrum Downs Secondary College CARRUM Downs Secondary College is a vibrant learning community of approximately 900 students across Years 7-12. We empower our students to build a successful future based on respect, personal growth and social inclusiveness.

We strive to create and maintain an inclusive, positive and safe learning environment, with the opportunity for every student to achieve success.

We deliver a challenging, inspiring and comprehensive curriculum and an extensive cocurricular program, which allows our students to pursue their passions as they prepare for success in their future pathway.

At Carrum Downs Secondary College we are passionate that every student grows. We understand that our students have diverse ways of learning and a variety of strengths and interests.

We aim to enhance the intellectual, physical, social and emotional development of all students and to develop all students’ abilities.

Our College runs in a House System where students are allocated to a specific House and remain in for their schooling at the College. We believe that this supports student development and further connectedness to the College as well as building stronger relationships with staff and students across all year levels.

Students and staff are supported and

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encouraged through our School Wide Positive Behaviour Support program, to demonstrate our College Values of Respect, Integrity and Effort and are acknowledged for their positive behaviour both within our school and community.

Student voice, agency and leadership is a very important part of our college, evidenced by the large number of sought after student leadership positions and our highly regarded leadership development program that we use to support our student leaders. Additionally, we provide extracurricular programs including music, sports, debating, visual and performing arts, camps, excursions, academic competitions and community service.

We are currently constructing a new STEAM (Science, Technology, Engineering, Arts and Maths) Centre which will support our students to pursue their pathways choices in one of the highest growing industries in the country.

At Carrum Downs Secondary College we embrace a culture of excellence for all our staff and students. We are proud of the achievements we have made over the past 16 years and welcome you to come and take a tour of the college and talk with our leadership team.

College tours available, please phone to make an appointment.

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Team Work 24

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Respectful, Responsible and Safe - College Expectations Founded in 1975 with a single Year 7 level and originally called Cranbourne High School, Cranbourne Secondary College celebrates its 45th birthday this year.

The College strives to maintain and continually improve their learning environment in order to support students to reach their potential.

Cranbourne Secondary College approach to supporting students in their learning, as well as their social and emotional growth is also an area that we are particularly proud. The College range of student supports includes a proactive, multi-disciplinary Wellbeing Team, alongside skilled Pathways and Careers Support Team.

TheStudents experience this through the School Wide Positive Behaviour Support program, where the College are able to tailor supports to match the needs of individuals, year levels and individual subjects.

The approach of the College is to gradually broaden the boundaries of choice and responsibility as young people grow. This takes place in an atmosphere consistent with our College Expectations to behave in a Respectful, Responsible and Safe manner.

Providing Strong Academic Results • • • • • •

Broad range of subjects and learning experiences for all year levels Academic Excellence Program High expectations for all students to experience success Leaders in School Wide Positive Behaviour Support and Respectful Relationships Highly supportive and orderly learning environment

• •

Excellent facilities across all learning areas School tours available on request

Stawell Street, Cranbourne Telephone: (03) 5996 3544 www.cranbourne.vic.edu.au 26

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The College has invested in the development of evidence based teaching and learning methods that focus on improving student growth at every opportunity with a strong emphasis placed on understanding what each individual student needs to be successful in their learning.

- David Caughey (College Principal)

Applications for 2022 enrolment NOW OPEN https://cranbournesc.vic.edu.au/enrolments/

Stawell Street, Cranbourne Telephone: (03) 5996 3544 www.cranbourne.vic.edu.au 12507302-DL45-21

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Learning in Action Prospective families are warmly invited to visit Dandenong High School and experience OPEN EVENING 2022

Tours depart from the General Office.

Bookings Essential.

Contact the school on 9792 0561 to book a tour.

DAY

DATE

TIME

Wednesday

30th March

6.30pm - 8pm

SCHOOL TOURS 2022 DAY

DATE

TIME

Tuesdays

15th February 1st, 15th & 29th March 26th April 10th May

9:00am

Thursdays

10th & 24th February 10th & 24th March 7th April 5th & 19th May

2:00pm

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

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DESIGN ENGINEERING ACADEMY OPENING 2022 The world is changing very rapidly, with new technologies driving both future growth and D VLJQLäFDQW LQFrease in demand for new job roles and skillsets, particularly in the STEM äHOGV of Science, Technology, Engineering and Mathematics. With rapidly evolving technologies comes the need for schools to adapt their programs to ensure students are receiving quality educaWLRQ LQ WKH äHOGV WKat are likely to result in continuous, sustainable employment.

Dandenong High School has recognised the need to ensure our students are thoroughly prepared for University study and the workforce and have decided to launch a dedicated Design Engineering Academy commencing for Year 9 students in 2022. The Academy program will be taught in the new Design Centre, a purposebuilt, state-of-the-art and future-focused learning precinct.

The Academy will provide students with a deeply immersive and full-faceted STEM program and a clear learning pathway to an extensive array of tertiary courses and career opportunities.

Although a specially designed STEM program, all units and subjects studied in the Academy will have a direct link to VCE subjects under the Victorian Curriculum, examples of these units may include: Cyber Security, Computational Thinking, Engineering and Robotics, The Psychology oI $UWLäFLDO Intelligence, Applied Physics, Emerging

Technologies, STEM Innovators, Coding and Programming, Software Development, Digital Design and Manufacturing, Algorithmic Problem-Solving, Data Analytics and Chemical Engineering.

In addition, students will be actively encouraged to compete in STEM competitions at a very high level.

The Academy promises to offer a stimulating educational environment. Students will enjoy a range of enrichment and co-curricular experiences through partnerships with universities, including RMIT and Swinburne, as well as study trip opportunities to Silicon Valley in California. These opportunities will enable students to gain recognised micro-credentials DQG TXDOLäFations.

The Academy will be phased in. In 2022 and 2023, the Academy will initially be available to a cap of 25 existing Dandenong High School students and external students. The program will then expand to 50 Year 9 students by 2024.

In 2025, the program will be offered to 50 Year 7 students and 50 Year 9 students from Dandenong High School and external students.

If your child shows interHVW LQ WKH 67(0 äHOGV please visit the school’s website or contact WKH *HQHUDO RæFH IRU IXUWKHU GHWDLOV on 9192 0561.

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Winners and Losers Grossek’s view MICHAEL looked back just once more. Why? No particular reason. No reason at all, just a reflex reaction. On turning away, he walked slowly to his car at the head of the staff car park, noting the faded sign ‘Principal’ on the bitumen denoting his car park space. He paused; eyes momentarily fixed on the sign, a ramshackle bundle of thoughts scrambling through his tired mind. The sign needed a new coat of paint, a refresher so to speak.

So did Michael in a strange sort of way, but he wouldn’t find that here anymore.

As he turned on the engine, his car radio simultaneously sprung to life. There was a time when Michael sprung to life at the drop of a hat, but not now. Michael drove carefully out from the school car park. Everyone had long made their departure, it was well after 5.00pm and this was, after all, the last day of the school year. It was more out of habit than by design, Michael’s careful driving. Years earlier, a child had inadvertently, impulsively bolted across the staff carpark and Michael, reversing out from his car park space had hit the child. No great damage had been done to the child’s physical wellbeing, nor Michael’s car, but Michael’s emotional state took quite a battering; undeservingly so.

Michael had one last task to perform in his role as school principal and it would take him an hour or so to reach his destination, more than enough time to be well-prepared. As he drove down the Monash Freeway to the city, he flicked through the music channels on his radio. Michael loved heavy metal, but not today. Something quieter, something soothing. He finally found it – The Sound of Silence.

Ever since his college days when he first heard the haunting melody and evocative lyrics, that song led him into another world of musical delight; that of Simon and Garfunkel, a duo that left the world of popular music as abruptly as they had entered it.

Thankfully the longevity of their music has endured much longer than their partnership as a folk duo, so thought Michael. Ironic he thought as the song played out that it should be playing right now. Troublingly so, given that cacophony of disparate voices, so loud, too loud, too present.

The television studio, the prop for his interview,

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was a disappointment, a bare bones room with a blue screen as a backdrop, a couple of chairs, a coffee table and technical staff deeply engrossed in quiet conversation. The host, he recognised receiving a last-minute briefing by the director, oblivious to him, seated, just a few metres away.

Michael was a shy person. Sometimes he wondered why he had ever taken on the role of school principal. His love of children and their learning had been his bedrock in his long career.

The pandemic had tested him, more than he could bear at times. For all that, he had somehow managed to end up in a television studio at the very tail end of it all. The final curtain-call! Not what he had planned.

“Welcome to our show, Michael,” purred the host, a seasoned current affairs television presenter, the warmest of smiles perfectly in place. Within moments Michael was relaxed. The presenter did not enjoy top ratings by chance. The ten minutes flashed by in a blur of conversation. Before he knew it, a friendly technician had gently removed the lapel mike from his coat, the host had smilingly thanked him, and at once re-engaged in earnest conversation with his director. Michael stood there for just a moment. Long enough, though, to realise it was time to go.

It’s after the event, when all alone, that reflection can be a cruel companion. So it was with Michael, as he drove home from the television studio. A mere ten-minute interview, an hour’s painful regurgitation. Every word, both said and unsaid haunted Michael, much as had the two years of the pandemic insofar as any misstep would land squarely on his shoulders. The saving grace this time, Michael thought was that there was no tomorrow, a thought he’d entertained in quite a different light on more than one occasion these past two years.

“You spoke so well, Michael.”

“Are you sure?” Michael knew his wife Jan would always be there to shore up his faltering faith in himself.

“Yes. Absolutely. You covered everything and more.”

“Really? More than he could ever admit to himself Michael had found the past two years the most stressful of his entire career. The pandemic had snaked through his school community in so many ways, and so unpredictably, serpent-like, with often

only him to offer support and resistance to an increasingly exhausted and despondent, not to mention fearful workforce. So, it felt!

“Yes, Michael. You mentioned with great clarity the impact on your staff of the competing demands of providing both remote and onsite learning simultaneously. The constant fear of infection and the apparent double standards in Covid safety measures under which school staff worked. You said it all.”

“What about the children and their families?

They suffered too – and there was so little I could do in so many cases. Those children, the ones who always seem to slip through the cracks. We didn’t save too many of those. We hardly saw them, remote learning or on site. And then the parents. At least we received our pay all the way through,” Michael’s voice trailed off.

“You acknowledged them too, Michael, as you always do – even those for whom remote learning and lockdown with their kids was just too much.

Don’t be so hard on yourself.” Jan always worried about her husband’s capacity for what she felt was a form of ‘professional martyrdom.’

Michael, thought for a moment. He knew Jan was right. The perfectionist, the acute sense of obligation, the kindness in his heart were worthy attributes in his career, yet not always, when unchained, his own best allies.

“You mentioned I covered ‘everything and more’,

Jan. What did you mean? I can’t remember all of what I said, just what I didn’t say or didn’t say well.”

“Yes,” Jane replied. “You surprised me actually, I must say, but in a good way,” she hastened to add.

“When you were asked about the impact on the children of two years of disrupted learning due to the pandemic, you mentioned something I’ve not heard before.”

“What was that?”

“You left the door open so to speak, on something quite important, I believe,” Jan paused before continuing. “You said that while discussion on the impact of the pandemic with all its lockdowns and remote learning programs on children centred on their wellbeing and academic progress or lack thereof, the jury was still out on another feature of the pandemic.”

“Oh yes” replied Michael. “I remember. The polemic and very public debate about lockdowns, mandatory vaccination and freedoms. It’s torn families, colleagues and even friendships apart in more than a few cases and even brought science into dangerous question. What impact will that have on our children? They couldn’t help but be caught up in the crosscurrents of what has too often become a very toxic social environment.”

Henry Grossek, Principal Berwick Lodge Primary School

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Haileybury The Senior Years at Haileybury offer students a rich and diverse finale to their school journey EACH year, Haileybury students achieve some of the best ATAR scores in the state and academic excellence is certainly a key part of the Haileybury experience.

However, it is not the only focus for senior students as they navigate their final years at the school. The extensive VCE program and the vocational education or VET subjects ensure students explore areas of interest that pave the way to university and future careers.

In addition, Senior School students balance academic studies with a broad range of cocurricular and extra-curricular opportunities including sport, the arts, community and social justice activities and STEM and LEAP extension activities, like entrepreneurship, that complement academic growth and understanding.

“Senior School is a time for preparing students for the life ahead of them, beyond the school gates,” says Mrs Pamela Chamberlain, Head of Senior School.

“Everything we do at Haileybury is designed to help students be resilient and independent learners with a strong work ethic and critical

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Our students leave school with the capacity to solve problems, to think critically, to take the initiative and to be innovative. skills like decision-making, leadership and enterprise. Students leave our school as wellrounded young citizens with a love for learning and prepared for life on the global stage and within their communities.”

Sport is a central part of life at Haileybury and the ‘healthy body, healthy mind’ approach runs through all year levels. Intra-school House sports and interschool sports encourage friendly competition and every student can find something to suit their sporting interests – from badminton, cricket and golf to soccer, athletics, water polo and football.

Haileybury is also renowned for their Performing Arts program and its choir, concerts, musical theatre, drama and Pipes & Drums performances attract capacity crowds.

Students who want to extend their academic interests beyond the classroom take part in the Curious Minds program where activities follow a STEM (Science, Technology, Engineering and Mathematics) focus or a LEAP theme which focuses on Literature, Entrepreneurship, Arts and Politics. Progress in each area is recognised by Haileybury’s own micro-credentialling system and by the awarding of digital badges that celebrate each student’s progress.

Curious Minds sees students take part in initiatives such as Model United Nations where they role play being UN delegates and debate international issues ranging from deforestation to Middle East politics. The Haileybury Hive beekeeping program and Drone Academy are popular activities, as is the SHINE program that allows Senior students to work on a space experiment in partnership with Swinburne University.

“To enhance students’ application and understanding of scientific study, we send an experiment to the International Space Station – unique STEM opportunities like this are what set Haileybury apart,” says Mr Jordyn Exner, Head of STEM at Haileybury.

“We also have a best-in-class eSports program across Senior School to facilitate casual and competitive opportunities for students. It allows them to advance their skill level, improve their understanding of competitive gaming and boost the overall spirit of ‘championship’ among the team of players.”

The LEAP opportunities available to Senior School students are also extensive and wideranging and give students the chance to showcase their skills and network with students from other schools. Public Speaking and Debating are a key element of the program with Haileybury students competing against the best speakers from the state and on a national stage, too.

“Our program also includes projects that focus upon social justice and young people learn how to help alleviate poverty and disadvantage and in other situations they develop the confidence to initiate one-off creative projects and to ‘write a book in a day’ or to discover their portrait painting skills in art competitions such as the ‘City Bald Prize’,” says Ms Rhonda Allen, Head of LEAP. By the time they leave Haileybury, Ms Allen says students are passionate young people who are open to new ideas and experiences.

“Our students leave school with the capacity to solve problems, to think critically, to take the initiative and to be innovative,” she says.

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Healesville High School HEALESVILLE High School is a school with a long and proud history of servicing the local community. Since its inception, the school has established an excellent reputation as an inclusive and caring educational community with a strong focus on academic performance and personal development. As a school community we understand and know our students, their strengths and areas for improvement. We work to develop students into well rounded individuals, ready to be successful on a local, national and global scale.

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

We provide students with an abundance of varied experiences. These include an outstanding instrumental music program, an annual production, a yearly interactive art and technology exhibition, interstate and international camps and leadership programs to develop students. In addition, students have access to an exceptional Outdoor Education program and the opportunity to compete in a range of sports at a district level.

Our focus remains firmly on providing students with consistent and authentic opportunities for development. We know each student and provide personalised experiences for each of them.

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We offer a number of individual pathways at the senior level. Students access a wide range of Victorian Certificate of Education classes and a successful Victorian Certificate of Applied Learning course is offered. Small class sizes allow for individual attention in a supportive and inclusive environment. Students also have access to a broad range of Vocational Education and Training subjects, enabling engagement in industry-based learning and a further expansion of the educational experience.

Students have access to additional educational supports to ensure their continued academic growth. These include individual and small group tutoring for students requiring extra support in literacy and numeracy and also students who benefit from being extended and challenged.

Staff are generous with their time and after school classes and support occur regularly. This extra support, coupled with our intimate understanding of our students, allows us to meet their needs and get the best out of every student.

Community is important to us and we are not only proud of our school community, but also the wider community we are part of. We support local businesses, have many valuable partnerships with local charities and organisations and we have strong connections with local primary schools.

All students entering Healesville High School are given every opportunity to improve and develop into well-rounded adults. Our staff are caring, dedicated and committed to supporting students to be their best.

We welcome prospective students and parents to attend our Open Night and to arrange a personalised tour.

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Highvale Highvale

L/h pg - Highvale SC - Katrina Mihai Material Instruction: Please spilt the ad as there was quite a lot of text in the one we have used and divide the ad into editorialHighvale and the photos etc. 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 well lit and spacious facilities are proving to be an attractive learning environment for the students in Science, Visual Arts and Media and Technology Systems rooms.

Please contact us Telephone: 9803 5144 | Email: highvale.sc@edumail.vic.gov.au Fax: 9803 4130 | Website: www.highvalesc.vic.edu.au CRICOS Provider Code 00861K 12513897-CG45-21

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College Tours Book Online

HIGHVALE SECONDARY COLLEGE Capital Ave, Glen Waverley, 3150 12511757-CG45-21

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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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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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A place to learn, grow and thrive JOHN Paul College is a co-educational Catholic Secondary School in Frankston, with a commitment to maintaining an environment and culture where all members of the College community experience a sense of belonging and are recognised as unique.

At the heart of the College is the desire for each student to flourish across religious, physical, cognitive, emotional and social domains. Students enjoy coming to school as their personal narrative is known, respected and valued. A diverse and rich curriculum is provided in all year levels to ensure interests, talents and aspirations are catered for and nurtured.

We aim to challenge students; to inspire them to achieve, to explore, to understand different ways of thinking and to take advantage of the many opportunities that are available to them.

An array of extracurricular activities are on offer at John Paul College, including sports, debating, public speaking, community service, youth ministry, social justice, chess club and performing arts.

John Paul College offers students the opportunity to experience community life in a faith-filled environment. Each student is invited to develop their personal faith through sacramental celebration, prayer, liturgy, year level retreats, social justice initiatives, fundraising efforts and optional immersion programs to the Philippines, East Timor and India.

The College grounds are large and beautifully landscaped, providing plenty of space for students to learn and socialise. The state-of-the-art

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facilities include a modern and well-appointed Resource Centre, sporting grounds and courts, Individual Learning Centre, VCAL dedicated classrooms and fully equipped Science laboratories.

The Ngargee Centre for Performing and Visual Arts is a wonderfully appointed space; comprising of modern facilities for music, drama, dance, media and fine arts. Involvement in the Arts provides students with the platform to develop their creativity and confidence.

Investing in the future of our students, the College has developed a Masterplan after extensive consultation with staff, students, parents and the College Board. The plan outlines the continued development to facilities, ensuring our 14 hectare grounds and buildings meet the demands of an advancing curriculum. The Stage 1 Building Works of the College Masterplan have commenced onsite and will conclude in 2022.

Developments include a new double storey Learning Hub and a new Food Technology Building.

Sporting opportunities are wide and varied for students at all year levels in both individual and team competitions. Students of all skill levels are encouraged to participate through the House Swimming, Athletics and Cross-country carnivals and those who excel are supported to go on to higher level competitions at regional, state and national levels.

Discover the College for yourself at our upcoming Open Day on Thursday 24 March 2022.

Register your attendance via the College website.

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It’s all about the science!

WHERE EDUCATION MATTERS

24th February ACACIA CAMPUS 28 Isaac Road, Keysborough (03) 9798 1877

22nd February

OPEN PRESENTATION AND TOURS

NIGHTS

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

Make an informed choice about

6.30 to 8.30pm

your child’s future SECURE A POSITIVE FUTURE WITH KEYSBOROUGH COLLEGE

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 12512863-DL05-21

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

When young people around Australia start to consider their next move into further education, training or employment it is a period of transition which can significantly affect a young person’s mental health and wellbeing, and anxiety is often heightened, even for individuals who are normally on top of life’s challenges.

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

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

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

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

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

The overarching message to students should be that early and ongoing two-way communication is essential. Teachers should encourage students

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

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

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

Employment providers and government services tend to predominantly focus on placing people in employment, rather than providing tailored strategies which play to an individual’s unique strengths or personal interests. At the start of their careers, young people should have their boundaries pushed and confidence built, rather than following a one-size-fits-all bureaucratic box-ticking exercise. Too many young Australians enter a job based on the need to earn money, rather than following their heart or aligning their skills to the best fitting trade or industry. In addition to the more logistical guidelines, teachers can promote several tips to a maintaining healthy headspace throughout the process of finding a job: obvious points such as eating and sleeping well, which are crucial to maintaining positive mental wellbeing during times of stress. Regular exercise is one of the best ways to reduce daily anxiety levels as well as breathing exercises or simple mindfulness activities like drawing or listening to music.

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

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

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

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

By establishing structured, formalised approaches to workplace transitioning that will arm students with the best possible tools and mindsets, Australia’s workforce can look forward to future

generations of confident, enthusiastic, inquisitive and challenging employees.

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

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Lighthouse Christian College has turned thirty (30) and with an established history and reputation of being the Christian choice for excellence in education we enter the decades to follow with confidence. Innovation is pivotal to our mission of Christian teaching and learning and 2020 will see the College soar to new heights.

Teaching and learning has shifted and so to nurture students into the future they need to discern information and think for themselves. Being the Christian choice for excellence in education, Lighthouse Christian College will be introducing new and exciting changes within its curriculum and pedagogy. Our pedagogy will have a deliberate approach to 21st century teaching practice, with our teaching style to be student focused and centered on skills such as, critical thinking, communication, collaboration and creativity.

Likewise, our approach to learning takes into consideration the whole child and therefore our Sub-School’s will have dedicated Chaplains and counseling services to help keep our students feeling safe, happy and enjoying learning.

Another exciting teaching and learning initiative taking place is the increased allocation of specialist teachers within years 5 and 6 Mathematics and English. VCE teachers will help students in the lower levels develop their knowledge and skills earlier so as to build their understanding for progressive growth. Similarly, Lighthouse will integrate STEM across Prep to Year 8, this will include Robotics and computer systems. The Year 9 and 10 STEM program together with the Year 11 and 12 VCAL program will engage them in a dynamic ‘Maker Space’, where they will be working on 3D printers, laser cutters and contemporary technologies to help them build skills for future success.

All of these changes will add to our relational culture and build on our strong educational standards underpinned by our Biblical Christian worldview. The future at Lighthouse Christian College is indeed bright.

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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, 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 successful and meaningful future, irrespective of where or what that might be.

STEM Program Science, Technology, Engineering and Mathematics (STEM) Program at Lyndale Secondary College is designed for students whose passion clearly lies in the Mathematics, Science, Engineering and Technology areas.

Engagement in STEM subjects helps students develop problem-solving, critical thinking and leadership skills. These students are very active learners who enjoy seeking solutions to challenging problems and can use their knowledge of each of the STEM foci to take calculated risks in solving problems. Providing students meet the requirements of the program, they could accelerate into a partial VCE program from Year 10 in the areas of Mathematical Methods, Physics, Chemistry and Biology. Some of our current focus include Robotics & Mechatronics, Aviation, Rescue & Emergency Services, Materials & Innovation.

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

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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)”.

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 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.

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

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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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Lyndhurst Secondary College I AM humbled to have been named as the new Principal of Lyndhurst Secondary College and look forward to welcoming students for 2022 into our learning community.

At Lyndhurst Secondary College, our vision is to empower students for both learning and life beyond their schooling years. We know and understand that school today is not only about learning the fundamentals, but also about building 21st Century skills that will support young people to be successful as citizens of their communities and the wider world.

As a College, we aim to build student confidence and self-worth in learning. This is supported by the creation of a safe, positive and inclusive learning environment which enables all students to be supported and challenged to reach their full potential, irrespective of background or individual need.

I am excited to lead the school forward as we continue to deliver innovative curricular and cocurricular offerings for students. In particular, some key things that make us a school of choice in the local community include: ■ A state of the art, professional quality Trade Skills Centre for VET Automotive Studies ■ Our Academic Curriculum Enhancement

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(ACE) program for Years 7 to 9 ■

Extensive student voice, agency and leadership opportunities from Years 7 to 12

■

A brand new year-long transition mentoring program for Year 7 students

■

Extensive opportunities scholarships

for

and

student

I look forward to welcoming all Lyndhurst learners and families in 2022.

Eloise Haynes, Principal

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Mater Christi College SET in the hills of beautiful Belgrave, the heart of Wurundjeri Country, Mater Christi offers something quite unique to girls in the outer east of Melbourne. Our College was established by the Good Samaritan Sisters in 1963, which makes us quite young as far as girls’ schools go. Mater Christi celebrates what it means to be a girl in a changing world. We aspire to educate girls who can take their place in the affairs of society, are not limited by stereotypes and can be true to who they are.

Mater Christi’s motto consists of three words – Informed, Compassionate, Creative. These three words capture our dreams for each and every young person who walks through our doors.

Whatever her pathway, each student will have opportunities to explore her interests and talents, to learn about herself and the world around, and to find a place to belong. At Mater Christi we take seriously our responsibility to walk gently on the earth as stewards of creation, to be a voice for the voiceless, and to form leaders who are optimistic about the future.

There is no doubt that the pandemic has caused many of us to rethink our priorities. We know that managing the uncertainty of these times has taken a toll, on some more than others. At Mater Christi we take a proactive approach to wellbeing by including social-emotional learning as part of

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Mater Christi’s motto consists of three words – Informed, Compassionate, Creative.

our learning program. Our curriculum is based on the Middle Years Program of the International Baccalaureate, an internationally recognised framework which caters for a range of learning needs, offering support and challenge where required. Our VCE program is rich, and our results are a testament to the professionalism and expertise of our teachers.

A girls’ school provides a safe environment to explore identity in the midst of a caring, forward thinking, service-oriented community. Meaningmaking, Learning, Wellbeing and Enrichment are the pillars on which we build this educational community, and we invite you to join us.

Mater Christi College is easily accessible by dedicated charter buses and public transport.

College Tour bookings: materchristi@edu.au

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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.

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.

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

Robinsons Road, Frankston South VIC 3199 T: 5971 6000 F: 5971 1421 E: mount.erin.sc@education.vic.gov.au 12508565-NG45-21

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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

experts, economists, social workers, 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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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

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

of only four schools exclusively designed for academically talented students.

As proud government schools, each school has a unique approach and a shared purpose in nurturing excellence in young adults from Years 9-12. For further information about Nossal and the other Victorian Selective Entry High Schools visit www.selectivehighschools.education Applications for 2023 enrolment will open in February 2022. Visit our website at www.nossalhs. vic.edu.au/enrolment-information/ for more information.

Nossal High School Tours

Principal tours run from 9.30am on specific dates throughout the year. Bookings for these tours are available at www.trybooking. com/XKVK

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 2023 enrolment Open in February 2022

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http://nossalhs.vic.edu.au/

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Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 65th year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley. 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 and Pathways Counsellor, 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

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Learning for living, character for life.

Book your personal Principal’s tour nunawading.vic.edu.au

Nunawading Christian College (NCC) provides values-based coeducation in a vibrant Christian environment from 3 & 4 year old Early Learning to Year 12 VCE. For over 50 years, NCC students have been inspired by passionate educators dedicated to seeing young people reach their full potential.

NCC offers a broad and balanced education to all students willing to accept the School’s ethos and values.

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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 our students, we take pride in helping them to develop solid core values, and an appreciation of the world around them. We encourage our 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 them to contribute to their communities in a meaningful and positive way.

Our students are supported to expound our College values—Excellence, Inclusion, Respect, Creativity, Critical thinking, and Global Citizenship.

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-centered 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. From year 7 we offer High Achievers Program (HAP), Performing Arts Masterclass (PAM) and in Year 10 we offer Science, Technology, Engineering, and Mathematics, (STEM).

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Ph 5942 4000 www.officersc.vic.edu.au Secondary Education

1 Parker Street, Officer 3809 officer.sc@education.vic.gov.au

Tour bookings via Website Tuesday’s at 10.00am* Thursday’s at 2.00pm*

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Students who show high academic aptitude and have high academic aspirations are particularly suited to our High Achiever Program (HAP). HAP is an enrichment program designed to foster 21st Century learners, with a focus on inquiry-based learning, collaboration, critical thinking, and creativity. Our HAP program follows 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. All students are expected to maintain a balance between their academic studies and Performing Arts commitments.

At Year 10, the College offers entry into the STEM Academy. This program provides a highquality 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. Applications open in March each academic year. The HAP, PAM 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 College Principal

HAP, PAM and STEM information evening Thursday, 17 March*

* Dates and time will be confirmed in 2022. Please check our website prior to booking events.

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ACHIEVING EXCELLENCE TOGETHER

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Scoresby Secondary College Inspiring and Achieving Brilliance Scoresby Secondary College provides a safe, supportive and challenging learning environment that focuses 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

• Extensive range of enhancement and enrichment opportunities including traineeships with ThermoFisher 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

• 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

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South Oakleigh College LOCATED in the heart of Oakleigh South, South Oakleigh College is a thriving community of unique learners. From Years 7 to 12, the students are made to feel like the school is a home away from home. We provide a wide array of opportunities for students to excel academically and explore their interests. South Oakleigh College prides itself on developing students into life-long learners who are enthusiastic about every opportunity given.

Our Visions and Values are woven into every moment of South Oakleigh College life; ■ High Expectations: challenging ourselves and the status quo.

■ Respect: for ourselves, each other, and the environment.

■ Responsibility: for our learning, our own actions and our community.

■ Resilience: to confront challenges with optimism and perseverance.

■ Teamwork: working cooperatively with others to achieve success.

With these values, the students at South Oakleigh College are forged into global citizens.

Our students can become global citizens with philanthropic trips to Fiji. Those who are partaking in the LOTE programs can experience cultural immersion overseas trips to Greece and Japan.

With approximately 700 students, everyone is unique. Your child is not just another face or number. Staff pride themselves in knowing students and how they learn. South Oakleigh College tailors the curriculum around your child

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to make them feel, safe, secure, and enthusiastic to learn.

South Oakleigh College is proud to partner with both Melbourne and Monash Universities in the SEAMS program. Students who are gifted in the sciences will be offered funded camps on campus that will give them the head start they need to succeed in their classes. Science teachers from the universities come into South Oakleigh College to mentor the students, building connections for later life. To further solidify their interest in science, South Oakleigh College also offers trips to NASA as part of its STEM program.

When students enter Year 9, they can select specialist subjects that allow them to personalise their academic program encouraging them to flourish, including the revered Duke of Edinburgh Program. The Year 10s take the tailoring of their curriculum a step further with yearlong electives that prepare them for their VCE years. The Careers Program helps to provide students with expertise direction and advice for their future education and careers.

A variety of extracurricular activities are available for all students, which encourage them to explore new interests and connect with peers.

Our College’s facilities are optimised for learning. Boasting a fully equipped TV Studio and theatre, in addition to a VCE Study Centre designed for students to hone their learning. We have multiple science laboratories, and art studios where creative freedoms can be unleashed.

For more information, please visit https:// www.sosc.vic.edu.au/ or call 9579 2322.

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Opportunities for all to reach potential EXECUTIVE Director of Melbourne Archdiocese Catholic Schools (MACS) Jim Miles says Catholic schools provide a high-quality, faith-based education of the ‘whole person’ that nurtures each child’s unique talents.

‘Catholic schools work in partnership with families to develop young people whose minds and lives are empowered by their Catholic education to be active, responsible and virtuous contributors to the common good’, Mr Miles said.

‘Respecting the dignity, diversity and contribution of each person, Catholic schools seek to be compassionate in all their relationships and strive for excellence in all they do, from serving their communities to being academic leaders.’

Mr Miles said a holistic approach to education enriches the intellectual, physical, spiritual and emotional lives of students.

‘Our emphasis on the whole student has also been endorsed by academic research, with a Curtin University study showing Catholic school graduates enjoy higher levels of life satisfaction.’

Mr Miles said various research partnerships and professional development programs for teachers underpinned contemporary teaching and learning, which has helped drive above state average outcomes in NAPLAN,

Agatha Scandizzo and Angela Cremona are the St Vincent de Paul student program leaders at Nazareth College, Noble Park North, in 2021.

They say the Vinnies program helps bring their school community together and makes a difference in people’s lives.

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VCE and VCAL across the sector.

‘Our schools are deeply committed to excellence in teaching and learning, including providing extension programs for talented students’, he said.

In keeping with their Christian ethos and a long tradition of education for the disadvantaged, Mr Miles said Catholic schools also aim to be inclusive by keeping fees low and remaining accessible to all who seek their values.

He said that 15% of Victorian Catholic school students are identified as eligible for Australian government disability funding, 15% are from lowincome families and around 25% of students have a language background other than English (LBOTE).

‘In an important indication of the inclusive character of our schools, a Melbourne Institute study shows that Catholic school students are far less likely to be bullied than those attending government schools.

‘As part of this, Catholic schools not only aim to create zero-bullying environments based on a genuine concern for others, but also strive to be leaders in child safety.

Mr Miles said Catholic schools encourage parents to become involved in their children’s learning and engage in school life.

Kolbe Catholic College, Greenvale Lakes, has launched a sporting academy program in 2021 to assist talented athletes to achieve at the highest levels and help them with their personal education, vocational development and sporting aspirations.

‘By working together, schools and families can create an effective learning environment and a climate of mutual respect.

‘As always, Catholic schools continue to respond to the expectations of parents and the changing landscape of contemporary learning to engage students and prepare them as global citizens, equipped to face the world with confidence and sensitivity to social justice issues.’

Parents Ian and Belinda McKay from St Martin of Tours School in Rosanna said the thing they most value about their school is that their children learn about their faith and live it each day.

‘Faith brings people together and strengthens the sense of community and belonging.

‘We have experienced this faith in action many times at our school through the support we have received from the teachers and school community, particularly during challenging times when our daughter has undergone treatment for leukaemia’, they said.

Thuy, a parent from Sacred Heart School, Fitzroy, said: ‘We are fortunate at Sacred Heart to have teachers who are friendly, caring and supportive.

I feel safe here, and my kids feel safe too.

‘Our school is great at helping my child to learn and provided amazing support during remote

St Bernadette’s School, Sunshine North, has been recognised by the Australian Curriculum, Assessment and Reporting Authority (ACARA) for consistently delivering strong progress in NAPLAN writing assessments by adopting innovative pedagogical practices, informed by evidence, at both whole-school and classroom levels.

learning. I hope 2021 will be a normal school year, full of success and happiness for my child’, she said.

A commitment to social justice and community service is a vital part of the holistic education offered by Catholic schools.

Agatha Scandizzo and Angela Cremona are the St Vincent de Paul student program leaders at Nazareth College, Noble Park North, in 2021.

‘As Vinnies leaders, we aim to implement our faith in everything we do. We feel it is our responsibility to help those less fortunate,as Jesus did.

‘The Vinnies team helps bring our school community together and makes a difference in people’s lives.

‘We are always amazed by the generosity of our school community, yet it is seeing the impact of our work that is most rewarding’, Agatha and Angela said.

Mr Miles said the pandemic we all faced in 2020 made for a challenging year for school communities as they worked hard to support the learning continuity and wellbeing of students, staff and families.

‘However, there are also positives to come from the experience, including more flexible ways of teaching and learning, and strengthened partnerships between schools and families, which our schools aim to build on in 2021.’

More than 155,000 students (or one in five) will commence or continue their schooling journey with one of 333 Catholic primary and secondary schools across the Archdiocese of Melbourne this year.

A new era for Catholic Education 2021 marks a new era for Catholic education with the establishment of MACS by Archbishop Peter A Comensoli.

This change sees 290 schools owned by the Archdiocese and its parishes transferred to MACS, which is now responsible for the governance and operation of these schools.

Archbishop Comensoli said: ‘The establishment of MACS is a necessary and constructive change to the operations for our schools that not only reflects community expectations about the operation of schools, but keeps our Christ-centred mission at the heart of all we do in Catholic education.’

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Continued from page 81 The change builds on the rich legacy of parish priest governance and ongoing pastoral leadership of Catholic schools, and provides the opportunity to continue to support and collaborate with schools operated by religious institutes, ensuring that all Catholic schools thrive and develop as a mission of the Archdiocese.

A key feature of the new arrangements for MACS-governed schools is the establishment of School Advisory Councils (SACs), providing a structure for collaboration between school leaders, parish priests, parents and school community members.

A growing sector With Catholic education’s growing popularity as a school choice and the expansion of school communities planned over the next decade, now is an exciting time for the Catholic school community in Victoria.

This year more than 155,000 students – more than one in five – are enjoying a Catholic education in 333 schools across Melbourne.

Catholic education is by far the second largest provider of schooling in Victoria.

In 2020, two new Catholic schools opened in the rapidly growing areas south of Geelong: St Catherine of Siena Catholic Primary School, Armstrong Creek, and Iona College Geelong, Charlemont.

In 2021, St Joseph’s Catholic Primary School has opened in the Parish of Werribee.

Planning is underway for additional schools in coming years to meet the needs of families, particularly in the western and northern regions of Melbourne. These include: ■ St Lawrence of Brindisi Primary School, which is scheduled to open in the Parish of Melton South in 2022, with a site purchased for a secondary school in the parish scheduled to open in 2023.

■ Holy Cross Primary School, which is scheduled to open in the Parish of Craigieburn in 2022.

■ Mary, Queen of Heaven Primary School, which is scheduled to open in the Parish of Gladstone Park in 2023, along with a new primary school in the Parish of Hoppers Crossing North.

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Did you know?

■ University of Melbourne research has found that Catholic schools add an average of six points to tertiary admission ranks, or ATAR scores, at the crucial career-defining end of a student’s school journey.

■ A Curtin University study makes special mention of the ‘social capital’ contributed to the greater good of the community by graduates of Catholic schools.

■ A 2020 report, ‘Australian Schools and the Common Good’, found that Catholic school graduates are the highest earners with an average annual household income of $99,722, according to a recent study of Australians aged 25–39. This compared with $90,849 for independent school graduates and $85,489 for government school graduates.

If you are interested in a Catholic education for your child, please contact your local Catholic school or visit www.macs.vic.edu.au/ Our-Schools.aspx.

Parents Belinda and Ian McKay with Leila (Year 5) and Ethan (Prep) from St Martin of Tours School in Rosanna say the school’s Catholic faith brings people together and strengthens their sense of community and belonging.

St Joseph’s College ST JOSEPH’S College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto, Agite Quae Didicistis, translated as ‘Put into practice what you have learnt’, underpins our daily approach to a holistic education for boys in the 21st Century.

We apply innovative and progressive teaching methods to maximise the engagement of boys.

Our curriculum is designed specifically to cater for boys’ needs with a ‘hands on’ approach to learning. There are several programs and opportunities offered to our students.

The College offers after school tuition for all students four nights a week. The GATE (Gifted and Talented education) program operates throughout the school providing the boys with opportunities for enrichment and acceleration.

There are several programs that support students who may have special needs.

Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences.

Our Masterplan ‘Towards 2040 and Beyond – An Adventure in the Spirit’ addresses issues associated with 21st Century Learning. A new Science, STEM, Digital Technology and Year 7 Learning Space is opening in the first part of 2022, in addition to a new Senior School and Arts Precinct.

As a member school of the Associated Catholic Colleges competition, students have the opportunity to participate in an extensive range of sports, debating, public speaking, arts and technology, chess, drama, music and rally days.

We also offer a High-Performance Sports Program which provides students with access to specialist coaching, skills development and mentoring.

The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart. Teaching respect within relationships is what prepares our boys for life.

The College works to ensure that students are equipped to effectively take up roles in a rapidly changing world. Our students are equipped with iPads and MacBooks from the beginning of their

Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences.

journey at the College. STEM, Digital Technologies and Robotics form part of our Learning Program, in addition to Digital Citizenship lessons where students learn to be responsible citizens within a global community.

The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart.

We offer the best of both worlds at St Joseph’s College. We have an outstanding VCE pathway and an impressive VCAL pathway with vocational and trade options taking place on campus and in external settings. We are experts in boys’ development. We focus on the growth of your son’s academic skills, faith and spirituality, relationships and physical and emotional wellbeing.

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Join us at one of our Enrolment Events:

Principal’s Tours

Open Days

Grade 4,5 Virtual Tours Enrolment and 6 ‘Taster’ with the Enquiry, Meet Days Principal and Chat

5 Brenock Park Drive, Ferntree Gully VIC 3156 p (03) 9756 3112 e enrolments@stjosephs.com.au

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St Mary’s College WE are a school for all, welcoming, nurturing and empowering all students.

St Mary’s College is inner Melbourne’s only Catholic co-educational secondary school.

Our values of respect, justice, compassion, inclusivity, and courage guide our teaching and support of students. Girls and boys at St Mary’s College learn together in an environment of respect, excellence, enquiry, challenge, and fun.

Our learning environment reflects the world beyond the classroom.

The size of our College allows all students to be known and develop a deep sense of belonging to our community. Our students are active participants in their learning, who are empowered to think and act for themselves. We nurture a love of learning inspiring each student to achieve their best. Our contemporary learning practices offer immersion opportunities within and outside the classroom to apply learning to the real world.

Our College offers a mix of modern learning environments and historic architecture that provides a physical link to our history and Catholic traditions of Edmund Rice and Nano Nagle.

Our two adjoining campuses work as one. Year levels have a home base at one campus and have the flexibility to access specialised learning areas and excellent facilities such as our beautiful oval and indoor swimming pool at the Edmund Rice Campus and Textiles, and Food Technology at the Presentation Campus.

We are an Edmund Rice school where our students are challenged and empowered to build a just world for all. We apply our Catholic values of compassion, justice, and peace, enacted within our community.

Nobilitas Program Year 9 at St Mary’s College is an exciting experience of collaborative learning where positive relationships, student voice and realworld thinking are prioritised. Relationships are at the core of Year 9, a catalyst that motivates our students as they enter the critical phase of middle adolescence. We explore relationships with one another; relationships with family and community and most importantly relationship with self.

Throughout the year we connect students with the wider community in rich and meaningful

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We explore relationships with one another; relationships with family and community and most importantly relationship with self.

ways, working with local councils, and community groups, Indigenous groups and voluntary organisations. It is a truly transformative year.

Our students are based in a dedicated state of the art learning area at the Presentation Campus.

Principal’s Message Our education occurs through a moral and social lens. Our social justice programs, pastoral, creative, sporting and innovative learning programs are all tailored for the unique and differing needs of junior, middle and senior school students.

We look forward to providing your child with a caring and supportive environment where every student has a place and a voice and can add value to the world they enter when they leave our College. Our wellbeing programs are aligned with mutually respectful relationships that enable each student’s intrinsic worth to shine.

Preparing students for life beyond school, our programs enable st posefully into their future.

I invite you to be part of our College community and encourage you to come and visit to see what makes our College special.

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Templestowe College Our philosophy is based on the concept that all 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.

PROGRESSIVE EDUCATION WITH OPTIONS FOR ACCELERATED LEARNING • A stage, not age, based model with no reference to year levels.

Students learn according to their passions and strengths, not their chronological age.

• All students have their own ILP (Individual Learning Plan) ensuring that all students are learning at their point of need

OVER 150 SUBJECTS TO CHOOSE FROM • Over 150 different subject choices covering all possible areas of learning

FOSTERING AN INCLUSIVE AND SUPPORTIVE COMMUNITY • We have a ‘ONE PERSON POLICY’ where all people will be treated equally regardless of the position they hold and are entitled to be treated with respect and shown trust.

• No uniform which leads to a more inclusive school environment For Enrolment and Tour information please visit www.tc.vic.edu.au/enrolments To find out more about TC Please visit our website www.tc.vic.edu.au/our-story

Contact the Registrar Wendy Harford wha@tc.vic.edu.au 12525181-AV05-22 88 Secondary Education

tc.vic.edu.au

(03) 9851 4605

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I acknowledge the traditional owners of the land on which I work, and pay respects to Elders, past, present and emerging Secondary Education

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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 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.

91 Police Road, Mulgrave 3170 12512619-HC45-21

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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.

Phone: 9547 6822 www.wellingtonsc.vic.edu.au 12497482-HC45-21

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Westall Secondary College AT Westall Secondary College, our philosophy is to personalise the learning for all students.

Our 2021 school performance data speaks for itself.

We are well above state average in: ■ Achievement and student growth in Literacy ■ Parent satisfaction ■ School climate ■ School attendance and engagement ■ Student connectedness to school ■ School management of bullying We are above similar schools in: ■ Achievement and student growth in Numeracy ■ VCE results 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.

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Literacy Literacy is the number one focus of our College.

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

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

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

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

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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Wheelers Hill Secondary College WELCOME to Wheelers Hill Secondary College.

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

Our motto, “Be The Best That You Can Be”, encourages all of our College community to achieve their full potential in all of their endeavours. At Wheelers Hill Secondary College, we provide a tremendous range of opportunities specifically designed to help our students to achieve success - and be the very best that they can be.

Our School The efforts of our hard-working staff and the programs we have implemented have a positive impact on student learning. Our teachers and support staff have the talent, experiences, and skills to get the best out of students. Our staff are committed to the success of our students, together with their own professional growth.

We offer educational programs and extracurricular activities that focus on the whole child: ■ Academic Excellence ■ Sport ■ Performing Arts ■ Leadership We have many exciting programs at the College ranging from our Aspire, Challenge and Enrich (ACE) program, VCAL, STEM together with extensive Literary and Numeracy support and extensions for our students. We also offer

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International Student and Instrumental Music Programs at the College. Students involved in these programs experience enhanced outcomes in all studies, and has proven to be very successful.

We have a strong Student Leadership Program, including ‘Student Agency’. We encourage and support our students to develop their confidence and build their skills by responding positively to the many challenges they experience, and by contributing to the development of our school and the broader community. Our Year 9 Community Connections Program is an excellent example of how students connect with their community.

We have excellent facilities that have undertaken major developments, including our refurbished Gymnasium and Performing Arts Complex, now known as The Bunjil Centre, together with our VCE Centre. All of our facilities are well presented, supporting teaching and learning in all areas.

Wheelers Hill Secondary College is built on positive relationships allowing for our students to be the best that they can be. We provide an educational experience that is accessible, meaningful and relevant.

I am confident that we offer outstanding educational opportunities. I encourage you to visit our College, seek further information if required or tour the school. I am certain you will be impressed by what we have to offer at our great school Aaron Smith, Principal Wheelers Hill Secondary College

OPEN NIGHT Thursday, 7th April 2022 | @ 6pm Preparing our Students for the Future At Wheelers Hill Secondary College, we value Respect, Excellence and Creativity and we pride ourselves on providing our students with the skills to embrace the future as well-rounded global citizens. Wheelers Hill Secondary College promotes positive relationships and opportunities for all our students to be the best that they can be.

We offer educational programs and extra-curricular activities that focus on the whole child: • Academic Excellence • Sport • Performing Arts • Leadership In addition, programs such as STEM (Science, Technology, Engineering and Mathematics), the ACE (Aspire, Challenge and Enrich) Program, VCE/ VCAL, the International Student Program and Instrumental Music Program give students agency in developing their own pathways.

School Tours are always welcome.

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Book online @ www.whsc.vic.edu.au or contact our General Office on 9561 5811 to book a tour.

Ph: 03 9561 5811 wheelers.hill.sc@education.vic.gov.au 2-28 Raphael Drive, Wheelers Hill 3150 www.whsc.vic.edu.au/ Secondary Education

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2023 Entry at Year 7 in 2022. Selection based on interview.

Applications close Friday 20 May 2022 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.

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 2022 Mooroolbark Campus Thursday 31st March, 6.00pm Information Sessions at 6.00pm and 7.00pm Tours from 6:15pm

Mount Evelyn Campus Tuesday 5th April, 6.00pm Information Session at 6.00pm Tours from 6.15pm 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 3 9736 1840 E. yarra.hills.sc@education.vic.gov.au

www.yarrahills.vic.edu.au

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Contents Ashwood High School ................................................. 4 & 5 Bayswater Secondary College ................................ 6 & 7 Berwick College .............................................................. 8 & 9 Boronia K-12 College ................................................ 10 & 11 Brentwood Secondary College ..................................... 15 Brighton Secondary College ......................................... 17 Camberwell High School ................................................ 19 Canterbury Girls’ Secondary College ...................... 21 Carrum Downs Secondary College ......................... 22, 23 & back cover Cranbourne East Secondary College ....................... 25 Cranbourne Secondary College ....................... 26 & 27 Creativity across Art & STEM ....................................... 16 Dandenong High School ...................................... 28 & 29 Grossek’s View ............................................................ 30 & 31 Haileybury ................................ Front cover, 2, 3, 32 & 33 Healesville High School ....................................... 34 & 35 Health & Wellbeing at Secondary School ...... 38 & 39 Highvale Secondary College ............................. 36 & 37 John Monash Science School ............................ 40 & 41 John Paul College ..................................................... 42 & 43 Keysborough Secondary College ............................... 45 Lakeside College ....................................................... 46 & 47 Lighthouse Christian College ........................... 50 & 51 Lyndale Secondary College ................................ 52 & 53 Lyndhurst Secondary College ........................... 54 & 55

Mater Christi College ............................................. 56 & 57 Mt Erin Secondary College ................................. 58 & 59 Noble Park Secondary College ......................... 60 & 61 Noone Imagewear ............................................................... 99 Norwood Secondary College ............................. 66 & 67 Nossal High School ................................................. 64 & 65 Nunawading Christian College ....................... 68 & 69 Officer Secondary College ................................... 70 & 71 Opportunities for all to reach potential ..................................................... 80, 81 & 82 Patterson River Secondary College ................ 72 & 73 Rowville Secondary College ................................ 74 & 75 Scoresby Secondary College .............................. 76 & 77 South Oakleigh Secondary College ............... 78 & 79 St Joseph’s College ........................................... 83, 84 & 85 St Mary’s College ...................................................... 86 & 87 STEM is more than just Science & Maths ..... 62 & 63 Students & problem solving .......................................... 22 Templestowe College ............................................. 88 & 89 Transition from school to workplace ............. 48 & 49 Victoria School Guides Website ................................ 20 Wellington Secondary College ......................... 90 & 91 Westall Secondary College ................................. 92 & 93 Wheelers Hill Secondary College ................... 94 & 95 Yarra Hills Secondary College .......................... 96 & 97 Young children learn Math through play .... 12 & 13

Next edition: November 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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