Secondary Education West - February 2022

Issue 65 • Februar y 2022 • Est 1999

North • West • North West • North East

secondary

education

Mackillop College pages 38, 39 & Back Cover Photo is provided with the compliments of St Monica’s College, Epping For further information refer to pages 2, 3, 62 & 63

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St Monica’s College, Epping Enrol now for Year 7, 2024

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“Every “Every student matters, student every momentmatters, counts”

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every moment counts”

T: 9409 8800 | www.stmonicas-epping.com Junior Campus Years 7 - 9 | 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 | 16 Davisson Street, EPPING VIC 3076 Secondary Education

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MARIAN COLLEGE A Kildare Education Ministries Catholic School for girls in the Brigidine Tradition

196 Glengala Road, Sunshine West 3020 www.mariansw.catholic.edu.au P: 9363 1711

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BRAYBROOK COLLEGE

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Braybrook College is a proudly multicultural, single campus school with a strong academic reputation offering extensive programs from Years 7 - 12. Our underpinning philosophy is that students should have opportunities to develop their skills to the optimum level. Students are supported across a broad range of areas and the more talented students have the opportunity to be selected for one of our advanced classes.

Our college is the ideal size to provide the programs required to meet the varied needs of students: academic opportunities which will take students on to University Courses or Vocational Educational Training; Music and Instrumental Music through to Year 12; extensive Sports and Outdoor Education programs along with a support structure that encourages students to strive for individual excellence. This breadth of opportunity has resulted in some outstanding results in recent years where our VCE performance has regularly been above the state average. Clearly, the individual attention and tuition Braybrook College provides students, especially in the senior years, results in excellent outcomes including a full range of post-secondary options.

Whilst focusing on the learning

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outcomes for students our push to provide modern equipment and facilities is evident. Each year we aim to complete at least one major building project. In recent years these have included a state of the art Science Centre, the re-modelling of our gymnasium and a new Art Precinct.

Our next project, beginning this year, is the building of an auditorium/ lecture theatre. Additionally, the college has prioritised information communication technology. We have a ‘Bring Your Own Device’ program across all year levels as well as computer laboratories for specialist subjects. Teachers and students also have wide access to electronic data projectors and/or interactive whiteboards installed in all rooms throughout the college. The parent community is able to easily communicate with the school via our online parent portal (Compass).

The college is proud of the way in which parents, students and staff work together to ensure an ongoing commitment to achieving excellence.

We pride ourselves on being able to offer personalised attention in a safe, secure environment.

If you would like to enquire about the college programs contact the Assistant Principals, Ms Arlene Bailey, Ms Mary Liokos or Mr Sean McMahon on 9312 2900.

PRIDE IN ACHIEVEMENT Strong academic reputation Excellent VCE results including VET & VCAL High Achievers’ Program Instrumental Music Program Strong discipline and student support Year 7-12 EAL Program Compulsory uniform Extensive Sports/Camps Program SEEK Advanced classes

TWILIGHT EXPO Wednesday 9th March, 2022 5:00pm - 7:00pm Tour of College facilities and classroom demonstrations Opportunities to meet key personnel

YEAR 7 SCHOLARSHIPS Scholarships are presented in the 4 areas of: ACADEMIC ACHIEVEMENT MUSIC / PERFORMING ARTS / CREATIVE ARTS LEADERSHIP / SPORT

ADVANCED PROGRAM - SEEK (Select Entry for Enrichment and Knowledge) YEAR 7 SEEK CLASS - 2023 Applications close early Term 2, 2022 ACER administered test will be held at Braybrook College

VCE SCHOLARSHIPS Scholarships are awarded for Academic Excellence to students entering Year 11

2022 COLLEGE TOURS TERM 1 Monday 21st March Thursday 31st March Tuesday 5th April 12510719-JW45-21

TERM 2 Wednesday 11th May Friday 20th May Please contact the college for a booking on these dates.

PLEASE NOTE: Dates, times and processes are subject to change depending on government advice regarding COVID-19 restrictions at the time of event.

Address: 352 Ballarat Road, BRAYBROOK 3019 Phone: 9312 2900 FAX: 9311 7668 Email: braybrook.sc@edumail.vic.gov.au Web: www.braybrooksc.vic.edu.au

ENROLMENT ENQUIRIES WELCOME Secondary Education

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Caroline Chisholm Catholic College CAROLINE Chisholm Catholic College is a multisite, co-educational secondary school in Melbourne’s inner west, dedicated to learning excellence in a faith filled, engaged, and supportive environment. The College offers the best of both worlds with single-sex education at Years 7 – 9 for boys at St John’s Campus, Years 7 – 9 girls at Christ the King Campus, and co-educational from Years 10 – 12 at Sacred Heart Campus. We believe every student is talented and our programs offer them the chance to have academic success through our personalised learning approach as well as co-curricular and extension programs.

At Caroline Chisholm Catholic College we value faith, acceptance, compassion, and excellence (FACE), lived daily through our many interactions. We are blessed with state-of-the-art facilities designed specifically for the holistic development of our students. On offer are modern science labs, an on-site trade training centre, indoor swimming pool, multi-purpose sports oval, a wholly owned outdoor and environmental education facility in Meredith and a new multi-purpose hall and gym, which forms a sports precinct large enough to accommodate a growing student body. The College provides multiple pathways and opportunities for its students including a wide selection of subjects at VCE, as well as VET and VCAL. Students in Years 10 and 11 are able to undertake an Advance Learning Program (ALP)

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At Caroline Chisholm Catholic College we value faith, acceptance, compassion, and excellence (FACE), lived daily through our many interactions. which allows them to access VCE subjects and university units early. Our accelerated and enrichment program, Aspire, is available for students in Years 7 - 9 with exceptional academic abilities and a strong work ethic. Central to the education we offer is the wellbeing of our students.

Pastoral care is the foundation to facilitating engagement, connection and learning and we recognise that educating for the future starts with putting the needs of our students front and centre.

Personal Development curriculum within our Learner Mentor Program assists students in setting personal and academic goals and fosters personal responsibility for learning while providing each student with the necessary balance of support and challenges to allow for personal growth as a learner.

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Book a College Tour today and explore our three campuses. admissions@cccc.vic.edu.au cccc.vic.edu.au Secondary Education

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EMPOWERING EVERY STUDENT TO ASPIRE AND ACHIEVE Copperfield College provides multiple pathways so every students finds success. We empower students to maximise the range of opportunities available to them and ensure our teachers and staff are applying the most up to date educational research. Our two junior campuses at Kings Park and Sydenham for Years 7 and 10 students and a VCE/VCAL campus for Years 11 and 12 students provide age appropriate learning environments. In Years 7 and 8 and then 9 and 10, small teams of teachers work collaboratively to understand and support the learning needs of each student, thus promoting positive relationships with students and their families and carers.

I invite you to come to our Discovery Night and see why there is more to Copperfield College than you know. https://copperfieldcollege.vic.edu.au/discoverynight

Pip Griffiths College Principal

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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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Catholic Regional College St Albans CHOOSING a school for your child is an exciting but challenging time, especially for families who are preparing their first child for secondary school. There are many options and it can be difficult to know where to begin. However, parents know their child, and the process of looking at different schools will help clarify which is the best fit for their child and family.

Families often ask us what makes our school different. The first things that come to mind is that we are a strong faith community where learning, wellbeing and family all matter. We celebrate and embrace the rich cultural diversity of our local community and endeavour to live as a community without borders.

We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be. Our students are encouraged to explore their faith, to care for others, to become active global citizens and to do their personal best in all things.

Secondly, I think that our school is just the right size for young people as they navigate adolescence to become young adults. With 125 students at each year level, we are small enough to ensure that students are known, have a strong sense of belonging and feel safe. At the same time, we are big enough to offer a broad and engaging learning program. I would describe the College as a small school with big opportunities.

Lastly, our dedicated staff, strong relationships

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We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be. with families, primary to secondary transition program and our links with parishes and the local community are all strengths of our school.

Co-curricular activities are an important part of the secondary education experience and prospective students and their families are often keen to know more about these. Activities range from the community garden, various clubs and sporting activities, to the school production, choir, homework club and cultural nights.

The co-curricular program changes over time, depending on the interests of students and staff.

Further details and a virtual tour are on the College website.

I hope this brief insight into our school will help you in making a decision about secondary education and I welcome your interest in the College. If you have further questions, we are happy to chat by phone or set up a meeting.

Christina Utri, Principal www.crcstalbans.catholic.edu.au

Catholic Regional College St Albans

A school community where faith, learning and relationships matter.

To book a personalised ed school tour:

Catholic Regional College St Albans 10 Theodore St St Albans 3021 www.crcstalbans.catholic.edu.au Secondary Education

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Contact the College on or email our registrar: HFKDOPHUV#FUFVWDOEDQV FDWKROLF HGX DX or scan the QR code:

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

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

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

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

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

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

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

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

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

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

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

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

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

CRAIGIEBURN CRAIGIEBURN SECONDARY SECONDARY COLLEGE

COLLEGE

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

Information Session PLEASE CONTACT COLLEGE WHERE Ironbark Performing Arts Centre WHERE Craigieburn Secondary College Ironbark Performing Arts Centre

Craigieburn Secondary College ADDITIONAL SCHOOL TOURS sTuesday 18th April 2017 — 10:00am sMonday 24th TOURS April 2017 —10:00 am s ADDITIONAL SCHOOL

TBA are warmly invited to contact the ŽĸĐĞ on 9308 1144 to arWĂƌĞŶƚƐ ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ ƚŽƵƌƐ ĂƌĞ ǁĂƌŵůLJ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌƌĂŶŐĞ Ă ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂLJ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ ǁŝƚŚ ŽƵƌ tant ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů :ĂŵĞƐ DĐ'ĂǀŝƐŬ Principal Genevieve Bongrain Craigieburn Secondary College Craigieburn Secondary College

102 Hothlyn Drive Craigieburn Victoria 3064 102 Hothlyn Drive Craigieburn Victoria 3064

Telephone (+613) 9308 1144

Telephone (+613) 9308 1144

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

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

KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƉƌĂĐƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ framework that ensures ďLJ Ă ƌŝŐŽƌŽƵƐ that there is consistency in ŝŶƐƚƌƵĐƟŽŶĂů ĨƌĂŵĞǁŽƌŬ the delivery of high level ƚŚĂƚ ĞŶƐƵƌĞƐ ƚŚĂƚ ƚŚĞƌĞ ŝƐ ĐŽŶƐŝƐƚĞŶĐLJ ŝŶ ƚŚĞ ĚĞůŝǀĞƌLJ ŽĨ ŚŝŐŚ ůĞǀĞů ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ We believe that when there is an environment of We believe excellence in that everywhen classƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ room then students will ŽĨ ĞdžĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌLJ ĐůĂƐƐƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ǁŝůů ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘ www.craigieburnsc.vic.edu.au www.craigieburnsc.vic.edu.au 12510845-SN45-21

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

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

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

The college recently completed an $11 million rebuilding program to provide outstanding facilities and STEM learning centres for 21st century teaching and learning.

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

At Essendon Keilor College, students are not just one of a crowd. We know that every student is different, with different aspirations, needs and dreams. This makes the college a unique and exciting place to learn. Our dedicated junior schools focus on early learning and building solid educational skills, friendships and a sense of belonging. The personalised approach to teaching and learning continues at our senior campus in Essendon, and because there are many pathways to a successful career that run alongside the ATAR system, we make sure that each of our senior students can find their own path to tertiary education, vocational training and employment.

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

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

Our 2020 Dux, Lauren Khaw is planning to study Biomedicine at the University of Melbourne as our students excelled across a range of disciplines and are furthering their education at universities across Australia.

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

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

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

Bringing the Technology of the Future into our classrooms

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

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

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

12459748-JW45-20

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

w w w. e k c . v i c . e d u . a u 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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Enrolling Now for 2022 and 2023

Chara cter fo r life

Quality Christian education from Foundation(Prep) to Year 12 Call the relevant campus for more information: Taylors Hill Campus: 9365 9365 Mernda Campus: 9717 7300 WEB www.gilson.vic.edu.au Secondary Education

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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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DREAM • BELIEVE • ACHIEVE

Greenvale Secondary College is a new school that is establishing itself to be known for academic excellence as well as having strong social and community values.

At Greenvale we are on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.

The community of Greenvale has longawaited its own secondary school and it is fast becoming a success story: the secondary school of choice for local families and a school of which the community can be proud. The future of education for Greenvale is now here and students will be prepared for the innovation era and encouraged to dream, believe, and achieve.

Our school values of Excellence, Leadership, Respect and Teamwork reflect our vision and have been developed in partnership with our community and we opened in 2022 to year 7 students and will progress by year level thereafter meaning we will grow rapidly.

are engaged in academic enrichment with a diverse and challenging curriculum, while ensuring they enjoy the caring and supportive environment in which they learn every day.

At Greenvale Secondary College we have 2 main goals for every learner: 1. To Ensure Academic Success 2. To Foster Identify Development To achieve this, we build on what’s strong, and we ensure parents commit to being partners in the learning journey.

At Greenvale Secondary College we welcome you and look forward to you joining us as a school that not only delivers academic results but in which students, staff, parents and the community can be proud.

At Greenvale we are supportive and positive with the growth of every individual student our absolute core focus. We have a learning environment that is built on high expectations for all, where all students

03 8393 0000 Fax 03 9113 2500 www.greenvalesc.vic.edu.au greenvale.sc@education.vic.edu.au 12524155-DL05-21

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Mark Natoli Foundation Principal

NEW SCHOOL

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Open to Year 7 and 8 in 2023

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

Our goal is to see each student become a happy, self-confident, and knowledgeable lifelong learner who can demonstrate independence and a sense of career direction. Ultimately we want to see each growing as a worthy, contributing member of our community.

At the College we develop students who are competing at the highest levels possible in the state across a range of areas. We offer a range of programs catering to students looking to excel academically and foster a growth mindset focused on continuous improvement. We are proud to acknowledge our Year 12 graduates who consistently achieve study scores of 40+ and ATAR scores over 90, giving them access to a range of career pathways and tertiary education options. In addition to this, each year, the College has a number of students who choose to access a University course whilst completing their Year 12 studies.

Outside the classroom, students are offered a range of opportunities including, but not limited to, performing arts where our students have been Nationally praised for their skill and professionalism. Winning Story of the Year in

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2019, as well as countess more Awards at the Wakakirri Performing Arts event is testament to the dedication and talent of our staff and students.

Leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events.

The vibrant sporting program offers the chance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels.

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

To find out more about our College, I invite you to attend one of our Open Days next year.

Our Open Day Video and Virtual Tour are both available on our Website.

Keith Halge, College Principal

2022 Open Days Tour & Information Sessions Tuesday, 1st March 6:00pm & 7:00pm

Sunday, 1st May 10:00am & 11:00am Please visit www.hopcross.vic.edu.au for bookings, or email enquiries to pr@hopcross.vic.edu.au

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Hoppers Crossing Secondary College 2 Fraser Street, Hoppers Crossing, Victoria 3029 I 03 9974 7777 instagram: @hcschcsc 12497449-DL45-21

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The next Rembrandt?

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

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

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

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

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

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

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

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

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

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Why John Fawkner College?

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

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

51 Jukes Road, Fawkner Telephone: (03) 9359 1166 www.jfc.vic.edu.au 12527511-HC05-22 34 Secondary Education

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It is with great pride and excitement that I introduce myself as the newly appointed Executive Principal of John Fawkner College. I am honoured to have the opportunity to lead a school with such a strong commitment to education.

Along with the teachers and staff, I will work hard to continue our strong relationship with parents, students and community partners. 2022 will be an exciting and challenging year as we continue to provide academic experiences for our students that are rigorous, relevant, and help them build relationships while making real-world connections.

I come to this school with a range of experiences and educational milestones. As a young person, I attended a state school in my community in a country town and this early connection through school to community has always underpinned my later approach to teaching and school leadership. Those connections are crucial and provide great support to young people as they go through their adolescence. At JFC, we are committed to nurturing the students as they grow to be the best they can be every step of the way. I invite you to join us in this commitment to the young people of this area who attend our college and work alongside your child’s teachers and friends to help them to grow and achieve success in their lives.

As your Principal, it is important to me that everyone who steps through our doors is committed to being here. This attitude enables us to meet the challenges of academic excellence in a positive, fun, and nurturing environment. We expect the students to work hard, as through hard work and perseverance, students can challenge themselves, take risks in their learning, and discover their strengths and abilities.

School Tours Available Thank you for choosing John Fawkner College – I look forward to us working together for many years ahead.

Call 9359 1166 Sincerely, to book Dr Lisa Vinnicombe Executive Principal

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

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MACKILLOP COLLEGE Werribee School culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and ʠȥˁɭǫʋʋơȥ ɭʠȍơɽ ʋǠŔʋ ɽǠŔɢơ ŔȥƎ ǫȥ˫ʠơȥƃơ ơʽơɭˊ Ŕɽɢơƃʋ of how a school functions. The culture within MacKillop -ȶȍȍơnjơ࡫ ǫɽ Ǝơơɢȍˊ ȶȥơ ȶlj Ǝǫnjȥǫʋˊ ŔȥƎ ǫȥƃȍʠɽǫʽǫʋˊࡲ ĭơ Źơȍǫơʽơ ǫȥ ʋǠơ ǫȥƎǫʽǫƎʠŔȍ ŔȥƎ ɽǫȟʠȍʋŔȥơȶʠɽȍˊ Ŕǫȟ ʋȶ ơƎʠƃŔʋơ ʋǠơ ˁǠȶȍơ ɢơɭɽȶȥ ŔƃƃȶɭƎǫȥnj ʋȶ ˁǠŔʋ ˁǫȍȍ ȟȶɽʋ Źơȥơ˪ʋ ʋǠơȟ ǫȥ ʋǠơǫɭ ǫȥƎǫʽǫƎʠŔȍ ǿȶʠɭȥơˊࡲ ĭơ Ŕɭơ ɢɭȶʠƎ ʋȶ ȶljljơɭ Ŕ ƃȶȍȍơƃʋǫȶȥ ȶlj ơˉʋɭŔƃʠɭɭǫƃʠȍŔɭ ɢɭȶnjɭŔȟɽ ƎơɽǫnjȥơƎ ʋȶ ơˉɢŔȥƎ ɽʋʠƎơȥʋɽࢫ ȇȥȶˁȍơƎnjơ ǫȥ ȟȶɭơ ɽɢơƃǫŔȍǫɽʋ ŔɭơŔɽ ŔȥƎ Ǡơȍɢ njʠǫƎơ ʋǠơȟ ʋȶ ʋǠơǫɭ ljʠʋʠɭơ ƃŔȍȍǫȥnjࡪ Fƃȶ¡Ŕƃ ǫɽ Ŕ ɢɭȶnjɭŔȟ ƎơɽǫnjȥơƎ ʋȶ teach students how to integrate sustainability into ʋǠơǫɭ ȍǫʽơɽ ʋǠɭȶʠnjǠ ʽȶȍʠȥʋơơɭ ɢɭȶnjɭŔȟɽࡲ Łȶȶ-ɭơˁ ǫɽ Ŕ ʠȥǫɩʠơ ȶɢɢȶɭʋʠȥǫʋˊ ʋȶ ɭơƃơǫʽơ ǠŔȥƎɽ࢚ȶȥ ơˉɢơɭǫơȥƃơ ˁǫʋǠ ŔȥǫȟŔȍ ǠʠɽŹŔȥƎɭˊࡲ bȶɭ ɽʋʠƎơȥʋɽ ˁǠȶ ˁǫɽǠ ʋȶ Ǝơʽơȍȶɢ ʋǠơǫɭ ɢʠŹȍǫƃ ɽɢơŔȇǫȥnj ɽȇǫȍȍɽ࡫ ĭˊȥòɢơŔȇ ǫɽ Ŕȥ ȶɢɢȶɭʋʠȥǫʋˊ ʋȶ ʋɭˊ ʋǠơǫɭ ǠŔȥƎ Ŕʋ ƎơŹŔʋơࡲ qŔɭ¡Ŕƃȇ ǫɽ Ŕ njɭȶʠɢ ʋǠŔʋ njǫʽơɽ ɽʋʠƎơȥʋɽ Ŕȥ ȶʠʋȍơʋ ʋȶ ˁȶɭȇ ȶȥ Ǝǫʽơɭɽǫʋˊ ŔȥƎ ǫȥƃȍʠɽǫʽǫʋˊ ŔƎʽȶƃŔƃˊࡲ ĭơ Ŕɭơ ɢŔɭʋ ȶlj Ŕ ȟʠȍʋǫƃʠȍʋʠɭŔȍ ƃȶʠȥʋɭˊ࡫ ŔȥƎ ɢɭȶʠƎȍˊ ɭơɢɭơɽơȥʋ ʋǠŔʋ ȟʠȍʋǫƃʠȍʋʠɭŔȍǫɽȟ ˁǫʋǠǫȥ ȶʠɭ ɽʋŔljlj࡫ ɽʋʠƎơȥʋɽ࡫ ƃʠɭɭǫƃʠȍʠȟ࡫ ɢȶȍǫƃǫơɽ ơʋƃࡲ

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bȶɭ ɽʋʠƎơȥʋɽ ˁǫʋǠ Ŕ ɢŔɽɽǫȶȥ ljȶɭ ɢơɭljȶɭȟǫȥnj࡫ ¡Ŕƃ ǫȍȍȶɢ ǫɽ Ǡȶȟơ ʋȶ ȥʠȟơɭȶʠɽ ȟʠɽǫƃŔȍ ŔȥƎ ƎɭŔȟŔʋǫƃ ɢơɭljȶɭȟŔȥƃơɽࡲ òʋʠƎơȥʋɽ Ŕȍɽȶ ǠŔʽơ ʋǠơ ȶɢɢȶɭʋʠȥǫʋˊ ʋȶ ɢơɭljȶɭȟ ǫȥ ʋǠơ ŔȥȥʠŔȍ ȟʠɽǫƃŔȍ࡫ ǿȶǫȥ ȥʠȟơɭȶʠɽ ŹŔȥƎࡸ ƃǠȶǫɭ njɭȶʠɢɽ ȶɭ ɢơɭljȶɭȟ ɽȶȍȶࡲ bȶɭ ʋǠȶɽơ ˁǠȶ ɢɭơljơɭ ƎǫnjǫʋŔȍ ȟơƎǫŔ ʋȶ ʋǠơ ɽʋŔnjơ࡫ ʋǠơ -ȶȍȍơnjơ ǠŔɽ ǫȥʽơɽʋơƎ in greenscreen technology and ɢȶƎƃŔɽʋǫȥnj ơɩʠǫɢȟơȥʋ ljȶɭ ŔʠƎǫȶ࢚ ʽǫɽʠŔȍ ɢɭȶǿơƃʋɽࡲ òʋʠƎơȥʋɽ ƃŔȥ Ŕȍɽȶ try their hand at the technical side of things, running lighting or sound ljȶɭ Ŕ ʽŔɭǫơʋˊ ȶlj ơʽơȥʋɽࡲ ĭǠơʋǠơɭ Ŕ ɽʋʠƎơȥʋ ǠŔɽ Ŕȥ Ŕlj˪ȥǫʋˊ ljȶɭ ŔƃŔƎơȟǫŔ࡫ 38

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ɢȶȍǫʋǫƃɽ࡫ ɽȶƃǫŔȍ ȟŔʋʋơɭɽ࡫ ɭơȍǫnjǫȶȥ࡫ ȍơŔƎơɭɽǠǫɢ࡫ ɽɢȶɭʋ࡫ ɢơɭljȶɭȟŔȥƃơ࡫ ǠȶɽɢǫʋŔȍǫʋˊ࡫ ơʋƃࡲ࡫ ¡Ŕƃ ǫȍȍȶɢ -ȶȍȍơnjơ ɽʋɭǫʽơɽ ʋȶ njǫʽơ ǫʋɽ ɽʋʠƎơȥʋɽ ʋǠơ ʋȶȶȍɽ ʋǠơˊ ȟŔˊ ȥơơƎ ʋȶ ɽʋŔȥƎ ǫȥʋơɭƎơɢơȥƎơȥʋȍˊ࡫ Ŕɽ ɢŔɭʋ ȶlj Ŕ ˁǫƎơɭ ƃȶȟȟʠȥǫʋˊ ŔȥƎ Ŕȥ ơʽơɭ ȟȶɭơ njȍȶŹŔȍǫɽơƎ ɽơʋʋǫȥnjࡲ òɢȶɭʋ ŔȥƎ ɢǠˊɽǫƃŔȍ ˪ʋȥơɽɽ Ŕɭơ ɽǫȟǫȍŔɭȍˊ ɢɭǫȶɭǫʋǫɽơƎ Ŕʋ ¡Ŕƃ ǫȍȍȶɢ -ȶȍȍơnjơ࡫ ˁǫʋǠ ȥʠȟơɭȶʠɽ ǫȥʋơɭɽƃǠȶȶȍ ɽɢȶɭʋɽ ʋơŔȟɽ ŔʽŔǫȍŔŹȍơ ʋȶ ǿȶǫȥ࡫ ȥȶʋ ʋȶ ȟơȥʋǫȶȥơƎ Ŕ ȟȶƎơɭȥ njˊȟ ȶȥ ƃŔȟɢʠɽ࡫ ǫȥƃȍʠƎǫȥnj Ŕȥ ơˉʋơȥɽǫʽơ ˁơǫnjǠʋɽ ɭȶȶȟ࡫ ŔȥƎ Ŕ ʽŔɭǫơʋˊ ȶlj ɢǠˊɽǫƃŔȍ ˪ʋȥơɽɽ ɢɭȶnjɭŔȟɽࡲ ¡Ŕƃ ǫȍȍȶɢ -ȶȍȍơnjơ ǫɽ ɢɭȶʠƎ ʋȶ ƎɭŔˁ ljɭȶȟ ȟȶɭơ ʋǠŔȥ ǠŔȍlj Ŕ ƃơȥʋʠɭˊ ȶlj ơˉɢơɭǫơȥƃơ࡫ ŔȥƎ ǫɽ ơˉƃǫʋơƎ ʋȶ njɭȶˁ and learn in order to offer our current students what they need. There are endless opportunities to ȥȶʠɭǫɽǠ ŔȥƎ Ǝơʽơȍȶɢ ljʠʋʠɭơ njơȥơɭŔʋǫȶȥɽ ʋȶ Źơƃȶȟơ ɢɭȶŔƃʋǫʽơ ŔȥƎ ɭơɽɢȶȥɽǫŹȍơ njȍȶŹŔȍ ƃǫʋǫ˖ơȥɽ ȶlj ʋǠơ ˁȶɭȍƎ and MacKillop College is proud to be a part of that. þǠơ ʽǫɽǫȶȥ ljɭȶȟ ʋǠơ ɢŔɽʋ ɽʋǫȍȍ ɽʋŔȥƎɽ ɽʋɭȶȥnj ljȶɭ ʋǠơ ljʠʋʠɭơࡪ ࢪƃơȍơŹɭŔʋǫȥnj Ŕȍȍ ȍǫljơ࡫ ƃǠŔȍȍơȥnjǫȥnj Ŕȍȍ ɢơȶɢȍơ࡫ ƎɭơŔȟǫȥnj ʋǠơ ȥơˁ ƎŔˊࢫ ŔȥƎ࡫ ǫȥ ƃȶȟŹǫȥŔʋǫȶȥ ˁǫʋǠ ȶʠɭ ʋǠơȟơ ljȶɭ ࠁ߿ࠁࠁ࡫ ࢪòơơȇǫȥnj ǿʠɽʋǫƃơ࡫ ǫʽǫȥnj ƃȶȟɢŔɽɽǫȶȥࢫ࡫ ¡Ŕƃ ǫȍȍȶɢ -ȶȍȍơnjơ ǫɽ ˁȶɭȇǫȥnj ʋȶˁŔɭƎɽ Ŕ ŹɭǫnjǠʋơɭ࡫ ǠơŔȍʋǠǫơɭ ŔȥƎ ȟȶɭơ ơƎʠƃŔʋơƎ ljʠʋʠɭơࡲ 12502503-AV05-22

For more information, or to book a private tour today, contact the College at enquiries@mackillop.vic.edu.au MacKillop College • 1-29 Russell St, Werribee, VIC 3030 • 03 8734 5200

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Team Work 40

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Marian College MARIAN College is a Kildare Education Ministries school for girls in the Brigidine Tradition. Our College seeks to provide young women with the opportunity to be educated in an environment that permits and supports each person to grow completely as an individual and as a member of the community. We teach 850 girls in a safe and secure atmosphere, with each girl knowing that she will be cared for and supported by our strong pastoral care and wellbeing structures.

Learning and growth, we believe, should take place within a framework that values and promotes inclusiveness, justice, love and forgiveness.

We provide relevant, innovative and challenging educational programs.

The curriculum is updated on a regular basis to ensure that courses of study meet the needs of our students. Students in their senior years are offered a variety of possible pathways and programs. The College’s high expectations for students and their learning are reflected in their academic achievements.

Our extensive co-curricular program is designed to provide opportunities for students in academic, sporting, cultural and spiritual areas.

Many exciting and wonderful experiences are offered through our Book Club, Science Club, Bike Club, Educating for Justice Team, the Marian

Leos and the St. Vincent de Paul Group.

We value, encourage and recognise the diversity of many cultures and religions within the school, as both a reflection of the wider community and as a means of understanding the broader world.

Entering secondary school is an exciting stage of life and this transition is a period of adjustment for the individual student and their family. At Marian, we have a team of teachers who work to ensure each family feels a deep sense of belonging.

This year, the College is placing special emphasis on ‘Compassion – Walking with and having empathy for all,’ one the Kildare Ministries core values. We will also reaffirm our moral obligation to respect the gift of Earth and all life on it, as part of God’s creation. Our changing environment makes us pause to consider how we live on this planet, and as highlighted by Pope Francis, how we Care for our Common Home.

We welcome you to join us for a College Tour, lead by our students and members of the School Leadership Team. Our College Tours provides families with an excellent opportunity to obtain all the information necessary to make an informed decision regarding your daughter’s education.

For more information regarding our College Tours or to request a Prospectus, please visit www.mariansw.catholic.edu.au.

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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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Marymede Catholic College MARYMEDE Catholic College is a young and vibrant school community. We aspire, in the way of Mary, to give students a passion for life, a love of learning and a determination to be of service to others.

Our school is a Catholic, co-educational college located in the northern suburb of South Morang.

Through our mission and values, we are committed to recognising and developing the unique potential of every student, from Prep through to Year 12. As a result, our curriculum nurtures the individual to achieve fullness of life through a balanced emphasis on academic, spiritual, social, emotional and physical wellbeing.

We have the highest expectations for the personal behavior and academic effort of our students. We support them in their quest to aspire towards excellence in everything they do.

Our students grow and develop in a learning environment that promotes diversity and choice.

Teachers and facilities provide students with every opportunity to develop their own interests and skills. An education at Marymede incorporates the latest technology, delivered by educators who deeply care about student outcomes, within an environment that stimulates and encourages excellence.

Our new Materials and Technology Centre supports and strengthens our range of educational

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experiences in design and technologies, spanning both primary and secondary levels. This new building expands our already extensive specialist facilities for wood-working, textiles, digital technologies, CAD and 3D printing as well as new curriculum opportunities.

Early in 2022 the College will open our $5 million Performing Arts Centre. The new building will provide four specialised drama and dance spaces.

This building will provide a dedicated facility to showcase the talents of Marymede students.

A complete education goes beyond the classroom. We offer diverse co-curricular programs that enhance student learning and provide opportunities to discover new talents, foster passions and aspire towards excellence.

Discovery and participation in a range of sports is encouraged through our extensive facilities and programs. Vast opportunities exist to compete in inter-school sport competitions against other schools and at state and national levels.

At Marymede, we are committed to providing your child with a complete education.

An education, which encompasses our catholic faith, extensive opportunities, technology rich learning experiences and builds competent and creative learners.

A PATHWAY FOR EVERY STUDENT A Complete Education from Prep to Year 12

PREP 2023 Applications Close 6 May 2022

YE YEAR 7 2024 Applications Close 19 August 2022

VISIT US 24/7 HERE School Tours

*Limited vacancies other years.

For further information visit our website www.marymede.vic.edu.au or contact our Registrar on registrar@marymede.vic.edu.au 60 Williamsons Road South Morang VIC 3752 Phone: 9407 9000 | Web: www.marymede.vic.edu.au 12510861-DL45-21

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We see them

flourishing Growing and developing is what we do at Melton Christian College. &ƌŽŵ ŽƵƌ ůŝƩůĞ ůĞĂƌŶĞƌƐ ŝŶ WƌĞƉ ƚŚƌŽƵŐŚ ƚŽ ƚĂůů zĞĂƌ dǁĞůǀĞƐ͕ ǁĞ ĂƌĞ ŽŶĞ ŽůůĞŐĞ͕ ǁŽƌŬŝŶŐ ƚŽŐĞƚŚĞƌ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞ ŐƌŽǁƚŚ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĞĂĐŚ ƐƚƵĚĞŶƚ͘ dŚƌŽƵŐŚ Ăůů ŽĨ ŶĂƚƵƌĞ͕ 'ŽĚ ƐŚŽǁƐ ƵƐ ,ŝƐ ƉůĂŶ ŝƐ ĨŽƌ ƵƐ ƚŽ ŐƌŽǁ͕ ŇŽƵƌŝƐŚ͕ ĂŶĚ ĚĞǀĞůŽƉ͘ Ɛ ŝŶ ŶĂƚƵƌĞ͕ ĚŝīĞƌĞŶƚ ƚƌĞĞƐ ĂŶĚ ŇŽǁĞƌƐ ŐƌŽǁ Ăƚ ĚŝīĞƌĞŶƚ ƌĂƚĞƐ͕ ĂŶĚ ďůŽŽŵ ŝŶ ĚŝīĞƌĞŶƚ ƐĞĂƐŽŶƐ͘ ^ƵĐŚ Ă ŐĂƌĚĞŶ ƌĞƉƌĞƐĞŶƚƐ ĚŝǀĞƌƐŝƚLJ ĂŶĚ ƉĂƌƚŶĞƌƐŚŝƉ͘ dŚŝƐ ĂŶĂůŽŐLJ ŽĨ ŐĂƌĚĞŶ ƌĞƉƌĞƐĞŶƚƐ ŽƵƌ ŽůůĞŐĞ ůĞĂƌŶŝŶŐ ĐŽŵŵƵŶŝƚLJ͘ ĐƌŽƐƐ ƚŚĞ ŽůůĞŐĞ ŝŶ ůĞĂƌŶŝŶŐͲůĂďƐ ǁĞ ŐƌŽǁ ŝŶ ŬŶŽǁůĞĚŐĞ ĂŶĚ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŵĂƚŚƐ ĂŶĚ ƐĐŝĞŶĐĞ ĐŽŶĐĞƉƚƐ͘ /Ŷ ĐůĂƐƐƌŽŽŵƐ ǁĞ ĨĞĞĚ ĂŶĚ ĨĞƌƟůŝƐĞ ŽƵƌ ŐƌŽǁŝŶŐ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƚŚĞŵĞƐ ŝŶ ƚŚĞ ƐƚŽƌŝĞƐ ǁĞ ĂƌĞ ƌĞĂĚŝŶŐ ĂŶĚ ĂŶĂůLJƐĞƐ ǁĞ ĂƌĞ ǁƌŝƟŶŐ͘ /Ŷ ƚŚĞ ŐLJŵ͕ ƚŚĞ ĐŽƵƌƚƐ ĂŶĚ ƚŚĞ ƉůĂLJŝŶŐ ĮĞůĚƐ ǁĞ ĂƌĞ ĚĞǀĞůŽƉŝŶŐ ƐŬŝůůƐ ŽĨ ƚĞĂŵǁŽƌŬ͕ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ͕ ĂŶĚ ŚĂŶĚͲĞLJĞ ĐŽŽƌĚŝŶĂƟŽŶ͘ ƚ DĞůƚŽŶ ŚƌŝƐƚŝĂŶ ŽůůĞŐĞ͕ ŽƵƌ ĚĞĞƉ ĚĞƐŝƌĞ ŝƐ ƚŽ ƐĞĞ ĞĂĐŚ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ ŶƵƌƚƵƌĞĚ ĂŶĚ ƐƵƉƉŽƌƚĞĚ ǁŚŝůƐƚ ƚŚĞLJ ĚĞǀĞůŽƉ͕ ŐƌŽǁ ĂŶĚ ĚŝƐĐŽǀĞƌ ƚŚĞŝƌ ƵŶŝƋƵĞ 'ŽĚͲŐŝǀĞŶ ƚĂůĞŶƚƐ͘

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Celebrating 35 years of

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Christian Education in Melton

Visit Melton Christian College in 2022 KƉĞŶ ĂLJ ^ĂƚƵƌĚĂLJ͕ ϮϲƚŚ DĂƌĐŚ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ dƵĞƐĚĂLJ͕ ϭϳƚŚ DĂLJ͕ ϮϬϮϮ ŌĞƌ ,ŽƵƌƐ /ŶĨŽƌŵĂƟŽŶ ƐĞƐƐŝŽŶ͗ dƵĞƐĚĂLJ͕ ϳƚŚ :ƵŶĞ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ͗ dƵĞƐĚĂLJ͕ ϮϲƚŚ :ƵůLJ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ͗ dƵĞƐĚĂLJ͕ ϭϭƚŚ KĐƚŽďĞƌ͕ ϮϬϮϮ For morĞ ŝŶĨŽƌŵĂƟŽŶ͕ ĂŶĚ ƚŽ ƌĞŐŝƐƚĞƌ͕ ŐŽ ƚŽ ǁǁǁ͘ŵĐĐ͘ǀŝĐ͘ĞĚƵ͘ĂƵ

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The College provides access to an education of the highest quality for the young people of Mernda. Throughout the College, we are committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits. Students from Prep to Year 12 engage in a comprehensive and rigorous curriculum designed to provide strong learning experiences in all areas of their development.

MCC is committed to preparing our students for life beyond the school gates to ensure they truly are ‘world-ready’. We provide our students with a range of diverse opportunities to prepare them to enter a globalised society where digital communication will define and shape their lives.

Inspirational teaching and quality learning is the cornerstone of our school, by providing Junior (P-4), Middle (5-8) & Senior (9-12) Sub School areas that provide support and challenge students to achieve their full potential. Each Sub School is supported by an Assistant Principal and staff provide a safe and stimulating learning environment for all students.

All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students from Foundation to Year 12.

Secondary specialised programs offered

ABOUT US

Learning Enhancement and Enrichment Program (LEEP) Provides students experiences both at a beyond their age and class level. It differs to acceleration which tend to be focused on students rapidly acquiring knowledge, whereas the enhancement experience is focused on the skill development including critical thinking Athlete Development Program (ADP) Provides students to further enhance the skills and knowledge of our high performing athletes. The program aims to provide students with a pathways which leads them to personal success as a student and beyond their school year.

Students are required to reach their full potential in their curriculum programs and sporting endeavours.

Japanese Enhancement Program Provides students with an enhanced curriculum that provides a clear pathways to VCE Japanese (additional ATAR score) and beyond. Students will be provided with a range of rich cultural experiences such as Taiko, Japanese cooking, priority placement on future study tours and other international opportunities.

Our Vision Mernda Central College empowers all members of the college community to aim high • show respect • behave safely • value our community.

Our Mission • Provide opportunities for all members to work collaboratively to access a seamless, personalised and innovative education.

• Build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.

• Operate as a community hub to promote the development of connected, curious and tolerant global citizens.

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Booking are available via www.merndacentralp12college.vic.edu.au

Enrolments email: enrolments@merndacentralp12college.vic.edu.au Website: www.merndacentralp12college.vic.edu.au Phone: (03) 8776 9600 12513191-NG45-21

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The next Michelin chef?

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At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology.

This allows teachers to provide a unique experience in STEM education.

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

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

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

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

• Robotics Program – High tech coding and programming digital technologies with the use of robotic models including: Sphero, Ozobots, Lego Mindstorm and Microbits.

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

• Gene Technology Access Centre (GTAC) – participating in various workshops such as the Biomechanics and design workshop which is part of the Victorian Challenge Enrichment Program STEM students from Rosehill Secondary College will have the opportunity to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA. 12521798-HC05-22

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STEP 2023

A SELECTIVE TALENT ENRICHMENT PROGRAM

A STEP TOWARD SUCCESS APPLICATIONS THURSDAY 28 JULY TESTING THURSDAY 4TH AUGUST Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step Secondary Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

All students engage in our ‘Strive’ program which is central to our vision of ‘growing the whole child’. The Strive program consists of three streams – Learning Skills, Positivity and Pathways.

Students explore age-appropriate curriculum aimed at developing their academic ability, social and emotional skills, and connectedness to an individualised pathway.

Our Year 7 and 8 students are involved in a cluster-based learning model in English and Mathematics, which supports learning and intervention at every students’ point of need.

This involves pre-testing students at the commencement of each topic, forming groupings based on skill proficiency - at, below, or above expected level - and teaching, intervening and assessing at students’ zone of proximal development in order to advance the entire cohort across all ability levels.

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

It ensures these students are engaged, challenged and supported to achieve their full potential.

ACE students remain together in the first three years of secondary school, accelerating through an enhanced curriculum. In Year 10, ACE students can commence their VCE by completing one or two VCE subjects, and may be

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ableto study a university subject via our HEVS program in their final year.

Our award-winning instrumental music program consists of over 220 students (and growing) who regularly compete (and consistently win awards) in the Victorian School Music Festivals and Generations of Jazz Festival. We have a proud tradition of performance including musicals, plays, drama ensemble performances and music concerts. Our dedicated Performing Arts team have been recognised for their excellence in being nominated for and winning several Victorian Music Theatre Guild Awards and Lyrebird Theatre Awards.

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

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

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

Keen to learn more about St Helena Secondary College? Scan the QR code on our advertisement to book a ticket for our 2022 Showcase Evening on Tuesday 29 March, 2022!

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St Monica’s College, Epping ST MONICA’S College, Epping was established in 1964 as a girls’ school. This served a specific purpose at that time. In the 1970’s the Sisters of the Good Samaritan, local clergy and parishioners saw a real need for boys’ Catholic Education thus in 1978 St Monica’s College, Epping proudly became coeducational. Our school has flourished ever since.

In all of our local Primary schools (Government and Catholic) coeducation is offered. In all tertiary institutions (universities and TAFES etc.) coeducation is the only way education is provided. I argue that all education is delivered at its best through coeducation.

Why? There are many reasons why I contend that the coeducation choice Monican parents have made for their children is the right one. Being together throughout the day, feelings of comradeship and friendships develop in a natural way between girls and boys. This mutual feeling and uplifting experiences are inherently valuable to the fully rounded person. These friendships emerge through shared experiences in classrooms, from participating in shared activities outside the formal curriculum, and through shared membership in clubs and teams.

Coeducation assists significantly in breaking down sexist attitudes in both genders. Boys and girls learn in a natural classroom environment, not sheltered away from each other, and in this normal way appropriate respect ought to develop between the genders. In the coeducational classroom, both female and male perspectives are explored, thus greater understanding between the sexes, more consideration of points of view, and increased development of individuals both intellectually and socially.

Truly, coeducation reflects 100% the diversity of society. Coeducation, in other words, IS the real world. Accordingly, students are better prepared to enter the workforce, more capable of coping in post-secondary educational institutions, and more confident to involve themselves in discussions and activities with the opposite sex. Of course they are because they have mixed and grown up with the opposite sex from kindergarten years.

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Coeducation at its Best.

I believe that girls are more confident to express their views on all manner of things in their daily life in a coeducational College and exactly the same applies to boys. Students feel comfortable in whom they are and the chances are many to develop healthy and positive attitudes and self-image. Let us hope that this in turn reduces harassment and bullying.

Coeducation is popular throughout the world and a chief reason for this is that it allows for greater socialisation, wider diversity of experiences and fewer gender stereotypes for young people. This can only be healthy, good, and most desirable. It could be stated that collaboration between the sexes, not separation, fosters equality. In a coeducational setting, students are exposed to both male and female role models, students learn to lead the opposite sex in all types of situations, and finding a group of friends to match up with is easier.

There are myths associated with coeducation just as there are with single sex education. These should all be dispelled as we come down to the one, most critical reality – humans live in a coeducational world and consequently enjoying the coeducation experience in school years should form a holistic person, confident and wise.

Brian E. Hanley, OAM B.A., Dip. Ed., Grad. Dip. Ed. Admin., M. Ed., MACE, FACEL College Principal

ENROL. ONLINE. ANYTIME For Year 7, 2024 and 2025 Limited Places Available For Years 7 - 12 For 2023

St Monica’s College, Epping Coeducation at its best

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www.stmonicas-epping.com 9409 8800 Junior Campus Years 7 - 9 400 Dalton Road, Epping VIC 3076 Senior Campus Years 10 - 12 16 Davisson Street, Epping VIC 3076

Morning Tea With The Principal Tours of the Junior Campus are held regularly throughout the year during school time.

This is an excellent opportunity to see our College at work. Bookings are essential.

For tour dates, bookings and further information about enrolment, please contact the College Registrar on 9409 8800 or email registrar@stmonicas-epping.com.

You may also book a tour online at www.stmonicas-epping.com/mtwtp Secondary Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Warwick Beynon, Principal

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

Our work is underpinned by our College values;

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

Contact 9744 0500 or sunbury.downs.sc@education.vic.gov.au 148-174 Mitchells Lane Sunbury VIC 3429 12499955-SN05-21

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

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

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

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

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

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

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

There is also literacy and numeracy support programs offered in the Junior and Middle years, enhancement programs, including the LEAP Program, and a Football Academy within Health and Physical Education.

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

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

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

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

We are very proud of our students and their results.

TAYLORS LAKES SECONDARY COLLEGE

Students At

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

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

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Continued from page 13 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.

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.

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Victoria University Secondary College OUR vision at VUSC inspires students to ‘Create the Future’ and our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at Victoria University Secondary College.

I am proud to lead our College - a tight knit Year 7-12 school community where all staff learn together and continuously improve, and where students are guided to discover their talents and strengths, enjoy their educational journey and develop goals for their future.

We are excited for our Year 10-12 students who will enjoy excellent facilities in their senior years at our new Cairnlea campus. This is well deserved for our school community, and we look forward to having the most modern state of the art facilities in our municipality in 2022.

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

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

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

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

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Science and Youth Work as well as others.

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

At VUSC we offer the Select Entry Accelerated Learning (SEAL) program and Deep Learning program to challenge and extend high achieving students. Our Music and Performing Arts program, Sports Academy, Debating and School Leadership programs add to the many opportunities available at VUSC. Our Advancement Via Individual Determination (AVID) teaching and learning strategies support students with independent study and organisational skills. Our partnerships with the Beacon Foundation, Victoria University and the Australian Business and Community Network offer many opportunities for students including access to scholarships and business mentors.

We invite you to book a tour to see our classes in action and meet our staff. We look forward to welcoming you to our vibrant community at Victoria University Secondary College.

Elaine Hazim, College Principal

OPEN DAY Monday 21st March 2022

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Wyndham Central College THE first nationally recognized AVID Site of Distinction (2019).

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

AVID Wyndham Central College is the first secondary school in Australia to attain “Site of Distinction” AVID Certification.

AVID is a schoolwide program that uses research-based, best teaching and learning strategies to actively engage the student in their learning. While all students at Wyndham Central College are AVID students, it is also offered as an elective from Year 9 - Year 12.

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

STEM Wyndham Central College has a STEM Academy.

The STEM Academy’s curriculum has been designed by a team of highly qualified teachers and industry experts.

Students entering the STEM Academy will participate in cutting edge specialist programs that include: Robotics and Coding - Electronics 3D Printing - Engineering - 3D Modelling and Gaming. Students work with Industry and the Wyndham Tech School at Victoria University to gather and process data to solve real life problems and potential issues in the community and beyond.

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

The program extends enrichment opportunities for students both within and beyond the classroom. All students in the Enrichment Program develop a Project over the course of each year. The project centres on developing an authentic product or performance, and allows students to build excellence in a real-world

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

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

Spanish Immersion Program (SIP) The Spanish Immersion bilingual program (SIP) at Wyndham Central Secondary College is a wellresearched approach for promoting bi-literacy, bilingualism, and biculturalism for students. The underlying goal is to prepare students to be global citizens with abilities to listen, speak, read, and write in Spanish.

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

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

Shaws Road, Werribee VIC 3030 Phone: 03 9741 4911

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

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

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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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Contents Braybrook College ......................................................... 6 & 7 Caroline Chisholm Catholic College ................. 8 & 9 Copperfield College ................................................. 10 & 11 Craigieburn Secondary College ........................ 16 & 17 CRC St Albans ............................................................. 14 & 15 Creativity across Art & STEM ....................................... 31 Essendon-Keilor College ....................................... 18 & 19 Gilson College ....................................................................... 21 Greenvale Secondary College ........................... 24 & 25 Grossek’s View ............................................................ 22 & 23 Health & Wellbeing at Secondary School ...... 66 & 67 Hoppers Crossing Secondary College ......... 26 & 27 Hume Anglican Christian College ................. 28 & 29 Hume Central Secondary College .................. 32 & 33 John Fawkner College ............................................ 34 & 35 Keilor Downs Secondary College .................... 36 & 37 Mackillop College .......................... 38, 39 & back cover Marian College ......................................................... 4, 5 & 41 Marymede Catholic College .............................. 44 & 45 Melton Christian College ..................................... 46 & 47 Mernda Central College ....................................... 48 & 49

Mill Park Secondary College ......................................... 51 Noone Imagewear ............................................................... 83 Opportunities for all to reach potential ...................................................... 12, 13 & 73 Physical ability improves performance .................. 58 Rosehill Secondary College ................................ 52 & 53 Santa Maria College ................................................ 54 & 55 Simonds Catholic College ................................... 56 & 57 St Albans Secondary College ....................................... 59 St Helena Secondary College ............................ 60 & 61 St Monica’s, Epping ............ Front cover, 2, 3, 62 & 63 Sunbury Downs Secondary College .............. 64 & 65 Sunshine College ...................................................... 68 & 69 Taylors Lakes Secondary School ...................... 70 & 71 Transition from school to workplace ............. 80 & 81 Victoria Schools Guide Website ................................. 20 Victoria University Secondary College ........ 74 & 75 William Ruthven Secondary College ............ 76 & 77 Wyndham Central Secondary College ......... 78 & 79 Young children learn Math through play ...... 42 & 43

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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