Geelong Education Guide 2022

ISSUE 16 • 2022

GEELONG SCHOOLS

Primary Schools - pages 55 - 71 Geelong Arts Centre - pages 11 - 13 National Wool Museum - pages 28 & 29 Victorian School of Languages - pages 50 & 51 Children’s Puzzles - pages 68 & 69

Photo provided with the compliments of Geelong Baptist College For further information refer to pages 2, 3, 14 & 15.

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Bellarine Secondary College BELLARINE Secondary College provides students with a high quality education within a safe and supportive environment where all students are nurtured as valued members of the community.

Students are encouraged to strive for excellence in a learning environment that promotes the core values of Respect, Resilience and Responsibility and the belief that we are all lifelong learners.

The College is committed to restorative practices and believes that positive empathetic relationships are fundamental to a vibrant trusting learning environment where students are confident to take risks and achieve their full potential.

The College provides students with the opportunity, encouragement and the support to realise their potential in diverse pathways.

Academic studies are embedded in a curriculum rich in the Victorian Curriculum with the Accelerated Learning Program providing a curated learning environment to ensure that all students are encouraged to strive for excellence in a learning environment that promotes the core values of respect, responsibility and resilience.

While students continue to achieve outstanding VCE results across a wide range of studies, studies in VCAL, VET and workplace

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Students are encouraged to strive for excellence in a learning environment that promotes the core values of respect. learning through innovative programs such as Head Start or a School Based Apprenticeship and Traineeship actively support students looking to transition into the workplace.

The College is inclusive and centrally located on the Bellarine Peninsula with campuses in Ocean Grove (years 7-8) and Drysdale (years 9-12).

Bellarine Secondary College offers a scholarship to a Grade 6 student from each Partnership Primary School.

These scholarships are awarded to the student who has most consistency displayed the following qualities: ■

Academic effort

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Participation in school activities

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Respect for others

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Belmont High School personalises learning for students by providing opportunities to:

Succeed Students have access to an extensive range of high quality learning programs and opportunities for acceleration. On leaving the school, our young people are equipped for the challenges of the 21st Century.

Lead We provide opportunities for students to contribute to their school community through involvement in various leadership roles and responsibilities across the school. Students are able to participate in whole school leadership, House leadership and through a strong SRC.

Challenge We believe students should be challenged both in and out of the classroom. We offer an accredited Select Entry Accelerated Learning Program (SEALP) and other opportunities for enrichment and acceleration. We provide opportunities for our students to participate in activities that will excite, engage and challenge.

Nurture The House system provides identity and belonging, where senior students care for younger students. It develops opportunities for participation and leadership.

Students begin in our Year 7 and 8 Middle Years program and are supported by a team of teachers that know and understand each individual student.

Students are encouraged to participate in an extensive co-curricular program such as academic competitions, music, sport, dance, drama, debating, outdoor adventure and overseas travel. We have our own school camp in the beautiful Otway Ranges.

Think Globally Our academic programs, overseas study tours, international student program and fundraising activities inspire our students to develop into global citizens.

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Participate

“Positive relationships are fundamental to success.”

Belmont High School Rotherham St, Belmont Victoria, 3216 ph: 03 5243 5355 w: belmont.hs@education.vic.gov.au “Strive for the Highest” 12508525-AV09-22

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Clonard College Ƶŝůƚ ŽŶ ƚŚĞ ĨŽƵŶĚĂƟŽŶƐ ŽĨ ƚŚĞ ƌŝŐŝĚŝŶĞ ^ŝƐƚĞƌƐ͕ ůŽŶĂƌĚ ŽůůĞŐĞ ŝƐ Ă <ŝůĚĂƌĞ ĚƵĐĂƟŽŶ DŝŶŝƐƚƌŝĞƐ͛ ĂƚŚŽůŝĐ ƐĐŚŽŽů ǁŚŝĐŚ ƉƌŝĚĞƐ ŝƚƐĞůĨ ŽŶ ĞdžĐĞůůĞŶĐĞ͕ ŝŶĐůƵƐŝǀŝƚLJ ĂŶĚ ƐŽĐŝĂů ũƵƐƟĐĞ͘ KƵƌ ƐƚƵĚĞŶƚƐ ĂƌĞ ĞŶĐŽƵƌĂŐĞĚ ƚŽ ůĞĂĚ ďŽƚŚ ŝŶ ƚŚĞŝƌ ƉĞƌƐŽŶĂů ůŝǀĞƐ ĂŶĚ ŝŶ ƐĞƌǀŝĐĞ ŽĨ ŽƚŚĞƌƐ ƚŚƌŽƵŐŚ ĨŽƌŵĂů ĂŶĚ ŝŶĨŽƌŵĂů ŽƉƉŽƌƚƵŶŝƟĞƐ͘ tĞ ďĞůŝĞǀĞ ŝŶ ƚŚĞ ƐĂĐƌĞĚ ĚŝŐŶŝƚLJ ŽĨ Ăůů ƉĞŽƉůĞ ǁŚŝĐŚ ŐƵŝĚĞƐ ŽƵƌ ŚŽůŝƐƟĐ ĂƉƉƌŽĂĐŚ ƚŽ ĞĚƵĐĂƟŽŶ ʹ ůŽŽŬŝŶŐ ĨŽƌ ƐƵĐĐĞƐƐ ĨŽƌ ĞǀĞƌLJ LJŽƵŶŐ ƉĞƌƐŽŶ͘ KƵƌ >ĞĂƌŶŝŶŐ WƌŽŐƌĂŵ ŝƐ ĐĞŶƚƌĞĚ ĂƌŽƵŶĚ ŽƵƌ >ĞĂƌŶŝŶŐ ŚĂƌƚĞƌ ǁŚŝĐŚ ĚƌŝǀĞƐ ƚŽǁĂƌĚ ĞĚƵĐĂƟŽŶ ǁŝƚŚ Ă ŵŽƌĂů ƉƵƌƉŽƐĞ ʹ ƉŽƐŝƟŽŶŝŶŐ ƚŚĞ ƐƚƵĚĞŶƚ ĂƐ Ă ƉŽǁĞƌĨƵů ƉĂƌƚŶĞƌ ŝŶ ƚŚĞ ůĞĂƌŶŝŶŐ ƉƌŽĐĞƐƐ ĂŶĚ ĂƐ Ă ĐŽŶƚĞŵƉŽƌĂƌLJ ĐŚĂŶŐĞ ĂŐĞŶƚ ĨŽƌ ƚŚĞ ďĞƩĞƌŵĞŶƚ ŽĨ ƚŚĞ ǁŽƌůĚ͘ dŚŝƐ ŝƐ ƐƵƉƉŽƌƚĞĚ ďLJ Ă ĐŽŵƉƌĞŚĞŶƐŝǀĞ tĞůůďĞŝŶŐ WƌŽŐƌĂŵ ĨƌŽŵ zĞĂƌ ϳ Ͳ ϭϮ ƚŚĂƚ ĂŝŵƐ ƚŽ ĞƋƵŝƉ ŽƵƌ LJŽƵŶŐ ǁŽŵĞŶ ǁŝƚŚ ƚŚĞ ƐŬŝůůƐ ĂŶĚ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ƚŚƌŝǀĞ͘ /Ŷ ĂĚĚŝƟŽŶ͕ ǁĞ ĂƩĞŶĚ ƚŽ ƚŚĞ ƐƉŝƌŝƚƵĂů ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ ƚŚƌŽƵŐŚ Ă ZĞůŝŐŝŽƵƐ ĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵ ƚŚĂƚ ĞŶĂďůĞƐ LJŽƵŶŐ ƉĞŽƉůĞ ƚŽ ĂƉƉƌĞĐŝĂƚĞ ƚŚĞŝƌ ƐƉŝƌŝƚƵĂůŝƚLJ ĂŶĚ ƚŽ ƌĞŇĞĐƚ ŽŶ ŚŽǁ ƚŚĂƚ ƐƉŝƌŝƚƵĂůŝƚLJ ĞŶƌŝĐŚĞƐ ƚŚĞŝƌ ůŝǀĞƐ͘ tĞ ŽīĞƌ Ă ǁŝĚĞ ƌĂŶŐĞ ŽĨ ůĞĂƌŶŝŶŐ ƉĂƚŚǁĂLJƐ ĨƌŽŵ zĞĂƌ ϳ ƚŽ ϭϮ͕ ĚĞƐŝŐŶĞĚ ƚŽ ĞŶĂďůĞ Ăůů ƐƚƵĚĞŶƚƐ ƚŽ ĮŶĚ ƚŚĞŝƌ ŽǁŶ ǁĂLJ ƚŽ ƚŚĞ ĨƵƚƵƌĞ ŽĨ ƚŚĞŝƌ ĐŚŽŽƐŝŶŐ͘ dŚŝƐ ŝƐ ĞŶŚĂŶĐĞĚ ďLJ Ă ĐŽŵƉƌĞŚĞŶƐŝǀĞ ĂƌĞĞƌƐ ƉƌŽŐƌĂŵ ƚŚĂƚ ďĞŐŝŶƐ ŝŶ zĞĂƌ ϳ͕ ĨŽƌŵĂůŝƐĞƐ ŝŶ zĞĂƌ ϵ ĂŶĚ ĐŽŶƟŶƵĞƐ ƚŽ ƐƵƉƉŽƌƚ ƐƚƵĚĞŶƚƐ ŝŶ ƚŚĞŝƌ ƉĂƚŚǁĂLJ ƉůĂŶŶŝŶŐ ƵŶƟů ƚŚĞ ĞŶĚ ŽĨ zĞĂƌ ϭϮ͘ tĞ ŽīĞƌ Ă ďƌŽĂĚ ƌĂŶŐĞ ŽĨ s ͕ s > ĂŶĚ s d ƐƵďũĞĐƚƐ ƐŽ Ăůů ƐƚƵĚĞŶƚƐ ĐĂŶ ĞdžƉĞƌŝĞŶĐĞ ŵĞĂŶŝŶŐĨƵů ĞĚƵĐĂƟŽŶ ƚŚƌŽƵŐŚ ƚŽ zĞĂƌ ϭϮ ĂŶĚ ďĞLJŽŶĚ͘ Ɛ Ă DŝĐƌŽƐŽŌ 'ŽůĚ ^ĐŚŽŽů͕ ŽƵƌ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ ĂƌĞ ƐƵƉƉŽƌƚĞĚ ďLJ ĐŽŵƉƌĞŚĞŶƐŝǀĞ /d ŝŶĨƌĂƐƚƌƵĐƚƵƌĞ͘ dŚĞ ŽůůĞŐĞ ĐŽŶƟŶƵĞƐ ƚŽ ĂĐŚŝĞǀĞ ĞdžĐĞůůĞŶƚ s ƌĞƐƵůƚƐ ĂŶĚ s > ŽƵƚĐŽŵĞƐ͕ ǁŝƚŚ ŐƌĂĚƵĂƚĞƐ ĞŶƚĞƌŝŶŐ ǀĂƌŝĞĚ ĮĞůĚƐ ŽĨ ƐƚƵĚLJ ĂŶĚ ĞŵƉůŽLJŵĞŶƚ͘ tĞ ŚĂǀĞ ĐŽŵŵĞŶĐĞĚ ƉĂƌƚŶĞƌƐŚŝƉƐ ǁŝƚŚ ƚŚĞ EĞǁ WĞĚĂŐŽŐŝĞƐ ĨŽƌ ĞĞƉ >ĞĂƌŶŝŶŐ ŐůŽďĂů ŶĞƚǁŽƌŬ ŽĨ ƐĐŚŽŽůƐ ĂŶĚ ƚŚĞ EĞǁ DĞƚƌŝĐƐ ZĞƐĞĂƌĐŚ WƌŽũĞĐƚ ǁŝƚŚ ƚŚĞ hŶŝǀĞƌƐŝƚLJ ŽĨ DĞůďŽƵƌŶĞ͘ dŚĞƐĞ ƉĂƌƚŶĞƌƐŚŝƉƐ ĂƌĞ ĞdžƉůŽƌŝŶŐ ŚŽǁ ǁĞ ĐĂŶ ĚĞǀĞůŽƉ ůĞĂƌŶŝŶŐ ĞdžƉĞƌŝĞŶĐĞƐ ƚŚĂƚ ĂƌĞ ŵŽƌĞ ƌĞůĞǀĂŶƚ͕ ŵĞĂŶŝŶŐĨƵů ĂŶĚ Įƚ ĨŽƌ ƉƵƌƉŽƐĞ ŝŶ ƚĞƌŵƐ ŽĨ ƚŚĞ ǁŽƌůĚ ŝŶ ǁŚŝĐŚ ǁĞ ŶŽǁ ůŝǀĞ ĂŶĚ ƚŚĞ ƐŬŝůůƐ ƚŚĂƚ ǁŝůů ďĞ ƌĞƋƵŝƌĞĚ ĨŽƌ ƐƵĐĐĞƐƐ͘

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WƌŽƉŽƐĞĚ ^ĐŝĞŶĐĞ ĂŶĚ dĞĐŚŶŽůŽŐLJ ĞŶƚƌĞ

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tŝƚŚ ŽƵƌ ŶĞǁ DĂƐƚĞƌ WůĂŶ ůĂƵŶĐŚĞĚ ŝŶ ϮϬϮϭ ǁĞ ŚĂǀĞ Ă ďŽůĚ ǀŝƐŝŽŶ ĨŽƌ ƚŚĞ ĐŽŶƟŶƵĞĚ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ƚŚĞ ŽůůĞŐĞ ŽǀĞƌ ƚŚĞ ŶĞdžƚ ϭϬ LJĞĂƌƐ ǁŚŝĐŚ ǁŝůů ƐĞĞ ƚŚƌĞĞ ƐƚĂŐĞƐ ŽĨ ĚĞǀĞůŽƉŵĞŶƚ ĐŽŵŵĞŶĐŝŶŐ ǁŝƚŚ ƚŚĞ ĐŽŶƐƚƌƵĐƟŽŶ ŽĨ Ă ŶĞǁ ^ĐŝĞŶĐĞ ĂŶĚ dĞĐŚŶŽůŽŐLJ ĐĞŶƚƌĞ͘ tĞ ǁĞůĐŽŵĞ LJŽƵ ƚŽ ĐŽŵĞ ĂŶĚ ƐĞĞ ǁŚĂƚ ůŽŶĂƌĚ ŚĂƐ ƚŽ ŽīĞƌ͘

2022 OPEN DAY Tuesday 15 March Friday 18 March 2022 Multiple information and tour sessions Bookings are essential and can be made online from Tuesday 1 February 2022

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clonard.vic.edu.au

Clonard College is a Kildare Education Ministries Catholic School in the Brigidine Tradition

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

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

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

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

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

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

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

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

“There is little practical difference in the way art

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

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

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

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

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

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

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

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DISCOVER CREATIVE

LEARNING

KINDER, PRIMARY AND SECONDARY SCHOOLS

Explore an amazing year of Creative Learning experiences in 2022 geelongartscentre.org.au /creative-learning

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Geelong Arts Centre Creative Learning 2022 GEELONG Arts Centre is situated in the heart of Geelong’s cultural precinct and exists to foster the artists and creative communities of Geelong.

A key component of Geelong Arts Centre’s offering, the Creative Learning program, gives students from prep and kindergarten to year 12 access to enriching, educational arts programs.

These applied learning experiences aim to stimulate the imagination, foster creativity, and transform how students see themselves and the world around them.

The entire program aligns with the Victorian Curriculum with a focus on empowering students as artists and audience members, as dramamakers and evaluators encouraging participants to be curious and inquisitive. Ideas generated through the Geelong Arts Centre’s Creative Learning program can be used as a springboard for deeper learning and further investigated in your very own classroom.

“We want all students to have a voice and to connect through story sharing, contemporary issues and innovative ideas. For many young people in our region, Creative Learning is one of their first dramatic arts experiences.”

Kelly Clifford, Geelong Arts Centre Senior Producer - Families, Youth & Creative Learning

We want all students to have a voice and to connect through story sharing, contemporary issues and innovative ideas.

Programming. Facilitated by professional artists, technicians, and educators across a range of disciplines, and delivered in professional, stateof-the-art theatre spaces, all programs can be adapted to suit the learning needs and outcomes of students, reflecting key curriculum objectives.

In 2022 Geelong Arts Centre is pleased to support teachers by presenting dynamic, interactive arts experiences across a range of formats, including an amazing selection of workshops, performances and festivals - some familiar, some reimagined and some new. As well as these, there will be professional development opportunities to enable teachers to take their drama and arts teaching further.

Image: The Boy Who Talked to Dogs. Credit, Andy Rasheed of Eyefood.

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The 2022 Creative Learning program commences in February and runs right through to November.

With dates across February, May and June, challenge your students’ storytelling abilities and introduce them to the world of broadcast with Take Over The Airwaves – A Radio Play Festival. A blended learning experience including both incursion and excursion components for students in Years 8 to 10, Take Over The Airwaves sees Geelong Arts Centre partner with Oxygen College to guide students through a series of workshops where they will become the actors, directors, scriptwriters, sound operators and narrators of their own unique story, with the support and mentorship of practicing theatre artists and digital resources.

Inspired by Martin McKenna’s moving memoir, and part of the VCE Theatre Studies 2022 Playlist, The Boy Who Talked to Dogs (pictured) is the international premiere of a mischievous and magical work made in partnership with Adelaide’s acclaimed Slingsby and State Theatre Company South Australia. Coming to Geelong West Town Hall on Thursday 14 July, the performance explores the true story of Nimbin’s famous “Dogman”, who grew up in Garryowen, Limerick. This tough but tender tale is a celebration of the love of animals we share our homes and lives with, starring

acclaimed Dublin actor Bryan Burroughs amidst a dazzling array of shadows, songs and stellar musicianship.

Then later in July, a puppet show with sustainability at its heart, Trash Puppets’ Escape from Trash Mountain hits Geelong Arts Centre’s recently redeveloped Studio 4 space to give students in Years 3 to 6 a poignant look at how good relationships and fervent optimism are key to saving out planet. Part of the Sustainable Strategies program and in partnership with Geelong Gallery, young students will be captivated as two performers operate 17 different puppets and transform trash into an epic playground!

Throughout the year, educators will also have the opportunity to engage in creative conversations and professional development workshops, as well as access to engaging resources to assist in building lesson plans, inspiring student curiosity, and igniting meaningful conversations in the classroom.

The Geelong Arts Centre’s Creative Learning program aims to spark a love for the creative industries that opens a world of opportunity to both educators and students alike.

If you are interested in any of Geelong Arts Centre’s 2022 Creative Learning programs, head to geelongartscentre.org.au/creativelearning for more information and to book.

Image: Hop on board our spaceship and get ready for blast off with Whoosh! Credit - Christopher Canato Geelong Schools

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Geelong Baptist College AT Geelong Baptist College our education journey with the students is a collaborative one between students, parents and staff. We guide our students to develop their skills and talents in order that they may contribute positively to the College community and beyond.

As a christian college, we believe wholeheartedly, that the values that underpin our country, that we aim to instil and nurture in our students, are in-step with those of the families who choose our College for their children.

Our fee structure is transparent and affordable, with no hidden building or IT levies.

GBC’s open enrolment policy makes it attractive to all faiths whilst holding fast to the biblical values that our country was built upon.

From their Foundation year through to Year 12, all students, are encouraged to adopt values and mindsets that emphasise individual endeavour and academic rigour, balanced with a servant heart and a desire to improve our local and global communities.

Our teaching staff strive to assist our students to unpack their gifts and talents, in order that they may bless others and thereby make a marked difference in the both the present and the future world. In the primary school this is evidenced in our Clubs Program that offers our students a wide variety of clubs that focus on unpacking their giftings and talents.

GBC aim’s to empower all our students to behave in ways that will enable them to integrate meaningfully into our changing and challenging world. Each student is unique and we seek to explore their capabilities and competencies, in order to assist them to direct their studies in those areas where their strengths lie.

We offer a co-educational education, where we can accommodate students on the one campus, from Foundation through to Year 12, making for a seamless transition from one year to the next.

In the secondary years, GBC offers both VCE and VCAL courses which cater for all students, whatever their skills and aspirations might be.

Students are also given the opportunity to complete VET courses as part of their coursework, as well as School Based Apprenticeships for those who would most benefit from this pathway.

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Our College is proud of the Year 9 Edge program, which is presented at a very critical time in the lives of adolescent students. The program is designed to assist students to develop their skills, know their limitations and bring understanding and awareness of their own communities. It also assists in enabling them to integrate meaningfully into society as they mature.

GBC is dedicated to assisting students to develop in their confidence, build their skills and to establish healthy relationships that will equip them to respond appropriately to life’s challenges.

Our College is accessible to all families, of all faiths. Our privately owned bus service covers all Geelong regions and extends as far as Point Cook, Anakie, Bellarine Peninsula, Golden Plains Shire and the Surf Coast, thus providing all families with the opportunity to access personalised, private education for their children.

On your visit to the College you will observe first hand, our capacity to provide accessible and meaningful education to a receptive community of learners.

Private tours are warmly encouraged, as well as visits to the College on our open days and twilight tours, where we warmly invite you to meet Mrs Judy Sobey, Primary Principal and Mr Neil Wetmore, Secondary Principal.

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The challenges faced by the community in recent years have strengthened Geelong High School’s resolve to prepare students for whatever life throws at them. This is reflected in the school’s motto “vitae nos parat “ or “It Prepares Us for life” and in the school vision statement that “Geelong High School is a positive and creative learning community that embraces its history and prepares students for life.”

About 110 staff, including 75 teachers, encourage the school’s 975 students to develop respectful relationships and strive to achieve their full academic and personal potential.

In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism, gratitude and a growth mindset.

Teachers support students to strive for their best through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and a range of literacy, numeracy, wellbeing and inclusion interventions.

Student leadership, voice and agency are an integral part of the school culture, with opportunities to lead as school captains, in sports, performing arts, sustainability and more. Leadership is actively encouraged and celebrated at all levels with students taking the opportunity to influence and be involved in the decision-making processes of the school, within and outside the classroom, and in taking responsibility for their learning.

Principal: Glenn Davey • First and oldest government secondary school in Geelong since 1910 • Calm and orderly school environment conducive to learning • Broad and engaging curriculum including Positive Education, music, performing arts • Leading school dance program in Geelong • Home of the Shenton Theatre Open Day Information Session Please contact the school for further details.

385 Ryrie Street, EAST GEELONG VIC 3219 Telephone (03) 5225 4100 | Facsimile (03) 5229 6702 Email geelong.hs@edumail.vic.gov.au | Web www.geelonghigh.vic.edu.au 1612525504-AV09-22 Geelong Schools

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Geelong High School

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Opportunities for all to reach potential

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,

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.

Continued on page 42

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.

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.

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.’

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10 reasons to visit Geelong & the Bellarine Reason 1: Dining with a capital D FACT: This region is home to some of Australia’s best regional dining. You should definitely try IGNI (you really should), the place that’s ignited Geelong’s dining scene. Hot on its heels is The Greek Customs House, raising the stakes for waterfront dining and leaving everyone wanting more. Further proof is found beyond Geelong at a cluster of tantalising winery restaurants – Jack Rabbit Restaurant, Oakdene Vineyards Restaurant, The Shed Restaurant at Terindah Estate and Provenance Wines.

Reason 2: Too cool for school The best part about Geelong’s manufacturing past is that the converted industrial spaces are perfect for hip cafes, bars, restaurants, accommodation and galleries. The old tech school is now swish apartments, while the former woollen mills are now milling with ale lovers at Little Creatures Brewery and White Rabbit Brewery & Barrel Hall. On the Barwon River, the Old Paper Mills is now a bustling art and culture precinct, and Boom Gallery occupies another wool mill.

Reason 3: Laneway culture comes to the Big G Geelong’s Little Malop Street is the new ‘it’ address, home to coffee spots, cellar doors and hip food joints. Bringing it to Little Malop is the always-buzzing Pakington Street, where you’ll

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There’s all ages fun to be found all around Geelong and the Bellarine, starting with Geelong’s thrilling waterfront. find King of the Castle, Zigfrids Dining Hall & Bar and Geelong Fresh Foods.

Reason 4: Life’s a beach Sand between your toes, salt on your skin.

They’re the sensations memories are made of, and they don’t get much more memorable than summer days on the Bellarine Peninsula.

Surfers vie for the waves at Thirteenth Beach or Raffs Beach in Barwon Heads, and beginners get the lowdown on hanging 10 at Ocean Grove with Great Ocean Road Surf Tours, Go Ride A Wave or Sea Earth Adventures. Ocean Grove and its pristine beach is also one of the best spots for good old-fashioned family beach fun, but then again there’s the mouth of the Barwon River in Barwon Heads for a bit of that, too. Plus the rock pools at Point Lonsdale and Portarlington.

Don’t forget to Slip Slop Slap.

Reason 5: All about the bounty If the wines are anything to go by, the soil in this part of the world sure knows how to grow good food. So do the farmers and gardeners, of course.

So grab a copy of the Bellarine Taste Trail map and embark on a lip-smacking gastronomic journey throughout the region.

Reason 6: Nothing to wine about Moorabool Valley is where it’s at for wine. More than the quaint villages, rolling hills and beautiful scenery, it’s the cluster of cool-climate wineries making fine drops from the vines first planted by Swiss immigrants in 1842.

Don’t miss Clyde Park Vineyard and Bistro, Lethbridge Wines, Moorabool Ridge Vineyard and Austins & Co. Reason 7: Watery paradise With all that spectacular coastline as the backdrop to your Geelong and Bellarine days, there’s no surprise that lots of the fun is water-based. Join Scubabo Dive Victoria on a dive down to the ex HMAS Canberra, or splash about where the dolphins do with See All Dolphin Swims. Cruise between the Bellarine and Mornington Peninsula aboard Searoad Ferries, or catch a bite with Gone Fishing Charters. Reason Fore!

Well, Reason 8 really, and it’s golf.

Why not, when four of Australia’s best golf courses are found on the Bellarine? Tee off at

Curlewis Golf Club, Barwon Heads Golf Club and the two courses at Thirteenth Beach Golf Links.

Venture over to Queenscliff, Portarlington and Point Lonsdale for more golfing action.

Reason 9: Wheely exciting adventures Off-road or training wheels, Geelong and the Bellarine have you covered for cycling fun. The 50 kilometres of track makes You Yangs the go-to spot for mountain biking, while the 35-kilometre Bellarine Rail Trail is a more gentle family ride between South Geelong and Queenscliff. For the more serious cyclist there’s the Cadel Evans Great Ocean Road Race in Geelong every January.

Reason 10: All about the family There’s all ages fun to be found all around Geelong and the Bellarine, starting with Geelong’s thrilling waterfront. Kids adore the restored Geelong Carousel and the diving boards at the historic Eastern Beach promenade, and there’s endless delight in meeting the characters on the Geelong Waterfront Bollard Trail. Further afield is the wildly popular Adventure Park, and holiday and caravan parks abound to prove that old-school, no-frills family holidays are timeless and magical.

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Lara Secondary College LARA Secondary College is a great school for many reasons.

1. Common instructional teaching model All teachers at the College deliver their lessons via our agreed Teaching and Learning Framework which is based on the implementation of 9 evidence based High Yield Teaching strategies.

Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 - 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.

2. Student Engagement Policy The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.

3. School Improvement Policy We believe that all students learn at different rates. It is for this reason that all students from Year 7 - 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We

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provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. ‘Attitude not Aptitude, will determine your Altitude’ 4. Academic Scholarships at Year 7 and Year 10 The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 - 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.

5. Extra - Curricula Programs The College offers a wide range of Extra -Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.

The College implements a Professional Learning Community framework, to enable us to closely monitor individual student learning and ensure students understand where and how they can continue to improve. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto - Realise Your Potential.

At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.

We know that relationships between students

and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.

We have developed a strong academic focus across the school which has seen significant growth in student learning across Years 7 – 12.

We emphasize to students the importance of effort in relation to the achievement of high academic results.

Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.

College Tours are available any time throughout the week, however parents are encouraged to make contact with the College and make arrangements for a mutually convenient time during the day. The College phone number is 5282 8988 Mr. Wayne Terrill, Principal

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Year 7 Enrolment Information Evening Wednesday! !

9 March, 2022 from 6:00pm to 7:30pm

! ! !! ! ! !

Open Day Thursday 10 March, 2022 with tours from 9:30am ! ! ! ! ! ! ! ! to 10:30am ! !

Selected Entry Advanced Learning

Program Information Evening Tuesday 15 March, 2022 from 6:30pm to 7:30pm ! ! ! ! !! ! !

For further ,3"' ),& .#)' 3 )'. .3 &" '3 )/-- #(.3 information, contact Damien Toussaint ),3 /,.

(SEALP enquiries) or Chelsea Bright.3 ( , %3 '+/"," - 3 (general enquiries) 3 '+/#,# - 3),3 ! $- 3 ," on or )'3 (03) 34243 30500 3),3 matthew.flinders.girls.sc@education.vic.gov.au & .. 1 %#' ,- #,$- - /& "$ 0" )0 /3

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Geelong Schools

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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The National Wool Museum Multi award-winning classroom destination THE National Wool Museum is Geelong’s multi award-winning classroom destination – with recently upgraded galleries that tell the stories of the Geelong Region, Wadawurrung Country and the Australian wool industry.

Focusing on a wide range of subject areas, including history, geography, sustainability, economics, textiles, fashion, design and technology. The Museum offers high quality educator-led tours and workshops as well as funfilled school holiday programs.

Bookings are now open for schools to register for facilitated National Wool Museum programs in 2022. Visit our website for more information www.nwm.vic.gov.au Stitch in Time Focus Area: Australian History | Prep – 6 | History + Geography Follow the threads of time through the museum’s unique collection items to reveal how daily life has changed. Discover the stories of human invention and resourcefulness connected to these historical sources. Students will build stitching and fabric printing skills and create a textile tapestry resembling the museum’s unique collection of wagga rugs.

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Weaving the Land Focus Area: Environment + Land Management | years 3 – 8 | History + Geography Explore farming and industrial practices over time. Students will use weaving looms to create a woven piece that represents land regeneration practices with repurposed fabrics, fleece and yarn.

Woollen Wonder Focus Area: Fibres, Textiles, Manufacturing and Design | years 3 – 8 | History + Design and Technologies How does wool get from a sheep’s back to the clothing rack? Go on a sensory journey and follow the processes that turn wool from fleece to fabric.

Students will experiment with and explore the properties of wool and get ‘hands- on’ creating woolly pieces with knitting tools and yarn.

Industrial Innovations Focus Area: Technology + Industrial Revolutions | years 7 – 10 | History + Design and Technologies Explore the revolutionary innovation-the punch card programming system- through a ‘hands-on’ coding activity. Students will decode a unique program designed for the National Wool Museum’s 1910 Axminster Loom and create a collective design.

WHAT’S ON EDUCAT ION SP ECI A L BRING YOUR CLASS TO EXPERIENCE OUR LATEST EXHIBITIONS. The National Wool Museum is Geelong’s multi awardwinning classroom destination – with recently upgraded galleries that tell the stories of the Geelong Region, Wadawurrung Country and the Australian wool industry.

More information and bookings

nwm.vic.gov.au ON THE LAND: OUR STORY RETOLD Connect with our land, culture and heritage with this highly interactive contemporary exhibition, produced by the National Wool Museum. Gain a deeper understanding of the Australian Wool story by exploring Wadawurrung Country, a history of farming, land management practice and innovations in the industry.

NECESSITY: WAGGAS AND THE ART OF MAKING DO DATES: OPEN UNTIL 13 FEB 2022 + ONLINE VIRTUAL EXHIBITION

With one of Australia’s largest and most significant collections of heritage quilts and waggas, the Museum tells the age-old story of making do. Learn how people have embraced the art of Reusing, Repurposing and Recycling.

Plan a visit to the Museum or take a virtual tour online.

it, Country Exhib Wadawurrung Corrina Eccle s, photo: Mike Dugdale.

Image credit: d. tol Re Our Story On the Land:

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IN THE FACTORY

WILDLIFE PHOTOGRAPHER OF THE YEAR

This is the place for those who love machines.

See, hear, smell and feel wool as it transforms from raw, greasy fleece into finished fabric.

Learn more about the scouring, combing and spinning process and try your hand at carding, weaving or machine knitting.

DATES: 17 DEC 2021 – 15 MAY 2022

Understand how photography is both a science and an art. Learn basic techniques for successful creative compositions. Discover how photographers use lenses, focus, exposure, shutter speed, film, and lighting to create award winning photographs that tell a story.

© Vidyun R Hebbar Geelong Schools

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For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. The College offers a future-focused curriculum within a state of the art environment which nurtures holistic student wellbeing and engagement.

Our teaching and learning structures accommodate a broad range of individualised goals and needs through well-resourced literacy and numeracy supports and an emphasis on student agency and career action plans.

The College is proud to have been the first Australian school to offer a P-Tech Program. This enables students to participate in stakeholder-supported pathways to learning and employment within science, technology, engineering and mathematics (STEM) related industries. Through a partnership with the Gordon TAFE and key members of the Geelong business community, the College is ensuring that our school leavers are equipped with the skills needed for success in the workforce of the 21st century. Within the College, this is reinforced through our GROW (Getting Ready for the Outside World) curriculum, which leads our agenda for students to pursue positive future pathways and features a unique digital capability partnership with the Gordon TAFE called Skillsbuilder.

We are also committed to students maximising their personal growth through broad participation in a range of extra-curricular programs. Students develop confidence, teamwork, and leadership through their involvement with our renowned Music Program, culminating in a number of celebrated public performances and the annual Band Tour. The annual College Bike Tour is also a chance for students to test their mental and physical resilience, in conditions which result in the forging of lifelong friendships between the participants of the tour.

Visitors to our College are always impressed with its open, modern and light-filled learning spaces, along with its vibrant and inclusive atmosphere. We invite you to contact us and organise a tour to see for yourself these qualities within our proud school community.

2022 Open Night – Monday, April 4th (6:30pm in the College Auditorium).

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81-85 Bellarine Hwy, Newcomb, VIC 3219 Ph: (03) 5248 1400 newcomb.sc@education.vic.gov.au Geelong Schools

P-TECH (Pathways in Technology)

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Newcomb Secondary College is proud to host Australia’s first P-TECH program, a collaborative partnership between education and industry. This program provides pathway opportunities for students to gain a nationally accredited qualification in addition to their regular secondary school education. It also provides mentor assisted workplace experiences with one of our key industry partners.

Currently our P-TECH stakeholder partners include Analytical MicroLABS, Australian Laboratory Services, Avalon Airport, Backwell IXL, Barwon Health, Bendigo Bank, BioLabs, Blood Toyota, Challenge Meats, City of Greater Geelong, Deakin University, Ford Motor Company, Geelong Tech Group (GTG), GMHBA, Gordon Tafe, IBM, LL & Co Hair Salon, Opteon Property Group, Prestige Jayco, Royal Geelong Yacht Club, Runway HQ, SC Technology and Tribal Group.

Students are able to build their personal capacities and develop the skills required in the modern workplace through engaging a supported work placement within these industry-leading organisations.

P-TECH supports our school leavers in being equipped with the attributes and confidence required for them to excel within the workforce of the 21st century. Further information about P-TECH can be sought via the Skilling Australia Foundation, which has been engaged by the Federal Government to oversee the partnership initiative, or by visiting the Newcomb Secondary College website.

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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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North Geelong Secondary College Five questions you need to ask when choosing a Secondary School EVERY school is different and offers different learning opportunities for students. As parents and guardians, it is essential to ask the following five questions when finding the right school for your children: 1. What are the College’s values?

At North Geelong Secondary College (NGSC), our values are Respect, Excellence, Achievement and Diversity. These values are upheld through our culture of high expectations and embedded in our teaching and learning programs, which promote every student’s right to learn.

2. What are the facilities like?

At NGSC, we are proud to offer new and refurbished, state-of-the-art facilities for our students, including: ■ Traditional enclosed classrooms fitted with interactive touch screen TVs. ■ Brand new Food Technology wing and Science laboratories ■ Specialised Visual and Performing Arts spaces ■ Expansive library ■ Outstanding sporting facilities, including synthetic turf surfaces ■ 100% air-conditioned teaching spaces.

The Sanctuary is an area designed to assist new Year 7 students in their transition to secondary school. This area houses their lockers, provides a picturesque area to use during breaks that is separate to the rest of the College population and is central to the Junior Sub School Office, Year Level Coordinators and Student Wellbeing.

3. What will my child be learning?

At NGSC, we have a fully-documented curriculum which means that teaching and learning is carefully planned and mapped, taking into account students’ individual needs and progress.

Student learning is also supported by: ■ Chromebooks and access to AARNet (data speeds up to 1Gbps) ■ Select Entry Academic Learning (SEAL) Program ■ STEM Program ■ Excellence in Sport Program ■ ACE and STAR Literacy and Numeracy Intervention Programs.

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Beyond the traditional classroom, students also have the opportunity to be involved in: ■ Debating ■ Outdoor Education ■ Human Powered Vehicle ■ Annual College Production ■ International exchange programs.

4. What support is there for my child?

At NGSC, we provide the following academic and wellbeing support: ■ ACE and STAR Literacy and Numeracy support programs ■ Wellbeing Team with experienced social and youth workers ■ Doctors in Schools Service onsite ■ Lunchtime clubs including Jewellery Making, Anime, Woodwork, Chess, Coding, Karaoke, Dance and Yoga.

5. How will my child be prepared for work and tertiary studies?

At NGSC, our experienced Pathways Team ensures students have the opportunity to select courses that best suit their strengths and interests, whether it be VCE, VCAL, VET subjects and/or SBATs. We ensure all students have a viable postsecondary pathway, whether it be further study or full-time, gainful employment.

For more information on what NGSC has to offer your child, we invite you to attend our Information Evening on Thursday March 10th or contact our Transitions & Pathways Leader Jacinta Eales on 5240 5800.

North Geelong Secondary College Principal, Nick Adamou

2023 Enrolment

College Information Evening Thursday 10th March, 2022 For details about our - Select Entry Accelerated Learning g (SEAL) Program - Scholarship Program - Excellence in Sport Program or to organise a personalised o school tour, please contact Jacinta Eales Transitions Leader

North Geelong Secondary College 130 Separation Street, North Geelong, 3215

Ph: (03) 5240 5800

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OBERON HIGH SCHOOL

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“Shape Your Future....

Go One Better”

FULL SCHOLARSHIPS IN: • Academic Excellence • Leadership • Sporting Excellence 36

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• Community Excellence • Arts Excellence

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OPEN NIGHT T Thursday 24th March 2022 Tours from 5:30 Information session from m 7:00pm in the Gym ENHANCEMENT PROGRAM (SELECT ENTRY) INFORMATION SESSIONS TO RUN MID MAY

Baton Rd, Armstrong Creek, 3217. Telephone: 03 5243 4444 Geelong Schools

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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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Continued from page 18 ‘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

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.

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and provided amazing support during remote 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.’

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.

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.

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.

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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St Joseph’s will continue to pursue our vision of forming students hearts and minds to act with integrity and compassion in a learning culture where each student is challenged to achieve excellence.

All young men in the Geelong region are welcome to join our community and share the journey into their future with us.

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We will provide students with the wellbeing and learning skills they need to thrive in the world beyond the classroom.

Yes! We plan to hold a series of College Tours in 2022 and will post information on our website or you can take our Virtual 360 degree tour any time online.

Any young man from the Geelong region is welcome to apply at St Joseph’s. Once applications open they are available online.

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In 2022, our annual tuition fee is $6,184 for all year levels.

More detailed information is available online.

We have a proud tradition of students achieving excellent VCE results.

Our VCAL, VET in Schools and School Based Apprenticeship programs provide similar results for those interested in pursuing apprenticeships, traineeships and alternate pathways.

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A holistic approach to education IN partnership with families, Catholic primary schools provide learning experiences that develop the minds, hearts and spirits of students.

With academic pursuits front of mind, a Catholic education will help your child imagine a better world, where they can live harmoniously and where diversity is valued and respected.

This is achieved by embedding the Catholic world view across the whole curriculum, as a viable way of responding to challenges and opportunities.

According to the Catholic Bishop of Sale, Most Reverend Bishop Patrick O’Regan, an essential part of a young person’s education is faith formation and wellbeing.

“Our key objective is to walk alongside our students, listening to their challenges and aspirations, sharing their joy and pain, and helping to create a stillness and an openness in their hearts to the presence and action of God in their lives,” he said.

How is this achieved?

Catholic education aims to equip students with the skills they need to be critical thinkers, lifelong learners, and active members of their communities. Using expert teaching practice and a personalised approach to learning, our schools provide learning opportunities that meet the individual needs of students so they can achieve their full potential.

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Catholic education aims to equip students with the skills they need to be critical thinkers, lifelong learners, and active members of their communities.

Director of Catholic Education in the Diocese of Sale, Ms Maria Kirkwood, said the combination of creative and engaging learning opportunities aligned with the Victorian Curriculum, along with the religious education curriculum, encourages students to reflect on themselves, the world and the environment, while developing an openness to seeing God in all things.

“Our schools make present the Kingdom of God to our communities, providing students with the opportunity to grow in the love of God and develop a respectful knowledge of their world in an atmosphere of peace, joy, hope, justice and love,” Ms Kirkwood said.

The rich Catholic tradition is the driving force for every interaction and activity within Catholic schools, including social justice initiatives that encourage students to realise they have the ability to effect positive changes in the world.

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 Geelong Schools

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SURF COAST SECONDARY COLLEGE Opened in 2012, Surf Coast Secondary College (SCSC) is committed to ensuring that every student is challenged, motivated and engaged in their learning, while ensuring they feel they belong in their school community. The most common facets of our school that visitors comment on when they participate in a school tour or visit, is the welcoming and vibrant atmosphere that flows freely in every corner of the school. This atmosphere does not just happen - it stems from our College values of Strive, Unite, Respect and Flourish and is an aspect of our school that every staff member works hard to ensure is present in everything they do. At SCSC we strive to provide a supportive and caring environment that takes into account the different needs of each student. Our teaching is focused on providing students with meaningful learning experiences that are catered to each student’s current level of learning. Our focus is on individual learners flourishing and continually furthering their knowledge and skills. The dynamic curriculum in place at SCSC, combined with state-of-the-art facilities and outstanding teachers, provides all students with a well-rounded education as well as the skills to set them up for life in the 21st century.

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The learning program at SCSC is built around a strong guaranteed curriculum of Literacy and Numeracy. Students at SCSC experience high level growth in these key areas of learning which is strongly endorsed by SCSC regularly outranking ‘like’ schools in annually published data tables. The College is extremely proud of the ongoing improvement being made in VCE outcomes placing the College in the top bracket of secondary schools in the Greater Geelong region. SCSC has strong program of co-curricular opportunities for students to participate in.

Ranging from Student Voice opportunities, Sport, Art and Surf Academies, a high-quality Outdoor Education Program and Hands on Learning programs. These opportunities all work to support students at SCSC to become hard-working, well rounded local, national citizens.

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Language Classes for students Prep to Yr 12, are held on Saturday mornings 9.00am – 12.15pm in:

Chinese, German, Japanese, Spanish, Italian, Punjabi, Urdu & French at Matthew Flinders Girls Secondary College

Croatian, Karen, Vietnamese, Polish, Macedonian, Turkish, Russian, Arabic & Malayalam has been introduced at North Geelong Secondary College

For enquiries Tel: 5277 9833 or Enrol online at: www.vsl.vic.edu.au 12507325-BL09-22

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Discover the World of Languages!

Victorian School of Languages

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Western Heights College WESTERN Heights College is a learning community where students are guided to discover their talents, enjoy their educational journey and develop goals for the future.

We believe all students can succeed with effort, persistence and the right support in place. We are a welcoming school, progressive, honest, resilient and adventurous.

Our core values, courage, community and integrity compel us, but our actions define us. The values are lived by our people, through our programs and in our interactions with our community. These core ethics and principles are the essence of our school’s identity. They guide our actions, helping us, and helping others to do and be their best.

Western Heights College is a government coeducational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. In 2015, the stage 2 school total rebuild was complete enabling the school to realise its vision of state-of-the-art modern buildings which connect learning, to our community.

The college’s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation. Stage 3 planning has commenced for the school to complete its masterplan which will see the college state of art gymnasium constructed on-site to enable specialised sports and physical activity program to grow. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey.

The college has a strong focus on literacy and numeracy across the college. Global learning and thinking is a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as it’s language. The college has sister schools in China and South Korea.

The school now offers an elite specilialist sports program in basketball, AFL and netball

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and in 2023 will launch its soccer program. This elite program offers students an opportunity to explore their sporting potential with elite coaches whilst combining this with individualised learning programs.

In 2023, Western Heights College will launch its new “Aceelerate” program at year 7. This program will be a select entry academic program for high ability and achieving learners.

Leadership, interpersonal development and student voice and agency with their learning are a focus for the school with its offerings of exceptional dance, music, performing arts and the state school spectacular, technology, STEM and art extension programs on offer. The college has recently re-invigorated its camps and study opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, South Korea and Fiji with Destination Dreaming. The College is also involved regularly in the School for Student Leadership Opportunities.

All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a daily mentoring program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding.

An innovative personalised program for Year 9 and 10 students includes access to VCE, School Based Apprenticeships (SBA’s) and Vocational Education Training (VET) studies in the supported DET Head Start Program.

Years 11 and 12 students choose from a wide range of studies, combining academic, vocational and applied learning programs and certificates.

Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and the many sporting groups co-located on the new site.

It an exciting time to be a student at Western Heights College.

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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.’

Continued on page 62

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Priv Tour ate s Ava Now ilabl e

E X P L O R E

DISCOVER

COLLABORATE

C R E AT E

03 5243 0502

reception@nsgrovedale.catholic.edu.au

www.nsgrovedale.catholic.edu.au

@NazarethPrimaryGrovedale Geelong Schools

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ur To al r u t u r Vi n o te o i bs We

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AT ST ALOYSIUS

we offer a high quality education with a strong emphasis on developing positive relationships and strengthening wellbeing.

In partnership with the Parish Priest, parents and other members of the community, our school provides students, as they grow and develop, with a high quality education that equips them with the spiritual foundations, knowledge, skills and attributes that they need to participate in and contribute to society. At St Aloysius we place much emphasis on Wellbeing within a framework of Positive Psychology in Education which goes far beyond our traditional Pastoral Care model.

We strongly believe that the future of our students depends upon what we do today.

At St Aloysius Primary School our focus on sustainability recognises the interconnectedness and interdependence of life on our planet, and acknowledges that we are responsible for each other and the earth, our common home. As the Catholic school in the Borough, we understand that living and working in our environment develops in us, an obligation to act in a way that ensures future generations can live sustainably on our planet Earth.

With a rich, authentic sustainability focus, we deliver innovative learning experiences, using our unique location to enhance wellbeing through connectedness with our natural surroundings. We have a long tradition as an integral part of the local community and we offer a caring and nurturing school experience.

Tours available by appointment.

Please phone 5258 1736 34 Stevens Street, Queenscliff www.saqueenscliff.catholic.edu.au Instagram.com/staloysiusqueenscliff

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St Francis Xavier Primary School Join us at St Francis Xavier Primary School Where “Together We Grow” St Francis Xavier Primary School is a coeducational Catholic school that aims to be the first choice for families seeking a Catholic education in the Corio area.

St Francis Xavier is a school that seeks to create a culture that values strong relationships between students, families and the community that are founded on respect, communication and forgiveness.

Along with the curriculum, a variety of additional programs are offered: ICT, Physical Education, Art, LOTE and STEM to enhance the learning and development of all students.

At St Francis Xavier Primary School we pride ourselves on being a highly motivated team of staff who are committed to ongoing professional teaching and learning and providing a faith-filled environment where all children can learn.

Our belief is that student’s social and emotional wellbeing is essential for them to engage in rich, and personalised learning opportunities.

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Fees start from as little as $25 per week with various payment options available.

143 Bacchus Marsh Road Corio VIC 3214 Phone: 03

5275 1974

Email: sec@sfxcorio.catholic.edu.au

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Continued from page 54 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.’

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The story evolved with the teachers and children both playing character roles and bringing the story to life.

The researchers say the teaching model, ‘Builds 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

ST THERESE CATHOLIC PRIMARY SCHOOL TORQUAY

St Therese in the Nazareth Parish, is set in a semi-rural area on the Surf Coast.

The majority of families at St Therese live in the immediate Torquay, Jan Juc and Anglesea areas.

We are a Catholic Parish Primary School, priding itself on a friendly and supportive environment with a unique sense of community where parents, staff and students value and respect each other.

At St Therese, all learners have the opportunity to inquire, discover, grow and be Christ - centred.

We learn: • To be resilient, mindful/calm and self-responsible.

• To do by building positive relationships, problem solving, taking responsible risks, making decisions and communicating effectively.

• To learn with curiosity, purpose, critical thinking and reflection.

• To enquire, develop, grow and discover.

We encourage you to explore our website and contact the school if you have any further queries.

5261 4246

www.sttorquay.catholic.edu.au 12517977-HC09-22

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Geelong Aquatic Centre THE benefits of year round swimming and school intensive program participation.

Learning to swim is not a sport, it is an education in valuable life skill that will be a basis for recreation, fitness and most importantly, survival. Once the learner is a strong and competent swimmer, they will decide whether to pursue swimming related sports. Until they reach that point, it is our responsibility to ensure learning is continuous and progressive.

Children thrive on routine. If swimming lessons are regular and ongoing, they become familiar with the pool and instructors, and develop valuable skills, they will enjoy lessons so much that they will want to attend regularly and year round.

Studies have shown that children, who do continue their lessons year round, achieve better results than those who only attend intermittently.

They are also fitter, stronger and better able to resist colds and flu’s over the winter months.

Geelong Aquatic Centre provides the ideal winter fitness pursuit, swimming in a warm, indoor pool, protecting children from the harsh elements they often encounter on a football field or netball court.

Year round swimming is actually recommended for asthmatics, and many of our famous swimmers took up swimming as a treatment for their asthma. A warm hat, clothes and shoes are recommended to ensure that they are protected from the elements when they leave the centre.

Australia has a large coastline with wonderful beaches, many inland waterways, lakes, dams and an ever increasing number of backyard spas and pools, which will always attract children. With many school camping programs containing waterbased activities, it is very important that children feel confident in and around water so that not only can they participate completely, but with confidence and enjoyment.

G.A.C. is a dedicated Learn to swim centre and is ideally set up to cater for school’s intensive swimming program for the following reasons.

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Swimming lessons, a gift for life.

■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

2 x 25 metre pools (12 Lanes) and a learner’s pool – salt chlorinated and heated.

Exclusive use of the pools and more than adequate changing facilities for each pool.

No public usage of the pools, making supervision easier and no distractions.

Indoor facilities, therefore no missed days due to inclement weather or sickness and possibility of sunburn.

Large lecture room to group children before and after classes.

School staff only have to supervise buses and changing rooms.

All staff are AUSTSWIM trained and qualified.

G.A.C. school co-ordinator does all the grouping and assessment of your children.

All children receive a certificate at completion of the course.

Year by year records kept of all participants at centre and also sent to schools.

Cater for children with special needs.

We can cater for your entire school in any 2-week block or more.

We can accommodate school swimming carnivals.

Plentiful and appropriate equipment for all levels.

A new Survival Of the Fittest Program for children who have completed at least level 4 and want to take part in a fun, competitive program, which includes survival skills and rescues.

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Newtown Primary School

• Strong Culture of Respect, for Self | Others | Learning | Environment • Excellent record of performance in Literacy and Numeracy • Comprehensive and engaging kinder to school transition program • Offering before and after school care and holiday care programs • Contact us to book in an individual school tour with a member of our Principal team

157-161 Aberdeen Street, Newtown VIC 3220 www.newtownps.vic.edu.au

03 5229 9730

newtown.ps@education.vic.gov.au Geelong Schools

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Myuna Farm – The City Farm WHAT a surprise – 50 acres of farm! This City of Casey facility is located only three kilometres from the centre of Dandenong at 182 Kidds Rd, Doveton (Mel 90H7).

Open seven days a week, Myuna Farm is an excellent example of farming life with plenty of activities for the whole family.

Top customer service ensures that Myuna Farm is “the city farm”, resulting in an average of 4.6/5 stars on Facebook, Tripadvisor and Google reviews.

Activities can be structured for pre-school, school, playgroup and other groups. Family visits are a more relaxed affair with the children able to experience hands-on contact with diverse animals and ample opportunity to feed paddock animals.

Train trip to the wetlands and pony rides are a real highlight, tickets cost $3 per person.

Entry to Myuna Farm is just $32 per family (of four) or $8.50 per person – cash and eftpos accepted. Free barbecue and picnic facilities are also available, as well as an onsite Café.

Educational groups are GST exempt and the cost is between $11 and $13.50 per student, depending on the program selected.

From education through to relaxation, Myuna Farm is ideal for all ages and abilities with informative educational exhibits and displays.

You can also book a birthday party or event in one of the many function rooms that can be hired out year round.

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The kids had such a great time touching the animals, feeding them and riding the pony.

Education Programs Experience real farm life at Myuna Farm.

The farm is a fun learning environment where students will participate in a range of hands-on activities. Friendly, knowledgably and welcoming Myuna Farm staff will organise all activities on the day. Each school group will have a room or sheltered area with tables and chairs reserved for their exclusive use throughout the day.

A Myuna Farm staff member will greet you when you arrive and show you to your allocated area, a schedule will be provided to each teacher.

Buses can drop your group at the front door as there is plenty of turning space.

If you wish to make a booking or discuss the program, contact Myuna Farm on 9706 9944 or myunafarm@casey.vic.gov.au.

Myuna Farm is also wheelchair accessible. You can find more about us on accessabilityaustralia.com

See you at the farm!

Telephone: 9706 9944 Open every day of the year 10am – 4pm www.casey.vic.gov.au/myunafarm Follow Myuna Farm on Facebook!

Wallington Primary School

Priorities of the school are: s (IGH EXPECTATIONS OF ALL STUDENTS s 3TRONG LITERACY AND NUMERACY SKILLS s %ARLY INTERVENTION PROGRAMS IN READING AND MATHEMATICS when needed, to give students the best possible chance of succeeding in their education s (EALTHY EATING HABITS s &OCUS ON THE ENVIRONMENT s ,EADERSHIP DEVELOPMENT s )NCORPORATION OF )NFORMATION AND #OMMUNICATION Technology in the everyday program s %XTRA CURRICULA ACTIVITIES SUCH AS INSTRUMENTAL MUSIC debating, camping program to name a few s 7ALLINGTON 3TRAWBERRY &AIR s 3CHOOL 7IDE 0OSITIVE "EHAVIOUR PROGRAM

608-610 Wallington Road, Wallington, 3222 Phone: (03) 5250 1841 Geelong Schools

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Wallington is a small school situated in a rural setting.

The school provides a focal point for the local community and we enjoy a wide range of community participation at the school. There has been a school on the site since 1900 so we have a long tradition of community involvement. The school comprises of a modern main administration area and classrooms, also a Multi-Purpose Room, Arts Centre and kitchen facility has provided the school with a space that is open and flexible and can be used by classes for a wide range of learning activities. We also have a wonderful Children’s Garden where the students get to grow and cook with the produce.

The playground is spacious and provides our students with various areas to stimulate their imaginations in a safe environment. Incorporated in the playground is a passive area where children who want a quiet area to play can go.

The school also has a large oval that is used for sporting events such as cross country, Friday sport, and a range of other activities.

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AI - the new frontier

Bully stoppers BULLYING is a serious issue for everyone in a school community. It can happen anywhere, anytime, and can have devastating consequences.

Any child can be bullied. That is why Bully Stoppers calls on all Victorians to make a stand and lend a hand to prevent and respond to bullying behaviour.

Bully Stoppers supports students, parents, teachers and principals in working together to make sure schools are safe and supportive places, where everyone is empowered to help reduce the incidence of bullying in all Victorian schools.

Changes in mood, behaviour and physical appearance can all be warning signs of being bullied, however, some students may not display any warning signs at all.

Warning signs at school If a student is being bullied at school they may: ■ become aggressive and unreasonable ■ start to get into fights ■ refuse to talk about what is wrong ■ have unexplained bruises, cuts, scratches, particularly those appearing after recess or lunch ■ have missing or damaged belongings or clothes ■ have falling school grades ■ be alone often or excluded from friendship groups at school ■ show a change in their ability or willingness to speak up in class ■ appear insecure or frightened ■ be a frequent target for teasing, mimicking or ridicule.

Warning signs at home A parent may observe changes in their child’s behaviour at home which they can report to the school. Their child may: ■ have trouble getting out of bed ■ not want to go to school ■ change their method or route to school or become frightened of walking to school ■ change their sleeping or eating patterns ■ have frequent tears, anger, mood swings and anxiety ■ have unexplained bruises, cuts and scratches

How can you tell your child is being bullied...?

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have stomach aches or unexplained pain

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have missing or damaged belongings or clothes

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ask for extra pocket money or food

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arrive home hungry

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show an unwillingness to discuss, or secrecy about, their online communication.

It might not be bullying Some changes in behaviour may also be a result of other student issues such as depression or substance abuse, which may require a different response.

Whether it involves bullying or other student issues, schools can help out for example by involving student wellbeing staff.

More information If you are a student who is being bullied, search: I’m Being Bullied.

If you are a parent whose child is being bullied, search: My Child is Being Bullied.

These can be found on www.education.vic.gov.au Cyberbullying Cyberbullying can be pervasive and incessant.

Parents should be aware of what they can do to help.

What is ‘cyberbullying’?

Cyberbullying is bullying behaviour, using digital technology, including the internet, email or mobile phones.

Like any bullying, cyberbullying often occurs between people that know each other–students at a school, members of a sporting club, people from the same social circle, ‘friends of a friend’.

Cyberbullying is pervasive and incessant. It differs from face-to-face bullying in that the bully can ‘follow’ their victim 24/7, and continue the bullying in the home.

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Continued from page 71 Cyberbullies may take advantage of the perception of anonymity (e.g. using an account in a fake name, or a blocked number) but in many cases it is clear who is behind the bullying.

Cyberbullying can be particularly harmful as it is often a public form of humiliation and many others are able to see what is written or posted.

Once something is published online, it is difficult if not impossible to remove all traces of it.

Forms of cyberbullying ■ sending nasty texts, picture messages, emails, or instant messages (e.g. MSN or Facebook) ■ repeated prank phone calls ■ using a person’s screen name to pretend to be them (setting up a fake account) ■ using a person’s password to access their account and then pretending to be them ■ forwarding others’ private emails, messages, pictures or videos without permission ■ posting mean or nasty comments or pictures on chat or forums ■ sending and/or forwarding sexually explicit images (‘sexting’) ■ intentionally excluding others from an online group.

Signs your child may be being cyberbullied Mental anguish is often harder for parents to identify than the signs of face-to-face bullying.

There is no definitive list of signs that indicate cyberbullying.

Although there are some things to look out for: ■ change in mood, demeanour and/or behaviour: for example being upset, angry, teary or rebellious when not previously ■ change in friendship groups: it can be normal to change friends many times during school days. Teachers can often provide insight, as they see class dynamics in action every day ■ spending more time with family instead of friends: adolescence is generally a time where friends become very important and parents less so ■ lowering of marks: often students who are being bullied show a distinct change in application to studies and a lowering of marks ■ not wanting to go to places: a dramatic change

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in enthusiasm for going to school or sport–this can manifest as non-specific ailments (headaches, stomachaches, generally ‘feeling sick’) ■ being extra secretive in online activities: being online under the doona, or in a ‘secluded’ part of the house ■ distinct change in online behaviours: being ‘jumpy’ when text messages arrive, not leaving their phone alone, wanting to be online all the time, or never wanting to be online.

Aren’t these things normal?

Many of these behaviours may have different causes or may just be stages of your child’s development. In general, it is important to keep an eye on your child’s behaviour patterns and if you feel something is amiss, be aware that things may not be OK in their world (either on or offline), and be there for them. Ask: “Are you ok? Has something happened that is bothering you? Do you want to talk?”

If you are still concerned then enlist the help of your school welfare staff, GP, a counsellor or adolescent psychologist.

What can I do if my child is cyberbullied?

Praise them for coming to you.

This is a big step as many young people may be frightened to tell a parent about cyberbullying.

Even if you don’t really understand, let them know that you will help them.

Do not be angry with your child Remember that they are the victim and it is someone else who is doing the wrong thing. Do not threaten to take technology away from them because of what someone else has done.

Do not respond to the bullying It is important not to respond to nasty emails, chats, SMS or comments. This is usually what the bully wants, so ignore them. It is natural in many cases to want to ‘fight back’, but responding with a threat may get your child into trouble as well.

Inform your child’s school It is important that the school knows what is going on so they can provide support and monitor any issues that may spill on to the playground or classroom. If the bully is a student from the same school, the school will work through the situation as they would with any other bullying behaviours reported to them.

Save and store the content Keep copies of emails, chat logs, text messages, comments or posts. Take a screen shot of the evidence non-technical way to get hard copies is to bring the content up on the screen of a mobile phone and use a photocopier to take a copy of the screen.

Help your child to block and delete the bully from all contact lists Most social networking sites allow the user to control who has access to communicate with them. Many people feel ‘mean’ blocking another person, even if that person has already been mean to them–you may want to sit and support your child as they do this.

Use the ‘report abuse’ button Most social networking sites have a method to let the site administrators know that a particular user is behaving unacceptably. Depending on the rules of the site, users can be warned or banned.

Have some ‘down time’ without technology It is important for both mental and physical health that your child’s life is balanced–so they are not constantly ‘online’ or spending hours on a mobile phone. This should not be used as punishment, rather as some peaceful time where they are not being bothered.

Get new online accounts and/or a new phone number There are programs that can be added to a mobile phone which will allow parents to set restrictions on the phone’s use. Check with your mobile phone provider. Technology at the moment does not allow for individual numbers to be blocked in the same way that online applications do. Phone numbers can be changed at no cost, if the request for a new number is as a result of ongoing abuse.

If ongoing, report to police Most cyberbullying between students can be resolved at school level, but schools may not be able to report cyberbullying between individual students to the police so it can be up to the parent to make a police report.

A police report should not be in place of a school investigation, rather, in addition if required. A police report may be necessary where: despite the best efforts of the school, bullying does not stop; when it is not possible to know who is behind the

abuse (e.g. fake accounts/blocked numbers); or when threats have been made to your child’s personal safety.

Each State has laws that prohibit online bullying and stalking. You don’t have to put up with it.

What if my child is the bully?

It often comes as a shock to be told that your child has been bullying another student online. It is important that parents support schools in their handling of the situation. Don’t try and play it down.

Schools have policies and programs to deal with all parties (bully, target and witness), involved in bullying incidents.

Parents have the ability to prevent the vast majority of online bullying. Be involved and aware of what your child is doing online. Once you are aware that your child has bullied someone else online, you can help them understand that their behaviour is both unacceptable and possibly criminal as well.

Steps to take As a parent you could: ■ discuss why it is not acceptable to be nasty or mean online and offline ■

let them see there are consequences–don’t bail them out

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acknowledge that they may be feeling guilty or awful about their behaviour and discuss ways they can rectify the situation

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work together to improve the situation by offering an apology to the victim

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talk to them about their actions and try and find out why they behaved in this way

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ask them to imagine they were the victim–how would they feel

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develop a home-based Acceptable Use Agreement–set clear rules and boundaries about their online behaviour and your expectations and consequences for breaching this agreement

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enlist the help of your school welfare staff, GP, a counsellor or adolescent psychologist. Information sourced from www.education.vic.gov.au Geelong Schools

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Contents 10 reasons to visit Geelong & the Bellarine ..... 20 & 21 Bellarine Secondary College ................................... 4 & 5 Belmont High School ................................................... 6 & 7 Bully stoppers ........................................................ 71, 72 & 73 Clonard College .............................................................. 8 & 9 Creativity across Art & STEM ....................................... 10 Geelong Aquatic Centre ................................................. 64 Geelong Arts Centre .......................................... 11, 12 & 13 Geelong Baptist College ........ Front cover, 2, 3, 14 & 15 Geelong High School ............................................. 16 & 17 Grossek’s View ........................................................... 38 & 39 Grovedale Secondary College ...................................... 19 Health & Wellbeing at Secondary School ....... 32 & 33 Holistic approach to education ................................... 46 Lara Secondary College .............. 22, 23 & back cover Lisieux Primary School .................................................... 56 Matthew Flinders Girls’ College ................................. 25 Myuna Farm ............................................................................ 66 National Wool Museum ........................................ 28 & 29 Nazareth Primary School ................................................ 57 Newcomb Secondary College ............................ 30 & 31

Newtown Primary School ............................................... 65 Noone Imagewear ............................................................... 75 North Geelong Secondary College ................ 34 & 35 Oberon High School ............................................... 36 & 37 Opportunities for all to reach potential ..... 18, 42 & 43 Primary Schools Guide ..................................................... 55 Puzzle pages ................................................................ 68 & 69 St Aloysius Primary School ........................................... 58 St Catherine of Siena Primary School ..................... 59 St Francis Xavier Primary School ................... 60 & 61 St Ignatius College ................................................... 40 & 41 St Joseph’s College .................................................. 44 & 45 St Therese Primary School ............................................. 63 STEM is more than just Science & Maths ..... 26 & 27 Surf Coast Secondary College .......................... 48 & 49 Victoria School Guides Website ................................. 47 Victorian School of Languages ......................... 50 & 51 Wallington Primary School ........................................... 67 Western Heights Secondary College ............ 52 & 53 Young children learn Math through play ..... 54 & 62

Next edition: February 2023 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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LARA SECONDARY COLLEGE

Realise Your Potential 2022 OPEN DAYS & INFORMATION EVENING Wednesday 23rd February 2022 & Wednesday 4th May 2022 Tours: 9.30am & 6.30pm Information Evening Presentation: 7.00pm

Contact the Principal Wayne Terrill for an Enrolment Interview & discussion on 5282 8988

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A great opportunity to view our learning environment and meet both staff and students of our College.