SENIOR SCHOOL
HANDBOOK
Geelong Grammar School Senior School Charlie Scudamore Head of Senior School 50 Biddlecombe Avenue, Corio, Victoria, Australia 3142 T +61 3 5273 9200 F +61 3 5274 1695 E seniorschool@ggs.vic.edu.au
www.ggs.vic.edu.au
CRICOS 00143G CII
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CONTENTS 01
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OUR PHILOSOPHY
ACADEMIC PROGRAMME
Our Purpose 6 A Positive Future 9 Learning to Flourish 11 A Heritage of Innovation 13 A Positive Difference 15 Fostering Spirituality 17
Academic Programme 35 Student Support 35 Learning Support Centre 35 Tutoring 35 Differential Aptitude Testing 35 Prep 35 Student Diaries 36 Access to Resources 36 Timetable 36 Fisher Library 36 Borrowing and Returning Items 36 Hours 37 Year 10 37 Core Subjects 37 Elective Subjects 37 Year 11 and 12: VCE or IB? 38 Victorian Certificate of Education 39 Australian Tertiary Admissions Rank 39 Units 3 and 4 in Year 11 39 International Baccalaureate 40 Academic Aims 40 Special Features 40 Programme Design 42 Assessment 42 Award of the Diploma 42 University Recognition 43 VCE Credit for Year 11 IB Study 43 Recognition of Academic Excellence 43 Contacts 44 Educational Technology 44
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LIFE AT SENIOR SCHOOL Life at Senior School 18 Boarding 21 Day Boarding 22 Exeats 22 Travel 23 Buses 23 Taxis 24 Pastoral Care 24 School Policies 24 Kindness, Forgiveness and Reparation 24 Relationship Management Policy 26 Drugs 29 Alcohol 29 School Rules 29 House Rules 30 Where to go for help 30 Heads of House 30 Student Health and Wellbeing 31 Health 31 Sleep 32 Sun Exposure 32 Pocket Money 32 Telephone Use 32 Identification Cards 32
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CO-CURRICULAR PROGRAMME
OTHER INFORMATION
Co-Curricular Programme 47 Sport 47 APS Sport 48 Outdoor Education 49 Year 10 Camps 49 Debating 50 Public Speaking 50 Community Service 50 Charities Committee 50 Students Against Violation of the Environment 51 Amnesty International 51 Landcare 51 Lorne 160 51 Market Garden 51 Christ Church Soup Kitchen 51 Sustain and Remain Committee 51 Relay for Life 52 Performing Arts 52 Instrumental and Vocal Tuition 52 Ensembles 52 Performances 53 Music Colours 53 Senior School Productions 53 Theatre Parties 53 Drama Colours 54 Year 10 Creative Arts Workshop 54
Expensive Equipment 57 Personal Electrical Appliances 57 Bicycles, Skateboards, Rollerblades and Scooters 57 Duty of Care 58 Use of Equipment 58 Communication between Parents and School 58 Community Portal 58 Smartphone Application 58 Uniform 59 GGS Uniform Shop 59 Second-hand Clothing 59 Name Tapes and Marking of Clothing 59 Senior School Uniform Regulations 60 General Items for Boarders 62 Repairs and Alterations 63 Laundry 63 Casual Clothing for Boarders 63 Lost and Found Property 63 Book Room 63 Online Booklist Orders 63 Second-hand Books 64 The Journey 65
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OUR PHILOSOPHY
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The philosophy that underpins the School’s understanding of Exceptional Education is manifest in our purpose, spirit, focus, character and beliefs
OUR PURPOSE is to inspire our students and community to flourish and make a positive difference through our unique and transformational education adventures
OUR FOCUS is learning to flourish
OUR SPIRIT
- our rigorous a
- Positive E - our excep - partnerships betw
is making a positive difference
- in
OUR CHARACTER is to be authentic, courageous, dedicated, forgiving, inquiring, loving, optimistic, passionate, resilient and trusting
OUR CHALLENGE is to demonstrate that Positive Education enhances student wellbeing and to lead in establishing wellbeing as an essential component of a thriving educational system
WE BELIEVE
academic programmes create wonder, curiosity and a desire to learn -boarding and co-education provide valuable life skills Education enhances wellbeing and enables individuals to flourish ptional staff bring character and richness to the life of the School ween our parents, staff and students provide the best learning outcomes - in nurturing strong relationships fostering spirituality and celebrating our Anglican tradition - in serving others and building social responsibility - in growing our heritage through innovation
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A POSITIVE FUTURE An independent Anglican co-educational boarding and day school spread across five specialist campuses, Geelong Grammar School boasts an international reputation as a pioneer of modern education. From its origins in 1855, the School has a proud heritage of innovation; reinforced through the establishment of its remote Timbertop campus in 1953, becoming co-educational in the early 1970s and the recent introduction of Positive Education in 2009. The School developed Positive Education from the science of Positive Psychology in collaboration with Professor Martin Seligman and his team from the University of Pennsylvania. Positive Education focuses on cultivating positive emotions and character traits, encouraging students to find purpose and lead engaged and meaningful lives. Positive Education is taught at each year level, at every campus and across all aspects of school life. Studies over the past 20 years suggest that explicit Positive Psychology programmes lead students to have increased levels of creativity, better critical thinking skills and increased levels of positive emotion. Positive Education improves wellbeing while equipping students with the skills to manage failure and to build from those life experiences found to be challenging – teaching confidence, resilience and optimism. Explicit teaching of Positive Education is delivered as a core subject in Year 10 through specific Positive Psychology programmes written by the world’s leading research psychologists and developed in collaboration with experienced classroom teachers. “Geelong Grammar School is the pioneer in the world in taking steps to introduce this type of learning through all aspects of an educational curriculum,” Professor Seligman said. “In doing so, I believe that Geelong Grammar School students who go through the programme will be less likely to suffer from depression – which is increasing in epidemic proportions in many western countries, including Australia – and will lead more positive and fulfilling lives.”
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LEARNING TO FLOURISH Since collaborating with Professor Martin Seligman and the University of Pennsylvania in 2008, Geelong Grammar School has pioneered the development and application of Positive Psychology skills and knowledge to enhance student wellbeing. The School released its Model for Positive Education in 2012, providing a framework to bring together the science of Positive Psychology with best teaching practice. “We passionately believe that student wellbeing needs to be at the centre of education in order for the student, the School and ultimately society to flourish,” Head of Positive Education, Justin Robinson, explained. “We also believe that the skills for wellbeing can be taught and are working to provide a robust evidence base to support this belief and to enable and support others in experiencing the impact of ‘learning’ Positive Education.”
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The School’s Model for Positive Education comprises six associated domains that are central to the promotion of flourishing – relationships, emotions, engagement, accomplishment, health and purpose. Capacity in each domain is cultivated through a whole school approach that involves explicit learning in the classroom and implicit practices integrated throughout school life. Character strengths underpin the GGS Model, linking domains together. Developing and understanding of one’s character strengths and using them in a variety of different ways builds confidence and competence.
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A HERITAGE OF INNOVATION The history of Geelong Grammar School has been shaped by a number of exceptional men and women during the past 150-plus years. Yet the one man who has left the most prevailing legacy is Sir James Darling, who was Headmaster from 1930-61; an Englishman who became a great Australian (in Australia’s Bicentennial year, 1988, Darling was named as one of 200 ‘Great Australians’). The choice of a 30-year-old bachelor with somewhat pink political views over the heads of safer candidates was a courageous and farsighted appointment. Darling responded with “a burst of energy unparalleled in the School’s history”, enlivening the School with a Renaissance-style emphasis on art, drama and music.
He was a passionate and visionary educator who attracted staff of unusual quality (27 of Darling’s staff became heads of other schools or university colleges). He challenged students to take a broader view of life and was intent on “producing rounded and unselfish leaders”, nurturing a sense of responsibility and social justice.
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“He inherited what can fairly be called a good school and he left it a great one,” according to the School’s Curator and former Head of History, Michael Collins Persse. Darling transformed Geelong Grammar School from a conservative church school of 370 boys on the edge of Corio Bay to a more vital institution of more than 1,000 students spread across four sites. He established Timbertop, convinced that “moral and intellectual courage comes only from experience”, and founded the Australian College of Education, intent on improving the status and training of teachers.
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A POSITIVE DIFFERENCE The spirit of service is instilled in Geelong Grammar School students in the best traditions of Christian charity. Jesus’ admonition to “love your neighbour as yourself” is foundational to the School’s Anglican heritage and a precept we aim to engender in all our students. The embodiment of this spirit was displayed by a pair of Old Geelong Grammarians, John Buchan (P’26) and Ewen Laird (P’24), who along with Langham Proud, founded the community group Apex in 1931. The initial effort of three young Geelong architects keen to make a difference in their community during the Great Depression of the 1930s led to the formation of one of Australia’s largest community service organisations – one that has enabled hundreds of thousands of Australians to make a difference in their own communities.
Modern day students following in the footsteps of Buchan and Laird find many opportunities to contribute to the wider community, from the annual 160-kilometre relay run from Corio to Lorne and back to the Karen Homework Club, which combines our students with those from the local Karen refugee community. The philanthropic energy of the School is remarkable and students support a wide range of organisations, including the Red Cross, Amnesty International, UNICEF, World Vision, Leukaemia Foundation, Salvation Army, Cancer Council, Royal Flying Doctors’ Service and Yalari. “These initiatives provide a valuable lesson for our students about service and giving something back to the wider community,” Vice Principal, Charlie Scudamore, explained.
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CHAPEL The Chapel of All Saints is the spiritual hub of the School, where staff and students gather on a regular basis for worship, for developing community and for sharing the joys and concerns of both the School and the wider world. There are School services during the week and several opportunities to celebrate communion. Boarders also attend Sunday services, which are enriched by the talents of student readers, choristers and musical performers. We encourage our students to participate in the journey of faith as a whole community through honest exchange and a willingness to listen to one another. Our Senior Chaplain, Rev’d Eleanor O’Donnell, said that Chapel embraces every member of the School’s “delightfully eclectic” community regardless of their culture or background. “Participating in Christian worship in no way overrides the freedom of the individual; what it does is give the opportunity to be part of the character of the whole,” she explained. “It is the sign of an authentic community and authentic worship when the students who contribute to each service through readings, serving and ushering at Communion, carrying candles and the cross, leading prayers, singing hymns and joining in with the words of the liturgy, are willing to do so first and foremost because they are a part of Geelong Grammar School – a school whose identity has always been grounded in the Anglican Church. What we do in Chapel then is both authentic Christian worship and an authentic coming together of the community we share at the School. We become as a worshipping community something greater than the sum of our parts, for matters of the Spirit always transcend simple addition.” Senior Chaplain Rev’d Eleanor O’Donnell T +61 3 5273 9860 E eodonell@ggs.vic.edu.au Senior School Chapel Service - Monday, Thursday and Friday 12.45pm - Sunday 9.00am or 10.00am (visitors welcome)
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LIFE AT SENIOR SCHOOL Senior School at Corio has more than 600 Year 10 to Year 12 students. Our comprehensive and challenging academic and co-curricular programmes aim to create independent, confident learners; young men and women of integrity and compassion who will contribute purposefully to an increasingly interdependent world. Our students commit themselves to achieving their personal goals and they contribute to the relaxed and busy atmosphere of the School. The aim of Senior School is to provide an environment that will stimulate in our students a confidence in learning, an enthusiasm for a broad range of activities, respect for others and a desire to contribute to the community. Vital to this aim is the House system, for it is in our Houses that our students first develop the relationships that will sustain them throughout their years at the School. BOARDING We are the largest co-educational boarding school in Australia. Our Senior School is home to more than 500 boarding students. There are eight Senior School Boarding Houses – four for girls and four for boys – as well as two co-educational day Boarding Houses. Houses are open to students at any time of the day when there are no other school commitments. Each House has a Head of House, Assistant Head of House, Tutors and a House Assistant. Evening prep (homework) is supervised and weekend outings are arranged by the Head of House. Each of our Boarding Houses is the focus of a team of compassionate adults, teachers and House Assistants, who understand the needs of the children under their care. Each House has approximately the same number of students at each year level, with senior students helping the staff develop the co-operative and friendly atmosphere necessary to create a home away from home for all the students in the House. Study is supervised and each student is part of a small tutor group under the guidance of a House Tutor (responsible for his or her wellbeing). The House Assistant looks after the domestic arrangements of the House. If a student needs medical assistance, he or she must obtain permission to go to the School’s Kennedy Medical Centre. The Head of House and the student’s House Tutor are responsible for the immediate needs of each student and are therefore the first point of contact for any questions or concerns that students or parents may have. All students are required to participate in sport and activities after school and in sports teams on Saturday.
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Parents and guardians are reminded that, whilst the School will provide reasonable assistance to ensure that satisfactory travel arrangements are made for all students travelling to and from the School, it is the responsibility of parents or guardians to ensure satisfactory travel arrangements are made. The School does not accept responsibility in any respect for those arrangements. Consequently, when making travel arrangements, parents or guardians should ensure that adequate arrangements are made not only for travel but, where necessary, for the supervision of students travelling to or from the School. All Senior School students are required to participate in sport and activities after school and in sports teams on Saturday. EXEATS Exeats are important. They are a break from intimate group living and are intended to provide our students with the opportunity to rest and to spend time with family and friends. Students should return to school refreshed and able to fully engage in all activities. To make the best use of exeats, parents, guardians and students are encouraged to plan them well ahead. They should be planned if possible at the beginning of term for the entire term, and transport booked accordingly. - All exeats MUST be arranged through the School’s Community Portal - The management of students while on exeats is the responsibility of parents once students leave the boarding House - Travel arrangements to and from exeat destinations are the responsibility of parents, and students are in the care of their parents while in transit - Heads of House will only intervene if the exeat arrangements have the potential or real prospect of damaging the productive activities that students engage in at school - Heads of Houses may deny exeats if they think that a break from school is not appropriate under the circumstances or the student has an obligation (i.e. detention). - The Head of Corio must approve early departures and/or late arrivals for all exeats When can exeats be taken? Students are entitled to a single day exeat for each week of term. These single day exeats may be combined to generate a double (overnight) exeat. This means that in a nine-week term, students may have four doubles and one single or nine singles or a combination (i.e. three doubles and three singles, etc). It is not necessary for the full entitlement to be taken. SENIOR SCHOOL HANDBOOK - GEELONG GRAMMAR SCHOOL
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DAY BOARDING Day Boarding provides local students with the opportunity to have supervised study after dinner and access to all the facilities available to full boarding students. Day boarders have lunch and dinner with boarders in one of the two dining halls. They must be at school by 8.20am and leave by 8.30pm on Monday to Thursday. They may leave from 3.30pm on Fridays. Weekends are spent at home.
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Exeats on the first and last weekends of term will only be approved on rare occasions. This time at school is critically important to help students settle into the routine of the House and the School. The School does not encourage mid-week exeats for any reason, especially entertainment, as these are a great distraction to the student, not only at the time of the exeat but often for days before and afterwards. Exeat times The general rule is that exeats may commence after the end of sporting commitments on Saturday. Exeats may be a daytime outing (single exeat) or an overnight stay (double exeat). All students must return from exeat by 6.30pm Sunday. If this is not possible, parents must notify the Head of House and/or the Tutor on duty well before the 7.00pm Sunday Assembly. Application for exeats The application for an exeat is to be made by parents via the School’s online Community Portal. Details of travel arrangements are required by 9.00am on the Thursday prior to the weekend of the proposed exeat. Exeat application procedures are clearly described on the Portal. Please be very careful with exeat arrangements. Parents or students should not allow others to use their Portal log-in and password to make arrangements for exeats. If a student makes a fraudulent application for an exeat, there is an immediate suspension incurred and the student is placed on probation. If parents have any difficulty accessing the Community Portal they should contact ESupport@ggs.vic.edu.au. Should ‘special’ arrangements be sought, parents must contact the Head of House. TRAVEL Parents should be aware that, given the travel time from Corio campus to Tullamarine (Melbourne) Airport, students need to leave Corio at least three hours before the departure time of international flights. Students can use the Gull airport bus service to and from Tullamarine for all flights. All air tickets must be purchased by parents and sent to their child as far ahead as possible. Domestic flights may also depart from Avalon Airport, which is approximately 20 minutes from the Corio campus. In general, all travel bookings (air, rail, bus) need to be confirmed at least two weeks in advance. BUSES The School provides a number of bus services that run directly to our Corio campus. This service is co-ordinated by Janet O’Donnell. For details of bus routes or the bus timetable, please contact Janet +61 3 5227 6211 (8.30am - 4.30pm weekdays). In the event of late bus arrivals (e.g. after 4.30pm), parents should contact the relevant bus company: Benders, tel: +61 3 5278 5955 or Reilly’s U-Drive, tel: +61 3 5275 1604
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Care needs to be exercised to ensure that security is maintained in the use of cab charges. They must be filled in completely, including the stub, and should be kept in a secure place at all times.
PASTORAL CARE Pastoral Care is the essence of Geelong Grammar School’s work with children. It is neither a programme nor a strategy, but a belief that nourishes everything we do. Every child is visible to us; we are prepared to speak and listen, to ask and to understand. At Geelong Grammar School we are proud of our reputation as a school where our students can grow and feel free to express themselves. Understanding and meeting the individual needs of each child is a vital aspect of the GGS Pastoral Care philosophy. The most important source of support and care is the student’s House. If a student needs to discuss any concern or issue, the Head of House or House Tutor will be the first point of contact.
SCHOOL POLICIES The School has developed a number of school policies to guide student behaviour. Full details of the following policies are available on our website: www.ggs.vic.edu.au KINDNESS, FORGIVENESS & REPARATION People live in relationships. When people live and work together disputes are inevitable and errors are made. Relationships are tested. The intimacy of a school community is such that effective dispute resolution is essential if people are to live in relationships where individuals and the community flourish. Disputes can be resolved if the disputing parties accept the need for and believe the reparation process will be transparent, fair and provide an opportunity to develop a shared understanding of the issues. The process can succeed if the parties feel they have been well treated, there is no residual resentment and there is a mechanism for restoring trust, honesty, integrity, compassion and hope. To do this, forgiveness must be exercised by all parties. The aim is to restore dignity to relationships.
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TAXIS No taxi is to be ordered from the School by students without the authority of either the Head of House or the issuer of a cab charge. Payment for the service will be by cash or cab charge, which incurs a 20% accounting fee and is passed on to the user. Cab charges, which must be authorised by the issuer, are available only from Heads of House or their Assistants and teachers in charge of sports and activities. Taxi companies will not accept any other form or docket/requisition. The School will not be responsible for the payment of any unauthorised taxi trips. Students must return any unused dockets to the person who issued them. They must not be altered or given to other students.
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Geelong Grammar School wishes to foster a community based on trust. When harmful behaviour or conflict occurs, we emphasise repairing the damage caused to relationships and finding mutually acceptable ways forward. This practical philosophy can transform the way community members think, feel and act towards each other. Forgiveness underpins the School approach to dealing with mistakes. Many mistakes are made by young people through lack of careful attention to others or to rules. Often there is no intention to harm, and when harm is intended, the young involved may have little real understanding of the effects of their harmful actions. Actions impact on others and these must be understood for the safety of all. Geelong Grammar School’s approach to relationships is based on moral precepts which value both the individual and the community. Our pastoral principles and behaviour management practice promote wholesome transformative relationships and eschew intimidation, fear or overt exercise of authority. The relationship reparation practices we use to resolve disputes encourage people to rethink, to learn, to appreciate, to understand, value and respect others. Our approach recognises and attends to difference, and is fundamentally educative. Parties grow through this approach to recognise mistakes, to understand that mistakes have to be addressed, and so better understand life. Parties recognise that relationships have been disturbed and need repair requiring a co-created positive approach. The quality of a relationship has many determinants but fundamentally five present as being significant. They determinants are: 1. Trust 2. Forgiveness 3. Integrity 4. Optimism (hope) 5. Compassion The notion of a relational living world underpins how we live together. Error is of course how we learn and error must be managed positively in a relational sense. Resilience is about recognising an error and being able to repair in every sense the impact of the relationships resulting from the error. This is complex, for the error has to be recognised, accepted, fully understood in its impact and then the error maker must accept the pivotal role to begin to repair the relationships disturbed. This of course begins with acceptance, then forgiveness of self for making the error and dislocating relationships and perhaps causing hurt and a sense of loss. Those relational partners who have felt that the relationship has been harmed also must accept and acknowledge the error, understand the error circumstance, forgive the error maker and then work with the error maker to co-jointly work to repair the relationship damaged. The co-creation of the repair process is essential for although the “heavy lifting” is substantially done by the error maker the damaged party share a responsibility to repair the relationship to the best that is possible. The obligations exist and the process requires all the 5 determinants of a relationship to be addressed individually and in concert. This process is determined by the relational partners involved. The object is to repair and to restore peace. The “heavy lifting” aspect of the relationship repairing process is the consequence associated with the mistake. 25
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– John Hendry, Director of Student Welfare “Forgiveness gives us the capacity to make a new start… And forgiveness is the grace by which you enable the other person to get up, and get up with dignity, to begin anew… In the act of forgiveness we are declaring our faith in the future of a relationship and in the capacity of the wrongdoer to change.” – Archbishop Desmond Tutu RELATIONSHIP MANAGEMENT POLICY Through respect for ourselves and for others, we create a friendly, safe and welcoming school environment. Geelong Grammar School is committed to ensuring that the working and learning environment is fostering positive relationships free from unlawful discrimination, harassment and bullying. Our Aims - to foster positive relationships within the School - to foster an environment where all members of the School community are treated with kindness, dignity, courtesy and respect - to create an atmosphere where students, teachers and others feel safe and are safe - to promote appropriate standards of conduct at all times - to encourage the reporting of inappropriate behaviour - to provide an effective procedure for resolving complaints in a sensitive, fair and timely manner - to employ forgiveness What is harassment and bullying? Harassment and bullying is when a person is subjected to unwelcome and uninvited behaviour which is offensive, humiliating, embarrassing or intimidating and occurs more than once. A single incident will be dealt with seriously but is not bullying. Harassment and bullying dislocate relationships. People can be hurt. Harassment and bullying complaints rely on the perception of the complainant, rather than the respondent. This behaviour may be planned or spontaneous. We believe - bullying or any form of harassment is unacceptable and should not occur - bullying and harassment result in an unhappy, unsafe and unproductive working environment - bullying and harassment can affect students, staff and other members of the School community, including parents, visitors and workplace participants at the School
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“The quality of a community (individual relationships, family, community, nation) is not to be judged on its successes but rather on the humane and constructive approach it employs to the management of mistake.”
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- harassment may occur between student/student, student/staff, staff/student, staff/ staff parent/student, student/parent, parent/staff and staff/parent Our Aims - to treat all reports of harassment and bullying seriously, promptly and discreetly - to take all reasonable steps to prevent harassment and bullying from occurring in any context directly related to school, including behaviour that occurs while travelling to and from school, during co-curricular activities, camps and other school functions - to ensure that complainants and those involved in the complaint processes do not suffer further disadvantage, retaliation or threats - to offer support/counselling to complainant and respondent - to raise awareness of the Harassment Policy and the effects of bullying or relationships via promotional material, curriculum and workshops/tutorials or seminars for staff, parents and students Actions that dislocate relationships, include: Verbal - putting ‘people down’ through comments, jokes or mimicking - name calling - teasing about another’s appearance or beliefs - derogatory comments made on the basis of race, culture, sexuality, socio-economic status or any other individual difference - intimidation or verbal abuse directed towards a person with different abilities - intimidating or harassing telephone calls - practical jokes which may be hurtful Visual/Physical - non-verbal gestures that are designed to intimidate (e.g. negative body language) - displaying offensive materials, pictures or objects - writing offensive notes, letters and graffiti - cyberbullying (e.g. offensive use of email, mobile phone, internet or other technology) - pushing, hitting, pinching, kicking and other unwelcome physical contact used intentionally to intimidate or hurt someone - unwelcome touching or brushing against another - damaging, stealing, hiding or destroying another’s property or possessions - disrespect for/or invasion of personal space and property (e.g. going through personal belongings, eating food purchased by an individual for their own consumption, borrowing without permission, listening into phone conversations, etc.) Relational - hurting others by damaging or manipulating relationships (e.g. spreading rumours that cause individuals to be rejected by others)
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- social exclusion by deliberately excluding another from a group of friends - writing, sending or delivering harassing notes - telling others not to associate with or like someone Involving Extortion - pressuring and intimidating others to act against their will (e.g. giving up possessions, money, buying food and drink for bribery purposes, doing work for others or committing minor offences for them) Options for dealing with harassment and bullying Geelong Grammar School is committed to ensuring that all staff, students and members of the School community are treated with dignity, courtesy and respect. We therefore request that any person with a concern or complaint provides the School with an opportunity to resolve the matter. You are encouraged to take one of the following approaches: - speak directly to the person(s) causing the offence and inform them that it is unwelcome and that it should cease - talk to a friend or family member who is understanding for support or advice - inform a staff member or parent so that the unacceptable behaviour can be addressed - talk to the teacher, House Tutor, Head of House, Director of Student Welfare or Head of Campus - talk to the Chaplain or School Counsellor - staff can speak to any of the above staff members and can also access the employee assistance programme through the HR department Please note: Parents should contact the relevant Head of House, Head of Campus or Director of Student Welfare. What then? The School’s support staff (House Tutor, Head of House, Chaplain, School Counsellor, etc.) will take into consideration the nature of the situation and may respond as follows: - listen and understand - help you to see if there is anything you can do yourself to help the situation - speak with people concerned and advise the offender/s that this behaviour is unacceptable (they may feel this is necessary, or you may want them to do this) - offer counselling and support to those involved - involve parents, students or other members of staff where appropriate - advise the offender of likely consequences should the harassment continue - take action where it is deemed appropriate The School will deal with complaints promptly, confidentially and with discretion. Reports of harassment and bullying will be investigated and documented. The School will properly investigate any allegation of discrimination or harassment.
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DRUGS The use and abuse of alcohol, cigarettes, other substances (such as performance enhancing drugs, prescription drugs when not taken pursuant to a medical practitioner’s prescribed regime) and illicit drugs is fairly common amongst adolescents in Australia. Geelong Grammar School, in common with other schools, has a particular responsibility in addressing the problem of drug use, especially as it takes responsibility for boarders on behalf of their parents, both within the classroom and outside of conventional school hours. The School has developed a policy designed to discourage students from using drugs, and, for those who are already doing so, to prevent them from becoming drug dependent. ALCOHOL Alcohol can be a serious problem for young people in Australia because it is widely advertised, socially acceptable and readily available. Geelong Grammar School’s policy on alcohol takes a clear line that avoids confusion: students may not drink alcohol at School in any circumstances or in any company. It is also worth noting in this context that School rules apply during term time and while travelling to and from School, be that for exeats or holidays. Geelong Grammar School welcomes families at the School and encourages them to picnic in the grounds. However alcohol must not be made available to any students on school occasions, or at public occasions involving our School, such as the Head of the River.
SCHOOL RULES In order to foster a secure and productive environment the school has adopted the following rules that reflect the School’s policy on behaviour: School rules apply during term time and while students are travelling to and from school. 01. Students may not harass, victimise or bully others. 02. Students must respect the property of others and the School. 03. Students may not go beyond School bounds without the permission of their Head of House. Bounds are marked on the map in each House. 04. Students may not smoke or bring tobacco into the School. Students who are in the company of smokers, or who smell of smoke, are deemed to be smokers in the eyes of the School. 05. Students may not bring alcohol into the School, may not have it in their possession or consume it. 06. Students may not use or possess illicit drugs. A copy of the School’s policy on drugs has been sent to all parents and guardians. 07. Students may not break the limits of propriety or territory in the matter of sexual behaviour. This means, for example, that students may not enter the dormitory or sleeping areas of members of the opposite sex. 08. Students may not retain live ammunition or firearms. Only those with a current Victorian 29
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HOUSE RULES Heads of Houses will inform students of House Rules.
WHERE TO GO FOR HELP The main source of help for all parents and students lies with the Heads of House, who have primary responsibility for the welfare of students, assisted by House Tutors and House Assistant. All discussions of a personal nature are strictly confidential. Sometimes it may be appropriate and necessary to seek specialist help outside the House, which can be organised through the Head of House. The following resources are available to students and their parents: HEADS OF HOUSE: Allen House Michael Hutley Tel: +61 3 5273 9336 email: michaelh@ggs.vic.edu.au Clyde House Ross Patterson (Acting Head) Tel: +61 3 5273 9371 Email: rpatterson@ggs.vic.edu.au Cuthbertson House David Roberts Tel: +61 3 5273 9386 Email: droberts@ggs.vic.edu.au Elisabeth Murdoch House Christine Howes Tel: +61 3 5273 9640 Email: christineh@ggs.vic.edu.au Francis Brown House Martin Beaver Tel: +61 3 5273 9232 Email: martinm@ggs.vic.edu.au
SENIOR SCHOOL HANDBOOK - GEELONG GRAMMAR SCHOOL
Fraser House Stephen Andrew Tel: +61 3 5273 9293 Email: stephena@ggs.vic.edu.au Garnett House Margaret Bennetts Tel: +61 3 5273 9218 Email: margb@ggs.vic.edu.au The Hermitage Prue Southern Tel: +61 3 5273 9201 Email: prues@ggs.vic.edu.au Manifold House Peter Craig Tel: +61 3 5273 9301 Email: peterc@ggs.vic.edu.au Perry House Bruce Waldron Tel: +61 3 5273 9242 Email: brucew@ggs.vic.edu.au
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Shooter’s Licence or permit may fire on School Shooting Trips. There is to be no shooting on School property. 09. Boarders may not be outside the House between 7pm and 7am without the permission of the Head of House. 10. The only earrings that are permitted to be worn by girls are a single pair of studs or sleepers. Boys may not wear earrings at any time. Apart from a watch, no other jewellery may be worn. Tattoos are not permitted. 11. Hair must be clean, well-groomed and of natural colour.
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Director of Student Welfare John Hendry Tel: +61 3 5227 6230 Email: hendo@ggs.vic.edu.au Vice Principal Mr Charlie Scudamore tel: + 61 3 5273 9808 email: charliesc@ggs.vic.edu.au Head of Corio Mr Dean Dell’Oro tel: + 61 3 5273 9200 email: deand@ggs.vic.edu.au
Kennedy Medical Centre Staff Nurses: RN Div 1 M Barry RN Div 1 F Drummond RN Div 1 L Goldie RN Div 1 L Hosking RN Div 1 J Ritchie RN Div 1 H Smith RN Div 1 C Systermans Overnight/First aider: K Schreiber T Taylor
Chaplains:
Administration:
Eleanor O’Donnell Senior School Chaplain Tel: +61 3 5273 9860 Email: eodonnell@ggs.vic.edu.au
J Mann A Scudamore
Fr Howard Parkinson Tel: +61 3 5273 9746 Email: howardp@ggs.vic.edu.au Counsellors: Ian McIntosh Tel: +61 3 5273 9302
Appointments can be made through the House Assistant /Head of House, via email: kennedym@ggs.vic.edu.au or kmnurse@ggs. vic.edu.au or at the Kennedy Medical Centre desk with one of the receptionists. Appointments for the Counsellors can be made through the Head of House or at the Kennedy Medical Centre, tel: +61 3 5273 9302
Janet Stephens Tel: +61 3 5273 9302
STUDENT HEALTH AND WELLBEING HEALTH If a student has been in contact with infection, the Head of House or House Assistant should be informed. If treatment has been given during the holidays, it is necessary to ensure that the student’s doctor sends a report to the Kennedy Medical Centre with details of any treatment. Any medicines that are brought back to school must be handed in to the House Assistant, both for security reasons and to ensure they are taken as directed. Regular medical and dental appointments should be restricted to holidays or Wednesday afternoons so that interruption to schooling is kept to a minimum.
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SLEEP Sleep for young people is always an issue. Houses institute sleep times to allow students to gather the physical and mental ‘re-charge’ needed. Students on exeat must also be mindful of the need for sleep. Late nights establish a sleep debt which is difficult to overcome. The consequences of this seriously reduce a student’s capacity to productively manage academic and co-curricular activities. If students are to get the most from their education at Senior School, they must ensure that they get adequate sleep each night, even when they are not feeling particularly tired. This requires planning and using time early rather than late in the evening for work. There needs to be a general acceptance by students that having the right amount of sleep is important and for those in dorms, there needs to be a determination not to talk for long periods after lights-out. SUN EXPOSURE Sun exposure and consequent risk of skin cancer is a problem in our society. Exposure to the sun during childhood and adolescence significantly increases the risk of developing skin cancer in later life. Students must ensure that they avoid unnecessary harmful exposure to the sun and wear appropriate protection when exposed to the sun including: - Shirt (long-sleeved if possible) - Hat (wide-brimmed) or cap (GGS) for specific sports - Sunglasses (close fitting)
- Sunscreen (Hats/caps, sunglasses and sunscreen are all available from the GGS Uniform Shop.)
POCKET MONEY Students deposit money with their Head of House and withdraw it as the need arises. It is important that students do not have more than $2 0 in their possession. Approximately $80 - $100 each term is considered appropriate to cover incidental expenses, including charities deemed important by the School. Large sums of money must not be kept by students in Houses. Travel money may be supplied as required. Arrangements for safe-keeping should be made with the Head of House. If parents want their child to have access to credit card facilities, these cards should be kept with the Head of House. TELEPHONE USE Students may bring mobile phones to School. The use of mobile phones is at the discretion of the School. IDENTIFICATION CARDS Identification cards, which include a photograph and individual barcode, are issued at the start of each year. These are used to borrow books from the libraries, to purchase items from the Book Room or GGS Shop, and to use photocopiers. SENIOR SCHOOL HANDBOOK - GEELONG GRAMMAR SCHOOL
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For specific health and medical issues, there are a series of procedures that the School follows in a manner appropriate to the particular situation.
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ACADEMIC PROGRAMME The Senior School is one of five distinctive learning environments operating on four diverse campuses educating girls and boys from the Early Learning to Year 12. The School’s strength lies in a history of educational innovation combined with the continuing belief in the traditions of a broad liberal education. STUDENT SUPPORT General academic support is offered by class teachers, tutors, and often senior students in the House. However, sometimes, students find themselves in need of special support. Either through their own request, through that of their subject teachers or their Head of House, recommendations can be made for them to undergo testing to determine if they need help through the Learning Support Centre. LEARNING SUPPORT CENTRE The Learning Support Centre provides support for students with learning difficulties. It offers a comprehensive individual diagnostic service that ascertains the learning profile of a student with special needs. The support service aims to provide a student-centred approach to curriculum, promote self-regulated learning and develop the students’ identity with learning and their confidence in learning. Each student who attends the Support Centre in a structured way will receive a report from the teacher outlining what has been achieved over the semester. TUTORING Students who need specific subject-related help with Mathematics or English are able to request this through the Community Portal and/or their Head of House. Teachers may also recommend tutorial assistance for English. Tutorials generally operate after school and during evening prep sessions. DIFFERENTIAL APTITUDE TESTING (DAT) During Term 1, all Year 10 and new Year 11 and 12 students undertake a set of nine tests known as DATs. They act as a catalyst in the process of students learning to make subject choices, career plans and decisions about their own abilities and interests. The tests of verbal reasoning, numerical ability, abstract reasoning, clerical speed and accuracy, mechanical reasoning, space relations, spelling and language usage provide useful information that is followed up by interviews with Tutors, Heads of House and the Head of Careers. Interest inventories, career profiling and other diagnostic tests are undertaken later in the year and analysed in light of the DAT results.
PREP It is important that students practise and consolidate the skills and knowledge learned in the classroom. They need to develop worthwhile work habits, discipline themselves in 35
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STUDENT DIARIES Student diaries are designed to assist the development of organisational skills and reflection. Students should use the diary in conjunction with available technologies (e.g. My School section of the Community Portal, Outlook calendar, etc.) to record work/prep that is set, as well as grades and marks for assignments and tests. The diary should also be used for reflection. ACCESS TO RESOURCES During evening prep sessions, access to specialist areas outside Houses (e.g. Libraries, the Music School, the Art School, Science Laboratories, Handbury Centre for Wellbeing, etc.) is generally encouraged and supervised, although there are restrictions for Year 10 students. Access is dependent on the needs of students, their readiness to make use of the opportunities in a responsible and productive manner and the need for Tutors on duty in Houses to know precisely where each student is. Access to these specialist areas at other times (after school and at weekends) is strongly encouraged. TIMETABLE Heads of Houses arrange for a fixed length of time to be set aside at the beginning of each prep evening for silent prep with minimal movement about the House. Supervision by Tutors on duty is strict at Year 10 and gradually relaxes as students demonstrate that they can work independently. In Boarding Houses, there are two prep sessions and in the second prep session there is the possibility for collaborative work. The timetable at Year 10, where teachers may set 25 minutes work to be done each day that the class meets, allows sufficient time for students to complete the basic work that is required to be handed in to teachers. Students are encouraged to use other spare time for wider reading, reflection, revision and independent research. Music practice sessions are timetabled and supervised during evening prep sessions for boarders learning instruments at school.
FISHER LIBRARY BORROWING AND RETURNING ITEMS Books, audio, video cassettes or DVDs may be borrowed by students for two weeks using their student ID card. At the end of that time they must be returned or renewed. To renew items, borrowers must either apply in person (bringing the item with them) or go to the WeboPac under member services, enter their Synergetic ID number and date of birth. This
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concentration, persistence and independence; discover and use available resources and improve their planning and time management. To these ends, prep or homework is set on a regular basis and supervised in Houses in an organised way. The introduction of Online Prep and the My Child/My School sections of the Community Portal provide a co-ordinated approach to communication between students, teachers, parents, Tutors and Heads of House regarding prep.
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allows students to manage their own library account. Overdue item lists are issued every Monday. Borrowers with items overdue for longer than a week will be referred to Heads of Houses, and no further withdrawals will be allowed until the overdue items are returned. Any student who loses any library materials should report the loss directly to the Librarian. Online services are available to students via the Library WeboPac. The School subscribes to 12 online databases that provide high-quality authoritative reference sources from any computer in the School. Periodicals may be borrowed for use in the Library only. Reference books and other material on reserve may not be removed from the Library. HOURS The Fisher Library is open after School hours: Monday - Thursday 6.30pm - 9.30pm Saturday 1.00pm - 5.30pm (during exam periods) Sunday 1.00pm - 5.30pm NB. Additional times as notified on the Library Noticeboard.
YEAR 10 The Year 10 curriculum is described in detail in the Corio and Timbertop Curriculum Guide, which can be accessed via the School’s website and the Learning tab of the Community Portal. The following is a brief overview. Year 10 at Geelong Grammar School provides opportunities for the consolidation of academic skills and careful preparation for the programmes offered in the two senior years of school. It also builds on the skills and knowledge acquired at Timbertop. CORE SUBJECTS Students continue to study English, Mathematics, Science, Health & Physical Education and Positive Education in Year 10. Religious Studies and History (National Curriculum) are taught as half-semester units to all students. ELECTIVE SUBJECTS A wide range of elective subjects is offered. These choices reflect subjects in the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB) Diploma Programme. Other subjects include: Art electives ranging from 2D and 3D, Visual Communication and Design and Photography; Design Technology and Agriculture options; Business Management, a subject connected with the world of work; Drama and Literature. 37
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Subjects that must be taken for both semesters: Chinese (Mandarin), French, German, Japanese Subjects that can be taken in one semester or both: Geography, History, Music. Subjects that can be taken for one semester only: Agriculture, Art - 2D and 3D, Art - Photography, Business Management, Design Technology - Textiles, Design Technology - Materials and Systems, Drama, Literature, Sport Science, Visual Communication and Design
YEARS 11 AND 12: VCE OR IB? Students entering Year 11 must choose to take either the Victorian Certificate of Education (VCE) or the International Baccalaureate (IB) Diploma Programme for their final two years of schooling. Each of these programmes has its own particular features and merits and each is described in considerable detail in the Corio and Timbertop Curriculum Handbook. Either is capable of being a suitable qualification for further study at university either in Australia or abroad. The VCE is designed to cater for students of all abilities and to provide a suitable pathway for either direct entry into the workforce or for further study at universities, TAFE Colleges or private institutions. The programme provides a wide range of possibilities, from narrow specialisation to a broad general education. It enables students to specialise in one area (e.g. the arts or business subjects or mathematics/science subjects, etc.). The IB is an international curriculum designed to cater for students who wish to prepare themselves for further study at a university. The programme requires students to work effectively across a broad cross-section of subjects and does not allow for much specialisation. All IB students must study English, a foreign modern language, a humanities subject, a science and mathematics. One of the chief benefits of the Diploma is that its candidates can expect to manage university expectations successfully and easily. As a rough guide, about 55% of Geelong Grammar School students would be capable of achieving the minimum score necessary to be awarded the IB Diploma. It would therefore be advisable that students who attempted the IB Diploma were achieving the sort of grades in Year 10 that would place them in the top 55% of the year group and have demonstrated a good work ethic.
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The elective block also includes French, German, Japanese, Chinese, Music, History, Geography and Sport Science. These choices complete a balanced range of subjects from all of the major academic disciplines and should offer something of interest and value to all students. Students choose five semester units from the following subjects.
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The critical difference between the VCE and IB is that all students are capable of achieving the VCE provided they make a reasonable attempt to do what they are asked to do, but not all students are capable of achieving an IB Diploma. It would be unwise to undertake the IB programme without a reasonable expectation of being able to achieve the Diploma. VICTORIAN CERTIFICATE OF EDUCATION (VCE) From the VCE programme, students must achieve satisfactory completion of at least 16 units, including three units of English/Literature or English as an Additional Language (EAL) and at least three other Unit 3 and 4 sequences. Normally, students at Year 11 undertake six subjects and five subjects at Year 12. Australian Tertiary Admissions Rank (ATAR) The Australian Tertiary Admissions Rank (ATAR) is important for selection into tertiary courses. It is a percentile ranking based on performance in assessment (both coursework and examinations) in Units 3 and 4. Each subject is awarded a study score that has a maximum value of 50. Study scores of 40 and above indicate that the student is in the top 8% of the students taking that subject. The study scores are scaled by VTAC (Victorian Tertiary Admissions Centre) to calculate the ENTER. Scaled study scores in the English/ Literature/EAL subject and the best three VCE studies plus ten percent of the score in up to two more studies are included in the calculation. An ATAR is not calculated unless, as well as being awarded a VCE, the student has satisfactorily completed both Unit 3 and Unit 4 of the English requirement mentioned in the previous paragraph. Units 3 and 4 at Year 11 Some students may be interested in the possibility of taking one Unit 3 and 4 sequence during Year 11. While it is accepted that this possibility is appropriate in some circumstances, it may be a disadvantage in others. Unit 3 and 4 work is based on the development of skills, knowledge and intellectual maturity that Units 1 and 2 studied at Year 11 encourage. While it is no doubt possible to undertake some Units 3 and 4 without this preparation, and to do so with success, the overall picture must be kept in mind before any decision is made. For some Year 11 students, the commitment necessary to succeed at one Unit 3 and 4 sequence could endanger the proper foundation for Year 12 in other subjects. Moreover, it could mean that participation in the wider life of the School may be hampered. As a result the seeming advantage of an extra final year subject and the bonus points that might be involved is overshadowed by the eventual loss of more points across an entire academic programme and limitation of the wider education of the student. Of course this scenario is not applicable in all cases. Students who wish to undertake a Year 12 VCE subject in Year 11 are expected to maintain at least a B grade average in Year 10 and good attitude and effort grades. Musicians who are well advanced via their work for AMEB exams, native speakers of foreign languages, and those few who are clearly gifted in all or some subjects, are students who would enhance their academic programme by taking an appropriate Year 12 subject during their Year 11. Others may be strongly advised not to do so. As for all subject selection, decisions 39
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Details of the following VCE subjects are available in the Corio and Timbertop Curriculum Guide: Accounting; Agriculture and Horticultural Studies; Studio Arts; Biology; Chemistry; Chinese (Second Language and Second Language Advanced), Classical Societies and Cultures; Economics; English; Geography; History; French; German; Japanese (Second Language); Legal Studies; Literature; Mathematics (three different subjects); Music Investigation; Music Performance (Group); Physical Education; Physics; Product Design and Technology; Theatre Studies; Visual Communication and Design.
INTERNATIONAL BACCALAUREATE In Years 11 and 12, Geelong Grammar School offers the International Baccalaureate (IB) Diploma Programme as an alternative to the Victorian Certificate of Education. The International Baccalaureate Organisation (IBO), a non-profit educational foundation based in Switzerland, offers the Diploma Programme for students in the final two years of secondary school. The IB Diploma Programme is a rigorous pre-university course of studies leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfil requirements of various education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of many. Academic Aims The organisation’s academic programme aims to awaken the intelligence of young people and teach them to relate the content of the classroom to the realities of the world outside. Comprehensive and balanced curricula coupled with challenging assessments have established the IBO as a unique institution in the arena of international education. Beyond intellectual rigour and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship. The desired profile of the IB student is that of a critical and compassionate thinker, an informed participant in local and world affairs, who values the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life. Special Features The programme offers special features in addition to the traditional strengths of a liberal curriculum: Extended Essay; Theory of Knowledge; Creativity, Action and Service. All details are found in the Corio and Timbertop Curriculum Handbook.
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should be thoroughly discussed with the Tutor and Head of House and, if appropriate, the Head of Careers. Entry to a Unit 3 and 4 sequence at Year 11 will only be possible if students have demonstrated the appropriate work ethic by maintaining a B average in Year 10, a B+ in a prerequisite subject and only if it can be arranged within the timetable.
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International curriculum planners seek to ensure that the organisation’s educational aims are embodied in the structure and content of the programme itself. The Diploma is displayed with six academic areas surrounding the core. Subjects are studied concurrently and students are exposed to the two great traditions of learning – the humanities and the sciences. Diploma candidates are required to select one subject from each of the six subject groups. At least three and not more than four are taken at higher level (HL), the others at standard level (SL). HL courses represent 240 teaching hours, SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period: this is a deliberate compromise between the early specialisation preferred in some national systems and the breadth found in others. Subject selection requirements ensure that the science-oriented student is challenged to learn a foreign language and that the natural linguist becomes familiar with laboratory procedures. While overall balance is maintained, flexibility in choosing higher level subjects allows the student to pursue areas of personal interest and to meet special requirements for university entrance. Assessment The grading system used by the IBO is criterion-referenced. This means that each student’s performance is measured against well-defined levels of achievement consistent from one examination session to the next. Top grades are not simply awarded “on a curve” to a certain percentage of candidates but rather reflect attainment of knowledge and skills relative to set standards equally applied to all schools. Top grades are not, for example, awarded to a certain percentage of students. Validity, reliability and fairness are the watchwords of the IBO’s international examining board. Responsibility for the full academic judgements about the quality of candidates’ work rests with more than 5,000 examiners worldwide, led by a Chief Examiner with international authority. A variety of assessment methods is used to evaluate both the content and the process of academic achievement and to take into account different learning styles and cultural patterns. Conventional external examination techniques (essay, short answer, multiple choice, etc.) are complemented by internal assessments of coursework by the teachers responsible for evaluating students over the two-year period. With classroom teachers and international examiners working in partnership, the emphasis is on ensuring that students have ample opportunity to demonstrate what they know and are able to do so in a global context. Award of the Diploma Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires students to meet defined standards and conditions including a minimum total of 24 points and the satisfactory completion of the Extended Essay, Theory of Knowledge (TOK) course and CAS (Creativity, Action, Service) activities. The maximum SENIOR SCHOOL HANDBOOK - GEELONG GRAMMAR SCHOOL
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Programme Design
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score of 45 points includes three possible bonus points for the Extended Essay and work in TOK. All students engage in the full programme. Those who fail to satisfy all requirements or who elect to take fewer than six subjects are awarded a certificate for the examinations completed. At Geelong Grammar School, examinations are held in November. University Recognition As for VCE students, IB Diploma holders gain admission to universities throughout the world. Formal agreements exist between the IBO and many ministries of education and private institutions. Some colleges and universities may offer advanced standing or course credit to students with strong IB examination results. The Victorian Tertiary Admissions Centre (VTAC), which administers the tertiary selection procedures in Victoria, applies a direct conversion from the IB score to the VCE aggregate score in order for IB students to be given a notional Australian Tertiary Admissions Rank (ATAR). The top IB score of 45 converts to a notional ATAR of 99.95, and the minimum IB score for the award of the Diploma, 24, currently converts to an ATAR just below 70.00. This means that entrance to all Australian universities is a straightforward matter for IB students. VCE Credit for Year 11 IB Study Students who undertake the first year of the IB programme in Year 11 and who then decide to transfer to the VCE in Year 12 are given appropriate credit of completion towards their VCE by the VCAA for their Year 11 IB work. There are no ‘marks’ for Year 11 subjects. IB subjects available: English Language A1, French, German, Japanese, Mandarin, Spanish ab initio, Economics, Geography, History, Biology, Physics, Chemistry, Design Technology, Sport and Exercise Science, Mathematical Studies, Visual Arts, Theatre Arts, Music. Most can be taken at Higher Level or Standard Level (exceptions are Japanese, Spanish ab initio, Sport and Exercise Science, Maths Studies and any anticipated subject). Details of the IB subjects are available in the Corio and Timbertop Curriculum Guide. Recognition of Academic Excellence In Year 10, students may be awarded a Certificate for General Excellence at the end of each semester based on their achievement in all subjects. In Year 11, students may be awarded Half-Colours at the end of each semester based on their achievement in all subjects. Full Colours may be awarded to both Years 11 and 12 students based on their end-of-year results. Similarly, any student who achieves a Study Score of 50 in a VCE subject is also awarded Full Colours if they have also maintained appropriate Aptitude and Effort grades in all of their subjects.
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CONTACTS Director of Learning Debbie Clingeleffer-Woodford Tel: +61 3 5273 9387 Email: debbiec@ggs.vic.edu.au VCE Co-ordinator John Grave Tel: +61 3 5273 9805 Email: jgrave@ggs.vic.edu.au IB Co-ordinator Dianne Vella Tel: +61 3 5276 9822 Email: dvella@ggs.vic.edu.au
EDUCATIONAL TECHNOLOGY Fundamentally we are preparing our students to work, live and contribute to their communities after School and hence competence with information and communication technologies (ICT) is increasingly important. Our eLearning educational initiatives focus on integrating the foundation and higher order ICT skills as well as digital citizenship into the curriculum. In order to have a framework for learning in this Digital Age, we have adopted the six ISTE ‘Educational Technology Standards for Students’ categories to guide our approach. These standards focus on effective lifetime learning and productive living in a global society with each category having a number of performance indicators. The six categories: - Demonstrate creativity and innovation - Communicate and collaborate - Conduct research and use information - Think critically, solve problems, and make decisions - Practise digital citizenship - Use technology effectively and productively (NETS for Students 2nd Ed. 2007 ISTE – International Society for Technology in Education) Since 1994 Geelong Grammar School has had a Notebook Computer Programme. This programme was compulsory from Year 5, with all new students purchasing their Notebook Computer through the School-supported programme from 2006. The Computer Services Department provides full support for the computers on each campus, encompassing hardware warranty repairs and insurance claims as well as software support and a loan Notebook Computer in the event of prolonged repairs. SENIOR SCHOOL HANDBOOK - GEELONG GRAMMAR SCHOOL
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The current Notebook model supported by the School is the Samsung Slate/ PC, which features the pen and detachable keyboard functionality, the flexibility of a portable Slate device, as well as a fully functional Notebook Computer when docked with the keyboard. The Samsung Slate/ PC is available for purchase through the School, but students also have the option to bring their own preferred Notebook Computer device to Senior School – subject to some strict minimum requirements. Students will be required to register their Notebook through the Computer Services Department and have it joined to the School’s network. Additionally, the School’s anti-virus software will be installed and students must comply with the School’s internet access and Electronic Acceptable Use policies. Students that have purchased either the M780 or R830 Toshiba Notebook models in the last two years will continue to receive full support whilst their warranty is intact. The Notebook belongs to the student and responsible use is encouraged across a range of endeavours for the benefit of their education. The educational areas at each campus are well serviced with comprehensive wireless connectivity and classroom projectors and each classroom teacher has a Notebook Computer. The existing Cybersafety documents outline in detail each student’s responsibilities in relation to the use of technology at Geelong Grammar School. While the School supports and encourages the use of technology it recognises an obligation to protect and provide safeguards for its community.
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CO-CURRICULAR PROGRAM CO-CURRICULAR ACTIVITIES The co-curricular activities of a Geelong Grammar School student are part of their diverse and challenging programme. These interests enrich the lives of the students and provide an opportunity for strengthening staff/student relationships. SPORT Sport is an integral part of a student’s time at Geelong Grammar School. The playing fields offer opportunities for students to not only develop physical skills, but to also nurture their social and emotional skills, especially helping to develop resilience amongst young adults. Training and participating in sport in conjunction with other co-curricular and academic pursuits helps promote a “healthy mind, body and soul”. Geelong Grammar School is a member of and competes in the APS (Associated Public Schools); an association consisting of 11 prestigious private schools in Melbourne and Geelong. The association was founded in the 1800s and, in this time, Geelong Grammar School has had a long and proud history of involvement and participation in APS events. Whilst the results of sporting contests are important, they are not the sole motivation for the involvement of the student. The sporting programme at Geelong Grammar School also focuses on developing the individual and team regardless of ability. Opportunities are provided for students of all ability levels. There is an emphasis on skill development, enjoyment and the promotion of life long skills in physical activity, and talented students are challenged to reach their full sporting potential. Sport is a compulsory part of the School programme. The School’s Community Portal contains further information regarding weekly and season fixtures, results, individual sports on offer and further information regarding the sporting programme. CONTACTS Director of Sport Paul La Cava Tel: 0417 107 829 Email: placava@ggs.vic.edu.au Campus Sport Manager Jenny Carlton Email: JennyCa@ggs.vic.edu.au
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SUMMER SPORT Sport
Year Level
Gender
Aerobics
10-12 *
Female
Badminton
7-12
Male and Female
Cricket
7-12
Male
Diving
7-12
Male and Female
Equestrian
10-12 *
Male and Female
Rowing
8-12 *
Male and Female
Sailing
10-12 *
Male and Female
Softball
7-12
Female
Swimming
7-12 *
Male and Female
Table Tennis
10-12
Male
Tennis
7-12
Male and Female
Sport
Year Level
Gender
Aerobics
10-12 *
Female
Basketball
10-12
Female
Cross Country
10-12
Male and Female
Equestrian
10-12 *
Male and Female
Football
7-12
Male
Hockey
7-12
Male and Female
Netball
7-12
Female
Rugby
10-12
Male
Soccer
7-12
Male and Female
Sport
Year Level
Gender
Athletics
7-12
Male and Female
Water Polo
10-12
Male and Female
Snowsports
5-12 *
Male and Female
WINTER SEASON
SPRING SEASON
* Conditions Apply, please refer to the specific sport information below.
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APS SPORT The calendar year is divided into three seasons of sport offering a diverse range of sports for all students. Below is the list of sports from which to choose from by season, year level and gender.
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OUTDOOR EDUCATION YEAR 10 CAMPS Year 10 Camps take place during the last week of Term 1. Students select their Camps in Term 4 of the preceding year whilst at Timbertop. Camps are a compulsory component of the Year 10 programme. A medical certificate is needed to exempt a student from camps. Each of the camps in Year 10 offers a different challenge. Students are prepared for this challenge within the Activities Programme. The three Tuesdays in Term 1 preceding the camps are devoted to developing appropriate fitness, skills and understanding of the activity. Staff leaders will provide detailed information to students in mid Term 1 of the camp year.
ACTIVITIES PROGRAMME Activities take place throughout the week for Years 10-12. Students are required to be involved in the Activities Programme to varying degrees according to year level. Year 10 students are expected to complete at least six activities per year, Year 11 complete four per year and Year 12 by negotiation with the Head of House. Activities change from term to term, though there are many activities that are offered throughout the year. Students select their activities in mid Term 1 in consultation with their House Tutor for the year. They have the opportunity in the second last week of each term to make adjustments to their choices. Some likely activities for Years 10, 11 and 12 include: Recreation: Squash, Chess, Surfing, Yoga, Pilates, Ballet Visual Arts: Film Appreciation, Ceramics, Life Drawing, Jewellery & Beads, Drawing, Painting Technology: Textiles, Op shopping an clothes designing Sport: Badminton, Fencing, Golf Lessons, Strength and Conditioning, Football Skills, Netball Skills, Hockey Skills, Rugby Skills, Soccer Skills, Sculling, Tennis Coaching, Trap Shooting Wellbeing: Personal Fitness, Pilates, Yoga. Service: Amnesty International, Market Garden, Karen Homework Club, Wetlands, Middle School Coaching, Life Skills: Swimming Lessons, Leadership, Debating, Public Speaking, Barista and Coffee Art courses, First Aid, Lifeguarding, Hospitality Course. Theatre and Music: Senior School Production, Music Practice, attending Ballet performances, Theatre in Melbourne and Geelong.
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Debating always attracts a large number of students who participate in the regional competition organised by the Debating Association of Victoria (DAV). Teams are selected on a year level basis. The School hosts the regional competition, over five evenings throughout Terms 1 to 3. PUBLIC SPEAKING The Geelong Grammar School Public Speaking Team participates in the main public speaking competitions in the Geelong area. These include: The Lions Youth of the Year, Rostrum Youth Speaks and The Victorian Plain Speaking Award. Students of all standards are invited to enter and are trained in the skills of speaking. Students may win their way to state finals in these events. Students learn to assemble curriculum vitae, present an impromptu speech, be interviewed, discuss a wide range of topics and formally present prepared speeches. Public Speaking encourages students to learn self-control, develop confidence and meet members of the wider Geelong Community, as well as helping many students in the oral component of their English course.
COMMUNITY SERVICE The School is proud of its involvement in a range of Community Service activities and in the charities that are sponsored throughout each year. A number of mechanisms exist for student involvement in Community Service. There are some annual events such as Red Cross Door Knock in March and the Salvation Army Red Shield Appeal, in which many students are involved. Many of the Community Service activities take place within the framework of the Activities Programme. It is not unusual, however, for Service activities to take place on Wednesday afternoons before sport or on another evening when students are not committed to other activities. Service activities are an important part of the Duke of Edinburgh Awards and for the Creativity, Action and Service (CAS) component of the International Baccalaureate. Students are able to utilise all of the above activities in meeting the requirements of these two courses. Each House has a Community Service Representative. These students meet frequently to plan for future events and administer the Community Service programme. The Charities Committee The Charities Committee meets regularly, involving House Charity Representatives and is open to any other students who are interested in becoming involved. The aim of the committee is to assist charitable organisations and to increase the awareness of these organisations within the school community. Students support associations that are relevant to members of the school community, by fundraising through plain-clothes days or by offering support through other means.
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DEBATING
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S.A.V.E (Students Against Violation of the Environment) Concerts The S.A.V.E. Concerts are student-run fundraising events that provide a vehicle for exposing musical talent amongst the student body. There are a number of S.A.V.E. concerts every year - at least one per term. Amnesty International Amnesty International is an international organisation which works to protect the human rights of all people. The Amnesty International activity is held on Tuesday lunchtimes at 1:20pm. It involves writing letters, by following a simple example, to a Head of State or government official on behalf of individuals who have not advocated violence and whose human rights are being abused. Landcare Students carry out the revegetation of particular areas both in and around the School grounds and into Hovell Linear Park. Lorne 160 This is the School’s largest fundraising event throughout the year. Students plan events with the aim of raising money for a charity that is nominated by the Lorne 160 team each year. It culminates in the students (approximately 16) running overnight from Geelong to Lorne and back in relay. Students must apply to be part of this group and criteria are published. Applications and interviews occur during Term 2. The run occurs on the last full day of Term 3. Market Garden The Market Garden at Geelong Grammar School works to produce food for the Corio Food Bank. This is an arm of the Uniting Church at Corio, supplying needy families with food. Christ Church Soup Kitchen Students help the kitchen staff at Christ Church, Geelong, by serving food and washing dishes. Sustain and Remain Committee The Sustain and Remain Committee is made up of a group of students from Senior School who want to contribute to the sustainability of the current environment. Students discuss the approach that they will take and the plans that they need to make to achieve their chosen objectives. They address issues of recycling and water and energy conservation. Various student initiated events are planned each year. Relay for Life Students volunteer for the annual Relay For Life at Torquay; completing a 24-hour relay walk/ run to raise funds for the Cancer Council.
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The Performing Arts are a significant part of life at Geelong Grammar School, with over 500 students learning instruments at Corio. INSTRUMENTAL AND VOCAL TUITION Students may learn an instrument or voice without enrolling in Music as a subject. Lessons are usually weekly and 30 or 50 minutes in duration. There is a Music staff of five full-time teachers and 24 visiting teachers at Corio. Tuition can be arranged by contacting the Music office and is available for the following instruments: Bagpipes, Bass Guitar, Bassoon, Cello, Clarinet, Double Bass, Drum Kit, Euphonium, Flute, French Horn, Guitar, Harp, Oboe, Percussion, Piano, Pipe Organ, Saxophone, Trombone, Trumpet, Tuba, Violin, Viola, Voice. ENSEMBLES The Choir Of Geelong Grammar School The Choir of GGS is an auditioned Mixed Choir (boys and girls singing Soprano, Alto, Tenor and Bass parts). The choir sings a varied repertoire and performs regularly in Chapel and for concerts. In 2000 and 2003, the Choir undertook highly successful and enjoyable tours to Europe. This choir is for people who love to sing, have a good voice and sight reading skills. Rehearsals: Boys: Monday Lunchtime Girls: Thursday Lunchtime Full Choir: Friday 3.45pm The McKie Strings Rehearsal: Tuesday 4.00pm - 5.15pm Symphony Orchestra Term 3 Year 10 Jazz Ensemble This is a beginners’ course in Jazz, available to Year 10 musicians. Students are introduced to improvisation in jazz. Rehearsal: Tuesday Lunchtime Senior Concert Band The Senior Concert Band is an ensemble of wind and percussion musicians, with places for some guitarists and keyboard players. The Band reaches a very high standard of playing. It performs at various concerts and school functions. Students are asked to play in the Band on the basis of their level of musical ability. Rehearsal: Tuesday 6.00pm (after dinner)
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PERFORMING ARTS
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Senior Jazz Ensembles These Year 11 and 12 groups are run within the curriculum, rather than as part of the CoCurriculum programme. Students wishing to join them must therefore enrol in VCE Music Performance (Group) or IB Music (taking the Group Performance option). Enquiries can be directed to Paul Rettke. PERFORMANCES (INCLUDING SENIOR SCHOOL GROUPS): Term 1: Holy Week services, Lunchtime Recitals, House Music, Soirees Term 2: Jazz Concert, Lunchtime Recitals, Soirees Term 3: Lunchtime Recitals, Soirees, Spring Concert Term 4: Speech Day, Soirees, Carol Services Performances listed are only a taste of what is offered throughout the year. The Music Department works diligently to try and provide opportunities for all students to perform at their own level and in a comfortable environment. MUSIC COLOURS Music Colours are awarded as a recognition of a high level of musicianship, service to the Music Department and contribution to the School in ensembles and/or solo performance. SENIOR SCHOOL PRODUCTIONS A number of Senior School productions occur every year: four of these are curriculum-related and at least two are open to audition from any member of the Senior School. Productions may be large-scale or small-scale, performed in the Bracebridge Wilson Theatre, the Quad or in the Studio. Productions open to audition occur in Terms 1 and 3. Rehearsals for productions as an activity are on Tuesday and Friday afternoons. In the weeks before production, there are additional rehearsals on Friday evenings and Sunday afternoons. For the production in Term 3, there is a production camp in the two days prior to the commencement of Term 3. THEATRE PARTIES Theatre Parties occur from Terms 1 to 3. Students are able to book to attend professional theatrical productions on Friday evenings in Melbourne - mostly at the Arts Centre in Southbank and at The Malthouse behind St. Kilda Road. Students leave for Melbourne by bus at 5pm, have dinner in Southbank and attend the theatre at 8pm. Theatre Parties are advertised in the Calendar.
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- a consistently high level of enthusiasm, commitment and work in the preparation of a performance (this applies to both acting and non-acting roles e.g. direction, lighting design, wardrobe, stage management). - high level of performance on stage. - involvement in the direction of Year level plays, House plays or drama workshops. Please note: It would not normally be possible for a student in Year 10 to satisfy the criteria for consideration for Colours. Colours and Half-colours are awarded to students in Senior School to mark special achievement and endeavour in the School’s programme. YEAR 10 CREATIVE ARTS WORKSHOPS Following the examinations for Year 10 in Term 2, the Year 10 Creative Arts Workshops are held. These occur over three days in which students participate in a range of creative workshops with presenters from across Australia. Evening performances draw entertainers from Australia and overseas. Workshops have included Blacksmithing, Face Painting, Juggling, Air Brush T-Shirt Design, Computer Animation, Cookery, Yoga, Jewellery Making and vary year to year. It is a vibrant, exciting change to the normal routine.
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DRAMA COLOURS Colours and Half Colours for Drama are awarded on the basis of contributions and performance in theatrical productions at Corio. To be eligible for nomination students should have shown a committed approach to theatre at Corio through at least one of:
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OTHER INFORMATION
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EXPENSIVE EQUIPMENT While every care is taken to help protect students’ belongings, it is strongly advised that expensive items are not brought to School. Serviceable rather than valuable equipment is recommended. It is essential that all belongings are clearly named as this ensures that lost items are returned to their owner promptly. Expensive clothing and electrical equipment are not appropriate for a Boarding House. Computer equipment should be named and fully insured. iPads, mobile phones and cameras should be clearly engraved and serial numbers recorded. Students’ belongings are not covered by the School’s insurance. If cover is needed, it must be arranged by parents. PERSONAL ELECTRICAL APPLIANCES All electrical appliances brought onto the Campus are to be compliant with Australian standards. All students are reminded that any electrical appliance brought onto the Campus and used without going through correct Boarding House procedure will be confiscated. The following personal appliances may be used at the discretion of the Head of House. - Hair Dryers - Hair straightening wands (must be unplugged after use and stored in heat proof storage holster. Approved holsters are available from the GGS Uniform Shop for $10). - Shavers - Fans The following personal appliances are not permitted in boarding houses. - Cooking Appliances (kettles included) - Electric Blankets - Heaters - Refrigerators All personal appliances should be labelled with the owner’s name and fully insured. BICYCLES, SKATEBOARDS, ROLLERBLADES AND SCOOTERS Bicycles may be brought to Corio but they should be without expensive accessories, and must have the owner’s surname clearly painted or engraved in a prominent position on the frame of the bicycle. The manufacturer’s frame number, for bicycles kept at the School, should be given to the relevant Head of House. Bicycles ridden at or after dusk must have front and rear lamps. A padlock and chain is essential. All skateboards, rollerblades and scooters must be clearly labelled with the owner’s name and House. Helmets must be worn by students using bicycles, skateboards, scooters and rollerblades at all times.
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USE OF EQUIPMENT From Monday to Friday, students may ride bicycles, skateboards, rollerblades and scooters between the end of classes and dinner. On Saturdays they may be ridden after breakfast until dinner and on Sundays after 11.00am until dinner. Bicycles may not be ridden to meals, in the Quadrangles, on footpaths, on ovals or on the Melbourne Road. Permission to ride outside the School boundaries must be obtained from the student’s Head of House. Skateboards are not to be used in Quadrangles, on paths around the Chapel, on School Road, Biddlecombe Avenue, Art School Road, Tower Road or Cuthbertson Road and are restricted to House areas.
COMMUNICATION BETWEEN PARENTS AND SCHOOL COMMUNITY PORTAL The Community Portal is a dedicated section of the School’s website designed to provide parents, guardians and members of the wider School community with secure access to a range of important information and web-based functions, including online prep, reports, exeat requests, fee payments, event bookings, calendars and contact lists. Each parent or guardian has a unique account with a username and password providing access to information specific to their child/children. The Portal also enables parents, students and staff to stay connected with the day-to-day life of the School through image galleries, blogs and podcasts. SMARTPHONE APPLICATION The School’s free Smartphone Application, GGS Mobile, is designed to keep our community connected with all of the latest news, events and sports results from the School via their mobile phones. Complementing our website, Community Portal and Campus Newsletters, the App reflects the dynamic nature of the life of our School. It features multi-media presentations from the Arts, Positive Education and Learning, which are regularly updated during the school year. It also includes image galleries, sports fixtures, an interactive map of our Corio campus and information from both the Old Geelong Grammarians and Geelong Grammar Foundation. GGS Mobile can be downloaded from both the iTunes Store and Android Market.
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DUTY OF CARE Students riding bicycles, skateboards, rollerblades and scooters have a duty of care to themselves and others to ride in a responsible manner. Insurance is the responsibility of the owner, not the School.
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UNIFORM GGS UNIFORM SHOP The GGS Uniform Shop at Corio is situated on level one of the Handbury Centre for Wellbeing. The shop is the only place the Geelong Grammar School uniform can be purchased. It sells all the academic and sport uniforms required at the School, both new and pre loved, as well as a range of memorabilia and personal care items. When purchasing from the shop, payment may be by cash, credit card, cheque or school account. Senior School Student ID cards must be presented by students when making purchases from the GGS Uniform Shop. SECOND-HAND CLOTHING To buy: Second-hand items are available at the shop. All are in good condition and are only a margin of the cost of new. To sell: Second-hand uniforms are given to the shop on a consignment basis and, when sold, the proceeds are credited to the student’s account. A 25% fee is retained by the school to cover operating costs. Please ensure that all items are clean and in good repair when given to the shop. Opening Hours During term hours: Monday - Friday 8:30am - 4:30pm Sport Saturdays: 8.00am - 11.00am The shop will close in mid December and re-open in mid January (check website for details). When shopping for a full school uniform, please allow 45 minutes - 1 hour. Tel: +61 3 5273 9329 Fax: +61 3 5275 0180 Email: uniformshop@ggs.vic.edu.au NAME TAPES AND MARKING OF CLOTHES All pieces of uniform and personal clothing should be clearly labelled with sewn-on name tapes. Name tapes may be ordered from the GGS Uniform Shop. Where to place the name tapes? On trousers, kilts, shorts and underwear: Name tapes should be sewn on the inside of the middle-back of the waistband. For shirts, jumpers, blazers and tops, name tags should be sewn in the middle of the back of the neck. Socks should have name tags sewn vertically on the inside of the top of each sock. Shoes should be named with marking ink. Recommended name tape quantities for boarders: 24 dozen plus six dozen for the House Assistant to hold. Day students recommended quantity, eight dozen. Parents/guardians should also hold two dozen name tapes for new clothing purchased during term breaks.
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Name tapes should show: Given Name, Surname and House: JOHN SMITH, FB Senior School House codes include: AL: Allen, CL: Clyde, CU: Cuthbertson, EM: Elisabeth Murdoch, FB: Francis Brown, FR: Fraser, GA: Garnett, HE: The Hermitage, M: Manifold, P: Perry, SENIOR SCHOOL UNIFORM REGULATIONS Girls: Academic Summer Uniform (Terms 1 & 4) - Blue dress (length to the knee) - Black polishable lace-up shoes - Mid-calf white socks - House, Blue or Half Colours Jumper - Blazer (House or School Blue) - GGS Blue Cap Note: In particularly hot weather, blazers may be declared as optional by the Head of Corio. Girls Academic Winter Uniform (Terms 2 & 3) - Blue Shirt - Kilt (length to knee) - Black polishable lace-up shoes and black tights or mid-calf white socks - House, Blue or Half Colours Jumper - Blazer (House or School Blue) Note: In Terms 2 & 3 a short sleeved white t-shirt may be worn under the blue shirt. Girls Formal Uniform - White Shirt - Kilt (length to knee) - Black polishable lace-up shoes and black tights or mid-calf white socks - House, Blue or Half Colours Jumper - Blazer (School Blue)
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Boys Academic Summer Uniform (Terms 1 & 4) - Blue Shirt - Grey trousers with plain black leather belt and grey socks - khaki shorts and knee hi khaki socks - Black polishable lace-up shoes - House or Half Colours jumper - Blazer (House or School Blue) - House tie (only worn on special occasions, not day to day) Note: In particularly hot weather, blazers may be declared as optional by the Head of Corio. Boys Academic Winter Uniform (Terms 2 & 3) Winter uniform is compulsory for Term 2 and 3 unless stated otherwise. - Blue Shirt - Grey trousers with plain black leather belt and grey socks - Black polishable lace-up shoes - House or Half Colours jumper - Blazer (House or School Blue) - House tie (only worn on special occasions, not day to day) Note: In Terms 2 and 3 only, a short sleeved white t-shirt may be worn under the blue shirt. Boys Formal Academic Uniform (Known as ‘Number 1’s’) - White shirt - Grey trousers with plain black leather belt - Grey socks - Black polishable lace-up Shoes - House or Half Colours Jumper - Blazer (School Blue) - School tie Formal Occasions - (Boys & Girls) - Sunday Chapel - APS Senior Regatta - Saturday - APS Combined Sports - APS Swimming relays - Sporting fixtures away from Corio - Speech Day - Founders’ Day Service and Dinner - School excursions unless stated otherwise - Any other occasion which is designated by the School as formal
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P.E. Uniform - (Boys & Girls) - GGS Rugby Top - House and/or GGS Polo - Black shorts or bike shorts with logo - GGS track pants - GGS sport socks - Runners (predominately white) - One piece bathers - Black fleece vest and jumper (optional)
GENERAL ITEMS FOR BOARDERS ITEM
INFORMATION
QUANTITY
Mesh laundry bag
available from shop
4
Sleeping bag
Timbertop type from shop
1
Woollen rug
school rug recommended (available from shop)
1
Name tapes
available from shop
24 dozen (6 dozen extra for House Assistant)
Pyjamas
3
Underwear
10
Mug for supper
1
Thongs for shower
1
Doona
double size recommended
1
Doona covers
double size recommended
2
Towels
available from shop
5
Weekend case/bag
1
Brush & comb
available from shop
Nail file & clippers
available from shop
Toothbrush & Toothpaste
available from shop
Shampoo/Conditioner
available from shop
Soap
available from shop
Deodorant
no aerosols
Wrist watch
1
Small alarm clock
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The clothing list states essential items of academic and P.E. clothing only. Specialised uniform such as soccer, netball, tennis or football should not be purchased until the choice of sport has been confirmed. Repairs and Alterations Students must have clothing that is well-fitted and in good repair. All clothing, including footwear, should be examined and if necessary, repaired and altered before the student returns to school each term. Shirt collars should be the correct size to enable a tie to be worn comfortably. Laundry Clothing is sent to an external laundry/dry cleaner once a week and returns within 48 hours. Clothes are tumble dried or dry cleaned depending on the item. Students should have sufficient uniform and personal items to last them for eight days. Expensive items of clothing should not be brought to school; they are not suitable for industrial laundering and tumble drying. Name tapes are essential for identification. Casual Clothing for Boarders ITEM
INFORMATION
QUANTITY
Casual clothing
weekend wear
3 outfits
Smart casual clothing
formal occasions
1 outfit
All clothing should be name taped. On weekends, boarders may wear clean tidy casual wear. Some occasions require smart casual clothes i.e. theatre parties, travel to and from School and concerts; students should have the appropriate dress for these events. If a hair straightener is brought to the school a heat mat or pouch must be used. The School provides: 1 pillow, pillow cases, sheets and 1 blanket (students may bring their own pillow) Lost and Found Property Any enquiries may be directed to the School Uniform Shop.
BOOK ROOM The Geelong Grammar School Book Room at Corio is located in the Cook Quad (behind the Chapel). Online Booklist Orders Booklists are available online early November via our supplier www.campion.com.au.
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Senior School Student ID cards must be presented by students when making purchases from the Book Room. Second Hand Books The School does not sell or buy second hand books or calculators (refer to Head of House for more information). Opening Hours During Term Hours: Monday to Friday 8.30am – 4.30pm Tel: (03) 52739313 Fax: ( 03) 52276203 Email: bookroom@ggs.vic.edu.au
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Orders must be placed prior to Christmas. Books are distributed to the School ‘House’ prior to students arrival at the beginning of the year and are charged to the School account. The Book Room stocks listed novels, text books, study guides and a large range of stationery and copy paper at competitive prices.
Spread across five specialist campuses, Geelong Grammar School offers a unique educational journey to meet the diverse needs of our students. We believe that learning is life’s greatest adventure and every single step matters.
MIDDLE SCHOOL (YRS 5-8) CORIO Embedded in our 245-hectare site on the edge of Corio Bay, Middle School is a unique learning and living environment that allows students on the edge of adolescence to grow and flourish.
BOSTOCK HOUSE (ELC-YR 4) GEELONG Our heritage-listed campus located in the leafy Geelong suburb of Newtown, Bostock House provides the perfect environment for our students to explore, learn and play.
SENIOR SCHOOL (YRS 10-12) CORIO Australia’s largest co-educational boarding school campus, our Senior School offers the choice of the Victorian Certificate of Education (VCE) or the International Baccalaureate (IB) Diploma for entry into tertiary study.
TIMBERTOP (YR 9) MANSFIELD Our remote Year 9 campus located in the foothills of the Victorian Alps, Timbertop provides students with a transformational year of challenge and adventure.
TOORAK CAMPUS (ELC-YR 6) TOORAK A modern campus in the heart of Melbourne’s inner east, our Toorak Campus provides a positive environment where learning is celebrated and children are encouraged to reach their potential.
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