Secondary Education East - February 2018

Issue 57 • Februar y 2018 • Est 1999

East - South East - Bayside

Photo provided with the compliments of Nossal High School.

For further information refer to pages 2 & 3.

Nossal High School WHAT can make a school more than a school?

We believe Nossal is unique, with an environment which encourages learning by providing the freedom we will have when we enter university.

We are challenged instead of coddled, lifted to new heights instead of relearning the same things. Nossal provides supportive teachers and mentors who guide students to achieve their full potential and achieve success. Our adult learning environment serves as the bridge connecting us to the innumerable possibilities of the future.

– Sarina, Eamon, Hunter and Nayeer (Year 9) Stepping into Nossal High School, we feel as if we have entered a different atmosphere. One of learning and communication. After only a few weeks, we are already amazed at how accepting this close-knit family is. Nossal is a place for students who want to embrace the challenge.

Here, we are given the opportunity to develop as strong leaders and to succeed. And by the end of our Nossal journey, we will break out of our cocoons and fly into the world, just like the butterflies proudly worn on our chests.

– Amy, Narin, Ruth, Neha, Yong En and Arthi (Year 9) By allowing the study of up to two Unit 1 /2 subjects, Year 10 at Nossal offers students a chance to take their first steps into the adultoriented world of VCE. With the support of the family bonds forged at Nossal in the previous

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year, and with a wide range of subjects to choose from, we sow the seeds of knowledge that will be reaped in the years to come.

– Pauline and Isabella (Year 10) With our approachable and hands-on staff, Nossal High School can cater for its highly innovative and independent students. It is no wonder that Nossal is one of the top schools in the state. Our Dux of 2016 had an ATAR of 99.90, but he was not alone. The average ATAR and study score for 2016 were 90 and 35 respectively.

Furthermore, of all the students who did VCE Psychology throughout Victoria, our school was the highest scoring cohort. At Nossal we value individual progress, and through this we achieve results.

– Anisha, Jennifer, Zebaa and Brielle (Year 11)

NOSSAL HIGH SCHOOL - BERWICK An academically selective government school for highly able students in Years 9-12

Nossal High School is a unique and exemplary school that consists entirely of students of high academic potential, and teachers that have been appointed specifically because of their ability to achieve excellent results for their students. It was the first co-educational Government fully academically selective high school in the state, and Year 12 graduates achieve outstanding results.

Named after eminent Australian scientist Sir Gustav Nossal, who is the school’s patron, Nossal High School provides a broad academically focused program for highly aspirational and high performing students. The school offers Years 9 – 12 only, and is capped at a total of 832 students.

Typically Nossal students come from right across the metropolitan area and Gippsland and from over 90 different secondary schools, both government and non-government. Situated on the grounds of Federation University Berwick, the school also enjoys a close working partnership with Monash University and is easily accessible by train or freeway.

The school has been purpose designed as a student centred, adult learning environment and the iconic 21st century building is high tech and ICT rich, consisting of a mix of open plan flexible learning spaces and specialist facilities.

We welcome visitors and the Principal leads school tours on most Wednesdays at 9:30am or at other times by arrangement.

Bookings are essential.

For more information please visit the school website www.nossalhs. vic.edu.au, or the office to arrange a tour on (03) 8762 4600, or to attend the Information Night on Wednesday May 3 at 6:30pm & 8:00pm.

For vacancies relating to other year levels please refer to our school website.

Applications to sit the exam for Year 9 2019 will open in February 2018 and will close in early May 2018. Application information and forms are available at www.education.vic.gov.au/selectiveschools 12371578-KC5-18

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Ashwood High School YOU may have heard about our $25 million rebuild and multi-award winning facilities, but did you know that our academic approach has seen us triple enrolments in the past 3 years?

With strong parent and community ties, we have a shared commitment to high expectations, authentic relationships and the importance of hard work. Community is a way of life and we thrive through: ■ An academic focus: Our 2017 Dux received an ATAR of 98.5 and last year our top student (99.90) was the recipient of the Premier’s Top All-Round High Achiever Award with 3 perfect VCE scores ■ Our highly engaging select entry (SEAL approved) program: Accelerated Curriculum & Enrichment (ACE) for Years 7-10 ■ A significant commitment to the creative arts utilising a new Music, Multimedia and Performing Arts Centre ■ A focus on sporting excellence ■ A focus on civics, citizenship, leadership and student recognition

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Authentic relationships - our students are known as individuals Access to an enormous 16 hectare site, adorned with playing fields, outdoor amphitheatre, new tennis courts, state-of-the-art netball courts and landscaped gardens A great sense of school pride; Ashwood is a great place in which to work and an inspiring, safe and supportive place to learn.

Our community is proud of what our school is achieving. Our shared values are reflected in the Ashwood High School CHOIR: ■ Community ■ High Expectations ■ Optimism and Resilience ■ Innovation and creativity ■ Respect for teachers, peers, school, community and self-respect.

You are warmly invited to ‘Ashwood Revealed’, our Open Day, on Tuesday 24 April 2018 to see our school in action.

Ashwood High School OPEN DAY - MORNING TOURS Ashwood Revealed Open Day Tuesday 24 April 2018 Tours each week, book on-line.

Vannam Drive, Ashwood 3147 www.ashwood.vic.edu.au or phone 9807 1333 4

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ALIA COLLEGE Alia is a secondary school which is non religious, where students are encouraged to be adventurous, innovative, and self-propelled. This is facilitated by a learning environment that is supportive but not coercive; behaviour management is achieved through reason and negotiation.

The school is academically focused and suits students who wish to develop concepts more thoughtfully rather than only by rote learning methods. Leadership training opportunities are also available in the style of MBA courses but designed for the secondary school level.

03 9822 9622

info@alia.vic.edu.au

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Bayswater Secondary College BAYSWATER Secondary College is a coeducational school with a growing enrolment of approximately 190 students. We offer a flexible, academic curriculum, with broad subject choices and pathways, specialist learning areas, and wide range of extra-curricular activities. We celebrate cultural diversity through foreign language studies and international student program, commencing in 2019. It is important that the College, Knox and Maroondah communities, work closely to achieve – “the best education possible for all of our students”.

Our Junior School (Years 7-9) provides a supportive and caring environment to make the transition from primary to secondary school a successful and engaging experience. Our technology rich environment, underpinned by a global education program, aims to develop all students as independent, resilient and cooperative learners.

The Senior School (Years 10-12) focuses on the educational, career and personal development of young adults. Rigorous and academic learning opportunities provide pathways to post-secondary education, training and work experiences through VCE, VET and VCAL. In year 12, we offer preuniversity entrance courses for students seeking early entrance into tertiary studies.

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In 2018 we will complete our Select Entry Accelerated Learning (SEAL) program accreditation to offer a SEAL program in 2019 for students in Years 7-11. Further details will be available in February 2018. General Excellence and Academic scholarships will again be offered to high performing and aspirational students.

Our commitment to 21st Century learning allows all students to utilise various technologies in their learning, via the College’s Bring Your Own Device (BYOD) program, which develops digital literacy and prepares students for the 24/7 world we live in.

The creative and performing arts provide many opportunities for students to explore and develop their creative potential. Excellent facilities and dedicated staff ensure that student expression, engagement and achievement are celebrated in drama, dance, music and creative arts.

Student leadership and expanded electives programs, including entrepreneurship and selfdevelopment courses, provide students with valuable learning opportunities to develop student voice to fulfil their potential, allowing them to successfully prepare for the future.

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Bentleigh Secondary College BENTLEIGH Secondary College places great emphasis on students working to achieve their very best, and on students challenging themselves. We all dream of things we want to accomplish during our lives. The difference between those whose dreams come true and those whose do not can be summed up in one word, ‘effort’. Effort is the demonstration of hard work and achievement. We believe that the college motto “Being the best you can be” is something everyone in our school community must aspire to by raising the expectations.

As a learning community, we set high expectations for staff and teachers alike and provide an inclusive learning environment which facilitates the best possible outcome for all students. Our curriculum is innovative and academically challenging. Our co-curricular programs offer outstanding opportunities in the performing arts, instrumental music, leadership, sustainable practices and sport. Positive relationships are the cornerstone of our inclusive college culture. These relationships are supported by our code of conduct which is based on the following principles: the right to learn, the right to be treated with respect and the right to be safe.

Bentleigh Secondary College has a strong commitment to promoting leaderships skills in students based on co-operation, tolerance, selfdiscipline and concern for others through active participation in the House Sport Program, music, sustainability and performing arts. Involvement in these activities enables students to develop relationships with students across a variety of year levels and encourages a sense of community.

Students are also encouraged to be actively involved in decision making. College Captains, Students’ Representative Council (SRC) and House Captains are important participants in this process.

The greatest strength of our school, is the relationship between staff and students, and the sense of belonging that our community fosters.

This was exemplified by a past School Captain, “I believe that our motto is one that preaches incredible values and ideals. Being the best you

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The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”

— Michelangelo (1475-1564) can be does not ask the impossible from any student, it is a motto that each student at Bentleigh can easily live up to, and it is an ideal that each of us can carry forward into the next stage of our lives”.

At Bentleigh Secondary College, we invite students on an educational journey where they can develop their potential in a supportive environment, challenge themselves to be the best they can be whilst fostering resilience and social awareness.

Helene E. Hiotis Principal

Bentleigh Secondary College warmly invites you to attend our...

2018 OPEN TWILIGHT

Tuesday 27th March Commencing 5:00pm - 7:30pm For further information about our Open Twilight or to attend a tour of the college, please contact the General Office on 9579 1044 or visit our website — www.bentleighsc.vic.edu.au

Gifted & Talented Program A select entry program meeting the needs of students with high academic potential. For further information contact Marc Koenig or Courtney Fraraccio on 9579 1044 or visit our website.

Critical Dates

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Year 7, 2019

Information Evening Wednesday 18th April, 2018 from 7:30pm in the Learning Centre Applications close

Friday 4th May, 2018

Selection Test

Saturday 12th May, 2018 from 9:00am – 12:00pm in the Learning Centre. Cost $70.00

www.bentleighsc.vic.edu.au

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All hands rise for a school seachange THE best school zones in Australia come at a price, with homes in desirable zones sometimes costing up to $20,000 extra. The result is affluent enclaves around the best schools as well as the emergence of a range of tactics by parents living out of zone to ensure their child is enrolled.

Some families even go as far as to pack up their homes and move to areas within particular school zones. It doesn’t have to be so complicated though, with property developers now recognising the need and creating brand new communities that have it all, including quality education.

In two of Melbourne’s newest areas, Rockbank North and Donnybrook, new communities are emerging with high quality education from day one. Importantly, in these areas it isn’t about bringing in a new school, but rather partnering with an established high achieving educational facility to expand its footprint.

At Woodlea in Rockbank North, Mirvac and Victoria Investment and Properties (VIP) have partnered with Bacchus Marsh Grammar to deliver an Early Learning Centre which opened in January 2017, as well as a campus for primary school enrolments from Prep to Grade Six planned to open in 2019.

With a strong understanding of the importance of quality education in providing the best opportunities for Victorian families, Mirvac has

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One of the hardest matters I must attend to as Principal is to inform parents they have been unsuccessful in finding a place for their child... recently announced it will also deliver a new Hume Anglican Grammar School campus at its latest development, Olivine in Donnybrook.

With the school almost at capacity for enrolment, Hume Anglican Grammar Principal Bill Sweeney said the new campus will be an integral part of the community, where more members of the Hume and Whittlesea areas can access an outstanding educational experience.

“One of the hardest matters I must attend to as Principal is to inform parents they have been unsuccessful in finding a place for their child,” Mr Sweeney said.

“It gives me immense relief that now this conversation can turn to one of hope with the new campus planned to open in 2019.

“Young families are looking for quality education for their children and Hume Anglican

Grammar at Olivine will provide this opportunity for 1200 students on the expansive eight-hectare site.

“This campus will also provide a focal point where Olivine’s residents can come together with other families, building a strong sense of belonging and community,” he said.

The brand new Hume Anglican Grammar campus at Olivine will offer innovative learning models for students from Prep to Secondary school.

Located next to Olivine’s new town centre in the heart of the masterplanned community, enrolments for Hume Anglican Grammar are anticipated for as early as 2019. Shortly after, a childcare, kindergarten and public primary school will be delivered for the next generation.

Mirvac’s General Manager of Residential Victoria, Elysa Anderson, said partnering with existing schools to increase their footprint was a new strategy to give more people access to great education, without the high cost of housing in established school zones.

“Olivine will be one of Melbourne’s most anticipated residential communities, promising exceptional amenity and community assets from day one,” Ms Anderson said.

“We recognise that families want access to high

quality education, therefore we felt partnering with such an established and respected school in Hume Anglican Grammar meets their needs.

“Mirvac understands the importance of creating communities that provide access to quality education and are proud to be partnering with Hume Anglican Grammar to give more families the opportunity to attend this renowned local school,” she said.

Set on 187 hectares in Donnybrook, Olivine is planned to strengthen and exceed previous benchmarks set for education, community wellbeing, urban design, sustainability and housing diversity in greenfield communities.

To be developed over 10 to 15 years, Olivine will be home to approximately 7000 people across 2250 homes, with the first stage planned to be released in early 2017.

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Berwick College BERWICK College, for more than 40 years, has provided secondary education to students in the City of Casey and wider South East. Commencing in 1977, Berwick College has a strong foundation that continues today as students thrive, make a difference to our community, learn and grow each day.

2017 Victorian Education Excellence Award winners, our focus is on improving the learning outcomes of every student and fostering individual student potential so they can achieve to the very best of their abilities.

Specialised transition days and programs, together with regular meetings and collaboration with local primary school teachers, help build a sense of connection and promote wellbeing for new students as they adjust to the change to secondary schooling.

Principal Ms Kerri Bolch says, “I am very proud of the journey this College has taken; our inclusive education, our provision of pathways for all students, our facilities and our results. I am grateful for the hard work, dedication and vision of past principals, school council members, staff and community partners who have contributed to the culture of excellence in learning and who are part of our rich history over 40 years.”

Berwick College offers pathways for accelerated learning including the elite High Achievers Program which runs from years 7-10. A highly sought after program enabling students to expand their minds in creative and innovative ways ensuring students’ engagement and academic acceleration. Emphasis is placed on higher level thinking, problem solving and academic achievement.

Berwick College is passionate about encouraging our students to make a difference in our school and the lives of others through their Learning Team activities, including supporting charities that deliver social benefits to the community or causes such as Casey Relay for Life.

The Frost Learning Team were thrilled and honoured to be recognised for their fundraising efforts as recipients of the 2017 City of Casey Australia Day Fundraising Award.

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Berwick College is passionate about encouraging our students to make a difference in our school and the lives of others…

Students will participate in excursions to local businesses and compete in competitions such as netball, volleyball, football, soccer, badminton, cross-country, athletics and swimming. Numerous extra-curricular activities such as performing arts and instrumental music tuition are offered to nurture students’ talents and hobbies. Students are offered the opportunity to extend their learning and trek out of their comfort zone on a World Challenge trip to Vietnam, Cambodia or by travelling to Central Australia, Indonesia or Europe.

With significant milestones of celebration and student achievement, students in our Dance and Basketball Academies have enjoyed success and excellent results, which is recognised in the wider community. Our Dance Academy is designed to prepare students for VCE Dance, VET Dance and Theatre Studies as well as the world of professional dance. Dancers featured in the Victorian State Schools Spectacular and proudly achieved 1 Gold, 4 Silver and 2 Bronze Awards in the Nationals in Queensland.

Our Year 7/8 Boys Basketball Team were crowned State Champions at the VCC State finals and basketball students have the opportunity to experience advanced basketball programs in the USA. The hard work of our teachers and support staff, leadership and parents together, allow these extra activities and programs to happen.

“The experiences provided for our students will make lasting memories. Today, we have multigenerational connections to past students who globally follow diverse career paths. I am particularly pleased that many of our past students are now enrolling their children at our College.” Ms Bolch said.

Berwick

COLLEGE A RICH HISTORY OF OVER 40 YEARSS Established in 1977, Berwick College is a vibrant learning community in the heart of the City of Casey offering a broad and comprehensive curriculum to Year 7 - 12 students.

We offer students many career specific pathways,, course counselling and experiences with a strongg 17 focus on Excellence in Learning. Winners of a 2017 Victorian Educa on Excellence Award, our focus on improving the learning has seen some of the bestt VCE and VCAL results in the area.

The College offers elite programs such as the Basketball Academy, Dance Academy and High Achievers Program (Years 7—10) which ensures students’ engagement and academic accelera on. n n.

Applica ons for the High Achievers Program 2019 9 are due by Monday 30th April.

Our students thrive and grow.

As they complete their secondary schooling, each h will become part of a rich history in the Berwick community with global connec ons to alumni in an amazing variety of fields.

Tuesday 24th April at 6:30pm High Achievers Program, Basketball Academy and Dance Academy Presenta ons at 7:30pm

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Parent Informa on Evening ing - Year 7 2019

COLLEGE TOURS are available on WEDNESDAYS at 9:30am Please contact 8768 1000 to secure your place berwick.sc@edumail.vic.gov.au z www.berwickcollege.vic.edu.au

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Brentwood Secondary College is a vibrant learning community where all students are supported and encouraged to achieve success and to pursue excellence. A learning community is a place where everyone is learning, both independently and together, and where everyone is continually striving to improve. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of staff. The belief that happy, healthy, resilient students learn best and are therefore able to achieve their best is a guiding philosophy.

The academic program is supported by a strong commitment to pastoral care and a co-curricular program that promotes high levels of student leadership and participation.

An innovative junior school curriculum includes the Year 7 Thinking, Learning and Creativity (TLC) program, which integrates English, Humanities and ICT. Students entering Brentwood Secondary College at Year 7 have the opportunity to apply for a place in the Curriculum Enrichment Program. The program is offered to students who demonstrate academic skills above those of their peer group. At Years 8 and 9 students undertake a comprehensive curriculum, with opportunities for support and individualised learning pathways. The senior school curriculum, which includes Years 10, 11 and 12, promotes personalised pathways along with opportunities for advanced placement and university enhancement studies. A secure education and/or training pathway beyond Brentwood is a priority for all senior students.

Phone 8545 0300 or visit: www.brentwood.vic.edu.au 14

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A Brentwood education will provide every student with the opportunity to develop their talents, to nurture a passion and to grow in conďŹ dence about their future. The values that underpin a Brentwood education reect the concept of a genuine learning community.

They include Values for Learning (creativity, curiosity, discipline, reection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).

BORONIA K-12

COLLEGE

OPEN NIGHT 6.30 PM

Boronia K-12 College provides a safe, supportive and stimulating learning environment that stretches all students, enabling them to reach their full potential. Our Sub-School and Wellbeing structures support the development of the whole child, with students building strong relationships with significant teachers and teams. Our contemporary buildings and grounds are second to none and continue to be enhanced to meet the needs of our growing enrolment.

In addition to our Open Night, school tours take place every Wednesday from 9.30am. Bookings are essential and can be made via our website at: 12.vic.edu.au www.boronia.k-1

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Tuesday 27 March 2018

Proudly Learning Together

Albert Avenue, Boronia VIC 3155 Ph hone: 03 9760 4900 Em mail: boronia.k12@edumail.vic.gov.au

ww ww.boroniak--12..vic.edu.au

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Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics.

The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active.

People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis. Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults.

Benefits of sport for children Some of the many benefits of sport participation for children include: ■ reduced risk of obesity ■ increased cardiovascular fitness ■ healthy growth of bones, muscles, ligaments and tendons ■ improved coordination and balance ■ a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache) ■ improved sleep ■ mental health benefits, such as greater confidence ■ improved social skills ■ improved personal skills, including cooperation and leadership.

Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities.

Taking steps to reduce children’s sedentary time is important.

Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include: ■ homework ■ computer games ■ internet use ■ television.

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The Australian Government recommends that: ‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’

■ ‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’

These recommendations are a guide to the minimum level of physical activity required for good health.

According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association.

Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent).

The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football.

For girls, swimming/diving (19 per cent of total) and netball were predominant.

Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: ■ Lead by example – be physically active yourself.

■ Make sure that some family outings offer opportunities for physical activity, such as playing sport together.

■ Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them.

■ Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines.

■ Set time limits on sedentary activities like computer games and television.

■ Consult with your child’s school on ways to encourage greater participation in sports and physical activity.

Reference – Better Health Channel Website.

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Camberwell High School CAMBERWELL High School is proud of its long history of excellence in education.

Camberwell High School’s purpose is to prepare all students to be active and engaged participants in society. The school promotes learning that is transformative, focused on growth, dynamic, respectful and built on positive relationships. The school community challenges all to exceed expectations for achievement in all areas of endeavour.

All students are encouraged to take an active part in their learning development. We understand that all students have different ways of learning, different strengths and interests and the options available in the curriculum and in cocurricular programs provide students with the opportunities to make choices, manage their own learning and pursue their passions as they prepare for their futures as 21st century citizens.

We encourage all students and staff to exemplify the values of the school: Achievement,

Creativity, Respect and Responsibility. The school has a strong House system and promotes student leadership and student voice through formal roles and frequent focus group meetings and forums.

With our exciting new Enterprise Centre, and several planned future developments, Camberwell High School is at the forefront of educational provision, seamlessly blending history and traditions with contemporary learning.

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

CAMBERWELL HIGH SCHOOL

Challenges and Opportunities Camberwell High School offers students diverse and comprehensive curriculum including: • • • • • •

School Tours: Conducted throughout the year during normal school hours.

Contact the Administration office for dates.

VCE, VET and VCAL programs Acceleration studies University enrichment studies International Student Program Student leadership and citizenship Extensive music program, multiple performance groups

• Debating, public speaking, special interest groups & clubs • Camps, interstate and international tours • Extensive sports program • A range of house programs including annual carnivals and festivals • School musical productions

Principal: Jill Laughlin Assistant Principals: Isabelle McKenzie, Maureen Salter Website: www.camhigh.vic.edu.au Email: camberwell.hs@edumail.vic.gov.au Address: Prospect Hill Road, Canterbury, 3126 Phone: 9836 0555 Fax: 9836 0194

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Why a Girls’ School?

PARENTS often face conflicting advice when deciding whether to send their child to a singlesex or coeducational school.

There are more single-sex schools for girls than for boys in each of the three Australian educational sectors: government, Catholic and independent.

As a consequence, more boys than girls are enrolled in some coeducational schools.

So as a parent, how do you decide which school is best for your child? And, importantly, what do you actually want out of a school? For example, is the focus on achieving good grades, or about making sure your child fits in and feels accepted?

There is no straightforward answer, but research has revealed there are some key things to consider when choosing a school which might help determine where to send your child.

Single-sex schools Most of Australia’s single-sex schools are found in the fee-paying non-government sector. This means that financially secure parents have a wider choice of schools open to them.

Of the small number of single-sex schools in the government sector, many are academically selective.

Research <http://www.aare.edu.au/ datapublications/2007/for07148.pdf> suggests that girls who attend single-sex schools are more confident about themselves as learners in subjects such as mathematics and physics than in coeducational schools. In the absence of boys, the girls also feel less constrained in engaging in classroom discussions.

For boys attending single-sex or coeducational schools, their confidence levels in physics and mathematics are found to be equally high, and they boisterously engage in classroom discourse.

Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team.

Highlighted below are some of the many

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Without the burden of subject stereotyping, girls are free to pursue academic excellence. benefits of choosing a single-sex school for your daughter.

Role models and leadership Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women and the roles that they have played in History.

Academic advantages Research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence.

A tailored curriculum Girls learn differently from boys. In most girls school the teachers receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential.

References: http://theconversation.com/singlesex-vs-coeducational-schools

Picture courtesy of Mac.Robertson Girls' High School.

Providing an exemplary education for girls Outstanding academic results Extensive leadership opportunities embedded across the College Strong culture of House participation Focus on Mathematics and Science Broad VCE offerings Acceleration programs including university enhancement and SEAL programs International student program Strong and successful Music and Visual Arts programs Only accredited de Bono school with a focus on creative thinking skills

Open day and information night

30 April 2018

Mangarra Rd | Canterbury www.cgsc.vic.edu.au | info@cgsc.vic.edu.au

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See College website for booking details

Cranbourne East Secondary College AT Cranbourne East Secondary College we focus on giving every student, every opportunity to exceed their potential by providing a high quality pathway to success.

At the College we strive to make each student’s transition from Primary School to Secondary School a positive experience. We achieve this through a supportive Orientation Program provided for Year 7 students at the beginning of their first year at the College. Our Pastoral Care Program delivers ongoing support for students throughout each school year.

Prior to commencing at the College, upper primary school students are encouraged to participate in a special program titled, ‘A Day in the Life of a Cranbourne East Secondary School Student’. This program is structured to familiarise primary aged students with the usual routine of secondary students at the College.

Every Thursday, school tours are conducted.

Bookings are required and should be made by contacting the school office on 5990 0200. School tours provide an excellent opportunity to ask questions about the day to day operation of the College.

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At the College we strive to make each student’s transition from Primary School to Secondary School a positive experience.

School Tour staff can also elaborate on how we encourage students to become more aware of their own abilities and interests. This selfknowledge leads to more informed student subject selection and prompts greater motivation for students to succeed in their chosen pathways.

Cranbourne East Secondary School staff are dedicated to helping all our students strive for excellence.

For more information see our website (cesc.vic.edu.au) or follow us on Facebook (facebook.com/CranbourneEastSC)

School Tours / Open Days: We are a community-minded school and we encourage you to see us in operation. School tours are available every Thursday at 10:00am.

Please enquire at the Main Office to make a booking.

Regular information evenings are also conducted throughout the year.

Cranbourne East Secondary College 50 Stately Drive, Cranbourne East VIC 3977 PH: 5990 0200 FAX: 5990 0299 cranbourne.east.sc@edumail.vic.gov.au

www.cesc.vic.edu.au

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• Wide ranging student leadership opportunities • Effective transition program • Broad range of subject selections including high achiever and sport pathway options • Personalised VCE/VET/ VCAL pathways • Literacy and numeracy extension and intervention

Sunday 4th March Talk and Tours throughout the year visitus.cbcstkilda.com

(03) 9529 6611 Enrolments@cbcstkilda.com

www.cbcstkilda.com We are on Facebook Find us by searching CBC St Kilda

At CBC St Kilda we believe education is complex and serves many masters. Understandably, we want our students to be successful academically in order that their achievements open doors to opportunities in tertiary learning and in the many careers they may take. But for us, that is not enough. Alongside parents, we are committed to CBC students having a moral compass that prepares them for global citizenship. We want men of character who join with us to promote social justice understandings that speak to their own backyards and to challenges across the world. It is especially important to develop our boys to be solution people who want good things for their own; but others as well. We work to animate our boys in social justice groups, the CBC Walkathon and in class, to gain an enlightened understanding of the many circumstances across the globe where there is not only poverty but extreme exploitation. They learn about this when they tour India and experience the many beneďŹ ts of years of support, for numerous communities. But the deeper learning is encountering and befriending people in their own places, experiencing their customs and circumstances of their lives. Global citizenship also extends to the developed world where partnerships in Japan and Italy have a similar but different impact. Staying with families still has the greatest impact.

All this is placed in the context of a moral framework where globalisation, environment concerns, overt materialism and exploitation are understood and critiqued. This is no small task!

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CBC OPEN DAY

Carrum Downs Secondary College

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Leading the way with Award Winning Education

Open morning and evening Thursday 15th March 2018.

Tours available every Friday morning at 10 am.

Please phone The College to make a booking.

Contact: Ph : (03) 9788 9100 www.cdsc.vic.edu.au | www.facebook.com/carrumdownssecondarycollege

Secondary Education

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EMBRACING LEARNING 12371301-KC5-18

Dandenong High School Providing an environment in which all students can achieve Excellence & success For detailed information regarding our weekly tours & open days please contact the school on 9792 0561 or visit our Dandenong High School website www.dandenong-hs.vic.edu.au

which aims to personalise the learning for all RSTCDMSR @MC NƤDQR @ AQN@C Q@MFD NE opportunities to senior students including; VCE, Vocational Education and Training and SGD 5HBSNQH@M "DQSHƼB@SD NE OOKHDC +D@QMHMF

Susan Ogden - Principal

Our Senior Studies program, which involves students in Years 10, 11 and 12 provides all students with a tailored individualised pathway, allowing for informed student choice. Strong links with a number of tertiary institutions including Monash, Deakin and RMIT universities provide students with excellent pathway planning support.

Dandenong High School has a highly rigorous @MC @B@CDLHB@KKX RSHLTK@SHMF BBDKDQ@SDC @MC Enhanced Learning Program, providing students with an enriched and extended personalised program designed to ensure all individuals reach their full potential.

The school has an innovative curriculum based on the principles of inquiry, discovery and evidenced-based learning

Students are encouraged to be independent learners, self-motivated and curious about the world around them and strive for excellence in every endeavour.

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Dandenong High School is one of the largest and most culturally diverse Secondary Schools in the state. Located in the South East of Melbourne, Dandenong High School is a co-educational school from Years 7 to 12 with an enrolment of approximately 2000 students.

92-106 Princes Hwy, Dandenong, Victoria. 3175 P- (+613) 9792 0561 - F - (+613) 9706 8028 - E -dandenong-hs@edumail.vic.gov.au

www.dandenong-hs.vic.edu.au

Fairhills High School The school prides itself on the contribution it makes to its local community...

FAIRHILLS High School was established in 1973 in the outer eastern suburbs of Melbourne. It is a medium sized, co-educational secondary school with a current population of 650 students and a passionate and vibrant staff. The school prides itself on the contribution it makes to its local community by embedding a culture of “Achieving Excellence” through the school values of Respect, Responsibility, Inclusion, Integrity and Persistence.

One of our core strengths is being able to deliver a diverse and challenging curriculum for all students through our multiple pathways learning structure. As a school, we believe that the student is at the centre of everything we do.

Following through with this belief, we are heavily invested in differentiated learning strategies so that we are able to provide an individualised educational experience for all of our students.

In Years 7-9, most students follow the Mainstream pathway. This follows all the key subject areas set out by the Victorian Curriculum.

Fairhills also runs a dedicated program for Year 9 students called Global Classroom where students work with volunteer mentors to develop a range of community projects.

The Select Entry Accelerated Learning (SEAL) Program acknowledges the special learning needs of highly able students and is designed to cater for them. This pathway is designed to cater for the top 10-20% of students – those who have high intellectual potential. The purpose of this program is to deliver a curriculum at an accelerated and enhanced level that provides a more challenging learning environment through open-ended tasks, problem solving activities and independent research.

Fairhills is a designated specialist STEM Academy (Science, Technology, Engineering and

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Mathematics) within the Knox Network of schools. Our goal over several years is to develop an integrated approach to the teaching and learning of Science within a technology context.

We believe that this is the way of the future, bringing into the curriculum real-life relevance, hands on activity and career focused curriculum options including nanotechnology, medicine, materials, systems, environmental sustainability, electronics, climatology and ICT. Fairhills has a designated Specialist Performing Arts Academy within the Knox Network of schools. For over a decade, Fairhills consistently performed at the highest level in the Rock Eisteddfod, winning a first place in the highest division five times. We have now transferred this expertise and commitment into our annual Musical Production. Students are introduced to Theatre Studies, Drama, Dance and Music in Year 7 and can continue through to Year 12. Fairhills has an extensive instrumental music program which includes various musical ensembles, several of which perform publicly. Each year, Fairhills presents a range of performances, including semester concerts, primary school visits, a Performing Arts Festival, a Solo Performance Drama evening and Dance Fair (an interschool Dance competition) to encourage student participation and develop their performing talents.

Fairhills High School offers students the opportunity to join our Basketball Academy from Year 7. The Basketball Academy is run in conjunction with a normal academic Year 7 program but offers students an additional two sessions a week of intense training and skills development in Basketball.

Our Basketball Academy is located in our state-of-the art double court stadium developed in conjunction with the Knox Basketball Association.

Fairhills High School provides every opportunity to your child so that they can achieve success in a career pathway of their choice. We are proud of our students they graduate well prepared for the world beyond school so that they may go onto tertiary study, vocational training and direct employment.

FAIRHILLS High School Discovery Night Tuesday 20th March 2018 6.30pm – 9.00pm Information and “Meet the Principal” session 6.30pm – 7.00pm

School Tours Term 1 and Term 2 Booking Required.

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Please visit the School website for tour details.

SEAL Program Student Testing Morning Saturday 5th May 2018 9.00am – 12.00pm

www.fairhillshs.vic.edu.au

A message from Maurice Sendak Grossek’s view MAURICE Sendak passed away in 2012, leaving a legacy of outstanding children’s literature for generations to come to enjoy. His most famous book was, Where the Wild Things Are, an awardwinning book that was both highly acclaimed and criticised in some quarters as being “too scary”.

I recently came across a piece on Maurice Sendak, in which it was revealed that a hitherto undiscovered manuscript of his had been found and would be published soon under the title of, Presto and Zesto in Limboland. What really caught my attention, and is the primary reason for writing this piece on Maurice Sendak, was the comment he made in his 1964 Caldecott Medal acceptance speech, where he criticised children’s books set in: “a gilded world unshadowed by the least suggestion of conflict or pain, a world manufactured by those who cannot – or don’t care to – remember the truth of their own childhood”.

Apart from being a brilliant use of language, Sendak’s message has relevance today. All emotions present themselves in everyone’s lives over time, and if by having done all we can to have insulated our children from them in the first place, is it likely to be counter-productive in the long term? We face that dilemma as parents and teachers regularly. Those familiar with the developments in the field of Emotional Intelligence, would be familiar with the view that all emotions are valid – it is how we deal with and manage them, especially strong emotions. From that perspective, we should not avoid some emotions simply because they may cause us stress and pain, but rather build our capacity to manage them as positively as possible. Sendak’s message revolves around the issue of how best to develop resilience and that is no mean task.

In Sendak’s own words, his early life was anything but happy. The Holocaust, to which members of his extended family were exposed with devastating consequences, confronted him with the concept of mortality. Furthermore, his life-long love of books ignited in his sickbed, beset by health problems at a young age.

The impact of that which is going on in the

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lives of students can be overlooked at times, given the current emphasis on NAPLAN, VCE results, and on the Program for International Student Assessment (PISA) results to evaluate our schools’ achievements in relation to those of other countries in science, mathematics and literacy. This begs a classic ‘chicken and egg’ question – which comes first, academic achievement or personal wellbeing? The answer is not a simple this or that. Nonetheless, Sendak’s revelation, whilst much to the benefit of children’s literature, serves a timely reminder that we should never underestimate the profound significance of events that deeply touch our inner self.

Interestingly, when Where the Wild Things Are was first published it drew significant criticism in some quarters for its depiction of fanged monsters, the characters of which were rather grotesque in appearance. The timeless relevance of the book’s main character, Max, a child raging against his mother for sending him to bed without any supper should not be lost on any of us.

Parenting can be unbelievably challenging at times, as can being a child – and Sendak’s evocative and thought-provoking comments he made when accepting his 1964 Caldecott Medal should be taken seriously by aspiring writers of children’s literature.

In terms of accolades, and Maurice Sendak received many in his decorated and, at times, controversial career, none could be more rewarding than which he received from a young boy upon reading Where the Wild Things Are. As Sendak recalls: “A little boy sent me a charming card with a little drawing on it. I loved it. I answer all my children’s letters – sometimes very hastily – but this one I lingered over. I sent him a card and I drew a picture of a Wild Thing on it. I wrote, ‘Dear Jim: I loved your card.’ Then I got a letter back from his mother and she said: ‘Jim loved your card so much he ate it.’ That to me was one of the highest compliments I’ve ever received. He didn’t care that it was an original Maurice Sendak drawing or anything. He saw it, he loved it, he ate it.”

In not succumbing to the temptation of writing children’s stories scripted to a theme of how the world should be, in writing the acclaimed Where the Wild Things Are, Sendak also attracted notoriety with his book, In The Night Kitchen.

Originally published in 1970, the book has often

been subjected to censorship for its drawings of a young boy prancing naked through the story. The Night Kitchen regularly appears on the American Library Association’s list of “frequently challenged and banned books”. It was listed number 21 on the “100 Most Frequently Challenged Books of 1990–1999”.

Maurice Sendak wrote from life and the heart as he experienced it, and in so doing opened up a world of fantasy for which generations of children are the richer for him having done so. Almost fifty years later, a US School Library Journal sponsored a survey of readers that identified Where the Wild Things Are as a top picture book. The librarian who conducted it observed that there was little doubt what would be voted number one and highlighted its designation by one reader as a watershed, ‘ushering in the modern age of picture books’. Another called it ‘perfectly crafted, perfectly illustrated ... simply the epitome of a picture book’ and noted that Sendak ‘rises above the rest in part because he is subversive’.

Subversive behaviour is not a behaviour on the lips of everyday teachers in classrooms across the country and it most certainly has a sinister tone of which we should be wary. Nonetheless, as teachers we do challenge children to be creative thinkers, questioning as well as accepting, challenging as well as conforming. That is quite a tightrope to navigate. To be a person who does not always run with the crowd is no easy task – ask any ‘out there’ individual if there isn’t a price to pay for their individuality or any whistle blower as to whether their acts of courage are always warmly received or rewarded. Sendak found a way to be ‘subversive’ in his writing that in hindsight should be inspiring.

There is an old saying – ‘there’s a time and a place for everything’ – the implication being that the challenge lies in finding that time. Perhaps we have finally reached that time in our country in reflecting on the life of Maurice Sendak. He mentioned in a September 2008 article in The New York Times that he was gay and had lived with his partner, psychoanalyst Eugene Glynn, for 50 years before Glynn’s death in May 2007.

Revealing that he never told his parents, he said, “All I wanted was to be straight so my parents could be happy. They never, never, never knew.”

Maurice Sendak drew inspiration and influences from a vast number of painters,

Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors. musicians, and authors. Going back to his childhood, one of his earliest memorable influences was actually his father, Philip Sendak.

According to Maurice, his father would relate tales from the Torah; however, he would embellish them with racy details. Not realising that this was inappropriate for children, little Maurice would frequently be sent home after retelling his father’s “softcore Bible tales” at school. Is there not a message within that story for us all as parents and teachers too? Are we ever guilty of having forgotten what it was like to be a child? If so, taking the time to reflect on the consequences of so doing, may be a useful starting point for better handling the next point of tension we encounter with children.

Sendak never found peace of mind in religion and was in fact an atheist. In a 2011 interview, he stated that he did not believe in God and explained that he felt that religion, and belief in God, “must have made life much easier for some religious friends of his. It’s harder for us non-believers.”

He died on May 8, 2012, at the age of 83, in Danbury, Connecticut, less than a month before his 84th birthday. The New York Times obituary called Sendak “the most important children’s book artist of the 20th century.” Author Neil Gaiman remarked, “He was unique, grumpy, brilliant, wise, magical and made the world better by creating art in it.”

Maurice Sendak leaves an enduring trove of children’s books and personal experiences, the essence of which remain inextricably entwined and fascinating – and we are the better for it.

Henry Grossek Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7fm on Fridays between 9.00am and 11.am www.caseyradio.com.au Secondary Education

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Glen Eira College GLEN EIRA College provides a challenging and stimulating academic program within a firm, fair and supportive learning environment.

Our principal, Sheereen Kindler, is committed to providing every student with opportunities to develop their talents and to achieve their goals: ■ Academic rigour in a respectful, supportive learning environment ■ Chromebook program at years 8 – 11, BYOD at year 12 ■ SEAL (Acceleration and Extension) program challenges and stimulates academically talented students ■ Excellent language learning opportunities – French 1st language (CNED), French Immersion (Humanities studied in French), and French Language (LOTE) – Japanese and Japanese Immersion (Science studied in Japanese) – Hebrew ■ Homework Help offers free tuition after hours in a motivating atmosphere

Delivering excellence in learning for all students.

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■ ■ ■ ■ ■ ■

Performing Arts program includes a full range of Instrumental music options: ensembles, choirs, Radio Club, Annual Music Production.

Many opportunities to participate in events such as Sing-Fest, String-Fest and the State School Spectacular just to name a few.

A range of student leadership, lunchtime and extension activities for all including Robotics, Chess, Debating, Student Representative Council, Sport Students selected for Melbourne and Monash University Enhancement Programs Highly successful sporting program Scholarships available Inspirational student leaders Dynamic Parents and Friends Association and proactive School Council Excellent facilities include new gym, science, arts/technology and classroom spaces

M M U N IT Y O C R U O G IN T REFLEC ; is committed to Glen Eira College all students r fo ing nce in learn s · Delivering excelle ts of our student ny and varied talen ma e th ing lop ve · De her cultures and to learn about ot ies nit rtu po op · Providing celebrate diversity LANGUAGES OPEN DAY 8 Tuesday 1st May 201 at 9.15am. vative Learn about our inno language programs. l and Tour with the Principa ses. visits to language clas

COLLEGE OPEN DAY May 2018.

Wednesday 2nd 30am, 11. , 5am 9.1 at rs Tou essential). ngs oki (Bo 5pm 1.4 & on 6.30pm. tati sen Pre g nin Eve

SELECT ENTRY ACCELERATION PROGRAM

PRINCIPAL TOURS

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See website for dat rs Bookings for all tou ht Nig Information 0pm. are essential.

6.3 at 8 201 y Ma Monday 7th Ring 9571 7838.

Test for Year 7 2019 .

1pm at 8 201 y Ma h Friday 18t

GLEN EIRA www.gec.vic.edu.au 76 Booran Rd, Caulfield East, 3145 Ph: 9571 7838

VALUING SUCCESS

Be part of our community 12369948-KC5-18

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OPEN NIGHT Thursday 19th April 2018 - 7pm Set in picturesque grounds on the corner of Waters Grove and Marlborough Road, Heathmont College is a 7–12 co-educational school delivering academic excellence to students.

Heathmont College is not just any school, we are an inclusive ‘community of learners’ which encompasses our students, their parents/guardians and our dedicated staff.

We are committed to strong and constructive relationships that achieve successful outcomes for all our students.

Our excellent academic outcomes are a testament to the success of this approach.

At Heathmont College, we believe that an individual’s skills and relationships are vital determinants to success in life.

We balance our students’ intellectual development with their social, emotional and personal growth. In doing so, we build their capacity and confidence to take on new and challenging experiences and they do. We are immensely proud of our strong student leadership program, passionate sporting teams, outstanding languages programs and vibrant performing arts curriculum.

We invite you to join the ‘community of learners’ at Heathmont College. Our College is always open for tours by interested families – please contact the office on 9871 4888 or visit www.heathmont.vic.edu to book a tour.

In addition to our Open Night, our College Principal Johanna Walker conducts school tours every Thursday from 9:15 to 10am. Bookings can be made via the website at: www.heathmont.vic.edu.au or by contacting the office on 9871 4888.

Heathmont College Waters Grove, Heathmont VIC 3135 P +61 3 9871 4888 F +61 3 9879 4770

Growing

E heathmont.co@edumail.vic.gov.au www.heathmont.vic.edu.au

Th rough

Knowledge

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Heathmont College extends a warm welcome to our community to join us for our

We create learning environments which enable all students to reach their potential • 1 : 1 laptop program • Year 7 and 8 learning teams which care for students • Huge range of electives in Year 9 and 10 • Literacy and numeracy intervention programs for children who need extra support • VCE accelerated program for high achievers • State of the art technology resources • Excellent record of success in Senior School • VCE/VET/VCAL programs • Wide ranging co curricular programs including S.T.E.M. initiatives • Opportunities for sporting success • Music and leadership programs

Tours of School 2018 1 - WEDNESDAY 25th APRIL 9am to 10am 2 - MONDAY 30th APRIL 4pm to 5pm 3 - THURSDAY 3rd MAY 2pm to 3pm GRADE 6 PARENT INFORMATION EVENING WEDNESDAY 2nd May 7pm – 8pm

An alternative time for a tour can be arranged by contacting the college

Fordholm Road, Hampton Park Direct all inquiries to: Ayman Youssef, Assistant Principal on 8795 9400 www.hpsc.vic.edu.au email hampton.park.sc@edumail.vic.gov.au 12363567-KC5-18

Highvale Highvale has a focus on enabling and empowering all the students to achieve high academic success. The college offers many opportunities for each student to reach their potential and to pathway into tertiary education. The college has a strong partnership with Monash University and Deakin University with our students having the opportunity to apply for scholarships.

Each student have the opportunity to reflect and set goals for improved learning outcomes by accessing feedback from learning tasks throughout the subject, attend tutoring and through individual course counselling to ensure success.

Highvale students receive high ATAR scores with many of them achieving 40+ for a subject scores acraoss the VCE subjects. This has enabled over 70% of the Year 12 cohort being accepted in university degree courses and the remainder into TAFE Diploma or Certificate courses.

The College offers an accelerated program in Mathematics from Year 7 -12 and in English. The vertical structured curriculum program enables students to study outside their year level to be accelerated in all Learning Areas of the curriculum.

The highly recognised instrumental music program offers tuition in brass, woodwind, voice, strings, percussion, piano and guitar. Music scholarships are available for students.

Over 250 students are involved in ensembles, concert and performance bands and orchestra many of which have performed at retirement villages, primary schools, Government House and the NEVR concert at Hamer Hall.

The Robotics and 3D printing program at Highvale has enabled students across year levels to exercise their creative thinking and problem solving skills through the scheduled subject classes, Robotics club, and preparation and involvement in the interschool competitions.

The College’s building program is on schedule with a new classroom block and first aid and student toilets being completed and used in term 4 and the refurbishment of the English /LOTE science and arts classrooms completed by the end of 2018.

Camps and tours are organised by the College for most level year levels with an international community volunteering tour to Fiji being part of those events.

College Tours Please contact us

HIGHVALE SECONDARY COLLEGE Capital Ave, Glen Waverley, 3150 Telephone: 9803 5144 Fax: 9803 4130 Email: highvale.sc@edumail.vic.gov.au Website: www.highvalesc.vic.edu.au 12363787-KC5-18

CRICOS Provider Code 00861K

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Why choose a public secondary school?

WE ALL have a stake in building a public secondary school system that prepares the next generation of productive citizens and workers.

Our nation’s economic and social prosperity depends on this. It is essential that all students, regardless of their family background, have access to an excellent local public school in order to reach their potential and contribute to our society.

The Victorian Association of State Secondary Principals has consulted widely with its members, asking them to identify what they consider to be the most crucial elements required to build and sustain a thriving public secondary school system. They identified the following key elements required to improve the public secondary school system: Community Expectations ■ Communities take pride in their local public secondary school and are actively involved in improving it ■ Every public secondary school is the school of choice for local families, thus helping to strengthen neighbourhoods and enhance social cohesion ■ The Education Minister and senior department officials are passionate advocates for the system they operate: the public school system

Picture courtesy of Monterey Secondary College

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Student Outcomes ■ Every school has high expectations of its students and teachers, and pursues a highperformance culture ■ All students make progress in academic achievement and social skills ■ A student’s educational achievement is not determined by their socio-economic background ■ Twenty-first century learning skills, (e.g. problem solving, curiosity, teamwork, perseverance) as well as literacy and numeracy, are emphasised in school programs, enabling a more comprehensive comparison of student performance at local, national and international level.

At this time of the year, families are making important decisions about choosing a secondary school for their child. There’s a common view that if you send your child to a private school, your child will get better results.

But the facts show that this is wrong. A recent review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and independent schools across a range of education indicators. (Cobbold, 2015) Continued Page 36

KEW HIGH SCHOOL ASPIRE

STRIVE

ACHIEVE

Kew High School provides a safe and secure learning environment which:

s 3TIMULATES AN INTEREST IN LEARNING and caters for mixed abilities s %NABLES ALL STUDENTS TO PARTICIPATE in a wide range of activities s &OSTERS SELF CONlDENCE EFFECTIVE COMMUNICATION RESPECT FOR SELF

others and the wider community s &OSTERS AND PROMOTES OPTIMUM student and staff wellbeing s 6ALUES AND LISTENS TO STUDENT INPUT

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School tours for prospective parents WILL RUN IN ON &RIDAY MORNINGS FROM &EBRUARY UNTIL -AY $ATES and times are also located on the SCHOOL WEBSITE AT WWW KEW VIC EDU AU "OOKINGS ARE ESSENTIAL AND SHOULD BE made by ringing the school on

A parent information evening for prospective parents will be held at the Renaissance Theatre on the school campus ON 4HURSDAY

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From Page 34 The review showed there were no significant differences between the results of students from public, Catholic and independent schools in national and international tests and in university completion rates. And in the first year of university, students from public schools outperform other students - they achieve higher grades in their first year of university than students from Catholic and independent schools.

As a leader in the public school system I believe it’s important that families know about this information because it can help inform their decision-making. Public schools are just as good as private schools in the area that matters most developing your child’s potential. The review is one of many pieces of educational research showing that students from the same social background do as well in public schools as they do in Catholic or independent schools.

There are other good reasons to consider enrolling your child in a public school. They include the following: ■ Public schools are great value for money compared with private schools, which charge families up to $30,000 each year in tuition fees per child. Tuition at public schools is free, with families paying for books and some essential items.

■ Children in public schools learn to get on with a wide mixture of students from different backgrounds. These advanced social skills cooperation, empathy, problem solving - are increasingly prized in the modern workplace.

They equip students for success in life and in work.

■ Public schools are neighbourhood schools.

Enrolling your child in a school within walking or riding distance to home makes it easier for you to know who your child’s friends are, to make friends with other local parents and to forge closer links with your school and your community.

High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other

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High quality teaching is one of the biggest factors that influence student learning. forms of professional development. Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values. They provide opportunities for all children to succeed, no matter where they live. They give all children a fair chance to reach their potential and lead a fulfilling life.

This information is courtesy of VASSP Victorian Association of State Secondary Principals For further information regarding the Education Guides published by the Star New Group refer to: www.victoriaschoolguides.starcommunity. com.au You can read more about Cobbolds review’s findings here: http://www.saveourschools.com.au/publiceducation/studies-show-publicschoolsachieve-similar-results-to-private-schools

Picture courtesy of Canterbury Girls' Secondary College.

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A Teachers Journey

BY MANNY CASIOTIS MY name is Emmanuel Cassiotis. But everyone calls me Manny. I did my HSC in 1974 at Hadfield High School. I am proud that a north suburban migrant boy from a local state high school could achieve a pass and earn himself a place at uni.

And since the great Gough Whitlam made tertiary education free, I guess that as a kid whose mum was on a widow’s pension, and growing up in a Housing Commission flat then I could go to university and study. This was also made possible by the Studentship that I applied for and received from the Victorian Education Department. What a time! Free university and with it came a modest but substantial wage to study as well. The 70’s was the time for any person to go and try their luck. I was ready to show them what I could do in education.

I arrived at Maribyrnong High School in January 1980. I wanted a new start in my second year of teaching and travelling from Pascoe Vale to Bayswater High in 1979, I was very happy to accept the position of a Humanities/Science teacher. All staffing was done by a central body in Treasury Place at the time so I was matched up to Maribyrnong. Someone wanted to leave Maribyrnong so an opportunity arose for me to move into that position. A swap was made at Treasury place. Couldn’t wait!

Arriving at the school a week before the start of term 1, I met the timetabler. The timetable was mapped out on a large board behind him. A coloured pin represented the teacher and the classes were each a piece of paper on another pin.

He frantically moved pins to get the best

combination of teacher and class. That was me. A pin on a board. Technology!

School was great. I had 4 classes. 25 kids or so in each. One class had year 9 and 10 kids. It was vertically streamed. It was a Geography class but the low level of literacy and high level of absenteeism called for a different approach. I devised a curriculum based on getting to know Melbourne. I called the unit “out and about”. An excursion every week in the double and a planning session in the single. Kids loved it. Not in class for two thirds of the allocated time. What a winner. Although they were tough kids they appreciated going out to see parts of Melbourne they never thought existed or would ever visit.

Having a tram line at the edge of the school meant it was our highway to discovery. And a journey of discovery indeed it was; for the students it was one of Melbourne, and for me it was a journey of discovery of the multi-myriad roles as a teacher. Some of these students had never ventured out of their suburb. I was going to free their minds and open up new horizons. But how would we assess this? By participation of course!

Continued Page 40

My licence to show films in class or any public place!

Myself with a student.

Taking it easy!

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Kids were hard to teach . . .

Not naughty, not arrogant . . . Great kids from working class backgrounds.

Welcomes you and your family to our

OPEN NIGHT On Wednesday 28th March 2018 6:30 - 8pm The College offers great advantages in the breadth of curriculum offerings.

This is an exciting time at Lyndale Secondary College as we are in the middle of a building program that will develop the facilites to support our students in their learning.

Lyndale is a student centred college environment and our students are encouraged to take up some of the many opportunities offered to participate in extracurricular activities.

Our college community have high expectations of our students in performance, attendance and behaviour and our excellent results in all these areas are a reflection of our commitment. To ensure that our students reach their full potential we provide extensive student support services that focus on course and careers planning and student welfare support.

We aim to have each student move towards a successful and meaningful future, irrespective of where or what that might be, then as a team of educators, we have fulfilled our responsibilities.

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

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Tours can be arranged by contacting 9795 2366

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Open Days are in April - selected primary schools will be invited STEM Centre and Performing Art Centre currently under construction

Strength Pride Success | www.lyndale.vic.edu.au 170 - 174 Gladstone Rd Dandenong North 3175

CRICOS 00861K

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From Page 38 School was fun. Kids were hard to teach. Not naughty not arrogant but just hard. Great kids from working class backgrounds. Little or misguided aspirations. I could turn this around for them. I knew I could. The Principal and all the year level coordinators were right behind the staff. Encouraging them, helping them with difficult situations consoling them. Whatever it took. The door was always open for a chat and reassurance. Kids who wanted to achieve were helped before and after school. Students and staff met informally, sometimes even on weekends.

Parents encouraged them as best they could or knew. It was like swimming in the dark. No real guidelines but a sense of purpose. I kept at it. For years the education wheel slowly turned. Student performance was low. If a student achieved an outstanding merit, the whole school celebrated it.

That was real education; the reward in knowing that we had a small part in a child’s success, no matter how small my part was.

School administrators loved academic achievement. It was hard to get. Funds then in the 1990’s were thrown into resources like the new educational tools-computers. I was keen to see that all kids in the West could have these new resources. I was made Chairperson of the Disadvantaged Schools’ Program. It was a Commonwealth initiative that helped state primary and high schools fund programs. Schools needed to put in submissions for whatever programs the staff and parents thought their local

Joan Kirner with Principal Wendy Seng Hpa (I am at far left). Touring the school.

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communities needed. Grassroots solutions to grassroots needs. Some schools wanted computers others wanted art facilities. It didn’t matter. It’s what the local school community deemed important for their children and we could fund these projects. The rationale was that these new projects would improve student performance and that education administrators along with teachers and parents would be the stakeholders in this new venture. Exciting times and new methods to success.

Change in governments, tightening of the fiscal belt and a new ethos in education meant that these projects would be laid aside. They ran their course. Too costly, to unwieldy to control and inequitable was the reason behind its demise.

A one size fits all approach was the new mantra.

Oh well. Now to try something different.

The 2000’s brought with it the problems of social change and the mood of education transformed again. What was important now was getting high grades for students. (and rightly so).

NAPLAN and testing were in. The questions was how do we lift student performance? Test, test and re test to see if they were learning. We obsessed about it. Would it help in the long term? A new breed of administrator took the reins. Tough, take no prisoners approach. Teachers had to do more now to prove that their teaching was effective. Did your class pass? Were the marks standardised? To what percentile did they achieve? All new terminology. But was my teaching making a difference? I thought so.

Now that I am retiring I look back on that journey. I am teaching the kids of the kids that I taught. They choose to send their kids to my school, their school. They always stop to say hello.

The bbq with the year 7 parents at the start of the year has the same conversation, “Is the school good for my child? My reply is always the same, “It’s better than when you were here, its still a fantastic school getting better every year, and yeah I am still here. Looking after them just like I looked after you on your first day.” They smile that inner smile of thanks and remember the past.

Now I am smiling too. Remembering them and myself, and what awaits my new path away from a place that I spent 37 years of my life in. May be I could make a submission to myself or a test and it would say “I think I’ll just go fishing.”

950 South Gippsland Hwy Cranbourne VIC 3977 Ph. 5996 0144 www.lyndhurst.vic.edu.au

OPEN NIGHT 7:00pm WEDNESDAY 18th APRIL 2018

Small School, Big Outcomes Apply now for our 2018 Accelerated Learning Program Scholarship applications close Term 3

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Secondary Education

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A sense of belonging CATHOLIC Education Melbourne Executive Director Stephen Elder says the greatest compliment he has ever received was overhearing one parent tell another: “If you want your child to be truly happy, then you should send them to a Catholic school.”

“Our schools encourage students to learn through enquiry, and teachers are encouraged to support students in their search for understanding and meaning,” Mr Elder explains.

“We want our students to explore the big questions in life with a clear vision of what is good about themselves, their relationships and the world in which they live.”

This emphasis on the whole student is what sets Catholic schools apart.

Catholic school parents say their children are genuinely cared for and understood by their teachers, creating a sense of belonging that enables them to discover the gifts they have been given and develop them to the best of their abilities.

Sarah, whose daughter moved from the government system last year, says “You get the feeling in the Catholic system that your child is a real individual, not just a name on a roll, and that you’re part of a far broader community, a real family.”

Teacher Liam Buckley explains this approach well. “The thing I like about working in the Catholic school environment is that we genuinely put the student’s wellbeing at the heart of

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Catholic school parents say their children are genuinely cared for and understood by their teachers

everything we do,” he says.

“School for our students is not just about the learning of content but the development of the person as a whole, which underpins what a Catholic education should be about.”

Mr Elder says Catholic schools work hard to discover what matters to each student and identify what they want from life and what will give them joy.

“Without a strong sense of self, successful learning and achievement is difficult to attain.

Self-regard and self-esteem are powerful motivators in all walks of life and it’s no different when it comes to education,” he explains.

“Understanding who you are, what you want and how best to get there is part of a contemporary education. With every choice we nurture a love of learning and a desire for knowledge because it’s from that starting point that the best results follow.”

School Tours

Apply Now 2019 & 2020

Visit our website to register for your preferred tour date. materchristi.edu.au

Mater Christi College, Belgrave

Personal Tours Call Kylie Lee, Registrar, on 9754 6611 to arrange a Personal Tour.

Excellence in all-girls education A visit to Mater Christi College will enable your family to witness our student-centred culture which encourages and celebrates the â&#x20AC;&#x2DC;can doâ&#x20AC;&#x2122; energy of girls.

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Melba College MELBA COLLEGE is a Year 7 to 12 Government Secondary School located in Croydon approximately 30km east of Melbourne. The school will have $18 million of new buildings completed early in 2018. These buildings will provide a 21st Century learning environment for students.

The new buildings allow us to provide a â&#x20AC;&#x2DC;school within a schoolâ&#x20AC;&#x2122; model whereby students spend most of their time in either the Junior Learning Building, Years 7 to 9 or the Senior Learning Building, Years 10 to 12. Such a model allows students and staff to have strong professional bonds that maximise the learning opportunities for all students and yet still obtain all the benefits of a larger school in terms of subject choices and co-curricular programs as they move through their years of schooling.

As part of students transitioning into Year 7 we have a special program called Launch Pad which runs regularly during the year, preceded by Turbo Time in the first week of school. These programs cover many different aspects of secondary school life at Melba College. The programs endeavour to increase student connections, understanding and awareness of how to be successful in the secondary school setting. The programs ensure all students are supported and welcomed into our community.

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Melba College offers a comprehensive, challenging and engaging curriculum and cocurricular program. We offer a very broad range of experiences covering sport, music, performance, community involvement, cultural, social and leadership opportunities. Our college is very committed to a strong and authentic student voice whereby students are actively involved in the decision making processes in the school.

Melba College staff are dedicated professionals who are committed to helping all our students achieve their personal best and strive for excellence. We focus on students as Learners, Individuals and Citizens an approach which has produced impressive growth in many areas, evidenced by data including NAPLAN performance improvements. Our classroom learning model seeks to Engage, Enrich and Empower all students in every way possible.

School tours are conducted regularly and bookings can be made by contacting the school on 9870 4551. School tours are a great way for prospective parents and students to ask questions and see how the school runs on a daily basis.

For more information visit our website (www. melba.vic.edu.au) or follow us on Facebook (facebook.com/MelbaCollege )

HIGH QUALITY GOVERNMENT SCHOOL EDUCATION 21ST CENTURY LEARNING ENVIRONMENT. YEARS 7 TO 12 VCE, VET + VCAL PATHWAYS

Engage | Enrich | Empower

OPEN NIGHT 7pm, Monday 30 April, 2018

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telephone:

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melba.sc@edumail.vic.gov.au www.melba.vic.edu.au

Secondary Education

45

Monterey Secondary College MONTEREY Secondary College is a smaller school where all students are well known by all staff and all individual learning needs are catered for. Small school, Small classes, Bigger outcomes We believe that the quality of teaching and of teachers has an influence on learning. It is recognised that positive relationships are a foundation for learning. Teachers are a part of a professional learning community: they have a rich, contemporary understanding of the curriculum, of current pedagogy and their own individual needs and capabilities.

Our Teaching: Occurs in a mutually supportive and safe learning environment. Delivers a challenging and engaging curriculum. Elicits a positive response to opportunities provided and expects learners to strive for and achieve personal success.

Incorporates strategies designed to meet the needs of individuals and groups of students at recognised developmental stages. Focuses on learning skills that help students develop the habits and behaviours of independent, creative and critical thinkers. Is innovative and informed by research. Is communicated professionally.

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Excellence, Respect, Teamwork.

Student Learning: Is demonstrated in a variety of authentic ways.

Embraces a range of relevant technologies. At Monterey we aspire: to be a leader in secondary school education where Students achieve their potential, enjoy and identify with their school.

Staff are supported professionally, encouraging a lifelong passion for creativity, innovation and learning. Society benefits through the contributions of the Monterey Secondary School community.

Our Vision: To provide an opportunity and a pathway through which every child can excel.

Our Values: Excellence: We strive for excellence in all that we do. Respect: We act in a manner that demonstrates respect and engenders trust.

Teamwork: We contribute enthusiastically as responsible members of the school and wider communities.

BRAND NEW FACILITIES/BUILDINGS

BE INSPIRED AT MSC:

MUSIC PROGRAM

BYOD

• • • • • • •

STEM PROGRAM

STEM PROGRAM • •

RECENT AWARDS

SPORTS PROGRAM

• • •

SMALL SCHOOL, SMALL CLASSES, BIGGER OUTCOMES

• • •

New Buildings New Programs New Technology New Staff Personalised VCE/VCAL/VET Pathways BYOD Program Tailored literacy and numeracy support options Dyslexic Friendly School Sister school relationshipp with Annual teacher and student exchange trips Well established Instrumental Music Program Student leadership Development Comprehensive Student Wellbeing Program Centre for Special Ed Interact Gilbert +Tobin

OPEN NIGHT WEDNESDAY 7TH MARCH 6:00-8:00PM Winner of Order of Australia 2016 & 2017 Schools major project award winner Winner of FMPLLEN Best Program Award Winner 2017 for VCAL You are welcome to visit us anytime of the school day.

Enrolments for 2018 are now being accepted.

MONTEREY SECONDARY COLLEGE Silvertop Street, Frankston North VIC 3200 Ph: 9781-7700 www.monterey.vic.edu.au 12363564-KC5-18

Secondary Education

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Mornington Secondary College Inspirational Learning on the Mornington Peninsula STRIVE Mornington Secondary is the school of the Mornington community. The courses offered are designed to inspire and challenge students for their future beyond the classroom.

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

• Indoor 25m heated swimming pool.

• 3-court Basketball Stadium.

• Performing Arts Theatre.

• Fully equipped Gymnasium and Fit Club.

• Purpose built Science Wing.

• Senior School.

• Learning Centre.

• 1:1 computer program.

• Extensive ICT and multimedia throughout the college.

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

• Victorian Certificate of Education with ATARs above 90+ • Victorian Certificate of Applied Learning (VCAL) and extensive Vocational Education Programs linked to employment outcomes.

• Sports specialism programs • Mornington Peninsula Shire Youth Brigade and Drum Corps • Broad Horizons - experiencing life outside of the classroom • Student Ambassador Program

MONASH IMMERSION PROGRAM The Monash Immersion program is an exciting partnership with the Monash University Faculty of Education.

The program is specifically designed for Year 7 and 8 students and focusses on enhancing student literacy, numeracy and sport education.

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ARTS Our Arts programs enable students to express their creativity and develop their confidence and enjoyment of art across a range of subjects: Photography, Media Studies, Visual Communication and Studio Art. Our Student Art Gallery provides a year-long community exhibition space for students.

MUSIC A comprehensive instrumental and classroom music program is offered from Year 7 up to VCE, to maximise student’s musical abilities and interest and develop performance skills.

Individual and group lessons are offered in voice and a large number of instruments.

SPORTS ACADEMIES Mornington Secondary College is recognised for its sports specialism and achievements, with students competing at regional, state and national levels. The sports, health and physical education programs of the college focus on participation, with sportsmanship and team spirit celebrated as highly as sporting success.

Our sports academies include: • Basketball • Swimming • Soccer

• Aerobics • Athletics • Netball

Why not join one of our weekly tours and see our college in action?

Please telephone 5970 0200 to make a booking.

12372924-KC5-18

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

DARE TO DREAM – audacter astra capesse

Rowville Secondary College AT Rowville Secondary College, we focus on the whole child, assisting them to build social and emotional well-being and to become more confident learners who are able to meet the challenges of their future.

As Principal of Rowville Secondary College, I spend a lot of time listening to what parents and community members want for their children.

There is a strong and clear message that in this rapidly changing world, families want education to equip our students with the critical skills to thrive in the world of work, contribute positively to the community and be happy and confident.

That is why we have four different learning programs that focus on each childâ&#x20AC;&#x2122;s strengths. All students enrol in one of four unique programs â&#x20AC;&#x201C; Rowville General Excellence, Rowville Maths and Science Academy, Rowville Institute of the Arts or Rowville Sports Academy. These programs immerse students in curriculum tailored specifically to their strengths, talents and passions.

That is why the House System at Rowville Secondary College has been designed to further develop an environment in which every child can thrive. The House System aims to develop the whole child through a positive school culture that increases participation, school pride and student motivation to focus on learning. An important part of our philosophy is having high expectations for all students and students having high expectations for themselves. The House system is one way in which this is developed and conveyed.

Through their House Learning Mentor, each child is known as an individual and a learner and through House activities there are opportunities to celebrate student growth. Strengths and interests are pursued through the House System with formal and informal leadership opportunities for all students. With an environment in which authentic relationships are developed with teachers and other students across all year levels, opportunities for success are built into the daily learning program. The House system enables effective communication links between students, teachers and families to create a strong learning community.

That is why our teachers design lessons that focus on curiosity, literacy, numeracy, learning confidence and connection to the future. We have

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Our teachers design lessons that focus on curiosity, literacy, numeracy, learning confidence and connection to the future. designed a unique and exciting ACE model for all year 7 and 8 English and Mathematics lessons.

ACE stands for accelerate, challenge and extend.

It ensures differentiation which caters for studentâ&#x20AC;&#x2122;s individual point of need and supports them to achieve maximum learning growth.

That is why we offer a huge range of VCE subjects and equally value VCAL, VET and SBAT for students who want a skills based pathway to an apprenticeship, trade or TAFE course.

That is why parents, students and staff work in partnership so that every child is a curious and powerful learner. We have developed a set of learner protocols and resources that support students to be resilient, creative, collaborative and confident problem-finders and problemsolvers.

It is an exciting time to be a part of the Rowville Secondary College community and I invite you along to see for yourself our One Great School and four programs in action. Book a school tour on 9755 4555.

Julie Kennedy Principal

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Noble Park Secondary College

52

Open Day Tours 9.30am Monday 26th March 2018 Friday 20th April 2018 Contact Lesley at the College to arrange a personalised tour

Secondary Education

www.nobleparksc.vic.edu.au 3 Callaghan Street, Noble Park, Victoria 3174 Phone: (03) 9546 9066

12373740-KC5-18

Respect • Excellence • Integrity • Teamwork • Responsibility

Year 7 - 12 Single Campus VCE, VCAL & VET at Senior levels

We invite you to DISCOVER Noble Park Secondary College Noble Park Secondary College offers exceptional opportunities to cater for personalised learning including; • A strong commitment to Academic Excellence • An active and innovative Art Technology Program including a newly formed partnership with the Drum Theatre • Extensive opportunities for Student Leadership roles and responsibilities, offering positions in Captaincy, Student Council and leadership programs • A broad range of opportunities for all students, including VCE, VET and VCAL • Comprehensive EAL Program • Intensive English Language Program on site • Partnership with Monash University offering a mentoring program for senior students, as well as a tutoring program for students across all year levels • Specialised Football (Soccer) program with elite management and coaching • A dynamic Outdoor Education Program to promote lifelong engagement in leisure and learning pursuits, including the opportunity for students to gain the Duke of Edinburgh Award • A broad and comprehensive Music and Performing Arts Program • International Student Program • Japanese Exchange program, including a 21 year affiliation with our sister school Shinminato College

All Welcome! chào mừng các bạn

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www.nobleparksc.vic.edu.au 3 Callaghan Street, Noble Park, Victoria 3174 Phone: (03) 9546

9066 12363558-KC5-18

Secondary Education

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Select Entry Accelerated Learning What is SEAL? VICTORIAN Government secondary schools have been operating specific programs at authorised schools for gifted students since 1980.

These have been known as Select Entry Accelerated Learning (SEAL) schools. The Academy of Accredited SEAL Schools (TAASS) has been established to maintain this tradition to enable groups of like minded students to develop academically, socially and emotionally. The SEAL Academy follows Gagné’s model for the definition of gifted and talented students.

Entrance exams To gain entry into the SEAL program of a SEAL Academy school, students must achieve high performance results in an entrance exam.

Students who wish to undertake the SEAL program in a particular school year, must sit for the entrance test the year before. The entrance exam takes place at each school at varying dates - please refer to the SEAL Academy school websites for particular entrance exam dates. A list of links is provided here <https://www. sealacademy.org.au/index.php/entrance-exams>.

SEAL schools! SEAL stands for Select Entry Accelerated Learning. Understanding just what that means is one key to choosing the right secondary school for your child.

Other words discussed when you hear the term SEAL include gifted, enrichment, enhancement, extension and talent. Finding your way around the maze of just what each school offers from these options and just what that means can sometimes be confusing, even daunting.

giftedness can be thought of as having intellectual potential that would place someone in about the top 10% of the population. If we accept the idea of academic or intellectual giftedness in the same way we accept giftedness in sport, then offering something equivalent to the Victorian Institute of Sport or the Australian Institute of Sport for academic ability makes sense. This is where SEAL schools shine.

Why are there only a limited number of SEAL schools, you may ask. At any one year level across Victoria, there are close to 45,000 students. When we use the broad idea of academic giftedness as about 10% of the population, then we can see that we are trying to meet the educational needs of about 4,500 academically gifted students in each level. Placing some of these students in every school makes it difficult for teachers to meet their needs, because gifted students have characteristics that can make it very hard for them to work in a mixed-ability classroom and still reach their academic potential.

Some of these characteristics include grasping facts, ideas and concepts more quickly than others, needing fewer exercises or learning activities to understand what is being taught, seeing ideas holistically or as a big picture not as small steps, and needing others who think like them to bounce ideas off and interact with.

It is important to understand that schools which offer a Select Entry Accelerated Learning program have earned the right to use this term.

It’s usually shortened to SEAL in their information, and a school can only become a SEAL school by following specific guidelines and procedures that the Government has set. The number of SEAL schools is limited, because these schools cater for a limited proportion of the population. This is where an understanding of the term gifted is needed.

Giftedness is usually considered to be ability that cannot be attained by everybody, in a field such as academic, music, sport, art. Academic

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Picture courtesy of Fairhills High School

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â&#x20AC;Śâ&#x20AC;Ś..ON OUR NEW VICTORIAN SCHOOL GUIDES WEBSITE www.victoriaschoolguides.starcommunity.com.au Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Several frequently asked questions have been answered and if you have a question that hasnâ&#x20AC;&#x2122;t been addressed then send it to our team for their input.

Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.

E magazines are also available for your perusal on the website.

For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693 12374714-KC5-18

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

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

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

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

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

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

Picture courtesy of Ringwood Secondary College

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Secondary Education

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

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

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

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

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

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

Remember, conflict is a normal part of growing up. Conflict is not necessarily bullying, even

Friends help each other make the transition from primary to secondary school easier.

though it may be upsetting and need resolution.

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

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

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

Secondary Education

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Parkdale Secondary College PARKDALE Secondary College supports students to become inquiry learners who strive to achieve success in all areas of their education.

Our six enhancement programs are offered to all students and are developed on the overarching philosophy of building student engagement and making community links. They are designed to inspire, excite and challenge students to pursue areas of passion.

Arts Enhancement Programs AEP - Music AEP Music is designed for students with a passion and a desire to explore various forms of music performance in year 7 and 8. It is a yearlong program where students will be among likeminded students of similar levels exploring different avenues within the genre of Music.

These avenues are created exclusively for AEP Music with the purpose of challenging students with an eagerness to enhance their musical abilities further.

AEP - Dance AEP Dance is designed to engage performing arts students through enrichment classes, nurturing and improving their skills and abilities.

Students will undertake a program featuring: · Technique classes with industry professionals · Artistic Residencies with a variety of choreographers · Master classes in nutrition and performance skills and allied dance industries · Dance intensive camp · Excursions to performances · Competitions.

Elite Sports Pathway (ESP) Parkdale Secondary College provides outstanding opportunities for all students. The College was recognised by the Department of Education and Early Childhood Development (DEECD) as a sport specialist school in 2012. Sport is one of many areas where student talent can shine.

Through the development of the Elite Sport Pathway Program (ESP), students can follow their passion, while undertaking a well-rounded and rigorous academic program. The Elite Sport Pathway is built around student participation in four key elements: 1. Conditioning - the undertaking of activities based around fitness, flexibility and strength. 2. Skill Development specific skills developed around the chosen sport 3. Competition - students participating in school based, regional, state and interstate competitions

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The College was recognised by the Department of Education and Early Childhood Development (DEECD) as a sport specialist school.

4. Community links - the Ambassador Model: students work in the community as College representatives.

Science, Technology, Engineering Pathway Parkdale Secondary College’s award winning STEP is a program is open to students who have a keen interest in Science and Technology. What makes STEP unique is the links it has to various facilities and experts in relevant fields from across Victoria, such as Quantum and the CSIRO. The program offers a variety of different units that run at specific year levels, such as F1 in Schools, Robotics, 3D modelling, Food Science, Anatomy by dissection and Forensics.

Writing is necessary (WIN) WIN is an exciting enhancement writing program for students with a commitment and passion for writing. Students have the opportunity to develop their own expression, voice, confidence and thinking in writing. The program aims to help students explore and adapt their writing for a range of audiences and publications. WIN brings students and professional writers together to explore and develop different forms of writing and work for publication.

OPEN NIGHT Tuesday 1st May at 7.00pm

Principal:

Mr David Russell Assistant Principal Year 10, 11 & 12:

Mr Michael Tuck Assistant Principal Year 7, 8 & 9:

Mrs June Sainsbury Assistant Principal International students:

9580 6311 www.parkdalesc.vvic.eduu.au parkdaale.sc@ @edum mail.vicc.gov.au Warreen Roaad, Mo ordiallo oc 31994

12371298-DJ06-18

Mrs Melissa Treverton

PRINCIPALâ&#x20AC;&#x2122;S MESSAGE PATTERSON RIVER SECONDARY COLLEGE

As the new Principal, I am committed to the pursuit of excellence along with continuing the great outcomes that this College has provided to ]SYRK TISTPI SZIV XLI PEWX Č?Č&#x2030; ]IEVW Patterson River provides students with diverse opportunities in a caring environment and the passion of our staff in providing students with the opportunities to discover and GLEWI XLIMV HVIEQW MW [LEX WIXW YW ETEVX Set on beautiful large grounds, Patterson River is adjacent to the Kananook Creek & Seaford Wetlands and within walking distance to the beach along with E VERKI SJ PSGEP WTSVXMRK JMIPHW 8LI (SPPIKI LEW numerous partnerships with local community groups, seeing itself as an important hub of the local GSQQYRMX] Patterson River prides itself on recruiting high performing staff who match the values of the school; Respect, Engagement, Success and providing staff with excellent on-going professional HIZIPSTQIRX ERH XVEMRMRK In recent times, the College has seen these efforts VIET VI[EVHW [MXL I\GIPPIRX :(* VIWYPXW .R EHHMXMSR the school consistently sees student attitudes to WGLSSP WYVZI] VIWYPXW XLEX TYXW YW MR XLI XST Č? SJ WIGSRHEV] WGLSSPW ERH 3&51&3 ČŽ Č&#x; KVS[XL XLEX MW YT XS HSYFPI WXEXI QIER KVS[XL We offer students a diverse range of co-curricula activities in modern facilities including our brand RI[ IRMSV GLSSP (IRXVI ERH 8*2 1EF EPSRK [MXL our recently completed Performing Arts Centre and XEHMYQ It is difficult to describe the full array of opportunities and brilliance of our College, therefore . IRGSYVEKI ]SY XS XEOI XLI XMQI XS QIIX MR TIVWSR 8SYVW EVI LIPH IEGL 8LYVWHE] EX Č&#x; Č?Č?EQ FSSOMRKW IWWIRXMEP &PXIVREXMZIP] ]SY GER WTIEO XS XLI SJJMGI XS SVKERMWI E TIVWSREPMWIH XSYV . PSSO JSV[EVH XS QIIXMRK ]SY ERH ]SYV JEQMP]

Mr Daniel Dew College Principal

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EXCELLENT FACILITIES

STRIVING FOR EXCELLENCE

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Scholarships &GEHIQMG TSVX 1IEHIVWLMT &VX *\TVIWWMSRW SJ MRXIVIWX GPSWI +VMHE] ȶȮXL &TVMPP GLSPEVWLMT MRXIVZMI[W ȮXL ȦȦXL 2E] Enquiries: 1MWE (EZI] &WWMWXERX 5VMRGMTEP GEZI] PMWE P%IHYQEMP ZMG KSZ EY [[[ WYVZI]QSROI] GSQ V WGLSPEVWLMTWȶȉȦȟ ȉȦȟ

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Ringwood Secondary College RINGWOOD Secondary College is a vibrant learning community that celebrates achievement and recognises the unique learning needs of each individual. Students are encouraged, challenged and inspired to achieve their personal best. The College enrolment is 1600+ students with diverse curriculum programs to cater for all needs, including VCE, VCAL and VET. The Year 7 ACE (Achievement, Excellence, Commitment) program for high ability students was implemented in 2016, aiming to engage and challenge students to reach their full intellectual, social and emotional potential within an enriched educational setting. Our ‘Bounce’ pastoral care model, based on the tenets of positive psychology is well established, with weekly curriculum explicitly teaching students, in every level, the skills of wellbeing.

RSC has an extensive co-curricular program.

Musical choices include bands and ensembles, singing groups, orchestra, and the College musical production ‘Chicago’ and junior musical production ‘Shrek’. Other co curricula activities include over twenty sports, performing arts tours, debating, Tournament of Minds, Youth in Philanthropy, the debutante ball, peer support, study groups, community service, Year 10 Central and Northern Territory tours, Year 9 CHALLEN9E camp, student leadership programs, extension of the House system, including Sport, into other curriculum areas and Year level ‘House’ activities.

Student voice is nurtured through student leadership roles in the junior and senior Student

Ringwood Secondary College believes in inclusion, works collaboratively and encourages students to think creatively, act compassionately and engage enthusiastically to achieve their personal best.

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Representative Council, ambassadors, Year-level leaders and Prefects.

International tours provide the opportunity to experience new cultures. Tours include the triennial World Tour, the Nepal trek, the Greece/ Italy/France Odyssey tour, and New Caledonia tours. The College also accepts fee-paying and exchange students and has sister schools in England, France, China and Thailand.

We are proud of our parent involvement with the College Council and its sub-committees: PCTA, Music Association, Extra PArts and the Heritage and Alumni Group. Our Sporting Hall of Fame, Science Hall of Excellence and Arts Hall of Achievement are complemented by the Heritage Hall in recognising present and past student achievement. Our bollards, quilts, murals, sculpture and ‘Ringwood Recalls’ reflect the school’s spirit.

Ringwood Secondary College believes in inclusion, works collaboratively and encourages students to think creatively, act compassionately and engage enthusiastically to achieve their personal best. Our recently opened world class Junior school building aims to provide a stimulating adaptable learning environment.

College tours for 2018 will commence in February.

Please contact the College to register your interest.

Ringwood Secondary College

OPEN NIGHT 2INGWOOD 3ECONDARY #OLLEGE FOSTERS A LEARNING COMMUNITY THAT CATERS FOR INDIVIDUAL ACADEMIC PHYSICAL SOCIAL AND EMOTIONAL NEEDS

Year 7 Open Night will be held on Thursday, April 26th, 2018 from 6.30-8.30pm.

Please contact the College ofямБce or website for further details.

12364652-HM06-17

,EARNING TO BE YOURSELF s ,EARNING TO DO ,EARNING TO THINK s ,EARNING TO LIVE TOGETHER

Bedford Road, Ringwood www.ringwoodsc.vic.edu.au ringwoodsc@edumail.vic.edu.au Phone: 9870 2002

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Rowville Secondary College is One Great School with Four Strengths Based Learning Programs "We strive to see students leave Rowville Secondary College happy, confident and ready for success in a changing world."

Rowville General Excellence provides curricular and extra curricular opportunities for students who love a combination of Arts, Sports, Mathematics, Science, Language, Literature, Technology and Humanities subjects.

Rowville Maths & Science Academy promotes academic excellence and innovative thinking through an integrated and practical STEM (Science, Technology, Engineering and Mathematics) curriculum.

Rowville Institute of the Arts is a full-time academic and arts program that caters for talented aspiring artists. The curriculum is grounded in worldâ&#x20AC;&#x2122;s best practice and caters for 5 specialist arts practices - Dance, Drama, Media, Music and Visual Arts.

Rowville Sports Academy is a full time integrated academic and sporting program that focuses on Football (Soccer), Basketball, Golf, Aussie Rules Football, Volleyball, Tennis, Cricket & Netball.

Visit our website rowvillesc.vic.edu.au 12364491-KC5-18

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Eastern Campus Humphreys Way, Rowville VIC 3178

Western Campus Paratea Drive, Rowville VIC 3178

Book a School Tour 9755 4555 & see our One Great School in action School Open Nights Eastern Campus Monday 19th March, 2018 Western Campus Wednesday 21st March, 2018

Program Information Nights Rowville Institute of the Arts Monday 30th April, 2018 Maths & Science Academy Wednesday 2nd May, 2018 Rowville Sports Academy Monday 7th May, 2018 RSA Tryout Camp Term 1 holidays for 2019 intake.

For more information and bookings phone 9755 4555.

Like us on Facebook facebook.com/RowvilleSC/ 12365316-KC5-18

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ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au cricos 00336J 12373733-KC5-18

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Ruyton Girls’ School We Believe in Girls At Ruyton we foster the individuality of each girl in a caring and safe environment; nurturing her intellectual, physical, social and emotional qualities essential to flourish.

Powerful learning is central to the Ruyton culture, building on our strong academic reputation. We focus on advancing the learning of every girl through the engagement of intellectual curiosity, building knowledge and skills about how to learn and supporting them to be the best learners they can be and exemplary citizens. We believe in real world learning beyond the classroom, collaborating with the wider community to promote growth, discovery and sustainability.

We empower our girls to lead lives of purpose with courage, character and compassion. Through the development of values and action-focused learning they are inspired to pursue equity and justice for self and others. By embracing diversity and raising their voices our girls effect positive change and make a difference.

One Campus. Endless Opportunities.

Our Early Learning Centre, Junior School and Senior School are situated on one campus, emphasising our strength as a connected learning community and enabling many opportunities for collaboration, mentoring and role modelling. The size of Ruyton enables us to know our girls individually and support them in achieving personal best. Our strong connection with Trinity Grammar School provides unique educational opportunities for students across the two schools, particularly through our Year 11 and 12 Co-ordinate Programme.

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend a Principal’s Conversation to experience Ruyton for yourself.

OPEN MORNING Thursday 15 March 9am–11am Thursday 30 August 9am-11am

SCHOLARSHIPS Saturday 24 February (pre-registration required)

Principal’s conversations throughout the year, bookings essential.

Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422

12373734-KC5-18

An opportunity to see our School at work from Early Learning to Year 12

Ruyton Girls’ School 12 Selbourne Road Kew 3101 Victoria AustraliaTel +61 3 9819 2422

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PATHWAYS TO SUCCESS

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COLLEGE OPEN NIGHT

PATHWAYS TO SUCCESS

Salesian College Chadstone PAST student David Ballerini (Class of 2005) has launched the ‘Liven’ smartphone application, a rewards-based payment platform for dining and lifestyle experiences.

Liven users pay their restaurant bills directly through the app, earning a quarter of their bill total as ‘Liven Cash’. They can choose to spend their Liven Cash the next time they dine at any Liven partner, or share with a charity of their choosing, such as the RSPCA, National Breast Cancer Foundation, or beyondblue.

Initially ‘bootstrapping’, David and two university friends quickly grew the business by hitting the pavement themselves, talking to hundreds of restaurant owners and persuading them to see their vision. Seed funding of $1 million in late 2015 fuelled growth and an expansion into the Sydney market, while partnerships with Uber, Taste Food Festivals, The Good Food and Wine Show and Secure Parking encouraged users to flock to the platform.

Liven currently features over 400 restaurants across Melbourne and Sydney, which must have a minimum Zomato rating of above 3. Melbourne restaurants featured on the platform include Sauced, Rococo, Sardi Café, Blue Train and Richmond Oysters.

With over 135,000 users on board, David is

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proud of how far Liven has come, but knows their journey is just beginning. The team secured a $10 million investment in March 2017 from a private equity fund, setting the stage for a huge push in 2017 and international expansion in early 2018.

Liven aspires to reinvent the world of mobile payments by incentivising every single purchase, to build the world’s smartest and largest centralised spending network. David reflects fondly on the lasting friendships formed during his time at Salesian College Chadstone.

“I still see many of my mates from Salesian, and in fact, I’m very happy to say that one of them has recently joined the team at Liven!”

David believes that whether students are keen to excel in business or in other areas of life, it is vital they keep improving themselves.

Focus on being better than you were yesterday, invest time into self-study, and most importantly, have a go!”

- David Ballerini, Class of 2005

SALESIAN COLLEGE CHADSTONE

MONDAY TOURS Book a Monday tour (online) during the school term and learn about Salesian College Chadstone, via: salesian.vic.edu.au

INFORMATION EVENING FOR FUTURE FAMILIES

GROWING OUR ELITE ATHLETES Our Sports Academy Program aims to assist students to balance their sporting ambitions and academic studies within an encouraging educational environment.

2XU 6SRUWV $FDGHP\ &ODVV KDV RÉ?FLDOO\ been selected, and our Head of Human Development, Steve Sellwood, is looking forward to further developing the skills of these students in order for them to reach their full potential.

Our Sports Academy Program aims to assist students to balance their sporting ambitions and academic studies within an encouraging educational environment.

Our specialised accelerated curriculum places an emphasis on long term athlete development, with a view to forming direct connections with sport pathways beyond Salesian College Chadstone.

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Taylor Faalele, a student selected for our 2018 Sports Academy Class, continues the legacy of his older brother and past student, Daniel Faalele. Daniel has been recognised as one of the American College Football sceneâ&#x20AC;&#x2122;s â&#x20AC;&#x153;most VRXJKW DIWHU RÎ?HQVLYH OLQH SURVSHFWVČ&#x2039; 6SRUWV Illustrated). After being recruited while he was training in a local Melbourne gym, Daniel joined the IMG Academy Football Program (Florida) to try his hand at NFL. Despite never having played a game before setting foot in the 86 EHIRUH ORQJ 'DQLHO KDG VFKRODUVKLS RÎ?HUV from countless universities across the country.

10 Bosco Street Chadstone T +61 3 9807 2644 www.salesian.vic.edu.au

INSPIRE EDUCATE BECOME Great men 12371525-KC5-18

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Addressed by Principal Mr Robert Brennan, our Information Evening for Future Families provides key educational and transition material, as well as the opportunity to ask those questions youâ&#x20AC;&#x2122;d prefer to speak about face to face.

Register your attendance for a 2018 Information Evening on 6 March, 5 June or 15 November via salesian.vic.edu.au

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Somerville Secondary College Over the years our departing Year 12 students have successfully attained entry to their preferred tertiary institution. volunteers on building projects. Students in Years 7, 8 & 12 participate in year level based camps and students in Years 9, 10 and 11 have access to subject based camping programs. The Year 9 curriculum program offers a large range of electives in all Key Learning Areas.

We offer both the VCE and VCAL certificates at Years 11 and 12. Our VCAL program has been awarded by the VCAA for excellence in partnership and teaching.

Over the years our departing Year 12 students have successfully attained entry to their preferred tertiary institution.

s 3OMERVILLE 3ECONDARY #OLLEGE IS A n SCHOOL LOCATED ON A HECTARE SITE s /UR CORE VALUES ARE 2ESPECT )NTEGRITY AND 2ESPONSIBILITY AND THESE VALUES UNDERPIN ALL RELATIONSHIPS WITHIN AND BEYOND THE COLLEGE s 7E STRIVE TO BUILD CONNECTIONS WITHIN THE PARENT STAFF AND STUDENT COMMUNITY s 7E OFFER BOTH THE 6#% AND 6#!, CERTIlCATES AT 9EARS AND

OPEN NIGHT MARCH 29TH 2018 Contact

5973 1000 72

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3OMERVILLE 3ECONDARY #OLLEGE 'RAF 2OAD 3OMERVILLE 6IC

12368492-RA06-2018

AT Somerville Secondary College we work effectively to build connections within the parent, staff and student community.

The College currently has an enrolment of approximately 300 students. We offer flexible classroom spaces and an innovative design designed along â&#x20AC;&#x153;Middle Yearsâ&#x20AC;? principle.

Facilities highlights include the recently completed Technical Education & Trade Training Centre and the FIFA certified artificial turf soccer pitch and running track.

Somerville Secondary College is an ICT rich learning environment with students having access to a 1:1 tablet computer program The College Wetland Project was developed as a community project with the completion of the formation of a picturesque network of lakes, billabongs and streams inspiring peace and tranquillity.

We offer a very successful Hands On Learning Program for students in years 7 to 9 where students work with a wide range of community

Open Day Wednesday 18 April 2018

Scoresby Secondary College

We know that choosing the right school for your child is one of the most important decisions you will ever make.

12363572-KC5-18

Nationally recognised for one of the highest student improvements Every child has a gift, a particular skill, a special something that can make a difference – to their own lives, to the lives of those around them and to the future of the world. And every child has the potential and deserves the opportunity to be their brilliant best.

At Scoresby Secondary College, we believe in providing a learning environment that appreciates and nurtures each and every child’s individual brilliance and inspires them to make a difference in our global community.

We are about inspiring confidence Inspiring confidence in our parents – knowing that their child is safe and nurtured as a whole person Inspiring confidence in our community – knowing we are building confident and capable citizens Inspiring confidence in our tertiary providers and employers – knowing that our students have the best foundations for life ahead And most importantly inspiring confidence in our students to be the best they can be and make a difference in our global community.

We welcome prospective parents and students to join our tours to gain a glimpse into our close-knit learning community, building on our strengths: • Collaborative and supportive community • High expectations that promote active participation • Safe, secure and engaging learning environment • Personalised learning • Exceptional instrumental and vocal music program • Recognised for growth in academic achievement in Naplan and study scores of 50 in specialist maths and physics.

2 Cavell Street, Scoresby 3179 For information about Tours and Scholarships • 9765 4100 • www.scoresbysc.vic.edu.au

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Open Day Dates: • 6 February 9:30am • 13 February 6pm • 2 March 9:30am • 18 March 9:30am – 1pm • 20 April 9:30am • 29 May 9:30am Further dates are available on our website.

Grade 4/5/6 Days: Allow your son to experience what it is like to attend St Joseph’s College.

• 23 February 9am • 9 March 9am • 4 May 9am • 22 June 9am Further dates are available on our website.

Principal’s Tours: These are weekly personal tours with the Principal.

Refer to our website for dates.

A school that prepares for life

Registration via our website for each of these events is essential.

www.stjosephs.com.au 5 Brenock Park Drive, Ferntree Gully.

Telephone 03 9758 2000 12373295-DJ06-18

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All students have individual talents and need a broad range of opportunities to excel. At South Oakleigh College we foster the passions of our students, inspiring them to do their best while being an active, global citizen.

We offer the following opportunities to students: t " TBGF BOE TVQQPSUJWF MFBSOJOH DPNNVOJUZ t " WJCSBOU IPVTF DVMUVSF XJUI TQPSUJOH DVMUVSBM BOE DPNNVOJUZ QSPHSBNT t 4USVDUVSFE MFBEFSTIJQ EFWFMPQNFOU TVCKFDUT BOE QBUIXBZT â&#x20AC;&#x153;I encourage you to become part of a t &YUFOTJWF BDDFMFSBUJPO QSPHSBNT BDSPTT &OHMJTI vibrant learning community where we all Maths and Science work together to support our children to t &NCFEEFE 45&. PQQPSUVOJUJFT t 4UBUF PG UIF BSU FOHJOFFSJOH UFDIOPMPHJFT JODMVEJOH % QSJOUJOH achieve their bestâ&#x20AC;? laser cutting, large format printing and various software programs Andrew Robinson, Parent t "EWBODFE -05& QSPHSBNT JO (SFFL BOE +BQBOFTF t *OUFSOBUJPOBM USBWFM PQQPSUVOJUJFT JODMVEJOH $VMUVSBM JNNFSTJPO QSPHSBNT DPNNVOJUZ XPSL BCSPBE BOE B TQBDF DBNQ UP /"4" JO OPEN NIGHT Houston and Orlando Thursday 19 April 6:30pm â&#x20AC;&#x201C; 9:00pm t " IPMJTUJD mUOFTT DFOUSF BOE FYUSB DVSSJDVMBS mUOFTT QSPHSBNT College Tours available by appointment t &YUSB DVSSJDVMBS QSPHSBNT JO TQPSU QFSGPSNJOH BSUT *5 DPEJOH debating, product design and music along with various others

High Expectations. Respect. Responsibility. Resilience. Teamwork.

Bakers Rd Oakleigh South VIC 3167 Email: south.oakleigh.sc@edumail.vic.gov.au

Telephone: 9579 2322 www.sosc.vic.edu.au

12363538-LN05-18

Wantirna College WANTIRNA College holds the development of the whole child at the centre of its philosophy of education. We see education as preparing our students with the necessary skills to access their future careers, but also to inspire their curiosity, creativity, imagination, compassion, selfknowledge, social skills and emotional health.

The academic component begins before the child even starts with the College. The close ties with their primary school smoothing the transition between the two.

Data is gathered about academic achievement so supportive, challenging and extending programs can be put in place early.

A highly knowledgeable and experienced team of teachers tailors the learning activities to extend each child from their point of need and at the same time creates a culture of high expectations inspiring students to build confidence in themselves as learners.

Flexible learning spaces in Year 7 mean students can work in like-minded or like-ability groupings, depending upon what will best stimulate learning.

The curriculum in Years 7-9 is deliberately broad, ensuring each child can find and explore their areas of passion at the same time as being exposed to a wide range of knowledge and thinking.

Success in their future beyond school will depend on their ability to respond to new and unknown situations and problems, so scaffolding this growth is essential. Students are supported in choosing the right subjects throughout their years in the College so they gradually piece together the knowledge, skills and behaviours that will lead to career success.

The pathway to that success beyond the College

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Development of the whole child is at the centre of our philosophy is through University, TAFE and apprenticeships.

This growth all happens within an atmosphere which aims to develop broader knowledge, and values.

Involvement in the arts is extended from the core curriculum through music, singing, performance and dance.

An appreciation of the outdoors is nurtured through adventure camps, bike riding and canoeing backed up by the development of a theoretical understanding of sustainability through our links with the Knox Innovation, Opportunity and Sustainability Centre (KIOSC).

Representing the College in team sport builds a sense of belonging which is supportive in itself and also allows students to learn how to win graciously as well as reacting positively to losing.

A sense of social justice, and thinking of others, is promoted through student leadership opportunities and the support provided to charities chosen by the students.

Wantirna College is committed to educating our students to be inquiring learners with high levels of literacy and numeracy.

Prepared to be global, ethical citizens in the 21st century.Capable of showing resilience and flexibility of thinking.

Willing to show initiative and take on challenges throughout their lives.

Open Day Thursday 22nd March, 2018 9.30am - 2.00pm

Discovery Night Thursday 22nd March, 2018 6.30pm - 9.00pm

Tours every half hour No Booking Required

Information and ‘Meet the Principal’ sessions

www.wantirnacollege.vic.edu.au 03 9801 9700

12364426-KC5-18

7.00pm and 8.00pm College Tours Term 1 and Term 2 Bookings Required Please visit the College website for tour details.

Opportunities for ALL learners in a supportive environment

Open night May 1st 2018 â&#x20AC;&#x201C; 6:30pm

I-Create, Aim High and I CARE Advanced learning program in every subject, Years 7-10 Westall Secondary College is committed to individual student achievement and excellence

Visit Westall Secondary College on any school day, to see us in action. You will be impressed!

88 Rosebank Ave, Clayton South Vic. 3169

Info@westall sc.vic.edu.au

9546 3233

Cricos Provider Code:00861 78

Secondary Education

12364487-KC5-18

WHEELERS HILL SECONDARY COLLEGE OPEN NIGHT Thursday May 3rd 2018 commencing at 6.00pm in the Gymnasium Exci ng Academic, Sport, Performing Arts and Student Leadership Programs provided Extensive ICT Program and Extension and Enrichment Programs also available “We are Preparing our Students for the Future”

12364495-KC5-18

Enquiries and Tours welcomed Wheelers Hill Secondary College Raphael Drive, Wheelers Hill www.whsc.vic.edu.au wheelers.hill.sc@edumail.vic.edu.au Phone 9561 5811 Find us on Instagram & Facebook Secondary Education

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Scholarships available to students commencing Year 7 in 2019

INFORMATION NIGHT 2018 Mooroolbark Campus Thursday 22 March, arch, 6.00pm 6. pm Information Sessions Sessio Se ess ssi ns att 6pm 6pm and 7pm 7p p Tours from 6 6:15pm :15pm 15p

Mountt Evelyn Evely ve yn vel velyn Campus us us Tuesday 27 7M March, arch, 6 6.00pm .0 00pm Information Session e ion at 6.00pm essi 6..00 6. .0 00 0 0pm Tours from 6.45pm 5pm 5pm

Mooroolbark Campus 16 Reay Road, Mooroolbark, Victoria 3138 P. +61 3 9839 8800 F. +61 3 9839 8888

www.yarrahills.vic.edu.au r e s p e c t

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12371976-KC5-18

Mount Evelyn Campus 15 Burdap Drive, Mount Evelyn, Victoria 3796 P. +61 3 9736 3650 F. +61 3 9736 1840

MELBOURNE TOURNAMENT 2018 s "% 0!24 /& !. %8#)4).' !.$ 6)"2!.4 4/52.!-%.4 s -%,"/52.% 5.)4%$ 0,!9%23 7),, "% !6!),!",% &/2 !54/'2!0(3 !.$ 7),, 02%3%.4 42/0()%3 s "/4( $/-%34)# 2%02%3%.4!4)6% 4%!-3 !2% 7%,#/-% 4/ %.4%2

Mid weekend of the July School holidays, APPLY NOW!

Melbourne Tournament Friday night 6th July to 8th July 2018 Dandenong Stadium 3TUD 2D $ANDENONG .EXT TO THE -ONASH &REEWAY -ELWAYS MAP '

OR E MAIL INFO -ELB4OURNAMENT COM AU 4OURNAMENT 7EB 3ITE WWW -ELB4OURNAMENT COM AU

Entries closing date: 20th June 2018 Secondary Education

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For further information: Call David Watson between 9am to 9pm

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Locality Guide EAST

Carrum Downs Secondary College........................... 23

Alia College ................................................................................5

Cranbourne East Secondary College ............ 20 & 21

Ashwood High School .........................................................4

Dandenong High School ...................................... 24 & 25

Bayswater Secondary College .................................6 & 7

Fairhills High School .............................................. 26 & 27

Camberwell High School .................................................17

Grossek’s View ............................................................28 & 29

Canterbury Girls Secondary College ........................19

Hampton Park Secondary College ............................ 32

Glen Eira College .................................................................30

Keysborough College ........................................................ 37

Heathmont College..............................................................31

Lyndale Secondary College ...........................................39

Highvale Secondary College ........................................ 33

Lyndhurst Secondary College .......................................41

Kew High School .................................................................. 35

Mater Christi College ........................................................ 43

Melba College ............................................................. 44 & 45

Noble Park Secondary College ......................... 52 & 53

Mullauna College ..................................................................51

Nossal High School ........................................Front, 2 & 3

Ringwood Secondary College ...........................62 & 63

Patterson River Secondary College ...............60 & 61

Ruyton Girls’ School...................................66, 67 & Back

Rowville Secondary College....................... 50, 64 & 65

Salesian College, Chadstone ...............................70 & 71

Salesian College – Chadstone ............................70 & 71

South Oakleigh College ....................................................75

Scoresby Secondary College ......................................... 73

Westall Secondary College ............................................ 78

St Joseph’s College ..............................................................74

Yarra Hills Secondary College .....................................80

Wantirna College .......................................................76 & 77 Wheelers Hill Secondary College.............................. 79

BAYSIDE Bentleigh Secondary College ................................. 8 & 9 Monterey Secondary College ............................ 46 & 47 Mornington Secondary College .......................48 & 49 Parkdale Secondary College............................... 58 & 59 Sandringham College.............................................68 & 69 Somerville Secondary College ......................................72 SOUTH EAST Berwick College .......................................................... 12 & 13 Brentwood Secondary College......................................14 Boronia K-12 College ...........................................................15

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MELBOURNE CBC St Kilda ........................................................................... 22 Melbourne Basketball Tournament ...........................81

Contents A sense of belonging ......................................................... 42

Mater Christie College ......................................................43

A Teachers Journey By Manny Casiotis ..... 38 & 40

Melba College ..............................................................44 & 45

Alia College ................................................................................ 5

Melbourne Basketball Tournament ........................... 81

All hands rise for a school seachange ............10 & 11

Monterey Secondary College .............................46 & 47

Ashwood High School ......................................................... 4

Mornington Secondary College ....................... 48 & 49

Bayswater Secondary College .................................6 & 7

Mullauna College .................................................................. 51

Bentleigh Secondary College ..................................8 & 9

Noble Park Secondary College ..........................52 & 53

Berwick College ...........................................................12 & 13

Nossal High School ..........................Front Cover, 2 & 3

Boronia K-12 College ........................................................... 15

Parkdale Secondary College................................58 & 59

Brentwood Secondary College...................................... 14 Camberwell High School ................................................. 17 Canterbury Girls’ Secondary College .......................19 Carrum Downs Secondary College............................23 CBC St Kilda ............................................................................22 Cranbourne East Secondary College .............20 & 21 Dandenong High School ......................................24 & 25 Fairhills High School ...............................................26 & 27 Glen Eira College ................................................................. 30 Grossek’s View .............................................................28 & 29 Hampton Park Secondary College .............................32 Health and Wellbeing At Secondary School ............. ............................................................................................... 56 & 57

Patterson River Secondary College ............... 60 & 61 Ringwood Secondary College ........................... 62 & 63 Rowville Secondary College........................50, 64 & 65 Ruyton Girls’ School.................... 66, 67 & Back Cover Salesian College – Chadstone ............................ 70 & 71 Sandringham College............................................. 68 & 69 Scoresby Secondary College ..........................................73 Somerville Secondary College ......................................72 South Oakleigh Secondary College...........................75 Sport and your child ............................................................16 St Josephs College ............................................................... 74 Victoria School Guides Website ..................................55

Heathmont College.............................................................. 31

Wantirna College ....................................................... 76 & 77

Highvale Secondary College .........................................33

Westall Secondary College .............................................78

Kew High School ...................................................................35

What is SEAL?.........................................................................54

Keysborough College .........................................................37

Wheelers Hill Secondary College...............................79

Locality Listing .......................................................................82

Why a girls’ school? ............................................................. 18

Lyndale Secondary College ........................................... 39

Why choose a public secondary school? .... 34 & 36

Lyndhurst Secondary College ....................................... 41

Yarra Hills Secondary College ..................................... 80

Next edition: November 2018 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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Ruyton Girlsâ&#x20AC;&#x2122; School 12 Selbourne Road Kew 3101 Victoria AustraliaTel +61 3 9819 2422 ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au cricos 00336J 12368870-KC5-18

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