Government Schools Guide 2018 by Star News Group

ISSUE 3 â&#x20AC;˘ 2018

Government

Schools Guide

Please find a great range of editorials from STEM programs to Zoning â&#x20AC;&#x201C; see contents for page numbers. Photo provided with the compliments of Victoria University Secondary College. For further information refer to pages 2, 3, 118 & 119.

â&#x20AC;&#x153;Achieving Excellence in

Junior Campus

Senior Campus

88 Billingham Road, Deer Park, Victoria 3023 P 03 9363 1155

5A Jamieson Street, St Albans, Victoria 3021 P 03 8312 0200

www.vusc.vic.edu.au 12382932-CB16-18

Trade Training Centre Cairnlea Campus 43 Ken Jordan Road Cairnlea, Victoria 3023 P 8312 0200

Teaching and Learning” Victoria University Secondary College From day one, we will teach your child how to aspire and succeed. =PJ[VYPH <UP]LYZP[` :LJVUKHY` *VSSLNL PZ H SLHYUPUN JVTT\UP[` ^OLYL HSS Z[HɈ SLHYU together and continuously improve, and where students are guided to discover their talents, enjoy their educational journey and develop goals for their future. Our vision is for students to be educated and enabled to Create the Future: their own future, their communities’ future and the global future.

Students create their future by following our College values: Aspire to Achieve Strengthen the Community Respect Ourselves and Others

At Victoria University Secondary College we ILSPL]L HSS Z[\KLU[Z JHU Z\JJLLK ^P[O LɈVY[ and persistence. We teach our students to aim for excellence in all that they do. This is TVKLSSLK I` V\Y [LHT VM WYVMLZZPVUHS Z[HɈ Our teaching and learning framework is based on a synthesis of recent educational research. Enacting this research in the classroom leads to high quality instruction that is reliably delivered throughout the school. Our focus on Literacy and Numeracy has seen V\Y Z[\KLU[ V\[JVTLZ PUJYLHZL ZPNUPÄJHU[S` over the last few years. Support is provided to students at all levels and high achieving students are challenged and extended. Parent opinion of the college is overwhelmingly positive, with parents commenting that

they are pleased with the school climate, student behaviour and student engagement. :[\KLU[ H[[P[\KL Z\Y]L`Z V]LY [OL SHZ[ Ä]L years have shown progressive increases in student satisfaction with the school. Students comment that they feel safe at our school, are motivated to learn and that teachers are willing and able to help them learn to the best of [OLPY HIPSP[` :[HɈ HSZV OH]L ZOV^U PUJYLHZPUN satisfaction with the College as a place to teach and work. Parents and prospective students are warmly invited to contact the College and make an appointment for a tour to see our classes in action. We look forward to welcoming you at Victoria University Secondary College. 12362100-CB16-18

STEM education and skills are vital SCIENCE, technology, engineering and mathematics (STEM) covers a wide range of knowledge and skills, which are increasingly in demand in a knowledge-based economy and a rapidly changing world. Quality learning opportunities in STEM disciplines will ensure Victoria has a strong supply of world-class professionals with the specialised skills necessary to compete in the global knowledge economy. Victoria’s economy and labour market are shifting towards higherskilled, knowledge-and service-based industries, new and emerging technologies, and the opening up of global markets. Development of STEM skills at all stages of life will also inspire curiosity and creativity and drive innovation and growth throughout our economy. Through an exciting and engaging STEM education, learners of all ages can acquire skills that will give them an edge - so they can be smarter and more innovative, and use new and emerging technologies to solve problems and extend their knowledge and understanding. Employers are seeking a workforce that thinks critically and creatively, and solves complex problems. Whatever their future careers, a strong base of STEM knowledge and skills will equip all learners to engage in dynamic modern workplaces and society. The Victorian Government is committed to delivering jobs and prosperity to Victorians, and has a strong plan to grow our economy. For Victoria, the key to a prosperous future lies in a highly-skilled workforce, including strong capability in STEM. The Government has identified that our jobs of the future will be in a number of priority sectors with the potential for remarkable economic growth: ■ medical technology and pharmaceuticals ■ new energy technologies ■ transport, defence and construction technologies ■ food and fibre ■ international education ■ professional services. In these sectors, Victorians will find high-skill, high-wage jobs, enabling them to compete on an

GOVERNMENT SCHOOLS GUIDE

international stage. Critically, STEM knowledge and skills are integral to most, if not all, priority sectors. Quality learning opportunities in STEM at all levels For children aged birth to eight years, scientific and mathematical and technological concepts are embedded across the Victorian Early Years Learning and Development Framework. This supports all early childhood professionals to work with families to advance children’s learning through problem solving, hypothesising, experimenting, and investigating. For Victorian schools, STEM is a fundamental part of the Victorian Curriculum. This includes the learning areas of Mathematics, Science, Design and Technologies, and Digital Technologies, as well as cross-curricular capabilities such as ethical, critical and creative thinking. In the senior secondary years, a broad range of Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) and training and TAFE options are available to further develop both general and specific STEM skills. In the tertiary sector, STEM spans a wide range of higher education and training and TAFE pathways. These can prepare learners for success in STEM-related careers, or provide a solid foundation for the application of general STEM skills within and beyond the workplace. Why is STEM important in the Education State The Victorian Government’s focus on STEM is driven by compelling needs at all levels of the education and training system. Our goals for addressing these needs are nested within the broader goals of the Education State reform agenda, and our commitment to make a real difference in the lives of Victorians. Improvement in STEM opportunities and outcomes at all stages of learning are necessary to achieve these goals, and the benefits they offer to the Victorian economy and society.

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

■ ■

■

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.

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GOVERNMENT SCHOOLS GUIDE

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.

GOVERNMENT SCHOOLS GUIDE

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 students 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

GOVERNMENT SCHOOLS GUIDE

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

SCHOOL TOURS Tuesday 1st May & Thursday 3rd May 10.00am - 11.00am - 12.00pm 1.00pm - 2.00pm

For further information about our School Tours please contact the General Ofﬁce on 9579 1044 or visit our website

‘Being the best you can be’

www.bentleighsc.vic.edu.au

Vivien Street, East Bentleigh Vic 3165 P +61 3 9579 1044

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GOVERNMENT SCHOOLS GUIDE

Berwick College BERWICK College commenced in 1977 with the motto “Crescam - I shall grow” and today, through the strong focus on excellence in teaching and learning, students continue to demonstrate growth, are empowered to succeed, develop their leadership skills and make a difference to our community 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. Our 2017 Dux achieved 98.8 and students were selected to receive an Australia Day Study Tour award, feature in Top Designs, Top Class Dance and the Bunjil VCE Exhibition. 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. The College continues to invest in offering broad subject choices and pathways including elite programs such as the High Achievers Program (Years 7 - 10), Basketball Academy (2017 State and National Champions) and Dance Academy (achieving Gold, Silver and Bronze at the 2017 Nationals). With significant milestones of celebration and achievement, students have enjoyed success and excellent results, which is recognised in the wider community. Our students are supported in Learning Teams and motivated to make a difference in our school and the lives of others through assisting charities that deliver social benefits such as Casey Relay for Life. 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

GOVERNMENT SCHOOLS GUIDE

Our students are supported in Learning Teams and motivated to make a difference in our school and the lives of others…

Europe. 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.

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GOVERNMENT SCHOOLS GUIDE

Boronia K-12 College BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community. Throughout all stages of schooling we aim to develop learners that strive to be: ■ Skilled communicators ■ Constructors of knowledge ■ Real world problem-solvers ■ Ethical users of technology To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals. Our contemporary buildings and grounds are second to none, providing a stimulating learning environment where students are able to maximize their potential. Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress their learning. Ensuring Year 7 students are happy and confident is a priority, supporting them with a dedicated team of experienced teachers in our Year 7/8 building. Within this space, majority of Year 7 classes are held, with students developing a sense of ownership and pride over their environment, and a sense of belonging and community.

GOVERNMENT SCHOOLS GUIDE

Our Years 7-9 programs build foundations for success. We emphasise core literacy and numeracy skills across the curriculum, with students accessing Spanish as their language study. Students have expanding opportunities to refine pathways by selecting an increasing number of electives in Year 9 and beyond. Substantial research has been conducted into engaging Year 9 students, preparing them for the demands of their final years of school. In response, alongside our school data, we have shaped a Year 9 program to develop the academic, creative, physical and emotional aspects of our students through engaging, inquiry based learning experiences, fostering independence and reigniting a passion for learning. Students have the opportunity to participate in Leadership Development programs, City Experience, the Duke of Edinburgh Award and community based projects. Transitioning into Years 10-12, opportunities to refine pathways open, and students are provided a range of subjects from all areas of the VCE/VET and VCAL curriculums. Year 10 students are encouraged to undertake VCE/VET units in preparation for the rigors of a full VCE/VET program.

Join us for one of our

SCHOOL TOURS Come along and join us for a school tour. Middle School (7-9) Tours run on Monday mornings at 9.30am and depart from the General Office. Bookings are essential and can be made online at: www.trybooking.com/TNFU or by calling the College directly. 35 â&#x20AC;&#x201C; 37 Albert Ave, Boronia, VIC 3155 P. (03) 9760 4900 E. boronia.k12@edumail.vic.gov.au www.boroniak-12.vic.edu.au 12380557-CB16-18

GOVERNMENT SCHOOLS GUIDE

Taking control and the power of choice “OUR job as teachers and parents is not to prepare students for something; our job is to help students prepare themselves for anything.” - Adapted from ajjuliani.com (2018) It’s Wednesday period 3 at Bundoora Secondary College and fifteen-year-old Olivia makes her way to PAL - her Pathways and Learning group -with thirteen other students ranging from Years 8-12. Not that Olivia or her friends emphasise year levels any more as the school has none, other than Entry and Graduation. They greet each other enthusiastically, sitting comfortably together in collaborative groups, ready for the range of individual and group tasks they will undertake. Olivia and her friends spend some time reflecting on their learning goals for various subjects and monitoring their weekly progress as their PAL leader walks around and chats with each one. They catch up about how they are going socially, emotionally and academically and converse about their skills, interests and subject choices. Olivia’s PAL group are all in the same ‘house’ and they begin work on a whole school activity for Harmony Day which is coming up. Each PAL has chosen a country to represent to gain points for their house. The room is abuzz with anticipation and activity as they work on the games, crafts and music they have decided to create or use. Olivia now takes for granted how easily the diverse age groups work together. Her multi-year program is called PACE 21, or ‘Passion, Achievement, Choice and Empowerment for 21st Century Skills.’ As the name suggests, it was established to give students choice and control over their learning and the focus is on not only academic success, but also the development of attributes such as persistence, initiative and curiosity and skills such as critical thinking, collaboration and creativity. Student engagement at BSC has increased significantly since adopting the ‘Take Control’ model at the end of 2016. Under this model, students have a taster of every learning area in Entry year, after which they are free to choose from any subject offered within the school. Only English and Maths have remained core and even these have been conceived as electives to choose from. For example, rather than study ‘English’, students can choose from a range of options such as ‘Create Your Own Adventure’, ‘Trolls, Hashtags & Media Manipulation’ and ‘Contemporary and Classic Literature’, just to name a few. Maths also offers a variety of choices,

GOVERNMENT SCHOOLS GUIDE

from traditional programs aimed at a particular learning level, through to project-based and handson options such as ‘Sport and Leisure Maths’ and adaptive online programs such as ‘Maths Pathways.’ Subjects are scoped out and sequences and progressions made clear in terms of any prerequisite knowledge or skills needed before a subject is undertaken. However, there is also the freedom and time to make mistakes. Students may trial subjects they may not be quite ready for but have a high level of interest in. Staff at Bundoora acknowledge that interest level is a key motivator in student success. Olivia’s and her peers’ choices are carefully mapped out and monitored with the support of their families and PALs and this forms the basis of the Individual Learning Plan (ILP) which is a central process. Family involvement is highly regarded and the 3 Way Conferences twice yearly are a celebration with families of student empowerment and autonomy as well as a collaborative reflection and brainstorm to map out possibilities. Initially there was a concern that students might miss essential knowledge and skills through narrowing their choices at an early age. By and large, the opposite has been true. Olivia is a typical case: having power over her pathway has meant that she has invested in her decisions and maintained breadth of options. Previously she was disengaged in language classes. Continued page 16

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.

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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 reďŹ&#x201A;ect the concept of a genuine learning community. They include Values for Learning (creativity, curiosity, discipline, reďŹ&#x201A;ection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).

Phone 8545 0300 or visit: www.brentwood.vic.edu.au GOVERNMENT SCHOOLS GUIDE

Continued from page 14 Having the power to opt out of languages has actually sparked within her the realisation of their benefits and she is now an avid supporter of studying languages. This has been the case throughout all learning areas, as student choice has empowered them to take control over their pathway and true ownership over their learning. The choice doesn’t stop at individual subjects. Within each classroom, teachers have been transitioning from traditional ‘chalk and talk’ methods of teaching to models of practice in which the student is central. Although teachers come into the classroom with expertise, the idea of ‘delivering knowledge’ to students who sit passively is gradually becoming history. Rather, the teachers expertly frame the targeted knowledge and skills into a developmental progression and students have a vast choice over what and how they learn and how they will be assessed. Again, the model of choice has breathed life into even stalwarts of learning, such as essay-writing. Being empowered in what and how they learn has meant that students are actually choosing to do tasks they previously groaned over. English teachers acknowledge that previously, writing an essay for many students was a chore they dreaded. Now, many are opting to do one as their preferred method of assessment! Walking around Bundoora Secondary College, you are not likely to see many quiet classes of

GOVERNMENT SCHOOLS GUIDE

students sitting in rows, passively listening to their teacher or completing drills from a textbook. Although there will always be times at which these methods are appropriate, it is now far more common to see and hear students vibrantly engaging with their teachers and peers, constructing a prototype (the Maker Space is on its way!) and collaboratively solving problems. It’s heartening to witness younger generations, such as Olivia and her peers, engaging with and driving their education in ways my generation never thought possible. As I ponder the exciting potential of 21st century education, Olivia lines up with her friends to buy a drink from the outstanding business that her fifteenyear-old friend Adam started up as a school project. It strikes me that through the Take Control model this young man has been given permission to shine and he has grabbed the opportunity and challenge with both hands. There is a lot of negative messaging that goes on about young people in our society, not least of which is the fear mongering that we should just get back to the ‘3 Rs’ because of declining national literacy rates. The call to lock down choice and take it all ‘back to basics’ is never distant. As I observe Olivia and Adam converse about his plans for adaptations and expansion, I feel indignant that this kind of entrepreneurial learning could be seen as less viable or valuable than purely academic studies. I watch them with tremendous pride: these young people are our future. They deserve a world-class education.

Come and see the Take Control model in action and talk to the students about how they are empowering themselves for the future by designing their own pathways and curriculum.

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GOVERNMENT SCHOOLS GUIDE

Camberwell High School CAMBERWELL High School is proud of its long history of excellence in education since it was established in 1941. Camberwell High School’s purpose is to prepare all students to develop into 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 students to exceed expectations for achievement in all areas of endeavour. All students are encouraged to take an active part in their learning development. The curriculum at Camberwell High School provides students with a sound academic education while also recognising that students are individuals who require varied approaches to support their learning needs. We understand that all students have different ways of learning, different strengths and interests and the options available in the curriculum and in co-curricular programs provide students with the opportunities to make choices, pursue their passions and build independence as they prepare for their futures as 21st century citizens. We encourage 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. The Student Representative Council (SRC) is an active group leading many student activities throughout the school year. The SRC presidents are valued members of the School Council. The original 1941 building is complemented by a range of purpose built facilities. In 2013, the Enterprise Centre, a home base for Year 9 students, promoting the development of independent learners was completed. The Oval complex

GOVERNMENT SCHOOLS GUIDE

Disco, Consulere, Aliis “learning to be considerate of others”

providing high quality sport facilities was completed in 2017. Several planned and funded redevelopments are currently underway. Camberwell High School is at the forefront of educational provision, seamlessly blending history and traditions with contemporary learning. ■ VCE, VET and VCAL programs ■ Acceleration studies ■ University enrichment studies ■ International Student Program ■ Student leadership and citizenship ■ Extensive music program, multiple performance groups ■ Special interest groups & clubs ■ Camps, sister schools exchanges and international tours ■ Extensive sports program ■ A range of house programs including annual carnivals

and festivals ■ School musical productions

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

OPEN NIGHT Tuesday 1st May 2018

CAMBERWELL HIGH SCHOOL

EDUCATING WORLD READY INDEPENDENT CITIZENS

SCHOOL AT WORK Morning Tours

EVENING Tour 6pm - 6.45pm

9am - 9.45am & 10am - 10.45am

Presentations 7pm - 7.30pm • Principal • School Council President • School Captains

ph 9836 0555 www.camhigh.vic.edu.au

Prospect Hill Rd, Canterbury 3126 12380537-CB16-18

GOVERNMENT SCHOOLS GUIDE

Carrum Downs Secondary College CARRUM Downs Secondary College is a vibrant community of approximately 930 students across Years 7-12. At Carrum Downs Secondary College we are passionate that every student grows. We aim to enhance the intellectual, physical, social and emotional development of all students and to develop all studentsâ&#x20AC;&#x2122; abilities. We strive to create and maintain a positive, caring and safe learning environment in which all students are provided with the opportunity to achieve success. We provide these opportunities for success through a challenging, comprehensive curriculum and an extensive co-curricular program. The College actively promotes a learning culture that is based on our college values of: Respect, Personal Best, Learning, Integrity, Responsibility and Enjoyment We expect students to take pride in their college, their uniform and their community. Student achievement is regularly celebrated at Carrum Downs and is recognised in college publications, formal assemblies, website and awards nights. Students at Carrum Downs work in a house system and students who enter the school at Year 7 are allocated a house in which they remain for their whole time at the College. We believe that this supports the development of further

GOVERNMENT SCHOOLS GUIDE

connectedness to the school and builds stronger relationships with students across year levels. Our recent investments in infrastructure will this year see the delivery of a new state of the art three million dollar sports complex. This facility will further enhance our curriculum programs and delivery and provide expanded opportunities for our students, staff and local community. We are continuing our partnership with Monash University which will see pre service teachers working with our students to enhance their skills in Literacy and Numeracy. This program assists students in achieving their academic goals. We offer a proven Select Entry Program (SEP) catering for our highly motivated and talented students, with a focus on developing their community leadership skills. Our innovative student leadership program ensures that our students have a voice in all aspects of their school experience. At Carrum Downs Secondary College we embrace a culture of excellence for all our staff and students. We are proud of the achievements we have made over the past 14 years and welcome you to come and take a tour of the college and talk with our leadership team.

Carrum Downs Secondary College

Year 7 Select Entry Program (SEP) Applications due Friday 8th June. Please refer to our website for information. College tours available, please phone to make an appointment.

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Leading the way with Award Winning Education

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

GOVERNMENT SCHOOLS GUIDE

To Strive, To Seek, To Excel Personalised Learning The college focuses on ‘personalised learning’, that is, building educational programs that suit the interests, needs and abilities of individual students to assist them to reach their personal best. Year 7 Scholarships Scholarships are offered to students entering Year 7 who display academic excellence. Applications must be submitted in August. Interviews take place mid-September. Scholarship applications can be obtained from the college or via our website. Year 7 – Transition Camp To help students make a successful transition to secondary schooling, Charles La Trobe College takes its Year 7 students on a 3-day camp to Airey’s Inlet at the start of the year. The camp is designed to promote relationship building amongst Year 7 students and with their teachers. Student Leadership Program Student leaders across the college are formally trained to lead their peers and the community by raising funds, social awareness and organise extra curricular school events. Students from all year levels are provided with leadership opportunities. eLearning The use of digital technologies for learning supports Charles La Trobe College to provide quality learning opportunities. We offer an affordable 1:1 computer program for Year 7 - 12 students. La Trobe University Students at our college excel by embracing opportunities provided through our ofﬁcial partnership with La Trobe University. Students have access to after school university tutors and participate in university programs to excel their learning. Quantum Victoria Quantum Victoria is a specialist Science and Maths centre that is an integral part of Charles La Trobe College delivering programs in the areas of Science, Technology, Engineering and Maths (STEM). Our Year 7 students participate in a 4-day program, ‘The Need for Speed’, which feeds into the ‘F1 in Schools’ national competition. 12382209-ACM17-18

GOVERNMENT SCHOOLS GUIDE

COLLEGE DUX

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Congratulations to our College Dux, Khiara on her outstanding ATAR result in 2017 and her 1st round offer to study Science at the University of Melbourne.

Academ Scholar ic sh availab ips le for Year 7 Book a tour online via our school website or call us to book your place on a tour Come and see our school for yourself The best way to get to know Charles La Trobe College and the opportunities it provides for all students is to attend a school tour and see us in full operation. PLEASE CONTACT THE COLLEGE FOR FURTHER INFORMATION 235 Kingsbury Drive, Macleod West Telephone: 9223 1400 www.charleslatrobecollege.vic.edu.au

School enrolment zones and parent choice LET’S start with Victorian Government policy, which states that “every child has the right to attend their designated local government school - the school for which they are zoned.” That’s clear enough, there’s a government school nearby that must enrol your child should you so wish - and of course, that’s as it should be. That’s the easy part, from here on complexity gathers momentum in ways that can, and does, thoroughly confuse and frustrate parents. In the majority of cases, ‘designated local government school’ can be assumed to be the school nearest to where you live - but not in all. All metropolitan government schools have been assigned a designated enrolment zone. These enrolment zones have been provided by the DET in order to provide clarity, consistency and transparency over what exactly constitutes a school’s neighbourhood zone. Terms such as, residential boundaries, school zones, enrolment ceilings and enrolment caps, all refer to situations in which schools have enrolment restrictions in place. All can be traced back to DET designated enrolment zones of which schools are aware, and can share them with prospective parents. Whilst the DET mapping process to determine school enrolment zones approximates to the ideal of enabling every child to be zoned the school closest to which they live, in practice this cannot always be achieved. Consequently, there are instances in which some children will be zoned to a school that is not their closest government school, but not by very much. It is certainly well worth finding this out prior to enrolling your child so as to avoid hassles and potential heartache later. All schools can provide parents with their DET designated enrolment zone on request. Where you live permanently will determine the local government school to which your children have an automatic right of enrolment. Examples of what does not qualify as a permanent residential address include: staying with a relative or friend, and guardianship also is not a criterion for enrolment unless supported by the relevant papers endorsed by the Family Law Court. Depending on the enrolment situation faced by individual schools, permanent residential address can be interpreted to vary from being your primary property (owned/ mortgaged) to a property you may lease. Again, it is advisable to check with individual schools as their specific enrolment restrictions, which of course should be consistent with government policy. There’s nothing to stop any parent from

GOVERNMENT SCHOOLS GUIDE

requesting a place in any government school, although, as previously stated, schools must first offer places to children within their zone. The usual priorities for enrolling students in government schools are: (1) Students for whom the school is the designated neighbourhood school. (2) Students with a sibling at the same permanent address who are attending the school at the same time. (3) Where the regional director has restricted the enrolment, students who reside nearest the school. (4) Students seeking enrolment on specific curriculum grounds. (5) All students in order of closeness of their home to the school. (6) In exceptional circumstances, compassionate grounds. DET policy states that the principal decides whether to offer your child a place if you live outside the school’s zone, based on student numbers and the school’s particular enrolment policy. It is well worth remembering that whilst all government schools are required to adhere to government policy on student enrolments, scope does exist for variation between schools on the application of the guidelines and policy. Policy is just that - it is not one mandated set of rules, but rather a guiding set of principles. Contact the school directly for their specific enrolment practice or your DET regional office for clarification. As competition between school sectors and individual schools has ramped up in recent decades as successive state governments have promoted the option of parent choice in school selection for their children, anecdotal evidence indicates that some schools may put pressure on parents not to enrol their child for reasons other than those associated with government policy. Such practice is wrong. Your child cannot be refused enrolment, for example, solely because they have a disability or because of ineligibility for supplementary funded support. Importantly, the Disability Standards for Education say that when deciding whether to offer a place, schools must consider prospective students with a disability in the same way as other students. If a school offers a place to your child, the law and DET policy requires this offer to be made on the basis that ‘reasonable adjustments’ will be made to accommodate your child’s needs. Continued page 26

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GOVERNMENT SCHOOLS GUIDE

Continued from page 24 The school should discuss with you precisely what this would mean, to help you decide whether to accept the offer. Crucially, the same resources are available to schools to support students with a disability who live outside the school’s zone as those who live within it. Again, anecdotal evidence indicates that some schools display a reluctance to accept children with a disability, living both within their zones and outside their zones. Based on the above information, this is wrong and whilst it is wrong, it can be understood in light of the challenges that schools face in securing additional support for children with disabilities in the first place. Nonetheless, all schools face the same challenges in this regard, and the importance of equity of enrolment opportunity for children with disabilities should be nonnegotiable. All of the above enrolment information is available for public perusal, yet still a plethora of questions crop up. Addressing these in a FAQs format may be a valuable way of concluding this piece. We live in a democracy, where is the freedom of choice when a parent has to send their child to a government school? That’s a question which raises a lot of big picture and philosophical questions, far beyond the scope of this piece. Suffice to say that democracy does not imply unfettered freedom of choice. There are innumerable restrictions on what individuals may wish to do and what they can do by law or even social convention. The idealist in me yearns for the time when governments actually resource schools in such a way that the option of choice would become largely irrelevant. What are the benefits of zoning to parents? Systemically, it prevents some schools from becoming so overcrowded that whatever the desirability of enrolling your children in that school would vanish. That would be the main benefit, but that would be for the benefit only of those who managed to enrol in those zoned schools in the first place. The interests of local students would be the highest priority and from that perspective it’s a positive. For others, I’m not so sure. If a parent wishes to send their child to a government school that is offering specific subjects not offered at their local school, can the

GOVERNMENT SCHOOLS GUIDE

parent approach the school for enrolment even if they are out of the zone? Yes they can and that is one of several acceptable reasons for schools enrolling out of zone students. Of course, the caveat is that the school in question has enrolment room to accommodate the child. If the secondary school in the family’s local area has an enrolment ceiling and is therefore full, does the parent have the choice of sending their child to another secondary school out of the zoned area and will they be accepted? Parents can always seek enrolment of their child at any out of their local zone school, but this reason won’t get them in. Schools are required to have places available for their local students no matter what. Whether they are successful depends entirely on the enrolment situation of the preferred school. The principal determines that in line with government policy. If the local school doesn’t offer the accelerated learning programs the family desires for their child, what are the options for the parent? The answer is the same as for the previous question and for a number of other questions all relating to curriculum offerings. You can try your hand at having your child enrolled at a school that does offer what you believe to be in your child’s best interests and it is a legitimate reason for such a request. The principal makes the call, depending on the state of their school enrolments. Does zoning apply to Mac.Robertson’s Girls HS and Melbourne HS? No. They are select entry schools based on academic achievement of students. If children attend a locally zoned secondary school and are in years 10 and 11, for example, with their family moving from a rented property in the zone to a purchased property out of the zone, will the children be forced to leave? I would be greatly surprised if this were to happen. My advice to parents if this were to occur, would be to contact their local regional director of schools and lodge an appeal. By way of conclusion, and returning to my earlier, idealist comments - it is a pity that the tension between school zoning policy and parental choice of school for their children causes so much stress. I wish it were not so. HENRY GROSSEK PRINCIPAL BERWICK LODGE P.S.

Copperﬁeld College is a multi-campus school, with junior campuses at Kings Park and Sydenham, as well as a VCE/VCAL campus at Delahey. We are ‘one family, three homes.’ The College ethos consists of three parts: “we achieve when we are respectful, responsible and we value relationships.” This ethos underpins our structures and processes and governs our interactions with students, staff, families and the community. Our VCE results have maintained their upwards trajectory for close to the past decade, with our best results to date achieved by our 2017 cohort. The Junior Campuses are based on small teams for Years 7 - 8 and Years 9 - 10. This enables teachers to meet the learning needs of each student and promotes strong relationships and connection to the school. The team structure continues at the Delahey Senior Campus, however it is more of an adult learning environment where our students thrive and are supported to become conﬁdent and independent; ready to take their places in the world.

LEARN ABOUT OUR SCHOLARSHIP PROGRAM At Copperﬁeld College, we offer our students an exciting range of opportunities to enhance and enrich their education, develop leadership qualities and help them discover their potential. These include: • Scholarships in Academic Excellence, Leadership and Performing Arts • Student and Environmental Leadership • Sport • Performing Arts • Relationships with international schools and opportunities to travel • Camps • Rewarding Pathways with dedicated careers advisors at each campus • Wellbeing and Transition programs • Literacy intervention and extension programs • Numeracy support • Wide range of subjects available at our dedicated VCE campus. • Community based Yr 9 program: Challenge Day

For more information or to arrange a school tour, please contact our Community Engagement Leader, Lina Nicolas on 9361 3888 or email her at Nicolas.lina.l@edumail.vic.gov.au Kings Park Campus (Yr 7-10) Kambalda Circuit Kings Park

Sydenham Campus (Yr 7-10) Community Hub Sydenham

Delahey Campus (Yr 11-12) Goldsmith Avenue Delahey

Empowering every student to aspire and achieve 12369669-RC17-18

GOVERNMENT SCHOOLS GUIDE

Craigieburn Secondary College AT CRAIGIEBURN Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure that every student engages with their learning and is challenged to achieve beyond their potential. Our teaching code of practice is underpinned by a rigorous instructional framework that ensures that there is consistency in the delivery of high level educational programs. We believe that when there is an environment of excellence in every classroom then students will achieve their full potential. Our programs at Craigieburn Secondary College are stimulating, rewarding and forward looking; they encourage the highest standard of achievement in every activity undertaken by our students. Academic studies and work preparedness are enhanced by

At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults personal development, cultural skills, social growth and self-fulfilment. At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults, well prepared for a fulfilling and successful future. The wellbeing and engagement of every new student is an important priority for all Craigieburn teaching and support staff. Our Year 7 students thrive within the supportive environment of the College’s small team approach. Students commence each day under the care of their Personal Learning Time Teacher as their first level of support. Personal Learning Time Programs and a Year 7 Orientation Program quickly promotes confidence and a sense of belonging in our young students to ensure a seamless transition into College life. The College is organised into sub-schools with a strong emphasis on and support for all students’ transition into and throughout the school. Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels. Strong Foundations Our Year 7 and 8 programs provide a solid foundation for future success by embedding literacy, numeracy

GOVERNMENT SCHOOLS GUIDE

and the use of Information and Communication Technologies across all subjects in the curriculum. Student’s curiosity is heightened through the building of thinking skills and enquiry learning. Junior school students enjoy access to a broad and engaging curriculum and are supported by tailored learning programs in English and Maths which meet their individual learning needs. Good study habits, regular homework and pride in achievement are encouraged, expected and rewarded. Initiative, personal responsibility for learning and a strong sense of commitment is central to life in Years 11 and 12. A highly disciplined and collaborative work ethic among staff and students support each student’s quest for VCE success and successful career pathways.. Students continue their VCE subjects, commenced in Year 10, so that they can enhance their ATAR score. Our vocational programs also provide credit toward the VCE and TAFE courses. Craigieburn Secondary College is proud of its senior students, many of whom achieve outstanding results. They graduate as selfdirected, confident young adults, well prepared for the post-secondary world of tertiary study,vocational training or direct employment. All students are encouraged to undertake enhancement, extension and acceleration programs. Consolidation programs support individual needs. Students are strongly encouraged to make a commitment to community service with student leaders making valuable contributions to school life. College Captains, Sub-school Captains, House Captains and SRC representatives take an active role in decision making within the college. Innovative teaching programs, staff commitment to ongoing professional development and outstanding physical resources enables the College to deliver a fulfilling educational experience.

CRAIGIEBURN SECONDARY COLLEGE

CRAIGIEBURN SECONDARY COLLEGE INFORMATION EVENING

WHEN Thursday 27th 26thApril April2017 2018 School Tours 5:30-6:00pm Information Session 6:00-7:00pm WHERE

Ironbark Performing Arts Centre Craigieburn Secondary College

ADDITIONAL SCHOOL TOURS SCHOOL TOURS • Tuesday 18th April 2017— •ADDITIONAL Tuesday 17th April 2018 - 10:00am Monday 2017—10:00am • •10:00am Monday •23rd April24th 2018April - 10:00am Parents students unable to aƩend our scheduled tours are ƚŽƵƌƐ WĂƌĞŶƚƐ and ĂŶĚ ƐƚƵĚĞŶƚƐ ƵŶĂďůĞ ƚŽ ĂƩĞŶĚ ŽƵƌ ƐĐŚĞĚƵůĞĚ warmly invited to contact the oĸce on 9308 1144 to arrange a ĂƌĞ ǁĂƌŵůǇ ŝŶǀŝƚĞĚ ƚŽ ĐŽŶƚĂĐƚ ƚŚĞ ŽĸĐĞ ŽŶ ϵϯϬϴ ϭϭϰϰ ƚŽ ĂƌͲ suitable alternaƟve Ɵme and day to tour the College with our ƌĂŶŐĞ Ă ƐƵŝƚĂďůĞ ĂůƚĞƌŶĂƟǀĞ ƟŵĞ ĂŶĚ ĚĂǇ ƚŽ ƚŽƵƌ ƚŚĞ ŽůůĞŐĞ Assistant Principal James McGavisk ǁŝƚŚ ŽƵƌ ƐƐŝƐƚĂŶƚ WƌŝŶĐŝƉĂů DŝĐŚĂĞů ZŝƚĐŚŝĞ Žƌ ĐƟŶŐ ƐƐŝƐͲ ƚĂŶƚ WƌŝŶĐŝƉĂů 'ĞŶĞǀŝĞǀĞ ŽŶŐƌĂŝŶ &UDLJLHEXUQ 6HFRQGDU\ &ROOHJH +RWKO\Q 'ULYH &UDLJLHEXUQ 9LFWRULD

ƚ ƌĂŝŐŝĞďƵƌŶ ^ĞĐŽŶĚĂƌǇ ŽůůĞŐĞ ǁĞ ŚĂǀĞ ŚŝŐŚ ĞǆͲ ƉĞĐƚĂƟŽŶƐ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ͕ ƉĂƌĞŶƚƐ͕ ĐƵƌƌŝĐƵͲ ůƵŵ ƉƌŽŐƌĂŵƐ ĂŶĚ ƚŚĞ ďƌŽĂĚĞƌ ĐŽŵŵƵŶŝƚǇ͘ ^ƚƵͲ ĚĞŶƚƐ ĂŶĚ ƐƚĂī ƐƚƌŝǀĞ ƚŽ ͞ďĞ ƚŚĞŝƌ ďĞƐƚ͟ ŝŶ Ăůů ĂƐƉĞĐƚƐ ŽĨ ŽůůĞŐĞ ůŝĨĞ͘ KƵƌ ĨŽĐƵƐ ŝƐ ƚŽ ĞŶƐƵƌĞ ƚŚĂƚ ĞǀĞƌǇ ƐƚƵĚĞŶƚ ĞŶŐĂŐĞƐ ǁŝƚŚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĂŶĚ ŝƐ ĐŚĂůͲ ůĞŶŐĞĚ ƚŽ ĂĐŚŝĞǀĞ ďĞǇŽŶĚ ƚŚĞŝƌ ƉŽƚĞŶƟĂů͘ KƵƌ ƚĞĂĐŚŝŶŐ ĐŽĚĞ ŽĨ ƉƌĂĐͲ ƟĐĞ ŝƐ ƵŶĚĞƌƉŝŶŶĞĚ ďǇ Ă ƌŝŐŽƌŽƵƐ ŝŶƐƚƌƵĐƟŽŶĂů ĨƌĂŵĞǁŽƌŬ ƚŚĂƚ ĞŶƐƵƌĞƐ ƚŚĂƚ ƚŚĞƌĞ ŝƐ ĐŽŶƐŝƐƚĞŶĐǇ ŝŶ ƚŚĞ ĚĞůŝǀĞƌǇ ŽĨ ŚŝŐŚ ůĞǀĞů ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͘ tĞ ďĞůŝĞǀĞ ƚŚĂƚ ǁŚĞŶ ƚŚĞƌĞ ŝƐ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ŽĨ ĞǆĐĞůůĞŶĐĞ ŝŶ ĞǀĞƌǇ ĐůĂƐƐͲ ƌŽŽŵ ƚŚĞŶ ƐƚƵĚĞŶƚƐ ǁŝůů ĂĐŚŝĞǀĞ ƚŚĞŝƌ ĨƵůů ƉŽƚĞŶƟĂů͘

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GOVERNMENT SCHOOLS GUIDE

CRANBOURNE EAST SECONDARY COLLEGE CRANBOURNE EAST SECONDARY COLLEGE CONTINUES TO PROVIDE A HIGH QUALITY EDUCATIONAL SETTING. ■

■

At CESC, we are committed to all students’ academic growth and personal wellbeing. Community engagement and a promotion of inclusion is strongly valued. We promote and nurture a culture established around child safe practices, respect and understanding that strongly embeds the Colleges values. If you have a particular passion or strength, we offer multiple opportunities to allow you to shine and achieve success, not only through core curriculum, but via key extracurricular programs, including Indigenous Art club, Camps, Sporting events, School Productions, Breakfast club, Student voice and Open heART showcases. We are focused on helping you achieve your desired career pathway. Whether your plan after Secondary School is to achieve a pathway into University or other tertiary study, secure an apprenticeship or traineeship, or achieve the competencies to move directly into the workforce, CESC can work in partnership with you and your family to achieve your goals.

GOVERNMENT SCHOOLS GUIDE

Giving every student, every opportunity to exceed their potential by providing a high quality pathway to success.

At CESC, we are committed to all students’ academic growth and personal wellbeing.

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

Principal’s Welcome Cranbourne Secondary College has a long and proud history of servicing the educaƟonal needs of the Cranbourne community. We celebrated our 40 th anniversary in 2016 and it reminded us all of our very strong links with the ciƟzens of Cranbourne who conƟnue to make us their school of choice. During our 40 year history our school community has become more mulƟcultural, and with the help of our Harmony and MulƟpride programs, we have maintained a highly inclusive and tolerant school populaƟon. Our faciliƟes have conƟnuously been modernised over the last 10 years, and I am excited to announce that our new Building & ConstrucƟon Facility has commenced operaƟon in February 2018 servicing the vocaƟonal needs of all students in the Casey district. Work is now well underway on Stage 3 of our capital works program and we look forward to the construcƟon of a new Visual Arts Centre, a Science & Technology Wing and signi cant landscaping works in the school yard. It is important to conƟnue to upgrade and modernize our faciliƟes so that we can provide a current and relevant curriculum that eīecƟvely prepares our students for the modern world. These new faciliƟes will enable our College to capitalise on the outstanding work of our teachers and further improve on our academic standards. They will also enhance the capacity to holisƟcally develop our students by supporƟng their wellbeing and pathways needs. A new Learning Enhancement Centre has also improved our capacity to support students with special needs. This helps our school develop well rounded ciƟzens that are prepared for the world of work or further educaƟon, and who can contribute posiƟvely as members of the Cranbourne community. There are many features of our College that can be highlighted. Some of these include our strong pastoral care program, a one-to-one netbook program and our very successful Senior School program. Visitors are welcome to learn about these programs and more, and I encourage you to make an appointment and come along and see our College in person. John Jovic Principal Cranbourne Secondary College 12382662-CB16-18

CRANBOURNE SECONDARY COLLEGE Geƫng the best from and for our students Our College’s approach is to gradually broaden the boundaries of choice and responsibility as young people grow. This takes place in an atmosphere consistent with our College values of “PRICE”; Pride, Respect, Integrity, Commitment and Enthusiasm. Students who enrol in Year 7 are provided with a strong pastoral care program that operates between Year 7-9. We provide a dynamic learning environment that emphasises the importance of community and relaƟonships. We strongly believe in the provision of a posiƟve environment with high expectaƟons. We encourage a holisƟc educaƟon of students through academic and experienced based learning and we aim to provide our students with a broad array of academic and personal skills with which to launch into adult life. We take pride in providing both academic and applied learning pathways that lead to excellent choices in further study and/or employment.

Year 7 Parent InformaƟon Night Wednesday 9 May 7pm Cranbourne Community Theatre Cnr Brunt & Codrington St Cranbourne 12380540-CB16-18

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 GOVERNMENT SCHOOLS GUIDE

Dandenong High School

MAXIMISING OPPORTUNITIES Students are encouraged to be independent learners, self-motivated and curious about the world around them. Our teachers and support staff inspire and nurture our students to achieve success, explore the best possibilities for their future and strive for excellence in every endeavour.

We have created a place where all our students can achieve personal success and our innovative House structure encourages students to develop a sense of belonging and connection to the school.

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Visit our Dandenong High School website www.dandenong-hs.vic.edu.au or call 9792 0561 for detailed information about open days, information nights & school tours. 36

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Established in 1919, Dandenong High School is one of the oldest and most culturally diverse secondary schools in Victoria. We are a co – educational setting from Years 7 – 12, with an enrolment of approximately 1800 students on one site. The school is renowned, both nationally and internationally for its unique House structure and state of the arts facilities. These were designed to ensure a dynamic learning environment that fosters a student’s creativity and independence and insures the development of a strong connection to their teachers and their peers. The school has an innovative approach to teaching and learning based on the principles of direct instruction, discovery and inquiry and has developed an evidence base pedagogy that ensures excellence in every classroom. In Years 7-9 students learn with a team of teachers for their core subjects within their House, building positive relationships that develop their conﬁdence. Learning is personalised, technology embedded and differentiated, to meet their individual needs and ensure they reach their potential. The school also has an outstanding SEAL accredited, accelerated and enhanced learning program. Our Senior Studies program in Years 10 – 12 provides all students with a tailored individualised pathway, allowing for an informed choice from an extensive range of pathways opportunities. These include; VCE, Vocational Education and Training, programs at the D.R.E.A.M Trade training centre and the Victorian Certiﬁcate of Applied Learning. Strong links with tertiary institutions and community partners ensure our students build entrepreneurship and other 21st Century skills necessary for success once the leave school. Our school is futures thinking with a comprehensive STEM program that provides students with a technology pathway from years 7 – 12 including; Project Based learning in the junior years, a specialised STEM subject in Year 9, a championship winning robotics program and VCE Systems Engineering. A strong Well Being team support staff, students and their families and offer inclusive peer mentor and well being programs throughout the year. Dandenong High School values student leadership and student agency and is committed to creating an environment where students are empowered to enact positive change.

OPEN EVENING

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AN ENVIRONMENT IN WHICH EVERY STUDENT IS ABLE TO ACHIEVE SUCCESS

Wednesday, 2nd May at 7pm GOVERNMENT SCHOOLS GUIDE

Dromana College AT DROMANA COLLEGE, the newly refurbished Technology Centre has been equipped with stateof-the-art digital and systems technology. This allows a unique experience in STEAM education. STEAM is an interdisciplinary approach to learning that removes the traditional barriers separating the five disciplines of Science, Technology, Engineering, Arts and Mathematics. When these fields are brought together, more meaningful learning can take place. STEAM integrates these subjects into real world learning experiences. Since 2015 our students have participated in an annual STEAM Immersion Day where they undertake workshops with local scientists, designers, innovators and artists and work collaboratively to produce innovative designed solutions. Students have also participated in the following STEAM experiences: ■ STEAM Club - which runs every Tuesday morning from 7:15am - 8:15am and encompasses activities such as coding and robotics, 3D construction and digital design. ■ Use of multiple 3D printers - incorporating fusion 360 CAD software to design and develop real products. ■ HPV - Human Powered Vehicle team that competes across the state and includes a team of riders, engineers and technicians who utilise everything from vinyl cutters to lathes and C&C mills to produce a race ready vehicle. ■ Use of laser cutters - to design and construct solutions with absolute precision, making use of a range of digital design software to produce products of commercial quality. Our students are also provided with opportunities to extend their knowledge and inspire their curiosity of Science and Technology by attending various Science programs both inside and outside of the school. Bi-annually, STEAM students from Dromana College are given the opportunity to attend a Space Camp in the United States. This involves 13 days of touring and working in NASA Space facilities and is a great opportunity for students who wish to pursue a career in Science, Technology, Engineering or Mathematics. Students will learn leadership and teamwork skills, flying Space Shuttle simulators and scuba diving at the Advanced Space Academy. The students also spend time living

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and training as an Astronaut Pilot or Mission Specialist with students from all over the world at the Rocket Centre in Huntsville Alabama. Students have a behind the scenes look at EPCOT, Magic Kingdom and MGM Hollywood Studios at Disneyworld and learn about the ‘Properties of Motion Physics’ and the ‘Evolution of Technology’ via the Disney’s Youth Education Series (Y.E.S) Science programs. Students will also visit the Kennedy Space Centre Visitor Complex that has been NASA’s primary launch centre for human spaceflight. They will meet and have lunch with an Astronaut and see the Space Shuttle Atlantis and Apollo Saturn V Moon Rocket. Students will join the journey where the Mercury and Gemini missions sparked American space travel and the Apollo missions inspired a generation.

Open Night Thursday 19 April 2018 at 6:00pm As the highest performing secondary school of academic excellence on the Mornington Peninsula, Dromana College will continue to work tirelessly to develop and consolidate the many exemplary educational programs on offer. With outstanding facilities, a committed professional staff and a caring school community, students are challenged to explore their interests and use their talents to achieve their personal best.

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Learning Θ dĞĂĐŚŝŶŐ

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Bringing the Technology of the Future into our classrooms New architecturally designed STEAM Centres

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

For further information or to book a tour Niddrie Campus Years 7-9 Peters Street, Airport West Phone: 9375 8400

East Keilor Campus Years 7-9 Quinn Grove, East Keilor Phone: 8331 0109

Essendon Campus Years 10-12 286 Buckley Street, Essendon Phone: 9319 1300 12362113-KC5-18

ESSENDON KEILOR COLLEGE

www.ekc.vic.edu.au

New STEAM Learning Centres at ALL campuses Leading accelerated learning programs for individual subjects Programs in partnership with Melbourne, La Trobe, Victoria and Deakin Universities

State of the Art Niddrie Campus New Buildings Opening 2018

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Building real partnerships between parents, teachers, students and universities

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.

Photo: Rowville Secondary College

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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. basketball pic give: reference Rowville SC swimming pic give: reference Carrum Downs SC

Photo: Carrum Downs Secondary College GOVERNMENT SCHOOLS GUIDE

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Achieving Excellence

Select Entry Accelerated Learning (SEAL) Program Science Technology Engineering Mathematics (STEM) Academy Performing Arts Academy Basketball Academy

Come and experience the difference School Tours running on Thursday and Friday mornings in 2018, please visit www.fairhillshs.vic.edu.au/to make a booking Scoresby Road KnoxďŹ eld T: 9758 5022 E: Fairhills.hs@edumail.vic.gov.au 46

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Achieving Excellence

SEAL Parent Information Evening Thursday 19th April 2018 at 6:30pm in the C Block.

SEAL Program Student Testing Morning Saturday 5th May 2018 9:00am – 12:00pm

Scoresby Road Knoxﬁeld T: 9758 5022 E: Fairhills.hs@edumail.vic.gov.au

GOVERNMENT SCHOOLS GUIDE

Forest Hill College “I AM very proud to be Principal of Forest Hill College. We are a school that recognises the importance of knowing our students; we establish high expectations, provide ongoing support and seek great outcomes for each and every member of our community.” Principal David Rogers The College has a reputation for inspiring students to achieve their personal best by generating great pride in their school. The foundations of our College lie within the three College values we live by every day: ■ Connect ■ Explore ■ Aspire Forest Hill College strives every day to inspire passionate, positive and curious learners and we are proud of our traditional focus on teaching and learning and academic rigour. Our classrooms are calm and orderly with staff and students working together to ensure our Learning Culture is maintained to the highest level. Students are aware of the College wide focus on our core business of academic success for all students and demonstrate this through their love of learning. The teaching staff at Forest Hill College are constantly building on their individual and collective strengths, through a rigorous and supportive performance appraisal system, aimed at promoting growth and improvement. Our Principal Team, take great interest in the learning environment, making regular visits to all classes to ensure that we speak with confidence about the quality of teaching and in our school.

GOVERNMENT SCHOOLS GUIDE

Inspiring passionate, positive and curious learners. Students enjoy a wide range of opportunities to participate in extra-curricular activities that complement the academic program. We are renowned for our achievements in Debating, Sport and the Performing and Visual Arts. Sports & Performing Arts Academy Forest Hill College Sports & Performing Arts Academy allows students to excel in their chosen extra curricular field within the academic program. ■ Netball ■ Girls AFL ■ Soccer ■ Golf ■ Tennis ■ Basketball ■ Performing Arts Specialist pathways are available for all our academy students, ensuring academic success and school connectedness. I encourage students and prospective parents to explore our College by joining in a personal tour with me. See our classes in action, visit our contemporary facilities and understand what it is to be a student at Forest Hill College. For more information or to arrange a tour, please contact the College on 9814 9444

Website: www.fhc.vic.edu.au Email: fhc@fhc.vic.edu.au 178-180 Mahoneys Road, Burwood East 3151 Phone: 9814 9444

Principal: David Rogers

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Forest Hill College

Greensborough College GREENSBOROUGH COLLEGE is committed to the development of its students into welleducated, responsible young adults. At Greensborough College we provide both girls and boys with substantial educational opportunities. Extensive resources allow us to provide the academic focus of a secondary school together with opportunities for students to select from a broad range of curriculum options. Our programs at Greensborough College encourage the highest standard of academic achievement in every activity undertaken by our students. A stimulating blend of academic, cultural and sporting activities equips our young people with the essential skills they will need to become successful citizens in a rapidly changing global community. The friendly and supportive atmosphere is underpinned by a strong code of conduct, a compulsory uniform policy, firm structure and clear expectations. We foster and develop exemplary values of trust, tolerance and respect for self and others. We challenge and encourage each student to discover and build upon their strengths so they may enjoy a positive educational experience. Our program offerings include a High Achievers Acceleration and Enrichment Program commencing in Year 7. Our Year 9 and 10 students complete elective programs focused on helping them develop into creative and complex thinkers, well prepared to take on the more self-directed learning of their VCE years. Academic rigour and a strong work ethic are central to life in Senior School, with a cooperative team culture supporting each student’s quest for success. The mature atmosphere of our Senior School encourages students to achieve their best and our outstanding results have been a clear reflection of this. We offer both VCE and VCAL programs, ensuring our students are able to follow their chosen path. At Greensborough College success comes in many forms - university entry, vocational studies at TAFE, apprenticeships and employment all stemming from the individual’s personal growth.

GOVERNMENT SCHOOLS GUIDE

Every child has the potential to learn and our staff are dedicated to supporting and guiding each student through their secondary education. Athletic Development Program Following on from the huge success of the Girls AFL Academy in 2017, Greensborough College is proud to be broadening their capacity to provide Greensborough College students with the opportunity to upgrade their athletic performance whilst at school. Parent and student interest in the program has already been overwhelmingly positive. Increases in not only athletic performance but also student connectedness, self efficacy and close links with elite sporting associations e.g. Diamond Creek Women’s Football Club, has meant that many enrolled students are choosing to take advantage of all that is on offer in such an elite program: i.e. access and use of the new high performance centre and surrounding facilities. Ongoing performance testing, musculoskeletal screening including a detailed injury history and goal setting plans. Individualised, safe and sports specific strength & conditioning programs undertaken at school at times chosen by student athletes. These expertly written programs are helping to prevent injuries, provide rehabilitation and enhance athletic potential and sports performances. Sports science/medicine support, including skills sessions, video analysis, player welfare, physiotherapy assessment and nutrition support also provided to ADP student athletes. Qualifying students will also be offered the chance to become a member of one of our Sporting Squads as an extension of their Athletic Development Program (ADP) membership e.g. Girls AFL Squad, Boys Basketball Squad etc. Sports squad members receive additional benefits specific to their chosen sport. For further information about the Athletic Development Program at Greensborough College, please contact Marnie Hay ph.9433 2666 email: hay.marnie.l@edumail.vic.gov.au or come to the ADP information session at our Explore Evening starting at 7:30pm in the High Performance Centre at Greensborough College on Thursday April 26th.

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GOVERNMENT SCHOOLS GUIDE

Healesville High School I AM extremely proud to be the Principal of a school that has a long history of serving our local community. Parents and students at Healesville High School are part of a caring and personalised community. We know our students. We understand their stories, their strengths, their areas for improvement and we work to develop our students into well-rounded people, ready to be successful on a local, national and global scale, depending on their choices. I am incredibly proud to be the principal of a school that provides our students with so many varied experiences. Our students have the opportunity to participate in district sporting activities and I am always impressed by our ability to compete with much larger schools. We have an outstanding instrumental music program, an annual production, inter-state and international camps and leaderships programs to develop our students. We consistently consider the students in front of us and their needs and we create authentic opportunities to develop every student. We provide our students with all the opportunities they may experience in a larger school, but at the same time we really know our students. We offer a range of individual pathways at the senior level. Students can access a range of Victorian Certificate of Education classes and a successful Victorian Certificate of Applied

GOVERNMENT SCHOOLS GUIDE

We consistently consider the students in front of us and their needs and we create authentic opportunities to develop every student. â&#x20AC;&#x201D; Allan Rennick Principal Learning program. We are suited to develop each individual. Students can also opt to complete a range of Vocational Education and Training subjects to engage them in industry-based learning and to broaden their educational experience. As the Principal of Healesville High School, I believe that all students entering our school have the capacity to improve and to develop into wellrounded people. I have great trust in my staff to challenge students, to expect students to give their best and to provide students with the experiences they need to enthusiastically engage in their education. Allan Rennick Principal

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GOVERNMENT SCHOOLS GUIDE

Health and Wellbeing at Secondary School Students adapt to transition in different ways 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.

GOVERNMENT SCHOOLS GUIDE

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

Modelling a healthy lifestyle Cigarettes, alcohol and drugs must play no role in the life of a 12-year-old. As parents we have a responsibility to ensure that our children understand that. We also need to model responsible behaviours ourselves. While it is the responsibility of your child’s school to support a healthy lifestyle, at the end of the day it is you as parents who need to take the ultimate responsibility for the behaviour of your child. Friendships and the transition to school Many children start secondary school expecting to make new friends. At the same time, they are concerned that they may lose contact with their current friends, particularly if they’re changing schools. For some children, the desire to stay with their group of friends influences where they would prefer to go to secondary school – and if they move to a different school they wonder how they will keep in touch and sustain their friendships.

Friends help each other make the transition from primary to secondary school easier. Friends are people that your child can talk to, share things with, confide in and sometimes argue with. Remember, conflict is a normal part of growing up. Conflict is not necessarily bullying, even though it may be upsetting and need resolution. 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.

GOVERNMENT SCHOOLS GUIDE

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

GOVERNMENT SCHOOLS GUIDE

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.

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

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

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GOVERNMENT SCHOOLS GUIDE

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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

{GOVERNMENT SCHOOLS GUIDE}

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 results of 40+ in the subjects of Mathematics, Sciences, Humanities, Outdoor Education, The Arts and English. All the students in the 2017 Year 12 cohort received an offer into a tertiary institution for 2018. This has been made possible through the 1:1 course counselling for all Years 7- 11 students and the career program and counselling developed for each year level. 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 Weekly tours from February to June commencing at 9.30 am 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 12380518-LD17-18

CRICOS Provider Code 00861K

GOVERNMENT SCHOOLS GUIDE

Hoppers Crossing Secondary College HOPPERS Crossing Secondary College is a single campus, co-educational College with an enrolment of approximately 1,500 students. Great emphasis is placed on developing innovative and challenging educational programs, which is achieved by maintaining a close working relationship with the College community. LEADERSHIP The College offers a structured student leadership program including a Student Representative Council (SRC) and established High Resolves Program. Opportunities exist for involvement in programs such as Youth Parliament and the School for Student Leadership. Global leadership is also encouraged: three international opportunities (China, Italy and North America) allow students to develop leadership skills on a global platform. ENRICHMENT In a community partnership with local primary schools, the College runs a Science Enrichment Program, targeting Grade 6 students who are passionate about science, to expand their skills through enquiry-based learning and a Scientific Investigation Project. The High Achievers Preparation Program for Year 9 students is an extension program that provides multiple cross curricular options to cater to the individual interests of identified students with high academic potential. It supports students to find deeper understanding in their field of interest,

GOVERNMENT SCHOOLS GUIDE

â&#x20AC;&#x2DC;The bigger the challenge, the bigger the opportunity for growthâ&#x20AC;&#x2122; encouraging continued high achievement. The program increases preparedness for transition into the VCE Access program including university enhancement stuides DIGITAL LEARNING Information and Communications Technology is prioritized across the curriculum with the inclusion of interactive whiteboards or digital media projectors in every classroom. Students are welcome to utilize their preferred learning technology, supported by our Bring Your Own Device (BYOD) program. This is aimed to skill students to take their place as digital citizens. PERFOMANCE A strong Performing Arts Program underpins a vast extra-curricular offering. Our students are active participants in the Wakakirri Secondary Schools Challenge, a national dance competition whereby students choreograph routines, design costumes and assemble stage sets. The College was awarded Victorian Story of the Year in 2014, 2015 and 2016. College Principal, Mr. Wayne Terrill, invites you to attend our open day in May to find out more and take a tour of the College.

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Vision: John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence. Values: Respect, Commitment, Academic Excellence, Continuous Improvement Respect

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We accept others for who they are and value their opinions

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We are dedicated to our values, our school, and our community

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We relentlessly pursue academic excellence

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We Improve

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Our Vision and Values, together with the John Fawkner Model, provides a roadmap for our future. The College has a renewed leadership team who are inspired by the work our students and staff are contributing. John Fawkner College is a vibrant learning community which provides students with multiple pathway opportunities and sets out to develop the whole student. As we grow we are steadily evolving our curriculum and teaching practices to ensure it best meets the needs of our students. This together with an increasing number of extra-curricular activities and representative opportunities available to students ensures they will have a meaningful and relevant learning journey. The College looks forward to working with you as we build a strong and vibrant school community

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The Fawkner Model is the implementation project that John Fawkner College is using to guide the school over the next 3 years. Each section of the model is supported by signiﬁcant leadership roles within the college and will help form the total vision for the school. The Fawkner Model is broken into 3 key sections which all align with the Colleges strategic plan and intent.

51 Jukes Road, Fawkner Ph: (03) 9359 1166 www.jfc.edu.au

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John Monash Science School SINCE opening to senior students in 2010, John Monash Science School (JMSS) has quickly become one of Victoria’s most innovative and highest performing Government schools. As the state’s first specialist senior secondary school focusing on science, mathematics and associated technologies, JMSS has grown substantially over the past eight years, and now accommodates 640 students in Years 10, 11 and 12 (VCE) from all over Victoria. A select entry school, we cater for curious students who are problem solvers with a real passion and interest in science, offering a curriculum coconstructed with academics from Monash University along with a broad range of elective and extension subjects that utilise our state-of-the-art facilities and take full advantage of our position on Monash University’s Clayton campus. We warmly welcome applications from prospective students to join us in either Year 10 or 11 in 2019, with our application and selection process beginning in April/May of each year. More information on application and admissions can be found by visiting www.jmss.vic.edu.au/apply Curriculum Co-constructed with Monash academics, the curriculum at JMSS allows students to explore the cutting-edge of scientific knowledge and understanding in the areas of physics, chemistry, biology, earth science, mathematics, engineering, biomedical science, geography and computer science. To help achieve its aims as Victoria’s first specialist school for science, mathematics and associated technologies, the school has developed strong partnerships with researchers and academics across a broad mix of scientific fields at both Monash University and CSIRO - sharing resources and expertise and ensuring the courses offered across all year levels are rich, challenging, contemporary and relevant. Throughout Years 10-12 the school has implemented the Victorian Essential Learning Standards (VELS), the Victorian Certificate of Education (VCE) and the new National Curriculum, with co-location on the Monash University campus also allowing for university extension subjects to be offered to students in the senior years. In addition to core curriculum, every student has access to a range of co-curricular options, including opportunities to pursue learning and gain experience in languages, music, the arts, community service, leadership and sport. JMSS believes in, and emphasises, a holistic

GOVERNMENT SCHOOLS GUIDE

education for all students, with a strong focus on personal wellbeing and empowerment, physical activity and leadership development becoming feature of life for students at the school. Facilities The physical environment at JMSS is very different from traditional schools. Flexible learning spaces, combined with innovative team teaching practices, enable students to learn individually and in teams. Students use any combination of laptops, tablets, iPads and smartphones to research, problem-solve, organise, document, analyse, present and create digital objects, as well as to access references and resources from Monash University and beyond. All students develop individual learning portfolios informed by their own interests and abilities, and are frequently provided with opportunities to engage with lectures, research projects and experiential learning activities within the Monash University campus. Location JMSS is co-located on Monash University’s Clayton campus in Melbourne’s south-east. The university is well served by several metropolitan bus routes, while Huntingdale and Clayton train stations are also nearby. Outreach The school’s growing outreach program includes work with students and teachers from remote locations in regional Victoria and outer-metropolitan Melbourne, as well as local primary schools. As a founding member of the International Science Schools’ Network (ISSN), our partnerships with several international specialist science schools provide our students with unique opportunities to collaborate, share research and build friendships with equally passionate students across the globe through a large number of international exchange programs, exhibitions and science fairs. Community members are welcome to join students, teachers, parents and Monash academics for our annual Science Fair in October of each year, and all prospective students, along with parents and family members are invited to attend our school information night, which usually occurs in April/May of each year. Contact For more information on John Monash Science School and our outreach programs, including our Science Fair and upcoming Information Evening for prospective students, please visit www.jmss.vic.edu. au/apply

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Kew High School LEARNING is our focus at Kew High School. As a professional learning community we involve students, staff, families and the wider community in the journey to enable our students to become young adults who are equipped with the skills, abilities, knowledge and values to participate in a rewarding future. We foster in our students the capabilities that will enable them to take their place in society, to be able to lead fulfilling lives, and to make a positive difference. Kew High School provides a safe and secure learning environment which: is well maintained, well-resourced and functional; ■ stimulates an interest in learning and caters for mixed abilities; ■ encourages respect for and pride in the school; ■ enables all students to participate in a wide range of activities; ■ fosters self-confidence, effective communication, respect for self, others and the wider community; ■ values learning and diversity; ■ fosters and promotes optimum student and staff well-being and ■ where students feel valued, listened to and connected; Since 2012 Kew High School has led state education in Information and Communication Technologies (ICT) with the introduction of our QTablet program. The QTablet program is a 1:1 device program where every student has access to a Tablet PC. Our QTablet program supports 21st century learning and promotes an environment which increases student engagement, collaboration and organisation. Kew High School also provides a range of cocurricular programs designed to engage students and build a lasting connectedness to the school. Engagement and Enrichment Our comprehensive Extension and Enrichment program includes such pursuits as: Debating and Public Speaking, the Science Talent Search, Da Vinci Decathlon, Mathematics Enrichment Program, Tournament of Minds, Science Drama, the World Team Challenge, Leadership Development Courses, Chess Club, Computer Programming Club, Lego Club, 3 in 6 Film Making Competition, Production bi-annually, Ski Day Trip and the Alpine School. The Music Program The music program is vibrant and well established

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and offers students a wide range of experiences learning to play a musical instrument and performing as a part of the Concert Band, music ensembles, jazz band and rock bands. Brass, woodwind, string and percussion instruments are offered, in addition to piano, vocal training and Chinese instruments. The Sports Program The focus of the sports program is on participation at all levels and aims to provide positive outcomes for students, fostering school spirit, pride and connectedness to the school. Sports programs offered include: House Sports, encompassing swimming, athletics and cross-country running; inter-school sport through our affiliation with School Sport Victoria; and other sporting pursuits such as cycling, mountain bike riding and snow sports. Kew also has an outstanding tradition in Volleyball and conducts a specific year long program. The STEM Program Kew High School is developing a strategy for STEM education at Kew High School and working to enhance the STEM multi-disciplinary approach to teaching twentieth century skills. Students are given the opportunity to opt into a range of different cross-disciplinary projects that give them the opportunity to make things, experiment and work together. Some of these projects include: A Day of STEM; The Girls In STEM program and a Digital Technologies Expo. Further information about the school, its curriculum and school programs can be found on the school website located at www.kew.vic.edu.au. School tours for prospective parents will run in 2018 every Friday during the school term, from February 16 until May 25. Dates and times can also be located on the school website. A parent information evening for prospective parents will be held at the Renaissance Theatre on the school campus on Thursday, April 26th 2018 at 7.00 pm.

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

!PRIL TH AT PM GOVERNMENT SCHOOLS GUIDE

The Lyndhurst Academy Exciting new program comes to Lyndhurst At Lyndhurst Secondary College, we are firm believers that young people must have the opportunity to explore their individual passions and talents. In doing so, they become vibrant and engaged learners, who feel connected and supported by their school. From next year, students will have the opportunity to do just that, through our exciting new program, The Lyndhurst Academy. Students from Years 7-10 will all spend one afternoon per week participating in the Lyndhurst Academy; a fantastic new program that provides students with the opportunity to collaborate across the year levels in an area of their choosing. Individual academies will be formed with students from across the year levels, who will be asked to work as a team to develop creative, communication and critical thinking skills, within their chosen field. Academies will explore such diverse options as: ■ Cooking / baking ■ Sports (Rugby, Volleyball, Soccer and Basketball) ■ Performing Arts ■ Coding ■ Woodworking ■ Fashion design ■ Literature As a part of the program, students will also forge connections with local community

Students from Years 7-10 will all spend one afternoon per week participating in the Lyndhurst Academy; a fantastic new program that provides students with the opportunity to collaborate across the year levels in an area of their choosing.

organisations, including primary schools, sporting clubs and community groups. Find out more at the College Open Night on Wednesday 18th April (7:00pm) or on any of our College tours, which run each Wednesday at 11:00am (or by appointment).

Choose your own adventure 70

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Open Day For Year 7 students in 2019 Thursday 3 May 2018 From 9:00am to 3:00pm Come and see our CŽůůĞŐĞ ŝŶ ĂĐƟŽŶ 615 Elgar Road Mont Albert North To book a guided tour go to www.koonung.vic.edu.au Principal's Address: 7:00pm Find out more about how Koonung promotes and delivers excellence across the whole College and in our community

KƵƌ ƚĞĂĐŚĞƌƐ ĂƌĞ ƚŚĞ ĚŝīĞƌĞŶĐĞ

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Select Entry Enhancement @ Koonung dĞƐƟŶŐ date: 19 May 2018 – 9:00am &Žƌ ƌĞŐŝƐƚƌĂƟŽŶ ŐŽ ƚŽ ŽƵƌ ŽůůĞŐĞ ǁĞďƐŝƚĞ͗ www.koonung.vic.edu.au Contact: Marilyn Faithfull faithfull.marilyn.d@edumail.vic.gov.au tĞĞŬůǇ ŽůůĞŐĞ dŽƵƌƐ Book online: www.koonung.vic.edu.au Address: 615 Elgar Road Mont Albert North Ph: 9890 9662 E: koonung.sc@edumail.vic.gov.au

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GOVERNMENT SCHOOLS GUIDE

Lilydale High School LILYDALE High School places great emphasis on students having a sense of belonging and the opportunity to make positive connections with their peers and teachers affirmative relationships enable students to grow into resilient young men and women who will thrive in the community. This is clearly stated in our vision statement and underpins everything we do: ‘LHS is dedicated to providing an environment that values academic excellence and maximises opportunities and pathways to enable all students to become resilient and contributing members of the community

In 2019 Lilydale High School will celebrate 100 years of educating young people …

‘Excellence in learning, resilience in life, thriving in community’ The values that underpin the guiding principles and beliefs at Lilydale High School include both learning and community values: Values for Learning: Responsibility - we demonstrate responsibility by: ■ Being accountable for our learning and our actions and

contributing to a safe and caring learning environment Discipline - we demonstrate discipline by: ■ Working independently, collaborating with others, following through with our learning and allowing others to do the same Reflection - we demonstrate the ability to reflect by: ■ Being able to articulate what we've learned, how we've learnt it and how we can improve our future learning Values for Community: Gratitude - we demonstrate gratitude by: ■ Consciously being thankful and showing appreciation

Initiative - we demonstrate initiative by: ■ Being resourceful and ensuring we look for, and take opportunities that come our way Empathy - we demonstrate empathy by: ■ Caring about the well-being of others by being kind, considerate and courteous Integrity - we demonstrate integrity by: ■ Being trustworthy, fair, just and honest in our everyday actions This year we have introduced Community Time, at year 7. A dedicated time for learning, and community to life. Our passionate staff set high expectations and challenge all students to achieve to the best of their abilities within a firm but supportive learning environment. Our teaching and learning program is continuously being evaluated and refined to ensure academic rigor and remains up to date. In 2019 Senior VCAL will be introduced at Lilydale High School providing students with a hands-on and practical work-related experience pathway. Our new Steamworks 'maker space' provides students with an opportunity to experience innovative technology including coding and robotics. This then links with the new Technical School situated across the road at the Box Hill Institute- Lilydale Lakeside campus. As a large school we are able to provide opportunities for

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a vast range of curriculum choices and extra-curricular initiatives including performing arts, instrumental music, student leadership and sport. Sports offered beyond traditional school sport programs include: Equestrian, Clay Shooting, Motor Cross and Aerobics. In addition to this, we offer a diverse range of staff and student led clubs including: the Reptile House, LHS Book Lovers, Coding, Student Techies’, Art, Clay, Chess, Virtual Reality, Steamqueens. In 2019 Lilydale High School will celebrate 100 years of educating young people and providing them with a diverse range of experiences. The school’s history is currently being compiled into a book by a local historian and the occasion will be marked with the opening of a Hall of Fame, celebratory dinner and numerous student-led activities. With our centenary fast approaching and all that is currently being implemented, it is an exciting time to be part of the Lilydale High School community. Wendy Powson Principal

EXCELLENCE IN LEARNING, RESILIENCE IN LIFE, THRIVING IN COMMUNITY Lilydale High School is a single campus, co-educational school located in the Shire of Yarra Ranges. The school has a long tradition of academic excellence and an outstanding reputation for fostering personal development, happiness and future success for our students. As a traditional and contemporary thinking school, we encourage the highest standards of achievement in the diverse pursuits of our students. These include academic studies, cultural discovery and sporting endeavours.

and support staff — all of whom take collective pride and inspiration from the achievement of their students. Students in years 7-9 have access to dedicated literacy classes for those who require additional support.

Our excellent learning and enrichment programs include an annual production and numerous individual and band performances, an active STEAM program that is both extra curricula and embedded within the curriculum, an Athlete Development and Excellence in Sport program, Overseas Tours and a Reptile House that includes the largest collection of native wildlife in an Australian school. These programs are only a few of the resources that enable us to provide students with stimulating educational opportunities delivered in a challenging and supportive environment.

Sport and Outdoor Education are a prominent feature of school life. The school offers an exciting Camps Program, House and Inter-School sporting opportunities and our students are privileged to enjoy impressive sporting and recreation facilities. Lilydale High School enjoys a strong sense of community.

The high standard of education provided at the school is a tribute to the caring, dedicated and committed teaching

Our collegiate pride is celebrated with a vibrant student voice: through SRC, year level captains, subject captains, regular student led assemblies and community celebrations. If your family would like to join the Lilydale High School community, we encourage you to attend the school’s Information Evening, Tuesday May 8th, 2018 - 7.00pm in the School Hall.

www.lilydalehs.vic.edu.au

Lilydale High School SEAL Program caters to the needs of gifted and talented students, who enjoy new challenges and who currently excel at school. Entry to the SEAL Program is by academic test and a personal interview. Queries relating to the SEAL Program should be directed to Ben Taylor via the school on 9735 5644. Lilydale High School warmly invites families to tour the school and discover this outstanding educational environment. Please contact Tracey Hope via the school ofﬁce on 9735 5644 to arrange a suitable appointment.

25 Melba Ave, Lilydale Victoria 3140 Email: lilydale.hs@edumail.vic.gov.au Phone: 03 9735 5644 12382322-ACM17-18

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LYNDALE SECONDARY COLLEGE LYNDALE Secondary College is co-educational single campus school with an enrolment of approximately 850 students. We offer great advantages in the breadth of curriculum choices, provision of specialist learning areas and facilities and a wide range of co-curricula programs. We embrace many and varied nationalities and celebrate our culturally diverse student cohort through our foreign language studies and our International Students Program. It is important to us that the College and families work closely together to achieve a common aim â&#x20AC;&#x201C; the best possible education for our students. Our Middle School (Years 7-9) provides and promotes a caring and supportive environment and endeavours to make the transition from primary school to secondary college as smooth as possible. Students experience a wide variety of subjects with the aim of developing the student as an independent, resilient and cooperative learner. The Senior School (Years 10-12) focuses on the educational, career and personal development of the young adults in the college providing the pathway for students to post-secondary educational, training and work through VCE,

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VET and VCAL course offerings. Our Accelerated Learning Program permits students to move through a program more quickly, according to their academic capacities. Students benefit intellectually, socially and emotionally from the faster pace and the challenge involved. Students are accelerated in English, Humanities, Maths and Science. The Headstart Program begins in November; each student progresses and begins their new course of study in a positive, stimulating and challenging environment that sets them up for the coming year. As part of our commitment to 21st Century Learning, the College has a Bring Your Own Device (BYOD) program, allowing students to utilise various technologies in their learning. The Creative and Performing Arts provide our students with many opportunities to explore and develop their creative potential. Excellent facilities and a dedicated staff ensure that Drama, Dance, Music and Art include performances and events that celebrate high levels of student expression, engagement and achievement

New STEM and Performing Arts Buildings almost completed! Lyndale Secondary Collegeâ&#x20AC;&#x2122;s students, teachers and parents make up a culturally diverse learning community. Respect and trust are fundamental to learning, personal growth and quality relationships. By putting these qualities into practise, students and staff ensure that together we achieve success. We confidently believe that high expectations empower students to be responsible for their own behaviour and learning. The College offers great advantages in the breadth of curriculum offerings. There is provision for specialist learning areas and facilities, extensive staff professional development and a wide range of co-curricula programs which contribute so much to the fullest development of the studentâ&#x20AC;&#x2122;s academic, cultural, artistic, social and sporting achievements, while still maintaining a sense of belonging essential in all great schools. This is an exciting time at Lyndale Secondary College as we are in the middle of a building program that will develop the facilities 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 extra-curricular 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.

STEM Centre and Performing Art Centre currently under construction

Tours can be arranged - By contacting 9795 2366 Open Days are in April - selected primary schools will be invited

www.lyndale.vic.edu.au 170 - 174 Gladstone Rd Dandenong North 3175 12380676-CB16-18

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The Mac.Robertson Girls’ High School UNIQUE in its status as a state-wide provider for girls (Years 9 to 12), The Mac.Robertson Girls’ High School seeks to remain at the forefront of education for girls in Australia. An established State Secondary School, it offers outstanding facilities for the delivery of its programs and is attended by students from a wide area of metropolitan Melbourne and beyond. The selective nature of entry results in a broad socioeconomic and cultural mix, and a strong commitment to academic excellence. The school provides an educational experience which equips girls for tertiary study and leadership roles in the academic, professional and business communities, and develops interests and skills to enhance their personal lives. The Mac.Robertson Girls’ High school values the traditions that have contributed to its success in the past while embracing the opportunities offered by the future. Students’ talents, efforts and achievements are rewarded in an environment which fosters mutual respect, personal integrity and strong sense of self-worth. True to its motto, “Potens Sui” (mastery of self), the school adheres to a code of conduct based on self-discipline and responsibility to oneself and others. The School is committed to meeting the learning needs of the students by providing a

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fulfilling and challenging education commensurate with their abilities. Provision for gifted and talented students in academic areas as well as in art, drama, music, sport and leadership, is an essential part of the school curriculum. An extensive range of VCE study areas is offered in the Senior School and subject acceleration is available for students of high ability. Student learning at all levels is enriched through a variety of programs including; other school, universities, digital delivery, student forums, lectures, tutorials, scholars-in-residence and the many enhancement activities available within the co-curricular program.

The Mac.Robertson Girls’ High school values the traditions that have contributed to its success in the past while embracing the opportunities offered by the future.

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Outstanding Academic Success School Information Evening Wednesday 18th April 2018 – 7pm

School Tours 2018 – Term 2 Friday 27th April – 11.00am-12 Noon • Tuesday 1st May – 1.00pm-2.00pm Thursday 10th May – 11.00am-12.00noon For further details please visit the school website: w w w. m a c r o b . v i c . e d u . a u

The Mac.Robertson Girls’ High School ofﬁce@macrob.vic.edu.au 9864 7700 350 - 370 Kings Way, Melbourne, 3004

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Paul Edmund Strzelecki Polish School IN February 2018, on the Victorian educational map, a new Polish community school has appeared - Paul Edmund Strzelecki Melbourne Polish School, the member of Ethnic Schools Association of Victoria. The school is located in Endeavour Hills, the area which brings together many Poles. Every Saturday morning, almost 100 students, in different age groups: from 3 to 15 years old, learn about Polish history, geography, religion and culture, developing Polish speaking, reading, writing and understanding skills in the same time. All students have access to Polish student’s books, dedicated to each age group, supported by the high quality educational programs for schools teaching the language overseas. A learning approach in a Paul Edmund Strzelecki School is personalised, responding to the learning needs, interests and capabilities of each student. According to the student’s interests, the school cooperate with the biggest ethnic radio in Australia, where Paul Edmund Strzelecki School has got its own broadcast. All you have to do to, if you want to listen to the student’s stories about Polish customs, traditions and multicultural experience, is to turn on 3ZZZ Radio in the every third Saturday evening in a month on 92.3 FM. The school launch was initiated, organised and

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executed by two highly engaged Polish personalities: Anna Polgar and Jolanta Styczen, supported by people from the Polish community. But nothing would be possible without the principal Mr Paul Gleeson from St Paul Apostle South Catholic School in Endeavour Hills, whose help was absolutely critical to make it happen. St Paul Apostle South Catholic School in Endeavour Hills hosts Polish students, where they have access to the spacious colourful classrooms, supported by modern, digital equipment. Teachers can run their classes in the computer labs using interactive boards and make their

out that the staff from St Paul Apostle South Catholic School in Endeavour Hills is always kind and friendly. The relationship between both schools is a great example of successful efforts to achieve common target: drive educational excellence and children development in diverse environment with respect of ethnic backgrounds. This is also a role model of school-community partnering, strongly encouraged and supported by the Department of Education.

lessons more interesting and also effective to students. The great attraction for students is the sport complex, sport grounds and playgrounds which is used by the students during recess and school sport events. “Thanks to the Principal Mr Paul Gleeson’s help and support, we have a wonderful place where we can teach the language and culture in our non for profit Polish Saturday School, and provide a safe and engaging learning environment to our children” said Anna Polgar and Jolanta Styczen, the principles. Polish teachers also point

Paul Edmund Strzelecki Melbourne Polish School in Endeavour Hills invites all local families of the Polish community to participate in the school activities i.e. classes, Kids Club, excursions, School Holiday Programs or language and culture competitions. Everyone is also welcome to have a school tour every Saturday from 9:30 to 13:00. - Ewa Szlachta Contact details: Paul Edmund Strzelecki Melbourne Polish School St Paul Apostle South Primary School, 9 William Hovell Drive, Endeavour Hills VIC 3802; Anna Polgar (0466 664 749) Jolanta Styczen (0451 457 777).

GOVERNMENT SCHOOLS GUIDE

Mentone Girls’ Secondary College MENTONE Girls’ Secondary College is a place where girls develop the courage to pursue their passions. Whether this is in the area of Science, the Arts or Technology, our students are given the opportunity to explore, invent and create in a safe, challenging and respectful environment. Every girl in our school has the opportunity to excel in their studies, immerse themselves in a wide range of co-curricular activities or take on one of our many leadership roles. Our students are not afraid to colour outside of the lines, to break new ground and to explore alternative ways of solving problems. Our music program is second to none with two band forms operating at Year 7 and 8. A broad range of instrumental music classes, ensembles and bands can be heard playing throughout the day in our dedicated Performing Arts Centre. Beginning in 2019, Mentone Girls’ Secondary College will offer an Enhancement Program for girls who seek a greater academic challenge. The Enhancement Program will run from Years 7 to 9 and will provide students with the opportunity to learn through higher-order thinking, inquiry and rich tasks as part of an enhanced curriculum in English, Mathematics, Humanities and Science. Students will have access to a number of cocurricular activities such as the Tournament of

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Minds, Writers’ Festival, History Challenge and others. Rather than accelerating or compacting curriculum, students in the Enhancement Program will work on more complex tasks and will learn topics to a greater depth and breadth. In later years we offer students access to VCE studies in Year 10. As a school with a rich history of educating fine young women to take their place in a globalised world, our dedicated teachers are always seeking to innovate the curriculum and remain at the forefront of educational theory and practice. We are committed to providing an environment that nurtures the mind, body and spirit. Recent facilities work has seen an upgrade to our library and grounds and this will continue over the years to come. There will be an increased emphasis on developing a sense of place so that students feel a sense of belonging and pride in their school. Mentone Girls’ Secondary College welcomes students from all over Melbourne. Become part of our great tradition so that you can make your mark in this globalised world. Visit www.mgsc.vic.edu.au for enrolment and school tour information. Linda Brown Principal

Where every girl from everywhere experiences success

Introducing in 2019 an Enhancement Program For the world beyond the classroom More details at our Open Events

OPEN NIGHT 7pm | Tuesday 24 April OPEN AFTERNOONS 2pm | Tuesday 1 May 2pm | Thursday 3 May

Cnr Balcombe & Charman Roads, Mentone 3194 (03) 9581 5200 mentone.girls.sc@edumail.vic.gov.au www.mgsc.vic.edu.au 12381483-CB16-18

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GOVERNMENT SCHOOLS GUIDE

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.

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

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To provide an opportunity and a pathway through which every child can excel ■ 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

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

At Monterey Secondary College we are committed to supporting your child to be the best they can be in an environment that is caring and where we can provide a more personal approach to learning. 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. We are taking enrolments for 2018

MONTEREY SECONDARY COLLEGE Silvertop Street, Frankston North VIC 3200 Ph: 9781-7700 www.monterey.vic.edu.au 12381398-CB16-18

GOVERNMENT SCHOOLS GUIDE

Mordialloc College MORDIALLOC College is a medium sized school with a proud history of inspiring students and creating the leaders of tomorrow. Our students are challenged and supported, developing the knowledge and skills that allow them to achieve their best. We have a strong focus on the development of core literacy and numeracy skills across the whole college, while striving to develop students who will be confident, successful and valuable citizens in their local and global communities. Our teaching and learning practices are aligned to the Curiosity and Powerful Learning framework developed in conjunction with Monash University and we are a proud member of a network of schools using this research to improve the outcomes of our students. Our students are happy, confident, and successful with 100% of students seeking tertiary entry receiving first round VTAC offers in the last five years. Parents and visitors compliment us on the warm and orderly school atmosphere, focused and modern learning environments, and our strong sense of community. We encourage all our students to develop high expectations about themselves, their work and their behaviour, which is an expression of our values of Personal Best, Integrity, Respect and Responsibility. Our students enjoy state of the art facilities with our environmentally friendly Discovery centre for Science, refurbished Year 7 and 8 learning centres, our ICT/Multimedia rich Resource HUB, our new Performing Arts Centre, new school canteen and the new PE/sports stadium and physiology lab. We operate in a BYOD environment Years 7-12, taking full use of the potential technology brings with all curriculum and resources provided through Google sites and

GOVERNMENT SCHOOLS GUIDE

classrooms and a number of other eLearning platforms specific to subject areas. Our approach involves working with parents to meet the individual needs of every student, and supporting them to fulfil their academic and cocurricular goals and dreams. The broad range of opportunities and pathways offered in the senior school, including VCE, VET and VCAL cater for the diverse interests, needs and abilities of our students. The College is part of the exclusive SEAL Academy (accredited to provide the Select Entry Accelerated Learning program), and uses the expertise gained through the ongoing development of this specialised enhancement program to support the aspirations of all gifted learners at the College. Student voice and leadership are important facets of college life, evidenced by the large number of sought after student leadership positions and the highly regarded leadership development program that we use to support our student leaders. Additionally, there is a vibrant extra-curricular program including music, sports, debating, visual and performing arts, camps, excursions, academic competitions and community service. We are an exemplary school at the forefront of teaching and learning, student relationships and wellbeing and are proud to be recognised as a leading school within the State education system. The College receives regular requests to visit the school to learn more about our schoolâ&#x20AC;&#x2122;s initiatives and to see our programs in action and I warmly invite you to do the same, and to see why Mordialloc College is a better choice in education.

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GOVERNMENT SCHOOLS GUIDE

Mullauna College MULLAUNA College is a year 7 - 12, co-educational, state secondary school set in the heart of Mitcham in Melbourne’s leafy eastern suburbs. Mullauna is a Koori word meaning together. Our motto, ‘Success Through Learning Together’, reflects our belief that excellence is best achieved when students, teachers and parents work in partnership to ensure the best possible outcomes and learning experiences for the students in our community.

We respect and acknowledge academic success. Our vision for our students is that they value learning and creativity, and constantly strive to achieve their personal best. We aim to have our students graduate with the knowledge, skills and confidence necessary to become independent learners who are capable of meeting the challenges of adult life in a global community. Mullauna is an active learning community, providing students with a challenging curriculum designed to meet the needs of individual students. Our EXCEL High Achievers Program, English as an additional language courses, year 7 and 8 Challenge program and year 9 SkillZ Program are examples of targeting the learning experience to best meet the individual needs of our students. The college VET programs offer a breadth of pathways for seniors and our year 10 students are encouraged to undertake VCE subjects. Mullauna also delivers a well-regarded and successful International Student Program (CRICOS number 00861K). Our students excel academically. In 2017 our

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We aim to have our students graduate with the knowledge, skills and confidence necessary to become independent learners who are capable of meeting the challenges of adult life in a global community. year 12 students achieved excellent results with a VCE subject median score of 31 and 8.3% of Study Scores over 40. Over 11% of the cohort achieved an ATAR over 90, 21% of ATARs were above 85 and 50% of students achieved ATARs over 70. Amongst the cohort students achieved a perfect Study Score, the VCE Baccalaureate and a finalist for VCE Tops Arts. Each year, the majority of our year 12 graduates go on to university and other tertiary institutions. Students also have the opportunity to participate in a diverse range of co-curricular activities, including student leadership, camps, debating and sports. They excel in both the visual and performing arts. For the last four years in succession, our students’ Studio Arts work was selected for exhibition in the VCE Season of Excellence at the National Gallery of Victoria, and our Stage Band has been very successful at the Victorian Schools’ Music Festival. For students coming into Mullauna at year 7, our extensive transition program and close links with local primary schools to ensure a continuity of positive learning experiences and a smooth transition to secondary education. The new building works have been completed, providing state of the art learning spaces for our current and future students, including a new visual arts and technology precinct, a makerspace facility and a new junior learning centre. Mullauna is a quality government school where students can proudly achieve their personal best. We invite you to come on a tour of our college to meet our students and staff, and we look forward to welcoming your family into our learning community.

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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

C^<ǳ÷Ǔ&<7oF $ǥh(FCmǖñǓ

⅒䗾བྷᇦ ߺ࠳ࠥࠧࠀࠥࠧࠏࠣ࠘ࠄ࠱

www.nobleparksc.vic.edu.au 3 Callaghan Street, Noble Park, Victoria 3174 Phone: (03) 9546 9066 12379083-CB16-18

GOVERNMENT SCHOOLS GUIDE

Noble Park Secondary College Respect • Excellence • Integrity • Teamwork • Responsibility

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

New buildings and upgraded facilities will be completed this year! Contact Lesley at the College to arrange a personalised tour

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

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GOVERNMENT SCHOOLS GUIDE

Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 60th year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley, Norwood Secondary College is a school of choice for students from Mitcham to Mooroolbark and Ringwood to Park Orchards. Our bonds with the community are a significant feature with our schools and the contributions of parents and friends are valued and encouraged across all aspects of our learning community. Norwood Secondary College is committed to providing our students with an environment that is both inspiring and nurturing. The College has a proud tradition of ensuring our students are provided with an excellent educational experience and opportunities to grow intellectually, socially and ethically. It is our belief that our students will benefit from exposure to a broad range of learning experiences, in and out of the classroom, and our programs are developed with this as a core goal. Our students leave the College equipped with the skills and self-belief to continue to learn as their lives progress. They also understand the importance of seeking to be the best they can be in all their endeavours. Our Values Respect All members of our community are expected to respect the College, others and themselves Aspiration Students are encouraged to be the best they can be, in all endeavours Responsibility All members of our community are expected to take responsibility for their actions Resilience The College will provide experiences and support to assist our community members develop both a strong sense of worth and the capacity to overcome negative experiences or disappointments Staff interactions with students are guided by these principles and we seek to develop all our students' understanding of these values, as expressed both at school and in their daily lives. To support personal development,

GOVERNMENT SCHOOLS GUIDE

a staff - student Mentoring Program operates from Years 7 to 12. With the aim of developing successful learners, confident and creative individuals and active and informed citizens, a comprehensive 7 to 10 curriculum is offered covering all Learning Areas. The College also offers a select entry Enrichment Program (EP) from Year 7 to 10 and a core and elective program within the Year 9 and 10 Curriculum. Year 9 students enjoy a range of offcampus activities including a City Project and our most capable students are invited to participate in a program at Deakin University in which students are involved in independent research Deakin’s ‘Inspired Minds’ Program. Year 10 students can undertake a VCE or VET course and VCAL programs are available to students in Years 11 and 12. The College runs a Homework Club after school, two days a week. Staff from various Learning Areas attend Homework Club and students are encouraged to attend to both seek extra assistance or to complete work in an environment that is conducive to effective study. Extra-curricular and enrichment programs are offered to engage students in areas such as leadership, peer support, debating, school productions and an enthusiastic music program. A full range of sports is offered and students are encouraged to participate in inter-school competitions. The College has a very strong history in girls’ and boys’ interschool sport, with many state titles having been won over past years. Student leadership is encouraged through a significant range of opportunities including College Captains and Prefects (each with specific portfolios), Year Level Leaders, Student Representative Council, House Leaders (leading a program of events that involves both sport and the performing arts), interschool sports and a peer support program. Student wellbeing is given a strong emphasis at Norwood, with formal structures including Heads of Year Level and Year Level Coordinators, Junior and Senior School Principals overseeing our two sub-schools, Careers Counsellor, Student Wellbeing Co-ordinator and a first aid officer. Every student is supported by a Mentor teacher who takes an interest in their wellbeing and assists them in setting learning goals. Student contributions and achievements are valued and acknowledged, as is parent involvement. Andrew Sloane Principal

NORWOOD SECONDARY COLLEGE

For almost 60 years, Norwood Secondary College has been proud to serve the needs of the local community and beyond. During this time the College has developed an outstanding reputation as a provider of educational excellence and a broad range of programs. We are also known for the quality of the young women and men who graduate from our school. We are proud of all our students. Our goal is to foster the belief that they should strive to do their best in all endeavours, to understand the bene ts involved in broader school programs, to show compassion for others and to value making a positive contribution in society.

We are committed to building on our rich tradition with innovative programs and the creation of a dynamic learning environment which fosters individualsâ&#x20AC;&#x2122; abilities.

A RICH TRADITION

Byron Street, Ringwood 3134

Ph: 9871 0400

HIGH EXPECTATIONS

norwood.sc@edumail.vic.gov.au

www.norwood.vic.edu.au

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GOVERNMENT SCHOOLS GUIDE

Nossal High School Our School Vision NOSSAL High School is committed to providing an innovative, inclusive and dynamic educational environment. We aim to challenge our students to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We aim to build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program. We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.

Our School Values Nossal is a school that… ■ leads and develops leadership ■ creates and cultivates creativity ■ is respectful and fosters respectful citizenship ■ inspires and seeks inspiration ■ is ethical and develops ethical behaviours ■ pursues excellence and celebrates individual and team achievement ■ develops resilience and independence and nurtures happiness ■ encourages a strong work ethic with an emphasis on personal growth We encourage and support all members of our school community to challenge themselves through intellectual, social, physical and leadership pursuits. Our school motto, “Embrace the Challenge” signifies the importance we place on the notion that continued personal challenge results in personal growth. Applications for Year 9 entry for the 2019 school year are now open and close on 4 May 2018. Selective Entry High Schools Application

GOVERNMENT SCHOOLS GUIDE

page: http://www.education.vic.gov.au/school/ parents/secondary/Pages/selective.aspx <http:// www.education.vic.gov.au/school/parents/ secondary/Pages/selective.aspx> School tour dates for 2018: (Bookings are essential - 8762 4600) We have school tours on the following dates at 9.30am: Wednesday, March 28 Wednesday, April 18 Tuesday, May 1 Thursday, May 3 Further dates will be posted on our Enrolment Information webpage at <http://nossalhs.vic.edu. au/about-nossal/enrolment> as they become available. Nossal High School Information Night for 2019 Enrolment May 3, 7.00pm. Student run tours will run from 5:30pm, please contact 8762 4600 to secure a place on one of these tours. Bookings for the information sessions are now available at <https://www.trybooking. com/UGDD>. Student Endorsements 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 - 2017) 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 - 2017)

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 schoolâ&#x20AC;&#x2122;s patron, Nossal High School provides a broad, academically focused program for highly aspirational and high performing students. The school offers Years 9 â&#x20AC;&#x201C; 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 to our Principal led school tours on alternating Mondays and Wednesdays or at other times by arrangement. Bookings are essential. For more information please visit the school website www.nossalhs.vic.edu. au, or call our office on (03) 8762 4600 to arrange a tour. To attend the Year 9 2019 Information Night on Thursday May 3 at 6:30pm or 8:00pm book at https://www.trybooking.com/UGDD . For vacancies relating to other year levels please refer to our school website.

Applications to sit the exam for Year 9 2019 are now open and will close Friday, May 4 2018. Application information and forms are available at www.education.vic.gov.au/selectiveschools 12381535-CB16-18

GOVERNMENT SCHOOLS GUIDE

Officer Secondary College AT our College, we are committed to a first-class education that encourages its young people to develop the skills required to thrive in an everchanging global community. For our young people to achieve at a high level, they need to be supported by their community students, staff and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre. We believe that learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion and support. We value academic pursuits, and take pride in helping our students to develop solid core values, and an appreciation of the world around them. We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values - Excellence, Inclusion, Respect, Creativity, Critical thinking and Global Citizenship - and uphold our Collegeâ&#x20AC;&#x2122;s motto, â&#x20AC;&#x153;Learning Together; Learning to Lead; Together we Inspire.â&#x20AC;? We firmly believe in the capacity of young people to change the world, and the enormous role education has in influencing lives and providing opportunities for a successful future. We look forward to discussing how our College and its community can support your child in their educational journey. High Achievers Program (HAP) At Officer Secondary College we strive to cater for all students within our thriving learning community. Students who show high academic aptitude and have high academic aspirations are particularly suited to our High Achievers Program (HAP). HAP is an enrichment program designed to foster 21st Century learners, with a focus on inquiry-based learning, collaboration, critical thinking and creativity. The program is designed to enable high achieving students to maximize and fulfil their

GOVERNMENT SCHOOLS GUIDE

academic potential in a stimulating and supportive setting. They are provided with the opportunity to work both collaboratively and independently on academic, school, community and global projects. Our high achieving students follow the Victorian Curriculum guidelines, however, work presented is more intellectually challenging, allowing students to demonstrate skills at a level 6 or 12 months, where possible, beyond the expected level for their age. Students in the program have the ability to access VCE subjects early in their studies. Applications open in May each academic year. HAP handbooks are available from the College. Pathways The College has implemented the Australian Curriculum students in Years 7, 8 and 9 complete studies in Mathematics, English, Science, LOTE Chinese, Humanities, Health and PE, Sport, Music, Visual Art, Performing Arts and Technology. Year 9 are encouraged to develop areas of interest through an elective program. In Year 10 Students will continue to study a range of core subjects but will have the opportunity to access a variety of electives. Acceleration into the VCE, VET or VCAL programs is an option for selected students. Year 11 and 12 - At the senior level, students will be offered a range of pathways either through a VCE, VET or VCAL program. A broad range of senior subjects will provide students with opportunities to follow a career choice, curriculum strengths and personal interests.

• We believe learning is maximised when it takes place in an environment enriched with high expectations, personalisation, challenge, inclusion and support. • We believe that all students can learn, be critical thinkers and independent learners through personalized learning, personal endeavour and commitment. • We encourage and cultivate independent thought and promote the building of character. This enables students to contribute in their communities in a meaningful and positive way. • We offer a High Achievers Program to cater for students with a high academic aptitude that includes accessing VCE Early. • We recognise and value the uniqueness and potential of each individual. A diverse curriculum, varied teaching styles, diverse learning environments and an extensive array of opportunities are available to all students. • We promote and celebrate the pursuit of lifelong learning and are committed to nurturing the “whole” person. We recognise the importance of equipping our students with social and emotional skills that will enable them to compete on the world stage. Building high self-esteem, learning conﬁdence and respect for others are central to this. For all families that reside in our designated neighbourhood area or who attend our designated neighborhood primary school we offer tours commencing Term 2. Bookings can be made via our website www.ofﬁcersc.vic.edu.au • Tuesdays 9.30am – 10.30am • Thursdays 2.00pm – 3.00pm

Officer Secondary College 1 Parker Street, Officer. Vic. 3809. Phone: 03 5942 4000 Fax: 03 5942 4099 Email: officer.sc@edumail.vic.gov.au Website: www.officersc.vic.edu.au

Learning Together; Learning to Lead; Together we Inspire.

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GOVERNMENT SCHOOLS GUIDE

Rosebud Secondary College TO educate your children is a responsibility that we take very seriously. I am extremely proud to lead a school thatâ&#x20AC;&#x2122;s core purpose is to create a safe and respectful learning environment that encourages self-awareness, resilience and personal best, as individuals prepare for their future pathway. We are a school that has high academic and behavioural standards. We provide clear expectations regarding our students as learners and foster an environment of mutual respect of learning in and out of the classroom. We achieve this by building quality relationships between all College community members and by the provision of a challenging and engaging curriculum that enables all students to develop their talent and excel in their learning. As a certified Select Entry Accelerated Learning (SEAL) school we offer many challenging learning opportunities, as well as an industry based performing arts program.

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Our school has a proud record of achievement, extending back to 1954, and we continue to empower young people to achieve their personal best and develop as global citizens. Our students have the opportunity to be involved in a range of extra-curricular activities such as student and community leadership, public speaking, international experiences, dance, drama, sport, music, and visual arts. Our school has a proud record of achievement, extending back to 1954, and we continue to empower young people to achieve their personal best and develop as global citizens.

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2018 Open Evening on Monday 23 April

We warmly invite families to attend our 2018 Open Evening on Monday 23 April at 5.30pm Learn about our school, meet our students and see live lessons in action. Come along to ﬁnd out about our SEAL and Performing Arts programs. School tours welcome by appointment – please contact 5986 8595

GOVERNMENT SCHOOLS GUIDE

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Rosehill Secondary College AT ROSEHILL Secondary College, the newly refurbished Science Department has been equipped with state-of-the-art interior design and technology. This allows a unique experience in STEM education. STEM is an interdisciplinary approach to learning that removes the traditional barriers separating the four disciplines of Science, Technology, Engineering and Mathematics. When these fields are brought together, more meaningful learning can take place. STEM integrates these subjects into real world learning experiences. Our Environmental Science students collected and analysed data from our local creek system, Steele Creek. The data was used by the EPA to assess the health of the creek, after an environmental spill contaminated the water. Our data was used as a reference point by the EPA. Students have also participated in the following STEM experiences: ■ Engineers without Borders Conferences – Students design solutions to current global humanitarian problems. ■ Robogals - An international non-profit that inspires and encourages female students to consider Engineering. ■ In2Science - Science and Maths peer mentoring in the classroom by current University Science Students. ■ Robotics Program - High tech coding and programming digital technologies with the use of robotic spheres. ■ Use of multiple 3D printers – incorporating fusion 360 CAD software to design and develop real products. Our students are also provided with opportunities to extend their knowledge and inspire their curiosity of Science by attending various Science programs outside of the school. These programs include: ■ Endeavor Engineering – Students have the opportunity to meet with high performing Melbourne University Students, presenting their final year projects.

Meeting with Scientific experts – Students meet esteemed individuals such as: • Elizabeth Blackburn (Nobel Prize Winner for her work with chromosomes) • James Watson (Nobel Prize winner for his discovery of the structure of DNA) and, • David Suzuki (International-renounced Geneticist and Environmentalist). ■ Specialist Science days – Offered by Melbourne University, GTAC, Victoria University ‘Be a Chemist for a day’ and ■ Regular use of specialist scientific centers – At facilities such as Ecolinc, GTAC, VSSEC and La Trobe University. Thirty privileged STEM students from Rosehill Secondary College were selected to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA in late March 2017. In March 2019 this trip of a lifetime will be offered again, students will: ■ participate in a simulated Space Shuttle Mission and space-related STEM activities. ■ learn hands-on about the science of space travel. ■ tour the Kennedy Space Centre. ■ hear real-life stories from a shuttle astronaut. ■ experience the new home of Space Shuttle Atlantis. ■ In addition to the program at Kennedy Space Centre students attending the camp will also: ■ investigate the physics and design process of rides at Universal Studios. ■ use iFLY’s unique vertical wind tunnel facility to indoor skydive and carry out a scientific investigation. ■ experience an Airboat Discovery Tour through the unaltered wilderness of the Central Florida Everglades. ■

Rosehill Secondary College

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SELECTIVE TALENT ENRICHMENT PROGRAM

APPLICATION FORMS DUE THURSDAY 3RD MAY TESTING THURSDAY 10TH MAY SAPPHIRE STREET NIDDRIE 3042 PH: 9337 2488 www.rosehillsc.vic.edu.au/step

TUESDAYS 2018 9:30AM BOOKINGS ESSENTIAL, PH: 9337 2488

THURSDAY 3RD MAY 2018 4:30-7:30PM PRINCIPAL’S ADDRESS 6:30PM

TUESDAY 1ST MAY 2018 9:15AM-2:15PM BOOKINGS ARE ESSENTIAL TO ENSURE YOUR CHILD’S ATTENDANCE.

Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au 12373234-KC5-18

GOVERNMENT SCHOOLS GUIDE

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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. There is a strong and clear message from our local community 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. We believe the best way to do this is use a strengths-based approach to educate students to be curious and powerful learners who have the resilience and grit that allows them to persist in the face of uncertainty and rapid change. We believe that strong relationships matter: Every student must feel they have an advocate in our school and students learn best from teachers they love and respect. We believe that teachers can make a difference. We believe in the importance of safe and predictable structures with shared and consistent expectations for students, teachers and education support staff. That is why we have four different learning programs that focus on each childâ&#x20AC;&#x2122;s strengths; Rowville General Excellence, Rowville Maths and Science Academy, Rowville Institute of the Arts and 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 contribute to an environment in which every

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child can thrive. Connection to a House and a vertical Mentor Group promotes a sense of belonging, participation, school pride and motivation to focus on learning. That is why our teachers design lessons that focus on curiosity, literacy, numeracy, learning confidence and connection to the future. We have 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 (Victorian Certificate of Applied Learning), VET (Vocational Education and Training) and SBAT (School Based Apprenticeships and Traineeships) 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. As students progress through their learning journey, they become better able to regulate their physical well-being, identify and manage their emotions, cultivate resilience and a growth mindset and identify and use character strengths. 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 in action. Book a school tour on 9755 4555. Julie Kennedy Principal

INFORMATION NIGHTS Rowville Institute of the Arts Monday 30th April Rowville Maths & Science Academy Wednesday 2nd May Rowville Sports Academy Monday 7th May Rowville General Excellence Wednesday 9th May

Book a School Tour & see our One Great School in action.

ALL BOOKINGS PHONE 9755 4555 Visit our website rowvillesc.vic.edu.au

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GOVERNMENT SCHOOLS GUIDE

105

dŚŝƐ dŚ ŝƐ ŝƐ ǁŚ ǁŚǇǇ ŽƵ ŽƵƌƌ Ž ŽůůůůĞŐ ĞŐĞĞ Žī ŽīĞƌ ĞƌƐ͗ Ɛ͗

" " !" ŽĨ ǀĂůƵŝ ƵŝŶŐ ĐƌĞĂƟǀŝƚǇ͕ ĐƵƌŝŽƐŝƚǇ ĂŶĚ ĐŽůůĂďŽƌĂƟŽŶ

dŚĞ ^ĞůĞĐƚ ŶƚƌǇ ĐĐĞůĞ ůĞƌĂƚĞĚ >ĞĂƌŶŝŶŐ ;^ >Ϳ WƌŽŐƌĂŵ ĨŽƌ ĂĐ ĂĐĂĚĞŵŝĐĂůůǇ ŐŝŌĞĚ students in two streams Maths/Science and English/Humanities Award winning teaching and learning spaces ĨŽĐƵƐ ŽŶ ^d D ƐƵďũĞĐƚƐ͗ ^ĐŝĞŶĐĞ͕ A focus on STEAM subjects: Science, dĞĐŚŶŽůŽŐǇ͕ ŶŐŝŶĞĞƌŝŶŐ͕ dŚĞ ƌƚƐ ĂŶĚ Technology, Engineering, The Arts and DĂƚŚĞŵĂƟĐƐ Mathematics ďƌŽĂĚ ƌĂŶŐĞ ŽĨ ĂĐĂĚĞŵŝĐ͕ ĂƌƟƐƟĐ͕ A broad range of academic, artistic, ƐƉŽƌƟŶŐ ĂŶĚ ǀŽĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ sporting and vocational programs Ŷ ĞǆƚĞŶƐŝǀĞ ĐŽͲĐƵƌƌŝĐƵůĂƌ ƉƌŽŐƌĂŵ

tĞ ďĞůŝĞǀĞ ƚŚĂƚ ĞǀĞƌǇ ƐƚƵĚ ƵĚĞŶƚ͕ ǁŚĂƚĞǀĞƌ ƚŚĞŝƌ ĂƐƉŝƌĂƟŽŶƐ ĂŶĚ ƐŬŝůůƐ͕ ŵ ŵƵƐƚ ďĞ ƉƌŽǀŝĚĞĚ ǁŝƚŚ ƚŚĞ ŐƌĞĂƚĞƐƚ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ƉƉŽƌƚƵŶŝƚǇ ƚŽ ĂĐĂĚĞŵŝĐ ƐƵĐĐĞƐƐ͘

An extensive co-curricular program

tĞ ĂƌĞ ǀĞƌǇ ƉƌŽƵĚ ŽĨ ǁŚĂƚ ǁĞ ĂƌĞ ĂĐŚŝĞǀŝŶŐ Ăƚ ŽƵƌ ŐƌĞĂƚ ƐĐŚŽŽů ĂŶĚ ŝŶǀŝƚĞ ǇŽƵ ƚŽ ĂƌƌĂŶŐĞ Ă ƚŽƵƌ Ăƚ ǇŽƵƌ ĐŽŶǀĞŶŝĞŶĐĞ͘ WůĞĂƐĞ ĂůƐŽ ũŽŝŶ ƵƐ Ăƚ ŽƵƌ KƉĞŶ EŝŐŚƚ ŽŶ dŚƵƌƐĚĂǇ ϮϮŶĚ DĂƌĐŚ͕ ϳƉŵ Ăƚ ůƵī ZŽĂĚ ʹ / ůŽŽŬ ĨŽƌǁĂƌĚ ƚŽ ƐĞĞŝŶŐ ǇŽƵ ƚŚĞƌĞ͘ # ! ʹ ŽůůĞŐĞ WƌŝŶĐŝƉĂů

PATHWAYS TO SUCCESS

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SANDRINGHAM COLLEGE SEAL M EXA TH AY 24

TUESD 2018 APRIL

For Years 7-12 in 2019

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Book a daytime tour to see our classes in action PHONE: (03)

8599 0500

WEB: www.sandringhamsc.vic.edu.au

PATHWAYS TO SUCCESS

Scoresby Secondary College Come and see our great school for yourself Our college has been transformed over the past two years with a new culture, curriculum and many new staff. We focus on excellence and enabling every child to reach their best. We believe that 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 our world. Our college is growing, but class sizes are small and there is a very personal approach to each child’s learning. It is an exciting time of growth and change for our school and there are many more exciting initiatives planned. Our Student and Staff Achievements over the past two years ■ Nationally recognised for the highest gains in literacy ■

Student selection for the National Science Olympiad

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University of Melbourne Kwong Lee Dow Scholarships

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Top study scores in Physics, Specialist Mathematics, Legal Studies, Mathematics Methods and VET Music

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100% of students completing VCE

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100% of students applying for tertiary studies offered round one offers

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Establishment of authentic business and industry partnerships for music, STEM and with Rotary Club of Knox

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Victorian Student Representative Council Teach the Teacher Program

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Victorian Biodiversity Award presented to our Victorian Certificate of Applied Learning (VCAL) students

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Lead school for the Respectful Relationships Education Program

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Victorian Athletics Champion for Athletics For further information, tours or scholarship information

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contact: Scoresby Secondary College, 9765 4100 – www.scoresbysc.vic.edu.au Student Leadership Scoresby Secondary College is proud of the large number of students who are able to participate in the student leadership program and contribute to our school to make it what it is today. A key component of our student leadership programs is ‘student voice’. Student voice brings students and teachers together to explore ways to enhance student wellbeing and engagement with the curriculum through improvements to the school environment. At Scoresby we recognise that students are at the centre of education. The appointment of a Principal’s Student Advisory Team and student representation on College Council is not only seen as an opportunity for authentic student voice, it is also seen as imperative for their future employment in a globally competitive workforce. Teach the Teacher Program Student leaders have been leading a Teach the Teacher program which has recently been launched on the VicSRC Website http://teachtheteacher.org.au/. The program offers another perspective to the classroom and enables students to be involved in important discussions about learning and teaching. By providing the space to create positive change in school communities, students and teachers are engaged in conversations and can work together towards solutions. The introduction of the Teach the Teacher Program highlights that Scoresby recognises that students have a unique perspective. They are the ones sitting in the classroom every day and have ideas about what works and ways to improve teaching and learning, to make education even better. The program which was introduced last year has supported the development of stronger and more effective student-teacher relationships and is leading to high quality practice evidenced by the improvements in teaching and learning processes. This is accompanied by improved student outcomes.

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Open Day

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The benefits of P-12 & K-12 Colleges THE development of P-12 schools within Victoria has been steady across the three education sectors over the past twenty years. There are at least 192 schools that provide both primary and secondary education. This comprises 51 government schools, 12 Catholic schools, and 129 independent schools. Some of these schools are also pre-school linked, enabling a K-12 model. As well, there in growing interest in the potential of P-12 schooling and K-12 models to provide a continuous, connected and personalised learning experience for children and young people. Further, many schools that are not P-12 schools per se have worked in clusters and networks to blend primary and secondary school cultures and types of teaching and learning. A mix of three or four feeder primary schools and one or two secondary schools is at the core of 21st century learning communities. There is also a long and rich history of teachers from primary and secondary schools working in teams to improve middle years learning and transitions from primary to secondary schools. Key questions Yet more needs to be known about three key questions: 1. What really is P-12 schooling (as distinct from the co-location of a primary and secondary

school on the one site)? 2. What is the potential of P-12 schooling to significantly improve learning outcomes for students? 3. What is the relevance of P-12 schooling for all schools? The Country Education Project and a group of P-12 school principals thus decided that the time was right for research into current and potential practice with P-12 schooling. A research project was developed, which was funded by the then Department of Education and Training. Over fifty Victorian P-12 schools were surveyed as part of the research project. Key findings The main findings of the P-12 education research project are: â&#x20AC;˘ A more unified P-12 approach to teaching, learning, and curricula and a common educational language are needed, but it will take a significant policy and operational shift and system leadership to create a unified P-12 pedagogy, culture and curriculum â&#x20AC;˘ The research literature and the potential to be found in existing P-12 schools suggest that this educational policy and operational shift could significantly improve learning outcomes for all students and reduce the achievement gap. Continued on page 130

Photo courtesy of Boronia K-12 College.

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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

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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

School Tours arranged by appointment Contact

5973 1000

3OMERVILLE 3ECONDARY #OLLEGE 'RAF 2OAD 3OMERVILLE 6IC GOVERNMENT SCHOOLS GUIDE

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Why South Oakleigh College? High Expectations. Respect. Responsibility. Resilience. Teamwork. All students have individual talents and need a broad range of opportunities to excel. At South Oakleigh College our students are supported to achieve their personal best so they become enthusiastic, life-long learners.

Our opportunities for students include: • Accelerated classes • Opportunity to participate in University Extension Programs • Science Enrichment Programs including: International Physics Master Class, ‘Scientist in Residence Program’, access to the University of Melbourne and Monash University SEAMS Program • Online learning opportunities • Implementation of STEM (Science, Technology, Engineering and Mathematics) in Curriculum • Well established LOTE programs in Modern Greek and Japanese • Study Skills and Exam Preparation for Middle School /Senior School • Global Citizenship Community Programs • SOC TV Studio Broadcast Panel • Student Leadership • Access to the College’s state of the art Fitness Centre • Access to the latest technology including Laser Cutting, 3D Printer and high resolution multi-format wide printers • Extra-curricular programs in Performing Arts, Coding, Robotics, Debating, Chess, and Fitness • Comprehensive Sports program • Online communication with parents enabling them to access learning tasks and monitor academic progress • Literacy and numeracy support across the curriculum. “I encourage you to become part of a vibrant learning community where we all work together to support our children to achieve their best”. Andrew Robinson, Parent

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Sunbury Downs College MY name is Maria Oddo and as the Principal I am proud to have members of our community meet with me and join me on a tour to experience all that we have to offer. My work at the school started as the Assistant Principal Later Years in 2012 where I led and worked on VCE results and establishing a strong data focus for teachers to drive improvements in the classroom. I was appointed as the Principal in 2015 and have thoroughly enjoyed working with our community to engage in promoting academic and pathway success for our students. Our school is a Year 7 to 12 co-educational Secondary College situated in the regional town of Sunbury. It is a growing co-educational secondary College with student enrolment numbers around 800. The College offers the very best in teaching and learning as highly capable and professional teachers and education support staff support students to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/ Technology, Performing Arts, Physical Education/Health and Languages (Italian). We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program. The College is the only secondary school in the area that offers an Accelerated Curriculum & Enrichment (ACE) program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE program is a select entry course with enrolment from the feeder primary schools. SDC offers a wide range of extra-curricular activities and an inter-school sporting program. There are year level and

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specialised camps and excursions, including an overseas Italian Study Tour. The College has a well-established student leadership program and also a house system with whole school carnivals for Athletics and Swimming. SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom. The College has outstanding modern facilities that support students to learn and be educationally challenged. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site Art â&#x20AC;&#x201C; Design â&#x20AC;&#x201C; Technology Exhibition space, enabling the display of high quality exemplary student work. Our College is proud to be in partnership with its community and organisations so as to offer and provide the very best for our students. Some of these partnerships include our feeder schools, local businesses and many universities including Melbourne University. In more recent times corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community. I recommend you contact the school to attain a prospectus and I look forward to you joining me on a tour with the prospect of you joining this community ~ the Sunbury Downs Community. Regards Maria Oddo PRINCIPAL

Sunbury Downs College AY ĎŽĎŹĎĎ´ M D N 2 Y TUESDA t h ig N y r e ov

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x Accelerated Curriculum & Enrichment (ACE) program x Firm and fair discipline x A comprehensive extra curricular program including performance and sport x Student scholarships, leadership and recogniĆ&#x;on opportuniĆ&#x;es

College Tours Book a tour by appointment with our Principal, Maria Oddo. Meet our teachers and students Learn about our excellent approach to teaching & learning Explore our outstanding faciliĆ&#x;es See classes in acĆ&#x;on Experience our college culture

For more informaĆ&#x;on telephone the Principalâ&#x20AC;&#x2122;s PA on 9744 0500 A co-educational school based on traditional values, passionate teaching with innovative ideas for stimulating learning.

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Taylors Lakes Secondary College TAYLORS Lakes Secondary College is a single campus, co-educational 7 to 12 Leading School in the Western Suburbs of Melbourne. From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education. We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported. This is underpinned by a strong code of conduct, compulsory uniform and high expectations. A positive and responsible approach to education fosters values of trust, tolerance and respect for others. The structure of the college is based on a Middle School (Years 7 - 9) and Senior School (Years 10 - 12). All students in the middle years of schooling undertake all subjects across all domains. There is also literacy and numeracy support programs offered in the middle years, enhancement programs, including the LEAP Program, and a new Soccer Academy within

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From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education. Health and Physical Education. Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few years to support the development of a challenging, innovative and enriched curriculum at each level. Within every classroom, we provide every child, every opportunity to succeed. With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high. We are very proud of our students and their results.

REWARD YOUR CHILD’S EDUCATION WITH AN OUTSTANDING SECONDARY COLLEGE

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Students At Taylors Lakes Secondary College Experience: UÊ «Ài i Ã ÛiÊ6 ]6 /Ê> `Ê6 Ê«À }À> Ã° UÊ Ê > i } }]Ê>V>ì VÊ> `Ê` ÛiÀÃiÊVÕÀÀ VÕ Õ ]ÊV>ÌiÀ }Êv ÀÊ ` Û `Õ> ÊÊ Ê ÃÌÕì ÌÊ ii`Ã° UÊ/ iÊ «« ÀÌÕ ÌÞÊÌ ÊÌ> iÊ«>ÀÌÊ Ê> Ê VVi iÀ>Ìi`Ê6 ÊÃÌÕ` iÃÊ«À }À> ° UÊ Ê iÜÊ "9 Ê i>À }Ê ÌiL Ê«À }À> Êv ÀÊ> ÊÃÌÕì ÌÃ° UÊ ÊÃÕ«« ÀÌ ÛiÊ >ÀiiÀÃÊ> `Ê6 V>Ì > Ê `ÕV>Ì Ê«À }À> ]Ê V Õ` }ÊÌ iÊÊ Ê « >Vi i ÌÊ vÊ> ÊÃÌÕì ÌÃÊ ÊÌiÀÌ >ÀÞÊ ÀÊi « Þ i ÌÊ« Ã Ì Ã° UÊ ÝÌi Ã ÛiÊ ÕÀÀ VÕ >ÀÊ«À }À> Ã° PARENTS UÊ «À Ûi`Ê>VViÃÃÊÌ Ê«ÕL VÊÌÀ> Ã« ÀÌ°

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Victoria University Secondary College VICTORIA University Secondary College is a coeducational state Year 7-12 college with three campuses. Our vision inspires students to ‘Create the Future’ and we offer a high quality education that provides for all students’ interests and abilities. Our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at VUSC. At VUSC we believe all students can succeed with effort and persistence. We teach our students to aim for excellence in all that they do. Our teaching and learning framework is based on a synthesis of recent educational research. Enacting this research in the classroom leads to high quality instruction that is reliably delivered throughout the school. Our evidence based teaching practices and strategies establish safe, purposeful and inclusive classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students. Our vision is future focused and empowering. Making connections, critical thinking and learning collaboratively are recognised at VUSC as important to the development of a learning community. We value our community - at school and more broadly. Students are expected to contribute to making the community better in whatever way they can. To help them develop a global understanding, we have implemented an international education focus by creating connections with China, including a sister school relationship. Students have travelled to China each year for the last five years as part of the Victorian Young Leaders to China program. Again in 2018, another group of students will have the opportunity to study in China and visit our sister school in Jiangsu. The college is intensely proud of our Advancement Via Individual Determination (AVID) specialist study and organisation skills

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program which prepares students for VCE, tertiary education and the workforce. Our partnerships with Beacon, Victoria University and the Australian Business and Community Network continue to offer increasing opportunities for students including gaining scholarships and being mentored by business professionals. It is pleasing to see that last year 99% of our students received an offer at either university or TAFE. Our graduating students study degrees in Accounting, Law, Business/Marketing, Engineering, Education, Science, Media/Music and Nursing/Midwifery to name a few. However our focus begins in Year 7. From day one, we will teach your child how to aspire and succeed. Our Music and Performing Arts program, STEM curriculum with Robotics, ICT and computer coding, Sports and Rugby League Academy, Debating and School Leadership programs add to the many opportunities available at VUSC. Our Music and Concert Band program and theatre productions support talented musicians, actors and singers. Our unique TEAM 9 program combines personal development and hands-on learning experiences for our Year 9 students, developing resilience, social skills and teamwork. Our interschool sports program is comprehensive and our Rugby League Academy has seen enormous success in Victoria and currently competes in the Tier 1 Schoolboys Australia-wide competition. We are one of only two schools in Victoria to achieve this honour. We invite you to join our exciting community at VUSC. We undertake to give our utmost to provide our students with the skills and knowledge they need to reach their goals. Please contact us to arrange a tour and see our classes in action. We look forward to seeing you. Genevieve Simson Principal

Victoria University Secondary College Create The Future Victoria University Secondary College is a state co-educational Year 7-12 college HJYVZZ [OYLL JHTW\ZLZ 6\Y Z[HÉ&#x2C6; HUK Z[\KLU[Z Z[YP]L [V SP]L I` [OL *VSSLNLÂ»Z ]HS\LZ! HZWPYL [V HJOPL]L ^VYR [V Z[YLUN[OLU UV[ VUS` V\Y JVTT\UP[` I\[ SVJHS HUK NSVIHS JVTT\UP[PLZ HUK ZOV^ YLZWLJ[ MVY V\YZLS]LZ HUK V[OLYZ

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Wantirna College WANTIRNA College holds the development of the whole child at the centre of its philosophy of education. To develop one aspect of the emerging young adult without the others would be to miss an opportunity to enrich the full lives of our students. We aim to inspire children’s curiosity, creativity, imagination, compassion, selfknowledge, social skills and emotional health through the wide range of programs we offer. 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. We gather data about individual’s academic achievement so we can put in place supportive, challenging and extending programs from early on. Our highly knowledgeable and experienced teaching staff tailor the learning activities to extend each child from their point of need and at the same time create a culture of high expectations to inspire 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 the middle years is deliberately broad, ensuring each child can find and explore their areas of passion whilst we simultaneously expose them 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. We support students in choosing the right subjects throughout their years in the College so

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they gradually piece together the knowledge, skills and behaviours that will lead to career success. The pathway to that success beyond the College is through University, TAFE and apprenticeships. Student growth all happens within an atmosphere, which aims to develop broader knowledge, and values. We extend involvement in the arts from the core curriculum through to music, singing, performance and dance. Our adventure camps: bike riding, canoeing, horse riding and rock climbing, nurture an appreciation of the outdoors backed up by the development of a theoretical understanding of sustainability through our links with the Knox Innovation, Opportunity and Sustainability Centre (KIOSC). The mindset that fosters guided risk taking is cultivated though involvement in team sport, where it is equally important to learn how to win graciously as it is to react positively to losing. Our student leadership opportunities promotes a sense of social justice and thinking of others as students fundraise and support a range of charities and community organisations. 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

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tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌǇ ŽůůĞŐĞ /ŶƚĞƌŶĂƟŽŶĂů ĂĐĐĂůĂƵƌĞĂƚĞ ŝƉůŽŵĂ WƌŽŐƌĂŵ

dŚĞ ŽůůĞŐĞ ŝƐ ĐŽŵŵŝƩĞĚ ƚŽ Ă ŐůŽďĂů ƉĞƌƐƉĞĐƟǀĞ ĂƐ ĞǆĞŵƉůŝĮĞĚ ďǇ ŝƚƐ ĂĐĐƌĞĚŝƚĂƟŽŶ ǁŝƚŚ ƚŚĞ ŽƵŶĐŝů ŽĨ /ŶƚĞƌŶĂƟŽŶĂů ^ĐŚŽŽůƐ ; /^Ϳ ĂŶĚ ŝƐ ƉƌŽƵĚ ƚŚĂƚ ƐŝŶĐĞ ϮϬϭϯ ŽƵƌ ƐƚƵĚĞŶƚƐ ĂƌĞ ƚŚĞ ĮƌƐƚ ŝŶ Ă sŝĐƚŽƌŝĂŶ 'ŽǀĞƌŶŵĞŶƚ ƐĐŚŽŽů ƚŽ ŚĂǀĞ ƚŚĞ ĐŚŽŝĐĞ ŽĨ ƚŚĞ /ŶƚĞƌŶĂƟŽŶĂů ĂĐĐĂůĂƵƌĞĂƚĞ ŝƉůŽŵĂ WƌŽŐƌĂŵ͘ dŚĞ / ŽīĞƌƐ ĂŶ ĂůƚĞƌŶĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚǇůĞ ĂŶĚ Ă ƋƵĂůŝĮĐĂƟŽŶ ǁŚŝĐŚ ŝƐ ƌĞĐŽŐŶŝƐĞĚ ĨŽƌ hŶŝǀĞƌƐŝƚǇ ĞŶƚƌĂŶĐĞ ĂƌŽƵŶĚ ƚŚĞ ǁŽƌůĚ͘ KƵƌ ƐƚƵĚĞŶƚƐ ƐĞůĞĐƚ ƚŚĞ ƐĞŶŝŽƌ ƉƌŽŐƌĂŵ ;s Žƌ / Ϳ ǁŚŝĐŚ ďĞƐƚ ƐƵŝƚƐ ƚŚĞŝƌ ŝŶĚŝǀŝĚƵĂů ŝŶƚĞƌĞƐƚƐ ĂŶĚ ůĞĂƌŶŝŶŐ ƐƚǇůĞƐ͘

ŽŵƉůĞƟŽŶ ŽĨ ƚŚĞ / ŝƉůŽŵĂ ŝŶ zĞĂƌ ϭϮ ŝƐ Ă ͚ƐƚƌŽŶŐ ƉƌĞĚŝĐƚŽƌ ŽĨ ƐƵĐĐĞƐƐ ŝŶ ƵŶŝǀĞƌƐŝƚǇ͛͘ zĞĂƌ ϵ ĂŶĚ zĞĂƌ ϭϬ ƐƚƵĚĞŶƚƐ ĂŶĚ ŝŶƚĞƌĞƐƚĞĚ ƉĂƌĞŶƚƐ ĂƌĞ ŝŶǀŝƚĞĚ ƚŽ ŽƵƌ ĂŶŶƵĂů / W /ŶĨŽƌŵĂƟŽŶ ǀĞŶŝŶŐ͘ ŽŵĞ ĂůŽŶŐ ĂŶĚ ŵĞĞƚ ŽƵƌ ƐƉĞĐŝĂů ŐƵĞƐƚ ƐƉĞĂŬĞƌ ƌ DĂƌĐŝĂ ĞŚƌĞŶďƌƵĐŚ ; ŽŶƐƵůƚĂŶƚ͗ ZĞƐŚĂƉŝŶŐ ^ĐŚŽŽůƐͿ͘ dŚĞ ƵƐƚƌĂůŝĂŶ ŽƵŶĐŝů ĨŽƌ ĚƵĐĂƟŽŶĂů ZĞƐĞĂƌĐŚ ; ZͿ ƐƚĂƚĞƐ ƚŚĞ ĞǆƉŽƐƵƌĞ ŽĨ ƐƚƵĚǇŝŶŐ ŐƌĞĂƚĞƌ ďƌĞĂĚƚŚ ĂŶĚ ĚĞƉƚŚ ŝŶ ƚŚĞ / W Ăƚ ƐĞĐŽŶĚĂƌǇ ƐĐŚŽŽů ͚ĞŶŚĂŶĐĞĚ ƵŶŝǀĞƌƐŝƚǇ ƐƚƵĚĞŶƚƐ͛ ĂĐĂĚĞŵŝĐ ĐŽŵƉĞƚĞŶĐĞ ĂŶĚ ĐĂƉĂďŝůŝƚǇ͛͘

WůĞĂƐĞ ũŽŝŶ ƵƐ ŽŶ tĞĚŶĞƐĚĂǇ͕ ϮŶĚ DĂǇ͕ ϮϬϭϴ ŽŽƌƐ ŽƉĞŶ Ăƚ ϲ͗ϯϬƉŵ ĨŽƌ Ă ϳ͗ϬϬƉŵ ƐƚĂƌƚ 12382902-CB16-18

tĞƌƌŝďĞĞ ^ĞĐŽŶĚĂƌǇ ŽůůĞŐĞ ŝƐ ĂŶ ŝŶŶŽǀĂƟǀĞ zĞĂƌ ϳ ƚŽ ϭϮ ƐĐŚŽŽů ǁŝƚŚ ƚƌĂĚŝƟŽŶĂů ǀĂůƵĞƐ ĂŶĚ Ă ƌĞƉƵƚĂƟŽŶ ĨŽƌ ĂĐĂĚĞŵŝĐ ĞǆĐĞůůĞŶĐĞ͘

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Westall Secondary College AT WESTALL Secondary College our philosophy is based on meeting the needs and wants of our students and we endeavour to find the perfect balance between the explicit teaching of key kills and giving the students the opportunity to follow their passions. This sounds like an obvious concept, but what does it mean at Westall? Personalised Learning We meet the needs of students by ensuring the learning is at the appropriate level for every student in every subject. Students are engaged in literacy and numeracy in a challenging manner to ensure that they are in their ‘wobble zone’. Wellbeing Our school values around ‘CARE’ are visible in everything we do and we want every student to be the best version of themselves. We have a calm, supportive environment at Westall and this calmness provides an amazing setting to complete your secondary education. Pathways We know that we only have the students for a short time so everything we do is focussed on preparing them for future success. The programs we offer are personalised and give students the opportunity to learn skills that can be transferred into all walks of life.

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Literacy Literacy is the number one focus of our College. We believe that ALL students should reach their optimum level of literacy by Year 10 so that they will are well prepared for their desired pathway, be it VCE, VCAL or the workforce. Our explicit, targeted teaching of key literacy skills across all subjects enable our students to grasp concepts and ideas more successfully. Numeracy and STEM Numeracy is our other major building block for learning. We have trained STEM staff, a partnership with Deakin University and a new STEM program available at all year levels. Aim High The Aim High program is an opportunity for students working at/or above the expected level, in one or more subjects, to be extended and challenged. Students are selected into this program based on NAPLAN, Grade 6 Reports and evidence of a high level of effort. Aim High is an extension and advancement program for all students, in every classroom. iCreate We are proud to offer iCreate, a unique, elective based program where the classes are made of students from a range of age groups. This provides a great opportunity for students to integrate more fully into the Westall Learning Community. VCE and VCAL Results We have won a number of state-wide VCAL awards in recent years and in 2017, our VCE Dux scored 98.

OPEN NIGHT TUESDAY 1ST MAY 2018 AT 6.30PM

s 7ESTALL 3ECONDARY #OLLEGE IS COMMITTED TO INDIVIDUAL STUDENT ACHIEVEMENT AND EXCELLENCE s #ONTACT THE #OLLEGE TO ORGANISE A TOUR OF OUR FANTASTIC CAMPUS AND FACILITIES College tours: Tuesday 1 May 2018 at 9.30, 10.30, 11.30 2OSEBANK !VE #LAYTON 3OUTH 6)#

9546 3233 INFO

WESTALLSC VIC EDU AU FACEBOOK COM WESTALLSECONDARY #RICOS 0ROVIDER #ODE

,EARN THE 7ESTALL 7AY

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Wheelers Hill Secondary College WHEELERS Hill Secondary College has a fine tradition of academic excellence, a breadth of programs and opportunities, outstanding facilities and a vibrant community of parents, students and teachers who are committed to the best possible outcomes for all. Our motto, 'Be The Best That You Can Be', encourages members of our College Community to achieve their full potential in all of their endeavours. Our Vision: “As a school that values respect, excellence and creativity, Wheelers Hill Secondary College strives to develop students capable of being global citizens ready to embrace the future. We encourage members of our College Community to be ‘the best that they can be’ in all of their endeavours”. Our Values: Respect – we promote respectful, inclusive and positive relationships. Our students and staff act with integrity and value diversity. Excellence – we provide opportunities to demonstrate excellence in all areas of learning and teaching by adopting a focused and committed approach. Creativity – we have developed a creative approach to learning and teaching. Our student and staff are encouraged to seek innovative solutions to problems. We pride ourselves on providing learning opportunities to our students in the following areas: ■ Academic Excellence across all learning domains ■ Sport ■ Performing Arts ■ Student Leadership and our Community Wheelers Hill Secondary College is built on positive relationships. We provide an educational experience that is accessible, meaningful and relevant. We have some significant partnerships with key groups such as the Monash Technical Schools Initiative (developing 21st Century capabilities), Rotary, the Lions Club and Nadrasca. We are focussed on maximising our student outcomes. We have high expectations for student attendance and effort. We seek the support of all families to provide maximum encouragement and support for their students. We get strong student results in all areas including the VCE. We offer core and extra-curricula programs at all

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Aaron Smith - College Principal levels, directed towards academic success, student wellbeing and positive pathways. From sports, music, debating and SRC to camps, international tours and challenge programs, we provide opportunities for a huge range of student interests and learning styles. Our innovative Extension and Enrichment program has a particular focus on extending Literacy and Numeracy competencies to enhance outcomes in all studies and has proven to be very successful. We have a strong Student Leadership Program including 'Student Voice'. We encourage and support our students to develop their confidence and build their skills by responding positively to the many challenges they experience and by contributing to the development of our school and the broader community. I am confident that we offer outstanding educational opportunities. I encourage you to visit our College, seek further information if required or tour the school. I am certain you will be impressed by what we have to offer at our school. School Tours are welcomed – please call 9561 5811 College Open Night – Thursday 3rd May, 2018 (6:00pm at the College)

WHEELERS HILL SECONDARY COLLEGE OPEN NIGHT Thursday May 3rd 2018 commencing at 6.00pm in the Gymnasium Exciting Academic, Sport, Performing Arts and Student Leadership Programs provided Extensive ICT Program and Extension and Enrichment Programs also available

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“We are Preparing our Students for the Future” 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 {GOVERNMENT SCHOOLS GUIDE}

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William Ruthven Secondary College WILLIAM Ruthven Secondary College is a single campus 7-12 co-educational Secondary School serving the northern metropolitan Melbourne communities. Our College values are Leadership, Excellence, Achievement, Respect and Now. Our vision for the college is to provide robust and diverse educational opportunities for the young people in our care to enhance their life choices. This vision is underpinned by the key values of the college, and are embedded in our core promise. The College has recently involved our students in the development of our curriculum in Years 9 and 10 with a strong emphasis on creating 21st Century Learners based on the following skills: collaboration, self-regulation, knowledge construction and innovation with a strong focus on developing and enhancing the use of technology. At William Ruthven Secondary College community engagement is pivotal to our learning model and we offer students ongoing opportunities through our links with La Trobe University, RMIT University, Sutton Tools, Northern Local Learning and Employment Network and other local business connections. At William Ruthven Secondary College, we offer our students a range of opportunities to enhance and enrich their education, through a variety of programs to help them discover their passion for learning. These include: ■ Scholarships for student excellence ■ Student voice and agency around co-curriculum development

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We offer students ongoing opportunities through our links with La Trobe University, RMIT University, Sutton Tools, Northern Local Learning and Employment Network and local learning networks. Student and Environmental Leadership Sport ■ Performing Arts ■ Music program ■ Camps and Excursions to support holistic student development ■ Wellbeing and Transition programs ■ Inquiry based learning ■ Literacy and Numeracy Intervention ■ Learning Enrichment Advancement Program (LEAP) for Year 7-9 students For further information or to organise a personal tour of the College please do not hesitate to contact the Assistant Principal Andrew Elborough on 94622177 or e-mail elborough.andrew.a@williamruthvensc.vic.edu.au ■ ■

WILLIAM RUTHVEN SECONDARY COLLEGE Information Evening Date:

23rd of April

Time: 6:30pm Where: The Learning Centre William Ruthven Secondary College

Please contact the ofďŹ ce on 94622177 to arrange a suitable time and day to tour the College with our Assistant Principal Andrew Elborough.

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60 Merrilands Rd, Reservoir www.williamruthvensc.vic.edu.au 9462 2177 email: william.ruthven.sc@edumail.vic.gov.au

From page 110 A key distinction The project made a distinction between a P-12 school and P-12 schooling or ‘P-12ness’. A P-12 school is any educational institution governed by a single body, managed by a central administration, and operating under the same name that offers schooling for students from Prep (at least) until the end of year 12. The Country Education Project P-12 research report found: “The data collected about the curriculum offered in P-12 schools suggests that whilst the number of P-12 schools is increasing, the development of a P-12 schooling approach within such schools has not always been the priority. Many P-12 schools have been established for administrative or community reasons, not curricula, pedagogical or teaching and learning reasons”. Many of these P-12 schools went on to develop

extraordinary innovations in P-12 schooling and to develop some degree of curriculum alignment, providing deep insights for all schools. Nonetheless, P-12 schooling is more radical than simply establishing a P-12 school on the one site (as important as this is and notwithstanding the creative work in these schools). It refers to a systemic educational approach that incorporates lifelong learning, a shared pedagogy and curriculum alignment. P-12 schooling is not dependent on a P-12 school per se. It may exist in communities where there is no P-12 school if the schools in that community or cluster integrate their practices and work toward the development of a shared pedagogy and seamless curriculum. Thus, P-12 schooling is relevant to all schools. This issue is pivotal for efforts to improve outcomes. Primary and secondary schools, in isolation from each other, cannot improve student learning outcomes to a significant extent.

Photo courtesy of Charles La Trobe College.

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Wyndham Central College has launched an exclusive STEM

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Locality Guide

WEST, NORTH, NTH WEST & NTH EAST

WEST Copperfield College ...................................................................27 Essendon Keilor College ..............................................42 & 43 Hoppers Crossing Secondary College ............................... ............................................................................60, 61 & back cover Keilor Downs College.................................................... 66 & 67 Rosehill Secondary College ...................................102 & 103 Taylors Lakes Secondary College ....................... 116 & 117 Victoria University Secondary College ............................... ............................................................. Front cover, 2, 3, 118 & 119 Werribee Secondary College ................................ 122 & 123 Wyndham Central College...................................................131 NORTH John Fawkner College................................................... 62 & 63 NORTH EAST Charles La Trobe Secondary College ...................22 & 23 Craigieburn Secondary College...............................28 & 29 Greensborough College ................................................50 & 51 Mill Park Secondary College .....................................84 & 85 William Ruthven Secondary College............... 128 & 129 NORTH WEST Bundoora Secondary College ..............................14, 16 & 17 Sunbury Downs College ........................................... 114 & 115 GIRLS COLLEGES Canterbury Girls’ Secondary College ................................... Gilmore College for Girls ............................................................. Melbourne Girls College ..............................................................

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Mentone Girls’ Secondary College ........................82 & 83 Pascoe Vale Girls College ............................................................ The Mac.Robertson Girl’s High School...............78 & 79 Why Choose a Girls school? .................................................56 K & P-12 COLLEGES Bayside P-12 College ....................................................................... Boronia K-12 College ........................................................12 & 13 Carwatha College .............................................................................. Charles La Trobe College ............................................22 & 23 Collingwood College ...................................................................... Hazel Glen College .......................................................................... Laverton P-12 College ..................................................................... Manor Lakes P-12 College ........................................................... Mernda Central P-12 College ..................................................... Narre Warren P-12 College .......................................................... The Grange P-12 College.............................................................. The Benefits of P-12 & K-12 Colleges................ 110 & 130 TECH SCHOOLS Ballarat Tech School........................................................................ Banyule & Nillumbik Tech School.......................................... Bendigo Tech School ...................................................................... Casey Tech School............................................................................ Geelong Tech School ...................................................................... Gippsland Tech School.................................................................. Monash Tech School ....................................................................... Whittlesea Tech School................................................................. Wyndham Tech School.................................................................. Yarra Ranges Tech SchooL .........................................................

Locality Guide

EAST, STH EAST, OUTER EAST & BAYSIDE

EAST

BAYSIDE

Ashwood High School ................................................................ 5

Dromana College ............................................................. 38 & 39

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

Mentone Girls’ Secondary College ........................82 & 83

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

Monterey Secondary College ....................................86 & 87

Boronia K-12 College ........................................................12 & 13

Mordialloc College ...........................................................88 & 89

Camberwell High School ..............................................18 & 19

Rosebud Secondary College..................................100 & 101

Fairhills High School ......................................................46 & 47

Sandringham College................................................106 & 107

Forest Hill College........................................................... 48 & 49

Somerville Secondary College ........................................... 111

Heathmont College.....................................................................57

OUTER EAST

Highvale Secondary College ................................................59

Emerald Secondary College .......................................40 & 41

Kew High School .............................................................. 68 & 69

Healesville High School ...............................................52 & 53

Koonung Secondary College ..................................... 72 & 73

Lilydale High School........................................................74 & 75

Mulluana College ..............................................................90 & 91 Norwood Secondary College .................................... 94 & 95

MELBOURNE Coburg High School ..................................................................25

SOUTH EAST

Melbourne Basketball Tournament ................................135

Berwick College ..................................................................10 & 11

The Mac.Robertsons Girl’s High School ............78 & 79

Brentwood Secondary College............................................. 15 Carrum Downs Secondary College........................20 & 21 Cranbourne East Secondary College ....................30 & 31 Cranbourne Secondary College ...............................32 & 33 Dandenong High School ..............................................36 & 37 John Monash Science School ................................... 64 & 65 Keysborough College ................................................................ 71 Lyndale Secondary College ........................................ 76 & 77 Lyndhurst Academy ...................................................................70 Melbourne Polish School .............................................80 & 81 Noble Park Secondary College ................................ 92 & 93

SENIOR SECONDARY COLLEGE John Monash Science School .................................................... Hallam Senior Secondary ............................................................ Swinburne Senior Secondary..................................................... Box Hill Senior Secondary College........................................ Lakeview Senior College .............................................................. Melbourne High School ................................................................ Northland Arts College ................................................................. Point Cook Senior College .......................................................... Tarneit Senior College ................................................................... Western Senior Secondary College .......................................

Nossal High School ........................................................ 96 & 97 Officer Secondary College ......................................... 98 & 99 Rowville Secondary College..................................104 & 105 Scoresby Secondary College .................................108 & 109 South Oakleigh College ............................................ 112 & 113 Wantirna College ..........................................................120 & 121 Westall Secondary College .....................................124 & 125 Wheelers Hill Secondary College...................... 126 & 127 GOVERNMENT SCHOOLS GUIDE

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Contents Ashwood High School ........................................................................ 5

Mentone Girls Secondary College .................................82 & 83

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

Mill Park Secondary College .............................................84 & 85

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

Monterey Secondary College ............................................86 & 87

Berwick College ..........................................................................10 & 11

Mordialloc College .................................................................. 88 & 89

Boronia K-12 College ................................................................12 & 13

Mullauna College ..................................................................... 90 & 91

Brentwood Secondary College..................................................... 15

Noble Park Secondary College ........................................ 92 & 93

Bundoora Secondary College ......................................14, 16 & 17

Norwood Secondary College ............................................ 94 & 95

Camberwell High School ..................................................... 18 & 19

Nossal High School ................................................................ 96 & 97

Carrum Downs Secondary College................................20 & 21

Officer Secondary College ................................................. 98 & 99

Charles La Trobe College ....................................................22 & 23

Rosebud Secondary College..........................................100 & 101

Coburg High School ..........................................................................25

Rosehill Secondary College ...........................................102 & 103

Copperfield College ...........................................................................27

Rowville Secondary College..........................................104 & 105

Craigieburn Secondary College.......................................28 & 29

Sandringham College........................................................106 & 107

Cranbourne East Secondary College ............................30 & 31

Scoresby Secondary College .........................................108 & 109

Cranbourne Secondary College .......................................32 & 33

Somerville Secondary College ................................................... 111

Dandenong High School ......................................................36 & 37

South Oakleigh College .................................................... 112 & 113

Dromana College ..................................................................... 38 & 39

Sunbury Downs College ................................................... 114 & 115

Emerald Secondary College ...............................................40 & 41

Taylors Lakes Secondary College ............................... 116 & 117

Esssendon Keilor College ....................................................42 & 43

The Mac.Robertson Girls’ High School.......................78 & 79

Fairhills High School ..............................................................46 & 47

Vic Schools Website ...........................................................................58

Forest Hill College................................................................... 48 & 49 Greensborough College ........................................................50 & 51

Victoria University Secondary College ....................................... .................................................................... Front Cover, 2, 3, 118 & 119

Healesville High School .......................................................52 & 53

Wantirna College ..................................................................120 & 121

Heathmont College.............................................................................57

Werribee Secondary College ........................................ 122 & 123

Highvale Secondary College .......................................................59

Westall Secondary College ............................................ 124 & 125

Hoppers Crossing Secondary College......................................... .................................................................................. 60, 61 & Back Cover

Wheelers Hill Secondary College.............................. 126 & 127

John Fawkner College........................................................... 62 & 63 John Monash Science School ........................................... 64 & 65

William Ruthven Secondary College....................... 128 & 129 Wyndham Central College...........................................................131

Keilor Downs College............................................................ 66 & 67

EDITORIALS

Kew High School ...................................................................... 68 & 69

STEM Program...............................................................................4

Keysborough College ........................................................................ 71

School Enrolment Zones............................................... 24 & 26

Koonung Secondary College ............................................. 72 & 73

Grossek’s View .................................................................. 34 & 35

Lilydale High School................................................................74 & 75

Sport & Your Child........................................................... 44 & 45

Locality Listing ...................................................................... 132 & 133

Health & Wellbeing At Secondary School ..............54 & 55

Lyndale Secondary College ................................................ 76 & 77

Why Choose a Girls’ School? ................................................ 56

Lyndhurst Academy ...........................................................................70

Melbourne Polish School ...............................................80 & 81

Melbourne Tournament .................................................................135

Benefits of P-12 & K-12 Colleges ............................ 110 & 130

Next edition: April 2019 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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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 '

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Entries closing date: 20th June 2018 GOVERNMENT SCHOOLS GUIDE

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

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