Geelong Education Guide 2019

ISSUE 13 • 2019

GEELONG EDUCATION

Melbourne Basketball Tournament page 46 Photo provided with the compliments of Lara Secondary College.

For further information refer to pages 2, 3, 32 & 33.

Lara Secondary College NEW Principal of Lara Secondary College Mr. Wayne Terrill is certainly making a positive difference to the academic culture at Lara Secondary College.

Mr. Terrill was appointed to Lara Secondary College in Term 2 2018 as an Executive Principal and has been given the responsibility to improve student academic achievement over the next 5 years.

Mr. Terrill achieved high levels of success at his previous school (Hoppers Crossing Secondary College), raising the Year 12 Median VCE Study Score from 22 in 2006 to 28 in 2017 and improving Year 7 - 9 learning growth in Reading and Numeracy to be above state benchmarks.

Since Mr. Terrill was appointed as Principal of Lara Secondary College he has consulted widely with the students, staff and parents connected with the College, to gain an understanding of the overall perception of the College in the community.

“I have been extremely pleased with the level of enthusiasm that exits amongst the staff, students and parents in relation to improving student academic results at Lara Secondary College” Mr. Terrill said. “We have made some significant

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positive changes at the school within a very short period of time and we are now seeing some major benefits developing within the teaching and learning process across Years 7 - 12.”

As a result of the new initiatives that Mr. Terrill has been able to implement in consultation with all staff, the Year 12 Study scores have improved from 2017and the school obtained some really significant learning gains in Reading and Numeracy within the cohort of Year 7 - 9 students.

The strong academic culture being developed at the school, focuses on active learning in the classroom and this has really made a big difference to the beliefs of all students and their future success at school, but more importantly, in their future lives.

Mr. Terrill believes that all students can learn regardless of their personal background and with consistent effort and a strong focus on learning growth rather than achievement, he believes all students will achieve academic success.

Mr. Terrill encourages any parent interested in visiting the College to contact him on 5282 8988 or sign up on our website www.larasc.vic.edu.au for a personal tour.

2019 OPEN DAYS & INFORMATION SESSIONS Wednesday 8th May 2019 Tour: 9.30am & 6.00pm with the Information Session: 7.00pm

2020 Year 7 & 10 Academic Scholarships Lara Secondary College in partnership with the Lara District Community Bank (Bendigo Bank), is pleased to offer highly academic students in Year 7 & Year 10 in 2020, the opportunity to gain an academic scholarship to the value of $1500 over 3 years.

The $1500 scholarship amount may contribute to the annual $420 Essential Education Items cost required at each year level, any school camps, excursions or Textbook requirements.

In order to receive a $1500 Academic Scholarship, students will need to register for the Scholarship Exam (Higher Ability Selection Test – written by the Australian Council of Educational Research) to be held at the following times:

2020 Year 7 Monday 20th May 2019 (9.00am – 12.00pm) (Registrations close 10.00am Friday 10th May) Successful students will be admitted to the 2020 Enrichment Pathway Program with the opportunity to receive a $1,500 scholarship over three years.

2020 Year 10 Thursday 30th May 2019 (9.00am – 12.00pm) (Registrations close 10.00am Thursday 16th May 2019)

Registration is essential.

Please email Kate Ivermee (Enrichment Coordinator) WR UHJLVWHU \RXU FKLOG·V QDPH DQG <HDU /HYHO LQ Ivermee.kate.l@edumail.vic.gov.au

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Successful students will be admitted to our 2020 VCE Access Program with the opportunity to receive a $1,500 scholarship over three years.

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 higher-skilled, 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 international stage. Critically, STEM knowledge and skills are integral to most, if not all, priority sectors.

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Whatever their future careers, a strong base of STEM knowledge and skills will equip all learners to engage in dynamic modern workplaces and society.

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.

Bannockburn P-12 College provides quality educational opportunities for students from Prep up to Year 9 in 2019 in its designated neighbourhood across Golden Plains Shire. Our College community’s vision is to inspire a passion for learning and a commitment to excellence, with express focus on our key values: Curiosity, Achievement, Respect, Empathy.

We acknowledge the benefits of activities beyond the classroom, and include these through an excellent camping program, excursions and incursions associated with subjects, lunchtime clubs and activities, the opportunity to compete in College sporting teams and events throughout the year, and a range of leadership positions and opportunities. We encourage students to get involved and to extend their learning as much as possible. The pursuit of excellence is the shared responsibility of the whole College community. We will provide students with the tools needed for ‘Learning for Life’.

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We have a fantastic contemporary facility with purposefully designed learning spaces, featuring specialist areas including wood, plastics and food technologies, and science labs. Our Learning Communities provide social and emotional wellbeing for individuals, as well as maximising the flexibility and capacity of teachers to meet the educational needs of every child.

The College hosts a number of information evenings throughout the year, the first being the 2020 Year 7 Information Evening on Wednesday, 3 April 2019.

We also welcome tours by appointment throughout the year.

Bannockburn P-12 College 139 Milton Street, Bannockburn, Victoria 3331 Phone: 03 5281 1755 Email: bannockburn.p12@edumail.vic.gov.au Website: http://bannockburnp12.vic.edu.au/ GEELONG EDUCATION

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Grossek’s View Grossek’s view ON REFLECTION “WITH (NAPLAN) scores improving in many testing areas our students are breaking away from the pack and leading the nation across multiple learning areas. This is further proof that the sustained investment from the Labor Government is having an impact. We’ve invested heavily to make Victoria the Education State and these results show it’s paying off. A special thanks should go to our wonderful principals, teachers and support staff who work hard each and every day to give our kids every opportunity to a great education.” – Victorian Minister for Education, James Merlino (28 August 2018) Barry locked his car, a white Toyota sedan he had bought from a friend several years ago.

Like him, the car had seen better years, yet it still did its job relatively well. Now in his early sixties, Barry was about to retire. After fifteen years as a public school principal in Victoria he had had enough. What, with his blood pressure a little too high for comfort and an investigation pending on his school’s amazing transformation in NAPLAN results, Barry saw his time as better spent travelling Australia, seeing the sights before his sight gave out completely, not to mention his nerves.

Today though, was for catching up with old colleagues, fellow school principals. Mates from college days. There was Madeline, always top of the class at university. She was smart. Some would say sharp. Whatever, Madeline led a great school, another public school in Victoria. Entrepreneurial, almost to a fault, her school led the way in innovation. In a State that encouraged parental choice of public schools for their children, Madeline’s school was always at capacity. Her school’s NAPLAN results never set the world on fire, but just about everything else did. That intrigued Barry, and had for years.

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John and Felicity would also be there today, the annual get together at their favourite pub at end of term 3, just before the AFL Grand Final. They all loved their Aussie Rules and with the grand final just days away, there would be plenty of light-hearted banter to deflect discussion from their school leadership responsibilities. They would need that, thought Barry as he sauntered slowly to lounge bar. What with his Department inquiry about to commence, he certainly didn’t want too much attention focused on him this afternoon. Besides which, John was a provocateur, a stirrer of the highest calibre and Barry had no doubt that John would have him in his sights. All the more so given John’s school led the pack when it came to NAPLAN results.

Luckily for John, insofar as Barry was concerned, John’s outrageous sense of humour was always a wonderful antidote to the negativity generated at these gatherings – a negativity spawned of frustration with bureaucracy and workload issues.

As Barry entered the lounge, comfortable and well appointed by contemporary standards, he wondered if the lighting was faulty. Everything seemed a little hazy to him.

“Barry, you old codger, we’re over here.”

Glancing to his right, Barry saw them. “Ah, yes, so you are, John. How could I ever forget that voice?”

“Well, I’m sure it’s not for want of trying!” replied John, his round and ruddy face beaming with delight at seeing his old mate again.

Pleasantries exchanged, the familiar outpouring of gripes and grievances about their work meandered through their conversation, peppered only lightly with references to the forthcoming AFL Grand Final. Collingwood and the West Coast Eagles were not their favourite teams.

It was Felicity who broke the ice eventually.

Felicity was the least extroverted of the group.

Sensitive in a way that completely escaped

the others, she was the best placed to raise the prickly issues and sore points between them.

“How are you feeling Barry?” she asked at the precise moment that John was launching into a self-acknowledgement of his school’s outstanding NAPLAN results this year.

“What do you mean?” replied Barry in an offhanded sort of way, guarded nonetheless.

Sensing Barry’s defensiveness, deflected, “Oh, retirement looming.”

Felicity

“That, well I’m looking forward to it,” replied Barry, his gaze fixed upwards, at nothing in particular, and making eye contact with no one.

The elephant in the room, thought Madeline.

What next?

She didn’t have to wait long.

“Do you know, I always thought I was a better person till now,” began Barry. “NAPLAN got me.”

An awkward silence followed, after which Barry cleared his throat and mumbled something about leaving his friends to enjoy the rest of their get together. With that, he put a fifty dollar note on the table to cover the cost of his drinks and more, shook John’s hand, hugged Felicity and Madeline and left, just like that.

“I feel so sorry for him” ventured Madeline.”

“Why?” shot back John. “He was a fool to tamper with NAPLAN results.”

“That’s not proven yet,” chimed in Felicity.

“Be that as it may, it’s still not a good look for our profession.”

Madeline thought about that as she drove home later. High stakes testing – which is what NAPLAN is, has changed the educational landscape irrevocably. Well at least for the time being. Controversial and

polarizing it always will be. Her thoughts drifted back to a time which seemed eons ago but in reality was barely three weeks. Madeline had just completed her school review, an exhaustive process that entailed many, many hours for many people at her school in the preceding months and would extend to the end of the year with completion of her school’s next 4-year Strategic Plan.

What bothered her most was not the inclusion of NAPLAN results in the review, but the lopsided weighting of importance that the Department of Education and Training (DET) placed on NAPLAN results in the assessment of her school’s performance.

NAPLAN results in literacy and numeracy were given triple the weighting in importance of everything else.

Lost in her thoughts, Madeline almost missed the turn off to her home. Braking quickly, she managed to slow down just in time to take the turn safely. It rankled with her that no measures of all curriculum achievements of her students other than in English and Mathematics seemed to count for that much.

Certainly not in the tabloid papers that ran prominent pieces identifying the ‘top’ schools and the ‘failing’ schools based simply on NAPLAN results.

As she pulled up in her driveway, Madeline managed a wry smile. After all, important as literacy and numeracy are, the many parents of those children who attended her school, did so because of the calibre and breadth of curriculum choice and wellbeing programs, not just because of NAPLAN.

HENRY GROSSEK Principal, Berwick Lodge Primary School Host, Viewpoints, Casey Radio 97.7FM On Fridays 9.00am to 11.00am www.caseyradio.com.au GEELONG EDUCATION

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

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

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

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

Academic studies are embedded in a curriculum rich in the essential standards with the Select Entry Accelerated Learning (SEAL) program ensuring students are fully challenged.

Students continue to achieve outstanding VCE results with College Dux achieving ATARs in the 90s.

Alternatively, studies in hands-on learning,

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Students are encouraged to strive for excellence in a learning environment that promotes the core values of respect VCAL, VET and school-based apprenticeships provide pathways for those students looking to transition into the workplace.

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

Bellarine Secondary College offers a scholarship to a Grade 6 student from each partnership primary school.

These scholarships are awarded to the student who has most consistency displayed the following qualities: â&#x2013; Academic effort â&#x2013; Participation in school activities â&#x2013; Respect for others

Bellarine Secondary College Information Night For 2020 enrolments into Year 7 Thursday 14th March 2019 Tours 5.00pm – 6.45pm Information Session 7.00pm – 7.30pm at the Ocean Grove Campus Thursday 21st March Tours from 6.00pm at the Drysdale Campus

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Ocean Grove Campus Years 7 & 8 70 Shell Road, Ocean Grove Email: bellarine.sc.ocean.grove@edumail.vic.gov.au

Drysdale Campus Years 9 – 12 43 Peninsula Drive, Drysdale Email: bellarine.sc@edumail.vic.gov.au

Telephone – 5251 9000 GEELONG EDUCATION

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8 Steps to Calm Parenting NEVER before has parenting and adulting been so complicated! Society continues to have expectations that twist into “should” or “must have”. With the ever present competitiveness within our communities, it seems that parents are pressured to adhere to so many limiting rules and beliefs that create unnecessary stress.

Although hearing positive stories can be helpful, many opinions and experiences can make little allowance for differences of parenting methods which actually sit within a normal range of dissimilarity. By using our gut intuition we can more accurately decide what is useful for ourselves and our families rather than being told what to do.

Instant gratification has also become a norm for many adults and children, and as a result our children developing expectations of how to survive life unrealistically. They are in danger of arriving at adulthood underprepared for real life scenarios. We can help our children to prepare by adding to their innate wisdom with realistic discussion on a few basic guidelines: 1. Nobody has all the answers We do not have the answers for everything. All of life’s stages are new experiences. Life is a time of discovery and adventure. We do not need to follow the herd or feel obligated to do the same as everyone else for fear of not being “normal”. Allow yourself to find out things without pressure.

2. Everybody is a student Expecting perfection and knowing all the answers results in a feeling of inadequacy with increasingly reduced confidence by discovering appropriate preparation has not been achieved for life’s challenges. This is uncomfortable and avoidable. Wanting to be a student and discovering how learning occurs is key to everyone’s success. Accept that life is based on being a learner at all levels of living and enjoy the process. Appreciate our journey of learning with patience, enjoyment and reality. There is no shame in saying “I don’t know but I would like to find out”.

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3. Forget the trends To be a young parent today with expectations of the flawless family, a settled child and a drone like perfection creates terrible pressure.

Supplying expensive equipment from the best stores and following routines dictated by people who do not know your personal circumstances is exhausting!! We are not meant to be clones of one another. So why would we put upon ourselves and each other, the notion that we must measure up to a list of expectations from others at new mothers group, kinder, the school gate and beyond. Being without can also teach valuable lessons.

Every adult is unique and every child an individual. What works with one may not work with another. You have most of the answers intuitively. Even if given professional assistance, it is still good to note whether outcomes feels peaceful in your gut.

4. Children love to learn Our children live in a world where problem solving and intuitive smarts are a pre-requisite for overcoming life challenge. Having goals and aims are paramount to good health but so is developing problem solving skills, intuitive self-care and understanding that it takes time to learn. We can assist our children to become aware, confident and independent without losing the joy of childhood. Encourage the notion that it is okay not to know things!! Show them that we as adults do not have all the answers and it is fun to find out answers together. This will create a thinking child and a smart adult 5. Judgement is out. Discernment is in.

Judgement is comparison and feels negative and painful. Discernment is sensing that something else is better suited to the individual.

Get to know the real child and their personality.

Our children are unique, beautiful, and perfect as they are. We are aiming to assist them to be the loveliest version of themselves whatever that looks like. Children benefit from knowing how to accept their own differences and individual make up, and those of others. Each day is a learning curve and gentle suggestion is appropriate in moments of mistakes.

6. Adults can love learning.

Life is based on being a learner at all levels of living. Enjoy the process and begin your journey of learning with patience, enjoyment and reality.

Without rush, judgement and expectations, we can remove the stress and pressure from ourselves and our kids.

7. Being Too literal.

Although having a broad guide for gauging how your child is faring in development such as first steps or exam results is useful, it is not productive when taken too literally. What if we were instead to guide by example how to use manners, respect for self and others and demonstrate problem solving, thereby allowing our children to be students of life and navigate their own way through with healthy boundaries of encouragement?

ALEXANDRA Browne-Hill has been a nurse and midwife for nearly 40 years with additional qualifications in holistic counselling and natural healing therapies. With regular travel internationally, Alex has developed programs based on healthy connections to our body, mind and soul to develop our own wisdom. Using shamanic and indigenous wisdom in a western way combined with years of experience in the medical world, Alex can support you with your life concerns. Consultations, mentoring, seminars, workshops and international retreats available.

By Alexandra Browne-Hill To contact Alex : E: alexandra.browne.hill@gmail.com M:0409009924 Website: alexandrabrownehill.com

8. Find the family joys.

Share the skills of love, respect, sharing, caring, loyalty, honesty and trying to the best of their ability as a basic focus. Allow children to become their unique selves simply by being intuitive and creative. Having quiet, loving family times and restful moments removes the incessant striving for more and more. These basics donâ&#x20AC;&#x2122;t require funds, stress or pressure but rather they develop with together time and connection.

Things do not have to be complex. Life is not perfect, tidy and neatly packaged into a list of accomplishments that our children must produce.

Be realistic. Be a bit messy. Simplify with back to basics and leave competition out. A new born baby feels loved by the kisses on the cheek not the expensive pusher he is pushed around in. The teenager feels valued by being listened to not by expectations of greatness.

Giving ourselves permission to be a student at all stages of life enables us to be able to learn with accepting ears rather than try to prove that we know something. Learning is a wondrous thing and enables confidence to ask questions and explore.This makes life exciting and enjoyable. By feeling free not knowing things, we will in fact solidify our problem solving skills and create ability to survive all manner of things.

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

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

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

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

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

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

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

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

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STRIVE FOR THE HIGHEST Rotherham St, Belmont, Victoria 3216 p: 03 5243 5355

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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 12411701-LB11-19

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3URYLGLQJ WKH /HDUQLQJ 7KDW 0DWWHUV $Q (GXFDWLRQ %H\RQG 0HDVXUH The central aim at Christian College Geelong is to provide our students with â&#x20AC;&#x2DC;The Learning That Mattersâ&#x20AC;&#x2122;.

Our goal is to help students identify fully with Godâ&#x20AC;&#x2122;s purpose and meaning of their lives â&#x20AC;&#x201C; so they can directly contribute to making our world a better place. At our College, we call this doing â&#x20AC;&#x2DC;good workâ&#x20AC;&#x2122; - and DORQJ ZLWK RXU Č´YH FRUH YDOXHV RI )DLWK *UDFH +RSH /RYH DQG 7UXWK WKLV SURYLGHV WKH IRXQGDWLRQ IRU RXU Vision Statement: Č&#x2020;$W WKH HQG RI WKHLU MRXUQH\ DW &KULVWLDQ &ROOHJH RXU VWXGHQWV ZLOO EH UHDG\ WR PDNH D SRVLWLYH GLÎ?HUHQFH WR the lives of others, through â&#x20AC;&#x2DC;good workâ&#x20AC;&#x2122; that is excellent, ethical and engaged in local, national and global contexts.â&#x20AC;&#x2122; Christian College Geelong welcomes enrolment enquiries and provides personal, daily tours by appointment at all our campuses across Geelong, Torquay and the Bellarine Peninsula.

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Surf Coast Campus Prep & Year 1 in 2019

www.christiancollege.vic.edu.au 12408564-DJ14-19

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Learning with awe and wonder

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When your child enrols at Geelong Baptist College they become part of a community that spans from Foundation to Year 12 and beyond.

The College is like one big “family”, according to Primary Principal Judy Sobey.

“Primary and secondary students have the opportunity to mix and socialise together if they wish,” she says.

“We do a lot of collaborative activities, whether it’s cooking or excursions, such as a recent Melbourne Zoo one with the Foundation and secondary VCAL students.

Encompassing all year levels has other benefits for the students “It can be quite daunting for adolescents starting in year seven,” Judy says.

“But we have a very seamless transition when children go from year 6 to year 7 with some staff teaching across both the primary and secondary areas.

“We receive a lot of parents enrolling their children because they want that seamless transition.”

Geelong Baptist College focusses on fostering selfworth and ensuring each child can reach their full and unique potential.

The college provides academic, creative, artistic and sporting opportunities for each of its 340 students.

“We are a growing independent school,” Judy says.

“We know our students very well and we value the individuality of each student.”

GBC promotes self-worth and ensures each child can reach their full potential

Geelong Baptist College “Our staff and chaplain are always there for the students. We underpin our teaching within a biblical lens and encourage our students to see the goodness in the world, through eyes of awe and wonder.”

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Many parents find the school’s consistent but compassionate discipline system reassuring, Judy says.

“Whilst we are a slice of the real world and the problems it faces, parents know their child is going to be safe within a consistent framework of positive behaviour management.”

“We’re on 34 acres, so we have plenty of room to expand, we are not grid locked as some schools are.”

Judy says.

“We’ve got three ovals and this gives our students space to breathe and enjoy the outdoors.”

The college is also undertaking a new building program to further improve its facilities.

“We have an Early Learning Centre currently under construction which is due to start in 2020,” Judy says.

“We have an extensive privately owned bus service that reaches to all four corners of the Geelong region, including the Golden Plains Shire and Point Cook. In 2019 the college expanded its service to the Drysdale and Curlewis areas”, she adds.

“If you are anywhere in the Geelong region or outer area, you are encouraged to come and visit us at GBC.”

GBC is situated just off the ring road in Lovey Banks.

590 Anakie Road, Lovely Banks VIC 3213 | (03) 5260 999

www.gbc.vic.edu.au |

/GeelongBaptistCollege

Catholic education: Schooling for life satisfaction and success ACADEMIC achievement, accessibility, affordability, and strong and safe school communities are drawing more Melbourne families to Catholic education.

‘You feel something special the moment you walk into a Catholic school’, Allison Nally, a teacher at Emmaus College, Vermont South, says.

Krystine Hocking, Principal at Holy Trinity Catholic Primary School, Sunbury, just opening its doors this year, has an idea what that ‘something special’ might be.

‘Catholic schools are communities of compassion where we’re called to care for those in need and shape the world for a common good’, she says.

‘We recognise that each person is different and we commit to respect each other and empower all our students to achieve their full potential. It’s about them making sense of their world.’

Catholic schools encourage students to learn through inquiry, and teachers are encouraged to support students in their search for understanding and meaning.

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

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This emphasis on the whole student is endorsed by academic research, with a Curtin University study showing Catholic school graduates enjoy higher levels of life satisfaction.

New and expanding communities see Catholic schools as essential elements of their neighbourhood, with well over 210,000 students almost one in four Victorian school children enjoying a Catholic education in one of nearly 500 schools statewide, supported by some 28,000 staff.

The figures show the strength of the system and why the proportion of Victorian students in Catholic schools is higher than in any other state.

Affordability backed by continued academic achievement are key reasons for the appeal of a Catholic education.

University of Melbourne research has found that Catholic schools add an average of six points to tertiary admission ranks, or ATAR scores, at the crucial career-defining end of a student’s school journey.

A major part of this success comes from the fact that when Catholic school teachers walk into class, they see individual students, not a blur of faces.

‘There’s a tremendous amount of pressure for our children to be the best at all times’, Krystine

says. ‘This has an impact on their wellbeing and we’re seeing high levels of anxiety. We should want our children to be the best for the world and not the best in the world, and our challenge is to instil that hope.’

Catholic schools work hard to discover what matters to each student and identify what they want from life so they can fulfil their full potential, realise their gifts, and build self-esteem and resilience.

They not only let students come to understand who they are, what they want and how to get there.

They nurture a love of learning and a desire for knowledge that become an essential part of this process of growth.

The Curtin University research shows this approach pays real-world dividends. It has found that Australians who attended Catholic schools enjoy a wage premium of around 10 per cent.

But academic achievement is only one part of a Catholic education.

The Curtin University study also singles out for special mention the social capital available to those from Catholic schools.

A Catholic education equips students with the tools to shape a great understanding of themselves and their world, with graduates empowered to take the lead with action toward a better, fairer world.

SAFE PATHWAYS FOR LIFE A long-running research project by the influential Melbourne Institute has found that the families of three out of four Catholic secondary school students expect their children will go on to undertake university studies.

And in an important indication of the character of our schools, the same study shows that Catholic school students are far less likely to be bullied than those attending government schools.

‘Catholic schools are places where families have a sense of hope based on the experience of God’s love and care’, Krystine says.

The wellbeing programs in our schools live out the gospel value of faith and a shared belief that we should all aspire to a common good.

As part of this, Catholic schools not only aim to create zero-bullying environments based on a genuine concern for others, but strive to be leaders in child safety.

This has led Catholic Education Melbourne to work with Australian Catholic University to create the Graduate Certificate in Safeguarding Children and Young People, the only tertiary course of its kind in the Southern Hemisphere and just one of a handful globally.

FAMILY ENGAGEMENT Catholic schools are places where life and faith and family are celebrated.

That, as Stella Maris School, Beaumaris, Principal Robert Horwood explains, involves building deep connections with parents as partners in learning – and helping them assist their children with their school journey.

‘With more parents working and the pressures of being time-poor, many families have less time to be together and to enjoy and discuss everyday life’, Robert says. ‘These factors can lead to a sense of uncertainty and anxiousness for parents, who then unknowingly pass feelings of anxiety and lack of resilience on to their children.

‘Sometimes, real or implied pressure to be perfect, compete, achieve success in everything they do and never being allowed to fail sets our learners up to be anxious teenagers and adults.’

This is where Catholic schools’ emphasis on communicating with parents and providing support can make a real difference and smooth student paths to learning.

‘Parental contribution to learning cannot be outsourced’, Robert says. ‘Stronger partnerships with the school lead to better outcomes and opportunities for our learners. Children need time to be children and to worry less about issues.’

The Catholic way of understanding people and the world provides students with a sense of hope and purpose in their lives. It adds to their resilience and capacity to make a difference, particularly in the face of all the challenges of our diverse, complex and ever-changing modern world.

We welcome all families who seek a Catholic education for their child, and believe our school difference sets students up for lifelong success and fulfilment.

Or, as Krystine says, ‘We can never underestimate the impact we have on the future generations we teach. Mother Teresa once said: “I can do things you cannot, you can do things I cannot; together we can do great things”.’

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Geelong High School A new $20.5 million redevelopment is providing a welcome boost to Geelong High School’s commitment to prepare students for life.

Stage one, comprising of a new year 7 facility, music and dance rooms, and a refurbished hall is now operating at the school.

A second stage, including a new library, canteen, IT rooms, classrooms and administration areas is scheduled for completion in mid-2019.

A third and final stage will see a new arts facility and VCE Study Centre ready for occupation in 2020.

The redevelopment reaffirms the 109-year-old school’s commitment to its motto vitae nos parat or “It Prepares Us for Life”.

The School Vision is that “Geelong High School is a positive and creative learning community that embraces its history and prepares students for life,” About 110 staff, including 75 teachers, encourage the school’s 970 students to develop respectful relationships and strive to achieve their full academic and personal potential.

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

Teachers support students to strive for their best through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and Reading Plus.

Leadership, student voice and agency are an integral part of the school culture, with opportunities to lead as school captains, in sports, performing arts, sustainability and more.

Leadership amongst students is actively encouraged and celebrated at all levels with students being given the opportunity to be involved in the decision making processes of the school.

Principal: Glenn Davey UÊ ÀÃÌÊ> `Ê `iÃÌÊ} ÛiÀ i ÌÊÃiV `>ÀÞÊÃV Ê Ê Geelong since 1910 UÊ > Ê> `Ê À`iÀ ÞÊÃV Êi Û À i ÌÊV `ÕV ÛiÊ to learning UÊ À >`Ê> `Êi }>} }ÊVÕÀÀ VÕ Õ Ê V Õ` }Ê* Ã Ì ÛiÊ Education, music, performing arts UÊ i>` }ÊÃV Ê`> ViÊ«À }À> Ê Ê ii } UÊ iÊ vÊÌ iÊ- i Ì Ê/ i>ÌÀi Open Day Information Session Thursday 21st March 2019 , 4.30pm- 7.30pm

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

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Geelong High School

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: ■ 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

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and system leadership to create a unified P-12 pedagogy, culture and curriculum ■ 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.

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. http://www.viccso.org.au/big-ideas/p12education-partnerships

Geelong Lutheran College DESPITE being 47 years apart in age, the same sense of community and student well-being unites Geelong Lutheran College’s two campuses at St John’s Newtown and Armstrong Creek.

“It was the vision of the College Council to have a shared identity,” Head of College Jill Lange-Mohr explained.

The College’s St John’s Newtown campus has operated since 1962 while its Armstrong Creek counterpart celebrated its 10th anniversary on February 2.

“We’ve got a wonderful long history of Lutheran education in the Geelong area,” Ms Lange-Mohr said.

“There’s generations of people in Geelong who have been to school at St John’s.”

The Armstrong Creek campus recently lauded two further milestones, with the opening of its new technology precinct and gymnasium in March, followed by an informal, festive, birthday celebration later in the month.

“You’ve always got to be planning ahead for

growth in an area like Armstrong Creek and a school like ours,” Ms Lange-Mohr said.

“We feel so privileged to have this big, magnificent gymnasium where we can all fit in.”

The new technology area includes maker space, design and food tech rooms, along with another room the College can retrofit for its growing population.

The area also includes a dining room, where students hosted the College Council for a dinner ahead of the official opening.

Geelong Lutheran College’s more than 900 Kinder to Year 12 students share a common identity, in which safety and academic excellence are paramount.

“When people come to our schools they say it feels different,” Ms Lange-Mohr said.

“The well-being of the students is a real priority for us.

“If you’re feeling well, you’re doing well academically.”

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Friday, 24 May 9.30 am – 11.00 am Friday, 23 August 9.30 am -11.00 am ARMSTRONG T: 03 5264 1038 2-38 Burvilles Rd CREEK

Armstrong Creek Vic 3217 www.glc.vic.edu.au

ST JOHN’S T: 03 5221 5221 NEWTOWN 33 Aberdeen St

Newtown Vic 3220 www.stjohns.vic.edu.au

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WISDOM HONOUR PURPOSE

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

Learning to swim is not a sport, it is an education in valuable life skill that will be a basis for recreation, fitness and most importantly, survival.

Once the learner is a strong and competent swimmer, they will decide whether to pursue swimming related sports. Until they reach that point, it is our responsibility to ensure learning is continuous and progressive.

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

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

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

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

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

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

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

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‘Swimming lessons, a gift for life’

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

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

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

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

■ Large lecture room to group children before and after classes.

■ School staff only have to supervise buses and changing rooms.

■ All staff are AUSTSWIM trained and qualified.

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

■ All children receive a certificate at completion of the course.

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

■ Cater for children with special needs.

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

■ We can accommodate school swimming carnivals.

■ Plentiful and appropriate equipment for all levels.

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

Discover Grovedale College

Information Evening 2019 Thursday 21st March Activities commence at 6.00pm Parents, prospective students and friends are warmly invited to attend our Information Night.

Experience in one evening the beneďŹ ts of a Grovedale College education The night begins with displays of studentsâ&#x20AC;&#x2122; work and a sausage sizzle at 6.00pm. Guests are invited to tour the College in small conducted groups during this time.

Tours commence at 5:30 pm

Teaching staff and Team Leaders will provide information on Transition Programs, Curriculum Options, the eLearning Program, Musical Opportunities and our Sports Academy Program.

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In 2019 the College will be opening the new Performing Arts and Gymnasium for the school community. Over $7.5 million has been spent on a new 400 state theatre, double court gymnasium, new kitchen facilities and canteen.

Lara Primary School OUR goal at Lara Primary School is to create a learning environment that recognises the unique stages of development and provides child-centred experiences reflective of the Victorian Curriculum.

When developing curriculum programs, our teachers take into account the whole child and their individual learning needs. Whilst, Literacy and Numeracy are a key focus, we also place high importance on other areas such as Inquiry, Physical Education, Science, Digital Technologies, Art and LOTE (Indonesian).

We are proud of our strong sense of community and association with the environment. We take full advantage of our rural location. This is reflected by the number of extra-curricular programs offered to students at all year levels, including our important partnership with Serendip Sanctuary.

At Lara Primary School there is a consistent approach to student behaviour and management that is based on best practice. Students are explicitly taught social and emotional skills through our Student Wide Positive Behaviour System. They are also encouraged to display a

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growth mindset by taking responsibility for and reflecting on their own behaviour. The students are directed by our three school rules: ■ I am safe ■ I am respectful ■ I am ready to learn The students are guided by dedicated and caring teachers who are committed to working together in cohort teams. These teams focus on providing a learning environment that is safe, has high expectations, develops the full potential of each child and insists on continuous improvement for all students.

We strongly value the home-school partnership, believing that by working together we can achieve successful outcomes for all of our students. We are proud of the community spirit which connects us, with positive relationships and open communication supporting our efforts to provide an excellent education for all.

JOEL Riddle Principal LARA Primary School

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We are Ready to Learn We are Respectful We are Safe

Taking Enrolments

120 Flinders Avenue, Lara

Phone: 52 821 427

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

(1) Common Instructional Teaching Model All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 - 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.

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

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(3) School Improvement Policy We believe that all students learn at different rates. It is for this reason that all students from Year 7 - 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. â&#x20AC;&#x2DC;Attitude not Aptitude, will determine your Altitudeâ&#x20AC;&#x2122; (4) Academic Scholarships at Year 7 and Year 10 The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 - 9

Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.

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

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

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

passionate about their work and their students.

Our College theme for 2019 is centred around â&#x20AC;&#x153;Active Learning is the key to a Deeper Understandingâ&#x20AC;?.

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

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

College Tours are available any time throughout the week, however parents are encouraged to make contact with the College on 5282 8988 or sign up on our website www.larasc. vic.edu.au for a personal tour.

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Lara - A natural place to rest, play & Learn A STONE’S throw from Geelong and with Melbourne just up the freeway, Lara is on the doorstep of so many possibilities.

Bike ride through the You Yangs Regional Park and soak in the breathtaking views, or enjoy a coffee in Lara town centre’s laid-back atmosphere.

So much is close at hand for you to pause, relax and play.

RETAIL The butcher, the baker, fresh produce and the coffee maker are just 10 minutes from home. Lara’s growing town centre has all that you need, including Coles and Safeway supermarkets.

FITNESS Gyms to get your heart pumping, a swimming pool to entertain the kids and plenty of bike paths and sports grounds are here for you to enjoy an active, healthy lifestyle.

SURF COAST Some of Australia’s best surf beaches are only a 35-minute drive away. Throw your towel in the car and head to Torquay along the Great Ocean Road to explore everything the Surf Coast has to offer.

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ATTRACTIONS Get up close to the native wildlife at Serendip Sanctuary or sample the region’s delicious offerings at Lara’s Food & Wine Festival in the magnificent Pirra Mansion 2019, Windermere Rd Lara which this year will be held on Sunday 24 March. There’s always plenty to see and do around Lara and beyond.

GEELONG Only a 20-minute drive or train ride away, Geelong has all the benefits of a sizeable city, with the relaxed atmosphere of a coastal country town.

Food, wine, cultural and historic attractions are all here by the beautiful bay.

CAFÉS Immerse yourself in the community by sampling the heart-warming hot drinks and delicious food the area has to offer. From trendy brunch hangouts to honest cosy cafés, you can catch up with your friends as often as you like.

EDUCATION There’s no shortage of a quality education options close by. The area is proudly home to many reputable primary schools, secondary schools and tertiary facilities.

LAVERS HILL K-12 COLLEGE “Respect, Resilience, Integrity, Humour, Equality”

Every day is an open day!

Come and see us at work Lavers Hill K-12 College offers a unique diversity of programs and educational pathways extending from Kindergarten to Year 12. Our K-12 campus is located in Lavers Hill and our Turning Point Campus is located in Colac

Contact the College office and meet the Principal Anthony Grayden who will conduct guided tours Ph: 5237 3213 Email: lavers.hill.p12@edumail.vic.gov.au Web: www.lavershillp12c.vic.edu.au Address: 10 College Drive, Lavers Hill VIC, 3238 12408494-LN14-19

INFORMATION NIGHT DATE: Wednesday, 27th March TIME: 6:30pm for Information Session VENUE: Information Sessions will be in the Innovative Learning Space (ILS)

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TOURS: Will commence at 7pm

15 Grove Road, Lorne, Victoria, 3232 www.lornep12.vic.edu.au

Lorne P-12 College

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Telephone: (03) 5289 1585 Principal - Shane Elevato

Lorne P-12 College LORNE P-12 College offers students the opportunity to engage in contemporary, high quality learning programs from Prep to Year 12 in a unique coastal environment. Our young people are part of a caring, supportive learning community where individuality is fostered and celebrated. We aim to maximise student learning growth and equip our young people to be positive members of the community.

Lorne P-12 College strongly values shared ownership of student learning. We maintain strong community connections and family engagement in all activities. We value student voice and provide opportunities for our young people to have input into the development of curriculum, community programs and school policies.

Student wellbeing is supported by a â&#x20AC;&#x2DC;School Wide Positive Behaviour Support Programâ&#x20AC;&#x2122;, focusing on creating a safe and respectful learning community. Through a commitment to restorative practices, we maintain an environment built on trust, respect and positive relationships.

Academic studies are the cornerstone of a curriculum broad in scope and deep in focus. Our

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students enjoy a diverse range of core subjects that are adapted to suit different learning styles.

From Year 9, students begin to explore electives that will offer insight into potential pathways for senior schooling and beyond.

The College has a history of strong VCE results leading to diverse tertiary pathways. We offer an extensive selection of Year 11 and 12 subjects and our students typically enjoy smaller class sizes with focussed attention from their teachers.

Senior students seeking hands-on studies have access to VCAL, VET and school-based apprenticeships that support transition into the workforce and TAFE training sector. We have a close network of local businesses keen to create opportunities for our senior students.

The College campus is ideally located in a stunning natural environment and we encourage our young people to appreciate the coast, the Otway forest and our local flora and fauna. Our facilities range from heritage listed buildings, right through to contemporary architecturally designed spaces that support an ICT rich environment.

Why is MFG the secondary school for your girl?

MFG is a girlsâ&#x20AC;&#x2122; Government School - one of only eight in Victoria - with a proud history of shaping FRQÈ´GHQW ZRUOG UHDG\ HGXFDWHG \RXQJ DGXOWV

Campus Tours Held: Wednesday 2:30pm and Friday 9:30am Bookings: T: (03) 4243 0500 ( PDWWKHZ ȵLQGHUV JLUOV VF#HGXPDLO YLF JRY DX

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In 2019, Newcomb Secondary College celebrates 50 years of creating positive futures in Geelong. The College offers a futurefocused curriculum within an environment which nurtures holistic student wellbeing and engagement. Our teaching and learning structures accommodate a broad range of individualised goals and needs through well-resourced literacy and numeracy supports and an emphasis on student agency and career action plans.

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

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

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

Open Night – Monday, April 1st, 2019 (6.30 pm in the College Learning Resource Centre).

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Newcomb Secondary College 81-85 Bellarine Hwy, Newcomb, VIC 3219 Ph: (03) 5248 1400 newcomb.sc@edumail.vic.gov.au

P-TECH (Pathways in Technology)

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

Currently our P-TECH stakeholder partners include Barwon Health, GMHBA, Opteon Property Group, IBM, Challenge Meats, SC Technologies, Blood Toyota, Tribal Group, Bendigo Bank, Analytical Micro Labs, BioLab, The City of Greater Geelong and the Royal Geelong Yacht Club. Students are able to build their personal capacities and develop the skills required in the modern workplace through engaging a supported work placement within these industry-leading organisations.

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

North Geelong Secondary College FIVE QUESTIONS YOU NEED TO ASK WHEN CHOOSING A SECONDARY SCHOOL Every school is different and offers different learning opportunities for students. So, as parents and guardians, it is essential to ask the following five questions when finding the right school for your children: 1. What are the College’s values?

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

2. What are the facilities like?

At NGSC, we are proud to offer new and refurbished, state-of-the-art facilities for our students, including: ■ Traditional enclosed classrooms fitted with SMART TVs and interactive touch screens ■ Brand new technology wing Masterchef Kitchen, and science laboratories ■ Specialised visual and performing arts spaces ■ Expansive library ■ Outstanding sporting facilities, including synthetic turf surfaces ■ 100% air-conditioned teaching spaces.

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

3. What will my child be learning?

At NGSC, we have a fully-documented curriculum which means that teaching and learning is carefully planned and mapped, taking into account students’ individual needs and progress. Student learning is also supported by: ■ iPads and access to AARNet (data speeds up to 1Gbps) ■ Select Entry Academic Learning (SEAL) Program ■ STEM Program ■ Excellence in Sports Program ■ ACE and STAR Literacy and Numeracy Intervention Programs.

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

4. What support is there for my child?

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

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

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

For more information on what NGSC has to offer your child, we invite you to attend our Information Evening on Wednesday March 20th or contact our Transitions Leader, Katina Astles on 5240 5800.

North Geelong Secondary College Principal, Nick Adamou

2020 Enrolment

College Information Evening Wednesday 20th March, 2019 at 6pm SEAL Program applications due: Wednesday 1st May, 2019 SEAL Program Entrance Exam: Saturday 4th May

For school tours, please contact Katina Astles - Transitions Leader north.geelong.sc@edumail.vic.gov.au

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Scholarship preliminary applications due: Friday 3rd May

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

Ph: (03) 5240 5800

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Year 7, 2020 Information Expo 6-7pm Thursday 21 March at Goldsworthy Campus Goldsworthy Road Corio Tel: 5224 9700

Wexford Campus

Tallis Campus

Peacock Campus

Hendy Campus

Wexford Court Corio Tel: 5273 2600

Tallis Street Norlane Tel: 5275 1359

Peacock Ave Norlane Tel: 5245 3900

Hendy Street Corio Tel: 5228 4200

All campuses happy to discuss enrolment and arrange campus tours 12411902-SN14-19

Northern Bay P-12 College Northern Bay Collegeâ&#x20AC;&#x2122;s unique ďŹ ve campus environment offers support in the transition to school, through each year level into secondary years.

From Prep to Year 8, Junior Campuses (Wexford, Tallis, Peacock and Hendy) provide care and commitment to each student and their family. We have high expectations of learning growth from enrolment to the end of secondary.

Beginning with a strong focus on developmental learning, we aim to meet the unique needs and learning styles of each individual and have a wide range of supports in place for successful achievement of growth.

We expect all students to grow and learn to the best of their ability.

From Prep to Year 6 our students will experience wonderful opportunities and experiences in their learning beyond the core literacy and numeracy focus.

This includes from Year 3 access to our Extended School Day Program.

Experience Secondary Education at Northern Bay College in Years 7-12 Secondary schooling in 2020 will have a very strong emphasis on our students accessing a broad curriculum in all subject areas Year 7 and 8 Centres on our Junior Campuses and from Year 9 at the Goldsworthy Campus. Our focus in secondary is on developing skills to build upon future learning pathways in the senior years. These pathways include VCE academic courses, VCAL and VET skill courses. Other programs provide a wide range of opportunities.

Join us to learn more about Secondary education at Northern Bay s Scholarships s %!, AND ! 43) SUPPORT s 9EAR AND 3%%$ PROGRAM s 34%!s !ND MORE 12408565-SN14-19

MID WEEKEND OF THE JULY SCHOOL HOLIDAYS, APPLY NOW!

Friday night 5th July to 7th July 2019

MELBOURNE TOURNAMENT 2019 Dandenong Stadium Stud Rd Dandenong - Next to the Monash Freeway (Melways map 90 G1)

ũ %H 3DUW 2I $Q ([FLWLQJ $QG 9LEUDQW 7RXUQDPHQW ũ %RWK 'RPHVWLF 5HSUHVHQWDWLYH 7HDPV $UH :HOFRPH 7R (QWHU ũ 0HOERXUQH 8QLWHG 3OD\HUV :LOO %H $YDLODEOH )RU $XWRJUDSKV $QG :LOO 3UHVHQW 7URSKLHV

For further information: Call David Watson between 9am to 9pm 03 9380 4474 or e-mail info@MelbTournament.com.au Tournament Web Site - www.MelbTournament.com.au

ENTRIES CLOSING DATE: 18TH JUNE 201 12411699-CB10-19

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Oberon High School AN open letter to the community from the Principal of Oberon High School Research has clearly demonstrated that successful schools prioritise quality teaching and learning. At Oberon High School quality teaching and learning is our priority to ensure we continue achieving outstanding academic outcomes for the students who attend. Ongoing professional learning, staff members reflecting on their own practices, team planning and trialling successful research based strategies support this priority.

The school mantra â&#x20AC;&#x2DC;Shape your future ... Go one betterâ&#x20AC;&#x2122; is based on the premise that our students make the most of the extensive opportunities that Oberon offers. This mantra applies for all students, from all ability levels. As the Principal of Oberon High School, I have an expectation that class time is learning time and all students will come prepared to learn and staff prepared to teach to ensure that success is achieved.

It is no accident that Oberon High School students have achieved the best VCE results of state schools in Geelong over the past few years.

Nor is it an accident that the students who attend Oberon High School have achieved faster learning growth than the state from Years 7-9 in NAPLAN testing for the past five years. These results are achieved by having outstanding teaching and learning practices facilitated by experienced, dedicated and enthusiastic staff members and supported by ongoing professional learning for teachers around quality teaching and learning.

I currently have the last of my three sons attending Oberon High School, the other two

graduated at the end of 2015 and 2017. I chose Oberon as I know that they would be taught by experienced, dedicated and student centred teachers, ensuring a high quality education in not only their academic pursuits, but also in their social and emotional development.

As a parent I want my children to be able to achieve academic excellence, access wide and varied extra-curricular opportunities to support their learning, be in an environment where success is expected and acknowledged, have the opportunity to access leadership development and enjoy positive working relationships between staff and students.

All of this is found at Oberon High School.

As a school community we are very excited by the upcoming relocation of Oberon High School to a state of the art facility in Armstrong Creek for the start of the 2021 school year. This announcement will provide students attending the school with same quality teaching and learning and positive learning environment that currently exists but in a modern facility which I believe will further enhance the outcomes of our students.

I invite you to visit Oberon and see for yourself our commitment to student outcomes. Attend our Open Night on Thursday 28th March from 5.30pm or book a private tour by contacting the office on 5243 4444.

I look forward to meeting you and your family, to showcase what Oberon can offer your child.

Yours sincerely, Tim McMahon Principal Oberon High School

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OBERON HIGH SCHOOL

“Shape Your Future....

Go One Better”

OPEN NIGHT T Thursday 28th March

ENHANCEMENT PROGRAM GRAM (SELECT ENTRY) APPLICATIONS DUE FRIDAY 19TH APRIL INFORMATION SESSION WEDNESDAY 3RD APRIL – 6:00PM LIBRARY

FULL SCHOLARSHIPS IN: • Academic Excellence • Community Excellence • Leadership • Arts Excellence • Sporting Excellence Scholarship 12 Pickett Crescent, Belmont, 3216. Telephone: 03 5243 4444

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Tours from 5:30 m Information session from 7:00pm in the Gym

OBERON HIGH SCHOOL

“Shape Your Future....

Go One Better”

OPEN NIGHT T Thursday 28th March

ENHANCEMENT PROGRAM GRAM (SELECT ENTRY) APPLICATIONS DUE FRIDAY 19TH APRIL INFORMATION SESSION WEDNESDAY 3RD APRIL – 6:00PM LIBRARY

FULL SCHOLARSHIPS IN:

12411309-FA14-19

12408484-FA14-19

Tours from 5:30 m Information session from 7:00pm in the Gym

• Academic Excellence • Community Excellence 12 Pickett Crescent, Belmont, 3216.

Telephone: 03 5243 4444 • Leadership • Arts Excellence • Sporting Excellence Scholarship

More action needed on body image and stress MENTAL HEALTH IMPLICATIONS NEED TO BE CONSIDERED A RECENT Mission Australia youth survey involving 15,351 young Australians aged 15-19 contains some discouraging news for the federal government. They unfortunately reported that 43 per cent of teenage girls consider the issue of body image a major worry compared to only 19 per cent of young males.

The study’s authors claim that the Government’s attempts to address the issue have been unsuccessful. Mission Australia’s National Manager of Research, Dr Bronwen Dalton, says “in terms of the very high concern around body image among young women, we continue to make the point that well-meaning efforts to combat the problem by governments and others have failed to make an impact and need to be reconsidered.”

Michael Carr-Gregg who is a nationally registered child and adolescent psychologist working in private practice in Melbourne says “At the very least, its time to seriously question the efficacy of the Voluntary Industry Code of Conduct on Body Image and Positive Body Image Awards to guide the media, fashion and advertising industries to adopt more body image friendly practices along with the Butterfly Foundation’s ‘Free to Be’ body image education services. Given that many girls in particular, seem to now believe that they are born into a giant beauty contest – it seems timely that a national summit on body image be held with major stakeholders and a clear re-evaluation of the existing strategy is called for”. He is passionate about adolescent mental health, technology and education.

The survey results also beg the question as to what has happened to the resilience of young people with 40 per cent of participants stating that coping with stress was their major personal concern (17 per cent extremely concerned + 23 per cent very concerned). Various other studies have found that self harm is present in between 11-12% of girls and perhaps this is a byproduct of this generation’s inability to cope with stress.

This is particularly disappointing, in light of

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Dr Karen McGraw’s 2006 study showed that nearly one in five year 12 students have considered suicide or cutting or burning themselves. the fact that schools have for some years, had access to a variety of evidence based frameworks in the form of the Mindmatters and Kidsmatters resource and professional development initiative, supporting Australian primary and secondary schools in promoting and protecting the mental health and social and emotional wellbeing of all the members of school communities. In addition, all Australian schools have had access to strengthbased curriculum material such as beyondblue’s excellent Senseability package.

These programs focus on problem solving, decision making, conflict resolution, anger management and the ability to name and recognise one’s own thoughts and feelings. The problem is that none of these programs are compulsory in any year level and even if they are present, will only ever be as good as the teachers who deliver it and their training in the use of the resources. Perhaps it is time to tie funding to such programs so that they are at last seen as important as Maths and English.

A final concern arising from this report is that school or study problems (36.5 per cent) continue to grow. It is hard to tell whether this is a product of peer pressure, hysterical parents or schools taking an enormous eggbeater to the supposed importance of Year 12.

Back in 2003 the NSW Commissioner for Children and Young People called for an “urgent investigation of how to support young people during this stressful period and how to work with parents and the community to provide realistic guidance to students”. The study found that pressure to perform in the HSC contributes to one in 11 adolescent suicides in NSW – yet the

problem persists.

Dr Karen McGraw’s 2006 study showed that nearly one in five year 12 students have considered suicide or cutting or burning themselves because of exam and homework pressures. Perhaps it is time schools and the community at large turn the VCE volume down and instead let young people know that they are not their ATAR and that there are many different ways to get where they need to go.

While much of the media will focus on the fact that the study revealed that young Australians overwhelmingly believe the biggest issue facing the nation, the economy and the environment – traditionally a major issue for young people – has dropped dramatically as a matter of national importance, with concern falling by more than half since last year’s survey.

“Few people realise that 75 per cent of all mental health problems in human beings begin prior to the age of 25. Current data suggests that 1 in 7 primary school students and 1 in 4 secondary school students have a diagnosable mental illness but 70 per cent don’t seek help. The truth is that there will never be enough funding for adolescent mental health services and there needs to be a reconsideration not only of existing service

delivery models but also a concentrated investment in prevention. My colleagues and I are expensive ambulances at the bottom of a cliff – the Mission Australia youth survey suggests that what our young people and their families need is a robust fence at the top,” says Michael Carr-Gregg.

Dr Michael Carr-Gregg works as the Managing Director of The Young and Well Cooperative Research Centre, established by the Australian Government Initiative administered by the Department of Innovation, Industry, Science and Research. His training and approach incorporates cognitive behavioural therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness skills and interventions drawn from positive psychology research. He is a founding member of the National Centre Against Bullying and Chairs their Cybersafety Committee. He sits on the Board of Smiling Mind as well as being a Community Ambassador for Big Brothers Big Sisters and Postvention Australia and Playgroup Victoria. Michael is a member of the Australian Psychological Society Committee (Melbourne Branch).

For further information refer to Michael CarrGregg’s website – www.michaelcarr-gregg.com.au

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Individual learning experiences State-of-the-art facilities

Open Evening 25th March 2019 6pm - 8pm

Self-Guided Tours Activities Demonstrations

SurfCoast CoastSecondary SecondaryCollege Collegeisisthe theonly onlystandalone standalone secondary secondary school on the spectacular Surf Coast.

Surf Coast.

Openedinin2012, 2012,Surf SurfCoast CoastSecondary SecondaryCollege College (SCSC) (SCSC) is committed to ensuring that every Opened every student student is is challenged, motivated and engaged in their learning, while ensuring a sense in their school challenged, motivated and engaged in their learning, while ensuring they of feelbelonging they belong in their community. school community.

Themost mostcommon commonfacets facetsofofour ourschool schoolthat thatvisitors visitorscomment commenton onwhen when they they participat participate The e in a school tour visit,isisthe thewelcoming welcomingand andvibrant vibrantatmosphere atmospherethat thatflows flowsfreely freely in in every every corner of the school. This ororvisit, This atmospheredoes doesnot notjust justhappen happen- -ititstems stemsfrom fromour ourCollege Collegevalues values of of Strive, Strive, Unite, Respect and atmosphere Flourishand andisisan anaspect aspectofofour ourschool schoolthat thatevery everystaff staffmember member works works hard hard to to ensure ensure is present in Flourish everything they they do. everything SCSCwe westrive strivetotoprovide provideaasupportive supportiveand andcaring caringenvironm environment AtAtSCSC ent that takes into account the different different needsofofeach eachstudent. student. Our Our teaching teaching is focused on providing students with meaningful learning needs learning experiencesthat thatare arecatered cateredtotoeach eachstudent’s student’scurrent current level level of of learning. learning. Our focus is on individual experiences individual learnersflourishing flourishing and and continually continually furthering their knowledge and skills. learners skills.

Thedynamic dynamiccurriculum curriculumininplace place at at SCSC, SCSC, combined combined with with state-of-the-art state-of-the-art facilities facilities and and outstanding The teachers,provides providesall all students students with with aa well-rounded well-rounded education education as as well as the skills to set them up teachers, up for for life life in the the 21st 21st century. century. in Thelearning learningprogram programatatSCSC SCSC isis built built around around aa strong strong guaranteed guaranteed curriculum of Literacy and The and Numeracy.Students StudentsatatSCSC SCSCexperience experiencehigh highlevel level growth growth in in these these key areas areas of Numeracy. of learning learning which which isis stronglyendorsed endorsedbybySCSC SCSCregularly regularlyoutranking outranking‘like’ ‘like’schools schoolsininannua annually strongly lly published data tables. The The Collegeisisextremely extremelyproud proudof ofthe theongoing ongoingimprovement improvement being being made made in in VCE outcomes placing College placing the the Collegeininthe thetop topbracket bracketof ofsecondary secondary schools schools in in the the Greater Greater Geelong Geelong region.

College region. strongprogram programofofco-curricular co-curricularopportunities opportunitiesfor forstudents studentstotoparticipate participatein.in.Ranging Rangingfrom from SCSC has has astrong StudentVoice Voiceopportunities, opportunities,Sport, Sport,Art Artand andSurf SurfAcademies, Academies, aa high-quality high-quality Outdoor Outdoor Education Student Program, Internationalcultural culturalopportunities opportunitiesthat thatinclude includeaa Kokoda Kokoda Trek, Trek, Antipodeans Abroad Prog ram, International Abroad tours tours andreciprocal reciprocalvisits visitstotoour ourSister SisterSchool Schoolin in Lombok Lombok Indonesia.

Indonesia. These These opportunities all work to support and studentsatatSCSC SCSC to tobecome become well well rounded rounded local, local, national national and international citizens. students citizens.

Weencourage encourageany anystudents studentsand andfamilies families interested interested in in joining joining a school community that is truly inclusive We inclusive andcommitted committedtotoproviding providingstudents studentschallenges challenge and engagement and engagement in in their their learning learningto tocome comealong alongto toour our OpenEvening Evening on on the the 25th 25th of of March March 2019 2019 from 6pm or contact contact the College to arrange arrange aa school Open school tour. tour.

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Transition from school to the workplace HOW can schools and teachers combat student anxiety regarding the transition from school to the workplace?

When young people around Australia start to consider their next move into further education, training or employment it is a period of transition which can significantly affect a young person’s mental health and wellbeing, and anxiety is often heightened, even for individuals who are normally on top of life’s challenges.

Young people are suddenly faced with finding and maintaining a job, and too often they fall into areas of profession that hold no personal interest for them. They have limited job-seeking or industry-specific skills, so work-related confidence can easily lead them to an all-time low after the relative safety net of school life.

The prospect of entering the workforce presents multiple challenges beyond the most obvious objective of finding a job. Let’s not forget the plethora of life-admin requirements that come with working life, such as bank accounts, superannuation, transportation, taxes etc. All necessary evils which can be resolved relatively easily as long as you know how, but to a typical teenager they can present instant stress. Parental expectations also often change when young people start earning their own money, and unexpected considerations regarding housing, rent, household expenses and domestic chores start to come into play.

However the biggest potential disruptor to a young person’s mental wellbeing is the pressure to formulate a new social identity as a newlyfledged working professional. They suddenly find themselves thrust into the world with different societal expectations, diminished support systems and adult responsibilities.

Transparency is key. Schools need to highlight these many and varied challenges to a young person’s comfortable status quo early on in Year 12 so that students have time to mentally prepare for what lies ahead by the time exams are over.

Post-exam celebrations will have less of a hangover if the foundations for the next stage have been laid in advance.

The overarching message to students should be that early and ongoing two-way communication is essential. Teachers should encourage students

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to ask endless questions about what changes will occur in their lives and how they can manage them accordingly. Engage parents/guardians in the process, providing current information about the changing world of work, the new notion of portfolio careers and what job searching looks like today.

As a basic priority, schools should be clarifying the recruitment process, honing job seeking skills, providing tips for writing resumes, conducting interviews, team work, problem solving, critical thinking and financial literacy, plus setting expectations regarding typical timelines for securing a job and all other aspects of the transition. It is also essential to develop work-ready skills before employment commences.

Schools can also play a vital role in demystifying work culture, employee-employer relations, salary expectations, dress codes, acceptable workplace behaviour, work hours, health and safety best practice, all before a young person has even walked onto the job. Practical solutions include linkages with a variety of local businesses from different industries at school-based seminars or during a “careers day”, or encouraging students to seek out part-time work or voluntary work to gain exposure to the work environment early on.

Employment providers and government services tend to predominantly focus on placing people in employment, rather than providing tailored strategies which play to an individual’s unique strengths or personal interests. At the start of their careers, young people should have their boundaries pushed and confidence built, rather than following a one-size-fits-all bureaucratic box-ticking exercise. Too many young Australians enter a job based on the need to earn money, rather than following their heart or aligning their skills to the best fitting trade or industry.

In addition to the more logistical guidelines, teachers can promote several tips to a maintaining healthy headspace throughout the process of finding a job: obvious points such as eating and sleeping well, which are crucial to maintaining positive mental wellbeing during times of stress.

Regular exercise is one of the best ways to reduce daily anxiety levels as well as breathing exercises or simple mindfulness activities like drawing or listening to music.

Putting these useful daily tips aside, the most

important thing schools can do is to openly acknowledge to students that the transition is an inevitable milestone of emotional upheaval and any related anxiety is by no means strange, uncommon or shameful.

Once this is accepted, it will be easier for teachers to then go on to promote the upsides to working life. Research has shown that working can actually help reduce mental health symptoms and improve an individualâ&#x20AC;&#x2122;s wellbeing and sense of purpose. It provides structure and routine, not to mention a platform for more varied socialisation, financial independence, technical skills and broadened life experience.

Transitioning from school into the workforce is one of the most eventful periods in a personâ&#x20AC;&#x2122;s entire life and should not be under-estimated or over-simplified as a routine join-the-dots journey.

Schools should acknowledge the challenges, outline the processes and embrace the prospects.

By establishing structured, formalised approaches to workplace transitioning that will arm students with the best possible tools and mindsets,

Australiaâ&#x20AC;&#x2122;s workforce can look forward to future generations of confident, enthusiastic, inquisitive and challenging employees.

HEADSPACE, National Youth Mental Health Foundation Work and Study Programs support 15 to 25 year olds to plan a career, find employment or work towards further education in a highly accessible, confidential and youth-friendly environment. From one-on-one support with a careers specialist to linking in with industry-specific mentors, our work and study programs provide free, expert and tailored support. The service exists to support young people whose work and study activities have been impacted by mental health, especially for those young people who are not eligible for traditional employment services or are not receiving the level of support they need from these services. And they are delivered online or over the phone to ensure that all young people, wherever they live, can take part. Please go to www.headspace. org.au/our-services/digital-work-and-studyservice/ for more information.

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Language Classes for students Prep to Yr 12, are held on Saturday mornings 9.00am â&#x20AC;&#x201C; 12.15pm in:

Chinese, German, Japanese, Spanish, Italian, Punjabi, Urdu & French at Matthew Flinders Girlsâ&#x20AC;&#x2122; Secondary College

Croatian, Karen, Vietnamese, Dari, Persian, Polish, Macedonian, Bosnian, Turkish, Russian & Arabic at North Geelong Secondary College

For enquiries Tel: 5277 9833 or Enrol online at: www.vsl.vic.edu.au 12411870-FA14-19

Discover the World of Languages!

Victorian School of Languages

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GEELONG CENTRES

Narana Aboriginal Cultural Centre GEELONG’S Award Winning Aboriginal Cultural Centre is a significant attraction situated on Wathaurong Country on Victoria’s Great Ocean Road, offering visitors programs.

Narana means ‘listening & learning’, but it is a deep, deep listening in which you take in and live out. It’s a listening and learning for life.

We seek to build understanding of Aboriginal history and culture in a welcoming, friendly and relaxed atmosphere, through personal interaction with groups, and individuals from all community backgrounds.

Nestled amongst native trees, walkways & gardens Narana’s Cultural Display & Performance building, Art Gallery, Café Narana & Retail Outlet provide the perfect learning environment.

Cultural Education programs are delivered

by Aboriginal staff who will fill your mind with the wonders of Australia’s Indigenous Culture, connection to the land, spirituality, laws, cultural designs, Dreaming stories and more.

Programs can be developed to suit the interests of visitors to the centre, whether they are primary school children attending our popular School Holiday programs or business people on ‘time out’ from a conference.

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Cultural programs are delivered to a widely varied client base as a specialist destination for School Excursion groups onsite at Narana or via our popular Incursion Program into schools.

The cultural program experience includes plenty of ‘hands on participation’, and is not just viewing, but actually sharing in the richness of the Australian Aboriginal cultural background.

Activities are designed to promote group participation, develop social interaction as well as learning in an engaging and creative environment in both classroom & outdoor settings; taking advantage of Narana’s immersive native gardens, walkways, playground and resident emus & wallabies.

• Narana is a non-profit organisation dedicated to developing better community awareness of Aboriginal culture • Programs run from Monday to Friday between 9am – 5pm (or Saturday by prior arrangement ) • Programs can be tailored to suit large groups, however a minimum of 15 people is preferable.

• Group bookings are essential.

• Please contact us to discuss your program requirements so we can tailor a program to suit your group’s educational needs & objectives.

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

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

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

Western Heights College is in the exciting formative years of establishing a new and vibrant culture. It is a government co-educational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. In 2015, the stage 2 school total rebuild was complete enabling the school to realise its vision of state-of-the-art modern buildings which connect learning, to our community and reflects our leading-edge work in curriculum design and delivery for our community.

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

Western Heights College joins 55 other schools Australia wide to offer the AVID Program (Advancement Via Individual Determination) to

students in Year 7-12. The college also has a strong focus on literacy and numeracy across the college.

Global learning and thinking is a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as it’s language. The college has sister schools in China and a newly formed relationship with a school in South Korea for the start of the 2019 school year.

Leadership, interpersonal development and student voice and agency with their learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM and art programs on offer. The college has recently re-invigorated its camps and study opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China and the World Challenge opportunity. The College is also involved regularly in the School for Student Leadership Opportunities and is one of only 3 schools in the state piloting and constructing the Stephanie Alexander Secondary Schools Kitchen Garden Program.

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

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

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

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

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

GEELONG EDUCATION

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YOUR CHILD,

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UÊ7", Ê --Ê / -ÊUÊ* ,-" - ÊEÊ1 +1 Ê * / 7 9-ÊUÊ " 1 /9ÊEÊ , Ê"**",/1 / Come and chat with our staff and students, experience the wonderful facilities and discover the diverse range of learning programs available.

THEIR FUTURE

BOOK A TOUR Tours are available Tuesday afternoons and Friday mornings.

Call today to book your College tour.

WESTERN HEIGHTS COLLEGE Years 7 to 12 37-61 Vines Road, Hamlyn Heights Web: whc.vic.edu.au Email: western.heights.sc@edumail.vic.gov.au Phone: (03) 5277 1177

Contents 8 Step to calm parenting........................................10 & 11

Lavers Hill K-12 College ...................................................35

Bannockburn P-12 College ............................................... 5

Lorne P-12 College ............................................36, 37 & 38

Bellarine Secondary College ...................................8 & 9

Matthew Flinders Girls Secondary College ........ 39

Bellarine Uniforms ............................................................. 63 Belmont High School ..............................................12 & 13

Melbourne Basketball Tournament ......................... 46 More action needed on body image & stress...50 & 51

Benefits of P-12 & K-12 Colleges ..................................22 NARANA – Aboriginal Cultural Centre ................58 CEO Melbourne ......................................................... 18 & 19 Newcomb Secondary College ..........................40 & 41 Christian College Geelong ............................................15 North Geelong Secondary College ................42 & 43 Geelong Aquatic Centre ..................................................28 Northern Bay P-12 College ..................................44 & 45 Geelong Baptist College................................. 16, 17 &64 Oberon High School ....................................... 47, 48 & 49 Geelong High School .............................................20 & 21 Geelong Lutheran College .......................... 23, 24 & 25 Geelong Performing Arts Centre ....................26 & 27

STEM Program ........................................................................ 4 Surf Coast Secondary College...........................52 & 53

Grossek’s View .................................................................6 & 7

Transition from school to the workplace....54 & 55

Grovedale College .............................................................. 29

Victoria School Guides Website .................................14

Lara – A natural place to rest, play & Learn .........34

Victorian School of Language...........................56 & 57

Lara Primary School ................................................30 & 31

Western Heights Secondary College............................

Lara Secondary College....Front Cover, 2, 3, 32 & 33

.......................................................................................59, 60 & 61

Next edition: March 2020 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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