Geelong Education Guide 2020 by Star News Group

ISSUE 14 â&#x20AC;˘ 2020

GEELONG SCHOOLS

Focus on Lara - 32 - 39 & back cover GPAC - 2020 Deakin University Theatre Season - 23 & 24 Melbourne Basketball Tournament page 44 Photo provided with compliments of Geelong Baptist College. For further information refer to pages 2, 3, 14 & 15. Geelong Gee eeelo lon on o ng S Schools ch cho ch ho ools ols ol

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Geelong Schools

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Geelong Schools

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 Accelerated Learning 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, VCAL, VET and school-based apprenticeships

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Students are encouraged to strive for excellence in a learning environment that promotes the core values of respect 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 2021 enrolments into Year 7 Thursday 12th March 2020 Tours 5.00pm – 6.45pm Information Session 7.00pm – 7.30pm at the Ocean Grove Campus Thursday 19th March Tours from 6.00pm at the Drysdale Campus 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 12424676-FA09-20

Email: bellarine.sc@edumail.vic.gov.au

Telephone – 5251 9000 Geelong Schools

Parental funding widens gap HUGE differences in parental funding in public schools widen the gap between high and low socioeconomic status schools, driving inequality and helping to privatise public schools “from within”. A new study by Dr Emma Rowe of Deakin University and Associate Professor Laura Perry of Murdoch University follows up on previous research into parental funding in Victoria, this time turning towards New South Wales to examine the effect parental funding has on public schools. Their first study showed that some schools received as much as six times the parental funding others did—and things are no different across the border. Data were collected over five years (2013-2017) from every public high school in NSW, with the final dataset including 386 schools. The authors’ analysis found “very large inequalities in the amount of financing that individual public schools are generating exclusively from their parent communities.” They want parental income to be acknowledged as a significant income stream for public schools, and as a major driver of inequality between schools. Two schools receiving a similar level of state funding may receive drastically different amounts of parental revenue. Per student, schools in most disadvantaged quartile received an average of $419, compared to an average of $1,055 among the most advantaged school quartile. The lowest earning school received an average of $117 per student over a 5-year period, compared to $4,820 at the highest earning school. This is 41 times what the worst-off students received, but the differences per school are even more drastic. Schools in the most disadvantaged quartile received an average of $207,781, compared to an average of $949,778 among the most advantaged school quartile. The lowest earning school received $43,063 over the same period, while the highest earning school received an average of $3,636,370. The authors call this a form of “privatisation from within”. The idea is that the success or decline of ostensibly public schools are driven by market forces and individual wealth. The authors write that “parent-generated funding … exacerbates funding and resource gaps on the basis of socioeconomic status and private wealth. This is a structural form of disadvantage

Geelong Schools

that compounds the educational disadvantage already experienced.” Since parents want the best for their children, many are inclined to pay voluntary fees. This means, though, that higher socioeconomic status (SES) schools receive yet more funding, become more attractive to parents, and thus gain more enrolments. This then reduces parental funding for lower SES schools, which have smaller student cohorts. “On one hand, [parental contributions] show positive forms of parental engagement with public schooling, generating advantages and benefits for students within a competitive school market. “However, on the other hand, they drive gaps between public schools and largely benefit particular cohorts of students—those in high-SES public schools—far more than students in lowSES public schools.” There are personal consequences for the children of disadvantaged parents, too. Since voluntary payments are often used to fund activities such as music and art classes, excursions, and sports, children whose parents cannot afford to pay voluntary fees are left out. The authors cite the “popcorn initiative” at an affluent Sydney primary school, where children received free popcorn if their parents had paid additional fees. “The principal reported it to be a ‘great success’,” the authors write, “as parents rushed to pay the fees to avoid ‘public shaming’ of their children.” Socioeconomic segregation in our schools is both a driving factor in this inequality, and also a consequence of it. Australia’s schools are some of the most segregated in the OECD, with disadvantaged and advantaged students rarely attending school alongside one another. Parent funding worsens this segregation, since higher SES schools will receive more funding and widen the gap. Individual student SES, which includes factors like parents’ income, profession, or education level, has been strongly linked to higher performances. However, this can be outweighed by school SES.

“School socioeconomic status can supersede individual socioeconomic status in terms of educational achievement and access to university. When schools have large concentrations of disadvantaged low-income students, they are likely to struggle with attracting and retaining experienced teachers, and they are more likely to have resource-poor learning environments.” This means that even if a student’s parents are well-educated, for example, they may not reap the benefits as fully if they do not attend a school with a similarly advantaged SES. This could push up enrolments in advantaged schools, which perpetuates the problem. Another issue is that standardised tests such as NAPLAN do not take socioeconomic factors into account. “Rich resourcing correlates with higher performance, so when this is taken alongside high-stakes standardised testing and punitive policy mandates, a resource-poor learning environment constructs grossly inequitable learning and testing conditions.” Parents use NAPLAN results as a guideline for enrolments, and once again disadvantaged

schools may lose enrolments owing to lesscompetitive results. The authors do have some suggestions to rectify this growing issue. While needs-based funding would help in theory, research already shows that government funding mostly goes to wealthy schools. Their main suggestion is to redirect government funding away from wealthier schools, to acknowledge parental funding as an actual source of revenue and use public money to support disadvantaged schools. They also suggest dedicated funding schemes limited to disadvantaged schools, funded by redistributing resources from high-fee private schools whose per pupil funding exceeds the government’s resource standard. A cap on parental fees could also be applied. For more information or an interview, please contact ■ Dr Emma Rowe at Deakin University at emma. rowe@deakin.edu.au. ■ Associate Professor Laura Perry at Murdoch University at L.perry@murdoch.edu.au

Geelong Schools

RIV

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

O N T H I G H S C HOOL

BELM

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

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

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

Nurture The House system provides identity and belonging, where senior students care for younger students. It develops opportunities for participation and leadership. Students begin in our Year 7 and 8 Middle Years program and are supported by a team of teachers that know and understand each individual student.

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

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

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Participate

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Belmont High School

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

w: www.bhs.vic.edu.au 12408526-SN14-19

A Journey Through Problem Solving Opportunities to engage in real world problems and to apply their solutions or ideas in practice

Communication The ability to communicate clearly, using oral, written and non-verbal languages

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An Education Beyond Measure Williams House Kindergarten and Day Care

ButterďŹ eld House Kindergarten and Day Care

Middle School Highton Year 5 to Year 9

Bellarine Campus Drysdale Prep to Year 9

The Learning That Matters... Critical & Creative Thinking Thinking broadly and deeply using reasoning, logic, resourcefulness, imagination and innovation

Self-Direction Collaboration Positively contribute to groups and collaboratively make decisions

Global Connectedness

Developing the skills necessary to work independently

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Making connections between their own world and the worlds of others

Surf Coast Campus Torquay Prep to Year 2 in 2020

Junior School Belmont Prep to Year 4

Senior School Waurn Ponds Year 10 to Year 12

www.christiancollege.vic.edu.au

Catholic education: open to all ACADEMIC achievement, affordability and strong and safe school communities all point to a flourishing future for Catholic education in Victoria. Catholic Education Melbourne Executive Director Stephen Elder says the greatest compliment he has ever received was overhearing one parent tell another “If you want your child to be truly happy, then send them to a Catholic school”.

Catholic schools across Melbourne excel in literacy and numeracy - the crucial building blocks of learning - returning results well above the state average in NAPLAN tests.

“Catholic education stems from a sense of service to the community,” Mr Elder says. “We have always worked to make our schools open to as many parents who want a quality, values-based education for their children as possible - and always will.

The 2017 VCE median study score - the best indicator of the typical level of VCE achievement in a school - show stronger outcomes for Melbourne Catholic schools, with results that now stand some 10 per cent higher than the equivalent results for Victorian government schools. Using the same measure, the proportion of high achievers in Melbourne Catholic schools is more than three times larger than the equivalent figure for government schools.

“We’re not driven by educational fads. Instead our focus is on developing independent learners and encouraging personal development; creating happy, well-adjusted students with the knowledge and life skills - plus a sense of purpose - needed in our ever more complicated world.”

University of Melbourne research on the “value add” performance of non-government education has found that Catholic schools add an average of six points to tertiary admission ranks, or ATAR scores, at the career defining end of a student’s school journey.

A pathway for life Growing numbers of students and a steady stream of new schools point to the popularity of Catholic education.

A major Australian Bureau of Statistics survey has found that three out of four Catholic secondary school students will go on to university.

This year over 210,000 students - close to one in four Victorian school children - will enjoy a Catholic education in one of nearly 500 schools state-wide.

And a Curtin University study shows how a Catholic education pays real-world dividends, with Australians who attended Catholic schools enjoying a wage premium of more than 10 per cent.

And above the mere numbers, academic results and a steady stream of independent research underlines the difference a Catholic education makes.

At the same time, the Curtin University research shows Catholic school graduates enjoy greater levels of happiness and life satisfaction. A major part of this academic and personal success comes from the fact that when Catholic teachers walk into class they see individual students. Teaching and learning programs are based around diversity and dignity and designed to engage students at a social and emotional level. “The thing I like about working in the Catholic school environment is that we genuinely put the student’s wellbeing at the heart of everything we do,” Liam Buckley, a teacher St John’s Regional College, Dandenong, explains. “School for our students is not just about the learning of content, but the development of the person as a whole.”

Geelong Schools

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I T E R E T S U AV I T E R

C L O N AR D

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Geelong Schools

To Know and To Learn YOUR childâ&#x20AC;&#x2122;s view of the world begins in the home and school culture can reinforce this. Geelong Baptist College, is a school founded and modelled on a Christian foundation and can provide your child with an environment that is spiritually enriching. Our curriculum and instruction is designed to help our students develop a Christ-like worldview and to be able to apply this worldview in all of life, both inside and outside the classroom. Navigating the 21st century is difficult at times and GBC aims to provide our students with lifelong skills and values that will assist them in their journey. In addition to the rigour of academia, it is our desire for students to grow in kindness and wisdom, whilst being generous both in heart and spirit. Transitioning from primary to secondary school can be daunting for students, so being on one campus can be reassuring and seamless for your child.

Geelong Schools

We are a growing independent college, providing academic, creative, artistic and sporting opportunities for our 380 students. Our college is on a sprawling 34 acres with space for our students to grow and to breathe. GBC is easily accessible from the Geelong Ring Road and our extensive fleet of privately owned buses service not only the greater Geelong area but as far as Pt Cook and Werribee. GBC is on vast grounds with a scenic vista towards Corio Bay. Whilst in close proximity to the Geelong Ring Road, enabling easy access, the College is nestled into vast established grounds providing an airy, countryside feel. If you are from Geelong or its surrounding areas, we encourage you to visit us and to see how your child will benefit from education at GBC. GBC is now accepting enrolments for 2021. Please contact the College office for Twilight Tours and Open Day dates and times. Alternatively you can register your inquiry through the College website.

The well-being of our students is a huge part of our College culture. Our skilled teaching staff are selected not only on their ability to teach, but also for their ability to relate to and care for, each student at GBC. Our Well Being Team is made up of teaching staff and our College Chaplain who is highly trained in both social work and counselling. Geelong Baptist College is well known for its firm but fair behaviour management, which ensures our students feel secure within the boundaries of college life. Our behaviour management procedures that are in place are renowned for making GBC a safe place where students and teachers have the right to learn or teach free from disruption. It is a system that encourages our students to become responsible, respectful and reliable adults where consequences are consistent, just and predictable. Our students are treated with equity and the college offers unconditional acceptance to every student. We acknowledge that each student is unique

Our curriculum and instruction is designed to help our students develop a Christ-like worldview and it is a privilege to help them unpack their gifts and talents through a myriad of opportunities both in the primary and secondary schools. In Primary, our clubs programs enable each student to explicitly develop a servant hearted outlook, as they use their gifts and talents to bless others in the community. Geelong Baptist College focuses on fostering self - worth and ensuring that each student can aim to reach their full and potential. We emphasize the importance of Godly traits and values and, together with families, we are committed to recognising and celebrating these in our students. GBC offers the best environment for personal learning and achieving success.

Geelong Schools

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A major redevelopment over recent years 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 and stage two, including a new library, canteen, IT rooms, classrooms and administration areas are now operational. The third and final stage will see a new arts facility and VCE Study Centre ready for occupation early in 2020. The redevelopment reaffirms the 110-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, gratitude and a growth mindset. Teachers support students to strive for their best through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and 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 is actively encouraged and celebrated at all levels with students taking the opportunity to influence and be involved in the decision making processes of the school and in taking responsibility for their learning. Principal: Glenn Davey UÊ ÀÃÌÊ> `Ê ìÃÌÊ} ÛiÀ i ÌÊÃiV `>ÀÞÊÃV Ê Ê Geelong since 1910 UÊ > Ê> `Ê ÀìÀ 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 Tuesday 21st April 2020, 4.30pm- 7.00pm

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

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GEELONG GEE GE G EEL EE LON LO ON O NG E EDUCATION DUC DU D UCATI UC AT A TIO TI ON N

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Start Your GLC Journey at Prep Prep â&#x20AC;&#x201C; Yr 12

Geelong Lutheran College Vision, Values and Mission Our Vision To be a leading, innovative, Christ-centred learning community that inspires students to be caring, confident and creative citizens. Our Values Geelong Lutheran College endeavours to achieve its educational mission through the following values: Wisdom - is more than knowing. It is the basis for making good decisions and giving a sense of direction. Wisdom has a scriptural basis. It is developed through knowledge and learning grounded in the Christian faith. Honour - is respect for self, one another and the community in which we live. It incorporates aspects of love, service, courage and humility. Purpose - is living with intention. It embraces our unique talents and abilities and gives us assurance, hope, mindfulness and direction as we go about our daily lives. Our Mission Geelong Lutheran College shares the mission of

Geelong Schools

all Lutheran schools and aims to encourage and support students, informed and sustained by the word of God, to develop their God-given talents so that they may shape and enrich their world. Geelong Lutheran College comprises two campuses with an overall student population nearing 900. Geelong Lutheran College St John’s Newtown was established in 1962 to provide a quality education for the people of Geelong in a Christian family environment. St John’s is a Christian school promoting lifelong learning in a nurturing atmosphere. The St John’s Newtown campus is centrally located in the Geelong Central Business District and delivers a dynamic, engaging and holistic curriculum catering for the developing needs of learners from 3-year old Kindergarten to Year 6. Geelong Lutheran College Armstrong Creek, established in 2009, is located in the Armstrong Creek development region. The Armstrong Creek campus is a co-educational Primary and Secondary school offering education for students from Prep to Year 12.

Together, the two campuses operate as Geelong Lutheran College, catering for children from age three to Year 12. The Lutheran Education system is the second largest non-government system providing for over 40,000 students across Australia. Lutheran education has a long and proud tradition of education since 1839, springing from a strong Lutheran desire to educate their children within a Christian context. Today, Lutheran schools cater for students from a wide-range of faith backgrounds. Lutheran schools are well-known for their quality, valuesbased Christian education. The College’s vision is to be is a leading, innovative, Christ-centred learning community that inspires students to be caring, confident and creative citizens. The two campuses have enjoyed a shared identity as of the beginning of 2019. Both campuses offer a welcoming, lively and nurturing Christian environment with a focus on providing a quality, Christian education for children in the Greater Geelong region. The special focus is on the whole child, especially the needs of individual students with an emphasis on the social/emotional, academic, physical and spiritual dimensions. The College has a diverse student cohort and encourages

student enrolment applications from a wide range of backgrounds. Our outstanding staff are very committed to supporting students and their ongoing development. Essential to the College is its relationship with God, in the context of the Gospel, where each student is valued and accepted as a child of God. Relationships are a very important part of Geelong Lutheran College culture, as it utilises the Restorative Practice model in the support of students’ behaviour. Both campuses are committed to students’ social and emotional wellbeing through the provision of highly qualified and experienced counsellors. Geelong Lutheran College offers a range of activities: co-curricular including sport and music, and extra-curricular including service learning and robotics. For a taste of Geelong Lutheran College, prospective families are invited to register for one of the Colleges’ Open Days. Dates for 2020 can be found on the Geelong Lutheran College website: glc.vic.edu.au An Open Day visit or a personally arranged tour will offer an opportunity to see the College campuses in action, to meet members of the caring and dynamic schools, and experience for yourself these unique environments.

Geelong Schools

GEELONG EDUCATION

Geelong Arts Centre 2020 Deakin University Theatre Season GEELONG ARTS CENTRE has announced its 2020 Deakin University Theatre Season; a celebration of stories that need to be told by voices that need to be heard. Joel McGuinness CEO Geelong Arts Centre said: “Our 2020 Deakin University Theatre Season demonstrates how storytelling is embedded in every fibre of what we do at Geelong Arts Centre.” “Whether the stories are told through song, movement or words, they are there to challenge, entertain and inspire. Most importantly though, they allow our audiences to see the world through a new lens.” “We are incredibly proud to present eight outstanding productions as part of our 2020 Deakin University Theatre Season, as well as six special additions that explore important themes of cultural diaspora, mental health, womens rights and the experience of our First Nations people.” The Geelong Arts Centre 2020 Deakin University Theatre Season opens with David Williamson’s darkly comedic drama Family Values by Griffin Theatre Company, starring stage and screen stars Belinda Giblin and Andrew McFarlane, directed by Lee Lewis. Providing a platform for the sharing of First Nations stories is deeply important to Geelong Arts Centre. The 2020 Deakin University Theatre Season will hero two monumental productions by indigenous performers and writers: Opera Conference will present the first major revival and 30th Anniversary production of Bran Nue Dae, the world’s first aboriginal stage musical, written by the late Jimmy Chi in collaboration with the band Kuckles. After receiving incredible accolades across the national festival circuit, Australia’s leading physical theatre company Legs On The Wall will bring original work, Man With The Iron Neck, written by Ursula Yovic - a confronting, heart-felt story about a small town Australian family, finding hope and embracing life after trauma. Shake & Stir Co. demonstrate just how enduring the themes of George Orwell’s political

commentary, Animal Farm remain in a stage adaptation directed by Michael Futcher and performed by a cast of Queensland’s most dynamic actors. Geelong’s own independent theatre company Doorstep Arts and Geelong Arts Centre collaborate to present the fresh, invigorating and quintessentially Australian musical, Metro Street observing three generations bound by blood and stretched by the modern world. Metro Street will be developed onsite in Geelong Arts Centre’s recently opened Ryrie Street redevelopment and will provide an opportunity for up to three roles for local actors. Auditions will be held in early 2020. Winner of the 2018 Griffin Award, Suzie Millar’s taut, rapid-fire and gripping one-woman show, Prima Facie exposes the shortcomings of a patriarchal justice system where it’s her word against his. Starring Sheridan Harbridge and directed by Lee Lewis. Critical Stages Touring and The Belloo Creative comes to Geelong with Rovers - a delightful, poetic work, woven from true stories and wild schemes. Roxanne McDonald and Barbara Lowing celebrate the grit and daring of the Australian women trailblazers. The Geelong Arts Centre 2020 Deakin University Theatre Season suite rounds out with an irreverent and thrilling collaboration between Circus Oz and Geelong Symphony Orchestra, Tutti Circus that fuses together two dramatically different art forms. Tutti Circus treads the taut tightrope between music and silence, circus and stillness, tension and release. Look out for the Geelong Arts Centre 2020 Family Magic program coming soon. For more information visit geelongartscentre.org.au Geelong Schools

GEELONG ARTS CENTRE 2020 DEAKIN GEELONG ARTS CENTRE 2020 DEAKIN 2020 DEAKIN UNIVERSITY UNIVERSITY MAIN 2020 DEAKIN UNIVERSITY UNIVERSITY MAIN THEATRE SEASON THEATRE SEASON

THEATRE SEASON THEATRE SEASON

FAMILY VALUES 25–28 MAR GRIFFIN THEATRE COMPANY

FAMILY VALUES SPECIAL ADDITIONS

BRAN NUE MAR DAE 25–28 4–7 JUN GRIFFIN THEATRE COMPANY THE OPERA CONFERENCE

BRAN MAN WITHNUE DAE THE IRON NECK 4–7 JUN 10–12 JUN THE OPERA CONFERENCE LEGS ON THE WALL

MAN WITH ANIMAL FARM THE 7–8 AUGIRON

DOUBLE DELICIOUS 19–22 FEB SPECIAL ADDITIONS CONTEMPORARY ASIAN AUSTRALIAN PERFORMANCE

JEKYLLDOUBLE AND HYDEDELICIOUS 29 APR 19–22 –1 MAY FEB A SLIGHTLY ISOLATED DOG CONTEMPORARY

ASIAN AUSTRALIAN

NECK MISSION SONGS 10–12 JUN PROJECT JEKYLL AND HYDE LEGS ONSTREET THE WALL 30 MAY 29 APR –1 MAY METRO PROJECT BY JESSIE LLOYD 27 AUG–5 SEP SLIGHTLY LINES ISOLATED DOG PRODUCED BYAPERFORMING ANIMAL FARM DOORSTEP ARTS & GEELONG ARTS CENTRE ISAIAHMISSION SONGS 7–8 AUG ROVERS SHAKE & STIR THEATRE CO YOU & I TOUR 30–31 OCT 2 JUL PROJECT THE BELLOO CREATIVE METRO STREET YO YO MUSIC 30 MAY PRIMA FACIE SEP PROJECT BY JESSIE LLOYD 27 AUG–5 A MIGRANT’S PRODUCEDSON BY PERFORMING LINES 12–14 NOV PERFORMANCE

SHAKE & STIR THEATRE CO

DOORSTEP ARTS & GEELONG ARTS CENTRE 14–15

GRIFFIN THEATRE COMPANY

ROVERS TUTTI 26–28 NOVOCT 30–31

CIRCUS OZ AND GEELONG THE BELLOO CREATIVE SYMPHONY ORCHESTRA 12428177-FA09-20

PRIMA FACIE 12–14 NOV

GRIFFIN THEATRE COMPANY

TUTTI 26–28 NOV

CIRCUS OZ AND GEELONG SYMPHONY ORCHESTRA 12428177-FA09-20

AUG

ISAIAH

MICHAELA BURGER

I HAVE YOU A FACE &I 9–10 OCT 2 JUL JUDE PERL

TOUR

YO YO MUSIC

A MIGRANT’S SON 14–15 AUG MICHAELA BURGER

I HAVE A FACE 9–10 OCT JUDE PERL

BOOK YOUR THEATRE PACKAGE AND SAVE UP BOOK TO 25% YOUR

THEATRE PACKAGE AND SAVE UP TO 25%

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Discover Grovedale College

Information Evening 2020 Thursday 19th 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. In 2019 the College opened the Performing Arts and Gymnasium buildings for the school community. Over $7.5 million has been spent on a 400 seat theatre, double court gymnasium, new kitchen facilities and canteen. Teaching staff and Team Leaders will provide information on Transition Programs, Curriculum Options, the eLearning Program, Musical Opportunities and our Sports Academy Program.

Scheduled tours occur every Tuesday and Thursday at 9.30am during the months of March, April and May

Enquire about our excellent scholarship opportunities available for students commencing in 2021 19 Wingarra Drive Grovedale VIC 3216 Telephone 03 5245 4545 Facsimile 03 5245 4577 grovedale.co@edumail.vic.gov.au

www.grovedale.vic.edu.au 12435891-LB09-19

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Your Child’s Transition to School STARTING school is a big step for you and your child. It can be both challenging and exciting. As families, the support you give your child is important because you are your child’s first and most important teacher. Tips for transition Below are some tips on how you can help your child have a positive start to school. The year before school ■ Ask your child what they think about starting school. ■ Encourage your child to ask questions about going to school. ■ Help your child stay healthy. Make sure they have regular health and dental checks and keep immunisations up to date. ■ Encourage your child to try to do things on their own such as dressing, going to the toilet, washing their hands, unwrapping their food and opening and closing their drink bottle. ■ Talk to friends and other families about what school is like. ■ Attend transition-to-school programs and activities at your child’s early years service and school. ■ Talk to your child’s early childhood educator about things you can do at home to help your child’s learning and development. ■ Talk to the school about how you can engage in your child’s learning and development at school. ■ Ask the school what time your child starts on the first day and where to take them. During the summer holidays ■ Show your child where the school is and talk about how you will get there. ■ Arrange play-times with other families whose children will be going to the same school as your child. It helps if your child knows another child at their school at the start of prep. ■ Practise the things your child will need to do to get ready for school (e.g. putting things in their bag, remembering to take a hat). ■ Confirm your before or after school care arrangements. Show your child where the outside school hours care facilities are and talk about how they will get there.

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Be positive about starting school and enjoy your child’s excitement. ■ Visit your local library and read books with your child about starting school. The first day of school ■ Make sure your child knows who will take them to school and pick them up on the first day. ■ Help your child to organise their clothes, hat, shoes and socks the night before. ■ Help your child to pack their school bag with a snack, drink, lunch and a hat. ■ Place a spare pair of underpants and a change of clothes in a plastic bag. Let your child know these clothes are in their bag in case of any accidents at school. ■ Put sunscreen on your child in the morning if it is needed. ■ Show your child where you will meet them at the end of the school day. ■ At the end of the day talk to your child about what happened at school. The first year of school ■ Find out about what your child is learning at school. By doing this, you can support your child’s learning and find out how your child is adjusting to school. ■ If your child is having difficulty at school, talk to their teacher. Your child can also say what they think might help them. ■ Keep talking to your child about school. Ask them about their new experiences, what they like and what they find hard. ■ If your child attends an outside school hours care service, find a way of sharing your child’s school progress with the staff. ■ Share feedback about your child’s experience of starting school with the school and early childhood service. ■ Organise time for your child and their new friends to play together outside of school. Local early childhood services and schools will organise their own transition-to-school programs and activities each year. To find out more, talk to your child’s early childhood educator or contact the school where your child is enrolled. Ref: http://www.education.vic.gov.au/childhood/ parents/transition/pages/supporttransition.aspx ■

Deaf Education at Grovedale West Primary School Grovedale West Primary School encompasses the Geelong Deaf Education Centre which is a highly specialised educational resource for eligible deaf students living in the Geelong area. As Geelong’s dedicated deaf education service provided within a mainstream primary school, the school has specialised school based resources including skilled Teachers of the Deaf, Auslan interpreters and Deaf Education Assistants who assist the language and learning needs of deaf students and also support their families. Teachers of the Deaf work closely with classroom teachers to target the specific needs of each student and provide language therapy services. The students are also supported by Speech Pathologists and other support services including Hearing Australia. The classrooms are fitted with Soundfield systems to assist the students. A team of classroom assistants support the deaf students in their mainstream classes under the close guidance of the Teachers of the Deaf to ensure that the teaching support targets their needs. Our Deaf and hard of hearing students learn with their friends in a highly engaging, collaborative and nurturing learning environment, guided by the educational team.

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Our students also love engaging in Science, Philosophy, Music, Art, PE and the Stephanie Alexander Kitchen Garden program and are supported to be active learners, thinkers and leaders.

We invite you to join us for a personal tour of the school and to meet our education team and Teachers of the Deaf by contacting the school on 5241 4774. Address: 85 Heyers Road Grovedale Phone: 5241 4774 Email: grovedale.west.ps@edumail.vic.gov.au Geelong Schools

Grossek’s View Grossek’s view SCHOOL CHOICE DILEMMAS THE reception area was unusually quiet for a Monday morning, or so she thought, as she waited patiently for her appointment with the school principal. Mrs Tonkin’s son, Julian, was about to graduate from his local primary school after seven years. Seven tough years she thought. Julian was by no stretch of the imagination an academically inclined student. In fact, quite the opposite. To make matters worse, his small circle of friends, inspired more by desperation than by choice, she thought, led him more often than not to detention classes than anywhere else. “Good morning, Mrs Tonkin. Pleased to see you.” Ms Carpenter, the principal, smiled, as she mostly did. “What can I do for you?” Jolted from her thoughts, Mrs Tonkin fumbled for a moment. She hated those fumbling moments. They made her feel inadequate, just as they had throughout her childhood, a childhood dominated by the oppressive nature of her father. Guilt was in there too. Julian’s awkwardness in conversation she was sure didn’t help him much in making friends with better peers. He must have inherited that fumbling conversational trait from her. “Oh, yes.” She stammered. “I……er,” damn it. There I go again. Ms Carpenter was kindly, always kindly. “Take your time.” Once seated in Ms Carpenter’s office, and thoughts of her own awkwardness as a child no longer front and centre in her mind, words came more freely to Mrs Tonkin. In fact they burst out. “I’m worried about Julian next year, transitioning to secondary school. He isn’t a confident kid. He gets into trouble so much and I worry about him. His father worries about him too, I think.” Julian rarely saw his father since his parents split, acrimoniously so, several years ago. Mrs Tonkin rarely spoke with him, and, in truth, was relieved. He was so much like her father. Goodness knows why she married him. At least now she was

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free of him, though popping him into this conversation right now might give her some ammunition in her quest to find the right secondary school for Julian next year. “In what way?” replied Ms Carpenter, her tone deliberately sounding puzzled, yet reassuring in an understated way. This was not the first time that she was meeting with a parent anxious about their child’s transition to secondary schooling. In fact, somewhat to her frustration, it was an increasing phenomenon. Anxiety, as Ms Carpenter knew only too well, was surging through society, almost unchecked. The consequences for her, in her role as a school principal, were quite profound. “Well,” began Mrs Tonkin, her confidence boosted, by Ms Carpenter’s unwavering smile. “I’m not sure that the school to which Julian is zoned is right for him. You see most of the boys that he hangs out with are going there next year and they all get into trouble here, nearly all the time. I was hoping that Julian could get away from them.” Mrs Tonkin paused, as much to catch her breath as to think of what to say next. Ms Carpenter’s smile had disappeared by now, replaced by a nothingness sort of expression, one which Mrs Tonkin could not read. “Julian is a follower and he needs a fresh start. I was hoping you might be able to recommend another local government school that might suit him better.” Her voice trailed off noticeably. Ms Carpenter winced ever so slightly. Clearing her throat, knowing that she had no good news for Mrs Tonkin, Ms Carpenter attempted to deflect her concerns. “But, it’s a great school with a wonderful student wellbeing program. Besides which, it’s our main feeder secondary school and we have a longstanding excellent transition program in operation with them.” Mrs Tonkin remained visibly unimpressed. “He needs a break from those other boys.”

Ms Carpenter understood exactly, but there was virtually nothing within her power to assist Mrs Tonkin; not given the clarity of the enrolment procedures now in place for government. Due to rapidly rising enrolments all local secondary schools were strictly enforcing the procedures – with only one accepting enrolments from out of their zone. She wasn’t sure that Mrs Tonkin would be likely to seek to enrol Julian at that school. It was quite some distance from where he lived and the school’s declining enrolments would be of concern. Her silence prompted Mrs Tonkin; actually needled her. “So what are our choices?” “Well, you can always appeal Julian’s placement.” “And what are our chances of success?” disappointment creeping as rapidly into Mrs Tonkin’s voice as was a cocktail of helplessness and frustration overwhelming the principal. “I don’t know really,” she replied carefully, at which point the school bell rang. “Look, I suggest you make an appointment with the principal of your son’s zoned secondary college and explain your concerns. From our end, we will certainly alert them to the challenges your son faces socially next year in moving forward.” Ms Carpenter paused, just long enough to absorb the disappointment in Mrs Tonkin’s eyes. “Don’t worry too much Mrs Tonkin, I’m sure that we can work this all out to Julian’s best advantage.” Mrs Tonkin rose from her seat, shook her head and started to say something before the stumbling fumbling for words took control. “Thank you Ms Carpenter for your time.” Ms Carpenter saw Mrs Tonkin out, watching her crestfallen figure disappear in the distance. Slowly she returned to her office, sat down, then almost immediately stood up, went to the staffroom, poured herself a black coffee and returned. A flood of thoughts engulfed her as she sat quietly in the privacy of her office, doors closed. She could empathise with Mrs Tonkin. What would she, herself, do in similar circumstances? Probably much the same. Yet, on the other hand,

as a principal of a public school in Victoria, systemic considerations could not be ignored. What was the best advice could she give to parents, anxious to ensure the best choice of school for their child transitioning to a secondary school setting? That was a question she had asked herself many times over. Do your homework – and if your choice is a public school, your neighbourhood school is your starting point. What sort of fit is it educationally and socially for your child? Word of mouth is valuable too – what do other families think of the school? Check the school out for yourself. It’s amazing what you can learn about a school’s culture and operations from a visit. Whatever you end up deciding, remember that no matter what school your child ends attending, there will be great times and tough times. Don’t beat yourself up too much in searching for the impossible. If only! Her coffee finished, Ms Carpenter sighed, and turned her attention to other matters. 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 Schools

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.

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.

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.

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.

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.

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.

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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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.

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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

We are Safe We are Respectful

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We are Ready to Learn

120 Flinders Ave, Lara Phone: 52 821 427 Geelong Schools

What’s in that backpack? SCHOOL is back which means it is a good time to check your child’s backpack is correctly fitted. Increasing numbers of children are presenting with spinal pain, with one of the major causes being carrying excessive loads to and from school. Several issues can arise from wearing ill-fitting backpacks, including fatigue, muscle strain, neck, shoulder and/or back pain, changes to the body’s natural curvatures, poor posture and headaches. As physiotherapists we see many students with headaches, shoulder & back pain and stiffness from carrying their backpacks tom and from school. The good news is that most school bags & backpacks are well designed to carry a reasonable weight if you follow simple fitting and lifting guidelines. When packing your child’s backpack teach them to put the heaviest things at the back closest to the spine. In total the backpack should not weight more than 10-15% of your child’s total body mass. When placing the bag on their back it should rest evenly across both shoulders (not just

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one) and should conform to the natural contours of their back and not ‘hang’. If then bag is sitting too low adjust the shoulder straps to lift the bag up to rest above your child’s hips. Using the waist strap when walking will distribute the weight more evenly and take pressure off the shoulders. A sign your child’s backpack is ill-fitting or too heavy include marks on their shoulder/s, headaches complaining of pain while carrying the bag or experiencing pins and needles in their arms. When lifting the bag up your child can lift it onto a chair or stool first and then place on their shoulders to reduce twisting and extra strain. So take the chance to check that your child isn’t suffering any adverse effects from their school bag, and if you are concerned we are happy to assist fitting backpacks and teaching good posture and lifting techniques. For more information please contact Lara Physiotherapy Health Network 5282 3860 or laraphysio@laraphysiotherapy.com

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Lara Secondary College LARA Secondary College is a great school for many reasons. 1. Common instructional teaching model All teachers at the College deliver their lessons via our agreed Teaching and Learning Framework which is based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 - 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College. 2. Student Engagement Policy The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College. 3. School Improvement Policy We believe that all students learn at different rates. It is for this reason that all students from Year 7 - 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more

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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, Upstart Business Ideas Program and many more.

The College implements a Professional Learning Community framework, to enable us to closely monitor individual student learning and ensure students understand where and how they can continue to improve. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto - Realise Your Potential. At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students. We know that relationships between students

and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure. We have developed a strong academic focus across the school which has seen significant growth in student learning across Years 7 â&#x20AC;&#x201C; 12. We emphasize to students the importance of effort in relation to the achievement of high academic results. Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College. College Tours are available any time throughout the week, however parents are encouraged to make contact with the College and make arrangements for a mutually convenient time during the day. The College phone number is 5282 8988 Mr. Wayne Terrill Principal

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Victoria School Guides Highly ranked on Google a useful resource tool for parents.

Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you. Governm e n t Sch hools Gu ide Several frequently asked questions Se Sen have been answered and if you ior S Coll econd have a question that hasnâ&#x20AC;&#x2122;t been ege ary s addressed then send it to our team for their input. Ca ))+

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Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured. All of our hard copy guides are available digitally on the website

www.victoriaschoolguides.starcommunity.com.au

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

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 has two campuses. The K-12 campus is a beautiful rural school on the Great Ocean Road set in the Otway Ranges, and caters for students in Kinder to year 12. The second campus GOALS, is a FLO (Flexible Learning Option) located in Colac, and offers a unique diversity of programs and educational pathways for students, from year 10-12 including VCE, VET and VCAL. All programs are carefully crafted and individualized to encourage the best possible outcomes.

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

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

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

A key distinction

providing deep insights for all schools.

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:

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.

“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”.

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.

Many of these P-12 schools went on to develop extraordinary innovations in P-12 schooling and to develop some degree of curriculum alignment,

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.

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MID WEEKEND OF THE JULY SCHOOL HOLIDAYS, APPLY NOW! rd Fridaynight night 5 3th July Friday July th to 5 to 7th July July 2020 2019

MELBOURNE

TOURNAMENT TOURNAMENT 2020 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: 16TH JUNE 2020 12432865-SG09-20

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LITTLE RIVER PRIMARY SCHOOL

S Situated in a peaceful, semi-rural environment LLittle River Primary School stands proudly as a m modern 21st Century learning environment for it’s 150 15 students. The welfare of each student is at the centre c of all decisions made at Little River Primary S School. Our fundamental moral purpose is to e enable every student to reach their full academic, s social, emotional and physical potential Respectful Relationships is a program taught systemically, as is the development of a Growth Mindset to underpin students’ mental health and success in life. The school community’s interest in the environment and healthy lifestyles has led a strong focus on Science, Physical Education and the Arts. Literacy and Numeracy continue to be our core business and we are proud of our strong achievements in NAPLAN. The school’s Robotics team compete with other local schools. Cybersafety is an area of importance across all year levels. A rigorous Indonesian language program is taught to all grades as will a Music program in 2020. Little River Primary School is fortunate and very appreciative of the support provided by local community groups, local businesses and our wonderful families..

You are more than welcome to visit the school for an individual tour of this outstanding educational facility, with the Principal, Gavin Nelson. Please ring 52831214 12430251-FA45-19 Geelong Schools

Why choose a Girls’ School? PARENTS often face conflicting advice when deciding whether to send their child to a singlesex or coeducational school. There are more single-sex schools for girls than for boys in each of the three Australian educational sectors: government, Catholic and independent. As a consequence, more boys than girls are enrolled in some coeducational schools. So as a parent, how do you decide which school is best for your child? And, importantly, what do you actually want out of a school? For example, is the focus on achieving good grades, or about making sure your child fits in and feels accepted? There is no straightforward answer, but research has revealed there are some key things to consider when choosing a school which might help determine where to send your child. Single-sex schools Most of Australia’s single-sex schools are found in the fee-paying non-government sector. This means that financially secure parents have a wider choice of schools open to them. Of the small number of single-sex schools in the government sector, many are academically selective. Research <http://www.aare.edu.au/ datapublications/2007/for07148.pdf> suggests that girls who attend single-sex schools are more confident about themselves as learners in subjects such as mathematics and physics than in coeducational schools. In the absence of boys, the girls also feel less constrained in engaging in classroom discussions. For boys attending single-sex or coeducational schools, their confidence levels in physics and mathematics are found to be equally high, and they boisterously engage in classroom discourse. Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team. Highlighted below are some of the many

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Without the burden of subject stereotyping, girls are free to pursue academic excellence. benefits of choosing a single-sex school for your daughter. Role models and leadership Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women and the roles that they have played in History. Academic advantages Research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence. A tailored curriculum Girls learn differently from boys. In most girls school the teachers receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential. References: http://theconversation.com/singlesex-vs-coeducational-schools

Picture courtesy of Mac.Robertson Girls' High School.

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Nazareth Parish Primary Schools

0475 753 590

5243 0502

https://stcatherine.catholic.edu.au/

https://www.nsgrovedale.catholic.edu.au/

now accepting

5261 4246

9089 6614

https://www.sttorquay.catholic.edu.au/

https://lisieux.catholic.edu.au/

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2021enrolments

Why we need more male teachers THERE’S a lot of talk about the shortage of male teachers in Australian primary schools. But researchers say the reasons we need more men in teaching aren’t quite what people think. In a new paper, Dr Kevin McGrath of Macquarie University and his fellow researchers from Australia and South Africa identify multiple reasons we should be concerned about the shortage of male teachers in primary schools: on the child level, the classroom level, the organisational level, and a societal level. But to move the conversation forward and build the case for addressing the shortage, they say, it is important to first explain that many reasons given to pursue a more gender balanced teacher workforce miss the point. Firstly, they highlight that having more male teachers is unlikely to directly improve boys’ flagging results, as “research indicates that teacher gender has no direct effect on students’ academic outcomes.” In this area, they say “quality teaching and positive relations based on gender sensitivity are more important than a teacher’s own gender.” Next, they criticise the idea that male teachers should serve as father figures for children from same-sex partnerships or single parents: “there exists scant evidence that ‘fatherless’ children require compensatory male teachers”; meanwhile, “there is no evidence that children from loving same sex families suffer any adverse psychological outcomes.” Further, the researchers emphasise that imposing this role on teachers would be unrealistic and unhealthy for both the teachers and children. Yet, they say, the shortage of male teachers is an issue. On the level of the individual child, they say, having male teachers around widens the range of gender models available to children, helping them develop a better sense of their own identity: “Although female teachers alone can model both ‘feminine’ and ‘masculine’ traits, children’s gender knowledge is extended when they observe men also demonstrating these traits.” The researchers note that it is not necessary for students to have male teachers as role models per se, but that contact with a range of men at school “may be particularly beneficial for students who do not have access to positive and diverse male gender representations in other contexts. With

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rising concerns about how witnessing domestic violence affects children’s behavioural and emotional wellbeing, for example, the presence of men in schools may allow children to see men who are caring and non-violent, and whose interactions with women are positive.” Dr McGrath and his fellow researchers also say that having both male and female teachers may contribute to positive classroom dynamics. “At the classroom level,” they say “the influence of teacher gender manifests in relationships, the classroom climate, and attitudes and beliefs.” “For example, female teachers tend to report closer relationships with girls, whereas, male teachers report similarly close relationships with boy and girls. Male teachers are more likely than female teachers to view boys as being academically capable, and may also be more forgiving of boys when they act out or engage in rough and tumble play.“ In their previous research, they say, “Australian girls in sixth grade expressed a need for more male teachers to understand how to interact with men outside of their families, while boys claimed that male teachers understood them better than did female teachers. Notably, both boys and girls reported that it was easier to relate to a teacher of the same gender.” With this in mind, the researchers suggest it would be worth investigating whether having male teachers could help boys feel a greater sense of belonging at school, whereas presently, “boys tend to report lower school belonging than do girls.” In 2018, Australia’s ranked relatively poorly among OECD countries when it came to students’ sense of belonging at school. Dr McGrath also suggests it is worth pursuing a higher proportion of male teachers for organisational reasons: in many other industries, he says, gender diversity is frequently pursued to foster an inclusive workplace – often with benefits to employees’ job satisfaction and performance. Previous research, he says, has shown that women in workforces with less than 20% women often experienced excessive visibility in the workplace, found their differences exaggerated, and were often misperceived by others at work in line with generalisations. In Dr McGrath’s view, as a minority group, male teachers may have similar experiences, potentially creating feelings of isolations and difference.

There’s a lot of talk about the shortage of male On a societal level, the researchers say it is valuable to increase the proportion of male teachers, as it challenges harmful stereotypes, and supports men’s involvement in the lives of young children. It provides an opportunity for men to “embody caring and nurturing traits and to normalize the participation of men in children’s lives.” At the same time, says Dr McGrath, this places male teachers up against many stereotypical ideas about masculinity. Men who challenge these ideas in their choices are at risk of being “depicted as abnormal.” This effect is exaggerated for male teachers in the workplace, since their minority status often places them in the spotlight. This may be especially difficult for men who are homosexual, says Dr McGrath, due to stereotypes which depict them as “feminised” regardless of their individual qualities, and slurs that falsely link homosexuality with paedophilia. “Encouraging diverse groups of men to work as school teachers may promote the acceptance of The Classroom Level - Interpersonal Relationships - Classroom Ecology - Homophily

The Child Level - Children’s Gender Knowledge - Motivational and Regulatory systems - Social Cognitive Theory

alternative masculinities while legitimising the role of men in children’s lives,” write the researchers. To overcome the male teacher shortage, they say, and reap the benefits for children, teachers, and society, further research on the shortage is important – but support is also needed from policymakers. “To increase men’s participation in the profession, in both Australia and South Africa, powerful intervention and support is needed from those who hold political power.” If using this release for an online story, please link to the original research below. If using this release for a print story, please make mention of the journal: Kevin F McGrath et al. (2019). ‘The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers’. Journal of Men’s Studies. For more information or an interview, please contact Dr Kevin F McGrath of Macquarie University at kevin.mcgrath@mq.edu.au The Organisational Level - Workforce Gender Diversity - Representative Bureaucracy Theory - Tokenism Theory

The Societal Level - Hegemonic Masculinities - Developing Alternative Masculinities - Critical Men’s Studies Geelong Schools

For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. The College offers a future-focused curriculum within 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, March 23rd, 2020 (6:30 pm in the 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.

Year Year7,7,2020 2020 Information Information Expo Expo 6-7pm Thursday 6-7pm Thursday 24 April 24 April at at

Goldsworthy Campus Goldsworthy Road Corio Goldsworthy Tel: 5224 9700Campus

Wexford Campus

Wexford Campus Wexford Court Corio Tel: 5273 2600

Goldsworthy Road Corio Tallis Campus Peacock Campus Tel: 5224 9700

Tallis Campus Tallis Street Norlane Tel: 5275 1359

Hendy Campus

Peacock Campus Peacock Ave Norlane Tel: 5245 3900

Hendy Campus

Hendy Street Corio Tel: 5228 4200

All campuses happy to discuss enrolment and arrange campus tours 12432059-NG09-20

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 12432059-NG09-20

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 across our. Year 7 and 8 Centres 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 for enrichment and wellbeing.

Join us to learn more about Secondary education at Northern Bay s Scholarships s 3 % % $ s %!, ! 43) 3UPPORT s 34%!s !ND MORE 12432057-NG09-20

Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics. The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active. People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis. Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults. Benefits of sport for children Some of the many benefits of sport participation for children include: ■ reduced risk of obesity ■ increased cardiovascular fitness ■ healthy growth of bones, muscles, ligaments and tendons ■ improved coordination and balance ■ a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache) ■ improved sleep ■ mental health benefits, such as greater confidence ■ improved social skills ■ improved personal skills, including cooperation and leadership. Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities. Taking steps to reduce children’s sedentary time is important. Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include: ■ homework ■ computer games ■ internet use ■ television

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The Australian Government recommends that: ‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’ ■ ‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’ These recommendations are a guide to the minimum level of physical activity required for good health. According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association. Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent). The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football. For girls, swimming/diving (19 per cent of total) and netball were predominant. Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: ■ Lead by example – be physically active yourself. ■ Make sure that some family outings offer opportunities for physical activity, such as playing sport together. ■ Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them. ■ Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines. ■ Set time limits on sedentary activities like computer games and television. ■ Consult with your child’s school on ways to encourage greater participation in sports and physical activity. Reference – Better Health Channel Website. ■

GEELONG G GEE LO L ONG E ON EDUCATION DUC DU D UC U CA ATI AT TIIO T ON N

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North Geelong Secondary College Five questions you need to ask when choosing a Secondary School Every school is different and offers different learning opportunities for students. 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 Thursday March 12 or contact our Transitions Leader, Stan Koullas on 5240 5800 North Geelong Secondary College Principal, Nick Adamou

2021 Enrolment

College Information Evening Thursday 12th March, 2020 For details about our - Select Entry Accelerated Learning (SEAL) Program - Scholarship Program - Excellence in Sport Program or to organise a personalised school tour, please contact Stan Koullas Transitions Leader

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

Ph: (03) 5240 5800

ngsc.vic.edu.au 12428178-LB09-20

Geelong Schools

OBERON HIGH SCHOOL

“Shape Your Future.... Go One Better”

UÊ V>`i VÊ ÝVi i Vi UÊ i>`iÀÃ « UÊ-« ÀÌ }Ê ÝVi i Vi

UÊ Õ ÌÞÊ ÝVi i Vi UÊ ÀÌÃÊ ÝVi i Vi

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FULL SCHOLARSHIPS IN:

OPEN NIGHT T Wednesday 25th March Tours from 5:30 Information session from m 7:00pm in the Gym

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ENHANCEMENT PROGRAM (SELECT ENTRY) APPLICATIONS DUE FRIDAY 3RD APRIL INFORMATION SESSION THURSDAY 26TH MARCH â&#x20AC;&#x201C; 6:00PM IN THE LIBRARY

12 Pickett Crescent, Belmont, 3216. Telephone: 03 5243 4444

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Geelong Schools

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St Francis Xavier Primary School

! "! #" St Francis Xavier School is a co-educational Catholic school that aims to be the first choice for families seeking a Catholic education in the Corio area. St Francis Xavier is a school that seeks to create a culture that values strong relationships between students, family and community, based respe p ct, communication and forgiveness. forggiveness. on respect, Fees start from om as li litt little ttlle as $24 $24 per we week ekk wit with ith h va various rious i payment options. Along with the curriculum, a variety of additional programs are offered; ICT, Physical Education, Art, Library, LOTE and STEM to enhance the learning and development of all students.

A highly motivatedd team off staf staff ff who are committedd to on ongoing teaching and learning where all children learn in a faith-filled environment. A belief where studentâ&#x20AC;&#x2122;s social and emotional wellbeing is essential for them to engage in rich, and personalised learning opportunities.

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Join us at St Francis Xavier School

TOGETHER WE GROW 12430651-SN09-20

Geelong Schools

SURF COAST SECONDARY COLLEGE Surf Coast Secondary College is the only standalone secondary school on the spectacular Surf Coast. Opened in 2012, Surf Coast Secondary College (SCSC) is committed to ensuring that every student is challenged, motivated and engaged in their learning, while ensuring they feel they belong in their school community. The most common facets of our school that visitors comme nt on when they participate in a school tour or visit, is the welcoming and vibrant atmosphere that flows freely in every corner of the school. This atmosphere does not just happen - it stems from our College values of Strive, Unite, Respect and Flourish and is an aspect of our school that every staff member works hard to ensure is present in everything they do. At SCSC we strive to provide a supporti ve and caring environment that takes into account the different needs of each student. Our teaching is focused on providing students with meaningful learning experiences that are catered to each student’s current level of learning. Our focus is on individual learners flourishing and continually furthering their knowledge and skills. The dynamic curriculum in place at SCSC, combined with state-of-the -art facilities and outstanding teachers, provides all students with a well-rounded education as well as the skills to set them up for life in the 21st century. The learning program at SCSC is built around a strong guaranteed curriculum of Literacy and Numeracy. Students at SCSC experience high level growth in these key areas of learning which is strongly endorsed by SCSC regularly outranking ‘like’ s chools in annually published data tables. The College is extremely proud of the ongoing improvement being made in VCE outcomes placing the College in the top bracket of secondary schools in the Greater Geelong region. SCSC has strong program of co-curricular opportunities for students to participate in. Ranging from Student Voice opportunities, Sport, Art and Surf Academies, a high-quality Outdoor Ed ucation Program, International cultural opportunities that include a Kokoda Trek, Antipodeans Abroad tours and reciprocal visits to our Sister School in Lombok Indonesia. These opportunities all work to support students at SCSC to become well rounded local, national and international citizens.

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We encourage any students and families interested in joining a school community that is truly inclusive and c ommitted to providing students challenges and engagement in their learning to come along to our Open Evening on the 23rd of March 2020 from 6pm or contact the College to arrange a school tour.

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SURF COAST SECONDARY COLLEGE 75 White Street, Torquay, Victoria, 3228 P: 03 5261 6633 | E: surf.coast.sc@edumail.vic.gov.au W: www.surfcoastsecondarycollege.vic.edu.au

Open Evening 23rd March 2020 6pm - 8pm

Geelong Schools

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Strive | Unite | Respect | Flourish

Transition from Kinder to School A Familiar & Fun Learning Environment Leaving behind the familiar environment of kindergarten and starting school is an exciting time in your child’s life. Starting school is a major life transition, not just for the children, but also for the whole family. One of the ways we aim to make the transition to school seamless for children and parents is by ensuring that our teaching philosophy and learning environments are consistent between the kindergarten year and the foundation year. An important aspect of our learning environment is to ensure that children have regular opportunities to construct, create, explore and investigate in purposeful ways. This requires rigorous planning by our foundation teachers and is constantly reflected upon and set up with explicit intentions and purpose. It is carefully and strategically arranged in ways that foster and develop skills such as problem solving, self-initiating, decision making, deep level thinking and risk taking, in addition to focusing on explicit teaching of reading, writing and maths. You might walk into a foundation classroom and see children immersed in deep learning at the collage/craft table, the construction area, the tinkering table or even the pretend café! At Torquay College, we are proud to be able to provide learning environments that support the transition to school by: UÊ,iyiVÌ }Ê> `ÊÀiÃ«iVÌ }ÊÌ iÊV `Ài ½ÃÊ ì>Ã]Ê ÌiÀiÃÌÃÊ> `Ê backgrounds UÊ*À Û ` }ÊVÀi>Ì ÛiÊ> `Ê «i i ì`ÊiÝ«iÀ i ViÃ UÊ*À Û ` }Ê «« ÀÌÕ Ì iÃÊÌ ÊÜ À Ê> iÊ ÀÊ> }Ã ìÊi>V Ê Ì iÀ UÊ*À Ì }Ê>ÊÃi ÃiÊ vÊ>ÕÌ i Ì VÊV Vi UÊ Li`` }ÊiÝ« V ÌÊÃ ÃÊ vÊ>ÊÀ> }iÊ vÊVÕÀÀ VÕ Õ Ê>Ài>Ã UÊ VÕÃ }Ê ÊÌ iÊìÛi « i ÌÊ vÊÌ iÊºÜ iÊV `» Through the careful creation of our learning environments, we know that our transition from kinder to school allows the children to engage in exciting, personalised and authentic learning experiences that reflect an understanding where they have come from and encourage them to continue to be highly motivated to learn and grow. As we build upon all the wonderful experiences children bring with them before they start school, we know that we are providing our children with a strong foundation for success not just at school, but for success throughout life! For more information or to book in a school tour, please contact the office at (03) 5261 2360 or torquay.p6.co@edumail.vic.gov.au

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Respect Friendship Personal Best

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For school tours please contact the ofďŹ ce at (03) 5261 2360 or torquay.p6.co@edumail.vic.gov.au

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 Girls 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 12422317-SN09-20

Discover the World of Languages!

Victorian School of Languages

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GEELONG CENTRES

The importance of effective primary learning CHILDREN learn an amazing amount as their learning journey continues through primary school. Primary school education continues in Years 1 to 6 where children receive a strong foundation in eight core subject areas: ■ English ■ Mathematics ■ Science ■ society and environment ■ technology and enterprise ■ languages ■ the arts ■ health and physical education. Literacy and numeracy are important learning areas. Learning focuses on ensuring your children understand mathematics, and learn to read and write competently. Many schools have specialist literacy and numeracy teachers to help your children develop these important skills. Programs are designed to build natural curiosity and foster inquiring minds in the area of science and technology. In society and environment, they learn about the history and traditions at the heart of Australia’s democratic society. Teachers plan for a balance of activities based on the learning needs of your children and other children in their class. In some instances specialist teachers teach the class, for example in art, music and physical education. The classroom layout is more formal than Preprimary with students sitting together in groups or rows. Your children spend more time working at their desk and in small groups. Set days and times are allocated to each subject area. If your children are having difficulty with any of the learning, speak with their teacher. Homework and study Homework reinforces and supports the things your children learn at school. It is designed to get your children thinking and applying what they learn in different ways and encourages them to become independent learners. During the first years of primary school homework involves fun activities such as:

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reading with your children every day encouraging your children to draw, write and tell stories ■ practising using numbers ■ encouraging your children to observe things in nature and to ask questions. As your children progress through school, they receive specific tasks and projects designed to apply their knowledge in different ways - for example creative writing, oral presentations and assignments. You can help your children by: ■ setting aside a set time each day for homework (also allow time for play and relaxation) ■ setting up a ‘homework space’ where your children can do their homework ■ setting up a schedule for big projects that take longer to complete so they are not left with one day to finish it ■ letting your children have a go at their homework first before helping them ■ asking your children to explain what they have done - explaining things in their own words is a great way to learn ■ checking your children’s homework when they are done for the day and working through any errors together ■ knowing where your children are up to with their homework so they do not fall behind. If your children are having problems with their homework or with a specific subject or project, ask their teacher to spend some extra time helping them through the task. Talk with your children’s teacher about the school’s homework policy for more details. Ref: http://www.education.vic.gov.au ■ ■

Wallington Primary School

Priorities of the school are: s (IGH EXPECTATIONS OF ALL STUDENTS s 3TRONG LITERACY AND NUMERACY SKILLS s %ARLY INTERVENTION PROGRAMS IN READING AND MATHEMATICS

when needed, to give students the best possible chance of succeeding in their education s (EALTHY EATING HABITS s &OCUS ON THE ENVIRONMENT s ,EADERSHIP DEVELOPMENT s )NCORPORATION OF )NFORMATION AND #OMMUNICATION Technology in the everyday program s %XTRA CURRICULA ACTIVITIES SUCH AS INSTRUMENTAL MUSIC

debating, camping program to name a few s 7ALLINGTON 3TRAWBERRY &AIR s 3CHOOL 7IDE 0OSITIVE "EHAVIOUR PROGRAM

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

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Wallington is a small school situated in a rural setting. The school provides a focal point for the local community and we enjoy a wide range of community participation at the school. There has been a school on the site since 1900 so we have a long tradition of community involvement. The school comprises of a modern main administration area and classrooms, also a Multi-Purpose Room, Arts Centre and kitchen facility has provided the school with a space that is open and ﬂexible and can be used by classes for a wide range of learning activities. We also have a wonderful Children’s Garden where the students get to grow and cook with the produce. The playground is spacious and provides our students with various areas to stimulate their imaginations in a safe environment. Incorporated in the playground is a passive area where children who want a quiet area to play can go. The school also has a large oval that is used for sporting events such as cross country, Friday sport, and a range of other activities.

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. 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

Geelong Schools

it’s language. The college has sister schools in China and South Korea. In 2020, the college launched the first of its specialist sports programs in basketball. This elite program offers students an opportunity to explore their sporting potential with elite coaches whilst combining this with individualised learning programs. In 2021 an AFL program for both girls and boys will be launched. Leadership, interpersonal development and student voice and agency with their learning are a focus for the school with its offerings of exceptional dance, music, performing arts and the state school spectacular, technology, STEM and art extension programs on offer. The college has recently re-invigorated its camps and study opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, South Korea and Fiji with Destination Dreaming. The College is also involved regularly in the School for Student Leadership Opportunities 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 in the supported DET Head Start Program. Years 11 and 12 students choose from a wide range of studies, combining academic, vocational and applied learning programs and certificates. Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and the 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.

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Contents Bellarine Secondary College .................................. 4 & 5 Belmont High School ................................................ 8 & 9 Benefits of K-12 & P-12 College’s .................... 42 & 43 Catholic education: Open to all ................................. 12 Christian College Geelong ................................ 10 & 11 Clonard College ................................................................... 13 Geelong Baptist College ..................................................... ....................................................... Front Cover, 2, 3, 14 & 15 Geelong High School ........................................... 16 & 17 Geelong Lutheran College ........................ 19, 20 & 21 Geelong Performing Arts Centre ................................... (GPAC) .................................................................. 23, 24 & 25 Grossek’s View ......................................................... 30 & 31 Grovedale College ................................................. 26 & 27 Grovedale West Primary School .............................. 29 Lara – A natural place to rest, play & learn 32 & 33 Lara Physiotherapy Health Network ......... 36 & 37 Lara Primary School ............................................. 34 & 35 Lara Secondary College ......... 38, 39 & Back Cover Lavers Hill P-12 College ................................................. 41 Lisieux Primary School.................................................... 49 Little River Primary School ......................................... 45 Matthew Flinders Girls Secondary College ...... 47

Melbourne Tournament ................................................. 44 Nazareth Catholic Parish Schools ............... 48 & 49 Nazareth Primary School ................................................48 Newcomb Secondary College ........................ 52 & 53 Noone Image wear ............................................................ 75 North Geelong Secondary College ............. 58 & 59 Northern Bay P-12 College ............................... 54 & 55 Oberon High School ............................................ 60 & 61 Parental funding widens gap ................................ 6 & 7 Sport & your child ............................................................. 56 St Catherine of Sienna Primary School ..................48 St Francis Xavier Primary, Corio .................. 62 & 63 St Therese Primary School ............................................ 49 Surf Coast Secondary College ....................... 64 & 65 The importance of effective primary learning ... 70 Torquay College ...................................................... 66 & 67 Victoria Schools Guide Website .............................. 40 Victorian School of Language ....................... 68 & 69 Wallington Primary School ......................................... 71 Western Heights Secondary College ......... 72 & 73 Why choose a girls school? ........................................ 46 Why we need more male teachers ................ 50 & 51 Your child’s transition to school .............................. 28

Next edition: February 2021 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

Geelong Schools

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2021 Year 7 & 10 Academic Scholarships

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

Wednesday 6th May 2020 REALISE

Tour: 9.30am & 6.30pm, Information Session: 7.00pm

YOUR POTENTIAL

FOR FURTHER INFORMATION PLEASE CALL (03) 5282 8988 larasc.vic.edu.au 12425704-SN09-20