ST Monica’s College, Epping is a Catholic coeducational College based in the northern suburbs of Melbourne. The College was established in 1964 and has two campuses in Epping for students in years 7 to 12. We also have our country campus Ostia at Strath Creek.
Our facilities are first class and we continue to upgrade our buildings as demonstrated by the three building programs undertaken during the COVID 19 challenges. This includes a new Science and Technology building to better serve our STEM students, the Cooinda Building which will provide modern teaching and learning areas for students, as well as a complete rebuild of the Beehive, our technology centre based on Davisson Street campus.
Our College strongly endorses co-education. Choosing co-education for your child is the right choice. Co-education reflects the real-life realities your child will face.
Co-education assists significantly in breaking down sexist attitudes in both genders. Boys and girls learn in a natural classroom environment, not sheltered away from each other and in this normal way appropriate respect ought to develop between the genders. In the coeducational classroom, both female and male perspectives are explored, thus greater understanding between the sexes, more consideration of points of view, and increased development of individuals both intellectually and socially.
Truly, co-education reflects the diversity of society. Co-education, in other words, is the real world. Accordingly, students are better prepared to enter the workforce, more capable of coping in post-secondary educational institutions, and more confident to involve themselves in discussions and activities with the opposite sex.
Our College offers one of the broadest curriculum choices of any school. Our subject choices will meet the needs of almost any student. We embrace modern teaching methods and ensure that we are always looking at ways to improve what we do. Students at St Monica’s College, Epping can be assured that they will have every opportunity and all the support they need to reach their highest standards, supported by a teaching staff committed to their success.
The College is also renowned for an excellent
sporting program. Our choice of sports is extensive and our coaching utilises experts in their sports. Our Sporting Academies ensure our athletes have whatever they need to excel in their chosen sport with gymnasiums on campus as well as a high-performance centre for advanced training. We make sure that whilst students have the opportunity to develop their sporting excellence that they do not do so at the cost of their education.
Our College also offers an accelerated learning program for students. HORIZONS caters for highly able students through a program that meets their advanced educational needs.
Students with Autism Spectrum Disorder are well supported by our Arrunga Inclusion Program. This program focuses on the achievement of positive academic, social and emotional outcomes for each student to maximise their education and future employment opportunities.
Our Performing Arts Faculty is also well regarded. Whether it be dance, drama or music, students have the opportunity to develop and showcase their talents. The College regularly has performances and showcases for our performing arts students. Our Visual Arts Faculty includes design, photography, media and art and students have the opportunity to explore and develop their talent in these areas.
St Monica’s College, Epping welcomes a diverse cohort of students with the assurance that we will ensure that each and every one has the best opportunity to be their best. At our College, no student is left behind.
Brian E. Hanley, OAM B.A., Dip. Ed., Grad. Dip. Ed. Admin., M. Ed., MACE, FACEL College Principal
START your learning journey with Assumption College. Enjoy smaller class sizes and an individualised learning program that gives your child choice and an abundance of opportunity.
Assumption College is a co-educational day and boarding school providing an inclusive learning environment with a view to preparing students for all aspects of life. We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners.
We have replaced the traditional four-year curriculum across Years 7 to 10 with our groundbreaking ‘myMAP’ program aimed at fostering Mastery, Autonomy and Purpose to enable a culture of connection, ownership, and engagement with learning.
Students have access to multiple experiences and hundreds of different learning pathways allowing them to set their learning pace, targets, and itinerary.
Assumption College has a unique learning and teaching environment. At 100 acres (over 40 hectares) our generous school property gives access to: impressive sporting grounds, a new community pavilion, a working farm, a MasterChef like kitchen and the Marlhes Restaurant, well-resourced library, dance studio, drama and music spaces, arts and technology centre, animal studies centre, gymnasium (incorporating fitness room) and boarding houses
– all encouraging diverse skill development.
Our Boarding students can choose the sevenday full time boarding option or return home at weekends with the five-day academic boarding program. They can take advantage of additional academic support, tutoring and study support. Healthy and nutritious meals are prepared on-site by a chef.
Boarding families at Assumption College come from all over Australia including regional Victoria and metro Melbourne. Our Boarders can access the finest education while living in a secure and supportive environment.
Start your journey with us. Enrolments at Assumption College for Year 7 2025 now open. Boarding applications for 2023 and 2024 currently open.
For more information, visit assumption.vic.edu.au
Find out what makes us a College of choice.
We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners.
Camberwell High School has had a proud tradition of excellence in education since 1941. In addition to promoting the attainment of excellent academic outcomes, Camberwell High School’s purpose is to provide a holistic approach to prepare all students to be active and engaged participants in society. Dispositional skills are built upon in all subjects and form the foundation for developing independent learners, prepared for life as 21st-Century citizens. All students are encouraged to take an active part in their learning development. We understand that students have different ways of learning, different strengths and interests and the options available in the curriculum and in co-curricular offerings provide opportunities for them to make choices, manage their own learning and pursue their passions. This is evident in our extensive music program and in the select entry offerings at Year 8 Learning, Enrichment and Extension Program (LEEP), Year 9 Launch and Year 10 Launch for students excelling in the Humanities and STEM. Year 10 students are supported by tertiary and industry partners who provide mentorship, pathway guidance, experience and problem-solving challenges in areas that include cybersecurity.
CHS seamlessly blends history and tradition with contemporary learning. The school has recently completed works to provide refurbished learning spaces for Years 7, 8 and 11. These complement the Year 9 Enterprise Centre, the Senior School Study Centre and the FIFA standard soccer pitch. Plans are underway for further upgrades to the main administration building, to outdoor spaces and for the establishment of a STEM and Year 10 Learning Centre.
CARRUM Downs Secondary College is a vibrant learning community of approximately 900 students across Years 7-12. We empower our students to build a successful future based on respect, personal growth and social inclusiveness.
We strive to create and maintain an inclusive, positive and safe learning environment, with the opportunity for every student to achieve success. We deliver a challenging, inspiring and comprehensive curriculum and an extensive cocurricular program, which allows our students to pursue their passions as they prepare for success in their future pathway.
At Carrum Downs Secondary College we are passionate that every student grows. We understand that our students have diverse ways of learning and a variety of strengths and interests. We aim to enhance the intellectual, physical, social and emotional development of all students and to develop all students’ abilities.
Our College runs in a House System where students are allocated to a specific House and remain in for their schooling at the College. We believe that this supports student development and further connectedness to the College as well as building stronger relationships with staff and students across all year levels.
Students and staff are supported and
encouraged through our School Wide Positive Behaviour Support program, to demonstrate our College Values of Respect, Integrity and Effort and are acknowledged for their positive behaviour both within our school and community.
Student voice, agency and leadership is a very important part of our college, evidenced by the large number of sought after student leadership positions and our highly regarded leadership development program that we use to support our student leaders. Additionally, we provide extracurricular programs including music, sports, debating, visual and performing arts, camps, excursions, academic competitions and community service.
We are currently constructing a new STEAM (Science, Technology, Engineering, Arts and Maths) Centre which will support our students to pursue their pathways choices in one of the highest growing industries in the country.
At Carrum Downs Secondary College we embrace a culture of excellence for all our staff and students. We are proud of the achievements we have made over the past 16 years and welcome you to come and take a tour of the college and talk with our leadership team.
College tours available, please phone to make an appointment.
Catholic Regional College Caroline Springs is a young, vibrant, and ever evolving school with outstanding new facilities and vast opportunities.
We offer a rigorous learning environment, an extensive wellbeing, co-curricular and cultural immersion program and a deep commitment to faith and social justice. We aim to inspire our students to pursue academic excellence, express their creativity and embrace opportunities for leadership and service.
We are proud to model our values on the example and message of Jesus in the Gospels, and we do this daily, through our commitment to our College motto of “Live Fully Act Justly”. We encourage our students to make the most of what life has to offer, to strive to be their very best and, in doing so, to remember to be just to themselves and to others.
We also fully embrace our four College pillars: Stewardship, Prayer, Compassion and Learning. We are committed to providing a contemporary, comprehensive, and innovative learning environment that ensures all students are given every opportunity to reach their full potential.
We are a learning-focused school where as individuals and as a whole school community we strive for continuous growth with an emphasis on improving learning outcomes.
Catholic Regional College Sydenham is one of the largest co-educational Senior Catholic schools in Melbourne’s North West. A student’s destination or chosen pathway is a key aspect of education at CRCS. We cater to those wishing to undertake studies in further education whether through the completion of a TAFE certificate, undertaking an apprenticeship or simply to transition into full time work. Our saying – “Every Student Every Pathway” is what we strive for ensuring that opportunities are provided for students to pursue their pathways and goals.
We offer 42 VCE Units and over 34 internal VET courses offered, we pride ourselves on giving back. We do this through our 15 school-based Enterprises, run by students for our community.
We aim to equip our learners with the skills required for employment in the 21st century while also seeing the light of God in all they do. Our commitment to our Catholic faith extends into our subject offerings and VET courses with many of our students attaining their Queen’s Scout Award through our VET Applied Religious Education program. Linking with our motto, Faith Seeking Understanding, we provide our students with a solid educational foundation through the lens of a Catholic backdrop.
In 2022 CRCS will be running tours once a month, these tour dates will be made available on our website and social media.
If you can’t make it onsite you can view our virtual tour available through our website here: https://crcs.vic.edu.au/join-our-community/class-of-2024/
THE year 9 students of Copperfield College Sydenham take part in a subject called Challenge Day.
This subject incorporates life skills, research skills and challenges students out of their comfort zones to participate in activities such as rock climbing and ice skating.
Throughout the semester students are asked to take part in an inquiry research project that directly relates to the City of Melbourne.
Students build a hypothesis and survey the public to prove or disprove their hypothesis. From this research, students find out the opinions of the public, and use this to make recommendations on how they can improve the issue they were looking to research.
In the past students have researched issues such as; homelessness and the attitude around this, if Melbournians really do think graffiti art is art, if the public think there is too much rubbish and pollution in Melbourne and whether the public believe Melbourne to be a safe place. Through these inquiry projects students have gained confidence in their communication skills, personable skills and the ability to collate data, all while navigating the streets of Melbourne. The experience of Challenge day gives even the most
disengaged student an opportunity to use real life skills to support their education.
Through the P.E side, students build knowledge on the different types of sport and non-sport related physical activities. They look at understanding how participation in both changes according to data trends. Finally, students are asked to challenge themselves by participating in physical activities they may not have done before and then use their experience to reflect on in their P.E sessions.
Finally, the structure of Challenge day allows for great student and teacher relationships. The students and staff divide their time, having 2 sessions of P.E and two sessions of Humanities on the one day dedicated to them. This way once a week students are spending the whole day with their two teachers. This is not only beneficial for students but also for the teachers. Teachers have a partnership with each other, sharing the class and collaborating across different subjects with each other. This rarely happens as each teacher stays within their teaching subject. Students can model collaborative behaviours through seeing how well the teachers work with each other.
Challenge day is a great way to build relationships, independence and confidence in the Copperfield College Sydenham student.
College provides multiple pathways so every students finds success. We empower students to maximise the range of opportunities available to them and ensure our teachers and staff are applying the most up to date educational research. Our two junior campuses at Kings Park and Sydenham for Years 7 and 10 students and a VCE/VCAL campus for Years 11 and 12 students provide age appropriate learning environments. In Years 7 and 8 and then 9 and 10, small teams of teachers work collaboratively to understand and support the learning needs of each student, thus promoting positive relationships with students and their families and carers.
NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas.
Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion –these are just a few of the school projects discussed in a new Routledge book.
The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.
Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher.
STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”.
Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book.
Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”
“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher.
“When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.”
According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.”
Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges.
“I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.”
Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes.
Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources.
“At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.
“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”
Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.
“I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field.
“Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning.
“It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world.
“Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”
“To address the current pandemic, for instance, epidemiologists, mathematicians, education
experts, economists, social workers, communications creatives and a whole range of other disciplines have had to work together –while the arts have also been vital to making lockdown more bearable.
“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”
Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world –spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.”
Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge.
For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane.hunter@uts.edu.au
AT Craigieburn Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure every student engages with their learning and is challenged to achieve beyond their potential.
Our teaching code of practice is underpinned by a rigorous instructional framework that ensures that there is consistency in the delivery of high level educational programs. We believe when there is an environment of excellence in every classroom then students will achieve their full potential.
Our programs at Craigieburn Secondary College are stimulating, rewarding and forward looking; they encourage the highest standard of achievement in every activity undertaken by our students. Academic studies and work preparedness are enhanced by personal development, cultural skills, social growth and self-fulfilment. At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults, well prepared for a fulfilling and successful future.
The wellbeing and engagement of every new student is an important priority for all Craigieburn teaching and support staff. Our Year 7 students thrive within the supportive environment of the College’s small team approach. Students commence each day under the care of their Personal Learning Time Teacher as their first level of support. Personal Learning Time Programs and a Year 7 Orientation Program quickly promotes confidence and a sense of belonging in our young students to ensure a seamless transition into College life.
The College is organised into sub-schools with a strong emphasis on support for all students’ transition into school and throughout their educational journey. Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels.
Our Year 7 and 8 programs provide a solid foundation for future success by embedding literacy, numeracy and the use of Information and Communication Technologies across all subjects in the curriculum.
Students’ curiosity is heightened through the building of thinking skills and enquiry learning.
Junior school students enjoy access to a broad and engaging curriculum and are supported by tailored learning programs in English and Maths which meet their individual learning needs.
Good study habits, regular homework and pride in achievement are expected, encouraged and rewarded.
Initiative, personal responsibility for learning and a strong sense of commitment is central to life in Years 11 and 12. A highly disciplined and collaborative work ethic among staff and students support each student’s quest for VCE success and successful career pathways. Students have the opportunity to start VCE subjects in Year 10 in order to enhance their ATAR score upon completion of Year 12. Our vocational programs also provide credit toward the VCE and TAFE courses. Craigieburn Secondary College is proud of its senior students, many of whom achieve outstanding results. They graduate as selfdirected, confident young adults, well prepared for the post-secondary world of tertiary study, vocational training or direct employment.
All students are encouraged to undertake enhancement, extension and acceleration programs. Consolidation programs support individual needs. Students are strongly encouraged to make a commitment to community service with student leaders making valuable contributions to school life. College Captains, Sub-school Captains, House Captains and SRC representatives take an active role in decision making within the college.
Innovative teaching programs, staff commitment to ongoing professional development and outstanding physical resources enable the College to deliver a fulfilling educational experience.
At Craigieburn Secondary College we have high
At Craigieburn Secondary College we have high exteachers, parents, curriculum programs and the broader community. Students and sta strive to “be their best” in all aspects of College life.
Our focus is to ensure that every student engages with their learning and is challenged to achieve beyond
achieve beyond their
Our teaching code of prac-
that ensures that there is consistency in the delivery of high level
believe that when
We believe that when there is an environment of excellence in every classroom then students will www.craigieburnsc.vic.edu.au
AT Cranbourne East Secondary College, we focus on giving every student, every opportunity to exceed their potential by providing a high quality pathway to success.
At the College we strive to make each student’s transition from Primary School to Secondary School a positive experience. We achieve this through a supportive Orientation Program provided for Year 7 students at the beginning of their first year at the College. Our Learning for Success Program delivers ongoing support for students throughout each school year.
Prior to commencing at the College, several upper primary school students participate in supportive transition & taster days. They are structured to familiarise primary aged students with the usual routine of secondary students at the College. Inclusion is also highly valued at Cranbourne East Secondary College. We provide our staff with faces to names and strategies to best support our students’ various needs, not just in the classroom but socially and emotionally, as well. We encourage our staff to build positive relationships with students, to help increase connectedness to school and to assist with meeting the expectations of students. We discuss learning goals with all our students, to provide an opportunity for student voice and to foster ownership for their own learning. Staff also, generously give up their time to provide various clubs and mini communities for our young people to be part of, including Diversity Club and Culture Club.
This aim is to provide many students with the opportunity to feel more included and supported within the College community.
School tours are available every 2nd Friday at 9.15am however bookings are essential and should be made by contacting the school office on 5990 0200 or through the College website. School tours provide an excellent opportunity to ask questions about the day to day operation of the College.
School Tour staff can also elaborate on how we encourage students to become more aware of their own abilities and interests. This selfknowledge leads to more informed student subject selection and prompts greater motivation for students to succeed in their chosen pathways. Cranbourne East Secondary School staff are dedicated to helping all our students strive for excellence.
For more information, see our website (cesc. vic.edu.au) or follow us on Facebook(facebook. com/CranbourneEastSC).
Our Learning for Success program delivers ongoing support for students throughout each school year.
DOVETON College is a vibrant learning community serving the families, children and young people of Doveton. Our multicultural community extends beyond the College. We welcome everyone to engage with the educational programs and activities on offer.
Our primary school for years Prep – 6, provides a stimulating, engaging and student centred learning program, that targets learning for each individual at their point of need. Our Early Learning Centre has funded 3 and 4 year old kindergarten programs that prepare children for a smooth and successful start to school in Prep. Similarly, children from year 6 transition seamlessly into our year 7 – 9 program. Our facilities are state of the art and purpose built to provide a strong academic base in Numeracy and Literacy, enriched through studies in STEM, the Arts and Humanities. These studies are complemented by many opportunities in art, media, music, design, physical education. Our award-winning Arts program has been recognised nationally and internationally and we are frequently recognised as for our high level of growth in NAPLAN outcomes.
Students across the College are supported by the Learning Enhancement team who run small groups in Numeracy and Literacy for students who need additional support and extension. The wellbeing team coordinate referrals to the many medical and allied health services that are located at the College. This provides students with timely access to services as required.
Doveton College provides free after school
engagement and extension activities for all students. Students can register each term to participate in a wide range of activities such as floristry, basketball, remote cars, soccer, music, dance, tennis, street art, debating, multisport, pottery and more. A homework club operates after school twice a week, where students can attend and receive 1:1 support.
More than just the academic outcomes, we are working with young people and their families to develop the whole person. Social and emotional growth is so important for all young people. Our teachers and support staff make sure that they understand each student as a person, working with their individual interests and needs, supporting every student to reach their potential.
Register for a tour, held each Wednesday afternoon at 4:30pm, or book a personalised visit with the Principal Ph 8765 0111. Applications for 2023 are now open.
ESSENDON Keilor College is a multi-campus college that has served the needs of the community for over 100 years and continues to provide excellent educational opportunities for all students.
Our vision is to develop accomplished citizens who contribute, live meaningfully and succeed
Our two junior campuses deliver a program designed to meet the needs of students in Years 7 to 9. The senior campus provides a diverse curriculum at Years 10 to 12, including VCE, VET and VCAL, preparing all students to progress to further study and training.
Our graduates frequently return to tell us about their lives since leaving school. They all remark on how much they value the education they received at Essendon Keilor College.
The college recently completed an $11 million rebuilding program to provide outstanding facilities and STEM learning centres for 21st century teaching and learning.
Our college operates in a culturally diverse community and offers a breadth of educational services that support the aspirations of our students and their wide range of needs.
At Essendon Keilor College, students are not just one of a crowd. We know that every student is different, with different aspirations, needs and dreams. This makes the college a unique and exciting place to learn. Our dedicated junior schools focus on early learning and building solid educational skills, friendships and a sense of belonging. The personalised approach to teaching and learning continues at our senior campus in Essendon, and because there are many pathways to a successful career that run alongside the ATAR system, we make sure that each of our senior students can find their own path to tertiary education, vocational training and employment.
Our individual and personal approach to teaching and learning is the hallmark of our school, and why you can be sure that you are attending a college where your education will really matter. Our college is well known for the excellence of our academic programs, with the specialist senior campus offering VCE, VET and
VCAL, and with our graduates progressing to a wide range of pathways.
Our 2021 Dux, Minh Pham, is studying Architecture at Swinburne University as our students excelled across a range of disciplines and are furthering their education at universities across Australia.
The College has a number of specialist programs. There is an elite sport program, run in partnership with Victoria University which prepares students for careers in the Sport and Recreation industry. Our College is known for its Performing Arts program and we also specialise in teaching languages other than English working closely with local primary schools to foster the learning of languages at an early age.
With a strong international focus, our college has sister schools in Japan and Vietnam and students travel to visit these countries as well as Italy to hone their language skills. The college hosts an excellent International Students Program. For over 25 years, international students have joined the college to pursue their dreams and have gone on to study at universities in Australia and overseas
All students have access to the latest technology through computer laboratories and the 1:1 computer program.
Regardless of your cultural background or circumstance, we encourage all prospective parents and students to join our vibrant college and welcoming community.
Message from the Principal, Lynne Gutterson
GLADSTONE Park is founded on a culture of respect: respect for the school, our peers and ourselves. From this, all aspects of school life follow.
Our highly dedicated staff work hard to bring out the best in students in everything they do. We provide conditions in which students thrive - high expectations, clear boundaries and the opportunity for students to be involved in all aspects of school life. Our facilities and grounds are maintained at the highest standard.
At Gladstone Park, our major purpose is to support students in achieving academic success, by giving them the best possible chance of gaining entrance into a course at a University/ Tertiary Institution or employment in their chosen pathway.
The school provides a core curriculum program in Years 7-9. Year 10 is predominantly elective based from a broad selection of subjects.
In addition, we offer two specialist programs - a Select Entry Accelerated Learning Program (SEAL) and an Italian Immersion Program.
Gladstone Park is a proud member of The Association of Accredited SEAL Schools, and has run a highly successful SEAL program for sixteen years. Students in the SEAL program experience the full curriculum offered at the college, however, they move through their learning at a faster pace. Years 7, 8, 9 and 10 are completed in three, rather than four years. In this way, the needs of gifted and high potential students are met by eliminating repetition and considerably increasing the pace and the depth of instruction. This gives these students the option of completing their VCE over three years.
Gladstone Park has had an Italian Immersion program for 11 years and is a flagship school for utilising the CLIL (Content and Language Integrated Learning) methodology. Immersion students learn language through content, and students in this program develop great concentration skills and mental agility.
Immersion students experience the full
curriculum offered at our college while studying Mathematics and Humanities in Italian from Year 7 to Year 9. During the Italian language classes students learn new vocabulary and grammar that will facilitate their content learning.
Gladstone Park students participate and excel in the arts, performing arts and sport. Our annual school musical, Art Show and music performances are acknowledged for their high production standard and students’ performance skills. We offer a wide range of sporting opportunities and many of our sports teams make it to Regional and State finals.
Gladstone Park is the school of choice for many families and places in Year 7 are highly sought after. We are keen for our local families to have access to our select entry programs and to offer programs that cater for our students’ learning needs. We have very limited places available in these programs and we are proud to prioritise our local high achieving students.
AS a child, with much to learn, I became accustomed hearing my increasingly exasperated father say, “prevention is better than cure, son”, moments before he meted out what he hoped was a ‘cure’ for my recurring misdemeanours. The recent public commentary on the state of school education in our country reminds me of that message.
From the Australian Catholic University bleak report on the longitudinal study on principal health and wellbeing to the inflammatory “dud public teachers” remarks of our acting federal Education Minister, Stuart Robert, and almost everything in between, one thing is crystal clear. We are facing a monumental challenge to repair the damage done on many fronts, to the teaching profession, and by extension to the lives of our children.
Principals are being burnt out by excessive workload demands. For whatever reasons, policies designed to mitigate workload pressures for school leaders, just aren’t arresting this trend of ‘upward and onward’. Then there’s threats of, and actual violence toward school staff by parents at intolerable levels, not that any level is tolerable. Little wonder then, that up-and-coming teachers don’t want the job.
The staffing crisis in schools, a crisis that has been spoken of for years now, has exploded. Schools everywhere are cannibalising specialist programs and splitting grades to simply cover casual teacher shortages on a scale never seen before at this time of year. We shudder to think of what lies in wait for us in the winter months.
To add insult to injury, reports by Save Our Schools (SOS) illustrate a clear pattern of bias in funding aimed squarely to the advantage of independent schools. Here in Victoria for example, combined Commonwealth and state projected funding estimates show that private schools will be over-funded by about $730 million for the rest of the decade while public schools will be under-funded by nearly $20 billion. NSW projected funding estimates are even worse, showing that private schools will be
over-funded by $2 billion for the rest of the decade while public schools will be underfunded by $21 billion.
It’s even harder then, to swallow ill-informed “dud public teacher” comments by acting federal Minister Roberts, when the government of which he is a member is busy being so discriminatory in favour of private schools in their funding! All the more so, given the findings of a 2021 study of NAPLAN results showing that public schools do as well as private schools after differences in socio-economic background of students are considered.
The findings of the study, conducted by researchers from the University of New England’s Schools of Education and Psychology, as well as researchers from the Florida Center for Reading Research at Florida State University, were recently shared in an education research brief by public school advocates Save Our Schools (SOS).
The researchers examined whether differences in literacy and numeracy achievement were related to attendance at public or private schools in a sample of 2,762 Australian students in grades 3, 5, 7 and 9 who completed NAPLAN between 2008 and 2018. According to the findings, private schools are not associated with higher average student achievement in standardized literacy and numeracy tests at any grade – nor do they provide greater progress in reading and numeracy from grade 3 through grade 9.
“It said that the results raise serious questions about the worth of a private school education, especially one heavily subsidised by the taxpayer”.
The researchers said the findings lend additional support to the argument that the high investment in private schooling in Australia does not necessarily lead to better achievement outcomes for students attending those schools.
“In terms of equity, our results support analysis from the OECD in indicating that a large independent school sector, underpinned by market values of competition and choice, and supported by high levels of government funding are not optimal features of an equitable education system,” they wrote.
The study further notes that the results highlight old questions about the utility of persistently high levels of taxpayer funding of private schools in Australia. “If private schools do not ‘value add’ in terms of improving achievement in basic skills testing and tend to increase segregation based on student background and family socioeconomic status, some serious policy questions need to be asked about school funding structures,” the researchers wrote.
SOS Convenor Trevor Cobbold said the study adds weight to the large volume of evidence from overseas and Australian studies demonstrating that public schools do as well as, or better than private schools. One example Cobbold points to is the OECD report on the 2018 PISA tests, which found that student achievement in public schools in OECD countries was higher than in private schools.
The Australian PISA 2018 report found no difference in student results in reading and science between public, Catholic and Independent schools after taking account of differences in student and school socioeconomic background. Public school students achieved higher results in mathematics than Catholic school students.
Cobbold says public schools in Australia therefore do as well as private schools despite having far fewer human and material resources than private schools and being disadvantaged by government funding policies that have heavily favoured private schools. “It all suggests that private schools are less efficient than public schools in using their resources”.
Then there’s the issue of “disruptive classrooms” in Australian schools, based on limited, if not questionable OECD findings – the implication being that our teachers aren’t up to the job of managing student behaviour. Of course, this line of argument camouflages an ugly fact. That fact being that our students with disabilities and impairments programs in schools are broken. Simple as that. Waiting lists for student assessments being up to 6 months, a chronic and increasing shortage of skilled psychologists, speech pathologists and social workers available to schools and too often,
inadequate funding to meet the needs of these children is more to the point.
Little wonder then that parents, students and staff are at, and too often beyond, breaking point.
The past two pandemic years have highlighted the fragility of our profession; a fragility for too long papered over by the “love of teaching” mantra ascribed to members of our profession. Sadly, exploited too I may add.
There are calls for us to “talk up the profession”. That’s all well and good. However, how much more enthusiastically will we do that when our governments, for their part, start by desisting from painting an inaccurate picture of how well public schools are actually doing in providing our children with a high-quality education?
Equally important, top it off by engaging in more preventive behaviours in future, rather than what too often appears as self-serving, political window dressing.
Henry Grossek, Principal Berwick Lodge Primary School
AN exciting change is coming to Hallam Senior College. From the start of 2023 the College will be reorganised and expanded to cater for the growing demand in Melbourne’s south-east and provide families with a quality local school for their entire secondary schooling journey. The school will be renamed and progressively move to a Year 7-12 school over the next four years.
Through our Values (Achievement, Care and Equity) we will ensure every student learns and achieves, to equip them with the knowledge, skills and dispositions for lifelong learning and be ready to take their place as positive contributors to their local and global community.
Everything we do is focused on identifying and maximising individual potential, through the use of the very best tried and tested teaching and learning practice within a supportive and caring environment.
Our mission is to provide a comprehensive and guaranteed high quality education program that ensures ‘Success for All’.
Our aim is to create a school which is:
■ a true learning community
■ a place students wish to attend, staff want to work and parents feel welcome
■ fulfilling student potential and,
■ preparing students for life beyond school
As a small to medium size secondary school we have the advantage of being able to know every learner as an individual.
Despite being a smaller secondary the new school will have an extensive range of Senior Pathways available to our students including VCE (both traditional Academic and the new Vocational Major), the highly regarded Sports Academy in Years 10 to 12 and access to the largest VET provision of any school in the Region.
A multiple pathway approach provides opportunities for all students. Whatever the next step, students finishing at Hallam will have formed a clear sense of what they want to achieve and the pathway to this outcome. Students work closely with the staff, professional course advisors and experts from industry to shape their choices.
Staff are committed to student success. The quality of our teaching and support staff is excellent, making a significant difference to student outcomes. Targeted enhancement programs across the Academy structure assists students to reach their potential.
Appreciating and embracing different backgrounds, cultures and identities is built into our school curriculum and celebrated through specific community events.
Hallam has a reputation for challenging students to be involved in a range of activities which help shape them as a learner and active community member. We expect our students to work hard, be involved in the wide range of extra curricula activities and be active members of the local community.
AT Highvale Secondary College, students achieve academic and personal excellence. Students are empowered to take responsibility for their learning and encouraged to contribute positively to their community. We see every student as being unique, guiding them to reflect, set and to achieve their goals. Our students succeed in their applications to tertiary education after targeted support through the secondary school years.
Highvale students have been very successful in their VCE.
■ In 2021, 96% of Year 12 students completed the VCE with the highest ATAR of 98.4
■ 9.3% of the students received individual subject study scores of 40+
■ Many of our Year 12 students receive first preference offers from Melbourne’s top universities. 94% of students accepted offers from the University of Melbourne, Monash University and Deakin University reflecting the high academic standards of teaching and learning at the College.
Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged through the SRC. Our values are:
■ Respect – consider the feelings of others and me.
■ Responsibility – support learning by managing time and resources effectively.
■ Resilience - persist when things are difficult.
■ Excellence in our achievements and ambitions.
■ Integrity in our actions and relationships
Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertical structured curriculum program that offers a broad range of subjects as students make choices based on interest and ability, not just on their year level.
The highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co-curricular experience. Students can learn and play a variety of instruments, including strings, brass woodwind, percussion, and voice. Our music students have
the opportunity of performing in several bands and ensembles within the school and throughout the wider community.
The Robotics and 3D Printing Program allows students across year levels to exercise their creative thinking, problem-solving, and teamwork skills. Students are taken through an engineering process to design and test their robots and our team has been successful in both Regional and Local Robotics Competitions.
Highvale’s grounds, buildings and facilities are modern and well-maintained including specialist spaces for all learning domains, a purpose-built Theatre, a well-resourced Library, Careers Centre and Wellbeing Centre providing a welcoming and safe space.
Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. We also offer free VCE Tutoring and Homework Club.
Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval, and outdoor table tennis tables. They are encouraged to explore a wide range of physical activities such as Swimming, Cross Country and Athletics Carnivals and Interschool sports. We also have established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.
We see every student as being unique, guiding them to reflect, set and to achieve their goals. Our students succeed in their applications to tertiary education after targeted support through the secondary school years.
HOPPERS Crossing Secondary College is a dynamic school, where students are presented with boundless opportunities throughout their schooling journey. We place great emphasis on developing innovative and challenging educational programs for students of all abilities and we are totally committed to continuing to improve the life and education of each student enrolled at Hoppers Crossing Secondary College. Our goal is to see each student become a happy, self-confident, and knowledgeable lifelong learner who can demonstrate independence and a sense of career direction. Ultimately we want to see each growing as a worthy, contributing member of our community.
At the College we develop students who are competing at the highest levels possible in the state across a range of areas. We offer a range of programs catering to students looking to excel academically and foster a growth mindset focused on continuous improvement. We are proud to acknowledge our Year 12 graduates who consistently achieve study scores of 40+ and ATAR scores over 90, giving them access to a range of career pathways and tertiary education options. In addition to this, each year, the College has a number of students who choose to access a University course whilst completing their Year 12 studies.
Outside the classroom, students are offered a range of opportunities including, but not limited to, performing arts where our students have been nationally praised for their skill and professionalism. Winning Story of the Year in 2019, as well as countess more Awards at the Wakakirri Performing Arts event is testament to the dedication and talent of our staff and students.
Leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events.
The vibrant sporting program offers the chance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels.
In November 2020, we received confirmation from Sarah Connolly, our State Member for
In November 2020, we received confirmation from Sarah Connolly, our State Member for Tarneit, that the school would be receiving $10 million in funding in the State Budget to assist with the re-modernisation of the College. We have developed a school master plan and stage one of those works involves a new competition grade gymnasium with retractable seating for 300, as well as a retractable stage.
Tarneit, that the school would be receiving $10 million in funding in the State Budget to assist with the re-modernisation of the College. We have developed a school master plan and stage one of those works involves a new competition grade gymnasium with retractable seating for 300, as well as a retractable stage.
This wonderful news is recognition of the great work that has been achieved at the College over the last few years and we are so pleased that our students will benefit from this injection of funding.
To find out more about our College, I invite you to attend one of our Open Days next year and our Virtual Open Day Tour is available on our Website.
Keith Halge College Principal
SINCE opening to senior students in 2010, John Monash Science School (JMSS) has quickly become one of Victoria’s most innovative and highest performing Government schools.
As the state’s first specialist senior secondary school focusing on science, mathematics and associated technologies, JMSS has grown substantially over the past eight years, and now accommodates 640 students in Years 10, 11 and 12 (VCE) from all over Victoria.
A select entry school, we cater for curious students who are problem solvers with a real passion and interest in science, offering a curriculum coconstructed with academics from Monash University along with a broad range of elective and extension subjects that utilise our state-of-the-art facilities and take full advantage of our position on Monash University’s Clayton campus.
We warmly welcome applications from prospective students to join us in either Year 10 or 11 in 2019, with our application and selection process beginning in April/May of each year.
More information on application and admissions can be found by visiting www.jmss.vic.edu.au/apply
Co-constructed with Monash academics, the curriculum at JMSS allows students to explore the cutting-edge of scientific knowledge and understanding in the areas of physics, chemistry, biology, earth science, mathematics, engineering, biomedical science, geography and computer science.
To help achieve its aims as Victoria’s first specialist school for science, mathematics and associated technologies, the school has developed strong partnerships with researchers and academics across a broad mix of scientific fields at both Monash University and CSIRO - sharing resources and expertise and ensuring the courses offered across all year levels are rich, challenging,contemporary and relevant.
Throughout Years 10-12 the school has implemented the Victorian Essential Learning Standards (VELS), the Victorian Certificate of Education (VCE) and the new National Curriculum, with co-location on the Monash University campus also allowing for university extension subjects to be offered to students in the senior years. In addition to core curriculum, every student has access to a range of co-curricular options, including opportunities to pursue learning and gain experience in languages, music, the arts, community service, leadership and sport.
JMSS believes in, and emphasises, a holistic education for all students, with a strong focus on personal wellbeing and empowerment, physical activity and leadership development becoming feature of life for students at the school.
The physical environment at JMSS is very different from traditional schools.
Flexible learning spaces, combined with innovative team teaching practices, enable students to learn individually and in teams. Students use any combination of laptops, tablets, iPads and smartphones to research, problem-solve, organise, document, analyse, present and create digital objects, as well as to access references and resources from Monash University and beyond. All students develop individual learning portfolios informed by their own interests and abilities, and are frequently provided with opportunities to engage with lectures, research projects and experiential learning activities within the Monash University campus.
Location JMSS is co-located on Monash University’s Clayton campus in Melbourne’s south-east.
The university is well served by several metropolitan bus routes, while Huntingdale and Clayton train stations are also nearby.
The school’s growing outreach program includes work with students and teachers from remote locations in regional Victoria and outer-metropolitan Melbourne, as well as local primary schools. As a founding member of the International Science Schools’ Network (ISSN), our partnerships with several international specialist science schools provide our students with unique opportunities to collaborate, share research and build friendships with equally passionate students across the globe through a large number of international exchange programs, exhibitions and science fairs.
Community members are welcome to join students, teachers, parents and Monash academics for our annual Science Fair in October of each year, and all prospective students, along with parents and family members are invited to attend our school information night, which usually occurs in April/May of each year.
For more information on John Monash Science School and our outreach programs, including our Science Fair and upcoming Information Evening for prospective students, please visit www.jmss.vic.edu.au.
MacKillop College strives to impart the vision Celebrating all life, Challenging all people, Dreaming the new day as a way of life for its students. This vision statement that stands for all our namesake, St Mary of the Cross MacKillop, believed in, inspires us to give our students the tools they may need to stand interdependently as part of a wider community and an ever more globalised setting. Students develop agency, communication, collaboration, technological skills, etc. through the challenges presented in diverse learning areas.
As a College community, we are proud of the land and culture we are a part of. We respectfully acknowledge the custodians of the land our College inhabits – the Kulin Nation. We weave the culture of this heritage together with the culture of our faith, serving both with honour and consideration to those who came before and those who will follow.
in the lessons our students participate in, as Indigenous teachings, history and customs are integrated into our curriculum. Diversity, harmony, cultural inclusivity and social justice are cornerstones of our well-balanced curriculum, which provides students with the opportunity to explore a variety of subjects, both compulsory and elective.
Particular focus is also given to a respect for land and environment,
footprint. Our Catholic ethos, as well as the genuine awareness of the environment, helps drive this need to protect and nuture a sustainable future. This perspective is actively cultivated. Students are involved in a purposefully designed Outdoor Education Program that develops relationships via an awareness of the environment, a personal sense of responsibility and leadership skills.
MacKillop offers a range of extra-curricular activities, designed to complement learning areas. Whether through art, music, sport, performance, international trips, debate, animal husbandry, community projects or pastoral care, etc., these activities encourage students to discover a balance in their educational needs.
The College’s dedicated Year 9 campus has a program designed to foster close links with the local community and to raise awareness of local, national and international environmental citizenship and responsibility. Students are learners through an experiential learning environment. At a senior level, an impressive array of over 40 VCE subjects are offered to students to support them on their educational journey, providing them with choice and structure for those students who are academically ready. Another is the provision of a specialist program (supporting the new Vocational Major in VCE) for students who prefer an applied learning pathway. future they aspire to achieve. Evoking distinct character strengths in students, we impart the characteristics of our namesake: resilience, empathy, compassion and care. We stand proud as a College in a community of faith and education.
From our growing Prep learners to our established Year 12 students, we partner with parents to support the growth and development of each student so they can bloom
their time.
At Melton Christian College, our team are committed to supporting our students whilst they develop, grow and discover their unique God-given talents.
To register for our Open Day,
of our School in Action days or an After Hours Session,
Mernda Central College is a Prep to Year 12 College located in Melbourne’s Northern Suburbs.
At Mernda Central College we provide access to an education of the highest quality for the young people of Mernda. We are committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits. Students from Prep to Year 12 engage in a comprehensive and rigorous curriculum designed to providing strong learning experiences in all areas of their development.
At Mernda Central College we provide specialist areas of study:
• Learning Enhancement and Enrichment Program (LEEP)
• Athlete Development Program (ADP)
• Japanese Enhancement Program
Our Vision:
Mernda Central College empowers all members of the college community to aim high, show respect, behave safely and value our community.
Our Mission:
• Provide opportunities for all members to work collaboratively to access a seamless, personalised, and innovative education.
• Build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.
• Operate as a community hub to promote the development of connected, curious and tolerant global citizens.
Tours
Bookings are available via www.merndacentralp12college.vic.edu.au
Website: www.merndacentralp12college.vic.edu.au
Email: mernda.central.p12@education.vic.gov.au
Phone: 03 8776 9600
Facebook: @merndacentralcollege
Noble Park Secondary College is a co- educational, Year 7-12 single campus school located in a small cul-de-sac in the south-east region of Melbourne. The College strives for excellence and promotes an ethos of success for all students. Our aim is to build the capacity of our students to be ambitious, ethical and responsible citizens who will make positive contributions to our community.
We are privileged to have a very culturally diverse school community which has deepened our sense of belonging and an appreciation for diverse peoples. Applications for 2023 enrolments are now open. Please visit www.nobleparksc.vic.edu.au for more information.
and Tour sessions gives your family the opportunity to join College Principal, Ms Pam Dyson as she takes you on a personal tour of the College and its facilities.
tour noble.park.sc
Noble Park Secondary Collegenoble.park.sc
Noble Park Secondary College
Noble Park Secondary College has a strong academic curriculum that provides opportunities for student engagement, differentiation and breadth to prepare students for future studies and employment.
The College has a co-curricular program that includes peer support, Careers & Pathways program, student homework club, Inter school sports, performing arts – music and productions, House program and a cultural exchange program with a sister school in Shinminato, Japan.
diversity and enhances the delivery of the capability of globalisation within the curriculum delivery.
Noble Park Secondary College is a standout in the state!
the top 10 for secondary school growth in reading and numeracy. a learning environment where our students achieve their best.
VICTORIA’S first fully academically selective coeducational Government High School, and one of only four academically selective high schools in the state, Nossal High School has been purpose designed to suit an adult, academically focused and highly aspirational cohort of students. The buildings are high tech. and ICT rich, mirroring features and approaches usually found in universities.
Nossal High School is committed to providing an innovative, inclusive and dynamic educational environment. We aim to challenge our students to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We aim to build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied, curricular and co-curricular program. We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.
For further information regarding Nossal High School we invite you to visit nossalhs.vic.edu.au or book a place in one of our Principal run tours or at our upcoming Information Night.
When you choose a Victorian Selective Entry High School, you are ensuring your child has the opportunity for an exceptional education at one
of only four schools exclusively designed for academically talented students.
As proud government schools, each school has a unique approach and a shared purpose in nurturing excellence in young adults from Years 9-12. For further information about Nossal and the other Victorian Selective Entry High Schools visit www.selectivehighschools.education
Applications for 2024 enrolment into Year 9 will open in February 2023. Visit our website at https://www.nossalhs.vic.edu.au/enrolmentinformation/ for more information.
Principal tours run from 9.30am on specific dates throughout the year. Bookings for these tours are available at https://events.humanitix.com/ nossal-high-school-tours.
We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.
At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology. This allows teachers to provide a unique experience in STEM education.
To further enhance our outstanding work in STEM, 2021 has seen the opening of our 4.5 million Architecturally designed state of the art STEM centre. Students have and will continue to participate in the following STEM experiences:
• Engineers without Borders Conferences – Where students have designed solutions to current global humanitarian problems.
• Robogals - An international non-profit that inspires and encourages female students to consider Engineering.
• In2Science – Science and Maths peer mentoring in the classroom by current University Science Students.
• Robotics Program – High tech coding and programming digital technologies with the use of robotic models including: Sphero, Ozobots, Lego Mindstorm and Microbits.
• Use of multiple 3D printers- incorporating fusion 360 CAD software to design and develop real products.
• Gene Technology Access Centre (GTAC) – participating in various workshops such as the Biomechanics and design workshop which is part of the Victorian Challenge Enrichment Program
STEM students from Rosehill Secondary College will have the opportunity to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA.
Scoresby Secondary College provides a safe, supportive and challenging learning environment that focuses on nurturing the whole person in order to develop active and self-aware contributors to our global community. Located in the city of Knox our growing community has gained national and international recognition for quality teaching and learning and high student learning growth.
There following are key areas upon which we base our student’s success:
• Personalising student learning by teachers knowing every students needs, interests and aspirations from the time of enrolment
• A strong academic curriculum that provides opportunities for student engagement, differentiation and breadth to prepare students for future studies and employment
• Co-curricular programs that foster self-confidence and positive impacts on academic development
• Exceptional partnerships between students and their teachers, parents, tertiary providers, business and industry
• Extensive range of enhancement and enrichment opportunities including our Top Achievers Program
• Outstanding performing arts, music, film and media programs
• There is an assessment system in place that provides a picture at any moment in time of each student’s literacy and numeracy progress against targets and expectations
• Each student knows, understands and practices the values and behaviours that are expected of all students in the school and more broadly in society
ST JOSEPH’S College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto, ‘Agite Quae Didicistis’, translated as ‘Put into practice what you have learnt’, underpins our approach to a holistic education for boys in the 21st Century.
Innovative and progressive teaching methods are applied to maximise engagement and success. Our curriculum is designed specifically to cater for boys’ needs with a ‘hands on’ approach to learning. Our trademark Year 9 program operates at the Valdocco Campus within our beautiful grounds at the foot of the Dandenongs.
The College offers after school tuition four nights a week. The GATE (Gifted and Talented education) program provides students with opportunities for enrichment and acceleration. There are several programs that support students with special needs.
Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences.
Our Masterplan ‘Towards 2040 and Beyond –An Adventure in the Spirit’ responds to the challenges of 21st Century learning. State of the art Year 7, Science, STEM and Digital Technologies facilities offer the most incredible start to secondary school. Our senior students absolutely love the new Year 11 and 12 spaces which include collaborative Learning Hubs. Dynamic new Visual and Performing Arts facilities complement the skills and creative flare of young men. The College’s extensive sports facilities are undergoing redevelopment with an improved AFL Ground, a FIFA size Soccer Field and Hockey Pitch. To further complement the developments, eight tennis courts, running track and a range of field events are featured in the incredible expansions opening in Term 1 2023.
As a member school of the Associated Catholic Colleges (ACC) competition, students enjoy opportunities in an extensive range of sports, debating, public speaking, arts and technology, chess, drama, music and rally days.
Our High-Performance Sports Program provides students with access to specialist coaching, skills development and mentoring.
The teacher-student, teacher-family and
student to peer relationships cultivated at the College are what truly set St Joseph’s College apart. Teaching respect within relationships is what prepares our boys for life.
The College works to ensure that students are equipped to effectively take up roles in a rapidly changing world. Our students are equipped with iPads and MacBooks from the beginning of their journey at the College. STEM, Digital Technologies and Robotics form part of our Learning Program. Digital Citizenship approaches enable students to embrace responsible citizenship within a global community.
The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart.
We offer the best of both world – an outstanding VCE pathway and an impressive VCAL (VCE Vocational Major) pathway with vocational and trade options taking place on campus and externally. As experts in boys’ development, we focus on the growth of their academic skills, faith and spirituality, relationships and physical and emotional wellbeing.
Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences.
ST Helena Secondary College is a vibrant school community located in Eltham North. The College is committed to fostering the growth of the whole child. We have a proud history of excellence in education and our vision is to develop wellrounded global citizens, who are equipped to thrive and contribute positively in the digital age. Our College values of Respect, Responsibility and Personal Best create a strong sense of connectedness in what is a safe, supportive and stimulating personalised learning environment.
St Helena Secondary College is a high-demand school and the school of choice for many families. We know the transition from Primary School to Secondary School can be as daunting as it is exciting. Our highly experienced Transition team partner with families, students and Primary Schools to facilitate a smooth transition to our stand-alone Year 7 Junior School, quickly establishing new students as an integral part of our community.
All students engage in our ‘Strive’ program which is central to our vision of ‘growing the whole child’. The Strive program consists of three streams – Learning Skills, Positivity and Pathways. Students explore age-appropriate curriculum aimed at developing their academic ability, social and emotional skills, and connectedness to an individualised pathway.
Our Year 7 and 8 students are involved in a cluster-based learning model in English and Mathematics, which supports learning and intervention at every students’ point of need. This involves pre-testing students at the commencement of each topic, forming groupings based on skill proficiency - at, below, or above expected level - and teaching, intervening and assessing at students’ zone of proximal development in order to advance the entire cohort across all ability levels.
Our ACE program caters for the educational needs of gifted and talented students. It ensures these students are engaged, challenged and supported to achieve their full potential. ACE students remain together in the first three years of secondary school, accelerating through an enhanced curriculum. In Year 10, ACE students can commence their VCE by completing one or two VCE subjects, and may be able to study a university subject via our HEVS program in their final year.
Our award-winning instrumental music program consists of over 220 students (and growing) who regularly compete (and consistently win awards) in the Victorian School Music Festivals and Generations of Jazz Festival. We have a proud tradition of performance including musicals, plays, drama ensemble performances and music concerts. Our dedicated Performing Arts team have been recognised for their excellence in being nominated for and winning several Victorian Music Theatre Guild Awards and Lyrebird Theatre Awards.
Aspiring athletes are able to hone their skills and maximise their potential in our Sports Academy program (Basketball and Netball) and the Athlete Development Program. These programs focus on enhancing student learning in the areas of Technical Skill Development; Tactical and Strategic Development; Strength and Conditioning; Injury Prevention; Match Preparation; and Recovery.
Students are offered an extensive range of camps and international tours, including (but not limited to): the Year 8 Rock and Water Camp, where students develop self-awareness, selfrespect and self-confidence to prepare them for young adulthood; an immersive cultural experience to Italy; an opportunity to support economic and social development in a Third World country on the World Challenge; a visit NASA as part of the Space Camp; or an opportunity to see the bright lights of Hollywood and Broadway on our Performing Arts tour.
Owing to our significant size and resourcing, students at St Helena Secondary College are fortunate to be able to select from one of the largest ranges of VCE and VET subjects of any school in Victoria. Each year we are able to offer approximately 40 VCE and VET subjects in the senior years, ensuring any and all pathway interest is catered for.
It ensures these students are engaged, challenged and supported to achieve their full potential.
SUNBURY Downs College is a vibrant Year 7 to 12 co-educational secondary college situated in the semi-rural town of Sunbury. We offer a rich educational experience in an environment that encourages the acquisition of excellent educational outcomes for all students.
Our College is an inclusive school offering a wide range of programs that cater for all students.
We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centre of our teaching and learning.
Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities, Health and Physical Education, Arts, Technology and Languages (Italian). We offer a range of VCE subjects including the VCE Vocational Major program in Years 11-12 which caters for students with an interest and passion for applied learning. We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto ‘Confidence to Achieve’.
Sunbury Downs College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) program, extending students through a challenging curriculum including early commencement of VCE. The ACE program is a select entry course with enrolment from the feeder primary schools for students in Years 7-9. New enrolments are welcome to make enquiries about the suitability of this program for their children. We also offer a Scholars program for students in Years 10 and 11 to provide students with a range of opportunities in the Later Years.
Our College is an accredited International Student Program provider. This program has enabled the College to work closely with the Department of Education and Training and the local community to engage in cultural immersion and promote diversity. The College has students and families from 45 different nationalities enrolled at our school, supporting a culturally and linguistically diverse learning environment.
Sunbury Downs College offers a wide range of inclusive activities and programs which cater to
all students. Some of these include Debating and Public Speaking, Maths Club, Drama Club and Choir. We have a well-established Student Voice program and passionate Captaincy team offering students the opportunity to develop leadership skills and contribute to our school in a positive and valuable way. Our College also has a House and Sports program with whole school carnivals for Athletics and Swimming. There are Year Level and specialised camps and excursions, including a bi-annual overseas Italian Study Tour. We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.
Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinator. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinator provides valuable advice as students successfully pathway into university, TAFE and the workforce.
Our College values of Respect, Resilience, Ambition and Community are embedded within our teaching and learning practice. These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by all community members.
We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto ‘Confidence to Achieve’.
TAYLORS Lakes Secondary College is a single campus, co-educational 7 to 12 Leading School in the Western Suburbs of Melbourne.
From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.
We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported.
This is underpinned by a strong code of conduct, compulsory uniform and high expectations.
A positive and responsible approach to education fosters values of trust, tolerance and respect for others.
The structure of the college is based on a Junior Subschool (Years 7 & 8), Middle Subschool (Years 9 & 10) and Senior Subschool ( Years 11 & 12).
All students in the junior and middle years of schooling undertake all subjects across all domains.
There is also literacy and numeracy support programs offered in the Junior and Middle years, enhancement programs, including the LEAP Program, and a Football Academy within Health and Physical Education.
Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new inclusion centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few years to support the development of a challenging, innovative and enriched curriculum at each level.
Within every classroom, we provide every child, every opportunity to succeed.
With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high.
We are very proud of our students and their results.
From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.
Wellington Secondary College is a large, single campus, co-educational school located in the City of Monash.
In 2022, we completed our exciting building project. We opened our beautiful ‘Vanellus Centre’ – a double-storey Administration Hub, Resource and 21st Century Learning Centre in 2019. This was followed, in 2021 by the completion of our modern Senior School and International complex and state-of-the-art Wellbeing Centre. By the middle of 2022, the STEM Centre and Middle School precincts were completed and opened.
The school also has two Gymnasiums, a Performing Arts complex (including a 288-seat theatre) and remodelled Visual Arts, Technology and Science blocks. The grounds include basketball and netball
courts and an oval.
The College draws students from a wide selection of south-eastern suburbs. Our current enrolment is approximately 1760 students. This includes an International Program that caters for 90 students.
Wellington offers an approved curriculum framework, based upon the Victorian Curriculum, which is differentiated to meet student needs.
Senior students may study a wide range of Victorian Certificate of Education (VCE) subjects and the Victorian Certificate of Applied Learning (VCAL), as we make the transition to the new Senior Pathway Certificate in 2023. Students are able to access Vocational Education and Training (VET) subjects. Due to the multicultural nature of the community, many students pursue the community language option through Victorian School of Languages (VSL) or other providers.
For more information on school tours and our Open Night, please refer to our website.
THE first nationally recognized AVID Site of Distinction (2019).
Wyndham Central College is proudly preparing the leaders of tomorrow to be agile, innovative and creative problem solvers, through a range of excellent education programs and learning opportunities and teaching strategies.
Wyndham Central College is the first secondary school in Australia to attain “Site of Distinction” AVID Certification.
AVID is a schoolwide program that uses research-based, best teaching and learning strategies to actively engage the student in their learning. While all students at Wyndham Central College are AVID students, it is also offered as an elective from Year 9 - Year 12.
AVID helps all students to believe that they can achieve. It provides students with the tools, skills and knowledge to be successful students, to be university, work and career ready and to be active global citizens.
Wyndham Central College has a STEM Academy. The STEM Academy’s curriculum has been designed by a team of highly qualified teachers and industry experts.
Students entering the STEM Academy will participate in cutting edge specialist programs that include: Robotics and Coding - Electronics3D Printing - Engineering - 3D Modelling and Gaming. Students work with Industry and the Wyndham Tech School at Victoria University to gather and process data to solve real life problems and potential issues in the community and beyond.
At Wyndham Central College, our Enrichment Program provides an optimal learning environment to address the unique social, emotional, and academic needs of students that display a talent in a particular area.
The program extends enrichment opportunities for students both within and beyond the classroom. All students in the Enrichment Program develop a Project over the course of each year. The project centres on developing an authentic product or performance, and allows students to build excellence in a real-world
context. Enrichment experiences are interwoven into the students’ existing program with extracurricular activities playing an important role in supporting students’ talent development.
The Enrichment experience is extended to students at the College through their participation in the Victorian High Ability Program for those who have been selected to this program by the Department of Education. The Enrichment Series is offered for other students who show high ability in learning areas including English, Science, Math, The Arts, Sport and Health, Humanities, Technology and Languages.
The Spanish Immersion bilingual program (SIP) at Wyndham Central Secondary College is a wellresearched approach for promoting bi-literacy, bilingualism, and biculturalism for students. The underlying goal is to prepare students to be global citizens with abilities to listen, speak, read, and write in Spanish.
Our students develop an appreciation for Spanish which is among the most used language in the world and their cultures. Students participate in a rigorous academic program that extends students’ language skills and vocabulary whilst completing a percentage of their core subjects including mathematics, science and humanities in Spanish.
Wyndham Central College’s mission is to develop achievement opportunities and prepare all students for post-secondary education, skills development and work readiness so they can participate in a global community as productive citizens.
XAVIER College is justifiably proud of the opportunities that lie ahead of us as we reimagine inspiring new learning spaces for our students.
As a school that enrols boys, Xavier is committed from the commencement of a boys education to developing respectful and aspirant learners. Our distinctive Jesuit character underscores these learning and life values, whereby our future graduates are formed with an intentional mindset to be authentic, spiritual, positive, inspiring, resilient and empathetic. These ASPIRE qualities are infused through each age and stage, where our educators deliver a holistic curriculum designed to encourage students to be curious, ask questions, make discoveries, collaborate, reflect and think independently.
Extending upon our co-educational Kindergarten for 3- and 4-year-olds, Xavier is moving to a 2-year staged model of educational delivery from Prep to Year 12. This will coincide with a comprehensive building program to enhance every aspect of each campus.
Our key entry point of Year 7 will be accommodated in an exceptional, new state-ofthe-art Year 7-8 learning precinct on the Senior Campus, opening for the start of 2024.
As we welcome the new enrolments of Year 7s and 8s onto the Senior Campus, we are highly driven to ensure these new and reimagined facilities enable the continued fostering of the
human connections and relationships that have made Xavier the much-loved College that it has become throughout many generations.
The building plan connects the centre of the College with a safe, generous and accessible walk along the northern edge of the campus, creating a gentle backdrop to the College’s Memorial Chapel, which remains at the heart of the school for students, staff and visitors alike. A new boarding house is to be established at the western edge of the campus, neighbouring a reimagined Sports Centre, and a brand-new underground Transport Hub will provide a newfound ease and safety in supporting car-parking and student drop-off.
The perimeter of the campus will be reimagined as a mile long biodiversity walking and running track, which has quickly become known as the “Xavier Tan”. As well as encouraging physical health and opportunities for informal exercise, the Tan will support mental wellbeing, offering spaces for reflection, mindfulness, and prayer along its length.
The inclusion of Years 7 and 8 on the Senior Campus, accommodated in these new and exceptional facilities, will produce a further and quite profound uplift through the entire Xavier experience.
We welcome you and your son as we continue to build the possible.
East
Camberwell High School
Highvale Secondary College
Nunawading Christian College
St Andrew’s Christian College
Xavier College
Yarra Hills Secondary College
Bayside
Brighton Secondary College
St Bedes College
South East
Carrum Downs Secondary College
Cranbourne East Secondary College
Cranbourne Secondary College
Dandenong High School
De La Salle College
Doveton College
& 47
& 67
& 75
& 101
& 103
11
& 77
& 15
& 27
& 29
& 31
& 33
& 35
Sunshine Secondary College
Taylors Lakes Secondary College
Victoria University Secondary College
& 89
& 91
& 93
Wyndham Central College.........................................98 & 99
North West
CRC Sydenham
Copperfield College
Gladstone Park Secondary College
Heathdale Christian College
Keilor Downs Secondary College
Marymede Catholic College
& 19
& 21
& 39
& 45
& 57
Melton Christian College............................................58 & 59
Sunbury Downs Secondary College
& 87
Hallam Secondary College
Keysborough College
Noble Park Secondary College
Nossal High School
Scoresby Secondary College
St John’s Regional College
St Joseph’s College
Wellington Secondary College
North
Assumption College
North East
& 51
43 & Back cover John Monash Science School
& 63
& 65
& 71
& 79
82 & 83
& 95
& 7
Craigieburn Secondary College..............................24 & 25
Mernda Central College
St Helena Secondary College
St Monica’s College, Epping
& 85
& 5
William Ruthven Secondary College...................96 & 97
West
Braybrook College
Caroline Springs
Essendon-Keilor College
Hoppers Crossing Secondary
Mackillop College
cover,
Rosehill Secondary College
Simonds Catholic College
&
Carrum
Cranbourne
Cranbourne
Gladstone Park Secondary
Hallam Secondary College
Christian College
Highvale Secondary College
Hoppers Crossing Secondary
Monash Science School
Downs Secondary
College
MacKillop College
Marymede Catholic College
Melton Christian College....................................................58
Mernda Central College..................................................................61
Noble Park Secondary College
Noone Imagewear
Nossal High School
Nunawading Christian College
Rosehill Secondary College
Scoresby Secondary College
Simonds Catholic College
St Andrew’s Christian College
St Bedes College
St Helena Secondary College
St John’s Regional College
St Joseph’s College
St Monica’s College, Epping
Sunbury Downs Secondary College
College
Taylors Lakes Secondary College
School
Victoria University Secondary College
Wellington Secondary College
75
& 77
& 85
& 79
82 & 83
& 5
& 87
& 89
& 91
& 93
& 95
William Ruthven Secondary College...........................96 & 97
Wyndham Central College.................................................98 & 99
Xavier College
Yarra Hills Secondary College
101
103
