Secondary Education East - February 2023

Scoresby Secondary College Inspiring and Achieving Brilliance

Scoresby Secondary College provides a safe, supportive and challenging learning environment that focusses 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 with the College being listed in the top 10 schools in Victoria for the highest growth in reading, writing and numeracy.

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 Top achievers Program from Year 7, business, and industry mentoring programs

• Outstanding performing arts, music 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

Ashwood High School

CHOOSING a school where our children will thrive and be happy is one of the most significant and considered decisions we, as parents, can make.

My name is Brett Moore and I am the proud principal of Ashwood High School.

Ashwood High School is a boutique school. Although we are situated on an enormous 15 hectare site, we pride ourselves on knowing each and every single student. A highlight for me as principal is greeting our students in the yard each day before school, at recess and at lunchtime. I pride myself on knowing all their names as well as their strengths, interests and challenges.

I know many of you are making a decision about a secondary school for your children. How did my wife and I decide on the very best school for our three sons?

We wanted a school that was safe and one in which they could thrive.

At Ashwood High School you will find discipline, routine, order and a return to ‘old fashioned’ values. I run a tight ship. We have a clear uniform policy and high expectations for all staff and students.

We are also a school with a heart. If you access our Annual Report on our website you will see evidence that Ashwood High School students are happy, healthy and resilient. In fact our results clearly show that students feel connected to our school. We are in the top 10th percentile when compared to the rest of the State. Our results from the parent survey also show that parents are highly satisfied.

Why is the community happy and why are enrolments at the highest level in decades? It is our belief that all students can succeed.

Our approved SEAL program - ACEAccelerated Curriculum and Enrichment is an educational program designed to meet the needs of high performing, exceptionally motivated students who are ready for the challenge of a complex, fast paced and integrated program of learning.

Our Middle and Senior School Study Hall programs run twice a week after school, and are staffed by passionate and highly effective teachers to support those students who might need extra assistance.

We wanted a school where our children could have opportunities to experience success, a happy place to go each day and one in which they would be heard and supported.

Ashwood High School’s VCE results were amongst the State’s best. The school has established the necessary preconditions – the safety, high expectations, routines and authentic relationships – to actualise an environment where students are free to celebrate success in all its forms. Our substantial awards and recognition program runs throughout the school with an emphasis on student voice.

We wanted a school that had the right atmosphere. ‘The vibe’ is an important part of the overall high school experience. Does it feel right? Are the staff and students happy? This aspect needs to be experienced in person. I hope you visit us to experience and witness the respect students and staff have for one another. Through our culture of respect our CHOIR values come to life:

for Community

for High Expectations

Optimism

R for Respect.

I look forward to meeting you at a school tour or on our Open Day, Ashwood Revealed, on Wednesday 3 May 2023.

Yours faithfully, Dr. Brett Moore Principal

At Ashwood High School you will find discipline, routine, order and a return to ‘old fashioned’ values.

Berwick College

BERWICK College commenced in 1977 with the motto “Crescam - I shall grow” and today, through our strong emphasis on excellence in teaching and learning, our students continue to demonstrate growth.

Our 2021 Dux, Jasmine, achieved 96.65 and our students achieved excellent VCE results, featuring in Top Designs, Top Class Dance and the State Schools Spectacular. Elite programs such as High Achievers’, Basketball Academy, Dance Academy and Instrumental Music are going from strength to strength.

The Victorian Education Excellence Awards recognise inspirational teachers, principals and education support staff who improve schools and support children and young people. Berwick College’s outstanding staff have been consistently recognised as winners and finalists in the following categories - Outstanding Secondary Teacher (Finalist 2020 and 2022, Winner 2018), Outstanding Early Career Teacher (Finalist 2022), Outstanding Koorie Education (Winner 2017, Winner 2021), Outstanding Education SupportWellbeing Team (Finalist 2016 and 2017) and Learning Support Team (Finalist 2021) and Outstanding Business Manager (Finalist 2019 to 2021).

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and cared for throughout their school life. Activities and events are held throughout the year to support our students to build organisational and study skills, develop strong peer relationships, enhance resilience and empathy, and to build a sense of connectedness to our school community. Learning Teams look after our students where we get to know each student, tracking their achievements and encouraging them to make a difference in the wider community through supporting a charity of their choice.

Berwick College offers an extensive range of school and inter-school sporting activities in outstanding sporting facilities, including hockey pitches, tennis courts, netball courts, the basketball stadium and fitness gym, and access to the City of Casey Athletics track and Berwick Leisure Centre.

Berwick College offers an extensive range of school and inter-school sporting activities in outstanding sporting facilities, including hockey pitches, tennis courts, netball courts, the basketball stadium and fitness gym, and access to the City of Casey Athletics track and Berwick Leisure Centre.

Our new Community Health and Wellbeing Centre ensures all students, parents and carers have access to the best possible care for trauma, mental health and physical wellbeing.

I am very proud of this College; our inclusive education, our provision of pathways for all students, our multi-generational connections and our commitment to delivering successful outcomes for our students.

Parents and students are warmly invited to our 2024 Year 7 Information Evening on Wednesday, 3rd May at 6:00pm and College Tours are available on Wednesdays at 9:30am throughout the year. Bookings available through www.berwickcollege.com.au <http:// www.berwickcollege.com.au>

Boronia K-12 College

BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community. Throughout all stages of schooling we aim to develop learners that strive to be:

■ Skilled communicators

■ Constructors of knowledge

■ Real world problem-solvers

■ Ethical users of technology

To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals. Our contemporary buildings and grounds are second to none, providing a stimulating learning environment where students are able to maximize their potential.

Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress their learning.

Ensuring Year 7 students are happy and confident is a priority, supporting them with a dedicated team of experienced teachers in our Year 7/8 building. Within this space, majority of Year 7 classes are held, with students developing a sense of ownership and pride over their environment, and a sense of belonging and community.

Our Years 7-9 programs build foundations for success. We emphasise core literacy and

numeracy skills across the curriculum, with students accessing Spanish as their language study. Students have expanding opportunities to refine pathways by selecting an increasing number of electives in Year 9 and beyond.

Substantial research has been conducted into engaging Year 9 students, preparing them for the demands of their final years of school. In response, alongside our school data, we have shaped a Year 9 program to develop the academic, creative, physical and emotional aspects of our students through engaging, inquiry based learning experiences, fostering independence and reigniting a passion for learning. Students have the opportunity to participate in Leadership Development programs, City Experience, and community based projects.

Transitioning into Years 10-12, opportunities to refine pathways open, and students are provided a range of subjects from all area of the VCE, VCE Vocational and VET curriculums.

Year 10’s encouraged to undertake VCE or VET unit in preparation etc.

Secondary Open Night – Wednesday 22 March 5.30pm – 7.30pm

Brentwood Secondary College

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

A Brentwood education will provide every student with the opportunity to develop their talents, to nurture a passion and to grow in confidence about their future. The values that underpin a Brentwood education reflect the concept of a genuine learning community. They include Values for Learning (creativity, curiosity, discipline, reflection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).

The academic program is supported by a strong commitment to pastoral care and a cocurricular program that promotes high levels of student leadership and participation. An innovative junior school curriculum includes the Year 7 Thinking, Learning and Creativity (TLC) program, which integrates English and

Humanities. Students entering Brentwood Secondary College at Year 7 have the opportunity to apply for a place in the Curriculum Enrichment Program. The program is offered to students who demonstrate academic skills above those of their peer group. At Years 8 and 9 students undertake a comprehensive curriculum, with opportunities for support and individualised learning pathways.

The senior school curriculum, which includes Years 10, 11 and 12, promotes personalised pathways along with opportunities for advanced placement and university enhancement studies. A secure education and/or training pathway beyond Brentwood is a priority for all senior students.

The values that underpin a Brentwood education reflect the concept of a genuine learning community.

COLLEGE TOURS OPEN NIGHT

Our College Tours run throughout the year and are a great way to see the College in action.

Check our website for dates and booking information

Brentwood’s Open Night will take place towards the end of Term 1. Further details will be available on out website.

On the night you will hear from our staff and students about life at Brentwood, how to enrol and what to expect from a Brentwood education.

It’s all about the science!

CAMBERWELL HIGH SCHOOL

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 of the Learning, Enrichment and Extension Program (LEEP), Year 9 Launch and Year 10 Launch for students excelling in the Humanities and STEAM. Year 10 students are supported by tertiary and industry partners who provide mentorship, pathway guidance, experience and problem-solving challenges including in cybersecurity.

CHS seamlessly blends history and tradition with contemporary learning, including 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 original 1941 building, to outdoor spaces and for the establishment of a STEAM and Year 10 Learning Centre.

Canterbury Girls’ Secondary College

CANTERBURY Girls’ Secondary College is a dynamic learning community based on the principles of partnership, support and responsibility and fosters high levels of achievement and satisfaction.

Students are constantly challenged in their learning and the emphasis is on problem solving.

Valued College traditions develop a sense of continuity and identity for students and teachers. Both individual achievement and contribution to group activities are encouraged and valued.

The recognition of achievements occurs in a number of ways including Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at General, Subschool and Year Level Assemblies.

Canterbury Girls’ Secondary College actively promotes the safety and wellbeing of all students, and all school staff are committed to ensuring a safe learning environment, in accordance with their legal obligations including child safe standards.

VCE Results

Canterbury Girls’ Secondary College achieves outstanding VCE results. The students’ ATAR scores in 2021 showed that:

■ 43 students (26% achieved ATAR scores above 90 placing them in the top 10% of students across the State

■ 90 students (54%) achieved ATAR scores above 80 placing them in the top 20% of students across the State

Student Leadership

Canterbury Girls’ Secondary College encourages students to undertake leadership roles and provides a structure and program for developing student skills in leadership. The development of these skills is strongly supported through participation in leadership programs within the College and through our links with the local community.

Music

The music program at Canterbury Girls’ Secondary College is a vibrant one offering a wide range of learning and performance opportunities to all students. The program boasts three large concert bands, two string orchestras, a symphony orchestra, stage band, rock bands,

Assemblies.

guitar ensemble, Klezmer ensemble and many smaller chamber groups. The College has a strong tradition in choral work ranging from whole school events such as the House Choral Festival to the choirs including the award winning Canterbury Cantabella. All of our ensembles perform regularly at school events and also in the broader community. Our annual Music Night showcases the talents of our young musicians.

Instrumental tuition is available in all woodwind, brass, string and percussion and also vocal and guitar. Students who learn away from the College are welcome to participate in our ensemble performance program. Sport

Canterbury Girls’ Secondary College has an extensive sporting program, including Physical Education as a curriculum program, Sport Education in Years 7 and 8, and involvement in a wide range of inter-school sporting competitions.

Canterbury Girls’ Secondary College has continued its dominance in many sports in the inter-school competitions by adopting a healthy participation rate and dominating many team sports. Our growing reputation as a strong sporting school has been enhanced with excellent team and individual performances. The Sport program is supported by specialist coaches and training sessions to enable students to develop further their sporting skills.

Canterbury Girls’ Secondary College is the best school to educate girls.

The recognition of achievements occurs in a number of ways including Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at General, Subschool and Year Level

Carrum Downs Secondary College

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.

Cranbourne East Secondary College

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

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

CRANBOURNE EAST SECONDARY COLLEGE

Doveton College

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.

Enrolment enquiries are always welcome.

Gleneagles Secondary College

GLENEAGLES Secondary College is located in Endeavour Hills on the lands of the Kulin Nation. The College has an enrolment of over 1300 students from Year 7 to Year 12 and a staff of 150. Recently the college has undergone significant change with the appointment of a new Principal and Leadership Team and construction of a sixmillion-dollar Senior Centre underway. Our vision is “to empower learners to be confident, resilient and successful citizens who positively engage within their community and flourish as individuals.”

Our teaching approach aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive and adaptable. The focus of learning is to support learning growth, particularly around Literacy and Numeracy, so that students are able to pursue their chosen pathways and to achieve their personal best.

We offer a broad VCE program that includes accelerated VCE options from Year 10, University Enrichment courses and access to vocational courses within the senior program. Students can also elect to participate in our: Select Entry Academic Learning (SEAL) Program, Sport

Academies, Performing Art Programs and Extension Programs across all learning areas.

We have strong partnerships with local primary schools and a transition program that supports students with a dedicated Year 7 space, a mentoring program with senior students and access to scholarships and enhancement programs across the college. Our RISE Program includes daily homegroups and programs that build social competency and skills that develop resilience, learning stamina, student leadership and positive wellbeing.

Gleneagles Secondary College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise (including the Doctors in Secondary School Program) and a range of specialist intervention programs. We provide additional support to students within the classroom through differentiated teaching and in the form of team teaching and classroom support staff.

After all, we are dedicated to developing partnerships with families to deliver outstanding educational outcomes for our students.

ACHIEVE ACADEMIC EXCELLENCE

Open Evening: Wednesday 3rd May 2023 School Tours can be booked via the college website.

0 ege website.

• Gleneagles Secondary College supports every student to achieve academic excellence, which is underpinned by outstanding teaching and positive relationships between staff, students and families.

• A strong focus on Literacy, Numeracy and the development of skills that support the moral, intellectual and emotional development of our students.

• An evidence-based approach to learning and teaching informed by modern educational research and collaboration amongst our exceptional teaching staff.

• A diverse Enhancement Program including: Select Entry Academic Learning (SEAL) Program, Sport Academies, Performing Art Programs and Extension Programs.

Gleneagles Secondary College 58 Reema Boulevard Endeavour Hills VIC 3802

03 9708 1319 www.gleneagles.vic.edu.au gleneagles.sc@education.vic.gov.au

Grossek’s View

2023 in Focus

AFTER three years of the pandemic, much has changed, but uncertainty has not. Everyone is tired and the impact of COVID-19 has been profound in many ways, both on an individual basis and collectively. In writing this piece from the perspective of preparing for the 2023 school year, I admit to being seriously challenged. Where do I start, on what do I focus, and how?

How does the 2023 school year look from the perspective of the past three years? I am sure it is a question many parents are asking of themselves both in observation of their children and the wide and varied commentary on the effects of the pandemic on student learning progress. I will do my best, mindful of the disparate outcomes of the past three years.

Undoubtedly, remote learning, lockdowns, and the continuing disruptive consequences of the pandemic have had a negative impact on both the learning and wellbeing of many children. In saying this, it is worth noting that the recently published ATAR results for Victorian VCE students this year are the best for several years. That this has happened reminds us that it can be prudent to withhold judgement when confronted with gloomy predictions, as we have been over the past three years, regarding student learning outcomes.

Reports are plentiful of the impact on the social and emotional wellbeing of students during the COVID-19 pandemic, with eminent child and adolescent psychologist, Dr Michael Carr-Gregg saying that he has not witnessed anything in the past 30 years like the increase in the number of youngsters presenting with suicidal thoughts and self-harm issues. Carr-Gregg suggests that effects such as these will be long term in nature.

It is hard not to be deeply concerned about observations and predictions such as these. In the context of the continuing shortage of teachers and specialist support staff such as psychologists and social workers available to schools the challenge is worrying. Some bright news does exist. The Victorian government is providing $200 million over four years and $93.7 million ongoing to expand the Mental Health in Primary Schools program to every government and lowfee non-government primary school in Victoria.

Making matters worse insofar as school staffing is concerned, however, is the outright and

increasingly brutal competition between schools and sectors for qualified staff. This is a direct consequence of the school staff shortage across all areas of school operations. In the short term, there is not much in the way of positive news on this front. One can only hope that continuing pressure brought to bear on our state and federal governments will see more equitable funding and resourcing policies for public schools being realised, sooner rather than later.

Now in the tail-end of the third year of the pandemic, school transition programs have been in full swing again. This is genuinely good news. The curtailment of transition programs from preschools to primary schools and from primary schools to secondary schools in the recent past had made the transition process for many students very problematic. Schools, for their part have had to be very creative in managing the influx of students from either pre-schools or primary schools, respectively. Children now transitioning into primary and secondary schools should be enjoying a more comprehensive and reassuring process, something of which I would believe would be very heartening for parents. Teachers also!

The pandemic has thrown up many valuable talking points - the issue of the value of extracurricular (ECA) activities for children being one. During 2020-21, these types of activities were largely discontinued. Nowadays, they are back in vogue. The research on the value of extracurricular activities on student learning and wellbeing is fascinating.

In the context of the continuing shortage of teachers and specialist support staff such as psychologists and social workers available to schools the challenge is worrying.

Firstly, a large body of research conducted internationally prior to the pandemic has consistently shown positive relationships between ECA participation and cognitive, psychological, and social outcomes for children and adolescents. William Carbonaro, Associate Professor of Sociology, University of Notre Dame and Emily Maloney, a graduate sociology student at Duke University reviewed these findings in their joint paper, extracurricular Activities & Student Outcomes in Elementary& Middle School: causal effects or Self-selection. The study by Carbonaro and Maloney, concluded that because of methodological limitations, prior research failed to address the self-selection of advantaged families in ECAs, which raises concerns regarding whether ECA participation is causally related to student outcomes. Overall, their findings suggest that participation in ECAs during early primary school years has a small but positive causal effect on academic ability, which grow larger in later grades through to early secondary school. However, their findings provided little evidence that greater ECA participation improves students’ socioemotional skills in either early or later school years through to Year 8.

Here in Australia, research undertaken by University of Tasmania and Flinders University and cited in the journal, Developmental Psychology: Reducing Educational disparities Between Australian Adolescents in regional & Metropolitan Communities: The Compensatory Effects of Extracurricular Activities, presents a positive relationship between participation in ECAs and student learning and wellbeing.

Broadly speaking then, children can only benefit from being involved in ECAs. Herein lies hope - if we are truly over the worst of the pandemic, then 2023 should see an increasing level of children engaged in ECAs.

In conclusion, it would be a very hard, if not impossible sell to suggest that 2023 will not be a very challenging year for all school students. There will be the lingering social and emotional fallout for some students from the remote learning and lockdowns. This, coupled with critical shortages in school staff and ancillary support services, won’t lead to as swift a recovery as we would like.

On the other hand, the pandemic has, inadvertently provided us with an opportunity to pivot in our approach to teaching and learningmost particularly in technology. The importance of wellbeing, whilst not neglected previously, now commands a prominence in our funding and delivery of a quality education for all. Kindness springs to mind!

Always the optimist, I draw great comfort in the knowledge that humans, as a species, have displayed great resilience and adaptability over the ages and that it is easy to underestimate the capabilities of our young, especially from the perspective of the old.

Henry Grossek,

Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7FM and presents the weekly podcast series: The Viewpoints Podcast

Haileybury

AT Haileybury, educational excellence and brilliant teaching go hand-in-hand with a strong focus on student health and wellbeing.

During its 130-year history, Haileybury has earned an enviable reputation for achieving some of the state’s best VCE results and ATAR scores. Even last year, students continued to achieve outstanding results, despite almost two years of challenges caused by the pandemic and the switch to remote learning.

The depth of teaching expertise across each Haileybury campus is a key part of the school’s success story. But the focus on education excellence is wrapped in a safe and supportive learning environment and a comprehensive wellbeing program.

Nurses, psychologists, a student welfare officer, Heads of School and Heads of Houses closely monitor and support the progress of each student. In more senior years, careers counsellors guide students as they make important study and career choices that best fit their goals and interests.

“We know that for students to thrive in their learning, their physical and emotional wellbeing must be nurtured and developed to ensure they flourish and become the best version of themselves,” says Diane Furusho, Deputy Principal Student Wellbeing.

Combine the focus on student wellbeing and academic achievement with Haileybury’s drive to bring ‘brilliant teaching’ to life and it’s easy to see why so many young people thrive at the school.

“You can’t explain brilliant teaching in three dot points,” says Haileybury CEO|Principal, Derek Scott.

“I think brilliant teachers have a deep capacity for building relationships with students and for self-reflection. You can’t go into a classroom and teach the same thing for 20 or 30 years. Brilliant teachers should constantly reflect, refine and improve.”

Discover more about Haileybury by registering for a school tour at www.haileybury.com.au

Even last year, students continued to achieve outstanding results, despite almost two years of challenges caused by the pandemic and the switch to remote learning.

More than a geography quiz whiz.

Haileybury offers students the opportunity to be the best that they can be — like Jake, our geography-quiz winning, go-karting extraordinaire.

Haileybury worked with Jake’s busy schedule of practices and competitions, whilst still maintaining his high standard of education. Meaning he can love doing what he does, while he stays on track with his studies.

Hallam Secondary College

Success for All

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.

Harkaway Hills College was founded with the support of the Parents for Education (PARED) Foundation, who have opened four schools across NSW over the past 40 years. What makes Harkaway Hills exceptional is our unique system of personalised education that assists parents as the primary educators of their children and supports each student to be the best person they can be. Our motto says a great deal about our ethos: Veritas et Virtus. “Truth and Virtue.”

We pride ourselves on our quality academic curriculum, personalised learning through a mentor system, religious education, and an emphasis on virtue education.

Parents and the school can begin to work on character development from the outset, with a mentor who works closely with each child. The college works with tried-and-true methods to ensure that crucial steps in early literacy to give each child the academic focus they deserve.

Shrouded by the natural beauty of lush, rolling green hills, the college punches well above its weight for a school that only opened include winning the interschool cross country

carnival, taking out a state-wide poetry competition and coming out on top of a local short story competition. The schools bumper following more than a year of remote education.

The school is co-educational from Prep to Year 2 and single sex to Year 8 in 2023.

accepting enrolments from Year 3-6.

Healesville High School

HEALESVILLE High School is a school with a long and proud history of servicing the local community. Since its inception, the school has established an excellent reputation as an inclusive and caring educational community with a strong focus on academic performance and personal development. As a school community we understand and know our students, their strengths and areas for improvement. We work to develop students into well rounded individuals, ready to be successful on a local, national and global scale.

Healesville High School has outstanding specialist facilities including a fully equipped performing arts centre, Mac and PC computer laboratories, a purpose-built art exhibition space, a permanent examination centre, modern science laboratories and library and extensive sporting facilities. The state-of-the art Trade Training Centre complements extensive senior school facilities and allows the delivery of on-site vocational courses in Building and Construction and Automotive. The school grounds are modern, expansive and take advantage of our beautiful setting.

We provide students with an abundance of varied experiences. These include an outstanding instrumental music program, an annual production, a yearly interactive art and technology exhibition, interstate and international camps and leadership programs to develop students. In addition, students have access to an exceptional Outdoor Education program and the opportunity to compete in a range of sports at a district level. Our focus remains firmly on providing students with consistent and authentic opportunities for development. We know each student and provide

personalised experiences for each of them.

We offer a number of individual pathways at the senior level. Small class sizes allow for individual attention in a supportive and inclusive environment. Students also have access to a broad range of Vocational Education and Training subjects, enabling engagement in industry-based learning and a further expansion of the educational experience.

Students have access to additional educational supports to ensure their continued academic growth. These include individual and small group tutoring for students requiring extra support in literacy and numeracy and also students who benefit from being extended and challenged. Staff are generous with their time and after school classes and support occur regularly. This extra support, coupled with our intimate understanding of our students, allows us to meet their needs and get the best out of every student.

Community is important to us and we are not only proud of our school community, but also the wider community we are part of. We support local businesses, have many valuable partnerships with local charities and organisations and we have strong connections with local primary schools.

All students entering Healesville High School are given every opportunity to improve and develop into well-rounded adults. Our staff are caring, dedicated and committed to supporting students to be their best.

We welcome prospective students and parents to attend our Open Night and to arrange a personalised tour.

Highvale

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Highvale has a focus on enabling and empowering all the students to achieve high academic success. The college offers many opportunities for each student to reach their potential and to pathway into tertiary education. The college has a strong partnership with Monash University and Deakin University with our students having the opportunity to apply for scholarships. Each student have the opportunity to reflect and set goals for improved learning outcomes by accessing feedback from learning tasks throughout the subject, attend tutoring and through individual course counselling to ensure success.

Highvale students have been very successful with their VCE in 2022, the highest ATAR being 99.5%. Highvale has 1:1 counselling in careers and subject choice for all Years 7-11 students. These very successful programs have enabled students who complete their Year 12 to receive an offer of their choice into tertiary courses at university and TAFE.

The College offers an accelerated program in Mathematics from Year 7 -12 and in English. The vertical structured curriculum

program enables students to study outside their year level to be accelerated in all Learning Areas of the curriculum.

The highly recognised instrumental music program offers tuition in brass, woodwind, voice, strings, percussion, piano and guitar. Music scholarships are available for students. Over 250 students are involved in ensembles, concert and performance bands and orchestra many of which have performed at retirement villages, community events, primary schools, Government House and the NEVR concert at Hamer Hall.

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

The College well lit and spacious facilities are proving to be an attractive learning environment for the students in Science, Visual Arts and Media and Technology Systems rooms.

highvale.sc@edumail.vic.gov.au

Learning Something New From A Crisis

THE COVID-19 pandemic has proven to be one of the most trying experiences in the careers of teachers and students alike. As the world went into lockdown, schools were challenged with a sudden transition to remote teaching and learning. New research from Monash University examines what this period of rapid transition taught teachers, and how that will positively impact their teaching practice in the future.

“This transition came with a unique set of obstacles that could have reduced the quality of education for students,” says lead author Professor Umesh Sharma, “but some teachers rose to the occasion to ensure students [including those who are most vulnerable and at risk] would get as much out of their virtual learning experience as they would in person.”

“Our research looked at the common factors leading to the most positive outcomes for learners given the COVID-19 circumstances. Going forward, we can take these factors as suggestions for best educational practices.”

Through a study of five teachers across Australia, all of whom had been recognised for the exceptional differences they made in the lives of learners during the pandemic, two main questions were explored:

1. How did teachers support and engage all learners during COVID-19?

2. Were there any factors extrinsic to these individuals that supported them in creating inclusive and engaging virtual classrooms for all learners?

By focusing on the positive individual qualities that these teachers held, researchers identified five main themes regarding how the teachers were able to meet the needs of all kinds of learners in a remote setting:

1. Passion and commitment – they were dedicated to teaching to the best of their abilities within the parameters of their remote settings. They were also willing to try new methods of teaching that were better suited to virtual platforms and more likely to meet the needs of all learners.

2. A proactive and organized approach – they honed their organisation and timemanagement skills to quickly adapt their curriculums and lesson plans to formats

more compatible with remote learning.

3. Enhanced personalisation and flexibility –they used their knowledge of individual learners’ strengths and needs to personalize learning opportunities and increase engagement across the board.

4. Building relationships with learners and their families – they maintained communication with learners beyond lessons, checking in with them and their parents/carers for feedback and reports of progress. They also facilitated communication between learners to ensure that they were not missing out on the social element of traditional school settings.

5. Facilitating access to online technology –they worked with learners’ families to ensure access to the technology necessary for remote learning. Some provided students with support staff phone numbers for additional support and recorded online lessons so that they were always accessible.

In addition to these individual factors, researchers identified three extrinsic factors that were just as crucial in guaranteeing positive outcomes for learners:

■ supportive teams – teachers collaborated with their colleagues to develop lesson plans, share

Passion and commitment – they were dedicated to teaching to the best of their abilities within the parameters of their remote settings. They were also willing to try new methods of teaching that were better suited to virtual platforms and more likely to meet the needs of all learners.

■ teaching methods, and minimize individual burnout.

■ supportive leadership – teachers worked best when they felt empowered by their school leadership team to take initiative. They were allowed autonomy, not needing approval by school leaders on their decisions, and they were given ample time to plan their new approaches when transitioning to remote teaching.

■ supportive school systems and structures –teachers valued school systems practicing flexibility in the circumstances of COVID-19, including adapting school schedules, modifying curriculums, and relaxing student attendance policies.

“In covid, as in regular times, teachers’ devotion to their role and their concern for student wellbeing for the best possible educational outcomes in any given circumstance,” says Professor Sharma.

“It was also incredibly important that teachers are supported so that they can do their job most effectively.

“The teachers interviewed for this study have reported that since returning to an in-person classroom format, they have continued to use some of the practices developed in lockdown, finding them to be effective in promoting success

for all kinds of learners.

“Though the COVID-19 pandemic has presented extraordinary hardships in virtually every aspect of life, it has also provided opportunities for growth and improvement, and education is no exception.”

For more information, please contact Professor Umesh Sharma, Ph.D, MAPS at Monash University at umesh.sharma@monash.edu .

Sharma, U., Laletas, S., May, F. et al. “In any crisis there is an opportunity for us to learn something new”: Australian teacher experiences during COVID-19. Aust. Educ. Res. (2022). https://doi.org/10.1007/s13384-02200556-x

MCERA, an independent, not-for-profit organisation, provides a conduit through which education research and researchers are made more accessible to the media to help improve public understanding of key education-related issues.

We provide journalists with expert, independent and accessible insights from education researchers and practitioners. Any views expressed by the experts we consult are not necessarily those of MCERA or its staff.

John Monash Science School

SINCE opening to senior students in 2010, John Monash Science School (JMSS) has quickly become one of Victoria’s most innovative and highest performing Government schools.

As the state’s first specialist senior secondary school focusing on science, mathematics and associated technologies, JMSS has grown substantially over the past eight years, and now accommodates 640 students in Years 10, 11 and 12 (VCE) from all over Victoria.

A select entry school, we cater for curious students who are problem solvers with a real passion and interest in science, offering a curriculum coconstructed with academics from Monash University along with a broad range of elective and extension subjects that utilise our state-of-the-art facilities and take full advantage of our position on Monash University’s Clayton campus.

We warmly welcome applications from prospective students to join us in either Year 10 or 11 in 2019, with our application and selection process beginning in April/May of each year.

More information on application and admissions can be found by visiting www.jmss.vic.edu.au/apply

Curriculum

Co-constructed with Monash academics, the curriculum at JMSS allows students to explore the cutting-edge of scientific knowledge and understanding in the areas of physics, chemistry, biology, earth science, mathematics, engineering, biomedical science, geography and computer science.

To help achieve its aims as Victoria’s first specialist school for science, mathematics and associated technologies, the school has developed strong partnerships with researchers and academics across a broad mix of scientific fields at both Monash University and CSIRO - sharing resources and expertise and ensuring the courses offered across all year levels are rich, challenging,contemporary and relevant.

Throughout Years 10-12 the school has implemented the Victorian Essential Learning Standards (VELS), the Victorian Certificate of Education (VCE) and the new National Curriculum, with co-location on the Monash University campus also allowing for university extension subjects to be offered to students in the senior years. In addition to core curriculum, every student has access to a range of co-curricular options, including opportunities to pursue learning and gain experience in languages, music, the arts, community service, leadership and sport.

JMSS believes in, and emphasises, a holistic education for all students, with a strong focus on personal wellbeing and empowerment, physical activity and leadership development becoming feature of life for students at the school.

Facilities

The physical environment at JMSS is very different from traditional schools.

Flexible learning spaces, combined with innovative team teaching practices, enable students to learn individually and in teams. Students use any combination of laptops, tablets, iPads and smartphones to research, problem-solve, organise, document, analyse, present and create digital objects, as well as to access references and resources from Monash University and beyond. All students develop individual learning portfolios informed by their own interests and abilities, and are frequently provided with opportunities to engage with lectures, research projects and experiential learning activities within the Monash University campus.

Location

JMSS is co-located on Monash University’s Clayton campus in Melbourne’s south-east.

The university is well served by several metropolitan bus routes, while Huntingdale and Clayton train stations are also nearby.

Outreach

The school’s growing outreach program includes work with students and teachers from remote locations in regional Victoria and outer-metropolitan Melbourne, as well as local primary schools. As a founding member of the International Science Schools’ Network (ISSN), our partnerships with several international specialist science schools provide our students with unique opportunities to collaborate, share research and build friendships with equally passionate students across the globe through a large number of international exchange programs, exhibitions and science fairs.

Community members are welcome to join students, teachers, parents and Monash academics for our annual Science Fair in October of each year, and all prospective students, along with parents and family members are invited to attend our school information night, which usually occurs in April/May of each year.

Contact

For more information on John Monash Science School and our outreach programs, including our Science Fair and upcoming Information Evening for prospective students, please visit www.jmss.vic.edu.au.

The next Rembrandt?

Lyndale Secondary College

LYNDALE Secondary College offers great advantages in the breadth of curriculum offerings. There is provision for specialist learning areas and facilities, extensive staff professional development, and a wide range of co-curricular programs which contribute to the fullest development of the student’s academic, cultural, artistic, social, and sporting achievements, while still maintaining a sense of belonging essential in all great schools. We aim to have each student move towards a successful and meaningful future, irrespective of where or what that might be.

Select Entry Accelerated Learning Program

Lyndale Secondary College is one of a small number of Department of Education schools in the state which is accredited to provide Select Entry programs for talented and gifted students and is a member of “The Academy of Accredited SEAL Schools (TAASS)”. The SEAL Program initiative is part of the Lyndale Secondary College differentiated education priority which caters to the needs of the highly academically talented student. The program provides students with the opportunity to develop investigative, problemsolving, analytical, and creative thinking skills which will challenge and engage students in a very active style of learning.

School Productions and Performing Arts Program

Our recent school production of Mamma Mia was an absolute highlight of the year. It played five

shows in our stately Performing Arts auditorium. The standard of both the performances and the production elements was extremely high and we are thankful for all the families who supported this show, the staff who worked so hard to make it possible, and the students whose commitment, collaboration, and creativity shone through. An event like Mamma Mia encapsulates Lyndale Secondary College’s values and purpose to provide a safe, supportive, and challenging learning environment that focuses on nurturing the whole person to develop active and self-aware contributors to our global community.

New facilities

This is an exciting time at Lyndale Secondary College as we are nearing the completion of a building program. Our new and engaging spaces connect and support our students to improve learning outcomes. We have completed building our Performing Arts centre, STEM building, Library building, and Administration building. We are currently completing our new Arts and Materials Technology building and Senior School building.

We are now enrolling students and welcome your interest in our college. I warmly invite you to contact the school on 9795 2366 to book a tour.

Pam Robinson Principal of Lyndale Secondary College

Mount Erin College

MOUNT Erin is a school can that can unlock potential, open eyes to possibilities and provide extraordinary opportunities to experience new things and new ways of thinking. We nurture talents, build confidence and develop citizens with a strong sense of community. We are proud of our students and enjoy celebrating their individual and collective success.

Across all learning areas, the framework of the School Wide Positive Behaviours Support (SWPBS) positive, safe and supportive learning environments. SWPBS actively enhances students’ social, emotional, behavioural and academic development for all students. Building positive relationships between all stakeholders of a students’ journey through secondary school is paramount for student success and a priority that MEC strives to achieve daily. We are excited to be partnering with Real Schools from 2023 and continuing to build on teachers’ current practice through the expert guidance of Adam Voigt and his team.

The College is committed to providing a range of opportunities for all of our students and specialise particularly in the Arts, Music, Sports and Sciences. At Mount Erin College, we strive to ignite student passions and support student needs through a personalised learning environment where all students are challenged to achieve their personal best. Our passionate teachers are dedicated to catering for all student abilities and use evidence-based classroom practices that effectively meet the academic and social needs of all students. In practice this means that teachers focus on developing rigorous and innovative curriculum that will enable every student to experience success regardless of their academic strengths or needs.

MEC boasts a variety of inclusive practices and our Deaf Education Centre, caters to the needs of deaf and hard of hearing students throughout the region. Our school is proud of the personalised learning environment which is student centred, inclusive and supportive. At Mount Erin College we recognise the importance of fostering skills to prepare our students for life in an ever-evolving world. Our programs are ICT rich and provide opportunity for collaborative work where cooperation, problem solving and independence are valued. We encourage students to take

responsibility for their learning, to understand where they are and what they need to do to improve.

We have recently transitioned to a House structure where regardless of their year level, students are allocated to one of the four houses. Each house has a range of students from year 7 to 12 and the leading teachers in charge of each house are responsible for the student engagement and wellbeing. This model is providing enhanced connection to the College, clearer lines of communication for students and families and the development of a “small school” feel within the larger school. The College Values of Respect, Resilience and Responsibility are embedded in all aspects of the school.

The Student Agency and Leadership Team (SALT) provides students from all year levels with genuine opportunities to demonstrate leadership and have a voice on all matters of their College. Members of SALT represent their peers with a high level of responsibility and their involvement in decision making is respected by the College staff. This also enhances our wide range of community partnerships, that enable us to provide authentic leaning for our young people.

The completion of our $9 million Stage One building program has provided extraordinary new facilities and modern highly-specialised learning environments to cater for a wide range of Science, Art, Design and Technology subjects. A state-of-the-art hockey pitch was completed in 2019, followed by our new gymnasium and classrooms in 2020. Both sporting facilities have provided venues for strong relationships with our local Hockey and Volleyball associations. We look forward to beginning the next stage of infrastructure development in the near future.

Exciting new Enrichment Programs

A range of Enrichment Programs have been expertly developed to cater for the individual needs and talents of high-performing students from years 7-9. The five specialised Enrichment Program offered in 2023 are AFL Football (including AFLW), Basketball, Media, Performing Arts and STEM. Each program is designed to test and enhance student’s individual skill and challenge them through exposure to industry standard experiences. Further information about the Enrichment Programs can be accessed on our website.

A thriving and successful school in Frankston South, learning is our priority. We offer a rich and diverse curriculum to challenge and inspire. Students follow their passions and get involved in the many extra curricula activities on offer.

State-of-the-art facilities in Science, Art, IT and Technology, a Performing Arts and Theatre space provide students with professional standard experiences.

Our Deaf Education Centre is the only specialised Secondary venue on the Peninsula and is an example of our specialised and inclusive practices. You are invited to meet the Principal, Jenni Hodgins and experience a school tour. General tours operate every Wednesday 9:30 - 10:30 (Term 1, 2 and 4) and can be booked by calling 5971 6000. Specialised Enrichment Program tours will be offered at advertised times throughout the year.

Educating for the future...

Noble Park Secondary College strives for excellence as a provider of education. We promote an ethos of success for all students and believe that every student has the ability to shine in his or her own special areas of interest at school. The Noble Park Secondary College Curriculum is diverse, stimulating and challenging yet is designed to support a seamless transition into secondary school.

We provide 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 a Careers & Pathways program, peer support, student homework club, Inter school sports, specialised instrumental music classes, an engaging House System and a cultural exchange program with a sister school in Shinminato, Japan.

We are privileged to have a very culturally diverse school community which has deepened our sense of belonging and an appreciation for diverse peoples.

Norwood Secondary College

ESTABLISHED in 1958, Norwood Secondary College celebrates its 65th year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley. Our bonds with the community are a significant feature in our feeder Primary Schools and the contributions of parents and friends are valued and encouraged across all aspects of our learning community.

Norwood Secondary College is committed to providing our students with an environment that is both inspiring and nurturing. The College has a proud tradition of ensuring our students are provided with an excellent educational experience and opportunities to grow intellectually, socially and ethically. It is our belief that our students will benefit from exposure to a broad range of learning experiences, in and out of the classroom, and our programs are developed with this as a core goal.

Our students leave the College equipped with the skills and self-belief to continue to learn as their lives progress. They also understand the importance of seeking to be the best they can be in all their endeavours.

Our Values: Respect

All members of our community are expected to respect the College, others and themselves

Aspiration

Students are encouraged to be the best they can be, in all endeavours

Responsibility

All members of our community are expected to take responsibility for their actions

Resilience

The College will support and assist our community members to develop both a strong sense of worth and the capacity to overcome negative experiences or disappointments

Staff interactions with students are guided by these principles and we seek to develop all our students’ understanding of these values, as expressed both at school and in their daily lives. To support personal development, a staff - student Mentoring Program operates from Years 7 to 12.

With the aim of developing successful learners, confident and creative individuals and active and informed citizens, a comprehensive 7 to 10 curriculum is offered covering all Learning Areas. The College also offers an Enrichment Program (EP) from Year 7 to 10 and a core and elective program within the Year 9 and 10 Curriculum. Year 9 students enjoy a range of off-campus activities including a City Experience. There are opportunities for Year 10 students to access a VCE subject. Year 11 and 12 students can undertake the VCE or the VCE Vocational Major (formerly VCAL). A variety of VET courses can also be accessed. The College runs a Homework Club after school, two days a week. Staff from various Learning Areas attend Homework Club and students are encouraged to attend to both seek extra assistance or to complete work in an environment that is conducive to effective study.

Co-curricular and enrichment programs are offered to engage students in areas such as leadership, peer support, debating, school productions and an extensive music program. A full range of sports is offered and students are encouraged to participate in inter-school competitions. The College has a very strong history in girls’ and boys’ interschool sport, with many state titles having been won over past years.

Student leadership is encouraged through a significant range of opportunities including College Captains and Prefects (each with specific portfolios), Year Level Leaders, Student Representative Council, House Leaders (leading a program of events that involves both sport and the performing arts), interschool sports and a Peer Support Program.

Student wellbeing is given a strong emphasis at Norwood, with formal structures including Heads of Year Level and Year Level Coordinators, Junior and Senior School Principals overseeing our two sub-schools, Careers and Pathways Counsellor, Student Wellbeing Counsellors and a Health Centre Coordinator. Every student is supported by a Mentor teacher who takes an interest in their wellbeing and assists them in setting learning goals. Student contributions and achievements are valued and acknowledged, as is parent involvement.

Andrew Sloane, Principal

For over 60 years, Norwood Secondary College has been proud to serve the needs of the local community and beyond. During this time the College has developed an outstanding reputation as a provider of educational excellence and a broad range of programs. We are also known for the quality of the young people who graduate from our school. We are proud of all our students. Our goal is to foster the belief that programs, to show compassion for others and to value making a positive contribution in society.

We are committed to building on our rich tradition with innovative programs and the creation of a dynamic learning environment which fosters individuals’ abilities.

Nossal High School

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.

Nossal High School Tours

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.

NOSSAL HIGH SCHOOL - BERWICK

At our College, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community. We foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion and support.

Regardless of the academic pathway chosen by the student, we take pride in helping our students to develop solid core values, and an appreciation of the world around them. Our teams work collaboratively across the College to ensure that the curriculum is delivered in a consistent student-centered format which allows students to learn, consolidate and build on their understandings to become confident learners.

Additional support is available to students to revise concepts or to further extend their knowledge, this ensures every opportunity is given to all students to achieve their potential.

Officer Secondary College offers select entry programs beginning at Year 7.

Students who show high academic aptitude and have high academic aspirations are encouraged to apply for our High Achiever Program (HAP). HAP is an enhancement program designed to foster 21st Century leaners, with a focus on accelerated learning, collaboration, critical-thinking and creativity.

The Performing Arts Masterclass (PAM) provides students with the opportunity to be part of an Academic and Performing Arts Masterclass program.

The College has a strong music, dance and drama program, and aims to engage student interest allowing every child to showcase skills in these areas.

The STEM Academy offered at year 10 provides a high quality pathway for students with various interests. Students who demonstrate high academic ability and a penchant for problem solving and creative and critical thinking are well equipped to succeed in this program. This program provides direct links to a science, mathematics and engineering pathway at VCE.

The Year 7 Growth program implemented 2023, on the back of COVID lockdowns has identified the need for a program that supports students entering the college with some gaps in their learning. The Growth program is a class where a significant emphasis is put on ensuring student learning growth being the primary focus. We firmly believe in the capacity of young people to change the world, and the significant role education has in influencing lives and providing opportunities for a successful future. We look forward to discussing how our College-and its community-can support your child in their educational journey.

Applications , handbooks, and further information is available on our College website. We look forward to welcoming you to Officer Secondary College.

Christian Woodcock College Principal

School Tours for 2023 will occur twice weekly please refer to the College website for more information Grade 6 Information Evening TBC please refer to the College website for more information

One great school

“At Rowville Secondary College we care about students’ academic growth as well as their physical, social and emotional health and wellbeing. We put the student at the centre of everything we do. We have developed structures and processes for ensuring that each child is well known, empowered and part of a vibrant, caring community. We are honoured to be one great school offering strengths-based learning to our students.”

– Julie Kennedy, RSC Principal.

“ Nurturing strengths to grow curious and powerful learners.” – RSC school mission statement.

Scoresby Secondary College

Inspiring and Achieving Brilliance

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

STEM is more than just Science and Maths

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

Team Work

St Joseph’s College

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 grounds at the foot of the Dandenongs.

The College offers after school tuition four nights a week. The GATE (Gifted and Talented Education) program operates providing students with opportunities for enrichment and acceleration. There are several programs that support students who may have 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’ addresses issues associated with 21st Century Learning. A new Science, STEM, Digital Technologies and Year 7 Learning Space is opening towards the end of Term 3 this year, in addition to a new Senior School and Arts Precinct.

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.

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.

WELLINGTON SECONDARY COLLEGE

The Wellington Way: CARING for others

STRIVING for excellence LEARNING for life

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 next Michelin chef?

Welcome to Wheelers Hill Secondary College

Wheelers Hill Secondary College’s vision is to ensure that all students can be the best that they can be. We believe our core responsibility, as an educational learning community, is to ensure that all our students have the opportunity to achieve self-actualisation, which is the fulfilment of their unique talents and potentialities.

Each and every young person who enrols at our school has the right to achieve excellence in their learning; that they respect the rights of others to learn in a safe and inclusive environment, where respect is the cornerstone of all our actions. By nurturing personal wellbeing, students build the resilience and perseverance to harness creativity in a proactive and collaborative way for the betterment of themselves and the world around them.

We pride ourselves on being a school where your child will be known and supported by our teachers and educational support staff.

We offer an array of extra-curricular programs in the Arts, Leadership, High Ability Learning, STEM and Sports. We welcome International Students to our family.

Located within the long established residential housing estate of Wheelers Hill, we have an expansive and beautiful site with extensive open spaces.

If you have any questions about our programs or whether WHSC is the right place for your child, please don’t hesitate to contact us. We look forward to meeting you!

Fern Brisbane College Principal and Life Long Learner Wheelers Hill Secondary College

Education at Xavier Re-Imagined

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.

OPEN NIGHT SHOWCASE 2023

Mooroolbark Campus

Thursday 30th March 2023, 5.30pm-8pm

Mount Evelyn Campus

Ashwood High School

Berwick College

Boronia K-12 College

& 5

& 7

& 9

Brentwood Secondary College...........................................10 & 11

Brighton Secondary College

Camberwell High School

Canterbury Girls’ Secondary College

Carrum Downs Secondary College

Cranbourne East Secondary College

Cranbourne Secondary College

Dandenong High School

De La Salle College

Doveton College

& 13

& 17

& 19

& 21

& 23

& 25

& 27

& 29

Emmaus College...................................................................................31

Gleneagles Secondary College

Grossek’s View

& 33

& 35

Haileybury ..........................................................36, 37 & back cover

Hallam Secondary College

& 39

Harkaway Hills College.........................................................40 & 41

Healesville High School

Highvale Secondary College

John Monash Science School

Keysborough College

Lakeside College

& 43

& 45

& 49

& 53

Learning something new in a crisis ...............................46 & 47

Lighthouse Christian College ...........................................54 & 55

Lyndale Secondary College ................................................56 & 57

Mount Erin Secondary College ........................................58 & 59

Noble Park Secondary College ........................................60 & 61

Noone Imagewear ...............................................................................99

Norwood Secondary College ............................................62 & 63

Nossal High School ................................................................64 & 65

Nunawading Christian College .......................................66 & 67

Officer Secondary College .................................................68 & 69

Rowville Secondary College ...............................................70 & 71

Scoresby College ..................................Front cover, 2, 3, 72 & 73

St Andrews Christian College ............................................74 & 75

St Bede’s College .......................................................................76 & 77

St Joseph’s College ...........................................................81, 82 & 83

STEM is more than just Science & Maths ..................78 & 79

Templestowe College .............................................................84 & 85

Timbarra P-9 College..............................................................86 & 87

Victoria School Guides Website ................................................30

Wellington Secondary College ........................................88 & 89

Wheelers Hill Secondary College..............................................91

Xavier College ...........................................................................92 & 93

Yarra Hills Secondary College .........................................94 & 95

More than an aerobics champ.

At Haileybury, our students are encouraged to follow their passions … And in Ruby’s case, she’s done just that and more. A humble and quiet achiever, Ruby’s puts her all into everything she does — be it as an aerobics champion, soccer star, academic whiz or a key member of our illustrious Pipes and Drums band. And we know, whatever she decides to chase next, she’ll do so