Freshwater Creek
Steiner School - Pages 12, 13 & back cover
Geelong Arts Centre - Pages 14 & 15
Primary Schools - Pages 12, 13, 47 - 71
Victorian School of Languages - Pages 42 & 43
All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 – 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.
The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.
We believe that all students learn at different rates. It is for this reason that all students from Year 7 – 10 have the opportunity to improve their first result on a Common Assessment Task, if they
believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success.
The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 – 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.
The College offers a wide range of Extra – Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.
College Tours are available at various times, however parents are encouraged to make contact with the College on 5282 8988 or sign up on our website www.larasc.vic.edu.au for a personal tour.
The College implements a Professional Learning Community framework, to enable us to closely monitor individual student learning and ensure students understand where and how they can continue to improve. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK,
on our College Motto – Realise Your Potential.
At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.
We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.
Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.
COMMITMENT AND RESPECT which is centred
BELLARINE Secondary College provides students with a high quality education within a safe and supportive environment where all students are nurtured as valued members of the community.
Students are encouraged to strive for excellence in a learning environment that promotes the core values of Respect, Resilience and Responsibility and the belief that we are all lifelong learners.
The College is committed to restorative practices and believes that positive empathetic relationships are fundamental to a vibrant trusting learning environment where students are confident to take risks and achieve their full potential.
The College provides students with the opportunity, encouragement and the support to realise their potential in diverse pathways.
Academic studies are embedded in a curriculum rich in the Victorian Curriculum with the Accelerated Learning Program providing a curated learning in an environment to ensure that all students are fully challenged.
While students continue to achieve outstanding results in the VCE and from 2023
will be able to access the VCE Vocational Major Certificate which is a 2-year vocational and applied learning program within the VCE that aimstoequipstudentswiththeskills,knowledge, confidence and agency needed to prepare for the worldofworkandfurthereducationandtraining. Vocational Education and Training (VET) and workplace learning through innovative programs such as Head Start or a School Based Apprenticeship actively support students seeking to transition into the workplace.
The College is inclusive and centrally located on the Bellarine Peninsula with campuses in Ocean Grove (years 7-8) and Drysdale (years 9-12).
Bellarine Secondary College offers a scholarship to a Grade 6 student from each Partnership Primary School.
These scholarships are awarded to the student who has most consistency displayed the following qualities:
■ Academic effort
■ Participation in school activities
■ Respect for others
Built on the foundations of the Brigidine Sisters, Clonard College is a Kildare Education Ministries’ Catholic school which prides itself on excellence, inclusivity and social justice. Our students are encouraged to lead both in their personal lives and in service of others through formal and informal opportunities. We believe in the sacred dignity of all people which guides our holistic approach to education – looking for success for every young person.
Our Learning Program is centred around our Learning Charter which drives toward education with a moral purpose – positioning the student as a powerful partner in the learning process and as a contemporary change agent for the betterment of the world. This is supported by a comprehensive Wellbeing Program from Year 7 - 12 that aims to equip our young women with the skills and strategies to thrive. In addition, we attend to the spiritual development of our students through a Religious Education program that enables young people to appreciate their spirituality and to reflect on how that spirituality enriches their lives.
We offer a wide range of learning pathways from Year 7 to 12, designed to enable all students to find their own way to the future of their choosing. This is enhanced by a comprehensive Careers program that begins in Year 7, formalises in Year 9 and continues to support students in their pathway planning until the end of Year 12. We offer a broad range of VCE, VCAL and VET subjects so all students can experience meaningful education through to Year 12 and beyond. As a Microsoft Gold School, our educational programs are supported by comprehensive IT infrastructure.
The College continues to achieve excellent VCE results and VCAL outcomes, with graduates entering varied fields of study and employment. We have commenced partnerships with the New Pedagogies for Deep Learning global network of schools and the New Metrics Research Project with the University of Melbourne. These partnerships are exploring how we can develop learning experiences that are more relevant, meaningful and fit for purpose in terms of the world in which we now live and the skills that will be required for success.
With our new Master Plan launched in 2021 we have a bold vision for the continued development of the College over the next 10 years which will see three stages of development commencing with the construction of a new Science and Technology centre. We welcome you to come and see what Clonard has to offer.
Awaken, nurture, thrive. AT FRESHWATER Creek Steiner School, we believe children thrive when they learn in a genuinely nurturing environment. To prepare childrenforthefuture,webelievewemustprotect their imagination, curiosity and willingness to give things a go.
Freshwater Creek Steiner School is one of over 50 Steiner Schools in Australia and offers playgroup, kinder, and primary school on a beautiful rural campus. The school is located just 15 minutes from Geelong and 10 minutes from Torquay, along Anglesea Road. As part of the world’s largest independent education movement and with a nationally accredited curriculum, Freshwater Creek Steiner School is the trusted alternative to mainstream education on the Surf Coast.
Our unique curriculum is designed to engage the interests and abilities of the growing child, meetingtheirneedsateachstageofdevelopment. Bounded by abundant wetland and farmland, the children’s learning and play is enriched by the world of nature.
We view the arts as a vital key to engaging with learning,andthedevelopmentofsocial,academic, and physical skills. Steiner teachers integrate
music, movement, drama, craft work, modelling, woodwork, and other skills to engage the children in literacy, mathematics, history, geography, and science. Weaving real and creative experience through the content of a subject, enlivens the student’s curiosity, and interest in gaining a deeper level of understanding
In Class 3 children participate in a year-long farming program at the biodynamic farm adjoining the school. Contributing to farm work, gardening, and cooking activities demonstrates the value of purposeful work and develops the child’s sense of capability and confidence. Excursions, camps, sport activities and community events such as seasonal festivals all form part of the student’s school and community experience.
FWCSS provides a creative education of the highest quality, supporting the children to develop clarity of thinking, sensitivity of feeling and strength of will.
We warmly invite you to explore our school at our2023AutumnFairandOpenDay,onSaturday 1 April, from 10-2pm. Tours are held regularly and can be booked via the school’s website: www. fwcss.vic.edu.au
THE 2022GeelongArtsCentreCreativeLearning program saw a great number of teachers and students keenly participating in workshops, theatre experiences and festivals. For 2023, Geelong Arts Centre is delighted to announce a brand-new range of dynamic, multi-arts experiences for kindergarten, primary and secondary school students from across the G21 region.
From spellbinding shows and explorative student workshops to an informative and empowering teacher professional development experience, there truly is something for every school in Creative Learning 2023 to spark a love fortheartsamongstyourstudentsandopenthem up to a world of opportunity.
Kindergarten and early primary students are welcomed to the wonderful world of theatre through captivating storytelling paired with mesmerising music, where story books come to life and puppets teach us about the environment. Older primary school students can enjoy a range of high-calibre productions and workshops exploring key themes and ideas embedded in the Victorian curriculum, ranging from sustainability to First Nations cultures and histories, and immigration. Secondary students will have the opportunity to take a thought-provoking journey
through different cultures, genres and to explore identity through the arts.
With the aim of offering a diverse suite of programs ranging from music to movement, puppetry to theatre, the 2023 Creative Learning program offers affordable and enriching educational arts experiences that are immersive and entertaining.
Geelong Arts Centre offers both incursion and excursion program options with students given theopportunitytomake,share,playandpresenta multitude of arts activities. Workshops are facilitated by professional artists and technicians and delivered either in your school or in our professional, state-of-the-art theatre spaces.
Acknowledging the power of bringing teachers together to network, share ideas and to support the development of their own creative practice, the 2023 Creative Learning program gives educators the chance to engage in a professional development opportunity, as well as access to engaging resources to assist in building lesson plans, inspiring student curiosity, and igniting meaningful conversations in the classroom.
Spark a love of the arts with your students in 2023 by submitting an expression of interest now at www.geelongartscentre.org.au/creative-learning Spaces are limited so get in quick!
AT Geelong Baptist College our education journey with the students is a collaborative one between students, parents and staff. We guide our students to develop their skills and talents in order that they may contribute positively to the College community and beyond.
As a Christian College, we believe wholeheartedly, that the values that underpin our country, that we aim to instil and nurture in our students, are in-step with those of the families who choose our College for their children.
Our fee structure is transparent and affordable, with no hidden building or IT levies.
GBC’s open enrolment policy makes it attractive to all faiths whilst holding fast to the biblical values that our country was built upon. Our College is accessible to all families, of all faiths.
From their Foundation year through to Year 12, all students, are encouraged to adopt values and mindsets that emphasise individual endeavour and academic rigour, balanced with a servant heart and a desire to improve our local and global communities.
Our teaching staff strive to assist our students tounpacktheirgiftsandtalents,inorderthatthey may bless others and thereby make a marked difference in the both the present and the future world. In the primary school this is evidenced in ourClubsProgramthatoffersourstudentsawide variety of clubs that focus on unpacking their giftings and talents.
GBC aims to empower all our students to behave in ways that will enable them to integrate meaningfully into our changing and challenging world. Each student is unique and we seek to explore their capabilities and competencies, in ordertoassistthemtodirecttheirstudiesinthose areas where their strengths lie.
We offer a co-educational education, where we can accommodate students on the one campus, from Foundation through to Year 12, making for a seamless transition from one year to the next.
In the secondary years, GBC offers both VCE and Vocational Major courses which cater for all students, whatever their skills and aspirations might be. Students are also given the opportunity to complete VET courses as part of their coursework, as well as School Based
The program is designed to assist students to develop their skills, know their limitations and bring understanding and awareness of their own communities. It also assists in enabling them to integrate meaningfully into society as they mature.
Apprenticeships for those who would most benefit from this pathway.
OurCollegeisproudoftheYear9Edgeprogram, which is presented at a very critical time in the lives of adolescent students. The program is designed to assist students to develop their skills, know their limitations and bring understanding and awareness of their own communities. It also assists in enabling them to integrate meaningfully into society as they mature.
GBC is dedicated to assisting students to develop in their confidence, build their skills and to establish healthy relationships that will equip themtorespondappropriatelytolife’schallenges.
Our privately owned bus service covers all GeelongregionsandextendsasfarasPointCook, Anakie, Bellarine Peninsula, Golden Plains Shire and the Surf Coast, thus providing all families with the opportunity to access personalised, private education for their children.
On your visit to the College you will observe first hand, our capacity to provide accessible and meaningful education to a receptive community of learners.
Private tours are warmly encouraged, as well as visitstotheCollegeonouropendaysandtwilight tours, where we warmly invite you to meet Mrs Judy Sobey, Primary Principal and Mr Andrew Liberts, Secondary Principal.
Founded in 1910, and officially named in 1912, Geelong High School was the first non-private secondary school in the region and was fought for by the people of Geelong who felt that a high quality education is a right that all young people should have.
Since then, as a school community we have helped countless students into top class universities and careers locally, across Australia and internationally. Many of our families have a long history with the school and as we move into the next phase of our development with new buildings, a renewed focus on high quality teaching and learning, and an even stronger culture of improvement and challenge, we invite new families to join our long tradition of excellence and achievement.
The school’s motto ‘Vitae Nos Parat’ means ‘Prepares us for life’ and captures the spirit and ethos of the school community. Its focus is not only shared across academic, sporting and pathway aspiration, but equally upon building the character strength and learner capabilities to become respectful, lifelong learners able to succeed in an increasingly competitive and changing world.
Some of Geelong High School’s key strengths are the wide range of subjects offered at VCE, the electives available in Years 9 and 10, and the opportunity to accelerate for students looking for extra challenge. Our VET Dance programme is one of the best in the State and it culminates each year in a performance celebrated across Geelong. Our Theatre Studies VCE course is one of the leading courses in the region, with exceptional productions and a range of performances across the year taking place in the school’s majestic Shenton Theatre. Our Arts programme is also a key strength with VET Music Production and a range of fine arts on offer.
Students also regularly accelerate in Sciences, Mathematics and Humanities and our PE electives in 9 and 10, plus our outstanding Outdoor Education programme continue to offer challenge and extension for our students. We also offer electives such as Advanced English in Year 10, a discrete subject called Science Technology Engineering and Mathematics from 7-10 (which involves everything from robotics to VR design) and the Geelong Positive Education Program which is a community service outreach subject in Year 9 that helps students develop the skills to give back to our community and concludes each year with a trip to the Northern Territory to support some of our remote ndigenous communities.
We also offer a growing range of extra-curricular activities. Geelong High School students can sign up for peripatetic music lessons, inter-school sports teams, a growing sports extension programme, Model United Nations, debating, Student Representative Council and House leadership roles, Hands on Learning, Anime Club and arts groups.
A strong Wellbeing team is also in place to support students as we recover from the last few years, and our Positive Education Program continues to build the skills students need to actively participate and feel a sense of belonging to their community. We look forward to welcoming you to our community of tradition, aspiration, and excellence.
Visit our website at https://www.geelonghigh.vic.edu.au/ to find out about our 2023 Open evenings and what we have to offer.
Our Vision: Geelong High School is a positive and creative learning community that embraces its history and prepares students for life. We are committed to: Developing caring and respectful relationships; Empowering people to realise their potential through effort, responsibility and teamwork; and Building healthy, resilient and productive global citizens. Our values: RESPECT - Responsibility, Effort, Service, Positivity, Excellence, Creativity, Teamwork.
For a virtual tour of what Geelong High School offers, please visit www.geelonghigh.vic.edu.au
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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,Iadmittobeingseriouslychallenged.Where do I start, on what do I focus, and how?
How does the 2023 school year look from the perspectiveofthepastthreeyears?Iamsureitisa 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 learningandwellbeingofmanychildren.Insaying 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 withholdjudgementwhenconfrontedwithgloomy 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 low-fee 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 schoolstosecondaryschoolsintherecentpasthad 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,somethingofwhichIwouldbelievewould 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.
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.
Grossek’s view
The research on the value of extra-curricular activities on student learning and wellbeing is fascinating.
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 falloutforsomestudentsfromtheremotelearning 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!
Alwaystheoptimist,Idrawgreatcomfortinthe 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
Wednesday 1st March 2023 & Wednesday 3rd May 2023 www.larasc.edu.vic.au
Wednesday 1st March 2023 & Wednesday 3rd May 2023 www.larasc.edu.vic.au
Tours: 9.30am & 6.30pm with Information Briefing at 7.00pm
Tours: 9.30am & 6.30pm with Information Briefing at 7.00pm
A great opportunity to view our learning environment and meet both staff and students of our College.
A great opportunity to view our learning environment and meet both staff and students of our College.
Lara Secondary College in partnership with the Lara District Community Bank (Bendigo Bank), is pleased to continue to offer highly academic students in Year 7 & Year 10 in 2024, the opportunity to gain an academic scholarship to the value of $1500 over 3 years.
The $1500 scholarship amount may contribute to the annual Essential Education Items cost required at each year level, any school camps, excursions or Textbook requirements. In order to receive a $1500 Academic Scholarship, students will need to register for the Scholarship Exam (Higher Ability Selection Test - written by the Australian Council of Educational Research) to be held at the following times at the College.
2024 Year 7: Monday 15th May 2023 (9.15am – 12.00pm) in College Auditorium
(Registrations close 3.00pm Friday 5th May) Successful students will be admitted to the 2024 Enrichment Pathway Program with the opportunity to receive a $1,500 scholarship over three years.
2024 Year 10: Thursday 25th May 2023 (9.15am – 12.00pm) in College Auditorium
(Registrations close 10.00am Friday 12th May 2023) Successful students will be admitted to our 2024 VCE Access Program with the opportunity to receive a $1,500 scholarship over three years.
Please email Meg Allender (Enrichment Coordinator) at Lara Secondary College to register your child’s name and Year Level in 2024. Megan.Allender@education.vic.gov.au
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A STONE’S throw from Geelong and with Melbourne just up the freeway, Lara is on the doorstep of so many possibilities.
Bike ride through the You Yangs Regional Park and soak in the breathtaking views, or enjoy a coffeeinLaratowncentre’slaid-backatmosphere. So much is close at hand for you to pause, relax and play.
Retail
The butcher, the baker, fresh produce and the coffee maker are just 10 minutes from home. Lara’s growing town centre has all that you need, including Coles and Safeway supermarkets.
Fitness
Gyms to get your heart pumping, a swimming pool to entertain the kids and plenty of bike paths and sports grounds are here for you to enjoy an active, healthy lifestyle.
SurfCoast
Some of Australia’s best surf beaches are only a 35-minute drive away. Throw your towel in the car and head to Torquay along the Great Ocean Road to explore everything the Surf Coast has to offer.
Attractions
Get up close to the native wildlife at Serendip Sanctuary or sample the region’s delicious offerings at Lara’s Food & Wine Festival in the magnificent Pirra Mansion 2019, Windermere Rd Lara which this year will be held on Sunday 24 March.There’salwaysplentytoseeanddoaround Lara and beyond.
Geelong
Onlya20-minutedriveortrainrideaway,Geelong has all the benefits of a sizeable city, with the relaxed atmosphere of a coastal country town. Food,wine,culturalandhistoricattractionsareall here by the beautiful bay.
Cafés
Immerse yourself in the community by sampling the heart-warming hot drinks and delicious food theareahastooffer.Fromtrendybrunchhangouts to honest cosy cafés, you can catch up with your friends as often as you like.
Education
There’snoshortageofaqualityeducationoptions close by. The area is proudly home to many reputableprimaryschools,secondaryschoolsand tertiary facilities.
• GOALS is a campus of Lavers Hill K-12 College, located in the heart of Colac and servicing students from across the South West
• GOALS is a proud Flexible Learning Option, as recognised by the Department of Education,
that seeks to provide the highest standard of public education for young people aged 15 – 20 years who have been disengaged or excluded from mainstream education.
• Wellbeing is at the centre of all that we do!
All GOALS staff are trained in the Berry Street Educational Model and have their Teen Mental Health First Aid qualification
• GOALS offer the Victorian Pathway Certificate (VPC) or the VCE Vocational Major and we pride ourselves on our strong connections to local industry to support school leavers.
Does GOALS sound like something for you or someone you know?
Please do not hesitate to make contact using the details on this page or drop by for a visit!
Contact GOALS directly on
Ph: (03) 5290 5004
Email: lavers.hill.greater.otway@educationvic.gov.au
Address: 6 Murray Street, Colac, 3250
For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. The College offers a future-focused curriculum within a state of the art environment which nurtures holistic student wellbeing and engagement. Our teaching and learning structures accommodate a broad range of individualised goals and needs through well-resourced literacy and numeracy supports and an emphasis on student agency and career action plans.
The College is proud to have been the first Australian school to offer a P-Tech Program. This enables students to participate in stakeholder-supported pathways to learning and employment within science, technology, engineering and mathematics (STEM) related industries. Through a partnership with the Gordon TAFE and key members of the Geelong business community, the College is ensuring that our school leavers are equipped with the skills needed for success in the workforce of the 21st century. Within the College, this is reinforced through our GROW (Getting Ready for the Outside World) curriculum, which leads our agenda for students to pursue positive future pathways and features a unique digital capability partnership with the Gordon TAFE called Skillsbuilder.
We are also committed to students maximising their personal growth through broad participation in a range of extra-curricular programs. Students develop confidence, teamwork, and leadership through their involvement with our renowned Music Program, culminating in a number of celebrated public performances and the annual Band Tour.The annual College Bike Tour is also a chance for students to test their mental and physical resilience, in conditions which result in the forging of lifelong friendships between the participants of the tour.
Visitors to our College are always impressed with its open, modern and light-filled learning spaces, along with its vibrant and inclusive atmosphere.We invite you to contact us and organise a tour to see for yourself these qualities within our proud school community.
2023 College Information Night, Monday April 3, 6:30pm commencement in the College Auditorium
Newcomb Secondary College is proud to host Australia’s first P-TECH program, a collaborative partnership between education and industry. This program provides pathway opportunities for students to gain a nationally accredited qualification in addition to their regular secondary school education. It also provides mentor assisted workplace experiences with one of our key industry partners.
Currently our P-TECH stakeholder partners include Analytical MicroLABS, Australian Laboratory Services, Avalon Airport, Backwell IXL, Barwon Health, Bendigo Bank, BioLabs, Blood Toyota, Challenge Meats, City of Greater Geelong, Deakin University, Ford Motor Company, Geelong Tech Group (GTG), GMHBA, Gordon Tafe, IBM, LL & Co Hair Salon, Opteon Property Group, Prestige Jayco, Royal Geelong Yacht Club, Runway HQ, SC Technology and Tribal Group. Students are able to build their personal capacities and develop the skills required in the modern workplace through engaging a supported work placement within these industry-leading organisations.
P-TECH supports our school leavers in being equipped with the attributes and confidence required for them to excel within the workforce of the 21st century. Further information about P-TECH can be sought via the Skilling Australia Foundation, which has been engaged by the Federal Government to oversee the partnership initiative, or by visiting the Newcomb Secondary College website.
Five questions you need to ask when choosing a Secondary School
EVERY school is different and offers different learning opportunities for students. As parents and guardians, it is essential to ask the following five questions when finding the right school for your children:
1. What are the College’s values?
At North Geelong Secondary College (NGSC), our values are Respect, Excellence, Achievement and Diversity. These values are upheld through ourcultureofhighexpectationsandembeddedin our teaching and learning programs, which promote every student’s right to learn.
2. What are the facilities like?
At NGSC, we are proud to offer new and refurbished, state-of-the-art facilities for our students, including:
■ Traditional enclosed classrooms fitted with interactive touch screen TVs.
■ Brand new Food Technology wing and Science laboratories
■ Specialised Visual and Performing Arts spaces
■ Expansive library
■ Outstanding sporting facilities, including synthetic turf surfaces
■ 100% air-conditioned teaching spaces. TheSanctuaryisanareadesignedtoassistnew Year 7 students in their transition to secondary school. This area houses their lockers, provides a picturesque area to use during breaks that is separate to the rest of the College population and is central to the Junior Sub School Office, Year Level Coordinators and Student Wellbeing.
3. What will my child be learning?
AtNGSC,wehaveafully-documentedcurriculum which means that teaching and learning is carefully planned and mapped, taking into account students’ individual needs and progress. Student learning is also supported by:
■ Chromebooks and access to AARNet (data speeds up to 1Gbps)
■ Select Entry Accelerated Learning (SEAL) Program
■ STEM Program
■ Excellence in Sport Program (Soccer, AFL & Volleyball)
Beyond the traditional classroom, students also have the opportunity to be involved in:
■ Debating
■ Outdoor Education
■ Human Powered Vehicle
■ Annual College Production
■ International exchange programs.
4. What support is there for my child?
At NGSC, we provide the following academic and wellbeing support:
■ ACEandSTARLiteracyandNumeracysupport programs
■ Wellbeing Team with experienced social and youth workers
■ Doctors in Schools Service onsite
■ Lunchtime clubs including Jewellery Making, Anime, Woodwork, Chess, Coding, Karaoke, Dance and Yoga.
5. How will my child be prepared for work and tertiary studies?
At NGSC, our experienced Pathways Team ensures students have the opportunity to select coursesthatbestsuittheirstrengthsandinterests, whether it be VCE, VCE Vocational Major, VET subjects and/or SBATs. We ensure all students have a viable post-secondary pathway, whether it be further study or full-time, gainful employment.
For more information on what NGSC has to offer your child, we invite you to attend our Information Evening on Thursday March 9th or contactourTransitions&PathwaysLeaderSteven Quinn on 5240 5800.
North Geelong Secondary College
Principal, Nick Adamou
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Language Classes for students Prep to Yr 12, are held on Saturday mornings 9.00am – 12.15pm in:
Chinese, German, Japanese, Italian, Punjabi, Urdu & French at Matthew Flinders Girls Secondary College
Croatian, Karen, Vietnamese, Dari, Macedonian, Malayalam, Turkish, Russian at North Geelong Secondary College
For enquiries Tel: 5277 9833 or Enrol online at: www.vsl.vic.edu.au
WESTERN Heights College is a learning communitywherestudentsareguidedtodiscover their talents, enjoy their educational journey and develop goals for the future.
We believe all students can succeed with effort, persistence and the right support in place. We are a welcoming school, progressive, honest, resilient and adventurous.
Our core values, courage, community and integritycompelus,butouractionsdefineus.The values are lived by our people, through our programs and in our interactions with our community. These core ethics and principles are the essence of our school’s identity. They guide our actions, helping us, and helping others to do and be their best.
Western Heights College is a government coeducational single campus secondary college locatedintheheartoftheHamlynHeights,Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. In 2015, the stage2schooltotalrebuildwascompleteenabling the school to realise its vision of state-of-the-art modern buildings which connect learning, to our community.
The college’s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation. Stage 3 planning has commenced for the school to complete its masterplan which will see the college state of art gymnasium constructed on-site to enable specialised sports and physical activity program to grow. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey.
The college has a strong focus on literacy and numeracy across the college. Global learning and thinking is a priority for the College with the schoolinclusiveofculturaldiversity,offeringEAL and Chinese mandarin as it’s language. The college has sister schools in China and South Korea.
The school now offers an elite specilialist sports program in basketball, AFL and netball
and in 2023 will launch its soccer program. This elite program offers students an opportunity to explore their sporting potential with elite coaches whilst combining this with individualised learning programs.
In 2023, Western Heights College will launch its new “Aceelerate” program at year 7. This program will be a select entry academic program for high ability and achieving learners.
Leadership, interpersonal development and studentvoiceandagencywiththeirlearningarea focus for the school with its offerings of exceptionaldance,music,performingartsandthe state school spectacular, technology, STEM and art extension programs on offer. The college has recently re-invigorated its camps and study opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, South Korea and Fiji with Destination Dreaming. The College is also involved regularly in the School for Student Leadership Opportunities.
All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a daily mentoring program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised program for Year 9 and 10 students includes access to VCE, School Based Apprenticeships (SBA’s) and Vocational Education Training (VET) studiesinthesupportedDETHeadStartProgram. Years11and12studentschoosefromawiderange of studies, combining academic, vocational and applied learning programs and certificates. Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and the many sporting groups co-located on the new site.
It an exciting time to be a student at Western Heights College.
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AS schools go back around the country, some parents will be questioning the purpose of their primary-aged children’s homework. Dr Katina Zammitt from Western Sydney University explains how to make it meaningful, and why it’s important for teachers and parents to understand what the other is looking for from the get-go.
Dr Katina Zammitt, Western Sydney University –“It’simportanttoknowtheteacher’sexpectations from the beginning of the year”
Dr Katina Zammitt is the Deputy Dean at the SchoolofEducationatWesternSydneyUniversity. Katina is passionate about improving student learning outcomes.
“Homeworkcanbeaminefieldforchildrenand parents in primary schools,” says Dr Zammitt. “Teachers often state that they set homework each week to keep the parents happy. Parents comment that they feel frustrated with the homework their children are given as they don’t understandhowtohelporhowtodoitthewaythe teacher does.
“The ‘best’ homework goes beyond filling in a worksheet, memorising spelling, finishing incomplete schoolwork or doing a project. Repetitive low-level activities are merely busy work than actual learning.
“Homework should build students’ capacities and understandings based on the work they are
doing at school whether it is literacy, history, mathematics or any other subject. It should be meaningful and able to be completed by the child withminimalparentalassistance.Itmightinclude talking and asking questions, learning about the child’s world in greater depth or using family experiences such as shopping to engage them in learning to read or count.
“It’s important to know the teacher’s expectations from the beginning of the year, to help parents engage with learning, and ensure homework is enhancing student learning.”
For more information or an interview, please contact Dr Katina Zammitt of Western Sydney University at K.Zammit@westernsydney.edu.au
It’s important to know the teacher’s expectations from the beginning of the year, to help parents engage with learning, and ensure homework is enhancing student learning.
LISIEUX Catholic Primary School has earned itself a reputation as a learning community committed to fostering the full potential of its students,exploringbestpracticewaystobuildlife skills and resilience through authentic, hands-on experiences.
Foundation Principal, Dr Susan Ryan, explains the school’s focus, “Since our opening in 2018, we have explicitly committed ourselves to creating the conditions for young people to thrive. We integrateapositivepsychologyapproachintoour practice, have a strong focus on outdoor learning and on fostering ways for students to express themselves.” Susan explains that while many people think of creativity in terms of a finished outcome, “creative expression is really about the process, and the great learning and problem solving that grows through the messiness of creation.”
At Lisieux, the opportunities for creative expression come not only in explicit Arts-based subjects such as 100 Languages, but also in Maths, Science, Literacy and Religious Education where critical thinking and problem solving are encouraged and individuals find various means to express themselves.
The school’s educators believe that “creativity existsineverychildandthereisnorightorwrong way for a child to be creative.” Lisieux educators actively teach about building a growth mindset, ratherthanafixedmindset,encouragingstudents to have a go, enter the ‘learning pit’ and face challengesthatleadtogrowthandunderstanding. Mindfulness, Christian meditation and regular brainbreaks are timetabled parts of the school day, supporting students to be reflective, boost their creativity and to build a toolkit of life skills for success.
The school is offering weekly tours throughout March for families considering 2024 enrolment.
Creative expression is really about the process, and the great learning and problem solving that grows through the messiness of creation.”
St. Catherine of Siena is a learning community that engages learners, enlightens all in Gospel values, energises high expectations and empowers each child to set the world on fire. Together we enrich each other's journey in an ecological manner, and strive for excellence.
Along with the curriculum, a variety of additional programs are offered: Digital Technologies, Physical Education, Art, LOTE and STEM to enhance the learning and development of all students. At St Francis Xavier Primany School we pride ourselves on being a highly motivated team of staff who are committed to ongoing professional teaching and learning and providing a faith-field environment where all children can
“Together We Grow”
Fees start from as little as $17 per week with various payment options available.
St Francis Xavier Primary Schoolisaco-educational Catholic school that aims to be the first choice for families seeking a Catholic education in the Corio area.
St Francis Xavier is a school that seeks to create a culture that values strong relationships between students, families and the community that are founded on respect, communication and forgiveness.
Educating Catholic students of Newtown for over eighty years. Students and their families are welcomed in partnership to create a learning environment inclusive for all.
Drawing on current educational research, we offer our students a structured literacy approach that enhances their opportunity to master reading, writing and spelling with fluency. Students develop their spiritual connection to Jesus through prayer, liturgy and school masses.
Our facilities include a Specialist building where students can further pursue their passions of STEM, Music, The Arts and Literature. Our approach to LOTE education ensures our students receive 15 minutes of Italian instruction daily.
We welcome you to tour our school. For tour & application details visit our school website www.srnewtown.catholic.edu.au Enrolment enquiries email: enrolments@srnewtown.catholic.edu.au
13 Nicholas Street, Newtown Phone: 5221 1075
STARTING school is a big step for you and your child. It can be both challenging and exciting. As families, the support you give your child is important because you are your child’s first and most important teacher.
Below are some tips on how you can help your child have a positive start to school.
■ Ask your child what they think about starting school.
■ Encourage your child to ask questions about going to school.
■ Help your child stay healthy. Make sure they have regular health and dental checks and keep immunisations up to date.
■ Encourage your child to try to do things on their own such as dressing, going to the toilet, washing their hands, unwrapping their food and opening and closing their drink bottle.
■ Talk to friends and other families about what school is like.
■ Attend transition-to-school programs and activities at your child’s early years service and school.
■ Talk to your child’s early childhood educator about things you can do at home to help your child’s learning and development.
■ Talk to the school about how you can engage in your child’s learning and development at school.
■ Ask the school what time your child starts on the first day and where to take them.
■ Show your child where the school is and talk about how you will get there.
■ Arrange play-times with other families whose children will be going to the same school as your child. It helps if your child knows another child at their school at the start of prep.
■ Practise the things your child will need to do to get ready for school (e.g. putting things in their bag, remembering to take a hat).
■ Confirm your before or after school care arrangements. Show your child where the outside school hours care facilities are and talk about how they will get there.
■ Be positive about starting school and enjoy your
child’s excitement.
■ Visit your local library and read books with your child about starting school. The first day of school
■ Make sure your child knows who will take them to school and pick them up on the first day.
■ Help your child to organise their clothes, hat, shoes and socks the night before.
■ Help your child to pack their school bag with a snack, drink, lunch and a hat.
■ Place a spare pair of underpants and a change of clothes in a plastic bag. Let your child know these clothes are in their bag in case of any accidents at school.
■ Put sunscreen on your child in the morning if it is needed.
■ Show your child where you will meet them at the end of the school day.
■ At the end of the day talk to your child about what happened at school. The first year of school
■ Find out about what your child is learning at school. By doing this, you can support your child’s learning and find out how your child is adjusting to school.
■ If your child is having difficulty at school, talk to their teacher. Your child can also say what they think might help them.
■ Keep talking to your child about school. Ask them about their new experiences, what they like and what they find hard.
■ If your child attends an outside school hours care service, find a way of sharing your child’s school progress with the staff.
■ Share feedback about your child’s experience of starting school with the school and early childhood service.
■ Organise time for your child and their new friends to play together outside of school.
Local early childhood services and schools will organise their own transition-to-school programs and activities each year. To find out more, talk to your child’s early childhood educator or contact the school where your child is enrolled.
Ref:http://www.education.vic.gov.au/childhood/ parents/transition/pages/supporttransition.aspx
St Therese in the Nazareth Parish, is set in a semi-rural area on the Surf Coast. The majority of families at St Therese live in the immediate Torquay, Jan Juc and Anglesea areas.
We are a Catholic Parish Primary School, priding itself on a friendly and supportive environment with a unique sense of community where parents, staff and students value and respect each other.
At St Therese, all learners have the opportunity to inquire, discover, grow and be Christ - centred.
We learn:
• To be resilient, mindful/calm and self-responsible.
• To do by building positive relationships, problem solving, taking responsible risks, making decisions and communicating effectively.
• To learn with curiosity, purpose, critical thinking and reflection.
• To enquire, develop, grow and discover.
We encourage you to explore our website and contact the school if you have any further queries.
www.sttorquay.catholic.edu.au
CHILDREN learn an amazing amount as their learning journey continues through primary school.
Primary school education continues in Years 1 to 6 where children receive a strong foundation in eight core subject areas:
■ English
■ Mathematics
■ Science
■ society and environment
■ technology and enterprise
■ languages
■ the arts
■ health and physical education.
Literacy and numeracy are important learning areas. Learning focuses on ensuring your children understand mathematics, and learn to read and write competently. Many schools have specialist literacy and numeracy teachers to help your children develop these important skills.
Programs are designed to build natural curiosity and foster inquiring minds in the area of science and technology. In society and environment, they learn about the history and traditions at the heart of Australia’s democratic society.
Teachers plan for a balance of activities based on the learning needs of your children and other childrenintheirclass.Insomeinstancesspecialist teachers teach the class, for example in art, music and physical education.
The classroom layout is more formal than Preprimary with students sitting together in groups or rows. Your children spend more time working at their desk and in small groups. Set days and times are allocated to each subject area.
If your children are having difficulty with any of the learning, speak with their teacher.
Homework reinforces and supports the things your children learn at school. It is designed to get your children thinking and applying what they learn in different ways and encourages them to become independent learners.
During the first years of primary school homework involves fun activities such as:
■ reading with your children every day
■ encouraging your children to draw, write and tell stories
■ practising using numbers
■ encouraging your children to observe things in nature and to ask questions.
As your children progress through school, they receive specific tasks and projects designed to apply their knowledge in different ways - for example creative writing, oral presentations and assignments.
You can help your children by:
■ setting aside a set time each day for homework (also allow time for play and relaxation)
■ setting up a ‘homework space’ where your children can do their homework
■ setting up a schedule for big projects that take longer to complete so they are not left with one day to finish it
■ letting your children have a go at their homework first before helping them
■ asking your children to explain what they have done - explaining things in their own words is a great way to learn
■ checking your children’s homework when they are done for the day and working through any errors together
■ knowing where your children are up to with their homework so they do not fall behind.
If your children are having problems with their homework or with a specific subject or project, ask their teacher to spend some extra time helping them through the task.
Talk with your children’s teacher about the school’s homework policy for more details.
Ref: http://www.education.vic.gov.au
ANAKIE Primary School is a small rural school located at the foothills of the Brisbane Ranges. In 2023 we are commencing the year with an enrolment of 56 students across three classroom, P/1/2, 3/4 and 5/6. At Anakie Primary School, we support students with a positive learning environment, focusing on academic, personal and social growth. Our school is fortunate to have strong community connections, with a driven School Council and PFA who have the needs of students at the centre of all decisions. The school community is close-kit, and focuses on providing a positive, inclusive and caring environment.
We leverage our small class sizes to ensure that studentsarebeingextendedthroughdifferentiated teaching, whilst supporting their learning growth through personalised goals. The staff at Anakie create connections with students from across the school, and each individual is treated as a valued member of the community.
Our values are embedded into all our teaching and learning experiences: Respect, Responsibility, Resilience and Excellence. At Anakie Primary School we respect ourselves, our school and the environment around us. We show responsibility with everything we do and make safe and sensible choices. We show resilience when things don’t go to plan, and bounce back with a positive attitude. We aim for excellence in our learning, trying hard at all times, to be the best person we can be.
Students have access to a variety of specialist programs each week including Physical Education, Visual Arts, and in 2023, Performing Arts and Auslan. In addition to this, students engage in the Mobile Area Resource Centre (MARC Van) fortnightly.
Anakie Primary School is part of the Moorabool Valley Association (MVA), which provides studentswithsportingandcampingopportunities. Students also have the opportunity to participate in Speech Nights, enrichment programs at the local secondary schools, and extension programs through the Victorian High-Abilities Program.
Our school implements a range of approaches to support the social and emotional wellbeing of our students, including Respectful Relationships, The Resilience Program, Berry Street Education Model and School-Wide Positive Behaviour. In 2023, we are welcoming two additional members to our staffing profile to support students with Mental Health Initiatives from the Department of Education.
Our values are embedded into all our teaching and learning experiences: Respect, Responsibility, Resilience and Excellence.
BELLBRAE Primary School is one of Victoria’s oldest schools, having been established in 1861. Since its early days the school has prided itself on its strong connection to the local Surfcoast community, with an annual Mayfair the centrepiece of this relationship. Bellbrae has recently benefitted from a $10 million facilities upgrade that included full connection to Barwon Water and its associated services.
Bellbrae offers a broad range of learning opportunitiesin‘stateoftheart’modernfacilities, which include a full size gymnasium, STEM Room, Library, Visual Arts Room, Performing Arts Centre, sporting oval, outdoor covered basketball court, Edible Garden and versatile, contemporary learning spaces. Staff are strategically recruited to ensure a highly skilled, committed and passionate workforce. The school is led by Dr Adrian Waters, who has extensive leadership experience on a local, national and international level.
As part of Bellbrae’s commitment to the health and well-being of students, the school employs Wellbeing Officers, a Mental Health and
Wellbeing Leader, as well as offering support and intervention programs alongside a high abilities extension program. Complementing the dynamic learning environment are substantial extracurricular activities that include sporting, music and cultural programs. Excursions, swimming programs and school camps also feature as integral parts of the curriculum.
Prospective parents are welcome to contact the office to arrange a school tour and to meet with the Leadership Team.
Phone: 5261 2660
E mail: bellbrae.ps@education.vic.gov.au
Staff are strategically recruited to ensure a highly skilled, committed and passionate workforce.
THE collective capacity of a school community is far greater than individuals working alone. The Clifton Springs Primary School values of Respect, Responsibility, and Kindness are the cornerstones of our school community and we strive to reflect these in our everyday actions and learning. We successfully create a safe and friendly learning environment where students develop confidence and creativity.
We lead and professionally develop all staff in matters relating to curriculum shaping, teaching and learning, student achievement as well as student welfare. This has resulted in staff exploring new and innovative teaching practices in a supportive environment that has resulted in all staff and students optimizing their potential
We have a very strong belief in a childcentred teaching and learning philosophy that develops the whole child. Apart from academic success we believe it is important to develop each child to be an active
and positive citizen in a modern world. This includes developing children’s social and emotional capabilities. We also believe it is important to give students a voice, to develop their individuality and provide opportunities to undertake social action that makes the world around them a better place.
We also believe it is important to give students a voice
As the Principal, my own extensive leadership experience coupled with targeted and on-going professional learning, all culminate in a leader that has a broad knowledge of current educational initiatives, and a teacher who connects with the community for the betterment of students, staff and parents in a collaborative partnership of learning. We invite you to visit and experience the school in action.
Every day is an open day! Come and see us at work
Lavers Hill K-12 College has two campuses. The K-12 campus is a beautiful rural school on the Great Ocean Road set in the Otway Ranges, and caters for students in Kinder to year 12.
This campus is set in extensive landscaped gardens and grounds with excellent recreational and sporting facilities including tennis, basketball and netball courts, fully equipped gym, gymnasium and a heated indoor swimming pool.
Contact the College office and meet the Principal Anthony Grayden who will conduct guided tours
Ph: 5237 3213
Email: lavers.hill.k12@education.vic.gov.au
Web: www.lavershillp12c.vic.edu.au
Address: 10 College Drive, Lavers Hill VIC, 3238
“Respect, Resilience, Integrity, Humour, Equality”
Grovedale West Primary School encompasses the Geelong Deaf Education Centre which is a highly specialised educational resource for eligible D/deaf students living in Geelong and surrounding areas.
As Geelong’s dedicated D/deaf education provider within a mainstream primary school, we have the specialised school-based resources including Masters trained Teachers of the Deaf, Auslan communication assistants and classroom assistants who assist the individual language and learning needs of D/deaf students and provide support for their families.
Teachers of the Deaf work closely with classroom teachers to target the specific education needs of each student and provide language planning and intervention as required. The school is also supported by Hearing Australia and is the facilitator of the Geelong Deaf Education Network. Classrooms are fitted with Soundfield amplification systems to assist all students and staff within our inclusive classrooms. Student hearing technologies are supported within the classrooms with staff who are competent in the use of the Roger technology system.
The school community are looking forward to the opening of a new purpose-built Junior Learning Centre in mid-2023 with excellent facilities designed to support our inclusive learning environment.
A team of classroom and Auslan communication assistants support the D/deaf students in their mainstream classes under the guidance of the Teachers of the Deaf and classroom teachers to ensure that the teaching support targets student needs.
Our D/deaf and hard of hearing students learn with their peers in a highly engaging, collaborative and nurturing learning environment, guided by the educational team. Student learning and wellbeing are both highly valued at our school.
Our students also love engaging in our Science, Music, Art, PE and the Stephanie Alexander Kitchen Garden Program and are supported to be active learners, thinkers and leaders through an emphasis on student voice and agency.
We invite you to join us for a personal tour of the school and to meet our education team and Teachers of the Deaf by contacting the school on 5241 4774.
Address: 85 Heyers Road, Grovedale 3216
Phone: 5241 4774
Email: grovedale.west.ps@education.vic.gov.au
12569621-DL10-22
WANGALA Primary School is a small school nestled proudly in the suburb of Belmont. Wangala, meaning ‘to make good’ in local Wadawurrung language, sets out to provide your child with the best possible opportunities to thrive and grow academically, physically, and emotionally, being the best version of themselves when they graduate from our school.
Ourvaluessetourstudentsuptobe‘respectful’ ofthemselvesandthosearoundthem,whilebeing mindfulofourresponsibilitiestotheenvironment, approaching all with a ‘caring’ attitude. Our curriculumsetsouttoleanintoourvalueofbeing ‘future focused’ by explicitly teaching our students the skills required to problem solve and investigate ideas and solutions, especially through our STEAM and Inquiry curriculums. As ‘community minded’ students, our programs and curriculum provide opportunities for students to give back to our local community.
Students participate in our innovative gardento-kitchenprogramprovidingreal-lifeapplication
of literacy and numeracy as they provide lunch for our whole school through our Cafe program. With all new facilities, including our full-sized gymnasium, Wangala Primary School students are engaged in Art, Music, Physical Education andSTEAMlessonseachweek,aswellaslearning our chosen language Auslan alongside our staff members.
With a wellbeing curriculum focused on inclusive practises, students at Wangala Primary School are encouraged to apply skills and strategies to help them be ready to learn. Our smaller than average classroom student numbers ensure that all students can focus on their next steps in learning through small group and individualfocus,whichseesthemdevelopattheir own level while being respectfully challenged in their learning.
We encourage you to explore our website for further information and to contact us for the opportunity to come along and see our amazing little school in action!
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MATHEMATICAL Playworld is a new teaching model motivating young children to engage in mathematical problem solving. The model, developedbyDr.LiangLiandDr.LeighDisneyof Monash University, was used in a recent study, publishedintheMathematicsEducationResearch Journal, to understand the most effective means of supporting young children’s maths learning in aplay-basedprogram.
Dr. Li says, ‘Early mathematics learning is a powerful predictor of children’s mathematics achievement in school and previous studies have shown that young children have significant capacities to learn and master mathematical conceptsataveryearlyage.’
‘Past research indicates the importance of problem solving as a mathematical process yet thereislittleresearchonthewaysyoungchildren engage and process this information. This particular study focuses on how young children process mathematics information through playbased problem solving in early childhood settings.’
Mathematical Playworld takes its lead from Conceptual PlayWorld, a model of intentional teaching developed by Laureate Professor Marilyn Fleer also of Monash University. According to the researchers, ‘The playworld begins with a selected story, whereby children and adults build emotional connections with storycharactersbeforetheycollectivelyenterthe playworld.’
‘Previous research shows imaginative play is the leading activity for pre-school aged children. Theworldofimaginationandstorytellingenables children to imitate the roles of adults and to exploreculturalknowledge,suchasmathematical concepts,anddeveloptheirconceptualthinking.’
Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. The study showed that children’s meaningful learning process can be improved by active engagement with teachers. As Dr. Li explains, ‘Teachers play a pivotal role as active co-players and co-creators engaging in the sustained shared collective imaginarysituationwiththechildren.’
‘This study - with a specific focus on the development of algebraic reasoning of creating
repeating patterns in play - found that, ‘Young children’s problem-solving process became personally meaningful for them in the MathematicalPlayworldactivitysetting.’
The study builds on previous research which showed, ‘Exploring patterns in the early years is seen as an important introduction to algebraic thinking as children begin to notice similarities and differences between and among patterns, create rules to describe relationships, and eventually represent those relationships using symbols.’
Accordingtotheresearchers,‘Theimprovement of children’s mathematical thinking is achieved by the appropriation of cultural tools in meaningful contexts. Learning is embedded using narrative frameworks to dramatize the maths problem and engage children in the problem-solvingprocess.’
Inaninitialengagementbetweenteachersand students for the study, teachers chose to begin withthestorybook,RoomonaBroom(Donaldson, 2003) because they observed the children were very interested in stories about witches. ‘The teacher’s believed the story context would motivate the children whilst also linking closely to mathematical concepts, such as, “How much room on the broom?” The story evolved with the teachers and children both playing character roles and bringing the story to life. The teachers then dramatized an emotionally charged mathematical problem, i.e. “How many people can fit on the broom to go the witches’ party?” and the children were fully engaged in the mathematicalproblemsolving.’
Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills.
The researchers, both with backgrounds as early childhood teachers, say the study was motivated by their own classroom observations and the belief that, ‘It is important children have a sense of ownership in their learning.’ Dr. Disney says, ‘The teaching of mathematics needs to focus on the process of problem solving rather than drill and practice of mathematical skills at an early childhood level. It requires a frame where children are part of the learning process as active and engaged learners and where teachers can imbed teaching practices in play.’
The study by Li and Disney was conducted over a seven-month period and based on observations of children and teachers interacting with the program in an early childhood setting. ‘One of the aims of the project was to explore how the Mathematical Playworld creates conditions that support children’s mathematical thinking and conceptual learning in play-based early childhood settings.’
‘The study contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation by considering how learning processes become personally meaningful for children and by exploring teachers’ role in play for supporting children’s mathematisation.’
The researchers say the teaching model, ‘Builds
motivating conditions for young children to learn mathematical concepts in play and provides children with a solid foundation for entering the school environment.’
Li and Disney believe Mathematical Playworld has the potential to be a key learning tool for early childhood teachers within play-based settings. They plan to extend their current successful study to include more early childcare settings.
Li, L. & Disney, L. (2021). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal.
For more information or an interview, please contact Dr. Liang Li at Monash University at liang.li@monash.edu and Dr. Leigh Disney at Monash University at Leigh.Disney@monash.edu
The story evolved with the teachers and children both playing character roles and bringing the story to life.
Next edition: February 2024
