Government Schools Guide 2023

Government Schools Guide

Forest Hill College - 42, 43 & back cover

Gleneagles Secondary College - 46 & 47

John Monash Science School - 56 & 57

Lalor North Secondary College - 62 & 63

Macleod College - 66 & 67

Suzanne Cory High School - 94 & 95

Secondary

For further information refer to pages 2, 3, 106 & 107

Photo provided with the compliments of Victoria University

College

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 whichtheycouldthrive.

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 theywouldbeheardandsupported.

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 theoverallhighschoolexperience. Doesitfeel right?Arethestaffandstudentshappy? 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:

■ C for Community

■ H for High Expectations

■ O for Optimism

■ I for Innovation

■ 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.

Yoursfaithfully,

Dr.BrettMoore Principal

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

Vision Inspired Action

RANKED IN THE TOP 10 GOVERNMENT SCHOOLS IN VICTORIA

Based on VCE Median Study Score 2021

Tours & Information Sessions:

9:15am School Tour

10:15am Principal’s Address

11:30am School Tour

5:00pm School Tour

5:30pm School Tour 6:00pm School Tour 6:20pm School Tour 7:00pm Principal’s Address

Join our Year 7 approved SEAL (select entry) Program in 2024

ACE – Accelerated Curriculum & Enrichment Program

Testing Saturday 2 September 2023 (Apply before 25 August 2023)

Ashwood Revealed

OPEN DAY & NIGHT

Wednesday 3 May 2023

Book online

Vannam Drive, Ashwood 3147

9807 1333

www.ashwood.vic.edu.au

Berwick College

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

Our 2022 Dux, Zoe, achieved 97.9 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’soutstandingstaffhavebeenconsistently recognised as winners and finalists in the following categories - Outstanding Secondary Teacher (Finalist 2020 and 2022, Winner 2018), OutstandingEarlyCareerTeacher(Finalist2022), 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 basketballstadiumandfitnessgym,andaccessto 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.

Parentsandstudentsarewarmlyinvitedtoour 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 throughwww.berwickcollege.com.au

Blackburn High School

ESTABLISHED in 1956, Blackburn High school is a co-educational Government Secondary School with a long tradition of excellence in delivering a dynamic curriculum that meets the diverse needs of all our students. Our positive school culture inspires students to flourish academically, emotionally and socially, and to achieve outstanding educational outcomes.

The school is situated on the spacious 12-hectare site with extensive gardens and sporting facilities, including our covered outdoor learning area, multiple sports courts, gymnasium and fitness room. Our state- of- the- art STEM Centre opened at the end of 2022. It features six science laboratories and specialist technology classrooms, including digital multimedia, robotics design, metals technology and a 3D printing laboratory, all centred around a central open-air courtyard. Inside these exceptional facilities, we foster our students’ creative and critical thinking with a school-wide STEM program that embeds design thinking and problem solving into our classroom learning and extra-curricular opportunities such as the STEM Club and Robotics Competitive Team.

Blackburn High School is a vibrant innovative caring and inclusive space where students work togethertobecomesuccessfullearners,confident and creative individuals, and active citizens. Our school motto, “Ad Lucem Crescimus” (Growing Towards the Light), along with our school values of Respect, Pursuit of Excellence, and Citizenship are central to our culture of high expectations for all. Our students are encouraged to be leaders and participate in decision making to shape the future of our school. Our Student Leadership Program ensures that a range of diverse voices are heard and considered.

The distinctive uniform worn by all students expresses the collaborative pride we share in our school. The House System fosters the development of smaller learning communities where students feel that they belong, are listened to and are known. We values communication between home and school. We regularly send home newsletters and updates via email, and parents or guardians are welcome to make appointments to meet with teachers or school leadership at any time. We use XUNO, an online platform that allows parents or guardians to

access student attendance and assessment information.

We provide a comprehensive challenging curriculum that encourages a strong work ethic, as well as many extra-curricular opportunities that enhance school life. These include a variety of lunchtime Clubs, Robotic Competitions, Camps,ourhighlyacclaimedInstrumentalMusic Program, a successful PE Program that includes InterschoolSportsandDukeofEdinburghAward, Languages Programs, and Performing Arts.

Blackburn High School offers a wide range of coreandenrichedelectivesubjectsforYear7to10 students,includingaHighAchieversprogramme and STEM. We provide an extensive range of studies in the Victorian Certificate of Education (VCE) and VCE Vocational Major. Early-start VCEsubjectsareofferedforstudentswhodisplay the required learning behaviours, commitment and desire to extend themselves at VCE. In addition,someYear12studentsmaybeofferedan opportunity to study a university subject.

Our positive school culture inspires students to flourish academically, emotionally and socially, and to achieve outstanding educational outcomes.

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 wherestudentsareabletomaximizetheirpotential.

Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculumdesignedtoallowthemtodemonstrate 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 opportunitytoparticipateinLeadershipDevelopment 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

The College wishes to congratulate the Class of 2022 on their outstanding VCE results, made all the more impressive by the fact that they achieved all this despite the ongoing challenges that COVID-19 has put in their path over the last three years. Also, congratulations to all our VCAL students who achieved their Senior VCAL Certificate. We wish you well with your future endeavours.

2022 Median study score: 31

9.65% of study scores were 40 or above 30 students achieved an ATAR in the 90s 71 students achieved an ATAR of 80 or above

Average ATAR 74.6

Braybrook College is a single, co-educational, Years 7 to 12 campus. Our current population, of approximately 1,350 students, enables a wide curriculum choice to be offered at all levels.

Our college sets high academic standards. As our students move into their VCE years we believe it is especially important that they have the security of being able to maintain contact with teachers they know well.

The College is committed to its values of Respect

and Excellence and is very proud of its emphasis on providing individual help and support within a safe and caring environment.

Strong academic reputation

Excellent VCE results

High Achievers’ Program

Instrumental Music Program

Strong discipline and student support

Year 7-12 EAL Program

Compulsory uniform

Extensive Sports/Camps Program

SEEK Advanced classes

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 intheirintellectual,emotional,socialandphysical 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 SecondaryCollegeatYear7havetheopportunity toapplyforaplaceintheCurriculumEnrichment Program. The program is offered to students who demonstrate academic skills above those of their peergroup.AtYears8and9studentsundertakea comprehensivecurriculum,withopportunitiesfor 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.

At Brighton Secondary College we strive to prepare young people to thrive and contribute in the world beyond school.We do this by creating responsible, empathetic citizens who are adaptable, life-long learners and critical thinkers. Brighton Secondary College houses approximately 950 students and over 100 teaching and education support staff.The College boasts modern purpose built facilities for the study of the visual and dramatic arts as well as the sciences and technology. We provide a safe and happy atmosphere where purposeful and structured work will guide and encourage our students to succeed and achieve personal excellence.We offer an extensive range of co-curricular activities with a focus on social and emotional learning, Careers and Pathways and Academic Excellence.We encourage your child to take advantage of as many of these opportunities as possible during their time at our college.

The College’s unique SELECT ENTRY ACCELERATED LEARNING (SEAL) PROGRAM offers students the opportunity to select from three distinct strands;

- ENGLISH, LITERATURE & HUMANITIES

ENHANCED STUDIES (ELHES) STRAND

- INNOVATION & ENTERPRISE (I & E) STRAND,

- SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS (STEM) STRAND

Each strand provides students with a faster paced curriculum and opportunities to work with more abstract, complex and in-depth course material.

At the senior school level, we offer a range of VCE subjects, as well as offering students the opportunity to study the INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME. The IB Diploma Programme is a two-year international education programme offering a holistic approach to teaching and learning with a keen focus on developing inter-cultural awareness. Students learn to explore and understand the world around them through inquiry, critical thinking and open-mindedness.

Brighton Secondary College prides itself on being a globally progressive school with a highly respected international student program. Our leadership program reflects our international mindedness and reinforces a globalised perspective of our world by ensuring that Student Leaders work collaboratively to develop a school collective that promotes respect, inclusivity, aspiration and achievement.

The college House system not only encourages participation in college events, but also assists to further develop student connectedness and pride.Additionally our students have the opportunity to participate in a variety of sports. Our sporting teams compete in a number of interschool competitions throughout the year, with many students reaching district and state teams as a result of their performances for the College. We aim to develop future ready citizens who are capable of demonstrating a global mindset and the ability to build connections through tolerance and understanding.

12593166-FC14-23

The next Rembrandt?

OUR COLLEGE PILLARS THAT BRING TO BEING THE BUNDOORA DIFFERENCE

We highly value academic excellence and we equally value the development of engaged, resilient, compassionate and caring global citizens who will contribute positively in the rapidly changing, globally connected digital age.

Bundoora Secondary College connects with our local and wider community to ensure students value their place in the world, and understand the potential of their contribution to that world. Students should contribute significantly to the decision making process and operation of their school, as well as making a genuine contribution to their community. Our college has a dynamic and dedicated parent community who are integral in making our school even better.

Bundoora Secondary College encourage students to explore entrepreneurial opportunities, links with the wider community and the 21st century notion of ‘anytime, anywhere’ learning. Students have opportunities to accelerate their learning, combine their education with real life experience, and turn their pathway dreams into reality.

We prepare our students for life after school by offering students a learning environment where they can discover and embrace their passions.

Learning is an exciting, lifelong journey, where the challenge is to discover and pursue our passions, which contribute to the greater good. Education is not just about preparing for a changing future, but instead engaging with the world in meaningful ways each day. Young people have a far greater global reach than previous generations and should take advantage of this, to not only benefit themselves, but to benefit others. We celebrate diversity and difference. Everyone has the right to a safe place where they are recognised and celebrated for being themselves. Our students are supported by a caring community that champions trust, respect and inclusiveness.

Our young people take control of their decision making, learning pathways and learning methods. We believe the best schools know the needs and hopes of their students and supports them to make their mark on the world.

Age is not a restricting factor in giving young people the opportunity to display their learning. Our students are not bound by the traditional year level classes - instead, learning is broken down into Entry Year, PACE21 and VCE/VCAL. This vertical offering of subjects gives students choice and provides flexibility in the learning program ensuring that all students are engaged in their learning at their point of interest and challenged at their point of need. Yes is the default. ‘YES’, unless it takes too much time, too much money, or negatively impacts on someone else. With support and accurate information, students are capable of making appropriate decisions in their own best interests. Bundoora Secondary College promotes Voice, Choice and Control in all students. We work together to help our students find and use their voice and we believe students learn best and are better prepared for the challenges of life when they take control and ownership of ‘their choices’.

Students need to be able to shine their own light — in ways that express the unique value they bring to the world. When students shine their own light, their learning is deeper.

We work with our young people to embrace an entrepreneurial (opportunistic) mindset and skills - both valuable and transferable through all aspects of life. This mindset is vital to be able to participate in the rapidly changing world that we live in, now and in the future.

We measure growth and individual wellbeing, as well as achievement and excellence across a range of areas not just literacy and numeracy. This is both an individual and collective responsibility.

WE ARE COMMITTED TO ALWAYS DEVELOPING OUR SCHOOL!

We recently secured a $10 million refurbishment grant which will upgrade student and staff facilities.

OUR MISSION

WELCOME TO BUNDOORA SECONDARY COLLEGE

Our core purpose is to provide a broad and challenging education in order to develop our student’s 21st Century skills, abilities and knowledge needed as a foundation for further education, training, work and community participation.

Empowering a lifelong love of learning, to thrive in a rapidly changing world.

Bundoora Secondary College aims to develop graduates who are well-rounded individuals with multiple options and strong values to guide their conduct in the school and broader community. We live by our school values, the five Rs; Respect, Responsibility, Resilience, Relationships and Rigour. Families and carers are welcome and valued members of the school community and play a proactive role in their children’s learning. Our PAL is key to our strong sense of community across the school. Students are known and cared for, celebrated for who they are and supported by all members of the community in their learning.

We each have our own strengths and talents and work best when we are happy and able to follow and explore our passions and interests. Our Innovative education model informed by Future school Australia, Big Picture education, Montessori, International Baccalaureate.

PATHWAYS

REMOVING MANY TRADITIONAL RESTRICTIONS TO LEARNING

PACE21

Entry students are well supported in their transition to Bundoora Secondary College from Primary School. (Traditionally Year 7)

Students will choose from many possible electives, designing their own personalised learning pathway. (Traditionally Year 8-10)

VCE•VCE VM

VCE and VCE VM are both offered as pathway choices in the senior years and these pathways can be blended if desired.

(Traditionally Year 11-12)

VET

Bundoora Secondary College offers VET units on campus or in partnership with neighbouring schools and TAFEs in the area.

UNIVERSITY PATHWAYS

Bundoora Secondary College students have the unique opportunity to undertake first year university studies.

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.

Ph: 9836 0555

www.camhigh.vic.edu.au

Prospect Hill Rd, Canterbury 3126

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 promotesthesafetyandwellbeingofallstudents, 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 2022 showed that:

■ 56 students (34% achieved ATAR scores above 90 placing them in the top 10% of students across the State

■ 91 students (55%) 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 opportunitiestoallstudents.Theprogramboasts threelargeconcertbands,twostringorchestras,a symphony orchestra, stage band, rock bands, guitar ensemble, Klezmer ensemble and many

Canterbury

Secondary College

smallerchambergroups.TheCollegehasastrong 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 performregularlyatschooleventsandalsointhe 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 sportingschoolhasbeenenhancedwithexcellent team and individual performances. The Sport program is supported by specialist coaches and training sessions to enable students to develop further their sporting skills.

CanterburyGirls’SecondaryCollegeisthebest school to educate girls.

Girls’

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.

Our vision is that young people feel connected to our school and take pride in being a student here. They develop into inquisitive, literate and numerate life long learners with a strong sense of community.

We deliver a rich curriculum that motivates students to be engaged in their academic learning. Student data is used to inform and support both academic and wellbeing needs. We provide a nurturing learning environment that inspires high academic expectations and prioritises health and wellbeing to ensure each student feels safe, valued and respected as an equal member of our school community.

Grade 6 to Year 7 Transition

We put significant efforts into Year 7 transition because we know how important it is. The transition programs we conduct as students move from Grade 6 to Year 7 provide us with a general overview of each student’s learning abilities, strengths, interests and challenges. We utilise this data to offer additional supports in Literacy and Numeracy, and to ensure that each student is extended to their fullest ability. Students are supported with multiple visits, additional small group afternoons, primary school visits by school leaders and the support of our professional well-being team.

Student Leadership Program

Student leaders across the College are formally trained to lead their peers and the community. Students from all year levels are provided with leadership opportunities.

Deaf Facility

At Charles La Trobe P-12 College we provide access to education for all students. Our Deaf Facility, established in 1984, provides highly individualised programs for students with a bilateral, sensory-neural moderate to profound hearing loss.

La Trobe University

Students at our College excel by embracing opportunities provided through our official partnership with La Trobe University. Students have access to university facilities and participate in university programs.

Quantum Victoria

Quantum Victoria is a specialist Science and Maths centre that is an integral part of Charles La Trobe College delivering programs in the areas of Science, Technology, Engineering and Maths (STEM).

Clubs & Extra-curricula

We know that the events that young people remember when they look back on their time at school are often those moments that were life-changing, or brought them into contact with a new life-time friend. These moments frequently fall outside of normal class. We are proud of our Extra-curricular program which includes:

Our college is a diverse and vibrant organisation, where we ensure each part of the organisation thrives as a unique setting, while building powerful connections to each other.

Regardless of the setting, we are committed to providing enrichment education experiences for all our students.

We pride ourselves on being a community that welcomes all students and families.

We support students to develop strong interpersonal and social capabilities as well as to strive to attain academic achievement. The education programs on offer across the College enable each student to achieve to their full potential as teachers personalise learning to meet the individual needs, interests and abilities of all students. Our goal is for all students to become self-directed learners who are able to take responsibility for their learning, both at and beyond school.

School Tours with the College Principal

Every Thursday at 9.30am - Book Online or call us on 03 9223 1400

www.charleslatrobecollege.vic.edu.au PLEASE

Team Work

EMPOWERING EVERY STUDENT TO ASPIRE AND ACHIEVE

Parents and students choose Copperfield College because of our success. We support students to create and realise their individual learning pathways though our expert and caring teaching and support staff. We invest in people to meet students’ needs.

With excellent VCE results, we are noticed as having one of the highest rates of students successfully completing Year 12 in our community.

I am proud that all of our students are supported to optimise their learning growth and leave the College as young articulate adults, confident about their place in the world.

I encourage you to consider a rounded education at Copperfield College as your first option.

I invite you to book a tour of our campuses and meet our wonderful students and staff.

Pip Griffiths College Principal

Craigieburn Secondary College

AT Craigieburn Secondary College we have high expectations of our students, teachers, parents, curriculumprogramsandthebroadercommunity. Students and staff strive to “be their best” in all aspects of College life. Our focus is to ensure every student engages with their learning and is challenged to achieve beyond their potential.

Ourteachingcodeofpracticeisunderpinnedby a rigorous instructional framework that ensures that there is consistency in the delivery of high leveleducationalprograms.Webelievewhenthere isanenvironmentofexcellenceineveryclassroom thenstudentswillachievetheirfullpotential.

Our programs at Craigieburn Secondary College are stimulating, rewarding and forward looking; they encourage the highest standard of achievement in every activity undertaken by our students. Academic studies and work preparedness are enhanced by personal development, cultural skills, social growth and self-fulfilment. At Craigieburn Secondary College we are committed to the development of our students into well educated, confident young adults, well prepared for a fulfilling and successful future.

The wellbeing and engagement of every new studentisanimportantpriorityforallCraigieburn teaching and support staff. Our Year 7 students thrive within the supportive environment of the College’s small team approach. Students commence each day under the care of their Personal Learning Time Teacher as their first level of support. Personal Learning Time Programs and a Year 7 Orientation Program quickly promotes confidence and a sense of belonging in our young students to ensure a seamless transition into College life.

The College is organised into sub-schools with a strong emphasis on support for all students’ transition into school and throughout their educational journey. Programs are specifically tailored to build relationships between teachers and students and to meet the individual learning needs of students as they progress through the year levels.

Strong Foundations

Our Year 7 and 8 programs provide a solid foundation for future success by embedding literacy,numeracyandtheuseofInformationand Communication Technologies across all subjects in the curriculum.

Students’ curiosity is heightened through the building of thinking skills and enquiry learning.

Junior school students enjoy access to a broad and engaging curriculum and are supported by tailored learning programs in English and Maths which meet their individual learning needs.

Good study habits, regular homework and pride in achievement are expected, encouraged and rewarded.

Initiative, personal responsibility for learning and a strong sense of commitment is central to life in Years 11 and 12. A highly disciplined and collaborativeworkethicamongstaffandstudents supporteachstudent’squestforVCEsuccessand successful career pathways. Students have the opportunity to start VCE subjects in Year 10 in order to enhance their ATAR score upon completion of Year 12. Our vocational programs also provide credit toward the VCE and TAFE courses. Craigieburn Secondary College is proud of its senior students, many of whom achieve outstanding results. They graduate as selfdirected, confident young adults, well prepared for the post-secondary world of tertiary study, vocational training or direct employment.

All students are encouraged to undertake enhancement, extension and acceleration programs. Consolidation programs support individual needs. Students are strongly encouragedtomakeacommitmenttocommunity service with student leaders making valuable contributions to school life. College Captains, Sub-school Captains, House Captains and SRC representatives take an active role in decision making within the college.

Innovative teaching programs, staff commitment to ongoing professional development and outstanding physical resources enable the College to deliver a fulfilling educational experience.

CRAIGIEBURN SECONDARY COLLEGE

CRAIGIEBURN SECONDARY COLLEGE

At Craigieburn Secondary College we have high ex-

CRAIGIEBURN SECONDARY COLLEGE INFORMATION EVENING

WHEN Thursday 27th April 2017

WHEN Wednesday 10th May 2023

School Tours 5:30-6:00pm Information Session 6:00-7:00pm

School Tours commence at 5.30pm Information Session at 6.00pm

WHERE

Ironbark Performing Arts Centre

WHERE

Craigieburn Secondary College

Ironbark Performing Arts Centre

Craigieburn Secondary College

ADDITIONAL SCHOOL TOURS • Tuesday 18th April 2017— 10:00am • Monday 24th April 2017—10:00am •

ADDITIONAL SCHOOL TOURS By appointment

are warmly invited to contact the office on 9308 1144 to ar-

Parents and students unable to attend our scheduled tours are warmly invited to contact the office on 9308 1144 to arrange a suitable alternative time and day to tour the College with our Assistant Principal Haley Kerr

tant Principal Genevieve Bongrain

Craigieburn Secondary College

102 Hothlyn Drive Craigieburn Victoria 3064

Craigieburn Secondary College

Telephone (+613) 9308 1144

102 Hothlyn Drive Craigieburn Victoria 3064

Email craigieburn.sc@edumail.vic.gov.au

Telephone (+613) 9308 1144

Email craigieburn.sc@education.vic.gov.au

At Craigieburn Secondary College we have high expectations of our students, teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life.

teachers, parents, curriculum programs and the broader community. Students and staff strive to “be their best” in all aspects of College life.

Our focus is to ensure that every student engages with their learning and is challenged to achieve beyond

Our focus is to ensure that every student engages with their learning and is challenged to achieve beyond their potential.

Our teaching code of prac-

Our teaching code of practice is underpinned by a rigorous instructional framework that ensures that there is consistency in the delivery of high level educational programs.

framework that ensures that there is consistency in the delivery of high level

We believe that when there is an environment of excellence in every classroom then students will

We believe that when there is an environment of excellence in every classroom then students will achieve their full potential.

www.craigieburnsc.vic.edu.au

www.craigieburnsc.vic.edu.au

12560006-RR14-23

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.

AttheCollegewestrivetomakeeachstudent’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 Home Group and Learning for Success Programs deliver ongoing support for students throughout each school year.

Prior to commencing at the College, primary school students participate in supportive transition and 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 EastSecondaryCollege.Weprovideourstaffwith faces to names and strategies to best support our students’ various needs, not just in the classroom but socially and emotionally, as well. We encourageourstafftobuildpositiverelationships with students, to help increase connectedness to schoolandtoassistwithmeetingtheexpectations ofstudents.Wediscusslearninggoalswithallour students, to provide an opportunity for student voice and to foster ownership for their own learning. Staff generously give up their time to providearangeofclubsaforouryoungpeopleto be part of, including Diversity, and Culture Clubs, Arts and Games Clubs.

This aim is to provide many students with the opportunitytofeelincludedandsupportedwithin the College community.

School tours are available every 2nd Friday at 9.15am, however bookings are essential and shouldbemadebycontactingtheschoolofficeon 59900200orthroughtheCollegewebsite.School tours provide an excellent opportunity to ask questions about the day to day operation of the College.

During the tour we elaborate on how we encourage students to become more aware of their own strengths 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

CESC OFFERS:

• Personalised VCE/VET/VCEVM pathways

• Continual impressive growth in VCE results and a 100% completion rate in VCEVM

• Broad Middle School program including our select entry high achiever Sports and STEM Pathways

• Extensive student leadership opportunities

• Comprehensive transition program to support a positive start to high school

• A well resourced and high performing Well-being Team that contributes to improve student outcomes

• Individual Literacy and Numeracy support targeting both intervention and enhancement

SCHOOL TOURS / OPEN DAYS

Tours of Cranbourne East Secondary College run every second Friday from 9.15am - 10.15am. Please visit the college website to make a tour booking

CONTACT DETAILS:

Cranbourne East Secondary College

50 Stately Drive, Cranbourne East VIC 3977

PH: 5990 0200

cranbourne.east.sc@education.vig.gov.au

www.cesc.vic.edu.au

12551769-HC14-34

Essendon Keilor College

ESSENDON Keilor College is a multi-campus college that has served the needs of the community for over 100 years and continues to provide excellent educational opportunities for all students.

Our vision is to develop accomplished citizens who contribute, live meaningfully and succeed.

Our junior campuses deliver a program designed to meet the needs of students in Years 7 to 9. The senior campus provides a diverse curriculumatYears10to12toprepareallstudents to progress for further study and training.

Ourgraduatesfrequentlyreturntotellusabout their lives since leaving school. They all remark on how much they value the education they received at Essendon Keilor College.

The college recently completed an $11 million rebuilding program to provide outstanding facilities and STEM learning centres for 21st century teaching and learning.

Our college operates in a culturally diverse community and offers a breadth of educational services that support the aspirations of our students and their wide range of needs.

At Essendon Keilor College, students are not justoneofacrowd.Weknowthateverystudentis different, with different aspirations, needs and dreams. This makes the college a unique and exciting place to learn. Our dedicated junior schoolsfocusonearlylearningandbuildingsolid educational skills, friendships and a sense of belonging.Thepersonalisedapproachtoteaching and learning continues at our senior campus in Essendon, and because there are many pathwaystoasuccessfulcareerthatrunalongside the ATAR system, we make sure that each of our senior students can find their own path to tertiary education, vocational training and employment.

Our individual and personal approach to teaching and learning is the hallmark of our school, and why you can be sure that you are attending a college where your education will really matter. Our college is well known for the excellence of our academic programs, with the specialist senior campus offering VCE, VET and VCE/VM, and with our graduates progressing to a wide range of pathways.

Our2022Dux,JamesNgo,isplanningtostudy

Biomedical Science at Monash University as our students excelled across a range of disciplines and are furthering their education at universities across Australia.

The College has a number of specialist programs.OurSTEMprogramisgroundbreaking and we are a foundation school member of the UniversityofMelbourneScienceGallery.Thereis an elite football program, run in partnership with Essendon Football Club which helps prepare students for careers in the Sport and Recreation industry. Our College is known for its Performing Arts program and we also specialise in teaching languages other than English. These specialist offreings sit beside a wide range of broader academic programs.

With a strong international focus, our college has sister schools in Japan and Vietnam and students travel to visit these countries as well as Italy to hone their language skills. The college hosts an excellent International Students Program.Forover25years,internationalstudents have joined the college to pursue their dreams and have gone on to study at universities in Australia and overseas

All students have access to the latest technology through computer laboratories and the 1:1 computer program.

Regardless of your cultural background or circumstance, we encourage all prospective parents and students to join our vibrant college and welcoming community.

Physical activity improves performance

NEW research highlights that school students’ levels of physical activity and their mental performance are connected. The research was published in a recent book, Health and Education Interdependence, which shows the links between two sectors often treated as unrelated.

“Until recently, children’s bodies and minds were often divided as separate entities in relation to thinking,” says Dr Brendon Hyndman of Charles Sturt University, one of the authors and editors of the book. “However, there is more and more research endorsing the link between physical activity and a range of benefits to cognitive, psychological, academic and educational outcomes.”

This connection is relatively new and researchers have only just begun to investigate it. However, findings consistently support a positive relation between physical activity and mental performance, including benefits to emotional wellbeing and children’s behaviour.

This link between physical activity and the brainmayprovefundamental.Onechapterpoints to the potential role of epigenetics in memory consolidation, focus, and coping with stress. The emerging field of epigenetics highlights the way that the physical environment, parental health, nutrition, early experiences, and behaviours can change the way genes are expressed across generations. This opens the possibility that physical activity may play a protective role in brain development on a deep biological level.

While the authors caution that this connection requires more research, they say other links are becoming well established. They highlight a range of studies that indicate physical activity positively impacts on academic achievement, including one trial of active lessons with over 1,500 participants and another involving children’s weekly physical activity participation.

“Physicalactivityisanareaofhealthmostofus arefamiliarwithandthisresearchshowcaseshow increasing our movement habits can improve brain cell growth, functioning and overall mental performance,” says Dr Hyndman.

“There is emerging evidence over the past two decades that links movement with improvements in children’s academic outcomes, inmemory,inproblemsolving,inplanningandin self-regulation.”

The authors refer to a study of 620 Australian primary school children who received teaching from specialist PE teachers, in which the students demonstrated noticeable improvements in literacy and numeracy. Another investigated studies that connected children’s participation in physical education with learning domains over a 20 year period.

“The research shows that if schools increased the proportion of curriculum time allocated to PE,” the authors write, “this would enhance students’ learning across cognitive, affective and psychomotor learning domains.”

“We also need to consider how people learn from the many contexts and influences that occur beyond classroom or timetabled learning.”

Dr Hyndman points to many contexts in which students can “learn how to be active”, including before-school programs, recess periods, afterschool programs, excursions or camps, travelling to school, and in the home and neighbourhood. “Positive learning strategies can be prioritised beyond timetabled classes and curricular demands,” he said. “The recent formation and the international endorsement for the Global Recess Alliance shines a light on this need.”

“We know that unless enjoyable physical education and physical activity experiences are provided early in life, adults are less likely to developandadoptregularphysicalactivityhabits across the lifespan.”

Richard Midford, Georgie Nutton, Brendon Hyndman & Sven Silburn. (2020). Health and Education Interdependence: Thriving from birth to adulthood. Springer.

For more information or an interview, please contact Dr Brendon Hyndman of Charles Sturt University at bhyndman@csu.edu.au

MECRA - Media Centre for Education Research Australia

Studies indicate physical activity positively impacts on academic achievement

Victoria School Guides

Gladstone Park Secondary College

GLADSTONE Park is founded on a culture of respect: respect for the school, our peers and ourselves. From this, all aspects of school life follow.

Our highly dedicated staff work hard to bring out the best in students in everything they do. We provideconditionsinwhichstudentsthrive-high expectations, clear boundaries and the opportunity for students to be involved in all aspects of school life. Our facilities and grounds are maintained at the highest standard.

Our Curriculum

At Gladstone Park, our major purpose is to support students in achieving academic success, by giving them the best possible chance of gaining entrance into a course at a University/ Tertiary Institution or employment in their chosen pathway.

Theschoolprovidesacorecurriculumprogramin Years 7-9. Year 10 is predominantly elective based from a broad selection of subjects.

In addition, we offer two specialist programs - a Select Entry Accelerated Learning Program (SEAL) and an Italian Immersion Program.

Select Entry Programs

SEAL - Select Entry Accelerated Learning

Gladstone Park is a proud member of The Association of Accredited SEAL Schools, and has run a highly successful SEAL program for sixteen years. Students in the SEAL program experience thefullcurriculumofferedatthecollege,however, they move through their learning at a faster pace. Years 7, 8, 9 and 10 are completed in three, rather than four years. In this way, the needs of gifted andhighpotentialstudentsaremetbyeliminating

repetition and considerably increasing the pace and the depth of instruction. This gives these students the option of completing their VCE over three years.

Italian Immersion

Gladstone Park has had an Italian Immersion program for 11 years and is a flagship school for utilising the CLIL (Content and Language Integrated Learning) methodology. Immersion students learn language through content, and students in this program develop great concentration skills and mental agility.

Immersion students experience the full curriculum offered at our college while studying MathematicsandHumanitiesinItalianfromYear 7 to Year 9. During the Italian language classes students learn new vocabulary and grammar that will facilitate their content learning.

Extra-Curricular Activities

Gladstone Park students participate and excel in the arts, performing arts and sport. Our annual schoolmusical,ArtShowandmusicperformances are acknowledged for their high production standard and students’ performance skills. We offer a wide range of sporting opportunities and many of our sports teams make it to Regional and State finals.

Year 7 Placement

Gladstone Park is the school of choice for many families and places in Year 7 are highly sought after. We are keen for our local families to have access to our select entry programs and to offer programs that cater for our students’ learning needs. We have very limited places available in these programs and we are proud to prioritise our local high achieving students.

Information Evening

Wednesday 3rd May 2023

Open Day Tours

Wednesday 10th May 2023

• Culture of respect with firm, fair discipline

• Academic focus

• Vast extra-curricular program

• Excellent facilities

• Highly skilled and dedicated teachers

• Select Entry programs (SEAL & Italian Immersion)

• Broad selection of VCE and Vocational major subjects

Weekly school-in-action tours from March to May – see website for details

Gladstone Park Secondary College

14-36 Taylor Drive

GLADSTONE PARK VIC 3043

12562082-MS14-23

Phone: (03) 9933 0500

www.gladstoneparksc.vic.edu.au

Email: gladstone.park.sc@education.vic.gov.au

GLENEAGLES SECONDARY COLLEGE

Gleneagles Secondary College has recently undergone significant change with the appointment of a new Principal and Leadership Team and construction of a seven milliondollar Senior Centre underway. Our vision is ‘to empower learners to be confident, resilient and successful citizens.’

‘committed to supporting students to achieve their very best’

www.gleneagles.vic.edu.au

gleneagles.sc@education.vic.gov.au

Our teaching approach

Provides consistency for our students, as well as space for our teaching staff to be innovative, responsive and adaptable. The focus 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. 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. The SEAL Program is specifically designed for high ability students who have exhibited a passion for academic learning.

In 2023 we have introduced Enhancement Programs for Basketball and Soccer, forming strong affiliations with Melbourne Phoenix Basketball and Melbourne City Football Club. Whilst the college’s Performing Arts offerings include our

renowned Instrumental Music Program, annual productions and a thriving array of cultural performances. We have strong partnerships with local primary schools and we support transition to secondary school with a dedicated Year 7 space, a mentoring program with senior students and access to scholarships across the college.

Gleneagles Secondary College is committed to developing happy, healthy and resilient children, with dedicated staff, that work to support students in and out of the classroom. Our commitment is to develop partnerships with families to support our students to achieve their very best.

Gleneagles Secondary College

12594455-AV14-23

Hallam Secondary College

Success for All

AN exciting change is coming to Hallam Senior College.Fromthestartof2023theCollegewillbe 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 schoolwillberenamedandprogressivelymoveto 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,toequipthemwiththeknowledge,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.

Ourmissionistoprovideacomprehensiveand 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

Asasmalltomediumsizesecondaryschoolwe 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 largestVETprovisionofanyschoolintheRegion.

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 closelywiththestaff,professionalcourseadvisors 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 curricular activities and be active members of the local community.

Highvale Secondary College

AT Highvale Secondary College, students achieve academic and personal excellence. Students are empowered to take responsibility for their learning and encouraged to contribute positively to their community. We see every student as being unique, guiding them to reflect, set and to achieve their goals. Our students succeed in their applications to tertiary education after targeted support through the secondary school years.

Highvalestudentshavebeenverysuccessfulin their VCE.

■ In2022,100%ofYear12studentscompletedthe VCE with the highest ATAR of 99.5 10% of the students received individual subject study scores of 40+

■ Many of our Year 12 students receive first preference offers from Melbourne’s top universities. 94% of students accepted offers from the University of Melbourne, Monash University and Deakin University reflecting the high academic standards of teaching and learning at the College.

Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged through the SRC. Our values are:

■ Respect – consider the feelings of others and me.

■ Responsibility – support learning by managing time and resources effectively.

■ Resilience - persist when things are difficult.

■ Excellence in our achievements and ambitions.

■ Integrity in our actions and relationships.

Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertical structured curriculum program that offers a broadrangeofsubjectsasstudentsmakechoices based on interest and ability, not just on their year level.

The highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co-curricular experience. Students can learn and play a variety ofinstruments,includingstrings,brasswoodwind,

percussion, and voice.

Our music students have the opportunity of performing in several bands and ensembles within the school and throughout the wider community.

The Robotics and 3D Printing Program allows students across year levels to exercise their creativethinking, problem-solving,andteamwork skills. Studentsaretakenthroughanengineering process to design and test their robots and our team has been successful in both Regional and Local Robotics Competitions.

Highvale’s grounds, buildings and facilities are modern and well-maintained including specialist spaces for all learning domains, a purpose-built Theatre, a well resourced Library, Careers Centre andWellbeingCentreprovidingawelcomingand safe space.

Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. We also offer free VCE Tutoring and Homework Club.

Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval, and outdoor table tennis tables. They are encouraged to explore a wide range of physical activities such as Swimming, Cross Country and Athletics Carnivals and Interschool sports. We also have established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.

We see every student as being unique, guiding them to reflect, set and to achieve their goals. Our students succeed in their applications to tertiary education after targeted support through the secondary school years.

Hoppers Crossing Secondary College

HOPPERS Crossing Secondary College is a dynamic school, where students are presented with boundless opportunities throughout their schooling journey. We place great emphasis on developing innovative and challenging educational programs for students of all abilities and we are totally committed to continuing to improve the life and education of each student enrolled at Hoppers Crossing Secondary College. Our goal is to see each student become a happy, self-confident, and knowledgeable lifelong learnerwhocandemonstrateindependenceanda sense of career direction. Ultimately we want to see each growing as a worthy, contributing member of our community.

At the College we develop students who are competing at the highest levels possible in the state across a range of areas. We offer a range of programs catering to students looking to excel academicallyandfosteragrowthmindsetfocused on continuous improvement. We are proud to acknowledge our Year 12 graduates who consistently achieve study scores of 40+ and ATAR scores over 90, giving them access to a range of career pathways and tertiary education options. In addition to this, each year, the College has a number of students who choose to access a University course whilst completing their Year 12 studies.

Outside the classroom, students are offered a range of opportunities including, but not limited to, performing arts where our students have been nationally praised for their skill and professionalism. Winning Story of the Year in 2019, as well as countess more Awards at the Wakakirri Performing Arts event is testament to thededicationandtalentofourstaffandstudents.

Leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events.

Thevibrantsportingprogramoffersthechance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels.

In November 2020, we received confirmation from Sarah Connolly, our State Member for

Tarneit, that the school would be receiving $10 million in funding in the State Budget to assist with the re-modernisation of the College. We have developed a school master plan and stage one of those works involves a new competition grade gymnasium with retractable seating for 300, as well as a retractable stage.

This wonderful news is recognition of the great work that has been achieved at the College over the last few years and we are so pleased that our students will benefit from this injection of funding.

TofindoutmoreaboutourCollege,Iinviteyou to attend one of our Open Days next year and our Virtual Open Day Tour is available on our Website.

Keith Halge, College Principal

The vibrant sporting program offers the chance for students to compete in a wide range of sports, with indiviuals and teams representing the College and achieving success at regional and state levels.

Students and Problem Solving

A POPULAR theory says it’s best for students learning a new topic to tackle problems on their own before they’re taught the known method. But a recent study suggests this approach can backfire – especially when there’s a risk of information overload.

The study, led by PhD candidate Greg Ashman of UNSW Sydney, suggests that when new learning places high demands on students’ working memory, it’s better to explicitly teach them first, and let them attempt to apply their knowledge to problem-solving afterwards.

The study taps into fierce debates over the role “productive failure” has in student learning. Research on productive failure has shown that in somecases,lettingstudentstrytosolveproblems before teaching them how has benefits: these include giving them a chance to draw on their existing knowledge, becoming aware of gaps in this knowledge, and engaging more deeply with what they’re then taught.

But the study’s results, says Ashman, suggest that this approach does not work when the problem-solving requires students to pull together lots of new pieces of information to arrive at a solution.

Inthiscase,studentsruntheriskofinformation overload. This is because there is a limit to how much information our working memory can deal with at once. Because of this, says Ashman, it is helpful to store some of the information we’ll need in our long-term memory before we attempt to solve complex problems.

Ashman’sstudywasbasedontwoexperiments. In the first, researchers split 64 year 5 students tackling science problems on lightbulbs and energyuseintotwogroups:onegrouphadagoat the problems before having an interactive lecture on the effective approach. The other group had the interactive lecture first, then attempted the problems.

At a later date, both groups were given another go at problems based on the same knowledge to see who would do better. The results were clear: the students who had the interactive lecture first scored higher. A similar experiment was run again with a separate group of 71 students, but with slightly more complex problems. The results in this case were even more decisive.

Butthestudydoesnotruleoutproblem-solving

as a learning approach. The problems attempted in this study involved a high number of elements that needed to be processed in the learners’ working memory.

Ashmanthinksthismaybewhythe“productive failure” approach was ineffective. But it may still be beneficial in situations where the working memory has only a small number of elements to interact with, he said.

The current understanding is that the working memory has a limit of around four elements when processing information. Any more elements constitute a “high” level of interaction. Long-term memory has no known capacity limits. Once the working memory processes new information, it is stored in the long-term memory, and can be transferredbacktotheworkingmemorywhenever required.

“The purpose of education is to allow learners to store information in long-term memory,” said Ashman. “Once stored, we are transformed in our ability to act. But before being stored,newinformationmustbeprocessedbyour working memory, which has limited capacity and duration.”

“When we’re teaching students how to solve problems with lots of interacting elements, we should start with explicit instruction before getting the class to attempt the problems.”

Greg Ashman et al. (2019). ‘Problem-solving or

Explicit

Instruction: Which Should

Go First

When Element Interactivity Is High?’, Educational Psychology Review.

For more information or an interview, please contact Greg Ashman of UNSW Sydney at greg.ashman@gmail.com. (Email message preferred, as Greg Ashman is a full-time teacher.)

The purpose of education is to allow learners to store information in long-term memory.

At Hume Central Secondary College we aim high and strive to discover our unique talents, to chase our dreams and create a successful future. We are a positive and creative learning community that prepares students for a successful life. We work in partnership with parents to develop young men and women who are globally aware, open to growth and committed to making a positive contribution to their local community. The College has three state of the art Campuses, including the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia.

www.humecentralsc.vic.edu.au

John Monash Science School

JOHN Monash Science School (JMSS) is one of the highest achieving secondary schools in the state. It is a select entry specialist school of 660 students in Years 10, 11 and 12 from all across Victoriaandfocusesonscience,mathematicsand associated technologies.

JMSS caters for curious problem solvers that exhibit a real passion for the sciences. We offer a broad STEM curriculum and a unique 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 welcome applications from prospective students for either Year 10 or 11 in 2024, with our application and selection processes beginning in May or June. See contact details for more information.

Curriculum

To help achieve its aims 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 implementedtheVictorianCurriculumStandards (Vic Curric.) and the Victorian Certificate of Education (VCE).

Approximately 25% of JMSS students receive university credits before graduating high school by taking part in the university extension program.

In addition to the core curriculum, every student has access to a range of co-curricular options, including languages, music, the arts, community service, leadership and sport.

JMSS believes in a holistic education for all students, with a strong focus on personal wellbeing and empowerment; physical activity and leadership development.

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 are frequently provided with opportunities to engage with lectures, research projects and learning activities with academics on 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.

There is an express bus every 3-5 minutes from Huntingdale station to the Clayton Campus.

Outreach

The school’s outreach program includes work with students and teachers from all across regional and outer-metropolitan Victoria.

As a founding member of the International ScienceSchoolsNetwork(ISSN),ourpartnerships with several international specialist science schools provide students with unique opportunities to collaborate with equally passionate students across the globe through a largenumberofinternationalexchangeprograms, exhibitions and science fairs.

Community members are welcome to attend our annual Science Exhibition evening in May and our Science Fair in November of each year.

All prospective students, along with parents and family members, are invited to attend our school information night, which occurs virtually in May each year.

Contact

For more information on John Monash Science School, please visit www.jmss.vic.edu.au.

JMSS believes in a holistic education for all students, with a strong focus on personal wellbeing and empowerment; physical activity and leadership development.

Grossek’s view

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 socialworkersavailabletoschoolsthechallengeis 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.

Continued on page 60

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.

Tuesday 2nd of May, 2023

School Tours will run throughout Term 1. Please contact the college to book your place.

12560019-SN44-22

Continued from page 58

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

Imagine the finest possible education for your child…

We are no ordinary learning environment. Our rapidly growing school has emerged as a highly innovative alternative to the mainstream focussed relentlessly upon the special needs of every individual and their ability to flourish in learning, wellbeing, and community. We are uncompromising in pursuit of this goal that permeates all our activities and programs. A stimulating, intimate, and inclusive setting, committed to small student teacher-ratios, we are passionate about academic rigour, positive student outcomes and confident self-image for every young person.

Our educators are highly experienced professionals, dedicated to excellence and continuous improvement for their students and for themselves. Every year 12 student (bar none) discovers a highly positive pathway, be it academic or vocational and we congratulate them all, for they are our future. These fine people will always be members of our proud community. Last year’s Dux received an ATAR above 95 and more students received an ATAR over 80 and over 90. And our students have the opportunity for early University entry during year 12.

Through our partnership with the Centre for Higher Education Studies, several of our year new year 12 students for 2023 have commenced first studies in Law and Technologies at some of Melbourne’s finest universities at the very same time. Having applied during year 11, we now support the students to complete university studies during this their year 12 Year.

Secondary education is an adventure that should flow seamlessly from the primary years providing excitement, growth, and joy into adolescence and beyond. Therefore, positive student engagement, careful guidance, and genuine, authentic human relationships in learning is our priority. Our young people come to us as children and we wave them off as young adults who continue to create their future. We take this awesome privilege very seriously indeed. Our families are our partners and we join with you closely throughout your child’s learning experience. We provide great care, reassurance and close communication every step of the way.

With continued infrastructure enhancement at the college and in our local area, and our proximity to the wonderful natural heritage of Darebin Creek, we are blessed with surely one of the most beautiful campuses in Melbourne. We offer very substantial student scholarships in every area of achievement, and these are designed to maximise academic, social and emotional growth and opportunity for our young people.

It would give me great pleasure to meet you and your children to share the wonderful educational environment that is Lalor North

Timothy Cottrell PRINCIPAL

114 Childs Road, Epping 9401 3888

lalornthsc.vic.edu.au/ lalor.north.sc@education.vic.gov.au

Discover Lalor North!

A community for families seeking innovative learning experiences for their Year 7 Child in 2024

Experience our…

Safe, peaceful and friendly atmosphere

Personalised learning growth across the curriculum

Small class sizes

Extensive scholarship program

Rich and varied Language Programs

Inclusive Student Leadership approach

Real-world career development program

Broad VCE / VM offerings in senior years

Lyndale Secondary College

LYNDALE Secondary College offers great advantagesinthebreadthofcurriculumofferings. 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 stillmaintainingasenseofbelongingessentialin all great schools. We aim to have each student movetowardsasuccessfulandmeaningfulfuture, 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 initiativeispartoftheLyndaleSecondaryCollege differentiated education priority which caters to the needs of the highly academically talented student. The program provides students with the opportunity to develop investigative, problem solving, analytical, and creative thinking skills which will challenge and engage students in a very active style of learning.

School Productions and Performing Arts Program

OurrecentschoolproductionofMammaMiawas 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 have completed our building program and currently upgrading the outdoor sporting facilities. Our new and engaging spaces connect and support our students to improve learning outcomes. We have completed building our Performing Arts centre, Visual Arts and Technology building, STEM building, Library building, Administration building and Senior studies 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

At Macleod College we teach the skills that empower our students to contribute positively to an ever-changing society. We encourage them to explore their passions and promote creativity and diversity. Learning opportunities are designed to allow students to flourish with a sense of belonging and a belief that they can positively impact the world around them. Our broader definition of success ensures academic,social,emotional,sportingandartistic accomplishments are central to College life. Ourstudentsstriveforexcellenceandthriveinthe engagingandsupportivelearningenvironment.

The Macleod College Music Academy, Student Leadership, International Student and Hold Fast programs along with an extensive Wellbeing network enables students to make personal connections and build life-long friendships. Our college celebrates every student and is enriched by the differences individuals brings. Our values of Achieve, Respect and Connect underpineverythingwedo,andallstakeholders are committed to ensuring that the values and traditions our community holds dear are nurtured every day.

Macleod College is accredited under the Department of Education and Training’s CRICOS registration. CRICOS provider name and code: Department of Education and Training, 00861K. For further information refer to www.study.vic.gov.au

MUSIC ACADEMY

The Macleod College Music Academy (MCMA) program provides outstanding specialised music education and is available to all students from beginners to advanced.

Macleod students regularly:

• Are among the top VCE Music students in the state, consistently achieving scores of 40+

• Receive their first preference at tertiary institutions such as Victorian College of the Arts (VCA), Western Australian Academy of Performing Arts (WAAPA), Monash University and Ballarat Academy of Performing Arts

• Perform at festivals and competitions such as Generations in Jazz, State Schools Spectacular, All State Jazz and Essentially Ellington, as well a huge range of community and school events throughout the year

PREP - YEAR 12

Students enrolled in the MCMA are provided with access to:

• Tuition by highly experienced and practising musicians in strings, wind, brass, percussion and voice

• A wide range of innovative and quality performance ensembles Programs that promote leadership and teamwork

• AMEB and ABRSM examinations

• A dynamic, enjoyable and rewarding music program

As one of the few Prep-12 Colleges in metropolitan Melbourne, we pride ourselves on the opportunities that our Prep-12 concept provides. Staff and facilities are readily shared across the primary and secondary levels and the College offers a wide range of specialist staff, equipment and facilities.

We are well-placed to promote student leadership and learning through crossage and mentoring activities. We develop self-esteem and responsibility in older students and in turn provide younger students with positive role models and leadership examples. Students and teachers develop long term personal connections that enable the college to better coordinate various learning programs and support services across the Prep-12 spectrum.

INTERNATIONAL STUDENT PROGRAM

Macleod College is a Level 2 accredited school. We offer placements to international students either living with their families or in homestay arrangements. We maintain high academic standards and actively promote social and emotional wellbeing amongst our students. We provide creative, stimulating and vibrant learning spaces and support all of our students to excel.

Our Intensive English Language Centre (IELC) students are encouraged to immerse themselves in the Australian culture and English language. They actively participate in an enriched incursion and excursions program and engage with their learning through the study of iconic Australian films and history. Students are provided with meaningful educational experiences that help build positive relationships and connections to and within their new community. 12593689-HC14-23

Mernda Central Prep-12 College

Mernda Central College is a Prep to Year 12 College located in Melbourne’s Northern Suburbs.

At Mernda Central College we provide access to an education of the highest quality for the young people of Mernda. We are committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits. Students from Prep to Year 12 engage in a comprehensive and rigorous curriculum designed to providing strong learning experiences in all areas of their development.

At Mernda Central College we provide specialist areas of study:

• Learning Enhancement and Enrichment Program (LEEP)

• Academy of Sporting Excellence (ASE)

• Japanese Enhancement Program

Our Vision:

Mernda Central College empowers all members of the college community to aim high, show respect, behave safely and value our community.

Our Mission:

• Provide opportunities for all members to work collaboratively to access a seamless, personalised, and innovative education.

• Build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.

• Operate as a community hub to promote the development of connected, curious and tolerant global citizens.

Tours

Bookings are available via www.merndacentralp12college.vic.edu.au

Website: www.merndacentralp12college.vic.edu.au

Email: mernda.central.p12@education.vic.gov.au

Phone: 03 8776 9600

Facebook: @merndacentralcollege | @mcc.careers&pathways

Creativity across Art & STEM

A RECENT study has investigated students’ attitudes and abilities when it comes to creativity, comparing the results of art students with those whostudySTEM.Althoughstudentsfromdifferent fields had different ideas about what it meant to be creative, there was a strong overlap in the personal skills needed to show creativity.

The study found that openness, creative selfefficacy, and divergent thinking were likely prerequisites to creativity, regardless of the field of study.

Openness refers to a willingness to entertain new ideas and tolerate ambiguity; creative selfefficacy is a student’s belief in their creative abilities; and divergent thinking is the ability to come up with novel ideas and solutions.

Kim van Broekhoven of Maastricht University, Professor David Cropley of UniSA, and Dr Philipp SeegersoftheUniversityofCologneperformedthe study,whichinvolvedatotalof2,277undergraduate and graduate students aged between 17 and 37 at German universities. One-hundred and thirty participants were enrolled in an Art degree, while 2147 participants were enrolled in STEM.

“Thisfindingthenaddsweighttotheimportance of broad educational support for these ‘person’ factors of creativity, from kindergarten to university,” wrote the authors. “Openness and creative self-efficacy support creativity for the artist as much as they do for the scientist.”

Unlike openness, creative self-efficacy and divergent thinking, which were important regardless of discipline, the characteristics of a creative product did show more clear disciplinary differences. Each discipline – art, science, engineering – values different aspects of creativity.

“Both art and science students strongly associatedoriginality(novelty)withcreativity,”say the authors. “This strong association was greater among art students compared to science students. Both art and science students moderately associated effectiveness with creativity.”

The researchers hypothesised that art students would focus on originality in their ideas of creativity, whereas STEM students would see feasibility and effectiveness as areas for creative activity. However, very few students from either field associated feasibility with creativity.

“There is little practical difference in the way art

andsciencestudentsperceiveproductcreativityor associate key product qualities with creativity. Both, it can be said, see originality as central to defining the creativity of a product, with effectiveness also moderately important.”

The researchers assumed that since people in STEM fields often make decisions based on practicality and effectiveness, rather than on beauty or originality, they would see such pursuits as creative. The results, however, point to a general idea of creativity shared by students across the disciplines that creativity is foremost a matter of originality.

Creativity is recognised as a 21st century competencythatwillonlybecomemorerelevantas industries develop. The researchers urge educational institutions to help foster creative skills, but point out that they must be understood first.

“Without a clear, evidence-based understanding of the nature of creativity across the four elements of creativity, it is hard to formulate strategies for nurturing specific creative competencies through high school and into universities. Any individual, to be creative, benefits from high openness, high creative self-efficacy, and a strong ability to think divergently. Education at all levels must respond accordingly, providing broad support for these elements of creativity.”

Kim van Broekhoven, David Cropley, & Philipp Seegers. (2020). ‘Differences in creativity across art and STEM students: we are more alike than unalike’, Thinking Skills and Creativity. https:// doi.org/10.1016/j.tsc.2020.100707

For more information, please contact David Cropley at UniSA -David.Cropley@unisa.edu.au.

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 accessibleinsightsfromeducationresearchersand practitioners. Any views expressed by the experts we consult are not necessarily those of MCERA or its staff.

A BETTER CHOICE IN EDUCATION

This invaluable opportunity is highly recommended for prospective parents and students. Meet the Principal and hear firsthand the continuing success of our students:

• A median study score of 30

• 100% of eligible students gain VCE and receive tertiary offers in the primary rounds

• Above the state average on all measures of NAPLAN, performing well in Reading, Writing and Numeracy

• Tertiary placements include courses in Science, Engineering Architecture, Medicine, Arts, Law and Commerce

• 2022 College DUX achieving an ATAR of 99.45

• An average of over 15% of students achieving a 90+ ATAR, placing them in the top 10% of Australia

• 50% of the 2022 VCE cohort ATAR’s placed them in the top 30% of the state

• $12.6 million in State funding for a new Arts & Technology Centre

• Winner of the prestigious 2019 and 2020 “Victorian Excellence in Education” Lindsay Thompson award

• Winner of the 2019 “Most Outstanding Principal” award in secondary education

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 isbothinspiringandnurturing.TheCollegehasa proud tradition of ensuring our students are providedwithanexcellenteducationalexperience and opportunities to grow intellectually, socially and ethically. It is our belief that our students will benefitfromexposuretoabroadrangeoflearning 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.

Withtheaimofdevelopingsuccessfullearners, 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 manystatetitleshavingbeenwonoverpastyears.

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 they should strive to do their best in all endeavours, to understand the benefits involved in broader school 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.

12564228-AV05-23

Nossal High School

VICTORIA’S first fully academically selective coeducational Government High School, and one of only four academically selective high schools inthestate,NossalHighSchoolhasbeenpurpose 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.Weaimtochallengeourstudentsto be creative and critical thinkers with good communicationskillsandtheresiliencenecessary to succeed in an ever-changing world. We aim to build their skills, self-confidence, leadership abilitiesandcommunityspiritthrougharigorous, 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 orbookaplaceinoneofourPrincipalruntoursor 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 otherVictorianSelectiveEntryHighSchoolsvisit www.selectivehighschools.education

Applications for 2024 enrolment are now open. Visit our website at https://www.nossalhs.vic. edu.au/enrolment-information/ 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://www.trybooking.com/ CFYUJ.

We want our graduates to be ambitious, ethical and responsible citizens who conduct themselves with humility and compassion.

NOSSAL HIGH SCHOOL - BERWICK

A co-educational, academically selective government school for highly able students in Years 9-12

Unique

Opportunities. Exceptional Futures.

As one of only four Victorian Selective Entry High Schools, we offer a broad range of curricular and co-curricular experiences and programs, strongly influenced by the students themselves who have an active and authentic voice in the running of the school. We offer significant sporting, creative, performing, musical, community, cultural, social, and leadership opportunities to our students alongside a comprehensive academic study program.

2024 APPLICATIONS NOW OPEN

Visitors are welcome to attend school tours with the Principal, and information evenings are available throughout the year. We invite you to visit us.

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

At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology. This allows teachers to provide a unique experience in STEM education.

To further enhance our outstanding work in STEM, we now have a 4.5 million Architecturally designed state of the art STEM centre which you are welcome to visit. Students have and will continue to participate in the following STEM experiences:

• Girls in Physics - Promoting female involvement in physics through conferences and workshops with other females in physics.

• VR room - computer generated learning environment where students can explore the structure of cells as well as historical sites without leaving school property.

• In2Science – Science and Maths peer mentoring in the classroom by current University Science Students.

• Robotics Program – High tech coding and programming digital technologies with the use of robotic models including: Sphero, Ozobots, Lego Mindstorm and Microbits.

• Use of multiple 3D printers- incorporating fusion 360 CAD software to design and develop real products.

• Gene Technology Access Centre (GTAC) – participating in various workshops such as the Biomechanics and design workshop which is part of the Victorian Challenge Enrichment Program

STEM students from Rosehill Secondary College will have the opportunity to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA.

Scoresby Secondary College 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 qualityteachingandlearningandhighstudentlearning 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

Parent involvement - Staying informed

THE moreyouknowaboutyourchild’sschool,the more you will be able to support your child’s learning. The following communication channels are available so you can be kept informed of your child’s experience at school. You can also arrange meetings with class teachers or the principal throughout the year.

Student reports

Student reports provide an overview of how well your child is doing at school.

Parents receive a written report card twice a year.

Parent-teacher interviews

You will have at least one formal interview with your child’s teacher/s each year.

If you have any concerns about your child’s progress throughout the year you can contact the school for an appointment and make a mutually convenient time to meet with the classroom teacher or year-level coordinator.

A parent-teacher interview enables you to:

■ Discuss how your child is progressing, both academically and socially

■ See examples of work

■ Get to know your child’s teacher/s

■ Stay informed about plans for your child’s future learning.

Contact your child’s teacher for further opportunities to discuss your child’s progress.

Interpreting services are available for parents from non-English backgrounds to attend the parent-teacher interviews. Your child’s school will be able to assist you to access this service.

School newsletters

Schoolnewslettersincludeimportantinformation, dates and promote student achievements. They provide a great way to learn about what is happening at school and activities you and your child can be involved in.

In cases of shared custody, you may need to arrange with your school to receive two copies.

Annual report to the school communities

The annual report to school communities provides a concise summary of a school’s achievements and progress. Government schools are required to share their annual reports with their local communities.

Reports are provided to parents, placed on the school’s website and on the Victorian State Register, which is managed by the Victorian Registration and Qualifications Authority.

Contact your school for a copy of their annual report or visit the State Register <http://www.vrqa. vic.gov.au/sreg/>

Interpreting and translating services for parents

All government schools can provide access to interpreting and translating services free of charge for parents from language backgrounds other than English.

Schools can provide interpreters for:

■ Parent-teacher interviews

■ Information sessions on school programs

■ Issues concerning discipline or welfare

■ Educational assessment of students

■ Enrolling students.

Schools can also arrange translations of key newsletter items, school notices and program information.

The school is responsible for organising interpreting and translating services. For more information contact your school

For more information please refer to: Dept of Education website.

St Helena Secondary College

STHELENA SecondaryCollegeisavibrantschool community located in Eltham North. The College is committed to fostering the growth of the whole child. We have a proud history of excellence in education and our vision is to develop wellroundedglobalcitizens,whoareequippedtothrive and contribute positively in the digital age. Our College values of Respect, Responsibility and Personal Best create a strong sense of connectedness in what is a safe, supportive and stimulating personalised learning environment.

St Helena Secondary College is a high-demand schoolandtheschoolofchoiceformanyfamilies. We know the transition from Primary School to Secondary School can be as daunting as it is exciting. Our highly experienced Transition team partner with families, students and primary schools to facilitate a smooth transition to our stand-alone Year 7 Junior School, quickly establishing new students as an integral part of our community.

All students engage in our ‘Strive’ program which is central to our vision of ‘growing the whole child’. The Strive program consists of three streams–LearningSkills,PositivityandPathways. Students explore age-appropriate curriculum aimed at developing their academic ability, social and emotional skills, and connectedness to an individualised pathway.

Our Year 7 and 8 students are involved in a cluster-based learning model in English and Mathematics, which supports learning and interventionateverystudents’pointofneed.This involves pre-testing students at the commencement of each topic, forming groupings based on skill proficiency - at, below, or above expected level - and teaching, intervening and assessing at students’ zone of proximal developmentinordertoadvancetheentirecohort across all ability levels.

Our ACE program caters for the educational needs of gifted and talented students. It ensures these students are engaged, challenged and supported to achieve their full potential. ACE students remain together in the first three years of secondary school, accelerating through an enhanced curriculum. In Year 10, ACE students havetheopportunityforearlycommencementfor their VCE and may be able to study a university subject via our HEVS program in their final year.

Our highly experienced Transition team partner with families, students and primary schools to facilitate a smooth transition to our stand-alone Year 7 Junior School, quickly establishing new students as an integral part of our community.

Our award-winning instrumental music program consists of over 220 students (and growing)whoregularlycompete(andconsistently win awards) in the Victorian School Music Festivals and Generations of Jazz Festival. We have a proud tradition of performance including musicals, plays, drama ensemble performances and music concerts. Our dedicated Performing Arts team have been recognised for their excellence in being nominated for and winning several Victorian Music Theatre Guild Awards and Lyrebird Theatre Awards.

Aspiring athletes are able to hone their skills and maximise their potential in our Sports Academyprogram (Basketball and Netball) and the Athlete Development Program. These programs focus on enhancing student learning in theareasofTechnicalSkillDevelopment;Tactical and Strategic Development; Strength and Conditioning; Injury Prevention; Match Preparation; and Recovery.

Students are offered an extensive range of camps and international tours, to build cultural, educational and personal experiences.

Owing to our significant size and resourcing, students at St Helena Secondary College are fortunate to be able to select from one of the largest ranges of VCE, Vocational Major (VM) and VET subjects of any school in Victoria. Each year we are able to offer approximately 40 VCE, VMandVETsubjectsinthesenioryears,ensuring any and all pathway interest is catered for.

Suzanne Cory High School

SUZANNE CoryHighSchoolisaselectentryhigh school in Western Melbourne, for academically high-achievingstudentsinyears9to12.

Curriculum

We offer a four-year learning program incorporating core and elective studies, enrichment studies, VCE units and University Enhancement Studies. Students also have the option to study the International Baccalaureate.

Our curriculum design is based on differentiating the curriculum to meet the individual needs of students, compacting the curriculumtoenableafasterpaceoflearning,and enriching and broadening the educational experience of our uniquely talented students.

The curriculum is comprehensive and oriented to maximise the opportunity for each student to undertake tertiary-level study.

Student Wellbeing

Proactive student wellbeing is central to the programatSCHS,withastrongfocusonteaching students’strategiestomaintainandimproveboth physicalandmentalhealth.Ourstudentwellbeing approach is based on the School Wide Positive Behaviours Supports system which rewards and encourages appropriate behaviour and explicitly teaches our expectations. Our Year 9 transition program, ‘Primus’ supports students new to the school and aims to prepare the students for their learning at SCHS and develop new friendships.

Co-curricular

All students participate in co-curricular activities designed to build independence, promote teamwork across year levels, and foster engagement in their broader community. We pride ourselves on having a rich and diverse school life that enhances the academic outcomes of our students.

Sport

We have a range of sporting opportunities for our

students to be involved in, with physical activity being an important component of our learning model. Sport is a compulsory subject for all year levels.Studentschoosefromarangeofoptionsto ensure they are experiencing diverse activities. Students also have the option of representing the school in interschool sports.

House Structure

Our house system is integral to student learning and school engagement, providing students with opportunities to demonstrate student leadership and build a sense of belonging. Within the House program students can participate in activities such as Athletics, Chorals, Art, Debating or Chess, providing opportunities for contribution from all students. Students can also engage in feedback to teachers and school leadership via our student representative council.

The Arts

SCHS has a well-established Arts program, encompassing both curriculum and extracurricular options. Our instrumental music program provides individual and group lessons across all five major orchestral groups and voice. Instrumental students can also access a wide range of ensembles. Drama is promoted through our annual school musical and House Drama program whilst the Visual Arts are displayed around the school with options of available Media, Art and VCD in the senior years.

More Information

StudentsinterestedinSuzanneCoryHighSchool are invited to take a tour of our school. All applicants are required to sit an entrance exam. Please refer to our website for dates and further information.

Sunbury Downs College

SUNBURY Downs College is a vibrant Year 7 to 12 co-educational secondary college situated in the semi-rural town of Sunbury. We offer a rich educational experience in an environment that encourages the acquisition of excellent educational outcomes for all students.

Our College is an inclusive school offering a wide range of programs that cater for all students.

We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centre of our teaching and learning.

Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities, Health and Physical Education, Arts, Technology and Languages (Italian). We offer a range of VCE subjects including the VCE Vocational Major program in Years 11-12 which caters for students with an interest and passion for applied learning. We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto ‘Confidence to Achieve’.

Sunbury Downs College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) program, extending students through a challenging curriculum including early commencement of VCE. The ACE program is a select entry course with enrolment from the feeder primary schools for students in Years 7-9. New enrolments are welcome to make enquiries about the suitability of this program for their children. We also offer a Scholars program for students in Years 10 and 11 toprovidestudentswitharangeofopportunities in the Later Years.

Our College is an accredited International Student Program provider. This program has enabled the College to work closely with the Department of Education and Training and the localcommunitytoengageinculturalimmersion and promote diversity. The College has students and families from 45 different nationalities enrolled at our school, supporting a culturally and linguistically diverse learning environment.

Sunbury Downs College offers a wide range of inclusive activities and programs which cater to

all students. Some of these include Debating and Public Speaking, Maths Club, Drama Club and Choir. We have a well-established Student Voice program and passionate Captaincy team offering students the opportunity to develop leadership skills and contribute to our school in a positive and valuable way. Our College also has a House and Sports program with whole school carnivals for Athletics and Swimming. There are Year Level and specialised camps and excursions, including a bi-annual overseas Italian Study Tour. We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinator. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assistingstudentswithadditionalneedswhilethe Careers Coordinator provides valuable advice as students successfully pathway into university, TAFE and the workforce.

Our College values of Respect, Resilience, Ambition and Community are embedded within our teaching and learning practice. These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by all community members.

We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto

‘Confidence to Achieve’.

Taylors Lakes Secondary College

TAYLORS Lakes Secondary College is a single campus, co-educational 7 to 12 Leading School in the Western Suburbs of Melbourne.

From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.

We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported.

This is underpinned by a strong code of conduct, compulsory uniform and high expectations.

A positive and responsible approach to education fosters values of trust, tolerance and respect for others.

The structure of the college is based on a Junior Subschool(Years7&8),MiddleSubschool(Years9 & 10) and Senior Subschool ( Years 11 & 12).

All students in the junior and middle years of schooling undertake all subjects across all domains.

There is also literacy and numeracy support programs offered in the Junior and Middle years, enhancement programs, including the LEAP Program, and a Football Academy within Health and Physical Education.

Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new inclusion centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few yearstosupportthedevelopmentofachallenging, innovative and enriched curriculum at each level.

Within every classroom, we provide every child, every opportunity to succeed.

With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high.

We are very proud of our students and their results.

From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.

TAYLORS LAKES SECONDARY COLLEGE

Students At Taylors Lakes

Secondary College Experience:

• A strong tradition of excellent VCE results

• Comprehensive VCE, VET and Vocational Major programs

• Learning Enhancement & Advancement Program (LEAP)

• A Football (AFL and Soccer) Academy as part of Health and Physical Education

• Performing Arts Program including Instrumental Music, Dance and School Production

• Targeted programs at Year 7 to aid the transition of students

• A supportive Careers Vocational Education program, including the placement of all students in tertiary or employment positions

For further information

9390 3130

taylors.lakes.sc@education.vic.gov.au

LEAP Applications close May 12th 2023

Football Academy (AFL/Soccer) Applications close May 12th 2023

College Discovery Evening Monday May 1st 2023 5:30pm – 8:00pm

Parent Morning Tours every Wednesday morning from 9:30am. Bookings Essential.

PURPOSE |

To challenge the status quo, so that everyone is empowered to learn.

Victoria University Secondary College

VICTORIA University Secondary College is a coeducational state Year 7-12 college with two campuses. Our vision inspires students to ‘Create the Future’ and our college values ‘Aspire to Achieve’, ‘Strengthen the Community’ and ‘Respect Ourselves and Others’ support and guide all we do at VUSC.

I am proud to lead our tight knit school community where all staff learn together and continuously improve, and where students are guided to discover their talents and strengths, enjoytheireducationaljourneyanddevelopgoals for their future.

At VUSC we believe all students can succeed with effort and persistence. Our evidence based teaching practices and strategies establish safe, purposefulandinclusiveclassroomenvironments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students. We focus on each student’s individual interests and abilities, and help them to achieve their pathway of choice.

Our focus begins in Year 7. From day one, we will teach your child how to aspire and succeed.

Over 30 Victorian schools and Department of Educationstaffhavevisitedourcollegetoobserve our exemplary classroom practices and teaching strategies.

Our focus on Literacy and Numeracy has seen student outcomes increase significantly over the lastfewyears.Supportisprovidedatalllevelsand high achieving students are challenged and extended. Parent opinion of the college is overwhelmingly positive and student attitude surveys have shown that students feel safe, are motivated to learn and their teachers help them learn to the best of their ability.

It is pleasing that on average 99% of our students receive an offer at either university or TAFE. Our graduating students pursue careers in Biomedicine, Engineering, Law, Accounting, Building, Education, Finance/Commerce, Information Technology, Media/Music, Nursing/ Midwifery, Science and Youth Work as well as others.

We proudly congratulate Malinn Senevirathna, College Dux of 2022 with an ATAR of 97.7, followed closely by Donald La with an ATAR of 96.65. Overall our graduating students received

outstanding results, with 10 students achieving an ATAR in the 90s, 15 students in the 80s and 21 students achieving a study score of 40 or more. Our VCAL students also excelled, with many of them securing full time apprenticeships for 2023.

This year Malinn is studying a double degree of Mechanical Engineering and Business Management at RMIT, while Donald accepted an offer from the University of Melbourne to study a Bachelor of Science. Our College also congratulates Paris Tran who was awarded the prestigious Hansen Scholarship from the University of Melbourne, which is worth over $100,00.

We invite you to attend our Open House on Monday 1st May to see our classes in action and meet our staff. We look forward to welcoming you to our exciting community at Victoria University Secondary College.

Elaine Hazim, College Principal

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.

Our ambitious building program and master plan has finally reached fruition. Following the opening of our beautiful Vanellus Centre in 2019 – a doubly-storey Administration and Learning Hub – we opened, in 2021, the state-of-the-art Wellbeing Centre and Senior School Precincts which also incorporated our new International Centre. By the middle of 2022, the final piece of the jigsaw was in place with the completion of the Technology and STEM Precinct, and the much-awaited Middle School Precinct.

The school also has two Gymnasiums, a Performing Arts complex (including a 288-seat theatre), a Mathematics Hub 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

91 Police Road, Mulgrave 3170

is approximately 1680 students. This includes an International Student Program that caters for up to 100 students.

Wellington offers an approved Year 7 -10 curriculum framework, based upon the Victorian Curriculum, which is differentiated to meet student point of need.

Senior students may study a wide range of Victorian Certificate of Education (VCE) subjects, including the VCE Vocational Major (previously the Victorian Certificate of Applied Learning). A range of other senior pathway options are available through: Vocational Education and Training subjects (VET), the Virtual School Victoria (VSV) and the Centre For Higher Education Studies (CHES).

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 about school tours and our Open Night, please refer to the school website: www.wellingtonsc.vic.edu.au. These will provide a great opportunity for you to learn first-hand about ‘The Wellington Way’ and the ‘Caring, Striving and Learning’ values that drive our supportive and inclusive culture.

Phone: 9547 6822

www.wellingtonsc.vic.edu.au

Welcome to Wheelers Hill Secondary College

Since 1980, our school has offered its families quality educational programs that are student centred and are based on three core values:

• Respect

• Excellence

• Creativity

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

Phone: 9561 5811 or visit www.whsc.vic.edu.au

Wyndham Central College

THE first nationally recognized AVID Site of Distinction (2019).

WyndhamCentralCollegeisproudlypreparing the leaders of tomorrow to be agile, innovative and creative problem solvers, through a range of excellent education programs and learning opportunities and teaching strategies.

AVID

Wyndham Central College is the first secondary school in Australia to attain “Site of Distinction” AVID Certification.

AVID is a schoolwide program that uses research-based, best teaching and learning strategies to actively engage the student in their learning. While all students at Wyndham Central College are AVID students, it is also offered as an elective from Year 9 - Year 12.

AVIDhelpsallstudentstobelievethattheycan achieve. It provides students with the tools, skills and knowledge to be successful students, to be university, work and career ready and to be active global citizens.

STEM

Wyndham Central College has a STEM Academy. The STEM Academy’s curriculum has been designed by a team of highly qualified teachers and industry experts.

Students entering the STEM Academy will participate in cutting edge specialist programs that include: Robotics and Coding - Electronics3D Printing - Engineering - 3D Modelling and Gaming. Students work with Industry and the Wyndham Tech School at Victoria University to gatherandprocessdatatosolvereallifeproblems and potential issues in the community and beyond.

Enrichment

At Wyndham Central College, our Enrichment Program provides an optimal learning environment to address the unique social, emotional, and academic needs of students that display a talent in a particular area.

Theprogramextendsenrichmentopportunities for students both within and beyond the classroom. All students in the Enrichment ProgramdevelopaProjectoverthecourseofeach year. The project centres on developing an authentic product or performance, and allows students to build excellence in a real-world

context. Enrichment experiences are interwoven into the students’ existing program with extracurricular activities playing an important role in supporting students’ talent development.

The Enrichment experience is extended to studentsattheCollegethroughtheirparticipation in the Victorian High Ability Program for those who have been selected to this program by the DepartmentofEducation. TheEnrichmentSeries isofferedforotherstudentswhoshowhighability in learning areas including English, Science, Math, The Arts, Sport and Health, Humanities, Technology and Languages.

Spanish Immersion Program (SIP)

The Spanish Immersion bilingual program (SIP) at Wyndham Central Secondary College is a wellresearched approach for promoting bi-literacy, bilingualism, and biculturalism for students. The underlying goal is to prepare students to be global citizens with abilities to listen, speak, read, and write in Spanish.

Our students develop an appreciation for Spanish which is among the most used language in the world and their cultures. Students participate in a rigorous academic program that extends students’ language skills and vocabulary whilst completing a percentage of their core subjects including mathematics, science and humanities in Spanish.

Wyndham Central College’s mission is to develop achievement opportunities and prepare all students for post-secondary education, skills development and work readiness so they can participate in a global community as productive citizens.

Yarra Hills Secondary College

Enrol now for 2024

BOOK A SCHOOL TOUR ON OUR WEBSITE

OPEN NIGHT SHOWCASE 2023

Mooroolbark Campus

Thursday 30th March 2023, 5.30pm-8pm

Mount Evelyn Campus

Tuesday 4th April 2023, 5.30pm-8pm

Introductory Sessions at 5.30pm, 6.15pm and 7pm

Self-guided tours only

School Tours outside our Showcase Night are available.

Please contact the campus office to book.

Mooroolbark Campus 16 Reay Road

Mooroolbark, Victoria 3138

P. +61 3 9839 8800 | F. +61 3 9839 8888

Mount Evelyn Campus 15 Burdap Drive

Mount Evelyn, Victoria 3796

P. +61 3 9736 3650 | F. +61 3 9736 1840

E. yarra.hills.sc@education.vic.gov.au

www.yarrahills.vic.edu.au

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; controllingachainreactionwithaRubeGoldberg machine to grasp Newton’s Laws of Motion –these are just a few of the school projects discussed in a new Routledge book.

Theauthor,DrJaneHunteroftheUniversityof 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”.

Fouryearsago,DrHunterwasinvitedbyschool 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 wereenthusiasticaboutparticipatinginauthentic and meaningful learning instead of being more passiveandexperiencingeachsubjectasseparate 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,theyhadtomakeuptheirownquestions.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 beforebutnowIreallyloveteachingthisway…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 fullyfunctioninghydraulicpumpduringaproject onwaterandconservation.Applyingengineering 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 ensuretheycouldgrowanddeveloptheirpractice 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–andgivethemmoretimeandautonomy 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…butnotalwaysonascreen.Ifthere’sany 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 HunterattheUniversityof Technology Sydney atjane.hunter@uts.edu.au

Victoria School Guides

Locality Guide