Secondary Education - February 2024 by Star News Group

Issue 69 • Februar y 2024 • Est 1999

secondary

education

Glenroy College - pages 68 & 69 Haileybury - pages 72, 73 & Back Cover Patterson River Secondary College - pages 132 & 133 Sacre Coeur - pages 138 & 139 School Locality Guide - pages 194 & 195 St Monica’s College, Epping - pages 4 & 5 Truganina College - pages 176 & 177 Xavier College - pages 190 & 191

Photo provided with the compliments of MacKillop College For further information please refer to pages 2, 3, 108 & 109

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St Monica’s College, Epping ST MONICA’S College, Epping is a Catholic coeducational College based in the northern suburbs of Melbourne. The College was established in 1964 and has two campuses in Epping for students in years 7 to 12. We also have our country campus Ostia at Strath Creek. Our facilities are first class and we continue to upgrade our buildings. This includes a new Science and Technology building to better serve our STEM students, the Cooinda Building which provides modern teaching and learning areas for students, as well as a complete rebuild of the Beehive, our technology centre based on Davisson Street campus. Our College strongly endorses co-education. Co-education reflects the real-life realities your child will face. In the coeducational classroom, both female and male perspectives are explored, creating greater understanding between the sexes, more consideration of points of view, and increased development of individuals both intellectually and socially. Our College offers one of the broadest curriculum choices of any school. Our subject choices will meet the needs of almost any student. The College is also renowned for an excellent sporting program. Our choice of sports is

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extensive and our coaching utilises experts in their sports. Our Sporting Academies ensure our athletes have whatever they need to excel in their chosen sport with gymnasiums on campus as well as a high-performance centre for advanced training. Our College also offers an accelerated learning program for students. HORIZONS caters for highly able students through a program that meets their advanced educational needs. Students with Autism Spectrum Disorder are well supported by our Arrunga Inclusion Program. Our Performing Arts Faculty is also well regarded. Whether it be dance, drama or music, students have the opportunity to develop and showcase their talents. The College regularly has performances and showcases for our performing arts students. St Monica’s College, Epping welcomes a diverse cohort of students with the assurance that we will ensure that each and every one has the best opportunity to be their best. At our College, no student is left behind. Enrolments can be made anytime online as can bookings for Meet the Principal Tours. www.stmonicas-epping.com

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Ashwood High School Unlocking Excellence: Ashwood High School’s Unique Legacy CHOOSING the right school for our children is a pivotal decision—one that shapes their growth and happiness. As proud Principal Dr Brett Moore, I invite you to explore the distinctive qualities that make Ashwood High School stand out. A Personalised Approach Nestled on an expansive 17-hectare site, Ashwood High School is more than a government school; it thrives as a boutique institution, often referred to as the private school within the government system. Dr Moore’s commitment is evident in the personalised touch he brings to our community. Greeting students by name in the yard every day, he encapsulates our dedication to knowing each student intimately, understanding their strengths, interests, and challenges. Our VCE results have placed us among the ‘Top 10 Government Schools’ in Victoria. With a robust median study score of 32 in 2023, we take pride in the achievement that 56% of our students received ATARs of 80 or above, and an impressive 20% attained ATARs over 90. Building on the success of 2022, where the school was recognised as the highest-ranked local entry high school for university pathways, we continue to excel in providing exceptional educational opportunities for our students. Our transformative journey includes not only academic success but a commitment to discipline, routine, order, and old-fashioned values. Dr Moore runs a tight ship, instilling a sense of safety and ensuring a return to ‘old fashioned’ values. Student voice and recognition is at the fore, with the many student leadership positions and awards, including our popular ‘School Colours’ badges worn on the blazer for excellence across academics, sport, community service, music, art and more. Moreover, we prioritise providing academic support and enrichment opportunities. The renowned SEAL program—ACE (Accelerated Curriculum and Enrichment)—offers a supportive space for high-performing, motivated students seeking a complex, fast-paced, and integrated learning experience. Additionally, our

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Join us in shaping a future where students not only thrive academically but also find inspiration, belonging, and endless possibilities.

Middle and Senior School Study Hall programs, held twice a week after school, provide essential extra help for students who may require additional assistance. We believe in fostering an environment where every student can excel and receive the necessary support to reach their full potential. The unveiling of our $13.3 million STEAM and Research Centre signifies our commitment to fostering innovation, critical thinking, and environmental mindfulness. This space is not just about bricks and mortar; it’s a hub where ideas take flight, and future leaders are inspired. Living Excellence Guided by our ‘CHOIR’ values—Community, High Expectations, Optimism, Innovation, and Respect—Ashwood High School creates an environment where students not only excel academically but also thrive in a vibrant atmosphere. As we venture into 2024, we invite you to experience the unique atmosphere of Ashwood High School and to ‘feel the vibe’ in person. Join us on a school tour or explore Ashwood Revealed, our Open Day on Wednesday, 24 April 2024. Discover a school where excellence, community values, discipline, and safety intertwine seamlessly. Join us in shaping a future where students not only thrive academically but also find inspiration, belonging, and endless possibilities. Experience the unique atmosphere firsthand—discover Ashwood High School, where every student is known, valued, and empowered to unlock their full potential. Dr Brett Moore, Executive Principal of Ashwood High School

Vision Inspired Action HIGHEST RANKED LOCAL ENTRY HIGH SCHOOL FOR UNIVERSITY PATHWAYS IN 2023.

2023 Median Study Score*

*56% of our students received ATARs of 80 or above, and 20% attained ATARs over 90.

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 2025 ACE – Accelerated Curriculum & Enrichment Program Testing Saturday 20 July 2024 (Apply before 12 July 2024)

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OPEN DAY & NIGHT Wednesday 24 April 2024 Book online

Vannam Drive, Ashwood 3147 9807 1333 www.ashwood.vic.edu.au Secondary Education

Assumption College START your learning journey with Assumption College. Enjoy smaller class sizes and an individualised learning program that gives your child choice and an abundance of opportunity. Assumption College is a co-educational day and boarding school providing an inclusive learning environment with a view to preparing students for all aspects of life. We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners. We have replaced the traditional four-year curriculum across Years 7 to 10 with our groundbreaking ‘myMAP’ program aimed at fostering Mastery, Autonomy and Purpose to enable a culture of connection, ownership, and engagement with learning. Students have access to multiple experiences and hundreds of different learning pathways allowing them to set their learning pace, targets, and itinerary. Assumption College has a unique learning and teaching environment. At 100 acres (over 40 hectares) our generous school property gives access to: impressive sporting grounds, a new community pavilion, a working farm, a MasterChef like kitchen and the Marlhes Restaurant, well-resourced library, dance studio, drama and music spaces, arts and technology centre, animal studies centre, gymnasium (incorporating fitness room) and boarding houses

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We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners.

- all encouraging diverse skill development. Our Boarding students can choose the sevenday full-time boarding option or return home at weekends with the five-day academic boarding program. They can take advantage of additional academic support, tutoring and study support. Healthy and nutritious meals are prepared on-site by a chef. Boarding families at Assumption College come from all over Australia including regional Victoria and metro Melbourne. Our Boarders can access the finest education while living in a secure and supportive environment. Learn more about us by visiting our website or by reaching out to our friendly Community Relations Officers. For more information, visit assumption.vic. edu.au. Find out what makes us a College of choice. A transformative Marist community.

A transformative Marist community Innovative myMAP curriculum Personalised learning pathways Agricultural education facility now open www.assumption.vic.edu.au 12619054-JB09-24

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Transition from Primary to Secondary Ed THE transition from primary to secondary school marks a pivotal moment in a student’s academic journey. This period is not merely a change of schools but a profound shift in the learning environment, social dynamics, and personal responsibility. Understanding the challenges and opportunities that accompany this transition is crucial for educators, parents, and students alike. The following information delves into the multifaceted aspects of this critical juncture, exploring the academic, social, and emotional dimensions that shape a student’s experience during this transformative period. Academic Challenges: The academic leap from primary to secondary school is characterised by increased complexity, higher expectations, and a broader curriculum. Students find themselves grappling with a more diverse range of subjects, specialised teachers, and a faster pace of learning. The transition requires a shift from the familiarity of a single teacher to navigating multiple classrooms and teachers. The adjustment to different teaching styles, assessment methods, and homework loads can be overwhelming for many students. Moreover, the emphasis on self-directed learning intensifies, necessitating enhanced organisational and time-management skills. The transition often reveals gaps in foundational knowledge, highlighting the importance of a seamless curriculum alignment between primary and secondary education. Teachers play a crucial role in providing support during this academic transition, offering additional assistance to bridge these knowledge gaps and fostering a positive learning environment. Social Dynamics and Peer Relationships: Beyond academics, the social landscape undergoes a significant transformation during the transition to secondary school. Students are exposed to a more diverse peer group, and the challenge lies in forming new friendships while navigating the complexities of social hierarchies. The transition often brings about an increased sense of independence and autonomy, requiring students to navigate social interactions more independently than they did in primary school. Peer pressure becomes more pronounced, influencing choices related to academics,

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extracurricular activities, and personal behavior. Educators and parents must actively engage in fostering a supportive environment that encourages positive social relationships and equips students with the resilience to navigate challenges such as bullying and exclusion. Emotional and Psychological Considerations: The emotional toll of transitioning from primary to secondary school should not be underestimated. Students may experience anxiety, fear of the unknown, and a sense of loss as they leave behind the familiar routines and faces of primary education. The increased workload and academic expectations can contribute to stress, affecting mental well-being. It is crucial for schools and parents to prioritise the mental health of students during this transition. Implementing mentorship programs, counseling services, and creating spaces for open communication can contribute to a supportive environment. Educators can play a pivotal role in identifying signs of emotional distress and offering resources to help students cope with the challenges they may encounter. Parental Involvement: Parents are integral to the successful navigation of the primary to secondary school transition. Maintaining open lines of communication between parents, teachers, and students is essential. Parental involvement can extend beyond academics to encompass emotional support and guidance through this transformative period. Establishing a collaborative partnership between parents and schools fosters a supportive network that enhances the overall well-being of students during this critical phase. The transition from primary to secondary school is a multifaceted process that encompasses academic, social, and emotional dimensions. Recognising the challenges and opportunities inherent in this transition is crucial for educators, parents, and students. With a holistic approach, the primary to secondary school transition can become a transformative experience that equips students with the skills and resilience needed for the challenges that lie ahead.

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Respect | Discipline |

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| Ambition | Leadership | Kindness

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Berwick College BERWICK College commenced in 1977 with the motto “Crescam – I shall grow” and today, through our strong emphasis on excellence in teaching and learning, our students continue to demonstrate growth. 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. Our 2023 Dux, Callum, achieved 99.05 and our students achieved excellent VCE results, featuring in Top Designs, Top Class Dance and the State Schools Spectacular. Students in elite programs such as High Achievers’, Basketball Academy, Dance Academy and Instrumental Music are excelling and can access many exciting opportunities. The Victorian Education Excellence Awards recognise inspirational teachers, principals and education support staff who improve schools and support children and young people. Berwick College’s outstanding staff have been consistently recognised as winners and finalists in the following categories - Outstanding Secondary Teacher (Finalist 2020, Winner 2018), Outstanding Early Career Teacher (Finalist 2022), Outstanding Koorie Education (Winner 2017, Winner 2021), Outstanding Education Support - Wellbeing Team (Finalist 2016 and 2017) and Learning Support Team (Finalist 2021) and Outstanding Business Manager (Finalist 2019 to 2021). Dedicated teachers, wellbeing staff, career

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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. Our Health and Wellbeing Centre ensures all students have the best possible care for trauma, mental health and physical wellbeing, while support is provided for parents and carers. Learning Teams look after our students where we get to know each student, tracking their achievements and encouraging them to make a difference in the wider community through supporting a charity of their choice. Berwick College offers an extensive range of school and inter-school sporting activities in outstanding sporting facilities, including hockey pitches, tennis courts, netball courts, the basketball stadium and fitness gym, and access to the City of Casey Athletics track, Edwin Flack oval and Leisure Centre. Our College has a vibrant history in the Berwick community and global connections to alumni in a wide variety of fields. Prospective parents and students are warmly invited to our Information Evening on Wednesday, 1st May 2024 at 6:00pm and College Tours are available on Wednesdays at 9:30am throughout the year. Bookings available through www.berwickcollege.com.au

Victorian ĚƵĐĂƟŽŶ Excellence Award Winners 2016͕ 2017, 2018 & 2021 Finalists 2019, 2020, 2022

High Achievers͛ Program Instrumental Music

2024 Parent /ŶĨŽƌŵĂƟŽŶ ǀĞŶŝŶŐ

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Blackburn High School 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 a 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 features fifteen science laboratories and specialist technology classrooms, including digital multimedia, robotics design, materials 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 of design thinking, problem solving 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 together to become successful learners, confident and creative individuals, and active citizens. 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. Our online platform XUNO gives parents and guardians access to student attendance, assessment information and communication. 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, our highly acclaimed Instrumental Music Program, a successful PE Program that includes Interschool Sports and Duke of Edinburgh Award, STEM (Systems, Technology and Mathematics), French and German Language Programs, and wide variety of Arts programs. Our new VCE Centre provides an area that

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Our positive school culture inspires students to flourish academically, emotionally and socially, and to achieve outstanding educational outcomes. Students in Years 10 to 12 has flexible spaces for collaborative learning and quiet study. In Years 11 and 12, we provide an extensive range of studies in the Victorian Certificate of Education (VCE) and VCE Vocational Major. Early-start VCE subjects are offered for students who display the required learning behaviours, commitment and desire to extend themselves at VCE. In addition, some Year 12 students may be offered an opportunity to study a university subject.

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STEM is more than just Science and Maths NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas. Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book. The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills. Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher. STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”. Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book. Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”

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“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher. “When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.” According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.” Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges. “I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.” Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes. Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources. “At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.

“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.” Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools. “I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field. “Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning. “It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world. “Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.” “To address the current pandemic, for instance, epidemiologists, mathematicians, education

experts, economists, social workers, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable. “We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.” Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.” Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge. For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane. hunter@uts.edu.au

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Braybrook College is a proudly multicultural, single campus school with a strong academic reputation offering extensive programs from Years 7 - 12. Our underpinning philosophy is that students should have opportunities to develop their skills to the optimum level. Students are supported across a broad range of areas and the more talented students have the opportunity to be selected for one of our advanced classes.

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Our college is the ideal size to provide the programs required to meet the varied needs of students: academic opportunities which will take students on to University Courses or Vocational Educational Training; Music and Instrumental Music through to Year 12; extensive Sports and Outdoor Education programs along with a support structure that encourages students to strive for individual excellence. This breadth of opportunity has resulted in some outstanding results in recent years where our VCE performance has regularly been above the state average. Clearly, the individual attention and tuition Braybrook College provides students, especially in the senior years, results in excellent outcomes including a full range of post-secondary options.

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Whilst focusing on the learning outcomes for students our push to provide modern equipment and facilities is evident. Each year we aim to complete at least one major building project. In recent years these have included a state of the art Science Centre, the re-modelling of our gymnasium and a new Art Precinct. Our next project, beginning this year, is the building of an auditorium/lecture theatre. Additionally, the college has prioritised information communication technology. We have a ‘Bring Your Own Device’ program across all year levels as well as computer laboratories for specialist subjects. Teachers and students also have wide access to electronic data projectors and/or interactive whiteboards installed in all rooms throughout the college. The parent community is able to easily communicate with the school via our online parent portal (Compass). The college is proud of the way in which parents, students and staff work together to ensure an ongoing commitment to achieving excellence. We pride ourselves on being able to offer personalised attention in a safe, secure environment. If you would like to enquire about the college programs contact the Assistant Principals, Ms Arlene Bailey, Ms Mary Liokos or Mr Sean McMahon on 9312 2900.

TWILIGHT EXPO Wednesday 6th March, 2024 5:00pm - 7:00pm Tour of College facilities and faculty demonstrations Opportunities to meet key personnel

YEAR 7 SCHOLARSHIPS Scholarships are presented in the 4 areas of: ACADEMIC ACHIEVEMENT MUSIC / PERFORMING ARTS / CREATIVE ARTS LEADERSHIP SPORT

ADVANCED PROGRAM - SEEK (Select Entry for Enrichment and Knowledge) YEAR 7 SEEK CLASS - 2025 Applications close early Term 2, 2024 ACER administered test will be held at Braybrook College

VCE SCHOLARSHIPS Scholarships are awarded for Academic Excellence to students entering Year 11

2024 COLLEGE TOURS TERM 1

Thursday Monday Wednesday

14th March 18th March 27th March

TERM 2

Tuesday Friday

30th April 10th May

Please contact the college for a booking on these dates. Address: 352 Ballarat Road, BRAYBROOK 3019 Phone: 9312 2900 FAX: 9311 7668 Email: braybrook.sc@edumail.vic.gov.au Web: www.braybrooksc.vic.edu.au

ENROLMENT ENQUIRIES WELCOME 12617949-RR44-23

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Brentwood Secondary College BRENTWOOD Secondary College is a vibrant learning community where all students are supported and encouraged to achieve success and to pursue excellence. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of staff. The belief that happy, healthy, resilient students learn best and are therefore able to achieve their best is a guiding philosophy. A Brentwood education will provide every student with the opportunity to develop their talents, to nurture a passion and to grow in confidence about their future. The values that underpin a Brentwood education reflect the concept of a genuine learning community. They include Values for Learning (creativity, curiosity, discipline, reflection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility). The academic program is supported by a strong commitment to pastoral care and a cocurricular program that promotes high levels of student leadership and participation. An innovative junior school curriculum includes the Year 7 Thinking, Learning and Creativity (TLC) program, which integrates English and Humanities. Students entering Brentwood Secondary College at Year 7 have the opportunity to apply for a place in the Curriculum Enrichment

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They include Values for Learning (creativity, curiosity, discipline, reflection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).

Program. The program is offered to students who demonstrate academic skills above those of their peer group. At Years 8 and 9 students undertake a comprehensive curriculum, with opportunities for support and individualised learning pathways. The senior school curriculum, which includes Years 10, 11 and 12, promotes personalised pathways along with opportunities for advanced placement and university enhancement studies. A secure education and/or training pathway beyond Brentwood is a priority for all senior students.

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Boronia K-12 College BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community. Throughout all stages of schooling we aim to develop learners that strive to be: ■ Skilled communicators ■ Constructors of knowledge ■ Real world problem-solvers ■ Ethical users of technology

To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals. Our contemporary buildings and grounds are second to none, providing a stimulating learning environment where students are able to maximize their potential. Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress their learning. Ensuring Year 7 students are happy and confident is a priority, supporting them with a dedicated team of experienced teachers in our Year 7/8 building. Within this space, majority of Year 7 classes are held, with students developing a sense of ownership and pride over their environment, and a sense of

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belonging and community. Our Years 7-9 programs build foundations for success. We emphasise core literacy and numeracy skills across the curriculum, with students accessing Spanish as their language study. Students have expanding opportunities to refine pathways by selecting an increasing number of electives in Year 9 and beyond. Substantial research has been conducted into engaging Year 9 students, preparing them for the demands of their final years of school. In response, alongside our school data, we have shaped a Year 9 program to develop the academic, creative, physical and emotional aspects of our students through engaging, inquiry based learning experiences, fostering independence and reigniting a passion for learning. Students have the opportunity to participate in Leadership Development programs, City Experience, and community based projects. Transitioning into Years 10-12, opportunities to refine pathways open, and students are provided a range of subjects from all area of the VCE, VCE Vocational and VET curriculums. Year 10’s encouraged to undertake VCE or VET unit in preparation etc.

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ENROL NOW FOR 2024 Please contact the College on 9760 4900 for all enrolment enquiries for 2024

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The Age celebrates schools that achieve outstanding improvement in their VCE results, examining data from 2013 - 2022. Bundoora Secondary College was the government school in Northern Melbourne of schools that Excel 2023. Ikigai, the Japanese concept of finding life’s purpose, is an unexpected tool for a Victorian high school. But for Bundoora Secondary College, the concept is one of the driving forces behind the school’s revival and its students’ success. Building on the Templestowe College model of student-led learning, Bundoora places a heavy focus on the individual, defining interests and goals from their first year and electing a mentor teacher who stays with each student until graduation. It has paid off. Less than 10 years after the school was in danger of closing, Bundoora Secondary has been awarded The Age’s 2023 Schools that Excel winner for the northern government area for its sustained improvement in VCE results. Its median study score last year reached a 10- year high of 29, seven points higher than 2013. The percentage of students with a study score 40 or above also surged to a 10-year high of 4.4. Principal Anesti Anestis says the results are just a “pleasant byproduct” of the school’s resurgence. “The result isn’t what drives us,” he says. Kids finding their passion, their purpose and taking those next steps confidently with a high degree of independence and a high degree of resilience. That’s what we’re on about.” Bundoora Secondary is one of only four public schools in Victoria to use the Empowerment Education model, a consultative approach that lets student choice lead education pathways.

Maths and English are the only compulsory subjects at the school. Other classes have been developed by teachers to combine core curriculum areas into new subjects like “Are we eating the environment?” and “How do I turn my ideas into a business?”. Outside, a new Science and Sustainability Centre, permaculture farm and community garden will be ﬁnished by 2024. Students, teachers and community members visit the school on the weekend to care for the permaculture garden, cows, goats, chickens, and reptiles. Teachers too are encouraged to identify and follow their passions. Brian Dani ells, assistant principal of teaching and learning, came to the school to pursue his interest in agriculture and environmental education. He co-developed the school’s working in wilderness course, which covers conservation, zoology and ecology Bundoora has now received over $350,000 in grants to further stimulate urban agriculture and environment management studies, by offering VET pathways for all northern Melbourne schools. “Our school philosophy, has shown to be successful now with our results. People are engaged and empowered in their learning, can learn anything,” Anestis says. Year 11 student William Adcock came to Bundoora in year 9 and says it was “one of the best decisions of my life”. “You get the freedom to choose what you learn from the start,” he says. “This school prepares students for their life.”

Read the full article: https://www.theage.com.au/national/victoria/schools-that-excel2023-ﬁnd-out-your-school-s-results-20230707-p5dmje.html

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Discover the

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

Has average VCE student performance at your school changed in the past 10 years? 60 Numbers of students enrolled in year 12 subjects 29 Median VCE study score Statewide median VCE score Median score 32 60 30 28 29 26 24 22 20 18 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Are more students achieving stellar subject scores? 60 Numbers of students enrolled in year 12 subjects 4.4% Percentage of study scores that were 40 or above Percentage 60 5 4 4.4% 3 2 1 0 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Subjects (and number of students) in which this school achieved the most 40+ scores last year:

Schools that Excel Winners 2023

Engineering Studies (VCE VET) Further Mathematics (1) Laboratory Skills (VCE VET)

Recipients of this year’s awards School

Sector

Region

Bundoora Secondary College

Government

Northern Melbourne

Hume Anglican Grammar

Non-Government

Northern Melbourne

Auburn High School

Government

Eastern Melbourne

Waverley Christian College - Wantirna

Non-Government

Eastern Melbourne

McClelland Secondary College

Government

Southern Melbourne

Balcombe Grammar School

Non-Government

Southern Melbourne

Victoria University - St Albans

Government

Western Melbourne

Lowther Hall Anglican Grammar School

Non-Government

Western Melbourne

Horsham College

Government

Regional and Rural Victoria

Sacred Heart College Yarrawonga

Non-Government

Regional and Rural Victoria

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Benefits of LOTE IN our increasingly globalised and interconnected world, the ability to communicate in multiple languages is becoming more valuable than ever. Teaching students a second language alongside their native tongue offers a multitude of benefits that extend beyond linguistic proficiency. Here we explore the advantages of learning another language and how it enriches students’ cognitive, cultural, and personal development. ■ Cognitive Development: Learning a second language enhances cognitive abilities and promotes brain development. Studies have shown that bilingual individuals exhibit improved problem-solving skills, enhanced memory, and heightened creativity. The process of acquiring another language stimulates the brain, strengthens neural connections, and boosts cognitive flexibility. Bilingual students often demonstrate better multitasking abilities and increased mental agility, skills that are advantageous in academic and professional settings. ■ Cultural Understanding and Empathy: Language is a gateway to understanding different cultures and perspectives. Learning another language exposes students to new ways of thinking, customs, and traditions. It fosters cultural empathy, as students gain insights into the beliefs, values, and worldviews of others. By engaging with different languages, students develop a greater appreciation for diversity, tolerance, and respect, contributing to a more inclusive and interconnected global community. ■ Improved Communication Skills: Learning another language enhances overall communication skills, even in one’s native tongue. The process of mastering grammar, vocabulary, and pronunciation in a foreign language deepens linguistic awareness and sharpens verbal and written expression. Bilingual individuals often have greater fluency, clarity, and accuracy in their communication, enabling them to express ideas with precision and eloquence. ■ Expanded Career Opportunities: In an increasingly global job market, proficiency in multiple languages is highly valued by employers. Learning another language opens doors to a wide range of career opportunities,

Secondary Education

both domestically and internationally. Bilingual employees possess a competitive edge, as they can effectively communicate and connect with individuals from different cultural backgrounds. Multilingualism is particularly advantageous in sectors such as tourism, international relations, business, diplomacy, and translation. ■ Enhanced

Problem-Solving and DecisionMaking: The cognitive benefits of learning another language extend to problem-solving and decision-making skills. Bilingual individuals often demonstrate a heightened ability to think critically, analyse situations from different perspectives, and find innovative solutions. The exposure to different linguistic structures and cultural nuances expands one’s mental flexibility, enabling students to approach challenges with adaptability and resourcefulness.

■ Personal Growth and Self-Confidence: Learning

another language is a journey of personal growth and self-discovery. It challenges students to step out of their comfort zones, embrace new experiences, and overcome linguistic and cultural barriers. Acquiring a new language boosts self-confidence, resilience, and a sense of accomplishment. Bilingual individuals often have a broader worldview and a deeper appreciation for their own cultural identity, fostering a stronger sense of self and belonging. The benefits of learning another language are far-reaching and extend beyond mere linguistic competence. From cognitive development and cultural understanding to improved communication skills and expanded career opportunities, learning a second language enriches students’ lives in numerous ways. It broadens horizons, nurtures empathy, and equips individuals with essential skills for success in our globalised world. By embracing multilingualism, we empower students to become globally competent citizens, capable of building bridges between cultures and fostering a more interconnected and harmonious society.

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Canterbury Girls’ Secondary College CANTERBURY Girls’ Secondary College is a dynamic learning community based on the principles of partnership, support and responsibility and fosters high levels of achievement and satisfaction. Students are constantly challenged in their learning and the emphasis is on problem solving. Valued College traditions develop a sense of continuity and identity for students and teachers. Both individual achievement and contribution to group activities are encouraged and valued. The recognition of achievements occurs in a number of ways including Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at General, Subschool and Year Level Assemblies. Canterbury Girls’ Secondary College actively promotes the safety and wellbeing of all students, and all school staff are committed to ensuring a safe learning environment, in accordance with their legal obligations including child safe standards. VCE Results Canterbury Girls’ Secondary College achieves outstanding VCE results. The students’ ATAR scores in 2022 showed that: ■ 56 students (34&percent; achieved ATAR scores above 90 placing them in the top 10&percnt; of students across the State ■ 91 students (55&percnt;) achieved ATAR scores above 80 placing them in the top 20&percnt; of students across the State Student Leadership Canterbury Girls’ Secondary College encourages students to undertake leadership roles and provides a structure and program for developing student skills in leadership. The development of these skills is strongly supported through participation in leadership programs within the College and through our links with the local community. Music The music program at Canterbury Girls’ Secondary College is a vibrant one offering a wide range of learning and performance opportunities to all students. The program boasts three large concert bands, two string orchestras, a symphony orchestra, stage band, rock bands, guitar ensemble, Klezmer ensemble and many

Secondary Education

smaller chamber groups. The College has a strong tradition in choral work ranging from whole school events such as the House Choral Festival to the choirs including the award winning Canterbury Cantabella. All of our ensembles perform regularly at school events and also in the broader community. Our annual Music Night showcases the talents of our young musicians. Instrumental tuition is available in all woodwind, brass, string and percussion and also vocal and guitar. Students who learn away from the College are welcome to participate in our ensemble performance program. Sport Canterbury Girls’ Secondary College has an extensive sporting program, including Physical Education as a curriculum program, Sport Education in Years 7 and 8, and involvement in a wide range of inter-school sporting competitions. Canterbury Girls’ Secondary College has continued its dominance in many sports in the inter-school competitions by adopting a healthy participation rate and dominating many team sports. Our growing reputation as a strong sporting school has been enhanced with excellent team and individual performances. The Sport program is supported by specialist coaches and training sessions to enable students to develop further their sporting skills. Canterbury Girls’ Secondary College is the best school to educate girls.

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Caroline Chisholm Catholic College CAROLINE Chisholm Catholic College is an inclusive and faith-filled co-educational secondary high school located in Melbourne’s inner west. We have three campuses across two sites, both located in the heart of Braybrook and accessible by public transport. Our unique setting sees students enjoy a single-sex education from Years 7 – 9, before moving to our senior coeducational campus in Years 10 – 12. We are committed to an education that sees each student as an individual, made in the image of God. We pursue excellence in teaching and learning, and promote lifelong learning and spiritual growth. The College’s holistic educational, religious, pastoral, and co-curricular programs are aimed at forming ‘men and women for others’ – young people who are compassionate, competent, conscientious, and committed. Our students develop knowledge and skills, such as communication, teamwork and critical thinking, to allow them to be ready to meet the challenges of the 21st century. Our key focuses at the College include Student Wellbeing, Learning and Teaching as well as Faith and Mission. Each of these key focuses are led by one of our College’s Deputy Principals. During student’s time at the College we aim to encourage them to not only focus on their academics, but to achieve a well-rounded experience. We have an

Secondary Education

The College’s holistic educational, religious, pastoral, and co-curricular programs are aimed at forming ‘men and women for others’ – young people who are compassionate, competent, conscientious, and committed.

extensive sport, music, performing arts program as well as many different student clubs to encourage students to pursue their passions and talents during their time at the College. Students are supported by dedicated staff to ensure they can be the best they are called to be. Our College works in partnerships with families to ensure we can offer the best High School experience that our students in the Western Suburbs deserve.

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Carrum Downs Secondary College CARRUM Downs Secondary College is a vibrant learning community of approximately 900 students across Years 7-12. We empower our students to build a successful future based on respect, personal growth and social inclusiveness. We strive to create and maintain an inclusive, positive and safe learning environment, with the opportunity for every student to achieve success. We deliver a challenging, inspiring and comprehensive curriculum and an extensive cocurricular program, which allows our students to pursue their passions as they prepare for success in their future pathway. At Carrum Downs Secondary College we are passionate that every student grows. We understand that our students have diverse ways of learning and a variety of strengths and interests. We aim to enhance the intellectual, physical, social and emotional development of all students and to develop all students’ abilities. Our College runs in a House System where students are allocated to a specific House and remain in for their schooling at the College. We believe that this supports student development and further connectedness to the College as well as building stronger relationships with staff and students across all year levels. Students and staff are supported and

Secondary Education

encouraged through our School Wide Positive Behaviour Support program, to demonstrate our College Values of Respect, Integrity and Effort and are acknowledged for their positive behaviour both within our school and community. Student voice, agency and leadership is a very important part of our college, evidenced by the large number of sought after student leadership positions and our highly regarded leadership development program that we use to support our student leaders. Additionally, we provide extracurricular programs including music, sports, debating, visual and performing arts, camps, excursions, academic competitions and community service. We are currently constructing a new STEAM (Science, Technology, Engineering, Arts and Maths) Centre which will support our students to pursue their pathways choices in one of the highest growing industries in the country. At Carrum Downs Secondary College we embrace a culture of excellence for all our staff and students. We are proud of the achievements we have made the past 20 years and welcome you to come and take a tour of the college and talk with our leadership team. College tours available, please phone to make an appointment.

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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. 12633105-JB44-23

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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. Soccer Academy In 2023 we established our Boys & Girls Soccer Academy. Intended for Year 7 & 8 students, the academy is designed to support positive behaviour, academic effort, strong school engagement, improved attendance and powerful adult-student relationships.

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.

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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 some cases, letting students try to solve problems 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. In this case, students run the risk of information 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’s study was based on two experiments. In the first, researchers split 64 year 5 students tackling science problems on lightbulbs and energy use into two groups: one group had a go at 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. But the study does not rule out problem-solving

Secondary Education

The purpose of education is to allow learners to store information in long-term memory. 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. Ashman thinks this may be why the “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 transferred back to the working memory whenever 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, new information must be processed by our 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.)

E M P OWE R I N G E V E R Y S T UD E N T T O A S P I R E A N D A CH I E V E Parents and students choose Copperfield College because of our success. We support students to create and realise their individual learning goals and pathways through 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 dedicated staff. Pip Griffiths College Principal

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Benefits of extracurricular activities EXTRACURRICULAR activities play a crucial role in the holistic development of school students. These activities, which encompass a wide range of interests and passions beyond the traditional academic curriculum, offer students numerous benefits that extend far beyond the classroom walls. From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals. This article explores the transformative power of extracurricular activities and highlights the manifold advantages they provide to school students. Contrary to popular belief, engaging in extracurricular activities can have a positive impact on academic performance. Research indicates that students involved in extracurriculars often exhibit higher levels of motivation, better time management skills, and improved organisational abilities. Participation in activities such as debate clubs, science fairs, or mathematic competitions stimulates intellectual curiosity and enhances critical thinking and problem-solving skills. Students who engage in extracurriculars are more likely to develop discipline and perseverance, attributes that contribute to academic success. These activities provide a practical application of concepts learned in the classroom, reinforcing academic knowledge and deepening understanding. Extracurricular activities can also offer opportunities for mentorship and access to resources that extend beyond the school environment, further enriching the learning experience. Extracurricular activities provide an ideal platform for students to develop crucial social skills that are essential for their personal and professional lives. Through teamwork, collaboration, and interaction with peers who share similar

Secondary Education

From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.

interests, students learn to communicate effectively, resolve conflicts, and build relationships. Whether it’s participating in team sports, joining a music ensemble, or working on a community service project, students gain exposure to diverse perspectives, fostering empathy and cultural sensitivity. These activities also promote leadership skills, as students often assume roles of responsibility, such as team captains, club presidents, or project coordinators. By engaging in extracurricular activities, students develop self-confidence, assertiveness, and the ability to adapt to different social contexts, qualities that are vital for success in the future. Extracurricular activities serve as fertile ground for personal growth and character building. These activities encourage students to explore their interests, discover their passions, and develop a sense of identity. Whether it’s pursuing a hobby like painting or learning a musical instrument, extracurriculars provide a creative outlet for self-expression, fostering a sense of fulfillment and purpose. Furthermore, these activities teach students resilience and perseverance, as they often face challenges and setbacks along the way.

Through practice, dedication, and the pursuit of excellence, students develop a growth mindset, embracing failure as an opportunity to learn and grow. Extracurricular activities also instil important values and virtues such as discipline, integrity, and teamwork. In sports, for example, students learn the value of fair play, respect for opponents, and the importance of teamwork to achieve common goals. In clubs and organisations, they learn to navigate responsibilities, manage time effectively, and develop organisational skills. These activities provide a platform for students to learn from mentors and role models, who impart valuable life lessons and guide them towards ethical decision-making. Beyond the school years, the skills and values gained through extracurricular activities contribute to college admissions and career success. Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously. Extracurricular activities offer students a myriad of benefits that extend far beyond the academic realm. From enhancing academic performance to fostering social skills and nurturing personal growth, these activities play a

Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.

pivotal role in shaping well-rounded individuals. By participating in extracurriculars, students develop skills and qualities that prepare them for the challenges of the future, both academically and personally. It is imperative for educational institutions and parents alike to recognise and encourage the power of extracurricular activities, ensuring that students have ample opportunities to explore their interests, pursue their passions, and grow into confident and capable individuals.

Secondary Education

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Catholic Regional College St Albans CHOOSING a school for your child is an exciting but challenging time, especially for families who are preparing their first child for secondary school. There are many options and it can be difficult to know where to begin. However, parents know their child, and the process of looking at different schools will help clarify which is the best fit for their child and family. Families often ask us what makes our school different. The first things that come to mind is that we are a strong faith community where learning, wellbeing and family all matter. We celebrate and embrace the rich cultural diversity of our local community and endeavour to live as a community without borders. We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be. Our students are encouraged to explore their faith, to care for others, to become active global citizens and to do their personal best in all things. Secondly, I think that our school is just the right size for young people as they navigate adolescence to become young adults. With 125 students at each year level, we are small enough to ensure that students are known, have a strong sense of belonging and feel safe. At the same time, we are big enough to offer a broad and engaging learning program. I would describe the College as a small school with big opportunities. Lastly, our dedicated staff, strong relationships

Secondary Education

We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be. with families, primary to secondary transition program and our links with parishes and the local community are all strengths of our school. Co-curricular activities are an important part of the secondary education experience and prospective students and their families are often keen to know more about these. Activities range from the community garden, various clubs and sporting activities, to the school production, choir, homework club and cultural nights. The co-curricular program changes over time, depending on the interests of students and staff. Further details and a virtual tour are on the College website. I hope this brief insight into our school will help you in making a decision about secondary education and I welcome your interest in the College. If you have further questions, we are happy to chat by phone or set up a meeting. Christina Utri, Principal www.crcstalbans.catholic.edu.au

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Shaping Future Leaders with Heart and Wisdom A Catholic Lasallian College Educating Boys From Years 5-12 Tiverton Campus Malvern Years 5-8 52

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Holy Eucharist Campus Malvern East Year 9

Kinnoull Campus Malvern Years 10-12

Unlocking Every Child’s Potential: The Lasallian Way at De La Salle College De La Salle College, with its proud 110-year history, embodies the essence of a Lasallian community. Here, education goes beyond academic achievements, focusing on nurturing moral and spiritual growth. We strive to develop well-rounded individuals with a strong ethical compass, prepared to approach the world with compassion and resilience.

individuality of each student and personalised education is paramount, we offer specialised programs including Accelerated Learning, Gifted and Talented Education, the Year 10 STRIVE Program, and Education Support Programs, catering to various learning styles and enabling each student to reach their full potential.

Our College welcomes students from diverse faiths and backgrounds, fostering an inclusive and collaborative academic environment. Respect, challenge, and mutual understanding are at the core of our ethos. Recognising the

We provide VCE for our students and within VCE, students have the option to complete the traditional VCE pathway or the new Vocational Major Pathway.

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We offer tours once a month and bookings are essential. Please visit our website for further information. 9508 2100 www.delasalle.vic.edu.au enrolment@delasalle.vic.edu.au Secondary Education

The crucial role of mentoring programs MENTORING programs in schools play a pivotal role in shaping the academic, social, and emotional development of students. Recognising the significance of positive role models and personalised guidance, schools around the world are increasingly implementing mentoring initiatives. Here we explore the importance of mentoring programs in schools, examining how they contribute to student success, foster a sense of belonging, and empower individuals to navigate the complexities of academic and personal growth. Academic Success and Goal Achievement: One of the key advantages of mentoring programs is the provision of personalised support. Mentors work closely with students to understand their unique strengths, challenges, and learning styles. This personalised attention enhances academic performance by tailoring strategies to meet individual needs, fostering a sense of confidence and competence in students. Mentoring programs empower students to set and pursue academic and personal goals. Through regular discussions with their mentors, students can identify their aspirations, create action plans, and receive guidance on overcoming obstacles. This goal-setting process not only enhances academic achievement but also instills valuable life skills such as time management and perseverance. Social and Emotional Well-Being: Positive mentor-student relationships contribute significantly to the development of confidence and self-esteem. Mentors serve as supportive figures that encourage students to recognise and embrace their strengths, fostering a positive self-image that extends beyond the academic realm. The school environment can be socially challenging, especially for students facing issues such as peer pressure, bullying, or a sense of isolation. Mentors provide a reliable and empathetic ear, guiding students through these challenges, offering coping strategies, and helping them develop interpersonal skills crucial for healthy relationships. Career Exploration and Skill Development: Mentoring programs often include components focused on career exploration. Mentors can introduce students to a variety of career paths,

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share insights about their own professional journeys, and provide guidance on educational pathways that align with students’ interests and goals. Mentors play a vital role in nurturing the development of essential life skills, including communication, problem-solving, and critical thinking. Through real-world discussions and hands-on experiences, students gain practical insights that extend beyond the classroom, preparing them for future academic and professional endeavours. Sense of Belonging and Community: Mentoring programs contribute to the creation of a supportive community within the school. The mentor-student relationship fosters a sense of belonging, as students feel valued and understood. This support network can be particularly crucial for students who may face challenges at home or in their personal lives. Promoting Inclusivity: Mentoring programs have the potential to promote inclusivity by pairing students with mentors who may share similar backgrounds or experiences. This connection helps bridge gaps and creates a more inclusive school environment where diversity is celebrated, and students feel acknowledged and accepted. Resilience and Coping Skills: Life is filled with challenges, and mentoring programs equip students with the resilience and coping skills necessary to navigate adversity. By fostering a growth mindset and providing strategies for overcoming setbacks, mentors empower students to face challenges with determination and a positive attitude. The impact of positive mentor-student relationships extends far beyond the classroom, influencing students’ lifelong learning journeys and personal growth. By recognising the importance of mentorship and investing in these programs, schools create environments where students not only thrive academically but also develop the skills, resilience, and sense of community needed to navigate the complexities of life beyond the educational setting. As we continue to prioritise the holistic development of students, mentoring programs stand as invaluable tools for guiding the future leaders, thinkers, and contributors of our society.

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Emmaus College EMMAUS College is a co-educational Catholic Secondary College situated on two beautifully spacious Campuses. The College was established in 1980 through the amalgamation of St. Thomas More College and Chavoin College. There is a consistently strong demand for enrolment in Year 7 at the College, with the total school population around 1,450 students. Emmaus College is proud of all student achievements. VCE results are consistently above State averages, and all students are encouraged to strive for their personal best within College life. There is a healthy and successful emphasis on the wellbeing and pastoral care of all students, giving them opportunities to find their passion by being involved in extra-curricular activities. The Master Plan of the College delivers building projects of the highest standard. The specialist areas include a Senior Learning Centre, Sports Stadium, Performing Arts Centre, Science, Technology and Library Building, Woodwork and Engineering Block, Visual Arts and Textiles Studios, Food Technology rooms, and Cafes on both campuses. Emmaus College has extensive outdoor sporting facilities: a soccer pitch, AFL sized oval, tennis courts, and basketball/netball/ volleyball courts. Our Galilee Centre has provided another world-class learning space to complement our outstanding facilities. It houses a 235-seat lecture theatre, Languages, Learning Support,

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Careers and Psychologists. Emmaus now has six contemporary learning facilities under 10 years old, with our latest building being the Marian Centre which opened at the beginning of 2023. This building is a new Creative Industries Centre that will inspire learning in the areas of Music and Media, providing the College with a third theatre and performance area. Emmaus College offers an extensive range of subjects covering all learning areas of the Victorian Curriculum. Students in Years 7 and 8 undertake the breadth of studies while our bespoke Year 9 curriculum combines experiential learning with academic rigour. Year 10 students can pursue their interests in specialist subjects as well as select from a range of VCE options. At Years 11-12, VCE, VET and Vocational pathways are available. A wide range of co-curricular activities includes performing arts, sport, music, outdoor education, debating, Tournament of Minds, and subject association competitions. There are also interstate and overseas trips to Central Australia, Italy, USA and a European experience. Exchange programs operate with sister schools in Italy, Germany and Indonesia. Various lunchtime and after school activities are also available. The College is a member of the Eastern Independent Schools Melbourne (EISM) for interschool sports competitions.

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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 curriculum at Years 10 to 12 to prepare all students to progress for further study and training. Our graduates frequently return to tell us about their lives since leaving school. They all remark on how much they value the education they received at Essendon Keilor College. The college recently completed an $11 million rebuilding program to provide outstanding facilities and STEM learning centres for 21st century teaching and learning. Our college operates in a culturally diverse community and offers a breadth of educational services that support the aspirations of our students and their wide range of needs. At Essendon Keilor College, students are not just one of a crowd. We know that every student is different, with different aspirations, needs and dreams. This makes the college a unique and exciting place to learn. Our dedicated junior schools focus on early learning and building solid educational skills, friendships and a sense of belonging. The personalised approach to teaching and learning continues at our senior campus in Essendon, and because there are many pathways to a successful career that run alongside the ATAR system, we make sure that each of our senior students can find their own path to tertiary education, vocational training and employment. Our individual and personal approach to teaching and learning is the hallmark of our school, and why you can be sure that you are attending a college where your education will really matter. Our college is well known for the excellence of our academic programs, with the specialist senior campus offering VCE, VET and VCE/VM, and with our graduates progressing to a wide range of pathways. Our 2022 Dux, James Ngo, is planning to study

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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. Our STEM program is ground breaking and we are a foundation school member of the University of Melbourne Science Gallery. There is 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. For over 25 years, international students have joined the college to pursue their dreams and have gone on to study at universities in Australia and overseas All students have access to the latest technology through computer laboratories and the 1:1 computer program. Regardless of your cultural background or circumstance, we encourage all prospective parents and students to join our vibrant college and welcoming community.

Bringing the Technology of the Future into our classrooms

ESSENDON KEILOR COLLEGE Leading the way in STEM Education (Science, Technology, Engineering, Mathematics)

For further information or to book a tour East Keilor Campus Years 7-9 Quinn Grove, East Keilor Phone: 8331 0109

Essendon Campus Years 10-12 286 Buckley Street, Essendon Phone: 9319 1300

12459748-JW45-20

Niddrie Campus Years 7-9 Peters Street, Airport West Phone: 9375 8400

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Inclusion Grossek’s view IN the wake of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability’s Final Report, a question I’ve been asked on more than one occasion – Is mainstream education the best place for students with disabilities? It is an interesting question, made all the more so, given the diversity of opinion amongst the Commissioners with regard to what educational settings best suit children with disabilities in their Final Report (2023). In reaching their conclusions, the commissioners noted the following with respect to education: “Education is an area of profound importance to people with disability and affects them throughout their lives. They are also areas with both ‘mainstream’ settings and services, that is for people with and without disability, and settings and services for people with disability only. For this reason, we examined them in Volume 7 of the 12 Volume Final Report. Our inquiry has shown how both mainstream settings and those where people are separated on the basis of their disability can expose people with disability to various forms of violence, abuse, neglect and exploitation. It has also shown mainstream systems must be significantly reformed, and in some cases transformed, to remove barriers to access for people with disability and to enable their meaningful inclusion. All Commissioners agree mainstream education needs to be transformed to enable more children and young people to be educated in those settings, with such supports as they require. Commissioners have differing views about whether settings exclusively for people with disability should be phased out over time. Some Commissioners regard the separation of people with disability from their peers and the community at large as ‘segregation’, which is incompatible with an inclusive society. Accordingly, they consider that special/segregated schools, which

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The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools. enrol only students with disability, should be phased out over 28 years and all students, regardless of support needs, should be educated together in mainstream schools (see ‘Phased approach to ceasing special/segregated education’ below). Other Commissioners consider that separate schools, for people with disability should not necessarily be characterised as ‘segregated’ settings, depending on the particular circumstances. They say the choices are not between wholly separated and wholly inclusive settings, but are more nuanced. Accordingly, they do not consider a more inclusive society for people with disability necessarily requires the phasing out of schools, exclusively for people with disability.” Clearly, we have much to do in order ensure that mainstream schools can provide an appropriate learning environment for students with disabilities. More problematic is the issue of whether all students with disabilities, ranging from minor to the most extreme level should have access to mainstream schools. Another issue of concern is whether private schools, many of which have inbuilt layers of exclusivity, be they explicit or implicit, be required to be readily accessible to students with disabilities. It is a fair question, given the Royal Commission’s focus on eliminating existing discrimination of children with disabilities with regard to their education. The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools. They would be correct in expecting that their dollars would be used to provide the same educational opportunities for all students.

I have canvassed the issue of the extent to which mainstream schools should be made available to students with disabilities with a number of colleagues in diverse educational settings, these including schools for children with disabilities. The overall consensus indicates that the answer lies somewhere in between the two extremes. There will remain some children for whom special setting schools will provide the optimal learning conditions given their specific disability. One only has to visit some of these schools to witness that firsthand. Indeed, the Royal Commission discovered this in the course of their exhaustive gathering of evidence. To achieve the successful integration of all children with disabilities in mainstream schools, if that becomes our goal, the arbitrary time line set at almost 30 years to achieve is daunting and well-illustrates the challenge ahead of us. Having spent my entire career working in mainstream schools, I can attest to the challenge that would be, on almost every front. That’s not to argue that the bar is too high on the challenge, but to ask if it is really necessary? Harking back to the findings of the Royal Commission, there are more than a few examples of special setting schools providing an optimal learning environment for their students. That’s not to say that all do, but those that do shine a light on the possibility that there remains a place in our education systems for such schools. On the other hand, as the Royal commission identified, there is much work to be done to ensure that all our mainstream schools cater well for the educational needs of students with disabilities that attend them. That this is not the case currently is disturbing – all the more so given that many students with disabilities do not attend mainstream schools at the present time. There are so many starting points from which action needs to launched to rectify the current situation, let alone the possibility of total attendance by all children with disabilities in our mainstream schools.

doing so on the basis of the school lacking the resources, facilities and staff trained for purpose. In some cases, as cited above, it can be argued, alternative educational settings would best suit their child. In others, that need not be the case. These cases are the saddest of all – for a child with a particular disability who does attend a school ill-equipped to meet their needs, there is the likely prospect of heartbreak for them and their family. Staff and other students may suffer too – a classic no-win situation that need not happen and needs to be remedied. Returning to the question of whether mainstream schools are the best place for children with disabilities, the evidence would indicate that they are for many, but not for all. In my humble opinion, I do not hold out much hope at all that we can achieve that goal. To suggest a time line of 29 years to achieve it, as advocates in favour of abolishing all special setting schools, do, indicates the improbability of doing so. Better we make our current mainstream schools more capable of meeting the needs of more students with disabilities than we currently do. In doing so, we should maintain those special setting schools that provide those needs to those students for whom those needs are profound. HENRY GROSSEK Principal, Berwick Lodge Primary School Host: The Viewpoints Podcast Host, Viewpoints, Casey Radio 97.7FM www.caseyradio.com.au

One of the saddest sights I have witnessed in my career as a teacher and school leader is that of parents’ hopeful of having their child attend a mainstream school and being discouraged from Secondary Education

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Gilson College

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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 provide conditions in which students thrive - high expectations, clear boundaries and the opportunity for students to be involved in all aspects of school life. Our facilities and grounds are maintained at the highest standard. 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. The school provides a core curriculum program in Years 7-9. Year 10 is predominantly elective based from a broad selection of subjects. In addition, we offer two specialist programs - a Select Entry Accelerated Learning Program (SEAL) and an Italian Immersion Program. 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 the full curriculum offered at the college, however, they move through their learning at a faster pace. Years 7, 8, 9 and 10 are completed in three, rather than four years. In this way, the needs of gifted and high potential students are met by eliminating repetition and considerably increasing the pace and the depth of instruction. This gives these students the option of completing their VCE over three years. 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

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Gladstone Park is the school of choice for many families and places in Year 7 are highly sought after. Mathematics and Humanities in Italian from Year 7 to Year 9. During the Italian language classes students learn new vocabulary and grammar that will facilitate their content learning. Extra-Curricular Activities Gladstone Park students participate and excel in the arts, performing arts and sport. Our annual school musical, Art Show and music performances are acknowledged for their high production standard and students’ performance skills. We offer a wide range of sporting opportunities and many of our sports teams make it to Regional and State finals. 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 17th April 2024

Open Day Tours Wednesday 24th April 2024 • 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

Phone: (03) 9933 0500 www.gladstoneparksc.vic.edu.au Email: gladstone.park.sc@education.vic.gov.au

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GLENEAGLES Secondary College is committed to ‘empowering learners to be confident, resilient and successful citizens.’ This commitment is underpinned by our recently improved student outcomes and through our continued investment in supporting each and every student to achieve their personal best. Our teaching approach aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive and adaptable. The focus of learning is to support learning growth, particularly around Literacy and Numeracy, so that students are able to pursue their chosen pathways and to achieve their personal best. We offer a broad VCE program that includes accelerated VCE options from Year 10, University Enrichment courses and access to vocational courses. 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 introduced Enhancement Programs for Basketball and Soccer, forming strong affiliations with Melbourne Phoenix Basketball and Melbourne City Football Club. Whilst the college’s

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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. We are continuing to develop and modernise our facilities with a new state of the art Senior Centre ready for the start of the 2024 school year and have plans to develop an Art and Technology Gallery and additional Performing Arts spaces. 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, and wellbeing support, including the Doctors in Secondary School Program. Our commitment is to develop partnerships with families to support our students to achieve their very best.

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Empowering Learners

To Be Conﬁdent Resilient And Successful Citizens Gleneagles Secondary College llege 58 Reema Boulevard Endeavour Hillss VIC 3802 03 9708 1319 www.gleneagles.vic.edu.au/ gleneagles.sc@education.vic.gov.au 12619106-FC05-24

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Glenroy nroy Colleg College C Respect, Achievement, hievement, Integ Integrity, Teamwork At Glenroy we are committed committed to teaching teach g the skills that will guide our students to contribute te positively positi ely to society, soc ety, allowing allowin them to explore their passions in an environment nvironment that encourages encourages creativity c ativity and Achie ement, Respect, Respect, Integrity Integrity and Teamwork T diversity. Our values of Achievement, underpin everything we e do, and and every learning opportunity opportunity is designed w into int the future-ready future-ready citizens we need, n to allow students to grow belonging and and a belief that hat they can positively ositiv citizens with a sense of belonging them. impact the world around them.

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academic growth, our broader deﬁnition of Along with our focus on academic mot onal, sporting and artistic success are also al success ensures social, emotional, central to being a student nt of the e College. College. Our Student Student Leadership programs, sporting and musical musical activities, activitties, connections connections with the local community and extensive ive Wellbeing Wellbeing g programs programs allow students students to be supported, connected and valued. valued d. We celebrate celebrate every student student and are fully committed to o ensuring ensurin ng that the th he values and traditions of our tured every e dayy. Experience the t energy of our proud p community are nurtured day. about our exciting excciting plans for fo or the future by booking boo oking a school and hear about oring our ou ur website and d social media pages. tour or by exploring

glenroycollege.vic.edu.au/ facebook.com/GlenroyColl instagram.com/glenroy_college/ 68

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“Aspire Together” Programs:

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• Personalised, growth focussed 7-10 Curriculum • Broad VCE and VCEVM programs • Comprehensive year 7 transition program • Year 7 “Aspire” extension program • Engaging Instrumental Music, Student Leadership and Sports programs • On-site VET Beauty Services and VET Business • RMIT Partner School

(03) 9304 0400 glenroy.sc@education.vic.gov.au 120 Glenroy Rd, Glenroy VIC 3046 Secondary Education

Students and the educational revolution THE integration of artificial intelligence (AI) into various facets of our lives has been nothing short of transformative, and the realm of education is no exception. From K-12 schools to higher education institutions, students are increasingly exposed to AI-powered tools and technologies that are reshaping the way they learn, engage with content, and interact with their educational environments. This article delves into the multifaceted use of AI by students at school, exploring its benefits, challenges, and the potential it holds for shaping the future of education. Enhanced Personalised Learning One of the key advantages of incorporating AI into education is its ability to facilitate personalised learning experiences. Traditional classrooms often struggle to cater to the diverse needs and learning paces of individual students. AI, however, can analyse each student’s learning patterns, strengths, and areas for improvement to tailor educational content accordingly. Adaptive learning platforms use data-driven insights to present students with appropriate challenges and resources, helping them progress at their own pace while ensuring a deeper understanding of the material. Efficient Content Delivery AI-driven platforms offer students access to a wealth of educational resources, making the learning process more efficient and engaging. Virtual tutors and intelligent chatbots are on the rise, providing instant help and explanations for complex concepts. These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to wait for teachers or peer support. Consequently, students become more independent learners, honing their problem-solving skills and fostering a sense of empowerment in their academic journeys. Automated Grading and Assessment The time-consuming task of grading assignments and assessments has long been a challenge for educators. AI-powered grading systems, equipped with natural language processing capabilities, can provide automated and consistent evaluation of essays, quizzes, and assignments. This not only saves teachers time but also ensures objective

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These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to wait for teachers or peer support. and unbiased grading, allowing educators to focus on providing meaningful feedback and support to students. Furthermore, AI can analyse assessment data to identify learning trends, helping educators refine their teaching strategies for better outcomes. Data-Driven Insights AI’s ability to analyse large volumes of data has led to a revolution in educational analytics. Schools can now gather and analyse data related to students’ performance, attendance, engagement, and more. These insights provide educators with a deeper understanding of individual and collective learning patterns, enabling timely interventions for struggling students and the identification of effective teaching methods. Additionally, these datadriven insights can help schools make informed decisions about curriculum development, resource allocation, and overall educational strategies. Virtual Reality and Immersive Learning AI’s integration with virtual reality (VR) and augmented reality (AR) has opened up new avenues for immersive learning experiences. Students can step into historically significant events, explore complex scientific concepts, or travel through the human body-all through interactive virtual environments. AI algorithms enhance these experiences by adjusting the level of difficulty, guiding students through challenges, and providing real-time feedback. Immersive learning not only makes education more engaging but also deepens understanding by offering experiential learning opportunities.

Ethical and Social Considerations While the benefits of AI in education are undeniable, there are ethical and social considerations that must be addressed. The collection and analysis of student data raise concerns about privacy and data security. Schools must ensure that data is handled responsibly and transparently, with clear policies in place to protect student information. Moreover, the potential for AI to perpetuate biases present in training data raises questions about fairness and equity in education. Vigilance is required to prevent AI from inadvertently reinforcing existing educational inequalities. Teacher-Student Dynamic The introduction of AI in education does not diminish the role of teachers; rather, it redefines it. Teachers become facilitators of learning, guiding students in navigating the AI-enhanced educational landscape. With administrative tasks like grading automated, teachers can allocate more time to one-on-one interactions, mentorship, and addressing students’ individual needs. This reimagined teacher-student dynamic fosters a more collaborative and personalised educational experience.

Preparation for the Future In an era characterised by rapid technological advancements, students need skills that will prepare them for an evolving job market. The use of AI in education equips students with digital literacy, critical thinking, and problemsolving skills-qualities essential for success in the 21st century. By engaging with AI-powered tools and technologies, students not only learn subject-specific content but also develop the ability to adapt to new technologies and innovate in diverse fields. The use of AI by students at school marks a pivotal moment in the evolution of education. From personalised learning experiences to efficient content delivery, AI is revolutionising the way students engage with educational content and their learning environments. However, the responsible integration of AI requires a balance between technological advancement and ethical considerations. By embracing AI’s potential while addressing its challenges, educators can empower students to thrive in a rapidly changing world, fostering a generation of lifelong learners equipped with the skills needed to shape the future.

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Haileybury AT Haileybury, educational excellence and brilliant teaching go hand-in-hand with a strong focus on student health and wellbeing. During its 130-year history, Haileybury has earned an enviable reputation for achieving some of the state’s best VCE results and ATAR scores. The depth of teaching expertise across each Haileybury campus is a key part of the school’s success story. But the focus on education excellence is wrapped in a safe and supportive learning environment and a comprehensive wellbeing program. Nurses, psychologists, a student welfare officer, Heads of School and Heads of Houses closely monitor and support the progress of each student. In more senior years, careers counsellors guide students as they make important study and career choices that best fit their goals and interests. “We know that for students to thrive in their learning, their physical and emotional wellbeing must be nurtured and developed to ensure they flourish and become the best version of themselves,” says Diane Furusho, Deputy Principal Student Wellbeing. Combine the focus on student wellbeing and

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The depth of teaching expertise across each Haileybury campus is a key part of the school’s success story. academic achievement with Haileybury’s drive to bring ‘brilliant teaching’ to life and it’s easy to see why so many young people thrive at the school. “You can’t explain brilliant teaching in three dot points,” says Haileybury CEO|Principal, Derek Scott. “I think brilliant teachers have a deep capacity for building relationships with students and for self-reflection. You can’t go into a classroom and teach the same thing for 20 or 30 years. Brilliant teachers should constantly reflect, refine and improve.” Discover more about Haileybury by registering for a school tour at www.haileybury.com.au

haileybury.com.au

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Meet Rebekah, our character extraordinaire in the making who loves to sing, dance and act. She has graced stages both at School and with amateur theatre companies, showcasing her talents in a diverse repertoire of musicals. When she is not strengthening her voice in singing lessons, she is improvising a dance or writing her own lines in English class. Whatever dream role she chooses to perform next, we will be sure to have a front row seat. Secondary Education

Hallam Secondary College Success for All AN exciting change is happening at Hallam Senior College. The College has begun the process of being reorganised and expanded to cater for the growing demand in Melbourne’s south-east and provide families with a quality local school for their entire secondary schooling journey. The school has been renamed Hallam Secondary College and will progressively move to a Year 7-12 school over the next three years. Through our Values (Achievement, Care and Equity) we will ensure every student learns and achieves with the knowledge, skills and dispositions for lifelong learning while assisting them to be ready to take their place as positive contributors to their local and global community. Everything we do is focused on identifying and maximising individual potential, through the use of the very best tried and tested teaching and learning practice within a supportive and caring environment. Our mission is to provide a comprehensive and guaranteed high quality education program that ensures ‘Success for All’. Our aim is to create a school which is: ■ a true learning community ■ a place students wish to attend, staff want to work and parents feel welcome ■ fulfilling student potential and, ■ preparing students for life beyond school As a small to medium size secondary school we have the advantage of being able to know every learner as an individual. Despite being a smaller secondary the new school will have an extensive range of Senior Pathways available to our students including VCE (both traditional Academic and the new Vocational Major), the highly regarded Sports Academy in Years 10 to 12 and access to the largest VET provision of any school in the Region. A multiple pathway approach provides opportunities for all students. Whatever the next step, students finishing at Hallam Secondary College will have formed a clear sense of what they want to achieve and the pathway to this outcome. Students work closely with the staff, professional course advisors and experts from

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Our College has a reputation for challenging students to be involved in a range of activities which help shape them as a learner and active community member. We expect our students to work hard, be involved in the wide range of extra curricula activities and be active members of the local community.

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.

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Harkaway Hills College was founded with the support of the Parents for Education (PARED) Foundation, who have opened four schools across NSW over the past 40 years. What makes Harkaway Hills exceptional is our unique system of personalised education that assists parents as the primary educators of their children and supports each student to be the best person they can be. Our motto says a great deal about our ethos: Veritas et Virtus. “Truth and Virtue.” We pride ourselves on our quality academic curriculum, personalised learning through a mentor system, religious education, and an emphasis on virtue education. Parents and the school can begin to work on character development from the outset, with a mentor who works closely with each child. The college works with tried-and-true methods to ensure that crucial steps in early literacy to give each child the academic focus they deserve.

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

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

The school is co-educational from Prep to Year 2 and single sex to Year in 202 .

include winning the interschool cross country

accepting enrolments from Year 3- .

Term 1

Friday 15 March

Term 3

Term 2

Monday 13 May Friday 7 June

Monday August Friday September

Term 4

Monday 1 October

Information sessions are by appointment only and commence at 9:45 am. 76

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2024 Information Sessions & School Tour

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Healesville High School HEALESVILLE High School is a school with a long and proud history of servicing the local community. Since its inception, the school has established an excellent reputation as an inclusive and caring educational community with a strong focus on academic performance and personal development. As a school community we understand and know our students, their strengths and areas for improvement. We work to develop students into well rounded individuals, ready to be successful on a local, national and global scale. Healesville High School has outstanding specialist facilities including a fully equipped performing arts centre, Mac and PC computer laboratories, a purpose-built art exhibition space, a permanent examination centre, modern science laboratories and library and extensive sporting facilities. The state-of-the art Trade Training Centre complements extensive senior school facilities and allows the delivery of on-site vocational courses in Building and Construction and Automotive. The school grounds are modern, expansive and take advantage of our beautiful setting. We provide students with an abundance of varied experiences. These include an outstanding instrumental music program, an annual production, a yearly interactive art and technology exhibition, interstate and international camps and leadership programs to develop students. In addition, students have access to an exceptional Outdoor Education program and the opportunity to compete in a range of sports at a district level. Our focus remains firmly on providing students with consistent and authentic opportunities for development. We know each student and provide

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personalised experiences for each of them. We offer a number of individual pathways at the senior level. Small class sizes allow for individual attention in a supportive and inclusive environment. Students also have access to a broad range of Vocational Education and Training subjects, enabling engagement in industry-based learning and a further expansion of the educational experience. Students have access to additional educational supports to ensure their continued academic growth. These include individual and small group tutoring for students requiring extra support in literacy and numeracy and also students who benefit from being extended and challenged. Staff are generous with their time and after school classes and support occur regularly. This extra support, coupled with our intimate understanding of our students, allows us to meet their needs and get the best out of every student. Community is important to us and we are not only proud of our school community, but also the wider community we are part of. We support local businesses, have many valuable partnerships with local charities and organisations and we have strong connections with local primary schools. All students entering Healesville High School are given every opportunity to improve and develop into well-rounded adults. Our staff are caring, dedicated and committed to supporting students to be their best. We welcome prospective students and parents to attend our Open Night and to arrange a personalised tour.

Wednesday 17th April - 6:30pm

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Healesville High School 10 Camerons Road, Healesville, Victoria 3777 (03) 5962 4088 www.healesvillehs.vic.edu.au // healesville.hs@education.vic.gov.au healesville.hs Secondary Education

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Sustaining physical education up to VCE PHYSICAL education is often considered a fundamental aspect of early education, focusing on fostering physical fitness, motor skills, and healthy lifestyle habits in young learners. However, the benefits of maintaining physical education extend well beyond the initial years of schooling. As students’ progress to the upper years of education, it becomes even more crucial to sustain physical education programs. In this article, we delve into the myriad advantages of continuing physical education during the upper years of school, emphasising its role in promoting physical, mental, social, and academic well-being. ■ Physical Health and Fitness: Physical activity remains essential for overall health, regardless of age. Engaging in regular physical education during the upper years of school helps students maintain or enhance their physical fitness levels. Adolescence is a critical time for growth and development, and physical education programs provide opportunities for cardiovascular fitness, muscular strength, and flexibility improvement. By continuing to prioritise physical activity, students can mitigate the risk of obesity, cardiovascular diseases, and other health issues later in life. ■ Lifelong Habits: Fostering healthy habits at a young age paves the way for lifelong wellbeing. By maintaining physical education in upper years, students develop a strong foundation for a physically active lifestyle. They are more likely to carry forward these habits into adulthood, reducing the likelihood of sedentary behaviors that contribute to health complications. Furthermore, the inclusion of physical education encourages students to find enjoyment in various forms of exercise, making fitness a part of their daily routines. ■ Mental Health and Stress Management: Physical activity has a profound impact on mental health. Engaging in regular exercise during the upper years of school can help reduce stress, anxiety, and depression. Adolescents often face academic pressures, social challenges, and hormonal changes, making physical education a crucial outlet for stress relief. Exercise stimulates the release of

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Physical education programs that emphasize positive body image and self-acceptance contribute to a healthier self-concept.

endorphins, promoting a positive mood and enhancing cognitive function, which can ultimately improve academic performance. ■ Improved Academic Performance: Contrary

to the misconception that physical education detracts from academic pursuits, research suggests a positive correlation between physical activity and academic performance. Regular exercise enhances cognitive functions such as memory, attention, and problemsolving skills. By participating in physical education, students can experience improved focus and concentration, leading to more effective learning in other subjects. ■ Social Interaction and Teamwork: Physical

education provides a unique environment for social interaction and teamwork. In upper years, students have the opportunity to refine their interpersonal skills, develop leadership qualities, and learn to work collaboratively with their peers. Team sports and group activities foster a sense of camaraderie and mutual support, enhancing students’ ability to communicate effectively and resolve conflicts in various contexts. ■ Body Image and Self-Esteem: Adolescence is

a time when body image and self-esteem can be particularly vulnerable. Physical education programs that emphasize positive body image and self-acceptance contribute to a healthier self-concept. Engaging in physical activities that challenge and nurture their bodies can boost students’ self-confidence and help them develop a realistic view of their physical capabilities.

■ Motor Skills and Coordination: Upper years

of schooling provide opportunities for students to further refine their motor skills and coordination through various physical activities. These skills not only contribute to overall physical fitness but also impact daily tasks and recreational activities outside of school. Developing strong motor skills and coordination enhances students’ ability to engage in a range of physical activities with confidence. ■ Long-Term Benefits for Preventive Health:

Engaging in physical education during the upper years of school can have a significant impact on preventive health measures later in life. Adolescents who cultivate healthy habits are more likely to continue engaging in regular exercise as adults. This, in turn, reduces the risk of chronic diseases such as diabetes, hypertension, and osteoporosis in the long run. ■ Time Management and Balance: Sustaining

physical education programs in upper years teaches students valuable time management skills. Balancing academics, extracurricular activities, and physical exercise fosters a sense of discipline and organisation. These skills are transferable to the demands of

adulthood, where juggling various responsibilities is a constant challenge. a Positive Example: Educational institutions play a pivotal role in shaping students’ attitudes and behaviors. By continuing to prioritise physical education in upper years, schools set a positive example for students. They send a message that physical well-being is integral to a holistic education, encouraging students to value their health and make informed choices about their lifestyles.

■ Setting

■ Sustaining

physical education in the upper years of school is a multifaceted investment that yields lifelong benefits. Beyond the immediate advantages of physical fitness and motor skill development, the continuation of physical education promotes mental health, stress management, academic performance, and social skills. The habits formed during these crucial years lay the foundation for a healthier, more active and fulfilling adulthood. By recognising the far-reaching impacts of physical education, educational institutions can empower students to lead balanced, active lives that contribute positively to their overall well-being.

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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. Highvale students have been very successful in their VCE. ■ In 2023, 100% of Year 12 students completed their VCE with the highest ATAR of 99.15. ■ Many of our Year 12 students receive first preference offers from Melbourne’s top universities. 94% of students accepted offers from the University of Melbourne, Monash University and Deakin University reflecting the high academic standards of teaching and learning at the College. Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged through the SRC. Our values are: ■ Respect – consider the feelings of others and me. ■ Responsibility – support learning by managing time and resources effectively. ■ Resilience - persist when things are difficult. ■ Excellence in our achievements and ambitions. ■ Integrity in our actions and relationships. Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertical structured curriculum program that offers a broad range of subjects as students make choices based on interest and ability, not just on their year level. The highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co-curricular experience. Students can learn and play a variety of instruments, including strings, brass woodwind, percussion, and voice. Our music students have the opportunity of

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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. performing in several bands and ensembles within the school and throughout the wider community. The Robotics and 3D Printing Program allows students across year levels to exercise their creative thinking, problem-solving, and teamwork skills. Students are taken through an engineering process to design and test their robots and our team has been successful in both Regional and Local Robotics Competitions. Highvale’s grounds, buildings and facilities are modern and well-maintained including specialist spaces for all learning domains, a purpose-built Theatre, a well resourced Library, Careers Centre and Wellbeing Centre providing a welcoming and safe space. Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. We also offer free VCE Tutoring and Homework Club. Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval, and outdoor table tennis tables. They are encouraged to explore a wide range of physical activities such as Swimming, Cross Country and Athletics Carnivals and Interschool sports. We also have established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.

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Please contact us T: 9803 5144 • E: highvale.sc@education.vic.gov.au F: 9803 4310 • W: www.highvalesc.vic.edu.au A: Capital Ave, Glen Waverley, 3150 Secondary Education

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 learner who can demonstrate independence and a sense of career direction. Ultimately, we want to see each growing as a worthy, contributing member of our community. The Graduating Class of 2022 achieved the best VCE results from all mainstream government schools in all of Wyndham. Furthermore, analysis of Year 7 to 9 NAPALAN shows that Hoppers Crossing Secondary College was above the average of other schools in the Wyndham network across almost all measures, with students deemed to be strong or exceeding their year level standards. The students also indicated in their annual student survey, collected by the Department of Education, that they rated the College above the state average, and like schools to the College in all indicators. Areas such as Stimulated Learning, High Expectations, Classroom Behaviour and Experiencing Bullying and Sense of Inclusion were just some of the indicators that were above other schools. With a school enrolment of ~1500 students, the College is one of the largest in Wyndham meaning that the breadth of subjects allows for a great deal of student choice. The College School Improvement

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Policy, where students are able to redo major assessment pieces after receiving feedback, has been a major factor in the wonderful academic performances of our students as they were able to build on their knowledge and confidence in all subject areas. 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 countless Awards at the Wakakirri Story-Dance Festival is testament to the dedication and talent of our staff and students. Leadership qualities, evident in Hoppers Crossing Secondary College students, are cultivated with successful contributions to many events from local youth forums and public speaking programs to interschool debating and State Youth Parliament events. The vibrant sporting program offers the chance for students to compete in a wide range of sports, with individuals and teams representing the College and achieving success at regional and state levels. As the school concludes a $10 Million building program, where an additional Gymnasium and Performing Arts complex is being built and all Science and Food Technology classrooms are being refurbished, I believe our students will have some of the best facilities in Wyndham in these areas. To find out more about our College, I invite you to attend one of our Open Days or monthly tours. Keith Halge, College Principal

2024 Open Days Tuesday, 5th March & Sunday, 5th May To attend, follow the link www.trybooking.com/CLAFT visit www.hopcross.vic.edu.au,

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or scan the QR code

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Hume Central Secondary College HUME Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1,200 students which has continued to grow in recent years. At Hume Central Secondary College we are a positive and creative learning community that prepares students for a successful life. We pride ourselves on having a safe, calm and orderly environment and we are dedicated to educating the whole person. 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, two Year 7-9 Junior Campuses and a Year 10-12 Senior Campus. Our Blair Street Junior Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia. High Ability Program (HAP) Hume Central Secondary College’s High Ability Program operates at Years 7, 8 and 9 at both junior campuses. The HAP program has been especially developed to cater for the needs of highachieving students by providing them with challenge and enrichment within a motivated and academically high-achieving peer group.

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Senior Pathways The emphasis in senior years is on working with students to help them to develop and practice the skills they will require for success in tertiary education and the workforce such as the ability to make decisions, accept responsibility and manage their time. In the senior years, students work with teachers to create a learning pathway that ensures they leave as young adults with the skills they need for a successful transition to life beyond secondary school. We believe that every learning pathway is valid and must be nurtured, and hence the college provides a diverse range of VCE subjects, the VCE Vocational Major and Victorian Pathway Certificate as well as a number of VET subjects. We strongly believe that the key to a happy and successful education is the quality of the relationships that are formed between all members of the school community. We aim to ensure that every student feels safe and connected at all times. The dignity and respect for every person within our community underpins all that we do as a community, working collaboratively to assist each member of the community to achieve their hopes, dreams and aspirations. We welcome your enquiries at any of our campuses and encourage you to visit our website for more information. www.humecentralsc.vic.edu.au Follow us on Facebook at www.facebook.com/ humecentralsecondarycollege/

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A career in community journalism CHOOSING a career in community newspapers offers a unique and fulfilling path for individuals passionate about storytelling, community engagement, and the impact of local news. While the media landscape has evolved with the digital age, community newspapers continue to play a crucial role in keeping people informed about the issues that matter most in their neighbourhoods. The Personal Connection: One of the most compelling aspects of working in community newspapers is the personal connection with the stories being told. Unlike larger publications that may focus on broad national or international issues, community journalists delve into the heart of local communities, telling stories that resonate with the people they serve. This connection allows for a deeper understanding of the issues, challenges, and triumphs that shape the community’s identity. Building Trust and Relationships: Community journalists have the opportunity to build strong relationships within the neighborhoods they cover. Through consistent and thoughtful reporting, they become trusted conduits of information, providing a voice to the community and fostering a sense of unity. This level of trust is a powerful tool, as it allows journalists to address important issues, share inspiring stories, and advocate for positive change with the backing of a community that knows and respects their work. Varied and Impactful Work: Working in community newspapers often means wearing multiple hats, from reporting and writing to photography and editing. This diversity of tasks allows individuals to develop a broad skill set, making them versatile and adaptable in the rapidly changing media landscape. Moreover, the impact of their work is tangible, directly influencing the lives of the people in their community. Whether it’s covering local events, highlighting the achievements of residents, or addressing civic concerns, community journalists play a pivotal role in shaping the narrative of their towns and cities. Advocacy and Social Impact: Community newspapers serve as advocates for positive change, shining a light on issues that might otherwise go unnoticed. Journalists in this field have the opportunity to address social

We explore the reasons behind considering a career in community journalism, the distinctive aspects that make it rewarding, and the valuable contributions it makes to society. injustices, promote community initiatives, and contribute to the overall well-being of the areas they cover. Through investigative reporting and in-depth storytelling, they can bring attention to important matters and drive conversations that lead to positive outcomes. Navigating Challenges and Celebrating Triumphs: While a career in community newspapers offers numerous rewards, it comes with its share of challenges. Limited resources, tight deadlines, and the constant demand for fresh and engaging content can be demanding. However, these challenges are often balanced by the satisfaction of seeing the direct impact of one’s work on the community. Celebrating the triumphs, both big and small, becomes a shared experience, fostering a sense of accomplishment and pride among community journalists. Choosing a career in community newspapers is more than a job; it’s a commitment to telling the stories that shape the very fabric of society. It is about being an integral part of the community, capturing its essence, and contributing to its growth and well-being. As technology continues to reshape the media landscape, the importance of community journalism remains unwavering. Those who embark on this journey find not only professional fulfillment but also a unique opportunity to make a lasting impact on the communities they serve. In a world that increasingly values local connections and grassroots movements, community newspapers stand as a testament to the enduring significance of storytelling at the heart of our society. Secondary Education

John Paul College JOHN Paul College is a co-educational Catholic secondary school in Frankston, with a commitment to maintaining an environment and culture where all members of the College community experience a sense of belonging and are recognised as unique. At the heart of the College is the desire for each student to flourish across religious, physical, cognitive, emotional and social domains. Students enjoy coming to school as their personal narrative is known, respected and valued. A diverse and rich curriculum is provided in all year levels to ensure interests, talents and aspirations are catered for and nurtured. We aim to challenge students; to inspire them to achieve, to explore and to understand different ways of thinking and to take advantage of the many opportunities that are available to them. An array of extracurricular activities are on offer at John Paul College, including sports, debating, public speaking, community service, youth ministry, social justice, chess club and performing arts. John Paul College offers students the opportunity to experience community life in a faith-filled environment. Each student is invited to develop their personal faith through sacramental celebration, prayer, liturgy, year level retreats, social justice initiatives and fundraising efforts. The College grounds are large and beautifully landscaped, providing plenty of space for students to learn and socialise. The state-of-the-art facilities include a modern and well-appointed Resource Centre, sporting grounds and courts, Individual Learning Centre and fully equipped Science laboratories.

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The Ngargee Centre for Performing and Visual Arts is a wonderfully appointed space; comprising of modern facilities for music, drama, dance, media and fine arts. Involvement in the Arts provides students with the platform to develop their creativity and confidence. Sporting opportunities are wide and varied for students at all year levels in both individual and team competitions. Students of all skill levels are encouraged to participate through the House Swimming, Athletics and Cross Country Carnivals and those who excel are supported to go on to higher level competitions at regional, state and national levels. Investing in the future of our students, the College has developed a Masterplan after extensive consultation with staff, students, parents and the School Advisory Council. The plan outlines the continued development of facilities, ensuring our 14 hectare grounds and buildings meet the demands of an advancing curriculum. The Stage 1 expansion of the College’s Masterplan included the development of a new double storey Learning Building, named the Chaminade Centre and a refurbished Food Technology Building. The addition of these two buildings adds significantly to the College’s existing infrastructure and supports 21st century learning at the College. The new developments will cater for the current and future strong growth in enrolments and provide spacious and engaging learning environments for students from Year 7 to 12. Discover John Paul College by registering to attend one of our Discovery Morning events in 2024, visit jpc.vic.edu.au for more information.

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Nurturing Maths skills IN an era dominated by technological marvels, the role of mathematics in education has often been questioned. With computers and calculators readily available to perform complex calculations, some argue that traditional math skills are becoming obsolete. However, the importance of maintaining math skills and knowledge transcends the convenience of technology. Mathematics is not merely a tool for calculation; it is a cognitive exercise that nurtures critical thinking, problem-solving abilities, and a deep understanding of the world. The following delves into why students should continue to cultivate their math skills rather than solely relying on computers and calculators. ■ Critical Thinking and Problem-Solving: Mathematics challenges students to think critically and solve problems systematically. Engaging with mathematical concepts helps develop logical reasoning and analytical skills that extend far beyond the scope of calculations. When students actively solve equations, puzzles, and mathematical challenges, they are honing their ability to dissect complex problems, identify patterns, and formulate creative solutions. These skills are essential not only in mathematics but also in various aspects of life and professional pursuits. ■ Conceptual Understanding: Relying solely on computers and calculators for mathematical computations can lead to a shallow understanding of concepts. A thorough comprehension of mathematical principles enables students to apply their knowledge flexibly in different scenarios. It allows them to recognize the underlying connections between various concepts, facilitating a more comprehensive grasp of mathematics and its applications. ■ Real-World Applications: Mathematics is ubiquitous in our daily lives, and many realworld situations require more than simple calculations. For instance, interpreting data, making financial decisions, and solving engineering problems demand a deeper understanding of mathematical concepts. Relying solely on technology can lead to errors if students lack the ability to interpret results critically or verify the plausibility of outcomes.

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■ Creativity

and Innovation: Contrary to the misconception that math is rigid and formulaic, it is a discipline that nurtures creativity and innovation. When students grapple with complex mathematical problems, they often need to explore multiple avenues, think outside the box, and devise novel approaches. These creative processes contribute to the development of innovative thinking that can be applied across various fields. ■ Mathematical Fluency: Mathematics is a skill that requires practice to maintain fluency. Relying solely on technology can lead to a decline in mental calculation skills, making students dependent on external tools for tasks that were once intuitive. Maintaining mathematical proficiency allows students to solve problems quickly and efficiently, fostering confidence in their abilities. ■ Cognitive Development: Engaging with mathematics exercises the brain in unique ways. The mental effort required to process mathematical concepts strengthens cognitive functions, including memory, attention, and problem-solving. This cognitive workout has a positive impact on overall brain health and mental agility. ■ Preparation for Advanced Studies and Careers: Many fields, including science, engineering, economics, and computer science, require a solid foundation in mathematics. Students who maintain their math skills have a competitive edge in pursuing advanced studies and careers in these domains. Additionally, many standardised tests and university admission exams still assess mathematical knowledge, underscoring its importance for academic and career success. Mathematics is not solely about calculating numbers. While computers and calculators offer convenience, they cannot replace the depth of understanding and skills that come from actively engaging with mathematical concepts. Students who maintain their math skills are better equipped to navigate real-world challenges, excel in various fields, and contribute meaningfully to society. As technology advances, the timeless value of mathematics as a mental exercise and a tool for intellectual growth remains undeniable.

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Imagine the ﬁnest possible education for your child… Imagination. Belief. Courage. Our rapidly growing school continues to emerge as a highly innovative school focused relentlessly upon the special needs of every individual. We promote students’ ability to ﬂourish in learning, wellbeing, and community participation. We are uncompromising in pursuit of this goal that permeates our activities and programs.

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 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 lead in their communities. We take this awesome privilege very seriously. A stimulating, intimate, and inclusive setting, Our families are our partners, and we join with you closely throughout your child’s committed to small student teacher-ratios, learning experience. We provide great care, we are passionate about academic rigor, reassurance, and close communication every positive student outcomes and a conﬁdent step of the way. self-image for every young person. With continued infrastructure enhancement Our educators are highly experienced at the college and in our local area, and our professionals, dedicated to excellence and proximity to the wonderful natural heritage of Darebin Creek, we are blessed with continuous improvement for their students surely one of the most beautiful campuses and for themselves. Every year 12 student in Melbourne. We offer very substantial and (bar none) discovers a highly positive inclusive student scholarships in every area pathway, be it academic or vocational, and of achievement, and these are designed to we congratulate them all - for they are encourage academic, social, and emotional growth for our young people. our future. These ﬁne people will always be members of our proud community. It would give me great pleasure to meet with you and your children to share the wonderful Our students have the opportunity for educational environment that is Lalor North early University studies during their year Secondary College. 12 program. This is achieved through our partnership with the Centre for Higher Timothy Cottrell PRINCIPAL Education Studies.

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We are no ordinary learning environment.

Discover Lalor North! A learning community for families seeking a high quality adventure in learning for their child… Safe, peaceful and friendly atmosphere

Inclusive Student Leadership approach

Personalised learning growth across the curriculum

Real-world career development program

Small class sizes

Broad VCE / VM offerings in senior years

Extensive scholarship program gram Rich and vari varied ied Programs Language Pro ograms

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114 Childs Road, Epping 9401 3888 lalornthsc.vic.edu.au/ lalor.north.sc@education.vic.gov.au

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Lyndale Secondary College LYNDALE Secondary College offers great advantages in the breadth of curriculum offerings. There is provision for specialist learning areas and facilities, extensive staff professional development, and a wide range of co-curricular programs which contribute to the fullest development of the student’s academic, cultural, artistic, social, and sporting achievements, while still maintaining a sense of belonging essential in all great schools. We aim to have each student move towards a successful and meaningful future, irrespective of where or what that might be. Select Entry Accelerated Learning Program Lyndale Secondary College is one of a small number of Department of Education schools in the state which is accredited to provide Select Entry programs for talented and gifted students and is a member of The Academy of Accredited SEAL Schools (TAASS). The SEAL Program initiative is part of the Lyndale Secondary College differentiated education priority which caters to the needs of the highly academically talented student. The program provides students with the opportunity to develop investigative, problem solving, analytical, and creative thinking skills which will challenge and engage students in a highly active style of learning. School Productions and Performing Arts Program Our recent school production of Mamma Mia was an absolute highlight of the year. It played five

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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. Completion of building program We have just completed a redevelopment of school buildings and grounds. Our new and engaging spaces connect and support our students to improve learning outcomes. The facilities completed include our new Senior studies building, Performing Arts centre, Visual Arts and Technology building, STEM building, Library building, Outdoor Sports courts, and Administration building. Our grounds also include a Junior school building and Sports stadium. 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

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Unraveling the gender disparity IN recent decades, a noticeable trend has emerged within the education system: girls consistently outperform boys in numerous academic subjects. This phenomenon has raised questions about the underlying factors contributing to this gender disparity and their implications for the educational landscape. While it’s important to note that generalisations do not apply to every individual, various factors shed light on why girls are frequently achieving higher academic success than boys. Learning Styles and Study Habits One potential explanation for the gender gap in academic performance is related to differences in learning styles and study habits. Studies suggest that girls often excel in skills that are enhanced by meticulous planning, organisation, and attention to detail. They tend to be more disciplined in their study routines, diligently completing assignments and reviewing material in a systematic manner. On the other hand, boys may be more inclined towards active, hands-on learning and may struggle with tasks that require extended periods of focused reading or writing. Classroom Behavior and Participation Classroom behavior and participation patterns can significantly influence academic outcomes. Girls are often characterised by their attentiveness, willingness to ask questions, and participation in classroom discussions. These behaviors contribute to a positive learning environment and facilitate deeper understanding of subjects. Conversely, boys may sometimes exhibit more disruptive behaviors, which can hinder their ability to absorb information effectively. This divergence in classroom behavior can lead to divergent academic outcomes. Social and Cultural Norms Societal and cultural norms can also play a role in shaping academic performance. Traditional gender roles and expectations might discourage boys from engaging in activities that are perceived as “feminine,” including excelling in certain academic subjects. Similarly, girls may receive more encouragement and support for academic achievement, leading them to invest more time and effort into their studies. These societal pressures and expectations can impact students’ self-perception and motivation to excel in school.

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With computers and calculators readily available to perform complex calculations, some argue that traditional math skills are becoming obsolete. Emotional Intelligence and Communication Skills Emotional intelligence and communication skills are crucial for success in many academic disciplines. Girls often exhibit greater emotional intelligence, empathy, and interpersonal skills, which can enhance their ability to collaborate, communicate, and excel in subjects that emphasise teamwork and effective communication. These skills are increasingly valued in various fields, contributing to girls’ academic achievements and their ability to adapt to evolving workplace demands. Focus on Soft Skills The modern education system increasingly values a range of skills beyond academic prowess, often referred to as “soft skills.” Girls are more likely to excel in areas such as empathy, teamwork, and adaptability. These skills are nurtured through activities that encourage cooperative learning and emotional engagement, which are prevalent in many subjects. As the job market evolves, the prominence of these skills gives girls an advantage in their future careers. Teacher Bias and Classroom Environment Teacher bias and classroom environment can inadvertently influence academic outcomes. Research suggests that teachers might unknowingly hold different expectations for boys and girls, affecting their assessments and interactions with students. Girls may receive more constructive feedback and encouragement, while boys’ potential might be underestimated.

Additionally, classroom environments that cater to specific learning styles might favour girls’ approaches to learning, inadvertently disadvantaging boys. The phenomenon of girls consistently outperforming boys in many academic subjects is a complex issue influenced by a multitude of factors. These factors encompass learning styles, study habits, classroom behavior, societal norms, emotional intelligence, and the evolving demands of the job market. It is crucial to recognize that gender disparities do not indicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeed in different contexts. Addressing this gender disparity requires a multifaceted approach that considers both the needs of boys and girls. Educators should focus on promoting diverse learning styles and creating inclusive classroom environments that encourage active participation from all students. Ultimately, recognising and celebrating the strengths and abilities of all students, regardless of gender, is paramount. By fostering an

It is crucial to recognize that gender disparities do not indicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeed in different contexts.

educational environment that values diverse learning styles, skills, and perspectives, schools can help bridge the gender gap and provide every student with the opportunity to reach their full potential.

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Engaging. MacKillop offers a range of extra-curricular activities, designed to complement all areas of teaching. Whether through art, music, sport, performance, international trips, debating, animal husbandry, community projects or pastoral care, MacKillop’s extra-curricular programs encourage students to discover what might give them the rounded education and sense of dignity they need.

MACKILLOP COLLEGE IS... Innovative. We take a great deal of care in designing our campus to keep our facilities state-of-the-art and constructed with ever more consideration towards environmental impact and sustainability. Our campus features a gymnasium; chapel; amphitheatre; digital technologies hub; art, music and ﬁbre technology centre; and a separate Year 9 campus designed to connect students to themselves, signiﬁcant others and the community. 12653859-ET05-24

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Holistic. Whether a student has an affinity for academia, applied learning, religion, sport or performance, MacKillop College strives to give our students the tools they may need to stand interdependently, as part of a wider community and an ever more globalised setting. We support the whole person based on what will beneﬁt them in their individual journey.

Celebrating all life • Challenging all people • Dreaming the new day

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Supportive. MacKillop is a Catholic College in the Josephite tradition, inspired by St Mary of the Cross MacKillop. We are proud of the land and culture we are a part of. We respectfully acknowledge the custodians of the land our College inhabits – the Kulin Nation. We weave the culture of this heritage together with the culture of our faith, serving both with honour and consideration to those who came before and those who will follow. Secondary Education

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Mater Christi College is uniquely situated in the beautiful Dandenong Ranges, easily accessible by public transport and charter bus. It draws students from a wide range of suburbs in the east, outer-east and southeast suburbs. We belong to a group of ten schools on the east coast of Australia known as Good Samaritan Education, and it is this strong tradition of honouring the voice and experience of women that drives our contemporary approach to girls’ education. We are intentionally middle-sized so that each girl is known. We provide a contemporary curriculum, a broad range of enrichment opportunities, as well as a safe place to learn and grow. 12653427-HC05-24

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COLLEGE TOURS Register Now Excellence in all-girls education 28 Bayview Road, Belgrave, VIC Telephone 9754 6611 materchristi.edu.au 12620984-HC05-24

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Marymede Catholic College MARYMEDE Catholic College is a young and vibrant school community with an established K-12 Campus in South Morang, and a new 7-12 Campus in Doreen, opened in 2024 for Year 7. We aspire, in the way of Mary, to give students a passion for life, a love of learning and a determination to be of service to others. Through our mission and values, we are committed to recognising and developing the unique potential of every student preparing them to adapt to change in the world we are living in. As a result, our curriculum nurtures the individual to achieve fullness of life through a balanced emphasis on academic, spiritual, social, emotional and physical wellbeing. Teachers and facilities provide students with every opportunity to develop their own interests and skills. An education at Marymede incorporates the latest technology, delivered by educators who deeply care about student outcomes, within an environment that stimulates and encourages excellence. The College places a strong, dual emphasis on personal endeavour and pastoral care, guiding our graduates to enter adulthood with confidence, self-esteem and the skills to successfully tackle life’s challenges. Our 2024 College Theme, Embracing Life’s Journey, encourages our students and community to recognise that life unfolds with various experiences - both positive and negative. Through the lens of scripture, we strive to instil the

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Differentiated learning and individual pathways continue to be at the centre of all that we do, as our new Key Directions light the path for our students and staff - as together we grow, lead and serve. awareness that God and Jesus accompany us on this intricate journey, each and every step of the way. Our growth has seen our College expand, not only with a new Campus in Doreen, but with a renewed and refocused Mission and Vision, and the development of our four Key Directions; Encountering Christ, Empowering students to Flourish, Aspirations for All and Fostering a Positive Culture and Environment. Differentiated learning and individual pathways continue to be at the centre of all that we do, as our new Key Directions light the path for our students and staff - as together we grow, lead and serve.

To discover more, please visit our website.

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Physical education & student wellbeing PHYSICAL education (PE) is often considered an integral component of a well-rounded education, contributing significantly to the overall wellbeing of students. Beyond its role in promoting physical fitness, PE encompasses a broad spectrum of benefits that extend to mental, social, and emotional dimensions. This piece explores the multifaceted ways in which physical education contributes to student well-being, emphasising the importance of a holistic approach to education that prioritises the health and happiness of individuals. Physical Fitness and Health: The most apparent and direct impact of physical education on student well-being is the promotion of physical fitness and overall health. Engaging in regular physical activity during PE classes helps students develop cardiovascular endurance, muscular strength, flexibility, and coordination. These physical benefits contribute to the prevention of chronic health conditions, such as obesity and cardiovascular diseases, laying the foundation for a healthy lifestyle throughout their lives. Stress Reduction and Mental Health: Physical activity has a profound impact on mental health by acting as a natural stress reliever. PE classes provide students with an opportunity to release built-up tension, reduce stress levels, and improve mood through the release of endorphins—hormones associated with positive feelings. The mental health benefits of PE extend beyond the classroom, positively influencing students’ overall wellbeing and resilience in the face of life’s challenges. Development of Motor Skills: Physical education plays a crucial role in the development of fundamental motor skills in students. From basic movements like running and jumping to more complex skills such as throwing and catching, PE classes contribute to the refinement of motor skills essential for daily activities and sports participation. The mastery of these skills enhances students’ confidence in their physical abilities, fostering a positive selfimage and a sense of accomplishment. Social Interaction and Team Building: PE provides a unique setting for social

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The positive habits, skills, and attitudes cultivated through physical education extend far beyond the school years, shaping individuals who are not only physically fit but also resilient, socially adept, and equipped for a lifetime of well-being and success. interaction and team building. Participating in group activities and team sports promotes cooperation, communication, and the development of interpersonal skills. Students learn to work collaboratively, appreciate diversity, and cultivate a sense of camaraderie. These social interactions contribute to the creation of a positive and supportive school community, fostering a sense of belonging and enhancing overall well-being. Lifelong Physical Activity Habits: Physical education lays the foundation for the development of lifelong physical activity habits. By exposing students to a variety of activities and sports, PE classes help them discover enjoyable ways to stay active beyond their school years. The cultivation of a positive attitude towards physical activity during childhood is instrumental in creating habits that contribute to a healthier and more active lifestyle throughout adulthood. Improved Concentration and Academic Performance: There is a strong correlation between physical activity and cognitive function. Engaging in regular physical exercise has been shown to enhance concentration, memory, and academic performance. PE classes provide a structured outlet for energy release, allowing students to return to academic tasks with increased focus

and readiness to learn. This connection underscores the importance of physical education as a complementary component of a comprehensive educational experience. Healthy Body Image and Self-Esteem: Participation in physical education activities promotes a positive body image and self-esteem. PE classes emphasize the importance of effort, improvement, and individual progress rather than focusing solely on competition or external standards. This approach helps students develop a healthy relationship with their bodies, fostering a sense of self-worth and confidence irrespective of their athletic abilities. Exposure to a Variety of Physical Activities: Physical education exposes students to a diverse range of physical activities, allowing them to discover their interests and talents. Whether its team sports, individual activities, or alternative forms of exercise like yoga or dance, PE classes provide a platform for students to explore different avenues of physical expression. This exposure contributes to a holistic understanding of health and fitness, catering to the diverse preferences and needs of individual students. Time Management and Discipline: Regular participation in physical education requires students to manage their time effectively.

PE classes teach students to prioritise physical activity within their schedules, fostering habits of discipline and time management. These organisational skills contribute not only to their physical well-being but also to the development of essential life skills that extend beyond the realm of physical education. Promotion of Lifelong Well-Being: The holistic benefits of physical education extend beyond the school years, contributing to lifelong well-being. By instilling a foundation of physical fitness, promoting mental health, and fostering positive attitudes toward physical activity, PE sets the stage for individuals to lead healthier, more active, and fulfilling lives well into adulthood. The importance of physical education in contributing to student well-being is evident in its multifaceted impact on physical, mental, social, and emotional dimensions. By prioritising physical education within the educational framework, schools not only promote healthier lifestyles but also contribute to the holistic development of students. The positive habits, skills, and attitudes cultivated through physical education extend far beyond the school years, shaping individuals who are not only physically fit but also resilient, socially adept, and equipped for a lifetime of well-being and success.

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Nazareth College is Catholic CoEducation at its best and we stand apart as more than just a secondary school; we are a dynamic learning community dedicated to academic excellence and the holistic development of every individual— physically, intellectually, socially, and spiritually. Our goal is to prepare students for life, equipping them with skills, knowledge, and values to become responsible, compassionate, and successful citizens. Join the Nazareth family for a unique educational experience that encompasses faith, wisdom, and knowledge. Enrol now to be part of something extraordinary.

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Visit our new building improvements including: • State-of-the-art media centre with green screen room and recording studio • VCE & VET Hospitality Centre • Specialised science wing • The brand new Maker Space for STEM/Robotics/Lego • Outdoor classroom • VCE Study Centre and much more.

www.nazareth.vic.edu.au enrol@nazareth.vic.edu.au

NAZARETH COLLEGE

Enrolments for Year 7, 2026 intake due 16 August.

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Student-led school tours are available all year, visit qrco.de/naztours for the latest dates.

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Norwood Secondary College ESTABLISHED in 1958, Norwood Secondary College celebrates its 66th year of providing our community with an outstanding and broad range of educational experiences. Located in a beautiful setting overlooking the Mullum Mullum Creek Valley. Our bonds with the community are a significant feature in our feeder Primary Schools and the contributions of parents and friends are valued and encouraged across all aspects of our learning community. Norwood Secondary College is committed to providing our students with an environment that is both inspiring and nurturing. The College has a proud tradition of ensuring our students are provided with an excellent educational experience and opportunities to grow intellectually, socially and ethically. It is our belief that our students will benefit from exposure to a broad range of learning experiences, in and out of the classroom, and our programs are developed with this as a core goal. Our students leave the College equipped with the skills and self-belief to continue to learn as their lives progress. They also understand the importance of seeking to be the best they can be in all their endeavours. Our Values: Respect All members of our community are expected to respect the College, others and themselves Aspiration Students are encouraged to be the best they can be, in all endeavours Responsibility All members of our community are expected to take responsibility for their actions Resilience The College will support and assist our community members to develop both a strong sense of worth and the capacity to overcome negative experiences or disappointments Staff interactions with students are guided by these principles and we seek to develop all our students’ understanding of these values, as expressed both at school and in their daily lives. To support personal development, a staff - student Mentoring Program operates from Years 7 to 12.

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With the aim of developing successful learners, confident and creative individuals and active and informed citizens, a comprehensive 7 to 10 curriculum is offered covering all Learning Areas. The College also offers an Enrichment Program (EP) from Year 7 to 10 and a core and elective program within the Year 9 and 10 Curriculum. Year 9 students enjoy a range of off-campus activities including a City Experience. There are opportunities for Year 10 students to access a VCE subject. Year 11 and 12 students can undertake the VCE or the VCE Vocational Major. 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 interschool sport, with many state titles having been won over past years. Student leadership is encouraged through a significant range of opportunities including College Captains and Prefects (each with specific portfolios), Year Level Leaders, Student Representative Council, House Leaders (leading a program of events that involves both sport and the performing arts), interschool sports and a Peer Support Program. Student wellbeing is given a strong emphasis at Norwood, with formal structures including Heads of Year Level and Year Level Coordinators, Junior and Senior School Principals overseeing our two sub-schools, Careers and Pathways Counsellor, Student Wellbeing Counsellors and a Health Centre Coordinator. Every student is supported by a Mentor teacher who takes an interest in their wellbeing and assists them in setting learning goals. Student contributions and achievements are valued and acknowledged, as is parent involvement. Andrew Sloane, Principal

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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 WKH\ VKRXOG VWULYH WR GR WKHLU EHVW LQ DOO HQGHDYRXUV WR XQGHUVWDQG WKH EHQH¿WV LQYROYHG LQ EURDGHU VFKRRO 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.

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Nossal High School VICTORIA’S first fully academically selective coeducational Government High School, and one of only four academically selective high schools in the state, Nossal High School has been purpose designed to suit an adult, academically focused and highly aspirational cohort of students. The buildings are high tech. and ICT rich, mirroring features and approaches usually found in universities. Nossal High School is committed to providing an innovative, inclusive and dynamic educational environment. We aim to challenge our students to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We aim to build their skills, self-confidence, leadership abilities and community spirit through a rigorous but rich and varied, curricular and co-curricular program. We want our graduates to be aspirational, ethical and responsible citizens who conduct themselves with humility and compassion. For further information regarding Nossal High School we invite you to visit nossalhs.vic.edu.au or book a place in one of our Principal run tours or at our upcoming Information Night. When you choose a Victorian Selective Entry High School, you are ensuring your child has the opportunity for an exceptional education at one of only four schools exclusively designed for academically talented students.

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We want our graduates to be aspirational, ethical and responsible citizens who conduct themselves with humility and compassion. As proud government schools, each school has a unique approach and a shared purpose in nurturing excellence in young adults from Years 9-12. For further information about Nossal and the other Victorian Selective Entry High Schools visit www.vic.gov.au/selective-entry-high-schools Applications for 2025 enrolment open in early 2024. If you wish to be notified when applications open, register your email address at selectiveentry.acer.org/vic/apply. Nossal High School Tours Principal tours run from 9.30am on specific dates throughout the year. Bookings for these tours are available at www.trybooking.com/ CFYUJ. Visit our website at www.nossalhs.vic.edu.au/ enrolment-information/ for more information.

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

Learn more about our school or book a tour at http://nossalhs.vic.edu.au/

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Parade College PARADE College has been at the forefront of educating young men for over 150 years. Comprising two campuses, with the Year 7-12 VCE Pathway at Bundoora and the Year 10-12 VCE VM Pathway at Preston, Parade College offers a world of opportunities for students. There are over 40 VCE subjects available and 20 VET Certificates. Our House System provides the foundation for student wellbeing. Each of our five Houses is led by a House Leader who supports their team of Tutor Teachers to care for the students in their House. To create a strong sense of belonging and community, students are assigned to multilevel Tutor Groups and remain with their Tutor Teacher for three years during Years 7-9 and Years 10-12. An extensive network of support programs is available to assist students including a large multidisciplinary Learning Diversity Team, Careers and Academic Advisors, Counsellors, and Youth Workers. Student voice is encouraged as is participation in a wide variety of Community Action and Social Justice programs. Our academic programs include the Altior program for highly able Year 7-9 students with students placed in classes with like-minded peers. The ExCEL program for Year 9 students includes a variety of Extended Learning Projects, as well as learning4life, a series of Personal Development seminars. Students who are high achievers in Year 9 are well-placed when applying to accelerate into available VCE Unit 1 and 2 subjects in Year 10, and VCE Units 3 and 4, in Year 11. Parade College is a Registered Training Organisation (RTO) providing apprenticeship and VET training to Year 10, 11, and 12 students in our purpose built, state of the art, facilities. Through our partnership with La Trobe University, our Senior Sport Academy offers students seeking a career in business or sports science, direct entry into a number of Bachelor degrees. Additional specialist sporting programs include the Year 7 Sport Development Program, the Specialist High Performance Sport Stream and the Manchester City Football School where, from Year 7, students can receive instruction from a Manchester City coach who is employed fulltime at Parade College. Manchester City Football School students are trained in the same manner as elite Juniors worldwide who participate

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Our House System provides the foundation for student wellbeing. Each of our five Houses is led by a House Leader who supports their team of Tutor Teachers to care for the students in their House. in Manchester City feeder programs and participation is incorporated into students’ daily timetables. As a member of the Associated Catholic Colleges (ACC) our students participate in sporting, chess, debating, public speaking, culinary, and music, events and competitions. Our Music programs include studying music through to VCE Music and VET Music Industries, instrumental music lessons, and the opportunity to join numerous ensembles including concert, jazz, and rock bands, as well as instrument specific ensembles. In addition, students can perform in College productions, at assemblies, recitals and community events, and complete music examinations. Instrumental Music Tuition Scholarships are available. Parade College partners with Mercy College in Coburg to produce our annual Drama Production and has a new partnership commencing in 2024 with Santa Maria College in Northcote which will lead to increased VET Certificate offerings at our Preston Campus and working together on a Musical Production. Education at Parade College is deliberately holistic ensuring there are many opportunities for the growth of the whole person – academic, physical, emotional, creative, and spiritual. We strongly value partnerships with external organisations so that our students have every opportunity to fulfil their potential. These include Diamond Valley Basketball, La Trobe University, Manchester City Football Club, Melbourne City Soccer, Melbourne Indigenous Transition School, Melbourne United, and the Northern Knights.

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WELCOME TO OUR

SCHOOL OPEN NIGHTS

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STEP 2024

A SELECTIVE TALENT ENRICHMENT PROGRAM

A STEP TOWARD SUCCESS INFORMATION EVENING WEDNESDAY 17TH APRIL 6:30 – 7:30 PM APPLICATION CLOSE FRIDAY 2ND AUGUST Sapphire Street, Niddrie 3042 Ph: 9337 2488 www.rosehillsc.vic.edu.au/step 12636491-RR44-23

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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 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. 12621015-RR44-23

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Sacré Cœur SACRÉ Cœur is an Independent Catholic School where young women are inspired and challenged to shape the world. The transformation of heads, hearts and hands lies at the heart of a Sacré Cœur education. Our holistic approach to educating young women unites academic endeavour with a deep sense of care for each child and strength of community to create the truest expression of the Sacré Cœur way. Laughter, inclusivity, deep friendships and the diversity of opportunity are evidenced in the girls’ education. Our young women are encouraged to raise their voices and to look outwardly, applying their wisdom and skill. Students at Sacré Cœur feel a palpable sense of belonging and connection to their lived experience and benefit from of a rich diversity of faiths within our community. Our students benefit from our highly qualified and passionate teachers, many of whom are curriculum experts and VCE assessors. Our teachers embrace each child as an individual, meeting their learning and wellbeing needs from Prep to Year 12. As a result our young women flourish and achieve exceptional VCE results. We are privileged to belong to an international Sacred Heart family of over 150 schools across 41 countries. Our international family deepens our sense of community as we learn together through exchanges, and engage social justice initiatives

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Junior School Children are naturally enthusiastic and curious. The learning experiences we deliver build upon their inquisitiveness in a stimulating and caring environment. Our new fee schedule makes it more accessible than ever before. Senior School As young women start to realise their full potential they find their strengths and passions. We nurture our young women on this journey of self discovery and academic endeavour so they feel empowered to find their place within the world. Year 9 Program Called Notre Monde, the program focuses on fostering growth in resilience, communication, teamwork, creativity, leadership and problem solving. Mindfulness, community service and physical challenge also form an integral part. New Steam Building Creativity is a cornerstone of a Sacré Coeur education. From the Creative and Performing Arts to design thinking in STEM, we nurture the skills of creative thinking so that our young women can see and solve the challenges of today and the future. From 2021 we have enjoyed exciting new learning spaces to support the development of our students’ creativity. The new Science, Technology, Art, Mathematics and resource building, has given our students four levels of inspiring learning spaces.

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Salesian College Sunbury AT Salesian College Sunbury, we pride ourselves on preparing students for the future. Motivated by our Salesian charism, we provide a quality education and promote our school values of Community, Learning, Excellence, and Faith, both in the classroom and in everyday life. Our culture is inspired by the example of Saint John Bosco (Don Bosco), the founder of the Salesians, and in 2023, we were proud to celebrate 100 years of Salesian presence in Australia. Our College motto, ‘Striving in Life’, reflects our belief that, given the opportunity and right environment, every student can strive for success. Our students are encouraged to have a voice in all aspects of their learning, and our broad range of subjects allows them to be challenged and to open their minds to the potential in their future. In 2024, we are launching a brand-new curriculum structure – My Salesian Passport – that celebrates innovation in teaching and learning. The program is designed to empower our students to embrace their unique interests and abilities and build a learning pathway that optimises motivation and engagement from Year 7-12. We are lucky to be based on beautiful and unique College Grounds that feature a working farm, an indoor sports stadium, a lake, a Heritage mansion, and premium facilities. Our latest

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The program is designed to empower our students to embrace their unique interests and abilities and build a learning pathway that optimises motivation and engagement from Year 7-12. building projects include a contemporary food technology building, and a state-of-the-art STEAM centre (due for completion later in 2023). Our commitment to cutting-edge infrastructure and facilities is reflective of our overarching goal to provide an environment that instils a love of learning in our young people and inspires them to strive in life. Our students are empowered to take an active part in their school journey through student voice and leadership opportunities, and co-curricular clubs and activities. Why not hear from the students themselves? Visit our website to book a space on one of our onsite, student-led tours where you will discover our unique campus and see what sets us apart!

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Scoresby Secondary College Scoresby Secondary College provides a safe, supportive • Extensive range of enhancement and enrichment opportunities including Top achievers Program from and challenging learning environment that focusses on Year 7, business, and industry mentoring programs nurturing the whole person in order to develop active and self-aware contributors to our global community. • Outstanding performing arts, music and Located in the city of Knox our growing community media programs has gained national and international recognition • There is an assessment system in place that provides for quality teaching and learning and high student a picture at any moment in time of each student’s learning growth with the College being listed in the top literacy and numeracy progress against targets schools in Victoria for the highest growth in literacy and and expectations numeracy for the past four years. • Each student knows, understands and practices There following are key areas upon which we base our the values and behaviours that are expected student’s success: of all students in the school and more broadly in society • 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

For Information Regarding Enrolments and Tours Telephone 9765 4100 | Email scoresby.sc@education.vic.gov.au

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Open Day Tuesday 26 March 2024

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Inspiring and Achieving Brilliance

EXPERIENCE

SUCCESS August 2023 recognised for outstanding student NAPLAN results with 81% students in Year 9 exceeding or strong in reading (21% higher than the state average) 74% of students exceeding or strong in numeracy (14% higher than the state average) 67% of students exceeding or strong in punctuation and grammar (15% higher than the state average)

Tour Bookings www.trybooking.com/book CRICOS Provider: 00861K

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Teaching children about teamwork IN today’s interconnected and rapidly changing world, teamwork has become an essential skill that children need to learn from an early age. Teaching children about teamwork fosters a collaborative spirit, enhances social skills, promotes effective communication, and prepares them for success in both their personal and professional lives. The following explores the significance of instilling teamwork values in children and the benefits it brings to their overall development. Collaboration and shared responsibility: Teaching children about teamwork instils in them the value of collaboration and shared responsibility. In a team, individuals learn to work together towards a common goal, pooling their strengths, skills, and ideas. By encouraging children to participate in team activities, they learn the importance of cooperating, compromising, and supporting one another. This helps them develop a sense of belonging, build stronger relationships, and understand that success is achieved collectively. Enhanced social skills: Teamwork provides an ideal platform for children to enhance their social skills. It exposes them to diverse perspectives, enabling them to understand and appreciate different viewpoints. When working with others, children learn to respect and value their teammates’ opinions, practice empathy, and resolve conflicts constructively. These interpersonal skills are vital for building positive relationships throughout their lives, both personally and professionally. Effective communication: Teamwork facilitates the development of effective communication skills in children. They learn to articulate their thoughts, listen actively to others, and express their ideas clearly and respectfully. By engaging in team discussions and collaborating on projects, children become proficient in communicating their viewpoints, leading to better understanding and cooperation within the team. Effective communication skills are essential for success in all aspects of life, from personal relationships to future careers. Problem-solving and critical thinking: Teamwork exposes children to various problemsolving situations, encouraging them to think critically and find innovative solutions. Through

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brainstorming sessions and collaborative decision-making processes, children learn to evaluate multiple options, analyse different perspectives, and arrive at well-informed conclusions. This nurtures their ability to think critically, adapt to different situations, and solve complex problems collectively, skills that are vital in a rapidly evolving world. Preparation for future success: Teaching children about teamwork prepares them for success in their future endeavours. In today’s professional landscape, the ability to work effectively in teams is highly valued. Employers seek individuals who can collaborate, communicate, and cooperate with others to achieve organisational goals. By learning teamwork skills at an early age, children develop a competitive edge and a strong foundation for their future careers. Teaching children about teamwork is of paramount importance. It equips them with vital skills such as collaboration, enhanced social skills, effective communication, problem-solving, and critical thinking abilities. These skills not only contribute to their personal development but also lay the groundwork for their future success in various aspects of life. By fostering a teamoriented mindset from a young age, we empower children to become responsible, empathetic, and effective contributors to their communities and the world at large.

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St Aloysius College ST ALOYSIUS College proudly celebrates a significant milestone this year as it welcomes its second co-educational Year 7 cohort, following the momentous transition from an all-girls institution to a co-educational format that commenced in 2023. With over 135 years of rich history, the College has embraced this change, responding to the strong desire of families in Melbourne’s Inner North West to provide a Catholic education for both their sons and daughters. The overwhelming support from parents, students, and staff underscores the College community’s commitment to fostering an environment where students thrive academically, personally, and socially. Rooted in the Catholic tradition of the Sisters of Mercy, St Aloysius College goes beyond academics, exemplifying the profound benefits of a values-based education. Guided by the Mercy Education values of compassion, justice, hospitality, service, respect, and courage, students are not only prepared for academic success but also empowered to navigate the complexities of the modern world with a holistic approach to mind, body, and spirit. Central to the College’s educational vision is a dedication to individual wellbeing. Recognising the uniqueness of each student, St Aloysius College programs prioritise their wellbeing and lay the groundwork for academic and personal brilliance. The co-educational curriculum emphasises collaboration, respect, and

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understanding between genders, fostering empathetic leaders capable of engaging in respectful dialogue and driving positive change in their communities. St Aloysius College’s comprehensive curriculum integrates academics with the Universal Learning Program (ULP) and a diverse range of co-curricular activities spanning STEAM, sport, languages and the Arts. This approach provides students with opportunities to explore their interests and develop essential skills, nurturing critical thinking and intellectual curiosity. The College’s commitment to an individualised approach recognises the needs of the whole person, equipping students with interpersonal skills, adaptability, and resilience for success in the many diverse professional and social environments they will experience throughout their lives. As the College embarks on this transformative co-educational journey, it prepares students for the real world beyond the school gates. Graduates of St Aloysius College emerge as compassionate, confident, and well-rounded individuals, ready to face the challenges that lie ahead. Enrolments for Year 7 in 2026 are now open, with applications closing on Friday, 16th August 2024. Families are invited to join a campus tour and become part of a community that values curiosity and coeducation, preparing students for a brilliant future.

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The future belongs to the Curious www.aloysius.vic.edu.au 31 Curran Street North Melbourne VIC 3051 P 03 9325 9200 Secondary Education

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St Helena Secondary College ST HELENA Secondary College, situated in Eltham North, prioritizes holistic child growth. With a rich educational history, we aim to nurture globally-minded citizens ready for the digital era. Our core values - Respect, Responsibility, and Personal Best - foster connection in a secure and enriching learning space. St Helena Secondary College is a high-demand school and the school of choice for many families. We know the transition from Primary School to Secondary School can be as daunting as it is exciting. Our highly experienced Transition team partner with families, students and primary schools to facilitate a smooth transition to our stand-alone Year 7 Junior School, quickly establishing new students as an integral part of our community. Our ‘Strive’ program underpins holistic development through Learning Skills, Positivity, and Pathways streams, nurturing academics, emotional skills, and individualized routes. The ACE program caters to gifted students, providing an enriched curriculum and potential university subject study in their final year. The acclaimed music program, with 220+ students, excels in competitions, while our Performing Arts team garners awards winning several Victorian Music Theatre Guild Awards and Lyrebird Theatre Awards.

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Our highly experienced Transition team partner with families, students and primary schools to facilitate a smooth transition to our standalone Year 7 Junior School, quickly establishing new students as an integral part of our community. The Sports Academy sharpens athletes in Football and Basketball, focusing on various aspects of skill and performance. Diverse camps and tours enrich cultural and personal growth. Our extensive subject range, including VCE, VM, and VET options, caters to diverse interests. Over 40 subjects are offered yearly, ensuring any and all pathway interest is catered for.

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The Best School for Your Child

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An inclusive school community, we welcome families from all faith backgrounds and cultures.

We educate the whole child. We have diverse programs to support students’ strengths and aspirations. 156

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Accessible and Affordable Private Education Gateway of Opportunities

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Find your Place

Connect with our community on a Principal led tour every Thursday

REGISTER www.sjrc.vic.edu.au State of the art facilities including the new 21st century STEM centre. Unique program in partnership with Dandenong City Soccer Club.

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St Joseph’s College ST JOSEPH’S College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto, ‘Agite Quae Didicistis’, translated as ‘Put into practice what you have learnt’, underpins our approach to a holistic education for boys in the 21st Century. Innovative and progressive teaching methods are applied to maximise engagement and success. Our curriculum is designed specifically to cater for boys’ needs with a ‘hands on’ approach to learning. Our trademark Year 9 program operates at the Valdocco Campus within our beautiful grounds at the foot of the Dandenongs. The College offers after school tuition four nights a week. The GATE (Gifted and Talented education) program provides students with opportunities for enrichment and acceleration. There are several programs that support students with special needs. Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences. Our Masterplan ‘Towards 2040 and Beyond – An Adventure in the Spirit’ responds to the challenges of 21st Century learning. State of the art Year 7, Science, STEM and Digital Technologies facilities offer the most incredible start to secondary school. Our senior students absolutely love the new Year 11 and 12 spaces which include collaborative Learning Hubs. Dynamic new Visual and Perform ing Arts facilities complement the skills and creative flare of young men. The College’s extensive sports facilities include an improved AFL and Cricket Ground, FIFA size Soccer Field and Hockey Pitch. To further complement the developments, eight tennis courts, cricket nets, running track and a range of field events are featured in the incredible expansions. As a member school of the Associated Catholic Colleges (ACC) competition, students enjoy opportunities in an extensive range of sports, debating, public speaking, arts and technology, chess, drama, music and rally days. Our High-Performance Sports Program provides students with access to specialist coaching, skills development and mentoring. The teacher-student, teacher-family and student to peer relationships cultivated at the

Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences. College are what truly set St Joseph’s College apart. Teaching respect within relationships is what prepares our boys for life. The College works to ensure that students are equipped to effectively take up roles in a rapidly changing world. Our students are equipped with iPads and MacBooks from the beginning of their journey at the College. STEM, Digital Technologies and Robotics form part of our Learning Program. Digital Citizenship approaches enable students to embrace responsible citizenship within a global community. The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart. We offer the best of both worlds – an outstanding VCE pathway and an impressive VCE Vocational Major pathway with vocational and trade options taking place on campus and externally. As experts in boys’ development, we focus on the growth of their academic skills, faith and spirituality, relationships and physical and emotional wellbeing.

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Join us at one of our Enrolment Events:

Principal’s Tours

Open Days

Grade 4,5 Virtual Tours Enrolment and 6 ‘Taster’ with the Enquiry, Meet Days Principal and Chat

5 Brenock Park Drive, Ferntree Gully VIC 3156 p (03) 9756 3112 e enrolments@stjosephs.com.au

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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 to provide students with a range of opportunities in the Later Years. Our College is an accredited International Student Program provider. This program has enabled the College to work closely with the Department of Education and the local community to engage in cultural immersion and promote diversity. The College has students and families from 45 different nationalities enrolled at our school, supporting a culturally and linguistically diverse learning environment. Sunbury Downs College offers a wide range of inclusive activities and programs which cater to all students. Some of these include Debating and

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This program has enabled the College to work closely with the Department of Education and the local community to engage in cultural immersion and promote diversity.

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 has a House and Sports program with whole school carnivals for Athletics and Swimming, and there are also Year Level and specialised camps and excursions. We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom. Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinator. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinator provides valuable advice as students successfully pathway into university, TAFE and the workforce. Our College values of Respect, Resilience, Ambition and Community are embedded within our teaching and learning practice. These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by all community members.

Sunbury Downs College ‘Con dence to Achieve’

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VCE results consistently at or above state average A safe, inclusive and secure learning environment Suppor ng student’s wellbeing by understanding the needs of each child Recently modernised & upgraded facili es Accelerated Curriculum & Enrichment (ACE) program Broad extra curricular program

Our work is underpinned by our College values;

Respect | Resilience | Ambi on | Community Aco-educĂƟŽnalschoolwithdedicatedteacherswhoimplementinnovaƟǀeideastosƟmulatelearning Contact 9744 0500 or sunbury.downs.sc@educa on.vic.gov.au

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Suzanne Cory High School SUZANNE Cory High School is a select entry high school in Western Melbourne, for academically high-achieving students in years 9 to 12. 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 curriculum to enable a faster pace of learning, 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 program at SCHS, with a strong focus on teaching students’ strategies to maintain and improve both physical and mental health. Our student wellbeing 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

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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. Students choose from a range of options to 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 Students interested in Suzanne Cory High School 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.

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Keeping our planet clean & healthy IN today’s rapidly changing world, the need for environmental stewardship and sustainability has become more urgent than ever. Schools play a crucial role in shaping the minds and values of future generations, making them an ideal platform for instilling eco-consciousness and promoting responsible environmental practices. The following explores how schools can actively contribute to keeping our planet healthy and clean through various initiatives and educational approaches. ■ Environmental Education: Schools can incorporate environmental education into their curriculum to raise awareness and understanding of environmental issues. By teaching students about ecosystems, climate change, waste management, and conservation, schools empower students with the knowledge and skills to make informed decisions and take positive action. Environmental education can be integrated across subjects, fostering a sense of environmental responsibility in students. ■ Sustainable Infrastructure: Schools can lead by example by implementing sustainable infrastructure and practices within their own premises. This can include energy-efficient lighting, solar panels, rainwater harvesting systems, waste management programs, and recycling initiatives. By showcasing sustainable practices, schools inspire students to adopt similar habits in their own lives and create a culture of environmental responsibility. ■ Green Spaces and Gardens: Creating green spaces and gardens within school premises not only enhances aesthetics but also provides hands-on learning opportunities. Schools can establish vegetable gardens, native plant nurseries, or butterfly gardens, where students actively participate in planting, nurturing, and caring for these spaces. This fosters a connection with nature, promotes biodiversity, and encourages responsible land management. ■ Reduce, Reuse, and Recycle: Implementing waste management strategies is essential for schools to contribute to a cleaner and healthier planet. Schools can introduce recycling programs, encourage waste reduction through composting, and educate students about the importance of reusing materials. Setting up designated recycling stations throughout the

By instilling a sense of environmental stewardship from an early age, schools contribute to creating a brighter, cleaner, and healthier future for generations to come. campus and involving students in waste sorting activities promotes a sustainable mindset and reduces the school’s ecological footprint. ■ Community Engagement: Schools can actively engage with the local community to promote environmental awareness and conservation efforts. This can involve organising community clean-up drives, tree planting campaigns, or collaborating with local environmental organisations. By involving students, teachers, parents, and community members in such initiatives, schools foster a sense of collective responsibility and instil the importance of taking care of the planet. ■ Encouraging Sustainable Practices: Schools can encourage sustainable practices among students and staff through various means. This can include promoting walking, biking, or carpooling to school to reduce carbon emissions, advocating for plastic-free lunchboxes, and promoting the use of ecofriendly materials and products. By integrating sustainability into daily routines, schools nurture a sense of environmental mindfulness in individuals. Schools have a vital role to play in nurturing an eco-conscious generation that values and takes responsibility for the health and cleanliness of our planet. Through environmental education, sustainable infrastructure, green spaces, waste management initiatives, community engagement, and the promotion of sustainable practices, schools can equip students with the knowledge, skills, and values necessary to be environmentally responsible citizens. Secondary Education

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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 (Years 7 & 8), Middle Subschool (Years 9 & 10) and Senior Subschool ( Years 11 & 12). All students in the junior and middle years of schooling undertake all subjects across all domains. There is also literacy and numeracy support programs offered in the Junior and Middle years, enhancement programs, including the LEAP Program, and a Football Academy within Health and Physical Education.

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From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education. Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new inclusion centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/eating shelter in the last few years to support the development of a challenging, innovative and enriched curriculum at each level. Within every classroom, we provide every child, every opportunity to succeed. With strong leadership, extensive guidance, counselling and tutoring, our students are inspired to aim high. We are very proud of our students and their results.

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TAYLORS LAKES SECONDARY COLLEGE

Students At

Taylors Lakes Secondary College Experience: • A strong tradition of excellent VCE results PAREN • Comprehensive VCE, VET and Vocational Major programs T MORN • Learning Enhancement & Advancement Program (LEAP) ING TO URS EVERY • A Football (AFL and Soccer) Academy as part of Health and WEDN E SDAY Physical Education MORN ING FR • Performing Arts Program including Instrumental Music, O M 9:30AM . BOOK Dance and School Production INGS ESSEN • Targeted programs at Year 7 to aid the transition of students TIAL. • A supportive Careers Vocational Education program, including g the placement of all students in tertiary or employment positions ons

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For further information taylors.lakes.sc@education.vic.gov.au TaylorsLakesSecondary taylorslakessecondarycollege Secondary Education

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Our philosophy is based on the concept that all students have far greater skills and abilities than they are generally given credit for and with the support and guidance of parents and staff, they have the ability to manage their own education. PROGRESSIVE EDUCATION WITH OPTIONS FOR ACCELERATED LEARNING A stage, not age, based model with no reference to year levels. Students learn according to their passions and strengths, not their chronological age. All students have their own ILP (Individual Learning Plan) ensuring that all students are learning at their point of need

OVER 150 SUBJECTS TO CHOOSE FROM Over 150 different subject choices covering all possible areas of learning

FOSTERING AN INCLUSIVE AND SUPPORTIVE COMMUNITY We have a ‘ONE PERSON POLICY’ where all people will be treated equally regardless of the position they hold and are entitled to be treated with respect and shown trust. No uniform which leads to a more inclusive school environment

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TEMPLESTOWE

COLLEGE

For Enrolment and Tour Information please visit www.tc.vic.edu.au/enrolments Contact the Registrar Wendy Harford E: wha@tc.vic.edu.au W: tc.vic.edu.au @templestowecollege D: (03) 9851 4605

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Inspiring Excellence in Learning to Believe, Achieve and Succeed Truganina College, located on the land of the Bunurong people of the Kulin Nation, is a Prep to Year 9 government school. Opened in 2015, Truganina College is very proud to provide a 21st century guaranteed and viable curriculum that results in outstanding student achievement and producing good humans. At Truganina College, we believe Literacy is everybody’s business! Literacy development is in all Curriculum areas. Inclusive of all, our school community has high expectations and is committed to the values of Learn, Respect, Resilience and Responsibility. Learn - we actively learn through persistence and having a growth mindset Respect - we are respectful by being kind to ourselves, others and the environment Resilient - we are resilient by noticing our emotions, problem solving and knowing when to ask for help. Responsible - we are respectful by being safe, honest and following instructions These values are exempliﬁed throughout the College daily and are celebrated termly through Excellence Assemblies. Strong values allows the College to sustain an unrelenting focus on student growth in the areas of literacy and numeracy in all subjects. Teachers collaborate in Professional Learning Communities (PLCs) to cater for the educational needs of each learner. Professional Learning Communities draw on their comprehensive knowledge of the curriculum, their students’ and data to plan for explicit teaching. Using small group instruction in each lesson each day, teachers are able to differentiate and provide 1:1 feedback to your child. The College also provides enrichment opportunities included, but are not limited to; Victorian High Ability Program, Maths Extension,

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Tutor Learning Initiative, MacqLit, Multi Lit, Leveled Literacy and Numeracy Intervention Program. Spanish, Stem and Art is taught across the College and in Year 8 and 9, additional elective choices are offered to reflect student voice, agency and leadership opportunities. These include Basketball, Outdoor Education, Model United Nations, and School Projects. Soundgarage music school and Victorian School of Languages are also provided at the Campus.. Recognising that wellbeing is central to our ability to learn, Truganina College has a dedicated and comprehensive wellbeing team. Consisting of a psychologist, social workers, school counselors, mental health practitioners, students are able to access support, strategies and resilience. Community Liaison Officers and student wellbeing officers further connect students, families and the school community together to guide students’ to reach their goals and be their best selves. Mrs. Nicole O’Brien, the College Principal and staff welcomes all students and families to visit our campus and website to explore our positive learning environment, excellence in teaching and learning, and good humans. We look forward to hearing from you soon.

• Excellence in Literacy and Numeracy • Learning and Wellbeing Focus • 21st Century Curriculum • Student Leadership, Voice and Agency • Inclusive of All

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55 Clearwood Drive, Truganina 03 9368 9800 truganinap9.vic.edu.au truganina.p9.co@education.vic.gov.au 177

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Integrating arts into the curriculum IN the quest to provide a holistic education that prepares students for the challenges of the future, there is a growing recognition of the importance of integrating arts into the academic curriculum. While traditional academic subjects are undoubtedly crucial, fostering creativity and artistic expression is equally essential. Here we explore the benefits of developing an arts curriculum alongside academic studies, the impact on students’ cognitive and emotional development, and the potential for cultivating well-rounded individuals equipped for the complexities of the modern world. Cognitive Benefits of Arts Education: Arts education encourages students to think critically and analyse situations from multiple perspectives. Through activities like visual arts, music, and drama, students develop the ability to interpret and evaluate information, fostering a more nuanced approach to problem-solving. Numerous studies have shown a positive correlation between arts education and improved academic performance. Engaging in creative activities stimulates brain function, enhancing memory, attention, and overall cognitive abilities. Students involved in the arts often demonstrate higher scores in standardised tests and exhibit increased proficiency in other academic subjects. Emotional and Social Development: The arts provide a platform for self-expression, allowing students to convey their thoughts, emotions, and experiences in a non-verbal manner. This creative outlet can be particularly valuable for students who may struggle with verbal communication, providing them with alternative means of expressing themselves. Participation in the arts exposes students to diverse perspectives, cultures, and experiences. This exposure fosters empathy, helping students develop a deeper understanding of others and promoting a sense of interconnectedness that extends beyond cultural and social boundaries. Creating Well-Rounded Individuals: By integrating arts into the academic curriculum, schools instill a lifelong appreciation for various forms of artistic expression. This appreciation goes beyond the classroom and extends into students’ personal lives, enriching their cultural experiences and contributing to a more vibrant and engaged society.

Arts education encourages interdisciplinary connections, demonstrating the interconnected nature of knowledge. Students can explore the intersections between art, science, history, and literature, fostering a more comprehensive understanding of the world and breaking down traditional academic silos. Practical Implementation: Collaborative efforts between arts and academic teachers can result in innovative, crossdisciplinary projects. For example, a history lesson could be enhanced through a theatrical performance or a science class enriched by incorporating visual arts to illustrate concepts. Schools can incorporate dedicated arts courses into the curriculum, ensuring that students receive comprehensive exposure to various artistic disciplines. This may include visual arts, music, drama, dance, and creative writing, allowing students to discover and nurture their individual artistic strengths. Addressing Challenges: One of the challenges in developing an arts curriculum alongside academic studies is resource allocation. Schools may need to invest in art supplies, musical instruments, and qualified arts educators. However, the long-term benefits in terms of student development and academic success make this investment worthwhile. Cultivating a culture that recognises and values the importance of arts education is crucial. This involves fostering support among educators, parents, and policymakers to ensure that the arts are not sidelined but integrated as an essential component of the overall educational experience. By providing students with opportunities to engage in creative expression, schools contribute to the development of critical thinking skills, emotional intelligence, and a lifelong appreciation for the arts. The synergy between academic and artistic pursuits creates a more enriching educational experience, preparing students not only for academic success but also for the complexities and challenges of a rapidly evolving world. As we continue to redefine the goals of education, an integrated curriculum that values both the academic and the artistic is a powerful step towards fostering the diverse talents and capabilities of each student. Secondary Education

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OPEN HOUSE Monday 22nd April 2024

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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 12593959-ET14-23

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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: 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 wellingtonsc.vic.edu.au 12615597-AA44-23

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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

At Wheelers Hill Secondary College, we believe our core responsibility, as an educational institution, and as a 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

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Wyndham Central College THE first nationally recognized AVID Site of Distinction (2019). Wyndham Central College is proudly preparing the leaders of tomorrow to be agile, innovative and creative problem solvers, through a range of excellent education programs and learning opportunities and teaching strategies. 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. AVID helps all students to believe that they can achieve. It provides students with the tools, skills and knowledge to be successful students, to be university, work and career ready and to be active global citizens. 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 - Electronics 3D Printing - Engineering - 3D Modelling and Gaming. Students work with Industry and the Wyndham Tech School at Victoria University to gather and process data to solve real life problems and potential issues in the community and beyond. 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. The program extends enrichment opportunities for students both within and beyond the classroom. All students in the Enrichment Program develop a Project over the course of each year. The project centres on developing an authentic product or performance, and allows students to build excellence in a real-world

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context. Enrichment experiences are interwoven into the students’ existing program with extracurricular activities playing an important role in supporting students’ talent development. The Enrichment experience is extended to students at the College through their participation in the Victorian High Ability Program for those who have been selected to this program by the Department of Education. The Enrichment Series is offered for other students who show high ability in learning areas including English, Science, Math, The Arts, Sport and Health, Humanities, Technology and Languages. 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.

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Shaws Road, Werribee VIC 3030 Phone: 03 9741 Phone: 8744 4911 8900

03 8744 8900 for

AVID’s Mission is to close the achievement gap by preparing all students for University readiness and success in a global society.

AVID Site of Distinction First Se condary School in Australia www.w yndhamcentralsc.vic.edu.au Secondary Education

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Xavier College XAVIER College is an educational community within the Jesuit network of schools and universities. As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners. We encourage the boys to speak up and to express themselves; creating such a culture is important, especially for young men. There is a strong focus on pastoral care in which we seek to build a school community in which each student is known and valued as a unique creation, and in which their individual talents and interests are nourished and respected. Central to our students’ education is Cura Personalis, the ‘care of the individual’, and our House system which offers great support and an embedded sense of community which characterises the experience of a Xavier education. Beginning in the Early Years and continuing through to the Senior Years, students are allocated a House and participate in friendly competitions, fundraising initiatives and community-building activities together. In the Senior Years, students experience a vertical House system. From Year 9, students are allocated into one of 10 Houses, and as part of that, a Tutor Group. Tutor Groups, comprised of up to 10 students from Years 9-12 from within the same House, are overseen by an allocated Tutor for the entirety of this four-year journey. The Tutor Group system not only provides students with peer support from younger and older students, but the Tutor also provides a consistent point of contact and source of pastoral support. Extending upon our co-educational Kindergarten for 3- and 4-year-olds, Xavier has moved to a 2-year staged model of educational delivery from Prep to Year 12. This coincides with a comprehensive building program to enhance every aspect of each campus. Our key entry point of Year 7 is accommodated in an exceptional, new state-of-the-art Year 7-8 learning precinct on the Senior Campus, opened at the beginning of the 2024 school year. Preceding this will be a seven year journey through an amazing, brand new P-6 Junior School.

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As we welcome the new enrolments of Year 7s and 8s onto the Senior Campus, we are highly driven to ensure these new and reimagined facilities enable the continued fostering of the human connections and relationships that have made Xavier the muchloved College that it has become throughout many generations. As we welcome the new enrolments of Year 7s and 8s onto the Senior Campus, we are highly driven to ensure these new and reimagined facilities enable the continued fostering of the human connections and relationships that have made Xavier the much-loved College that it has become throughout many generations. We live in an increasingly interconnected world; environment, security, economy; in a real sense our graduates become citizens of the world, and a Xavier education provides opportunities for our students to engage with the global context. The Old Xaverians’ Association (OXA) exists to promote the welfare and advancement of Xavier College through the activities of the past students. It seeks to remain engaged with as many past students of Xavier College as possible through reunions, events and ongoing communication. Indeed, as part of the Jesuit network of schools and universities that educates some two million students worldwide, Xavier is well positioned to take on this international dimension, through international immersions, tours and exchanges, amongst others.

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Navigating exam stress EXAMS are a common feature of the educational journey, assessing students’ understanding and mastery of course material. However, the pressure and stress associated with exams can take a toll on students’ well-being and academic performance. It is essential for educators, parents, and students themselves to employ effective strategies to help students deal with exams. The following piece explores various approaches to support students in managing exam stress, fostering a positive mindset, and enhancing their overall exam experience. Establishing a Positive Learning Environment: Creating a positive and supportive learning environment throughout the academic year is foundational to helping students cope with exams. A classroom atmosphere that encourages open communication, collaboration, and a growth mindset fosters resilience and a sense of community. When students feel supported in their day-to-day learning, the transition to exam periods becomes less daunting. Teaching Stress Management Techniques: Incorporating stress management techniques into the curriculum can equip students with valuable tools for dealing with exam-related stress. Techniques such as deep breathing exercises, mindfulness, and meditation can help students regulate their stress levels, promote relaxation, and improve focus during both study sessions and exams. Providing Clear Expectations and Guidance: Clearly outlining expectations for exams and providing guidance on study strategies can alleviate uncertainty and anxiety. Educators should offer insights into the exam format, highlight key topics, and provide study resources. Knowing what to expect and how to prepare gives students a sense of control, reducing anxiety associated with the unknown. Encouraging Effective Study Habits: Helping students develop effective study habits is crucial in preparing them for exams. Educators can teach time management skills, encourage regular breaks during study sessions, and emphasize the importance of a well-balanced study routine. Promoting active learning, such as summarising information in their own words or teaching concepts to peers, enhances retention and understanding.

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Helping students deal with exams goes beyond academic preparation; it involves addressing their holistic well-being and mindset. Fostering a Growth Mindset: Encouraging a growth mindset— the belief that intelligence and abilities can be developed through dedication and hard work— is essential for building resilience in the face of academic challenges. Emphasising that exams are opportunities for learning and growth, rather than just assessments, helps students approach exams with a positive and adaptive mindset. Providing Academic Support: Offering additional academic support, such as review sessions, study groups, or one-on-one tutoring, can address specific challenges students may face in understanding course material. Identifying and addressing gaps in knowledge well in advance of exams contributes to students’ confidence in their ability to perform well.

Promoting Healthy Lifestyle Choices: Emphasising the importance of a healthy lifestyle during exam periods is crucial. Encouraging students to prioritise sufficient sleep, maintain a balanced diet, and engage in regular physical activity supports both their physical and mental well-being. These lifestyle choices contribute to enhanced cognitive function and stress resilience. Normalising Exam Stress Discussions: Creating an environment where students feel comfortable discussing their stress and anxieties surrounding exams is essential. Normalising conversations about stress reduces the stigma associated with seeking support. Providing opportunities for students to share their concerns, ask questions, and express their feelings can foster a sense of community and mutual support. Teaching Test-Taking Strategies: Exam-specific strategies, such as effective time management, reading questions carefully, and tackling easier questions first, can significantly improve students’ test-taking experiences. Educators can integrate these strategies into their teaching approach and provide practice opportunities for students to familiarise themselves with exam formats. Celebrating Effort and Progress: Recognising and celebrating students’ efforts and progress, regardless of the exam outcome, helps

Emphasising the importance of a healthy lifestyle during exam periods is crucial. build resilience and motivation. Emphasising that exams are part of a broader learning journey and that mistakes are opportunities for growth reinforces a positive attitude toward exams and promotes a sense of accomplishment. Helping students deal with exams goes beyond academic preparation; it involves addressing their holistic well-being and mindset. By creating a positive learning environment, teaching stress management techniques, providing guidance and support, and fostering healthy lifestyle choices, educators and parents play a crucial role in supporting students during exam periods. Moreover, instilling a growth mindset, encouraging effective study habits, and normalising discussions about exam stress contribute to the development of resilient and confident learners. Ultimately, the goal is not just to help students cope with exams but to empower them with the skills and mindset needed for a lifetime of successful learning and personal growth.

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School Locality Guide North Assumption College............................................................ 8 & 9

Hume Central Secondary College .........................88 & 89

Gladstone Park Secondary College ......................64 & 65

Rosehill Secondary College ...................................136 & 137

Glenroy College ................................................................68 & 69 St Aloysius College ..................................................... 150 & 151 North East Bacchus Marsh Grammar ............................................ 12 & 13

Hume Grammar ................................................................90 & 91 Salesian College – Sunbury ...................................140 & 141 St Albans Secondary College ............................................149 Sunbury Downs Secondary College .................164 & 165

Charles La Trobe College ........................................... 36 & 37

West Caroline Chisholm Catholic College ................... 32 & 33 Copperfield College ..................................................................39

Gilson College...............................................................................63

CRC Caroline Springs ................................................... 42 & 43

Bundoora Secondary College ................................... 26 & 27

Healesville High School ...............................................78 & 79 Heathdale Christian College .................................... 80 & 81 Lalor North Secondary College.......................... 100 & 101 Marcellin College ..........................................................114 & 115 Marymede College .......................................................116 & 117 Parade College ...............................................................130 & 131 Santa Maria College ...................................................142 & 143 St Helena Secondary College ...............................154 & 155 St Monica’s College, Epping .......................................... 4 & 5 Templestowe College .................................................174 & 175 William Ruthven Secondary College...............186 & 187 North West Braybrook College ........................................................... 20 & 21

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CRC St Albans ................................................................... 44 & 45 Essendon-Keilor College ............................................. 58 & 59 Hoppers Crossing Secondary College................ 86 & 87 Mackillop College................. Front cover, 2, 3, 108 & 109 Marian College ...............................................................110 & 111 Simonds Catholic College ......................................146 & 147 Sunshine College ........................................................166 & 167 Suzanne Cory Secondary College..................... 168 & 169 Taylors Lakes Secondary College .......................172 & 173 Truganina College ........................................................176 & 177 Victoria University Secondary College ..........180 & 181 Wyndham Central College.....................................188 & 189

East Ashwood High School ........................................................6 & 7 Blackburn High School ................................................. 16 & 17 Boronia K-12 College ...................................................... 24 & 25 Camberwell High School .......................................................29 Canterbury Girls’ Secondary College .................. 30 & 31

Haileybury .................................................. 72, 73 & back cover Hallam Secondary College..........................................74 & 75 Harkaway Hills College.................................................76 & 77 John Paul College ............................................................94 & 95 Keysborough College ............................................................... 97

Emmaus College............................................................... 56 & 57

Lakeside College ..............................................................98 & 99

Highvale Secondary College .................................... 84 & 85

Lighthouse Christian College ............................. 102 & 103

Mater Christi College .................................................112 & 113

Lyndale Secondary College .................................. 104 & 105

Norwood Secondary College ................................124 & 125

Nazareth College ..........................................................120 & 121

Nunawading Christian College...........................128 & 129

Noble Park Secondary College ............................122 & 123

Sacre Coeur College ...................................................138 & 139

Nossal High School ...................................................126 & 127

St Andrew’s Christian College .............................152 & 153

Rowville Secondary College..................................134 & 135

Wheelers Hill Secondary College......................184 & 185

Scoresby Secondary College .................................144 & 145

Xavier College ...............................................................190 & 191 South East Berwick College ................................................................. 14 & 15 Brentwood College .......................................................... 22 & 23 Carrum Downs Secondary College....................... 34 & 35 Cranbourne Secondary College .............................. 46 & 47 Dandenong High School ............................................. 50 & 51 De La Salle College ......................................................... 52 & 53 Gleneagles Secondary College ................................66 & 67

St John’s Regional College .................................... 156 & 157 St Joseph’s College ...........................................159, 160 & 161 St Peter’s College..........................................................162 & 163 Wellington Secondary College ............................182 & 183 Bayside Dromana College ........................................................................ 55 Patterson River Secondary College ..................132 & 133 Melbourne Noone Imagewear.....................................................................199

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Contents A Career in Community Journalism....................................... 93 Ashwood High School .............................................................. 6 & 7 Assumption College ................................................................. 8 & 9 Bacchus Marsh Grammar .................................................. 12 & 13 Berwick College ....................................................................... 14 & 15 Blackburn High School ....................................................... 16 & 17 Boronia K-12 College ............................................................. 24 & 25 Braybrook College .................................................................. 20 & 21 Brentwood College ................................................................. 22 & 23 Bundoora Secondary College .......................................... 26 & 27 Camberwell High School ............................................................. 29 Canterbury Girls’ Secondary College ......................... 30 & 31 Caroline Chisholm Catholic College ......................... 32 & 33 Carrum Downs Secondary College ............................ 34 & 35 Charles La Trobe P-12 College ....................................... 36 & 37 Copperfield College ........................................................................ 39 Cranbourne Secondary College .................................... 46 & 47 CRC Caroline Springs ......................................................... 42 & 43 CRC St Albans ......................................................................... 44 & 45 Dandenong High School .................................................... 50 & 51 De La Salle College ................................................................ 52 & 53 Dromana College ............................................................................... 55 Emmaus College ..................................................................... 56 & 57 Essendon-Keilor College ................................................... 58 & 59 Gilson College .................................................................................... 63 Gladstone Park Secondary College ............................ 64 & 65 Gleneagles Secondary College ...................................... 66 & 67

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Glenroy College ...................................................................... 68 & 69 Grossek’s View ......................................................................... 60 & 61 Haileybury ........................................................ 72, 73 & back cover Hallam Secondary College ............................................... 74 & 75 Harkaway Hills College ...................................................... 76 & 77 Healesville High School ..................................................... 78 & 79 Heathdale Christian College ........................................... 80 & 81 Highvale Secondary College .......................................... 84 & 85 Hoppers Crossing Secondary College ..................... 86 & 87 Hume Central Secondary College ............................... 88 & 89 Hume Grammar ...................................................................... 90 & 91 Integrating Arts into the Curriculum ................................. 179 John Paul College .................................................................. 94 & 95 Keeping our planet clean & healthy ..................................... 171 Keysborough College ...................................................................... 97 Lakeside College .................................................................... 98 & 99 Lalor North Secondary College ................................ 100 & 101 Lighthouse Christian College .................................... 102 & 103 Lyndale Secondary College ......................................... 104 & 105 MacKillop College ...................... Front cover, 2, 3, 108 & 109 Marcellin College ................................................................ 114 & 115 Marian College ..................................................................... 110 & 111 Marymede College ............................................................. 116 & 117 Mater Christi College ....................................................... 112 & 113 Navigating Exam Stress ................................................ 192 & 193 Nazareth College ................................................................ 120 & 121 Noble Park Secondary College .................................. 122 & 123

Noone Imagewear .......................................................................... 199 Norwood Secondary College ...................................... 124 & 125 Nossal High School .......................................................... 126 & 127 Nunawading Christian College ................................ 128 & 129 Nurturing Maths Skills .................................................................. 96 Parade College ..................................................................... 130 & 131 Patterson River Secondary College ........................ 132 & 133 Physical education & student wellbeing ............... 118 & 119 Rosehill Secondary College ......................................... 136 & 137 Rowville Secondary College ....................................... 134 & 135 Sacre Coeur College ......................................................... 138 & 139 Salesian College - Sunbury .......................................... 140 & 141 Santa Maria College ......................................................... 142 & 143 School Locality guide ...................................................... 194 & 195 Scoresby Secondary College ....................................... 144 & 145 Simonds Catholic College ............................................ 146 & 147 St Albans Secondary College .................................................. 149 St Aloysius College ........................................................... 150 & 151 St Andrew’s Christian College ................................... 152 & 153 St Helena’s Secondary College .................................. 154 & 155 St John’s Regional College .......................................... 156 & 157 St Joseph’s College ................................................. 159, 160 & 161 St Monica’s College, Epping ................................................. 4 & 5 St Peter’s College ............................................................... 162 & 163 STEM is more than just Science & Maths ................ 18 & 19 Students & problem solving ....................................................... 38

Students & the Educational Revolution .................... 70 & 71 Sunbury Downs College ................................................ 164 & 165 Sunshine College ............................................................... 166 & 167 Sustaining physical education up to VCE .............. 82 & 83 Suzanne Cory High School .......................................... 168 & 169 Taylors Lakes Secondary College ............................. 172 & 173 Teaching children about team work .................................... 148 Templestowe College ....................................................... 174 & 175 The benefits of Extracurricular Activities ............... 40 & 41 The benefits of LOTE ..................................................................... 28 The Crucial role of mentoring programs ........................... 54 The Importance of School Uniforms .................................. 198 Transition from Primary to Secondary Ed ......................... 10 Truganina College .............................................................. 176 & 177 Unravelling the Gender Disparity ........................... 106 & 107 Victoria School Guides Website .............................................. 49 Victoria University Secondary College ................ 180 & 181 Wellington Secondary College .................................. 182 & 183 Wheelers Hill Secondary College ........................... 184 & 185 William Ruthven Secondary College .................... 186 & 187 Wyndham Central Secondary College ................. 188 & 189 Xavier College ..................................................................... 190 & 191

Next edition: November 2024 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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The importance of school uniforms THE debate over whether students should be required to wear uniforms in schools has been ongoing for decades. While opinions on this matter vary, a significant number of schools around the world opt for a uniform policy. Here we explore the reasons behind this preference, examining the various benefits that schools believe uniforms bring to the educational environment, student body, and overall school culture. One of the primary reasons schools choose uniforms is to foster a sense of identity and belonging among students. Uniforms create a visual representation of the school community, instilling a shared identity and pride. When students wear the same attire, it promotes a feeling of unity, reducing visible distinctions based on clothing choices and socioeconomic backgrounds. When everyone wears the same clothing, the focus shifts away from expensive fashion trends or branded attire. This helps level the playing field, reducing the pressure on students to conform to specific clothing standards and alleviating potential feelings of inadequacy based on their economic circumstances. Uniforms can enhance school safety by making it easier to identify students and ensuring that unauthorised individuals are easily recognisable. This becomes particularly crucial during emergencies, as it facilitates quick identification of students and staff. The uniform policy helps maintain a secure and controlled environment, promoting a safer learning atmosphere. Schools often argue that uniforms contribute to a more professional and serious learning atmosphere. When students dress in a uniform manner, it sets a tone of formality and underscores the importance of the educational environment. This approach aims to cultivate a mindset that prioritises learning, discipline, and respect for the institution. Uniforms can help minimise distractions related to clothing choices and reduce the impact of peer pressure. In an environment where students wear uniforms, the focus shifts from fashion statements to academic pursuits. This minimises the potential for discrimination or distraction based on clothing choices, allowing students to concentrate on their studies.

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Uniforms simplify the morning routine for both students and parents. The standardised dress code eliminates the need for extensive decisionmaking about clothing choices, reducing morning stress and ensuring a smoother start to the day. This streamlining effect can contribute to improved punctuality and overall organisation within the school community. Uniforms are often associated with a sense of school pride and spirit. When students wear their school colors and emblems, it creates a visual representation of unity and loyalty. This shared pride in the school’s identity can extend to extracurricular activities, sports events, and other school-related functions, fostering a positive and cohesive school culture. By minimising the emphasis on outward appearances, uniforms encourage a focus on character and academic achievement. The uniform policy reinforces the idea that students are valued for their contributions to the school community rather than their clothing choices. This can contribute to a more inclusive and supportive learning environment. Advocates for school uniforms argue that they prepare students for future professional settings where dress codes are common. By adhering to a uniform policy, students develop a sense of professionalism and discipline that may benefit them in their future careers. This alignment with workplace expectations is seen as an essential aspect of holistic education. Uniforms simplify the process of identifying students and maintaining security within the school premises. It becomes easier for staff to distinguish between authorised individuals and outsiders, contributing to a safer and more controlled environment. This is particularly relevant in larger schools or those located in densely populated areas. By standardising attire, schools aim to create an atmosphere conducive to academic success, personal development, and the overall well-being of their students. While the debate over school uniforms may persist, the decision to implement a uniform policy reflects a commitment to certain values and educational priorities that schools believe contribute positively to the student experience.

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haileybury.com.au

Introducing Zachary — a classic all-rounder. When he is not showcasing his moves on the basketball court, he is quite the wordsmith having won the Prime Minister’s Spelling Bee! Outside of crafting words yµ ŉ ¡Ìŉ yÌ¬ Ò y®®ŉÌ¬¡®®ÌŉèºÖŉâ¡®®ŉĂµ ŉ ¡´ŉ çÅ®ºÈ¡µ ŉ his musical side on the cello and piano. Haileybury ´Åºâ ÈÌŉÌÒÖ µÒÌŉ®¡¬ ŉuy yÈèŉÒºŉ çÅ®ºÈ ŉy®®ŉÒ ¡Èŉ passions and we think that’s a slam dunk.

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12606417-FC05-24

More than a word wizard.