Enrolments (GBCSO) Guide 2024

ISSUE 18 • 2024

ENROLMENTS Geelong, Bellarine, Colac, Surf Coast & Otways

Freshwater Creek Steiner School - pages 16 & 17 Geelong Aquatic Centre - page 21 Geelong Arts Centre - pages 18 & 19 St Ignatius College - pages 48 & 49 Torquay College - pages 60 & 61 Victorian School of Languages - pages 64 & 65 Photo provided with the compliments of Geelong Baptist College For further information see pages 2, 3, 22 & 23.

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SCAN QR CODE HERE

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590 Anakie Road, Lovely Banks VIC 3213 (03) 5260 9999 www.gbc.vic.edu.au | /GeelongBaptistCollege 3

Bellarine Secondary College BELLARINE Secondary College provides students with a high quality education within a safe and supportive environment where all students are nurtured as valued members of the community.

Students are encouraged to strive for excellence in a learning environment that promotes the core values of Respect, Resilience and Responsibility and the belief that we are all lifelong learners.

The College is committed to restorative practices and believes that positive empathetic relationships are fundamental to a vibrant trusting learning environment where students are confident to take risks and achieve their full potential.

The College provides students with the opportunity, encouragement and the support to realize their potential in diverse pathways.

The College’s diverse program is evidenced by the classroom and extra-curricular programs such as Farm My School, Agriculture and Horticulture Studies, Equine Students, Performing Arts, Outdoor Education and partnerships with Farm My School, The Potato Shed (CoGG), Bellarine Landcare and access to wonderful facilities such as the Bellarine Sports and Aquatic Centre and the newly opened North Bellarine Aquatic Centre.

Academic studies are embedded in a curriculum rich in the Victorian Curriculum with the Accelerated Learning Program providing a curated learning in an environment to ensure that all students are fully challenged.

While students continue to achieve outstanding results in the VCE and from 2023 will be able to access the VCE Vocational Major Certificate which is a 2-year vocational and applied learning program within the VCE that aims to equip students with the skills, knowledge, confidence and agency needed to prepare for the world of work and further education and training.

Vocational Education and Training (VET) and workplace learning through innovative programs such as Head Start or a School Based Apprenticeship actively support students seeking to transition into the workplace.

The College is inclusive and centrally located on the Bellarine Peninsula with campuses in Ocean Grove (years 7-8) and Drysdale (years9-12).

Bellarine Secondary College offers a scholarship to

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Students are encouraged to strive for excellence in a learning environment that promotes the core values of Respect, Resilience and Responsibility and the belief that we are all lifelong learners. a Grade 6 student from each Partnership Primary School.

These scholarships are awarded to the student who has most consistency displayed the following qualities: ■ Academic effort ■ Participation in school activities ■ Respect for others Parents and carers seeking to enroll at the College should complete the Enrolment Enquiry at www.bellarinesc.vic.edu.au/enrolment/ and/or contact the College on 52519000.

for 2025 enrolments into year 7 Tuesday 5th March 2024 OCEAN GROVE CAMPUS Self Guided Tours from 5pm to 7pm Ocean Grove - Free BBQ with fresh salads courtesy of the school’s partnership with Farm My School

Information Sessions (Including Seal) 6pm & 7pm

Bookings are required to attend via Eventbrite DRYSDALE CAMPUS tours from 6pm

Tuesday 12th of March 2024

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Ocean Grove Campus Years 7 & 8 70 Shell Road, Ocean Grove Drysdale Campus Years 9 – 12 Peninsula Drive, Drysdale Email: bellarine.sc@education.vic.gov.au Telephone – 5251 9000

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Bellbrae Primary School BELLBRAE Primary School is one of Victoria’s oldest schools, having been established in 1861.

Since its early days the school has prided itself on its strong connection to the local Surfcoast community, with an annual Mayfair the centrepiece of this relationship. Bellbrae has recently benefitted from a $10 million facilities upgrade that included full connection to Barwon Water and its associated services.

Bellbrae offers a broad range of learning opportunities in ‘state of the art’ modern facilities, which include a full size gymnasium, STEM Room, Library, Visual Arts Room, Performing Arts Centre, sporting oval, outdoor covered basketball court, Edible Garden and versatile, contemporary learning spaces. Staff are strategically recruited to ensure a highly skilled, committed and passionate workforce. The school is led by Dr Adrian Waters, who has extensive leadership experience on a local, national and international level.

As part of Bellbrae’s commitment to the health and well-being of students, the school employs Wellbeing Officers, a Mental Health and

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Staff are strategically recruited to ensure a highly skilled, committed and passionate workforce.

Wellbeing Leader, as well as offering support and intervention programs alongside a high abilities extension program. Complementing the dynamic learning environment are substantial extracurricular activities that include sporting, music and cultural programs. Excursions, swimming programs and school camps also feature as integral parts of the curriculum.

Prospective parents are welcome to contact the office to arrange a school tour and to meet with the Leadership Team.

Phone: 5261 2660 E mail: bellbrae.ps@education.vic.gov.au

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A community of critical thinkers and innovative learners.

50 School Rd, Bellbrae, Victoria • 5261 2660 www.bellbraeps.vic.edu.au Enrolments GBCSO

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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

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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.

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Victoria School Guides Highly ranked on Google a useful resource tool for parents.

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Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

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Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input.

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Google Analytics 21 May 2022 - 22 May 2023 (12 months) • 15,079 users • 14,498 New Users • 16,965 Sessions • 28,345 Page Views • 9.6% people were returning visitors • 90.4% New Visitors

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All of our hard copy guides are available a digitally on the website

www.victoriaschoolguides.starcommunity.com.au www.victor

For further information regarding our range of education guides and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693

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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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Freshwater Creek Steiner School FRESHWATER Creek Steiner School is one of over 50 Steiner Schools in Australia and offers playgroup, kinder, and primary school on a beautiful rural campus. The school is located just 15 minutes from Geelong and 10 minutes from Torquay, along Anglesea Road. As part of the world’s largest independent education movement and with a nationally accredited curriculum, Freshwater Creek Steiner School is the trusted alternative to mainstream education on the Surf Coast.

The Steiner approach: Offers a unique, human-centred curriculum.

We focus on educating children in a healthy and balanced manner through a connected curriculum, purposefully aligned to the stages of human development. Our aesthetic classrooms and environments are designed to uplift and inspire.

Is responsive to now. Steiner education is an infinitely responsive education, grounded in capacities and practices fundamental to healthy humans and society. Our rural school is bound by farms and wetlands and we make a priority of student learning outside regular classroom spaces, where the children respond to a living environment. Learning in an open-minded, sensory rich environment nurtures innate curiosity.

Develops creative and independent thinking.

We take a developmental approach that fosters self-directed play in early childhood as a foundation for innovative thinking. In the primary school, imagination is a core faculty fostered through the creative and performing arts. In the upper years, the integration of arts and creative problem-solving builds innovative critical thinking skills. We embed meaning into learning, so real understanding and application takes place.

Focusses on building whole human capacities authentically. Steiner education is an education with wellbeing at the centre: a balanced curriculum supports balanced students. We purposefully foster whole and balanced development - intellectual, physical, emotional head, hands, heart - thinking, willing, feeling.

Is socially responsible. We are gently raising children to become balanced, responsible, connected and socially aware citizens. Authentic,

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Responsive to now. Steiner education is an infinitely responsive education, grounded in capacities and practices fundamental to healthy humans and society. collaborative relationships are intentionally nurtured between students and teachers, and classrooms are collaborative learning communities where genuine connection can flourish. We strive for a rich cultural and social community life while bringing healing to our environment through biodynamic farming, and sustainable practices.

Is a globally connected pedagogy. Steiner Schools are the largest and fastest growing group of non-denominational, independent schools in the world.

This is an environment in which children thrive.

To book a tour, visit www.fwcss.vic.edu.au

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Geelong Arts Centre Unlock creativity and inspire your students with Geelong Arts Centre’s 2024 Creative Learning program.

GEELONG Arts Centre’s 2023 Creative Learning program saw an abundance of teachers and students through the new gold doors to participate in a range of wonderful workshops, theatre experiences and festivals.

In 2024, Geelong Arts Centre is thrilled to announce a brand-new range of dynamic, multiarts experiences for kindergarten, primary and secondary school students from across the G21 region.

From spellbinding shows and explorative student workshops to an informative and empowering teacher professional development experience, there truly is something for every school in Creative Learning 2024.

Kindergarten and early primary students are welcomed to the wonderful world of theatre through captivating storytelling paired with mesmerising music, where story books come to life and musical maestros turn up the tunes. Older primary school students can enjoy a range of highcalibre productions and workshops exploring key themes and ideas embedded in the Victorian curriculum, ranging from sustainability to First Nations cultures and histories, and immigration.

Secondary students will have the opportunity to take a thought-provoking journey through the arts in a range of professional performances and

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workshops delivered in the centre’s brand new state-of-the-art theatre spaces.

With the aim of offering a diverse suite of programs ranging from music to movement, to comedy and theatre, the 2024 Creative Learning program offers affordable and enriching educational arts experiences that link directly with the Victorian curriculum, ignite creativity, inspire innovation, and enrich your teaching experience.

Geelong Arts Centre offers both incursion and excursion program options to give students the opportunity to make, share, play and present a multitude of arts activities. Workshops are facilitated by professional artists and technicians and delivered either in your school or in our professional, state-of-the-art theatre spaces.

Acknowledging the power of bringing teachers together to network, share ideas and to support the development of their own creative practice, the 2024 Creative Learning program gives educators the chance to engage in a professional development opportunity, as well as access to engaging resources to assist in building lesson plans, inspiring student curiosity, and infuse meaningful arts practices into their daily curriculum.

Spark a love of the arts with your students in 2024. Bookings are open NOW at www.geelongartscentre.org.au/creativelearning/ Spaces are limited so get in quick!

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THREE HEATED SALTWATER POOLS

WHAT WE OFFER • Baby and Me water awareness classes 4 months - 3 years providing valuable one on one and bonding time • Pre-school classes 3 years - 5 years making a curious pre schooler water safe while learning valuable skills • After school learn to swim learning all the skills needed to be safe and confident around the water, building on endurance and technique • Adults learn to swim it’s never too late to learn or refine your stroke • Junior, Intermediate, Senior and Masters Squads for the advanced or fitness conscious

3 Bridge Street Newtown 3220 03 5222 5530 admin@geelongaquaticcentre.com.au www.geelongaquaticcentre.com.au 12625646-AA09-24

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THE EDGE

Geelong Baptist Colleg College is a modern co-educational school with 370 students ts from fro Foundation to Year 12. It is established on Christian hristian values, has an open enrolment policy and consists ts of a small, sm close-knit community where parents, studentss and teachers work together assisting students to pursue academic excellence.

Established in 2002, we are a young ung and vibrant vibra school, located in a lovely semi-rural setting, only 10 kilometres from the centre of Geelong.

We have 6 college buses, which run from all corners of Geelong and surroundings.

What Our Families Say About The College Families value our high educational standards, the strong academic d i programs, the h caring i community, i the consistent and restorative discipline policy, the dedicated and h thoughtful, h hf l d d d staff ff and d the h values l d morals taught. Families know that our teachers work as a united team, encouraging and supporting each other, focusing on student needs. Parents see that teachers have a genuine interest in their children and that they go beyond mere classroom teaching, valuing each individual student and their particular life journey.

Affordable, Quality Education The fees are all inclusive and include sibling discounts of 20% and 40%. Please refer to our College Website for further details.

Vision We believe that schooling should be a positive, stimulating experience where every student can explore and develop their individual abilities in a

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safe and challenging environment.

Mission The College aims to develop in students the ability to: • demonstrate demo initiative, self-discipline, integrity and compassion mpassion in their life style • be proud of oneself and withstand peer, and other pressures • work hard, and to strive for success in personal fu life, in further education and in employment nsible, confident, respectful re ectful and reliable • be responsible, young adults Curriculum and Extra Curricular Activities THE COLLEGE CURRICULUM All areas of the curriculum curriculu are covered including programss which whic address appropriate issues and needs. We ensure learning is relevant and engaging.

Emphasis is placed on a balance of physical health, personal well-being and scholarship.

In Secondary, we have a strong focus on assisting students to attain an understanding about future pathways and careers. We continue to offer Year 10 Work Experience. The students also have the opportunity to participate in Vocational Major VM in addition to VCE courses.

EXTRA CURRICULAR ACTIVITIES • Sporting teams, music groups, public speaking, subject-specific competitions • At times, special programs are run (eg Book Week, Multicultural Day) to ensure students of all ages meet and learn from each other.

Tuesday 26th March - Twilight Tour 6pm • Thursday 18th April - Open Day 9:30-2pm Tuesday 23rd April - Twilight Tour 6pm • Wednesday 1st May - Open Day 9:30-2pm Thursday 10th October - Twilight Tour 6pm

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PROGRAM

At GBC we have discussed ed the needs of Year 9 students studen and we have endeavoured endea to provide them with a curriculum in n ‘The Edge’ that helps develop op the th whole person.

Engaging • Engagi ngaging ngagi • Ex Explore Resilience • Creates a personal vision for their future • Relevant to their own self development in the spiritual, physical and emotional areas •P Provides Provid id opportunities t iti for f them to o explore and test their own lilimit i • Fosters and develops authentic relationships with their peers and staff members • Challenges them to creatively make a difference to community Over the semester students are involved in a range of activities such as: • Grampians camp with an emphasis on physical challenges and stepping out of their comfort zone • City Camp with an emphasis on increasing our awareness of the poor, marginalised and oppressed • Entrepreneur project and Market Day - proceeds go to a chosen charity • Abseiling, hiking, surfing, climbing • Personal development- discussions on healthy relationships, resilience, values and teamwork

‘Who am I?’’ is the focus in the first term and students explore and ‘unpack’ who they are as an individual. ual. The topics top covered during this term are trust, personalit personality types, resilience and growth mindset, team building, healthy relationships, values, purpose and destiny, self esteem, goal setting and physical challenges.

Camp: we attend the Regional Camp with an emphasis on physical challenges and stepping out of your f t zone. comfort ‘Making a Difference’ is the focus for the second term and students are challenged to make a difference in their local community. The topics covered during this experience are community, creative thinking, being an Entrepreneur and the ‘Docs and Teens’ program.

Students are involved in Community Service during this term.

Camp: we attend the City Camp which has a focus theme of ‘The Poor, the Marginalised and the Oppressed’. The assessment for this camp includes an Entrepreneur Project and Market Day, as well as a presentation to an independent judging panel.

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Founded in 1910, and officially named in 1912, Geelong High School was the first non-private secondary school in the region and was fought for by the people of Geelong who felt that a high quality education is a right that all young people should have.

Since then, as a school community we have helped countless students into top class universities and careers locally, across Australia and internationally. Many of our families have a long history with the school and as we move into the next phase of our development with new buildings, a renewed focus on high quality teaching and learning, and an even stronger culture of improvement and challenge, we invite new families to join our long tradition of excellence and achievement.

The school’s motto ‘Vitae Nos Parat’ means ‘Prepares us for life’ and captures the spirit and ethos of the school community. Its focus is not only shared across academic, sporting and pathway aspiration, but equally upon building the character strength and learner capabilities to become respectful, lifelong learners able to succeed in an increasingly competitive and changing world.

Some of Geelong High School’s key strengths are the wide range of subjects offered at VCE, the electives available in Years 9 and 10, and the opportunity to accelerate for students looking for extra challenge. Our VET Dance programme is one of the best in the State and it culminates each year in a performance celebrated across Geelong. Our Theatre Studies VCE course is one of the leading courses in the region, with exceptional productions and a range of performances across the year taking place in the school’s majestic Shenton Theatre. Our Arts programme is also a key strength with VET Music Production and a range of fine arts on offer.

Students also regularly accelerate in Sciences, Mathematics and Humanities and our PE electives in 9 and 10, plus our outstanding Outdoor Education programme continue to offer challenge and extension for our students. We also offer electives such as Advanced English in Year 10, a discrete subject called Science Technology Engineering and Mathematics from 7-10 (which involves everything from robotics to VR design) and the Geelong Positive Education Program which is a community service outreach subject in Year 9 that helps students develop the skills to give back to our community and concludes each year with a trip to the Northern Territory to support some of our remote ndigenous communities.

We also offer a growing range of extra-curricular activities. Geelong High School students can sign up for peripatetic music lessons, inter-school sports teams, a growing sports extension programme, Model United Nations, debating, Student Representative Council and House leadership roles, Hands on Learning, Anime Club and arts groups.

A strong Wellbeing team is also in place to support students as we recover from the last few years, and our Positive Education Program continues to build the skills students need to actively participate and feel a sense of belonging to their community.

We look forward to welcoming you to our community of tradition, aspiration, and excellence.

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Visit our website at https://www.geelonghigh.vic.edu.au/ to find out about our 2024 Open evenings and what we have to offer.

385 Ryrie Street, EAST GEELONG VIC 3219 Telephone (03) 5225 4100 Email Geelong.hs@education.vic.gov.au | Web www.geelonghigh.vic.edu.au 24

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Geelong High School

Our Vision: Geelong High School is a positive and creative learning community that embraces its history and prepares students for life.

We are committed to: Developing caring and respectful relationships; Empowering people to realise their potential through effort, responsibility and teamwork; and Building healthy, resilient and productive global citizens.

Our values: RESPECT - Responsibility, Effort, Service, Positivity, Excellence, Creativity, Teamwork.

For a virtual tour of what Geelong High School offers, please visit www.geelonghigh.vic.edu.au

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Discover Grovedale College

Information Evening 2024 Thursday 14th March Activities commence at 6.00pm Parents, prospective students and friends are warmly invited to attend our Information Evening. Experience in one

High expectations are manifested in teaching programs, professional specialist facilities and a dedicated and professional teaching staff. Grovedale College inspires students to explore a variety of careers and interests for their futures. Our values and opportunities ensure that students set and meet high aspirations.

Grovedale College education.

Our College has a strong education and community focus.

Our outstanding Performing Arts Theatre, Double Court Stadium and Fitness Centre, along with specialist Science, Technology and STEAM facilities, provide opportunities for all students to pursue their passions and pathways. We build a team around your child, Years 7-12, to inspire their journey to their future.

Teaching staff and Team Leaders will provide information on Transition Programs, Curriculum Options, the eLearning Program, Musical Opportunities and our Sports Academy Program.

Our programs at Grovedale are stimulating, rewarding and forward looking. We focus on whole student development by embracing academic progress, the building of character, self worth.

The Grovedale College Sports Academy offers a unique opportunity for students to combine their academic studies with specialised sports training and skills development under the direction of an outstanding team of teachers and coaches.

A stimulating program in the Visual & Performing Arts enhances the life of the College and provides a potential career choice for many students.

Enquire about our excellent scholarship opportunities available for students commencing in 2025.

19 Wingarra Drive Grovedale VIC 3216 Telephone (03) 55245 4545 grovedale.co@education.vic.gov.au www.grovedale.vic.edu.au

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Children learn through play PLAY is not just a pastime for children; it is a powerful tool for learning and development.

Small children are like sponges, constantly absorbing information from their environment.

Through play, they engage their senses, explore their surroundings, and make sense of the world around them. It is through play that they acquire new skills, develop their cognitive abilities, and build important social and emotional connections.

One of the primary ways children learn through play is by engaging in imaginative and pretend play. Whether it’s playing house, pretending to be superheroes, or hosting a tea party, children use their imaginations to create scenarios and take on different roles. In doing so, they develop their creativity, problem-solving skills, and cognitive flexibility. They learn to think outside the box, generate ideas, and make connections between different concepts.

Play also provides opportunities for children to develop their physical skills and coordination.

Whether it’s running, jumping, climbing, or throwing a ball, physical play allows children to refine their motor skills, balance, and coordination.

They learn about their bodies and what they are capable of, building strength and agility along the way. By engaging in active play, children also develop their spatial awareness and gain an understanding of cause and effect.

Play fosters social and emotional development.

Through play, children learn to navigate social interactions, negotiate, and cooperate with others.

They develop their communication skills, both verbal and non-verbal, as they engage in play with their peers. They learn to take turns, share, and resolve conflicts, all of which are crucial skills for building positive relationships. Play also provides an outlet for children to express their emotions, process their experiences, and develop their emotional intelligence.

Play-based learning is also effective in facilitating language development. Children engage in conversations, express their thoughts, and expand their vocabulary through play.

Whether they are engaging in role play or storytelling, they are actively using language to communicate and make sense of their experiences. Play-based learning provides a context for children to practice language skills and develop their verbal communication abilities.

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It is through play that they acquire new skills, develop their cognitive abilities, and build important social and emotional connections.

Play is intrinsically motivating for children.

When they are engaged in play, they are naturally motivated to explore, discover, and learn. Play allows them to take ownership of their learning, follow their interests, and make choices. This autonomy and sense of control over their learning process boosts their self-confidence, curiosity, and intrinsic motivation.

Play is a crucial avenue through which small children learn and develop. It encompasses imaginative play, physical play, social play, and more, offering a holistic learning experience.

Through play, children acquire skills, foster creativity, build social connections, and develop emotionally. As caregivers and educators, it is important to recognise the value of play and provide children with ample opportunities to engage in play-based learning, allowing them to thrive and reach their full potential.

Deaf Education at Grovedale West Primary School Grovedale West Primary School encompasses the Geelong Deaf Education Centre which is a highly specialised educational resource for eligible D/deaf students living in Geelong and surrounding areas.

As Geelong’s dedicated D/deaf education provider within a mainstream primary school, we have the specialised school-based resources including Masters trained Teachers of the Deaf, Auslan communication assistants and classroom assistants who assist the individual language and learning needs of D/deaf students and provide support for their families.

Teachers of the Deaf work closely with classroom teachers to target the specific education needs of each student and provide language planning and intervention as required. The school is also supported by Hearing Australia and is the facilitator of the Geelong Deaf Education Network. Classrooms are fitted with Soundfield amplification systems to assist all students and staff within our inclusive classrooms. Student hearing technologies are supported within the classrooms with staff who are competent in the use of the Roger technology system.

The school are excited to announce the opening of a new purpose built, architecturally designed P-2 Junior Learning Centre. The new building has excellent contemporary facilities designed to support our inclusive learning environment.

A team of classroom and Auslan communication assistants support the D/deaf students in their mainstream classes under the guidance of the Teachers of the Deaf and classroom teachers to ensure that the teaching support targets student needs.

Our D/deaf and hard of hearing students learn with their peers in a highly engaging, collaborative and nurturing learning environment, guided by the educational team. Student learning and wellbeing are both highly valued at our school.

Our students also love engaging in our Science, Music, Art, PE and the Stephanie Alexander Kitchen Garden Program and are supported to be active learners, thinkers and leaders through an emphasis on student voice and agency.

We invite you to join us for a personal tour of the school and to meet our education team and Teachers of the Deaf by contacting the school on 5241 4774.

Address: 85 Heyers Road, Grovedale 3216 Phone: 5241 4774 Email: grovedale.west.ps@education.vic.gov.au 12627377-KG09-24

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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

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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.)

REALISE REALISEYOUR YOUR POTENTIAL POTENTIAL TheThe teaching staffstaff at Lara CollegeCollege will do everything they Senior students graduate Lara Secondary with community opportunities that havefrom enabled them to College be worthy teaching at Secondary Lara Secondary will do everything possibly can to enable childyour to reach full potential. pathway that see them further of: citizens.career Students andopportunities teachers constantly refergoto onto the words they possibly can toyour enable childtheir to reach their fullOur academicdefinitive school is a great reasons as we able toas we Excellence, Teamwork, Respect & Commitment as these potential.

Ourschool schoolforismany a great school for have manybeen reasons study, apprenticeships or fulltime employment. develop strong, curriculumover thatthe enables have abeen ableguaranteed to developanda engaging strong reputation past few words reflect the values of the College Council, Student Leaders, students to experience a breadth of subjects in preparation for a and Students, teachers constantly to the words to of: the Excellence, Staff and in order refer to demonstrate rest of the years for providing a ‘re-energised’ and vibrant curriculum thatStudents wide range of career pathways and interests. local community, collective belief in thewords education of young enables students to select semester subjects in preparation for aTeamwork, Respectour & Commitment as these reflect the Ourwide teaching is focussed an evidence/research based people today. rangepractice of career pathwaysonand interests. values of the College Council, Student Leaders, Staff and Students, Common Instructional Model delivered by every teacher in every In addition to the above, your child will be encouraged to realise Our teaching is focussed on an evidence/research classroom.

Such practice high quality teaching practices enable every basedin order to demonstrate to the rest of the local community, our their potential in everything they do within the College. We, as a Common Instructional Modelindelivered by every teacher in everycollective student to become fully engaged their classroom activities in order belief in the education of young people today. classroom.

Such highunderstanding quality teaching to develop a much deeper of thepractices curriculumenable materialevery school community, are very proud of our efforts so far and we encourage theabove, involvement of will all be parents in the todevelopment student to become fully engaged in their classroom activities in In addition to the your child encouraged realise their of being taught. All students are therefore expected to be actively our student focused,they academic over the years. order to develop a much deeper understanding of the engaged in their learning.Furthermore, College feedback fromcurriculumpotential in everything do withinculture the College.

We,coming as a school material taught. clearly All students are High therefore expected to be www.larasc.edu.vic.au staff, parentsbeing and teachers identifies: Expectations, community, are very proud of our efforts so far and we encourage activelyTeaching, engaged Classroom in their learning.

2023 Open Days & Information Evening Effective Behaviour and Stimulating the involvement of all parents in the development of our student Learning, as areas that have experienced significant positive Furthermore, College feedback from staff, parents and teachers Wednesday 1st March 2023 & Wednesday 3rd May 2023 change are either ‘at’ or ‘above’ state benchmarks. over&the coming years.

Tours:culture 9.30am 6.30pm clearlyandidentifies: High Expectations, Effective Teaching,focused 12624173-AP10-24

Classroom Behaviour and Stimulating Learning, as areas Information Evening Presentation: 7.00pm

www.larasc.edu.vic.au that have experienced significant positive change and are either$500 $500 Academic Scholarships also availableavailable at Academic Scholarships 2024 Evening ‘at’Information or ‘above’ state benchmarks.

Year 7 & 10 each year for 3 years at Year 7 & 10 each year for 3 years Monday 4th 2024 Many March of our senior students from previous years have graduated Contact our Principal team for an Information Presentation: 5:30pm tours occur every &Wednesday morning with our from LaraEvening Secondary College with definitive career pathwaySchool Enrolment Interview discussion on 5282 8988 School Tours to follow presentation Principal Team. Book through the College Website Enrolments GBCSO

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LAVERS HILL K-12 COLLEGE “Respect, Learning, Creativity”

Every day is an open day! Come and see us at work Our rural campus offers quality education to the Otway Community for children from 3-year-old Kinder to Senior Secondary. This campus is set in extensive landscaped gardens and grounds with excellent recreational and sporting facilities including tennis, basketball and netball courts, fully equipped gym, gymnasium and a heated indoor swimming pool.

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Students wellbeing is at the forefront of what we do as a school. We have a Speech Therapist and an Occupational Therapist who come once a week to provide support to our students, their families and staff. Additionally, we have on-site Mental Health Practitioners for both Primary & Secondary students.

Contact the College office and meet the Principal Michelle Ferrari who will conduct guided tours LAVERS HILL K-12 COLLEGE Ph: 5237 3213 Email: lavers.hill.k12@education.vic.gov.au Web: www.lavershillp12c.vic.edu.au Address: 10 College Drive, Lavers Hill VIC, 3238 34

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G.O.A.L.S. CAMPUS Flexible Learning

Our second cam campus m pus sG GOALS is a FLO (Flexible Learning Option) located in Colac, and offers a unique diversity of programs and educational pathways for students, from Year 10 and beyond.

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2024 will be GOALS 10th year in operation and has seen nearly 200 students reach educational outcomes they wouldn’t have otherwise achieved in mainstream settings.

Closely connected to local support agencies, GOALS programs are carefully crafted and individualized to encourage the best possible learning outcomes.

For further information contact Campus Principal Rebecca McKenzie Ph: 0455 825 612 Address: 6 Murray Street, Colac, 3250 Enrolments GBCSO

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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.

Continued on page 46

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Importance of effective primary learning CHILDREN learn an amazing amount as their learning journey continues through primary school.

Primary school education continues in Years 1 to 6 where children receive a strong foundation in eight core subject areas: ■ English ■ Mathematics ■ Science ■ society and environment ■ technology and enterprise ■ languages ■ the arts ■ health and physical education.

Literacy and numeracy are important learning areas. Learning focuses on ensuring your children understand mathematics, and learn to read and write competently. Many schools have specialist literacy and numeracy teachers to help your children develop these important skills.

Programs are designed to build natural curiosity and foster inquiring minds in the area of science and technology. In society and environment, they learn about the history and traditions at the heart of Australia’s democratic society.

Teachers plan for a balance of activities based on the learning needs of your children and other children in their class. In some instances specialist teachers teach the class, for example in art, music and physical education.

The classroom layout is more formal than Preprimary with students sitting together in groups or rows. Your children spend more time working at their desk and in small groups. Set days and times are allocated to each subject area.

If your children are having difficulty with any of the learning, speak with their teacher.

Homework and study Homework reinforces and supports the things your children learn at school. It is designed to get your children thinking and applying what they learn in different ways and encourages them to become independent learners.

During the first years of primary school homework involves fun activities such as: ■ reading with your children every day

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■ encouraging your children to draw, write and

tell stories ■ practising using numbers ■ encouraging your children to observe things in

nature and to ask questions.

As your children progress through school, they receive specific tasks and projects designed to apply their knowledge in different ways - for example creative writing, oral presentations and assignments.

You can help your children by: ■ setting aside a set time each day for homework (also allow time for play and relaxation) ■ setting

up a ‘homework space’ where your children can do their homework

■ setting up a schedule for big projects that take

longer to complete so they are not left with one day to finish it ■ letting

your children have a go at their homework first before helping them

■ asking your children to explain what they have

done - explaining things in their own words is a great way to learn ■ checking your children’s homework when they

are done for the day and working through any errors together ■ knowing where your children are up to with

their homework so they do not fall behind.

If your children are having problems with their homework or with a specific subject or project, ask their teacher to spend some extra time helping them through the task.

Talk with your children’s teacher about the school’s homework policy for more details.

Ref: http://www.education.vic.gov.au

NAZARETH CATHOLIC SCHOOL GROVEDALE

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Explore, Discover, Collaborate, Create

Private Tours Available Now 14-16 Griffith Street, Grovedale 3216 5243 0502 www.nsgrovedale.catholic.edu.au reception@nsgrovedale.catholic.edu.au Enrolments GBCSO

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For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. The College offers a future-focused curriculum within a state of the art environment which nurtures holistic student wellbeing and engagement.

Our teaching and learning structures accommodate a broad range of individualised goals and needs through well-resourced literacy and numeracy supports and an emphasis on student agency and career action plans.

The College is proud to have been the first Australian school to offer a P-Tech Program. This enables students to participate in stakeholder-supported pathways to learning and employment within science, technology, engineering and mathematics (STEM) related industries. Through a partnership with the Gordon TAFE and key members of the Geelong business community, the College is ensuring that our school leavers are equipped with the skills needed for success in the workforce of the 21st century. Within the College, this is reinforced through our GROW (Getting Ready for the Outside World) curriculum, which leads our agenda for students to pursue positive future pathways and features a unique digital capability partnership with the Gordon TAFE called Skillsbuilder.

We are also committed to students maximising their personal growth through broad participation in a range of extra-curricular programs. Students develop confidence, teamwork, and leadership through their involvement with our renowned Music Program, culminating in a number of celebrated public performances and the annual Band Tour. The annual College Bike Tour is also a chance for students to test their mental and physical resilience, in conditions which result in the forging of lifelong friendships between the participants of the tour.

Visitors to our College are always impressed with its open, modern and light-filled learning spaces, along with its vibrant and inclusive atmosphere. We invite you to contact us and organise a tour to see for yourself these qualities within our proud school community.

2024 College Information Night, Monday March 25th, 6:30pm commencement in the College Auditorium

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Newcomb Secondary College

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81-85 Bellarine Hwy, Newcomb, VIC 3219 Ph: (03) 5248 1400 newcomb.sc@education.vic.gov.au Enrolments GBCSO

P-TECH (Pathways in Technology)

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Newcomb Secondary College is proud to host Australia’s first P-TECH program, a collaborative partnership between education and industry. This program provides pathway opportunities for students to gain a nationally accredited qualification in addition to their regular secondary school education. It also provides mentor assisted workplace experiences with one of our key industry partners.

Currently our P-TECH stakeholder partners include Analytical MicroLABS, Australian Laboratory Services, Avalon Airport, Backwell IXL, Barwon Health, Bendigo Bank, BioLabs, Blood Toyota, Challenge Meats, City of Greater Geelong, Deakin University, Ford Motor Company, Geelong Tech Group (GTG), GMHBA, Gordon Tafe, IBM, LL & Co Hair Salon, Opteon Property Group, Prestige Jayco, Royal Geelong Yacht Club, Runway HQ, SC Technology and Tribal Group.

Students are able to build their personal capacities and develop the skills required in the modern workplace through engaging a supported work placement within these industry-leading organisations.

P-TECH supports our school leavers in being equipped with the attributes and confidence required for them to excel within the workforce of the 21st century. Further information about P-TECH can be sought via the Skilling Australia Foundation, which has been engaged by the Federal Government to oversee the partnership initiative, or by visiting the Newcomb Secondary College website.

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North Geelong Secondary College Five questions you need to ask when choosing a Secondary School EVERY school is different and offers different learning opportunities for students. As parents and guardians, it is essential to ask the following five questions when finding the right school for your children: 1. What are the College’s values?

At North Geelong Secondary College (NGSC), our values are Respect, Excellence, Achievement and Diversity. These values are upheld through our culture of high expectations and embedded in our teaching and learning programs, which promote every student’s right to learn.

2. What are the facilities like?

At NGSC, we are proud to offer new and refurbished, state-of-the-art facilities for our students, including: ■ Traditional enclosed classrooms fitted with interactive touch screen TVs. ■ Brand new Food Technology wing and Science laboratories ■ Specialised Visual and Performing Arts spaces ■ Expansive library ■ Outstanding sporting facilities, including synthetic turf surfaces ■ 100% air-conditioned teaching spaces.

The Sanctuary is an area designed to assist new Year 7 students in their transition to secondary school. This area houses their lockers, provides a picturesque area to use during breaks that is separate to the rest of the College population and is central to the Junior Sub School Office, Year Level Coordinators and Student Wellbeing.

3. What will my child be learning?

At NGSC, we have a fully-documented curriculum which means that teaching and learning is carefully planned and mapped, taking into account students’ individual needs and progress.

Student learning is also supported by: ■ Chromebooks and access to internet speeds up to 1Gbps ■ Select Entry Accelerated Learning (SEAL) Program ■ STEM Program ■ Excellence in Sport Program (Soccer, AFL & Volleyball)

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Beyond the traditional classroom, students also have the opportunity to be involved in: ■ Debating ■ Outdoor Education ■ Human Powered Vehicle ■ Annual College Production ■ International exchange programs.

4. What support is there for my child?

At NGSC, we provide the following academic and wellbeing support: ■ ACE and STAR Literacy and Numeracy support programs ■ Wellbeing Team with experienced social and youth workers ■ Doctors in Schools Service onsite ■ Lunchtime clubs including Jewellery Making, Anime, Woodwork, Chess, Coding, Karaoke, Dance and Yoga.

5. How will my child be prepared for work and tertiary studies?

At NGSC, our experienced Pathways Team ensures students have the opportunity to select courses that best suit their strengths and interests, whether it be VCE, VCE Vocational Major, VET subjects and/or SBATs. We ensure all students have a viable post-secondary pathway, whether it be further study or full-time, gainful employment.

For more information on what NGSC has to offer your child, we invite you to attend our Open Night on Wednesday 13th March or contact our Transitions & Pathways Leader Steven Quinn on 5240 5800 to organise a personalised college tour.

North Geelong Secondary College Principal, Nick Adamou

2025 Enrolment

OPEN NIGHT Wednesday 13th March 2024 Commencing 6pm Find out more about our Specialist Programs.

• Select Entry Accelerated Learning (SEAL) • Scholarships • Excellence in Sport • Human Powered Vehicle (HPV) Followed by self-guided interactive tours facilitated by our students and staff.

If you wish to organise a personalised college tour, to see us in operation, please contact

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Mr Steven Quinn Transitions Leader

ngsc.vic.edu.au

@northgeelongsc Enrolments GBCSO

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Join us at St Francis Xavier Primary School Along with the curriculum, a variety of additional programs are offered: Digital Technologies, Physical Education, Art, LOTE and STEM to enhance the learning and development of all students. At St Francis Xavier Primany School we pride ourselves on being a highly motivated team of staff who are committed to ongoing professional teaching and learning and providing a faith-field environment where all children can flourish and learn.

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Our belief is that student’s is essential for them personalised learning.

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social and emotional wellbeing to engage in rich, and

Fees start from as little as $17 per week with various payment options available.

St Francis Xavier Primary School

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St Francis Xavier Primary School is a co-educational Catholic school that aims to be the first choice for families seeking a Catholic education in the Corio area.

St Francis Xavier is a school that seeks to create a culture that values strong relationships between students, families and the community that are founded on respect, communication and forgiveness.

143 Bacchus Marsh Road Corio VIC 3214 Ph. 03 5275 1974 Em. enrolments@sfxcorio.catholic.edu.au Enrolments GBCSO

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Continued from page 36 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

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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.

strengths and abilities of all students, regardless of gender, is paramount. By fostering an 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.

The next Michelin chef?

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Secondary Education

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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

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Is mainstream education the best place for students with a disability? with an inclusive society. Accordingly, they consider that special/segregated schools, which 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 Enrolments GBCSO

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We develop Geelong’s young men to be Strong in Mind, Gentle in Heart We welcome you to join our community St Joseph’s will continue to pursue our vision of forming students’ hearts and minds to act with integrity and compassion in a learning culture where each student is challenged to achieve excellence.

We will provide students with the wellbeing and learning skills they need to thrive in the world beyond the classroom.

All young men in the Geelong region are welcome to join our community and share the journey into their future with us.

135 Aphrasia Street, Newtown Vic 03 5226 8100 www.sjc.vic.edu.au

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FAQs Can we look around?

Yes! We welcome families to take a College Tour in 2024. Or you can take our Virtual 360 degree tour anytime. Tour information is available on our website.

Does my son have to be a Catholic?

No. We welcome any young man from the Geelong region to apply at St Joseph’s College. Applications are available online via our website.

What are your fees?

In 2024, our annual tuition fee is $6,980 for all year levels. Further information is available on our website.

What Pathways Options are available for my son?

We have a proud tradition of students achieving excellent VCE Results, however, we are equally as proud of our students who complete the VCE Vocational Major, Foundation Pathway,VET in Schools Certificate or an Australian School based Apprenticeship. The College has outstanding outcomes for preparing students for the workforce or further education and we provide over 600 alternate learning combinations through our school timetable in order to support our students transitioning from the College successfully.

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It's all about balance 54 16 22

ELC - Primary Enrolments GBCSO Learning

ST THERESE CATHOLIC PRIMARY SCHOOL TORQUAY

St Therese in the Nazareth Parish, is set in a semi-rural area on the Surf Coast.

The majority of families at St Therese live in the immediate Torquay, Jan Juc and Anglesea areas.

We are a Catholic Parish Primary School, priding itself on a friendly and supportive environment with a unique sense of community where parents, staff and students value and respect each other.

At St Therese, all learners have the opportunity to inquire, discover, grow and be Christ - centred.

We learn: • To be resilient, mindful/calm and self-responsible.

• To do by building positive relationships, problem solving, taking responsible risks, making decisions and communicating effectively.

• To learn with curiosity, purpose, critical thinking and reflection.

• To enquire, develop, grow and discover.

We encourage you to explore our website and contact the school if you have any further queries.

5261 4246

www.sttorquay.catholic.edu.au 12517977-HC09-22

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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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OPEN EVENING 26th February 2024 6pm - 8pm Surf Coast Secondary College cultivates a thriving community of learners who embrace challenge, uphold value of respect, and strive for academic excellence.

Join Us Tour our College to experience the facilities and opportunities Surf Coast Secondary can offer for your child.

75 White Street, Torquay 3228

03 5261 6633

More Information

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Surf Coast Secondary College proudly offers a Select Entry Extension Learning Program, this program supports students working well above expected level by providing an enriching and challenging academic pathway for students seeking to excel further. This program is designed to nurture the talents of high-achieving students, offering advanced coursework and unique opportunities to delve deeper into their chosen fields of study. It’s a In the heart of our educational philosophy testament to our commitment to fostering is a commitment to high-level teaching excellence and providing a platform for that meets students at their individual students to reach their highest potential. points of need. Our dedicated educators understand that each student is unique, Our students strive to do their best, employing innovative teaching methods congratulations to Nell Osborne-Grigg, to ensure that every learner receives the our 2022 Dux, who achieved an support and guidance necessary for outstanding ATAR score of 97.1. Nell’s success. Through personalized attention, achievement is a shining example of the we foster an environment where students academic excellence that Surf Coast not only grasp academic concepts but Secondary College strives to instill in also develop critical thinking skills that will every student. Her dedication, hard work, and the support of our exceptional serve them well beyond the classroom. teaching staff exemplify the values that define our school.

At Surf Coast Secondary College, our vision goes beyond mere words; it’s a commitment to cultivating a thriving community of learners. We believe in embracing challenges, upholding values of respect, and striving for academic excellence. Our school isn’t just a place of education; it’s a vibrant community where students are encouraged to grow, explore, and achieve their full potential.

As we celebrate Nell’s success, we also acknowledge the collective efforts of our entire school community—students, teachers, and parents—who contribute to the nurturing and inspiring environment that is Surf Coast Secondary College.

Join us on the journey of excellence. At Surf Coast Secondary College, we invite you to be part of a dynamic learning community where students are not only educated but also empowered to excel.

Together, let’s continue to embrace challenges, uphold values of respect, and strive for academic excellence.

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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,

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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Language Classes for students Prep to Yr 12, are held on Saturday mornings 9.00am – 12.15pm in:

Chinese, German, Japanese, Italian, Punjabi, Spanish & French at Matthew Flinders Girls Secondary College

Croatian, Karen, Macedonian, Malayalam, Turkish, Russian at North Geelong Secondary College

For enquiries Tel: 5277 9833 or Enrol online at: www.vsl.vic.edu.au 12631348-FC09-24

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Discover the World of Languages!

Victorian School of Languages

12568976-ET10-23

GEELONG CENTRES

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Western Heights College WESTERN Heights College is a learning community where students are guided to discover their talents, enjoy their educational journey and develop goals for the future.

We believe all students can succeed with effort, persistence and the right support in place. We are a welcoming school, progressive, honest, resilient and adventurous.

Our core values, courage, community and integrity compel us, but our actions define us. The values are lived by our people, through our programs and in our interactions with our community. These core ethics and principles are the essence of our school’s identity. They guide our actions, helping us, and helping others to do and be their best.

Western Heights College is a government coeducational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. In 2015, the stage 2 school total rebuild was complete enabling the school to realise its vision of state-of-the-art modern buildings which connect learning, to our community.

The college’s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation. Stage 3 planning has commenced for the school to complete its masterplan which will see the college state of art gymnasium constructed on-site to enable specialised sports and physical activity program to grow. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey.

The college has a strong focus on literacy and numeracy across the college. Global learning and thinking is a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as it’s language. The college has sister schools in China and South Korea.

The school now offers an elite specilialist sports program in basketball, AFL and netball

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and in 2023 will launch its soccer program. This elite program offers students an opportunity to explore their sporting potential with elite coaches whilst combining this with individualised learning programs.

In 2023, Western Heights College will launch its new “Aceelerate” program at year 7. This program will be a select entry academic program for high ability and achieving learners.

Leadership, interpersonal development and student voice and agency with their learning are a focus for the school with its offerings of exceptional dance, music, performing arts and the state school spectacular, technology, STEM and art extension programs on offer. The college has recently re-invigorated its camps and study opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, South Korea and Fiji with Destination Dreaming. The College is also involved regularly in the School for Student Leadership Opportunities.

All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a daily mentoring program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding.

An innovative personalised program for Year 9 and 10 students includes access to VCE, School Based Apprenticeships (SBA’s) and Vocational Education Training (VET) studies in the supported DET Head Start Program.

Years 11 and 12 students choose from a wide range of studies, combining academic, vocational and applied learning programs and certificates.

Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and the many sporting groups co-located on the new site.

It an exciting time to be a student at Western Heights College.

12423757-FA09-20

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Winchelsea Primary School WINCHELSEA Primary School is located along the Princess Highway on the way to Colac, just 25 minutes from Geelong, surrounded by farming countryside with the Barwon River winding through the middle of town. Established in 1878 Winchelsea Primary School is a pillar of the community, sharing experiences and common values with the wider, growing population.

Winchelsea Primary School prides itself on building an inclusive environment built upon a common professional understanding that every student deserves the opportunity to learn and grow. The Mental Health in Primary Schools program alongside the Disability Inclusion Leading Teacher have guided these principles and informed practice throughout Winchelsea Primary School.

Our school values of Be Safe, Be Kind and Learn Well are embedded in school life with our school wide positive behaviour dojo program based around these values. Seeing a positive climate amongst all year levels.

Students experience high quality teaching and learning in a safe and supported environment through a great variety of school based projects and programs including; Sounds Write, Kitchen Garden, Best Buddies, Zones of Regulation, Performing Arts, Visual Arts, Physical Education

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Students have access to Breaky Club three mornings a week to assist in fueling their bodies for a day of learning. and whole school Writing Celebrations. Students collaborate across year levels to strengthen our school community and form relationships when celebrating their learning.

Student wellbeing and welfare is a priority at Winchelsea Primary School and at the forefront of all school decisions. Students have access to Breaky Club three mornings a week to assist in fueling their bodies for a day of learning. Managed by the Primary Welfare Officer, the school provides opportunities at lunch breaks for students to engage in Kids Club where an inside, sensory based, play environment is optional for those seeking a different break experience.

We encourage you to book a school tour with our Principal by connecting with our front office at any time throughout the year.

THE BRIDGE

TO LIFE School Values Be Safe, Be Kind, Learn Well Performing Arts Visual Arts Physical Education

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Kitchen Garden Zones of Regulation

Principal - Nick Keating | Office Hours: 9am to 3pm 03 5267 2134 |

winchelsea.ps@education.vic.gov.au

60 Main Street, Winchelsea 3241

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The importance of handwriting skills IN an increasingly digital age, the importance of teaching students handwriting skills may seem diminished. However, the art of handwriting holds significant value that extends beyond mere practicality. The following explores the enduring importance of teaching student’s handwriting skills and highlights the cognitive, educational, and personal benefits associated with this fundamental form of communication.

■ Cognitive Development Handwriting engages various cognitive processes, contributing to the development of fine motor skills, hand-eye coordination, and spatial awareness. The intricate movements required for forming letters and words stimulate neural connections in the brain, enhancing cognitive development. Research suggests that handwriting improves memory retention and information processing, as the physical act of writing reinforces learning and comprehension.

■ Communication and Expression Handwriting offers a unique form of selfexpression and personal connection. It allows individuals to convey their thoughts, emotions, and ideas in a distinct and tangible manner.

Handwriting can be more personal and intimate than typed text, as it reflects an individual’s personality, style, and individuality. The act of physically writing helps individuals connect with their thoughts, fostering creativity and a deeper understanding of the content being written.

■ Cognitive Engagement and Retention Writing by hand enhances cognitive engagement and information retention. The physical act of writing engages multiple senses, including touch, sight, and kinesthetic awareness, resulting in a more immersive learning experience. Studies have shown that students who take notes by hand demonstrate improved comprehension and recall compared to those who rely solely on digital devices. Handwriting promotes active thinking, critical analysis, and the organisation of thoughts, leading to more effective learning and long-term memory retention.

■ Literacy Development Teaching handwriting skills is closely linked to literacy development. As students learn to write, they simultaneously reinforce their reading skills, phonemic awareness, and understanding of language structure. Handwriting helps students

It serves as a foundational step towards proficient reading and writing abilities. recognise letter forms, letter-sound relationships, and word formation, ultimately supporting their overall literacy skills. It serves as a foundational step towards proficient reading and writing abilities.

■ Historical and Cultural Preservation Handwriting carries historical and cultural significance. It connects us to our past, allowing us to decipher historical documents, letters, and manuscripts that were handwritten. By teaching students handwriting, we ensure the preservation of this valuable heritage. Handwriting enables individuals to appreciate the artistry and personal touch behind handwritten artifacts, fostering an understanding and respect for our shared history.

■ Practical Applications While digital technologies have become pervasive, there are still situations where handwriting remains practical and necessary. Not all environments or circumstances allow for the use of digital devices, and being able to communicate effectively through handwriting ensures individuals can adapt to various situations.

Handwritten notes, letters, and forms remain prevalent in many areas of life, such as personal correspondence, legal documents, and signatures.

Despite advancements in technology, teaching students handwriting skills remains essential for their cognitive, educational, and personal development. Handwriting engages cognitive processes, enhances communication and expression, promotes cognitive engagement and retention, supports literacy development, preserves historical and cultural connections, and maintains practical applications. The art of handwriting holds timeless value, fostering creativity, critical thinking, and a deeper connection to our thoughts and ideas.

By teaching handwriting, we equip students with a valuable skill that transcends the digital realm, empowering them to communicate effectively and express themselves authentically in an everevolving world.

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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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The next Rembrandt?

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Locality Guide PRIMARY SCHOOLS

Christian College Geelong ............................................. 10 & 11

Bellbrae Primary School ....................................................... 6 & 7

Clonard College ................................................................................ 13

Christian College Geelong ............................................ 10 & 11

Geelong Baptist College .......... Front cover, 2, 3, 22 & 23

Freshwater Creek Steiner School ............................... 16 & 17

Geelong High School ......................................................... 24 & 25

Geelong Baptist College .......... Front cover, 2, 3, 22 & 23

Geelong Lutheran College .............................................. 26 & 27

Geelong Lutheran College ............................................ 26 & 27

Grovedale College .............................................................. 28 & 29

Grovedale West Primary School ........................................... 31

Lara Secondary College ............................................................. 33

Lavers Hill K-12 College .................................................. 34 & 35

Lavers Hill K-12 College ................................................. 34 & 35

Nazareth Primary School .......................................................... 39

Matthew Flinders Girls’ College ........... 37 & back cover

St Francis Xavier Primary School ............................ 44 & 45

Newcomb Secondary College ..................................... 40 & 41

St Therese Primary School ...................................................... 55

North Geelong Secondary College ......................... 42 & 43

Torquay College ................................................................... 60 & 61

St Ignatius College ............................................................. 48 & 49

Winchelsea Primary School ........................................ 68 & 69

St Joseph’s College ............................................................. 52 & 53

SECONDARY SCHOOLS

Surf Coast Secondary College .................................... 58 & 59

Bellarine Secondary College .............................................. 4 & 5

Torquay College ................................................................... 60 & 61

Belmont High School ...................................................................... 9

Western Heights Secondary College .................... 66 & 67

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Contents Bellarine Secondary College ................................... 4 & 5 Bellbrae Primary School ............................................. 6 & 7 Belmont High School .......................................................... 9 Benefits of LOTE .................................................................. 63 Children learn through play ......................................... 30 Christian College Geelong ................................... 10 & 11 Clonard College .................................................................... 13 Freshwater Creek Steiner School ...................... 16 & 17 Geelong Aquatic Centre .................................................. 21 Geelong Arts Centre ................................................ 18 & 19 Geelong Baptist College ....................... Front cover, 2, 3, 22 & 23 Geelong High School ............................................ 24 & 25 Geelong Lutheran College .................................. 26 & 27 Grossek’s View ............................................................ 50 & 51 Grovedale College .................................................... 28 & 29 Grovedale West Primary School ................................. 31 Importance of effective primary learning ............. 38 Keeping our planet clean & healthy ............................. 8 Lara Secondary College ................................................... 33 Lavers Hill K-12 College ........................................ 34 & 35 Matthew Flinders Girls’ College ............................................ 37 & Back cover

Nazareth Primary School ................................................ 39 Newcomb Secondary College ............................ 40 & 41 Noone Imagewear ............................................................... 79 North Geelong Secondary College ............... 42 & 43 Puzzle pages .................................................................. 74 & 75 School locality guide .......................................................... 77 St Francis Xavier Primary School .................... 44 & 45 St Ignatius College ................................................... 48 & 49 St Joseph’s College .................................................. 52 & 53 St Therese Primary School ............................................. 55 Students & problem solving .......................................... 32 Students & the educational revolution .......... 14 & 15 Surf Coast Secondary College ........................... 58 & 59 Sustaining physical education up to VCE ................................................ 72 & 73 Teaching Children about teamwork .............. 56 & 57 The importance of handwriting skills ...................... 71 Torquay College ........................................................ 60 & 61 Unraveling the gender disparity ...................... 36 & 46 Victoria School Guides Website ................................. 12 Victorian School of Languages ........................ 64 & 65 Western Heights Secondary College ............ 66 & 67 Winchelsea Primary School ............................... 68 & 69

Next edition: February 2025 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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