Clonard College - pg 11 & back cover
Freshwater Creek Steiner School - pages 12 & 13
Geelong Arts Centre - pages 14 & 15
Moolap Primary School - pages 32 & 33
Nazareth Primary School - pages 34 & 35
St Francis Xavier Primary School - pages 42 & 43
Victorian School of Languages - pages 56 & 57
IN the quest to provide a holistic education that prepares students for the challenges of the future, there is a growing recognition of the importance of integrating arts into the academic curriculum. While traditional academic subjects are undoubtedly crucial, fostering creativity and artistic expression is equally essential. Here we explore the benefits of developing an arts curriculum alongside academic studies, the impact on students’ cognitive and emotional development, and the potential for cultivating well-rounded individuals equipped for the complexities of the modern world.
Cognitive Benefits of Arts Education:
Arts education encourages students to think critically and analyse situations from multiple perspectives. Through activities like visual arts, music, and drama, students develop the ability to interpret and evaluate information, fostering a more nuanced approach to problem-solving.
Numerous studies have shown a positive correlation between arts education and improved academic performance. Engaging in creative activities stimulates brain function, enhancing memory, attention, and overall cognitive abilities. Students involved in the arts often demonstrate higher scores in standardised tests and exhibit increased proficiency in other academic subjects.
Emotional and Social Development:
The arts provide a platform for self-expression, allowing students to convey their thoughts, emotions, and experiences in a non-verbal manner. This creative outlet can be particularly valuable for students who may struggle with verbal communication, providing them with alternative means of expressing themselves.
Participation in the arts exposes students to diverse perspectives, cultures, and experiences. This exposure fosters empathy, helping students develop a deeper understanding of others and promoting a sense of interconnectedness that extends beyond cultural and social boundaries.
Creating Well-Rounded Individuals:
By integrating arts into the academic curriculum, schools instill a lifelong appreciation for various forms of artistic expression. This appreciation goes beyond the classroom and extends into students’ personal lives, enriching their cultural experiences and contributing to a more vibrant and engaged society.
Arts education encourages interdisciplinary
connections, demonstrating the interconnected nature of knowledge. Students can explore the intersections between art, science, history, and literature, fostering a more comprehensive understanding of the world and breaking down traditional academic silos.
Collaborative efforts between arts and academic teachers can result in innovative, cross-disciplinary projects. For example, a history lesson could be enhanced through a theatrical performance or a science class enriched by incorporating visual arts to illustrate concepts.
Schools can incorporate dedicated arts courses into the curriculum, ensuring that students receive comprehensive exposure to various artistic disciplines. This may include visual arts, music, drama, dance, and creative writing, allowing students to discover and nurture their individual artistic strengths.
One of the challenges in developing an arts curriculum alongside academic studies is resource allocation. Schools may need to invest in art supplies, musical instruments, and qualified arts educators. However, the longterm benefits in terms of student development and academic success make this investment worthwhile.
Cultivating a culture that recognises and values the importance of arts education is crucial. This involves fostering support among educators, parents, and policymakers to ensure that the arts are not sidelined but integrated as an essential component of the overall educational experience.
By providing students with opportunities to engage in creative expression, schools contribute to the development of critical thinking skills, emotional intelligence, and a lifelong appreciation for the arts. The synergy between academic and artistic pursuits creates a more enriching educational experience, preparing students not only for academic success but also for the complexities and challenges of a rapidly evolving world. As we continue to redefine the goals of education, an integrated curriculum that values both the academic and the artistic is a powerful step towards fostering the diverse talents and capabilities of each student.
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 Select Entry Accelerated Learning Program providing a curated learning in an environment to ensure that all students are fully challenged.
Students continue to achieve exceptional results in the VCE with 11 students achieving Atars in the 90’s in 2024. 21 students with a Study Score of 40+, 18,8% of students with an ATAR over 80 and 27% of students with an ATAR over 70. Starting in 2023, they have also had the opportunity to pursue the VCE Vocational Major Certificate, a two-year vocational and applied learning program within the VCE. This program is designed to provide students with the skills, knowledge, confidence, and agency necessary to prepare for both the workforce and further education and training.
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.
Vocational Education and Training (VET) and workplace learning through innovative programs such as Head Start or a School Based Apprenticeship actively support students seeking to transition into the workplace.
The College is inclusive and centrally located on the Bellarine Peninsula with campuses in Ocean Grove (years 7-8) and Drysdale (years 9-12). Bellarine Secondary College offers a scholarship to a Grade 6 student from each Partnership Primary School. These scholarships are awarded to the student who has most consistency displayed the following qualities:
■ Academic effort
■ Participation in school activities
■ Respect for others
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.
Ocean Grove - Free BBQ with fresh salads courtesy of the school's partnership with Farm My School for 202 enrolmentsintoyear 7 Tuesday 5th 2025
OCEAN GROVE CAMPUS
Self Guided Tours from 5 pm to 7:00 pm 6pm & 7pm
DRYSDALECAMPUS tours from 5:30 pm
5th of March 2025
BELMONT High School supports young people to achieve academic success in an encouraging environment. Our Motto, “Strive For The Highest” is our mantra, and is underpinned by our core values of, Respect, Resilience and Opportunity. Our House System model ensures students are connected to wellbeing support and develop a deep sense of belonging to the school community. We understand that positive relationships drive successful and confident young people.
Students have access to an extensive range of high-quality learning programs and opportunities for acceleration.
We provide opportunities for students to contribute to their school community through involvement in various leadership roles and responsibilities across the school. Students are able to participate in whole school leadership, House leadership and through a strong SRC.
We believe students should be challenged both in and out of the classroom. We offer an accredited Select Entry Accelerated Learning Program (SEALP) and other opportunities for enrichment and acceleration. We provide opportunities for our students to participate in activities that will excite, engage, and challenge.
Students are encouraged to participate in an extensive co-curricular program such as academic competitions, music, sport, dance,
Students are encouraged to participate in an extensive co-curricular program such as academic competitions, music, sport, dance, drama, debating, outdoor adventure and overseas travel.
drama, debating, outdoor adventure and overseas travel. We have our own school camp in the beautiful Otway Ranges.
The House system provides identity and belonging, where senior students care for younger students. It develops opportunities for participation and leadership.
Students begin in our Year 7 and 8 Middle Years program and are supported by a team of teachers that know and understand each individual student.
Our academic programs, overseas study tours, international student program and fundraising activities inspire our students to develop into global citizens.
www.christiancollege.vic.edu.au or call us 5241 1899 Book your place on a tour today
With five campuses and two Early Learning Centres located in Geelong, the Bellarine Peninsula and Surf Coast, Christian College offers an outstanding education for students from K-12.
Families tell us they love the ‘smaller school’ feel of our campuses. At the same time, all students are part of a much larger College community. They benefit greatly from the range of opportunities to mix and form friendships with students from other Christian College campuses, and be part of major events, sports carnivals and stage performances.
Throughout the year levels at all campuses, Christian College offers an unparalleled blend of core and specialist learning areas. From Prep, students engage with classroom or homeroom teachers as well as a range of specialist teachers across areas including Japanese, Music, Art, Library, Digital Technologies, Health and Phys Ed. As they move up the school, the range of specialist and elective subjects broadens.
In Years 5 and 6, the specialty areas also include Science and Indonesian, as well as semesterlong units of Food Studies, Product Design and Systems Engineering. By the time they reach Year 7, students are well accustomed to having a range of teachers for their spread of subjects.
As they move through the middle years, our Year 9 program prepares students in many ways for the progression to Senior School. A highlight is the half-term residential experience at Back Creek Farm in Scotsburn, which fosters lifelong friendships and memories, that runs alongside the half-term onsite Transformation Program - important parts of a year of schooling that sets our students up for success as they move to the Senior School campus.
At our dedicated senior campus in Waurn Ponds (Years 10-12), whether students study traditional VCE subjects or undertake a Vocational Major, every student can undertake an individualised program, which could include an array of Art, Technology and Design areas in our Villa
Paloma centre, Languages, the Sciences, Humanities, Digital Technologies, Music and Performing Arts, Outdoor Education, Health and Phys Ed…our offering is vast.
For many students, peak experiences occur outside of the classroom – on the stage in drama productions or music performances… on an Outdoor and Environmental Studies program in Central Australia, hiking or skiing the High Country, navigating a river, riding the surf or just taking in the view…being part of a study tour to Japan, Indonesia or East Timor.
To find out more you can make a booking for a ‘Come and see us’ tour by clicking on the hotlink on our website homepage –christiancollege.vic.edu.au
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 problemsolving as a learning approach. The problems
The purpose of education is to allow learners to store information in long-term memory.
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.)
STEINER Education is the world’s largest independent education movement, and it continues to grow.
Steiner education fosters personal and academic growth in students. Through a balanced integration of arts, music, practical crafts, outdoor and environmental education and a strong focus on wellbeing, personal values, and kindness, students learn about themselves and others, and how we can all live together. The Steiner curriculum fosters a love of learning, offering a holistic approach. In an age of digital distractions, Steiner education provides a warm, balanced learning environment where children are nurtured academically, socially, and emotionally.
Freshwater Creek Steiner School thrives in a beautiful natural setting. Situated on 24 acres of regenerated farmland on Wadawurrung country, near the Victorian Surfcoast, students benefit with nature play, biodynamic gardening and working on the farm next door all part of their learning program. Community involvement, such as local environmental projects, is also a key part of the student experience.
The Australian Steiner Curriculum Framework (ASCF) is followed in the Primary School.
The ASCF is one of the few alternative curriculums accredited for use in Australian schools. The ASCF aligns the integrated Steiner approach with the Australian Curriculum’s eight key learning areas. When our students graduate in Class 6, they easily adapt to the mainstream secondary curriculum that is available in the region.
The integration of arts and experiential learning is central to the curriculum. Primary School classes engage the students’ interests by integrating the arts and experiential learning, with academic skills development. Painting, music, drama, hands on experiments and research are woven through the learning units. The outcome is student work that exhibits skills and knowledge and is also artistically presented. Our students take pride in their work.
Specialist subjects enhance the Steiner education experience from Prep to Class 6. Students participate in subjects such as library, handcraft, Japanese, choir and a Strings program from Class 3 (violin, viola and cello). Their connection to nature is deepened through outdoor excursions and activities, including school camps that begin with a sleepover in Class 2 and ramp up to a high-country hike and camp in Class 6.
Seasonal festivals and a strong school community further enrich the students’ learning experiences.
These celebrations of nature’s rhythms strengthen connections between students, families, and teachers, creating a supportive and vibrant environment for learning.
Student wellbeing is a core focus at Freshwater Creek Steiner School. The school ensures students feel safe and supported in their learning journey through differentiated programs. The Student Support team works closely with teachers to ensure that every child’s unique needs are met.
In Steiner Education humanity is paramount. The school’s values of warmth, balance, inclusivity, integrity and vitality are the foundation for how we work with the children.
Geelong Arts Centre’s 2025 Family Magic program promises a year of exciting performances for families, featuring captivating shows that spark creativity, humour, and imagination. With interactive experiences and fresh takes on storytelling, music, and theatre, these performances are designed to delight children and their families.
The program kicks off in March with Junklandia, a vibrant show that combines drumming, dance, circus, and comedy. It follows siblings from the planet Junklandia on a mission to Earth, teaching creative recycling and music through rhythm and gibberish. The show ends with a Junk Orchestra, where the audience creates instruments from recycled materials, making for a fun and eco-friendly experience.
In April, Josephine Wants to Dance brings the heartwarming tale of a determined kangaroo who dreams of becoming a dancer. Based on the beloved book by Jackie French and Bruce Whatley, this musical showcase Josephine’s perseverance in the face of obstacles, inspiring children to follow their dreams.
110% Ready, in June, is a fast-paced comedy from The Listies. This absurd, laugh-out-loud performance follows two characters trying to leave the house on time, with plenty of puns, slapstick humour, and unexpected antics that will entertain audiences of all ages.
In August, The Paper Escaper by Terrapin features a puppet named Benny who dreams of something greater
than being a pop-up book. This enchanting show, focused on friendship, creativity, and perseverance, inspires children to pursue their dreams.
September’s Proudfoot & Friends is a musical adventure set in Pelican Bay. Featuring puppets like Ruby the Frog and Cane Toad Bill, this interactive show uses puppetry and animated projections to engage young audiences in a lively sing-along experience.
Families can also enjoy Mario the Maker Magician, a magical performance filled with robots, science, and comedy. From New York City, Mario leads a vaudevillestyle show that entertains all ages and inspires creativity and wonder.
Rounding out the year is The Velveteen Rabbit, a dynamic retelling of the classic story, complete with live music, projections, and audience participation. This emotionally rich performance explores love, loss, and transformation, making it a perfect end to a year of magical family experiences.
The 2025 Family Magic program offers something for everyone, with performances that will delight children and parents alike!
Discover more at geelongartscentre.org.au
BOOK NOW
CALL 1300 251 200 IN PERSON 50 LITTLE MALOP ST GEELONG ONLINE
GEELONGARTSCENTRE.ORG.AU
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AGES 5-12 4 AUG PROUDFOOT & FRIENDS
GEELONG ARTS CENTRE AGES 3-7 16 SEP MARIO THE MAKER MAGICIAN
NCM AND MARIO MARCHESE AGES 5+ 20-21 SEP VELVETEEN RABBIT
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• 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
• Swordfish Program consisting of specialized aqua supports for students with developmental delays , disability, and medical conditions to help access swimming lessons
• Junior, Intermediate, Senior and Masters Squads for the advanced or fitness conscious
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.
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.
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.
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
These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to wait for teachers or peer support.
but also ensures objective 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.
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.
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.
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.
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-onone interactions, mentorship, and addressing students’ individual needs. This reimagined teacher-student dynamic fosters a more collaborative and personalised educational experience.
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 problem-solving skillsqualities 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 responsiblve 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.
Founded in 1910, 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 find their pathway 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. Throughout the school’s esteemed history, one constant has always remained strong and is at the forefront of the school’s ethos. 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.
When you enrol at Geelong High School, you are joining a learning community that is both positive and creative, with a long history of excellence and innovation.Our teaching focus supports students to strive for their best through innovative and engaging teaching programs that encourage its students to develop respectful relationships and strive to achieve their full academic and personal potential.
Yet, the key strength of the curriculum delivered at Geelong High School is the wide range of subjects offered at VCE, and the subject pathways that lead to VCE. For students looking for challenge and extension, opportunities to accelerate exist through Years 9 and 10 in core subjects of Sciences, Mathematics, Humanities, and via electives in PE and Sport, plus our outstanding Outdoor Education programme.
We also offer electives such as Advanced English in Year 10, 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 Indigenous communities.
At VCE, our VET Dance program is reputably one of the leading dance programs in the State, which 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 program is also a key strength with VET Music Production and a range of fine arts on offer.
Whilst students regularly accelerate in years 9 and 10, in 2024 Geelong High has further extended these opportunities by introducing a new Year 7 Accelerated Learning Program. The Accelerated Learning Program has catered specifically for students graduating from Grade 6 to Secondary School and provides opportunity to join a class that will face extra challenge and extension in all core subjects, whilst still enjoying the full breadth of a rich curriculum.
Whilst the focus in 2024 has been Year 7 students, the program will be further extended in 2025 to cover both Years 7 & 8. Further information and application forms can be found on our school website for interested families.
Come and see what Geelong High School can offer, and see how your child can find their passion and find their pathway.
PHYSICAL education (PE) is often considered an integral component of a well-rounded education, contributing significantly to the overall well-being of students. Beyond its role in promoting physical fitness, PE encompasses a broad spectrum of benefits that extend to mental, social, and emotional dimensions. This piece explores the multifaceted ways in which physical education contributes to student well-being, emphasising the importance of a holistic approach to education that prioritises the health and happiness of individuals.
Physical Fitness and Health:
The most apparent and direct impact of physical education on student well-being is the promotion of physical fitness and overall health. Engaging in regular physical activity during PE classes helps students develop cardiovascular endurance, muscular strength, flexibility, and coordination. These physical benefits contribute to the prevention of chronic health conditions, such as obesity and cardiovascular diseases, laying the foundation for a healthy lifestyle throughout their lives.
Stress Reduction and Mental Health:
Physical activity has a profound impact on mental health by acting as a natural stress reliever. PE classes provide students with an opportunity to release built-up tension, reduce stress levels, and improve mood through the release of endorphins— hormones associated with positive feelings. The mental health benefits of PE extend beyond the classroom, positively influencing students’ overall well-being and resilience in the face of life’s challenges.
Development of Motor Skills:
Physical education plays a crucial role in the development of fundamental motor skills in students. From basic movements like running and jumping to more complex skills such as throwing and catching, PE classes
contribute to the refinement of motor skills essential for daily activities and sports participation. The mastery of these skills enhances students’ confidence in their physical abilities, fostering a positive selfimage and a sense of accomplishment.
Social Interaction and Team Building:
PE provides a unique setting for social interaction and team building. Participating in group activities and team sports promotes cooperation, communication, and the development of interpersonal skills. Students learn to work collaboratively, appreciate diversity, and cultivate a sense of camaraderie. These social interactions contribute to the creation of a positive and supportive school community, fostering a sense of belonging and enhancing overall well-being.
Lifelong Physical Activity Habits:
Physical education lays the foundation for the development of lifelong physical activity habits. By exposing students to a variety of activities and sports, PE classes help them discover enjoyable ways to stay active beyond their school years. The cultivation of a positive attitude towards physical activity during childhood is instrumental in creating habits that contribute to a healthier and more active lifestyle throughout adulthood.
Improved Concentration and Academic Performance:
There is a strong correlation between physical activity and cognitive function. Engaging in regular physical exercise has been shown to enhance concentration, memory, and academic performance. PE classes provide a structured outlet for energy release, allowing students to return to academic tasks with increased focus and readiness to learn. This connection underscores the importance of physical education as a complementary component of a comprehensive educational experience.
Participation in physical education activities promotes a positive body image and selfesteem. PE classes emphasize the importance of effort, improvement, and individual progress rather than focusing solely on competition or external standards. This approach helps students develop a healthy relationship with their bodies, fostering a sense of self-worth and confidence irrespective of their athletic abilities.
Physical education exposes students to a diverse range of physical activities, allowing them to discover their interests and talents. Whether its team sports, individual activities, or alternative forms of exercise like yoga or dance, PE classes provide a platform for students to explore different avenues of physical expression.This exposure contributes to a holistic understanding of health and fitness, catering to the diverse preferences and needs of individual students.
Regular participation in physical education requires students to manage their time effectively. PE classes teach students to prioritise physical activity within their schedules, fostering habits of discipline and
time management. These organisational skills contribute not only to their physical wellbeing but also to the development of essential life skills that extend beyond the realm of physical education.
The holistic benefits of physical education extend beyond the school years, contributing to lifelong well-being. By instilling a foundation of physical fitness, promoting mental health, and fostering positive attitudes toward physical activity, PE sets the stage for individuals to lead healthier, more active, and fulfilling lives well into adulthood.
The importance of physical education in contributing to student well-being is evident in its multifaceted impact on physical, mental, social, and emotional dimensions. By prioritising physical education within the educational framework, schools not only promote healthier lifestyles but also contribute to the holistic development of students. The positive habits, skills, and attitudes cultivated through physical education extend far beyond the school years, shaping individuals who are not only physically fit but also resilient, socially adept, and equipped for a lifetime of wellbeing and success.
Lara Secondary College is a school where all students are known and valued, and where genuine partnerships are formed between the school, families and young people to ensure every student has the opportunity to ‘realise their potential’.
Wednesday 1st March 2023 & Wednesday 3rd May 2023 www.larasc.edu.vic.au
Tours: 9.30am & 6.30pm with Information Briefing at 7.00pm A great opportunity to view our learning environment and meet both staff and students of our College.
Our college utilises contemporary teaching practices, to challenge students, while fostering their confidence and identity. All students are supported to be successful within the school context and within the broader community, making meaningful contributions to each, while living our college values of Respect, Teamwork, Commitment and Excellence.
• We value the performing arts at Lara Secondary College, our school production is a continual success and our music program sees budding musicians begin learning to play an instrument in private lessons and results in student bands performing all across Lara and the Geelong region.
• Our Rugby and Cricket Academy’s compliment the other individual and team sporting opportunities at that the college provides. The academies provide elite level coaching within the school day, while ensuring that students are set up for success post secondary schooling, regardless of their athletic performance.
Lara Secondary College in partnership with the Lara District Community Bank (Bendigo Bank), is pleased to continue to offer highly academic students in Year 7 & Year 10 in 2024, the opportunity to gain an academic scholarship to the value of $1500 over 3 years.
We are committed to our core business of teaching and learning but also understand that for all students to ‘realise their potential’ and succeed in the modern world, learning needs to take place beyond the four walls of the classroom. This is why we have developed an extensive co-curricular program, where all students can experience success. These programs include:
• Student leaders, across every year level, do an incredible job of representing their peers, making meaningful change to our school, while developing their personal leadership skills.
• Enrichment program, where the most academically capable students are not only accelerated through the curriculum but are pushed and challenged as they delve further into the learning, promoting higher order thinking.
The $1500 scholarship amount may contribute to the annual Essential Education Items cost required at each year level, any school camps, excursions or Textbook requirements.
• Our comprehensive camps program, ensures students are exposed to unique experiences at every year level, whether that be international study tours, snow camps, chasing waterfalls in the Great Otway National Park, summiting mountains, team building activities, urban experiences in Melbourne or staying on residence at university.
• An array of excursions, incursions, academic extension groups, debating and public speaking events, lunchtime and afterschool clubs all compliment our learning program, that sees students having choices in their pathway as they conclude their secondary schooling. At Lara Secondary College we understand and explicitly teach the knowledge, skills and dispositions required to be successful in an ever changing world. This is why our students continually succeed, long after they finish their secondary schooling. Whether it be pursuing further study at university or securing a vocational pathway, such as an apprenticeship, all students at our school are set up for a lifetime of success, regardless of their goals and ambitions.
In order to receive a $1500 Academic Scholarship, students will need to register for the Scholarship Exam (Higher Ability Selection Test - written by the Australian Council of Educational Research) to be held at the following times at the College.
2024 Year 7: Monday 15th May 2023 (9.15am – 12.00pm) in College Auditorium (Registrations close 3.00pm Friday 5th May) Successful students will be admitted to the 2024 with the opportunity to receive a $1,500
Thursday 25th May 2023 (9.15am – 12.00pm) in College Auditorium (Registrations close 10.00am Friday 12th May 2023) Successful students will be admitted to our with the opportunity to receive a $1,500 scholarship
The teaching staff at Lara Secondary College will do everything they possibly can to enable your child to reach their full potential. Our school is a great school for many reasons as we have been able to develop a strong, guaranteed and engaging curriculum that enables students to experience a breadth of subjects in preparation for a wide range of career pathways and interests.
Our teaching practice is focussed on an evidence/research based Common Instructional Model delivered by every teacher in every classroom. Such high quality teaching practices enable every student to become fully engaged in their classroom activities in order to develop a much deeper understanding of the curriculum material being taught. All students are therefore expected to be actively engaged in their learning.Furthermore, College feedback from staff, parents and teachers clearly identifies: High Expectations, Effective Teaching, Classroom Behaviour and Stimulating Learning, as areas that have experienced significant positive change and are either ‘at’
The teaching staff at Lara Secondary College will do everything they possibly can to enable your child to reach their full academic potential. Our school is a great school for many reasons as we have been able to develop a strong reputation over the past few years for providing a ‘re-energised’ and vibrant curriculum that enables students to select semester subjects in preparation for a wide range of career pathways and interests.
Our teaching practice is focussed on an evidence/research based Common Instructional Model delivered by every teacher in every classroom. Such high quality teaching practices enable every student to become fully engaged in their classroom activities in order to develop a much deeper understanding of the curriculum material being taught. All students are therefore expected to be actively engaged in their learning.
www.larasc.edu.vic.au
Open Evening
Furthermore, College feedback from staff, parents and teachers clearly identifies: High Expectations, Effective Teaching, Classroom Behaviour and Stimulating Learning, as areas that have experienced significant positive change and are either ‘at’ or ‘above’ state benchmarks.
Wednesday March 12th 2025
5.30-7.00pm
Many of our senior students from previous years have graduated from Lara Secondary College with definitive career pathway
Presentation at 5.30pm with school tours to follow
or ‘above’ state benchmarks.
Senior students graduate from Lara Secondary College with definitive career pathway opportunities that see them go onto further study, apprenticeships or fulltime employment.
Students and teachers constantly refer to the words of: Excellence, Teamwork, Respect & Commitment as these words reflect the values of the College Council, Student Leaders, Staff and Students, in order to demonstrate to the rest of the local community, our collective belief in the education of young people today.
opportunities that have enabled them to be worthy community citizens. Students and teachers constantly refer to the words of: Excellence, Teamwork, Respect & Commitment as these words reflect the values of the College Council, Student Leaders, Staff and Students, in order to demonstrate to the rest of the local community, our collective belief in the education of young people today.
In addition to the above, your child will be encouraged to realise their potential in everything they do within the College. We, as a school community, are very proud of our efforts so far and we encourage the involvement of all parents in the development of our student focused, academic culture over the coming years.
www.larasc.edu.vic.au
In addition to the above, your child will be encouraged to realise their potential in everything they do within the College. We, as a school community, are very proud of our efforts so far and we encourage the involvement of all parents in the development of our student focused culture over the coming years.
2023 Open Days & Information Evening Wednesday 1st March 2023 & Wednesday 3rd May 2023
Tours: 9.30am & 6.30pm
Information Evening Presentation: 7.00pm
$500 Academic Scholarships also available at Year 7 & 10 each year for 3 years
$500 Academic Scholarships available at Year 7 & 10 each year for 3 years
Contact our Principal team for an Enrolment Interview & discussion on 5282 8988
School tours occur every Wednesday morning with our Principal Team. Book through the College Website
“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 on extensive grounds with excellent recreational and sporting facilities including an indoor sports stadium, fully equipped gym and an indoor heated swimming pool. We offer a wide variety of subjects to students of all ages, including woodwork, ceramics and food technology as well as opportunity for leadership and community engagement projects. Students can access our College through a well-supported bus network reaching from Hordern Vale, Princetown, Gellibrand and Colac.
Alongside well established teaching and learning programs we have access to many DET wellbeing initiatives such as the Doctors in Secondary Schools program, Mental Health Practitioner program and the Mental Health in Primary Schools initiative. Additionally, we have close connections to wellbeing support in our local community who have the capacity to do on-site appointments and support. At Lavers Hill K-12 College we pride ourselves on educating the whole child – come and see it for yourself!
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
GOALS [Greater Otway Applied Learning School] is a Flexible Learning Option located in the heart of Colac. With over 10 years’ experience in the applied learning space, we offer a broad range of educational options for young people in Year 10 and beyond who have disengaged from mainstream education.
Closely connected to local support agencies, GOALS programs are carefully crafted and individualised to encourage the best possible pathway for students.
For further information contact Campus Principal Rebecca McKenzie Ph: 0455 825 612
Address: 6 Murray Street, Colac, 3250
Welcome to Moolap Primary School – where learning comes to life through a holistic approach nurturing every aspect of your child’s growth. With engaging programs, a unique environment, a strong focus on learning and well-being, eco-friendly initiatives, and weekly clubs fostering talents and interests. Moolap Primary School is the perfect choice for your child’s Prep journey in 2026, offering a well-rounded and enriching education.
Why Moolap Primary School?
• Our Little Learners Love Literacy program is a Structured Synthetic Phonics approach that helps children develop phonics, phonemic awareness, vocabulary, reading fluency, and comprehension through explicit instruction. As students progress, we enhance their learning with rich text-based units and teach morphology and etymology to strengthen spelling and writing skills.
• Nurturing Well-Being Through Nature and Mindful Learning: Our beautifully designed sensory garden and passive learning spaces offer a calming environment where children can engage in mindful activities, connect with nature, and reflect independently, all while enhancing their sensory and emotional well-being. Coupled with our strong well-being support programs fostering emotional resilience, mindfulness, and social skills, we ensure every child feels safe, happy, and confident throughout their learning journey.
• Specialist Subjects: We offer a range of specialist subjects to enhance your child’s learning experience:
o STEM (Science, technology, engineering and mathematics)
o Art
o Physical Education
o Music
o AUSLAN
• Weekly Clubs for Exploration & Fun:
o Art Club
o Gardening Club
o iPad Club
o Sports Activities run by student leaders
o STEM Club
Moolap Primary School
Respect Responsibility Integrity Safety (School Values)
Mr Peter Knight – Principal
EXTRACURRICULAR activities play a crucial role in the holistic development of school students. These activities, which encompass a wide range of interests and passions beyond the traditional academic curriculum, offer students numerous benefits that extend far beyond the classroom walls.
From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.
This article explores the transformative power of extracurricular activities and highlights the manifold advantages they provide to school students.
Contrary to popular belief, engaging in extracurricular activities can have a positive impact on academic performance.
Research indicates that students involved in extracurriculars often exhibit higher levels of motivation, better time management skills, and improved organisational abilities.
Participation in activities such as debate clubs, science fairs, or mathematic competitions stimulates intellectual curiosity and enhances critical thinking and problemsolving skills. Students who engage in extracurriculars are more likely to develop discipline and perseverance, attributes that contribute to academic success.
These activities provide a practical application of concepts learned in the classroom, reinforcing academic knowledge and deepening understanding.
Extracurricular activities can also offer opportunities for mentorship and access to resources that extend beyond the school environment, further enriching the learning experience.
Extracurricular activities provide an ideal platform for students to develop crucial social skills that are essential for their personal and professional lives.
Through teamwork, collaboration, and interaction with peers who share similar interests, students learn to communicate
From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into wellrounded individuals.
effectively, resolve conflicts, and build relationships. Whether it’s participating in team sports, joining a music ensemble, or working on a community service project, students gain exposure to diverse perspectives, fostering empathy and cultural sensitivity.
These activities also promote leadership skills, as students often assume roles of responsibility, such as team captains, club presidents, or project coordinators. By engaging in extracurricular activities, students develop self-confidence, assertiveness, and the ability to adapt to different social contexts, qualities that are vital for success in the future.
Extracurricular activities serve as fertile ground for personal growth and character building. These activities encourage students to explore their interests, discover their passions, and develop a sense of identity. Whether it’s pursuing a hobby like painting or learning a musical instrument, extracurriculars provide a creative outlet for self-expression, fostering a sense of fulfillment and purpose. Furthermore, these activities teach students resilience and perseverance, as they often face challenges and setbacks along the way.
Through practice, dedication, and the pursuit of excellence, students develop a growth mindset, embracing failure as an opportunity to learn and grow. Extracurricular activities also instil important values and virtues such as discipline, integrity, and teamwork. In sports, for example, students learn the value of fair play, respect for opponents, and the importance of teamwork to achieve common goals. In clubs and organisations, they learn to navigate responsibilities, manage time effectively, and develop organisational skills. These activities provide a platform for students to learn from mentors and role models, who impart valuable life lessons and guide them towards ethical decision-making.
Beyond the school years, the skills and values gained through extracurricular activities contribute to college admissions and career success. Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.
Extracurricular activities offer students a myriad of benefits that extend far beyond the academic realm. From enhancing academic performance to fostering social skills and nurturing personal growth, these activities
Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.
play a pivotal role in shaping well-rounded individuals. By participating in extracurriculars, students develop skills and qualities that prepare them for the challenges of the future, both academically and personally. It is imperative for educational institutions and parents alike to recognise and encourage the power of extracurricular activities, ensuring that students have ample opportunities to explore their interests, pursue their passions, and grow into confident and capable individuals.
For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. The College offers a futurefocused 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.
2025 College Information Night, Monday March 31st, 6:30 commencement in the College Auditorium
Newcomb Secondary College is proud to host Australia’s first P-TECH program, a collaborative partnership between education and industry. This program provides pathway opportunities for students to gain a nationally accredited qualification in addition to their regular secondary school education. It also provides mentor assisted workplace experiences with one of our key industry partners. Currently our P-TECH stakeholder partners include Analytical MicroLABS, Australian Laboratory Services, Avalon Airport, Backwell IXL, Barwon Health, Bendigo Bank, BioLabs, Blood Toyota, Challenge Meats, City of Greater Geelong, Deakin University, Ford Motor Company, Geelong Tech Group (GTG), GMHBA, Gordon Tafe, IBM, LL & Co Hair Salon, Opteon, Prestige Jayco, Property Group, Royal Geelong Yacht Club, Runway HQ, SC Technology and Tribal Group. Students are able to build their personal capacities and develop the skills required in the modern workplace through engaging a supported work placement within these industry-leading organisations.
P-TECH supports our school leavers in being equipped with the attributes and confidence required for them to excel within the workforce of the 21st century. Further information about P-TECH can be sought via the Skilling Australia Foundation, which has been engaged by the Federal Government to oversee the partnership initiative, or by visiting the Newcomb Secondary College website.
Five questions you need to ask when choosing a Secondary School
EVERY school is different and offers different learning opportunities for students. As parents and guardians, it is essential to ask the following five questions when finding the right school for your children:
1. What are the College’s values?
At North Geelong Secondary College (NGSC), our values are Respect, Excellence, Achievement and Diversity. These values are upheld through 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.
■ Dedicated STEM resources including cuttingedge robots, drones and 3D printers
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 10Gbps
■ Select Entry Accelerated Learning (SEAL) Program
■ STEM Program
■ Excellence in Sport Program (Soccer, AFL & Volleyball)
Beyond the traditional classroom, students also have the opportunity to be involved in:
■ Debating
■ Outdoor Education
■ Human Powered Vehicle
■ Annual College Production
■ International exchange programs.
4. What support is there for my child?
At NGSC, we provide the following academic and wellbeing support:
■ NEW program Strive that fosters research skills and academic writing
■ 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, boxing, e-sports
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 Thursday 6th March or contact our Transitions & Pathways Leader Steven Quinn on 5240 5800 to organise a personalised college tour.
North Geelong Secondary College
Mr Paul Dawson, Principal
Thursday
6th March 2025
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
Mr Steven Quinn Transitions Leader
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.
Our belief is that student’s social and emotional wellbeing is essential for them to engage in rich, and personalised learning.
“Together We Grow”
Fees start from as little as $17 per week with various payment options available.
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.
A STUDY of 43,000 students in the United Kingdom released recently has demonstrated that it not only matters that kids read: it matters what they read.
The significant study showed that students who engaged in reading high-quality books daily scored much higher in tests than those who chose to read items such as magazines. .
Griffith University’s Beryl Exley, Professor of English Curriculum & Literacies Education in the School of Education and Professional Studies, explains why it is important to encourage the reading of books - and why other reading materials are still important:
“Comics, newspapers and magazines don’t escalate children’s cognitive skills as much because they usually present everyday concepts with everyday vocabulary in a practical way.
“Story books and information books usually present academic concepts with a more technical vocabulary in an abstract way. This is what grows cognitive capacity.
“That’s not to say that comics, newspapers and magazine don’t ever focus on academic concepts, but it’s less likely that will happen.
Children still should be encouraged to read comics, newspapers and magazines for pleasure, to add to their general knowledge and to be politically aware. Breadth of reading opportunities is the goal.”
For more information, please contact Professor Beryl Exley, Deputy Head of School -Learning & Teaching in the School of Education and Professional Studies at Griffith University at b.exley@griffith.edu.au
Associate Professor Michael Nagel from the University of the Sunshine Coast says,”This study resonates with a growing corpus of literature suggesting that reading paper based books offers a distinct advantage for achieving excellent standards of literacy and higher academic achievement.
“Aside from a range of issues associated with reading on screens, and an oft held sacred cow suggesting that children should be offered anything to read just as long as they are reading, this study links with others that have identified that children prefer to read books on paper
rather than screens and that academic success is linked to developing a rich understanding of complex text through books over the school years.
“This is not to say that children should be discouraged from other types of reading but that books should be at the forefront of such endeavour. Reading, and reading comprehension, are not general skills and both are nurtured through incrementally complex text in age appropriate books over the course of a child’s life and educational journey.”
For more information, please contact Associate Professor Michael Nagel in Child Development and Learning at the University of the Sunshine Coast at mnagel@usc.edu.au
Children who read books daily score higher in school tests, vast new study states
What children choose to read outside school directly influences their academic performance according to a major new study by the University of Malaga and UCL, and published in the peerreviewed journal Oxford Review of Education.
Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests.
The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months’ worth of additional secondary school academic growth.
The study demonstrated no similar advantage for children’s reading daily newspapers, comics or magazines, and only marginal benefits from short stories.
The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books.
“Although three months’ worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured – from when these young people are aged 11 years old to 14, which we know is a hugely developmental period,” explains co-author Professor John Jerrim, from the UCL Institute of Education.
“In an increasingly digital world, it’s important that young people are encouraged to find time to read a good book.”
Professor Oscar Marcenaro-Gutierrez, from the University of Malaga, added: “Other less complex and less engaging forms of reading are unlikely to bring the same benefits for their cognitive development, and shouldn’t be counted as part of their reading time.
“This is particularly important for lowachievers, where any association is likely to be strongest.”
Co-author Dr Luis Alejandro Lopez-Agudo, from the University of Malaga, says: “Reading is a fundamental skill that plays a key part in all our lives.
“Our results provide further evidence that it’s not only whether young people read or not that matters – but also what they read.”
The amount of time children spend reading is already understood to help develop their literacy skills. This ability increases through practice and by trying longer and more challenging texts.
Few studies though have focused on whether the type of material children choose influences their achievements at school.
This study, looking at pupils in Spain, attempted to establish whether a link exists between literacy and mathematics scores and the type of material children look at in their spare time, as well as how long they spend doing this. Comics, short stories, books, newspapers and magazines were the texts included in the research.
The researchers used data from a census carried out by the Andalusian Agency of Education Assessment. This included questionnaire responses completed during 2008 to 2009 by 10 to 11-year-olds, and from those aged 13 to 14 during 2011 and 2012.
Children’s attitudes towards school were
considered along with prior achievement levels. Parents were also asked about their own reading habits and how involved they were in their child’s education.
The results showed the more frequently children read books, the better they performed in school tests as teenagers.
The same effect was not observed with comics, newspapers and magazines. Specifically, researchers found:
■ 13 to 14-year-olds who read books every or almost every day scored 0.22 standard deviations higher (the equivalent of three months) on the literacy test than those who read books almost never.
■ There is evidence of positive spill-overs into other subjects, with a difference of around 0.20 standard deviations in mathematics.
■ There was some benefit from short stories for children who enjoyed them at least once a month. The researchers concluded though that increasing the frequency of this to weekly or daily was unlikely to bring any further benefits.
The study also highlighted the reading patterns across different groups of children. It showed:
■ Girls seem to read short stories, books and newspapers more frequently than boys, and comics and magazines less frequently.
■ Young people from advantaged backgrounds read all the text types more frequently than those from disadvantaged homes.
■ High-achieving students (according to their 5th grade test scores) were more likely to read tales/short novels and books compared to low-achieving students, though with little difference in terms of reading comics, newspapers and magazines.
The findings of this study should be interpreted in the context of some limitations and the need for further research. These include the research being carried out in one particular region within Spain, and the focus upon academic progress made during the early teenage years. At this point, reading skills are already quite well-developed –there is no data for younger children.
Can we look around?
Yes! We welcome families to join us on a College Tour in 2025. You can take our Virtual 360 degree tour online anytime.
9.15am tours
Tuesday 18 March
Thursday 20 March
Monday 24 March
Wednesday 26 March
Thursday 27 March
1.45pm tour
Wednesday 26 March
Does my son have to be Catholic?
No. St Joseph’s is a school based on Catholic values where every family is welcome rather than a school just for Catholic families.
What are your fees?
In 2025, our annual tuition fee is $7400 for all year levels.
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.
MENTORING programs in schools play a pivotal role in shaping the academic, social, and emotional development of students. Recognising the significance of positive role models and personalised guidance, schools around the world are increasingly implementing mentoring initiatives. Here we explore the importance of mentoring programs in schools, examining how they contribute to student success, foster a sense of belonging, and empower individuals to navigate the complexities of academic and personal growth.
One of the key advantages of mentoring programs is the provision of personalised support. Mentors work closely with students to understand their unique strengths, challenges, and learning styles. This personalised attention enhances academic performance by tailoring strategies to meet individual needs, fostering a sense of confidence and competence in students.
Mentoring programs empower students to set and pursue academic and personal goals. Through regular discussions with their mentors, students can identify their aspirations, create action plans, and receive guidance on overcoming obstacles. This goal-setting process not only enhances academic achievement but also instills valuable life skills such as time management and perseverance.
Social and Emotional Well-Being:
Positive mentor-student relationships contribute significantly to the development of confidence and self-esteem. Mentors serve as supportive figures that encourage students to recognise and embrace their strengths, fostering a positive self-image that extends beyond the academic realm.
The school environment can be socially challenging, especially for students facing issues such as peer pressure, bullying, or a sense of isolation. Mentors provide a reliable and empathetic ear, guiding students through these challenges, offering coping strategies, and helping them develop interpersonal skills crucial for healthy relationships.
Career Exploration and Skill Development:
Mentoring programs often include components focused on career exploration. Mentors can introduce students to a variety of career paths, share insights about their own professional
journeys, and provide guidance on educational pathways that align with students’ interests and goals.
Mentors play a vital role in nurturing the development of essential life skills, including communication, problem-solving, and critical thinking. Through real-world discussions and hands-on experiences, students gain practical insights that extend beyond the classroom, preparing them for future academic and professional endeavours.
Sense of Belonging and Community:
Mentoring programs contribute to the creation of a supportive community within the school. The mentor-student relationship fosters a sense of belonging, as students feel valued and understood. This support network can be particularly crucial for students who may face challenges at home or in their personal lives.
Promoting Inclusivity:
Mentoring programs have the potential to promote inclusivity by pairing students with mentors who may share similar backgrounds or experiences. This connection helps bridge gaps and creates a more inclusive school environment where diversity is celebrated, and students feel acknowledged and accepted.
Resilience and Coping Skills:
Life is filled with challenges, and mentoring programs equip students with the resilience and coping skills necessary to navigate adversity. By fostering a growth mindset and providing strategies for overcoming setbacks, mentors empower students to face challenges with determination and a positive attitude.
The impact of positive mentor-student relationships extends far beyond the classroom, influencing students’ lifelong learning journeys and personal growth. By recognising the importance of mentorship and investing in these programs, schools create environments where students not only thrive academically but also develop the skills, resilience, and sense of community needed to navigate the complexities of life beyond the educational setting. As we continue to prioritise the holistic development of students, mentoring programs stand as invaluable tools for guiding the future leaders, thinkers, and contributors of our society.
NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas.
Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book.
The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.
Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher.
STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”.
Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book.
Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each
subject as separate from the other.”
“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher.
“When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.”
According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.”
Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges.
“I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.”
Dr Hunter mentioned a group of 8-yearolds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes.
Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources.
“At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in schoollevel STEM education and do it long-term.
“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”
Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.
“I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field.
“Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning.
“It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world.
“Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”
“To address the current pandemic, for instance, epidemiologists, mathematicians, education experts,
economists, social workers, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable.
“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”
Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.”
Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge.
For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane.hunter@uts.edu.au
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, Persian, Portuguese, Sinhala at North Geelong Secondary College For enquiries Tel: 5277 9833 or Enrol online at: web.vsl.vic.edu.au
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, responsible and inclusion 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 values 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. Construction will commence in April 2025 for a state of art gymnasium constructed on-site to enable the highly successful specialist sports program 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 them 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 tours biannually to China, The USA for a Basketball Tour, Europe for a Soccer Tour, New Zealand for a Netball Tour and in 2026 it is planning an Ireland AFL/ International Rules Tour.
The school now offers an elite specialist sports program in basketball, AFL and netball and soccer program. This elite program offers students an opportunity to explore their sporting potential with elite coaches whilst combining this with individualised learning programs.
Western Heights College offers an “Accelerate”program at year 7/8/9. This program is a 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 All students belong to learning communities with developmental personal learning goals and pathways plan, supported by a 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 site. It an exciting time to be a student learning at Western Heights College.
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.
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, handson learning and may struggle with tasks that require extended periods of focused reading or writing.
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.
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
With computers and calculators readily available to perform complex calculations, some argue that traditional math skills are becoming obsolete.
time and effort into their studies. These societal pressures and expectations can impact students’ self-perception and motivation to excel in school.
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.
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 can inadvertently influence academic outcomes. Research suggests that teachers might unknowingly hold different expectations for boys and girls, affecting their assessments
and interactions with students. Girls may receive more constructive feedback and encouragement, while boys’ potential might be underestimated. Additionally, classroom environments that cater to specific learning styles might favour girls’ approaches to learning, inadvertently disadvantaging boys.
The phenomenon of girls consistently outperforming boys in many academic subjects is a complex issue influenced by a multitude of factors. These factors encompass learning styles, study habits, classroom behavior, societal norms, emotional intelligence, and the evolving demands of the job market. It is crucial to recognize that gender disparities do not indicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeed in different contexts.
Addressing this gender disparity requires a multifaceted approach that considers both the needs of boys and girls. Educators should focus on promoting diverse learning styles and creating inclusive classroom environments that encourage active participation from all students.
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.
Ultimately, recognising and celebrating the 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.
Bellarine Secondary College ..................4 & 5
Belmont High School ...............................6 & 7
Children who read books daily ...........44 & 45
Christian College Geelong .....................8 & 9
Clonard College ...................11 & back cover
Freshwater Creek Steiner School ........12 & 13
Geelong Aquatic Centre .....................16 & 17
Geelong Arts Centre ...........................14 & 15
Geelong Baptist College .....................20 & 21
Geelong High School ..........................22 & 23
Grovedale College ..............................24 & 25
Integrating Arts into the Curriculum ............3
Lara Secondary College ......................28 & 29
Lavers Hill K-12 College ......................30 & 31
Moolap Primary School .......................32 & 33
Nazareth Primary School .....................34 & 35
Newcomb Secondary College ............38 & 39
Noone Imagewear .......................................2
North Geelong Secondary College .....40 & 41
Physical Education & Student Wellbeing ..............................26 & 27
St Francis Xavier Primary School.........42 & 43
St Ignatius College ..............................46 & 47
St Joseph’s College ..............................48 & 49
STEM is more than just Science ...........54 & 55
Students & Problem Solving ........................10
Students & the educational revolution ....18 & 19
Surf Coast Secondary College ....................51 The Benefits of Extracurricular Activities ....................36 & 37 The Crucial role of mentoring programs .....50 Torquay College .................................52 & 53
Unravelling the gender disparity ........60 & 61
Victoria School Guides Website ..................63
Victorian School of Languages ............56 & 57
Western Heights Secondary College .............................58 & 59
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.
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.
Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.
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