Gleneagles Secondary College - pages 50 & 51
Hampton Park Secondary College - pages 60 & 61
Hume Anglican Grammar - pages 70 & 71
Lalor North Secondary College - pages 82 & 83
Nunawading Christian College - pages 106 & 107
Sacre Coeur - pages 4 & 5
St Helena Secondary College - pages 126 & 127
Xavier College - pages 6, 7 & 159
Photo provided with the compliments of St Monica’s College, Epping For further information, please refer to pages 2, 3, 132 & 133
Open Heart, Open Mind, Infinite Possibilities
OUR holistic approach to educating young women unites academic endeavour with deepcareforeachchild.Foundedin1888,we haveanunwaveringcommitmenttonurturing future-ready young women.
Educating for Human Flourishing
Our students’wellbeing is at the core of their personal endeavour and achievement. As such,itwillalwaysbeourfirstpriority.Weare committed to supporting the emotional and social development of each student, and the delivery of our Pastoral Care program is central to this.
We live in a rapidly changing world, one that provides challenges and opportunities for our future generations. For our young womentofullyembracethefutureandtohelp build a better society, we must provide them with the necessary capabilities, knowledge and skills.
Our current strategic plan recognises the challenges of our ever-changing world and how education must equip students with the skills and mindset required for tertiary education and the workplace. Our School’s Future Fit Framework underpins the learning and teaching of our school. Based on the values of Purpose, Excellence, Care, Hope andConnectionandtheactionsofDeveloping Thinking, Deepening Understanding, Discovering Possibilities, it specifically links wellbeing and learning, aiming to create ambassadors of positive change.
Our students learn from highly qualified and passionate teachers, many of whom are curriculum experts.Within small classes,our teachersembraceeachchildasanindividual, meeting their learning and wellbeing needs.
Learning in our Junior School, Joigny, focuses on building upon each child’s natural enthusiasm and curiosity within a caring environment.
In Senior School,academic endeavour and the holistic, personal development of each studentareatthecoreofourfocus.Asaresult, our young women flourish and achieve exceptionalVCE results.
Our students learn from highly qualified and passionate teachers, many of whom are curriculum experts.
We are committed to a well-rounded education and provide a wide range of cocurricular opportunities for students to explore in creative and performing arts, sport,public speaking,special interest clubs, leadership,competitions,travel and more.
Sacre Cœur is a member of Girls Sport Victoria, an interschool sporting association with 24 member schools, offering 16 sports. Our respected Brynmawr Music School provides lessons and the opportunity to participate in 16 ensembles and choirs from the junior years onwards.
Our Location LocatedontheGlenWaverleytrainline,the5, 6 and 72 tram routes and easy bus service from Chadstone and Caul eld.There are also numerous private buses servicing the Bayside area, Doncaster, Balwyn, Williamstown,Bentleigh and Oakleigh.
XAVIER College is an educational community within the Jesuit network of schools and universities.As a school that enrols boys,Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners.
We encourage the boys to speak up and to expressthemselves;creatingsuchacultureis important,especially for young men.There is a strong focus on pastoral care in which we seek to build a school community in which eachstudentisknownandvaluedasaunique creation,and in which their individual talents and interests are nourished and respected.
Central to our students’ education is Cura Personalis, the ‘care of the individual’, and our House system which offers great support and an embedded sense of community which characterises the experience of a Xavier education. Beginning in the Early Years and continuing through to the Senior Years, studentsareallocatedaHouseandparticipate in friendly competitions, fundraising initiatives and community-building activities together. In the Senior Years, students experience a vertical House system.
FromYear 9,students are allocated into one of10Houses,andaspartofthat,aTutorGroup. Tutor Groups,comprised of up to 10 students from Years 9-12 from within the same House, are overseen by an allocated Tutor for the entirety of this four-year journey. The Tutor Group system not only provides students with peersupportfromyoungerandolderstudents, but the Tutor also provides a consistent point of contact and source of pastoral support.
Extending upon our co-educational Kindergarten for 3- and 4-year-olds,Xavier is moving to a 2-year staged model of educational delivery from Prep to Year 12. This will coincide with a comprehensive building program to enhance every aspect of each campus.
Our key entry point of Year 7 is accommodated in an exceptional, new stateof-the-art Year 7-8 learning precinct at the Senior School, opened for the start of 2024. Preceding this will be a seven year journey through an amazing, brand new P-6 Junior School.
As we have welcomed the new enrolments ofYear 7s and 8s to the Senior School,we are delighted to know these new and reimagined facilities enable the continued fostering of the human connections and relationships that have made Xavier the much-loved College that it has become throughout many generations.
We live in an increasingly interconnected world; environment, security, economy; in a real sense our graduates become citizens of the world, and a Xavier education provides opportunities for our students to engage with the global context. The Old Xaverians’ Association (OXA) exists to promote the welfare and advancement of Xavier College through the activities of the past students. It seeks to remain engaged with as many past students of Xavier College as possible through reunions, events and ongoing communication. Indeed, as part of the Jesuit network of schools and universities that educates some two million students worldwide, Xavier is well positioned to take on this international dimension, through international immersions, tours and exchanges,amongst others.
A pressing concern in boys’ education today is how schools can effectively support the mental health and wellbeing of their students. Fr Chris Middleton SJ captures this well:Astrongsenseofbelonging,community, and active engagement in school life are crucial protective factors for young people, particularlyboys.XavierCollege,withitsrich co-curricular offerings and emphasis on brotherhood and mateship, provides this foundation. However, it’s equally important that these values are rooted in a healthy understanding of masculinity,where qualities like gentleness, respect, and empathy are truly valued. By fostering an open culture where boys feel free to express themselves, Xavier can create a supportive environment for your son to thrive both emotionally and academically.
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 factorscontributingtothisgenderdisparityand their implications for the educational landscape.While it’s important to note that generalisations do not apply to every individual, variousfactorsshedlightonwhygirlsarefrequently achieving higher academic success thanboys.
Learning Styles and Study Habits
Onepotentialexplanationforthegendergap 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,andattentiontodetail. 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 requireextendedperiodsoffocusedreading orwriting.
Classroom Behavior and Participation
Classroom behavior and participation patternscansignificantlyinfluenceacademic 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 theirabilitytoabsorbinformationeffectively. This divergence in classroom behavior can leadtodivergentacademicoutcomes.
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 motivationtoexcelinschool.
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 andeffectivecommunication.Theseskillsare increasingly valued in various fields, contributing to girls’academic achievements and their ability to adapt to evolving workplacedemands.
The modern education system increasingly values a range of skills beyond academic prowess,oftenreferredtoas“softskills.”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 advantageintheirfuturecareers.
Teacherbiasandclassroomenvironmentcan 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 stylesmightfavourgirls’approachestolearning, inadvertentlydisadvantagingboys.
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,studyhabits,classroombehavior,societal norms,emotional intelligence,and the evolving demands of the job market. It is crucial to recognizethatgenderdisparitiesdonotindicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeedindifferentcontexts.
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 encourageactiveparticipationfromallstudents.
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 strengthsandabilitiesofallstudents,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 everystudentwiththeopportunitytoreachtheir fullpotential.
AT the Academy of Mary Immaculate students benefit from a rewarding educational experience with a focus on academic excellence.We are a unique blend of the historic andthecontemporary,educatingstudentsfor 167years.
ThroughourEducateforExcellencemodel, our model for Learning and Wellbeing, we strive to be a premier learning community recognised for developing young women of integrity and purpose who are empowered by the values of Mercy, creativity and social justice in pursuit of academic and personal success.
We believe students who feel secure in their learning environment will be confident making social connections and in pursuing academicgoals.
Our Year 7 transition program creates opportunities for connection and belonging, through peer-led support and an embedded Wellbeing Program, that provides students withastrongsenseofidentity,purposeanda questforsocialjustice.
From our location beside the Carlton Gardens,we conduct classes in Melbourne’s premiere learning and cultural centres –including the NGV, Melbourne Museum, ACMI,andnearbyworld-classuniversities.
Our Year 9 program, Synergy, features a contemporary design thinking approach, a forward looking form of problem solving where students discover what “their” Melbourne looks like. They focus on the challenges of Melbourne and how can they contributetoafutureMelbourne.
We match curriculum with support programs and co-curricular subjects –including the Arts, sports, social justice, and leadershipinitiatives.
The New Master Plan is a proposed development where we will create an education precinct reflecting Melbourne’s laneways, green open spaces and transformativelearninghubs.Buildingonthe Academy’s reputation as an established and respected institution,the New Master Plan is our vision to foster a place that is stimulating, harmonious, nurturing and minimises
From our location beside the Carlton Gardens, we conduct classes in Melbourne’s premiere learning and cultural centres’ including the NGV, Melbourne Museum, ACMI, and nearby world-class universities.
environmentalimpacts.
Historical context allows engagement with the best of the past while looking towards tomorrow.TheaspirationofourMasterPlanis the continued transformation of the academy into a learning community to support the developmentofyoungwomen.
AT Ashwood High School, we are more than a school—we are a connected community where every student is known,valued,and supported to achieve their personal best. Nestled in Melbourne’s east, we blend academic excellence, state-of-the-art facilities, and a welcoming culture that helps students flourish.
At Ashwood High School, we pride ourselves on creating an environment where every student is seen and supported as an individual. Our dedicated staff work closely with students and their families to build strong relationships, ensuring that each student feels valued and empowered to reach their full potential. This personalised approach has been reflected in glowing feedback from parents and students throughtheDepartmentofEducation’ssurveys, with satisfaction levels consistently exceeding expectations.
Students have opportunities to shine across all aspects of school life.Whether it’s through academic achievement, sport, music, arts, service, or leadership, our School Colours Program recognises excellence and effort with badges proudly displayed on students’blazers. This culture of celebration and recognition motivates every student to strive for their personal best and fosters a sense of pride and belonging.
OurClassof2024achievedexceptionalresults, with 20% of students attaining ATARs above 90 and 39% above 80.Our Dux,Yuhang (Bruce) Li, achieved an extraordinary ATAR of 99.15, and 27 students received study scores above 40 across a wide range of subjects.
These achievements highlight our commitment to academic excellence, underpinned by rigorous programs like our Academic Curriculum Enrichment (ACE) program, which challenges and inspires highachieving students. At Ashwood High School, we nurture the whole student,fostering not just academic success but also resilience, independence,and lifelong learning.
In 2024,we unveiled our STEAM and Research Centre,afacilitydesignedtoinspireinnovation, critical thinking, and environmental
mindfulness.Alongside other modern learning spaces, Ashwood High School provides students with the resources they need to thrive in an ever-changing world.
As a proud community hub, our school also hosts a range of sports clubs and activities, further connecting us with the local community and enriching the lives of all who engage with our facilities.
Beyond the classroom, students at Ashwood High School have access to diverse co curricular programs that encourage participation,leadership,and personal growth. From our vibrant performing arts productions to a wide range of sports and enrichment activities,there is something for everyone.Our 2025 school musical, Newsies, promises to be a highlight, showcasing the creativity and talent of our students while reinforcing values of resilience and teamwork.
We invite you to experience Ashwood High School firsthand. ‘Ashwood Revealed’, our Open Day onWednesday,30 April 2025,is your chance to explore our world-class facilities, meet our passionate teachers, and discover what makes our school so special.
In addition, we offer regular school tours most weeks from February to May 2025.These tours provide a unique opportunity to see our students in action, experience the vibrant culture, and witness the difference that sets Ashwood High School apart.
Withaprojectedenrolmentof1,021studentsin 2025, Ashwood High School continues to grow while maintaining its commitment to knowing and valuing every student. Our supportive culture,dedicatedstaff,andstrongpartnerships with families ensure that students not only achieve academic success but also develop the confidence and skills needed for life beyond school.
Discover the opportunities awaiting your child at Ashwood High School—where every student matters and every success is celebrated.
Dr Brett Moore, Executive Principal Ashwood High
School
HIGHEST RANKED
ENTRY
*39% of our students received ATARs over 80 and 20% attained ATARs over 90.
Ashwood Revealed Open Day & Night Wednesday 30 April 2025
9:15am School Tour
10:15am Principal’s Address
11:30am School Tour
5:00pm School Tour
5:30pm School Tour
6:00pm School Tour
6:20pm School Tour
7:00pm Principal’s Address
mornington peninsula
langwarrin sth
BERWICK College is a high-achieving, coeducational government school in Berwick. The school was established in 1977 and it continues to hold a strong and valued place inthelocalcommunity.
Berwick College prepares young people forafutureinanincreasinglychangingworld. Our students will face social, technological and economic change with the capability to adapt and respond with confidence and generosity.Theywilleachbeabletoaspireto their own potential within a culture of collaboration, accountability and generosity towardothers.
We believe that students thrive in a challenging academic program that also emphasises positive relationships and wellbeing.In 2023,the Berwick College Dux achieved an ATAR of 99.05 and we had students featuring in a range of Victorian Excellence Awards including Top Designs, Top Class Dance and the State Schools Spectacular.
Berwick College students are immersed in a diverse and rigorous curriculum that promotes a holistic education across the sixyear journey through the school.We support studentstoresilient,empatheticlearnerswho challenge themselves to reach their highest potential and become valued, contributing membersofsociety.
Our staff are deeply committed to the process of evaluating their instructional practice in order to continuously improve teaching and learning. Teachers work in a culture of high expectations and professional learning. Every learner is respected, valued and supported to progress through the curriculumattheirownpointofunderstanding.
Students at Berwick College are able to participate in a wide range of co-curricular and enrichment programs. Students in the high-performanceprogramssuchastheHigh Achievers’Program,BasketballAcademyand Dance Academy excel in their field, with many students achieving at a state and nationallevel.
Students may also access a huge range of opportunities for team sports competitions, offered through the School Sports Victoria
We
support students to resilient, empathetic learners who challenge themselves to reach their highest potential and become valued, contributing members of society.
program.The hugely popular music and arts programs cater for all abilities, and offer opportunities for participation in many displays, concerts and presentations throughout the school year. The School Production is a highlight of the school calendar. At Berwick College, we empower students to explore the opportunities around them, to discover passions, and to work cooperatively and meaningfully with others aspartoftheirdailylives.
Prospective parents and students are warmlyinvitedtoourInformationEveningon Wednesday, 30th April 2025, at 6:00pm and College Tours with the Principal are available on Wednesdays at 9:30am throughouttheyear.
Bookings available through www. berwickcollege.com.au
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 EnglishCurriculum&LiteraciesEducationinthe 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,toaddtotheirgeneralknowledgeand 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 anythingtoreadjustaslongastheyarereading, this study links with others that have identified that children prefer to read books on paper
ratherthanscreensandthatacademicsuccessis 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 textinageappropriatebooksoverthecourseof 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 accordingtoamajornewstudybytheUniversity 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.
Thestudydemonstratednosimilaradvantage forchildren’sreadingdailynewspapers,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 areaged11yearsoldto14,whichweknowis 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 benefitsfortheircognitivedevelopment,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, fromtheUniversityofMalaga,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.”
Theamountoftimechildrenspendreading 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 thoughthatincreasingthefrequencyofthis 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.
AT Boronia K-12 College,our vision is to create a welcoming environment where every student feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student to foster a love learning and achieve their personal best.
The Whole Package
OurCollegeistheonlyGovernmentschoolin the Outer East that offers students a continuous educational journey from 3 Year Old Kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co-curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strongpastoralcare,individualisedacademic support, and a close-knit community where staff know students and their families well.
Personalised Learning
We believe that one size does not fit all in education. Each student is unique, with their own strengths, passions, interests, and learning needs. Our dedicated staff are committed to student-centred learning, ensuring every student is well known and empowered to personalise their learning journey.Throughagreaterchoiceofsubjects, involvement in decision-making,and agency within their learning,we enable each learner to take control of their education and reach their full potential.
High-Quality Teaching
Quality teaching has the single greatest impact on student learning outcomes. That’s why our leadership team sets high expectations for our teachers, ensuring that every lesson is a great lesson. We focus on developing each student’s wellbeing and social-emotional skills through our Schoolwide Positive Behaviour Support program, Respectful Relationships curriculum, and the Berry Street Education Model.
Our School Structure
Our school is divided into three sub-schools to foster strong relationships between students,teachers,and families:
■ Junior School: Includes our Early Learning Centre for three and four-year-old kinder
and primary years from Foundation toYear 6. As an International Baccalaureate accredited school, we offer a world-class curriculum.
■ MiddleSchool:CoversYears7to9,allowing students to personalize their learning with a wide choice of electives.
■ Senior School:EncompassesYears 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects.
Within each sub-school, students receive personalized care from a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Junior School). They are also supported by our Wellbeing and Careers Teams, including a full-time School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse,PrimaryWellbeing Leader, Doctors in Secondary Schools program,and Careers Practitioner.
Our Commitment
We are privileged to offer these programs within one of the most impressive school environments in the outer-east. Our commitment is to create a high-performing school where students come first, teachers are passionate and highly effective, and parents are highly satisfied.
Join us at Boronia K-12 College, where we empower students for success and nurture their potential to thrive.
I warmly invite you to tour our College.
Principal, Paul Broecker
BRENTWOOD Secondary College is a vibrant learning community where all students are supported and encouraged to achieve success and to pursue excellence.Students are supported in their intellectual, emotional, social and physical development by a highly professional group of staff. The belief that happy, healthy, resilient students learn best and are therefore able to achievetheirbestisaguidingphilosophy.
A Brentwood education will provide every student with the opportunity to develop their talents, to nurture a passion and to grow in confidence about their future. The values that underpin a Brentwood education reflect the concept of a genuine learning community.They includeValues for Learning (creativity,curiosity, discipline,reflection and resilience) andValues for Community (compassion,empathy,integrity, respectandresponsibility).
The academic program is supported by a strong commitment to pastoral care and a cocurricular program that promotes high levels of student leadership and participation. An innovativejuniorschoolcurriculumincludesthe Year 7 Thinking, Learning and Creativity (TLC) program, which integrates English and Humanities. Students entering Brentwood SecondaryCollegeatYear7havetheopportunity toapplyforaplaceintheCurriculumEnrichment Program.Theprogramisofferedtostudentswho demonstrate academic skills above those of
They include Values for Learning (creativity, curiosity, discipline, reflection and resilience) and Values for Community (compassion, empathy, integrity, respect and responsibility).
their peer group. At Years 8 and 9 students undertake a comprehensive curriculum, with opportunities for support and individualised learningpathways.
The senior school curriculum,which includes Years 10, 11 and 12, promotes personalised pathwaysalongwithopportunitiesforadvanced placement and university enhancement studies. A secure education and/or training pathway beyond Brentwood is a priority for all senior students.
CAROLINE Chisholm Catholic College is an inclusive and faith-filled co-educational secondary high school located in Melbourne’s inner west.We have three campuses across two sites, both located in the heart of Braybrook. Our unique setting sees students enjoy a single-sex education from Years 7 – 9, before moving to our senior co-educational campusinYears10–12.
Wearecommittedtoaneducationthatsees each student as an individual, made in the image of God. We pursue excellence in teaching and promote lifelong learning and spiritual growth. The College’s holistic educational, religious, pastoral, and cocurricular programs are aimed at forming ‘men and women for others’– young people who are compassionate, competent, conscientious, and committed. Our students develop knowledge and skills, such as communication, teamwork and critical thinking, to allow them to be ready to meet the challenges of the 21st century, and we have seen strong academic growth that reflectsthis.
Our key focuses at the College include StudentWellbeing,Learning andTeaching as well as Faith and Mission. During student’s timeattheCollegeweaimtoencouragethem to not only focus on their academics, but to
Students receive recognition for their efforts through our Waa program, named after Waa the crow, an important Indigenous ancestral being.
achieve a well-rounded experience.We have an extensive sport, music, performing arts program as well as many different student clubs to encourage students to pursue their passions and talents during their time at the College. Students receive recognition for theireffortsthroughourWaaprogram,named after Waa the crow, an important Indigenous ancestralbeing.
Students are supported by dedicated staff toensuretheycanbethebesttheyarecalled tobe.OurCollegeworksinpartnershipswith families to ensure we can offer the best High School experience that our students in the WesternSuburbsdeserve.
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–especiallywhenthere’sariskofinformation overload.
Thestudy,ledbyPhDcandidateGregAshman 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.
Inthiscase,studentsruntheriskofinformation overload.This is because there is a limit to how muchinformationourworkingmemorycandeal 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 grouphadagoattheproblemsbeforehavingan 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 experimentwasrunagainwithaseparategroup 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 orExplicitInstruction:WhichShouldGoFirst 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.)
CHOOSING a school for your child is an exciting but challenging time,especially for families whoarepreparingtheirfirstchildforsecondary school.Therearemanyoptionsanditcanbedifficult to know where to begin.However,parents know their child, and the process of looking at different schools will help clarify which is the best fit for their child and family.
Families often ask us what makes our school different. The first things that come to mind is that we are a strong faith community where learning, wellbeing and family all matter. We celebrateandembracetherichculturaldiversity of our local community and endeavour to live as a community without borders.
We offer a broad learning program that engages both girls and boys and challenges themtobethebestthattheycanbe.Ourstudents are encouraged to explore their faith,to care for others, to become active global citizens and to do their personal best in all things.
Secondly, I think that our school is just the right size for young people as they navigate adolescence to become young adults.With 125 students at each year level,we are small enough to ensure that students are known,have a strong sense of belonging and feel safe. At the same time, we are big enough to offer a broad and engaging learning program. I would describe the College as a small school with big opportunities.
Lastly,ourdedicatedstaff,strongrelationships with families,w primary to secondary transition
We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be.
program and our links with parishes and the local community are all strengths of our school.
Co-curricular activities are an important part of the secondary education experience and prospective students and their families are often keen to know more about these.Activities range from the community garden, various clubs and sporting activities, to the school production, choir, homework club and cultural nights. The co-curricular program changes over time, depending on the interests of students and staff. Further details and a virtual tour are on the College website.
I hope this brief insight into our school will help you in making a decision about secondary education and I welcome your interest in the College. If you have further questions, we are happy to chat by phone or set up a meeting.
Christina Utri, Principal www.crcstalbans.catholic.edu.au
Our vision is that young people feel connected to our school and take pride in being a student here. They develop into inquisitive, literate and numerate life-long learners with a strong sense of community.
We deliver a rich curriculum that motivates students to be engaged in their academic learning. Student data is used to inform and support both academic and wellbeing needs.
We provide a nurturing learning environment that inspires high academic expectations and prioritises health and wellbeing to ensure each student feels safe, valued and respected as an equal member of our school community.
We put signi cant e orts into Year 7 transition because we know how important it is. The transition programs we conduct as students move from Grade 6 to Year 7 provide us with a general overview of each student’s learning abilities, strengths, interests and challenges. We utilise this data to o er additional supports in Literacy and Numeracy, and to ensure that each student is extended to their fullest ability. Students are supported with multiple visits, additional small group afternoons, primary school visits by school leaders and the support of our professional wellbeing team.
Student Leadership Program
Student leaders across the College are formally trained to lead their peers and the community. Students from all year levels are provided with leadership opportunities.
At Charles La Trobe P-12 College we provide access to education for all students. Our Deaf Facility, established in 1984, provides highly individualised programs for students with a bilateral, sensoryneural moderate to profound hearing loss.
Students at our College excel by embracing
opportunities provided through our o cial partnership with La Trobe University. Students have access to university facilities and participate in university programs.
Quantum Victoria is a specialist Science and Maths centre that is an integral part of Charles La Trobe College delivering programs in the areas of Science, Technology, Engineering and Maths (STEM).
We know that the events that young people remember when they look back on their time at school are often those moments that were life-changing, or brought them into contact with a new life-time friend. These moments frequently fall outside of normal class. We are proud of our Extra-curricular program.
Soccer Academy
In 2023 we established our Boys & Girls Soccer Academy. Intended for Year 7 & 8 students, the academy is designed to support positive behaviour, academic e ort, strong school engagement, improved attendance and powerful adult-student relationships.
Our college is a diverse and vibrant organisation, where we ensure each part of the organisation thrives as a unique setting, while building powerful connections to each other. Regardless of the setting, we are committed to providing enrichment education experiences for all our students.
We pride ourselves on being a community that welcomes all students and families.
We support students to develop strong interpersonal and social capabilities as well as to strive to attain academic achievement. The education programs on o er across the College enable each student to achieve to their full potential as teachers personalise learning to meet the individual needs, interests and abilities of all students. Our goal is for all students to become self-directed learners who are able to take responsibility for their learning, both at and beyond school.
COLLEGE is a vibrant and diverse College community which provides an outstanding Teaching & Learning environment,an innovativecurriculum,andamyriadofextracurricular activities for all our students.
‘One College – Three sites – One Family’ is our mantra including three specialised campuses with outstanding facilities, providing engaging learning,in an extensive range of programs meeting our students’ needs.
■ Kings Park Junior Campus Years 7 – 10 students
■ Sydenham Junior Campus Years 7 – 10 students
■ Delahey Senior Campus Years 11 – 12 students
At Copperfield College we are committed to ensuring best possible student outcomes within a safe and supportive teaching environment. Our mission is: Empowering Every Student to Aspire and Achieve. Our students are happy, resilient and outcomes driven,aiming at fulfilling their full potential.
As the College Principal, I am passionate about public education.
Anyone that knows me, knows I enjoy working in schools, talking to students, gettingtoknowthemandtakinganinterestin their lives. Knowing our students is the priority of all our staff.
I am a strong believer in student voice,and I acknowledge that students have unique perspectives on learning and their schooling. Every student can learn, progress, and achieve their goals.
It does not matter where our students come from, what ethnic background, religion, colour, socioeconomic background. What matters is the student,the young person,and their ability to learn not to fear anything, to question,problem solve and succeed.
Working in public education my reward as Principal is the knowledge that I, together with the school community make a difference to the lives of our young people.
I invite parents, guardians and friends of the school to take up the many opportunities
I am a strong believer in student voice, and I acknowledge that students
have unique perspectives on learning and their schooling.
offeredtoparticipateintheCollegeactivities.
Make an appointment with our Campus Officers for a tour of any campus to discover firsthand, the outstanding Teaching and Learning environment our students enjoy.
I am looking forward to meeting many families and students touring our College.
MENTORING programs in schools play a pivotal role in shaping the academic, social, and emotional development of students. Recognising the significance of positive role models and personalised guidance, schools around the world are increasingly implementing mentoring initiatives. Here we explore the importance of mentoring programs in schools, examining how they contribute to student success,foster a sense of belonging, and empower individuals to navigate the complexities of academic and personal growth.
Academic Success and Goal Achievement:
One of the key advantages of mentoring programs is the provision of personalised support. Mentors work closely with students to understand their unique strengths, challenges, and learning styles.This personalised attention enhances academic performance by tailoring strategies to meet individual needs,fostering a senseofconfidenceandcompetenceinstudents. Mentoringprogramsempowerstudentstoset 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 managementandperseverance.
Social and EmotionalWell-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 crucialforhealthyrelationships.
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 professionalendeavours.
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 challengesathomeorintheirpersonallives.
Promoting Inclusivity:
Mentoring programs have the potential to promote inclusivity by pairing students with mentors who may share similar backgrounds or experiences.Thisconnectionhelpsbridgegaps andcreatesamoreinclusiveschoolenvironment where diversity is celebrated,and students feel acknowledgedandaccepted.
Resilience and Coping Skills:
Life is filled with challenges, and mentoring programsequipstudentswiththeresilienceand copingskillsnecessarytonavigateadversity.By fostering a growth mindset and providing strategies for overcoming setbacks, mentors empower students to face challenges with determinationandapositiveattitude.
The impact of positive mentor-student relationships extends far beyond the classroom, influencing students’lifelong learning journeys and personal growth. By recognising the importanceofmentorshipandinvestinginthese programs, schools create environments where students not only thrive academically but also develop the skills, resilience, and sense of communityneededtonavigatethecomplexities 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,andcontributorsofoursociety.
De La Salle College Malvern welcomes values-led families into our inclusive community. With a contemporary curriculum enriched by our Lasallian ethos and spirit, we provide nurturing guidance throughout boys’ many life stages, offering a breadth of pathways that encourage them to pursue their own version of academic and personal excellence.
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 areundoubtedlycrucial,fosteringcreativityand 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 wellroundedindividualsequippedforthecomplexities 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 tointerpretandevaluateinformation,fosteringa 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 oftendemonstratehigherscoresinstandardised 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 diverseperspectives,cultures,andexperiences. 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:
Byintegratingartsintotheacademiccurriculum, schools instill a lifelong appreciation for various forms of artistic expression. This appreciation goes beyond the classroom and extends into students’personal lives,enriching their cultural experiences and contributing to a more vibrant and engaged society.
Arts education encourages interdisciplinary
connections, demonstrating the interconnected nature of knowledge. Students can explore the intersections between art, science, history, and literature, fostering a more comprehensive understanding of the world and breaking down traditional academic silos.
Practical Implementation:
Collaborativeeffortsbetweenartsandacademic teachers can result in innovative, crossdisciplinary projects. For example, a history lesson could be enhanced through a theatrical performance or a science class enriched by incorporating visual arts to illustrate concepts.
Schools can incorporate dedicated arts courses into the curriculum, ensuring that students receive comprehensive exposure to various artistic disciplines. This may include visual arts, music, drama, dance, and creative writing, allowing students to discover and nurture their individual artistic strengths.
Addressing Challenges:
One of the challenges in developing an arts curriculum alongside academic studies is resource allocation. Schools may need to invest in art supplies, musical instruments, and qualified arts educators.However,the long-term benefits in terms of student development and academic success make this investment worthwhile.
Cultivating a culture that recognises and values the importance of arts education is crucial. This involves fostering support among educators, parents, and policymakers to ensure that the arts are not sidelined but integrated as an essential component of the overall educational experience.
By providing students with opportunities to engage in creative expression, schools contribute to the development of critical thinking skills, emotional intelligence, and a lifelong appreciation for the arts. The synergy between academic and artistic pursuits creates a more enriching educational experience, preparing students not only for academic success but also for the complexities and challenges of a rapidly evolving world. As we continue to redefine the goals of education, an integrated curriculum that values both the academic and the artistic is a powerful step towards fostering the diverse talents and capabilities of each student.
In 2025, Emmaus College proudly became an Early Learning Centre (ELC) to Year 12 school, providing outstanding education that nurtures and supports students throughout their entire learning journey. Emmaus is a warm and welcoming community where students are encouraged to embrace curiousity, step beyond their comfort zones, and develop a lifelong love of learning and growth. Our House System fosters strong connections across all year levels, ensuring every student feels a deep sense of belonging.
Learning at Emmaus is dynamic, engaging and transformative, supported in modern spaces such as the Senior Learning Centre, Performing Arts Centre, STEM Block, Food Technology rooms, an AFL-sized oval, a Sports Stadium with two indoor basketball courts, a state-of-the-art Music and Media centre, and cafés. We continue to invest in and personal growth.
At Emmaus College, every student is nurtured, challenged and inspired to become their best selves. Our creative individuals “To Know Christ”, students grow into people of integrity with a strong commitment to social justice.
Emmaus College is a Catholic co-educational ELC to Year 12 school dedicated to fostering personal growth, learning and faith. Guided by our mission Christ, we provide a supportive environment where students are empowered to discover and develop their God-given gifts and talents. Set amongst leafy grounds with exceptional purpose-built facilities, students are encouraged to shape their own unique pathway and be inspired to achieve.
At Emmaus College, we travel with students through a seamless and enriching learning journey, from the foundational years to their preparation for life beyond school. The journey begins at our Junior School campus, which also
Years 7 & 8 students study a breadth of subjects at our Vermont South campus before travelling to our Burwood campus for the Year 9@E program. Here they will enjoy academic rigor and participate in opportunities unique to middle years education. From Year 10, students return to the Vermont South campus with renewed passion and purpose to forge their own pathway in Senior School, whether it be VCE or VCE Vocational Major.
Visit our website for Open Days. For Tour Bookings or enquiries: www.emmaus.vic.edu.au 9845 3211 registrar@emmaus.vic.edu.au
Junior Campus: 765 Highbury Road, Vermont South
Junior Campus: 765 Highbury Road, Vermont South
Year 9 Campus: 3-9 Central Avenue, Burwood
Year 9 Campus: 3-9 Central Avenue, Burwood
Years 7-12 Campus: 503 Springvale Road, Vermont South
Years 7-12 Campus: 503 Springvale Road, Vermont South
GLENEAGLES Secondary College is committed to ‘empowering learners to be confident, resilient and successful citizens.’ This commitment is underpinned by improved student outcomes and through our continued investment in supporting each and every student to achieve their very best.
Our teaching approach aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive and adaptable. The focus of learning is to support learning growth, particularly around Literacy and Numeracy, so that students are able to pursue their chosen pathways and to achieve their personal best.
We offer a broad VCE program that includes accelerated VCE options from Year 10, University Enrichment courses and access to vocational courses. Students can also elect to participate in our: Select Entry Academic Learning (SEAL) Program, Sport Academies, Performing Art Programs and Extension Programs across all learning areas. The SEAL Program is specifically designed for high ability students who have exhibited a passion for academic learning. We offer Enhancement Programs for Basketball and Soccer, forming strong affiliations with Melbourne Phoenix
Basketball and Melbourne City Football Club. Whilst the college’s Performing Arts offerings include our renowned Instrumental Music Program, annual productions and a thriving array of cultural performances.
We have strong partnerships with local primary schools and we support transition to secondary school with a dedicated Year 7 space, a mentoring program with senior students and access to scholarships across the college.
The college prides itself on providing an environment for students to excel and in 2023-24 achieved above state level NAPLAN outcomes and our strongest ever VCE results. This improvement was underpinned by: an emphasis on teacher development and improvement, after school support classes with current university students, a strong pastoral focus, flexible study and course options, a dedicated Senior Centre and a pathways and careers program that ensures students are able to make informed decisions about their future,
Gleneagles Secondary College is committed to developing happy, healthy and resilient children, with dedicated staff, that work to support students in and out of the classroom, and wellbeing support, including the Doctors in Secondary School Program. Our commitment is to develop partnerships with families to support our students to achieve their very best.
At Glenroy we are committed to teaching the skills that will guide our students to contribute positively to society, allowing them to explore their passions in an environment that encourages creativity and diversity. Our values of Achievement, Respect, Integrity and Teamwork underpin everything we do, and every learning opportunity is designed to allow students to grow into the future-ready citizens we need, citizens with a sense of belonging and a belief that they can positively impact the world around them.
Along with our focus on academic growth, our broader de nition of success ensures social, emotional, sporting and artistic success are also central to being a student of the College. Our Student Leadership programs, sporting and musical activities, connections with the local community and extensive Wellbeing programs allow students to be supported, connected and valued. We celebrate every student and are fully committed to ensuring that the values and traditions of our community are nurtured every day. Experience the energy of our proud school and hear about our exciting plans for the future by booking a tour or by exploring our website and social media pages.
• Personalised, growth focussed 7-10 Curriculum
• Broad VCE and VCEVM programs
• Comprehensive year 7 transition program
• Year 7 & 8 “Aspire” extension program
• Engaging Instrumental Music, Student Leadership and Sports programs
• On-site VET Beauty Services and VET Business
• RMIT Partner School
‘WHERE do we start?’ Overwhelm! Public schools continue to face a plethora of vexing challenges,rangingfromaninequitablefunding model which leaves them short-changed in relation to the non-government schools through to increasing levels of mental health issues of students and culminating in chronic staff shortages, burnout and relatively low pay for the work school personnel do.
Notwithstanding this, I noted the analysis fromTrevor Cobbold,from Save Our Schools (SOS) in 2022 showing that Catholic and Independent schools had the biggest declinesintheirProgrammeforInternational Student Assessment (PISA) test results since 2009 with students losing nearly two years of learning in maths,science and reading. This was nearly three times that which occurred in public schools.One can only imagine how much better the students attending our public schools would have fared were our public schools funded at the level that our non-government schools were, and remain so.
That was then. Where to next? The stark reality facing public education in our country is hardly something about which to be inspired. In fact, for many it is all too much and that is understandable. Yet, we cannot succumb to gloom and doomsday telling.
History provides us with ample examples of the value and importance of hope. Insofar as the future of public education in our country is concerned, hope may well be our best friend in these extremely challenging times. It is a fascinating concept, hope, one which has intrigued me for much of my life.
That fascination began with my family’s story,oneoftwoparentsmigratingtoAustralia from post-World War 2, war torn Europe. It was their unrelenting commitment to hope, which in many ways saw them through the war years and, to state the obvious, to my benefit.
Wearefacingverytoughtimesineducation
these days – there’s no doubt about that. In thesetimes,thereisaroletoplayforhope,all the more so when the current narrative in education is wont to be negative, more so than positive.There’s no shortage of literature on hope – indeed hope as a concept has long intrigued philosophers, scientists and the public at large.
One of the first,and best-known theories of hope was introduced in 1991 by American psychologist, Charles R. Snyder. In a paper published in the Journal of Personality and Social Psychology, Snyder defined hope as a cognitive trait centred on the pursuit of goals and built on two components: a sense of agency in achieving a goal, and a perceived ability to create pathways to achieve that goal. He defined hope as something individualistic. He suggested that some peoplehavehigherlevelsofhopethanothers and there seem to be benefits to being more hopeful.
Hope requires both agency and pathway thinking. Pathway thinking and agency thinking are thought to reinforce one another. For example, the belief that one will accomplish their goal (agency thinking) will help people feel confident that the strategies they come up with to pursue their goal (pathway thinking) will be successful. Moreover, having effective strategies for accomplishing a goal will inspire confidence that a person will accomplish their goal.
Snyder also introduced the Hope Scale, which continues to be used today,as a way to measure hope. He suggested that some peoplehavehigherlevelsofhopethanothers and there seem to be benefits to being more hopeful. These benefits could include the likelihood than people with higher levels of hope as compared to people with lower hope levels are more likely to have a healthy lifestyle, avoid life crisis, and cope better with stressors when they are encountered.
So, what is the helpfulness of all this in regard to how we view the state of public education, and in moving forward in these stressful times? Snyder’s ‘agency thinking’ and ‘pathways thinking’ provide valuable avenues for hope.
For example, the vital issue of school funding (underfunding of public schools) whilst painstakingly slow in being addressed is showing signs of worthwhile action. The ongoing very public campaign by a variety of stakeholders to have governments redress theimbalanceinthefundingofpublicschools compared with private schools is showing signs of success, albeit somewhat embryonic and belated to boot.
Thealarming,negativeimpactonchildren’s mental health and well-being impacted by their use of social media apps has been welldocumented and we now have bi-partisan political support for proactive action to be taken to address this issue. Notwithstanding the no small matter of ‘the devil being in the detail’,green shoots of hope have appeared.
Governments have acknowledged the post-Covid explosion of mental health issues across society and in schools specifically, channelling substantial additional funding to support initiatives aimed at ameliorating the situation in our schools.Certainly not a quickfix, and a bumpy ride to success so far; nonetheless action.
Burnout remains a vexing concern and a significant driver underpinning the premature departure of alarming numbers of school leaders and teaching staff, not to mention school support staff. To date, it is very hard to find very many members of school staff that are prepared to state unequivocally that workload demands on them have diminished.More likely they are to say that they have increased - and not in ways that they view as productive to their core business of leading and teaching.
In terms of nurturing hope, we have at our disposal the potential of Artificial Intelligence (AI). In doing so,it must not be forgotten that even as we familiarise ourselves with what AI candotosupportteachingandadministrative workinschools,itisdevelopingandchanging as we speak, and there are pros and cons to be considered.
To summarise research to date, perceived benefits of using AI in education include –enhancing personalised learning, allowing students to study materials to their own level.
In terms of nurturing hope, we have at our disposal the potential of Artificial Intelligence (AI).
AI provides for administrative efficiency whereby AI is used to automate administrative tasks, allowing educators to focus more on teaching and less on bureaucracy. AI also has the potential (assuming school funding equity eventuates) to facilitate student access to high quality educational resources regardless of economicstatusorgeographiclocation.AIcan also contribute in student assessment by assessing each student’s progress and provide real-time feedback, helping them identify their strengths and areas for improvement.
On the debit side, there’s the issue of technological dependency - there is a risk that both educators and students will become too dependent on technology, affecting the development of what we know today as power skills. The no small matter of privacy issues alsoloomslarge.Anothertrapofwhichtowary is that of depersonalisation - while AI can personalize learning, it can also cause the educational process to become mechanized and unnatural. Finally, there is the issue of memory-weakening.Previously,students were forced to memorize all types of data such as historical dates, authors, philosophical currents… etc. The Internet has made knowledge ubiquitous and easily accessible, thereforetheabilityandhabitofmemorization hasgonedecreasingastheInternetadvanced. This process of “collective forgetting” will increase exponentially with AI.
Challenging as times are in education, therearevalidreasonsforhope,andit’sworth remembering that without hope all else fails.
HENRY GROSSEK
Host: TheViewpoints Podcast ■ Host,Viewpoints,Casey Radio 97.7FM ■ www.caseyradio.com.au
Third time lucky for young innovators FINDING creative ways to harness the power of technology and solve real-world challengesishighlyvaluedatHaileybury.
The School’s extensive Curious Minds program encourages students to explore technology and innovation and includes extra-curricular activities such as Digitech Explorers.
As part of the Digitech Explorers STEM initiative, Haileybury students have been participating in the Young ICT Explorers competition since 2015.
The national competition encourages young Australians to showcase their ingenuity and to use technology to tackle everything from finding better ways to recycle waste to supporting the mental health of adolescents.
This year,Haileybury students achieved a clean sweep at theVictorian Finals,winning 1st , 2nd and 3rd place in theYears 7 and 8 DivisionandalsotakingouttheSustainability Prize.
The first-place team worked on an ‘underwater seaweed drone inspection investigation’andaredesigningadronethat can identify areas of seaweed that are under attack from sea urchins.
Seaweed absorbs carbon dioxide but is damaged by sea urchins, so the drone designed by Cooper and Taj a will detect where seaweed is under attack and needs protection.
“Seaweedcanbethecrucialfactortohelp save the world from the extreme levels of carbon dioxide in our air – it can take in carbondioxidequickerthanmosttrees,”say the students.
Other winning Haileybury projects featured AI glasses that use a camera to recognise Auslan sign language and translate it, and a game, called Lift, that helps young girls manage emotions and stress.
The Sustainability Prize was awarded to two Haileybury students, Advait and Seyon, who aim to create an AI system that detects
and scans discarded technology items at recycling plants for lithium components that can be salvaged and recycled.
“The world is struggling to produce enoughlithiumtokeepupwiththeincreasing demand for electric-powered energy as we move towards a greener future,” say Advait and Seyon.
“Today,lessthan1%oflithiumisrecycled. Our project will improve lithium-ion battery recycling, extend battery lifespan, and promote sustainable practices.”
SincetheirinvolvementwiththeYoungICT Explorers competition, Haileybury students have won 35 state awards and five national awards.
“The Young ICT Explorers competition offers a unique opportunity to delve into an array of technological solutions,” says Gerard O’Dwyer, who leads the Digitech Explorers STEM program at Haileybury’s Newlands campus with Damian DelVecchio.
“Ourstudentscanhonetheirprogramming skillsandcontributemeaningfullytosolving pressing societal issues.”
It’s students like Karshin that make us special. As a kid with a head for academics and innovation, Karshin’s already showcasing his great mind for civic duty and enterprise. Whether it’s building a replica of the Mars Discovery Rover in his CDT class, pitching his ideas to the founder of Netflix or representing Haileybury at the Eco Design Challenge, we’re excited to see where Karshin takes us next.
SUCCESS for All - An exciting change is happening at Hallam Senior College. The College has begun the process of being reorganised and expanded to cater for the growing demand in Melbourne’s south-east and provide families with a quality local school for their entire secondary schooling journey.
The school has been renamed Hallam Secondary College and will progressively movetoaYear7-12schooloverthenextthree years.
Through our Values (Achievement, Care and Equity) we will ensure every student learns and achieves with the knowledge, skills and dispositions for lifelong learning while assisting them to be ready to take their place as positive contributors to their local andglobalcommunity.
Everything we do is focused on identifying and maximising individual potential,through the use of the very best tried and tested teaching and learning practice within a supportiveandcaringenvironment.
Our mission is to provide a comprehensive and guaranteed high quality education programthatensures‘SuccessforAll’.
Our aim is to create a school which is:
■ atruelearningcommunity
■ aplacestudentswishtoattend,staffwantto workandparentsfeelwelcome
■ fulfillingstudentpotentialand,
■ preparingstudentsforlifebeyondschool
Asasmalltomediumsizesecondaryschool wehavetheadvantageofbeingabletoknow everylearnerasanindividual.
Despitebeingasmallersecondarythenew school will have an extensive range of Senior Pathways available to our students including VCE (both traditional Academic and the new VocationalMajor),thehighlyregardedSports Academy inYears 10 to 12 and access to the largest VET provision of any school in the Region.
Our mission is to provide a comprehensive and guaranteed high quality education program that ensures‘Success for All’.
A multiple pathway approach provides opportunitiesforallstudents.
Whatever the next step, students finishing at Hallam Secondary College will have formed a clear sense of what they want to achieve and the pathway to this outcome. Students work closely with the staff, professional course advisors and experts fromindustrytoshapetheirchoices.
Staff are committed to student success.The quality of our teaching and support staff is excellent, making a significant difference to studentoutcomes.
Targeted enhancement programs across the Academy structure assists students to reachtheirpotential.
Appreciating and embracing different backgrounds, cultures and identities is built into our school curriculum and celebrated throughspecificcommunityevents.
Harkaway Hills College was founded with the support of the Parents for Education (PARED) Foundation, who have opened four schools across NSW over the past 40 years. What makes Harkaway Hills exceptional is our unique system of personalised education that assists parents as the primary educators of their children and supports each student to be the best person they can be. Our motto says a great deal about our ethos: Veritas et Virtus. “Truth and Virtue.”
We pride ourselves on our quality academic curriculum, personalised learning through a mentor system, religious education, and an emphasis on virtue education.
Parents and the school can begin to work on character development from the outset, with a mentor who works closely with each child. The college works with tried-and-true methods to ensure that crucial steps in early literacy to give each child the academic focus they deserve.
Shrouded by the natural beauty of lush, rolling green hills, the college punches well above its weight for a school that only opened include winning the interschool cross country
carnival, taking out a state-wide poetry competition and coming out on top of a local short story competition. The schools bumper following more than a year of remote education.
The school is co-educational from Prep to Year 2 and single sex to Year 10 in 2025. Our brother school Lysterfield Lake College is accepting applications for Year 3-8.
We are now accepting applications for Foundation to Grade 10 in 2025 Join our information session on Friday 14th March 2025. For further session dates please visit our website. Information sessions are by appointment only and commence at 9:45am.
HEALESVILLE High School is a school with a long and proud history of servicing the local community.Since its inception,the school has established an excellent reputation as an inclusive and caring educational community withastrongfocusonacademicperformance and personal development.As a school community we understand and know our students,their strengths and areas for improvement.We work to develop students into well rounded individuals, ready to be successful onalocal,nationalandglobalscale.
Healesville High School has outstanding specialistfacilitiesincludingafullyequipped performingartscentre,MacandPCcomputer laboratories, a purpose-built art exhibition space, a permanent examination centre, modern science laboratories and library and extensive sporting facilities.The state-of-the art Trade Training Centre complements extensive senior school facilities and allows the delivery of on-site vocational courses in Building and Construction and Automotive. The school grounds are modern, expansive andtakeadvantageofourbeautifulsetting.
We provide students with an abundance of varied experiences. These include an outstanding instrumental music program, an annual production, a yearly interactive art and technology exhibition, interstate and internationalcampsandleadershipprograms to develop students. In addition, students have access to an exceptional Outdoor Education program and the opportunity to competeinarangeofsportsatadistrictlevel. Our focus remains firmly on providing students with consistent and authentic opportunities for development. We know each student and provide personalised experiencesforeachofthem.
We offer a number of individual pathways at the senior level.Small class sizes allow for individual attention in a supportive and inclusive environment. Students also have access to a broad range of Vocational Education and Training subjects, enabling engagement in industry-based learning and a further expansion of the educational experience.
Students have access to additional educational supports to ensure their continued academic growth. These include individual and small group tutoring for students requiring extra support in literacy and numeracy and also students who benefit from being extended and challenged. Staff are generous with their time and after school classes and support occur regularly. This extra support, coupled with our intimate understanding of our students, allows us to meettheirneedsandgetthebestoutofevery student.
Community is important to us and we are not only proud of our school community,but also the wider community we are part of.We supportlocalbusinesses,havemanyvaluable partnerships with local charities and organisationsandwehavestrongconnections withlocalprimaryschools.
All students entering Healesville High School are given every opportunity to improve and develop into well-rounded adults. Our staff are caring, dedicated and committed to supporting students to be their best.
We welcome prospective students and parents to attend our Open Night and to arrangeapersonalisedtour.
PHYSICAL education is often considered a fundamental aspect of early education, focusing on fostering physical fitness, motor skills, and healthy lifestyle habits in young learners.However,thebenefitsofmaintaining physical education extend well beyond the initial years of schooling. As students’ progress to the upper years of education, it becomes even more crucial to sustain physical education programs. In this article, we delve into the myriad advantages of continuing physical education during the upperyearsofschool,emphasisingitsrolein promoting physical, mental, social, and academicwell-being.
■ Physical Health and Fitness: Physical activityremainsessentialforoverallhealth, regardless of age. Engaging in regular physical education during the upper years of school helps students maintain or enhance their physical fitness levels. Adolescence is a critical time for growth and development, and physical education programs provide opportunities for cardiovascular fitness, muscular strength, and flexibility improvement.By continuing to prioritise physical activity, students can mitigate the risk of obesity,cardiovascular diseases, and other health issues later in life.
■ Lifelong Habits: Fostering healthy habits at a young age paves the way for lifelong well-being. By maintaining physical educationinupperyears,studentsdevelop a strong foundation for a physically active lifestyle. They are more likely to carry forward these habits into adulthood, reducing the likelihood of sedentary behaviors that contribute to health complications. Furthermore, the inclusion of physical education encourages students to find enjoyment in various forms of exercise,makingfitnessapartoftheirdaily routines.
■ Mental Health and Stress Management: Physical activity has a profound impact on mentalhealth.Engaginginregularexercise during the upper years of school can help reduce stress, anxiety, and depression. Adolescentsoftenfaceacademicpressures, social challenges, and hormonal changes, making physical education a crucial outlet for stress relief. Exercise stimulates the
Physical education programs that emphasize positive body image and selfacceptance contribute to a healthier selfconcept.
releaseofendorphins,promotingapositive mood and enhancing cognitive function, which can ultimately improve academic performance.
■ Improved Academic Performance: Contrarytothemisconceptionthatphysical educationdetractsfromacademicpursuits, research suggests a positive correlation between physical activity and academic performance. Regular exercise enhances cognitive functions such as memory, attention, and problem-solving skills. By participating in physical education, students can experience improved focus and concentration, leading to more effectivelearninginothersubjects.
■ Social Interaction and Teamwork: Physical education provides a unique environment for social interaction and teamwork. In upper years, students have theopportunitytorefinetheirinterpersonal skills, develop leadership qualities, and learn to work collaboratively with their peers. Team sports and group activities foster a sense of camaraderie and mutual support, enhancing students’ ability to communicate effectively and resolve conflictsinvariouscontexts.
■ Body Image and Self-Esteem: Adolescence is a time when body image and self-esteem can be particularly vulnerable. Physical education programs that emphasize positive body image and self-acceptance contribute to a healthier self-concept. Engaging in physical activities that challenge and nurture their bodies can boost students’self-confidence and help them develop a realistic view of theirphysicalcapabilities.
■ Motor Skills and Coordination: Upper years of schooling provide opportunities for students to further refine their motor skills and coordination through various physical activities. These skills not only contribute to overall physical fitness but also impact daily tasks and recreational activities outside of school. Developing strong motor skills and coordination enhances students’ ability to engage in a range of physical activities with confidence.
■ Long-Term Benefits for Preventive Health: Engaging in physical education during the upper years of school can have a significant impact on preventive health measures later in life. Adolescents who cultivate healthy habits are more likely to continue engaging in regular exercise as adults. This, in turn, reduces the risk of chronic diseases such as diabetes, hypertension,andosteoporosisinthelong run.
■ Time Management and Balance: Sustainingphysicaleducationprogramsin upper years teaches students valuable time management skills. Balancing academics, extracurricular activities, and physical exercise fosters a sense of discipline and organisation. These skills
are transferable to the demands of adulthood, where juggling various responsibilities is a constant challenge.
■ Setting a Positive Example: Educational institutions play a pivotal role in shaping students’ attitudes and behaviors. By continuingtoprioritisephysicaleducation in upper years, schools set a positive example for students. They send a message that physical well-being is integral to a holistic education, encouragingstudentstovaluetheirhealth and make informed choices about their lifestyles.
■ Sustainingphysicaleducationintheupper yearsofschoolisamultifacetedinvestment that yields lifelong benefits. Beyond the immediate advantages of physical fitness and motor skill development, the continuation of physical education promotes mental health, stress management,academic performance,and social skills. The habits formed during thesecrucialyearslaythefoundationfora healthier, more active and fulfilling adulthood.Byrecognisingthefar-reaching impactsofphysicaleducation,educational institutions can empower students to lead balanced, active lives that contribute positively to their overall well-being.
HOPPERS Crossing Secondary College is a dynamic school,where students are presented with boundless opportunities throughout their schooling journey.We place great emphasis on developing innovative and challengingeducationalprogramsforstudentsof all abilities and we are totally committed to continuing to improve the life and education ofeachstudentenrolledatHoppersCrossing SecondaryCollege.
Our goal is to see each student become a happy, self-confident, and knowledgeable lifelong learner who can demonstrate independence and a sense of career direction. Ultimately, we want to see each growing as a worthy,contributing member of ourcommunity.
At the College, we develop students who are competing at the highest levels possible inthestateacrossarangeofareas.Weoffera range of programs catering to students looking to excel academically and foster a growth mindset focused on continuous improvement.We are proud to acknowledge our 12 graduates, who consistently achieve study scores of 40 plus and ATAR scores over 90, giving them access to a range of career pathwaysandtertiaryeducationoptions.
In addition to this, each year the college has a number of students who choose to access a university course while completing their year 12 studies.Outside the classroom, students are offered a range of opportunities
including but not limited to, performing arts where our students have been nationally praised for their skill and professionalism. Winning countless awards at the Wakakirri Performing Arts event is testament to the dedicationandtalentofourstaffandstudents.
Leadership qualities evident in Hoppers Crossing Secondary College students are cultivated with successful contributions to many events, from local youth forums and public speaking programs to interschool debatingandStateYouthParliamentevents.
The vibrant sporting program offers the chance for students to compete in a wide range of sports, with individuals and teams representing the college and achieving successatregionalandstatelevels.
In November/December 2024, we will openournewcompetition-gradegymnasium with retractable seating for 300 as well as a retractable stage. This facility will be the home base of our award winning Wakakirri Dance Performance Team as well as a local sporting facility for the Hoppers Crossing Community.
To find out more about our college,I invite you to attend one of our open days or view ourvirtualopendayonourwebsite.
Rod Kendall, Acting Principal
HUME CentralSecondaryCollege,locatedin the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately1,200studentswhichhascontinuedto grow in recent years.
At Hume Central Secondary College we are a positive and creative learning community that prepares students for a successful life.We pride ourselves on having a safe,calm and orderly environment and we are dedicated to educating the whole person. We work in partnership with parents to develop young men and women who are globallyaware,opentogrowthandcommitted to making a positive contribution to their local community.
The College has three state of the art Campuses,twoYear 7-9 Junior Campuses and aYear 10-12 Senior Campus. Our Blair Street Junior Campus also includes the Hume Central English Language Centre,aYear 7-10 facility providing for the language learning needs of newly arrived students to Australia.
High Ability Program (HAP)
Hume Central Secondary College’s High Ability Program supports students from year 7 to 12,across 3 campuses.
The HAP has been developed to cater for theneedsofhighabilitystudentsbyproviding them with enrichment and extension opportunities both inside and outside the classroom.
Senior Pathways
The emphasis in senior years is on working with students to help them to develop and practicetheskillstheywillrequireforsuccess in tertiary education and the workforce such as the ability to make decisions, accept responsibility and manage their time. In the senior years, students work with teachers to create a learning pathway that ensures they leave as young adults with the skills they need for a successful transition to life beyond secondary school. We believe that every learning pathway is valid and must be nurtured, and hence the college provides a diverse range of VCE subjects, the VCE Vocational Major and Victorian Pathway Certificate as well as a number of VET subjects.
At Hume Central Secondary College we are a positive and creative learning community that prepares students for a successful life.
We strongly believe that the key to a happy and successful education is the quality of the relationships that are formed between all members of the school community.We aim to ensure that every student feels safe and connected at all times. The dignity and respect for every person within our community underpins all that we do as a community, working collaboratively to assist each member of the community to achieve their hopes,dreams and aspirations.
We welcome your enquiries at any of our campuses and encourage you to visit our website for more information. www.humecentralsc.vic.edu.au Follow us on Facebook at www.facebook. com/ humecentralsecondarycollege/
IN today’s rapidly changing world,the need for environmental stewardship and sustainability hasbecomemoreurgentthanever.Schoolsplay a crucial role in shaping the minds and values of future generations, making them an ideal platform for instilling eco-consciousness and promotingresponsibleenvironmentalpractices. Thefollowingexploreshowschoolscanactively contribute to keeping our planet healthy and cleanthroughvariousinitiativesandeducational approaches.
■ Environmental Education: Schools can incorporate environmental education into their curriculum to raise awareness and understanding of environmental issues. By teaching students about ecosystems, climate change,wastemanagement,andconservation, schoolsempowerstudentswiththeknowledge and skills to make informed decisions and take positive action.Environmental education can be integrated across subjects,fostering a sense of environmental responsibility in students.
■ Sustainable Infrastructure: Schools can lead by example by implementing sustainable infrastructure and practices within their own premises. This can include energy-efficient lighting, solar panels, rainwater harvesting systems, waste management programs, and recycling initiatives. By showcasing sustainablepractices,schoolsinspirestudents to adopt similar habits in their own lives and create a culture of environmental responsibility.
■ Green Spaces and Gardens: Creating green spaces and gardens within school premises notonlyenhancesaestheticsbutalsoprovides hands-on learning opportunities.Schools can establish vegetable gardens, native plant nurseries, or butterfly gardens, where students actively participate in planting, nurturing, and caring for these spaces. This fosters a connection with nature, promotes biodiversity, and encourages responsible landmanagement.
■ Reduce, Reuse, and Recycle: Implementing waste management strategies is essential for schoolstocontributetoacleanerandhealthier planet. Schools can introduce recycling programs,encourage waste reduction through composting, and educate students about the importance of reusing materials. Setting up designated recycling stations throughout the
By instilling a sense of environmental stewardship from an early age, schools contribute to creating a brighter, cleaner, and healthier future for generations to come.
campusandinvolvingstudentsinwastesorting activities promotes a sustainable mindset and reducestheschool’secologicalfootprint.
■ CommunityEngagement:Schoolscanactively engage with the local community to promote environmental awareness and conservation efforts.Thiscaninvolveorganisingcommunity clean-up drives, tree planting campaigns, or collaborating with local environmental organisations.Byinvolvingstudents,teachers, parents, and community members in such initiatives,schools foster a sense of collective responsibility and instil the importance of takingcareoftheplanet.
■ Encouraging Sustainable Practices: Schools can encourage sustainable practices among studentsandstaffthroughvariousmeans.This can include promoting walking, biking, or carpooling to school to reduce carbon emissions, advocating for plastic-free lunchboxes, and promoting the use of ecofriendlymaterialsandproducts.Byintegrating sustainability into daily routines, schools nurture a sense of environmental mindfulness inindividuals.
Schools have a vital role to play in nurturing an eco-conscious generation that values and takes responsibility for the health and cleanlinessofourplanet.Throughenvironmental education, sustainable infrastructure, green spaces, waste management initiatives, community engagement, and the promotion of sustainable practices, schools can equip students with the knowledge, skills, and values necessary to be environmentally responsible citizens.
JOHN Paul College is a co-educational Catholic secondary school in Frankston, dedicated to providing a supportive environment that values both academic achievement and student wellbeing. Offering a holistic education,the College fosters intellectual,physical, spiritual,and social growth,empowering students to thrive.
College Principal, John Visentin highlights the College’s commitment to student empowerment: “Our goal is to inspire students to take ownership of their education and engage meaningfully with the world.We celebrate each student’s journey and work together to create a strong, supportive community.”
At John Paul College, our diverse curriculum, shaped by the passion and dedication of our teachers, offers students a wealth of opportunities to explore their interests and develop their unique talents. Students are encouraged to participate in extracurricular activities that build confidence, foster a sense of belonging, and promote community involvement. Our extensive range of activities includes sports, debating, public speaking, community service, youth ministry, social justice initiatives, lunchtime clubs, and the performing arts. These programs are designed to enrich the student experience and help develop well-rounded individuals.
Student,Jesse,shares,“TheCollegeisgreat
with catering for all interests and passion whether it’s in music, theatre or sports, there are amazing opportunities for everyone no matter your interest or skill level.”
We are proud of our state-of-the-art facilities, including the newly opened Chaminade Centre and the Food Technology Building, which offer modern learning environments that enhance our innovative teaching practices. These spaces inspire creativity,collaboration,and critical thinking, allowing students to engage in a dynamic educational experience.
Faith is integral to life at the College. Through sacramental celebrations, prayer, liturgies,year-levelretreats,andsocialjustice initiatives, students are encouraged to deepen their personal faith and contribute to the broader community. This faith-filled environment promotes personal growth and the development of values that last a lifetime.
Looking toward the future, we prioritise creating a positive and engaging learning environment that prepares students for the challenges ahead. Our educators work closely with students,providing personalised guidance and mentorship to ensure every student feels known and valued within our College community.
Join us at our Discovery Mornings in 2025 to learn more about the enriching experiences John Paul College offers. Register now at jpc.vic.edu.au.
FOUNDED in 1890, Kingswood College is an independent Kindergarten toYear 12 coeducational school,celebrating 135 years of education in 2025.
Spread across 20 acres in the heart of Box Hill,our campus boasts a blend of heritagelisted buildings and leading-edge facilities from a purpose-built Science Centre to our extensive sporting grounds including an AFL sized oval, providing students with inspirational spaces that encourage and facilitate their learning.
Our Principal PrincipalChrissyGambleleadswithavision to provide genuine care, know each young person individually, and value partnership with families.
Sheisambitiousaboutacademicoutcomes andthecharacterdevelopmentofeachyoung person, acknowledging a great strength of ourschoolistheteacherswhomakesurethat everystudentischallengedandknown.
Under Chrissy’s leadership, Kingswood Collegeembodiesit’svisionofemboldening hearts and inspiring minds, whilst living its values of respect, kindness, perseverance, courage,and excellence.
Our Year 7 to 9 program aims to build a strong foundation so that students are wellprepared to meet the demands of the VCE and beyond. Guided by Head of Middle School Lisa Sacristani, our teachers understand the specific needs of young adolescents who are developing physically, intellectually,and emotionally.
Year7marksasignificanttransitionforall, where we focus on fostering social interactions and friendships alongside fostering academic growth. From Years 7 to 9, our curriculum is designed to develop a broad understanding across various disciplines, nurturing intellectual curiosity and essential life skills. Collaboration is a cornerstone of the educational approach, empowering students to face challenges head-on, learn from setbacks and grow wiser as a result.
Our Senior School
Years 10 to 12 is where students specialise their studies,as they pursue their preferred subjects and work hard to get where they wish to be.
Led by Head of Senior School Rob Fuller, we expect every student to develop selfregulation, perseverance, and diligence to strivefortheirpersonalbest.
Kingswoodofferastrongwellnessprogram toensurewestretchandsupporteachstudent toachievetheirbestpotential.
Our Careers Program plays a vital role in guiding students through their VCE educational journey and beyond.
Our dedicated Careers Counsellor provides career and pathway guidance, information, and support to help students make successful transitions from school to furthereducation,training,oremployment.
AtKingswoodCollege,wewholeheartedly embrace the principles of coeducation and strive to create a nurturing and inclusive environment, empowering our students to become confident and resilient individuals who are well-equipped to navigate the complexities of the modern world
We are no ordinary learning environment. Our rapidly growing school continues to emerge as a highly innovative school focused relentlessly upon the special needs of every individual. We promote students’ ability to flourish in learning, wellbeing, and community participation. We are uncompromising in pursuit of this goal that permeates our activities and programs.
A stimulating, intimate, and inclusive setting, committed to small student teacher-ratios, we are passionate about academic rigor, positive student outcomes and a confident self-image for every young person.
Secondary education is an adventure that should flow seamlessly from the primary years providing excitement, growth, and joy into adolescence and beyond. Therefore, positive student engagement, careful guidance, and genuine, authentic relationships in learning is our priority.
Our educators are highly experienced professionals, dedicated to excellence and continuous improvement for their students and for themselves. Every year 12 student (bar none) discovers a highly positive pathway, be it academic or vocational, and we congratulate them all - for they are our future. These fine people will always be members of our proud community. Our students have the opportunity for early University studies during their year 12 program. This is achieved through our partnership with the Centre for Higher Education Studies.
Our young people come to us as children, and we wave them off as young adults who continue to lead in their communities. We take this awesome privilege very seriously. Our families are our partners, and we join with you closely throughout your child’s learning experience. We provide great care, reassurance, and close communication every step of the way.
With continued infrastructure enhancement at the college and in our local area, and our proximity to the wonderful natural heritage of Darebin Creek, we are blessed with surely one of the most beautiful campuses in Melbourne. We offer very substantial and inclusive student scholarships in every area of achievement, and these are designed to encourage academic, social, and emotional growth for our young people.
It would give me great pleasure to meet with you and your children to share the wonderful educational environment that is Lalor North Secondary College.
Timothy Cottrell PRINCIPAL
Safe, peaceful and friendly atmosphere
Personalised learning growth across the curriculum
Small class sizes
114 Childs Road, Epping 9401 3888
lalornthsc.vic.edu.au/ lalor.north.sc@education.vic.gov.au
Inclusive Student Leadership approach
Real-world career development program
Broad VCE / VM offerings in senior years
LYNDALE Secondary College, situated in Dandenong North, Melbourne, is a distinguished and forward-thinking secondary college with a proud history since its founding in 1961. Over the years, the college has remained steadfast in providing high-quality education to a diversestudentbody.Ourcommitmentextends to cultivating a vibrant community that actively champions inclusion and celebrates diversity, fostering collaboration between educators and learners to instil essential 21st-century skills. Our school takes pride in its forward-thinking approach, boasting state-of-the-art facilities, including the only Victorian Government School Augmented Reality Immersive Technology Laboratory. This innovative space is where inspiration meets cutting-edge technology, shaping the promising futures of our students. At Lyndale Secondary College, our mission is to inspire and equip the next generation with the skills and knowledge essential for thriving in an ever-changing world. We have adapted our classrooms to cater to digital learners, featuring an Augmented Immersive Technology Classroom
seamlessly integrating advanced technology into traditional learning environments. Aligned with the Victorian Curriculum and Senior Certificate, this immersive experience transforms abstract ideas into tangible learning, nurturing a profound understanding and passion for knowledge. Investing in both learning and well-being, we empower students with the tools to navigate current challenges and cultivate the innovation and leadership needed for tomorrow. Our Select Entry Accelerated Learning (SEAL) program offers high-achieving students a rigorous curriculum, individualized support, and guidance from experienced teachers, fostering a love for learning and positive environments. By joining the SEAL program, students unlock their potential, gaining avaluableeducationforfuturesuccess. We extend a warm invitation for you to explore Lyndale Secondary College by contacting us at 9795 2366 to book a tour. Join us in shaping a future of excellence for your child.
THE integration of artificial intelligence (AI) into various facets of our lives has been nothing short of transformative,and the realm of educationisnoexception.FromK-12schoolstohigher 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 holdsforshapingthefutureofeducation.
One of the key advantages of incorporating AI into education is its ability to facilitate personalised learning experiences.Traditional classroomsoftenstruggletocatertothediverse 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 therise,providinginstanthelpandexplanations for complex concepts. These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to waitforteachersorpeersupport.Consequently, students become more independent learners, honing their problem-solving skills and fostering a sense of empowerment in their academic journeys.
Thetime-consumingtaskofgradingassignments 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 strategiesforbetteroutcomes.
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 datadriveninsightscanhelpschoolsmakeinformed 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 moreengagingbutalsodeepensunderstanding byofferingexperientiallearningopportunities.
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 raisesquestionsaboutfairnessandequityin 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-ononeinteractions,mentorship,andaddressing 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 jobmarket.TheuseofAIineducationequips 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.
TheuseofAIbystudentsatschoolmarksa pivotal moment in the evolution of education. From personalised learning experiences to efficientcontentdelivery,AIisrevolutionising 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 embracingAI’spotentialwhileaddressingits challenges,educators can empower students tothriveinarapidlychangingworld,fostering a generation of lifelong learners equipped withtheskillsneededtoshapethefuture.
MARYMEDE Catholic College is a young and vibrant school community with an established K-12 Campus in South Morang, and a new 7-12 Campus in Doreen.
We aspire, in the way of Mary, to give students a passion for life, a love of learning andadeterminationtobeofservicetoothers.
Our College is dedicated to recognising and developing the unique potential of every student, equipping them to adapt and thrive in an ever-changing world.
As a result, our curriculum nurtures the individual to achieve fullness of life through a balanced emphasis on academic, spiritual, social,emotional and physical wellbeing.
Our growth has seen our College expand,not only with a new Campus in Doreen,but with a renewed and refocused Mission and Vision, and the development of our four Key Directions:
■ Encountering Christ
■ Empowering students to Flourish
■ Aspirations for All
■ Fostering a Positive Culture and Environment
Teachers and facilities provide students with every opportunity to develop their own
The College places a strong, dual emphasis on personal endeavour and pastoral care, guiding our graduates to enter adulthood with confidence, self-esteem and the skills to successfully tackle life’s challenges.
interests and skills. An education at Marymedeincorporatesthelatesttechnology, delivered by educators who deeply care about student outcomes, within an environment that stimulates and encourages excellence.
TheCollegeplacesastrong,dualemphasis on personal endeavour and pastoral care, guiding our graduates to enter adulthood with confidence,self-esteem and the skills to successfully tackle life’s challenges.
MELBOURNE Archdiocese Catholic Schools (MACS)aimstoprovideahigh-quality,affordable,faith-based education that presents opportunities for every child to flourish fully in their learning and development.
‘Ourschoolsrecognisethechangingneeds of students and families, and the everevolvingworldaroundus,butalsostayfaithful to Catholic education’s core purpose of forming lives of faith, hope and love in the light of Jesus Christ,’ Executive Director, Dr Edward Simons says.
‘Feedback from parents shows they are increasingly looking for a more holistic approach to education - one that is tailored to eachstudent’sindividualneeds-thatwillhelp their child succeed, and be happy and confident in the world, no matter what path theirfuturemayfollow.
‘The distinctive promise of our Melbourne Catholicprimaryandsecondaryschoolsisto inspireandenableeverychildtofullyflourish and,inturn,enrichtheworldaroundthem,’he said.
Respecting the dignity, diversity and contribution of each person,Catholic schools seek to be compassionate in all their
Feedback from parents shows they are increasingly looking for a more holistic approach to education - one that is focused on development of the whole person - spiritually, intellectually, emotionally, physically and culturally.
relationships and strive for excellence in all they do, from serving their communities to being academic leaders.
Various professional development programs for teachers underpin contemporary teaching and learning practice, which is helping drive strong outcomes in NAPLAN, VCE and VET across the Catholic sector.
Catholicschoolsareinclusive,welcoming families from all faith and cultural backgrounds, andthosewithspecialneeds. Around 15% of students receive Australian government disability funding support, 15% are from low-income families and about 25% of students have a language background other than English (LBOTE).
In keeping with our Christian ethos and a long commitment to education for the disadvantaged, Catholic schools aim to keep fees as low as possible and remain accessible toallwhoseektheirvalues.
Any family experiencing financial difficulties is encouraged to discuss the situation with their school so a support plan can be put in place.No child should miss out on a Catholic education because of financial circumstances.
Catholic schools encourage parents to becomeinvolvedintheirchild’slearningand engaged in school life. This is one of the features that sets Catholic schools apart. By working together in partnership, teachers and parents create an environment where every child and family feels part of a safe, caringandclose-knitschoolcommunity.
‘Our schools recognise the changing needs of students and families, and the ever-evolving world around us, but also stay faithful to Catholic education’s core purpose of forming lives of faith, hope and love in the light of Jesus Christ,’ Executive Director, Dr Edward Simons says.
A growing sector
Demand for Catholic education in the ArchdioceseofMelbournecontinuestogrow.
Continued on page 128
By choosing a Catholic school, your child will be nurtured in an environment which engages with the gospel teachings and stays faithful to Catholic education’s core purpose of forming lives of faith, hope and love in the light of Jesus Christ.
Nazareth College is Catholic CoEducation at its best and we stand apart as more than just a secondary school; we are a dynamic learning community dedicated to academic excellence and the holistic development of every individual— physically, intellectually, socially, and spiritually.
Our goal is to prepare students for life, equipping them with skills, knowledge, and values to become responsible, compassionate, and successful citizens.
Join the Nazareth family for a unique educationalexperiencethatencompasses faith, wisdom, and knowledge. Enrol now to be part of something extraordinary.
Manning Drive, Noble Park North 03 9790 8100
www.nazareth.vic.edu.au
Visit our new building improvements including:
• State-of-the-art media centre with green screen room and recording studio
• VCE & VET Hospitality Centre
• Specialised science wing
• The brand new Maker Space for STEM/Robotics/Lego
• Outdoor classroom
• VCE Study Centre
• Brand new $8million Student Hub & Wellbeing Centre coming in 2026
Celebrating 40 years of excellence in 2025. OPEN DAY Tuesday 4 March 3.30-7.00pm
Student-led school tours are available all year, visit qrco.de/nazevents for the latest dates.
VICTORIA’S first fully academically selective coeducational Government High School, and one of only four academically selective high schools in the state,Nossal High School has been purpose designed to suit an adult, academicallyfocusedandhighlyaspirational cohort of students. The buildings are high tech.andICTrich,mirroringfeaturesandapproachesusuallyfoundinuniversities.
Nossal High School is committed to providing an innovative, inclusive and dynamic educational environment. We aim to challenge our students to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We aim to build their skills, selfconfidence, leadership abilities and communityspiritthrougharigorousbutrich and varied, curricular and co-curricular program. We want our graduates to be aspirational,ethicalandresponsiblecitizens who conduct themselves with humility and compassion.
For further information regarding Nossal High School, we invite you to visit www.nossalhs.vic.edu.au or book a place in one of our Principal run tours or at our
upcomingInformationNight.
When you choose a Victorian Selective Entry High School, you are ensuring your child has the opportunity for an exceptional education at one of only four schools exclusively designed for academically talentedstudents.
Asproudgovernmentschools,eachschool hasauniqueapproachandasharedpurpose innurturingexcellenceinyoungadultsfrom Years9-12.
For further information about Nossal and the otherVictorian Selective Entry High Schools visit www.vic.gov.au/selective-entry-highschools.
Applications for 2026 enrolment open in early2025.
If you wish to be notified when applications open, register your email address at selectiveentry.acer.org/vic/apply.
Nossal High School Tours
Principal tours run from 9.30am on specific datesthroughouttheyear.
Bookings for these tours are available at www.nossalhs.vic.edu.au. Visit our website at www.nossalhs.vic.edu.au/enrolmentinformation for more information.
At Rosehill Secondary College, the Science Department is equipped with state-of-the-art technology. This allows teachers to provide a unique experience in STEM education.
To further enhance our outstanding work in STEM, we have a 4.5 million Architecturally designed state of the art STEM centre which you are welcome to visit. Students have and will continue to participate in the following STEM experiences:
• Girls in Physics - Promoting female involvement in physics through conferences and workshops with other females in physics.
• VR room - computer generated learning environment where students can explore the structure of cells as well as historical sites without leaving school property.
• In2Science – Science and Maths peer mentoring in the classroom by current University Science Students.
• Robotics Program – High tech coding and programming digital technologies with the use of robotic models including: Sphero, Ozobots, Lego Mindstorm and Microbits.
• Use of multiple 3D printers- incorporating fusion 360 CAD software to design and develop real products.
• Gene Technology Access Centre (GTAC) – participating in various workshops such as the Biomechanics and design workshop which is part of the Victorian Challenge Enrichment Program
STEM students from Rosehill Secondary College will have the opportunity to embark on the ultimate STEM educational experience of their lives visiting the National Astronautics and Space Administration (NASA) Centre in Orlando, Florida, USA.
IN today’s interconnected and rapidly changing world, teamwork has become an essential skill that children need to learn from an early age.Teaching children about teamwork fosters a collaborative spirit, enhances social skills, promotes effective communication, and prepares them for success in both their personal and professional lives.The following explores the significance of instilling teamwork values in children and the benefits it brings to their overall development.
Collaboration and shared responsibility: Teaching children about teamwork instils in them the value of collaboration and shared responsibility. In a team, individuals learn to worktogethertowardsacommongoal,pooling their strengths, skills, and ideas. By encouraging children to participate in team activities, they learn the importance of cooperating, compromising, and supporting one another.This helps them develop a sense of belonging,build stronger relationships,and understand that success is achieved collectively.
Enhancedsocialskills: Teamwork provides an ideal platform for children to enhance their social skills. It exposes them to diverse perspectives, enabling them to understand and appreciate different viewpoints. When working with others, children learn to respect and value their teammates’ opinions, practice empathy, and resolve conflicts constructively. Theseinterpersonalskillsarevitalforbuilding positive relationships throughout their lives, both personally and professionally.
Effective communication: Teamwork facilitates the development of effective communication skills in children.They learn to articulate their thoughts, listen actively to others, and express their ideas clearly and respectfully. By engaging in team discussions and collaborating on projects, children become proficient in communicating their viewpoints, leading to better understanding and cooperation within the team. Effective communication skills are essential for success inallaspectsoflife,frompersonalrelationships to future careers.
Problem-solving and critical thinking: Teamwork exposes children to various problem-solving situations, encouraging them
to think critically and find innovative solutions. Through brainstorming sessions and collaborative decision-making processes, children learn to evaluate multiple options, analyse different perspectives, and arrive at well-informed conclusions.This nurtures their ability to think critically, adapt to different situations, and solve complex problems collectively, skills that are vital in a rapidly evolving world.
Preparation for future success: Teaching children about teamwork prepares them for success in their future endeavours. In today’s professional landscape, the ability to work effectivelyinteamsishighlyvalued.Employers seek individuals who can collaborate, communicate, and cooperate with others to achieve organisational goals. By learning teamwork skills at an early age, children develop a competitive edge and a strong foundation for their future careers.
Teaching children about teamwork is of paramount importance. It equips them with vital skills such as collaboration, enhanced social skills, effective communication, problem-solving,andcriticalthinkingabilities. These skills not only contribute to their personal development but also lay the groundwork for their future success in various aspects of life. By fostering a team-oriented mindset from a young age, we empower children to become responsible, empathetic, andeffectivecontributorstotheircommunities and the world at large.
Today this takes the form of a modern, beautifully appointed College, that has the individual care of each student at it’s heart. It takes the form of an innovative educational approach that prepares girls for a fast-paced and complex world. It is embodied in programs that foster the physical, emotional and spiritual wellbeing of every student. It is confirmed in current research which articulates what schools like Santa Maria have long known; that girls’ schools are especially beneficial for girls. It is embedded in the fact that all approaches to teaching and learning are tailored to the needs of girls, along with all programs for wellbeing, leadership, healthy development and future pathways.
It results in girls being confident and empowered to follow their passions and chart their own course.
Santa Maria's deep knowledge of girls’ education finds structured expression in three outstanding innovations: Our One Community, Three Villages Model
The International Baccalaureate Middle Years Programme in Years 7 - 10
The Duke of Edinburgh Bronze, Silver and Gold Awards and make their unique contribution to the world is the bedrock of our College.
Girls need to belong: The Village Model
When girls form strong bonds with one another and with their teachers they grow in confidence, share their stories, and learn in ways that engage the mind, heart and spirit. This is why we have created the model of One Community, Three Villages. Established in 2016, the Village Model enables our students at Years 7 & 8, 9 & 10, and 11 & 12, to feel at home within their own developmental age group and to access programs designed specifically for them.
Girls explore and engage: The International Baccalaureate Middle Years Programme
Girls in Years 7 - 10 are curious about the world. They are inquisitive and imaginative. They love working in teams. They value time alone. Everything is personal but they love seeing the bigger picture too. The International Baccalaureate Middle Years Programme is a globally recognised program built on inquiry and collaboration. It is the learning framework for our students in Years 7 -10.
The MYP has 4 foundational elements:
Global Contexts: real world learning linked to students’ lives
Concepts: 'big ideas’ that challenge us at local, national and international level
Approaches to learning: guidance in ‘learning how to learn’
Action and Service: learning expressed through community engagement
The MYP incorporates all elements of the Victorian Curriculum but situates this within a global context. It aligns wonderfully with the ethos of Good Samaritan Education and with the values and vision of the Santa Maria community.
Girls are strong: The Duke of Edinburgh Award
Emotional resilience. Physical and mental strength. Dealing with challenges and overcoming fears. Girls discover and grow these qualities as part of the Duke of Edinburgh program. That's why Santa Maria has the highest participation rate in this program in the state of Victoria.
The Duke of Edinburgh Bronze Award is fully integrated into the Year 9 program. The Silver and Gold Awards are part of the extra-curricular program at Years 10 and 11.
At Santa Maria College, girls are listen to, respected, and celebrated. Their emerging sense of self is nurtured. They are supported to engage with the world confidently, to embrace the richness of who they are, and to imagine who they may become.
AT Salesian College Sunbury, we take immense pride in preparing our students for the future through a holistic education rooted in our Salesian charism. Our commitment to quality education is reflected in the promotion of our core values:Community,Learning, Excellence,andFaith.Thesevaluesarewoven into everyday life at our school, shaping our interactions,guiding our decisions,and reinforcing our goals in all we do. Our students experience these values not only in the classroom but also in extracurricular activities, spirituallife,andcommunityservice,creating atrulyimmersiveeducationalexperience.Inspired by the teachings of Saint John Bosco (Don Bosco),the founder of the Salesians,we follow his educational approach based on “Reason,Religion,and Loving Kindness.”
A cornerstone of Don Bosco’s philosophy was his dedication to shaping young people into “Good Christians and Honest Citizens.” At Salesian College Sunbury, we strive to continue this vision by empowering our students to excel in all aspects of life,with the aim of making a positive and lasting impact ontheworld.Wewantourstudentstoleaveas young adults who not only achieve academic success but are also compassionate, socially responsible, and equipped to contribute meaningfully to society.
Understanding that each student is unique, with individual educational needs and
A cornerstone of Don Bosco’s philosophy was his dedication to shaping young people into “Good Christians and Honest Citizens.”
varying academic abilities, we embrace innovative teaching and learning strategies to support our diverse student population. Ourverticalcurriculum,MySalesianPassport (MSP),provides a dynamic and personalised structure that fosters student agency and motivation. This curriculum is designed to encourage self-direction and resilience, which are essential for future success.We are already seeing fantastic results as students take ownership of their education, inspiring them to excel across a range of disciplines and in all areas of school life.
We encourage our students to actively participate in their learning journey, giving them a voice in their education. Our broad range of subjects is carefully designed to challenge them, expand their horizons, and help them realize their full potential in a supportive environment.
St Albans Secondary College’s vision, values and guiding principles combine to create a safe, supportive, and structured environment where every student is guided and inspired to achieve to the best of their ability. Our college community values respect, integrity, leadership, and the pursuit of excellence.
We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families, and students.
Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.
The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right
through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars’ program, and they consistently gain entry into top level tertiary courses.
A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.
Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.
St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.
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-speedlearningoncircuitryfora 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.
Herbookcombinesover4yearsofresearch 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 afancywordforscienceandmathseducation. But this is a big mistake, says Dr Hunter. She arguesthewholepointofSTEMistointegrate these subjects: to bring them together to solve complex problems.Her research found that often teachers used the arts and humanitiestoo,addinganAtomake“STEAM”.
Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacityinSTEMsubjects,tosetupintegrated teaching and learning opportunities,provide elbow-to elbow support in classrooms, and thensetaboutunderstandingwhathappened. Thefindingsoftheresearchprovidethebasis for the book.
Studentsandteachersfromdiverseschools 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.
“Whenthestudentslearnedhowamachine works, they had to make up their own questions.Itgavethemmoreagencyandtook 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 lotsandlotsofquestionsandnowwealsofind 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. Applyingengineeringandphysicsprinciples, 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. “Teacherswould,forexample,havetodecide whocouldusethescarcehardwareresources. 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 schoolsaredoinghighlyrelevantlearning 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 worldofcomplexityissueslikeCOVID-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’sanypositivestocomeoutofCOVID, 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
ST ALOYSIUS College proudly welcomes its third co-educational Year 7 cohort this year, following the momentous transition from an all-girls institution to a co-educational format thatcommencedin2023.
With over 135 years of rich history, the College has embraced this change, responding to the strong desire of families in Melbourne’s Inner North West to provide a Catholic education for both their sons and daughters.
The overwhelming support from parents, students, and staff underscores the College community’s commitment to fostering an environment where students thrive academically,personally,andsocially.
Rooted in the Catholic tradition of the Sisters of Mercy, St Aloysius College goes beyond academics, exemplifying the profound benefits of a values-based education.
Guided by the Mercy Education values of compassion, justice, hospitality, service, respect, and courage, students are not only prepared for academic success but also empowered to navigate the complexities of the modern world with a holistic approach to mind,body,andspirit.
Central to the College’s educational vision is a dedication to individual wellbeing. Recognising the uniqueness of each student, St Aloysius College programs prioritise their wellbeing and lay the groundwork for academicandpersonalbrilliance.
Theco-educationalcurriculumemphasises collaboration, respect, and understanding between genders, fostering empathetic leaders capable of engaging in respectful dialogueanddrivingpositivechangeintheir communities.
St Aloysius College’s comprehensive curriculum integrates academics with the Universal Learning Program (ULP) and a diverse range of co-curricular activities spanning STEAM, sport, languages and the Arts. This approach provides students with opportunities to explore their interests and develop essential skills, nurturing critical thinkingandintellectualcuriosity.
Graduates
of St Aloysius College emerge as compassionate, confident, and wellrounded individuals, ready to face the challenges that lie ahead.
The College’s commitment to an individualised approach recognises the needs of the whole person, equipping students with interpersonal skills, adaptability,and resilience for success in the many diverse professional and social environments they will experience throughouttheirlives.
As the College embarks on this transformative co-educational journey, it prepares students for the real world beyond the school gates. Graduates of St Aloysius Collegeemergeascompassionate,confident, and well-rounded individuals, ready to face the challenges that lie ahead.Enrolments for Year7in2027arenowopen,withapplications closing on Friday,15th August 2025.Families areinvitedtojoinacampustourandbecome part of a community that values curiosity and co-education, preparing students for a brilliantfuture.
ST HELENA Secondary College, situated in ElthamNorth,prioritizesholisticchildgrowth. With a rich educational history, we aim to nurture globally-minded citizens ready for the digital era. Our core values - Respect, Responsibility,and Personal Best - foster connection in a secure and enriching learning space.
St Helena Secondary College is a highdemand school and the school of choice for many families. We know the transition from Primary School to Secondary School can be as daunting as it is exciting. Our highly experienced Transition team partner with families, students and primary schools to facilitateasmoothtransitiontoourstand-alone Year 7 Junior School,quickly establishing new students as an integral part of our community.
Our ‘Strive’ program underpins holistic development through Learning Skills, Positivity, and Pathways streams, nurturing academics,emotionalskills,andindividualized routes.
The ACE program caters to gifted students, providing an enriched curriculum and potential university subject study in their final year.
The acclaimed music program, with 220+ students, excels in competitions, while our PerformingArtsteamgarnersawardswinning
Our highly experienced Transition team partner with families, students and primary schools to facilitate a smooth transition to our standalone Year 7 Junior School, quickly establishing new students as an integral part of our community.
severalVictorian Music Theatre Guild Awards and LyrebirdTheatre Awards.
The Sports Academy sharpens athletes in Football and Basketball, focusing on various aspects of skill and performance.
Diverse camps and tours enrich cultural and personal growth.
Our extensive subject range, including VCE,VM, and VET options, caters to diverse interests.Over 40 subjects are offered yearly, ensuring any and all pathway interest is catered for.
Tuesday March 25th
5pm, 6pm, 7pm
https://www.trybooking.com/CVLSK
Continued from page 99
In 2023,enrolments across 296 MACS primary and secondary schools increased by 1,329 students (1.2%) to 114,407,representing around 20% of all students.
Modelling shows that demand for Catholic education is growing particularly strongly in Melbourne’s northern and western corridors, where MACS has opened 12 schools since 2018. Seven new schools are also planned to open over the next three years in identified growth areas.
In looking to service the growth corridors of Melbourne and surrounds, MACS is also committed to supporting small schools to thrive in a range of contexts.
New schools planned for 2024–26.
2024
■ St Teresa of Kolkata Catholic Primary School, Tarneit North
■ Marymede Catholic College - Doreen Campus
2025
■ Carlo Acutis Primary School,WollertWest 2026
■ Catholic Primary School,Mount Duneed
In keeping with our Christian ethos and a long commitment to education for the disadvantaged, Catholic schools aim to keep fees as low as possible and remain accessible to all who seek their values.
■ Kolbe Catholic College - Mickleham Campus
■ Catholic Primary School,Thornhill Park
■ Catholic Primary School,Mount Atkinson
If you are interested in a Catholic education for your child, please contact your local Catholic school or visit www.macs.vic.edu. au/Our-Schools.aspx.
Catholic schools are inclusive, welcoming families from all faith and cultural backgrounds, and those with special needs.
ST JOSEPH’S College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto,‘Agite Quae Didicistis’,translated as‘Put into practice what you have learnt’, underpins ourapproachtoaholisticeducationforboysin the21stCentury.
Innovativeandprogressiveteachingmethods are applied to maximise engagement and success. Our curriculum is designed specifically to cater for boys’ needs with a ‘handson’approachtolearning.Ourtrademark Year 9 program operates at the Valdocco Campuswithinourbeautifulgroundsatthefoot oftheDandenongs.
The College offers after school tuition four nights a week.The GATE (Gifted and Talented Education) program provides students with opportunities for enrichment and acceleration. There are several programs that support studentswithspecialneeds.
Students enjoy a range of extra-curricular opportunities including numerous interstate andoverseasexperiences.
Our Masterplan‘Towards 2040 and Beyond –An Adventure in the Spirit’ responds to the challenges of 21st Century Learning. State of the art Year 7, Science, STEM, Digital Technologiesfacilitiesofferthemostincredible start to secondary school. Our senior students absolutelylovetheYear11and12spaceswhich include collaborative Learning Hubs.Dynamic new Visual and Performing Arts facilities complement the skills and creative flare of youngmen.AnewYear8Centre,Pathwaysand StudentWellbeingHubwillopenin2026.
The College’s extensive sports facilities are newlyopenedwithanimprovedAFLGround,a FIFA size Soccer Field and Hockey Pitch. To further complement the developments, eight Tennis Courts, Australian standard Cricket Nets,AthleticsTrackandarangeofFieldEvents are featured in the incredible expansions.As a member school of the Associated Catholic Colleges (ACC) competition, students enjoy opportunities in an extensive range of sports, debating,publicspeaking,artsandtechnology, chess,drama,musicandrallydays.
TheCollege’sSportsAcademyoffersaHighPerformance Sports Program providing students with access to specialist coaching, skillsdevelopmentandmentoring.
The teacher-student, teacher-family and student to peer relationships cultivated at the
Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences. College are what truly set St Joseph’s College apart.Teaching respect within relationships is whatpreparesourboysforlife.
The College works to ensure that students are equipped to effectively take up roles in a rapidly changing world. Our students are equipped with iPads and MacBooks from the beginning of their journey at the College. STEM,Digital Technologies and Robotics form part of our Learning Program. Digital Citizenship approaches enable students to embrace responsible citizenship within a globalcommunity.
The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart.
We offer the best of both worlds – an outstanding VCE pathway and an impressive VCEVocational Major pathway with vocational and trade options taking place on campus and externally.Asexpertsinboys’development,we focus on the growth of their academic skills, faith and spirituality,relationships and physical andemotionalwellbeing.
ST MONICA’S College, Epping was established in 1964.
We are a co-educational College based in the northern suburbs of Melbourne.
Our curriculum delivers education at the highest levels whilst ensuring our students personal development is fostered.
Students are supported by staff committed to ensuring every student can be their best.
As well as a modern curriculum,a diverse range of VET courses are offered including Allied Health where students are educated to work in all facets of medical and health areas.
STEM is a constantly changing area of education with relevant studies for students that prepare them for the modern workplace.
We continue to provide superior resources to facilitate learning in state-of-the-art buildings that are student focussed and embrace world’s best practice design.
The College also offers a wide choice of sports supported by top level coaches committed to ensuring each student reaches their potential.
Our Performing Arts Faculty offers a range of dance,drama and music programs.
We also offer programs for accelerated
As well as a modern curriculum, a diverse range ofVET courses are offered including Allied Health where students are educated to work in all facets of medical and health areas.
learning students and special needs students.
At St Monica’s College, Epping we meet the diverse needs of students and ensure no student is left behind.
Our students all understand what it means to‘Be Monican’.
EXTRACURRICULAR activities play a crucialroleintheholisticdevelopmentofschool students.These activities, which encompass a wide range of interests and passions beyond the traditional academic curriculum, offerstudentsnumerousbenefitsthatextend 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 levelsofmotivation,bettertimemanagement skills,and improved organisational abilities.
Participation in activities such as debate clubs, science fairs, or mathematic competitionsstimulatesintellectualcuriosity andenhancescriticalthinkingandproblemsolving 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,fosteringempathyandcultural 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 opportunitytolearnandgrow.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,managetimeeffectively,and developorganisationalskills.Theseactivities provide a platform for students to learn from mentors and role models, who impart valuablelifelessonsandguidethemtowards ethicaldecision-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 personalgrowth,awillingnesstostepoutside one’scomfortzone,andtheabilitytomanage multipleresponsibilitiessimultaneously.
Extracurricular activities offer students a myriadofbenefitsthatextendfarbeyondthe 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 qualitiesthatpreparethemforthechallenges 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, pursuetheirpassions,andgrowintoconfident andcapableindividuals.
SUNBURY Downs College is a vibrantYear 7 to 12co-educationalsecondarycollegesituatedin the semi-rural town of Sunbury.We offer a rich educational experience in an environment that encourages the acquisition of excellent educationaloutcomesforallstudents.
Our College is an inclusive school offering a wide range of programs that cater for all students.
We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centreofourteachingandlearning.
Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities,HealthandPhysicalEducation,Arts, Technology and Languages (Italian).We offer a range of VCE subjects including the VCE Vocational Major program inYears 11-12 which caters for students with an interest and passion for applied learning.We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the schoolmotto‘ConfidencetoAchieve’.
SunburyDownsCollegeistheonlysecondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) program, extending students through a challenging curriculum including early commencement of VCE.The ACE program is a select entry course withenrolmentfromthefeederprimaryschools for students in Years 7-9. New enrolments are welcometomakeenquiriesaboutthesuitability of this program for their children.We also offer a Scholars program for students inYears 10 and 11 to provide students with a range of opportunitiesintheLaterYears.
Our College is an accredited International Student Program provider. This program has enabled the College to work closely with the Department of Education and the local communitytoengageinculturalimmersionand promotediversity.TheCollegehasstudentsand families from 45 different nationalities enrolled at our school, supporting a culturally and linguisticallydiverselearningenvironment.
Sunbury Downs College offers a wide range of inclusive activities and programs which cater to all students.Some of these include Debating and Public Speaking, Maths Club, Drama Club
This program has enabled the College to work closely with the Department of Education and the local community to engage in cultural immersion and promote diversity.
and Choir.We have a well-established Student Voice program and passionate Captaincy team offering students the opportunity to develop leadershipskillsandcontributetoourschoolin a positive and valuable way.Our College has a House and Sports program with whole school carnivalsforAthleticsandSwimming,andthere are alsoYear Level and specialised camps and excursions.We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outsidetheclassroom.
Sunbury Downs College is proud of the work andsupportprovidedtostudentsandthewider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinator. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinator provides valuable advice as students successfully pathwayintouniversity,TAFEandtheworkforce.
Our College values of Respect, Resilience, AmbitionandCommunityareembeddedwithin our teaching and learning practice.These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by allcommunitymembers.
SUZANNE Cory High School is a select entry high school in Western Melbourne, for academically high-achieving students in years 9 to12.
Curriculum
We offer a four-year learning program incorporating core and elective studies, enrichment studies,VCE units and University Enhancement Studies.Students also have the option to study the International Baccalaureate.
Our curriculum design is based on differentiating the curriculum to meet the individual needs of students,compacting the curriculumtoenableafasterpaceoflearning, and enriching and broadening the educational experience of our uniquely talentedstudents.
The curriculum is comprehensive and oriented to maximise the opportunity for each student to undertake tertiary-level study.
Student Wellbeing
Proactive student wellbeing is central to the program at SCHS, with a strong focus on teaching students’strategies to maintain and improvebothphysicalandmentalhealth.Our student wellbeing approach is based on the School Wide Positive Behaviours Supports system which rewards and encourages appropriatebehaviourandexplicitlyteaches our expectations. Our Year 9 transition program, ‘Primus’ supports students new to the school and aims to prepare the students for their learning at SCHS and develop new friendships.
Co-curricular
All students participate in co-curricular activities designed to build independence, promote teamwork across year levels, and foster engagement in their broader community.We pride ourselves on having a richanddiverseschoollifethatenhancesthe academicoutcomesofourstudents.
Wehavearangeofsportingopportunitiesfor our students to be involved in, with physical activitybeinganimportantcomponentofour learningmodel.Sportisacompulsorysubject for all year levels. Students choose from a
range of options to ensure they are experiencingdiverseactivities.Studentsalso have the option of representing the school in interschoolsports.
Our house system is integral to student learning and school engagement, providing students with opportunities to demonstrate student leadership and build a sense of belonging. Within the House program students can participate in activities such as Athletics, Chorals, Art, Debating or Chess, providingopportunitiesforcontributionfrom all students. Students can also engage in feedback to teachers and school leadership viaourstudentrepresentativecouncil.
SCHS has a well-established Arts program, encompassing both curriculum and extracurricular options. Our instrumental music program provides individual and group lessonsacrossallfivemajororchestralgroups and voice. Instrumental students can also access a wide range of ensembles.Drama is promoted through our annual school musical and House Drama program whilst the Visual Arts are displayed around the school with options of available Media, Art and VCD in thesenioryears.
Students interested in Suzanne Cory High Schoolareinvitedtotakeatourofourschool. All applicants are required to sit an entrance exam. Please refer to our website for dates andfurtherinformation.
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.
Google Analytics
21 May 2022 - 22 May 2023 (12 months)
• 15,079 users
• 14,498 New Users
• 16,965 Sessions
• 28,345 Page Views
• 9.6% people were returning visitors
• 90.4% New Visitors
TAYLORS Lakes Secondary College is a singlecampus,co-educational7to12Leading School in theWestern Suburbs of Melbourne.
From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding,vibrant and innovative education.
We believe the success of our students is a result of carefully developed educational programs delivered by a highly qualified and committed staff in a positive learning environment in which all students are challenged and supported.
This is underpinned by a strong code of conduct, compulsory uniform and high expectations.
A positive and responsible approach to education fosters values of trust, tolerance and respect for others.
The structure of the college is based on a Junior Subschool (Years 7 & 8), Middle Subschool(Years9&10)andSeniorSubschool (Years 11 & 12).
All students in the junior and middle years of schooling undertake all subjects across all domains.
Thereisalsoliteracyandnumeracysupport programs offered in the Junior and Middle years, enhancement programs, including the LEAP Program, and a Football Academy
From the day it opened its doors in 1992 to the Brimbank community, the college has delivered outstanding, vibrant and innovative education.
within Health and Physical Education.
Taylors Lakes continues to create vibrant indoor and outdoor learning spaces. The college has built a new flexible learning centre, new inclusion centre, new library, study facilities, meetings, offices, additional IT classrooms, new performing arts centre, new futsal (soccer) courts and new canteen/ eating shelter in the last few years to support the development of a challenging,innovative and enriched curriculum at each level.
Within every classroom, we provide every child,every opportunity to succeed.
Withstrongleadership,extensiveguidance, counselling and tutoring, our students are inspired to aim high.
We are very proud of our students and their results.
• A strong tradition of excellent VCE results
• Comprehensive VCE, VET and Vocational Major programs
• Learning Enhancement & Advancement Program (LEAP)
• A Football (AFL and Soccer) Academy as part of Health and Physical Education
• Performing Arts Program including Instrumental Music, Dance and School Production
• Targeted programs at Year 7 to aid the transition of students
• A supportive Careers Vocational Education program, including the placement of all students in tertiary or employment positions
Truganina College, located on the land of the Bunurong people of the Kulin Nation, is a Prep to Year 9 government school. Opened in 2015, Truganina College is very proud to provide a 21st century guaranteed and viable curriculum that results in outstanding student achievement and producing good humans. At Truganina College, we believe literacy is everybody’s business. Literacy development is in all curricular areas.
Inclusive of all, our school community has high expectations and is committed to the values of Learn, Respect, Resilience and Responsibility.
Learn - we actively learn through persistence and having a growth mindset
Respect - we are respectful by being kind to ourselves, others and the environment
Resilient - we are resilient by noticing our emotions, problem solving and knowing when to ask for help.
Responsible - we are respectful by being safe, honest and following instructions
These values are exempli ed throughout the College daily and are celebrated termly through Excellence Assemblies.
Strong values allows the College to sustain an unrelenting focus on studentgrowthintheareasofliteracyandnumeracyinallsubjects.
Teachers collaborate in Professional Learning Communities (PLCs) to cater for the educational needs of each learner. Professional Learning Communities draw on their comprehensive knowledge of thecurriculum,theirstudents’anddatatoplanforexplicitteaching.
Using small group instruction in each lesson each day, teachers are able to di erentiate and provide 1:1 feedback to your child. The College also provides enrichment opportunities included, but are not limited to; Victorian High Ability Program, Maths Extension, Tutor Learning Initiative, MacqLit, Multi Lit, Leveled Literacy and Numeracy Intervention Program.
Spanish, Stem and Art subjects are taught across the College and in Year 8 and 9, additional elective choices are o ered to re ect student voice, agency and leadership opportunities. These include Basketball, Outdoor Education, Model United Nations, and School Projects. Soundgarage music school and Victorian School of Languages are also provided at the Campus..
Recognising that wellbeing is central to our ability to learn, Truganina College has a dedicated and comprehensive wellbeing team. Consisting of a psychologist, social workers, school counselors, mental health practitioners, students are able to access support, strategies and build resilience. Community Liaison O cers and student wellbeing o cers further connect students, families and the school community together to guide students’to reach their goals and be their best selves.
Ms. Amanda Williams, the College Principal and sta welcomes all students and families to visit our campus and website to explore our positive learning environment, excellence in teaching and learning, and good humans. We look forward to hearing from you soon.
Writers:
Lucy Francis: Director of Learning & Wellbeing Excellence –Years 8 & 9
Since 1980, our school has o ered its families quality educational programs that are student centred and are based on three core values:
• Excellence
• Respect
• Creativity
opportunity to achieve self-actualisation, which is the ful lment of their unique talents and potentialities.
Each and every young person who enrols at our school has the right to achieve excellence in their learning; that they respect the rights of others to learn in a safe and inclusive environment, where respect is the cornerstone of all our actions. By nurturing personal wellbeing, students build the resilience and perseverance to harness creativity in a proactive and collaborative way for the betterment of themselves and the world around them.
We pride ourselves on being a school where your child will be known and supported by our teachers and educational support sta .
We o er an array of extra-curricular programs in the Arts, Leadership, High Ability Learning, STEM and Sports. We welcome International Students to our family.
Located within the long established residential housing estate of Wheelers Hill, we have an expansive and beautiful site with extensive open spaces.
If you have any questions about our programs or whether WHSC is the right place for your child, please don’t hesitate to contact us. We look forward to meeting you!
Fern Brisbane
College Principal and Life Long Learner Wheelers Hill Secondary College
MAINTAINING aprintedpresencealongside electronic promotion offers numerous advantages, creating a robust and multifaceted marketing strategy that effectively reaches and engages diverse audiences. By leveraging the unique strengths of both print and digital media, businesses can enhance their brand visibility, credibility, and overall impact.Herearethekeybenefits:
Extended Audience Reach
Combiningprintandelectronicmediaensures that businesses can reach a broader audience. Print materials cater to those who prefer traditional forms of media, including older demographics and individuals in regions with limited internet access. In contrast, electronic media targets tech-savvy users, younger audiences,and those who spend considerable time online. By utilizing both media types, businesses can ensure their message reaches asmanypeopleaspossible.
Enhanced Credibility and Trust
Print media often conveys a sense of professionalism and reliability that digital media sometimes lacks. High-quality printed materials such as brochures, business cards, and catalogs enhance a brand’s credibility. These tangible items are often perceived as more authoritative, providing a lasting impression of quality and seriousness.On the other hand, electronic media builds trust through interactive content, social proof like customer reviews, and real-time engagement. Together, they create a comprehensive image ofatrustworthyandestablishedbrand.
Tangible and Multi-Sensory Engagement
Printmaterialsofferaphysicalexperiencethat digital media cannot replicate. The tactile nature of print allows for a more personal and lasting connection with the audience. People can touch, feel, and even smell printed materials, which can significantly enhance memory retention and engagement. Digital media, meanwhile, offers dynamic and interactive elements such as videos, animations, and clickable links. This multisensory approach ensures that the audience remainsengagedandinterestedinthebrand’s messageacrossdifferentplatforms.
Together, they create a powerful combination of broad and precise marketing efforts.
Print and electronic media have unique strengthsthatcomplementeachother,allowing for cohesive and integrated marketing campaigns. For instance, a print ad in a magazinecandrivetraffictoawebsiteorsocial mediapage,wheretheaudiencecanfindmore detailedinformationorengagewithinteractive content. Conversely, digital campaigns can promote physical events or highlight printed materials, creating a seamless customer journey.Thisintegrationensuresthatthebrand message is consistent and reinforced across multipletouchpoints.
Studies have shown that people often spend more time engaging with printed materials than with digital ads. The physicality of print encourages longer engagement periods, leading to better recall and response rates. Digital media,with its multimedia content and interactivefeatures,canreinforcethemessage delivered through print, further enhancing recall and engagement. This dual approach ensuresthatthebrandremainstop-of-mindfor consumers.
Print media allows for highly targeted local campaigns. Direct mail, community flyers, and localised print ads can reach specific geographicareaseffectively.Personalisedprint materials, such as customised direct mail, can make recipients feel special and valued, fostering loyalty and enhancing customer relationships. Digital media provides precise audience targeting based on user data, behaviour,andpreferences,allowingforhighly personalised and relevant content delivery. Together,theycreateapowerfulcombinationof broadandprecisemarketingefforts.
Printed materials often have a longer lifespan than digital ads. Items like brochures, business cards, and magazines can be kept for future reference,providing continuous exposure to the brand message. Digital media, on the other hand, allows for immediate updates and adjustments, ensuring that the content remains current and relevant. This combination of longevityandimmediacyensuresthatthebrand can maintain a consistent presence while adapting to changing market conditions.
With the increasing prevalence of digital media, many consumers experience digital fatigue, becoming overwhelmed by constant screen time. Print media offers a welcome break, capturing attention more effectively because of its novelty in a predominantly digital environment. This balance helps maintain audience interest and reduces the risk of disengagement due to digital overload.
Using both print and digital media can optimize budget allocation. Print can be reserved for high-impact, targeted campaigns that require a tangible,lasting impression,while digital media can cover broader, more frequent touchpoints, ensuringacost-effectiveapproach.Thissynergy
Many consumers experience digital fatigue, becoming overwhelmed by constx
allows businesses to maximize their marketing budget and achieve a higher return on investment.
A dual approach reinforces brand consistency and visibility across multiple channels. Customers encounter the brand in various contexts, making it more memorable and recognisable. This multi-channel presence ensures that the brand remains top-of-mind, building stronger brand loyalty and recognition over time.
Maintaining a printed presence alongside electronic promotion offers a multitude of benefits that can significantly enhance a brand’s marketing strategy. By combining the strengths of both media types, businesses can create a comprehensive, engaging, and effective approach that reaches and resonates with a diverse audience.
AS the first nationally recognized AVID Site of Distinction in 2019, Wyndham Central College is dedicated to preparing tomorrow’s leaders to be agile, innovative, and creative problem solvers through outstanding educational programs and teaching strategies.
AVID
Aschoolwideprogramthatemploysresearchbased,best teaching and learning strategies toactivelyengagestudentsintheireducation.
AVID equips all students with the tools,skills, and knowledge needed to succeed academically, prepare for university and careers,andbecomeactiveglobalcitizens.
Our STEM Academy features a curriculum designed by expert teachers and industry professionals.Studentsparticipateincuttingedge programs including Robotics and Coding,Electronics,3DPrinting,Engineering, 3D Modeling, and Gaming.They collaborate with industry partners and Wyndham Tech School at Victoria University to gather and process data, solving real-life problems and addressingcommunityissues.
Enrichment
OurEnrichmentProgramprovidesanoptimal learning environment to address the unique social, emotional, and academic needs of talented students. It extends opportunities both within and beyond the classroom, with students developing a project each year that focuses on creating an authentic product or performance,fosteringreal-worldexcellence. Enrichment experiences are integrated into students’ existing programs, with extracurricular activities supporting talent development.
Wyndham Central College’s mission is to create opportunities for achievement and prepare all students for post-secondary education, skill development, and work readiness, enabling them to contribute as productive citizens in a global community.
The Spanish Immersion Program fosters biliteracy, bilingualism, and biculturalism, preparing students to be global citizens fluent in Spanish. Students gain an appreciation for Spanish, one of the world’s most spoken languages, and its cultures, while engaging in a rigorous academic program that enhances their language skills andvocabularythroughcoresubjects.
Our Football Development Program supports students with a passion and talent for sports, helping them thrive and excel. Through expert coaching, rigorous training, and competitiveopportunities,wenurtureathletic skills and sportsmanship, empowering students to reach their full potential both on andoffthefield.
The Hindi Beacon School program is a comprehensive initiative backed by government commitment, recognising the growingHindi-speakingpopulation.Awarded after a competitive process, we are the only schoolinthesouthwesttoreceivethishonour. The program promotes the Hindi language and culture, incorporating festivals and cultural activities to enhance students’ linguistic skills and cultural connection, preparing them to be competent global citizens.
Wyndham Central College’s mission is to create opportunities for achievement and prepare all students for post-secondary education, skill development, and work readiness, enabling them to contribute as productivecitizensinaglobalcommunity.
AVID’s Mission is to close the achievement gap by preparing all students for University readiness and success in a global society.
Aspire to Achieve
Strengthen the Community
Respect Ourselves and Others
From day one, we will teach your child From one, we will child how to aspire and succeed. how to and succeed.
Victoria University Secondary College is a learning community where all staff learn together and continuously improve, and where students are guided to discover their talents, enjoy their educational journey and develop goals for their future.
Our vision is for students to be educated and enabled to Create the Future: their own future, their communities’ future and the global future.
Scan here to learn more about the rich more program of learning we offer at program of we offer at VUSC.
SEAL Program
AVID & Study Skills Program
Deep Learning Pathway
Leadership Programs
STEM, Coding and Robotics
Music & Performing Arts
Debating Program
Rugby League Academy
Trade Training Centre
Wellbeing Programs and Support
Winner of The Age Schools that Excel 2023 – Best Government School in Western Melbourne
Students at at VUSC say they have... say have...
• Clear Rules for Classroom Behaviour 95%
Placing VUSC in the TOP 8% of Victorian State Schools!
EDUCATION extends far beyond textbooks and classroom lectures. To foster wellrounded individuals,schools should encouragestudentstoexplorediverseinterestsand passions.Involvement in a variety of interest groups is a powerful means to achieve this goal. This piece explores the multifaceted benefits of students participating in various interest groups, from academic clubs to sports teams, arts societies, and community service organisations.
Academic Enrichment:
Participation in academic interest groups allowsstudentstodelvedeeperintosubjects they are passionate about.Whether it's a math club,science team,or debate society, these groups provide a platform for intellectual exploration beyond the standard curriculum. Students engage in discussions, research projects, and problem-solving activities,honing their critical thinking skills and expanding their knowledge base.
Skill Development:
Different interest groups cultivate a diverse set of skills that go beyond academic prowess. Sports teams foster teamwork, discipline, and physical fitness. Performing arts groups enhance creativity, selfexpression, and stage presence. Debating societies sharpen communication and persuasion skills. By participating in a variety of groups, students develop a broad range of competencies that contribute to their personal and professional growth.
Social Connection and Networking: Interestgroupsofferstudentstheopportunity to connect with peers who share similar passions.These connections extend beyond the classroom, creating a supportive social network. Engaging in shared interests promotesasenseofcamaraderie,belonging, and mutual encouragement. These friendships can extend into the future, creating valuable networking opportunities as students progress through their academic and professional journeys.
Leadership Opportunities:
Involvement in interest groups provides a platform for students to assume leadership
roles. Whether serving as a club president, captain of a sports team, or coordinator of a community service project, these experiences instill leadership qualities such as decision-making, delegation, and responsibility.The ability to lead and inspire others is a skill set that transcends academic achievement.
Personal Growth and Self-Discovery:
Joining a variety of interest groups allows students to explore different facets of their identity. They can discover hidden talents, passions, and interests that may not be apparent in the standard classroom setting. Exposure to a diverse range of activities facilitates personal growth, self-discovery, and the development of a well-rounded sense of self.
Time Management and Prioritisation:
Balancing involvement in multiple interest groups teaches students crucial time management skills.
Juggling academic responsibilities with extracurricular commitments requires effective planning, organisation, and prioritisation. These skills are invaluable in preparing students for the demands of highereducationandtheprofessionalworld.
Enhanced Motivation and Engagement:
Participation in interest groups often translates into increased motivation and engagement with the overall educational experience. When students find joy and fulfillment in their extracurricular pursuits, they are more likely to approach their academic studies with enthusiasm. A sense of purpose derived from diverse interests can positively impact overall academic performance.
Exposure to Diversity and Inclusion:
Different interest groups bring together individuals from various backgrounds, fostering diversity and inclusion. Whether through cultural clubs, international exchanges, or collaborative projects, students gain exposure to perspectives different from their own. This promotes cultural awareness, empathy, and an appreciation for diversity, qualities that are essentialinaninterconnectedglobalsociety.
Stress Reduction andWell-Being:
Engaging in a variety of interest groups can serve as a stress reliever. Hobbies and activities that students are passionate about provide an outlet for relaxation and enjoyment.This balance between academic and extracurricular pursuits contributes to overall well-being, reducing stress levels
and enhancing mental health. Community Service and Civic Responsibility:
Participating in community service or volunteer groups instills a sense of civic responsibility in students.
Through initiatives like environmental clubs, charity organisations, or outreach programs, students learn the importance of giving back to their communities. This fosters a spirit of social responsibility that extends beyond their school years.
In conclusion, the benefits of students beinginvolvedinavarietyofinterestgroups are multifaceted and profound. From academicenrichmentandskilldevelopment to social connection, leadership opportunities, and personal growth, these extracurricular activities contribute significantly to the holistic development of individuals. Schools that actively encourage and support a diverse array of interest groups are not only fostering well-rounded students but also preparing future leaders, innovators, and contributors to society. Embracingthepowerofdiversityininterests is a cornerstone in the creation of an educational environment that nurtures the full potential of each student.
SCHOOL refusal is a pervasive issue affecting students across the globe, transcending age, gender, socio- economic backgrounds and is a complex educational challenge. It refers to a child’s unwillingness to attend school and can manifest in various forms, such as excessive absenteeism, tardiness, or reluctance to participate in school activities. This phenomenon poses significant challenges to students, parents,and educators,as it not only hampers academic progress but also raises concerns about thechild’soverallwell-being.Exploringtheroot causes, consequences, and potential interventions for school refusal is crucial for fostering a supportiveeducationalenvironment.
Understanding the underlying causes of school refusal is essential for developing effective strategies to address the issue. Several factors contribute to this complex phenomenon, including anxiety & mental health issues, bullying & peer relations, academic stress & familyissues.
Many students experience anxiety related to school, stemming from academic pressures, social challenges, or fear of bullying. Mental health issues, such as depression or social anxiety, can significantly impact a student’s willingness to attend school. Harassment, bullying, or difficulty in forming positive peer relationships can create a hostile school environment, prompting students to avoid it altogether.
Excessive academic demands and a competitive learning environment can lead to stress and burnout,making students reluctant to engage in school activities. Family dynamics, such as conflicts at home, divorce, or other family-related stressors, can spill over into a child’sschoollife,contributingtoschoolrefusal.
Consequences of School Refusal
The consequences of school refusal extend beyond academic performance, affecting variousaspectsofachild’slifesuchasacademic underachievement,socialisolationaswellasthe emotionalimpact.Irregularattendanceandlack of engagement can lead to academic underachievement,limiting a student’s potential and future opportunities. School refusal often resultsinsocialisolation,asstudentsmissouton
crucial social interactions and the development of interpersonal skills. The emotional toll on students experiencing school refusal can manifest as increased anxiety, low self-esteem, andasenseoffailure.
Persistent school refusal may contribute to a higher likelihood of dropping out, limiting career prospects and perpetuating a cycle of educational challenges. Addressing school refusal requires a collaborative approach involving educators, parents, mental health professionals,andthestudentsthemselves.
Some effective interventions include:
■ Early Identification and Assessment, counseling & mental health support, Individualised education plans (IEPs), communication&collaborationandapositive schoolculture.
■ Timely identification of warning signs and a comprehensive assessment of the underlying causes are crucial for tailoring appropriate interventions.Providing access to counseling services and mental health professionals can help students navigate the emotional challengescontributingtoschoolrefusal.
■ Developingpersonalisededucationplansthat accommodate the unique needs of students can facilitate a more supportive learning environment. Open communication between parents, educators, and students is essential forunderstandingandaddressingthespecific challenges contributing to school refusal. Fostering a positive and inclusive school culture that prioritises the well-being of students can contribute to a more supportive learningenvironment.
■ In conclusion,school refusal is a multifaceted issuethatrequiresanuancedandcollaborative approach for effective intervention. By addressing the root causes, acknowledging the consequences, and implementing targeted strategies, educators and parents can work together to create an environment where students feel supported, valued, and motivated to engage in their educational journey. In doing so, we pave the way for a more inclusive and compassionate education system that nurtures the well- being and successofallstudents.
East
Ashwood High School ...........................12 & 13
Boronia K-12 College 20 & 21
Edinburgh College 44 & 45
Emmaus College 48 & 49
Kingswood College 78 & 79
Mt Lilydale Mercy College .....................96 & 97
Mater Christi College .............................88 & 89
Nunawading Christian College......... 106 & 107
Sacre Coeur College 4 & 5
St Andrew’s Christian College 124 & 125
Wheelers Hill Secondary College 148 & 149
Xavier College 6, 7 & 159
South East
Berwick College 16 & 17
Brentwood College 24 & 25
Cranbourne Secondary College.............32 & 33
Dandenong High School........................40 & 41
De La Salle College 42 & 43
Gleneagles Secondary College .............50 & 51
Haileybury 56 & 57
Hallam Secondary College ....................58 & 59
Hampton Park Secondary College 60 & 61
Harkaway Hills College 62 & 63
John Paul College ..................................76 & 77
Lakeside College 80 & 81
Lyndale Secondary College ...................84 & 85
Nazareth College 100 & 101
Noble Park Secondary College......... 102 & 103
Nossal High School 104 & 105
St Joseph’s College 129, 130 & 131
Christian College......................14 & 15
North
Glenroy College 52 & 53
St Aloysius College 122 & 123
North East
Academy of Mary Immaculate 10 & 11
Charles La Trobe College.......................34 & 35
Healesville High School.....64, 65 & back cover
Lalor North Secondary College 82 & 83
Marcellin College 90 & 91
Marymede College.................................94 & 95
Santa Maria College.......................... 112 & 113
St Helena Secondary College 126 & 127
St Monica’s College, Epping Front cover, 2, 3, 132 & 133
William Ruthven Secondary College 152 & 153
North West
Braybrook College 22 & 23
Hume Central Secondary College .........72 & 73
Hume Grammar......................................70 & 71
Rosehill Secondary College 108 & 109
Salesian College – Sunbury..............114 & 115
St Albans Secondary College 118 & 119
Sunbury Downs Secondary College ............................ 136 & 137 West
Caroline Chisholm Catholic College 26 & 27
Copperfield College ...............................36 & 37
CRC St Albans 30 & 31
Hoppers Crossing Secondary College 68 & 69
Marian College .......................................92 & 93
Simonds Catholic College 116 & 117
Sunshine College .............................. 138 & 139
Suzanne Cory Secondary College 140 & 141
Taylors Lakes Secondary College.... 144 & 145
Truganina College 146 & 147
Victoria University Secondary College ............................ 156 & 157
Wyndham Central College 154 & 155
Academy of Mary Immaculate 10 & 11
Ashwood High School ..........................12 & 13
Bayside Christian College 14 & 15
Berwick College 16 & 17
Boronia K-12 College ............................20 & 21
Braybrook Secondary College 22 & 23
Brentwood Secondary College .............24 & 25
Caroline Chisholm Catholic College ....26 & 27
Charles La Trobe Secondary College 34 & 35
Children who read books daily .............18 & 19
Copperfield College 36 & 37
Cranbourne Secondary College 32 & 33
CRC St Albans ........................................30 & 31
Crucial role of mentoring 39
Dandenong High School........................40 & 41
De La Salle College ................................42 & 43
Edinburgh College 44 & 45
Emmaus College....................................48 & 49
Gleneagles Secondary College .............50 & 51
Glenroy Secondary College 52 & 53
Grossek’s View.......................................54 & 55
Haileybury 56 & 57
Hallam Secondary College ...................58 & 59
Hampton Park Secondary College .......60 & 61
Harkaway Hills College 62 & 63
Healesville High School.....64, 65 & back cover
Hoppers Crossing
Secondary College 68 & 69
Hume Grammar .....................................70 & 71
Hume Central Secondary College 72 & 73
Integrating Arts into the curriculum ..............47
John Paul College .................................76 & 77
Keeping our planet clean & healthy ...............75
Kingswood College ...............................78 & 79
Lakeside College 80 & 81
Lalor North Secondary College 82 & 83
Lyndale Secondary College ..................84 & 85
Marcellin College ...................................90 & 91
Marian College .......................................92 & 93
Marymede Catholic College ..................94 & 95
Mater Christi College 88 & 89
Mt Lilydale Mercy College ................... 96 & 97
Nazareth College 100 & 101
Noble Park Secondary College 102 & 103
Noone Imagewear ....................................... 167
Nossal High School ...........................104 & 105
Nunawading Christian College .........106 & 107
Opportunities for every child 98, 99 & 128
Print alongside digital promotion .....150 & 151
Rosehill Secondary College 108 & 109
Sacre Coeur 4 & 5
Salesian College Sunbury..................114 & 115
Santa Maria College 112 & 113
School listings ...................................164 & 165
Simonds Catholic College .................116 & 117
St Albans Secondary College 118 & 119
St Aloysius College ............................122 & 123
St Andrew’s Christian College 124 & 125
St Helena Secondary College 126 & 127
St Joseph’s College ...................129, 130 & 131
St Moncia’s College, Epping.....................Front cover, 2, 3, 132 & 133
Star News Group .......................................... 142
STEM is more than just Science 120 & 121
Students & Problem Solving...........................29
Students & the Educational Revolution 86 & 87
Sunbury Downs
Secondary College 136 & 137
Sunshine College ...............................138 & 139
Sustaining Physical Education..............66 & 67
Suzanne Cory Secondary College 140 & 141
Taylors Lakes Secondary College.....144 & 145
Teaching children about teamwork 110
The benefits of Extracurricular Activities....................134 & 135
The Power of Diversity 160 & 161
Truganina College ..............................146 & 147
Understanding & Addressing School Refusal 162 & 163
Unravelling the Gender Disparity .............. 8 & 9
Victoria University Secondary College 156 & 157
Victorian School Guides Website ............... 143
Wheelers Hill Secondary College 148 & 149
William Ruthven Secondary College ............................152 & 153
Wyndham Central Secondary College ............................154 & 155
Xavier College ....................................6, 7 & 159
Next edition: November 2025 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au
