Bayside Christian College - pages 16 & 17
Glenroy Secondary College - pages 40 & 41
Hampton Park Secondary College - pages 46 & 47
Nossal High School - pages 80, 81 & back cover
Sacre Coeur - pages 8 & 9
St Helena Secondary College - pages 98 & 99
St Monica’s College, Epping - pages 4 & 5
Xavier College - pages 6, 7 & 123
Photo provided with the compliments of Mackillop College
For further information refer to pages 2,3, 66 & 67.
ST Monica’s College,Epping was established in 1964. We are a co-educational College which this year celebrates our Diamond Anniversary – 60 years serving the northern suburbs of Melbourne.
Our curriculum delivers education at the highest levels whilst ensuring our students personal development is fostered.
A diverse range ofVET courses are offered including Allied Health where students are prepared for jobs in the medical industry and, along with VET Community Service, students are being educated to work in all facets of medical and health areas. VET Automotive Studies prepares students for employment in the automotive industry.
STEM is a constantly changing area of education with a variety of relevant studies for boys and girls that prepare them for the modern workplace. Our new state-of-the-art STEM Building provides the best support possible for all students.
We continue to provide the best resources to facilitate learning in modern buildings that are student focussed.
Our new state-of-the-art STEM Building provides the best support possible for all students.
The College also offers a wide choice of sports supported by top level coaches committed to ensuring each student reaches their potential.
OurArtsFacultyoffersafullrangeofdance, drama and music programs.
We also offer programs for accelerated learningstudentsandspecialneedsstudents.
At St Monica’s College,Epping we meet the diverse needs of students and ensure no student is left behind.
www.stmonicas-epping.com
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.
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,it will always be our first priority.We are 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
Located on the GlenWaverley train line,the 5, 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.
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.
Unlocking Excellence:Ashwood High School’s Unique Legacy
CHOOSING the right school for our children is a pivotal decision—one that shapes their growth and happiness. As proud Principal Dr Brett Moore,I invite you to explore the distinctive qualities that make Ashwood High School standout.
A Personalised Approach
Nestled on an expansive 17-hectare site, Ashwood High School is more than a government school; it thrives as a boutique institution, often referred to as the private school within the government system. Dr Moore’s commitment is evident in the personalisedtouchhebringstoourcommunity. Greeting students by name in the yard every day,heencapsulatesourdedicationtoknowing each student intimately, understanding their strengths,interests,andchallenges.
Our VCE results have placed us among the ‘Top10GovernmentSchools’inVictoria.Witha robust median study score of 32 in 2023, we take pride in the achievement that 56% of our studentsreceivedATARsof80orabove,andan impressive 20% attained ATARs over 90. Building on the success of 2022, where the school was recognised as the highest-ranked localentryhighschoolforuniversitypathways, we continue to excel in providing exceptional educationalopportunitiesforourstudents.
Ourtransformativejourneyincludesnotonly academic success but a commitment to discipline, routine, order, and old-fashioned values. Dr Moore runs a tight ship, instilling a sense of safety and ensuring a return to ‘old fashioned’ values. Student voice and recognitionisatthefore,withthemanystudent leadershippositionsandawards,includingour popular ‘School Colours’ badges worn on the blazer for excellence across academics,sport, communityservice,music,artandmore.
Moreover,we prioritise providing academic support and enrichment opportunities. The renowned SEAL program—ACE (Accelerated Curriculum and Enrichment)—offers a supportive space for high-performing, motivated students seeking a complex, fastpaced, and integrated learning experience. Additionally, our Middle and Senior School Study Hall programs, held twice a week after
Join us in shaping a future where students not only thrive academically but also find inspiration, belonging, and endless possibilities.
school,provideessentialextrahelpforstudents who may require additional assistance. We believe in fostering an environment where every student can excel and receive the necessarysupporttoreachtheirfullpotential.
The unveiling of our $13.3 million STEAM andResearchCentresignifiesourcommitment to fostering innovation, critical thinking, and environmental mindfulness. This space is not just about bricks and mortar; it’s a hub where ideas take flight, and future leaders are inspired.
Guided by our ‘CHOIR’ values—Community, High Expectations, Optimism, Innovation, and Respect—Ashwood High School creates an environment where students not only excel academically but also thrive in a vibrant atmosphere.
As we venture into 2025, we invite you to experience the unique atmosphere of Ashwood High School and to‘feel the vibe’in person. Join us on a school tour or explore Ashwood Revealed, our Open Day on Wednesday, 30 April 2025. Discover a school where excellence, community values, discipline, and safety intertwine seamlessly. Join us in shaping a future where students not only thrive academically but also find inspiration, belonging, and endless possibilities. Experience the unique atmosphere firsthand—discover Ashwood High School, where every student is known, valued, and empowered to unlock their full potential.
Dr Brett Moore, Executive Principal of Ashwood High School
HIGHEST RANKED LOCAL ENTRY
HIGH SCHOOL FOR UNIVERSITY PATHWAYS IN 2023.
*56% of our students received ATARs of 80 or above, and 20% attained ATARs over 90.
Tours & Information
Sessions:
9:15am School Tour
10:15am Principal’s Address
11:30am School Tour
5:00pm School Tour
5:30pm School Tour
6:00pm School Tour
6:20pm School Tour
7:00pm Principal’s Address
Join our Year 7 approved SEAL (select entry) Program in 2025
ACE – Accelerated Curriculum & Enrichment Program
Dates to be announced on our website in 2025
Wednesday 30 April 2025 Book online Ashwood Revealed
OPEN DAY & NIGHT
At Bacchus Marsh Grammar we provide ourstudentswiththeopportunitytolearn in a calm and engaging environment. The School believes that learning best occurs when there is a clear structure and clarity of expectations for students. This is seen at both a ‘whole school level’ but equally through a clear and consistent approach to our individualstudent.
In a settled environment, our students are able to concentrate on their learning andequallyimportantly,thedevelopment of their confidence, social and life skills. Asenseofcalmisenhancedbyourstaff
who are committed in their teaching methods and dedicated to developing and engaging their students’ individual interestsandtalents.
Bacchus Marsh Grammar values the traditions of the past but also enjoys and celebrates the freshness that comes from being a school that embraces a modern approach to dealing with today’sstudents.
Visit our website www.bmg.vic.edu.au for enrolment information or to register yourinterestinaschooltour.
Bacchus Marsh Grammar comprises three unique campuses, providing Leading learning environments to deliver an enriching learning atmospheretostudents.
The Maddingley Campus offers Prep to Year 12. It provides students with structured and diverse experiences in a ruralsettingclosetotransport.
A new Three-Storey Library/Classroom facilitywasopenedin2024.
Woodlea now offers Senior School andwillextendintoYear12in2026.
A new senior building with STEM and Libraryfacilitieswascompletedin2024.
Seefly-throughvideosofeachproject viathewebsite www.bmg.vic.edu.au/ current-building-projects.
Its location allows for day access from both the Maddingley and Woodlea campuses. Staughton Vale is about bringing rural experiences to students and giving them the opportunity to develop as adventurous young people with a love and respect for the naturalenvironment.
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
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
Our college is a unique medium-sized school that offers students the opportunity for a continuous educational journey from 3-yearoldkindertoYear12.Wecombinethebenefits 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 strong pastoral care,individualised academic 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.Through a greater choice of subjects, 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, Primary Wellbeing 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
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.
Copperfield’s New Principal
COPPERFIELD College is a vibrant and diverse College community which provides an outstanding Teaching & Learning environment, an innovative curriculum, and a myriad ofextracurricularactivities forallourstudents.
‘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, getting to know them and taking aninterestintheirlives.Knowingourstudents 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 to me, and our staff is the student, the young person, and their ability to learn not to fear anything, to question and problem solve.
Working in public education as Principal, my reward 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
I am a strong believer in student voice, and I acknowledge that students have unique perspectives on learning and their schooling.
the school to take up the many opportunities 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 seeing many families and students touring our College.
EXAMS are a common feature of the educational journey,assessing students’understanding and mastery of course material. However,the pressure and stress associated with exams can take a toll on students’ well-being and academic performance.It is essential for educators,parents,and students themselves to employ effective strategies to help students deal with exams.The following piece explores various approaches to support students in managing exam stress, fostering a positive mindset,and enhancing their overall exam experience.
Establishing a Positive Learning Environment:
Creating a positive and supportive learning environmentthroughouttheacademicyearis foundational to helping students cope with exams. A classroom atmosphere that encourages open communication, collaboration, and a growth mindset fosters resilience and a sense of community. When students feel supported in their day-to-day learning, the transition to exam periods becomes less daunting.
Teaching Stress Management Techniques:
Incorporatingstressmanagementtechniques into the curriculum can equip students with valuable tools for dealing with exam-related stress. Techniques such as deep breathing exercises, mindfulness, and meditation can help students regulate their stress levels, promoterelaxation,andimprovefocusduring both study sessions and exams.
Providing Clear Expectations and Guidance:
Clearly outlining expectations for exams and providing guidance on study strategies can alleviate uncertainty and anxiety. Educators should offer insights into the exam format, highlight key topics, and provide study resources. Knowing what to expect and how to prepare gives students a sense of control, reducing anxiety associated with the unknown.
Encouraging Effective Study Habits: Helping students develop effective study habitsiscrucialinpreparingthemforexams. Educators can teach time management skills, encourage regular breaks during study sessions,and emphasize the importance of a well-balanced study routine. Promoting active learning, such as summarising information in their own words or teaching concepts to peers, enhances retention and understanding.
Helping students deal with exams goes beyond academic preparation; it involves addressing their holistic well-being and mindset.
Fostering a Growth Mindset:
Encouraging a growth mindset— the belief that intelligence and abilities can be developed through dedication and hard work— is essential for building resilience in thefaceofacademicchallenges.Emphasising thatexamsareopportunitiesforlearningand growth, rather than just assessments, helps students approach exams with a positive and adaptive mindset.
Providing Academic Support:
Offering additional academic support, such as review sessions, study groups, or one-onone tutoring,can address specific challenges students may face in understanding course material. Identifying and addressing gaps in knowledge well in advance of exams contributes to students’ confidence in their ability to perform well.
Emphasising the importance of a healthy lifestyle during exam periods is crucial. Encouraging students to prioritise sufficient sleep,maintainabalanceddiet,andengagein regular physical activity supports both their physicalandmentalwell-being.Theselifestyle choices contribute to enhanced cognitive functionandstressresilience.
Creating an environment where students feel comfortable discussing their stress and anxieties surrounding exams is essential. Normalising conversations about stress reduces the stigma associated with seeking support. Providing opportunities for students to share their concerns, ask questions, and express their feelings can foster a sense of communityandmutualsupport.
Exam-specific strategies, such as effective timemanagement,readingquestionscarefully, and tackling easier questions first, can significantly improve students’ test-taking experiences. Educators can integrate these strategies into their teaching approach and provide practice opportunities for students to familiarisethemselveswithexamformats.
Recognising and celebrating students’efforts andprogress,regardlessoftheexamoutcome, helps build resilience and motivation.
Emphasising the importance of a healthy lifestyle during exam periods is crucial.
Emphasisingthatexamsarepartofabroader learning journey and that mistakes are opportunities for growth reinforces a positive attitudetowardexamsandpromotesasenseof accomplishment.
Helping students deal with exams goes beyond academic preparation; it involves addressing their holistic well-being and mindset. By creating a positive learning environment, teaching stress management techniques, providing guidance and support, and fostering healthy lifestyle choices, educators and parents play a crucial role in supporting students during exam periods. Moreover, instilling a growth mindset, encouraging effective study habits, and normalising discussions about exam stress contributetothedevelopmentofresilientand confident learners. Ultimately, the goal is not just to help students cope with exams but to empower them with the skills and mindset needed for a lifetime of successful learning andpersonalgrowth.
Emmaus College is a warm, welcoming and accepting school community where students are encouraged to be curious and step out of their comfort zone, developing a love of learning. Our House System builds strong and friendly relationships across the College, where everyone has a place to belong. We encourage our students to strive for personal excellence and pursue their passions while trying something new. Our curriculum o erings are extensive, as are our co-curricular opportunities. Learning at Emmaus is fun, inspiring and lifechanging. Our graduates leave us as compassionate, curious, faith- lled, independent, resilient, and creative young people ready to embrace the future. Our motto “To Know Christ” is central to the lived experience of our students, who grow into young adults of integrity, possessing a sense of social justice. Our campus has outstanding facilities and contemporary buildings, o ering specialist areas that include Early Learning Facilities, a Senior Learning Centre, Sports Stadium, Performing Arts Centre, Science, Technology and Library Building, Woodwork and Engineering Block, Visual Arts and Textiles Studios, Food Technology rooms, Music and Media Centre and Cafés on both campuses. Emmaus College has extensive outdoor sporting facilities, including a soccer pitch, AFLsized oval, tennis courts, basketball, netball, volleyball, and badminton courts. Our sports stadium is the size of two indoor basketball courts.
Emmaus College is a proud Catholic co-educational College o ering all students an opportunity to grow and learn together as they come To Know Christ. At Emmaus College, we understand that every child's educational journey is unique, lled with potential waiting to be unlocked. We are more than just a school – we are a supportive community that nurtures the growth of every student, shaping their future. Through a balanced approach to education that integrates academic rigor, creative expression, physical activity, and spiritual growth, we prepare students to thrive academically, socially, and emotionally in an ever-changing world.
From the moment they enter the College, whether it be in Kindergarten, Prep or Year 7, dedicated teachers and sta are committed to providing an exceptional learning experience tailored to each child's unique needs, interests, and abilities.
From our specialist learning programs in STEM, languages, the arts, humanities, and sports to our emphasis on leadership, service, and global citizenship, Emmaus College provides students with a diverse array of opportunities to explore their passions, develop their talents, and become con dent, compassionate, and resilient individuals.
At Emmaus College, we believe that education is a partnership between school, home, and community. Our close-knit community of students, parents, and educators fosters a sense of belonging, support, and collaboration that enriches the educational experience and ensures every child feels valued and supported.
2025 Prep enrolments are now available for our new Junior School with limited places also available for Years 1 to 6. Located on the Holy Saviour Campus. Our latest campus o ers innovative learning for local families with Before School and After School Care, as well as 3 to 4 year old Kindergarten.
For Tour Bookings or more info: 9845 3211 registrar@emmaus.vic.edu.au
Years 7-12 Campus: 503 Springvale Road, Vermont South 3133
Year 9 Campus: 3-9 Central Avenue, Burwood 3125
ELC-Grade 6 Campus: 765 Highbury Road, Vermont South 3133 12712100-FC44-24
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
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.TheschoolhasbeenrenamedHallam 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’.
Ouraimistocreateaschoolwhichis:
■ atruelearningcommunity
■ aplacestudentswishtoattend,staffwantto workandparentsfeelwelcome
■ fulfillingstudentpotentialand,
■ preparingstudentsforlifebeyondschool
Asasmalltomediumsizesecondaryschool we have the advantage of being able to know 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 opportunities for all students. Whatever the next step, students finishing at Hallam Secondary College will have formed a clear sense of what they want to achieve and the pathway to this outcome. Students work closely with the staff, professional course advisors and experts from industry to shape theirchoices.
Staff are committed to student success.The quality of our teaching and support staff is excellent, making a significant difference to student outcomes. Targeted enhancement programs across the Academy structure assistsstudentstoreachtheirpotential.
Appreciating and embracing different backgrounds, cultures and identities is built into our school curriculum and celebrated throughspecificcommunityevents.
EARLIER this year I wrote a piece titled, ‘Where do we start?’The challenge we faced then, as I saw it, was one of overwhelm. Little has changed. Public schools still face a plethora of vexing challenges, ranging from an inequitable funding model which leaves them short-changed in relation to the nongovernment 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 realityfacingpubliceducationinourcountry 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, one of two parents migrating to Australia 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 these times,there is a role to play for hope,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 thinkingarethoughttoreinforce one another. For example, the belief that one will accomplish their goal (agency thinking) will helppeoplefeelconfidentthatthestrategies 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 people have higher levels of hope than others 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 ongoingverypubliccampaignbyavarietyof 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 situationinourschools.Certainlynotaquickfix, 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 themhavediminished.Morelikelytheyareto 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 disposalthepotentialofArtificialIntelligence (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. AI provides for administrative efficiency wherebyAIisusedtoautomateadministrative tasks, allowing educators to focus more on teaching and less on bureaucracy.AI also has thepotential(assumingschoolfundingequity eventuates) to facilitate student access to highqualityeducationalresourcesregardless of economic status or geographic location.AI can 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 thatbotheducatorsandstudentswillbecome too dependent on technology, affecting the developmentofwhatweknowtodayas power skills. The no small matter of privacy issues also looms large. Another trap of which to wary is that of depersonalisation - while AI canpersonalizelearning,itcanalsocausethe 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, therefore the ability and habit of memorization has gone decreasing as the Internet advanced. This process of “collective forgetting” will increase exponentially with AI.
Challenging as times are in education, there are valid reasons for hope, and it’s worth remembering that without hope all else fails.
Henry Grossek Principal, Berwick Lodge Primary School Host:TheViewpoints
Podcast Host,Viewpoints,Casey Radio 97.7FM www.caseyradio.com.au
At Hampton Park Secondary College our personalised approach to learning and individualised pathways ensure our students achieve Excellence.
We are so proud of our students. Together we have achieved the highest results Hampton Park SC has ever seen. Our average median VCE results have been the highest recorded results in the history of the school!
To see our learning community in action & tour our facilities,
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.
AT HighvaleSecondaryCollege,weare committedtofosteringbothacademicand personalexcellence.Ourstudentsareencouragedtotakeownershipoftheirlearning andmakemeaningfulcontributionstotheir community.Wevieweachstudentasunique andsupporttheminreflectingon,setting, andachievingtheirgoals.Withtailoredsupportthroughouttheirsecondaryeducation, ourstudentsexcelintheirapplicationsto tertiaryinstitutions.
Highvale students have consistently performedexceptionallyintheirVCE.
In 2023, every Year 12 student completed their VCE. Our most successful student achievedanimpressiveATARof99.15.
Many of our Year 12 students receive first preference offers from Melbourne’s top universities, with 94% accepting offers from the University of Melbourne, Monash University,andDeakinUniversity.
Our School Wide Positive Behaviour Support (SWPBS) framework is designed to foster a positive and secure learning environment, with student voice promoted through the Student Representative Council (SRC).
Ourvaluesare:
■ Respect:Valuing the feelings of others and oneself.
■ Responsibility: Supporting learning by managingtimeandresourceseffectively.
■ Resilience:Persistingthroughchallenges.
■ Excellence: Striving for outstanding achievementsandambitions.
■ Integrity: Acting with honesty and maintainingstrongrelationships.
Our Learning and Teaching programs are tailoredtomeetthediverseneedsofstudents through differentiation, ensuring they are consistently challenged.We offer a vertically structured curriculum with a wide range of subjects, allowing students to make choices based on their interests and abilities, rather thanjusttheiryearlevel.
The highly acclaimed Instrumental Music Program allows students to develop their musical skills and offers a rich co-curricular experience. Students can learn and perform on various instruments, including strings,
Our School Wide Positive Behaviour Support (SWPBS) framework is designed to foster a positive and secure learning environment, with student voice promoted through the Student Representative Council (SRC).
brass, woodwind, percussion, and voice, and have opportunities to participate in bands and ensembles both within the school and in thebroadercommunity.
Our Robotics and 3D Printing Program encourages creative thinking, problemsolving, and teamwork. Students follow an engineering process to design and test robots,and our team has achieved success in both Regional and Local Robotics Competitions.
Highvale’s modern and well-maintained facilities include specialist spaces for all learning areas, a purpose-built Theatre, a well-resourcedLibrary,aCareersCentre,and a Wellbeing Centre, all contributing to a welcomingandsafeenvironment.
Our Senior Study Centre offers a collaborative study space under supervision to help students make the most of this resource.
Students have access to a variety of recreational spaces, including a gymnasium, hardcourt basketball courts,a large oval,and outdoor table tennis tables. They are encouraged to participate in a wide range of physical activities, such as Swimming, Cross Country, and Athletics Carnivals, as well as interschool sports. Additionally, our gardens and shaded areas offer tranquil spots for relaxationandsocialisingduringbreaks.
HOPPERS CrossingSecondaryCollegeisa dynamicschool,wherestudentsarepresentedwithboundlessopportunitiesthroughout theirschoolingjourney.Weplacegreat emphasisondevelopinginnovativeandchallengingeducationalprogramsforstudentsof allabilitiesandwearetotallycommittedto continuingtoimprovethelifeandeducation ofeachstudentenrolledatHoppersCrossingSecondaryCollege.
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
PHYSICAL education (PE) is often considered an integral component of a well-roundededucation,contributingsignificantlytothe overallwell-beingofstudents.Beyonditsrole in promoting physical fitness,PE encompasses a broad spectrum of benefits that extend to mental, social, and emotional dimensions. This piece explores the multifaceted ways in which physical education contributes to student well-being, emphasising the importanceofaholisticapproachtoeducationthat prioritises the health and happiness of individuals.
Physical Fitness and Health:
The most apparent and direct impact of physical education on student well-being is the promotion of physical fitness and overall health.Engaging in regular physical activity during PE classes helps students develop cardiovascular endurance, muscular strength, flexibility, and coordination.These physical benefits contribute to the preventionofchronichealthconditions,such as obesity and cardiovascular diseases, laying the foundation for a healthy lifestyle throughout their lives.
Stress Reduction and Mental Health:
Physical activity has a profound impact on mental health by acting as a natural stress reliever.PE classes provide students with an opportunity to release built-up tension, reduce stress levels, and improve mood through the release of endorphins— hormones associated with positive feelings. The mental health benefits of PE extend beyondtheclassroom,positivelyinfluencing students’ overall well-being and resilience in the face of life’s challenges.
Development of Motor Skills:
Physical education plays a crucial role in the development of fundamental motor skills in students. From basic movements like running and jumping to more complex skills such as throwing and catching, PE classes
contribute to the refinement of motor skills essential for daily activities and sports participation. The mastery of these skills enhances students’ confidence in their physical abilities, fostering a positive selfimage and a sense of accomplishment.
Social Interaction andTeam Building:
PE provides a unique setting for social interaction and team building. Participating in group activities and team sports promotes cooperation, communication, and the development of interpersonal skills. Students learn to work collaboratively, appreciate diversity,and cultivate a sense of camaraderie. These social interactions contribute to the creation of a positive and supportive school community, fostering a sense of belonging and enhancing overall well-being.
Lifelong Physical Activity Habits:
Physical education lays the foundation for the development of lifelong physical activity habits. By exposing students to a variety of activities and sports, PE classes help them discover enjoyable ways to stay active beyond their school years.The cultivation of a positive attitude towards physical activity during childhood is instrumental in creating habits that contribute to a healthier and more active lifestyle throughout adulthood.
Improved Concentration and Academic Performance:
There is a strong correlation between physical activity and cognitive function. Engaging in regular physical exercise has been shown to enhance concentration, memory, and academic performance. PE classes provide a structured outlet for energy release, allowing students to return to academic tasks with increased focus and readiness to learn. This connection underscores the importance of physical education as a complementary component of a comprehensive educational experience.
Participation in physical education activities promotes a positive body image and selfesteem.PE classes emphasize the importance ofeffort,improvement,andindividualprogress rather than focusing solely on competition or external standards. This approach helps students develop a healthy relationship with their bodies, fostering a sense of self-worth and confidence irrespective of their athletic abilities.
Exposure to aVariety of Physical Activities:
Physical education exposes students to a diverse range of physical activities, allowing them to discover their interests and talents. Whether its team sports, individual activities, or alternative forms of exercise like yoga or dance, PE classes provide a platform for students to explore different avenues of physicalexpression.Thisexposurecontributes to a holistic understanding of health and fitness, catering to the diverse preferences andneedsofindividualstudents.
Regular participation in physical education requires students to manage their time effectively. PE classes teach students to prioritise physical activity within their schedules, fostering habits of discipline and
time management.These organisational skills contribute not only to their physical wellbeingbutalsotothedevelopmentofessential life skills that extend beyond the realm of physicaleducation.
Promotion of LifelongWell-Being:
The holistic benefits of physical education extend beyond the school years,contributing tolifelongwell-being.Byinstillingafoundation of physical fitness, promoting mental health, and fostering positive attitudes toward physical activity, PE sets the stage for individuals to lead healthier,more active,and fulfillingliveswellintoadulthood.
The importance of physical education in contributing to student well-being is evident in its multifaceted impact on physical,mental, social, and emotional dimensions. By prioritising physical education within the educational framework, schools not only promotehealthierlifestylesbutalsocontribute to the holistic development of students. The positive habits, skills, and attitudes cultivated throughphysicaleducationextendfarbeyond the school years,shaping individuals who are notonlyphysicallyfitbutalsoresilient,socially adept, and equipped for a lifetime of wellbeingandsuccess.
HUME Central Secondary College,located in the City of Hume,serves the Broadmeadows area with a total student enrolment of approximately 1,200 students which has continued to grow in recent years.
At Hume Central Secondary College we are a positive and creative learning community that prepares students for a successful life.We pride ourselves on having a safe,calm and orderly environment and we are dedicated to educating the whole person. We work in partnership with parents to develop young men and women who are 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/
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.
NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas.
Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book.
The author,Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.
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 who could use the scarce hardware resources. Students would dismantle what they were doing to providepartsforstudentsinotherclassrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.
“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”
Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.
“I want politicians,education regulators and parents to know that teachers and 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 world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”
“To address the current pandemic, for instance, epidemiologists, mathematicians, education experts,
economists, social workers, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable.
“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking.We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”
Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM.“The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’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
We welcome you to come along to one of our College Tours. These sessions are an opportunity for families to view our facilities and ask any questions about your child's transition into secondary school.
School Office Hours
Monday - Thursday 8:00am -4:30pm Friday 8:00am -4:00pm
School Holiday Hours
Monday - Friday 8:00am -4:00pm
MARYMEDE Catholic College is a young and vibrant school community with an established K-12 Campus in South Morang, and a new 7-12 Campus in Doreen,opened in 2024 for Year 7. We aspire, in the way of Mary, to give students a passion for life, a love of learning and a determination to be of service to others.Through our mission and values,we are committed to recognising and developing the unique potential of every student preparing them to adapt to change in the world we are living in. As a result, our curriculum nurtures the individual to achieve fullness of life through a balanced emphasis on academic, spiritual, social, emotional and physical wellbeing.
Teachers and facilities provide students with every opportunity to develop their own interests and skills. An education at Marymedeincorporatesthelatesttechnology, delivered by educators who deeply care about student outcomes, within an environment that stimulates and encourages excellence.The College places a strong,dual emphasis on personal endeavour and pastoral care,guiding our graduates to enter adulthood with confidence, self-esteem and the skills to successfully tackle life’s challenges.
Our 2024 College Theme,Embracing Life’s Journey, encourages our students and community to recognise that life unfolds with various experiences - both positive and
Differentiated learning and individual pathways continue to be at the centre of all that we do, as our new Key Directions light the path for our students and staff - as together we grow, lead and serve.
negative. Through the lens of scripture, we strive to instil the awareness that God and Jesus accompany us on this intricate journey, each and every step of the way.
Our growth has seen our College expand, not only with a new Campus in Doreen, but with a renewed and refocused Mission and Vision, and the development of our four Key Directions;EncounteringChrist,Empowering students to Flourish, Aspirations for All and Fostering a Positive Culture and Environment.
Differentiated learning and individual pathways continue to be at the centre of all thatwedo,asournewKeyDirectionslightthe path for our students and staff - as together we grow,lead and serve.
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.
Student-led school tours are available all year, visit qrco.de/naztours 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.
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/enrolmentinformationformoreinformation.
IN the quest to provide a holistic education that prepares students for the challenges of the future, there is a growing recognition of the importance of integrating arts into the academic curriculum. While traditional academic subjects are undoubtedly crucial,fostering creativity and artistic expression is equally essential. Here we explore the benefits of developing an arts curriculum alongside academic studies, the impact on students’cognitive and emotional development, and the potential for cultivating well-rounded individuals equipped for the complexities of the modern world.
Cognitive Benefits of Arts Education:
Arts education encourages students to think critically and analyse situations from multiple perspectives.Through activities like visual arts, music, and drama, students develop the ability to interpret and evaluate information, fostering a more nuanced approach to problem-solving.
Numerous studies have shown a positive correlation between arts education and improved academic performance. Engaging in creative activities stimulates brain function, enhancing memory, attention, and overall cognitive abilities.Students involved in the arts 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. Thisexposurefostersempathy,helpingstudents develop a deeper understanding of others and promoting a sense of interconnectedness that extends beyond cultural and social boundaries.
Creating Well-Rounded Individuals:
Byintegratingartsintotheacademiccurriculum, schoolsinstillalifelongappreciationforvarious forms of artistic expression. This appreciation goes beyond the classroom and extends into students’personal lives,enriching their cultural experiences and contributing to a more vibrant and engaged society.
Arts education encourages interdisciplinary
connections,demonstrating the interconnected nature of knowledge. Students can explore the intersections between art, science, history, and literature, fostering a more comprehensive understanding of the world and breaking down traditional academic silos.
Practical Implementation:
Collaborative efforts between arts and academic teachers can result in innovative, cross-disciplinary projects. For example, a history lesson could be enhanced through a theatrical performance or a science class enriched by incorporating visual arts to illustrate concepts.
Schools can incorporate dedicated arts courses into the curriculum, ensuring that students receive comprehensive exposure to various artistic disciplines. This may include visual arts, music, drama, dance, and creative writing, allowing students to discover and nurture their individual artistic strengths.
One of the challenges in developing an arts curriculum alongside academic studies is resource allocation.Schools may need to invest in art supplies, musical instruments, and qualified arts educators. However, the longterm benefits in terms of student development and academic success make this investment worthwhile.
Cultivating a culture that recognises and values the importance of arts education is crucial. This involves fostering support among educators,parents,and policymakers to ensure that the arts are not sidelined but integrated as an essential component of the overall educational experience.
By providing students with opportunities to engage in creative expression, schools contribute to the development of critical thinking skills, emotional intelligence, and a lifelong appreciation for the arts. The synergy between academic and artistic pursuits creates a more enriching educational experience, preparing students not only for academic success but also for the complexities and challenges of a rapidly evolving world. As we continue to redefine the goals of education, an integrated curriculum that values both the academic and the artistic is a powerful step towards fostering the diverse talents and capabilities of each student.
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. 12693423-MS43-24
AT Salesian College Sunbury, we take immense pride in preparing our students for the future by offering 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,and Faith.These values are not only emphasized in the classroom but are also woven into the fabric of everyday life at our school. 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 encouraging and empowering our students to excel in all aspects of life with the aim of making a positive impact on the world.
Understanding that each student is unique, with individual educational needs and varying academic abilities, we embrace innovative teaching and learning strategies to support our diverse student population. This year, we proudly introduced our My Salesian Passport (MSP) curriculum structure, designed to enhance student agency and, consequently, boost motivation and enthusiasm for learning. Our dedicated and passionate teachers continuously challenge conventional methods, exploring new ideas and concepts in wellbeing, motivation, and
Understanding that each student is unique, with individual educational needs and varying academic abilities, we embrace innovative teaching and learning strategies to support our diverse student population.
the integration of technology. This approach ensures that each student has the opportunity to strive for excellence and prepare for future success,both academically and in 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 designed to challenge them and expand their horizons, helping them to realize the potential in their future.
At Salesian College Sunbury, we are committed to providing an environment that truly reflects our core values: community, learning, excellence, and faith, ensuring that our students are well-equipped to face the challenges of tomorrow.
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.
ST Aloysius College proudly continues its transition from an all-girls institution to coeducation,a journey that began in 2023.With over 135 years of rich history,the College has embraced this evolution, responding to the strong desire of families in Melbourne’s Inner NorthWestforaCatholiceducationthatserves both sons and daughters. The overwhelming support from parents,students,and staff highlights the College community’s dedication to fostering an environment where students thriveacademically,personally,andsocially.
RootedintheCatholictraditionoftheSisters of Mercy, St Aloysius College goes beyond academic excellence to embody the transformative power of values-based education. Guided by the Mercy Education values of compassion, justice, hospitality, service, respect, and courage, students are prepared not only for academic success but also for the complexities of the modern world with a holistic approach that nurtures mind, body,andspirit.
CentraltotheCollege’seducationalvisionis a commitment to individual wellbeing. Recognisingtheuniquenessofeachstudent,St Aloysius College places wellbeing at the forefront, laying the foundation for both academic and personal success. The coeducational curriculum fosters collaboration, respect,andunderstandingbetweengenders, developing empathetic leaders capable of
engaging in meaningful dialogue and driving positivechangeintheircommunities.
St Aloysius College’s comprehensive curriculum integrates academic learning with the Universal Learning Program (ULP) and a diverse range of co-curricular activities, including STEAM, sport, languages, and the Arts. This approach provides students with opportunities to explore their passions while developing critical thinking, intellectual curiosity,andessentiallifeskills.TheCollege’s commitment to a personalised approach acknowledges the needs of the whole person, equipping students with the adaptability, resilience,andinterpersonalskillsneededfor success in diverse professional and social environments.
As the College embarks on this transformative co-educational journey, it continues to prepare students for life beyond the school gates. Graduates of St Aloysius College emerge as compassionate,confident, and well-rounded individuals, ready to face future challenges. Enrolments for Year 7 in 2027 are now open, with applications closing onFriday,15August2025.Familiesarewarmly invited to join a campus tour and discover a community that values curiosity and coeducation, preparing students for a brilliant future.
ST HELENA Secondary College,situated in Eltham North,prioritizes holistic child growth.With a rich educational history,we aim to nurture globally-minded citizens ready for the digital era.Our core valuesRespect,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.
ST Joseph’s College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto, ‘Agite Quae Didicistis’,translated as‘Put into practice what you have learnt’,underpins our approach to a holistic education for boys in the 21st Century.
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 young men.A newYear 8 Centre,Pathways and 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.
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 educational outcomes for all students.
Our College is an inclusive school offering a wide range of programs that cater for all students.
We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centre of our teaching and learning.
Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities,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 school motto‘Confidence to Achieve’.
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 opportunities in the LaterYears.
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 linguistically diverse learning environment.
Sunbury Downs College offers a wide range of inclusive activities and programs which cater to all students.Some of these include Debating and Public Speaking, Maths Club, Drama Club
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 leadership skills and contribute to our school in a positive and valuable way.Our College has a House and Sports program with whole school carnivals for Athletics and Swimming,and there are also Year Level and specialised camps and excursions.We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.
Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinator. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinator provides valuable advice as students successfully 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 all community members.
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.
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
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
•
75%
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 duringtheupperyearsofschoolcanhave 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 responsibilitiesisaconstantchallenge.
■ 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,academicperformance,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 positivelytotheiroverallwell-being.
Since 1980, our school has offered its families quality educational programs that are student centred and are based on three core values:
• Respect
• Excellence
• Creativity
opportunity to achieve self-actualisation, which is the fulfilment of their unique talents and potentialities.
Each and every young person who enrols at our school has the right to achieve excellence in their learning; that they respect the rights of others to learn in a safe and inclusive environment, where respect is the cornerstone of all our actions. By nurturing personal wellbeing, students build the resilience and perseverance to harness creativity in a proactive and collaborative way for the betterment of themselves and the world around them.
We pride ourselves on being a school where your child will be known and supported by our teachers and educational support staff.
We offer an array of extra-curricular programs in the Arts, Leadership, High Ability Learning, STEM and Sports. We welcome International Students to our family.
Located within the long established residential housing estate of Wheelers Hill, we have an expansive and beautiful site with extensive open spaces.
If you have any questions about our programs or whetherWHSC 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
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.Students participate in cuttingedge 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.
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.
Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.
Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input.
Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.
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The next Rembrandt?
East
Ashwood High School ...........................12 & 13
Boronia K-12 College 20 & 21
Emmaus College....................................36 & 37
Highvale Secondary College..................52 & 53
Mater Christi College .............................74 & 75
Nunawading Christian College 82 & 83
Sacre Coeur College 8 & 9
Wheelers Hill Secondary College ......116 & 117
Xavier College 6, 7 & 123
South East
Berwick College 18 & 19
Cranbourne Secondary College.............28 & 29
Dandenong High School 30 & 31
De La Salle College ................................34 & 35
Gleneagles Secondary College .............38 & 39
Hallam Secondary College ....................42 & 43
Hampton Park Secondary College 46 & 47
Harkaway Hills College..........................48 & 49
Lakeside College 60 & 61
Lyndale Secondary College ...................64 & 65
Nazareth College 76 & 77
Noble Park Secondary College..............78 & 79
Nossal High School 80, 81 & back cover
St Joseph’s College 99, 100 & 101
Bayside
Bayside Christian College......................16 & 17
Melbourne
Noone Imagewear 127
North
Glenroy College ......................................40 & 41
St Aloysius College 94 & 95
North East
Charles La Trobe College.......................24 & 25
Healesville High School.........................50 & 51
Lalor North Secondary College 62 & 63
Marymede College 72 & 73
St Helena Secondary College 96 & 97
St Monica’s College, Epping 4 & 5
William Ruthven
Secondary College 118 & 119
North West
Bacchus Marsh Grammar......................14 & 15
Braybrook College 22 & 23
Hume Central Secondary College 58 & 59
Rosehill Secondary College...................86 & 87
Salesian College – Sunbury...................88 & 89
St Albans Secondary College 92 & 93
Sunbury Downs
Secondary College 102 & 103
West
Copperfield College 26 & 27
Hoppers Crossing
Secondary College 54 & 55
Mackillop College...... Front Cover, 2, 3, 66 & 67
Marian College 70 & 71
Simonds Catholic College 90 & 91
Sunshine College ..............................104 & 105
Suzanne Cory Secondary College 106 & 107
Taylors Lakes Secondary College.....108 & 109
Truganina P-12 College .....................110 & 111
Victoria University Secondary College .............................112 & 113
Wyndham Central College 120 & 121
Ashwood High School 12 & 13
Bacchus Marsh Grammar......................14 & 15
Bayside Christian College 16 & 17
Berwick College 18 & 19
Boronia K-12 College .............................20 & 21
Braybrook Secondary College ...............22 & 23
Charles La Trobe P-12 College..............24 & 25
Copperfield College 26 & 27
Cranbourne Secondary College 28 & 29
Dandenong High School 30 & 31
De La Salle College 34 & 35
Emmaus College 36 & 37
Gleneagles Secondary College .............38 & 39
Glenroy Secondary College ...................40 & 41
Grossek’s View.......................................44 & 45
Hallam Secondary College ....................42 & 43
Hampton Park Secondary College 46 & 47
Harkaway Hills College 48 & 49
Healesville High School 50 & 51
Highvale Secondary College..................52 & 53
Hoppers Crossing
Secondary College .................................54 & 55
Hume Central Secondary College .........58 & 59
Integrating Arts into the curriculum...............85
Lakeside College....................................60 & 61
Lalor North Secondary College 62 & 63
Locality Guide 125
Lyndale Secondary College 64 & 65
Mackillop College Front Cover, 2, 3, 66 & 67
Marian College 70 & 71
Marymede Catholic College ..................72 & 73
Mater Christi College .............................74 & 75
Navigating Exam Stress ........................32 & 33
Nazareth College....................................76 & 77
Noble Park Secondary College 78 & 79
Noone Imagewear 127
Nossal High School ...........80, 81 & back cover
Nunawading Christian College 82 & 83
Physical Education & Student Wellbeing 56 & 57
Rosehill Secondary College...................86 & 87
Sacre Coeur 8 & 9
Salesian College Sunbury......................88 & 89
Simonds Catholic College 90 & 91
St Albans Secondary College ................92 & 93
St Aloysius College 94 & 95
St Helena Secondary College................96 & 97
St Joseph’s College 99, 100 & 101
St Monica’s College, Epping ...................... 4 & 5
STEM is more than just Science 68 & 69
Sunbury Downs
Secondary College 102 & 103
Sunshine College ...............................104 & 105
Sustaining physical education 114 & 115
Suzanne Cory High School................106 & 107
Taylors Lakes
Secondary College .............................108 & 109
The Benefits of extracurricular
activities .................................................10 & 11
Truganina P-9 College 110 & 111
Victoria Schools Guide Website.................. 122
Victoria University
Secondary College .............................112 & 113
Wheelers Hill Secondary College 116 & 117
William Ruthven
Secondary College 118 & 119
Wyndham Central
Secondary College 120 & 121
Xavier College .................................... 6, 7 & 123
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