Your child's time spent in high school will shape who they become in many important ways. This is the point in time when a significant portion of your child's academic and professional destiny will be decided. Give your kid the best possible head start! Understanding your child's requirements and preferences is the first step in making the right decision regarding the high school they will attend. You will also need to educate yourself on the numerous choices open to you.
Most of the time, larger schools have a greater variety of classes, programmes, enrichment opportunities, and extracurricular activities. In the same vein, large schools often have more pupils in each classroom. Some students do better in classes with fewer classmates, while others do better in classes with a larger number of students. For example, a very social child would not like having only 30 students in their grade.
At some schools, the academics are guided by the religious or spiritual convictions of the school rather than the other way around. If this is essential to your family, you might want to look into the choice of attending a faith-based school.
Please look at some of the best public high schools that we have here in Melbourne, Victoria.
Table of Contents
- 1 Ultimate List of Public High Schools in Melbourne
- 2 Brighton Secondary College - Public High School Melbourne
- 3 Suzanne Cory High School - Public High School Melbourne
- 3.1 Suzanne Cory High School is a co-educational, selective entry government school for Years 9-12 and the only one of its kind in Melbourne's western suburbs.
- 3.2 Suzanne Cory High School is a new way to learn.
- 3.3 Curriculum
- 4 Box Hill High School - Public High School Melbourne
- 5 FAQs About Public High Schools
- 6 How Do I Survive the First Day of High School?
- 7 Is High School Important in Life?
- 8 Why Is High School So Stressful?
- 9 What Are Core Classes in High School?
- 10 Which Year Is Hardest in High School?
- 11 Melbourne High School - Public High School Melbourne
- 12 Brentwood Secondary College - Public High School Melbourne
- 12.1 About Our College
- 12.2 Vision & Values
- 12.3 Enrolment
- 13 East Doncaster Secondary College - Public High School Melbourne
- 14 Mount Waverley Secondary College - Public High School Melbourne
- 15 Victorian College of the Arts Secondary School - Public High School Melbourne
- 16 Mac. Robertson Girls' High School - Public High School Melbourne
- 17 Melbourne Girls' College - Public High School Melbourne
- 18 Auburn High School - Public High School Melbourne
- 19 Highvale Secondary College - Public High School Melbourne
- 20 Albert Park College - Public High School Melbourne
- 21 McKinnon Secondary College - Public High School Melbourne
- 22 Nossal High School - Public High School Melbourne
- 23 University High School - Public High School Melbourne
- 24 Vermont Secondary College - Public High School Melbourne
- 25 Buckley Park College - Public High School Melbourne
- 26 Canterbury Girls' Secondary College - Public High School Melbourne
- 27 Balwyn High School - Public High School Melbourne
Ultimate List of Public High Schools in Melbourne
Brighton Secondary College - Public High School Melbourne
+61 3 9592 7483
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,244|
ABOUT BRIGHTON SECONDARY COLLEGE
We are a public, coeducational secondary college that was founded in 1955. We currently have over 1200 students enrolled in our school, ranging in age from 7th to 12th year, and we are proud of our long history of serving the Bayside community.
We are dedicated to giving young people access to educational options that are all-encompassing, thorough, and varied in their scope. This is evident in the wide variety of academic and artistic courses that we provide our students with the opportunity to study. Our facilities are top-notch and include a sports stadium, a hockey/tennis field, a library with an extensive collection of books, a drama centre, a performing arts centre, a professions room, a media centre, and several more rooms. The da Vinci Center, which houses cutting-edge facilities in the fields of science, art, and technology, is another one of our many impressive facilities.
High-achieving students can participate in the Select Entry Accelerated Learning (SEAL) Program at the college, which is a recognised provider of the programme. Together with our three Strand SEAL programs (English, Literature and Humanities Enhanced Study -ELHES, Innovation & Enterprise -I & E and Science, Technology, Engineering and Mathematics -STEM), this means that we have comprehensive programmes to ensure that students with exceptional abilities are able to realise their full potential. Our overall achievements in the Victorian Certificate of Education, as well as the tertiary entrance offers we receive, are consistently significantly above the state average. The ATAR score of our College Dux for the year 2020 was 99.4.
Our robust extracurricular programme offers students a wide variety of different ways to get involved outside of the classroom. This includes activities like the annual musical performance and House Chorals Festival, inter-school Debating, a variety of sporting contests, community engagement initiatives, the World Challenge programme, and foreign excursions to our sister school in Japan and language immersion tours of France.
As the Principal of this College, it is my responsibility to ensure that students are able to successfully complete the following three tasks:
- Do your best in every endeavour.
- Take advantage of every program and opportunity offered.
- Treat every member of our BSC family with respect.
VISION & VALUES
Brighton Secondary College is a secure environment that provides everyone with the chance to improve themselves and achieve personal excellence through collaborative efforts that are founded on respect, empathy, and honesty.
At Brighton Secondary College, it is our goal to foster the development of global citizens who are prepared for the future.
Our goal is to equip young people to succeed and make a positive contribution to the world after they leave school. To do this, we focus on developing citizens who are responsible, empathic, flexible, and lifelong learners, as well as critical thinkers.
- We treat others as they would like to be treated
- We take pride and respect in ourselves and our environment
- We accept and celebrate difference and diversity
- We strive for personal best in all pursuits
- We take pride in what we do
- We make the most of all opportunities we are given
- We strive to understand
- We encourage learning through exploration
- We question and seek solutions
- We take ownership of our actions and embrace constructive feedback
- We follow through on our intentions
- We are honest and transparent
- We share knowledge and harness our collective strengths
- We collaborate with others to work towards common goals
- We believe everyone has a responsibility to contribute
- We are sensitive to the needs of others.
- We try to understand the needs of all in our school community.
- We listen in order to understand
Suzanne Cory High School - Public High School Melbourne
03 8734 2803
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||910|
Suzanne Cory High School is a co-educational, selective entry government school for Years 9-12 and the only one of its kind in Melbourne's western suburbs.
Since its founding in 2011, Suzanne Cory has been dedicated to providing students with exceptional potential with a rigorous and individualised educational experience that ultimately results in excellent accomplishments and opens doors to tertiary education. The school has a total enrolment of 900 pupils ranging from Years 9 to 12, and these students come from 84 different schools of origin. There is an equal representation of students from government and non-government schools.
The primary objective of the school's academic programme is to give intellectually and creatively gifted kids an academic curriculum that is both demanding and rigorous, as well as a comprehensive extracurricular programme that is meant to enhance the students' learning.
Research that was done on kids who had high levels of accomplishment and was recognised internationally as having best practices served as the basis for the school's complete curriculum as well as the teaching and learning style that is used there.
Suzanne Cory High School is a new way to learn.
Students in Years 9 to 12 who are exceptionally talented have the opportunity to participate in an educational programme that is personally designed and rigorous through Suzanne Cory. This programme produces exceptional results and opens doors to university study.
Students who are intellectually and creatively gifted are targeted by the school's curriculum, which is designed to be tough and rigorous. This is accomplished through the delivery of the curriculum in conjunction with a robust extracurricular programme that is intended to extend their learning.
The school's complete curriculum, as well as the teaching and learning methodology that is practised inside the institution, is based on research that has been recognised internationally as representing the best practice for achieving high levels of student learning achievement. Suzanne Cory's curriculum, in contrast to a SEAL Academy, accredited or independently "streamed" accelerated learning programme, is presented to all pupils and is supported by the Victorian Department of Education and Training.
Students at Suzanne Cory High School can recycle their old textbooks, uniforms, and other school supplies at the school's Sustainable School Shop. This is part of the school's larger commitment to environmentally friendly and sustainable practices, which include an extensive recycling and waste reduction programme.
STRATEGIC PLAN & ANNUAL REPORT
The annual report and strategic plan put together by Suzanne Cory High School offer our school's student government a clear directive to follow. We would like to extend an invitation to all of the parents who are currently enrolled in the school as well as those who are considering enrolling their children.
At Suzanne Cory High School, the curriculum for Year 9 is considered to be the basis of learning. It combines fundamental study skills with transitional programmes that are aimed to acclimate pupils to the school's rigours and interesting learning methods. Participation in school camps, House activities, and the extensive co-curricular programme all contribute to the development of important social and interpersonal skills in the students.
Middle school is an important time for pupils because it is at this time that they are exposed to a wide variety of subjects and continue to build their fundamental study habits. Students at Suzanne Cory have the opportunity to expand their academic and creative horizons, grow not just their knowledge and skill foundation through a variety of electives, but also create interest and passion for learning that will last a lifetime.
The Victorian Certificate of Education, also known as the VCE, is an award given to students who are able to demonstrate that they have successfully completed their secondary education. Study for the Victorian Certificate of Education (VCE) takes place during Years 11 and 12, but there are chances for students who are particularly successful in advancing their studies during their junior years. Students who hold positions of student leadership and responsibility are able to make additional contributions to the academic and extracurricular activities offered at the school.
International Baccalaureate (IB)
The Worldwide Baccalaureate (IB) is recognised as the preeminent organisation for international education and is dedicated to the formation of young people who are curious, knowledgeable, self-assured, and compassionate. In the year 2023, the IB Diploma Programme will be made available to students at Suzanne Cory High School. The International Baccalaureate (IB) programmes give high school and middle school students the tools they need to take responsibility for their own education and cultivate abilities that will help them survive in a world that is constantly evolving.
Box Hill High School - Public High School Melbourne
03 9877 1178
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,317|
Link To School Fees Page:
Welcome to the Box Hill High School website.
Box Hill High School was founded in 1930, and since then, it has maintained a strong dedication to the emotional and social growth of each individual student, in addition to its long-standing tradition of academic distinction. We place students at the centre of our thriving and supportive learning community, and our excellent results are a direct result of the positive attitudes exhibited by our students, the support from our parents and community partnerships, and our dedication to providing high-quality instruction and learning opportunities. Staff members at Box Hill High School are professionals in their fields who are also passionate, creative and dedicated to their work. As a result, they are able to inspire, engage, and motivate students both inside and outside of the classroom.
As you navigate through our website, you will come across images of students from all grade levels engaging in activities that bring them the joy of learning and achieving, such as working together in the classroom, on the sports field, at camps, debating, school productions, and participating in international exchanges in China and Germany. This effort exemplifies the respect and friendliness that are so vital to the encouraging atmosphere that serves as the foundation for our culture of high standards and excellence.
At Box Hill High School, student leadership is highly valued and has a significant impact on the development of many of our activities. To prepare our students for success in the 21st century, we encourage them to think critically and creatively, communicate clearly and with confidence, and cultivate the optimistic mindset that is essential for such achievement. Our graduates are self-motivated students who continue their education throughout their lives, as well as ethical and responsible global citizens who are resilient and optimistic about the future.
Box Hill High School has adopted the slogan Ad Altiora Certamus, which translates to "we strive for higher things," which gives the impression that the school's future has a lot of promise. Our institution is always progressing, preserving the illustrious customs of the past while also welcoming the difficult challenges of the years to come.
OUR VISION AND VALUES
Box Hill High School is a learning environment that encourages resiliency, a desire for lifetime development, and a dedication to making a positive effect on the world in various ways.
Our purpose is :
- to ensure an inclusive, safe community where students and staff are respectful to each other
- to collaborate to set and achieve challenging learning goals to create an environment where everyone can flourish
- to equip students with the skills to be resilient and passionate life-long learners
- to respect and consider student voice in the classroom and wider school community
- to demonstrate school pride in the way we present and conduct ourselves
- to develop and nurture students who are ethical, think critically and can contribute as global citizens
Respect: When we interact with others and take into consideration the viewpoints of others, we are demonstrating respect for the other people who are a part of our school community. We value and promote diversity, and we work to create an environment that is both positive and safe in order to foster a sense of belonging.
Creativity: We honour inventiveness in all its guises and encourage our students to investigate the bounds of what is possible for both themselves and the wider world. By encouraging kids to come up with innovative ideas and methods, we foster creativity and a sense of wonder in our students.
Resilience: Our goal is to cultivate resilient individuals who are able to succeed in a variety of contexts and rise to the occasion when faced with adversity. We help people develop the courage to address challenges and make the connection between mistakes and learning. We encourage constructive education as a means of constructing abilities that will contribute to a robust mind and a healthy body.
Growth: We have faith that every student has the potential to learn and develop. We adopt a growth mindset so that we can become autonomous and adaptable learners, and we approach the world in this way. It is possible to attain growth through engaged engagement as well as the development of abilities in self-regulation. We constantly push ourselves to improve.
The policies and laws of the relevant government departments have been adhered to in regard to student enrolment at Box Hill High School.
At Box Hill High School, the number of students that want to enrol frequently surpasses the number of spots that are actually available. The regional director for the Department of Education and Training (DET) has established a school zone for the institution, although the boundaries of this zone are not set in stone and may shift from year to year. Those pupils who are long-term residents of the school zone are automatically enrolled in the school district (subject to verification processes).
Applications from Government Primary Schools
Your child's elementary school is the best resource for answering any and all inquiries regarding the Year 7 enrolment process at Box Hill High School.
During the sixth-grade year, primary schools are in charge of managing the enrolment process for secondary schools that are run by the government.
At the beginning of Term 2, the primary school will send the necessary papers to the homes of students who are currently enrolled in Grade 6 in preparation for their transition to Year 7. The Department of Education and Training distributes the Year 7 Placement forms, which are to be sent back to the pupils' primary schools by the due date.
It is the responsibility of the primary school Transition Coordinator to provide assistance to parents during the enrolment application process. Early in the month of August, the primary school will communicate with parents regarding the status of their child's application. In the weeks that follow, we will get in touch with you in the event that Box Hill High School extends an offer of enrolment to your kid. At this stage, documents regarding your current living situation will be required.
Year 8-12 Students
Students who wish to enrol in Years 8-12 are required to fill out an Enrolment Enquiry form and submit it to the Enrolment Officer via email. They should also include the necessary documentation to demonstrate a permanent place of residential address, as well as a photocopy of the student's most recent school report. Please call our Enrollment Officer if you have any questions regarding the enrolment process for years 8-12.
FAQs About Public High Schools
If you think you might have difficulties falling or staying asleep, give yourself extra time to get ready for bed. Make it a goal to get a minimum of eight hours of sleep the night before your first day of senior year of high school. Also, have a healthy and hearty breakfast. Finally, make sure that you have a nutritious and filling breakfast before starting your first day.
Their experiences significantly impact most people's lives in high school, which cannot be denied. It affects children in various ways, including their chances of getting into college, their future wages, and even their ability to form relationships that are more likely to persist later in life.
According to the survey findings, Students stated that homework, grades, and college applications comprised their main sources of stress. However, the reason that many adolescents internalise these demands from their parents, professors, and peers is the very reason that they are stressed about these things. Therefore, there is no question that the school's culture has a significant impact.
The four "core" subject areas taught in high schools are English language arts, mathematics, science, and social studies. Therefore, a core course of study at a high school will normally include specific classes in each of these subject areas during the four standard years.
There are three primary reasons why the junior year of high school is a terrifying time: You have at least a year before you start the application process for college. Academically speaking, this year is the essential year because universities will only look at the most recent year's worth of grades when making admissions decisions. Finally, this will most likely be the busiest and most challenging time of your senior year in high school.
Melbourne High School - Public High School Melbourne
+61 3 9826 0713
|Early Learning Centre||No|
|Course Range||Years 9 – 12|
|Main Gender||All Boys|
|Estimated No. of Students||1,365|
About Melbourne High School
The only selective state school in Victoria that admits boys solely in Years 9–12, Melbourne High School is a boys-only institution. The School continues to uphold its reputation as one of the best educational institutions in Australia, and it is responsible for the nation's most brilliant thinkers and influential leaders.
The origins of Melbourne High School, sometimes known as MHS, can be traced all the way back to 1854 when the National Model School was first established. The School changed its name to the Continuation School in 1905, at which time it also declared itself to be the first state secondary school in the state of Victoria. It is a supplier of comprehensive academic education for boys in years 9 to 12 across the entire state. The school has a total enrolment of 1365 pupils, with roughly 340 pupils enrolled in each of the four academic years (year 9, year 10, year 11, and year 12). The School chooses its students based on their performance on a competitive examination and a tiny amount of leeway. Additionally, in Years 10, 11, and 12, there is a supplementary intake of students. Students at this school come from a diverse range of ethnic and socioeconomic backgrounds, and the majority of them are residents of the wider metropolitan area of Melbourne as well as locations in the interior of the state. The success of the School can be attributed, in large part, to the continual presence of a cultural mix that is both dynamic and varied.
The School is located in the middle of Melbourne, in the municipality of Stonnington, and it falls within the purview of the Department of Education and Training's Southern Metropolitan Region (DET).
The school can be found in close proximity to the Central Business District of Melbourne and boasts an excellent setting on a hill with a view that extends over the lush and appealing neighbourhood of South Yarra. The School may be found at the intersection of Chapel Street and Alexandra Avenue, close to where the Yarra River can be found. It is well served by multiple modes of public transportation, including trains, trams, buses, bicycle paths, and major roads. Its position and the look of the beautiful "Castle On The Hill" have bestowed upon the School a mystique that has contributed substantially to its reputation within the community as well as its ethos.
Students at Melbourne High School are encouraged to realise their full academic potential within a positive school culture that encourages and supports them in their educational endeavours. The school is dedicated to providing a learning environment that is safe, secure, and stimulating for its students. The mental health of students and their academic performance are closely intertwined, and it is the mission of MHS to increase awareness of this connection within the context of the school as a whole as well as within individual classes. It is common knowledge that all educators play an essential role in their students' development and are crucial to the achievement of those kids.
The School Motto — "Honour the Work"
The late Mr Frank Tate ISO MA, a former Director of Education, delivered an impassioned speech to the assembled students at the school. During his speech, the motto for the school emerged of its own accord. During the course of his address, he cited the words of Edward Thring, which may be found as follows: "Honor the work, and the work will honour you." It is documented that these motivational words were immediately recognised as being most fitting for the School Motto.
MHS has a vision of the person we hope our students will become
Melbourne High School is in a unique position to promote the huge and varied abilities of its diverse group of students. It does this by educating its students for academic, civic, and vocational leadership while simultaneously encouraging individual happiness and contentment.
Melbourne High School is committed to developing intellectual, artistic and sporting excellence.
Instead of focusing on accelerated learning, Melbourne High School prioritises broadening and deepening students' educational experiences. The curriculum is based on the expectation that students will have the ability and desire to meet the challenges of a broad education in an environment that is stimulating, supportive, and competitive. This environment is designed to cater to students who intend to continue their education at a tertiary level. The School is dedicated to cultivating intellectual, artistic, and athletic excellence in order to ensure that each and every student has the opportunity to reach his or her full potential and is provided with instructive methods that are both inspiring and challenging while also showing concern for the unique needs of each student.
The Melbourne High School curriculum is consistently regarded as one of the institution's most notable strengths. Our courses are mostly determined by the Victorian Curriculum and the Victorian Certificate of Education (VCE). However, it is the School's responsibility to interpret course outlines and apply principles that ensure challenging and rewarding learning environments for all of our students. The term "VET," which stands for "Vocational Education and Training," remains an option that an increasing number of students are considering. This opportunity for breadth of choice in VCE studies, along with our strong VCE programmes in English, Languages, Music, Humanities, the Arts, Commerce, Mathematics, Physical Education, Information Technology, and Science, are important in providing our students with every opportunity to develop their talents and achieve their life and career goals.
The Victorian Curriculum is used as a guide for Years 9 and 10 at Melbourne High School. The Victorian Curriculum is responsible for establishing the standards that are used in Victorian schools and provides a framework and standards from which individual schools can develop and deliver study programmes. Beginning with the Foundation year (the first year of school) and continuing through Year 10, the Victorian Curriculum outlines the knowledge and skills that students should have acquired throughout their educational careers. The arts, music, philosophy, English, physical education, health and personal development, geography, history, languages, mathematics, science, and technologies are the subject areas that make up a school's subject areas. Additionally, in the year 2017, the curriculum was expanded to include instruction on four essential capabilities: critical and creative thinking, ethical, intercultural, and personal and social capabilities. These are covered in the existing topics covered in Years 9 and 10, such as History, Languages, Philosophy, and Health and Personal Development.
In addition, students in their ninth and tenth years at Melbourne High School have the chance to choose electives that last for an entire semester. Students in Years 9 and 10 select their electives from the Technologies learning area, whereas students in Years 11 and 12 select their electives from the Visual and Performing Arts learning area as well as the Commerce learning area. Before students begin to specialise in their studies in Years 11 and 12, the elective programme is intended to strengthen and widen the students' existing knowledge and abilities. Students who have successfully completed their core topics in Years 9 and 10 are in a strong position to study any VCE units in Year 11. Students are strongly encouraged to choose electives that are in no way related to their future job goals; rather, they should base their decisions on the criteria of enrichment and breadth.
The School continually evaluates the courses it provides each year and investigates ways to increase the students' level of engagement through the introduction of new courses.
The curriculum at Melbourne High School is built on the idea that its students will have the ability and motivation to meet the challenges of a wide education as well as a stimulating, supportive, and competitive environment. This expectation guides the school's teaching methods. Students who are planning to continue their education at a post-secondary institution will find that the course of study helps them develop leadership skills that will serve them well in any field of endeavour. Students at Melbourne High School participate in a curriculum that is well-rounded, demanding, exciting, and difficult. This curriculum is designed to help students gain the knowledge and skills necessary for continued academic pursuits, careers, and life in general.
- maintaining a strong academic core
- promoting the attainment and appreciation of excellence in all areas of learning
- teaching directly and implicitly, independent learning skills and strategies
- stressing sequential development of skills and subject matter
- developing enrichment teaching that encourages the full use of the intellect of students
- providing a curriculum relevant to life
The requirement that all students participate in a wide variety of challenging extracurricular activities provides a counterbalance to the rigorous academic core and elective programmes that are offered. Both the required courses and the extracurricular programmes offer students the opportunity to participate in a wide range of activities that are both supportive and enriching. These include programmes in music, art, theatre, literature, sports, recreation, education extension, leadership development, and personal development. The faculty and students both benefit immensely from participating in musical activities. Every single student at MHS participates in the music programme in some capacity, whether it is in the classroom, during massed singing, during House Music competitions, during assemblies, or on Speech Night, which serves as the capstone event for the school year.
Brentwood Secondary College - Public High School Melbourne
03 8545 0303
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,700|
About Our College
A single campus school for students in grades 7 through 12 that is open to both genders, Brentwood Secondary College can be found inside the City of Monash in the suburb of Glen Waverley in eastern Melbourne. The College has a long and illustrious history of providing students from the surrounding region and beyond with educational opportunities; in 2019, it will be celebrating its 50th anniversary. There are currently 1625 students enrolled in Years 7-12 at the institution, which first opened its doors back in 1969. Because of the overwhelming demand for enrolment, the Department of Education has set the maximum number of students that can be enrolled at the school at 1625.
Originally, the school was planned to revolve around its two primary courtyards; however, as the institution has expanded, the facilities have also undergone transformations. These are the following:
- In 2002, School Council funded the construction of a Senior Learning Centre.
- In 2006, the Maths and Science block was reconstructed, and the School Council funded the construction of an extensive gymnasium complex adjacent to the school hall.
- In 2007, the Thinking, Learning and Creativity centre was constructed.
- In 2014, the Science Courtyard was expanded with new Science buildings.
- In 2019, the school received $4.6 million for a new VCE/Senior Learning Centre, which will be completed in 2021/22.
All of the school's buildings, gardens, and grounds are kept in excellent condition, which instils a sense of pride in the community of students, teachers, and staff.
Students in Brentwood attend one of more than forty primary schools in the area, both government and non-government run, with the three largest schools being within walking distance. Students who live outside of the Glen Waverley/Wheelers Hill neighbourhood typically take the bus to go to Brentwood Primary School. Almost sixty per cent of Brentwood students live in the local region of Glen Waverley/Wheelers Hill. There are numerous commercial bus companies that travel to and from the College on a regular basis.
The Student Family Occupation and Education (SFOE) density were calculated to be 0.2502, which places it in the low band. The lower the SFOE density, the higher the SFO percentile; conversely, the higher the SFOE density, the lower the SFO percentile. Therefore, a higher SFO percentile indicates that pupils come from families with a better socioeconomic standing. In comparison to the performance of students at other government schools, the SFOE percentile at Brentwood ranks between the 75th and 95th percentiles.
When they leave Brentwood, the vast majority of pupils in year 12 go on to further their studies at universities or TAFE colleges in the state of Victoria. Roughly twenty per cent of students continue their education at TAFE colleges or other training providers, while approximately seventy-five per cent of students continue their studies at universities, the most popular of which is Monash University. All students should have the opportunity to pursue further education, training, or work after they graduate from Brentwood.
Vision & Values
At the lively learning community that is Brentwood Secondary College, every student is supported and encouraged to achieve success and strive for greatness in whatever they choose to study. A community in which everyone is constantly working to improve themselves and where learning occurs both individually and collectively is what we mean when we talk about a learning community. The concept that all students learn best when they are happy, healthy, and resilient serves as the foundation of our educational philosophy.
Our goal is to make it possible for each and every student to realise their full potential by providing them with as many opportunities as possible. Every student who receives an education from Brentwood will have the opportunity to enhance their skills and abilities, cultivate a passion, and increase their self-assurance about their prospects in the future. A teaching and education support staff comprised of highly qualified individuals will provide each student with assistance in the areas of intellectual growth, emotional growth, social development, and physical development.
In accordance with the Melbourne Declaration on Educational Goals for Young Australians (2008), our mission is to see to it that every student in Brentwood has the chance to develop into a successful learner, an individual who is confident and creative, and a citizen who is active and informed. In order for our kids to develop into well-rounded people who are prepared for the future, we do everything in our power to guarantee that they receive their education in a cohesive community.
Values for Learning
We demonstrate creativity in our learning by:
- balancing satisfaction and scepticism towards our own ideas
- using imagery, analogy and metaphor to find links and make connections.
We demonstrate curiosity in our learning by:
- being open-minded and asking inquiry questions
- looking for new interests and different perspectives.
We demonstrate discipline in our learning by:
- thinking critically and planning methodically
- working independently and in collaboration with others.
We demonstrate the capacity for reflection by:
- thinking about and being able to articulate how we learn
- identifying our own strengths, weaknesses and areas for growth.
We demonstrate resilience in our learning by:
- coping well with uncertainty and complexity
- working hard, persevering and bouncing back from failure.
Values for Community
We demonstrate compassion by:
- being kind to each other
- caring about the well-being of others.
We demonstrate empathy by:
- appreciating that we are all different
- acknowledging the thoughts and feelings of others
We demonstrate integrity by:
- being honest, fair and just
- being trustworthy in what we say and what we do
We demonstrate respect by:
- caring for ourselves, for others and for our environment
- being courteous and valuing the dignity of ourselves and others
We demonstrate responsibility by:
- contributing to a safe, caring and sustainable environment
- being personally accountable and making the most of our opportunities
Year 6 to Year 7 Transition
Another significant turning point in your child's life will be when they move on from elementary to secondary school. There are going to be significant shifts in their growth, schooling, and life at this time.
Enrolling at Brentwood
In accordance with the guidelines established by the Department of Education and Early Childhood Development, students have been assigned to Brentwood Secondary College.
The International Students Program at Brentwood College welcomes students from a wide variety of countries around the globe. The current programme accommodates around fifty international students, ranging in age from seventh to twelfth grade and paying full tuition. These students are integrated into the overall curriculum of the school.
East Doncaster Secondary College - Public High School Melbourne
+61 3 9842 2245
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,602|
The East Doncaster Secondary College is a secondary school that was founded in 1974 and can be found in the eastern suburbs of Melbourne. In the year 2020, there are a total of 1618 students enrolled at the College, including 98 students from other countries. We have 167 staff members, including 4 Principal classes, 122 Teachers, and 41 Education support personnel. Our staff consists of 137 people working full time equivalently.
We are pleased to be multicultural, with over 40 different nationalities represented, and our programme for international students is quite successful. Among our pupils, forty-one per cent are enrolled in English for Speakers of Other Languages (EAL) classes. Literacy improvement has been given a lot of attention recently because more than 70 per cent of our students come from backgrounds where English is not their first language.
Our institution has a long history of achieving the highest possible academic standards, and one of our primary missions is to foster and maintain a culture of reflective learning. We hope that children will have a feeling of accomplishment and progress in their academic, social, and emotional development while they are enrolled in our classes. We are making it a priority to include the idea of teaching the "whole child" as well as the concept of reflective practice in every aspect of school life.
The data we have on the academic success of our students is quite strong across a wide variety of data sets and year levels. Our VCE results have been consistently high, and the NAPLAN data suggests that our students are top performers in both Literacy and Numeracy. Both of these areas are important to our school.
In the Senior School, students have the opportunity to participate in a school-based apprenticeship VCAL programme as a pathway option. In addition, students have access to a diverse selection of VET study options, which is done in order to maximise the chances of success for all students. More than ninety per cent of our students move on to further their education by participating in one of our well regarded VCE programmes.
Our school was designated as a "host school" in 2019 and given the responsibility of coordinating the Eastern Metropolitan Headstart cluster. This will allow us to significantly broaden the VCAL and VCE options available to our students through the use of apprenticeships and traineeships.
The maintenance of a standardised instructional model, the implementation of high-impact teaching strategies and pedagogical practises, and the utilisation of high-quality feedback systems continue to be the primary focus of our attention with regard to the teaching and learning processes. This takes place by placing a strong emphasis on collaboration among teaching teams, with the goal of ensuring that there is a concentration on the advancement of learning for each and every student.
As learners, we like to use the phrase "Creating a Culture of Curiosity" as our catchphrase.
Our beliefs serve as a compass for directing our actions and the responses of our faculty to any behavioural issues that may arise. Our goal is to have our kids assume a higher level of responsibility in the classroom and become part of the process of determining how the curriculum will be presented. Training and mentoring are two of the primary ways that we work to develop students' potential as leaders. As a result of our efforts, there has been an increase in student participation in the Student Representative Council, the senior and middle school leadership teams, the captaincy of home groups, houses, and international students, as well as in sporting teams, debating, music, drama, peer support, and technical support.
We have built a Positive Education agenda that we call "Positive Futures" in order to improve the quality of life of our students and all of the stakeholders in our educational community. This was done in response to the needs that our kids have expressed to us. We continue to be pleased with the fact that our college has been accepted as a "lead school" in the statewide "Respectful Relationships" programme, which demonstrates that the college values both social and cultural diversity and inclusiveness.
The breadth and depth of our extracurricular activities have enabled us to provide our kids with various levels of support and connection. Events in the realms of music, performing arts, academic competitions, and debate cater to the wide variety of student interests and provide a large array of chances for education. Our College camps and other outdoor education activities provide students from East Doncaster of all year levels with a variety of learning opportunities and experiences.
The objective of internationalising education remains a primary priority in many schools. Through our sister school relationships with Suzhou Caoqiao Middle School in Suzhou, China and Istituto Istruzione Superiore Biagio Pascal in Novara, Italy, we hope to give our students the chance to broaden their understanding of the world as a whole and better their ability to communicate with people from other cultures. A student and a teacher will switch places every two years as part of these programmes. In addition to these, students have the opportunity to engage in field trips to locations such as NASA and World Challenge initiatives. We will continue to offer our students the chance to learn about the world beyond the walls of the college and to form meaningful connections with the people who live there.
College Purpose & Philosophy
College Purpose & Philosophy
At East Doncaster Secondary College, we have a long history of academic distinction, and one of our primary missions is to foster and maintain an environment that values reflective learning. We hope that children will have a feeling of accomplishment and progress in all aspects of their development, including their academic, personal, social, and emotional growth. Our students are held to extremely high standards on their commitment to being mutually supportive of one another and their pursuit of success as learners. We are delighted to be a multicultural community, as our student body represents 43 different countries and includes a sizeable number of international students. At home, children at our school speak English to one another in the proportion of 68 per cent.
A student's life at school is full of opportunities, being rich and varied with a range of extracurricular activities in music, sport, productions, debating, clubs, as well as camps and international experiences for the educational and personal development of students. These opportunities are designed to help students grow both academically and personally. Young individuals who attend our school are examples of vitality, energy, and talent. There are a lot of different possibilities for students to take on leadership roles, and one of our goals is to continue expanding students' access to decision-making and self-determination as learners.
We strive to establish a "Culture of Curiosity" with the ultimate objective of facilitating increased academic achievement for each and every student during each and every class hour and day.
The essential principles that define the ethos of our school as we confront the challenges of 21st Century learning are care and compassion, curiosity, excellence, fairness, resilience, respect, and teamwork. Care and Compassion, Curiosity, Excellence, Fairness, Resilience, Respect, and Teamwork.
We strive to maintain a learning culture that instils in each student a sense of accomplishment and encourages them to reach their full potential in all aspects of their personal, intellectual, social, and emotional growth.
Our Vision for the Future
It is our intention to embed the ideas of reflective practice and teaching the "whole child" into each and every aspect of school life in such a way that this philosophy permeates each and every classroom for each and every student during each and every period of each and every day. To this end, we intend to be explicit in our use of aspirational language as we work towards this goal.
It is imperative that we make the commitment to being a highly collaborative and improvement-focused teaching force if we are to have the capacity inside each classroom to adopt methods that allow each student, regardless of their background, to access learning and maximise their development. It compels every one of us to accept the individual as well as a group responsible for the growth of our students, and it enables each of us to derive satisfaction from and celebrate our community's collective achievements in equal measure.
We are acutely aware that we are in the midst of a period of transition from both a pedagogical and a pedagogical learning perspective. At the same time, we are continuing to investigate the means by which it is possible to maximise the likelihood of widespread acceptance of the ever-shifting challenges we face in our effort to become a truly excellent international educational community. The moment has come for us to transition away from a curriculum that is rich in information and toward one that is rich in both contexts and thought. The truth that the value of variety, creativity, innovation, enthusiasm, and social responsibility should be increased in education has provided the motivation for this change.
In conclusion, there are particular courses of action and obstacles that we are willing to tackle in our effort to maintain a school that is recognised internationally for its superiority.
It is possible to summarise them using the "Educating the Whole Child" model that is taught at East Doncaster Secondary College.
Child Safety Standards
The East Doncaster Secondary College is dedicated to ensuring the health and safety of all of the children and young people in its care. This will be the primary consideration at the centre of our care and our decisions.
There is absolutely no tolerance for the mistreatment of children at East Doncaster Secondary College.
East Doncaster Secondary College is committed to providing a child-safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Both the cultural safety of children who are Aboriginal and children who come from families that are culturally and/or linguistically diverse, as well as the safety of children who have disabilities, will get special attention from those responsible for overseeing the programme.
Every person involved in East Doncaster Secondary College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people are at the forefront of all they do and every decision they make.
Every member of staff at East Doncaster Secondary College will carry out the following actions during our planning, decision-making, and daily operations:
- Take a preventative, proactive and participatory approach to child safety;
- Value and empower children to participate in decisions that affect their lives;
- Foster a culture of openness that supports all persons to safely disclose risks of harm to children
- Respect diversity in cultures and child-rearing practices while keeping child safety paramount;
- Provide written guidance on appropriate conduct and behaviour towards children;
- Engage only the most suitable people to work with children and have high-quality staff and volunteer supervision and professional development;
- Ensure children know who to talk with if they are worried or are feeling unsafe and that they are comfortable and encouraged to raise such issues;
- Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;
- Share information appropriately and lawfully with other organisations where the safety and well-being of children are at risk; and
- Value the input of and communicate regularly with families and carers.
Mount Waverley Secondary College - Public High School Melbourne
+61 (03) 9887 9293
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,833|
Welcome to Mount Waverley Secondary College, the school of choice in our local community.
The year 1964 marked the beginning of our learning community, which now boasts an impressive track record of accomplishments. It has a strong reputation for offering an academic learning environment, which results in a high percentage of our students getting admittance to tertiary education institutions. As a direct result of this environment, our students have an outstanding chance of succeeding academically.
Mount Waverley Secondary College is a school that welcomes students of all backgrounds. We uphold ideals that encourage and support the dignity of the individual as well as the development of healthy relationships. We are profoundly dedicated to making the school and the surrounding community a better place, and we are active participants in the fight for social justice on the local, national, and international levels. We place strong importance on fostering healthy relationships among our students, their parents or caregivers, and our faculty. The college places a strong focus on "Community, Choice, and Engagement" as three of the most important aspects of student life.
Through the creation of a structured and supportive atmosphere, which includes but is not limited to the following, we work hard to realise our goal.
- sets high expectations
- develops confident learners with the skills, knowledge and attributes to reach their intellectual, social and personal potential
- promotes participation and engagement in learning within a supportive and caring environment
- establishes strong community relationships in a climate of mutual trust and respect
- fosters a culture where enthusiastic and highly skilled staff feel supported, motivated and committed to providing the best educational outcomes for all of our students
- delivers a broad range of curricular and co-curricular programs that rigorously prepare students for all post-school pathways using agreed high-quality practise teaching and learning strategies
- I Integrity
- L Learning
- E Excellence
- A Accountability
- R Respect
- N Nurturing
Students in grades 7 and 8 can study at our school's distinctive Junior Campus, while students in grades 9 through 12 attend classes at the school's Senior Campus. The institution has over 1800 students enrolled in its programmes and is an established learning community that is recognised on a local, national, and international scale for its work in improving the culture of teaching and learning. Our students have access to a comprehensive curriculum as well as extracurricular activities, each of which provides a chance for enhancement and support. These opportunities are anchored by the three drivers of community, choice, and engagement.
It is to provide a high-quality education appropriate for the 21st century that cultivates the capacity of each individual to influence their own destiny and positively impact the community in which they live.
Mount Waverley High Institution first opened its doors on what is now the Senior Campus on Lechte Road on February 4, 1964. The school was formerly known as Mount Waverley High School.
In February of 1964, at a time when suburban high schools were desperately required to deal with Victoria's fast population expansion, Mount Waverley High School was founded. Our inaugural Form 1 enrolment included seventy-three students, six members of the teaching staff, and one member of the administrative staff. These individuals were provisionally housed in three temporary classrooms located on the premises of Glen Waverley High School.
On a hillside on Stephensons Road, which is located between Lechte and Gordon Roads, on 15 acres of land owned by the Housing Commission. It is significant to know that Mount Waverley High School was the first Victorian High School to employ steel-framed, laminex-topped tables and upholstered seats in the year 1966. This occurred at Mount Waverley High School. The year 1967 saw an increase in enrolment to 694 students, as well as the addition of two new wings to the structure, which included a Physical Education centre and Woodworks shops.
After that, the institution went through a name change and became known as Mount Waverley Secondary College in the early 1990s. Subsequently, it moved into the location occupied by Waverley North Primary School before that institution was shut down, so becoming the Junior Campus. In October of 2008, demolition and construction work to restore the Junior Campus in its current form got underway. On Tuesday, March 20, 2012, the Junior Campus was presented with its official opening plaque by the Honorable Martin Dixon MP, Minister for Education.
Junior Campus 7-8
When compared to other government schools in Melbourne, our Junior School's approach is completely original. We acknowledge the age-appropriate requirements of our pupils by creating a distinct campus for those in seventh and eighth grade at our school.
Senior Campus 9-12
The Senior Campus is dedicated to meeting the specific requirements of senior students by providing programmes and facilities that are designed specifically for them.
Victorian College of the Arts Secondary School - Public High School Melbourne
03 8644 8645
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||404|
Welcome to the Victorian College of the Arts Secondary School
Our offerings in the arts of dance, music, visual arts, and theatre are considered to be among the best in the world. Students of secondary school age are given the opportunity to focus on music, dance, visual art, and theatre without jeopardising their academic success, thanks to the distinctive structure and culture of the institution. We have a diverse group of faculty members that are enthusiastic about arts education, and we have students who are devoted to the work that they perform.
As you navigate through our website, the exceptional qualities of our educational institution will become readily apparent to you. What is more difficult to pass on is the unique culture that exists inside our artistic group and the positivity of our lives together each and every day. This is something that is more difficult to convey. Each individual is a cherished member of the VCA Secondary School family, which consists of students, parents, and instructors. Our students are a tightly knit group of young people who offer each other support and encouragement. Our Instagram account, which can be found at @VCASecondarySchool, was intended to be a reflection of our daily lives.
Talented young dancers and musicians have the opportunity to combine their specialised training requirements with a high-quality education starting in the seventh grade and continuing through the twelfth year at our school. Students in their 11th and 12th years can also participate in our Visual Arts Program as well as our Theatre Arts Program. In addition, we serve as the academic provider for exceptionally talented young people who are students at the Australian Ballet School and Gymnastics Victoria.
As a result of our performance in the Victorian Certificate of Education (Unit 3 and 4), we are placed among the best schools in the state, putting us on par with the most prestigious educational institutions in the country. For the last decade, we have been in the top ten government schools.
Not just in the subject matter of their concentration but also in their academic work, we have extremely high standards for the level of dedication that our students demonstrate. Because we provide comprehensive education, we expect our students to strive for excellence in all aspects of the curriculum, including academics and specialised subjects, student leadership, and links to the local community.
We would like to extend our gratitude to the Victorian Government, namely the Department of Education and Training, for making this exceptional educational opportunity available to the bright young people who are accepted into our programmes. The enrolment in the Dance and Music class qualifies students for an exceptional scholarship that is used to cover the cost of the Dance and Music class.
Graduates from our institution are able to secure placements and compete successfully at the top levels in Australia and everywhere else in the world. Look through the instances of achievement that we have in our Hall of Fame.
We extend an open invitation to prospective students to explore everything that our school has to offer by attending a performance or concert, participating in an open session, or taking a tour.
We are pleased to have you join us here at the Secondary School of the Victorian College of the Arts.
To give children with exceptional potential access to world-class specialist training as part of a broad and balanced education, irrespective of the children's personal circumstances, with the goal of enabling these children to pursue careers in music, dance, theatre arts, and visual arts that can support themselves financially, should they so choose.
Through the provision of new, creative, and exceptional programmes, the Victorian College of the Arts Secondary School has the aspiration of being one of the finest schools in the world for young dancers, musicians, and visual artists who are talented in their respective fields.
Our pupils will be individuals who have progressed beyond their own expectations in terms of their resilience, self-confidence, creativity, passion, and compassion. They will make important contributions not only to the artistic and cultural life of Australia but also to the creative and cultural lives of other countries.
We have an outstanding School Council, committed parents, community members and teachers who work together for the benefit of students.
The School Accountability and Improvement Framework are followed by the Victorian College of the Arts Secondary School Council as part of their oversight of the school's governance. This is done in collaboration with the school's principal. This includes managing risk, overseeing the creation of a School Strategic Plan and an Annual Implementation Plan, evaluating and reporting on progress, and carrying out specialised evaluations as necessary. According to the Standing Orders of the Council, members of the Council can be staff members, parents, or others who have been co-opted for their unique perspectives and skills. More than one-third of the members that are elected must be parents. This requirement emphasises the significance of the engagement and perspectives of parents in determining the overall course of the school. Elections for the school council take place once a year in either February or March, and ballots are only counted if there are more people nominating themselves for candidacy than there are open seats.
Mac. Robertson Girls' High School - Public High School Melbourne
+61 3 9864 7703
|Early Learning Centre||No|
|Course Range||Years 9 – 12|
|Main Gender||All Girls|
|Estimated No. of Students||989|
WHO WE ARE
I am delighted to have you join us here at The MacRobertson Girls' High School.
Rob, or "Rob", as it is more commonly known. Mac. Rob is one of the four selective admission schools in Victoria, and as such, it performs an important and inclusive role in the state by ensuring that students with similar interests and abilities are provided with a sense of connection, belonging, and challenge.
Mac. Rob is well known for its great outcomes, which are a direct result of our unwavering focus on growth as well as the development of students who are curious, motivated, and critical thinkers. This reputation extends beyond the confines of our school community. Our school encourages students to be actively engaged in their education, and they are aware that we learn most effectively when we work together with others and that accomplishment is most satisfying when it is shared.
We have faith in the ability of our students to make significant contributions to the school, and we encourage them to do so by encouraging them to work together with faculty members on learning and decision-making projects, as well as by providing ample opportunities for leadership, extracurricular activities, and community service.
Our mission is to nurture the growth of young people who are compassionate towards others, resilient, and open to exploring fields of study and careers about which they are genuinely enthusiastic.
Our school values
- Community: We strive to create a welcoming and inclusive community that is founded on healthy connections and a robust sense of belonging. We respect others around us for both the ways in which they are similar to us and the ways in which they are unique. We have an awareness of other cultures and a respect for the role that we play, both locally and globally.
- Growth: We actively seek out new difficulties in order to expand our capabilities, and we are tenacious in the face of adversity. We are inquisitive, committed to working together, and enthusiastic about gaining knowledge. We honour those who have achieved great things and strive to be the very best versions of ourselves in every facet of life.
- Responsibility: We are the primary agents in our own education, and we encourage leadership development via our actions. We accept responsibility for ourselves and for one another, and we contribute to the life of the school as well as the communities to which we belong.
- Compassion: We are intrigued by the ways in which other people live their lives and view the world. Everyone who is a part of our school and the communities that surround it is important to us. People are treated with respect, and we provide assistance to those who are in need of it.
Child safety policy
The Mac. Robertson Girls' High School is subject to a variety of legal and other reporting requirements regarding child safety, and the goal of this policy is to ensure that every member of our faculty and staff, as well as every member of our school community, is aware of these responsibilities.
LEARNING AT MAC.ROB
Victorian Certificate of Education (VCE)
Mac. Rob takes great pleasure in its ability to facilitate the expansion and maturation of each and every student. Students are able to perform at their highest potential as a result of this focus, which leads to great achievements at the VCE level. When it comes to both Study Scores and ATAR, the institution is consistently ranked in the highest percentile in the state. In 2021, Mac. Rob was one of the government schools in Victoria with the highest overall performance.
In the year 2021, students in their final year of high school earned a median ATAR score of 94.8, with 15 students achieving a perfect study score of 50 in a variety of courses. More than 80 per cent of students earned an ATAR score of 90 or above, and 15 per cent earned an ATAR score of 99 or higher. We extend our congratulations to our DUX, who earned a score of 99.95 out of 100.
Because of the way that we approach teaching and learning, as well as the large variety of subjects that we provide, we are able to guarantee that our students will achieve excellent personal success at the VCE level, as well as the finest possible start to their tertiary education or future pathway.
Mac. Rob is pleased to be one of only four high schools in Victoria to have a selective admissions policy and the only school in Victoria to have a selective admissions policy for female students. Students in Years 9 through 12 who are intellectually gifted and have excellent achievement levels are welcome to apply. We welcome students from all throughout Victoria, provided that they have successfully applied for and completed the Selective Entry Examination. Because of Mac. Robertson Girls' High School is a selective entry government school, and there are no zones; we accept students from everywhere in the state. We are a government-funded public school, so we do not impose an annual fee for tuition.
An entrance examination is given in June of the year before a student is eligible to enrol at Mac. Robertson Girls' High School; this examination is required of all prospective pupils. For instance, students who intend to enrol in the school in 2022 are required to submit an application and take the admission exam in the year 2021.
In order to avoid having to pay the International Student Fee when attending a Victorian government school, applicants must either be citizens of Australia or New Zealand, or they must be in possession of a visa or an ImmiCard. Applicants have the option of living and studying in Victoria or elsewhere in Australia or internationally.
Each year, there are just a few spots available in the tenth and eleventh grades. The entrance exam, application, shortlist, and interview are all required steps in the enrolment process for these Year levels. The amount of openings for enrolment in Years 10 and 11 is contingent on the number of spots in the class of the preceding year that aren't filled up when those students graduate.
Melbourne Girls' College - Public High School Melbourne
+61 (03) 9428 8954
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Main Gender||All Girls|
|Estimated No. of Students||1,462|
Link To School Fees Page:
Welcome to the Melbourne Girls' College!
The learning community at Melbourne Girls' College is one that is both encouraging and extremely successful. Our pupils are surrounded by high-achieving, great female role models who defy stereotyping and have a strong belief in the leadership potential of young people since our school is recognised as a centre of excellence for education that is exclusive to girls.
As the Principal of Melbourne Girls' College, it is my unshakeable commitment to ensure that each of our students has the chance to experience excellence in the areas in which they have chosen to pursue their passions. I am motivated and excited to witness the academic and personal growth of our students, which is evident daily when students are confident and connected at school as well as in their local and wider communities. This growth is evident when students have a positive attitude and are involved in their communities.
Excellence, collaboration, and respect for all kinds of people are the cornerstones of the educational philosophy that has propelled Melbourne Girls' College to the forefront of educational reform. Every single day, our group of educators is able to make a difference for the better in the lives of their students because they are dedicated, compassionate, and highly competent professionals. They push and challenge their pupils, pushing them to take educated risks in their learning and to think in a way that is creative while still focusing on finding solutions.
Our students are both encouraged and expected to demonstrate the qualities of respect and collaboration when working with their professors as well as with one another, as well as the fortitude to pursue possibilities for leadership and their aspirations. Our children are fearless upstanders and appropriately optimistic as a result of their discovery that there are an infinite number of choices for their futures. They are inclusive in their activities, and they are energised by the diversity that they encounter.
I am confident in saying that students who attend Melbourne Girls' College have learnt how to "Lead and Achieve," regardless of the setting in which the statement is made. Melbourne Girls' College has a long and illustrious history, as well as an exciting present and future.
In 1994, on the banks of the Yarra River in Richmond, Victoria, Melbourne Girls' College was created. Today, it is recognised as a pioneer in the development of progressive educational practices for young women. The college has a forward-thinking philosophy that combines Positive Psychology as a component of our Well-being programme; Science, Technology, Engineering, the Arts, and Mathematics (S.T.E.A.M. ), as well as Girls' Leadership, are ingrained in the curriculum of the school's learning and teaching. A school-wide coaching methodology, the Curiosity and Powerful Learning Framework, and High Impact Teaching Strategies are used to make this difficult effort easier to accomplish.
An innovative curriculum for everybody
The lessons taught to students at Melbourne Girls' College are planned with the intention of providing them with the knowledge and talents necessary for achieving economic, social, and cultural success in the 21st century.
Every one of our pupils is urged to push themselves to their personal best in the academic work and extracurricular activities they participate in. The ability to plan ahead and be organised is a skill that is useful in all aspects of life.
The Victorian Curriculum Standards are included in the college's curriculum in their entirety. These standards include discipline-based learning; the arts, English, health and physical education, humanities, languages, mathematics, science, and technologies; ethical capabilities; intercultural capabilities; personal and social capabilities, and critical and creative thinking.
Recognising that information literacy, which refers to the skills of being able to find information, analyse that knowledge, and use it, is a vital component of all aspects of the educational programme. Methods of learning and various forms of technology are blended into each and every learning domain. The curriculum emphasises taking an approach that focuses on problem-solving, and it encourages girls to take personal responsibility for their educational development.
The college provides a comprehensive selection of subjects for students to choose from for their VCE exams, as well as an exemplary programme that enables female students to enrol in a variety of vocational programmes – ranging from hospitality to multimedia studies – offered by a consortium of nearby schools.
On the basis of the following ideas, MGC has devised a comprehensive educational programme that features a shift in emphasis from one year level to the next. They are those things:
- the Years 7 to 10 program includes a number of integrated subjects which make learning more meaningful and authentic
- in-depth learning over long periods of time produces better outcomes for learners, rather than short bursts of individual subjects
- the integration of Information and Communication Technology curriculum delivery enriches and authenticates students' learning experiences
- the emphasis may change according to the different developmental needs of learners • not all subject areas need to be covered to the same degree every year (something determined during the college's rigorous annual curriculum reviews)
All college programmes are designed to produce strong academic outcomes, but in addition to that, they are structured to develop students' personal attributes and understanding of the current global context. Additionally, students' capabilities for future independent learning are developed through these programmes.
A unit calendar, individual unit descriptions, and a summary of each unit covered in Years 7-10 are all available for students and parents to view. The mapping of the curriculum is not even close to being finished, and continuous work is being done on it in order to accommodate the ever-evolving requirements of our pupils.
Young women who "Lead and Achieve" is Melbourne Girls' College's vision for the future, and it encapsulates the institution's core beliefs and principles.
Even while academic outcomes are part of our College's list of accomplishments, we consider success to encompass not just that but also our physical, social, and mental well-being as well.
Students in year levels 7-10 take part on a regular basis in timetabled Wellbeing sessions, in addition to the various whole-school initiatives aimed at promoting students' mental health and well-being, such as clubs and programmes. Lessons pertaining to students' mental health and well-being have been crafted to cater to the specific requirements of each student as they go through the school's grade levels. We provide well-being support and techniques that are adapted to the particular circumstances of each student and are in line with the Victorian Curriculum Capabilities.
The health and safety of VCE students are also one of the College's top priorities. Students in these year levels take part in a variety of events, such as skill workshops and presentations given by special guests, which contribute to the development of skills related to positive psychology.
The Wellbeing Centre is available to all students, including those who require more individualised counselling and support for their mental health and other difficulties.
At Melbourne Girls' College, the themes for well-being are influenced by Positive Psychology, and the overarching goal is to build emotional literacy in each and every one of our pupils. These recurring concepts include resiliency, empathy, gratitude, kindness, and mindfulness.
Auburn High School - Public High School Melbourne
03 9822 3248
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||481|
About Auburn High School
The Auburn High School is a government secondary school that welcomes students of both genders and places a strong emphasis on academic achievement. Our goal is to become the institution of secondary education that is first-choice for students, where high-quality instruction keeps students interested and motivates them to achieve their goals in life. Facilities at Auburn High School are among the best in the area, and the school's academic offerings are both tough and forward-thinking. We are dedicated to providing a rigorous educational experience for all of our students, as well as fostering a desire for personal achievement, connectedness to the outside world, and a love for learning. The Department of Education and Training recognised Auburn High school as an Influence School in 2018 and 2019, based on the school's positive impact on student learning growth and accomplishment.
The institution provides an academic programme that is challenging for all students in grades 7 through 12, with a particular emphasis on science, technology, engineering, and mathematics for students in grades 10 through 12. The exceptional facilities include classrooms that are up to date with the most recent technological advancements, a VCE study centre, an English Language Centre, a modern Science Discovery Centre, two indoor gymnasiums, an Art and Design Centre, specialist laboratories, and extensive playing fields. In addition, there is a lecture theatre, a drama studio, two indoor gymnasiums, an Art and Design Centre, and specialist laboratories.
Our student body is comprised of local as well as international students who hail from nations as diverse as China, Vietnam, Cambodia, the United States of America, Mexico, Malaysia, France, Korea, Germany, and India. Our community is rich in cultural diversity.
The devoted members of our teaching staff are committed to making sure that our vision is realised. In order for each student to have the opportunity to reach their full academic potential, we have developed programmes that are not only cutting-edge but also interesting and challenging. Our method heavily incorporates the use of various technological tools, and we provide netbooks to every single student in order to facilitate their education.
Our goal is to build a high-achieving school in which each and every one of our students feels both challenged and engaged by the high-quality teaching and learning that they receive and where they are also given opportunities to participate in activities that enable them to develop the competencies necessary to become successful global citizens.
Every student at Auburn High School is encouraged to be an inquisitive and interested learner, and they are also pushed to work together with their classmates and teachers. Our educational setting is contemporary and well-organised, and we prioritise the development of cordial and considerate interactions among our students. Our school's DARE values—which stand for diversity, aspiration, respect, and excellence—serve as the foundation for everything we do and contribute to the establishment of the encouraging and inclusive environment that our school enjoys.
Our aim is to develop young people who:
- Graduate from Auburn High School having achieved their highest potential in their academic qualification, the Victorian Certificate of Education,
- Have an enthusiasm for learning and are motivated toward personal excellence and personal bests,
- Are creative in their thinking and in their work,
- Share a broad worldview,
- Understand they are global citizens and possess a commitment to community spirit at a local level,
- Value high expectations, achievement and respectful relationships.
Develop confidence and independence
All students in grades 7 through 12 have access to the wellness services that are offered to assist them in reaching academic and personal development goals. A strong emphasis is placed at Auburn High School on taking a collaborative approach that involves not only the young person but also their family support system in an effort to improve and sustain positive change. This focus is on the promotion of student wellbeing, and the school places a strong emphasis on taking such an approach.
The team is available to provide assistance with a wide variety of topics relating to wellness, including good self-care, grief and loss, social concerns, and obtaining external referrals and services.
In addition, the group helps families who are going through tough times financially by assisting them in gaining access to government programmes like the Camps, Sports, and Excursion Fund (CSEF) and non-profit organisations like States schools Relief (SSR), which offer assistance in the form of financial aid for the purchase of school uniforms. Donations of textbooks and work attire are also very much appreciated and will be provided to families in need by the Wellbeing office. Donations to the Wellbeing Fund, which are made by getting in touch with the office, are eligible for a tax deduction.
Auburn High School has been deemed an 'INFLUENCE' school.
Over the course of the past two years, Auburn High School has triumphed in the most prestigious category offered by the Department of Education and Training. This conclusion has been reached after considering a number of metrics that have demonstrated high or very high performance that has been consistently maintained over a period of three years.
Performance is excellent or extremely excellent. This level of performance has been maintained consistently over a period of three years or is on a positive progress trajectory, with the school operating as an influencer and a leader in the system.
Our parent opinions
When compared to all secondary schools, the institution received a positive endorsement rate of more than 75 per cent in 16 out of the 19 categories.
Our staff opinions
The results of the Staff Opinion Survey show that our institution has results that are superior to those of the state in every category, including categories such as Academic Emphasis, Collective Responsibility, and Collective Focus on Student Learning.
Improving teaching and learning
Our focus on improving student learning outcomes has involved:
- Having consistency in practices in every classroom by having a documented curriculum, using common templates, common assessment tasks and developing a common language.
- Teacher collaboration in discussing what curriculum will be taught and how and working together on using data to inform teaching and to support and challenge our students.
- Every teacher then develops a common understanding and has high expectations for their students. This creates more consistency in our school and drives student achievement and growth.
Highvale Secondary College - Public High School Melbourne
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,100|
Welcome to Highvale SECONDARY COLLEGE
Our school is a government school that is coeducational and has about 1100 students. It is located in a peaceful neighbourhood in a lush eastern suburb of metropolitan Melbourne.
At Highvale Secondary College, engagement, constructive connections, leadership, and community are some of the topics that are emphasised.
The CRICOS registration that the Department of Education and Training has enables Highvale Secondary College to earn its accreditation (CRICOS provider name: Department of Education and Training, and code:00861K). Please visit www.study.vic.gov.au for any additional information that you may require.
The Highvale Secondary College and its History
We are pleased to have you here at Highvale Secondary College. Highvale is a government school that caters to both genders and is located in a tranquil section of Melbourne's lush eastern metropolitan district. There are roughly 1100 pupils enrolled there.
The concepts of Engagement, Positive Relationships, Leadership, and Community are at the centre of the Highvale experience.
This website illustrates, in some detail, various aspects of our educational institution. Observing a school in action is, nevertheless, the most reliable method to get an opinion about it. I encourage you to schedule an appointment, and I will be more than happy to show you around once you are here.
Highvale Secondary College, which is located among gardens that have won awards, offers a beautiful atmosphere for students to learn about sports and relaxation.
The great facilities that we provide include a gymnasium, tennis courts, a performing arts complex, science laboratories, multimedia and visual arts studios, a senior study centre, and a specialist technology centre. When it comes to providing high-quality resources for our classes, having more than 250 up-to-date computers, an excellent intranet, and an internet that has been rigorously filtered all play an increasingly significant role.
Students attending Highvale Secondary College have convenient access to public transportation since the college maintains a fleet of buses that drop them off right on campus.
Highvale is a school that requires pupils to wear uniforms, and those students wear their uniforms with pride. There are a variety of alternatives available for both the winter and summer seasons, in addition to a sports uniform. The school has a uniform shop on-site in order to make things easier for the parents.
On Mondays, the store is open from 8:00 am to 4:00 pm, and on Wednesdays, the store is open from 8:00 am to 1:30 pm (but only by appointment). Additionally, additional hours are offered in the months of December, January, and February. We kindly ask that you remember to bring your own bag for the items you intend to purchase.
The Highvale Secondary College Book Hire Program is a one-of-a-kind aspect of the institution that was formed by the Council in order to lessen the financial burden that is associated with purchasing textbooks. The cost of renting textbooks for the entire school year is covered by the $220 that each parent or legal guardian is required to contribute each year.
Within the first few lessons of class, students' regular teachers give them copies of these books to read. At the end of the school year, it is required of the pupils that they return these books.
In most other schools, parents are tasked with the responsibility of procuring their children's textbooks from a variety of different book vendors. Students enrolled in the VCE programme typically pay somewhere in the neighbourhood of $500 or more for this.
Our educational institution runs according to a method that has been meticulously developed, which enables us to assist each student in realising their full potential and laying the groundwork for their future achievements. Get in contact with us today to learn more about the ways in which we can support the development of your children.
Middle Years 7 to 9 and Senior Years 10 to 12 make up the respective halves of Highvale Secondary College in Melbourne, Victoria, Australia's state of Victoria. Our kids are able to build self-assurance and adapt swiftly to the rigours of secondary school since the first year of the Middle School is meticulously organised.
Students build upon this solid basis by engaging in a well-rounded curriculum comprised of modules chosen from our vertical elective system. Literacy and numeracy are given a lot of weight in this institution. Knowledge, abilities, and study habits that will serve as a solid foundation for our students' continued academic careers are actively fostered and supported within our student body.
Our College has a deep dedication to excelling in the Victorian Certificate of Education (VCE) programme in order to fulfil this promise. Students in their senior years can take advantage of the Senior Study Centre, which offers a young adult atmosphere in addition to computer and recreation facilities. Study skills workshops, seminars, and residential camps are provided to every student as a means of assisting them in mastering the art of learning.
Students are able to develop the necessary skills and self-confidence for success through the implementation of these, as well as other creative support programmes. Many students begin their studies for the Victorian Certificate of Education (VCE) in the 10th grade, which raises their tertiary entrance score and gives them the opportunity to take university enhancement courses in the 12th year.
COURSE INFORMATION BOOKLET VCE
Highvale Secondary College, located in Melbourne, Victoria, offers a wide choice of subjects leading to the Victorian Certificate of Education. These subjects are designed to meet the requirements, interests, and capabilities of a diverse group of students.
Due to the tight relationship that exists between the College and Monash University, students are able to participate in Enhancement Programs that involve the study of a first-year university course while still in their senior year.
Due to the relatively small size of the College, students are able to get individualised attention from a group of knowledgeable faculty and staff members who are committed to helping them achieve successful academic outcomes. The College offers a VCE study centre that is well-equipped and has an after-school tutoring programme that has been around for quite some time.
Albert Park College - Public High School Melbourne
+61 3 8695 9003
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,355|
One of the most innovative and forward-thinking secondary schools in Melbourne is called Albert Park College.
The children who live in our inner-Melbourne bayside community are held to extremely high expectations in terms of their academic success, skill acquisition, artistic creativity, athletic prowess, and personal development.
Our courses and programmes have been developed to accommodate these requirements, and they are taught by instructors who are highly motivated and qualified. Furthermore, they take place in contemporary and architecturally distinctive settings, and they make use of the most cutting-edge educational technologies.
Because of the success that we have had since the school's founding in 2010, there is a significant amount of enthusiasm for the school not only in the surrounding neighbourhood but also beyond it. As a result, there is a high demand for student spots.
How it all Began
In 2010, Albert Park College was one of the few institutions that had the opportunity to begin its educational journey from scratch.
Foundation Principal Steven Cook came on day one to a building that had no furniture, no staff, no pupils, and not even a name, and he immediately began the process of constructing a school.
"We had the amazing opportunity to start from scratch with a blank canvas. The undertaking was of vital importance. We were aware of the great fortune we possessed since we had the opportunity to establish a school that would serve as a model for education.
The principles of Lead, Create, and Inspire came into being. This motto continues to serve as the driving force behind the motivation and activities of each individual who is a part of the College's gowning learning community.
The College's philosophy is reflected in its logo, which is comprised of three different colours. Yellow represents daring inventiveness, grey stands for foundation and strength, and blue emphasises the importance of the student as an individual in the learning process.
These colours are also meant to symbolise the exceptional location of Albert Park College, which is between the city and the sea.
Following that, the obstacle was to create a learning space that was reflective of the 21st-century instructional approach utilised at Albert Park College.
In order to encourage the kids to engage in creative activities, the directive was to give the impression that they are in an art studio wherever they are in the building.
In order to produce a mature and sophisticated atmosphere for academic pursuits, the Learning Hubs were outfitted with furnishings featuring vivid colours, wood finishes, open areas, and ergonomic designs.
Armed with a vision, a mission, and an identity, the next stage was to develop the soul of the College, and as a result, the endeavour to recruit 25 members of staff got underway.
"We got pretty lucky in this situation. A large number of great applicants were drawn to the school because of its convenient location, the allure of its brand-new facilities, and the goals that we aimed to accomplish.
After that, the staff got to work creating a brand-new, cutting-edge online curriculum that was tailored to the pedagogical approach and educational ethos of Albert Park College.
In light of the rapid advancement of technology and the pivotal part that it will play in the lives of the school's pupils, the institution made a commitment to the creation of an online, integrated, and guaranteed curriculum that would serve as the foundation for all aspects of school life.
"Technology is becoming more ubiquitous in every aspect of our life, including the educational system. Students at Albert Park College are proficient in an astounding variety of applications, have the ability to pick up new software on their own, and have a positive attitude when it comes to utilising technology.
The College's operations are currently spread across three campuses, each of which is architecturally notable. Each campus was designed in response to the necessity of incorporating technology and a focus on wellness into the buildings that we occupy.
In 2016, the Environmental Arts Hub first opened its doors on Bay Street. The Arts Hub at the school was specifically constructed to serve as a home for the Da Vinci Project for students in the ninth grade. The Project combines in-depth scientific study with the practice of digital, performing, and visual arts, with fascinating outcomes. The focus of the project is on developing solutions to environmental concerns.
The College felt an overwhelming sense of pride in 2017 when it learned that the Environmental Arts Hub had been honoured with honours from the National Architecture Awards in the categories of educational architecture and heritage design.
In 2018, the Liberal Arts Reading Room was finished being constructed in the historic school building that had been designed by Henry Bastow and located on Pickles Street in South Melbourne. Mindfulness classes are offered to complement the rigorous requirements of the IB and VCE curricula. The complex comprises breakout indoor/outdoor pagodas, and the refurbishment and surrounds were created to house our high-achieving Year 12 students in a setting of serenity and introspection.
Currently, we have over 1,300 students that are supported and encouraged by our staff of more than 100 people. Our workforce is comprised of teachers who are smart, inquisitive, and motivated, as well as school administrators who are multi-skilled and committed to providing them with help. We must all pull in the same direction in order to take the school and the curriculum to new heights for the benefit of our students.
Since the College opened its doors to its first class of Year 7 students in 2011, every succeeding year level has been completely enrolled to its maximum capacity. Our results on the VCE put us in the top 10 percentile for the state.
At Albert Park College, we offer two enrolment options:
- Our general entry programme may accept a total of one hundred fifty new students each year. Students who choose to continue their education in the public school system must submit an enrolment application to their primary school when they reach the sixth grade. Students attending non-government schools are required to submit their applications to Albert Park College directly through our contacts page.
- In addition, we offer up to 50 places in our Select Entry Accelerated Learning Program (SEAL). You may find here all the information you need to know about the Select Entry Accelerated Learning Program's enrolment process.
Albert Park College also has an annual Open Day and school tours that require advance bookings. These are some wonderful resources that can be utilised by future parents.
Our School Zone
The findmyschool.vic.gov.au website provides information about our school zone. Findmyschool.vic.gov.au is the website that has the most recent information regarding Victorian school zones beginning in 2020 and beyond.
The location of your permanent home address is used to assess whether or not you are eligible to attend our school. If you live in this zone, you are assured of a spot at our institution.
Students are guaranteed access to the school that has been identified as serving their neighbourhood, as well as the option to attend any school of their choosing (subject to the availability of space), thanks to the School Placement Policy that has been established by the Department.
On the website of the Department, in the section titled "School zones," you may find further information as well as solutions to questions that are commonly asked.
At Albert Park College, we value:
We place high importance on maintaining a positive culture that inspires both students and staff to pursue excellence in everything that we do.
We place a high emphasis on our community and strive to cultivate positive relationships with local organisations in order to support and encourage community development and growth. We celebrate academic success among our students and encourage continuous education among our faculty and staff. We place a high emphasis on knowledge and education. We place high importance on the environment because we wish to leave our pupils with a world that is both beautiful and sustainable. Lastly, we place a high priority on being internationally-minded and strive to educate our students so that they can become global citizens with a passion for the wider world. We want them to learn about it, become involved in it, and be successful in it.
These five values create the culture of Albert Park College, a culture that fosters success, engagement and enjoyment of these wonderful years.
A Positive Culture
- we are positive and open and encourage a 'can-do attitude
- we celebrate a diverse range of skills and achievements
- we encourage our students into higher education and training
- we display leadership
Community & Partnership
- we respect, support and nurture those around us
- we are fair, consistent and clear
- we are actively engaged in a partnership of learning that includes students, teachers, parents and the wider community to maximise the impact of learning
- we respect knowledge, skills and creativity
- we are open to new methods of teaching and learning
- we challenge students to be their best at academic, sporting and artistic pursuits
- we promote a culture of excellence in everything we do
- we teach students to be global citizens
- we teach skills for the future
- we aim for an environmentally sustainable school
- we respect nations and cultures different from our own and value our place in a global context
- we build local, national and international partnerships to support learning
McKinnon Secondary College - Public High School Melbourne
(03) 8520 9009
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||2,199|
McKinnon Secondary College is a school that caters to students from Year 7 all the way through to Year 12 and has a total student body of around 2000. In 1954, the College was established in the McKinnon neighbourhood located in the southeastern part of Melbourne. It has garnered a distinguished reputation for scholastic achievement as well as instrumental musical performance. The college is consistently regarded as having one of the highest academic standards among the non-selective public schools in Victoria.
The number of students applying for admittance into Year 7 is growing to be more than the number of available spots. Over the course of the past few years, there have been 100 additional applications for Year 7 than there have been open spaces. The majority of McKinnon's students have their sights set on further education after high school. The instrumental music programme here attracts participation from more than half of our student body.
The mission of the McKinnon School is to foster the academic, physical, social, and emotional development of each and every student, as well as to cultivate the kids' innate gifts. We make it a priority to establish a supportive, nurturing, and secure learning atmosphere in which each and every student is afforded the opportunity to realise their academic potential. These opportunities for achievement are made possible by a curriculum that is rigorous and all-encompassing, as well as by a robust extracurricular programme.
The College is committed to actively promoting a culture that appreciates and respects individual diversity, supports the pursuit of excellence, and welcomes involvement from all parts of the community. This culture also values and celebrates the pursuit of excellence. Pride in oneself, one's community, one's uniform, and one's institution are all things that students at this college are encouraged to feel and express. In college publications, at official assemblies, on this website, and at the annual Presentation Night, student accomplishments are recognised and acknowledged in a regular and formal manner.
From seventh to tenth grade, students follow a core curriculum that covers a lot of ground. A selection of students in Years 7 to 10 is eligible to participate in the Enhanced Learning in Mathematics and Science (ELMs) Program, which is an enrichment option. A variety of elective modules are offered in addition to the main curriculum for students in Years 9 and 10.
Rich activities that foster student participation and the development of resilience, problem-solving, and teamwork abilities, such as Tournament of Minds and Year 8 Survivor; the programme Brief Yet Thorough Empirical Studies (BYTES), which enriches Year 9.
Students who excel in Year 10 are strongly urged to consider enrolling in VCE classes. Students at the Senior School have access to a wide variety of VCE study options, as well as the opportunity to enrol in the VCE Enhancement Program and select university enhancement subjects.
The college provides its students with a robust extracurricular programme that emphasises the importance of leadership, collaboration, and teamwork. Academic rigour, the performing arts, and physical activity are all components of this programme.
A broad and inclusive program includes activities and events such as:
- Asia Week Activities
- Drama Production
- Great Victorian Bike Ride
- House Music Festival
- House Sporting Carnivals – Swimming, Athletics, Cross Country
- Interschool Sport
- Music Ensembles
- Music Winter Concert
- Peer Support Program
- Science Week Activities
- Subject Competitions & Activities
- Tournament of Minds
- Year Level/Subject Camps/Tours and Excursions
Parent Involvement and Communication
If you would like more information regarding the educational opportunities that are available to your child at McKinnon Secondary College, please do not hesitate to get in touch with the College.
Parents are strongly encouraged to take part in a variety of College events, including information evenings (both formal and informal), parent-teacher interviews, musical performances, and theatrical plays.
The school council and the subcommittees of the school council provide an opportunity for parental participation and input.
We think of communication between the family and the college as a process that goes in both directions. There are other channels for communication, including the student blog, the college website's email, the fortnightly digital newsletter, and the Compass.
Inquiries made via the telephone are encouraged at any time. (The telephone number is 8520 9000, and the fax number is 9578 9253)
The College is open for tours on a yearly basis, as well as by appointment.
The newsletters are available online, and parents have the option to sign up for email notifications whenever new issues are published.
Send an email to email@example.com or email specific staff members if you have any questions. You can find email addresses in this section.
Student Participation and Leadership
Student leadership is promoted through the appointment of:
- School captains
- House music captains
- House sport captains
- Form captains
- Student Representative Council President
- Student Representative Council
Vision and Values
A passion for education is encouraged at McKinnon Secondary College. We have a healthy regard for ethnic and cultural diversity. As our pupils mature into adults, we expect to see consistent development in each and every one of them.
Our mission is to cultivate young people who are empathic, creative, and self-assured and who welcome the opportunities and accept the challenges that come with living in a world that is increasingly complex and globalised. Our school slogan is "Wisdom and Service," and we hope that by instilling these values in our pupils, they will become resilient, productive, and cooperative members of the community.
RESPECT - INTEGRITY - RESILIENCE - COMMUNITY - CREATIVITY - SUCCESS
AIMS AND BELIEFS
The phrase "Wisdom and Service" is the motto of the college. We are devoted to creating a learning environment that maximises the potential for every student to take the next step in his or her learning because we hold the belief that every student is capable of progressing to the next level in his or her education. Our goals are to:
- develop confident learners who are: prepared to take well-reasoned risks; adaptable
- enough to respond to the challenges and opportunities of the global community;
- resilient enough to persevere when challenged, and resourceful enough to take some
- measure of responsibility for their own learning.
- Support all members of our school community in their pursuit of greater wisdom,
- knowledge and insight.
- Challenge and encourage everyone to strive for personal excellence.
- Acknowledge and celebrate each success.
- Develop students' understanding of the connections between the local community and
- the complexities of the globalised world.
- Give our students the opportunity to develop and demonstrate leadership through local
- and global participation.
- Provide a caring and safe community in which everyone feels a sense of belonging,
- ownership, pride and personal responsibility.
- Foster a school community characterised by global literacy and cultural awareness in
- which all members respect each other's rights and care for the physical and emotional
- well-being of others.
- Develop in everyone the wisdom to contribute and the willingness to serve all the
- communities to which they belong.
Nossal High School - Public High School Melbourne
03 8762 4603
|Early Learning Centre||No|
|Course Range||Years 9 – 12|
|Estimated No. of Students||832|
Link To School Fees Page:
Welcome to Nossal High School
It is one of only four academically selective high schools in the state of Victoria, and it was the first fully academically selective coeducational Government High School in all of Victoria. The student body of Nossal High School is comprised of mature individuals who place a strong emphasis on their education and have lofty career goals for themselves.
The buildings have a high level of technology and information and communications technology (ICT), and they are designed similarly to those found in universities. Our community is able to gain access to programmes and facilities at both the secondary and tertiary levels as a result of our location, as well as our partnership with Monash University, Federation University, and Chisholm Institute. This allows for the development of rich links and opportunities that are both stimulating and taxing.
We provide a diverse array of curricular and co-curricular activities and programmes, all of which are heavily impacted by the students who attend our school and who have an active and genuine voice in the administration of the institution. Alongside a rigorous academic curriculum, we provide extensive opportunities for our students to participate in a variety of extracurricular activities, including artistic expression, musical performance, community service, cultural immersion, social engagement, and leadership development.
Teaching staff at Nossal are chosen because they are exceptional educators, and they, too, participate in continual and rigorous professional development to ensure that they provide the most beneficial learning environment and outcomes for our students as is humanly feasible. They serve as a model and an example of the Monash slogan for our students, which is "I am still learning."
It is a great honour and privilege for me to serve as the founding Principal of this one-of-a-kind new school, and I would like to extend an invitation to you to learn more about and participate in the cutting-edge, adult education environment that is Nossal High School. This environment is designed with the 21st-century learner in mind, and it is high performing.
Visitors are encouraged to stop by, and there are opportunities throughout the year for students to participate in informational evenings and school tours, particularly in the months leading up to the entrance examinations in June. Our kids are the best ambassadors because they talk to their guests about their experiences at our school as well as how they feel about it.
Teaching – Nossal's Curriculum Structure
The senior curriculum at Nossal High School has been designed to accommodate the prerequisites for students to get their Victorian Certificate of Education. This indicates that it satisfies some very strict minimum standards in relation to the topic covered and the skills taught, despite the fact that Nossal's teachers routinely try to extend and deepen their pupils' learning in the context of this fundamental material.
University High School - Public High School Melbourne
03 9347 2023
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,544|
Welcome to University High School: a school with a proud tradition of excellence and a commitment to innovation.
University High School has a long and proud history of serving its varied local community by providing exceptional educational opportunities. This tradition continues today. Our faculty, staff, and administration are only as good as the kids and families that they serve.
Students who enrol at University High are welcomed into an exceptional learning environment that places equal emphasis on their emotional, social, and academic growth. This environment is guided by teachers who are innovative, passionate, and dedicated and who are experts in their respective fields.
Our kids place a high priority on studying and working hard, which, together with the unwavering support of our families and the strong community partnerships we have, allows us to achieve exceptional academic outcomes. Students at University High School are actively engaged and inspired in and outside of the classroom, proving that this school is genuinely one in which learning takes precedence over all other activities.
Students at University High School have an engaged understanding of the global world in all of its facets, including the political, social, economic, and environmental. Students are taught through our activities and curriculum to participate in critical thinking and to become active members of their communities as young citizens.
A long-standing and cherished custom at our school is the use of sub-schools. Each of the school's specialised schools is named after a notable graduate who exemplifies the institution's core ideals of "passion, excellence, respect, and integrity" and who has made a contribution to the school's commitment to diversity. Our past students continue to motivate us, and hearing about their experiences enriches our feeling of belonging to a community.
Students at University High School are encouraged to honour and celebrate their unique qualities in order to help them discover who they are, what they are passionate about, and how they can make a positive impact on the world. I am excited to meet you when you come to see our school.
The University High School is a school that has a distinguished history and a prominent place in the public eye. It is an expectation that the pupils of the School, both in their outward appearance and in the way that they conduct themselves, should reflect these qualities.
In addition to being a high school, the University High School is also a School that values variety and promotes the expression of personal identity. It is fitting that these characteristics of the School's ethos should find expression not just in attitudes but also in external and visible evidence as well.
Our long-term vision for the school is reflected in its policies, which serve as the strategic link between that goal and the day-to-day operations of the school. It is essential that every person associated with our school has a solid understanding of the tasks and responsibilities that we all share. Students enrolled at the Elizabeth Blackburn School of Sciences are subject to a number of policies that are directly tied to The University High School because the Elizabeth Blackburn School of Sciences is an extension of that school.
- Anaphylaxis management
- Code of conduct
- Sun Smart
- Equal Opportunity
- ICT Acceptable Use
- Racial and sexual harassment
Curriculum program for Years 7, 8 and 9
The Victorian Curriculum has been adhered to in the development of each and every subject covered in Years 7 through 9. Additional information is available at the following website: www.vcaa.vic.edu.au.
Course information for Year 10
Our Year 10 program is composed of a number of components:
- Access to VCE units 1 and 2
- Year 10 Subjects
- Access to VET subjects
Students have access to all aspects of the curriculum in order to cultivate their own personal interests within the context of comprehensive education and to have an understanding of the responsibilities that come along with having a choice.
Students are advised to:
- Choose a program that is realistic in terms of their interest, academic ability and future career.
- Seek guidance from a wide range of people rather than rely on any one person; speak to parents, relatives, Work Education coordinators, Sub-School Heads, Domain Coordinators, and teachers.
- Check that you meet the criteria for selecting subjects.
Each student's readiness to take on a subject for the Victorian Certificate of Education (VCE) will be evaluated. The selection of a topic does not guarantee acceptance into the programme; rather, a variety of criteria, such as academic performance and attendance history, organisational skills, capacity for meeting deadlines, level of readiness, and capability of operating without supervision, will be evaluated.
In addition, there are situations when it is necessary to request a student to change their initial selection of a subject for their VCE. This could be owing to the fact that the classes are already at capacity (Students in Year 11 are given priority over Students in Year 10), that there are not enough students choosing a certain subject for there to be a viable class created, or that there are other possible timetabling concerns.
Vermont Secondary College - Public High School Melbourne
+61 3 8872 6303
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||1,459|
The Vermont Secondary College is a big school located on a single campus that is open to both males and females. This college preparatory institution is coeducational and places a strong emphasis on curricular innovation, outstanding academic accomplishment, and a comprehensive extracurricular programme.
The motto of the Virginia State Campus, "Lift Up Thine Eyes," provides the college community with a moral purpose, philosophical guidance, and academic foundation. The college's ideals of integrity, respect, and excellence serve as a reflection of the ethos of the college. In all of our endeavours and interactions, we strive to be progressive, forward-thinking, positive, and optimistic. We are continually working to enhance not only our own methods of operation but also the outcomes of the education that our students receive.
By focusing on these three primary objectives, our Strategic Plan for the Years 2021–2024 brings even more attention to both our mission and our purpose.
- Goal One: To improve Student Learning Achievement outcomes for all students
- Goal Two: To improve student engagement through enhancing student voice and agency.
- Goal Three: To improve student well-being and inclusion.
The Vermont Secondary College fosters a learning environment that is one that is safe, caring, and accepting of diversity. This college encourages students to achieve greatness in their studies. Our institution is committed to the development of skills for lifelong learning that will motivate and enable all students to realise their personal goals and make a good contribution to the community in which they live and work.
We acknowledge that every member of the Vermont Secondary College community, including staff members, parents, and other community members, plays an important part in the growth of each and every student.
Vermont Secondary College takes great pride in its reputation as a state school in the neighbourhood with a strong academic reputation. The mission of Vermont Secondary Institution is to maximise the potential of the young people who attend college by fostering growth in those aspects of their lives in which they excel while assisting them in improving those aspects in which they struggle. We make it a priority to assist each and every student in
Develop the ability to recognise and control one's emotions, develop caring and concern for one's fellow human beings, make responsible decisions, establish positive relationships, act creatively, engage fully with learning, contribute to one's community, to develop high expectations for oneself, and to handle challenging situations with resilience while responding effectively.
Vermont Secondary College is also quite proud of its demonstrated track record of academic excellence, which it has accomplished while simultaneously preparing our young people for an ever-expanding variety of educational and professional avenues. Based on our VCE and NAPLAN test results, which are routinely above State and 'Like School' levels of performance, the college is consistently placed among the top non-selective State Secondary Colleges in Australia. This ranking is maintained year after year.
Vermont College is a leading institution in the state when it comes to assisting students in obtaining great scores on the Victorian Certificate of Education (VCE) and entering tertiary programmes in large numbers. 19 of our Year 12 VCE students received a study score of 95 or higher in 2020, placing them in the top 5 per cent of students across the state. An additional 36 students placed in the top 10 per cent of students across the state, and a total of 78 students achieved a study score of 80 or higher (top 20 per cent in the state). The fact that 78.8 per cent of our students (142 out of 180) attained a study score of 60 or higher or higher is something that gives us a great deal of satisfaction (top 40 per cent of the state).
175 students out of the 179 Vermont students who were eligible for the Vermont Certificate of Education in 2020 were offered tertiary places, and a sizeable percentage of those students were accepted into university programmes with high entry cut-off scores.
The college has, over time, implemented a house structure, the Learning Enrichment and Extension Program (LEEP) for Years 7 to 9, a four-period day, and a fully supported student leadership model along with a structured, distributed leadership team (the School Improvement Team) to oversee this change and innovation. All of these changes are aligned with achieving our strategic goals. The purpose-built facilities on campus include a Library, a Music Centre, a Year 7 and Year 8 Centre, a VCE hub, and the Fallon Centre, which is a flexible learning space with a 250 seat auditorium. In 2017, we opened a purpose-built Senior Science/Maths complex that cost $2.7 million, and in 2019, we opened a C-block that cost $4.873 million and included 10 classrooms, two science labs/classrooms, two IT labs/classrooms, five general-purpose classrooms with operable walls, a language staffroom, and student toilets. We are now planning for a brand new purpose-built double gymnasium, and construction is scheduled to begin in the early part of 2022.
The College makes it a point to encourage, recognise, and celebrate the exceptional academic and extracurricular accomplishments of its students, particularly in the areas of leadership and engagement in extracurricular activities. Students are encouraged to develop into self-assured, successful, and productive members of society by participating in the extensive range of extracurricular activities offered by the College. These activities include our highly regarded instrumental music, choral, and performing arts programmes. The College is also recognised as a leading sporting institution, with a large number of students competing at a variety of levels, including local, district, state, national, and international.
Students who are new to the College are made to feel at home in the Year 7 Learning Centre by participating in our Grade 6 to Year 7 Transition programme. This programme ensures that students have a positive first experience at the College. This, along with the structure of the House that provides assistance, makes a substantial contribution to a streamlined and secure transition into secondary school.
Vermont Secondary College takes the stance that education is best achieved via collaborative efforts and places high importance on the active involvement and participation of parents in a diverse array of college activities and decision-making committees. We are fortunate to have an extremely high level of parental support, and we are steadfast in our conviction that the educational requirements of children are best met in an atmosphere in which students, parents, and instructors are all involved in the decision making process.
The educational requirements of children are most effectively met in an atmosphere where the parents have the sense that they are a member of the college community.
"The actual worth of Vermont Secondary College resides in its ability to assist the children grow not only as students but also as persons," says the college's website. (parent)
We are pleased to have you here at Vermont Secondary College.
The Vermont Secondary College was founded in 1962, and it is located in a picturesque and serene natural setting, surrounded by peaceful residential neighbourhoods, parkland, and playing fields. Our kids are exposed to an academic setting that is both intellectually stimulating and physically inviting.
The learning and teaching facilities include:
- The recently opened Central Wing with 10 spacious, well-appointed classrooms, including two large Information Technology labs, two new Junior Science rooms and six multipurpose flexible classrooms.
- A natural light-filled Library/Technology Centre,
- The Senior Study Centre with collaborative and quiet study spaces,
- The Year 7 Learning Centre with flexible Learning spaces, including the Year 7 student managers office conveniently located to support Year 7 students.
- A purpose-built Senior Science Centre opened in 2017,
- The Student Wellbeing and Pathways Centre,
- An Art and Technology Wing,
- The Instrumental and Classroom Music Centre with a large performance space,
- A Gym,
- A well maintained Synthetic Soccer/Hockey Pitch,
- A Football/Cricket Oval,
- Four outdoor Basketball/Netball/ Tennis Courts,
- A Performing Arts Theatre
- Flexible Learning Centre, including the Fallon Centre Auditorium.
- Our five star rated college-owned and operated a canteen.
- Spacious indoor areas for students during inclement weather
We are excited about the upcoming construction 2022 of a brand new gymnasium that will meet competitive standards. Our already extremely effective programmes in Physical Education and Sport will receive a significant boost as a result of this.
The curriculum at Vermont Secondary College is characterised by its depth, breadth, and difficulty. Drawing from the Victorian Curriculum (7–10) and the Victorian Certificate of Education Curriculum (11–12), it provides support for the development of a broad range of skills and knowledge in learning environments that are engaging and challenging while also being developmentally appropriate and allowing all students to thrive. These environments are characterised by a combination of rigour, relevance, and accessibility.
The VSC Instructional Model serves as a guiding principle for both teaching and learning at Vermont Secondary College. This Model strives to embody both the learning and teaching cultures, as well as the engagement and wellbeing cultures, that have formed during the years that the institution has been in operation. It gives a clear statement of expectations for our teaching staff.
The Vermont Secondary College provides its students with a wide variety of chances to extend their education. This is accomplished primarily through the use of a varied curriculum in Years 7–9, which provides students with the assistance they need to succeed regardless of variances in starting point or rate of learning. Students in Year 10 who have a demonstrated history of positive attitudes and behaviours towards learning are given the opportunity to access "advance placement" VCE unit 1 and 2 classes. This opportunity is given to students who have a history of academic success and who have demonstrated a history of positive attitudes and behaviours towards learning. This results in the completion of the studies for units 3 and 4 in the 11th year.
In addition, the school offers a programme known as Learning Enrichment and Extension (LEEP), which is targeted toward students in Years 7–9. This programme is tailored to satisfy the requirements of kids who are talented as well as gifted. Students are given the opportunity to collaborate with peers who share similar interests in an atmosphere that is both supportive and motivating as part of an academic curriculum that is both rigorous and challenging.
Buckley Park College - Public High School Melbourne
+613 9331 9993
|Early Learning Centre||No|
|Course Range||High School|
|Estimated No. of Students||988|
Link To School Fees Page:
Since its founding in 1963, Buckley Park College has been offering students from Essendon and the suburbs in the surrounding area great educational options. The phrase "Build Your Wings" is the school's motto, and it is meant to represent the significant role that the school plays in fostering the intellectual and personal growth of its students in order to better prepare them for a successful and joyful future. A significant number of graduates have gone on to become influential figures in a variety of fields, including business, the professions, and their communities.
Buckley Park College is a single-campus, medium-sized, coeducational school that serves students in years 7 through 12 and is located in Buckley Park. Although it is big enough to provide students with a rigorous and varied education, the school is nevertheless manageable enough to encourage individual growth.
Students at Buckley Park College participate in an educational experience that is both comprehensive and integrated. Throughout the course of their secondary education, students methodically build the knowledge, skills, and understandings that are necessary for them to successfully progress and continue their education at a higher level. Challenge, encouragement, and support for students to achieve outstanding academic achievements in both core and co-curricular programmes are provided by teachers who are highly qualified and committed to their work. This is done while simultaneously supporting students' growth into adulthood and citizenship.
Because the school is dedicated to the continual professional development of its faculty, students are guaranteed to receive an education that is both engaging and pertinent to the real world once they have completed their studies.
The final version of the school strategic plan, approved by the council for 2018-2022
You will find a copy of our complete Strategic Plan below. This document outlines the goals and priorities that will guide our school and the work that we do over the next four years. This document is the result of considerable data analysis, feedback from the entire community, and detailed consultation that took place during the entirety of 2018, and we are thrilled about the future that we have together.
The School Council 2018 gave its enthusiastic approval to the Strategic Plan, which is now a course of action and achievement milestones for the next four years.
We will now go to work on the tasks that have been assigned to us for the strategic period. Building on the many advantages we already have, we will keep working to make BPC better so that ALL students are able to attain their full potential.
CHILD SAFE CULTURE
Buckley Park College takes great pride in maintaining a "Child Safe" atmosphere. A stringent Child Safe Code of Conduct applies to every adult that enters our school and must be followed by everyone.
Our number one concern is always for the well-being of our pupils.
The Betrayal of Trust report that was published in 2013 by the Victorian Parliamentary Inquiry included fifteen recommendations that were made with the goal of safeguarding children from all types of abuse and neglect.
The government has committed to putting these suggestions into action, with a particular emphasis on:
- Criminal law reform – 'failure to protect', 'failure to disclose' and 'grooming.'
- Civil law reform – redress for survivors
- Child safe organisations – child safe standards Buckley Park College is a Child Safe organisation.
Buckley Park College has been labelled as a school that has a maximum number of students that it can accept. This indicates that there will be a predetermined number of openings in each successive year's curriculum. Students shall be placed in classes in accordance with the regulations set forth by the Department of Education, which specify, in the order of their importance, the following criteria:
- Students who reside within our Designated Neighbourhood Area (zone), the details of which can be found on this page.
- Students who reside permanently at the same address as a brother or sister concurrently enrol and attend Buckley Park College.
When applying for enrolment, students are required to provide their residential address. This is the address at which the student resides permanently with their parents or legal guardians. In the case of pupils who are currently enrolled in grade 6, this address will be the one that is shown on their current school records unless paperwork substantiating a different address is submitted. It is necessary that you provide doctrinal evidence in order to substantiate your claims of a residential address.
Year 7 Transition from Primary School
The Department of Education supplies pertinent information and 'Application for Enrollment' forms to all primary schools (state, catholic, and independent) at term 1 of each school year. These forms and information are provided to primary schools. It is mandatory for elementary schools to make this information accessible to the parents of pupils in the sixth grade. This application must be submitted in order to be considered for enrolment. After you have finished filling it out, you need to hand it back to your primary school so that it may be checked and then sent on to the secondary school of your choice.
Applying for Enrolment in Year 8, 9, 10, 11 or 12
Families of kids who are interested in enrolling in Years 8–12 are needed to fill out an Enrollment enquiry form and bring it to the school office together with all of the appropriate paperwork. At each and every year level, the requirements for the enrolment policy are exactly the same. Each applicant, along with a parent or guardian, will be required to appear in person for an interview with the relevant coordinator before any enrolment is confirmed.
Our School Zone
The most recent information on school zones in Victoria can be found on findmyschool.vic.gov.au, which provides access to the Buckley Park College school zone, among other school zones in the state.
The location of your permanent residence is used to establish whether or not you are eligible to attend our school. If you live inside our school zone, you are assured of a spot at our institution. Enrollment at our school is managed using the Placement Policy, which ensures that kids have access to the school that is designated for their neighbourhood and that they have the option to enrol at another school if there are places available there.
Canterbury Girls' Secondary College - Public High School Melbourne
+61 3 9830 5098
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Main Gender||All Girls|
|Estimated No. of Students||1,038|
Welcome from the Principal
The Canterbury Girls' Secondary College has established and preserved a stellar reputation as an outstanding institution for the education it provides to young women. Students are educated in a setting that places a premium on hard work and dedication to their studies and which actively promotes high accomplishment in all areas of endeavour.
The College places a significant amount of emphasis on students exerting their best effort, students pushing themselves to new limits, and students making the most of any and all changes that come their way. As a learning community, we have high expectations not just for the teaching staff but also for the students, and we provide a learning atmosphere that encourages the achievement of the greatest possible results for each and every student.
The College provides its students with the chance to acquire academic, practical, artistic, and athletic talents through its expansive and vibrant curriculum, which is available to all students. In addition, Canterbury Girls' Secondary College provides an extensive extracurricular programme to its students. This programme includes community service programmes, peer support, camps, and excursions, as well as extracurricular activities such as instrumental music, associated bands, ensembles, and choirs.
The institution is deeply dedicated to instilling in its pupils the qualities of leadership, including cooperation, tolerance, self-discipline, and consideration for the welfare of others. The well-established House structure provides an environment that encourages the growth of initiative, leadership abilities, teamwork, and active engagement in extracurricular activities such as choral singing, debate, music, and dance.
Participation in House activities provides students with the opportunity to form relationships with classmates from a range of year levels and fosters a feeling of belonging within the school community. Students are strongly encouraged to take an active role in the decision-making process. There are a number of essential participants in this process, including the College Student Leadership Team, the Students' Representative Council (SRC), and the House Captains.
The Canterbury Girls' Secondary College works hard to ensure its students have meaningful connections with one another and other members of the college community. Everyone in the school community, including parents, students, teachers, and members of the community at large, has the chance to participate in the School Council's deliberations and programming. Within the College, there is a group known as the Parents' Association that is quite active and plans events both social and for the purpose of raising money.
The Mangarra Society, which is the association of alumni students, makes a contribution to the life of the College in a number of ways: by maintaining and articulating the history of the College, providing financial support for various College programmes, and providing tangible links to our past. It acts as a hub for former students who seek to keep a connection with the institution they attended. Students develop a feeling of both tradition and continuity as a result of their relationships with members of the larger school community. These connections ensure that the College has a robust sense of identity and give a concrete framework within which we can concentrate on the education of students and the outcomes of their studies.
The Canterbury Girls' Secondary College is one of the few all-girls public schools in the state, and it provides its students with an atmosphere that encourages them to be themselves while also allowing them to have a strong voice in the classroom and throughout the College's extracurricular activities.
At Canterbury Girls' Secondary College, we encourage each and every one of our students to embark on an educational journey during which they will have the opportunity to develop their potential within the context of a nurturing community, as well as to challenge themselves to do and be the best that they possibly can while simultaneously cultivating resilience and social awareness.
A GOVERNMENT GIRLS' SCHOOL
The findings of the research on education have demonstrated that going to a public school is beneficial. The fact that Canterbury Girls' Secondary College is a government school that provides girls with an education of a high standard is something that we take great pride in. A number of studies have demonstrated the benefits that public schools offer, including the following:
- In 2014 a study found that Australian private schools produce no better results than public schools when students' socio-economic backgrounds are taken into account. (http://www.theage.com.au/national/education/fourth-study-this-year-confirms-private-schools-no-better-than-public-20141109-11jlgn.html).
- Paying private school fees does not guarantee a better job after university, with new research showing there is no long-term employment advantage as public school graduates earn as much in equally prestigious jobs. A research fellow at Canberra University, Jenny Chesters, analysed data from the Household Income and Labour Dynamics in Australia project and found private school students were no more likely to get a full-time job than public school students. (http://www.smh.com.au/national/private-schooling-no-better-than-public-in-jobs-market-20140816-104do1.html)
- State school graduates do better at university than private school graduates with the same end-of-school tertiary entrance score. (http://theconversation.com/state-school-kids-do-better-at-uni-29155)
Educational research has also shown that the benefits of attending a girls' only school include:
- Girls who attend a single-sex school are more likely to stay in education.
- Students at girls' only schools make more progress than those in co-ed schools.
- Students who are struggling make greater progress if they are in a single-sex school.
In addition, the study indicated that children at single-sex schools benefit from an atmosphere that encourages them to freely and frequently express themselves while also fostering the development of higher-order thinking skills.
We believe that the opportunities that are made available to students at Canterbury Girls' Secondary College maximise the students' academic achievements, maximise the students' social and emotional growth and well being, and provide a strong basis for the students as they move beyond the confines of school.
We work to ensure that the educational and co-curricular programmes at the College enable all students to develop their self-esteem and leadership skills, enhance their understanding of the world around them, and undertake an academic programme that is rigorous, demanding, and reflects the different learning needs of individual students by constantly monitoring and evaluating our programmes. This is something that we do in order to ensure that our programmes are meeting the needs of our students.
FOUNDED IN 1928
The Canterbury Girls' Secondary College is extremely proud of its extensive history as well as the traditions that it upholds throughout the institution. 1928 was the year that saw the opening of the school, which was housed in the same red brick structure as East Camberwell Elementary School up until the 1940s. In those days, the name of the institution was East Camberwell Girls' School; however, it was more well known as Mangarra. This name was chosen by the previous students' organisation when it was re-established in the same year that the Colleges celebrated their Diamond Jubilee.
The formal name of the school went through various iterations over the decade of the 1950s, and it wasn't until 1961 that the name Canterbury Girls' High School was settled on as the permanent designation for the institution. In 1989, following discussions with members of the school community, the institution's name was changed to Canterbury Girls' Secondary College so that it would be in conformity with government policy. Fervet Opus, the school's motto, was selected by Miss Kate Flynn, Canterbury's first principal. It is embroidered on the left breast pocket of the College blazer. It communicates the idea of working hard and consistently.
The current students are reminded that they are a part of the institution's lengthy history via the historical signage that is placed around the school, the honour boards, and the buildings themselves.
The College, on the other hand, is dynamic and adaptable, and it takes into account contemporary concerns regarding education in general and education for women in particular. We are able to concentrate on the issues that students will confront in the 21st century as a result of the classroom and athletic facilities, as well as the availability and utilisation of information technology.
By presenting students with the opportunity to flourish, question, be pushed and achieve, we continue to perpetuate the values that have been important to our culture throughout history.
Today, Canterbury Girls' Secondary College is known for having excellent performance in the Victorian Certificate of Education (VCE) exams. As a result, it is a school that many parents and caregivers are looking to enrol their children in.
WELLBEING AND PASTORAL CARE
The success of students in their academic pursuits is only one facet of their education. In addition to this, it is making sure that the requirements for each student's health and wellness are identified and satisfied. The term "well-being" refers to something that is valuable in and of itself to an individual. Therefore, the health and happiness of a person are what is ultimately beneficial for that person and what is in that person's best interest as an individual. Students who report higher levels of well-being are more likely to report higher achievement outcomes at school, better mental health, and a lifestyle that is more socially responsible. This highlights the significance of the concept of well-being among students.
In addition to a concentration on academic accomplishments, Canterbury Girls' Secondary College places a strong emphasis on the mental and social wellness of its students. The Respectful Relationships programme is run by the Department of Education and Training, and the College is a participant in that programme. This programme is an approach that is taken throughout the entire school to ensure that all members of the school community model polite relationships with one another. It ensures that respect and equality are the guiding principles behind all elements of a school's operations and culture. E-Smart is a programme that recognises the important role that schools play in preparing students to confidently navigate a digital world. It also supports the implementation of evidence-based policies and practices to promote cyber safety and assist in the prevention of cyberbullying. Canterbury Girls' Secondary College is an accredited member of the E-Smart programme.
Balwyn High School - Public High School Melbourne
|Early Learning Centre||No|
|Course Range||Years 7 – 12|
|Estimated No. of Students||2,200|
Link To School Fees Page:
Every day, the goal of Balwyn High School is to give each student an education that is really holistic; that is, an education that encourages personal development, self-sufficiency, and community duty in addition to academic success.
We are dedicated to both excellence and community, and one of the ways we demonstrate this commitment is by encouraging and helping each and every staff member and student to achieve their full potential. We hold all members of our community to the highest possible standards, and we acknowledge and celebrate accomplishment in any and all of its manifestations with pride.
Our well-known ethnic diversity not only helps us to remain powerful but also creates the most genuine educational settings for each and every member of our school's community to take advantage of.
We recognise the importance of the trust that has been placed in us to cultivate kids who will develop a passion for learning, continue their education after leaving our school, and go on to effectively make their way in the world and have an impact.
The school's mission is to cultivate leaders in a variety of fields, including community service, mentoring among students, athletics, music, and the performing arts. The promotion of students' voices and the facilitation of student engagement in decision-making processes are two of the primary goals of strongly encouraging students to take part in student leadership roles. All members of the school community have an obligation to promote, foster, and encourage students to take on responsibilities of leadership, responsibility, and dedication to their respective schools. Students hold leadership positions at a rate of one in every five. At every grade level, there is a diverse selection of leadership portfolios available to choose from. Student leaders get induction, training, and ongoing assistance from a Director of Student Leadership and Voice as well as from a variety of liaison instructors.
In order to foster a sense of civic responsibility and school pride in its students, Balwyn High School encourages maximum student participation in its decision-making processes by establishing structures that enable student opinion to be voiced. This helps students develop a sense of ownership over their education. As part of their responsibilities, student leaders are strongly urged to seek out other students' points of view. We are able to keep a great learning atmosphere where students feel optimistic, connected, and protected at school by allowing avenues for the voice of all students to be heard and by maintaining a positive learning environment.
A wide variety of leadership portfolios exist, including:
- Year 12 Leaders
- Year Level Captains
- Principal's Advisory Group
- Student Representative Council
- House Captains
- Tutorial Captains
- Theatre Arts
- Senior School Council
- Student Transition Enhancement Program (STEP)
- Student Ambassadors
- Interact Club
- Public Speaking
- Science and Technology
- International Students
- Art Society
- Social Justice Committee
- Environment Committee
- Sound and Light Crew
Vision and Values
Academic achievement has been a hallmark of the Balwyn High School community for generations. It has a stellar reputation for promoting both academic and personal growth in students as a basis for their future success, and this is one of the reasons for this reputation.
Both the leadership team of the school and the School Council are conscious of the quickly shifting local and global environment, as well as the necessity for the school to prepare pupils for the coming age of information.
Both the Strategic Plan for 2018–2021 and the Annual Implementation Plans detail the institution's long-term goals for growth as they are envisioned for the future.
The objective of Balwyn High School is to maintain its position as the leader in educational practice and to set the standard for educational superiority.
The following categories are ones in which the work being done at Balwyn High School is connected to the DET Framework for Improving Student Outcomes:
- Excellence in Teaching and Learning
- Positive Climate for Learning
- Professional Leadership
- Community Engagement
- The focus of these improvement strategies is to transform learning and raise achievement levels for all students.
The Balwyn High School learning community is dedicated to aiding young people in the development of the skills, traits, knowledge, and personal qualities that they require in order to function as resilient, autonomous, lifelong learners. The following is a list of the competencies, characteristics, and personal qualities that we foster:
- A set of values
- A capacity to be flexible and adapt to change, derived from knowing how to learn
- A belief in lifelong learning and the capacity for learning to learn
- The capacity to solve problems, think creatively and think critically.
- The capacity to work effectively as a member of a team and to demonstrate initiative
- High self-esteem, optimism and a commitment to excellence
- An international perspective characterised by compassion and tolerance.
- An active concern for others and for the environment, reflecting an understanding of their roles as responsible global citizens
The 2021 – 2025 School Strategic Plan – a living document
The expectations of the community, as well as the aims of the government with regard to education and early childhood development, are reflected in the School Strategic Plan. The School Council, the community of the school, and the Department have all come to an agreement regarding this matter in a formal capacity. The quality of the School Strategic Plans, as well as the goals, targets, and strategies contained within them, are endorsed and quality checked by Regional Network Leaders. Our Strategic Plan will also need to be designed with an awareness of the need to assist the attainment of explicitly stated goals and targets identified within the Riversdale Network of schools. This is another requirement that our Strategic Plan will need to meet.
Although the cycle specifies a planning period of four years, the School Strategic Plan is a 'living' document, which means that it can be updated to take into account changes in the school's environment or data. This is in contrast to the fact that the cycle specifies a planning period of four years.