Public Schools in Melbourne

Top 30+ Public High Schools Melbourne, Victoria [2022]

A child's time spent in high school is a crucial period of their life because it determines the rest of their academic and professional lives. In some situations, the solution may be as simple as enrolling your child in the high school located down the street; however, this is not the case in every circumstance.

Therefore, the first and most important step in determining which high school is most suitable for your child is to gain knowledge of those child's requirements. In addition, you will need to educate yourself about the numerous possibilities that are open to you.

The government of Victoria, Australia, provides financial support and ensures that a comprehensive curriculum is offered in the public high schools in Melbourne, Victoria. As a direct consequence of this, educational institutions have been brought up to date, and consequently, students are receiving an excellent education.

Your child will have the opportunity to learn in an atmosphere that is secure and welcoming at one of these institutions, which embrace students of all backgrounds and cultures. In addition, students who have graduated from a public high school are prepared to continue their education in universities and colleges, where they can apply what they have learned in high school to achieve academic success.

We have compiled a list of the top public high schools in Melbourne, Victoria, to assist you in making the decision that will serve your child the best.

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    Ultimate List of Public High Schools Melbourne

    Buckley Park College - Public High Schools Melbourne

     

    screenshot taken from buckleyparkco.vic.edu.au on July 22

    buckleyparkco.vic.edu.au

    +613 9331 9993

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range High School
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 988
    School Fees Low

    Link To School Fees Page:

    https://www.buckleyparkco.vic.edu.au/page/299

    OUR SCHOOL

    Since its establishment in 1963, Buckley Park College has provided students from Essendon and the nearby suburbs with excellent educational options. The school's motto, "Build Your Wings," is meant to exemplify the important role the institution plays in supporting the intellectual and personal development of its students in order to better position them for prosperous and fulfilling futures. Many graduates have gone on to have significant influence in a variety of spheres, including business, the professions, and their communities.

    The medium-sized, coeducational, single-campus Buckley Park College educates students in grades 7 through 12 on a single campus. Despite being large enough to offer students a challenging and varied education, the school is still manageable enough to promote personal development.

    At Buckley Park College, students take part in a comprehensive and integrated educational program. Students methodically develop the knowledge, skills, and understandings necessary for them to advance and pursue higher education throughout the course of their secondary education. Teachers who are highly qualified and dedicated to their jobs provide students with the challenge, inspiration, and support they need to achieve outstanding academic achievements in both core and extracurricular programs. This is done while promoting students' development into responsible citizens and adults.

    Students are guaranteed to receive an education that is both interesting and applicable to the real world once they have finished their studies because the school is committed to the ongoing professional development of its faculty.

    STRATEGIC PLAN

    The council-approved, final iteration of the school's strategic plan for the years 2018 through 2022

    A copy of our entire strategic plan is provided below. The objectives and top priorities that will direct our school and the work we do over the next four years are described in this document. This document is the result of extensive data analysis, community feedback, and thorough consultation that took place throughout the entire year of 2018, and we are excited about our future together.

    The 2018 School Council enthusiastically endorsed the Strategic Plan, which now serves as a course of action and achievement benchmarks for the following four years.

    Now that we have our tasks for the strategic period, we will get to work on them. We will continue to improve BPC based on the many advantages we already have in order for ALL students to be able to reach their full potential.

    CHILD SAFE CULTURE

    Maintaining a "Child Safe" environment is something that Buckley Park College takes great pride in. Every adult who enters our school is subject to a strict Child Safe Code of Conduct, which all students and staff members are required to abide by.

    The welfare of our students is always our top priority.

    In order to protect children from all forms of abuse and neglect, the Victorian Parliamentary Inquiry's Betrayal of Trust report, which was released in 2013, contained fifteen recommendations.

    The government has committed to implementing these recommendations, with a focus on:

    Criminal law reform - "grooming," "failure to protect," and "failure to disclose."
    Civil law reform: reparations for victims
    Buckley Park College is a child safe organization, according to child safe standards.

    ENROLMENT

    Australian Residents

    Buckley Park College has been designated as a school with a maximum enrollment capacity. This means that there will be a set number of openings in each subsequent year's curriculum. Students will be assigned to classes in accordance with the Department of Education's regulations, which specify the following criteria in descending order of importance:

    Students who live in our Designated Neighbourhood Area (zone), which is detailed on this page.
    Students who live permanently at the same address as a brother or sister enroll and attend Buckley Park College concurrently.

    Students must provide their residential address when applying for admission. This is the permanent address where the student lives with their parents or legal guardians. In the case of students currently enrolled in grade 6, this address will be the one shown on their current school records unless documentation proving a different address is submitted. In order to substantiate your claims of a residential address, you must provide doctrinal evidence.

    Year 7 Transition from Primary School

    At the start of each school year, the Department of Education distributes pertinent information and 'Application for Enrollment' forms to all primary schools (state, catholic, and independent). Primary schools are given these forms and information. It is mandatory for elementary schools to make this information available to parents of sixth-grade students. To be considered for enrollment, this application must be submitted. After you have completed it, you must return it to your primary school so that it can be checked before being sent to the secondary school of your choice.

    Applying for Enrolment in Year 8, 9, 10, 11 or 12

    Families with children interested in enrolling in Years 8-12 must complete an Enrollment Enquiry form and return it to the school office with all necessary paperwork. The requirements for the enrolment policy are the same at every year level. Before any enrolment is confirmed, each applicant, along with a parent or guardian, will be required to appear in person for an interview with the relevant coordinator.

    Our School Zone

    Find the most up-to-date information on school zones in Victoria at findmyschool.vic.gov.au, which includes access to the Buckley Park College school zone as well as other school zones in the state.

    Your permanent address is used to determine whether or not you are eligible to attend our school. If you live within our school district, you are guaranteed a place at our institution. Enrollment at our school is managed through the Placement Policy, which ensures that children have access to the school designated for their neighborhood as well as the option to enroll at another school if spaces are available.

    Melbourne High School - Public High Schools Melbourne

    screenshot taken from mhs.vic.edu.au on July 22

     

    mhs.vic.edu.au

    +61 3 9826 0713

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 9 – 12
    Main Gender All Boys
    Boarding School No
    Estimated No. of Students 1,365
    School Fees Low

    Link To School Fees Page:

    About Melbourne High School

    Melbourne High School is a boys-only institution and the only selective state school in Victoria that admits boys only in Years 9-12. The School maintains its reputation as one of Australia's best educational institutions, producing some of the country's most brilliant thinkers and influential leaders. ​

    The history of Melbourne High School, also known as MHS, can be traced back to 1854, when the National Model School was founded. In 1905, the School changed its name to the Continuation School and declared itself to be the first state secondary school in Victoria. It provides comprehensive academic education for boys in grades 9 to 12 throughout the state. The school has 1365 students enrolled in total, with approximately 340 students enrolled in each of the four academic years (year 9, year 10, year 11, and year 12). The School selects its students based on their performance on a competitive examination as well as a small amount of discretion. In addition, there is a supplementary intake of students in Years 10, 11, and 12. Students at this school come from a diverse range of ethnic and socioeconomic backgrounds, with the majority of them hailing from Melbourne's greater metropolitan area as well as locations in the state's interior. The School's success can be attributed in large part to the constant presence of a dynamic and diverse cultural mix.

    The School is located in the municipality of Stonnington in Melbourne, and it is part of the Department of Education and Training's Southern Metropolitan Region (DET).

    The school is located near Melbourne's Central Business District and has an excellent setting on a hill with a view that extends over the lush and appealing South Yarra neighborhood. The School can be found near the Yarra River at the intersection of Chapel Street and Alexandra Avenue. It is well served by public transportation, which includes trains, trams, buses, bike paths, and major roads. Its location and the appearance of the beautiful "Castle On The Hill" have bestowed upon the School a mystique that has significantly contributed to its reputation and ethos within the community.

    School Philosophy

    Melbourne High School students are encouraged to reach their full academic potential within a positive school culture that encourages and supports them in their academic endeavors. The school is committed to providing a safe, secure, and stimulating learning environment for its students. Students' mental health and academic performance are inextricably linked, and MHS's mission is to raise awareness of this link both within the context of the school as a whole and within individual classes. It is common knowledge that all educators play an important role in the development and achievement of their students.

    The School Motto — "Honour the Work"

    Mr Frank Tate ISO MA, a former Director of Education, delivered an impassioned speech to the school's assembled students. During his speech, the school's motto spontaneously emerged. During his speech, he quoted Edward Thring's words, which are as follows: "Honor the work, and the work will honor you." These motivating words were immediately recognized as being most appropriate for the School Motto.

    Mission Statement

    MHS has a vision of the person we hope our students will become

    Melbourne High School is in a unique position to highlight the vast and diverse abilities of its diverse student body. It accomplishes this by preparing students for academic, civic, and vocational leadership while also encouraging personal happiness and contentment.​

    Melbourne High School is committed to developing intellectual, artistic and sporting excellence. 

    Melbourne High School prioritizes broadening and deepening students' educational experiences over accelerated learning. The curriculum assumes that students will have the ability and desire to meet the challenges of a broad education in a stimulating, supportive, and competitive environment. This environment is intended for students who plan to continue their education at the tertiary level. The School is committed to cultivating intellectual, artistic, and athletic excellence in order to ensure that every student has the opportunity to reach his or her full potential and is provided with instructional methods that are both inspiring and challenging while also showing concern for each student's unique needs.

    The curriculum at Melbourne High School is consistently regarded as one of the institution's most notable strengths. The Victorian Curriculum and the Victorian Certificate of Education govern the majority of our courses (VCE). It is, however, the responsibility of the School 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," is still being considered by an increasing number of students. This flexibility in VCE studies, combined with our strong VCE programs in English, Languages, Music, Humanities, the Arts, Commerce, Mathematics, Physical Education, Information Technology, and Science, is critical in ensuring that our students have every opportunity to develop their talents and achieve their life and career goals.

    Melbourne High School follows the Victorian Curriculum for Years 9 and 10. The Victorian Curriculum is in charge of establishing the standards used in Victorian schools, as well as providing a framework and standards from which individual schools can develop and deliver study programs. The Victorian Curriculum outlines the knowledge and skills that students should have acquired throughout their educational careers, beginning with the Foundation year (the first year of school) and continuing through Year 10. A school's subject areas include the arts, music, philosophy, English, physical education, health and personal development, geography, history, languages, mathematics, science, and technologies. Furthermore, in 2017, the curriculum was expanded to include instruction on four essential capabilities: critical and creative thinking, ethics, intercultural communication, and personal and social capabilities. These are covered in existing Year 9 and 10 topics such as History, Languages, Philosophy, and Health and Personal Development.

    Furthermore, students in their ninth and tenth years at Melbourne High School have the option of selecting electives that last an entire semester. Students in Years 9 and 10 choose electives from the Technologies learning area, whereas students in Years 11 and 12 choose electives from both the Visual and Performing Arts and the Commerce learning areas. The elective program is designed to strengthen and broaden students' existing knowledge and abilities before they begin to specialize in their studies in Years 11 and 12. Students who have completed their core topics in Years 9 and 10 are well prepared to study any VCE units in Year 11. Students are strongly encouraged to select electives that have nothing to do with their future job goals; rather, they should base their decisions on enrichment and breadth criteria.

    Every year, the School evaluates the courses it offers and looks for ways to increase student engagement through the introduction of new courses.

    Melbourne High School's curriculum is based on the assumption that its students will have the ability and motivation to meet the challenges of a broad education as well as a stimulating, supportive, and competitive environment. This expectation directs the school's instructional methods. Students who intend to continue their education at a post-secondary institution will find that the program helps them develop leadership skills that will serve them well in any field of endeavor. Melbourne High School students follow a well-rounded, demanding, exciting, and difficult curriculum. This curriculum is intended to provide students with the knowledge and skills they will need for future academic pursuits, careers, and life in general.

    maintaining a strong academic core promoting excellence in all areas of learning directly and implicitly teaching independent learning skills and strategies
    emphasizing sequential skill and subject matter development
    developing enrichment teaching that encourages students to fully utilize their intellect by providing a curriculum that is relevant to their lives

    The requirement that all students participate in a diverse range of challenging extracurricular activities serves as a counterbalance to the rigorous academic core and elective programs available. Students can participate in a variety of activities that are both supportive and enriching through both required courses and extracurricular programs. Programs in music, art, theater, literature, sports, recreation, education extension, leadership development, and personal development are among them. Participating in musical activities benefits both the faculty and the students. Every student at MHS participates in the music program in some way, whether in the classroom, during massed singing, during House Music competitions, during assemblies, or on Speech Night, the school year's culminating event.

    Nossal High School - Public High Schools Melbourne

    screenshot taken from nossalhs.vic.edu.au on July 22

     

    nossalhs.vic.edu.au

    03 8762 4603

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 9 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 832
    School Fees Low

    Link To School Fees Page:

    https://www.nossalhs.vic.edu.au/wp-content/uploads/2021/12/2022-Yr-9-parent-contributions-Fee-information.pdf

    Welcome to Nossal High School

    It is one of only four academically selective high schools in Victoria, and it was the state's first fully academically selective coeducational Government High School. Nossal High School's student body is made up of mature individuals who value their education and have lofty career goals for themselves.

    The buildings are equipped with cutting-edge technology and information and communications technology (ICT), and they are designed in the same style as those found in universities. Because of our location and partnerships with Monash University, Federation University, and Chisholm Institute, our community has access to programs and facilities at both the secondary and tertiary levels. This enables the formation of rich connections and opportunities that are both stimulating and taxing.

    We offer a wide range of curricular and co-curricular activities and programs, all of which are heavily influenced by our students, who have an active and genuine voice in the administration of the institution. In addition to a rigorous academic curriculum, we offer numerous opportunities for our students to participate in extracurricular activities such as artistic expression, musical performance, community service, cultural immersion, social engagement, and leadership development.

    Nossal's teaching staff is chosen because they are exceptional educators, and they, too, participate in ongoing and rigorous professional development to ensure that they provide the best possible learning environment and outcomes for our students. They serve as a model and example of the Monash slogan, "I am still learning," for our students.

    It is an honor 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 Nossal High School's cutting-edge, adult education environment. This environment is high performing and was designed with the 21st-century learner in mind.

    Visitors are welcome, and there are opportunities for students to participate in informational evenings and school tours throughout the year, particularly in the months leading up to the entrance examinations in June. Our students are the best ambassadors because they tell their visitors about their experiences and feelings about our school.

    Teaching – Nossal's Curriculum Structure

    Nossal High School's senior curriculum has been designed to meet the requirements for students to obtain their Victorian Certificate of Education. Despite the fact that Nossal's teachers routinely try to extend and deepen their students' learning in the context of this fundamental material, this indicates that it meets some very strict minimum standards in terms of the topic covered and the skills taught.

    FAQs About Public High Schools

    Public schools typically offer a wider variety of class choices, after-school programmes, and curricular options than many private schools, particularly smaller ones. In addition, your child may be exposed to a wider variety of cultures and ethnicities than in some private schools, which may be more focused on a particular religion.

    As their names imply, public schools are run and supported by either the state or the national government. In contrast, private schools are run by a private group and are funded fully or partially by the students' tuition. The interference of the general public is kept at a distance from most private schools, giving them a significant degree of autonomy.

    The assistance provided by state governments represents the primary source of finance for elementary and secondary education, followed by contributions made at the municipal level (primarily property taxes).

    The concept of a "public school" didn't exist until the 18th century, when the renown of particular grammar schools had already expanded beyond their immediate surrounding areas. They began taking students whose parents could afford residential fees and thus became known as public, in contrast to local schools.

    Free elementary education is essential to ensuring that all individuals have access to education. However, families sometimes lack the financial resources necessary to send their children to school in many developing nations. As a result, millions of school-age people are not receiving an education.

    Mac.Robertson Girls' High School - Public High Schools Melbourne

     

     

    screenshot taken from macrob.vic.ed on July 22

    macrob.vic.ed

    61 3 9864 7703

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 9 – 12
    Main Gender All Girls
    Boarding School No
    Estimated No. of Students 989
    School Fees Low

    Link To School Fees Page:

    WHO WE ARE

    I am delighted to welcome you to The MacRobertson Girls' High School.

    Or Mac.

    Rob, or simply "Rob," as he is more commonly known. Mac. Rob is one of Victoria's four selective admission schools, and as such, it plays an important and inclusive role in the state, providing students with similar interests and abilities with a sense of connection, belonging, and challenge.

    Mac. Rob is well known for its excellent results, which are a direct result of our unwavering commitment to growth and the development of students who are curious, motivated, and critical thinkers. This reputation extends beyond the walls of our school. Our school encourages students to be actively engaged in their education, and they understand that we learn best when we collaborate with others, and that success is most satisfying when it is shared.

    We believe in our students' ability to make significant contributions to the school and encourage them to do so by allowing them to collaborate with faculty members on learning and decision-making projects, as well as by providing ample opportunities for leadership, extracurricular activities, and community service.

    Rob.

    Our mission is to develop young people who are compassionate toward others, resilient, and open to exploring fields of study and careers in which they are genuinely interested.

    Our school values

    • Community: We strive to build a welcoming and inclusive community based on strong connections and a strong sense of belonging. We respect those around us for the ways in which they are similar to us as well as their differences. We are aware of other cultures and appreciate the role we play, both locally and globally.
      Growth: We actively seek out new challenges to challenge ourselves, and we are tenacious in the face of adversity. We are inquisitive, dedicated to teamwork, and enthusiastic about learning. We celebrate those who have accomplished great things and strive to be the best versions of ourselves in all aspects of life.
      Responsibility: We are the primary agents of our own education, and our actions promote leadership development. We take responsibility for ourselves and one another, and we contribute to the life of the school and the communities to which we belong.
      Compassion: We are fascinated by how other people live their lives and perceive the world. We value everyone who is a part of our school and the communities that surround it. People are treated with dignity, and those who require assistance receive it.

    Child safety policy

    The Macintosh. 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 pride in its ability to facilitate each student's growth and maturation. As a result of this focus, students are able to perform to their full potential, resulting in outstanding VCE results. The institution consistently ranks in the top percentile in the state for both Study Scores and ATAR. Mac. Rob was one of Victoria's government schools with the highest overall performance in 2021.

    Students in their final year of high school earned a median ATAR of 94.8 in 2021, with 15 students achieving a perfect study score of 50 in a variety of courses. More than 80% of students received an ATAR of 90 or higher, and 15% received an ATAR of 99 or higher. We congratulate our DUX, who received a score of 99.95 out of 100.

    We can guarantee that our students will achieve excellent personal success at the VCE level, as well as the best possible start to their tertiary education or future pathway, because of the way we approach teaching and learning, as well as the wide range of subjects that we offer.

    Enrolment

    Mac. Rob is proud to be one of only four high schools in Victoria with a selective admissions policy, as well as Victoria's only school with a selective admissions policy for female students. Students in Years 9–12 who are intellectually gifted and achieve exceptionally well are encouraged to apply. We welcome students from all over Victoria who have successfully applied for and passed the Selective Entry Examination. Mac. Robertson Girls' High School is a selective entry government school with no zones; we accept students from all over the state. Because we are a government-funded public school, we do not charge an annual tuition fee.

    Before a student is eligible to enroll at Mac. Robertson Girls' High School, an entrance examination is administered in June of that year. This examination is required of all prospective students. For example, students planning to enroll in the school in 2022 must submit an application and take the admission exam in 2021.

    To avoid paying the International Student Fee when attending a Victorian government school, applicants must be either Australian or New Zealand citizens, or have a visa or an ImmiCard. Applicants can live and study in Victoria, elsewhere in Australia, or internationally.

    Each year, there are only a few openings in the tenth and eleventh grades. For these Year levels, the entrance exam, application, shortlist, and interview are all required steps in the enrollment process. The number of openings for enrolment in Years 10 and 11 is determined by the number of spots in the preceding year's class that aren't filled when those students graduate.

    Balwyn High School - Public High Schools Melbourne

    screenshot taken from balwynhs.vic.edu.au on July 22

     

    balwynhs.vic.edu.au

    9819 7913

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 2,200
    School Fees Low

    Link To School Fees Page:

    https://www.balwynhs.vic.edu.au/wp-content/uploads/2021/06/Parent-Payments-Arrangements-Year-7.pdf

    Every day, the goal of Balwyn High School is to provide each student with a truly holistic education, one that encourages personal development, self-sufficiency, and community service in addition to academic success.

    We are committed to both excellence and community, and one way we show this is by encouraging and assisting each and every staff member and student in reaching their full potential. We hold all members of our community to the highest standards possible, and we proudly recognize and celebrate achievement in all of its forms.

    Our well-known ethnic diversity not only helps us to remain powerful, but it also creates the most authentic educational environments for every member of our school's community to benefit from.

    We understand the significance of the trust placed in us to raise children who will develop a love of learning, continue their education after leaving our school, and go on to effectively make their way in the world and make an impact.

    Student Leadership

    The mission of the school is to develop leaders in a variety of fields, including community service, student mentoring, athletics, music, and the performing arts. Two of the primary goals of strongly encouraging students to participate in student leadership roles are to promote students' voices and to facilitate student engagement in decision-making processes. Everyone in the school community has an obligation to promote, foster, and encourage students to take on leadership, responsibility, and dedication to their schools. One out of every five students holds a leadership position. There is a diverse selection of leadership portfolios available at each grade level. A Director of Student Leadership and Voice, as well as a variety of liaison instructors, provide induction, training, and ongoing support to student leaders.

    Student Voice

    Balwyn High School encourages maximum student participation in its decision-making processes in order to foster a sense of civic responsibility and school pride in its students by establishing structures that allow student opinion to be voiced. This gives students a sense of control over their education. Student leaders are strongly encouraged to seek out the perspectives of other students as part of their responsibilities. We are able to maintain a great learning environment in which students feel optimistic, connected, and safe at school by providing avenues for all students' voices to be heard and by maintaining a positive learning environment.

    Leadership Positions

    There are numerous leadership portfolios available, including:

    Leaders in Year 12
    Captains of the Year
    Principal's Advisory Committee
    House Captains Tutorial Captains Student Representative Council
    Senior School Council for Music, Sport, Theatre, and the Arts
    Student Transition Assistance Program (STEP)
    Student Representatives
    Public Speaking Debate Interact Club
    Technology and Science
    Students from other countries
    Social Justice Committee, Environment Committee, Sound and Light Crew

    Vision and Values

    Academic achievement has long been a hallmark of the Balwyn High School community. One of the reasons for its stellar reputation is that it promotes both academic and personal growth in students as a foundation for future success.

    The school's leadership team and the School Council are both aware of the rapidly changing local and global environments, as well as the need for the school to prepare students for the coming information age.

    The Strategic Plan for 2018-2021, as well as the Annual Implementation Plans, detail the institution's long-term growth goals for the future.

    Balwyn High School's goal is to maintain its position as the educational practice leader and to set the standard for educational superiority.

    The following are the categories in which Balwyn High School's work is linked to the DET Framework for Improving Student Outcomes:

    Teaching and Learning Excellence
    Positive Learning Environment Professional Leadership Community Engagement
    These improvement strategies are designed to transform learning and raise achievement levels for all students.

    The learning community at Balwyn High School is committed to assisting young people in developing the skills, traits, knowledge, and personal qualities needed to function as resilient, autonomous, lifelong learners. We encourage the following competencies, characteristics, and personal qualities:

    A collection of values
    The ability to be adaptable and flexible as a result of knowing how to learn
    A commitment to lifelong learning and the ability to learn to learn
    The ability to think creatively and critically, as well as solve problems.
    The ability to work effectively as a team member and to take initiative
    Self-esteem, optimism, and a dedication to excellence
    Compassion and tolerance characterize an international perspective.
    An active concern for others and the environment, demonstrating an understanding of their responsibilities as 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.

    Box Hill High School - Public High Schools Melbourne

    screenshot taken from boxhillhs.vic.edu.au on July 22

     

    boxhillhs.vic.edu.au

    03 9877 1178

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,317
    School Fees Low

    Link To School Fees Page:

    https://www.boxhillhs.vic.edu.au/page/519/Fees-&-Charges

    Welcome to the Box Hill High School website.

    Box Hill High School was founded in 1930, and since then, it has maintained a strong commitment to each individual student's emotional and social growth, in addition to its long-standing tradition of academic distinction. We put students at the center of our thriving and supportive learning community, and our excellent results are a direct result of our students' positive attitudes, parental and community support, and our commitment to providing high-quality instruction and learning opportunities. Box Hill High School employees are experts in their fields who are also passionate, creative, and dedicated to their jobs. As a result, they can inspire, engage, and motivate students in and out of the classroom.

    As you browse our website, you will see images of students from all grade levels participating in activities that bring them joy, 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 important in creating an encouraging environment that serves as the foundation for our culture of high standards and excellence.

    Student leadership is highly valued at Box Hill High School and has a significant impact on the development of many of our activities. To help our students succeed in the twenty-first century, we encourage them to think critically and creatively, communicate clearly and confidently, and cultivate the optimistic mindset that is required for such success. Our graduates are self-motivated learners who continue to educate themselves throughout their lives, as well as ethical and responsible global citizens who are resilient and optimistic about the future.

    Box Hill High School's slogan is Ad Altiora Certamus, which translates to "we strive for higher things," giving the impression that the school's future is bright. Our institution is constantly evolving, preserving the illustrious traditions of the past while also welcoming the difficult challenges of the future.

    OUR VISION AND VALUES

    School Vision

    Box Hill High School fosters resiliency, a desire for lifelong learning, and a commitment to making a positive difference in the world in a variety of ways.

    Our mission is to ensure an inclusive, safe community where students and staff are respectful to one another; to collaborate to set and achieve challenging learning goals; to create an environment where everyone can thrive; 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; and to develop an environment where everyone can flourish.

    School Values

    Respect: When we interact with others and consider their points of view, we are demonstrating respect for the other members of our school community. We value and promote diversity, and we strive to create a positive and safe environment in order to foster a sense of belonging.

    Creativity: We value inventiveness in all of its forms and encourage our students to push the boundaries of what is possible for themselves and the larger world. We foster creativity and a sense of wonder in our students by encouraging them to come up with innovative ideas and methods.

    Resilience: Our goal is to develop resilient people who can succeed in a variety of situations and rise to the occasion when faced with adversity. We assist people in developing the courage to face challenges and in understanding the relationship between mistakes and learning. We promote constructive education as a means of developing skills that will contribute to a strong mind and a healthy body.

    Growth: We believe that every student has the ability to learn and grow. We adopt a growth mindset in order to become self-sufficient and adaptable learners, and we approach the world in this manner. Growth is possible through engaged engagement as well as the development of self-regulation abilities. We are constantly striving to improve.

    ENROLMENT

    In terms of student enrollment at Box Hill High School, the policies and laws of the relevant government departments have been followed.

    At Box Hill High School, the number of students who want to enroll frequently outnumbers the number of available spots. The regional director for the Department of Education and Training (DET) has established a school zone for the institution, though the boundaries are not set in stone and may change from year to year. 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 source for information on 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 government-run secondary schools.

    The primary school will send the necessary papers to the homes of current Grade 6 students at the start of Term 2 in preparation for their transition to Year 7. The Year 7 Placement forms are distributed by the Department of Education and Training and must be returned to the pupils' primary schools by the due date.

    The primary school Transition Coordinator is responsible for assisting parents with the enrolment application process. The primary school will contact parents regarding the status of their child's application in early August. In the coming weeks, we will contact you if Box Hill High School extends an offer of enrollment to your child. Documents pertaining to your current living situation will be required at this stage.

    Year 8-12 Students

    Students interested in enrolling in Years 8-12 must complete an Enrolment Enquiry form and email it to the Enrolment Officer. They should also include the documentation required to demonstrate a permanent residential address, as well as a photocopy of the student's most recent school report. If you have any questions about the enrolment process for years 8-12, please contact our Enrollment Officer.

    Victorian College of the Arts Secondary School - Public High Schools Melbourne

    screenshot taken from vcass.vic.edu.au on July 22

     

    vcass.vic.edu.au

    03 8644 8645

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 404
    School Fees Low

    Link To School Fees Page:

    Welcome to the Victorian College of the Arts Secondary School

    Our offerings in dance, music, visual arts, and theater are regarded as among the best in the world. Students in secondary school have the opportunity to focus on music, dance, visual art, and theater without jeopardizing their academic success, thanks to the institution's unique structure and culture. We have a diverse group of faculty members who are enthusiastic about arts education, as well as students who are dedicated to their work.

    As you browse our website, the exceptional qualities of our educational institution will become clear to you. What is more difficult to transmit is the distinct culture that exists within our artistic community, as well as the joy that we experience on a daily basis. This is a more difficult concept to convey. Each person is a valued member of the VCA Secondary School family, which includes students, parents, and teachers. Our students are a close-knit group of young people who support and encourage one another. Our Instagram account, @VCASecondarySchool, was created to be a reflection of our daily lives.

    Talented young dancers and musicians can combine their specialized training requirements with a high-quality education at our school beginning in the seventh grade and continuing through the twelfth year. Students in their 11th and 12th grades can also participate in our Visual Arts and Theatre Arts programs. Furthermore, we are the academic provider for exceptionally talented young people who attend the Australian Ballet School and Gymnastics Victoria.

    We have been placed among the best schools in the state as a result of our performance in the Victorian Certificate of Education (Unit 3 and 4), putting us on par with the most prestigious educational institutions in the country. We have been in the top ten government schools for the last decade.

    We have extremely high standards for the level of dedication that our students demonstrate, not only in the subject matter of their concentration, but also in their academic work. We expect our students to strive for excellence in all aspects of the curriculum, including academics and specialized subjects, student leadership, and connections to the local community, because we provide a comprehensive education.

    We would like to thank the Victorian Government, specifically the Department of Education and Training, for providing this exceptional educational opportunity to the bright young people who are accepted into our programs. Students who enroll in the Dance and Music class are eligible for an exceptional scholarship that covers the cost of the Dance and Music class.

    Our graduates are able to secure placements and compete successfully at the highest levels in Australia and around the world. Look through the examples of achievement in our Hall of Fame.

    Prospective students are cordially invited to experience everything our school has to offer by attending a performance or concert, participating in an open session, or taking a tour.

    We are delighted to welcome you to the Secondary School of the Victorian College of the Arts.

    MISSION

    To provide children with exceptional potential with access to world-class specialist training as part of a broad and balanced education, regardless of the children's personal circumstances, with the goal of enabling these children to pursue financially viable careers in music, dance, theater arts, and visual arts if they so choose.

    VISION

    The Victorian College of the Arts Secondary School aspires to be one of the finest schools in the world for young dancers, musicians, and visual artists who are talented in their respective fields by offering new, creative, and exceptional programs.

    Our students will have exceeded their own expectations in terms of resilience, self-confidence, creativity, passion, and compassion. They will make significant contributions not only to Australia's artistic and cultural life, but also to the artistic 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 Victorian College of the Arts Secondary School Council adheres to the School Accountability and Improvement Framework as part of their oversight of the school's governance. This is done in collaboration with the principal of the school. This includes risk management, supervising the development of a School Strategic Plan and an Annual Implementation Plan, evaluating and reporting on progress, and performing specialized evaluations as needed. Members of the Council may be staff members, parents, or others who have been co-opted for their unique perspectives and skills, according to the Council's Standing Orders. More than one-third of the elected members must be parents. This requirement emphasizes the importance of parental involvement and perspectives in determining the overall direction of the school. School council elections are held once a year in either February or March, and ballots are only counted if more people nominate themselves for candidacy than there are open seats.

    Suzanne Cory High School - Public High Schools Melbourne

    screenshot taken from suzannecoryhs.vic.edu.au on July 22

     

    suzannecoryhs.vic.edu.au

    03 8734 2803

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 910
    School Fees Low

    Link To School Fees Page:

    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.

    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 since its inception in 2011. The school has 900 students enrolled from Years 9 to 12, with students coming from 84 different schools of origin. There is an equal representation of students from public and private schools.

    The primary goal of the school's academic program is to provide intellectually and creatively gifted children with a demanding and rigorous academic curriculum, as well as a comprehensive extracurricular program designed to enhance the students' learning.

    Research on children who had high levels of achievement and were recognized internationally as having best practices served as the foundation for the school's entire curriculum as well as the teaching and learning style used there.

    Suzanne Cory High School is a new way to learn.

    Students in Years 9 to 12 who are exceptionally gifted have the opportunity to participate in a rigorous educational program personally designed by Suzanne Cory. This program yields outstanding results and opens doors to university study.

    The school's curriculum, which is designed to be tough and rigorous, targets students who are intellectually and creatively gifted. This is accomplished by delivering the curriculum in tandem with a robust extracurricular program designed to extend their learning.

    The entire curriculum of the school, as well as the teaching and learning methodology used within the institution, is based on research that has been recognized internationally as the best practice for achieving high levels of student learning achievement. In contrast to a SEAL Academy, accredited, or independently "streamed" accelerated learning program, Suzanne Cory's curriculum is presented to all students and is supported by the Victorian Department of Education and Training.

    Suzanne Cory High School students can recycle their old textbooks, uniforms, and other school supplies at the Sustainable School Shop. This is part of the school's broader commitment to environmentally friendly and sustainable practices, which also includes a comprehensive recycling and waste reduction program.

    STRATEGIC PLAN & ANNUAL REPORT

    Suzanne Cory High School's annual report and strategic plan provide a clear direction for our school's student government to follow. We would like to extend an invitation to all current school parents as well as those who are thinking about enrolling their children.

    Curriculum

    Year 9

    The Year 9 curriculum is regarded as the foundation of learning at Suzanne Cory High School. It combines fundamental study skills with transitional programs designed to acclimate students to the rigors and interesting learning methods of the school. Participation in school camps, House activities, and the extensive co-curricular program all help students develop important social and interpersonal skills.

    Year 10

    Middle school is an important time for students because they are exposed to a wide range of subjects and continue to develop their fundamental study habits. Students at Suzanne Cory have the opportunity to broaden their academic and creative horizons, as well as to build not only their knowledge and skill foundation through a variety of electives, but also to develop an interest and passion for learning that will last a lifetime.

    VCE

    The Victorian Certificate of Education, or VCE, is an award given to students who can demonstrate that they have completed their secondary education successfully. The Victorian Certificate of Education (VCE) is studied in Years 11 and 12, but there are opportunities for students who excel in advancing their studies during their junior years. Students who hold positions of student leadership and responsibility can contribute more to the school's academic and extracurricular activities.

    International Baccalaureate Diploma (IB)

    The Worldwide Baccalaureate (IB) is widely regarded as the preeminent international education organization, dedicated to the development of young people who are curious, knowledgeable, self-assured, and compassionate. The IB Diploma Programme will be available to Suzanne Cory High School students in 2023. The International Baccalaureate (IB) programs provide high school and middle school students with the tools they need to take responsibility for their own education and develop skills that will help them survive in an ever-changing world.

    University High School - Public High Schools Melbourne

    screenshot taken from unihigh.vic.edu.au on July 22

     

    unihigh.vic.edu.au

    03 9347 2023

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,544
    School Fees Low

    Link To School Fees Page:

    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 providing exceptional educational opportunities to its diverse local community. This custom is still practiced today. Our teachers, staff, and administration are only as good as the children and families we serve.

    Students who enroll at University High are welcomed into an exceptional learning environment that values their emotional, social, and academic development equally. Teachers who are innovative, passionate, and dedicated, as well as experts in their fields, guide this environment.

    Our children place a high value on studying and working hard, which, combined with our families' unwavering support and the strong community partnerships we have, enables us to achieve exceptional academic results. Students at University High School are actively engaged and inspired both inside and outside of the classroom, demonstrating that this school truly values learning above all else.

    University High School students have an active understanding of the global world in all of its facets, including the political, social, economic, and environmental. Our activities and curriculum teach students to think critically and to become active members of their communities as young citizens.

    The use of sub-schools is a long-standing and beloved tradition at our school. Each specialized school is named after a notable graduate who exemplifies the institution's core ideals of "passion, excellence, respect, and integrity" and has contributed to the school's commitment to diversity. Our former students continue to inspire us, and hearing about their experiences deepens our sense of belonging to a community.

    University High School students are encouraged to recognize and celebrate their unique qualities in order to discover who they are, what they are passionate about, and how they can make a positive impact on the world. I am looking forward to meeting you when you visit our school.

    School policies

    The University High School has a distinguished history and a prominent position in the public eye. It is expected that the School's students, both in their outward appearance and in how they conduct themselves, reflect these qualities.

    In addition to being a high school, the University High School values diversity and encourages the expression of personal identity. It is fitting that these aspects of the School's ethos be expressed not only in attitudes but also in external and visible evidence.

    Our long-term vision for the school is reflected in its policies, which serve as a strategic link between that goal and the school's day-to-day operations. It is critical that everyone associated with our school understands the tasks and responsibilities that we all share. Because the Elizabeth Blackburn School of Sciences is an extension of The University High School, students enrolled there are subject to a number of policies that are directly related to that school.

    Management of Anaphylaxis
    Code of Ethics
    Homework
    Sun Wise Discipline
    Opportunity for All
    ICT Usage Acceptable
    Sexual and racial harassment
    Curriculum for Years 7, 8, and 9

    Every subject covered in Years 7 through 9 has been developed in accordance with the Victorian Curriculum. More information can be found at the following website: www.vcaa.vic.edu.au.

    Year 10 course information

    Our Year 10 program is made up of several components:

    Year 10 subjects have access to VCE units 1 and 2.
    VET subjects are available.

    Students have access to all aspects of the curriculum in order to develop their own personal interests within the context of a comprehensive education and to understand the responsibilities that come with having a choice.

    Students are encouraged to:

    Choose a program that is appropriate for their interests, academic abilities, and future career.
    Rather than relying on a single person for advice, consult with parents, relatives, Work Education coordinators, Sub-School Heads, Domain Coordinators, and teachers.
    Check that you meet the subject selection criteria.

    The readiness of each student to take on a subject for the Victorian Certificate of Education (VCE) will be assessed. Acceptance into the program is contingent on a variety of criteria, including academic performance and attendance history, organizational skills, capacity for meeting deadlines, level of readiness, and ability to operate without supervision.

    Furthermore, there are times when it is necessary to request that a student change their initial VCE subject selection. This could be because the classes are already full (Students in Year 11 are given priority over Students in Year 10), there aren't enough students interested in a particular subject to form a viable class, or there are other scheduling issues.

    Highvale Secondary College - Public High Schools Melbourne

    screenshot taken from highvalesc.vic.edu.au on July 22

     

    highvalesc.vic.edu.au

    9803 5143

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,100
    School Fees Low

    Link To School Fees Page:

    Welcome to Highvale SECONDARY COLLEGE

    Our school is a coeducational government school with approximately 1100 students. It is situated in a quiet neighborhood in a lush eastern suburb of Melbourne.

    Engagement, constructive connections, leadership, and community are just a few of the topics covered at Highvale Secondary College.

    The Department of Education and Training's CRICOS registration allows Highvale Secondary College to obtain accreditation (CRICOS provider name: Department of Education and Training, and code:00861K). If you require any additional information, please visit www.study.vic.gov.au.

    The History of Highvale Secondary College

    We are delighted to welcome you to Highvale Secondary College. Highvale is a government school that serves both genders and is located in the lush eastern metropolitan district of Melbourne. There are approximately 1100 students enrolled.

    The Highvale experience is centered on the concepts of Engagement, Positive Relationships, Leadership, and Community.

    This website depicts various aspects of our educational institution in some detail. Observing a school in action is, however, the most reliable way to form an opinion about it. I encourage you to make an appointment, and I will gladly show you around once you arrive.

    FACILITIES

    Highvale Secondary College, located among award-winning gardens, provides a beautiful setting for students to learn about sports and relaxation.

    We offer a gymnasium, tennis courts, a performing arts complex, science laboratories, multimedia and visual arts studios, a senior study center, and a specialist technology center, among other things. When it comes to providing high-quality resources for our classes, having over 250 up-to-date computers, an excellent intranet, and a rigorously filtered internet all play an increasingly important role.

    Highvale Secondary College students have easy access to public transportation because the college maintains a fleet of buses that drop them off right on campus.

    UNIFORM

    Highvale is a school that requires students to wear uniforms, and those students proudly wear their uniforms. In addition to a sports uniform, there are a variety of alternatives available for both the winter and summer seasons. To make things easier for parents, the school has a uniform shop on-site.

    The store is open from 8:00 a.m. to 4:00 p.m. on Mondays and from 8:00 a.m. to 1:30 p.m. on Wednesdays (but only by appointment). In addition, extra hours are available in December, January, and February. Please remember to bring your own bag for the items you intend to purchase.

    BOOK HIRE

    The Highvale Secondary College Book Hire Program is a one-of-a-kind aspect of the institution established by the Council to alleviate the financial burden associated with textbook purchases. The $220 that each parent or legal guardian is required to contribute each year covers the cost of renting textbooks for the entire school year.

    Students' regular teachers give them copies of these books to read during the first few lessons of class. Students are required to return these books at the end of the school year.

    In most other schools, parents are responsible for purchasing textbooks for their children from a variety of different book vendors. Students enrolled in the VCE program typically pay in the vicinity of $500 or more for this.

    Curriculum

    Our educational institution follows a meticulously developed method that allows us to assist each student in realizing their full potential and laying the groundwork for their future achievements. Get in touch with us today to learn more about how we can assist your children's development.

    JUNIOR SCHOOL

    Highvale Secondary College in Melbourne, Victoria, Australia's state of Victoria, is divided into two halves: Middle Years 7 to 9 and Senior Years 10 to 12. Because the first year of Middle School is meticulously organized, our children are able to build self-confidence and adapt quickly to the rigors of secondary school.

    Students build on this strong foundation by participating in a well-rounded curriculum comprised of modules selected from our vertical elective system. Literacy and numeracy are highly valued in this institution. Our student body actively fosters and supports knowledge, abilities, and study habits that will serve as a solid foundation for our students' continued academic careers.

    SENIOR SCHOOL

    In order to fulfill this promise, our College is deeply committed to excelling in the Victorian Certificate of Education (VCE) program. Senior students can take advantage of the Senior Study Centre, which provides a young adult atmosphere as well as computer and recreation facilities. Every student receives study skills workshops, seminars, and residential camps to help them master the art of learning.

    Students can develop the necessary skills and self-confidence for success by implementing these and other creative support programs. Many students start studying for the Victorian Certificate of Education (VCE) in the 10th grade, which increases their tertiary entrance score and allows them to take university enhancement courses in the 12th year.

    COURSE INFORMATION BOOKLET VCE

    Highvale Secondary College in Melbourne, Victoria, provides a diverse range of subjects that lead to the Victorian Certificate of Education. These subjects are intended to meet the needs, interests, and abilities of a wide range of students.

    Because of the College's close relationship with Monash University, students can participate in Enhancement Programs that involve studying a first-year university course while still in their senior year.

    Because of the College's small size, students can receive individualized attention from a group of knowledgeable faculty and staff members who are committed to assisting them in achieving successful academic outcomes. The College has a well-equipped VCE study center and an after-school tutoring program that has been in place for quite some time.

    Brentwood Secondary College - Public High Schools Melbourne

    screenshot taken from brentwood.vic.edu.au on July 22

     

    brentwood.vic.edu.au

    03 8545 0303

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,700
    School Fees Low

    Link To School Fees Page:

    About Our College

    Brentwood Secondary College is a single campus school for students in grades 7 through 12 that is open to both genders. It is located within the City of Monash in the suburb of Glen Waverley in eastern Melbourne. The College has a long and illustrious history of providing educational opportunities to students from the surrounding region and beyond; in 2019, it will celebrate its 50th anniversary. The institution, which first opened its doors in 1969, currently has 1625 students enrolled in Years 7-12. The Department of Education has set the maximum number of students that can be enrolled at the school at 1625 due to the overwhelming demand for enrolment.

    The school was originally designed to revolve around its two primary courtyards; however, as the institution has grown, so have the facilities. These are as follows:

    The School Council funded the construction of a Senior Learning Centre in 2002.
    The Maths and Science block was rebuilt in 2006, and the School Council funded the construction of a large gymnasium complex next to the school hall.
    The Thinking, Learning, and Creativity Center was built in 2007.
    The Science Courtyard was expanded with new Science buildings in 2014.
    The school received $4.6 million in 2019 for a new VCE/Senior Learning Centre, which will be finished in 2021/22.

    All of the school's buildings, gardens, and grounds are kept in excellent condition, instilling pride in the student, teacher, and staff community.

    Brentwood students attend one of the area's more than forty primary schools, both government and non-government run, with the three largest schools within walking distance. Students who live outside of the Glen Waverley/Wheelers Hill area usually take the bus to Brentwood Primary School. Almost 60% of Brentwood students live in the Glen Waverley/Wheelers Hill neighborhood. There are numerous commercial bus companies that run regular routes to and from the College.

    The density of Student Family Occupation and Education (SFOE) was calculated to be 0.2502, putting it in the low band. The higher the SFO percentile, the lower the SFOE density; conversely, the lower the SFO percentile, the higher the SFOE density. As a result, a higher SFO percentile indicates that students come from better-off families. Brentwood's SFOE percentile ranks between the 75th and 95th percentiles when compared to the performance of students at other government schools.

    When they leave Brentwood, the vast majority of year 12 students continue their education at universities or TAFE colleges in Victoria. Approximately 20% of students continue their education at TAFE colleges or other training providers, while approximately 75% continue their studies at universities, the most popular of which is Monash University. After graduating from Brentwood, all students should have the opportunity to further their education, training, or employment.

    Vision & Values

    Brentwood Secondary College is a vibrant learning community where every student is supported and encouraged to succeed and strive for greatness in whatever they choose to study. A learning community is defined as a community in which everyone is constantly striving to improve themselves and where learning occurs both individually and collectively. Our educational philosophy is built on the idea that all students learn best when they are happy, healthy, and resilient.

    Our goal is to provide every student with as many opportunities as possible so that they can reach their full potential. Every Brentwood student will have the opportunity to improve their skills and abilities, cultivate a passion, and boost their self-confidence about their future prospects. A highly qualified teaching and education support staff will assist each student 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 ensure that every student in Brentwood has the opportunity to develop into a successful learner, a confident and creative individual, and an active and informed citizen. To ensure that our children grow into well-rounded individuals who are prepared for the future, we do everything in our power to ensure that they receive their education in a cohesive community.

    Values for Learning

    Creativity

    We show creativity in our learning by:

    Using imagery, analogy, and metaphor to find links and make connections, we can balance satisfaction and skepticism towards our own ideas.
    Curiosity

    Curiosity is demonstrated in our learning by:

    being open-minded and asking probing questions in search of new interests and perspectives
    Discipline

    We demonstrate learning discipline by:

    Thinking critically and methodically while working independently and collaboratively with others
    Reflection

    We demonstrate our ability to reflect by:

    Consider and articulate how we learn, identifying our own strengths, weaknesses, and areas for growth.
    Resilience

    In our learning, we demonstrate resilience by:

    dealing effectively with uncertainty and complexity
    working hard, persevering, and recovering from failure
    Compassionate Community Values

    Compassion is demonstrated by:

    being kind to one another and concerned about the well-being of others
    Empathy

    Empathy is demonstrated by:

    acknowledging that we are all unique and appreciating the thoughts and feelings of others
    Integrity

    We demonstrate our honesty by:

    being truthful, fair, and trustworthy in what we say and do Respect

    We show our appreciation by:

    caring for ourselves, others, and our environment being courteous and respecting the dignity of others
    Responsibility

    We demonstrate accountability by:

    Being personally accountable and making the most of our opportunities to contribute to a safe, caring, and sustainable environment

    Enrolment

    Transition from Year 6 to Year 7

    The transition from elementary to secondary school will be another significant turning point in your child's life. There will be significant changes in their development, education, and life at this time.

    Brentwood enrollment

    Students have been assigned to Brentwood Secondary College in accordance with the guidelines established by the Department of Education and Early Childhood Development.

    Students from other countries

    Brentwood College's International Students Program welcomes students from a wide range of countries around the world. The current program houses approximately fifty international students ranging in age from seventh to twelfth grade and paying full tuition. These students are integrated into the school's overall curriculum.

    East Doncaster Secondary College - Public High Schools Melbourne

    screenshot taken from eastdonsc.vic.edu.au on July 22

     

    eastdonsc.vic.edu.au

    +61 3 9842 2245

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,602
    School Fees Low

    Link To School Fees Page:

    About Us

    East Doncaster Secondary College is a secondary school in Melbourne's eastern suburbs that was founded in 1974. In the year 2020, the College will have 1618 students enrolled, including 98 international students. We employ 167 people, including four principal classes, 122 teachers, and 41 education support personnel. Our staff consists of 137 people who work full-time.

    We are proud to be multicultural, with over 40 different nationalities represented, and our international student program is very successful. Fourty-one percent of our students are enrolled in English for Speakers of Other Languages (EAL) classes. Literacy has received a lot of attention recently because more than 70% of our students come from families where English is not their first language.

    Our institution has a long history of exceeding academic expectations, and one of our primary missions is to foster and sustain a culture of reflective learning. While enrolled in our classes, we hope that children will feel a sense of accomplishment and progress in their academic, social, and emotional development. We are making it a priority to incorporate the concept of teaching the "whole child" as well as reflective practice into all aspects of school life.

    The data we have on our students' academic success is quite strong across a wide range of data sets and year levels. Our VCE results have been consistently high, and NAPLAN data indicates that our students are among the best in both Literacy and Numeracy. Both of these aspects are critical to our school.

    As a pathway option, students in the Senior School can participate in a school-based apprenticeship VCAL program. Furthermore, students have access to a diverse range of VET study options, which is done to increase the chances of success for all students. More than 90% of our students continue their education by enrolling in one of our highly regarded VCE programs.

    In 2019, our school was designated as a "host school," and we were tasked with coordinating the Eastern Metropolitan Headstart cluster. Through the use of apprenticeships and traineeships, we will be able to significantly broaden the VCAL and VCE options available to our students.

    Maintaining a standardised instructional model, implementing high-impact teaching strategies and pedagogical practices, and utilizing high-quality feedback systems remain the primary focus of our attention in terms of the teaching and learning processes. This is accomplished by emphasizing collaboration among teaching teams, with the goal of ensuring a focus on the advancement of learning for each and every student.

    We like to use the phrase "Creating a Culture of Curiosity" as our catchphrase as learners.

    Our beliefs serve as a guidepost for our actions and faculty responses to any behavioral issues that may arise. Our goal is for our students to take on more responsibility in the classroom and to participate in the process of determining how the curriculum will be presented. Training and mentoring are two of the primary ways we work to develop students' leadership potential. Student participation in the Student Representative Council, senior and middle school leadership teams, captaincy of home groups, houses, and international students, as well as sporting teams, debating, music, drama, peer support, and technical support, has increased as a result of our efforts.

    To improve the quality of life of our students and all stakeholders in our educational community, we have developed a Positive Education agenda called "Positive Futures." This was done in response to the needs expressed by our children. We are still pleased that our college has been designated as a "lead school" in the statewide "Respectful Relationships" program, demonstrating that the college values social and cultural diversity as well as inclusiveness.

    Because of the breadth and depth of our extracurricular activities, we have been able to provide our children with varying levels of support and connection. Music, performing arts, academic competitions, and debate events cater to a wide range of student interests and provide a diverse range of educational opportunities. Our College camps and other outdoor education activities offer a variety of learning opportunities and experiences to students from East Doncaster of all year levels.

    Internationalization of education remains a top priority in many schools. We hope that our sister school relationships with Suzhou Caoqiao Middle School in Suzhou, China and Istituto Istruzione Superiore Biagio Pascal in Novara, Italy will allow our students to broaden their understanding of the world and improve their ability to communicate with people from other cultures. As part of these programs, a student and a teacher will swap places every two years. In addition, students can participate in field trips to places like NASA and the World Challenge initiatives. We will continue to provide opportunities for our students to learn about the world outside of the college and to form meaningful connections with the people who live there.

    College Purpose & Philosophy

    College Purpose & Philosophy

    We have a long history of academic distinction at East Doncaster Secondary College, and one of our primary missions is to foster and maintain an environment that values reflective learning. We hope that children will feel a sense of accomplishment and progress in all areas of their development, including academic, personal, social, and emotional development. Our students are held to extremely high standards in terms of their commitment to mutual support and their pursuit of success as learners. We are proud to be a multicultural community, with students from 43 different countries and a sizable number of international students. At home, 68% of our school's students communicate in English with one another.

    A student's life at school is rich and varied, with a variety of extracurricular activities in music, sport, productions, debating, clubs, as well as camps and international experiences for students' educational and personal development. These opportunities are intended to help students develop academically as well as personally. Students at our school are shining examples of vitality, energy, and talent. There are numerous opportunities for students to assume leadership roles, and one of our objectives is to continue to expand students' access to decision-making and self-determination as learners.

    We strive to create a "Culture of Curiosity" with the ultimate goal of increasing academic achievement for each and every student during every class hour and day.

    Care and compassion, curiosity, excellence, fairness, resilience, respect, and teamwork are the essential principles that define our school's ethos as we face the challenges of 21st Century learning. Curiosity, Care and Compassion, Excellence, Fairness, Resilience, Respect, and Teamwork

    We strive to maintain a learning environment that instills a sense of accomplishment in each student and encourages them to reach their full potential in all aspects of their personal, intellectual, social, and emotional development.

    Our Vision for the Future

    It is our intention to incorporate the concepts of reflective practice and teaching the "whole child" into every aspect of school life so that this philosophy pervades every classroom for every student during every period of every day. To that end, as we work towards this goal, we intend to be explicit in our use of aspirational language.

    If we are to have the capacity inside each classroom to adopt methods that allow each student, regardless of background, to access learning and maximize their development, we must commit to being a highly collaborative and improvement-focused teaching force. It requires each of us to accept responsibility for our students' growth as individuals as well as as a group, and it allows 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 transitional period in both pedagogical and pedagogical learning. At the same time, we are continuing to look into ways to increase the likelihood of widespread acceptance of the ever-changing challenges we face in our quest to become a truly excellent international educational community. The time has come to shift away from a curriculum that is heavy on information and toward one that is heavy on context and thought. The realization that the value of variety, creativity, innovation, enthusiasm, and social responsibility in education should be increased has provided the impetus for this change.

    Finally, there are specific courses of action and obstacles that we are willing to confront in order to maintain a school that is internationally recognized for its superiority.

    They can be summarized using the "Educating the Whole Child" model taught at East Doncaster Secondary College.

    Child Safety Standards

    East Doncaster Secondary College is committed to ensuring the health and safety of all children and young people entrusted to its care. This will be the primary consideration driving our care and decisions.

    At East Doncaster Secondary College, there is zero tolerance for child maltreatment.

    East Doncaster Secondary College is dedicated to providing a child-safe environment in which children and young people are safe and feel safe, and their voices are heard when decisions affecting their lives are made. The cultural safety of Aboriginal children and children from culturally and/or linguistically diverse families, as well as the safety of children with disabilities, will receive special attention from those in charge of overseeing the program.

    Every person involved in East Doncaster Secondary College is responsible for understanding the critical and specific role he or she plays individually and collectively to ensure that the wellbeing and safety of all children and young people are at the forefront of everything they do and every decision they make.

    During our planning, decision-making, and daily operations, every member of staff at East Doncaster Secondary College will perform the following tasks:

    Approach child safety in a preventative, proactive, and participatory manner.
    Children should be valued and empowered to participate in decisions that affect their lives.
    Encourage an open culture in which all people can safely disclose risks to children.
    Respect cultural and child-rearing practices diversity while prioritizing child safety;
    Provide written guidance on appropriate child behavior and conduct.
    Employ only the most qualified individuals to work with children, and provide high-quality staff, volunteer supervision, and professional development.
    Make sure children know who to talk to if they are worried or feel unsafe, and that they feel safe and encouraged to raise such concerns.
    Report suspected abuse, neglect, or mistreatment to the appropriate authorities as soon as possible.
    Share information with other organizations in an appropriate and legal manner when children's safety and well-being are jeopardized; and
    Families and caregivers should be valued and communicated with on a regular basis.

    Mount Waverley Secondary College - Public High Schools Melbourne

    screenshot taken from mwsc.vic.edu.au on July 22

     

    mwsc.vic.edu.au

    +61 (03) 9887 9293

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,833
    School Fees Low

    Link To School Fees Page:

    Welcome to Mount Waverley Secondary College, the school of choice in our local community.

    Our learning community, which now has an impressive track record of accomplishments, was founded in 1964. It has a strong reputation for providing an academic learning environment, which leads to a high percentage of our students being accepted into tertiary education institutions. As a result of this environment, our students have an excellent chance of academic success.

    Our Vision

    Mount Waverley Secondary College welcomes students from all backgrounds. We uphold ideals that encourage and support individual dignity and the development of healthy relationships. We are deeply committed to improving the school and the surrounding community, and we are active participants in the fight for social justice on the local, national, and international levels. We place a high value on developing positive relationships among our students, their parents or caregivers, and our faculty. As three of the most important aspects of student life, the college places a strong emphasis on "Community, Choice, and Engagement."

    We work hard to achieve our goal by creating a structured and supportive environment that includes, but is not limited to, the following.

    sets high standards
    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
    provides a wide range of curricular and co-curricular programs that rigorously prepare students for all post-school pathways through the use of agreed-upon high-quality practice teaching and learning strategies
    Our Principles
    I L Learning E Excellence L Integrity
    A Responsibility
    N Nurturing N Respect

    Students in grades 7 and 8 can study at our school's unique Junior Campus, while students in grades 9 through 12 attend classes at the Senior Campus. The institution has over 1800 students enrolled in its programs and is a well-established learning community that is recognized locally, nationally, and internationally for its efforts to improve the culture of teaching and learning. Our students have access to a comprehensive curriculum as well as extracurricular activities, all of which offer opportunities for growth and support. The three drivers of community, choice, and engagement underpin these opportunities.

    Our Mission

    It is to provide a high-quality education that is appropriate for the twenty-first century, cultivating each individual's ability to influence their own destiny and positively impact the community in which they live.

    Our History

    On February 4, 1964, Mount Waverley High Institution opened its doors on what is now the Senior Campus on Lechte Road. Mount Waverley High School was the previous name for the school.

    Mount Waverley High School was established in February 1964, at a time when suburban high schools were desperately needed to keep up with Victoria's rapid population growth. Our first Form 1 enrolment included 73 students, six members of the teaching staff, and one administrative staff member. These people were temporarily housed in three temporary classrooms on the grounds of Glen Waverley High School.

    The Housing Commission owns 15 acres of land on a hillside on Stephensons Road, between Lechte and Gordon Roads. In the year 1966, Mount Waverley High School was the first Victorian high school to use steel-framed, laminex-topped tables and upholstered seats. At Mount Waverley High School, this occurred. Enrollment increased to 694 students in 1967, with the addition of two new wings to the structure, which included a Physical Education center and Woodworks shops.

    Following that, the institution changed its name to Mount Waverley Secondary College in the early 1990s. Following that, it relocated to the site of Waverley North Primary School before it was closed, becoming the Junior Campus. Demolition and construction work to restore the Junior Campus in its current form began in October 2008. The Honorable Martin Dixon MP, Minister for Education, presented the Junior Campus with its official opening plaque on Tuesday, March 20, 2012.

    7-8 Junior Campus

    When compared to other Melbourne government schools, our Junior School's approach is completely unique. We recognize our students' age-appropriate needs by establishing a separate campus for those in seventh and eighth grade at our school.

    9-12 Senior Campus

    The Senior Campus is dedicated to meeting the specific needs of senior students by providing programs and facilities tailored to their needs.

    Brighton Secondary College - Public High Schools Melbourne

    screenshot taken from brightonsc.vic.edu.au on July 22

     

    brightonsc.vic.edu.au

    +61 3 9592 7483

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,244
    School Fees Low

    Link To School Fees Page:

    ABOUT BRIGHTON SECONDARY COLLEGE

    We are a public, coeducational secondary school founded in 1955. Our school currently has over 1200 students enrolled, ranging in age from 7th to 12th year, and we are proud of our long history of serving the Bayside community.

    We are committed to providing young people with educational options that are comprehensive, thorough, and diverse. This is evident in the wide range of academic and artistic courses available to our students. Our facilities are first-rate, with a sports stadium, a hockey/tennis field, a library with a large book collection, a drama center, a performing arts center, a professions room, a media center, and several other rooms. Another one of our many impressive facilities is the da Vinci Center, which houses cutting-edge facilities in science, art, and technology.

    High-achieving students can enroll in the college's Select Entry Accelerated Learning (SEAL) Program, which is a recognized provider of the program. This, in conjunction with our three Strand SEAL programs (English, Literature, and Humanities Enhanced Study -ELHES, Innovation & Enterprise -I & E, and Science, Technology, Engineering, and Mathematics -STEM), means that we have comprehensive programs to ensure that students with exceptional abilities can realize their full potential. Our overall Victorian Certificate of Education results, as well as the tertiary entrance offers we receive, are consistently significantly higher than the state average. Our College Dux's ATAR for the year 2020 was 99.4.

    Our extensive extracurricular program provides students with numerous opportunities to participate outside of the classroom. This includes activities such as the annual musical performance and House Chorals Festival, inter-school Debating, a variety of sporting contests, community engagement initiatives, the World Challenge program, and foreign excursions to our Japanese sister school and language immersion tours of France.

    As Principal of this College, it is my responsibility to ensure that students are able to complete the following three tasks successfully:

    Give it your all in everything you do.
    Take advantage of every program and opportunity that is available.
    Respect each and every member of our BSC family.

    VISION & VALUES

    VISION

    Brighton Secondary College is a safe environment where everyone has the opportunity to grow and achieve personal excellence through collaborative efforts based on respect, empathy, and honesty.

    MISSION

    Our mission at Brighton Secondary College is to foster the development of global citizens who are prepared for the future.

    Our mission is to prepare young people to succeed and make a positive contribution to the world after they graduate from high school. To accomplish this, we prioritize the development of citizens who are responsible, empathic, flexible, lifelong learners, and critical thinkers.

    VALUES LIVED:

    RESPECT

    We treat others as we would like to be treated; we take pride in ourselves and our surroundings; and we accept and celebrate difference and diversity.

    EXCELLENCE

    We strive for personal excellence in all endeavors.
    We take pride in what we do and make the most of every opportunity that comes our way.

    CURIOSITY

    We make every effort to comprehend
    We promote exploration-based learning.
    We ask questions and look for answers.

    INTEGRITY

    We take responsibility for our actions and welcome constructive criticism. We follow through on our intentions.
    We are truthful and open.

    TEAMWORK

    We share knowledge and leverage our collective power.
    We work together with others to achieve common goals.
    We believe that everyone has an obligation to contribute.

    EMPATHY

    We are aware of the needs of others.
    We make every effort to understand the needs of everyone in our school community.
    We listen in order to comprehend.

    Auburn High School - Public High Schools Melbourne

    screenshot taken from auburnhs.vic.edu.au on July 22

     

    auburnhs.vic.edu.au

    03 9822 3248

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 481
    School Fees Low

    Link To School Fees Page:

    About Auburn High School

    Auburn High School is a public secondary school that accepts students of both genders and places a high value on academic achievement. Our goal is to become the secondary school of choice for students, where high-quality instruction keeps students interested and motivates them to achieve their life goals. Auburn High School's facilities are among the best in the area, and the school's academic offerings are both challenging and forward-thinking. We are committed to providing a rigorous educational experience for all of our students while also encouraging a desire for personal achievement, connection to the outside world, and a love of learning. Auburn High School was designated an Influence School by the Department of Education and Training in 2018 and 2019, based on the school's positive impact on student learning, growth, and achievement.

    The institution offers a challenging academic program for all students in grades 7 through 12, with a special emphasis on science, technology, engineering, and mathematics for students in grades 10 through 12. 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 are among the exceptional facilities. A lecture theatre, a drama studio, two indoor gymnasiums, an Art and Design Centre, and specialist laboratories are also available.

    Our student body includes both domestic and international students from China, Vietnam, Cambodia, the United States of America, Mexico, Malaysia, France, Korea, Germany, and India. Our community is culturally diverse.

    Our dedicated teaching staff is dedicated to ensuring that our vision is realized. We have created programs that are not only cutting-edge but also interesting and challenging in order for each student to reach their full academic potential. Our method heavily incorporates the use of various technological tools, and we provide netbooks to each and every student to help them learn.

    Philosophy

    Our Goals

    Our goal is to create a high-achieving school in which each of our students feels challenged and engaged by the high-quality teaching and learning they receive, as well as opportunities to participate in activities that allow them to develop the competencies required to be successful global citizens.

    Every student at Auburn High School is encouraged to be a curious and interested learner, as well as to collaborate with their classmates and teachers. Our educational environment is modern and well-organized, and we place a high value on the development of cordial and considerate interactions among our students. Our school's DARE values—diversity, aspiration, respect, and excellence—serve as the foundation for everything we do and contribute to the establishment of our school's encouraging and inclusive environment.

    Our Objectives

    Our goal is to raise young people who will:

    Graduate from Auburn High School with the Victorian Certificate of Education, having met their full academic potential.
    Have an enthusiasm for learning and are motivated toward personal excellence and personal bests,
    Are innovative in their thinking and work,
    They have a broad worldview, recognize that they are global citizens, and are committed to community spirit on a local level. They value high expectations, achievement, and respectful relationships.

    Develop confidence and independence

    All students in grades 7 through 12 have access to wellness services to help them achieve academic and personal development goals. At Auburn High School, a strong emphasis is placed on taking a collaborative approach that involves not only the young person but also their family support system in order to improve and sustain positive change. This emphasis is on promoting student well-being, and the school places a high value on this approach.

    The team is available to help with a wide range of wellness-related topics, including good self-care, grief and loss, social concerns, and obtaining external referrals and services.

    Furthermore, the organization assists financially disadvantaged families in gaining access to government programs such as the Camps, Sports, and Excursion Fund (CSEF) and non-profit organizations such as States Schools Relief (SSR), which provide assistance in the form of financial aid for the purchase of school uniforms. Donations of textbooks and work attire are also greatly appreciated and will be distributed to needy families by the Wellbeing office. Donations to the Wellbeing Fund, which can be made by contacting the office, are tax deductible.

    Academic Excellence

    Auburn High School has been deemed an 'INFLUENCE' school.

    Auburn High School has won the most prestigious category offered by the Department of Education and Training for the past two years. This conclusion was reached after considering a number of metrics that have consistently demonstrated high or very high performance over a three-year period.

    Excellent or extremely excellent performance. This level of performance has been sustained over a three-year period or is on a positive trajectory, with the school acting as an influencer and leader in the system.

    Our parent opinions

    When compared to all secondary schools, the institution received more than 75% positive endorsement in 16 of the 19 categories.

    Our staff opinions

    The results of the Staff Opinion Survey show that our institution outperforms the state in every category, including Academic Emphasis, Collective Responsibility, and Collective Focus on Student Learning.

    Improving teaching and learning

    Our efforts to improve student learning outcomes have included:

    Consistency in practices in every classroom is achieved through the use of a documented curriculum, the use of common templates, common assessment tasks, and the development of a common language.
    Collaboration among teachers in discussing what curriculum will be taught and how, as well as working together to use data to inform teaching and support and challenge our students.
    Each teacher then develops a shared understanding and sets high standards for their students. This improves our school's consistency and drives student achievement and growth.

    Albert Park College - Public High Schools Melbourne

    screenshot taken from auburnhs.vic.edu.au on July 22

     

    albertparkcollege.vic.edu.au

    +61 3 8695 9003

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,355
    School Fees Low

    Link To School Fees Page:

    Welcome

    Albert Park College is one of Melbourne's most innovative and forward-thinking secondary schools.

    Our inner-Melbourne bayside community's children are held to extremely high standards in terms of academic success, skill acquisition, artistic creativity, athletic prowess, and personal development.

    Our courses and programs have been designed to meet these needs, and they are taught by highly motivated and qualified instructors. They also take place in contemporary and architecturally distinct settings, and they make use of cutting-edge educational technologies.

    Because of the school's success since its inception in 2010, there is a lot of enthusiasm for it not only in the surrounding neighborhood, but also beyond it. As a result, student spots are in high demand.

    What Started It All

    Albert Park College was one of the few institutions that had the opportunity to start its educational journey from the ground up in 2010.

    On the first day, Foundation Principal Steven Cook arrived at a building with no furniture, no staff, no students, and no name, and he immediately began the process of constructing a school.

    "We were given the incredible opportunity to start from scratch with a blank canvas." The project's importance could not be overstated. We were aware of our good fortune in having the opportunity to establish a school that would serve as a model for education.

    The principles of Lead, Create, and Inspire were developed. This motto remains the driving force behind the motivation and activities of every member of the College's gowning learning community.

    The philosophy of the College is reflected in its logo, which is made up of three different colors. Yellow represents daring inventiveness, grey represents foundation and strength, and blue emphasizes the student as an individual in the learning process.

    These colors are also meant to represent Albert Park College's unique location between the city and the sea.

    Following that, the challenge was to design a learning environment that reflected Albert Park College's 21st-century instructional approach.

    The directive was to give the impression that they were in an art studio wherever they were in the building to encourage the kids to engage in creative activities.

    The Learning Hubs were outfitted with furnishings that featured vibrant colors, wood finishes, open areas, and ergonomic designs to create a mature and sophisticated environment for academic pursuits.

    Armed with a vision, a mission, and an identity, the next step was to develop the soul of the College, which resulted in the recruitment of 25 members of staff.

    "We were extremely fortunate in this situation. A large number of excellent applicants were drawn to the school by its convenient location, the allure of its brand-new facilities, and the objectives that we hoped to achieve.

    Following that, the staff set to work developing a brand-new, cutting-edge online curriculum that was tailored to Albert Park College's pedagogical approach and educational ethos.

    Given the rapid advancement of technology and its importance in the lives of the school's students, the institution committed to developing an online, integrated, and guaranteed curriculum that would serve as the foundation for all aspects of school life.

    "Technology is becoming more pervasive in all aspects of our lives, including education." Albert Park College students are proficient in a wide range of applications, have the ability to learn new software on their own, and have a positive attitude toward technology.

    The operations of the College are currently spread across three campuses, each of which is architecturally significant. Each campus was created in response to the need to incorporate technology and a focus on wellness into the buildings in which we work.

    The Environmental Arts Hub first opened its doors on Bay Street in 2016. The school's Arts Hub was built specifically to house the Da Vinci Project for students in the ninth grade. The Project combines in-depth scientific research with digital, performing, and visual arts practice, with fascinating results. The project's primary goal is to find solutions to environmental problems.

    When the Environmental Arts Hub was honored with National Architecture Awards honors in the categories of educational architecture and heritage design in 2017, the College felt an overwhelming sense of pride.

    The Liberal Arts Reading Room was completed in 2018 in the historic school building designed by Henry Bastow and located on Pickles Street in South Melbourne. Mindfulness classes are available to supplement the rigorous IB and VCE curricula. The complex includes breakout indoor/outdoor pagodas, and the refurbishment and surrounds were designed to house our high-achieving Year 12 students in a serene and contemplative setting.

    We currently have over 1,300 students who are supported and encouraged by our 100-person staff. Our workforce is made up of smart, inquisitive, and motivated teachers, as well as multi-skilled school administrators who are committed to assisting them. To take the school and curriculum to new heights for the benefit of our students, we must all pull in the same direction.

    Since the College's first class of Year 7 students arrived in 2011, every subsequent year level has been fully enrolled to its maximum capacity. Our VCE results placed us in the top ten percentile for the state.

    Enrolment

    Albert Park College has two enrollment options:

    Every year, 150 new students may be admitted to our general entry program. When they reach the sixth grade, students who wish to continue their education in the public school system must submit an enrolment application to their primary school. Non-government school students must submit their applications to Albert Park College directly through our contacts page.
    Furthermore, we have up to 50 spots available in our Select Entry Accelerated Learning Program (SEAL). You can find all of the information you need about the Select Entry Accelerated Learning Program's enrollment process right here.

    Albert Park College also hosts an annual Open Day and school tours, which must be reserved in advance. These are some fantastic resources that future parents can use.

    Our School Zone

    Our school zone is described on the website findmyschool.vic.gov.au. Findmyschool.vic.gov.au has the most up-to-date information on Victorian school zones beginning in 2020 and beyond.

    Your permanent home address is used to determine whether or not you are eligible to attend our school. If you live in this area, you are guaranteed a place at our institution.

    Students are guaranteed access to the school identified as serving their neighborhood, as well as the option to attend any school of their choice (subject to space availability), thanks to the Department's School Placement Policy.

    Further information and answers to frequently asked questions can be found on the Department's website, in the section titled "School zones."

    Values

    We value the following at Albert Park College:

    We place a high value on fostering a positive culture that inspires both students and faculty to strive for excellence in all that we do.

    We value our community and work hard to build positive relationships with local organizations in order to support and encourage community development and growth. We recognize academic achievement among our students and promote lifelong learning among our faculty and staff. We place a high value on education and knowledge. We value the environment because we want to leave our students with a world that is both beautiful and sustainable. Finally, we place a high value on international awareness and strive to educate our students to become global citizens with a passion for the larger world. We want them to learn about it, get involved with it, and succeed 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 Environment

    We are positive and open, and we encourage a "can-do" attitude. We celebrate a diverse range of skills and achievements, and we encourage our students to pursue higher education and training.

    Collaboration and Community

    We respect, support, and nurture those around us; we are fair, consistent, and clear; and we are actively engaged in a learning partnership that includes students, teachers, parents, and members of the larger community in order to maximize the impact of learning.

    Knowledge

    We value knowledge, skills, and creativity; we are open to new methods of teaching and learning; we encourage students to excel in academic, athletic, and artistic pursuits; and we promote an excellence culture in everything we do.

    Environment

    We teach students to be global citizens, we teach future skills, and we strive for an environmentally sustainable school.

    International-mindedness

    We value our place in a global context and respect nations and cultures that differ from our own. We form local, national, and international partnerships to support learning.

    Canterbury Girls' Secondary College - Public High Schools Melbourne

    screenshot taken from cgsc.vic.edu.au on July 22

     

    cgsc.vic.edu.au

    +61 3 9830 5098

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender All Girls
    Boarding School No
    Estimated No. of Students 1,038
    School Fees Low

    Link To School Fees Page:

    Welcome from the Principal

    The Canterbury Girls' Secondary College has built and maintained a stellar reputation as an outstanding educational institution for young women. Students are educated in an environment that values hard work and dedication to their studies and actively promotes high achievement in all areas of endeavor.

    The College places a high value on students putting forth their best effort, pushing themselves to new limits, and making the most of any and all changes that come their way. As a learning community, we have high expectations not only for the teaching staff but also for the students, and we provide a learning environment that encourages each student to achieve the best possible results.

    The College offers its students the opportunity to develop academic, practical, artistic, and athletic skills through an extensive and vibrant curriculum that is open to all students. Furthermore, Canterbury Girls' Secondary College offers a comprehensive extracurricular program to its students. Community service programs, peer support, camps, and excursions are all part of this program, as are extracurricular activities like instrumental music, associated bands, ensembles, and choirs.

    The institution is deeply committed to instilling in its students leadership qualities such as cooperation, tolerance, self-discipline, and concern for the welfare of others. The well-established House structure fosters the development of initiative, leadership abilities, teamwork, and active participation in extracurricular activities such as choral singing, debate, music, and dance.

    Participation in House activities allows students to form relationships with classmates from various year levels and fosters a sense of belonging within the school community. Students are strongly encouraged to participate actively in decision-making. The College Student Leadership Team, the Students' Representative Council (SRC), and the House Captains are all important players in this process.

    Canterbury Girls' Secondary College works hard to ensure that its students have meaningful relationships with one another and with other members of the college community. Everyone in the school community has the opportunity to participate in the School Council's deliberations and programming, including parents, students, teachers, and members of the general public. Within the College, there is a group called the Parents' Association, which is very active and plans social and fundraising events.

    The Mangarra Society, an alumni student organization, contributes to the life of the College in a variety of ways, including maintaining and articulating the College's history, providing financial support for various College programs, and providing tangible links to our past. It serves as a hub for former students who want to maintain contact with the institution where they studied. As a result of their interactions with members of the larger school community, students develop a sense of both tradition and continuity. These ties ensure that the College has a strong sense of identity and provide a concrete framework within which we can focus on student education and the outcomes of their studies.

    The Canterbury Girls' Secondary College is one of the state's few all-girls public schools, and it encourages students to be themselves while also giving them a strong voice in the classroom and through the College's extracurricular activities.

    At Canterbury Girls' Secondary College, we encourage all of our students to embark on an educational journey in which they will be able to develop their potential within the context of a nurturing community, as well as challenge themselves to do and be the best that they possibly can while cultivating resilience and social awareness.

    A GOVERNMENT GIRLS' SCHOOL

    The findings of education research have shown that attending a public school is beneficial. We are very proud of the fact that Canterbury Girls' Secondary College is a government school that provides a high-quality education for girls. Several studies have demonstrated the advantages of public schools, including the following:

    When students' socioeconomic backgrounds are taken into account, a 2014 study found that Australian private schools produce no better results than public schools. (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, according to new research, with public school graduates earning the same amount in equally prestigious jobs. Jenny Chesters, a research fellow at Canberra University, examined data from the Household Income and Labour Dynamics in Australia project and discovered that private school students were no more likely than public school students to get a full-time job. (http://www.smh.com.au/national/private-schooling-no-better-than-public-in-jobs-market-20140816-104do1.html)
    State school graduates outperform private school graduates with the same tertiary entrance score at university. (http://theconversation.com/state-school-kids-do-better-at-uni-29155)

    According to educational research, the advantages of attending a girls' only school include:

    Girls who attend a single-gender school are more likely to complete their education.
    Students in all-girls schools outperform those in co-ed schools.
    Students who are struggling make more progress in a single-sex school.

    Furthermore, the study found that children in single-gender schools benefit from an environment that allows them to freely and frequently express themselves while also encouraging the development of higher-order thinking skills.

    We believe that the opportunities provided to students at Canterbury Girls' Secondary College maximize academic achievement, social and emotional growth and well-being, and provide a strong foundation for students as they move beyond the confines of school.

    By constantly monitoring and evaluating our programs, we work to ensure that the educational and co-curricular programs 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 program that is rigorous, demanding, and reflects the different learning needs of individual students. This is something we do to make sure our programs are meeting the needs of our students.

    FOUNDED IN 1928

    The Canterbury Girls' Secondary College is very proud of its long history and the traditions that it upholds throughout the institution. The school opened in 1928, and it was housed in the same red brick structure as East Camberwell Elementary School until the 1940s. The school's official name was East Camberwell Girls' School, but it was better known as Mangarra. The previous students' organization chose this name when it was re-established in the same year that the Colleges celebrated their Diamond Jubilee.

    The school's formal name changed several times during the 1950s, and it wasn't until 1961 that the name Canterbury Girls' High School was settled on as the institution's permanent designation. Following discussions with members of the school community, the name of the institution was changed to Canterbury Girls' Secondary College in 1989 to comply with government policy. Miss Kate Flynn, Canterbury's first principal, chose the school's motto, Fervet Opus. It is embroidered on the College blazer's left breast pocket. It conveys the concept of working hard and consistently.

    The historical signage around the school, the honor boards, and the buildings themselves serve to remind current students that they are a part of the institution's long history.

    The College, on the other hand, is dynamic and adaptable, taking into account current concerns about education in general and women's education in particular. Because of the classroom and athletic facilities, as well as the availability and use of information technology, we are able to focus on the issues that students will face in the twenty-first century.

    We continue to perpetuate the values that have been important to our culture throughout history by providing students with the opportunity to flourish, question, be pushed, and achieve.

    Canterbury Girls' Secondary College is now known for its outstanding performance in Victorian Certificate of Education (VCE) exams. As a result, it is a school in which many parents and caregivers want to enroll their children.

    WELLBEING AND PASTORAL CARE

    The academic success of students is only one aspect of their education. Furthermore, it ensures that the requirements for each student's health and wellness are identified and met. The term "well-being" refers to something valuable in and of itself to a person. As a result, a person's health and happiness are ultimately beneficial to that person and in that person's best interests as an individual. Students who report higher levels of well-being are more likely to report higher academic achievement, better mental health, and a more socially responsible lifestyle. This demonstrates the importance of the concept of well-being among students.

    In addition to academic achievement, Canterbury Girls' Secondary College places a strong emphasis on its students' mental and social well-being. The Department of Education and Training oversees the Respectful Relationships program, which the College participates in. This program is a school-wide approach to ensuring that all members of the school community model polite relationships with one another. It ensures that the guiding principles of a school's operations and culture are respect and equality. E-Smart is a program that recognizes the critical role that schools play in preparing students to navigate a digital world with confidence. It also encourages the implementation of evidence-based policies and practices to promote cyber safety and help prevent cyberbullying. Canterbury Girls' Secondary College is an E-Smart program participant.

    Melbourne Girls' College - Public High Schools Melbourne

    screenshot taken from mgc.vic.edu.au on July 22

     

    mgc.vic.edu.au

    +61 (03) 9428 8954

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender All Girls
    Boarding School No
    Estimated No. of Students 1,462
    School Fees Low

    Link To School Fees Page:

    https://mgc.vic.edu.au/wp-content/uploads/2022/04/Parent-Payment-Policy-2022.pdf

    Welcome to the Melbourne Girls' College!

    Melbourne Girls' College has a learning community that is both encouraging and successful. Since our school is recognized as a center of excellence for education that is exclusive to girls, our students are surrounded by high-achieving, great female role models who defy stereotypes and have a strong belief in the leadership potential of young people.

    As Principal of Melbourne Girls' College, it is my unwavering commitment to ensure that each of our students has the opportunity to excel in the areas in which they have chosen to pursue their passions. I am motivated and excited to see our students' academic and personal growth, which is evident on a daily basis when students are confident and connected at school as well as in their local and larger communities. This development is visible when students maintain a positive attitude and are involved in their communities.

    The educational philosophy that has propelled Melbourne Girls' College to the forefront of educational reform is based on excellence, collaboration, and respect for all types of people. Because they are dedicated, compassionate, and highly competent professionals, our group of educators is able to make a positive difference in the lives of their students every day. They push and challenge their students, encouraging them to take educated risks in their learning and to think creatively while focusing on finding solutions.

    Our students are encouraged and expected to show respect and collaboration when working with their professors and with one another, as well as the courage to pursue opportunities for leadership and their aspirations. Because they have discovered that they have an infinite number of options for their futures, our children are fearless upstanders and appropriately optimistic. They are inclusive in their activities, and the diversity they encounter energizes them.

    I am confident in stating that students who attend Melbourne Girls' College have learned how to "Lead and Achieve," regardless of the context. Melbourne Girls' College has a rich history, as well as a bright present and future.

    Why MGC?

    Melbourne Girls' College was founded in 1994 on the banks of the Yarra River in Richmond, Victoria. It is now regarded as a forerunner in the development of progressive educational practices for young women. The college has a forward-thinking philosophy that incorporates Positive Psychology as part 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 school's learning and teaching curriculum. To make this difficult task easier to complete, a school-wide coaching methodology, the Curiosity and Powerful Learning Framework, and High Impact Teaching Strategies are used.

    Curriculum

    Everyone can benefit from an innovative curriculum.

    Lessons at Melbourne Girls' College are designed to provide students with the knowledge and skills needed to achieve economic, social, and cultural success in the twenty-first century.

    Every one of our students is encouraged to do their personal best in their academic work and extracurricular activities. The ability to plan ahead and be organized is a skill that can be applied in many areas of life.

    The Victorian Curriculum Standards are fully integrated into the college's curriculum. 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 are all included in these standards.

    Recognizing that information literacy, defined as the ability to find information, analyze that knowledge, and apply it, is an essential component of all aspects of the educational program. Learning methods and various forms of technology are incorporated into each learning domain. The curriculum emphasizes problem-solving approaches and encourages girls to take personal responsibility for their educational development.

    The college offers a wide range of subjects for VCE exams, as well as an exemplary program that allows female students to enroll in a variety of vocational programs, ranging from hospitality to multimedia studies, offered by a consortium of nearby schools.

    MGC has designed a comprehensive educational program that features a shift in emphasis from one year level to the next based on the following ideas. They are as follows:

    The Years 7–10 program includes a number of integrated subjects that make learning more meaningful and authentic. Long periods of in-depth learning produce better outcomes for learners than short bursts of individual subjects.
    Curriculum delivery that incorporates information and communication technology enriches and authenticates students' learning experiences.
    • not all subject areas must be covered to the same extent every year (as determined by the college's rigorous annual curriculum reviews)

    All college programs are structured to develop students' personal attributes and understanding of the current global context, in addition to producing strong academic outcomes. These programs also help students develop their abilities for future independent learning.

    Students and parents can view a unit calendar, individual unit descriptions, and a summary of each unit covered in Years 7-10. The curriculum mapping is not even close to completion, and ongoing work is being done on it to accommodate our students' ever-changing needs.

    Wellbeing

    Melbourne Girls' College's vision for the future is young women who "Lead and Achieve," and it encapsulates the institution's core beliefs and principles.

    While academic outcomes are part of our College's list of accomplishments, we also consider success to include our physical, social, and mental well-being.

    Students in year levels 7-10 attend timetabled Wellbeing sessions on a regular basis, in addition to the various whole-school initiatives aimed at promoting students' mental health and well-being, such as clubs and programs. Lessons on students' mental health and well-being have been designed to meet the specific needs of each student as they progress through the school's grade levels. We provide well-being support and techniques that are tailored to each student's unique circumstances and align with the Victorian Curriculum Capabilities.

    VCE students' health and safety are also among the College's top priorities. Students in these year levels participate in a variety of events, such as skill workshops and presentations by special guests, all of which contribute to the development of positive psychology skills.

    The Wellbeing Centre is open to all students, including those who require more personalized counseling and support for their mental health and other issues.

    The themes for well-being at Melbourne Girls' College are influenced by Positive Psychology, and the overarching goal is to develop emotional literacy in all of our students. Resilience, empathy, gratitude, kindness, and mindfulness are examples of recurring concepts.

    Vermont Secondary College - Public High Schools Melbourne

    screenshot taken from vermontsc.vic.edu.au on July 22

     

    vermontsc.vic.edu.au

    +61 3 8872 6303

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 1,459
    School Fees Low

    Link To School Fees Page:

    About Us

    Vermont Secondary College is a large school with a single campus that accepts both males and females. This coeducational college preparatory institution places a strong emphasis on curricular innovation, outstanding academic achievement, and a comprehensive extracurricular program.

    "Lift Up Thine Eyes," the Virginia State Campus motto, gives the college community a moral purpose, philosophical guidance, and academic foundation. The ideals of integrity, respect, and excellence serve as a reflection of the college's ethos. We strive to be progressive, forward-thinking, positive, and optimistic in all of our endeavors and interactions. We are constantly working to improve not only our own operating procedures, but also the outcomes of the education that our students receive.

    Our Strategic Plan for the Years 2021-2024 emphasizes our mission and purpose by focusing on these three primary objectives.

    The first goal is to improve student learning achievement outcomes for all students.
    Goal number two is to increase student engagement by enhancing student voice and agency.
    Third, improve student well-being and inclusion.

    Vermont Secondary College promotes a learning environment that is safe, caring, and accepting of differences. This college encourages students to excel in their studies. Our institution is dedicated to the development of lifelong learning skills that will motivate and enable all students to achieve their personal goals while also making a positive contribution to the community in which they live and work.

    We recognize that every member of the Vermont Secondary College community, including staff, parents, and other members of the community, plays an important role in the development of each and every student.

    Vermont Secondary College is very proud of its reputation as a neighborhood state school with a strong academic reputation. Vermont Secondary Institution's mission is to maximize the potential of young people who attend college by encouraging growth in areas where they excel while assisting them in improving areas where they struggle. We make it a point to help each and every student.

    Develop the ability to recognize and control one's emotions, develop caring and concern for one's fellow human beings, make responsible decisions, establish positive relationships, act creatively, fully engage in learning, contribute to one's community, develop high expectations for oneself, and respond effectively to challenging situations.

    Vermont Secondary College is also proud of its demonstrated track record of academic excellence, which it has achieved while preparing our students for an ever-expanding range of educational and professional opportunities. Based on our VCE and NAPLAN test results, which are consistently above State and 'Like School' levels of performance, the college is consistently ranked among Australia's top non-selective State Secondary Colleges. This ranking is consistent year after year.

    Vermont College is a state leader in assisting students in achieving high marks on the Victorian Certificate of Education (VCE) and enrolling in tertiary programs in large numbers. In 2020, 19 of our Year 12 VCE students received a study score of 95 or higher, putting them in the top 5% of students in the state. An additional 36 students were among the top 10% of students in the state, and 78 students received a study score of 80 or higher (top 20 per cent in the state). The fact that 78.8 percent of our students (142 out of 180) achieved a study score of 60 or higher or higher gives us great satisfaction (top 40 per cent of the state).

    175 students were offered tertiary places out of the 179 Vermont students who were eligible for the Vermont Certificate of Education in 2020, and a sizable proportion of those students were accepted into university programs with high entry cut-off scores.

    To oversee this change and innovation, the college has 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, as well as a structured, distributed leadership team (the School Improvement Team). All of these changes are in line with our strategic objectives. A Library, a Music Centre, a Year 7 and Year 8 Centre, a VCE hub, and the Fallon Centre, a flexible learning space with a 250-seat auditorium, are among the purpose-built facilities on campus. In 2017, we opened a $2.7 million purpose-built Senior Science/Maths complex, and in 2019, we opened a $4.873 million C-block with 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 a brand new purpose-built double gymnasium, with construction set to begin in early 2022.

    The College makes it a point to encourage, recognize, and celebrate its students' exceptional academic and extracurricular achievements, particularly in the areas of leadership and participation in extracurricular activities. Students are encouraged to participate in the College's extensive range of extracurricular activities in order to develop into self-assured, successful, and productive members of society. Our highly regarded instrumental music, choral, and performing arts programs are among these activities. The College is also recognized as a premier sporting institution, with many students competing at local, district, state, national, and international levels.

    By participating in our Grade 6 to Year 7 Transition program, students who are new to the College are made to feel at home in the Year 7 Learning Centre. This program ensures that students have a good first impression of the College. This, along with the House structure that provides assistance, contributes significantly to a smooth and secure transition into secondary school.

    Vermont Secondary College believes that education is best achieved through collaborative efforts and places a high value on parents' active involvement and participation in a wide range of college activities and decision-making committees. We are fortunate to have a high level of parental support, and we remain firm in our belief that children's educational needs are best met in an environment in which students, parents, and teachers are all involved in decision making.

    The educational needs of children are best met in an environment in which parents feel like they are a part of the college community.

    "The true value of Vermont Secondary College lies in its ability to help children grow not only as students but also as individuals," according to the college's website. (parent)

    We are delighted to welcome you to Vermont Secondary College.

    College Facilities

    Vermont Secondary College was established in 1962 and is situated in a picturesque and tranquil natural setting, surrounded by peaceful residential neighborhoods, parkland, and playing fields. Our children are exposed to a learning environment that is both intellectually stimulating and physically appealing.

    Among the learning and teaching resources are:

    The Central Wing, which was recently completed, features ten 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, as well as the Year 7 student managers office, are all conveniently located to support Year 7 students.
    In 2017, a purpose-built Senior Science Centre, a Student Wellbeing and Pathways Centre, an Art and Technology Wing, and an Instrumental and Classroom Music Centre with a large performance space were all opened.
    A gym, a well-kept synthetic soccer/hockey pitch, a football/cricket oval, four outdoor basketball/netball/tennis courts, and a flexible learning center with the Fallon Centre Auditorium.
    Our college-owned and operated canteen has a five-star rating.
    During inclement weather, students have access to large indoor areas.

    We are looking forward to the construction of a brand new gymnasium that will meet competitive standards in 2022. As a result, our already highly effective Physical Education and Sport programs will receive a significant boost.

    Curriculum

    Vermont Secondary College's curriculum is distinguished by its depth, breadth, and difficulty. Drawing on the Victorian Curriculum (7-10) and the Victorian Certificate of Education Curriculum (11-12), it supports the development of a wide range of skills and knowledge in engaging and challenging learning environments that are developmentally appropriate and allow all students to thrive. These environments are distinguished by rigor, relevance, and accessibility.

    At Vermont Secondary College, the VSC Instructional Model serves as a guiding principle for both teaching and learning. This Model aspires to embody both the learning and teaching cultures, as well as the engagement and wellbeing cultures, that have developed over the institution's history. It establishes clear expectations for our teaching staff.

    Vermont Secondary College offers its students numerous opportunities to further their education. This is primarily accomplished through the use of a varied curriculum in Years 7-9, which provides students with the support they need to succeed regardless of their starting point or rate of learning. Students in Year 10 with a track record of positive attitudes and behaviors toward learning are given the opportunity to enroll in "advance placement" VCE unit 1 and 2 classes. This opportunity is given to students who have a track record of academic success as well as positive attitudes and behaviors toward learning. As a result, the studies for units 3 and 4 are completed in the 11th year.

    In addition, the school provides a program called Learning Enrichment and Extension (LEEP) for students in Years 7-9. This program is designed to meet the needs of both talented and gifted children. Students have the opportunity to collaborate with peers who have similar interests in a supportive and motivating environment as part of a rigorous and challenging academic curriculum.

    McKinnon Secondary College - Public High Schools Melbourne

    screenshot taken from mckinnonsc.vic.edu.au on July 22

     

    mckinnonsc.vic.edu.au

    (03) 8520 9009

    Early Learning Centre No
    Primary School No
    High School  Yes
    Course Range Years 7 – 12
    Main Gender Co-Education
    Boarding School No
    Estimated No. of Students 2,199
    School Fees Low

    Link To School Fees Page:

    Principal's Welcome

    McKinnon Secondary College has a student body of around 2000 and caters to students from Year 7 all the way through to Year 12. The College was founded in 1954 in the McKinnon neighborhood of Melbourne's southeastern region. It has a prestigious reputation for academic achievement as well as instrumental musical performance. The college consistently has one of the highest academic standards among Victoria's non-selective public schools.

    The number of students applying for admission to Year 7 has surpassed the number of available spots. Over the last few years, there have been 100 more applications for Year 7 than there have been available spaces. The majority of McKinnon's students plan to continue their education after high school. More than half of our student body participates in our instrumental music program.

    Our Ethos

    The McKinnon School's mission is to foster each student's academic, physical, social, and emotional development, as well as to cultivate the children's natural talents. We make it a priority to create a welcoming, nurturing, and secure learning environment in which every student can reach their full academic potential. These opportunities for achievement are made possible by a rigorous and all-encompassing curriculum, as well as a robust extracurricular program.

    The College is dedicated to actively promoting a culture that values and respects individual differences, encourages the pursuit of excellence, and welcomes participation from all segments of the community. The pursuit of excellence is also valued and celebrated in this culture. Students at this college are encouraged to feel and express pride in themselves, their communities, their uniforms, and their institution. Student accomplishments are recognized and acknowledged on a regular and formal basis in college publications, at official assemblies, on this website, and at the annual Presentation Night.

    Curriculum

    From seventh to tenth grade, students follow a comprehensive core curriculum. Students in Years 7 to 10 are eligible to participate in the Enhanced Learning in Mathematics and Science (ELMs) Program as an enrichment option. In addition to the core curriculum, students in Years 9 and 10 can choose from a variety of elective modules.

    Tournament of Minds and Year 8 Survivor are two activities that encourage student participation and the development of resilience, problem-solving, and teamwork skills; the program Brief Yet Thorough Empirical Studies (BYTES) enriches Year 9.

    Students who excel in Year 10 are strongly encouraged to enroll in VCE courses. Senior School students have access to a wide range of VCE study options, as well as the option to enroll in the VCE Enhancement Program and choose university enhancement subjects.

    Co-Curricular Activities

    The college offers a robust extracurricular program that emphasizes the value of leadership, collaboration, and teamwork. This program includes academic rigor, the performing arts, and physical activity.

    Activities and events included in a comprehensive program include:

    Activities During Asia Week
    Great Victorian Bike Ride Debating Drama Production
    House Music Festival Interschool Sport Music Ensembles House Sporting Carnivals - Swimming, Athletics, Cross Country
    Music The Winter Concert
    Peer Assistance Program
    Activities for Science Week
    Competitions and Activities by Subject
    Mind-Blowing Competition
    Camps/Tours and Excursions by Year Level/Subject

    Parent Involvement and Communication

    If you have any questions about the educational opportunities available to your child at McKinnon Secondary College, please do not hesitate to contact the College.

    Parents are strongly encouraged to attend a variety of College events, including formal and informal information evenings, parent-teacher interviews, musical performances, and theatrical plays.

    The school council and its subcommittees provide opportunities for parental participation and input.

    We consider communication between the family and the college to be a two-way street. Other communication channels include the student blog, the college website's email, the fortnightly digital newsletter, and the Compass.

    Inquiries over the phone are welcome at any time. (The phone number is 8520 9000, and the fax is 9578 9253)

    The College is open for tours throughout the year and by appointment.

    The newsletters are available online, and parents can sign up to receive email notifications when new issues are released.

    If you have any questions, please email mailbox@mckinnonsc.vic.edu.au or specific staff members. This section contains email addresses.

    Student Participation and Leadership

    The appointment of: promotes student leadership.

    Captains of the school
    Captains of House Music
    Captains of house sports
    Captains of Forms
    The President of the Student Representative Council

    Vision and Values

    VISION

    McKinnon Secondary College fosters an interest in education. We have a positive attitude toward ethnic and cultural diversity. As our students grow into adults, we expect to see consistent growth in each of them.

    Our mission is to develop young people who are empathic, creative, and self-assured, and who welcome and accept the opportunities and challenges that come with living in an increasingly complex and globalized world. "Wisdom and Service" is our school slogan, and we hope that by instilling these values in our students, they will become resilient, productive, and cooperative members of the community.

    VALUES

    RESPECT, INTEGRITY, RESILIENCE, COMMUNITY, CREATIVITY, AND SUCCESS

    OBJECTIVES AND BELIEFS

    The motto of the college is "Wisdom and Service." Because we believe that every student is capable of progressing to the next level in his or her education, we are committed to creating a learning environment that maximizes the potential for every student to take the next step in his or her learning. Our objectives are as follows:

    develop confident learners who are: willing to take well-reasoned risks; adaptable enough to respond to the global community's challenges and opportunities; resilient enough to persevere when challenged; and resourceful enough to take some measure of responsibility for their own learning
    Encourage all members of our school community to seek greater wisdom, knowledge, and insight.
    Everyone is challenged and encouraged to strive for personal excellence.
    Recognize and celebrate each success.
    Improve students' understanding of the links between the local community and the complexities of a globalised world.
    Allow our students to develop and demonstrate leadership through local and global involvement.
    Make your community a caring and safe place where everyone feels a sense of belonging, ownership, pride, and personal responsibility.
    Foster a school community that values global literacy and cultural awareness, with all members respecting one another's rights and caring for the physical and emotional well-being of others.
    Develop in everyone the ability to contribute and the desire to serve all of the communities to which they belong.

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