NGSC Newsletter

14 June 2019
Issue Nine
PRINCIPAL'S REPORT
ASSISTANT PRINCIPALS’ REPORT
JUNIOR SCHOOL NEWS
MIDDLE SCHOOL NEWS
SENIOR SCHOOL NEWS
VCAL VIBES
SPORTS NEWS
Other School News
COMMUNITY NEWS
  
North Geelong Secondary College
03 5240 5800
130 Separation Street
North Geelong, Victoria, 3215
AU

PRINCIPAL'S REPORT

Key Dates

17 June                    Semester 2 commences

28 June                    Last day Term 2

                                     (1:30 pm finish)

15 July                      Term 3 commences

22 October              Year 12 Graduation

 

Mr Nicholas Adamou

Principal

Child Safe Standards: Creating a Safe Environment

North Geelong SC is a child safe school/organisation that aims to comply with Ministerial Order No. 870 - Child Safe Standards, which came into effect 1 August, 2016.

 

The school is committed to the safety and wellbeing of all children and young people and this is the primary focus of our care and decision-making. We have a zero tolerance for child abuse.

 

NGSC is committed to providing a child safe environment where children and young people are safe and feel safe and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

 

Every person involved in NGSC has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

 

In addition, the school has a Wellbeing Centre with a number of full time staff members working with the students ensuring they are building resilience skills and having their wellbeing needs addressed. Together with the Doctors in Schools program the school wellbeing team works with a number of external agencies and organisations utilizing their expertise to improving our students’ wellbeing, ensuring they feel safe and bale to be productive in a caring learning and teaching environment.     

 

Child Safety Code of Conduct

NGSC is committed to the safety and wellbeing of children and young people. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development. 

 

This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, Department policy, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.

 

The Principal and school leaders of NGSC support the implementation and monitoring of the Code of Conduct, and will plan, implement and monitor arrangements to provide inclusive, safe and orderly schools and other learning environments. The Principal and school leaders will also provide information and support to enable the Code of Conduct to operate effectively.

 

All staff, contractors, volunteers and any other member of the school community involved in child-related work are required to comply with the Code of Conduct by observing expectations for appropriate behaviour below. The Code of Conduct applies in all school situations, including school camps and in the use of digital technology and social media.

 

Acceptable behaviours

As staff, volunteers, contractors, and any other member of the school community involved in child-related work individually, we are responsible for supporting and promoting the safety of children by:

  • upholding the school’s statement of commitment to child safety at all
  • treating students and families in the school community with respect both within the school environment and outside the school environment as part of normal social and community activities.
  • listening and responding to the views and concerns of students, particularly if they are telling you that they or another child has been abused or that they are worried about their safety/the safety of another child
  • promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander students
  • promoting the cultural safety, participation and empowerment of students with culturally and/or linguistically diverse backgrounds
  • promoting the safety, participation and empowerment of students with a disability
  • reporting any allegations of child abuse or other child safety concerns to the school’s leadership
  • understanding and complying with all reporting or disclosure obligations (including mandatory reporting) as they relate to protecting children from harm or abuse.
  • if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm.

Unacceptable behaviours

As staff, volunteers, contractors, and any other member of the school community involved in child-related work we must not:

  • ignore or disregard any concerns, suspicions or disclosures of child abuse
  • develop a relationship with any student that could be seen as favouritism or amount to ‘grooming’ behaviour (for example, offering gifts)
  • exhibit behaviours or engage in activities with students which may be interpreted  as abusive and not justified by the educational, therapeutic, or service delivery context
  • ignore behaviours by other adults towards students when they appear to be overly familiar or inappropriate
  • discuss content of an intimate nature or use sexual innuendo with students, except where it occurs relevantly in the context of parental guidance, delivering the education curriculum or a therapeutic setting
  • treat a child unfavourably because of their disability, age, gender, race, culture, vulnerability, sexuality or ethnicity.
  • communicate directly with a student through personal or private contact channels (including by social media, email, instant messaging, texting etc) except where that communication is reasonable in all the circumstances, related to school work or extra-curricular activities or where there is a safety concern or other urgent matter
  • photograph or video a child in a school environment except in accordance with school policy or where required for duty of care purposes
  • in the school environment or at other school events where students are present, consume alcohol contrary to school policy or take illicit drugs under any circumstances  

Closer to the end of the first Semester

Please note that as we move closer to the conclusion of second term and the end of Semester One, the following will be occurring. 

  • Semester reports are currently being prepared and will be posted on line by the middle of June, (beginning of Semester 2)
  • Teachers will be finalising assessment and reporting on Friday June 14 and students are not required at school on this day. 

 

Following the posting of semester reports, parents will have the opportunity to contact teachers on a needs basis to discuss progress and planning for the second half of the year.  Some of the parents have already met with school Key Stakeholders, such as; Home Group Teachers, Sub School Leaders, Careers Team, Year level Coordinators and Principal Class Officers in relation to planning and setting goals for Semester 2.

North Geelong Secondary College as a Learning Community - What Is a Professional Learning Community?

“Richard DuFour”

The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching and learning team, a school committee, a high school department, an entire school district, a state department of education, a national professional organisation, and so on. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning.

 

The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, “This too shall pass.”

 

The movement to develop professional learning communities can avoid this cycle, however, educators need to reflect critically on the concept's merits. What are the “big ideas” that represent the core principles of professional learning communities? How do these principles guide our school’s efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

 

NGSC Learning Communities ensure that:

 

•    Students Learn

The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications to our school community

 

•    There is a teacher Culture of Collaboration

Educators who are building a professional learning community recognise that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. The school’s PLC (Professional Learning Communities) model lends itself to provide time for groups of teachers to work together in a systematic process analysing and improving their classroom practice

 

•    There is A Focus on Results (data)

Professional learning communities judge their effectiveness on the basis of results/data. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. 

Framework for Improving Student Outcomes

The Framework for Improving Student Outcomes uses the latest research on student learning and global best-practice to assist our school community to focus our efforts on key areas that are known to have the greatest impact on school improvement.

 

The Framework has four components: an improvement model with four state-wide priorities, six evidence-based initiatives to focus improvement efforts, performance measures aligned with the Education State targets, and a cycle for continuous improvement. It has been developed to dramatically increase the focus on student learning in schools. 

 

Key education stake holders such as Principals, school leaders, teachers, students, parents, regional staff and policy-makers work together to create better outcomes for our students. As an evidence-based, practical resource, the Framework helps our school community to implement its four state-wide school improvement priorities. 

 

Important note to Parents

Whilst we welcome and encourage parents to attend the school for a wide range of reasons, it is important that all visits to the school come through our front office. Parents, guardians and visitors to the school are not to go directly to other areas of the school including different wings, classrooms or the technical support office. Our office staff will handle all parent and visitor enquiries and make the appropriate arrangements for you. Thank you for your cooperation on this matter.

 

Student accident insurance, ambulance cover arrangements and private property brought to schools

 

Parents and Guardians are reminded that the Department does not provide personal accident insurance or ambulance cover for students.

 

Parents and guardians of students, who do not have student accident insurance/ambulance cover, are responsible for paying the cost of medical treatment for injured students, including the cost of ambulance attendance/transport and any other transport costs. 

 

In some circumstances, medical or other expenses will be paid by the Department where it is assessed that it is likely, in all the circumstances, that the Department is liable for negligent (careless) acts or omissions of its staff/volunteers. 

Student accident insurance/ambulance cover policies are available from some commercial insurers, and can be obtained by school councils on a whole-of-school basis, or by parents/guardians for individual students. 

 

Private property brought to school by students, staff or visitors is not insured and the Department does not accept any responsibility for any loss or damage.

ASSISTANT PRINCIPALS’ REPORT

Mrs Julie Andrews, Mr Paul Dawson &

Mr Bradley Headlam

Assistant Principals

How parents/carers can help their child with school:

Here are some ideas that might help your child to participate more fully in their learning. (Adapted from Education Today 2017, Dennis Sleigh)

  1. Adult attitudes count - even if the school experience of adults closely connected to a child was not ideal this negative attitude can be easily passed to the children if we are not careful. Schools are places that will make a real difference to the future of children. Positive and encouraging attitudes can inspire everyone.
  2. Learning parents help children learn  - any and all forms of learning that we do as adults encourages and models that learning is not just for students at school but how we live in the world. Sharing our skills or knowledge is important too: learn to make scones, learn to weld, learn a language. Learning is a lifelong pursuit.
  3. Read to/with/around your child - reading is a vital part of education and an essential aspect of daily life. As adults we demonstrate to children the value of reading in everyday examples but also as a reader of books. We read to younger children, we encourage older children to read independently and we read for ourselves. We can enhance their reading experience by discussing the content, characters and messages from the reading.
  4. Attend Parent / teacher / student conferences - these events are important in connecting with your child’s teachers and finding out more about your child’s learning successes and areas for improvement. Reading and discussing school reports with your child also demonstrates your interest in their education especially at significant times, transition to high school and as children move to senior courses requiring input about pathways.

If you would like further information about supporting your child with their learning contact a student manager or a member of the wellbeing team.

Performance Average - Progress Reports

North Geelong Secondary College uses the learning behaviours on the Progress Report to generate a Performance Average (PA) score. The aim of this program is to improve your child’s learning skills and enhance their results. The Progress Report covers your child’s performance at school over a four week block of the school year.

 

The areas for assessment covered by the Progress Report focuses on the following learning behaviours:

 

1.    Attendance - The student’s attendance will be assessed based upon the following description “students are able to meet the minimum NGSC 95% attendance requirement”.

 

“Consistently” will be assessed as anything of 95% or above

“Usually” -                 91% to 95%

“Sometimes” -          85% to 90%

“Rarely” -                   80% to 84%

“Never” -                   79% or lower

 

This information will be derived from the ‘School’ percentage column, which is accessible on the Compass portal.

 

2. Preparation/Organisation – required materials – “The student is able to bring the required textbooks, writing materials, exercise books, electronic device that is charged for use and any other relevant materials to class”.

3. Participation in class – “The student is prepared to apply themselves diligently to all set tasks, to participate positively in class discussions and to endeavour to attempt all tasks to the best of their ability”.

4. Respect to peers and staff – “The student is able to respectfully interact with peers and    staff in all classes. They are able to follow all instructions, interact politely with fellow class members”.

5. Homework – “The student is able to complete all set homework and catch up on any work that is missed from classes whilst absent (students must be proactive in sourcing this missed work)”.

6. Achievement – “The student is progressing towards meeting the expected level of the relevant outcome or standard”.

You will notice on your child’s Progress Report that each learning behaviour is marked 'consistently', 'usually', 'sometimes', 'rarely' or 'never' and for each of these levels of performance a corresponding value 4, 3, 2, 1, 0 is provided.

                                                                                                       

Four (4) is the maximum PA a student can receive. From a student and parent point of view, the expectation is that every student should be aiming at receiving a PA greater than 3.5. The PA data identifies students performing well and also those in need of extra support. Students receiving a PA below 2.3 are monitored carefully and provided with support to help them get back on track with their learning. The PA may be used for promotion purposes. Students who receive an average PA score of 2.0 or below for the year will be in jeopardy of non-promotion.

 

It must be noted that the PA is a reporting mechanism where students' levels of effort and application to their studies are measured irrespective of their level of academic ability. The implementation of PA will provide a framework whereby teachers, families and students can work together to promote positive learning habits and behaviours.

 

Access to the Progress Reports is available on the Parent Portal. Contact the school if you need to refresh login details. If you have any further questions about the Performance Average please contact your child’s Year Level Coordinator.

Semester Reports

Staff are currently completing the end of semester reports. These highlight student progress against the expected standard. In the reports you will find ratings against the Victorian Curriculum standards, Learning Task and exam results. 

 

These will be published in the last week of term and available via Compass. 

Cyber Safety

Next week the Year 8 Level and Year 9 Level students will each attend a session about cyber safety. Robert Noggler from Western Division Police Youth Resources will run the presentation. This is  a police run presentation where Robbie will talk to the students about the do's and don'ts of bullying online.  Due to a number of incidents across year levels involving bullying and social media, this presentation is aimed to curb some negative behaviour in this area and remind the majority of the students how to manage their safety online.

 

Here are some links to sites that support and inform parents about online safety for their children:

 

Department of Education - Bully Stoppers Program https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/parents.aspx

Parents Cyber Safety Toolbox    https://esafety.gov.au/parents

Cybersafety Help          https://www.esafety.gov.au/esafety-information/get-help

For kids

https://kidshelpline.com.au/kids/

For teens               https://www.esafety.gov.au/about-the-office/research-library/aussie-teens-and-kids-online

Pathways

Year 9

In the last weeks of term Year 9 students will be participating in an introduction to their pathways planning for 2020 and beyond. This will include a trial of The Morrisby survey and other introductory activities. The second stage in the process will begin in week 4 Term 3 and will see students completing the survey. 

 

Year 10

Students in Year 10 will be participating in their careers program in week 3 of Term 3. 

 

The school would like parents to be extensively involved in this process and assist their children in making subject choices that suit their career needs and interests.  A timeline is in the process of currently being established that will assist in the organisation of a very important time for these students. They need to make sure their decisions are informed and they seek guidance from teachers, parents and potential employers.

 

 

All details of pathways programs will be shared via various forms of correspondence!

WHY WE SHOULD NOT BE LATE!

Below are a number of reasons why it is important not to be late to school.


Organisational Benefits
Students arriving to school with time to spare have the luxury of settling in, preparing their class materials and focusing their minds on the lessons to come. They have all the time they need to literally and figuratively wake up. Students showing up to class in the middle of a lesson miss out on this natural transition period. This ultimately contributes to the lower grades as a consequence of missing time in the classroom.  There are studies that show if you are not in class you do not learn.


Never Miss Important Information
Arriving to school after classes have begun can cause students to miss more than just an introduction to a new lesson. Students who show up late may miss out on these details and as a result, be unprepared for some future class event. While a teacher will likely reiterate crucial information throughout the day, latecomers may miss out on courtesy reminders about homework assignments and other projects. High school students who show up on time everyday can rest assured they have all the necessary information.
 

Develop Positive Lifelong Habits
Arriving late to school on a consistent basis can have longer-term academic effects. If showing up late to school becomes a habit, students may develop the notion that tardiness is acceptable behaviour. This belief can negatively impact their future work ethic and employment opportunities. Alternatively, showing up on time to school every day can help students develop the habit of being punctual with important commitments. This habit can serve high school students well through University and into their future careers.
 

Disciplinary Consequences
North Geelong Secondary College has specific consequences concerning student lateness. Generally, these policies allow for the occasional late arrival; rare instances of excused tardiness throughout the school year are often forgiven. Students sometimes have legitimate reasons for showing up late, such as transportation problems and doctor’s appointments. These events are considered to be "excused absences." However, after reaching a predetermined number of unexcused absences, students may be put on a structured disciplinary plan to address any further late arrivals. Depending on their continued infractions, students may be issued lunchtime or after-school detention, or even suspension.

JUNIOR SCHOOL NEWS

Jacob Storer and Rebecca Durran

Year 7 and Year 8 Coordinators

Junior School

Hello all. Time is still flying by, with Semester 1 now coming to a close. A reminder, particularly to those in Year 7, Semester 2 will begin on Monday, with students spending the final two weeks of Term 2 transitioning to Semester 2. For Year 7 students, this means new Art, Tech, and LOTE subjects. For Year 8 students, there has been a number of changes made to classes. New class lists are now available to view outside the Junior Sub School Office. 

 

All Junior School students are to keep an eye on Compass for any changes.

 

Enjoy the rest of Term 2 and the beginning of new classes. 

Exams

I was very impressed with the way the students in both Years 7 & 8 conducted themselves during the exam period. Exam time brings with it new stresses to the everyday stresses of schooling. This, in particular, can be amplified for Year 7 students who are entering their first exams. Therefore, I was proud to see all that walked in the door approached their exams with composure and respect for the process and those around them. 

Year 8 Camp

A final reminder for Year 8 students to have their deposits for camp in by the end of Term 2 (June 28). If you have any questions about camp or require financial support, please do not hesitate to contact a member of the Year 8 Team to discuss this further. The camp to Halls Gap is a terrific experience, so we want to see as many people attending as possible.


Enjoy the rest of Term 2 and the beginning of new classes. 

MIDDLE SCHOOL NEWS

Simon Scoullar

Middle Sub School Leader

Exams

I would like to thank all students for the way they approached the recent exams. The vast majority of students consolidated their learning during the exam period, showed maturity whilst sitting the exams and when given the opportunity caught up on missed exams. 

GAT

Thank you for sitting the GAT- we can now send this learning data to the University of New South Wales for analysis - the data is analysed by an external consultant who will present to staff. This data enables us to see students strengths, provide teachers with a snap shot of growth from previous years and challenges.

Semester 2

We begin the new semester next week and in turn students will begin their new electives. 

Year 9 Camp

Year 9 camp notes will hopefully go out next week for the Year 9 camp in September.

Year 10

Year 10 SRC are also planning a rewards excursion to the National Gallery in a few weeks. Forty spots are available for students with a Performance Average 3.5 or above (Performance average is the number attached to progress reports).

SENIOR SCHOOL NEWS

Sarah Bridges

Senior Sub School Manager

 

It is great to see our students conducting themselves with maturity and demonstrating a positive approach to their studies, including exams and end of semester assessment tasks.

 

Several highlights of the term have included our very own Master Chef, participation in Blaze Aid and Refugee Week by our VCAL students, who have shown not only their outstanding leadership skills but a strong sense of giving back to the community.

 

The Aspire Group, that provides further support to higher achieving VCE students, has been focusing on relaxation and concentration skills to use time wisely.

 

Year 12 students are to be congratulated for the way they have used the temporary Year 12 Common Room (in the food tech area) whilst the building works have been taking place to  upgrade the official Common Room. The food tech staff have praised them for their willingness to assist, for being respectful of other staff and students and generally being clean and tidy!!

 

Staff will be marking exams and writing reports this week and it is important that students access this feedback to further develop their skills and knowledge. If you have any concerns please contact the subject teacher or the relevant Year Level Coordinator.

Reminders

Monday, 17 June, Semester 2 commences.

 

VET Students

Students and parents are reminded that if a student is enrolled in VET they must attend. The 90% attendance requirement needs to be met and an Intermediate and Senior VCAL Certificate cannot be obtained without the successful completion of VET.

 

Year 11

Camp notices and 2020 jumper orders need to be returned.

 

Year 12

Graduation notices have been provided to students . Please read carefully and complete the required paper work and payment by the key dates.

 

Advanced Notice

Unit 3 and 4 Practice Exams will be held during the second week of the September school break, beginning Monday, 30 September. All unit 3 and 4 students are expected to attend in preparation for the final exams. 

VCAL VIBES

Liz Hannon

VCAL GAP Camp

Students in the Green Action Project (GAP) VCAL program took part in a camping trip to the Leigh River, Inverleigh. The 2 day camp included students cooking their meals on fires and taking part in a range of activities that complemented the work students have been doing in the GAP so far. Dale and Dave from the Golden Plains Shire held workshops with the students, working through water testing of the Barwon and Leigh rivers as well as tree planting and conservation work around the river banks. Students got the opportunity to try their hand at fishing, using their hand made fishing lines designed and created in class. The camp was a great opportunity for students to move out of their comfort zones and continue to grow friendships with their classmates. 

 

SPORTS NEWS

Fran Forsyth

Sports Coordinator

Geelong Cross Country Results - 27 May 2019

13 Year Boys

Seth McCleish 11th Qualified

Ben Day 18th

Noah James 66th

Jasper Ward 68th

 

13 Year Girls

Lisa Ruusunen 13th Qualified

Tenyka Eden 58th

 

14 Year Boys

Jack Warelow 2nd Qualified

Sam Warelow 4th Qualified

 

15 Year Boys

Mitchell Cazaly 11th Qualified

Riley McFadden 14th Qualified

Brock Bohdal 31st

 

16 Year Boys

Joab Low 26th

 

Six students have qualified for the next level of competition, the WMR Cross Country Championships in Week 9 on Thursday, 20 June. We wish them well. Thank you to Mr Morton and Mrs Patterson who supported the team at Eastern Gardens.

Other School News

Katina Astles

Transition Coordinator

MasterChef Event

Tuesday, 4 June, we had the privilege of hosting a MasterChef event, focusing on food as a way of expressing our identities and bringing people together.

 

Our Senior VCAL students, Stef, Tawan and Kay, did an absolutely stellar job of running workshops for students from neighbouring primary schools.

 

Mayor of Geelong, Bruce Harwood joined our Principal in judging the Mystery Box challenge.

 

Guest chef, Ben Shewry taught the students so much more than just how to make a carbonara. He shared personal stories of what it was like to go from a primary school of 7 students (two of whom were his sisters) to a high school of 400. He shared that it is not how good your skills are or who you worked for or trained with, but your attitude and willingness to help others that is crucial and what he looks for when he hires staff at his restaurant, "Attica". Ben also told a story of a teacher, Mrs Marshall whose kindness changed his life and emphasised that, in and out of the kitchen, kindness is what is most important. I hope this is something we can all reflect on, as a choice we all have, every day.

 

Thanks again to Tonia, Alison, Bridgette, Sue, Val and the office staff, Jo, Luke Sharp, Sherryn, Nick, Paul, Georgia, John Hines, Pete and also to Mitch Fraser for being photographer for the day. Also to Simon for creating the wonderful mystery boxes and Tobi who made an incredibly generous donation of one of his knives as a gift to Ben Shewry who commented that it was, “the most beautiful knife he’d ever seen.”

 

LOTE CORNER

Recently North Geelong Secondary School performed well in the Education Perfect Victorian Languages Championship 2019. In this championship students were able to practice their language skills while earning points for the school. We were well represented by our Japanese and German learners, and our school came 32nd out of 81 in our school size category and 97th out of 280 schools overall. Two of our students received awards for their participation. Our Japanese language learners Ellie Coles received the Bronze Award (500+ individual points) and Harper Clifton received the Gold Award (3000+ individual points). Congratulations on your wonderful efforts.

Sacred Heart Art Show

Recently Year 11 student Yekaterina Krivogus 

submitted  artwork in the Sacred Heart Art Show 

that was held over the Queens Birthday weekend

Yekaterina is a talented student who not only had her work accepted for exhibition, but also sold work.

 

Great to see Yekaterina taking the initiative and  becoming involved with the wider community.

 

COMMUNITY NEWS

Barwon Health Immunisation Centres and Hours

 

Lions Club - Open Day
15 June 2019

 

Tamil Welcome Feasts

 

Refugee Week

 

  

Victorian School of Languages

Nth Geelong Centre

Located at

North Geelong Secondary College

 

The Victorian School of Languages is a specialist government school offering complementary language instruction outside of regular school hours. It enrols students in Years 1 to 12, who are unable to study their language of choice in their mainstream school. Students from all educational sectors (Government, Independent and Catholic) are eligible to enrol.           

 

The Victorian School of Languages offers quality courses aligned with government curriculum standards, based on communication skills that include speaking, reading, writing and listening. Its VCE program is fully accredited and can advantage students in the calculation of their university entrance score.  

 

The school`s language program is delivered through face-to-face teaching in over 40 Language Centres situated in government secondary schools across the state, and through Distance Education mode.

 

In North Geelong, classes are held on Saturday mornings between 9:00 am and 12:15 pm at:

North Geelong Secondary College

 

Languages offered:      

Croatian, Karen, Vietnamese, Dari, Persian, Polish, Macedonian, Bosnian, Turkish & Russian

*New languages may be offered subject to demand*

 

For enquiries Telephone: 5277 9833

 

Further details and enrolment are available online at our website:  www.vsl.vic.edu.au

   

Discover the World of Languages!                 

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