The Brunswick Star  

24 February 2020
Issue 1 2020

   

message from the principal
important dates
important information
using Compass
welcome to year 7 2020
2019 Cultural Tour of China
english literature creative response
making a splash!
melbourne theatre company community partnership
values & expectations
every moment matters
pastoral care & wellbeing
 mobile phone policy
uniform policy
Privacy Information
Brunswick Secondary College
03 9387 6133
47 Dawson Street
Brunswick , Victoria, 3056
AU

message from the principal

Karen Harris

Principal

I extend a very warm welcome to new members of our school community.  This year we have eight Year 7 classes, the highest number of classes since my time commencing as Principal in 2016 and I take this as a positive sign of the standing of the school amongst the local community.  Much of this reputation is of course due to our current students and the positive way in which they portray themselves and our school beyond the school day.  I do believe Brunswick Secondary College offers a positive and challenging academic and co-curricular experience for students in a caring environment with quality staff.   I trust that will be the experience for our new students this year.

Staffing

With an increase in student population comes an increase in our staffing profile.  We have employed new staff to accommodate the increase in student numbers but have also employed a number of new staff to replace some outgoing staff members.  I look forward to you meeting those new staff at upcoming events. Our new students and new staff have settled in very well, having been welcomed and supporting by existing students and staff.  This is an attribute of Brunswick College on which I often receive positive feedback. 

Community

It has been pleasing to see and feel the positive energy in our students on their return from the summer break.   I recognise that this break may not have been as replenishing as usual with the devastating bushfires across the country which affected so many.  I am pleased that our school community was able to make a contribution of $2300 towards bushfire relief, following our casual dress day and bake sale.  We will be supporting  the Foundation for  Rural and Regional Renewal (FRRR).  

In particular, we have requested the funds go to their Back to School program with funds to be distributed to families experiencing financial hardship.  These funds will take the form of vouchers for school requisites (books, uniforms etc) in fire affected areas.  Once again I am very proud of the willingness of our students to support others in time of need.

Teaching & Learning

On the first day of school, all students were introduced to the Brunswick Secondary College Instructional Model.  Our  Instructional Model describes five essential elements that students should experience in their learning in all classes, regardless of year level or discipline. Throughout 2019 teachers and small groups of students worked through activities culminating in the decision on the five essential elements of an effectively taught lesson.  These are:  Set Goals, Make Links, Develop Skills and  Knowledge, Apply and Deepen and Reflect.   Staff professional learning has been focused on the Instructional Model and how it enables the differentiation of teaching to cater for students at different stages of the learning continuum.   More information on the Brunswick Secondary College  Instructional  Model will be provided by Tasoula Michael, Assistant Principal for Teaching and Learning, as the semester progresses.  We will be seeking input from students in regards to the implementation of the Instructional Model over this semester.

Teaching and Learning

On the first day of school, all students were introduced to the Brunswick Secondary College Instructional Model.  Our  Instructional Model describes five essential elements that students should experience in their learning in all classes, regardless of year level or discipline. Throughout 2019 teachers and small groups of students worked through activities culminating in the decision on the five essential elements of an effectively taught lesson.  These are:  Set Goals, Make Links, Develop Skills and  Knowledge, Apply and Deepen and Reflect.   Staff professional learning has been focused on the Instructional Model and how it enables the differentiation of teaching to cater for students at different stages of the learning continuum.   More information on the Brunswick Secondary College  Instructional  Model will be provided by Tasoula Michael, Assistant Principal for Teaching and Learning, as the semester progresses.  We will be seeking input from students in regards to the implementation of the Instructional Model over this semester.

Co Curricular Opportunities

Our rich Co-Currricular Program was launched this week and it is something I encourage all students to become involved.  Increasingly, employers and universities are looking for students who have a holistic approach to school and learning, and who are able to demonstrate that they have acquired skills in terms of teamwork, problem solving and initiative.  These skills are often at the core of Co-Curricular activities and complement academic learning. 

 

Co Curricular Program

Our rich Co-Currricular Program was launched this week and it is something I encourage all students to become involved.  Increasingly, employers and universities are looking for students who have a holistic approach to school and learning, and who are able to demonstrate that they have acquired skills in terms of teamwork, problem solving and initiative.  These skills are often at the core of Co-Curricular activities and complement academic learning. 

 

School Privacy Policy

Our school collects, uses, discloses and stores student and parent personal information for standard school functions or where permitted by law, as stated in the Schools’ Privacy Policy.

Please take time to remind yourself of the school’s collection statement, found on our website and included in this issue of the Brunswick Star.

With many events on the school calendar I look forward to seeing you all in the near future.

important dates

Term 1

Meet the Job Careers Event

 

Thursday 05/03/2020

3.30pm to 4.30pm

D Block

House Competition Week

Theatre Sports

Tuesday 10/03/2020 to 14/03/2020

Lunchtimes

Theatre

Year 7 Immunisation

Thursday 12/03/2020

9.00am to 10.15am

PTS Conferences

Wednesday 18/03/2020

12.30pm to 7.30pm

No Scheduled Classes

Camp:  Year 7 

Monday 23/03/2020 to 25/03/2020

Camp:  Year 9 Bushwhacked Program 1

Monday 23/03/2020 to 27/03/2020

Term 2

Term 2 begins

Tuesday 14/04/2020

Year 7 2021 Parent Information Evening

Monday 20/04/2020

6.00pm - 8.00pm

Athletics Carnival

Wednesday 22/04/2020

Year 10 Work Experience Week

Monday 04/05/2020 to 9/05/2020

Year 7 SEAL 2021: Application deadline

Saturday 08/05/2020

Camp:  Year 8

Monday 11/05/2020 to 13/05/2020

NAPLAN Testing (Years 7 & 9)

Tuesday 12/05/2020 to 15/05/2020

Year 7 SEAL 2021: Examination Date

Saturday 16/05/2020

Camp: VCE Outdoor Education Units 1&2

Monday 18/05/2020 to 23/05/2020

Year 11 Exam Preparation Week

Monday 25/05/2020 to 29/05/2020

Year 11 Exams

Monday 01/06/2020

Drama CCP Performance Night

Wednesday 03/06/2020

6.30pm to 7.30pm

Theatre

Queen's Birthday (Public Holiday)

Monday 08/06/2020

Camp - Year 9 Bushwhacked Program 2

Wednesday 10/06/2020

GAT Exam

Wednesday 10/06/2020

10.00am- 1.15pm

Year 7 SEAL 2021 Interviews

Friday 12/06/2020

Year 10 Exam Preparation Week

Monday 15/06/2020 to 19/06/2020

important information

Where to find information

Knowing where to find information is important for parents to feel informed and for students to be comfortable and confident at school. 

BSC Study Planner

 

All Year 7 students receive a Study Planner. This planner explains the expectations, uniform, and bell times as well as providing tips regarding homework and time managment. It also has a place to record your timetable for the week.

Guides and Handbooks

The school has online Student Guides and Handbooks that can be found on the BSC website under Learning, or via Compass under the Favourites star. These include the School Handbook, Curriculum Handbooks for each Year Level, the Co Curricular Program Handbook and Instrumental Music Handbook.  Each online handbook provides detailed information on their topic and outlines the expectations of our students.

 

Policies

The school’s policies for wellbeing and engagement, uniform, anaphylaxis, child safety, curriculum, privacy, assessment and more can be found on the BSC website under Our School.

The BSC Mobile Phone Policy and BSC Uniform Policy  are included in this issue of the Brunswick Star for your quick reference.

 

Compass School Management 

Compass is an app that you can download onto your SmartPhone or onto your computer. It allows the school to send excursion notes, reminders, announcements, school assessment and reports directly to Parent/Carers.

 

The Compass newsfeed acts as a constantly updating newsletter for all Parents/Carers. Compass also allows students to see their timetable, as well as their learning tasks, grades and reports.

 

Many links and documents are conveniently located via Compass, under the Favourites Star.  The illustration below provides an example of this. Click on the image to enlarge it.

Refer to the article in this issue regarding how to use Compass.

The Brunswick Star

The Brunswick Star is produced twice per term and families are alerted via Compass newsfeed.  The newsletter and archives can also be accessed via the school website (BSC website under News) and the current newsletter link is always available on Compass under the Favourites Star. The Brunswick Star is filled with photos of students and the regular and special events they undertake. 

 

using Compass

Why use Compass?

The Compass School Management System allows Parents and Carers to access up-to-date and meaningful information about our school and their child’s progress. Compass includes many different features, including the ability to:

  • Monitor your child’s attendance, and enter an explanation for absence or lateness
  • Communicate with your child’s teachers, and update your family contact details
  • View your child’s timetable
  • Monitor your child’s learning tasks
  • Download and view your child’s progress and semester reports
  • Book Parent Teacher Student interviews
  • Pay and provide consent for events and school fees

How do Parents/Carers access Compass?

Every family receives a login ID (different to their child's login details) so that they can access Compass. This is provided by the school.

To access the Brunswick Secondary College Parent Portal, go to our school website and click on the Compass icon on the homepage.

Compass Home Screen

Once logged in you will see your home screen. This screen has some links at the top (which are always visible in Compass), a section for your children that attend the school, and a section showing the latest news that is relevant to you.

Clicking on the Home icon at the top left of any page will always return you to this screen.  Click on the image below to enlarge.

 

What can Parents/Carers access via Compass?

There are many actions that can be accessed via the shortcuts beside their child's photo. 

  • Student Profile information
  • Send Email to Teachers
  • Add Attendance Note/Approval
  • View Academic Reports
  • Book Parent Teacher Interviews
  • View Learning Tasks

What is My News ?

News items that are relevant to you will appear underneath the My News heading.

These items will continuously update and remain on your newsfeed for future reference, until they expire.

Where information is of high importance, you will be alerted via email and/or push notification to check your Compass newsfeed.

At the top of the newsfeed will be items requiring your action, such as payment or consent forms for excursions, and approval of any absences.          

Menus

As mentioned earlier, the constantly visible links at the top of the Compass screen (refer to /click on the image above) deliver information and opportunities for action as listed below.  

 

Teaching and Learning (Pencil icon)

This menu allows you to access the Learning Tasks for your child(ren), as well as any other relevant school resources that have been uploaded to Compass.

Organisation (Matrix icon)

This menu allows you to see any excursions your child(ren) is attending and to order replacement identity cards for your child(ren).

Community (People icon)

This menu allows you make bookings for events such as Parent Teacher Student conferences, and access school documentation such as quick links to the Brunswick Secondary College website, online Curriculum Handbooks, Student Guides and newsletters.

School Favourites (Star icon)

This menu has quick links to webpages, information and other documents related to Brunswick Secondary College.

Tools (Gear/Cog icon)

This menu allows you to see any payments you have made through Compass, to update your password and other details, and to log out of Compass.    

Assessment & Reporting

Compass School Management system is also used to record Continuous Reporting for each student at Brunswick Secondary College.

In order to ensure our families are better informed about their children’s progress, our school uses a continuous (ongoing) model of reporting. This approach means that parents and carers can access teacher feedback on their children’s work throughout the semester, rather than waiting for a report at the end. There are three forms of feedback to families that the school provides:

 

Work Practice Reports

Work Practice Reports are made available via Compass during Week 6 of each term.

  • Work Practice assessments are the school’s method for assessing student effort and commitment to work both at school and at home.
  • Parents and carers will receive a reminder to access their children’s Work Practice Reports via Compass Newsfeed email alert.

Parent Teacher Student Conferences

  • Parent Teacher Student (PTS) Conferences are conducted towards the end of Term 1 and Term 3.
  • PTS conferences provide an opportunity for parents and carers to meet with their children’s teachers face to face.
  • Students are expected to attend these conferences.
  • Parents and Carers will receive a Compass Newsfeed message and email alert inviting them to book time slots.

Learning Tasks

  • Students complete multiple Learning Tasks in each subject every semester but not all are linked to the reporting cycle. A list of these tasks are visible through Compass. Throughout the term, Teachers report on each Learning Task as the task becomes due for assessment.
  • A written comment and a percentage mark is awarded for each task that is linked to the reporting cycle.

Victorian Curriculum

  • Assessment and reporting in Years 7 to 10 is completed according to Victorian Curriculum requirements. Students receive a percentage assessment for specific work requirements and a Victorian Curriculum level that is consistent in all schools state-wide.​​​  

 

 

welcome to year 7 2020

Shalini Akhil

Year 7 Coordinator

 

We extend a very warm welcome to all of our new students in the Year 7 cohort of 2021.

 

Even though starting a new school can be daunting, without exception our newest students are approaching life at BSC with enthusiasm and excitement. On the first day of school, as the new cohort gathered outside of the Auditorium, the courtyard was buzzing with conversation and lit with smiles.  The students enjoyed a short introductory assembly before moving on to practicalities - being assigned a locker, finding their room and their teacher - and launching into life at BSC!

 

Throughout these first weeks, it has been fabulous to see the Year 7 students developing new friendships and helping each other out; every day they are becoming more familiar with the school routine and are conscious of the high expectations that we have of our students.  this cohort is becoming more confident and self- assured,  and all of the students are looking forward to exciting times ahead - especially Year 7 Camp!

 

Our community wishes them every success on their career at Brunswick Secondary College.

 

2019 Cultural Tour of China

Global Citizens

Wanling Zhong

Teacher - Chinese Language studies

 

In Term 4 2019, nineteen students from across Years 8 and Year 9 attended a two-week trip to China as part of the cultural interchange program offered at Brunswick Secondary College.

 

To maximise this learning experience, we visited Beijing, Shanghai and Xi’an, as these are China’s leading centres for culture, economy, education and technology.

 

Walking into the Forbidden City and the Mausoleum of the First Qin Emperor, students could  make connections between the royal architecture and China’s long imperial history. In Shanghai, students further immersed themselves into Chinese school life by building close friendships with local students and teachers, attending classes and practicing Chinese painting and calligraphy.

 

The Cultural Tour of China  both extended and enriched our students’ skills and knowledge, while implementing the Chinese language they have learned in class. The experience of entering the Chinese culture significantly developed their identity as confident young Australians,  as well as active and informed global citizens.

 

 

Chelsea Su

Year 10

The trip to China was a very interesting and fun experience. During the 2 week trip, we travelled to Shanghai, Beijing and Xi'an and saw many impressive landmarks. We tried lots of different foods for the first time and did some shopping. During this trip, we learned a lot about Chinese history and even more about the language, culture - and bargaining! It was overall a very enjoyable tour.

 

 

Madeleine Cumming

Year 10

The China trip which I went on last year was a great experience. I was able to eat lots of Chinese food and see many buildings which were a large part in Chinese history. We visited the Forbidden City and the Summer Palace, for example. A highlight was the Great Wall of China. The views were amazing, and I just loved the experience of being up so high. Another highlight was the snow in Beijing. It was cool to see it because I had only seen it once before. China was a great place to go, especially since I went with my friends.

 

Jasmine Su

Year 10

The two-week China study tour was a fun learning experience. We learned about the Chinese culture and history. We went to popular tourist places such as The Forbidden City, The Great Wall of China, Tiananmen Square and the Terracotta Warriors.

We also saw a Chinese pagoda, which we learned was a traditional part of the Chinese architecture. We went to the Summer Palace and it was a very beautiful place, which showed lakes and gardens. The Summer Palace used to be an imperial garden in the Qing Dynasty. We visited different restaurants and the food from each place was delicious! 

We even went shopping and learned how to bargain.

Sally Goss

Junior School Leader

 

On this cultural tour, we visited a number of iconic attractions such as the Great Wall of China, Summer Palace, Terracotta Warriors and Shanghai Tower.

New experiences for most included travelling on an overnight train from Beijing to Xian and  a two-night stay at the boarding school affilliated with Fudan University (just out of Shanghai). 

At the school, students were able to observe the similarities and differences between Brunswick Secondary College school life and a Chinese boarding school experience. We had a lot of fun taking part in Kung Fu, Art and Print Making classes. 

Most students became skillful at bartering at the local market in Beijing, and this was a highlight of the trip for many!

This delegation of BSC students did our school proud; they showed initiative, behaved with respect and  kindness, and were resourceful and enthusiastic. all the students were very appreciative of this opportunity to travel to China and made the most of this valuable learning experience.

 

What a fantastic trip!

 

 

Sabine Barnett

Year 10

The 2019 China Study Tour was, even for a person who has been to China before, an amazing cultural experience. The two weeks were certainly very busy as we were constantly moving around, but the trip was incredibly well organised and thus ran reasonably smoothly. The school placement at the end of the trip was particularly eye-opening as you were given an insight into the completely different structure of a school day for students in a similar demographic. School teaches you many things, but it does not make you worldly wise. For that you need to see the world, and that is exactly what trips like this do. They educate you on an entirely different level and open your eyes to the reality of the world.

english
literature


creative response

VCE Literature  - Extension

At the end of Unit 2 in Literature, students are given the opportunity to respond to a text they have studied with a creative piece. The students studied the poetry of Seamus Heaney in Term 4 2020 and were particularly moved by the beautiful but dark imagery in Poems such as Tollund Man, Limbo, Punishment and The Strand at Lough Beg.

 

The form of thier response was chosen by the individual student. Some chose to write a poem of their own, while others chose to compose a song or piece of art. The most outstanding responses last year were from Meredith Walker and Alex Stefos. Meredith painted a watercolour image and Alex composed a poem.

Wasteland
by Meredith Walker

Meredith Walker

Year 12

I aimed to create an artwork that was open to interpretation and responded broadly to the themes of Opened Ground, including details and devices from a range of poems. The key ideas explored include Troubles-era punishments compared to Iron Age ritual killings, and societal punishment and how that affects society in general, particularly women. There are many female characters in Heaney’s poetry, such as the bog body in Punishment, the ‘goddess’ alluded to in The Tollund Man, the mother in Limbo, and other personified landscape characters. Through my portrayal of a victim and the setting of a bog, I aimed to explore the long-lasting impacts of punishments (such as those experienced by Heaney’s characters) and the sectarian violence of Ireland on society.

 

In this piece I tried to include both Celtic, pagan symbols and religious references, as can be seen in Heaney’s poems. For example, the ‘yew trees’ alluded to in The Strand at Lough Beg are a pagan symbol of fertility and can be seen in the Celtic cross in the center of the artwork. I chose to place this cross in the center of the page as it symbolizes the shift from pagan to Christian practices; the cross is commonly seen as Christian, but the pagan elements suggest its secular roots/origins.

The Easter lily (Calla lily) is a symbol I have used throughout the piece, despite it not being mentioned in the poems studied. The lily is worn by Irish republicans to remember the combatants who died during Bloody Sunday in 1916 and is even now seen as a ‘divisive symbol’. It also represents the island of Ireland, as the flower’s colours of green, orange and white suggest. Green represents the ancient Celtic people, orange represents protestant settlers, and white symbolizes the peace between the two groups. The flower itself is a symbol of hope, renewal and regrowth, which pertains to the respectful and hopeful tones of some of Heaney’s poems. The shamrock is another obvious symbol of Ireland and was also adopted by republican militia. The Irish Volunteers used it as a symbol of nationalism, leading to the British Army forbidding its Irish members from wearing it in the 19th century.

Overall, the transparent and flowing medium of watercolour allowed me to reflect the tranquility of the poems, as well as the depicting the actual water. The dark blues and cool reds, particularly in the bottom of the painting, represent the subtly gruesome and dark tones of the poems. At times I felt the poems were more opaque and atmospheric, so I chose to use less saturated colours and fewer harsh outlines further up in the painting. This also gives the illusion of atmospheric perspective and depth, showing the misty setting of a bog or marsh.

Reparation
by Alex Stefos

 

Alex Stefos

Year 12

My poem (Reparation) was inspired mainly by Heaney’s poems Punishment and Limbo which both depict inhumane practices that can stem from religious doctrine. Similarly, my poem addresses the inhumane practice of conversion therapy that is still legal in countries like the U.S and is advocated by some fundamental religions. The key message is that LGBTQI+ (particularly gay) people do not deserve to be punished, and that those who send them away to be "fixed" or converted into heterosexuals are punishing them under the fallacious belief that they are going to be punished in the afterlife if they don't. Also, my poem emphasises that the process of conversion therapy is psychologically harmful, and needs to be outlawed.

 

To read Alex' outstanding and thought-provoking poem, please click on the document below.

 

 

making a splash!

BSC Swimming Carnival 

Another successful and exciting Swimming Carnival !   

This carnival is the first major sporting event of the calendar - providing an opportunity for House competition (and friendly rivalry) to flourish.

Students from across all year levels joined the event, and while the weather could have been more favourable, students from across all year levels enjoyed the event and made the very most of the day.

Congratulations to Oro House who were triumphant on the day.

Click on photos to enlarge.

 

Fun for all

Students were able to join the competitive races and/or enjoy the fun sports activities, while our hardworking, well organised VCAL students provided a delicious barbecue lunch for all.  Thank you!

 

The Swimming Sports also provides students and staff a great opportunity to relax, socialise and have fun together.

 

 

 

melbourne theatre company
community partnership

Melbourne Theatre Company
Community Partnership

Tim Roach

Head of Learning - Performing Arts

Brunswick Secondary enjoys a wonderful community partnership with the Melbourne Theatre Company. Students regularly attend MTC productions to extend and enrich their performing arts learning experience.

 

Each year since 2010, a group of Year 11 theatre-lovers have been selected as MTC Ambassadors, embarking on a year-long extension program that offers insight into the world of professional theatre. Each month they attend an MTC production, meet with artists and staff, and share their experiences of theatre with like-minded peers.

In 2019, Josie Coyle was nominated to attend the MTC Ambassador Program adn found it to be an exciting and dynamic learning experience.

 

Josie Coyle

Year 12

 

At the beginning of 2019, I was offered the opportunity to apply to be an MTC Ambassador. I sent in my application, thinking that I would be lucky to be accepted into the program. Just a few weeks later, I received an email telling me that I had been accepted - and thus began one of the best and most valuable experiences of my life.

 

About once a month, myself and the other ambassadors (15 other Year 11 students from different schools across Victoria) would meet up at MTC Headquarters after school.  We would then meet and talk with an MTC worker from one of the various areas at MTC.  We met with actors, stage managers, set and lighting designers and even a former MTC ambassador. Afterwards, we would eat before walking down to the Southbank Theatre to watch a performance and after the show, we had the opportunity to go backstage to meet the cast and crew!

 

I absolutely loved being a part of this program for a multitude of reasons. For one, I got to see some truly amazing shows with my personal favourites being Kiss of the Spider Woman,  Black is the New White and Cosi. All of these shows, and the many others, reminded me of how much I love and appreciate theatre.  The shows were absolutely hilarious, visually stunning, and completely a immersive experience. Without the Ambassadors Program, I would never have been able to see all of these productions, so for that I am very thankful.

 

Having the opportunity to go backstage after the shows and meet the cast and crew was such a wonderful experience. Meeting the cast members was awesome, because we were able to talk to them and ask them questions.  This proved to be very valuable as it taught us so much about professional theatre performers and how these performers went about getting to where they were, their processes and their opinions. Meeting the crew and seeing the sets up close was also amazing, as it showed us how a production works behind the scenes. We got to see how all the tricks and special affects were made and to talk to the people who keep the show running! This gave me such a unique experience to learn about all the ins and outs of the processes behind the scenes in performances, and has lead me to want to further explore working backstage.

 

One of the best things about being an MTC Ambassador was getting to know and becoming friends with the other ambassadors. Being able to talk to like-minded people from all across Victoria was really valuable and I will miss seeing them every month - although we have all agreed to stay in touch!

 

In summary, I could not be more thankful to have been given this opportunity. It was amazing, from all of the wonderful people I’ve met to all of the experiences and things that I have learned.

 

values & expectations

Values

The values at Brunswick Secondary College include respect, responsibility, achievement, excellence, teamwork and persistence. These values are reflected in the expectations we have of our students, staff and school community.  

Our Values Matrix showcases examples of how each value is demonstrated in class, in the yard, in the community and online. Our classrooms display these values and examples, and our teachers refer to them as they coach and support students to be respectful young adults who aim high, try hard, and persevere despite hardship. 

[Insert values matrix] 

Our expectations for student behaviour are explicitly taught to students through non-verbal and verbal prompts. Teachers have high expectations for behaviour in the class, in the yard and online. The expectations for behaviour are displayed in student handbooks (see Compass Favourites).

 

Expectations

Expectations for Overall Behaviour

  • Student behaviour reflects the values of our school
  • Students treat others with respect by being polite, using appropriate language (no swearing or offensive language), and cooperating
  • Students follow instructions of staff
  • Students support a good learning environment by engaging promptly with learning, speaking quietly when permitted, and supporting others to work
  • Students work to the best of their ability
  • Students submit work that is their own
  • Students submit work punctually, including homework and assessments
  • Students bring the correct equipment to class, including a charged device
  • Students only use school devices, and non-school devices such as headphones, when instructed by their teacher
  • Phones are in lockers during the school day
  • Students access Compass and school email to remain informed, and organise timely consent for events

Expectations for Attendance and Punctuality

  • Students attend all classes
  • Students arrive to class on time
  • Students submit a signed parent note/medical certificate to YLC/office or Compass entry to explain any absences or lateness
  • Students provide a signed parent note to YLC before 9 am to leave the school early

 

Expectations for Uniform

  • Students wear approved school uniform, including for school excursions
  • Students wear approved school sports uniform on the days of Sport and PE classes
  • Students provide a signed parent note detailing why the student is out of uniform and when the student will be back in uniform

Expectations for Health and Safety

  • Students show care for others by being inclusive and supportive. Exclusion, harassment, intimidation, bullying, and offensive behavior are not tolerated
  • Students move around the school and behave in a safe and orderly way, avoiding running in confined spaces, unwelcome contact and bike riding, etc. on grounds
  • Students must not possess or use prohibited substances such as cigarettes, lighters, alcohol/drugs, weapons, pornographic material, etc.
  • Students eat in designated areas. Water only is permitted in class
  • Visitors must enter the school via the office

 

Expectations for Environment and Property

  • Students show respect for the college and others by caring for equipment and facilities (not having prohibited substances including gum, permanent markers, lighters, laser pens, water bombs). Students keep school tidy by placing rubbish in bins (e.g. no littering or spitting)
  • Classrooms are left clean and tidy
  • Students return borrowed materials on time
  • Students keep lockers clean and secured with a combination padlock
  • Lockers can be accessed before school, recess, lunchtime and after school
  • Students leave mobile phones and school bags in lockers. (Students can take sports bag to Sports/PE class)
  • Bikes should be secured in the school bike shed with a lock during the day
  • Students wait for a teacher to invite them into the staff room or office

every moment matters

Did you know that  
the best learning time is  
the start of the school day? 

   

Late Process

Lateness to school has significant impact on a child’s learning. Just a little bit late doesn’t seem much but it all adds up. 

The school has a process to monitor punctuality, and to support students to catch up on missed work. 

  1. If a student is late to school, they must log into the Compass kiosk at the Office with their BSC Student Card immediately upon arriving. This is before they go to their locker. 
  2. The Compass kiosk will issue a printed late pass. 
  3. Students take the late pass and hand it to the classroom teacher to enter the class. 
  4. Parents and carers can approve a late arrival on Compass, or by providing a note for students to give to the office, or by calling the office.  

 

At the end of each week, students with multiple late arrivals to school that have not been approved by parents or carers will be issued a 30-minute detention. Students will complete class work in this time. Any student who does not attend the late detention will be required to attend a parent conference. In this meeting we will help unpack with your child how they can manage their lateness. 

 

There are online resources and tips from the Department of Education to support parents and carers when achieving punctuality for your child is challenging.  

https://www.education.vic.gov.au/school/parents/behaviour/Pages/studentattendance.aspx 

pastoral care & wellbeing

home group @ brunswick

Claudia Johnson

Assistant Principal

 

Brunswick Secondary College has a pastoral care program from Year 7 to Year 12. Pastoral care is the structures, practices and approaches to support the wellbeing and development of young people. Home Group is where pastoral care will come to life at Brunswick Secondary College.  

'Pastoral care is the ‘oil of learning.’ Pastoral care is not the destination but the nourishment for the learning journey. '

Mann, 2006 

'There is strong and consistent and evidence that effective schools ensure that every child has a secure, positive and ongoing relationship with at least one staff member.'

Moore et al, 2013

 

Additionally, programs that target social and emotional learning (SEL) have a positive and significant impact on attitudes to learning, social relationships in school, and student achievement. (Education Endowment Foundation, 2015). 

Our Purpose

The purpose of Home Group is to promote and maintain a supportive environment and positive relationships with the teacher and the class. This is in order to develop a sense of belonging and connectedness within the school and an environment that enables the whole student to thrive.  

'Academic learning prepares students for the future. Pastoral care prepares students for right now. '

Ben Shepperd, 2018 

Our Guiding Principles 

We will promote and maintain a supportive environment and positive relationships by: 

  • Home Group teachers caring, monitoring, noticing, supporting, and advocating for students  

  • Students voicing opinions and ideas, having input into their learning, and being empowered to be active leaders in class, the school and the community  

  • Supporting goal setting, progress reflection and goal review  

  • Promoting personal growth and social development 

  • Celebrating achievements 

Home Group Structures 

Students will remain in their core class groups – these will be called Home Groups.  A Home Group teacher is allocated to each Home Group and will teach this class for a weekly Home Group lessons. Wherever possible, the Home Group teacher will also teach this class in another subject. At times, this is not possible, particularly as students in Years 9 - 12 are increasingly or fully in elective classes. 

 

All Home Group classes will be on Thursday at the same time. This provides opportunity for students in different year levels to work together.  

 

Classroom activities

Every student in Year 7 to Year 12 participates in activities across the five areas of Community, Student Voice, Celebrate, Social and Emotional Learning and Achieving Goals. Local and international research describes these areas as being key to providing a rich and meaningful pastoral care program.

 

In some cases, the activities are the same or similar at each year level, such as the expectation that you have a year level Celebration Day at the end of the year. In other cases, the activities are different, and are developed to be suitable to different ages or stages of development.

 

 

 

Home Group teacher role

The role of the Homegroup teacher is to:

  • Show care, and to monitor, notice, support and advocate for students
  •  Be available for students, and be the first point of contact for the student and their family
  •  Guide students through their school experience
  •  Customise the learning in Home Group to meet the needs of the individuals and the class

Parents are encouraged to contact the Home Group teacher in regard to wellbeing issues such as your child feeling worried about school work, being upset about a friendship issue, or needing to have someone look out for them. Issues relating to the classwork should still be directed to classroom teachers, and issues relating to serious wellbeing concerns such as mental health should be directed to the Year Level Coordinator. In any case, the Home Group teacher or Year Level Coordinator will ensure that the most suitable person helps you and your child.

 

Further information to our parent and carer community will be offered in an information session in early 2019. This will be advertised via Compass Newsfeed.

 

Evidence-base for social and emotional learning:

  • Programs that target social and emotional learning (SEL) have a positive and significant impact on attitudes to learning, social relationships in school, and student achievement. (Education Endowment Foundation, 2015).
  • A 2012 meta-analysis of 75 studies found that there were beneficial effects across seven different outcomes: social skills, antisocial behaviour, substance abuse, positive self-image, academic achievement, mental health, & prosocial behaviour (Sklad et al, 2012).
  • A 2008 report summarised SEL programs across 317 studies. It found that SEL programs were beneficial in both school and after-school settings and for students with and without behavioural and emotional problems. SEL programs were effective at improving social-emotional skills, attitudes about self and others, connection to school, positive social behaviour, emotional distress, and academic performance (Payton et al, 2008).
  • Schools can effectively prevent disruptive behaviour by developing students’ social and cognitive skills, such as anger management, empathy training, and social problem-solving skills (Centre for Allied Health Evidence, 2009).

 

Evidence base for fostering teacher and community connections:

  • Effective schools ensure that every child has a secure, positive and ongoing relationship with at least one staff member. (Moore et al, 2013).
  • Research has shown that relationships can affect student learning – there are effects for both positive and negative relationships (Roorda et al, 2011). Negative relationships can make students less happy about coming to school or participating in class. Teachers can improve relationships by showing they understand and care about individual students and trying to see student perspectives (Hattie, 2009).
  • Hattie found an effect size of 0.72 for teacher-student relationships (Hattie, 2009).
  • Evidence shows that social emotional programs involving a classroom component with parent component (or school-wide initiatives) improve conduct problems, emotional distress, and academic performance (Durlak et al, 2011; Payton et al, 2008).

 mobile phone policy

The BSC community is advised that the BSC Mobile Phone Policy came into effect from the beginning of the 2020 school year. 

Note that this is a ministerial policy formally issued by the Minister for Education under section 5.2.1(2)(b) of the Education and Training Reform Act 2006.

Purpose of the Mobile Phone Policy

The purpose of this policy is to explain to our school community the requirements and expectations relating to students using mobile phones during school hours. These expectations are from both the Department of Education and Training and Brunswick Secondary College.

Scope

This policy applies to:

  • All students at Brunswick Secondary College and,
  • Students’ personal mobile phones brought onto school premises during school hours, including recess and lunchtime.

This policy does not apply to

  • Wearable devices
  • iPads and all other personal devices

Definitions

A mobile phone is a telephone with access to a cellular (telecommunication) system, with or without a physical connection to a network.

Policy

We understand that students may bring a personal mobile phone to school, particularly if they are travelling independently to and from school.
At Brunswick Secondary College:

  • Students who choose to bring mobile phones to school must have them switched off and securely stored during school hours
  • Exceptions to this policy may be applied if certain conditions are met (see below for further information)
  • When emergencies occur, parents or carers should reach their child by calling the school’s office.

Personal mobile phone use
In accordance with the Department’s Mobile Phones Policy issued by the Minister for Education, personal mobile phones must not be used at Brunswick Secondary College during school hours, including lunchtime and recess, unless an exception has been granted.
Where a student has been granted an exception, the student must use their mobile phone for the purpose for which the exception was granted, and in a safe, ethical and responsible manner.
Secure storage
Mobile phones owned by students at Brunswick Secondary College are considered valuable items and are brought to school at the owner’s (student’s or parent/carer’s) risk. Students are encouraged not to bring a mobile phone to school unless there is a compelling reason to do so. Please note that Brunswick Secondary College does not have accident insurance for accidental property damage or theft. Students and their parents/carers are encouraged to obtain appropriate insurance for valuable items.
Where students bring a mobile phone to school, they are required to store their phones either in their locked lockers or handed into the school general office to be placed in a lockable cupboard. The phone must be securely stored for duration between the student’s first and last class, including lunch and recess.
Enforcement
Students who use their personal mobile phones without having been granted an exception will have their phone immediately confiscated for the remainder of the school day. The phone can be collected after the student’s final class from the general office.

Exceptions to the policy:

  • can be granted by the principal, or by the teacher for that class for learning
  • may be applied during school hours if certain conditions are met for health and wellbeing-related exceptions
  • may be applied during school hours if certain conditions are met relating to managing risk when students are offsite

The three categories of exceptions allowed under the Department’s Mobile Phone Policy are:

  • Learning-related exceptions
  • Specific exception
  • For specific learning activities (class-based exception).  Please note: Students will be advised in advance if a mobile phone is required.

Where an exception is granted, the student can only use the mobile phone for the purpose for which it was granted.


Camps, excursions and extracurricular activities
Brunswick Secondary College will provide students and their parents and carers with information about items that can or cannot be brought to camps, excursions, special activities and events, including personal mobile phones.
Exclusions
This policy does not apply to students when

  • when travelling to and from school
  • when travelling to VET classes
  • undertaking workplace learning activities e.g. work experience
  • participating in out-of-school-hours events e.g. homework club, rehearsals

uniform policy

Purpose & Rationale

The Brunswick Secondary College Uniform Policy is based on the following rationale:

  1. Safety.  Uniform provides for quick recognition and identification of students as those belonging to Brunswick Secondary College. This is especially important for safety when students travel outside of the school on excursions. Uniform also allows staff to clearly identify persons who should not be within the school grounds.
  2. Appropriate Clothing.   Uniform provides for appropriate clothing for school wear (for example, closed shoes for protection in woodwork, food and science classes) and sunsmart clothing for summer.
  3. School Pride.   Uniform creates a sense of collective and individual pride in our school.
  4. Wellbeing.   Uniform is inclusive and culturally sensitive. It also provides students with a sense of belonging and community, while allowing a range of choices. Uniform eliminates peer group pressure and competition amongst students. It also removes pressure on families to provide “fashionable” items for daily wear and in comparison is reasonably priced.

Expectations

All students are required to wear the prescribed Brunswick Secondary College uniform and it is expected that parents/carers and students will support the school’s Uniform Policy 

All uniform items should be clearly marked with the student’s name

Students must wear complete and correct school uniform when participating in school excursions Purchase of Uniforms Parents/carers and students experiencing financial difficulties should contact the relevant Sub School Leader for support in the provision of uniform items.

 

New Uniform Items

All new uniform items may be purchased at the college’s Uniform Shop, located in the Administration Block inside the Dawson Street entrance

  • The full range and pricing may be viewed online here
  • Uniform Shop hours of operation are: Monday (8.00am – 9.00am) & Wednesday (3.00pm – 4.00pm)
  • Additional hours of operation (for example at the beginning of the year) will be advertised to the school community via the Compass portal as required

Secondhand Uniform Items

The BSC Parent Association regularly runs secondhand uniform sales throughout the year. These sales will be advertised to the school community via the Compass portal.

Unwanted/outgrown uniform items may be donated to the Parent Association via the General Office 

Uniform Items & Options

Uniform items can be viewed online at DCS Uniforms website. Student can choose to wear either the summer-weight or winter-weight uniform at any time throughout the year, based on their own comfort level.

Physical Education & Sport Uniform

Sports Uniform must be worn for interschool sport and for Physical Education and Sport Education classes where physical activity is undertaken. On the day of the PE or Sport class, Sports Uniform and runners can be worn by students to school, during school and from school. If students prefer, they can change into/out of Sports uniform at the school.

Out of Uniform – Procedure and Consequences

Any student that attends school with incorrect uniform must report to the Year Level Coordinator on arrival at school and prior to the commencement of classes.

  • Where Parent/Guardian/Carer has provided the student with a note (signed, dated and stating reason), this must be given to the Year Level Coordinator. Year Level Coordinators will issue a Uniform Pass to students who provide a note or an adequate excuse for being out of uniform
  • Throughout the school day, if any student is identified as out of uniform and cannot produce a Uniform Pass, the student will be referred to the Year Level Coordinator for explanation and may receive a detention
  • Ongoing breaches of uniform guidelines may result in the student being sent home to change clothing (following contact with Parent/Guardian/Carer

To read the full BSC Uniform Policy, click here.

Privacy Information

SECONDARY SCHOOL ENROLMENT
PRIVACY COLLECTION STATEMENT

 

Privacy information for parents and carers

 

During the ordinary course of your child’s attendance at our school, school staff will collect your child’s personal and health information when necessary to educate your child, or to support your child’s social and emotional wellbeing or health. Such information will also be collected when required to fulfil a legal obligation, including duty of care, anti-discrimination law and occupational health and safety law. If that information is not collected, the school may be unable to provide optimal education or support to your child, or fulfil those legal obligations.

 

For example, health information may be collected through the school nurse, primary welfare officer or wellbeing staff member. If your child is referred to a specific health service at school, such as a Student Support Service officer, or school-engaged psychologist, the required consent will be obtained.

 

Our school may use online tools, such as apps and other software, to effectively collect and manage information about your child for teaching and learning purposes, parent communication and engagement; student administration; and school management purposes. When our school uses these online tools, we takes steps to ensure that your child’s information is secure. If you have any concerns about the use of these online tools, please contact us.

 

School staff will only share your child’s personal or health information with other staff who need to know to enable the school to educate or support your child, or fulfil a legal obligation.

 

When our students transfer to another Victorian government school, personal and health information about that student will be transferred to that next school. Transferring this information is in the best interests of our students and assists that next school to provide optimal education and support to students.

 

In some limited circumstances, information may be disclosed outside of the school (and outside of the Department of Education and Training). The school will seek your consent for such disclosures unless the disclosure allowed or mandated by law.

 

Our school values the privacy of every person. When collecting and managing personal and health information, all school staff must comply with Victorian privacy law. For more information about privacy including about how to access personal and health information held by the school about you or your child, see our school’s privacy policy: https://www.education.vic.gov.au/Pages/schoolsprivacypolicy.aspx

 

Throughout this notice, ‘staff’ includes principals, teachers, Student Support Service officers, youth workers, social workers, nurses and any other allied health practitioners and all other staff at our school. This includes employees, agents and service providers (contractors) of the Department, whether paid or unpaid.

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