NGSC Newsletter

08 June 2018
Issue Nine
North Geelong Secondary College
03 5240 5800
130 Separation Street
North Geelong, Victoria, 3215


Key Dates

11 JUNE                Queens Birthday Public Holiday

13 JUNE                VCE GAT

15 JUNE                Assessment & Reporting Day  

                                         (Student Free) 

18 JUNE               Whole School Assembly

29 JUNE               Last Day Term 2 (1.30pm Finish)

16 JULY                 Term 3 First Day

23 OCT                  Year 12 Graduation


Mr Nicholas Adamou


Closer to the end of the semester

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

  • Interim reports have been posted on line, every 4 weeks throughout the semester  
  • Semester reports are currently being prepared and will be posted on line by the end of this Term
  • Teachers will be finalising reports on Friday June 15 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; Sub School Leaders, Careers Team, Year level Coordinators and Principal Class Officers in relation to planning and setting goals for Semester 2.


As we come to the end of the first semester of this academic year, I take this opportunity to celebrate with you the achievements of our students and staff. None of this can occur without the hard work and effort of the staff (teaching and non-teaching) who work diligently, plan and organise the learning & teaching that takes place on a daily basis within our vibrant college community. As I scan through the past newsletters, I can’t help being extremely proud of the personal qualities and achievements of our students this semester.


Our students have achieved outstanding curriculum results and participated in numerous extra-curricular activities. They had many opportunities to demonstrate our school values Respect, Excellence, Achievement & Diversity, within the school and the wider community, during camps, fundraising activities, sporting events, visits to and from other schools.  School and self-pride are central to everything our students undertake. 

Semester 2 begins on Monday 18 June

Semester 2 timetable begins on Monday 18 June. Please note that Semester 2, begins two weeks before the end of Term 2. This is a VCAA guideline. 

State School Spectacular 2018

The Department of Education and Training’s Performing Arts Unit auditioned students from across the state for this year’s Victorian State Schools Spectacular.


It is with great pleasure that I report to you about the success of our students who have been selected and secured roles in this year’s Spectacular core performing company.


Congratulations to;

  • Owen McBurney (Choir)
  • Brooklyn Conroy (Choir)
  • Jack Warelow (Rehearsal Stage Manager)

These students are commendable ambassadors for our school community. The Spectacular will be performed twice on Saturday 15 September at Hisense Arena, followed by a 90-minute broadcast on Channel 7 and made available on the PLUS7 catch-up website.


Rehearsals have commenced for this year’s production which will showcase more than 3000 Victorian government school students in a performance of music, song, dance, skating, puppetry and magic.

Once again, Congratulations Owen, Brooklyn and Jack.

Show me how it's done !

An interesting piece of research suggests that we learn very effectively when we have people show us how to perform a task and involve us directly in it. Anyone trying to connect The IPod or iPad to the flat screen TV set will also agree that it is often much more effective to have someone show you how to do that, than to decipher the manual yourself.


Parents/Guardians model this mode of teaching by showing their children how to do a myriad of things as they are growing up.


At our school, it is important to provide students with a range of “ways of learning” and to have outside experts, teachers and students act as mentors and role-models to help students see “how it’s done” – this is a great and powerful tool.


In particular, opportunities for younger students to see older great role models such as Year 11 and 12 students are a real feature of our school. Also the school’s senior HPV students building on Aspiration to enhance achievement and widen future success, providing mentoring and role modelling to students in Years 7 to 10 is another program that places strong emphasis on “Show me How it’s Done”.  These Senior HPV students work with a selected group of Year 7 to 10 students who together they learn the art of teamwork, collaboration, and communication by others showing them how.


NGSC school culture and learning community’s mindset allow this to occur naturally and it is such an asset in developing confident, capable young adults, young adults who are ready to be useful, employable global citizens.


Currently, our Student Leaders (School Captains & SRC) are enjoying the role of modelling to the rest of the student body through many extracurricular activities, such as; performing arts, song and dance, organising sporting events, coaching junior sporting teams, taking the lead in school environmental issues.

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 team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, 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, but only if educators 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 schools' 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 recognize 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 and to 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.


Capital Works/School refurbishment update


The school’s refurbishment/capital works schedule is well underway. Stage One is progressing as per the timeline. You may have noticed the high ceilings in B-Block and the gable ceiling in the walkway linking B and C Blocks being currently constructed.


As mentioned in previous newsletters, Stage One, includes a signature tower close to the main entrance of the school, the full refurbishment of Block B, Food Technology area, including 2 x state of the art kitchens, a larger dining area wrapped around by an outdoor decking, complete refurbishment of the courtyard between B and C wings, refurbishment of the walkway between B and C Wings and also the demolition and rebuilding of the junior Toilet Block.


The whole school community is excited in anticipation of the new/refurbished facilities that will add to the teaching and learning spaces of the school, providing upgraded facilities, ensuring improved student outcomes.






Mrs Julie Andrews, Mr Paul Dawson &

Mr Bradley Headlam

Assistant Principals 



Cyberbullying vs Bullying

It is important that all students understand the consequences of cyberbullying and the serious effect it can have on the victim of these online posts. Students need to think about the harm they can cause by uploading inappropriate posts onto any form of social media and the trouble they can get into at school and also with the law.

Cyberbullying vs bullying

While cyberbullying is similar to bullying in some ways, there are also differences.



Cyberbullying is invasive

Cyberbullying can be difficult to escape and is incredibly invasive. It is more likely to occur outside of school, including while at home, and can happen at any time.


Cyberbullying can involve a large audience

Cyberbullying can involve harmful material being widely and rapidly shared to a large audience, for example, rumours and images can be posted on public forums or sent to many people at once. This material can also continue to be available and harmful long after the cyberbullying has ceased.


Cyberbullies have a sense of anonymity

Cyberbullying can provide the bully with a sense of relative anonymity and distance from the target, so there is a lack of immediate feedback or consequences.

This is now changing as new laws now allow victims of online bullying to access the eSafety Commissioner who has a working relationship with social media companies the ability to find out who is making the anonymous posts. In order to lodge a complaint about social media posts you can log on to the eSafety website:

Here you can access various avenues of support such as kids-help and beyond blue but also put in a complaint to the commissioner. To support the complaint you will need to identify the type of bullying and then provide evidence in screenshots or via a Word file. They will provide a case number and then make contact with you.



Power imbalance

The power imbalance between the ‘bully’ and ‘target’, the repetitive nature of the bullying behaviour and the intent to harm, humiliate, embarrass, ostracise, or isolate can occur in bullying and cyberbullying.


Types of behaviour

Types of behaviour including spreading rumours and making threats or insults, can occur in bullying and cyberbullying.


Reasons for behaving in a bullying way

People often engage in cyberbullying for the same reasons they engage in bullying.


Any form of bullying will not be tolerated at North Geelong Secondary College.  The school has been very proud of the many students who have reported cyberbullying actions to the school or to social media companies.

If you become aware of any inappropriate social media posts please do not hesitate to contact of the staff members at the school.


Year 10 Careers and  Counselling Week 3 Term 3

  • Preparation

The course counselling period is a critical component in finalising the senior school pathway and steps towards an appropriate career. Our program starts in the last few weeks of this term with a Student Survey. This survey will enable us to tailor the Careers Week program to the needs of the students. It will also help start to shape the pathway of the students and we invite parents to participate in this via Compass Insights. Parents will be able to view the pathway planning of their children. A member of the Careers team will pair up with a member of the Middle Sub School will spend a period with each group of students to enable them to complete the survey with the guidance they require.


Other important dates to put on the calendar:

Week 1 Term 3:

  • Bookings for Counselling Interviews start
  • Excursion information circulated

 Week 3, Term 3: Careers Week (Year 10)


  • Parent/ Teacher interviews
  • Parent information session



  • Qualification/ Certificate/ Ticket Day


  • Federation Uni and TAFE visit- Ballarat


  • Pathways groups- CAPS plan
  • Lunch provided for students- dismissed at 1:30pm
  • After Hours Course Counselling 2pm- 6pm


  • Course Counselling 7:00am- 3pm
  • Student to attend with parents

Asessment and Reporting Friday 15th June

Please note that on this day staff will be correcting assessments such as exams and learning tasks and writing reports. Therefore students will not be required at school on this day.


The Semester reports will be provided to parents via Compass in the last week of term. This will provide information on the performance of your child for the semester. These are different to the Progress Reports as they also identify the level of understanding compared with the expected standard. The specific date for the reports availability will be communicated via Compass.


Some students have been identified by previous Progress Reports as not meeting basic requirements and are at risk of under performing throughout the year. The Sub Schools have been working through a range of strategies to encourage students to be better organised, improve engagement, increase motivation and improve study habits. These students will be given another Progress Report from their teachers which we use to measure their improved work habits.

School Photographs

The school recently distributed the school photographs taken in Term 1. If there are any concerns with your order or for further orders, please contact Arthur Reed Photos directly on 5243 4390 or email

Year 10 Meningococcal Immunisations

It is not too late to complete the consent card for this immunisation which will be conducted at school on 24 July, 2018.

Here are some resources regarding the immunisation.

Why get the free meningococcal vaccine?

To continue to combat increasing cases of meningococcal disease, a free meningococcal ACWY vaccine program is underway in 2018 for young people in Year 10 of secondary school in Victoria, or those young people not in secondary school but of an equivalent age (15 or 16 years old), until 31 December 2018. You do not need to be a Medicare card holder to be eligible.

The free meningococcal ACWY vaccine safely boosts a person's protection against the C strain if they received the vaccine at aged 12 months, and will also protect against three other strains of the disease, the A, W and Y strains.

Although uncommon, meningococcal disease can become life-threatening very quickly. In fatal cases of meningococcal disease the average time from the first symptom until death is 24 to 48 hours.

The bacteria that causes meningococcal disease are divided into different strains and known by letters of the alphabet, such as A, B, C, W and Y. Cases of all strains of meningococcal disease are on the rise.

Since 2014 the meningococcal W strain has increased across Australia, and it is now one of the predominant strains in Victoria, increasing from a single case of the ‘W’ strain in 2013, to 48 cases in 2016. In 2017, there were 36 cases of meningococcal W.

Recently, cases of meningococcal Y strain have also been increasing with 17 cases in 2017, compared to nine cases in 2015. 

If you are vaccinated, you protect yourself and others around you by reducing the spread of the disease.

Please remind your Yr. 10 child if you haven’t yet seen the Meningococcal consent card to bring it home. There are spare cards in your school office.


A timetable for those who would rather come to us privately is available at the school office.



Mr Jacob Storer

Year 8 Coordinator


Time flies when you’re having fun! Which is clearly the case this year as we are hurtling towards the end of Term 2. There is plenty to be excited about as we head into the new semester.



Firstly, though, I would like to commend the Year 8 students on their terrific behaviour and conduct during the exams. It was great to get reports from supervising teachers that all students worked hard and were extremely respectful of the exam process. This behaviour shows that our students are already exhibiting the skills that will hold them in good stead in years to come as they progress into senior years.


The most exciting news is that camps have all been locked in. This year, the Year 8s will be heading out to Halls Gap. It’s going to be an amazing opportunity for the students to head somewhere new and soak in the natural beauty of the Grampians. There are plenty of exciting activities on offer that will help develop resilience and build essential life skills.

The camps will take place on the following dates:

  • September 5-7 (8A, B, C, D)

  • September 12-14 (8E, F, G, H)


Information packs and forms will be distributed in the coming weeks.



There have been some issues rearing their head lately with the incorrect use of iPads in school. A reminder to students that the iPads are, first and foremost, an educational tool to be used to enhance your learning. If you are using your iPad for anything other than what the teacher has instructed, it is being used incorrectly. Most problematic is the use of games. Games are NOT to be played on the iPad during school times. This may be a great opportunity for you to familiarise yourselves with the iPad code of conduct that was signed at the beginning of Year 7, which outlines the expectations of iPad use.

It is also important to limit iPad usage at home. Excessive device usage can cause issues in the long run. One issue is that the lights and stimulating nature of iPads and iPhones can impact on a person’s ability to sleep, thus decreasing functionality the following day. This can snowball into an array of negative issues down the line. Be sure to moderate usage and ensure that it is being used to benefit yourself.


That is all for me this term. Enjoy the last few weeks of Term 2 and keep up the excellent work that has been on display so far this year.


Mr Simon Scoullar

Middle Sub School Manager 


Students, Parents and Guardians;


Students have now sat their exams and it is incredibly important students utilise this experience to gauge their understanding, receive feedback on strengths and weaknesses and form good study habits.


A lot of students find the exam period quite stressful which is partly why we implement them early on. Also exams coincide with a time where the adolescent brain is changing dramatically.


I have included some information below with regards to brain development. In my role and from what I observe in the classroom I think it is particularly poignant to read the section on sleep.


Thinking strategies for teenage brain development;


Brain growth and development during these years mean that your child will start to:

  • think more logically
  • think about things more abstractly and understand that issues aren’t always simple
  • pick up more on other people’s emotional cues
  • solve complex problems in a logical way, and see problems from different perspectives
  • get a better perspective on the future.

You can support the development of your child’s thinking with the following strategies:

  • Encourage empathy. Talk about feelings – yours, your child’s and other people’s. Highlight the fact that other people have different perspectives and circumstances. Reinforce that many people can be affected by one action.
  • Emphasise the immediate and long-term consequences of actions. The part of the brain responsible for future thinking (the prefrontal cortex) is still developing. If you talk about how your child’s actions influence both the present and the future, you can help the healthy development of your child’s prefrontal cortex.
  • Try to match your language level to the level of your child’s understanding. For important information, you can check your child has understood by asking him to tell you in his own words what he’s just heard.
  • Help your child develop decision-making and problem-solving skills. You and your child could work through a process that involves defining problems, listing options, and considering outcomes that everyone is happy with. Role-modelling these skills is important too.


Sleep and teenage brain development;


During the teenage years, your child’s sleep patterns will change. This is because the brain produces melatonin at a different time of the day. This makes your child feel tired and ready for bed later in the evening. It can keep your child awake into the night and make it difficult for her to get up the next morning.


Sleep is essential to healthy brain development. Try the following tips:

  • Ensure your child has a comfortable, quiet sleep environment.
  • Encourage ‘winding down’ before bed, away from screens including phones.
  • Reinforce a regular sleeping routine. Your child should aim to go to bed and wake up at regular times each day.
  • Encourage your child to get enough sleep each night. On average, teenagers need 8-10 hours each night.


Risk-taking behaviour and the teenage brain;


The teenage brain is built to seek out new experiences, risks and sensations – it’s all part of refining those brain connections.

Also, teenagers don’t always have a lot of self-control or good judgment and are more prone to risk-taking behaviour. This is because the self-monitoring, problem-solving and decision-making part of the brain – the prefrontal cortex – develops last. Hormones are also thought to contribute to impulsive and risky behaviour in teenagers.


Teenagers need to take risks to grow and develop. You can support your child in choosing healthy risks – like sports and travel – instead of negative ones like smoking and stealing. All risk-taking involves the possibility of failure. Your child will need your support to get over any setbacks.


Stress and the teenage brain;


With so many changes happening to your child’s brain, it’s especially important that your child is protected and nurtured.

The incidence of poor mental health increases during the teenage years. It’s thought this could be related to the fact that the developing brain is more vulnerable to stress factors than the adult brain.


Teenage stresses can include alcohol and other drugs, high-risk behaviour, experiences like starting a new school and peer pressure, or major life events like moving house or the death of a loved one. 


But too much protection and attention might not be good for your relationship either.

Instead, staying connected and involved in your child’s life can help you to learn more about how your child is coping with stress. It can also help you keep an open relationship with your child and ensure that your child sees you as someone to talk to – even about embarrassing or uncomfortable topics.


It’s thought that children are more likely to be open to parental guidance and monitoring during their teenage years if they’ve grown up in a supportive and nurturing home environment.


Every teenage child is unique, and teenagers respond to stress in different and unique ways. You know your child best, so it’s OK to trust your instinct on how to support your child if he’s going through a stressful time. It’s also OK to ask for help from friends, family members or professionals like your GP.




Mr Darren Lawless

Assistant Year 11 Coordinator




Good luck to all VCE students who are completing their exams this week. The end of Term Two is a busy time of year and all students should be proud of their achievements so far. Most students enrolled in a Unit 1 and 3 subject will be sitting these exams and they are reminded to ensure that they arrive 20 minutes early and to check with their teachers about any specific equipment requirements for their exams. VCAL students are reminded that they will be attending regular classes during this time and are expected at school as per normal.

General Achievement Test (GAT)

A reminder to all students enrolled in a Unit 3 and 4 subject that the General Achievement Test (GAT) commences on the 13th of June at 10am; students should ensure they arrive at least 20 minutes before the commencement of the test. The GAT is used by the Victorian Curriculum and Assessment Authority to moderate VCE exams and it is important that all students undertaking a year 12 Unit 3 and 4 subject do their best on this test to put themselves in the most advantageous position come the exams at the end of the year. Importantly, the GAT is a VCAA requirement and all students must take this test

Year 12, 2019 jackets

Year 12 jackets are currently in the process of being designed and students are becoming increasingly more excited about their personalised Year 12 rugby tops for next year. The students have had an opportunity to vote on a selection of designs and negotiations are taking place with the designer regarding the final look and feel of the finished product.  Students will be placing their orders next term. Further information will be provided early next term in relation to due dates and costs involved.

Finishing Units 1 and 3

The end of the semester is fast approaching and students will soon have completed Units 1 and 3. This is a busy time of year with SACs and exams and it is important that students stay organised and continue to use strategies such as calendars and their diaries to keep on top of their busy schedule and the assessment requirements that inevitably come at the this time of year.


Students are also encouraged to attend study lectures for Unit 1 and 3 revision and Unit 2 and 4 Head Start over the holidays at the University of Melbourne by TSFX. For further information Some information fliers have been placed in the Year 12 Common Room.

Attendance reminders

A reminder to all that if students are absent they need to bring a medical certificate as this is a requirement from the Department of Education.


VCAL Employability Awards

Mrs Christine Scott

VCAL Coordinator

During our VCAL Assembly last week, I had the privilege of presenting VCAL Employability Awards to a number of outstanding VCAL students. We have a VCAL cohort of 140 students, these 12 students were selected by their VCAL Personal Development Skills teachers for their success and achievement in VCAL so far this year.


Congratulations to the following students:

  • Keak JOAK, 11F

  • April Htoo APRIL HTOO, 12F

  • Su KLAY, 12F

  • Stefania GUGLIELMI, 11G

  • Georgia FINNIE, 10G

  • Beth COOK, 11G

  • Paul HASSAN, 11G

  • Klarissa DIXON, 11F

  • Erick MADRIAGA, 12F

  • San Da SAN DA, 12C

  • Naing Lin NAING LIN OO, 12C

  • Nelson NELSON, 12E

I encourage all VCAL students to strive to achieve their very best in their studies at school and in their VETs, SBATs and work placements.


VCAL students at Point Lonsdale, photography expedition, 29th May.

Stay tuned - VCAL Photography Exhibition coming soon.​​


Year 7 and 8 Soccer

On Wednesday and Thursday all four houses completed in the Year 7 and 8 House Soccer Competition. In the final the “Purple Bullant’s” played the “Aqua Crocodiles”. In was a tough game but the Purple Bullant's managed to hold on and came out as eventual the winners. Thanks to everyone that helped out each day, umpiring, organising students and making it run so smoothly.  It was fantastic to see so many people coming out to the soccer pitch and supporting their houses.

Lainey Hill

Year 8 Captain

House Sports

The house competition continues to grow momentum as we progress through the year. We are beginning to see some friendly rivalries develop across the different year levels. Year 7s and 8s are definitely leading the way with participation and enthusiasm.


We have had students earning points at the NGSC athletics carnival, tug of war, rap battle, debating, interschool sports and recently in the house soccer competition. Every time a student represents the NGSC for an interschool sport they earn 2 points for their house.


The Student Representative Council has also come up with a intuitive plan to increase student attendance and student outcomes. Every student who has an overall attendance above 95% for the semester will earn their house a further two points.


Year 8 Badminton


Well done to the two teams that played on Tuesday 22nd May. The Pool 2 team came third overall and the Pool 1 team took out the Geelong Championship. The next level is the Western Metro Region in the last week of term. Good luck team!

Team members – Martin Salazar, Justin Nguyen, William Issell, Jordan Carter, Jonathon Yau, Clare Colville, Thomas Pagtolon-An, Ben McDonald, Colbey Erjavec, Jez Julaton, Hairil Hazad, Teal Aakhut and Chanduru Ranithkumar.


Geelong After Dark Street Photography Workshop and Competition

Ms Sheree Oates

Arts Coordinator

During the first week of May selected students participated in a Street Art Photography workshop with a well know Instagram Photographer Amal Bleed. Students learnt about her career pathway as a Photographer and were inspired to partake in a Photography walk in Geelong, connecting their photos with the community. On May the 4th students were invited to participate in the Geelong After Dark InstaMeet Photography competition which involved taking photos of the community interacting with the Art installations. North Geelong Secondary College was well represented with 15 students from the college participating. Year 10 student Jesse Yadao won 1st prize in the “Discovery” category with his photograph ‘Through the Night of the Ocean’. Congratulations on this huge achievement and to all the students who were involved.


Japanese Corner

Ms Kellie Phillips

Japanese Teacher

Minna san, konnichiwa. Fuyu ga hajimarimashita. Hontou ni samui desu ne!


Hello, everyone. The winter has started and it’s really cold, isn’t it! Of course, in Japan the summer has officially started and many parts of Japan are experiencing the rainy season, known as ‘tsuyuu’ (梅雨). Students in Japanese have heard how around the country, people may be putting up ‘teratera bouzu’ (hand crafted sunshine dolls) in and outside windows in an effort to keep the rain away so they can enjoy events like school picnics and carnivals.

We had a special event in the LOTE

Department last week when two

representatives of the Izumioutsu Education Department in Osaka, Japan,  came to Australia to visit our school. The delegation toured the school, learned about our programs and the opportunities available to students at NGSC, and confirmed plans to send students to participate in an exchange program this coming August. All students and caregivers are reminded that opportunities for homestay families are still available. You do not have to be a current student of Japanese to apply. If you are interested please contact your Japanese or homeroom teacher.

Take care in the cold weather! お大事に!(odaijini)

Gaming With Python Program

Mr John Eckert

ICT Coordinator

North Geelong Secondary College participated in the Gaming with Python Program at the GORDON EAST again this term. Lachlan Grantham of 10C participated in learning the universally known Python computer programming language and has shown excellent competency. Lachlan was required to create an interactive game with students from a range of schools across the Geelong region. Lachlan will be able to use these skills in future years in a world that is ever evolving with technology. I would encourage any year 9 or 10 students who are interested in Robotics or I.C.T to come and see me for more information to be involved in this fantastic opportunity.



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