NGSC Newsletter

28 June 2019
Issue Ten
Other School News
North Geelong Secondary College
03 5240 5800
130 Separation Street
North Geelong, Victoria, 3215


Key Dates

28 June                    Last day Term 2

                                     (1:30 pm finish)

15 July                     Term 3 commences

23 July                      Year 10 Immunisations

24 July                      Whole School Assembly P3

29 July                      Parent/Teacher Conferences

                                      12:00 to 7:00 pm

30 July - 2 Aug      Year 10 Careers Week

7 - 9 August            Year 10 Camp

12 - 16 August       Year 9 Leadership Camp

19 - 21 August       Year 12 Snow Camp

19 - 21 August       Year 8 Camp 1

21 - 23 August        Year 8 Camp 2

27 August                Curriculum Day

                                     (Student Free Day)

30 August                Year 7 Zoo Excursion

2 - 6 Sept                  Year 9 Careers Interviews

9 - 13 Sept               School Production Week

16 - 18 Sept             Year 9 Camp

22 October              Year 12 Graduation


Mr Nicholas Adamou


End of Term 2

Today is the end of Term 2 of this academic year, I take this opportunity to celebrate with you and your families 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 great curriculum results, added value to their learning 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 and visits to and from other schools.  


School and self-pride are central to everything we do here at NGSC. We bring together a collaborative community of practice, committed to providing students with the tools they need, not only to deal with life’s difficulties, but also to teach them the skills required to lead a flourishing life. Our staff and students are proud to be part of the school community and they are also very proud to be representing our community and its values to the wider community.


I wish to take this opportunity to thank all of the teaching and non-teaching staff for their outstanding work they and their teams continue to achieve in our school. 


At the 2019 Education State School Leadership Conference, Minister Merlino spoke about excellence, and how strong instructional leadership drives excellence for all students to reach their potential.  


To build a better school is hard work, and requires great leadership, with the foresight to turn ideas into actions. This enables a culture of excellence to flourish in the school, in every classroom and across the system as part of the Education State goal of excellence. All our students deserve to reach their best, and this includes ensuring our high ability and gifted students are stretched, engaged and challenged. As Principal of this outstanding school community, I can assure you that NGSC is a school of excellence and everything we do is about the improvement of our young people ensuring successful future pathways.


Wishing you all a restful break with your families and friends and if taking time away for the term vacation, you keep safe and enjoy your time off.



Term Three begins on Monday, 15 July.

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 utilising their expertise to improving our students’ wellbeing, ensuring they feel safe and able 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 .

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 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. 



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.


Mrs Julie Andrews, Mr Paul Dawson &

Mr Bradley Headlam

Assistant Principals


It is one of our school values that we often refer to when discussing student behaviours. We ask it of them, assume they understand what it means and expect better in the future. It is a challenge for students to explain what it is; however, our students in our school community know how to demonstrate it. 


As an Assistant Principal, we are required to take parents and potential students on school tours, whilst walking through the school grounds we are met with students demonstrating it successfully and proudly. Whether it be opening doors for people, greeting them positively, appreciating and saying thank you. We are certainly lucky in this context, and it does make us proud to speak of our students in such a positive light. 


The photo below is one taken at a recent assembly and in this photo, you can see our school values. Interestingly RESPECT is cut out of the photo...but on a closer look, you can see it below. All the students respecting our visitors to the school in their performance of a song. 


Dates for Careers

Please take note of the following dates for subject selection and course/pathway planning. Each year level from 8 - 11 is involved in some form of selections. Year 8 students will identify their 6 electives. Year 9 will select their entire Year 10 program based on a few guidelines. Year 10 students will be identifying their VCAL/VCE pathway and selecting subjects to suit their pathway. Year 11 students identifying a subject that they will not continue within Year 12.


All the layers of this program have been fine-tuned and it is a fantastic program. It is important to recognise that parents can be involved in discussions around this at any stage, but we encourage parents to be present for the Year 9 and 10 subject selections as these are more substantial in the choices and impact on their pathway. At Year 8, students choose a range of electives and will be given time to go home and discuss with parents to confirm that their choices are appropriate. 


All subjects are available to view on the college website and we encourage everyone to observe these to be properly informed in the lead up to the careers program.

Year 11 Careers

Year 11 to 12 subject Selections (Students only counselling)

Year 10 Careers

Booking a Subject selection time for parent & student.
Parent Teacher Conferences
Year 10 Careers week
Thursday 2pm - 6pm Subject selections (parent & student)
Friday all day Subject selections (parent & student)

Year 9 Careers


Booking a Subject selection time for parent & student


Morrisby Survey – in Home Group classes all week


Thursday 2pm-6pm Subject selections (parent & student)


Friday all day Subject selections (parent & student)

Year 8 Careers


Year 8 to 9 subject selections (in class - students only)

11 September

All courses are signed off, changes made as required.

Semester 1 Reports

Semester 1 reports have been published on Compass. Please read these with your child. Used in conjunction with the Progress Reports, these forms of feedback provide a picture of both academic progress and learning behaviours. It is important that there is dialogue that promotes understanding of the student's current learning progress and the actions that can be taken to improve. 


A number of students from Year 7-12 have received an “at risk” extra Progress Report.  These were generated to support certain students who are underachieving with their learning behaviours.  A number of these students have also had parent meetings, individual discussions with coordinators and phone calls home to develop strategies to improve these results.  Can parents please ensure they discuss these concerns with their child to ensure they gain results that are reflective of their capabilities?


Please contact the relevant Year Level coordinator if require support with improvement strategies.

Parent Teacher Conferences

29 July - Week 3, Term 3


The second opportunity to meet with your child’s class teachers is on Monday, 29 July, 12pm - 7pm. Bookings will be made online using Compass. The online bookings will be open in the first few days of Term 3. There will be a Compass notification to advise when the bookings are open. 


Please note that on this day, Year 10 students and parents/guardians will have the opportunity to attend an information session about choosing subjects and pathways as they approach their senior studies.

We wish all students and their families a lovely holiday break. 

We look forward to seeing everyone in Term 3.


Steve Quinn

Junior Sub School Manager

Year 8 Camp

Year 8 camp to the Grampians is coming up in Term 3 and is always a fantastic experience for all. Permission forms were sent home this week and need to be returned with medical forms and payments by the end of week 2 next term if students are to attend. Please contact the school ASAP if you have not received these forms or are having any troubles with camp preparation.

Junior Sub-School Rewards Program

This week students from Year 7 and 8 are being recognised and rewarded for their exceptional efforts across the progress report areas this semester. These student have exemplified the College values of Respect, Excellence, Achievement and Diversity in many areas of their day to day conduct. As reward, these students will be enjoying a movie session at the conclusion of the term.


It has been a great term in the Junior Sub-School that has included many great moments such as the Deakin University excursions, House Sports Competition, the GROWTH program and many more. All our student have earned a big break and we wish them and all the families and friends of our wider community a fun and safe holiday.

Paul Dawson

Assistant Principal

'About You' Survey

What is ‘About You’?
‘About You’ is a survey of Victoria’s young people, conducted by Colmar Brunton on behalf of the Department of Education and Training. The About You survey takes place in Victorian schools and collects essential information on the health, wellbeing, learning and safety of young people aged 12 to 17.

Government schools with students in Years 7, 8, 10 and 11 are being invited to participate in the survey in 2019. The information collected will assist in the development of programs, resources and services aimed at meeting the needs of young Victorians. 

Who will participate?
All students in Year 7, 8, 10 and 11 will be invited to participate in the survey from our school.


It is up to you and your child as to whether they take part. The school will send an information letter explaining the background and content of the survey, along with a refusal-of-consent form home with your child, and to your email address. If you do not want your child to be included in the study, you should return the refusal-of-consent form to the school, or opt out via the email address that will be supplied. All responses are voluntary and students can opt out at any time.


For further information, please contact Gillian Davenport at the Department of Education and Training via email



Simon Scoullar

Middle Sub School Leader

Year 9 and 10 Course Counselling

During Term 3, all Year 9 and 10 students will participate in a number of structured activities to assist them in their pathways planning and to support them as they select their courses and subjects for 2020.

Year 9

In 2019, all Year 9 students in Victorian Government Schools are completing the Morrisby Career Diagnostic Assessment.


Morrisby Online Assessment- Term 3, Week 4 (August 5 - 9)

Morrisby Online Assessment- All Year 9 students will complete this assessment during school time. All Year 9 students have completed preparation sessions for this assessment and have received consent forms which need to be signed by parents and/or carers and returned to the Middle Sub School Office.


Course Counselling- Term 3, Week 4

(August 8 - 9)


All Year 9 students and their parents and/or carers will be invited to book in a course counselling appointment where they will select their courses and subjects for 2020. This includes the options to begin VCAL (Applied Learning), Accelerated VCE and VET Taster courses.


Morrisby 1:1 Interviews - Term 3, Week 8 (September 2 - 6)


Year 9 students will receive the results of their Morrisby Assessment session. Students will have a 1:1, confidential interview conducted by a qualified, external career practitioner. All interviews will be carried out during school hours and on school premises. The discussions will include short-term specific subject choices as well as training, higher education and employment pathways and options. Students must return their parent/carer consent forms to participate in these interviews.


Year 10

Week 3 of Term 3 is Careers Week for all Year 10 students. The week consists of a range of structured activities to support students to make informed decisions about their pathway into Senior School. 


Monday, 29 July

Parent Teacher Conferences

Parents and/or carers and students attend parent teacher conferences and discuss recommendations with their current teachers about subjects and pathways they may experience success in pursuing during 2020. There will also be an information session on the Senior School for parents and/or carers on this day.


Tuesday, 30 July

Careers Week

Students complete Career Voyager, an online assessment (similar to Morrisby) which provides students with feedback on their strengths and potential pathways and subjects. Students will also hear from guest speakers and have the opportunity to begin, or update, their resumes.


Wednesday, 31 July

University and TAFE Visit

All Year 10 students will visit Federation University or TAFE in Ballarat. This is an excellent opportunity for students to see what tertiary study (in a university or TAFE/trade setting) looks like and to ask questions of students and teachers about courses they may be interested in studying.


Thursday, 1 August -

Careers Week and Course Counselling

Students are placed in groups based on the pathways they identify they are interested in learning more about or pursuing. They hear from industry speakers about what it is like working in that field and then they complete a ‘hands on’ skills session relevant to that field of work. Students also complete a mock subject selection. Lunch is provided for students on Thursday and students have an early finish (1:30 pm) before we begin course counselling appointments (2:00 pm).


Friday, 2 August

Course Counselling

All Year 10 students and their parents and/or carers will be invited to book in a course counselling appointment where they will select their courses and subjects for 2020. This includes the options in VCE, VCAL (Applied Learning), School Based Apprenticeships (SBATs) and Vocational Education and Training (VET).

What can parents and carers do to support the course counselling process?

  • Book parent teacher conferences for Monday, 29 July (Week 3, Term 3)
  • Look at the subjects on offer at NGSC on our website:
  • Return Morrisby Consent forms (Year 9 only)
  • Book Course Counselling Appointments (bookings open early Term 3)

If you have any questions, please do not hesitate to contact the Middle Sub School or make an appointment to see our Pathways Team.

Julie Elkin

VCAL Teacher

Sudsy Challenge

The Year 9 Community Engagement class has taken on the Sudsy Challenge! They wore the same clothes for three days in order to raise awareness of the situation of many people who live on the streets or who don’t have access to laundry facilities. Please consider donating to support the students and the Orange Sky Laundry – a free service that is offered to the residents of many cities around Australia, including Geelong. Ms Fagan also shaved her hair to raise money for OSL. You can help by donating through the following link or by giving some money to your child to bring to school next term to place in the Change for Change bucket, giving it directly to one of the Year 9 Coordinators or to Ms Elkin.



Paul Dawson

Assistant Principal

'About You' Survey

What is ‘About You’?
‘About You’ is a survey of Victoria’s young people, conducted by Colmar Brunton on behalf of the Department of Education and Training. The About You survey takes place in Victorian schools and collects essential information on the health, wellbeing, learning and safety of young people aged 12 to 17.

Government schools with students in Years 7, 8, 10 and 11 are being invited to participate in the survey in 2019. The information collected will assist in the development of programs, resources and services aimed at meeting the needs of young Victorians. 

Who will participate?
All students in Year 7, 8, 10 and 11 will be invited to participate in the survey from our school.

It is up to you and your child as to whether they take part. The school will send an information letter explaining the background and content of the survey, along with a refusal-of-consent form home with your child, and to your email address. If you do not want your child to be included in the study, you should return the refusal-of-consent form to the school, or opt out via the email address that will be supplied. All responses are voluntary and students can opt out at any time.

For further information, please contact Gillian Davenport at the Department of Education and Training via email


Julie Elkin

VCAL Teacher


Students in Ms Scorringe’s VCAL and Ms Elkin’s Community Engagement classes visited Geelong Tech School to learn how to produce a 360° film. They were shown an example, planned their own story and then took to Johnstone Park to film. Due to some technical difficulties (there’s always technical difficulties), filming had to be transferred back to the Tech School. After lunch it was time to upload the footage, place the clips in order and add the hotspots which provide the ‘choose your own adventure’ aspect to the 360° videos. 

Students were then able to enjoy the 3D/360° experience for themselves by donning the viewing goggles. It’s funny to see people looking all around when there is nothing actually in front of them (except in the goggles). 

Both classes will be utilising these new skills in the coming term.


Blaze Aid

A couple of weeks ago 12 students travelled to Bunyip to assist the Blaze Aid organisation in the rebuilding of fences burnt in the fires at the start of the year. They set up ‘camp’ in the local Scout hall and enjoyed the delicious meals prepared by other community volunteers. After a hearty breakfast and morning muster, the students set out to join the teams at local properties. They rolled up burnt wire, removed posts that were not quite in line, drilled new holes for posts, tamped new posts in, strung wires and stapled them all onto their posts. The team leaders were impressed with the students’ willingness to take on the tasks, learn how to use equipment in a safe and efficient manner and their excellent teamwork and communication skills. The Blaze Aid Coordinator was extremely grateful for our input. The students really enjoyed giving back to a community that was so devastated by bush fires.


Steve Quinn

Junior Sub-School Manager

Bike Education Challenge

On Monday, 17 June, North Geelong Secondary College had around 60 Primary School visitors from Herne Hill Primary, Bell Park North Primary and Holy Family Primary Schools to take part in the Bike Education Challenge. This challenge was prepared for and facilitated by a group of our very own VCAL students and was a huge success.


Eleven stations were set up where riders needed to display specific skills such as executing a right hand turn at lights or a roundabout, performing tight turns and riding a slalom course while being scored. Overall Bell Park North Primary School came out victorious as the best performing school with individual team results as follows:


1st – Team 'Victorious' from Bell Park North 

2nd – Team 1 from Herne Hill

3rd – Team 'Clashes' from Bell Park North


The day was thoroughly enjoyed by all involved and was a great opportunity to develop and strengthen relationships with other schools within our community and allow our VCAL students to develop their interpersonal skills and further progress towards the successful completion of their studies. 



Fran Forsyth

Sports Coordinator

Western Metro Region Cross Country

Last Thursday, 20 June, Mr Smallman travelled to Melbourne with a small team of cross-country runners to compete at the Western Metro Region Cross Country. The event was a step up in standard from the Geelong championships, however, some excellent results and personal best times were recorded. Jack and Sam qualified for the State Finals to be held on Thursday, 18 July, which was the highlight of the day.


12-13 Girls

Lisa Ruusunen 39th 13:42
14 Boys 
Jack Warelow 2nd 9:54
Sam Warelow 6th 10:12
15 Boys
Riley McFadden 37th 11:34
Mitchell Cazaly 41st 11:48



Josh Vassallo

HAPE  Manager/EIS Coordinator


North Geelong Secondary College would like to congratulate Declan Stojanovski on his selection in the Melbourne Victory Under 13 Soccer Team. We look forward to watching Declan in our EIS program and playing for Melbourne Victory!


Excellence in Sports - Year 10 Soccer

The Year 10 EIS Soccer Team played their second of five friendly games against Northern Bay College on Wednesday, 26 June. As per tradition, the game was played in the upmost of respect for one another, and tightly contested. After a slow and sluggish start, NGSC started to move the ball with flow and our well-known speed. Northern Bay College did a fantastic job of pressuring the NGSC midfielders and winning the ball back, creating numerous, unsuccessful, scoring shots. Just before the half, Matt Jelenic was able to convert a quick transitioned ball from Khalil Hussain, which gave NGSC the only goal of the game! 


Other School News

Sefideh Agahzman

Youth Worker

CALD Women's Group


Julie Elkin

VCAL Teacher

Woolworths Earn and Learn Collection

Thanks to everyone who has contributed to our Woolworths Earn and Learn collection. Students have been busy sticking them on the collection sheets and we will tally up our final numbers to send in to Woolworths. We will then be able to redeem our points for various items to enhance our students’ learning.



Barwon Health Immunisation Centres and Hours


Corio Netball
Junior Netball Competition


Geelong Small Business Festival - 1 to 31 August


Soccer Pro Academy



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:


Discover the World of Languages!                 

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