Nicholas Adamou

Principal

2021 Key Dates

11 to 13 May	Naplan Testing Year 7 and Year 9 students only
9 June	GAT - Unit 4 Students
14 June	Queen's Birthday Public Holiday
18 June	Assesment and Report Writing Day (Student Free Day)
21 June	Semester Two Subjects Begin

Welcome to Term 2

After what was a very busy first term, term 2 promises to be equally as busy and full of great opportunities. With most of the major events and extracurricular activities (Year 12 Study Camp, Year 7 Induction Camp, Grade 6 Information Evening, Athletics Day, Harmony Day celebrations) to the normal schedule almost behind us, it is now time for consolidation of our work (teaching and learning) and for students to move into a settled period of study. This is a ten week term and Semester One ends on 18 June (End of Week Nine and One week before the end of Term Two).

We do have some significant events on our calendar during this term, including the Select Entry Accelerated Learning (SEAL) Program, student testing, our Year 7 and Year 9, 2022 Scholarship selection program and our ANZAC tribute assembly, plenty of team sports, Years 7 and 9 NAPLAN testing (11, 12 and 13 May), several excursions, incursions, camps, extracurricular activities, Performing Arts performances and of course the end of Semester One, whole school exams (Years 7 to 12), 7 to 17 June.

Wishing everyone a very productive Term 2.

2021 ANZAC SERVICE Commemoration

On Monday, 26 April, at 11:00 am North Geelong Secondary College came together at a special whole school assembly to commemorate ANZAC day.

Each year we come together to remember those who lost their lives through wars to enable us today to live in a free and democratic country.

Our School Captains delivered the speech highlighting the brave acts of the ANZAC men and women and the meaning of the day. They also presented a wreath in memory of the fallen soldiers.

Lest We Forget

COVID 19 update

The Victorian Government has further relaxed its COVIDSafe settings from 6:00 pm on Friday, 26 March 2021.

Changes to the COVIDSafe settings include allowing more visitors in the home, changes to mask wearing in some settings and updates to density limits in some settings. There are limited operational changes for schools.

Visitors continue to be welcomed at our school, however face masks must be carried by individuals 12 years and over at all times and worn when physical distancing of 1.5 metres cannot be maintained.

Individuals aged 12 years and over must continue to wear a face mask when on public transport, school buses and when in taxis or ride share vehicles – unless they have a lawful exemption.

Thank you for your understanding and support throughout this term as we continue to implement COVIDSafe practices at our school.

Victorian Chief Health Officer message to Victorian schools and their communities

I would like to take this opportunity to thank students, staff, teachers, parents and carers for ensuring a safe and successful start to the 2021 school year and to thank you for your cooperation during the short period of remote learning in February during the circuit breaker restrictions.

As Term 2 commences, schools continue to be able to operate with a largely normal program of activity, enabling important on-site activities to return, such as school open days and working bees, with appropriate health and safety measures in place.

Throughout the pandemic, Victorian schools have rapidly and successfully adapted to reduce the risk of COVID-19 transmission, embedding COVIDSafe principles by reinforcing good behaviours, creating safe spaces, adapting activities, and responding quickly to COVID-19 risk.

While we have seen outbreaks emerge in Victoria, we have also witnessed our capacity to respond quickly to limit the impact of these outbreaks.

Given the current very low risk of COVID-19 transmission in the community, continued high rates of testing and wastewater monitoring, and continued observance of health and safety measures in schools; those with medical vulnerabilities or their carers can feel reassured to continue to safely work and learn on school sites, and enjoy the benefits of doing so.

It is crucial, however, for everyone to remain vigilant by staying home when unwell, performing regular hand hygiene, wearing a mask when required and maintaining physical distancing from others when practical.

Should cases of COVID-19 increase again in the community, I am confident that with COVIDSafe plans in place, alongside our ability to quickly identify and respond to cases, schools remain safe places for all staff and students. I also continue to be reassured by evidence that children are less impacted by the virus and are less likely to develop severe illness.

The school community continues to have an important role to promote COVID-19 testing when a student or staff member has any symptoms, no matter how mild, and ensuring they remain home until they are well. Getting tested and staying home until results are known is critical to limiting community transmission.

Adj Clin Prof Brett Sutton

Victorian Chief Health Officer

Rediscover the wonders of Reading

The world of reading continues to change on a daily basis with the addition of digital books (eBooks), tablets, mobile apps, and many other technological alternatives.

However, the printed, hard-copy world is everywhere in our society and it doesn’t look to be going anywhere any time soon.

Roughly one in five people in Australia suffer from reading difficulties, with many thought to be undiagnosed or with minimal support. These people, as well as English language learners, encounter daily challenges with reading. Reading is not just for high school students or any other educational institutions, it is everywhere and unavoidable and for those with reading difficulties it can not only be problematic, but also stressful, frustrating and demoralising.

At North Geelong SC we believe in “Learn to read before reading to learn” and we place a huge emphasis on both Literacy and Numeracy skills. Therefore, the school has provided Literacy/Reading and Numeracy intervention programs such as ACE and STAR for all Year 7 to 9 students, ensuring that no student falls through the cracks. Students are identified through formative assessment, triangulated data and placed in the right intervention program in consultation with the parents.

The school’s ACE and STAR student results are outstanding and many parents choose to enrol their children from primary school into Year 7, so they can access these programs. For more information re: ACE and STAR Literacy and Numeracy intervention programs please go to the school website or contact Program Leaders Mr Brad Smallman (Literacy) and Mr Ryan Mills (Numeracy).

The school has also introduced another innovative program directly related to Reading which is part of the English curriculum (Four plus One). All students in Years 7 to 9 participate in a Reading Program with a Reading Specialist teacher once a week. Age appropriate books in a variety of levels and interests are provided to our students where in a supportive and systematic way are read throughout the year with a Reading specialist in front of each reading class.

The school community prides on improving students learning and future pathways/lives and of course mastering reading, as mentioned above, is the bedrock for success in anything our students choose to pursue.

2021 NAPLAN Testing

The school principal and your state testing authority can provide you with more information on special provisions or the process required gaining a formal exemption.

How is NAPLAN performance measured?

NAPLAN is not a pass or fail type test. Individual student performance is shown on a national achievement scale for each test. Each test scale has ten bands and all year levels are reported on the same scale. Six bands are reported for each year level for each test. One of these bands will represent the national minimum standard for students at each year level. A result at the national minimum standard indicates that the student demonstrated the basic literacy and numeracy skills needed to participate fully in that year level. The performance of individual students can be compared to the average performance of all students in Australia.

What happens if my child is absent from school on test days?

Wherever possible, schools will organise for individual students who are absent at the time of testing to complete missed tests at another time during testing week.

Will I receive a report on my child’s performance?

A NAPLAN report will be issued by your school later in the year. The same report format is used for every student in Australia. The school will notify you when the reports are being sent home. If you do not receive a report, you should contact the school. Individual student results are strictly confidential.

How are NAPLAN test results used?

Schools use results to identify strengths and weaknesses in teaching programs and to set goals in literacy and numeracy.
School systems use results to review programs and support offered to schools.
Students and parents may use individual results to discuss progress with teachers.
Teachers use results to help them better identify students who require greater challenges or additional support.
The community can see average school NAPLAN results on the My School website.

Where can I get more information?

For more information about NAPLAN:

visit www.nap.edu.au
contact your child’s school
contact your state or territory’s education authority (details available on the NAP website)

On Tuesday 11, Wednesday 12 and Thursday 13 May, our Year 7 and 9 students will undertake this year’s NAPLAN tests.

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. It has been an annual event for schools since 2008. All students in these year levels are expected to participate in tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy. All government and non-government education authorities have contributed to the development of NAPLAN materials.

Why do students do NAPLAN tests?

NAPLAN is the measure through which governments, education authorities, schools, teachers and parents can determine whether or not young Australians are meeting important educational outcomes in literacy and numeracy. The tests provide parents and schools with an understanding of how individual students are performing at the time of the tests. They also provide schools, states and territories with information about how education programs are working and which areas need to be prioritised for improvement.

NAPLAN tests are one aspect of the school’s assessment and reporting process, and do not replace the extensive, ongoing assessments made by teachers about each North Geelong Secondary College student performance.

What will be tested, and how?

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. The content of each test is informed by the National Statements of Learning for English and Mathematics which underpin state and territory learning frameworks. Questions are multiple-choice or require a short written response.

Who will run the tests?

NAPLAN tests are conducted at schools and administered by classroom teachers, school deputies or the principal.

How can I help my child prepare for the tests?

NAPLAN assesses literacy and numeracy skills that students are already learning through the school curriculum. Teachers will ensure students are familiar with the test formats and will provide appropriate support and guidance. If you have any questions about your child’s preparation for NAPLAN, you should make a time to speak with their teacher.

The best way you can help your child prepare for NAPLAN is to reassure your child that NAPLAN tests are just one part of their school program, and to urge them to simply do the best they can on the day. The use of services by coaching providers is not recommended.

What additional support can schools provide for students with special needs?

All students are encouraged to participate in NAPLAN tests. Students with disability may qualify for adjustments which reflect the support normally provided in the classroom. Students who have a temporary injury may also be reasonably accommodated.

A formal exemption may be granted for a student with significant intellectual disability and/or significant co-existing conditions, or who has recently arrived in Australia and came from a non-English speaking background.

WHY CHOOSE A PUBLIC SCHOOL?

At this time of the year, families are making important decisions about choosing a secondary school for their child.

There is a common misleading view that if you send your child to a private school, your child will get better results.

But the facts show that this is wrong.

A review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and Independent schools across a range of education indicators. (Cobbold, 2015)

The review showed there were no significant differences between the results of students from public, Catholic and Independent schools in national and international tests and also in university completion rates.

According to the review, first year of university students from public schools outperform other students – they achieve higher grades in their first year of university than students from Catholic and Independent schools.

For more information about the review’s findings please go to the following website: http://www.saveourschools.com.au/public-education/studies-show-public-schools-achieve-similar-results-to-private-schools

As a leader in the public school system, I believe it’s important that families know about this information because it can help inform their decision-making.

Public schools are just as good as private schools in the area that matters most – developing your child’s potential. The review is one of many pieces of educational research showing that students from the same social background do as well in public schools as they do in Catholic or Independent schools.

There are other good reasons to consider enrolling your child in a public school. They include the following:

Public schools are great value for money compared with private schools, which charge families up to $30,000 each year in tuition fees per child. Tuition at public schools is free, with families paying only for books and some essential items.
Children in public schools learn to get on with a wide mixture of students from different backgrounds. These advanced social skills – cooperation, empathy, problem solving, understanding – are increasingly prized in the modern workplace. They equip students for success in life and in their future work.
Public schools are neighbourhood schools. Enrolling your child in a school within walking or riding distance to home makes it easier for you to know who your child’s friends are, to make friends with other local parents and to forge closer links with your school and your community.
High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other forms of professional development.

Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values. They provide opportunities for all children to succeed, no matter where they live. They give all children a fair chance to reach their potential and lead a fulfilling life.

As Principal of a public school for a number of years, I am extremely honoured and proud of my current and previous school communities. I am also proud of the outstanding achievements of public school students over the years.

I encourage parents/guardians to book a tour with our Transitions Leader, Mr Koullas, or a Principal Class Officer to visit the school to see it in operation. Matching your child’s needs with the right High School is crucial to your child’s future success not just at school, but also in their future pathway.

VCAL VIBES

Green Action Project Article