Welcome to
Scoresby Secondary College

Scoresby Scoresby Secondary College School Profile

Vision and Values

The Scoresby Secondary College vision:

To provide a dynamic learning environment that engages
students who work to achieve their personal best
in an atmosphere of mutual respect and co-operation.

The three most important values for our College are:

Respect, Responsibility and Trust.

All that we do at Scoresby Secondary College - our learning and behaviour - is shaped by our Vision and Values statements. Behaviours that support both the vision and values have been identified and included in the Charter Codes of Practice and School Rules after widespread consultation with all sectors of the college community: staff, students and parents.

At Scoresby Secondary College we are committed to providing an outstanding school for our community. A school that excels in good teaching, the best of facilities, and a learning environment that allows students to become resilient, assertive, discerning about the pressures of a challenging peer culture, and competent learners in an increasingly knowledge-based technological world.

We are committed to looking after our students in all possible ways, to nurture in them a genuine passion for learning and participation, to expand their opportunities for lifelong success and satisfaction, and to empower them to make good life choices.

Context

Scoresby Secondary College was established in 1974. It is a growing co-educational school located in Melbourne’s outer eastern suburbs, in the city of Knox. Students are able to access the school by local bus services and bike paths. The College has approximately 770 students from Year 7 to Year 12. The five-hectare site includes well-maintained buildings in extensive, landscaped grounds. The school has excellent facilities for all learning areas, including two computer laboratories, four computer pods, a networked library, a Victorian Certificate of Education study centre, science and technology rooms, performing arts area, and an ECA centre for Physical Education and sport. A school-owned bus is available to support off-campus activities. Upgraded facilities include the technology building, the student centre, science classrooms, the VCE Centre, the Resource Centre offices and the ECA Centre.

Programs

In order to move towards our college vision, the energies and resources of the college are focused on student learning and achievement. This is done through a concentration on effective delivery of relevant and challenging programs and on the development of a whole school learning culture, which supports and encourages continuous improvement. The college takes pride in providing a high quality education for its surrounding community. We emphasise a values-based context for enhancing individual talents and ambitions and create a friendly and supportive environment for learning. The college is organized into three Sub Schools: Senior, Middle and Junior. Special programs challenge high-achieving Year 7 and Year 8 students and advanced VCE placement attracts top-performers in Year 10 and Year 11.

The school offers a comprehensive curriculum to all year levels operating on a 15-day timetable. A wide VCE program provides senior students with academic rigour and challenge. LOTE (French) through to VCE and individual career pathways through VCAL, Vocational Education and Training - Sport and Recreation, and an extensive local cluster vocational education program, and TAFE links are features of the senior curriculum.

The College initiates and responds to exciting and necessary educational changes and challenges with enthusiasm. The momentum to accept and be part of positive change is growing steadily and a team of committed staff is leading a data-driven self-assessment of the school and linking it to the implementation of a Performance and Development Culture of annual reviews of staff and processes.

Transition from primary school

There has been a steady increase in enrolments over the last five years, with slightly more girls than boys arriving in Year 7. The school works cooperatively to integrate with local feeder primary schools with three of whom we have begun to work as Cluster 31 as part of the Innovations and Excellence initiative. The growing Year 7 enrolments have been sourced from about 30 “neighbouring” primary schools over the past five years and promotional tours have become a feature in Semester 1 each year. We work hard to foster close and relevant transition links with all transferring students. Closer schools especially are offered Years 5 and 6 sessions in Information Technology, Science and Cross-age Tutoring, the annual School Production matinee performances, school visits, Bastille Day celebrations and now the Cluster 31 interchange. A mini-orientation program caters for Year 6 small-group students from schools further afield. Successful transition is supported by a Year 7 Orientation Camp, parent information sessions and Peer Support.

Student wellbeing

A highly committed and effective student well-being team operates through the Student Well-being Coordinator, the Chaplain, Year Level Coordinators, an Educational Psychologist, School Counsellor, local church Student Focus groups and a literacy program for selected Year 7 and Year 8 students. Currently the College supports a small number of students on the program for Students with Disabilities.

Co-curricular programs

Scoresby excels in inter and intra-school sport and the performing arts. The annual musical School Production is renowned. Many students are involved in instrumental music, drama, media and technology studies. Other co-curricula activities include work experience at Year 10, camps in Years 7, 8, 9 and 11, excursions, and regular student exchange programs with Kira Junior High in Japan and College Magenta in New Caledonia. Year 12 begins the academic year with a tertiary orientation camp program held on a university campus.

Student leadership

An extensive student leadership program ably supports the values and the work of the school. Leadership opportunities include Captains of the school, Year Levels, Home Groups, and Houses as well as a vibrant Student Representative Council supporting charities and the community. Student run committees are the organising force behind many college activities.

Parent involvement

Our partnership between parents, students and staff is essential to our development of positive educational and social competencies. Regular parent feedback is sought and acted upon. Active parent groups include an effective School Council, ParentNet, and the Chaplaincy Committee. All parents are invited to be part of their child’s Student Learning Conference held each semester. Full written reports are provided to parents twice a year. Parents are welcome and encouraged to contact teachers by telephone or make appointments for interviews.

Staff profile

The staffing profile comprises Principal, two Assistant Principals, sixty teaching staff and twelve School Support Staff. More than 50% of the staff has been employed at the school in the last five years, many in the “Graduate Teacher” category. This shift in the staffing profile is part of a new energy and vitality across the entire school. The enthusiasm and positive impact on student programs, professional and student learning and whole school morale is apparent.

Teachers are particularly dedicated and committed to improving teaching and learning for students. The Victorian Essential Learning Standards, the Leading Schools’ Fund, and the Innovations and Excellence initiative are currently providing a framework for improved teacher capacity, learning, and organisational improvements school-wide.