WOODLEIGH – CREATIVE, CONTEMPORARY, REAL
Today, students need more than just a strong academic base – they need transferable skills – adaptability, self-motivation and confidence. They need the ability to build strong relationships and work collaboratively, to solve problems creatively, to integrate and navigate new media literacies and think critically about issues at a local and global level.
Academic study at Woodleigh is innovative, targeted and structured to consolidate core literacy, numeracy and problem solving skills. It complements an intentionally broad and challenging range of co-curricular studies and experiences. Our assessment is purposeful and learning opportunities are personalised to engage every individual in a journey that excites them.
Strong connections exist between our Pastoral and Academic Programs. The relationships students form with their teachers and Homestead tutors are vital. These relationships and understandings encourage meaningful dialogue about goal setting, growth, achievement and self-awareness.
At Woodleigh, we have an essential faith in young people, a positive expectation that in most situations good will emerge. We strive to avoid all unnecessary confrontation with students, instead endeavouring to work with cooperation and good will. Ours in an environment where students feel valued and respected. They are encouraged to develop a healthy sense of their own self-worth and discover that they have something to say about the world that is worthwhile.
The middle years are a time of great change, challenge and growth for all students. At Woodleigh these are years where students grow as individuals, develop their own interests and talents, and face and overcome all manner of educational and social hurdles unique to their age and peer groupings.
From Years 7–9, the curriculum at Woodleigh School is broad and comprehensive, providing a journey of discovery – of oneself and of the world. Based on core subjects and enriched as students progress through the school, it leads students to the acquisition of knowledge, the development of ideas and skills, and personal growth.
As a school of moderate size, Woodleigh School’s style of operation can remain personal and flexible. By knowing our students very well, Woodleigh is able to design learning programs that cater for a broad range of student needs. Extension and remedial programs in many subject areas cater for all learning ages and styles, and work toward achieving the best academic result for each student. The sense of comfort and personal safety one gets in a smaller environment, where one has a greater sense of being ‘known’, are also vital precursors to effective education.
In the middle secondary years, Woodleigh aims to develop personal competencies in students – confidence, independence, determination – which will see them able to make a smooth transition through VCE and on to adult life, tertiary education and employment.
The senior years at Woodleigh, Years 10, 11 and 12, are the business end – where our unique ‘V’ curriculum of increasing leadership, responsibility and independence prepares students for success in their VCE studies and in life beyond school. At senior level, balance between academic and co-curricular studies is maintained through the continuing Homestead and Activities (to Year 11) Programs. Leadership opportunities abound in all areas of school life and all students are encouraged to participate, be it through sport, Service, Homestead, Activities or other co-curricular programs.
In the senior years we develop a variety of individual learning pathways for our students. Subject options include a full range of Victorian Certificate of Education (VCE) units, together with Vocational Education and Training in Schools (VETiS) subjects, school based apprenticeships and accelerated University studies to meet individual student needs.
Our Year 10 curriculum provides a strong foundation for VCE through a balanced, individually tailored academic and co-curricular program. VCE acceleration units are available to students who have shown sufficient ability and maturity in their studies.
Careers counselling enables students to clarify career aspirations, investigate career options and develop job skills. Career education is integrated within the total curriculum with attention focused on the world of work at Year 10 level. At VCE level, particular emphasis is placed upon selection of appropriate subjects and preparation for tertiary study or employment. Many students have also discovered vocational interests through the Activities Program.
At senior level, staff-student relationships are far more collegiate than in most other schools. Our VCE results are very strong and they continue to improve. Over 2011 and 2012, 30% of our Year 12 graduates achieved an ATAR score of 90+. In a non-selective entry, coeducational school, this is a most excellent result.
Woodleigh graduates end up in all manner of places across Australia and around the world, undertaking tertiary studies in a wide range of academic disciplines, gap years in Australia and overseas, volunteer work in Africa and Asia, TAFE pathways and apprenticeships – the paths these young adults take are as different and interesting as they themselves are.
Woodleigh students, no matter where they go, go with the skills, independence, resilience and maturity to find success.
Woodleigh places great emphasis on the care and development of all its students.
At the Senior Campus, pastoral care is the concern of all teachers, but it finds a special focus in the Homestead program. The focus of Homestead life is Pastoral Care; that is, knowing and helping each of its members. Central to Homestead is the notion of it being a ‘home’ where students belong, feel accepted and appreciated. Like a home, it is responsible for the nurturing and growth of each of its members.
Homesteads are where students store their books, socialise at break times, play games and listen to music. A Homestead consists of four groups of between 16–18 students each from Years 7, 8, 9 and 10. Each group has a Tutor who is their main pastoral carer. Each Homestead has a Homestead Coordinator.
Homestead is also an area which develops a sense of community. The members of this community are responsible for their environment. Students contribute ideas towards improving their environment and then are encouraged to do work associated with this. Gardening and cleaning are part of the students’ responsibilities.
Senior Homestead Charter
We take pride in looking after our school and its environment. We strive to create a neat, more sustainable and positive presence in the community. We are proud to be green and know that our actions reflect our values. We accept our responsibilities.
We are community minded. We respect people in our learning community by contributing in class and homestead. We take pride in the work we do; we praise the contribution and effort we see others making. We create positive connections with others. We achieve the best we can with the time available. We work to deadlines and support others as they strive to do their best. We celebrate excellence in work.
We plan for success. We come to class with an energetic approach to learning. We recognize success is achieved through hard work. We strive for personal excellence.
These principles are our starting point: our goal is to strive towards a more Woodleigh World.
Conceived, designed and written by Woodleigh students, for, Woodleigh Students. Branching Out was produced by a small, committed editorial team in the school's Activities Program. Enjoy!
The Woodleigh Aviation program gives students the opportunity to study and experience flying as part of the Activities program. Three times per week students will travel by bus to the Tyabb Airfield to fly a Cessna 152 single engine training aircraft or when not flying, study the principles of flight and aeronautical knowledge.
Some students have a strong desire to become commercial pilots and are looking for a head start into a career in aviation, while others are interested in aviation as a recreational activity. Students have also been known to join the Activity to help overcome a fear of heights. Any student at the school from Year 7 to 12 is able to have a trial introductory flight to see if flying is of interest to them.
Depending on the number of flying training hours that a student has completed, they can conceivably have their Private Pilots Licence (PPL) before they finish at Woodleigh. With enough training, as assessed by the Flying Instructors, a student can fly solo at the age of 15 – before they are even allowed to drive a car.
The Peninsula Aero Club in Tyabb conducts all the flying training for Woodleigh students. All PAC Instructors are qualified and train student pilots in accordance with the Civil Aviation Safety Authority’s (CASA) Civil Aviation Safety Regulations (CASR). For more information on the Peninsula Aero Club, go to http://www.pac.asn.au.
The PPL can lead to many areas within the aviation industry. It is the first step to a commercial licence enabling pilots to be employed within the regular public transport system. Air Traffic control has many prerequisites, however those with a Pilot Licence are looked on very favourably and will normally be given credit towards some of the aviation degrees and diplomas available in the tertiary institutions.
- Students have the opportunity to experience a career in aviation early
- Job ready earlier than commencing after Year 12
- Pathway into a Higher Education course
In the lead up to the Recreational Pilots Licence, the student undertakes their first solo flight both within the circuit and the training area.
After the RPL, the student will be able to commence navigation training. The navigation exercises teach the practical skills and airmanship required for flying safely to distant locations plus management of fuel and flight logs, radio communication and transition through different airspace, control zones, unplanned diversions due to weather etc., and circuits at distant locations with landings on different types of surfaces.
The Recreational Pilot may choose to continue training and add endorsements to their licence, or they may choose to progress to the Private Pilot Licence.
Prior to undertaking the PPL test, you must have acquired at least 40 hours of flight time as a pilot that includes:
- 5 hours of general flight time as pilot in command
- 5 hours of cross country flight time as pilot in command
- 2 hours of instrument flight time
Whilst it is difficult to give an accurate figure with regards to the cost of the course, it is possible to give minimums and averages. The licences are by necessity competency based and therefore whilst some students may come in well under the average others may take significantly longer.
It is important to remember the following:
- The course is discounted whilst at Woodleigh
- You pay as you go (by the hour the prop is spinning) and are always in control of the costs.
- You are NOT signing up to a full course. Students can drop in and out as they wish, although consistent training does work out cheaper in the long run.
- The course we have structured gets students in the air and with a licence as soon as possible. The experience gained through the earlier licence ensures cost savings and greater competence, as the student gets older.
Whilst it is true that flying is a whole lot of fun, students who undertake this activity will be required to take on some theory as well; it’s not ALL fun and games.
Most work is undertaken during Activity time, however in order to ensure individual students are maximizing their chances of success, extra time is sometimes required and negotiated on a case by case basis. The course is flexible and staff are available to assist almost anytime, after school, on weekends and during holidays.
Fly Solo from the age of 15 in training for:
RPL (Recreational Pilots Licence)
- 16 years old
- Enables a student to fly solo with up to 3 passengers within the training area. (Class 1 or 2 medical certificate required)
- Various endorsements can be added
e.g.: Cross country, Aircraft type, Controlled airspace etc.
PPL (Private Pilots Licence)
- Enables a student to fly anywhere in the world with passengers
- Pre-requisite for Commercial Licence
2017 EXPECTED TIMETABLE
Students would ballot for various Activity units throughout the year depending on where they are in their individual training.
You must also pass a theory examination, which covers flight rules and air law, navigation, performance and flight planning, meteorology and principles of flight.
The average pilot is ready to attempt the Private Pilot Licence flight test after about 55 hours. You can undertake the PPL flight test while still 16, however, you cannot be issued with the licence until you are 17 years old.
The PPL is recognised anywhere in the world.
For further information, please contact:
Aviation Coordinator – Woodleigh School
email@example.com or 5971 6100
Woodleigh School's Activities Program is uniquely designed to provide students in Years 7-11 with a broad range of challenging experiences beyond the core academic curriculum. Our staff, instructors and people with expertise outside of the immediate school community offer Activities that they are enthusiastic about and committed to.
For three lessons a week, students participate in an Activity they have selected from a huge range of options.
‘Activities’ is active learning – vivid experiences, not just information gathering. It allows students to access learning opportunities, especially hands-on style learning, in a much wider range than could be provided in programs with normal class sizes and restrictions. Experiences vary from snorkeling and open water diving certifications, yoga and self-defence classes, aviation, painting and sculpture, academic competitions, animal husbandry and construction projects.
Diverse areas, such as Academic Enrichment, the Visual & Performing Arts, Sport & Physical Development, Health, Lifestyle and Practical Skills, Information & Communication Technology and Community & School Partnerships are all represented in each Activities Unit.
The Woodleigh School Activities Program is a place where passions are born. It is adventures and fun, grit and determination, centred and calm.
Choose widely. Choose wisely.
The Activities Program has always been part of the Woodleigh experience. As we continue to move forward with Activities, our extensive offerings continue to grow.
We encouarge each student to discuss and reflect with Tutors, parents and peers and make wide and wise choices, to gain experiences in a diverse range of offerings and categories.
The Activities Program aims to:
- widen and deepen the range of experiences offered to students beyond the traditional academic subjects.
- provide additional opportunities for academic enrichment, remediation and challenge.
- provide students with the opportunity to make real decisions involving their education and take responsibility for these decisions.
Why do we have Activities?
Some of the many features and benefits of the Activities Program are:
Allows learning, especially hands-on style learning, in a much wider range than could be provided in a program with normal class sizes and restrictions. Staff are also able to contribute to learning in areas of interest and expertise wider than their normal teaching areas. Outside experts and students also contribute to areas of learning not covered by staff.
Extension / Remediation
Allows alternative grouping of students with common interests or needs, enabling them to more readily pursue those interests.
Education for Leisure
Many Activities provide students with the type of skills that can later be used to meaningfully fill their leisure time.
Decision-making is an important life skill. New Activity Units, each half term, provide students with frequent opportunities to make informed choices and to reflect on and live with the consequences of those choices. Also, doing something that they have chosen to do makes for happier students.
Some students have pursued careers they first became interested in through an Activity; e.g. Jewellery Making, Photography, Social Welfare, Horticulture, Aviation.
Many Activities cater for and attract a wide range of ages, and this cross-age contact helps offset the artificial break up into year levels that the academic curriculum requires.
Students can gain certificates in a variety of areas, including: Hospitality, Aviation, Diving, Marine, Level 1 First Aid.
A small number of Activities will be gender specific. This will enable girls or boys with similar interests to work together.
Smaller groups and more relaxed relationships between staff and students helps assist the development of pastoral care based around a common interest.
Success in chosen Activities helps students’ self-esteem and is especially helpful for some students who have difficulty in other areas of the curriculum. They find themselves excelling at specific Activities.
By placing some sport within the Activities program it is possible to make it optional and thus avoid the worst aspects of compulsory sport that many other schools experience.
Some Activities allow students to play a part in developing the school. This includes landscaping, working in the Sustainability Centre, Brian Henderson Reserve and with other students and animals at the Ag Hort Centre. This gives students a sense of attachment to the school.
The gradual development of life skills through the Outdoor Education program is an essential part of growing up at Woodleigh. Activities Weeks offer a balance to the academic program and assist in developing good relationships between staff and students – building initiative, independence, character and personality in all students.
For Year 7s, the thought of managing away from home for eight or nine days, as happens in the Year 9 Outward Bound and Year 10 Hattah programs, may seem daunting. But as they complete a number of camps in Years 7 and 8, a strong sense of achievement develops, as does a sense of being able to manage as an individual and as a member of a group.
Activities Week Camps
Two Activities Weeks are held during each school year. The normal School timetable is suspended and students are involved in planned activities both at and away from the school property.
Semester 1 Activities Week
In Semester 1, we conduct Homestead Camps for Year 7 and 8 students and an Outdoor Education Program for Year 9 and Year 10. One important aim of the Homestead Camp is to give students and staff the chance to practise living and working together as a small community. Homestead Camp weeks are also designed to help students develop a range of basic outdoor leisure skills in different environments. We employ outside experts with skills relevant to each Homestead’s program, to work with staff in conducting challenging educational activities, which incorporate the development of leisure skills such as abseiling, orienteering, surfing and lightweight camping. Each Homestead chooses a coastal location for their camp, which has something special to offer in terms of possible activities as well as other historical and natural attractions.
Year 9 students participate in an Outward Bound adventure for nine days in the Snowy River area and Year 10 students are involved in the Hattah Lakes Expedition for a full week, toward the end of Term 1.
Senior Homestead Camps
Senior Homestead students (Years 11 and 12) ballot for a range of camps and curriculum-based programs. All of these are off-campus. Recent camps have included Cradle Mountain Bushwalk, High Country Horse Riding, Gippsland Lakes Sailing, Creative Retreat, Social Service, Sydney Cultural Experience, Melbourne Arts, Tasmanian Adventure Tour, Scuba Diving, Murray Paddle and White Water Rafting.
Semester 2 Activities Week Camps
In Semester 2, Years 7 – 11 students are able to participate in another Activities Week when again the normal timetable is suspended. Students can elect to take part in Outdoor Education Camps such as Cross Country Skiing, Horse Riding on the High Plains, Rock Climbing and Abseiling, and Skindiving or in cultural or service based camps. A range of school-based activities relating to the Arts, in particular drama, music, painting, ceramics and sculpture are also offered. All activities are cross-age, intensive and programmed for at least five days.
(In Semester 2, Year 12 students do not attend Activities Week Camps. This week is used to study for and sit practice exams.)
The capacity to be creative, and to think creatively, is an essential skill in this 21st Century. But creativity isn’t simple, and it takes courage to be innovative.
Self-expression through the Visual and Performing Arts enhances our understanding of ourselves and others as unique individuals, and develops our confidence, just as experience builds skills.
Drama, Art and Music are all significant features of the Woodleigh curriculum.
All students participate in a range of performing and expressive arts within the curriculum.
These experiences are further enhanced by the annual week-long Arts Festival, regular music performances and drama productions, a visiting artists’ program and many other opportunities for participation and involvement in the Arts.
Music groups at each campus include orchestras, choirs, small and large ensembles, groups and rock bands.
At Woodleigh we believe that a wide range of sports should be made accessible to all individuals for widening personal experiences. It is due to this belief that we have created an assortment of sports to suit all students.
Competitive sport at Woodleigh follows traditional patterns and is non-compulsory. An emphasis, and desire, is placed on wider involvement in community sporting associations and clubs to allow students to enhance their sporting experiences.
All interested students are given as much support and encouragement as possible to participate in a wide variety of sports. All major carnivals and team sports are for both boys and girls unless otherwise stated.
Inter Homestead Sport
Swimming, Cross-Country, and Athletics Carnivals are held each year with the main emphasis on maximum participation from each Homestead group.
Woodleigh School has been a member of the Southern Independent Schools (SIS) Association since 1986.
The aim of the Woodleigh Sport Leadership Program is to encourage students with a strong interest in sport to develop their leadership skills. The program aims to develop skills such as coaching, public speaking, organisational skills, teamwork and confidence, promotion of sport within the school and a greater appreciation of sport and all its dimensions. Students involved in this program will have the opportunity to be a voice for their peers in developing the Woodleigh Sport program.
The program may include but is not limited to:
- Working towards achieving a Level 1 Coaching/Umpiring Accreditation in their chosen sport.
- Public Speaking – Assembly, Homestead Carnival Presentations, etc.
- Participating in an Activities unit based on Sport Leadership.
- Organising Woodleigh Sport Night.
- Coaching teams/students (where applicable) – through Activities program, SIS sport and after school sport.
- Attend sport leadership meetings.
- Assist in developing the Woodleigh Sport Program by providing input and feedback.
- Supporting younger students to develop skills and a love of sport.
- Coaching, Umpiring or Just Getting Involved
As well as giving students the opportunity to participate in a team we also encourage students to assist with teams in many different ways. Whether as a Coach, Umpire, Official or general assistant, students are given the opportunity to gain a wide range of skills associated with their chosen sport. These opportunities are extensive and students can make use of their individual talents and run a specific Activity within the Activities Program.
Sports Club Program
The school has upgraded significantly over the past few years the availability of coaching of school sports teams, training programs and availability of exercise sessions for students. Woodleigh has always been active in supporting the wellbeing of its students and therefore the addition of this program is a response to the needs of the community that the school services.
Student involvement in the Sports Club program incurs a cost of $30 per student per term, in addition to any game and registration fees that may be charged by other organisations. This fee entitles a student to be involved in as many Sport Club programs as they choose.
The Sports Club Program consists of:
After School Basketball
Woodleigh enters school teams into community competitions in the Frankston District Basketball Association competitions. In 2011 we entered 10 boys’ teams and 4 girls’ teams in various age groups. These competitions are played on Monday to Thursday evenings. Woodleigh provides a coach and after school training for all teams.
After School Netball
Woodleigh enters school teams into the Frankston and District Netball Association. In 2011 we entered 10 girls’ teams in various age groups. These teams compete in various age groups and all matches are played at Jubilee Park on Friday evening. Woodleigh provides a coach and after school training for all teams.
Is a before school program that runs in Terms 2 & 3. The sessions run from 7:00 to 8:15am and the aim of Breakfast Club is to provide students with the opportunity to improve their general fitness. Activities include weights programs, cardio vascular workouts, circuit training, running, ball games and much more. At the conclusion of the session a healthy breakfast is served.
Is an after school program that runs along the same lines as the Breakfast Club. The sessions run from 4 to 5pm once a week through Terms 1-4. The emphasis of these sessions is on providing students with the opportunity to improve their general fitness through hard work and fun.
Training for all interested swimmers runs two mornings per week throughout Term 1 and 4. The sessions are run at Somerville Health and Aquatic Centre from 7 to 8am. These sessions are designed with specific training programs and individual coaching in mind.
Sports Offered at Woodleigh School
We offer all students the opportunity to join the Squad and this allows students the chance to train 2 times a week with specific training programs and individual coaching.
Homestead A full range of events including novelty events makes for an enjoyable day for all. The emphasis is on mass participation for this carnival.
Inter-School The SIS Carnival and the SIS Relay Championships are our major competitions. Training is held during the Activities Program as well as in conjunction with the Woodleigh Swimming Squad.
Homestead Intra-school competition for all students is held. The emphasis is on mass participation and working with others. Student performance in this event is one criterion from which the SIS Squad is selected.
Again the SIS Cross Country Carnival is our main competition. Keen runners are encouraged and supported to participate in the Victoria All Schools Individual & Relay Cross Country Championships. Training is held in conjunction with the Activities Program, at lunchtimes, before school at Breakfast Club and after school on designated days.
Homestead A wide range of traditional events plus novelty events makes for an enjoyable day for all. Again the emphasis is on mass participation and supporting others.
Inter-School An excellent program is offered to keen athletes at Woodleigh. Competitions that students may compete at include:
- SIS Track and Field Carnival
- Athletics Victoria Track Relay Championships
- Athletics Victoria Track and Field Championships
- Athletics Victoria All Schools Knock Out Competition
The Sports Aerobics Team competes in several competitions throughout the year culminating in the State and National Titles. Training is held on a weekly basis after school.
This is played as part of the SIS weekly sport program in Term 4 and is open to all Year 9/10 boys.
Both boys and girls at all levels play in the SIS competitions throughout the year. We also send teams to compete in the Vic College Basketball Championships. The Year 9 students are also involved in a special competition at school during Term 4. As part of our Sports Club program we also enter boys and girls teams in several divisions through the Frankston District Basketball Association for mid-week competitions throughout the school year.
There are SIS competitions for Year 7/8 boys in Term 4, and Year 9/10 Boys and Senior Boys in Term 1. Training for these teams is held at lunchtime and in conjunction with the Activities program.
We send representatives to compete at the Victorian School Titles that lead to the Australian Titles for both road/track cycling and mountain bike events. Also there is the opportunity to compete at other nominated events throughout the year.
Girls’ Football has become a tradition at Woodleigh with eleven Grand Final appearances in a row. Girls from Years 8 to 12 are invited to be part of the team to compete in the SIS weekly competition. Boys from Year 7 to 12 have the opportunity to represent the school in football. All teams play during weekly SIS sport with Junior Girls, Junior Boys and Intermediate Boys in Term 2, and Senior Girls and Senior Boys in Term 3. Training for these teams is held at lunchtime and in conjunction with the Activities program.
We send representative teams to several events throughout the year. These include the Victorian Schools Championships as well as the Stuart Appleby Team Challenge.
Year 9-10 boys and girls compete in the SIS competitions as part of the Weekly Sport roster in Term 1.
The school has a representative Equestrian team that competes in numerous competitions throughout the year. These include Show Jumping, Dressage and Horse Trials events.
There are SIS weekly competitions for Year 7/8 girls and Year 9/10 girls in Term 2, and Year 11/12 during Term 3. Woodleigh also enters teams as part of our Sports Club program in the Frankston & District Netball Association competition held every Friday night at Jubilee Park throughout the school year. Year 9 students are also involved in a special competition at school during Term 4. We also send teams to compete in the Victorian Schools Championships and a selected International competition mid-year.
We involve ourselves in the Victorian Interschool Rock Climbing Championship held each year for interested students. Keen climbers are also encouraged to participate in the State Championships.
We strongly encourage sailors to compete in the Victorian Schools Sailing regattas. We have had some excellent results in recent years. Training for the Sailing team occurs as part of the Activities Program as well as after school in Term 1. Other Activities in Term 4 are designed to help teach students to sail.
Skiing and Snowboarding have been popular activities for many years. The school competes annually in the Interschool Snow Sports Championships and, in recent years, teams and individuals have gone on to compete at the Australian Interschool Championships.
Soccer is offered during weekly SIS sport to Year 7/8 Boys and Girls in Term 4, Year 9/10 Girls in Term 2, Year 9/10 Boys in Term 3, and Year 11/12 Boys and Girls in Term 1. Training is held at lunch times and also in conjunction with the Activities program.
Softball is offered to Year 9/10 Girls during weekly SIS sport in Term 4.
Several events are entered each year including the VSSSA School Team Championships as well as Girlsurf. Both of these events our representative teams, against local schools from the Mornington Peninsula. More accomplished surfers are eligible to compete at the VSSSA Championships.
All students are welcome to enter the Victorian Schools Table Tennis Championships.
Tennis is offered to Year 7/8 Girls and Boys in Term 4 as part of the SIS Weekly Sports.
This sport is offered to Year 9/10 Girls and is played during weekly SIS sport in Term 1.
In the rapidly changing world around us it is vital to respond to the needs of our students in a holistic manner by offering a range of evidence based wellbeing strategies and programs, that enhance resilience, promote optimism, and develop skills to cope with the expected and unexpected challenges of everyday life, in this ever-changing world in which we live.
Woodleigh School offers a whole school approach to student wellbeing that purposefully caters to the needs of all students. We respond to the needs of our community as identified by referral and assessment processes and by adopting evidence-based practices that include the social, psychological, cognitive and physical development of our students. It is our aim and firm intention to maximise each student’s capacity to flourish, foster resilience and reach their full potential in our contemporary teaching and learning environment that is founded on the 3Rs.
Our mission is:
To promote and support positive student wellbeing by building resilience and the personal capacity to meet challenges confidently, now and in the future.
Evidence-based data that includes:
- Student, staff & parent feedback
- The growing challenges of mental health in young people
- The role of school culture in encouraging help-seeking behaviour whilst developing and strengthening resilience
- The belief that it is the right of every child to know and understand how to flourish
- Current trends in wellbeing that best fits the contemporary learning environment of Woodleigh
To achieve this, we will:
- Provide a clear referral pathway for staff and families to access appropriate wellbeing support.
- Champion evidence-based programs and frameworks that promote positive education skills to strengthen student resilience
- Work with all staff to build professional capacity to respond to the wellbeing needs of students within a contemporary teaching & learning environment
- Promote a culture within the school community that encourages and normalises help-seeking behaviour and the wellbeing of all (including staff and families)
- Develop evidence-based, positive programs that respond to the developmental needs of all of our students.
L to R: Henry Bell, Donna Nairn, Alison Behrend and Aviv Gerszonovicz.
Donna Nairn – Director of Counselling
Donna is an experienced educator, counsellor, and creative arts therapist who has worked with young people for over 25 years in schools, community settings in Australia and abroad. She is passionate about the relationship between wellbeing and the arts and believes that student wellbeing is about supporting and promoting optimism, advocating and articulating the needs for and with students and their families in a manner that demonstrates mutual respect, understanding and collaboration. Donna knows that student wellbeing is intrinsic to developing students’ ability to foster resilience, fulfil potential and flourish. With this purpose in mind, Donna considers herself to be a lifelong learner who continues to enhance her own knowledge and capabilities through mentoring, ongoing professional development and direct experience.
Henry Bell is a psychologist, a member of the APS and a member of the college of Educational and Developmental Psychologists. Prior to joining the Woodleigh team, Henry has worked for the Department of Education, with primary and secondary students, their parents, teachers and support staff. As a psychologist, Henry is able to provide a range of services to support the development and learning of students, including counselling, assessment and guidance. Outside of work, Henry enjoys exercising, photography and reading.
Alison Behrend is an educational and developmental psychologist who works across Penbank and Woodleigh campuses. She has worked in the education setting for the past nine years, including working as a secondary teacher and as a psychologist at a number of primary schools. Alison completed her clinical placement at Woodleigh in 2013, before joining the staff in 2015. She has extensive experience working with children, adolescents, parents and families, and has a strong interest in promoting positive mental health and wellbeing in children and adolescents. She is experienced in supporting the social, emotional and learning development of children and adolescents. At Penbank, she is working as a key member of the KidsMatter team to implement programs and initiatives to encourage and promote positive mental health in our primary-aged students.
Aviv Gerszonovicz is our Minimbah Campus Counsellor and also a counsellor at Woodleigh Senior Campus, having commenced in 2007. His background and expertise includes Education and Creative Arts Therapy. Aviv provides individuals with a safe and supportive environment and adopts a therapeutic approach which is student centred, strength based and caters to meet the needs of each individual.
If you wish to access our wellbeing team please contact your child’s classroom teacher/ tutor as a first point of contact.
Additional support service contacts:
Kids Help Line: 1800 331 859
Lifeline: 13 11 14
Grief line: 9935 7400
Careers counselling enables students to clarify career aspirations, investigate career options and develop job skills. Career education is integrated within the total curriculum with attention focused on the world of work at Year 10 level. At VCE level, particular emphasis is placed upon selection of appropriate subjects and preparation for tertiary study or employment. Many students have also discovered vocational interests through the Activities and Activities Weeks programs.
Forward Thinking: Selecting an appropriate course
The VCE is designed to be a two-year program and the following questions should be used to guide student choice:
- What am I most interested in?
- In which studies am I most likely to succeed?
- What Victorian Curriculum & Assessment Authority (VCAA) requirements must I meet in order to complete my VCE?
- What studies are available at Woodleigh School?
- What VETiS studies might I be interested in?
- What prerequisite and recommended studies do I need to undertake for a particular career pathway? (The easiest way to find these is to check the most up-to-date VICTER publications on the VTAC website www.vtac.edu.au)
- What advice have I received from parents, teachers and the careers advisor?
The scaling and selection arrangements used by the Victorian Tertiary Admissions Centre (VTAC) have been designed to support this approach to subject selection. The only exception to this is the built in encouragement to study a LOTE where after the normal scaling, the scaled mean is increased by 5. This bonus should not override the above principles for study selection but may act as an incentive to retain a language when the decision is close.
Students may select a program that has a specific orientation (for example, Business, Science, Arts), or one that has a more general focus. It is strongly recommended that students select at least two units of Mathematics where possible. All students should see the program as personally useful, both as a means to an end and as the most interesting and challenging way of completing VCE.
To learn more about Careers at Woodleigh, please head to our Career Tools website.
An integral part of the Woodleigh Way is to prepare students for life beyond School. Our key aim is to provide a dynamic, balanced, liberal education in a supportive environment. One element of this preparation for life is to help students develop an international perspective of their world.
How do we prepare our students for a highly interconnected, global world when they leave Woodleigh?
The Broadening Horizons initiative has been developed because we care. We care about building relationships within our own community and because we want to equip our students with the skills, the desire and the expectation to serve others. We also wish to work with our community partners to build their capacity in tangible ways that they choose. All of our Broadening Horizons opportunities aim to empower students to feel responsibility for running their own lives to the point where they want to make a real difference in the world. This may be through addressing local, national or global issues. These projects are one way we equip our students with the skills and attributes to make a difference. These are practical opportunities to further develop independence, resilience and initiative in more challenging environments and give experience of how individuals can make a difference.
The aims of the Broadening Horizons program include providing our students with an opportunity to “broaden horizons” and increase awareness of a range of issues that are not obvious in the safe, secure environment of the Peninsula. This is an opportunity for students to move beyond their current “world” into a different setting.
- Practical opportunities to further develop independence, resilience and initiative in more challenging environments and give experience of how individuals can make a difference.
- Preparation for life and experiences that will require courage, generosity, imagination, and resolution.
- Tangible ways to embrace the importance of service to others, responsibility and cultural understanding.
- An opportunity to build relationships, co-develop projects and tackle issues (whilst giving us the opportunity to provide appropriate experiences whilst ensuring tokenism/beliefs of superiority are confronted).
- The opportunity to foster understanding, goodwill, respect, and friendship between individuals involved in the program.
Three Interwoven Elements:
- International Exchange (international)
- Indigenous Community (national)
- Local exchange/Community Service (local)
International Exchange opportunities
France and India were selected as the first destinations for international exchange. It was decided that we would investigate “exchanges” with schools/organisations in Europe and Asia. France was an obvious choice as a European destination due to its long inclusion as a LOTE in the curriculum at Woodleigh. India was chosen as it perhaps provides the starkest contrast to the Mornington Peninsula! India is incredibly rich, diverse and chaotic. Manners, beliefs, customs, laws, language, art, religion, values, concept of self, family organisation, social organisation, government and behaviour all highlight to our students that people have different ideas and ways of thinking. Students also have the option to arrange an International Exchange through the vast network of Round Square schools.
There are at least 3 key components to the experiences:
- attendance at school
- involvement in the family and social life of the exchange family
- some cultural excursions/sightseeing in the local area.
Currently, our French exchange is not a school-to-school exchange. C.I.V.E.L. (a small organisation specialising in these type of exchanges) is responsible in Lyon for the placement of Woodleigh School students in appropriate schools and with appropriate families. A key outcome of the program has been the welcome that our students received whilst in Lyon – the host families really see themselves as having an extra member of their families. Another key element has of course been the improvement in our students’ language skills, especially their oral skills as they enter the later years of education.
Unlike the French exchange, this is a direct school-to-school exchange through the Round Square network. The students begin their connection to India in Year 9 when they have the option to host students from Daly College, Indore across City Bound. We have found that this experience greatly enhances the hosts’ City Bound experiences, enabling them to effectively see their city with fresh eyes. The students will then get an opportunity in Year 10 to go to the Daly College where they will experience school and cultural immersion and some collaborative community work.
Currently, we have a relationship with PSKD Mandiri, Jakarta. Each year, we host two Year 10 students for a period of two weeks. Due to DFAT restrictions, this program is not reciprocal. Currently, in conjunction with the Director of eLearning, we are investigating collaborative projects. As an alternative, we also offer a Language and Cultural Study Tour to Indonesia for VCE students.
The second of the three elements is engagement with Indigenous Australians. Our program is designed to be a cultural immersion journey with the essential question to our students “what does it mean to be an Indigenous Australian?”
Our students have little real experience of or personal engagement with Indigenous Australians or issues. Our challenge is how we can best help our students foster an understanding of Indigenous culture and some of the current issues facing Indigenous Australians. Our goal has been the development of sustainable, authentic relationships with a predominantly indigenous school/community.
We are committed to further developing a partnership that:
- is based on a sustainable, authentic relationship with a community and their students
- develops cultural awareness, community involvement and empathy in our students
- has benefit for indigenous students and their communities
- fosters mutual appreciation and support
- encourages students to become a positive voice in social justice and reconciliation
- will include a short “visit” (possibly 2 weeks) to an indigenous community that is hands on and practical
To this end we have established strong links with the communities of Yirrkala in northeast Arnhem Land and Ampilawatja in central Australia. This has involved exchange opportunities between students from Woodleigh and both communities.
Future directions for Indigenous initiatives include:
- To establish regular and on-going relationships with the local Indigenous community on the Mornington Peninsula, Frankston and surrounding areas.
- To permanently establish annual two way exchanges with Ampilawatja and Yirrkala/ or a Homeland community.
- To support the Student Reconciliation Group
- To embed Indigenous perspectives in the curriculum at all Year levels across both campuses.
- To have regular Reconciliation and NAIDOC week events at both campuses
Through several Woodleigh staff (and some families) we already have an informal connection with Chumkriel Language School, in Kampot. The first visit was in 2008 when a passionate teacher and her Tutor group raised money to build a hand washing facility and wrote letters to the students attending the school. Chumkriel had only just started as an English Language school in a very poor region of Kampot, near the salt fields. Since then the same teacher has been visiting every September and a number of teachers from both Minimbah and Senior Campus have visited and supported various projects, especially the teaching of English.
At this stage a detailed risk assessment is being finalised but the proposal would be to take a small number (no more than 8 Year 10 or 11 students) to primarily volunteer with Chumkriel Language School and the surrounding community.
The aim is to create an ongoing program that is primarily based on relationships, cultural awareness and service.
The Woodleigh Campus is situated on 55 acres of peaceful native surroundings. Care has been taken in the development of all Woodleigh Campuses to ensure that the built environment does not overwhelm the surrounding natural environment, which is unique and special to our School.
Woodleigh Campus Facilities
The Senior Campus in Langwarrin South has an impressive list of specialised facilities.
These include a fully fitted School Hall with lighting and sound rig. The Jago Centre for Performing Arts features multiple music performance/study spaces, a music technology centre, dance/drama studio, film studio and a post-production area. The Dame Elisabeth Murdoch Gallery is the centerpiece of the School’s Visual Arts facilities, which include a Computer Aided Design Studio as well as Junior and Senior art classrooms.
Woodleigh’s award-winning Science Centre includes marine biology facilities and dedicated Chemistry, Physics and Biology classrooms for senior students. The campus also boasts a fully resourced library, careers centre, sustainability and agriculture/horticulture centre, multipurpose courts, sporting oval and gymnasium.
In 2015, Woodleigh opened the first three, of six, Homesteads as part of a learning spaces renewal program. The new Homesteads 1, 2 and 3 have received multiple awards from The Association for Learning Environments, and Architizer. The redevelopment timeline of Homesteads 4, 6 and 7 will be announced shortly.
A new VCE centre incorporating classrooms, a dedicated exam space and student common room, opened in 2011.
Information Technology facilities include networked classrooms, dedicated computer labs and Interactive Whiteboards, which are used throughout the school.
All Woodleigh Campus students are supplied with a 13" Apple MacBook Pro with a Retina Display and flash storage.
These resources are provided to make the business of being a Woodleigh School parent as easy as possible. Please contact Woodleigh Campus Reception on 5971 6100 or email firstname.lastname@example.org if you have any questions regarding the content available here.
2017 Term Dates
- Tuesday 31 January – Year 7 & 12 and new students begin
- Wednesday 1 February – All other students begin
- Monday 6 March – Friday 10 March (Week 6) – Woodleigh Campus Homestead Camp Week
- Friday 31 March – Term 1 ends
- Wednesday 19 April – Term 2 begins for students (Easter Monday is 17 April)
- Friday 23 June – Term 2 ends
- Tuesday 18 July – Term 3 begins for students
- Monday 14 August – Friday 18 August – Woodleigh Campus Activities Week Camps
- Friday 22 September – Term 3 ends
- Tuesday 10 October – Term 4 begins for all students
- Wednesday 6 December – Years 7-9 students finish
- Friday 8 December – Term 4 ends, ECC-Y6 students finish
Parent Teacher Online (PTO)
Bookings for Parent/Teacher interviews are handled via our PTO system. It can be found HERE.
Secure School Environment Policy – 2016
Staff and students have a basic right to work and study in a school free from any harassment or bullying. Woodleigh Campus is committed to providing such an environment.
What Is Harassment?
Harassment is the deliberate desire to hurt, intimidate or threaten another. It may take many forms.
- Physical – e.g. pushing, shoving, fighting, invasion of personal space.
- Verbal – e.g. name calling, offensive language, discrimination, “put downs” based on race, gender, physical appearance, sexual orientation or religious creed.
- Visual – e.g. offensive notes and gestures, graffiti.
- Victimisation – e.g. stand over tactics, exclusion.
- Sexual – e.g. any unwelcome sexual behaviour including offensive jokes, language or pictures.
- Electronic – e.g. offensive or intimidating emails, offensive photos published on the Web / social network sites, or via text messaging, filming.
How Can We Stop Harassment?
- We can conduct ourselves so that we do not provoke others to respond in an unacceptable manner.
- We can work to resolve disputes with others in a peaceful way.
- If we see harassment we can refuse to join in.
- We can support any students who are harassed. For example, we might intervene if it is safe, we might assist them if we are able to, and we can report it to staff.
- If we are harassed, we can tell the person that what they are doing is harassment. We can stand up for ourselves if anyone tries to harass us by:
- telling them to stop
- ignoring them (in the very short term)
- saying ‘no’
- asking a staff member for support
- drawing the attention of others (students and staff) to the harassing behaviour
Asking a Staff Member for support
For advice talk to one of the following:
- Your Tutor
- Your Teacher
- Your Homestead Coordinator
- The Student Counsellors – Sophie Lea, Dianne Summers
- The Deputy Head of Campus, Student Wellbeing – Tracey Glen
- The Head of Woodleigh Campus – David Burton
- The Principal – Jonathan Walter
Our Response To Bullying and Harassment
If a matter is reported to Senior Staff it will then be discretely investigated and if necessary some of the following approaches used:
- self help
- therapeutic solutions
- restorative practice session attended by both parties
- parent contact
- referral to Support Group for ongoing case management
- withdrawal from Homestead or classes – ‘in school’ suspension
Most harassment that occurs is not complained about and therefore remains hidden. Those who are harassed often don’t complain because they fear it will make things worse or that no one will take them seriously, even if they do complain. We know, however, that harassment thrives in an atmosphere where it is hidden and not discussed. When we are willing to acknowledge the problem it can be dealt with. We take a ‘shared concern’, non-punitive approach where everyone involved has a responsibility to help solve the problem.
Want To Talk To Someone?
Kids Helpline1800 551 800
Free call 24 hours, 7 days a week. Confidential and professional counselling service.
Frankston Community Health Centre9784 8100
Can arrange counselling, assist with issues relating to sexual health, sexuality, drug and alcohol and mental health etc.
Direct Line1800 888 236
Anonymous drug counselling, information and referral.
Lifeline13 11 14
Grief Line1300 845 745
TRAG – Teenagers Road Accident Group
DARTA – Paul Dillon Resources
- DARTA Presentations
- DARTA Fact Sheets
- DARTA Useful Contacts
- DARTA Useful Websites
- DARTA Student Activities
- Preventing Alcohol Fuelled Violence
South Eastern Centre Against Sexual Assault SECASA
Helping Those who are Grieving
At Woodleigh Campus a Dress Code operates which allows increasing choice as students move from Years 7-12.
The intention is to encourage the wearing of practical and inexpensive clothing and to help students develop responsibility for choosing and looking after their own clothing. The policy is flexible enough to both allow and encourage individual style and to emphasise neatness and presentability.
Rather than focus on precise details of dress, students are encouraged to make good judgements based on the following principles:
- A SunSmart approach
- Cleanliness and hygiene
- Good repair
- Decency (eg, no bare midriffs or visible underwear)
- Appropriateness for the occasion
- Appropriate for a school learning environment
- Regard for community expectations, especially extremes in appearance such as hairstyles and jewellery
Our aim is for students to learn to wear appropriate clothing for various situations. In this way students are making similar decisions about their clothing to when they leave school. Staff will work with students on interpreting these guidelines and will on occasions need to disagree and be insistent. It is expected that students will take responsibility for their school clothing needs and will ensure that they have organised their clothing for the week ahead.
The following should be observed – All Students
- It is strongly recommended that students wear headwear which protects from the sun, especially in Terms 1 and 4.
- Footwear for Home Economics, Manual Arts and Science practical lessons needs to cover the top of feet, including toes. Students will not be able to participate in the practical components of these lessons if they are wearing inappropriate footwear.
- For health reasons all students are required to have a change of clothing for PE, sport and sport-based Activities as well as sports shoes. Students need to wear the official Woodleigh Campus sport uniform during these sessions.
- All items of clothing should be named.
- A colour code of green, brown, gold and grey in clothing without any inappropriate motif, slogan or graphic. The colour code needs to be adhered to in patterned or checked material.
- All tops need to have sleeves (for SunSmart).
- Footwear should be sturdy, with enclosed toes and attached at the heel.
- Clothing may be worn in any colour, but must be free of inappropriate graphics, motifs or slogans.
- All tops need to have sleeves (for SunSmart).
- Footwear should be sturdy, with enclosed toes and attached at the heel.
Minor problems in regard to Dress Code are dealt with at Homestead level with a reminder or warning, consequences within the Homestead, leading to parent contact if needed. Serious difficulties are referred to the Head of Students.
We continue our emphasis on SunSmart dress, in line with the Cancer Council’s guidelines.
Physical Education and Sport Uniforms
For health reasons all students are required to have a change of clothing for PE. The Woodleigh School Sports polo shirt and gym shorts or girls compression tights are compulsory attire for all students.
Other official garments (teamwear or sports specific) are available for competition use.
Sports and PE Uniform Purchasing
Woodleigh School have now ended our relationship with our previous sports uniform supplier, BLK.
Whilst we finalise arrangements with our new supplier we will be very understanding of students who are unable to present themselves for PE classes in the correct Woodleigh School Sports Uniform.
Appropriate sports/active wear will therefore continue to be acceptable for participation in Sport/PE classes until the current supply issues are resolved.
We thank all families for your continued patience in these matters and we will continue to communicate with families when our new arrangements are finalised.
The Woodleigh Campus is situated on 55 beautiful acres in Langwarrin South. An extensive bus network brings students to the Woodleigh Campus from all areas of the Mornington Peninsula.
Woodleigh School contract buses service Westernport townships, the Southern Peninsula, Mount Martha and the Pearcedale-Langwarrin areas.
Mornington, Mount Eliza and Frankston (including Frankston train station) are connected to the school by myki school buses.
The Woodleigh Campus Parents and Friends Group (PFG) is made up of parents and guardians of current Woodleigh School students and the Deputy Principal (Head of Campus).
The PFG is a voluntary committee that supports the work of the school and serves a number of purposes.
- Social and Community Building: It is a body within the school that organises various social events throughout the year in order to facilitate opportunities for families to get to know each other. Examples of these are the Parent Lunches that are held once per term and are open to parents from all three campuses.
- Fundraising: The PFG does not actively raise funds but supports school and parent initiatives like The Arty Market (where the PFG runs a cake stall), the Beanie Festival and Words at Woodleigh. Any money raised by the PFG supports programs such as the Indigenous and refugee ‘Homework Club’ programs. Woodleigh Campus also has a Ritchies Community Benefits Program. By using your Community Benefits Card any time you shop at a Ritchies Store or Ritchies Liquor Store the PFG receives a small percentage of what you spend. This money goes towards school projects such as set up of the student-run Community Radio Station, as well as “Wish List” items generated by school leadership.
HOW TO BECOME MORE CONNECTED WITH THE PFG
All current Woodleigh parents and guardians are automatically members of the Woodleigh Campus PFG.
If you would like to be on the mailing list to be kept up to date with PFG information and events please email Campus Secretary Erica Sandison: email@example.com
We currently meet twice per term, a Monday morning at 9.00am at which we invite key staff from within the school to share information about their specialised role or area of learning within the school and a more informal social gathering on a Wednesday evening. Dates for each term will be advertised in the ‘Messenger’ and on the school website.
Dates for Term 2 2017:
Monday 1st May – 9.00am
Wednesday 31st May – 6.30pm
We hope to see you there!