- My Turn To Say, "Welcome Back!"
- The Importance of Belonging at School
- Three Exciting Developments in English
- The Activities Program from a Teacher's Perspective
- Homestead Swimming Carnival 2022
- VCE Term 1 2022 Update
- A Conversation on Consent With Chanel Contos
- Senior Campus Car Park and Driveway Safety
- The Camps, Sports and Excursions Fund
- Have you downloaded the Woodleigh App?
- CONVEYANCE ALLOWANCE TERM 1 2022
My Turn To Say, "Welcome Back!"
It's my turn to welcome you all back to Woodleigh to start the 2022 school year! In particular, I extend a warm welcome to the families who are new to Woodleigh.
It has been wonderful to see our students back onsite, refreshed and ready to learn. Walking around the School, there has been a sense of genuine excitement to be back for Term 1. It's created a wonderful atmosphere on campus. Staff and students have been busy establishing connections and getting to know each other face-to-face for a change!
Grateful to be at School
I was reflecting on this same time last year as we were about to enter our first COVID lockdown and remote learning phase for 2021. 2022 feels different, and I couldn't be more grateful for everything happening around us at school. After a terrific start, I am grateful that we have been able to return to some 'normality' in our day-to-day curriculum and programs, and most importantly, our lives. At Woodleigh, we are well-known for our community and pastoral focus and our welcoming, supportive nature. Students, staff and parents often say it's one of the main reasons they choose our School. We know that feeling a sense of belonging is critical for students to flourish. Whether with classmates, as a member of an ensemble or with their teachers, the relationships forged during our school years can be lifelong.
Activities, Sport and Coming Up... Camps!
Although we've started the year with some trepidation, it's fair to say we are back. A variety of learning opportunities, community sport on the calendar and a welcome return to our Activities Programs where students are encouraged to follow a passion haven't been taken for granted. I have really enjoyed watching our skaters, aviators, divers and many other groups out and about.
The Year 11 Outdoor Education students kayaked their way across to and around French Island in picture-perfect weather. Our Year 7s appear to have settled quickly at Senior Campus and were terrifically excited to take possession of their new Macbook Airs. School photos have been shot and are currently being processed… it's been such a different start to last year!
The Year 12s recently had an engaging session with well-known Australian author Cate Kennedy, albeit over Zoom. Cate writes fiction, non-fiction and poetry and is the recipient of several prizes for her work, including the Queensland Literary Award for her short story collection Like a House on Fire, the NSW Premier's 'People's Choice' award for her novel The World Beneath and the Victorian Premier's Literary Award for her poetry collection The Taste of River Water. Her short fiction collections on the VCE syllabus, and she was shortlisted for the inaugural Stella Prize. We were extremely lucky to have her address our senior students.
Preparations are well and truly underway for this year's school production, 'Almost, Maine', and it is great to see the regular rehearsals building momentum after School. It was also fantastic to be part of the Homestead Swimming Carnival at The Pines Aquatic Centre this week. Well done to Ben Davenport, his team and the Junior Homestead Coordinators for the set-up and organisation of such a successful event. And finally, Homestead 4 is about to be unveiled to our School community. Although a little behind schedule, the much-anticipated opening of our new Homestead space is upon us, with the Homestead 4 family champing at the bit to move in. There is sure to be much excitement and plenty of happy faces as the space comes alive next week!
Mask Rule Change
Friday's change to mask rules means that masks are no longer required in classroom situations or outdoors. However, they do remain as a requirement when travelling on Public Transport. The twice weekly surveillance RAT testing remains in place for the rest of Term 1, and I am incredibly positive that camps will go ahead as planned. Rest assured, our students are getting excited! I want to share some initial comments from students at Senior Campus about what they have been grateful for upon their return for 2022.
After returning from lockdowns I've really come to appreciate seeing my friends every day being back on campus. Whilst personally I found online learning in the short-term manageable, I am especially grateful to be back on campus as I find it easier to learn, ask questions and get work done before I go home. These past few weeks, I've been really thankful to be back at school socialising with others face-to-face and once again making great memories with my friends. I also think it's great being back in the community and doing things together like sport and clubs again, and homestead, camp and year level activities at school.
Coming back to school, we have felt so thankful to be able to go to such an amazing campus with lovely people and teachers. To be able to go to very fun sporting events such as the swimming carnival and soon cross country is great too. We are so delighted and grateful to be privileged enough to go to Woodleigh and Homestead 2.
Charlie, Owen, Ben, Kobi Y7
I am grateful for all of the opportunities that Woodleigh has offered over my school years, as these have helped shape me into the person I am now. I am also grateful for Woodleigh's ability to treat older students as adults, as it creates a better environment between students and teachers, which essentially benefit students' learning.
I am grateful to see all my friends again, learn more things, and start High School!
Maia, Remy, Nick, Jai, Ralph and Hugo Y7
As 2022 began with a flourish, the student body must have breathed a collective sigh of relief in learning we were back on campus and here to stay. Yet another year of isolation and awkward zooms was a nightmarish concept for most, especially for the year 12s anxiously watching their final year loom ever closer.
If there's one thing I'm grateful for, it's been watching the thriving Woodleigh community cautiously come back to life. A welcome return for many of us, but also what I hope is an exciting opportunity for our younger students, who have started their Woodleigh experience in one of the worst possible ways. Regardless of your year level, I can't recommend enough that you explore the countless extracurriculars on offer; from service to music, from sport to leadership, there's certain to be something which piques your interest. Make the most of this year – I promise you won't regret it.
We are grateful for the warm involvement from the teachers in ensuring we are doing okay and welcoming questions. We are also grateful for reconnecting with our school community and friends. We are grateful for having vast numbers of new opportunities to be involved in and give back to Woodleigh.
Summer and Eliza Y12
Since being back at school we have noticed how grateful we are for being able to spend so much time with my friends. We are also grateful for the umbrellas that provide shelter at lunch and the new tables. We are grateful for the support our teachers have provided for us during classes.
Charlie and Hunter Y12
We are Thankful for… Having lots of new opportunities and experiences in high school, Meeting new people, Enjoying new and exciting activities, Learning lots of new skills and further improving our ability to be independent, And overall just being able to be in the presence of others!!! Kind Regards,
Maeve, Charlie, Gracie and Rhiannon Y7
The following provides an outline of our COVID safe practices and some reminders:
- It is important to talk to your child about personal hygiene practices – continuing to wash their hands regularly, socially distancing and coughing into their elbow.
- Please do not send your child to school if they are unwell.
- Masks are required on buses and any public transport.
- Sanitiser dispensers are located at multiple sites around the school.
- We will encourage our students to use space, get outside and socially distance.
- There will be environmental cleaning during the day.
It has been wonderful to witness Senior Campus re-energised for 2022, and our community approach everything with enthusiasm. We continue to remind students that they will only get out of school what they put into it. Constant reminders that they are in control of mapping their learning journeys and the choices they make along the way is an important message, both at School and from you as parents at home.
Wishing you a safe and successful term.
NAT McLENNAN Deputy Principal – Head of Senior Campus
As 2021 drew to a close, the focus for children, parents, carers, and educators alike was getting schooling back on track by re-establishing familiar routines, rebuilding social connections, strengthening a sense of belonging, and promoting positive wellbeing.
Here are three reflections from three educational experts from the Melbourne Graduate School of Education who were asked to review the year 2021 and make comment regarding what we’ll need to do next.
DR ANNIE GOWING - Senior Lecturer and Student Wellbeing Specialisation Leader in the Master of Education program
School closures caused by COVID-19 have affected the education and wellbeing of children and young people worldwide; however, those impacts haven’t been experienced in the same way by all, and a more nuanced analysis invites consideration of age, place, community resources, individual and family circumstances and personal histories.
The pandemic has magnified some inequalities and revealed others that may have been previously invisible. Those most affected, including young people with additional learning needs and disabilities, are likely to carry the pandemic wellbeing burden for longer than their less impacted peers.
In viewing the pandemic as a natural disaster, there will be impacts on social-emotional development for all young people. Those living in households and communities with elevated economic and social impacts and those with pre-existing mental health concerns are likely to be more seriously affected. For all, there has been an uplift in uncertainty and anxiety as the predictability, safety and stability of their world has shifted.
The ruptured connections with teachers and peers, particularly those at key transition points like preschool settings into primary school and primary school into secondary school, have translated into a loss of relatedness that will take time to rebuild.
Particular attention needs to be directed to the youngest students who have had their foundational learning in literacy and numeracy disrupted, along with their social development, particularly in forming their student identities.
The duration of these effects will vary, and the capacity of young people to be resilient in the face of these challenges will heavily depend on the capacity of their families, communities, and schools to prioritise restoring wellbeing in the short and longer-term.
Schools will need to hold on to the flexibility and adaptability they discovered over the past two years as their students will require finely calibrated and differentiated interventions to rebuild their socio-emotional and cognitive wellbeing.
The wellbeing of teachers must also be rebuilt as they have endured the same challenges as the whole population but with the additional occupational stress of teaching and supporting their students for extended periods of time in the online environment.
PROFESSOR YONG ZHAO Professor in Educational Leadership & PROFESSOR JIM WATTERSTON Enterprise Professor and Dean of the Melbourne Graduate School of Education
COVID-19 occupied our thoughts this year, but it’s far from the major issue for our children’s futures. To thrive in a world that is drastically transformed by technology and globalisation, children need to become independent, critical, entrepreneurial, creative and collaborative.
When jobs are replaced by machines or outsourced, our children will need to become job creators instead of job finders. We need to rethink the purpose of education: it isn’t to prepare children to be ready for the future because they are the creators of the future.
Our job is to help them develop the skills and perspectives to develop a better future for all human beings.
Education should be a strength-based and passion-driven process to help each child develop their strengths and find their passions. Education should also help each student learn to use their unique talents and passions to serve others and the world.
To create such education is to give children more freedom to exercise their right to self-determination and lead their own education. We need to pay a lot more attention to the growth of children than the content of the curriculum. We should provide a broad and flexible curriculum and engage students in real-life learning on a global scale.
BELONGING AT SCHOOL
Fundamental to getting back on track and in full flow mode as a community where we can all thrive and flourish is our need for belongingness (Maslow & Rogers). As humans, we are motivated to belong, but this will only emerge when we feel safe.
School belonging is underpinned by feelings of being accepted, respected, included, supported and valued by others within the school environment, and it has been well documented that school belonging is both a predictor of academic success and positive wellbeing, and adaptive behaviours.
It is not a surprise that a student’s sense of belonging tends to decrease during “transitions”, and Covid has created more of these moments than ever before and continues to do so whilst perpetuating a landscape of uncertainty that has multiple lenses to it.
Hence, with respect to school belonging, research suggests that the relationships students have with teachers, peers and parents are central to fostering positive connections with the school.
Perhaps camps, activities and extra-curricular opportunities have never been more important or needed. It is these opportunities where we learn more about ourselves and others, what interests we have in common, what are our strengths, how to gain confidence to be who we are, to find the right fit and not to just fit in.
Parents and teachers will need to remain alert (not alarmed), observant (not spying), adaptable and responsive (whilst maintaining clear boundaries) to ensure our young people can thrive as best they can to a range of challenges – not just COVID-19 – in a world that’s found a new way of getting through this unexpected moment in history. We can support our young people, by reminding them of their strengths [albeit] to be brave, kind, curious, forgiving, etc. and encourage perspective, patience, and perseverance when theirs may be limited or wane.
Please don’t hesitate to reach out to share information and/or seek advice as needed.
Director of Counselling
I am excited to share the following three important updates from Senior Campus.
ONE: LANGUAGE AND LITERATURE
There have been several name changes at Woodleigh School in recent years. Faculties have become Learning Areas, Pathways is now Inclusion, and excitingly, what was ‘English’ will later this year become Woodleigh’s own Language and Literature Learning Area.
This is a significant development because it formally acknowledges a shift in our philosophy. The change validates our movement towards: listening to previously silenced voices, exploring texts in translation and appreciating multimodal literature.
Of course, this change will not apply to VCE Units 1-4 subjects, as these are VCAA prescribed. So, as of Semester 2, Year 7-10 ‘English’ classes will be timetabled and referred to under the new moniker.
TWO: CATE KENNEDY
For the third year running, our Year 12 students have had the opportunity to hear from the sensationally knowledgeable, generous and hilarious author, Cate Kennedy.
Here are my favourite quotations from the session:
- ‘Adversity allows us to discover what we are made of.’
- ‘Often, we approach the world thinking that we can change it. That we are going to change the world. Ironically, though, it is you that gets changed.’
- ‘Writing is unlike any other art. It allows for the strange feeling of putting yourself into the consciousness of someone else. This is fiction’s superpower.
THREE: ACADEMIC HONESTY
Finally, whilst this might not sound particularly exciting, Woodleigh School is ready to publish its Academic Honesty Policy in the coming weeks.
In conjunction with this, our Learning Area and the Woodleigh Institute will be trialling the use of Turnitin this semester. This is an eagerly anticipated development. This software will help us continue our shift from timed, handwritten assessment and turn towards richer, research-based pieces of writing to express student learning.
Years 10, 11 and 12 English students will take part in the trial, with an aim to then expand the use of Turnitin to additional subjects and year levels in Semester 2.
The Policy will be published and distributed to parents in the coming weeks.
English & Literature Teacher – Learning Area Leader (English)
Like most of my colleagues at Woodleigh, I find myself time poor in being able to pursue my passions outside of school. For me, it is sewing. I love being able to choose fabrics, decide what I want to make and then sew.
Over the last 18 years, the Activities Program has allowed me to explore my passion and share this with so many students.
Teaching the students to use a sewing machine- threading it and winding a bobbin, and gaining confidence in sewing simple things is such a reward. Going to Spotlight with the students to allow them to buy their fabric for their sewing project has always been a highlight; but the greatest feat is in getting the students to cut out their pattern pieces, learn how to pin/ or tack them together, and then finally sew the pieces together to make an original product. Yes, there are great mistakes made, and students often have to unpick their sewing, only to learn that their perseverance has paid off.
Over the years, we have made shorts, pyjamas, dresses, shirts with collars and buttons, wrap-around skirts, Boomerang bags, lined shoulder bags, and hoodies. We've recycled feed bags to make aprons and utility bags, and in Term 1, 2022, a group of students just finished making Japanese Bento bags.
Being involved in the Activities Program is so rewarding; so many of the skills I grew up with are being lost, and it is gratifying to see that young people want to know new things and discover through experiential learning.
It is such a privilege to be a part of this program at Woodleigh School.
Sport is back! The Homestead Swimming Carnival took place on Tuesday 22 February at Pines Aquatic Centre for all Junior Homestead students.
This was a special day with students coming together for a large sports carnival for the first time in a long time. There was loud cheering, Homestead colours everywhere, fun, spirited competition and near-perfect weather.
Year 7’s came down before the rest of Homestead and enjoyed the first hour in the water before the main program got underway. The novelty events proved to be very popular and allowed those less confident in the water an opportunity to get involved. It was great to see students working together as a team in the Search and Retrieve relays and being so supportive of one another across the day. We introduced additional “mixed” events to our program this year which was a great addition and provides further opportunities for inclusion. There were some great performances from our strong swimmers and some courageous efforts from students who swam events that were extremely challenging for them.
The 50m Freestyle Invitational events, where the fastest swimmers from each year level (on the day) were pitted against each other, showcased the talented swimmers and was a highlight of the day.
Students gathered around the pool and cheered loudly for those participating. Well done to Tahran Holmes Y10, who finished in 1st place, Arlo Wishart Y10, 2nd place and Izy McConnell Y7, who finished 3rd. Amelia Bam Y9 was victorious in a dominant display during the girl’s race. Emma Martin Y8 and Chilli Stanton Y8 also impressed, finishing second and third. Well done to all the students who qualified for this event.
Homestead 6 were the reigning champions, but this year it was Homestead 3 who took the overall honours. The Year level awards were split across Homesteads 2, 3, 4 & 6.
Year Level Awards
We now move into our preparation for the SIS Swimming Carnivals. There is an Activity running during Unit 2 for our Swim Squad and before school training at Core 24 Somerville on Tuesday mornings from 7:15am. The SIS Swim Relay Carnival takes place on Friday 18 March at Pines Aquatic Centre. The Division A SIS Swimming Carnival is held at MSAC on Tuesday 3 May.
Enjoy your sport,
Director of Sport
SACS and SATS
As part of their assessment, all studies include SACs (School Assessed Coursework) and/or SATs (School Assessed Tasks – only in studies where models or products are produced). Both SACs and SATs are internally set and marked. In addition, all studies have externally set and marked examination(s). SACs are moderated against examination performance to ensure equality across schools. The ‘Achievement of Outcomes’ is used to determine satisfactory completion in all studies; all studies have 4–6 outcomes that must be ‘achieved’ to a ‘minimum standard’. SACs are completed mainly during class time. This means that it is very important for students to be in class both to satisfy outcomes and to complete scheduled SACs.
A calendar of dates for Term 1, including SACs, SATs and examinations, will be published and distributed to all VCE Unit 3 and 4 students during Week 2, Term 1. It will also go up on SEQTA under Documents. The Term 2 calendar will be uploaded after Camp Week.
Students and parents should be aware of the following policies (in particular) in relation to the VCE.
VCE students are expected to attend at least 80% of scheduled classes (the only exception to this will be for legitimate, documented reasons, for example, ongoing illness). Students who do not attend enough classes may not be eligible for an ‘S’ rating in the subject involved. The usual method for notifying the school of an absence, that is, ringing Reception on the morning of the absence, is necessary at all year levels. This is especially important if a student will be absent on the day of a scheduled SAC/SAT (see following).
Special Provision Policy
At Units 3 and 4, school-based Special Provision for missed SACs/SATs will be granted only for those students who have a Medical Certificate (or similar official documentation) that covers the class(es) missed. Students should see me as soon as they return to school to make arrangements to complete the SAC/SAT missed.
At Units 1 and 2, students may apply for an extension of time for an assessment task so long as we have official parent notification that covers the class(es) missed. Teaching staff will ensure that students have written advice on important assessment dates and so will be able to satisfy these conditions for Special Provision.
Students should refer to the SAC/SAT Calendar as this calendar will allow all students (and parents) to see exactly when assessment is scheduled to take place and, if necessary, to obtain the necessary medical documents to apply for Special Provision (see above). The calendar will be updated periodically (as needed) and placed on SEQTA under Documents.
Ongoing Special Provision
*If you believe that any medical, physical, emotional or environmental situation has, or will, disadvantage you/your student in the completion of the VCE, please come and speak to me ASAP. It is essential that I be kept up to date on issues – this way, I can ensure that students receive support and are aware of all options regarding Special Provision.
VCAA Special Provision: SEA (Special Examination Arrangements)
*SEA (Special Examination Arrangements) may be granted for students who have Severe Health Impairments, Physical Disabilities or Language/Learning Disorders that may impact on examination performance. Please see me ASAP if you wish to discuss the relevant requirements. These applications are due to VCAA by 1 April. An email was sent to all students who we believed would qualify (at the end of 2021), and I will continue to follow up. Daily reminders are provided to students to assist them with following up these applications.
Acting VCE Coordinator
WEDNESDAY 2 MARCH 7PM (VIA ZOOM)
In 2021 Chanel Contos instigated an online petition calling for young women to come forward if subjected to sexual assault while still at school. The petition subsequently went viral, with thousands signing or sharing stories that, in many cases, were deeply upsetting.
Chanel's petition has delivered a change in the way sex education, particularly consent education, is taught in schools. Her broad and strong call for change has made schools and policy-makers reassess their sex and life education curriculum to help protect young people across the nation.
Chanel will join us to share insights into her call for action and offer parents guidance around normalising the topic of consent to ensure all young people experience healthy and respectful relationships.BOOK NOW
To ensure the safe and smooth passage of traffic in the school driveway, we ask that all drivers adhere to the following procedures for school drop off and pick up:
• Drive into one of the angled slots, pick up, and use the slip lane to get out quickly.
• If the angled slots are taken, drive forward to the top and park in the indicated parallel lane. Move forward into an angled slot when possible, or drive forward and out when you are able to.
• If all parking spots are taken please find a space in the rear car park. Alternatively make a circuit until an angled parking spot becomes available.
Please do not block the driveway entrance as our buses need to enter without obstruction in order to pick up our students, and they have a tight schedule to maintain.
We ask students to all use the pedestrian crossing for drop off in the morning and pick up at night. Can we please request that parents encourage their children to use the crossing too.
We request that parents and students please limit their speed to 10kph in the driveway and 5kph near Cruden Oval.
For parents using the car parking adjacent to Cruden Oval, please take note of the cones that staff on duty will deploy at these peak times.
Please do not park out on Golf Links Road – this is dangerous as it forces students to be crossing a busy road at pick-up time, which is totally unnecessary. We know it is more time-consuming to come into the school, but the road outside is actually quite complex at times with cars waiting to turn into the school and this presents a real danger to students. As there is no crossing outside the school, we do not supervise this area.
We also request that students are not dropped off or collected outside the Gym.
We would like to encourage parents waiting for students during drop-off and pick-up to please switch off your engines as you wait. You may be aware that the federal government is considering introducing anti-idling laws proposed to cut harmful vehicle emissions. In light of our core values of respect for self, others and the environment we encourage parents to turn their engines off to help reduce the levels of noxious chemicals, including sulphur and diesel particles.
Many thanks for your support.
Deputy Principal – Head of Senior Campus
Every Victorian child should have access to the world of learning opportunities that exist beyond the classroom. The Camps, Sports and Excursions Fund helps ensure that no student will miss out on the opportunity to join their classmates for important, educational and fun activities. It is part of making Victoria the Education State and the Government’s commitment to breaking the link between a student’s background and their outcomes. \
The Woodleigh App is available for Apple and Android devices and it's a great way to access the most up-to-date information about what’s going on or what’s coming up at the three campuses of Woodleigh School. With the ability to receive notifications and filter updates, you can be up-to-date with all the latest Campus news.DOWNLOAD FROM THE APP STOREDOWNLOAD FROM GOOGLE PLAY
Conveyance Allowance only applies to students attending the Woodleigh Campus located at Langwarrin South and students attending the Penbank Campus located at Moorooduc. These families can get help with the cost of transporting their children to their nearest school or campus. The conveyance allowance is a contribution towards transport costs and is not intended to cover the full cost and is available to students travelling by public transport, private car and private bus.
The Victorian Minister for Education has amended the definition of the closest appropriate school/campus (Instrument of Specification). This may impact some of our families who have been unable to make a claim in the past or deemed ineligible.
Both Woodleigh School and Bayside Christian College are registered the same and classified as same type schools. Therefore, previously if you lived closer to Bayside Christian College you would have been deemed ineligible to receive the conveyance allowance. However, parents can now apply for consideration by providing a “signed letter” to the school why the closest school of the same denomination is not appropriate for their child. You must include your child’s name and demonstrate the below points:
- The student does not belong to, or associate with, the school’s particular religion, or engage in religious activity associated with the school’s religious doctrines; and
- The relevant school’s compulsorily requires its students to engage in religious activity associated with that religion or religious doctrines.
The Department of Education and Training will review individual applications on their merits. Please note that you must still meet the main criteria listed below.
Completed conveyance application forms must be signed by the parent or guardian (page 4) must and submitted to the School.
If you have previously submitted a form and there is no change to mode of transport or address details you are not required to complete a new form for 2022.
New forms must be completed for students attending the School for the first time or existing conveyance allowance claimants who have a change of circumstances affecting eligibility. For example:
- Moving residence or changing their mode of transport;
- Changing schools/campuses. Ie Penbank Campus to Senior Campus
The Department of Education and Training’s main criteria for student eligibility is:
- The School attended is the nearest appropriate school. (or attach a supporting letter as per above)
- The student resides more than 4.8kms from the school by the shortest practicable route.
- Students are of school age 5 – 18 years and enrolled at school for 3 or more days per week.
To apply for a conveyance allowance, parents are required to complete the appropriate forms.
- Travel by contract bus: “Conveyance Allowance Application – Private Bus Travel”
- Travel by myki bus: “Conveyance Allowance Application – Public Transport Travel". Must provide prove of purchase ie copy of receipt or ticket.
- Travel by car: “Conveyance Allowance Application – Private Car Travel” will need to be completed for each student, listing all students travelling in the nominated vehicle.
- Combined travel: Each appropriate form will need to be completed as above, e.g. drive further than 4.8km to catch public transport (Private Car/Public Transport).
Please note for Woodleigh Campus families: If you live within 4.8km of public transport (ie one of our myki buses) and choose to travel by private bus or car you will not be eligible to claim the conveyance allowance.
The School will lodge 4 claims a year (1 per Term) with the Department of Education and Training. The Department will reimburse the school and the allowance will be credited to your fee account in instalments. Completed applications need to be received by Friday March 4 2022 to be included in the first claim.
- Contract Bus Reimbursement is determined on the basis of the shortest practicable route from the student’s residence to the school and not the actual distance travelled in the bus.
- Public Transport The cost of fares are fully refundable.
- Private Car Reimbursement is made on the basis of the one-way distance travelled per vehicle and the number of students in that vehicle. Payment is made to the family operating the vehicle.
If you have any queries please contact Robyn Kent on 5971 6100 or email firstname.lastname@example.org.