- Welcome Back to Term 2 at Senior Campus
- Activities Week – 15-19 August 2022
- Calling In vs Calling Out Microaggressions
- CONVEYANCE ALLOWANCE TERM 2 2022
- Important Message re. Travelling on myki Buses
- ‘Almost, Maine’ – Tickets Now On Sale
- Medieval Day
- INDONESIAN FILM FESTIVAL
- AFLW Facilities Petition
- Yakult Factory – Business Management Excursion
- SIS Swimming Carnival
- Year 10 French
- Experiencing the Feeling of Campus Life
- Making a Difference in the Community
- Year 12 Drama Ensemble Performance – Christmas Down Under
Welcome Back to Term 2 at Senior Campus
Welcome back to Senior Campus for Term 2. I trust that the holiday break was a wonderful opportunity to spend valuable time with family and friends. These 'circuit breakers' throughout the year allow us to unwind, reflect, and refresh for the term ahead for our students, families, and staff.
Photos from our SIS Sports Senior Boys Football win over St Johns and Junior Girls Soccer, Intermediate Girls Indoor Cricket, Intermediate Boys Football and Junior Boys Volleyball teams.
Term 1 allowed me to see Senior Campus in full swing. So much of what Woodleigh is recognised for within our community was successfully accomplished – for the first time in two years.
Learning is not bound by the four walls of a 'traditional' classroom. I was able to hear the hum of instruments and vocals from Jago again, witness a full complement of Activities offerings on the ballot sheet, and see our orientation program 'Day Zero' welcome our youngest and eldest students back onsite for the year. I've now experienced the genuine sense of team spirit at our Swimming and Athletics Carnivals, seen potters taking to the wheels in the Art Courtyard and celebrated the successful running of Homestead Camps run in their full range of settings. We also finally had the chance to connect with you all at our Homestead Night, enjoying the opportunity to socialise out there on the grassy knoll.
I acknowledge that the transition back to a jam-packed schedule was challenging at times, but I am grateful for being able to witness Woodleigh come alive. We are working towards being 'school fit' again after being at home for such an extended period, and this will take time and perseverance as life returns to normal. I am so proud of the way our students approached their learning, both in and out of the classroom, last term.
Term 2 has begun with the same momentum. Although classes started back on a Wednesday, the last two weeks have continued to provide us with an array of events and programs on the School Calendar to look forward to. Our Year 9s moved straight into the City Bound experience and returned to School this week. Independence, communication, teamwork and collaboration are capabilities and skills learnt through participation in this program. I was excited to join the City Bound crew for a few days and privileged to visit and hear some moving, real-life stories of people in our CBD and local communities needing support. This inspired our Year 9s to tap into their social consciences and think about where they can make a difference beyond the City Bound Program.
The City Bound experience frames the IB Middle Years Community Project, which is a key part of the MYP Curriculum. This is the first year of the Community Project at Woodleigh. All Year 9s undertake the project over six months with a minimum of 15 hours spent on the project. They begin at City Bound, then have three activities sessions on return to school, (with more sessions able to be added in Term 3 if required). They can work alone, in pairs or in groups of three.
Students identify a community they are interested in, a need within that community and then research, plan and carry out a project to meet that need. They are scaffolded through this process using an online process journal. I encourage you to ask your child to share their findings with you in their OneNote Notebook. They can undertake action in four areas – direct service, indirect service, advocacy or research. They are assessed using four criteria and formally present their process journals and project in the first week of Term 4.
Celebrating Our Mums
Last week Mums from all campuses joined us at Merricks General Wine Store for our 2022 Woodleigh Mother's Day Out. It was a wonderful afternoon, and you could feel the excitement of being at such a special social event. After two years in hiatus, Mother's Day Out was a beautiful way for our mums and special ladies to reconnect over lunch and laughter.
Thank you to the businesses who donated goods and services to our goodie bags and door prizes.
I want to remind all families that their first point of contact at Senior Campus is your child's Tutor. With our year level tutor groups re-established in 2022, Tutors know their groups best and can identify areas where the group or individual may need further support. Over the coming week, your Tutor will contact you either via email or phone to touch base about your child's journey and connect with you.
As we start a new term, I would like to encourage all students to continue to strive to do their personal best.
Stay safe and take care,
Deputy Principal - Head of Senior Campus
How very exciting that we will finally be able to have an Activities Week! It has been two years since our last August camp week, and staff have been working hard to put together some stimulating and engaging options for Woodleigh senior students.
For those who are yet to experience Activities Week, it is a compulsory and important aspect of the Woodleigh journey for all students in Years 7-11. The programs offered during the week aim to:
- provide the opportunity to extend and apply school curriculum work in a more realistic, interesting and free environment
- improve physical and mental health through the development of interest in outdoor recreation as a non-competitive and individually fulfilling activity
- provide opportunities for students to develop skills of co-operative living, leadership, social responsibility and tolerance in group living
- provide opportunities for students to develop a sense of personal involvement and fulfilment and be part of a caring community, as well as to interact with and be of service to the wider community
- provide the opportunity to establish relationships between the “new” students as well as staff and the “old” students and staff and for changed/improved student-student and student-teacher relationships
- encourage students to develop a fuller understanding and appreciation of the natural environment; to help them to become comfortable in “living with nature” to develop positive attitudes and approaches for preserving and conserving natural environments
- provide opportunities for students to develop an understanding of their own capabilities and the limitations of others through a variety of experiences in the “outdoors.”
- provide opportunities for students to develop the attitudes and skills associated with self-reliance, especially in an outdoor situation; to develop self-confidence and self-esteem through activities conducted in both urban and natural environments
- provide the opportunity for students to express and extend their individual talents and have these recognised in a supportive way; in particular to provide a different situation for those who have less success (socially, academically and physically) in school and elsewhere
- provide mental and emotional satisfaction and practical benefit from exploring and developing an understanding of natural and urban environments.
The Activities are listed in four groups:
• Overnight Camps and Adventures
• Off-campus Activities
• School-based Activities
• Prebooked Camps and Activities
All camps are cross-age and could include students from Years 7-11.
Ski Camps Ballot 2022 (not including Snowsports Race Team)
In the interests of fairness, students who were offered a ski camp place in 2021 will be given the right for first refusal in 2022. If you were offered a ski camp place in 2021 and would like to attend this year, please make sure you put the same camp down as your first preference.
The Activities Week ballot will occur in the middle of this term, and students will know what camps they have been placed on by the end of Term 2.
Whilst every attempt is made to give students their highest possible preference; it is not always possible for everyone to receive their top preference for camp week. Whatever camp students end up going on, rest assured they will make some new connections, strengthen some old ones, and learn something new about themselves, others, and the environment. We thank you for your support and engagement in the program. If you have any questions about Activities Week, please do not hesitate to contact me.
Director of Outdoor Education
Words can be hurtful. They can be racist, sexist, homophobic, transphobic, misogynistic, or discriminatory. Yet the use of derogatory and offensive language on the streets, on social media and streaming services, and in music lyrics can normalise, glamorise, and sanitise their meaning. For young people, this influence can be significant, and if left unchecked, that influence can be quite damaging.
The use of derogatory language or the act of swearing at someone or about someone is a form of verbal violence. It transgresses the usual rules of social interaction by affecting an individual's self-image and sense of dignity. Therefore, many schools enforce a zero-tolerance policy regarding such language.
Parents and carers play an important role in building an understanding of language use and its effect by monitoring what their children are exposed to and discussing the use of words and their origin. This can help prevent inappropriate or disrespectful language from being used at school, online and in other situations.
Whilst some students may use offensive and derogatory language for attention-seeking purposes, others may use it simply because they are still learning how to moderate their language. As young people develop their language skills, they need to clearly understand the impact of their choice of words on others and how their words can impact other people's perspective of them - an important and essential skill to learn as they progress in their personal and professional development.
The everyday indignities, insults, and subtle acts of exclusion that members of marginalised groups endure in their routine interactions with people from all walks of life, including at school, are also known as microaggressions. Microaggressions come in many forms; verbal & non -verbal, overt & covert, direct & indirect.
Microaggressions can target any marginalised group identity, such as race, socioeconomic, gender, sexuality, nationality, citizenship, ability, etc. and can cause students to experience serious cognitive, behavioural, and emotional reactions, making it very difficult for them to learn.
These remarks and behaviours happen casually and often without any intended harm, but they do demonstrate that the initiator harbours an unconscious bias. Meanwhile, the person on the receiving end who belongs to the group discriminated against – be it because of their race, gender, sexual orientation, disability, or religion – is often left to suffer in silence.
As someone who wants to be a good ally to marginalised groups of young people who, as evidence reports, are overrepresented in their experiences of depression, anxiety, self-harm, and suicide compared to the general population, how can we do better as a community?
- How do i/you/we apologise after committing a microaggression?
- How and when should i/you /we try to make amends?
- And what's the best way to ensure that i/you/we do better in the future?
Be aware of implicit bias and stereotypes & where that can lead.
Calling In vs Calling Out
There are moments when "calling someone out" is appropriate to stop words or actions that are actively hurting someone. But, often, it's effective to instead "call someone in." When we call someone in, we acknowledge we all make mistakes. We help someone discover why their behaviour is harmful and how to change it. And we do it with compassion, kindness and patience.
These conversations can be difficult, but I have come across a 5-step communications approach -- the B.U.I.L.D model – to help navigate these challenging conversations.
The first step of calling someone in is to have their best interest in hand while holding them accountable. Approach the conversation with respect and kindness yet remain firm in communicating the impact of their actions.
This approach helps create psychological safety. People feel respected and not on guard, thus more open to feedback and change. By giving them the benefit of the doubt, they know you have their back. You create the climate for vulnerability, mutual trust and respect. This is the foundation of inclusive communication.
Practice deep listening to understand the facts of the situation, as well as the feelings and values of the individual. This will help you gain insight into the intentions behind their actions. This step requires listening in a way we don't often do in everyday life. As you listen, also be aware of your own biases and assumptions, as they can affect your understanding of the other person's intensions, feelings, and values.
Get off autopilot and engage with curiosity – not pre-judgement – as your guide.
Take on the mindset of an investigative journalist by asking non-leading "what" and "how" questions: "What was your intention when you said ...?"
"How might the other person view this situation?"
"Tell me more."
The goal of calling someone in is to help them evolve. Acknowledge that mistakes happen. Correcting them requires expanding our reference points and understanding different perspectives and experiences.
If someone calls you out, think before you react. First, thank the person for sharing this valuable feedback with you. Second, think about their input. What does it mean? What will you do with it? Third, respond positively. Fourth, act on what you learn.
This is when you put it all together into action. Often, the action includes providing constructive feedback and saying what needs to be said to the right person, at the right time and right place, respectfully, accurately, and clearly.
We can all benefit from being reminded that inclusion is a continuous, all-in practice, and "calling-in" conversations are one step forward in the right direction. Inclusion and belonging are key predictors of academic success and social and emotional resilience.
To develop and strengthen a culture that celebrates diversity and inclusion at Woodleigh, one where values and traditions learned through our community are shared, where social rules of behaviour and respect for self, others and the environment is the expectation, and not the exception, where everyone can flourish, let's call it in together.
Register for our upcoming Woodleigh P.E.P talk with Nevo Zisin on Wednesday 18th May @ 7pm (via zoom).
Director of Counselling
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 May 20, 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.
All Woodleigh School students travelling on these buses must have a valid myki card. Students 17 and over are also required to carry a valid VPT School Student Id card or government-issued proof of age (ie Drivers licence, learners permit) to travel. It is the student’s obligation to touch on with a valid myki when boarding. Fare evasion is a serious offence and can incur substantial fines.
These buses are not free and noncompliance could also result in the service of these buses being withdrawn by PTV (Public Transport Victoria).
More information and application forms are available on the PTV website http://ptv.vic.gov.au/tickets/concessions/students/
Please note that pickup times are given by Ventura Bus Lines as approximates only so students need to be at their stop at least five minutes prior to the pickup time listed on the timetable. Also, to help Bus Drivers distinguish between Woodleigh School students and the general public, the Bus Lines recommend our students flag their bus down.
If you have any queries please contact Robyn Kent at Woodleigh Campus on 5971 6100 or email email@example.com
The cast and crew of this year’s senior production, ‘Almost, Maine’, are excited to be able to give you an update about the school play. We have achieved a great deal in just two months, and we are on track to film a version that can be screened (as a Covid backup). In addition to weekly rehearsals at lunchtimes and after school, students have been working incredibly hard behind the scenes. Traditionally, staff have been responsible for finding props, making and painting the set, making or sourcing costumes, and writing or arranging the music. In this production, we have set out to empower and mentor students to take on each of these roles.
Set and Props
Maya Stubbs Y10 has sourced all the set pieces and props, and in true Woodleigh style, the cast and crew all lent a hand in the last two weeks of term and had a lot of fun helping to paint everything.
Indra Stubbs Y10 has worked with staff and the cast to finalise the costumes needed for the show. She has left no stone unturned, sourcing snow boots, ski goggles, a moth-eaten jumper and a tatty old coat. A big thanks to Zoe Heffernen Y9 for lending us some of the more specialised snow gear.
Photoshop projected backdrop
Jake Aronleigh Y11 has sourced copyright-free images and manipulated them for the series of night sky and northern light projected backdrops. Emma Cleine has kindly supported this process, working in PhotoShop to enhance the snowy scene and vibrant light effects.
Carey Saunders and Kylie Stephenson have finalised the lighting design, creating the lighting states for each scene, ready for us to film.
Tommy Lewis Y11 has collected the majority of the sound effects for the show and is working with Anthony Bingham to create ambient bar noise for the ‘Sad and Glad’ scene.
The northern lights “Magical Moment” vocal music was composed partway through last term. The Hall Tech students recorded the student musicians and mixed the sound to create a magical motif.
Milly Evenden Y11 has worked incredibly hard as the Student Musical Director. She has used the weekly lunchtime music rehearsals to shape and polish the 14 pieces of music composed for the show. All the music is original and it features the incredible musical talents of Rani Jones Y9, Milla Lee Y9, Tabi Plummer Y10, and Tayla Basso Y12.
Milla Lee Y9 has also written the lyrics and melody to a very beautiful and catchy song, ‘Love You So’, that will be recorded in the next couple of weeks. Keep an ear out for it. It will be featured in an upcoming Messenger and will be able to be found on Woodleigh’s social media.
Amy White is creating a short montage of kisses (from film and television) that will be played each time a couple need to kiss in a scene. This allows the production to be COVID safe for the actors!
Adelie Marshall Y12 has almost completed the animated snow globe titles for each scene. These add an extra magical element to the play. Adelie has also created a fabulous short animation that we’ll use to promote the show later this term. Keep an eye out on social media for it.
This will be an uplifting performance that is rated PG, and we are excited to announce that tickets are now on sale! The students are incredibly proud of their work. Book your seats now and support live theatre.
CAREY SAUNDERS & LUCY WHARINGTON
Photos by Lou Lou Burton Y12BOOK NOW
The aforesaid king David I, by thee counsel of all his barons and pedagogues, for the promotion of tuition and the observing of skilled accomplishment, decreed that on Friday, 6 May, all scholars in the year of eight should be in Medieval dress and doings.
Twas a day of dancing and battle and levity and toil, as many as was necessary and not more; the faithful making their sigils and banners ready for siege by blade, arrow and armour.
As I stepped off the bus into the hustle and bustle of the city street, I was greeted by an overwhelming feeling of excitement. As we began to walk down the footpath towards the cinema, murmurs began to spread throughout the crowd of Year 7 and 8 Indonesian students. It was Friday the 1st of April, and accompanying us were Pak Eddy, Bu Patterson, and Bu Pitcher.
Once we arrived, we were directed to our seats before darkness fell upon the audience. Three spotlights appeared hovering over a group of traditional Indonesian dancers. They soared across the stage, moving at fast paces to the unique rhythm. A pang of disappointment hit me as the music came to an end and the dancers took their final bow. We all rose to our feet in applause, stunned by the mystical performance. As we took our seats once again, the room returned to darkness. The huge screen before us suddenly grabbed our attention as the words, ‘Kulari Ke Pantai’ – ‘Run to the beach’, appeared. Loud music played, waves roared, and a picture-perfect paradise was presented to us as we were sucked into preteens Sam and Happy’s tale of life in modern-day Indonesia.
One hour and 52 minutes later, the credits are rolling, and we are all uncontrollably laughing at the fantastic comedy. Despite the need to read the English subtitles, we all found it such a feel-good and relaxing experience. The film was a one-of-a-kind introduction to everyday life in Indonesia, particularly for Year 7s like me who were only just beginning to learn the language and appreciate its diverse culture.
After a quick break in the foyer, we headed off on a walk to the local gardens, chatting away about our favourite parts of the film. The small shrubs and autumn leaves soon came into view as we approached our destination. We tossed our bags onto the spongey grass, and all hurried to line up for our lunch. As I waited, I watched in amusement as fellow peers stashed their prawn crackers into their bags as though they were sacks of gold in which they hoped to hide from fellow adventurers. I was passed my dish, nasi goreng – vegetarian fried rice with satay tofu. My mouth watered as I gobbled up my tofu hungrily and savoured the flavour of the delicious rice and unnamed spicy topping. For my first Indonesian meal I was entranced, since then trying to cook a meal that captures that wonderful flavour.
We all slowly clambered back onto the bus, not only tired but disappointed that the day was over already. Sampai jumpa Melbourne! Until we meet again!
CHARLIE RUSSO Y7
Hello Woodleigh Community,
My name is Tessa, I am a Year 12 student, and for my Extended Investigation subject, I am investigating the AFL and AFLW. I am looking at trends like how much more experience males have had and have been given from a young age.
2016 Graduate Meg Macdonald plays for Richmond in the AFLW
With AFLW growing and evolving in the public eye, it is important that AFLW players feel as valued as male players. I have made a petition to advocate for AFL grounds and venues to update their facilities to ensure that female players and umpires feel comfortable and valued.
This link will send you directly to the petition, and I would love the support of Woodleigh and our extended community.
TESSA COX Y12
On May 10 the Year 12 Business Management class went to the Yakult factory in Dandenong, accompanied by Ms Kawashima and Michael, to give us an insight into our next area of study, Operations Management.
The tour of the factory involved us being able to witness the productions of Yakult firsthand, hearing about the product's history and health benefits, as well as, of course, tasting the milk itself. I thought that it was a great opportunity to see the production of such a well-known product in play and that it was fascinating to see what goes on behind the scenes in the production of the drink. I was amazed by the display of complex technology and machinery that the company rely on to make its products and it was interesting to hear that Yakult makes an impressive number of 42,000 products per day.
The tour offered me a deeper understanding of the production processes and how important it is for strict and consistent procedures to be put in place. This valuable knowledge is something that I will be able to take back to school and apply to my work in class.
APRIL STRILEC Y12
The Division A SIS Swimming Carnival took place on Tuesday, 3 May, at MSAC, in Albert Park. We were hit hard with some late unavailability and took along a small but committed team.
Our students were fantastic, stepping up into events outside their age groups, challenging themselves whilst swimming different strokes and being brilliant cheerleaders in the stands. We filled 83 of the 84 events, and the effort of our students was something of which to be proud. Displaying great sportsmanship and enjoying the opportunity to interact with the other schools, we had 27 top 3 finishes.
Standout individual performances were achieved by Benny McConnell (1st place Open Boys 50m Freestyle A), Merrick Imer (1st place Open Boys 50m Freestyle B), Ethan Bam (1st place Open Boys Backstroke) and Amelia Bam (1st place Under 15 Girls 50m Freestyle A). Benny McConnell, Ethan Bam, Merrick Imer and James Charlton were victorious in both the 4 x 50m Medley Relay and the 4 x 50m Freestyle relay in the Open age group. These boys also won the Open Pennant.
Our Under 13 Boys team, Aaron Boatwright, Izy McConnell, Rhyden Holmes and Bas Peach, also won their pennant. Both pennant wins were phenomenal efforts for a small school competing against schools with over 3000 students. The consistency of our effort saw us finish in 5th place overall and narrowly missing out on a top-three finish.
Thank you to our Year 12 students who competed on the day, all of whom have made an excellent contribution to our swimming program over the years – Tealia Holmes (Captain), Charlotte Gray (Captain), Sage O’Connor, Merrick Imer, Ethan Bam, Benny McConnell and James Charlton.
Congratulations to Amelia Bam, Ethan Bam and Benny McConnell who were selected to represent the SIS at the VSAC Swimming competition held at MSAC on 9 May.
Overall Results Division A SIS Swimming Carnival:
7th John Paul College 417
6th Balcombe Grammar 432
5th Woodleigh School 505
4th Cornish College 516
3rd St Francis Xavier College 518
2nd Flinders Christian Community College 645
1st Padua College 717
Director of Sport
In our Year 10 French class, we are currently analysing the role of technology in our lives in both English and French.
The unit was commenced with students brainstorming all the words they could associate with ‘la technologie’. Thereafter, students and Madame K read a French newspaper article about the positive and negative aspects of using technology, which resulted in a robust discussion in class.
To describe their reflections, students outlined these on Padlet, seen below.
Students will begin their formative and summative tasks on this very shortly.
Woodleigh's Year 10 University visits are a vital part of our Careers Program.
90% of Woodleigh students go to University after Year 12; so putting one's feet on the ground and experiencing the feeling of campus life is not only an exciting way to spend a day, it's also incredibly relevant and a welcome return after two years of forced absence.
Thanks to the staff who made the day possible!
We love it when past students come back to share their stories!
Today, Tahnee Burgess (2011), Dylan Bolch (2019), Caitlin Russo (2012) and Vanessa Weir (2011) returned to Senior Campus for our 'Making a Difference in the Community' Careers Assembly.
Addressing a crowd of Year 10, 11 and 12 students, Tahnee, Dylan, Caitlin and Vanessa spoke of their post-school journeys through tertiary education, employment progression and the twists, turns and reinventions that make up the passion and purpose-finding process that is building a career.
Thank you for taking the time to share your experience and insights with us!
Live theatre is back at Woodleigh!
The Year 12 Drama Class of 2022 is presenting their VCE Ensemble Drama performance,
‘Christmas Downunder’ is an original piece of theatre devised by the students. It is an entertaining, family-friendly show focusing on different perspectives of Christmas.
Seating is limited. Book your tickets today and don’t miss out!
Gold coin entry – all proceeds to our Community Partnerships.Book Now