“We put the student at the centre of everything we do.
Excerpt from College Vision statement.
As a mum of 6 children it was important to me to find a school for my own children where they would be happy, safe and supported to be the best version of themselves. I believe that strong and nurturing relationships between all members of a community are the foundations upon which a thriving and positive school culture is built.
I am proud of the Rowville Secondary College philosophy of educating the “whole child”. We care about students’ academic growth as well as their physical, social and emotional health and well-being. We put the student at the centre of everything we do. We have developed structures and processes for ensuring that each child is well known, empowered and part of a vibrant, caring community.
Thriving House System
Our vertical house model supports the development of strong and positive connections between students and teachers; and to ensure that each and every one of our students feel safe and connected at school. Introduced in 2018, our houses include Mabo Dingos, Aston Kangaroos, Stynes Sharks and Walton Eagles. Student Leadership and SRC are responsible for arranging a variety of activities and events throughout the year for everyone to be part of. All of our students are supported to embrace their strengths, to nourish their sense of self, and to always tackle life’s many challenges with a growth mindset and a curious outlook.
Every student has a Learning mentor who is their advocate at school. Learning Mentors are committed to knowing students as an individual and as a learner. Learning Mentor Groups run every morning with students across all year levels forming strong friendships and interaction through sharing breakfast, building learning strengths, celebrating birthdays and sharing student success stories. Activities are designed to build student confidence and encourage them to take risks, shaping their identity as curious and powerful learners in a range of contexts.
At Rowville Secondary College, we know that if our students are empowered as learners, actively contributing to both their own education and whole school initiatives, their self-efficacy is enhanced and they experience significant growth in motivation, wellbeing and achievement. As such, student agency is a fundamental component of both our culture within each and every classroom, as well as across our house system more broadly.
At Rowville Secondary College our students demonstrate and value respect for themselves, their student body, their teachers and their environment. Respect is immersed in every aspect of our strong school culture; we focus on what respect looks like, sounds like, feels like and creates. Respect gives our students the opportunity, power and ability to flourish and succeed at school both academically and in extra-curricular activities. It also provides a positive social experience enhancing our student’s sense of community and wellbeing. That is why I am proud to have ‘Respect’ as our 2020 school theme. Every student and staff member has made a written commitment to how they will use an RSC learning strength to develop and show respect. These commitments are displayed in mentor rooms across the school.
It is a sensational time to be a part of the Rowville Secondary College community and we’d love your family to become a part of our thriving school.
Students enrol in one of four learning programs.
Based at the Western Campus, GE is an academic program that provides for diversity of talent and interest. It has the broadest range of both core curriculum and elective subjects and allows students to explore and discover their strengths and passions. It provides curricula and extra curricula opportunities for students who love a combination of arts, sports, mathematics, science, language, literature, technology and humanities subjects. In year 11 and 12, students can select to complete VCE, VCAL, VET or SBAT.
Based at the Eastern Campus, RIA offers an integrated arts and academic education for talented and aspiring students who love dance, drama, media, music and/or visual art. Students spend one-third of the curriculum completing specialist and broad arts subjects that are enriched in a variety of ways including Artists in Residence, workshops led by industry professionals and regular excursions and incursions. The 500 seat Performing Arts Centre and two specialist dance studios allow students to participate in authentic performance and exhibition opportunities at an industry acclaimed standard.
Based at the Western Campus, MSA promotes academic excellence and innovative thinking through an integrated, themed and practical curriculum for students who love maths and/or science. Students spend one-third of the curriculum completing innovative mathematics and science curriculum including design and exploration through extended projects. Research and real life application of scientific method combined with an integrated robotics program underpins acceleration, enrichment and promotion of STEM from year 7 to year 12. We have built strong partnerships with CSIRO and Swinburne University who mentor students in Year 8 and 9. Mentoring is extended in Year 10 through our partnership with the Rowville-Lysterfield Rotary Club which enables students to contribute actively to the local, national and international community.
Based at the Eastern Campus, RSA is a full time integrated academic and sporting program for students that love Football (Soccer), Basketball, Golf, Australian Rules Football, Volleyball, Netball and Tennis and Cricket. Students spend one-third of the curriculum working with highly qualified sporting coaches to develop their skills, talent, strength and conditioning. The exceptional facilities available in the RSC Sports Precinct allow students to be supported by physiotherapists, exercise psychologists, dieticians, and podiatrists. An intensive leadership program is also an integral part of the development of our young athletes.
Our strengths based approach to education values diversity and uses students’ passions to motivate individuals to be the very best learners and the finest people they can be. We have been very excited about the launch of ‘Curiosity and Powerful Learning’ in 2016 which supports this approach.
The goal of ‘Curiosity and Powerful Learning’ is that all RSC students will be literate, numerate and curious. As powerful learners, students need the ability to respond successfully to the tasks that are set and the tasks they set themselves.
Teachers have invested in a clear set of values and professional learning process that informs what we do every day, for every child in every classroom.
This ability comprises the capacities to:
Integrate prior knowledge
Acquire and apply a range of learning skills
Solve problems individually and in groups
Think carefully about their successes and failures, and learn from both
Evaluate conflicting evidence
Accept that learning involves uncertainty and difficulty
The ACE model is a unique and exciting approach to differentiated learning that impacts on literacy and numeracy growth for students specifically in year 7 and 8 English and Mathematics lessons.
ACE stands for accelerate, challenge and extend:
Accelerate: – Students above the expected level. Our aim is to increase the percentage of students in the top two NAPLAN Bands.
Challenge: – Students at the expected level. Our aim is that each student aims for excellence: “nothing but your best” (one of our school values).
Extend: – Students below the expected level. Our aim is to decrease the percentage of students in bottom two NAPLAN bands and achieve 2 years growth in one year.
At the commencement of each unit of work, teachers pre-test students to identify whether their skills, knowledge and understanding is at, above or below the expected level. They then divide the class into three differentiated groups and deliver specifically targeted lessons based on student need.
I am thrilled with the feedback I have had from students, parents and teachers about the positive impact that our ACE model is having on student learning. Students feel that they get more targeted instruction based on their individual learning needs, teachers feel they are able to utilise individual learning data to develop and deliver differentiated lessons and parents have reported a growth in the learning confidence of their child.