Year 7 Transition Hub
WERRIBEE SECONDARY COLLEGE | Live Worthily
Welcome to the Werribee Secondary College transition hub. This page has been created for families who have been offered a place at Werribee Secondary College for 2027, providing helpful information and resources to support a smooth and positive transition into our school community. Everything you need to get started can be found below.
Welcome To Werribee
From The Principal
It is with great pleasure that I welcome our new year 7 students and their families to Werribee Secondary College. Our school has a proud tradition of supporting every student to be their best and to truly ‘Live Worthily’. At Werribee, we focus on nurturing the whole student. We understand that adolescence is a time of growth, change, and challenges, that’s why we are committed to supporting our students socially, emotionally, physically, and academically. We have strong support structures in place to help students develop self-awareness, make positive choices, and achieve their best in all areas of school life. As students progress through the college, they are encouraged to explore pathways and take advantage of a wide range of extracurricular opportunities to pursue their interests or gain valuable leadership skills. I encourage you to explore the information provided on this website to learn more about the vibrant community and opportunities available at our school. I’m looking forward to meeting you soon and supporting you on this exciting new journey.
– Mrs Amanda Mullins
College Mission & Values
Upcoming Year 7 Events
- 17 November 2026: Parent Information Session
- 8 December 2026: Transition Orientation Day
Virtual Information Night (April 2026)
The below information has been provided by the Department of Education for enrolling in year 7 for 2027:
In summary:
If your child is in Grade 6 in 2026 and attends a Victorian government primary school, you will need to:
- Read the Year 6 to 7 Placement Pack which will be provided by your child’s primary school in April 2026.
- Use the Find my School website to locate your zoned school (read about zones and Enrolling in school).
- Complete the application form and return it to your child’s primary school by 8 May 2026.
All communication about your child’s placement must be with the Year 6 Transition Coordinator at your child’s primary school until the placement is confirmed.
You will receive notification of your child’s Year 7 placement offer in late June 2026.
Our college will email successfully placed families a form to complete their enrolment details and the opportunity to express interest in our Select Entry Learning Program (SELP). Please note that your place at the college is not confirmed until your enrolment is complete. Late enrolments will be ineligible to apply for SELP.
If your child is in Grade 6 in 2026 and attends a non-government primary school or is home-schooled please contact us to obtain a placement form: enrolment@werribeesc.vic.edu.au
Read more about moving from primary to secondary school.
Please visit the enrolments page of this website for further information.
2027 School Term Dates:
| Term | Start date | Finish date |
|---|---|---|
| Term 1 | Thur 28 January | Thur 25 March |
| Term 2 | Mon 12 April | Fri 25 June |
| Term 3 | Mon 12 July | Fri 17 September |
| Term 4 | Mon 4 October | Fri 17 December |
Refer to Compass for communications regarding student free days throughout the year. There is no school on Victorian public holidays.
Bell Times:
| Period | Normal Day | Shortened Day |
|---|---|---|
| Homegroup | 8:50 – 9:05 | – |
| 1 | 9:05 – 9:54 | 8:50 – 9:36 |
| 2 | 9:54 – 10:43 | 9:36 – 10:22 |
| Recess | 10:43 – 11:04 | 10:22 – 10:44 |
| 3 | 11:05 – 11:54 | 10:44 – 11:30 |
| 4 | 11:54 – 12:43 | 11:30 – 12:16 |
| Lunch | 12:43 – 1:25 | 12:16 – 12:58 |
| 5 | 1:26 – 2:15 | 12:58 – 1:44 |
| 6 | 2:15 – 3:04 | 1:44 – 2:30 |
The school day begins at 8:50am and concludes at 3:04pm. A normal day consists of a homegroup session, 6 periods, and breaks for recess and lunch. Shortened days generally only occur on parent-teacher interview days at the end of term 1 and 3, as communicated via Compass.
Getting Ready For School
Shop: 1/195 Old Geelong Road, Hoppers Crossing
Email: info@academyuniforms.com.au
Visit: academyuniforms.com.au
Read: Werribee Secondary College Uniform Policy
Details are provided in the sidebar of the book list. For any further assistance please phone JP Books on 9314 0529.
Additionally, all Werribee Secondary College students require a secure lock for their locker. The recommended lock can be purchased from the college front office for $18.00.
Compass is the college information and communication platform.
All parents and students will receive a Compass login prior to commencement which provides information including:
- Personal Timetable
- Lesson Bell Times
- Attendance (rolls marked every lesson)
- School Reports (Interim and end of unit)
- Homework
- Learning Tasks for each subject
- Progressive Results
- Newsfeed (communications)
Compass means all relevant information can be found in one location. Parents are able to monitor their child’s progress and make contact with their child’s teachers if they have a concern. It is also how the school communicates with families.
We suggest using the web browser version of Compass as some features in the app version are limited.
2027 Parent Payment Arrangements:
Schools provide students with free instruction to fulfil the standard Victorian curriculum and all contributions are voluntary. Nevertheless, the ongoing support of our families ensures that Werribee Secondary College can offer the best possible education and support for our students.
Our 2027 Parent Payment Arrangements will be communicated via Compass and this website once approved by the school council in late 2026.
You will be able to make payments via Compass anytime throughout the year. We appreciate any and all support.
Financial assistance is available for families via CSEF & The State Schools’ Relief program.
The Department of Education’s Camps, Sports and Excursions Fund (CSEF) provides payments for eligible students to attend activities including:
- school camps or trips
- swimming and school-organised sport programs
- outdoor education programs
- excursions and incursions.
CSEF funding cannot be used towards books, stationery, before/after school care, music lessons, or formals/graduations.
Visit the CSEF website for more details and the application form
Year 7 students who receive CSEF funding may also be eligible to receive support for school uniforms via the State Schools’ Relief program.
The 2027 program information and order form will be provided here once confirmed.
Return completed forms to: werribee.sc@education.vic.gov.au
For more information visit: State Schools Relief website
If your family is experiencing severe financial hardship making it difficult to obtain the necessary items to commence school, please contact our college Wellbeing department for further assistance.
At Werribee Secondary College, we recognise that our new Year 7 students transition to us best when they feel happy, healthy and safe. We promote the development of each child by placing emphasis on the holistic development of our students. Our college has created a caring environment where our students feel valued, supported and have access to professional and confidential wellbeing support when they need it. The Wellbeing team is available to provide support with the day-to-day issues associated with life in Secondary School. With a presence in the Junior School, Wellbeing are easily accessible to all Year 7 students throughout the day. Wellbeing supports students and families by providing short to mid-term support and access to counselling, case management and group work. They also support the important work of the Junior School teams and curriculum leaders to deliver programs that promote resilience, positive relationships and general wellbeing.
Extra transition support:
Can be provided for students experiencing anxiety or distress about the move to secondary school. Please speak with the Junior or Wellbeing teams upon enrolling with us.
Support for students with additional needs:
During Recess & Lunchtime the Wellbeing team runs a social skills support group which is held indoors, daily, opposite the junior school administration office. The purpose of the group is to assist our students who are considered to require social/emotional support during periods of non-structured time in the school day. The long-term goal is that students should develop the tools to re-integrate back into the main school yard. The social skills support group offers our junior students an informal setting while discreetly working to develop students’ ability to show resilience in the school yard. This is achieved through providing students the opportunity to participate in computer games, board games, role plays, arts and crafts and other activities.
Financial hardship support:
The college is committed to supporting families and students who are facing financial hardship, including services and support for:
- School resources: books, devices, internet access, uniform
- Basic needs: food, clothing, emergency accommodation
Please feel welcome to contact the Wellbeing team to discuss your needs: werribee.sc@education.vic.gov.au
What our students say about starting year 7 at Werribee…
Year 7 Curriculum
At Werribee Secondary College students undertake a learning program based on the Victorian Curriculum, and participate in a daily homegroup session. This program has been well established at year 7 to assist with the transition from primary to secondary school. Students study all key learning areas: English, Mathematics, Science, Humanities, Health & Phys Ed, Technology, Arts and Languages (LOTE).
Morning homegroup sessions encompass many aspects of student wellbeing, establish a connection with a peer group and dedicated teacher, embed school values and behaviours, and encourage participation in short topical activities.
Students who obtain places in year 7 SELP have all classes together, undertaking accelerated Mathematics, Science and Humanities, extension in English, Music, Arts and Technology, and personal goals in Health and Physical Education, as well as their chosen language. See the SELP page for more details.
Outline, Assessment & Reporting
Unit outlines provide information to parents and students about what will be taught in each unit of work, specific work requirements must be completed and what assessment tasks will be used to determine an overall grade for the unit.
Differentiation: The Curriculum program requires teachers to prepare differentiated work in subjects. This is done to provide suitable curriculum for students to ensure that the curriculum is challenging but accessible for all students.
Assessment and Reporting
It is very important to us that parents (and students) are made fully aware of our expectations and that you are regularly informed about your child’s progress. Teachers at Werribee Secondary College use a range of assessment strategies that provide opportunities for all students to demonstrate their understanding of the material being studied.
In addition to posting scores online, the progress made by students is reported to parents in a number of ways:
- Progress Reports: Progress reports are generated in the middle, and at the end, of each term. These are available online. These reports provide an indication of the level of student performance in a range of areas including academic results, organisation, participation, homework and behaviour.
- Parent-Teacher Interviews: All parents are encouraged to attend Parent-Teacher Interviews which immediately follow the issuing of Interim Reports at the end of terms 1 and 3. These interviews enable parents, students and the teacher to discuss any issues which may be affecting the student’s academic progress or their social development. Interviews are booked online.
- End of Semester Reports: All students are issued with formal written assessments of their performance in each subject at the end of each semester. These are accessible online via COMPASS.
On-going Monitoring of Performance
The College provides all students and parents in Years 7 to 12 with access to student scores via COMPASS. These scores are available for all subjects from the start of the year. Student grades are treated confidentially. Courses of study and important assessment tasks are also available online.
Compass allows staff to inform parents of non-submission of work items. Parents can also see assessment items set by staff and, in real time, the marks achieved for those items. It is important that all parents and students to be aware that the College does not have automatic progression from one year level to another. Students need to demonstrate a satisfactory level of achievement and high levels of attendance in order to be promoted.
Parents should closely monitor their child’s progress online. You are encouraged to contact the relevant subject teacher, Year Level Coordinator or Sub-School Director if there are any concerns.
English
Year 7 English
Year 7 English provides students with a broad range of learning skills that build independence, learning confidence and a positive attitude. A solid academic foundation is established with a focus on core literacy skills in the areas of reading, writing, listening and speaking. Students engage with a variety of texts and begin to create literary analyses and transformations of texts for different contexts, purposes and audiences. Students’ proofreading and editing skills are a particular focus, and their understanding of accurate usage of punctuation, grammar, and sentence structure is supported through regular use of the Year 7 Daily Language Practice book. The Year 7 English program aims to assist with a smooth transition from Primary School.
The use and maintenance of an English workbook and Reader’s Notebook on an everyday basis is designed to develop students’ organisational skills as well as a sense of responsibility for their own progress. The use of a Reader’s Notebook allows students to track their thinking, question and connect with texts, allowing them to engage with reading and reading for pleasure.
Students’ listening skills are encouraged as an important social skill that will enable them to effectively follow directions and instructions. Oral language skill development is encouraged through individual and group presentations of assignments and literature responses.
Semester 1 & 2 Outcome Guide:
Each of the modes of language below will be assessed throughout each unit of work and will determine a student’s level of achievement for Year 7 English.
- Reading and Viewing
- Writing
- Listening and Speaking
Each mode of language encompasses the following:
- Reading and Viewing
Students will engage with a variety of text types and are required to respond via oral presentations, projects, assignments and book reports. They are required to select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.
- Writing
Students will produce a variety of structured texts for a range of purposes and audiences. When creating texts, they will select language features, text structures, and images from different texts to combine for effect and to influence an audience. When editing texts, students will focus on the accuracy and fluency of written expression: grammar, vocabulary and spelling and punctuation.
- Listening and Speaking
Students will contribute to class and small group discussions. They will produce and present structured texts that combine language features and images for a range purposes and audiences to engage an audience.
Mathematics
At Werribee Secondary College, our students are encouraged to persevere and take risks through the study of Mathematics. They aspire to learn independently, work collaboratively and through the use of logical reasoning become problem-solvers in their future endeavours and communities.
The courses aim to ensure that students are confident, creative mathematicians who are able to investigate and communicate their findings. The focus is the development of students’ skills of understanding, fluency, problem-solving and reasoning. The courses will look at mathematical literacy, numeracy, purposeful use of technology as well as critical and creative thinking.
The topics covered in mainstream classes are as follow:
Semester 1 – Focus on fundamentals
- Whole Numbers and Negative Numbers
- Factors, Multiples, Primes and Divisibility
- Fractions
- Decimals and Percentages
- Ratios and Rates
Semester 2 – Application
- Pattern Spotting and Simplifying
- Solving Equations
- Statistics
- Angles
- Probability
The topics covered in SELP Accelerated group are as follows:
Semester 1
- Integers, Fractions and Decimals
- Percentages
- Angles and Shapes
- Pythagoras Theorem and Trigonometry
- Summarising Data and Statistical Investigation
- Brackets and Simplifying
Semester 2
- Indices
- Solving Equations
- Graphing
- Probability
- Perimeter, Area and Time
- Ratios and Rates
Homework and Class Tasks
Tasks are expected to be completed in class or at home on a regular basis.
Assessed Topic Tasks (AT1, AT2, AT3)
Students’ acquired knowledge are assessed regularly through assessment tasks. The assessments are divided into three levels of the curriculum for mainstream groups and two levels of the curriculum for the SELP groups.
Examination or Semester Test
Designed to assess students’ acquired knowledge under timed conditions.
For Mainstream Semester One
| Task | Weighting (calculation of the overall semester result) |
| AT1 Number Theory and Operations | 25 |
| AT2 Fractions, Decimals and Percentages | 25 |
| AT3 Homework & Class Tasks | 30 |
| AT4 Semester Test | 20 |
For SELP Semester One
| Task | Weighting (calculation of the overall semester result) |
| AT1 Number | 20 |
| AT2 Space | 20 |
| AT3 Statistics | 20 |
| AT4 Homework and Class Tasks | 20 |
| AT5 Semester Test | 20 |
Science
In Year 7, students work towards developing knowledge and understanding in several key areas. They are introduced to laboratory equipment, how to work safely in a laboratory and the principles of science experimentation. They study the particle model as a basis for understanding chemical reactions, and determine the differences between physical and chemical change. They explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. Students will build on their understanding of the particle model to understand the nature of mixtures, and how separation of components may be achieved. They will investigate forces and simple machines. They investigate relationships in the Earth, sun, moon system and use models to predict and explain events.
In all areas of study, students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.
Students will be assessed in all key knowledge and skill areas through the completion of classroom, laboratory, assignment, and homework tasks:
Assessment Tasks
Students will be assessed throughout, and at the conclusion of, each unit studied during the course of the year:
Practical Work
Experimentation provides students with the opportunity to develop and hone their scientific and report writing skills.
Students will be assessed on their ability to make appropriate observations, keep accurate records, draw conclusions and write reports in the appropriate format.
Coursework
Students will complete text work, worksheets and quizzes which help them to apply knowledge which they learn in class.
Topic Tests
Testing provides students and teachers with information about aspects of the learning program and which may require further revision and consolidation.
Working knowledge of each topic will be assessed for each area of study.
Geosocial Science & Culture (GSS)
Geosocial Systems and Societies: Empowering Exploration and Understanding
Geosocial Systems and Societies presents a captivating journey through the realms of Civics, Business and Economics, Geography, and History. This interdisciplinary subject for levels 7 to 10 embraces the richness of these domains, fostering a holistic comprehension of the world’s intricate tapestry. We aim to cultivate future-ready global citizens, equipped to catalyse positive change and contribute to a socially equitable and sustainable tomorrow. This subject serves as a platform for students to embark on a quest of inquiry, creativity, and critical thought.
Priorities and Rationale:
Our endeavour begins with the fundamental understanding that history, geography, civic engagement, and economics are intertwined threads in the fabric of society. The core curriculum units reflect this holistic perspective, harmonizing the insights from these subjects to build a comprehensive worldview. By exploring historical narratives, examining geographical landscapes, delving into civic responsibilities, and dissecting economic systems, students foster skills that transcend traditional disciplinary boundaries.
Themes and Exploration:
- Holistic Lens: Recognize the interconnectedness of history, geography, civics, and economics to construct a nuanced understanding of the world.
- Empowerment: Develop the ability to shape a sustainable future by contemplating the impact of individual actions on society and the environment.
- Global Citizenship: Actively engage as responsible global citizens, appreciating diversity and addressing global challenges.
- Geographical Insights: Utilize geographical concepts and methods to analyse and tackle environmental issues and transformations.
- Historical Perspective: Gain insights from history to appreciate the evolution of societies, fostering empathy for past experiences.
- Civic Awareness: Instil civic awareness, encouraging active participation in democratic processes and nurturing social responsibility.
- Economic Literacy: Learn about economic principles and their societal influence, fostering economic literacy and entrepreneurial spirit.
In Geosocial Systems and Societies, students embark on an educational voyage that transforms learning into an exploration of possibilities. By weaving history, geography, civics, and economics, we forge citizens who embrace diverse perspectives and are primed to shape a better world.
In year 7, students will explore Australia’s deep cultural history through the lens of Land, Law and Legacy; Hazards and Disasters through time and space, including how they affect human societies, and how humans respond to them; Cultural diversity and Identity; and Economic systems and innovation.
Assessment:
In Geosocial Systems and Societies, students will undertake ongoing assessment through responding to a variety of multimodal informational resources, teacher observations, and formal summative tasks at the end of each unit, which will focus on developing students’ research and communication skills.
L.O.T.E.
Please note that LOTE options are subject to change based on preference numbers and teaching staff availability. Indicate your LOTE preferences in your enrolment form, but please understand that preferences are not guaranteed. The college will advise you of your child’s LOTE placement outcome. Please wait until your LOTE is confirmed to purchase booklist items.
JAPANESE
The topics covered in this unit will constantly exercise the students’ oral skills. It is important to note that in learning the Japanese language, students will have to also become familiar with and learn the relevant script of Hiragana. Great emphasis will be placed on mastering the script and will be used in classroom activities. Students will have to learn and know this script if they are to continue with Japanese in the future. WSC has a Japanese sister school, Mihara High School. Students have opportunities to converse in Japanese with them, as well as learn Japanese culture.
Learning Outcomes
On completion of this unit the student should be able to demonstrate competency in the four key skill areas for Japanese: Reading, Writing, Listening and Speaking.
Assessment Tasks
Assessment tasks are set throughout the semester as well as end of semester and will address the four key skill areas listed above.
SPANISH
The study of Spanish at Year 7 will allow students to discover the many similarities between Spanish and English as well as be immersed in the many different cultures associated with the one language (including Indian cultures such as the Aztecs of Mexico and the INCA Indians of Peru). The course is designed to develop communicative competence in the language via role plays and recitals and to develop students’ listening, reading and writing skills in authentic contexts.
Learning Outcomes:
Students are expected to satisfactorily complete all of the following:
1. Listening Activity | 2. Oral Presentation | 3. Reading Activity | 4. Writing
CHINESE
The study of Chinese Mandarin at Year 7 will challenge the student to develop their communicative skills. In learning Mandarin students will become familiar with Chinese characters as well as develop their speaking, listening, reading and writing skills. WSC has a Chinese sister school in Xi’an China and many other connections with Chinese schools. WSC also has an international program and many of these students come from China. Students have opportunities to converse in Chinese with them, as well as learn Chinese culture from them.
Learning Outcomes:
Students are expected to demonstrate competency in the following skills:
1. Reading | 2. Writing | 3. Listening | 4. Speaking
Assessment Tasks:
Levels of student performance are assessed on a variety of tasks, each making up a certain percentage of an overall grade.
Food Technology
The Food Technology Unit in Year 7 is designed to introduce students to basic food preparation skills, kitchen safety, basic nutrition and understanding where food comes from. Students will begin developing confidence in working with food while fostering an appreciation for healthy eating, ethics, and sustainability.
Students will explore the key food groups to apply the principles of health and nutrition, with an emphasis cooking techniques, skills, safety, and food hygiene in the kitchen. This will form the focus for practical activities and food or product analysis where they produce a recipe or analyse food and labelling, from a range of different food items as they begin to plan, prepare simple and balanced meals.
Skills Development:
- Practical food preparation
- Time management and organisation
- Teamwork and communication
- Critical thinking and problem-solving
- Personal responsibility and hygiene
Topics covered in the program include:
- Safety and Hygiene in Kitchen
- Recipe Basics and Equipment
- Sensory Properties of Food
- The Design Process
- Seasonal & Local Produce – sustainable food choice
- Eating Well to Be Well – influences of packaging and labelling
- Food in the 21st Century
Assessment Tasks:
- Workbook activities
- Quizzes
- Practical tasks – recipe production, sensory analysis and written evaluations
- Project Assessment: Design Task
Health & Physical Education
Health:
In this unit, students explore a range of introductory topics emphasising the importance of health and wellbeing as they explore the complex interplay of biological, sociocultural and environmental factors. Students gain an understanding of different characteristics of healthy and unhealthy relationships, learn about influence media can have on their choices and build strategies to staying safe in different settings.
Topics covered include:
- Healthy Relationships
- Protecting Yourself and Others
- Media Influences
- Healthy Choices
Learning Outcomes:
1. Identities and change
2. Interacting with others
3. Contributing to healthy communities
Assessment Tasks:
1. Coursework
Students are expected to complete workbook and other formative tasks. The quality of work, amount of completed work and the overall presentation will be assessed.
2. Common Assessment Tasks
Students are expected to complete Common Assessment Tasks which are a summative assessment of the units that are covered. These are consistent across the whole of the Year 7 cohort.
Physical Education:
The emphasis in these Year 7 units is upon participation in a range of fitness and sporting activities. A number of different areas are covered, enabling students to experience success at some level.
The general aims of Physical Education program are to:
(a) develop a healthy attitude to physical education and physical activity
(b) introduce students to a range of skills and activities
(c) develop co-operation and confidence in group work
(d) improve student approaches to a healthy lifestyle
SEMESTER ONE
The practical topics in this unit will be selected from:
- Minor Games
- Fundamental Motor Skill Testing
- Racquet Sports
- Fitness Games/Testing
- Volleyball
SEMESTER TWO
The practical topics in this unit will be selected from:
- Invasion Games (Netball, Soccer, Football, Tchoukball, Korfball, European Handball, Speedball, Hockey, Soft Lacrosse)
- Striking Sports (Softball, Teeball, Cricket)
Assessment Tasks:
1. Moving The Body
Students are assessed on their level of participation, effort and teamwork to the best of their ability with students and teachers in a cooperative manner.
2. Learning Through Movement
Students are assessed on their ability to demonstrate appropriate skill level in practice and in game situations. They are also assessed on making reasonable attempts to learn new skills and develop existing skills.
Visual Arts
The Junior School Arts Program involves Year 7 and Year 8 students studying Art for one semester in each year level. Students will complete a series of units over two years in the following two- and three-dimensional art making areas:
- Drawing and Painting
- Mixed Media Arts and Printmaking
- Visual Communication and Design
- Calligraphy
- Sculpture and Papercraft
Students create visual art works that communicate, challenge and express their own and others’ ideas. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world. They learn about the role of the artist, craftsperson and designer and their contribution to society, and the significance of the creative industries. Students learn about the relationships between the viewer and artworks and how artworks can be displayed to enhance meaning for the viewer.
Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language, utilising visual techniques, technologies, practices and processes. Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge in order to make critical judgments about their own work and that of others. Learning in the Visual Arts helps students to develop understanding of world cultures and their responsibilities as global citizens.
Learning Strands:
- Exploring: Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations and experiences in artworks that students view and make.
- Developing Practices: Developing understanding and skills by exploring, selecting, applying and manipulating techniques, technologies and processes. Conceptualizing, planning and designing artworks.
- Creating: Creating, exhibiting, discussing, analysing artworks and considering the intention of artists and curators. Considering the relationship between artist intentions and audience engagement and interpretation.
- Presenting: In this strand, students present visual arts works to audiences and viewers. They will judge if/when and how their visual arts works and/or visual arts practices will be shared with others where the work could be displayed or exhibited.
Music
The emphasis in the music program is on developing an understanding of music. Students will develop skills in performance, composition, listening, music theory and gain an understanding of the development of musical styles throughout history. They will learn to sing, play the keyboard and ukulele in Year 7 Mainstream. SELP students will learn woodwind / brass or singing and keyboard work. Students are also expected to write reviews and complete assignment work on given topics. A major focus in the Year 7 program is on fostering confidence and enjoyment through a wide range of musical activities.
Learning Outcomes:
- Performance
Students are expected to perform pieces as soloists and as part of an ensemble. - Workbook
Students are expected to keep an accurate record of class notes, activities and homework. - Aural Work
Listening to music and participation in class discussions about musical styles and instruments as well as aural perception. - Composition
Pieces are composed to a given set of guidelines.
Assessment Tasks:
- Performance
Students will be assessed on the quality of solo and ensemble performances will be assessed - Workbook
Students will be assessed on the presentation of their workbook and the quality of completed work. - Aural Work
Students will be assessed on the completion of aural work done in class. They will also be required to research and present assignments on given music styles and instruments. - Composition
Students will be assessed on the quality of their completed composition.
Design & Technologies
The Design and Technology curriculum is a hands-on, practical subject that aims to equip students with practical skills such as design, production, and evaluation of materials. It also provides an understanding of the role of technology in society. In year 7, students focus on Engineering principles and systems, while in year 8, they delve into Materials and technologies specializations. Throughout the course, students gain the knowledge and confidence to critically analyse and creatively respond to design challenges. They also explore and select from a range of technologies, considering the economic, environmental, and social impacts of technological change, and how the choice and use of technologies may contribute to a sustainable future.
Learning Outcomes:
- Develop and communicate design ideas, manage, and evaluate projects.
- Understand and use materials, tools, and systems safely and effectively.
- Work effectively in teams, present ideas clearly, and provide and receive feedback.
- Explore how design and technology shape society and consider their environmental and societal impacts.
- Apply sustainability principles and consider ethical implications in designs.
Assessment Tasks:
- Worksheet activities.
- Practical tasks.
- Project assignment and evaluation reports.
Frequently Asked Questions
How Are Year 7 Class Groups Formed?
Data from Primary Schools regarding all year 6 students is transferred electronically to our college.
Students will be allocated to classes, with regard to the data provided and the advice of primary school teachers and parents. Year 6 teachers’ recommendations concerning class groups is included within this data. Please note that organisational /timetable constraints may not enable all requests to be satisfied in relation to LOTE selection.
Parents are welcome to discuss any concerns in this area with our Year 7 Coordinator.
Who Do I Contact About My Child?
The best person to speak to is your child’s Year Level Coordinator. Coordinators are trained to assist with most situations. They are the best point of contact as they have regular interaction with the students and teachers of that year level and are able to provide the most relevant assistance and information. They can help put a plan in place and follow it through. They are also your point of contact for behaviour and attendance queries.
You can contact your Year Level Coordinator via email, Compass, or by phoning our office on 9741 1822. Year level coordinators and their details can be found above on this page and on the ‘our college‘ page of this website.
How Can I Stay Updated About News & Events?
Compass newsfeed and calendar:
Your Compass newsfeed is where we will always keep you updated about news, changes or upcoming events. Please make sure you check it regularly.
Newsletter:
We distribute a College Newsletter twice a term, a copy of which can be found on your Compass newsfeed and on this website (newsletter icon).
Facebook:
Like or follow our official college Facebook page which is regularly updated with news, events and student work.
What Clubs Or Activities Are Available?
There are many fun, social activities available outside of the classroom. Joining a club or extra-curricular activity is a great way for students to develop skills and meet new friends with similar interests.
Students will learn more about the clubs and activities available early on in the school year.
Some of our clubs and programs include:
- Leadership Committees
- Army Cadet Unit (Year 8+)
- Drama Club
- Various Interschool and House Sports
- Breakfast Club
- Craft Club
- Chess Club
- Maths Homework Club
- Debating Club
Learn more on our Curriculum & Programs page.
Please note that as some clubs are arranged by individuals they may change year to year.
Other competitions and student activity opportunities will be communicated via Compass and our newsletter throughout the year.
Can Students Buy Lunch At School?
The Atrium Cafe (canteen) at Werribee Secondary College provides fresh meals daily, along with seasonal specials.
Before school, and at recess and lunchtime, the Atrium Cafe (operated by H&H) caters to a wide range of dietary requirements, including halal and vegetarian options. We encourage students with specific dietary requirements to speak with the staff about their needs. The Atrium Cafe carries many brands our students know and trust while supporting healthy, balanced eating.
We encourage families to use the online Flexischools app to pre-order lunch for which a fast collection point has been set up. The Atrium Cafe also accepts cash or card payments for all purchases over the counter (but no payments via mobile phones which are not permitted at school).
How Can Parents Get Involved In The School?
School Council is an important body in the decision-making and development of our college, with prime responsibilities to oversee the schools direction on finance, strategic planning, child safety and policy review. Nominations for election to School Council are called by the Principal in February of each year. All parents and guardians of a student at Werribee Secondary College are welcome to apply to stand for election as a Parent Member.
There are also many other important ways to support your child. A less direct but appreciated means for parental involvement is by being supportive as well as a strong advocate of college rules, policies and student conduct including our SWPBS. As parents appreciate, rules and policies exist with reason and aim at treating all members of our community fairly, reasonably and responsibly.
Your willingness to discuss any problems which may arise concerning your child with the appropriate member(s) of staff ensures effective communication and best outcomes for all concerned. We also enjoy hearing of our students successes outside of school (such as sporting achievements, awards, or community activities) so we can recognise and celebrate them. Shared understanding leads to educational success.
Can I Tour The School?
Tours of Werribee Secondary College operate throughout the year as listed on the tour page of this website. Tours must be booked online in advance. Tours are approximately 45 minutes in duration, hosted by a Principal.
New parents will also be invited to a morning tea early on in the new school year. We encourage you to come along to this event to view some of the school and to meet other members of our community.
What Are The School Bus Routes?
The bus services for Werribee Secondary College are operated by CDC Victoria:
- 4516: Hoppers Crossing 1
- 4520: Wyndham Vale 4
- 4537: Hoppers Crossing 2
- 4552: Werribee South
- 4556 & 4557: Riverwalk
- 4567: Wyndham Vale (Heaths Road)
Please contact CDC for assistance with buses including locating your nearest bus stop and times: (03) 9977 9911. All bus routes are subject to change or delay due to road works or other activity. Notification will be provided via Compass where possible.
Do You Offer School Photos & ID Cards?
School photos are generally taken during term 1 with dates confirmed via Compass closer to the time. There is a main photo day and a catch-up day. Photo prints can be ordered via Compass. These orders are placed directly with the photographers and supplied within about two months of photo day. All class photos are a composite of individual portraits.
All students present will be photographed on photo day/s regardless of whether or not an order is placed. This is for school identification purposes. School photos are also used to produce student ID Cards which every student requires at school. These cards are supplied automatically by the school. If a student loses or damages their card, they must speak with their sub-school office promptly to arrange a new one. Our student ID cards feature the PTV logo which means they can also be used as a concession card for the purposes of travelling on public transport within Victoria.
Please view our college policy for further information about photographing, filming and recording of students.
Student Expectations & What To Do If…
SCHOOL WIDE POSITIVE BEHAVIOUR:
READY TO LEARN ROUTINES:
WHAT TO DO IF...
I have been absent:
If an absence is known in advance, your parent/carer should inform the College via Compass, a note or by phoning your coordinator prior to you being away. If you are away, even for part of a day, this should be explained to your Year Level Coordinator by Compass, note or phone call immediately on return.
I will be absent:
If you know you will be absent for a long period (e.g serious illness) parents/guardians should contact the Year Level Coordinator who will arrange work to be provided for you. Parents are advised to request ‘student leave’ (vacation) in writing/via Compass to the Year Level Coordinator.
I am late:
If you are late to school or to class at the beginning of the day, you must sign in on the Compass kiosk at the Front Office before you can attend class. Where there is a valid reason for lateness please provide a note to your Coordinator.
I have an appointment and need to leave early:
You must bring a note to your Year Level Coordinator before school, signed/approved by one of your parents/guardians, setting out the time of the appointment and when you expect to return to the College. Your Year Level Coordinator will issue you with an Early Leavers Pass which you should show to your class teacher to exit class. (Please note that we cannot call students over the loudspeaker during class time.) You must then present the pass at the General Office and you or your parent/guardian must complete an Early Leavers entry. Your parent/guardian may be required to present appropriate identification. You must report back to the General Office to sign back in if you return on that day.
I forgot my lunch or money or missed the bus home:
Don’t panic! If you forget your lunch, please see the Student Wellbeing team or your Coordinator for assistance. If you miss the bus, report to the front office or your Coordinator and someone will phone home to arrange for you to be collected.
I need to phone home:
Students should speak with their Year Level Coordinator or office before school, recess, lunch time or after school. Students are not permitted to use mobile phones when at the College.
If I use a mobile phone:
We recommend that mobile phones are not bought to school. The College takes no responsibility for their safekeeping. If students bring a mobile phone, it must be switched off during school times, stored in the students locker. If students are seen with a mobile phone at school it may be confiscated.
My parents need to contact me urgently:
The General Office staff or your Coordinator will call you up at break times to relay an urgent message. If the emergency requires you to go home, parents or their nominees must come to the school to sign you out.
I ride my bicycle to school:
Bicycle enclosures and racks are provided by the College, but it is each student’s responsibility to provide an adequate locking device. Students are expected to wear their helmets when riding. Students must ‘walk’ their bicycles when on school grounds. (Skates, skateboards, scooters and the like are banned from school.)
I am ill or injured at school:
You should report all illness or injury at school to any member of staff who will take the necessary action. Please report to the General Office if you require the sick bay. If you are too ill to attend class then staff will arrange for you to be picked up from school by your parent/guardian.
Anaphylaxis (food allergies):
Always take food allergies seriously. Don’t share food with your peers who have food allergies. Know what your friends are allergic too (and look out for them!) If a peer becomes sick, get help immediately. Be respectful of adrenaline auto injectors. Never pressure anyone to eat food they may be allergic to.
Appearance:
Students must maintain a neat personal appearance at school, with a natural look for their hair and nails. Any jewellery worn must be discreet. Students may wear a small nose stud. Please note that extreme styles, bright colours, or large quantities of adornments are not permitted. Please check the uniform policy or with your Coordinator if you are unsure.
AM I INSURED AT SCHOOL?
Personal Property Insurance
Personal property is often brought to school by students, staff and visitors. This can include mobile phones, iPods, electronic games, calculators, toys, musical instruments, sporting equipment and cars parked on school premises. The Department of Education and Early Childhood Development does not hold insurance for personal property brought to schools and it has no capacity to pay for any loss or damage to such property.
Student Accident Insurance Arrangements
The Department does not provide personal accident insurance for students. Parents and guardians are responsible for paying the cost of medical treatment for injured students including any transport costs. Student accident insurance policies are available from some commercial insurers. These cover a range of medical expenses not covered by Medicare and Private Health Insurance.
Please direct any further questions to:
werribee.sc@education.vic.gov.au
