Thornbury High School怎么样校园生活

现在很多同学及家长会在高中之后选择留学，面对国外陌生的环境和大学，在报考时不知所措，想要提前了解国外高校信息，其中Thornbury High School怎么样校园生活如何就是大家关心、咨询最多的问题，30 高考网小编整理了Thornbury High School怎么样校园生活如何相关信息，希望在大家选择国外大学时提供帮助。

ThornburyHighSchool院校介绍

　　ThornburyHighandNorthcoteTech.shareasimilarhistory.Theywerebothsetupinresponsetothepost-warbabyboomandbothhadtheiroriginsatWalesStreetPrimarySchool.Theprosperous1920ssawtheconstructionofanumberofpurposebuiltsecondaryschoolsacrossMelbourne.NorthcoteBoys'andPrestonGirls,'withtheirhandsomeredbrickbuildings,wereagreatstepforwardinthedistrict.Mostprimaryor"State"schoolscontinued,astheyhadsincethe1870s,tooffereducationupuntiltheleavingage.Howevertheyearsfollowingthisperiodwerecharacterisedbydepression,warandthenpost-warausterity.Almostnonewschoolswerebuilt,yettherewasanincreasingdemandforsecondaryeducationtobecomethenorm,ratherthanaprivilege,fortherisingpost-wargeneration.

　　ThequarrylandstotheeastofthemainpopulationspineintheCityofNorthcoteprovidedforgenerousandinexpensivesitescomparedtothecrampedlotshousingtheolderschools.ThornburyHighopenedfirstin1962withjust126students,halfofwhomweregirls.Thebuildingsweretypicalofthe"temporary"structuresthegovernmentwasrushingtocompletetomeettheinsatiabledemandfornewschools.NorthcoteTechnicalSchoolopenedfouryearson,alsoinitiallyatWalesStreetuntilthegradualcompletionofpermanentbuildingsbetween1967and1971.MuchoftheinitialagitationforanewtechnicalschoolcamefromCounsellorTonyMatisiafterwhomoneofourannualawardsisnamed.Therewere69boysand27girlsinitsfirstyear.Therewerethreeprincipalsintheseearlyyears:GrahamLawson,JimHuntandBasilCronin.WhenDougAlkermadearrivedin1975theschoolwaswellestablished.Thecontrastinbuildingstylesandfitmentsreflectedthedifferingnaturesoftheschools,withtechnicaleducationreceivingcomparativelylavishfundingatthetime.Italsoreflectedthegreatergovernmentexpenditurepossibleinthelate1960scomparedtothefirstyearsofthedecade.

　　BothschoolsoperatedalongfairlytraditionallineswiththeTechofferingpracticaltradesubjectstoagreatermalestudentpopulationandtheHighofferingastandardacademicprogramuptoyeartwelve.

　　Thecharacterofaschoolisofteninfluencedbyitsprincipal.LiketheTech.,theHighhadasuccessionofheadmastersinthefirstfewyears:W.Y.Johnson,KenMitchellandD.Dillon.L.G.Millerarrivedin1966andwasthefirsttostaylongerthantwoyears.In1980thelong-termprincipalofThornbury,IanTernes,retiredandwasreplacedbyGregCooney.TerneshadcomefromFootscrayHighin1972andbuiltupThornburyfromalmostnothingtobethelargestschoolintheStatewithastrongemphasisonacademicstandards.Heestablishedthevariousinfluentialparents'committeesandunderhisleadershiptheschoolcametobecharacterisedbyethnicdiversity,butleadbyaverystrongGreekcommunity.GregCooneywasonlywithusfortwoyearsbeforegoingofftoNewZealandbuthewasgreatlyadmiredandsustainedthesuccessfulerawithhistalentforcreatingvisionfortheschoolcommunity.HewasfollowedbyVic.Irving,aconscientiousadministratorduringwhosetimetheschoolcontinuedtoobtain"HigherSchoolCertificate"resultscomparabletothebestschoolsintheState.In1985thedynamicandmuchlovedHowardKellytookoverfromthepopularandagreeableGeorgeHolmesasprincipaloftheTech.,renamingit"DarebinParklands"(andinitiatingtheinfamousgoldandblueexteriorcladding)toreflectitsshiftawayfrompurelytechnicaleducation.AYearTwelveTechnicalCertificatewasintroduced.In1987therewasaninfluxofstaffandstudentsfromCollingwoodTech.whichhadbeenclosed.DuringthisperiodKellyandIrvinghelddiscussionsaboutthepossibilityofthetwoschoolsmerging.

　　Thesediscussionsborefruitin1992andthereorganisedschoolwascalled,"ThornburyDarebinSecondaryCollege."Forseveralyearsitoperatedonthetwosites,withjuniorsbeingatThornburyandacampuswithaseniorflavourbeingsetupontheDarebinsite.AtthistimethenewVCEwasintroduced.Teachers(andoccasionallystudents)movedbetweenthetwositesasthelargestudentpopulationtestedthelimitsoftheSchool'sinfrastructure.TheclosureofNorthlandSecondaryCollegebroughtusevenmorenewstudents,somestaffand,forawhile,thefamousYear13ArtProgram.Anoldwarehousewasrefittedasastudiotoaccommodateit.

　　Thegovernment,withtheagreementoftheSchoolCouncil,plannedtheamalgamationofthetwocampusesontoonesite-theThornburyonebeingchosenbecauseofitsgreateracreage.Abuildingupgradetookplacein1998and1999andthefollowingyearthesitewasreadyforthereunitedschool.TheoldsitewaslavishlyrefurbishedandhasbecomethehomeofDistanceEducationandtheSchoolofLanguages.

　　LeadingadministratorsatthistimewereWendyPitt,ElizabethDarling,GordonWeir,JohnLawsonandEddieCrouch.UpontheresignationofVicIrving,HowardKellyassumedtheheadmastership.NoelSpoonerwhohadbeenatWalesStreetreplacedhimin1998.TheSchoolcommunitydidnotselectanotherpermanentnewprincipaluntil2003whenPeterEgebergcametousfromDoncaster.

　　Asduringthepreviousdecades,innovationchangedthecharacterofschoollife.TheSchoolwasoneofthefirsttoadoptVETsubjects,thusrevivingsomeoftheoldtechschoolcharacter.SimilarlyVCALechoedtheoldT-12certificatefrom20yearsago.TheRadioStationbecamewell-knownasSYNFMandcarriesonatraditionstartedwiththetelevisionstudioatDarebinParklands.MultimediaandMediaclassescarryontheArttraditionofbothschoolsandreflectthestaggeringgrowthofInformationTechnologyinthelasttwodecades.The90ssawastronggrowthinMusicresultinginaprogramearninganoutstandingreputationbeyondtheSchool.

　　Inthemiddleof2004the"College"(astheSchoolwasnowtermed)feltthatitwasanappropriatetimetosimplifyitsnametobetterreflectotherchangessuchasthenewuniform,thenewcurriculumandreunitedcampus.The"HighSchool"reflectsthetraditionalacademicoriginsofsecondaryeducationintheStateandthe"Thornbury"nameisanaccuratereflectionofbothitslocationandareminderofitstradition.

　　AhistoryofthisSchool(andindeedanyschool)writteninanyperiodtendstomagnifytheunprecedentedchangeswefeelweareexperiencingatthetimeofwriting.Howeveraglanceatoldschoolmagazinesrevealsthateveninthe1960sand1970stheschoolcommunityalsofeltthe"WindsofChange"(toborrowaphrasefromtheperiod).Everyeraisdifferent,yetthecontinuityofschoollifesomehowremainsthroughtheyearsasareminderofthetimelessnessofyoungpeopleandthevocationofteaching.Everyprincipalhasputhisownstampontheschoolandtherecentnamechangeand"NewDirections"ispartofmycontributiontothefuturehistoryofThornburyHighSchool.

　　AtThornburyHighSchoolwebelievethatasafeandsecurelearningenvironment,highacademicstandardsandopportunitiesforstudentstopursueindividualinterestsaretheessentialelementsofanoutstandingeducation.

　　AtThornburyHighourpurposeistopreparestudentsforachanging,diverseandsustainableworldby;

　　Buildingknowledgeandskills,

　　Encouragingeffortandexcellence,

　　Fosteringresilienceandintegrity,

　　Developingacaringandcooperativelearningcommunity.

　　Corevaluesariseoutofwhatwebelievetobeimportantaboutpeople,aboutsocietyandaboutlearningandknowledge.Valuesinformandshapehowtheschoolisorganised,howpeoplerelatetoeachotherinschool,howdecisionsaremade,aswellasthecontentandprocessesofteachingandlearning.Staff,studentsandparentshaveidentifiedthefollowingcorevalues;

　　Integrity,responsibilityandrespect-allcommunitymembersareresponsiblefortheirownactions,treatothersastheywouldwanttobetreatedandarehonestwitheachother.

　　Knowledge,skillsandopportunity-allcommunitymembersvalueknowledge,thedevelopmentofnewskillsandwemakethemostofouropportunities.

　　Resilienceandwellbeing-ourcommunitysupportsitsmemberstoadjusttochangeandencourageshealthandhappiness.

　　Concernforothersandcommunity-ourschoolwelcomescommunityinvolvementandcaresaboutthesuccessandsafetyofothers.

　　Excellenceandpersistence-werecognisetheneedtopersistandputintheefforttoachieveourbest.

　　Inclusionanddiversity-ourschoolwelcomesarangeofculturesandrespectstheirideasandbeliefs.

　　TheSchool'svisioncentresaroundfourmainpillarswhichformtheessentialsofanoutstandingeducationandfuturesuccess:

　　Excellenceandacademicachievementforeachstudent.

　　Developingvaluesandfosteringpositivepersonalattributesineachstudent.

　　Providingarangeofpathwaysthroughschoolandafterschool.

　　Fosteringstudents'uniqueskillsinareassuchasthesciences,arts,music,leadershipandsport.

　　AtThornburyHighschooltherearethreedistinctphasesineducation;

　　Establishmentandsupport(year7&8).

　　EmpowermentandIndependence(year9).

　　SpecialisationandPathways(year10,11&12).

　　InYear7&8studentshavethechoiceofmainstreamprogram,theSEALprogramortheHighAchieversprogram;

　　Inthemainstreamprogramallstudentsreceivechallengingbutappropriatework.Thereisadditionalsupportforstudentswithliteracyproblemsandsmallerclasssizes.

　　TheSEAL(SelectEntryAcceleratedLearning)program.Theprogramprovidesafasterpacedcurriculumwithgreaterstudyofabstract,complexandin-depthconceptswithemphasisoninvestigative,problemsolvingandcreativethinking.StudentsintheSEALprogramcompleteyears7-10inthreeyears.

　　TheHighAchieversprogramwithmorechallengingcurriculumincludingsomeelementsofSEALbutstudentsarenotacceleratedastheycompleteyear7-10over4years.

　　Inyear9studentsareinvolvedinanauthenticlearningprogramwithanemphasisonteamlearning,connectionstothelocalcommunityandtheextensiveuseofinformationandcommunicationtechnology.AsignificantpartoftheirstudieswilloccurinthenewlyrenovatedKnowledgeCentrewhichisaflexibleandmulti-purposelearningenvironment.

　　Inyear10studentswillbepreparedfortheirVCEstudiesbutalsohavearangeofcurriculumchoices.ThesechoicesincludeVCEstudies,advancedMathematics,VocationalandEducationstudies(VET)andarangeofelectives.

　　Atyear11and12studentsareabletocompleteatraditionalacademicprogramoranalternative'hands-on'programcalledtheVictorianCertificateofAppliedLearning(VCAL).Theacademicprogramincludesthesciences&mathematics,arts,commerce,humanitiesandtechnology.VCALprovidesamorehandsonapproachwithanemphasisonpracticalstudieswithacomponentofcommunity&workexperience.

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