We understand moving from primary to secondary school can be a big change. 
This page has been designed for both parents and students, who were offered a place at our College for 2022, to help make your transition a smooth process.
Below you will find all of the information you need to get started at Werribee Secondary College, as well as answers to many frequently asked questions.
We look forward to welcoming you to the College.



Students to arrive between 8.30 to 8.45am, ready for a 8.55am start.
There will be staff at the main entrance (Duncans Road) to meet students and direct them to their class assembly point (similar to orientation day).

Students do not need to bring all of their books on day 1 – Pens, paper and your device will be enough.
Students should be in school uniform and wearing a face mask.
To avoid traffic congestion at the front of the school, please consider using the Soldiers Reserve drop-off point.



Booklists for the 2022 school year are now available online through JP BOOKS. Full ordering information can be found in the sidebar next to the booklist. Order online by 4th January 2022 to ensure arrival. School collection available.


Additional resource booklist items for the 2022 school year are to be purchased through the College Uniform Shop (additional opening hours Jan/Feb). Edrolo (for some VCE subjects) is to be purchased online.


• List wanted & for sale ads (free subscription provided for WSC families).
• Booklists are pre-loaded making it fast, easy & accurate!
• Buyers contact Sellers & arrange where and when to transact.


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.

View Junior School (Year 7 & 8) Parent Payment Information for 2022

Additional financial supports are also available for eligible families including:
Camps, Sports and Excursions Fund (CSEF) & State Schools Relief (SSR)


Click below to view a recording of the Year 7 Parent Information Evening held on 24th November 2021 in the College Recital Centre.
Alternatively, click here to view the slides.
We hope you find this presentation informative. Should you have any further questions please contact the Junior School office on 9741 1822 or email us.


For a smooth transition, please action these three items as soon as you can.
They are very important as your enrolment (and commencement at the College) cannot proceed without them.
If you require language assistance, please contact WCEC as per the information provided above.
Please note that this process is only intended for those already offered a place at our College for 2022 (it is not a public invitation to enrol and non-prior-placed enrolments will not be processed).



Year 7 enrolments for 2022 have been finalized. For late applications or further information please refer to the enrolments page of the school website.




All families must complete the below online forms:

LOTE Preference
Acceptance & Permissions*
Mode of Transport
Adventure Park Excursion

If wishing to learn an instrument:
Instrumental Music

*Policies provided below




Online bookings for year 7 uniform fitting appointments are now closed.

For further assistance please contact the Uniform Shop directly on 9974 8646 or




Please note these important dates in your calendar.
Further details on events will be provided closer to the dates.
Information will be provided via this page during transition, then via our Compass program once you commence.

24 NOV



07 DEC






01 MAR







TERM 1: 31/01 – 08/04
TERM 2: 26/04 – 24/06
TERM 3: 11/07 – 16/09
TERM 4: 03/10 – 20/12




The below details will assist families preparing to start at Werribee Secondary College.
It is essential students have the correct books and BYO device to enable them to fully participate in both class and home work.
Both books and devices can be purchased online.


There are currently 8 school bus routes servicing our College.

View school bus routes & times

For further assistance regarding buses, routes and times please contact CDC Werribee on 9977 9911


Compass is our communication, timetable and reporting portal. We suggest using the web browser version as features in the ‘app’ are limited.

All parents and students will receive a Compass login prior to commencement.

Compass User Guide

Compass Portal Login


2022 Booklists are now available online through the JP Books website.

Additional resource booklist items are to be purchased from the College uniform shop.
(View Opening Hours)

Second-hand books can be sold and purchased via:
Sustainable School Shop
(free subscription for all WSC families)


All WSC students require their own Macbook, iPad, or other APPROVED device as specified on page 3 in the BYODD Program only.

We recommend purchasing via:
The School Locker (Mac1) Portal

Details and policies of the BYODD program are provided below.


Below are some of the key staff members involved in the transition process.
They will be available throughout the year to answer questions and help our students settle in to secondary school.
A member of our transition team will visit local Primary Schools later in the year to answer student’s questions and provide information.


Your Head of Junior School oversees the year 7 transition process, as well as all Junior School curriculum and communication.


Ms Hill is your go-to person for all things year 7. She can assist with information, attendance, extra support and behavior issues.


Michelle will often be your contact at the Junior School. She assists with attendance, forms and administrative duties.


Ms Hugo is our Year 8 Coordinator, also in the Junior School office. She hosts Junior assemblies and can assist Year 7’s if Ms Hill is not available.


Mr Ho supports our Year 7’s in dealing with day-to-day wellbeing issues. Learn more about our Wellbeing team and supports below.


Mr Hatzis, Assistant Principal, oversees enrolments as well as planning, programs and behavioral support.


Moving from Primary to Secondary school can feel like a big change.
We have provided the below information to help you understand the expectations of our school.

We suggest parents & students read through the below information together to gain an understanding of our College.
If at any time at school students are unsure of what is expected, please speak with your coordinator or a trusted teacher who will be happy to help.
We also have a Wellbeing team who can assist if you are feeling down or struggling with problems in or outside of school.

Come to school each day ‘Ready To Learn’

‘Ready to Learn’ is a Werribee Secondary College priority. It focuses on ensuring students come to school and attend each class fully prepared to learn and make the most of their school day. ‘Ready to Learn’ begins and ends at home, ensuring students get an appropriate amount of sleep, have an adequate breakfast as well as lunch and at the end of the school day undertake and complete the required homework and home study.

Ready to Learn’ at school means that you:

Participate fully and to the best of your ability in all aspects of learning.
Attend school regularly with minimal absences.
Arrive at school and class on time.
Bring all required materials to class.
Wear your uniform correctly and in good condition.
Respect the College rules on grooming (hair, jewellery, piercings).
Do not bring distractions to class (no phones or games)


Live worthily.


Werribee Secondary College is a leader in international education in the Victorian state education system. We implement the best quality educational practices evident throughout Australia and internationally. The Werribee Secondary College community “lives worthily”.

We are adaptable life-long learners, who are confident, creative and resilient individuals, empowered to shape the world in which we live.


At Werribee Secondary College we strive for success in students’ chosen endeavours.

The College community provides a safe and caring environment where each student is valued. We celebrate achievements, success and growth for all students. Our programs equip students with the skills, knowledge and attitudes needed for the dynamic world after secondary education.

College leaders, teachers and support staff adopt evidence-based best practice to generate a progressive 21st century educational setting. We enhance learning and develop digital literacy through the purposeful use of emerging technology. With a focus on realising optimal outcomes for learners, staff commit to continuous improvement through ongoing targeted professional development, peer collaboration and reflection.

At Werribee Secondary College we nurture the values of respect, cooperation, honesty, integrity, confidence, perseverance, resilience and responsibility. Driven by these ideals, the College community embraces cultural and social diversity. Students develop a strong sense of personal identity and global citizenship, enabling different cultural groups to interact, learn from each other and grow together.


RESPECT   means caring for yourself and being considerate of others’ opinions, beliefs, culture and property.Care for your mind, body and spirit.
Wear your uniform with pride.
Be neatly groomed and have a positive outlook
Be courteous.
Listen and respond to their ideas and opinions.
Look after school and other people’s property.
No put downs.
Accept that diversity is a positive thing
RESPONSIBILITY   means being ready and willing to learn with a positive attitude.Make wise decisions.
Follow expectations.
Be accountable for your actions.
Use time wisely.
Be punctual.
Have everything you need with you in class
Treat others fairly.
Participate positively in all learning activities while considering the rights of others.
Not interfering with others’ learning.
Be able to do what is needed of you
HONESTY   means being reliable and trustworthy.Tell and seek the truth.
Be true to your word.
Admit mistakes and learn from these.
Be consistent.
Have honourable intentions
Be supportive.
Do the right thing by your family, the school and local community
COOPERATION   means working and learning together in a positive way.  Work productively on your own.
Learn to rely on yourself to solve problems
Learn to collaborate with others.
Make your contribution as part of a team
PERSEVERANCE  means persisting and doing your best at all times.  Work hard by giving 100% effort.
Improve your learning.
Have pride in work.
Keep trying
Assist and encourage others.
Have realistic expectations of others
INTEGRITY   means where you stick to your principlesDo what you believe it the right thing, even when no-one is watchingAct ethically and with principle in dealings with each other
CONFIDENCE   means that you trust in your own ability to succeedYou tackle your work expecting to do well.
Have high, but realistic expectations. Have the confidence to seek help when needed
In our community we encourage and support each other.
We acknowledge successes, building confidence in others
RESILIENCE   means the ability to bounce back after a period of adversity  You may be ‘down’ for a little while, but you overcome problemsSupport your friends who may be going through difficult times and help them to get back on their feet.

Homework is an important part of independent learning for students and provides a foundation for further study.

In year 7, students should expect approximately 1 hour and 15 minutes of homework per night.

Types of homework may include:
-Completing unfinished work from class
-Study and preparation for tests/exams
-Reading set novels
-Project or assignment work
-Preparation for the next day’s lessons
-Wider reading

Parents should provide the opportunity for their child to complete their homework in an appropriate location. The school library and resources are available for student use before school, at lunchtime and after school.

At Werribee Secondary College all students are expected to:

  • Behave in a courteous manner.
  • Respect the physical and emotional well being of others.
  • Respect the rights and property of other people.
  • Behave in a way which does not interfere with the teaching and learning of students.
  • Obtain permission from the College administration before communicating with visitors to the College during school hours.
  • Wear the College uniform as prescribed to, from and at school.
  • Use College furniture, equipment, fittings, buildings, and grounds appropriately.
  • Adhere to College policies.
  • Provide a written explanation from parents or guardians for any absence from the College.
  • Remain at the College (within boundaries) during College hours unless the student has a permission note and a pass has been provided.
  • Be on time to all classes and other school activities.
  • Care for the College environment, includes no littering or chewing gum on the ground or structures.
  • When in public, students are ambassadors of the College and should follow relevant rules and respect the rights of the community.

Student Code Of Conduct:
The Student Code of Conduct is framed within government policy, legal obligations and the principles and practices embedded in anti-discrimination and equal opportunity legislation. 

  • All individuals are to be valued and treated with respect.
  • Students have the right to work in a secure environment, without intimidation, where they are able to develop their talents, interests and ambitions.
  • Parents should expect that their children will be educated in a secure environment where care, courtesy and respect for the rights and property of others are encouraged
  • Teachers should expect to be able to teach in an atmosphere of order and co-operation.
  • Parents have an obligation to support the College in its efforts to maintain a productive teaching and learning environment.
  • Principal Class and staff have an obligation to implement the code of conduct fairly, reasonably and consistently.
  • Positive attitudes between students are encouraged, and the College encourages co-operative and inclusive behaviour along with positive, mutually respectful relationships among all members of the school community. 

The College has Discipline, Equal Opportunity, Harassment and Bullying Policies designed to maximise effective teaching and learning and promote appropriate behaviour at all times. 

Students are required to attend all timetabled classes, assemblies, meetings and other scheduled activities.
Students are expected to:

  • Provide a written explanation from their parents or guardians for any absence.
  • Remain at the College during College hours unless there is an explanatory note to the contrary and/or a pass has been provided.
  • Be punctual to classes and other College activities (and arrive prepared to learn/participate for the duration).

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 report to the Junior School Office before you can attend class. You must have a note explaining your lateness.

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.
You must then present the note at the General Office and you or your parent/guardian must complete an Early Leaves entry. Your parent/guardian will 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:
If this happens, please see the Student Wellbeing team for assistance.

I missed the bus home:
You should report to the General Office and someone will phone home to arrange for you to be collected.

I want to go home for lunch:
The College offers a canteen service each day and as lunch is only for 40 minutes, all students are expected to remain at school from the time they arrive until 3:01pm. For exceptional circumstances, students who wish to leave the school grounds at lunch time should get a pass from their Year Level Coordinator.

I need to phone home:
Students are able to use the blue phone in the foyer of the General Office before school, recess, lunch time and after school. Students should not use the phone during class time without a note from their teacher. 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 student’s locker. If students are seen with a mobile phone at school, the phone 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 am transferring from the college:
You must have a note from your parent/guardian and take it to the Careers Office where you will be provided an Exit Form to complete and have signed by your parent/guardian.

I ride my bicycle to school:
Bicycle enclosures and bicycle 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:
You should report all illness or injury at school to any member of staff who will take the necessary action. The College sick bay (in the administration building) is where you can get basic first aid if you are ill and/or injured (please report to the General Office if requiring 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.

A message to students about Anaphylaxis (food allergy):
-Always take food allergies seriously, severe allergies are no joke.
-Don’t share food with your peers who have food allergies.
-Wash your hands both before and after eating.
-Know what your friends are allergic to (and look out for them!)
-If a peer becomes sick, get help immediately.
-Be respectful of peer’s adrenaline auto injectors.
-Never pressure your peers to eat food they are (or may be) allergic to.

Grooming/ Appearance:
The College’s grooming/uniform policy state that ‘hairstyles and adornments which are considered unsafe or in the opinion of the Principal, damaging to the personal image of the student or to the reputation of the College will be banned. Unnatural hair colours (e.g. pink, purple, contrasting), extreme jewellery including facial piercings and visible body adornments are NOT acceptable. Please check the uniform/ grooming policy or check with your Coordinator or an Assistant Principal if you are still unsure.

First Day of School  
Students do not have to bring all their books on the first day as they will not have a locker.  Please bring pens/pencils, a workbook or lined paper and your iPad.  On the first day you will be allocated a locker and receive a timetable so you will then be able to bring the appropriate books to school.  

It is expected that all students will have a locker.  Students are not permitted to carry bags around the College.  Students will be allocated a locker in their first week at the College.  Parents should provide their child with a secure combination padlock so that all personal items can be secure. The preferred lock is available from the Uniform Shop (which the school holds a master key for). Students should ensure their locker remains locked at all times when they are not accessing it. If students have a spare key for their locker they can leave this with the Junior School office for safe keeping.

Valuable items should not be brought to school as damage/ loss may occur. 

Bell Times

College Map

Werribee Secondary College Library
The library provides a friendly and cooperative learning environment for all students in the College. Our library aims to support students in developing independent reading and research literacy. Students are then able to select appropriate materials for their enjoyment and educational needs. The library is also a shared, safe space where students can participate in social activities offered by the library team and others.

Whilst in the library students need to have consideration for other users and behave appropriately, as well as following college guidelines and rules students are expected to:
• have a note signed by their classroom teacher and their student card before coming to the library for any reason during class-time
• report to a Library staff member when entering the library
• follow directions from Library staff
• fill in the appropriate attendance sheets during class-time
• classes timetabled into the library are expected to line up outside and wait for the teacher before entering
• No food, drink (water accepted) or chewing gum is permitted in the library
• The library has 4 ‘rooms’ which show on Compass – LIB-R reading space, LIB-C centre/class space, LIB-IT computer space and LIB-S study space

Year 7 Wider Reading Program
• Each week the Year 7s have one READING class dedicated to the reading space in the library
• This allows us to support the literacy program within the college to develop lifelong readers

Year 7 Orientation Classes
• Orientation lessons are held for Year 7 classes in each subject at the beginning of the school year to assist in understanding the subject and how the class/subject will run throughout the year.
• Our interactive library lessons familiarise students with the knowledge needed to access information confidently such as the layout of the library, the location of the resources and the online library catalogue.
• We teach a range of other research and referencing skills throughout the year as required.

• Students must have their student I.D. card to borrow.
• Students are permitted to borrow three books at any one time.
• Most books have a standard loan period of 14 days (2 weeks), magazines have 7-day loan period (1 week), and equipment (netbooks and calculators) are 1-day loans and must be returned at the end of the day.
• The due date is stamped on a slip inside the book.

Overdue books and items
• Books and items must be returned by the due date, if required the items can be renewed.
• A student cannot borrow any other items whilst they have an overdue item.
• If a book or item is lost, an account will be issued, and the student / carers expected to make payment of replacement cost.
• We ask parents / carers to support us with prompt attention to overdue notices.

Facilities available
• Netbook computers
• Calculators
• Dictionaries
• Printing / photocopying / electronic scanning

We wholeheartedly encourage the whole school community to use the facilities and resources we have available in the library and those available at your local Public Library.


Operated by Hungry Hampers (H&H), our Canteen provides fresh hot and cold meals daily, from breakfast through to lunch, catering to a wide range of dietary requirements.

The canteen is open before school, at recess and lunchtime and carries brands our students know and trust while supporting healthy, balanced eating. 

The canteen menu changes from time to time, including special offers.

View our 2022 canteen price list (subject to change)

BYODD Acceptable Use

In order to use the school network, students will need to confirm their acceptance of the Acceptable Use Policy on the first occasion that they attempt to connect to the WSC Network by completing a student declaration that they:

a. Have read the conditions outlined in the BYODD Acceptable Use Policy (below) and the document called “Using Technologies Appropriately

b. Have understood the significance of these conditions of use and agree to abide by them.

BYODD General Use 

  1. I will bring the Device fully charged to school each day. 
  1. I will keep the Device in its cover when transporting it around the school. 
  1. Parents and students are responsible for the maintenance and repair of the Device. 
  1. I will immediately report any accidents or breakages to my teachers. 


  1. The Device must ONLY connect to the Internet using the school wireless network. 
  1. The Device must have the management software (MDM) in order to be able to access school approved and supplied apps, email and printing. 
  1. I will not delete the MDM application from my Device. 
  1. I will not bypass the school network by using a “personal hotspot” or VPN. 
  1. Only the approved Device may be used to access the College Network. 
  1. I will use the Device only to support my school learning program. 
  1. I will use the Device only for school work and only when the teacher gives instructions for its use. 
  1. The use of my Device will not distract others from learning. 
  1. I will not use illegal / unsuitable software. I understand there will be consequences for inappropriate use. 
  1. I will not use the Device for games unless approved by my teacher. 

Safety and Security 

  1. I will only go to websites which support my learning activities and as directed by my teacher. 
  1. I will be cyber safe and cyber smart when using the internet. 
  1. I will demonstrate appropriate etiquette (manners), when using my Device and other equipment with regard to other people. 
  1. I will use the Device lawfully and in accordance with the Acceptable Use Policy regarding ethical use of equipment, technology, use of legal software, use of the internet and the protection of personal data. 
  1. For security reasons, I am not to share account names and passwords with anyone unless requested by technicians when servicing the Device. 
  1. I am responsible for the security and use of the Device. When not using my Device I will keep it locked in my locker.  
  1. I will use only my allocated account and password. 
  1. I understand that if the above conditions are not followed, I may not be granted the authorization to use the Device or other mobile devices at school. 

For support with cyber bullying and being cyber smart, please visit 

IT Support For Students:
Students requiring IT support for their iPad, Macbook or other approved device are to log a request via the support center.
You can log in to the support centre with your school ID (once allocated).
The support center also allows you to view the status of your existing requests (tickets).
The IT office is located in ‘S’ Block (science area).

There are many fun, social activities available outside of the classroom. Joining a club or extra-curricular activity is a great way to meet new friends with similar interests.

A week called ‘Clubs Connect’ is held early in the year, where you will learn more about the clubs and activities at the school from other students.

Some of our clubs and programs include:
Army Cadet Unit (Year 8+)
Instrumental Music
Drama Club
Various Sports (Inter-school sports teams, as well as whole-school swimming and athletics days)
Cafe Club (after you have completed at least 1 semester of Food Technology)
Debating Club
We also offer The Duke of Edinburgh’s Award program.

Learn more about the above on our Curriculum & Programs page.

Other informal student clubs include:
Chess Club
K-Pop Club
Manga Club
Library Lunchtime Craft & Reading Clubs
Maths Homework Club

These clubs are shown on our Community page.


Students undertake a program based on the Victorian Curriculum. This program has been well established at Year 7 to assist with the transition from Primary School. Students study all eight key learning areas: English, Mathematics, Science, Humanities, Health & Physical Education, Technology, Arts and Languages (LOTE). 

Students also participate in a weekly session called Respectful Relationships and Pathways (RRP), focusing on pastoral care, exploring important social issues, as well as considering their future pathways and career options.

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. 

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 may download a copy of our ‘Student Promotion Policy’ from our website. 

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. 


The WSC Year 7 GEMS program is a transition program with an emphasis on the pastoral care aspects of learning in the formative years of a student’s secondary education. This is achieved through the study of concepts and skills from both English and Humanities (History and Geography).  Students are engaged in a variety of writing activities (text responses, research assessments) using a number of different styles (structured essays, formal reports). Particular focus is placed on correct usage of punctuation, grammar, sentence structure, proof reading and editing.  

The Wider Reading program (RIBIT) is supported by the well resourced library endeavouring to cater for the interests and needs of all students in literacy. The development of appropriate reading strategies, the development of fluency and enjoyment of literacy experiences are encouraged.  

The use and maintenance of workbooks and a subject specific folder on an everyday basis is designed to develop students’ organisational skills as well as a sense of responsibility for their own progress. Through the acquisition and use of the library (including the introduction of Student Research Grids for all research work carried out in the library), students will develop research, analysis and synthesis skills.  They will be required to use these skills for the presentation of specific projects.  

Students’ listening skills are encouraged as an important social skill, in order to effectively follow directions and instructions.  Oral language skill development is encouraged through individual and group presentations of assignments and literature responses. 


Outcome Guide: 

1. Workbook / Homework 

Students maintain workbooks for English and Humanities in a set manner following class work presentation rules. Neat and organised work habits and legible handwriting are expected. 

2. Research Projects (Humanities & ICT) 

Students are expected to research and present their information in a variety of styles and formats. 

3. Reading and Responding 

Students will respond to a variety of texts.  They are required to respond via oral presentations, projects, assignments and book reports.  

4. Creating and Presenting / Using Language to Persuade 

Students will write specifically structured pieces in a range of genres, for a designated audience and purpose.   

5. Language Conventions 

Students will complete Spelling / Vocabulary Theme Words and Language Convention Activities.  

Each of the outcomes above will be graded and with other pieces of work used to determine the overall grade for Year 7 GEMS. 

Respectful Relationships & Pathways

Respectful Relationships (formerly referred to as “Student Life” or “tutor groups”) aims to encompass as many aspects of wellbeing as possible. By incorporating the Respectful Relationships curriculum, and other Capabilities from the Victorian Curriculum, students will develop the skills to build healthy relationships with each other and with themselves.

Modern life seems to bring with it increasing demands on students’ time and energy, as well as the potential negative effects of things like social media and increased screen time, on top of all of the more long-established issues that are related to the pain of adolescence. It’s through RRP that we hope to foster the qualities of confidence, perseverance and resilience, as referenced in the school’s Guiding Statement.

During this time students are given a forum to explore topics like anxiety, social diversity, exam stress and positive wellbeing strategies, and are also informed about opportunities that take place out of class. We know that a strong sense of community and connectedness is extremely beneficial for an individual’s wellbeing, so we encourage our students to get involved in as much as possible; to take charge of their wellbeing by utilising evidence-based strategies; seeking assistance when they need it; to push their boundaries by trying new experiences and embracing the possible discomfort that comes from trying something new and to accept failure as an inevitable part of life and probably one of the most valuable learning experiences you can have. Finally, they will have the chance to engage in Student Voice, by working alongside Student Leaders, and communicating their ideas for a better education for twenty-first century learners.

The ‘Pathways’ aspect of the course refers to a mandated requirement by DET for all students in years 7 to 10 to complete a Career Action Plan (CAP). The CAP, started in Year 7 and expanded in scope up to Year 10, is a platform that enables students to explore their strengths, relate these to subjects at school and then, finally, explore how these lead to pathways of study at school and then in the world beyond school. The CAP dovetails with topics within other RRP topics including personal strengths and abilities audits for example.


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 and SELP Advanced groups are as follow:

Semester 1

  • Whole Numbers and Negative Numbers
  • Angles
  • Summarising Data & Statistical Investigation
  • Factors, Multiples, Primes and Divisibility
  • Measurement & Rich task (Waste prevention)
  • Fractions

Semester 2

  • Pattern Spotting
  • Decimals and Percentages
  • Probability
  • Solving equations
  • Ratios and rates
  • Shapes (SELP ADV only)

The topics covered in SELP Accelerated group are as follow:

Semester 1

  • Integers & Fractions & Decimals
  • Angles and Shapes
  • Simplifying
  • Summarising Data & Statistical Investigation
  • Perimeter, Area and Time & Rich Task (Challenging Stereotypes)
  • Factors and Indices
  • Brackets

Semester 2

  • Pythagoras
  • Percentages
  • Graphing
  • Probability
  • Solving equations
  • Ratios and rates

Elementary Maths Mastery (EMM) course will follow a modified curriculum according to students’ needs.

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 only for SELP and mainstream students’ groups to assess students’ acquired knowledge under timed conditions.

For Mainstream / SELP groups

TaskWeighting (calculation of the OVERALL SEMESTER RESULT)
AT1 Number & Algebra15
AT2 Measurement & Geometry15
AT3 Statistics & Probability15
AT4 Homework & Class Tasks20
AT5 Rich tasks15
AT6 Semester test / Examination20

For EMM groups

TaskWeighting (calculation of the OVERALL SEMESTER RESULT)
AT1 Number & Algebra15
AT2 Measurement & Geometry15
AT3 Statistics & Probability15
AT4 Homework & Class Tasks45
AT5 Rich tasks10


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.


Students will complete both individual and group assignments that are STEM focussed and explore Science as Human Endeavour.

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 a gauge of the efficacy of aspects of the learning program.
Working knowledge of each topic will be assessed for each area of study.


Year 7 students will study one language from a selection of four (Italian, Spanish, Japanese and Chinese) which they will continue in Year 8 and beyond should they so decide.


The emphasis in the Languages Other Than English program is to develop students’ communicative competence in the language.  Students will be exposed to many situations and activities in which they experience and use language in authentic contexts.  Through such a program, students will enhance their listening, reading, speaking and writing skills in the language.

Learning Outcomes:
Students are expected to satisfactorily complete all of the following:

1. Listening Activity      2. Oral Presentation

3. Reading Activity       4. Writing

Assessment Tasks:
Levels of student performance are assessed on a variety of tasks, each making up a certain percentage of an overall grade.

1. Listening Work        2. Oral Work

3. Reading                  4. Tests and Written work


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.

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.

WSC has a Japanese sister school, Mihara High School. Students have opportunities to converse in Japanese with them, as well as learn Japanese culture.


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


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.


The Food Technology Unit in Year 7 is designed as an introduction to the preparing and cooking food in a safe and hygienic manner. Students will explore the key food groups, with an emphasis on healthy eating, cooking techniques, skills, safety and food hygiene in the kitchen. This will form the focus for practical lessons each fortnight, where they produce a recipe from range of different food items suitable for breakfast, lunch and dinner and other special occasions will be prepared.

Students develop their self-confidence and management skills, to carry out the technology processes of investigating and designing, producing and analysing and evaluating recipes.

Topics covered in the program include:

  • Safety and Hygiene in Kitchen
  • Introduction to the Kitchen
  • Recipe Basics and Equipment
  • Sensory Properties of Food
  • The Design Process
  • Seasonal Foods
  • Eating Well to Be Well
  • Right Choices for Me

Assessment Tasks:       

  1. Workbook activities
  2. Practical Skills – recipe production and written evaluations
  3. Assignment tasks


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 themselves including personal identity and values, as well as embracing diversity within their community and the importance of their and others safety and wellbeing.

Topics covered include: 

  1. Relating skills 
  2. Diversity  
  3. Cyber Sense
  4. Changing and growing 
  5. Body image and self-esteem 

Learning Outcomes: 

1.   Being healthy, safe and active

2.   Communicating and interacting for health and wellbeing

3.   Contributing to healthy and active communities

Assessment Tasks: 

1.   Workbook Tasks 

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.


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

The practical topics in this unit will be selected from:

  • Minor Games
  • Fundamental Motor Skill Testing
  • Racquet Sports
  • Fitness Games/Testing
  • Volleyball

The practical topics in this unit will be selected from:

  • Invasion Games (Netball, Soccer, Football, Tchoukball, Korfball, European Handball, Speedball)
  • Striking Sports (Softball, Teeball, Cricket)
  • Park Sports

Assessment Tasks:

1.   Moving The Body
Students are assessed on their level of co-operation, effort and participation to the best of their ability.

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.

3.   Understanding Movement
Students are assessed on their ability to take on leadership roles such as umpiring and team leading as well as their teamwork skills and participation with students and teachers in a cooperative manner.


The Junior School Arts Program involves Year 7 and Year 8 students studying a series of units over two years in the following areas:

  • Two and Three Dimensional Art
  • Ceramics
  • Visual Communication and Design
  • Printmaking and Photography

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:

  1. Explore and Express ideas: Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations and experiences in artworks that students view and make.
  2. Visual Arts Practices: Developing understanding and skills by exploring, selecting, applying and manipulating techniques, technologies and processes. Conceptualizing, planning and designing artworks.
  3. Present and Perform: Creating, exhibiting, discussing, analyzing artworks and considering the intention of artists and curators. Considering the relationship between artist intentions and audience engagement and interpretation.
  4. Respond and Interpret: Analysing, evaluating interpreting and reflecting upon meanings, beliefs and values in artworks. Examining artworks in historical and cultural contexts.


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 recorder in Year 7 Mainstream. SELP students will learn woodwind / brass or strings as well as 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:

1.   Performance
Students are expected to perform pieces as soloists and as part of an ensemble.

2.   Workbook
Students are expected to keep an accurate record of class notes, activities and homework.

3.   Aural Work
Listening to music and participation in class discussions about musical styles and instruments as well as aural perception.

4.   Composition
Pieces are composed to a given set of guidelines.

Assessment Tasks:

1.  Performance
Students will be assessed on the quality of solo and ensemble performances will be assessed

2.   Workbook
Students will be assessed on the presentation of their workbook and the quality of completed work.

3.   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.

4.   Composition
Students will be assessed on the quality of their completed composition.



The Design and Technologies unit introduces students to Design and Technologies using Engineering principles and systems. Students will be provided with the opportunity to begin the tasks of designing, creating and evaluating processes, products and engineering systems using a range of materials and equipment. The aim is to promote innovation, collaboration and promote design skills and creative thinking with an awareness of sustainability.

Topics covered in the program include:

  • Research for Designs
  • Workshop Safety
  • Tools and Equipment
  • Sketching and Technical Drawing Skills
  • Ethics and Sustainability Considerations.
  • An Introduction to Mechanical and Electronic Systems
  • The Design and Production Process
  • Working with Plastics
    • Cutting
    • Drilling
    • Sanding
    • Joining
  • Working with Electronics
    • Simulation
    • Soldering
    • Fault – Finding
  • Evaluating Systems and Processes

As well as underdoing theoretical tasks, students will be asked to demonstrate their understanding by Designing, Producing and Evaluating a small Electro-Mechanical System.

Learning outcomes:

Technologies and Society.
Engineering principles and systems.
Creating Designed Solutions



Each year, our year 7’s visit Adventure Park in Geelong during term 1, providing a great opportunity to meet their peers and make new friends. The price for this excursion is $55.00 which includes admission and transport costs. Payment for this excursion can be made via Compass (B-Pay) once you receive your login details, or, cash payment can be made at the office on Orientation Day.


View some of the excellent learning facilities on offer at Werribee Secondary College on our tour page.

On-site 2022 College tour dates have now been added and can be booked online.


Have you:

  • Completed your online enrolment form (with ALL required residence, identity, health and/or court documents).
  • Completed the LOTE, permissions, transport and excursion forms (provided at item 2).
  • Booked a College uniform shop appointment (+ additional second-hand appointment if required).
  • Noted the important transition/school dates in your calendar (including the information night on 24th November).
  • Visited the JP BOOKS website as of Monday 22nd November to view and purchase 2022 booklist items.
  • Read the BYODD information and have a plan to obtain a suitable, approved device, prior to commencement.
  • Read through the provided ‘Information For Students’ with your child.
  • Read all of the information provided on this page, including the policies and FAQ, before requesting additional information.
  • Noted the further supports available (if required) through the WCEC (language/settlement) or the WSC Wellbeing team.


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