Clyde Secondary College

The Clyde Secondary College – Meet the Team online information session was held on Tuesday 5 October.

Families were provided an opportunity to meet the principal and team and find out more about the school’s facilities, enrolments and student experience.

In 2022, Clyde Secondary College welcomed students in Year 7. The school will open enrolments by year level as the first cohort of students progress through school.

If your child is attending a local government primary school then you should submit their Year 7 application form to their current school. If they are attending a non-government primary school you can submit their application form direct to the South-Eastern regional office – "Attention: Youth Pathways and Transitions" at sevr@education.vic.gov.au.

If you require further information about enrolment at Clyde Secondary College please contact the school by emailing clyde.sc@education.vic.gov.au.

Find My School has been updated to show school zones for 2022. This includes the zone for this school.

Policies on enrolment, placement, and admission are available on the Department of Education and Training website.

Konnie Prades has been appointed as principal of the school.

Ms Prades has been an educator for more than 30 years and has held several leadership positions. Most recently, she was principal of Lyndhurst Secondary College.

Ms Prades looks forward to setting a culture of high expectations, excellence and inclusion for all students as the founding principal at Clyde Secondary College.

She has been appointed principal following a thorough Department of Education and Training process to select one of Victoria's best and brightest educators to lead the school.

Clyde Secondary College was chosen as the school name following community consultation and discussions with Geographic Names Victoria, taking into account factors including public interest, relevance to the local area, and local Indigenous languages.

The school is named after the suburb it is located in.

We consulted with the community on Clyde Secondary College's name from 11 June to 25 June 2021.

Clyde Secondary College is a supported inclusion school, which is a mainstream school with additional professional capabilities and facilities designed to cater to a higher proportion of students with disability. Students with disability will receive enhanced support and high-quality, evidence-based education alongside mainstream students to the greatest extent possible in a safe, accessible and supportive environment.

The 2022 Supported Inclusion Schools offer additional amenities to support and enhance learning such as:

• acoustics and lighting designed for the needs of students with particular disabilities
• wider corridors where wheelchairs can pass
• fitness rooms for physical education and therapy
• enhanced accessible toilets fitted with hoists
• smaller multipurpose spaces suitable for consultations, 1:1, or small group learning
• storage for specialist equipment such as mobile hoists
• additional provisions for student pick-up/drop-off
• covered walkways
• kitchen facilities for students with special dietary or medication requirements.

Current funding allowed for the following permanent facilities now present at Clyde Secondary College:

• an administration and learning resource centre building
• a learning neighbourhood building
• a science, technology, engineering and maths (STEM) building
• a performing arts and physical education building including an indoor multi-court
• 2 hardcourts
• landscaped outdoor play and learning areas
• bike shelter

In 2018, we consulted with local communities gaining new schools in Melbourne's fastest growing outer suburbs – including your new primary school. We captured each local area's broad aspirations and used this feedback in our concept designs.

During January and February 2020, a second round of engagement invited locals to share their ideas, local knowledge and the things that mattered most about how their school would look, feel and function.

Clyde Secondary College families sought to develop and maintain their own sports programs without having to leave the school to access suitable facilities. They told us they considered this was a great way to build a school identity in a growing area on the urban fringe.

The community said it valued design facilities that supported wellbeing and mental health. They sought open classroom spaces for collaborative learning, and intervention areas for students who needed extra help and attention.

Our consultation received strong and consistent feedback on many of their design needs and goals. Our architects used your feedback to help shape your school's interior and its landscape design.

In 2018, the Victorian School Building Authority (VSBA) consulted with local communities during the land acquisition and planning stages for these new schools of 2022. We captured each local area’s broad aspirations and used this feedback in our concept designs.

During January and February 2020, a second round of engagement invited locals to share their ideas, their local knowledge and the things that matter most to them in the design of a school. Feedback was gathered through an Engage Victoria survey and responses were received in a number of ways.

Engagement snapshot

• 57,279 people reached through social media
• 259 online survey responses
• 78% of survey participants are parents of future students are the school

Our eight school communities told us they wanted:

Large playgrounds

We heard that communities wanted their schools to have room for students to be active and offer playground equipment to suit all ages. Protection from sun and rain is a high priority as these spaces will be used throughout the year.

“A large outdoor area where students can be active before, during and after school.”

Sports facilities

Sports facilities are important to schools. Communities want their schools to develop and maintain their own sports programs and offer resources that encompass a broad array of sports and activities. They hope these features will encourage active lifestyles and will include appropriate equipment suitable for all weather conditions.

“Sports provide an amazing outlet for health, teamwork and socialisation. A great way to build a school community and identity.”

Natural outdoor areas

These growing communities want school designs that reflect the surrounding natural environment. They are eager for designs that use natural colours and materials and plantings of native flora.

We heard there was a strong preference for the designs to be eco-friendly and sustainable. Outdoor, weather-protected seating areas were considered very important.

“Use native planting and lots of it, colours that fit in with the surrounding countryside and flora.”

During the engagement we asked a range of questions to learn more about the local area and understand where people enjoyed spending time.

Our goal was to ensure each new school reflected its area’s identity and had a great community feel. These were some of the things you told us you wanted most.

Modern learning facilities

Our school communities told us they valued modern and innovative classrooms that provided flexible learning environments for the broad range of learning approaches delivered as part of a 21st century education.

A diverse curriculum is high priority. Our new school communities will benefit from purpose-built spaces that provide facilities and resources to support broad learning areas, including visual arts and technology spaces.

Local history and cultural insights

We received strong community acknowledgment of the importance of multiculturalism, including events and cultural practices, and an awareness of the many different cultures relocating to new school areas.

School communities were eager to demonstrate a connection to indigenous culture, through art works and the introduction of history and language into teaching and learning.

Improved education outcomes

Your communities indicated high confidence (72% confident) that a new school would contribute to better educational outcomes for their students.

They saw many benefits for education and lifestyle including shorter travel times, modern facilities and amenities, reduced overcrowding, attracting high-quality teaching staff and the opportunity to create stronger community connections.

Transport considerations

Transport options to and from schools are critical elements of design. Communities want closer facilities to reduce travelling times and distances. They called for safer paths and crossings, reduced traffic congestion and adequate parking.

Schools in walking distance of homes are highly desired, but your communities told us you also valued accessible public transport options for carers seeking to get to their next destination and traffic and parking conditions that made it possible to drive children to school when necessary.

The architects we appointed to design each new school considered all community feedback and the key themes of responses from the consultation.

You can view the renders for the 2022 new schools below. These are artist impressions, and elements of the designs may have change slightly.

The designs offer a diverse range of specialised learning environments to suit the needs of young learners. This includes enclosed, semi-enclosed and open classrooms that aim to maximise flexibility and support a more inclusive and modern approach to learning.

The concepts seek to maximise each school’s connection to nature and respond to community requests for outdoor play opportunities, natural landscaping, weather protection and shade.

School communities told us they placed a high priority on developing and maintaining their own sports programs onsite and wanted to offer their families a broad array of sporting opportunities and activities.

• 5,290 people reached through social media
• 55 online survey responses
• 91% of survey participants live in postcode 3978 and 3977
• 80% of survey participants are parents of future students are the school

Clyde North Station Secondary College families sought to develop and maintain their own sports programs without having to leave the school to access suitable facilities. They told us they considered this was a great way to build a school identity in a growing area on the urban fringe.

The Clyde North Station community said it valued design facilities that supported wellbeing and mental health. They sought open classroom spaces for collaborative learning, and intervention areas for students who needed extra help and attention.