Melbourne Secondary School - Alia College

Secondary School in Melbourne - What we Value

Encouragement of independent and critical thought, personal development, creativity, self-expression and leadership qualities.
A varied curriculum aimed at success in year 12. It goes beyond the requirements of the state government syllabus and includes math, science, English, philosophy, humanities (S.O.S.E.), drama, dance, media, languages such as Latin and Japanese, work experience, outdoor education, P.E., gymnastics, art, music, sailing, individual research projects, independent study and many opportunities for individualized study.
The flexibility to offer such options as Aikido, meditation, chess, and stock market options trading.

Secondary School Features - Students and Teachers

Each year our school produces a major drama production and provides other opportunities for performing in music, dance and drama.
A committed and experienced faculty. Students can expect teachers who relate to them as real people. Teachers and students of our secondary school in Melbourne work on a first name basis.
An integrated curriculum based on the individual interests and abilities of each student. Students may select different options for their learning including acceleration and extension in particular subjects.

Secondary School Features - Cultural and Economic Diversity

We welcome a wide spectrum of students from diverse economic, social and cultural backgrounds.
Students may dress according to choice.
Our fee structure includes options for bursaries and scholarships.

Secondary School Features - Discipline: Keeping The Goal of Learning in Focus

Part of the work of the secondary college years is learning to work together, to get along, and to deal effectively with problems.

Essentially, discipline is being able to apply one's self to learning. A non-punishment system relies on the power of the group and open communication rather than the power of the teacher alone. It relies on a teacher's ability to focus a discussion and maintain communication channels.

We encourage consideration of feelings and commitments rather than institutionalized discipline plans.

We are committed to high quality outcomes for students by relating to them as individuals and partners in the learning process. We specifically avoid a culture in which discipline and control block opportunities for learning. We focus our efforts on invitation and example.
We offer our students real responsibility and opportunities to design their own learning environment. This has sometimes meant that students have had a say in significant matters in the school such as being on the selection panel for new staff.

Our great achievements come from a remarkably different school culture. Students have open access to kitchens, knives, boiling water, stoves, ovens, trees, ladders, power tools, etc. Rigid avoidance of risk causes problems.

Roughhousing between mutually consenting individuals is accepted cheerfully. Students are able to visit local shops, use public transport, and cross streets without direct supervision of staff.