- Literacy and Numeracy
Students in years 7 to 10 study a range of subjects across the key learning areas. There are five 60 minute lessons per day, plus a 10 minute home group session.
* Arts and Technology subjects. Students study two subjects per semester, over both year 7 and 8. The Arts and Technology subjects taught are:
- Food Technology
- Visual Communications and Design
VCE (Victorian Certificate of Education)
This qualification, pursued by the majority of students in Years 11 and 12, is undertaken over a minimum of two years.
A VCE student will usually undertake 22 units comprising of:
- At least FOUR units from the English Group, including Unit 1 English
- and at least 8 units at Units 3 & 4 level
A VCE student must satisfactorily complete at least 16 units including:
- At least THREE units from the English Group
- At least THREE unit 3 / 4 sequences other than English
A hands-on vocational focus option that can either be completed in one or two years, with Year 11 and 12 students undertaking Foundation, Intermediate or Senior Certificates.
A VCAL student completes compulsory units in:
- Work Related
- Personal Development
- As well as a Vocational Education and Training (VET) subject and a VCE subject.
A VET subject has a vocational focus, providing students with a national or Victorian qualification in a variety of industry areas. Students wishing to study a VET subject must have a vocational pathway and be prepared to undertake work placement or structured workplace. A VET subject can be completed as part of either a VCAL or VCE program, with some VET programs providing a study score.
Each student is allocated a House, Mallee or Wattle, upon enrolment at our College which enables them to be part of a multi- year level team.
Our College holds annual swimming (Term 1), cross country (Term 2) and athletics (Term 3) carnivals.
Each carnival enables students to compete for their House in their appropriate age group. Our placegetters and champions move beyond and into the School Sport Victoria (SSV) levels of division, regional and state.
The College has a proud history of student success at division, regional and even state level. We continue to have student representation in swimming, tennis, cross country, football, netball, soccer, t-ball, athletics, and softball. Students also have the opportunity to nominate for Team Victoria try-outs across various sports.
Our College continues to provide an intensive Swimming Program delivered by fully qualified Austswim Teachers of Swimming and Water Safety instructors. Students have lessons water familiarisation, stroke development and a water safety program. In addition there is specialised training and instruction for those children who will move beyond our own sports to the Division, Region and possibly State swimming championships.
The College runs an intensive Bike Education for students from F-10. F-1 students participate in the scooter ed program and years 2-10 complete the bike education program. The course enables students to not only develop strong riding technique but there is also a large emphasis on road safety and awareness. Classes are conducted at the College and around the local township. Secondary students have the opportunity to complete longer rides outside of the local township. This program is supported by the Mallee ….. just need to check this???
Our school has been a proud partner of the Sporting Schools program for a number of years. This is a federally funded program which provides financial grants to schools in order for them to access specialist and expert coaches to come to the school and run intensive coaching programs for the students as an extension of the PE program. In the past, the College has accessed coaching programs in the areas of triathlon, tennis, gymnastics, soccer, cycling, cricket, athletics and swimming for our students.
This program is provided at no cost to the student.
Our camps and excursions are seen as an integral part of the College curriculum as they enable students to explore, extend and enrich their learning and social skills development, in a non-school setting.
Camps may have a cultural, environmental or outdoor emphasis and are an important aspect of the educational programs offered at the College. Camps are defined as any activity that involves at least one night’s accommodation.
Excursions complement, and are an important aspect of the educational programs offered at the College. An excursion is defined as any activity beyond the school grounds.
Camps and excursions organised through Manangatang P-12 College aim to:
- reinforce, complement and extend the learning opportunities beyond the classroom
- develop an understanding that learning is not limited to school, and that valuable and powerful learning takes place in the real world.
- provide a safe, secure learning experience for students in a venue external to the school.
- personalise experiences to suit student needs.
Our camps are currently under review, with Cluster-wide collaboration taking place to determine a viable future rotation. The present camp program is listed below:
- Year F/1 Local excursion. Year Ones have an overnight stay at the College
- Year 2 Overnight stay off school grounds
- Year 3/4 Alternate between Echuca and Sovereign Hill (3-4 day camp)
- Year 5/6 Alternate between Anglesea and Roses Gap (5 day camp)
The 7 – 10 camps program runs over a four year rotation.
- Year A (2016) 7-10 Tasmania
- Year B (2017) 7-10 Rubicon Outdoor Centre
- Year C (2018) 7-10 Sydney/Canberra or Broken Hill
- Year D (2019) 7-8 Adelaide
Students in Years 11-12 undertake a Careers camp to Melbourne visiting places of interest, tertiary institutions and study related industries. Depending upon demand, students may also have the opportunity to visit tertiary institutions in Bendigo, Ballarat, Geelong or Adelaide.
Camp prices are based on the number of students attending and are costed on the basis of user pays, although College Council often provides a subsidy.
CSEF is provided by the Victorian Government to assist eligible families to cover the costs of school trips, camps and sporting activities. Please contact the College office for further information or apply online at www.education.vic.gov.au/csef.
Advance is a federally funded program which aims to develop links between schools and their communities. Students have the opportunity to engage in collaborative projects which enhance their local community.
At Manangatang P12 College, students complete the program at Years 9&10. This program promotes team work, communication and leadership, encourages positive relationships between students and community members and develops a sense of community pride.
Our College students have been involved with the meals on wheels program, assisted at the local preschool, completed gardening projects and artworks within the township, run programs within the College and completed projects with most of the local sporting organisations. A student representative also presents a report at the monthly MIG meetings.
Students also have the opportunity to complete the Duke of Edinburgh award which is a highly regarded by universities and workplaces.
A compulsory component of the program is the completion of a training certificate such as First Aid, CPR or Food Handlers certificates.
At the completion of the program students organise a break up celebration to acknowledge their achievements.
Photo Credit Swan Hill Fairfax Youth Initiative
Fairfax Youth Initiative is a series of workshops, activities and performances specifically for young people aged between 12 and 17 from regional and remote Australia.
Beginning in Swan Hill, in 1997, the Fairfax Youth Initiative is held annually in memory of George Fairfax, who grew up in Nangiloc, a small town in the Mallee region of Victoria.
He was well known for his support and encouragement of activities that involved young people in the arts, especially through places like Melbourne University, the Victorian College of the Arts and St Martin’s Youth Arts Centre.
The Fairfax Youth Initiative has three distinct phases:
- Four days of in-community workshops to assist secondary school students to create a 10 minute micro performance piece.
- Two and a half days of rehearsals and workshops in Swan Hill, Victoria.
- A final community performance at the Swan Hill Town Hall showcasing the new works created, as well as any new specialist skills learned during the week.
The Fairfax Youth Initiative connects professional arts practitioners with youth and their leaders to develop practical performance skills, technical understanding and to create diverse and professional quality theatre work.
The event process promotes skills development, access and inclusion across a wide range of social demographics and communities for young people and their leaders.
The Fairfax Youth Initiative’s philosophy has always been that no child should miss out on this life changing experience because they don’t live in a big city, come from a low socio-economic background or have physical or learning disabilities.`
The RYA is a youth leadership program developed for Year 11 students as part of the Rural Inspire Initiative and is facilitated by the Country Education Partnership (CEP).
It aims to develop the leadership skills of Victorian rural and remote young people, as well as providing a collective voice for rural and remote students on issues affecting country education.
The RYA program consists of several face-to-face forums, which are held in Melbourne, and a range of online forums. The program then culminates in the development of an identified group project, which aims to enhance the aspirations and learning opportunities of rural young people.
Country Education Partnership developed the Rural Youth Ambassadors program to provide young people within rural and remote Victoria the opportunity to develop their leadership skills and capacity through partnering with education sectors, rural communities and governments to enhance and improve their life and learning opportunities and outcomes – thus promoting “youth agency”.
Evidence suggests that the best way to raise student expectations and aspirations is to raise awareness of the opportunities they have- whether that be career options, future education opportunities or employment opportunities
The initiative delivers on the following outcomes:
- Provide a greater voice and visibility for young people in rural Victoria
- Increase youth participation in education and youth public policy in rural Victoria
- Increase public and political awareness of the unique challenges and opportunities impacting on the learning opportunities and outcomes of young people in rural Victoria
- Identify and showcase examples of young Victorians thriving in rural communities
- Strengthen existing initiatives to support the learning needs of young people in rural Victoria
- Greater participation of young people in local rural community organisations. E.g. local community reference groups or boards.
- Increased leadership skills and knowledge of rural young people
The Duke of Edinburgh’s International Award is available to all 14–24 year olds, regardless of their background
The Award is comprised of three levels each progressively more challenging
For those over 14 years old
For those over 15 years old
For those over 16 years old
Participants are required to complete four sections at each level: Voluntary Service, Skill, Physical Recreation and Adventurous Journey.
What impact does the Award have on a young person?
Through this challenging journey of self-discovery, our Participants:
- Are equipped and empowered to achieve their personal best
- Learn to take responsibility for their goals and choices
- Become connected to and actively engaged within their immediate community
- Make a real difference to society through their positive contributions and involvement
- Learn to persevere and overcome barriers to success
- Learn important life skills
- Increase their career opportunities.
For more information please visit
The School for Student Leadership is a Victorian Department of Education and Early Childhood Development initiative offering a unique residential education experience for year nine students. The curriculum focuses on personal development and team learning projects sourced from students’ home regions. There are three campuses in iconic locations across Victoria. The Alpine School Campus is located at Dinner Plain in the Victorian Alps. Snowy River Campus is near the mouth of the Snowy River at Marlo in east Gippsland. The third site is adjacent to Mount Noorat near Camperdown in Victoria’s Western District, and is called Gnurad-Gundidj.
Manangatang P-12 College resumed its involvement in the School for Student Leadership for the first time in 2020. A delegation of students will be sent each year.
Students involved in the program reside at one of the three School for Student Leadership campuses for the entirety of term 1. The program focuses on personal development and team building.
In 2020, successful applicants attended the Gnurad-Gundidj campus in Term One. Their Community Learning project focuses on Youth Mental health and bringing youth across the cluster together.
Each year in Term 2 the College applies to take part in the annual program. If selected, the Year 8 Coordinators and the Principal will call for students who wish to apply to attend the following year. The selection process involves a written application followed by a formal interview.
If you would like more information about the School for Student Leadership or you wish to get involved with this years project, please feel free to contact the Principal, Ms Nat Mouvet.
The Student Representative Council has a strong influence within the school community and students are encouraged to put themselves forward for this extra curricula involvement. The College Student Representative Council run various days involving F-12 students throughout the year.
The Student Representative Council is made up of: 4 senior College Captains (from Year 9-12), 4 Junior Captains (Year 5-6) and 4 Secondary and 4 Primary House Captains. These students develop a calendar of events through consultation with all students. Each term, volunteers from the student body are asked to join in the planning and delivery of SRC projects. The intention is to have a more inclusive Student Representative Council with the opportunity for more students to develop and demonstrate leadership each year.