Parkville College teachers assist students to develop and grow; enabling them to change their trajectory and reintegrate into society.
Teaching and learning at Parkville College are based on the foundational principles of Unconditional Positive Regard and Inclusive Education. Trauma-informed practice, Attachment Theory and Culturally Responsive Teaching strongly inform school wide pedagogy. Teaching is responsive and adapted to meet the unique needs, skills, and interests of the diverse student population. Students continue their education with the aim of transitioning back into a suitable education provider, or alternative pathway, once released from custody or secure welfare.
Students present with a wide range of education attainments. In response to this diverse array of standards and abilities, teachers at Parkville College have developed a rigorous and flexible curriculum to meet students’ varying needs and interests.
Parkville College supports students through all levels of education, from early primary years, through secondary, and beyond. Parkville College is registered with the Victorian Registration and Qualifications Authority (VRQA) as a provider of senior secondary certificates including the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) at Foundation, Intermediate and Senior levels. PC also has an auspice arrangement with Melbourne Polytechnic to deliver Vocational Education and Training (VET) certificates and Units of Competency within these certificates to all students as part of their Industry Specific Skills subject within their senior secondary certificate.
The majority of Parkville College students undertake the VCAL (the Victorian Certificate of Applied Learning). However, VCE (Victorian Certificate of Education) and tertiary studies are also available. Students’ learning plans are developed on an individual basis and overseen by lead teachers.
In October 2010, the Victorian Ombudsman’s report made a series of recommendations to improve conditions in the state’s youth custodial system. The report criticised the lack of education available to children and young people in detention, and changes to the precinct commenced in alignment with the reports’ recommendations.
Brendan Murray had a vision to provide education to Victoria’s youth that were a part of the youth justice system, detained in custody, or in the secure welfare environment. He joined forces with Maddie Witter as literacy consultant, and pitched the concept of Parkville College operating within the youth justice system, to the Victorian State Government.
On 31 July 2012, the Minister for Education formally established Parkville College. With operation to commence on 30 January 2013 across both the Parkville Youth Justice Precinct and the Malmsbury Youth Justice Precinct, which soon became known as Parkville College, Parkville and Malmsbury Campuses. Parkville College would operate for 52 weeks of the year.
Parkville College also ensured legislative requirements for children and young people in the care of the state were met. The College commenced operation with only six teaching staff, and now offer education by working in unison with the Department of Human and Health Services (DHHS) and Department of Justice and Community Service (DJCS), across multiple facilities.