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Why choose our school?

When you ask a high school student what makes them want to go to school you will get answers that include good friends, good teachers, good variety of subjects and good facilities. Ask them what makes a good school and you will hear a variety of answers from, cool teachers I can talk to and interesting classes that will help me get a good career, to personal safety and computers in my classrooms.

At Ormeau Woods State High School staff, students and families work together as a team, building relationships as we work towards achieving quality learning outcomes for all.  Respect for self, each other, our school and the wider community are the guiding principles in developing our relationships.  All members of Ormeau Woods State High School have rights and responsibilities they must undertake to ensure it is a productive environment in which to learn.

Our curriculum offers a range of opportunities for students to develop skills and understandings that will equip them to make a successful transition from school to a rapidly changing adult society.  The curriculum provides opportunities for students to engage in learning that is purposeful, rigorous, personalised, and earns valued qualifications.

Teachers structure curriculum activities to encourage student participation, conversation and leadership.  At Ormeau Woods State High School teaching and learning is personalised, intellectually challenging and connected to the ‘Real World’.  

We currently offer several specialised programs including the Honours Club for highly performing students and the Gifted and Talented program. We also offer specialised subjects such as iDance and Sports Science. iDance will give talented local performers a chance to take their skills to an elite level and help them work towards a career in the performing arts. Sports Science can lead students to start a Griffith University Exercise Science Degree Program whilst completing Year 11.

More details are available in the specialised programs section of our website.

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