BLUE SKY THINKING
How schools are reimagining the future of education
WHEELERS HILL
ELC TO YEAR 12
SHELFORD
YEARS 4 TO 6
At Westbourne, there is no limit to the places curiosity can take you. The opportunities on offer to challenge and inspire our students are as rich and diverse as the world that awaits them.
Shaping learners who inspire the world.
Knowing where to ground your child’s education and their future can seem an insurmountable challenge. Clouding your judgement is more information available than ever before, and in the rapidly changing education landscape, there’s never been more to consider. Fortunately, in Victoria, there are some truly excellent independent schools that are agile in dealing with the modern challenges of education and are using “blue-sky thinking” to innovate the learning environment. In these pages, we’ll explore the holistic approach and future-focused
thinking of these schools, from creating the schools of tomorrow and integrating wellness into the curriculum to building resilience and dealing with the rise of artificial intelligence, both in the classroom and beyond.
We hope that by profiling the schools and painting a picture of some of their projects in action, many of those clouds of uncertainty will part, and you will be able to do your own “blue-sky thinking” about your child’s education and their future.
From all of us here at Domain Education, we wish you the best for your child’s educational journey.
Editor Terry Christodoulou
Senior Business Manager, Education
Kimberly Barry
Education Account Executive
Yolanda Lu
School Profiles Writer
Sarah Marinos
Design
Colleen Chin Quan & Emma Drake
Production & Editorial MediaXpress
Whatever you want for your child; whatever path they choose; you hope they do it well. Fintona ELC now enrolling. To tour the School, visit fintona.vic.edu.au or search ‘Fintona School Tours’.
OUR COVER Caulfield Grammar School. Photographed by Annette O’Brien.
Creating the schools of tomorrow, today
Words by Anders Furze
From low-sensory environments to biophilic design, independent schools are giving students the best chance to succeed.
The days of students learning by sitting at desks facing a teacher are numbered, with wellbeing, technological innovation and a desire for flexibility all driving a revolution in the design of learning environments.
“There is no one-size-fits-all approach to designing learning spaces,” says Sandra Hanson, Head of Learning Enhancement at Presbyterian Ladies’ College (PLC).
“Students need to develop the life skill of knowing how to study well. For some, that’s sitting on the couch, or maybe it’s in a noisy environment, but those approaches don’t suit everybody.”
Progressive schools are increasingly recognising that although traditional
approaches to learning remain important, diverse learning environments can support diverse learning styles.
Last year, PLC unveiled a dedicated hub designed to give neurodiverse students or those seeking specialised support a space to spend time in a lowsensory environment. The Hub is located in the school’s Student Wellbeing Centre and is a joint initiative with Anna Taranto, the school’s Head of Counselling. There is limited use of overhead lighting in The Hub, which also features lounges, a kitchenette, standing desks and even an exercise bike with a desk.
A “chill zone” has egg chairs, weighted
blankets and puzzles for students requiring time to self-regulate.
The school trialled the Hub in 2022, and, after a slow start, interest quickly grew, and PLC has since opened a second space.
This takes a similar approach but is open to students in years 11 and 12 who want a low-sensory study space.
“We have had a number of students come in during exams now because they want to study in the area,” Hanson says. “Some days, you cannot get a space in the building. It’s destigmatised support.”
Giving students a sense of place and collective pride in their environment is a big part of designing effective learning spaces, says Ellen Moffatt, Deputy Principal of Westbourne Grammar School and Head of the Truganina campus.
Diverse learning: Sandra Hanson of PLC and a student at the school’s Hub.
Above: Caulfield Grammar School’s new Senior School Teaching & Learning building embraces natural light.
Right: An artist’s impression of
new Middle Years Precinct, due to open in 2026.
Westbourne is putting the finishing touches on its new Middle Years Precinct, which is due to open next year and is designed for years 5 to 8.
“It’s a time of huge physiological and social growth and self-discovery,” Moffatt says.
“The learners are understanding more about their emotions, their place in the world, the values they align with. We’ve designed a space that will allow the learning of our Middle School students to come alive.”
Westbourne has taken inspiration from futurist David Thornburg’s approach, which emphasises three distinct learning environments: the Campfire, an open and circular space for gathering and learning from experts; the Cave, a private space for reflection, thinking, learning and unlearning; and Watering Holes, informal spaces for peers to share information and discoveries, acting as teachers and learners simultaneously.
“It was also important for us to provide a range of spaces [to] accommodate various forms of learning, like collaboration booths, breakout spaces and innovation hubs,” Moffatt says.
“There’s also a student-led cafe in which students will develop skills in financial literacy, business and operations management – all culminating in groups of Year 8 students operating and managing a pop-up business … throughout the year.”
Different learning styles
At Caulfield Grammar School, the newly opened Senior School Teaching & Learning building has been designed for differing learning needs.
breakout spaces for students wanting to learn independently.
Wellbeing is a focus, thanks to the use of natural materials and greenery driven by biophilic design principles, which emphasise the connection between nature and wellbeing. Sustainability is another priority, and the building is on track to be the first school building to attain 6-Star Green Star Education and Gold WELL certification.
Seamless experience
Biophilic design concepts also informed the design of Strathcona Early Years, an extension of the Canterbury girls’ school’s existing campus, says Principal Lorna Beegen.
“Happy learners are also happy people – the design of schools is absolutely fundamental.” Lorna Beegen
“For co-education schools like ours, you have to go through the process really thoughtfully to ensure you’re striking the right balance of learning environments catering to different learning styles of girls and boys,” says Principal Ashleigh Martin. “You want to also balance the traditional style of learning, which is still important in schools, with future-proofed spaces that are embedded with technology.”
The Senior School Teaching & Learning building “finds that sweet spot”, Martin says.
The building features traditional learning spaces that are designed with flexible doors and walls, and with
“We’ve examined how light, sense of smell and sound can enhance cognitive performance,” she says. “Happy learners are also happy people – the design of schools is absolutely fundamental.”
The precinct comprises three heritage houses connected by two contemporary
links. A natural play area surrounds the campus. Beegen says the goal was to create a seamless learning experience that blended indoor and outdoor spaces, and put the child at the centre.
“As people, we never stop learning,” she says. “Children can learn when they’re running, when they put their feet on clay, when they’re enjoying play time, when they’re reading outside or drawing inside. We don’t want that compartmentalised idea that, ‘Now I’m learning, and now I’m playing.’ ”
Student autonomy
Caulfield Grammar School is currently thinking through the design of its Shelford campus, which it acquired when it recently merged with Shelford Girls’ Grammar School. As part of that process, it is running focus groups with members of the broader Caulfield Grammar community, Martin says.
“Some of that feedback has really challenged our thinking, and that’s a good thing,” he says. “My approach as principal is that we need to engage genuinely; that’s where innovation can truly come from.”
Martin is impressed by how students have used the Senior School Teaching & Learning building outside of timetabled classes, embracing breakout rooms and flexible spaces to choose styles of learning that best suit them.
“For students to feel well, they need to feel that they’re in an environment where they can actually learn,” he says.
“Our students enjoy autonomy and choosing where they best learn, whether that’s in a class of 20 or a small breakout space of four students.”
Thanks to modern classroom design, students can develop agency over their learning, which then becomes a skill for life, PLC’s Hanson says.
“If we’re doing our jobs well, then by the end of Year 12 students have learned how they best learn, and they will be able to do it independently beyond school,” she says.
Westbourne’s
Left: Strathcona Early Years embraces the principles of biophilic design.
Future Focussed
THE CITY SCHOOL WHERE GIRLS EXCEL
13% of students achieved an ATAR of 95 or above (top 5% of the State) &
27% of students achieved an ATAR of 90 or above (top 10% of the State) in 2024.
THE CITY SCHOOL FOR GIRLS
Book a tour today
In search of synergy
In-depth discussions, exploration and the research of real-life challenges bring learning to life in the heart of Melbourne.
Recently, a group of enterprising Year 9 students at the Academy of Mary Immaculate school tackled the messy problem of how to clean up St Kilda beach.
The students were participating in the school’s Synergy program, a bespoke, semester-long initiative that encourages students to see themselves as capable, independent and resilient future leaders and problem-solvers.
As part of the Synergy learning experience, students immerse themselves in the city’s culture and history. Then, they look at “Future Me” and envisage what their world will look like, who they want to be and what skills they want to develop.
The students then explore design thinking by identifying a challenge affecting the community and designing a possible solution.
“One group of students designed a prototype of a machine to clean cigarette butts from St Kilda beach because they identified a significant litter problem,” says Year 9 Synergy Leader Jacinta Chute.
“Other students have investigated transport issues in the city for people with disabilities or researched the impacts of bike paths on traffic flow.
“Year 9 is the gateway to VCE and it is a time of identity-seeking for students. We want our students to be confident in who they are, so they move into VCE with a strong sense of self.
“The Synergy program teaches students to explore, immerse themselves in learning, and to understand that trying something new and failing is an opportunity for growth.”
The location of the Academy of Mary Immaculate in Melbourne’s CBD creates unique learning opportunities –it is the only school in the world located on a UN World Heritage site –and it is the oldest girls’ secondary school in Victoria.
While proud of its history, the school constantly looks for ways to ensure that the educational journey of every student is rich, contemporary and relevant in today’s world. The Synergy program is part of that process.
“Students tell us the program is the most powerful learning experience of their life so far,” Chute says.
“They begin the program asking for guidance and information, but by the end of the program, they are independent and curious learners who are comfortable with their own skills and abilities.
“They are young people who no longer ask, ‘Can we?’ but instead ask, ‘Why can’t we?’ They know the future belongs to them and that they have an important role to play in that.”
academy.vic.edu.au
“Our Academy girls are paving the way for themselves and for future communities.” Jacinta Chute
Academy of Mary Immaculate
Address: 88 Nicholson Street, Fitzroy 3065
Enquiries: (03) 9412 7154
registrar@academy.vic.edu.au
Years: 7-12
Denomination: Catholic Gender: Girls
Fees: $11,050-$11,525
Boarding: No
Scholarships: No ATAR (median for 2024): 76.5
Nurturing our leaders
At Aberfeldie’s Ave Maria College, students are taking centre stage as thoughtful and effective change-makers.
When Natasha Castello joined Ave Maria College in Year 7, she began to discover her leadership skills.
Natasha has been an Arts Leader, escorted future students and their families during school tours, spoken at assemblies and become an Academic Leader and Year Level Leader.
This year, she is College Co-Captain.
“From the moment we arrive at school, teachers encourage us to think about leadership,” she says. “I started on a small scale as Arts Leader because I loved art, and I worked with students and teachers to run the arts festival and arts activities. From there, I’ve tried different leadership roles because
I enjoy working with other student leaders and teachers, listening to student perspectives, bringing people together and thinking outside the box to come up with new initiatives.
“I’m now excited to see what I can learn as College Co-Captain.”
Natasha and her fellow Co-Captain, Zara Hogan are thinking about how they can add to the school’s inclusive and supportive environment. Possible initiatives include introducing a Mental Health Week and establishing a school thrift store.
Nurturing future leaders like these is an important part of the school’s vision, and formal and informal leadership opportunities are available at each year level.
As an educator of young women for over 60 years, Ave Maria College understands the potential of young people to understand issues in their communities and to bring valuable insights and solutions.
“Some students lead their netball team, others take the lead in productions and plays, or volunteer during our primary school taster sessions when prospective students and families visit our school,” says Natalie Meddis, Assistant Principal (Community and Partnerships).
“During school events, teachers take a back seat so students can step up and build skills and confidence to take on experiences that may initially seem daunting.
“They are encouraged to put up their hand, use their voice and to look ahead.”
The focus on building leadership is intertwined with the provision of broad academic opportunities and pathways that include the VCE and VCE Vocational Major.
A tertiary preparation program in partnership with RMIT University allows students to begin early
“Our educational experience is robust, highly supported and allows each student to see their own light.” Natalie Meddis
Address: 14-22 Vida Street, Aberfeldie 3040
Enquiries: (03) 9331 9300 avemaria@avemaria.vic.edu.au
Years: 7-12
Denomination: Catholic Gender: Girls
Fees: $8600-$10,100
Boarding: No Scholarships: Yes
university studies, and the school is currently building more partnerships in a range of areas to cater for the diverse interests of its students.
“At Ave Maria College, every student is known and their learning is very much a partnership between the school, the student and their family,” Meddis says.
“This wraparound experience ensures every student receives a well-rounded, holistic education grounded in our Franciscan tradition.”
avemaria.vic.edu.au
Ave Maria College
Shaping tomorrow
In its 144-year history, Caulfield Grammar School has retained its character, traditions and academic strength while remaining contemporary and forward-looking. Each step in the school’s evolution is carefully considered, planned and delivered.
“Any innovation we introduce is research-based, sensible and pragmatic,” says Principal Ashleigh Martin. “We want to stay current, but we don’t want to lose our soul. Families come to Caulfield Grammar School because of who we are, and we protect that, but we can’t be conservative and always look backwards.”
In 2024, it merged with Shelford Girls’ Grammar School after the girls’ school closed its doors. Martin says this has created space for valuable “blue-sky thinking” about the future of the new Shelford Campus.
“The merger is a catalyst for innovation and will enhance the education experience of all Caulfield Grammar School students,” he says. “It allows us to strengthen and build an already great school.”
Shelford Campus Project Lead Sarah Salter is helping to shape this next significant phase of Caulfield Grammar School’s history. It is a communityfocused process with the school inviting over 12,000 current and prospective families to participate in a comprehensive market research survey to share their views on how the new Shelford Campus should be shaped.
“We are creating a vision for the new campus that is co-designed with our community,” Salter says. “Through the survey, families expressed a strong desire for a seamless and connected educational experience from Junior through to Secondary School.”
The school listened carefully to its community, triangulating data from global experts and research, family demographic analysis and market research, and in February announced the launch of a new Junior School at Shelford Campus, expanding access to a quality Caulfield Grammar primary education for families living in the Caulfield, Bayside and surrounding areas. The Junior School will open its gates in 2027, initially enrolling students in years 4-6 with plans to expand to a full Prep-Year 6 offering in subsequent years.
ANNETTE O’BRIEN
“The Junior School at Shelford Campus will benefit from the outstanding primary years program already established at our Malvern and Wheelers Hill Campuses,” Martin says.
“Shelford Campus is also located just 800 metres from the Years 7-12 Caulfield Campus, supporting a seamless transition from Junior to Secondary School.”
Alongside the launch of the Junior School, a new Innovation & Pathways Centre will be introduced at the Shelford Campus, providing students across all Caulfield Grammar campuses with industry-informed learning experiences that prepare them
for future careers and opportunities. Programs will progressively evolve over the next few years, offering curriculumbased opportunities, extension programs, and a diverse range of co- and extra-curricular activities that are designed to prepare students for life beyond school.
“We are working closely with strategic partners to design programs that introduce students to career pathways, such as AI engineering and sports technology – fields they may not have previously considered,” says Salter.
Martin emphasises the importance of collaboration, highlighting the role of parents in shaping the school’s future.
“Our new campus will have a lens of innovation with an industry-driven curriculum.” Ashleigh Martin (above)
“Engaging parents has enabled us to have a clear vision of what we want our school to be moving forward. Parents are discerning and involving them in research has been a real step forward.”
“The new Shelford Campus is an innovation ground where we can develop programs, engage students, make any adjustments and then build fantastic programs that can be rolled out school wide,” he says.
that blends strong academic performance with a well-rounded education that prepares students to thrive.”
caulfieldgs.vic.edu.au
Caulfield Grammar School
CAULFIELD CAMPUS (YEARS 7-12)
217 Glen Eira Road, St Kilda East 3183
BOARDING (YEARS 9-12) Glen Eira Road, St Kilda East 3183
MALVERN CAMPUS (K-YEAR 6)
5 Willoby Avenue, Glen Iris 3146
WHEELERS HILL CAMPUS (K-YEAR 12)
74/82 Jells Road, Wheelers Hill 3150
SHELFORD CAMPUS (YEARS 4-6)
3 Hood Cres, Caulfield VIC 3161
Enquiries: (03) 9524 6300 admissions@caulfieldgs.vic.edu.au
Years: K-12
Denomination: Anglican
Gender: Co-ed
Fees: $25,392-$42,822
Boarding: Yes
Scholarships: Yes
“Shelford Campus will be our epicentre of innovation and a hub IN PARTNERSHIP WITH
ATAR (median for 2024): 85
TECHNOLOGY
Words by Alexandra Cain
Using tech to prepare for the future
Success in a changing world is dependent on the thoughtful and critical use of new technologies like artificial intelligence.
Leading independent schools are embracing innovative approaches to the use of technology in the classroom, setting students up for success in a changing world.
With campuses in Melbourne, Darwin and China, as well as its online school, Pangea, Haileybury uses technology to develop learning materials that students can easily access across all its campuses, and students learn about technology in every subject.
“Our students will need to navigate a world where artificial intelligence [AI] will create rapid changes,” says Head of Digital Michelle Dennis. “In addition to our whole-school, principled
approach to AI, we have been supporting staff with professional development … including a one-term AI Mastery course.”
Dennis says when teaching students about technology, it’s essential to include an understanding of its advantages and disadvantages.
“They need to spot opportunities and risks with tech,” she says, so students are given “mindful and carefully scaffolded exposure” to emerging tech.
For instance, Haileybury students have designed and built a humanpowered vehicle, and created a drone to protect seaweed ecosystems.
At Fintona Girls’ School in Balwyn, technology is mindfully integrated across the curriculum, says Learning Area Leader: English Michelle Maglitto.
“Technology can enhance or inhibit learning,” she says. “It needs to align with our learning and teaching philosophy and connect to the school’s values, goals and ethos.”
Fintona trials technology and only uses it when it augments, complements or consolidates what is being taught.
Maglitto uses Microsoft Teams’ Reading Progress with her Year 7 English Enhancement class to build students’ reading fluency. They record themselves reading a written text, and the software generates AI feedback on elements like pronunciation and intonation. Maglitto analyses each student’s results and can use the data to identify class-wide trends.
“Of course, generative AI platforms can write complete essays and responses,” she says. “But students still need to understand how to generate effective prompts and evaluate the response provided.”
Maglitto says AI technology that encourages and promotes collaboration is a valuable teaching tool, but “is most powerful if student reflection and peer and teacher feedback is part of it”.
Looking ahead, Fintona Girls’ School is using technology to prepare students for the workforce.
“Technology is an integral part of the 21st-century workplace,” Maglitto says. “By being taught how to use technology thoughtfully, through a critical lens, students are well placed to navigate the technology at their disposal, using it purposely and ethically.”
“[Artificial intelligence] is most powerful if student reflection and peer and teacher feedback is part of it.” Michelle Maglitto
Mindful use: Fintona Girls’ School’s Michelle Maglitto says AI technology that encourages and promotes collaboration is a valuable teaching tool.
Rapid changes: Haileybury students.
More than a school.
Our students are fostered to be the best versions of themselves. Like Ruby, who exemplifes the ‘quiet achiever’. She’ll never tell you that she’s an awarded diver, kicks goals as an aerobics-loving soccer star, or proudly a member of our Pipes and Drums band. She’s a humble, happy go-lucky kid that simply loves doing what she loves at school … and we love that even more.
Navigating an AI world
Artificial intelligence is here to stay, and Haileybury students are at the forefront of this essential technology.
Year 9 Haileybury students are exploring how AI can improve lives as part of a program that showcases how the technology works and the ethics of AI.
A key focus of the school’s AI for Good program is learning how the technology can support ideas and inventions that help people in need.
“One group used AI to develop an idea for a hand-held food allergy testing device that could be taken to restaurants,” says Haileybury Head of Digital Michelle Dennis.
“They realised that, for many people with food allergies, ordering food can be tough, so they designed a handy device that scans food within seconds
and lets the user know if there are allergens in their meal.”
Other students harnessed AI to design a spinal pressure sensor to help people with spinal injuries move more easily and with less pain, while others developed a “trash collecting” robot to clear litter from beaches.
This year, students will do a deep dive into critical thinking and the ethical use of AI.
“We are in an age when young people need to know how to determine what is a fad and what will have an impact,” Dennis says. “They need to be able to determine what is AI-generated and what is real.”
Haileybury has five principles that steer AI use: academic integrity, critical thinking and ethics, privacy and security, creative uses, and key skills.
The technology enters the classroom from Year 8 with the use of platforms like ChatGPT. Students learn about the importance of personal safety and security when using AI platforms, information bias, “deepfakes”, and how to use AI honestly.
From there, students discover how ChatGPT can help them practise essay writing, provide mathematical questions to support revision and be a tool to benefit their studies in general.
Understanding AI platforms also provides students with skills that will most likely be an important part of their careers. Supporting this, some tech-minded Year 12 students have joined a new Tech Ventures initiative and are working alongside staff in Haileybury’s IT department to gain hands-on industry experience in how the school’s AI platform operates.
“The challenge with AI is that as soon as you talk about it, the technology changes, so the conversation must continue to evolve,” Dennis says.
haileybury.com.au
“AI is changing jobs, and the way to protect students is to make sure they know how to use it.” Michelle Dennis
Haileybury
HAILEYBURY KEYSBOROUGH 855 Springvale Road, Keysborough 3173
HAILEYBURY BRIGHTON 120 South Road, Brighton East 3187
HAILEYBURY CITY 383 King Street, West Melbourne 3003
HAILEYBURY BERWICK 138 High Street, Berwick 3806
Enquiries: (03) 9904 6000 reception@haileybury.com.au
Years: K-12
Denomination: No religious affiliation
Gender: Co-ed
Fees: $22 , 520-$39,985
Boarding: No
Scholarships: Yes
ATAR (median for 2024): 91
More than an online school
More than just a world-class education, Haileybury Pangea Online School opens a whole world of possibilities for students seeking more. It’s a uniquely rewarding online learning experience – where brilliant teachers guide students through Years 5-12. Where bright young minds can learn just how they like – so they can take their futures anywhere they want.
Flexible and self-paced
Haileybury’s online school meets the changing needs of students and families, and is gaining recognition and results.
As Head of Campus at Haileybury Pangea, Joanna Baker leads a school of driven and talented students, many of whom live and study in different parts of Australia or the world.
Since its first online classes in 2023, Haileybury Pangea has attracted students whose lifestyle doesn’t fit the
standard school day. Many are athletes representing their state or country in snowboarding, golf, skiing, soccer, gymnastics and basketball.
Others are promising artistic performers for whom demanding training schedules, competitions, and frequent travel are part of life. There are also students who are managing
chronic illness or living on farming properties in remote and rural areas.
For these students, studying online and at home through Haileybury Pangea is a game changer.
“From the beginning, we’ve pushed boundaries and we deliver what our students and families need – a flexible, high-quality learning experience that isn’t restricted by geography,” Baker says.
“Many students travel and live between different places, and Haileybury Pangea gives them consistency in their learning.
“For regional and remote families, the distance means students often have to move away from home to boarding school, and that’s not right for every student.
“Haileybury Pangea offers those students and families an alternative.”
Haileybury Pangea is for students in years 5 to 12 and uses a blended learning model of live lessons and self-paced learning.
Haileybury teachers deliver the school’s curriculum in small classes and through individual sessions. A secure, bespoke learning platform allows students to navigate classes, learning modules and educational resources.
The school also offers an extended three-year VCE for students who need a lighter study load during their senior years, and offers single-subject programs to students outside Haileybury Pangea who want to study a VCE subject that is unavailable at their own school.
Haileybury Pangea also has a wellbeing program and extracurricular activities that bring students together, including a Mini MasterChef cooking session every Monday after school.
“Every day is different,” Baker says. “In a Year 5 class, there may be a student on a cattle station showing her classmates the lizards she’s just found,
“Flexibility is unique to our school, and it is a game changer for many of our students.” Joanna Baker
Haileybury Pangea
Enquiries: (03) 9904 6115 admissionspangea @haileybury.com.au
Years: 5-12
Denomination: No religious affiliation
Gender: Co-ed
Fees: Years 5-12 full-time $20,035, part-time $4800; VCE singlesubject two-semester course, $4450; VCE single-subject onesemester course, $2795
Boarding: No
Scholarships: No
ATAR (median for 2024): 86
while another student in Victoria’s High Country is competing in a mountain biking competition, and someone else is joining a class from Japan because their family is travelling for work.
“We are a very diverse but connected community.”
haileyburypangea.com
Emboldening and inspiring
Core values, strong character and a broad curriculum create all-round excellence at Kingswood College.
Since 1890, Kingswood College has lived by the values of excellence, courage, respect, kindness and perseverance. Though its values and vision were only formally defined in 2023, they have always been evident in the actions of its community.
The heart of a Kingswood College education also lies in inspiring a passion for learning, encouraging curiosity and nurturing young people who question, take calculated risks and recognise their full academic and personal potential.
“Our vision is to embolden hearts and inspire minds,” says Principal Chrissy Gamble. “We want our young people to have courageous hearts and to be people of good character, so they go into the world and make a difference.
“We are also absolutely serious about student learning and developing our staff. We are aspirational and inspirational in our approach to learning – it is front and centre of everything we do.
“We raise the bar in how students perform academically, and we support the concept of excellence, but sitting alongside that, we work closely with students to ensure their wellbeing.”
A recently published strategic plan reflects the school’s vision and takes a detailed and responsive approach to steering Kingswood College for the next five years.
It embeds the school’s values while outlining bold expectations
for students, staff and the wider school community.
The plan also outlines five key pillars that underpin the strategy: bold expectations, exceptional staff, strong connections, being future-ready, and building a sustainable legacy.
“The process of developing the new strategic plan has been fascinating,” Gamble says. “We’ve listened to our community about what matters to them, and we have created a plan that is ambitious for our future.
“We are cultivating a learning culture that challenges everyone to excel and that fosters high standards and a love of learning. Driven by data and evidence, we are setting goals for each student’s academic growth and creating experiential learning opportunities.
“We also want our students to lead healthy lifestyles and to respect their
MARK MUNRO PHOTOGRAPHY
wellbeing so they can excel academically and be part of a culture of respect.”
Head of People and Culture Tina Flyger says attracting and retaining exceptional staff is also pivotal to the school’s continued success and to achieving its vision and goals.
“All our staff show an unwavering commitment to placing students at the heart of what we do,” she says.
“We are here for the students, and when we appoint a new staff member, we look for that same commitment and motivation.
“We want people who are aligned with our vision and values.
“We have also built strong connections across our community and we are establishing a philanthropy committee and reconnecting with our alumni.”
Flyger says the school is also reimagining its parents and friends association, with every year level being assigned a person who will bring families together socially throughout the year.
“We are also establishing key relationships with tertiary institutions so we can expose students to a taste of university life while they are still at school,” she adds.
Kingswood College’s focus on being “future ready” not only ensures students
“Our refreshed vision is ambitious for our young people, staff and wider community.” Chrissy Gamble (above)
are equipped with the skills of tomorrow but also plans for the next 50 years.
A master plan will be shared this year that will reinvigorate the school’s learning and shared spaces, including facilities for a leading choral program.
“When students leave Kingswood College, they leave with a love of learning,” Gamble says.
“They see that learning has a purpose, and they know we have challenged them to be the very best version of themselves.
“They have gained academic results that reflect the best of them, and they also have character.”
kingswoodcollege.vic.edu.au
Kingswood College
Address: 355 Station Street, Box Hill 3128
Enquiries: (03) 9896 1700
reception@kingswoodcollege.vic.edu.au
Years: K-12
Denomination: Uniting Church
Gender: Co-educational Fees: $13,687-$30,783
Boarding: No
Scholarships: Yes ATAR (median for 2024): 80
SKILLS FOR TOMORROW
Words by Peter Lenaghan
Building good people
Community service, ethics and collaboration are being harnessed to prepare students for life after school.
At a time of significant technological and societal change, independent schools are encouraging students to build their personal skills to prepare them for the future.
Many are focusing on attributes that will boost students’ sense of self and their place in the broader community and prepare them for life beyond school, giving them the best possible chance to succeed at university, work and beyond.
Lauriston Girls’ School in Armadale encourages its students to develop a sense of community service from Prep.
“Beyond their academic studies, community service fosters a sense of empathy, social responsibility and a deeper understanding of the diverse needs and challenges faced by local, national and international communities,” Principal Susan Just says.
“Students develop essential life skills such as leadership, teamwork and problem-solving [and] become compassionate and active citizens committed to making a positive impact on society.
“Our students have given their service to the broader community since the early 1900s. Our archival documents reveal articles written by students about their wartime efforts.”
Principal
Carey Baptist Grammar School in Kew has collaborated with the University of Melbourne on its New Metrics program, which helps schools identify new ways to “assess, credential and measure student, school and system success”.
As a result, seven “complex competencies” have been developed and will be implemented for all Carey students in its curriculum from this year.
“Agency in learning, active citizenship, acting ethically, collaboration, communication, personal development and quality thinking are all teachable, transferable skills,” Carey Principal Jonathan Walter says.
“These complex competencies will support all students to learn in the way that best suits them, be equipped with a set of core capabilities and be confident to continue developing these fundamental skills in all their pursuits at school and beyond.
“We aim for students to come out asking not, ‘How good am I?’ but, ‘How am I good?’ ”
Lauriston has a range of programs and partnerships in place to help develop this type of mindset, including working with the Asylum Seekers Resource Centre in Footscray and Friday Night School in Richmond.
“When considering the impact of participating in community service, one of our Prep students put it very well when she said: ‘We are filling two buckets: ours as it makes us feel good and theirs as they receive things they need,’ ” Just says.
“Our students not only develop their social skills through their community service interactions, but they also better understand the social issues which people face today and the shared responsibility all humans have to make a purposeful contribution.”
Walter says Carey’s Year 10 students participate in Carey Zero, “a unique year-long, hands-on experiential learning program that connects them with real-world contexts”.
“They are empowered to develop resilience, build character and enhance connection to themselves, their peers and the world around them,” he says.
“Our curriculum and co-curricular programs are designed to provide students with real-world experiences by continuing their formal academic and co-curricular learning not just inside classrooms, but in hands-on learning experiences that take them to unique locations in Victoria, around Australia and internationally too.”
“We aim for students to [ask] not, ‘How good am I?’ but, ‘How am I good?’” Jonathan Walter
Resilience: Carey Baptist Grammar School
Jonathan Walter and students.
On air: Lauriston Howqua students Lucia and Annabel worked at Radio Mansfield.
GAVIN BLUE
Striving to be the best
Lauriston is a leader in utilising Quality Teaching to go beyond teacher development to build a connected community.
Using the best evidencebased teaching and learning approaches to support staff and students lies at the heart of each classroom at Lauriston Girls’ School.
Developed with the University of Newcastle, Lauriston expands on the Quality Teaching (QT) Model to support teachers with conceptual and
practical tools to reflect on their pedagogical practice collaboratively. Introduced in 2019, Lauriston led the implementation of the QT Model in Victoria and is one of the first Recognised Partners of the University of Newcastle’s QT Academy in Australia. It has elevated the school’s educational ideas, pedagogy and
collegiality among teachers, who gladly share their expertise.
“Our teachers learn from each other, and they also develop deep knowledge and understanding with their students,” says Principal Susan Just. “Our classrooms are places with high levels of engagement and high expectations on the part of teachers and students.
“Higher-order thinking, critical thinking and student agency are encouraged every day.
“We also emphasise significance and students being able to connect what they are learning to their broader lives and the world.”
The QT Model sees teachers sharing research that showcases new approaches and perspectives on education with each other and collecting observations of each other’s lessons by coding them against the QT framework.
“Our staff are honest with each other, and observing and coding lessons results in rich conversations because of the level of trust between teachers,” says Assistant Principal – Junior School Kate Hehir. “At the end of that process, teachers write a reflection and meet with a member of the executive team to look at how the school can help them continue to improve, realise their aspirations and create opportunities for professional learning outside the school.
“Our teachers value the process because it builds morale, encourages deep professional conversations, provides objective feedback and creates opportunities for them to connect with, and learn from, teachers across different subject areas.”
Students are, naturally, benefiting from Lauriston Girls’ School’s focus on quality teaching.
Higher levels of engagement, tapping into the valuable understandings that come with sharing intercultural experiences within the classroom, strong academic performance, and
“Quality teaching means making a positive difference … and developing a deep knowledge and understanding.” Susan Just
Lauriston Girls’ School
Address: 38 Huntingtower Road, Armadale 3143
Enquiries: (03) 9864 7555
admissions@lauriston.vic.edu.au
Years: Six weeks old-Year 12
Denomination: Non-denominational
Gender: Co-educational at Blairholme ELC; girls from Prep-Year 12
Fees: $17,280-$44,960
Boarding: No
Scholarships: Yes
ATAR (median for 2024): 90 15
students being offered a degree of choice from each lesson are just some of the rewards.
“We’ve made a long-term commitment to Quality Teaching because we see its many benefits,” Just says. “It works and it ensures our classrooms are a special and inspirational place to be.”
lauriston.vic.edu.au
Skills for tomorrow
An open mindset, creativity, adaptability and leadership prepare Melbourne Girls Grammar students for success.
As well as offering an academic curriculum, including the arts, humanities, STEM, languages and classical studies, Melbourne Girls Grammar (MGGS) engages its students in activities that deepen cultural awareness, creativity, determination and a willingness to be open to new experiences.
The school also ensures that students recognise their potential to make a difference in the world and encourages every girl to use her voice to advocate for positive change in the local and broader community.
A few years ago, a group of literaryminded students, along with the Head of English at the time, decided they
wanted to advocate for equality in the publishing industry and established the MGGS Stella Society, which raises funds for the Stella Prize and creates awareness of Australian women authors.
“Students are empowered to find their passions and interests while learning from strong female role models,” says MGGS Deputy Principal Lynda Wall.
“Through the Stella Society, we bring authors to the school who are writing about issues that are relevant to students, such as relationships, body image and teenage experiences.”
In an age of information overload and misinformation, the school is also equipping students with the skills to distinguish fact from fiction.
“Scientific process, logic and rationality are vital in today’s world, and that must be accompanied by a layer of cultural awareness and effective communication skills because, to be able to take action, students need to be able to communicate with others,” Wall says.
“Wellbeing is also key because young people need a positive attitude and to believe they can make a difference.
“With knowledge, cultural awareness, communication skills and positivity, you create students who can go out into the world and make an ethical difference.”
A strong ability to analyse information, listen, form clear opinions and debate different perspectives is also part of the MGGS education, with regular debating and public speaking competitions that build each student’s skills.
“We foster an open mindset with students exploring important issues,” Wall says. “Our most recent public speaking event asked students to think about what the red brick walls of our school symbolise, and that prompted conversations about privilege, making a difference and women’s education.
mggs.vic.edu.au
“We are a thinking school that produces ethical women of action.” Lynda Wall
Melbourne Girls Grammar
MERTON HALL
86 Anderson Street, South Yarra 3141
MORRIS HALL
100 Caroline Street, South Yarra 3141
Enquiries: (03) 9862 9200 enrolments@mggs.vic.edu.au
Years: ELC-Year 12
Denomination: Anglican
Gender: Girls
Fees: $29,316-$45,004
Boarding: Yes
Scholarships: Yes
ATAR (median for 2024): 90.2
Rising to the challenge
Mentone Grammar nurtures resilient young people who are comfortable with uncertainty and struggle.
The emotional health of young people has faced a series of complex challenges in recent years, underscoring the important role that schools play in helping to build resilience, adaptability and the capacity to move on from setbacks.
“The apparent fragility of young people worries me, and their need for
absolute assurance that whatever they put their efforts into, they will succeed, rather than giving something their best shot and seeing how they go,” says Mentone Grammar Principal Andy Müller, who identifies three factors that, when put together, can affect a student’s ability to thrive and become a robust young adult.
These are COVID-19 isolation, encroaching screen time and social media, and well-meaning but overprotective parents who prevent young people from experiencing hardship and learning to deal with setbacks.
“When something doesn’t turn out as well as they hoped, we want our young people to recognise what they can learn from that experience,” Müller says.
“Parents want to help their children through a difficult time and that’s understandable, but solving a child’s problems doesn’t help them build communication skills and learn how to compromise and cope.
“We don’t always get our own way, and we don’t always succeed – that’s life, and it’s a lesson that young people need to learn.”
Mentone Grammar places a strong emphasis on building resilience, adaptability and perseverance.
This includes promoting physical activity and fitness through the school’s comprehensive sports and outdoor education programs.
Students can take advantage of a broad co-curricular program that encourages them to try new things and learn from a broad range of experiences that involve students stepping out of their comfort zone.
They can also immerse themselves in the school’s strong service opportunities that expose students to real-life societal issues such as homelessness and poverty.
“By service, we don’t just want young people to put two dollars in a collection tin,” Müller says. “We want them to give their time to do something for others.
“So, the School is a strong supporter of Anglicare, our Year 10 students have worked with homeless mothers through a charity based in Geelong, and students have also helped a charity that supports homeless people who have a pet by donating pet food, blankets and leads and raising funds to help pay vet bills.
“We want students to understand that it’s fine to struggle –it ultimately makes us stronger.” Andy Müller
Mentone Grammar
Address: 63 Venice Street, Mentone 3194
Enquiries: (03) 9584 4211 enquiry@mentonegrammar.net
Years: ELC-Year 12
Denomination: Anglican
Gender: Co-educational
Fees: $7214-$35,554
Boarding: No
Scholarships: No ATAR (median for 2024): 84.3
“Along the way,” he adds, “students realise the people they are helping are the same as anyone else; they may just have been dealt a tough hand, experienced some bad luck or wasted some opportunities.
“We also see our students become more grateful for what they do have –it’s a very grounding experience.”
mentonegrammar.net
There’s nothing like exploring everything that interests you. There’s nowhere like MLC.
At MLC we create an unrivalled experience for girls – with the widest range of subjects and co-curricular activities of any Victorian girls’ school.
Why? Because we know that discovering what you enjoy and where your talents lie makes the road to success that more enjoyable.
We attract and retain incredible teaching talent to nurture our students’ wellbeing and inspire a love of learning and exploration. And, we couple this with well-resourced learning support and academic enhancement expertise.
Which means there’s nowhere like MLC to help students find what they love and become their best.
Register for a 2025 Open Morning with the QR code or visit mlc.vic.edu.au/openmorning
Wellbeing at the fore
A new Curriculum
for
Learning and Wellbeing integrates the holistic approach taken across every aspect of life at MLC.
Designed in response to contemporary research, societal and technological changes, and lessons learned from remote learning during the COVID-19 pandemic, the curriculum reflects MLC’s commitment to supporting both academic growth and student wellbeing in a seamless, structured way.
“The Curriculum for Learning and Wellbeing, introduced in 2024, ensures that wellbeing is embedded in students’ daily experiences, rather than existing as a separate set of programs,” says MLC Principal Julia Shea. “It’s about ensuring each student has the support they need to develop resilience, confidence, and academic success.”
A key component is the enhanced timetable, which allows for increased student-teacher contact and clear learning pathways that build on students’ knowledge and skills progressively. Mentor groups play a central role, offering small-group support and fortnightly one-on-one check-ins to help students set and achieve goals.
Research has long shown that strong relationships and a sense of belonging at school are critical factors in both academic achievement and personal wellbeing.
In Junior School, the integration of wellbeing into the curriculum ensures students develop essential life skills alongside academic learning. Personal and interpersonal development, collaborative problem-solving, and social justice awareness are embedded across subjects, helping students build confidence and a sense of belonging within the MLC community.
The In@MLC program supports Prep to Year 6 students in transitioning smoothly and feeling connected.
These elements align with the whole-school PROSPER wellbeing principles, reinforcing a consistent approach to student wellbeing from the earliest years.
Recognising the direct link between physical activity and mental health, MLC has also expanded its Health and Fitness program. Offerings such as spin classes and Pilates before school cater to students of all interests and abilities.
Shea highlights the impact, noting that over 420 students are participating weekly in 2024.
“This is particularly notable given research showing that by age 17, 90 per cent of girls do not meet recommended activity levels,” she says.
Building on this success, MLC is investing in a new Physical Education and Sport Precinct, designed to further
“Every student has her own interests, talents and strengths and is valued as an individual.” Julia Shea
Methodist Ladies’ College (MLC)
Address:
207 Barkers Road, Kew 3101
Enquiries: (03) 9274 6316
admissions@mlc.vic.edu.au
Years: Six weeks-five years old (MLC Kindle); Prep -Year 12
Denomination: Non-denominational
Gender: Girls (MLC Kindle co-ed)
Fees: $24,990-$41,700 for Prep to Year 12
Boarding: Yes
Scholarships: Yes
ATAR (median for 2024): 88 58
expand opportunities for students to develop confidence and a lifelong love of movement.
“Encouraging girls to stay active is crucial,” says Shea. “It’s not just about physical health – it’s about happiness, self-esteem, and body confidence, all of which contribute to wellbeing.”
mlc.vic.edu.au
SCHOOL VALUES
Words by Alexandra Cain
Culture helps students to flourish
A school’s culture forms the foundation upon which a student’s education is built. It helps build character and confidence.
Aschool’s culture is the fabric that connects its parts and is often the backdrop that informs its students’ sense of right and wrong.
Kristy Kendall, Principal of Mount Eliza’s Toorak College (TC), says there is no greater reflection of her school’s culture and her students’ character than the feedback she gets when people stop her in the street.
“They tell me our students look you in the eye; they have their shoulders back,” she says. “They have a lovely sense of self-confidence.”
Toorak College emphasises the development of students’ skills and connection to industry throughout their time at the school.
“Students are not solely focused on a number or an exam and subject selection form,” Kendall says. “They do incredibly well at TC, but that’s because they have seen they are valued in the world beyond our gate.”
The school has partnerships with organisations like Downer Engineering, NAB and Seymour Whyte Construction, through which students can take part in mentorships and cadetships. There is even a micro-credential barista course through a local cafe.
“We are here to help students, especially young women, see themselves as capable, confident and contributing,” Kendall says.
At Kew’s Preshil, the culture of the progressive, co-educational school has
developed over 90 years and was built “on a pillar of participatory democracy”, says Principal Aaron Mackinnon.
“Each of our young people has a voice and can co-construct the learning environment and the traditions on a daily basis,” he says. “Our young people meet regularly to discuss the day or lesson ahead and have a voice in how that can look.
“We have whole-school meetings where our students can raise concerns, plan events and determine sensible parameters for how we can function.”
Preshil’s culture highlights the school’s independent status, Mackinnon says.
“None of our kids came off shelves, so we don’t have a program that’s come off the shelf, either,” he says.
“The way we approach education gives us autonomy, and our young people mirror that. They view themselves as independent. They’ve got freedom and responsibility.”
At the Catholic secondary girls’ school Ave Maria College in Aberfeldie, the culture is closely connected to its Franciscan principles.
Executive Deputy Principal Dane Calleja says this helps students to develop their sense of self.
“It is all about the students discovering their gifts and talents, and developing leaders who can take on the world of the future [and] contribute to society,” he says. “A lot of that comes from our core social justice mission, which is associated with the Franciscan ideas of truth, love, peace and compassion.”
Calleja says the school is a faith-filled community with a faith-based culture that is innovative and dynamic.
“We provide a platform for the students to be their best version,” he says.
“None of our kids came off shelves, so we don’t have a program that’s come off the shelf, either.” Aaron Mackinnon
Left: Toorak College Principal Kristy Kendall and students. Below: Ave Maria College’s Dane Calleja with students.
MAKING GREAT MINDS EVEN GREATER
Through our approach to learning, our calibre of teaching and our vast, state-of-the-art facilities, we’re able to tap into each student’s potential and unleash their greatness. Book a tour today at peninsulagrammar.vic.edu.au
A culture of care
A responsive and proactive wellbeing program is creating a sense of safety and building self-esteem for all ages.
From how to resolve conflict and build respectful relationships to social media – student wellbeing is a key part of the curriculum at Peninsula Grammar.
The Mount Eliza school ensures students feel safe and supported through an age-appropriate and student-focused wellbeing program
that begins in Kindergarten.
New Principal, Leandra Turner, is a passionate advocate for student wellbeing and for ensuring the school is proactive and responsive.
“Wellbeing enables young people to reach their potential,” she says. “It gives them life balance, happiness, higher self-esteem, a sense of purpose and
hope. Everyone at Peninsula Grammar has an ongoing language of learning about wellbeing. We are on the same journey, we are one community and everyone – students, staff and families – feels listened to and valued.”
The wellbeing team brings together psychologists, social work counsellors, Heads of School and teachers who carefully monitor and address emerging issues. The program also provides regular opportunities for educators to deliver research and information to students to equip them with skills to navigate daily life.
“If a student feels good about themselves and about being in the classroom, they’re going to learn better,” says Head of Wellbeing Anne Stringer. “We challenge them to think, reflect and grow, and to understand that life isn’t about feeling safe all the time. It’s about taking some risks within a safe environment.
“We also emphasise that young people need to be accountable for their behaviour. They will make mistakes but, in our world today, there’s a growing tendency to deny it when we do something wrong.
“We want to shift that mentality because young people can’t learn unless they accept that they will make mistakes and recognise they can work through that and move forward.”
The Junior School’s programs foster respect, communication, and confidence, essential elements for academic success. These foundations support the strong outcomes seen in the VCE 2024 results, showcasing Peninsula Grammar’s commitment to academic and personal growth.
At Peninsula Grammar, academic achievement and student wellbeing are synonymous. The Mount Eliza school is committed to fostering a culture in which students can excel academically and personally.
“Wellbeing is at the heart of what we do and students get care and support to find their potential and purpose.” Leandra Turner
Peninsula Grammar
Address: 20 Wooralla Drive, Mount Eliza 3930
Enquiries: (03) 9788 7777 info@pgs.vic.edu.au
Years: K-Year 12
Denomination: Anglican
Gender: Co-educational
Fees: See website
Boarding: Yes
Scholarships: Yes ATAR (median for 2024): 82 3
Under the leadership of the new Principal, Leandra Turner, Peninsula Grammar continues to strengthen its holistic approach to education, which recognises that wellbeing enhances learning and quality teaching elevates wellbeing.
peninsulagrammar.vic.edu.au
Harnessing AI’s power
Presbyterian Ladies’ College is involved in a global research program to better understand how AI can support girls’ learning.
PLC is at the forefront of understanding how to effectively integrate artificial intelligence (AI) into girls’ education.
The action research project will aim to explore the efficacy of using AI to enhance the feedback provided to students to move their learning forward. The project is being conducted by Perri
Winter, the school’s Digital Learning co-ordinator, who has been selected to join the International Coalition of Girls’ Schools’ prestigious Global Action Research Collaborative on Girls’ Education program.
The initiative empowers educators to conduct classroom-based research to improve teaching practices for girls.
Winter and researchers around the world are investigating how AI can support and enhance teaching and learning experiences. The cohort will also consider privacy concerns, bias and technology dependency.
“AI is no longer a choice – it’s embedded in most technology. We want our students to be knowledgeable and transparent in how they use it,” Winter says. “We encourage them to approach AI with a critical yet curious mindset, teaching them how to craft effective prompts, document their usage, and reference AI-generated content correctly.”
Students from years 7 to 12 have access to ChatGPT, Canva and Adobe Firefly on their school laptops, and teachers integrate these into teaching practices as they see fit.
The PLC Student and Staff AI Working Group is continually responding to the changing landscape while recognising the need for succinct and rigorous guidelines for staff and students.
The guidelines cover wellbeing, transparency, fairness, privacy and security, and accountability. Staff also receive ongoing professional development to build their knowledge of AI and how to use it most effectively in the classroom.
As PLC teachers explore the use of AI in the classroom, students are experimenting and critiquing the effectiveness of AI tools for brainstorming, personalising feedback, generating images and simplifying difficult concepts.
“I teach Senior Digital Art, and we integrate AI into both the creative and critiquing processes,” Winter says.
“Students might use ChatGPT to brainstorm potential art forms to explore or generate alternative solutions when facing challenges with art materials. AI can also help students
“Ours students aren’t using AI as a shortcut or to cheat –they use it to support and advance their own learning.” Perri Winter
Presbyterian Ladies’ College (PLC)
Address: 141 Burwood Highway, Burwood 3125
Enquiries: (03) 9808 5811 enquiries@plc.vic.edu.au
Years: ELC-Year 12
Denomination: Presbyterian
Gender: Girls
Fees: $ 17,010 -$41,156
Boarding: Yes
Scholarships: Yes
ATAR (median for 2024): 96.05
reflect on their own work – for example, by simulating an interview that encourages them to articulate how they were influenced by other artists in preparation for their Peer Critique.”
plc.vic.edu.au
Aspirational learning
Ruyton is celebrating 147 years of being at the forefront of empowering girls’ education.
Before arriving at Ruyton, new Principal Kim Bence was familiar with the school’s reputation for educating capable and creative young women who can navigate change and challenges.
“Ruyton is so much more than a place of exceptional learning,” she says. “Its perfect size and connection-centred
approach to learning, leading and living are grounded in a culture of care.
“Ruyton’s history has evolved into a bold and transformative vision for the education of girls. Crafting the next chapter in the school’s history will be exciting.”
Proud to be an open-entry, nonselective school, Ruyton promotes
a holistic educational experience, and this is supported by a number of programs.
The VCE Coordinate Program between local private boys school Trinity Grammar School and Ruyton is a unique co-curricular opportunity. By coming together in the classroom the program provides a respectful coeducational learning environment, where students are ready to collaborate with the skills and maturity developed through their single-sex education.
The relationship extends across cocurricular opportunities, including senior theatre productions of Mamma Mia and Chicago and the successful buddy program implemented in the Junior School.
During Year 4, students thrive during a unique and immersive year-long learning program at the heritage-listed South House on the Ruyton grounds.
In modern classrooms, vegetable and bush tucker gardens, and kitchens, students particularly develop STEM skills and learn about sustainability.
In 2024, students investigated the impact of cabbage moths on kitchen gardens, and were finalists in the Stephanie Alexander National Kitchen Garden Program STEM category.
“Moving between indoor and outdoor learning environments and the local community builds curiosity and critical thinking,” Bence says.
In Year 7, students focus on “academic buoyancy” – how to cope with academic setbacks and move forward.
“The world of work is relying on adaptability and our academic buoyancy program enables students to navigate uncertainty,” Bence says.
Year 12 students can voluntarily undertake a Capstone Project separate from VCE. They choose an area of interest, define a research question, undertake that research and present their findings to the school.
“Our academic results speak volumes, yet it’s the personal growth that Ruyton provides that we are most proud of.” Kim Bence
Ruyton Girls’ School
Address: 12 Selbourne Road, Kew 3101
Enquiries: (03) 9819 2422 ruyton@ruyton.vic.edu.au
Years: Early Learning-Year 12
Denomination:
Non-denominational
Gender: Girls
Fees: $26,240-$42,280
Boarding: No
Scholarships: Yes
ATAR (median for 2024): 92.1
Ruyton also has a vibrant performing arts scene, supported by the opening of the new $40 million Verrocchi Centre. This includes a 630seat auditorium, state-of-the-art classrooms and a library.
“The arts enrich every aspect of a student’s personal, academic and emotional development,” Bence says.
“Our hope is that the new centre will continue to allow young people to take thoughtful risks, experiment with ideas and discover passions.”
ruyton.vic.edu.au
Ready for the world
At Sacré Cœur – School of the Sacred Heart – wellbeing and academic outcomes are two sides of the same coin.
Sacré Cœur’s Future Fit Framework, informed by the OECD and World Economic Forum projects on the future of education and skills, underpins the Glen Iris school’s learning and teaching philosophy.
The framework has been carefully designed to create an environment
in which students feel connected, engaged and safe.
“This gives our students the best foundation to thrive academically,” says Sacré Cœur Principal Adelina MeliaDouvos. “We want our students to be ready to face challenges, embrace the world and feel they can actively be part of the solution.
“We’ve looked at the changing nature of education, the evolving workforce and the skills young workers will need, and we’re nurturing those skills.
“We also emphasise the key values that underpin our work and school, such as giving young people a sense of purpose and helping them define excellence as achieving their personal best.”
A raft of learning experiences expands student knowledge and understanding.
For example, Year 8 students participate in a Design Your Future program and design a sustainable house that combines digital technology, creative arts, science and humanities.
“Girls make a 3D print out of their house and learn about heating and insulation, and they explore different housing solutions around the world,” says Deputy Principal Megan Marshall. “In Year 9, students learn about financial literacy and do a social justice initiative. For the past two years, our girls chose to research the impacts of domestic violence and have raised money and awareness for McAuley Women’s Shelter.”
The school’s values are a guiding light for students and staff.
“We value purpose and understanding of what it means to be an individual who cares for oneself as well as other people and the environment,” MeliaDouvos says. “Connection is also pivotal to who we are.”
That sense of connection extends to the alumnae who maintain close links with Sacré Cœur. Many return to tutor current students and lead tours for prospective students and their families.
“Our alumnae are strong women. They have been educated in a privileged way and have a keen sense of wanting to give back,” says Melia-Douvos.
“After they leave school, our students go into so many different fields and excel. All the while, they have a strong sense of other and of wanting to make
“We are giving young people a purpose and creating hope-filled students.” Adelina Melia-Douvos
Sacré Cœur
Address: 172 Burke Road, Glen Iris 3146
Enquiries: (03) 9835 2700 reception@sac.vic.edu.au
Years: Prep-Year 12
Denomination: Catholic
Gender: Girls
Fees: $15,000-$33,000
Boarding: No
Scholarships: Yes ATAR (median for 2024): 88.7
an impact that is positive and farreaching. They leave us grounded and compassionate young women. Importantly, they leave us filled with a profound sense of hope.”
sac.vic.edu.au
Words by Larissa Ham
Wellbeing at the core
Equipping students with the skills to manage their mental health is increasingly becoming a focus for schools.
Mental health and resilience has often been reserved for the school counsellor or dedicated wellbeing classes. But progressive schools are increasingly realising that to equip students with the tools to manage their mental health, these skills must be woven into the entire curriculum.
At Korowa Anglican Girls’ School in Glen Iris, a new learning framework is being developed to put student wellbeing front and centre.
“We’re basing that on the idea that wellness and wellbeing is something that every teacher is engaged with
every minute they’re in the classroom,” says Deputy Principal Dr Jennifer Bailey Smith. “So that it’s not something that you’re doing in separate wellbeing classes, but something that informs all of our pedagogy.”
She says the framework will tie the school values of courage, curiosity and integrity to self-determination theory –or the theory of motivation.
That theory suggests if people feel like they have control over themselves, belong in their environment and are succeeding in meaningful work, it will lead to a sense of wellbeing.
Put to the test: Korowa Anglican Girls’ School has been running a four-week Trek for Year 9 students for 30 years.
AMANDA GILLOT
“She knew if she could do that, she could do anything.” Jennifer Bailey Smith
On a day-to-day level, Bailey Smith says the approach involves giving students “voice and choice” through flexible teaching styles, and inviting students to participate in or co-create activities and assessments.
Students are also strongly encouraged to try a range of activities, regardless of their skill level, so they get used to attempting new things and accepting failure as a part of life.
Trek, a program for Year 9 students that’s been running for 30 years, also builds resilience. During the four-week wilderness expedition, students travel by foot, bike and raft from the Australian Alps to Gippsland’s Ninety Mile Beach.
“Our [2024] school captain was very fond of saying … that when she came back from Trek, she knew if she could do that, she could do anything,” Bailey Smith says.
At Siena College in Camberwell, an emphasis on wellbeing is also leading to change.
“In the past few years, we’ve had a separate wellness program carved into our timetable, and what we call an enhancement program,” says Deputy Principal Wellbeing and Strategy Antonella Rosati.
“What we’ve decided to do is move away from those formal programs … and embed that in the classroom.”
A large part of this approach, she says, is giving students a language with which to address their feelings.
“We’re very committed to providing the skills for students to be able to access support when they need it,” and also to be able to recognise signs of distress in themselves and in others.
Siena also has a counselling hub where students can take time out.
Rosati says it’s filled with things aimed at de-stressing, such as music, fidget toys and mindful colouring exercises. There are also visits from psychologists. The school’s counsellors compile an annual report that summarises students’ issues so that preventative programs can be implemented. Sometimes, Rosati says, looking out for wellbeing can be as simple as teachers asking students to describe their mood by selecting an emoji on the
learning system so teachers can then adapt that day’s learning plan.
Central to the school’s philosophy is building strong relationships, giving students a voice and preparing them for the inevitable challenges ahead.
“We are in a very privileged position where we can help shape the future for these young people and how they respond to stress, how they respond to anxiety [and] how they respond to distress,” Rosati says.
Supported: Students at Siena College, which embeds wellbeing across the curriculum.
VANESSA
The path to brilliance
St Aloysius College nurtures curiosity, empowering students to think critically and navigate challenges confidently.
In 2023, North Melbourne’s St Aloysius College took a bold step when, after 135 years, it began its transformation from a girls’ school to co-educational.
Since the first cohort of boys arrived in Year 7, the school has continued to grow and to make further plans to ensure a strong future.
“It has been a magnificent journey so far,” says Principal Mary Farah. “Our growth has enabled us to expand our programs and we have created a vibrant community. There is a constant buzz around the school.
“But while we have grown, we still know our students. That genuine sense of community between
students, parents and staff is embedded in our culture.”
From their first day, students are encouraged to be curious and to understand that mistakes are an inevitable part of the learning process.
“Curiosity is the foundation of lifelong learning,” Farah says.
“When students are curious, they develop a natural inclination to ask questions, seek knowledge, solve problems and think critically.
“Curiosity drives them to explore beyond the textbook and connect what they learn to the world around them.”
While respecting its history, the school continues to move forward to ensure each student’s learning experience is contemporary and relevant.
Work is beginning on a new Senior Years Campus on Boundary Road.
The landmark development is stage one of the college master plan and reflects its commitment to providing a future-focused education in state-ofthe-art facilities.
The new campus will sit on six levels and include collaborative learning and event spaces, a student hub, general learning areas, quiet study areas, modern science classrooms equipped for hands-on exploration, and a rooftop terrace for outdoor learning and recreation.
The building is set to open in 2026.
“The Senior Years Campus will also include spaces for student wellbeing and include wellness centres and recreational facilities, supporting our holistic approach to education,” Farah says. “The new space has been designed to inspire creativity, innovation and community and to empower students to thrive in their senior years and beyond.
“To us, brilliance is more than academic success; it’s about students discovering and excelling in their unique talents, developing self-
“We want students to experience success and become who they want to be.” Mary Farah
St Aloysius College
Address: 31 Curran Street, North Melbourne 3051
Enquiries: (03) 9325 9200 registrar@aloysius.vic.edu.au
Years: 7-12
Denomination: Catholic
Gender: Co-educational (from Year 7 in 2023)
Fees: $8300
Boarding: No
Scholarships: No ATAR (median for 2024): 72.8
awareness, being compassionate and making a positive impact in society.
“A brilliant student embraces curiosity, resilience and a willingness to learn from successes and setbacks. That is the kind of student we seek to nurture at St Aloysius.”
aloysius.vic.edu.au
Girls who are Are women who curious ask the big questions
Curiosity fuels discovery, and discovery drives innovation. At Toorak College, we inspire our students to ask bold questions, seek deeper understanding, and challenge conventional thinking. By fostering inquisitive minds today, they are ready for tomorrow.
READY FOR TOMORROW
More than a school
Toorak College gives young people the time and space to consider who they will be and what they will do next.
Toorak College’s vision is clear: to develop aspiring young people with confidence and character. The school brings that vision to life every day.
Students are exposed to hands-on industry learning, earn microcredentials that deliver real-world experiences, and have a raft of
academic and extracurricular opportunities. The school also has a comprehensive wellbeing program that encourages students to be reflective and proactive in their education.
“Young people are brilliant, and it’s our job to give them time and space to think about what comes next and to hold them accountable so they follow
through,” says Principal Kristy Kendall. “We remind girls that what’s done is done, but what will you do next?”
What comes next at Toorak College is only limited by the students’ imagination and drive, and the available opportunities are diverse.
For example, the school has worked hard to build strong connections with a dozen different industries, including construction, cybersecurity, medicine, architecture and engineering.
This enables students to take part in industry immersion experiences to glimpse how those industries work, and career opportunities and cadetships are also available.
During Year 10, students work handson and can earn micro-credentials in leadership, sports coaching, mental health first aid, visual merchandising and barista training.
“Our girls realise they are more than an exam result or a score at the end of Year 12,” Kendall says.
“They learn how to work with other people and gain real world skills and credentials which give them a sense of pride and self-confidence.
“A text book and a teacher are no longer the only way to learn,” she adds.
“We have got our head out of the school bubble so our students can embrace the future with the kinds of skills they need to thrive.”
As well as recognising their academic potential and building the skills that will set them up for success in their future careers, the students at Toorak College actively monitor and reflect on their wellbeing.
Every six months, they take part in a self-reflection exercise and evaluate their purpose, connections, what matters to them, how they are feeling and their healthy lifestyle. They discuss their assessment with a staff member who can organise extra support and opportunities if needed.
“Our girls are valued in what they do and for their opinions –they are so much more than a number or a score.” Kristy Kendall
Toorak College
Address: 73-93 Old Mornington Road, Mount Eliza 3930
Enquiries: (03) 9788 7200 enrolments@toorakc.vic.edu.au
Years: K-Year 12
Denomination:
Non-denominational
Gender: Co-ed ELC-Year 4; Girls years 5-12
Fees: $10,868-$33,224
Boarding: Yes
Scholarships: Yes
ATAR (median for 2024): 86.5
“Our girls know they have a community behind them and they know that they are valued and heard,” Kendall says.
“When they leave our school, they do good things and are role models for the next generation.”
toorakcollege.vic.edu.au
Forward-thinking and dynamic
Westbourne Grammar’s future is founded on strong leadership, innovation and a bold strategic vision.
Families who log on to Westbourne Grammar School’s website may be surprised to come face-toface with the Principal’s “digital twin”. Thanks to artificial intelligence (AI), the school has created a life-like avatar of Dr Adrian Camm that interacts with website visitors.
Westbourne is renowned for educational innovation and for harnessing advanced technologies that enhance communication, teaching and learning. Camm’s digital twin, who speaks 50 languages, is one of the latest examples of this in action.
“Adrian’s avatar provides a more personal interaction with families, enabling communication in their native language – from Tamil to Hindi to Vietnamese,” says Ellen Moffatt, Deputy Principal and Head of Westbourne’s Truganina Campus.
Other bespoke tech initiatives include a CyberTrail Program that allows senior students to explore IT industry skills and micro-credentials. Students design their own learning pathways and can choose from cybersecurity and whitehat hacking, cryptocurrencies and blockchain, UI and UX development, and artificial intelligence.
A Student AI Academy for years 5 to 12 also fosters innovation by enabling students to create AI-powered applications and products during handson workshops. A Staff AI Academy has also been developed as a resource hub for teachers who want to improve their
understanding of AI and how it can enhance student learning.
However, perhaps one of the most exciting features at Westbourne is an eSports Studio with state-of-the-art and augmented reality gaming, as well as driving and flight simulators.
“We recognised that more young people were interested in gaming as a career pathway and they were keen to pursue an interest in live streaming technology, vlogging and professional gaming,” Moffatt says.
“We’ve tapped into that and offer eSports in lieu of a weekday team sport for one season per year.”
While Westbourne is at the leading edge of advanced technologies and educational innovation, the school also maintains a firm focus on nurturing an inclusive environment in which every student is empowered to succeed.
For Middle School students, a new dedicated precinct opening in 2026 on the Truganina Campus will redefine middle years learning and provide a unique learning experience that meets the needs of young people in years 5 to 8.
Based on the research of futurist David Thornburg, it will have “campfire” spaces for talks and discussions, “watering holes” where students can share and collaborate, and “caves” for quiet reflection.
There will also be innovation hubs, private study zones, breakout and presentation spaces, a health and wellbeing centre and a student-led cafe.
Westbourne’s curriculum explores global philosophies and ethics and encourages critical thinking and respect for diverse perspectives. It is a proud community of over 2000 students from 50 nationalities and 27 faiths.
“In an age of polarisation, understanding humanness is more important than ever, and we are therefore implementing a subject called Echoes and Dialogues,” Moffatt says.
“Each week, students engage in profound, respectful and constructive reflection, and debate questions around knowledge and truth, and other big questions relating to the human experience.
“We deliver forward-thinking programs and a dynamic curriculum that empower and challenge students.” Ellen Moffatt
“It develops ethical and critical thinking and cultivates a spirit of belonging and mutual understanding.”
A school-wide holistic teaching and learning approach emphasises academic strength alongside personal growth, so students can discover their passions and potential and excel in an evolving world.
“Our vision is to shape learners who inspire the world. Young people are multifaceted, capable and have huge innate potential,” Moffatt says. “At Westbourne, we ignite a strong sense
of courage, community and agency, and equip our students with a passion for lifelong learning.”
westbournegrammar.com
Westbourne Grammar School
TRUGANINA CAMPUS (EARLY LEARNING TO YEAR 12)
300 Sayers Road, Truganina 3029
WILLIAMSTOWN CAMPUS (PREP TO YEAR 4)
67 The Strand, Newport 3015
Enquiries: (03) 9731 9444 or (03) 9731 9555
info@westbourne.vic.edu.au
Years: Early learning-Year 12
Denomination: Non-religious
Gender: Co-ed
Fees: $18,744-$26,296
Boarding: No
Scholarships: Yes
ATAR (median for 2024): 83.15
Redefining success
Academic strength, compassion, purpose and making a meaningful contribution all matter at Woodleigh.
While schools have traditionally defined success in terms of what you know, “for us, it’s what you do with what you know,” says Woodleigh School Principal David Baker. “What skills do young people need to thrive as human beings? And how do we, as educators, help them develop those skills?”
At Woodleigh School, success is about more than academic achievement alone. It’s also about guiding students to act ethically, be active citizens, take agency in their learning and excel as critical thinkers, collaborators and communicators.
“Academic excellence is significant,” says Baker. “But when you develop the
person and their character, the paradigm shifts from producing individuals who conform to outdated expectations to those who flourish in their lives and contribute to society. It evolves the ways we interact with young people and the experiences we create.”
The school’s Compassionate Systems Framework is central to this vision, which cultivates integrity and a sense of purpose. This approach helps students understand their roles as future leaders and engage meaningfully with the world around them.
“We have created a community in which young people feel they belong and are engaged in their learning,” Baker says. “They see purpose in what they are doing. When they go out into the world, there is so much to understand, and having the skills to unpack complexity is a big part of what we do.”
The Compassionate Systems Framework equips students to build positive relationships with themselves, others and the broader world. It encourages greater self-awareness, a sense of belonging, and the ability to adapt and innovate.
“Importantly, our graduates understand the process,” says Baker.
“Our 2024 Dux, Ava Drayton-Benson, described her education here as one ‘Not summarised by our work’.
“She reflected that ‘A Woodleigh education is formed in the relationships we foster, the avenues we discover, and the moments we find to reflect, respond, and rediscover what’s important to us.’
“I’m very proud that our students understand what it is we’re doing.”
To achieve this, Woodleigh empowers teachers to create learning environments that support academic success and personal strength and wellbeing.
The school also strengthens partnerships and networks connecting parents, communities, and
“We don’t teach subjects – we teach young people who love coming to school each day.” David Baker
Woodleigh School
MINIMBAH CAMPUS 3 Minimbah Court, Frankston South 3199
PENBANK CAMPUS
460 Mornington-Tyabb Road, Moorooduc 3933
SENIOR CAMPUS
485 Golf Links Road, Langwarrin South 3911
Enquiries: (03) 5971 6100 office@woodleigh.vic.edu.au
Years: ECC-Year 12
Denomination:
Non-denominational Gender: Co-educational Fees: See website
Boarding: No
Scholarships: Yes
ATAR (median for 2024): 74.85
organisations to build strong learning environments.
“Woodleigh allows students to identify a passion, take the lead and bring others with them,” Baker says. “Our students are adventurous learners who create experiences in which they try new things, take risks and adapt.”
woodleigh.vic.edu.au
