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St Leonard’s College
The Bayside School of Choice
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163 South Road, Brighton East VIC 3187
PRIN CIPAL \ STUART DAVIS
St Leonard’s College is one of Australia’s leading independent co-educational schools and Melbourne’s bayside school of choice, educating students from ELC3 to Year 12.
Renowned for pedagogical innovation and leadership, and a strong community spirit, we have been providing young people with exceptional educational experiences for over 100 years.
Our students are educated in a physically, emotionally and spiritually safe environment where they are genuinely known, nurtured and loved. We are unwavering in our commitment to developing the whole child – head, heart and soul.
In addition to the VCE, we offer the International Baccalaureate Diploma Programme (IBDP) – the tertiary entrance qualification most respected and widely recognised by the world’s leading universities. Our highly qualified and committed staff teach across both the VCE and IBDP, ensuring our students enjoy the best support and tuition available.
Our students excel academically and enjoy a diverse array of co-curricular experiences.
Our outstanding facilities include a new purpose-built Year 12 Centre and Systems Engineering Centre and worldclass Performing Arts Centre opening in April 2020.
St Leonard’s College welcomes applications for places in ELC, Prep and Years 3, 4, 5, 7, 10 and 11. Limited places are also available in other year levels as they arise.
ENQUIRIES +61 3 9909 9300 stleonards.vic.edu.au enrolment@stleonards.vic. edu.au
YEARS ELC – Year 12, VCE and International Baccalaureate Diploma Program
GENDER Co-educational
FEES $19,557 – $33,351
BOARDING \ No SCHOLARSHIPS \ Yes
ABOUT THE PRINCIPAL Stuart Davis is a highly experienced educational leader committed to providing young people with an exemplary education. He seeks to uphold the St Leonard’s College tradition of excellence, community spirit and a strong sense of care.
ACADEMIC
Our extensive range of subjects includes Mathematics, Science, LOTE, English, Music, STEM and a range of humanities and social sciences. Students excel in the da Vinci Decathlon, Tournament of Minds and Future Problem Solving.
CO-CURRICULUM PASTORAL CARE SOCIAL JUSTICE
Students develop skills and interests in debating, public speaking, drama, music, sport, photography, media production and outdoor education. Our students enjoy success in state, national and international competitions. Our commitment to the highest standards of pastoral care is unwavering. Ensuring each child feels safe and valued, and develops a strong sense of belonging is paramount to the St Leonard’s College educational philosophy. Our education prepares students to take their place in the world and make meaningful contributions to society. Our students are passionate about helping those in need through fund-raising activities and student-led social action programs.
THE LEGACY ISSUE
Resilience, adaptability and the ability to co-operate will all be essential skills of the future.
BY PORTIA CONYERS-EAST
SHAPING OUR FUTURE LEADERS
It has become clear that the future on our planet will be vastly different to our current reality. In preparation, Victorian schools are developing curriculums that cultivate resilient and confident individuals; young learners who will one day be able to use their dynamic capabilities to lead complex global communities.
Strathcona Baptist Girls Grammar in Canterbury is nurturing the world’s future leaders through programs that encourage inquiry-based learning, critical thinking and creativity, says principal Marise McConaghy.
“To us, a leader is anybody who can make a difference big or small, who has the ability to see a problem that needs to be addressed, can think critically and creatively about a remedy, and execute that idea,” McConaghy says. This philosophy is put into practice through Strathcona’s Tinker Train program. The junior school and early secondary program has been adapted from a design process used by the Hasso Plattner Institute of Design at Stanford University and various industries.
Using a visual metaphor, students who undertake the Tinker Train program are tasked with progressing through the stages of solving an authentic problem.
“We want our students to look beyond what is already available … beyond technologies and solutions that already exist … towards solutions that are new and different,” McConaghy says.
“As students progress through the metaphorical ‘train’, they move from the acquisition of knowledge, to
articulating a problem and ideating a potential prototype solution, to physically creating the solution, and sharing and explaining their decision with peers and teaching staff.”
The Tinker Train program prepares students from a young age to challenge the unknown, be resilient and courageous, and show initiative while working collaboratively to solve problems. “We want our students to be empowered in their learning and confident in their abilities,” says McConaghy.
Caulfield Grammar School, a co-
Harvard Graduate School of Education’s Visible Thinking and Melbourne Graduate School of Education’s Visible Learning,” says Melanie Beere, the deputy head of senior school at Caulfield’s Wheelers Hill campus.
“Over the course of two years, the school has trained staff in Visible Wellbeing,” Beere adds. “The students have then gone on to create a student action group centred on a shared love and passion for wellbeing.”
educational independent school, has a strong history of academic achievement and engaging students to achieve exceptional results. However, Caulfield prides itself on being about more than academic achievements. They are committed to nurturing students to become capable and highly skilled, but also emotionally aware.
“The Visible Wellbeing approach, designed by Professor Lea Waters, draws on the latest research and ideas from three evidence-based education movements: the University of Pennsylvania’s Positive Education,
The students’ action group is run collaboratively by a collection of 20 students from years 8 to 12. They meet once a fortnight to discuss projects they wish to establish for the broader schooling community, with all projects centred on wellbeing, student voice and making a difference.
Some projects the students have put together include notes in the year 7 lockers to welcome them to the secondary school, wellbeing-themed awareness days, and an ongoing monthly Actions for Happiness calendar, which features “tips” suited to that month’s theme.
“The students have full autonomy over the ideas they create for Visible Wellbeing, and they are never short on ideas,” Beere says. “The program is nurturing and cultivating students with high emotional intelligence … they are active listeners, can work collaboratively, have empathy and can ‘read’ people and situations, which is imperative to creating any kind of future leader.”
“To us, a leader is
anybody who can
make a difference
big or small, who
has the ability to see
a problem that needs
to be addressed, can
think critically and
creatively about a
remedy, and execute
that idea.”
MARISE McCONAGHY
