Independent Schools Guide 2023

SCHOOLS GUIDE

THE DREAM

Imagining the future

Impact of AI

Global trends inspire education transformation

Entrepreneurship Schools bring the real world into the classroom

Hybrid learning

The students embracing online learning post-pandemic

More than a dance dynamo.

Haileybury students are connected to their community and are always looking for ways to best serve them. Like Braya, who aside from having a strong love for dance and music — leading the School’s Pipes and Drums band — loves the fact she can help train Guide Dogs as part of her ����������������������������������������������������������������������������������������������� goodness beyond the school grounds.

They’re developing a mind for life.

Innovation is the name of the game for Victoria’s independent schools. Lockdowns might be an increasingly distant memory, but new disruptions, such as the explosion of interest in artificial intelligence (AI), are taking hold.

The sudden arrival of ChatGPT is just one example of our constantly changing education environment. To set students up for success, schools are not just teaching students how to use technology but emphasising skills and attributes such as collaboration, creativity, innovative thinking and a love of lifelong learning. Some have overhauled their approach to teaching entirely.

The cohort of students starting – and continuing – their schooling journey in 2023 will be finding that schools are eager to bring the real world into the classroom. Whether by partnering with entrepreneurs or teaching STEM skills through a sustainability lens, educators are recognising the power of students applying their learning to their own lives. The International Baccalaureate Primary Years Programme, designed to foster student curiosity and agency in the junior years, is another example.

This edition of Domain’s Independent Schools Guide explores how schools are empowering students not just to survive but thrive in a world of constant change. As our cover story reveals, these are not only exciting times for educators; they’re exciting times for the students they’re equipping for the future.

COVER STORY

Academy of Mary Immaculate Ave Maria College

Camberwell Girls Grammar School

Caulfield Grammar School

Online learning revolution

Geelong Grammar School

Haileybury

Haileybury Pangea – Online School

Melbourne Girls Grammar

Fostering lifelong learning

Methodist Ladies’ College

Peninsula Grammar

Presbyterian Ladies’ College

Entrepreneurship

STEM and sustainability

Sacré C

Santa Maria College

St Aloysius

Toorak College

Westbourne Grammar School

EDITOR \ ANDERS FURZE

SENIOR BUSINESS MANAGER, EDUCATION \ KIMBERLY BARRY

EDUCATION ACCOUNT EXECUTIVE \ JESSIE RABAHI

SCHOOL PROFILES WRITER \ SARAH MARINOS

PRODUCTION & EDITORIAL \ MEDIAXPRESS

The Independent Schools Guide 2023 is published by Domain Holdings Australia Limited (Domain) and is printed by IVE, 25-33 Fourth Avenue, Sunshine VIC 3020. All material published in this Guide is copyright and no part of this publication may be reproduced without authorisation from the relevant copyright holder.

Domain and its related entities (together the Publisher) hereby expressly disclaim (to the full extent permitted by the law) all and any liability whatsoever (including any liability for damages, consequential damages, costs, expenses or the like) to any person howsoever arising from or in connection with any copy, information, advertising or other material in this Guide, including, but not limited to, any liability arising from or in connection with any action or inaction by any person in reliance on any copy, and each consequence of such action or inaction. Where school results are shown in this Guide, they are provided by the school, not Domain. Domain does not make any representations or warranties regarding the accuracy and/or completeness of school results. You should check directly with each school for information on their results.

From the heart of Melbourne’s west to world ready explorers

SHAPING LEARNERS WHO INSPIRE THE WORLD

Global trends inspire transformation

How schools are dreaming up a new future for education.

BY Joanne Brookfield

Using real-world examples often helps students learn bigger concepts. In maths, subtraction could be taught by asking, “If an item costs $2.70 and you pay with a five-dollar note, how much change will you get?”

C ard transactions, however, have eliminated the need to calculate change and, with the pandemic prioritising tap-and-go payments, it’s possible that there are young children who have never seen actual cash.

By the time these preps leave high school, will fiat currency still exist or will we all be making purchases through blockchain technology? And will they need to learn to drive, if autonomous vehicles are commonplace?

“ These are the big wonderings I have for the future of education,” says Jeremy Otto, who was appointed last year to the newly created role of Director of Teaching and Learning at Westbourne Grammar, a non-denominational Christian co-educational day school in Truganina.

“I look at learning for students across prep to Year 12,” he says. “My role is very much strategic, thinking around how can we foster and create a culture of excellence and innovation, and what does that look like?”

W hile driverless cars are still a way off, the disruptive nature of the

pandemic left schools with little choice but to embrace the latest technology to enable remote learning and continue educating online.

“ The paradigm of education has been shifted,” Otto says. “Our students have interacted with learning in a very different way and, for me, we wouldn’t want to go backwards.”

Technology certainly isn’t moving backwards, with artificial intelligence (AI) a hot topic among educators. ChatGPT, a language-model chatbot that can almost instantaneously write anything you ask of it, and DALL.E, which similarly generates images, are just two examples of how the current world for students is as challenging as any predicted one.

“ The hardest thing is, we’re competing with a world right now where AI is moving at a rate we can’t even

comprehend,” Otto says. However, “we’re not shying away from that, we’re embracing that” at Westbourne, which is developing a policy of the ethical use of artificial intelligence.

“ We’re educating our students that AI is here, and going to become more and more prominent in the world as they move forward, so how do we get them to ethically engage as global citizens?”

C amberwell Girls Grammar (CGGS), which provides early learning, primary and secondary education, began work in 2018 on a “bespoke learning architecture” to ensure it continues sending out global citizens equipped to thrive in this rapidly changing world.

Principal Debbie Dunwoody says that, over 18 months and drawing heavily on the Stanford d.school design-thinking process, “as a whole staff we took into consideration relevant data and

Shelford Girls’ Grammar in Caulfield is forming partnerships with universities to create unique learning opportunities for students.

Global trends inspire change

research around global trends in both the workplace and education”.

To this end, the school consulted sources from the OECD’s Future of Education and Skills 2030 report, the Harvard Graduate School of Education’s Project Zero and the Foundation for Young Australians, through to leaders in their fields, such as cognitive scientist Daniel Willingham, social researcher Brene Brown and psychology professor Angela Duckworth, a specialist in grit and self-control.

The result is BY DESIGN. “We wanted to create a learning framework that was rigorous, adaptable and responsive so that it would stand us in good stead moving forward,” says CGGS Director of Learning, Design and Development Charlotte Forwood.

“ We wanted to ensure it was built on strong pedagogical foundations, and

that it supported students to thrive and shape their future.”

The learning architecture, launched in 2020, is an evidence-based framework that guides learning design at CGGS within and beyond the classroom, from ongoing curriculum to pop-up learning experiences, such as the opportunity to develop radio hosting skills and broadcast as part of LIVE FM’s BE LIKE HER program.

“It has proven to be robust for both on-site and remote learning,” Forwood says. “We believe that educating young people for their future is about much more than just learning disciplinespecific knowledge.”

Teachers at CGGS now use the custom, in-house BY DESIGN app, which runs them through a series of prompts to ensure the learning they are creating uses consistent design elements and language.

BY DESIGN ensures that eight transferable real-world skills are embedded into every part of the curriculum, including communication, leadership, problem-solving, creativity and critical thinking.

These transferable skills, alongside subject discipline knowledge and skills, “are essential for engaging with the broader world, and are highly regarded

by employers and tertiary institutions”, Forwood says.

“Building these skills involves intentional planning, explicit teaching, and hands-on application and exploration – something that the CGGS BY DESIGN learning architecture supports.”

The future of the ATAR – the Australian Tertiary Admission Rank

Westbourne Grammar, Truganina, is embracing the ethical use of AI.

– is also getting a rethink. Earlier this year, The Age reported that a group of 14 principals and school leaders called for reform of the system, suggesting the arbitrary score should be replaced with a process that better evaluates students’ academic and personal achievements.

“I’ve worked internationally, in international schools and seen students enter universities in the States and in

the UK through portfolios,” Jeremy Otto says of the viability of alternative approaches that take more of a “wholeperson” view.

Australian universities have already begun bypassing the system by making early and non-ATAR offers.

O tto says that at Westbourne, “we are very much thinking around partnerships with universities, and

exploring that space around how to ensure entry for students that isn’t necessarily the traditional route, to allow every student to have success”.

In Caulfield, Shelford Girls’ Grammar, an independent Anglican day school for girls from Prep to Year 12, is also forming partnerships with universities to create unique learning opportunities and is looking beyond the ATAR when recognising student achievement.

“ We’re just really cognisant that the ATAR may not be around forever,” says Principal Katrina Brennan.

“A lot of our students get earlyentry offers to university, so we’re increasingly finding that they’re looking at their results from Year 11 and then what else it is about them –what have they done?

“ We have really rich extracurricular opportunities and leadership opportunities and that’s the sort of thing that universities are increasingly looking at: service learning, volunteering, real-life experiences.”

Shelford’s partnership with the Swinburne University of Technology saw Year 9s last year attend an oncampus STEM Challenge. This year, the Year 10s can take a Shark Tank elective, in which their ideas compete against those of other high schools.

W hile other entrepreneurship programs focus on making and selling products, Brennan says this elective is about much bigger concepts. “ They’re looking for products that are going to kind of disrupt the market – really big-picture thinking – and designing a prototype rather than ever actually producing it as such,” she says.

W hile there’s been disruption for students and teachers alike in recent years, it’s also resulted in a dynamic landscape where innovation has become more important.

“It’s a really exciting time to be in education because there are so many opportunities and our staff are excited about what we can provide for students,” Brennan says.

A DOMINICAN EDUCATION FOR YOUNG WOMEN, YEARS 7 TO 12

Camberwell Girls Grammar works to equip its students to thrive in a changing world.

Supporting students’ voice

Long before the 2022 VCE results were published, students from Academy of Mary Immaculate had already secured 32 early entry offers from universities, including Australian Catholic University (ACU), La Trobe, Swinburne and Victoria University.

Three students also received scholarships from the University of Melbourne and ACU.

The offers and scholarships weren’t solely based on traditional ATAR scores – they recognised that success beyond school requires determination, independence, resilience and perseverance. These are all attributes developed across all year levels at Academy.

The inner-city school delivers an indepth combination of learning experiences and opportunities for students to get out and about and connect with the Melbourne community. Added to this is constant encouragement for students to be active citizens and to have a strong voice.

In November, Year 9 student Liv Dinnen wrote a speech that was read out in the House of Representatives as part of Raise Our Voice Australia. The initiative sees more than 70 federal MPs across Australia read a selection of 90-second speeches written by young people.

L iv’s speech, read by Dr Daniel Mulino, who is the member for Fraser, highlighted the importance of closing the gender pay gap, increasing women’s participation in the workforce, raising the minimum wage in femaledominated industries and offering paid parental leave.

In 2022, students from Years 7 to 11

also took part in the first BE LIKE HER live radio broadcast on LIVE FM. BE LIKE HER encourages students to develop their own thoughts on the powerful impact women have had on their community and the world. Academy students interviewed women from diverse backgrounds and industries about their achievements and the challenges they confronted and overcame while on the road to success.

Academy’s location in the heart of the city lends itself to some unique experiences, and teachers make the most of the locations on their doorstep, says Lucy Neil, Deputy Principal (Learning and Teaching).

“ Students travel to and from the city each day, and being part of that daily commute makes them independent learners who are society-conscious and appreciative of the world around them,” she says.

“Our location enables Melbourne to be an extension of our classrooms, and

we regularly use resources like the State Library, National Gallery and Melbourne Museum.”

The Year 9 Synergy program makes use of the city every week – recently, students watched engineers at work in the Metro Tunnel project, and visited CERES farm and education centre in Brunswick East to learn about water quality and indigenous flora and fauna as part of a sustainability project.

The city location also helps students understand community needs. Every Friday morning, six students from Years 10 to 12 and a teacher volunteer at St Mary’s House of Welcome and serve breakfast to those in need. Students also volunteer at Fitzroy Homework Club after school every Tuesday and help students who need some extra support with schoolwork.

W hile focusing on helping others, Academy also has a firm focus on taking care of students with an extensive wellbeing program.

88 NICHOLSON STREET, FITZROY, VIC 3065 ENQUIRIES (03) 9412 7154 registrar@academy.vic.edu.au YEARS

Year 7 to Year 12

DENOMINATION Catholic GENDER Girls

FEES

$9465 to $9890

BOARDING No

SCHOLARSHIPS No

ATAR (Median for 2022): 79.2

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“ Wellbeing is integrated into our learning processes. Every year level has a Wellbeing Leader and dedicated mentor,” says Neil.

L ooking ahead, Academy is working on a site master plan that will move the campus firmly into the future.

“

The master plan is inspired by our city’s laneways, green open areas and transformative learning spaces,” says the Principal, Sr Mary Moloney

“Our commitment to girls’ education is underpinned by the future role young women will play in Australia and the world.

“Our education philosophy supports each student to find her voice, be her own leader and empower leadership in her fellow students.”

Academy students are being recognised for their active citizenship – not just an ATAR – by universities.

A charter for the future

Hundreds of voices have contributed to the new Charter for Education that is now the centrepiece of the student journey at Ave Maria College.

Students across all year levels, teachers and school staff shared their insights and thoughts on how the school can continue to improve and ensure its students are future-ready. Those consultations, combined with research on high-impact, best-practice teaching and learning, have created a comprehensive way forward.

“ The Charter characterises education performing at its optimum – it’s a fusion of the best research and local knowledge, and it provides us with a strong foundation. It provides key ingredients for teaching, learning and student growth,” says Dane Calleja, Executive Deputy Principal.

“ The Charter is used every day by the school leadership team for future planning, by teachers when they are planning lessons, and by students who use it to set goals and reflect on their learning.”

The Ave Maria College strapline is ‘She Who Belongs. She Who Thrives’ and the Charter supports this by focusing on building learner attributes such as critical thinking, confidence, respect, curiosity, independence and resilience.

Personal growth and wellbeing are fostered through enhancing awareness and emotional regulation, practising healthy habits, capitalising on individual strengths, and building positive relationships with others.

Underpinning all these attributes and skills are Ave Maria’s Franciscan beliefs of always being loving, nurturing and compassionate.

“ We are about learning, but not just about curriculum, and the Charter unites learning, wellbeing and faith,” explains Jo Hammer, Assistant Principal (Community and Growth).

“Learning isn’t just a percentage on a test – we want each student to leave our school with the tools and the belief that they can be successful in whatever they choose to do.”

During their years at Ave Maria College, students are exposed to a range of subjects, electives and crosscurricular subjects that build their knowledge and transferable skills. For example, in Year 10, students can choose from two electives – Design Thinking and CHAOS Lab. CHAOS Lab helps students explore how they think and learn best, while Design Thinking develops their entrepreneurial spirit.

“For Design Thinking, we have a coffee cart every semester, and students have to come up with a business name for that coffee cart. They have to

develop a sales pitch and advertising, they have to think about ethics in managing that business, and they have to operate it,” says Hammer.

This year the school has also introduced new VCE pathway options, including the VCE Vocational Major, previously known as VCAL, and the Ave Tertiary Preparation Program.

VCE with the Vocational Major is a non-scored option that allows senior students to complete some VCE units and meet tertiary entrance requirements.

“It mixes traditional VCE subjects with applied learning subjects and vocational education and training. Students can graduate with a VCE Vocational Major certificate, industry experience and a series of microcredentials,” says Calleja.

The Ave Tertiary Preparation Program is a joint offering with St Bernard’s College and RMIT University that offers students a guaranteed

14-22 VIDA STREET, ABERFELDIE, VIC 3040 ENQUIRIES (03) 9331 9300 avemaria.vic.edu.au registrar@avemaria.vic.edu.au

YEARS

Year 7 to Year 12

DENOMINATION Catholic GENDER Girls

FEES

$8200 to $9600

BOARDING

No

SCHOLARSHIPS

Yes

ATAR (Median for 2022): 73.70

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pathway into studies at RMIT. Each week, students spend three days at school and two days at RMIT.

Ave Maria is also increasing its focus on using data to analyse student performance. A new data dashboard monitors each student’s achievements in different subjects and can quickly identify where students are excelling and where more help may be needed.

“ We celebrate the individuality of each student, help them develop their passion, capitalise on their strengths and enable them to go on their journey,” says Calleja.

“ We want our students to pursue their pathway of choice and to have the confidence to break pre-existing boundaries.”

Supporting students to thrive while they learn underpins a new Charter for Education at Ave Maria College.

Designed for All

Meet our vibrant community at an Information Morning or School Tour. BOOK NOW cggs.vic.edu.au

At CGGS, we actively create an environment of inclusion where we value diversity, embrace differences and empower our students to pursue their passions.

A century of service

SECONDARY SCHOOL

2 TORRINGTON STREET, CANTERBURY, VIC 3126  JUNIOR SCHOOL

4 MONT ALBERT ROAD, CANTERBURY, VIC 3126  ENQUIRIES (03) 9813 1166 cggs.vic.edu.au camgram@cggs.vic.edu.au

“Over my years at Camberwell Girls Grammar School, I have gained a lot of awareness and understanding of issues occurring around the globe. Through learning about the experiences of others facing adversity, I have developed empathy and knowledge that enables me to further serve others.” Scarlett Y12

“I have always had an interest in creating positive change around the world and have always been someone who wants to solve inequality –especially food, education and gender barriers.”

Aliyana Y10

Since Camberwell Girls Grammar School opened its doors in 1920, the importance of serving others, of being aware of injustice and disadvantage, and taking positive action on a local, national or global scale has underpinned the teaching and learning program.

During World War II, students knitted socks and balaclavas to keep soldiers on the frontline warm. Fastforward to 2023, and that service ethos is stronger than ever. But these days students are more likely to be packing feminine hygiene kits for Days for Girls to send to girls in developing countries so they can continue to go to school while menstruating, or partnering with charities like Zonta to make birthing kits for women in parts of the world where childbirth can be a risky experience. Each year, CGGS’s VCE results are impressive and the school places great emphasis on students achieving academic excellence, but this is accompanied by a Service Learning program that promotes attributes

such as integrity, commitment, respect, hope and courage.

Service Learning encompasses four strands – L ocal C ommunity S ervice, Indigenous Living Culture , Global S ervice and Environmental Stewardship.

“In our Year 7 program we aim to develop a stronger awareness of environmental protection and management, not just at school but at home and beyond,” says Maggie Wighton, Head of Service Learning.

“Students make solar lamps for people experiencing energy poverty in places like Papua New Guinea and we have a week of environmentfocused activities, including a ‘cold day’ where we turn off the heating and lighting in the middle of winter.”

The Indigenous Living Culture program in Year 8 teaches students about the resilience and rich culture of Indigenous Australians. Students learn about the history, ongoing

issues and disadvantages experienced by First Nations people. A core part of this program is CGGS’s Deadly Learning team – a group of Indigenous students at the school who generously share their traditional knowledge.

“During Languages Week they often organise activities to teach Indigenous languages and they have also developed a fascinating Tree of Life activity that is all about identifying yourself and your story and [understand ing] what drives you and what is important to you. It helps students develop their own moral compass,” says Wighton.

As part of their Local Community Service, students learn about the challenges faced by refugees, people facing economic hardships and people living with disability.

Community service is important and a winter sleep-out is designed to help students develop further empathy for the many people in Melbourne who are experiencing homelessness.

YEARS

Early Learning to Year 12 DENOMINATION

Anglican  GENDER Girls (co-ed at ELC)

FEES

$19,945 (Prep) to $34,380 (Year 12)

BOARDING

No

SCHOLARSHIPS

Yes

ATAR

(Median for 2022): 93

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To promote Global Service, CGGS has connections with The Green Gecko Project in Cambodia that supports families impacted by poverty.

“We’ve worked with many partners over the decades and the se connections help our students develop understanding and compassion. It helps them realise you don’t have to wait until you leave school to make a difference – your voice and actions are important now,” says Debbie Dunwoody, CGGS Principal.

“Young people are confronted with daunting global issues, and programs like this allow them to do somethi ng, be part of a solution and see the world beyond themselves … they can be agents of change now.”

At Camberwell Girls Grammar School, students live the school motto of being ‘Useful in Service’.

A smarter approach

WHEELERS HILL CAMPUS

74-82 JELLS ROAD, WHEELERS HILL, VIC 3150 MALVERN CAMPUS 5 WILLOBY AVENUE, GLEN IRIS, VIC 3146 CAULFIELD CAMPUS 217 GLEN EIRA ROAD, ST KILDA EAST, VIC 3183

ENQUIRIES (03) 9524 6333 admissions@caulfieldgs.vic.edu.au

It has taken three years to develop, student and staff voices have been taken on board, and it represents a multimillion-dollar investment.

A shleigh Martin, Principal at Caulfield Grammar School, is confident that the school’s new Secondary Life program will not only continue to deliver great academic success, but will also create broader learning experiences and opportunities for students to thrive.

“ With the future of education and the future needs of our learners ever changing, our Secondary Life program takes a smarter approach to what a school day looks like for students,” Martin says.

“ This evolution aims to find that sweet spot between academic success and whole-child development for the world beyond our school gates. We want to re-energise the school and focus on rhythm and routine, and pride and passion in everything we do.”

Acknowledging the changing face of teaching, the program has reduced the face-to-face teaching load for teachers, with more teachers being employed to accommodate this.

“ This ensures our teachers aren’t overwhelmed with bureaucracy, paperwork and administration, and supports them to be passionate educators in the classroom,” explains Martin.

“For students, there are now four periods in a day instead of six. We’ve intentionally designed a school day where students still have a great breadth of opportunity, but we’ve taken the stress out of their lives by ensuring they don’t have competing demands at the one time.”

The program and school timetable recognise that academic study is paramount but equally value socialemotional learning, wellbeing and connection to community.

Time is designated for students to explore concepts such as their sense of self, respect, emotional intelligence and consent in a new dedicated Community Life daily period.

Academic classes are supported by experiences that embed deeper learning and life skills, such as a 25-day program in the Northern Territory in which Middle School students live on Country and learn about the culture of the traditional owners of Kakadu.

“ They begin to understand their place in our country and work through the adversity of demanding treks and hikes and being away from home.

“They spend time with traditional owners and hear their stories, they work on a cattle station in Katherine and then go to Darwin and learn the

history of Darwin during World War II,” says Martin.

“ The contrast of their life at school and the life in the Northern Territory makes for a profound experience. They come back with a greater sense of Indigenous Australia, a greater awareness and advocacy for First Nations people and their history, and they lose some of their naivety.”

In the senior years, the academic rigour required to do well in VCE is a priority, but time is still made for young people to build life skills and connections. The Caulfield Connection initiative allows students to learn everything from how to change a tyre and be a barista, to exploring first aid, financial literacy and critical thinking.

S caffolding students as they make their way through the school is a robust pastoral care model. To ensure every student is known, two new houses have been introduced this year – one each at the Wheelers Hill and Caulfield

YEARS

ELC to Year 12

DENOMINATION

Anglican GENDER

Co-educational FEES

$21,353 (Prep) – $35,764 (Year 12)

BOARDING

Yes. From Year 9 at Caulfield Campus SCHOLARSHIPS caulfieldgs.vic.edu.au/scholarships

ATAR

(Median for 2022): 86.1 campuses. The reduction in each house size ensures the heads of house can build stronger relationships with each student in their care.

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C aulfield Grammar School is also a proudly open-entry, co-educational school, says Martin.

“ We are unapologetically committed to co-education. Boys and girls learning together to prepare themselves for life beyond our gates is a key component of our school. Co-education is at the heart of who we are,” he says.

“Our broad and balanced program means every student can find their pathway with us. We nurture good people who know their place in the world … and they’ve got a very strong sense of what drives them.”

Caulfield Grammar School’s refreshed learning program takes a new approach to the school day.

CAULFIELD GRAMMAR SCHOOL

Learning together prepares students for a world that has changed beyond imagination.

Ready to succeed in a world of work that requires the confidence and skills to communicate, collaborate and problem solve. Plus the self-assurance to bring their own unique perspectives to the table, regardless of gender or cultural experience.

Learning together celebrates difference and nurtures students to become well-rounded individuals who contribute as equals.

Kingswood College is a welcoming, diverse and inclusive community where every student belongs.

Kingswood College is an independent school where students from kindergarten to Year 12 develop confidence and skills for lifelong learning.

www.kingswoodcollege.vic.edu.au or call 9896 1700

At Kingswood College we believe students should learn as they live – as young people together, side by side.

Schools forging a hybrid future

BY Melissa Iaria

During lockdowns, teachers and students were suddenly thrust from the familiar confines of the classroom into the online world. Teachers taught children remotely with little planning and sometimes grappled with unfamiliar technology. The way students learned shifted dramatically. Since those early days of the pandemic, hybrid learning has been gaining much more attention in schools. Under this model, teachers teach remotely, and some students attend class in person while others attend virtually from home.

“While some students and families may prefer in-person learning, others may prefer the convenience and flexibility of online learning, and a hybrid model can accommodate these different preferences,” says Michelle Green, C hief E xecutive of Independent Schools Victoria (ISV).

“The hybrid model also allows schools to respond to changing circumstances, such as outbreaks of COVID-19, by quickly shifting to online learning if necessary.”

In its hybrid learning report, ISV acknowledges that adopting hybrid learning in many schools was rushed during the pandemic. Emergency arrangements often occurred without advance planning, teacher training or models of best practice.

But in future, these challenges could be reduced by ensuring teachers are trained to work in hybrid models and given the necessary technology and support, the report finds. It also highlights an opportunity for schools to reimagine how children can learn in ways that better reflect their needs.

Green says the growing popularity

of online education and the increasing availability of technology have made it easier for schools to offer online programs. She notes that whether learning is in person or online, effective teaching should be engaging, interactive, and tailored to students’ needs and learning styles.

“In online learning, the educator may need to use different tools and strategies such as virtual discussions, online quizzes and real-time feedback to keep students engaged ,” she says.

“ The teacher should also be proactive in addressing any technical issues and ensuring all students have access to the materials and resources they need.

“In comparison, in-person learning provides more opportunities for direct interaction and face-toface communication between the teacher and students. The teacher can observe and respond to students’ nonverbal cues in real time, which can enhance learning and improve student engagement.”

Both methods have strengths and weaknesses, and what constitutes good teaching can depend on the context and needs of the student, Green says.

Abdullah Syed was among thousands of students forced to learn remotely during lockdowns. He loved the arrangement so much that he enrolled

in Victoria’s first independent online school, Haileybury Pangea, for Year 12.

“During the lockdowns, if there’s anything remote learning taught me, it’s that I was more productive and more focused in online classes,” he says. “I could get more done in my day because there was no commuting or anything between classes and school and home.

“I found it quite effective, and that’s why I chose to take this opportunity to study my Year 12 at Haileybury Pangea.”

The 17-year-old recently started his first day from his bedroom desk and harbours ambitions to enter the medical field. He says the time he saves by learning online allows him time to indulge in his passions.

“If there’s anything I’m missing out on, it’s just peak-hour traffic time, but I’m glad I’m missing that,” he quips.

“I run, I swim, I play cricket and I’m a fan of soccer, and just going down to the oval and having a kick. That would not be possible if I were going to face-to-face school, so Pangea is taking care of both things: my time and my academics.”

As online learning evolves, more students are benefiting from the flexibility it offers.

Victoria’s first independent online school, Haileybury Pangea, provides a flexible learning model that suits self-motivated students.

Beginning with a sense of belonging

On any day of the week, Geelong Grammar’s Toorak Campus is a bustling place.

Some children will be picking the fresh vegetables they’ve grown in the Stephanie Alexander Kitchen Garden before heading to the kitchen to prepare a nutritious meal, while others will be learning about water safety in the swimming pool or taking part in a yoga or meditation session.

In the bright and spacious classrooms, students might be exploring science or art or expanding their literacy and numeracy skills.

The co-educational campus caters for early learning (at the Early Learning Centre) to Year 6 and focuses on building strong and nurturing relationships between educators and students. A holistic program of learning experiences across the core and specialist curriculum supports students in exploring their interests and discovering individual talents. This is all underpinned by a commitment to student wellbeing and Positive Education.

“Positive Education is based around the idea that relationships are everything – with yourself and others,” says Deputy Head of Toorak Campus Georgie Karamaloudis.

“It recognises that wellbeing is important and that while we can’t be happy all the time, we can build tools to recognise when we’re feeling frustrated, for example, and to understand why. We help students understand their emotions, see things from different perspectives and give them a toolkit to understand themselves and their thinking.”

Small class sizes ensure every child is known well by every member of staff at Toorak, with that close relationship and sense of belonging supporting greater student learning. This year, children across the year levels are learning about how they are the same, how they are different, and that there is a place in the school and the world for everyone.

The facilities at the Toorak Campus include a kitchen with multiple ovens, a swimming pool, yoga and meditation studios, a gymnasium, an oval, open-

plan learning spaces, a science room and a n arts facility equipped with a kiln. There are also music classrooms and spaces for private music classes.

“Each year level has a shared space with furniture designed for flexible learning, and there are quiet spaces and collaborative spaces where children can also choose to work,” says Head of Toorak Campus Nicole Ginnane.

“In every year-level space, children can cook and make things, and there are also wet spaces, so they can learn seamlessly. Teachers can use each space according to how the students learn

best, and they have everything they need at their fingertips. For example, during a maths lesson, teachers and students may want to use different materials to make abstract ideas concrete and everything they need is right there.”

Buddy and house systems ensure the ELC to Year 6 students build relationships vertically and horizontally, and close connections exist with Geelong Grammar’s campus in Corio. This makes the transition from Toorak to Corio at the end of Year 6 less daunting.

At Geelong Grammar School’s Toorak Campus, children start their learning journey in a vibrant and nurturing community.

A bus departs Toorak Campus each morning to take older students to Corio and returns them to the campus at the end of the school day, but some children choose to become weekly boarders.

By the time they do leave the Toorak Campus, children have become empowered learners and leaders. They may have been appointed c ultural c aptains, sports c aptains, run campus church services and assemblies, or taken part in community service initiatives.

“When they leave Toorak, they are independent, organised and

responsible, and they know they can be who they want to be. They’ve grown academically and as a whole person,” says Karamaloudis.

“Our students are self-motivated, and they have a joy in learning. They have a strong sense of fairness; they speak up and they have character,” adds Ginnane.

The co-educational setting also sees boys and girls developing respectful and equal relationships. A program called Think Equal champions gender equity from the beginning of school life through picture storybooks that highlight love, kindness, gratitude and friendship no matter what a person’s gender. This has powerful and positive impacts.

“The boys’ footy team might have a player missing, and a girl will join that team and know she is valued for what she brings. The children just see each other as equal friends,” says Ginnane.

So, how would the school describe students at the Toorak Campus?

“If I had to describe our students, I’d use words like compassionate, courageous and curious. They always want to know more, they are never complacent, and they are not afraid to ask questions because they know this is a safe place to make mistakes and learn and grow from them,” says Karamaloudis.

As the children move on from Year 6 and begin their secondary years, their memories of their days at Geelong Grammar’s Toorak Campus are treasured.

“One mum of a student who left us last year to move to our Corio Campus said her son is happy in Year 7, but he’ll never forget how happy and valued he felt here,” says Ginnane.

“When they are with us, they know they are part of a community that cares.”

BOSTOCK HOUSE

139 NOBLE STREET, NEWTOWN, VIC 3220

CORIO CAMPUS

50 BIDDLECOMBE AVENUE, CORIO, VIC 3214

TIMBERTOP CAMPUS

PRIVATE MAIL BAG, MANSFIELD, VIC 3722

TOORAK CAMPUS

14 DOUGLAS STREET, TOORAK, VIC 3142

ENQUIRIES (03) 5273 9307 ggs.vic.edu.au admissions@ggs.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION

Anglican GENDER

Co-educational FEES

Please see the school’s website

BOARDING

Yes

SCHOLARSHIPS

Yes

ATAR

(Combined median for 2022): 81.32

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More than the bee’s knees in spelling.

Here at Haileybury we create the perfect environment for our students to chase their dreams — be it in the classroom, on the court and everywhere in between. Meet Mitchell — who balances his time participating in the Prime Minister’s National Spelling Bee, with being the youngest member of Haileybury Hive, our beekeeping society … and we think that’s S-P-L-E-N-D-I-F-E-R-O-U-S.

A spirit of enterprise

HAILEYBURY KEYSBOROUGH (03) 9904 6000

HAILEYBURY BRIGHTON (03) 9904 6004

HAILEYBURY CITY (03) 9904 6008

HAILEYBURY BERWICK (03) 9904 6006

Clever ideas, smart thinking, determination and teamwork –these are just some of the highlyprized skills shared by the 21st century’s greatest entrepreneurs.

From Bill Gates and Sheryl Sandberg to Elon Musk and Mark Zuckerberg, each of these creative and focused business people has confronted challenges, failed and found a way forward to achieve incredible success.

At Haileybury, that sense of adventure and innovation is encouraged through a hands-on entrepreneurship program across the Middle and Senior schools. It is led by Head of Entrepreneurship and Learning Partnerships Damien Meunier, and begins in the earliest years with a Prep to Year 4 Literature, Enterprise, Arts and Politics program. A s part of this program, students earn faux money during class as part of a rewards system for good work, effort, acts of kindness and demonstrating school values. That faux money is then spent at a market stall created by the children. Children set up a stall, advertise what they are selling, source the products and do the accounting, says Meunier.

In Years 5 to 7, students take part in the $20 Boss program. Last year, 400 students across Haileybury’s four Melbourne campuses were involved.

“ Students come up with a business idea and pitch for $20 capital to start that business. They then trade for three days at lunchtime in the Middle School and the money they raise goes to charities,” explains Meunier.

Business ideas range from beaded jewellery, tie-dyed clothing and pamper boxes filled with body scrubs and moisturisers to customised Spotify

screensavers that feature a person’s favourite songs.

“One group wanted to start a succulent plant business, which sounded great, but when they spoke to their potential customers – students in the Middle School – they discovered nobody was interested,” says Meunier.

“Instead, they created small fidget toys and were one of the highest grossing teams. But they learned the importance of doing their research and speaking to customers first.”

Year 7 students have learnt how to use entrepreneurship for a good cause and raised $10,000 towards building a library for a school in Nepal badly affected by flooding.

In Year 8, students devise a business idea or product to help solve a modernday issue. This has sparked ideas including toothbrush kits and mobile hairdressers for the homeless, an app to help teenagers find casual jobs and a card game to help young people

navigate challenging life situations. The best ideas are presented at a pitch event and the winner is supported to turn their idea into a reality.

“Most recently, the winning team was four girls who created a card game called ‘Social and Safe’,” says Meunier. “Each card features different scenarios that a young person might come across online and in society, and other cards have different answers that could be applied. It’s a little like Cards Against Humanity with a prompt and you respond with a card you think offers the best solution. It generates discussion about how to act safely in different situations and environments.”

At a pitch event for schools at the University of Melbourne, the team won the People’s Choice Award and the students are now working with Diane Furusho, Deputy Principal Student Wellbeing, to refine the cards. A set will be provided to every Haileybury classroom.

ENQUIRIES haileybury.com.au admissions@haileybury.vic.edu.au

YEARS ELC – Year 12

DENOMINATION

No religious affiliation

GENDER

Co-educational

FEES

$20,230 (ELC) – $35,920 (Year 12)

BOARDING

No

SCHOLARSHIPS

Yes

ATAR (Median for 2022): 93.5

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This year, the Year 9 Haileybury Incubator Project (HIP) has a theme of ‘HIP for Good’ and students will learn how to develop a social enterprise.

In Years 10 and 11, the Haileybury Enterprise Academy sees the school partner with HEX, which supports early-stage business founders with a start-up business idea, in a select-entry program for students who’ve displayed an affinity for entrepreneurial thinking.

“HEX usually works with school leavers and university graduates, but why wait until then?” says Meunier.

“ The world is changing and the future of work is about enterprise skills – they are the way forward and we need to provide students with those skills.”

Students at Haileybury take inspiration from some of the world’s most innovative thinkers.

Victoria’s first private online school.

Where can you access a world-class education, along with a whole world of possibilities? Anywhere in Victoria, now that Haileybury Pangea has arrived. It’s a uniquely rewarding online learning experience – where brilliant teachers guide you through Years 5 to 12. Where you can study more VCE subjects and unlock more exciting opportunities for your ����������������������������������������������������������������������� Where bright young minds can learn just how they like – so they can take their futures anywhere they want.

A matter of choice

ENQUIRIES

(03) 9904 6115

haileyburypangea.com

admissions@haileyburypangea.com

YEARS

Year 5 to Year 12

DENOMINATION

When Haileybury Pangea students logged on for their first lessons in January, they became part of Haileybury’s long tradition of innovation and invention. This has included the development of one of Melbourne’s first vertical schools in the city, building extensive educational programs in Asia, and the opening of Haileybury Rendall School in the Northern Territory.

Haileybury Pangea is the school’s latest initiative, and it is the result of several years of careful planning and development. The online school launched this year with 92 students from Years 5 to 12 who are either studying the full school curriculum or single subjects to supplement their senior school studies elsewhere.

On a typical day, some of those students will be taking part in an online English class, discovering the complexities of the human skeletal system in a science class, meeting their teacher online for one-on-one support, or discussing an upcoming assignment in a group forum.

“Haileybury Pangea isn’t trying to replace traditional schools – it’s providing another choice for young people and their families,” says Joanna Baker, Head of Haileybury Pangea.

“Our students come from many different backgrounds. Some have significant sporting careers, others are talented performing artists with demanding schedules, and others simply find this more personalised model of learning suits them better.

“ We also have families living in regional areas who would otherwise have to send their child to boarding school – this gives those children the

option to be able to stay within their communities.”

L earning is delivered online in classes of about 10 students, and the average school week is made up of a bespoke blend of live instruction, prepared video content, assessment tasks, and one-on-one or small group-based time with subject teachers.

Self-paced learning is a fundamental component of the curriculum and is supported by an extensive suite of online resources. While camps and sports are not part of the core program, additional on-campus opportunities will be offered, like summer school skill-building programs and graduation.

A nna Sever, Deputy Principal (Teaching and Learning), says Haileybury Pangea uses a “stage not age” approach that ensures each student is well supported and challenged so they can make the most of their learning and advance at an appropriate pace.

“For example, if a young person in Year 7 is particularly strong in mathematics, they may instead join a Year 9 maths class,” says Sever.

“Haileybury Pangea students are selfmotivated and self-paced learners, and they work hard. They are keen to learn and they aim high.”

Supporting these high aspirations are Haileybury’s expert educators, who have undertaken specialised training to teach effectively online. Many of them easily switch between bricks-andmortar classrooms and the online classroom space.

“Our live interactive classes build on the brilliance, passion and expertise of Haileybury’s teachers,” says Sever.

“Combine this with rigorous academic programs, the very latest technology and our best-practice teaching methods, and that is the essence of the Haileybury Pangea experience.”

A comprehensive wellbeing program also wraps around students, and

$18,000 (full-time school) to $4000 (single VCE subject) BOARDING N/A SCHOLARSHIPS

Open to future students ATAR N/A

parents complete a home learning environment checklist and a duty of care module.

A parent or guardian is also expected to be at home to supervise their child when they are online.

Dedicated technology has been developed to ensure the teaching and learning experience runs smoothly and to safeguard and monitor the security and confidentiality of students.

Baker believes Haileybury Pangea is an exciting innovation in Australia’s education sector and says other schools are now reaching out and are keen to learn how they can also innovate in this space.

“ This is a new frontier for education in this country,” she says.

Victoria’s first private online school delivers high-quality education to students, no matter where they live.

Rachel Senior student. Future entrepreneur.

Genazzano

Open Mornings 2 May | 29 May| 21 July

We welcome you to join us for a College Tour and a delicious morning tea. Please visit our website.

Bookings are essential.

Genazzano FCJ College is an all-girls’ Day and Boarding College. We welcome students at our co-educational Early Learning Centre, and girls from Prep to Year 12.

Girls are empowered within a vibrant, inclusive community and encouraged by our high-performance learning practices, where they thrive socially and academically.

high-performance

Genazzano’s commitment to learning excellence, teaches our young women, whether they are Day, Boarding or International Students, to follow their dreams with courage and independence.

With a Genazzano education, guided by over 130 years of wisdom and faith, your daughter will develop con dence, achieve academically and discover her passion through broad co-curricular opportunities. She will embrace leadership, social justice and inclusiveness, developing friendships for life, and a life-long love of learning.

Ready to take on tomorrow.

genazzano.vic.edu.au

Leaders in girls’ education

From the very beginning, Melbourne Girls Grammar has been a place where the education of young women is highly prized. The school was founded by Emily Hensley and Alice Taylor – two strong and forthright academics who were determined to champion the education of girls.

“ Those beginnings have transcended through our school’s history. We are a very principled school and a strong feminist school with core values of integrity, courage, compassion and selfdiscipline,” says Melbourne Girls Grammar Principal, Dr Toni Meath.

“ We have always been bold and innovative, and we have always been at the front of any educational curve.”

Never resting on the laurels of the school’s academic success, recently, the school redefined how it sees excellence in innovation in the classroom and curriculum. With input from students, parents and academic advisers, the result is a platform of six pedagogical principles of learning, including “we are experts in girls’ education” and “we value critical and creative thinking”.

“ We are constantly gazing at the horizon to examine what will work for us,” says Meath.

“ We are knowledge creators and, with that rationale in mind, we recently launched the Melbourne Girls Grammar Institute (MGGI) to work on research with universities and to work with entrepreneurs to introduce what comes next. As a school that invests in research and innovation, we are not afraid to trial innovations that positively impact girls’ education.”

The MGGI launched mid-last year and is a professional learning research

innovation arm within the school. It has an academic advisory board that includes alumni, academics, business people and allies of the school from across Australia.

Meath describes the board as a “highlevel think tank”.

“ The MGGI is responsible for the research partnerships that we engage in, our professional learning, the parent education we provide to our community, and for creating knowledge, such as our pedagogical principles,” she says.

At the heart of all these new initiatives is a drive to ensure girls at the school receive a strong education that places them in a position to achieve their aspirations. The school’s strong STEM focus underscores its determination to nurture students who can tackle any challenge or career.

“ The nature of a girls’ school challenges gender stereotypes from an early age, so our girls are explicitly taught they can do anything in the STEM arena,” says Meath.

“ We employ the best teachers, many of whom have postgraduate masters and doctorates in their subject, and we have the best facilities in our science and maths labs. We have strong numbers of students studying specialist mathematics and, if they have the capacity, students can do first-year university maths through the University of Melbourne. We’ve set up our curriculum to provide enhancement, enrichment, extension and support. We also have a science partnership with RMIT University.”

MGGS also places great emphasis on the professional development of staff, with opportunities to undertake

MERTON HALL

86 ANDERSON STREET, SOUTH YARRA, VIC 3141 MORRIS HALL 100 CAROLINE STREET, SOUTH YARRA, VIC 3141 ENQUIRIES (03) 9862 9200 mggs.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION

Anglican

GENDER Girls

FEES

$23,408 to $38,944

BOARDING

Yes

SCHOLARSHIPS

Yes

ATAR (Median for 2022): 86.57

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professional learning fellowships. This year, eight teachers were chosen to be part of the Victorian Academy of Teaching and Leadership – a Victorian government initiative to enhance excellence for the state’s most highlyskilled teachers.

“Our school reflects the very best of Melbourne. We value diversity and inclusion, we are cultural and scholarly, and we have a sense of community,” says Meath.

“ We are a thinking school that supports every student at every year level and stage of their development to be bold, resilient and adaptable and to protect their capacity to think, question, challenge and have their own point of view.”

For 130 years, Melbourne Girls Grammar has been empowering tomorrow’s women.

MELBOURNE GIRLS GRAMMAR

As Mentone Grammar has evolved over 100 years into a leading bayside independent school, we have remained steadfast in upholding the community values and positive school culture that is at the heart of our success.

Our strength is, and always has been, our people; Our happy, healthy and high achieving students; Our research-based education delivered by specialist teaching and support staff; And our community of open-hearted and supportive families who share our vision for young people.

IB program delivers lasting effects

At International Baccalaureate schools, the program’s positive impacts are clear.

BY Anders Furze

On the first day of his new job as Principal of St Leonard’s College in Brighton East, Peter Clague was greeted by students in Year 4 spilling out of classrooms and into the hallways, preparing for an upcoming exhibition.

“Every nook and cranny in our Junior S chool was full of children working collaboratively, and with real enthusiasm and passion,” he says.

“You could barely move five feet without somebody stopping to tell you, with genuine excitement, what they had learned.”

The students were hard at work preparing for the culminating event in the International Baccalaureate (IB) Primary Years Program me (PYP). All students enrolled in a school that delivers the PYP participate in the exhibition, which gives them a chance to apply what they’ve learnt and share their passion for a topic or issue.

“It’s great because our young people take ownership of their learning,” Clague says. “The children choose a topic of inquiry, guided by the teacher, and then they work towards that exhibition.

“As an educator, that’s the happiest moment – to wander around that evening, listening to these students fronting stalls, telling the adults what they’ve learned, how they’ve learned it and why they thought it was important.”

The IB PYP is an increasingly popular mode of education for students aged three to 12. In keeping with the broader IB philosophy, it is designed to nurture children as caring, active students, who embrace lifelong learning and a growth mindset.

The junior years are an ideal time for students to develop these skills because it’s an age when children are establishing their learning dispositions and capabilities, says Glen Hayres, Deputy Head of Junior S chool at Box Hill South’s Kingswood College.

“[We’re] fostering that love of learning, getting students to start thinking critically and ethically, to question things that are happening around them, and giving them the confidence, tools and skills to investigate different things.”

With the world of work transforming and many students looking at the prospect of changing careers many times over the course of their life, fostering a love of lifelong learning has never been so important.

“We definitely need to still teach

content and knowledge, but it’s also how we teach students particular skills and dispositions that helps them to really understand the learning process,” Hayres says.

He offers the example of teaching science. Whereas a traditional curriculum might teach this content in a distinct science class, the IB PYP enables students to draw connections between disciplines.

“You could potentially bring mathematics into it, where you’re looking at measuring things and distance,” Hayres says. “You could also bring in reading and writing skills – [students] could be documenting the process they’re going through and the steps they’re taking.

“The kids start to see that there are connections across disciplines,

and how they’re interrelated, how you’re drawing upon different skills, knowledge and understanding from disciplines to engage with i nquiry.”

St Leonard’s offers a unique PYP model in which students take part in the exhibition at the end of Year 4 , not Year 6. That’s because the school has a dedicated Years 5 and 6 program that’s taught in a tailor-made centre, distinct from the rest of the Junior S chool.

“Some people might say, ‘gosh, that’s young to be moving primary students from a homeroom to something akin to a secondary model’,” Clague says.

“But I look at the capacity, resilience and confidence of our fives and sixes, and I’m absolutely convinced that a significant portion of that has come from what the PYP has taught them.”

St Leonard’s College in Brighton East offers the International Baccalaureate Primary Years Programme.

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.

mlc.vic.edu.au

A safe space to learn and thrive

Atopic that the newly appointed Principal of MLC, Julia Shea, speaks passionately about is the power of an all-girls education.

“A common statement is that ‘ life is co-ed, so students should learn in a coeducational environment ’,” Shea says “Whilst life is co-ed, the world isn’t great for girls yet: in career earnings, in personal safety, in the visibility of leadership.”

W ith over 20 years’ experience across multiple states and in both boys’ and girls’ schools, she has seen the benefits of all-girls schooling first-hand.

“An all-girls environment provides a safe space for girls to learn, to take calculated risks, and reject the gender stereotypes that can hold them back , ” Shea says.

A growing body of research illustrates the power of this environment for girls’ learning and development. For example, a 2017 study of NAPLAN data found that young women at all-girls schools achieved higher scores than girls at co - educational schools, even

when socioeconomic status was taken into account.

Further research compiled by the Alliance of Girls Schools Australasia shows higher levels of confidence, selfesteem and psychological and social wellbeing, and that girls feel their opinions are more respected in an allgirls environment than in a co-ed one.

“As I have a background in and real passion for mathematics, I find it particularly powerful that graduates of girls’ schools are six times more likely to consider majoring in maths, science and technology and three times more likely to consider studying engineering than girls who attend co-ed schools,” Shea says.

It is also paramount to provide girls with opportunities to extend their confidence, explore their interests, and challenge themselves, she adds.

“I was drawn to MLC because it is a truly exciting place to learn and its person-centred approach to learning and wellbeing matches my own educational philosophy. It’s so exciting

to join a school that is resourced to be able to provide these opportunities to girls and young women.”

From the moment a girl steps through the gates at MLC, she steps into a world of opportunity. The proudly independent all-girls school offers more than 60 subjects across VCE, VCE VET and the International Baccalaureate program, and girls can also join any of the school’s 20-plus musical ensembles, bands and choirs.

Sport is high on the agenda, too. There are more than 30 sports activities to choose from, and the

school encourages girls to stay active with an inclusive health and fitness program. Student-led clubs are also a popular feature at MLC, where girls can try everything from Auslan, coding and chess to K-pop and philosophy.

“Our students have a diverse range of interests and talents, and we want to empower them to discover these interests, to take risks and challenge themselves,” Shea says.

“Whether she finds her strength in sport, science, mathematics, the humanities, music, languages or fine arts, all our students are valued.

For unlimited opportunities for your daughter, apply now to secure your place on the waitlist.

MLC’s all-girls environment, broad curriculum and inclusive wellbeing programs allow students to explore their interests and challenge themselves.

“ Through our unmatched breadth of choice and opportunity for our students, it’s a place where every girl will have her talents and interests nurtured and achieve her best.”

Since it was established in 1882, MLC has become renowned as one of Melbourne’s highest-performing Prep to Year 12 day and boarding schools. Shea believes this is due to the quality of teaching at MLC and its dynamic, broad and balanced curriculum with integrated wellbeing.

“Our curriculum not only guides what our students learn and how they

structure their learning on a day-today basis, but it also brings together a common set of knowledge, skills and shared experiences to create a strong sense of belonging,” she explains.

“ We’ve always ensured that MLC’s curriculum is rigorous and relevant and that it is constantly transforming to ensure our students are well-prepared to enter an ever-changing and fastmoving world.

“In addition, our incredible teachers are lifelong learners themselves, and they have a strong culture of ongoing professional development.

“ This means they are set with the latest evidence-based practices and methodologies to tailor their teaching to enhance student learning.”

Student wellbeing is equally valued,

and is integrated with learning rather than treated as a separate area. Each student has a network of support, including a designated teacher who is personally responsible for her wellbeing.

Specialist staff provide learning support and learning enrichment, and take care of physical and mental health needs, and MLC also partners with wellbeing experts who provide age-appropriate education about developmental and social issues.

Shea is confident about MLC’s future journey and that of its students. “MLC is a community of unique learners, explorers and achievers, and I can’t wait to see what our students do with so much to discover at their fingertips,” she says.

207 BARKERS ROAD, KEW, VIC 3101 ENQUIRIES (03) 9274 6316 mlc.vic.edu.au admissions@mlc.vic.edu.au

YEARS

MLC Kindle (6 weeks – 5 years) Prep – Year 12

DENOMINATION

Non-denominational GENDER Girls (MLC Kindle co-ed) FEES

Prep – Year 12, $21,420 to $35,910, see website for MLC Kindle

BOARDING Yes

SCHOLARSHIPS Yes

ATAR

(Median for 2022): 89.05

mlc.vic.edu.au/apply

As a proudly open-entry school, your position on our waiting list is based on the date of application.

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Where students can soar

Peninsula Grammar’s newest building, ALATUS, reflects the school’s forward-thinking approach to learning. ALATUS roughly translates as “having wings to fly”, and that’s exactly what the Kindergartento-Year-12 school located on the Mornington Peninsula seeks for its students.

The concept for the double-storey building began with the recognition that children often lose some of their innate creativity during their Middle School years.

“ We wanted a facility where creativity and problem-solving could be enhanced. Upstairs, the pursuit of wisdom and thought occurs. It’s a space for thinkers and entrepreneurs where they can take part in activities like creating radio shows and podcasts,” explains Peninsula Grammar Principal Stuart Johnston.

“ There are spaces where students can debate global situations, and there is a lecture theatre where we invite inspiring speakers to talk about future concepts. There is also a virtual reality room where children engage in virtual and augmented reality.

“Downstairs is where the pursuit of creativity happens. We’ve built a semiindustrial space where students explore how things work and solve problems and where they investigate topics such as solar power and sustainability. The whole building is one of a kind, and it is all about driving the dreams of our Middle School children.”

Peninsula Grammar has also invested in a contemporary science centre with state-of-the-art science laboratories for senior students studying biology, chemistry and physics. The number of

students choosing to study science in their senior years at the co-educational school is strong and growing.

“ We have almost an equal balance of students – male and female – pursuing science, and we are particularly pleased to see girls forging a strong pathway into physics. Many of them are looking at engineering solutions for the future, and the facilities at the school allow them to dig deep into their learning,” says Johnston.

W hile maintaining a strong focus on the foundations of learning, Peninsula Grammar also embraces an extensive program of camps, field trips, creative art, performing arts, PE and sport. The music program begins in Kindergarten and later incorporates strings and a band program in Year 5.

The school also has a Cadet program that is connected to the Australian Army.

“ Students see the Cadet program as an opportunity for leadership and outdoor

adventure. It challenges them to find their inner strength,” says Johnston.

“ We have a very strong commitment to each child being the best version of themselves and finding the skills and experiences they need to take on whatever they love doing.

“For some young people, that will be an academic pathway, some find entrepreneurial pathways and some find a more practical application for their skills.”

Middle School teacher Nanami Dade says the atmosphere for students, families and staff at Peninsula Grammar is warm and inviting.

“From the time the gates open in the morning with early sports training, until the evening, when there are often rehearsals and club meetings, this school is a lively and positive place to be. It is very much a community,” she says.

“It’s a place that fosters students who are inspired and informed and who

20 WOORALLA DRIVE,  MOUNT ELIZA, VIC 3930 ENQUIRIES (03) 9788 7777 peninsulagrammar.vic.edu.au info@pgs.vic.edu.au

YEARS

Kindergarten to Year 12 DENOMINATION Anglican GENDER Co-educational FEES

Contact the school for fee information or visit its website BOARDING

Yes

SCHOLARSHIPS

Yes

ATAR

(Median for 2022): 82.25

HOVER YOUR CAMERA OVER THE CODE TO SEE DOMAIN LISTINGS NEAR PENINSULA GRAMMAR

value kindness and stewardship and who have skills to help them navigate a diverse world beyond the school gates. Every day when I drive to school, I am excited to come to work.”

Year 12 student Riley Everett has been at Peninsula Grammar since Year 5 and echoes that sentiment. During his time at the school, he has been involved in several school productions and the choir.

“Peninsula Grammar has allowed me to become more confident with who I am as a person and given me the courage to stand up for what I believe is right for myself and those around me,” he says.

“ This is a wonderful community with amazing opportunities to excel.”

A rich and bespoke curriculum and second-to-none facilities prepare students for success.

c uriou s

stretching curious minds

Treasuring the journey

As the school year begins in January, senior school students at Presbyterian Ladies’ College start working together to plot and plan their house musical. Students from Years 7 to 12 become fully immersed in a world of scriptwriting, rehearsals, designing and constructing props, sewing costumes and composing background music. They have only three weeks from the first production meeting to stepping into the spotlight and performing their work in front of the community.

“During this time, across the year levels, students learn to be part of a team and to be creative together. They are role models for each other, negotiate when things don’t go their way, become leaders, have failures, and celebrate success together,” says PLC Principal Cheryl Penberthy.

“Everyone immerses themselves in the House Concerts wholeheartedly, and the results are amazing to watch.

“It is also a part of their school journey that is treasured by our Old Collegians – they all remember it.”

Treasuring the learning journey as it unfolds at PLC is an important part of the school’s philosophy. While girls are encouraged to strive for excellence inside and outside of school, Penberthy says they are also encouraged to relish each stage of their education.

“For example, with our youngest children, we carefully create experiences for their particular age and stage. Their learning and the materials they use are age appropriate, and this encourages them to be easily engaged in their learning,” she says.

“Children need space to learn, and their minds shouldn’t be filled with too

much information that is beyond their maturity. We build strong cognitive pathways and a strong foundation by stripping away what isn’t necessary so children can apply themselves and be in a happy and stimulating place when they learn.”

Treasuring each step of the learning journey also sees teachers and staff across PLC encourage students to be curious, use their imagination and take risks as they explore.

“ They may not always know the answer, but we want them to have a go and be confident that their learning environment will support them,” says Penberthy.

“We scaffold their experiences at each stage of their journey so they feel safe and confident to take risks and to take the next step forward in their learning.

“Ultimately, we want our students to have an education that sustains and prepares them for their lifetime, and we

want them to aim high while recognising that excellence can be different for everybody.”

Since it was founded in 1875 with only 60 students, PLC has remained firmly committed to its Christian values.

That first intake of students included Catherine Deakin, sister of Australian prime minister Alfred Deakin, and Helen Mitchell, known to most of us as Dame Nellie Melba.

“Our Christian foundation underpins everything we do, as do our core values of truth and excellence, service, care and respect. Aiming high is also a core principle,” says Penberthy.

“ We want our students to be women with strong character, a sense of their own worth, to have an appreciation of the education they’ve received, and to be empathetic, self-confident, capable and gracious.”

PLC teachers and staff also remain conscious of the trust placed in them by families who choose to send their

141 BURWOOD HIGHWAY, BURWOOD, VIC 3125 ENQUIRIES (03) 9805 7860 plc.vic.edu.au admissions@plc.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION Presbyterian GENDER Girls

FEES

$20,764 to $36,412

BOARDING

Yes

SCHOLARSHIPS

Yes

ATAR (Median for 2022): 94.15

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children to the school, and strong connections are forged with those families. The school works hard to build trust, maintain transparent and open communication and ensure families feel supported and part of the PLC community.

“ We regularly communicate with parents about the progress of their child and what is next in their learning journey and we work hard to understand each child and to know their parents, too. Each family’s journey at PLC is personalised, and we work with parents to meet each child’s needs as they learn,” says Penberthy.

“ Together, we nurture PLC women who go into the world to take their place and who are women of integrity.”

The time that students spend learning inside the gates of Presbyterian Ladies’ College is cherished.

better

Educating girls and boys together for 32+ years. We are the leading inner-city co-ed Catholic Secondary College on two spacious, convenient campuses.

Book a tour today to find out more.

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together WINDSOR

Empowered with a positive mindset

Entrepreneurship programs equip students with valuable 21st-century skills.

BY Joanne Brookfield

One key attribute of an entrepreneur is the ability to adapt. For the students at Strathcona Girls Grammar’s Tay Creggan C ampus, adaptation is one of many explicit entrepreneurship skills that are taught every day.

An independent Baptist day school for girls in Canterbury, Strathcona has a stand-alone campus for Year 9 students in Hawthorn, dedicated to the year-long TC Envision program.

“COVID-19 forced us to be a lot more entrepreneurial ourselves,” says Karyn Murray, Head of the TC Envision program, which the school launched in 2019 and soon had to adapt.

Amid the global circumstances of 2020, a group of “really techfocused” students built an online sales platform as their project. Strathcona was so impressed with the results that it now uses the platform each year to launch all student projects requiring an online marketplace.

“It’s basically our in-house Etsy,” Murray says.

The TC Envision program provides “authentic, real-world” learning. To that end, by making products available to actual consumers, “students learn very quickly that some ideas take off, and some don’t”.

Partnering with the League of Extraordinary Women for mentoring and using the Wade Institute for Entrepreneurship model when teaching, TC Envision takes students through all steps involved in bringing an idea – for a product, service or social enterprise – to market.

It’s proving to be a genuine launching pad, with the students behind the sales platform now in Year 12 and

“still developing a marketplace for young entrepreneurs”, while a Strathcona graduate has launched an eco-business, Planet Angels –although she put that on hold while studying a bachelor of global business development in Switzerland.

Murray says the experience focuses on three Ps: pivot, punt and persevere. “It’s a good analogy for life lessons as well, as we’re training them to be critical thinkers.”

Critical thinking involves looking at all potential outcomes and considering, ‘ What if it works? ’

Haileybury’s Head of Innovation and Entrepreneurship, Damien Meunier, invited Daniel Flynn, a co-founder of social enterprise Thank You Water, to speak to Year 9 students about this idea in March.

Meunier explains that when Flynn saw a billion-dollar water industry worldwide, yet knew millions

didn’t have access to clean water, he wondered how he could connect the problem with a solution.

“Everyone told him it wouldn’t work, and he would say to them, ‘But what if it works?’,” Meunier says.

Flynn’s keynote address was delivered at a ‘Day of Inspiration’ that brought Haileybury’s Year 9 students together as part of the Haileybury Incubator Project (HIP), an opt-in social justice program that is spread across the year and focuses on entrepreneurship, design-thinking, creativity and collaboration.

Haileybury’s main education pillars have always been academic excellence, social justice and an international outlook. In 2018, it added enterprise and entrepreneurship, so this year’s theme – ‘HIP for Good’ – ticks a second box.

Other speakers covered topics such as artificial intelligence

(AI), inclusivity, body image and Indigenous understandings.

“[These are] various different issues that we think are relevant, or the kids have told us are relevant to them,” Meunier says. “Then it’s like a call to action: what are you going to do in this space that’s going to make an impact positively this year?”

Meunier says research now predicts the average 15-year-old today will have 17 different jobs over five careers in their lifetime.

“The future of work is about problem-solving and knowing you can find a solution,” he says.

Teaching entrepreneurship, then, isn’t strictly about sending future business owners out into the world.

“ We don’t expect them all to become entrepreneurs,” Meunier says. Instead, “we give them the process and the tools so they can have the positive mindset that they can make a difference”.

Strathcona has a stand-alone campus for Year 9 students in Hawthorn, dedicated to the year-long TC Envision program.

Gaining skills for sustainable action

Some

BY Melissa Iaria

Many young people are passionate about taking action to protect the planet.

Some schools are also embracing sustainability to teach crucial STEM skills, incorporating science, technology, engineering and mathematics to help students make a positive difference in their lives

and careers. At Toorak College, for example, students are deep - diving into real issues as part of the school’s agile learning program. Students are taught to think critically, creatively and ecologically as they design prototype products that are ethically made and sustainable.

“Students are challenged to use an ethical mindset and consider how their creations may help society and promote inclusion,” says the Deputy Head of Senior School, Academic Growth, Kate Brown.

The compulsory subject in Years 7 and 8 covers technology, business, society, culture and design. Once in Year 8, students create products that

Confidence that motivates them.

align with UN sustainability goals. Students have explored contemporary issues, such as the refugee crisis, with one group designing refugee life vests made from milk bottles and ropes.

Students are encouraged to consider the impact of their creations on future generations by using available resources and minimising waste.

“ They are also taught critical thinking skills to become discerning consumers,” Brown says.

“We wanted our students to have a bigger picture and understanding of the way the world is changing and technology is developing, and making sure we’re making decisions from a positive mindset ”

At St Michael’s every student is the star of the show.

St Michael’s holistic approach to teaching, learning and caring, encourages all our students to be confident and tenacious. Motivating them to chase their goals, whatever they might be.

schools are teaching STEM skills by tackling ecological and ethical issues.

Despite their youth, the students have a “real social mindset” with an interest in world issues around them. This kind of learning gives students a framework for meaningful action, she adds.

“They see things on the news or social media, and they don’t always get the time to unpack what that means. Many of them get emotionally connected to

that and get frustrated they potentially can’t help,” Brown says.

“We’re really setting them up with fundamental skills, so as they mature and can handle potentially more complex ideas, they can tackle these problems and come up with solutions.”

At Cornish College, students learn about sustainability through its award-

Discover your inner explorer

winning EcoCentre. The EcoCentre, designed and co-constructed by the Property Manager, Tom Humphreys, is built using recycled materials and includes a nursery for flowers, vegetables, native plants and an aquaponics system. There are worm farms, composting, wetlands and beehives, not to mention roaming chickens, ducks and guinea fowl.

Students learn everything from the impact of food waste to how technology can be harnessed to benefit the environment. And hopefully, they take those lessons home to their families, Principal Nicola Forrest says.

“We want to influence a whole community around sustainability,” Forrest says. “There’s barely a teacher in the school who doesn’t do something active around sustainability and then models that to the kids, who then take it home to their parents.

“If everyone who engages with our school can do one little thing to make a difference, then we know we’re getting

more impact. You want to be able to work across generations.”

Forrest says the sustainability theme is embedded in the curriculum. All year levels use the EcoCentre to learn and create outdoors, building on their knowledge of sustainability, animals, food production and society. It also helps students to develop crucial STEM skills in problem-solving, creativity and critical analysis.

Primary teacher Erica Smith, who runs the school’s STEM Hub, says students explore different growing methods, from natural garden beds to hothouses and hydroponic and aquaponic set-ups.

“The students are out there designing experiments, building different systems, trying different technologies. That helps with their knowledge, understanding and passion towards sustainability for the future,” she says.

“They’ve got a good basis to start from when they start thinking about their own solutions to problems.”

At Cornish College we believe education goes hand in hand with exploration. Beginning with our 3 Year Old Early Learning program and continuing through to Year 12, our students are encouraged to identify problems and seek out solutions, cultivating their creativity as well as their entrepreneurial spirit. Book

A path of authentic learning

When Sacré C œur decided to review its Year 9 program, Notre Monde, the independent Catholic school consulted with those who had the most valuable insights – past and present students, families and teachers.

The t wo-year review and a wealth of feedback from the Sacré C œur community have resulted in a reinvigorated program launched this year that develops skills, including life skills, while also maintaining academic rigour and excellence

“ We wanted a Year 9 program that engages students and prepares them for the demands of their senior years and for the world beyond the gates of Burke Road,” says the Director of Learning and Teaching, Megan Marshall.

“Notre Monde (Our World) supports authentic learning, and the focus is on building skills, self-efficacy, independence and collaboration – these are all important in navigating the contemporary world.”

O ver the course of the year, students choose from 17 electives that range from podcasting to forensic science.

One of the electives, My Garden Grows, teaches students about climate change and agriculture by involving them in growing beans and setting up an aquarium.

O ther electives include sports leadership, women’s health, economics and aviation. Through the aviation elective, students learn the physics of flying and build a model plane that takes to the skies. Over the course of the year, students complete two compulsory electives: a social justice unit, Walk the Talk, and a financial literacy unit, Money Matters.

The school aims to help students recognise that they are in a privileged position and use that privilege wisely in helping others and creating a better world. Walk the Talk exposes students to different types of hands-on community service, and this year’s cohort is supporting a shelter for survivors of domestic abuse.

While fundraising to support the shelter, students learn about the lives of women and children who survive violence and what changes are needed in society to reduce the prevalence of domestic abuse.

The financial literacy elective has been created to reduce the number of women experiencing financial disadvantage.

“ We want our students to be financially independent and to have financial freedom. They study budgeting, the gender pay gap, tax, banking and the stock and property markets. They set financial goals and

learn investment strategies,” says Marshall.

“ Students are presented with realistic scenarios, and they have to work out their pay, their expenses or outlay, and what they can do with the money that is left. Guest speakers talk to the students about what is involved in starting a business, establishing a property portfolio and even basic budgeting to help them achieve their dreams of buying a car and travelling

“ We also run a forum for parents because research suggests that while parents of girls teach them about ‘saving’, for boys, parents talk about ‘wealth creation’. So we discuss with parents about how we can talk to young people about financial independence.”

Sacré C œur is also looking to the future of education with the recently opened Sophie Centre. The four-storey building houses a creative arts space for media and visual communications students, contemporary science labs, a

172 BURKE ROAD, GLEN IRIS, VIC 3146

ENQUIRIES (03) 9835 2700 sacrecoeur.vic.edu.au reception@sac.vic.edu.au

YEARS

Prep to Year 12

DENOMINATION Catholic GENDER Girls

FEES

See the school’s website BOARDING No SCHOLARSHIPS Yes ATAR (Median for 2022): 88.35

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digital technology hub and a new multilevel junior and senior library. The library hosts an after-school tutoring program in which graduates from the previous year help students with their learning.

Marshall says the investment in the Sophie Centre reflects Sacré C œur’s commitment to preparing the school’s students for the future. This, coupled with a curriculum that focuses on developing transferable skills, means students will be prepared to adapt to an ever-changing world.

“ We aim to develop outstanding people who strive to find their own potential … but who are also kind to others. We want them to believe they can make a difference ,” she says.

Sacré Cœur’s curriculum cultivates practical skills as well as academic excellence.

Preparing for success

50 SEPARATION STREET, NORTHCOTE, VIC 3070  ENQUIRIES (03) 9489 1600 santamaria.vic.edu.au registrar@santamaria.vic.edu.au

YEARS

Years 7 to 12

DENOMINATION

Progressive and inclusive Catholic school

Throughout their journey at Santa Maria, students are prepared to be resilient, respectful and caring, “so when they leave our school, they are ready and confident to make an impact on their community and the world in which they live”, says Sandra Harrison, Deputy Principal Learning and Teaching.

A key part of that preparation occurs from Years 7 to 10 when students complete the International Baccalaureate Middle Years Programme (IB MYP). Santa Maria College has offered the International Baccalaureate since 2016 and it is deeply embedded within the school.

The Catholic school in the heart of Northcote was established in 1904. While it remains true to its Good Samaritan, Benedictine charism, it is also forward-thinking, and the curriculum reflects this.

The globally recognised IB Middle Years Programme focuses on developing 21st-century skills such as problem-solving, collaboration, integrating technology into learning, fostering respect for other cultures and ideas, and building links between learning and real life.

It also highlights the power of learning through community engagement and helps students better understand their role as world citizens.

“ The Middle Years Programme promotes inquiry-based learning and fosters an international-minded perspective. When students learn, they do so on an international scale and understand how their imprint impacts the world,” says Harrison.

“It also prepares them well for VCE because inquiry-based learning is all

about being knowledgeable, openminded, balanced and reflective. Rather than a linear approach to learning, the MYP supports a more holistic learning approach.”

A s part of the MYP, traditional subjects like English literature are married with contemporary themes such as psychology, in subjects like Characters on the Couch, which allows students to conduct in-depth analysis of films and literature using psychological studies and theories.

“The most enjoyable part of this subject for me is that it allows me to conduct character-focused analysis of characters utilising scientific research, rather than literary devices,” says Elsie Price, Year 10. “As someone who finds English-based subjects easy, I can challenge myself with the more scientific aspects, which I tend to enjoy more.”

In Year 10, the final year of the IB Middle Years Programme, students undertake a personal project.

This could range from organising a fundraising event for a local community group and designing a piece of animation to building a working model or designing and making a piece of clothing. The project combines many of the skills acquired during the program and is an opportunity for students to create a personal representation of their learning journey.

The suite of skills and knowledge acquired during the Middle Years is then carried into VCE, with students consistently achieving impressive results and gaining entry to university courses of their choice.

The holistic care offered by Santa Maria’s ‘village’ model supports the academic growth of every student.

Years 7 and 8, Years 9 and 10, and Years 11 and 12 each have their own dedicated ‘village’ area where they connect with each other and explore their learning together.

GENDER Girls

FEES

$7000 – $8500

BOARDING No

SCHOLARSHIPS No

ATAR (Median for 2022): 74.40

W ithin each of the three villages, lifelong and purposeful learning, a wellbeing program centred on respectful relationships honouring academic, personal and spiritual growth, and faith in action that encourages girls to be architects of change are championed by teachers. Significantly, the three villages form one cohesive community that lives and breathes the Santa Spirit, says Harrison.

“I often describe our school as a quiet, orderly oasis,” she says. “ The girls are always smiling and respectful. They sing the college song with passion, they are proud to wear their uniform, they look out for one another, and they want to continue to uphold our heritage.”

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Santa Maria College works to ensure students are ready to navigate diverse future pathways.

A new era for St Aloysius

For St Aloysius College Principal Mary Farah, the first school photo of 2023 will be a moment that will remain with her for a long time. Because, for the first time in the Catholic school’s history, the Year 7 photo saw boys and girls standing shoulder to shoulder.

After a rigorous and extensive planning process, St Aloysius College has transitioned from being a girls’ school to a coeducational school, accepting boys in this year’s Year 7 cohort.

“In that first school photo, every student had a huge smile on their face and everyone looked so incredibly smart in their new uniforms,” says Farah.

“I asked students how their first few days at school had gone and, without fail, they responded ‘love it!’.

“ Seeing children making new friends and exploring our facilities, being curious in their learning and doing all that with a smile and a laugh were definite highlights of the first week for me.”

In 2019, Mercy Education completed a two-year project with Catholic Education Melbourne (CEM) to reimagine Catholic education in inner-city Melbourne. CEM research highlighted that a significant proportion of families who were keen on Catholic coeducation were unable to access a suitable school for their children.

St Aloysius was an ideal candidate to meet this demand and was able to cater to the significant population growth envisaged in the Arden-Macauley development precinct in North Melbourne.

“The decision to become a coeducational facility presents exciting opportunities to further develop our campus and our programs, and to provide an outstanding environment for girls and boys to achieve their potential and strive for higher goals,” says Farah.

“In 2022, I met with all Year 7 and Year 8 students and spoke about the transition to co-education, asked students how they felt about it and what changes and initiatives they felt were necessary in preparation for the boys to join us on site.

“ The students’ genuine excitement and eagerness to welcome this new Year 7 cohort were exemplary.”

Farah says there was also unanimous support for the change to co-education among teaching and administration staff at the school.

“The vast majority of our staff have extensive experience in teaching and leadership roles in co-education and,

on top of this, they spent much of 2021 and 2022 undergoing professional development to ensure a supported and seamless transition across the college.”

The transition process was meticulously planned to ensure new and existing students and staff were ready for the change.

In November last year, the future Year 7 students spent a day at St Aloysius to experience a day in the life of the c ollege. During that month, they spent time in their classes, met their teachers and became familiar with the c ollege’s layout and facilities.

A shift in timetabling, new membership of the Association of Co- educational Schools that allows students in Years 7 and 8 to compete in interschool sports and in chess, public speaking and debating events, additional staffing, and the appointment of a transition to co-ed leader have helped ease in the new era at St Aloysius.

MAIN CAMPUS

31 CURRAN STREET, NORTH MELBOURNE CAMP FACILITY TORQUAY

ENQUIRIES

(03) 9325 9200 aloysius.vic.edu.au registrar@aloysius.vic.edu.au

YEARS

Years 7 to 12

DENOMINATION

Catholic

GENDER

Co-educational (from Year 7, 2023) FEES

$7100

BOARDING No

SCHOLARSHIPS Yes

ATAR (Median for 2022): 76.35

“This shift presents an opportunity to build on the c ollege’s history of meeting the needs of our community and of being wonderfully successful, but it also ensures that our classrooms represent the world in which we live,” says Farah.

“Our classrooms cultivate an environment enriched by young men and women expressing their intellectual and emotional responses and this lays the foundations for these young people to grow into adults who can confidently share and respectfully engage with all perspectives and with each other.

“I am very humbled and honoured to be leading our very special community at this time.

“ The journey forward will be an amazing one,” she adds.

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At St Aloysius, as the gates opened at the start of the school year, it heralded a new future for the college.

Change starts with learning

Toorak College’s industry partnerships are giving girls a head start in their chosen career pathways.

Madeleine McComb’s career journey began during her time at Toorak College, thanks to a forward-looking initiative that brings the world of industry and corporate partnerships into the school.

With a first-class honours science degree in civil systems, McComb is now a cadet engineer at Downer Group, a major company involved in the construction of airports and specialised pavements.

“I am a very different person to the person I was in high school. I’d say I was confident then but it’s a different confidence now. I can pick up the phone and talk to people I’ve never met. I can go into a room full of senior leaders and feel comfortable to speak up and share my opinion,” says McComb.

“It’s super important to have really strong female role models in STEM fields. This partnership makes a big difference to accessibility for females in these fields and I’m really excited to be part of it.”

Led by P rincipal Kristy Kendall, Toorak College works with major businesses – including Downer Group, Cell Care, Australia’s largest cord blood and tissue bank, and Cox Architecture – to introduce students to potential career pathways and networks. Students are offered workshadowing opportunities, are linked with former students to gain career and industry insights, and build a network of potential employment contacts.

The centrepiece of the initiative sees Year 12 students go through a selection process with a handful of students chosen by employers to join a cadet program. While they

complete their university studies, they are paid by their employer, gain valuable workplace experience during university holidays and graduate with a guaranteed job offer.

“It’s always been in the fabric of Toorak College to give girls a head start and to encourage them to think about the world beyond school. In the past five years, we’ve thought more aggressively about how we can bring that outside world to the girls, particularly how we can bring industry to them,” says Kendall.

“Industries are crying out for intelligent young women but they usually wait until those young women finish uni and then give them internships. Instead, we’ve targeted industries and they are working with our girls at school, mentoring them through their university years and guaranteeing them employment opportunities.”

The program is focused on STEM

careers and a large percentage of students at Toorak College study science, technology and maths-based subjects in their senior years.

The program begins in Years 9 and 10. Most recently, a group of students considering architecture spent time at Cox Architecture as part of a work- shadowing experience. Year 10 students receive a Morrisby career guidance report to give them some suggested career pathways and in Year 11, they join the Empower Network – a LinkedIn group of hundreds of Toorak Collegians who are willing to share insights about their careers and the industries they work in.

“Our Year 11s can be informally mentored and have a safe space to ask questions. They generate conversation topics and any Collegian can contribute to that conversation,” says Kendall.

“In Year 12, a company like Downer Group puts interested students through a series of interviews and

73-93 OLD MORNINGTON ROAD, MOUNT ELIZA, VIC 3930 ENQUIRIES (03) 9788 7200 toorakcollege.vic.edu.au enrolments@toorakc.vic.edu.au

YEARS

Kindergarten to Year 12

DENOMINATION

Non-denominational GENDER Co-ed ELC to Year 4, All-girls Years 5 to 12

FEES

$6932 – $31,792

BOARDING Yes

SCHOLARSHIPS

Yes

ATAR

(Median for 2022): 87

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experiential learning journeys and selects students who become cadets. During their university course they work within the business and after completing their degree, they offer employment at project manager level.”

This year, Kendall hopes to add mine rehabilitation as a potential career pathway for students to explore and she is also in talks with a major financial institution.

“Girls can be very motivated by safe choices and that can leave them behind in a changing world,” she says.

“My goal is to open their minds so they take a chance, look for opportunities and know they have everything they need inside them to succeed.”

Reimagining Westbourne

A master plan to rebuild Westbourne Grammar is inspiring students and the school community.

Westbourne Grammar School is taking the lessons it learnt during the pandemic and is “reimagining education”.

“ The word ‘reimagine’ celebrates the history and heritage of our school’s foundations at Williamstown but grounds us in the present at Truganina where our master plan is focused,” says the Deputy Head of Junior School, Emma Watters.

“ We pride ourselves on providing a contemporary and innovative education for young people, and we are currently reimagining how we can provide for our students into the future.

“ We want to cultivate students who seek to inspire the world, and we want to create an innovative learning community – a place where students can create and thrive academically.”

The Westbourne Grammar School Master Plan 2023-2038 is one of the most important developments in the school’s history.

Stages one to six concentrate on the redevelopment of the Truganina pedagogical structure, built environment and size of the school. Watters says the master plan is about being purposeful in planning for growth.

The focus of the master plan currently is the Middle School learning space that houses Years 5 to 8.

“ The plan creates a space like a town centre with lots of worlds within worlds – small spaces, big spaces, contemporary classrooms and collaborative and presentation spaces. It also includes a hub with 3D printing, robotics, art, design and, potentially, a student-run cafe,” explains Watters.

“ The cafe is an opportunity for

students to take charge of an area of the school, invigorate it and be active contributors to their learning. We also want to provide spaces where students can develop skills they will need in the future, such as being able to present an idea and come together to create something and then build and test it.”

Westbourne Grammar’s learning philosophy is centred on the concept that every child can succeed and achieve significant growth. Each student is supported through an environment that upholds integrity, responsibility and community and encourages students to take ownership of their personal growth and learning.

This educational framework, along with the school values and a carefully designed wellbeing program, scaffolds students as they progress from the Early Learning Centre through to Year 12.

This year, Westbourne Grammar introduced drama to the Junior School

core curriculum for students from Prep to Year 4. The bold move recognises how the exploration of dance, playbased improvisation and performance enhances character building and develops collaborative skills and confidence.

It’s another initiative designed to prepare students for their future beyond the classroom.

“Drama allows students to develop life skills in a safe environment. It helps young people develop the courage to express their ideas and to perform on stage. They learn to analyse the work of others and support the people around them,” says Head of Theatre, Drama and Dance (P-12) Ryan Bowler.

“ Young children are inherently creative – they wonder, ponder, create, play, imagine and pretend … Rather than young people reaching the age of 14 and then being told to tap into that inner child in a drama class, we should be doing that from the start.

TRUGANINA CAMPUS

300 SAYERS ROAD, TRUGANINA, VIC 3029 WILLIAMSTOWN 67 THE STRAND, NEWPORT, VIC 3015 ENQUIRIES 03 9731 9444 info@westbourne.vic.edu.au westbournegrammar.com

YEARS

ELC to Year 12

DENOMINATION

Non-denominational GENDER

Co-educational FEES

$16,500 – $23,500

Up to $35,500 for International BOARDING

No

SCHOLARSHIPS

Yes

ATAR (Median for 2022): 83.85

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“Of course, not every student will become an actor, but they will have better collaboration skills and confidence, they’ll be able to present their ideas in front of others, and they will be critical thinkers and problem solvers.”

Watters says that the evolution of Westbourne Grammar and the potential for even greater things promised by the Master Plan 20232038 is ushering in a thrilling era at the school.

“ This is an inspirational place to work and an inspirational place to learn,” says Watters.

“ The master plan is an exciting initiative – we are looking to the future and everything it can bring.”