Sunshine Coast Education Guide 2023

EDUCATION

GUIDE

The Early Learning Centre where every day is an adventure

Dive into a world of learning at SEA LIFE Sunshine Coast

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“While SEA LIFE Sunshine Coast offers an abundance of entertainment, it is also a hub of educational opportunities”

DIVE INTO A WORLD OF LEARNING at SEA LIFE Sunshine Coast

In the heart of vibrant Mooloolaba, SEA LIFE Sunshine Coast is a beautiful marine sanctuary that promises a truly unforgettable experience for visitors of all ages. As a multiaward-winning, all-weather visitor attraction, it has become one of the Sunshine Coast's leading family and tourist destinations. Offering a perfect blend of entertainment and education, this much-loved aquarium is not only designed for families seeking a fun day out but also brimming with learning opportunities for schools looking for an enriching excursion.

WHAT’S AT SEA LIFE SUNSHINE COAST?

Step into SEA LIFE Sunshine Coast and you are transported into an exciting aquatic adventure. With 11 engaging and interactive animal zones spread across three levels, there is a vast marine world to explore. From the adorable Little Blue Penguins, the Sunshine Coast's only colony of its kind, to the captivating Tidal Touch Pool, where you can get hands-on with various marine creatures, every corner of this enchanting attraction is teeming with educational experiences.

One of SEA LIFE Sunshine Coast’s highlights is the awe-inspiring 80-metre-long Ocean Tunnel. Step inside, and you are immersed in the ocean's depths, surrounded by a mesmerising array of marine species. From graceful sharks and elegant rays to vibrant reef fish, this unique experience allows you to walk underneath the ocean and witness the beauty of the underwater world up close.

For those seeking plenty of giggles and entertainment, the daily Seal Presentation is not to be missed. Included in the admission price, this dynamic show will surprise visitors of all ages. Watch these playful creatures showcase their intelligence and agility, leaving you with a newfound appreciation for these clever marine mammals.

SEA LIFE SUNSHINE COAST EDUCATION PROGRAMS

While SEA LIFE Sunshine Coast offers an abundance of entertainment, it is also a hub of educational opportunities. The aquarium’s education programs are renowned for their comprehensive and curriculum-based approach and are complemented by free learning

resources and worksheets based on year level and learning objectives.

With a wide range of activities tailored to different age groups, students can embark on a journey of discovery that complements their classroom learning.

Whether you choose a guided tour led by one of SEA LIFE's education officers or opt for self-guided exploration, your students will be immersed in a hands-on and interactive experience.

For a truly memorable experience, SEA LIFE Sunshine Coast also offers sleepovers! Imagine spending a night surrounded by mesmerising marine creatures, with the tranquil ambience of the aquarium as your backdrop. Sleepovers provide a unique opportunity for students and school groups to connect with the underwater world in a truly immersive way.

From discussions and explorations to tactile encounters and thought-provoking questions, the educational programs at SEA LIFE Sunshine Coast foster a love for learning and deepen

students' understanding of the marine world. The aquarium covers a broad range of topics across various curricula, making it a valuable addition to any school's itinerary. The programs are designed for students from Prep to Year 12 but also cover early childhood children and can cater to university students. To make things even easier, bookings and all enquiries are directly handled through our onsite Reservations Office.

MAKE IT MEMORABLE

SEA LIFE Sunshine Coast is more than just an aquarium; it's an educational playground, a captivating marine world of wonder, and a gateway to understanding and appreciating the beauty of our oceans. So whether you're a family seeking a fun-filled adventure or a school looking to inspire young minds, a visit to SEA LIFE Sunshine Coast promises an entertaining and enlightening experience. Dive in and discover the magic that awaits you in this extraordinary marine sanctuary!

“SEA LIFE Sunshine Coast is more than an aquarium, it’s an educational playground.”

Where every day is

an adventure

Out and About Care and Education has opened its latest centre in Mooloolah Valley, and we couldn’t wait to take a sneak peek at the adventures they have in store for the Hinterland’s littlest learners.

Nestled in the heart of the beautiful rural community of Mooloolah Valley, the new Out and About centre opened its doors on May 15, bringing its signature style of quality care and early education to the Sunshine Coast Hinterland.

Despite experiencing significant growth in recent years, this town has retained its rustic charm and community spirit, making it the perfect place for families to call home.

“We know that many families have moved to the area in recent years and were having to travel quite a distance to find childcare, so, we decided to bring our highly respected approach to early childhood education to Mooloolah Valley, to support the families in the area,” says Pam Maclean, operator of Out and About Care and Education.

The philosophy of Out and About revolves around building strong relationships with families and tailoring programs to meet each child's individual needs.

“We aim to create an environment where children feel safe, secure, and respected,” says Pam.

“We want to help them develop a love for learning that will last a lifetime.”

THE EDUCATION TEAM

At the core of any quality education service are the educators, and Pam has hand-picked the team at Out and About Mooloolah Valley to ensure the very best for the children in her care.

“I believe in having a perfect blend of age and experience combined with youthful enthusiasm on my team,” explains Pam.

“This means having experienced members to support and guide the younger ones as they learn, while the younger members who are currently studying bring a fresh perspective and knowledge of the latest changes within the industry. We all learn from each other.”

Pam has a diverse background in education that includes more than 40 years of experience in the early childhood world. She has a teaching degree and a master's degree in education, and decades of practical experience. In addition, she

has designed childcare centres and playgrounds across Australia, winning industry-related awards at a national level. In 2006, the centre she created, built and operated was awarded Queensland’s Small Business of the Year—the first childcare centre to win the honour. It was also named in the Prime Minister’s Top Three Small Businesses.

Therefore, Pam knows what goes into building a quality childcare centre. This experience in early childhood education is reflected in the many details around the new Out and About centre.

Pam believes that central to the success of any childcare centre is an abundance of space.

“Space matters, especially for young children learning social skills and spending time with their peers. Toddlers, in particular, may resort to biting or pushing when frustrated because they have not yet fully developed verbal communication skills.”

“When children have more room to play and explore, they are less likely to resort to

aggressive behaviour to communicate their needs. Therefore, having enough space for children to move around can help prevent these incidents and promote positive social development.”

All Out and About centres have rooms larger than the minimum required size, which avoids cramming children into small spaces that can cause anxiety. Along with the generous space, Pam uses soothing tones in all the rooms to create a peaceful aesthetic, highlighting the children's toys, belongings, artwork, and investigations.

From the soft-coloured uniforms to the neutral tones and calming textures, it is truly a place where you feel welcome and safe.

“It's about finding the right balance and making it feel inviting and welcome, so children feel excited about being here.”

This is evident in the purposeful way every space in each room is set up.

There is a focus area on one table where children can do counting and match shapes.

“Central to the success of any childcare centre is an abundance of space.”

There are shelves with bright building blocks. There are cosy reading nooks and quiet corners for those that prefer a quiet space. There are gorgeous pops of colour amidst the neutral textures that just make you want to sit down and play.

“Just as no two adults are the same, neither are children. we all have our personalities, quirks and needs. So do children. And the early learning environment must allow for that.”

These little touches can be seen throughout the centre. For example, each room is named after a children’s storybook and carries that theme through the room.

“The kindergarten room is called ‘Our Place’, which is about living in different places. The toddler room next door is ‘Wonderful Things’ from The Wonderful Things You Will Become. And then the next room is ‘Bear Hunt’ from Going on a Bear Hunt.”

OUTSIDE EXPERIENCES

One of the standout features of Out and About is their commitment to outdoor play and exploration. And, for this, the new centre's location couldn’t be better.

“There are plenty of opportunities for children to discover the natural wonders of the surrounding bushland, visit the local pony club, and meet friendly neighbours while on walks,” says Pam.

The outdoor play space within the new Mooloolah Valley Centre also doesn’t disappoint.

“We have repeated our signature African Village here, which has been incredibly popular in our Maroochydore centres,” says Pam. These timber huts with straw roofs beckon little imaginations to run into and explore.

Catering for children from six weeks old to when they start Prep, parents can rest assured that their children are in good hands, as the Mooloolah Valley Centre mirrors the same high standards and ethos as the two centres in Maroochydore. With a team of dedicated educators and a focus on creating meaningful learning experiences, Out and About is set to become a valuable addition to the Mooloolah Valley community.

Out and About Care and Education

Mooloolah Valley is open for enrolments now for ages six weeks to Kindergarten. Out and About Care and Education

6 Mooloolah Rd, Mooloolah Valley 07 5356 9323 | mooloolah@outandabout.net.au

OUTANDABOUT.NET.AU

“We want to help them develop a love for learning that will last a lifetime.”

...where every day is an adventure

Early literacy might sound daunting, but programs like First 5 Forever make it fun and easy for parents.

Why the first five years REALLY matter for kids’ early literacy

In actual fact, children are born ready to learn and the first five years are crucial for setting the foundations for life-long learning. Ninety per cent of a child’s brain development happens in the precious first five years of life, and a baby’s brain forms around 700 new neural connections every second! Research suggests a child’s success at age 10 can be linked to the amount of conversation they hear in the first three years of life.

Data from the Australian Early Development Census found 24.7 per cent of Queensland children are at risk in one or more developmental area. The state ranked last behind all other states and only ahead of the ACT and Northern Territory. Thankfully, turning those numbers around and giving your child the best start in life is easy... It’s all to do with early literacy!

This doesn’t mean tutoring or flashcards or spending hours reciting the alphabet. Early literacy is about exposing your child to language and engaging with them in conversation and literacy from birth.

PARENTS MATTER!

Young children learn best from the people closest to them. Every time you chat, sing, play or communicate with your child you are exposing them to new words, sentences and the structures of language.

“There are many fun ways to introduce words and literacy to your baby, from a very early age,” says Karen Gawen, Sunshine Coast Council's Young People’s Services supervisor.

“Singing songs or nursery rhymes, telling stories, or simply chatting about things as you go about your day are all great ways to help build the foundations for future learning.”

FIRST 5 FOREVER

To assist parents with this development, Queensland State Government established the First 5 Forever program. It's a universal literacy program with the aim of supporting stronger literacy environments for children aged 0–5 and their families.

“Through the First 5 Forever program, the local library has a huge range of free resources

‘Early literacy’ is a phrase most new parents will come across a lot. Often it comes with confusion too. How early is early? It sounds educational, so maybe it’s something schools take care of...?

available to parents today, with advice on how to bring early literacy into everyday life," Karen Gawen says. "There are also regular Storytime and Rhymetime sessions."

Sunshine Coast Council has also added to this program with its innovative Story Seats adventure. These eye-catching seats have been purpose-built to provide families with a fun space that actively encourages you to sit and talk, read and play together.

“We’ve placed a unique Story Seat in 10 of the most stunning local parks across the region,” Ms Gawen says. “The images on each seat are created by a well known children’s author or illustrator, designed to engage little ones and their families with the local environment and to foster their imagination.”

These gorgeous Story Seats not only help with a child’s early literacy by being a fun place to read together, but they also make books, imagination and storytelling part of a child’s everyday life. You can go to the park and use these characters, colours and themes in each illustration to create stories and songs.

“Early literacy might sound daunting, but

TIPS FOR MAKING EARLY LITERACY FUN

• Make a book more exciting by adding props to tell the story.

• Invite soft toys along to listen to the book and turn the pages.

• Try nursery rhymes with actions to get your child involved. Songs such as ‘Incy Wincy Spider’ or ‘Row Row Row Your Boat’, are fun to share and super-easy to do!

• Put the books down and sing a song instead! Babies love the sound of your voice and it doesn’t matter if you can’t carry a tune. If you can’t remember any nursery rhymes, your favourite hits from when you grew up will do too!

• Have a ‘conversation’ with your baby – chat about the weather, the colour of the sky, the leaves on the trees. Baby isn’t fussy, they just love to engage with you. Always give them chance to reply, and then you can respond to their babble – teaching them the flow of conversation.

programs like First 5 Forever make it fun and easy for parents,” Ms Gawen says. “We believe it takes a village to raise a child, so we’ve made sure the library is filled with activities to support parents and caregivers in this area.”

Find out more about the First 5 Forever program by visiting your local library.

Talk, read, sing and play with your child every day

The first 5 years are forever.

Sharing books with your child is a great way to spend time together and is a key part of their literacy development. Read together everyday –anywhere, anytime

Surround your child with books and pictures from birth

Borrow books to read and share from the library

First 5 Forever is an initiative of the Queensland State Government, coordinated by State Library of Queensland and delivered in partnership with local government.

Pacific competes

AT INTERNATIONAL CONFERENCE

In 2022 a team of four Pacific Plus Middle College students from Pacific Lutheran College secured an invitation to the International Future Problem Solving Conference in the United States at the University of Massachusetts in June 2023.

Pacific Plus students Oliver (Year 9), Isla (Year 8), Amy (Year 8) and Emily (Year 10) have recently returned from an enjoyable experience at the International Future Problem Solving Conference, where they participated in two competitions and a wide variety of other conference workshops and activities.

“Pacific Plus has provided me with opportunities to take risks in my learning. I was excited when I learnt about the opportunity to be a part of the Future Problem Solving team. We work well as a team of students connecting across different year levels. Together we made it to the Nationals in Melbourne and Internationals in Amherst, Massachusetts.”

Amy, Year 8 Pacific Lutheran College student.

High-achieving students worldwide, including the United States, Turkey, Singapore, China, Canada, and New Zealand, participated in this prestigious academic challenge. Students competed in the Global Issues Problem Solving division and were required to respond to an

unseen scenario set in 2052 in the future topic of currency. In two hours, the team needed to act collaboratively to identify challenges in this scenario, formulate an underlying problem, generate 16 solutions and select one of these to prepare an action plan. The plan needed to overcome the challenges of competing cryptocurrencies and the impact on the residents of Trinidad and Tobago’s future global tourist resort. Two accompanying younger students, Fletcher and William, were placed in multi-affiliate teams and completed a booklet with students from around the world in the multi-affiliate division. The following day, all six students were required to prepare a presentation of their action plan as a creative and entertaining skit. They were also required

to improvise and incorporate some quotes and props creatively.

“The International Conference took place over four days and included many opportunities for cultural exchange. Pacific students enthusiastically participated in all these activities, sharing Australian souvenirs with students from other countries at the memento exchange and participating in improvisation and project management workshops. They attended a variety show and a dance with students representing other nationalities. A community problem-solving fair enabled students to see samples of international student projects developed to benefit communities from many countries.” Mrs Jo Belchamber, Head of Middle College Learning at Pacific Lutheran College.

“The International Conference was an

exciting and challenging way for students to develop leadership skills including the ability to collaboratively solve problems using creativity, innovation, research and optimism.”

“I am so grateful to have had this opportunity. Our memories of this incredible event will stay with us long into the future and forever inspire us to strive to achieve our full potential.” Isla, Year 8 Pacific Lutheran College student.

The College would like to acknowledge and thank Mr Jarrod Bleijie MP, Member for Kawana, the Sunshine Coast Council and Friends of Pacific for their financial support.

Pacific Plus offers a contemporary approach to meeting the affective and intellectual needs of highly able learners at Pacific Lutheran College. Pacific Plus provides the opportunity for these students to engage with developmentally appropriate extension and enrichment experiences together. To learn more, visit pacluth.qld.gov.au and book a College tour.

“I am so grateful to have had this opportunity. Our memories of this incredible event will stay with us long into the future”

Growing the skill, will and thrill to learn IN THE PRIMARY

YEARS

How do we make our child more resilient? More self-motivated?

A better friend and team player? And how can we encourage them to listen to feedback without getting defensive (or downright hostile!)?

The good news is that we can improve our approach to learning at any age, and it’s never too early to start.

And that’s exactly what the new Learner Powers program at Matthew Flinders Anglican College on the Sunshine Coast is aiming to do!

Designed for its Primary School students from Prep to Year 6, the Flinders Learner Powers aims to develop five vital learning dispositions –

Collaborative, Innovative, Reflective, Resilient and Self-Motivated – to grow engaged, successful and confident learners.

The bespoke program is based on research revealing that a significant predictor of academic achievement and positive wellbeing for children is having positive attitudes, expectations and dispositions as a learner.

The Flinders Primary School drew upon respected educator Professor John Hattie’s ‘Visible Learning’ research and theory involving more than a quarter of a billion students, which discovered students’ active engagement in learning had the most powerful influence on their achievement.

Head of Primary, Mrs Trudi Edwards said Flinders Primary School valued its role in nurturing students with a passion for learning.

“Developing in students the ‘skill’ but also the ‘will’ and the ‘thrill’ for learning is a priority for us in the Primary School at Matthew Flinders Anglican College,” Trudi says.

“Even expert teachers, using the most wonderful resources, cannot beat what a student brings to the party,” she says.

“At Flinders, we are committed to developing

Growing our children’s capacity to learn and develop healthy character traits is on every parent’s lengthy to-do list, but where, when and how should we start?

“We want to enable our students to be confident so that they can achieve what they set their hearts and minds to.”

robust learning dispositions and related skills and strategies in order for our students to become highly engaged and successful learners, capable of reaching their potential.

“The goal of our Learner Powers is to support our students in their learning right now in the classroom and also to serve them into the future, as ways of ‘being’ in all pursuits in learning and in life.”

HOW DO THE LEARNER POWERS WORK IN THE CLASSROOM?

Collaborative | Innovative | Reflective | Resilient | Self-Motivated

To explain and communicate the five Learner Powers in a playful and memorable way, the College – with the help of the students and staff – custom-designed five brand mascots as cute illustrations of brains dressed as superheroes. For students’ ease of reference, each

classroom has a Learner Powers Resource pack, which includes large posters and whiteboard magnets featuring the five characters. There are also reward stickers and digital badges which students receive once they achieve a Learner Powers goal they have set for themselves.

Students also have a personalised classroom tracking sheet to record each time they demonstrate a Learner Power. And once 10 instances of a learner behaviour have been achieved, the students are awarded their digital badge, which parents can see on their child’s online learning portal.

CREATING A SHARED LANGUAGE FOR THE CLASSROOM AND HOME

A key part of the program is for students to learn and use a shared language at school and at home that is self-aware, future-focused and positive, such as:

“I bring energy to my learning.” (Self-Motivated);

“I am brave, persistent and positive.” (Resilient);

“I think about my learning and set goals to grow as a learner.” (Reflective);

“I push my thinking. I think big and imagine possibilities.” (Innovative); “We are better together.” (Collaborative).

Trudi says, “We greatly appreciate the importance of connecting our families with this work so that these ‘powers’ can be supported at home, therefore enabling our students to transfer them to contexts outside the classroom.

“We have explained to students and parents that earning a badge should be coupled with goal setting, particularly in relation to those powers which may not come as naturally as others.

“The badges are not designed to be a process of ‘everyone’s a winner and gets a ribbon’. It is to support students in developing our challenges into our strengths and building positive learning dispositions – by becoming aware, setting goals and striving for them with persistent effort.

“We want to enable our students to be confident so that they can achieve what they set their hearts and minds to.”

What the students say

“The Learner Powers are new to me, as I started Year 6 at Flinders this year. I love them! I can be ‘self-motivated’ when I get all my class work done, extend myself with homework and talk about my Learner Powers with my mum.”

Arpan Kaur-Malhi, Year 6

“Being ‘collaborative’ means working together and sharing your ideas. Collaboration looks like your eyes are looking at them and you’re leaning in. I feel happy when people listen to me.”

Brodie Chacon, Year 1

“My strong Learner Powers are being ‘resilient’ to help me bounce back at things I’m not yet confident with. And being ‘collaborative’ so I understand how other students are thinking. The other Learner Powers I know I have to work on.”

Isaac Green, Year 6

PIECING TOGETHER PLAY

Loose-parts play involves using materials that children can manipulate, construct, rearrange, and take apart to create their own play scenarios. These natural or synthetic materials offer open-ended learning opportunities for children to explore their creativity, concentration, problem-solving skills, social and emotional thinking, and innovative thinking.

While loose parts play can involve elements of risk, it also provides the foundation for physical, social, and intellectual development. Children can experience exploration, invention, and even survival by taking loose-parts play outside. The Land, a Welsh adventure playground, is an excellent example of looseparts play. It is a play space designed to empower children to manage risks independently, overseen by qualified playworkers. The Land has been featured in a short documentary by Erin Davis, showcasing how risky play can benefit children’s development.

“To an adult eye, it may look chaotic and ugly – to the child, it’s just possibilities.”

Have you ever walked into a room and seen toys scattered everywhere, like a Tupperware cupboard and a recycling bin had a wrestling match? This scenario is what loose parts play looks like. But what appears to be a chaotic mess to adults is actually a playground of endless possibilities for children.

As parents, we want to raise strong, brave, and independent children. But, overprotecting them does not promote resilience. Without resilience, children become timid teens and fearful adults. Risky play has become a topic of interest in recent years, highlighting its importance in early childhood education. It is essential to embrace risk, face fear, and find a solution to create self-aware, resilient, and courageous children.

“Even when you feel uncomfortable with what’s going on, that’s not what should inform your next move.”

Although it may be challenging to accept some of the scenarios children may create during loose parts play, it is vital to support them. By allowing children to navigate their environment, they learn and grow in ways that

— Claire, Playworker @ The Land

— Dave, Playworker @ The Land

aren’t possible through stationary equipment. Loose-parts play allows children to take the initiative and find and develop their innate skills.

So, how can we support children during loose parts play? Firstly, anything can become a toy, so use your imagination to find play opportunities everywhere, especially outside. Secondly, facilitate the play by removing any hazards, but don’t join in. Stepping aside allows children to control the play. Lastly, observe and enjoy! Watching children find their independence and take the initiative is incredibly rewarding.

Humans have evolved to feel fear and protect their young to keep our species alive. However, keeping children away from harm does not promote safety. By embracing risk, facing fear, and finding a solution, children can become self-aware, resilient, and courageous. Let’s embrace loose-parts play and give our children the foundation for a lifetime of learning and development.

“Children have to learn to manage their own risks. It’s hard, as a parent, to allow your child to do that. But you’ve got to. Children these days go looking for the risks they need.”

— Claire, Playworker @ The Land

Sanctuary Early Learning Adventure has collaborated with Wearthy to establish natural play areas within its facilities while also delivering ongoing education to its staff. Wearthy is a huge advocate of play, providing bespoke play environments that ignite creativity and curiosity in children.

You can experience these inspiring natural environments first-hand by visiting Sanctuary Early Learning Adventure centres in Buderim (Sunshine Coast), Ashmore and Maudsland (Gold Coast).

Written by Sanctuary Early Learning in collaboration with Wearthy.

FRIEND BEST A child’s

Love dogs? Us too! That’s why we were super excited to spend the morning with Lucy: Golden Labrador, therapy dog, and the newest addition to the wellbeing team at Immanuel Lutheran College.

The bond between humans and dogs is a special one. Though we don’t speak the same language, the deep empathy that exists between the two species is immeasurable.

We all know that dogs make the best of friends, but our much-loved furballs can also help heal people in the most unexpected ways. Today, therapy dogs play essential roles in rehabilitation, aged care and emotional support. A dog can break down barriers and bring joy to people in their own unique and loving way. Their presence can give comfort, companionship and emotional support to people of all ages. The wagging of a tail and the physical touch can instantly positively impact a person’s health and mental wellbeing.

“The evidence is pretty clear now that animals have a hugely positive impact on our emotions,” says Immanuel Lutheran College Principal Colin Minke. “Animals are a wonderful way to deescalate situations, and connecting with a dog can make a big difference.”

Lucy the Golden Labrador officially started her role as Therapy Dog at Immanuel Lutheran College at the start of 2023, and her impact on the College community has already been remarkable.

“It’s been particularly significant for those students who struggle to get to school or with some of their learning,” says Mr Minke. “A dog

can make a huge difference in smoothing that transition.”

Lucy is cared for by Gayla Matthews, Chaplain at Immanuel Lutheran College.

“We have students that have high anxiety or school avoidance. And we have students who don’t cope in a regular classroom like other students,” says Gayla. “So they can come and

spend time with Lucy; they can brush her and groom her so they get used to caring for someone other than themselves. And spending this time helps the child to self-regulate and calm down.”

Lucy spreads happy, comforting vibes in all corners of the College.

“She could be at an assembly or welcoming the Preppies into their classroom. Sometimes the nurse might call saying, ‘We have someone who has fallen over, and we need Lucy now’!” Gayla says.

“We even take Lucy to the seniors before exams, and she’ll be present with the kids,” adds Principal Minke. “She is such a calming influence for them. That, combined with our work in the mindfulness space, puts the students in a good frame of mind when they’re nearing high-stakes exams.”

“Most of all, Lucy is really calm,” says Gayla.

“I can take her anywhere around the College, and she is always so composed— from worship that can be quite loud to being surrounded by a group of excited kindy kids. Her presence changes the whole atmosphere. When she’s calm, the children are calm. It’s beautiful, and it’s contagious,” says Gayla.

Lucy’s presence is also soothing for the staff, with teachers benefitting from giving Lucy a pat at some point in their busy day. Parents and visitors naturally gravitate to her too!

“When you think about first aid and how important ice pack is, and how often an ice pack is used to soothe some physical wounds along the way, Lucy’s like that for everyone’s emotions,” says Gayla.

“As soon as her jacket goes on, which was sewn for her by a very kind Year 8 boy, she knows the vital role she needs to play.”

“When she’s calm, the children are calm. It’s beautiful and contagious.”

With Lucy being in such high demand, Immanuel Lutheran College is adding another therapy dog to their wellbeing team to work three days a week solely in the Early Learning Centre.

“The role of a dog in an ELC is quite different to that in the senior school. When moving between such large age ranges, the dog can become confused about its role. So having a dog just for the Early Learning Centre will be wonderful,” says Mr Minke.

PERMA-V AND THE WELLBEING FRAMEWORK

As wonderful as Lucy is, she is one piece in a much larger wellbeing model woven into every facet of the College.

“Here at Immanuel Lutheran College, our framework for P-12 wellbeing is a Positive Psychology model implemented alongside our College values and Christian underpinnings,” says Mr Minke.

The College follows the PERMA-V (Seligman, 2011) framework. PERMA-V acknowledges the six building blocks to human flourishing: positive emotions, engagement, relationships, meaning, accomplishment and vitality.

“In this model, wellbeing is more than experiencing positive emotions and feeling happy,” explains Mr Minke. “These blocks provide a foundational framework for promoting wellbeing throughout the College, both for students and staff.”

“We explicitly teach our students these six building blocks and how to incorporate them into their lives.”

Immanuel Lutheran College integrates PERMA-V into all life.

Lucy's greatest talents

Remaining calm in workshops and assemblies when there is lots of noise or when large groups of children gather around her.

Settling at people’s feet when they need some extra love.

Allowing herself to be brushed throughout the day, so students can practice caring for others; and selfregulating as they do.

Helping anxious children start their day on a positive note.

Providing a welcome distraction when emotions are high.

Creating a welcoming environment where everyone belongs.

Listening to stories. Promoting conversations wherever she goes.

“Whatever we are doing, we always encourage the PERMA-V values: persistence, communicating with clarity and precision, managing impulsivity, gathering data through all the senses, listening with understanding and empathy, creating, imagining, thinking flexibly, taking responsible risks, striving for accuracy, applying past knowledge to new situations, finding humour, thinking interdependently, questioning and posing problems, and remaining open to continuous learning,” explains Mr Minke.

“Pastoral care is much more than just a program. It’s a way of being,” Principal Minke adds. “When we have experiences for our kids, both in the classroom and outside, pastoral care is a constant theme that runs through relationships and how we manage in a complex world.”

“Having Lucy come on board has just meant that we’ve got another dimension to our pastoral care that allows young people, particularly when they’re struggling, to have an outlet which is not another adult or even a peer,” says Mr Minke.

“We have a wonderful saying here that ‘The whole person is the whole point’,” adds Gayla. “And that sums up what pastoral care needs to embody.”

VERTICAL LEARNING

Vertical learning is another tool in a pastoral care kit that can support students’ growth and wellbeing.

In vertical learning, students collaborate with peers across multiple year levels rather than within just their year cohort. In most schools, vertical grouping happens for House activities.

But Immanuel Lutheran College is taking it further by introducing it for worship, assemblies, service learning groups (Interact and Eco Club), the Student Representative Council and various co-curricular groups.

Vertical learning comes with many benefits. It allows older students to lead and encourages independence and responsibility, and it provides younger children with role models to look up to and social competence. It also takes down those traditional horizontal boundaries, allowing students to experience things at their level and beyond rather than being governed by their age. This model also creates connections across the years, giving students a broader sense of belonging to the school rather than feeling like their year group only defines them.

“By providing vertical experiences for the senior students, we are also allowing them to develop a more multifaceted way of thinking and a type of leadership mindset to assist them in navigating their post-schooling pathways. Vertical experiences encourage a nurturing approach by our senior students toward their younger peers, and a space in which they can inspire through action and empath—be it as mentors, tutors, student leaders, event organisers or helpers,” says Amy Thompson, Deputy Head of Secondary School at Immanuel Lutheran College.

Yet, whichever way students are grouped, you’ll find one much-loved team member at the centre of it all. And that, of course, is Lucy!

Going beyond YOUR A.B.C.

When school principal Rochelle Callard moved from the Granite Belt west of Brisbane to the Sunshine Coast, she knew she wanted a new challenge. Her passion for teaching hadn’t waned, but she needed a fresh way to bring learning to life for kids who may be lost in the system. We were delighted to grab a coffee with this trailblazing mum to discover how an innovative tutoring approach has since changed her life and those of countless families on the Coast.

WHAT PATH LED YOU TO OPEN YOUR OWN TUTORING CENTRE?

In June 2018, my brother came to visit me with his children. His daughter had started at NumberWorks’nWords at Clayfield in Brisbane. He just loved the program, and she loved going, and he suggested that it could be something that would suit me.

As well as a background in education, I have run my own businesses before, which I am also very passionate about. It perfectly combines my business skills, education, and teaching. After doing the due diligence, visiting centres and meeting the NumberWorks’nWords team, I

signed the franchise agreement for Sunshine Coast. I spent the rest of 2018 setting up, ready to open NumberWorks’nWords Sippy Downs in 2019.

WHAT DREW YOU TO THE NUMBERWORKS’NWORDS PROGRAM, SPECIFICALLY?

From a teaching perspective, the program itself is fantastic. Part of the stress of teaching and mainstream education is that you’re continually reinventing the wheel and bound by the curriculum. If a child is in the age bracket of Year 3, they do Year 3 work.

At NumberWorks’nWords, every child is on an individual plan, and I can tailor the teaching in maths and English to that student and start them where they’re actually at.

This individualised learning means every student learns, grows their confidence, has those ‘lightbulb’ moments, and all share in the successes.

As a teacher, you want to achieve those outcomes. You’re passionate about helping children; I could see that possibility in this program.

WHY DO YOU THINK IN-PERSON LEARNING WORKS BETTER THAN ONLINE?

Firstly, you can see what a child’s doing! Everybody has a book that they’re writing in.

We’re very focused on ensuring that what they put down on paper is what the expectation is in the classroom. So you need to be able to see that, and you need to be able to support them to do that. In their books, we model our expectations so they can use that as a visual.

Secondly, you connect with a child far better face-to-face than over a screen. And thirdly, it’s far more fun! We have lots of ways children can experience success: we have homework heroes, games of the week, prizes, competitions, and certificates. The whole place claps whenever a child achieves a goal. It’s a lovely, nurturing, supportive environment that cannot be recreated online. And that environment makes us different—which is what I love.

HOW DOES YOUR TUTOR-TOSTUDENT RATIO WORK?

Our tutor-to-student ratio means that a tutor can work with up to three or four students at a time. And this ratio is an integral part of our success. Kids get that connection and in-person guidance. But they also get time to work it out for themselves, which allows for independent thought and builds confidence.

Imagine the computer is like a textbook and the tutor is the teacher. We teach them how to do it, run through a couple of examples, and then they have a go. At this point, the tutor can move away to other students in that row. But we can always look over and see how they are going. The program has a precise tracking system on it, so at any point, the tutor can see if a child has a right or wrong answer and can jump in and help.

When you stand over the top of somebody or sit one-on-one with somebody, all they’re going

Individualised learning means every student learns, grows their confidence, has those ‘lightbulb’ moments, and all share in the successes.

to do is become more reliant on you. Constantly asking, “Is this right?” The child doesn’t take it on board because they haven’t had to do any thinking. With the NumberWorks’nWords program there is a tutor there who can jump straight in and help them. Also, having someone over your shoulder is quite intimidating!

I don’t believe one-on-one tutoring works for children who haven’t succeeded and need to catch up. They need just the right amount of support and just the right amount of independence.

WHAT FEEDBACK DO YOU GET?

Oh look, without a word of a lie, I have parents that come up to me every term and say how it’s changed their life, not just their child but their family. It’s just amazing. Once kids have an opportunity to experience success in something that they haven’t experienced success in before, their confidence grows. So it has a much broader reach than just maths and English. So it’s incredibly rewarding—for the student and the tutors!

WHY OFFER A FREE ASSESSMENT?

The free assessment allows me to show parents how we work. There’s no obligation. It’s simply an opportunity for families to come in and see how we work and what we do in action.

Most people think of tutoring as what I call ‘kitchen table tutoring’, and we are very different from that! Every child leaves here excited, they’ve had fun, and they want to come back. Because there’s no other model like us, you really need to experience it for yourself!

WHAT ARE THE TUTORS LIKE?

We have a very stringent training program when we hire tutors. We put them through about 25 hours of training, and I am always on the floor supporting them during the sessions.

All the tutors are very high academics— training to be doctors, lawyers, or bachelor students in mathematics and quantum engineering. Most importantly, the kids love working with them. The kids don’t want me! They come here; they connect with the tutors.

They’re very dynamic, and they have so much potential. Coaching the tutors is a side role of the service that I love!

WHAT’S NEXT FOR YOU?

To continue focusing on giving the best service that we can! We’ll probably reach 400 tutoring sessions weekly this year, as we have fantastic word-of-mouth now. But for me, that’s enough. I want to be here, do a good job, and not stretch myself too far to maintain that high level of service. After all, that was my passion and why I started teaching in the first place.

Are we SLEEPWALKING IN PARADISE?

By Sunshine Coast Grammar Principal, Mrs Anna Owen

When recalling our school days, there are few children who wouldn’t have loved to hear the phrase, “You will never have to do homework again!”

Behold, 2023’s pandemic and the front of the slow tsunami that will change the world profoundly, ChatGPT. ChatGPT, the most renowned in the suite of education Artificial Intelligence (AI) technologies, has divided opinions, creating utopian reformers and dystopian cynics (Schiff, 2021). As educators, are we collaborators with robots or competitors with robots? This new technology, and the many other versions of ChatGPT, is not

inherently bad nor good, it is extremely powerful and is here to stay.

The most notable addition, and the reason I feel compelled to comment, is that the G in ChatGPT signifies Generative. A significant improvement on existing search engines, ChatGPT has the capability, in one step, to generate unique content for the user (for example, speeches, essays, poems and homework) and respond to the user’s cues and editorial improvements instantly. Using a precise type of AI known as NPL (natural language processing), when the user interacts with ChatGPT, the AI technology is designed specifically to appear to perceive or feel things,

to experience feelings and sensations by mimicking human-to-human interactions. It is an extraordinary feat of technological advancement, but who is the person in the computer? Whom are our children learning from, if not from us?

The launch of ChatGPT has polarised the internet. Where is the change management plan? Where is the implementation SWOT analysis? Who is in charge of the rollout comms?

At the moment, I profess, with all technological innovations, I am slipping into the ‘proceed with absolute caution’ group. Human biology has evolved at a much slower

pace than technological advancements. We are hardwired to seek improvement and solve problems, but humans are still humans. Has our technological power outpaced our moral, ethical, spiritual, and parenting power? As Jesus warned, a house divided will not stand. All in, people! We must ensure all new innovations are designed with the intention of benefitting all humankind.

CHATGPT IN SCHOOLS

As a lifelong learner and passionate teacher, I have read deeply about the art and nature of teaching and learning. There is much to be gained from online learning and tools, such as ChatGPT, that sit in the realm of competency and automation in classrooms. In schools, in the wake of ‘technology-rich’ classrooms, there has been no measurable improvement or obvious increase in student achievement (Beveridge, S. 2018). True proficiency, expertise and mastery are seen in students that have been exposed to risk and failure and demonstrated evidence of engagement through deep debate and conversation in classrooms or real-world interactions augmented by prudent technological support. And finally, to move to the highest level of mastery, students require an apprenticeship. Not only gathering skills and knowledge but encouragement, care, rolemodelling empathy in context, and supporting innovation and imagination for the individual. I never thought I would say this, but thank goodness the pandemic taught us that teachers still have a role to play in schools, society, education, humanity and civility.

We are responsible for accepting and rolling out change management plans for AI in schools, and we should not be caught sleeping at the wheel.

THE JOBS OF THE FUTURE

What better way to understand threats to progress than to look back in history? Have you ever heard the phrase “the more things change, the more they stay the same”? Studying human history is very instructive in preparing for the future. Yes, we are in a period of disruption (digital, pandemic or otherwise), but humans are humans. Our best work is done together; we will still need to work as a human collective, seek the crowd’s wisdom and be more discerning in our consumption of all forms of digital technology. Regardless of a student’s future academic pursuits and careers, the importance of understanding civility and civilisation has never been greater.

Sunshine Coast Grammar School takes very seriously our role in assisting families to set students up for the future. The job market has always been largely unpredictable and is constantly in flux, but only if you describe the market by ‘job title’ or ‘job skill’. This is too shallow and linear a view. The job market has been remarkably stable and has valued very similar qualities in potential employees or leaders if you look at history. Those who study a range of disciplines are developing skills, testing ideas, and embedding values and faith in action within their lives and with the support of their friends, families, schools and local communities.

Research shows that, in general, the two most common misconceptions in technological integration are 1) overestimating the speed of diffusion of innovation and 2) underestimating its eventual consequences and side effects. The link between screen time and childhood and adolescent health issues is a cautionary tale. As with social media and mobile phones and the well-researched negative effects on adolescent

safety and mental health, we are responsible for accepting and rolling out change management plans for AI in schools, and we should not be caught sleeping at the wheel.

How we navigate and tolerate the integration of AI with humanity and subsequent augmentation will be critical to our future. A balanced perspective is necessary. We are not there yet. Artificial intelligence is just beginning to have an impact. The challenge is to chart a path to a future where humans remain indispensable. That said, most progress over the past thousands of years has come from doing new things that we never did before — not simply automating the things we were already doing. As Oren Harari, a former business professor at the University of San Francisco, is quoted as saying, “The electric light bulb did not come from the continuous improvement of the candle”. There are great benefits. As Reese reminds us, however, all members of society, schools included, will be required to tap the two superpowers that can’t be programmed into a robot — love and imagination.

The specialised Early Learning Centre FOR NEURODIVERGENT KIDS

Discovering that your child is neurodivergent can be both a challenging and uncertain time, but it also opens up new experiences and community connections for your family. We chat with Kristy Thompson from Bright Start Specialised Early Learning, who shares the daily life of a neurodivergent child in daycare and the bright future that awaits kids with the right early intervention.

What would your advice be for a family that has recently had a neurodivergent diagnosis for their child?

Stay in the now! Do not look to the future and waste your valuable energy worrying about all the things that may possibly happen (because they probably won’t!). Take one day at a time, trust that you are very capable, and never give up! Just because your child cannot communicate back does not mean that they are

not taking it all in. I know of a celebrity on TV that never spoke a word until he was eight years old. Now this person is incredibly successful! If that family had given up, it could be a different story.

Why is early intervention so important for neurodivergent kids?

Because the sooner we start, the sooner we can figure out where the barriers lay and the sooner we can teach how to overcome these barriers. You show me a barrier, and I will show you a way to overcome this barrier.

So with the right early intervention, can ASD kids go on to lead a fulfilling life?

Absolutely! Because we get in early, we get kids on track sooner, even non-verbal kids. There are so many new ways for our kids to communicate with us. For example, one mum recently told us that she heard her non-verbal son's voice for

the first time when she drove him through Mcdonald’s. She asked him what he wanted through PECS (Picture Exchange Communication System), and he passed her a picture of chicken nuggets. She cried because that was the very first time he spoke to her. This is this little boy’s voice box; we have taught him to talk using his pictures. Now we will upgrade to an iPad where he will learn to sequence his pictures and press a button, and the iPad will say something such as, ‘Mum, can I please have a drink of water.’

Every achievement, whether great or small, is a success story to us! It could be that a child can finally go to the toilet independently, or a child is now equipped with a number of calming strategies so they no longer throw tantrums, or we watch for the first time two children interact with each other and ask questions to each other and respond appropriately to each other. These are the success stories; the impact of how they will use this for the rest of their lives are the achievements we celebrate. These little moments are what make the work we do so worthwhile.

It must be a lifesaver for families to have therapy access and daycare in one place. How has it impacted the lives of Bright Start families?

Families love that they can access daycare and therapy in one setting, as it alleviates appointment fatigue. Many families find themselves juggling weekly sessions with speech pathologists, occupational therapists, psychologists, and physiotherapists. Furthermore, some therapists assign additional 'homework' to be done outside therapy. When you multiply these demands by several therapists, it can feel as though caring for a child with a disability becomes akin to taking on another full-time job, which can also have a detrimental impact on parents’ employment.

At Bright Start, we ease this burden by offering dedicated therapy spaces within our centre. This arrangement allows external therapists to conduct individualised therapy sessions for each child right here on our premises. Additionally, our skilled daycare team incorporates the necessary homework into our daily program. By providing these services, we significantly alleviate the pressure on parents, enabling them to focus on other aspects of their lives without compromising their child's care and development.

What does a typical day look like for a student at Bright Start?

We run a typical daycare program, but the thing I love about our program is our routine and how creative our team is with that. Just like most kids, our kids need to feel safe with predictability. We sing many songs and tell many stories to engage our little learners, all

using handmade resources.

In regard to therapy, each child receives two group times—one in the morning and one in the afternoon. We program each group session around a focus goal, for example, recognising emotions in others and self, such as happy and sad.

Therefore we may sing ‘If you are angry and you know it stamp your feet’, read stories on the different emotions or role-play different emotions using sympathy puppets.

Outside of the two group therapy sessions, we also deliver one-on-one therapy with each child. They have their own individualised program, and we work on overcoming a particular barrier every day. This could be teaching a child how to invite a peer to play in a preferred activity or communication strategies. Everything we do is play-based, and the children have no idea they are in therapy because we make it so much fun. For example, our therapy room is called the adventure room—we make it so much fun that they always want to come to the adventure room!

Is the world becoming more accepting and creating more opportunities for neurodiverse people?

Yes! I think the world is acknowledging that everyone has diverse abilities. For example, some young children are human calculators and can multiply huge numbers that I have to check with a calculator, and they are spot on! We all have abilities in one form or another, which is the focus: What a person CAN do instead of what they can not do.

We know that Bright Start is so much more than a childcare service! Tell me about the community that exists there for families... We are a safe haven for our children and families, no judgement, we get it! You can tell us anything, and we won’t bat an eyelid because we have heard it and seen it all before! We love what we do and want to be here for these children. All of our staff specifically want to work with children with disabilities, unlike other childcare services where sometimes children with a disability can be seen as a hindrance. We love the quirkiness our gorgeous students bring to the service every day.

Also, through our centre, families build a network of families also going through the same things you are. They go to each other’s birthday parties, the parents become friends, it’s a lovely extra layer to our centre that makes all the difference to our families.

Sounds wonderful! How do families join? Call us! Come and visit the centre and if you think it is the right fit, we’d love for you to enrol your child, and we can help them transform into the incredible little human we know is inside.

Our highly qualified and experienced team of therapists and educators take a holistic approach using evidence based, research proven therapeutic practices.

Our developmentally sound programs address all areas of child development including communication, social skills, emotion regulation, motor and daily living skills.

Embracing the uniqueness of every child using a strengths-based approach to therapy through play.

Supporting children with a disability or developmental delay from 2.5 years to school entry and their families.

Individualised programs based on the principles of Applied Behaviour Analysis (ABA)

WITH OUR BROAD RANGE OF GROUP PROGRAMS AND WORKSHOPS, WHATEVER YOUR NEEDS, WE’VE GOT IT COVERED.

Education Directory SUNSHINE COAST

This Education Directory is designed to help you find the best education pathway for your little ones. Before you start, typically there are several criteria that parents use to narrow down the search.

LOCATION

Public schools are allocated based on catchment areas, meaning your child will attend the school within the geographical boundaries of your home address. Conversely, independent schools on the Sunshine Coast admit students from all across the region. Nevertheless, you might still prefer to explore educational institutions reasonably close to your home to minimise lengthy commutes and maintain a wellconnected social circle for your child.

PHILOSOPHY

You may have a religion or philosophy you wish your child’s education to follow. For example, all Catholic schools include an element of religious education each week based on the Catholic faith. Other schools, such as Steiner or Montessori, follow an alternative classroom structure to traditional teaching. Do your research, attend open days and look at all your options before you decide.

RESULTS

All schools perform differently. Some parents hold a school’s performance as the most important, while others decide by philosophy or the school’s environment. myschool.edu.au is a good resource for checking a school’s results and scores. Remember, something that works for one child might not work for another. One might grow to love art, whilst another might enjoy science. Therefore, be open to sending siblings to different schools.

COST

State schools are free; independent schools range from $1,500 to more than $15,000 annually.

TO FIND OUT WHAT STATE SCHOOL CATCHMENT AREA YOU RESIDE IN, VISIT THE QUEENSLAND DEPARTMENT OF EDUCATION CATCHMENT MAP.

EARLY LEARNING AND CHILDCARE

AEIOU EARLY LEARNING CHILDCARE

Sippy Downs | aeiou.org.au

ALEXANDRAMOOLOOLABA COMMUNITY KINDERGARTEN

Mooloolaba | alexmooloolabakindy.com.au

APPLEBERRIES EARLY EDUCATION SERVICE

Burnside | appleberries.com.au

BELLA GRACE EARLY LEARNING CENTRE

Aroona, Beerwah, Brightwater, Brightwater School, Chancellor Park | bellagrace.com.au

BRIGHT START SPECIALISED EARLY LEARNING

Kuluin | brightstart.net.au

BUDERIM COMMUNITY KINDY

Buderim | buderimkindy.com.au

C&K MOOLOOLABA CHILDCARE CENTRE

Caloundra, Coolum, Cotton

Tree, Kawana, Kuluin, Maleny, Maroochydore Mooloolaba, Mooloolah, Mountain Creek,

Mudjimba, Peregian Springs, Yandina | candk.asn.au/sunshine-coast

CHANCELLOR PARK WORLD OF LEARNING

Sippy Downs | worldoflearning.com.au

DRAGONFLY’S EARLY LEARNING

Coolum | dragonflys.com.au

EDEN ACADEMY

Maroochydore, Mountain Creek | edenacademy.com.au

EDGE EARLY LEARNING

Aroona, Peregian Breeze, Peregian Springs | edgeearlylearning.com.au

EVOLUTION EARLY LEARNING

Mooloolaba | evolutionearlylearning.com.au

GOODSTART EARLY LEARNING

Buderim, Baringa, Caloundra, Eumundi, Glass House Mountains, Kawana, Little Mountain, Maleny, Maroochydore, Nambour, Noosaville, Pacific Paradise | goodstart.org.au

GREEN BEGINNINGS CHILD CENTRE

Birtinya, Bokarina | greenbeginnings.com.au

GREEN LEAVES EARLY LEARNING

Birtinya, Pelican Waters | greenleaveselc.com.au

GROW EARLY EDUCATION MAROOCHYDORE

Maroochydore | groweearlyeducation.com.au

HABITAT EARLY LEARNING

Peregian Springs | peregiansprings.habitatlearning. qld.edu.au

HEADLAND PARK WORLD OF LEARNING

Buderim | worldoflearning.com.au

JELLY BABIES CHILDCARE

Sunshine Beach | noosachildcare.com.au

KATH DICKSON FAMILY DAYCARE

Various across Sunshine Coast | kdfc.com.au/familydaycare

KULUIN ELC

Kuluin | kuluinelc.com.au

LITTLE SPROUTS EARLY LEARNING CENTRE

Bli Bli | littlesproutsearly learningcentre.com.au

MEMORIAL PARK COMMUNITY KINDERGARTEN

Maroochydore | memorialparkkindy.com.au

MILFORD LODGE CHILDCARE

Buderim | milfordlodge.com.au

MOUNT COOLUM DAY CARE CENTRE

Mount Coolum | mtcoolumearlylearning.com.au

OKINJA EARLY LEARNING CENTRE & KINDERGARTEN

Alexandra Headland | okinjaelc.com.au

ONLY ABOUT CHILDREN LITTLE VILLAGE

Buderim | oac.edu.au

OUT & ABOUT CHILDCARE & EARLY LEARNING

Maroochydore and Mooloolah Valley | outandabout.net.au

PALMWOODS EARLY LEARNING CENTRE

Palmwoods | palmwoodselc.com.au

PELICAN WATERS KINDY & CHILDCARE

Golden Beach | pwgbchildcare.com

PEREGIAN BEACH COMMUNITY KINDY

Peregian Beach | peregiankindy.com

PETIT EARLY LEARNING JOURNEY CALOUNDRA

Caloundra West | petitjourney.com.au

RISE & SHINE KINDERGARTEN

Buderim, Maroochydore | riseandshine.edu.au

SANCTUARY EARLY LEARNING ADVENTURE

Buderim | sanctuarylearning.com.au

SMARTLAND BOUTIQUE EARLY LEARNING

Maroochydore, Minyama, Mountain Creek, Sippy Downs | smartland.com.au

SPARROW EARLY LEARNING

Buderim, Coolum, Currimundi, Sippy Downs |sparrow.edu.au

THE CREEK EARLY LEARNING

Mountain Creek | thecreekel.com.au

TEWANTIN COMMUNITY

KINDERGARTEN

Tewantin |

tewantincommunitykindy.com

YMCA SUNSHINE COAST

UNIVERSITY HOSPITAL

EARLY LEARNING CENTRE

Birtinya | ymcachildcare.com.au

INDEPENDENT SCHOOLS

BLACKALL RANGE

INDEPENDENT SCHOOL

Kureelpa | brischool.com.au

Years: Prep to Year 12

CALOUNDRA

CHRISTIAN COLLEGE

Caloundra | calcc.qld.edu.au

Years: Prep to Year 12; ELC on site

CALOUNDRA CITY

PRIVATE SCHOOL

Pelican Waters | ccps.qld.edu.au

Years: Prep to Year 12; ELC on site

COOLOOLA

CHRISTIAN COLLEGE

Gympie | ccc.qld.edu.au

Years: Kindergarten to Year 12

COOLUM BEACH

CHRISTIAN COLLEGE

Coolum | cbcc.qld.edu.au

Years: Prep to Year 12; ELC on site

EDUCATION DIRECTORY

GLASSHOUSE

CHRISTIAN COLLEGE

Beerwah | glasshouse.qld.edu.au

Years: Prep to Year 12

GOOD SHEPHERD LUTHERAN COLLEGE

Noosaville | gslc.qld.edu.au

Years: Prep to Year 12; ELC on site

IMMANUEL LUTHERAN COLLEGE

Buderim | immanuel.qld.edu.au

Years: Prep to Year 12; ELC on site

HILLCREST VIRTUAL LEARNING COMMUNITY

Virtual | hillcrest.qld.edu.au

Years: Prep - 12

MATTHEW FLINDERS ANGLICAN COLLEGE

Buderim | mfac.qld.edu.au

Years: Prep to Year 12; ELC on site

MONTESSORI INTERNATIONAL COLLEGE (MIC)

Forest Glen | mic.qld.edu.au

Years: Prep to Year 12; ELC on site

MONTESSORI NOOSA

Noosa |

montessorinoosa.qld.edu.au

Years: Ages 6 to Year 12

MY INDEPENDENT SCHOOL

Beerwah | mis.qld.edu.au

Years: Year 7 to Year 9

NAMBOUR CHRISTIAN COLLEGE

Woombye | ncc.qld.edu.au

Years: Prep to Year 12; ELC available

NOOSA CHRISTIAN COLLEGE

Cooroy | noosacc.qld.edu.au

Years: Kindergarten to Year 12

NOOSA PENGARI STEINER SCHOOL

Doonan | noosasteiner.qld.edu.au

Years: Kindergarten to Year 12

ONESCHOOL GLOBAL

Nambour | oneschoolglobal.com

Years: Years 3 - 12

PACIFIC LUTHERAN COLLEGE

Meridan Plains | pacificlutheran.qld.edu.au

Years: Kindergarten to Year 12

PEREGIAN BEACH

COMMUNITY COLLEGE

Peregian Beach | pbc.qld.edu.au

Years: Prep to Year 12

RIVERSIDE CHRISTIAN COLLEGE DISTANCE EDUCATION

Virtual | riverside.qld.edu.au

Years: Prep to Year 12

ST ANDREW’S ANGLICAN COLLEGE

Peregian Springs | saac.qld.edu.au

Years: Prep to Year 12; ELC on site

ST MICHAEL'S COLLEGE

Caboolture | smccab.qld.edu.au

Years: ELC to Year 6

ST PATRICK’S COLLEGE

Gympie | spcgympie.qld.edu.au

Years: Year 7 to Year 12

SUNCOAST CHRISTIAN COLLEGE

Woombye |

suncoastcc.qld.edu.au

Years: Prep to Year 12; ELC on site

SUNSHINE COAST GRAMMAR SCHOOL

Forest Glen | scgs.qld.edu.au

Years: Prep to Year 12; ELC on site

THE RIVER SCHOOL

Maleny | riverschool.com.au

Years: Prep to Year 6

UNITY COLLEGE

Caloundra | uc.qld.edu.au

Years: Prep to Year 12

CATHOLIC SCHOOLS

GOOD SAMARITAN CATHOLIC COLLEGE

Bli Bli | goodsamaritan.qld.edu.au

Years: Prep to Year 12

OUR LADY OF THE ROSARY PRIMARY SCHOOL

Caloundra | olr.qld.edu.au

Years: Prep to Year 6

SIENA CATHOLIC COLLEGE

Sippy Downs | siena.qld.edu.au

Years: Years 7 to Year 12

SIENA CATHOLIC PRIMARY SCHOOL

Sippy Downs | sienaprimary.qld.edu.au

Years: Prep to Year 6

ST JOHN’S COLLEGE

Nambour | stjohns.qld.edu.au

Years: Years 7 to Year 12

ST JOSEPH’S PRIMARY SCHOOL

Nambour | stjosephsnambour.qld.edu.au

Years: Prep to Year 6

ST TERESA’S CATHOLIC COLLEGE

Noosaville | stteresa.qld.edu.au

Years: Years 7 to Year 12

ST THOMAS MORE CATHOLIC PRIMARY SCHOOL

Sunshine Beach | stmsunshine.qld.edu.au

Years: Prep to Year 6

STELLA MARIS CATHOLIC PRIMARY SCHOOL

Maroochydore | stellamaris.qld.edu.au

Years: Prep to Year 6

STATE PRIMARY SCHOOLS

Prep to Year 6

BARINGA STATE SCHOOL

Baringa | baringass.eq.edu.au

BEERBURRUM STATE SCHOOL

Beerburrum | beerburrumss.eq.edu.au

BEERWAH STATE SCHOOL

Beerwah | beerwahss.eq.edu.au

BLI BLI STATE SCHOOL

Bli Bli | blibliss.eq.edu.au

BRIGHTWATER STATE SCHOOL

Mountain Creek | brightwaterss.eq.edu.au

BUDDINA STATE SCHOOL

Buddina | buddinass.eq.edu.au

BUDERIM MOUNTAIN STATE SCHOOL

Buderim | buderimmountainss.eq.edu.au

BURNSIDE STATE SCHOOL

Burnside | burnside.eq.edu.au

CALOUNDRA STATE SCHOOL

Caloundra | caloundrass.eq.edu.au

CHANCELLOR STATE COLLEGE

Sippy Downs | chancellorss.eq.edu.au

CHEVALLUM STATE SCHOOL

Chevallum | chevallumss.eq.edu.au

CONONDALE STATE SCHOOL

Conondale | conondale.eq.edu.au

COOLUM STATE SCHOOL

Coolum | coolumss.eq.edu.au

COORAN STATE SCHOOL

Cooran | cooranss.eq.edu.au

COOROY STATE SCHOOL

Cooroy | cooroy.eq.edu.au

CURRIMUNDI STATE SCHOOL

Currimundi | currimundiss.eq.edu.au

DELANEYS CREEK STATE SCHOOL

Delaneys Creek | delaneyscreekss.eq.edu.au

ELIMBAH STATE SCHOOL

Elimbah | elimbahss.eq.edu.au

EUDLO STATE SCHOOL

Eudlo | eudloss.eq.edu.au

EUMUNDI STATE SCHOOL

Eumundi | eumundiss.eq.edu.au

FEDERAL STATE SCHOOL

Federal | federalss.eq.edu.au

GLASS HOUSE MOUNTAINS STATE SCHOOL

Glass House Mountains | glasshousemountainsss.eq.edu.au

GLENVIEW STATE SCHOOL

Glenview | glenviewss.eq.edu.au

GOLDEN BEACH STATE SCHOOL

Golden Beach | goldenbeachss.eq.edu.au

KENILWORTH STATE COMMUNITY COLLEGE

Kenilworth | kenilworthcc.eq.edu.au

KIN KIN STATE SCHOOL

EDUCATION DIRECTORY

Kin Kin | kinkinss.eq.edu.au

KULUIN STATE SCHOOL

Kuluin | kuluin.eq.edu.au

LANDSBOROUGH STATE SCHOOL

Landsborough | landsborss.eq.edu.au

MALENY STATE SCHOOL

Maleny | malenyss.eq.edu.au

MAPLETON STATE SCHOOL

Mapleton | mapletonss.eq.edu.au

MAROOCHYDORE STATE SCHOOL

Maroochydore | marochydoress.eq.edu.au

MONTVILLE STATE SCHOOL

Montville | montvilless.eq.edu.au

MOOLOOLABA STATE SCHOOL

Mooloolaba | mooloolabass.eq.edu.au

MOOLOOLAH STATE SCHOOL

Mooloolah | mooloolahss.eq.edu.au

MOUNTAIN CREEK STATE SCHOOL

Mountain Creek | mtncreekss.eq.edu.au

NAMBOUR STATE COLLEGE

Nambour | namboursc.eq.edu.au

NIRIMBA STATE PRIMARY SCHOOL

Nirimba | nirimbss.eq.edu.au

NOOSAVILLE STATE SCHOOL

Noosaville | noosavilless.eq.edu.au

NORTH ARM STATE SCHOOL

North Arm | northarmss.eq.edu.au

PACIFIC PARADISE STATE SCHOOL

Pacific Paradise | pacificparadisess.eq.edu.au

PALMWOODS STATE SCHOOL

Palmwoods | palmwoodsss.eq.edu.au

PEACHESTER STATE SCHOOL

Peachester | peachester.eq.edu.au

PEREGIAN SPRINGS STATE SCHOOL

Peregian Springs | peregianspringsss.eq.edu.au

POMONA STATE SCHOOL

Pomona | pomonass.eq.edu.au

SUNSHINE BEACH STATE SCHOOL

Sunshine Beach | sunshinebeachss.eq.edu.au

TALARA PRIMARY COLLEGE

Currimundi | tatacolss.eq.edu.au

TEWANTIN STATE SCHOOL

Tewantin | tewantinss.eq.edu.au

WAMURAN STATE SCHOOL

Wamuran | wamuranss.eq.edu.au

WOODFORD STATE SCHOOL

Woodford | woodfordss.eq.edu.au

WOOMBYE STATE SCHOOL

Woombye |woombyess.eq.edu.au

YANDINA STATE SCHOOL

Yandina | yandinass.eq.edu.au

STATE HIGH SCHOOLS AND COLLEGES

BEERWAH STATE HIGH SCHOOL

Beerwah | beerwahshs.eq.edu.au

BURNSIDE STATE HIGH SCHOOL

Burnside | burnsideshs.eq.edu.au

CALOUNDRA STATE HIGH SCHOOL

Caloundra | caloundrashs.eq.edu.au

CHANCELLOR STATE COLLEGE

Sippy Downs | chancellorsc.eq.edu.au

COOLUM STATE HIGH SCHOOL

Coolum Beach | coolumshs.eq.edu.au

KAWANA WATERS STATE COLLEGE

Bokarina | kawanawaterssc.eq.edu.au

MALENY STATE HIGH SCHOOL

Maleny | malenyshs.eq.edu.au

MAROOCHYDORE STATE HIGH SCHOOL

Maroochydore | maroochydoreshs.eq.edu.au

MARY VALLEY STATE COLLEGE

Imbil |maryvalleysc.eq.edu.au

MERIDAN STATE COLLEGE

Meridan Plains | meridansc.eq.edu.au

MOUNTAIN CREEK STATE HIGH SCHOOL

Mountain Creek | mountaincreekshs.eq.edu.au

NAMBOUR STATE COLLEGE

Nambour | namboursc.eq.edu.au

NOOSA DISTRICT STATE HIGH SCHOOL

Cooroy, Pomona, Noosa | noosadtstrictshs.eq.edu.au

SUNSHINE BEACH STATE HIGH SCHOOL

Sunshine Beach | sunshinebeachhigh.eq.edu.au

UNIVERSITIES AND TERTIARY

AUSTRALIAN INDUSTRY TRADE COLLEGE

Maroochydore | aitc.qld.edu.au

Years: Years 10 to Year 12

UNIVERSITY OF THE SUNSHINE COAST

Sippy Downs | usc.edu.au

TAFE

Maroochydore, Mooloolaba,