Melbourne Grammar School acknowledges the Traditional Owners of the lands that are used by the School, and we pay our respects to their Elders past, present and extend that respect to the emerging leaders.
Updated September 2024
Pages 7, 11, 13, 16 and 17
developing the ‘whole’ child who is inspired by, and lives, our values. By providing them with an exceptional education, we want our students to have the confidence and capacity to thrive in the world beyond the School gates, living a life underpinned by meaning and purpose, and having a positive impact on the world around them.
consultation process in the development of this plan. Thank you to those people who provided valuable advice which
All members of the School community, Old Melburnians, donors, and other supporters have a role to play in ensuring our success in achieving our goals.
We believe Towards 2030 is a confident response to the changing nature of the world around us and it builds on the essence of Melbourne Grammar: the pursuit of excellence in all its forms. As worthwhile opportunities and new challenges arise, Towards 2030 will also provide us with a reference point to guide our ongoing decision making and planning.
We look forward to working with you to realise our aspirations now, and in the future.
Andrew Michelmore AO (OM 1970) Chair of Council
Philip Grutzner (OM 1981) Headmaster
PURPOSE AND ASPIRATION
OUR VISION
To provide an exceptional teaching and learning environment that inspires and empowers within an inclusive and dynamic School culture and community.
OUR MISSION
To develop and nurture young people to be intelligent, independent, creative thinkers with a sense of purpose, spirituality, and respect.
Our School exists to inspire young people, provide opportunity, and contribute to positive change in our world. Our role is to teach students how to think, learn and reflect, so they may go on to lead meaningful lives in the service of humanity.
Melbourne Grammar School is a community of ideas, where knowledge is explored within a multidimensional, reason-infused, and ethical framework. We welcome difference in all its forms including background, outlook and perception.
It is a place where the pursuit of excellence is celebrated in a culture underpinned by respect, humility, and responsibility. By nurturing and challenging students and staff, we create an environment where new interests, passions and understandings can grow.
We uphold worthy long-held traditions that have sustained our School community for over 160 years. We recognise the crucial role of debate, the value of diversity, the importance of innovation, and the gains we make when we question our assumptions.
“I believe education here emphasises the importance of being open in heart and mind to what is good and true.”
Jack Flintoft, 2022 Captain of School
The mission, vision and values of our School are based on Christian foundations within the Anglican tradition. As an Anglican school, we celebrate the qualities of faith, hope and love. We also recognise the importance and relevance of other faiths and belief systems within our School community.
We appreciate that we exist in a world where both change and opportunity are ever-present.
We support students to find their purpose in this evolving world, build a strong sense of self, and help them define the type of contribution they wish to make in their professions, as parents, as partners and as citizens.
Our hope is that when young people leave our School, they will go on to become agents for positive change, wherever their futures take them.
WE VALUE
LEARNING & WELLBEING
Develop a lifelong pursuit of knowledge, understanding and wisdom.
Be healthy, confident and resilient.
COURAGE & INTEGRITY
Accept responsibility. Act ethically. Stand up for what you believe.
Value the pursuit of excellence.
Accept success with humility. Face adversity with intelligence and resolve.
RESPECT & COMPASSION
Based on principles of love, faith and hope, be willing to understand difference and to honour its value.
Know and respect yourself, others and the natural environment.
SERVICE & CONTRIBUTION
Aspire to a good life fulfilled by meaning, purpose, kindness and achievement.
Give back to those who have given to you, to your community and to the world in which we all live.
Melbourne Grammar School
OUR PRIORITIES
A HOLISTIC EDUCATION
PRIORITY
We will educate and nurture the whole person, fostering each student’s intellectual, spiritual, physical, psychological and emotional growth.
“ I like how everything I learn challenges me. It opens up my mind to think about things from a new perspective.”
Sophie Gleeson, Year 5a
We aim to build a sense of scholarship, a connection to spirituality, an appreciation for physical and psychological health, and an emotional consciousness in all our students. Through this holistic approach, we enable students to flourish, to discover who they are, and to seek truth as they engage with the world.
A holistic education is one that encourages students to consider knowledge in a wider context, creating connections between all aspects of their lives. It is one of the strengths of a Melbourne Grammar education that our students have the opportunity to learn in so many different areas and ways, inside and outside the classroom, alongside peers with diverse perspectives, while being guided by experts in their chosen fields.
We recognise and celebrate the particular contribution that boarders bring to our School community. Drawn from regional Victoria, interstate, and overseas, and including our First Nations scholars, they enrich our environment through their unique cultural heritages and life experiences.
The daily exchange of ideas and outlooks between boarders and day students fosters empathy, broadens understanding, and enhances the overall learning experience for all students.
At primary school level, we sow the seeds for students to grow into open-minded, compassionate and adaptable young people. Within the secondary educational levels, we further encourage intrinsic motivation, a strong ethical compass, and a sense of hope and excitement for our students’ next steps toward adulthood. In all our students, we foster a desire to advance those things that are worthwhile, nourishing and significant.
By offering opportunities to explore new areas, question and reconsider what we think we already know, we create an environment of intellectual rigour and respect. We make space for considered opinions to be heard, building toward a School community that is as dynamic and flexible in its thinking as it is steadfast in its core beliefs.
EXCEPTIONAL STAFF
PRIORITY
We will offer an environment that attracts, supports and retains excellent staff and where staff are motivated by our aspirations and aligned with our values. We will be committed to their professional development and wellbeing.
At our School, relationships are at the heart of everything we do. Our staff are central to preserving this tenet through their passion, creativity, expertise, and collaborative spirit. Whether as teachers, allied educators or professional staff, every member of this community works in partnership to deliver the exceptional educational experiences we offer our students.
The strength of the professional relationships across Melbourne Grammar reflects the fact that staff join our School to have meaning and purpose in their work. Our staff know that they are working towards the development of young people who have intellectual courage along with a sense of purpose and the desire to benefit humanity.
We are committed to attracting and retaining talented staff, and providing them with the culture, resources and environment they need to do their best work. We recognise the importance of building future leaders within our staff cohort and take seriously our responsibility to developing the careers of all of those contributing to our School.
“For me, teaching is the joy of sharing knowledge, understanding, and wisdom with others.”
Vincent Chiang (OM 2010), Senior School teacher
Those who lead our School do so with a clear understanding of how our vision, mission and values inform each decision. Their accessibility and accountability are crucial factors in supporting our staff.
We aim to ensure our staff have the support and stability they need to trial new approaches, and the shared understanding that the traditions we follow today were once viewed as innovations.
We know influence occurs at all levels. As a leading independent school, we will use our voice and influence to contribute to professional networks and promote the betterment of education in the wider community.
Above all, we will strive to recognise the contribution made by each member of staff–to ensure they have clear goals, the support they need to achieve them, and that their achievements are acknowledged and celebrated.
AN ENGAGED SCHOOL COMMUNITY
PRIORITY
We will build and sustain a School community of positive and enduring relationships in which people embrace our values.
An engaged School community is one in which every person–from day and boarding students, their parents, and staff through to Old Melburnians, donors and volunteers–feels valued, included, informed and connected to one another and to the School. A respectful School culture complements this strong sense of connection, inspiring and empowering each person, and celebrating the joy of educational exploration.
Our sense of community matters because it is one of the qualities that make our School great. We therefore have a responsibility to maintain this quality, understanding it is core to our success.
With this in mind, we will seek to listen when faced with decisions and challenges, and to engage one another with respect, consideration and openness. By acting in this way, we will deepen trust across our School community, allowing us to collectively focus on providing an exceptional educational experience.
One measure of our success will be the way members of our School community continue their connections with us. Philanthropic support along with other forms of engagement–contributions of time, knowledge and expertise–reflect a sense of pride in being associated with Melbourne Grammar.
With an engaged School community, and caring, thoughtful culture, we are a School that looks beyond individual achievement and success to foster a true sense of belonging.
Being engaged with our School community is not something I take for granted. I particularly love the opportunity to meet and share time with the diverse people it embraces and to give back where I can.”
Amanda Day (OM 1994) School Council member and parent
EMBRACE THE WIDER WORLD
PRIORITY
We will ensure a Melbourne Grammar School education prepares students to take their place in the world with confidence.
Our School is a place with permeable boundaries, both physical and digital. This offers us opportunities to learn from others at local, national, and global levels. We know we will come to understand ourselves better, and understand how to serve and lead those around us, when we embrace these opportunities.
To ensure our students are ready to make their contribution to the wider world, we must build a sense of openness and compassion. We must recognise what brings us together–our common humanity–as well as the backgrounds, experiences and perspectives that make us distinct. And, we must continue to value the lessons history teaches, along with the perspectives we can gain by imagining different futures.
This appreciation for diversity is present in our classrooms, where all students, regardless of their family background and life experiences, learn to listen to others with respect, and to build their own thoughtful, considered arguments.
It informs the way we approach professional development, recognising that staff must connect with pedagogical change. It extends to our use of technology which enables our students to step outside their immediate environment in an instant.
We will fully engage with and embrace the wider world, with its constant change and opportunity. Our students’ futures will be richer for being in contact with different perspectives, practices and points of view. With these experiences behind them, they will be able to take their place in the world with confidence, and to thrive.
“ The more I learn about the people I know and those far away, the more I understand myself.”
Tom Darcy, Year 8
SUSTAIN QUALITY & ACCESSIBILITY
PRIORITY
In the face of rising costs, economic and other uncertainties, we will support initiatives that ensure delivery of the highest quality education, always ensuring that our School has the capacity to sustain diverse and inclusive student and staff cohorts. We will ensure we have sustainable social, environmental, and financial practices in place.
Cultural, social and economic diversity is important to our School community, as is diversity of ideas and ways of thinking. We are actively working to ensure all members of our School community feel safe and respected, irrespective of their religion, ethnicity, beliefs, gender or sexual orientation. To continue to cultivate this diversity, we must embed practices that ensure our School is accessible and offers a quality education to those who learn with us.
“ I’ve been very fortunate to come here. When I leave school, I want to help others to have a better life.”
Edward Cubillo, Year 10 Indigenous Bursary recipient
We believe talented students should have access to a Melbourne Grammar School education, regardless of their circumstances. This includes those from Indigenous and refugee backgrounds, students from remote communities and families experiencing financial hardship. With the generous support of the School community, we will continue to welcome an increasingly diverse range of students through bursaries and scholarships.
Our focus on accessibility extends beyond students. Our staff should be able to work with us while maintaining connections to the many other aspects of their lives beyond the School gates. Furthermore, we will provide physical spaces, technology and resources that sustain our School community in all its endeavours.
To achieve these aims, we must continue to embed sustainable practices that govern the way we manage our financial resources.
The health and beauty of our natural environment is important to us. The buildings and grounds that make up Melbourne Grammar are an integral component of our learning framework. They are also a testament to community generosity over many years, and this is a legacy we wish to honour and continue.
Within this context, we fully understand our obligation to guarantee the future of Melbourne Grammar School well into the future, and to retain our independence and standing as national and global priorities change.
Building for the future
At Melbourne Grammar School, we understand education as a human-centered, relationship-based endeavour. Here, we embrace discourse in the classroom as a core mechanism to grow intellect and to develop deep understanding.
Teachers and students are both active participants in this educational journey. However, other elements also influence the success of the teaching and learning.
The spaces in which our students learn matter greatly. The quality of our buildings has a direct impact on the quality of education that occurs within them.
Our buildings also convey messages about our culture, our values and our ideas. Here, they often reflect generosity and connection, and they demonstrate the respect we have for the educational process and the students engaged within it.
With the support of the School community, we hope to embark on four major building projects that support our aspirations and help us to continue to prepare students for the world beyond the School gates.
Our initial focus will be on creating a Centre for Humanities on the South Yarra campus, and a new building for Lower Primary students at Grimwade House.
Later, we hope to redevelop the Strickland Physical Education Centre, and construct an underground black box theatre adjacent to The Old Melburnians War Memorial Hall and the Shelmerdine Studio thereby extending our current performing arts precinct.
THE CENTRE FOR HUMANITIES
The proposed Centre for Humanities will be a landmark building for Melbourne Grammar School, providing new spaces in which students and teachers will be able to gather, exchange ideas, and be inspired to see the world in new ways.
This will be a building that deepens the tradition of discourse and dialogue between students and teachers that is part of the fabric of our School.
With views across the Royal Botanic Gardens to the city and beyond, it will connect us to the wider world.
And with the internal views to the Chapel of St Peter and the Geoff Handbury Science and Technology Hub, messaging about the importance of the connection between humanity, science and spirituality will be enhanced. Through this project, we will continue to embrace what is at the core of education: human relationships. The proposed Centre for Humanities will add to the engaging learning spaces that make up Melbourne Grammar, inspiring generations of students and staff.
PROPOSED CENTRE FOR HUMANITIES
SOUTH YARRA CAMPUS ARTIST’S IMPRESSION
GRIMWADE HOUSE
CAMPUS ARTIST’S IMPRESSION
“ We create a diverse range of outdoor spaces in the natural environment to
A NEW BUILDING FOR LOWER PRIMARY STUDENTS AT GRIMWADE HOUSE
Early education is critical to building our intellectual and social foundations as human beings. We know young children grow through engaging with the physical world, engaging with each other, and engaging with ideas.
In the vital early years of Prep –Year 2, developmental growth is at its greatest. With progressive, contemporary classrooms and spaces available to them, teachers will have a far greater capacity to respond to the learning needs of each student.
PROPOSED LOWER PRIMARY BUILDING
We want to create a modern, open building where our youngest students can flourish.
This project will also allow us to place car parking underground and to protect the heritage of Harleston, our current home for these students, continuing its legacy of stability and strength. This vital part of our history, provided through the generosity of the Grimwade family, will always be central to our Grimwade House community and culture.
For me, self-respect means pursuing excellence in all that I do. For it is in the passionate exploration of our world that we fully discover ourselves.”
Oliver Chen, Year 12
Grimwade House
Co-ed Day Students
Years Prep to 6 Wadhurst
Boys Day & Boarding
Years 7 to 8 Senior School
Boys Day & Boarding
Years 9 to 12
Scan to read more about Towards 2030 and our vision, values and priorities:
