WITHIN THE ANGLICAN TRADITION, LINDISFARNE VALUES;
Compassion - building genuine relationships through generosity of spirit and care for others.
Wisdom - gaining the knowledge, understanding, skills and character that comes from learning.
Respect - appreciating all within the environment and leaving an honourable legacy for those that follow.
Leadership - creating the competencies that equip students with hope, clarity and direction.
Standards - establishing high expectations that empower student involvement, development, achievement, service and voice.
Collaboration - working together within aligned structures, processes, practices and systems that enable Lindisfarne’s desired ethos and strategy.
Producing a credible resource that enables parents to make an informed educational decision for their children remains the central focus of WhichSchool? magazine.
When choosing a school for your child, there are numerous factors that need to be considered. At WhichSchool?, we understand there is not a one-size-fits-all approach, and we have laid out a range of options which aim to assist parents in making this imperative decision in our ‘Making an informed decision’ feature.
In this issue, we also hear from Christian Schools Australia, Independent Schools Queensland and the National Catholic Education Commission about growth and opportunity in their sector.
WhichSchool? is designed to be a resource that can be read, absorbed and used over an extended period to weigh up all the options to help ensure the best outcome for your child.
From school management and facilities right through to values and philosophy, our directory provides insights from some of the state’s leading educators.
To help make the right decision, we also host a database on our website which allows parents to compare a school’s attributes that are most important to them. Visit the website: www.compare.whichschoolmag.com.au
We are proud to be part of your family’s educational journey.
WhichSchool? Magazine is available by subscription from the publisher. The rights of refusal are reserved by the publisher. Ph: (+61 3) 9690 8766
E: subscriptions@primecreative.com.au
Articles
All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format.
Cover
Hillcrest Christian College
Copyright
WhichSchool? Magazine is owned by Prime Creative Media Pty. Ltd. and published by John Murphy. All material in WhichSchool? Magazine is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequences arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in WhichSchool? Magazine and may also appear on the our website: www.whichschoolmag.com.au.
Supporting young children to be bold, creative and curious learners
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• Leading programs where children aged six-weeks to six years learn and discover through play.
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High-quality care and education for children aged six weeks to six years. With Guardian, your child will have the best possible start to life. Come and see for yourself.
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Non-government school sector joins AMA in push for vaping reforms
Australia’s Parliament in June passed the federal government’s world-leading vaping reforms which will save many Australians from the harms of e-cigarettes.
The legislation bans the domestic manufacture, supply, commercial possession and advertisement of disposable and non-therapeutic vapes.
The Australian Medical Association (AMA) said the reforms would reduce the widespread availability of vapes by imposing much stricter controls and closing many loopholes that have been exploited by the tobacco and vaping industry for many years.
The passing of the legislation follows many years of advocacy from the AMA. In May this year, the AMA joined 11 of the country’s leading education and school parent groups to call on legislators to pass the federal government’s
In a joint letter to all Senators and MPs, the groups warned of the growing crisis of vaping in Australian schoolyards, where teachers, principals and parents are facing a difficult battle to protect the health and wellbeing of children.
The letter’s signatories included Catholic School Parents Australia, Catholic Secondary Principals Association, National Catholic Education Commission, Anglican Schools Commission, and Independent Schools Australia.
“Vaping is becoming normalised in Australian schools and big tobacco and the vaping lobby will do anything and say anything to keep these products on retail shelves — at the expense of children’s health,” AMA President Professor Steve Robson said in May.
“Vapes are filled with highly addictive nicotine and laced with chemicals that are known to be dangerous to human health, including formaldehyde, mercury and arsenic.
“The human brain does not stop developing until the mid-twenties and nicotine is proven to have negative impacts on cognition, reasoning and attention — not to mention the significant disruption vaping has to school learning environments.”
Ms Andrea Obeyesekere, Chair of the Catholic School Parents Australia, said protecting children from the dangers of vaping is crucial for their health and wellbeing.
“This legislation is a necessary step towards ensuring a safe and supportive learning environment, free from the harmful impacts of vaping.
“Families rely on schools to be safe havens where their children’s health is prioritised, allowing them to thrive academically and personally,” she said.
“The proposed measures will help maintain this environment, reinforcing our commitment to fostering the holistic development of every student.”
Home Education Expert Group established
An independent review into Queensland home education has commenced and will be informed directly by a group of 12 expert home educators.
The review will be led by an independent reviewer, Ms Deborah Dunstone, who will Chair the Home Education Expert Group (HEEG).
The HEEG is made up of 12 home educating parents as well as organisation nominee members Samantha Bryan (Home Education Association), Amanda Bartle (Free2Homeschool) and Dr Terry Harding (Australian Christian Home Schooling).
Many parents took the opportunity to express interest in being involved in the Home Education Expert Group. Parent members were selected for the group to represent the diverse experiences of home educating families.
All Queensland home educating parents will be able to provide input into the review through surveys and regional workshops.
The HEEG will be integral in informing the Review of the Home Education Unit, including:
providing a forum to share and learn from the home educating parent community and better understand their experiences of home education;
• considering topical issues such as delivery of high-quality education and provision in the best interest of the child;
• broadly considering home education regulation;
• providing perspectives about supports for home education parents; and
• considering possible approaches for ongoing consultation with the home education sector.
Research into best practice home education regulation and the supports provided to families will also be a critical part of the review.
The HEEG will be supported by the attendance of up to three departmental observers with experience and expertise in disability reform, inclusion, wellbeing, curriculum, and distance learning.
“I would like to thank home educating parents for the overwhelming
“The Expert Group will be an opportunity for parents and families to share their unique experiences and expertise in home educating their children.
“I would like to thank all the members of the Home Education Expert Group and all the people who put their hands up to be a part of this important process.”
Almost a dozen school and education groups signed a letter in May urging MPs and senators to pass the reforms.
Image: alesmunt/stock.adobe.com
Image: Queensland Department of Education
Minister for Education Di Farmer.
Caboolture school at capacity as demand for Independent sector rises
A special assistance school in Caboolture is at capacity and in desperate need of new premises, highlighting the growing demand for Independent schools that provide inclusive and relevant education for young people who have not suited mainstream schooling.
Horizons College of Learning and Enrichment has outgrown its buildings and has more than 120 young people on its waiting list for this year. A critical shortage of teachers is also straining the college and schools across the state.
Enrolments at Independent schools in Queensland increased 22 per cent between 2018 and 2023, with more than 13 per cent of school students in Longman attending an Independent school. Enrolments in special assistance schools have surged across Queensland by 280 per cent since 2018, from 1,520 enrolments to 5,773 in 2023.
Horizons College opened in 2014 and supports young people from grades seven to 12 who have disengaged from education for a range of reasons.
Principal Jane Robinson said the school, which is on the site of the former Caboolture Butter Factory, is at capacity.
“Mainstream school isn’t meaningful or the right fit for every student, which is why it’s important to have schools like ours to offer an alternative, positive experience that can support young people to reach their full potential,” she said.
“There are lots of students we could be helping. We have 50 students on the waitlist for year 10 alone. The demand is high, but unfortunately we only have capacity for 220 students. If we are able to secure a new location, we could increase our capacity to help more students.
“Our students have enjoyed learning in a space that doesn’t look like a typical school and, while we have made the space work for over 10 years, we need to be in a new premises by 2026. Time is of the essence.”
Ms Robinson said she was also concerned, for the first time, about filling teaching vacancies at the school, due to the shortages across the state.
“We wish to fill three vacancies by term three and I’m concerned we might not be able to,” she said.
“Our school works hard to maintain a positive school culture and supportive environment for staff. We have small class sizes, which means our teachers and support staff can develop strong relationships with their students. There is an overarching emphasis on both student and staff wellbeing at Horizons College.
“I would encourage teachers and teaching students to consider working at a special assistance school because it can be a very rewarding experience.”
Stephen Grant has three kids enrolled at Horizons College. His children, in grades 8, 10 and 12, have thrived since starting at the school, where his eldest is a vice captain.
“This school has been amazing for my kids. They have excelled here. It’s an enormous change from falling through the cracks in public schooling to wanting to come to school and achieving goals,” he said.
Mr Grant said the smaller classroom sizes and support staff, including youth workers, had helped his children perform well.
“The school actually cares about the students, not just a number. If there are any issues, they help as much as they can. It’s that guidance that makes the kids feel like they matter.”
Special assistance schools provide alternative educational settings for students with high-level social and emotional needs and cater for students who are at risk, have behavioural difficulties, or whose needs are better met by flexible learning structures that may not be available in all mainstream schools.
The number of special assistance schools in Australia has almost doubled in the past decade and enrolments have almost tripled. There were 48 schools in 2014 and 96 schools in 2023.
Member for Longman, Terry Young MP, said it’s important to have a range of educational options so families and young people in the region can choose the school that’s right for them.
“Special assistance schools make an important contribution to our growing community by providing an alternative educational setting and responding to the needs of their students.”
Independent Schools Australia Chief Executive Officer Graham Catt said special assistance schools play an essential role in Australia’s education system.
“Specials assistance schools such as Horizons College are an example of the ability of the Independent school sector to adapt and innovate to meet the needs of their students. There is a lot of demand for these schools, as Horizons has experienced,” he said.
“Special assistance schools have low fees or often charge no fees at all, so they depend on support and funding to continue to be able to deliver on their important work.
“Funding for teaching students while they are on placements is an important initiative to assist people entering the profession. There is an opportunity to dedicate some of this funding to encourage and support students to complete their placement in a special assistance school.”
Mr Catt said ISA would continue to work with the Australian Government to ensure Independent schools are supported to deliver strong learning outcomes and serve their communities.
Key facts
Over the past 50 years, the Independent sector enrolment share has risen from 4 per cent to 18 per cent
• There are more than 110,000 students enrolled in 143 Independent special and special assistance schools across Australia that cater to students with disability and other needs
• One in six students are enrolled in an Independent school
• The median fee for an Independent school in 2022 was approximately $5,500, and the majority of Independent schools charge annual fees of less than $6,000
• One in three Independent schools are located outside capital cities.
Independent Schools Australia (ISA) represents the national interests of the Independent school sector. We work closely with member associations to promote choice, diversity and partnership in education, and we advocate for ongoing and sustainable Australian Government support and fair funding.
Horizons College opened in 2014 and supports young people from Year 7 to 12.
Image: Horizons College
Leaders recognised in King’s Birthday Honours
St Margaret’s Principal applauded for service to education
St Margaret’s Anglican Girls School Principal, Ms Ros Curtis AM, received a Member of the Order of Australia General Division in the 2024 King’s Birthday Honours List for her significant service to education and professional associations.
Ms Curtis AM has been principal of St Margaret’s since 2011. In that time, the school has flourished; enrolments have increased by almost 80 per cent during her tenure, new facilities include a state-of-the-art sports precinct, and improved quality of programs and student offerings have enriched the student experience.
Under her leadership, the wider St Margaret’s community is more connected, with increased Old Girl involvement and a strong foundation, which has helped facilitate vital fundraising which has enabled both the school improvements and provision of needs-based bursaries.
Ms Curtis said she was humbled to have received the award but also immensely proud that the vital importance and significance of educators, and of education, has been recognised through this award.
“Now more than ever the importance of education and of good educators must be uppermost in the minds of society and of government,” Ms Curtis said.
“We need dedicated and experienced professionals at the helm of educating our children, and for our graduates to see this as the rewarding career path; I can attest to the immense satisfaction that service to the profession and to the education, growth and wellbeing of our children, together with stewardship of other educators, has brought me.”
Ms Curtis began her career as a History and Drama teacher and has held a variety of roles from teacher to senior leader in six schools – Shailer Park State High, Moreton Bay College, Brisbane Girls Grammar School, St Hilda’s School, St Aidan’s Anglican Girls’ School, and St Margaret’s Anglican Girls School.
She has been recognised for her scholarship and leadership multiple times across her extensive career. Upon completing her Masters of Education in Leadership and Management in 2005, Ms Curtis received the Australian Council for Education Leaders (QLD) award from Queensland University of Technology for Academic Excellence in postgraduate study in Educational Leadership.
Throughout her career, Ms Curtis developed an interest in school leadership structures and their effectiveness, curriculum leadership, mentoring aspirant leaders, effective governance and change leadership and management.
In 2011, she received the John Laing Award for her significant contribution to the professional development of Senior Leaders in Schools. In 2018, she received an Excellence in Educational Leadership Award from The Australian Council for Education Leaders (QLD), recognising outstanding educational leadership across the teaching profession and contributions to advancing learning for students and aspirant leaders.
At St Margaret’s, Ms Curtis has continued her passion for stewarding professional development for educational leaders, instigating courses and conferences for early teacher, middle leaders, and aspirant senior leaders, not only for St Margaret’s teachers but offered to teachers at other Queensland schools.
In 2020, 2021 and 2022, Ms Curtis received an Excellence Award for School Principal of the Year – Non-Government in the Australian Education Awards.
In 2023, the school received the Queensland Government Queensland Reconciliation Award Winner in the Education category for its Reconciliation Action Plan.
“Given we are now the largest Yalari partnership school in Australia, this was particularly rewarding, and I am very proud of the work and progress being made by our educators and students in this space,” Ms Curtis said.
Ms Curtis holds a Bachelor of Arts (Honours), a Diploma of Education, a Masters of Literary Studies, and a Masters of Education (Leadership and Management). She is a Queensland Fellow of the Australian Council of Education Leaders, the Institute of Managers and Leaders and the Australian College of Educators. She is also a graduate of the Australian Institute of Company Directors Course (GAICD).
Ms Curtis is a representative on the national board of AHISA (Association of Heads of Independent Schools (and was previously Queensland Branch Chair);
she is a member of the Board of Independent Schools Queensland (ISQ) and Chair of the Education Committee of ISQ; and is a member of the Advisory Board of the Business School at Bond University. Ms Curtis has also previously held the position as Chair of the Alliance of Girls’ Schools Australasia (now the International Coalition of Girls’ Schools). This significant contribution to professional associations across the years is indicative of her passion for the education of children as well as the teaching profession.
Director of Sport at Moreton Bay College congratulated for service to Physical Education
Moreton Bay College has congratulated Mrs Susan Pavish, its dedicated and passionate Director of Sport, has been honoured with an Order of Australia Medal (OAM) for her exceptional service to Physical Education.
“Since joining Moreton Bay College in 1992, Mrs Pavish has made a transformative impact, elevating our sports programs to new heights and fostering a culture of sporting excellence,” the College said.
Under her leadership, Moreton Bay College has claimed numerous premierships, state, national, and international titles, becoming a beacon of sporting prowess at all levels.
The College said her holistic approach to nurturing the whole athlete is renowned.
“Sue has always emphasised the importance of the personal, social, and emotional development of athletes alongside their growth in their chosen sporting discipline,” the College said.
In particular, Mrs Pavish’s contributions have significantly impacted Hockey and Athletics, and in the latter discipline, she has led the College to secure the Queensland Girls Secondary Schools Sports Association (QGSSSA) Athletics trophy for eight consecutive years.
“However, Sue’s dedication extends to all 23 sports on offer at the College, helping every student find a sport they love,” it said.
A former Olympic sprinter, Mrs Pavish represented New Zealand at the Montreal Olympic Games in 1976 which attests to her personal dedication to athletic excellence.
Within the Andrew’s Cup Association and the QGSSSA, Mrs Pavish is held in the highest regard. To reflect her outstanding contributions, two trophies have been named in her honour, a testament to the respect and admiration she commands within these esteemed sporting associations. Moreover, her personal record in the 100m sprint at QGSSSA continues to stand unbroken.
“Always humble, Sue‘s inspiration resonates throughout our community,” the College said.
St Margaret’s Anglican Girls School Principal, Ms Ros Curtis.
Image:
St Margaret’s Anglican Girls School
the first school in Australia to receive international accreditation from the World Academy of Sport. Her efforts in developing an unparalleled Athlete Development Programme enables students to gain the support they need to balance academic and sporting achievements, and the program has already seen students achieve scholarships to American universities.
community to join us in celebrating her very well-deserved OAM; it is a wonderful reflection of her 32 years of dedication to Moreton Bay College and the indelible mark she has left on our community and the world of sports education,” the College said.
Medal of the Order of Australia bestowed on Inaugural Christian Schools Australia CEO
Christian Schools Australia has congratulated its inaugural Chief Executive Officer, Stephen O’Doherty, on being awarded a Medal of the Order of Australia in this year’s King’ Birthday Honours List.
Prior to commencing his role at Christian Schools Australia in 2002, Mr O’Doherty had been a member of the New South Wales Legislative Assembly
for the seats of Ku-ring-gai and then Hornsby, serving in the NSW Parliament for a decade from 1992. During that time, he held the positions of:
• Shadow Treasurer, 2000-2001.
• Shadow Minister for Community Services and Disability Services, 19992000.
• Shadow Minister for Education and Training, 1995-1999.
His previous working life was spent in the media, most notably in commercial radio in Sydney. His passion for radio continued through community and Christian radio, especially in his involvement with Hope Media in Sydney.
Throughout his life Mr O’Doherty has also been involved with music and the arts. His passion for the Golden Kangaroos Hornsby Concert Band is well known, however he has also been involved as patron of Studio ARTES (Northside), a NDIS registered service offering creative and life programs for adults with disabilities since 2000. More recently Mr O’Doherty has been heavily involved in the Christian media and arts sector in a variety of governance roles.
“It was an honour to be handed over the baton as CEO of Christian Schools Australia from Stephen”, said Dr Daniel Pampuch, current Chief Executive Officer of Christian Schools Australia, “he laid the foundation as inaugural CEO for the strong and growing organisation we are today”.
“Stephen’s dedication to serving the community in a variety of roles as an expression of his deep Christian faith is very obvious, and this recognition today is well deserved.”
Christian Schools Australia (CSA) is the largest association of Christian schools in the country and has member schools educating over 86,000 students and employing over 13,500 staff at more than 200 locations across Australia. CSA member schools provide high quality education within an authentic Christian learning community.
Extra FairPlay vouchers for Queensland families
Premier Steven Miles has announced a major boost to his Government’s FairPlay initiative – boosting supply by 100,000 vouchers.
The move is backed by an additional $20 million investment by the Queensland State Government.
It means 100,000 more Queensland families can save money on their kid’s sports memberships, registration or participation fees.
The FairPlay program is designed to address cost of living pressures that are making it harder for families and young Queenslanders to take part in sport and active recreation.
The vouchers help reduce the cost of sports memberships, registration or participation fees.
This major boost brings the number of vouchers on offer to 300,000. Of those, 50,000 vouchers are reserved for eligible health care card and concession card holders, to ensure vulnerable families don’t miss out.
The announcement follows the Government’s 2024 State Budget increasing
the voucher value from $150 to $200 and expanding the eligibility to all Queensland kids between five and 17 years.
Queensland Sport Minister Michael Healy said the response from Queensland families to the FairPlay program has been nothing short of remarkable.
“From the minute the program opened, Queenslanders took the opportunity to access vouchers for their kids. In fact, in just the first two hours, almost 30,000 vouchers had been issued,” he said.
“To see so many vouchers issued in the first fortnight, shows just how much Queensland kids love their sport and active recreation, so it’s terrific another 100,000 vouchers are being made available.
“Playing sport and having an active lifestyle is an important aspect of who we are as Queenslanders, and it shouldn’t be limited to just those who can afford to take part.”
For more information on how to apply for FairPlay, visit www.qld.gov.au/ recreation/sports/funding/fairplay/apply.
Moreton Bay College Director of Sport, Mrs Susan Pavish.
Inaugural Christian Schools Australia CEO Stephen O’Doherty.
Image:
Christian Schools Australia
Image: Moreton Bay College
Planting the SEEDS of SUCCESS
Guardian Childcare & Education believes a lifetime love of learning starts early. As Australia’s premium provider of early childhood education experiences, Guardian is much more than a childcare provider. It is a place where children feel safe and secure to be themselves.
We all want the best for our children, and every family wants to give their children every opportunity to succeed in life. But there’s one key factor that will determine their long-term success: gaining a love of learning early on. Those first five years of a child’s life are so crucial. A young child’s brain is rapidly developing and absorbing new information, which has a significant impact on their cognitive, social, and emotional well-being.
A nurturing and stimulating environment where young children feel safe and secure supports children to learn skills such as communication, problem-solving, and emotional regulation, which are essential for their future success in school and beyond. At Guardian, we support children to be brave, curious, and creative learners.
Why start early: thriving in a changing world High-quality early childhood education is key to laying the foundation for a successful life. Research
continuously shows that quality early childhood education can lead to a better future for children. Here are just a few of the positive outcomes based on long-term research.
• Improved Academic Outcomes: children develop important skills like language and literacy, problem-solving, and critical thinking abilities. Better Social-Emotional Development: skills such as empathy, cooperation, and self-regulation help children to make and keep friends.
• Improved Health Outcomes: including improved nutrition and physical activity, reduced rates of childhood obesity, and better access to healthcare.
• Increased School Readiness: Children who attend high-quality programs are more prepared to excel academically and become school-ready. Clearly, investing in early childhood education means investing in our future generation, ensuring they have the best possible start to life.
Guardian focuses on cultivating a lifelong love of learning in young children.
Choosing the right provider – what to look for in quality services
Choosing the right early childhood education provider is one of the most important decisions a parent can make for their young child. However, not all early childhood education programs are created equal, and selecting the right one can be overwhelming. Where do families start? Top of the list of considerations is finding a provider that is a trusted partner for your child’s care and education. Finding a provider that values open communication and fosters a sense of community among families is vital. This is the heart of the Guardian approach. From preparing for your first day, to ensuring fussy eaters find food they love, you will feel supported every step of the way. Our partnership doesn’t stop at the end of the day. We’ll support you with advice and tools that enrich your child’s learning at home, ensuring they get the best start to life.
Literacy and numeracy foundation
Learning should be not only based on world-leading methods, it should also be fun. Learning through play encourages children to explore and understand their world at their own pace. Our learning programs provide a solid foundation to prepare children as they progress to the Australian School Curriculum. They are taught by degree-qualified early childhood Educators and Teachers and specialist Educational Leaders who guide the program at each Centre. Having the best curriculum teams means we have the best learning programs. At each Centre, play-based experiences support learning where children become communicators, collaborators, and
Guardian learning experience combines a modern, evidence-based curriculum aligned to the Early Years Learning Framework and connected to the Australian School Curriculum.
Being connected to your child’s learning
Saying goodbye when your child first starts care can be difficult. Because you want to know they’ve eaten well, rested peacefully, and been cared for like they are at home. Families also want to know how their child is progressing in their learning. We want to connect with families, so you are directly involved in their learning and growth.
We have numerous ways to connect with families so you can see what your child is learning and have a voice in your child’s care. Through our in-Centre Visible Learning Displays and updates via the Storypark app, you can be reassured that your child is progressing well and being taught effectively. We want you to be as excited as we are about your child’s accomplishments and see the progress they are making. You won’t miss a thing.
Come and see what makes Guardian Childcare & Education different. Find your closest Centre and book a tour today: www.guardian.edu.au or 13 82 30.
The Guardian team is driven by a collective purpose to provide a positive and encouraging environment where children feel supported.
Learning programs provide a solid foundation to prepare children for school.
Making an INFORMED DECISION
This magazine has been designed to serve as a comprehensive guide to independent and nongovernmental schools in Queensland. By browsing our school directory, hearing from some of the state’s top school leaders, and gaining insight into campus life, we hope that parents and carers can make more informed decisions about their children’s educational pathways.
The independent school sector educates around 16 per cent of Queensland students, offering a huge variety of learning options and school choice based on values, community and culture. This is why it is important to be organised in advance to ensure the school selection process is as smooth as it can be.
Choosing the right primary and secondary school is vital to a child’s future and selecting the right school is a decision that shouldn’t be rushed. After all, for children, school is as much about learning as it is about being part of the school community, having new experiences, participating in sports, clubs and extracurriculars, and making friendships and memories that will last a lifetime.
To help with this decision-making process, we have compiled a list of important factors to consider when choosing the right school for your child.
Talk to your child
Before you go out to ask questions and obtain information on various schools, you first need to understand your child. When you consider a child’s unique personality traits, strengths and weaknesses, you can determine what a child’s individual learning needs are, and the specific things that a school must provide for your child so that they can learn effectively.
• What interests and hobbies do they enjoy?
• What particular skills do they have?
• What are their social needs and preferences?
Open days and school visits
Most schools hold at least one open day per year where you will be able to chat with the principal, teachers, students, as well as other parents and prospective parents. Many schools also offer opportunities for parents to visit during regular school hours. Although much of the information you need in order to make a decision can be found online or in brochures, there are some things, such as playground facilities, that you may like to see in person.
School management and facilities
Consider the school’s vision, values and guiding principles that guide the staff and students. Ask about what the school has planned for its future. Do you get a sense that the school focuses on the future? Take note of whether the school seems well managed and how well the facilities are maintained.
• Is there a counsellor or nurse on-site?
• What unique facilities and resources does the school possess?
• What is the school’s computer policy?
School is as much about learning as it is about being part of the school community.
• In what ways is technology used within the classroom?
• Is the school currently investing in new facilities that will be in use during your child’s education?
• Does the school offer external campuses or a sister school?
School leadership and teachers
How invested a school’s teachers are plays a big role in how engaged students are and how successful they are on their academic pathway – whether that means getting good grades, building confidence, developing positive relationships, or fostering collaboration and teamwork within the classroom.
With ongoing teacher shortages and retention issues across the education sector, it’s important to look at whether school’s staff is comprised of committed and effective teachers. Examine teacherstudent relationships. Look at the school’s teaching methods and determine whether these are aligned to your child’s talents, strengths and interests.
• Is there genuine warmth and respect between teachers and students?
• Do the teachers use different types of learning strategies such as auditory, visual and tactile?
• How multicultural is the school?
• Are there peer-support programs to help new students fit in?
• If your child has special learning needs, do you need a school with a remedial education program?
• Does the school provide aides and specialists such as speech pathologists, language and literacy experts?
It’s also important to find out what the school principal is like because much of the school’s decision making will start with the leadership team.
• Are school leadership respected by students, teachers, parents/carers and the school community?
• Do they have good people management skills?
• Could they be considered a role model for the school’s students?
Academic performance and student life
Look at the admission and selection criteria of the school, and whether there are particular subjects where it records its best results.
• How does it rank against other schools in the area? Does the school tend to channel children into academic or vocational streams?
• What is the external reputation of the students?
Is the school intellectually competitive? Will your child be sufficiently challenged?
What are the school’s policies regarding gifted or special needs children?
• What proportion of students go on to study at university?
Are students encouraged to become involved in leading the school?
• What are the class sizes? Is there a maximum number of students allowed in each class?
Is the school co-ed or single sex? If co-ed, what is the gender balance of classes?
• What role does the school play in the local community?
• Are before or after-school programs available?
• How are positive, healthy relationships and friendships among students encouraged?
• Are the school’s religious and philosophical outlooks and practices the same as your child’s?
• How are morals and ethics taught within the school?
• What are the school’s rules? Are they clearly stated, positive and well enforced?
• How do teachers handle bullying? What is the school’s disciplinary policy?
The curriculum and extra-curricular activities
As Australia’s population becomes increasingly diverse, technologies become more sophisticated and the demands of the workplace more complex, independent schools are supplementing the national curriculum framework in a number of different ways. It’s important to consider the finer points of a school’s curriculum and the skills that its graduates are known for, and whether or not these are in line with your own child’s unique strengths and interests. You may also like to consider whether co-curricular activities will fit easily into your family’s routine.
• Do you want your child to have access to community initiatives or overseas travel?
• Will the school encourage parents to get involved in school excursions?
• What languages are offered by the school?
Costs
A child’s education can amount to a significant financial investment over the course of their lifetime
which can strain a family’s resources if not planned carefully. There are some important financial considerations when choosing the right school for your child.
• Besides tuition fees, are there other course-related costs or extra-curricular costs that you may need to consider?
• Does the school offer financial assistance in the form of scholarships or bursaries and could your child qualify?
• Does the school facilitate a car-pooling program? Is the school’s location accessible by frequent public transport? Are there safe cycling roads on your route to the school?
The role of parents and carers
When it comes to making decisions, it’s important to be clear on how the school’s teachers interact with parents and carers to get them involved in their child’s educational experiences.
• Is there a Parent Teacher Association? How many parents are active? Are parents encouraged to get involved in helping to develop school policies?
• How will your child’s progress and assessment be reported to you?
• Is there a website to access lesson plans, progress reports and homework tasks?
Remember, IT’S UP TO YOU
The ‘best’ school for your child is the one that provides them with a safe and secure environment where they can feel confident and comfortable being creative and curious, connect to their surroundings, socialise with peers, and pursue their interests. The right school is the one that will help your child to thrive and set them up for success in the future.
Choosing the right school for your child is about determining what environment they will thrive in based on their individual personality traits, preferences and needs.
PRINCIPALLY SPEAKING: Relationships matter most
Jeff Davis is Principal at Hillcrest Christian College, a school which has grown by more than 1,000 students since his appointment. For nearly a decade his focus has been on fostering the school’s emphasis on relationships and wellbeing, and in turn both the school and students have flourished.
Hillcrest Christian College was formed through the collaboration of three Baptist churches and enrolled its inaugural cohort of students in 1982.
What is the School’s philosophy and how does it guide you and your staff?
I’ve been a principal for more than 20 years, and one of the challenges we face is that many people still think that the measure of success for a school is this concept of being an IQ incubator, and the person and school with the highest ATAR score ‘wins’.
A lot of evidence now shows that emotional intelligence is a far greater predictor of success in the future, and this is where more emphasis needs to be focused.
In our school, there are four main domains; wellbeing, emotional, intellectual, and spiritual, within the global domain context.
It is important we are not an IQ incubator as education has traditionally been. Wellbeing and emotional growth are the core of what we do. Spiritual intelligence – ensuring children have a strong value structure which enables them to make great decisions. These combined is our purpose and these differentiate us significantly from other schools.
What is the history of the school?
The initial vision for Hillcrest Christian College began in the late 1970s, when members of Palm Beach Baptist Church established a steering committee for the formation of a Christian school.
Hillcrest Christian College, originally named Southern Gold Coast Christian Community School, was formed through the collaboration of three Baptist churches in the area: Palm Beach, Tugan and Broadbeach, and enrolled its inaugural cohort of students in 1982, with 37 children from Years 1 – 7, with two teachers employed. The school initially operated
a sense of identity, entrepreneurial skills and a commitment to service within their local community. This program plays an important part in student development and growth as they choose their pathways in senior years.
How do you provide support and leadership to your staff?
There are over 400 staff at Hillcrest. Our Strategic Plan 2021-2025 drives the priorities across College and each staff member has opportunity to grow through an individual Growth and Development plan.
Images:
Hillcrest Christian College
The College provides support and leadership modelled on a program developed at Cambridge University.
In addition to this Dan visited Hillcrest Christian College to review, support and extend the growth of staff’s skills in this program. This is just one of the many examples of the growth and development opportunities staff have both externally and internally.
How do you encourage wellbeing among your staff and students?
Wellbeing is not only one of our four domains – it’s the introductory domain and the position we lead from. Schools tend to be rules-based. You have rules; underneath the rules are consequences, and underneath the consequences are relationships. We’ve flipped it. Relationships are first, and we do everything to protect the relationship. Underneath that we have our values – which are integrity, respect, courage, service, humility, diligence and discernment – and aligned with that, we have our expectations.
The thing which is protected the most is relationships. We have ways in which we restore relationships through a program called PeaceWise, which gives us a language and framework where we can approach each other if we’ve experienced an everyday conflict. This program is outworked for both staff and for our students.
Twenty years ago, when I was a first-time principal, 90 per cent of students would come to school ready to learn. The world is changing and the complexities and uncertainties of life mean that this is no longer the case. This is why pastoral care for the wellbeing of all community members needs to be at the forefront of all we do.
The four main domains of Hillcrest’s philosophy.
Social media has a strong influence on this and creating safe spaces through our pastoral care model is designed to overcome some of these challenges.
The challenge is that the world has changed, but in many circumstances education hasn’t. We need to adjust to support what this looks like for our students not just for today but for the future.
We extend support to our parents and provide a range of programs on how to emotionally coach their children. Education is a partnership and supporting parents to raise their children in a challenging and changing world is a core priority for us.
One of our parent programs equips parents with the knowledge and skills in the emotional domain, so they can better relate and support their child and family in general. We also partner with a range of organisations and run in house workshops to provide practical support for families on a range of topics.
What has been your most memorable moment either as a teacher or principal?
Accompanying a group of students over to Yale University two years ago to compete in the global final of the World Scholars Cup was a highlight. There were 1,500 of the brightest students in the world there.
On day one of competition, we were ushered into a hall where the event organisers were setting up for the first exam while at the same time bumping out the previous event. Our students recognised there weren’t enough people to set up the 1,500 tables and chairs, and of their own accord started helping.
These students went on to do extremely well in the competition, so much so that two extra suitcases were bought to bring back all the trophies and prizes they had won. What left a truly indelible impression on me throughout this competition though wasn’t our students’ academic excellence but their willingness to help others in need at every opportunity.
What are your feelings about NAPLAN and its effectiveness?
It is a useful tool for schools in the sense that they can review their curriculum, but the concept that NAPLAN is used for league tables and to rank schools is an anomaly. Schools vary so much, and a student’s learning ability is so personal.
The object of assessment is to provide real time feedback so students can improve their performance. Feedback must be given within the first 72 hours to have any effectiveness and therefore any assessment that comes back months later does not allow students to use this as an effective reflective tool.
So as a learning tool, in terms of value, NAPLAN doesn’t meet this need.
What role do you play in the day-to-day activities of your students?
Students and families get to know me firstly during the enrolment process. I try to know the students personally so I can check in on them as I do walkthroughs of the campus. The best part for me is often students come up and give me high fives from all ages, Prep’s through to Year 12. That’s something I feel proud about, that the students know who I am and say hello. They need to know they are cared for.
Hillcrest Christian College moved to its current site in Reedy Creek in 1986.
Students learn about sustainability on Cook Island as part of a special Year 9 program at a campus in Coolangatta.
The College has more than 160 students who study via Distance Education.
Walking
IN partnership
The Lakes College is dedicated to creating future ready graduates. Central to achieving this mission is the vital partnership between families and the College.
When families and schools collaborate effectively, children’s learning experiences are significantly enhanced. Parents, carers and educators can play a transformative role in a child’s education, school community, extra-curricular activities and social life.
The importance of parental engagement
Engagement in education is a mutually beneficial interaction where all participants feel valued for their contributions. This goes beyond mere involvement, it encompasses a deeper emotional investment in the learning journey of young people. Research consistently shows that when parents and carers are actively engaged in their child’s school community, it has numerous benefits, including improved wellbeing and a stronger sense of connection to the community. Children thrive when they see that their parents and carers are interested and invested in their education. This positive mindset contributes to better learning outcomes and increased resilience.
The Lakes College’s therapy dog (in training), Pendles.
Images:
Lakes College
A parent team leader for Kokoda Brisbane Challenge.
A tradition of volunteering at The Lakes College
The Lakes College has a rich history of parent and carer involvement. Our community is characterised by a spirit of volunteering and a deep commitment to supporting various aspects of school life. This level of involvement is commendable, but it prompts us to consider how we can provide even greater opportunities for parents and carers to engage more deeply in their children’s learning.
Service
learning and student formation
At The Lakes College, we place a strong emphasis on service learning and holistic student formation. Programs such as the Kokoda Challenge and the Cambodia Tour offer unique opportunities for
students and their parents and carers to engage in meaningful experiences together.
The Kokoda Challenge, a gruelling endurance event, not only tests physical stamina but also fosters teamwork, resilience and a sense of accomplishment. Parents and carers often participate alongside their young adults, strengthening family bonds and creating lasting memories.
The Cambodia Tour, which involves both students and their parents and carers, is another profound example of our commitment to service learning. This tour provides a platform for participants to engage in humanitarian work, supporting local communities and understanding different cultural contexts. Such experiences are invaluable in developing social and emotional skills, empathy and a global perspective.
The ISQ Parents Network Program
To further enhance our partnership with parents and carers, The Lakes College has commenced a program in collaboration with the ISQ Parents Network. This program leverages contemporary research to help schools and parents strengthen their relationships and foster a deeper connection to their children’s learning. By participating in this program, the whole network of care for a learner is empowered to come together to support their educational experience and improve learner outcomes.
The Lakes College walks in partnership with our community to provide an exceptional education, developing young people of character who live out the Uniting Church story in the world. We are
committed to building positive partnerships with our parents and carers.
By working together, we can create a supportive and enriching learning environment that enables our young people to thrive. As we continue to develop and implement strategies for deeper engagement, we invite all parents and carers to join us in this journey. Your involvement is crucial in shaping the future of our young people and together, we can ensure they are prepared for the challenges and opportunities that lie ahead.
Parent engagement at The Lakes College’s TechFest.
Engaging its senior generation at its Grandparents’ & Special Friends’ Day.
Student-led tours at The Lakes College Open Days give prospective families valuable insights.
deep learning principles Integrating
Lindisfarne Anglican Grammar School has rapidly evolved into a beacon of educational excellence, uniquely positioned within the heart of the Northern Rivers regional community. It serves the families and young people of southern Gold Coast, Tweed Coast, and northern New South Wales.
As the ‘school of choice’ in the region, Lindisfarne expects to reach a capacity of 2,200 students across its two campuses in 2025. This positive growth is a testament to Lindisfarne’s unwavering commitment to delivering consistently high standards of teaching and learning. A journey that has been marked by significant milestones, including the physical expansion of both campuses to support a wide array of co-curricular programs, allowing students to pursue a breadth of interests, whatever their passion. This growth parallels an evolving presence on the national stage, where Lindisfarne has garnered consistent recognition in several prestigious awards programs for its innovative approaches to education.
Central to the School’s philosophy is a holistic approach to learning, where academic achievements are equally balanced with artistic and musical prowess. This reflects a belief in nurturing well-rounded individuals ensuring Lindisfarne stands as a testament to what can be achieved when innovation, community, and a deep-seated commitment to excellence converge.
As a school at the forefront of educational development, Lindisfarne’s approach is anchored in strategic foresight, sustainability, and a commitment
to a core educational mission. Significant campus expansions and technological upgrades, without compromising on the quality of education has seen Lindisfarne add an ‘off-grid’ Boathouse Facility, establish the ‘Germinate Records’ recording studio, develop award-winning Middle School, and Early Learning precincts that ensure the best facilities
At Lindisfarne, the successful implementation of teaching and learning is grounded in a studentcentred, innovative, and comprehensive educational approach. As a Round Square and Deep Learning School, Lindisfarne’s approach is designed to foster not just academic excellence but also critical thinking, creativity, and lifelong learning skills. By
Lindisfarne has developed a tailored AI program designed to support teaching and learning at the school.
Lindisfarne has developed award-winning Middle School and Early Learning precincts.
that every lesson is engaging, relevant, and tailored to meet the varied needs of students from Preschool to Year 12.
Key to this approach are the personalised learning plans for students, allowing for differentiation and adaptation to individual learning needs. This ensures that every student is challenged and supported to achieve their full potential. Teachers employ a mix of traditional and innovative teaching methods, including a mix of explicit teaching, and projectbased programs.
Collaboration and professional development for Lindisfarne staff are also priorities, ensuring Lindisfarne teachers are equipped with the latest educational research and teaching methodologies. This commitment to teacher growth translates into dynamic and effective classroom practices, with a focus on continuous improvement in teaching and curriculum delivery.
The last 12 months at Lindisfarne Anglican Grammar School were distinguished by exceptional academic achievements supported by a focus on holistic wellbeing. Lindisfarne students achieved outstanding results in the Higher School Certificate (HSC) examinations, with remarkable success in Band 5 and 6 outcomes, particularly in Visual Arts and Music. This success reflects the innovative teaching approaches and the unwavering dedication of both staff and students. Furthermore, the majority of Lindisfarne students embrace university pathways, with many securing early entry offers.
Lindisfarne’s influence extends beyond academic realms, significantly impacting the local community. The Lindisfarne Business Network exemplifies this, promoting collaboration and mutual support among local partners, thereby enhancing regional educational and economic prospects. Vigorous fundraising efforts for local charities affirm Lindisfarne’s dedication to social responsibility, reinforcing community ties.
Nationally and locally recognised for innovation, Lindisfarne’s achievements include awards for learning environment design, technology, and curriculum advancements. As a member of the Round Square schools network and leader in the AIS NSW Waratah and Teacher Training Hubs Projects, Lindisfarne is celebrated for its sustainability efforts and environmental stewardship.
As a Deep Learning school, Lindisfarne prioritises the integration of deep learning principles, aiming to cultivate students’ ability to understand complex concepts and apply their knowledge creatively. This commitment extends to our wellbeing curriculum, designed to enhance students’ emotional and mental health alongside their academic pursuits. Through this comprehensive approach, Lindisfarne prepares their educators to be lifelong learners, equipped to support the holistic development of their students in an ever-evolving educational environment.
At Lindisfarne, fostering a collaborative learning environment is central to the educational philosophy, engaging students, parents, teachers, and the broader community to achieve outstanding educational and developmental outcomes. Integral to this approach is the emphasis on wellbeing within the curriculum, addressing students’
emotional and mental health alongside their academic progress. Supported by parent education programs, Lindisfarne families play an active role in their children’s wellbeing and academic journey, reinforcing the holistic educational approach of the School and wider community.
A commitment to inclusivity and diversity is evident the moment you enter the School. It is a consultative approach to significant projects, including partnerships with the local indigenous community, disability advocacy groups, environmental groups and groups working to support homelessness and other social inequalities This commitment to collaboration extends through the engagement with the School Council, Parents and Friends groups, and various support groups, facilitating a vibrant, feedback-oriented environment.
In 2023, the fruition of the Lindisfarne Reconciliation Action Plan underscored the School’s dedication to deepening connections with First Nations communities, enriching the community’s cultural practices and promoting reconciliation. Additionally, the advent of generative AI prompted the creation of the ‘Future Innovators Forum,’ a studentled body that ensures students are well-prepared to navigate and leverage emerging technologies. This forward-thinking response to AI, coupled with the comprehensive wellbeing focus, positions Lindisfarne as a pioneer in delivering an innovative, inclusive, and holistic education tailored to the challenges and opportunities of the 21st century.
In the past year, Lindisfarne demonstrated an unparalleled commitment to innovation and continuous improvement through its response to the rapid onset of generative artificial intelligence (AI). In March 2023, Lindisfarne hosted a free conference in partnership with Southern Cross University, the ‘AI, ChatGPT and Education Roundtable’; this event drew attendees from all education sectors and was needed in the region as
Lindisfarne has received awards for learning environment design, technology, and curriculum advancements.
all schools grappled with this new technology.
In addition, this led to the establishment of a student-led ‘Tech Innovators Forum.’ This initiative emerged as a proactive response to the rapid advancements in artificial intelligence, recognising the need to integrate such technologies responsibly into our educational framework. The forum served as a dynamic platform where students, teachers, and technology experts collaborated to explore the potential of AI in enhancing learning experiences.
Lindisfarne also released ‘Lindisfarne GPT,’ a tailored AI program designed to support teaching and learning at the school. This tool provided students and educators with access to cuttingedge technology, enabling personalised learning experiences, supporting research and inquiry, and fostering a culture of innovation.
The results of implementing the Roundtable, ‘Tech Innovators Forum’, ‘Lindisfarne GPT’ and subsequent AI policy have been profoundly positive, with noticeable improvements in student engagement, research capabilities, and overall academic outcomes. Moreover, this initiative has positioned Lindisfarne as a forward-thinking institution that not only embraces technological advancements but also leads by example in preparing students for a future where technology and education intersect seamlessly.
Lindisfarne Anglican Grammar School – Let Your Light Shine.
Reimagining the Stuartholme school day
Stuartholme is planning to explore further innovative practices through the alignment of its Strategic Vision 2024-2027, emphasising educational innovation and transforming the ‘traditional’ school day as critical pillars.
Stuartholme School, is an independent Catholic day and boarding school for girls in Years 5 to 12.
Grounded in the Sacred Heart values established by our founder, Saint Madeleine Sophie Barat, the Pedagogical Framework provides teaching and learning principles that help teachers articulate the practices required to achieve our graduate vision. This framework defines what a Stuartholme classroom looks like in practice, promoting consistency, dynamic practice, and excellence. This shared understanding and common language form the foundation for student success.
In 2024, Stuartholme introduced the Junior School, marking a significant milestone in its history. With only 100 students in Years 5 and 6, Stuartholme offers a distinctive opportunity for these students to receive an education tailored to their individual needs. Stuartholme has been commended for its innovative approach to learning environment in the Australian Education Awards, earning recognition as an Excellence Awardee for Innovation in Learning Environment Design, marking a commitment to educating and empowering young women to thrive in all facets of life.
The OECD’s ‘Trends Shaping Education’ series highlights the fast-changing trends and unexpected events that encourage dialogue about reformed scenarios for the future of schooling. With the current schooling systems established during the industrial society, there is growing debate on whether these models will continue to persist in the future (OECD, 2022).
Current research in student wellbeing emphasises the importance of understanding student behaviour to shape the school day effectively. It acknowledges that students have differing peak learning times, generally experiencing two peak learning periods each day. Furthermore, research supports increasing selfefficacy by identifying learning strengths and using this as the basis for differentiation and parent meetings (Fuller, 2022).
These international educational trends are shaping dynamic models, influencing how schools innovate in this space. Stuartholme is encouraged by the commonalities among these models, such as their grounding in a clear pedagogical framework, flexibility, engagement in collaborative learning, and promotion of increasing independence and autonomy (Benner, 2017; OECD, 2022; Melbourne Girls’ Grammar, 2023; Thompson, 2023).
Stuartholme plans to explore further innovative practices through the alignment of its Strategic Vision 2024-2027, emphasising educational innovation and transforming the ‘traditional’ school day as critical pillars. This strategic vision focuses on the attributes a Stuartholme graduate will exhibit: courage, compassion, and confidence to be agents of transformation in their own lives and the lives of others.
Creating a Stuartholme classroom that embodies the values of a Sacred Heart education provides our graduates with the foundation to be collaborative, critical, and creative thinkers and leaders who demonstrate resilience in the face of challenges. Our founder, Saint Madeleine Sophie Barat, emphasised the importance of searching for meaning and truth using both mind and heart.
Highly qualified teachers and professional staff who are experts in their fields are critical in enhancing this environment. This was recently recognised as the school was awarded the 5-star Employee of Choice, highlighting its commitment to empowering both staff and students. Staff challenge and encourage students to become independent, critical thinkers, equipping them with the confidence to actively participate in their learning journeys. Under the guidance of Daniel Crump, the 19th Principal, Stuartholme benefits from innovative leadership and transformational change.
Committed to empowering individual strengths, Stuartholme prepares students to make a positive impact on the world. Through its rich heritage, dedicated educators, strong boarding community, and idyllic location, Stuartholme provides a
transformative educational experience that equips students with the skills and confidence to excel in all aspects of life.
As we take bold strides towards the future and re-imagine schooling through dynamic practice, we are confident that our approach brings this core purpose to life in a modern context.
References Benner, M. and Partelow, L. (2017) Reimagining the School Day, retrieved from: https://www.americanprogress.org/article/reimagining-the-school-day/ Organisation for Economic Co-operation and Development (2022), trends Shaping Education, retrieved from: https://www.oecd.org/education/trends-shaping-education-22187049.htm Melbourne Girls Grammar (2023), Senior Years - Shape of the Day: retrieved from: https://www.mggs.vic.edu.au/learning/student-programs/senior-years Thompson, ll. (2023) To ATAR or not to ATAR? This WA school says that’s not the question, retrieved from: https://www.watoday.com.au/national/western-australia/to-atar-or-not-to-atar-this-waschool-says-that-s-not-the-question-20230210-p5cjnt.html
Fuller, A. (2022), Increasing Wellbeing - Big Impact Strategies for Wellbeing Leaders in Schools, retrieved from: https://www.mylearningstrengths.com/
Images: Stuartholme
Stuartholme introduced a Junior School in 2024, with an inaugural cohort of 100 students.
Meeting individual needs
In 1995, seven Catholic primary and secondary schools on the Redcliffe Peninsula amalgamated to form the Prep – Year 12 college of Southern Cross Catholic College. The merging of these schools brought together the rich tapestries, histories and the charisms from the Brigidine Sisters, the Josephites, the De La Salle Brothers and the founder of Catholic education on the peninsula, Monsignor Bartholomew Frawley. Almost 30 years later, Southern Cross Catholic College is now a learning community which aspires to growth in knowledge in the Lasallian tradition.
Since amalgamation, Southern Cross Catholic College has transformed into a college where a meaningful curriculum is future-focused and attentive to the needs of today’s youth and their world. The College has a proud record of academic, sporting and cultural achievement and is one of the largest co-educational colleges in Queensland. Despite the size of the College, we are unique in comparison to other co-educational colleges. With three primary campuses and a secondary campus dispersed around the peninsula, we are proud to be able to provide the resources and facilities of a large academic institution, with the personalisation and attention of smaller campuses. Each student is recognised as an individual where personal growth and the pursuit of excellence is prioritised.
Woody Point Campus (Prep – Year 6)
Located at the southern end of the Redcliffe Peninsula, our Woody Point Campus is the smallest campus of our college. With just over 200 students, a strong, effective partnership at all levels ensures a friendly, supportive culture.
With extensive development of the campus planned in the next stage of the College Masterplan, Woody Point provides modern and effective learning spaces for the 21st century student.
Scarborough Primary Campus (Prep – Year 6)
Situated on the site of the former De La Salle Junior College at Scarborough, the leafy tree-lined campus accommodates over 400 students. Opened in 1955, the campus was known as De La Salle Primary School and educated boys from Year 4 onwards. Following a recent major rebuild and refurbishment, today the campus benefits from being part of a College which values its past but looks forward to its future as a multi-campus, progressive college.
Kippa Ring Campus (Prep – Year 6)
Surrounded by wide open spaces, beautiful gardens and large grassed fields, Southern Cross Catholic College Kippa Ring Campus is immersed in nature and caters for approximately 350 students.
facilities including a multi-use hall used for assemblies, sport, liturgies and concerts. A multipurpose court, undercover areas and large soccer and football fields allow students to participate in a myriad of activities.
Being on one level, the campus provides ease of accessibility for students, staff and visitors alike.
Scarborough Secondary Campus (Years 7-12)
Ideally located at the northern end of the Redcliffe Peninsula, Scarborough Secondary Campus overlooks the immense beauty of Moreton Bay and the sandy shores of Moreton Island.
Students are immersed in programs which meet the distinct set of cognitive, physical, emotional, spiritual and social needs of adolescents. The campus boasts impressive facilities including air-conditioned common areas and classrooms, a heated 50-metre Olympic swimming pool, a multi-purpose sports stadium, performing arts centre, sporting fields, gymnasium, basketball and netball courts, hospitality training restaurant, drama studios, instrumental music centre and an information technology and design precinct to name a few.
Opening in 1997, the campus features modern
Southern Cross Catholic College has an exciting future. We embrace those things that set us apart but celebrate all that unites us. We are greatly aware that the aspirations of those before us and their vision to educate and form young people of faith and service have made us into the college we are today.
Kippa Ring | Scarborough | Woody Point
Leading a transformative curriculum
St Rita’s College is a school where minds are opened, dreams are imagined and the Presentation traditions of compassion, hospitality and simplicity establish foundations for the future. It is a place where character is formed, conscience is followed and girls with attentive hearts become women of action.
With an unfaltering belief in the transforming power of education, St Rita’s College provides active and practical learning experiences tailored specifically for the holistic development of girls from Year 5 to Year 12. It is an education in which the Christian values of love and faith are central to learning, where creativity and critical thinking coexist and where self-respect is more precious than self-importance.
In 2024, the St Rita’s College Board announced the appointment of Mrs Maree Trims to the position of College Principal after farewelling Mrs Dale Morrow in 2023. Prior to this, Mrs Trims served the College for eight years as Deputy Principal – Studies.
During her time at the College, Mrs Trims has been leading curriculum transformation focused on developing courageous, discerning and innovative young women of action.
The learning environment at St Rita’s College supports girls to develop numeracy and language, scientific, digital, cultural and civic literacy while enjoying wide academic, pastoral and cocurricular
offerings. Our dedicated teachers continue to review, develop and implement responsive pedagogical strategies to ensure teaching practices serve the learning abilities of students.
Beyond the classroom
We recognise that education extends far beyond academic learning and balance is essential to a girl’s growth and development. At St Rita’s College, students are encouraged to explore the balance between study and play, between action and reflection, between participation and appreciation.
A wide range of academic, music, sporting, spiritual, service and cultural co-curricular offerings provide rich opportunities for students to gain mastery of a particular discipline, explore interests that complement their formal studies and develop their collaboration, organisational and leadership abilities. This is further supported by an Outdoor Education program focused on developing selfconfidence and resilience while building supportive relationships.
Characteristics of determination, persistence and passion are further developed through the College’s extensive mission and outreach undertakings which provide students with an understanding and appreciation of the difference between charity and justice.
Student life at St Rita’s
For many girls, St Rita’s College feels like home. At the heart of our support network is a pastoral care program that encourages student interaction and participation designed to foster a sense of purpose and belonging.
From Year 5, each student is connected to one of eight Houses, before formally joining the Vertical House System from Year 7. This structure is the hallmark of personal formation and a central component of life at St Rita’s College.
This approach is supported by our spiritual, social justice and cocurricular programs, each designed to strengthen the learning experience and both challenge and support students through different stages of their development.
By providing opportunities for students to develop curiosity, initiative, persistence, adaptability, leadership and social and cultural awareness, girls can move confidently into the world and make a positive contribution to society as women of action.
Established by the Presentation Sisters in 1926, St Rita’s provides a Catholic all girls education for students in Years 5 – 12.
To learn more about our approach to girls’ education and our dedication to nurturing women of action, visit www.stritas.qld.edu.au.
Innovative model puts First Nations culture first
A south-east Queensland school is lifting learning outcomes by putting culture and traditional knowledge at the centre of its curriculum, demonstrating the success of innovation in the Independent school sector.
Demand for Hymba Yumba Independent School, on the traditional land of the Jagera, Yuggera and Ugarapul people, is rising each year, reflecting the consistent growth of Independent school enrolments in Queensland.
The school has introduced several programs to improve student outcomes and attendance, including therapy dogs, cultural classes, and Bunji (brother) and Tidda (sister) groups.
Hymba Yumba Chief Executive Officer Karla Brady said the school embedded First Nations culture into its teaching and was focused on setting
first for us. We’re drawing on ways of knowing, learning and doing that have been around for over 3,000 generations. Instead of having culture fitted into a curriculum, we have flipped the model so the curriculum fits into culture.”
more than 50 staff and waitlists across primary and high school. The school doesn’t charge tuition fees and families are asked to pay only a Resource Levy of between $225 and $425.
“There is a lot of excitement for what we’re doing here, because our innovative approach is delivering results,” Mrs Brady said.
“We have proven that our model works, however we don’t have the space to grow and expand any further.”
“We need the land beside us returned so we can fulfil our master plan of a First Nations education precinct that offers opportunities for Closing the Gap, authentic First Nations engagement, and broader community experiences, employment and self-sustained funding.”
Enrolments of Aboriginal and Torres Strait Islander students have grown at an average rate of more than 6 per cent per year over the past decade. There are 46 Independent schools where the majority of students are Aboriginal or Torres Strait Islander, including 10 in Queensland.
Enrolments at Independent schools in Queensland increased 22 per cent between 2018 and 2023, with more than 16 per cent of school students in the electorate of Blair attending an Independent school.
Federal Member for Blair Shayne Neumann said the success of Hymba Yumba is a testament to the passion and skills of the teachers and
From left: Independent Schools Queensland CEO Christopher Mountford, Hymba Yumba CEO Karla Brady, Aniela Leo’o, Tiona-Marie Canendo, Tion Torrens, Hymba Yumba Board Chair Aunty Tracey Bunda, Federal Member for Blair Shayne Neumann MP, Koby Giblett, and Independent Schools Australia CEO Graham Catt.
Hymba Yumba 2023 Leader Aniela Leo’o (centre) in the yarning circle.
Improving Outcomes For All: Leading Reform Through Innovation, which illustrated innovative approaches to the national school reform priority areas of equity, wellbeing and workforce.
Independent Schools Australia Chief Executive Officer Graham Catt said Hymba Yumba’s dynamic approach to education was delivering clear benefits to its students and the community.
“Hymba Yumba is a powerful example of how Independent schools can innovate to provide exceptional learning environments for their students,” he said.
“The Independent sector plays an important role in educating Aboriginal and Torres Strait Islander students in rural, remote and urban areas.”
“It’s crucial that schools such as Hymba Yumba have access to adequate funding and resources to maintain the positive impact they have on our communities.”
Mr Catt said ISA would continue to collaborate with the Australian Government to ensure Independent schools receive the support necessary to serve their communities and deliver strong learning outcomes.
Key facts
• 19,299 Aboriginal and Torres Strait Islander students attend an Independent school
• 13 Independent schools serve remote Aboriginal and Torres Strait Islander communities where the Independent school is the only education option
• Independent schools are projected to grow by 2.1 per cent annually for the next 10 years compared to 1.2 per cent across all school sectors
• The median fee for an Independent school in 2023 was $5,537
• The majority of Independent schools charge
annual fees of less than $6,000
• One in three Independent schools are located outside capital cities.
About Independent Schools Australia
Independent Schools Australia (ISA) represents the national interests of the Independent school sector. ISA works closely with member associations to promote choice, diversity and partnership in education, and it advocates for ongoing and sustainable Australian Government support and fair funding.
Students from several different schools worked on a mural, guided and supported by First Nations artist Kylie Hill.
From left: Hymba Yumba Head of Primary Jess Endean, Hymba Yumba CEO Karla Brady, and Independent Schools Australia CEO Graham Catt.
Calling for a revolution
A Grattan Institute report released in February 2024 shows a third of Australian children can’t read proficiently. It claims a key cause of Australia’s reading problem is decades of disagreement about how to teach it.
The report, The Reading Guarantee: How to give every child the best chance of success, was coauthored by Grattan Institute’s Dr Jordana Hunter and Ms Amy Haywood, Program Director and Deputy Program Director of Education, respectively.
Dr Hunter says her team chose to investigate reading proficiency because reading is fundamental to success in and beyond school.
“Reading is a foundational skill that unlocks the broader curriculum and empowers young people to grasp opportunities for themselves and their communities,” she says.
“We focused on reading proficiency, as defined by the new NAPLAN proficiency benchmark, because we know that this measure indicates whether students are meeting grade-level expectations and are on track in their learning.”
Dr Hunter and Ms Haywood argue 90 per cent of students should be hitting this benchmark.
“This is achievable. For example, a Year 9 student who just meets the expected proficiency standard for reading is at about the level of the average Year 7 student,” they say.
Students who struggle with reading are more likely to fall behind their classmates, become disruptive, and drop out of school. They are also more likely to end up unemployed or in poorly paid jobs.
The report calculates that for those students in school today who are hardest hit by poor reading performance and drop out of school, the cost to Australia is $40 billion over their lifetimes.
“Australia needs a reading revolution,” Dr Hunter says. “We need to transform the way we teach reading in school, so that every Australian child gets their best chance in life. This report shows how to do it.”
The Grattan report calls on all Australian state and territory governments, and Catholic and independent school sector leaders, to commit to a six-step ‘Reading Guarantee’:
1. Pledge that at least 90 per cent of Australian students will become proficient readers.
2. Give principals and teachers specific guidelines on how to teach reading in line with the evidence on what works best.
3. Provide schools with the high-quality curriculum materials and assessments that teachers need to teach reading well.
4. Require schools to do universal screening of students’ reading skills and help struggling students to catch-up.
5. Ensure teachers have the knowledge and skills they need, through extra training, and by appointing Literacy Instructional Specialists in schools.
6. Mandate a nationally consistent Year 1 Phonics Screening Check, and regularly review schools’ and principals’ performance on teaching their students to read.
“We know that reading success is an issue close to the hearts of parents, teachers, and school leaders, and that reading failure can have a devastating impact on the lives of individual students,” Dr Hunter says.
“We think the level of interest reflects Australians’ deep commitment to ensuring all students get the opportunity to succeed.”
In many schools, teachers and school leaders have been working hard to implement evidence-informed reading instruction and this report acknowledges that work, Dr Hunter and Ms Haywood point out.
“At the same time, we know a lot of schools and teachers are struggling to implement best-practice approaches. Governments and sector leaders need to step up, take the evidence on reading instruction more seriously, and provide teachers and school
The report calls on all Australian state and territory governments, and Catholic and independent school sector leaders, to commit to a six-step ‘Reading Guarantee’.
leaders with real, practical guidance and support to ensure every child has the best opportunity to master this foundational skill,” they say.
Looking abroad
The report acknowledges some countries have made significant policy changes to help schools to teach according to the evidence, with positive results.
Dr Hunter and Ms Haywood say many international jurisdictions are stepping up to the reading challenge. Education systems in England, Ireland, some states in Canada, and several states in the US, have introduced comprehensive reforms over the past 10 years to close the gap between the research evidence and classroom practice.
“Mississippi, for example, is the poorest state in the US and was one of the first to implement comprehensive, evidence-informed literacy reforms, through its 2013 Literacy-Based Promotion Act,” they point out.
It invested US$70 million (AUD$105m) in early years reading programs for schools, fully funded all early years teachers to do a 160-hour two-year training course in reading instruction, mandated that all students’ reading skills in Foundation to Year 3 be assessed three times a year, and required Year 3 students to stay back a year if they were not meeting basic standards in reading.
“Mississippi lifted the proportion of students who met the ‘basic’ standard in reading in Year 4 from 53 per cent in 2013, to 63 per cent in 2022 – a 10 percentage point improvement in nine years, meeting the US national average,” Dr Hunter and Ms Haywood say.
“Where we do see these kinds of impressive improvements, they tend to result from long-term, system-wide reform. This is why we recommend a 10-year six-step ‘Reading Guarantee’ strategy be implemented in Australia.”
Grattan’s reports often make recommendations for both state and federal governments as well as
for governments to implement our 10-year sixstep Reading Guarantee strategy, through our consultations with political leaders, government departments, professional associations, and schools,” Dr Hunter says.
In the area of reading instruction, she says much of the heavy lifting will have to be done by state and territory governments and sectors.
“In recent years, some state governments and Catholic education systems have made stronger efforts to align school practise to the evidence base on the best way to teach reading,” Dr Hunter says.
“The NSW and South Australian governments, alongside the Catholic education systems in Canberra-Goulburn and Tasmania, have been leading the way. The Tasmanian, Western Australian, and Queensland governments have also
“While these steps are heartening, change will take time and long-term commitment from leaders.”
Success won’t be overnight
For primary school teachers and school leaders, Dr Hunter hopes they see that the Grattan Institute recognises the importance and complexity of their work, and the need for further practical supports from governments and sector leaders.
“It’s important for schools to know that by moving to a structured literacy approach, with a strong focus on phonics in the early years, it is possible to get children reading independently relatively quickly and confidently,” Dr Hunter says.
“This opens up the wider world of rich and engaging literature, where students can pursue their passions and develop a love of learning.”
She acknowledges that a structured literacy approach can take a while to embed well in all classrooms.
“School leaders should make sure there is enough time set aside for high quality training and professional collaboration to get started or fine-tune their existing approach,” Dr Hunter says.
“It can make a real difference for teachers to visit other schools in a similar context that are a little further along in the journey. Having the opportunity to watch a confident teacher who has already mastered the approach can be really inspiring, especially when you can see how engaging the approach can be for students.”
Dr Hunter and Ms Haywood emphasise a structured literacy approach is essential, particularly in the early years of school, to ensure all students have the opportunity to master foundational reading skills.
“But it is just as important for schools to keep a strong focus on building background knowledge and vocabulary to support reading comprehension,” they say.
Students’ improvement in reading can also result in an improvement in their behaviour.
“A 2019 Dutch study of about 600 students and 70 teachers found students with poor reading skills tended to have worse behaviour, and teachers were able to improve behaviour by providing high-quality reading instruction,” Dr Hunter says.
Dr Jordana Hunter.
Image: Dr Jordana Hunter
Amy Haywood.
Image: Amy Haywood
Students who struggle with reading are more likely to fall behind their classmates, become disruptive, and drop out of school.
Image: Emanuele Capoferri/stock.adobe.com
Call to balance SOCIAL MEDIA IMPACT on young Queenslanders
A link has been identified between unrestricted social media use and increased distress in children and teenagers amid a global trend of declining mental health in young people.
The mental health and wellbeing of young people is an emerging public health concern.
Since the popularity of social media has grown, statistics have shown some worrying outcomes for young people.
In Australia, the rate of young females aged 14 and under hospitalised for self-harm injury more than tripled between 2008-09 and 2020-21. This rate almost doubled in the same period for males up to the age of 14.
That’s why the Queensland Government is warning parents about the potential negative impacts of social media on children’s wellbeing.
This follows discussions by an expert group
convened by Queensland’s Chief Health Officer
Dr John Gerrard to consider growing international concerns about the potential impact of social media on the mental wellbeing of young Queenslanders.
Recommendations from the expert group included:
• encouraging parents to limit access to social media for children under the age of 14,
• closely monitoring and supporting children as social media is introduced,
• and restricting time until healthy habits are established.
“Globally, we are seeing a concerning deterioration in the mental health and wellbeing of
young people – and we are taking action to combat this in many ways,” Dr Gerrard said.
“The increase in self-harm events observed among young Australians since about 2008 looks just like a new virus epidemic. This period coincides with the introduction of smart phones and social media apps.”
Dr Gerrard said there is growing evidence that the health and wellbeing of young Queenslanders is being harmed by unrestricted access to social media, and it requires a public health response.
“There are benefits to social media including social connection for those who may be isolated –but it’s important there is a balance. Children under
Queensland Health will launch a new campaign next year focussing on promoting youth mental wellbeing.
14 years may not be equipped with the emotional maturity to deal with its complexity.
“Parents of older teenagers should also remain active in understanding and guiding the amount of time their children spend on screens, including for social media activities,” he said.
As the state’s leading public health body, Dr Gerrard said Queensland Health has a duty to inform the Queensland public of its position and concerns around unrestricted social media use in children and its effect on mental health and wellbeing.
“It’s time for Queenslanders – both adults and children – to start a conversation about this important issue.”
Minister for Health, Mental Health and Ambulance Services and Minister for Women Shannon Fentiman said this important advice from the Chief Health Office is crucial for supporting the health and wellbeing of young Queenslanders.
“I know parents want practical and helpful advice about this issue, which is why we’re releasing a suite of online resources on the Queensland Health website. These educational resources are full of tips on how to minimise social media harms on young
children and are a great tool for parents and families,” she said.
“Our government wants all Queensland parents to play an active role in their child’s social media activity to ensure they understand how to use it safely. We will continue looking at ways we can support young peoples’ health and wellbeing and keep them out of harms’ way.”
New year, new campaign
Building on the success of the Dear Mind campaign, Queensland Health will launch a new campaign next year focussing on promoting youth mental wellbeing.
This campaign follows the decision by the government to ban the use of mobile phones during school hours and its ‘Away for the Day’ campaign which promotes a healthier relationship with technology and supports schools, parents, carers, and students to use mobile phone responsibly.
“Parents, myself included,” Queensland Premier Steven Miles said, “are calling for help on how we can better manage our kids social media usage to ensure they are safe in the online world.
“I’ve made it clear that social media companies
should be held accountable for the damaging content they distribute, promote and refuse to take down.
Now, it’s clear there is an undeniable link between social media use and mental health impacts on our young people.”
The Queensland Government will be working with other states, including South Australia, to better regulate age bans and content limits on social media platforms, particularly to those under 14.
“Queensland parents can trust that my government will always do what we can to support young people, and we will continue to advocate for better regulation at a national level,” Mr Miles said.
The Queensland Government remains committed to prioritising the health and wellbeing of young people, investing $330 million towards youth mental health and other drug services – the largest in Queensland’s history.
The Federal Government’s eSafety Commissioner provides valuable resources to families, young people, educators, and health practitioners.
Queensland Health have also released a suite of new online resources to further support this cohort in keeping young Queenslanders safe.
The Queensland Government is warning parents about the potential negative impacts of social media on children’s wellbeing.
ENGAGING PARENTS for student and school success
Parents are indispensable partners in their child’s educational journey. In Queensland’s independent schools, the concept of parent engagement has emerged as a strategic imperative.
At times, parents become frustrated if they receive limited information about what happens once their child passes through the school gates.
School leaders and teachers can also experience stress associated with parents holding what they consider to be unrealistic expectations.
So… what if there was a way of parents partnering with schools on their child’s education and wellbeing journey?
What if educators viewed parents – and parents viewed educators – as important allies with whom they shouldered a shared responsibility?
What if a new dynamic could be powered by positive two-way communication and respect between home and school?
Decades of research – and recent evidencebased work in Queensland independent schools
– shows us there is a way of achieving this in school communities and it’s through the (gradual, considered, ongoing and reflective) process of ‘parent engagement’.
Parent engagement is backed by more than 50 years of research and that cumulative research shows that effectively engaging parents can not only enhance students’ achievement, but it is also a vital ingredient in high performing schools, and may lead to better wellbeing outcomes for students.
As a result, governments – and school leaders –are taking notice and making parent engagement a priority.
Parent engagement: a re-cap
Parent engagement is families and schools working in partnership with a shared goal of helping
students achieve their potential, all the while respecting each other’s unique roles in a child’s education.
We know a parent can’t replace a teacher and a teacher can’t replace a parent, however both bring important contributions.
When parents are engaged – effectively and
Independent Schools Queensland and Queensland Independent Schools Parents Network have joined forces to support independent schools with implementing parent engagement.
sustainably – and scaffolded by their child’s teacher/s in the ways they might value-add to classroom learning, they are given the opportunity to draw on their own life experiences and knowledge of their child to follow through on that request.
While parents volunteering in the tuckshop, helping on an excursion, or sitting in the audience at a school information night represent important ways for a parent to show their support to a school (vital for relationship building), parent engagement initiatives and practices are distinct as they are tied to a child’s learning and wellbeing.
Australian parent engagement researchers, Griffith University’s Dr Linda Willis and Professor Beryl Exley, who worked alongside schools in the Queensland independent sector from 2021–2023 as part of a special parent engagement research project Engaging Parents in Curriculum (EPIC)*, note in their 2023 final report “the notion of parent engagement is recognised nationally and internationally as integral and essential for student success academically, socially, and emotionally, while simultaneously considered a fundamental aspect of successful schools”.
Fellow Australian researchers Barbara Barker and Diana Harris who wrote the 2020 Australian Research Alliance for Children and Youth (ARACY) report, Parent and Family Engagement: an implementation guide for school communities, point to the overwhelmingly positive benefits to students when parents are engaged – such as improvements in student attendance, behaviour, homework and achievement.
“Parent and family engagement in learning is based on an understanding that while children learn in all
kinds of different environments, at the centre of those interrelated systems is the dynamic between parent and children. Child-parent interactions that nurture positive attitudes towards learning, confidence as learners, and the development of subjective learning resources, equip children to succeed.’’
Wellbeing benefits for teachers, too, were among some of the strong anecdotal findings to emerge from EPIC.
It showed that engaging parents not only works, it doesn’t need to be complicated and can be “enriching for teachers’ practice and wellbeing”.
Moving from the ‘why’ to the ‘how’
So, what does successful parent engagement look like and how do you achieve it in a busy school, when teachers are already doing so much?
Parent engagement experts agree there is no set way for a school to adopt a culture of parent and family engagement as every school community has a unique community and context.
Eight Queensland independent schools took part in EPIC in 2023 and what is clear from reading the detailed case studies in the final report is that while the schools’ contexts and approaches were very different, they had significant things in common by the end of the research project:
• An understanding of the distinct difference between ‘involving’ parents and ‘engaging’ with them
• Respect for parents as a child’s first educator
• Buy in from school leader/s
• A core group of passionate changemakers in the school (comprising principals, teachers and
parents) meeting regularly to trial innovative strategies and evaluate progress.
The findings from EPIC were consolidated into a suite of resources for schools wanting to effectively engage with parents.
In 2024, the research phase has paused, and Independent Schools Queensland and the sector’s peak parent body Queensland Independent Schools Parents Network have joined forces to support independent schools with implementing parent engagement.
Our flagship program is Mastering Parent Engagement, a year-long scaffolded program where 20 school leaders and their assembled teams are discovering why parent engagement is crucial in high performing schools and learning from experts and other school leaders about how to better harness the power of parents for improved academic and wellbeing outcomes.
Queensland independent schools also have access to the Parent Engagement Connect workshop series, which explores strategies to engage parents effectively and sustainably on a particular topic of interest to members.
* EPIC ran in the Queensland independent sector for three years and was a collaboration between ISQ, Queensland Independent Schools Parents Network and Griffith University. Queensland Independent Schools Parents Network is also grateful to receive funding through the Queensland government, a significant portion of which was used to fund this important piece of longitudinal research.
Eight Queensland independent schools took part in a special parent engagement research project in 2023.
through the delivery of curriculum resources MASTERING MATHEMATICS
The National Catholic Education Commission (NCEC) explains how expert secondary mathematics teachers from Catholic schools have collaborated on developing a program to support teachers and improve students’ learning outcomes in mathematics.
In a bid to support teachers and improve mathematics learning, the National Catholic Education Commission (NCEC) is developing a full year’s worth of curriculum resources for Years 7 and 8 mathematics aligned to the Australian Curriculum V 9.0 and Victorian Curriculum V 2.0 and the NSW Syllabus. The resources have been developed by teachers in Catholic schools but are available to all teachers in all sectors.
Working with Ochre Education, the Mastery in Mathematics (MiM) project is delivering highquality, adaptable teaching resources to support teachers in mathematics instruction, intervention and assessment, which will promote more sustainable teacher workloads, and allow for more effective student engagement and personalised learning.
National Catholic education executive director Ms Jacinta Collins said the project is responding to the needs of school communities across Australia to better support teachers in program development and professional learning, and to improve students’ learning outcomes in mathematics.
“We know from Australia’s NAPLAN and PISA results, that students need greater support and intervention in mathematics, particularly in the
early secondary years,” Ms Collins said.
“We also know that increasingly teachers are required to teach out of their subject field, so high-quality curriculum resources and professional learning in mathematics will greatly assist teachers in their lesson planning and responding to the needs of their students.”
“The ability to access and adapt a range of highquality resources will also significantly support teachers to create more sustainable workloads and continue to build their capacity in teaching mathematics.”
Research from the Grattan Institute shows that the provision of high-quality curriculum resources for teachers creates more sustainable workloads allowing them to focus more on student engagement, where their time and energy have the greatest impact.
“The resources will help to relieve the planning load of many thousands of teachers creating materials in parallel and will be valuable to teachers at all stages of their careers, including early career and out-of-field teachers, with the latest data showing that 33 per cent of mathematics teachers are working out-of-field,” Ms Collins said.
When completed, the MiM project will have produced a comprehensive collection of more than 200 lessons and 850 resources, designed
When completed, the MiM project will have produced a collection of more than 200 lessons and 850 resources.
The resources have been developed by teachers in Catholic schools but are available to all teachers in all sectors.
curriculum resources for all units in Terms 1 and 2, with Term 3 to be delivered in May and Term 4 in August.
The lesson materials use evidence-based strategies recommended by the Australian Education Research Organisation (AERO), including elements of cognitive load theory, explicit instruction, mastery learning and problem solving. Materials are created to build concepts and understanding over time.
At the heart of the Mastery in Mathematics project is a collaborative effort involving around 40 expert secondary mathematics teachers from Catholic schools in South Australia, Victoria, New South Wales and the ACT. These teacher creators have contributed their expertise to deliver three key strands of work:
• Curriculum maps that provide a roadmap for schools’ planning, ensuring that the mathematics curriculum is aligned with educational standards and best practices.
• Adaptable classroom materials which are designed to be flexible and editable, allowing teachers to tailor them to meet the specific needs of their students and classrooms.
• Professional learning to support teachers in implementing the resources with rigour, ensuring that they can effectively integrate them into their teaching practice.
A key feature of the project is its commitment to equity and excellence in education. By providing sequenced, quality-assured materials, MiM ensures that all students have access to the resources they need to succeed. At the same time, recognising the importance of teacher autonomy, educators can tailor the curriculum to meet the unique needs of their students and classrooms.
Professional learning resources are designed to help teachers do just that. These resources include:
• How-to-guides: Step-by-step guides to help teachers and school leaders navigate the curriculum and effectively implement the resources in their classrooms and schools.
G uides for professional learning communities: Resources designed to facilitate collaborative learning among teachers, allowing them to share best practices and support one another in implementing the curriculum.
Covering key concepts and teaching strategies, the videos provide teachers with additional support and insights into effective teaching practices. Topics include curriculum planning, lesson resources, daily review, intervention support, using resources effectively and teaching MiM in the middle years. They also provide guidance on key topics and concepts including maths proficiencies, field axioms, proportional reasoning, fractions and algebraic
Live and on-demand webinars cover a range of topics related to the curriculum and teaching mathematics, allowing teachers to engage with experts and deepen their understanding of the curriculum.
The project will be evaluated by the University of Notre Dame to assess the impact for teachers and
education extends beyond mathematics. The commission is also researching early years literacy and has recently published a reading framework to support high-quality literacy instruction and assessment.
‘Cognitive foundations: Using a theoretical framework for evidence-based reading instruction and assessment’ offers an evidence-based framework for teaching and assessing reading. It is intended to serve as a valuable resource for teachers and school leaders, providing guidance to the schools in shaping their policy and practice.
“We recognise the pivotal role literacy plays in individual success and societal advancement,” Ms Collins said. “Educators understand, firsthand, the profound impact that literacy skills have on academic achievement, lifelong learning, post-
school success and overall wellbeing.”
“As outlined in the paper, the evidence of what works best in teaching reading literacy is clear: Students need to be able to read words accurately and quickly, coupled with a broad and deep knowledge and facility with language.”
The paper provides an evidence-based, theoretical framework to support school communities in can be used as a reference to ensure that teaching and learning covers the knowledge and skills necessary for the development of proficient reading comprehension.
Catholic education is the largest provider of education in Australia outside of government, enrolling one in five, or 805,000 students and employing over 109,000 staff in 1,756 schools.
Mastery in Mathematics is available via the Ochre Education website www.ochre.org.au
Catholic education has recently published a reading framework to support high-quality literacy instruction and assessment.
The MiM project is delivering high-quality, adaptable teaching resources to support teachers in mathematics instruction.
are flourishing Christian schools
Mark Spencer, Director of Public Policy at Christian Schools Australia, elaborates on why culture, community service and traditional Christian values are important to parents.
Although the latest Census results show Christian affiliation is declining across the nation, Christian school enrolments continue to grow as we continue to experience the fastest growth across all school sectors. Parents value the quality, lowfee Christian education our schools provide to over 150,000 students in more than 300 like-minded schools across the country.
The landmark Cardus Education Survey Australia (https://carduseducationsurvey.com.
au/) demonstrated the positive contribution Christian school graduates make to the broader flourishing of society. Christian school graduates are active volunteers across a range of different groups, and more likely than graduates from other schools to be involved in trade unions or political parties. Importantly, 74 per cent of graduates from Christian schools felt somewhat or very prepared by their school to find a sense of meaning, purpose and direction of life – vitally important with so much uncertainty and anxiety across the globe.
Through our research involving more than a thousand Australian parents, we discovered that when it comes to their child’s school, ‘care and compassion’ is the number one priority for parents,
regardless of their age, income level, or religious affiliation. The same survey also found that ‘care and compassion’ is what Christian schools do best.
Within our school community, responses from more than 8,500 parents across more than 100 Christian schools demonstrated that the teaching of traditional Christian values and beliefs was extremely or very important for their choice of school. In the same survey, 69 per cent identified community service as extremely or very important. Our culture and values are important to parents.
Christian teachers and staff are open about the reason for this culture – they are people who have experienced the care and compassion from God, through a living faith in Jesus, and they want others to experience this also.
The Australian Law Reform Commission (ALRC) recently recommended a suite of controversial changes to the law which would make it difficult for our schools to continue hiring Christian staff. For us it is simple. Christian schools must be able to employ staff who share the same faith without the fear of having to defend themselves against costly discrimination claims.
Parents, who are choosing our schools because
of their values and beliefs, should feel confident that when they pay for a Christian education, they will get what they are paying for. They should be confident that all staff are committed to the beliefs of the school and will model these beliefs. They must do this if they are to educate and nurture the intellectual, physical, emotional, moral and spiritual wellbeing of their students.
The International Covenant on Civil and Political Rights provides clear protections for the right of parents to choose to educate their children in accordance with their own religious and moral beliefs. As a signatory to this Covenant, Australia should be upholding this fundamental human right. Unfortunately, as numerous inquiries have shown, this is not the case.
The Christian school sector is strong and growing, parents are voting with their feet, and their wallets. Politicians need to promote genuine educational choice for parents and show a new level of respect for the cultural and religious diversity of all Australians. In times of increasing tensions globally we have a rich and vibrant faithbased education system in Australia that sees people of all faiths, and none, working together.
My hope is to see Christian schools continue to flourish and offer a haven of hope for Australian parents who want to see their children taught and modelled the Christian values and beliefs we hold to be true. We just need our political leaders to ensure legislation provides the opportunity for this to occur.
Mark Spencer, Director of Public Policy at Christian Schools Australia.
A survey found 69 per cent of parents identified community service as extremely or very important.
School Profiles: Northern suburbs and Sunshine Coast
The Lakes College opened in 2005 with an enrolment of 88 students and two classroom blocks. Today, our enrolment stands at nearly 1,200 students, all engaged in their studies on a campus boasting contemporary and expansive facilities. Our learning spaces are enveloped by 15 hectares of greenery, amplifying the academic learning experience and fostering a conducive environment for sporting and cultural programs. Our classrooms are designed with the intent of delivering a curriculum and teaching philosophy that facilitates the 21st century skills of collaboration, personal and social competence and critical and creative thinking, thus best preparing our students for life after school.
Our school motto reminds us daily, ‘To your Faith add Knowledge’ – at The Lakes College we also emphasise the significance of curiosity, character and connection. We understand learning as a lifelong pursuit and see everyone – sta , parents, carers and students as Lakes Learners.
Find Your North wellbeing program
Student wellbeing at The Lakes College is research based and integrated into all aspects of College life. Our extensive network of care builds student connection and belonging within the community. Students are nurtured through their individual character strengths and encouraged to lead with their virtues, while respecting the unique strengths of each other. Our signature Find Your North wellbeing framework supports and grows students across four fundamental domains: social, emotional, intellectual and physical.
Within our Secondary School, the vertical Home Group pastoral care system plays a crucial role, encompassing and nurturing the wellbeing of every student by fostering their spiritual, emotional, social and academic development.
Our Primary School actively participates in The Resilience Project, an enriching program centred on instilling gratitude, empathy and mindfulness in our students.
Service Learning
Underpinned by our College values, Lakes Learners are challenged to look beyond self. Through our Service Learning approach, they actively connect with local, national and international communities, demonstrating selfless care as they collaborate to create opportunities and solutions that contribute to the greater good. We strive to bridge the gap between the classroom and real-world experiences, involving learners in community engagement and nurturing a sense of care for others, all while broadening their perspectives.
Outdoor Education Program
One of the key approaches we employ to foster resilience, a sense of belonging and connection is through our Outdoor Education Program, including our tailored Camp Program that starts from as early as Year 3.
The pinnacle of our Camp Program is the two-week Year 10 Outdoor Education Camp. Here, students are encouraged to embrace their journey with courage and confidence, placing trust in themselves and their community for personal growth and nourishment. This camp strategically marks the beginning of the Senior Secondary journey, seamlessly transitioning into the Year 11 Leadership Camp. It sets the tone for the introspective Year 12 Camp, prompting students to ponder, ‘What is your story?’. This trio of camps is meticulously designed to empower students to recognise their potential and envision what is attainable.
Our Teaching and Learning Culture
The vibrant learning community at The Lakes College emerges as students and educators collaborate to foster a supportive and engaging environment. It becomes a space where knowledge thrives, curiosity flourishes, connections are formed and in turn character is forged. The cultural core of our community is bolstered further by diverse learning experiences as students exchange perspectives, o er assistance to one another and celebrate achievements.
In our Primary School, our Prep to Year 2 students use a play and project-based pedagogy through Walker Learning, allowing them to be active participants in their own learning. The uniqueness of Walker Learning is that it provides essential elements of learning, appropriate for this particular phase of development while encouraging curiosity, creativity, collaboration, communication and critical thinking. Our Primary sta are dedicated to ensuring your child’s lifelong learning journey gets o to a great start. We believe that for a child to reach their learning potential, they must be secure in the knowledge that they are safe and supported. Our Core Subjects – English, Mathematics, HaSS (Humanities and Social Sciences) and Science – are taught by class teachers in Prep to Year 6. The learning experiences in these subjects are explicit, intentional and engaging, encompassing the various learning styles of all our students. These are complemented by specialised lessons, including Chinese (Mandarin), Visual Arts, Instrumental Music Program, Physical Education and Religious Education. Digital Technologies is taught explicitly within the classroom and integrated
into the curriculum. Our 1:1 laptop program begins in Year 4, with students being supported in learning their responsibilities when using technology and safely accessing the internet.
Our specialist Secondary years learning programs aim to engage each student in learning while challenging them to grow. Curriculum in the Junior Secondary (Years 7-9) is designed to engage students in a breadth of experiences across a range of core subjects including English, Mathematics, Science, Humanities, Wellbeing, Health and Physical Education, Chinese (Mandarin) and Faith and Values Education. A wide range of elective pathways are available to students, and they may choose STEM, Digital Innovation, Creative Coding, Industrial Arts, Business and Economics, Food and Fibre, Textiles, Visual Arts, Media Arts, Music, Drama and Dance. Our bespoke Horizons program, o ered in Years 7 to 10, serves as an extension program designed to further challenge our most proficient writers, mathematicians and musicians.
Teaching and Learning in the Senior Secondary (Years 10-12) has a strong skills focus and emphasis is placed on developing e ective learning habits, ensuring that students are well positioned to achieve their very best in the Senior Secondary. Students study six specialist subjects, electing to either follow an ATAR or alternate education pathway. Year 10 represents the commencement of the senior phase of learning. At this point in a young person’s Secondary School journey, students can elect a course of study that aligns with the available o erings in Years 11 and 12 ensuring they are well prepared to meet the demands of the Senior Assessment and Tertiary Entrance (SATE/ATAR) System.
The Lakes College is a place of belonging, of believing and for becoming, as we seek to partner with families in growing young people who are future ready. We invite you to come and experience what The Lakes College is all about and look forward to welcoming your family into ours.
About The Lakes College
A: College St, North Lakes QLD 4509
T: +61 7 3491 5555
E: enrol@thelakes.qld.edu.au
W: www.thelakescollege.com.au
St Rita’s College is a Catholic school for girls inspired by the tradition of the Presentation Sisters and guided by an unwavering commitment to educating girls of principle and women of action. We are a community that believes in the transforming power of a holistic education, and we seek to inspire engaging, inquisitive, and passionate learners who know their place in the world and have the confidence to take it.
Our College community is built on the pillars of compassion, hospitality, simplicity, courage, justice, and hope. The Christian values of love and faith are central to our learning environment. We are a community that understands education as the source of freedom, leadership as service, forgiveness as strength, and equality as paramount. It is in this context that a St Rita’s College education empowers girls to be women of action.
Emerging from a profound commitment to our College motto, Virtute non Verbis – Action not Words, students participate in service projects, social justice initiatives and immersion experiences throughout their time at the College. These experiences challenge students to voyage beyond what is comfortable, to confront what is culturally di icult, and to question what is socially acceptable.
Our students are supported to develop a passion for learning and are empowered to understand the complexities of the world. They become faithfilled, courageous, creative, respectful, and ethical women of action, prepared to make their mark on our school community and the world. Our passionate, supportive, and creative teachers deliver a curriculum that is engaging, challenging, and contemporary and that fosters the development of the whole person. This is further enhanced by extraordinary support sta , working to ensure our students have the resources, guidance, and encouragement needed for a comprehensive and enriching educational experience.
At St Rita’s College, we recognise that education extends far beyond
Southern Cross Catholic College is a school where great things happen. From Prep through to Year 12, transformations occur which embrace the academic, sporting, spiritual, social and emotional growth of all students.
Founded in 1995 following the amalgamation of seven Catholic schools on the Redcli e Peninsula, the college is now the principal Catholic college in the Moreton Bay region. With three primary campuses located at Woody Point, Kippa Ring and Scarborough, and a fourth campus for Years 7-12 also located
academic learning, and balance is essential to a student’s growth and development. Balance between study and play, between action and reflection, between participation and appreciation. Through our comprehensive cocurricular program, our students can explore and develop their interests and talents in sport, culture, and academic pursuits. We firmly believe that the wellbeing of our students is pivotal to their academic achievements, and this is enhanced through participation in our cocurricular opportunities, enabling students to cultivate a well-rounded education, bolstering confidence and resilience.
Choosing the right school for your daughter is an important decision, and we invite you to visit our campus and connect with members of our community to gain a sense of our St Rita’s College spirit. To register for a College tour or to learn more about our approach to girls’ education, visit www.stritas.qld.edu.au.
About St Rita’s College
A: 41 Enderley Road, Clayfield 4011
T: +61 7 3860 7186
E: enrol@stritas.qld.edu.au
W: www.stritas.qld.edu.au
at Scarborough, we aim to prepare each student to have a positive impact on their world and encourage excellence in all endeavours.
Boasting modern facilities including flexible learning spaces, an indoor sport centre with additional outdoor netball and basketball courts, performing arts centre, Olympic-sized swimming pool, Information Technology Design hub, numerous ovals and outdoor spaces the envy of many a city school, Southern Cross Catholic College provides a contemporary learning environment for all students, at all levels, at all campuses.
With our big-college heart and our small-campus attitude, ‘community’ is at the centre of all we do. We aim to equip the next generation of leaders for their best future and provide a unique educational journey for every student, by nurturing open minds and encouraging students to think di erently. We uphold our beliefs, have high expectations and live by them.
At Southern Cross Catholic College we live by our motto, ‘Seek the Light.’ We celebrate what makes us unique and encourage all students to shine. It is a place where great things happen.
About
Southern Cross Catholic College
A: 307 Scarborough Rd, Scarborough, Qld 4020
T: +61 7 3480 3600
E: psscarborough@bne.catholic.edu.au
W: www.sccc.qld.edu.au
School
Discover Hillcrest Christian College: A Beacon of Holistic Education
Nestled on 10 hectares of natural bushland behind Burleigh Heads on the Gold Coast, Hillcrest Christian College o ers a serene yet state-of-the-art environment for students from Pre-Kindy to Year 12. Recently recognised by Cambridge University as one of the top 100 most innovative schools worldwide, Hillcrest stands out with its commitment to nurturing the whole child — socially, spiritually, emotionally, and academically.
A campus that inspires Hillcrest’s campus is a blend of modern facilities and natural beauty, designed to inspire creativity and a passion for learning. With purpose-built facilities including the Castle Learning Centre for early years, a dedicated middle learning community, and extensive enrichment and STEM-focused programs, Hillcrest provides a stimulating environment for every student. The school’s focus on performing arts and basketball has also earned it a strong reputation for excellence in these areas.
Wellbeing at the core
At Hillcrest, student wellbeing is paramount. The school’s approach is rooted in the belief that each child is a unique creation of God, deserving of respect and care. This ethos is evident in their intentional Christian education, which fosters a community-focused culture where every student is valued. Hillcrest’s commitment to wellbeing is integrated into all aspects of school life, from the classroom to extracurricular activities.
Comprehensive educational o erings Hillcrest o ers a broad range of programs to cater to the diverse needs and interests of its students. This includes:
• Focussed Early Years Programs
• Extended Senior Specialisation
• Personalised Pathways Programs
• University Partnerships in Years 11 and 12
• Gifted & Talented Programs
• Performing Arts Programs
The school’s modern facilities support these programs, with highlights including science centres, assembly halls, multipurpose centres with gyms, a performing arts theatre, music rooms, and a design and technology centre. Facilities include:
• Prep - Yr 2 Castle Learning Centre
• Dedicated middle learning community in Yrs 5-8
• Science Centre
• Assembly Halls
• Two three-storey multi purpose Centres including Gyms, Performing Arts Theatre & Studios, Music Rooms
• Three-storey Modern Resource Centre
• Microsoft Showcase school
• Design and Technology Centre
• Film & TV
• Fine Arts Studios
• Home Economics Centre
• Commercial Kitchen
• New Innovation Precinct, and four story building commencing 2025
Co-Curricular activities include:
• Nationally award-winning Choral Excellence program
• Instrumental program
• Extensive Enrichment & STEM focused programs
• Dance
• Music
• Film and Television
• Duke of Edinburgh Award Scheme
• Diverse and extensive range of sports including national award-winning Basketball team, AFL, Futsal, Netball, Mountain Biking, Rugby, Cricket along with many others.
Year 9 RISE Program
The RISE Program is a strategic transition program for Year 9 students that aims to empower them with a better understanding of themselves
and their community. Based in Coolangatta on the Gold Coast, the program focusses on personal growth, service to the community, and the development of entrepreneurial thinking. Ultimately, the RISE progam prepares students for success by equipping them with the skills and mindset they need to thrive as they transition to senior pathways.
SECRET Skills Framework
The VLC program follows the innovative ‘SECRET Skills’ framework, developed by Cambridge University researcher Dan Buckley. This research-based framework focuses on essential skills such as Self-Management, E ective Participation, Creative Thinking, Reflective Learning, Inquiry, and Teamwork. By integrating these skills into the curriculum, Hillcrest ensures that every VLC student is equipped to become a lifelong learner, adaptable to an ever-changing world.
Hillcrest Virtual Learning Community: Flexible Education for Modern Families
Hillcrest Christian College’s Virtual Learning Community (VLC) o ers an innovative approach to distance education, providing a flexible learning environment tailored to suit diverse family lifestyles. Whether your child is involved in travelling, sports, performing arts, or requires learning extension or support, the VLC ensures they receive a high-quality independent school education.
What is Virtual Learning?
Hillcrest’s VLC is a modern evolution of traditional distance education. It maintains the benefits of distance learning — allowing families to control how, when, and where their child completes their schooling — while incorporating interactive and hands-on modules taught by dedicated and trained sta . The curriculum is innovative and future-focused, underpinned by a Christian worldview and values that emphasise the spiritual and emotional wellbeing of each student.
Social Interactions and Development
Hillcrest’s VLC stands out by o ering on-campus social opportunities and extracurricular activities at their Gold Coast campus. Virtual social interactions also enable students to build meaningful connections and participate in a broader range of activities, enhancing their overall educational experience and social skills.
Wellbeing Initiatives
Understanding the challenges of building relationships in a virtual environment, Hillcrest has implemented wellbeing initiatives to support students in creating important connections with their peers. These initiatives ensure that VLC students feel part of a larger community, fostering their social and emotional development.
VIRTUAL LEARNING SUMMARY
The Virtual Learning Community is a place where young people can realise their potential in a Distance Education environment that nurtures their academic, social-emotional and spiritual development with flexible teacher-led classes and support sessions daily.
Individual Learning Plans
• Each student has their own Individual Learning Plan, catering to their unique strengths, interests and abilities.
• Our Lumos program allows highly gifted students to flourish.
Skills-based Framework
• Our ‘SECRET Skills’ framework provides opportunities for every VLC student to complete their education, equipped with the skills they need to become lifelong learners, capable of adapting to an ever-changing world.
• Design-Centred Learning projects have students involved in rigorous, realworld, impactful units of work.
Access to Campus Enrichment
• Regular on-campus (Gold Coast) and virtual social and enrichment opportunities.
• Access to our College support network, including chaplaincy and wellbeing sta .
Catering to Families’ Lifestyles
• Ideal for students who have elite training or performance schedules.
• O ers flexibility for families who regularly travel or are planning extended domestic or overseas trips.
• Quality, values-based, Christian education for Queensland families.
• O ering the full Australian Curriculum from Prep, and senior (ATAR and nonATAR) pathways.
To find out how the Virtual Learning Community could be right for your family, contact our friendly enrolments team or visit our website.
About
Hillcrest Christian College
A: 21 Bridgman Drive, Reedy Creek QLD 4227
T: +61 7 5593 4226
E: o ice@hillcrest.qld.edu.au
W: www.hillcrest.qld.edu.au
Proudly serving the families of the southern Gold Coast, Tweed Coast and northern New South Wales.
Located along the picturesque coast of northern New South Wales, Lindisfarne Anglican Grammar School stands as a leading independent Anglican coeducational institution renowned for its commitment to excellence. As the northernmost independent school in the state, Lindisfarne places great emphasis on flexibility, adaptability, and creativity in delivering high-quality education, promoting student wellbeing, and o ering a wide range of co-curricular programs.
At Lindisfarne, our goal extends beyond academic achievement. We strive to provide a holistic learning experience that equips students with essential life skills while fostering strong relationships, expert teaching, and innovative approaches to leadership, standards, and collaboration. Through our dedication to educational research and continuous improvement, we o er students a well-rounded education that enables them to reach their full potential.
Lindisfarne Anglican Grammar School has emerged as one of the country’s most innovative educational institutions. Under the visionary leadership of Principal Stuart Marquardt, our school has experienced remarkable growth, with enrollments steadily increasing since 2017, currently, enrolments exceed 2,000 students, and Lindisfarne has transitioned from a small school to a thriving educational community.
Parents choose Lindisfarne because of our unwavering commitment to high standards and exceptional student outcomes. We value the trust they place in us by providing a top-tier educational program complemented by a comprehensive pastoral care system that nurtures personal, social, and academic wellbeing. Grounded in compassion, wisdom, and respect, our school instils these values in our students, fostering an inclusive and supportive community.
As a regional school, we embrace the unique challenges that come with our location. We have seized the opportunity to expand beyond conventional educational boundaries, evolving into a vibrant community centre that serves not only our students and their families but also our dedicated faculty and the broader community.
Our extensive bus network, allows students from as far north as Robina in the central Gold Coast to join families from as far south as Byron Bay, to access the high-quality independent education that Lindisfarne has become so well known.
World class facilities
Our state-of-the-art facilities, including the newly constructed Middle School Building and Early Learning Centre, have been thoughtfully designed to enhance student learning. These flexible spaces adapt to accommodate diverse
learning styles, fostering collaboration and authentic connections. Our specialist learning, pastoral, well-being, and sporting spaces provide an ideal environment to deliver our curriculum and co-curricular programs.
The latest addition to our extensive facilities will be a new Senior Centre. This project stands as a testament to our school’s commitment to providing exceptional facilities for our students. The Senior Centre is designed to be much more than just a building; it’s a launchpad for our senior students’ futures. Central to this development is the extension of the existing gym, which will serve as the new home for the Matt Fydler Sports Academy. This facility is set to include an indoor 40-metre sprint track and state-of-the-art gym equipment, providing our athletes with the resources they need to excel.
At the heart of the new Senior Centre will be a dedicated space for Year 12 students. This will include study areas designed to promote both individual and collaborative work, a common lounge for relaxation, and a kitchen to support their nutritional needs. This bespoke environment is tailored to the unique requirements of our senior students, aiding in their academic and personal development.
The inclusion of an auditorium space adds a layer of versatility to the Centre. Capable of hosting events, seating up to 220 people for exams, or being divided into four additional classrooms, this space is designed to adapt to the evolving needs of our school community. This exceptional learning facility is scheduled for completion in Term 1 2025.
Equal to our investment in facilities, is our investment in our people. We take great pride in our world-class educators and the professional development opportunities we o er. Lindisfarne’s Professional Learning Program has been recognized as one of the best in Australia, providing innovative sta training and fostering a culture of continuous improvement. Our teachers’ expertise translates into enhanced teaching practices, ultimately benefiting our students’ educational journey.
From our passionate students and dedicated sta to our supportive parents and engaged community, Lindisfarne Anglican Grammar School is a place where everyone can let their light shine. We invite you to join our community and experience ‘The Lindisfarne Way.’
About Lindisfarne Anglican Grammar
A: Preschool to Year 4: 36 Sunshine Avenue, Tweed Heads South NSW
A: Years 5 to 12: 86 Mahers Lane, Terranora NSW
T: +61 7 5590 5099
E: enrolments@lindisfarne.nsw.edu.au
W: www.lindisfarne.nsw.edu.au
Step up to Stuartholme School, an independent Catholic day and boarding school for girls in Years 5 to 12, continuing the mission of our founder, Saint Madeleine Sophie Barat, since the 1920s. Dedicated to empowering young women through education, Stuartholme places students at the core, fostering their spiritual, intellectual, social, emotional, and physical development.
Situated at the base of Mt Coot-tha, only six kilometres from Brisbane’s CBD, Stuartholme o ers a serene and secure environment for students to live and learn. This peaceful setting, combined with convenient proximity to urban amenities, supports focused academic pursuits and personal growth.
Her Learning
Stuartholme’s curriculum is based on comprehensive teaching, learning, and wellbeing programs shaped by our Pedagogical Framework and Positive Education Initiatives. Expert sta provide resources to support, extend, and challenge students, optimising their pathways for future learning. Dynamic teaching strategies and vibrant environments keep students engaged, fostering curiosity and academic courage. At Stuartholme, our goal is for our students to realise our Graduate Vision to become courageous, compassionate, and confident thinkers and leaders.
Her Opportunities
Beyond the classroom, students can explore extensive co-curricular opportunities to enhance their schooling. The range of sporting, creative arts, social justice, and enrichment programs allows each girl to build selfconfidence and develop her talents and interests.
Sport – Sport adds an integral dimension to Stuartholme life, with over 15 sporting activities on o er. During the year we hold interschool sport for Athletics, Swimming and Cross Country. Stuartholme participates in the Catholic Secondary School Sports Association (CaSSSA) interschool sport competition.
The Arts – Stuartholme’s dynamic Arts Program comprises Music, Art, and Drama. There is a broad range of musical and drama performance opportunities on o er throughout the year. Participation in the Arts at Stuartholme fosters self-expression, creativity and individualism.
Social Justice Program – increases awareness of social justice issues and provides opportunities to take action, preparing and inspiring students to be active, informed, and responsible global citizens.
International Student Exchanges – there are opportunities for girls to travel abroad to travel abroad on student exchange. This is an ideal platform for fostering personal growth, building confidence and developing independence.
Her Life
Student leadership – Our student leadership programs are carefully planned and developmentally designed for each year level. Every girl is expected to lead in her own style giving expression to the Goals of Sacred Heart Education.
Camps and retreats – All students across the school participate in camps and/or retreats annually. Our camps and retreats are significant milestones that contribute to our holistic approach to education, challenging the girls physically, socially and emotionally.
Bus network – We are fortunate to be situated in a beautiful bush sanctuary in Toowong and provide an exclusive bus network service for our students to get to and from school.
The Big Sister/Little Sister program – a program that reflects our highly relational approach to education; ensuring our new Year 5 and Year 7 girls are mentored by an older student, who can support her in our Stuartholme community.
Beyond the school day – The library o ers extended opening hours after the school bell. The program is designed to assist busy families by alleviating some of the demands of balancing school, family and work.
Boarding
Nationally recognised boarding school, Stuartholme o ers a home away from home for over 130 girls from rural and remote areas of QLD, NSW,
NT and overseas. With comfortable accommodation providing individual rooms, catered meals and around the clock care from experienced sta , the Stuartholme boarding house o ers students a sanctuary of warmth, friendship and belonging.
Facilities
• Multi-purpose classrooms and science labs
• Well-resourced Library Centre with three teaching areas and two adjoining multi-media rooms
• Exceptional music facilities including six rehearsal rooms and a recording studio
• 500-seat theatre with tree-top level green room
• Renovated boarding facilities with multiple common rooms
• Fully equipped Health Centre with a dedicated team of registered nurses
• Aquatic Precinct with a 25-metre water polo swimming pool, change rooms, and tiered seating
• Five multi-use tennis courts
Catholic Education
Stuartholme School, a progressive Sacred Heart School, is committed to educating the whole person. The Goals of Sacred Heart Education articulate the forward-thinking and dynamic educational philosophy of the Society’s foundress, Saint Madeleine Sophie Barat. Stuartholme girls are empowered to transform their world and make a di erence.
Our Graduate Vision
A Stuartholme graduate exhibits courage, compassion, and confidence to be an agent of transformation in their lives and the lives of others. The values taught through a Sacred Heart education provide graduates with the foundation to be collaborative, critical, and creative thinkers and leaders who demonstrate resilience in the face of challenges. They recognise that learning is a lifelong endeavour, sustained through a deep spiritual connection with the Sacred Heart charism.
