WhichSchool VIC 2024

Producing a highly 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 Victoria 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.

Rhiannon Bowman

Editor, WhichSchool?

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Cover

Yarra Valley Grammar

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

Choosing a trusted partner for the care and education of your child is a big decision. You want someone who will love your child as much as you do, and someone who is there for you every step of the way. We are that partner.

The Guardian Difference

• Leading programs where children aged six-weeks to six years learn and discover through play.

• Highly experienced Educators and degree-qualified Teachers support / children to grow and thrive.

• Safe, secure environments that support children’s social and emotional development.

• A specialist two-year kindergarten program that prepares children for school, with the benefits of long day care.

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. Book a tour today!

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New research reveals what most concerns parents and carers

A new report by mental health service ReachOut identifies the most common issues of concern for parents and carers across Australia.

It also reveals the issues that are having the greatest mental health impacts on their young people and where parents and carers are turning for support.

Based on a nationally representative survey of more than 630 parents and carers, caring for more than 920 young people aged 12-18 (April 2023), the report found the following key issues of concern for parents and carers:

• social media (59 per cent)

• the future (56 per cent)

• school, study and exam stress (52 per cent)

• mental health (50 per cent)

• Other parents and carer concerns included their young person’s sleep, diet and exercise (43 per cent), smoking or vaping (24 per cent) and drug or alcohol use (20 per cent).

The issues reported to have the greatest impact on young people’s mental health and wellbeing (although less frequently experienced by families) were: domestic violence (61 per cent who selected this as a top issue reported it having ‘a lot’ of impact on the wellbeing of their young person)

• change in the family – such as death or divorce (60 per cent who selected this as a top issue reported that it had ‘a lot’ of impact on the wellbeing of their young person)

• neurodiversity (60 per cent who selected this as a top issue reported that it had ‘a lot’ of impact on the wellbeing of their young person)

Loneliness was also viewed as a leading negative influence on the wellbeing of young people – 81 per cent of parents and carers who reported this as a top issue reported it had ‘a lot’ or ‘quite a bit’ of impact on the wellbeing of their young person.

When it comes to seeking support for the issues impacting their young people, the report found that parents and carers are turning to their friends and other parents (51 per cent) and the internet (43 per cent) more than GPs or doctors (38 per cent).

And, despite needing support, more than 80 per cent of parents and carers reported that their support needs weren’t completely met in the last 12 months. Parents and carers expressed a need for greater access to quality, trusted

information and increased knowledge about how to get support for the young people they care for. Greater access to professional advice and services was also identified by parents and carers as a key support need.

Interim CEO of ReachOut, Ms Jackie Hallan, said the new report provides important insights into the issues that families are facing and the support that they need.

“Parents and carers play a critical role in supporting the mental health and wellbeing of young people as they navigate challenges in their lives such as social media, study stress, mental health and family issues. However, ReachOut’s new research identifies a gap between what parents need and the support they are accessing,” she said.

“It’s vital that we let parents and carers know that support is available and easy to access. We want to encourage parents and carers to access ReachOut Parents free services, including expert parenting advice and parenting coaching. ReachOut Parents also provides pathways to further support for families if they need it.”

Key findings

Social media

• 59 per cent of parents and carers said their young person’s social media use was a concern to them.

• 35 per cent said it was a top issue of concern. Social media use was the most frequently selected issue of concern for parents and carers in this study.

• 55 per cent of parents and carers who were concerned about social media said it had ‘quite a bit’ or ‘a lot’ of impact on their young person’s wellbeing.

Young people’s future

• 56 per cent of parents and carers said they were concerned about the future of the young people they care for.

• 33 per cent of parents and carers said this was a top issue of concern. 49 per cent of parents and carers who indicated that the future of their young person was a top issue for them, believed it has ‘quite a bit’ or ‘a lot’ of impact on their wellbeing.

School, study and exam stress

2 per cent of parents and carers said that school, study and exam stress experienced by the young person they care for was of concern to them. er cent of parents and carers said it was a top issue of concern.

0 per cent of parents and carers who selected ‘school, study and exam stress’ as a top issue said that it has ‘quite a bit’ or ‘a lot’ of impact on the wellbeing of the young person they care for.

Mental health

0 per cent of parents and carers said that their young person’s mental health was a concern for them.

9 per cent of parents and carers said this was a top issue of concern. ental health was the issue most frequently selected as a top concern for the families in this study.

f those who selected mental health as a top concern in relation to their young person, 82% said that it was having ‘quite a bit’ or ‘a lot’ of impact on the young person’s wellbeing.

3 per cent of parents and carers said they had concerns about their young persons’ sleep, diet and exercise.

4 per cent said smoking or vaping by young people was an issue of concern.

0 per cent said drug or alcohol use by their young people was concerning. For information and support, visit ReachOut.com.

School, study and exam stress is a shared concern for parents and carers.

Proposed changes to copyright laws for online learning welcomed

Catholic education in Australia has faced significant challenges in recent years, with shifting attitudes towards traditional faith-based practices in schools and increasing pressure from governing bodies and policy makers.

The National Catholic Education Commission (NCEC) has welcomed the announcement by Attorney-General Mark Dreyfus KC MP that the government will make amendments to copyright laws to apply to lessons delivered online.

NCEC executive director Ms Jacinta Collins said the reforms will support Catholic school communities to deliver quality learning and teaching.

The reforms will enable schools to use a range of digital materials for teaching and learning purposes without infringing the rights of authors and publishers.

“Remote learning during the COVID-19 pandemic brought to light shortcomings in the Copyright Act 1968 (Cth) that exposed teachers, students and families to copyright breaches in the online learning space.

“While these issues predated the pandemic, it did highlight the urgent need for reform given contemporary learning environments, and the needs of students in remote communities,” Ms Collins said.

“In the digital age, it is critical that our school communities can utilise copyrighted material for educational purposes, whether in the classroom or through online learning platforms.

“We call on the Parliament to pass these important reforms as quickly as possible and acknowledge the concerted efforts of the National Copyright Unit and the education sector for contributing to development of these reforms.”

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.

Independent schools also welcome copyright reforms

Independent Schools Australia (ISA) has also welcomed the announcement of copyright reforms to facilitate remote learning.

ISA CEO Mr Graham Catt said the reforms were important for both teachers and students, especially in light of the challenges posed by the COVID-19 pandemic.

“These reforms will ensure that copyright law allows our schools to utilise best-practice digital teaching methods. They will also reduce the administrative burden and cost of obtaining permissions and licenses for

The reforms will enable schools to use a range of digital materials for teaching and learning purposes without infringing the rights of authors and publishers.

educational use,” Mr Catt said.

Mr Catt added that the reforms addressed issues that long predated COVID-19, which only exacerbated the urgent need for reform given modern educational environments and ongoing technological developments.

“This is a great step forward for Australian schools, and one which will cement Australia’s position in digital education. We commend the AttorneyGeneral for his leadership on this issue and his engagement with the education sector,” he said.

Mr Catt also highlighted the importance of Parliament introducing the legislative changes as soon as practicable, to provide certainty and clarity for schools and educators.

“We call on all parties to support these reforms, which are in the best interests of Australian students and the future of our nation’s education system,” he said.

Report identifies 10 innovative practices that improve student outcomes

Independent School Australia (ISA) in April released a landmark report, Improving Outcomes for All: Leading Reform Through Innovation, that shows how independent schools can actively improve student outcomes through innovative practices.

Australian governments have identified equity, wellbeing, and workforce as the priority areas for national school reform. These priorities will be the basis of the Better and Fairer Schools Agreement.

ISA’s report showcases how ten independent schools from across Australia are addressing these challenges, identifying opportunities, creatively adapting evidenced-based practice to their school context to improve outcomes.

ISA Chief Executive Mr Graham Catt said the autonomous nature of independent schools supports agility and innovation that is responsive to school, student, and teacher needs and encourages cross-sector collaboration and community engagement.

“Independent schools’ autonomy supports their responses to the changing

needs of their community, staff, students and families,” Mr Catt said. “That was evident through COVID, for example, as independent schools responded to the challenges that ever-changing lockdowns and restrictions imposed on the learning environment.

“Independent schools can incorporate their own innovative programs and practices, and they are often early adopters of new technologies and pedagogical approaches.

“We are excited to launch this landmark report as a contribution to the national discussions around school reform and look forward to ongoing engagement and consultation with governments and other school sectors.

“ISA is committed to collaborating with all stakeholders to get the best outcomes for every Australian school student, regardless of sector.”

About 716,848 students attend Independent schools in Australia. 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.

Making an INFORMED DECISION

This magazine has been designed to serve as a comprehensive guide to independent and nongovernmental schools in Victoria. 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 40 per cent of Victorian 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.

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 just 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 and skills for life

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, encouraging, environment where children feel supported.

Learning programs provide a solid foundation to prepare children for school.

PRINCIPALLY SPEAKING: Putting theory into practice

Research shows a principal needs to model the values of their school community to be an effective leader. It’s a theory Yarra Valley Grammar Principal Dr Mark Merry strives to live out, everyday.

What is the school’s philosophy and how does it guide you and your staff?

Yarra Valley Grammar is a school founded in the Anglican tradition. The Gospel values of respect, care for one’s neighbours and the dignity of every individual are all concepts which inform how we teach and how students learn.

How does the school differ from other schools?

Yarra combines a high level of care with high expectations around education and educational outcomes. Our students are very aspirational and we as teachers need to nurture a love of learning and importantly encourage the very best outcomes for them. The Yarra experience can be an enjoyable one for

our students and achieving high academic standards ensures greater choice in pathways after school.

What is the history of the school?

Yarra was founded in 1966 originally as a school for boys. During the 1970s and 1980s this began to change and now the school from years K-12 is wholly coeducational.

In what ways has the school evolved since it was established?

Yarra originally began as a school catering for the surrounding community. Over time, the school’s reputation has grown and we see enrolments from all over Melbourne and beyond. This means that the

More than 1,800 students attend Yarra Valley Grammar.

Music and drama programs are brought to life in the George Wood Performing Arts Centre.

very modest enrolment of about 150 students in 1966 has grown substantially to the present day with over 1,800 students attending the school. In the same way, as the student population has grown, so too have the facilities we offer for teaching and learning. Yarra is a beautiful campus with outstanding facilities and resources for our students.

What are the main highlights in your own career, and what attracted you to the role of Principal at Yarra Valley Grammar?

I have always been passionate about the study of history. I have been fortunate to pursue this passion working as a history teacher over the years. During my time working as a teacher, I found that leadership

“I often get asked what is the most important job of the principal. The answer in my view is presence. The principal ought to be seen. They need to engage with the school community often and as positively as possible. This helps to set the tone of the school.”

Dr Mark Merry, Principal of Yarra Valley Grammar School.

was also of great interest to me and I began the path toward becoming a School Principal. I have served in two appointments; one as Deputy Principal and later as Principal of a large boys’ school in Melbourne. I was drawn to the role at Yarra due to the diversity of the role. Co-education was a change for me and I had never worked with primary aged children before. Now, after 15 years working here at Yarra Valley Grammar, I can honestly say that this has been my best career move of my life.

The other dimensions of my work have occurred outside of the school. I achieved my Doctorate performing research into student performance versus underperformance and I also served as the National Chair of the Association of Heads of Independent

How do you provide support and leadership to your staff?

The first and most important step is recruiting the right people. To attract the right people, the work environment needs to be a very positive one with a great work culture, positive, professional relationships between those who work here and a feeling that one is valued and respected. Once here, colleagues need the opportunity for professional growth and our ongoing professional learning programs are exceptional. Colleagues feel supported here and that’s why they give their best. Our role as leaders is to appoint great people and help create a work environment which allows them to succeed.

How do you encourage wellbeing among your staff and students?

Yarra is a very relational school community. The quality of relationships between colleagues and the students means that members of our school community feel that they belong and feel good about being there. Just this week I asked a Year 7 class what they liked most about Yarra. One of the girls in the class answered: “I like that people here are so kind.” This answer was met by nods of agreement from the other students in the class.

What role do you play in the day-to-day activities of your students?

I often get asked what is the most important job of the principal. The answer in my view is presence. The principal ought to be seen. They need to engage with the school community often and as positively as possible. This helps to set the tone of the school. School culture is so important. The principal’s job in role modelling the principles of that culture is so important. People won’t remember how good you have been with answering emails but they will remember how you made them feel.

What are some of the challenges faced by teachers in the secondary sector?

“Let teachers teach!” Teachers out of necessity today are burdened by administrative tasks such as compliance, risk management, child safety, OH&S, curriculum changes and all of the complexities around actually getting to the classroom and teaching. All these things are necessary, but they do become overwhelming at times. School leaders do what they can to lighten the load but this is not always possible.

What has been your most memorable moment either as a teacher or in the role of principal?

The most memorable moment(s) for me at school was seeing my own two sons graduate from secondary school. I could see the effects of a

Education has been a wonderful choice for me, and it has certainly never been a boring career pathway.

Yarra Valley Grammar is wholly coeducational from pre-school to Year 12.

Sport is an important part of the school’s culture.

Every student has the opportunity to be involved in the performing arts.

very good education and high level of care had had upon them. I could see too how the many opportunities they had during school had allowed them to participate in many things and to form great friendships. I was fortunate enough that they had attended my school and I could see how this had impacted their growth as young people; given them the opportunity to pursue their interests after school and to have the confidence and the inclination to contribute to the broader community in a meaningful way. As principal of their school, I had played a part in creating a culture where all this could happen.

What are your feelings about NAPLAN and its effectiveness?

NAPLAN as a tool to assist individual students to improve over time works very well. It provides

provides evidence of improvement at different stages of their education. When it was introduced, we were all promised that it would not be abused by using it to compare and make value judgment about individual schools because this would be unfair. Of course, this is exactly what has happened.

What traits make for an effective and successful leader in education today?

In a recent research paper I cowrote (Corrigan and Merry 2022), we asked this very question. Students and teachers from nine schools told us the same things: A principal needs to model the values of their school community and to work with others to further the mission of their schools. In our context, it is to model hard work, respect, care for others and kindness. These are the things a school leader will be

What activities does your school participate in? Are there any programs within the wider school community?

Yarra Valley Grammar is a member of the Associated Grammar Schools of Victoria (AGSV), so sport is an important part of our school culture. All students play sport in some capacity for their school.

In the same way, the performing arts is a very significant part of who we are. The music and drama programs, based in the magnificent George Wood Performing Arts Centre are a highlight of school life. At some point, every student will be involved in the performing arts in their time at Yarra Valley Grammar. Another wonderful insight into the culture of our school is the community service program. Yarra students feature prominently in community outreach programs here in Melbourne.

What lessons could other Principals learn from your experience?

1. Never forget that the School Principal is a role model. If the school ethos includes kindness, hard work, connecting with people; then that’s the role description.

2. People are more attentive to what you do, than what you say.

3. It’s all about the quality of the relationships, not the paperwork. Where possible, be out and about and treat everyone with equal attention and respect.

4. Surround yourself with leaders who make you look good.

5. Think of the Principal as the ‘Head Teacher.’ So, it is good to demonstrate teaching prowess in a classroom now and again.

6. Decision making should be timely. In a crisis, it is critical to keep calm, take charge and make a call.

Any final comments or thoughts you would like to add?

It’s about the students.

Dr Mark Merry says serving as Principal at Yarra Valley Grammar is one of the highlights of his career in education.

Yarra Valley Grammar offers Early Childhood programs to children aged 3-5 years.

She Who Belongs She Who Thrives

Providing innovative and contemporary learning experiences for young women for over 60 years

THE FUTURE Empowering

Champions of girls’ education, Ave Maria College continues to diversify its learning opportunities to empower students to thrive.

For more than 60 years, Ave Maria College has been dedicated to providing innovative and contemporary learning experiences that spark curiosity and allow students to thrive in our ever-changing world. With a focus on maximising student growth and engagement, students at Ave Maria College have access to multiple pathways that will enable them to be leaders in their chosen fields. Inspired by Helene de Chappotin’s vision that ‘learning is for fullness of life for all,’ learning and teaching at the College is characterised as inclusive, meaningful, collaborative, and personalised. As a result, students are supported towards highperforming results in VCE. In 2023, 15.50 per cent of students achieved an ATAR over 90, and 39.53 per cent achieved an ATAR over 80.

Innovative and contemporary learning

Learning and teaching at Ave Maria College is underpinned by the College Charter for Education. Created in 2020, the Charter articulates a holistic approach to education, acknowledging the inherent connection between faith, learning, and wellbeing. The Charter for Education forms the foundation for all pathways and programs that operate across the different spheres of the College. With its focus on purposeful teaching and engaging learning, students are armed with the necessary knowledge, skills,

Students in Years 7-9 are exposed to a broad and diverse curriculum that enables them to develop knowledge, skills and understanding across all subject areas and disciplines.

In partnership with Liverpool Football Club International Academy Australia, the College hosts the club’s first all-girls high-performance soccer training academy in Victoria.

and understanding that they require to be active and informed citizens in the emerging world of the future.

In Years 7-9, students are exposed to a broad and diverse curriculum that enables them to develop knowledge, skills and understanding across all subject areas and disciplines. Through core and elective subjects, students are provided with opportunities to tailor their studies to suit their individual skills, interests, and aspirations.

From Year 10, students can build upon and specialise in learning areas that will lead them to their post-secondary field of choice. Working closely with our careers staff and VCE teachers, students are supported through the Senior Pathways selection process to ensure they can achieve their postsecondary study and employment goals.

Some of the many Senior Pathways available to students include:

• Victorian Certificate of Education – scored pathway (ATAR)

• Victorian Certificate of Education – non-scored pathway

Victorian Certificate of Education – accelerated learning pathway

• Victorian Certificate of Education Vocational Major (Previously known as VCAL)

• Victorian Certificate of Education – VET pathway

• Victorian Certificate of Education – school-based apprenticeship pathway

• Tertiary Preparation Program (in partnership with RMIT University)

are recognised, developed, and celebrated, imparting students with the courage to excel in whatever career pathway they choose. Ninety-two per cent of graduates from the Class of 2023 received their first or second preference of tertiary pathway across a wide range of fields, including Engineering, Law, Education, Biomedicine, Allied Health, Business, and Commerce.

partnerships play a vital role in this as they allow us to cater to each and every student to ensure that they receive a well-rounded holistic education grounded in the Franciscan tradition. In a ground-breaking partnership with Liverpool Football Club International Academy Australia, the College is proud to host the club’s first all-girls high-performance soccer training academy in Victoria.

With a focus on belonging, growth, and engagement, the program will provide another dimension to the College’s Health and Physical Education Curriculum, exposing students to the Liverpool methodology for the acquisition of soccer knowledge, skills, and understanding. Students will not only be able to develop their skills as players technically, tactically, and physically but also have access to a variety of programs and resources for their social and mental development to enhance important life skills such as communication, teamwork, and leadership.

Inspiring change

Student voice is highly valued by the College as students are empowered to take a leading role in shaping the College community. From Year 7, students have opportunities to take on formal and informal leadership roles across a diverse array of portfolios, allowing students to serve their community and act as catalysts for meaningful

change. Throughout the year, elected student leaders participate in a series of leadership seminars to build on their skills and generate new ideas to improve the College experience.

Last year’s inaugural Youth Conference, ‘Youth Response’, stands as a testament to the capacity of the College’s student leaders. Led by the Year 8 and 10 Academic Leaders, the College hosted high school-aged students from across Australia for a three-day conference focused on the UN Sustainable Development Goals. This was an incredible undertaking for the student leaders who were instrumental in planning, organizing, and running the conference over the course of the three days.

However, while this kind of leadership and achievement is celebrated at Ave, we also recognise that not every leader within our College holds a formal position. Through our Ave Charter for Education Awards and Academic and Community Awards Night, students quietly demonstrating leadership are recognised for their contributions to the College Community, encouraging them to continue to be powerful role models and change-makers.

The College values student voice and empowers them to take a leading role in shaping their community.

Ninety-two per cent of graduates from the Class of 2023 received their first or second preference of tertiary pathway.

Celebrating 35 years of excellence

In 2024, Alphington Grammar School celebrates 35 years since its gates first opened in 1989. In this anniversary year, the school reflects on its history and celebrates the journey with a

2024 is a special year for Alphington Grammar School. It has been 35 years since the school opened its doors in 1989. In its initial years, Alphington Grammar was a small school catering largely for students and families of Greek-Australian origin. From its modest beginnings the school was a project of passion and love. While the school hasn’t been without its establishment challenges, it has grown exponentially since its beginnings, and this has never been clearer than the growth the school has strategically undertaken in the last ten years.

In 2013, the current Principal Dr Vivianne Nikou was appointed the first female Principal. This ushered in a new era of growth and development. During Dr Nikou’s time as Principal, the school boasted major building projects such as the Lyceum Centre, a conference space and staff room; the renovation and expansion of the administration wing and student amenities block; a state-of-the-art Science, Technology, Engineering and Maths (STEM) wing; as well as additional music rooms and a dance and drama

Most recently the school has built a new library for primary and secondary students that provides a dynamic learning hub for students and staff to

Alphington Grammar School is celebrating its growth over three decades of education.

The Alphington Grammar School Twilight Festival hosted a variety of rides.

collaborate, study, undertake research and pursue academic excellence.

“We embrace our rich cultural heritage in the most innovative ways,” Principal Dr Nikou said.

“We provide the students with the opportunity to explore their own cultural heritage more deeply while also opening up the world beyond our shores. We recently had over 115 students travel to iconic locations in London, Italy, Sicily and Greece … an experience and personal growth no classroom can duplicate,” she said.

The school sees academic results that rival its much larger competitor schools, with enrolments increasing to over 650 students and many more on waiting lists in the past few years. With this success, the school is preparing to expand to meet everincreasing demand.

An additional four purpose-built classrooms opened in April this year, and the School Council has also endorsed the planning stage for a custom built six-classroom block designed by the school’s architect, Mr Billy Kavellaris, and his team at KUD. The new facility will operate as a Wellness Centre with access to programs that support students’ social and emotional development.

The project will also include an underground car park as well as new sports facilities that embrace its idyllic setting alongside the Darebin Creek. Given the complexity of this plan, the school is rolling out the project in stages to ensure minimal disruption to classes.

Celebration

2024 has been a year of celebration as much as reflection. On 1 March, the Alphington Grammar School Twilight Festival saw more than 2,500 attendees come through the school gates to partake in the evening festivities. The festival hosted a wide variety of rides, activities, and food and drink stalls. From dodgem cars and a petting zoo to souvlakia, loukoumades, burgers and even Vietnamese street food. There was something for everyone to enjoy in celebration of the multicultural community the school has become.

While attendees were enjoying the attractions and activities, the stage was home to student performances, DJ Thomas Nico, and guest alumni appearances that entertained children and adults alike throughout the night. At the official opening ceremony at 7pm guests were also honoured by a Welcome to Country smoking ceremony led by local Aboriginal Elder, Uncle Yarra. Other performances on the night included the Latin Band, Rock Band, Drumline, and a dragon dance, among many others. Students were given the chance to shine in front of their parents, peers, and members of the local community.

Adding to the atmosphere and the source of much of the excitement were the rides and attractions. The younger children were thoroughly entertained by the turbo tubs, laughing clown game and chair-o-plane; while the older children (and adults) lined up for the dodgem cars, atomic drop slide and cyclone until the late hours of the night. It was against this backdrop of fun and laughter that many attendees sat, either at the colourful tables or on picnic blankets, as they enjoyed the night and each other’s company.

The night was brought to a close by a fireworks display. The stunning showcase was the perfect way to end the festival and celebrate 35 years of excellence.

“We would like to express our thanks for the support of our school and wider community on the night. It was an amazing display, not only of how far the school has come, but of the strong school spirit and values our community continues to uphold,” Principal Dr Nikou said.

Celebrations will continue at the Winter Ball held at the Park Hyatt, where parents, staff, and community members alike will come together to celebrate Alphington Grammar School’s legacy of excellence.

Students performed in front of 2,500 attendees at the Alphington Grammar School Twilight Festival.

Alphington Grammar School is preparing to expand to meet increasing demand.

INSPIRING

Emboldening hearts and inspiring minds

At Kingswood College, we prepare young people to face the future with confidence and courage. Our passionate teachers and small class sizes make all the difference. We value learning, identify strengths, and create an environment full of opportunities for our students to belong, thrive and achieve together.

MINDS

Learning

as we live

By harnessing the power of coeducation, Kingswood College empowers students to become confident, compassionate, and resilient individuals who are wellequipped to navigate the complexities of the modern world.

As a school, we are constantly seeking ways to provide the best possible learning environment for our students. We passionately believe that coeducation is the best learning environment for all young people, to live and grow together. Coeducation offers a wealth of benefits that enrich the educational experience and prepare students for success in a diverse world.

As we describe it at Kingswood College, coeducation is all about learning as we live. We believe that every voice matters, and our commitment to fostering an environment where students feel empowered to express themselves is unwavering. Research consistently underscores the pivotal role that student voice plays in shaping a vibrant educational landscape. When students feel

Every student has the opportunity to participate actively and contribute meaningfully.

Images: Kingswood College

heard and valued, they are more engaged, motivated, and invested in their learning journey. Moreover, embracing student perspectives in a coeducational environment cultivates a culture of inclusivity and empathy, where diverse viewpoints are celebrated and respected.

From a coeducational environment comes an opportunity to amplify all student voices. From our Junior School to our Year 12 College Leadership groups, every student has the opportunity to participate actively and contribute meaningfully.

Our Student Leadership groups meet regularly, providing a platform for collaboration, innovation, and leadership development. Gender-balanced and filled with passionate students, our Year 12 College Leadership group meets weekly with the Principal, Head of Senior School, and Year 12 Coordinator, fostering dialogue, mentorship, and advocacy. Our shared lunches each term, where these combined groups gather, offer a casual yet invaluable setting for open discussions and relationship-building.

Assemblies are another cornerstone of our commitment to student voice within the coeducational sphere. Students frequently take the reins, sharing stories, opinions, and talents with their peers. Our community service groups, including InterACT, exemplify our ethos of service and compassion, driven by student-led initiatives and passions. Our lunchtime and after-school cocurricular activities and clubs serve as fantastic avenues for Kingswood College students to delve into diverse differences and forge surprising connections. From

eSports to physical sports, conversation clubs and fan clubs, there is something for every single student at Kingswood College.

Last year’s refreshing of the Kingswood College vision and values serves as a poignant example of our dedication to incorporating student feedback into our collective vision of what coeducation looks like. By actively consulting student groups and integrating their perspectives, we ensured that our values could resonate authentically with our entire community.

It’s essential to acknowledge that embracing student voice doesn’t always mean alignment with every request. However, it’s a vital skill that prepares students for active citizenship, critical thinking, and responsible leadership—qualities that extend far beyond the classroom. As we continue to nurture and cherish student voices at Kingswood College, we continue to reaffirm our commitment to creating a community where every voice is heard, valued, and empowered to make a difference.

Research conducted by renowned educationalist John Hattie underscores the positive impact of coeducation on student learning outcomes. Hattie’s extensive meta-analyses have consistently shown that coeducational settings promote academic

achievement, improved social skills, and enhanced self-confidence among students. By learning alongside peers, students are exposed to a wider range of perspectives, ideas, and approaches to problem-solving, fostering a more dynamic and inclusive learning environment.

Coeducation nurtures essential life skills such as effective communication, collaboration, and empathy, which are critical for success in today’s interconnected world. By interacting with individuals from diverse backgrounds and experiences, students develop a deeper understanding and appreciation of gender equality and mutual respect.

At Kingswood College, we wholeheartedly embrace the principles of coeducation and strive to create a nurturing and inclusive environment where all students can thrive. By harnessing the power of coeducation, we empower our students to become confident, compassionate, and resilient individuals who are well-equipped to navigate the complexities of the modern world.

Kingswood College is committed to creating a community where every voice is heard, valued, and empowered to make a difference.

Coeducation nurtures essential life skills.

Principal Chrissy Gamble meets weekly with student leadership groups.

An outback

ADVENTURE

Caulfield Grammar School’s Year 9 Kakadu Program embraces the stories, culture and communities of the Northern Territory.

The award-winning program provides Caulfield Grammar School Year 9 students the opportunity to experience residential living and learning at Jabiru on the edge of Kakadu National Park. This world-class learning experience involves students living on-country with Traditional Owners. In the remote wilderness, with guidance from elders and teachers and other educational tools, Year 9 students learn to expand their views of themselves

and their country in a profound, self-reflective way.

The Year 9 Kakadu Program embodies the essence of curriculum innovation. Along with a profound effect on each student’s sense of self and their engagement with Indigenous and remote Australia, the school is confident of the positive impact of this program, both within its community and beyond.

Caulfield Grammar’s Director of Student

Experience, Mr Mike Gregory, says the 24-day experience is profound.

“Creating ‘an echo for life’ is at heart of our intended impact for students from this learning experience. There is more in each one of us and the world than we know, and through the learning, reflection, and inspiration focusses students to learn so much about themselves and others,” Mr Gregory says.

“It is really quite humbling to see the personal growth journey of each student during the program and beyond. It ignites and unlocks profound understanding of self, of others, and of our land and

“Cultural immersion programs allow students opportunities for personal leadership and to see the results of their own actions,” he says. “By taking the students out of their routines they learn about themselves and discover how strong, resilient and capable they can become.”

Cultural immersion programs allow students opportunities for personal leadership and to see the results of their own actions.

The 24-day adventure begins in Jabiru on the edge of Kakadu National Park.

The program offers the opportunity for students to learn more about their own country.

The adventure begins in Jabiru on the edge of Kakadu National Park, where students experience a range of cultural activities and insights from current and emerging Indigenous leaders.

Time is then spent on a cattle station near Katherine, where they see stock work, learn basic vehicle mechanics, gain animal husbandry insights and pastoral management and explore the rugged gorges of Nitmiluk National Park.

The last part of the program is based on campus at Charles Darwin University. As the capital of the Territory and with proximity to Asia, Darwin gives students a wide range of experiences related to global issues with local connections. This model allows smaller groups of students to step up and take ownership of their learning and logistics while the teachers step back.

“This program offers the opportunity for students to learn more about their own country, and an insight into rural life that is not often experienced by people

from more urban backgrounds,” Mr Gregory says.

While the program is unashamedly designed to be a provocation, it is also a personal inquiry. The aim is that each student, through active participation, will open their mind to learning, reflection and inspiration about themselves and others that will continue long after they return home, perhaps even for a lifetime.

“When students return to school, they’re very aware of the experience they’ve had and the personal growth that has happened. They take that forward through the rest of their years at Caulfield Grammar,” he says.

What students say about the program “Community was an important factor that helped me grow and alter my identity for the better,” a Year 9 student said. “We frequently interacted with the Jabiru Area School and I’m grateful we got to bond and help the students in JAS. It helped me gain a new perspective that everyone’s life is different.”

“Two life-changing things I found (were) the importance of relationships and friendships, and discipline,” another Year 9 student said. “The trip was the longest time I’d been away from home and the things that helped me through were my connections to the staff and my peers, and my determination to get through. Staff and friends supported and encouraged me, which I’ll remember when going through any challenge.”

Caulfield Grammar’s students learn here by doing. Successes. Failures. Wonders. All in our extraordinary Australian backyard.

CAREY’S JOURNEY TO NET ZERO: a commitment to sustainability

Carey is embarking on an exciting journey towards achieving Net Zero emissions. Following a thorough review of the 2022 Sustainability Baseline Report in February 2024, the Carey Board wholeheartedly endorsed the plan, reflecting a commitment to driving positive change and reducing its carbon footprint.

In collaboration with CERES Consulting, Carey developed the comprehensive Sustainability Baseline Report, which serves as a cornerstone for summarising environmental data and laying the groundwork for future improvements. The Baseline Report outlines key initiatives, including the development of a detailed Sustainability Plan aimed at achieving Net Zero emissions. This plan will outline specific actions to reduce emissions

encompass sustainable operations, educational programs and community engagement, ensuring that sustainability is deeply ingrained in all aspects of Carey’s operations and culture.

The Sustainability Plan will serve as a roadmap for actions over the next three years, supported by quarterly monitoring and reporting starting from 2025. This robust monitoring process will ensure that Carey’s carbon emissions are regularly and

underscores our dedication to sustainability and environmental stewardship. By setting ambitious goals and implementing comprehensive plans, Carey is paving the way for a more sustainable future.

Sustainability wins over the past 12 months There was a significant effort last year to raise awareness of sustainability issues, and all across the school we are seeing evidence of our

Carey Baptist Grammar School joined the ResourceSmart Schools Program in 2023.

Carey’s Sustainability Baseline Report lays the groundwork for future improvements.

in place of disposable cups for their canteen coffee purchases, bring their own lunches in reusable containers and purchase school uniforms and other items from the Swap Shop rather than purchasing new items. We applaud their magnificent efforts and look forward to progress across all areas of our sustainability programs in the future.

Camp Toonallook goes renewable

The installation of our new solar panels at our Outdoor Education campus in the Gippsland Lakes, Camp Toonallook, represents a major investment by the school, generously aided by our community, to offset all electricity usage at the site. The 62 PV solar panels with 25kW capacity installed on the roofline of the Toonallook boatshed and kayak storage shed will yield more electricity than we currently consume at the site each year. The batteries installed to store the excess power produced by the panels will also ensure that we have all the energy we need during periods when electricity generation by the solar panels is reduced by conditions of low sunlight.

A waste management overhaul

We have also rolled out a new waste management system. We have seen the deployment of food and garden organic waste bins in a number of areas across the Junior, Middle and Senior School campuses at Kew, and over the school holidays, we saw the construction of a central collection and storage site on campus. There are similar plans to update the waste management system at our Junior School Donvale campus in 2024.

We are also pursuing a host of student-led initiatives to manage other aspects of our waste production, particularly landfill generated by unsaleable items at the Carey Swap Shop. The

student Environment Group has made a major contribution to community education in this area through the deployment of signage, student presentations in assemblies and feedback to the School Leadership Team on the progress of the program.

Our Keep Carey Beautiful Brigade in Middle School is also doing a magnificent job of gathering up all the waste that finds its way into the grounds around the Middle School campus. Our ultimate goal, of course, is to minimise the production of all waste at the school and plans are underway to achieve this, including through the minimisation of our food packaging, paper consumption and the consumption of all forms of single-use items employed in running our teaching and learning programs.

Increasing biodiversity and access to fresh food

In addition to our already thriving Kitchen Garden program at both campuses, in 2024 we have planted and begun tending to a new orchard at our Kew campus. Planting more trees and cultivating our abundant land helps to increase the biodiversity on site by attracting beneficial insects like bees and contributing to the natural ecosystem created by increased plant life. This orchard will soon also be home to chickens, who will be cared for by our Junior School Kew students, contributing to their sense of responsibility for the land and the life on it.

Accountable sustainability

In 2023, Carey officially signed with the ResourceSmart Schools Program. ResourceSmart Schools is an award-winning Victorian Government initiative designed to help schools reduce resource use, make cost savings, integrate sustainability into the curriculum and share their learnings about

the importance of sustainability beyond the school gate. The program also provides expert advice and tools to support schools on their journey to embed sustainability across all aspects of their operations and monitor their progress. In November 2023, students from our Environment Group and the Year 8 Changemakers class participated in a program to benchmark our current production of waste with an audit of the contents of our bins.

A culture of sustainability

Carey recognises that achieving Net Zero is not merely a goal but a continuous process that requires collective effort and collaboration from everyone involved. By fostering a sense of shared responsibility and inclusivity, Carey aims to create a culture of sustainability that permeates every aspect of our operations and interactions. This journey is not just about reducing carbon emissions; it is about instilling a mindset of environmental stewardship and respect for our planet’s finite resources.

We believe that through collaborative efforts and innovative solutions, we can make meaningful strides towards creating a more sustainable world for future generations. By embracing sustainability as a core value, Carey seeks to inspire others to do the same, creating a ripple effect that extends far beyond our own community. It is through this collective commitment and action that we believe we can achieve our sustainability goals and pave the way for a brighter, more sustainable future.

Carey students learn about biodiversity and feel a sense of responsibility for the environment.

Junior School students learn about food production and sustainability through the Kitchen Garden program.

Integrating learning and wellbeing

Methodist Ladies’ College (MLC) has introduced a new Curriculum for Learning and Wellbeing in 2024 for its secondary students. MLC Principal Ms Julia Shea says a curriculum is constantly evolving in response to the latest research, knowledge and changes in society.

Already known for one of the widest range of subjects and co-curricular offerings of any girls’ school in the state, this reimagined approach was designed to ensure it remains at the forefront of exceptional education practices.

“MLC has made incremental changes to the curriculum over many years,” Ms Shea says. “However, as we came out of the pandemic, we had the opportunity to consider more holistic evolutionary adaptations to the curriculum for our Year 7-12 girls.

“We reflected on the lessons learnt from remote online learning, we delved into contemporary research on the most effective curriculum designs and sought feedback from the people whom the curriculum impacts most – our students, families and teachers.”

Naming it a ‘Curriculum for Learning and Wellbeing’ highlights how a curriculum isn’t just about subjects.

“We have deliberately named it this due to the

true integration of both aspects into each student’s day, rather than treating them separately or in isolation.

“Student wellbeing has always been a fundamental focus of the MLC experience, but we wanted to expand on this even further and deliver meaningful wellbeing initiatives that are personalised for every student.”

These initiatives include a dedicated mentor for every Year 7 to Year 12 student, directly responsible for supporting their students to achieve their personal learning and wellbeing goals. Mentors meet with their students one-on-one every fortnight, alongside regular small group sessions.

“Developing and strengthening relationships is a core part of our wellbeing approach, and our mentor teachers are central to this,” Ms Shea says. “So every student can develop an ongoing relationship with their mentor for a truly personalised experience, each mentor is responsible for only twelve students, which is less than half of a traditional class teacher.

“Research shows that when students have higher levels of wellbeing, they are more likely to have higher academic achievement and better mental health. As a girls’ school, our wellbeing approach has been designed with girls in mind, to ensure our

students know they have that support system so they develop their confidence, unlock their talents, and challenge themselves.”

Alongside strong relationships, other key pillars of the new Curriculum for Learning and Wellbeing are structure of the day, continuing to offer unmatched breadth and clear learning pathways. An enhanced shape of the day through timetable structure and period allocations fosters balanced and broad learning and wellbeing outcomes, with frequent subject delivery reinforcing what was learnt during the week, and more frequent teacher contact.

Clear pathways from Year 7-12 is through the careful sequencing of skills and knowledge that ensures that learning constantly builds on what was taught earlier and feeds into what is taught later, rather than seeing individual units as disconnected.

“Our students will feel, as they progress through their secondary years, that they have a clear sense of purpose,” Ms Shea says.

“Through building these strong relationships, they will feel supported in their decision-making and goal-setting, so by the time they reach their final years of either VCE or IB, they feel confident in their learning, their strengths and their passions, which will equip them well beyond the school gates and they know they can achieve anything.”

There’s nothing like exploring everything that interests you. There’s nowhere like MLC.

At MLC we create an unrivalled experience for girls. With the widest range of subjects and co-curricular activities of any Victorian girls’ school, we know that discovering where your talents lie makes the road to success that more enjoyable.

We couple this with incredible teaching talent to nurture our students’ wellbeing and inspire a love of learning, and well-resourced learning support and enhancement.

Which means there’s nowhere like MLC to help students find what they love and become their best. mlc.vic.edu.au

A masterclass with Chicago cast member

Students at the Academy of Mary Immaculate performing in the school’s production of Chicago this year had the privilege of participating in a musical masterclass led by Mr Stephen Valeri, a principal cast member in the acclaimed musical.

The masterclass, held in Term 1, was a unique occasion for the students to refine their musical talents under the guidance of a professional performer in one of Broadway’s most celebrated productions.

Mr Valeri shared invaluable insights into character development, stage presence, and vocal techniques

from his firsthand experience in a professional production currently touring in Australia.

“We are immensely grateful to Stephen Valeri for sharing his time and expertise with our students,” Performing Arts Learning Leader, Olivia Hamilton said.

“Stephen’s professional expertise and passion for the craft inspired our students, leaving a lasting impact on their performance skills. This hands-on experience not only enhances their understanding of the theatrical process but also instils a sense of confidence and professionalism that extends beyond the stage into various aspects of their lives.

“We feel incredibly lucky for the opportunity to learn from such a seasoned specialist. It was a workshop that truly brought the razzle dazzle of Chicago to life for all involved.”

Mr Valeri said it was a pleasure to work with the talented students of the Academy.

“I was so impressed not only with their performance skills, but their willingness to delve deeper into the text of this iconic piece. They were responsive, passionate and handled themselves professionally during the workshop,” he said.

“School musicals are an incredible training

ground for young performers to develop their skills, not only on the stage, but in life. They foster an appreciation for the creative process and the arts in general. I’m so looking forward to seeing their fully realised production.”

The Academy of Mary Immaculate is the oldest girls’ school in Victoria, located in Fitzroy. The Academy is an authentic and inclusive premier learning community, dedicated to nurturing the academic, artistic and personal development of students, where students are empowered to achieve their full potential across various disciplines.

Achievement Wellbeing Leadership

it’s closer than you think

ACADEMY

THE CITY SCHOOL FOR GIRLS

Chicago cast member Mr Stephen Valeri.

The musical masterclass helped young performers develop their skills.

Choosing the RIGHT SCHOOL

Independent schools’ autonomy gives them freedom to adopt new educational approaches that meet the evolving needs of their students, staff and community, writes Acting Chief Executive of Independent Schools Victoria Meg Hansen.

Finding the right school for your child can be daunting. The range of options can seem overwhelming, especially in the independent school sector. But while the sheer variety of choices might be intimidating at first, diversity is one of the strengths of the sector.

There are more than 220 independent schools in Victoria. Some are large and some small. Some are single-sex and some co-ed. Many provide boarding services.

Several enjoy deep traditions, having delivered school education for over 150 years; six opened their doors to students for the first time this year.

Some of the schools are dedicated to students

with special needs. Others specialise in supporting young people who might fall through the cracks in a more traditional school environment.

All of them have their own educational, religious and philosophical approaches, and there is a wide range of fees. Together, they educate more than 165,000 children in metropolitan and regional centres across the state.

The differences between individual schools within the independent sector are as striking as differences between schools across the broader school sectors. You could not pick any of them and call it a ‘typical’ independent school, except to say that, like the others, it is unique.

What makes an independent school different? There are three school sectors in Australia.

Government schools, also known as ‘public’ schools, are funded entirely by the state and federal governments. Non-government schools –independent schools and Catholic schools – get some funding from the government but are also supported by parents through school fees.

While independent and Catholic schools often get lumped together as ‘private’ schools, there is

Images: Independent Schools

Acting Chief Executive Meg Hansen

There are more than 220 Independent schools in Victoria.

ISV provides a database with information about its member schools that can help parents narrow their search.

autonomous. Their leaders have their own distinct philosophy about the best ways to run a school and what is best for children, and they are free to make bold choices about how they frame and deliver the curriculum.

Parents seeking an alternative to a ‘cookie cutter’ education will find one in the independent sector.

Another reason independent schools value their autonomy is the freedom it gives them to quickly adopt new educational approaches that meet the evolving needs of their students, staff and community.

A recent Independent Schools Australia report, Improving Outcomes for All: Leading Reform Through Innovation, shows that independent schools are leaders when it comes to implementing new education approaches. They are quick to respond to new challenges and ready to adopt new educational practices. They are at the cutting edge when it comes to exploring new technologies in the classroom, such as generative AI.

Independent schools also understand the importance of ongoing professional learning, to ensure their teachers are aware of the latest evidence-based practices and are up-to-date with the latest research on pastoral support.

Which school is right for my child?

School choice is not just a matter of finding a school with the best academic results and facilities. Research by Independent Schools Victoria (ISV) suggests these aren’t necessarily the priorities for families.

Parents responding to ISV’s surveys told us that

What is the school’s education philosophy? Does it have a good reputation? What is the ‘atmosphere’ like at the school? These were all important questions for parents.

Your child will have ideas of their own about what is most important in a school. What subjects does the school deliver? Is there interschool sport? Does it have clubs or extra-curricular programs where they can have fun and find friends?

Engaging them in the process is important, if only to increase their sense of ownership over the decision. I suspect a child who has been involved when choosing a school will feel happier there than a child who has had the choice made for them.

Learning more about a school

The My School website has basic statistical information about all schools which can be a helpful starting point for parents. ISV also provides a database with information about its member schools that can help you narrow your search.

Individual school websites are a great way of learning more about what each school offers, including their educational programs, after school offerings and other activities. School social media profiles generally highlight their events and celebrate the achievements of their students, giving you a sense of what matters at a school.

If you like what you see online, the next step is to take part in an open day or arrange a tour of the school. Staff and students will often be on hand to answer questions you or your child might have.

It’s a great way to get a deeper insight on what day-to-day life is like at the school, and what the atmosphere in classrooms is like. Ask yourself: Are the students engaged in the learning? Were the teachers welcoming? Was your child excited about going there?

Principals are always busy, but it’s worth finding a time to meet with them if you can. They are well placed to articulate what sets their school apart and answer your questions about your child’s learning journey.

Talking with friends and family members with children at different schools will give you further insights into a school and its community. While you may get differing opinions, a personal recommendation or viewpoint can go a long way in helping you choose a school.

Fees vary widely between schools and parents should balance them against their children’s needs and their family circumstances. Ask your shortlisted schools for their fee schedules and any additional charges and payment terms. Some schools offer scholarships that might account for part of the fees.

A final thought: parents looking for a school should think less about choosing the ‘best school’ and more about finding the school that is the best fit for you and your child, so that you can embrace being part of that school community together.

There is likely to be a school that is right for your child, and once you have explored these options, the choice will be clear.

For more information, visit: My School: www.myschool.edu.au ISV’s schools page: www.is.vic.edu.au/searchschools ISA report: www.isa.edu.au/documents/improving-outcomes-for-all-leading-reform-through-innovation-2/

A recent report shows Independent schools are leaders when it comes to implementing new education approaches.

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: Melbourne Eastern Suburbs

Featured

Yarra

Kingswood

Caulfield

Carey

Academy

Methodist

Ringwood, Victoria

Established in the heart of Melbourne’s east in 1966 and set on a spacious 30-hectare campus, Yarra Valley Grammar overlooks the Yarra Valley and picturesque Dandenong Ranges. The School offers an extensive range of contemporary opportunities and sets high standards of performance, encouraging all students to achieve their personal best from Early Learning to Year 12. The School is a member of the Associated Grammar Schools of Victoria.

At Yarra Valley Grammar, ‘confidence to achieve’ is our approach to encouraging students to realise the many opportunities offered at the School. We aim to instil a love of learning that starts from our students’ very earliest years at school. We are proud of our reputation as an inclusive, caring place to learn and grow, and of our ability to bring out the best in our students through an expansive program delivered by exceptional teachers. Great teachers are able to vary the way they teach to suit the way each student learns. This takes patience, flexibility and the ability to see things from the students’ perspective. The School’s teachers know their material, love their subjects and love to teach. They have a genuine interest in getting to know their students, so they can teach them effectively, encourage them to achieve their best, identify issues or concerns and care for their welfare.

Curriculum

The Early Learning Centre at Yarra Valley Grammar offers Early Childhood programs to children aged 3-5 years. The children are taught by creative teachers who understand that the early years are a highly significant stage in a child’s development. Our strength is building strong relationships with children, nurturing their personal growth and feelings of confidence. We work closely with families, acknowledging the differences that each child’s personality, experiences and abilities contribute to the Centre.

The programs are underpinned by the Victorian Early Years Learning and Developmental Framework and reflect an emergent curriculum where the children’s needs and interests are the first consideration. Each component of learning is delivered through stimulating play experiences drawing on quality resources and professional expertise.

The Junior School curriculum focuses on establishing strong skills in the key areas of literacy and numeracy, and core subjects include English, Mathematics, Integrated Studies (including Science, History and Geography) and Personal Development. This is complemented by a specialist program, including Art and Craft, French language, Music, Physical Education, Religious Education and Library sessions. These are augmented by context-based inquiry learning days, incursions and excursions, community partnerships, academic and design innovation learning opportunities, and community service activities. Learning about the environment and the importance of sustainability and social innovation is achieved through a STEAM based approach, with a focus on fostering a curious and creative approach.

Learning and teaching in Middle School incorporates a dynamic mix of experiential learning combined with teacher-guided instruction. Our curriculum is inspiring and exciting, and is differentiated to meet the needs and interests of our students. We love to immerse our students in experiences that enhance their classroom learning and make school enjoyable and fun.

An ESTEAM (Entrepreneurship Science Technology Engineering Arts Mathematics) program is included in the Year 8 curriculum. This program offers learning challenges across each of the curriculum areas providing opportunities for problem solving, creativity and endeavour. Key areas of focus will be coding and robotics, product design, food, business, digital technologies and importantly, the celebration of outcomes.

The LINK@9 (Learning and Innovation for New Knowledge) program

Images:

Yarra Valley Grammar

builds upon the Year 8 ESTEAM experience. It builds on the many strengths of past LINK programs to delve into the world of entrepreneurship and enterprise. Students will have opportunities to learn about commercial and social enterprises and develop their own product or service. With the help of entrepreneurial coaches, our students will be challenged to design, research and market their product or service to the Yarra community.

In the Senior School our aim is to provide an education with a particular focus on academic excellence. Our programs, VCE subject offerings, teaching and learning practice, standards and expectations are all geared towards our students achieving a personal best in their academic results that will allow them to proceed into their chosen tertiary course or career. Yarra students have a long tradition of exceptional VCE results where each year the School performs in the top 10 per cent in the State.

Student Wellbeing

A student wellbeing program in conjunction with The Resilience Project operates across the School. This program focuses on empathy, mindfulness, gratitude and emotional literacy to encourage healthy mental wellbeing and is incorporated into the curriculum. We at Yarra know that students will only perform well academically and realise their goals if they are taught in an affirming, supportive and positive school community. This is an important part of who we are as a school.

Facilities

The school campus is set on 30 hectares of playing fields and our own native forest. The school environment is a great asset to our students who enjoy plenty of open spaces to relax and play. In addition to the playing fields, the School is well equipped with an indoor swimming centre and sports complex.

The secondary school is configured much like a small university campus with each faculty or department being housed in their own building. Our Science and Mathematics Facility, Fine Arts, Humanities, Languages, Resource Centre and Food Technology Department all offer students state-of-the-art facilities to learn. There are also superior facilities for Music, Drama and Dance within the George Wood Performing Arts Centre and Music School. The School’s internationally acclaimed Hearing Unit also has a high-tech learning facility onsite which

integrates within the classrooms across the School.

To secure a place at Yarra Valley Grammar, we strongly advise families to begin the process as early as possible. This involves contacting our Admissions team, visiting the School for a tour and asking lots of questions to ensure that we are the right place for their child.

About Yarra Valley Grammar

A: Kalinda Road, Ringwood VIC 3124

T: +61 3 9262 7700

E: admissions@yvg.vic.edu.au

W: www.yvg.vic.edu.au

Founded in 1890, Kingswood College celebrates 135 years of education in 2025. As an independent Kindergarten to Year 12 co-educational school of the Uniting Church, we provide a nurturing environment that supports students from Early Learning through to Senior School.

Our comprehensive academic and co-curricular program aims to stimulate and develop a love of learning in every student. Spread across 20 acres in Melbourne’s east, our campus boasts a blend of heritage-listed buildings and leading-edge facilities, providing students with inspirational spaces that encourage and facilitate their learning. From a purpose-built Science Centre to our beautiful Imaginarium Early Learning Centre, our state-of-the-art classrooms across the College complement our extensive sporting grounds, including a soccer pitch, two ovals, gymnasium and multi-purpose sports court. Kingswood College offers fit-for-purpose facilities and quality resources for students and staff alike.

Our Principal Principal Chrissy Gamble, inducted in 2023, leads with a vision to provide genuine care, know each young person individually, and value partnership with families. Under Chrissy’s leadership, Kingswood College embodies a spirit of respect, kindness, perseverance, courage, and excellence, fostering an environment where students are challenged and supported every day.

Ms Gamble is ambitious about academic outcomes and the character development of each young person and believes that a great strength of the school is our teachers who make sure that every student is challenged and known.

Learning As We Live

As a school, we are constantly seeking ways to provide the best possible learning environment for our students. We passionately believe that coeducation is the best learning environment for all young people, to live and grow together. Coeducation offers a wealth of benefits that enrich the educational experience and prepare students for success in a diverse world. As we describe it at Kingswood College, coeducation is all about learning as we live.

By learning with all their peers, students are exposed to a wider range of perspectives, ideas, and approaches to problem-solving, fostering a more dynamic and inclusive learning environment. Coeducation nurtures essential life skills such as effective communication, collaboration, and empathy, which are critical for success in today’s interconnected world. By interacting with young people from diverse backgrounds and experiences, students develop a deeper understanding and appreciation of gender equality and mutual respect.

At Kingswood College, we wholeheartedly embrace the principles of coeducation and strive to create a nurturing and inclusive environment where all students can thrive. By harnessing the power of coeducation, we empower our students to become confident, compassionate, and resilient individuals who are well-equipped to navigate the complexities of the modern world.

The Early Years

Also known as the Imaginarium, our Early Learning Centre is an engaging, nurturing and inspiring environment where our youngest students are supported to learn what it means to be part of a community. Children learn through inquiry, exploration, play, questioning and reflection. We value students’ unique individuality and strengths and adapt our program to ensure that every child has the opportunity to be challenged and supported in their learning. We know and value the fundamental importance of the early years and work collaboratively with the Junior School staff to ensure students experience a smooth transition from the ELC to Prep. Our ELC staff are committed to ensuring every student feels authentically known, cared for and understood.

Our Junior School

Junior School is a place where every student is given an opportunity to achieve optimal growth in their learning and well-being. The teaching and learning programs are informed by evidence, and teachers value knowing exactly where students are in their learning and what they will do to support them in achieving their personal best.

Led by Head of Junior School Amy Lovell, our Junior School staff understand the importance of explicit teaching; both the explicit teaching of Literacy and Numeracy and the explicit teaching of our core values of Respect, Courage, Kindness, Perseverance, and Excellence. Students are provided with a clear, consistent, and rigorous learning journey across Prep to Year 6, giving them the knowledge, skills, and attributes they need to thrive now and in the future.

The Middle Years

Middle School is comprised of Years 7 to 9. The Middle School Program aims to build a strong foundation so that students are well-prepared to meet the demands of the VCE and beyond. Guided by Head of Middle School Lisa Sacristani, our teachers understand the specific needs of young adolescents who are developing physically, intellectually, and emotionally.

Year 7 marks a significant transition for all, where we focus on fostering social interactions and friendships alongside fostering academic growth. From Years 7 to 9, our curriculum in Middle School is designed to develop a broad understanding across various disciplines, nurturing intellectual curiosity and essential life skills. Collaboration is a cornerstone of the educational approach, empowering students to face challenges head-on, learn from setbacks and grow wiser as a result.

Our Senior School

We welcomed Head of Senior School, Rob Fuller, at the start of 2024 whose passion and experience in curriculum development, assessment, pastoral care and reporting, aligns perfectly with our vision to prepare students for achieving their personal best in life post-school.

Years 10 to 12 is where students specialise their studies, as they pursue their preferred subjects and work hard to get where they wish to be. We expect every student to develop self-regulation, perseverance, and diligence to strive for their personal best. While study is important, student wellbeing is also a focus. As students enter the final phase of their learning journey, we will support them in navigating the challenges and triumphs of VCE and beyond.

Learning Beyond the Classroom

Kingswood College students are encouraged to become well-rounded individuals by balancing their learning with co-curricular activities. From building a Human Powered Vehicle to engaging in our InterACT Club, there is something to suit every interest and passion.

Activities can range from individual and team-based sports to other physically and mentally challenging pursuits. Through House activities, sport, clubs, the arts, community-based learning, and cultural experiences, co-curricular activities allow students to explore their individual passions in a community setting.

Images: Kingswood College

Wellness

The Daily Physical Activity (DPA) component of our daily structure in the Middle and Senior School further engages our students in the world of sport, wellbeing, and community engagement. This dedicated time provides our teachers with the flexibility throughout the year to consistently provide innovative programs that enrich our students’ experiences at Kingswood College. Unique to our school, we are proud of how DPA has transformed both the emotional and physical wellbeing of our students.

‘Just Right’ Learning

An independent school educator all her life, our Principal has always been interested in the benefits that come from being intellectually challenged in a learning environment. Chrissy’s Master of Education thesis explored the role accelerated learning can play in the progress of gifted and talented students.

Our Gifted and Talented Programs, including our SEEK Program, support students who demonstrate exceptional abilities, providing them with enriching challenges tailored to their individual learning profiles. Our Individual Differences team collaborates with students, staff, and families to provide strength-based programs, strategies, and support so that every student can experience success at school.

At Kingswood College, we recognise the importance of nurturing talent and fostering a culture of continuous growth and development in all our students. Moreover, we are dedicated to ensuring that learning is tailored to suit the needs of every individual learner in our care, striving to make it ‘just right’ for each student.

Careers

Our Careers Program plays a vital role in guiding students through their educational journey and beyond. Led by our dedicated Careers Counsellor, the program provides career and pathway guidance, information, and support to help students make successful transitions from school to further education, training, or employment.

Backed with frequent guest speakers, visits from and to a wide range of educational institutions, students receive assistance in exploring subject, course, and career options that match their skills and interests, ensuring they are well-prepared for their chosen pathways.

Cutting Edge Education

In 2021, Kingswood College introduced an activewear wardrobe for all students in ELC through to Year 9 to wear every day. Central to our commitment to wellbeing, replacing the traditional school uniform with a comfortable wardrobe with a range of options provides students with an environment where they can thrive and be their best selves.

Our innovative activewear wardrobe allows students to be more physically active at any time of the day and creates the opportunity to choose what they’re most comfortable wearing. Once our students reach the Senior School, they are encouraged to express themselves individually through the long-standing Kingswood College tradition of casual clothes.

Our Staff

We are exceptionally proud of the strengths and gifts our staff bring each day to our community. It is heartening that several of our staff are alumni of the College and actively inspire the next generation of past students. Every single member of staff has a story and passion they share with our students and their fellow colleagues; it is truly a special place to be, and our teachers make a difference every day.

Our Community

Our community of alumni, parents and friends are equally inspiring and passionate. Our Parents and Friends Association (PFA) is active in supporting the mission of Kingswood College through several fundraising and social events throughout the year. Our diverse alumni are role models to our entire community, and it is a privilege to share their journeys.

A Place to Belong

In the vibrant tapestry of Kingswood College, inclusivity isn’t just a value; it’s a way of life. Here, every student finds their place, cherished and supported by a community that celebrates diversity and nurtures individuality. Our dedicated staff are not just educators; they are mentors, advocates, and champions of each student’s journey. At Kingswood College, we believe that when every voice is heard and every person is valued, true belonging is found.

At Caulfield Grammar School, we nurture learners to become capable, curious and emotionally aware so they can create whatever path in life they choose.

To empower your child to achieve this, we offer extensive broad and balanced experiences that develop global perspectives. Your child will come to know who they are, what they value and why they are valued in our supportive and dynamic learning environments.

This provides more than an education. It equips them with the emotional and academic capabilities they need to be themselves, navigate life’s challenges and live with purpose and passion.

Explore our learning experiences and campuses by scanning the QR code or visiting caulfieldgs.vic.edu.au

caulfieldgs.vic.edu.au

Caulfield Grammar proudly o ers a thriving learning environment that nourishes students to know who they are, what they value and why they are valued. These competencies are nurtured in the way we teach, the breadth of co-curricular o erings, and our commitment to every learner’s wellbeing.

O ering Early Learning to Year 12, your child is o ered continuity of learning throughout the entire school journey. State-of-the-art technology, blended with modern learning practices and outstanding facilities, ensures that students can follow their passions. Our community focused campuses provide active Parents & Friends Associations and a welcoming, nurturing atmosphere for students and their families. Our house system also allows students to connect and feel a sense of belonging.

Our metropolitan campuses

Set on a hillside with views to the Dandenong Ranges, Wheelers Hill Campus o ers girls and boys from Early Learning to Year 12 access to extensive programs, opportunities and facilities across 50 lush acres of campus.

The beautiful, historic and National Trust listed Valentines Mansion is the heart of our ELC to Year 6 Malvern Campus. Before progressing to Caulfield Campus for Years 7 - 12, students at Malvern Campus thrive in a warm and nurturing environment.

Close to Melbourne’s urban heart and co-educational since 1993, Caulfield Campus is a day school for students from Years 7 to 12 and o ers boarding from Year 9. Having boarders, both girls and boys on campus gives Caulfield Campus a unique community spirit.

A curriculum that prepares a mind for life

Our purpose is to enable quality learning every day, in every experience, for every learner – for life. We are an authorised school to deliver The International Baccalaureate – (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP). Our educators take a personalised approach to learning, constantly seeking out examples of international best practice and innovation to anticipate and plan for emerging skills and careers.

We o er VCE subjects from year 10

In the ELC and junior years, learning experiences and spaces are designed to cultivate creativity, curiosity, connection and compassion. Our broad Years 7 and 8 core-curriculum ensures a strong foundation for success in senior years, with Learning Mentors monitoring academic and pastoral progress. Year 9 students engage in Community Projects that provide holistic, real-world learning experiences. VCE subjects are o ered from Year 10, with an emphasis on helping learners focus on preparation for entry into a tertiary course or career of their choice.

Cultural immersion and education outdoors

Students learn by doing through authentic real-world connection and collaboration, immersing in diverse cultures to develop the skills to navigate our rapidly changing world, whether internationally or domestically. Immersive learning experiences exist within our sport, music, language, Arts and STEM programs.

Our unique Yarra Junction Campus is where students are challenged in an inspiring natural learning environment. Here they develop practical, leadership, and life skills - considering the e ects of their actions and lifestyles on the world around them.

Extensive co-curricular opportunities

Students choose from an extensive range of programs supported by highlycredentialled specialists and outstanding facilities. Sport is a key element in the fabric of life at Caulfield Grammar School. And for students interested in The Arts, we o er endless opportunities for creative expression and growth in Music, Theatre, Visual Arts, and Dance.

Wellbeing at our core

Caulfield Grammar School’s pastoral care program is designed to meet the physical, mental, emotional, social and spiritual needs of students. It is a key element of our student-centred approach to education.

Our students developed their own set of behaviours for our School values, which are pursuing excellence, inspiring creativity, thriving together, embracing diversity and living wholeheartedly.

About Caulfield Grammar School

Wheelers Hill Campus: 74 – 82 Jells Road, Wheelers Hill VIC 3150

T: +61 3 8562 5222

E: admissionswh@caulfieldgs.vic.edu.au

Malvern Campus: 5 Willoby Avenue, Glen Iris VIC 3146

T: +61 3 9524 6333

E: admissions@caulfieldgs.vic.edu.au

Caulfield Campus: 217 Glen Eira Road, St Kilda East VIC 3183

T: +61 3 9524 6333

E: admissions@caulfieldgs.vic.edu.au W: caulfieldgs.vic.edu.au

Images: Caulfield Grammar School

In our complex and ever-changing world, it’s clear that today’s young people will be faced with a unique set of challenges in the future. To meet these challenges, fulfil their ambitions and contribute to the wider world, students need to be equipped with capabilities that will enable them to thrive in a changing environment. At Carey Baptist Grammar School, we believe in adopting a broader expression of success and allowing students to leverage their strengths and follow their passions, whether they be academics, creators, innovators or athletes.

Founded in 1923, Carey is a leading co-educational independent school o ering three-year-old Early Learning to Year 12. Carey is known for being innovative, progressive and leading the way in best practice teaching and learning, supporting strong academic results and personal development for each student. Carey works in partnership with families to develop wise, independent, motivated young people who are inspired and equipped to create positive change.

Co-education builds confidence, respect and social skills

We strongly believe that co-education is a vital part of helping our students to develop who they are from an early age and are proud that our school maintains an even gender balance. By encouraging children to work e ectively and respectfully with a diverse group of people, they are exposed to a wide range of perspectives and experiences. Co-education supports our programs, enhances the school experience for students and helps to develop empathetic, openminded and independent young people who are ready to face the world.

World-class educators

Recruiting and developing the best educators and professional sta is one of our greatest priorities. Our philosophy of student-centred learning requires students to be active, responsible participants in their own learning, with the teacher working as a mentor, facilitator and guide. Our educators are experts in their fields, and are committed, passionate and inspiring leaders and mentors for our students. Students are o ered the support they need to succeed, and they achieve incredible results.

Student wellbeing is prioritised

The wellbeing of every student is at the heart of everything we do at Carey and our fully integrated wellbeing program underpins all our activities, from the very beginning of each student’s schooling. Through nurturing student wellbeing and supporting their individual interests, we foster an environment that supports them in achieving their best while also developing individuals with integrity, resilience and a social conscience.

State-of-the-art facilities

In order to deliver the best possible learning programs, we ensure students have access to inspiring facilities. This includes the award-winning Centre for Creativity and Collaboration, a modern and inspiring building for our Middle School students, and the university-inspired Centre for Learning and Innovation for our Senior School. Carey provides learning spaces where students can feel connected to global issues and explore creative and academic endeavours with the ease and support that comes from having access to advanced resources and expert, passionate educators.

A connected community

Over many years, Carey students have benefitted from the support that comes with being part of a large and engaged community. The ongoing and important contribution of our community enables the development and success of the young people in our care and is testament to our belief in a shared responsibility for creating tomorrow’s thinkers, leaders and positive changemakers.

Our students’ futures matter to us

While Carey students are at school, we make sure they have a sense of purpose and viable pathways beyond school. It is important to us that our students leave Carey as well-rounded, respectful and hopeful young people who will create positive change in the world.

In order for our students to be able to pursue their passions and fulfil their potential, we believe it is our responsibility to work towards a more sustainable future. Environmental sustainability is important to us, and we are on a mission to achieve net zero emissions through several initiatives, including installing solar panels, enhancing biodiversity and engaging with expert organisations.

Come and find out more

Carey students are curious, aspirational and engaged global citizens. We build on their individual qualities to develop young people who flourish and can lead and serve with courage, compassion and intelligence.

We warmly invite you to visit our website and join one of our regular tours or open mornings to learn more about what makes a Carey education di erent.

About Carey

Images:

Education Matters Magazine and educationmattersmag.com.au are informative, valuable resources for decision makers of both primary and secondary schools Australia-wide. We provide a content-rich, comprehensive buyer’s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector. For further information, contact: Kylie Nothrop

Mobile: 0422 046 299 Email: kylie.nothrop@primecreative.com.au

The City School for Girls

Academy of Mary Immaculate has educated young women for 167 years. Our vision and values shape a learning community committed to girls’ education and supports the important role young women will play in the future of Australia and the world.

As the city school for girls, we sit at the crossroads of where education meets the real world. We believe students who feel secure in their learning environment will be confident making social connections and in pursuing academic goals.

Our Year 7 transition program creates opportunities for connection and belonging, through peer-led support and an embedded Wellbeing Program, so that students can explore and negotiate di iculties or challenges with a strong sense of identity, social justice, and purpose.

From our location beside the Carlton Gardens, we conduct classes in Melbourne’s premiere learning and cultural centres – including the NGV, Melbourne Museum, ACMI, and nearby world-class universities.

Our Year 9 cross-curricular program, Synergy, requires students to apply knowledge across all subject areas as they investigate an immersive learning project and produce robust research papers, which they present to the school community.

We match curriculum with extension and support programs and cocurricular subjects – including the Arts, sports, social justice, and leadership initiatives.

Building on the Academy’s reputation as an established and respected institution, the new Master Plan is our vision to foster a place that is stimulating, harmonious, nurturing and minimises environmental impacts. It increases our relationship with the city as a classroom.

The Master Plan 2023-26 is a proposed development where we will create an education precinct reflecting Melbourne’s laneways, green open spaces

and transformative learning hubs.

Historical context allows engagement with the best of the past while looking towards tomorrow. The aspirations of our Master Plan is the continued transformation of the Academy into a learning community to support the development of young women.

One of the reasons for our longevity has been an ability to understand the educational landscape of the times and meet the needs of the cohorts of students over the decades. Reading the signs of the times, adapting our curriculum, strengthening our pedagogy, have ensured the continued development and renewal of a strong and dynamic College.

Our focus is on the development of the whole person, not just the academic side. We do want students to experience success in many areas but also to feel that they are part of a caring community and ready for the future.

About Academy of Mary Immaculate

A: 88 Nicholson St Fitzroy VIC 3065

T: +61 3 9412 7100

E: enquiry@academy.vic.edu.au

W: www.academy.vic.edu.au

Methodist Ladies’ College is a leading independent girls’ day and boarding school in the heart of Melbourne, with an inclusive and welcoming College culture that nurtures girls’ learning and developmental needs from Prep to Year 12. MLC is renowned for our extensive curriculum and co-curricular choice, innovative approach to learning and wellbeing, inspiring learning environments, and outstanding academic results. With the support and encouragement to explore everything that interests, challenges, and motivates them, our students become independent, resilient, and ambitious learners with a positive mindset who are equipped to thrive as globally-minded citizens throughout every stage of their schooling and in an ever-changing, globalised world.

Unrivalled opportunity

MLC o ers one of the most extensive and engaging curriculums and co-curricular o erings of any Australian non-government school. With over 60 subjects on o er across VCE, VCE VET and IB, diverse learning pathways across both secondary and primary school, and over 30 sports, and 20 music ensembles for all ages and abilities, MLC students are empowered to explore all their interests and talents.

Integrated learning and wellbeing

We prioritise our students’ wellbeing and learning in a holistic and interconnected way that focuses on both from the first to the last day of school. Every student at MLC has a dedicated person responsible for their learning and wellbeing, who acts as a focal point across a larger support network of teachers and specialised support sta .

We design our curriculum to be a coherent, sequenced plan for teaching and learning that is evidenced-based, promotes student wellbeing, focuses on positive student-teacher relationships, ensures connectedness, engages students in their learning and promotes social and emotional skills that support them to reach their full potential. This approach, alongside an unmatched breadth of choice,

ensures students have clear learning pathways to Year 12. Within each subject and co-curricular o ering, our students are supported by contemporary and evidencebased teaching practices delivered by highly experienced, passionate educators. We recognise that all students have di erent abilities and needs. This is why we have also developed one of the most well-resourced learning enrichment and support programs in Melbourne. We assist both gifted students and those who need additional support to progress.

Exceptional facilities

MLC’s Kew campus blends heritage and modern architecture, o ering an inspiring environment for students. Alongside purpose-built learning centres and our historic Boarding House, we provide outstanding shared spaces like the Music School, commercial training restaurant, television and music recording studio, specialist art studios, competition-standard gymnasium, and pool. Additionally, MLC expands learning opportunities through its Outdoor Education sites in regional Victoria: MLC Banksia and MLC Marshmead.

Our commitment to excellence and innovation in education, combined with the breadth of our curriculum, co-curricular activities, integrated wellbeing, and College resources, ensures our students can discover their strengths and interests, nurture their talents, forge their own paths, and achieve their best.

About MLC

E: admissions@mlc.vic.edu.au

W: mlc.vic.edu.au

School Profiles: Melbourne Northern Suburbs

Alphington Grammar School is a small school with big opportunities. Established in 1989, we are a non-denominational, coeducational independent school offering positive, engaging connections between all our members. We strongly believe other, connecting both the Head and the Heart. The strong sense of community

Our campus is home to state-of-the-art learning spaces designed to encourage student exploration. These include our Year 7 Hub, Lyceum Centre, Multipurpose

Education Resource Centre comprises multiple zones designed to deliver targeted learning experiences. The Reading Room has been designed to accommodate class groups; the White Zone’s curved whiteboard walls provides a great space for brainstorming and collaboration. Sensory zones provide quiet reading areas for students while the Primary Zone delivers a space that is visually stimulating and

As an ELC to Year 12 school, we believe that developing Habits of Mind at all students engage in play-based activities based on the Reggio Emilia philosophy, whilst our primary students are developing thinking skills required to form the building blocks of lifelong learning. The Secondary School provides a range of curricular and co-curricular opportunities to ensure success at school and help

extend our students at all stages throughout their learning journey. It is balanced, relevant and differentiated to match the needs, abilities, and aspirations of our students. Our two learning enhancement programs, the ASPIRE Program and

Secondary students to develop their skills and independence beyond the standard

Gateways Alphington Grammar School is committed to developing active and informed global citizens. Our Gateways Program is an opportunity for our Years 9 and 10 students to travel either internationally or interstate, nurturing personal growth, self-directed learning, and deeper problem-solving skills. We believe that crosscultural understanding is integral to developing informed global citizens.

The study of diverse cultures, histories, and languages is integrated into our curriculum across all year levels, and our Gateways Program expands upon these foundations. Gateways aims to develop a strong sense of community and a deep understanding of the contributions our students will make to a globally sustainable future.

dynamic classroom curriculum, whilst also offering students the opportunity to immerse themselves in an array of character-building programs. Our school is home to a wide variety of clubs and societies across Primary and Secondary for students to belong to. In the Primary School, the program offers choice, fun and the opportunity to extend current interests or develop new passions. In the Secondary School, the program encourages a balanced lifestyle and actively

About Alphington Grammar School

A: 18 Old Heidelberg Road, Alphington VIC 3078

Sixty-years strong

Ave Maria College is an inclusive Catholic girls’ secondary school located in Aberfeldie, Melbourne, that fosters academic achievement and selfconfidence. Founded in 1963, the College was established by the Franciscan Missionaries of Mary with the vision to provide high-quality Catholic education to the young women of Essendon.

Sixty years on, our unwavering dedication to women’s education continues as we empower our students by providing the foundation of belonging and instilling curiosity to explore, courage to excel, confidence to thrive, compassion to love, and community to grow.

Our slightly smaller cohort sizes and compact campus mean that we get to know our students, not just in the classroom but through the myriad of co-curricular and leadership activities available to them. Not only do we aim to foster the creative, spiritual, academic, physical, and social abilities and talents of our students but we also champion student voice to ensure every student is provided the opportunity to thrive.

A pathway for every child

We are dedicated to providing innovative and contemporary learning environments that spark curiosity and allow students to thrive in our everchanging world. Working closely with families and students to address specific interests, needs, and capabilities, we have developed bespoke learning programs and diversified our pathway options to ensure every child has a pathway that maximises engagement and will set them up for success upon graduation.

Our Learning and Teaching program at all levels is underpinned by the College Charter for Education. Developed in 2020, the Charter for Education consists of Franciscan beliefs, learner attributes, and wellbeing skills, bound by a learning environment that interconnects each element to maximise the growth of each individual student. Students in Years 7-9 engage in a broad and diverse curriculum including Religious Education, English, Mathematics, Science, Humanities, STEM, Enterprise Skills, Health and Physical Education, Indonesian, Italian, Design and Digital Technologies, Drama, Music, and Visual Arts. From Year 10, students can build upon and specialise in learning areas to set them up for success in their senior years. Senior pathways open to Year 11 and 12 students include: Victorian Certificate of Education (scored, unscored, accelerated), VCE Vocational Major (previously VCAL), VCE VET, VCE School Based Apprenticeship, and our Tertiary Preparation Program o ered in partnership with RMIT University.

Learning beyond the classroom

Learning is never confined to the classroom at Ave Maria College as demonstrated by the wide range of co-curricular opportunities for students across a variety of learning domains. Aiming to foster the creative, spiritual, academic, physical, and social abilities and talents of our students, our programs o er authentic experiences to complement their growth and development. In 2024, the college embarked on its newest partnership with Liverpool Football Club International Academy Australia, becoming the club’s only allgirls high-performance soccer academy in Australia. Not only will students have access to programs and resources to develop their skills as athletes but will also be able to complete micro-credentials in sports management, physical education, and health through the Australian College of Physical Education.

The College also o ers a range of national and international Learning Tours that provide an authentic landscape for the acquisition of knowledge, skills, and understanding. These include but are not limited to tours associated with Language and Culture, STEM, Enterprise Skills, and Student Leadership.

Empowering Future Leaders

At Ave Maria College, students take centre stage as valued change-makers. As educators of young women for over sixty years, we understand that young people are very aware of the issues facing them both at school and in their wider communities. We believe that each and every student holds a unique perspective and, with the right support, the capacity to take a leading role in improving the College experience.

With over one hundred formal and informal leadership positions available to students across a diverse range of portfolios, students are provided with opportunities to serve their community and have an impact on decisions that a ect them. These portfolios include College Captains as well as Year Level, Franciscan (Faith), Academic, Arts, House, and Mentor leaders which are open to all students at all year levels.

Nurturing a faith community

The Franciscan values of truth, love, peace, and compassion lay at the heart of faith life at Ave Maria College. At every year level, students are invited to contemplate the importance of faith in their lives and world through the Religious Education curriculum, liturgical calendar events, student-led ministry, Faith Formation Days, Retreats, and Immersion Programs.

Students are also encouraged to support and champion social justice, living a life inspired by our College patrons, St Clare of Assisi, St Francis of Assisi, Helene de Chappotin, and Mary, Mother of God. This is further supported by our annual College theme which asks students to consider the legacy of these patrons and how they can strengthen their relationship with God.

Want to learn more about how your child could grow and thrive at Ave Maria College? Join us for a College Tour to explore our dynamic learning environment in action. Bookings are essential, please visit our website to register or contact the College Registrar for further information.

About Ave Maria College

Image: Ave Maria College

Victorian Boarding Schools

Featured Schools

Caulfield Grammar School

Our inclusive home away from home

A place where our proud history meets the best of the future, Caulfield Grammar is a boarding school dedicated to providing rural and international students with access to our innovative learning programs since 1881. Caulfield Campus o ers a boarding experience for boys and girls in Years 9 to 12, allowing siblings to board at the same school.

Our boarding house has a country heart and is highly regarded for its thriving learning environment in which students consistently achieve strong academic results. We support students to develop a ‘Mind for life’ and feel empowered, deeply engaged and encouraged to follow whatever path they choose.

Modern accommodation

Room configurations are designed to complement the demands of the learning program – with single-bed to three-bed rooms. All year 12 students are accommodated in single-bed rooms. Girls and boys are accommodated in separate boarding houses and share recreational and dining facilities.

Outstanding facilities

Boarders access facilities including the library, tennis courts, swimming pool, gymnasium, basketball courts and weights room. Located just nine kilometres from Melbourne’s city centre and well serviced by public transport, students enjoy convenient access to Melbourne’s many attractions.

Academic and co-curricular programs

A Caulfield Grammar education brings specialist teachers and coaches, leading with innovation and broad learning experiences that prepare learners to anticipate their future directions with confidence and capability.

Great importance is placed on boarders achieving their individual academic potential and in fostering a strong sense of personal responsibility. Students

choose from an extensive range of learning programs, along with co-curricular activities such as music, theatre, visual arts, dance, sport, community service and leadership programs. Teachers o er after-hours tutoring as well as support with critical tasks such as VCE preparation and strategies. Boarders also take part in scheduled study periods each weekday.

Our welcoming community

Strong family engagement and involvement, including family and boarder orientation programs are nurtured by our dedicated boarding team. Our community spirit is something we are very proud of.

Wellbeing at our core

The connection between emotional health and learning outcomes is a vital component of our boarding approach, not just for students but also for families. The wellbeing of our boarders is proactively supported through a network of care that encompasses a strong partnership between home, school, and community.

About Caulfield Grammar School

T: +61 3 9524 6333

E: admissions@caulfieldgs.vic.edu.au

W: caulfieldgs.vic.edu.au

A: Caulfield Campus: 217 Glen Eira Road, St Kilda East VIC 3183

Victorian Directory Listing

Non-Government Schools

• Academy of Mary Immaculate 33,50

88 Nicholson Street, Fitzroy VIC 3065

T: +61 3 9412 7100

enquiry@academy.vic.edu.au

 www.academy.vic.edu.au

• Aitken College

1010 Mickleham Road, Greenvale VIC 3059

T: +61 3 9333 9100

admin@aitkencollege.edu.au

 www.aitkencollege.edu.au

• Alia College

405 Tooronga Road, Hawthorn East VIC 3123

T: +61 3 9822 9622

info@alia.vic.edu.au

 www.alia.vic.edu.au

• Alphington Grammar School 20,52

18 Old Heidelberg Road, Alphington VIC 3078

T: +61 3 9497 4777

info@ags.vic.edu.au

 www.alphington.vic.edu.au

• Al-Taqwa College

201 Sayers Road, Truganina VIC 3029

T: +61 3 9269 5000

registrar@wicv.net

 www.al-taqwa.vic.edu.au

• Andale School

Charles Street, Kew VIC 3101

T: +61 3 9853 3911

andaleschool@andale.vic.edu.au

 www.andale.vic.edu.au

• Antonine College

71 Grandview Avenue, Pascoe Vale VIC 3044

T: +61 3 9354 1377

principal@antonine.catholic.edu.au

 www.antonine.catholic.edu.au

• Aquinas College

46 Great Ryrie Street, Ringwood VIC 3134

T: +61 3 9259 3000

principal@aquinas.vic.edu.au

 www.aquinas.vic.edu.au

• Assumption College

Sutherland Street, Kilmore VIC 3764

T: +61 3 5782 1422

principal@ackilmore.catholic.edu.au

 www.assumption.vic.edu.au

• Ave Maria College 2,16, 56 14-22 Vida Street, Aberfeldie VIC 3040

T: +61 3 9331 9300

avemaria@avemaria.vic.edu.au

 www.avemaria.vic.edu.au

• Avila College

35 Charles Street, Mount Waverley VIC 3149

T: +61 3 9831 9600

avila@avilacollge.vic.edu.au

 www.avila.vic.edu.au

• Bacchus Marsh Grammar

South Maddingley Road, Bacchus Marsh VIC 3340

T: +61 3 5366 4800

school@bmg.vic.edu.au

 www.bmg.vic.edu.au

• Ballarat & Clarendon College

1425 Sturt Street, Ballarat VIC 3350

T: +61 3 5330 8200

college@bcc.clarendon.vic.edu.au

 www.clarendon.vic.edu.au

• Ballarat Christian College

Cnr Yarrowee and Vickers Sts, Sebastopol VIC 3356

T: +61 3 5337 5900

bcc@balcc.vic.edu.au

 www.balcc.vic.edu.au

• Ballarat Grammar

201 Forest Street, Wendouree VIC 3355

T: +61 3 5338 0700

bgs@bgs.vic.edu.au

 www.bgs.vic.edu.au

• Bayside Christian College

120-128 Robinsons Road, Langwarrin South VIC 3911

T: +61 3 5971 6700

j.rebbeck@baysidecc.vic.edu.au

 www.bcc.vic.edu.au

• Beaconhills College

92 Kangan Drive, Berwick VIC 3806

30-34 Toomuc Valley Road, Pakenham VIC 3810

T: 1300 002 225

enquiries@beaconhills.vic.edu.au

 www.beaconhills.vic.edu.au

• Belgrave Heights Christian School

Wattle Valley Road, Belgrave Heights VIC 3160

T: +61 3 9754 6435

office@bhns.vic.edu.au

 www.bhcs.vic.edu.au

• Berengarra School

43 Harrison Street, Box Hill North VIC 3128

T: +61 3 9898 9167

info@berengarra.com.au

 www.berengarra.vic.edu.au

• Bethel Christian College

241 Hogan Street, Tatura VIC 3616

T: +61 3 5824 3003

bethel@bethel.vic.edu.au

 www.bethel.vic.edu.au

• Berwick Grammar School

80 Tivendale Road, Officer VIC 3809

T: +61 3 9703 8111

info@stmargarets.vic.edu.au

 www.berwickgrammar.vic.edu.au

• Billanook College School

197-199 Cardigan Road, Mooroolbark VIC 3138

T: +61 3 9725 5388

registrar@billanook.vic.edu.au

 www.billanook.vic.edu.au

• Brighton Grammar School

90 Outer Crescent, Brighton VIC 3186

T: +61 3 8591 2200

admin@brightongrammar.vic.edu.au

 www.brightongrammar.vic.edu.au

• Camberwell Girls Grammar School

2 Torrington Street, Canterbury VIC 3126

T: +61 3 9813 1166

camgram@camgirls.vic.edu.au

 www.camberwellgirls.net

• Camberwell Grammar School

55 Mont Albert Road, Canterbury VIC 3126

T: +61 3 9835 1777

registrar@cgs.vic.edu.au

 www.cgs.vic.edu.au

• Carey Baptist Grammar School 30,48

349 Bakers Road, Kew VIC 3101

T: +61 3 9816 1242

admissions@carey.com.au

 www.carey.com.au

• Caroline Chisolm Catholic College

204 Churchill Avenue, Braybrook VIC 3019

T: +61 3 9296 5311

principal@ccccbraybrook.catholic.edu.au

 www.cccc.vic.edu.au

• Casey Grammar School

3 New Holland Drive, Cranbourne East VIC 3977

T: +61 3 5991 0800

info@caseygrammar.vic.edu.au

 www.caseygrammar.vic.edu.au

• Cathedral College

344 Wangaratta Whitefield Rd,Wangaratta VIC 3677

T: +61 3 5722 2144

office@cathedralcollege.vic.edu.au

 www.cathedralcollege.vic.edu.au

• Catherine McAuley College

164 Barkly Street, Bendigo VIC 3550

T: +61 3 5449 3466

principal@ccbbendigo.catholic.edu.au

 www.cmc.vic.edu.au

• Catholic College

1 Bowman Court, Wodonga VIC 3690

T: +61 2 6043 5500

principal@ccwodonga.catholic.edu.au

 www.ccw.vic.edu.au

• Catholic College Sale

51-53 Desailly Street, Sale VIC 3850

T: +61 3 5143 9700

principal@ccsale.catholic.edu.au

 www.ccsale.catholic.edu.au

• Catholic Ladies College

19 Diamond Street, Eltham VIC 3095

T: +61 3 9439 4077

principal@clceltham.catholic.edu.au

 www.clc.vic.edu.au

• Catholic Regional College

10 College Road, Caroline Springs VIC 3023

T: +61 3 9217 8000

principal@crccs.catholic.edu.au

 www.crccs.catholic.edu.au

• Catholic Regional College

Santa Monica Drive, North Keilor VIC 3036

T: +61 3 9361 5900

principal@crcnorthkeilor.catholic.edu.au

 www.crcnorthkeilor.com.au

• Catholic Regional College

109-141 Bulmans Road, Melton West VIC 3337

T: +61 3 9743 6522

principal@crcmelton.catholic.edu.au

 www.crcmelton.com.au

• Catholic Regional College

24 Theodore Street, St Albans VIC 3021

T: +61 3 9366 2544

principal@crcstalbans.catholic.edu.au

 www.crcstalbans.catholic.edu.au

• Catholic Regional College

380 Sydenham Road, Sydenham VIC 3037

T: +61 3 9361 0000

principal@crcsydenham.catholic.edu.au

 www.crcsydenham.net

• Caulfield Grammar School 28,46,60,BC

217 Glen Eira Road, St Kilda East VIC 3183

T: +61 3 9524 6300

cgs@caulfieldgs.vic.edu.au

 www.caulfieldgs.vic.edu.au

• Chairo Christian School

Drouin Campus: PO Box 93, 76 Balfour Road, Drouin VIC 3818

T: +61 3 5625 4600

chairo@chairo.vic.edu.au

 www.chairo.vic.edu.au

Drouin East Campus: 435 Lardners Track, Drouin East VIC 3818

T: +61 3 5625 2013

Leongatha Campus: PO Box 283, 101 Horn Street, Leongatha VIC 3953

T: +61 3 5662 4355

Traralgon Campus: PO Box 9298, 2-10 Lansdowne Road, Traralgon VIC 3844

T: +61 3 5173 0500

Pakenham Campus: PO Box 472, 585 Bald Hill Road, Pakenham VIC 3810

T: +61 3 5942 5632

• Christ Church Grammar School

677 Punt Road, South Yarra VIC 3141

T: +61 3 9866 3540

registrar@ccgs.vic.edu.au

 www.ccgs.vic.edu.au

• Christian College Geelong 18 Burdekin Road, Highton VIC 3216

T: +61 3 5241 1899

highton@ccg.vic.edu.au

 www.christiancollege.vic.edu.au

• CBC St Kilda

11 Westbury Street, St Kilda East VIC 3183

T: +61 3 9529 6611

admin@cbcstkilda.com

 www.cbcstkilda.com

• Clonard College

225 Church Street, Geelong West VIC 3218

T: +61 3 5278 2155

principal@clonard.catholic.edu.au

 www.clonard.catholic.edu.au

• Cornish College

65 Riverend Road, Bangholme VIC 3175

T: +61 3 9781 9000

enrolments@cornishcollege.vic.edu.au

 www.cornishcollege.vic.edu.au

• Corpus Christi School

380 Geelong Road, Kingsville VIC 3012

T: +61 3 9314 7303

principal@cckingsville.catholic.edu.au

 www.cckingsville.catholic.edu.au

• Corpus Christi School

29 Russell Street, Werribee VIC 3030

T: +61 3 9741 8440

principal@ccwerribee.catholic.edu.au

 www.ccwerribee.catholic.edu.au

• Corpus Christi School

13-21 Widford Street, Glenroy VIC 3046

T: +61 3 9306 3062

principal@ccglenroy.catholic.edu.au

 www.ccglenroy.catholic.edu.au

• Covenant College

Creamery Road, Bell Post Hill VIC 3221

T: +61 3 5278 5122

administration@covenant.vic.edu.au

 www.covenant.vic.edu.au

• Creek Street Christian College

91 Creek Street, Bendigo VIC 3550

T: +61 3 5442 1722

info@creekstreet.vic.edu.au

 www.creekstreet.vic.edu.au

• Damascus College 1412 Geelong Road, Mt Clear VIC 3350

T: +61 3 5337 2222

info@damascus.vic.edu.au

 www.damascus.vic.edu.au

• De La Salle College

1318 High Street, Malvern VIC 3144

T: +61 3 9508 2100

enrolment@delasalle.vic.edu.au

 www.delasalle.vic.edu.au

• Don Bosco School

496 Princes Highway, Narre Warren VIC 3805

T: +61 3 9704 7255

principal@dbnarre.catholic.edu.au

 www.dbnarre.catholic.edu.au

• Donvale Christain College

155 Tindals Road, Donvale VIC 3111

T:+61 3 9844 2471

registrar@mail.donvale.vic.edu.au

 www.donvale.vic.edu.au

• Eltham College

1660 Main Road, Research VIC 3095

T: +61 3 9437 1421

enrolments@elthamcollege.vic.edu.au

 www.elthamcollege.vic.edu.au

• Edinburgh College

33-61 Edinburgh Road, Lilydale VIC 3140

T: +61 3 9728 2211

admin@ec.vic.edu.auu

 www.edinburghcollege.vic.edu.au

• Emmanuel College, Notre Dame Campus

2-40 Foxwood Drive, Point Cook VIC 3030

T: +61 3 8325 5100

principal@ecmelb.catholic.edu.au

 www.ecmelb.catholic.edu.au

• Emmanuel College, St Paul’s Campus

423 Blackshaws Road, Altona North VIC 3025

T: +61 3 8325 5100

principal@ec.melb.catholic.edu.au

 www.ecmelb.catholic.edu.au

• Emmanuel College

36 Ardlie Street, Warrnambool VIC 3280

T: +61 3 5560 0888

info@emmanuel.vic.edu.au

 www.emmanuel.vic.edu.au

• Emmaus Catholic Primary School

370 Sydenham Road, Sydenham VIC 3037

T: +61 3 9390 4500

principal@emsydenham.catholic.edu.au

 www.emsydenham.catholic.edu.au

• Emmaus College

503 Springvale Road, Vermont South VIC 3133

T: +61 3 9845 3211

principal@emmaus.vic.edu.au

 www.emmaus.vic.edu.au

• Erasmus Primary School

40 Lisson Grove, Hawthorn VIC 3122

T: +61 3 9819 1266

office@erasmus.vic.edu.au

 www.erasmus.vic.edu.au

• Fintona Girls’ School

79 Balwyn Road, Balwyn VIC 3103

T: +61 3 9830 1388

fgs@fintona.vic.edu.au

 www.fintona.vic.edu.au

• Firbank Grammar

51 Outer Crescent, Brighton VIC 3186

T: +61 3 9591 3188

enquiries@firbank.vic.edu.au

 www.firbank.vic.edu.au

• Fitzroy Community School

597-599 Brunswick Street, North Fitzroy VIC 3068

T: +61 3 9489 5700

info@fcs.vic.edu.au

 www.fcs.vic.edu.au

• Flinders Christian College

100 Ballarto Road, Carrum Downs VIC 3201

T: +61 3 9785 0000

enquiry@flinders.vic.edu.au

 www.flinders.vic.edu.au

• Galen Catholic College

PO Box 630, Wangaratta VIC 3676

T: +61 3 5721 6322

principal@galen.vic.edu.au

 www.galen.vic.edu.au

• Geelong Baptist College

590 Anakie Road, Lovely Banks VIC 3213

T: +61 3 5276 1674

enquiries@gbc.vic.edu.au

 www.gbc.vic.edu.au

• Geelong College (The) Tabot Street, Newton VIC 3220

T: +61 3 5226 3156

admissions@geelongcollege.vic.edu.au

 www.geelongcollege.vic.edu.au

• Geelong Grammar School

50 Biddlecombe Avenue, Corio VIC 3214

T: +61 3 5273 9200

14 Douglas Street, Toorak VIC 3142

T: +61 3 9829 1444

admissions@ggs.vic.edu.au

 www.ggs.vic.edu.au

• Geelong Lutheran College

2-38 Burvilles Road, Mt Duneed VIC 3216

T: +61 3 5264 1038

admin@glc.vic.edu.au

 www.glc.vic.edu.au

• Genazzano FCJ College

301 Cotham Road, Kew VIC 3101

T: +61 3 8862 1000

enquiries@genazzano.vic.edu.au

 www.genazzano.vic.edu.au

• Gilson College

450 Taylors Road, Taylors Hill VIC 3037

T: +61 3 9365 9365

admin@gilsoncollege.com

 www.gilsoncollege.com

• Gippsland Grammar School

Princes Highway, Sale VIC 3853

T: +61 3 5143 6388

ggs@gippslandgs.vic.edu.au

 www.gippslandgs.vic.edu.au

• Girton Grammar School

105 MacKenzie Street, Bendigo VIC 3550

T: +61 3 5441 3114

registrar@girton.vic.edu.au

 www.girton.vic.edu.au

• Good News Lutheran College

580 Tarneit Road, Tarneit VIC 3029

T: +61 3 8742 9000

frontdesk@goodnews.vic.edu.au

 www.goodnews.vic.edu.au

• Goulburn Valley Grammar School

Verney Road, Shepparton VIC 3632

T: +61 3 5821 8155

 www.gvgs.vic.edu.au

• Haileybury

855-891 Springvale Road, Keysborough VIC 3173

138 High Street, Berwick VIC 3806

120 South Road, Brighton East VIC 3187

T: +61 3 9213 2222

registrar@haileybury.vic.edu.au

 www.haileybury.vic.edu.au

• Hamilton & Alexandra College (The)

1 Chaucer Street, Hamilton VIC 3300

T: +61 3 5572 1355

admin@hamiltoncollege.vic.edu.au

 www.hamiltoncollege.vic.edu.au

• Heatherton Christian College

316-322 Kingston Road, Clarinda VIC 3169

T: +61 3 8551 6650

admin@hcc.vic.edu.au

 www.hcc.vic.edu.au

• Heathdale Christian College

175 Derrimut Road, Werribee VIC 3030

T: +61 3 9749 1522

enquiries@heathdale.vic.edu.au

 www.heathdale.vic.edu.au

• Heritage College

333 Centre Road, Narre Warren South VIC 3805

T: +61 3 9796 0100

admin@heritagecollege.com.au

 www.heritagecollege.com.au

• Henderson College

Cowra Avenue, Mildura VIC 3500

T: +61 3 5024 5192

deputy@henderson-college.com.au

• Hillcrest Christian College

500 Soldiers Road, Clyde North VIC 3978

T: +61 3 9702 2144

admin@hillcrest.vic.edu.au

 www.hillcrest.vic.edu.au

• Highview College

21 Kars Street, Maryborough VIC 3465

T: +61 3 5461 1833

highview@highview.vic.edu.au

 www.highview.vic.edu.au

• Hume Anglican Grammar

100 Mt Ridley Road, Mickleham VIC 3064

T: +61 3 8339 6977

registrar@humegrammar.vic.edu.au

 www.humegrammar.vic.edu.au

• Huntingtower

77 Waimarie Drive, Mount Waverley VIC 3149

T: +61 3 9807 8888

admin@huntingtower.vic.edu.au

 www.huntingtower.vic.edu.au

• Ivanhoe Girls’ Grammar School

123 Marshall Street, Ivanhoe VIC 3079

T: +61 3 9490 6222

registrar@ivanhoegirls.vic.edu.au  www.ivanhoegirls.vic.edu.au

• Ivanhoe Grammar School

Ivanhoe Campus: The Ridgeway, Ivanhoe VIC 3079

Plenty Campus: 730 Bridge Inn Rd, Mernda VIC 3754

T: +61 3 9490 1877

enrol@ivanhoe.com.au  ivanhoe.com.au

• John Paul College

165 McMahons Road, Frankston VIC 3199

T: +61 3 9784 0200

johnpaul@jpc.vic.edu.au  www.jpc.vic.edu.au

• Kamaruka Education Centre

52 River Street, South Yarra 3141

T: +61 3 9826 0330

alfonso@kamaruka.vic.edu.au

 www.kamaruka.vic.edu.au

• Kardinia International College

29-31 Kardinia Drive, Bell Post Hill VIC 3215

T: +61 3 5278 9999

kardinia@kardinia.vic.edu.au

 www.kardinia.vic.edu.au

• Kilbreda College

118 Mentone Parade, Mentone VIC 3194

T: +61 3 9584 7766

principal@kcmentone.catholic.edu.au

 www.kilbreda.vic.edu.au

• Killester College

433 Springvale Road, Springvale VIC 3171

T: +61 3 9547 5000

principal@killester.catholic.edu.au

 www.killester.catholic.edu.au

• Kilmore International School (The)

40 White Street, Kilmore VIC 3764

T: +61 3 5782 2211

info@kilmore.vic.edu.au

 www.kilmore.vic.edu.au

• Kilvington Grammar

2 Leila Road, Ormond VIC 3204

T: +61 3 9578 6231

registrar@kilvington.vic.edu.au

 www.kilvington.vic.edu.au

• King’s College

44 Balmoral Road, Warrnambool VIC 3280

T: +61 3 5562 0147

princ@kingcoll.vic.edu.au

 www.kingscollege.com.au

• King David School (The) 517-517 Orrong Road, Armadale VIC 3143

T: +61 3 9529 5277

registrar@kds.vic.edu.au

 www.kds.vic.edu.au

• Kingswood College 24,44,66

355 Station Street, Box Hill VIC 3128

T: + 61 3 9890 0677

kwc@kingswoodcollege.vic.edu.au

 www.kingswoodcollege.vic.edu.au

• Knox School (The)

220 Burwood Highway, Wantirna South VIC 3152

T: +61 3 8805 3800

info@knox.vic.edu.au

 www.knox.vic.edu.au

• Kolbe Catholic College

Lysterfield Drive, Greenvale Lakes VIC 3059

T: +61 3 8339 3060

principal@kolbecc.catholic.edu.au

 www.kolbecc.catholic.edu.au

• Korowa Anglican Girls’ School

Ranfurlie Crescent, Glen Iris VIC 3146

T: +61 3 9885 0336

admissions@korowa.vic.edu.au

 www.korowa.vic.edu.au

• Lauriston Girls’ School

38 Huntingtower Road, Armadale VIC 3143

T: +61 3 9864 7555

admissions@lauriston.vic.edu.au

 www.lauriston.vic.edu.au

• Lighthouse Christian College

927 Springvale Road, Keysborough VIC 3173

T: +61 3 8796 7373

school.office@lighthouse.vic.edu.au

 www.lighthouse.vic.edu.au

• Loreto College

1600 Sturt Street, Ballarat VIC 3350

T: +61 3 5329 6100

info@loreto.vic.edu.au

 www.loreto.vic.edu.au

• Loreto Mandeville Hall Toorak

10 Mandeville Crescent, Toorak VIC 3142

T: +61 3 9823 8211

admissions@loretotoorak.vic.edu.au

 www.loretotoorak.vic.edu.au

• Lowther Hall Anglican Grammar

17 Leslie Road, Essendon VIC 3040

T: +61 3 9325 5000

lowther@lowtherhall.vic.edu.au

 www.lowtherhall.vic.edu.au

• Loyola College

325 Grimshaw Street, Watsonia VIC 3087

T: +61 3 9434 4466

office@loyola.vic.edu.au

 www.loyola.vic.edu.au

• Lumen Christi School

260-278 Point Cook Road, Point Cook VIC 3030

T: +61 3 9395 2555

principal@lcpointcook.catholic.edu.au

 www.lcpointcook.catholic.edu.au

• Luther College

Plymouth Road, Croydon Hills VIC 3136

T: +61 3 9724 2000

reception@luther.vic.edu.au

 www.luther.vic.edu.au

• Macedon Grammar School

110 Bailey Road, Macedon VIC 3440

T: +61 3 5426 1751

principal@macedongrammarschool.vic.edu.au

 www.macedongrammarschool.vic.edu.au

• MacKillop College

Russell Street, Werribee VIC 3030

Yr 9 Campus: St Mary’s Werribee South VIC 3030

T: +61 3 8734 5200

registrar@mackillop.vic.edu.au

 www.mackillop.vic.edu.au

• Maranatha Christian School

104-108 Reema Blvd, Endeavour Hills VIC 3802

T: +61 3 9709 7217

registrar@maranatha.vic.edu.au

 www.maranatha.vic.edu.au

• Marcellin College

160 Bulleen Road, Bulleen VIC 3105

T: +61 3 9851 1589

principal@mcbulleen.catholic.edu.au

 www.marcellin.vic.edu.au

• Marian College

196 Glengala Road, Sunshine West VIC 3020

T: +61 3 9363 1711

principal@mariansw.catholic.edu.au

 www.mariansw.catholic.edu.au

• Marist-Sion College

165 Burke Street, Warragul VIC 3820

T: +61 3 5623 5944

marist@mscw.vic.edu.au

 www.mscw.vic.edu.au

• Marymede Catholic College

60 Williamsons Road, South Morang VIC 3752

T: +61 3 9407 9000

registrar@marymede.vic.edu.au

 www.marymede.vic.edu.au

• Mater Christi College

28 Bayview Road, Belgrave VIC 3160

T: +61 3 9754 6611

mcc@materchristi.edu.au

 www.materchristi.edu.au

• Mazenod College

5 Kernot Avenue, Mulgrave VIC 3170

T: +61 3 9560 0911

frontdesk@mazenod.vic.edu.au

 www.mazenod.vic.edu.au

• Melbourne Girls Grammar

86 Anderson Street, South Yarra VIC 3141

T: +61 3 9862 9200

enrolments@mggs.vic.edu.au

 www.mggs.vic.edu.au

• Melbourne Grammar School

355 St Kilda Road, Melbourne VIC 3004

T: +61 3 9865 7555

mgs@mgs.vic.edu.au

 www.mgs.vic.edu.au

• Melbourne Montessori School

6 Roselea Street, Caulfield South VIC 3162

T: +61 3 9131 5200

741 Hawthorn Road, Brighton East VIC 3187

T: +61 3 9131 5200

 www.mms.vic.edu.au

• Melbourne Rudolf Steiner School

213 Wonga Road, Warranwood VIC 3134

T: +61 3 9876 2633

office@mrss.com.au

 www.mrss.com.au

• Melton Christian College

152-156 Brooklyn Road, Melton South VIC 3338

T: +61 3 9732 3000

office@mcc.vic.edu.au

 www.mcc.vic.edu.au

• Mentone Girls’ Grammar School

11 Mentone Parade, Mentone VIC 3194

T: +61 3 9581 1200

info@mentonegirls.vic.edu.au

 www.mentonegirls.vic.edu.au

• Mentone Grammar

63 Venice Street, Mentone VIC 3194

T: +61 3 9584 4211

enquiry@mentonegrammar.net

 www.mentonegrammar.net

• Mercy College

760 Sydney Road, Coburg VIC 3058

T: +61 3 9319 9299

info@mercycoburg.catholic.edu.au

 www.mercycoburg.catholic.edu.au

• Mercy Regional College

15 Henderson Street, Camperdown VIC 3266

T: +61 3 5593 2011

office@mercy.vic.edu.au

 www.mercy.vic.edu.au

• Methodist Ladies’ College 32,50

207 Barkers Road, Kew VIC 3101

T: +61 3 9274 6333

college@mlc.vic.edu.au

 www.mlc.vic.edu.au

• Mildura Christian College

1291 Karadoc Ave, Irymple VIC 3498

T: +61 3 5024 5310

admin@milduracc.vic.edu.au

 www:milduracc.vic.edu.au

• Minaret College

36-38 Lewis St, Springvale VIC 3171

T: +61 3 9574 0567

admin@minaret.vic.edu.au

 www.minaret.vic.edu.au

• Monivae College

Hamilton VIC 3300

T: +61 3 5551 1200

principal@monivae.vic.edu.au

 www.monivae.com

• Mount Lilydale Mercy College

120 Anderson Street, Lilydale VIC 3140

T: +61 3 9735 4022

registrar@mlmc.vic.edu.au

 www.mlmc.vic.edu.au

• Mount St Joseph Girls’ College

133 Maidstone Street, Altona VIC 3018

T: +61 3 8398 2000

info@msj.vic.edu.au

 www.msj.vic.edu.au

• Nagle College

20 Bairnsdale-Dargo Road, Bairnsdale, 3875

T: +61 3 5152 6122

rlawrance@nagle.vic.edu.au

 www.nagle.vic.edu.au

• Nazareth College

Manning Drive, Noble Park North VIC 3174

T: +61 3 9795 8100

principal@ncnobleparknth.catholic.edu.au

 www.nazareth.vic.edu.au

• North Eastern Montessori

315 Aqueduct Road, St Helena

T: 03 9438 3202

hello@northeastern.vic.edu.au

 northeastern.vic.edu.au

• Oakleigh Grammar

77-81 Willesden Road, Oakleigh VIC 3166

T: +61 3 9569 6128

moreinfo@oakleighgrammar.vic.edu.au

 www.oakleighgrammar.vic.edu.au

• Our Lady of Mercy College

52 Cape Street, Heidelberg VIC 3084

T: +61 3 9459 2511

principal@olmcheidelberg.catholic.edu.au

 www.olmcheidelberg.catholic.edu.au

• Our Lady of Sion College

1065 Whitehorse Road, Box Hill VIC 3128

T: +61 3 9890 9097

principal@sion.catholic.edu.au

 www.sion.catholic.edu.au

• Our Lady Of The Sacred Heart College

111 Jasper Road, Bentleigh VIC 3204

T: +61 3 8520 9200

office@olsh.vic.edu.au

 www.olsh.vic.edu.au

• Our Lady’s School College

White Street, Wangaratta South VIC 3677

T: +61 3 5721 3783

principal@olwangaratta.catholic.edu.au

 www.olwangaratta.catholic.edu.au

• Overnewton Anglican Community College

2-50 Overnewton Road, Keilor VIC 3036

39-57 Robertsons Road, Taylors Lakes VIC 3038

T: +61 3 9334 0000

oacc@overnewton.vic.edu.au

 www.overnewton.vic.edu.au

• Oxley Christian College

15-49 Old Melbourne Road, Chirnside Park VIC 3116

T: +61 3 9727 9900

office@oxley.vic.edu.au

 www.oxley.vic.edu.au

• Padua College

Yr 7-10 Junior Campus & Yr 11-12 Senior Campus:

62 Oakbank Road, Mornington VIC 3931

T: +61 3 5976 0100

Year 7-10 Junior Campus:

2 Inglewood Crescent, Rosebud 3939

T: +61 3 5982 9500

Year 7-10 Junior Campus: Frankston Flinders Road, Tyabb

T: +61 3 5978 2700

enquiry@padua.catholic.edu.au

 www.padua.catholic.edu.au

• Parade College

1436 Plenty Road, Bundoora VIC 3083

T: +61 3 9468 3300

principal@pcbundoora.catholic.edu.au

 www.parade.vic.edu.au

• PCW Melbourne

187 Dandenong Road, Windsor VIC 3181

T: +61 3 8517 2777

office@pcw.vic.edu.au

 www.pcw.vic.edu.au

• Peninsula School (The) Wooralla Drive, Mount Eliza VIC 3930

T: +61 3 9788 7777

enrolments@tps.vic.edu.au

 www.tps.vic.edu.au

• Penleigh & Essendon Grammar Infinity Centre, Gottliebsen House, McNab House and Administration

Cnr Keilor & Rachelle Roads, Keilor East VIC 3033

T: +61 3 9016 2000

mail@pegs.vic.edu.au

 www.pegs.vic.edu.au

• Penola Catholic College

29 Gibson Street, Broadmeadows VIC 3047

T: +61 3 9301 2777

principal@penola.vic.edu.au

 www.penola.vic.edu.au

• Plenty Valley Christian College

840 Yan Yean Road, Doreen VIC 3754

T: +61 3 9717 7400

enrolments@pvcc.vic.edu.au

 www.pvcc.vic.edu.au

• Plenty Valley International Montessori School

315 Aqueduct Road, St Helena VIC 3088

T: +61 3 9438 3202

pvims@pvims.vic.edu.au

 www.pvims.vic.edu.au

• Presbyterian Ladies’ College

141 Burwood Hwy, Burwood VIC 3125

T: +61 3 9808 5811

registrar@plc.vic.edu.au

 www.plc.vic.edu.au

• Preshil

Secondary Campus:

12-26 Sackville Street, Kew VIC 3101

T: +61 3 9817 6135

Primary & Early Learning Campus:

395 Barkers Road, Kew VIC 3101

T: +61 3 9817 6135

preshil@preshil.vic.edu.au

 www.preshil.vic.edu.au

• River City Christian College

29 Rose Street, Echuca VIC 3564

T: +61 3 5482 4594

reception@rccc-echuca.com

 www.rccc.vic.edu.au

• Rossbourne School

131 Power Street, Hawthorn VIC 3122

T: +61 3 9819 4611

info@rossbourne.vic.edu.au

 www.rossbourne.vic.edu.au

• Ruyton Girls’ School

12 Selbourne Road, Kew VIC 3101

T: +61 3 9819 2422

ruyton@ruyton.vic.edu.au

 www.ruyton.vic.edu.au

• Sacré Coeur

172 Burke Road, Glen Iris VIC 3146

T: +61 3 9835 2700

registrar@sac.vic.edu.au

 www.sacrecoeur.vic.edu.au

• Sacred Heart College

Piper Street, Yarrawonga VIC 3730

T: +61 3 5744 3258

principal@shyarrawonga.catholic.edu.au

 www.shyarrawonga.catholic.edu.au

• Sacred Heart College

94 High Street, Kyneton VIC 3444

T: +61 3 5421 1200

principal@shckyneton.catholic.edu.au

 www.shckyneton.catholic.edu.au

• Sacred Heart College

Retreat Road, Newtown VIC 3220

T: +61 3 5221 4211

principal@shcgeelong.catholic.edu.au

 www.shcgeelong.catholic.edu.au

• Sacred Heart Girls’ College

113 Warrigal Road, Hughesdale VIC 3166

T: +61 3 9568 5488

info@shcoakleigh.catholic.edu.au

 www.shcoakleigh.catholic.edu.au

• Sacred Heart College

4 Newcastle Street, Newport VIC 3015

T: +61 3 9391 6262

principal@shnewport.catholic.edu.au

 www.shnewport.catholic.edu.au

• St Aloysius College

31 Curran Street, North Melbourne VIC 3051

T: +61 3 9329 0411

principal@aloysius.vic.edu.au

 www.aloysius.vic.edu.au

• St Andrew’s Christian College

130 Tyner Road, Wantirna South VIC 3152

T: +61 3 9800 2922

enrolments@standrews.vic.edu.au

 www.standrews.vic.edu.au

• St Anthony’s Coptic Orth. College

15 Alpina Street, Frankston North VIC 3200

T: +61 3 9786 3145

mail@stanthonys.vic.edu.au

 www.stanthonys.vic.edu.au

• St Augustine’s College - Kyabram

Church Street, Kyabram VIC 3620

T: +61 3 5852 1492

principal@sakyabram.catholic.edu.au

 www.sakyabram.catholic.edu.au

• St Bede’s College

2 Mentone Parade, Mentone VIC 3194

T: +61 3 9582 5999

stbedes@stbedes.catholic.edu.au

 www.stbedes.catholic.edu.au

• St Bernard’s College

41 Rosehill Road, Essendon VIC 3040

T: +61 3 9289 1000

principal@scbmelb.catholic.edu.au

 www.sbc.vic.edu.au

• St Brigid’s College

PO Box 542, Horsham VIC 3400

T: +61 3 5382 3545

principal@sbchorsham.catholic.edu.au

 www.stbc.vic.edu.au

• St Catherine’s School

17 Heyington Place, Toorak VIC 3142

T: +61 3 9828 3917

admissions@stcatherines.net.au

 www.stcatherines.net.au

• St Columba’s College

2 Leslie Road, Essendon VIC 3040

T: +61 3 9337 5311

principal@sccessendon.catholic.edu.au

 www.columba.vic.edu.au

• St Francis Xavier College

Beaconsfield Avenue, Beaconsfield VIC 3807

T: +61 3 9707 3111

principal@sfxbfield.catholic.edu.au

 www.sfxbfield.catholic.edu.au

• St Francis Xavier College

Ridgemont Drive, Berwick VIC 3806

T: +61 3 9702 6588

principal@sfx.vic.edu.au

 www.sfx.vic.edu.au

• St Ignatius College

27 Peninsula Drive, Drysdale VIC 3222

T:+61 3 5251 1136

info@ignatius.vic.edu.au

 www.ignatius.vic.edu.au

• St James College

156 Bignell Road, Bentleigh East VIC 3165

T: +61 3 9575 8100

registrar@sjcbe.catholic.edu.au

 www.sjcbe.catholic.edu.au

• St John’s College

21 Railway Place, West Preston VIC 3072

T: +61 3 9480 5300

denises@stjohnspreston.vic.edu.au

 www.stjohnspreston.vic.edu.au

• St John’s Regional College

5-11 Caroline Street, Dandenong VIC 3175

T: +61 3 9791 3366

principal@sjcdandenong.catholic.edu.au

 www.sjcdandenong.catholic.edu.au

• St Joseph’s College

135 Aphrasia Street, Newtown VIC 3220

T: +61 3 5226 8100

sjcoffice@sjc.vic.edu.au

 www.sjc.vic.edu.au

• St Joseph’s College

5 Brenock Park Drive, Ferntree Gully VIC 3156

T: +61 3 9758 2000

welcome@stjosephs.com.au

 www.stjosephs.com.au

• St Joseph’s College

154 Twelfth Street, Mildura VIC 3500

T: +61 3 5018 8000

 www.sjcmda.vic.edu.au

• St Joseph’s College

21 Dickson Street, Echuca VIC 3564

T: +61 3 5482 2577

principal@sje.vic.edu.au

 www.sje.vic.edu.au

• St Kevin’s College

31 Moonga Road, Toorak VIC 3142

T: +61 3 9822 0911

omnia@stkevins.vic.edu.au

 www.stkevins.vic.edu.au

• St Leonard’s College

163 South Road, Brighton East VIC 3187

T: +61 3 9909 9300

enrolment@stleonards.vic.edu.au

 www.stleonards.vic.edu.au

• St Margaret’s School

27-47 Gloucester Avenue, Berwick VIC 3806

T: +61 3 9703 8111

info@stmargarets.vic.edu.au

 www.stmargarets.vic.edu.au

• St Mary MacKillop College

53 McCrae Street, Swan Hill VIC 3585

T: +61 3 5032 9771

office@mackillopsh.vic.edu.au

 smmc.vic.edu.auu

• St Mary Magdalen’s School

10-20 Bolwarra Street, Chadstone VIC 3148

T: +61 3 9807 0315

principal@smmchadstone.catholic.edu.au

 www.smmchadstone.catholic.edu.au

• St Mary’s College

90 High Street, Seymour VIC 3660

T: +61 3 5792 2611

principal@smseymour.catholic.edu.au

 www.smseymour.catholic.edu.au

• St Michael’s Grammar School

25 Chapel Street, St Kilda VIC 3182

T: +61 3 8530 3200

admissions@stmichaels.vic.edu.au

 www.stmichaels.vic.edu.au

• St Monica’s College

16 Davisson Street, Epping VIC 3076

T: +61 3 9409 8800

admin@stmonicas-epping.com

 www.stmonicas-epping.com

• St Patrick’s College

1431 Sturt Street, Ballarat VIC 3350

T: +61 3 5331 1688

info@stpats.vic.edu.au

 www.stpats.vic.edu.au

• St Paul’s Anglican Grammar School

150 Bowen Street, Warraagul VIC 3820

45 Cross’s Road, Traralgon VIC 3844

T: +61 3 5623 5833

stpauls@stpaulsags.vic.edu.au

 www.stpaulsags.vic.edu.au

• St Peter’s College

Cranbourne-Frankston Road, Cranbourne VIC 3977

T: +61 3 5996 6733

principal@stpeters.vic.edu.au

 www.stpeters.vic.edu.au

• St Thomas Aquinas College

1 Tynong Road, Tynong VIC 3813

T: +61 3 5629 2500

office@stac.vic.edu.au

 www.stac.vic.edu.au

• Salesian College Chadstone

10 Bosco Street, Chadstone VIC 3148

T: +61 3 9807 2644

enrol@salesian.vic.edu.au

 www.salesian.vic.edu.au

• Salesian College

Macedon Street, Sunbury VIC 3429

T: + 61 3 9744 0000

principal@scrcuncury.catholic.edu.au

 www.scr.vic.edu.au

• Santa Maria College

50 Separation Street, Northcote VIC 3070

T: +61 3 9489 7644

info@santamaria.vic.edu.au

 www.santamaria.vic.edu.au

• Scotch College

1 Morrison Street, Hawthorn VIC 3122

T: +61 3 9810 4203

admissions@scotch.vic.edu.au

 www.scotch.vic.edu.au

• Shelford Girls’ Grammar

3 Hood Crescent, Caufield VIC 3161

T: +61 3 9524 7333

information@shelford.vic.edu.au

 www.shelford.vic.edu.au

• Shepparton Christian Community School

155 Verney Road, Shepparton VIC 3630

T: +61 3 5831 7790

• Siena College

815 Riversdale Road, Camberwell VIC 3124

T: +61 3 9835 0200

office@siena.vic.edu.au

 www.siena.vic.edu.au

• Simonds Catholic College

273 Victoria Street, West Melbourne VIC 3003

T: +61 3 9321 9200

enquiries@sccmelb.catholic.edu.au

 www.sccmelb.catholic.edu.au

• Sophia Mundi Rudolf Steiner School

1 St Heliers Street, Abbotsford VIC 3067

T: +61 3 9416 3011

enquiries@sophiamundi.vic.edu.au

 www.sophiamundi.vic.edu.au

• Star of the Sea College

80 Martin Street, Brighton VIC 3186

T: +61 3 9596 6099

principal@starmelb.catholic.edu.au

 www.starmelb.catholic.edu.au

• Strathcona Girls Grammar School

34 Scott Street, Canterbury VIC 3126

T: +61 3 8779 7500

registrar@strathcona.vic.edu.au

 www.strathcona.vic.edu.au

• St Peter & Paul’s School

16 Beverley Street, Doncaster East VIC 3109

T: +61 3 9842 2056

principal@sppdcstr.catholic.edu.au

 www.sppdcstr.catholic.edu.au

• Taylors College

399 Lonsdale Street, Melbourne VIC 3000

T: 1300 762 143

info@taylorscollege.edu.au

 www.taylorscollege.com.au

• The Currajong School

90 Darling Road, East Malvern VIC 3145

T: + 61 3 9571 7869

admin@currajong.vic.edu.au

 www.currajong.vic.edu.au

• Thomas Carr College

35 Thomas Carr Drive, Tarneit VIC 3029

T: +61 3 8734 2444

tcc@thomascarr.vic.edu.au

 www.thomascarr.vic.edu.au

• Tintern Grammar

90 Alexandra Road, Ringwood East VIC 3135

T: +61 3 9845 7777

admissions@tintern.vic.edu.au

 www.tintern.vic.edu.au

• Toorak College

PO Box 150 Old Mornington Road, Mt Eliza VIC 3930

T: +61 3 9788 7200

enrolments@toorakc.vic.edu.au

 www.toorakcollege.vic.edu.au

• Trinity College

119 Hart Street, Colac VIC 3250

T: +61 3 5233 9200

admin@tcc.vic.edu.au

 www.tcc.vic.edu.au

• Trinity Lutheran College

920 Fifteenth Street, Mildura VIC 3500

T: +61 3 5023 7013

admin@tlc.vic.edu.au

 www.tlc.vic.edu.au

• Trinity Grammar School

40 Charles Street, Kew VIC 3101

T: +61 3 9854 3600

trinity@trinity.vic.edu.au

 www.trinity.vic.edu.au

• Victory Christian College

6 Kairn Road, Strathdale VIC 3550

T: +61 3 5445 2600

admin@vcc.vic.edu.au

 www.victorychristiancollege.org.au

• Victory Lutheran College

28 Drages Road, Wodonga VIC 3690

T: +61 2 6057 5859

victorylc@victoryschool.vic.edu.au

 www.vlc.vic.edu.au

• Village School

9-14 Holloway Road, Croydon North VIC 3134

T: +61 3 97264766

principal@villageschool.vic.edu.au

 www.villageschool.vic.edu.au

• Waverley Christian College

1248 High Street, Wantirna South VIC 3152

T: +61 3 9871 8600

college@wcc.vic.edu.au

 www.wcc.vic.edu.au

• Wesley College

5 Gladstone Parade, Elsternwick 3185

620 High Street Road, Glen Waverley 3150

577 St Kilda Road, Melbourne VIC 3004

T: +61 3 8102 6888

admissions@wesleycollege.net

 www.wesleycollege.net

• Westbourne Grammar School

300 Sayers Road, Truganina VIC 3029

67 The Strand, Newport VIC 3015

T: +61 3 9731 9444

info@westbourne.vic.edu.au

 www.westbournegrammar.com

• Whitefriars College

156 Park Road, Donvale VIC 3111

T: +61 3 9872 8200

info@whitefriars.vic.edu.au

 www.whitefriars.vic.edu.au

• Woodleigh School

Main Office and Woodleigh Campus, Years 7-12: 485 Golf Links Road, Langwarrin South VIC 3911

T: +61 3 5971 6100

office@woodleigh.vic.edu.au

 www.woodleigh.school

Minimbah Campus, 3YO Early Childhood-Year 6:

3 Minimbah Court, Frankston South VIC 3199

T: +61 3 9788 6488

minimbah@woodleigh.vic.edu.au

 www.woodleigh.school

Penbank Campus, 3YO Early Childhood-Year 6:

460 Mornington Tyabb Road, Moorooduc VIC 3933

T: +61 3 5978 8425

penbank@woodleigh.vic.edu.au

 www.woodleigh.school

• Wyndham Christian College

418-438 Ballan Road, Wyndham Vale 3024

T: +61 3 8740 4770

wccoffice@hcc.vic.edu.au

 www.hcc.vic.edu.au

• Xavier College Senior Campus:

135 Barkers Road, Kew VIC 3101

Burke Hall Campus: Studley Park Road, Kew VIC 3101

Kostka Hall Campus: 47 South Road, Brighton, VIC 3186

T: +61 3 9854 5307

admissions@xavier.vic.edu.au

 www.xavier.vic.edu.au

• Yarra Valley Grammar FC, 12,40 Kalinda Road, Ringwood VIC 3134

T: +61 3 9262 7700

admissions@yvg.vic.edu.au

 www.yvg.vic.edu.au

Emboldening hearts and inspiring minds

INSPIRING  MINDS

They’re turning a mind for the arts into a mind for life.

At Caulfield Grammar School, we nurture learners to become capable, curious and emotionally aware so they can create whatever path they choose in life.

Music, dance, theatre and visual arts programs are supported by specialist teachers and outstanding resources, challenging students to bring out their best. Through our broad and balanced experiences, learners are equipped with the mental, emotional and academic capabilities they need to be themselves, navigate life’s challenges and thrive to live with purpose and passion.

Explore our broad and balanced co-curricular programs across The Arts, Sport, cultural immersion and experiential learning. Scan the QR code or visit caulfieldgs.vic.edu.au/co-curricular-programs

CO-EDUCATIONAL EARLY LEARNING TO YEAR 12

caulfieldgs.vic.edu.au +61 3 9524 6333