Enrolments Guide 2024

5 • July 2024

A Guide to Independent & Catholic Schools

Lighthouse Christian College, pages 40 & 41

MacKillop College, pages 44, 45 & back cover

Maharishi School, pages 46 & 47

Minaret College, pages 56 & 57

Nunawading Christian College, pages 60 & 61

Sacré Cœur, pages 74 & 75

St Andrew’s Christian College, pages 90 & 91

Xavier College, pages 4 & 5

Photo supplied with compliments of St Monica’s College, Epping

For further information refer to pages 2, 3, 134 & 135

Xavier College

XAVIER College has recently restructured the Early and Middle years experiences in a comprehensive realignment and recrafting of its overall College program.

Extending upon its co-educational Kindergarten for 3- and 4-year-olds, Xavier is moving to a 2-year staged model of educational delivery from Prep to Year 12. This will coincide with a comprehensive building program to enhance every aspect of each campus.

Our Junior School (P-6) program is now set at the magnificent Burke Hall Campus. Operating from the beginning of the 2024 school year, it has maintained an aligned and progressive curriculum journey for Prep to Year 2 (Stage 1 housed in its contemporary St Louis Building), through Years 3 and 4 (Stage 2) and into Years 5-6 (Stage 3) that also acts as a significant point of entry for many students and families. Our other key entry point of Year 7 is now accommodated in an exceptional, new state-ofthe-art Year 7 & 8 learning precinct at the Senior School, which opened at the beginning of this school year.

As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners. Our distinctive Jesuit character underscores these learning and life values, whereby our future graduates are formed with an intentional mindset to be authentic, spiritual, positive, inspiring, resilient and empathetic. These ASPIRE qualities are infused through each age and stage, where our educators deliver a holistic curriculum designed to encourage students to be curious, ask questions, make discoveries, collaborate, reflect and think independently.

There is a strong emphasis on action and preparing our students for a life of service, instilling in them a genuine commitment to serve others.

Opportunities are not limited to the traditional classroom setting. Primary students are engaged with our Integrated Expeditions and Outdoor Education program from an early stage, teaching them to engage the head, heart, and hands in meaningful ways and to transport classroom learning to the real world. In 2024, the APS Sports Program includes 18 different sports on

Our

extensive visual and performing arts program builds confidence and performance skills in our students as well as broadening a young person’s social circle.

offer for Years 5s & 6s. Such a diverse range of activities assists the students’ development of technique, skill level, game awareness, sportsmanship and encourages a lifelong love of sport. Our extensive visual and performing arts program builds confidence and performance skills in our students as well as broadening a young person’s social circle.

The study of Science, in specific use laboratories, allows students to develop curiosity in the natural world, the physical world, earth and space sciences and chemical sciences. Alongside content knowledge, the practical aspects of science are taught through investigations, experiments, testing and observations, aspects which are most at play in our purpose built Sports Science Centre. We also offer an age appropriate experiential and adventurous Digital Technology curriculum which promotes creativity and flexible thinking. One way we enable this is through the integrated study of Digital Technologies and innovation across all curriculum areas. By providing these integrated experiences, students have the opportunity to critically and creatively pursue a depth of learning that is dynamic and impactful.

Music continues to flourish at Xavier, where from Kindergarten students engage through a vibrant classroom music program, where the focus is “learning by doing”. Instrumental programs for students in Years 3, 4 and 5 allow each student an opportunity to experience being a musician, and this leads to involvement in the extensive instrumental, choral, classroom and ensemble programs.

Academy of Mary Immaculate

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 difficulties 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 co-curricular 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.

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 worldclass universities.

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.

Assumption College

START your learning journey with Assumption College. Enjoy smaller class sizes and an individualised learning program that gives your child choice and an abundance of opportunity.

Assumption College is a co-educational day and boarding school providing an inclusive learning environment with a view to preparing students for all aspects of life. We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners.

The innovative MyMAP curriculum focuses on “stage not age” learning, offering a vast range of offerings. As students enter their senior school years they can personalise their VCE journey with courses including the VCE, Vocational Education and Training or School Based Apprenticeships and Traineeships.

Students have access to multiple experiences and hundreds of different learning pathways allowing them to set their learning pace, targets, and itinerary.

Assumption College has a unique learning and teaching environment. At 100 acres (over 40 hectares) our generous school property gives access to: impressive sporting grounds, a community pavilion, a working farm and an Agricultural and Animal Studies Facility, a MasterChef like kitchen and the Marlhes Restaurant, well-resourced library, dance studio, drama and music spaces, arts and technology centre, gymnasium, fitness room and boarding

We have redefined the way we deliver our curriculum to ensure students can flourish, grow and be diverse learners.

houses - all encouraging diverse skill development.

Our Boarding students can choose the sevenday full-time boarding option or return home at weekends with the five-day academic boarding program. They can take advantage of additional academic support, tutoring and study support. Healthy and nutritious meals are prepared on-site by a chef.

Boarding families at Assumption College come from all over Australia including regional Victoria and metro Melbourne. Our Boarders can access the finest education while living in a secure and supportive environment.

Learn more about us by visiting our website or by reaching out to our friendly Community Relations Officers.

For more information, visit assumption.vic. edu.au. Find out what makes us a College of choice. A transformative Marist community.

Physical education & student wellbeing

PHYSICAL education (PE) is often considered an integral component of a well-rounded education, contributing significantly to the overall wellbeing of students. Beyond its role in promoting physical fitness, PE encompasses a broad spectrum of benefits that extend to mental, social, and emotional dimensions. This piece explores the multifaceted ways in which physical education contributes to student well-being, emphasising the importance of a holistic approach to education that prioritises the health and happiness of individuals.

Physical Fitness and Health:

The most apparent and direct impact of physical education on student well-being is the promotion of physical fitness and overall health. Engaging in regular physical activity during PE classes helps students develop cardiovascular endurance, muscular strength, flexibility, and coordination. These physical benefits contribute to the prevention of chronic health conditions, such as obesity and cardiovascular diseases, laying the foundation for a healthy lifestyle throughout their lives.

Stress Reduction and Mental Health:

Physical activity has a profound impact on mental health by acting as a natural stress reliever. PE classes provide students with an opportunity to release built-up tension, reduce stress levels, and improve mood through the release of endorphins—hormones associated with positive feelings. The mental health benefits of PE extend beyond the classroom, positively influencing students’ overall wellbeing and resilience in the face of life’s challenges.

Development of Motor Skills:

Physical education plays a crucial role in the development of fundamental motor skills in students. From basic movements like running and jumping to more complex skills such as throwing and catching, PE classes contribute to the refinement of motor skills essential for daily activities and sports participation. The mastery of these skills enhances students’ confidence in their physical abilities, fostering a positive selfimage and a sense of accomplishment.

Social Interaction and Team Building: PE provides a unique setting for social

The positive habits, skills, and attitudes cultivated through physical education extend far beyond the school years, shaping individuals who are not only physically fit but also resilient, socially adept, and equipped for a lifetime of well-being and success.

interaction and team building. Participating in group activities and team sports promotes cooperation, communication, and the development of interpersonal skills. Students learn to work collaboratively, appreciate diversity, and cultivate a sense of camaraderie. These social interactions contribute to the creation of a positive and supportive school community, fostering a sense of belonging and enhancing overall well-being.

Lifelong Physical Activity Habits:

Physical education lays the foundation for the development of lifelong physical activity habits. By exposing students to a variety of activities and sports, PE classes help them discover enjoyable ways to stay active beyond their school years. The cultivation of a positive attitude towards physical activity during childhood is instrumental in creating habits that contribute to a healthier and more active lifestyle throughout adulthood.

Improved Concentration and Academic Performance:

There is a strong correlation between physical activity and cognitive function. Engaging in regular physical exercise has been shown to enhance concentration, memory, and academic performance. PE classes provide a structured outlet for energy release, allowing students to return to academic tasks with increased focus

and readiness to learn. This connection underscores the importance of physical education as a complementary component of a comprehensive educational experience.

Healthy Body Image and Self-Esteem:

Participation in physical education activities promotes a positive body image and self-esteem. PE classes emphasize the importance of effort, improvement, and individual progress rather than focusing solely on competition or external standards. This approach helps students develop a healthy relationship with their bodies, fostering a sense of self-worth and confidence irrespective of their athletic abilities.

Exposure to a Variety of Physical Activities:

Physical education exposes students to a diverse range of physical activities, allowing them to discover their interests and talents. Whether its team sports, individual activities, or alternative forms of exercise like yoga or dance, PE classes provide a platform for students to explore different avenues of physical expression. This exposure contributes to a holistic understanding of health and fitness, catering to the diverse preferences and needs of individual students.

Time Management and Discipline:

Regular participation in physical education requires students to manage their time effectively.

PE classes teach students to prioritise physical activity within their schedules, fostering habits of discipline and time management. These organisational skills contribute not only to their physical well-being but also to the development of essential life skills that extend beyond the realm of physical education.

Promotion of Lifelong Well-Being:

The holistic benefits of physical education extend beyond the school years, contributing to lifelong well-being. By instilling a foundation of physical fitness, promoting mental health, and fostering positive attitudes toward physical activity, PE sets the stage for individuals to lead healthier, more active, and fulfilling lives well into adulthood.

The importance of physical education in contributing to student well-being is evident in its multifaceted impact on physical, mental, social, and emotional dimensions. By prioritising physical education within the educational framework, schools not only promote healthier lifestyles but also contribute to the holistic development of students. The positive habits, skills, and attitudes cultivated through physical education extend far beyond the school years, shaping individuals who are not only physically fit but also resilient, socially adept, and equipped for a lifetime of well-being and success.

Catholic Regional College Nor th Keilor Catholic North Keilor

Catholic Regional College North Keilor (CRCNK) is deeply committed to recognising and nurturing the unique learning journey of each student, fostering an inclusive environment where personal growth and aspirations are held in the highest regard. The College's vision revolves around the holistic development of students, emphasising not only academic excellence but also spiritual and personal growth. This holistic approach is underpinned by the primacy of faith, which is cultivated through the integration of our core values faith, respect, compassion, and resilience, and our motto, ‘to be bearers of peace’ all inspired by the teachings of St. Francis, the College's patron saint.

At CRCNK, the House system serves as a vital component in fostering a strong sense of community and belonging. Beyond its organisational structure, the House system promotes inclusivity and connection by celebrating the diverse talents and interests of students, ensuring that every individual feels valued and supported in their educational journey.

Furthermore, CRCNK is dedicated to providing students with comprehensive preparation for the challenges and opportunities that await beyond the College gates. This dedication extends beyond academic pursuits to encompass the development of essential life skills, Christian values, and a sense of social responsibility. Through a holistic educational approach, CRCNK aims to empower students with the knowledge, skills and virtues necessary to thrive in an everevolving world.

CRCNK is not merely an educational institution; it is a vibrant community where students are encouraged to explore their full potential, guided by their faith and supported by a nurturing environment that values each individual's unique path to success.

Tullio Zavattiero Principal

Catholic Regional College St Albans

CHOOSING a school for your child is an exciting but challenging time, especially for families who are preparing their first child for secondary school. There are many options and it can be difficult to know where to begin. However, parents know their child, and the process of looking at different schools will help clarify which is the best fit for their child and family.

Families often ask us what makes our school different. The first things that come to mind is that we are a strong faith community where learning, wellbeing and family all matter. We celebrate and embrace the rich cultural diversity of our local community and endeavour to live as a community without borders.

We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be. Our students are encouraged to explore their faith, to care for others, to become active global citizens and to do their personal best in all things.

Secondly, I think that our school is just the right size for young people as they navigate adolescence to become young adults. With 125 students at each year level, we are small enough to ensure that students are known, have a strong sense of belonging and feel safe. At the same time, we are big enough to offer a broad and engaging learning program. I would describe the College as a small school with big opportunities.

Lastly, our dedicated staff, strong relationships

We offer a broad learning program that engages both girls and boys and challenges them to be the best that they can be.

with families, primary to secondary transition program and our links with parishes and the local community are all strengths of our school.

Co-curricular activities are an important part of the secondary education experience and prospective students and their families are often keen to know more about these. Activities range from the community garden, various clubs and sporting activities, to the school production, choir, homework club and cultural nights. The co-curricular program changes over time, depending on the interests of students and staff. Further details and a virtual tour are on the College website.

I hope this brief insight into our school will help you in making a decision about secondary education and I welcome your interest in the College. If you have further questions, we are happy to chat by phone or set up a meeting.

Christina Utri, Principal

www.crcstalbans.catholic.edu.au

Shaping Future Leaders with Heart and Wisdom

A Catholic Lasallian College Educating Boys From Years 5-12

Tiverton Campus

Malvern

Years 5-8

Holy Eucharist Campus

Malvern East

Year 9

Kinnoull Campus

Malvern Years 10-12

Unlocking

Child’s

The Lasallian Way at De La Salle College

De La Salle College, with its proud 110-year history, embodies the essence of a Lasallian community. Here, education goes beyond academic achievements, focusing on nurturing moral and spiritual growth. We strive to develop well-rounded individuals with a strong ethical compass, prepared to approach the world with compassion and resilience.

Our College welcomes students from diverse faiths and backgrounds, fostering an inclusive and collaborative academic environment. Respect, challenge, and mutual understanding are at the core of our ethos. Recognising the

individuality of each student and personalised education is paramount, we offer specialised programs including Accelerated Learning, Gifted and Talented Education, the Year 10 STRIVE Program, and Education Support Programs, catering to various learning styles and enabling each student to reach their full potential.

We provide VCE for our students and within VCE, students have the option to complete the traditional VCE pathway or the new Vocational Major Pathway.

Inclusion

Grossek’s view

IN the wake of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability’s Final Report, a question I’ve been asked on more than one occasion – Is mainstream education the best place for students with disabilities? It is an interesting question, made all the more so, given the diversity of opinion amongst the Commissioners with regard to what educational settings best suit children with disabilities in their Final Report (2023).

In reaching their conclusions, the commissioners noted the following with respect to education:

“Education is an area of profound importance to people with disability and affects them throughout their lives. They are also areas with both ‘mainstream’ settings and services, that is for people with and without disability, and settings and services for people with disability only. For this reason, we examined them in Volume 7 of the 12 Volume Final Report. Our inquiry has shown how both mainstream settings and those where people are separated on the basis of their disability can expose people with disability to various forms of violence, abuse, neglect and exploitation. It has also shown mainstream systems must be significantly reformed, and in some cases transformed, to remove barriers to access for people with disability and to enable their meaningful inclusion.

All Commissioners agree mainstream education needs to be transformed to enable more children and young people to be educated in those settings, with such supports as they require.

Commissioners have differing views about whether settings exclusively for people with disability should be phased out over time. Some Commissioners regard the separation of people with disability from their peers and the community at large as ‘segregation’, which is incompatible with an inclusive society. Accordingly, they consider that special/segregated schools, which

The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools.

enrol only students with disability, should be phased out over 28 years and all students, regardless of support needs, should be educated together in mainstream schools (see ‘Phased approach to ceasing special/segregated education’ below).

Other Commissioners consider that separate schools, for people with disability should not necessarily be characterised as ‘segregated’ settings, depending on the particular circumstances. They say the choices are not between wholly separated and wholly inclusive settings, but are more nuanced. Accordingly, they do not consider a more inclusive society for people with disability necessarily requires the phasing out of schools, exclusively for people with disability.”

Clearly, we have much to do in order ensure that mainstream schools can provide an appropriate learning environment for students with disabilities. More problematic is the issue of whether all students with disabilities, ranging from minor to the most extreme level should have access to mainstream schools.

Another issue of concern is whether private schools, many of which have inbuilt layers of exclusivity, be they explicit or implicit, be required to be readily accessible to students with disabilities. It is a fair question, given the Royal Commission’s focus on eliminating existing discrimination of children with disabilities with regard to their education. The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools. They would be correct in expecting that their dollars would be used to provide the same educational opportunities for all students.

I have canvassed the issue of the extent to which mainstream schools should be made available to students with disabilities with a number of colleagues in diverse educational settings, these including schools for children with disabilities. The overall consensus indicates that the answer lies somewhere in between the two extremes. There will remain some children for whom special setting schools will provide the optimal learning conditions given their specific disability. One only has to visit some of these schools to witness that firsthand. Indeed, the Royal Commission discovered this in the course of their exhaustive gathering of evidence.

To achieve the successful integration of all children with disabilities in mainstream schools, if that becomes our goal, the arbitrary time line set at almost 30 years to achieve is daunting and well-illustrates the challenge ahead of us. Having spent my entire career working in mainstream schools, I can attest to the challenge that would be, on almost every front. That’s not to argue that the bar is too high on the challenge, but to ask if it is really necessary? Harking back to the findings of the Royal Commission, there are more than a few examples of special setting schools providing an optimal learning environment for their students. That’s not to say that all do, but those that do shine a light on the possibility that there remains a place in our education systems for such schools.

On the other hand, as the Royal commission identified, there is much work to be done to ensure that all our mainstream schools cater well for the educational needs of students with disabilities that attend them. That this is not the case currently is disturbing – all the more so given that many students with disabilities do not attend mainstream schools at the present time. There are so many starting points from which action needs to launched to rectify the current situation, let alone the possibility of total attendance by all children with disabilities in our mainstream schools.

One of the saddest sights I have witnessed in my career as a teacher and school leader is that of parents’ hopeful of having their child attend a mainstream school and being discouraged from

doing so on the basis of the school lacking the resources, facilities and staff trained for purpose. In some cases, as cited above, it can be argued, alternative educational settings would best suit their child. In others, that need not be the case. These cases are the saddest of all – for a child with a particular disability who does attend a school ill-equipped to meet their needs, there is the likely prospect of heartbreak for them and their family. Staff and other students may suffer too – a classic no-win situation that need not happen and needs to be remedied.

Returning to the question of whether mainstream schools are the best place for children with disabilities, the evidence would indicate that they are for many, but not for all. In my humble opinion, I do not hold out much hope at all that we can achieve that goal. To suggest a time line of 29 years to achieve it, as advocates in favour of abolishing all special setting schools, do, indicates the improbability of doing so. Better we make our current mainstream schools more capable of meeting the needs of more students with disabilities than we currently do. In doing so, we should maintain those special setting schools that provide those needs to those students for whom those needs are profound.

HENRY GROSSEK

Principal, Berwick Lodge Primary School

Host: The Viewpoints Podcast Host, Viewpoints, Casey Radio 97.7FM www.caseyradio.com.au

Emmaus College is a warm, welcoming and accepting school community where students are encouraged to be curious and step out of their comfort zone, developing a love of learning. Our House System builds strong and friendly relationships across the College, where everyone has a place to belong. We encourage our students to strive for personal excellence and pursue their passions while trying something new. Our curriculum offerings are extensive, as are our co-curricular opportunities. Learning at Emmaus is fun, inspiring and lifechanging. Our graduates leave us as compassionate, curious, faith-filled, independent, resilient, and creative young people ready to embrace the future. Our motto “To Know Christ” is central to the lived experience of our students, who grow into young adults of integrity, possessing a sense of social justice. Our campus has outstanding facilities and contemporary buildings, offering specialist areas that include Early Learning Facilities, a Senior Learning Centre, Sports Stadium, Performing Arts Centre, Science, Technology and Library Building, Woodwork and Engineering Block, Visual Arts and Textiles Studios, Food Technology rooms, Music and Media Centre and Cafés on both campuses. Emmaus College has extensive outdoor sporting facilities, including a soccer pitch, AFLsized oval, tennis courts, basketball, netball, volleyball, and badminton courts. Our sports stadium is the size of two indoor basketball courts.

WHERE DREAMS TAKE FLIGHT

ACHIEVEMENT THROUGH ENJOYMENT

Emmaus College is a proud Catholic co-educational College offering all students an opportunity to grow and learn together as they come To Know Christ. At Emmaus College, we understand that every child's educational journey is unique, filled with potential waiting to be unlocked. We are more than just a school – we are a supportive community that nurtures the growth of every student, shaping their future. Through a balanced approach to education that integrates academic rigor, creative expression, physical activity, and spiritual growth, we prepare students to thrive academically, socially, and emotionally in an ever-changing world.

THE EMMAUS LEARNING JOURNEY

From the moment they enter the College, whether it be in Kindergarten, Prep or Year 7, dedicated teachers and staff are committed to providing an exceptional learning experience tailored to each child's unique needs, interests, and abilities.

From our specialist learning programs in STEM, languages, the arts, humanities, and sports to our emphasis on leadership, service, and global citizenship, Emmaus College provides students with a diverse array of opportunities to explore their passions, develop their talents, and become confident, compassionate, and resilient individuals.

At Emmaus College, we believe that education is a partnership between school, home, and community. Our close-knit community of students, parents, and educators fosters a sense of belonging, support, and collaboration that enriches the educational experience and ensures every child feels valued and supporte d.

NEW DEVELOPMENTS

2025 Prep enrolments are now available for our new Junior School with limited places also available for Years 1 to 6. Located on the Holy Saviour Campus. Our latest campus offers innovative learning for local families with Before School and After School Care, as well as 3 to 4 year old Kindergarten.

For Tour Bookings or more info: 9845 3211 registrar@emmaus.vic.edu.au

THE AIM IS EXCELLENCE

THE Ancient Greek word “arete” can be translated into English as excellence, or virtue. At Erasmus, we set the bar high. The aim is excellence in every aspect of what we do.

When hitting a ball, the attention is focused on the point of connection of bat and ball; when learning in the classroom, the attention is focused on the teacher and the instruction being given; when eating, the attention is focused on the taste of the food; when in conversation, the attention is on the sound of the voice of the person speaking.

Every aspect of school life involves the power of attention as a pathway to excellence. For example, at Erasmus we take pride in the quality of the artwork produced by our students.

WHO WE ARE

Erasmus Primary School is an independent, non-denominational primary school that draws on some of the great philosophic traditions from around the world. We are devoted to providing the finest education for Prep through to Year 6, and are part of the worldwide group of Renaissance schools. The first was established in London in the 1970s – St James Schools, London. Since then, others have been established around the world – St James in Johannesburg and Durban; John Scottus School in Dublin; Trinidad Renaissance School; John Colet School, Sydney; Ficino School in Auckland and Erasmus Primary School, established in 1996.

OUR PHILOSOPHY

All of the Renaissance schools share the same guiding ethos which acknowledges that every person shares the same universal essence, and that given the right conditions, all have the capacity to grow to their full potential.

The simple practice of letting the mind fall quiet and allowing the attention to go to the point of the pen or brush, opens the pathway for true creativity to flow.

Wellbeing is a priority for all schools. At Erasmus, we adopt the concept of arete as virtue, incorporating the four Platonic virtues of Wisdom, Justice, Courage and Temperance – these form the foundation of our wellbeing framework. Combined with the capacity to fall still and quiet, we find that these four virtues provide all that is needed to assist our students to face whatever challenge is presented – be it academic, emotional, physical or spiritual.

Challenge is not to be shied away from through fear or lethargy, it is something to be embraced with courage and wisdom.

tting the mind fall ttention to go to y to flow. or all schools. At concept arete the four Platonic ce, Courage and m the foundation work. Combined still and quiet, we es provide all that students to resented – be it ysical or from to e and wisdom

OUR FOCUS

• Our focus is the cultivation of every aspect of our students – body, mind, heart and spirit.

• We offer an ambitious and creative curriculum, enhancing the national curriculum with classical languages, philosophy, meditation and mindfulness as a way of developing all four aspects.

• We nurture the power of attention. We recognize focused attention as the master key to the development of our students, and use simple exercises to help direct the mind and enable the development of an inner-quiet, strength and steadiness. This makes it possible to attend to the task at hand with greater application.

• We build character and encourage kindness and respect.

AS A BONUS

• All staff and students eat together every day, enjoying a freshly prepared vegetarian morning tea and lunch.

• We are open from 8am – a bonus for working parents, and an opportunity for students to reconnect and play together before the school day starts at 8.25am.

Erasmus Primary School

40 Lisson Grove Hawthorn Vic 3122 03 9819 1266 • office@erasmus.vic.edu.au erasmus.vic.edu.au

For over 40 years, Heathdale Christian College has followed God’s call to provide Christian education to families of Melbourne’s West. This year, we celebrate 10 years of thriving in God’s grace in Melton, with the introduction of the VCE program at our Melton campus. With over 2300 students enrolled across our Werribee and Melton campuses, we continue to see God’s provision over the College as we look to celebrate two milestone events in 2025: the addition of our 3-year-old Kindergarten program and the first graduating class of Year 12s at our Melton campus.

At Heathdale, we believe in an education that goes beyond textbooks and study scores. We are proud to offer a truly authentic Christian education, where faith and learning are seamlessly intertwined. As we expand our Christ-centred learning community with the launch of our 3-year-old Kindergarten program, we remain steadfast in keeping God at the centre of everything that we do, as we build strong foundations for every student’s spiritual, academic and social development.

As students progress in their learning journey at Heathdale, our incredible staff and wide range of subject offerings allow them to continually discover and flourish in their God-given gifts. This includes sport, creative arts, cultural activities, camps and excursions, as well as mission and service programs. We also believe that parents play an invaluable role in their children’s education, hence we actively encourage and promote a strong parent partnership. When parents and educators partner together, we believe truly amazing things can happen for our students.

Choosing Heathdale Christian College means choosing an education that equips your child with the tools they need to navigate the challenges of the modern world whilst deepening their understanding of the Christian faith. Our commitment to authentic Christian education and parent partnership sets us apart, ensuring that your child receives a holistic education that will empower them to make a positive impact in society with an understanding of their God-given identity and purpose.

We invite you to join the Heathdale story by partnering with us to help your child flourish into who God has called them to be.

Interested in a 2026 enrolment? Enquire today at www.heathdale.vic.edu.au/enrol/enquire

CREATED WITH A PURPOSE

Holy Family Primary School - Doveton

HOLY Family Catholic Primary School is inclusive of all.

The school has been educating the children of Doveton for over 60 years. It is a co-educational Prep to Year 6 school, with enrolments open to all. We are a proud Catholic school and welcome children of all faith and cultural backgrounds.

Having grown up within the local area, I am passionate about providing a quality education, where students recognise their strengths, set high expectations for themselves and see a positive future ahead.

Our grounds are spacious, with abundant space to play and learn. We have large classrooms, plenty of play equipment, a large oval and two basketball courts.

Our teachers are dedicated, passionate and go above and beyond to share their passions with our students. Every student is known by name.

Our expert teachers work hard to understand the students’ point of need, and provide explicit teaching that extends the students’ capabilities.

We have a strong focus on phonics and oral language.

We foster engagement with families during formal and informal opportunities and share a partnership with the family to create positive outcomes for all students.

Our education support staff work with students who require further assistance to show their strengths. In line with our Inclusive of All mantra, we work to ensure that all students have access to tailored learning opportunities.

We have soccer, dance, art, cooking and chess clubs, so students can find their passions.

We visit local places regularly to ensure our students put their learning into action.

Our Breakfast club has 60 attendees daily and demonstrates our commitment to supporting families.

We emphasise enjoyment. We intentionally encourage our students to have fun.

We have recently completed a full upgrade of our website and enrolment process. Enrolments can be completed online.

These enrolment forms can be translated into many different languages.

We foster engagement with families during formal and informal opportunities and share a partnership with the family to create positive outcomes for all students.

You will also be provided with great images that show our stars in action.

If you have any questions, feel free to contact me directly on principal@hfdoveton.catholic.edu.

au

Every day, I am inspired by our community, hopefully you can be too.

Paul Sharp, Principal

ENROL NOW FOR 2025

Come and Grow With Us!

• Welcoming, inclusive faith community

• Professional, dedicated, nurturing staff

• Science of Learning approach

• Evidence based teaching practice

• Explicit Direct Instruction (EDI)

• Behaviour Curriculum

• Tier 2 Interventions (MultiLit, Extending Mathematical Understanding)

• Specialist Classes (AUSLAN, Physical Education, Performing Arts, Library, Science Technology Engineering and Maths)

• Extracurricular activities (Prep-Year 6

Mrs Julie David 9807 3300 principal@hfmw.catholic.edu.au

Camp program, Running Club, Choir, Dance Club, Chess Club, Music Bus, Coding Club)

• Student Buddy Programs (Prep and Year 5, Staff and Year 6)

• Student Leadership (Student Representative Council)

• Friends Igniting Reconciliation through Education (FIRE Carrier school)

• Partnership with the Resilience Project, Respectful Relationships

• Wellbeing Dog (Lola)

• All weather outdoor areas

Holy Family Primary School

250 Stephensons Road, Mount Waverley, 3149

Holy Trinity Primary School

MY name is Adrian Scutt and I am extremely proud to be the Principal at Holy Trinity, Wantirna South.

Holy Trinity, as part of the Parish of St Jude’s, Scoresby, has a proud history and tradition within the local and wider community. Our school has been providing rich and broad learning opportunities for students in our Parish since 1986. Holy Trinity is a diverse and welcoming community that aspires to cater for the needs of all of our students.

Holy Trinity has a strong emphasis on learning, both for our staff and students. Our collaborative approach to learning focuses on the opportunity for all students to flourish and to reach their full potential. Holy Trinity is focused on the education of students as 21st Century Learners, with the use of a range of digital technologies and contemporary learning environments.

Our students enjoy an inclusive and welcoming environment and experience a range of programs that address the Victorian Curriculum.

As Principal l am passionate about providing learning opportunities for all children in a safe and supportive learning environment. At Holy Trinity we are committed to living out our school vision of ‘Love One Another’.

One of the most rewarding aspects of being a School Principal is providing school tours for prospective students and families. At Holy Trinity our school leaders assist with the school tours. It is wonderful to listen to these students talk so positively about their own experience at Holy Trinity and be the greatest advocates for our school. It certainly makes me proud to be the Holy Trinity School Principal.

On a more personal note, I have been working in Catholic Education for more than 25 years, with the privilege of leading two school communities as School Principal. Catholic schools are essentially learning communities, with the Gospel Values central to who we are. As staff members we are called to be witness to these values in our everyday relationships with students, staff and parents. These relationships, in context of the Parish community of which we

We are committed to educating the whole person to their individual potential and we invest heavily in teaching our students the values of: Tolerance, Optimism, Respect, Confidence and Honesty which underpin our extensive values and social skills program.

belong, help form our Catholic Identity.

I would invite you to carefully consider Holy Trinity for the education of your child and welcome you to attend a school tour.

Warm Regards,

Adrian Scutt, Principal

Our dedicated and caring staff provide an engaging and challenging curriculum. We offer an education that caters for the development of the whole child and equips them for a bright future.

Pre-schoolers warmly invited to attend Kinder Kids reading sessions throughout the year.

Some of our extra curricular activities include:

• Specialist Technology & Multimedia Lessons

• Student Wellbeing initiatives • Sacramental Program

• Physical Education & Sport • Italian • Visual Arts

• Camping Program • Integration Program with St Mary’s College for the Deaf

• Before & After School Care • Various lunchtime clubs

Features of the school include:

• Contemporary Library/Technology Learning space

• Adventure playgrounds & huge sandpit

• Basketball courts • Grassed oval • Harmony garden 10 Riddell Rd Wantirna South

Parents are welcome to register for Open Days online or contact the school to arrange a private tour and meeting with the Principal, Mr Adrian Scutt.

Email: info@htws.catholic.edu.au www.htws.catholic.edu.au

Kilbreda College

KILBREDA College, in the heart of Mentone, is a contemporary and progressive Catholic school. Established by the Brigidine Sisters in 1904, we build on 120 years of experience in educating girls to become confident, independent women who seek to make a positive contribution to their community and our world. Our Brigidine and College motto, Strength and Kindliness, together with our core values underpin our extensive curriculum and co-curricular program and shape our relationships.

At our College, our innovative curriculum acknowledges, celebrates and values the experiences of students as they establish individual identities within our community. They will experience a contemporary learning environment and curriculum that empowers them to be well-informed, independent and critical thinkers in this ever-changing world.

Our Wellbeing Team leads a comprehensive student wellbeing program which builds resilience and encourages positive and respectful relationships. Through a combined focus on wellbeing and academic growth, our students are challenged and supported to achieve their very best in all their endeavours whether it be in the classroom, on a stage playing

in a music ensemble or out on the sporting field.

Like the Brigidine Sisters, we are deeply committed to matters of social and environmental justice and seek to instil in our students an understanding of contemporary issues in society and a desire to enact positive change through their words and actions. We affirm the life and teachings of Jesus, which challenge us to be just and to live in peace. Our Living Justice, Living Peace Charter guides us in this endeavour and challenges both students and staff alike at Kilbreda to be agents of change for a better world.

We recognise that each young person is unique, bringing different gifts, talents and individual needs with them. We pride ourselves on being a welcoming community in which all students are known and valued, where we treat each other with respect and dignity at all times. Our tailored programs foster an inclusive, nurturing school culture that encourages a sense of pride, purpose and belonging.

We invite you to see our school in action at one of our Open Mornings or join one of our Principal’s Talk and Tours. For more information scan the QR code or visit our website www.kilbreda.vic.edu.au

STEM is more than just Science and Maths

NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas.

Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion –these are just a few of the school projects discussed in a new Routledge book.

The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.

Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher.

STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”.

Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book.

Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”

“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher.

“When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.”

According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.”

Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges.

“I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.”

Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes.

Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources.

“At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.

“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”

Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.

“I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field.

“Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning.

“It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world.

“Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”

“To address the current pandemic, for instance, epidemiologists, mathematicians, education

experts, economists, social workers, communications creatives and a whole range of other disciplines have had to work together –while the arts have also been vital to making lockdown more bearable.

“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”

Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world –spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.”

Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge.

For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane. hunter@uts.edu.au

MacKillop College Werribee

curriculum has been designed to tie together

international travel to assist our students in

through volunteer programs and innovations and bringing our students the best learning

We welcome all queries relating to enrolment and the community and look forward to hearing from you: enquiries@mackillop.vic.edu.au.

A place where I can be myself

Maharishi School provides a school culture and curriculum created to unfold the full potential of our students, allowing each child to blossom in their unique expression of creativity and intelligence. From our 25 years in primary school education, we know that these qualities are already present in abundance in every child. Our experienced teachers encourage the full outer expression of the children’s inherent inner creativity and intelligence.

Come and experience the difference a stress-free learning environment can make with a personalised school tour.

Enrol your child today for a happier, healthier more fulfilling life.

Our motto, Knowledge is Structured in Consciousness, recognises that we learn best when we are settled, alert and happy. Consciousness-Based Education involves twice-daily Transcendental Meditation with an enhanced curriculum which is proven to:

Improve focus, attention span and comprehension

Decrease stress and anxiety and improve creativity

Positively influence behaviour for more fulfilling relationships

Marymede Catholic College

MARYMEDE Catholic College is a young and vibrant school community with an established K-12 Campus in South Morang, and a new 7-12 Campus in Doreen, opened in 2024 for Year 7. We aspire, in the way of Mary, to give students a passion for life, a love of learning and a determination to be of service to others. Through our mission and values, we are committed to recognising and developing the unique potential of every student preparing them to adapt to change in the world we are living in. As a result, our curriculum nurtures the individual to achieve fullness of life through a balanced emphasis on academic, spiritual, social, emotional and physical wellbeing.

Teachers and facilities provide students with every opportunity to develop their own interests and skills. An education at Marymede incorporates the latest technology, delivered by educators who deeply care about student outcomes, within an environment that stimulates and encourages excellence. The College places a strong, dual emphasis on personal endeavour and pastoral care, guiding our graduates to enter adulthood with confidence, self-esteem and the skills to successfully tackle life’s challenges.

Our 2024 College Theme, Embracing Life’s Journey, encourages our students and community to recognise that life unfolds with various experiences - both positive and negative. Through the lens of scripture, we strive to instil the

Differentiated learning and individual pathways continue to be at the centre of all that we do, as our new Key Directions light the path for our students and staff - as together we grow, lead and serve.

awareness that God and Jesus accompany us on this intricate journey, each and every step of the way.

Our growth has seen our College expand, not only with a new Campus in Doreen, but with a renewed and refocused Mission and Vision, and the development of our four Key Directions; Encountering Christ, Empowering students to Flourish, Aspirations for All and Fostering a Positive Culture and Environment.

Differentiated learning and individual pathways continue to be at the centre of all that we do, as our new Key Directions light the path for our students and staff - as together we grow, lead and serve.

Minaret College

MINARET College’s approach to learning is rooted in Islamic values and principles. It nurtures the physical, social, emotional, and spiritual wellbeing of each student.

Our students build lifelong learning friendships as they move from our Early Learning Centre, to Primary School and then through to their VCE years. Minaret College has a proven track record of students who achieve exceptional VCE scores, and our students go on to excel in their professions of choice. In 2023, our College Dux, Ayman Ibrahim achieved an impressive ATAR of 96.35. In addition, our graduates achieved strong results, with 98 per cent receiving at least one offer for their tertiary course of choice.

Our teaching approach is tailored to address the needs of children as they journey through life’s unique development stages. Our curriculum and approach provide opportunities for all students to explore their interests and develop skills, all within a supportive and respectful learning environment.

Alongside the Victorian curriculum, students study Qur’an, Arabic and Islamic studies. Students start the day with Qur’an recitation, and daily prayers are performed at school. The College community also celebrates significant Islamic occasions such as Eid and Ramadan together. The College also offers a daily Hifz program where selected students start the day a little earlier and are supported in their memorisation of the Holy Qur’an.

From the first day of Foundation until the end of Year 6, experiences in Primary School play a formative role in a student’s formal schooling journey. In these years, our teachers guide students to develop self-confidence as well as a sense of self-mastery and independence through purposeful learning activities that ignite curiosity, harness creativity and inspire a passion for lifelong learning.

As they enter their secondary school years, our students have a strong sense of confidence and start to think more critically about their academic strengths and weaknesses. In the lead up to VCE exams, our students make decisions to deepen their knowledge in specific areas of interest, while continuing to nurture a strong Muslim identity.

Our teaching approach is tailored to address the needs of children as they journey through life’s unique development stages.

About Minaret College

Minaret College offers Pre-School to Year 12 education at Springvale and Officer campuses. Our Doveton Campus is dedicated to primary years. We continually invest in our students to ensure they attain a quality Islamic and secular education and are dedicated to nurturing the leaders of tomorrow. Every student is empowered to embody our motto: Faith, Knowledge and Practice.

Minaret College is a popular choice for Muslim families looking for a supportive, nurturing environment. Enrolment applications for 2025 should be submitted early to avoid disappointment.

If you would like to know more about the College please contact us and request for a tour at your closest campus. Bookings can be made by calling (03) 9574-0567. Further information is available on our website at www.minaret.vic.edu.au, or on our Facebook page.

Nazareth College is Catholic CoEducation at its best and we stand apart as more than just a secondary school; we are a dynamic learning community dedicated to academic excellence and the holistic development of every individual— physically, intellectually, socially, and spiritually.

Our goal is to prepare students for life, equipping them with skills, knowledge, and values to become responsible, compassionate, and successful citizens.

Join the Nazareth family for a unique educational experience that encompasses faith, wisdom, and knowledge. Enrol now to be part of something extraordinary.

Visit our new building improvements including:

• State-of-the-art media centre with green screen room and recording studio

• VCE & VET Hospitality Centre

• Specialised science wing

• The brand new Maker Space for STEM/Robotics/Lego

• Outdoor classroom

• VCE Study Centre and much more.

Manning Drive, Noble Park North 03 9790 8100

www.nazareth.vic.edu.au

enrol@nazareth.vic.edu.au

COLLEGE

Enrolments for Year 7, 2026 intake due 16 August.

Student-led school tours are available all year, visit qrco.de/naztours for the latest dates.

NAZARETH

Our Lady of Fatima is a small Catholic primary school that delivers evidenceinformed programs in a warm and supportive community environment. The school is situated in Rosebud on the Mornington Peninsula, approximately 85km south of Melbourne, serving the Catholic communities of both Rosebud and Dromana.

Our School motto is ‘Dream, Believe, Achieve’, with a focus on meeting each child at their point of need. Student wellbeing is at the heart of what we do and our staff ensures that your child is supported to make the very most of their academic potential. With a rigorous teaching program, our staff hold a common vision of academic success for all students where teaching capabilities and relationships are nurtured to support students' academic results, spiritual development and wellbeing.

With an extensive campus, Our Lady of Fatima offers spacious and modern learning spaces, a dedicated specialist learning area, Hub, School Hall, substantial playgrounds and sporting fields, all located on a quiet street frontage that provides a sense of privacy and security for our students and families.

Working together in partnership is of utmost importance to our school, where together we build the highest possible level of care and trust between students, staff and families. We place learning at the centre of our everyday encounters, while ensuring that a strong sense of wellbeing and community is maintained.

To book a tour call us on 5950 0400 or visit us at 16 Hinton Street Rosebud 3939 office@fatimarosebud.catholic.edu.au

The importance of handwriting skills

IN an increasingly digital age, the importance of teaching students handwriting skills may seem diminished. However, the art of handwriting holds significant value that extends beyond mere practicality. The following explores the enduring importance of teaching student’s handwriting skills and highlights the cognitive, educational, and personal benefits associated with this fundamental form of communication.

■ Cognitive Development

Handwriting engages various cognitive processes, contributing to the development of fine motor skills, hand-eye coordination, and spatial awareness. The intricate movements required for forming letters and words stimulate neural connections in the brain, enhancing cognitive development. Research suggests that handwriting improves memory retention and information processing, as the physical act of writing reinforces learning and comprehension.

■ Communication and Expression

Handwriting offers a unique form of selfexpression and personal connection. It allows individuals to convey their thoughts, emotions, and ideas in a distinct and tangible manner. Handwriting can be more personal and intimate than typed text, as it reflects an individual’s personality, style, and individuality. The act of physically writing helps individuals connect with their thoughts, fostering creativity and a deeper understanding of the content being written.

■ Cognitive Engagement and Retention

Writing by hand enhances cognitive engagement and information retention. The physical act of writing engages multiple senses, including touch, sight, and kinesthetic awareness, resulting in a more immersive learning experience. Studies have shown that students who take notes by hand demonstrate improved comprehension and recall compared to those who rely solely on digital devices. Handwriting promotes active thinking, critical analysis, and the organisation of thoughts, leading to more effective learning and long-term memory retention.

■ Literacy Development

Teaching handwriting skills is closely linked to literacy development. As students learn to write, they simultaneously reinforce their reading skills, phonemic awareness, and understanding of language structure. Handwriting helps students recognise letter forms, letter-sound relationships,

It serves as a foundational step towards proficient reading and writing abilities.

and word formation, ultimately supporting their overall literacy skills. It serves as a foundational step towards proficient reading and writing abilities.

■ Historical and Cultural Preservation

Handwriting carries historical and cultural significance. It connects us to our past, allowing us to decipher historical documents, letters, and manuscripts that were handwritten. By teaching students handwriting, we ensure the preservation of this valuable heritage. Handwriting enables individuals to appreciate the artistry and personal touch behind handwritten artifacts, fostering an understanding and respect for our shared history.

■ Practical Applications

While digital technologies have become pervasive, there are still situations where handwriting remains practical and necessary. Not all environments or circumstances allow for the use of digital devices, and being able to communicate effectively through handwriting ensures individuals can adapt to various situations. Handwritten notes, letters, and forms remain prevalent in many areas of life, such as personal correspondence, legal documents, and signatures.

Despite advancements in technology, teaching students handwriting skills remains essential for their cognitive, educational, and personal development. Handwriting engages cognitive processes, enhances communication and expression, promotes cognitive engagement and retention, supports literacy development, preserves historical and cultural connections, and maintains practical applications. The art of handwriting holds timeless value, fostering creativity, critical thinking, and a deeper connection to our thoughts and ideas. By teaching handwriting, we equip students with a valuable skill that transcends the digital realm, empowering them to communicate effectively and express themselves authentically in an everevolving world.

An inclusive community empowering young hearts and minds.

At Our Lady’s we are acutely aware of the privilege it is to be invited into the educative process of your child.

Considering the perfect educational journey for your child?

Our Lady’s Primary School Surrey Hills offers:

• Strong emphasis on academic excellence and personal and social development.

• Innovative curriculum spanning English, Math, STEM, Arts, Mandarin, PE, Kitchen Garden, Coding, Chess Club, Sailing, and Well-being Programs.

• Mutli-Sensory Structured Literacy approach

• Explicit Teaching of Phonics/ Science of Learning

• Before and After School Care

• Camps

• Study Tour of CanberraYear 5 /6

• Contemporary Learning Spaces with interactive whiteboards and Smart TVs

• STEM Centre

• Specialist subjects in Performing Arts, Visual Arts, Physical Education, Science, and Mandarin.

• Lunch time clubs: Chess, Robotics, Choir, Lego, Art.

• Buddy Program

• The Resilience Project

Parade College

PARADE College has been at the forefront of educating young men since 1871.

Over 40 VCE subjects and 20 VET Certificates are available for students across our two campuses – our Bundoora campus caters for students with the Year 7 to 12 VCE pathway, and the Preston campus offers the VCE Vocational Major pathway for students in Years 10 to 12. Parade College is also a Registered Training Organisation (RTO), and the first school in Australia to offer the Manchester City Football School program.

Our House System provides a strong foundation for student wellbeing with each House headed by a House Leader who works with their team of Tutor Teachers to care for the students in their House. We have an extensive network of support programs to assist students including a large multidisciplinary Learning Diversity Team, Careers and Academic Advisors, Counsellors, and Youth Workers.

A Parade College education is consciously holistic and we ensure there are many opportunities for growth of the whole personacademic, physical, emotional, creative, and spiritual. Student voice is encouraged as is participation in a wide variety of Community Action and Social Justice programs.

Our academic programs include the Altior program for highly able Year 7-9 students with students placed in classes with like-minded peers. The ExCEL program for Year 9 students includes a variety of Extended Learning Projects, as well as learning4life, a series of Personal Development seminars. Furthermore, students who are high achievers in Year 9 are well-placed when applying to accelerate into available VCE Unit 1 and 2 subjects in Year 10 and VCE Units 3 and 4 in Year 11.

With world class facilities, our Specialist Sport Programs include the Year 7 Sport Development Program, the Specialist High Performance Sport Stream, and the Senior Sport Academy which provides direct entry into Bachelor courses in Business and Sport Science at La Trobe University.

From Year 7, students can receive instruction from a Manchester City coach who is employed fulltime at Parade College. Manchester City Football School students are trained in the same

A Parade College education is consciously holistic and we ensure there are many opportunities for growth of the whole personacademic, physical, emotional, creative, and spiritual.

manner as elite Juniors worldwide who participate in Manchester City feeder programs. Participation is incorporated into students’ daily timetables. We have strong partnerships with external organisations so that our students have every opportunity to fulfill their potential, including La Trobe University, Santa Maria College in Northcote, Mercy College in Coburg, the Northern Melbourne VET Cluster, Melbourne Indigenous Transition School, Manchester City Football Club, the Northern Knights Football Club, Melbourne City Football Club, and Diamond Valley Basketball Association.

Integrating arts into the curriculum

IN the quest to provide a holistic education that prepares students for the challenges of the future, there is a growing recognition of the importance of integrating arts into the academic curriculum. While traditional academic subjects are undoubtedly crucial, fostering creativity and artistic expression is equally essential. Here we explore the benefits of developing an arts curriculum alongside academic studies, the impact on students’ cognitive and emotional development, and the potential for cultivating well-rounded individuals equipped for the complexities of the modern world.

Cognitive Benefits of Arts Education:

Arts education encourages students to think critically and analyse situations from multiple perspectives. Through activities like visual arts, music, and drama, students develop the ability to interpret and evaluate information, fostering a more nuanced approach to problem-solving.

Numerous studies have shown a positive correlation between arts education and improved academic performance. Engaging in creative activities stimulates brain function, enhancing memory, attention, and overall cognitive abilities. Students involved in the arts often demonstrate higher scores in standardised tests and exhibit increased proficiency in other academic subjects.

Emotional and Social Development:

The arts provide a platform for self-expression, allowing students to convey their thoughts, emotions, and experiences in a non-verbal manner. This creative outlet can be particularly valuable for students who may struggle with verbal communication, providing them with alternative means of expressing themselves.

Participation in the arts exposes students to diverse perspectives, cultures, and experiences. This exposure fosters empathy, helping students develop a deeper understanding of others and promoting a sense of interconnectedness that extends beyond cultural and social boundaries.

Creating Well-Rounded Individuals:

By integrating arts into the academic curriculum, schools instill a lifelong appreciation for various forms of artistic expression. This appreciation goes beyond the classroom and extends into students’ personal lives, enriching their cultural experiences and contributing to a more vibrant and engaged society.

Arts education encourages interdisciplinary connections, demonstrating the interconnected nature of knowledge. Students can explore the intersections between art, science, history, and literature, fostering a more comprehensive understanding of the world and breaking down traditional academic silos.

Practical Implementation:

Collaborative efforts between arts and academic teachers can result in innovative, crossdisciplinary projects. For example, a history lesson could be enhanced through a theatrical performance or a science class enriched by incorporating visual arts to illustrate concepts.

Schools can incorporate dedicated arts courses into the curriculum, ensuring that students receive comprehensive exposure to various artistic disciplines. This may include visual arts, music, drama, dance, and creative writing, allowing students to discover and nurture their individual artistic strengths.

Addressing Challenges:

One of the challenges in developing an arts curriculum alongside academic studies is resource allocation. Schools may need to invest in art supplies, musical instruments, and qualified arts educators. However, the long-term benefits in terms of student development and academic success make this investment worthwhile.

Cultivating a culture that recognises and values the importance of arts education is crucial. This involves fostering support among educators, parents, and policymakers to ensure that the arts are not sidelined but integrated as an essential component of the overall educational experience.

By providing students with opportunities to engage in creative expression, schools contribute to the development of critical thinking skills, emotional intelligence, and a lifelong appreciation for the arts. The synergy between academic and artistic pursuits creates a more enriching educational experience, preparing students not only for academic success but also for the complexities and challenges of a rapidly evolving world. As we continue to redefine the goals of education, an integrated curriculum that values both the academic and the artistic is a powerful step towards fostering the diverse talents and capabilities of each student.

Sacré Cœur

Open Heart, Open Mind, Infinite Possibilities

OUR holistic approach to educating young women unites academic endeavour with deep care for each child. Founded in 1888, we have an unwavering commitment to nurturing futureready young women.

Educating for Human Flourishing

Our students’ wellbeing is at the core of their personal endeavour and achievement. As such, it will always be our first priority. We are committed to supporting the emotional and social development of each student, and the delivery of our Pastoral Care program is central to this.

We live in a rapidly changing world, one that provides challenges and opportunities for our future generations. For our young women to fully embrace the future and to help build a better society, we must provide them with the necessary capabilities, knowledge and skills.

Our current strategic plan recognises the challenges of our ever-changing world and how education must equip students with the skills and mindset required for tertiary education and the workplace. Our School’s Future Fit Framework underpins the learning and teaching of our school. Based on the values of Purpose, Excellence, Care, Hope and Connection and the actions of Developing Thinking, Deepening Understanding, Discovering Possibilities, it specifically links wellbeing and learning, aiming to create ambassadors of positive change.

Our students learn from highly qualified and

passionate teachers, many of whom are curriculum experts. Within small classes, our teachers embrace each child as an individual, meeting their learning and wellbeing needs.

Learning in our Junior School, Joigny, focuses on building upon each child’s natural enthusiasm and curiosity within a caring environment.

In Senior School, academic endeavour and the holistic, personal development of each student are at the core of our focus. As a result, our young women flourish and achieve exceptional VCE results.

Co-Curricular

We are committed to a well-rounded education and provide a wide range of co-curricular opportunities for students to explore in creative and performing arts, sport, public speaking, special interest clubs, leadership, competitions, travel and more.

Sacre Cœur is a member of Girls Sport Victoria, an interschool sporting association with 24 member schools, offering 16 sports. Our respected Brynmawr Music School provides lessons and the opportunity to participate in 16 ensembles and choirs from the junior years onwards.

Our Location

Located on the Glen Waverley train line, the 5, 6 and 72 tram routes and easy bus service from Chadstone and Caulfield. There are also numerous private buses servicing the Bayside area, Doncaster, Balwyn, Williamstown, Bentleigh and Oakleigh.

Students and Problem Solving

A POPULAR theory says it’s best for students learning a new topic to tackle problems on their own before they’re taught the known method. But a recent study suggests this approach can backfire – especially when there’s a risk of information overload.

The study, led by PhD candidate Greg Ashman of UNSW Sydney, suggests that when new learning places high demands on students’ working memory, it’s better to explicitly teach them first, and let them attempt to apply their knowledge to problem-solving afterwards.

The study taps into fierce debates over the role “productive failure” has in student learning. Research on productive failure has shown that in some cases, letting students try to solve problems before teaching them how has benefits: these include giving them a chance to draw on their existing knowledge, becoming aware of gaps in this knowledge, and engaging more deeply with what they’re then taught.

But the study’s results, says Ashman, suggest that this approach does not work when the problem-solving requires students to pull together lots of new pieces of information to arrive at a solution.

In this case, students run the risk of information overload. This is because there is a limit to how much information our working memory can deal with at once. Because of this, says Ashman, it is helpful to store some of the information we’ll need in our long-term memory before we attempt to solve complex problems.

Ashman’s study was based on two experiments. In the first, researchers split 64 year 5 students tackling science problems on lightbulbs and energy use into two groups: one group had a go at the problems before having an interactive lecture on the effective approach. The other group had the interactive lecture first, then attempted the problems.

At a later date, both groups were given another go at problems based on the same knowledge to see who would do better. The results were clear: the students who had the interactive lecture first scored higher. A similar experiment was run again with a separate group of 71 students, but with slightly more complex problems. The results in this case were even more decisive.

But the study does not rule out problem-solving

The purpose of education is to allow learners to store information in long-term memory.

as a learning approach. The problems attempted in this study involved a high number of elements that needed to be processed in the learners’ working memory.

Ashman thinks this may be why the “productive failure” approach was ineffective. But it may still be beneficial in situations where the working memory has only a small number of elements to interact with, he said.

The current understanding is that the working memory has a limit of around four elements when processing information. Any more elements constitute a “high” level of interaction. Long-term memory has no known capacity limits. Once the working memory processes new information, it is stored in the long-term memory, and can be transferred back to the working memory whenever required.

“The purpose of education is to allow learners to store information in long-term memory,” said Ashman. “Once stored, we are transformed in our ability to act. But before being stored, new information must be processed by our working memory, which has limited capacity and duration.”

“When we’re teaching students how to solve problems with lots of interacting elements, we should start with explicit instruction before getting the class to attempt the problems.”

Greg Ashman et al. (2019). ‘Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?’, Educational Psychology Review.

For more information or an interview, please contact Greg Ashman of UNSW Sydney at greg.ashman@gmail.com. (Email message preferred, as Greg Ashman is a full-time teacher.)

Our school is situated at the corner of Glenferrie and Cotham Roads in the inner Melbourne suburb of Kew. It sits behind the iconic Sacred Heart Kew Parish Church. We are located just 5 kilometres from the city centre of Melbourne. Our school has been educating children in the Kew area for over 130 years.

Sacred Heart School Kew is a welcoming environment where our aim is to ensure that all students and their families feel a sense of connectedness and belonging. Our staff, students and parents make every effort to welcome and include all individuals in our activities and we pride ourselves on our strong community spirit and our happy and friendly environment. There is a genuine sense of caring for others within our community.

Our school community believes strongly in social justice and we build a sense of global awareness – that people beyond our boundaries may benefit from our support and that we can, and do, make a positive difference in our world. We aim to foster a community of lifelong learners where we set high expectations for ourselves and

high expectations for our whole school. We aim to support our students to experience success and fulfillment, a sense of purpose, hope, confidence and positive self esteem.

We believe at Sacred Heart School Kew that your child will be inspired and challenged every day by our dedicated and knowledgeable staff. Our classrooms, buildings, facilities and school grounds are engaging environments, providing the perfect setting for your child to develop themselves, throughout their primary school years.

Take a virtual step into life at Sacred Heart School Kew. This offers prospective parents a window into life at our school, for you and your family. Have a look around and see what you think www.shkew.catholic.edu.au

Please contact the school on 9853 5859 to arrange a time for you to tour the school and see our community in action. We look forward to meeting you and your family and showing you what lies behind the fence here at 116 Cotham Road, Kew.

Salesian College Sunbury

AT Salesian College Sunbury, we pride ourselves on preparing students for the future. Motivated by our Salesian charism, we provide a quality education and promote our school values of Community, Learning, Excellence and Faith, both in the classroom and in everyday life. We are inspired by the example of Saint John Bosco (Don Bosco), the founder of the Salesians, who taught with ‘Reason, Religion, and Loving Kindness’.

An essential characteristic of Don Bosco’s approach was his passion for the formation of young people as both ‘Good Christians and Honest Citizens’. At Salesian College Sunbury we are committed to perpetuating this vision, encouraging and empowering our young people to strive in all aspects of life for the purpose of making a difference in the world.

We recognise that each student is unique in their educational needs and academic abilities, and we are committed to embracing innovative ways of teaching and learning to support our entire student population. We have launched our My Salesian Passport (MSP) curriculum structure, which is designed to maximise student agency and, as a result, maximise motivation and enthusiasm for learning. Our passionate teachers work to challenge the norm and find reimagined approaches to teaching and subject design, while exploring new ideas and concepts around wellbeing, motivation, and integration of technology to ensure that each student has the

We are committed to providing an environment for our young people that is reflective of our core values: community, learning, excellence, and faith.

best opportunity to strive for excellence and to prepare for success in school and life.

Early in 2024 we opened our fully refurbished STEAM Centre and our students benefit immensely from the hands-on experience provided by the Centre’s Maker Space. They engage in real-world projects that foster problemsolving skills and encourage innovative thinking.

We are committed to providing an environment for our young people that is reflective of our core values: community, learning, excellence, and faith.

Why not hear from the students themselves? Throughout each term, we host several studentled tours where you can discover our unique campus, explore our brilliant facilities, hear directly from our students, and meet our Principal. Visit our website to see what sets us apart!

Benefits of extracurricular activities

EXTRACURRICULAR activities play a crucial role in the holistic development of school students. These activities, which encompass a wide range of interests and passions beyond the traditional academic curriculum, offer students numerous benefits that extend far beyond the classroom walls.

From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.

This article explores the transformative power of extracurricular activities and highlights the manifold advantages they provide to school students.

Contrary to popular belief, engaging in extracurricular activities can have a positive impact on academic performance.

Research indicates that students involved in extracurriculars often exhibit higher levels of motivation, better time management skills, and improved organisational abilities.

Participation in activities such as debate clubs, science fairs, or mathematic competitions stimulates intellectual curiosity and enhances critical thinking and problem-solving skills. Students who engage in extracurriculars are more likely to develop discipline and perseverance, attributes that contribute to academic success.

These activities provide a practical application of concepts learned in the classroom, reinforcing academic knowledge and deepening understanding.

Extracurricular activities can also offer opportunities for mentorship and access to resources that extend beyond the school environment, further enriching the learning experience.

Extracurricular activities provide an ideal platform for students to develop crucial social skills that are essential for their personal and professional lives.

Through teamwork, collaboration, and interaction with peers who share similar

From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.

interests, students learn to communicate effectively, resolve conflicts, and build relationships. Whether it’s participating in team sports, joining a music ensemble, or working on a community service project, students gain exposure to diverse perspectives, fostering empathy and cultural sensitivity.

These activities also promote leadership skills, as students often assume roles of responsibility, such as team captains, club presidents, or project coordinators. By engaging in extracurricular activities, students develop self-confidence, assertiveness, and the ability to adapt to different social contexts, qualities that are vital for success in the future.

Extracurricular activities serve as fertile ground for personal growth and character building. These activities encourage students to explore their interests, discover their passions, and develop a sense of identity. Whether it’s pursuing a hobby like painting or learning a musical instrument, extracurriculars provide a creative outlet for self-expression, fostering a sense of fulfillment and purpose. Furthermore, these activities teach students resilience and perseverance, as they often face challenges and setbacks along the way.

Through practice, dedication, and the pursuit of excellence, students develop a growth mindset, embracing failure as an opportunity to learn and grow. Extracurricular activities also instil important values and virtues such as discipline, integrity, and teamwork. In sports, for example, students learn the value of fair play, respect for opponents, and the importance of teamwork to achieve common goals. In clubs and organisations, they learn to navigate responsibilities, manage time effectively, and develop organisational skills. These activities provide a platform for students to learn from mentors and role models, who impart valuable life lessons and guide them towards ethical decision-making.

Beyond the school years, the skills and values gained through extracurricular activities contribute to college admissions and career success. Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.

Extracurricular activities offer students a myriad of benefits that extend far beyond the academic realm. From enhancing academic performance to fostering social skills and nurturing personal growth, these activities play a

Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.

pivotal role in shaping well-rounded individuals. By participating in extracurriculars, students develop skills and qualities that prepare them for the challenges of the future, both academically and personally. It is imperative for educational institutions and parents alike to recognise and encourage the power of extracurricular activities, ensuring that students have ample opportunities to explore their interests, pursue their passions, and grow into confident and capable individuals.

Achieving Together in Faith

St Aloysius College

ST ALOYSIUS College proudly celebrates a significant milestone this year as it welcomes its second co-educational Year 7 cohort, following the momentous transition from an all-girls institution to a co-educational format that commenced in 2023. With over 135 years of rich history, the College has embraced this change, responding to the strong desire of families in Melbourne’s Inner North West to provide a Catholic education for both their sons and daughters. The overwhelming support from parents, students, and staff underscores the College community’s commitment to fostering an environment where students thrive academically, personally, and socially.

Rooted in the Catholic tradition of the Sisters of Mercy, St Aloysius College goes beyond academics, exemplifying the profound benefits of a values-based education. Guided by the Mercy Education values of compassion, justice, hospitality, service, respect, and courage, students are not only prepared for academic success but also empowered to navigate the complexities of the modern world with a holistic approach to mind, body, and spirit.

Central to the College’s educational vision is a dedication to individual wellbeing. Recognising the uniqueness of each student, St Aloysius College programs prioritise their wellbeing and lay the groundwork for academic and personal brilliance. The co-educational curriculum emphasises collaboration, respect, and

understanding between genders, fostering empathetic leaders capable of engaging in respectful dialogue and driving positive change in their communities.

St Aloysius College’s comprehensive curriculum integrates academics with the Universal Learning Programme (ULP) and a diverse range of co-curricular activities spanning STEAM, Sport, Languages and the Arts. This approach provides students with opportunities to explore their interests and develop essential skills, nurturing critical thinking and intellectual curiosity. The College’s commitment to an individualised approach recognises the needs of the whole person, equipping students with interpersonal skills, adaptability, and resilience for success in the many diverse professional and social environments they will experience throughout their lives.

As the College embarks on this transformative co-educational journey, it prepares students for the real world beyond the school gates. Graduates of St Aloysius College emerge as compassionate, confident, and well-rounded individuals, ready to face the challenges that lie ahead. Enrolments for Year 7 in 2026 are now open, with applications closing on Friday, 16th August 2024. Families are invited to join a campus tour and become part of a community that values curiosity and coeducation, preparing students for a brilliant future.

St Anthony’s Catholic Primary School

Encouraging curiosity and creativity

• Learning in perfect harmony

• Wellbeing through engagement

• Extracurricular opportunities

• Specialist classes

• Enhancing inclusive learning and teaching through authentic partnerships with families

• Encouraging the deep questions of life linked to Catholic Faith

• Promoting high expectations and the full flourishing of every person. St Anthony's Primary School

St Brigid’s Catholic Primary School

ST BRIGID’S Catholic Primary School has the great Irish saint, Brigid as its patron. It is her example of faith and charity that has inspired our school motto ‘Grow in Wisdom and Love’. School spirit, community engagement, excellent educational and wellbeing programs, that focus on the individual child contribute to St Brigid’s being the school of choice in the Yarra Valley Region.

History

St. Brigid’s school dates back to 1901 when the Sisters of Mercy took on the task of bringing Catholic education to the children of Healesville. In 1904, the main brick building was constructed and then in 1915 the Faithful Companions of Jesus (FCJ) continued this mission until 1924. Between 1925 until 1988, the Sisters of St. Joseph were in charge of the school and developed a strong standing within the community. From 1989 until the present day, lay teachers and principals have managed and improved students’ educational and wellbeing outcomes. The school has continued to evolve over the years with the needs of the students, having completed a series of refurbishments and capital works projects and is now comprised of 14 classrooms, an office and administration block, staff amenities, STEM Room, Library, multipurpose room, Arts Wing, and many other internal and external facilities.

Vision

Our school vision is - A Christ-centered community, learning from the past, challenging the present, creating the future.

Mission

At St. Brigid’s we seek to provide children with the

At St. Brigid’s we seek to provide children with the best kind of education possible, one that fosters a formation of the whole person that is deeply and enduringly humanising.

best kind of education possible, one that fosters a formation of the whole person that is deeply and enduringly humanising. With parents as partners, St. Brigid’s school seeks to provide an environment in which students are enabled to encounter God in Christ and deepen their relationship with Him; to pursue wisdom and truth encouraged by a supportive academic culture; to grow in the practice of virtue, responsible freedom and serving the common good.

Profile

■ 312 students, 14 classes, 34 staff with class sizes 312 students, 14 single year level classes, 34 staff with class sizes at 20-25 students

■ Specialist classes including Art, Health and Wellbeing, Library, Music, Physical Education, Performing Arts and STEM

■ Innovative approach to teaching Italian as a second language from Prep to Year 6

We are a Christ centred community: Learning from the past, Challenging the present, Creating the future.

Tour and Enrolments

Tours available any time.

Please call our Principal Mrs Tess Dwyer on (03) 5962 4200

Quality education underpinned by the values of the gospelFaith, Hope & Love

Strong literacy and numeracy learning program

Student-centred, evidence-based and personalised curriculum for all abilities.

New innovative approach to teaching Italian as a second language.

Specialist classes in Visual Arts, Performing Arts, Music, Health and Wellbeing, Physical Education and STEM.

NOW SINGLE YEAR LEVEL CLASSES FROM PREP TO YEAR 6.

St Clare’s Catholic Primary School

EVERY school has a motto or mission statement that outlines how each member of the community can benefit from being part of the school community. St Clare’s Primary School, Officer, has the following school motto: Faith leads to courage, wisdom and compassion In order to live out this motto, all members of our community are asked to follow our school wide expectations which are Respect, Optimism, Courage, Kind and Safe - ROCKS.

Our students follow these in their daily actions at school by doing their job, having a go, making positive choices, seeking help when needed, modelling and practising kindness and keeping themselves and others safe.

At St Clare’s these expectations are modelled and explicitly taught and reinforced in an ongoing way. Our student awards are based on living out ROCKS and we link these expectations to scriptures in the Bible. Our hope is that all members of our community will leave St Clare’s with our school wide expectations and our motto instilled in their minds as they go through life.

We look to nurture the holistic development of each child at our school. For the St Clare’s family, numeracy and literacy skills are core elements of education; but so is Religious Educationdeveloping empathy, social justice and a strong moral compass. We encourage active play and healthy bodies; understanding other cultures through learning languages; and the confidence that comes with developing creativity through the performing and visual arts.

At St Clare’s our aim is to have each child reach their potential; to be a well-rounded individual - within a supportive and caring learning environment.

Student achievement is measured not only by academic growth but by each child’s emotional, social and spiritual wellbeing. Being part of faithfilled community instils our students with a sense of identity, a feeling of belonging and above all, a powerful sense of self-worth.

At St Clare’s our aim is to have each child reach their potential; to be a well-rounded individualwithin a supportive and caring learning environment.

Visit our website www.stclaresofficer.catholic. edu.au and tour our “virtual tour” to get a real feel for our school. School Tours are also available, please contact the school on 5940 6777 to book a time.

For all enquires or to receive our enrolment documentation please phone 5940 6777 or email enrolments@stclaresofficer.catholic.edu.au

St Kevin’s Catholic Primary School

WE wish to extend a warm welcome to your family on behalf of our school community. At St Kevin’s, our students are at the centre of all that we do. We have a strong commitment to providing a safe and harmonious school environment where successful relationships thrive. Our strength lies in the close partnerships between students, staff, parents and the wider community which is highly valued by us all.

We provide engaging educational programs where learning is inclusive, relevant, fun and caters to the whole child. Our teachers cater for the different learning styles of all students where quality educational outcomes remain their constant focus.

We strive for excellence, to instill a love of learning into our students and to make school a place where children want to be. This is achieved through the extensive range of academic, sporting and cultural activities organised by the school.

We endeavour to educate our students to develop a foundation of knowledge, skills and attitudes for lifelong learning. The school is focused on the students being prepared for a world yet to be imagined and in providing all classes with the right tools to support their engagement in a contemporary learning environment.

At St Kevin’s, we build the expectation that each of us has the potential to contribute to the development of our changing world academic, sporting and cultural activities organised by the school.

Our school is a Learning Community. In partnership with parents, staff work together to create a culture that enables children to think creatively, confidently express themselves, independently follow their curiosity and manage their learning in an organised and persistent manner to the best of their ability.

We expect our students to work hard and to care for each other and to invest in making St Kevin’s a very positive place of learning.

We are so proud of our school and meeting potential new members of our community brings us great joy knowing that we may be at the beginning of creating and developing new and

At St Kevin’s, we build the expectation that each of us has the potential to contribute to the development of our changing world academic, sporting and cultural activities organised by the school.

powerful relationships. If you have any further questions please do not hesitate to contact us to discuss them. Our school community is vibrant and enthusiastic and we hope your involvement at St Kevin’s will be enriching. enjoyable and rewarding.

We warmly invite you to explore our website, subscribe to a video tour or even book a physical tour so you can see for yourself why St Kevin’s is the school of choice in Templestowe Lower. St Kevin’s is a fantastic school - with so much to offer, come and visit us.

We know you will be impressed!

2025 Open Days

Discovery Tour on Open Days everyday of the week for 2025!

Term 1

Wednesday 5th March 9:30am - 11am

Saturday 15th March 9:30am - 12pm

Term 2

Monday 28th April 9:30am - 11am

Monday 28th April Information Night

7:30pm Adult Evening only

Saturday 17th May 9:30am -12pm

Term 1

Thursday 27th February at 9:30am to 11:00am & 1:30pm to 3:00pm

Term 3

Saturday 19th July 9:30am -12pm

Tuesday 29th July 9:30am - 11am

Thursday 7th August 9:30am - 11am

Term 4

Saturday 18th October 9:30am -12pm

Wednesday 29th October 9:30am - 11am

Term 2

Tuesday 6th May at 9:30am to 11:00am & 1:30pm to 3:00pm

Term 3

Wednesday 13 August on 9:30am to 11:00am & 1:30pm to 3:00pm

As a Catholic educator of over 30 years and parent of two, I deeply value the importance of selecting the right P-6 primary school for your child and family.

Selecting a school for your child is a significant family decision, so it is vital to visit prospective schools and encounter their learning culture and community, asking key questions to support your decision.

Our St. Dominic’s school community is Welcoming, inclusive, and highly-engaged and our children are at the heart of all we do.

Wellbeing is fundamental to successful learning and our students are happy, confident, and supported to build

meaningful connections and achieve positive learning outcomes.

This is at the core of our work.

Our Dominican Charism is based on the foundations of Prayer, Learning, Service and Community; this is real, lived and celebrated each day at St Dominic’s.

We provide diverse and engaging learning programs, offer excellent contemporary learning spaces, value student voice, target learning support and we are proud of our caring and professional staff.

I warmly invite you and your family to “Discover the St. Dom’s Difference” for yourself!

Students and the educational revolution

THE integration of artificial intelligence (AI) into various facets of our lives has been nothing short of transformative, and the realm of education is no exception. From K-12 schools to higher education institutions, students are increasingly exposed to AI-powered tools and technologies that are reshaping the way they learn, engage with content, and interact with their educational environments. This article delves into the multifaceted use of AI by students at school, exploring its benefits, challenges, and the potential it holds for shaping the future of education.

Enhanced Personalised Learning

One of the key advantages of incorporating AI into education is its ability to facilitate personalised learning experiences. Traditional classrooms often struggle to cater to the diverse needs and learning paces of individual students. AI, however, can analyse each student’s learning patterns, strengths, and areas for improvement to tailor educational content accordingly. Adaptive learning platforms use data-driven insights to present students with appropriate challenges and resources, helping them progress at their own pace while ensuring a deeper understanding of the material.

Efficient Content Delivery

AI-driven platforms offer students access to a wealth of educational resources, making the learning process more efficient and engaging. Virtual tutors and intelligent chatbots are on the rise, providing instant help and explanations for complex concepts. These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to wait for teachers or peer support. Consequently, students become more independent learners, honing their problem-solving skills and fostering a sense of empowerment in their academic journeys.

Automated Grading and Assessment

The time-consuming task of grading assignments and assessments has long been a challenge for educators. AI-powered grading systems, equipped with natural language processing capabilities, can provide automated and consistent evaluation of essays, quizzes, and assignments. This not only saves teachers time but also ensures objective

These AI-driven tools enable students to seek clarification and assistance at any time, eliminating the need to wait for teachers or peer support.

and unbiased grading, allowing educators to focus on providing meaningful feedback and support to students. Furthermore, AI can analyse assessment data to identify learning trends, helping educators refine their teaching strategies for better outcomes.

Data-Driven Insights

AI’s ability to analyse large volumes of data has led to a revolution in educational analytics. Schools can now gather and analyse data related to students’ performance, attendance, engagement, and more. These insights provide educators with a deeper understanding of individual and collective learning patterns, enabling timely interventions for struggling students and the identification of effective teaching methods. Additionally, these datadriven insights can help schools make informed decisions about curriculum development, resource allocation, and overall educational strategies.

Virtual Reality and Immersive Learning

AI’s integration with virtual reality (VR) and augmented reality (AR) has opened up new avenues for immersive learning experiences. Students can step into historically significant events, explore complex scientific concepts, or travel through the human body-all through interactive virtual environments. AI algorithms enhance these experiences by adjusting the level of difficulty, guiding students through challenges, and providing real-time feedback. Immersive learning not only makes education more engaging but also deepens understanding by offering experiential learning opportunities.

Ethical and Social Considerations

While the benefits of AI in education are undeniable, there are ethical and social considerations that must be addressed. The collection and analysis of student data raise concerns about privacy and data security. Schools must ensure that data is handled responsibly and transparently, with clear policies in place to protect student information. Moreover, the potential for AI to perpetuate biases present in training data raises questions about fairness and equity in education. Vigilance is required to prevent AI from inadvertently reinforcing existing educational inequalities.

Teacher-Student Dynamic

The introduction of AI in education does not diminish the role of teachers; rather, it redefines it. Teachers become facilitators of learning, guiding students in navigating the AI-enhanced educational landscape. With administrative tasks like grading automated, teachers can allocate more time to one-on-one interactions, mentorship, and addressing students’ individual needs. This reimagined teacher-student dynamic fosters a more collaborative and personalised educational experience.

Preparation for the Future

In an era characterised by rapid technological advancements, students need skills that will prepare them for an evolving job market. The use of AI in education equips students with digital literacy, critical thinking, and problemsolving skills-qualities essential for success in the 21st century. By engaging with AI-powered tools and technologies, students not only learn subject-specific content but also develop the ability to adapt to new technologies and innovate in diverse fields.

The use of AI by students at school marks a pivotal moment in the evolution of education. From personalised learning experiences to efficient content delivery, AI is revolutionising the way students engage with educational content and their learning environments. However, the responsible integration of AI requires a balance between technological advancement and ethical considerations. By embracing AI’s potential while addressing its challenges, educators can empower students to thrive in a rapidly changing world, fostering a generation of lifelong learners equipped with the skills needed to shape the future.

St Francis De Sales Primary School

Welcome to Our School

WE passionately create the opportunities for our young people to excel as learners, enlightened by faith, animated by love and filled with hope for their unique capacity to make a difference. As our patron saint St. Francis de Sales said, “Be who you are and be that perfectly well.”

Care, Safety and Wellbeing

We are a happy, inclusive community, where respectful relationships and positive behaviors are the foundation for learning and daily interaction. We encourage our children to be confident and resilient, excited about exploring their potential as learners.

Learning and Teaching

We are a high performing school, with a proven record of accomplishment in learning and teaching. The curriculum and pedagogy is student-centered and personalised in response to the learning needs of each child. Assessment informs the next learning stage to be explicitly targeted and taught.

We value high quality learning and teaching strategies that are informed by best practice and research. We ensure:

■ consistent, structured framework

■ strong focus on the Victorian Curriculum Standards

As one in faith we learn and grow.

■ high expectations for all learners

■ Individual student goals

A student’s age or year level are not barriers for learning

Excellent Contemporary Facilities

We have excellent facilities with permanent, purpose built connected indoor and outdoor learning spaces. Our contemporary environment encourages fluid and flexible use of spaces to target learning needs seamlessly at the point of need. Our new Multipurpose Hall was officially opened in October 2023.

Parents as Partners

We are committed to building our relationship and partnership with parents to ensure the very BEST outcomes.

We’d Love to Welcome You and Your Child

Book a tour via our website or call 87736700. Website link www.sfslynbrook.catholic.edu.au/ event-registration-form/

St James Catholic Primary School, Brighton

I HAVE the privilege to welcome you to St James Catholic Primary School, where every child is known by name and provided with opportunities to fully flourish. We are a Prep to Year 6 boutique style school that can cater for up to 260 student enrolments.

Our Learning and Teaching team together with our dedicated teaching staff attend to the academic, spiritual, wellbeing and social emotional needs of all students in alignment with the Victorian Curriculum.

As Principal of St James I have two wishes for you and your family as you embark on this educational journey.

The first wish is for the students: May you come to school each day filled with energy and excitement as though it was your first day of school. May you never lose the energy and excitement for learning. Enjoy each day making new friends and working with your teachers and other students. May you appreciate that learning will be fun filled and challenging. May you continue to grow as individuals, trusting one another and creating treasured memories together.

The second wish is for the parents: As the first educators in your child’s life, may you continue to encourage your child to do their very best each day. May you celebrate their successes and support and encourage the times where they feel challenged. May St James School support you in

Our Learning and Teaching team together with our dedicated teaching staff attend to the academic, spiritual, wellbeing and social emotional needs of all students in alignment with the Victorian Curriculum.

your journey, as we work together for the benefit of your children, so that they may be equipped with the skills, knowledge and a healthy mindset to be responsible global citizens.

Please feel free to contact me directly if you have any queries. I look forward to working collaboratively with you to ensure your child is provided with the opportunities to develop the knowledge, skills and optimism required to enrich the world and live a meaningful life.

Carmelina Corio, Principal

As a Catholic School, the Faith and person of Jesus Christ is central to our mission.

St John’s is more than a school, it is a place where ‘Love is Life’ is encouraged for all members of our community. This message of hope and love cannot be heard loud enough in our world and it is our children that we must love and fill with hope to overcome some of the challenges we have inadvertently set for them.

Challenges in our environment, challenges to peace in the world and certainly challenges in establishing a great deal more understanding in our lives.

At St John’s we have high expectations of our children, both in relation to their learning and their behaviour. We are there to help them when they fail, to pick them up and encourage them to continue in the face of adversity. This can be seen in everything we do, from our House Team days to

the Social Justice programs we run and in the day to day interactions with the children in our care.

Our aim is to ensure that all students experience what success feels like. We offer a wide range of opportunities to challenge different skills and intelligences, from language skills to developmental coding and robotics, sporting and academic pursuits, which all students from Prep to Grade 6 are able to experience.

We believe that students should learn how to foster a love of learning. To become lifelong learners, problem solvers, risk-takers and above all, to believe in hope, justice and doing the right thing by others. If this sounds like something you would like for your child.

Give us a call and let us help you shape your child’s future.

The Best School for Your Child

An inclusive school community, we welcome families from all faith backgrounds and cultures.

We educate the whole child.

We have diverse programs to support students’ strengths and aspirations.

Print alongside digital promotions

MAINTAINING a printed presence alongside electronic promotion offers numerous advantages, creating a robust and multi-faceted marketing strategy that effectively reaches and engages diverse audiences. By leveraging the unique strengths of both print and digital media, businesses can enhance their brand visibility, credibility, and overall impact. Here are the key benefits:

Extended Audience Reach

Combining print and electronic media ensures that businesses can reach a broader audience. Print materials cater to those who prefer traditional forms of media, including older demographics and individuals in regions with limited internet access. In contrast, electronic media targets tech-savvy users, younger audiences, and those who spend considerable time online. By utilizing both media types, businesses can ensure their message reaches as many people as possible.

Enhanced Credibility and Trust

Print media often conveys a sense of professionalism and reliability that digital media sometimes lacks. High-quality printed materials such as brochures, business cards, and catalogs enhance a brand’s credibility. These tangible items are often perceived as more authoritative, providing a lasting impression of quality and seriousness. On the other hand, electronic media builds trust through interactive content, social proof like customer reviews, and real-time engagement. Together, they create a comprehensive image of a trustworthy and established brand.

Tangible and Multi-Sensory Engagement

Print materials offer a physical experience that digital media cannot replicate. The tactile nature of print allows for a more personal and lasting connection with the audience. People can touch, feel, and even smell printed materials, which can significantly enhance memory retention and engagement. Digital media, meanwhile, offers dynamic and interactive elements such as videos, animations, and clickable links. This multisensory approach ensures that the audience remains engaged and interested in the brand’s message across different platforms.

Maintaining a printed presence alongside electronic promotion offers numerous advantages

Complementary Strengths and Integrated Campaigns

Print and electronic media have unique strengths that complement each other, allowing for cohesive and integrated marketing campaigns. For instance, a print ad in a magazine can drive traffic to a website or social media page, where the audience can find more detailed information or engage with interactive content. Conversely, digital campaigns can promote physical events or highlight printed materials, creating a seamless customer journey. This integration ensures that the brand message is consistent and reinforced across multiple touchpoints.

Higher Engagement and Recall

Studies have shown that people often spend more time engaging with printed materials than with digital ads. The physicality of print encourages longer engagement periods, leading to better recall and response rates. Digital media, with its multimedia content and interactive features, can reinforce the message delivered through print, further enhancing recall and engagement. This dual approach ensures that the brand remains top-of-mind for consumers.

Targeted and Personalised Marketing

Print media allows for highly targeted local campaigns. Direct mail, community flyers, and localised print ads can reach specific geographic areas effectively. Personalised print materials, such as customised direct mail, can make recipients feel special and valued, fostering loyalty and enhancing customer relationships. Digital media provides precise audience targeting based on user data, behaviour, and preferences, allowing for highly personalised and relevant content delivery. Together, they create a powerful combination of broad and precise marketing efforts.

Continued on page 154

St Joseph’s College

ST JOSEPH’S College focuses on academic excellence complemented by programs to enhance wellbeing, personal growth, spirituality and physical development. Our motto, ‘Agite Quae Didicistis’, translated as ‘Put into practice what you have learnt’, underpins our approach to a holistic education for boys in the 21st Century.

Innovative and progressive teaching methods are applied to maximise engagement and success. Our curriculum is designed specifically to cater for boys’ needs with a ‘hands on’ approach to learning. Our trademark Year 9 program operates at the Valdocco Campus within our beautiful grounds at the foot of the Dandenongs.

The College offers after school tuition four nights a week. The GATE (Gifted and Talented education) program provides students with opportunities for enrichment and acceleration. There are several programs that support students with special needs.

Students enjoy a range of extra-curricular opportunities including numerous interstate and overseas experiences.

Our Masterplan ‘Towards 2040 and Beyond –An Adventure in the Spirit’ responds to the challenges of 21st Century Learning. State of the art Year 7, Science, STEM, Digital Technologies facilities offer the most incredible start to secondary school. Our senior students absolutely love the new Year 11 and 12 spaces which include collaborative Learning Hubs. Dynamic new Visual and Performing Arts facilities complement the skills and creative flare of young men.

The College’s extensive sports facilities are newly opened with an improved AFL Ground, a FIFA size Soccer Field and Hockey Pitch. To further complement the developments, eight tennis courts, running track and a range of field events are featured in the incredible expansions. As a member school of the Associated Catholic Colleges (ACC) competition, students enjoy opportunities in an extensive range of sports, debating, public speaking, arts and technology, chess, drama, music and rally days.

The College’s Sports Academy offers a HighPerformance Sports Program providing students with access to specialist coaching, skills development and mentoring.

The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart. Teaching respect within relationships is what prepares our boys for life.

The College works to ensure that students are equipped to effectively take up roles in a rapidly changing world. Our students are equipped with iPads and MacBooks from the beginning of their journey at the College. STEM, Digital Technologies and Robotics form part of our Learning Program. Digital Citizenship approaches enable students to embrace responsible citizenship within a global community.

The teacher-student, teacher-family and student to peer relationships cultivated at the College are what truly set St Joseph’s College apart.

We offer the best of both world – an outstanding VCE pathway and an impressive VCE Vocational Major pathway with vocational and trade options taking place on campus and externally. As experts in boys’ development, we focus on the growth of their academic skills, faith and spirituality, relationships and physical and emotional wellbeing.

Unraveling the gender disparity

IN recent decades, a noticeable trend has emerged within the education system: girls consistently outperform boys in numerous academic subjects. This phenomenon has raised questions about the underlying factors contributing to this gender disparity and their implications for the educational landscape. While it’s important to note that generalisations do not apply to every individual, various factors shed light on why girls are frequently achieving higher academic success than boys.

Learning Styles and Study Habits

One potential explanation for the gender gap in academic performance is related to differences in learning styles and study habits. Studies suggest that girls often excel in skills that are enhanced by meticulous planning, organisation, and attention to detail. They tend to be more disciplined in their study routines, diligently completing assignments and reviewing material in a systematic manner. On the other hand, boys may be more inclined towards active, hands-on learning and may struggle with tasks that require extended periods of focused reading or writing.

Classroom Behavior and Participation

Classroom behavior and participation patterns can significantly influence academic outcomes. Girls are often characterised by their attentiveness, willingness to ask questions, and participation in classroom discussions. These behaviors contribute to a positive learning environment and facilitate deeper understanding of subjects. Conversely, boys may sometimes exhibit more disruptive behaviors, which can hinder their ability to absorb information effectively. This divergence in classroom behavior can lead to divergent academic outcomes.

Social and Cultural Norms

Societal and cultural norms can also play a role in shaping academic performance. Traditional gender roles and expectations might discourage boys from engaging in activities that are perceived as “feminine,” including excelling in certain academic subjects. Similarly, girls may receive more encouragement and support for academic achievement, leading them to invest more time and effort into their studies. These societal pressures and expectations can impact students’ self-perception and motivation to excel in school.

With computers and calculators readily available to perform complex calculations, some argue that traditional math skills are becoming obsolete.

Emotional Intelligence and Communication Skills

Emotional intelligence and communication skills are crucial for success in many academic disciplines. Girls often exhibit greater emotional intelligence, empathy, and interpersonal skills, which can enhance their ability to collaborate, communicate, and excel in subjects that emphasise teamwork and effective communication. These skills are increasingly valued in various fields, contributing to girls’ academic achievements and their ability to adapt to evolving workplace demands.

Focus on Soft Skills

The modern education system increasingly values a range of skills beyond academic prowess, often referred to as “soft skills.” Girls are more likely to excel in areas such as empathy, teamwork, and adaptability. These skills are nurtured through activities that encourage cooperative learning and emotional engagement, which are prevalent in many subjects. As the job market evolves, the prominence of these skills gives girls an advantage in their future careers.

Teacher Bias and Classroom Environment

Teacher bias and classroom environment can inadvertently influence academic outcomes. Research suggests that teachers might unknowingly hold different expectations for boys and girls, affecting their assessments and interactions with students. Girls may receive more constructive feedback and encouragement, while boys’ potential might be underestimated.

Additionally, classroom environments that cater to specific learning styles might favour girls’ approaches to learning, inadvertently disadvantaging boys.

The phenomenon of girls consistently outperforming boys in many academic subjects is a complex issue influenced by a multitude of factors. These factors encompass learning styles, study habits, classroom behavior, societal norms, emotional intelligence, and the evolving demands of the job market. It is crucial to recognize that gender disparities do not indicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeed in different contexts.

Addressing this gender disparity requires a multifaceted approach that considers both the needs of boys and girls. Educators should focus on promoting diverse learning styles and creating inclusive classroom environments that encourage active participation from all students.

Ultimately, recognising and celebrating the strengths and abilities of all students, regardless of gender, is paramount. By fostering an

It is crucial to recognize that gender disparities do not indicate an innate superiority of one gender over the other but rather highlight the diverse ways in which individuals approach learning and succeed in different contexts.

educational environment that values diverse learning styles, skills, and perspectives, schools can help bridge the gender gap and provide every student with the opportunity to reach their full potential.

The St Jude’s Difference

AT St Jude’s we have strong partnerships to ensure that every student can become a confident, resilient and successful learner.

We have a terrific reputation for high quality teaching staff and attract the best school leaders.

LEAP - Learning Extension and Achievement Program

St. Jude’s LEAP program is an effective initiative in meeting student academic needs, from supporting those needing extra assistance right through to the high flyers who need extension.

We have highly skilled classroom teachers, a Speech Pathologist and Occupational Therapist, who solely focus on extension and intervention strategies. Many of our students are working well beyond their year level’s curriculum standards and enjoy our acceleration programs in English, Maths, Science, Music and Italian.

Positive Behaviours for Learning

Our Positive Behaviours for Learning program outlines all the ways that you can ‘Be Your Best Self’. This behavioural framework is organised under the headings: Be Respectful, Be Safe and Be Responsible. The positive reinforcement of these expectations right across the school creates a calm and orderly learning environment.

St. Jude’s is a Resilience Project Partner School

We provide emotionally engaging programs that are evidence-based and include practical strategies to build resilience. Every student works towards being a GEM! Someone who shows Gratitude, is Empathetic by being kind to others, and practices Mindfulness. Our children make

many friends and are encouraged to share their interests with each other through a range of extra curricular activities.

A High Performing School

St Jude’s was recently acknowledged through an external review process as being high performing in:

1. The explicit improvement agenda for the school

2. Developing a positive culture that promotes all aspects of learning

3. The targeted use of school resources to meet student needs, including students needing extension

4. Systematic curriculum delivery

5. School community partnerships.

St. Jude’s received a commendation for our approach to Student Wellbeing and a special mention for our Wellbeing Centre - The Well.

The Well is open before school, during play times and after school. It is a place where adults and children can come to simply ‘Be Well’ by: enjoying their favourite activities, socialising, catching up with a friend or even speaking to staff about how to improve mental health and wellbeing. The Well hosts a number of our lunch clubs and is home to our own Playgroup. All families with preschool aged children are welcome.

Come and visit St. Judes!

“No one lights a lamp and puts it in a place where it will be hidden, or under a bowl. Instead they put it on its stand, so that those who come in may see the light“

Luke 11:33

St. Jude’s School is a welcoming community built on the foundations of a strong Catholic Parish. We welcome all families, Catholic and non-catholic. We celebrate diversity and offer outstanding educational programs and extracurricular opportunities. Our students enjoy a large school site, with generous playgrounds and facilities.

At St. Jude’s we believe in developing children with a strong sense of self-worth. We know that small positive actions matter every day - a welcoming smile, an understanding nod, a listening ear, a word of encouragement. Our students know we care and in turn care about themselves, each other and their learning.

We help every child shine brightly!

Our quality teachers, terrific academic results, enthusiastic student and parent engagement, all reflect a vibrant learning community.

Tim McMullen - Principal

St Kevin’s Primary School

WE wish to extend a warm welcome to your family on behalf of our school community. At St Kevin’s, our students are at the centre of all that we do. We have a strong commitment to providing a safe and harmonious school environment where successful relationships thrive. Our strength lies in the close partnerships between students, staff, parents and the wider community which is highly valued by us all.

We endeavour to educate our students to develop a foundation of knowledge, skills and attitudes for life-long learning. The school is focused on the students being prepared for a world yet to be imagined and in providing all classes with the right tools to support their engagement in a contemporary learning environment. At St Kevin’s, we build the expectation that each of us has the potential to contribute to the development of our changing world.

We provide an exciting educational program where learning is inclusive, relevant, fun and caters to the whole child. Our devoted teachers stay updated on the latest research and implement evidence-based practices to ensure quality educational outcomes for all students. We strive for excellence, to instil a love of learning into our students and to make school a place where children want to be. This is achieved through the

extensive range of academic, sporting and cultural activities organised by the school.

Our school is a Learning Community. In partnership with parents, staff work together to create a culture that enables children to think creatively, confidently express themselves, independently follow their curiosity and manage their learning in an organised and persistent manner to the best of their ability. We expect our students to work hard and to care for each other and to invest in making St Kevin’s a very positive place of learning.

We are so proud of our school, and meeting potential new members of our community brings us great joy knowing that we may be at the beginning of creating and developing new and powerful relationships. If you have any further questions please do not hesitate to contact us to discuss them. Our school community is vibrant and enthusiastic and we hope your involvement at St Kevin’s will be enriching, enjoyable and rewarding.

We warmly invite you to explore our website, subscribe to a video tour or even book a physical tour so you can see for yourself why St Kevin’s is the school of choice in Hampton Park. St Kevin’s is a fantastic school – come and visit us. We know you will be impressed.

ST LUKE’S

Catholic Primary School

Wantirna

St Luke’s is a vibrant and diverse community that welcomes all families. For new families considering enrolment at St Luke’s, we would welcome the opportunity to present to you the great educational opportunities that our school has to offer.

Our school vision “I have come that you may have life and have it to the full” - John 10:10, encompasses our philosophy and commitment to providing a holistic educational experience for our students and their families. We are proud of our strong links with the Parish community and our Catholic identity. Our students have many opportunities to demonstrate and deepen their faith through participation in a meaningful religious education, social justice activities and in supporting initiatives of our very active Mini Vinnies program. Through Gospel values and our school values of respect, responsibility, resilience, empathy and integrity we strive to enable the full flourishing of each child by attending to their spiritual, physical, cognitive, and emotional and social learning development.

We believe children thrive when they feel safe, secure and happy. Developing the whole child includes developing positive and productive relationships between our students, families, staff members and the community. We offer high quality educational programs that give all our students the foundations for developing the skills to be successful lifelong learners and active citizens.

This is made possible by the dedicated, passionate and generous-hearted staff we have here at St Luke’s.

Please visit our website for more information at www.slwantirna.catholic.edu.au

info@slwantirna.catholic.edu.au www.slwantirna.catholic.edu.au

ST MARK’S PRIMARY SCHOOL DINGLEY

Now taking enrolments for 2025/2026

Call the school office on 9551 1150 for an Enrolment Information Pack

St Mark’s is a Catholic primary school in Dingley, catering for students from Prep to Year 6.

We have many specialist programs including PE, Performing Arts, STEM, Japanese, Stephanie Alexander Kitchen Garden and many more.

We have amazing playground spaces and private music lessons onsite, along with a wonderful wellbeing program that includes lunchtime clubs and a beautiful tranquility garden.

The school is welcoming and inclusive and provides a modern learning environment, with dedicated teachers, where children flourish.

Providing Strong Academic Results

Learning Programs & Facility Highlights

• Sacramental Program

• Contemporary learning spaces with interactive whiteboards & Smart TVs, current innovative technologies & online resources; Coding, BeeBots

• STEM & weekly Science Lessons

• Computer Resource Centre

• eSmart School - sponsored by the Alannah & Madeline Foundation

• Literacy & Mathematics explicit teaching sessions & intervention programs

• Specialist Programs: Physical Education, Performing Arts, Visual Arts & Science/ Digital Communication

• Functional language approach: Italian

• Maths Olympiad

• Extension & enrichment learning opportunities

• FIRE Carrier Program

• Lunchtime Clubs: Chess Club, Calm Club, Comedy Club, Prep, Junior and Senior Choir & Disco Fridays on the Piazza

• Buddy Program

• Student Wellbeing Support Team

• The Resilience Project P-6.

• Multi-Sensory Structured Literacy (MSL)

• Explicit Phonics/Cognitive Science of Reading

• Positive Behaviour in Learning (PBL) School

• Extra-curricular Programs: dance, swimming, tennis, choirs, gymnastics, circus skills,

• Hands on Music - music lessons

• Excursions & Incursions

• Outdoor Camps for Years 5 & 6

• Biennial School Concert & Art Show

• Before & After School Care

• Interschool Sports

• Tuckshop Operating M.F

• Uniform Shop

• Uphold Child Safety Standards

St. Mary’s Parish Primary School

Williamstown

Our Place, St Mary’s

• Open to all students.

• Victoria’s oldest Catholic faith based school with a Sacramental program.

• Supports the practice of the Science of Reading

• Speech Pathologist on site two days per week and structured student support practices.

• Strong community and connections, become part of our family

School Tours are held throughout the year, call the office to book an individual tour with the School Principal.

St Monica’s College, Epping

ST MONICA’S College, Epping was established in 1964. We are a co-educational College which this year celebrates our Diamond Anniversary –60 years serving the northern suburbs of Melbourne.

Our curriculum delivers education at the highest levels whilst ensuring our students personal development is fostered.

A diverse range of VET courses are offered including Allied Health where students are prepared for jobs in the medical industry and, along with VET Community Service, students are being educated to work in all facets of medical and health areas. VET Automotive Studies prepares students for employment in the automotive industry.

STEM is a constantly changing area of education with a variety of relevant studies for boys and girls that prepare them for the modern workplace. Our new state-of-the-art STEM Building provides the best support possible for all students.

We continue to provide the best resources to facilitate learning in modern buildings that are student focussed.

The College also offers a wide choice of sports supported by top level coaches committed to ensuring each student reaches their potential.

A diverse range of VET courses are offered including Allied Health where students are prepared for jobs in the medical industry and, along with VET Community Service, students are being educated to work in all facets of medical and health areas.

Our Arts Faculty offers a full range of dance, drama and music programs.

We also offer programs for accelerated learning students and special needs students.

At St Monica’s College, Epping we meet the diverse needs of students and ensure no student is left behind.

Our school offers:

• Evidence-based practices to ensure all students succeed and thrive.

• Small intimate school setting

• Experienced Speech Pathologist

• Physical Education and Health, The Arts, STEM and Kitchen Garden/Science

• Daily Italian immersion lessons (TLC)

• Excellent library facilities

• Yearly provision of swimming lessons

• Student leadership programs

• Participation in Inter-school sport

Meet Nathan Owen

Principal at St Monica’s Primary School, Footscray. I have the privilege of being the Principal of the vibrant school community that is St Monica’s. I love coming to St Monica’s every day and working with the school community to realise your hopes and dreams for your child/ren.

I believe we are all life-long learners. This is evident in our focus on embedding evidence-based practices to enable all learners to achieve their full potential and thrive.

At St Monica’s we are committed to evidencebased practices. Our literacy teaching is grounded in the Science of Reading and our teaching and learning practices draw on the Science of Learning.

St Monica’s Footscray is often referred to as the gem in the heart of Footscray. We value students’ voices and parents as partners in our collective learning journey.

Join us for a tour to find out more about St Monica’s Primary school.

Please contact us at office@ smfootscray.catholic.edu. au to meet the Principal and enjoy a tour led by our student school leaders!

St Paul Apostle South Primary School

St. Paul Apostle South Primary School is a Prep – Year 6 Catholic school with children from a variety of cultural backgrounds.

We provide a safe, learning environment where the children are challenged and supported in their learning.

Our curriculum is underpinned by our Catholic tradition and values.

Our staff are dedicated to providing quality learning experiences and are committed to ongoing professional development.

We cater for the wider interests of students and we offer programs such as Music, Art, IT, Physical Education and Mandarin.

Extra curricular activities include Interschool sports, Sporting Schools program, school performances and swimming.

We offer before and after school care programs each day.

We ensure that each individual child is recognised and valued in an environment that nurtures and cares.

PRINCIPAL: PAUL GLEESON

9 William Hovell Drive Endeavour Hills (right next to the St Paul Apostle Parish Church)

Email: principal@spsendeavourhills.catholic.edu.au | Website: www.spsendeavourhills.catholic.edu.au

Contact us: 9700 3663 Our

St Paul’s Primary School

For further information on enrolment and open days please contact the school office on 9363 1568.

ST. PAUL’S Catholic Primary School began in 1956 and has maintained its multicultural links to the West Sunshine Community. St. Paul’s celebrates the traditions of the Catholic Church and, as a community, we live the Gospel Values.

At St. Paul’s we value the gifts that each person brings and respect the uniqueness of each individual. We encourage students to reach their full potential by offering educational and extra curricular activities where all have an opportunity to succeed. Our staff are committed to meeting the needs of all students to ensure they are prepared for life long learning.

Students, staff and parents are proud to be part of the school community and work together to achieve and succeed.

Welcome to our school

St Philip’s is a small school, yet we are a vibrant community. We are situated in beautiful, expansive grounds that offer a calm and safe environment in Blackburn North.

From the moment you set foot in our school you will experience our welcome and inclusive community where everyone is known and nurtured.

Modelling the teachings of Christ, St Philip’s School community aspires to be a place of welcome that provides many learning environments to meet the challenges of an ever-changing world.

At St Philip’s we believe that every student can learn and thrive in a learning environment that supports their ability to succeed. To ensure that every student experiences success, either academically, socially and emotionally, we provide students with tailored support.

For learning to take place we need to ensure that every child feels safe, happy

and confident within themselves – and so a huge emphasis is placed on a strong wellbeing and support program that achieves just that!

Some of the programs that we offer at St Philip’s are:

• Design and Sustainability

• Performing and Visual Arts

• Language (Italian)

• Physical Education

We pride ourselves on our parent and family engagement. Families are involved and engaged in all aspects of school life, from the day to day activities, supporting learning in the classroom, and membership on the School Advisory Council and the Parents and Friends Committee.

Private tours of our wonderful school are available Monday to Friday all year round. Please contact the school to arrange a suitable time to come in on 9878 6501

Michelle Worcester – Principal

We nurture a caring and happy community where everybody is treated with respect. St Pius X Catholic Primary School is a community school, inclusive and respectful of all cultures, faiths and beliefs.

Together, we help children build solid foundations for a lifetime of happiness and self-enrichment, learning to take responsibility for their own development and acquiring the skills and knowledge which form a springboard for their future. All students are challenged to extend themselves and to excel on their learning journey by working hard, discovering a thirst for knowledge, and developing a mature and sustainable approach to learning. Our children strive to be their best selves, determinedly contributing to making a difference for others. We welcome you to our school.

St Roch’s Parish Primary School

SELECTING your child’s school is a huge life decision. They say ‘it takes a village to raise a child’. At St Roch’s our community, our village, supports your child’s academic, social and creative needs. Most importantly your child’s faith will be nurtured with a strong connection to St Roch’s Parish. We know each child by their name and believe that every face has a placewhether you are a student, a parent, a member of the family or staff member. Our focus on each and everyone’s wellbeing ensures that everyone belongs and feels connected to our community. Our staff provide an engaging curriculum and have high expectations for all learners committed to laying the foundations in Literacy and Numeracy. We want each student to be the best they can be and live out the Gospel values through their kindness, respect and compassion.

Teaching is designed around students’ needs and interests and assessment information is used to monitor each student’s growth and progress. Teachers at St Roch’s create communities of learning that invite questions, support students to be curious and to develop the skills and resilience they need to succeed as lifelong learners. St Roch’s is committed to developing students who think critically and creatively and are empowered to be collaborative problem solvers. To accomplish this, we aim to expose students to opportunities that allow them to

The

care, safety and wellbeing of children and young people is a fundamental responsibility of all within our school.

create innovative digital solutions to meet and redefine current and future problems.

St Roch’s Parish Primary School is committed to child safety and providing a safe environment for all students and young people.

We want children to feel safe, happy and empowered.

All students attending St Roch’s Parish Primary School have the right to feel safe.

The care, safety and wellbeing of children and young people is a fundamental responsibility of all within our school.

Come and experience St Roch’s Parish Primary School for yourself.

Warmest regards, Angie

St Therese’s Primary School

Educating for the Future

ST THERESE’S School welcomes diversity with students attending the school from a wide range of cultures. Differences are embraced to create an inclusive school rich from learning from one another.

From the very first moment a child enters the school, they are invited to encounter God through interactions with students and staff within a calm and nurturing environment. St Therese’s School takes their motto from their patron saint, Saint Therese of Lisieux, ‘Do all that you do with love’, and strives to ensure that each student grows in faith to be understanding and respectful of one another.

St Therese’s School is focused on providing excellent educational opportunities through a differentiated approach to Numeracy and Literacy.

Our classroom practitioners use student learning data to identify each students’ learning goals. An inquiry-based approach to learning in Religious Education means that our students leave St Therese’s School with a wholistic view of the Catholic traditions and scripture stories and how they may relate these to their lives in today’s ever- changing world and bring them to know the fullness of God.

Differences are embraced to create an inclusive school rich from learning from one another.

Our Junior and Middle Learning Neighbourhoods provide flexible and contemporary classrooms with large multi-use project spaces. These project spaces include fully fitted kitchens that can be used with small groups or whole classes.

In addition, we offer rich and diverse learning opportunities that include weekly classes in Visual Arts, Physical Education, Japanese and a new Digital and Design Technology program.

St Therese’s School is one of the smallest primary schools in the Cranbourne area which allows the staff to proudly share that ‘every name is known’.

To learn more about what St Therese’s has to offer, please contact the school office on 59967525 to book your personalised tour.

Enrolments for 2025 are now open.

St Therese’s Catholic Primary School is a welcoming and happy place where every name is known and children are nurtured to become independent and responsible learners.

Teachers at St Therese’s are focused on ensuring each child learns fundamental English and Mathematics skills to prepare them for their future. In addition, the school offers rich and diverse learning opportunities that include weekly classes in Visual Arts, Physical Education and Japanese.

To learn more about what St Therese’s has to offer, contact the school on 5996 7525 to book a personalised tour, or visit the school’s website www.sttcbourne.catholic.edu.au

Principal: Felicity Broughton

We look forward to welcoming you and your family to St Therese’s Primary School.

131 Endeavour Drive, Cranbourne North Victoria 3977 Telephone: 5996 7525 www.sttcbourne.catholic.edu.au

St Thomas More Primary School

AT St Thomas More, children are offered highquality experiences in all areas of the curriculum so that they can discover their giftedness. Through their learning opportunities, children build the self-confidence they require to both embrace challenges and experience success.

Intelligent, passionate teachers are employed at St Thomas More. Teachers plan and work in teams with the guidance and support of leaders and they actively collaborate to facilitate rich, real and relevant learning experiences for all children. Students are consistently immersed in a stimulating learning environment and are encouraged to set goals and challenges. They are provided with opportunities to discover their own individual learning styles and are supported by a variety of resources and technologies.

Passionate and innovative staff and contemporary learning-initiatives have resulted in the establishment of a vibrant learning community for all stakeholders. Students, staff and community members are all involved in the pursuit of excellence in education, faith development and providing opportunities for students to exceed their own expectations.

As a driven and cohesive staff, we offer a variety of experiences across the curriculum, designed to provide specialised opportunities for everyone to discover their giftedness. Data-driven teaching based on comprehensive, ongoing testing and planning is focused on the constructivist

approach to teaching and learning, enabling the creation of understanding through rich, real and relevant experiences.

Personal goal setting is a high priority for staff and this forms the basis of the ‘performance and development appraisal culture.’ The AITSL standards of professional practice are used as a foundation for personalised goal setting. This practice highlights the importance of selfreflection and feedback that is the basis for improvement across the board, equipping stakeholders to exceed all expectations.

At St Thomas More we believe that it is important to develop a child’s faith as well as their knowledge about the catholic traditions. Through the teaching of religion, the children reflect on scripture teachings and are encouraged to put the words of Jesus into action through social justice. Our religious faith is reflected through prayer and the way we treat one another. We strive to live by God’s greatest commandment ‘love one another as I have loved you.’

St Thomas More Primary School is committed to prioritising the safety and wellbeing of the children in its care and strives to empower its families, children, young people and staff to have a voice and raise concerns when needed. The school commits to rigorous risk-management and employment practices to ensure safety for all.

St Thomas More is a contemporary, Christcentred, child-centred learning community.

St Thomas More Primary School

• Personalised learning

• Data driven teaching

• Contemporary learning spaces

• Coding & digital technologies

• Sacramental Program

2025 Enrolment Tours and Open Days

Tuesday 11th March 9:30am - 10:30am

Tuesday 25th March 9:30am - 10:30am

Tuesday 25th March 6:30pm - 7:30pm

School Contact Details:

St Thomas More Primary School

30 Angus St, Hadfield VIC 3046

Ph: (03) 9312 8200

stmhadfield.catholic.edu.au/ instagram.com/stmhadfield/?hl=en

School Listings

Catholic Primary Schools

Holy Family Primary School - Doveton..............30 & 31

Holy Family Primary School - Mt Waverley ...................32

Holy Saviour Primary School - Vermont Sth .................33

Holy Trinity School .........................................................34 & 35

Our Lady of Fatima Primary School .....................62 & 63

Our Lady of the Assumption Primary School......64 & 65

Our Lady’s Primary School – Surrey Hills ...........68 & 69

Sacred Heart Primary School – Diamond Creek.......77

Sacred Heart Primary School – Kew .........................78 & 79

Ss Peter & Paul’s Primary School ............................86 & 87

St Anthony’s Primary School – Noble Park ........92 & 93

St Brigid’s Primary School – Healesville...............94 & 95

St Clare’s Primary School ............................................96 & 97

St Dominic’s Primary School ...............................100 & 101

St Francis De Sales Primary School.................104 & 105

St Gabriel’s & St Stephen’s Primary School.......106 & 107

St Gregory the Great Primary School ................108 & 109

St James Primary School – Brighton....................110 & 111

St John’s Primary School – Frankston .................112 & 113

St Jude’s Primary School .........................................122 & 123

St Kevin’s Primary School – Hampton Park ...124 & 125

St Kevin’s Primary School –

Lower Templestowe ............................................................98 & 99

St Luke’s Primary School – Wantirna............................126

St Mark’s Primary School - Dingley...............................127

St Mary’s Parish Primary – Greensborough.......130 & 131

St Mary’s Primary School – Hampton ..........................128

St Mary’s Primary School – Mt Evelyn .........................129

St Mary’s Primary School – Williamstown ......132 & 133

St Monica’s Primary School – Footscray...............136 & 137

St Paul Apostle North Primary School ...........................144

St Paul Apostle South Primary School.........................138

St Paul’s Primary – Sunshine ..............................................139

St Philip’s Primary School – Blackburn .............142 & 143

St Pius X Primary School .....................................................145

St Roch’s Primary School.............................................146 & 147

St Therese’s Primary School - Cranbourne .....148 & 149

St Thomas More Primary School...........................150 & 151 Catholic & Independent Schools – ELC - VCE Academy of Mary Immaculate ......................................6 & 7

College............................................................8 & 9 Caroline Chisholm Catholic

Contents

Academy of Mary Immaculate 6 & 7

Assumption College.............................................................8 & 9

Caroline Chisholm Catholic College .....................12 & 13

CRC Caroline Springs .....................................................14 & 15

CRC North Keilor...............................................................16 & 17

CRC St Albans .....................................................................18 & 19

De La Salle College ..........................................................20 & 21

Emmaus College................................................................24 & 25

Erasmus Primary School ..............................................26 & 27

Grossek’s View ....................................................................22 & 23

Heathdale Christian College .....................................28 & 29

Holy Family Primary School - Doveton...............30 & 31

Holy Family Primary School - Mt Waverley ................32

Holy Saviour Primary School - Vermont Sth ..............33

Holy Trinity School ..........................................................34 & 35

Integrating Arts into the curriculum ...............................72

Kilbreda College ................................................................36 & 37

Lakeside College ..............................................................38 & 39

Lighthouse Christian College ...................................40 & 41

MacKillop College.................................44, 45 & back cover

Maharishi School...............................................................46 & 47

Marcellin College .............................................................48 & 49

Marian College ...................................................................50 & 51

Marymede Catholic College ......................................52 & 53

Mater Christi College .....................................................54 & 55

Minaret College .................................................................56 & 57

Nazareth College ...............................................................58 & 59

Nunawading Christian College ................................60 & 61

Our Lady of Fatima Primary School .....................62 & 63

Our Lady of the Assumption Primary School.......64 & 65

Our Lady’s School - Surrey Hills.............................68 & 69

Parade College ....................................................................70 & 71

Penola Catholic College...........................................................73

Physical Education & Student Wellbeing ...........10 & 11

Print alongside digital promotion ......................116 & 154

Sacre Coeur College .........................................................74 & 75

Sacred Heart Primary School - Diamond Creek .......77

Sacred Heart Primary School - Kew .......................78 & 79

Salesian College - Sunbury .........................................80 & 81

School listings ..............................................................................152

Simonds Catholic College ...........................................84 & 85

Ss Peter & Paul’s Primary School .............................86 & 87

St Aloysius College ..........................................................88 & 89

St Andrew’s Christian College ..................................90 & 91

St Anthony’s Primary School - Noble Park ......92 & 93

St Brigid’s Primary School - Healesville ............94 & 95

St Clare’s Primary School ............................................96 & 97

St Dominic’s Primary School ................................100 & 101

St Francis De Sales Primary School..................104 & 105

St Gabriel’s & St Stephen’s Primary School ....106 & 107

St Gregory the Great Primary School..............108 & 109

St James Primary School - Brighton .................110 & 111

St John’s Primary School - Frankston ..............112 & 113

St John’s Regional College .....................................114 & 115

St Joseph’s College .........................................117, 118 & 119

St Jude’s Primary School ........................................122 & 123

St Kevin’s Primary School - Hampton Park ..........124 & 125

St Kevin’s Primary School - Templestowe ........98 & 99

St Luke’s Primary School - Wantirna ..........................126

St Mark’s Primary School - Dingley................................127

St Mary’s Primary School - Greensborough .........130 & 131

St Mary’s Primary School - Hampton ..................................128

St Mary’s Primary School - Mt Evelyn..........................129

St Mary’s Primary School - Williamstown .........132 & 133

St Monica’s College, Epping ..........Front cover, 2, 3, 134 & 135

St Monica’s Primary School - Footscray .........136 & 137

St Paul Apostle North Primary School ........................144

St Paul Apostle South Primary School ...............................138

St Paul’s Primary School - Sunshine .............................139

St Peter’s College..........................................................140 & 141

St Philip’s Primary School - Blackburn ...........142 & 143

St Pius X Primary School .........................................................145

St Roch’s Primary School ........................................146 & 147

St Therese’s Primary School ....................................148 & 149

St Thomas More Primary School ......................... 150 & 151

Star News Group .......................................................................144

STEM is more than just science & maths ............ 42 & 43

Students & problem solving ..................................................76

Students & the educational revolution ......... 102 & 103

The benefits of extracurricular activities .......... 82 & 83

The Importance of handwriting skills .............................67

Unravelling the gender disparity ........................120 & 121

Victoria School Guides Website .......................................155 Xavier College .........................................................................4 & 5

Continued from page 116

Longevity and Immediate Impact

Printed materials often have a longer lifespan than digital ads. Items like brochures, business cards, and magazines can be kept for future reference, providing continuous exposure to the brand message. Digital media, on the other hand, allows for immediate updates and adjustments, ensuring that the content remains current and relevant. This combination of longevity and immediacy ensures that the brand can maintain a consistent presence while adapting to changing market conditions.

Mitigating Digital Fatigue

With the increasing prevalence of digital media, many consumers experience digital fatigue, becoming overwhelmed by constant screen time. Print media offers a welcome break, capturing attention more effectively because of its novelty in a predominantly digital environment. This balance helps maintain audience interest and reduces the risk of disengagement due to digital overload.

Cost-Effective Synergy

Using both print and digital media can optimize budget allocation. Print can be reserved for highimpact, targeted campaigns that require a tangible, lasting impression, while digital media can cover broader, more frequent touchpoints,

Many consumers experience digital fatigue, becoming overwhelmed by constant screen time.

ensuring a cost-effective approach. This synergy allows businesses to maximize their marketing budget and achieve a higher return on investment.

Stronger Brand Presence

A dual approach reinforces brand consistency and visibility across multiple channels. Customers encounter the brand in various contexts, making it more memorable and recognisable. This multichannel presence ensures that the brand remains top-of-mind, building stronger brand loyalty and recognition over time.

Maintaining a printed presence alongside electronic promotion offers a multitude of benefits that can significantly enhance a brand’s marketing strategy. By combining the strengths of both media types, businesses can create a comprehensive, engaging, and effective approach that reaches and resonates with a diverse audience.

Victoria School Guides

Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input.

Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.

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