Charles La Trobe - Olympic Village - pages 22 & 23
Boronia K-12 College - pages 18 & 19
Huntingdale Primary School - pages 42 & 43
Le Page Primary School - pages 52 & 53
Photo provided with the compliments of Xavier College
For further information, please refer to pages 2, 3, 80 & 81
Albanvale Primary School
Achieving Excellence Together
NESTLED in a quiet pocket of the Western Suburbs, Albanvale Primary School is a vibrant learning community delivering excellence in education. Our student-centred approach to teaching and learning aims to engage each and every child in a rich and innovative curriculum, with a focus on Literacy, Numeracy and STEM, to prepare students with the skills needed for success now and into the future.
Our focus on success begins before our future students join the classroom through our innovative Head Start Program. Every student who enrols at Albanvale Primary School is invited to our Head Start Program for free. Beginning in May, children work in small groups led by our expert staff once a week to engage in learning on phonics, letters, and numbers while practicing the skills necessary for school readiness.
All classrooms are equipped with current technology to unlock a 21st-century learning environment. Each student has access to their own laptop, enabling eLearning tools to be integrated across learning domains and prepare students for their future.
Albanvale Primary School embraces diversity, recognising that students learn in different ways and provide individualised learning pathways to allow for students to optimise their success in the classroom. We
aim for significant, measurable growth in learning for each student.
Staff at Albanvale Primary School work together in research-backed Professional Learning Teams to collectively meet the individual needs of students from across the 15 multi-age classes in operation. Our school leaders, alongside teachers and support staff, commit to working collaboratively with a clear and shared focus to improve student learning and wellbeing.
We empower our students as the leaders of tomorrow by engaging them in the Young Leaders program to enhance their personal and public leadership capabilities while providing them with a sense of purpose and civic-mindedness. Students apply their leadership capabilities to give back to the Albanvale Community through a range of opportunities within and beyond the school. Our amazing school leaders facilitate fortnightly assemblies and represent the student voice within the school through a range of projects including the Junior School Improvement Team (JSIT) which work with teachers to focus on the student experience while at Albanvale Primary School.
At Albanvale we embrace diversity and individuality, providing each child with every opportunity for success. We believe that together, every student can achieve excellence.
I love to dance
A safe place and love to share
Foster carer and educator Lauren’s four biological children grew up sharing their home with foster siblings.
“It’s taught them to think of other people as well as themselves,” she said.
“My daughters are very strong advocates for people. They’ve been on committees and in fundraising groups at school. I think being involved in foster care has taught them to see there’s a need out there.”
Anglicare Victoria, the state’s biggest provider of out-of-home care, in partnership with foster carers like Lauren, are calling for Victorian households to consider opening their homes – and their hearts – to a child in need.
Fostering can take many forms from emergency and respite care, short-term placements, to ongoing care arrangements, and whether you’re married, single, older, younger, with or without kids, in a same-sex relationship, working full time, renting or owning – everyone can make a positive difference in a child’s life.
Since carers Amber and Ashleigh were accredited, their household has taken many shapes with Amber’s older children sharing the home before leaving the nest. A year ago, the pair welcomed a newborn son Arlo.
When I got pregnant we slowed down and had more shorter term placements, and a break when Arlo was born,” Ashleigh said.
transitions whenever you need.”
While foster carers provide day-to-day care, they form part of a team that makes joint decisions regarding the care of a child. Lauren, and Amber and Ashleigh, are among about 1000 incredible carers supported 24-7 by Anglicare Victoria across the state every year.
“The most common thing I hear from people is ‘I don’t know how you give them back’. These children aren’t ours to give back. They’re children that need a safe space for a time,” Lauren said.
“We’re providing that safe space, and sharing our love.”
information session is online, visit 1800 809 722.
www.anglicarevic.org.au
ADDRESS
Enfield Dr, Bayswater VIC 3153 (03) 9729 2862
Principal Mr Bret Mottrom
BAYSWATER SOUTH PRIMARY SCHOOL
www.baysouthps.edu.au
Bayswater South is a co-educational Government School in the Eastern suburbs of Melbourne. One of the few truly bilingual primary schools in Victoria, we have a proud history of over 30 years of delivering a unique English/German bilingual program.
Our mission is to embrace diversity and develop global citizenship through a vibrant learning community. We do this using our three pillars – Bilingual Education, IB – Primary Years Programme and a schoolwide approach to Wellbeing; leading the way in best practice teaching and learning, with a focus on supporting the academic progress and personal development of each student.
This difference, or addition, to a standard Government school education, is what makes us stand out as a leading choice for your child’s education.
Why bilingual?
We strongly believe that every child deserves a bilingual education.
Language teachers and educational psychologists have long held the view that learning another language increases and enhances students’ deductive and problemsolving skills. Having frequent practice in working out meaning, making links, and drawing conclusions in the language class, enhances these skills in a broader sense, in other areas of the curriculum and in life in general. Knowledge of more than one language has long-term cultural, social and economic benefits. Tolerance, respect and cooperation are all improved through bilingual education, while being bilingual enhances future job prospects.
What is the IB – Primary Years Programme?
Bayswater South Primary School is proud to be an accredited IB World School offering the Primary Years Programme (PYP).
At Bayswater South we align our vision and mission with that of the IB, in which we strive to, ‘develop inquiring, knowledgeable
and caring young people who help to create a better and more peaceful world through intercultural understanding and respect’.
As a bilingual school, we are in the unique position within Australia to develop students who are multilingual, internationally minded and who are driven to take action in the local and global community.
Our school’s curriculum framework encompasses that of the Victorian Curriculum, the IB PYP Curriculum and Bilingual Education.
Wellbeing
At Bayswater South Primary School, we value student voice, student engagement and connectedness of students and their families from Foundation to Year 6. We are:
A connected community
Bayswater South Primary School fosters strong relationships with the local German community as well as other organisations and benefits from the support of a vibrant and engaged parent community. With the ongoing contributions from our parents and local partnerships, we have been able to provide playgrounds, learning spaces, Chaplaincy, Connect Groups and a newly formed ‘German Café’, with further development to follow.
Led by students
A highlight of life at Bayswater South includes the opportunity for all students from Foundation to Year 6, to lead the school. From SRC, to student-led assembly, to student input in their learning experiences, our students develop as team playing, confident young individuals, who live out our school values of Respect, Empathy, Honesty and Teamwork. We warmly invite you to take a tour of our school, to learn more about the benefits of an education at Bayswater South Primary School.
Your child’s transition to school
STARTING school is a big step for you and your child. It can be both challenging and exciting. As families, the support you give your child is important because you are your child’s first and most important teacher. Tips for transition
Below are some tips on how you can help your child have a positive start to school.
The year before school
■ Ask your child what they think about starting school.
■ Encourage your child to ask questions about going to school.
■ Help your child stay healthy. Make sure they have regular health and dental checks and keep immunisations up to date.
■ Encourage your child to try to do things on their own such as dressing, going to the toilet, washing their hands, unwrapping their food and opening and closing their drink bottle.
■ Talk to friends and other families about what school is like.
■ Attend transition-to-school programs and activities at your child’s early years service and school.
■ Talk to your child’s early childhood educator about things you can do at home to help your child’s learning and development.
■ Talk to the school about how you can engage in your child’s learning and development at school.
■ Ask the school what time your child starts on the first day and where to take them.
■ During the summer holidays
■ Show your child where the school is and talk about how you will get there.
■ Arrange play-times with other families whose children will be going to the same school as your child. It helps if your child knows another child at their school at the start of prep.
■ Practise the things your child will need to do to get ready for school (e.g. putting things in their bag, remembering to take a hat).
■ Confirm your before or after school care arrangements. Show your child where the outside school hours care facilities are and talk about how they will get there.
■ Be positive about starting school and enjoy your child’s excitement.
■ Visit your local library and read books with your child about starting school.
The first day of school
■ Make sure your child knows who will take them to school and pick them up on the first day.
■ Help your child to organise their clothes, hat, shoes and socks the night before.
■ Help your child to pack their school bag with a snack, drink, lunch and a hat.
■ Place a spare pair of underpants and a change of clothes in a plastic bag. Let your child know these clothes are in their bag in case of any accidents at school.
■ Put sunscreen on your child in the morning if it is needed.
■ Show your child where you will meet them at the end of the school day.
■ At the end of the day talk to your child about what happened at school.
The first year of school
■ Find out about what your child is learning at school. By doing this, you can support your child’s learning and find out how your child is adjusting to school.
■ If your child is having difficulty at school, talk to their teacher. Your child can also say what they think might help them.
■ Keep talking to your child about school. Ask them about their new experiences, what they like and what they find hard.
■ If your child attends an outside school hours care service, find a way of sharing your child’s school progress with the staff.
■ Share feedback about your child’s experience of starting school with the school and early childhood service.
■ Organise time for your child and their new friends to play together outside of school.
Local early childhood services and schools will organise their own transition-to-school programs and activities each year. To find out more, talk to your child’s early childhood educator or contact the school where your child is enrolled.
TO create lifelong global learners who are prepared for their future and who will strive to continually improve themselves, their community and the world.
Our Mission
To foster a safe and stimulating learning environment where all students will be supported to achieve their full potential academically, socially and emotionally.
Warm greetings to you, and I thank you for taking an interest in Belle Vue Primary School for your child. Belle Vue Primary School is a small school with a big heart, situated in Balwyn North with spacious, well-maintained grounds, and well-equipped facilities. Belle Vue Primary School has been providing high quality education for over 60 years and we have some exciting changes in the years ahead, that we would love you to be part of. We believe that every child has the right and capacity to learn and succeed. Belle Vue Primary School consistently achieves exceptional academic results, whilst ensuring to meet the wellbeing needs of all our students.
My priority as principal is to ensure our students are supported and encouraged to achieve their very best. One of the key enablers of improving student health, wellbeing and learning outcomes is through a sustained and strong Home-School Partnership. At Belle Vue Primary School, we take pride in a strong culture of community support and engagement, which fosters partnerships between students, staff, parents and the local community. We believe it is vital to build links with our community and know our students and their families.
We are proud to offer a vibrant and engaging curriculum from knowledgeable and experienced teachers. We ensure our students are challenged, supported and encouraged with an inclusive curriculum to meet their learning and wellbeing needs. Our Belle Vue Additional Support and Enrichment (B.A.S.E.) Program provides targeted and differentiated learning programs. We offer a wide range of experiences and educational opportunities, so all students can experience success.
Our school takes pride in its strong community connection, which fosters
We pride ourselves on offering a successful pre-school to primary school transition program.
partnerships between students, staff, parents and the local community. The school believes it is vital to build links with our community and know our students and their families.
We pride ourselves on offering a successful pre-school to primary school transition program.
We understand that starting Prep is an important step for your family and we have programs in place to ensure a smooth and successful transition. We are committed to working with you to ensure a positive start to your child’s primary education.
I welcome the opportunity to show what Belle Vue has to offer you and your child, and I extend an invitation to all parents/carers considering a quality educational environment for their child to contact the school to arrange a personalised school tour.
During these tours, you will have the opportunity to visit our classrooms, to get a feel for our school and see our school in action. You will also meet our school principal, Andrew Wood, who will be able to answer any questions you may have about our school. We look forward to meeting you soon.
• Specialist programs (Italian, PE, Coding/Robotics, The Arts)
• Community focused school culture and environment
• Experienced staff
• Differentiated curriculum
• Students are challenged and supported to achieve success
Thank you for considering Boronia K-12 College for your child’s education. Choosing a school where your child will flourish and feel happy is a pivotal decision for us as parents.
At Boronia K-12 College, our vision is to create a welcoming environment where every student feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student to foster a love of learning and achieve their personal best.
THE WHOLE PACKAGE
Our college is a unique medium-sized school that offers students the opportunity for a continuous educational journey from 3-year-old kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co-curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and their families well.
PERSONALISED LEARNING
I believe that one size does not fit all in education. Each student is unique, with their own strengths, passions, interests, and learning needs. Our dedicated staff are committed to student-centred learning, ensuring every student is well known and empowered to personalise their learning journey. Through a greater choice of subjects, involvement in decision-making, and agency within their learning, we enable each learner to take control of their education and reach their full potential.
High-Quality Teaching
Quality teaching has the single greatest impact on student learning outcomes. That’s why our leadership team sets high expectations for our teachers, ensuring that every lesson is a great lesson. We focus on developing each student’s wellbeing and social-emotional skills through our School-wide Positive Behaviour Support program, Respectful Relationships curriculum, and the Berry Street Education Model.
Our School Structure
Our school is divided into three sub-schools to foster strong relationships between students, teachers, and families:
• Junior School: Includes our Early Learning Centre for three and four-year-old kinder and primary years from Foundation to Year 6. As an International Baccalaureate accredited school, we offer a world-class curriculum.
• Middle School: Covers Years 7 to 9, allowing students to personalize their learning with a wide choice of electives.
• Senior School: Encompasses Years 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects.
Why Choose Us
• As we are an ELC to VCE school, we offer the best of both small and big schools by having smaller classes, strong relationships through our daily Mentor program, better individualised support, broad elective program, a multidisciplinary wellbeing, inclusion and careers teams, camps, clubs, outdoor education, STEM, music, cohort excursions, interschool sport and community events
• In 2024, we were in the top 10 schools in Knox for NAPLAN results
• Established Literacy and Numeracy Intervention Program across Prep to Year 10.
• High Abilities Program for students needing extension
• An agreed Instructional Model ‘I-LEARN’ that underpins predictable, consistent and effective lessons
• Excellent Facilities including a STEAM Centre, MAC computer lab, Performing Arts Theatre, Music Rooms, Modern Science rooms,
• Partnership with the Knox Innovation Opportunity & Sustainability Centre (KIOSC), giving our students exclusive access to advanced STEM learning
• We have the Doctor in Schools Program - you can see the GP for free
• We offer Outside School Hours Care (OSHC)
Join us at Boronia K-12 College, where we empower students for success and nurture their potential to thrive. I warmly invite you to come and tour our College, book via our website www.boroniak-12.vic.edu.au/enrolments/school-tours-open-days.
Principal Paul Broecker
OPEN NIGHT
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 problemsolving 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 interests, students learn to communicate
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 wellrounded individuals.
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
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.
play a 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.
Olympic Village Primary School
A campus of Charles La Trobe P-12 College
OLYMPIC Village Primary School is a small, community focussed primary campus in Heidelberg West.
We are a Science of Language and Reading (SOLAR) school in partnership with La Trobe University’s SOLAR lab. This means that as students enter the school at Foundation Level, they learn to read through scientific, evidence-based methodologies including Systematic Synthetic Phonics.
We leave nothing up to chance when it comes to giving Olympic Village Students the best possible start to Literacy and Learning.
We have a rich focus on Science, Technology and the Arts, with STEAM, Performing Arts, Visual Arts, Health/Physical Education also running for students in all levels.
We invite families to come and see the difference we make for themselves.
At Olympic Village Primary School, we commit to providing an inclusive and strong foundation for your child through:
■ Evidence Based Teaching Programs, including SOLAR (Science of Language and Reading) and partnering with La Trobe University to deliver strong LITERACY programs
■ Hands on, real life maths learning and problem solving
■ Small group and one-one literacy and maths intervention
Rich Personal and Social Learning Programs that include
■ The Berry Street Educational Model
■ Zones of Regulation
■ Supported Play Programs
■ Respectful Relationships
First Nations Cultural Support Program
- Koondee Ngarrngi
Specialist Programs
■ Visual and Performing Arts
■ Physical Education
We have a rich focus on Science, Technology and the Arts, with STEAM, Performing Arts, Visual Arts, Health/Physical Education also running for students in all levels.
■ ‘Healthy Kids’ program that includes Kitchen Garden and PMP
Extra Curricula programs including
■ Annual School Concert
■ Swimming Program
■ Lunchtime and afterschool clubs and activities
■ Student Leadership programs
■ Excursions and Incursions
■ Before and After School care
We look forward to welcoming you and your family
Cleo Ndalianis, Campus Principal
Tuesday March 25th 2025 9.15 – 10.45am
SCHOOL TOUR DATES
Tuesdays at 9.30am or by appointment
Saturday March 29th 2025 – 11am
Saturday May 3rd 2025 – 11am
Glendal Primary School
LOOKING back on education, it’s evident how formative primary school years are in shaping a child’s future. Glendal Primary School, with its rich history and focus on student-centered learning, provides a strong foundation for young learners. Today, the school continues to uphold its commitment to academic excellence while fostering an inclusive and supportive environment.
Glendal Primary School offers a balanced curriculum that focuses on core subjects like English, Mathematics, Science, Art, Music, Physical Education and Humanities, while also promoting creativity and critical thinking. The school places a strong emphasis on developing social and emotional skills, ensuring students grow not just academically, but personally as well. With programs that encourage respect, responsibility, and resilience, Glendal prepares students for the challenges of higher education and life beyond school.
Beyond academics, Glendal provides various extracurricular opportunities, including chess, sports and leadership programs. These activities help students build teamwork, leadership, and confidence. The school also emphasises differentiated learning, with teachers catering to individual
Today, Glendal Primary School remains dedicated to fostering a nurturing and dynamic environment where students feel valued, supported, and empowered to reach their full potential, just as it has done in the past.
needs, ensuring all students progress at their own pace.
Today, Glendal Primary School remains dedicated to fostering a nurturing and dynamic environment where students feel valued, supported, and empowered to reach their full potential, just as it has done in the past.
Deborah
Grossek (M.Ed., B.SC.Hons., B.Ed., Dip.T)
Glendal Primary School
Glendal Primary offers:
• Dedicated, professional high quality staff
• State-of-the-art Robotics and Science Facilities
• Language programs in Mandarin and French
• Opportunities and excellence in learning
• Environment and sustainability program
• Happy children who are learning successfully
Children flourish and learn at Glendal
Please see our website for a virtual school tour
School tours are held on-site at 9:30am, Tuesdays, during school terms.
‘WHERE do we start?’ Overwhelm! Public schools continue to face a plethora of vexing challenges, ranging from an inequitable funding model which leaves them short-changed in relation to the non-government schools through to increasing levels of mental health issues of students and culminating in chronic staff shortages, burnout and relatively low pay for the work school personnel do.
Notwithstanding this, I noted the analysis from Trevor Cobbold, from Save Our Schools (SOS) in 2022 showing that Catholic and Independent schools had the biggest declines in their Programme for International Student Assessment (PISA) test results since 2009 with students losing nearly two years of learning in maths, science and reading. This was nearly three times that which occurred in public schools. One can only imagine how much better the students attending our public schools would have fared were our public schools funded at the level that our non-government schools were, and remain so.
That was then. Where to next? The stark reality facing public education in our country is hardly something about which to be inspired. In fact, for many it is all too much and that is understandable. Yet, we cannot succumb to gloom and doomsday telling.
History provides us with ample examples of the value and importance of hope. Insofar as the future of public education in our country is concerned, hope may well be our best friend in these extremely challenging times. It is a fascinating concept, hope, one which has intrigued me for much of my life.
That fascination began with my family’s story, one of two parents migrating to Australia from post-World War 2, war torn Europe. It was their unrelenting commitment to hope, which in many ways saw them through the war years and, to state the obvious, to my benefit.
We are facing very tough times in education
these days – there’s no doubt about that. In these times, there is a role to play for hope, all the more so when the current narrative in education is wont to be negative, more so than positive. There’s no shortage of literature on hope – indeed hope as a concept has long intrigued philosophers, scientists and the public at large.
One of the first, and best-known theories of hope was introduced in 1991 by American psychologist, Charles R. Snyder. In a paper published in the Journal of Personality and Social Psychology, Snyder defined hope as a cognitive trait centred on the pursuit of goals and built on two components: a sense of agency in achieving a goal, and a perceived ability to create pathways to achieve that goal. He defined hope as something individualistic. He suggested that some people have higher levels of hope than others and there seem to be benefits to being more hopeful.
Hope requires both agency and pathway thinking. Pathway thinking and agency thinking are thought to reinforce one another. For example, the belief that one will accomplish their goal (agency thinking) will help people feel confident that the strategies they come up with to pursue their goal (pathway thinking) will be successful. Moreover, having effective strategies for accomplishing a goal will inspire confidence that a person will accomplish their goal.
Snyder also introduced the Hope Scale, which continues to be used today, as a way to measure hope. He suggested that some people have higher levels of hope than others and there seem to be benefits to being more hopeful. These benefits could include the likelihood than people with higher levels of hope as compared to people with lower hope levels are more likely to have a healthy lifestyle, avoid life crisis, and cope better with stressors when they are encountered.
So, what is the helpfulness of all this in regard to how we view the state of public education, and in moving forward in these stressful times? Snyder’s ‘agency thinking’ and ‘pathways thinking’ provide valuable avenues for hope.
For example, the vital issue of school funding (underfunding of public schools) whilst painstakingly slow in being addressed is showing signs of worthwhile action. The ongoing very public campaign by a variety of stakeholders to have governments redress the imbalance in the funding of public schools compared with private schools is showing signs of success, albeit somewhat embryonic and belated to boot.
The alarming, negative impact on children’s mental health and well-being impacted by their use of social media apps has been welldocumented and we now have bi-partisan political support for proactive action to be taken to address this issue. Notwithstanding the no small matter of ‘the devil being in the detail’, green shoots of hope have appeared.
Governments have acknowledged the post-Covid explosion of mental health issues across society and in schools specifically, channelling substantial additional funding to support initiatives aimed at ameliorating the situation in our schools. Certainly not a quickfix, and a bumpy ride to success so far; nonetheless action.
Burnout remains a vexing concern and a significant driver underpinning the premature departure of alarming numbers of school leaders and teaching staff, not to mention school support staff. To date, it is very hard to find very many members of school staff that are prepared to state unequivocally that workload demands on them have diminished. More likely they are to say that they have increased - and not in ways that they view as productive to their core business of leading and teaching.
In terms of nurturing hope, we have at our disposal the potential of Artificial Intelligence (AI). In doing so, it must not be forgotten that even as we familiarise ourselves with what AI can do to support teaching and administrative work in schools, it is developing and changing as we speak, and there are pros and cons to be considered.
To summarise research to date, perceived benefits of using AI in education include –enhancing personalised learning, allowing students to study materials to their own level.
In terms of nurturing hope, we have at our disposal the potential of Artificial Intelligence (AI).
AI provides for administrative efficiency whereby AI is used to automate administrative tasks, allowing educators to focus more on teaching and less on bureaucracy. AI also has the potential (assuming school funding equity eventuates) to facilitate student access to high quality educational resources regardless of economic status or geographic location. AI can also contribute in student assessment by assessing each student’s progress and provide real-time feedback, helping them identify their strengths and areas for improvement.
On the debit side, there’s the issue of technological dependency - there is a risk that both educators and students will become too dependent on technology, affecting the development of what we know today as power skills. The no small matter of privacy issues also looms large. Another trap of which to wary is that of depersonalisation - while AI can personalize learning, it can also cause the educational process to become mechanized and unnatural. Finally, there is the issue of memory-weakening. Previously, students were forced to memorize all types of data such as historical dates, authors, philosophical currents… etc. The Internet has made knowledge ubiquitous and easily accessible, therefore the ability and habit of memorization has gone decreasing as the Internet advanced. This process of “collective forgetting” will increase exponentially with AI.
Challenging as times are in education, there are valid reasons for hope, and it’s worth remembering that without hope all else fails.
HENRY GROSSEK
Host: The Viewpoints Podcast ■ Host, Viewpoints, Casey Radio 97.7FM ■ www.caseyradio.com.au
The A, B, C of success at school
STRONG literacy and numeracy skills in the early years are vital steps in the school journey.
“I’ll never forget the moment when a student looked up from her book and said, ‘I can read this by myself now!’ It was as if a switch had been flipped,” says Rhiannon Rowe, Head of English (Junior School) and a Year 1 teacher at Haileybury.
“She realised that the letters and sounds she had been practicing had turned into real words. Moments like this illustrate how transformative a strong phonics program can be — not just for a child’s reading skills, but for their confidence in learning.”
Moments like these happen most days in Haileybury’s junior school classrooms as students discover the connection between letters, sounds and words. As they turn the pages of a favourite book, letters and sounds begin to fall into place and open up a new world of learning.
Key to building strong literacy skills is Haileybury’s tried and tested phonics program and explicit teaching that uses ‘I Do,We Do,You Do’ to guide each child’s learning journey.
“Building a solid foundation of literacy and numeracy skills in the younger years is vital. It helps students prepare for the later years of school and helps them achieve greater success and confidence during VCE,” says Grenville Green, Haileybury Deputy Principal (Junior School).
This year, under a new Victorian government initiative, all state schools must include a minimum of 25 minutes per day of phonics for Prep to Grade 2 students. However, this is something Haileybury has been doing for 19 years.
“The explicit teaching of phonics helps students ‘crack the code’,” says Mr Green.
“Students learn to use letters and sounds and then learn to blend sounds when they read and to segment letters and sounds as they spell.”
Explicit teaching sees the teacher first demonstrate what is being learnt — ‘I Do,’ students and teachers then complete the task together — ‘We Do,’ and students then complete the task alone to cement understanding — ‘You Do.’
NAPLAN results prove the effectiveness of this approach. Haileybury’s 2024 NAPLAN average for Years 3 and 5 was 557.2, compared to the national average of 448.4. Typically, Year 3 Haileybury students are at Year 6 reading level and at Year 9 level for grammar and punctuation.
“Every child in Australia deserves to learn how to read, write and spell,” says Mr Green.
“Embedding essential literacy skills ensures future generations leave school with every opportunity for success.”
To discover more about Haileybury visit www.haileybury.com.au
Here at Haileybury we create the perfect environment for our students to chase their dreams — be it in the classroom, on the court and everywhere in between. Meet Mitchell — who balances his time participating in the Prime Minister’s National Spelling Bee, with being the youngest member of Haileybury Hive, our beekeeping society … and we think that’s S-P-L-E-N-D-I-F-E-R-O-U-S.
Harkaway Hills College was founded with the support of the Parents for Education (PARED) Foundation, who have opened four schools across NSW over the past 40 years. What makes Harkaway Hills exceptional is our unique system of personalised education that assists parents as the primary educators of their children and supports each student to be the best person they can be. Our motto says a great deal about our ethos: Veritas et Virtus. “Truth and Virtue.”
We pride ourselves on our quality academic curriculum, personalised learning through a mentor system, religious education, and an emphasis on virtue education.
Parents and the school can begin to work on character development from the outset, with a mentor who works closely with each child. The college works with tried-and-true methods to ensure that crucial steps in early literacy to give each child the academic focus they deserve.
Shrouded by the natural beauty of lush, rolling green hills, the college punches well above its weight for a school that only opened include winning the interschool cross country
carnival, taking out a state-wide poetry competition and coming out on top of a local short story competition. The schools bumper following more than a year of remote education.
The school is co-educational from Prep to Year 2 and single sex to Year 10 in 2025. Our brother school Lysterfield Lake College is accepting applications for Year 3-8.
2025 Information Sessions & School Tours
We are now accepting applications for Foundation to Grade 10 in 2025
Join our information session on Friday 14th March 2025. For further session dates please visit our website. Information sessions are by appointment only and commence at 9:45am.
ENROL FOR PREP TO YEAR 10
Heatherhill Primary School
HEATHERHILL Primary School is a government, co-educational primary school located in one of Melbourne’s southeast suburbs.
Heatherhill Primary School is committed to providing a safe, nurturing, and stimulating learning environment that engages and supports students in reaching their full potential.
Heatherhill Primary School is more than a school. It is a community of shared values and high expectations that all students have the potential to excel in their learning. Students are encouraged to communicate, collaborate, connect, and consider different information, ideas, and views as they become knowledgeable, reflective and independent learners.
Our vision for our students is: Learn
Persevere Excel
The school values are:
■ Respect
■ Trust
■ Doing Your Best
We want our students to have the knowledge, skills and dispositions they need to participate, engage, achieve and succeed in life.
We have a strong focus on developing the whole child, delivered through best practice in highly effective learning and teaching. Student learning is enriched by our specialist programs: Visual Arts, STEM, Physical
Our whole school approach to student wellbeing is built on an inclusive culture of mutual care and respect for our similarities and differences.
Education, and an introduction to the Italian language and culture.
We have a caring and supportive community, and student mental health and wellbeing are priorities. Our whole school approach to student wellbeing is built on an inclusive culture of mutual care and respect for our similarities and differences.
The school has a strong connection with our families, and we are the school of choice in our local community. Parents at Heatherhill Primary School can participate in various activities, including school council, classroom support, excursions, the Perceptual Motor Program, fundraising and social events.
To find out more about Heatherhill Primary School and what we can offer you and your family, I invite you to come and visit our school.
Trust Respect Doing your Best
Heatherhill Primary School’s mission is to provide a secure, caring, and harmonious environment where students learn the knowledge, skills, and values they need to contribute to and live happily in society. The school maximises each student’s potential to achieve academic and social success and celebrates and embraces diversity. The values of the school are Respect, Trust and Doing Your Best. At Heatherhill Primary School, we work together with our families to ensure every child reaches their full potential to be the best they can be.
Address: 959 Heatherton Rd, Springvale VIC 3171
Telephone number: 613 9546 7562
Website: www.heatherhillps.vic.edu.au
Email: heatherhill.ps@education.vic.gov.au
The Bridge to Success
The Impact of Quality Primary Learning on Successful Secondary Education
EARLY years and primary education mark the foundational stages of a child’s academic journey. Beyond mere academic instruction, these formative years lay the groundwork for a lifetime of learning and development highlighting its pivotal role in shaping individuals and societies.
During the early years, children undergo rapid cognitive development. Quality early education programs provide stimulating environments that foster intellectual curiosity and critical thinking skills. Through activities tailored to their developmental stage, children learn to explore, analyse, and solve problems, setting the stage for future academic success
Primary education serves as a crucible for social and emotional growth. In classrooms, children interact with peers, negotiate conflicts, and develop empathy and cooperation. Skilled educators facilitate this process, nurturing emotional resilience and interpersonal skills essential for healthy relationships and societal integration. Early education plays a pivotal role in fostering environmental stewardship and sustainability consciousness. By instilling environmental values and awareness from a young age, primary education cultivates environmentally responsible behaviors and attitudes, essential for addressing pressing global challenges.
Early literacy and numeracy skills form the cornerstone of academic achievement. Primary education equips children with fundamental literacy skills, such as reading, writing, and comprehension, laying the groundwork for future learning across subjects. Similarly, numeracy instruction introduces mathematical concepts and problem-solving strategies critical for navigating everyday challenges.
Accessible early years and primary education are essential for promoting equity and leveling the playing field. Quality education should be available to all children, irrespective of socio-economic background or geographical location. By bridging disparities in access and resources, inclusive education systems empower marginalized communities and
contribute to broader societal equity.
Effective early years and primary education prioritise holistic development, recognising the interconnectedness of physical, cognitive, social, and emotional domains. Through a balanced curriculum encompassing arts, physical education, and extracurricular activities, children cultivate diverse talents and interests, fostering well-rounded identities.
Beyond imparting specific knowledge and skills, early education instills a love for learning and a growth mindset. By nurturing curiosity, resilience, and perseverance, educators cultivate lifelong learners who are adaptable in the face of challenges and committed to continuous self-improvement.
Investments in early childhood and primary education are instrumental in preventing later achievement gaps. Research demonstrates that interventions targeting early years yield significant long-term benefits, narrowing disparities in academic attainment and socioeconomic outcomes.
A well-educated populace fosters social cohesion and active citizenship. Through civic education initiatives embedded in primary curricula, children learn about democratic principles, civic responsibilities, and global citizenship, preparing them to contribute positively to society.
Quality primary learning forms the bedrock upon which successful secondary education is built and equips students with essential literacy, numeracy, and critical thinking skills offering a multitude of benefits that positively impact students’ academic, social, and emotional development. Mastery of these foundational concepts lays the groundwork for understanding more complex academic subjects in secondary education.
Primary education prepares students for the transition to secondary school by familiarising them with academic routines, expectations, and social dynamics. Students who receive quality primary education are better equipped to adapt to the increased rigor and responsibilities of secondary education.
A well-structured primary curriculum ensures continuity of learning progression, building upon previously acquired knowledge and skills. This seamless transition facilitates a smoother educational journey, enabling students to confidently tackle new challenges in secondary education.
Primary education instills a love for learning, curiosity, and a growth mindset. Students who develop a strong foundation in primary school are more likely to continue pursuing education with enthusiasm and resilience throughout their academic journey. Investing in quality primary education fosters social mobility, reduces disparities in educational attainment, and promotes economic prosperity. By equipping students with the skills and knowledge they need to thrive, primary education contributes to building a more equitable and inclusive society.
Quality primary education enables early identification and intervention for students experiencing learning difficulties. By addressing challenges promptly, educators can provide necessary support and remediation, preventing the accumulation of learning gaps that may hinder success in secondary education. Education is a catalyst for economic development and prosperity. By equipping individuals with the skills and knowledge necessary for participation in the workforce, early years and primary education contribute to human capital
formation and national competitiveness. Success in primary education opens doors to a myriad of opportunities in secondary education and beyond. Higher academic achievement in primary school often correlates with increased access to post-secondary options and better prospects for future career success.
The significance of early years and primary education cannot be overstated. From cognitive development to social cohesion, economic prosperity, and sustainable development, its impact reverberates across individuals, communities, and nations. By investing in quality early education, we lay the groundwork for a brighter, more equitable future, where every child has the opportunity to thrive and contribute meaningfully to society.
Quality primary learning is instrumental in shaping successful secondary education outcomes. By providing a strong foundation, facilitating a smooth transition, ensuring continuity of learning, offering remediation and support, promoting lifelong learning habits, enhancing future opportunities, and fostering positive societal impact, primary education sets students on a path towards academic achievement, personal growth, and societal contribution. Therefore, prioritising investments in quality primary education is essential for building a brighter future for individuals and communities alike.
4 Dot Points on
• Huntingdale Primary School is a vibrant place that encourages learning, laughter and play in a friendly and warm environment.
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• Our school is widely recognised both in Australia and internationally as a leader in bilingual education through the success of the outstanding Japanese Bilingual Language
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• Through our exceptional bilingual learning all our children are immersed in Japanese language as 50% of the Victoria Curriculum is taught in Japanese (including Mathematics and Science), and the remaining 50% is taught in English. Research has long recognised immersion as the most natural way for young
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• The culture of our school is underpinned by our deep belief that childhood is a precious and unique moment in time. students need to be nurtured in a quiet yet stimulating environment. Childhood is a time to be exposed to a wide range of cultural and artistic experiences to discover talents, ignite curiosity, passion and optimism. The ‘Early Years’ of schooling are when a child develops their self-esteem as a learner and this growth needs to be nurtured and developed with care and dedication. This crucial time is also when strong foundations in literacy and numeracy are
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7 March 2025 9:330 – 100:330 AM
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21 March 202 0 5 9:3:30 0 – 10 10:330 0 AM M
James Cook Primary School
JAMES Cook Primary School sits as the gateway to Endeavour Hills, southeast of Melbourne. Our demographic is one in which we celebrate a highly diverse mix of over 30 different cultural backgrounds. At James cook Primary School we expect all students to become the best they can be – they ‘Believeto-Succeed’.
James Cook Primary School maintains a personalised learning approach for our students, with relentless focus on Literacy and Numeracy. Intervention/Extension Programs are provided in Reading and Mathematics so that no child is left behind. James Cook supports a ‘Growth Mindset’ culture to underpin the nurturing of resilient and intrinsically motivated learners. This is reinforced with the implementation of a School-Wide Positive Behaviour Support (SWPBS), Matrix of Expectations, and the Respectful Relationships curriculum delivery, embedded throughout the school.
Our instructional core is heavily centred in the learning and teaching of crucial Literacy and Numeracy knowledge, skills and understanding. We are passionate about a relentless focus on what matters most. At James Cook Primary School we are committed to the ‘Gradual Release of Responsibility’ pedagogical approach. Every learning opportunity provides clarity of purpose and expectations for students with learning intentions and success criteria. Explicit teaching of knowledge, skills or understanding demonstrates the expected outcomes, immediately followed by independent student practice and application of learning, supported by small-group, targeted instruction. Students are able to continually monitor their learning against those learning intentions and success criteria.
We deliver specialist subjects in Visual Art, Music, Mandarin Language and Physical Education, including an outsourced swimming program. The school is able to deliver a Physical Education program that provides students two hours of PE instruction, with an additional hour of sport education for students in Years 2-6. Foundation to Year 2 also have two hours of PE instruction with and additional 90 minutes (3x30) of PMP movement development. Sports Education is integral to the personal
and social development of our students and is supplemented by the Australian Sports Commission’s Sporting Schools Program. Our Music curriculum is delivered via the iRock, Music School to provide high-quality music teaching and learning. The Performing Arts strand is also outsourced via the Nikki Visaj Movement – Dance Mob, which culminates in our annual whole-school Musical, performed at the Drum Theatre, Dandenong.
Our facilities include four teaching and learning modules (buildings), a dedicated Visual Arts Centre, Gymnasium, Library / Specialists’ Centre which accommodates Music and Chinese Mandarin classes and a ’Cook’s Kitchen’ Food Tech/STEM centre. Science is delivered as a dedicated, standalone by classroom teachers. Information and Communication Technologies (ICT) supports all facets of student learning, with a 1:1 chrome book device program. Our ICT instruction for students in Years Three to Six is delivered by Digimaker, weekly, and supported by Teaching and Education Support Staff on a daily basis.
The James Cook Primary School Student Leadership Team is comprised of two School Captains, supported by four Student Voice and Engagement Leaders. School assemblies are led by the Student Leaders. School Captains also present reports to School Council each term. The Student Voice and Engagement Team (SVET) promotes student voice and student leadership development at all levels to support selected charities and conduct special school events.
Kingswood College
FOUNDED in 1890, Kingswood College is an independent Kindergarten to Year 12 coeducational school, celebrating 135 years of education in 2025.
Spread across 20 acres in the heart of Box Hill, our campus boasts a blend of heritagelisted buildings and leading-edge facilities from a purpose-built Science Centre to our extensive sporting grounds including an AFL sized oval, providing students with inspirational spaces that encourage and facilitate their learning.
Our Principal Principal Chrissy Gamble leads with a vision to provide genuine care, know each young person individually, and value partnership with families. She is ambitious about academic outcomes and the character development of each young person, acknowledging a great strength of our school is the exceptional staff who make sure that every student is challenged and known.
Under Chrissy’s leadership, Kingswood College embodies it’s vision of emboldening hearts and inspiring minds, whilst living its values of respect, kindness, perseverance, courage, and excellence.
Our Early Learning Centre
Also known as the Imaginarium, our ELC has maintained a rating of Exceeding National Quality Standards in all seven areas as assessed by ACEQA since 2013. The Report noted educators’ ongoing commitment to delivering a high-quality service, fostering collaborative, ethical and respectful relationships with families, and prioritising ongoing critical reflection for continuous improvement.
Our ELC is an engaging, nurturing and inspiring environment where children learn through inquiry, exploration, play, questioning and reflection. We know and value the fundamental importance of the early years and work collaboratively with the Junior School staff to ensure students experience a smooth transition from the ELC to Prep.
Under Chrissy’s leadership, Kingswood College embodies it’s vision of emboldening hearts and inspiring minds, whilst living its values of respect, kindness, perseverance, courage, and excellence.
Our Junior School
Junior School is a place where every student is given an opportunity to achieve optimal growth in their learning and well-being. The teaching and learning programs are informed by evidence, and teachers value knowing exactly where students are in their learning and what they will do to support them in achieving their personal best.
For our 2024 NAPLAN results, Kingswood was ranked as one of Victoria’s topperforming primary schools, placing 44th among the state’s top 100. This outstanding result positions us in the top 97th percentile of junior schools across Victoria.
These results are attributed to our commitment to explicit teaching of Literacy and Numeracy and introduction of the Kingswood College Instructional Model. Students are provided with a clear, consistent, and rigorous learning journey across Prep to Year 6, giving them the knowledge, skills, and attributes they need to thrive now and in the future.
At Kingswood College, we wholeheartedly embrace the principles of coeducation and strive to create a nurturing and inclusive environment, empowering our students to become confident and resilient individuals who are well-equipped to navigate the complexities of the modern world.
Handwritting - Still Essential
Hand Writing Skills, Essential
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 longterm 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, and word formation, ultimately
It serves as a foundational step towards proficient reading and writing abilities.
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.
Principal George Danson is a dynamic and visionary leader dedicated to fostering excellence at Le Page Primary School. As a proud 7 Habits School, Le Page is committed to empowering students to reach their full potential through academic achievement, leadership, and personal growth.
Mr. Danson’s leadership has transformed the school into a thriving learning community where students develop confidence, resilience, and a strong sense of purpose. With a deep passion for education, he has embedded Stephen Covey’s 7 Habits of Highly Effective People into the school’s culture, ensuring students learn to be proactive, set meaningful goals, and work collaboratively. Through The Leader in Me framework, students are not just learners but leaders, prepared to navigate life with integrity and responsibility.
Beyond his visionary leadership, Mr. Danson values the dedication of Le Page’s outstanding and caring staff, who focus on building strong relationships with students and families. Teachers create a supportive
environment that fosters academic excellence while prioritizing wellbeing and inclusion. The school’s three-tiered framework ensures that every child receives tailored support, allowing them to excel academically and socially.
Under Mr. Danson’s guidance, Le Page has embraced innovative teaching practices and scaffolded learning pathways, resulting in remarkable student growth. His commitment to respectful relationships, diversity, and a nurturing environment ensures that every student feels valued, seen, and supported.
George Danson leads by example, inspiring not only students but also staff and families to strive for greatness. His unwavering belief in the potential of every child makes Le Page Primary School a place where young leaders are cultivated, and lifelong success is nurtured.
VISION - There is a prosperous path for every child. Each journey is theirs to lead. There is a place in which every child can shine.
MISSION - Identify the talent, develop the confidence and create the leader.
NAMES AND ADDRESSES OF 10 PRESCHOOLS/CHILDCARE CENTRES:
1. Academic Growth: Scaffolded by Cognitive Load Theory, the Science of Learning and Evidenced-based Practices.
2. Leadership & Personal Growth: Students set goals, make plans, and use lead measures to monitor their progress.
BOOK A SCHOOL TOUR
Transition Program 9.30 -10.30
Term 2: Wed Apr 30, Thu May 15, Fri May 30 Wed Jun 4, Thu Jun 19, Fri Jul 4
Term 3: Wed Aug 20, Thu Sep 18
Term 4: Fri Oct 17, Wed Nov 12, Mon Dec 1
3. Inclusive & Supportive Environment: Tailored wellbeing programs like The Leader in Me, Zones of Regulation, and Peaceful Classrooms.
4. Vibrant Community Engagement: Parent Social Teams organtize events that foster community spirit, raising funds to enhance school facilities and student experiences. Le Page Primary School 77 Argus Street, Cheltenham, Victoria, 3192 9583 8324 le.page.ps@education.vic.gov.au lepage.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
Children who read books daily...
Books Matter - UK study has lessons for Australia
A STUDY of 43,000 students in the United Kingdom released recently has demonstrated that it not only matters that kids read: it matters what they read.
The significant study showed that students who engaged in reading high-quality books daily scored much higher in tests than those who chose to read items such as magazines. .
Griffith University’s Beryl Exley, Professor of English Curriculum & Literacies Education in the School of Education and Professional Studies, explains why it is important to encourage the reading of books - and why other reading materials are still important:
“Comics, newspapers and magazines don’t escalate children’s cognitive skills as much because they usually present everyday concepts with everyday vocabulary in a practical way.
“Story books and information books usually present academic concepts with a more technical vocabulary in an abstract way. This is what grows cognitive capacity.
“That’s not to say that comics, newspapers and magazine don’t ever focus on academic concepts, but it’s less likely that will happen.
Children still should be encouraged to read comics, newspapers and magazines for pleasure, to add to their general knowledge and to be politically aware. Breadth of reading opportunities is the goal.”
For more information, please contact Professor Beryl Exley, Deputy Head of School Learning & Teaching in the School of Education and Professional Studies at Griffith University at b.exley@griffith.edu.au
Associate Professor Michael Nagel from the University of the Sunshine Coast says,”This study resonates with a growing corpus of literature suggesting that reading paper based books offers a distinct advantage for achieving excellent standards of literacy and higher academic achievement.
“Aside from a range of issues associated with reading on screens, and an oft held sacred cow suggesting that children should be offered anything to read just as long as they are reading, this study links with others that have identified that children prefer to read books on paper
rather than screens and that academic success is linked to developing a rich understanding of complex text through books over the school years.
“This is not to say that children should be discouraged from other types of reading but that books should be at the forefront of such endeavour. Reading, and reading comprehension, are not general skills and both are nurtured through incrementally complex text in age appropriate books over the course of a child’s life and educational journey.”
For more information, please contact Associate Professor Michael Nagel in Child Development and Learning at the University of the Sunshine Coast at mnagel@usc.edu.au
Children who read books daily score higher in school tests, vast new study states
What children choose to read outside school directly influences their academic performance according to a major new study by the University of Malaga and UCL, and published in the peerreviewed journal Oxford Review of Education.
Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests.
The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months’ worth of additional secondary school academic growth.
The study demonstrated no similar advantage for children’s reading daily newspapers, comics or magazines, and only marginal benefits from short stories.
The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books.
“Although three months’ worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured –from when these young people are aged 11 years old to 14, which we know is a hugely developmental period,” explains co-author Professor John Jerrim, from the UCL Institute of Education.
“In an increasingly digital world, it’s important that young people are encouraged to find time to read a good book.”
Professor Oscar Marcenaro-Gutierrez, from the University of Malaga, added: “Other less complex and less engaging forms of reading are unlikely to bring the same benefits for their cognitive development, and shouldn’t be counted as part of their reading time.
“This is particularly important for lowachievers, where any association is likely to be strongest.”
Co-author Dr Luis Alejandro Lopez-Agudo, from the University of Malaga, says: “Reading is a fundamental skill that plays a key part in all our lives.
“Our results provide further evidence that it’s not only whether young people read or not that matters – but also what they read.”
The amount of time children spend reading is already understood to help develop their literacy skills. This ability increases through practice and by trying longer and more challenging texts.
Few studies though have focused on whether the type of material children choose influences their achievements at school.
This study, looking at pupils in Spain, attempted to establish whether a link exists between literacy and mathematics scores and the type of material children look at in their spare time, as well as how long they spend doing this. Comics, short stories, books, newspapers and magazines were the texts included in the research.
The researchers used data from a census carried out by the Andalusian Agency of Education Assessment. This included questionnaire responses completed during 2008 to 2009 by 10 to 11-year-olds, and from those aged 13 to 14 during 2011 and 2012.
Children’s attitudes towards school were considered along with prior achievement levels.
Parents were also asked about their own reading habits and how involved they were in their child’s education.
The results showed the more frequently children read books, the better they performed in school tests as teenagers. The same effect was not observed with comics, newspapers and magazines. Specifically, researchers found:
■ 13 to 14-year-olds who read books every or almost every day scored 0.22 standard deviations higher (the equivalent of three months) on the literacy test than those who read books almost never.
■ There is evidence of positive spill-overs into other subjects, with a difference of around 0.20 standard deviations in mathematics.
■ There was some benefit from short stories for children who enjoyed them at least once a month. The researchers concluded though that increasing the frequency of this to weekly or daily was unlikely to bring any further benefits.
The study also highlighted the reading patterns across different groups of children. It showed:
■ Girls seem to read short stories, books and newspapers more frequently than boys, and comics and magazines less frequently.
■ Young people from advantaged backgrounds read all the text types more frequently than those from disadvantaged homes.
■ High-achieving students (according to their 5th grade test scores) were more likely to read tales/short novels and books compared to low-achieving students, though with little difference in terms of reading comics, newspapers and magazines.
The findings of this study should be interpreted in the context of some limitations and the need for further research. These include the research being carried out in one particular region within Spain, and the focus upon academic progress made during the early teenage years. At this point, reading skills are already quite well-developed – there is no data for younger children.
Milgate Primary School
MILGATE Primary School is a warm and friendly school community, located in East Doncaster. Enjoying a rich multicultural community, Milgate’s school wide teaching philosophy is founded upon a commitment to empower students to ensure they will succeed as responsible global citizens and independent self-learners within today’s rapidly changing world - socially, emotionally, physically and academically.
As an accredited International Baccalaureate School offering the Primary Years Program, we provide a dynamic, inclusive learning environment that challenges students to become inquirers, thinkers and caring young people who are able to interact in the global society with respect and intercultural understanding.
Social and emotional learning is embedded across the curriculum and through partnerships with the school, parents and wider community developing student self-awareness, empathy and relationship skills as well as a sense of community and belonging.
Transition and Discovery
At Milgate Primary School we have an extensive Transition Program that prepares our Foundation students for school. In addition to numeracy and literacy, we run a discovery play-based program which involves choice, promotes agency and provides opportunities for students to inquire into important concepts and personal interests. We use the environment as the third teacher and through our different learning spaces students can investigate, problem solve, create and represent their learning in a variety of ways.
Facilities
Situated within the peaceful and leafy Milgate Park Estate in East Doncaster, Milgate PS offers outstanding grounds and classrooms equipped with modern technology to support 21st century learners.
Our commitment to maintaining our facilities is evident when you enter our school grounds. We take great pride in our school as we feel it represents the hard work and commitment of our learning community.
New playgrounds and shade areas, landscaping and garden spaces have been created to provide outstanding facilities for all
our community members. Our expansive grounds feature a gymnasium, synthetic soccer pitch, oval, outdoor courts and a vegetable and sensory garden.
Specialists
Our Specialist programs provide rich learning experiences for all students at Milgate Primary School. The Visual Arts and Performing Arts programs allow students to express themselves creatively and celebrate their learning with the wider community through the Art Show and School Musical. Our Phys Ed and Outdoor Education program introduces students to fundamental motor skills, and progressively develops skills in camping, adventure activities and social interaction. The Mandarin Language program develops students’ language awareness and skills in listening, speaking, reading and writing Mandarin.
Milgate Primary School also offers STEM as a specialist subject, providing students with hands-on opportunities to explore science, technology, engineering, and mathematics through inquiry and problem-solving.
Enrolments at Milgate Primary School are open now for students starting Foundation next year. Please see our website for enrolment forms and procedures. We welcome enquiries by email or telephone if you have any queries about enrolling your child at Milgate.
E: milgate.ps@education.vic.gov.au
P: 9842 7744
W: milgateps.vic.edu.au
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 2024, our College Dux, Farjad Safwan achieved an impressive ATAR of 99.45. 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 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 life-long 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 2026 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.
Nunawading Christian College (NCC) provides values-based coeducation in a vibrant Christian environment from Early Learning (3-4 years of age) to Year 12 VCE. For more than 60 years, NCC students have been inspired by passionate educators dedicated to seeing young people reach their full potential. NCC offers a broad and balanced education for the whole child, with a focus on developing character for life. Book a School at
A helping hand
The crucial role of mentoring
MENTORING programs in schools play a pivotal role in shaping the academic, social, and emotional development of students. Recognising the significance of positive role models and personalised guidance, schools around the world are increasingly implementing mentoring initiatives. Here we explore the importance of mentoring programs in schools, examining how they contribute to student success, foster a sense of belonging, and empower individuals to navigate the complexities of academic and personal growth.
Academic Success and Goal Achievement:
One of the key advantages of mentoring programs is the provision of personalised support. Mentors work closely with students to understand their unique strengths, challenges, and learning styles. This personalised attention enhances academic performance by tailoring strategies to meet individual needs, fostering a sense of confidence and competence in students.
Mentoring programs empower students to set and pursue academic and personal goals. Through regular discussions with their mentors, students can identify their aspirations, create action plans, and receive guidance on overcoming obstacles. This goal-setting process not only enhances academic achievement but also instills valuable life skills such as time management and perseverance.
Social and Emotional Well-Being:
Positive mentor-student relationships contribute significantly to the development of confidence and self-esteem. Mentors serve as supportive figures that encourage students to recognise and embrace their strengths, fostering a positive self-image that extends beyond the academic realm.
The school environment can be socially challenging, especially for students facing issues such as peer pressure, bullying, or a sense of isolation. Mentors provide a reliable and empathetic ear, guiding students through these challenges, offering coping strategies, and helping them develop interpersonal skills crucial for healthy relationships.
Career Exploration and Skill Development:
Mentoring programs often include components focused on career exploration. Mentors can introduce students to a variety of career paths, share insights about their own professional
journeys, and provide guidance on educational pathways that align with students’ interests and goals.
Mentors play a vital role in nurturing the development of essential life skills, including communication, problem-solving, and critical thinking. Through real-world discussions and hands-on experiences, students gain practical insights that extend beyond the classroom, preparing them for future academic and professional endeavours.
Sense of Belonging and Community:
Mentoring programs contribute to the creation of a supportive community within the school. The mentor-student relationship fosters a sense of belonging, as students feel valued and understood. This support network can be particularly crucial for students who may face challenges at home or in their personal lives.
Promoting Inclusivity:
Mentoring programs have the potential to promote inclusivity by pairing students with mentors who may share similar backgrounds or experiences. This connection helps bridge gaps and creates a more inclusive school environment where diversity is celebrated, and students feel acknowledged and accepted.
Resilience and Coping Skills:
Life is filled with challenges, and mentoring programs equip students with the resilience and coping skills necessary to navigate adversity. By fostering a growth mindset and providing strategies for overcoming setbacks, mentors empower students to face challenges with determination and a positive attitude.
The impact of positive mentor-student relationships extends far beyond the classroom, influencing students’ lifelong learning journeys and personal growth. By recognising the importance of mentorship and investing in these programs, schools create environments where students not only thrive academically but also develop the skills, resilience, and sense of community needed to navigate the complexities of life beyond the educational setting. As we continue to prioritise the holistic development of students, mentoring programs stand as invaluable tools for guiding the future leaders, thinkers, and contributors of our society.
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 future-ready 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.
At Templestowe Valley Primary School
At Templestowe Valley Primary School, we provide an innovative and aspirational curriculum that empowers and engages all students in their learning. English and Maths skills are taught every day in the classroom by dedicated teachers who have high standards and support each learner on their journey, no matter the starting point. STEM and Sustainability are key pillars at our school where the students learn about robotics, coding and have opportunities to not only look after the chickens and the kitchen garden but learn valuable life skills for the future. Extension programs are offered in Maths, English, STEM and Sport.
We take pride in our inclusive community of families, students and staff who work in collaboration to encourage our students to become self-motivated, successful and active global citizens. Each student is valued, listened to and supported in their learning experiences, which promote individual and team excellence and develop social responsibility. Student Voice and Agency is a key focus across the school.
Students entering Prep attend our Kinder-Prep Transition Program and engage with the teachers and their peers to provide a smooth transition into primary school. They work closely with our Year 6 students through our Buddy Program (Big Friend, Little Friend) and experience what it is like at school.
Our Information Night will be held at 6pm on register your attendance.
Why us?
At Templestowe Valley Primary School, we encourage students to pursue their interests and strive for success both in and out of the classroom.
• Whole School Production
• Leadership opportunities (JSC, School Captains,
• Interschool Sport, Swimming, Athletics and Cross Country
• School Camping Program including
• Private Instrumental lessons
• Choir (Valley Voices) and Rock Band
• Valley TV
• After school basketball program (Valley Titans)
• Incursions and excursions
• Technology embedded in our learning
• 1:1 iPad Program at Year 3 and a 1:1 BYOD Laptop Program from Year 4
• Excellent sporting facilities
• OSHC (Out of School Hours Care) including Holiday Program
• Sustainability Program
• Lunchtime Clubs
• P-6 Wellbeing Program
Specialist Programs
• Visual Arts
• Performing Arts
• LOTE – Mandarin
• Physical Education
• STEM
• Library Program
Book a Tour Today
Templestowe Valley Primary School 15 Birchwood Avenue Templestowe Lower VIC 3107
Tel: 03 8850 5777
Email: templestowe.valley.ps@education.vic.gov.au
Website: www.tempvalprimary.vic.edu.au
Planet Earth - Our Home
Keeping our planet clean & healthy
IN today’s rapidly changing world, the need for environmental stewardship and sustainability has become more urgent than ever. Schools play a crucial role in shaping the minds and values of future generations, making them an ideal platform for instilling eco-consciousness and promoting responsible environmental practices. The following explores how schools can actively contribute to keeping our planet healthy and clean through various initiatives and educational approaches.
■ Environmental Education: Schools can incorporate environmental education into their curriculum to raise awareness and understanding of environmental issues. By teaching students about ecosystems, climate change, waste management, and conservation, schools empower students with the knowledge and skills to make informed decisions and take positive action. Environmental education can be integrated across subjects, fostering a sense of environmental responsibility in students.
■ Sustainable Infrastructure: Schools can lead by example by implementing sustainable infrastructure and practices within their own premises. This can include energy-efficient lighting, solar panels, rainwater harvesting systems, waste management programs, and recycling initiatives. By showcasing sustainable practices, schools inspire students to adopt similar habits in their own lives and create a culture of environmental responsibility.
■ Green Spaces and Gardens: Creating green spaces and gardens within school premises not only enhances aesthetics but also provides hands-on learning opportunities. Schools can establish vegetable gardens, native plant nurseries, or butterfly gardens, where students actively participate in planting, nurturing, and caring for these spaces. This fosters a connection with nature, promotes biodiversity, and encourages responsible land management.
■ Reduce, Reuse, and Recycle: Implementing waste management strategies is essential for schools to contribute to a cleaner and healthier planet. Schools can introduce recycling programs, encourage waste reduction through composting, and educate students about the importance of reusing materials. Setting up designated recycling stations throughout the
By instilling a sense of environmental stewardship from an early age, schools contribute to creating a brighter, cleaner, and healthier future for generations to come.
campus and involving students in waste sorting activities promotes a sustainable mindset and reduces the school’s ecological footprint.
■ Community Engagement: Schools can actively engage with the local community to promote environmental awareness and conservation efforts. This can involve organising community clean-up drives, tree planting campaigns, or collaborating with local environmental organisations. By involving students, teachers, parents, and community members in such initiatives, schools foster a sense of collective responsibility and instil the importance of taking care of the planet.
■ Encouraging Sustainable Practices: Schools can encourage sustainable practices among students and staff through various means. This can include promoting walking, biking, or carpooling to school to reduce carbon emissions, advocating for plastic-free lunchboxes, and promoting the use of ecofriendly materials and products. By integrating sustainability into daily routines, schools nurture a sense of environmental mindfulness in individuals.
Schools have a vital role to play in nurturing an eco-conscious generation that values and takes responsibility for the health and cleanliness of our planet. Through environmental education, sustainable infrastructure, green spaces, waste management initiatives, community engagement, and the promotion of sustainable practices, schools can equip students with the knowledge, skills, and values necessary to be environmentally responsible citizens.
Wantirna Primary School
WANTIRNA Primary School offers a nurturing and inclusive learning environment, fostering independence and confidence in all students. With a focus on social responsibility, resilience, and tolerance, we cultivate the knowledge, skills, and attitudes essential for lifelong success.
Our curriculum, aligned with the Victorian Curriculum, ensures students receive a wellrounded education. Through high-quality teaching, assessment, and reporting, we deliver engaging lessons that inspire curiosity, challenge, and joy.
In addition to core subjects, our curriculum emphasizes achievement in English and Mathematics, supported by strong partnerships between students, teachers, and parents. Parental involvement is encouraged through various activities such as classroom assistance, open days, and school excursions.
At Wantirna Primary School, we offer specialist learning in STEM, The Arts, Physical Education, Cultural Studies, and Auslan (Sign Language). Our Before and After School Care Program provides convenience for families, operating from 7 am to 8:45 am and 3:30 pm to 6 pm daily.
We prioritize community engagement through events like Community Lunches and cross-age activities tailored to our school’s needs and interests. During break times, students enjoy social activities like gardening, imaginative play, and sporting competitions.
Our dedicated teaching staff ensure every child feels valued and supported, fostering a challenging yet motivating environment for academic excellence. Prospective parents are invited to experience Wantirna Primary School first-hand through personalized tours, available by contacting us at 9801-1938 or wantirna.ps@education.vic.gov.au. Join us in nurturing your child’s potential for a bright future.
Why select Wantirna Primary School for your child?
We have a smaller school environment, so students receive more personalized attention from teachers and staff. This individualized approach allows educators to better understand each child’s unique strengths, challenges, and learning styles, tailoring instruction to meet their specific needs.
With fewer students, there are fewer distractions and disruptions, allowing for a more focused and conducive learning environment.
Our school has a strong sense of community and belonging. Students, parents, and staff often form closer relationships, creating a supportive network that fosters a nurturing and inclusive atmosphere. This tight-knit community allows for more effective communication and collaboration between all stakeholders, ensuring that everyone is invested in the success and well-being of every child.
Our school offers a more intimate learning environment where students feel safer and more comfortable expressing themselves. With fewer students, there are fewer distractions and disruptions, allowing for a more focused and conducive learning environment. This can lead to increased engagement, participation, and academic achievement among students.
We prioritize holistic development, emphasizing not only academic excellence but also social, emotional, and character development by fostering values such as empathy, compassion, and responsibility. Our school helps students develop into wellrounded individuals who are not only academically proficient but also compassionate and socially conscious citizens.
Selecting our school for your child will provide parents with the assurance that their child will receive the individualized attention, support, and sense of belonging needed to thrive academically, socially, and emotionally. Why wait, contact us today on 9801-1938 or at wantirna.ps@education.vic.gov.au
I love coming to Wesley every day.
Providing the best start to your child’s educational journey
Wesley College Junior Schools offer student-centred learning through the International Baccalaureate Primary Years Program, providing the skills and attitudes children need to become lifelong learners.
Limited places are available in our Junior Schools, so we encourage you to apply early. All children who attend our Early Childhood Learning Centres are guaranteed a place in Prep.
Wesley College
Wesley College is a leading coeducational, open-entry IB World school.
At Wesley, our goal is to transform lives and to enable every young person to grow and thrive into thoughtful, engaged and contributing citizens of the world.
• Elsternwick Campus: Three-year-olds to Year 9
• Glen Waverley Campus: Three-year-olds to Year 12
• St Kilda Road Campus: Three-year-olds to Year 12
Junior School & Early Learning at Wesley
At Wesley, we develop well-rounded individuals who strive for their personal best. Our International Baccalaureate Primary Years Program (IB PYP) fosters curiosity through inquiry-based learning, helping students gain a deep understanding of the world around them and their responsibilities within it. A structured wellbeing approach ensures age-appropriate support and skill development throughout their journey at Wesley.
Building Strong Foundations
Daily numeracy and phonics-based literacy lessons, delivered through whole-class instruction and small group learning, lay the groundwork for a lifelong love of learning. Our expert educators provide personalized support, fostering confidence and early mastery for academic success. Strong relationships between teachers, students, and families create a nurturing environment where children flourish.
Early Childhood Learning Centres (ECLC)
Wesley’s ECLCs, rated ‘Exceeding’ by ACECQA, offer exceptional care and education for 3- and 4-year-olds. Inspired by the Reggio Emilia philosophy and guided by the IB Primary Years Program and the Victorian Early Years Learning and Development Framework, our program nurtures cognitive, physical, and socio-emotional development. Small class sizes allow for individualized learning experiences tailored to each child’s needs.
Specialist Early Learning programs
• Physical Education • Dance
Drama
Music
Visual Arts
Discover how Wesley can inspire your child’s learning journey.
THE debate over whether students should be required to wear uniforms in schools has been ongoing for decades. While opinions on this matter vary, a significant number of schools around the world opt for a uniform policy. Here we explore the reasons behind this preference, examining the various benefits that schools believe uniforms bring to the educational environment, student body, and overall school culture.
One of the primary reasons schools choose uniforms is to foster a sense of identity and belonging among students. Uniforms create a visual representation of the school community, instilling a shared identity and pride. When students wear the same attire, it promotes a feeling of unity, reducing visible distinctions based on clothing choices and socioeconomic backgrounds.
When everyone wears the same clothing, the focus shifts away from expensive fashion trends or branded attire. This helps level the playing field, reducing the pressure on students to conform to specific clothing standards and alleviating potential feelings of inadequacy based on their economic circumstances.
Uniforms can enhance school safety by making it easier to identify students and ensuring that unauthorised individuals are easily recognisable. This becomes particularly crucial during emergencies, as it facilitates quick identification of students and staff. The uniform policy helps maintain a secure and controlled environment, promoting a safer learning atmosphere.
Schools often argue that uniforms contribute to a more professional and serious learning atmosphere. When students dress in a uniform manner, it sets a tone of formality and underscores the importance of the educational environment. This approach aims to cultivate a mindset that prioritises learning, discipline, and respect for the institution.
Uniforms can help minimise distractions related to clothing choices and reduce the impact of peer pressure. In an environment where students wear uniforms, the focus shifts from fashion statements to academic pursuits. This minimises the potential for discrimination or distraction based on clothing choices, allowing students to concentrate on their
studies.
Uniforms simplify the morning routine for both students and parents. The standardised dress code eliminates the need for extensive decision-making about clothing choices, reducing morning stress and ensuring a smoother start to the day. This streamlining effect can contribute to improved punctuality and overall organisation within the school community.
Uniforms are often associated with a sense of school pride and spirit. When students wear their school colors and emblems, it creates a visual representation of unity and loyalty. This shared pride in the school’s identity can extend to extracurricular activities, sports events, and other school-related functions, fostering a positive and cohesive school culture.
By minimising the emphasis on outward appearances, uniforms encourage a focus on character and academic achievement. The uniform policy reinforces the idea that students are valued for their contributions to the school community rather than their clothing choices. This can contribute to a more inclusive and supportive learning environment.
Advocates for school uniforms argue that they prepare students for future professional settings where dress codes are common. By adhering to a uniform policy, students develop a sense of professionalism and discipline that may benefit them in their future careers. This alignment with workplace expectations is seen as an essential aspect of holistic education.
Uniforms simplify the process of identifying students and maintaining security within the school premises. It becomes easier for staff to distinguish between authorised individuals and outsiders, contributing to a safer and more controlled environment. This is particularly relevant in larger schools or those located in densely populated areas.
By standardising attire, schools aim to create an atmosphere conducive to academic success, personal development, and the overall wellbeing of their students. While the debate over school uniforms may persist, the decision to implement a uniform policy reflects a commitment to certain values and educational priorities that schools believe contribute positively to the student experience.
Xavier College
XAVIER College has recently restructured its 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 since 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-of-the-art Year 7 & 8 learning precinct at the Senior School, which opened at the beginning of 2024.
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 2025, the APS Sports Program includes 18 different sports on offer for Years 5s & 6s. Such a diverse range of activities assists the students’ development of technique, skill level, game awareness, sportsmanship and encourage a lifelong love of
As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners.
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, a historic program 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.
At Xavier, we understand the crucial importance of a rich Primary education in laying the foundation for the future of your child. We strive to ensure the Early Years experience is a joyous one for every child. From skills, passions and work ethic to self-image and finding their place in the community, the journey begins here.
Learning is fun
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