2016
THE BEST IN EDUC ATION + SCH O O L PRO FI LE S & FEE S + SO CI A L R E SPO NSI B I LIT Y + R E SI LI EN CE & LE A D ER SH I P
BAYSIDE & SOUTH EAST
Encouraging. Nurturing.
Children need encouragment and nurturing to develop a sense of trust and security that turns into confidence as they grow. At Firbank, we recognise that positive relationships are vital on a student’s educational journey and that respect is central to a sense of well-being. Firbank’s values are: compassion courage curiosity integrity RESPECT
www.firbank.vic.edu.au
online
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THEWEEKLYREVIEW.COM.AU/SCHOOLSGUIDE
Social responsibility I
CONTENTS Caulfield Grammar School
n a world moving at lightning speed, it has never been more important for schools to take the lead in fostering social awareness among students and their wider communities. While technology has revolutionised learning, human connections remain just as – if not more – important in moulding capable and responsible adult citizens. Good independent schools take their social responsibility seriously. As well as being a social hub for their local community, they work hard with parents to produce socially aware and socially responsible students who understand the importance of using social media positively. From a young age, students are encouraged to take on leadership roles and develop and work on service projects such as fund-raising for a local charity or volunteering at a local nursing home. Most schools also have buddy programs where older students mentor younger students. Many schools have compulsory social service programs that see students volunteer in their local communities on a regular basis. Some extend these interstate – in some cases into indigenous communities – and overseas, often to third-world communities they help by volunteering for mentoring and building projects. At school, student welfare is also paramount and welfare and chaplaincy programs ensure students are coping with their school work and the challenges of teenage relationships. Only when they are coping with their school work and social lives can students reach their full potential. With young people facing growing pressures around social networking, relationships and academic results, these programs have never been more important. Schools with an approach that combines academic rigour with social awareness and community involvement aim to produce rounded students who are not only prepared for further study but also for life. While they will never replace the important role that parents play at home, good schools work with and support families through personal challenges faced by students of all ages. This year’s Independent Schools Guide outlines what a range of independent schools are doing to ensure their students not only cope but thrive academically and socially. Their programs show that while life is increasingly complicated, schools are leading the way, in partnership with parents, in providing students with crucial life and social skills. ● CHERYL CRITCHLEY
MANAGING DIRECTOR, DOMAIN VICTORIA & PUBLISHER \ TRENT CASSON
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De La Salle College
12
Firbank Grammar School
15
Geelong Grammar School
17
Haileybury
19
Kilvington Grammar School Korowa Anglican Girls’ School Loreto Mandeville Hall Toorak
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Melbourne Girls Grammar
31
Melbourne Grammar School
33
Mentone Girls’ Grammar School
35
Mentone Grammar
39
Methodist Ladies’ College (MLC)
41
Oakleigh Grammar
43
Sacré Cœur Shelford Girls’ Grammar St Catherine’s School
49
St Leonard’s College
53
St Michael’s Grammar School
57
Wesley College
59
Xavier college
61
EDITOR & SENIOR FEATURE WRITER \ CHERY CHER L CRITCHLEY
SALES MANAGER \ NICOLE BECCHETTI
Independent Schools Guide 2016 is published by Domain Group, 380 City Road, Southbank, Victoria 3006. A Fairfax Media business (ACN 141 396 741). Printed by Elephant Group, 113-115 York Street, South Melbourne, Vic 3205 and distributed as a special supplement of The Weekly Review. All material published in the Independent Schools Guide 2016 is copyright and no part of this publication may be reproduced without written permission of the publisher. Domain Group and all related companies (together the “publisher”) hereby expressly disclaim, to the full extent permitted by the law, all and any liability whatsoever (including any liability for damages, consequential damages, costs, expenses or the like, “liability”) to any person howsoever arising from or in connection with any copy, information, advertising or other material in Independent Schools Guide 2016 (“copy”), including, but not limited to, any liability arising from or in connection with any action or inaction by any person in reliance on any copy, and each consequence of such action or inaction. The publisher also expressly disclaims any and all liability arising from or in connection with any negligence whatsoever of the publisher. Inclusion of copy must not be construed, deemed of inferred by any person to constitute any endorsement of the same by the publisher.
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be immersed
discover caulfield grammar
Girls and boys become immersed in Caulfield Grammar School. From Kindergarten to University level, students experience more. From China to the arts, from earth studies to leadership, with the support of specialist teachers they enjoy learning and grow more. Our students’ achievements speak for themselves. Wheelers Hill Campus, 74-82 Jells Rd. Wheelers Hill | Malvern Campus, Willoby Ave. Glen Iris Caulfield Campus, 217 Glen Eira Rd. East St Kilda
Discover more at www.caulfieldgs.vic.edu.au or call 8562 5300 Wheelers Hill | Malvern | Caulfield | Yarra JuncÂ?on | Nanjing China
CAULFIELD GRAMMAR Wheelers Hill Campus: 74-82 Jells Road, Wheelers Hill, Victoria, 3150 Malvern Campus: 5 Willoby Avenue, Glen Iris, Victoria, 3146 Caulfield Campus: 217 Glen Eira Road, East St. Kilda, Victoria, 3183 +61 3 9524 6300 cgs@caulfieldgs.vic.edu.au www.caulfieldgs.vic.edu.au
Principal \ Rev Andrew Syme
Mr Syme is a Fellow of the Australian College of Educational Leaders and his work has been recognised with the award of Excellence by a Principal, the highest accolade for any principal in Australia. Mechanisms for improving learning outcomes and teaching are his focus.
the basics
About caulfield grammar school
From early learning to university level, Caulfield Grammar offers a broader range of learning experiences and resources than is available at most schools. With an emphasis on quality teaching for quality learning outcomes, girls and boys have more opportunities to discover their interests and develop their skills. Students can access a broad academic program, theatre, music, art, sports with specialist coaches to hands-on education outdoors at Yarra Junction Campus, which combines sustainable living with earth studies and dairy farming. Students in Years 7 and 8 have the benefit of two teachers in their classroom – a subject specialist and a Learning Mentor, who focuses on the academic and pastoral welfare of each child in their class group. There is an amazing Internationalism Program for Year 9 students at the school’s Nanjing Campus in China that engages and excites young minds through experiential learning. Caulfield Grammar’s unique learning programs not only provide a solid foundation for the academic rigours of the senior years but a strong foundation for life. Caulfield Grammar’s results speak for themselves. The youngest members of the school community (from 3yo Kindergarten at Malvern Campus and 4yo Pre-preparatory at Wheelers Hill Campus) are supported by specialist teachers in a safe and beautiful learning environment that demonstrates the value placed on early learning. Early learning programs are designed to stimulate children’s imagination and develop the necessary literacy, numeracy and social skills for success throughout their schooling.
SOCIAL
SPORT
The Internationalism Program recognises that Caulfield’s students are members not only of our local communities, but also of the global community. At the Nanjing Campus, students are provided with opportunities to come to know Chinese students and their families and to learn about the patterns of their daily lives.
Specialised coaches, trained in delivering age-appropriate sports programs for beginner to elite level, deliver the Sports program at Caulfield Grammar with a unique approach designed to maximise engagement and enjoyment.
OUTDOOR EDUCATION
Years 3yo Kindergarten – Year 12 Denomination Anglican Gender Coeducational Fees $16,363 – $28,037 Boarding Yes Scholarships Academic, general excellence, music (both instrumental and choral), visual arts, dance, theatre, boarding. Application forms and details online at www.caulfieldgs.vic.edu.au
extra facts Caulfield Grammar’s graduates have performed exceptionally well in the Victorian Certificate of Education in recent years. In 2014, 36 per cent of graduates were in the top 10 per cent of the state, with Caulfield Grammar recognised as one of the state’s top-performing schools on the measure of perfect study scores. Caulfield Grammar is a non-selective, open-entry school.
MUSIC
More than ever, today’s students require an understanding of their environment and their impact on it. The school’s Yarra Junction campus, with eco-cabins, dairy farm and education outdoors activities, allows students to appreciate their environment and consider their impact on it.
Music, dance, theatre and visual arts are all supported by specialist teachers and outstanding resources to challenge students and bring out their best. With more than 100 scheduled concerts, performances, productions and exhibitions each year, there is something for all.
HOME ECONOMICS & HOSPITALITY Developing learning appropriate to students’ stages of development ensures Year 9 students have an experiential approach to learning. The school’s Café Program is a great example and provides students with business, marketing and food-handling skills.
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Life lessons Social justice in their DNA
Helping comes naturally for students and staff at Loreto Mandeville Hall Toorak. “Social justice is at the heart of being a Loreto school,” says director of mission Michelle McCarty. “What comes first is the commitment that we have as a school to educate the whole person. Social justice is in the DNA of a Loreto school and a Loreto girl.” Loreto has a range of social justice programs that create lasting reciprocal partnerships with local and international organisations. For 11 years, approximately 50 Year 11 students have visited Vietnam, where they now help the Loreto Kids Charity in places such as Can Thanh Special School outside Ho Chi Minh City. The girls host an activity day for the students, who have physical and intellectual disabilities. They have also raised money to pay for therapy equipment, uniforms, meals and teacher training. A small group of Year 10 students visit Ramingining School in Far East Arnhem Land with St Kevin’s College boys, camping at the school and immersing themselves in the local culture. Ramingining students have also stayed with Loreto families. In 2015, the first group of Loreto Grade 6 girls visited a school in Djarindjin Lombadina outside Broome. Michelle says the programs benefit both communities. “They definitely leave there thinking they are part of something bigger,” Michelle says.
Helping others less fortunate helps students learn about the world
Helping others locally & abroad
The Whitefriars College community is involved with a wide variety of social justice initiatives locally and overseas, with East Timor figuring prominently in the efforts of staff and students. Locally, Whitefriars students attend conferences with students from other Catholic colleges and develop relationships with organisations such as the St Vincent de Paul Society, the Asylum Seekers Resource Centre and the Justice and Education in Catholic Schools Committee. These endeavours concentrate on fund-raising and equally important awareness-raising campaigns. As a Carmelite school, Whitefriars has also developed strong connections with the Carmelite community in Timor Leste since 1999. The college raises funds to support the community through walkathons, concerts and food stalls. Each year a group of Whitefriars students and staff visit Zumalai as an immersion experience to help the Timorese. Pastoral care teacher Tracey Phelan says students also join formal social action initiatives in which they volunteer with local social justice organisations. “Social justice will continue to play a central role in college life,” she says. “As Pope Francis reminds us, ‘None of us can think we are exempt from concerns for the poor and for social justice’.” (The Joy of the Gospel, 2013)
Upping the ante on social justice
Social justice is the cornerstone of Haileybury’s Community Responsibility Program, which challenges students to leave their comfort zone and consider those less fortunate. Each year level has a different strategy, starting in the Early Learning Centre, which might visit a community facility to learn how it works. Older students raise funds and volunteer with and help promote worthy causes. “It creates awareness of their community as well as their own self-worth,” says principal Derek Scott. “We all benefit from living in a just society – one that supports the law and human rights, where each individual is valued as an equal member.” Last year the Haileybury community raised thousands of dollars for 40 charities. Students volunteer with local organisations and support international projects and charities such as World Vision and 10
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Loreto Mandeville Hall the Nagajuna School in Pokhara, Nepal. “Haileybury ensures that our girls and boys leave the school not only better students, but also as young people able to contribute to a stronger society,” Mr Scott says. The Haileybury Institute, run by teacher John Fleming, also helps improve education outcomes in remote communities. John travels around Australia and has worked with disadvantaged schools to implement his explicit teaching model. Over the past six years, the Haileybury Institute has helped more than 100 schools with teacher training.
Haileybury
Changing the world
Our Lady of Sion College students are called to be passionate and compassionate, concerned always for justice, truth, reconciliation and peace while building bridges with others and remaining open to change. The Sisters of Our Lady of Sion charism compels the college community to recognise and confront discrimination, oppression and intolerance. The College Mission calls students to “actively seek to transform the world” and, as such, engaging in social justice is a significant element of school life. Students contribute to Caritas Australia’s work during Project Compassion in Lent and
Whitefriars College
Camberwell Girls Grammar
(SUPPLIED)
Useful in Service Since 1922 Camberwell Girls Grammar School students have lived its motto, Utilis in Ministerium – useful in service. Each year, junior and senior social justice captains work tirelessly to plan events and raise awareness and funds. The school also has a dedicated social justice curriculum and a Year 9 social justice learning program with a social justice awareness week. Year 9 girls help the Salvation Army, Brotherhood of St Laurence and The Big Issue. For seven years, students have visited Footscray’s River Nile Learning Centre, which educates young refugee women. Year 9 students mind pre-school children during their mothers’ lessons. “By volunteering … I am contributing to the community by enabling others to develop their skills for a better life,” says Vivien, a 2015 River Nile participant. Other activities include a Hagar International Benefit Concert, birthing kits for Zonta, the Annual Winter Sleepout, 40 Hour Famine and Anglicare’s Winter Warmth and Christmas appeals. Students also work with welfare projects in South Africa and Thailand. Principal Debbie Dunwoody says Camberwell girls are encouraged to have a “can do now” attitude. “Students are taught that they do not need to wait to leave the school to make a difference,” she says.
Our Lady of Sion College raise funds for the global work of the Sisters of Our Lady of Sion in poor communities. Year 11 and 12 girls volunteer at Ozanam House and with the St Vincent de Paul soup van. At Christmas, students make donations for hampers and support an alternate gift-giving project, buying vouchers instead of presents for social justice projects in the Philippines. Deputy principal Jeremy Wright says the school is also involved in awareness-raising activities such as National Reconciliation Week and Sorry Day, a Central Australian indigenous immersion program and a local day of dialogue to foster interfaith relations. “The vision of the college is to ‘inspire a commitment to justice’,” he says.
150 years of community service
Wesley College students have long led environmental and charitable projects locally and globally. Underpinned by a broad Christian philosophy developed over its 150-year history, volunteering is integral to education at all three Wesley campuses. The school’s Year 9 Clunes residential program and its Kimberley Yiramalay/
Wesley Studio School also have community programs. Among other things, Wesley students volunteer for the Salvation Army Red Shield Appeal, Jump Rope for Heart, the Red Cross Door Knock Appeal, Royal Children’s Hospital Good Friday Appeal, Shave for a Cure, and the APS Foundation. They also help with environment projects, birthing kits for developing countries, care packs and blankets for the homeless, knitting scarves, donating cellos to Afghanistan, food shelters such as FareShare, performing at hospitals and aged-care centres, micro-loaning, clothes drives and food and book collections. Wesley College principal Dr Helen Drennen says the school has always encouraged students to work to change our world for the better. Giving back will be a theme of its 2016 sesquicentenary. “Each of our campuses has a strong culture of promoting social justice at all ages and year levels,” she says. “We encourage our students to ensure that service and care for others helps define their lives. Teachers also provide strong role models for service by volunteering in places such as Kabul, Afghanistan and Battambang, Cambodia.” ● ccritchley@theweeklyreview.com.au independent scho ols guide 2016
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DE LA SALLE COLLEGE 1318 High Street, Malvern, Victoria, 3144 +61 3 9508 2100 enrolment@delasalle.vic.edu.au www.delasalle.vic.edu.au
Principal \ Mr Peter Houlihan
Peter Houlihan is an experienced and dynamic educational leader with a focus on developing students’ 21st-century skills. He has Masters degrees in Education and Leadership and is passionate about Catholic boys’ education. Peter operates on a platform of high expectations and innovation.
the basics
About de la salle college
De La Salle College is centrally located in Malvern and provides a Catholic education in the Lasallian tradition for boys in Years 4 – 12. Our motto is learn, live, lead and our students live this motto every day in everything that they do. Creative teachers help cultivate young men who understand who they are and what they stand for. LEARN: De La Salle College students are part of a contemporary learning community striving for excellence, innovation and creativity. Teachers engage the individual learner in the 21st-century world, nurturing inquiring minds. LIVE: By embracing the breadth, opportunities and challenge of our co-curricula program students access a rich and varied experience and develop a strong compassion for those around them. Students are immersed in our Lasallian ethos and values of respect for all, concern for the poor and inclusiveness. LEAD: We recognise that today’s students are tomorrow’s leaders. That is why we develop young men who go out into the world after school with the qualities of a confident leader: self-awareness, self-regulation, motivation, empathy and social skill. Our dynamic curriculum ensures students are academically challenged and have a choice of specialised learning pathways. Students study a core pathway at the primary years through to Year 8, with elective courses beginning in Year 9. At Year 10 students have more than 45 subjects to choose from and in Years 11 and 12 they can choose the VCE, VET or VCAL pathway that best suits their needs. Our academic focus is on personal excellence and every student is challenged and supported to achieve their full potential. In keeping with our Lasallian ethos students are expected to contribute to the community through volunteer and fund-raising work for local and international communities, developing key leadership skills including selflessness, innovation and initiative, as well as compassion for others. As we do not have a designated priority parish catchment zone we can draw widely from all parts of Melbourne, with all parish primary schools given priority in the enrolment process.
Years 4 – 12 Denomination Catholic Gender Boys only Fees $6914 – $8885 Boarding No Scholarships Bursaries available. Please visit our website for more information.
extra facts A key feature of a Lasallian education at De La Salle College is that every student is known and every student is safe. The five core Lasallian principles are respect for all, quality education, inclusive community, concern for the poor and faith in the presence of God. These principles are reflected in all aspects of life at the College – from the way our students and staff relate to one another, to the way we engage with the world around us.
SOCIAL
SPORT
LANGUAGES
MUSIC
DRAMA
Students, parents and Old Collegians are encouraged to take part in the wide range of social activities available. From the Year 8 Bush Dance to the Mother & Son Night, reunions and the Primary Picnic, there is something for everyone.
Sport is an integral part of college life. Sports offered include hockey, soccer, chess, basketball, cricket, AFL, swimming, athletics, cross country, volleyball, weightlifting, golf, tennis, table tennis, cycling and badminton. Sport is timetabled into the school week.
French and Italian are offered, with students studying a semester of each at Year 7 before electing which to continue with. Cultural exchange programs are offered for both languages, which is invaluable to the development of students’ language skills.
Our exciting music program provides opportunities for every student to play, sing and perform under the guidance of talented staff. Music is compulsory from Years 4–8, becoming an elective from Year 9. A large range of ensembles are available, including bands and choir.
Our drama classes focus on building confidence, creativity and personal expression. Each year we produce a junior and senior musical in partnership with a local girls’ school, giving students of all ages the chance to participate in live performance.
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Helping hands Serving the local & wider community is a key part of a rounded education Helping comes naturally
Helping others is ingrained in the Academy of Mary Immaculate culture. School terms are dedicated to various service themes and a student-led Justice Group develops community service projects. Students develop leadership skills by starting awareness campaigns and fundraising activities, liaising with community groups, attending social action events, and organising school community events. Activities include playing music at Mercy Health and Aged Care facilities, after-school reading with migrant and refugee primary pupils, and collecting for the Asylum Seeker Resource Centre, indigenous causes and Philippines street children. Supported by teachers, students also help Caritas Australia and the Sisters of Mercy, attend Mercy Education Seeds of Justice camps and join Young Mercy Links, which supports former students. The Year 9 Synergy Program also has a Justice in Action unit, which last year explored issues around refugees and asylum seekers. Justice co-ordinator Sue Moran says: “It encourages students to develop confidence in their beliefs and a strong voice to express what they feel and know to be right.”
Camp with a difference
Mentone Grammar students spent almost a year planning a camp for some very special children. The students from Yarrabah School for those with intellectual, physical and/or emotional disabilities spent a weekend at Mentone Grammar’s Shoreham beach camp late last year. Mentone Grammar’s pastoral care team, with 17 Year 11 and 12 students, four Mentone Grammar staff and 12 Yarrabah staff, hosted 21 Yarrabah students aged 4-17 for two days of fun. Some of their parents had not had a night away from their kids since they were born – up to 18 years. Activities included beach visits, sport, craft, team building, a scavenger hunt, and a barbecue for parents. Year 12 community service captain Nicola Leahy says the camp gave Yarrabah students a fun weekend of activities and freedom in a safe environment created by teachers and students. “It also gave their parents a much needed break,” she says. “We are hoping this will be the first of many annual camps run by future student leaders.”
Academy of Mary Immaculate
Promoting reconciliation
Melbourne Grammar will have 10 Aboriginal students on bursaries in 2016 as part of its Indigenous Programme, which aims to bridge the educational gap, offer opportunities and pathways, promote social justice and work towards reconciliation. The school has worked on establishing links with indigenous communities, institutions and individuals since 1998 and the bursaries were introduced in 2006. More than 20 Aboriginal students from around Australia have since graduated, with some entering university courses. Indigenous Programme Manager Phil O’Connor says the boys have a range of experiences, skills and interests, including football, drama and academic learning. Most settle in well and have joined a new Reconciliation Committee. Phil says the program continues to grow. “It’s a really good sense of growing an awareness and acknowledging [indigenous issues] as well,” he says. ● ccritchley@theweeklyreview.com.au
(SUPPLIED)
Melbourne Grammar
Service with a global perspective Each year for the past seven years, Firbank Grammar School teacher Cini Sharp has led teachers who take up to 30 Year 10 students to a large Laos orphanage. Cini was inspired by an earlier personal trip and has since built a strong relationship with the orphanage and its 600 children. The school arranges an exhibition to display and sell students’ art with the funds returned to them. The Firbank students take supplies, help visiting doctors who travel with the group, play with the children and take them to local attractions, such as scenic waterfalls. Firbank parents and students fund the doctor visits, medical supplies and tertiary scholarships for orphanage graduates. In Laos, the girls learn about how volunteers can improve lives. “I try to teach them that everybody can make a difference,” Cini says. Closer to home, Firbank students support FareShare, teach senior citizens iPad use, prepare meals for the Salvation Army and volunteer at Springvale Special School. Year 7 students also worked with council employees to rejuvenate a local park.
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Distinctive. Contemporary.
FIRBANK GRAMMAR SCHOOL 51 Outer Crescent, Brighton, Victoria, 3186 +61 3 9591 5188 45 Royal Avenue, Sandringham, Victoria, 3191 +61 3 9533 5711 www.firbank.vic.edu.au
Principal \ Mrs Heather Norton
Prior to commencing at Firbank in 2014, Mrs Norton was Principal of The Scots School, Albury. She has held senior positions in independent schools in NSW including New England Girls’ School, Armidale, where she was Head of Boarding and then Deputy Principal, Pastoral Care.
About firbank
the basics
The Firbank experience gives students the confidence to believe in themselves and their capacity to make a meaningful contribution. Our students’ experiences are shaped by the school’s traditions and its record of outstanding academic success, which sees it consistently ranked in the top 10 independent schools in the state. Firbank is proud to be an open-entry school. Our students’ learning is enriched by a sense of belonging and the acceptance of difference. They are encouraged to develop resilience, to acknowledge their strengths and weaknesses and accept responsibility for their actions. As learners they are encouraged to be original and creative in their thinking. Firbank students are challenged to identify and enhance their individual skills and talents while developing a sensitive understanding of others and the world around them. The breadth of our curriculum allows all students to discover their individual pathways. In an environment that values mutual respect and risk-taking, teaching styles and strategies recognise that every student learns in a different way. Teachers share a commitment to pass on their knowledge and passion and inspire students to explore new ways of learning. Our new flexible learning centre provides large spaces that can be configured in different ways to allow whole year levels to work together. Our teachers enjoy the opportunity to collaborate as a team and students appreciate the chance to work in new ways. Firbank students are high achievers. Success is measured by the ability of students to reach their personal goals, their ability to connect positively with others, and their desire and ability to make a contribution in the service of others. Our community service programs allow students to undertake activities that help them to understand the lives of others and learn to set aside their own wishes to attend to others’ needs. Our students participate in a range of projects overseas, in indigenous communities in northern Australia and in the local area. Central to a Firbank education is a strong value system, which is used to guide the school’s program. Our values are: courage, compassion, curiosity, respect and integrity. 2016 is the Year of RESPECT.
SOCIAL Firbank has an active student-led Social Justice committee, which highlights particular areas of need within Australia and overseas. We believe actions often speak louder than words and students actively contribute in a practical way in a range of areas including refugees, indigenous communities and the homeless.
OUTDOOR EDUCATION A carefully planned sequence of age-appropriate camps and expeditions provides unique experiences that help students to develop independence and grow as individuals. Experiences as diverse as white-water rafting and sailing on tall ships challenge students to explore their potential.
Years ELC – Year 12 Brighton Campus; ELC – Year 6 Sandringham Campus Denomination Anglican Gender Girls only Brighton Campus; Co-educational Sandringham Campus Fees $16,749 – $29,892 Boarding Yes Scholarships Academic, general excellence, music, performing arts, visual arts, sport, St Andrew’s Choral.
extra facts At Firbank we recognise that positive relationships are vital. Personal development programs at each level explore age-appropriate topics and students are encouraged to express their opinions and ask questions. Respect, one of our core values, is expected in all relationships. A student-led Well-being Group conducts activities designed to give students a stronger sense of belonging and encourage interaction between students in different year levels.
SPORT
CO-CURRICULUM
Firbank is a member of Girls Sport Victoria. School teams compete in 18 sports, including athletics, swimming, diving and rowing. While our aim is to maximise participation, we provide opportunities for talented athletes to excel and be coached by internationally recognised athletes.
Five drama productions each year and many musical ensembles and choirs give students opportunities to discover their talents and passions. Some are auditioned while others are open to any student who wishes to make a commitment to the group. There is also a range of clubs and interest groups.
EXCHANGE PROGRAMS Language students are encouraged to take exchange visits to France, Germany, China and Japan. All students experience living in another country in Year 9, when they undertake community service in Thailand, and in Year 10, when they can work in an orphanage in Laos.
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GEELONG GRAMMAR SCHOOL 14 Douglas Street, Toorak, Victoria, 3142 Private Mail Bag, Mansfield, Victoria, 3722 50 Biddlecombe Avenue, Corio, Victoria, 3214 + 61 3 5273 9200 admissions@ggs.vic.edu.au www.ggs.vic.edu.au
Principal \ Stephen Meek
Stephen Meek has been Principal of Geelong Grammar School since 2004. He was previously headmaster of Hurstpierpoint College (UK). He holds a Master of Arts (1st Class Honours) in Medieval and Modern History from St Andrews and Oxford Universities.
About Geelong Grammar School
the basics
An independent Anglican coeducational boarding and day school, Geelong Grammar School boasts an international reputation as a pioneer of modern education. From its origins in 1855, the school has always had a distinctive character. After outgrowing several Geelong locations, the school moved to a 245-hectare site on the edge of Corio Bay in 1914, creating the unique learning and living environment that exists today. In 1953 it established Timbertop. A remote campus in the foothills of the Victorian Alps, Timbertop is a unique educational adventure that teaches valuable life skills, building confidence, resilience and independence. The school became coeducational in the early 1970s, preparing students for the dynamic of the modern world through enabling boys and girls to live and learn alongside each other. It is now Australia’s largest coeducational boarding school. Spread across four specialist campuses, it has a non-selective enrolment policy and approximately 1500 students, from Early Learning to Year 12, including more than 850 boarders. Geelong Grammar School introduced its transformational Positive Education program in 2009. Developed from the science of Positive Psychology in collaboration with Professor Martin Seligman and his University of Pennsylvania team, Positive Education focuses on cultivating positive emotions and character traits, encouraging students to find purpose and lead engaged and meaningful lives. More than 300 Geelong Grammar School staff have taken part in intensive training courses and Positive Education is taught at each year level, across all aspects of school life. Explicit teaching is delivered in Years 7, 8, 9 and 10 through Positive Psychology programs written by the world’s leading research psychologists and developed in collaboration with experienced classroom teachers. Studies over the past 20 years suggest these explicit Positive Psychology programs lead students to have increased levels of creativity, better critical-thinking skills and increased levels of positive emotion. Positive Education is complemented by rigorous academic programs that create wonder, curiosity and a desire to learn. Senior School students have the choice of the Victorian Certificate of Education (VCE) or the International Baccalaureate (IB) Diploma for entry into tertiary study.
Social
Community
Co-curricular
Social responsibility is nurtured through activities such as the Karen Refugee Homework Club and Lorne 160 relay, while the school’s highest honour, the Geelong Grammar School Medal for Service to Society, recognises people who have contributed to the betterment of society.
“Community” emerged as one of the top three words used by current parents when asked to describe Geelong Grammar School in a recent comprehensive research project. “Nurturing community culture” was also cited as one of the school’s top performance strengths.
Co-curricular activities are an integral element of Geelong Grammar School’s commitment to developing the whole student. The school provides a very wide range of activities to enable students to discover their interests and strengths, from fashion design to laser tag.
Years ELC – Year 12 Denomination Anglican Gender Coeducational Fees POA Boarding Yes Scholarships Yes
extra facts Geelong Grammar School’s Toorak Campus (ELC – Year 6) has a history of innovation and leadership in primary education, with a strong emphasis on creativity and inquiry-based learning. It was the first school in Victoria to introduce the Primary Years Programme (PYP) of the International Baccalaureate, which focuses on developing the whole child, combining intellectual rigour and high academic standards with creativity and curiosity. The campus also features innovative, open-plan classrooms – light-filled, carefully designed and connected spaces where our students explore, learn and play.
Performing Arts
Outdoor Education
Geelong Grammar School’s new $20 million School for Performing Arts and Creative Education (the SPACE) is a state-of-the-art facility for drama, music and dance, as well as a symbol of the school’s commitment to creativity and innovation in education.
Outdoor Education begins in the school’s primary campuses and builds to Timbertop – a remote campus in the foothills of the Victorian Alps where Year 9 students spend a full school year living and learning in the bush.
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HAILEYBURY 855 Springvale Road, Keysborough, Victoria, 3173; 120 South Road, Brighton East, Victoria, 3187; 138 High Street, Berwick, Victoria, 3806; 383 King Street, West Melbourne, Victoria, 3003; 6 Gongxue Road, Gaocun County, Wuqing District, Tianjin, China; +61 3 9904 6000. admissions@haileybury.vic.edu.au www.haileybury.vic.edu.au
Principal \ Derek Scott
Derek Scott became Principal of Haileybury in 2008. Under Mr Scott’s leadership Haileybury has become one of the nation’s leading academic schools as confirmed by its outstanding NAPLAN and VCE results. Mr Scott continues to build Haileybury with a strong focus on teacher quality, small classes, social justice and a global outlook.
About haileybury
the basics
More parents choose to send their children to Haileybury than any other school in the country. Haileybury is one of the leading independent schools in the Asia-Pacific region, with campuses at Keysborough, Brighton, Berwick, City (Melbourne) and Beijing. The School is acclaimed for its outstanding academic achievements, small class sizes, broad range of co-curricular activities and state-of-the-art facilities. In 2016/17 Haileybury will open Melbourne’s first ELC to Year 12 independent school campus in the CBD. Every year Haileybury achieves outstanding national testing and VCE results, placing it in the leading group of academic schools in the country. Haileybury has high expectations for its students and provides them with the support needed to achieve academically. In the Junior School, Haileybury students surpass nationwide benchmarks for literacy and numeracy. In the Senior School, it is anticipated that 40 per cent of boys and girls should be placed in the top 10 per cent in the State, 60 per cent in the top 20 per cent in the State and a significant number in the top 1 per cent. Small classes enable students to be treated as individuals and to be given individual attention. Haileybury’s commitment to small class sizes extends to all stages of schooling. Haileybury’s parallel education is an enlightened method of teaching that recognises the diverse education needs of boys and girls. While boys and girls benefit from learning together in their early years, better educational outcomes are derived through single-gender classes in their middle and senior years. At Haileybury, boys and girls learn together until Year 4. From Year 5 to 12, boys and girls attend separate schools on the same campus. Haileybury’s academic programs are enhanced by the school’s commitment to a strong social education program that includes fulfilling potential, supporting individual resilience and the development of personal character values, including a commitment to lifelong learning. Haileybury believes in the principles of social justice and is committed to the school developing its students accordingly.
SOCIAL
SPORT
MUSIC
Social justice is a cornerstone of the Haileybury Program. For students it creates awareness of their community, as well as their own self-worth. Each of the School’s campuses supports a range of fund-raising initiatives for charities. Some 40 charities benefit from the program each year.
The aim of sport at Haileybury is to promote participation in healthy activities and to provide appropriate sporting opportunities for all students of all abilities. Across the year, girls and boys have more than 30 sports to choose from.
The instrumental program lies at the heart of music at Haileybury. Individual and group tuition is offered in all the orchestral instruments, piano, pipe organ, voice and guitar. Each campus boasts an orchestra and concert band, a range of choirs and smaller ensembles.
Years ELC – Year 12 Denomination N/A Gender Parallel education – boys and girls share facilities but attend single-gender classes. Fees POA Boarding No Scholarships Yes
extra facts The opening of Haileybury City is a historical event for the School and Victorian education. The doors are set to open for ELC in 2016, with Prep to Year 10 to follow in 2017. Architecturally designed with a state-of-the-art fit-out, Haileybury City will accommodate 774 students across 10 storeys. Each classroom will look onto the Flagstaff Gardens and will have unobstructed views of the city. Features include: 1500 square metres of outdoor recreation spaces across three terraces, indoor sporting facility, a contemporary art, drama and music facility, and a state-of-the-art science facility.
INFORMATION TECHNOLOGY
EXCHANGE PROGRAMS
Information and communications technology skills are developed progressively from the Early Learning Centre to Year 12. Haileybury has a strong iPad program, which sees all students from Years 5 to 12 using the technology in all classes.
Haileybury students have a wide range of travel experiences available to them. All international opportunities are carefully designed to coincide with learning and ignite cultural awareness. Australian students are also given the opportunity to travel to our Beijing campus in Year 9.
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Education should be more than just the accumulation of knowledge. Learning without developing character jeopardises our children’s ability to reach their full potential. So we develop their heart as well. Their thinking. Their resolve. Their sense of community. And the best news is that the more we help develop their character, the more successful they are academically. The Kilvington Way. It’s unique. Like our students. Our teachers. And our community.
the pursuit of
building character The Character I N I T I AT I V E
Small enough to care. Big enough to excel.
www.kilvington.vic.edu.au
KILVINGTON GRAMMAR SCHOOL 2 Leila Road, Ormond, Victoria, 3204 +61 3 9578 6231 admissions@kilvington.vic.edu.au www.kilvington.vic.edu.au
Principal \ Jon Charlton
Jon’s passion is to see all young people achieve their very best, and to become responsible and involved global citizens by helping others. Since Jon’s arrival in 2008, Kilvington student numbers have grown by more than 50 per cent and a new Food Technology Centre, Sports Pavilion, Middle School Centre of Excellence and VCE Study Centre have been established.
ABOUT Kilvington Grammar School
the basics
At Kilvington, our mission is to inspire our students to strive for academic excellence, and to nurture aspirations in a caring, family-oriented community to become people of depth, strength, integrity and character. ACADEMIC EXCELLENCE: Kilvington has an engaging, challenging and creative academic program. We are proud that our VCE students continue to perform impressively each year with more than 75 per cent of our students consistently in the top 25 per cent of the state. THE KILVINGTON DIFFERENCE: Central to the Kilvington educational philosophy is the uniqueness of each student within the school community. We celebrate the individuality of each student and all that they can bring to our learning community. Teachers at Kilvington take into account who they are teaching as well as what they are teaching, as our teaching and learning goals are to plan actively and consistently to help students move positively along the learning continuum. Differentiated instruction is embedded at Kilvington. If a student learns faster, or is ready for greater depth or breadth of knowledge, then our teachers vary the learning sequence and use methods such as compacted curriculum, tiered tasks, and acceleration in some cases to broaden the scope of the learning. If a student requires additional support then provision can be made. One size does not fit all at Kilvington and our programs are flexible so that we can maximise the potential of our students. Our depth projects, cross-curricular projects, enrichment program, masterclasses and ever-broadening elective programs give students across the school the opportunity to contribute, be affirmed, stretched and accomplish things they may not have thought possible.
Years ELC – Year 12 Denomination Baptist Gender Coeducational Fees POA Boarding No Scholarships Years 5, 7, 9, 10 and 11.
extra facts We take pride in being “small enough to care, big enough to excel”. Our close-knit, community-based school is built on respect, care and the celebration of diversity. The size of our school means students receive the benefit of our differentiated learning and teaching model. Our size also means our students can embrace many opportunities, including leadership, and participate in many activities contributing to confidence and sense of community. Our Flagship Programs, including performing arts, robotics/ engineering, technology, writing, care and peace, give our students further opportunity to shine individually and collectively.
SOCIAL
CARE
CO-CURRICULAR
TECHNOLOGY
LEADERSHIP
Social responsibility is embedded into school life at Kilvington. Each House chooses a charity to raise funds for and support every year. Our Year 9 program includes students working with not-for-profit organisations in a hands-on way. Our Prep to Year 12 students truly live the School motto: “Not for our own, but others’ good”.
Our exceptional culture of care is underpinned by our Pastoral Care/ House system. Your child is supported within a specific cohort of students and teachers as they transition through the school. This focus on care means students are actively engaged in community service and philanthropic activities.
Your child will have access to a rich and extensive co-curricular program including: performing arts, incorporating choirs, orchestras, bands and productions; robotics; sports; outdoor education experiences; debating and public speaking; and chess.
Kilvington is recognised for its progressive approach to embedding technology into the classroom. Students are actively engaged with ICT in the classrooms from prep to VCE. Your child will also have the opportunity to explore our 3D printing and e-learning programs.
Our goal of developing young people of depth, strength, integrity and character means your child is prepared for the leadership opportunities available to them while at Kilvington and throughout their lives. Leaders take part in leadership classes and camps.
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Charity starts at home
Charity work is a big part of Marcellin College’s Student Wellbeing Program, which has evolved over the past 20 years into an important part of the school’s curriculum. It started as a men’s health program after an old collegian died of testicular cancer soon after graduating. The program looks at building positive relationships, responsible choices (cyber safety, sexting, drugs and alcohol, safe driving), mental health, being a good man, leadership, social justice, House charity fund-raising, pathways, men’s health, growth mindset and positive psychology. Heads of school Melissa Mackellin and Clive Haese work with the Pastoral Care Team to tailor the program to particular year levels. Cyber-safety sessions, for example, increase in complexity from Years 7 to 9. Each of the nine houses is also assigned a charity and a social justice issue. The students raise funds and promote awareness for causes including St Vincent de Paul, the Exodus Community in Heidelberg, Caritas Australia, Aboriginal Catholic Ministry, World Vision and Little Sisters of the Poor. Melissa says the students benefit in many ways. “In the fostering of positive relationships with their peers and their pastoral leader, they are developing a strong support network and rapport so that they are able to ask for help if a situation arises,” she says. Social responsibility is a big part of a Yarra Valley Grammar education, from prep pupils raising money for whales to senior students tutoring migrant children at a local primary school. This philosophy is ingrained into the school psyche and reinforced by its Community Links program. Community Links sees students join fund-raisers, such as the annual Red Shield Appeal, The Great Yarra Shave (World’s Greatest Shave) and Royal Children’s Hospital Appeal tin shakes. Some students take part in the 40 Hour Famine and dress in blue for a Father’s Day breakfast to raise money for beyondblue. Others volunteer in soup kitchens and help projects such as donating books and musical instruments to Marysville after the 2009 bushfires. Yarra Valley Grammar principal Dr Mark Merry says producing
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Putting others first
good schools focus on Social skills & awareness, as well as academic results
School social socially aware and responsible students is as important as a good ATAR score. He tells prospective parents that while the school aims to help students achieve great results, it also hopes to produce young adults with the skills and motivation to contribute to the wider community. The weekly tutoring session with new migrants is the perfect example. “It’s not just about teaching them English,” Mark says. “It’s actually about engaging with them and helping them feel part of the community. It’s part of our school’s philosophy. When I see our students at the end of Year 12, they’re really fine young men and women.”
Mentoring with a twist
St Michael’s Grammar
A program that sees senior students mentor their primary aged peers is a big hit at St Michael’s Grammar School. Student leaders, including 2015 Year 12 students Clare Niere and James Crozier, initiated the VCE Mentor Program last year to bridge the gap between junior and senior students. 22
Clare was motivated by her personal experience in moving from Year 6 to 7. “I wanted to help the younger children feel comfortable around senior students in the hope this would ease their own transition,” she says. “Knowing I could mentor them was a great opportunity.” The studentrun program, with support from teachers, is held on Thursday mornings. Year 11 and 12 students pair up and visit Year 2 to 5 classes to help them with whatever they’re learning. “The teachers have said it’s been really helpful,” James says. “The children will ask us questions about what it’s like in Years 7 to 12, so it’s good that we can give them an insight into that. To know that we’re having a positive impact on the next generation of senior students is rewarding.”
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Eyes on, hands off at Trinity
Senior students help to run Outdoor Education camps at Trinity Grammar School, providing them with leadership skills and creating lasting bonds between boys in different year levels. As part
Leading from the heart
Students at Korowa Anglican Girls’ School in Glen Iris take the lead when it comes to community service. The leaders of the four student houses identify a social issue and then research organisations that tackle the issue. “The student leaders choose the direction of the community service effort and present to the rest of their house group on the vision they have for raising awareness and funds,” says deputy principal Kellie Lyneham. “The discussion and the thought prior to the fund-raising are an important part of the process.” In 2015 Korowa students contributed to the Uplift Project that distributes bras to disadvantaged women, raised money for Domestic Violence Victoria and donated toiletries, sold beanies for brain cancer and supported the Zimele Foundation, which helps African women establish small businesses. Ongoing community service activities at Korowa include 35 scholarships for girls in Baguia (Timor L’Este) and funding teaching staff and resources for the Korowa Memorial School in Bangladesh. “Today’s teenagers are very keen to make the world we live in a better place,” Kellie says. “Korowa’s students are at the heart of each effort and it’s their heartfelt passion and energy that drives the special efforts.”
Korowa Anglican Girls’ School
Y arra Valley Grammar
Marcellin College
Siena College
of the school’s sequential and cross-generational Outdoor Education Program, Year 10 students can train to assist on Year 7 camps and Year 11 boys with the Year 8 camps. Year 7 students start the program at Trinity’s Leppitt Outdoor Centre at Lake Eppalock, before enjoying camps around Victoria in Years 8, 9 and 10. After their Year 10 program, they can apply for the Leaders’ Training Course that teaches them the management, leadership, organisation and communication skills needed to help run camps for the younger students. The program started in the 1970s and has evolved to focus on life skills, resilience, relationships and leadership. Rob Rigato, who joined Trinity in 1981 and will this year hand over his title as director of outdoor education, says it also bonds younger students with older students, past students and staff. “What we talk about is eyes on, hands off,” he says. Past students are also involved as Outdoor Education staff or assistant leaders, continuing links between generations.
South African immersion
Siena College’s South African immersion experience illustrates
how social responsibility is at the core of its four Dominican Pillars
Trinity Grammar
of prayer, study, service and community. The trip is one of many programs that give students the opportunity to exercise their social responsibility including an indigenous immersion experience, a Community Service program and fund-raising. The South African immersion visits the Kopanang community in the township of Tsakane, which is 55 kilometres south-east of Johannesburg and is battling unemployment, poverty and HIV/ AIDS. Students and staff spend two weeks living with host families and helping the Kopanang Community Trust, which is led by Sister Sheila Flynn. The women learn embroidery skills to support a feeding scheme and care for orphans. Siena students help in the kitchen, tutor in maths and English, distribute clothing and food parcels and help in the community vegetable gardens. They also donate clothes, laptops and money for medicines, food and essential supplies. The embroidery and crafts are brought back here for sale. When they return, the Siena students are far more aware of how privileged they are and how they can make a difference. The school’s parents have also set up the Friends of Kopanang group to raise money for the project. ● ccritchley@theweeklyreview.com.au independent scho ols guide 2016
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KOROWA ANGLICAN GIRLS’ SCHOOL 10-16 Ranfurlie Crescent, Glen Iris, Victoria, 3146 +61 3 9811 0200 admissions@korowa.vic.edu.au www.korowa.vic.edu.au
Principal \ Mrs Helen Carmody
Helen joins Korowa as its ninth Principal in Term 1 of 2016. She has extensive leadership and management skills in schools with more than 30 years’ experience in education with students from ELC to Year 12.
About korowa anglican girls’ school
the basics
The most valuable “lesson” a student can learn at Korowa is confidence. From the very first day at Korowa, each student is encouraged, challenged and inspired to apply effort to her gifts to accomplish her goals, no matter the domain in which those goals sit: academics, arts, sports, leadership, anywhere. JUNIOR SCHOOL (PREP TO YEAR 5): The curriculum in Junior School is guided by an inquiry approach to learning. Girls play a key role in posing questions, solving problems and constructing learning experiences. Alternating Prep years study French or German language. They also have access to Korowa’s specialist teachers and small class sizes ensure each student receives individual attention. MIDDLE SCHOOL (YEAR 6–8): The Middle School curriculum incorporates significant learning experiences designed to develop in our students a growing sense of themselves. In Year 6 girls study one LOTE (Language Other Than English) and in Years 7 and 8 girls build a strong foundation in two LOTEs. At Korowa, technology is embedded in teaching and learning: it is our philosophy that from Year 7, all girls operate their own Tablet PC within the Korowa wireless network and Year 6 students have access to portable digital devices. SENIOR YEARS (YEAR 9–12): In Senior School, girls build on the academic and social foundations developed in Middle School to identify and enhance their interests, passions and strengths as effective and independent learners. Korowa’s Year 9 and 10 program is comprehensive while also providing students with choices in their programs. The personal development program is designed to address the development needs of the students at each level. The VCE program is designed to keep major study areas open to all girls as well as provide extension for girls to study in greater depth where they have special ability or interest.
SOCIAL Students take the lead when it comes to community service. Each house group identifies a social issue and researches current organisations that are tackling the issue. By creating a fundraising or awareness initiative, students contribute in a meaningful way to the chosen cause.
STUDENT WELL-BEING
EARLY LEARNING CENTRE
We believe students must feel safe, happy and supported to maximise their learning. Our student well-being program focuses on developing mutual respect and confidence. It encompasses all we do to meet the personal, social and emotional needs of our students.
The Early Learning Centre for three and four-year-old boys and girls is a magical place of discovery and learning. The rigorous play-based curriculum is influenced by the principles of Reggio Emilia, which places children at the centre of their learning.
Years ELC – Year 12 Denomination Anglican Gender Girls only Fees Available on website Boarding No Scholarships Academic, music and general excellence.
extra facts Open Mornings 9am to noon » Wednesday, 24 February » Wednesday, 18 May » Wednesday, 10 August 2014 Results » 6.5 per cent of Year 12 girls achieved an ATAR of 99 and above » 30 per cent of Year 12 girls achieved an ATAR of 95 and above » 45.5 per cent of Year 12 girls achieved an ATAR of 90 and above » Perfect scores of 50 in Biology, Chemistry, English (2), Physical Education and Psychology; 24 per cent had a score of 40 or above.
YEAR 9 PROGRAM Girls complete either Trek, a four-week wilderness adventure where they hike, canoe and bike from Mansfield to 90 Mile Beach, or Urban Connect, a month-long program that shows how urban and regional spaces create a sense of community.
EXCHANGE PROGRAM Year 10 and 11 girls participate in language exchange programs. Korowa has links with The Edogawa Girls’ High School, Tokyo, Japan; the Veit-Hoser-Gymnasium in Bogen, Germany; the Lycée Des Graves and Lycées Victor Louis in Bordeaux, France and our partner school, Fudan High, Shanghai, China.
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Melbourne Girls Grammar
Ivanhoe Girls’ Grammar
Fintona Girls’ School
Fully formed innovative programs support students socially & academically A holistic approach
friends,” says deputy principal Alan Hutchison. “You can’t actually learn if you’re not feeling OK.”
Senior students are stretched holistically at Melbourne Girls Grammar to ensure that they grow academically, but also develop leadership skills and resilience while contributing to their school and wider community. It starts with the Field Award, which encourages Year 9 and 10 students to reflect on and respond to school expectations, develop their strengths and interests and promote commitment to school life and the wider community. Students set their own goals and work towards them over two years. Other initiatives include St Hilda’s emerging citizenship program (diversity, identity, change and responsibility), Student Executive Council, Parent Auxiliary and travel programs (World Challenge in Year 9, Antipodeans in Years 10 and 11 and Cambodia/HAGAR Years 10 and 11). Interstate and overseas trips are an integral part of the senior curriculum and learning agenda. Melbourne Girls Grammar principal Catherine Misson says: “Our girls know that leadership is not about a badge, but is about responding to a need and taking action in service of the community, within a culture of responsibility and collaboration.”
Helping individuals thrive
A Fintona girl is not just another face, but an individual with a unique personality. The school’s commitment and attention to each student’s health and well-being is a powerful part of learning. With an average class size of 18, Fintona Girls’ School students enjoy close-knit relationships with staff and classmates. This strong sense of belonging is an important protective factor for well-being. Student-teacher relationships develop quickly, enabling staff to offer support in a variety of ways. No one falls through the cracks. Well-being programs pervade every aspect of the curriculum. They include Life Skills for Years 5 to 12, which covers issues such as health, social interaction, emotional intelligence, nutrition and cyber safety, and mindfulness sessions for senior girls. Fintona’s psychologist, Fiona Williams says: “Having hope and determination helps students to achieve their goals and their academic performance.”
Making a difference
Wellness Week
From the moment it was announced by trumpeters at assembly playing All You Need is Love, Ivanhoe Girls’ Grammar School’s second Senior School Wellness Week was a huge hit. Organised by teachers, school psychologists and student wellness ambassadors, inspirational activities were conducted before and after school and during breaks. Each day had a theme. Wacky Wednesday featured fun games, Thoughtful Thursday encouraged acts of kindness, and Find Your Friend Friday saw students allocated random buddies. Initiated by head of counselling Dr Bridget McPherson, Wellness Week aimed to ensure students felt good about themselves and were primed to learn. Wellness Week, first held in 2013, is likely to be held every two years with smaller “pop-up” events in between. “[It focuses on] that notion of looking after yourself and looking after your
Social support is an important theme underpinning ELTHAM College’s work with young people. Many programs across year levels support the development of caring, intelligent and socially aware young adults. One Year 8 workshop helps students develop their sense of identity and self-esteem, bond as a year level and build skills to navigate the challenging path of adolescence. Principal Simon Le Plastrier says students also take part in the Compass Award program, modelled on the Duke of Edinburgh International Award. “This program is designed to enhance the development of individuals through their involvement in challenging activities, encouraging them to become more responsible and motivated young people,” Simon says. “We are very aware that young people today have big hearts and a passion for making the world a better place. ● ccritchley@theweeklyreview.com.au
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Eltham College
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LORETO MANDEVILLE HALL TOORAK 10 Mandeville Crescent, Toorak, Victoria, 3142 +61 3 9823 8100 admissions@loretotoorak.vic.edu.au www.loretotoorak.vic.edu.au
Principal \ Dr Susan Stevens
PhD, MEd (Ed Admin), MMus, AMusA, GradDip Adol. Health & Welfare, Grad Dip Theol., FACE, MAICD, MACEA. Dr Susan Stevens has been Principal of Loreto Mandeville Hall Toorak for 13 years. She chairs and is an active contributor on many boards in several organisations, which she finds extremely rewarding.
the basics
About loreto mandeville hall toorak
Loreto Toorak is an Independent Catholic Girls’ School from ELC to VCE. We embrace genuine values of freedom, justice, sincerity, verity and felicity to foster a mutual respect and deep understanding of the individual and a compassion for the broader community. To become confident, self-assured women, girls need the right challenges. Loreto Toorak has created an environment where your daughter will be nurtured, challenged and encouraged to discover her true self. Each year Loreto Toorak delivers excellent academic results, but this is only one aspect of our holistic approach to education, which will prepare your daughter for her ongoing journey of life. Loreto Toorak was established in 1924 and continues a 400-year-old tradition. The foundations began with a truly remarkable English woman, Mary Ward. She overcame extraordinary opposition and hostility to found the Institute of the Blessed Virgin Mary (IBVM), known as the Loreto Sisters. Today there are seven Loreto Schools in Australia and more than 90 throughout the world. An extensive and challenging academic program is integral to the education of heart and mind, which is cherished at Loreto Toorak. A love of learning is fostered by specialist teachers who share a passion for their subjects with programs that aim to foster the individual needs of our students. Social justice is a pivotal component of our school and there are many opportunities for students to be engaged in our many works of justice activities. We value the partnership between school, home and community. Our pastoral care program is evidence-based and responds to the changing social and emotional needs of each student. These programs seek to nurture a mature and confident sense of self-worth and willingness for our students to take initiative, accept responsibility and exercise leadership. The opportunities we provide will challenge and extend your daughter, helping her to graduate with an inner belief that there is much she can achieve.
SOCIAL At Loreto Toorak, our students are taught to critically analyse the structures of society that perpetuate injustice. We nurture their hearts and minds to become aware of social justice issues. Students participate in numerous works of justice activities as part of their education.
PHYSICAL EDUCATION Physical education includes 20 different sports. A member of Girls Sport Victoria, we compete against 23 girls’ schools during a weekly competition. We engage many top specialist coaches across several sports to challenge and enable our students to reach their full potential.
Years ELC – Year 12 Denomination Catholic Gender Girls only (Coed ELC) Fees $17,166 – $25,206 Boarding No Scholarships General Academic, Mathematics, Music and Voice, General Excellence (Dr Anne Hunt), Leadership/Social Justice (Sr Deidre Rofe), Academic/means tested (Sr Ruth Winship). Applications open in November and close in February for the following year.
Extra facts At Loreto Toorak there is a focus on an authentic Loreto experience that will broaden the possibilities for your daughter. Opportunities are continually sought and embedded in our programs to extend student experiences and confidence. Extensive curricular and co-curricular programs are available and we encourage participation in clubs that enable students to develop their skills. These include aquatic, gymnastics, rowing, snow sports and debating.
MUSIC
LANGUAGES
ART
Music is a rich and diverse component of our education. There are 25 ensemble groups available for students. These include bands, choirs, orchestras, instrumental ensembles, chamber groups and voice programs. There are two major school concerts and many other performances throughout the year.
Four languages are taught at Loreto Toorak. Chinese (Mandarin) and French are taught from Preparatory to VCE. From Year 7, students may also elect to study additional languages including Italian and Indonesian, which are taught through to VCE.
Our highly acclaimed art programs frequently have 50 per cent of our students choosing to study an art-related subject as part of their VCE. The consistent results and annual awards are testament to the high calibre of our quality programs and specialist teachers.
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MELBOURNE GIRLS GRAMMAR 86 Anderson Street, South Yarra, Victoria, 3141 +61 3 9862 9200 enrolments@mggs.vic.edu.au mggs.vic.edu.au
Principal \ Mrs Catherine Misson
With more than 20 years’ experience in schools and broader education contexts, education has been a life’s passion for Catherine Misson. Catherine has particular interests in reframing schooling’s purpose, developing contemporary educational frameworks and environments, and creating a continuum for whole-of-child development.
About MELBOURNE GIRLS GRAMMAR
the basics
Melbourne Girls Grammar (MGGS) is a place where challenge and choice create opportunities for every girl to discover who she is meant to be. We have an outstanding history of providing girls with an exceptional education that equips them to thrive and lead in many life contexts. We are a forward-looking community and understand our students must be prepared for life in an increasingly complex and globally connected world. Our focus is the development of young women with the confidence, skills and experience to excel in life beyond school. Through an unwavering commitment to their personal best, girls at MGGS develop confidence and independence. Our Student Values provide the foundation for student service and leadership, and the world-class Learning Programs (Early Learning; junior years: Prep–Year 4; middle years: Years 5–8; senior years: Years 9–12) are specifically created to respond to the unique needs of contemporary girls. Enhancing an MGGS education are the diverse opportunities offered in the classroom and beyond. The depth of co-curricular programs offered in every Learning Program ensures every girl explores and develops her areas of interest and passion to maximise her learning. We believe students flourish when they are engaged in a challenging academic program within a nurturing environment. Our approach is aimed at ensuring girls are keen to learn and to extend themselves, that they seek out opportunities and are solution-focused in their thinking. A key message at MGGS is every girl is valued and each can contribute to the life of our community. Our staff are passionate about teaching and learning. We have a commitment to quality professional development, and this means we are always exploring current research, thinking and new developments in education. How girls learn and how this impacts on what and how we teach are questions that promote innovation within our curriculum.
SOCIAL
SCIENCE
eLEARNING
The MGGS Service Learning Framework supports our students to identify and respond to areas of concern in the local, national and international community, provide service to those in need, and reflect on their ability to affect positive change in the community.
At MGGS, we host the leading program for science learning for girls in Victoria. From junior years to senior years students, our girls have access to purpose-built, specialist science spaces.
Technology pervades all levels of education at MGGS and is seen as the tool that can shift the focus from teaching to learning. It is embedded in everything we do, through our curriculum and in the design of our learning spaces.
Years ELC – Year 12 Denomination Anglican Gender Girls only Fees For fee listings, please visit mggs.vic.edu.au Boarding Yes Scholarships For all current scholarship opportunities, please visit mggs.vic.edu.au
extra facts Melbourne Girls Grammar was founded as a private school in 1893 in Domain Road, South Yarra, before moving to its current location on Anderson Street in 1900. While Melbourne Girls Grammar is proud of its heritage, it is also proud of its history as a leader and innovator in girls-only education and its responsiveness to the needs of contemporary girls. Our girls enter the broader community with an ability to critically analyse and evaluate information and the confidence to make informed decisions and respond compassionately to the needs of others.
PHYSICAL PERFORMANCE & HEALTH MGGS values sport within the physical performance and health domain as a wonderfully positive and self-defining experience for girls. Students are encouraged to engage in physical activity and develop the mindset that it has a purposeful place in their lives, fostering well-being.
MUSIC Students explore and develop their music skills in a supportive and challenging performance environment. Through both ensembles and solo performance opportunities, and improvisation and composition, they will continue to extend their skills and knowledge.
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GRIMWADE HOUSE
WADHURST
SENIOR SCHOOL
Prep to Year 6 Coeducational
Boys Years 7 & 8 Day & Boarding
Boys Years 9 to 12 Day & Boarding
A rewarding educational journey At Grimwade House, we develop the natural curiosity of young minds in a warm, caring environment. Our boys and girls begin an exciting and rewarding educational journey that nurtures each student’s individual talents.
355 St Kilda Road, Melbourne Victoria 3004
The journey continues for boys at Wadhurst and Senior School where specialist teachers, high academic standards and a dynamic range of co-curricular activities help our students to build confidence and a love of learning.
www.mgs.vic.edu.au
MELBOURNE GRAMMAR SCHOOL Grimwade House: 67 Balaclava Road, Caulfield, Victoria, 3161 Wadhurst and Senior School: 355 St Kilda Road, Melbourne, 3004 +61 3 9865 7555 mgs@mgs.vic.edu.au www.mgs.vic.edu.au
Principal \ Mr Roy Kelley
Roy Kelley joined Melbourne Grammar School as its 14th headmaster in 2009. He is the chairman of the Dialogue Australasia Network, which fosters an academic approach to the teaching of religious education and values in Australian schools.
the basics
About melbourne grammar school
Since 1858, Melbourne Grammar School has been providing an outstanding education, right in the heart of Melbourne. From the moment students step on campus, they join a learning community where our staff, students and their families work together to learn and grow. Our focus on academic achievement is reflected in our students’ outstanding results, while our commitment to developing the “whole person” encourages our students to achieve their academic potential, gain confidence and grow into responsible young men and women, ready for their lives ahead. Our three unique campuses cater for the needs of students as they develop. Our coeducational junior school, Grimwade House, offers a strong academic focus in a nurturing environment, to help boys and girls from Prep to Year 6 develop confidence and resilience. Wadhurst, our middle school for boys in Years 7 and 8, helps students to build strong learning skills and a positive sense of self. Senior School, for boys in Years 9 to 12, supports our students to achieve academic success and personal growth. Boarding is available for boys from Years 7 to 12. Curriculum is tailored to meet the needs of students at each year level. Across the school, classes embrace technology while respecting our rich tradition of scholarship. Our academic program is supported by diverse co-curricular activities. We value participation, whether in sports teams, through creative arts, music and drama, in outdoor education, or through charitable and social-justice activities, which enable our students to make a positive contribution to their community. Our aim is to provide a well-rounded education that develops students’ physical, emotional, psychological, social and spiritual growth. Across the school, the educational experience guides students to become productive, responsible and caring citizens of the future. At each campus, students are encouraged to build their leadership skills though engaging personal development activities. Fostering learning and leadership, Melbourne Grammar School is a true learning community.
SOCIAL
VISUAL ARTS
Our students are encouraged to become socially responsible citizens, embracing the concept of service learning. Grimwade House hosts an annual Leadership Conference, Wadhurst students work with Mission House, and Senior School boys enjoy participating in our Values in Action program.
Specialist facilities at each campus – including our self-contained art school, the Motor Works in South Yarra – challenge students to explore their creativity. Grimwade House runs an artist-in-residence program while Wadhurst and Senior School offer a range of visual arts subjects.
OUTDOOR EDUCATION
Years Grimwade House, Prep – Year 6; Wadhurst, Years 7–8; Senior School, Years 9–12 Denomination Anglican Gender Grimwade House: coeducational. Wadhurst & Senior School: boys only Fees $23,480 – $30,980 Boarding Years 7–12 Scholarships A wide range of scholarships are available including academic, boarding, music and general excellence.
extra facts Set on 3 hectares, Grimwade House is centred around the historic Harleston building in Caulfield. Boys and girls have play areas, a swimming pool, gymnasium, a science laboratory and music school. Wadhurst has purpose-built facilities in South Yarra and students have access to the Senior School, a campus renowned for its historic bluestone buildings and modern architecture. Other facilities include the Myer Music School, Motor Works and Chapel of St Peter.
LANGUAGES
Outdoor education is an important part of the school’s curriculum across all campuses. Students spend time at our campsites including Robert Knox Camp near Woodend and Camp Dowd on Gippsland Lakes. Beyond The Gates is our flagship 20-day outdoor education experience in Year 10.
Grimwade House offers Mandarin from Prep to Year 6, with Latin, French, Chinese and Japanese available from Wadhurst through to VCE level at Senior School. The LOTE Centre in Senior School features a demonstration kitchen to enhance cultural learnings.
INFORMATION TECHNOLOGY Technology is fully integrated into our curriculum, allowing teachers and students to work, interact and exchange information in imaginative ways. Students across the school work with laptops and tablets as a central part of their lessons.
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MENTONE GIRLS. REMARKABLE WOMEN.
Great results are just the beginning Mentone Girls’ Grammar is ranked in the top 10 schools in the state and offers the best learning environment for girls. ELC to Year 12 – we are committed to the social, emotional and academic development of our students, and encourage every girl to reach her potential. We help our students
build
confidence
and
resilience, support them to achieve excellence, and empower them to make a difference; these are the results that will last a lifetime.
School Tours Saturday 27 February 9.15 – 11.30am Book online.
—
Scholarships For girls entering Years 4 – 11 in 2017 Apply online by Wednesday 17 February.
www.mentonegirls.vic.edu.au
MENTONE GIRLS’ GRAMMAR SCHOOL 11 Mentone Parade, Mentone, Victoria, 3194 +61 3 9581 1200 info@mentonegirls.vic.edu.au www.mentonegirls.vic.edu.au
Principal \ Mrs Fran Reddan
Fran Reddan is a passionate educator and widely acknowledged for her expertise in innovation, global learning, creativity, gender and leadership. Fran’s strategic vision has propelled the school into the global arena with an international curriculum, world-class staff and cross-cultural partnerships around the world.
the basics
About mentone girls’ grammar school
Mentone Girls’ Grammar School is one of the finest schools for girls in Melbourne. We accept girls of all talents and abilities. Anglican in tradition, we pride ourselves on being culturally diverse, welcoming students of all faiths and cultures. Quality teaching, small classes, and an inspired curriculum, set within technology-rich, purpose-built learning centres, have led to our long history of outstanding achievement. Since 1899, generations of students, staff and parents have been proud to be a part of this highly successful learning community. With a beautiful single campus, we offer the advantages of a seamless education from our Early Learning Centre to Year 12. Our unique location by the beach provides a fresh and healthy educational environment and has inspired our WAVES priorities – key principles that guide the way we meet the particular learning needs of girls by contributing to their Wellbeing, Achievement, positive Values, Enterprising nature and Success as women in society. “Mentone Girls. Remarkable Women”: This statement has become a powerful message of pride and encouragement for our students and our community. We believe every girl is remarkable in her own way, and as such we value each individual and work to foster self confidence and achievement. We provide our students with important skills to manage their lives, to make informed choices and take calculated risks, and the self awareness and self belief to deal with different challenges and pressures. Our parents feel confident in entrusting their daughters to us; staff feel engaged and encouraged to achieve the best for each and every girl; and, most importantly, every student is celebrated as an individual and given the confidence and support to achieve her best. The energy that drives us to succeed vibrates around every corner. The school is filled with staff and students who have passion, dedication and perseverance. We have high expectations and take great pride and joy in exceeding them. This is why Mentone Girls become Remarkable Women.
Years ELC to Year 12 Denomination Anglican Gender Girls only Fees $11,798 – $26,586 Boarding No Scholarships Years 4 – 11
extra facts Mentone Girls’ Grammar School has an outstanding academic reputation and is ranked among the top schools in the state. Our Junior School is internationally acknowledged as an IB Primary Years Programme (PYP) leader and we are the first school in the world to achieve the International Certificate from the Council of International Schools (CIS). We are recognised for innovation in Science, Technology, Engineering and Mathematics (STEM) teaching for girls, with expert staff renowned in their field. We offer a gifted SAIL program that provides intellectually demanding and rigorous curriculum for highly able students.
SOCIAL
SPORT
LANGUAGES
STEM
CREATIVE ARTS
We have a long history of community service and our students are encouraged and supported to make a difference. We believe it is important for students to be aware of the world they live in and their rights and responsibilities as global citizens.
Sport has always been a major ingredient in the making of strong, confident Mentone Girls. Students of all ages participate in a range of sports from aerobics to water polo and everything in between. Senior students engage in quality competition through Girls Sport Victoria (GSV).
The School has an active languages program with Japanese from Prep to Year 12, together with German, French and Chinese offered in the senior school. Students participate in an extensive exchange program with sister schools located in each of our main language areas.
The concept of scientific exploration begins in our Early Learning Centre, with a formal Science, Technology, Engineering and Mathematics (STEM) program from Year 5. Gifted students can also participate in a range of STEM extension activities within and outside of the curriculum.
We have a proud tradition of excellence in visual and performing arts. We have award-winning musicians, choirs and artists and take exciting creative risks. This innovative culture promotes leadership, diversity and boldness, and fundamentally enriches the lives of our students.
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NICOLE KIDMAN’S CHOICE
Place for parents parents and schools should work in
partnership to ensure students’ well-being
W
hile parents remain crucial in helping students to cope with their formative years, schools are playing an increasingly important role. Experts say good schools offer support when needed but don’t replace the vital role that parents play. Student welfare involves a partnership between schools and parents. Education consultant and Edumazing education services founder Georgina Pazzi says student well-being programs are essential to help them cope with the complexity of their lives and issues that can affect their learning. Good programs also help improve student resilience. Georgina works with all types of schools to ensure they are supporting students well academically and emotionally. “Many schools are already … providing counsellors, psychologists, social workers, occupational therapists and speech pathologists,” she says. “Well-being is also becoming a vital part of classroom practice. Teachers are being educated to understand how to work with complex cases and to seek the required support as needed. Some schools run targeted well-being sessions and provide therapeutic
concerns that young people may present with,” she says. “A working partnership between parent and school is ideal if this can be achieved. “It is important that parents alert schools to issues affecting their own child … and likewise to expect the school to inform them if their young person is experiencing a particular issue at school that they may require support and understanding with at home.” Karen says volunteering with groups such as Reach, which helps young people meet their personal challenges, can help students develop self-confidence while learning about social justice and issues such as youth homelessness, unemployment or family violence. “Young people who begin as volunteers at the Reach Foundation are rewarded by the sense of shared vision and impact that Reach workshops have on others.” ● ccritchley@theweeklyreview. com.au » drjanethall.com.au » edumazing.com » reach.org.au
“Schools & parents should work collaboratively to support students” Georgina Pazzi \ education consultant
How parents can help • Understand that you are part of the solution. • Take responsibility for what you can do and seek ways to support your child. • Be your child’s emotional coach, make daily quality time to connect, have a good understanding of their life and really listen to them in an open and non-judgmental way. • You have the right to voice your concerns, ask constructive questions and seek support at your child’s school. • Share with teachers your child’s challenges out of school, so they and the school can help.
Problems young people face • Schools are seeing more student depressive symptoms, suicidal ideation, anxiety, grief, stress and addiction. • Self-harm (e.g. cutting, punching, picking sores and burning) is rising as students seek instant relief from pressures and challenges. • Drug and alcohol abuse and experimentation is an ongoing issue. • Online connections provide learning opportunities but can also lead to cyberbullying and social media and gaming addiction. • High-stakes testing (eg NAPLAN) can present issues for students. • Sexuality, gender and identity issues can cause problems. • Expectations to perform well and improve school data have placed unnecessary pressure on students, parents and schools. (SUPPLIED)
experiences (eg yoga, meditation and mindfulness). Other schools ensure well-being is at the core of all of their programs.” Georgina says issues such as depression, stress, anxiety, bullying, failing grades and addictions are emerging at a younger age. “Schools and parents should work collaboratively to support students, rather than think it is a parent or school issue,” she says. “It is a community issue where we must all get involved.” Georgina says schools have embraced a range of well-being programs, such as KidsMatter and the Alannah and Madeline Foundation’s eSmart. “Our organisation has also developed a whole school learning and well-being pedagogy using Human Literacy across the entire curriculum with huge success,” she says. Melbourne clinical psychologist Dr Janet Hall says student issues such as depression, bullying, time management, low grades, family issues, sexuality and social media addiction have escalated in recent years. Many problems, including bullying, stem from technology use. Janet says parents can’t remove it from teenagers, but it can be addictive and cause pressure related to neglecting their homework. Janet says parents and schools must prioritise student welfare and look for warning signs. Schools must also help students who might be isolated or feel they don’t belong. But parents should not expect them to provide all of their child’s emotional support and/or sex education. “There needs to be a system where a student can access support from qualified professional counselling and feel safe to do so without being exposed to judgment,” Janet says. “Parents need to keep in touch with the school and get to know the teachers as well as parents of classmates of their children.” Reach Foundation senior well-being manager Dr Karen White says it is important that parents support their young person and the school to manage issues that arise at school. “Generally they can expect a school to have processes in place to address the range of
SOUrcE: GEOrGiNA PAzzi
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BEST OF BOTH WORLDS Mentone Grammar is acknowledged as a dynamic coeducational learning environment. Middle School is where our unique education model truly shines. Girls and boys learn apart in Years 5-9, with all and girls develop differently during various stages of adolescence. It’s the best of both worlds!
Outstanding Coeducational Opportunities ELC – 12. School Tours every term or by appointment. Please see our website for details. 63 Venice St, Mentone | Phone 9584 4211 | www.mentonegrammar.net
MENTONE GRAMMAR 63 Venice Street, Mentone, Victoria, 3194 +61 3 9584 4211 enquiry@mentonegrammar.net mentonegrammar.net
Principal \ MR MAL CATER
Mr Cater became Principal of Mentone Grammar in 2007, continuing his long association with the School. An Old Mentonian (1981), he returned to the School after tertiary studies and employment in commerce to become a House Master (1986) and deputy headmaster (2000). He was also senior master at Girton Grammar (1997-99).
the basics
About mentone grammar
Established in 1923, Mentone Grammar is an Anglican independent school rich in tradition and contemporary in thinking. We take a leading role in educating girls and boys with our unique coeducational model that is flexible and sensitive, supporting children’s development from ELC to Year 12. We celebrated 10 years of enrolling girls in 2015. With a girl:boy ratio nearing 40:60 – well ahead of original forecasts – some year levels are already experiencing more girls than boys. The School is undergoing extraordinary growth. BEST Of BOTH WORLDS: In 2006, Mentone Grammar pioneered our unique coeducation model, Together-Apart-Together, where students learn together in all year levels except Years 5-9 where they learn apart, in gender-based classes. OUTSTANDING OPPORTUNITIES at Mentone: Alongside our strong academic program we offer sport, learning journeys, performing and visual arts, cadets, life skills, cultural exchange, community service and leadership. Mentoring, pastoral care, a strong House system, learning enhancement and support ensure personalised care. Excellent facilities include our award-winning Greenways Year 9 centre, the Year 7 and Eblana junior learning centres, our renowned science centre, BYOD technologies plus 17 hectares of playing fields at Keysborough and a beautiful beachfront facility at Shoreham. Construction of an exciting new Creativity Centre for performing and visual arts and technology is underway. Together with a welcoming family-focused single campus community and strong Old Mentonians network, we offer a wonderful environment for life-long learning for your daughter or son. The School is separated into four sections on one campus at Mentone – early and primary years in Eblana (ELC to Year 4), middle years in Bayview (Years 5-8), Greenways Year 9 and senior years in Frogmore (Years 10-12). MENTONE GRAMMAR VALUES are integrity, respect, caring, resilience, service, discipline and endeavour. SCHOOL TOURS are held every term, or private tours by appointment with the Registrar. 2016 Tours are on February 13, March 15, May 9, August 13 and October 20.
Years ELC – Year 12 Denomination Anglican Gender Coeducational Fees See website Boarding No Scholarships Academic, general excellence, music, performing arts. ACER testing every February for following year. Online applications open end of October in year prior to testing date.
extra facts Mentone Grammar celebrated 10 years of enrolling girls in 2015. The School is renowned for academic excellence, educational leadership, high-calibre staff, innovative co-curricular programs, personalised pastoral care and impressive facilities. One campus, one community – all the facilities in one location – is good for your child’s security and, together with a family-focused community and strong alumni relations program, contributes to a strong sense of community.
SOCIAL
SPORTS
CO-CURRICULAR
SCIENCE
Students are encouraged to participate in social service at all levels. Personalised pastoral care is delivered by teachers, mentors, nurses, psychologists, chaplains, learning enhancement staff. Mentone Stories, a series of parent seminars, provides access to high quality speakers and information on important social issues.
An extensive list of sports is offered as either core or co-curricular programs, including swimming, softball, netball, tennis, athletics, cross country, cricket, basketball, hockey, soccer, triathlon, surf lifesaving, surfing, golf, snow sports, aerobics, badminton, table tennis and sailing.
Students have access to a vast and varied range of co-curricular activities, including debating and public speaking, learning journeys near and far, cultural exchange, community service, leadership opportunities, cadets, the performing and visual arts, sport and House competitions.
There’s no better place to learn science than in our state-of-the-art Science and Environmental Studies Centre – with specialist laboratories for chemistry, biology, physics and environmental science. Students from across the School have access to this Centre, which remains a benchmark facility.
PERFORMING & VISUAL ARTS Construction of a new Creativity Centre is underway, a new hub for music, drama, dance and visual art (plus technology). Extensive opportunities include musicals, theatre, choirs, ensembles, exhibitions, musical theatre, jazz bands, glee club, rock band experience – plus, VCE Dance now offered.
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INSPIRING A WORLD OF CREATIVITY & DISCOVERY WITHIN MLC is proud to offer one of the broadest arts curricula of any independent school in Australia. Whether it’s music, the visual arts, drama or fashion that inspires, MLC’s pursuit of curriculum excellence provides our girls with all the creative discovery they need to become world-ready women. Discover a world of opportunities at our information sessions: Friday, 12 and Saturday, 13 February, 9.15 am – 11.30 am. Register at mlc.vic.edu.au/visitus Methodist Ladies’ College Limited. ABN 55 006 036 979 CRICOS 00325A
Scholarship applications now open
METHODIST LADIES’ COLLEGE 207 Barkers Road, Kew, Victoria, 3101 +61 3 9274 6333 admissions@mlc.vic.edu.au www.mlc.vic.edu.au
Principal \ Ms Diana Vernon
Ms Diana Vernon joined Methodist Ladies’ College as the eighth Principal in April 2014. Prior to MLC, Diana was the headmistress for seven years at the prestigious City of London School for Girls and, preceding that, the headmistress of Woldingham School in Surrey.
the basics
About Methodist Ladies’ College
Methodist Ladies’ College (MLC) is one of Australia’s leading independent girls’ schools, internationally recognised for its extensive curriculum choice, cutting-edge approach to education, varied learning experiences and outstanding academic results. Founded in 1882 and with a proud history of educational innovation and academic excellence, MLC delivers a world-class education to students from all over Melbourne, across Australia and around the world. As an open-entry school our over-arching goal is to nurture and develop each MLC student so that she leaves school with the skills, knowledge and attitude necessary to be a world-ready woman in today’s globalised era. While MLC offers big-school opportunities it also provides small-school care so every student feels valued. All opportunities available at MLC encourage personal excellence and prepare students for life in an interconnected world, where cross-cultural communication is essential. MLC creates leadership opportunities at all ages with students taking responsibility for decision making. Young minds are encouraged to be independent and resourceful. Consideration and care for student well-being is integrated across the curriculum and all activities. Respect for self and others, a commitment to social justice and service to the community are also fostered. At MLC each student is encouraged to achieve her personal best whatever her ability. Students can be selective about the subjects they study because the College offers one of the broadest curricula in Australia. In Years 11 and 12, MLC offers a choice of more than 70 subjects from three learning pathways: IB (International Baccalaureate), VCE and VCE VET (Vocational Education and Training). A combination of choices and opportunities helps encourage personal excellence while students also contribute in a meaningful way to their national and international communities. MLC teaching and educational support staff understand girls and the particular way they learn, develop and communicate. Our programs have been specifically designed to help girls achieve their very best, and their effectiveness is borne out in our consistently outstanding academic results.
SOCIAL
CO-CURRICULAR
At the heart of MLC lies a culture of strong social responsibility and philanthropy. We encourage students to care for others and be sensitive to social issues and different facets of society. MLC contributes to social justice by forging community and global partnerships, valuing diversity and developing cultural awareness.
Our vast array of curricular and co-curricular options enable girls to make choices unhampered by stereotypes, and to explore a wide, diverse range of future careers. With more than 30 international sports and a wide range of committees and clubs, there is sure to be something to ignite your daughter’s passion.
OUTDOOR EDUCATION MLC’s two remote sites, MLC Banksia (Years 5-8) and MLC Marshmead (Year 9), provide students with access to a range of unique outdoor learning experiences. Students learn to understand the natural environment and live independently and sustainably. Activities include kayaking, sailing, navigation and farming.
Years MLC Kindle (ELC) and Prep – Year 12 Gender Girls only (MLC Kindle – coed) Fees $17,010 – $28,560 Boarding Years 7–12 only Scholarships Yes
extra facts Certified by the Council for International Schools, MLC is committed to ensuring all students become world-ready women through an understanding of global cultures, beliefs and values. MLC aims to foster a genuine appreciation and respect for different cultures, ethnicity, religion and sexuality in an environment that is inclusive, supportive and cohesive, as well as non-discriminatory. The College has a wide range of unique programs and activities, including cultural and language tours and exchanges.
VISUAL ART
SCIENCE
With a choice of disciplines such as visual communication and design, ceramics, fashion design, woodwork and photography, MLC’s visual-arts program develops visual literacy and encourages students to experiment with creative ideas, enhancing learning and confidence.
At MLC students are encouraged to discuss the issues associated with the developments in science and technology now permeating every aspect of our lives. MLC’s practical and relevant science program motivates students to learn more about their environment and the processes within it.
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Oakleigh Grammar ar r Empowering Young Minds
International Baccalaureate World School. ‘The Leader In Me’ Programme’. 21st Century Facilities and Technology. A global perspective. Oakleigh Grammar has a focus on developing successful students with a global perspective. a: 77-81 Willesden Road, Oakleigh Vic 3166 e: enrolments@oakleighgrammar.vic.edu.au p: (03) 9569 6128 w: www.oakleighgrammar.vic.edu.au CRICOS Registration Number: 03423G facebook.com/oakleighgrammar
OAKLEIGH GRAMMAR 77-81 Willesden Road, Oakleigh, Victoria, 3166 +61 3 9569 6128 Enrolments@oakleighgrammar.vic.edu.au www.oakleighgrammar.vic.edu.au
Principal \ Mr Mark Robertson
Mark Robertson, Principal of Oakleigh Grammar since 2011, is a highly respected leader and change agent in the Victorian independent schools sector. Mr Robertson promotes cultural diversity among the school community and is committed to providing a safe and happy learning environment where every child is known personally and individual learning needs are met.
the basics
About oakleigh grammar
Located just off Warrigal Road in the heart of Melbourne’s south-east, we offer excellence in coeducational learning from Early Learning through to Year 12. MISSION: To create quality learning opportunities for every student to reach their full potential. We use internationally renowned learning programs, including: Reggio Emilia philosophy in our state-of-the-art Early Learning Centre, The Leader in Me program from Prep to Year 12, International Baccalaureate Middle Years Programme, and e-Learning initiatives, including iPads. Learning Enhancement: Each child’s learning needs are met through challenge for those who are talented and additional support for those who have areas of difficulty. Early Learning Centre (Toddlers’ Program, 3 & 4-year-old kindergarten): The Reggio Emilia philosophy inspires a curriculum built upon children’s exploration and awareness of their learning environment. In 2015, our Early Learning Centre was rated as “exceeding standards” by the National Quality Framework – the highest possible rating for Early Learning facilities. Junior School (Prep to Year 5): Students are introduced to Stephen Covey’s internationally acclaimed The Leader in Me program, promoting social and academic success. Middle School (Years 6 to 9): The Middle Years Programme (MYP) of the International Baccalaureate (IB) is used to deliver the prescribed Australian Curriculum content and includes the purpose-designed 9Ways Centre for experiential learning. Senior School (Years 10 to 12): Year 10 is the final year of the IB MYP. Students in Years 11 and 12 choose from around 20 subjects to design their individual VCE programs. In addition, students may choose to undertake Vocational Education and Training (VET) off-campus programs. Sport: Students take part in physical education as a core subject and often continue into VCE studies. Oakleigh Grammar participates in several interschool sporting competitions in a range of sports. Facilities include a full gymnasium and multipurpose sports complex, rock climbing wall, outdoor futsal court and basketball/netball courts.
SOCIAL Oakleigh Grammar students are exposed to a range of social experiences within both Oakleigh and broader communities. Character-developing programs such as the SRC, The Leader in Me and The International Baccalaureate give students the capacity to grow socially during their school life.
CHARACTER DEVELOPMENT Oakleigh Grammar and Prahran Community Learning Centre students work together on creative/social projects such as the anti-bullying Friendship Chair. Students learn about the challenges and perspectives of young people from different backgrounds.
Years Early Learning Centre (Toddlers’ Program, 3 & 4-year-old kindergarten) and Prep – Year 12 Denomination Christian Gender Coeducational Fees $6,737 – $8,871 Boarding No Scholarships General excellence, sports
extra facts In 2015, Oakleigh Grammar was officially accredited as an International Baccalaureate World School, offering the Middle Years Programme. This certification allows us to further develop globally conscious and thoughtful students, offering a well-rounded education to all our students. Through the celebration and encouragement of cultural diversity among the School community, Oakleigh Grammar now has more than 22 different cultural backgrounds represented in our student population.
CO-CURRICULAR
MUSIC
CAMPS
Students explore their interests and talents in the visual and performing arts, sports, debating, music ensembles, chess club, multimedia, Learning Enhancement program and social leadership initiatives (SRC, Peer Mediation).
Junior School students enjoy music as a core subject and Middle and Senior students may choose to continue their music studies as an elective subject. Students are encouraged to participate in school productions and ensembles. Private and group music lessons are available to all students.
Camps focus on experiential learning, teamwork and the development of character and independence. Destinations include the Grampians, Snowy River, the Great Ocean Road, Phillip Island and Canberra. Europe tours and ski trips are available to Senior students.
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Confidence, compassion and a spirited voice
Visit us in 2016 Sacré Cœur Sacré Coeur
Open Day 1-4pm Sunday 6 March School Tours 9.15am
Thursday 26 May Thursday 28 July Friday 14 October
172 Burke Road, Glen Iris Vic 3146 | Ph: +613 9835 2700 | www.sacrecoeur.vic.edu.au
SACRÉ COEUR 172 Burke Road, Glen Iris, Victoria, 3146 +61 3 9835 2700 registrar@sac.vic.edu.au www.sacrecoeur.vic.edu.au
Principal \ Ms Maureen Ryan
As our Principal since 2010, Maureen has demonstrated that she is a visionary and passionate leader who ensures that girls’ voices are heard and respected and they are equipped with the values, skills and knowledge to be contributing global citizens.
the basics
About Sacré Coeur
Sacré Cœur is an Independent Catholic school for girls from Prep to Year 12. We have a rich history of 128 years of quality education at Burke Road. Sacré Cœur retains the best features of the great tradition of Sacred Heart Education begun by St Madeleine Sophie Barat in France in 1800. Our philosophy of education is encapsulated in the goals of Sacred Heart Education: » A personal and active faith in God » A deep respect for intellectual values » The building of community as a Christian value » Social awareness that impels to action » Personal growth in an atmosphere of wise freedom St Madeleine Sophie believed wholeheartedly in a challenging and purposeful academic education for young women. In the 21st century we continue to offer this quality education through a contemporary curriculum that embraces a diverse range of subjects enhanced by a co-curricular program and global connections with 150 sister schools worldwide. Our students experience an education that engages minds and hearts with a comprehensive social justice focus at all levels. Throughout our rich history, thousands of women have been educated at Sacré Cœur and have gone on to succeed in all aspects of their lives. This has been due to the strength of our community; their sense of belonging to the school and their desire to learn and to be the best they could be. Come to our Open Day or one of our regular tours to see Sacré Cœur in action, experience our warm and caring community and learn why our students are enthusiastic about being here.
SOCIAL At the heart of our school is concern for every student’s total well-being – spiritually, socially, emotionally, cognitively and physically – developing confident, courageous, compassionate and articulate young women. Our shared community at Sacré Cœur is one of its strengths.
Years Prep – Year 12 Denomination Catholic Gender Girls only Fees $8235 to $22,884 Boarding No Scholarships Vary from year to year, please check the website.
extra facts Sacré Cœur achieves outstanding VCE results and has consistently been among the top Catholic schools in Victoria. A wide range of subjects and activities is available and our curriculum is carefully designed to prepare students for higher education. Sport and the visual and performing arts are also very strong components in the curricular and co-curricular life at Sacré Cœur, and students actively support social justice initiatives.
INFORMATION TECHNOLOGY
LANGUAGE COMMITMENT
EXCHANGE PROGRAMS
Technology is used to enhance student learning. Throughout the school, all students from Prep have access to a wide range of technology – including desktop computers, smartboards in the classrooms, digital cameras, laptops and iPads for personal learning.
Sacré Cœur has a distinctive French culture. French is studied from Prep and we have an impressive retention of girls studying languages to VCE. In addition to French, all Year 7 students study Japanese. Latin is available from Year 9.
Throughout our global network of more than 150 Sacred Heart sister schools, Year 10 and 11 students have the opportunity to live with other Sacred Heart families when on exchange. The other schools that make up the Australasian province provide many more opportunities.
YEAR 9 NOTRE MONDE PROGRAM Notre Monde is a uniquely Sacré Cœur program drawing on our global connections – it is rigorous and outward-looking, provides problem-solving opportunities, and a hands-on trial and error approach to learning – vital to students’ mature intellectual development.
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She
will amaze herself
Shelford Shelford Girls’ Grammar 3 Hood Crescent Caulfield. www.shelford.vic.edu.au
SHELFORD GIRLS’ GRAMMAR 3 Hood Crescent, Caulfield, Victoria, 3161 +61 3 9524 7333 information@shelford.vic.edu.au www.shelford.vic.edu.au
Principal \ Ms Polly Flanagan
Polly Flanagan has taught in coeducational and single-sex schools across all sectors: government, Catholic and independent. She is convinced girls perform better in girls’ schools such as Shelford that cater for the ways girls learn best.
the basics
About shelford girls’ grammar
Shelford is an Anglican school that welcomes students from a diversity of backgrounds. Students are encouraged to respect others and the environment, to act with integrity, to develop a social conscience and a sense of connectedness to the School and the wider community. Shelford has sister schools in Japan and Switzerland and students have the opportunity to take part in exchange programs and overseas study tours. Students are encouraged to develop a social conscience and every year they work to support a variety of charities. Over the past few years, Shelford students have taken part in the World Challenge program that involves fund-raising and a community project in an underprivileged country. Girls perform better in girls’ schools. They learn by listening, sharing and reflecting. Their self-esteem is positively influenced when they work with strong female role models. A significant advantage of a Shelford education is the opportunity for every girl to participate in every aspect of school life. Shelford has small class sizes and offers a wide range of VCE and VET subjects. The School enjoys an outstanding academic tradition and offers exceptional performing arts and visual arts programs and extensive sporting opportunities. Your daughter’s future will be shaped by the school you select for her. The wisest choice will be made when the school’s values are known and shared by you. Students at Shelford are encouraged to become lifelong learners and to embrace the challenges of a changing world. Shelford is conveniently located in Caulfield. An excellent range of public transport together with Shelford’s extensive chartered buses means getting to Shelford is easier than you might think. We encourage you to contact the Admissions Office on 9524 7413 for further information, or to organise a tour of the School. Your daughter can also become A Shelford Girl for the Day when she will experience first-hand the innovative programs that cater for the ways that girls learn best.
SOCIAL
MUSIC
SPORT
Shelford students are encouraged to develop a strong sense of social justice. They use their initiative to support a variety of charities, including the Queen Mother of Bhutan’s charity RENEW, which empowers women and girls in impoverished communities.
Shelford has an outstanding Music Department. Students have extensive opportunities to take part in award-winning groups, ensembles and bands. Performance opportunities include musicals, House Performing Arts festivals, the annual Music Scholars Concert and prestigious external concerts and competitions.
Shelford is a member of Girls Sport Victoria. The School takes part in 15 different sports, has a high participation level among the students and is very successful. Girls also excel in rowing and snowsports. Inter-school competition starts in junior school.
Years ELC – Year 12 Denomination Anglican Gender Coeducational ELC; Prep – Year 12, girls only Fees POA Boarding No; Homestays available Scholarships Yes. Refer to website
extra facts Shelford at a glance: • Outstanding academic tradition • Very high university success rate • Exceptional performing arts and visual arts programs • Extensive sporting opportunities • Impressive range of subjects at VCE level • Unique Year 9 Challenge Program • Strong literacy and numeracy focus in Junior School • Reggio Emilia inspired, coeducational ELC • Commitment to community service • Inclusive school welcoming students from all backgrounds • Small school with a wonderful sense of community.
EXCHANGE PROGRAMS Shelford has sister schools in Switzerland and Japan and excellent exchange programs. Overseas study tours and the World Challenge Program offer additional opportunities for students to improve their understanding of other cultures, and to take part in a community project.
CO-CURRICULAR Co-curricular programs at Shelford include the innovative Year 9 Challenge Program, involving city, environment, justice and physical challenges. Students are encouraged to be independent, confident and resilient. They develop real-life skills and the capacity to face challenges and succeed.
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“Women of the Future” — Miss Jeanie Hood, Founding Principal 1896 –1902
ST CATHERINE’S SCHOOL 17 Heyington Place, Toorak, Victoria, 3142 +61 3 9822 1285 admissions@stcatherines.net.au www.stcatherines.net.au
Principal \ Michelle Carroll
Michelle is passionate about providing a comprehensive, innovative and engaging curriculum that delivers an educational environment where girls’ individual strengths flourish, and girls are empowered to grow into confident, capable and healthy young women.
About st catherine’s school
the basics
At St Catherine’s School, our core philosophy is to nurture independent and thoughtful young women with the confidence to maintain strong values and aspire to their personal best. With our four core values of integrity, curiosity, perseverance and empathy underpinning our educational framework, St Catherine’s School creates an enriching environment focusing strongly on the development of the whole person. We encourage our students to believe in their potential, achieve their aspirations and become confident, resilient women of the future. Offering a personalised level of academic care and exceptional educational opportunities, St Catherine’s is a place for your daughter to excel. Our innovative Senior School curriculum encourages both collaborative and individual learning through an extensive range of subjects and co-curricular activities. At St Catherine’s School, we are focused on developing an excellent work ethic in our students to ensure a strong foundation for effective learning and long-term academic success. Our Junior School proudly delivers an engaging educational program that provides a sequential approach to learning and facilitates a sound transition into Year 7. We have an outstanding co-curricular program, exceptional teachers and a supportive community, providing every student with opportunities to achieve. Our School culture integrates a critical awareness, a social conscience and quality relationships, which form an essential basis for our students to have a lasting sense of purpose in the world. We are proud of our reputation for excellent academic results and the quality and character of our students. To find out more about St Catherine’s we invite you to attend one of our 2016 Open Mornings: Thursday 17 March, Thursday 28 April, Thursday 9 June, Thursday 25 August and Thursday 20 October. To reserve your place at one of our Open Mornings or to arrange a personal tour at an alternative time, please contact our Registrar, Ms Amanda Bennett, on (03) 9828 3071 or email admissions@stcatherines.net.au
SOCIAL
CO-CURRICULAR
The weThrive: Wellbeing @ St Catherine’s program is a whole- school approach that fosters well-balanced, confident, resilient girls, who flourish and thrive in their school life and beyond. The program draws on a range of resources, including a partnership with Swinburne University’s Emotional Intelligence Resource Unit.
Our extensive variety of co-curricular activities, student committees and clubs allows students to be involved in a wide range of sports, music, speech and drama, art, outdoor education, the Duke of Edinburgh’s Award, Environment Club, St Catherine’s Leadership Diploma, Debating and Public Speaking and Community Service.
Years ELC – Year 12 Denomination Non-denominational Gender Girls only (ELC is coeducational) Fees $14,600 – $31,940 Boarding Yes (Years 7 – 12) Scholarships General Excellence Scholarships: For entry into Years 5 to 11 Music Scholarships: For entry into Years 5 to 9 Boarding Scholarships: For entry into Years 7 to 11.
extra facts » A progressive and innovative approach to education. » A caring and nurturing environment welcoming girls from all nations. » Year 9 Heyington to Highlands program. » Prominent alumnae. » Close to Melbourne CBD. » Vibrant community that is student-centred.
ENGLISH & HUMANITIES
MATHEMATICS & SCIENCE
GLOBAL EXPERIENCES
Specialising in Literature and Philosophy, our dynamic English and Humanities curriculum, small class sizes, highly experienced teachers, a rigorous literacy support program and many extension opportunities engage all of our students.
Science and Mathematics students experience a journey of real-world discoveries through specialised programs including Physics, Chemistry, Psychology, Biology and a hands-on partnership with the CSIRO.
Language and cultural study tours, exchanges and community-service trips provide students with the experience of the wider world. Travel to countries in Europe, Asia Pacific and the Americas allows students the opportunity to develop language proficiency, cultural awareness and general life skills.
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Building a safe space Support is available for students struggling to cope with the stresses of school & life Helping students to help themselves
Pascal Rohan’s office is more like a lounge than a school room – with good reason. The Simonds Catholic College counsellor and student well-being co-ordinator, who is also qualified in Gestalt psychotherapy, uses the space to help boys feel comfortable about raising concerns with him. Pascal says students appreciate the space, where he helps them identify their problems and build resilience by taking ownership of them. Pascal helps students with problems such as living away from home due to family issues, living at home in difficult circumstances, poor eating behaviours, sleep problems, stress, mood disorders, disharmonious friendships, school refusal, social awkwardness, anger, disability, sexual issues and academic disengagement. The system is part of W@SP (Well-being at Simonds Program), which identifies and caters for students needing support. Students who self-refer or are referred by staff or parents receive individual counselling. Where appropriate, parents and other agencies are involved. As well as consulting with students, he oversees a staff well-being committee and student, parent and alumni well-being teams. “Schools are increasingly alert to the many impactors on students’ experiences,” he says. “The academic endeavour, the core business of school, is enhanced by students being settled physically, mentally, emotionally and psychologically.”
Catholic Ladies’ College “Students & parents are willing to seek help
Simonds Catholic College
around complex issues”
Adolescence is a time of discovery, possibility and rich potential, so Catholic Ladies’ College seeks to provide contemporary, innovative and engaging programs and facilities for all students. Its Student Well-being program and practices work to ensure all students are well-placed to do their best academically, socially, physically,
(SUPPLIED)
A holistic approach
emotionally and spiritually. The college has an integrated “team” approach with well-being programs and activities based on building resilience, developing respectful relationships, self-care and community involvement as well as understanding current research. The college has a deputy principal responsible for student well-being and its well-being team includes two full-time counsellors, year-level team leaders and home-room teachers. CLC counselling services leader Anne Stringer says there is an improved general awareness by staff and parents, who often work together, about the holistic needs of students and the issues they face. “Both students and parents appear to be better informed and are more willing to seek help and guidance around complex issues than they might have been in the past,” she says. ● ccritchley@theweeklyreview.com.au
A positive journey A Cambodian trip is among the highlights of Kingswood College’s Community Based Learning program. All aspects and programs of school life incorporate student well-being and are underpinned by positive psychology. Now in its second year, the Journeys Precinct has at its core educating the body, heart and spirit. Journeys Precinct leader Lucinda Malgas says the positive psychology approach builds student resilience and helps them to flourish, often through helping others. “How we teach is just as important as what we teach,” she says. Journeys helps students by arming them with skills to minimise and cope with social and emotional problems. “The whole notion of positive psychology is to utilise an individual’s strengths,” Lucinda says. Kingswood College’s Year 7 to 12 students have a well-being mentor and can access a psychologist counsellor and a Uniting Church Reverend if needed for personal issues. Students are also encouraged to be positively engaged and give to others. As part of this, last year Lucinda took 32 Year 9 to 11 students to Cambodia, where they worked with NGO HUSK Cambodia to learn, help and make connections with locals. Eventually Kingswood College hopes to have its own Purposeful Life Centre where students and the local community can engage and help each other. “It’s pretty exciting,” Lucinda says.
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ST LEONARD’S COLLEGE 163 South Road, Brighton East, Victoria, 3187 +61 3 9909 9300 enrolment@stleonards.vic.edu.au www.stleonards.vic.edu.au
Principal \ Mr Stuart Davis
Stuart Davis, Principal of St Leonard’s College since 2010, is a highly experienced educational leader committed to providing young people with an exemplary education. He seeks to uphold St Leonard’s College’s tradition of excellence, as well as its inherent strengths of humanity, quality relationships and a strong sense of care.
the basics
about st leonard’s college
St Leonard’s College is Bayside’s leading independent, truly coeducational school for students from ELC to Year 12. Renowned for pedagogical innovation and leadership, and with a strong community spirit, we have been providing young people with exceptional educational experiences for over 100 years. A St Leonard’s education develops the whole person – head, heart and soul – and Leonardians are highly sought-after, consistently achieving top-level scholarship entry into universities at home and abroad. In addition to the VCE, we offer the International Baccalaureate Diploma Programme (IBDP) – the the tertiary entrance qualification most respected and widely recognised by the world’s leading universities. Our highly qualified and committed staff teach across both the VCE and IBDP, ensuring our students enjoy the best support and tuition available. St Leonard’s College welcomes applications for places in ELC, Prep and Years 4, 5, 7, 10 and 11. Limited places are also available in other year levels as they arise. FACILITIES: Set on picturesque grounds, a mix of historic buildings and modern facilities support learning and provide places to relax, play and study. Our students enjoy well-resourced libraries, music and art centres, Junior, Middle and Senior School buildings, halls and sporting facilities. CURRICULUM: We offer an extensive range of subjects including Mathematics, Science, LOTE (French, Japanese, Indonesian, German, Chinese and Spanish), English, music, information and communications technology, and a range of humanities and social sciences. Our Talent Development team identifies opportunities for further academic challenge through participation in programs such as da Vinci Decathlon, Tournament of Minds, Future Problem Solving and Spellmasters. EXTRA-CURRICULAR ACTIVITIES: Students are encouraged to develop skills and interests in a range of areas, including debating, public speaking, drama, music, sport photography, media production and outdoor education. Students enjoy success in state, national and international competitions. STUDENT WELFARE PROGRAMS: Our commitment to the highest standards of pastoral care is unwavering, and ensuring each child feels safe, valued and develops a sense of belonging is paramount to St Leonard’s education philosophy.
Years ELC – 12, VCE and International Baccalaureate Diploma Program Denomination The Uniting Church Gender Coeducational Fees $15,096 – $28,116 Boarding No Scholarships Academic, general excellence, performing arts and indigenous scholarships
extra facts Studied by more than one million students across 143 countries, the International Baccalaureate Diploma Programme (IBDP) offers students the best preparation for tertiary education and employment in a globally interconnected world. Many Australian universities offer advanced standing for IBDP graduates. Almost 35 years ago we became the first Victorian school, and only the second in Australia, to introduce the IBDP. In 2015, one-third of our graduating cohort chose the IBDP as their preferred pathway to tertiary education.
SOCIAL
SPORT
MUSIC
LEADERSHIP
CAMPS
A St Leonard’s education prepares students to take their place in the world and make meaningful contributions to society. Our students are passionate about helping those less fortunate than themselves, and fund-raising activities to support community programs and charities are student-led.
We offer a wide range of sporting opportunities and employ experienced, elite-level coaches who enable students to excel in their chosen sports. The Hawkes Sports Centre boasts a swimming pool, gymnasium and weights room. Students compete in the Association of Coeducational Schools interschool sports program.
We have a long-standing reputation for excellence in music and the performing arts. Our students avail themselves of the many opportunities to partake in musical and theatre productions, and are supported by highly qualified staff with extensive professional experience in these industries.
Students at all levels are encouraged to seek opportunities to develop and refine leadership skills. Supported by our dedicated staff, leadership positions exist across a range of sporting, musical, artistic and community service activities.
Our environmental centre – Camp Ibis – on the Gippsland Lakes allows students in Years 5 to 8 to partake in a range of outdoor adventure activities. Furthermore, it serves as the focal point for our environmental sustainability education program.
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Inspired by their schooling, these former students have gone on to help others
A culture of giving
Tim Costello’s earliest political memories include arguing on the way to school with his brother, Peter, and then again in class with their father, Russell, who taught both boys social studies. The World Vision CEO and his younger brother, who became federal treasurer, attended Carey Baptist Grammar School, where Russell taught for 35 years. Perhaps not surprisingly, the trio enjoyed a good debate. “It was just Costellos arguing all the time,” Tim says now. “[But] you didn’t get away with much at school with your father watching.” In the 1960s and early 1970s Carey didn’t have today’s social justice programs that see students volunteer locally and travel interstate and overseas to help disadvantaged communities. However it encouraged its students to emulate its namesake, British Baptist missionary William Carey. “His great motto was, ‘Expect great things from God, attempt great things for God’,” Tim says. When Tim addressed Carey students last year he added: “It needs to actually have a focus beyond yourself.” At home, the Costello family helped at their local Blackburn Baptist Church, which pioneered a halfway house for abused women and programs for neglected children. All these experiences had a huge impact and drew Tim to a career focusing on social justice. After graduating from Carey in 1972, he studied law at Monash University and started his working life as a solicitor. Tim then spent many years as a Baptist minister before joining World Vision in 2004. He is now one of Australia’s best-known voices on social justice, leadership and ethics. Now 60, Tim says the positive influence of his family, school and church combined to make him the person he is. “The message was, ‘You’ve been blessed and this education is going to set you up for life and you have a duty to give back to others’,” he says. ●
(WORLD VISION \ SUPPLIED)
local focus to global vision
Tim Costello
Fed up with violence against women A radio conversation about family violence sparked three St Leonard’s College old collegians into action. Toby Potter, Peter Fraser and Michael Jones, who graduated in 2000, developed the Fed Up Lunch with two other mates for McAuley Community Services for Women, which helps women and children escape family violence. Michael had heard McAuley CEO Jocelyn Bignold on the radio while walking to work. She was talking about the 61,000 reported cases of family violence in Victoria and 70 deaths nationally the previous year. After 10 months of planning, the first Fed Up Lunch was held in February 2015 and raised more than $30,000. Peter, Michael and Toby were horrified by the statistics and wanted to raise money and awareness. “It feels like it’s avoidable,” Michael says. “These are deliberate actions that someone takes to bully, hurt and even kill, and it’s just not on.” Peter works in IT, Toby is Southern Cross Austero’s commercial finance manager and Michael is Sportsbet’s digital operations manager. All have fond memories of St Leonard’s, which encouraged community activities, sport and strong friendships. Peter, who was a lifesaver as a teenager, says his family and school both helped shape him. “I was not always a great student,” he says. “The school stuck by me and helped me in every way they could. My time at St Leonard’s was extremely beneficial and set me on the right path to become the person I am today.” Fed Up hopes to continue its annual lunch and run domestic violence awareness clubs. ●
Michael Jones, TobyMPotter & Peter Fraser A
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(DAVID CALLOW)
Improving Indigenous eye health
Shura Taft
Mitchell Anjou has devoted much of his career as an optometrist to improving community eye health and vision. Since graduating from Camberwell Grammar School in 1978 and studying optometry, Mitchell has worked in public eye care. For more than 20 years he directed the Australian College of Optometry’s clinical services and for the past five has focused on Aboriginal and Torres Strait Islanders’ eye health. Mitchell and the University of Melbourne’s Indigenous Eye Health team, led by Professor Hugh Taylor, are helping to address issues such as trachoma in Aboriginal communities. While Indigenous children have five times fewer vision problems than other Australian children, by age 40 Aboriginal adults suffer six times the blindness and three times more vision loss, much of it preventable, Mitchell told a Camberwell Grammar Gallery of Achievement night. “One of the many joys of my work has been to dress as Milpa the trachoma goanna. As Milpa I am mobbed by Aboriginal kids in remote communities,” he says. Milpa has a simple message: “clean faces, strong eyes”. Mitchell’s upbringing and schooling made him aware of his opportunities and the realisation he could choose to help others. ● ccritchley@theweekly review.com.au
Mitchell Anjou
When Shura Taft visits remote communities as a Red Dust Role Model, he remembers the lessons he learned studying the International Baccalaureate Diploma at Wesley College. As part of his studies, Shura volunteered at his local primary school and with TLC for Kids, which supports sick children and their families. He also helped his beloved Hawthorn Football Club, where he is now match-day MC. Shura’s community mindedness continued after he studied biomedical science at university and moved into the media. He spent seven years at Nova 100 and hosted the Channel 9 children’s television shows Kids WB and Pyramid. He also worked on The Today Show, presented on Postcards, won $50,000 for TLC Kids on Celebrity Singing Bee and hosted Channel Seven’s The Mole and Fox Footy’s The Supercoach Show. Now working for Fox FM and Triple M, Shura, 33, has visited indigenous communities in Australia and Fiji and is a role model for Red Dust Role Models delivering health programs to communities. A keen footballer who recently retired from Collegians Football Club after 15 years, Shura played footy and cricket at school, performed in school musicals and was a senior prefect. He loved Wesley, which instilled a strong sense of community. Shura is determined to keep volunteering with organisations such as Red Dust and TLC. “The thing that I really remember about Wesley was the value system,” he says. “It’s so important to give back.” ●
(INDIGENOUS EYE HEALTH)
Inspiring the next generation
Milpa the Trachoma Goanna
Paula Constant
(SUPPLIED)
Constantly on the move A school program that saw students buddy with Kew Cottages residents in the swimming pool opened Paula Constant’s eyes to the need to help people. The Methodist Ladies’ College boarder found working with people who had mental illness challenging, but the Year 9 experience helped her to become the driven and compassionate person she is today. “To be in a hard-core psychiatric hospital was quite confronting,” Paula says. “The residents were very needy. [But] it was really a fantastic education.” MLC teachers ensured that Paula, from Mansfield, was socially aware and had a global perspective. When she graduated in 1991, she felt like somebody had “opened the doors into how the world operated”. “It made me socially conscious and wanting to explore the world,” she says. Explore it she did. The Rudolph Steiner-trained teacher walked more than 12,000 kilometres through eight countries from 2004-2007, including two years through the Sahara Desert with a camel train. Paula wrote two books about the trip, Slow Journey South and Sahara, and lived in Spain for three years, training in Kundalini yoga, flamenco and classical astrology. Last year Paula opened a wellness centre in Perth, where her sister and mother live. Sowilo Soul Centre runs a variety of programs to empower women. Paula says the many strong women at MLC helped ignite her passion for self-discovery and provided a “network into the world”. She is still in touch with former schoolmates, including Som-Ling Leung, who set up dental charity, Connect to Thrive. “There were so many strong, dynamic women,” Paula says of her schooling. “We were continually told that women could do anything they wanted.” ●
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A new bu uildin ng. A new futu ure.
In 2016, our innovative K–12 educational vision takes centre stage with The Commons, an expansive new facility designed to foster creative thinking for the 21st century. Building upon our key strengths as a Kindergarten to Year 12 school, we are further evolving our teaching, learning g each stage g of their educational jjourney. y and caring approach to allow students to flourish through o cuurr orric icul u ar ul a , wel w we ellllbe lbein bein be i g and annd enhancement enha en nha hanc ncem nc em meennt programs prog pr ogra og ramss will ra wililll further furt fu rthe rt herr support he supp su p or pp o t students’ stud st uden dents ennttss’ Greater integration of curricular, cco-curricular, wellbeing rshi rs hip, hi hip, pm e to en tori riing n and and nd collaboration col olla labo abo b raati t on sski killlll s. ki development of academic, leadership, mentoring skills. Com mm moons ns At the heart of this vision is The Commons ncced ed – a centre of learning with advanced xibl xi bblle technology, communal areas, flexible nce c classrooms, state-of-the-art science sppac aces es.. facilities and specialised research spaces. Join us for an Open Morning andd a tour of The Commons:
Tuesday 16 February, 9.15am 5am m Tuesday 15 March, 9.15am Tuesday 3 May, 9.15am Bookings essential. Contact St Michael’s on 03 85300 3310 du.au or admissions@stmichaels.vic.edu.au Coeducational Kindergarten to Year 12 25 Chapel Street, St Kilda stmichaels.vic.edu.au
ST MICHAEL’S GRAMMAR SCHOOL 25 Chapel Street, St Kilda, Victoria, 3182 +61 3 8530 3310 admissions@stmichaels.vic.edu.au www.stmichaels.vic.edu.au
Principal \ Simon Gipson
Appointed Head of St Michael’s in 2000, Simon Gipson has an international career in education spanning more than three decades. He received the Lynda Gratton Business Leader of the Year award in 2012, was elected a National Fellow of the Australian Council for Educational Leaders in 2013, and admitted as a Fellow of the Australian College of Educators in 2014.
the basics
About St Michael’s Grammar School
St Michael’s Grammar School is one of Australia’s leading independent coeducational schools, educating more than 1300 students from Kindergarten to Year 12. St Michael’s was established by the Anglican Community of the Sisters of the Church in 1895. The visionary principles and values of its founders remain central to the School’s progressive culture. St Michael’s educates students to communicate and negotiate; think critically; live with dignity, respect, care and compassion; and to respect others and the environment. While the School draws from the past, its focus is on the future. St Michael’s strives to challenge young minds and equip students with the skills, knowledge and confidence necessary to be contributing citizens of the 21st century. St Michael’s extensive academic, co-curricular and pastoral care programs empower students to chart their preferred educational paths, explore individual interests and enjoy rich learning experiences. For students, school life is about finding and embracing their unique identity. In the classroom, the School aims to stimulate students’ abilities and nurture the different stages in their intellectual, emotional, spiritual and social development. St Michael’s is small enough to focus on the individual, but large enough to offer the depth and breadth of courses required to challenge students. The School is located on a single campus, which allows students across all year levels to mingle in the playground and work collaboratively. St Michael’s considers its “one campus, one community” approach to provide the best possible learning environment. Teachers adopt a collaborative approach to teaching and learning, which supports diverse students’ interests. The School focuses on developing the individual talents of each student so they may gain the skills, confidence and experience necessary to become lifelong learners. Parent engagement is also crucial – St Michael’s believes students learn best when they, with their parents, are welcomed into the school community, feel engaged and develop a strong sense of belonging. This year, St Michael’s opened its new K–12 facility, The Commons. The three-storey building includes a new library and research hub, dual-level science investigation area, large indoor cafeteria, food technology facilities, and an archival space to restore and preserve our school’s history.
SOCIAL
SPORT
As part of the school’s student-run VCE Mentor Program, Year 11 and 12 students spend time each fortnight with their younger peers to bridge the gap between the junior and senior years, and to support junior students with their transition into secondary schooling. The program has proven to be a great success.
Sport at St Michael’s is exciting and varied, with a focus on teamwork, leadership, and developing skills and strategies. A diverse curriculum includes traditional sports such as running, swimming, football and netball, and less-mainstream sports such as diving, yoga and martial arts.
Years 3-year-old Kindergarten – Year 12 Denomination Anglican Gender Coeducational Fees POA Boarding No Scholarships Years 5, 6, 7, 8, 9 and 10.
extra facts From 2016, St Michael’s is further evolving its approach to teaching, learning and caring with a new K–12 structure that focuses on four key learning areas: Kindergarten to Year 1; Years 2 to 5; Years 6 to 9; and Years 10 to 12. Each of the four stages will be overseen by a team of staff, who will be responsible for fewer students, enabling them to build better connections, knowledge and relationships. A stronger vertical alignment from K–12 will also allow greater integration between year levels, and provide a natural progression for each student. Visit St Michael’s website for further details.
PERFORMING ARTS
OUTDOOR EDUCATION
Our award-winning Performing Arts Program tackles highly challenging material, staged at venues such as the Athenaeum, Gasworks and Malthouse theatres. The program caters for a breadth of abilities and seeks to build students’ skills in different aspects of drama, dance and musical theatre.
Incorporating the beauty and vastness of Australia into the learning process, our Outdoor Education program emphasises personal growth through outdoor experiences, focusing on three strands: self, others and the natural world. Each year level has a theme, designed to build on past experiences.
SCIENCE Science units are taught using an inquiry-based philosophy, in which students develop their curiosity about the world, ask questions and seek answers through exploration and investigation. Our new building, The Commons, includes a specialised science and technology area for research and experimentation.
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WESLEY COLLEGE 5 Gladstone Parade, Elsternwick, Victoria, 3185 620 High Street Road, Glen Waverley, Victoria, 3150 577 St Kilda Road, Melbourne, Victoria, 3004 + 61 3 8102 6888 admissions@wesleycollege.net wesleycollege.net
Principal \ Dr Helen Drennen
Dr Helen Drennen was appointed Principal of Wesley College Melbourne in 2003 and brings to the role extensive national and international experience in primary and secondary education. Helen is currently a Trustee of the Shrine of Remembrance and a member of the Monash University Council.
the basics
About wesley college
Wesley College Melbourne, Registered School No. 1, is a coeducational, open-entry school of the Uniting Church with a rich tradition on which to base its liberal, broadly based curriculum. Opened on January 18, 1866, Wesley College has enriched the lives of thousands of young people in its 150-year history. CAMPUSES » Elsternwick: 3-year-olds to Year 9, 12km from Melbourne » Glen Waverley: 3-year-olds to Year 12, 15km from Melbourne » St Kilda Road: 3-year-olds to Year 12, 5km from Melbourne A Year 9 residential program operates in Clunes, and there are three Outdoor Education camps in Victoria, near Paynesville, Healesville and Portland. In 2004, Wesley College established the Yiramalay/Wesley Studio School in partnership with the Aboriginal people of the Fitzroy Valley community in the Kimberley, Western Australia. This major educational initiative has enhanced the lives of students from both communities. Academic Excellence: Students from all backgrounds, countries, religions and cultures study at Wesley because of its excellent educational reputation, facilities and student support. Many graduates continue their studies at major Australian universities and others around the world. Curriculum: Wesley College offers a balanced approach to learning, a concern for the whole student and a range of opportunities for young people in an innovative and caring environment. The curriculum for Early Childhood to Year 6 is based on the International Baccalaureate Primary Years Programme (IB PYP). The middle year’s curriculum includes the International Baccalaureate Middle Years Programme (IB MYP). This prepares children in Years 7 to 9 for the choices and rigour of academic study in the senior years. In Years 10 to 12, students are offered an adult-style learning environment with more than 40 VCE subjects, 29 International Baccalaureate Diploma subjects and three VET subjects available.
Years 3yo – Year 12 Denomination Uniting Church Gender Coeducational Fees $17,570 – $29,720 Boarding Yes (To begin in Term 4 2016) Scholarships Students from Year 5 onwards are encouraged to apply.
extra facts In its 150-year history the College has produced many outstanding alumni including: » Two former Australian prime ministers » A Nobel Laureate » 23 politicians » Thirteen Rhodes Scholars » Four current Supreme Court judges and one High Court judge » 36 Olympic athletes, and » A multitude of prominent scientists, teachers, artists and business leaders.
SOCIAL
LANGUAGES
MUSIC
SPORT
Wesley encourages students to express their views in a mature, positive manner and work to change our world for the better. Each of our campuses has a strong culture of promoting social justice at all ages and year levels.
The following languages are offered across the College to VCE/IB Diploma level: Chinese as a first and second language, French, German, Japanese and Spanish. We also support the maintenance of Aboriginal language through the Yiramalay program with the Fitzroy Valley community in the Kimberley.
Our outstanding dramatic and musical productions are regular cultural highlights. Music at Wesley is focused on self-expression and inspiration and students are encouraged to join Wesley’s numerous bands and ensembles.
Wesley values its sporting traditions and history of success in the sporting arena. Sport is a compulsory co-curricular activity for all students from Years 5-12, with 19 different sports offered. More than 120 teams compete each week from Year 7 to Firsts level.
OUTDOOR EDUCATION Wesley College offers a remarkable sequence of outdoor experiences that’s carefully layered into our school program from Years 3 to 10. Our three outdoor education sites are located at Healesville, the Gippsland Lakes and Cape Bridgewater.
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A CATHOLIC JESUIT COLLEGE xavier.vic.edu.au Established 1878
Xavier College
Discover a lifelong love of learning and service to others For nearly 500 years, Jesuit education has pursued excellence in academic, sport, music and community service. By the time our students graduate in Year 12, not only will they have a well rounded academic education, they would have completed a minimum of 150 hours of service for others under the Ignatian Service Program.
DISCOVER XAVIER IN 2016 Saturday 20 February Combined Tours at Saturday 6 August Senior Campus and Burke Hall Campus Thursday 27 May Thursday 28 October
Tours at Burke Hall Campus
Tuesday 15 March
Open Mornings at Kostka Hall
Tuesday 24 May
The Xavier Model of a Catholic Jesuit Education Early Years 3-year-old – Year 4 Co-education
Middle Years Year 5 – Year 8 Boys
Senior Years and Boarding Year 9 – Year 12 Boys
Tuesday 9 August Tuesday 25 October For more information visit xavier.vic.edu.au or contact Di Odgers, Head of Admissions on (03) 9854 5307
XAVIER COLLEGE Senior Campus: 135 Barkers Road, Kew, Victoria, 3101 Burke Hall Campus: Studley Park Road, Kew, Victoria, 3101 Kostka Hall Campus: 47 South Road, Brighton, Victoria, 3186 +61 3 9854 5307 admissions@xavier.vic.edu.au xavier.vic.edu.au
Principal \ Dr Chris Hayes
Xavier College provides a Jesuit education and has a clear purpose: the development of a well-rounded Christian person of competence, conscience and compassion who will be of service in the world and has the generosity to make a contribution.
About xavier college
the basics
The College educates approximately 2100 students on three campuses: Senior Campus (Kew), boys Years 9-12 (including boarders); Kostka Hall (Brighton), Coeducational 3-year-old to Year 4, boys Years 5-8; Burke Hall (Kew), Coeducational 3-year-old to Year 4, boys Years 5-8. Founded in 1878, Xavier College is a Catholic school within the Jesuit tradition. A Jesuit education seeks to impart a vision of a better world and engenders in students a powerful sense of personal responsibility for helping to shape and create that better world through their leadership and service. Xavier College aspires “to set hearts on fire” by an educational commitment to a faith that does justice. At Xavier, we challenge our students to pursue excellence in all things both within and beyond the classroom. Education for life in the true sense embraces the intellectual, spiritual, moral and social aspects of life. This ensures that each individual achieves their full potential. In addition to its strong academic programs, including university extension programs, Learning Enhancement Centres and IB (Primary Years Programme), Xavier College offers an extensive range of music, sports, and co-curricular activities, including community service and overseas exchange programs. Xavier regularly features in the annual list of highest-performing schools in the Victorian Certificate of Education. It is fundamentally committed to scholarship and to the intellectual development of the students entrusted to the College. One theme that comes through strongly for the students is that they should aim to become “Men and Women for others”. Drawing on its Jesuit ethos, Xavier presents the challenge of preparing to live lives of love and service for others. At its heart Xavier College is a community where students are connected to the college not just for their school days but for the rest of their lives, through an active alumni body, the Old Xaverians’ Association, of which they all become life-long members upon graduation. Xavier College is an historic school founded in 1878 and, while it draws on its rich history, it is also a forward-looking school, very much embracing the challenges and opportunities presented by the 21st century.
Years Coeducational 3-year-old Kindergarten to Year 4, boys from Year 5 – Year 12 Religion Catholic Gender Coeducational Fees Year 12 – $25,767 Scholarships Yes
extra facts At Xavier College, we challenge our students to pursue excellence in all things within and beyond the classroom. Education for life in the true sense – intellectual, spiritual, moral and social – means ensuring that each individual achieves his or her highest potential.
Social
Curriculum
Arts Program
Music Program
Sport Program
By the time our students graduate from Xavier in Year 12, they have completed a combined total of 26,000 hours of service for others under the Ignatian Service Program. Students have a responsibility to share their time and talents with others, to learn from others and to change the world for the better.
Xavier College has always provided a first-class grounding in all the traditional core subjects and a breadth of learning experience. With the three-tiered model of Early Years, Middle Years and Senior Years, the curriculum caters towards the social, physical and emotional growth of our students.
Art is an integral part of education at Xavier in both Art History and practical classes. Students can express their talents through a variety of media, ranging from traditional modes of artistic expression to multi-media creations and digital art.
Students have numerous opportunities to develop their musical talents. In addition to theory classes, they can learn a variety of instruments and be part of the school’s 58 orchestras, ensembles, choirs and bands. The college also offers opportunities for students to play in college and public performances and to go on overseas music tours.
Xavier Sport involves education through sport, about sport, and participation in sport furthering the Ignatian philosophy of developing the whole individual. Xavier offers a huge variety of sports catering for students’ different talents, as well as opportunities for overseas sporting tours.
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Check out
THE WEEKLY REVIEW
Schools Guide
online for a comprehensive listing of all schools in Victoria
theweeklyreview.com.au/schoolsguide
SCHOOLS DIRECTORY Key facts about independent schools in this guide CAULFIELD GRAMMAR SCHOOL
Wheelers Hill Campus: 74-82 Jells Rd, Wheelers Hill, 3150 Malvern Campus: 5 Willoby Avenue, Glen Iris, 3146 Caulfield Campus: 217 Glen Eira Rd, East St Kilda, 3183 +61 3 9524 6300 cgs@caulfieldgs.vic.edu.au www.caulfieldgs.vic.edu.au
» Wheelers Hill Campus: 1014 students Malvern Campus: 430 Caulfield Campus: 1350 » Wheelers Hill: Pre Prep – Year 12 Malvern: Kinder – Year 12 Caulfield: Year 7 – Year 12 Associated with Anglican Church Coeducational
For more details page go to 9
DE LA SALLE COLLEGE
1,160 students Years 4 – 12 Catholic Boys only
FIRBANK GRAMMAR SCHOOL
1250 students For more Years ELC – Year 12 details page Anglican go to 15 Brighton: Girls ELC – Year 12 Sandringham: Coeducational ELC – Year 6
GEELONG GRAMMAR SCHOOL
1500 students ELC – Year 12 Anglican Coeducational
For more details page go to 17
HAILEYBURY
4,000 students ELC – Year 12 Non-denominational Parallel education
For more details page go to 19
KILVINGTON L LVINGTON GRAMMAR SCHOOL
720 students ELC – Year 12 Baptist Coeducational
For more details page go to 21
K KOROWA ANGLICAN GIRLS’ SCHOOL
700 students ELC – Year 12 Anglican Girls only
For more details page go to 25
1318 High Street, Malvern, 3144 +61 3 9508 2100 enrolment@delasalle.vic.edu.au www.delasalle.vic.edu.au
51 Outer Crescent, Brighton, 3186 45 Royal Avenue, Sandringham, 3191 +61 3 9591 5188 enquiries@firbank.vic.edu.au www.firbank.vic.edu.au
50 Biddlecombe Avenue, Corio, 3214 +61 3 5273 9200 admissions@ggs.vic.edu.au www.ggs.vic.edu.au
855 Springvale Road, Keysborough, 3173; 120 South Road, Brighton East, 3187; 138 High Street, Berwick, 3806; 383 King Street, West Melbourne, 3003; 6 Gongxue Road, Gaocun County, Wuqing District, Tianjin, China +61 3 9904 6000 admissions@haileybury.vic.edu.au www.haileybury.vic.edu.au
2 Leila Road, Ormond, 3204 +61 3 9578 6231 enquiries@kilvington.vic.edu.au www.kilvington.vic.edu.au
10-16 Ranfurlie Crescent, Glen Iris, 3146 +61 3 9811 0200 admissions@korowa.vic.edu.au www.korowa.vic.edu.au
For more details page go to 12
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SCHOOLS DIRECTORY LAURISTON GIRLS’ SCHOOL
975 students Kindergarten – Year 12 Secular Co-ed to Kindergarten Girls only: Prep – Year 12
LORETO MANDEVILLE HALL TOORAK
960 students ELC – Year 12 Catholic Girls | ELC coeducational
For more details page go to 29
MELBOURNE GIRLS GRAMMAR
980 students ELC – Year 12 Anglican Girls only
For more details page go to 31
MELBOURNE GRAMMAR SCHOOL
1800 students For more Prep – Year 12 details page Anglican go to 33 Grimwade House: (Prep – Year 6) coeducational; Wadhurst and Senior School: – Boys only
MENTONE GIRLS’ GRAMMAR SCHOOL
730 students ELC – Year 12 Anglican Girls only
MENTONE GRAMMAR
1400 students For more ELC – Year 12 details page Anglican go to 39 ELC – Year 4: Coeducational; Years 5 – 9: Single gender; Years 10 – 12: Coeducational
METHODIST LADIES’ COLLEGE (MLC)
2,000 students MLC Kindle (6 weeks – 5 years) and Prep – Year 12 Girls only (Kindle: Coeducational)
For more details page go to 41
O LEIGH GRAMMAR OAK
720 students (K-12) ELC – Year 12 Christian Coeducational
For more details page go to 43
38 Huntingtower Road, Armadale, 3143 +61 3 9864 7505 admissions@lauriston.vic.edu.au www.lauriston.vic.edu.au
10 Mandeville Crescent, Toorak, 3142 +61 3 9823 8100 admissions@loretotoorak.vic.edu.au www.loretotoorak.vic.edu.au
86 Anderson Street, South Yarra, 3141 +61 3 9862 9200 enrolments@mggs.vic.edu.au www.mggs.vic.edu.au
Grimwade House: 67 Balaclava Road, Caulfield, 3161 Wadhurst and Senior School: 355 St Kilda Road, Melbourne, 3004 +61 3 9865 7555 mgs@mgs.vic.edu.au www.mgs.vic.edu.au
11 Mentone Parade, Mentone, 3194 +61 3 9581 1200 info@mentonegirls.vic.edu.au www.mentonegirls.vic.edu.au
63 Venice Street, Mentone, 3194 +61 3 9584 4211 enquiry@mentonegrammar.net www.mentonegrammar.net
207 Barkers Road, Kew, 3101 +61 33 9274 6316 (Admissions) admissions@mlc.vic.edu.au www.mlc.vic.edu.au
77-81 Willesden Road, Oakleigh, 3166 +61 3 9569 6128 moreinfo@oakleighgrammar.vic.edu.au www.oakleighgrammar.vic.edu.au
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For more details page go to 35
online
FOR A COMPREHENSIVE GUIDE TO ALL VICTORIAN SCHOOLS VISIT
THEWEEKLYREVIEW.COM.AU/SCHOOLSGUIDE
SA RÉ CŒUR SAC
730 students Prep – Year 12 Catholic Girls only
For more details page go to 45
SHELFORD GIRLS’ GRAMMAR
600 students (approx.) ELC – Year 12 Anglican ELC: Coeducational. Girls only: Prep – Year 12
For more details page go to 47
ST CATHERINE’S SCHOOL
740 students ELC – Year 12 Non-denominational Girls only: Prep – Year 12 / ELC coeducational
For more details page go to 49
ST KEVIN’S COLLEGE
2,000 students ELC – Year 12 Catholic Boys Only
ST LEONARD’S COLLEGE
1450 students ELC – Year 12 Uniting Church Coeducational
ST MICHAEL’S GRAMMAR SCHOOL
1320 students 3yo kindergarten – Year 12 Anglican Coeducational
WESLEY COLLEGE
3100 students 3yo – Year 12 Uniting Church Coeducational
For more details page go to 59
XAVIER COLLEGE
2080 students across three campuses Co-ed: 3yo – Year 4 Boys: 3yo – Year 12 Catholic
For more details page go to 61
172 Burke Road, Glen Iris, 3146 +61 3 9835 2700 registrar@sac.vic.edu.au www.sacrecoeur.vic.edu.au
3 Hood Crescent, Caulfield, 3161 +61 3 9524 7333 information@shelford.vic.edu.au www.shelford.vic.edu.au
17 Heyington Place, Toorak, 3142 +61 3 9822 1285 admissions@stcatherines.net.au www.stcatherines.net.au
Glendalough: 75 Lansell Rd, Toorak, 3142 | +61 3 9827 9808 Waterford: 20 Darlington Pde, Richmond, 3121 | +61 3 9421 4319 Heyington: Moonga Rd, Toorak, 3142 | +61 3 9822 0911 omnia@stkevins.vic.edu.au | www.stkevins.vic.edu.au
163 South Road, Brighton East, 3187 +61 3 9909 9300 enrolment@stleonards.vic.edu.au www.stleonards.vic.edu.au
25 Chapel Street, St Kilda, 3182 +61 3 8530 3310 admissions@stmichaels.vic.edu.au www.stmichaels.vic.edu.au
Elsternwick: 5 Gladstone Parade, Elsternwick, 3185 Glen Waverley: 620 High Street Road, Glen Waverley, 3150 St Kilda Road: 577 St Kilda Road, Melbourne, 3004 +61 3 8102 6888 admissions@wesleycollege.net | www.wesleycollege.net
Senior Campus: 135 Barkers Road, Kew, 3101 Burke Hall Campus: Studley Park Road, Kew, 3101 Kostka Hall Campus: 47 South Road, Brighton, 3186 +61 3 9854 5307 admissions@xavier.vic.edu.au | www.xavier.vic.edu.au
For more details page go to 53
For more details page go to 57
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BEST OF BOTH WORLDS Mentone Grammar is acknowledged as a dynamic coeducational learning environment. Middle School is where our unique education model truly shines. Girls and boys learn apart in Years 5-9, with all and girls develop differently during various stages of adolescence. It’s the best of both worlds!
Outstanding Coeducational Opportunities ELC – 12. School Tours every term or by appointment. Please see our website for details. 63 Venice St, Mentone | Phone 9584 4211 | www.mentonegrammar.net