Schools at the forefront of great innovation
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Harnessing artificial intelligence for good
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Building body parts and future CEOs
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When the classroom becomes the lesson
Anay is a passionate thinker and Australian Problem-Solving Champion. His big mission in life? To join the astronauts on Mars as a flight surgeon. Talented in Music, the Arts, Science and Humanities, Anay loves to follow his passions both in and outside of the classroom. Whether it’s solving a Rubik’s cube or complex problems, we’re here to launch all our students’ passions to new heights.
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We are very fortunate in Victoria to have some genuinely world-class independent schools to choose from when making that all-important decision about where to ground our children’s future.
The schools featured in this 2024 edition of Domain’s Independent Schools Guide are full of “big ideas” to inspire you.
In these pages, we explore some of these, from harnessing the power of artificial intelligence for good to creating exciting partnerships to produce the chief executives of the future. We witness students building businesses, and cutting-edge
learning spaces being incorporated into the curriculum.
Yet those “big ideas” don’t just refer to pioneering ways to improve academic results – the long-lived lessons of the pandemic have seen schools transform to put wellbeing front and centre.
Whichever of these schools you choose, you can be sure innovation is at its heart.
But we have profiled the latest “big ideas” from each school to inspire you with the confidence to make this big life decision.
From all of us here at Domain Education, we wish you the best for your child’s educational journey, wherever it may take them.
Schools are now less worried about their students cheating with AI and more interested in the technology’s potential to enhance student learning in new and exciting ways.
Next gen: Westbourne Grammar School students use AI as part of their learning experiences.
When ChatGPT was released in late November 2022, it sparked a mix of excitement and terror.
For schools, the likelihood of students using the artificial intelligence (AI) chatbot to cheat was high on the list of fears. There were also valid concerns it would make students less resilient if the natural struggle of learning was taken away.
But almost 17 months later, the conversation has shifted to new terrain, with many educators recognising the transformative benefits of AI.
Westbourne Grammar School
Principal Adrian Camm says while those initial fears had lingered for a long time in some schools, the dialogue had recently become more “elevated”. “We’re now talking about things that are more nuanced, more complicated,” he says. “How do we best use it to provide really great learning experiences [for] the young people in our care?”
Melbourne Girls Grammar School (MGGS) Principal Dr Toni Meath says the technology and awareness of AI has rapidly evolved since the release of ChatGPT.
“It’s not going away, and we need to be aware of how it can be used, how we can harness it and also be aware of its limitations and the critical thinking around that,” she says.
The school doesn’t shy away from AI technology, Meath says. Instead, it encourages students to use technology such as ChatGPT as a potential first step – to help with the initial draft of a writing assignment, for example.
“I’ve even known teachers to say, ‘OK, well, this is the essay question – what does AI think?” she says.
“That’s not the end point but it’s a starting point for thinking.”
At Cornish College we believe education goes hand in hand with exploration.
Beginning with our 3 Year Old Early Learning program and continuing through to Year 12, our students are encouraged to identify problems and seek out solutions, cultivating their creativity as well as their entrepreneurial spirit.
Book a school tour For more information
T: 9781 9008
E: admissions@cornishcollege.vic.edu.au
While AI can be a great tool for fostering curiosity, Meath says the school maintains a heavy focus on encouraging students to enjoy the pleasure and rigour of learning without becoming too reliant on technology.
So, while students might be able to pass by submitting an AI-generated assignment that can’t be detected, that’s certainly not the goal.
“What we instil in our Grammarians is maintaining our capacity to think, to be critical thinkers, to be sceptical,” Meath says. “So, we learn how to learn.”
Back at Westbourne, some students are tinkering with creating their own technology, such as an AI assistant that has been embedded into the school’s learning management system.
help guide all school communities to enjoy the potential benefits to teaching and learning what generative AI offers while mitigating the risks.
Camm believes AI will eventually augment human intelligence.
“It’s possibly the biggest thing that’s going to happen in our lifetime,” he says, adding: “We’re moving into new terrain as a society. Things are just going to continue to accelerate, and we need to embrace it.
“And schools need to be at the forefront of this, because if schools aren’t talking to kids about it, who is?” Continued
Dr Toni Meath Principal of Melbourne Girls Grammar
“AI is not going away, and we need to be aware of how it can be used, how we can harness it and also be aware of its limitations and the critical thinking around that.”
“How do we best use it to provide really great learning experiences with the young people in our care?” Adrian Camm
That assistant can answer student questions such as: “What time does period two finish?” or “Who teaches Year 8 science?”
Camm says students are encouraged not to just passively consume technology, but create tomorrow’s technology, which means they must understand it from the inside out.
For its part, in December the federal government released a national framework designed to help school communities use generative AI safely and effectively. The framework, developed by the National AI Schools Taskforce, focuses on the privacy, security and safety of students.
It says generative AI tools should only be used in ways that “respect and uphold privacy and data rights, comply with Australian law, and avoid the unnecessary collection, limit the retention, prevent further distribution, and prohibit the sale of student data”.
Launching the framework, Minister for Education Jason Clare said it would
At Kingswood College, we prepare young people to face the future with confidence and courage. Our passionate teachers and small class sizes make all the difference. We value learning, identify strengths, and create an environment full of opportunities for our students to belong, thrive and achieve together.
Book a tour today it’s closer than you think
For Fitzroy’s Academy of Mary Immaculate, strength comes from building one community with many voices.
Krissy Francis wanted to make a difference when she left Academy of Mary Immaculate last year. The school’s Dux is now studying a bachelor of science at the University of Melbourne, working at a specialist sensory equipment gym in the northern suburbs, and helping out in the Academy’s PE department.
“The knowledge and experiences I gained will stay with me as I go out into the world.”
Since the school at the edge of the CBD opened its doors in 1857, improving the lives of students and those living and working in the community has been paramount.
As well as achieving impressive academic results — in 2023, 19 per cent of students achieved an ATAR of 90 and above and 42 per cent of students achieved a score of 80-plus — a commitment to social justice is an integral part of an Academy education.
Synergy and Justice Leader Melinda Sachanandani oversees an extensive Justice Program for years 7 to 12.
“Students serve breakfast to the homeless at St Mary’s House of Welcome, support students at Fitzroy Homework Club, run activities at local primary schools, spend time with the elderly in aged care and champion First Nations causes,” she says.
“Last year, students organised a stall to raise funds for people affected by the earthquake in Turkey and Syria. They also drive awareness campaigns about social, political and cultural issues.
“That sense of being aware and of being a valued citizen and building a better future together is important to Academy.”
Principal Sr Mary Moloney says it is a faith-based school, “and you can only live your faith if you live it in action”.
Address:
88 Nicholson Street, Fitzroy, VIC 3065
academy.vic.edu.au
Enquiries: 9412 7100
enquiry@academy.vic.edu.au
Years: 7–12
Denomination: Catholic
Gender: Girls
Fees: $10,000
Boarding: No
Scholarships: No
ATAR (median for 2023): 76.55
“I’m hoping to pursue a career in healthcare,” she says. “That’s been an aspiration of mine for a while as the idea of helping people in any way I can is extremely fulfilling. I’d love to spend my life doing that.
“Academy helped me become the person I am today. The school taught me about myself and how to discover and pursue new passions. It taught me to be confident and to be accepting and compassionate towards others and their differences.
“Each year, we ask the Senior Student Leadership Team to choose a theme for the school, and they take that very seriously,” she says. “Last year, the theme was ‘Many voices, one community’. This year it is ‘Stronger together’, which recognises we can achieve great things by working together.
“Our girls receive the best possible education so they can go into the world and make a difference, and they work together knowing they can improve the lives of others.”
“We give girls the courage to say, ‘What can I do to make a positive difference?’” Sr Mary Moloney, Principal
Ave Maria College has formed a ground-breaking partnership with a top English football club, offering diverse opportunities.
Always searching for ways to empower girls and break barriers, Ave Maria College recently partnered with the English Premier League football club Liverpool FC ’s International Academy. The collaboration sees the College become the club’s only all-girls high performance soccer academy in Australia.
“Our charter for education is about providing opportunities, and we are
always looking for different pathways for our students,” says Dane Calleja, Executive Deputy Principal of Ave Maria College.
Not only will students have access to exclusive high performance training programs but also the ability to complete micro credentials in sports management, physical education, and health through the Australian College of Physical Education.
Calleja says this latest initiative is part of Ave Maria’s mission to provide an educational experience that unites faith, learning and wellbeing and encourages girls to break down traditional barriers.
“We want our students to belong, engage, grow and thrive through a range of academic pathways, programs and experiences that enable girls to take that next step, break pre-existing boundaries and further their discovery of self,” says Calleja.
Student voice is also highly valued by the College as students are encouraged from Year 7 to take on formal and informal leadership roles.
College Co-Captain for 2024 Charlotte Rowbottom is no stranger to leadership, having held several positions since joining in Year 7.
“We’ve had strong, independent young women as leaders and I always looked up to them,” she says. “I’m ecstatic to be able to hopefully inspire other girls.”
More than 100 leadership positions are available each year across a diverse array of portfolios allowing students to serve their community and impact decisions that affect them.
“Being here and having the support of teachers has built my confidence to see things that need to change and to take action,” says Rowbottom.
Throughout the year, elected student leaders participate in a series of leadership seminars to build on their skills and generate new ideas to improve the College experience. One of their 2023 initiatives saw the College host young people from across Australia for the inaugural student-led Youth Response Conference focused on global sustainability issues.
Calleja says: “It was another opportunity for our students to apply their knowledge and understanding with a real-life purpose.
“We want our students to be prepared to lead the world of the future and make their mark.”
“We want our students to be prepared to lead the world of the future and make their mark.”
Dane Calleja, Executive Deputy Principal
Ave Maria College
Address: 14-22 Vida Street, Aberfeldie, VIC 3040
avemaria.vic.edu.au
Enquiries: 9931 9300
Years: 7–12
Denomination: Catholic
Gender: Girls
Fees: $8200–$9600
Boarding: No
Scholarships: Yes
ATAR (median for 2023): 73.70
IN PARTNERSHIP WITH
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Caulfield Grammar School’s Year 9 Kakadu Program embraces the stories, culture and communities of the Northern Territory.
When Caulfield Grammar School students swap the classroom for Kakadu National Park, the effects on young minds are far-reaching and long-lasting. The award-winning Year 9 program immerses students in communities where they learn first-hand about living in one of Australia’s remotest regions. First Nations people teach students about Indigenous languages, living on
Country and the harshness and beauty of the environment.
Year 9s stay on a working cattle property near Katherine, learn about the culture and histories of the Jawoyn people and visit community and social justice organisations to understand the challenges the resident population faces.
Caulfield Grammar Director – Student Experience Mike Gregory says the 24day experience is profound.
“The Kakadu Program is about personal growth, taking students away at that mid-adolescent age and providing them with a challenging experience,” he says.
“We put them in a very different place, far away from their normal routines and environment. Some of the scaffolding from school and home disappears, and students have to manage homesickness, resolve any conflict with peers and negotiate living spaces.
“They work out how they are going to care for each other and they gain a greater understanding of two worlds –their world and the world of remote Aboriginal communities.”
The program has been designed with First Nations community support. Caulfield Grammar School operates a permanent campus in Kakadu National Park with the agreement of the traditional owners of the land.
“When students return to school, they’re very aware of the experience they’ve had and the personal growth that has happened. They take that forward through the rest of their years at Caulfield Grammar,” Gregory says.
What the Year 9 students say Student 1: “Community was an important factor that helped me grow and alter my identity for the better. We frequently interacted with the Jabiru Area School and I’m grateful we got to bond with and help the students in JAS. It helped me gain a new perspective that everyone’s life is different.” Student 2: “Two life-changing things I found [were] the importance of relationships and friendships, and discipline. The trip was the longest time I’d been away from home and the things that helped me through were my connections to the staff and my peers, and my determination to get through. Staff and friends supported and encouraged me, which I’ll remember when going through any challenge.”
“We take students to a very different part of the world and give them a very different experience.” Mike Gregory, Director – Student Experience
Caulfield Grammar School
Wheelers Hill Campus
ELC–Year 12 74-82 Jells Road, Wheelers Hill, VIC 3150
Malvern Campus
ELC–Year 6 5 Willoby Avenue, Glen Iris, VIC 3146
Caulfield Campus
Years 7–12
217 Glen Eira Road, St Kilda East, VIC 3183
caulfieldgs.vic.edu.au
Enquiries: 9524 6333 admissions@caulfieldgs.vic.edu.au
Years: ELC –12
Denomination: Anglican
Gender: Co-educational
Fees: $22,421 (Prep) –$37,553 (Year 12)
Boarding: From Year 9 at Caulfield Campus
Scholarships: Yes
ATAR (median for 2023): 82.5
IN PARTNERSHIP WITH
Geelong Grammar’s dynamic Toorak Campus will soon offer a direct pathway to the school’s in-demand Timbertop experience.
Located in a quiet corner of inner Melbourne is Geelong Grammar School’s Toorak Campus, thoughtfully educating students from ELC to Year 6. The Head of Campus, Nicole Ginnane, describes the environment as “vibrant and joyful” and says it has always been a place where teachers know their students.
“We are small and intimate enough that all our teachers know all the children,” she says.
For Dr Benjamin Zonca, the newly arrived Deputy Head of Campus and Head of Learning and Teaching, the strong sense of community at the Toorak Campus is tangible.
“Parents know each other, teachers are well-connected to the children and to the families, and everyone instantly feels included,” he says.
Until now, students completing Year 6 at Toorak Campus have traditionally continued their educational journey at the Corio Campus, either as day students or boarders.
Embracing the interest from local families, Geelong Grammar School has recently announced a new opportunity.
Known as The Glamorgan Initiative, the Toorak Campus will be progressing with the design of a Middle Years program, which will include the phased introduction of years 7 and 8 from 2027, providing an enriching educational experience closer to home.
This allows families to keep their children at the school for longer until
at Geelong Grammar School. Years 7 & 8 returns to Toorak from 2027.
they are ready to join Geelong Grammar’s in-demand Year 9 program at Timbertop.
“We have created an inclusive pathway that allows children to stay living at home with their families for longer and to then go to Timbertop and then move to years 10, 11 and 12 at the Corio Campus,” explains Ginnane.
“Many families who leave us in Year 6 don’t want to go to another school, but they feel their children are too young for boarding or commuting to Corio.
“The introduction of years 7 and 8 provides a solution that families have been looking for.”
After completing years 7 and 8 at the Toorak Campus, students can move into one of the most sought-after but limited positions at Geelong Grammar’s Timbertop Campus near Mansfield in the Victorian Alps.
The Toorak Campus is favoured by parents searching for an avenue to this formative Year 9 experience.
It also offers a holistic, studentcentred philosophy, individualised support and many opportunities for children to grow their confidence, talents and interests.
“We have strong pedagogical values around creative education, positive education and adventure education and this continues into the early secondary years in years 7 and 8,” says Zonca.
“As an International Baccalaureate Primary Years Programme school, our teaching and learning point towards building enduring understanding and
big ideas,” he says. “Learning is meaningful and our small class sizes encourage children to build skills to express themselves in many different ways.”
The positive education curriculum teaches students to understand themselves and their emotions and develop self-regulation skills to make informed decisions.
Children explore their character strengths and work on areas they’d like to develop further.
The adventure education element of the curriculum promotes students being adventurous learners. This aspect includes an adventure camp, a kitchen
“This is an opportunity to build an innovative, purposely designed Middle Years program.” Dr Benjamin Zonca, Deputy Head of Toorak Campus
garden program, and a practical bike education program that teaches children how to ride safely.
Looking ahead, the school is working on a design master plan with architects and the school community to create dedicated spaces for the years 7 and 8 students when they arrive.
“Families are very excited about this new opportunity and we are already seeing significant interest from families across Melbourne,” says Ginnane.
“We are all looking forward to this next step in the school’s journey.”
Bostock House
139 Noble Street, Newtown, VIC 3220
Corio Campus
50 Biddlecombe Avenue, Corio, VIC 3214
Timbertop Campus
Private Mail Bag, Mansfield, VIC 3722
Toorak Campus
14 Douglas Street, Toorak, VIC 3142
ggs.vic.edu.au
Enquiries: 5273 9307
admissions@ggs.vic.edu.au
Years: ELC–Year 12
Denomination: Anglican
Gender: Co-educational
Fees: See website
Boarding: Yes
Scholarships: Yes
ATAR (median for 2023): 82.9
Kindergarten to VCE Essendon
2023 WINNER:
The Age ‘Schools that Excel’ (Non-Government, West)
Talk to us about enrolments for entry into Kindergarten and Prep in 2025 and 2026.
Please contact our Director of Admissions, Ms Sandy Nelson
T: 03 9325 5000
E: admissions@lowtherhall.vic.edu.au
Scan here Book a Tour!
www.lowtherhall.vic.edu.au
School-based entrepreneurship programs are helping students plan, develop and execute business projects in the real world.
Anumber of secondary schools in Melbourne are engaging students in year-long entrepreneurial projects in which students identify problems, create business solutions and pitch their ideas with the help of industry mentors.
At Haileybury, Year 8 students participate in an entrepreneurship program called StartUp.
“Students learn skills that are easily transferable to many other areas,” says Sciences and Maths teacher Holly Emslie. “They discover how to work in a team, build a business from the ground
up, turn ideas into action, and develop critical and creative thinking skills.”
Students Abi Ruiu, Maya Caverhill and Sari Jamieson, all aged 14, created an award-winning colouring book about body image. Their first challenge was coming up with a problem to solve.
“We thought about social media and then quickly agreed on body image,” Abi says. “We all see other people posting on social media and we can’t help but compare ourselves to them and it can become degrading and damaging.”
Next, the girls wrote on sticky notes and brainstormed business ideas.
“We thought about making podcasts or apps, but because online media is the problem, we decided to do something offline,” says Maya.
The team invited their school community of nine-to-13-year-olds, who were also their target audience, to contribute drawings for the book. They received 20 pages of artwork featuring drawings of girls and women with words such as “love your body” or “your weight does not define you”.
The students worked with Jodie Imam from Tractor Ventures, who encouraged them to pair with the Butterfly Foundation, a charity that supports people with eating disorders. Their success meant they were invited to pitch their colouring book at the
“Students learn skills that are easily transferable.” Holly Emslie
Positive mindset: Haileybury Year 8 StartUp students Abi Ruiu, Sari Jamieson and Maya Caverhill.
Wade Institute of Entrepreneurship awards, where they won a workshop to help commercialise the project.
Although the final pitch was scary, Abi says, “we also felt so rewarded because we’d spent the whole year on this, and we felt really proud that we got this far”.
Entrepreneurship is also a focus in Year 9, 10 and 11 classes at the Wheelers Hill Campus of Caulfield Grammar School. One team of students wanted to create a business to help young people like themselves search for their first job.
“The team felt that the existing search platforms just didn’t cater at all for young people, so their idea was to create their own one – BLOOM,” says Szuen Lim, Learning Area Leader –Commerce, Wheelers Hill Campus.
The school’s cafe used the platform to advertise jobs and get students to apply through it. The team was mentored by Amanda Walker, founder of vegan fastfood group Lord of the Fries.
BLOOM entered the 2023 Teens in Business Awards run by the not-forprofit Young Change Agents and was a runner-up in the Teenpreneur Award. The team also received a micro-grant through Blackbird Venture Capital’s Protostars Program.
“This entrepreneurial experience is all part of [Caulfield Grammar School’s] ethos,” Lim says.
Youth focus: Caulfield Grammar School students developed an award-winning job-seeking platform.
Meet Rebekah, our character extraordinaire in the making who loves to sing, dance and act. She has graced stages both at School and with amateur theatre companies, showcasing her talents in a diverse repertoire of musicals. When she is not strengthening her voice in singing lessons, she is improvising a dance or writing her own lines in English class. Whatever dream role she chooses to perform next, we will be sure to have a front row seat.
Music, drama and theatre studies are thriving at Haileybury. Just ask SpongeBob or a young Wizard of Oz.
From The SpongeBob Musical and Wizard of Oz Jr to Twilight Concerts and Aria Nights, creative performances staged in front of capacity audiences are an integral part of the performing arts program at Haileybury.
The SpongeBob Musical brought colourful sets, outlandish costumes, stand-out acting and choreography, and spectacular sound effects to the
stage of Aikman Hall at Haileybury’s Keysborough campus.
The energetic production was nominated for a list of Lyrebird Awards that recognise performing arts excellence, and won awards for best sound and best solo song (male role).
Work is already underway on the 2024 Senior School production, The Addams Family, which promises to be another theatrical and musical extravaganza.
Haileybury’s performing arts opportunities begin in Prep, with all students taking part in drama classes until Year 9.
Students can then choose to continue their performing arts journey.
“It’s well recognised that being involved with performing arts fosters better communication skills, creativity and collaboration, and builds confidence,” says Nick Waxman, Head of Theatre Studies, Drama and Dance.
“These are 21st-century skills, and they are valuable currency for young people when they leave school.”
Inclusivity is also a key element of performing arts at Haileybury. Students may be seasoned dancers, actors or musicians, or may never have stepped on a stage or picked up an instrument.
“If students are hesitant, our teachers find ways for them to fit in,” Waxman says. “Each student’s input is valued and celebrated.”
Haileybury’s music program is equally all-encompassing.
Director of Performing Arts Rod Marshall has been at the school for 21 years and has seen involvement in the program rise to the point where just over 25 per cent of students now have a weekly private music lesson at school. “While there is a strong academic focus among families, they also want to see their children being part of the rich performing arts culture at school,” Marshall says. “They want their children to connect with other children and to develop character.”
Music is part of the classroom from the early years, with a compulsory Year 2 String Program for budding violinists and cellists.
In Year 5, a Band Program sees students pick up a percussion, brass or woodwind instrument. The school also has a strong record in VCE music.
Across the school year, there are opportunities for musicians of all ages to showcase their talents.
“When you act or play an instrument, you have to develop poise and control – important life skills.” Rod Marshall, Director of Performing Arts
Haileybury
Haileybury Berwick
138 High Street, Berwick, VIC 3806
Enquiries: 9904 6006
Haileybury Brighton
120 South Road, Brighton East, VIC 3187
Enquiries: 9904 6004
Haileybury City
383 King Street, West Melbourne, VIC 3003
Enquiries: 9904 6008
Haileybury Keysborough
855 Springvale Road, Keysborough, VIC 3173
Enquiries: 9904 6000
haileybury.com.au
Enquiries: admissions@haileybury.com.au
Years: ELC–Year 12
Denomination: No religious affiliation
Gender: Co-educational
Fees: $21,345 (ELC–$37,900 (Year 12)
Boarding: No
Scholarships: Academic, Haileybury Excellence (General Excellence, Indigenous, Music), Haileybury Foundation
Scholarships (incorporating Socio-Economic)
ATAR (median for 2023): 89.4
IN PARTNERSHIP WITH
Where can you access a world-class education, along with a whole world of possibilities? Anywhere in Victoria, now that Haileybury Pangea has arrived. It’s a uniquely rewarding online learning experience – where brilliant teachers guide you through Years 5-12. Where bright young minds can learn just how they like – so they can take their futures anywhere they want.
Haileybury Pangea makes a high-quality education more accessible by taking learning online – the benefits are clear.
Yukai Cao leads a busy life.
Last year, the Haileybury Pangea Dux completed VCE English, Further Mathematics, Chinese, Psychology and a Cert II in Applied Fashion and Technology. He also fitted in some travel.
“Haileybury Pangea allowed me to pursue my interest in fashion design without compromising on my core academic curriculum,” Yukai says.
“The flexibility also allowed me to travel and, thankfully, I had no early morning commutes to school!
“Whether I was studying in a library or attending lessons online at home, Haileybury Pangea was a great choice for me.”
In early 2023, Haileybury Pangea, Victoria’s first private fully online school, enrolled its first students from years 5 to 12. Developed by Haileybury,
it builds on 130 years of teaching expertise and academic achievements.
The school week includes a bespoke blend of live instruction, prepared video content, assessment tasks and one-on-one or small group-based sessions with subject teachers.
Students can enrol in the full school curriculum or a single VCE subjects.
Self-paced learning is fundamental –students know what assignments and tasks need to be completed and when, and they decide how to allocate their time to get that work done.
At the core of Haileybury Pangea is flexibility and it is something an increasing number of students and families are seeking.
A recent online information session for the school attracted 500 registrations from parents.
“Students develop self-discipline and organisational skills and learn how to meet deadlines,” says Head of Campus Joanna Baker.
“They also work at different levels according to their talents, so Year 7 students might take Year 9 French because they’re advanced in that particular area
“We work closely with every student. During enrolment we do benchmark testing to get a sense of each student’s strengths and where they need support, and we then develop a personalised program.”
Students outside Haileybury Pangea can also study single VCE subjects.
A week-long Summer Skills Builder Program for years 3-8 delivers intensive literacy and numeracy learning via the secure online platform.
Recently, Haileybury Pangea also began offering a part-time VCE pathway that allows students to study the VCE program over multiple years.
“Our students come from many different backgrounds,” Baker says. “Some have sporting careers, some are
“Parents want their children to have access to a brilliant education, no matter where they live.”
Joanna Baker, Head of Campus
Online school: haileyburypangea.com
Enquiries: 9904 6115 admissionspangea@haileybury .com.au
Years: 5–12
Denomination: No religious affiliation
Gender: Co-educational
Fees: $18,990 (full-time), $4220 (single VCE subject)
Boarding: No
Scholarships: No
ATAR (median for 2023): 78.4
talented performing artists, and others find this personalised model of learning suits them better.
“Haileybury isn’t trying to replace traditional schools, but it is providing another choice for young people and their families.”
Gaining the right skills doesn’t happen by chance. The Middle Years Program at MGGS (Years 5 to 8) creates the perfect environment for your daughter to develop her skills and self-confidence, identify her strengths and pursue her learning with enthusiasm. To find out more, visit
mggs.vic.edu.au/discover-middle-years
From rowing to coding, Melbourne Girls Grammar celebrates excellence both inside and outside the classroom.
Each year, graduating students at Melbourne Girls Grammar demonstrate the strong correlation between general excellence and academic success. In 2023, Lola Dahan scored a 96.6 ATAR. However, before she’d even sat her first VCE exam, Lola had been offered a full rowing scholarship to study political science at the University of California in the US city of Los Angeles.
“In her final year, Lola balanced her VCE studies, an intense rowing training program, travelling to the UK to compete in the Henley Royal Regatta, and her role as Vice-Captain of Boats,” says Principal Dr Toni Meath. “She was an energetic leader, contributed significantly to the school community through House events, assemblies and student life, and made time for people and causes outside
school. Lola is an exceptional role model to younger Grammarians, and her commitment to her personal development and academic goals and her engagement with school life perfectly demonstrate the value of ‘general excellence’.”
Melbourne Girls Grammar has an impressive academic reputation, but the school recognises excellence in many shapes and forms.
“Involvement in all aspects of school life increases each student’s sense of belonging, facilitates new friendships, and leads to higher levels of motivation and engagement,” Meath says.
“From drama to rowing, music ensembles, sporting opportunities, art classes and clubs, debating, gardening and coding – the list goes on – there is something for everyone.”
The Artemis Centre is a physical health and wellbeing hub that helps students develop their understanding of how to live a healthy life.
Students are also actively involved in community service projects.
Audrey Choi, the 2023 School Captain, says every opportunity is available if students work hard and stay true to themselves.
Choi says the most important lesson she learned while at Melbourne Girls Grammar is that “you have to get your feet wet if you want to learn to swim”. She says that prior to being at MGGS, she was more outcome-focused, however the culture of active participation at the school opened her eyes to the other rewards that can be gained from giving things a go.
“I realised that the true prize was the friends you made and the experiences you have,” she says.
“The encouraging and supportive nature of the school pushed me outside my comfort zone and I engaged with everything from athletics carnivals to taekwondo and House music. I feel stronger than ever.”
“Pursuing different interests and passions allows students to extend their thinking and develop their values.”
Dr Toni Meath, Principal
Melbourne Girls Grammar
Merton Hall
86 Anderson Street, South Yarra, VIC 3141
Morris Hall
100 Caroline Street, South Yarra, VIC 3141
mggs.vic.edu.au
Enquiries: 9862 9200 enrolments@mggs.vic.edu.au
Years: ELC – Year 12
Denomination: Anglican Gender: Girls
Fees: $27,272 – $41,864
Boarding: Yes
Scholarships: Yes ATAR (median for 2023): 85.1
IN PARTNERSHIP WITH
ST CATHERINE’S SCHOOL
www.stcatherines.net.au | Toorak VIC She
ST CATHERINE’S SCHOOL
www.stcatherines.net.au | Toorak VIC
ELC to Year 12
ELC to Year 12
Day & Boarding School for Girls (ELC includes boys)
Day & Boarding School for Girls (ELC includes boys)
Purpose-built facilities can not only embrace sustainability and the latest technology, they can also create environments that teach new lessons.
Forward-looking independent schools are embracing “pedagogical architecture” –buildings that are designed to be incorporated into the curriculum and help teach the students who use them.
Woodleigh School’s revolutionary Year 10 building will be the new home for its year 10 regenerative futures program, which Principal David Baker says is a different way to learn, recognising that society must go beyond a sustainability phase to be more regenerative.
“Every single phase of the building will have a learning component for the kids
– understanding why we use each material, what the impact of using it is, what the benefits are,” he says.
“And then the building itself will be a system that the kids are engaged with all the time, as part of their learning.”
The roof will provide a habitat for local endangered bird species. Entirely recyclable compressed straw panels will be used in the construction, due to start this year at the school’s Senior Campus at Langwarrin South.
Zero-waste activist Joost Bakker, named disruptor of the year in The New York Times Style Magazine ’s 2023
Visionary Awards, is a consultant on the project and involving students in aspects of the building’s construction.
“It means adding value and putting back into society rather than taking from it, not just from an environmental point of view, but also from a societal, community perspective,” Bakker says.
Carey Baptist Grammar School’s award-winning new Centre for Creativity and Collaboration in Kew also screams out “cutting edge”.
Two middle-years students say the key is the building’s five-star environmental credentials – with eco-friendly materials, solar energy and passive heating built in.
“By having features that may eventually become legally necessary, I think it’s a sign of how forwardthinking Carey is, that they’re looking to the future to see the necessity for this building years down the track,” says Year 9 student Hazel Howe.
Fellow Year 9 student Henry Haslam, who, like Hazel, is a Middle School captain, agrees.
“I think global warming is a problem for our generation and for our children to come, and we need to lead by example,” he says.
“It gives you a strong sense of belonging,” Haslam adds.
“It’s a very warm, welcoming, positive environment.”
“Global warming is a problem for our generation and for our children to come.”
Henry Haslam
Developing life skills such as communication, problem-solving and compassion, is key to Mentone Grammar’s curriculum.
As a parent himself, Andy Müller, the new Principal of Mentone Grammar, understands the importance of families finding a school that fits their child’s unique personality, values, interests and aspirations.
After 33 years working in the education sector, Müller believes schools should have a clear purpose and be founded on values such as respect and service.
Now leading Mentone Grammar, Müller was drawn to the school thanks to its dynamic learning environment, focus on the individual and vision for the future.
“Mentone Grammar understands why we are all here. We want to develop resilient young people with character,” says Müller.
“Our programs specifically and intentionally develop skills such as
being a good communicator, operating well in a team, finding solutions, working with people of diverse backgrounds and inquisitiveness.
“Those life attributes are vital and they are high on our priority list.”
The school is co-educational but operates a Together-Apart-Together model, with students learning together in ELC to Year 4 and in years 10 to 12. Years 5 to 9 are conducted as singlegender classes.
The school’s Middle Years program is designed to meet the needs of boys and girls at a critical time in their physical, social and emotional development.
The program provides a sense of security and a supportive environment in which students can speak confidently and openly.
Since it opened its doors over 100 years ago, Mentone Grammar has worked hard to build a three-way partnership between students, staff and parents. Each partner has been heard and represented in the school’s most recent Master Plan.
One element of that plan is the new Bayview Learning Precinct.
The precinct is a bricks-and-mortar demonstration of the school’s ongoing commitment to enhancing its educational and co-curricular offerings.
The building primarily accommodates years 7 and 8 and includes state-of-theart classrooms and science laboratories, learning lounges, meeting pods and a landscaped rooftop social space.
The Bayview Quad and Wellness Island and a multipurpose gym are also part of the development.
“We want to provide young people with contemporary and engaging learning spaces where teachers can teach in a variety of ways,” says Müller.
“Bayview sparks creativity and is a dynamic space where the very best learning can take place.
“I’m excited to be at Mentone Grammar and I’m appreciative of
“We put a lot of thought into what we do and what we believe is best for our young people and their future.”
Andy Müller, Principal
Address:
mentonegrammar.net
Enquiries: 9584 4211
enquiry@mentonegrammar.net
Years: ELC–Year 12
Denomination: Anglican
Gender: Co-educational
Fees: $6774–$33,384
Boarding: No
Scholarships: No
ATAR (median for 2023): 86.0
everything that has gone before me and of the standards that have been set.
I’m looking forward to the school’s development as we continue to address the learning needs of every student.
“There are exciting times ahead.”
There’s nothing like exploring everything that interests you. There’s nowhere like MLC.
At MLC we create an unrivalled experience for girls – with the widest range of subjects and co-curricular activities of any Victorian girls’ school. Why? Because we know that discovering what you enjoy and where your talents lie makes the road to success that more enjoyable.
We attract and retain incredible teaching talent to nurture our students’ wellbeing and inspire a love of learning and exploration. And, we couple this with well-resourced learning support and academic enhancement expertise.
Which means there’s nowhere like MLC to help students find what they love and become their best.
mlc.vic.edu.au
MLC’s new Curriculum for Learning and Wellbeing focuses on the balanced development of its students, in response to the latest research and learnings from the COVID-19 pandemic.
In the best schools around the world, the curriculum flexes and changes as the needs of the students change.
At MLC, this evolution responds to the latest research, knowledge and societal shifts.
“A curriculum is more than just subjects,” says MLC Principal Julia Shea. “It defines the totality of a student’s learning experience, so our curriculum is never set and forget.
“MLC has made incremental changes to the curriculum over many years.
However, as we came out of the pandemic, we had an opportunity to consider more holistic evolutionary adaptations for our years 7 to 12 girls.
“We reflected on the lessons learnt from remote online learning, we delved into the contemporary research on the most effective curriculum designs for secondary years and, most importantly, we sought feedback from the people whom the curriculum impacts most — our students, families and teachers.”
This voyage of discovery has resulted in a new Curriculum for Learning and Wellbeing introduced in 2024, that integrates – rather than separates –both aspects into a student’s day, with each element given equal priority.
“Student wellbeing has always been a fundamental focus of the MLC experience but we wanted to expand this further,” Shea says. “True integration of learning and wellbeing means this is a daily, personalised experience of our students.
“Our approach has been designed with girls in mind and ensures they have a support system to help develop their confidence, unlock their talents and challenge themselves.”
The evolved curriculum embraces four key pillars: Structure of the day, Breadth, Learning Pathways and Strong Relationships.
Structuring each student’s day to maximise their learning and wellbeing is key. The timetable fosters balanced and broad learning and wellbeing outcomes, with frequent subject delivery to reinforce what was learnt during the week.
There are also regular one-on-one wellbeing check-ins with a mentor, and group wellbeing sessions.
Breadth centres on the exceptional breadth of subject choice available at MLC and real-world learning
For unlimited opportunities for your daughter, apply now to secure your place on the waitlist.
experiences, including 27 electives in Year 10 and over 60 subjects in VCE and IB. So, as students progress through secondary school, they can continue to build their knowledge in learning areas that are aligned with their interests and aspirations. The pathways pillar works to ensure clear learning pathways of sequential knowledge from years 7 to 12 to ensure that learning builds on what was taught earlier and feeds into what will be taught later. This also positions students to be more informed when making choices for senior years.
Strong relationships are developed with a focus on consistency of contact
and support, as respectful, trusting and caring relationships between teachers and students create the ideal conditions for learning.
“Every student can develop an ongoing relationship with her mentor and each mentor is responsible for only 12 students,” Shea says. “Mentors have undergone specialised training to be able to work with students to identify their strengths and interests, help them set goals, measure their progress and help them reflect.
“Importantly, with mentors and frequent subject teacher contact, we can also identify any emerging concerns leading to earlier intervention
Address:
mlc.vic.edu.au
Enquiries: 9274 6316
admissions@mlc.vic.edu.au
Years: 6 weeks – 5 years (MLC Kindle), Prep – Year 12
Denomination: Non-denominational
Gender: Girls (MLC Kindle is co-educational)
and better outcomes for students, where needed.
“With support to explore everything that interests, challenges and motivates them, our students become independent, resilient and ambitious learners with a positive mindset.
“By the time they reach their final years of VCE or International Baccalaureate,” she adds, “they feel confident in their learning and strengths, and they have the self-belief to know they can achieve anything they set their minds to.”
As a proudly open-entry school, your position on our waiting list is based on the date of application.
mlc.vic.edu.au/apply
Julie Shea, Principal
“I am incredibly proud that MLC offers a truly unmatched breadth of learning and wellbeing experiences.”
Fees: $23,250 – $38,790 (Pre p – Year 12)
Boarding: Yes
Scholarships: Yes
ATAR (median for 2023): 86.90
Join us at 172 Burke Road, Glen Iris, for one of our tours.
Hear from our Principal, Adelina Melia-Douvos, staff and students.
Come and explore the School and discover all that Sacré Cœur has to offer.
Support groups: The house system is seen as central to the wellbeing approach at St Michael’s Grammar School.
Since the pandemic took a mental toll, schools are implementing robust psychology programs to help their students.
Student wellbeing is now as much a priority for schools as the Maths or English curriculum. Speak to any educator, and the message is the same: unless students are in the right frame of mind and feeling reasonably optimistic about the world, their ability to perform in class suffers.
Since the serious impacts of COVID19 on school communities, top independent schools have been proactively developing robust psychology programs.
Hawthorn’s Strathcona Girls Grammar School held a wellbeing
summit last year to which staff, students, parents and alumni were invited to discuss mental health. About 350 people attended, and their views were incorporated into a new “wholeschool” plan implemented this year.
Strathcona Dean of Students Megan Boyd says three themes kept cropping up in the feedback: belonging, connection and relationships. When students were stuck at home and attending lessons online, many lost that sense of belonging and connection. Relationships became frayed, so the program aims to bolster those areas.
Bouncing back: Strathcona Girls Grammar Dean of Students Megan Boyd says belonging is key to student wellbeing.
“The ‘whole being’ program is being taught as a timetabled class this year and it involves three main concepts: wellbeing, ill-being and resilience,” Boyd explains. “We are trying to create a cultural shift in the wellbeing space, one
that is embedded in the entire school, from early learning to Year 12. So, we call it a ‘whole school’ approach.
“The effects of COVID were dramatic and much time was spent on reactively managing issues. We realised we needed to develop a strategy that dealt with and prevented these issues at an early stage.”
The school now runs a SOUL (Self, Others, Us, Love) program from early learning to Year 8, and a Feliciter program (a word which means expressing pleasure or joy, from the school’s Latin motto, Fortiter Fideliter Feliciter) from years 9 to 12.
They are now included in the school timetable once or twice per week, depending on the student.
At St Michael’s Grammar School in St Kilda, Head of School Gerard Houlihan says there has always been a strong emphasis on positive learning, and those efforts have been redoubled since the pandemic.
Houlihan says St Michael’s approach to wellbeing has been shaped by noted American psychologist Martin Seligman and his PERMAH model, which revolves around Positive emotion, Engagement, Relationships, Meaning in your life, Accomplishment and robust Health.
Among the school’s initiatives during COVID-19 was a “navigator model” in which heads of house, and house tutors closely monitored students’ progress and, if necessary, planned wellbeing support in conjunction with families.
The school also has a wellbeing committee comprising teachers, health professionals, staff leaders and wellbeing prefects (students), which meets fortnightly to consider ways of supporting students, staff and parents.
Houlihan says the St Michael’s house system is central to the school’s wellbeing approach.
Each student is supported by a closeknit house group, encouraging a sense of involvement, belonging and connection across the school.
“We are trying to create a cultural shift in the wellbeing space.” Megan Boyd, Dean of Students
Through our approach to learning, our calibre of teaching and our vast, state-of-the-art facilities, we’re able to tap into each student’s potential and unleash their greatness.
Book a tour today at peninsulagrammar.vic.edu.au
Set on around 31 hectares of green space, it’s immediately obvious there is something different about Peninsula Grammar.
Located an hour’s drive south of Melbourne, Peninsula Grammar is renowned for its evolving 31-hectare landscape, an approach to learning that centres on “unleashing greatness”, its calibre of teaching and its state-of-the-art facilities.
The school’s newest building, ALATUS, combines technology and critical thinking in a purpose-built environment that challenges students
to think, think and think again, while the Science Centre provides a pretertiary space for students to explore theoretical studies, gain laboratory experience and deepen their naturally inquisitive nature. It is a space for hands-on work and finding solutions.
ALATUS also incorporates a radio station and podcast rooms where students can explore their thinking and express their views.
“ALATUS ignites the flame. It overlooks Port Phillip Bay and allows students to see beyond the horizon to who they want to be,” says Peninsula Grammar Principal Stuart Johnston.
“Education should allow each student to feel a sense of belonging and to find where their passions lie. That’s what we do here.
“We provide a space for a student to be who they really are, and our teachers nurture that.”
The curriculum from Kindergarten onwards offers a depth of learning that prepares students to be future and life-ready.
In the senior years, there are 34 VCE subjects to choose from.
The school’s popular Boarding Program attracts international and domestic boarders.
A packed co-curricular program offers music, performing arts and sport, and focuses on wellbeing and positive education.
“Each student has incredible potential and you need the right environment to allow that student to reach and exceed that potential,” says Community Engagement and Enrolment Manager Muriel Bakker.
“Our curriculum is broad by design and each student does subjects like Food Tech, Product Design and Technology and a language until the end of Year 8.
“Then they can make more informed decisions and specialise.
ALATUS means “having wings”, and Johnston says a key to Peninsula Grammar’s longevity is its ability to look to new horizons.
“The peninsula is an area where parents want the best for their children,” he says.
“In my 15 years as Principal, the school has brought in people with different skills and new ideas. We keep moving forward to help each student find their greatness.”
“Education should allow each student to feel a sense of belonging and to find where their passions lie.”
Stuart Johnston, Principal
Peninsula Grammar
Address:
20 Wooralla Drive, Mount Eliza, VIC 3930
peninsulagrammar.vic.edu.au
Enquiries: 9788 7777
info@pgs.vic.edu.au
Years: Kindergarten–Year 12
Denomination: Anglican
Gender: Co-educational
Fees: $6330–$32,075
Boarding: Yes
Scholarships: Yes
ATAR (median for 2023): 75.15
Nurturing wellbeing is a pillar of the PLC journey, and bespoke programs ensure that girls feel part of a caring community.
When Presbyterian Ladies’ College developed its latest strategic plan, school leaders listened intently to the community. Students, teachers, school staff and families had an opportunity to describe the school they wanted to be part of. Along with continuing the school’s legacy of academic excellence, the wellbeing of students was high on the community’s list of priorities. As a
result, PLC developed a comprehensive wellbeing program that extends from the Junior School to Year 12.
It is supported by an expert team including Deputy Principal Anne-Marie Williams, the Head of Student Wellbeing, the College Chaplain, specialist counsellors and psychologists, year level co-ordinators and class teachers.
“Wellbeing is important for the girls to do well in their academic program –
they need balance in their life and to know they’re cared for,” Williams says.
“When we put together our Strategic Plan, it was vital to foster and celebrate best practice and balance, and to integrate programs that care for the girls and help them discover their interests, beliefs and what makes them tick in life.”
In the Junior School, wellbeing initiatives include programs that develop self-esteem, confidence and resilience. Buddy programs bring together girls from across year levels to enjoy whole-school events.
“Each year level, girls go on camp and develop deeper connections with each other and with their teachers,” Williams says. “They take on challenging activities and learn to support each other. This builds community and a sense of belonging.”
The Year 8 Wise and Well Day delivers workshops on self-defence, personal reflection and team-building.
In Year 10, “Keep Rising” is a transition program into Upper Senior School. Students undertake workshops in effective study and wellbeing skills –including growth mindset, time management and mindfulness.
“Wellness in Motion” is the theme for the Year 11 activity-based wellbeing program to promote balance and physical wellbeing. This weekly program includes a choice of activities, including aquatics, pickleball, Pilates, and self defence.
Career counselling, outdoor education, cybersafety and digital awareness workshops, and positive mindset sessions are also part of PLC’s wellbeing program.
“Our extensive co-curricular program encourages girls to participate in sport, and music is also part of the school experience,” Williams says. “When girls leave PLC, we want them to be scholars, thinkers, citizens, advocates and leaders.”
“It’s part of our culture to be a very caring community –everybody cares for each other.” Anne-Marie Williams, Deputy Principal
Presbyterian Ladies’ College (PLC)
Address:
Enquiries: 9808 5811, enquiries@plc.vic.edu.au
Years: ELC–Year 12
Denomination: Presbyterian
Gender: Girls
Fees: $20,320–$44,400
Boarding: Yes
Scholarships: Yes
ATAR (median for 2023): 93.55
IN PARTNERSHIP WITH
Ruyton Girls’ School, Kew ruyton.vic.edu.au
@ruytongirlsschool
Ruyton girls are encouraged to believe in what they think, have strong views and question things as “citizens of the world”.
Critical and creative thinking, effective person-to-person and digital communication skills, social and emotional intelligence, and grit and resilience – these are the 21stcentury skills that matter, says Ruyton Girls’ School Principal Linda Douglas.
“We want girls to understand their own agency, to believe in what they think, and to raise their voice and share those beliefs while also listening
to others,” she says. “Our girls are citizens of the world and I love that they have strong views, question why, and dig deeper.
“That develops powerful learning.”
While Ruyton is renowned for its academic achievements and ATAR results, Douglas says the school focuses on much more.
“We live in a time when marks and VCE are a pathway to what happens
next, but they don’t define you,” she says. “We don’t want students to have a narrow definition of success.
“Astounding ATARs are brilliant but we want girls to be intellectually curious, creative thinkers and collaborators who understand they all have different strengths and skills.”
To build those attributes, Ruyton has a detailed series of academic and signature programs.
In Year 7, students begin to learn about “academic buoyancy”.
The concept, developed by Australian academic Dr Andrew Martin, focuses on a student’s ability to deal with everyday academic setbacks and challenges and to continue working and moving forward.
Ruyton has developed programs that support academic buoyancy by building confidence, co-ordination, commitment, control and composure.
The Scholar Program begins in Year 9 and hones deeper research skills in preparation for university. In Year 10, students undertake a mini-research project in an area of interest.
“One girl looked at Indigenous cultures and that led to a Capstone Project in Year 12 on Indigenous languages,” Douglas says. “I learned so much from her research.”
The Year 12 Capstone Project is voluntary and separate from the VCE program. Students focus on a chosen topic, define a research question, complete the research and then present their findings to teachers and peers.
For more than 30 years, Ruyton has also joined forces with Trinity Grammar School to run the Coordinate Program in VCE years. The program recognises that while the learning needs of boys and girls may be different in the middle years, there are benefits to combining the schools’ timetables and resources in senior years.
Address:
12 Selbourne Road, Kew, VIC 3101
ruyton.vic.edu.au
Enquiries: 9819 2422, ruyton@ruyton.vic.edu.au
Years: Early Learning–Year 12
Denomination:
Non-denominational
Gender: Girls
Fees: $25,310–$39,630
(Prep–Year 12)
Boarding: No
Scholarships: Yes
ATAR (median for 2023): 94.3
“Our girls are encouraged to raise their voice and have self-belief.”
Linda Douglas, Principal
“This arrangement gives us the best of both worlds and our students say it eases the transition to life beyond school,” Douglas says. “In everything we do, we aim to bring out the best in our girls and create a culture in which girls help each other to be their best.”
By partnering with real-world companies, schools can create opportunities for learning that better prepare their students.
Schools are increasingly forming partnerships with outside organisations to extend their students’ learning beyond the classroom, and the results can be astonishing.
At Wesley College, students have entered the cutting-edge world of biomedical engineering by creating prosthetic body parts in partnership with Anatomics, a Melbourne company that makes and supplies surgical implants globally.
Wesley Head of Design and Technology Christine Dostie says Year 10 students are making human cranial
and sternum implants under Anatomics’ guidance, based on patient profiles supplied by the company.
“We worked with Anatomics to develop patient case studies,” she says. “Not real patients … but from their experience, we developed studies that students can develop empathy maps from, to understand a patient’s lifestyle.
“From there, they decide what kind of material and design best suits that individual patient.
“Different clay models are their first point of iteration, then we 3D-scan their models into a CAD [computer-
“Collaborations provide authentic learning experiences.”Kate Brown
aided design] software called Fusion 360, which students can further modify based on Anatomics’ data. Then it gets 3D printed.”
Dostie says Wesley’s “build a body part” subject blends design and innovation with knowledge of advanced software, biology, technology and maths.
“Anatomics were completely blown away by our students’ ability to think critically and problem-solve at such a young age,” she says.
Elsewhere, all-girls school Toorak College, in Mount Eliza, has seven partnerships with local, national and international organisations that offer a large range of learning possibilities from IT to finance and construction.
“We consult with industry partners to develop a curriculum across our Senior School,” says Deputy Head of Senior School for Academic Growth Kate Brown.
One example is the school’s Year 8 partnership with engineering company Seymour Whyte.
“The collaborations provide authentic learning experiences that challenge our students to critically think from a variety of lenses, such as legal, environmental, social and technical,” Brown says. “At Year 8, representatives from industry act as mentors [to] our students as they complete a project called Mornington 2036.
“The project is completed in a unique Toorak College compulsory subject called Agile Learning.
“The students examine what needs to happen below the earth, at ground level and above, with a focus on sustainability and the future needs of the Mornington Peninsula community.”
Principal Kristy Kendall says the school’s partnership program opens students up to the world around them and the exciting range of possibilities that it contains.
“There’s an enormous gap now in females taking on leadership, CEO positions and board positions,” she says. “In fact, recent data shows the trend is going backwards, so we’re looking to address that.”
St Aloysius College entered a fresh phase of its long history when it became co-educational, and the benefits are plain to see.
After many years of careful planning and preparation, at the start of 2023, St Aloysius College welcomed its first intake of Year 7 boys.
This year, another group of boys joined the 137-year-old school. College Principal Mary Farah says the move to co-education reflects the values of a society centred upon equity and equality.
“There is so much energy around the school,” she says.
“When I walk through the years 7 and 8 corridors there is noise and vibrancy and we welcome that.
“Becoming co-educational has certainly brought about some dynamic shifts and, as we have always done, we adapt and differentiate our teaching methods to ensure they meet the learning styles of all students.
“There have also been wonderful opportunities for growth and greater insights into the ways resilience impacts learning.
“We’ve had enormous support and the feedback we have received from parents has been overwhelmingly positive.
“As we enter the second year as a coeducational school, we are committed to building upon these experiences to further enrich the educational journey for every student.”
In 2019, Mercy Education completed a two-year project with Catholic Education Melbourne to reimagine
Catholic education in the inner-city suburbs of Melbourne.
The research found that a significant number of families who wanted their children to have a Catholic coeducation were unable to access a suitable school in the city. As a Mercy Education school, St Aloysius College was an ideal candidate to meet this demand and to serve the growing population of the North Melbourne area. In 2028, the school will become fully co-educational.
Farah says having a clear vision and communicating it openly and honestly with students, families and staff enabled the move to a co-educational school to happen seamlessly.
Many staff had previously taught in co-educational schools and a two-year program of professional development and mentoring for teachers in the lead-
“The growing demand to become part of St Aloysius College speaks volumes to our education experience.”
up to the first intake of boys included information on effective classroom management strategies and sharing experiences with staff from other Mercy co-educational schools.
“The transition has emphasised our strengths as a school in providing a holistic education that is focused on learning, wellbeing, faith, social justice and creating a thriving co-curricular program and House system,” Farah says.
“The growing demand to become part of St Aloysius College speaks volumes to the education experience provided by the school to our community.”
To accommodate student numbers, in 2026, the school will introduce a new seven-storey, purpose-built VCE campus for years 11 and 12 students.
It will be located on the site of the current school gym and will include the latest science, STEM and visual arts facilities.
Up to 360 students and 30 staff will use the modern building, while the Curran Street site will provide more space for years 7 to 10.
A program of refurbishment has also been carried out during the past 12 months, with spaces being converted and created to provide a textiles classroom and a multipurpose space for presentations or drama and music performances. Facilities for staff have also been upgraded.
While St Aloysius College evolves and looks to the future, core elements of the school have remained unchanged since the first students stepped through the school gates in 1887.
“We remain integral to our identity, irrespective of changes in student composition,” Farah says. “Our Mercy education values are unwavering and our commitment to academic excellence and to nurturing wellrounded individuals remains.
Mary Farah, Principal
“Our community spirit has been preserved and strengthened and we maintain our commitment for each student to belong. We will always provide a nurturing environment that fosters personal growth and learning, regardless of gender.”
aloysius.vic.edu.au
Enquiries: 9325 9200 enquiry@aloysius.vic.edu.au
Years: 7–12
Denomination: Catholic
Gender: Co-educational
Fees: $7600
Boarding: No
Scholarships: Yes
Ringing the changes: The move to coeducation has brought opportunities for growth and garnered overwhelming support.
Educating girls and boys together for 32+ years. A conveniently located inner-city co-ed Catholic Secondary College providing an affordable, caring education where your child is known.
Book a tour today to find out more.
We lift students higher
Despite its convenient inner-city small-school setting, St Mary’s College doesn’t compromise on educational opportunities.
Darren Atkinson has quickly settled into his role as Principal of St Mary’s College, and his broad experience in co-education and educational leadership is proving valuable in continuing the College’s vision of excellence in learning, compassion and justice, and inspiring students to shape a better world for all.
While St Mary’s College in St Kilda East is relatively young, it is founded
from schools steeped in tradition, and is also a member of Edmund Rice Education Australia.
It is one of 55 secondary schools across the country that share a common approach to Catholic education based on key touchstones of Liberating Education, Gospel Spirituality, Justice and Solidarity, and Inclusive Community.
St Mary’s College is also proudly co-educational.
“A feature of schooling in Australia that is valued by parents and carers –the first educators – is choice,” Atkinson says.
“They can choose quality public education or schools offering excellent education founded in a particular faith tradition or philosophy.
“Another choice offered to families is whether single-sex or co-education is preferable for their child.
“Co-educational schools offer several advantages, including fostering social interaction between genders, promoting diverse perspectives and preparing students for real-world interactions. This helps create an inclusive and balanced learning environment.”
Maintaining a strong sense of community is a key focus of life at St Mary’s College.
“We seek to put the child at the centre of all we do and it is important to us that our students feel known,” Atkinson says. “Our modest size helps ensure students are not lost in a large system but are seen as unique individuals with qualities to be nurtured.
“We’re also fortunate that our smallschool setting does not come at the expense of classroom and co-curricular opportunities.
“St Mary’s has a similar range of subject offerings and sporting, artistic and leadership experiences to that found in larger schools.”
Social justice also permeates the school, and the entire school community participates in the annual Social Justice Walkathon. Students each aim to raise $50 and year levels hold fundraising events in the lead-up to the event. Communities in India with a long-standing relationship with St Mary’s College and local charities benefit from the students’ efforts. Looking ahead to further strengthen community connections, the Edmund Rice Campus is currently undergoing
“Our modest size helps ensure students are not lost in a large system, but are seen as unique individuals.”
Darren Atkinson, Principal
St Mary’s College
A co-ed secondary Catholic college
Address:
11 Westbury Street, St Kilda East, VIC 3183
stmaryscollege.vic.edu.au
Enquiries: 9529 6611
enquiries@stmaryscollege.vic.edu.au
Years: 7–12
Denomination: Catholic
Gender: Co-educational
Fees: $11,640–$12,140
Boarding: No
Scholarships: Yes
extensive refurbishment in preparation for students and staff moving to one site later in 2024. “The students see benefits from being united on the one campus and staff are also excited about the potential to work together towards common goals,” Atkinson says.
IN PARTNERSHIP WITH
OPEN MORNING THURSDAY 16 MAY
To discover your daughter’s full potential, book a tour today at strathcona.vic.edu.au
For the past 100 years, Strathcona Girls Grammar has nurtured generations of determined and compassionate young women.
The new principal of Strathcona Girls Grammar, Lorna Beegan, has arrived at an exciting time in the Canterbury school’s history. This is Strathcona’s centenary year, and a number of celebrations are taking place at the school, including the burying of a time capsule, the launch of a pictorial history of the school, and the unveiling of a bronze statue made by a former student.
One hundred years after the first girls walked through the gates of Strathcona, much has changed.
The school’s core mission, however, has remained the same – to empower girls to become confident, capable and compassionate leaders.
“Strathcona has always been an energised and dynamic place for girls to learn, and the women we educate have the power and responsibility to
contribute to the world they live in,” Beegan says.
“Within an all-girl environment you can cater the syllabus and classrooms to subjects and concepts that girls are in tune with. In schools like Strathcona, if girls want to try subjects, they give them a go. They don’t hesitate. Our focus has always been on creating the best environment for girls to learn.”
Strathcona has carefully planned learning experiences designed for each student’s age and stage.
The Early Years has launched a new program this year. It combines outdoor play, adventure learning, curiosity, connection with nature and learningbased play.
Bespoke programs nurture and encourage girls in the middle years, too, and in Year 9, students are based at the Tay Cregan campus.
“Year 9 is an opportunity for girls to find their strengths and differences and to begin to work out who they want to be,” Beegan says.
“Girls step outside, gain independence and work closely with their designated teachers. There are plentiful excursions and camps during this year, before they return to our Canterbury campus for their senior years.”
The senior years curriculum offers students VCE and VET opportunities, and the concept of being “unstoppable” and empowered is always present.
“Girls know they matter and they understand that their education is their story to write,” Beegan says. “We want them to be all they can be, and to feel empowered and equipped with the resources and skills to pursue whatever path they choose.
“By the time students leave Strathcona, they are informed, composed and aware, they have confidence to speak their mind, they know when to listen and they call out injustice. They have bravery and faith to make a difference in their world.”
“The world is changing, jobs are changing, women are changing and we want to be at the forefront.”
Lorna Beegan, Principal
Early Years and Junior School 173 Prospect Hill Road, Canterbury, VIC 3126
Senior School 34 Scott Street, Canterbury, VIC 3126
Tay Cregan (Year 9 Campus) 30 Yarra Street, Hawthorn, VIC 3122
strathcona.vic.edu.au
Enquiries: 8779 7500, registrar@strathcona.vic.edu.au
Years: Early Learning–Year 12
Denomination: Baptist
Gender: Girls
Fees: $21,788 – $37,414
Boarding: No
Scholarships: Yes
ATAR (median for 2023): 90.9
Toorak College is forging industry partnerships that are paving the way for girls’ future careers in under-represented industries.
Toorak College Principal Kristy Kendall firmly believes in the potential that can be unleashed when schools work closely with industry leaders. So, for the past few years, she has invited major corporations to the school to mentor students and open their eyes to possible career pathways.
Kendall has primarily focused on building partnerships with industries in which women are often underrepresented, such as construction and infrastructure, engineering, finance, architecture and medical research.
“Industry and corporate partnerships inform our curriculum from Year 8 to Year 12,” she says. “That allows girls to start to envisage their future lives.
“They have exposure to different industries and workplaces, bring that back to the classroom and start to see the curriculum and teaching in a new light. They see bigger connections.
“The partnerships we have built with industry help girls put themselves in the picture – and that’s powerful.”
One of the first corporations to work with Toorak College was Downer, a provider of integrated services in Australia and New Zealand with a significant footprint in transport, utilities, facilities, defence and energy.
Other supporters include Seymour Whyte, NAB and Cell Care.
The companies provide mentorship, talk about careers in their industry and explain the skills required. There are also opportunities for students to visit
worksites. Cadetships are also offered to successful graduating students.
The Futures Program begins in Year 8, with students undertaking a project called Mornington 2030.
“The girls look at what type of community will be needed to sustain life on the Mornington Peninsula in 2030,” says Kate Brown, Deputy Head of Senior School, Academic Growth.
“They have to re-imagine the area, examine future infrastructure needs below and above ground, consider sustainability, and work out what resources and assets will be required.” When completed, students present their Mornington 2030 vision to industry mentors.
During years 9 and 10, students continue being exposed to real-life industry experiences. Through a partnership with NAB, students visit
the bank’s head office and learn about the banking environment and current challenges posed by issues such as identity theft and phishing. They also discover the diverse career areas available in the world of banking, such as marketing, law and economics.
“Industry brings knowledge and informs the skills we need to teach,” Brown says. “They get to develop the learning with us so we know what they want from a student graduating from high school searching for a cadetship.
“We give companies an opportunity to develop their talent pipeline.”
New to the Futures Program this year, Year 10 students focus on building
their cybersecurity skills and understanding how to protect data.
During years 11 and 12, students hone their resume writing and interview skills with the help of professionals.
Year 12 students can also apply for cadetships with corporate partners that allow them to complete university studies while working part-time at the company. Upon completing their degree, they have a priority job offer.
“The immersion and breadth of opportunity offered by the exposure to different industries and careers mean girls know what the end picture is like,” says Melissa Schoorman, Deputy Principal and Head of Wardle House.
“The partnerships we have built with industry help girls put themselves in the picture – and that’s powerful.”
Kristy Kendall, Principal
“They understand what they are doing and why. They have a clear vision [and] know what is ahead of them.”
Kendall says they are working with industry leaders “to create environments that inspire young women to lift their head”.
toorakcollege.vic.edu.au
Enquiries: 9788 7234, enrolments@toorakc.vic.edu.au
Years: K–Year 12
Denomination:
Non-denominational Gender: Co-educational ELC, Girls only from Prep–Year 12
Fees: $7244–$33,224
Boarding: Yes
Scholarships: Yes
ATAR (median for 2023): 86.0
“We are focusing on industries where women are outnumbered because our students believe there is no industry that they can’t be part of. They want to take their place and genuinely believe they have something to give.”
Westbourne Grammar is using the opportunity of rapid expansion to build new and improved campuses and attract the best talent.
Westbourne Grammar is in one of the fastest-growing areas in Australia and is expanding itself. But the vision for growth isn’t being driven simply by the geographical location – there is a deliberate strategy in place to build new and better campuses, to raise the number of students and teachers, and to grow each person’s potential.
In the past three years, student numbers across the Truganina and Williamstown campuses have grown from 1700 to 2000 and will rise to 2350 by 2027.
A proposed campus in Lovely Banks, on the outskirts of Geelong, is part of a new master-planned community and will enrol an additional 1500 students in the coming years.
“As you grow in scale, you need to grow your people, too, otherwise you stagnate,” says Principal Adrian Camm.
“I see Westbourne Grammar as a talent incubator that attracts, develops and retains the best professional staff and teachers. If our people are the best they can be, they will offer the best learning experiences to each child.” Camm is determined to carve out well-defined pathways for all staff –from graduate teachers to the grounds staff who help maintain the school. Internal development programs, leadership opportunities, postgraduate study, individual growth and development plans, conferences, and opportunities for staff to meet and
share ideas are designed to support and grow skills, expertise and aspirations.
New graduate teachers are supported and mentored as they transition from studying to a full-time job, and all staff talents and interests are encouraged so they can continue to develop greater professional expertise and confidence.
“Our three-tier Learning to Lead program is designed to develop leadership,” Camm says.
“It helps those who are seeking leadership opportunities for the first time and it also enhances the skills of leaders who want to step up and lead projects, faculties and schools.
“We support staff who want to study further and encourage staff to network and increase their standing in the educational community by sharing their expertise at conferences,” Camm says.
“We also regularly bring together teachers and professional staff because that cross-pollination creates a strong culture. When the Head of Maths interacts with our Head of Finance, they look at how things can be improved in the school from different and equally valuable perspectives.”
Fostering the growth of the Westbourne Grammar staff has obvious flow-on benefits for students.
“Every child experiences growth at our school, including academic, physical, social and emotional growth,” Camm says.
“We cater for individuality, meet students at their point of need and
“Every child experiences growth at our school, including academic, physical, social and emotional growth.”
Adrian Camm, Principal
harness their interests and strengths. We’ve been achieving outstanding academic results and we’ve recently had our best ATAR and NAPLAN results in the school’s history.
“That is important, but my focus is ensuring every child has a pathway to develop and succeed.”
The Westbourne Grammar community is diverse and includes students from 47 cultural backgrounds.
“We celebrate being very multicultural and are launching a program called
Character Studies that enables students to get together and discuss big issues through a philosophical lens,” Camm says. “We want our students to debate, hear different perspectives and engage in important conversations.
“Developing ‘good’ people – staff and students – who have a sense of character and agency and who have the skills, tools, attitudes and attributes to succeed in whatever they set their minds to – if we do that, we’ve done our job well.”
Westbourne Grammar School
Truganina Campus 300 Sayers Road, Truganina, VIC 3029
Williamstown Campus 67 The Strand, Newport, VIC 3015
westbournegrammar.com
Enquiries: info@westbournegrammar .vic.edu.au
Campus Tours: westbournegrammar.com/ campus-tours
Years: ELC–Year 12
Denomination: Non-denominational
Gender: Co-educational Fees: $17,600–$24,692
Boarding: No
Scholarships: Yes
ATAR (median for 2023): 85.65
IN PARTNERSHIP WITH
westbournegrammar.com
Woodleigh’s Year 10 Regenerative Futures Program reshapes the Year 10 curriculum into a transformative rite of passage for students. One that embraces sustainability and regeneration as a common language for powerful learning.
This innovative program will be supported by a cutting edge ‘Futures Studio’. This contemporary learning facility is an example of closed loop architecture; a living building that doesn’t just sit on the land but becomes part of our existing ecosystem and the student learning experience. Designed in partnership with anti-waste visionary and 2023 Disrupter of the Year, Joost Bakker, Woodleigh’s
building
To learn more about Woodleigh School, scan the QR code to book your place at one of our regular Information Sessions or Campus Tours.
MORNINGTON PENINSULA | EARLY CHILDHOOD TO YEAR 12 woodleigh.vic.edu.au
new opens in 2025. *Artistic render of Woodleigh’s new ‘Futures Studio’ - opening in 2025.
Authentic, real-world learning is central at Woodleigh, where students gain a profound understanding of their changing world.
AWoodleigh School education promotes learning by doing and students spend immersive blocks of time in their pre-VCE years building deeper research skills and exploring project management and design process.
The new Regenerative Futures program for Year 10 students illustrates the school’s belief in “purposeful education”.
The program draws on students’ strengths and interests across different core subjects to gain a deeper understanding of issues relevant to their lives and world.
In one instance, students are exploring the adverse impact on the environment from the production of whey protein used in dairy products. They are researching alternative, more environmentally-friendly ways of
creating whey protein by engaging with manufacturers and studying its chemical composition.
“This is authentic real-world learning and it’s teaching students how to unpack complexity and the world they live in and create a genuine understanding of what is going on around them,” explains Woodleigh Principal David Baker.
“When we teach Maths or English or take students on a hike, what are the skills we want them to grow through that experience? How do we factor that into our planning and how do we also factor in compassion, creativity, being skilful and resilience?” asks Baker.
“Our teachers don’t just design learning around facts, figures and knowledge – they design learning around how to grow each student.
“They deliberately think about how each student will grow as a person through each experience, and how that can be facilitated.”
A new Year 10 Futures Studio –designed with sustainability and environmental expert Joost Bakker –will open in 2025.
The carbon positive building will become a tangible demonstration of efficient design principles and power generation, effective use of building materials, and how to reduce building waste.
“The building will be part of our ecosystem of learning, embedded in our reserve and farm. We want it to become a blueprint for other schools to build carbon positive buildings that put back into the environment,” says Baker.
The Regenerative Futures program is just one way the school demonstrates its commitment to offering more than a textbook education.
Baker says: “We offer a holistic education in which the growth of each child as a person is our most important priority – when you get that right, everything else falls into place.”
“Our students are encouraged to think for themselves, to find their passions [and] to face challenges head-on.”
David Baker, Principal
Senior Campus
485 Golf Links Road, Langwarrin South, VIC 3911
Minimbah (Junior) Campus
3 Minimbah Court, Frankston South, VIC 3199
Penbank (Junior) Campus
460 Mornington Tyabb Road, Moorooduc, VIC 3933
woodleigh.vic.edu.au
Enquiries: 5971 6100 enrol@woodleigh.vic.edu.au
Years: 3yo Early Childhood–Year 12
Denomination: Non-denominational
Gender: Co-educational Boarding: No
Scholarships: Yes
IN PARTNERSHIP WITH
We’ve been mastering co-education for more than 40 years.
Originally a school for girls, St Michael’s has been co-educational since the 1970s. Through our focus on wellbeing, inclusion, excellence in teaching, and community partnerships, our students no matter their interests, passions or gender can excel and are ready to change the world.
