Issuu

INDEPENDENT

SCHOOLS GUIDE

APRIL 27, 2022

FUTURE JOBS

THE BRAVE NEW WORLD OF WORK

MICROCREDS

NEW PRACTICAL WAY TO UPSKILL

BACK TO THE CLASSROOM

TEACHING AFTER THE PANDEMIC

THE FUTURE OF EDUCATION PLUS SCHOOL PROF I L E S

More than a fierce freestyler. Ryan is the epitome of an all-rounder. Leading his peers, Ryan’s a respected and admired member of the School — actively participating in extra-curricular activities such as swimming, taking centre stage in our musical productions, as well as playing double-bass in the School and Melbourne Youth Orchestras. He is a shining example of everything you can achieve at Haileybury.

haileybury.com.au

They’re developing a mind for life. At Caulfield Grammar School, we nurture learners to become capable, curious and emotionally aware so they can create whatever path in life they choose. To empower your child to achieve this, we offer extensive broad and balanced experiences that develop global perspectives. Your child will come to know who they are, what they value and why they are valued in our supportive and dynamic learning environments. This provides more than an education. It equips them with the emotional and academic capabilities they need to be themselves, navigate life’s challenges and live with purpose and passion.

Explore our range of campus tours and facilities videos by simply scanning the QR code or visiting caulfieldgs.vic.edu.au/visit-us

WHEELERS HILL ELC to Year 12

MALVERN ELC to Year 6

CAULFIELD Years 7 to 12

BOARDING Years 9 to 12

CO-EDUCATIONAL EARLY LEARNING TO YEAR 12 caulfieldgs.vic.edu.au +61 3 9524 6333

Bayside’s School of Choice Visit St Leonard’s College

St Leonard’s College is one of Melbourne’s premier �� from ELC3 to Year 12. Visit stleonards.vic.edu.au to book a College tour, or scan the QR Code to take a virtual tour.

163 South Road, Brighton East VIC 3187

CONTENTS COVER STORY Education by design 9

Camberwell Girls Grammar School

ELTHAM College

Fintona Girls’ School

Learning on the path to future work

Genazzano FCJ College

Haileybury

Mentone Girls’ Grammar School

MLC (Methodist Ladies’ College)

Presbyterian Ladies’ College (PLC)

Microcreds a new learning dimension

Preshil 35

he beginning of the COVID-19 pandemic certainly placed a strain on the education sector; it was a time of unknowns, of upheaval and of change. But out of change, innovation is born, and thrives. The future certainly looks bright for the cohort of students starting on, and continuing, their schooling journey in 2022 and beyond. The classroom of old is evolving as schools modify learning spaces and enlist the help of award-winning architects to cater to a new generation of learners. State-of-the-art STEAM laboratories, Art Academies, Futures Programs and micro-credentialling are just some of the new initiatives schools have implemented with the aim of future-proofing students, ensuring they’re prepared for real-life experiences by solving real-world issues. Schools aren’t just focusing on what happens in the classroom, but are allowing students to explore their passions by offering a plethora of cocurricular activities – everything from podcasting to orienteering. This holistic approach to learning, paired with wellbeing programs and strong support networks, creates well rounded, capable and accomplished students. In this edition of Domain Review’s Independent Schools Guide, we explore what Victoria’s independent schools are doing differently to prepare students and equip them with the necessary tools and skills to flourish in an ever-changing world.

Sacré Cœur

Shelford Girls’ Grammar

Back to the future, with a twist or two 40

St Aloysius College

St Catherine’s School

Toorak College

Trinity Grammar School, Kew

Wesley College

Westbourne Grammar

Woodleigh School

EDITOR \ JESSICA DALE SENIOR BUSINESS MANAGER, EDUCATION \ KIMBERLY BARRY EDUCATION ACCOUNT EXECUTIVE \ KATE WITTON SCHOOL PROFILES WRITER \ SARAH MARINOS PRODUCTION & EDITORIAL \ MEDIAXPRESS Independent Schools Guide 2022 is published by Domain Holdings Australia Limited. Printed by Elephant Group (Aust) Pty Ltd, 24c Victoria Street, Windsor, VIC, 3181 and distributed as a special supplement of Domain Review. All material published in the Independent Schools Guide 2022 is copyright and no part of this publication may be reproduced without written permission of the publisher. Domain Holdings Australia Limited 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 2022 (“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 or inferred by any person to constitute any endorsement of the same by the publisher.

Experts in primary years education

Book a tour to find out more we do more

www.ccgs.vic.edu.au

A N I N N ER C I T Y, C O ED U C AT I O N A L I N D EP EN D EN T, ANGLICAN SCHOOL F O R 3 - 1 2 Y EA R O L D S

I N DEPE N DE N T SCHOOL S GU IDE 2022

LEARNING ENVIRONMENT

Works in progress: how school design is changing

The award-winning, Architectusdesigned Carey Baptist Grammar School’s Middle School.

Students are reaping the benefits as schools embrace welcoming and stimulating design. BY SANDY GUY

he shape of learning is shifting. In recent years, education spaces have been moving far beyond the traditional four walls, rows of desks and a teacher standing at the front of class. “There is growing appreciation of the significant role that good design can play in education, with increasing evidence that student learning outcomes are closely related to the quality of the environment

in which they learn,” says John Sprunt, principal and Melbourne studio leader of national architecture and design practice Architectus. The COVID-19 pandemic has further reinforced the need to rethink learning spaces. It goes without saying that clean air indoors is crucial for good health; it is now advised to avoid closed or crowded spaces, and close contact inside. School buildings require heating and cooling, but the fresh air component has often been neglected. In recent decades, the merits of fresh air have often slipped from view, particularly as the world embraced sealed buildings and airconditioning. “When you have 25 children in a classroom, you need a lot more air than you do in a house,” Sprunt says. “The pandemic has

heightened the necessity of optimal air quality and ventilation rates. “New construction projects provide an ideal opportunity to develop healthy, innovative spaces that can enhance teaching and learning.” Maximising air flow, natural lighting, thermal comfort and acoustic performance are all important factors in design, he adds. Over a 25-year career, Sprunt has collaborated with many schools on innovative developments including the Mandeville Centre at Loreto Toorak and Carey Baptist Grammar School’s Middle School. A focal point for the Loreto school community, the multiaward-winning Mandeville Centre extends over three levels. It houses an administration and staff centre and a Year 12 centre,

with a library forming a doublestorey atrium at its heart. Architectus’ interest in architecture that provides a spatial framework for learning, working and living is evident with the Mandeville Centre winning the educational architecture category at the prestigious Australian Institute of Architecture National Awards in 2016. According to Sprunt, good spatial design focuses on the flow of people between multiple areas with differing uses and purposes. “Offering a broad set of spatial experiences enables diverse learning opportunities that can potentially engage more students,” explains Sprunt, who was also principal architect for Loreto’s recently completed Clendon Centre. CONTINUED PAGE 10

I N DEPE N DE N T SCHOOL S GU IDE 2022

FROM PAGE 9

“Not all students learn the same way, so it’s imperative that we provide a variety of learning opportunities for everyone. These include small spaces for quiet or focused work, and large spaces used for community gatherings or collaborative work.” Choice of building materials is also important for authenticity and as a backdrop to learning. “For example, timber is used for warmth, texture and connection to nature,” he says. “Concrete and steel are used for structural definition, and glass is used everywhere for visual stimulation and connection to place.” At Carey Baptist Grammar in Kew, Sprunt worked with school leaders, students and teachers to develop its award-winning Middle School, which incorporates 28 general learning spaces created within five specialist learning precincts, three wet science labs and two art and design spaces. Learning and teaching activities extend from formal learning labs

I N DEPE N DE N T SCHOOL S GU IDE 2022

Carey Baptist Grammar School’s Middle School, above, and the Mandeville Centre at Loreto Toorak, above right.

into informal learning zones, which are intended to encourage crossover between subjects and promote interdisciplinary learning investigations. The precinct also functions as a place for subject teachers to share ideas and strategies through collaborative practice.

“This spatial diversity reflects the variety of professional and social relationships that students and teachers nominated as important to their sense of personal identity, belonging and wellbeing,” Sprunt says. “Good design plays an essential role in enabling high-quality education

environments that support the learning needs of every student. “Schools should be designed as welcoming, safe and stimulating environments to complement their role to nurture students and support staff.” Ruyton Girls’ School is another school with a proud history of

Ruyton Girls’ School in Kew has a blend of classic and contemporary style, focused on functionality.

providing purpose-built facilities to meet the evolving needs of its students. Situated on one campus in Kew, Ruyton’s historic buildings are integrated with modern facilities, creating a blend of classic and contemporary style, focused on functionality.

Under the leadership of principal Linda Douglas, redevelopments of the Junior School and the Margaret McRae Centre for Years 7 and 8, with specialist spaces for science and drama, have been completed. Construction of a new performing arts centre and library will begin shortly.

Creating myriad opportunities for students, the buildings prioritise future-focused learning through technology-enabled open and collaborative teaching spaces, which are bathed in natural light and offer great flexibility. “Our approach to education is

holistic, valuing curricular and cocurricular activities while recognising community and connection as essential elements of success,” Douglas says. “Our facilities are designed to support the endeavour and curiosity of our girls as they learn, experiment and grow into confident young women.”

Apply now for 2024. Limited places available for 2023. Visit stmichaels.vic.edu.au

Co-educational | K–12 | St Kilda | 03 8530 3310

I N DEPE N DE N T SCHOOL S GU IDE 2022

Designed for All

CRICOS 00141J

At CGGS, we are committed to promoting the wellbeing of our entire school community. We actively create an environment of inclusion where we value our diversity, embrace our differences and empower our students to pursue their passions. We know when wellbeing is at its optimum, students thrive.

Meet our vibrant community at an Information Morning or School Tour BOOK NOW cggs.vic.edu.au

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CAMBERWELL GIRLS GRAMMAR SCHOOL

A 360° view of wellbeing Wellbeing underpins all elements of daily life at Camberwell Girls Grammar School.

JUNIOR SCHOOL 4 MONT ALBERT ROAD, CANTERBURY, VIC 3126 SENIOR SCHOOL 2 TORRINGTON STREET, CANTERBURY, VIC 3126

ENQUIRIES

(03) 9813 1166 admissions@cggs.vic.edu.au cggs.vic.edu.au

YEARS

BY SARAH MARINOS

ELC to Year 12

tudent wellbeing has always been important at Camberwell Girls Grammar School. Staff and students continue to have lengthy discussions about the school’s comprehensive wellbeing program and its evolution. An ongoing wellbeing review, analysing new research, talking to students about their ideas and connecting with other schools to share information has given the school an in-depth view of what wellbeing in 2022 and beyond should look like. One of the outcomes of this process has been the development of the 360° of Being program that, in tandem with the school’s academic and cocurricular programs, creates an environment that empowers students to pursue their interests and goals. “360° of Being embraces everyone within our community – students, teachers and parents – and it extends from Early Learning to Year 12,” says Kath Woolcock, deputy head of Senior School – Student Wellbeing. “It works with our academic and cocurricular programs, it incorporates the values that are important to us as a school and it reinforces diversity, strengths and passions, mentoring and leadership. Every aspect of what we do is wellbeing-focused.” The 360° of Being program centres on five key domains: health and connection, respectful relationships, positive education, environmental appreciation and cognitive engagement. “Health and connection explores the inter-relationships between physical, social, mental, emotional and spiritual health,” Woolcock says.

DENOMINATION Anglican

GENDER

Girls (co-ed at ELC)

FEES

$19,000 (Prep) to $32,740 (Year 12)

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 91.5

“Respectful relationships is focused on building connection, a sense of belonging and building a culture of respect, because we know these are important in driving positive wellbeing and academic achievement.” Positive education draws upon evidence-based principles of positive psychology, fostering a growth mindset and ensuring students develop “grit and gratitude”. “Environmental appreciation is a key element of wellbeing, encouraging students to explore and engage with the world and their environment. It provides a sense of belonging, purpose and awareness of self, others and our earth,” says Charlotte Forwood, director of Learning Design & Development. “The cognitive engagement pillar encourages students to become lifelong learners and to explore their passions and the wider world with optimism and curiosity.”

A series of initiatives and programs at different ages and stages of learning come under the wellbeing umbrella at Camberwell Girls Grammar School. Each is purposefully designed to not only encourage academic growth and understanding but to ensure students are well-rounded, thoughtful, compassionate and have a positive and confident outlook. Junior School children take part in the BRAVE program (Building Resilience and Valuing Everybody) and explore a range of themes with classroom teachers and through projects and dedicated assemblies. A student mentor and leadership program also enhances wellbeing, with senior students encouraged to develop their leadership skills. “Once a fortnight they spend time with younger students and they run activities for them and organise discussions and workshops,” Woolcock says. “They ran a program

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for International Women’s Day this year and have held activities to celebrate diversity and to speak out against violence and bullying.” A Student Wellbeing Action Group takes a proactive role in the school and organises school-wide initiatives to remind students that they each matter and that they are part of a supportive school community. “There is strong evidence of the impact of whole-school approaches to wellbeing, including academic achievement and non-academic outcomes such as self esteem and motivation,” Forwood says. “Our students have a strong sense of who they are and how they connect with the world.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

early learning to vce

Growing hearts and minds

Your daring adventure begins at ELTHAM College BOOK A COLLEGE TOUR

elthamcollege.vic.edu.au Research Campus | City Campus | enrolments@elthamcollege.vic.edu.au

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ELTHAM COLLEGE

Resilience and curiosity ELTHAM College believes everyone can achieve excellence, and the school’s committed teachers work together to instil a “can do” attitude in every student.

RESEARCH CAMPUS 1660 MAIN ROAD, RESEARCH, VIC 3095 CITY CAMPUS LEVEL 2, 398 LONSDALE STREET, MELBOURNE, VIC 3000

ENQUIRIES

(03) 9437 1421 elthamcollege.vic.edu.au enrolments@elthamcollege.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION

Non-denominational

GENDER

ecently, the groundsman at ELTHAM College discovered a series of holes that had been dug in the earth by a group of young students. Instead of becoming instantly upset about this new feature of the school’s campus, the groundsman investigated why they were there. “The younger children were spoken to and they explained to their teachers that the holes were supposed to be ‘moon craters’, so the groundsman left the holes alone,” says the director of ELTHAM College Senior School, Lesley Moulin. “That perfectly illustrates how all the staff, not only the teachers, are dedicated to supporting the children at our school.” ELTHAM College’s education philosophy is to ensure young people can relate to the world, understand their effect on it and use their creativity to help shape it in positive ways. Students are encouraged to aim high in life, to continue learning, to build successful relationships and feel empowered to juggle the many different demands of 21st-century living. “From ELC, the environment at ELTHAM College contributes to imagination, curiosity and asking good questions. Students take ownership of their learning,” says Eleni Goulas, the director of ELC and Junior School. ELC students are part of the Bush Adventuring Program in which children might build a shelter or build a home for the native animals. Year 7 students work together in

Co-educational

FEES

Please see our website

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Average for 2021): 75

groups as part of the F1 in Schools program, in which they use their maths and science skills to design a racing car using a 3D printer. Taking that learning experience one step further, the students also have to find sponsorship for their car and present their design to a panel. In Year 8, the curriculum is based around choice, and in Year 10, students are encouraged to become leaders and mentors by organising student-led assemblies. The House Music program is also an opportunity for students to build confidence and to share their talents with the school community. “The House Music program is our biggest house carnival and is held at Hamer Hall,” Moulin says. “I remember a Year 10 girl who sang for the first time at a student-

led assembly and she sang a solo in front of her peers. Two years later she was on stage at Hamer Hall. “The confidence she worked through and gained to go on stage and sing in that moment brought a tear to my eye.” Female students are strongly supported across ELTHAM College, and recently, a Girls Forum was held to give teachers an opportunity to hear what else girls felt they needed to thrive at ELTHAM College. “We listened and learned about what else they would like to see in the school and now the boys are asking us when their turn will come – and it will come,” Goulas says. “Everyone has a voice here and it’s important to get the students’ perspectives and for them to inform us about their world, rather than us assuming we know what they need.

SCAN THE CODE USING THE DOMAIN APP TO SEE LISTINGS NEAR ELTHAM COLLEGE

“The girls told us they feel they have equality and that they are never excluded from opportunities. They told us there is something for everyone at the school and that they have supportive teachers. “They are also willing to step up as leaders in the school and to be role models for the younger students. “When students leave our school, they are kind and resilient but that’s not just something that happens at the end of Year 12. They are kind and resilient every day here.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

FINTONA GIRLS’ SCHOOL

The successful trifecta At Fintona, participation, clear communication and support underpin the school’s successful approach to teaching and learning.

79 BALWYN ROAD, BALWYN, VIC 3103

ENQUIRIES

fintona.vic.edu.au (03) 9830 1388 registrar@fintona.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION

Non-denominational

GENDER Girls

FEES

intona prides itself on being a school that nurtures great learners through expert teaching. “From the beginning, the girls are encouraged to look at things closely and they question and get different perceptions. We embed that curiosity in all we do,” says Fintona’s head of Learning, Teaching and Development, Ruth McKinnon. The creative and thoughtful teaching and learning programs at Fintona are designed to uncover and build the strengths and talents of each student. The experiences and opportunities on offer ensure that students enjoy success in a wide range of fields post-school. Most recently, one graduate of the class of 2021 is now studying engineering at Cambridge University in England and another is studying art and design at the prestigious New York University. Other students from the 2021 cohort are now exploring medicine and economics. McKinnon says teaching and learning programs that encourage participation and that are founded on clear communication and expert teaching support are key to helping students develop interests, strengths, knowledge, skills and confidence. “We do all these things well and we infuse them into everything we do,” she says. “Girls learn by talking their way to understanding and so we have a process of talking, thinking and then doing. Similarly, we have a huge range of activities that girls can take part in – there is something for everyone.”

$16,912 to $32,656

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 95.85

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A raft of co- and extra-curricular activities in and outside the classroom help students develop a broad skill base, stimulate engagement and, in turn, help students build academic excellence. A newly launched Green Team focused on sustainability is one example of the activities available at Fintona that are stimulating learning. Green Team members are auditing the school’s energy and water use and recycling efforts and will suggest improvements where they can be made. “Senior students have also just started the IPEC Group – a club for students interested in getting together to talk about international politics and economics,” McKinnon says. To ensure students progress in whatever subjects they are studying, Fintona’s teaching and learning approach relies on the transparent

communication of clear objectives. This enables girls to know what is coming next in their studies so they have time to prepare, reflect and understand their learning goals. “A teacher explains what is going to happen in a lesson and what they are aiming to achieve together. Students know the objectives and are confident to ask if anything is not clear,” McKinnon says. The nurturing and supportive learning environment is partly due to Fintona’s size, and small class sizes ensure that every student is known to their teachers. “Our girls feel supported enough to have a go at anything. If they want to be in the rowing squad, as long as they come to practice and do the training, they will be supported to be in the rowing squad,” McKinnon says.

“This mindset of being able to have a go transfers to the classroom and means they will be able to have a go at anything from calculus to Shakespeare.” That depth of support extends to helping students step outside their usual domains. While it may be confronting initially, the support of peers and teachers helps students navigate any concerns and develop important skills. “We tap into our students’ interests, listen to their questions, encourage them to express themselves clearly and logically and help them think critically,” McKinnon says. “We have a strong learning community at Fintona and everyone is working towards the same goal – of creating great learners who have many opportunities ahead of them.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

LIFE PATHWAYS

Learning on the path to future work Know what a deextinction geneticist is? Don’t worry – your children will. BY JOANNE BROOKFIELD

he future of work is a brand new world: in fact, literally, as space tourism operators and terraforming microbiologists could one day be working on Mars. Back on our own planet, there will be plenty of jobs that don’t currently exist as well. A recent study predicts bio-jackers, entomicrobiotech cleaners, algorithm interpreters, de-extinction geneticists, fusionists, smart dust wranglers and robot ethicists will all be required in the not-too-distant future. The 100 Jobs of the Future research project sees technology becoming such a big part of everyday life that we’ll even need an “analogue experience guide” to help us unplug from digital life and reconnect with the natural world. Undertaken by researchers from Deakin University and Griffith University in Queensland, and commissioned by Ford Australia, the study looks at how the big drivers of change – technological disruption, scientific innovation, climate change, globalisation and population pressures – will transform the skills required for the evolving needs of the workforce. What does this mean for current students? In short, say lead researchers Peta White and Russell Tytler, both from Deakin’s School of Education, students need to “learn how to code, learn how to paint”. While many future jobs will increasingly require scientific, technological and digital skills, putting an emphasis on STEM subjects, and applying these with creativity and imagination will be equally important, as will critical thinking and people skills.

Mechatronics engineering robots, left, and students problem-solving at Melbourne Girls Grammar, above.

Dr White says the researchers are often asked if robots are taking over our jobs. “In some instances, yes,” she says, adding: “They also create another raft of potential employment around design, construction and maintenance of the robot. So, it’s a different way of thinking about it.” Given the rapid rate of these technological innovations, “students will need flexibility to be adaptable in the tools we use and the kinds of things that we do”, she adds. As the “gig economy” is already demonstrating, Professor Tytler points out that students will find themselves

in “non-fixed or flexible workspaces” and that one “lifelong career” is no longer the norm. As a result, he says, “the most important thing is developing a capacity for lifelong learning”. “We have always been a futurefocused community, and a community that develops skills for life,” says Melbourne Girls Grammar’s executive director of curriculum, pedagogy and innovation, Ashley Pratt, of the school’s 130-year history. While “timeless” core learnings around literacy, numeracy, humanities, sciences and the arts will always be a focus, Pratt says, “the changing nature

FUTURE JOBS Autonomous vehicle profile designer

100-year counsellor

Off-world habitat designer

Autonomous vehicles will

Medical advances mean

Everything from

make driving optional and,

we’re living longer and many

accommodation to

therefore, the way we use

of us will reach the “third

restaurants to breathable

the inside of our cars will

age” – predicted to become

air is going to be needed if

change. The autonomous

the best time of our lives,

or when we start colonising

vehicle profile designer

as it follows the family

other planets. Working

will design the cabin of the

and work focus of mid-life.

with other specialists,

car to be used in multiple

The 100-year counsellor

such as terraforming

ways: a bedroom, dining

will work with age-

microbiologists, off-

room, conference room or

transition psychologists,

world habitat designers

playroom – even a gym.

nostalgists and whole-

will design buildings and

of-life educators.

complete habitats for these new worlds.

Source: 100jobsofthefuture.com

of work, the changing digital disruption within our society, means we need to be responsive to that as well”. He gives the example of their Year 7s and 8s, who are learning about the design process by integrating digital technologies into everyday products. One group is making wearable technology using Arduino LilyPad sewable electronics, which can be programmed to light up if it is about to rain. “It’s not a ‘pretend’ project; they get to design a fully functional product,” he says. In order to keep advancing students in these rapidly changing areas of science and technology, MGGS believes in “a shared educational journey”, Pratt says. “We have a strong STEM auxiliary, a really engaged group of parents who work really closely with our teachers to make sure that we have pathways, that we have role models and we have career mentors,” he says. The school also partners with organisations such as the Fuse Cup and bring in industry leaders to ensure they are remaining at the forefront. Importantly, the teaching staff are also constantly upskilling, which not only allows them to teach the latest developments but role-model lifelong learning.

I N DEPE N DE N T SCHOOL S GU IDE 2022

Transforming learning for the next generation of leaders. Places available. Enquire Now. Early Learning Centre | Junior School | Senior School 03 8862 1000 registrar@genazzano.vic.edu.au genazzano.vic.edu.au

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GENAZZANO FCJ COLLEGE

Becoming future-ready Genazzano College is winning awards for its innovative approach to education that ensures students are primed for a bright future.

301 COTHAM ROAD, KEW, VIC 3101

ENQUIRIES

(03) 8862 1000 genazzano.vic.edu.au registrar@genazzano.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION Catholic

GENDER

Co-ed ELC; all-girls Prep to Year 12

FEES

“T

he religious Sisters who started our college were an innovative order who reacted to the signs of the times. They entrusted our teachers to continue in that spirit,” says principal Loretta Wholley. For the past three years, that “spirit” at Genazzano has been formally recognised by the prestigious The Educator’s Innovative Schools list. The annual list recognises schools in Australia at the cutting edge of change and innovation and showcases the initiatives they are implementing to deliver quality teaching and learning experiences. Most recently, Genazzano has been recognised for its Future Skills and nextGEN programs that offer girls the opportunity to gain micro-credentials in a raft of areas including philanthropy, sports coaching and stage production. “The programs focus on developing capacity and capability,” Wholley says. “They recognise that learning has changed, and they recognise the importance of flexible learning, futurefocused learning and developing skills beyond the traditional classroom. “From ELC to Year 12, we are committed to developing future skills and life skills throughout the college. We want to integrate an awareness of life beyond the college and open up opportunities and future prospects for our young women in many different ways.” Micro-credential studies offer students the chance to pursue interest

$9396 to $21,429 (ELC), $18,192 to $30,219 (P-12)

BOARDING Yes

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 85.6

areas that don’t usually sit in the traditional curriculum and classroom. The study programs give students a chance to collaborate, problem-solve, and deep dive into passion areas. “The programs require commitment, and they are backed by rigour and academic validation,” Wholley says. “They have been designed to create exciting future career pathways and to inspire students with new learning opportunities.” Genazzano was also recognised by The Educator for its Studio Beyond initiative that extends professional learning opportunities “beyond” the school curriculum. The program revolves around four centres of excellence: Global Enterprises, Innovation and Technology, Sports Development and Creative Industries. “We have a core curriculum and a co-curricular program as students

move through the school, but one size does not fit all, so we are offering a more bespoke program for students,” Wholley says. “Schools are becoming more complex. Studio Beyond accommodates students who might be part of a rigorous elite sports program but who want to stay connected with the school. Or students who excel in dance can take advantage of some of our VCE/VET programs. “This initiative provides tailored learning programs for students who find five full days of school difficult to complete. It looks at the individual needs of those students and also provides one-to-one mentoring sessions to help them stay on track, set goals and work towards what they want to achieve.” Continuing the spirit of innovation that is part of the school’s 133-year history, this year, Genazzano will

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extend learning opportunities to the community through the Genazzano Art Academie. The Academie will offer arts courses initially to families and the general community. “This is an exciting place to learn as we continue to evolve to be future-ready,” Wholley says. “Our goal is to help develop women with courage and confidence in a field of passion where they know they can make a difference for themselves and in the service of others. We want them to know they can contribute to society in whatever field they choose and to understand that their many skills and traits can help them make the world a better place and transform their community.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

HAILEYBURY

Education in parallel Haileybury offers the best of both worlds for families and students who want to make the most of single-gender classes in a co-educational environment.

ntil the end of Year 4, children at Haileybury’s campuses in Keysborough, Brighton, Berwick and the city learn and explore together. From Years 5 to 12, while the school remains co-educational, they transition to single-gender classes as part of Haileybury’s Parallel Education model. The carefully planned model recognises that, while girls and boys both benefit from sharing their education early on, in the middle and senior years they can often achieve better academic results in single-gender classes. “Parallel Education takes the best academic outcomes that come from single-sex classes and the very strong social outcomes from the coeducation environment,” says Anna Sever, deputy principal (Teaching and Learning). “Essentially, it offers the best of both worlds. “Research suggests that students learn better in single-sex classes but the socialisation aspect is important,

too. So, during recess and lunchtime and during events like musical performances, school productions, sports events and social initiatives, like our soup kitchen, girls and boys share spaces in the school. “Students also enjoy favourite spaces in the school together, like the ovals, canteen and library, but we believe single-sex classes are the optimum learning environment.” Haileybury’s recent 2021 VCE results are testament to the effectiveness of the Parallel Education model. Eight highest-possible ATARs of 99.95 were achieved and 51 per cent of students placed in the top 10 per cent of students in Australia. Haileybury girls were first overall in Victoria’s study scores table, while the boys placed second in the state. The students achieved 36 perfect study scores in 15 different VCE subjects. “Research has shown that boys and girls develop at different stages and at a different pace and Parallel

Education provides academic support linked to those stages,” says Melissa Allen, head of Middle School (Teaching and Learning). “We get the same learning achievements for boys and girls, but the pathway is different. “I teach boys and girls, and in my boys’ classes they opt for group discussions and less oneon-one time,” she says. “They like to get feedback more regularly and lessons are broken into chunks. They enjoy having more activities to seek their teeth into.

“When I teach girls, they thrive on that one-to-one interaction with a peer or teacher, they enjoy working through things more by themselves and they want to know what is coming up next. “As a teacher, you know your class best and you can specialise your instruction to suit the needs of the students in front of you.” Sever says Year 5 is specifically chosen as a starting point for the Parallel Education model because research shows this is the point at which differences start to emerge between genders in how they best

łŅĸ ŇĻĴŁ Ĵ ŇĸŅŅļձĶ ŇŅňŀŃĸŇĸŅт We encourage our students to succeed in all aspects of school life — be it in their academic side, melodious music side, or striving for ÌÖ ÌÌŉ¡µŉÌÅºÈÒĜŉSº´ ŉ¬¡ Ìŉ®¡¬ ŉ á ®èµŉ ç ®ŉ¡µŉy®®ŉÒ È Ĝŉi µŉÌ ļÌŉµºÒŉ ®ºâ¡µ ŉºÖÈŉÌº ¬Ìŉº ŉÅ®yè¡µ ŉÒ ŉÒÈÖ´Å ÒĝŉèºÖŉ yµŉĂµ ŉ á ®èµŉ commanding the team as our School’s soccer goalkeeper. Now that’s what we call kicking some serious goals.

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A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

KEYSBOROUGH 855 SPRINGVALE ROAD KEYSBOROUGH, VIC 3173 (03) 9904 6000 BERWICK 138 HIGH STREET BERWICK, VIC 3806 (03) 9904 6006 BRIGHTON 120 SOUTH ROAD BRIGHTON EAST, VIC 3187 (03) 9904 6004 CITY 383 KING STREET, WEST MELBOURNE, VIC 3003 (03) 9904 6008 admissions@haileybury.vic.edu.au

YEARS

ELC to Year 12

GENDER

Co-educational

FEES

$20,010 (ELC) to $34,570 (Year 12)

BOARDING No

learn. She adds that single-sex classes also provide a “safe place” for learning for both genders. “There’s a greater willingness to share in the classroom,” Allen says. “Single-gender classes take away a layer of complexity so boys or girls feel more willing to share in the classroom and to put up their hand and ask for help. “Adolescence can be a difficult time and if we can minimise some of the challenges and complexities, girls and boys both reap the benefits.” Importantly, national testing results show that Haileybury has

reversed national and international trends that see boys traditionally do better in maths and girls perform better in reading and comprehension. This can partly be attributed to Parallel Education. “We create an environment where boys and girls feel safe and supported to take risks and we encourage different genders to make subject choices that may not be something they’d otherwise be confident in doing,” Sever says. “Girls and STEM is a perfect example. In a class with other girls, and

with a culture of trust, confidence to do those kinds of subjects prospers.” Haileybury’s culture is one of high standards, hard work and impressive outcomes. The school encourages students to be entrepreneurial and each student is supported to achieve their personal best. “You don’t have to make a choice between single-sex or a co-educational school,” Sever says. “Both have advantages and parallel education brings out the advantages of both of those worlds.”

SCHOLARSHIPS

Academic, General Excellence, Socio-Economic, Indigenous, Haileybury Foundation Scholarships

ATAR

(Median for 2021): 90

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haileybury.com.au

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A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

MENTONE GIRLS’ GRAMMAR SCHOOL

Finding their voice Mentone Girls’ Grammar School is on a clear mission to support young women to become capable leaders with vision, purpose, voice and hope.

11 MENTONE PARADE, MENTONE, VIC 3194

ENQUIRIES

(03) 9581 1200 mentonegirls.vic.edu.au info@mentonegirls.vic.edu.au

YEARS

ELC, Prep to Year 12

DENOMINATION Anglican

GENDER Girls

FEES

$16,260 to $31,745

ecently, some Year 2 students at Mentone Girls’ Grammar School took part in a STEM class, but their lesson wasn’t held in a traditional classroom. “They were sitting around the boardroom table with their little legs dangling on giant chairs, doing a STEM activity, and it was a deliberate decision to put them in that space,” says principal Natalie Charles. “All too often young women are excluded from a seat at the boardroom table. “We take very seriously the idea of our girls having an education that empowers them and allows them to have a voice and to use it. “We want them to have a sense of purpose, meaning and belonging, which in turn will provide the single most powerful protective mechanism a human being can possess, that being hope. They must know they can take their place in the world, catalyse change and make a difference for themselves and others.” Charles cites recent changes to the school swimming uniform as a tangible example of students at the school being known, seen and heard. “The sport captain ran a survey across the school last year and told us that the school bathers were not fit for purpose,” Charles says. “The girls felt the cut was too high; the fabric too thin. They felt uncomfortable and it made them not want to get into the pool. “So, we are changing the design of the bathers – that’s what empowering

BOARDING

No. Accepts international students

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 86.1

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girls looks like. They raise issues that matter to them and we listen.” As part of its mission to develop students equipped for the future, whatever it may bring, the school offers a number of specially designed programs that foster technological skills, enterprise and leadership. For example, students can take advantage of flying opportunities at nearby Moorabbin Airport and there is an Enterprise Academy, predominantly for girls in Years 5 to 9. “The Enterprise Academy is all about encouraging design thinking

to find localised solutions to global problems,” Charles says. Year 9 students have developed water filtration kits for schools without access to clean drinking water, and these have been trialled and tested by students in Tanzania and Uganda. Two students have also created a business called Sustainable Succulents to support women and girls in subSaharan Africa. In collaboration with World Vision, the business has funded schooling for 15 girls and enabled 15 women to start their own businesses. “Young women being enterprising

speaks to a sense of liberation and freedom; of knowing that when they encounter a problem, they can design a solution,” Charles says. A new director of research and technology was appointed this year to prepare students for a post-COVID era. “Technology has the capacity to transport girls and women in ways they’ve never imagined and I want our students to see the liberating and disruptive potential of technology – it can enhance the experience of our young women in the world,” Charles says. “With innovative technology, an enterprising mindset and the power of hope, the barriers are gone and that presents an exciting future for our girls.”

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Explore a world of unmatched opportunity Through MLC’s unmatched breadth of learning and wellbeing experiences and environments, we support students to find and nurture their individual interests and talents, and achieve their best. Discover the possibilities at our 2022 Open Mornings: mlc.vic.edu.au/openmornings

Suzy, one of our 2021 Duces, developed her love of Science at MLC and is now studying medicine. Our students are encouraged and supported by passionate Science teachers, many of whom have a background in scientific industries or research, bringing real-world experience into the classroom.

Thanushi developed her global outlook through the International Baccalaureate Diploma. MLC offers both the Victorian Certificate of Education, including VCE VET, and the International Baccalaureate pathway providing more than 60 subjects to choose from.

MLC (METHODIST LADIES’ COLLEGE)

A place where passionate learners are nurtured MLC prides itself on offering an unmatched breadth of curricular and co-curricular activities so that every student can find their passion.

rom building and racing miniature Formula One cars and debating in a United Nations youth forum to performing in school productions and being in the marching band for the ANZAC Day parade, Clara Petersen has enjoyed a rich tapestry of experiences at MLC. “It is now more than ever that I see it was during those first years at MLC that I really found a sense of purpose and belonging – possibly the biggest part of MLC is the communities that you join and the doors that open to you,” says the Year 12 student. “The multitude of electives on offer has also helped me find what I was interested and passionate about, like Fashion, Law and Psychology. I love the numerous facets of school life, which was why I decided to study the International Baccalaureate (IB)

due to its breadth and balance. “If I could say just one thing about the school, it’s that MLC not only has many opportunities for all different types of girls, but allows us to discover all different aspects of our personalities, to experiment, to explore and to become world-ready.” MLC is renowned for the breadth of its curricular and co-curricular offerings – students can choose from 40 elective subjects in Year 10, there are 60+ subjects across VCE and the IB, and the school has one of the largest Art and Design departments in the country to nurture creative hands and minds. In the co-curricular space, the choices are equally impressive. Students can choose from more than 30 sports, there are over 20 musical ensembles, bands and

choirs, and the school hosts more than 30 student-led clubs. “At MLC, we understand that when students pursue their interests, achievement naturally follows – especially when they are grounded in a well-rounded education that equips students with the tools they need to flourish,” says the principal, Diana Vernon. “Learning at MLC focuses on building relationships, embedding curiosity, critical thinking, and

encouragement to think creatively, whilst valuing diversity and broad expressions of achievement. I often say to families that MLC is a place where every student can find like-minded friends and supportive environments.” Alongside the core curriculum, Vernon says the co-curricular opportunities help the students grow friendships, resilience, self-esteem and leadership. Melissa Lange is head of Middle School, which covers Years 9 and 10.

Explore a world of unmatched opportunity Discover MLC’s unmatched breadth of learning and wellbeing experiences and environments at our 2022 Open Mornings: mlc.vic.edu.au/openmornings 28

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Daisy, now an AFLW her love of sports a 30 sports on offer, of all abilities to ac and exceptional fa holistic health, fitn

A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

207 BARKERS ROAD, KEW, VIC 3101

ENQUIRIES

(03) 9274 6316 mlc.vic.edu.au admissions@mlc.vic.edu.au

YEARS

MLC Kindle (6 weeks to 5 years), Prep to Year 12

DENOMINATION

Non-denominational

GENDER

Girls (MLC Kindle co-ed)

FEES

Prep to Year 12, $20,400 to $34,200, See website for MLC Kindle

SCHOLARSHIPS Yes

BOARDING Yes

ATAR

(Median for 2021): 91.3

She says these years are a crucial time of change, and it is important that girls are actively engaged in learning and co-curricular interests to further develop their passions and strengths. She says MLC is also focused on the development of the whole person. “Middle School is a time where students can personalise their learning,” Lange says. “Through vast subject breadth, we encourage each student to stretch and challenge themselves. It’s a chance for students

W footballer, developed at MLC. With more than , we support students c cess expert coaching acilities, and a focus on ness and wellbeing.

to explore new pathways and start the process of identifying what their strengths and interests are. “We truly value and nurture diversity of achievement, where we help every student comprehend what achievement looks like for them, in all its different forms.” Of the 2021 graduates, 16 per cent achieved an ATAR score over 99, and 40 per cent of students attained an ATAR of 95+. MLC’s median ATAR score was 91.3. Alongside their

studies, the 2021 cohort participated in music ensembles, plays, student clubs and sports competitions. “MLC has been a leader in girls’ education since opening our doors in 1882,” Vernon says. “We were one of the first all girls’ schools in the country to offer the same high quality of education to girls as was available to boys. We continue to honour that mission to this day. Breaking the mould and striving for excellence is what we do.”

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Specialist Art classes helps Julia expand her creative horizons. MLC’s Art and Design Department is one of the largest in Australia, with extensive opportunities starting in Junior School, through to all VCE Art and Design subjects on offer.

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curious curious by nature

From little questions, big answers grow. Ignite your child’s natural curiosity at PLC within a dynamic learning environment that provides solid foundations for your daughter to discover amazing new possibilities. Visit plc.vic.edu.au to discover more

FINDING THE ANSWERS THAT SHAPE THE QUESTIONS

A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

PRESBYTERIAN LADIES’ COLLEGE (PLC)

Where every student is known PLC supports every girl to create an individual journey and make the most of the many opportunities within the vibrant school community.

141 BURWOOD HIGHWAY, BURWOOD, VIC 3125

ENQUIRIES

(03) 9808 5811 admissions@plc.vic.edu.au plc.vic.edu.au

YEARS

Early Learning to Year 12

BOARDING Years 7 to 12

DENOMINATION Presbyterian

GENDER Girls

ince 1875, Presbyterian Ladies’ College has played a pivotal role in the education of young women. That education not only supports academic excellence but prioritises student wellbeing and ensures each girl is known, cared for and valued during their time at the school. Today, PLC has approximately 1600 students from ELC to Year 12, and each of them is supported as they begin and complete their journey at the school. “There is a clear academic pathway for our students, and along that pathway, there are definitive steps to ensure each child is cared for,” says PLC principal Cheryl Penberthy. “Our year-level structures and house structures create a great sense of belonging, and teachers, year level co-ordinators, and our Wellbeing Team monitor each girl closely. We also regularly review our wellbeing programs to make sure they are contemporary, researchbased and respond to what society is demanding now of young women.” PLC has a strong Christian foundation and has designed a whole-school wellbeing framework that takes into account the different ages and stages of students. In the early years, the program focuses on accepting others, creating a sense of self and accepting difference. “It explores core values around honesty, trust, bouncing back when things don’t go your way, and it’s premised on a sense of hope. We want girls to develop the skills

FEES

$19,972 to $35,028

BOARDING Yes

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 95.95

HOVER YOUR CAMERA OVER THE CODE TO SEE DOMAIN LISTINGS NEAR PRESBYTERIAN LADIES’ COLLEGE (PLC)

they need to feel confident about their place in that world and the influence they can have on the people around them,” Penberthy says. “If you feel optimistic and that you are coping with life, then you can focus on learning. It is one of PLC’s great strengths – our girls reach the end of their secondary education with such optimism about the future. “They have a well-rounded education, with multiple school experiences that help them develop academically, socially and personally. They are ready to launch into the world and to use their skills and talents to make a difference.”

PLC’s academic results consistently prove the powerful and effective impact of wellbeing on performance. In 2021, despite the challenges presented by COVID-19, the school achieved impressive results. PLC’s median ATAR in 2021 was 95.95, with eight girls achieving an ATAR of 99.95 and 17 per cent of students achieving scores that placed them in the top 0.5 per cent of students in Australia. Added to this, 28 per cent of PLC students achieved a 99+ ATAR that placed them in the top 1 per cent of students. PLC also offers the International

Baccalaureate and 100 per cent of the 2021 cohort achieved a notional ATAR of 90+, putting them in the top 10 per cent of results nationally. “We have built a strong body of knowledge, and we understand what a true education is,” Penberthy says. “Over time, our understanding of what this is has evolved. But, at the core, we are nurturing educated women who have a strong focus on service and on using their skills and talents to support others. “PLC is a leading school where young women are given the opportunity to have a very bright future and all the teachers and I feel a great sense of responsibility for the students in our care. Our young people are relying on us to ensure that every day is the best it can be for every girl.”

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HAPPY HEALTHY

& HIGH ACHIEVING As Mentone Grammar has evolved over almost 100 years into a leading bayside independent school, we have remained steadfast in upholding the community values and positive school culture that is at the heart of our success. Our strength is, and always has been, our people; Our happy, healthy and high achieving students; Our research-based education delivered by specialist teaching and support staff; And our community of open-hearted and supportive families who share our vision for young people.

EXPERIENCE MENTONE GRAMMAR at a SCHOOL TOUR, OPEN DAY or PRIVATE TOUR Visit our website for more details or to contact our friendly Enrolments Team.

www.mentonegrammar.net 63 Venice Street Mentone T: +61 9584 4211

NEW DIRECTIONS

Microcreds a new learning dimension Schools are recognising skills developed beyond the classroom. BY ANDERS FURZE

he teenage years are a formative time, as young people learn skills that will set them up for work and life. But while an ATAR or VCE study score captures a certain kind of student achievement, the skills students develop outside of the school curriculum have often been under-recognised. “Whether they’re participating in a debate club, playing team sport or working casually at McDonalds, young people are often developing skills outside the classroom and not quite realising it,” says Mish Eastman, deputy vice-chancellor (Vocational Education) and vice-president of RMIT University. “Many young people work parttime, often in some of our highestpressure areas. Even though they’re 15 or 16 years old, to be successful requires complex understanding of human behaviour, and thinking about how to de-escalate rather than escalate customer situations.” Enter the rise of micro-credentials – digital badges that recognise the skills and capabilities students develop in an array of learning areas. Not limited by the constraints of a traditional curriculum or training package, micro-credentials are often used to complement more formal study in a way that is less time-intensive and more flexible, and help recognise the diverse array of skills which students develop outside the academic curriculum. “Micro-credentials in the present state are really a packed-up group of smaller, digestible skills and competencies that individual learners can use as a fast, practical way to upskill,” Eastman explains.

Genazzano’s GenEncounter program is a micro-credential initiative.

After completing a microcredential program, participants usually receive a uniquely designed digital badge containing metadata including the name of the badge, the level of student achievement and information on assessment rubrics and competency frameworks. These can then easily be shared to social media platforms such as LinkedIn or stacked with other microcredentials to create learning pathways. Independent girls’ school Genazzano FCJ College implemented a microcredentials platform in 2020. The decision aligned with the school’s goal to develop global learners who are future-ready, says Catherine Brandon, director of the Genazzano Institute of Learning and Brain Sciences. “Genazzano has been engaged in a global conversation around the need to represent student learning and

achievement with more than a single score or rank. [The school] embraced micro-credentials to provide flexible and engaging learning opportunities that go beyond the traditional and required classroom curriculum.” The “future skills” microcredential program focuses on capabilities and personal development, with courses including Foundations in Philanthropy, offered in conjunction with the Sisterhood of St Vincent’s Foundation, and the Learning Blueprint, developed by neuroscientist Jared Cooney Horvath. The “professional skills” program, meanwhile, gives students workready skills that enable them to step into a range of industries, offering badges for achievements in music composition and applied computing,

for example, as well as a visual art technician internship. New microcredential programs are currently being developed, including sports coaching and academic research skills. “The micro-credentials are essentially short courses that allow for students to choose new learning,” Brandon says. “They can dip a toe in, or deep dive to take on new experiences or develop skills.” Other schools with their own micro-credential programs include Haileybury, which launched its HYCreds framework in 2019 and Lauriston Girls’ School, which initially rolled out digital badges across its Student Leadership and Community Services programs. At Genazzano, the digital badges also play a key role in the school’s “Studio Beyond” innovation, a flexible learning model that allows students to design a learning program that suits them. “The key features of Studio Beyond are micro-credentials, internships and a personalised career and mentoring program,” Brandon says. “The program may incorporate formal VCE/VET studies, but also offers flexibility for students to engage in high-level sports, performing arts, work or other activities outside of school.” With the world of work constantly changing, others are also embracing the opportunities of micro-credentials. Universities and other education providers are complementing their degrees and diplomas with micro-credentials, while schools are also using the same platforms to recognise teacher professional development. “It’s about giving multiple entry and exit points for students in a lifelong learning situation,” Eastman says. “Thinking about that experience of learning and ‘just in time’ solutions that can help people either do the job they’re doing better or be ready for the next opportunity.”

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THE PROGRESSIVE

INTERNATIONAL BACCALAUREATE

PRESHIL DELIVERS AN UNCOMPROMISING EDUCATION WITH A FOCUS ON EACH STUDENT’S:

STRENGTHS, PASSIONS AND FUTURE ASPIRATIONS.

Preshil continues to offer a truly progressive International Baccalaureate educational experience: Primary Years Programme, learning through inquiry and Conceptual PlayWorlds. Middle Years Programme, leveraging student voice. Diploma Programme, breadth and balance. A continuum of curriculum that develops confidence, agency, empathy and self-actualisation. Learning freed from comparison and competition. A beautiful environment where children feel welcome, can imagine, create and be playful.

ENQUIRE

NOW

A DEDICATED INTERNATIONAL BACCALAUREATE WORLD SCHOOL

Providing a Continuum of IB Education from Kindergarten to Year 12

preshil.vic.edu.au registrar@preshil.vic.edu.au

Kinder & Primary: 395 Barkers Road Kew VIC 3101 03 9816 7900 Secondary: 12-26 Sackville Street Kew VIC 3101 03 9817 6135

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PRESHIL

To imagine and inspire A change of leadership is bringing fresh ideas to a school that celebrates innovation.

SECONDARY 12-26 SACKVILLE STREET, KEW, VIC 3101

ENQUIRIES

(03) 9817 6135 preshil.vic.edu.au preshil@preshil.vic.edu.au

YEARS

new principal with a wealth of international experience continues to build Preshil’s progressive reputation and its commitment to developing creative and independent thinkers. Josh Brody, the recently appointed principal, spent his first few weeks at Preshil immersing himself in the classroom and the lessons, getting to know the dedicated team of teachers, playing basketball with the students and talking to them about their experiences of the school so far. Brody arrived at Preshil after spending almost 20 years as head of Sequoyah, a progressive school in the US city of Pasadena, California. During his time at Sequoyah, Brody founded its high school division. Before Sequoyah, he worked as a teacher and principal in Nepal and founded and led an education project in the country’s remote high-mountain areas. But it is his experience in the US that most closely aligns with his current role at Preshil. “Sequoya had mixed age-group classrooms and a lot of projectbased and hands-on learning,” Brody says. “We thought a lot about how to cultivate creativity, collaboration, communication and critical thinking with our students. “We also thought a lot about diversity, equity and inclusion and ways in which you can create an environment so students and families can bring their whole selves to their experience in school. We wanted school to be inclusive and a place where students learned from each other. “In high school, we started an innovation program where students explored issues like social justice and

KINDERGARTEN & PRIMARY 395 BARKERS ROAD, KEW, VIC 3101

Kinder to Year 12

DENOMINATION

Non-denominational

GENDER

Co-educational

FEES

$18,200 to $28,705

BOARDING No

SCHOLARSHIPS Yes

environmental sustainability that were relevant globally and in Los Angeles. “We took students into the community and brought in people from local government, businesses and notfor-profits so students could explore different ways in which they could participate in solving those issues.” Preshil’s position as the oldest progressive school in Australia drew Brody and his family to Melbourne. “Preshil’s rich history in progressive education interested me – a lot of good work precedes me but I hope I have something to contribute as Preshil continues to grow,” he says. An element of Preshil new to Brody is the International Baccalaureate. Its mission statement says the program “aims to develop inquiring, knowledgeable and caring young people who help to create a better

and more peaceful world through intercultural understanding and respect” and encourages students across the world “to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right”. Brody feels this aligns perfectly with Preshil’s commitment to developing the independence and creativity of each of its students in a way that respects their individuality and their goals, interests and capacities. “The IB is a sophisticated curriculum that supports students to understand who they are in the world, to follow their passions, to figure out a role they can play and how they can make a contribution to the world. It aligns well with the core values of Preshil,” he says. As he familiarises himself with the school community, Brody is

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keen to add further value to the students’ experience. “I’d like to build on the work we can do related to social innovation. I helped build that program in my previous school and I’m excited to see what it looks like in Preshil,” he says. “I’d like to create a social innovation program that helps students to engage in issues beyond the school, to be problem solvers and to feel empowered to make a difference. “When students leave Preshil I hope they are comfortable with who they are, that they have felt accepted and nurtured, that they understand that learning is a lifelong process and they look for ways in which they can contribute to their community and society.”

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e r e h s e h s i r u Flo

Guiding girls from Prep to VCE. Enrol now for 2023 and beyond. Sacré Cœur – Wurundjeri Country, 172 Burke Road, Glen Iris Register at sac.vic.edu.au

Co ur ag e X ki nd ne ss = th e Sa cr é Coeu r w ay

Sacré Cœur

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SACRÉ CŒUR

Breaking down barriers Sacré Cœur places learning, wellbeing and development at its centre.

Sacré Cœur 172 BURKE ROAD, GLEN IRIS, VIC 3146

ENQUIRIES

(03) 9835 2700 sac.vic.edu.au admissions@sac.vic.edu.au

YEARS

Prep to Year 12

new centre dedicated to STEAM has sparked excitement around learning and discovery at Sacré Cœur. The response to the centre from students and staff has been highly charged – the project has been a resounding success. “There is a real excitement. The girls couldn’t wait to experience the building,” says the principal, Adelina Melia-Douvos. “It is an important, innovative learning hub. The world is moving rapidly, and this school has always been about preparing our students to take their place in the world. A visionary religious order founded our school – the Religious of the Sacred Heart of Jesus – and they believed learning needed to look towards the future where all women could rightfully take their place. This building reflects that vision.” Thoughtfully designed by Hede Architects, the St Madeleine Sophie Barat Centre uses best-practice design to create opportunities for students to experience an holistic, nurturing and challenging learning environment, which instils a mindset of curiosity, innovation and growth. It contains three state-of-the-art science laboratories, an ICT laboratory and three library levels. The top level is dedicated to visual and creative arts, including photography thus the STEAM, rather than STEM, focus. There is also a series of breakout spaces where students can work in groups or independently. “The building has beautiful curves, so the design flows and creates a synergy between the historic and the new,” Melia-Douvos says. “There are also huge expanses of windows, so that natural lighting, so conducive

DENOMINATION Catholic

GENDER Girls

FEES

$4905 to $28,065

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Average for 2021): 87.95

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to learning, is magnificent.” The new STEAM-focused centre builds on an existing educational platform that places student learning, wellbeing and development at the centre of everything. The school works on the notion of students and staff being co-learners and working in partnership. In Year 8, girls take part in the two-week No Place Like Home program in the city. During this time, they navigate world issues such as whether poverty can be stamped out and how, and what solutions there are to tackle homelessness. In Year 9, in the Notre Monde (Our World) program, students work on a series of major projects on pivotal issues which highlight reallife applications of their learning.

After a review with students last year, Notre Monde is being expanded to include more opportunities to develop life skills, Melia-Douvos says. It will include projects based on sustainability, waste, aviation and financial literacy and the development of STEM skills such as designing apps. Roxanne Bergstrom joined Sacré Cœur in Year 3 and is now in Year 11. She particularly enjoys studying VCE Visual Communications and Design and Biology and has been actively involved in the Arts Festival and the Senior Choir. “During my time at Sacré Cœur, I’ve learnt to manage my time, and I’ve developed a desire and a want to do my best. “I’ve also learnt to reach out when tasks seem too overwhelming to

handle. I love knowing that my teachers are here to support me and help me learn,” Bergstrom says. “At the moment, I’m leaning towards wanting to be a veterinarian, but I think I would also enjoy being a graphic designer. I am always open to my aspirations changing.” Melia-Douvos says Sacré Cœur students like Roxanne are principled, open-minded, curious, creative and analytical. “They are individuals who take a very considered approach to life,” she says. “While they will face challenges, I see incredible hope in our girls. They ... leave our school with a profound sense of self and, equally, prepared to serve the common good, understanding that they are part of something much bigger than themselves.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

SHELFORD GIRLS’ GRAMMAR

A mindset to flourish Academic ability is important, but at Shelford Girls’ Grammar, it goes hand in hand with developing innovation, adaptability, creativity and empathy.

3 HOOD CRESCENT, CAULFIELD, VIC 3161

ENQUIRIES

(03) 9524 7333 information@shelford.vic.edu.au shelford.vic.gov.edu.au

YEARS

Prep to Year 12

DENOMINATION Anglican

GENDER Girls

FEES

$11,000 to $32,000

helford proves that good things can come in small packages, and the school prides itself on its small and close-knit community. There are just under 500 students from prep to Year 12, and principal Katrina Brennan says this lends itself to Shelford offering an inclusive program across the school. “The relationships between teachers and students are strong because we have small class sizes. Teachers know their students as people and as learners. Our students feel safe and secure and so are more likely to be courageous and to give things a go,” she says. “We recently had our 2021 high achievers’ assembly, and it was wonderful to welcome those girls back, and they said they were already missing our Shelford community.” While Shelford was founded in the late 19th century, the curriculum and programs that support holistic development today are focused on the 21st century. “We constantly improve. For example, our data-driven, researchbased wellbeing programs evolve all the time and, post-COVID, we are looking at issues like body image, mental health literacy, digital citizenship and positive education principles to manage areas like anxiety, stress and perfectionism,” says Brennan. “In the classroom, we are always looking at evidence-based practices, and our professional learning focuses on high-impact teaching strategies.” From Prep to Year 8,

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Average for 2021): 90.45

students explore digital technology or “digitech”. In Year 9, robotics is an elective and Year 10 students can choose to study engineering. Year 9 students also take part in Shelford’s Challenge Program, in which they take breaks from the traditional classroom setting and learn with purpose in different community settings. The program encourages greater responsibility for independent learning, development of team-working skills, a sense of belonging and increased awareness of diversity within communities. It includes a city experience, a project focused on the environment, a STEM project and a focus on the arts. “There is rigour to the activities, but it celebrates a different kind of learning. For the environment challenge part of the program, some students looked at sustainability

in our school and how we could improve environmental practices. They presented their ideas to the board, and we are now implementing those,” says Brennan. More recently, Shelford has developed the STAR Program – the Shelford Tertiary Alliance Register. As part of this, the school is developing partnerships with universities and TAFEs, such as Swinburne University and Holmesglen Institute of TAFE. “We are looking at ways we can work together to provide a depth of experience for our students. Our Year 11 students go to Swinburne for a tertiary experience day, and some of our staff are training with Swinburne in areas like enterprise and innovation,” says Brennan. “With Holmesglen, we are exploring our Year 10 to 12 students doing short courses there to gain micro-

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credentials in areas as diverse as first aid, food handling, digital literacy, computers, writing for publication and digital marketing. “Our academic tradition is important, and we will always value academic skills, but increasingly there is a viewpoint that the ATAR is not the be-all and end-all for tertiary entrance. It’s important that students have a range of skills and that we provide opportunities to develop those. I think professional development is moving towards shorter, sharper acquisition of skills, and we are moving in line with that.” Shelford is clear on its values, and the calibre of young people it aims to help develop. “We are building strong, independent and courageous women,” says Brennan.

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POST-LOCKDOWN LEARNING

Back to the future, with a twist or two Classroom learning is being embraced again as schools evaluate lockdown strategies. BY KATE STANTON

hough it’s still unclear whether we’re living in a post-pandemic world, it’s safe to say that Victorian students are well into a school year that has remained relatively uninterrupted by COVID-19 concerns. So far, the general consensus is that educators, parents and students are grateful to be back at school.

“The feel from our St Leonard’s College community was one of excitement and relief,” says acting principal Pat Kenny. “The start of the year has been so positive, and it is just so lovely to see the smiling faces of our students, parents and teachers.” But now that schools have resumed normal service, are teachers incorporating any aspects of remote learning, such as flexibility and self-directed education, into their post-lockdown world? Wesley College principal Nick Evans says students and teachers were so “overwhelmingly” happy to return to the classroom that the school has focused on settling back into pre-

COVID learning structures, rather than testing hybrid models or alternative roles for teachers post-lockdown. “It’s a ‘new’ normal,” he says. “We are still processing the last two years, and we wouldn’t want to jump into anything too quickly.” Though the school hasn’t put anything formal in place yet, staff are “giving quite a lot of thought” to flexible learning

Think forward. Think Cornish.

models inspired by the pandemic, particularly for senior students. “I think the last two years have probably made many people a little jaded about self-directed learning,” Evans says. “But there were students who really appreciated that greater flexibility. “Of course, there were students for whom that didn’t work,” he adds. “So it’s a balancing act.”

2012–2022 C E L E B R AT I N G 1 0 Y E A R S

Forward-thinking education At Cornish College we believe education goes hand in hand with exploration. Our students are encouraged to identify problems and seek out solutions, to cultivate their entrepreneurial spirit and pioneer new ground.

Book a tour cornishcollege.vic.edu.au/school-tours For more information E: admissions@cornishcollege.vic.edu.au T: 9781 9008

I N DEPE N DE N T SCHOOL S GU IDE 2022

Though most researchers and educators around the world found our “forced experiment” in remote learning came with significant challenges, others noted that there were advantages for students who thrived away from the formal structure of the classroom and the social pressure of school. A 2020 survey of parents in the US and Australia found that many

families saw a significant benefit to the flexibility of remote learning: children could learn in routines and environments that best suited them. Some teachers are informally implementing new strategies based on their experiences. For example, Evans says, they might be trying out a “flipped classroom” approach, where students learn content outside school, but practice that content with the teacher.

“That concept has been happening in many classes for a long time, but the last two years have given it a real impetus.” But after a tumultuous and often isolating two years, Wesley educators are focusing on improving student wellbeing and reacquainting students with important social skills. “For the majority of kids, their academic learning has continued apace,” he says. “But what has fallen behind is their social learning, their ability to be with people and to engage with each other.” Educators and students at St Leonard’s College in Brighton East have also embraced the relative normality of the 2022 school year. “At the moment, we are focusing on a sense of normalcy, as that is what our students, teachers and parents want,” Kenny says. But that doesn’t mean the school has done away with some of the strategies that proved successful over

the last two years. Teachers honed their technology skills and felt more comfortable preparing video lessons and using online collaborative tools. The school is also likely to continue with a blend of online and in-person learning in the future, Kenny says. The school environment may look like a “combination of experiences” and less reliant on the traditional classroom model. But for now, he says, teachers are relishing the chance to interact face-to-face with students again. “Our teachers have always had the ability to be flexible and adaptable, and this was evident and so appreciated by our students and their parents when we quickly pivoted to online learning,” he says. “The skills they learnt over the past two years will certainly make them better teachers, but underpinning this is still the core belief that teaching remains based on forming positive relationships with students.”

She Who Belongs. She Who Thrives. At Ave Maria College, every student is known and nurtured so they can belong, grow and thrive. We challege our students to strive for excellence from Year 7 to ensure they are prepared for their senior studies and future pathways.

Apply now for Year 7 in 2024 �� www.avemaria.vic.edu.au Applications close on Friday, 19 August 2022 @avemariacollege @avemariacollege @avemariacollegeaberfeldie

I N DEPE N DE N T SCHOOL S GU IDE 2022

The future belongs to the Curious Enrolments now open for 2024 and beyond We invite you to join us for a tour of St Aloysius College to discover our inspirational environment, meet our leadership team and learn more about the exciting transition to co-education from Year 7, 2023.

Book a Tour today

www.aloysius.vic.edu.au 31 Curran Street, North Melbourne VIC 3051 P 03 9325 9200

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ST ALOYSIUS COLLEGE

A step towards the future In 2023, St Aloysius College will become the first Catholic co-educational secondary school in the City of Melbourne.

MAIN CAMPUS 31 CURRAN STREET, NORTH MELBOURNE, VIC 3051 GYMNASIUM BOUNDARY ROAD, NORTH MELBOURNE, VIC 3051 CAMPS & OUTDOOR EDUCATION CAMPUS TORQUAY, VIC 3228

ENQUIRIES

(03) 9325 9200 registrar@aloysius.vic.edu.au aloysius.vic.edu.au

hen the first cohort of boys walks through the college gates next year, their arrival will be a turning point in the long history of the school. Since it was founded in 1887, St Aloysius has been an all-girls school, so the transition to becoming coeducational in 2023 is significant. “It has been a promising and exciting journey for us and we have been overwhelmed by parental and community support for the direction we are taking,” says principal Mary Farah. “We are looking forward to creating a beautiful and modern city school. “We have seen an increase in enrolments for 2023 and the families of our future Year 7s already want to be part of the school community and to be involved in parent and school council groups at St Aloysius. They are keen to be part of the journey here with their children.” The move to co-education was inspired by a two-year initiative led by Mercy Education with the support of Catholic Education Melbourne to reimagine the delivery of Catholic secondary education in inner-city Melbourne. A clear community need was identified from families seeking a faithbased co-education for their children during their secondary years, and St Aloysius has provided that option. Farah confirms that the Year 7 cohort of 2023 will have a balanced ratio of girls and boys, and facilities are being adapted to accommodate increased numbers. An innovative master plan will see a refurbishment and the development of

YEARS

Year 7 to Year 12

DENOMINATION Catholic

GENDER

All-girls, co-educational from Year 7, 2023

FEES

$6660

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 80.03

new facilities and learning spaces at the North Melbourne campus, including the gymnasium and the college’s residential camp facility in Torquay. The transition to a fully coeducational school will be managed gradually over six years, with Years 7-12 becoming fully co-educational by 2028. As part of the move, St Aloysius College is working hand in glove with the International School of Geneva to implement the Universal Learning Programme (ULP) – a UNESCO-researched and backed learning and teaching program. This framework provides teachers with world-leading pedagogy and focuses on the whole student and their

character, passions and curiosity. While 2023 marks an expansion of the student cohort of St Aloysius College, the traditions and values from the foundation of the school remain the same: supporting all students to recognise their potential and ensuring the wellbeing of the whole student are paramount. “Staff and student wellbeing are at the forefront of everything we do because we know that greater learning occurs when we have greater wellbeing programs in place,” Farah says. “Our pastoral care centres upon kindness and maturing each student emotionally and spiritually. “The values and ethos of this school

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will not change but will be enhanced in 2023. The fundamental principles of a Mercy education have stood the test of time and are just as relevant today as they were when the school was founded. “The inclusion of boys will bring a fresh perspective and new interests and will help to extend all that we have to offer for everyone’s benefit. “We will always remain a school that is welcoming to everyone, that is kind, and where students are cared for and known.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

#1 Girls School Victoria

She

who dares

Principal’s Tours 2022 May | June | August | October Register at www.stcatherines.net.au/VisitOurSchool

ST CATHERINE’S SCHOOL www.stcatherines.net.au | Toorak VIC

ELC to Year 12 | Day & Boarding School for Girls (ELC includes boys)

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ST CATHERINE’S SCHOOL

The ‘Thinking Classroom’ The ‘Thinking Classroom’ is at the heart of a St Catherine’s education and is driven by a belief that learning and wisdom grow from authentic experiences.

17 HEYINGTON PLACE, TOORAK, VIC 3142

ENQUIRIES

(03) 9828 3032 admissions@stcatherines.net.au stcatherines.net.au

YEARS

ELC (3YO & 4YO) to Year 12

DENOMINATION

Non-denominational

GENDER

Co-educational ELC, girls from Prep to Year 12

FEES

ome learning spaces at St Catherine’s have shed the traditional classroom layout in favour of something more sophisticated and effective. During Year 9 humanities classes, as part of a program called “Her Signature Her Voice”, instead of sitting at standard desks, students sit around a large central table that lends itself more to open discussion, debate and the sharing of ideas. “The girls might discuss a question like, ‘Can we stop biomes from being destroyed?’ They do some pre-reading on the subject and then have conversations around the table,” says the director of Teaching and Learning, Ceri Lloyd. “The whole class is about encouraging student-led conversation based on what the students have read and viewed. The teacher then observes and guides but the class gives the girls agency and a voice. “They have a big question dropped on them and the girls prepare and lead the conversation.” The classroom layout and approach is based on a Harknessinspired methodology developed by a group of private schools in the United States that is used in leading schools around the world, such as Eton College in Britain. It promotes each student’s capacity to use questions and conversation to direct their own learning and cultivates a Thinking Classroom that fine-tunes communication

$24,220 (Prep) to $36,940 (Year 12)

BOARDING Yes

SCHOLARSHIPS Yes

ATAR

(Median for 2021): 92.1

and critical thinking skills. The principal of St Catherine’s, Michelle Carroll, saw the Harkness methodology in action during a visit to Eton College and was so impressed that she decided to introduce it to areas of the Toorak school. The Thinking Classroom approach permeates the early learning centre and junior school through to the senior school. In Years 10 to 12, this takes the form of a “senior years learning model” that helps students prepare for the transition from classroom to tertiary and workplace settings. It relies on a series of different learning platforms including masterclass lectures, flexi-tutes and traditional classroom teaching. “COVID-19 has led to some opportunities in education and

during the pandemic we’ve seen the greatest and most rapid educational reform,” Lloyd says. “During the pandemic, when girls were online, we surveyed them about their experiences online and they liked the independence and flexibility, so we developed our independent learning model for the senior years based on that feedback.” The Thinking Classroom, the Harkness-inspired learning method and the senior years learning model are just some of the ways in which St Catherine’s is pushing the boundaries in teaching and learning. Each facet of the school seeks to build learner competencies – including collaboration, reflection and self-efficacy – that St Catherine’s sees as critical to students thriving now and into the future.

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The carefully planned strategies are working. Last year, St Catherine’s achieved a median ATAR of 92.1, and the 2021 VCE results place St Catherine’s as the top girls school in Victoria. Lloyd says a combination of academic and student care contributes to these impressive results. “Our outstanding results are testament to the … intellectual curiosity embedded in a St Catherine’s education,” she says. “Our targeted learning programs and the academic care provided by our teachers ensure every student finds connection to the knowledge around them. “Our girls have a sense of perseverance about them and a deep gratitude for their education.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

DISCOVER TOORAK Join our Head of Wardle House, Miss Melissa Schoorman, on a small group tour of our ELC and Junior School. Learn about our unique approach to personal and academic growth, our broad range of co-curricular programs and explore our world-class facilities. Places are strictly limited so registrations are essential.

“There are lots of things that make Toorak College special. Some of them are friendships, commitment, creativity and teamwork!” Amaya, Year 4 REGISTER FOR YOUR TOUR M O U N T EL I ZA

T (03) 9788 7200 www.toorakcollege.vic.edu.au

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TOORAK COLLEGE

Focus on the future Toorak College is preparing students for life beyond the school gates with a forward-looking Futures Program that creates cadetship opportunities for enterprising minds.

73-93 OLD MORNINGTON ROAD, MOUNT ELIZA, VIC 3930

ENQUIRIES

(03) 9788 7200 toorakcollege.com.au sarahb@toorakc.vic.edu.au

YEARS

Kinder to Year 12

DENOMINATION

Non-denominational

GENDER

Co-ed from Kinder to Pre-Prep, then all-girls from Prep to Year 12

FEES

On application

BOARDING

he independent girls’ school has been shaping the lives of young women for more than 145 years. Many things have remained the same in that time, but it is also firmly focused on developing strong and courageous women who are prepared for the complexities of the 21st century. “Our school values are about empowering our students through academic and personal growth so they can thrive in their future,” says Toorak College principal Kristy Kendall. “Our students write their own story every day. They don’t live with regret and they don’t wait for someone to do something for them. “As teachers we guide and share ideas, but our students work out what questions they need to ask, what problems they want to solve and what steps they need to take. “Australia is ranked 43rd in the world for gender equity, and gender parity won’t even be visible in the lifetime of today’s students. That’s not acceptable. “As a girls’ school, we are here to … unapologetically advantage our students so they see that girls can fill every role, take every position and be champions of one another.” Equipping students with the knowledge, confidence and skills to achieve success after Toorak College begins in the earliest years. Project Shine begins in ELC and is designed around three priorities: the social, moral, emotional and cognitive

Yes

SCHOLARSHIPS Yes

ATAR

(Average for 2021): 85

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development of young people; the development of thinking and learning habits and strategies; and necessary future skills and opportunities. “In primary school, we don’t spoon-feed our students,” says Melissa Schoorman, deputy principal and head of Wardle House. “We step back and the children ask for help, clarify what they are doing and where they are headed, work out what they want to get out of an experience and we walk alongside them in that. “We encourage them to figure out what they understand and what they don’t and they don’t sit back – they are confident to put up their hand and question.” One forward-thinking initiative at Toorak College is the Futures Program that specifically supports

girls from Year 9 onwards. There are opportunities to work-shadow potential mentors and to explore careers. Some students are offered cadetships with major employers that see them graduate from university with employment opportunities at the end of their degree. Downer Group was the first major business to support the Futures Program and Toorak College is also looking at potential cadetship arrangements with Amazon, sports organisations, car manufacturers and research institutions. A third of students taking part in the program receive offers from universities and employers before even leaving Toorak College. “We are big fans of girls looking at a workplace, talking about the

challenges and opportunities that exist there and finding something that they want to solve in the future that excites them,” Kendall says. “They might want to see an engineering plant at work or to workshadow someone in a recycling factory. In Year 12, we start to help them find cadetships so they know they have a job to go to after they finish university. “During their university holidays, they work, get paid and get additional, valuable hands-on training alongside their university degree.” Schoorman says that a sense of achievement, self-belief and motivation to change the world are intrinsic in Toorak College students. “They believe in their talent and skills,” she says. “They are willing to dabble in different things to identify what they are good at and they make the most of every opportunity.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

SEE HIM GROW TO BECOME THE BEST HE CAN BE Enquire now at Trinity Grammar School, Kew trinity.vic.edu.au

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TRINITY GRAMMAR SCHOOL, KEW

An ever-changing landscape While retaining a strong sense of tradition, this school is always innovating.

40 CHARLES STREET, KEW, VIC 3101

ENQUIRIES

(03) 9854 3600 trinity.vic.edu.au

YEARS

ELC to Year 12

DENOMINATION

t Trinity Grammar School, Kew, the pandemic has underscored the importance of the school’s contemporary and comprehensive wellbeing and pastoral care programs. “You can’t teach a child unless you know them, and you can’t know them unless you are caring for them. We place great importance on knowing the young people at our school as individuals and as learners,” says Adrian Farrer, principal of Trinity Grammar School, Kew. The school also prioritises fostering a sense of community and belonging, and the importance of this was never more evident than during the past two years. Trinity relied on many of the mechanisms and touchpoints it already had in place to ensure that students and teachers remained connected. “Our strong IT platform was pivotal. In the mornings, students went to our ‘Up and at ’em’ classes with Junior School staff who ran online activity and exercise classes for students. By the time we got through the pandemic and were ready to return to school, the students were running those classes for each other,” says Farrer. “We also organised online cooking competitions for our Year 8s. We messed up a lot of kitchens, but those competitions built a lot of new skills and brought students a lot of enjoyment!” During the pandemic, Trinity also appointed Dr Justin McNamara as head of counselling to further enhance the school’s wellbeing and pastoral care programs and to support students after their return to the classroom. “During the past two years, we know that young people have missed social connectivity, and we have a team of

Anglican

GENDER Boys

FEES

$24,556 to $35,972

BOARDING No

SCHOLARSHIPS Yes

ATAR

(Average for 2021): 86.65

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adults, including teachers and coaches, who are in young people’s lives and who are reconnecting them to the school. A big part of making that work is ensuring we know every student and their individual needs and nurturing those in an inclusive and respectful environment,” says McNamara. “COVID has seen young people learn a lot about themselves, and I think there is now a greater emphasis on being emotionally and psychologically literate. There is a shift in how young people understand their emotions and mental health, and more conversations are happening around caring for one another. “I see more students checking in with one another and asking each other how they are going and how they can support one another.

“Schools must be places where young people are valued, and I want the young people at Trinity to feel like this place was made with them in mind.” Trinity has been sensitive to students having time and support to adjust to life after lockdowns. “In the early stages of the return to school this year, the emphasis has been on getting used to the rhythm of school again and normalising school as a place where students can engage with their peers and teachers and get back into their academic, cultural and sporting endeavours. Our students have returned with a strong sense of raising their eyes and moving forward,” says Farrer. Trinity’s wellbeing program supports both students and families. Expert speakers, including Paul

Dillon, director and founder of Drug and Alcohol Research and Training Australia, cyber safety specialist Susan McLean and leading psychologist Dr Michael Carr-Gregg, provide seminars and workshops to educate families on how they can support their children. Promoting healthy relationships across the school is also a primary focus of Trinity’s wellbeing program. It endeavours to develop young men with courage, humility and a strong sense of social justice. “We hope our students borrow from what they learn here throughout their lives,” says Farrer. “Whenever they face a crunch point, if they come back to the bedrock they learnt at Trinity and the values of looking after others and themselves, then they can contribute to the world and thrive.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

Finding your passion is the first step to pursuing it. True.

At Wesley, we believe a true education is a journey of discovery. As an IB World School, we develop confident, knowledgeable, self-motivated and caring young people capable of solving complex problems, forming authentic relationships and leading meaningful lives. Our holistic approach to learning provides a strong academic foundation, promotes personal excellence and values endeavours in the arts, sport, music and leadership. In Wesley’s safe, respectful and inclusive learning culture, our young people develop their voice and a deep sense of their value and strengths as well as those of others around them. Book a tour at one of our three campuses (Elsternwick, Glen Waverley and St Kilda Road) to discover the benefits of a true education.

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WESLEY COLLEGE

Ready to roar ST KILDA ROAD CAMPUS 577 ST KILDA ROAD MELBOURNE, VIC 3004 stkildaroad@wesleycollege.edu.au

Wesley’s new learning and wellbeing program recognises that the two elements work in unison to support confident, capable students.

GLEN WAVERLEY CAMPUS 620 HIGH STREET ROAD GLEN WAVERLEY, VIC 3150 gw@wesleycollege.edu.au ELSTERNWICK CAMPUS 5 GLADSTONE PARADE ELSTERNWICK, VIC 3185 (03) 8102 6888 elsternwick@wesleycollege.edu.au wesleycollege.edu.au

YEARS

uring the past two years, education, like many other sectors, has had to react to a pandemic it cannot control. Relentless uncertainty and disruption have played havoc with the lives of many, most notably the younger generation. Rising rates of mental ill-health, statistics indicating that young people are disengaging from learning, and the social disconnection caused by COVID-19 anxieties and lockdowns prompted Wesley College to thoroughly review how the school could best support the Wesley community. “When our students and staff feel safe, respected and connected, they feel valued, and we can better meet their needs for belonging, engagement and autonomy. They are enabling factors in developing self-determination, and that is highly predictive of wellbeing and achievement,” says the head of campus, Kim Bence. To build self-determination across Wesley College, the school has introduced a new learning and wellbeing program, ROAR, that embraces four tenets – Respect, Opportunity, Achievement and Resilience. “Together, they inspire our young people to identify their inner strengths and develop the courage and capabilities to experience and successfully navigate the world around them. Just like our Wesley lion, we aim to empower our students, and all those within our community, to truly roar,” says Bence. “A college-wide approach to

ELC to Year 12

DENOMINATION Uniting Church

GENDER

Co-educational

FEES

$23,110 to $34,610

BOARDING Yes

SCHOLARSHIPS Yes

ATAR

Combined median ATAR for VCE & IB DP: 86.85

wellbeing permeates everything we do across all aspects of the Wesley experience. It is not simply what we teach but how we teach, interact and connect. The focus is on we, not me.” Respect at Wesley focuses on nurturing a deep sense of belonging, connection and authenticity in relationships. Students explore key themes, including respectful relationships, emotional literacy, high-quality connections, empathy and forgiveness. Opportunity is about embracing moments that allow students to develop strengths, talents and passions. Key themes that will be explored inside and outside the classroom include character strengths, self-determination, leadership, service-learning and spirituality. Achievement encourages students to define what is important to them, set goals and develop healthy habits.

They discuss habits and goals, “hope theory”, storytelling and coaching to learn more about achieving what matters most to them. Resilience helps students develop and harness their inner strengths and capabilities to successfully navigate stress and uncertainty and see challenges as opportunities to grow, learn and move forward. The new learning and wellbeing program is also providing online seminars and face-to-face workshops to equip families with strategies to continue to support their children. Students have been encouraged to help shape ROAR, and making sure students have opportunities to express their views is given a high priority, says Bence. “We have a newly devised Wesley College Rights and Responsibilities Charter that has been co-designed by students, staff and school leadership,”

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she says. “Our Campus Advisory Committee also gives students a voice and is a representative group of students, staff and campus leadership working together. “There are representatives from Years 7 to 12 who are all part of the committee and who discuss big-ticket items like fostering a respectful college culture, behaviour and expectations. “ROAR intentionally connects our school community to the Wesley story. It builds on the strong foundations of connection and belonging that is so important to developing strength, courage and capabilities,” says Bence.

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Shaping Learners since 1867 First independent school in Melbourne’s west

We acknowledge the Traditional Owners of the lands on which our campuses are located

to Westbourne Grammar School

Williamstown | Prep to Year 4 Truganina | Amici ELC | Prep to Year 12 westbournegrammar.com/enrolments

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WESTBOURNE GRAMMAR

A strong moral purpose 300 SAYERS ROAD, TRUGANINA, VIC 3029

The philosophy at Westbourne Grammar is clear and direct. In essence, there is an unshakeable belief that, within the school, every child can succeed and achieve significant growth.

67 THE STRAND, NEWPORT, VIC 3015

ENQUIRIES

(03) 9731 9444 info@westbourne.vic.edu.au westbournegrammar.com

YEARS

ELC to Year 12

DENOMINATION

Non-denominational Christian school

GENDER

Co-educational

FEES

$16,000 to $23,000 International up to $34,000

‘T

hrough the opportunities provided to students, we are seeking to instil a sense of character and agency so they feel they can tackle any challenge put in front of them,” says the principal, Adrian Camm. “We don’t just want our students to study mathematics; we want them to be mathematicians. We don’t want them to study art; we want them to be artists. They don’t simply study music; they become musicians.” Camm describes this approach to teaching and learning as the school’s “strong moral purpose”. It permeates ELC to Year 12 and has become the way of learning for the 1700 students who are part of the Westbourne Grammar community. “We emphasise that everything our students do, they should do it well – they shouldn’t do something just for the sake of doing it,” says the deputy principal, Teagan Collins. “Our students are committed to doing everything they can in the best way they can and to be the best young person they can be. Along the way, we are shaping them to be learners who leave this school ready to go on to the next stage of their lives.” To support this, Westbourne Grammar has launched a series of new initiatives. The school is six months into a three-year Digital Strategic Intent that Camm says will put the school “at the forefront of digital

BOARDING No

SCHOLARSHIPS

Yes. For entry into Years 7, 10 and 11. Music, Year 7

ATAR

(Average for 2021): 82.90

transformation”. “It focuses on more efficient, contemporary structures, systems and processes from a business administration perspective. If we streamline that side of school, we can better focus on our core business of teaching and learning,” says Camm. “We are designing our professional learning program so our teachers are skilled in facilitating digital learning experiences and can create hybrid learning environments. Digital learning also extends to the curriculum and the ability for students to do more project-based learning. We want to use technology to assist us in meeting students where they are and in accelerating them at their pace.” The increased focus on digitisation will also enhance the school’s focus on data analytics. Customised dashboards will be created that highlight important

metrics to inform decisions for the best interests of each child’s learning. Westbourne Grammar prides itself on its diversity and inclusivity. Students represent 40 different nationalities, and this year, a Pride group was launched for students who identify as LGBTQIA+. “Students feel they can be themselves regardless of what box society might place them in. Here, they don’t have a label,” says Collins. “Our focus this year is connecting our community, and children want to share their stories and background. There is a culture of acceptance and wanting to learn. A key part of our wellbeing program is respectful relationships, and there are plenty of opportunities for students to practise that. We are a restorative-practice school – we don’t have a culture of blame but

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a culture of seeking to understand where each person comes from.” While Westbourne Grammar creates a pathway for students to achieve their best academic results, Camm emphasises that results aren’t everything. “Our focus is on … developing well-rounded students who can achieve academically, participate in the world around them, who engage in co-curricular activities, sport, music and art,” he says. “We do have high academic expectations, and our track record is one of continual improvement, but results aren’t everything – we want students to achieve their personal best.”

I N DEPE N DE N T SCHOOL S GU IDE 2022

are expressive and imaginative. Original, passionate and persistent. Adventurous Minds create and innovate, ��

M O R N I N G T O N P E N I N S U L A • E A R LY C H I L D H O O D T O Y E A R 12

5971 6100

woodleigh.vic.edu.au

A D V ER T IS I N G F E AT U R E I N PARTNERSHIP WITH

WOODLEIGH SCHOOL

A purposeful education SENIOR CAMPUS 485 GOLF LINKS ROAD, LANGWARRIN SOUTH, VIC 3911

Powerful experiences that promote exploration, collaboration, reflection and deep learning are part of life at Woodleigh School.

MINIMBAH CAMPUS 3 MINIMBAH COURT, FRANKSTON SOUTH, VIC 3199 PENBANK CAMPUS 460 MORNINGTON TYABB ROAD, MOOROODUC, VIC 3933

ENQUIRIES

(03) 5971 6100 woodleigh.vic.edu.au enrol@woodleigh.vic.edu.au

YEARS

rom the first day that children set foot on Woodleigh’s sprawling campuses in Melbourne’s southeast, everything they do at the school is part of the learning program. “Everything children do is an opportunity for learning, growth and the development of specific capabilities,” says principal David Baker. “We believe in purposeful education, where learning experiences are designed with intent. “Our school has always had a strong holistic background based around relationships and experiences. Those things are valuable, and increasingly we are designing those experiences with more intent to create even greater learning opportunities and opportunities for deeper thinking.” Those experiences begin in kindergarten, with the youngest children in the school participating in the bush kinder program. Each week, children spend one day investigating the school’s nature reserve and creek. “They have real-world experiences and learn how to take risks and to engage with the environment and each other,” Baker says. “They learn about First Nations culture and learn resilience as the program goes ahead whether it’s wet or dry. “The children learn that they can adapt to difficult situations and challenges.” These kinds of experiences happen throughout the Woodleigh journey. In Year 10, students take part in a seven-day hiking expedition at

3YO Early Childhood to Year 12

DENOMINATION

Non-denominational

GENDER

Co-educational

FEES

Visit website for details

BOARDING No

SCHOLARSHIPS Yes, see website

ATAR

(Average for 2021): 77.4

Hattah Lakes, in the desert regions of north-west Victoria. Baker describes it as a rite of passage for students. “They work in groups of five or six, navigating through the national park. Teachers support them from a distance; they have to manage by themselves, develop leadership capabilities, learn to regulate their emotions and manage themselves in what can be an extreme environment,” Baker says. The Year 10 Expedition is always remembered by graduates as a peak, life-changing experience, says Dr Richard Owens, the director of the Woodleigh Institute – the school’s innovation lab dedicated to understanding and enhancing transformative approaches to learning, leadership and collaboration. “It is challenging and it often has a transformative effect on the

way they see themselves and their friends,” he says. “A lot of growth happens during that week. “I spoke to one student who reflected on that experience … they’d never seen themselves as a leader but during the hike, they noticed that a few members in their group were stressed and anxious at times. “That student supported their peers through those challenges and that left them with a new understanding of what leadership was and the influence they could have on people around them.” Purposeful education and real-world learning are further on display in Woodleigh’s language program where students learning French correspond with students in New Caledonia about the issue of climate change. “They are not only deepening their French language skills but also building

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their capacity as global citizens by corresponding with native speakers in another country around an issue of world relevance,” Owens says. The real world is delivered in science with children learning through Woodleigh’s Senior Campus farm. “We have half a dozen calves there and students learn about the digestive system of a cow, compare it to the human digestive system, explore how farming animals impacts our environment. Then we go into our nature reserves and look at the kangaroos and wallabies … and how those animals impact the environment. All that pushes learning deeper,” Baker says.

I N DEPE N DE N T SCHOOL S GU IDE 2022

WE BELIEVE IN GIRLS RUYTON GIRLS ’ SCHOOL

12 Selbourne Road Kew VIC 3101 Australia Tel +61 3 9819 2422

@ruytongirlsschool www.ruyton.vic.edu.au