Producing a resource that enables parents to make an informed educational decision for their children remains the central focus of WhichSchool? magazine.
When choosing a school for your child, there are numerous factors that need to be considered. At WhichSchool?, we understand there is not a one-size-fits-all approach, and we have laid out a range of options which aim to assist parents in making this imperative decision in our ‘Making an informed decision’ feature.
In this issue, we also hear from Christian Schools Australia, Independent Schools Queensland and the Queensland Independent Schools Parents Network, providing further advice and insight for parents.
WhichSchool? is designed to be a resource that can be read, absorbed and used over an extended period to weigh up all the options to help ensure the best outcome for your child.
From school management and facilities right through to values and philosophy, our directory provides insights from some of the state’s leading educators.
To help make the right decision, we also host a database on our website which allows parents to compare a school’s attributes that are most important to them. Visit the website: www.compare. whichschoolmag.com.au
We are proud to be part of your family’s educational journey.
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WhichSchool? Magazine is owned by Prime Creative Media Pty. Ltd. and published by John Murphy. All material in WhichSchool? Magazine is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequences arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated.
Changes ahead for Catholic education peak body in Queensland
Queensland Catholic education’s peak body will take on a new form in 2026 to strengthen its governance and ensure continued accountability and transparency in its operations.
Following an extensive review, the Queensland Bishops have announced the formation of a company limited by guarantee to replace the Queensland Catholic Education Commission (QCEC) from 1 January 2026.
Speaking on behalf of the Bishops, Archbishop of Brisbane Mark Coleridge said the new company would have an independent board that would oversee the organisation’s accountability and compliance functions and guide its advocacy work.
“Governments and the broader public need to have confidence that organisations that receive significant amounts of government funding are meeting contemporary governance standards,” he said.
“The Commission has served us well for the last 50 years, but the legislative and regulatory climate of our times dictates the need for di erent structures that can respond to contemporary needs.”
Archbishop Coleridge said the voice of frontline education sta would be preserved through the new Catholic Education Leaders Council which will provide input directly to the board.
“In deciding a way forward, the Bishops were unanimous in wanting to preserve the uniqueness of each of our Catholic School Authorities, recognising Queensland’s diverse regions and supporting the continued excellence of Catholic education.”
The new company, to be known as Catholic Education Queensland Limited
(CEQL) will be established in the coming months. All QCEC sta will transfer directly into the new entity which will serve both diocesan schools and those run by Religious Institutes and other church bodies.
Under the new structure, CEQL will continue all of QCEC’s core responsibilities. This includes its authority as the Approved System Authority, Block Grant Authority, and Capital Assistance Authority, along with its functions as both the NonGovernment Representative Body and central governing body for kindergartens.
Archbishop Coleridge thanked all those who have served on the Commission since 1973.
“We have seen the most extraordinary array of talented education leaders, clergy, and, more recently, independent members from the law, academia and business, serving the Commission during its lifetime.
“As we enter this new phase, we are building on half a century of incredible achievement in Catholic education and setting ourselves up for an equally exceptional future.”
The Queensland Catholic Education Commission will cease on 1 January 2026.
Queensland launches Rapid Support Squads to stamp out bullying
A $33 million state government commitment will fund five new anti-bullying initiatives in Queensland, including the establishment of Rapid Support Squads, to strategically target bullying hotspots.
The squads will have the capacity to “fly in” to regional and remote schools and provide on the ground expertise in response to a bullying incident. Services include family support, mental health assistance and professional development for sta .
Each of the eight education regions will have a designated squad, made up of three senior guidance o icers and support sta .
The further four anti-bullying initiatives include:
New Anti-Bullying Stakeholder Reference Group to provide critical advice, guide future initiatives and co-design the upcoming Anti-Bullying campaign.
Funding additional chaplains and student wellbeing sta to place permanent on-theground support in hundreds of additional schools.
Opening a dedicated crisis support hotline to o er free, confidential, and immediate support to concerned parents and carers.
• Developing new and updated professional development resources to upskill teachers, teacher aides and support sta with targeted resources.
The new expert advisory group will be chaired by Gri ith University Professor Donna Pendergast AM and consists of experts in the field including child psychiatrists and academics.
The announcement follows the Queensland Government’s $44 million Behavioural Boost, which gives teachers more support in the classroom.
Premier David Crisafulli said this groundbreaking approach was needed to counteract the devastating impacts of bullying.
“We’re putting the spotlight on bullying so our schools can be a safe place for every
student,” Premier Crisafulli said.
“We’ve lost too many young lives to bullying, which is why we’re delivering a plan to put the spotlight on this serious issue.
“This is about turning the tables on bullying and bolstering support for kids, parents and schools.”
Minister for Education John-Paul Langbroek said bullying was a scourge on society and the government would be persistent in its e orts to address it.
“The Crisafulli Government has a zero-tolerance approach to bullying and these additional measures will help to ensure we lead the nation in our e orts to tackle it,” Minister Langbroek said.
“We’re committed to driving down the number of students impacted by bullying and responding to serious incidents with the swift action such a serious issue deserves.
“Today’s announcement is just the starting point in our fight to prevent and reduce bullying.
“Our expert stakeholder group will be tasked with the responsibility of reviewing initiatives, while providing advice and guidance on further support measures that we can introduce.”
Chair of the Anti-Bullying Stakeholder Reference Group Donna Pendergast AM said meetings would soon be underway.
“I’m proud to lead the Crisafulli Government’s Stakeholder Reference Group to take real action against bullying in schools,” Professor Pendergast said.
“We will bring experts together, but we will also be going out to the community to ensure we’re considering lived experiences and remaining agile in our response to tackling bullying.
“We need everyone – schools, educators, parents, carers, and community members – to play their part in stamping out bullying in all forms.”
Educators appointed to bring real-world experience to top-level governance
A retired school principal and a current primary school teacher have been appointed to Jobs Queensland Board and the Advisory Board for Queensland Academy of Sport, respectively.
Ms Deirdre von Guilleaume, a retired school principal with extensive experience in leadership, mentoring, coordination, and government, is joining a revitalised sevenmember Jobs Queensland Board in 2025.
Continuing Board member and financial economist, Dr Michael Drew, has been appointed as the new Chair of the Jobs Queensland Board.
The Board is tasked with strengthening the state’s skilled workforce. With more than two decades of teaching experience, Ms Guilleaume will provide a vital voice for education.
Queensland Minister for Finance, Trade, Employment, and Training Ms Ros Bates emphasised the Board’s role in driving Queensland’s future workforce planning and decision-making.
“With renewed purpose and fresh perspectives, we’re excited to welcome Dr Drew’s leadership and Ms Guilleaume’s real-world experience to the Jobs Queensland Board,” Minister Bates said.
“Together with our continuing Board members, they will play a crucial role in shaping the future of Queensland’s skilled workforce.”
Ms Ella Sabljak, Australian Paralympian and world champion with more than 15 years in elite sport at an international level, has been appointed to the Advisory Board for Queensland Academy of Sport (QAS).
Ms Sabljak graduated with a Bachelor of Primary School Education from Gri ith University and is now a primary school teacher at MacKillop College, with a passion for positive mental health and wellbeing.
She is also a founding member of the International Wheelchair Basketball Federation (IWBF) Athlete Steering Committee, as well as recently being appointed to Paralympics Australia’s Athlete Commission and WADA’s Athlete Committee.
The new eight-member Advisory Board will work closely with the government and QAS management to ensure the Academy’s new structure delivers the agility and e iciency necessary to support Queensland’s elite athletes to succeed.
QAS will become a statutory body on 1 July 2025.
Minister for Sport and Minister for the Olympic and Paralympic Games Mr Tim Mander said the new Advisory Board had the right mix of skills, with strong Olympic, Paralympic and elite sport experience, as well as key business capabilities.
“The Queensland Government is committed to delivering the Brisbane 2032 Olympic and Paralympic Games that Queenslanders deserve and making it our most successful Games ever,” Minister Mander said.
“Transitioning the QAS to a statutory body gives the organisation greater independence and the ability to streamline its administration and operation to allow our athletes to thrive.”
Ms Ella Sabljak.
New guide helps parents foster respectful relationships through quality literature
The Primary English Teaching Association Australia (PETAA) has launched a guide to help parents spark meaningful discussions about respectful relationships.
Respectful Relationships, a free, open-access resource designed to help parents nurture essential social and emotional skills in their children through thoughtfully selected books and engaging discussion prompts.
Developed in alignment with the Federal Respectful Relationships Initiative, this guide provides parents and carers with a curated selection of diverse and age-appropriate literature for children aged 4–13.
Each book is accompanied by practical discussion points to help families explore important values such as empathy, communication, and healthy relationships.
Why this guide matters
Respectful relationships are foundational to a child’s emotional and social development. From an early age, children begin forming their understanding of respect, kindness, and resilience. By incorporating meaningful conversations into everyday reading, parents can reinforce these critical values at home.
“This guide is designed to make it easy for parents to engage their children in thoughtful discussions about respect, empathy, and positive social behaviour,” said Ms Helen Adam, PETAA President and Associate Professor and Researcher at Edith Cowan University.
“We know that stories are a powerful way to introduce complex ideas, and this resource equips parents with the tools to turn reading time into a valuable learning experience.”
“As a national not-for-profit association for teachers and educators, we are uniquely placed to o er this ongoing support via free resources and training,” said PETAA CEO Ms Megan Edwards.
“PETAA is committed to supporting schools and their communities with the resources they need to enable students to read, write and communicate e ectively – to advocate for themselves and others, to share their perspectives and understand and appreciate the perspectives of others, and to become, through essential literacy skills, future citizens equipped to build a better Australia.
“We recommend teachers put the guide on their school’s intranet or parents’ hub, and share this guide far and wide.”
What’s inside the guide?
•A carefully selected list of quality books that explore themes of respect, fairness, and communication.
•Guiding questions to spark meaningful discussions and encourage children to reflect on their relationships.
•Flexible, accessible conversation starters that fit easily into daily routines.
•Additional teacher resources for those looking to explore topics further.
The Parents Guide: Respectful Relationships is freely available for all parents and carers. Download your copy today.
The Primary English Teaching Association Australia (PETAA) is one of the largest professional associations for primary educators in Australia, supporting over 40,000 teachers nationwide.
Funding reinstated for Outback Queensland excursions
The Queensland Government is reinstating the Outback Queensland Education Experience Program, after funding ended under the previous government.
The reactivated program takes school beyond the classroom, o ering financial subsidies to help schoolchildren explore the rich history, culture and landscapes of the Queensland Outback through a diverse range of tourism o erings.
The government said this initiative is part of a broad strategy to get rural businesses back on their feet after devastating floods, and show young Queenslanders the extraordinary experiences that make Queensland so unique.
In the year ending December 2024, the Outback welcomed 1.1 million visitors who spent $791.2 million – an economic boost local operators desperately need to see as they recover from one of the worst floods on record.
The Outback Queensland Education Experience Program has helped more than 10,000 students visit Outback Queensland since 2011.
Minister for the Environment and Tourism Mr Andrew Powell said this program goes far beyond your typical school excursion.
“In the wake of some of the most significant flooding in our state’s history, tourism initiatives like the Outback Queensland Education Experience Program become more than just a getaway, they become a lifeline,” Minister Powell said.
“During consultation for our 20-year tourism plan, I saw firsthand just how much communities in Longreach, Winton and Barcaldine rely on tourism, and creating an unforgettable experience for students so that one day they return for their own holiday.
“For those lucky students, lessons will be brought to life from the prehistoric giants that once ruled the Outback plains at the Australian Age of Dinosaurs, to stepping back in time at the Waltzing Matilda Centre in Winton, or witnessing aviation history at the Qantas Founders Museum in Longreach –these are memories they’ll carry for the rest of their lives.”
Minister for Education Mr John-Paul Langbroek said supporting students to learn about Queensland’s rich history in-person was an unparalleled opportunity.
“The Outback Queensland Education Experience Program helps students
to understand the critical role rural and regional areas play in our state’s economy,” Minister Langbroek said.
“We know hands-on learning at the state’s historic rural sites is the best way for students to retain knowledge, especially while they’re having fun.”
Outback Queensland Tourism Association CEO Ms Denise Brown said the renewal of the program was a huge boon for the region’s tourism industry.
“We’re thrilled the Outback Queensland Education Experience Program is to be extended and invite schools from across the state to experience our region’s rich history, ancient landscapes and welcoming communities.
“Outback Queensland o ers an authentic live classroom where students can discover spectacular natural wonders, life on the land and the legends of Australia’s pioneering past.
“From nature and astronomy to dinosaurs, First Nations culture and quirky events, Outback Queensland o ers a wealth of educational and immersive opportunities for students of every age.
“Since its inception, the Education Experience Program has provided vital support for our region’s tourism industry and we thank the Queensland Government for this very welcome funding extension.”
Australian Stockman’s Hall of Fame CEO Mr Lloyd Mills said the added foot tra ic would provide welcome relief for tourism operators looking to bounce back after recent floods.
“It’s incredibly rewarding seeing the faces of young people light up when they get to experience the Queensland Outback for the first time. You can really see that they’re not just learning, they’re forming a lifelong connection with their country and their state.
“By visiting Western Queensland, school groups are not only gaining insight into the heart of rural Australia, they’re also playing a key role in supporting the local economy. The entire region benefits, and you can see the ripple e ect large tour groups have on the whole community.
“The return of the Outback Queensland Education Experience Program is fantastic news for Longreach, and I’m looking forward to seeing more school kids roll into town to pay tribute to the pioneers of the Australian Outback at the Australian Stockman’s Hall of Fame.”
Students embark on research journey as part of Premier’s Anzac Prize
The Anzac legacy remains strong among young Queenslanders as eight secondary school students from across the state embark on an extensive research journey as part of the Premier’s annual Anzac Prize.
The recipients began by exploring First World War artefacts including journals, trench art and letters, at the State Library of Queensland in January.
The group also travelled to Europe to tour important memorial sites in the United Kingdom and on the Western Front (France and Belgium) with expert historians. The trip included attending the Australian Government Anzac Day Dawn Service in the northern French village of Villers-Bretonneux where nearly 1,500 Australian diggers became casualties in fierce fighting 106 years ago.
The students also research Australian war heroes, assist with fundraising activities for support services for returned servicemen, and help engage their communities to better honour those who served and sacrificed for the nation.
The Premier’s Anzac Prize is delivered by the Queensland Government, in partnership with RSL Queensland. Successful students learn about life on the frontlines and the history of Anzacs overseas during WWI. They attend a two-
day workshop hosted by the State Library of Queensland, complete a research task, undertake a charity fundraising project, and give a presentation to a primary school. They also embark on a two-week tour of Europe, visiting key sites important to Australian war history.
The 2025 Premier’s Anzac Prize recipients are:
•Allegra Bradley, Proserpine State High School
•Karen Hooshmandi, Mountain Creek State High School
•Charlie Mudge, Aquinas College
•Amelia Turnbull, Mary Mackillop College
•Dustin McGuire, Marsden State High School
•Saxon Miller, All Saints Anglican College
•Lucy Hallett, Goondiwindi State High School
•Estera Job, Somerville House
The 2025 Premier’s Anzac Prize chaperones are Ms Morgan Suchoronczak, Murgon State High School, and Mr Dane Ponting, Fraser Coast Anglican College.
Oxford’s Australian Children’s Word of the Year revealed
Oxford University Press (OUP) says the winning word highlights how Australia’s most globally connected generation values deeper realworld connections.
Oxford has named ‘friend’ as its Australian Children’s Word of the Year for 2024, reflecting how the country’s Gen Alpha seems to value deeper connections with the people around them, despite being more digitally and globally connected than any other generation before them.
Using data collected through the online program Writing Legends, which aims to improve students’ writing skills, OUP analysed over 25,600 children’s stories and almost 2.3 million words written by mostly mid- to late-primary school students across the country, and found that students are writing more about the value of their relationships with family and friends, the complexities around friendships, and the ways in which they connect with others.
Words such as ‘friend’, ‘hope’, ‘love’, ‘play’ and ‘game’ all appeared in higher frequencies in 2024 compared to 2023, with other similarly associated words, such as ‘companion’ and ‘friendship, and slang words like ‘bestie’ and ‘b ’, experiencing significant percentage increases in usage as well.
Dr Damon Thomas, Senior Lecturer in the School of Education at the University of Queensland, said this trend was likely related to the loneliness felt by their predecessors.
“According to the most recent Household, Income and Labour Dynamics in Australia (HILDA) Survey, the tables have turned with young people, particularly Gen Z, experiencing a steady rise in loneliness, making them feel more alone and isolated than those aged 65 and older,” he said.
“It’s completely understandable that the next generation would want to avoid the physical and mental issues that they’ve seen arise from such social isolation.”
Ms Lee Walker, Director of Publishing at Oxford University Press, highlighted the top themes prevalent in this year’s research findings.
“It was clear that connection was at the heart of students’ stories – a theme that stretches to our chosen slang word of the year, ‘sigma’, which was also on our UK 2024 shortlist. With this young generation being so digitally connected, it came as no surprise that their stories also touched on society and learning, with students writing about their knowledge and topics they’ve learnt about,”
Ms Walker said.
“In addition, while students’ imagination and interest in creating adventure stories were evident, pollution and the environment continue to be issues that they are concerned about, particularly the impact on animals and the ocean.”
Other words shortlisted for Oxford’s Australian Children’s Word of the Year for 2024 included: ‘fact’, ‘leader’ and ‘superpower’.
The words collected as part of Australian Children’s Word of the Year have been added to the Oxford Australian Children’s language Corpus – a collection of texts which records the development of children’s linguistics over time and informs Oxford University Press’ research and assessment of children’s language trends.
‘Cost’ was named Oxford’s Australian Children’s Word of the Year for 2023, reflecting an awareness of the impact of the current cost-of-living crisis.
To read the full report on Oxford’s Australian Children’s Word of the Year, visit oup.com.au/cwoty.
Which school is right for your child?
Making an informed decision on a school for your child involves weighing various factors, including their individual needs, the school’s strengths, and your family’s values. Ultimately,
the best school is one that aligns with your child’s needs and helps them thrive.
Choosing the right school for your child involves thoroughly researching and evaluating various aspects of a school, including its academic reputation, teaching methods, extracurricular activities, student body, facilities, leadership, and overall school culture.
By gathering information from multiple sources like school websites, school tours, and conversations with current students and sta , you’re poised to make a well-considered choice that best suits your child’s needs.
The independent school sector educates around 16 per cent of Queensland students, o ering a huge variety of learning options and school choice based on values, community and culture. This is why it is important to be organised in advance to ensure the school selection process is as smooth as it can be.
Choosing the right primary and secondary school is vital to a child’s future and selecting the right school is a decision that shouldn’t be rushed. After all, for children, school is as much about learning as it is about being part of the school community, having new experiences, participating in sports, clubs and extracurriculars, and making friendships and memories that will last a lifetime.
To help with this decision-making process, we have compiled a list of important factors to consider when choosing the right school for your child.
Talk to your child
Before you go out to ask questions and obtain information on various schools, you first need to understand your child. When you consider a child’s unique personality traits, strengths and weaknesses, you can determine what a child’s individual learning needs are, and the specific things that a school must provide for your child so that they can learn e ectively.
•What interests and hobbies do they enjoy?
•What particular skills do they have?
•What are their social needs and preferences?
Open days and school visits
Most schools hold at least one open day per year where you will be able to chat with the principal, teachers, students, as well as other parents and prospective parents. Many schools also o er opportunities for parents to visit during regular
school hours. Although much of the information you need in order to make a decision can be found online or in brochures, there are some things, such as playground facilities that you may like to see in person.
School management and facilities
Consider the school’s vision, values and guiding principles that guide the sta and students. Ask about what the school has planned for its future. Do you get a sense that the school focuses on the future? Take note of whether the school seems well managed and how well the facilities are maintained.
•Is there a counsellor or nurse on-site?
•What unique facilities and resources does the school possess?
•What is the school’s computer policy?
•In what ways is technology used within the classroom?
•Is the school currently investing in new facilities that will be in use during your child’s education?
•Does the school o er external campuses or a sister school?
School leadership and teachers
How invested a school’s teachers are plays a big role in how engaged students are and how successful they are on their academic pathway – whether that means getting good grades, building confidence, developing positive relationships, or fostering collaboration and teamwork within the classroom. With ongoing teacher shortages and retention issues across the education sector, it’s important to look at whether school’s sta is comprised of committed and e ective teachers. Examine teacherstudent relationships. Look at the school’s teaching methods and determine whether these are aligned to your child’s talents, strengths and interests.
•Is there genuine warmth and respect between teachers and students?
•Do the teachers use di erent types of learning strategies such as auditory, visual and tactile?
•If your child has special learning needs, do you need a school with a remedial education program?
•Does the school provide aides and specialists such as speech pathologists, language and literacy experts?
It’s also important to find out what the school principal is like because much of the school’s decision making will start with the leadership team.
•Are school leadership respected by students, teachers, parents/carers and the school community?
•Do they have good people management skills?
•Could they be considered a role model for the school’s students?
Academic curriculum and student life
As Australia’s population becomes increasingly diverse, technologies become more sophisticated, and the demands of the workplace more complex, independent schools are supplementing the national curriculum framework in a number of di erent ways. It’s important to consider the finer points of a school’s curriculum and the skills that its graduates are known for, and whether these are in line with your own child’s unique strengths and interests. Look at the admission and selection criteria of the school, and whether there are particular subjects where it records its best results.
•How does it rank against other schools in the area? Does the school tend to channel children into academic or vocational streams?
•What is the external reputation of the students? Is the school intellectually competitive? Will your child be su iciently challenged?
•What are the school’s policies regarding gifted or special needs children?
•What proportion of students go on to study at university? Are students encouraged to become involved in leading the school?
•What are the class sizes? Is there a maximum number of students allowed in each class?
•Is the school co-ed or single sex? If co-ed, what is the gender balance of classes?
•Do you want your child to have access to community initiatives or overseas travel?
•What languages are o ered by the school?
•How multicultural is the school?
•Are there peer-support programs to help new students fit in?
•What role does the school play in the local community?
•Are before or after-school programs available?
•How are positive, healthy relationships and friendships among students encouraged?
•Are the school’s religious and philosophical outlooks and practices the same as your child’s?
• How are morals and ethics taught within the school?
•What are the school’s rules? Are they clearly stated, positive and well enforced?
•How do teachers handle bullying? What is the school’s disciplinary policy?
Costs
A child’s education can amount to a significant financial investment over the course of their lifetime which can strain families’ resources if not planned carefully. There are some important financial considerations when choosing the right school for your child.
Besides tuition fees, are there other course-related costs or extra-curricular costs that you may need to consider? Does the school o er financial assistance in the form of scholarships or bursaries and could your child qualify? Does the school facilitate a carpooling program? Is the school’s location accessible by frequent public transport? Are there safe cycling roads on your route to the school?
The role of parents and carers
When it comes to making decisions, it’s important to be clear on how the school’s teachers interact with parents and carers to get them involved in their child’s educational experiences.
•Is there a Parent Teacher Association?
•How many parents are active? Are parents encouraged to get involved in helping to develop school policies?
•How will your child’s progress and assessment be reported to you?
• Is there a website to access lesson plans, progress reports and homework tasks?
• Do the co-curricular activities fit easily into your family’s routine?
• Does the school encourage parents to get involved in school excursions?
Trust your intuition
After gathering information, consider your gut feeling about the school and whether it aligns with your child’s needs and learning style. The ‘best’ school for your child is the one that provides them with a safe and secure environment where they can feel confident and comfortable being creative and curious, connect to their surroundings, socialise with peers, and pursue their interests. The right school is the one that will help your child to thrive and set them up for success in the future.
School is as much about learning as it is about being part of the school community.
Navigating the costs of a non-government education
Private school fees can overwhelm families, but proactive planning and open communication with schools can help manage the financial burden of providing a well-rounded education for children.
Recent research has revealed Brisbane is Australia’s second most expensive city for a Catholic education.
The Futurity Investment Group Cost of Education Index, released in January 2025, estimates a Catholic education in Brisbane will cost $202,485 over 13-years for a child starting school in 2025, a decrease of one per cent compared to last year.
Despite the modest fall, the total cost of a Catholic education in Brisbane is five per cent above the national average ($193,666) and second only to Canberra ($215,633) as the nation’s most expensive city for a Catholic education.
The research also discovered the total cost of an
per cent in the past year to $369,646.
To cover the rising costs of private school fees in Australia, a new trend is emerging where a luent Baby Boomers are covering these costs for their grandchildren’s education. For many, an investment in their grandchildren’s education is an investment in their grandchildren’s future.
While no o icial data exists, anecdotal evidence suggests this trend is widespread, especially in Sydney, Melbourne, and Brisbane.
Associate Professor Andrew Grant in the Discipline of Finance at The University of Sydney Business School is familiar with this emerging trend.
and individual investor decision making.
He says there is a generational disconnect, with older generations like Baby Boomers and Gen X having more accumulated wealth compared to younger generations, who face rising housing costs, stubborn interest rates, and spiralling cost-of-living.
“The need for intergenerational transfer to a ord private education, in addition to the cost of purchasing a home, is becoming more common in my opinion,” Mr Grant says.
He says grandparents are increasingly using their retirement savings and superannuation
The costs associated with education are placing a substantial burden on many Australian families.
expensive private school education, rather than giving money directly to their grandchildren.
The financial stress of struggling to pay school fees can lead parents or guardians to make di icult tradeo s to keep their children enrolled.
“Many parents are prioritising their children’s education over other household expenses, even to the point of taking out loans or defaulting on other consumer credit to a ord school fees,” Mr Grant says.
“There is also a perceived lack of ability for parents to negotiate school fees with institutions, even when facing temporary financial hardship. From the perspective of parents, it’s not just about their credit rating – it’s also about their personal reputation or that of their children and family within the school community, that can sometimes make that conversation with the school uneasy,” he says.
The rising costs of not only school fees, but also extracurricular activities and other education-related expenses, are creating significant financial pressure for families.
For parents considering a private school education for their children, the true cost extends well beyond the tuition fees.
The Futurity Investment Group Cost of Education Index calculated school fees ($3,112) will make up 41 per cent of the total cost of a Catholic education for a child starting school in Brisbane in 2025, with the remainder spent on ancillary costs including outside tuition and coaching ($1,234), electronic devices ($833) and school camps ($583).
The total cost of an Independent education in Brisbane over 13-years for a child starting school this year is six per cent above the national average ($350,158) and third only to Sydney ($411,108) and Melbourne ($388,618).
School fees ($12,405) will make up 61 per cent of the total cost of an Independent education for a child starting school in Brisbane in 2025, with the remainder spent on ancillary expenses including outside tuition and coaching ($1,831), musical instruments ($1,256), and school excursions ($696).
“A large part of the value in sending a child to a private school lies in the breadth and quality of their extracurricular o erings – from sports teams and music programs to specialised clubs and activities,” Mr Grant says.
“However, these extracurricular pursuits can quickly add up, with costs reaching into the tens of thousands of dollars per year.”
This financial pressure can lead parents to make di icult choices, but there are strategies parents can explore to help manage these costs, Mr Grant says.
“Parents need to be aware, when choosing a school, of the potential extracurricular costs especially if they happen to have an athletically or musically gifted child,” he says.
He suggests looking into fundraising options or scholarships. Additionally, many schools have their own fundraising initiatives that could provide financial relief for families.
“It’s worth applying for scholarships, even if you don’t necessarily meet every criteria. You may not get the scholarship, but you might get a bursary or some other form of temporary financial relief.”
The key, according to Mr Grant, is for parents to
have open conversations with the school about their financial situation.
“Changes in financial circumstances are often beyond the parent’s control, whether it be due to health issues or a relationship breakdown for instance – circumstances that are not easily foreseen,” he says.
“Quite often the best advice is to get in contact with the school and explore possible alternative arrangements.”
With careful planning and a willingness to explore creative solutions, parents can ensure their children can fully participate in the rich extracurricular life of a private school education.
“It’s typically in the interests of the school to keep a student who is an excellent rugby player, or violinist, or potential A-list actor enrolled, because it often has longer term benefits for the school, in terms of reputation and alumni,” Mr Grant says.
“Ultimately, you need to weigh up whether it’s value for you, value for money, value for your child. Finding that sweet spot in terms of both the cost of education and a ordability is an important conversation to have.”
Cost of education in regional and remote areas
The Cost of Education Index also calculated the total cost of education in regional and remote areas for a child starting school this year and found Queensland is Australia’s most expensive state for a non-metro Catholic education.
and coaching ($1,234), electronic devices ($701) and electives ($618).
In contrast, the research found regional and remote Queensland is home to Australia’s most a ordable Independent education.
It is estimated the total cost of a Catholic education in regional and remote Queensland will be $157,805 over 13-years for a child starting school this year, a four per cent decrease compared to 2024.
The total cost of a Catholic education in non-metro Queensland is three per cent above the national average ($153,144), with school fees ($2,371) making up 39 per cent of the total cost, with the majority spent on ancillary expenses including outside tuition
It is forecast the total cost of an Independent education in regional and remote Queensland will be $229,369 over 13-years for a child starting school in 2025, a 10 per cent increase compared to last year.
The total cost of an Independent education in nonmetro Queensland is six per cent below the national average ($244,075), with school fees ($3,692) making up 37 per cent of the total cost, with the remainder spent on ancillary expenses including outside tuition and coaching ($1,831), transport ($1,062) and electronic devices ($878).
Associate Professor Andrew Grant.
Parents also need to factor in the cost of outside tuition and coaching.
Future workforce needs curious minds
Experienced cryptographer, Professor Craig Costello from Queensland University of Technology, explores the diverse, dynamic world of technology careers, and shares advice for students considering taking the leap into the field.
Professor Craig Costello’s journey from pure mathematics to cryptography – the practice of securing data using codes, ensuring that only authorised parties can gain access – proves that unexpected passions can emerge from a single moment of inspiring educational exposure.
Following a decade of leading cyber code protection at Microsoft in the US, Professor Costello has returned to Australia to motivate a new generation of tech leaders to keep up with industry demand.
It comes at an important time. The Australian Computer Society’s Digital Pulse 2024 recently reported that despite the Australian technology workforce growing by 60 per cent in the last decade, the country is still not on track to keep up with industry demand. Australia needs 1.3 million technology workers by the end of 2030 to meet industry demand. This will require 52,000 additional workers per year.
Concerned by the nation’s ability to have the right workforce to support the industry, Professor Costello has made it his mission to inspire school
leavers to see the enormous potential of a career in IT, artificial intelligence (AI) or cybersecurity, plus encourage those already in the workforce to consider a career change.
He says that many overlook the IT industry due to misconceptions such as having to be a maths whiz, being stuck in a server room coding all day, or that these jobs would soon be taken over by AI.
Bringing his wealth of knowledge back to Australian shores, Mr Costello has taken up residency as a Professor in the Queensland University of Technology (QUT) School of Computer Science to carry out his mission of educating the next generation of tech workers.
Mr Costello shared advice for students considering taking the leap into the field.
In the rapidly evolving world of technology, curiosity is the most powerful catalyst for career exploration, he says.
With Australia facing a projected shortage of tech professionals, the need for innovative educational approaches has never been more critical. Professor Costello’s approach is refreshingly simple: challenge
existing stereotypes, provide diverse experiences, and make technology exciting.
“It’s all about sparking curiosity,” he says.
“I was shocked to read in the Australian Computer Society’s digital report that only around 10 per cent of school-age students are interested in careers in tech.”
This statistic might seem discouraging, but for Professor Costello, it represents an opportunity for transformation.
His own moment came during a single hourlong cryptography session as part of a ‘Day of Excellence’ program at his high school, which ultimately defined his entire career trajectory.
“I had no interest in tech or applied fields,” he recalls. “I was a pure mathematician originally.”
During that pivotal session, he was introduced to cryptography – a field blending mathematics, computer science, and problem-solving.
“I remember going home and saying, ‘I want to be a cryptographer’,” he recalls. “It was literally one hour of exposure that set me on my path for the next 20 years.”
Australia needs 1.3 million technology workers by the end of 2030 to meet industry demand.
This unexpected journey led him through internships and postdoctoral research in the United States, ultimately spending 12 years developing his expertise.
Schools are beginning to recognise the approach of giving students a ‘taste’ of how STEM-related subjects can be applied in the real world. Professor Costello highlights schools like Mansfield State High School – an independent public, co-educational secondary school of approximately 3,300 students in Brisbane – which is reimagining curriculum through engaging activities like eSports, web development, and 3D printing.
“The exposure doesn’t need to be too deep,” he explains. “You want to cast a wide net across di erent interests and skill sets.”
The key is making technology accessible and exciting. “Ultimately, it’s about making these things fun,” Professor Costello argues. By breaking down stereotypes and providing diverse, hands-on experiences, educators can transform students’ perceptions of tech careers.
“One hour of fun can set the track for an entire career,” he says – a powerful reminder of curiosity’s transformative potential.
Now at QUT, Professor Costello is pioneering a transformative approach to technology education that extends far beyond traditional academic boundaries. His vision combines cutting-edge technological insights with a deep commitment to inspiring the next generation of tech professionals.
“In my new role, I’m hoping to replicate my own experience,” he explains, referring to the pivotal ‘Day of Excellence’ that launched his own career in cryptography.
This means creating opportunities for broad exposure to diverse technological fields, working across faculty to spark genuine student curiosity.
QUT’s recent Master of Information Technology program redesign reflects this progressive approach.
“Once upon a time, it was software development or programming,” he says. “Now it’s a lot wider than that.”
The new program introduces majors in AI, cyber security, Internet of Things, and IT management – deliberately challenging traditional tech career perceptions.
As AI continues to reshape professional landscapes, Professor Costello o ers a nuanced perspective on its potential to revolutionise education and workforce development.
“Anyone that’s not using these tools is going to fall behind quickly,” he warns. Far from viewing AI as a threat, he sees it as a collaborative tool with transformative potential across multiple sectors.
In education, AI presents opportunities to alleviate administrative burdens. “These tools can help ease the load on teaching and grading,” he explains. For educators facing increasing workloads, AI represents a potential solution for managing timeconsuming tasks.
The technology’s impact extends beyond administrative e iciency.
“These large language models like ChatGPT represent one of the biggest revolutions in the tech landscape,” he says. He believes AI can provide
foundational frameworks for complex tasks, from software writing to curriculum development.
Contrary to fears about job displacement, Professor Costello sees AI as a career accelerator, particularly in technology sectors.
“The IT job market’s demand will only grow with AI,” he says. “It’s potentially the only field guaranteed to be safe from technological disruption.”
Within tech itself, AI is already transforming work processes. “I’ve seen AI write computer code in milliseconds that would take programmers weeks to complete,” he notes.
potential – understanding both its capabilities and limitations – will be best positioned to thrive in the future workforce.
The revolution is not about being replaced, but about learning to work alongside increasingly sophisticated technological partners.
Professor Costello’s broader mission challenges persistent tech industry stereotypes. “You don’t really have to be the tech whiz to have an awesome career in IT anymore,” he emphasises. “People skills are becoming increasingly valuable.”
However, he stresses that human expertise remains crucial in interpreting, managing, and improving these technologies.
The key is adaptability. “Anyone that can understand and use this technology will be valuable,” Costello explains. This requires a mindset of continuous learning and curiosity.
For students and professionals, the message is clear: AI is not a replacement, but a powerful collaborative tool.
“These technologies give you a skeleton to base work on,” he says. “Then you can build and improve from there.”
As AI continues to evolve, those who embrace its
Professor Costello is especially passionate about addressing gender imbalances in technology too. With cyber security currently comprising only 17 per cent female professionals, he’s committed to creating more inclusive educational pathways.
“The most successful colleagues aren’t necessarily the most technically savvy,” he explains. “They’re problem solvers who can communicate and collaborate e ectively.”
As technology reshapes workforce dynamics, adaptability and curiosity become essential skills for future professionals. With AI and emerging technologies transforming careers, students must embrace continuous learning. As Professor Costello predicts: “There’s only going to be more revolutions coming that change and radicalise the field.”
Image: Craig Costello
Professor Craig Costello, Queensland University of Technology.
Steering through the social media maze
In the digital age, parents face unprecedented challenges navigating social media’s complex landscape. One Queensland mother shares her strategic approach to protecting her children’s online experience.
Social media is a double-edged sword slicing through teenage life, simultaneously connecting and threatening a generation’s emotional landscape.
Mrs Danielle Hogno knows the digital minefield of modern parenting. As a mother of four – a son aged 18, and three daughters aged 16, 15 and 13 – she is navigating the treacherous terrain of teenage social media with unwavering vigilance.
Her eldest is studying physiotherapy at the University of Southern Queensland, her second eldest is in year 12 at Highlands Christian College –where Mrs Hogno works as a vocational education, training and pathways coordinator – and her two youngest daughters are in years 10 and 8 at the school.
Mrs Hogno’s family’s educational journey began in the local state school system. Initially, their
children thrived, benefiting from dedicated teachers and a familiar community. However, subtle shifts started to emerge – new teachers brought di erent approaches, and the school’s cultural landscape began to change.
A turning point came when her eldest son felt increasingly isolated at his state school. Surrounded by peers constantly glued to their phones, he struggled to find meaningful social connections.
“He went to the local state school until midway through year 8. We didn’t give him a phone until he was 15, so he had nothing to do at lunchtime because everyone else was on their phones,” Mrs Hogno recalls.
Highlands Christian College, an independent, non-denominational co-educational P-12 school in Toowoomba, emerged as a beacon of hope. With
a strict no phone policy and a principal they knew from years past, the school o ered an alternative to the digital-saturated educational landscape. The decision wasn’t only about technology but about creating a more intentional learning environment.
They transitioned their eldest child first, and their daughters followed within a term.
“Our son loved his new school, because then lunch times were spent running around, allowing him to burn o energy,” she says.
The transition to Highlands Christian College wasn’t a knee-jerk reaction, but a carefully considered strategy.
When it comes to social media, Mrs Hogno’s family’s approach has been deliberately measured, recognising the potential risks while
A minimum age now applies to social media platforms including Snapchat, TikTok, Facebook, and Instagram.
understanding the inevitability of digital engagement.
Her advice to parents is clear: “If you are in a place of making a decision as to whether to let them have a phone, you are going to be holding back the tide if you say yes, and your child is not ready and forever cleaning up the pieces,” she says.
“There have been several occasions when something has unfolded that’s social media related in a school context, and the month before, my kids have put the pressure on to get TikTok or Snapchat, and then something has blown up, and I’ve said, ‘Aren’t you lucky? You’re not part of that. You don’t have to worry about it’. If you say yes, you’ve opened them up to everything, and then you’re in damage control.
“If you can limit their exposure to social media with reasonable boundaries and transparency, you have a much better chance of managing it with them, because you’re not going to be able to stop them, ultimately.”
It’s a sentiment that resonates with parents struggling to manage their children’s digital exposure.
Since Mrs Hogno’s eldest child changed schools, the Queensland Government has banned mobile phones at all Queensland state schools during school hours – including break times – which came into e ect in Term 1, 2024.
The power of parental involvement Through her involvement with the Queensland Independent Schools Parents Network, Mrs Hogno has gained broader insights into the challenges facing modern families.
“If you are in a place of making a decision as to whether to let them have a phone, you are going to be holding back the tide if you say yes, and your child is not ready and forever cleaning up the pieces.”
– Mrs Danielle Hogno
Her advocacy goes beyond her own family, seeking to support and inform other parents navigating similar challenges around mobile phones and social media.
“Having experienced both state and independent sectors, I advocate for parents to have the option to choose where they want their kids to be schooled, whether it’s co-ed or single sex, public or private, or in a particular faith. We know that our children are growing up in a digital world, and we may only be buying them a few years in terms of the cultural push by sending them to a di erent school, like we did, but that is valuable at their age,” she says.
“If we’ve got an option to give them safe passage, we should at least try. And if we know what our options are in terms of schools, we’ve got a much better chance of achieving that.”
She describes access to mobile phones and social media as a double-edged sword.
“I’m not trying to shelter my kids from it,” she clarifies. “But I don’t need them to have extra stu they’ve got to think about, consider, navigate when
so much is already happening.” It’s a nuanced approach that recognises the complexity of modern childhood.
Her strategy involves transparency and ongoing communication. “If you can support and be involved and help them navigate what is a really complex digital environment, that’s what I’ve been mindful of,” she explains. This approach extends to social media, where she emphasises the importance of reasonable
Mother of four, Mrs Danielle Hogno.
Dr Alexia Maddox, La Trobe University.
Image: La Trobe University
Image: Danielle Hogno
boundaries and open dialogue.
Her final piece of advice is both hopeful and pragmatic: “If you’ve got clear boundaries, I would be seriously considering making the most of it, because that social media tsunami is going to come soon enough.” It’s a reminder that parental involvement is about creating opportunities, when your child is ready, not imposing restrictions.
In the complex landscape of modern parenting, Mrs Hogno recognises the challenges while maintaining a sense of optimism. Her message is clear: with careful consideration, open communication, and strategic involvement, parents can successfully navigate the digital minefield.
Two sides
The Australian Government made international headlines when it delivered on its highly publicised commitment to support parents and protect young people by setting a minimum age of 16 years for social media, with legislation passing Parliament on 29 November 2024.
The Online Safety Amendment (Social Media
Minimum Age) Bill 2024 has been lauded as a landmark measure that will deliver greater protections for young Australians during critical stages of their development.
The laws place the onus on social media platforms – not young people or their parents – to take reasonable steps to prevent Australians under 16 years of age from having accounts, and ensures systemic breaches will see platforms face fines of up to $50 million.
The minimum age will apply to ‘age-restricted social media platforms’ as defined in the bill, which includes Snapchat, TikTok, Facebook, Instagram, X and others.
Importantly, the bill ensures that the law is responsive to the ever-evolving nature of technology, while enabling continued access to messaging, online gaming, and services and apps that are primarily for the purposes of education and health support – like Headspace, Kids Helpline, Google Classroom and YouTube.
Dr Alexia Maddox has been following the passage of the legislation, from proposal to law, in her role in
the School of Education at La Trobe University.
As a Senior Lecturer in Pedagogy and Education Futures, Dr Maddox is at the forefront of a rapidly evolving landscape. With a background as a sociologist of technology, she brings a unique perspective to the way technology is shaping the future of learning.
At the heart of the debate around the social media age ban is a complex web of concerns and considerations, Dr Maddox says, including parental anxieties about the impact of social media on youth.
“The social media age ban is really a response to parents’ concerns about how social media is a ecting their kids, and of course, teachers have a real exposure to that with the way that kids use social media in their personal lives and also how it a ects their learning,” she says.
The ban, which aims to restrict access to social media platforms for children under the age of 16, is seen by some as a way to address issues like mental health, cyberbullying, and exposure to inappropriate content. However, Dr Maddox cautions that the e ectiveness of such a ban has not been
The social media ban aims to protect young users from harmful content.
demonstrated in other jurisdictions.
She says the timing of the social media age limit legislation, ahead of the 2025 federal election, capitalised on parental anxieties rather than engaging with the nuanced evidence base.
“For parents who are anxious about how social media is a ecting their kids, how much time their kids spend on social media, and managing the dysfunction and issues that can arise – like anxiety and bullying for example – an age ban feels safer,” she says. “However, as it has played out in other countries, there has been no evidence of an age ban being e ective in keeping kids safe.”
In Australia, stakeholders such as the social change initiative 36 Months have advocated for the social media age ban whilst acknowledging the need for children’s access to educational content available through platforms such as YouTube, Dr Maddox says.
“However, looking at what has happened in the US where pornography age ban restrictions have been implemented in states such as Louisiana, there has been increased VPN (Virtual Private Network) usage,”
very likely to translate to the Australian context where there will be social media age restrictions.”
Dr Maddox says social media also has a lot of benefits, particularly for kids in regional and remote areas, and kids from migrant families whose grandparents might be overseas, helping them to stay connected.
“Kids who are marginalised, for example, the LGBTQI+ community, often use social media to find acceptance and safe places to explore their identity and sexuality.
“Social media is fundamental to how kids hang out with their peer groups and get access to knowledge and information. It’s embedded in their lives.”
Digital literacy is important
Dr Maddox’s nuanced understanding of the social and educational implications of the ban will be crucial in shaping a balanced and evidence-based approach to protecting young people in the digital age. She emphasises the importance of digital literacy and the need for a comprehensive strategy that addresses the root causes of online harms, rather than simply restricting access.
“Social media is a way of life for young people and beyond that, it’s a way of life for all of us; we use it in our workplaces, we use it for professional networking. We understand how to manage our privacy settings, and to be alert to scams and phishing. That kind of digital literacy is important for us as adults, because it’s in our work, our citizen life, and our social lives,” she says.
The Online Safety Amendment (Social Media Minimum Age) Bill 2024 contains strong privacy provisions, with platforms required to ring-fence and destroy any data collected once it has been used for age assurance purposes. Failure to destroy data would be a breach of the Privacy Act, with penalties of up to $50 million.
In November 2024, then Minister for Communications Ms Michelle Rowland said the government had listened to young people, parents and carers, experts, and industry in developing these landmark laws to ensure they were centred on protecting young people – not isolating them.
“Good government is about facing up to di icult reform – we know these laws are novel, but to do
nothing is simply not an option.
“Over the next 12 months, we’ll work closely with industry and experts to ensure the minimum age is e ectively implemented, informed by the findings of the Age Assurance Technology Trial currently underway,” she said.
According to Dr Maddox, the proposed age verification technology trials reveal significant technical challenges that weren’t apparent when the legislation was first proposed.
“We’re seeing concerning accuracy gaps in biometric age estimation, especially for young teenagers, and significant disparities across di erent demographic groups. These technical limitations could create unintended barriers for legitimate users while potentially failing to protect those the legislation aims to safeguard,” she says.
Garnering far less media attention than the social media age limit legislation is the Government’s Digital Duty of Care legislation, which will place the onus on digital platforms to proactively keep Australians safe and better prevent online harms.
Dr Maddox argues that the Digital Duty of Care legislation is a more evidence-based and collaborative approach, one that addresses the root causes of online harms rather than simply restricting access.
She says the legislation has been developed through extensive consultation, unlike the age ban that does not stem from the recommendations of the Inquiry into Social Media and Online Safety, the final report for which was recently released.
“The Digital Duty of Care bill is evidence-based and it has been well considered. It’s taking a safetyby-design approach, working with platforms to improve their features to increase the safety for all of us online, including kids,” Dr Maddox says.
Aligned with United Kingdom and European Union approaches, digital platforms will be required to take reasonable steps to prevent foreseeable harms on their platforms and services, with the framework to be underpinned by risk assessment and risk mitigation, and informed by safety-bydesign principles.
Legislating a duty of care will mean services can’t ‘set and forget’. Instead, their obligations will mean they need to continually identify and mitigate potential risks, as technology and service o erings change and evolve.
Image: fizkes/Shutterstock.com
Platforms that are primarily for the purposes of education – like Google Classroom and YouTube –are exempt from the ban.
Image:
Where Ambition Meets Opportunity.
Proudly ranked among Queensland’s Top Performing Secondary Schools, Mount Alvernia College offers a values-based education where academic excellence meets personal growth.
Nestled in the heart of Brisbane’s northside, our all-girls Catholic College empowers young women to thrive with confidence, compassion, and purpose. Her journey starts here. Visit: www.mta.qld.edu.au
PRINCIPALLY SPEAKING:
Wellbeing and values shape future leaders
At Mount Alvernia College, Principal Samantha Jensen leads with a Franciscan spirit, blending academic excellence, environmental stewardship, and holistic student wellbeing to nurture confident, compassionate young women.
Returning to her Brisbane roots after a decade interstate, Ms Jensen brings a rich educational background and a passion for the Franciscan Catholic educational philosophy. Previously Deputy Principal at Loreto Mandeville Hall Toorak, her return to Brisbane was more than a professional move – it was a homecoming.
Her appointment as principal at Mount Alvernia College, an independent Franciscan Catholic secondary school for girls in the Brisbane suburb of Kedron, in 2021 came during the unprecedented challenges of the COVID-19 pandemic, leading to a unique recruitment experience where she was interstate and not physically able to visit the school.
Asked to characterise her leadership style, she places a strong emphasis on collective achievement, consistently using “we” instead of “me” to underscore her collaborative approach.
Ms Jensen’s vision extends beyond traditional educational metrics. She has overseen a significant academic transformation, with the school’s median ATAR rising from an equivalent OP 62 to 91.85, reflecting her belief in students’ potential. Her strategic focus on educational wellbeing integrates pastoral care with academic excellence, creating a holistic learning environment.
A passionate advocate for sustainability and student development, she has also championed initiatives including the school’s Year 7 digital literacy program to teach students about safe and ethical digital media use.
As Mount Alvernia College approaches its 70th anniversary in 2026, she’s poised to lead the institution into a future of growth, innovation, and meaningful education.
Philosophy
Mount Alvernia College’s philosophy is rooted in Franciscan Catholic traditions, a connection that resonates with her.
“It’s a Franciscan Catholic school established by the Missionary Franciscan Sisters in 1956,” she explains, tracing the school’s rich heritage.
The school’s philosophy is built on two fundamental principles that Ms Jensen finds transformative: “relationships with each other and relationships with Earth.”
She was particularly drawn to these values, seeing them as critical for contemporary education.
“I believe these two tenants are really important right now,” she says. “The school’s philosophy and my personal beliefs; it was a perfect marriage.”
“There’s nothing really more important in terms of a call for action for young people and for everyone to be paying attention to that.”
This philosophical commitment manifests practically through innovative spaces like La Foresta, the college’s extensive garden.
Designed to be both a working garden and place for contemplation, reflection and peace, La Foresta has 25 garden beds that contain a range of produce used in La Cucina, the college’s café, and by hospitality students.
“It is filled with produce and beautiful established trees,” Ms Jensen explains. “It’s our largest classroom in the school, used for science, art, and curriculum purposes.
“It’s a centre of wellbeing in its own right.”
Ms Jensen says La Foresta reflects the Franciscan philosophy of communion with the earth and provides a tangible, therapeutic learning environment.
Leadership
Leading a school of nearly 1,000 students across years 7-12, plus 80 teaching sta and 56 support sta , Ms Jensen describes her leadership style as a blend of authenticity, presence, and deep relational engagement.
“I’m pretty hands-on in the operations of the college,” she explains, emphasising her desire to be actively involved in the school’s daily life.
Her leadership philosophy – centred on vulnerability and transparency – means she’s “happy to share in the good stu and the hard stu ”.
“I think people need that in their leaders. Gone are the days of a leader in an ivory tower.”
This approach challenges traditional leadership models, creating a more relational and humancentered leadership approach.
The core of her leadership is captured in her mantra: “We, not me.” It’s more than just a catchphrase; it’s a fundamental philosophy.
Part of her leadership involves ensuring the wellbeing of those in her charge. Wellbeing is not just a buzzword, but a comprehensive, integrated strategy. “We know that excellent learning happens when students are well,” she says. This philosophy manifests in multiple innovative initiatives.
Student wellbeing is approached holistically through what Ms Jensen calls “educational wellbeing”.
“We’re not looking at pastoral programs in a silo,” she explains. Instead, the college conducts regular mentoring meetings that address comprehensive student needs.
“We talk about how they’re going academically, their wellbeing goals, co-curricular activities, even their sleep hygiene.”
For sta , the approach is equally e ective.
Image:
Mount Alvernia College
Principal Samantha Jensen with students at the College entrance.
Students in the College Library.
“We’ve been doing work with PeopleBench, taking pulse surveys on sta wellbeing and resilience twice a year,” Ms Jensen says. “We analyse the data and build programs to assist our sta .”
This data-driven approach allows for targeted support and continuous improvement.
PeopleBench is a school workforce improvement company based in Brisbane. In 2017, it launched a research project to investigate the relationships between workforce variables and student outcomes, drawing on data from 22,000 students and nearly 3,000 sta across schools of varying sizes, locations and demographics. Two years later, it opened its doors to all schools across Australia.
Easing sta administrative burden is another priority at Mount Alvernia College, demonstrating a forward-thinking approach to workplace e iciency and sta support.
“We’re enhancing AI capabilities to reduce administrative load,” Ms Jensen notes.
“We know that students thrive when they have happy, healthy, capable educators in front of them.”
Her style represents a modern educational leadership model: transparent, holistic, technologically aware, and deeply committed to the wellbeing of both students and sta . Her approach goes beyond traditional management, creating an environment of mutual support, continuous learning, and collective achievement.
Digital literacy
Mount Alvernia College’s approach to digital literacy and social media is comprehensive, proactive, and collaborative, with Ms Jensen taking a clear, strategic stance on technology use that prioritises student protection and ethical digital citizenship.
The school’s mobile phone policy is unequivocal.
“Mobile phones are not allowed on a student person during the course of the day,” Ms Jensen says. “They’re placed in their lockers.”
Students can use phones before and after
Image: Mount Alvernia College
A student lights a candle before mass.
Students enjoy hands-on learning through painting and self-expression at Mount Alvernia College.
school hours, but during school time, use is strictly prohibited. The enforcement is straightforward: “If a phone is confiscated, there’s a detention. Most students, once they’ve done that once, don’t do it again.”
She recognises the challenges posed by social media, particularly for teenagers.
“The social media hours from 3:00pm through to the next day are a real challenge for our students and for parents,” she acknowledges.
“This is an ‘us’ challenge – school and home.”
She advises parents to delay social media introduction for as long as possible, viewing it as a service to their children’s development.
The school’s commitment to digital literacy is most evident in its innovative Year 7 digital literacy passport program, which comprehensively teaches “how to use digital media and devices safely, ethically”, she says. This program goes beyond basic technology skills, covering critical areas like the appropriate use of AI in academic contexts.
“We are also fortunate to have an outstanding Head of Digital Pedagogy and Innovation leading this space, ensuring our approach remains future-focused and responsive to the evolving digital landscape.”
A pivotal moment came during a year 7 parent introduction, where Ms Jensen’s candid approach about digital risks was met with overwhelming support. “There was a standing ovation,” she recalls, indicating parents’ hunger for guidance in managing digital challenges.
The school has engaged external experts to support this mission.
“We’ve had Susan McLean and other experts in this field come and talk to parents and students,” she notes.
Ms Susan McLean is Australia’s foremost expert in the area of cyber safety and was a member of Victoria Police for 27 years. Widely known as the ‘cyber cop’, she was the first Victoria Police O icer appointed to a position involving cyber safety and young people.
Despite the school’s multi-layered approach to digital education, Ms Jensen is pragmatic about the limitations of legislative approaches. “We know [legislation] is not a silver bullet,” she states, “but we have to be doing everything in our power to protect our young people online.”
comprehensive education, parental collaboration, and a focus on ethical digital use, Mount Alvernia College is developing a sophisticated model for managing digital literacy in the modern educational landscape.
Marking a milestone
In 2026, Mount Alvernia College will be celebrating its 70th anniversary. Looking back to when the College began with an enrolment of 29 students, to its current student population that now has a waitlist, there is much to commemorate.
Ms Jensen’s reflection on memorable moments and future plans for the College is rooted in transformation, growth, and celebration of educational achievement.
“Since my appointment, the memorable moments have been simply seeing the college and the students’ progress,” she says, highlighting a remarkable academic journey.
aged care facilities,” Ms Jensen says. “But they still come to assemblies and other events. They’re very connected with the college.”
The planned celebration will honour these pioneering educators who established the school seven decades ago. “To do something really special in that 70th year is going to be a wonderful opportunity,” she says.
The anniversary represents more than just a historical commemoration. They’re a testament to the enduring Franciscan values that have guided the school since its inception.
“We want to really celebrate with the broader community and the founding sisters the incredible school that they created 70 years ago,” Ms Jensen says.
Her leadership approach ensures that while celebrating the past, the school remains forwardlooking.
The underlying motivation remains: student mental health and wellbeing. By working collaboratively with parents and providing structured digital literacy education, the school aims to equip students with the skills to navigate an increasingly complex digital landscape.
“We’re intentionally trying to build an integrated curriculum of educational wellbeing,” Ms Jensen says. This approach sees digital literacy not as a standalone topic, but as an integral part of holistic student development.
Her approach demonstrates a nuanced understanding that technology is not inherently problematic, but requires careful, informed management. “We have to be on the front foot as much as we can be,” she says, encapsulating the school’s proactive stance on digital citizenship.
By combining strict technological boundaries,
The school’s median ATAR score has dramatically improved from 62 during the COVID-19 pandemic to 91.85, a transformation she describes as “seismic.” However, for Ms Jensen, this isn’t just about numbers.
“What underpins that is this growing sense of self-belief and participation in our students,” she says. Her pride stems from the school’s collective approach to progress. “We have really leaned into the fact that if we have self-belief, we are capable of tremendous things.”
The upcoming anniversary is a significant milestone for the school. “We’re connecting with our community and our alumni,” Ms Jensen says, “really celebrating the journey from a small school in the northern suburbs of Brisbane in the 1950s.
“We’re going to have lots of wonderful events planned, including a captain’s table dinner bringing together all school captains.”
A particularly poignant aspect of the celebrations is reconnecting with the founding Sisters. “Many of them are now in their 80s and 90s, and they’re in
Alongside the anniversary celebrations, the school is embarking on a significant building project – a new library.
The project symbolises the school’s commitment to continuous improvement and creating inspiring learning environments. It’s part of a broader vision of educational innovation and student empowerment.
As Mount Alvernia College approaches its 70year milestone, Ms Jensen stands prepared to lead the institution into a future of continued growth, innovation, and meaningful education, honouring its rich heritage while embracing new possibilities.
Students enjoy playing a range of sports at Mount Alvernia College.
Proudly serving the families of the southern Gold Coast, Tweed Coast and northern New South Wales.
Lindisfarne has developed a tailored AI program designed to support teaching and learning at the school.
Letting their light shine
Lindisfarne Anglican Grammar School is leading by example in preparing students for a future where technology and education intersect seamlessly.
Lindisfarne Anglican Grammar School has rapidly evolved into a beacon of educational excellence, uniquely positioned within the heart of the Northern Rivers regional community. It serves the families and young people of southern Gold Coast, Tweed Coast, and northern New South Wales.
As the ‘school of choice’ in the region, Lindisfarne’s enrolment currently exceeds 2,100 students across its two campuses in 2025. This positive growth is a testament to Lindisfarne’s unwavering commitment to delivering consistently high standards of teaching and learning. A journey that has been marked by significant milestones, including the physical expansion of both campuses to support a wide array of co-curricular programs, allowing students to pursue a breadth of interests, whatever their passion. This growth parallels an evolving presence on the national stage, where Lindisfarne has garnered consistent recognition in several prestigious awards programs for its innovative approaches to education.
Central to the School’s philosophy is a holistic approach to learning, where academic achievements are equally balanced with artistic and musical prowess. This reflects a belief in nurturing well-
rounded individuals ensuring Lindisfarne stands as a testament to what can be achieved when innovation, community, and a deep-seated commitment to excellence converge.
As a school at the forefront of educational development, Lindisfarne’s approach is anchored in strategic foresight, sustainability, and a commitment to a core educational mission. Significant campus expansions and technological upgrades, without compromising on the quality of education, Lindisfarne has added an ‘o -grid’ Boathouse Facility, established the ‘Germinate Records’ recording studio, and developed award-winning Middle School, and Early Learning precincts that ensure the best facilities and resources are available to teachers and students.
At Lindisfarne, the successful implementation of teaching and learning is grounded in a studentcentred, innovative, and comprehensive educational approach. As a Round Square and Deep Learning School, Lindisfarne’s approach is designed to foster not just academic excellence but also critical thinking, creativity, and lifelong learning skills. By integrating cutting-edge technology and diverse pedagogical strategies, Lindisfarne looks to ensure
that every lesson is engaging, relevant, and tailored to meet the varied needs of students from Preschool to Year 12.
Key to this approach are the personalised learning plans for students, allowing for di erentiation and adaptation to individual learning needs. This ensures that every student is challenged and supported to achieve their full potential. Teachers employ a mix of traditional and innovative teaching methods, including a mix of explicit teaching, and project-based programs.
Collaboration and professional development for Lindisfarne sta are also priorities, ensuring Lindisfarne teachers are equipped with the latest educational research and teaching methodologies. This commitment to teacher growth translates into dynamic and e ective classroom practices, with a focus on continuous improvement in teaching and curriculum delivery.
In recent years, Lindisfarne Anglican Grammar School has been distinguished by exceptional academic achievements supported by a focus on holistic wellbeing. Lindisfarne students achieved outstanding results in the Higher School Certificate (HSC) examinations, with remarkable success in
Band 5 and 6 outcomes, particularly in Visual Arts and Music. This success reflects the innovative teaching approaches and the unwavering dedication of both sta and students. Furthermore, the majority of Lindisfarne students embrace university pathways, with many securing early entry o ers.
Lindisfarne’s influence extends beyond academic realms, significantly impacting the local community. The Lindisfarne Business Network exemplifies this, promoting collaboration and mutual support among local partners, thereby enhancing regional educational and economic prospects. Vigorous fundraising e orts for local charities a irm Lindisfarne’s dedication to social responsibility, reinforcing community ties.
Nationally and locally recognised for innovation, Lindisfarne’s achievements include awards for learning environment design, technology, and curriculum advancements. As a member of the Round Square schools network and leader in the AIS NSW Waratah and Teacher Training Hubs Projects, Lindisfarne is celebrated for its sustainability e orts and environmental stewardship.
As a Deep Learning school, Lindisfarne prioritises the integration of deep learning principles, aiming to cultivate students’ ability to understand complex concepts and apply their knowledge creatively. This commitment extends to the wellbeing curriculum, designed to enhance students’ emotional and mental health alongside their academic pursuits. Through this comprehensive approach, Lindisfarne prepares their educators to be lifelong learners, equipped to support the holistic development of their students in an ever-evolving educational environment.
At Lindisfarne, fostering a collaborative learning environment is central to the educational philosophy, engaging students, parents, teachers, and the broader community to achieve outstanding educational and developmental outcomes. Integral to this approach is the emphasis on wellbeing
within the curriculum, addressing students’ emotional and mental health alongside their academic progress. Supported by parent education programs, Lindisfarne families play an active role in their children’s wellbeing and academic journey, reinforcing the holistic educational approach of the School and wider community.
A commitment to inclusivity and diversity is evident the moment you enter the School. A consultative approach is applied to significant projects, including partnerships with the local indigenous community, disability advocacy groups, environmental groups and groups working to support homelessness and other social inequalities This commitment to collaboration extends through the engagement with the School Council, Parents and Friends groups, and various support groups, facilitating a vibrant, feedback-oriented environment.
In 2023, the fruition of the Lindisfarne Reconciliation Action Plan underscored the School’s dedication to deepening connections with First Nations communities, enriching the community’s cultural practices and promoting reconciliation. Additionally, the advent of generative AI prompted the creation of the ‘Future Innovators Forum,’ a student-led body that
ensures students are well-prepared to navigate and leverage emerging technologies. This forward-thinking response to AI, coupled with the comprehensive wellbeing focus, positions Lindisfarne as a pioneer in delivering an innovative, inclusive, and holistic education tailored to the challenges and opportunities of the 21st century.
Lindisfarne demonstrated an unparalleled commitment to innovation and continuous improvement through its response to the rapid onset of generative artificial intelligence (AI). Lindisfarne hosted a free conference in partnership with Southern Cross University, the ‘AI, ChatGPT and Education Roundtable’; this event drew attendees from all education sectors and was needed in the region, as all schools grapple with this new technology.
In addition, this led to the establishment of a student-led ‘Tech Innovators Forum.’ This initiative emerged in response to the rapid advancements in artificial intelligence, recognising the need to integrate such technologies responsibly into our educational framework. The forum served as a dynamic platform where students, teachers, and technology experts collaborated to explore the potential of AI in enhancing learning experiences.
In 2024, Lindisfarne also released ‘Lindisfarne GPT,’ a tailored AI program designed to support teaching and learning at the school. This tool provided students and educators with access to cuttingedge technology, enabling personalised learning experiences, supporting research and inquiry, and fostering a culture of innovation.
The results of implementing the Roundtable, ‘Tech Innovators Forum’, ‘Lindisfarne GPT’ and subsequent AI policy have been profoundly positive, with noticeable improvements in student engagement, research capabilities, and overall academic outcomes. Moreover, this initiative has positioned Lindisfarne as a forward-thinking institution that not only embraces technological advancements but also leads by example in preparing students for a future where technology and education intersect seamlessly.
The majority of Lindisfarne students embrace university pathways, with many securing early entry o ers.
Lindisfarne has established a student-led Tech Innovators Forum.
A Stuartholme education is exceedingly different
As part of the global network of Sacred Heart Schools, Stuartholme offers a truly unique education that blends rich tradition with contemporary innovation to nurture the mind, heart and spirit of every student.
Nestled among the Mount Coot-tha trees lies Stuartholme School, Brisbane’s only Catholic girls’ boarding school for students in Years 5 to 12, with boarding available from Year 7.
In 2025, the school celebrates 105 years of educating and empowering young women to become confident and compassionate leaders. This legacy honours our Foundress, Saint Madeleine Sophie Barat, a visionary educator who believed in the transformative power of education for girls. She was a tireless advocate for instilling not only academic excellence, but also faith, a deep sense of community and a commitment to justice.
That spirit continues today. In 2025, our community
embraces the Sacred Heart Goal, A Social Awareness
That Impels to Action. This call to justice encourages every student to listen deeply, act courageously and uplift others with humility and heart. The student theme for the year, All for Her, calls each girl to live not only for herself, but with and for others. It reflects the enduring values of empathy and conviction that shape the culture of sisterhood at Stuartholme.
Under the leadership of Principal Daniel Crump, the school has embraced a co-agency model that places partnership at the heart of learning. Here, students, educators and families work together to ignite curiosity, inspire purpose and empower every learner to thrive.
Our teachers are recognised nationally for their expertise and innovation. They are passionate about creating dynamic, inquiry-rich experiences that spark deep thinking and foster lifelong learning.
The impact of this approach is reflected in our academic results. In 2024, over 95 per cent of graduates achieved an ATAR of 80 or above. Every student earned their Queensland Certificate of Education, and 72 per cent received an A in one or more subjects. These results reflect the resilience, motivation and self-belief cultivated in every student throughout her time at Stuartholme.
The Junior School has been designed to ensure a smooth transition into middle school.
The Boarding House remains at the heart of our school community. Home to more than 140 boarders from across Queensland, regional Australia and overseas, it is a place of warmth, and where friendships flourish. Under the care of Dean of Boarding Jane Morris, the program fosters independence, wellbeing and lifelong friendships. Boarders are fully immersed in school life and supported by sta who understand the unique opportunities and challenges of boarding. For many, it becomes their second family and the foundation for lasting memories and personal growth.
In 2024, Stuartholme was proud to be recognised as a 5-Star Innovative School. This national recognition a irms our leadership in future-focused learning and digital readiness, highlighting our ability to harness emerging technologies in meaningful ways that support student agency, creativity and problem-solving. At Stuartholme, innovation is not about following trends. It is about creating environments and experiences where students are equipped to lead in a rapidly changing world.
Our approach to education extends far beyond the classroom. We understand that learning happens everywhere, in every conversation, rehearsal, competition and quiet moment of reflection. With more than 88 per cent of students participating in co-curricular activities, our girls are encouraged to explore their interests, develop new skills and grow in confidence.
For students seeking additional challenge, our Academic Enrichment Program provides tailored opportunities to extend learning, build advanced capabilities and connect with real-world applications. Designed for gifted and talented students, the program encourages girls to understand and harness their unique intellectual abilities, all within a supportive and flexible framework.
What truly sets Stuartholme apart is the way our
into their full potential. Leadership is nurtured at every stage, not simply as a title, but as a mindset shaped by responsibility, service and integrity. From early opportunities in Years 5 and 6 through to the senior years, our students are invited to lead in ways that are authentic to them.
This focus on the whole person is central to Sacred Heart education. A Stuartholme student is not only academically prepared. She is spiritually grounded, emotionally aware and deeply committed to making a di erence in the world.
As Principal Daniel Crump reflected, “It is both our privilege and our responsibility to ensure that a Sacred Heart education continues to inspire, empower and flourish at Stuartholme for generations to come.”
The Junior School: making It real In 2025, Stuartholme began a bold and exciting new chapter with the opening of Maison Barat, our purpose-built Junior School precinct for Years 5 and 6. Nestled within the leafy campus and thoughtfully designed to reflect the natural beauty of Mount Coot-tha, this contemporary learning environment, provides a strong foundation for girls beginning their Stuartholme journey.
The Junior School is grounded in the same Sacred Heart philosophy that defines the rest of our school. It honours the individual while cultivating a strong sense of community. At its heart lies a commitment to making learning real, anchored in relevance, driven by curiosity and built to support a confident transition into middle school.
The curriculum is rich and rigorous, with a strong emphasis on real-world learning. Across key learning areas, girls build foundational knowledge while developing the capacity to think critically, creatively and independently. They are not simply taught what to learn, but how to learn. Through guided inquiry, collaborative tasks and regular opportunities to reflect and give feedback, students begin to
understand their own learning processes and take ownership of their growth.
Our approach is deeply intentional. It recognises that while many young girls may appear confident and capable, they can often be reluctant to take risks in their learning. The Junior School challenges this gently. By redefining failure as a stepping stone to growth, our students learn to see mistakes not as setbacks but as valuable opportunities to stretch and improve. In doing so, they build the courage, resilience and resourcefulness they will need in their secondary years and beyond.
In addition to core subjects, students engage in Religious Education, Music and Wise Wellness, a program designed to nurture emotional intelligence, ethical thinking and personal wellbeing. These elements enrich the academic experience and reflect our whole-school belief in educating the heart as well as the mind.
In 2024, Stuartholme became the first independent Catholic girls’ school in Australia to introduce a Junior School Learning Environment inspired by international best practice. This initiative, recognised as an Excellence Awardee in the Australian Education Awards, reimagines what a learning space can be. It features flexible classroom layouts, co-teaching models and a strong focus on real-world inquiry. Dedicated time for literacy, numeracy and wellbeing ensures that every student’s foundational skills are prioritised and personalised.
This environment reflects a shift in how we prepare young learners, not just for academic success but for a future that demands adaptability, collaboration and confidence.
Importantly, the Junior School has been designed to ensure a smooth transition into middle school. Students benefit from access to specialist facilities and programs across the broader school, gradually building familiarity with the wider Stuartholme campus and community. Whether working in the science labs, performing in the Theatre, joining cocurricular clubs or simply sharing lunchtime on the Lawn, Junior students begin to see themselves as part of something bigger.
The launch of the Junior School represents a new vision for how girls begin their educational journey. At Stuartholme, we are making it real, giving our youngest students the tools, experiences and mindset to step boldly into their future.
We warmly invite you to experience the di erence. Step Up to Stuartholme on Tuesday 12 August and discover a school where every girl is known, supported and inspired to become the very best version of herself.
Stuartholme opened a purpose-built Junior School precinct for Years 5 and 6 in 2025.
The Future of Learning
Take Your Child’s Education Virtually Anywhere
Unlock the freedom of learning anywhere, anytime with Hillcrest Christian College’s P-12 Virtual Learning Community (VLC) — a dynamic and flexible Distance Education program designed to fit your family’s lifestyle.
Our recent VLC family survey highlighted VLC Exceeded Expectations for: Quality of Teaching, Reputation, College Values, Focus on Pastoral Care, College Leadership, Facilites and Resources. Discover
The new age of education is virtual learning
As the world grapples with the challenges and opportunities of digital transformation, Hillcrest’s Virtual Learning Community provides a beacon of hope and a roadmap for educational excellence in the digital age.
In an era where education is rapidly evolving, Hillcrest Christian College has emerged as a vanguard of innovation through its transformative Virtual Learning Community (VLC). This dynamic platform exemplifies how digital education, when thoughtfully implemented, can foster academic excellence, social connectivity, and spiritual growth. The Hillcrest VLC is not merely a response to global educational challenges but a proactive step toward creating a future-focused learning ecosystem. It o ers students an enriched, accessible, and Christcentred learning environment that transcends the conventional classroom.
Redefining education in a digital age
The concept of virtual learning has gained traction globally, accelerated by the COVID-19
pandemic which necessitated remote education almost overnight. However, what sets Hillcrest Christian College apart is its long-term vision and intentionality in building a sustainable and enriching Virtual Learning Community. Rather than viewing online education as a temporary solution, Hillcrest recognised its potential as a powerful platform to deliver high-quality Christian education to a broader audience across Queensland.
The VLC is structured to integrate digital technologies with pedagogical best practices and Christian values. It leverages advanced learning management systems, video conferencing tools, digital collaboration platforms, and personalised learning pathways to deliver a seamless and engaging educational experience. The initiative is not a mere replication of classroom instruction via digital
means; it is a reimagining of what education can be when freed from traditional constraints.
Accessibility and flexibility
One of the most compelling advantages of Hillcrest’s VLC is its accessibility. The platform allows students from across Queensland, including those in rural or remote communities, to receive the quality standard of education provided to student on-campus at their Gold Coast based College. This is especially significant in Queensland, where distance can be a major barrier to consistent and high-quality education.
Flexibility is another cornerstone. Students can tailor their schedules to fit personal circumstances, allowing them to pursue academic excellence while accommodating
Students participate in live discussions, group projects, virtual labs, and digital forums as part of the Virtual Learning Community.
family obligations, extracurricular interests, or parttime work. This level of adaptability supports student wellbeing and fosters a more holistic approach to learning.
Pedagogical excellence
At the heart of the VLC is a commitment to pedagogical excellence. Hillcrest has invested in professional development for its teaching sta to ensure that they are equipped to deliver content e ectively in a virtual environment. Teachers are trained not just in the use of technology, but also in online engagement strategies, di erentiated instruction, and digital assessment methods.
The curriculum is designed to be interactive, with an emphasis on active learning. Students participate in live discussions, group projects, virtual labs, and digital forums. These elements promote critical thinking, collaboration, and communication – skills essential for the 21st-century learner. Furthermore, Hillcrest’s VLC integrates formative and summative assessments with real-time feedback, enabling students to monitor their progress and take ownership of their learning journey.
Spiritual formation in a virtual world
One of the most inspiring aspects of Hillcrest’s VLC is its unwavering commitment to Christian values and spiritual formation. Maintaining a Christcentred ethos in a virtual environment poses unique challenges, but Hillcrest has turned this into an opportunity to deepen spiritual engagement in new and meaningful ways.
Daily devotions, virtual chapel services, online prayer groups, and Christian studies are integral to the VLC experience. Teachers incorporate biblical perspectives into subject content, encouraging students to explore faith in relation to real-world issues. This approach ensures that spiritual development is not an afterthought but a foundational component of the virtual learning experience, embedded in the College values.
The community aspect, so central to Christian education, is nurtured through structured mentoring programs, virtual house competitions, and peer support networks. Students feel connected not only to their teachers and classmates but also to a broader faith community that supports and uplifts them.
Innovation and technology
Innovation is a defining feature of the Hillcrest VLC. The platform utilises a range of digital tools and emerging technologies to enhance the learning experience. Interactive whiteboards, virtual breakout rooms, learning analytics, and gamified content are just a few examples of how Hillcrest leverages technology to make learning engaging and e ective.
The school also explores the use of data-driven insights to personalise learning. By analysing student performance and engagement metrics, teachers can identify learning gaps and tailor interventions to individual needs. This not only supports academic growth but also fosters a growth mindset among students.
Moreover, digital literacy is woven into the curriculum, preparing students to navigate and thrive in a technology-rich world. They are not just consumers of digital content but creators, problemsolvers, and ethical digital citizens.
Growth and continuous improvement
Importantly, the school recognises that virtual learning is not a one-size-fits-all solution. The VLC operates as part of a broader blended learning strategy, o ering students the option to transition between in-person and virtual modes as needed. This hybrid approach allows for greater personalisation and responsiveness to individual circumstances. Students are able to control their learning journey and take stronger steps towards the best possible learning strategies accustomed to their lifestyle and learning style alike.
Community and Parental Engagement
The success of any educational initiative hinges on strong partnerships with families. Hillcrest places a high value on community and parental engagement in the VLC. Parents are kept informed through regular updates, parent-teacher conferences, and access to digital platforms where they can monitor student progress.
The VLC empowers parents to take an active role in their child’s education, fostering a collaborative environment where home and schoolwork together to support student growth. This partnership is especially critical in virtual settings, where parental involvement can significantly impact student motivation and achievement.
Preparing for the future
Hillcrest Christian College’s Virtual Learning Community is not just an educational platform – it is a vision of what the future of Christian education can look like. It challenges traditional boundaries, embraces innovation, and centres every aspect of learning in faith and community. In doing so, it prepares students not only for academic success but for lives of purpose, service, and leadership.
As the educational landscape continues to evolve, Hillcrest’s VLC o ers a compelling model for other schools seeking to navigate this transformation. It demonstrates that virtual learning, when grounded in strong pedagogy, faith, and community, can be just as enriching and impactful as traditional education.
Overall, Hillcrest Christian College Virtual Learning Community stands as a testament to what is possible when innovation meets vision, and when technology serves a higher purpose. It is a living, breathing example of how education can be transformed to meet the needs of today while preparing students for the uncertainties of tomorrow.
Teachers incorporate biblical perspectives into subject content, encouraging students to explore faith in relation to real-world issues.
Future-ready kids: Why AI in education isn’t just for high schoolers
Mrs Teagan
Dare, Director of Digital Agency and Data Analytics at The Lakes College, explains why early exposure to AI tools is a necessity.
A shimmer of dragon scales glows on the interactive whiteboard. “What words can we use to make this more exciting?” the teacher asks, encouraging the Prep students to brainstorm.
One excitedly suggests “fire,” while another adds “shiny” and “scaly.” As they contribute ideas, the AI generates an image that sparks their imaginations, and they start dreaming up stories of fire-breathing battles and hidden treasure.
With each new image, our littlest Lakes Learners engage in language play, expanding their vocabulary, and discovering the power of storytelling. In moments like this, artificial intelligence isn’t just a tool – it’s a catalyst for creativity and learning, opening a playful, visual pathway into language that boosts both literacy and imagination.
This is the future of education – not in some distant, tech-heavy high school, but in The Lakes College’s classrooms, where students as young as five are learning to collaborate with artificial intelligence.
At The Lakes College, we believe early exposure to AI tools isn’t just a novelty; it’s a necessity. In a world increasingly shaped by algorithms, automation, and digital interaction, our youngest learners need to do more than keep up. They need to lead with curiosity, creativity, and critical thinking.
So how do we make that happen?
Step into our classrooms and you’ll see students immersed in a world where AI fuels their curiosity. They’re solving dynamic math problems that match their growing skill – no fear of failure, just progress. Some are sculpting with clay and transforming their creations into animations using AI. Others are writing stories, where the AI o ers suggestions – plot twists, literary devices, or vocabulary – that students evaluate and choose to incorporate… or not. Whether composing music with AI-generated beats to help them remember the elements of the solar system or playing Chinese language games that adapt to their pace, students feel empowered as creators. AI celebrates e ort over perfection, allowing them to explore and grow with confidence.
Here’s the important part: AI isn’t used independently or in isolation. Our skilled educators lead this learning. They design intentional, ageappropriate experiences that build digital literacy and
critical thinking. Since most AI tools are designed for users aged 13+, our teacher-led approach ensures use is supervised, safe, and supportive. It’s a guided journey – more like learning to ride a bike with training wheels than being left to frantically pedal alone down that very steep hill.
Of course, technology for technology’s sake isn’t the goal. Our focus is on creating meaningful learning opportunities punctuated with balance and agency – moments where AI sparks questions, sca olds deeper thinking, and encourages ethical reflection. Students learn to value human judgement and become active co-creators, seeing AI as a potential partner rather than an authority and allknowing ‘being’.
The outcome? The development of metacognition: students thinking about their thinking. When a student asks, “Why did the AI suggest this word instead of that one?”, they’re engaging in real analysis, evaluating choices, weighing perspectives, and even challenging the AI.
By embedding these experiences into Primary education, we prepare students not just for future
jobs, but for the conversations, collaborations, and challenges that will shape our world. We don’t want our children to merely adapt to change; we want them to help lead it.
So, whether it’s co-writing persuasive letters to councillors, composing digital poetry, or debating with a chatbot over which planet would make the best colony, children at The Lakes College are learning that AI isn’t magic – it’s a tool. And when used wisely, it unlocks limitless possibilities. Visit www.thelakescollege.com.au to find out more about how we are giving our young learners the skills, mindset, and opportunity to shape the future.
Students as young as five at The Lakes College are learning that AI isn’t magic – it’s a tool.
Image: Brody Grogan
Photography
Twenty-five years of nurturing excellence
Celebrating a quarter-century of education in 2025, the Kimberley College story is a journey from humble beginnings to a thriving educational hub.
In 2025, Kimberley College proudly celebrates a quarter-century of education. Our semi-rural campus at Carbrook o ers a calm environment for learning. From Prep to Year 12, this co-educational, non-denominational school embraces a holistic approach to education, fostering a safe space where students thrive. We deliver high-quality, contemporary education aligned with our core values: respect, integrity, collaboration, creativity, and health and wellbeing.
Kimberley College believes in graduating students with integrity, confidence, and social responsibility. Our comprehensive Wellbeing Program, embedded across all levels, nurtures social and emotional competencies through initiatives like peer mentoring.
Beyond academics, Kimberley College o ers diverse extracurriculars, including music, sports, debating, and public speaking. We also host football (soccer) and dance academies. Senior students have varied study pathways, including University ATAR, vocational studies, and apprenticeships, preparing them for post-school endeavours.
Primary School at Kimberley College
The journey at Kimberley College begins in our unique Primary School, nurturing young talent and equipping students for ongoing learning. Our single-stream Prep to Year 6 multi-age
Beyond
nurtured. Learning spaces provide fun, meaningful experiences through a thematic approach to teaching. We engage young minds with fun, meaningful, and thematic learning experiences. To optimise academic growth, maths and literacy classes are structured by individual year levels, providing a precise and focused teaching approach.
The primary school features three multi-aged classrooms: Stand-alone class Kokomini (Prep), Kokowara (Years 1 and 2), Waka Waka (Years 3 and 4), and Gubbi Gubbi (Years 5 and 6). Located conveniently at the front of campus, these classrooms facilitate theme-based learning implementing the Australian Curriculum, guided by Marzano’s framework.
Middle School at Kimberley College
Catering for Years 7 to 9, the Middle School’s philosophy centers on the education of the whole child. It provides learning experiences that educate, enlighten, and empower young adults. Beyond academics, our Middle School prioritises student wellbeing. Students are allocated to one of four ‘boats’, fostering a supportive atmosphere. They embody school values, representing them in academic and sporting events.
Kimberley College cultivates resilient, resourceful, and lifelong learners. We honour talents and celebrate accomplishments. Students engage in experiential learning through thematic exploration.
‘pods’, with teaching teams coordinating learning and an annual camp. Year 9 students work in dedicated spaces with core and subject teachers, preparing for Senior School. To optimise academic growth, maths and literacy classes are structured by individual year levels, providing a precise and focused teaching approach.
In addition to core subjects, Year 9 students undertake a Rites of Passage Program (ROP). This framework, based on Dr Arne Rubinstein’s work, supports teenagers navigating into young adults. Students learn about self, community, and 21st-century life skills like resilience and a growth mindset. The program culminates with an annual camp and special ceremony with parents, marking their transition to Senior School.
Senior Life at Kimberley College
The senior years at Kimberley College focus on preparing students to contribute to society postschool as responsible, caring adults. The Senior School (Years 10 - 12) develops individualised learning pathways to suit each student’s needs and aspirations. Students cultivate purpose and belonging, showing concern for others.
At Kimberley College, we operate a faculty-based model, similar to the structure of university for the senior school. Students are allocated to a faculty with peers sharing similar interests and future goals, based on their chosen subjects. This fosters a specialised, supportive environment, ensuring tailored guidance for their final secondary years and beyond.
From humble beginnings to a thriving educational hub, Kimberley College’s 25-year journey is a story of unwavering dedication to its students. As we reflect on our past achievements, we are inspired to continue our mission, ensuring every student leaves our gates prepared not just for a career, but for a life of purpose and positive contribution.
Kimberley College
academics, Kimberley College o ers diverse extracurriculars, including music, sports, debating, and public speaking.
Celebrating an environmental leader
In the year of celebrating verity, one of Loreto College Coorparoo’s five values, it is proud to honour Dr Alice Twomey as its Outstanding Young Alumnus for 2025.
Dr Alice Twomey, who graduated in 2008, exemplifies the spirit of Mary Ward’s maxim: “Be seekers of truth and doers of justice”, through her remarkable career and achievements in the fields of coastal engineering and marine ecology.
Dr Twomey embarked on her journey of excellence after graduating from Loreto College Coorparoo, going on to complete her Bachelor of Engineering at the University of Queensland, graduating with firstclass Honours. Her academic pursuits culminated in a PhD focusing on Coastal Engineering and Marine Ecology. This interdisciplinary research centred on the role of seagrass in coastal protection, bridging engineering principles with ecological applications. Her innovative work addressed complex environmental challenges with hydrodynamic models, contributing significantly to flood resilience and coastal ecosystem restoration.
Throughout her career, Dr Twomey has demonstrated an unwavering dedication to academia and industry, achieving recognition both in Australia and internationally. Her contributions have ranged from high-impact research exploring nature-based solutions for coastal protection to the application of hydrodynamic and flood modelling for large infrastructure projects with leading engineering firms. She has been instrumental in developing sustainable engineering practices that integrate ecological restoration with practical solutions to climateinduced hazards.
Dr Twomey’s achievements have been continually lauded. In 2022, she was a Queensland finalist for the Engineers Australia Young Professional Engineer of the Year Award, receiving a Highly Commended recognition. Her scholarly accomplishments include securing multiple competitive grants, such as the UQ-CSIRO Coastal and Research Fund, and earning a prestigious Fellowship with the Smithsonian Tropical Research Institute in Panama. A published author in respected journals like the Journal of Environmental Management, Science of the Total Environment, and Scientific Data (Nature), she has focused her e orts on hydrological restoration and nature-based solutions that mitigate flooding, erosion, and capture carbon. This pioneering research advances our understanding of coastal ecosystems as vital tools in combatting climate change.
Dr Twomey has demonstrated an unwavering dedication to academia and industry, achieving recognition both in Australia and internationally.
– Loreto College Coorparoo
Beyond her research, Dr Twomey has made profound contributions to education and mentorship. She has led innovative courses in water engineering and aquatic environments while supporting postgraduate and PhD candidates, fostering the next generation of environmental scientists and engineers. Her outreach extends internationally, having presented her work at conferences in Spain, Colombia, Germany, and throughout the Asia-Pacific region. Additionally, she volunteers as a reviewer for
11 scientific journals and multiple conservation projects, further demonstrating her commitment to her field.
Dr Twomey is deeply passionate about promoting STEM careers for women. As a Science Technology Australia Superstar in STEM, she will hold this prestigious title for two years, conducting outreach for schools and communities while translating her research for policymakers. Her advocacy has seen her work as an Origin Energy Women in STEM Ambassador and speaker for the CSIRO Young Indigenous Women’s STEM Academy, delivering inspiring talks at secondary schools to encourage young girls to pursue STEM careers. She has also supported initiatives such as the Queensland Flying Scientist Initiative and spearheaded citizen science e orts during the pandemic as a volunteer principal investigator for the eOceans Our Oceans in COVID-19 project.
Her role as a speaker and panellist at national forums underscores her dedication to fostering understanding and dialogue around environmental science and coastal engineering. Her leadership empowers communities to embrace sustainable practices and underscores the urgent need for climate resilience and ecological restoration.
Dr Alice Twomey’s achievements are truly extraordinary. She has not only excelled as a researcher and educator but has also served as a beacon of inspiration for women in STEM and coastal engineering.
Her tireless e orts to make the world a better place reflect the values instilled by her alma mater, Loreto College Coorparoo. We stand in awe of her accomplishments and look forward to the continued impact of her work on the global stage.
Dr Alice Twomey.
Image: Loreto College Coorparoo
A teacher’s perspective on virtual learning
Ms Jodie Fyfe teaches maths and science in Hillcrest Christian College’s Virtual Learning Community. She shares her views on teaching – and learning – in a virtual environment.
WhichSchool? (WS): When did you commence in your position/role at the school?
Ms Fyfe: I started at Hillcrest in 2022 and transitioned to teaching in the Virtual Learning Community (VLC) in 2023. The College’s VLC is redefining education by blending personalised learning plans, daily teacher interactions, and Christ-centred values. By providing flexible schedules and opportunities for on-campus social interactions and co-curricular activities, Hillcrest VLC empowers students to flourish academically and personally. As a teacher, it’s an honour to be part of a team dedicated to creating a nurturing, innovative, and faith-driven environment where every student can thrive. Whether balancing personal goals, excelling academically, or developing lifelong skills, Hillcrest VLC prepares students to make a meaningful impact in God’s world.
WS: What are the top three highlights you’ve experienced as a teacher at the school?
Ms Fyfe:
1. Seeing students flourish in academics and beyond: One of my greatest joys as a teacher at Hillcrest is watching students thrive, and balancing their academic responsibilities while also pursuing personal passions. The flexibility o ered by Hillcrest VLC allows students to dedicate time to extracurricular activities, ensuring they succeed both academically and personally.
2. Inspiring a love for learning: A standout moment for me was seeing one of my students embrace advanced learning. She initially completed extra Maths tasks for fun, and her enthusiasm for learning has led her to complete accelerated Maths subjects and even start university courses. This kind of personalised success story is a testament to the tailored learning opportunities available through Hillcrest VLC.
3. Supporting personal goals through flexible learning: The unique flexibility of Hillcrest’s Virtual Learning Community has allowed students to achieve their dreams outside the classroom. Whether pursuing basketball, dance, or other passions, VLC empowers students to structure their education around their goals, creating opportunities that traditional schooling might not allow.
WS: What makes Hillcrest’s virtual learning unique?
Ms Fyfe: Hillcrest Christian College, and specifically its Virtual Learning Community (VLC), stands out for its ability to cater to individual student needs:
1. Tailored learning plans: VLC provides personalised education through individualised learning plans, fostering independence, accountability, and academic excellence. This flexibility allows students to study at their own pace and focus on areas of interest while still meeting academic requirements.
2. Social connections and wellbeing: Even in a virtual setting, Hillcrest prioritises social interaction. Life Groups and Pastoral Care sessions promote social connection, mental wellbeing, and a sense of community. Students gain support not only academically, but emotionally and spiritually, ensuring they are prepared for all aspects of life.
WS: Why is Hillcrest a great place to teach?
Ms Fyfe: Teaching at Hillcrest is truly rewarding for several reasons:
1. Christ-centred values: The integration of Christian values into the teaching philosophy fosters an environment of love, purpose, and faith. It’s inspiring to work in a community that actively seeks to glorify God in education.
2. Meaningful relationships: The relationships formed between teachers and students—and among sta —are unparalleled. Teachers work closely with students to help them succeed, both academically and personally.
3. Creating well-rounded individuals: Hillcrest focuses on developing not just students but successful, purpose-driven individuals. By combining academic excellence with skill development through the SECRET Skills framework, Hillcrest ensures students are prepared to excel in all areas of life.
WS: What are the challenges of virtual learning?
Ms Fyfe: While Hillcrest Virtual Learning Community (VLC) o ers unparalleled flexibility and personalised learning, it’s important to acknowledge some of the challenges students may face and how Hillcrest supports them in overcoming these obstacles:
1. Online connectivity: One of my concerns with online learning was what happens when occasional disruptions arise, such as issues with a remote learner’s internet connection. It’s comforting to experience that the VLC has a robust platform supported by both a comprehensive Learning Management System and Microsoft Teams. With recorded lessons, interactive resources, and daily teacher support, students can revisit materials anytime, ensuring learning is uninterrupted. This gives families confidence in a flexible, accessible, and personalised education—no matter where they are or what challenges arise.
2. Staying engaged: Virtual learning requires self-discipline and motivation, which can sometimes be a challenge for students. Hillcrest addresses this by integrating the SECRET Skills framework to build critical skills like resilience, time management, and accountability. Daily one-on-one teacher interactions also help students stay connected and motivated.
3. Social connections across distances: With students located across Australia and even internationally, creating meaningful social connections can be complex. However, Hillcrest VLC fosters community through regular online Life Groups, interactive activities, and optional on-campus events where students can engage with peers and build relationships.
Ms Jodie Fyfe.
Image: Hillcrest Christian College
Shaping futures at The Lakes College
Mrs Katerina Tilley is Head of Primary at The Lakes College. She shares her teaching philosophy in this Q&A with WhichSchool? magazine.
1. 2024: Becoming the Head of Primary at The Lakes College is an incredible privilege. I feel truly fortunate to be in this leadership role, where I have the opportunity to shape the lives and futures of our youngest Lakes Learners. Having spent most of my career in Secondary education, returning to the Primary setting and contributing to the foundational stages of learning has been an exceptionally rewarding experience.
2. From 2021 to 2023, I collaborated with the Leadership Team at the College to develop our Teaching and Learning Culture framework. This initiative involved working closely with students, sta , parents and carers to create a comprehensive document that defines and shapes our teaching, learning and overall cultural ethos at the College, o ering clear guidance on our educational practices.
3. Being a pivotal stakeholder in several of our Primary School community events this year,
including Mother’s Day, Father’s Day, Grandparents Day and our Multicultural Expo, has been an immensely enriching experience! These occasions provide valuable opportunities to connect with families and come together as a community.
WS: What makes the school di erent from other schools?
Mrs Tilley: I’ve been fortunate to gain diverse experience as an educator across various State and Independent school settings, but nothing quite compares to The Lakes College. What truly sets our school apart is the strong sense of community that greets you the moment you walk through the gates. At the heart of everything we do are our children and their families, who are an absolute joy to work with. In addition, the dedication of the Executive Team, sta and the quality programs we o er play a pivotal role in delivering outstanding academic results and fostering a solid foundation in faith for our students.
WS: Why is the school a great place to teach?
Mrs Tilley: At The Lakes College, our students come from a wide range of cultural backgrounds, and I believe this diversity enriches the learning experience in the classroom. Each child brings unique perspectives that enhance the quality of our curriculum. Additionally, I’ve never worked in a school where the teaching sta collaborates so e ectively, consistently sharing high-quality resources to elevate classroom learning. At the heart of our approach is a strong learning culture— we never lose sight of what truly matters in our school. Evidence-based research guides our teaching, and we are deeply committed to ongoing reflective practice to continually improve our educational outcomes.
WS: What are some of the challenges faced by teachers in the primary/secondary sector?
Mrs Tilley: Primary school teachers face a range of challenges, with the most common being heavy workloads, increasing administrative duties, stress and constant changes to the curriculum. The role of a Primary School teacher is unique and memorable—many of us fondly recall the impact of
these role models in our own childhoods. While the dedication of Primary teachers remains unwavering, societal pressures have significantly added to their workload. Teachers hold themselves to high standards, and the growing demands placed on them are a major factor in why many leave the profession before retirement. As Head of Primary, my top priority is to ensure that our teachers continue to find joy in their work, are encouraged to have fun, and that processes are streamlined where possible.
WS: Tell us about your approach or philosophy to teaching?
Mrs Tilley: One of the most impactful moments that shaped my teaching philosophy came from a University lecturer in 1996, who said, “The woods would be quiet if no birds sang except those that sang best.” This phrase has stayed with me ever since, forming the foundation of my approach to education. My goal is to ensure that every child is valued, given a voice and provided with a platform to learn. At the heart of education is connection— knowing our students, engaging with their families and working together. If a child can’t access the curriculum, it’s our responsibility to make the necessary adjustments. Upholding the dignity of each child is crucial because educators are, in essence, nation-builders. If we do our job well now, we’ll help create a better world. Every child will have a future, knowing they have a champion in their corner.
WS: Did you have a teacher that inspired you? Tell us about them, and how they inspired you. Mrs Tilley: From the moment I started school, I knew I wanted to be a teacher, and my Year 1 teacher, Mrs Brock at Mitchelton Infants School, was a big reason for that. At just five-years-old, I was captivated by her presence—she always wore beautiful dresses, had her hair perfectly styled, and treated every student with kindness, even the mischievous boys in our class. Beyond her appearance, it was Mrs Brock’s genuine warmth and ability to connect with each child that inspired me. Despite having a class full of rambunctious boys, she treated everyone equally and created an environment where each day was a positive experience. And, of course, her huge lolly jar was a highlight for all of us! Mrs Brock taught me how to read, write, listen and be creative. I’ll never forget how she even called my mum when I had my tonsils out, making me feel truly special. I was fortunate to have many wonderful teachers throughout the years, which only deepened my passion for becoming an educator.
Mrs Katerina Tilley.
Fast-tracking careers in health and science
The Australian Government has agreed to contribute $80 million in federal funding towards the establishment of a new Academy for Health Sciences in Rockhampton.
The academy will boost the pipeline of health workers in regional Queensland by helping to fast track highachieving local students into careers as doctors, nurses, paramedics and allied health professionals.
The academy will cater for students from Year 10 to 12 and allow them to gain credit for university health science degrees while still at secondary school, and follow their passion for health sciences without needing to move away from their families or communities.
The Rockhampton campus will be the first regionally-based Queensland Academy, and the Queensland Government will seek to establish a direct partnership with Central Queensland University.
The Australian Government’s $80 million investment will complement the Queensland Government’s existing commitment to this key regional project.
Premier Mr David Crisafulli welcomed the
track them into the health career of their choice,”
Premier Crisafulli said.
“We are reinforcing the ranks of regional health services to ensure every Queenslander, no matter where they live, has access to quality healthcare.”
Federal Education Minister Mr Jason Clare said the Commonwealth’s investment was important to support young people in Central Queensland to pursue health careers.
“This is all about building a better and fairer education system and strengthening the pipeline of key workers that regional Queensland needs,”
Minister Clare said.
Queensland Minister for Education Mr John-Paul Langbroek said the academy will help to connect students interested in a health career to professionals in health sciences and research.
“The Crisafulli Government is delivering on our key election commitment to secure a pipeline of regional
planning and consultation work we’ve already done, this election commitment is well underway.
“Since the election we have put this project on the agenda with meetings with Central Queensland University, to ensure this is moving forward as a major priority for this region.
“The details of the academy’s implementation remain under consideration, but I look forward to continuing to work with Health Minister Tim Nicholls and our local MPs to fulfill our commitment to deliver this vital project for Central Queensland.”
Member for Rockhampton Ms Donna Kirkland said the funding amplified the need to support Queensland’s regional health and education systems.
“I have always pushed that those who study in the regions, stay in the regions,” Ms Kirkland said.
“This is an incredible opportunity for high
Queensland to expedite studies that land them in medical professions sooner, feeding into our high
The academy will allow students from Year 10 to 12 to gain credit for university health science degrees while still at secondary school.
Enrolment growth shows value parents place on choice
Consistent increases in enrolments in the non-government sector shows capital support must remain, says Independent Schools Queensland.
New Australian Bureau of Statistics data shows that Queensland parents are choosing to enrol their children in the state’s independent schools in greater numbers than ever before.
ABS school census data released in February shows the independent sector in Queensland grew by more than 5,000 students in the past 12 months. This represents a 3.8 per cent increase overall and a market share of 17.3 per cent of all Queensland students – the highest this has ever been.
Over the past decade, enrolments in the Queensland independent sector have increased 33 per cent from 115,154 students in 2003 to 152,635 in 2024. This year also marks the sixth year in a row that independent school enrolments have grown at a higher rate than any other sector.
Independent Schools Queensland CEO, Mr Chris Mountford said the ongoing and consistent growth
across the sector was indicative of the importance parents place on having real choice for their children’s education.
“Choosing where to send your child to school is a parent’s right, and we are seeing that right being exercised more every year through strong enrolment growth in the independent sector,” Mr Mountford said.
“The independent sector in Queensland represents more than 230 diverse schools, from small vocational focused colleges, to special assistance schools helping young people who have disengaged from mainstream schooling, to various faith-based schools.
“With an additional 100,000 school-aged children projected to live in Queensland over the next two decades and the non-government sector expected to educate a significant number of these students,
ongoing government capital support must be considered now.”
Mr Mountford said with construction costs rising by up to 40 per cent over the past five years, and enrolments in the non-government sector consistently increasing, government capital support should be reviewed accordingly to ensure taxpayers continue to realise this significant value for money investment for Queensland school students.
“For every dollar of capital funds the Queensland government provides non-state schools in Queensland, the sector spends an additional $6 from other sources to build school facilities,” he said.
“Current annual capital funding provided by the State Government for non-state schools enables the sector to deliver roughly $870 million in classrooms and facilities annually.”
ABS data shows the independent sector in Queensland grew by more than 5,000 students in the past 12 months.
Improving the home-school partnership
Supporting schools to understand the importance of partnering with parents – and how they might practically go about it – is vital to achieving positive change in school communities.
In Queensland’s independent school sector, innovative parent engagement initiatives are reaping dividends.
There is much talk about the importance of parent engagement for students’ learning and wellbeing.
More than 60 years of research – both in Australia and internationally – shows that e ectively engaging parents can not only enhance students’ achievement and wellbeing, it is also a vital ingredient in high performing schools.
As a result, governments have been taking notice
and categorising parent engagement as an important strategic priority for schools.
But what is being done to help school leaders and teachers understand and embed the practice – e ectively and sustainably – in their school communities?
In the Queensland independent sector, its peak parenting body – Queensland Independent Schools
Parents Network – is spearheading a unique program called ‘Mastering Parent Engagement’ which is sca olding schools to understand the research and implement parent engagement in their unique contexts.
The program is resulting in schools reimagining their parent-teacher interview process, streamlining the number of channels they use
Parents and sta from Riverside Christian College with the Mastering Parent Engagement coaching team.
“We’ve seen the school going out to different parents and seeking out their expertise and there’s been a very positive take up to that.’’
– Ms Kristina Petho
to communicate with parents and inviting parents in as important allies in their child’s education and wellbeing.
Parent engagement: a re-cap
Parent engagement is families and schools working in partnership with a shared goal of helping students achieve their potential, all the while respecting each other’s unique roles in a child’s education.
We know a parent can’t replace a teacher and a teacher can’t replace a parent, however both bring important contributions.
When parents are engaged – e ectively and sustainably – and sca olded by their child’s teacher/s in the ways they might value-add to what is being taught at school, they are given the opportunity to draw on their own life experiences and knowledge of their child to follow through on that request. It allows a child’s learning to therefore extend beyond the classroom and continue around the dinner table, in the car (or via phone with their parents if students are in a boarding school context).
child might be learning at school at the time,’’ Ms Watt says.
While parents volunteering in the tuckshop, helping on an excursion, or sitting in the audience at a school information night represent important ways for a parent to show their support to a school (referred to as ‘parent involvement’), parent ‘engagement’ initiatives and practices are distinct as they are tied to a child’s learning and wellbeing.
For parents of teenage children, it also gives them a legitimate way of engaging their child in conversation about their learning and wellbeing –definitely a more productive avenue than ‘How was your day?’ Good’. ‘What did you learn?’ ‘Nothing’.
A new model
The year-long Mastering Parent Engagement program, which debuted in 2024, is operated by the Queensland Independent Schools Parents Network, with financial support from the Queensland Government and Independent Schools Queensland.
There are now two streams of the program: the year-long entry level program for schools dipping their toes into parent engagement, and then an advanced cohort for schools that want to deep dive into project work, under the guide of experienced coaches for a second year.
Executive Director of the Queensland Independent Schools Parents Network, Ms Amanda Watt says the lightbulb moment for most schools came when they understood parents were a largely untapped resource in children’s learning.
“Parents are their child’s first and enduring teacher so they can not only add important context about their children, they have rich life experiences that they can draw on to value-add to what their
“If a parent knows what is being taught and encouraged to keep that learning conversation going in small, simple ways, the learning process for their child can become richer and deeper.
“Schools and families viewing each other as partners who support and back each other, also feels good for teachers, parents and children.’’
School spotlight
Riverside Christian College, a day and distance education school in Maryborough, and The Lakes College, in Brisbane’s north, are two independent schools taking part in the program.
Riverside Christian College has a parent engagement o icer who supports educators by producing term overviews that include ‘conversation starters’ for parents in years Prep to year 9 and maintains a register of parent expertise that can be called on. Social media is also used to spotlight classroom activities.
The leadership team is also encouraging teachers across the school to trial ways they can bring parents closer to what is happening in their classroom.
Principal Ms Michelle Gouge says rapidly growing enrolments, the lingering e ects of COVID, as well as the fact they have a large proportion of children who arrive by bus, had required them to think about parent engagement in innovative ways.
“We understand that engagement is a two-way communication between school sta and families and that trust is built over time,’’ Ms Gouge says.
“We also think that we will develop a stronger school culture and community. Parents who are welcomed and valued and feel part of the school’s mission are more likely to contribute positively with
us [and] students who are engaged tend to show better behaviour, higher self esteem and greater engagement in their learning. It’s not about getting our parents through the door, it’s about partnering together for student success.”
Sta and parent feedback was one of the first steps The Lakes College took to kickstart their parent engagement journey and they have been deliberate in including parent voice in many of their initiatives.
“For the next three to five years parent engagement is front and centre on The Lakes College’s Strategic Horizon,’’ Principal Ms Nicole Gregory says.
“We’re authentically walking the journey with our community.’’’
Parents Ms Kristina Petho and Ms Renee CairnsO’Neill led a parent panel on a parent engagement information night at the college and shared their learnings from being on The Lakes College team in the Mastering Parent Engagement program.
“I have been involved with the school for many, many years and I thought that was engagement; I was in for a very rude shock when I realised I was just ‘involved’,’’ Ms Petho says.
“We’ve seen the school going out to di erent parents and seeking out their expertise and there’s been a very positive take up to that.’’
Ms Cairns-O’Neill says she stressed to parents on the information night that parent engagement “doesn’t have to be something huge’’.
“It could just be little tweaks that the school could make and small e orts parents could make in response to those,’’ she explains.
“We didn’t need to be climbing mountains from the beginning. If we (as parents) are engaged, the children will feel more of a sense of belonging at the school and a tie to the community.’’
Parents and students at The Lakes College.
Why are parents choosing Christian schools?
Dr Darren Iselin, Director of Research and Innovation at Christian Schools
Australia, explores what is driving the growth of a Christian education.
Australia is in a unique position with governmentfunded public and private school sectors. The private or non-government sector is based on the premise of choice. In 2023 over 43 per cent of all senior secondary students in Australia were educated by the private sector1. Christian Schools Australia (CSA) as an Australia-wide member association of growing independent Christian schools, recognises that parents are actively selecting schools. But exactly what is it that is influencing and driving their choices?
To gain further insight into the reasons behind the statistical growth of the Christian education sector, in 2021 and 2023, CSA partnered with ORIMA Research to investigate parent voices across member schools. Nearly 15,000 parents from over 100 schools have
now participated in the Christian Schools Community Profile (CSCP) survey and it has become the largest survey of its kind ever undertaken on parent perceptions in Australian Christian schools.
Insights from parents are important as they highlight the value given to the variety of factors that contribute to school choice. For CSA, the place of faith and religious instruction is of particular interest. Schools are more than places of knowledge transmission but are, fundamentally, places of formation. As CSA’s collaborative work in the Cardus Education Survey (2021)2 has shown, schools will shape the citizens of society and imbue students with a set of behaviours and attitudes.
There are very clear factors influencing parent choice in Australia. The following four themes
summarise the key findings of this latest 2023 CSCP survey:
1. Parents intentionally choose schools that align with Christian values and beliefs
The findings confirm that parents from Christian schools across Australia are making informed decisions regarding the choice of Christian schools within a highly competitive educational marketplace and are intentionally preferencing strong character and Christian values. Key findings included:
•The dominant reason why parents are choosing CSA schools was the desire for a school that supports ‘values that align with my own’ with 74 per cent of parents
The Christian Schools Community Profile survey is the largest ever undertaken on parent perceptions in Australian Christian schools.
indicating teaching of traditional Christian values and beliefs as extremely, or very important in their choice of a school. Parents desire a school where they perceive their personal beliefs are reinforced by the school community they select for their children.
•The importance of community service (69 per cent) as a demonstration of Christian values and beliefs was also highly regarded by parents seeking a Christian school for their children. This finding supports results from the Cardus Education Survey Australia project regarding the importance of community service and outreach opportunities for students.
•61 per cent of parents made their decision regarding a Christian school in less than six months and 83 per cent took 12 months or less to decide on a Christian school. These findings contrast with the comparatively longer decisionmaking by parents in other private schools.
2. Parents seek a supportive relational school community
The CSCP findings confirmed that families value and were most satisfied with the safety, care and supportiveness of Christian schools and the quality of relationships between teachers and students. These findings also support the results of the Relational Schools Project3, which concluded that the level of relationships between teachers and students within Christian schools was strongly correlated to an overall sense of relational belonging. Key findings included:
•The caring and supportive nature of Christian schools was identified by parents with ‘supportive’, ‘Christ-centred’ and ‘safe’ the top three words that were used to describe their schools, closely followed by ‘respectful’ and ‘nurturing’. Parents were overwhelmingly “extremely” or “very satisfied” with the ‘safety and supportiveness’ of their school (81 per cent of respondents).
• Relationships were also very important to parents choosing Christian schools, with ‘Quality of teacher/ student relationships’ being identified as a key feature of school choice by respondents. These findings highlight the unique nature of Christian schools in embodying the distinctly Christian ethos in the daily interaction of sta and students.
3.Parents value quality educational outcomes that are a ordable and lead to flourishing Whilst Christian schools promote academic learning and career preparation, they are also highly intentional about the promotion of human flourishing and holistic development at an a ordable price. Key findings included:
• Parents were satisfied with the overall a ordability of school fees in Christian schools across the nation with 44 per cent extremely satisfied or very
satisfied, and 89 per cent expressing some level of satisfaction with the school fees currently being charged in Christian schools. Parents were most satisfied with the a ordability of Christian school fees in Queensland (59 per cent).
•Parents were also extremely satisfied with the graduate outcomes and overall performance of Christian schools across the nation. Parents were most satisfied with the way Christian schools contribute to the common good within society (76 per cent) and how graduates interact with the society and culture around them (74 per cent), findings that are also reinforced in the 2020 Cardus Education Survey Australia Report.
4. Parents value Christian education and spirituality in a post-institutional age
Whilst recent Australian census data confirms an overall decline in the proportion of Australians with a religious a iliation and a rise in the number of those reporting ‘no religion’ 4, the findings of the CSCP survey show that, when asked to identify their own personal view of God, parents from Christian schools overwhelmingly selected ‘God is a personal being involved in the lives of people today’ (82 per cent) with only three per cent of all respondents reporting that they believe that ‘God does not exist’. Whilst parents who have enrolled their children in a Christian school may be more sympathetic to the idea of a God than the general population, it nevertheless suggests that the support for the idea of God is still strong for parents seeking a Christian school for their children, irrespective of their religious commitment or church attendance.
The CSCP survey provides detailed, evidence based, national and state benchmarks for parent choice of CSA member schools that enables trends to be monitored, analysed and evaluated both now and into the future. The findings reveal that parents are deliberately choosing Christian schools because of a high regard for the caring and supportive communities that Christian schools cultivate. Parents are also intentionally seeking an alignment with their family values and beliefs and are very satisfied with the educational quality and graduate outcomes that Christian schools provide. It is hoped that these findings will continue to stimulate meaningful, evidence-based conversation, reflection and analysis regarding the parent communities that choose Christian schools across Australia and lead to improved ways of engaging families and communities across all Christian schools.
References
1. Independent Schools Council of Australia. (2024). Snapshot 2024. Available at https://isa.edu.au/ documents/media-release-isa-snapshot-2024-moreparents-are-choosing-independent-schools/
2. Cheng, A. and Iselin, D. (2020). Australian Schools and the Common Good. Ontario: Canada.
3. Loe, R. (2018). Being and Belonging: Teacher and Student Relationships in Christian Schools. CSA Relational Schools Project. Sydney: NSW https://www.csa.edu.au/ CSA/Resources-and-Media/Resource-Pages/RelationalSchools.aspx
4. Australian Bureau of Statistics. (2020). Religious A iliation in Australia: Census 2021. Canberra: Australian Bureau of Statistics
Parents are most satisfied with the a ordability of Christian school fees in Queensland (59 per cent).
Sixty-one per cent of parents make their decision regarding a Christian school in less than six months.
School Profiles:
Mount Alvernia College in Kedron is Queensland’s only Catholic secondary school for young women (Years 7–12) inspired by the Franciscan tradition. The College o ers a holistic education that combines academic excellence with diverse opportunities in sport, culture, and social justice.
We pride ourselves on being the Catholic girls’ secondary school in Brisbane for audacious, aspiring and authentic young women.
Our unbridled commitment to shaping young people who are formed in the Franciscan tradition is primary to our purpose. Our educational programs are imbued with a commitment to forming strong relationships, global citizenship, ecological care and sustainability, ethical leadership, critical thinking and a desire to be the changemakers of tomorrow. Our unique approach to educational wellbeing means that our academic, wellbeing, sport and cultural programs are inextricably connected within a culture of high support and high challenge.
In 2025, the College remains immensely proud of its recent academic achievements, including the record-breaking 2024 results which placed Mount Alvernia College among the top 10 performing secondary schools in Queensland.
As Mount Alvernia College continues to grow, so too do our future plans. In conjunction with our brother school, Padua College, we have acquired 44,000 square metres of learning possibilities, located just a few hundred metres from our current campus. Master planning for this new site continues, and we eagerly anticipate the opportunities this precinct will o er future students.
In addition, Mount Alvernia is in the process of master planning a new, state-of-the-art building on campus. Currently in the design phase, this facility will feature a contemporary library, flexible general learning areas, dedicated senior spaces, and a purpose-built lecture theatre. Together, these developments promise to redefine the way our students learn, connect, and collaborate.
Mount Alvernia College is a community of faith that is inclusive, welcoming and generous. We are deeply committed to creating a nurturing and supportive environment that prioritises the physical, emotional, and mental health and wellbeing of our students. Through comprehensive programs and initiatives, we promote a holistic approach to wellbeing, ensuring that students feel safe, valued and empowered to thrive. In true Franciscan hospitality, we welcome all families to Mount Alvernia College, to see what life is like at one of Brisbane’s leading private girls’ school.
What sets us apart
• A culture that values learning: students are met with robust learning programs in an environment of high support and high challenge.
• Unrivalled o ering: Mount Alvernia is the only Catholic secondary school (Years 7-12) for young women in the Franciscan tradition in Queensland.
• Pathway opportunities: students are provided with an extensive array of academic and vocational options.
• Outreach programs: students learn first-hand the meaning of faith in action through outreach and service programs.
• Purpose-built and student-centred facilities.
• Extensive co-curricular activities throughout a range of interest areas available.
• A college dedicated to developing the next generation of audacious, aspiring and authentic young people.
• Academic and performance-based scholarships available.
Academic success
Mount Alvernia College embraces a contemporary and forward-thinking approach to teaching and learning, providing students with an environment that balances high challenge with strong support. We are immensely proud that the Senior outcomes of the Class of 2024 have once again delivered record-breaking results. These outstanding achievements from our remarkable graduates not only surpass expectations but also mark a significant milestone in our ongoing journey of excellence. These outstanding results place Mount Alvernia College among the top 10 performing secondary schools in Queensland, based on published ATAR median results.
2024: 91.85
2023: 91.75
2022: 89.60
2021: 86.20
2020: 82.70
Our achievements stem from a long-term strategy, recognising that success doesn’t just happen overnight. In the dynamic landscape of education, Mount Alvernia College is committed to nurturing the intrinsic link that exists between learning and wellbeing for all students. We understand that exceptional student care within a learning community is only possible when the best elements of wellbeing and academic challenge interconnect. Having a deep belief in the power of relationships, rigorous standards, high support and high challenge, and an unwavering dedication to student success in all its forms is what helps drive success.
Pathway opportunities
At Mount Alvernia College, students are provided with an extensive array of academic and vocational options to help develop future-focused skills and confidently prepare for post-school pathways.
Students in Years 7 to 9 engage in a dedicated ‘Work and Careers Readiness’ program designed to prepare them for life beyond school. This program not only develops their understanding of the working world but also focuses on strengthening essential soft skills such as teamwork, communication, emotional intelligence, problem-solving, and creative thinking. Progressing onto students in Years 10–12, senior students engage in a comprehensive program that includes career profiling, education programs, workshops and expos, university and industry visits, and work experience. Senior students benefit from individualised QTAC advisory mentor meetings and are encouraged to attain micro-credentials that strengthen their eligibility for scholarships and entry into their preferred university courses. Together, the Head of Futures and Partnerships, Dean of Senior Years, Heads of Faculty, Heads of House, and Deputies ensure that every graduating Year 12 student leaves the College with confidence and optimism.
Faith in action – Outreach
Faith in action is realised through the classroom teaching and learning of religion and the religious life of the College. With a core focus on producing audacious, aspiring and authentic young people, students emulate a ‘we not me’ approach to life. By learning about religion and experiencing its application through prayer, worship, ethical living and service, it is our hope that students will develop the agency to shape their own meaning and purpose; be capable critical thinkers; engage in respectful dialogue; and value diversity and global perspectives in order to fulfil their role as changemakers for a socially just and ecologically sustainable future.
While the curriculum privileges the Catholic Christian tradition, students also study other world religions. They consider the role of religion in shaping not only personal beliefs, but also religious and ethical responses to a range of issues both locally and globally. Students are encouraged to live out our Franciscan identity through their participation in many activities, including but not limited to College
Masses, Liturgies, Homeroom prayer, and social justice events. Students also take part in social action projects and outreach activities, including advocacy for key events such as International Women’s Day, Harmony Day, World Environment Day, World Day for Migrants and Refugees, Laudato Si’ Week, and the Season of Creation.
We invite you to book a tour and experience Mount Alvernia College for yourself via our website – mta.qld.edu.au
About Mount Alvernia College
Step up to Stuartholme School, an independent Catholic day and boarding school for girls in Years 5 to 12, continuing the mission of our founder, Saint Madeleine Sophie Barat, since the 1920s. Dedicated to empowering young women through education, Stuartholme places students at the core, fostering their spiritual, intellectual, social, emotional, and physical development.
Situated at the base of Mount Coot-tha, just six kilometres from Brisbane’s CBD, Stuartholme o ers a serene and secure environment for students to live and learn. This peaceful setting, combined with proximity to urban amenities, supports both focused academic pursuits and personal growth.
Her Learning
Stuartholme’s curriculum is built on comprehensive teaching, learning, and wellbeing programs shaped by the school’s Pedagogical Framework and Positive Education initiatives. Expert sta provide resources to support, extend, and challenge students, optimising their pathways for future learning. Dynamic teaching strategies and vibrant learning environments keep students engaged. Stuartholme is committed to inclusive education and bestpractice principles, o ering enrichment and extension through curriculum di erentiation, diverse subject o erings, academic competitions, and special programs.
Her Opportunities
Beyond the classroom, students can explore extensive co-curricular opportunities to enhance their schooling experience. The wide range of sporting, creative arts, social justice, and enrichment programs encourages
each girl to build self-confidence while developing her talents and interests.
Sport – Sport is an integral part of life at Stuartholme, with over 15 sporting activities on o er. The school participates in interschool carnivals for Athletics, Swimming, and Cross Country, and is a proud member of the Catholic Secondary Schoolgirls’ Sports Association (CaSSSA).
The Arts – Stuartholme’s vibrant Arts Program includes Music, Art, Drama, and Dance Club. Students have many opportunities to participate in performances throughout the year. Engagement in the Arts fosters creativity, self-expression, and individuality.
Social Justice Program – This program increases awareness of social justice issues and provides students with opportunities to take action. It aims to prepare and inspire young women to be active, informed, and responsible global citizens.
International Student Exchanges – Stuartholme o ers exchange opportunities abroad, allowing students to experience new cultures and build personal growth, confidence, and independence.
Her Life
Student Leadership – Leadership opportunities are thoughtfully structured across year levels. Every girl is encouraged to lead in her own style, expressing the goals of Sacred Heart Education through her actions.
Camps and Retreats – Each year, students participate in camps or retreats that serve as important milestones in their development. These experiences challenge them physically, socially, and emotionally, contributing to their holistic growth. Bus Network – Stuartholme operates an exclusive bus network service,
Images:
Stuartholme School
ensuring safe and convenient travel for students to and from the school’s beautiful Toowong campus.
Big Sister / Little Sister Program – Reflecting the school’s relational approach, this program ensures that new Year 5 and Year 7 students are paired with older peers who provide guidance and friendship as they settle into school life.
Beyond the School Day – The library o ers extended opening hours to support families balancing school, work, and home responsibilities. This initiative helps provide additional academic support in a welcoming environment.
Boarding
Stuartholme School is a home away from home for over 140 boarders from regions of Queensland, New South Wales, the Northern Territory, and overseas. The boarding house o ers a warm, inclusive environment where students enjoy individual rooms, catered meals, and around-the-clock care from experienced sta
Facilities Include:
• Purpose-built Junior School for 100 students
• Multi-purpose classrooms and science laboratories
• Well-resourced Library Centre with three teaching areas and two multimedia rooms
• Exceptional music facilities including six rehearsal rooms and a recording studio
• 500-seat theatre with a tree-top level green room
• Renovated boarding house with multiple common rooms
• Fully equipped Health Centre with a dedicated team of registered nurses
• Aquatic precinct with a 25-metre swimming pool, change rooms, and tiered seating
• Five multi-use tennis courts
Catholic Education
As a progressive Sacred Heart school, Stuartholme is committed to educating the whole person. The goals of Sacred Heart Education, shaped by the vision of Saint Madeleine Sophie Barat, underpin every aspect of school life. Students are empowered to become agents of transformation, guided by faith, compassion, and action.
Our Graduate Vision
A Stuartholme graduate exhibits courage, compassion, and confidence to be an agent of transformation in their lives and the lives of others. The values taught through a Sacred Heart education provide graduates with the foundation to be collaborative, critical, and creative thinkers and leaders who demonstrate resilience in the face of challenges. They recognise that learning is a lifelong endeavour, sustained through a deep spiritual connection with the Sacred Heart charism.
About Stuartholme School
Discover the Loreto College Coorparoo Di erence
Loreto College Coorparoo is proud to o er a holistic education that blends our time-honoured traditions with evidence-based teaching and stateof-the-art facilities. Our award-winning teaching and learning framework, alongside a rich extracurricular program across sport, culture and service, ensures students receive a well-rounded and enriching experience.
Ethos and Environment
As experts in girls’ education, our dedicated sta at Loreto Coorparoo integrate the ethos of our 400-year-old tradition with forward-thinking pedagogy and modern technologies to support girls towards achieving personal excellence. At the heart of our ethos is a commitment to the principles of justice, sincerity, freedom and joy. Our mission is to develop compassionate and confident young women who are prepared to make a positive impact in the world. We foster a nurturing environment that encourages students to explore their passions, embrace challenges, and grow into resilient and responsible global citizens.
State-of-the-art Facilities
Loreto College Coorparoo provides an inspiring and supportive environment with beautifully landscaped gardens and state-of-the-art facilities, catering to the diverse needs and interests of our students. Our commitment to continuous growth and development is evident in our comprehensive master plan, which outlines the vision for future infrastructure and facility enhancements. Key projects include the expansion of the science and technology centre, the addition of new sporting facilities and the creation of innovative learning spaces, ensuring that Loreto College Coorparoo remains at the forefront of educational excellence.
“To your Faith add Knowledge” is more than a motto at The Lakes College (TLC), it’s a daily reminder of the values we uphold. We believe in nurturing curiosity, character and connection, guiding students to become compassionate, confident and engaged learners.
For the second consecutive year, TLC ranked in the top three for both Primary and Secondary NAPLAN results in the Moreton Region. Our Primary School was the top-performing school, and our Secondary School ranked third. These results reflect our commitment to academic excellence and personal growth.
Grounded in strong values, our students are encouraged to look beyond themselves. Through our Service Learning approach, students connect with local, national and global communities, working collaboratively to create meaningful change.
Learning at TLC begins in Prep, where students are immersed in core and specialist subjects and engage in a play and project-based pedagogy through the Walker Learning approach. This nurturing and engaging foundation supports their development throughout the Primary years and prepares them for the next stage of learning. We recognise that the transition from Primary to Secondary is a significant milestone, and we are committed to supporting our Year 6 students as they navigate the new and exciting world of Junior Secondary education with confidence and care.
In Secondary, we focus on fostering a love for learning and building strong learning habits. A wide range of electives and extension programs cater to diverse interests and provide pathways for high achievement. Since the introduction of the ATAR system, we are proud to have maintained a 100% QCE attainment rate among our Senior cohort, with many students also earning additional qualifications through alternative pathways including university-level coursework as part of their senior studies.
We support student wellbeing through our signature Find Your North framework, which grows self-awareness, emotional agility and mental toughness. Our tailored Outdoor Education Program builds resilience and
Work on the Grace Building is well underway and due for completion by mid-2025. This cutting-edge educational facility will transform the teaching and learning environment for our students, enhancing our ability to meet their diverse needs. It will provide essential physical resources to support flexible learning pathways for our students from Year 5 to Year 12.
Years 5 and 6 Program
Our Years 5 and 6 Program is designed to provide a smooth transition from primary to secondary education, fostering a love of learning and a strong sense of community. These formative years are crucial for building foundational skills and confidence, preparing students for the challenges and opportunities of higher education. We o er a supportive environment where young learners can thrive academically, socially and emotionally, guided by experienced educators who understand the unique needs of this age group.
About Loreto College Coorparoo
A: 415 Cavendish Rd Coorparoo QLD 4151
T: +61 7 3394 9999
E: enrol@loreto.qld.edu.au
W: loreto.qld.edu.au
belonging, beginning with camps from as early as Year 3.
Sport plays a vital role at TLC, promoting teamwork, participation and fitness. Our Talented Student Athlete Program, run in partnership with leading sporting bodies, supports students through high-performance training and development. Creative expression is equally valued. Students engage in music, drama and dance, with a focus on performance and showcasing talent in a variety of settings.
Our facilities support academic and co-curricular excellence, including:
• Technology-enabled learning spaces
• Café, Food Technology and Visual Arts Centre
• Purpose-built Language Centre
• Industrial Technology Centre
• New Aquatic Precinct – home to TLC Swim Club and Learn to Swim
• Indoor Sports Centre with convertible courts
• Three new Primary playgrounds
• Performing Arts Precinct (opening 2026)
At The Lakes College, we provide a nurturing and dynamic environment where every student is encouraged to thrive – academically, personally and spiritually. We invite you to discover a place where your child can grow, lead and belong – ready to embrace the future as capable, compassionate and futureready graduates.
About The Lakes College
School Profiles:
Lindisfarne
The power of flexibility: shaping the future of learning
In an era marked by rapid technological advancement and a world that shifts daily in complexity, adaptability has become not just a desirable trait, but an essential one. At Hillcrest Christian College, we recognise that the future of education is not about adhering to rigid structures of the past, but about equipping our students to thrive in a dynamic world. This is why flexible learning, a cornerstone of our Virtual Learning Community (VLC), is not merely an option – it is an imperative.
A new paradigm in education
Traditional classroom models, while historically e ective, often limit the potential for di erentiated learning and restrict the breadth of opportunities available to students. Flexibility in learning challenges these traditional norms by o ering pathways tailored to individual needs, learning styles, and circumstances. The Hillcrest Christian College VLC redefines what it means to be a learner, emphasising autonomy, personalised pace, and the integration of technology in ways that foster deeper engagement and understanding.
The VLC provides a digital ecosystem where learning is no longer confined by the four walls of a classroom. Students can access resources anytime, anywhere, allowing them to revisit concepts, explore beyond the curriculum, and collaborate with peers in innovative ways. This accessibility democratises education, giving every student – regardless of location or background – equal opportunities to succeed.
Flexibility as a vehicle for holistic development
One of the most compelling advantages of flexible learning within the VLC is its capacity to support the holistic development of students. At Hillcrest, we hold steadfast to our Christian values, striving to develop young people not just academically, but spiritually, emotionally, and socially.
Flexible learning allows students to balance academic pursuits with their co-curricular interests, family commitments, and spiritual growth. For instance, students engaged in elite sports or performing arts often struggle with rigid timetables. Through VLC, they are able to tailor their learning schedules, ensuring that their passions do not come at the expense of their education. Similarly, students who may be navigating personal or health challenges are provided the grace and space to continue learning at a pace that respects their individual journey.
Personalisation and student agency
Every student is uniquely wired, with distinct strengths, weaknesses, and aspirations. A flexible learning environment celebrates this diversity by promoting student agency – the ability to take ownership of one’s learning. Within the VLC, students can choose learning paths that align with their interests and career goals. They can revisit lessons, pause to reflect, or accelerate through content as needed. This personalisation fosters a sense of empowerment that fuels motivation, resilience, and a growth mindset.
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Hillcrest Christian College
Our dedicated sta act as facilitators and mentors in this process, guiding students through their educational journey with compassion and insight. Teachers are no longer the sole source of knowledge but rather partners in exploration. This shift nurtures a learning culture where students are not passive recipients but active participants – researching, questioning, and innovating.
Building future-ready skills
The workforce our students will enter is vastly di erent from the one their parents knew. Automation, artificial intelligence, and the gig economy are redefining what it means to work and contribute to society. To prepare our students for this future, we must equip them with a toolkit of skills that go beyond rote memorisation.
Flexible learning inherently cultivates critical skills such as time management, digital literacy, collaboration across platforms, problem-solving, and self-direction. These are the very competencies demanded in modern workplaces. By engaging with the VLC, students are not only mastering academic content, but also learning how to learn – developing the lifelong habits that will enable them to thrive in a changing world.
A culture of innovation
Our commitment to excellence in education is matched by our willingness to innovate. The VLC is not a static platform but a living, evolving space shaped by feedback, research, and technological advancement. We continuously refine our approaches to ensure that the learning experience is engaging, relevant, and e ective.
We have embraced tools such as interactive simulations, video conferencing, digital portfolios, and analytics to provide real-time feedback and support. These technologies not only enhance learning outcomes but also allow for timely interventions and personalised coaching. The result is a learning environment that is responsive and future-focused, preparing students not just for exams, but for life.
Flexibility without compromise
It is important to clarify that flexibility does not mean a dilution of standards or a lack of discipline. On the contrary, it requires students to be more responsible, more organised, and more committed to their goals. At Hillcrest, we maintain rigorous academic expectations and uphold the integrity of learning through robust assessments, regular check-ins, and a strong pastoral care framework.
Our Christian worldview further grounds our approach, reminding us that education is not just about knowledge acquisition, but about character formation. Through the VLC, we encourage students to engage ethically with technology, treat others with respect in digital spaces, and seek purpose in their learning journey. In this way, flexibility is married with accountability, ensuring that students grow both in competence and in character.
Supporting families and the wider community
The benefits of flexible learning extend beyond students to encompass families and the broader Hillcrest community. Parents are able to engage more actively in their children’s learning, accessing resources, monitoring progress, and participating in virtual events. This transparency fosters a partnership between home and school that enhances student success.
The VLC enables Hillcrest to reach students who may be geographically distant or unable to attend traditional classes. This inclusivity ensures that the values and excellence of Hillcrest Christian College are accessible to all who seek them, regardless of circumstance.
With a strong support system, clear communication, and a commitment to continuous improvement, Hillcrest’s VLC is well-positioned to lead in this space. Our focus remains firmly on creating an environment where all students can flourish.
Looking ahead
As we reflect on the evolving landscape of education, it is clear that flexibility is no longer a luxury – it is a necessity. The Hillcrest Christian College Virtual Learning Community embodies our vision for a world-class education rooted in faith, innovation, and inclusion.
We are preparing students not just for the tests of today, but for the challenges and opportunities of tomorrow. By embracing flexible learning, we are nurturing
resilient, confident, and compassionate young people who will carry the light of Christ into every sphere of society.
In the words of Proverbs 22:6: “Train up a child in the way he should go; even when he is old he will not depart from it.” Flexible learning enables us to meet each child where they are, guiding them on a path that honours their unique calling and potential.
As we continue to grow our Virtual Learning Community, let us do so with courage, with vision, and with faith – knowing that the future we are shaping will be one of hope, purpose, and limitless possibility.
About
Hillcrest Christian College
A: 21 Bridgman Drive, Reedy Creek QLD 4227
T: +61 7 5593 4226
E: vlc@hillcrest.qld.edu.au
W: https://hillcrestvlc.school/
Located along the picturesque coast of northern New South Wales, Lindisfarne Anglican Grammar School stands as a leading independent Anglican coeducational institution renowned for its commitment to excellence. As the northernmost independent school in the state, Lindisfarne places great emphasis on flexibility, adaptability, and creativity in delivering high-quality education, promoting student wellbeing, and o ering a wide range of cocurricular programs.
At Lindisfarne, our goal extends beyond academic achievement. We strive to provide a holistic learning experience that equips students with essential life skills while fostering strong relationships, expert teaching, and innovative approaches to leadership, standards, and collaboration. Through our dedication to educational research and continuous improvement, we o er students a well-rounded education that enables them to reach their full potential.
Lindisfarne Anglican Grammar School has emerged as one of the country’s most innovative educational institutions. Under the visionary leadership of Principal Stuart Marquardt, our school has experienced remarkable growth, with enrolment steadily increasing since 2017. The school recently exceeded 2,100 students, and Lindisfarne has transitioned from a small school to a thriving educational community.
Parents choose Lindisfarne because of our unwavering commitment to high standards and exceptional student outcomes. We value the trust they place in us by providing a top-tier educational program complemented by a comprehensive pastoral care system that nurtures personal, social, and academic wellbeing. Grounded in compassion, wisdom, and respect, our school instils these values in our students, fostering an inclusive and supportive community.
As a regional school, we embrace the unique challenges that come with our location. We have seized the opportunity to expand beyond conventional educational boundaries, evolving into a vibrant community centre that serves not only our students and their families but also our dedicated faculty and the broader community.
Our extensive bus network, allows students from as far north as Robina in the central Gold Coast to join families from as far south as Byron Bay, to access the high-quality independent education that Lindisfarne has become so well known.
World-class facilities
Our state-of-the-art facilities, including the recently constructed Middle School Building (2022) and Early Learning Centre (2023), have been thoughtfully designed to enhance student learning. These flexible spaces adapt to accommodate diverse learning styles, fostering collaboration and authentic connections. Our specialist learning, pastoral, wellbeing, and sporting spaces provide an ideal environment to deliver our curriculum and co-curricular programs. We are proud to add new buildings to our growing list of world-class learning facilities.
New Senior Centre
The latest addition to our extensive facilities is the new Senior Centre. This project stands as a testament to our school’s commitment to providing exceptional facilities for our students. The Senior Centre is designed to be much more than just a building; it’s a launchpad for our senior students’ futures. Central to this development is the extension of the existing gym, which serves as the new home for the Matt Fydler Sports Academy. This facility is includes an indoor 40m sprint track and state-of-the-art gym equipment, providing our athletes with the resources they need to excel.
At the heart of the new Senior Centre is the dedicated space for Year 12 students. This includes study areas designed to promote both individual and collaborative work, a common lounge for relaxation, and a kitchen to support their nutritional needs. This bespoke environment is tailored to the unique requirements of our senior students, aiding in their academic and personal development.
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Lindisfarne Anglican Grammar School
The inclusion of an auditorium space adds a layer of versatility to the Centre. Capable of hosting events, seating for up to 220 students for exams, or being divided into four additional classrooms, this space is designed to adapt to the evolving needs of our school community. This exceptional learning facility has lifted the standard for innovation for student learning spaces.
New Junior School Performing Arts Centre
Set within the natural beauty of the Junior School campus, an old building has found new life as the School’s Centre for Performing Arts. Originally marked for demolition, the structure has been transformed into a purpose-designed space that reflects both creative ambition and environmental responsibility.
Rather than undertaking a costly new build, the school chose to repurpose and renew – delivering the project at just 20% of the cost of a new facility. This decision not only conserved resources but also underscored a broader commitment to sustainability and thoughtful planning.
Opened in 2024, the result is a calm, well-considered space that supports a vibrant performing arts program. Flexible rehearsal studios open onto a central group area, which in turn flows outside to a performance deck and garden. This seamless transition between indoor and outdoor settings enhances the learning environment and encourages collaboration.
Designed with an emphasis on natural light and spatial versatility, the Centre o ers students a welcoming environment to explore music, drama, and movement. It is both a place of practice and of possibility – where students can engage meaningfully in the arts alongside their academic studies.
This renewal project stands as a quiet testament to what can be achieved through creative thinking and a values-led approach. More than just a new facility, it reflects the school’s belief that inspired spaces help nurture inspired minds.
Our educators
Equal to our investment in facilities is our investment in our people. We take great pride in our world-class educators and the professional development opportunities we o er. Lindisfarne’s Professional Learning Program has been recognised as one of the best in Australia, providing innovative sta training and fostering a culture of continuous improvement. Our teachers’ expertise translates into enhanced teaching practices, ultimately benefiting our students’ educational journey.
From our passionate students and dedicated sta to our supportive parents and engaged community, Lindisfarne Anglican Grammar School is a place where everyone can let their light shine. We invite you to join our community and experience ‘The Lindisfarne Way.’
About Lindisfarne
Anglican Grammar School
A: Preschool to Year 4: 36 Sunshine Avenue, Tweed Heads South NSW
A: Years 5 to 12: 86 Mahers Lane, Terranora NSW
T: +61 7 5590 5099
E: enrolments@lindisfarne.nsw.edu.au
W: www.lindisfarne.nsw.edu.au
Situated in a semi-rural bush setting at Carbrook, on the border of Redlands and Logan, Kimberley College provides students with a calm and stress-free campus environment in which to learn and grow. Proudly educating students from Prep to Year 12, the co-educational, nondenominational school takes a holistic approach to education and aims to graduate students with integrity, confidence, and social responsibility.
At Kimberley College, the true merit of each student’s individual educational journey is seen as much more than just a number on a piece of paper. The school not only supports academic learning but social and emotional learning, providing a safe environment for developing character, leadership, social and critical thinking skills. Following the Marzano educational framework, the school seeks to provide genuine opportunities for individuals to become engaged, to think of others, and to live the change they want to see.
Our ambition is to nurture every student’s talent and provide all students with the knowledge, skills, attributes and values they will require for successful ongoing learning and life beyond school. Education should be inspirational, challenging and fun. Therefore, our focus is on how to learn as well as what to learn. In addition, we strongly believe in the need to develop moral and social intelligence in an environment that respects all religious and secular beliefs.
One way that Kimberley College is making this di erence is with its Wellbeing Program, designed to nurture and grow social and emotional competencies. The program is embedded across all year levels and is a core component of the school’s pastoral care system. Opportunities include Invictus well-being presentations for both parents and students, participation in whole of school events like the World’s Greatest Shave and a peer mentoring program for Year 7 students as they transition to high school run by senior student volunteers.
Year 9 students at Kimberley College take part in our bespoke Rites of
JULY
Schools Tree Day 25 July treeday.planetark.org
AUGUST
National Science Week 9-17 August scienceweek.net.au
Bullying No Way: National Week of action 11-15 August bullyingnoway.gov.au
Book Week 16-23 August cbca.org.au/cbca-book-week
National Skills Week 25-31 August nationalskillsweek.com.au
Literacy and Numeracy Week 4 August – 29 September nationaltoday.com/literacy-numeracy-week
Passage program. We carve out time and space from the everyday to fully immerse students into a realm of self-discovery, awareness, deep learning and growth.
Senior students have a choice of study pathways including University ATAR, Vocational studies and Apprenticeship.
Kimberley College is well regarded for its range of extracurricular activities on o er that include an instrumental music program, representative and premier sports, debating and public speaking and Kokoda Challenge all designed to provide genuine opportunities for students to find their purpose and passion. The school also hosts distinguished football and dance academies.
The school core values are respect, integrity, collaboration, creativity, health and wellbeing. At Kimberley College, we are not just educators; we are mentors, passionate about nurturing the potential within each child. We are proud to o er an a ordable, high-quality education in a welcoming community that champions diversity and equity. Our dedicated team is here to support every student’s journey to success and self-discovery, preparing them not only for exams but for life.
About Kimberley College
A: Kruger Road, Carbrook, QLD 4130
T: +61 7 3209 0300
E: enrolments@kimberley.college
W: www.kimberley.college
SEPTEMBER
R U OK? Day 11 September ruok.org.au
OCTOBER
Earth Science Week 12–18 October ga.gov.au/about/earth-science-week
Media Literacy Week 24-31 October medialiteracy.org.au
World Teacher’s Day, Australia 31 October worldteachersday.edu.au
NOVEMBER
National Recycling Week 10-16 November recyclingnearyou.com.au/ nationalrecyclingweek
Image: The Lakes College.
World Teacher’s Day will be celebrated in Australia on 31 October.
