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 feature titled ‘Which school is right for your child?’.
In this issue, we also hear from Christian Schools Australia, Independent Schools Victoria and the Victorian Parents’ Council, 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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Yarra Valley Grammar
Copyright
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. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in WhichSchool? Magazine and may also appear on the our website: www.whichschoolmag.com.au.
Academy alumnus awarded OAM in Australia Day Honours
The Australian Academy of Science Chief Executive Ms Anna-Maria Arabia, an Academy of Mary Immaculate alumnus, was recognised for her service to science in the 2025 Australia Day Honours List.
Ms Arabia began her career as a neuroscientist and has worked nationally and globally in scientific research, policy development, politics and science advocacy.
Her leadership has led to significant reform at the science–policy interface and she has established novel mechanisms to facilitate evidence-informed decision-making in parliaments and the justice system. She has spearheaded new approaches to science communication and implemented global initiatives to make underrepresented scientists more visible.
Ms Arabia graduated from the Academy of Mary Immaculate in 1991 and since then has had a diverse and exciting career in medical research, policy development and politics. Beginning her tertiary studies with a Bachelor of Science with Honours from Melbourne University, Ms Arabia started her professional career in medical research.
Her passion for STEM began at the Academy, where she studied year 12 Maths, Physics and Chemistry (as well as Italian). Ms Arabia regards her science teachers as pivotal to supporting her aspirations, and her time in their classrooms continues to be one of her fondest memories from school. This together with the nurturing environment and culture of the Academy is what Ms Arabia attributes to her drive and the strong academic foundation she had leaving school.
Today, Ms Arabia’s work at the Australian Academy of Science continues her passion for influencing decision making with evidence, where she provides informative and accessible advice across science disciplines to both the public and policymakers.
The Australian Academy of Science is an independent not-for-profit organisation which draws on Australia’s most distinguished scientists to brings science to the service of the nation. It provides easily digestible scientific advice to a range of audiences, and champions science so that everyone can benefit from it.
One of Ms Arabia’s proudest accomplishments at the Australian Academy of Science was her work in establishing an independent scientific advisory
Study reveals how church-based schools create hope
Hope for the future is key to combatting the rising rates of mental health issues among Australian kids, and a new study has found a values-driven education –often found in faith-based schools – is a step in the right direction.
The new study by researchers from Charles Darwin University (CDU) and Curtin University analysed two Australian schools with Christian values embedded in their curriculum and how those values influenced a child’s emotional and mental wellbeing. The participating students came from a variety of religious backgrounds, including a large group who identified as atheists.
Co-author Dr Felicity McLure, a CDU Senior Lecturer in Education, said the number of adolescents accessing mental health services for depression had increased over the past decade.
“Hope for the future has been found to be a protective factor against depression and anxiety, and we wanted to understand whether any of the elements of church-based schooling were predictive of development in this area,” Dr McLure said.
“Our research has shown that the development of a strong personal moral identity is linked with development of hope for the future.This is where the importance of learning what it means to act on the principles that students learn about from the Bible comes into play.”
The study found church-based schools’ focus on teachings such as “love your neighbour” – which centre on values like peer connectedness and service learning – played a positive role in strengthening students’ sense of hope.
Dr McLure said these values should be taught when students are learning about the complex nature of global issues to give students’ the tools and support to understand how they can navigate those problems.
“Students need to be able to see themselves as having agency – feeling helpless in the face of these problems is a common source of hopelessness about the future.”
Dr McLure said secular as well as faith-based schools could help students develop hope and moral identity by creating a comprehensive set of values that underpin every activity within the school.
“When there are clear values and reasons for upholding those values within a school, students will find it easier to align with those values and act upon them,” she said. “One of those values should include the importance of peer support and connectedness.”
The study, Investigating the influence of the school climate of church-based schools on students’ moral identity development and hope for the future, was published in the journal Learning Environments Research.
Ms Anna-Maria Arabia graduated from the Academy of Mary Immaculate in 1991.
Image:
Academy of Mary Immaculate
Experts appointed to lead anti-bullying rapid review
The Australian Government is working together with states and territories on a national standard to address bullying in Australian schools.
This includes a new Anti-Bullying Rapid Review to examine current school procedures and best practice methods to address bullying behaviours.
Dr Charlotte Keating and Dr Jo Robinson have been appointed as co-chairs of the review.
The review will inform the development of a national standard to addressing bullying in schools.
Minister for Education Jason Clare said all students and sta should be safe at school, and free from bullying and violence.
“Bullying is not just something that happens in schools, but schools are places where we can intervene and provide support for students.
“That’s why we’re taking action to develop a national standard to address bullying in schools. That’s why we will listen to the experts and develop a national strategy that is grounded in evidence and informed by lived experiences.
“Last year we worked together to ban mobile phones in schools. This is another opportunity for us to support students, teachers and parents across the country,” Mr Clare said.
Dr Keating and Dr Robinson will consult broadly with key stakeholders across Australia, including parents, teachers, students, parent groups, state education departments and the non-government sector.
It will draw on work already underway across the country to address bullying in schools.
The announcement builds on the success of the national mobile phone ban in all public schools, vaping reforms and introducing a minimum age of 16 years for Australian children to access social media.
The review will be conducted over the next six months with recommendations then provided to Education Ministers.
Parents can access latest NAPLAN data on ACARA’s My School website
Parents, carers and wider school communities can now access the latest information on schools in their area on the Australian Curriculum, Assessment and Reporting Authority (ACARA) My School website, which has been updated with 2024 NAPLAN data and other school-level information.
“With detailed information on around 10,000 schools right across Australia, ACARA’s My School is the only website that provides parents, carers and the community with clear and transparent information on every Australian school,” said ACARA’s CEO, Mr Stephen Gniel.
“ACARA’s role is to provide detailed, accessible, timely and meaningful school education performance information. ACARA’s My School provides
Australians to see,” he said.
“We need to know how our schools are doing, but it is also important that this information is presented in a way that considers the individual circumstances of a school, especially its level of socio-educational advantage, which our reporting takes into account.
“That’s why the full suite of data on ACARA’s My School is so valuable for Australian parents and carers as well as the broader community.”
The December 2024 My School update includes:
•2024 NAPLAN results for schools
•2024 school profile and enrolment data
•2024 school attendance data for Semester 1
•2023 school financial information, including recurrent funding and capital expenditure
•2023 vocational education training participation and outcomes
•2023 year 12 certifications.
“On ACARA’s My School, you can look up any school to find out information about the school from the principal and look at how many students and teachers are at the school. As well as its NAPLAN results, you can also explore attendance rates, as well as financial information for 2023, including funding levels and sources,” Mr Gniel said.
“This helps parents and carers understand the full value and quality of a school, inclusive of NAPLAN results within the broader context in which each school operates.”
Find out information about schools in your area at www.myschool.edu.au.
The review will inform the development of a national standard to addressing bullying in schools.
Study finds school closures reduced COVID impact in most countries but not all
School closures reduced the impact of COVID-19 in most countries but had negative e ects in some, Monash University-led research encompassing 74 countries has found.
In Australia the researchers found that school closures probably had a positive impact by reducing SARS-CoV-2 infections, peak hospital occupancy and deaths.
Published in leading international medical journal PLOS Medicine study used a mathematical model to simulate the COVID-19 epidemics of 74 countries, incorporating data from 2020-2022 and school closure timelines. They then simulated an alternative scenario, assuming schools stayed open throughout the study period, focusing on infections, hospitalisations and deaths. It is believed to be the first long-term analysis of its type across diverse settings.
School closures were associated with a beneficial e ect on infections in 58 (78 per cent) countries, on deaths in 65 (87 per cent) countries, and on peak hospital occupancy pressure in 72 (97 per cent) countries.
In Australia, school closures are estimated to have reduced the number of COVID-19 deaths by about a quarter, from 2020 to 2022 compared to a scenario where schools had remained fully open.
“We estimated that school closures significantly reduced the COVID-19 burden in most countries but might have increased cumulative mortality in a few cases,” the researchers found.
“While school closures were e ective in many cases, their overall impact varied widely by setting.”
Lead author Dr Romain Ragonnet, a Monash University School of Public Health and Preventive Medicine infectious diseases modeller, said the Australian results aligned with those of several other countries, where school closures significantly reduced the negative impacts of the initial COVID-19 waves.
“In Australia, we also found that school closures decreased the cumulative number of infections caused by the Delta variant, which is notably more virulent than other variants,” he said.
“This reduction likely explains the observed decreases in hospital occupancy and COVID-19 deaths, particularly since Australia had not yet achieved substantial vaccine coverage when the Delta variant emerged.
“To the best of our knowledge, our study is the first to assess the epidemiological impact of school closures over an extended period, encompassing the emergence of multiple viral strains, the rollout of vaccination programs, and the development of population immunity.
“This is critical, as the overall e ectiveness of the intervention was expected to be influenced by all of these factors. Additionally, our study is the first to provide country-specific estimates of the e ects of school closures for most countries, o ering a comprehensive global perspective.”
Among the findings:
•School closures significantly averted infections in all analysed countries of Southeast Asia and the Indian subcontinent.
•In contrast, the USA and 25 of the 30 European countries were associated with small or negative estimated impacts of school closures on infections and deaths, with estimated median reductions of less than 10 per cent for both indicators.
•In all countries of Central and South America, the model suggested major reductions of peak hospital occupancy pressure due to school closures.
•School closures were estimated to have had a positive impact on infections, deaths and peak hospital occupancy pressure in the five African countries analysed.
•Dr Ragonnet said the findings provided evidence-based insights into the e ectiveness of closing schools as a public health intervention during pandemics.
“We estimated that the intervention led to reductions in SARS-CoV-2
infections, peak hospital occupancy and deaths in most countries,” he said. “However, the study also found that, in a few cases, school closures may have inadvertently increased cumulative mortality, underscoring the complex and context-dependent nature of such interventions.
“Understanding the nuanced impacts of such measures can help inform policymakers in making balanced decisions that consider both the benefits and potential unintended consequences of school closures.
“In particular, we highlighted key epidemiological mechanisms that should be considered when making decisions about school closures. These include the potential worsening of the long-term epidemic due to changes in population immunity and the emergence of more virulent future variants, as well as shifts in the age distribution of infections. This is especially important for future pandemic preparedness and response strategies.
“It is crucial to examine the broader consequences of school closures, including their impacts on mental health, other medical conditions, education, and the economy. Even in countries where the intervention was estimated to have a positive e ect on COVID-19 disease indicators, a comprehensive, multifactorial assessment is necessary to fully understand the impacts of school closures on populations. Our study represents only one piece of the puzzle.”
The analyses were at the national level, even though school closure policies varied between regions. They could only cover a few countries in certain regions, including Africa, due to insu icient data.
“The question of whether school closures were a good policy still lacks a straight-forward answer,” the study found. “Even for a single country, the estimated epidemiological e ects may di er for various indicators, as illustrated with Indonesia where closures prevented infections but increased COVID-19 mortality.
“Our findings underscore the importance of a nuanced and tailored approach to such interventions, considering both their immediate and longerterm impacts on local epidemics.”
In Australia, school closures are estimated to have reduced the number of COVID-19 deaths by about a quarter.
Parents warned chatbots threaten child development
Children are using AI-driven chatbots for hours daily, giving them interactive access to unrestricted themes from sex to drug-taking, self-harm, suicide and serious illnesses, such as eating disorders.
The first of eSafety’s new Online Safety Advisory series warns chatbots are exposing children to unmoderated conversations which may encourage or reinforce harmful thoughts and behaviours.
eSafety Commissioner Ms Julie Inman Grant said most AI-driven chatbots were not designed with safety in mind and children were not developmentally ready for the risks.
“AI companions can share harmful content, distort reality and give advice that is dangerous,” she said.
“In addition, they are often designed to encourage ongoing interaction, which can feel ‘addictive’ and lead to overuse and even dependency.”
Ms Inman Grant said it’s time for big tech to move on from the era of ‘moving fast and breaking things’, especially when it comes to children.
“The industry must embrace Safety by Design as an immediate priority to anticipate risks and ensure products are safe from the outset.
“In the meantime, eSafety o ers information, support and advice through eSafety.gov.au, including our new Online Safety Advisories,” Ms Inman Grant said.
eSafety’s Online Safety Advisories will provide fast and expert-driven
insights into emerging online risks.
They will o er clear and practical support to help Australians navigate the challenges of digital wellbeing, especially parents, carers, educators, and policymakers.
“Keeping up with emerging online risks can be challenging for parents and carers,” Ms Inman Grant said.
“That’s why the Online Safety Advisories will provide expert guidance that is practical, timely, and easy to apply. Families can use this advice to make informed choices about their children’s digital lives.
She said the digital world should be a place for exploration and connection, not exploitation.
“Online safety isn’t just about avoiding harm. It is also about having the right information to navigate these technologies with confidence,” Ms Inman Grant said, adding that while education and awareness are critical, the burden of online safety must not fall solely on parents and individuals.
“We need a holistic approach to online safety, one that doesn’t just rely on parents to monitor every digital interaction. The companies profiting from these technologies must do more to build safety into their platforms from the start, rather than applying fixes after harm has occurred,” Ms Inman Grant said.
The first Online Safety Advisory can be found at www.esafety.gov.au/ newsroom/blogs.
Cyberbullying reports surge over 450 per cent in five years
Children starting out in secondary school account for more than a third of all cyberbullying reports to eSafety, which have surged by more than 450 per cent in the past five years, new data reveals.
The figures were released on Safer Internet Day (February 11, 2025), a global day of action dedicated to raising awareness of online safety issues, such as cyberbullying.
In 2024, eSafety received 2,978 valid cyberbullying complaints, a 25 per cent increase compared to the previous year. Of those reports, 1,385 (46 per cent) were in relation to children 13-years-old and younger. Children aged 12 and 13 accounted for 35 per cent of reports in 2024.
eSafety Commissioner Ms Julie Inman Grant said cyberbullying reports tend to increase during the school term as online bullying is often an extension of bullying behaviour in the playground or classroom.
“We know the real-world consequences of cyberbullying can be devastating, particularly for young people,” Ms Inman Grant said.
As part of Safer Internet Day, eSafety released a suite of targeted resources and webinars for parents and carers of children transitioning to secondary school.
“Parents and carers of children who are entering secondary school will find eSafety’s webinars relevant, informative and help you have those crucial conversations about what their online activities are and who they are chatting to.
“Most importantly, the conversations you have now with your children are about reassuring them they can come to you if anything they experience online makes them feel uneasy.”
eSafety’s webinars explore the social pressures and other challenges young people face as they transition to secondary school. They also o er practical strategies about how to navigate online friendships to help minimise negative experiences.
“Unfortunately, we are seeing a significant proportion of cyberbullying complaints impacting young people aged 12 and 13, many of whom are navigating high school for the first time. And interestingly, girls are reporting
cyberbullying at double the rate, compared to boys,” Ms Inman Grant said.
Valid cyberbullying reports to eSafety increased from 536 in 2019 to 2,978 in 2024 – a 455 per cent increase over the five-year period.
“While the exponential growth in cyberbullying reports in recent years is concerning, it is also a clear indication that more people know what to do when it happens and they are reporting to us at eSafety.gov.au,” Ms Inman Grant said.
“It’s important to remember that these are not just numbers. Behind each report is a child who is potentially in pain and in crisis, which is why we are urging parents and educators to take full advantage of the free information and resources provided by eSafety, which are designed to boost resilience among families and school communities.”
Children aged 12 and 13 accounted for 35 per cent of cyberbullying complaints in 2024.
Increase in number of students completing International Baccalaureate
More than 3,000 International Baccalaureate (IB) students in Australia and 21,800 students worldwide have received their Diploma Programme (DP) and Career-related Programme (CP) results from the November 2024 examination session, marking a 7.4 per cent increase in the number of students receiving results from the previous year.
Throughout the DP and CP two-year learning journey, students acquire the knowledge and skills to personally and professionally thrive and make a di erence in the world.
“The dedication to a rigorous academic programme shown by students and educators is inspiring to the entire IB community, which we recognise with joy and enthusiasm,” the organisation said.
With a global average DP score for the November 2024 session of 29.2 points, the IB graduates join a community of more than 2.3 million alumni and lifelong learners across 156 countries worldwide.
“It has been an especially trying year for young learners around the world,” said Olli-Pekka Heinonen, Director General of the International Baccalaureate.
“But these results demonstrate how students have committed themselves to achieving despite it all. I am proud to know that such a talented and accomplished cohort will be going on to help build the more peaceful world that we hope to achieve through the IB.”
As of May 2023, the IB discontinued the publication of data highlighting the number of IB students achieving the highest top mark (45 data points), to discourage the use of assessment results for comparisons among students, schools, or communities.
The organisation said it’s important that every student recognises their accomplishments and celebrates their achievements, to allow themselves to feel proud and optimistic about their future.
“IB students and World Schools are diverse and have varying contexts, socioeconomic positions, and cohort sizes. Additionally, IB students’ individual achievements go far beyond their assessment scores. The IB is equally proud of all students and the accomplishments they achieve during their two-year DP or CP journey.”
For the November 2024 examination session, DP and CP students completed all assessment components for each subject and the IB awarded grades using all components, coursework and examinations.
Plans
Founded in 1968, the International Baccalaureate (IB) o ers four high quality, challenging educational programmes to students aged 3-19.
aged 16–19 who wish to engage in career-related learning, while also continuing to gain lifelong skills such as confidence, social responsibility and a sense of purpose. The CP is an innovative blend of academic study and career development that incorporates the vision and educational principles of the IB into a unique programme.
The Diploma Programme (DP) gives students world-class preparation for university and a lifetime of opportunity. It is a comprehensive inquiry-based education that puts students in control of their learning, so they can develop superior academic ability, confidence, critical-thinking and language skills. This rigorous framework is recognised and respected by the world’s leading universities and aims to support the whole student to flourish physically, intellectually, emotionally and ethically.
Supported by world-class educators and coordinators, the IB currently engages with more than two million students in more than 5,900 schools across more than 160 countries. To find out more, visit www.ibo.org.
progress for Australia’s first Vietnamese museum with centre for education
Australia’s first Vietnamese museum and cultural centre is a step closer, with the project’s planning permit given the green light to move forward. It will also include a community hub and resource centre for education, as well as a function centre and café to accommodate community events for up to 450 guests from across Victoria, interstate and abroad.
Backed by a $2.3 million Victorian Government investment, the project will provide Vietnamese Victorians with a place to celebrate their heritage and preserve stories of migration and refugee settlement.
Located in Sunshine, the museum also reinforces Melbourne’s western suburbs as a key locale of Vietnamese culture in Victoria and Australia.
The three-storey building will host exhibitions to honour migrant journeys to freedom and celebrate the significant contributions of the Vietnamese community to the multicultural fabric of Australia, with the museum set to receive more than 280 artefacts.
The planning application was submitted as part of the Labor Government’s
Development Facilitation Program, which streamlines the planning process for priority projects that boost investment into Victoria’s economy, keep people in jobs, and create homes for Victorians.
The site is currently owned by Brimbank City Council, is based within the growing Sunshine Metropolitan Activity Centre, and is only a three-minute walk from Sunshine Railway Station.
The Vietnamese Museum Australia will form the sixth cultural museum in the Multicultural Museums Victoria Network, alongside the Hellenic Museum, Museum of Chinese Australian History, Jewish Museum, Islamic Museum and Museo Italiano.
Since 2016, the Victorian Government has allocated more than $6.8 million to the Vietnamese Museum Australia, acknowledging the importance of the 120,000-plus people of Vietnamese heritage living in Victoria, with more than 93,000 born in Vietnam – making it the fifth largest overseas born population in the state.
FOR YOUR CHILD?
Making an informed decision 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 culture. By gathering information from multiple sources like websites, Open days, tours, and conversations with current students and staff, you’re poised to make a well-considered choice that best suits your child’s needs.
The independent school sector educates around 40 per cent of Victorian 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
School is as much about learning as it is about being part of the school community.
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 it 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
Choosing the right school to send your child to is about determining what environment they will thrive in based on their individual personality traits, preferences, and needs.
your child. Besides tuition fees, are there other courserelated 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 car-pooling 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.
Navigating the costs of your CHILD’S 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.
New research has revealed Melbourne is Australia’s second most expensive city for an Independent education, second only to Sydney.
The Futurity Investment Group Cost of Education Index, released in January, estimates an Independent education in Melbourne will cost $388,618 over 13-years for a child starting school in 2025, a jump of 20 per cent compared to last year.
The total cost of an Independent education in Melbourne is 11 per cent above the national average ($350,158) but below Sydney ($411,108).
The research also found the total cost of a Catholic education in Melbourne has increased two per cent in the past year to $198,291.
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. His main areas of expertise are behavioural finance 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 school community, that can sometimes make that conversation with the school uneasy,” he says.
education for a child starting school in Melbourne in 2025, with the remainder spent on ancillary expenses including electronic devices ($1,356), musical instruments ($1,263), outside tuition and coaching ($940) and school excursions ($630).
The total cost of a Catholic education in Melbourne over 13-years for a child starting school this year is two per cent above the national average ($193,666) but more a ordable than Canberra ($215,633) and Brisbane ($202,485).
School fees ($2,363) will make up 43 per cent of the total cost of a Catholic education for a child starting school in the Victorian capital in 2025, with the remainder spent on ancillary expenses including outside tuition and coaching ($1,234), electives ($618) and musical instruments ($373).
“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.
“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 balances to help fund their grandchildren’s 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 trade-o 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
“Finding that sweet spot in terms of both the cost of education and affordability is an important conversation to have.”
The rising costs of not only school fees, but also extracurricular activities and other educationrelated 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 ($11,062) will make up 62 per cent of the total cost of an Independent
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
Image: Associate Professor Andrew Grant
Associate Professor Andrew Grant.
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 Victoria is one of Australia’s most a ordable states for a nonmetro Catholic education.
It is estimated the total cost of a Catholic education in regional and remote Victoria will be $151,423 over 13-years for a child starting school this year, a 13 per cent decrease compared to 2024.
The total cost of a Catholic education in non-metro Victoria is one per cent below the national average ($153,144), with school fees ($1,676) making up 38 per cent of the total cost, with the majority spent on ancillary expenses including outside tuition and coaching ($1,234), electronic devices ($701) and electives ($618).
The Cost of Education Index forecasts the total cost of an Independent education in regional and remote Victoria will be $247,714 over 13-years for a child starting school in 2025, a 13 per cent increase compared to last year.
The total cost of an Independent education in non-metro Victoria is one per cent above the national average ($244,075), with school fees ($4,437) making up 38 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).
For more information, visit the Parent Resources section of www.whichschoolmag.com.au
The costs associated with education are placing a substantial burden on many Australian families.
Parents also need to factor in the cost of outside tuition and coaching.
SWEET 16
Will legislation provide protection parents are seeking?
Could a ‘digital duty of care’ approach that focuses on improving online safety features through collaboration with social media platforms be more effective than restricting access?
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
Dr Alexia Maddox.
Image: La Trobe University
sociologist of technology, she brings a unique perspective to the way technology is shaping the future of learning.
“My role is to look at the current tech trends and the technologies that are being used in our schools, both by our kids and by our teachers,” Dr Maddox explains.
This encompasses a wide range of digital tools, from social media and artificial intelligence to immersive environments like virtual and augmented reality. Her research delves into the social impacts and implications of these technologies, exploring how they are transforming the way we communicate, learn, and engage with the world around us.
“I look at the social impacts and implications of our encounters with tech, and in this instance, for communication and learning technologies,” she says.
While Dr Maddox’s expertise lies firmly in the digital realm, she also collaborates closely with colleagues who have direct experience in the teaching profession. By bridging the gap between
technology and pedagogy, she aims to provide valuable insights to educators and policymakers navigating the rapidly evolving landscape of digital education.
Her research-driven approach o ers a nuanced understanding of the challenges and opportunities presented by technology in the classroom and beyond.
As the digital revolution continues to reshape the education landscape, Dr Maddox’s expertise and collaborative approach will be crucial in shaping the future of learning.
Two sides
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 demonstrated in other jurisdictions.
She says the timing of the social media age limit legislation, ahead of the 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. However, as it has played out in other countries, there has been no evidence of an age ban being
The ban aims to protect young users from harmful content.
e ective in keeping kids safe.”
“In Australia, we’re seeing stakeholders like 36 Months advocating for the social media age ban whilst acknowledging the need for children’s access to educational content available through platforms such as YouTube. However looking at what has happened in the US where pornography age ban restrictions implemented in states such as Louisiana, there has been increased VPN usage. While we don’t know the ages of who is using VPNs to access pornography, this practice is 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.”
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.
“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.”
Privacy concerns
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.
Minister for Communications Michelle Rowland said the government has listened to young people, parents and carers, experts, and industry in developing these landmark laws to ensure they are 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.
A minimum age will apply to social media platforms including Snapchat, TikTok, Facebook, and Instagram.
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 it has been developed through extensive consultation, as opposed to the age ban that was not, and does not stem from the recommendations for 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.
Implications for educators
The social media age ban has significant implications for schools and educators. As Dr Maddox explains, the ban could severely limit the ways in which teachers and schools can leverage social media for educational purposes.
“Educators rely on social media for teaching and learning, including YouTube for educational content,” she says.
The ban could a ect how educators set homework and use online resources, as many of these rely on access to social media platforms.
“The complexity of modern platforms means we can’t simply categorise them as ‘social media’ or ‘educational tools’. Take YouTube – while viewing content might remain accessible, the interactive features that make it valuable for education could be restricted. We need clearer frameworks for handling these hybrid platforms that serve multiple purposes in young people’s lives,” Dr Maddox says.
Her expertise in the field of digital pedagogy provides valuable insights into the challenges and opportunities that this legislation could present for the education sector.
“We recently came through a pandemic where all study moved online and teachers relied on existing digital resources, some of which they would have directed kids to social media to access. Under a social media age ban, a large swathe of that will be not available. It will come down to the definition of social media and which platforms are exempt from the age ban,” she says.
Dr Maddox also highlights the potential di iculties schools may face in enforcing the ban. She says, without clear guidelines and support, schools may struggle to navigate the complexities of monitoring and addressing student use of social media during school hours.
“Will schools be responsible for policing the ban in the classroom? What is the rule in schools? The government has said it won’t be punishing parents or kids. It will be punishing platforms. That means it will be the platforms that have to enforce this age restriction and age restricted content,” she says.
“Rather than introducing an age ban that involves an age verification process and digital identification, isn’t it better to create safer environments for users in the first place? That’s where the Digital Duty of Care legislation is going to be focused.”
Dr Maddox says platform compliance in a global context has shifted significantly.
“With Meta’s pushback against EU regulations and move toward reduced platform-level moderation, we can’t assume platforms will simply extend their European compliance measures to Australia. As we saw with the news media code, platforms might choose to withdraw services rather than comply with national regulations they see as burdensome for smaller markets.”
She says the assumption that platforms will extend EU/UK safety standards to Australia may need reconsideration.
“Meta’s increasing pushback against EU restrictions, combined with a shifting US regulatory environment, suggests platforms may become more resistant to national-level regulations in smaller
markets. While Australia’s Digital Duty of Care legislation aligns with European standards, platforms could choose to withdraw services rather than comply with additional age restrictions - especially if they’re simultaneously challenging similar requirements in larger markets.
“This context makes the age verification requirements particularly precarious, as they rely on platform cooperation at a time when major platforms are increasingly willing to contest or withdraw from regulatory requirements. Schools and educators, already facing unclear enforcement guidelines, may need to prepare for a scenario where platform accessibility becomes more uncertain or fragmented.”
“Schools face a complex challenge. While the legislation aims to protect young people, it could inadvertently disrupt established educational practices that rely on social media interaction. We need clear guidelines about how schools should handle these restrictions during school hours, especially for remote learning and homework that involves social media engagement. The pandemic showed us how integral these tools have become for teaching – we can’t simply remove them without considering the educational implications.”
The social media age limit is expected to come into e ect within 12 months of the bill passing, meaning it should be enforced by the end of 2025.
Platforms that are primarily for the purposes of education – like Google Classroom and YouTube –are exempt from the ban.
PRINCIPALLY SPEAKING:
Dr Mark Merry encourages students to discover what they can contribute to the broader community.
Nurturing the whole child: A holistic approach to education
All parents want their children to thrive not only academically, but in all aspects of their lives. At Yarra Valley Grammar, this holistic approach is at the heart of everything the school does. WhichSchool? magazine spoke with the schools’ leaders to learn more.
Dr Mark Merry, Principal of Yarra Valley Grammar since 2009, and Deputy Principal Mrs Julie Hall share the school’s commitment to supporting the wellbeing and development of its 2,000 students, from early learning through to Year 12.
“We’ve long recognised the intrinsic link between wellbeing and learning,” Deputy Principal Mrs Julie Hall says.
As the Deputy Principal for Students at Yarra Valley Grammar, she oversees a comprehensive pastoral care system that goes far beyond the traditional role of a school counsellor.
“It’s a big team e ort,” she says. Under her leadership, the school has assembled a dedicated wellbeing team, including heads of wellbeing for the junior and senior schools, six psychologists, three speech therapists, an occupational therapist, and teachers for deaf students. This multidisciplinary approach is designed to ensure that every student’s needs are met.
“We also have a learning support department, and our teachers take on a pastoral tutor role as well as heads of year level and heads of school,” she says.
Principal Dr Merry says this emphasis on wellbeing has only grown in recent years.
“The lockdown accelerated the need for wellbeing services, with many students experiencing increased anxiety.”
Whether it’s social anxiety from the isolation of remote learning or the overstimulation of social media, he says the school has seen a rise in the number of students requiring additional support.
Building connections and resilience
At the heart of Yarra Valley Grammar’s wellbeing strategy is the belief that a safe, caring, and connected environment is essential for students to thrive, no matter their year level.
“That connection is really the key to student wellbeing,” Mrs Hall says.
“We want our school to be a place where students are known, where they are greeted by name. That’s why we provide extensive pastoral care through our tutor program, our health and PE programs, and learning support. But we know we’re not the expert in all fields, so we have some great partnerships as well.”
To foster these connections, the school has implemented a range of programs and partnerships. From The Resilience Project in junior school, to
The Man Cave and The Flourish Journey in middle school, to Tomorrow Man, Tomorrow Woman and High Performance Mindfulness for senior students, these initiatives provide structured curriculums and engaging presentations so students can develop essential life skills.
“Each organisation provides us with resources that we use in our pastoral program, but we also have Wellbeing Days, where a representative from these organisations will come onsite and actively engage with our students,” Mrs Hall says.
“We didn’t want them to come for a one-o visit,” she says. “We wanted a meaningful, ongoing relationship that builds on itself each year.” This scope and sequence ensures students receive a comprehensive wellbeing education tailored to their developmental needs.
Yarra Valley Grammar also engages a law firm to present to senior students on topics such as respectful relationships, consent and Victoria’s Child Safe Standards.
Working with various experts highlights a changing dynamic in schools.
“The days of qualifying as a teacher and going into a classroom to teach a particular subject are over,” Dr Merry says. “Now, a teacher needs to be attuned to pastoral care, resilience, and child safety. They must be attuned to the broader aims of education. It’s not just about educating the mind anymore. It’s about educating the student in a more holistic sense.
“We try to imbed digital literacy and being a safe digital citizen in every subject. It can’t be taught in isolation. It must be taught within everything we do,” he says.
But it’s not just the formal programs making a di erence. The school’s emphasis on creating a strong sense of community is evident in the way teachers and students interact.
“I’ve never known a school where the teacherstudent relationship is so strong,” Mrs Hall says.
“The students here really know the teachers care about them, and they want to learn about their teachers as well.”
This mutual respect and genuine interest in one another’s lives are hallmarks of the ‘Yarra Spirit’ that permeates the campus. From the annual Carols event that brings together over 2,000 students, parents, and sta , to the small daily interactions between teachers and their students, the school fosters a sense of belonging that is palpable.
Images: Yarra Valley Grammar
is the move from primary to secondary school; it is a major milestone.
“We have a large intake in Year 7,” Mrs Hall says, “so we have a very extensive transition program to help students feel comfortable and connected.”
This program begins with the school’s leadership team visiting each of Yarra Valley Grammar’s 72 feeder primary schools.
“The reason we visit our incoming students at their primary school is because graduating from primary to Year 7 is significant, it’s a big step, and we don’t want them always having to come to us,” she says. “We think it’s important for us to go to them, so that the students can see us in their own environment, where they feel comfortable.
“They might be coming from a small primary school, and suddenly, they’re in Year 7 with 260 students. It’s important for them to have several visits.”
Once the students arrive at Yarra Valley Grammar, the transition continues with orientation days where they can meet their new classmates and tutors – the teachers who will be their primary point of contact for pastoral care.
“The tutor is like their homeroom teacher,” Mrs Hall says, “and they’ll have a pastoral care session everyday with their tutor, as part of our 10-day timetable”.
This focus on building relationships and rapport is a hallmark of the school’s approach. It is known for cultivating mutually respectful teacher student relationships.
“Parents love the idea that their young person is going to have the opportunity to try lots of different things.”
Preparing students for the future
In an era where academic achievement is often the primary focus for many schools, Yarra Valley Grammar is taking a refreshingly holistic approach to education.
cannot be neatly compartmentalised into academic and non-academic realms. Rather, the school sees the development of the mind, body, and spirit as inextricably linked – a perspective that is increasingly resonating with parents.
“A lot more families are asking us about the broader experience of young people in schools,” Dr Merry explains. “While it’s good to be performing in the top academically, that’s not enough anymore. We really have to be able to look at the whole experience of that young person and make sure the experience is a good one.”
At the heart of Yarra Valley Grammar’s co-curricular philosophy is the belief that students should be given the opportunity to explore a wide range of interests and passions. From music and the performing arts to sports and community service, the school’s cocurricular program is designed to cater to the diverse talents and inclinations of its students.
“Every student learns a musical instrument and learns to read music,” Dr Merry says. “Every student plays a sport. Lots of students are involved in dramatic productions at the school. Every student is involved in community service and outreach and fundraising for charity. And lots of students are involved in debating.”
“We keep the students at the heart of everything we do, even when we’re making huge decisions. In his role of leading the executive team, Dr Merry will always say to us, ‘What is best for the students? How is this going to impact the students?’,” Mrs Hall says.
“The students here really do love their school,” Dr Merry says. “They love coming here, and there’s a great sense of community.”
While the school’s stellar academic results speak for themselves, the true heart of a Yarra Valley Grammar education lies in the school’s commitment to nurturing the whole child through a rich and diverse cocurricular program.
“It is well-known that Yarra Valley Grammar does very well academically,” Dr Merry says. Case in point: It was named The Age’s 2024 Schools that Excel winner for non-government schools in Melbourne’s east for achieving outstanding advancement over the last decade in VCE results.
“But that’s just one side of the equation. What we
The Yarra Valley Grammar debating teams have this year celebrated an impressive season in the Debaters Association of Victoria (DAV) competition, winning three of the four divisions.
In addition, three students were acknowledged for their debating prowess with a ‘Swannie’, an annual award given to the top speaker in each grade and region at debates run by DAV. One of the three students has now won this prestigious award over three consecutive years.
Dr Merry says the rationale behind the school’s co-curricular approach is simple: “Students might not know at the age of 12 what they’re going to love or what they’re going to be good at, so they get a chance to try everything.”
Students performing in the Anything Goes musical.
Wellbeing programs begin in early learning.
extends beyond the traditional realms of sports and the arts. The school is constantly seeking out new and innovative co-curricular o erings, from robotics and coding to outdoor adventure activities like rock climbing and kayaking.
Merry says, underscoring the school’s commitment to providing students with a truly diverse array of experiences.
going to have the opportunity to try lots of di erent things, including some things they never dreamed of doing.”
Cultivating confidence and compassion
However, as Dr Merry points out, Yarra Valley Grammar’s co-curricular program is about more than just exposing students to a wide range of activities. At its core, it’s about equipping young people with the confidence, resilience, and sense of purpose that will serve them well beyond the school gates.
“Our philosophy is very simple,” Dr Merry explains. “We equip our young people here with knowledge and skills, which are important, but we also equip them with confidence so that when they go out in the world, it’s not about ‘me’, it’s about what kind of service they can be to their community, families, friends, and their workplace.”
This emphasis on service and contribution is a hallmark of the school’s approach, and it’s reflected in the way students are encouraged to take on leadership roles and engage with the broader community.
“If you ask any child who’s applying for a leadership position and ask them what our model of leadership is, they will say it’s servant leadership,” Mrs Hall says.
By fostering a sense of responsibility and a commitment to making a positive impact, Yarra Valley Grammar is nurturing a generation of young people who are not only academically accomplished, but also deeply engaged with the world around them.
“School really is about discovering ‘What can I bring to the broader community?’. And I look at our young
fully understand the multifaceted responsibilities that teachers’ shoulder.
“I think people got a glimpse into a teacher’s life during COVID, when we were teaching online, but that was only a brief look,” she says.
“We have two deputy heads at Yarra Valley Grammar – one who looks after curriculum and teaching and learning, and one who looks after the wellbeing and growth of our young people. The fact we have deployed people in equal parts shows schools are doing more than just teaching literacy and numeracy.”
At Yarra Valley Grammar, the school’s hiring process reflects its holistic understanding of the teacher’s role. When interviewing prospective teachers, the panel not only assesses their subject matter expertise and teaching philosophy, but also delves deeper into their approach to working with young people.
“When we interview for a teacher position at the school, we enquire about their subject knowledge, classroom experience, and their philosophy on teaching,” Dr Merry says.
But the school doesn’t stop there. The interviewing panel is also tasked with exploring the candidate’s philosophy about young people, their approach to building relationships, and their genuine passion for nurturing and supporting students.
As the interview process highlights, the role of a teacher at Yarra Valley Grammar is not just about imparting academic knowledge, but about fostering the emotional, mental, and social wellbeing of their students.
It’s a responsibility that requires a unique blend of expertise, empathy, and dedication. At the end of 2024, Dr Merry had the opportunity to celebrate this unsung heroism when he delivered the oration at Monash University’s education faculty graduation.
He used this platform to enthuse the next generation of teachers, highlighting the importance of their broader role in nurturing and caring for young people.
“I spoke about the fact that they have agreed to a life of service – and good on them,” he says.
By recognising and championing the multifaceted nature of the teaching profession, Yarra Valley Grammar is not only honouring the hard work and commitment of its own educators, but also setting an example for the broader education community.
Deputy Principal Mrs Julie Hall.
Every student learns a musical instrument.
Students are given the opportunity to try a range of sports.
She Who Belongs She Who Thrives
POTENTIAL Unlocking
For more than 60 years, Ave Maria College has been committed to providing a dynamic and rigorous educational experience that supports students to succeed in any field they may choose.
Inspired by Helene de Chappotin’s vision of ‘learning for fullness of life for all’, Ave Maria’s approach to education is personal, collaborative, and grounded in meaningful engagement as we provide a holistic experience which works in partnership with the student and their family. Our focus on di erentiated learning pathways ensures that each student’s skills, interests and aspirations are recognised, developed and celebrated, imparting them with the courage to excel in every
aspect of college life. In 2024, 18.6 per cent of students achieved an ATAR above 90, with 35.6 per cent scoring above 80.
Sparking
curiosity
At Ave Maria College, learning and teaching is a comprehensive and innovative experience which provides students with the skills to thrive in our ever-changing world. The College’s Charter for Education which underpins all learning experiences
acknowledges the inherent connection between faith, learning and wellbeing to support each student’s unique educational journey. Striving to educate the whole person, students are armed with the necessary knowledge, skills and understanding to contribute to the world and a lifelong love of learning.
Students in Years 7-9 experience a broad curriculum that enables self-exploration through purposeful explicit teaching. With core and elective subjects spanning diverse fields, students are provided the opportunity to discover their interests and strengths, laying the foundation for their senior studies pathways. This continues into Year 10, where students work closely with our careers team and VCE teachers to select a senior pathway that aligns with their post-secondary aspirations.
Our pathways include a range of options to
Ave Maria College provides a learning pathway for every child to grow and thrive.
ensure that all students can reach their full potential:
•Victorian Certificate of Education – scored (ATAR) and non-scored pathways
•Accelerated VCE
•VCE Vocational Major – previously known as VCAL
•VCE VET pathway
•School-based apprenticeships
•Tertiary Preparation Program – a partnership with RMIT University
By o ering these di erentiated pathways, Ave Maria College graduates have access to a wide variety of tertiary study, apprenticeship and employment opportunities that allow them to pursue their true passions. Eighty-two per cent of the Class of 2024 secured their first or second preference of tertiary pathway across various fields, including Engineering, Law, Education, Biomedicine, Allied Health, Business, and Commerce.
Supporting learners at every stage
As part of the College’s commitment to supporting the needs and interests of each individual student, bespoke learning programs and opportunities are available to students to facilitate acceleration, enrichment and learning support. In 2025, the College continues to strengthen its Horizons program which provides challenging educational experiences to extend students beyond the classroom. This accelerated program allows students to collaborate across year levels, stimulating their critical and creative thinking skills.
Learning beyond the classroom
Each semester, the College hosts an accelerated learners conference, opening its doors to the broader College community to allow students from Years 3-10 to learn and grow together through interdisciplinary challenges. These conferences have proven to be an incredible success, fostering curiosity, resilience and collaborative problem-solving for participants, empowering them to continue to excel and thrive. In the Senior years, students are also able to further accelerate their studies through a personalised VCE pathway tailored to maximise their growth and engagement.
Learning is never confined to the classroom at Ave Maria College as demonstrated by the wide range of co-curricular opportunities for students across a variety of learning domains. Aiming to foster the creative, spiritual, academic, physical, and social abilities and talents of our students, the programs o er authentic experiences to complement their growth and development.
The College also o ers a range of national and international learning tours that provide an authentic landscape for the acquisition of knowledge, skills, and understanding. These include, but are not limited to, tours associated with Language and Culture, STEM, Enterprise Skills, and Student Leadership.
The College is always actively seeking new opportunities to broaden our programs and o erings for students, ensuring that each and every student receives a well-rounded holistic education grounded in the Franciscan tradition.
Empowering future leaders
At Ave Maria College, students take centre stage as valued change-makers. From Year 7, students are encouraged to take on formal and informal leadership opportunities in all facets of College life. With over one hundred opportunities available at all year levels in portfolios such as College Captain, Year Level, Franciscan (Faith), Academic, Arts (Performing and Visual), House and Mentor leaders, student voice is heard and valued. Whether it is making a speech at a school assembly or volunteering for after-hours primary school programs, students are empowered to use their voice to make change in their community.
Principal Ms Tanya Hutton aspires to Helene de Chappotin’s vision for education: that learning is for fullness of life for all.
Students in Years 7-9 experience a broad curriculum that enables self-exploration through purposeful explicit teaching.
The College o ers a range of national and international learning tours, including tours associated with STEM.
a greatschool great:
emboldening hearts and inspiring minds
Kingswood College aspires to be more than just a school; it strives to be a community where greatness is defined not by rankings or accolades but by the values it lives and the vision it shares.
Our vision, to embolden hearts and inspire minds, challenges us to reflect on what truly makes a great school great.
Greatness in a school is not achieved by chance; it is a deliberate and collective e ort that is grounded in its core values—respect, courage, kindness, perseverance, and excellence. These values are the foundation of every interaction, decision, and aspiration within our community.
The hallmarks of greatness
A great school is one where respect thrives. Respect is not merely taught—it is modelled and practised daily. It is evident in the way students, sta , and families listen to one another, value diverse perspectives, and create an inclusive environment where everyone feels they belong.
Courage defines a great school as a place of innovation and exploration. It takes courage to challenge the status quo, to inspire bold ideas, and to embrace the evolving needs of our students
and community. At Kingswood, we encourage this courage in both learning and leadership.
Kindness is the heart of greatness. A truly great school nurtures a culture of compassion, where individuals support one another and celebrate acts of generosity and care. Kingswood fosters this spirit, ensuring that kindness is central to our daily lives.
Perseverance ensures that greatness endures. A great school doesn’t shy away from challenges but embraces them as opportunities to grow. At Kingswood, we support our students and sta to approach each obstacle with resilience and determination, modelling the value of lifelong learning.
Excellence in a great school is about striving to be our best. It’s reflected not only in academic achievements but also in the way we support every individual to achieve their personal best. Excellence is not an endpoint but an ongoing commitment to improvement and growth.
Living greatness
What makes a great school great is not just its achievements but the way it transforms lives. At Kingswood College, this transformation happens through the experiences we create—whether it’s through the arts, sports, leadership opportunities, or acts of service. Every moment is designed to empower our students and sta to be their best selves.
As we live our vision to embolden hearts and inspire minds, we are reminded that greatness is not a destination but a journey. By staying true to our values and working together as a community, we can ensure that Kingswood College remains a place where greatness is not only possible but inevitable.
Images: Kingswood College
House athletics carnival, junior race.
Music showcase performance.
Head of Science Tori Shaw with Charlotte, Year 10 in Science Class.
Beyond the Classroom
St Michael’s Signature Programs start from 3-year-old Kindergarten and continue into the senior years of schooling. Through local, interstate and international partnerships, students apply their on-campus learning in real-world and natural contexts whilst being guided to develop critical leadership skills for the future.
Early Learning Centre – 3 and 4-year-old Kindergarten
Focussed on preparation for school, our educators provide a nurturing and calm environment for children and integrate play, rest, learning and life skills into their daily experience. Kindergarten students visit other areas of the St Michael’s campus, where they engage with older students and academic sta as part of their learning.
Overview
•Ages: 3 and 4-year-old Kindergarten
•Full-time: 8.40am to 3.15pm
•Extended care, tuition and holiday programs: yes, including dance, coding, gymnastics and soccer programs.
Program highlights and specialist experiences
•Literacy development through games, music, craft, puppetry, research activities and story time in the School Library.
•Play, personal development and nature through indoor and outdoor learning experiences including yoga, mindfulness, environmental workshops, leadership activities and beach and community walks.
•Mandarin language and Chinese culture
introduced within class routines, structured conversations, and activities using teachermodelled tones and rhythms.
•Music and Visual Arts classes led by specialist teachers from our Junior and Senior School.
•Physical education classes led by specialist teachers to develop coordination, fitness, balance, locomotion and problem-solving.
Signature Program: Mighty Me
Children in the Early Learning Centre engage in the ‘Mighty Me’ program to develop their understanding of self. They participate in learning experiences that enhance their wellbeing in mind, body, and spirit. This program supports them to learn from our resident experts and the wider community, including parents.
Images:
St Michael’s Grammar School
Prep to Year 6 students continually build upon their skills for learning and leadership as they progress towards secondary schooling.
Children in the ELC engage in the Mighty Me Program to develop their understanding of self.
Program themes:
•3-year-old Mighty Me Explorers: Focus on nature, wellbeing, yoga, imagination, growth, and curiosity.
•Pre-preparatory (4-year-old) Mighty Me Adventurers: Emphasis on personal wellbeing, leadership skills, and environmental stewardship through activities such as local garden visits, the beach, and community walks.
Prep to Year 6
Prep to Year 6 students continually build upon their skills for learning and leadership as they progress towards secondary schooling. Literacy and Numeracy remain a focus across the Curriculum, and each year level embarks on a year-long immersive program to integrate classroom learning with personal development and environmental awareness.
Signature Programs
•Prep Little Farmers: At Collingwood Children’s Farm, Prep students connect with nature and learn about life cycles. This hands-on program fosters a love for the environment and an understanding of agricultural practices.
•Year 1 Surfer Gulls: Partnering with Port Melbourne Life Saving Club, Year 1 students focus on teamwork and water safety. This program builds confidence in the water and teaches essential life skills.
•Year 2 Sailing Cygnets: At Albert Park Lake, Year 2 students learn the basics of sailing, teamwork, and explore local fauna. This program enhances their understanding of marine environments and develops their coordination and balance.
•Year 2 Roaring Fun: School sleepover followed by a visit to Werribee Zoo, fostering bonds and wildlife exploration. This experience helps
•Year 3 Penguin Squad: Year 3 students investigate the breeding cycle of St Kilda penguins and care for the local environment, promoting principles of environmental stewardship and scientific inquiry.
•Year 3 One Coastal Community: A two-night camp at The Briars, engaging in outdoor activities that promote teamwork, resilience, and
•Year 4 Tomorrow’s Leaders for Sustainability: Students learn about Indigenous connections, climate change, biodiversity, sustainability, and local history.
•Year 4 Coastal Guardians: A two-night coastal camp featuring activities such as archery, low ropes, and conservation workshops.
•Year 5 Lead the Future: Students participate in workshops, guest speaker sessions, and community projects that develop their leadership skills and civic responsibility.
•Year 5 Journeying Through History and Heritage: An immersive regional camp blending Australian history studies with outdoor adventures. Students engage in activities such as gold panning, historical reenactments, and bushwalking.
•Year 6 Enterprising Futures: Students work on real-world projects, developing business plans and presenting their ideas to a panel of experts, enhancing their innovation and teamwork skills.
•Year 6 Our National Neighbour: A four-day trip to Canberra including interactive sessions with policymakers and scientists, providing students with a broader perspective on national governance and scientific innovation.
Year 3 Penguin Squad Night Cruise.
Students are guided to develop critical leadership skills for the future.
Future Focussed
THE CITY SCHOOL WHERE GIRLS EXCEL
13% of students achieved an ATAR of 95 or above (top 5% of the State) &
27% of students achieved an ATAR of 90 or above (top 10% of the State) in 2024.
THE CITY SCHOOL FOR GIRLS
Synergy: a transformative learning experience in the city
The Academy of Mary Immaculate’s Synergy program immerses Year 9 students in the city of Melbourne, where they discover what challenges ‘their’ city is facing and how can they contribute to its future.
Known as The City School for Girls, the Academy of Mary Immaculate is located opposite the Melbourne Museum. The City of Melbourne has been a significant classroom for 168 years.
The Year 9 Synergy program focuses on the dynamic changes that students can create. Synergy immerses students in the city of Melbourne, they discover what “their” Melbourne looks like, what challenges are being faced in the city and how can they contribute to the future of Melbourne.
The Synergy classroom is a future focussed collaborative classroom, set up to prioritise creativity and adaptability. A Synergy term begins with an intentional exploration of the concepts of teamwork and collaboration, encouraging self-discovery as a learner while embracing the opportunity to both challenge and be challenged.
In 2025 the Synergy Program will be launched with a new direction, set to inspire and empower the next generation of learners in the City of Melbourne. The new program focusses on design thinking, integrating real-world learning opportunities with critical thinking and creativity in the classroom setting of the city.
Stepping into the Synergy classroom at the Academy of Mary Immaculate is unlike entering any other learning space. Gone are the traditional rows of desks; instead, students find themselves in a dynamic environment filled with round tables,
bean bags, multiple whiteboards, an extensive book collection, and even a dedicated space for casual discussion. This unique setting fosters an atmosphere of exploration, creativity, and collaboration—where learning is more than just acquiring knowledge; it is an immersive, hands-on experience.
Engaging with Melbourne’s past and present
Each Year 9 cohort experiences Synergy through a tailored curriculum that responds to both the needs of students and opportunities that arise within the city. A strong foundation in First Nations history and culture is central to the program, with students engaging in guided walks with Indigenous elders, exploring the Koori Heritage Trust, and participating in cultural immersion experiences in the Royal Botanic Gardens. These activities foster a deeper appreciation of Melbourne’s rich Aboriginal heritage and ongoing contributions to its identity.
A historical lens is also applied to Melbourne’s colonial past, with expert-led history walks and scavenger hunts uncovering stories hidden within the city’s laneways and landmarks. Urban development and renewal are explored through visits to the Metro Tunnel Headquarters, where students have the opportunity to experience the future of Melbourne’s infrastructure through VR technology, hands-on model building, and even Minecraft simulations.
Melbourne’s culture: a hands-on approach
Melbourne’s vibrant arts, sports, food, and fashion scenes are essential elements of the Synergy experience. This year, two new hands-on certifications have been introduced for all students: a barista training course and a nationally recognised food handling certificate. Not only have families enjoyed an improved level of home-brewed co ee, but many students have already leveraged these certifications to secure part-time and holiday employment.
The Capstone Project: bringing it all together
The culmination of the Synergy Program is the Capstone Project, where students delve into selfdirected research on a topic of their choice. This year’s projects have explored diverse themes, including the role of technology in public gardens, the burden of state debt for Melburnians, the legacy of philanthropist MacPherson Robertson, and how Melbourne schools support neurodiverse students. The success of these projects is made possible through the generosity of over 50 professionals, university sta , and industry experts, who contribute their time and expertise to mentor students. Additionally, Melburnians themselves have played an active role, engaging enthusiastically in onstreet interviews conducted by the program’s student reporters.
A Lasting Impact
The program is more than just an academic exercise—it is a transformational journey of challenge, growth, and discovery. New friendships are formed, fresh perspectives are gained, and students leave with a deeper understanding of themselves and the world around them. Ultimately, Synergy is a reflection of its name: “the creation of a whole that is greater than the sum of its parts.” It is an experience that extends beyond the classroom, equipping students with the skills, curiosity, and confidence to engage meaningfully with their city and beyond.
The Synergy program integrates real-world learning opportunities with critical thinking and creativity in the classroom setting of the city.
Integrating learning and wellbeing
Student wellbeing is taking centre stage at Methodist Ladies’ College (MLC), with its approach that fully integrates academic learning and personal development across every aspect of student life.
The Curriculum for Learning and Wellbeing, launched in 2024, is designed to ensure students thrive in and beyond the classroom. Principal Ms Julia Shea explains that while student wellbeing has always been a fundamental focus of the MLC experience, the initiative moves beyond traditional wellbeing programs by embedding support into daily student life.
“Rather than treating wellbeing as a standalone program, we have fully integrated it into the student experience and personalised it to every student,” she says.
The curriculum has been shaped by contemporary research on the most e ective curriculum designs for secondary years, insights gained from remote learning during the COVID-19 pandemic and, most importantly, feedback was sought from whom the curriculum impacts most — students, families and teachers.
The new structure provides clear learning pathways from Year 7 to Year 12, helping students develop essential skills and knowledge in a structured way. MLC’s renowned breadth of subject choice allows students to explore their passions, leading to greater engagement and success.
“We know that when students are encouraged and able to pursue what they love, they are motivated, with better outcomes not just academically but also emotionally,” Ms Shea says.
In the secondary years, every student is supported by a dedicated Mentor, a key member of the sta who focuses on helping students achieve their personal and wellbeing goals. A reimagined timetable ensures students receive personalised support, with small mentor groups and fortnightly one-on-one check-ins with their Mentor. Research indicates that strong student-teacher relationships contribute to both academic success and overall wellbeing, a key consideration in the curriculum’s design.
The wellbeing focus extends to younger students, with Junior School where students develop essential life skills alongside academic learning. Personal and interpersonal development, collaborative problem-solving, and social justice awareness are embedded across subjects, helping students build confidence and a sense of belonging within the MLC community.
The In@MLC program, introduced at the beginning of each year, supports Prep to Year 6
students in transitioning smoothly and feeling connected. These elements align with the wholeschool PROSPER wellbeing principles, reinforcing a consistent approach to student wellbeing from the earliest years.
MLC has also recognised the role of physical activity in supporting mental health and academic performance.
“Regular physical activity supports mental health by reducing stress and anxiety, enhances academic performance through improved concentration and memory, and boosts self-esteem and confidence, paving the way for lifelong wellbeing,” Ms Shea explains.
MLC’s expanded Health and Fitness program includes activities such as spin classes and Pilates before school, catering to a wide range of student interests and abilities. This year, over 420 students participate each week; this is significant given that research shows 90 per cent of girls aged 17 in Australia do not engage in su icient physical activity.
Building on this momentum, MLC is investing in a new Physical Education and Sport Precinct to provide students with enhanced movement and physical engagement opportunities. Ms Shea emphasises the importance of keeping young women active, not just for their physical health but for their confidence and happiness.
“It’s about ensuring they have the skills and motivation to make movement a lifelong habit,” she says.
With its new approach, MLC is setting a benchmark in education, ensuring that students develop academically while building resilience and confidence to navigate the complexities of modern life.
MLC recognises the role of physical activity in supporting mental health and academic performance.
At MLC we create an unrivalled experience for girls – with the widest range of subjects and co-curricular activities of any Victorian girls’ school. Why? Because we know that discovering what you enjoy and where your talents lie makes the road to success that more enjoyable. We attract and retain incredible teaching talent to nurture our students’ wellbeing and inspire a love of learning and exploration. And, we couple this with well-resourced learning support and academic enhancement expertise. Which means there’s nowhere like MLC to help students find what they love and become their best.
Register for a 2025 Open Morning with the QR code or visit mlc.vic.edu.au/openmorning
Introducing new metrics for success
Carey Baptist Grammar School has played a pivotal role in the University of Melbourne’s New Metrics research partnership since its inception in 2021, contributing significantly to the exploration and development of a comprehensive set of metrics aimed at providing a more holistic understanding of learners.
Through the New Metrics project, school-based education and credentialing of students for use in post-school endeavours are being re-imagined through rigorous research and consultation with Carey and other schools, as well as universities around Australia. This has given rise to a collection of seven ‘Complex Competencies’, interchangeably known as 21st Century Skills, General Capabilities or transferrable skills. Despite the varying terminology, these skills encapsulate similar skills, attitudes and values crucial for learners to prosper both in their academic journeys and the future.
The seven competencies
The seven Complex Competencies are teachable, learnable, assessable and observable, enabling educators and students across all disciplines the opportunity to engage and implement them. The Complex Competencies are:
•Acting Ethically: acting in a way that is guided by moral principles (what we ought to do) in any situation.
•Active Citizenship: contributing to the wellbeing of a community.
•Agency in Learning: the capacity to produce learning of value to self or community.
•Communication: transmitting, receiving and interpreting information, ideas, arguments, feelings and beliefs.
•Collaboration: working with others to achieve a common goal.
• Quality Thinking: thinking things through to achieve better outcomes for yourself or your group.
•Personal Development: living by the attitudes and behaviours that your communities value. We are excited to have these Complex Competencies integrated into our curriculum from 2025 to measure our students’ personal development within and outside the classroom and to enhance our students’ abilities to achieve success during and beyond school.
Complex Competency assessments and learner profiles
These competencies form next-generation assessments, allowing us to capture more than just academic performance. With competency-
based assessments, every student will eventually build an o icial learner profile that provides an in-depth view of their strengths, capabilities and competencies. These profiles will be accessible not only to students and educators, but also to tertiary institutions, allowing a well-rounded picture of each learner’s journey both during and after their time at Carey.
What’s next?
The shift to Complex Competencies extends beyond a curriculum update – it represents a holistic approach to assessing students. By
choices and pathways. While the ATAR serves as the conventional measure that indicates a learner’s tertiary entrance rank through an academic lens, the evolving educational landscape, particularly in the context of an AI-driven world, demands a broader demonstration of skills.
This transformation signals Carey’s commitment to ensuring our students are equipped with the skills and understanding to thrive in an increasingly complex world.
Visit www.carey.com.au to watch a video and read more about this exciting project.
New metrics measure students’ personal development within and outside the classroom.
Empowering parents to support their children
The Victorian Parents Council is unveiling new initiatives, events, and resources aimed at addressing some of the most pressing challenges in education today.
The Victorian Parents Council Inc (VPC) is a notfor-profit, volunteer-led organisation dedicated to supporting all parents and students including independent and other non-government schools, across Victoria. With more than 65 years’ experience, the VPC continues to empower parents, ensuring they feel informed, confident, and well-equipped to support their children’s educational journeys.
Our focus: school refusal and engagement In 2024, school refusal, also referred to as “school can’t,” was a key focus for the Victorian Parents Council (VPC). With growing numbers of families navigating this issue, the VPC led a range of events and research projects to better understand and support students struggling to attend school. One of the highlights was the Re-Engaging in Education Forum, which brought together experts, educators, and parents to discuss practical pathways for students facing attendance challenges.
Building on this success, school refusal and attendance will remain a major priority for 2025. The VPC is:
•Inviting forum members to a 2025 #VPCLive Event, where they will present detailed insights and strategies to tackle school refusal.
•Hosting a School Attendance Working Group, in collaboration with forum members, to address school attendance challenges and develop meaningful solutions for parents, students, and schools.
In addition, the VPC is developing a suite of new resources for its members, specifically around school attendance and refusal. These include:
• Factsheets with practical advice and information.
•An e-book to support parents navigating these challenges.
•#VPCLive On Demand – Re-Engaging in Education Forum
Most of these resources will be available exclusively to VPC members, o ering parents and educators expert guidance and tools specially designed to support their needs. For nonmembers, a pay-to-view, On Demand version will also be accessible.
Exciting research collaborations
The VPC is also continuing its work with Deakin University’s Associate Professor Glenn Melvin, a leading expert in school attendance. This partnership includes:
•A collaborative multi-year research project on parent and school sta attitudes and experiences of student school attendance, with results from the first-year survey expected to be published on the VPC website in Term 2.
•A new research project, set to launch soon, aims to develop an understanding of emotionally based school avoidance in autistic students, and contributing factors that are experienced by neurodivergent families through an exploration of stakeholder perspectives.
•The VPC is proud to announce its involvement in a new initiative also led by Associate Professor Glenn Melvin’s team, to develop a Victorian school attendance web-resource. This cutting-edge resource will provide families with comprehensive information, tools, and strategies to support school attendance across the state.
Expanding our focus in 2025
School refusal/can’t and attendance are still our main focus, but in 2025, the VPC will explore new areas too. We’re excited to launch the #VPCLive “All About Gaming Series”, which will look at how gaming a ects students’ mental health, social skills, and school work. Parents will get helpful tips to encourage healthy gaming habits at home. We’re
looking forward to having Associate Professor Matt Harrison, from Melbourne University, at our next #VPCLive Event, where he will discuss this important topic for parents, students and educators.
Access the VPC resource library
One of the most valuable o erings of the VPC is our On-Demand Resource Library, which is available with unlimited access to members. This comprehensive collection of videos and resources covers a wide range of topics, including:
•Your child’s education and career
•Children’s safety
•Transitions
•Student health and wellbeing
•Parent engagement and support
The Resource Library is constantly updated with new content, reflecting the latest developments in education and addressing the evolving needs of families. To access the library, parents and educators can pay per view or become VPC members. Membership not only provides full, unlimited access to the Resource Library but also includes VIP access to all 2025 #VPCLive Events. Joining is simple—visit https://vicparentscouncil.vic. edu.au/join-us/ to sign up.
Looking Ahead to #VPCLive Events in 2025
The VPC is already planning an exciting lineup of #VPCLive Events for 2025, building on the success of last year’s forums and webinars. These events will continue to address critical topics in education, providing parents with the knowledge and tools they need to support their children’s success.
To stay informed about the latest news and events, parents and educators can subscribe to the VPC E-News at https:// vicparentscouncil.vic.edu.au/e-news/.
Image:
Victorian Parents Council
New resources for members focus on school attendance and refusal.
Victorian Parents’ Council
How you can play a part in a child’s life
Victoria’s state-wide foster care recruitment service, Fostering Connections, is calling on Victorians from all walks of life to step up and help their community by becoming foster carers.
Long-term and short-term foster carers make a di erence to thousands of children across Victoria every day – whether that’s over a weekend, a month or more.
Children and young people come into foster care for a range of di erent reasons, but people from all walks of life can play a role in creating a safe and supportive home until they can safely return to their family.
Whilst fostering can have some hard parts, there are lots of rewarding parts too and seemingly small contributions can make a positive impact on a child in your care.
What is foster care?
Foster care is the temporary care of children and young people by trained and accredited foster carers.
As a foster carer, you can play an important role in a child’s life, even with a small contribution of your time.
Who can become a foster carer?
Anyone aged 21 and above can apply to be a foster carer in Victoria. What matters most is that you can o er stability and support to a child or young person while they cannot live at home.
At a minimum, a prospective carer will need to:
Image: Fostering Connections
• Be at least 21 years old
• Have a spare bedroom
• Be an Australian citizen or permanent resident (in some cases non-permanent residents can become foster carers for emergency and respite placements)
• Be able to pass relevant background checks
People from all backgrounds and walks of life are encouraged to apply to become foster carers. Foster carers can be:
• LGBTIQA+
• Young or old
• Single or coupled
Parents or have no parenting experience at all Working full-time or retired
• Renting or owning their home
• From any cultural or religious background
What’s involved in becoming a foster carer?
Foster carers are provided with training and support to become accredited to provide care for children and young people. Whilst it takes dedication, you will be supported every step of the way.
Step 1. Connect with the right foster care agency. When you are ready to get started, you can give us a call on 1800 013 088 or enquire via our website www.
Seemingly small contributions can make a positive impact on a child in your care.
fosteringconnections.com.au. We will connect you with a local foster care agency who will guide you through the accreditation process.
Your agency will chat with you about the process of becoming an accredited foster carer and what’s expected. This is a good opportunity to decide if the agency you’ve applied with is the right fit for you too.
Caring for Aboriginal and Torres Strait Islander children or young people is supported by connecting you with an Aboriginal-led foster care agency. People from all cultural backgrounds can apply to foster Aboriginal children.
Step 2. Attend a foster care information session. An information session is a great way to learn more about the process of becoming a foster carer and how to determine if fostering is the right fit for you. You will also gain insights into the support, training and resources available to help you on your journey.
Many foster care agencies run information sessions either online or in-person. These sessions are a great opportunity to:
• get the details you need
• meet other foster carers or support people
• learn about the next steps in your agency’s process
Some foster care agencies can do the same thing for you over a cup of tea in the privacy of your own home. Visit www.fosteringconnections.com.au to find an information session in your area.
Step 3. Complete the relevant checks and formal training.
You will have to complete:
• a general health check, referee checks (only for the person in the household applying to become a foster carer), and
• checks to confirm your house will make a suitable home.
In addition, you and all adults in the household will have to complete:
• a police check, and
• a Working with Children Check.
Your foster care agency will provide support in completing each of these requirements. During the assessment process your foster care agency — usually your case worker — will come to visit your home to ensure it’s safe and secure. You will also participate in four to five in-home conversations which will form
the basis of your assessment report. Together, you will work through all the assessments needed to become a foster carer.
You will also participate in 16 hours of training to help you prepare for the experience of being a foster carer. These training sessions are flexible and o ered at various dates and times that suit your schedule.
Step 4. Learn the outcome of your panel review. Following the completion of your assessment, a report of your training and assessment is sent to an accreditation panel for approval. The panel is made up of sta from your foster care agency and at least one representative from the Department of Families, Fairness and Housing.
Once the panel grants your approval, you will be asked to sign a code of conduct agreement. You will then be an accredited foster carer. It is a requirement that the safety of the carer’s home and environment is monitored regularly through home visits and is formally reviewed annually.
Step 5. Congratulations! You are now a foster carer. You can begin preparing for your first foster care placement. After you’ve been accredited, your foster care agency will be in touch about a child or young person in your area needing care who has been identified as an appropriate fit for you. This is known as ‘foster care placement’.
The length of time it takes for an agency to get in touch about a potential placement depends on a number of things, including the types of foster care you are accredited to provide, as well as the age-range, genders and number of children you have told the agency you are comfortable caring for.
Remember, you can always let an agency know that you can’t accept a placement when they contact you. If you are available for placement, your agency will match you with one of their foster care case workers, who is your main contact for information, advice and support while the child or young person is in your care.
Interested in becoming a foster carer?
Fostering Connections is the state-wide foster care recruitment service supported by the Victorian Government.
To find out more about becoming a foster carer, visit www.fosteringconnections.com.au or phone 1800 013 088.
Anyone aged 21 and above can apply to be a foster carer in Victoria.
Helping parents navigate the long SCHOOL JOURNEY
A website specifically designed for parents covers all the issues, uncertainties, and opportunities faced by families with school-age children, writes Ms Rachel Holthouse, Chief Executive of Independent Schools Victora.
As a parent or carer, you may be looking after a pre-school infant, or a senior student on the cusp of adulthood. Whatever your child’s age or stage of life, there will be questions to answer and challenges to overcome. Independent Schools Victoria (ISV) recognises this and has provided The Parents Website to support you whatever stage of the journey you may be at.
Take the perplexing question of whether to wait until your preschooler is at school before they start to learn to read. Ms Diane Bourke, an educator with decades of experience and now part of the team at ISV, explains how the simple act of reading to your infant means they will have an easier time learning to read when they go to school.
Writing on The Parents Website, a community service provided by ISV, she reveals that reading to your child can be not only pleasurable for you both – it can ‘fuel their mind’ by engaging multiple deep brain networks, including those responsible for language, visual imagery, and emotional processing.
She also explains how another simple and pleasurable act of parenting – engaging your child in nursery rhymes and riddles – can help their comprehension.
Her articles are among hundreds of others on the website that provide a wide selection of news, features and resources for all parents and carers on raising and educating children.
Now in its tenth year, ISV created The Parents Website as part of its mission to support parents and school communities. It seeks to create a trusted place where parents can find expert and engaging resources – some of it produced by ISV sta , some written by regular external education contributors, some republished from respected sources. It’s free, open to anyone, regardless of the school their children attend.
Its range of content traverses the many milestones and challenges parents and their children face as they navigate the formative years from pre-school to year 12. Topics cover all the issues, uncertainties, and opportunities faced by families with school-age children – issues like anxiety, bullying, cyber safety and the impact of social media, friendships, exam stress, study, health and wellbeing, adolescent turmoil, further education and careers.
Some of these issues emerge even before you child goes to school. Dr Michael Nagel is
an Associate Professor at the University of the Sunshine Coast where he teaches and researches in the areas of child and adolescent development, behaviour and learning. He provides practical tips to help your young child prepare for their first days at school, in an ‘an environment rife with novelty, unpredictability, perceived threats, and situations beyond their control’.
Articles like this aim to be useful and reassuring, so parents are not left to muddle through or rely on the 60 second ‘parenting hacks’ they might see on Instagram. Instead, the website recognises that the challenges parents face requires more than quick fixes o ered by social media.
The Parents Website has a strong focus on wellbeing, with expert resources about how to help children when they are uncertain, confused or doing it tough. Mr Andrew Fuller, an author and clinical psychologist specialising in the wellbeing of young people and their families, is a regular and popular contributor to the site. He explores areas such as overcoming exam stress, how to study e ectively, increasing child motivation and confidence, and teen drinking.
Mr Fuller’s advice isn’t just on helping parents support their children, he also writes about how parents can support themselves as they ride the parenting rollercoaster, when they are often left ‘feeling edgy, overwhelmed, and exhausted’. He gives practical advice on regaining restful sleep,
Ms Rachel Holthouse.
The website is open to any parent, regardless of where their child attends school.
refocussing your concentration and reducing anxiety – all of which have flown-on benefits for children.
Common causes of anxiety and uncertainly for parents can relate to their child’s use of mobile phones and engagement on social media. Is there a right time when your child can have their own mobile phone? If so, how do you guide them and regulate their phone use? Time spent online can be a challenge, and not just the amount of screentime. Regardless of safeguards you put in place, your child will almost inevitably (even if unintentionally) come into contact with the unsavoury side of the internet. How do you guard against this?
with NAPLAN and exam stress, which can become particularly intense when they reach Year 12 at the culmination of their school education journey.
To again quote Mr Fuller, when your child is doing Year 11 or 12, ‘everyone in the family is doing Year 11 or 12’.
Again, these are areas frequently covered by The Parents Website. So too are issues related to a child’s friendships and the harmful impact of bullying.
Content on the site aims to be accessible to a wide audience, written in a way that parents can not only absorb and apply themselves, but can also share directly with their children, especially older ones. Examples are articles to assist students
Parenting doesn’t stop at Year 12, of course, and the site recognises this is another crucial milestone on a young person’s pathway to either further education or the workplace. The site o ers articles to assist parents advise their children on the options that are open to them, such as university, TAFE, an apprenticeship or other direct entry into the workforce. This content has encouraged parents to avoid thinking there is only one path for their child. Instead, it’s about finding the right path at this stage in their development.
For example, careers expert Ms Helen Green, a regular contributor, has provided families with
older children advice on topics such as the pros and cons of taking a gap year, how to get the most out of university open days, and how to respond when your ATAR isn’t what you expected.
There are plenty of ‘nuts-and-bolts’ articles too, on topics such as how to choose a school, how to help children stay safe online, and tips for learner drivers.
The Parents Website draws on a wide range of credible sources from Australia and overseas, including articles written by experts on platforms such as The Conversation.
More than three quarters of our readers are women, aged 25 to 54, but the site has a growing audience of men, confirming that parenting is increasingly a shared responsibility. Some 3,500 readers subscribe to our fortnightly updates. It’s one of the many ways ISV is supporting the education needs of Victorians.
The Parents Website seeks to create a trusted place where parents can find expert and engaging resources.
The resource has a strong focus on wellbeing.
Information covers issues related to a child’s friendships and the harmful impact of bullying.
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 Christan 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 sector 1 . 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 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. Parents from Victorian Christian schools (72 per cent) were more likely than any other state in Australia to identify community service as an important characteristic of Christian schools, and 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
Dr Darren Iselin.
St Andrews Christian College.
and the quality of relationships between teachers and students. These findings also support the results of the Relational Schools Project 3 , 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.
(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.
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/ Cheng, A. and Iselin, D. (2020). Australian Schools and the Common Good. Ontario: Canada. 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
Australian Bureau of Statistics. (2020). Religious A iliation in Australia: Census 2021. Canberra: Australian Bureau of
Hillcrest Christian College.
Waverley Christian College.
The City School for Girls who excel Academy of Mary Immaculate is the oldest girls’ secondary college in Victoria. We have a deep commitment to provide an education to prepare students for the future role young women play in Australia and the world. Academy, is a place where students can flourish academically, socially and emotionally, Our school proudly delivers high-quality education and experiences to students and young women from years 7 to 12 in a close knit and accessible space.
As a contemporary school, our focus draws on our foundations in the Mercy tradition, while our vision and values shape the school’s daily life. This provides a friendly and supportive learning environment for students, sta and the community alike.
Academy of Mary Immaculate has educated young women for 168 years. As the city school for girls, we sit at the crossroads of where education meets the real world. We believe students who feel secure in their learning environment will be confident making social connections and in pursuing academic goals.
Our Year 7 transition program creates opportunities for connection and belonging, through peer-led support and an embedded Wellbeing Program, so that students can explore and negotiate di iculties or challenges with a strong sense of identity, social justice, and purpose.
From our location beside the Carlton Gardens, we conduct classes in Melbourne’s premiere learning and cultural centres – including the NGV, Melbourne Museum, ACMI, and nearby world-class universities.
Our Year 9 program, Synergy, focuses on the dynamic changes that students can create. It immerses students in the city of Melbourne, they discover what “their” Melbourne looks like, and what a future Melbourne might be, utilising research and design thinking skills.
We match curriculum with support programs and co-curricular subjects –including the Arts, sports, social justice, and leadership initiatives.
Building on the Academy’s reputation as an established and respected institution, the proposed Master Plan is our vision to foster a place that is stimulating, harmonious, nurturing and minimises environmental impacts. It increases our relationship with the city as a classroom.
The Master Plan 2023-26 is a proposed development where we will create an education precinct reflecting Melbourne’s laneways, green open spaces and transformative learning hubs.
Historical context allows engagement with the best of the past while looking towards tomorrow. The aspiration of our Master Plan is the continued
transformation of the Academy into a learning community to support the development of young women.
One of the reasons for our longevity has been an ability to understand the educational landscape of the times and meet the needs of the cohorts of students over the decades. Reading the signs of the times, adapting our curriculum, strengthening our pedagogy, have ensured the continued development and renewal of a strong and dynamic College.
Our focus is on the development of the whole person, not just the academic side. We do want students to experience success in many areas but also to feel that they are part of a caring community and ready for the future.
About
Academy of Mary Immaculate
A: 88 Nicholson St Fitzroy VIC 3065
T: +61 3 9412 7100
E: enquiry@academy.vic.edu.au
W: www.academy.vic.edu.au
Ave Maria College is an innovative, inclusive and empowering Catholic girls secondary school in Aberfeldie, Melbourne that fosters a culture of rigorous academic achievement and self-confidence. Since its foundation in 1963 by the Franciscan Missionaries of Mary, the College has been committed to delivering high-quality Catholic education to the young women of Essendon and beyond.
She who belongs – a legacy of empowering women
For over 60 years, Ave Maria College has been steadfast in its dedication to nurturing women’s education. Rich in tradition and future focused, our students are empowered to excel through innovative, rigorous and contemporary learning experiences designed to spark their curiosity and maximise engagement.
Our smaller cohort sizes and intimate campus environment allow us to truly know and support each student. A foundation of belonging is at the heart of the College as we are committed to building a safe, open and supportive environment where our students have the curiosity to explore, courage to excel, confidence to thrive, compassion to love and a community within which they may grow.
She who engages – a pathway for every child
At Ave Maria College, we are dedicated to diversifying our learning opportunities and pathways to ensure that every child has a pathway to success. Working closely with families and students, we have developed bespoke learning programs and diversified our pathway options to address specific interests, needs, and capabilities to ensure success upon graduation.
Our Learning and Teaching program is underpinned by the Ave Maria College Charter for Education which focuses on purposeful teaching and engaging learning. Combining Franciscan values, learner attributes, and wellbeing skills, learning is a truly holistic experience at the College, arming students with the knowledge and skills to be active and informed citizens.
Students in Years 7–9 experience a broad curriculum encompassing Religious Education, English, Mathematics, Science, Humanities, STEM, Enterprise Skills, Health and Physical Education, Indonesian, Italian, Design and Digital Technologies, Drama, Music, and Visual Arts. From Year 10, students can specialise in areas of interest that prepare them for their chosen senior pathways, which include: Victorian Certificate of Education (VCE) (scored, unscored, or accelerated), VCE Vocational Major (formerly VCAL), VCE VET and School-Based Apprenticeships and our Tertiary Preparation Program in partnership with RMIT University.
She who explores – learning beyond the classroom
The College’s co-curricular program o ers a wide range of opportunities for students across various domains. Designed to enhance our students’ talents and abilities across creative, spiritual, academic, physical, and social domains, the co-curriculum is an important facet of life at the College.
In 2024, we proudly partnered with Liverpool Football Club International Academy Australia to establish the club’s only all-girls high-performance soccer academy. This partnership o ers students advanced athletic training and the opportunity to earn micro-credentials in sports management, physical education, and health through the Australian College of Physical Education.
Students also have the opportunity to embark on national and international learning tours that provide an authentic landscape for the acquisition of knowledge, skills and understanding. These have included but are not limited to tours associated with Language and Culture, STEM, Enterprise Skills, and Student Leadership.
The College is always actively seeking new opportunities to broaden our programs and o erings for students to cater to the diversity of students in our care.
She who loves – nurturing a faith community
The heart of the College is – and always will be – the enrichment of faith, the wellbeing and growth of our students. As a Franciscan school, we are guided by the values of our charism; truth, love, peace, and compassion. Our call to social justice is inspired by the legacies of our patrons, St. Clare of Assisi, St. Francis of Assisi, Helene de Chappotin, and Mary, Mother of God. Students are encouraged to live lives of faith and service as they discover their gifts and talents that will allow them to be positive contributors to society. This is further supported by our annual College theme which asks students to consider the legacy of our patrons and enrich their personal spiritual journey.
Discover Ave Maria College
About Ave Maria College
Want to learn more about how your child could grow and thrive at Ave Maria College? Join us for a College Tour to explore our dynamic learning environment in action. Bookings are essential, please visit our website to register or contact the College Registrar for further information. A: 14-22 Vida
E: registrar@avemaria.vic.edu.au
W: www.avemaria.vic.edu.au
in an environment where they build solid foundations in numeracy, literacy, STEAM, coding, leadership and entrepreneur skills through evidence-based learning and wellbeing practices.
Transitioning into Junior Secondary School is exciting for both new and existing students and encourages them to explore and expand their thinking. The broad core curriculum helps them identify strengths while experiencing a full range of subjects, including STEAM (Science, Technology, Engineering, Art and Design, Mathematics), English, Geography, PE, Health, Civics, Drama, Music, Interdisciplinary studies, and options to study two second languages or undertake the French Immersion program.
In Year 9, students experience our eight-week flagship residential program at MLC Marshmead in East Gippsland. In Year 10, they choose from 26 elective subjects, exploring new pathways to make informed choices about their senior years. In MLC’s Senior School, academic choice expands to over 60 subjects across VCE, VCE VET and the International Baccalaureate Diploma Program (IBDP) – the highest number of subject options available of any girls’ school in Victoria.
Students are supported by contemporary evidence-based teaching practices from highly experienced and passionate educators. Recognising students’ diverse abilities and needs, we’ve developed one of Melbourne’s most wellresourced learning enrichment and support programs, assisting gifted students and those needing additional support to progress.
World-class facilities
MLC’s Kew campus blends heritage and modern architecture, o ering an inspiring environment with purpose-built facilities and shared spaces like the
Music School, commercial training restaurant, recording studios, specialist art studios, competition-standard gymnasium, pool and historic Boarding House. MLC also has two Outdoor Education sites in regional Victoria: MLC Banksia and MLC Marshmead. In 2025, we’ll begin developing a state-of-the-art Physical Education and Sport precinct, enhancing our commitment to exceptional facilities that inspire students to thrive physically, mentally, and socially.
Our commitment to excellence and innovation in education, combined with the breadth of our curriculum, co-curricular activities, integrated learning and wellbeing, and College resources, ensures our students can discover their strengths and interests, nurture their talents, forge their own paths, and achieve their best.
A: 207 Barkers Road, Kew VIC 3101
T: +61 3 9274 6316
E: admissions@mlc.vic.edu.au
W: mlc.vic.edu.au
YARRA VALLEY A GREAT PLACE
“THE GREATEST STRENGTH OF THE SCHOOL IS ITS PEOPLE WITH A DEDICATED STAFF, SUPPORTIVE PARENTS AND STUDENTS WHO READILY ACCEPT THE MANY OPPORTUNITIES THEY ARE GIVEN. THIS IS A POWERFUL COMBINATION WHICH CREATES A VIBRANT SCHOOL EXPERIENCE.”
Dr Mark Merry, Principal
GRAMMAR TO EXCEL
Ringwood, Victoria
Established in the heart of Melbourne’s east in 1966 and set on a spacious 30-hectare campus, Yarra Valley Grammar overlooks the Yarra Valley and picturesque Dandenong Ranges. The School o ers an extensive range of contemporary opportunities and sets high standards of performance, encouraging all students to achieve their personal best from Early Learning to Year 12. The School is a member of the Associated Grammar Schools of Victoria.
At Yarra Valley Grammar, ‘confidence to achieve’ is our approach to encouraging students to realise the many opportunities o ered at the School. We aim to instil a love of learning that starts from our students’ very earliest years at school. We are proud of our reputation as an inclusive, caring place to learn and grow, and of our ability to bring out the best in our students through an expansive program delivered by exceptional teachers. Great teachers are able to vary the way they teach to suit the way each student learns. This takes patience, flexibility and the ability to see things from the students’ perspective. The School’s teachers know their material, love their subjects and love to teach. They have a genuine interest in getting to know their students, so they can teach them e ectively, encourage them to achieve their best, identify issues or concerns and care for their welfare.
Curriculum
The Early Learning Centre at Yarra Valley Grammar o ers Kindergarten and Pre-Prep programs to children aged 3-5 years. The children are taught by creative teachers who understand that the early years are a highly significant stage in a child’s development. Our strength is building strong relationships with children, nurturing their personal growth and feelings of confidence. We work closely with families, acknowledging the di erences that each child’s personality, experiences and abilities contribute to the Centre.
The programs are underpinned by the Victorian Early Years Learning and Developmental Framework and reflect an emergent curriculum where the children’s needs and interests are the first consideration. Each component of learning is delivered through stimulating play experiences drawing on quality resources and professional expertise.
The Junior School curriculum focuses on establishing strong skills in the key areas of literacy and numeracy, and core subjects include English, Mathematics, Integrated Studies (including Science, History and Geography) and Personal Development. This is complemented by a specialist program, including Art and Craft, French language, Music, Physical Education, Religious Education and Library sessions. These are augmented by context-based inquiry learning days, incursions and excursions, community partnerships, academic and design innovation learning opportunities, and community service activities. Learning about the environment and the importance of sustainability and social innovation is achieved through a STEAM based approach, with a focus on fostering a curious and creative approach.
Learning and teaching in Middle School incorporates a dynamic mix of experiential learning combined with teacher-guided instruction. Our curriculum is inspiring and exciting, and is di erentiated to meet the needs and interests of our students. We love to immerse our students in experiences that enhance their classroom learning and make school enjoyable and fun.
An ESTEAM (Entrepreneurship Science Technology Engineering Arts Mathematics) program is included in the Year 8 curriculum. This program o ers learning challenges across each of the curriculum areas providing opportunities for problem solving, creativity and endeavour. Key areas of focus will be coding and robotics, product design, food, business, digital technologies and importantly, the celebration of outcomes.
The LINK@9 (Learning and Innovation for New Knowledge) program
Images: Yarra Valley Grammar
builds upon the Year 8 ESTEAM experience. It builds on the many strengths of past LINK programs to delve into the world of entrepreneurship and enterprise. Students will have opportunities to learn about commercial and social enterprises and develop their own product or service. With the help of entrepreneurial coaches, our students will be challenged to design, research and market their product or service to the Yarra community.
In the Senior School our aim is to provide an education with a particular focus on academic excellence. Our programs, VCE subject o erings, teaching and learning practice, standards and expectations are all geared towards our students achieving a personal best in their academic results that will allow them to proceed into their chosen tertiary course or career. Yarra students have a long tradition of exceptional VCE results where each year the School performs in the top 10 per cent in the state.
Student Wellbeing
A student wellbeing program in conjunction with The Resilience Project operates across the School. This program focuses on empathy, mindfulness, gratitude and emotional literacy to encourage healthy mental wellbeing and is incorporated into the curriculum. We at Yarra know that students will only perform well academically and realise their goals if they are taught in an a irming, supportive and positive school community. This is an important part of who we are as a school.
Facilities
The school campus is set on 30 hectares of playing fields and our own native forest. The school environment is a great asset to our students who enjoy plenty of open spaces to relax and play. In addition to the playing fields, the School is well equipped with an indoor swimming centre and sports complex.
The secondary school is configured much like a small university campus with each faculty or department being housed in their own building. Our Science and Mathematics Facility, Fine Arts, Humanities, Commerce, Languages, Resource Centre and Food Technology Department all o er students state-of-the-art facilities to learn. There are also superior facilities for Music, Drama and Dance within the George Wood Performing Arts Centre and Music School. The School’s
To
About Yarra Valley Grammar
A: Kalinda Road, Ringwood VIC 3124
T: +61 3 9262 7700
E: admissions@yvg.vic.edu.au
W: www.yvg.vic.edu.au
internationally acclaimed Hearing Unit also has a high-tech learning facility onsite which integrates within the classrooms across the School.
secure a place at Yarra Valley Grammar, we strongly advise families to apply via the online application link on the School’s website.
Founded in 1890, Kingswood College celebrates 135 years of education in 2025. As an independent Kindergarten to Year 12 co-educational school of the Uniting Church, we provide a nurturing environment that supports students from Early Learning through to Senior School.
Our comprehensive academic and co-curricular program aims to stimulate and develop a love of learning in every student. Spread across 20 acres in Melbourne’s east, our campus boasts a blend of heritage-listed buildings and leading-edge facilities, providing students with inspirational spaces that encourage and facilitate their learning. From a purpose-built Science Centre to our beautiful Imaginarium Early Learning Centre (ELC), our state-of-the-art classrooms across the College complement our extensive sporting grounds, including a soccer pitch, two ovals, gymnasium and multi-purpose sports court. Kingswood College o ers fit-for-purpose facilities and quality resources for students and sta alike.
Our Principal
Principal Chrissy Gamble leads with a vision to provide genuine care, know each young person individually, and value partnership with families. She is ambitious about academic outcomes and the character development of each young person, acknowledging a great strength of our school is the exceptional sta who make sure that every student is challenged and known.
Under Ms Gamble’s leadership, Kingswood College embodies its vision of emboldening hearts and inspiring minds, whilst living its values of respect, kindness, perseverance, courage, and excellence.
Our Early Learning Centre
Also known as the Imaginarium, our ELC has maintained a rating of Exceeding National Quality Standards in all seven areas as assessed by ACEQA since 2013. The Report noted educators’ ongoing commitment to delivering a high-quality service, fostering collaborative, ethical and respectful relationships with families, and prioritising ongoing critical reflection for continuous improvement.
Our ELC is an engaging, nurturing and inspiring environment where children learn through inquiry, exploration, play, questioning and reflection. We know and value the fundamental importance of the early years and work collaboratively with the Junior School sta to ensure students experience a smooth transition from the ELC to Prep.
Our Junior School
Junior School is a place where every student is given an opportunity to achieve optimal growth in their learning and wellbeing. The teaching and learning programs are informed by evidence, and teachers value knowing exactly where students are in their learning and what they will do to support them in achieving their personal best.
For our 2024 NAPLAN results, Kingswood was ranked as one of Victoria’s top-performing primary schools, placing 44th among the state’s top 100. This outstanding result positions us in the top 97th percentile of junior schools across Victoria.
These results are attributed to our commitment to explicit teaching of Literacy and Numeracy and introduction of the Kingswood College Instructional Model. Students are provided with a clear, consistent, and rigorous learning journey across Prep to Year 6, giving them the knowledge, skills, and attributes they need to thrive now and in the future.
Our Middle School
Our Year 7 to 9 program aims to build a strong foundation so that students are well-prepared to meet the demands of VCE and beyond. Guided by Head of Middle School Ms Lisa Sacristani, our teachers understand the specific needs of young adolescents who are developing physically, intellectually, and emotionally.
Year 7 marks a significant transition for all, where we focus on fostering social interactions and friendships alongside challenging each student with bold expectations of what they can achieve academically and personally. From Years 7 to 9, our curriculum is designed to develop a broad understanding across various disciplines, nurturing intellectual curiosity and essential life skills. Collaboration is a cornerstone of the educational approach, empowering students to face challenges head-on, learn from setbacks and grow wiser as a result.
Our Senior School
Years 10 to 12 is where students specialise their studies, as they pursue their preferred subjects and work hard to get where they wish to be. Led by Head of Senior School Mr Rob Fuller, we expect every student to develop self-regulation, perseverance, and diligence to strive for their personal best. Kingswood o er a strong wellness program to ensure we stretch and support each student to achieve their best potential. Additionally, we have an incredibly broad range of pathways o ered, with 26/30 of the top VCE subjects available to our students. This is accompanied by us investing in specialist teachers to support each of the pathways we o er to ensure the best results possible for our students.
Our Careers Program plays a vital role in guiding students through their VCE educational journey and beyond. Our dedicated Careers Counsellor provides career and pathway guidance, information, and support to help students make successful transitions from school to further education, training, or employment.
Learning Beyond the Classroom
Kingswood College students are encouraged to become well-rounded individuals by balancing their learning with co-curricular activities. From building a Human Powered Vehicle (HPV) to engaging in our InterACT Club, there is something to suit every interest and passion.
Activities can range from individual and team-based sports to other physically and mentally challenging pursuits. Through House activities, sport, clubs, the arts, community-based learning, and cultural experiences, co-curricular activities allow students to explore their individual passions in a community setting.
Flexible Streaming
Our Gifted and Talented Programs, including our SEEK Program, support students who demonstrate exceptional abilities, providing them with enriching challenges tailored to their individual learning profiles. Our Individual Di erences Team collaborates with students, sta , and families to provide strength-based programs, strategies, and support so that every student can experience success at school. In 2025, 25 per cent of our Year 7 cohort consisted of gifted students, identifying that we are becoming a leader in
Images: Kingswood College
this space. This progress has been accelerated by Ms Gamble’s leadership, who herself completed a Masters Degree in Education, specializing in supporting young people who are Gifted and Talented to excel in the critical schooling years. At Kingswood College, we recognise the importance of nurturing talent and fostering a culture of continuous growth and development in all our students. Moreover, we are dedicated to ensuring that learning is tailored to suit the needs of every individual learner in our care, striving to make it ‘just right’ for each student.
Our Strategic Plan
We are proud to have launched our new Strategic Plan 2025–2029, a bold five-year roadmap that outlines our commitment to delivering an education that truly emboldens hearts and inspires minds. This plan is a testament to our shared values of respect, courage, kindness, perseverance, and excellence and reflects the aspirations we hold for every student, sta , alumni and member of our community.
The Strategic Plan 2025–2029 is anchored in five key pillars:
• Bold Expectations: We aim to foster a culture of high standards and personal growth, ensuring every student is supported to achieve their best.
• Exceptional Sta : Our dedicated educators and sta are the heart of our College, and we are committed to empowering them to bring our vision to life.
• Strong Connections: Deepening relationships with families, alumni, and the wider community will enhance our students’ experiences and strengthen our collective impact.
• Future-Ready: With a focus on master plan development, we will prepare our students for the opportunities and challenges of tomorrow.
• Sustainable Legacy: Through sound governance and environmental, social, and financial responsibility, we will secure a vibrant future for generations to come. This strategic plan is more than a framework; it is a promise to our community. Together, we will continue to build on Kingswood College’s legacy, ensuring our students are inspired, connected, and prepared for a world of endless possibilities.
At Kingswood College, we wholeheartedly embrace the principles of
coeducation and strive to create a nurturing and inclusive environment, empowering our students to become confident and resilient individuals who are well-equipped to navigate the complexities of the modern world.
About
Kingswood College
A: 355 Station St, Box Hill, VIC 3128
T: +61 3 9896 1700
E: reception@kingswoodcollege.vic.edu.au
W: www.kingswoodcollege.vic.edu.au
Carey is a leading co-educational independent school o ering three-year-old Early Learning to Year 12. Our forward-thinking education empowers our students to become confident and responsible global citizens. Our vibrant spaces and innovative learning and wellbeing programs inspire young minds and enable students to follow their passions and shape their futures.
Co-education builds confidence, respect and social skills
We believe co-education is a vital part of helping our students to develop who they are. By encouraging children to work e ectively and respectfully with a diverse group of people, they are exposed to a wide range of perspectives and experiences. Coeducation supports our programs, enhances the school experience for students and helps to develop open-minded and independent young people.
World-class educators
Recruiting and developing the best educators and professional sta is one of our greatest priorities. Our philosophy of student-centred learning requires students to be active, responsible participants in their own learning, with the teacher working as a mentor. Our educators are experts in their fields, and are committed, passionate and inspiring leaders and mentors for our students.
Student wellbeing is prioritised
The wellbeing of every student is at the heart of everything we do at Carey and our fully integrated wellbeing program underpins all our activities. Through nurturing student wellbeing and supporting their individual interests, we foster an environment that supports them in achieving their best while also developing individuals with integrity, resilience and a social conscience.
State-of-the-art facilities
In order to deliver the best possible learning programs, we ensure students
have access to inspiring facilities. This includes the award-winning Centre for Creativity and Collaboration, a modern and inspiring building for our Middle School students, and the university-inspired Centre for Learning and Innovation for our Senior School.
A connected community
Over many years, Carey students have benefitted from the support that comes with being part of a large and engaged community. The ongoing and important contribution of our community enables the development and success of the young people in our care and is testament to our belief in a shared responsibility for creating tomorrow’s thinkers, leaders and positive changemakers.
Come and find out more
We build on students’ individual qualities to develop young people who flourish and can lead and serve with courage, compassion and intelligence. We warmly invite you to visit our website and join one of our regular tours or open mornings to learn more about what makes a Carey education di erent.
About Carey
A: Donvale Campus: 9 Era Court, Donvale VIC 3111
T : +61 3 8877 8500 E: donvale@carey.com.au
A: Kew Campus: 349 Barkers Road, Kew VIC 3101
T : +61 3 9816 1222 E: reception@carey.com.au
W : www.carey.com.au
School
About St Michael’s
St Michael’s is the private school of choice for Melbourne families that value Dignity, Respect, Care and Compassion, and want their children to be safe, nurtured and challenged as individuals.
We are an inclusive co-educational school community o ering a singlecampus model, state-of-the-art facilities, expert teachers, and broad-ranging, future-focussed learning and development programs that support each student to maximise their potential by developing their talents and encouraging their passions. Each student is equipped with the knowledge, attributes and confidence to pursue a meaningful future.
We have been perfecting our leadership of co-educational learning communities for almost 50 years, with diversity and inclusion evident in our people, programs, policies and culture.
Our broad-ranging educational o ering, both curricular and co-curricular, and our emphasis on contributing citizenship empowers our students to make a di erence in the world.
50 years of coeducational expertise
Originally a School for girls, St Michael’s became coeducational in the 1970s. We have been perfecting our delivery of coeducation ever since.
Today, we aim for gender balance in each of our cohorts so that St Michael’s students experience genuine coeducation and the multitude of benefits realised when all genders are learning and developing their values, together.
Our successful track-record as leaders in the delivery of coeducation is evidenced by our consistently high VCE results, with gender-balance reflected in our top-performers.
As part of our commitment to both authentic coeducation and child safety as a Victorian Respectful Relationships Lead School, St Michael’s has been contributing to best-practice in ‘healthy relationships’ for many years. Through our ongoing commitment to child safety, we are dedicated to providing the necessary resources for sta , students and families to maintain our childsafe culture.
Embedded in the Curriculum from the early years through to Year 12 and with a range of extra-curricular programs throughout the year, all students undertake age-appropriate learning focussed on growing their self-awareness and ability to navigate personal relationships.
Excellence and achievement
Many schools are known for being good at one thing: whether that be a particular sport or academic field. At St Michael’s, our goal is to have the right extension opportunities for every individual student – whether it be in STEM, Humanities, the Arts, Sport or Culture – or all of the above.
This is reflected in the diverse achievements of Old Michaelians – from Hollywood film directors to AFLW stars, playwrights, businesspeople, scientists,
doctors and CEOs of large-scale not-for-profits.
To achieve this, we work collaboratively with students to understand their individual interests and needs for extension, and carefully plan our resourcing to be able to o er an exceptionally wide range of learning and extracurricular opportunities.
Holistic education: skills for the future
We know that leaders of the future will be those with the ability to think creatively, and critically.
That’s why at St Michael’s, we are passionate about providing students with a diverse range of learning experiences within and beyond the classroom, with a strong focus on developing the core competencies of Creativity, Collaboration, Character, Critical Thinking, Communication and Citizenship.
We achieve this through:
A comprehensive academic o ering with an extensive range of subject choices
In addition to delivering all core subjects of the Victorian Curriculum, we o er over 35 elective subjects at Senior School level, with a diverse range of options – from Software Development, to Chinese Language, Theatre Studies and Music Performance.
A wide variety of co-curricular activities
Alongside a rich co-curricular program including Sport, Music, Chess Club and more, our Extended Tuition Program is available Monday-Friday in the mornings and evenings and o ers a wide range of programs for individual student interests, such as Robotics, Soccer, Yoga, Tennis, Entrepreneurship and Arts and Craft.
An innovative and long-established approach to Outdoor Education/ Experiential Learning
Our Experiential Learning Faculty’s innovative programs are o ered from Prep to Year 12 and fuse the curriculum with personal development and once-ina-lifetime experiences in some of the most naturally and culturally rich places on earth. There are local, interstate and international programs available to students based on year level and subject, such as the Biology Excursion to the Great Barrier Reef for Year 10s and the ‘Penguin Squad’ Signature Program for Year 3s which immerses them in researching the Penguin colony on Port Phillip Bay.
Exceptional teaching sta
Our ability to deliver a well-rounded education is enhanced by the exceptional teaching talent that we source, with many of our educators possessing industry connections and actively contributing to professional fields such as the Arts, Elite Sport and Technology in their lives outside of work.
And while our students continue to achieve excellent results in the VCE, our goal is to remain ahead of the game as we challenge the ATAR as the sole definition of educational success for young people.
Our research partnership with The University of Melbourne’s New Metrics team seeks to uncover a more dynamic way to measure students’ progress, taking into account the fact that leadership in a tech-dominated future will require much more than ‘specialist knowledge’, as the division of work between humans and machines becomes increasingly ambiguous.
Parallel to Standardised Testing and the VCE, we are embedding additional frameworks for assessing student progress that focus on the abovementioned competencies.
One campus, one community: nurturing individuals
As a one-campus school of 1200 students from Kindergarten to Year 12, we know who our students are and we nurture them as individuals.
The strength of our community, made up of students, sta , parents, alumni and educational partners enables our School’s ‘wellbeing-first’ approach – which sees many families choose us in favour of schools where one-dimensional academic performance markers are given greater emphasis than students’ happiness and wellbeing.
Wellbeing and Inclusion are more than buzzwords to us; they are an integral part of our culture, and writ large in our Teaching, Learning and Caring Framework which guides the approach to learning at our School.
Safety, Inclusion and Progress
Known for our inclusive culture, St Michael’s is committed to modelling Contributing Citizenship and breaking down barriers between our School and the broader Melbourne community.
Rather than being a place of exclusivity, we want our students to understand their responsibilities as Michaelians, and to be given the frameworks and encouragement to seek purpose in their studies and lives, remaining curious about and open to di erence.
We have a zero-tolerance approach to bullying and discrimination and we are committed to courageous decision-making and considered conflict resolution.
We do not shy away from problems when they arise – whether it be a social, emotional or learning challenge. Our goal is always to restore harmony, improve supports for the a ected individual/s, and to stand by our policies and values where internal resolutions cannot be achieved.
Award-winning Facilities and Partnerships
Our campus includes:
• Architecturally celebrated Performing Arts Centre, St George’s
• Award-winning Centre for Inquiry and Innovation for Junior learners
• Award winning Gipson Commons which houses the Knowledge Commons, Science laboratories, a food technology kitchen and café
• 25m six-lane Swimming Pool
• Basketball Stadium, gymnasium, dance studio and multiple outdoor playing courts
We also have access to world class sporting facilities at the nearby Melbourne Sports and Aquatic Centre and Lakeside Stadium and we partner with leading community sporting organisations to deliver programs of excellence.
In addition to our sporting partnerships we engage with numerous local, national and international organisations, such as:
• The University of Melbourne
• Monash University
• RMIT
• Red Stitch Theatre
• Fortyfivedownstairs Gallery
• The City of Port Phillip
• Victorian Pride Centre
• Earthcare
Recent Awards:
• St Michael’s Junior School: Primary School of the Year (Non-Government), Excellence Awardee, (Australian Education Awards 2024)
• St Michael’s Centre for Inquiry and Innovation: Innovative Learning Design, Winner (Australian Education Awards 2024)
• St Michael’s Sustainability and Waste Management Strategy: Winner, Campus Infrastructure and Operations, ResourceSmart Schools (Sustainability Victoria, 2024)
• St Michael’s Performing Arts Centre St George’s: George Knight (Heritage Excellence) Award, 2024 Victorian Architecture Awards
• St Michael’s Senior School – Student Representative Council: Finalist, Student Voice School of The Year Award, Victorian Student Representative Council
About St Michael’s Grammar School
A: 25 Chapel Street St Kilda T: +61 3 8530 3200 E: enrolments@stmichaels.vic.edu.au W: stmichaels.vic.edu.au
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
MAY
VCE and Careers Expo 2025, Melbourne 1-3 May vceandcareers.com.au
National Road Safety Week 11-18 May roadsafetyweek.com.au
National Careers Week 12-18 May careersweek.com.au
Careers Expo, Perth 15-18 May careers-expo.com.au
National Walk Safely to School Day 16 May nationaltoday.com/walk-safely-to-school-day
National Reconciliation Week 27 May – 3 June reconciliation.org.au
JUNE
SEPTEMBER
Schools Tree Day 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 29 August – 4 September nationaltoday.com/literacy-numeracy-week
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
National Walk Safely to School Day encourages primary school children to learn about the importance of road safety in a practical setting.
The VCE and Careers Expo 2025 is taking place in Melbourne from 1-3 May.
