‘Seedsower’ by St Philip’s Christian College Newcastle Alumni and Children’s Book Illustrator, Susanna Harrison
We acknowledge the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.
Study: The LEAD Committee & the Launch of the Accelerate
Case Study: CrossCampus Study Camp
Revolutionising Education: SPCE’s Journey to Seamless Technology Integration
Reimagining Outside of School Hours Programs: Addressing Learning Gaps & Nurturing Development
HSC SmartTrack: Upskilling Students Through Tailored Pathways
PUBLISHER
St Philip’s Christian
EDITOR
ART
CONTRIBUTORS
From the Editor
It is a privilege to be on a journey with an organisation that actively and constantly seeks new ways to offer our young people an educational experience that is truly transformative, serving them now and long after they leave.
I am continually inspired by stories I hear of the transformative journeys of young people at St Philip’s. These stories powerfully remind us of our core mission.
Take Susanna’s story, for example, featured in this edition. It beautifully illustrates how a Christian education can profoundly impact a young person’s life, extending its influence across multiple generations.
A unique enterprising spirit is woven into the very fabric of St Philip’s Christian Education. This culture was established right from the very beginning, and we continue to see it in each college, centre, and
initiative. Across the group we witness pioneering designs that motivate us all and drive us forward.
For over four decades now, the staff and community here at St Philip’s have continued to forge new paths, explore innovative educational approaches, and create better futures for our students. At the core of who we are, we are dedicated to equipping our students with holistic foundations, embedded in the Christian gospel, for every stage of their lives.
This magazine aims to share these stories in the hope that they will encourage and inspire you.
We value your input and welcome your feedback via email at central@spcc.nsw.edu.au.
Enjoy!
Hannah
Dear Readers,
It gives me great pleasure to be able to welcome you to this, our first edition of Pioneer.
Over the last four decades in my journey with St Philip’s Christian Education Foundation, I have had the joy of being a part of and witnessing pioneering initiatives in the Christian Education landscape. Initiatives which have had a positive and lasting impact on the families we serve here at St Philip’s as well as the wider network of Christian Schools both in our community and beyond. We’ve long wanted to share these stories more widely, hoping to encourage and support others in education and various industries to transform God-inspired ideas into programs that positively impact lives.
Our vision is to create a bi-annual, high-quality publication that will be relevant, challenging, thought-provoking, and inclusive of a diverse range of voices and perspectives, including students, alumni, staff, academic researchers and scholars, policymakers and more.
In this first edition, we’ll focus on the benefits of a multi-school group and the possibilities realised within the St Philip’s group of schools due to our structure. From launching our Teaching School in 2018 to train contextually and professionally ready teachers, to the opening of SPCC Gilibaa, our bilingual Aboriginal school at SPCC Port Stephens this year,
we’ve established wonderful initiatives in the education sector. I believe our success is greatly enhanced by the multi-school nature of our organisation.
We hope this magazine brings you encouragement as you read stories of transformation through the power of education and Godly influence.
We’d love to connect with you further, so if you’re interested in connecting with us here at SPCE, please reach out.
Grace and Peace,
Graeme Irwin AM
Chief Executive Officer
St Philip’s Christian Education Foundation
MR GRAEME IRWIN AM, ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION CEO
Advantages of a Multi-School Group
At St Philip’s Christian Education, we believe that every student deserves the opportunity to experience a great education.
This includes both exemplar academic teaching and learning practices as well as the benefit of being afforded a range of wrap-around experiences throughout the schooling journey. At SPCE a journey which is firmly embedded within Christian beliefs, values and practices. Across Australia, research is showing us that many students are not afforded this opportunity.
About one in three primary and secondary students fell short of the proficiency benchmark in reading and numeracy in the 2023 NAPLAN tests. In outer regional and remote schools, nearly half of students did not meet the proficiency benchmark. And about twothirds of Indigenous students were below the benchmark.*
We firmly believe that to counteract this trend, the remedy lies in forming a multi-school group. As the research shows, what sets multi-school groups (MSGs) apart is the capacity of the Executive Leadership and the wider Central Office Team, to offer guidance and assistance, in contrast to the isolated stance of individual schools. The proven pattern for success is ingrained within the SPCE structure, facilitated by the formal ties between schools and the Central Office. Entities within the SPCE group receive clear direction and significant support, enabling them to implement a unified strategy for operating a successful school.
CENTRAL OFFICE TEAM
A multi-school group has the benefit of a Central Office which can provide all schools and entities within the group the added advantage of specialist support that otherwise cannot be accessed in a stand-alone school. The Central Office provides professional services including leadership support, educational consultation, professional development, staff collaboration, human resources, finance, building services, risk management, information and communication technology and marketing communications. Economies of scale mean that individual entities benefit from larger scale and higher-level resourcing across many areas than a standalone school.
LEADERSHIP SUPPORT
Each of our school principals come under the guidance and mentorship of our Executive Principal, regular meetings one-on-one with the EP and together as the Executive Leadership Team of the College, ensures the principals are supported and encouraged in their role as well as being accountable in their operations of the school.
Principals receive support and guidance from the CEO, Deputy CEO and CFO with strategic and financial planning as well as wellbeing and crisis management support. The Principal’s Collegial Support Team allows principals to share resources and coordinate improvement efforts.
The Leadership Pipeline is a bespoke leadership development program designed for SPCE middle leaders which supports them in their career progression and prepares them for a leadership role within the organisation.
Key advantages to a multi-school group
Good and effective governance and leadership are capable of managing multiple schools
Principals benefit as they support each other and collaborate for better outcomes for students and staff
Student outcomes can be improved because of the greater pool of expertise and access to resources
Opportunities for expansion and innovation are created with the larger scale of operation
Economies of scale can realise cost savings
MULTI-SCHOOL ORGANISATIONS ARE THE ‘GOLDILOCKS’ STRUCTURE TO IMPROVE SCHOOLS*
At SPCE, cross-school teams have been established for an wide range of different areas.
CROSS-SCHOOL TEAMS PROVIDE BROADER IMPROVEMENT
Cross-school teams made up of specialist staff from each entity get together regularly to share best practice and develop shared frameworks and resources. This in turn provides broad benefits for the staff and students in the individual entities.
TEACHING & LEARNING
WELLBEING
GLOBAL PARTNERSHIPS
TEACHING SCHOOL COORDINATORS VET & PARTNERSHIPS
ACADEMIC STANDARDS & GROWTH STRENGTHS
ABORIGINAL EDUCATION CHRISTIAN EDUCATION
Key benefits of school collaboration
There is an increasing body of evidence for the benefits of formal partnership between schools which include:
• Sharing responsibility to meet rising expectations, resulting in better student progress and attainment.
• Shared strategic thinking, planning and expertise for school leaders, board members and teachers to tackle challenges together.
• New and different interschool solutions to address recruitment and retention challenges as well as to plan succession more effectively.
• Opportunities to fund specialist expertise within a school group and provide richer curricular and extracurricular activities.
• Increased options for shared professional development whether led by staff from one of the partner schools or an outside body.
• New economies of scale and collective purchase made possible within larger groups, helping schools to realise cost savings.
TEACHER TRAINING
The St Philip’s Teaching School was formed by St Philip’s Christian Education Foundation in 2018, in partnership with Alphacrucis University College, bringing to life the vision to train and equip Christian educators within a school community. The Teaching School is an apprenticeship model of teacher training; Trainee teachers experience school life from day one of their degrees with the support of dedicated mentor teachers and the Teaching School team.
The reality of this program could only have been realised due to the nature of the SPCE group and the network of schools that can provide a training ground for the studying teachers.
BENEFITS FOR TEACHING STAFF
Running a group of schools enables SPCE to offer more opportunities to staff. Staff benefit from a range of hands-on professional development opportunities that a stand-alone school would be hard-pressed
*Hunter, J., Haywood, A., and Parkinson, N. (2024). Spreading success: Why Australia should trial multi-school organisations. Grattan Institute.
to deliver. This includes induction programs, specialist training for middle leaders, and training for nonteaching staff.
Staff across the network are provided professional development opportunities throughout the year. The staff formally met together twice a year for vision casting and professional development. The mid-year conference allows staff to collaborate with their faculty counterparts from across the network to swap best practice and to collaborate on innovative pedagogy and classroom practice.
Teachers attend organisation-wide curriculum excellence master- classes for all subject areas. School office staff can get training on talent acquisition or website design.
MSGs can take advantage of running multiple schools to offer teachers and other professionals (such as IT and facilities staff) career pathways and professional development opportunities that are not possible in stand-alone schools.
An Inside Look at the Transformation
Celebrating 40 Years of Growth and Expansion
ABSTRACT
In 2022, St Philip’s Christian Education Foundation (SPCEF) celebrated its 40th anniversary, reflecting on its significant growth since opening as a single K-7 school in 1982. This milestone prompted a rebranding initiative to ensure the organisation’s public image accurately represented its core values and identity. This process reaffirmed SPCEF’s foundational values and clarified its identity, ensuring a coherent external representation that aligns with the authentic experience of engaging with St Philip’s, positioning the organisation to continue inspiring and serving its community with clarity and purpose.
In 2022, St Philip’s Christian Education Foundation (SPCEF) proudly celebrated its 40th anniversary.
Since opening our doors on February 4, 1982, St Philip’s has undergone remarkable growth and development. What began as a single K-7 school with 25 students and two staff members operating out of a hired church hall, has now grown into a comprehensive educational group of schools.
Today, St Philip’s encompasses
This expansive group educates over 5,000 students and employs more than 850 staff members.
Given our substantial growth and diversification, it became essential to reassess our brand. We needed to ensure that our public image accurately reflected our core identity and values.
Leading up to our 40th anniversary, we decided it was the right time to get clarity on the current state of our brand and make the changes necessary to clearly communicate who we are as an organisation, why we are here, who we serve and what we offer that is unique.
This began an in-depth and exciting journey to developing a new brand presence that is clear, unified and authentic to who we are.
Our first step was to engage a partner in this process who we believed would understand the heart of our organisation and would work alongside us in the development of a brand which would accurately
reflect the core of who we are. We engaged Mezzanine, a local creative agency who have long-standing connections with St Philip’s and a good understanding of our vision and mission.
Led by Nikki Wright and Luke Burrell, Mezzanine’s team felt like a natural extension of our own, offering valuable insights and commitment throughout the process.
On the journey, we wanted to articulate, both for ourselves initially and then for how we represent ourselves externally, our identity as an organisation, if St Philip’s was a person, what type of person would we be. After much reflection we landed on the following:
The faith-full pioneer
By articulating our brand persona, we can all ensure that in all that we do, regardless of our role within the organisation, we are representing St Philip’s authentically.
5,000 STUDENTS
850 STAFF Aboriginal School K-12 Colleges
Alternate Learning College Campuses
Saints Academy Locations
Young Parents Colleges
Early Learning Centres Teaching School
The faith-full pioneer
Grounded and certain in our faith, we carry an air of quiet confidence and honourable character that draws others to trust our sage guidance.
We share our wisdom authentically and with humility. We pursue excellence in life to honour God, ourselves and others. We believe education, like life, is not linear and each person’s journey is unique and remarkable. And we inspire because we create the way.
A spirit of curiosity and ingenuity makes us engaging and ignites wonder in others as we question, explore and seek better paths.
We are courageous because we know God. Inadvertent pioneers who are intent on serving others. Now, we’re a catalyst for the kind of learning that changes lives.
Always out ahead, people anticipate our foresight and are inspired by our vision knowing that alongside us, they will come to understand and fulfil their whole potential.
The self-reflection of our internal brand expression formed the basis of our visual representation to our external community.
Our previous visual identity lacked coherence and did not align with our strong positioning or future vision. The brand was inconsistent across campuses, creating a diluted and disconnected image. There was also no overarching strategy, guidelines, templates or design system to assist with coherence across print and web channels.
To address this, we unified our visual identity under a single, cohesive brand. Key changes included:
UNIFIED BRAND VOICE
St Philip’s now has one voice, one purpose, and one set of values across all entities.
CONSISTENT VISUAL IDENTITY
We developed a memorable and stylistically consistent visual identity system for use across all print and web channels.
PRACTICAL DESIGN ASSETS
We created a versatile toolkit of design assets to ensure consistency while allowing for real-life application variations.
One notable change was the transition from the language of Schools and Services to using the term Learning Communities to ensure that all entities under the SPCEF banner were represented accurately and equally.
The final piece of the puzzle was to launch our new SPCEF website as our primary window into the world of St Philip’s. We worked with web development company Newism to establish an architecture and a design which would showcase the new representation of our brand.
This rebranding journey has been invaluable. It allowed us to reconnect with our foundational values, clearly define who we are, and ensure that our external representation accurately reflects the true experience of engaging with St Philip’s. As we move forward, we are confident that our unified brand will continue to inspire and serve our community with clarity and purpose.
Our Values
Christ First
We honour Christ in all things. Serve One Another
We appreciate the unique God-given potential of each person.
Strive for Excellence
We aim to do our very best all the time.
Do What is Right
We always behave in a Christian manner.
Build Community
We ensure everyone feels like they belong.
TAILORED EDUCATION
Young Parents College
Offering a dual generational approach to supporting young parents and their children.
St Philip’s Christian College Young Parents is an accredited Special Assistance School for teen parents and their children. Young Parents College provides transformational education through flexible learning environments and quality early learning.
Our desire is that every student will successfully complete their studies, achieve their Higher School Certificate and transition into tertiary education.
A Narnia Young Parents centre is located onsite to our Young Parents College locations to provide a supportive partnership for our parents who are studying at our Young Parents College. As the young parent studies in their classroom, the children are also learning and developing skills in a stimulating and nurturing environment in the Early Learning Centre.
Learn more about Young Parents College
Case Study: The LEAD Committee & the Launch of the Accelerate Program
VISION
The St Philip’s LEAD Committee exists to form and disciple exceptional Christian Leaders to carry and advance the vision and impact of Christian Education in our organisation and beyond for the glory of God.
One benefit for staff who are employed by a multi-school group is increased promotional and leadership opportunities. SPCE has a desire to provide pathways and opportunities for staff within the organisation to continually advance their career in the Christian Education sector and adequately prepare them for leadership roles. In order to achieve this, in 2023 Graeme Irwin established the LEAD Committee. The purpose of the LEAD committee is to support the CEO in developing the organisation’s most experienced leaders while spearheading the establishment of a bespoke Leadership Pipeline program.
PURPOSE
The purpose of the Leadership Engagement and Development (LEAD) Committee is to support the CEO in developing the organisation’s most experienced leaders and in overseeing and managing the program initiatives so as to:
• Invest in forming exemplary Christ-centred education leaders in the service of the Kingdom of God and the organisation’s vision, mission, and values.
• Cultivate a culture of Christian leadership formation/development.
• Equip our best leaders to sow into and raise up aspiring and called staff through mentoring and other opportunities.
• Ensure a pool of in-house developed and highquality leaders are available for leadership roles.
• Reduce the cost of recruitment and organisational risk associated with reactive leadership replacement.
• Retain high-quality staff and reduce staff churn.
• Raise the quality of leadership activity within the organisation to benefit our staff, students, parents and carers, and community.
• Improve our employer reputation and promote St Philip’s as an employer of choice.
This year the LEAD Committee launched Accelerate, a pilot leadership program exclusively for SPCE middle leaders. Staff within the program are able to learn from leaders not only within their Learning Community but from across the whole group of schools.
The bespoke program is one year long and is designed for existing middle leaders across the organisation. Eligible participants will have demonstrated strong Christian leadership capabilities and a servant heart, evidenced in the way they manage and lead their teams.
The Accelerate program aims to accelerate the personal and professional leadership learning journey of participants, to equip them with the knowledge and skills to increase their leadership effectiveness.
It will introduce some of the higher-level skills required to lead a complex team, introducing some compliance, governance and legal frameworks that senior leaders in schools need to be familiar with, including strong links to the Teaching Standards.
But among you it will be different. Whoever wants to be a leader among you must be your servant, and whoever wants to be first among you must become your slave. For even the Son of Man came not to be served but to serve others and to give his life as a ransom for many.
MATTHEW 20:26-28 (NLT)
FIVE LEARNING AREAS
The curriculum is grouped around our organisation’s five core values.
Christ First
Spiritual Leadership
Serve one Another Servant Leadership
Strive for Excellence Best Practice in Educational Leadership
Do What is Right Ethical Practices for Leading People
Build Community Developing and Maintaining Meaningful Christian Community
Accelerate Program four-part structure
Five Learning Days
Spiritual Retreat
Asynchronous Learning
Coaching Sessions
MEMBERS OF THE LEAD COMMITTEE
Graeme Irwin CEO
Michelle Cairelli
Executive Principal, Dynamic Learning & Young Parents
Marty Telfer Principal, SPCC Port Stephens
Jamie Fahey Principal Elect, SPCC Newcastle
Andrew Youd Lead Specialist and Business Development, Teaching School
Virginia McMurray Director, People & Culture
A Worimi School Immersed in Culture & Language
ABSTRACT
Aboriginal students across Australia face significant educational disadvantages, with many falling behind early and becoming increasingly disengaged by high school. The 2023 NAPLAN tests highlighted this issue, revealing that two-thirds of Indigenous students did not meet proficiency benchmarks. In response, the St Philip’s Christian Education Foundation, with the backing of the Yadha Muru Foundation and the Worimi community, established St Philip’s Christian College
Gilibaa in January 2024. This school-within-a-school aims to bridge the gap by offering a culturally supportive environment where Aboriginal students can learn both academic subjects and their heritage, including the Gathang language. With small class sizes and intensive programs in literacy and numeracy, SPCC Gilibaa emphasises cultural identity and aims for its students to continue thriving in their education beyond primary school. This initiative is supported and celebrated by the Worimi community, highlighting the importance of cultural immersion in fostering both educational and personal growth among Aboriginal students.
This initiative is supported and celebrated by the Worimi community, highlighting the importance of cultural immersion in fostering both educational and personal growth among Aboriginal students.
Aboriginal students in schools nationwide are not being provided with an educational environment which encourages success. Research indicates that many students are falling behind early in their academic journey, and as this gap widens by high school, they often become disillusioned, despondent, and lose interest and motivation in continuing their education.
Deputy Vice-Chancellor Indigenous, Prof Leanne Holt to propose the idea of the establishment of an Aboriginal school-withina-school as part of the St Philip’s Christian Education group. It quickly became evident that due to the multi-school nature of the St Philip’s group of schools, the structures in place would provide a foundation conducive to success in this venture.
“Australia has a long way to go to achieve excellence and equity. About one in three primary and secondary students fell short of the proficiency benchmark in reading and numeracy in the 2023 NAPLAN tests. In outer regional and remote schools, nearly half of students did not meet the proficiency benchmark. And about two-thirds of Indigenous students were below the benchmark.”*
GRATTAN INSTITUTE
Our Aboriginal students are not only deprived of the chance to learn in a manner that aligns with their cultural learning style, but they are also denied the opportunity to immerse themselves in their culture while at school.
St Philip’s Christian Education Foundation was first was approached in 2019 by the Yadha Muru Foundation, led by prominent Aboriginal community leader, Sean Gordon and UNSW’s
St Philip’s developed an Aboriginal Education Team who worked alongside the Worimi Community to begin a journey toward the establishment of an Aboriginal school which would address both the academic and cultural need for our Aboriginal students.
In partnership with the Worimi community and its organisations, St Philip’s Christian College Gilibaa was launched at SPCC Port Stephens in January of 2024.
Gilibaa means ‘The Place of Light’ and the desire of the community at St Philip’s is that the school will be a place where Aboriginal and Torres Strait Islander students will have the opportunity to develop not just in education but also in their understanding of local Aboriginal culture. Students will learn in both English and the Gathang language (the language of the Worimi people) and be embedded within the broader community at St Philip’s Christian College Port Stephens.
Nadine Russell, a Worimi Registered Owner, Worimi LALC Board Member and Knowledge Holder shared how she is thrilled to see this new school established.
*Hunter, J., Haywood, A., and Parkinson, N. (2024). Spreading success: Why Australia should trial multi-school organisations. Grattan Institute.
This is a great thing for our community. Our kids will be receiving the best of both worlds. To be able to learn in both English and our Gathang language is truly special. Our kids will grow up speaking our language and then teach their family at home, our language begins to thrive again.
My hope for this school is to instill in our kids the sense of cultural strength and high educational morals. We are teaching the next leaders in our community and I fully support what they are trying to achieve. I know our old people would be proud.
NADINE RUSSELL, A WORIMI REGISTERED OWNER, WORIMI LALC BOARD MEMBER AND KNOWLEDGE HOLDER
The classroom programs are systemic and intensive, with an emphasis on literacy and numeracy, delivered in a culturally supportive and enriching environment. Our goal is for Aboriginal and Torres Strait Islander students to reach high school having achieved personal success, maximising their opportunities both in high school and beyond. Our hope is that every student who graduates from SPCC Gilibaa in Year 6 will continue their secondary education at St Philip’s Christian College Port Stephens.
In order to promote strong academic growth, class sizes are small, between 12 and 16, and are taught by a fulltime teacher and a teacher’s aide.
In addition to promoting numeracy and literacy, the classroom programs emphasise cultural identity and understanding. The Worimi community and its organisations actively participate in teaching Aboriginal practices, history, language, and culture. This partnership gives all St Philip’s students the opportunity to understand and celebrate the contributions of Aboriginal and Torres Strait Islander people to our society. A strong cultural foundation is built through immersion in culture, focusing on the Four Pillars of Culture: Land, Language, Story, and People. The curriculum incorporates
Gathang, the language of the Worimi people, into everyday classroom use, with designated language sessions to introduce new concepts. Learning Gathang systematically lines up with components of English grammar as students learn how to build language sentences.
Director of Aboriginal Education, Mr Jonathan Lilley, believes this deep immersion into Aboriginal culture within the classroom is a key to the success of the program.
“One of the examples of immersion of culture into curriculum came during a Geography lesson, mapping, which is achieved through the ‘Going on a bear hunt’ song. Worimi people have a story where our kids find honey through watching the native bee, we sing (in Gathang language) that story and dance that story. We spoke less of bears and more of bees! The students found a beehive and tasted the honey. Geography outcome achieved through local culture, perfect.”
MR JONATHAN LILLEY
SPCC Gilibaa K-2 Teacher, Mrs Rebecca Ferguson, has been excited to see the progress in the students and the indications of success of the program after such a short period of time.
“It is incredible to see the students becoming bi-lingual; the other day a Year 2 girl was reading a story about catching fish. Without being asked she scanned the word ‘fish’ in her head but instead of saying fish aloud, she used the Gathang word ‘makurr.
Through all of this the students are growing in their identity and feel their culture is strong and valuable and still alive and applicable in the modern world. Instead of saying ‘Aboriginal people used to…’ they are saying ‘My People…”
MRS FERGUSON, GILIBAA K-2 TEACHER
Each Thursday, Gilibaa hosts the Worimi Aboriginal community for morning tea. This is a vital time for our College, often the community members share learning experiences with the students and will join reading groups across the morning, their involvement in the educational journey helps to endorse both the teachers and the learning environment.
Worimi Elder Aunty Lorraine Lilley reflected on the significance of this endeavour and the progress that has been made in providing children with this valuable educational experience.
“One or two generations back the Worimi people of Port Stephens, under the Aborigines Protection Board, were restricted to primary level education only. Not to mention our traditional language was prohibited. Aboriginal history and culture was not taught in schools until recently. Now we are discussing bilingual education. This is an amazing development. Local Worimi Elders will be thrilled to know that their grandchildren and great-grandchildren will have the opportunity to learn in a first-class environment. Well done and congratulations for being bold enough to bring this exciting project to our community.”
AUNTY LORRAINE LILLEY, WORIMI ELDER
TAILORED EDUCATION
Discover Gilibaa
A Worimi School immersed in culture & language.
St Philip’s Christian Education Foundation has made a commitment to prioritise our efforts toward our Aboriginal community by providing an educational environment known as St Philip’s Christian College Gilibaa.
In partnership with the Worimi community and its organisations, the aim of this school is to develop cultural confidence and strong foundations in literacy and numeracy for Aboriginal and Torres Strait Islander primary students.
Empowered by Acceptance: Alumni, Susanna’s, Journey
Meet former student, Susanna Harrison (Kirtley), Alumni of St Philip’s Christian College, Newcastle.
Can you tell me a little bit about your background and how you came to be a student at St Philip’s?
“Before I came to St Philip’s I was in Year 9 at St Mary’s at Gateshead, but before that I was made a ward of the state when I was 5 years old, and I’d been moved around a lot of different foster homes. I was put into a group home when I was 12 years old and the next age up was 16, so I got put into a group home with totally like naughty kids, so I kind of just got in with these kids and started not going to school.
It was really difficult to get to school and there was absolutely no parental care, absolutely no one helping you out, so no one helping you with asking you about homework or getting you lunch, getting you anything really. So I started not going to school and it turned out I didn’t go to school for 36 days of Year 9. I was struggling academically, I was the lowest student in the lowest classes so I had no self-esteem, I had no family. I was going to youth group, and I met some really nice
kids there that came to St Philip’s so I had the idea that I wanted to go to this school, I realised that I can’t just not go to school, I’ve got to get an education. So I decided to go to DOCS (Department of Community Services) which was up at Charlestown and I went in there and I spoke to my District Officer, her name was Yolanta, and we sat down and I said I wanted to go to St Philip’s and she was just a bit shocked with me coming and even talking to her, I think I’d met her about three times since becoming a state ward since I was 5 years old and she said ‘yes okay’ and that was it.”
And what was it about coming to St Philip’s that helped to pull you out of the downward spiral that you were in?
“In my initial interview with Mr Irwin, he said ‘I’m going to give you a go’. I think in that moment that was really a major moment in my life and it was really nice.
What happened was that I was seen that day in that meeting
and I was welcomed, and you have to understand a kid like me, I’d been suffering a lot of trauma, no one had cared at all and you really know, you know who you are when you’re that kid, you know there’s no one there and if I don’t make my own life no one’s going to make it for me.”
But I think the acceptance and the fact that he gave me a chance, that made all the difference. That doesn’t happen every day to a kid like me. That’s the power of acceptance, just being accepted and having a place is amazing for a kid, yeah.
Susanna graduated from St Philip’s Christian College, Newcastle in 1995 and went on to a Bachelor of Design at Newcastle Uni, followed by jobs in advertising, greeting, textiles and publishing. For the last ten years, Susanna has worked as an independent Illustrator represented by a New York Illustration agent, illustrating and working with many international brands and Art Directors. Susanna is married to Paul and together they have two daughters who both attend St Philip’s.
Listen to the whole interview
It Takes a Village to Raise a Teacher
ABSTRACT
At the heart of delivering quality Christian education lies the training of professionally and contextually ready Christian educators. Yet, Christian Schools know too well the challenges of recruiting quality, Christian, and contextually ready teachers who can support their vision and mission. The St Philip’s Teaching School recognises the imperative need for well-trained teachers with a contextual understanding of varying school communities, and through an innovative approach to teacher training, is also addressing the current teacher shortage. A focus on partnership among schools, tertiary institutions, and Teaching Schools, known as the ‘Third Space’, is attracting a growing number of high-calibre applicants. This approach evidences enhanced teacher preparedness and retention, ultimately ensuring students receive a quality
Established in 2018
in partnership with Alphacrucis University College, the St Philip’s Teaching School responds to the urgent need for contextually aware and professionally ready educators. By involving school communities in the teacher training process, traditionally held by tertiary institutions, this innovative model addresses the gap between theoretical knowledge and practical application, ultimately improving teacher quality and retention.
St Philip’s Teaching School is committed to developing teachers who excel professionally and possess a deep understanding of Christian teaching practices. The program employs a holistic, Christ-centered approach to teacher formation, nurturing passionate and professionally prepared teachers dedicated to each student’s holistic growth. To enable this, trainees are employed in schools from day one of their degree program under the guidance of dedicated mentor teachers. These mentors provide a balance between support and challenge, fostering growth within Christian School communities, where both trainee and mentor flourish.
The Third Space
A triangulated approach, involving tertiary institutions, schools, and the ‘Third Space’ or Teaching School, is pivotal to the St Philip’s Teaching School model. The “Third Space” is not merely a bridge between school and tertiary education, but is an educational entity in its own right, providing various functions to support teacher development, including weekly bespoke training sessions. These sessions, known as ‘Insight’, provide space for trainees to think critically and apply theory as they reflect on their school experiences. Drawing on the expertise of exemplary teachers and leaders, the ‘Third Space’ enriches the training experience and encourages trainees to take agency in their learning journey in a safe and supportive community.
The effectiveness of the Third Space in the partnership enables teacher development in several key areas.
MENTOR SUPPORT
Providing training, resources, and support for mentors.
DEVELOPMENT TRACKING
Monitoring progress against AITSL Standards with a comprehensive online management system supporting trainee and mentor.
EMPLOYMENT SUPPORT
Overseeing recruitment, the intentional placement of trainees with mentors, and assisting with Conditional Accreditation and employment upon graduation.
ADVOCACY
Supporting trainees in interactions with tertiary institutions and schools.
INSIGHT SESSIONS
Weekly meetings that promote critical thinking and practical application of learning within a safe and supportive community.
PASTORAL CARE
Offering trainee support and guidance.
This innovative approach is essential for attracting and recruiting high-calibre candidates, reframing the narrative of the teaching profession, and ensuring a sustainable supply of profession-ready educators. Understanding what motivates candidates to pursue teaching is critical for recruitment and retention.
The St Philip’s Teaching School’s rigorous selection process involves school tours, written applications, panel discussions, and student interactions. Throughout this journey, applicants often cite community, purpose, belonging, and making a difference in students’ lives as their key motivators for applying —factors only achievable within a school community.
The concept that “it takes a village to raise a teacher” is central to the St Philip’s Teaching School approach. A sense of belonging and shared responsibility fosters a supportive environment where trainees thrive. This communal aspect ensures that trainees are part of a larger network of peers, mentors, educators, students and parents, who share their journey. Formation within the community helps build personal faith, resilience, provides emotional and professional support, and reinforces the values of collaboration and mutual growth. This strong community bond is crucial for the personal and professional development of trainees and mentors, enhancing their commitment to the vocation of teaching and the school community in which they are formed. This in turn supports their development success and retention during training and afterwards.
Raising quality, Christian teachers amongst national shortages
Amid growing concerns about teacher supply nationwide, the St Philip’s Teaching School model continues to succeed in attracting and retaining quality teachers. The 2020 review of Initial Teacher Education highlights two fundamental challenges: how to attract the best and brightest to the teaching profession and how to ensure their retention. Despite a decline in traditional university pathways to teaching, the St Philip’s Teaching School has seen significant growth in applications and retention. The number of applicants has risen from 10 to over 60 applications for 15 positions over six years, with applications continuing to increase for the 2025 cohort. This trend suggests a strong interest in alternative models of teacher training that offer hands-on classroom experience from day one. This achievement is driving increasing interest in the model, with the St Philip’s Teaching school now partnering with 21 schools across various regions.
95 exceptional teachers have been recruited & trained through St Philip’s Teaching School.
To date, over 95 exceptional teachers have been recruited and trained through St Philip’s Teaching School, with 28 graduates celebrating their completion to-date. Of these graduates, 26 are employed in full-time or part-time teaching roles, achieving a 100% retention rate of those employed. Graduates value the academic rigor and research provided by tertiary institutions, but emphasise that practical experience in school communities sparked their curiosity and brought meaning to their learning. This combination has shaped them into confident, classroom-ready teachers for various contexts.
The St Philip’s Teaching School model, with its innovative triangulated approach to initial teacher education, tackles the challenges of attracting, training, and retaining highquality Christian educators. This comprehensive approach fosters strong partnerships between schools, tertiary institutions, and the vital ‘Third Space’, ensuring trainee teachers develop holistically for diverse classrooms.
By emphasising formation within a supportive Christian community, the program fosters committed and resilient educators. This impactful approach not only shapes confident, classroom-ready teachers but also contributes to a growing pool of exceptional Christian educators, ensuring the future of Christian education flourishes in highly capable hands.
TERTIARY EDUCATION
St Philip’s Teaching School
Launch into a uniquely different tertiary experience
The St Philip’s Teaching School is our tertiary-focused learning community. The Teaching School delivers a unique, apprenticeship teacher training program with a Christ-focused approach that sees Trainee Teachers graduate with a Bachelor in Education or Masters in Teaching and 350 days of classroom experience.
Discover St Philip’s Teaching School
Shape your future. Make an impact.
Launch into a transformative and enriching year of adventure, personal growth, and lasting impact with Leap Year. Be nurtured to thrive within a bespoke learning community. Leap Year offers a unique combination of immersive experiences, mentorship, and academic coursework to empower you to craft your own pathway. Develop essential skills and earn a Diploma of Arts qualification — all while preparing for the next stage of your journey, wherever that may lead. Join us for an intentional year invested in personal growth and exploration whilst making a lasting impact.
Discover your Leap Year
Case Study: Cross-Campus Study Camp
Once a year, the Year 12 cohort from across the St Philip’s Christian College group of schools come together for the SPCC HSC Study Camp.
The HSC Study camp is a weeklong opportunity for students to prepare for their upcoming exams and beyond. The study camp also provides the opportunity for students to hear from Alumni from across the group of schools.
Teaching staff from across the group with particular expertise in a certain subject area attend the camp and work with small groups of students to provide them with in-depth support in the course work pertaining to that subject area. This year we have 25 subject matter experts from across our group of schools attending the camp to present and to work with the students in their preparation for their upcoming HSC exams.
The study camp also provides our students with the opportunity to engage with a range of SPCC Alumni. In 2023, 15 Alumni volunteered to spend a winter’s night traveling to Morisset to inspire Year 12 students preparing to sit their HSC. This group of alumni, ranging from the Class of 1994 to the Class of 2021, shared valuable insights and knowledge with over 160 students.
Students enjoyed spending time in small groups with alumni, seeking advice on a variety of topics such as approaching the HSC, choosing a course, and navigating careers. This was followed by a panel where alumni shared from their heart on their journeys from graduation to now. We are incredibly grateful to our alumni for taking the time to inspire and guide the next generation of leaders.
We were definitely ‘inspired’ from the Inspire night! It was so insightful to see the growth and development of St Philip’s Alumni’s careers, from them being in the same position as we are right now, as we gain more hope and excitement for our future. It opened our eyes to the opportunities in front of us as we embark on the journey God has planned for us.
RUBY, ST PHILIP’S SCHOOL CAPTAIN
Inspire night was an incredible opportunity, we all really appreciated being able to speak with graduates of St Philip’s in fields that we are interested in to gain insight and glean wisdom on the difficulties and rewards of their jobs!
I know that it will have an incredible impact on students and helping them to determine where they want to go with life!
COLLEGES
Striving for excellence
Embark on a pioneering educational voyage
The St Philip's group of colleges consists of a growing number of co-educational Kindergarten to Year 12 colleges located across Newcastle, Hunter Valley, Port Stephens, and the Central Coast. While each college has its unique characteristics, they share a consistent learning journey for every student.
Newcastle
Gosford
Cessnock
Port Stephens
Revolutionising Education: SPCE’s Journey to Seamless Technology Integration
ABSTRACT
Since the 1990’s, the SPCE group of schools has been integrating innovative Information and Communication Technology (ICT) practices across its group of schools. These practices have facilitated and strengthened teaching and learning processes, transforming education through the effective use of digital tools.
In the late 1990s, the landscape of educational technology was primarily limited to computer labs and basic computer skills instruction. Recognising the potential for a more profound integration of technology in education, Founding Principal Graeme Irwin set forth a vision to revolutionise how technology and education intersect at SPCE.
EARLY ADOPTION OF TECHNOLOGY
The first pivotal step in this journey was the introduction of a voluntary Windowsbased laptop program, shifting from static computer labs to personal devices. This initiative marked a transition in educational thinking, embedding technology across all Key Learning Areas (KLAs) rather than confining it to standalone computer science lessons. As the staff and parent community began to embrace this change, staff began to propose innovative ways to deepen the integration of technology, involving students in the design and excitement of the learning process. Discussions emerged around the introduction of a one-to-one college owned laptop program to afford all students the opportunity to embrace the shift to a technology focused curriculum.
TRANSITION TO APPLE ECOSYSTEM
Coinciding with Apple’s resurgence as a technology leader, SPCE adopted the one-to-one laptop program using MacBooks. Apple had reestablished itself as a leader in the education sector and became renowned for innovative approaches to user interaction and technology utilisation.
Students increasingly turned to Macs for their digital needs, and Apple responded by creating personal devices that resonated with a younger demographic.
This strategic decision was supported by the government’s Digital Education Revolution, which provided initial funding for the program. Over time, SPCE emerged as one of Apple’s largest educational clients in the Southern Hemisphere, with a fleet exceeding 5,000 Apple devices for students and staff, refreshed every two years.
Objectives of the technology integration program
The program’s objectives were twofold:
EQUITY
The college owned one-toone laptop program ensured every student had access to the same technological resources, eliminating disparities based on family wealth and aligning with SPCE’s core values.
EMBEDDING DIGITALLY FOCUSED PEDAGOGY
Equipping all staff with the skills to utilise Macs in their teaching, thus integrating technology seamlessly across all KLAs.
CULTURAL SHIFT & INFRASTRUCTURE DEVELOPMENT
The transition to a digitally focused environment soon became the norm at SPCE. The introduction of a Learning Management System (LMS) facilitated collaboration among teachers, students, and parents, embedding student learning into a cohesive digital framework. This infrastructure proved invaluable when the COVID-19 pandemic necessitated an abrupt shift to remote learning. SPCE’s preparedness allowed for a smooth transition, leveraging existing systems to maintain high-quality education with minimal disruption.
Not only were the colleges able to send every student home with a personal device overnight, but the work that had been done to integrate a Learning Management System that parents, students and staff alike were familiar with, allowed our community to switch to remote learning with relative ease.
SPCE was able to roll out zoom and teams on every device and, leveraging the robust centralised ecosystem already implemented for the entire group of schools, was able to add extra equipment to the system and turn around to a remote environment within a few hours, and to a higher level of professionalism than that of other much larger organisations.
INNOVATIVE ICT PRACTICES & SUPPORT SYSTEMS
SPCE’s unique multi-school structure has fostered innovation in ICT. Employing specialists has enabled the development of bespoke in-house ICT solutions tailored to SPCE’s specific pedagogical needs. An in-house Apple repair service and on-site resource technicians ensure minimal disruption to student learning by providing prompt device repairs.
The journey towards a digitally focused pedagogy at SPCE has been transformative. The foresight of Graeme Irwin and the commitment of SPCE staff have positioned the group as a leader in educational technology integration. The benefits of this practice are evident not only in the enhanced learning experiences of SPCE students but also in the preparedness and resilience of the community in the face of unforeseen challenges.
EARLY LEARNING
Narnia Early Learning
Leaders in Christian Early Education & Care
Narnia Christian Preschool and Early Childhood Centres are the dedicated early childhood facilities of St Philip’s Christian Education. These centres cater to children from 0 to 5 years old and are located adjacent to the Kinder to Year 12 colleges.
Our philosophy is to create an environment where endless fun, infectious laughter, rich interactions, genuine love, a sense of the big world, flourishing creativity, and a real connection with Jesus is fostered
Explore our Narnia locations
Discover Narnia Early Learning
Reimagining Outside of School Hours Programs: Addressing Learning Gaps &
Nurturing
Development
ABSTRACT
Outside of school hours care (OOSH) has emerged as a vital component of the educational landscape, accommodating the needs of a growing number of primary school children in Australia. However, concerns persist regarding the consistency of quality in OOSH programs and their potential to address learning gaps experienced by students. In response, St Philip’s Christian Education (SPCE) embarked on a journey to develop a program that would reimagine the possibilities within this space, aiming to complement formal schooling and prioritise child agency and holistic development.
Outside of school hours care is booming.
As of 2020, it was the fastest-growing childcare sector in Australia. As of 2022, it catered to just under 500,000 primary school children.
However, across the board there is a lack of consistency in quality in OOSH programs and not enough emphasis placed on the opportunities in this sector to address the learning gaps primary school-aged children are experiencing in schools.
Since students can potentially spend more than 10,000 hours in outside of school hours care throughout their primary years, this is a big opportunity to support Australian children.
A 2021 Griffith University report* for the New South Wales Department of Education emphasised how these services should be “more than just convenient care”. The exponential growth of OOSH in Australia underscores the need for programs which actively contribute to children’s education and development.
The team at SPCE have been on a journey to develop a program which would reimagine the possibilities in the hours outside of school. There was a recognition that learning in areas including
the creative arts, STEM, outdoor education and discovery learning was being squeezed out of the school curriculum due to the increased emphasis on standardised testing and academic reporting. The team had a desire to develop a program which would complement school-based learning with re-introducing wrap-around learning experiences and incorporate child agency and voice in the design and decision-making process. Drawing inspiration from the My Time Our Place framework, Saints Academy was conceptualised to prioritise play, education, and holistic development.
The program seeks to counterbalance the narrowing of school curriculum by reintroducing diverse learning experiences without the pressures of academia. Through extensive research and development, Saints Academy was launched in 2023, embodying the ethos of SPCE’s commitment to excellence and providing children with opportunities for growth and exploration.
One focus of the program is to engage children in the natural environment through active outdoor education programs or nature play with the aim of balancing screen time with green time. Time in the outdoors helps boost children’s development across all domains.
Enrolment in Saints Academy provides opportunities for building friendships, developing identified talents and interests, and the opportunity to engage in extra-curricular experience; all of which build engagement and positive connections which often flow into academic achievement and student wellbeing.
Children are encouraged to be curious, creative, resilient, and articulate.
*Cartmel, J. and Hurst, I. (2021) More than ‘just convenient care’: what the research tells us about equitable access to outside school hours care
Programs are developed and run by teachers and children are given the opportunity to choose the activity they wish to engage with. Providing the children agency and voice is an important part of the Saints Academy philosophy.
By providing structured elective-style offerings and prioritising student agency, Saints Academy nurtures a culture of curiosity and creativity.
Saints have been absolutely amazing and so supportive of my son and his needs; I could not fault them.
SAINTS ACADEMY PARENT
Saints Academy
Four Cores
ACTIVE CORE
Sports, physical education and motor-skill development program
ADVENTURE CORE
Nature play and outdoor exploration program
CREATIVE CORE
Visual arts mixed-medium program
DISCOVERY CORE
STEM-inspired program, including Lego learning
Each day, students can choose between one of four activity cores - Active Core, Adventure Core, Creative Core and, Discovery Core.
Since its inception, Saints Academy has experienced rapid growth, expanding to multiple sites across Newcastle, Central Coast, Hunter Valley, and Port Stephens. With over 400 students enrolled and a dedicated team of over 50 staff, the program has become a vital part of SPCE’s commitment to holistic education and student wellbeing.
As Saints Academy continues to evolve and expand, it serves as a model for OOSH programs seeking to make a meaningful impact on children’s lives and educational journeys.
The staff commitment to continuing to grow and support the children’s needs is everything our kids need after a big day at school.
SAINTS ACADEMY PARENT
We rave about Saints Academy to everyone.
SAINTS ACADEMY PARENT
TAILORED EDUCATION
Saints Academy
Reimagining before & after school and vacation programs
Meeting the high standards and excellence provided across St Philip’s Christian Education, we have created a program that children long to be a part of and look forward to attending each day. Saints Academy provides opportunities for further learning and spiritual discipleship in a safe environment with qualified Christian staff.
Our programs focus on providing a space for children to engage in the natural environment through active outdoor education and nature play providing a balance between screen time and green time. This time in the outdoors helps boost children’s development across all domains.
Discover our outstanding programs
HSC SmartTrack
Upskilling Students Through Tailored Pathways
ABSTRACT
In the ever-evolving realm of education, St Philip’s Christian College responds to the dynamic needs of students with the introduction of HSC SmartTrack. This innovative program offers tailored pathways for students in their final years of schooling, acknowledging the importance of preparing them not only academically but also for their chosen vocational journeys. Through practical learning, industry partnerships, and a commitment to student uniqueness, HSC SmartTrack equips graduates with the skills and confidence needed to navigate their futures with optimism and expertise, representing a transformative approach in education.
Through practical learning, industry partnerships, and a commitment to student uniqueness, HSC SmartTrack equips graduates with the skills and confidence needed to navigate their futures with optimism and expertise, representing a transformative approach in education.
As educators, we find ourselves needing to prepare students for an evolving Australian workforce and a shift in the way in which students view their role in it. Skills that students need to gain throughout their high school journey are shifting due to changes in the way they view their vocational pathway. It is imperative in this time of evolutionary change, that schools adapt and find new ways for students to complete their schooling and successfully move to their chosen vocational pathway.
“Our desire is to ensure every student thrives in their schooling journey and is successful in their HSC studies. Through SmartTrack, students can undertake their HSC course in a manner best suited to their learning style as well as be effective in preparing them for the vocational pathway they plan to take after school”
PAM O’DEA, PRINCIPAL, ST PHILIP’S CHRISTIAN COLLEGE, NEWCASTLE
HSC SmartTrack is a practical alternative approach to Years 11 and 12, allowing students to complete the Higher School Certificate (Non-ATAR) in an independent adult-learning environment. In the HSC SmartTrack program, students undertake three core HSC courses delivered as integrated and practical real-life projects, students are not required to sit any HSC examinations. The remainder of a student’s pattern of study is comprised of vocational courses that engage with student interests and will provide them with nationally recognised qualifications.
Students enjoy flexible learning times, an alternative school uniform, increased voice and choice in their learning and time allocated for vocational qualifications and on-the-job training. Students are supported by the HSC SmartTrack teacher as well as a team of HSC SmartTrack coaches, this team works closely alongside students to support them as they work towards their goals and pursue their passions. CEO Graeme Irwin underscores the importance of imparting skills and attitudes that prepare students for academic, personal, and career success, fostering a sense of purpose and contribution.
“At SPCC, we understand that every student is unique. The introduction of SmartTrack enables those of our students who do not fit the traditional HSC model, to discover their God-given talents and prepare them for life after school. Our desire is to impart skills and attitudes which set our students up for academic, personal and career success, and ready our young people to rise to the challenges of their lives and to make a positive contribution the world they will inherit”
SPCE CEO MR GRAEME IRWIN
Afternoon delivery of courses allows students an opportunity to gain work experience and employment during Years 11 and 12 and puts them on a SmartTrack to new learning and employment opportunities beyond school. Through industry connections, practical training, and academic growth, students gain the skills and qualifications required to adapt to everchanging work environments and prepare them for a great future.
SmartTrack has a different ethos and approach to mainstream school, with an increased focus on practical learning, enterprise skills and work readiness. Employers want more than qualifications they want employees with social intelligence, adaptive thinking, trans-disciplinary and cross-cultural competence, and SmartTrack aims to provide students opportunity to develop these skills before finishing their HSC. Through partnerships with industry leaders like Reece Plumbing, students gain real-world experience and develop essential skills such as social intelligence and adaptability. Industry partners recognise the program’s efficacy in producing job-ready graduates.
“The main advantages I can see is that the candidates are job ready. They’re used to working in a real workplace with policies and procedures and they have responsibilities. They can forge deep relationships with teammates and customers which will serve them well if they move on and take a job with a trade or with another firm”
ADAM BLYTH, REECE PLUMBING HSC SMARTTRACK INDUSTRY PARTNER
Hear from our HSC SmartTrack graduates
HSC SmartTrack accelerates students towards their goals for the future whether they are pursuing further study at university or TAFE, entering the workforce, or commencing a trade.
HSC SmartTrack provides students with the skills, qualifications and experience they need to step into their future with confidence, optimism and expertise.
The impact of HSC SmartTrack is evident in the success stories of its graduates. Angela, Charlie, Will, and Caleb exemplify the program’s ability to instill confidence and readiness for the future.
HSC SmartTrack exemplifies a paradigm shift in education, prioritising student empowerment and tailored pathways. By equipping students with practical skills, qualifications, and industry experience, the program prepares them for success in a rapidly changing world
I tried different professions whilst undertaking SmartTrack and one of them electrical. When I was successful in obtaining my apprenticeship, out of over 200 applicants, the company said it was due to my having had workplace experience in industry which caused them to choose me.
WILL (2021 GRADUATE), ELECTRICAL APPRENTICE
“I never would have achieved what I have if it wasn’t for SmartTrack”
CHARLIE (2021 GRADUATE) IS NOW 2IC OF A LARGE WAREHOUSING COMPANY
“Before HSC SmartTrack the prospect of finishing school and entering the world just seemed way too terrifying, I didn’t know what I wanted to do, but through the experiences SmartTrack has given me, I now feel much more confident entering the workplace and following what I truly want to do”
ANGELA, HSC SMARTTRACK STUDENT
SmartTrack has given me a great opportunity to work in Childcare, and now I am in a Primary School setting.
CALEB (2022 GRADUATE)
TAILORED EDUCATION
Dynamic Learning College
Tailored learning designed to enhance student engagement & educational outcomes
St Philip’s Christian College Dynamic Learning is paving the way in integrating student-centred learning and flexible learning spaces, ensuring every student achieves their personal best in all areas of learning.
Dynamic Learning caters for children and young individuals with a diagnosis of Anxiety, Depression, PTSD, and/or Autism (Level 1&2). Our mission is to nurture our students growth, empowering them for a lifetime of success. As pioneers in special education, we employ evidence-informed methodologies that ensure every student has the opportunity to thrive, celebrating their unique strengths.
Discover the Dynamic Learning difference
St Philip’s Christian Education Golf Classic
We invite you to join us for the annual St Philip’s Golf Classic. A day on the green, the opportunity to hear inspiring stories and raise support.
