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10+ Best Private Schools in Melbourne, Victoria [2021]

What type of school are you looking for? Are you looking for the best private schools in Melbourne, Victoria? If so, then have a look at this blog post. 

Here we will help to guide and inform parents about all the best private schools in Melbourne, Victoria and how they can find them. 

It is important that parents do their research before enrolling their children into any school as it can be a huge investment with lifelong consequences. 

It’s a difficult decision to choose the best private school for your child. There are so many factors and variables that can influence whether they thrive or not. You may even be wondering if it’s worth it at all! 

We’ve compiled a list of some of Melbourne’s top schools to help you make the right decision. Here we go: 

List of Most Popular and Affordable Private Schools in Melbourne

Oakleigh Grammar Private School Melbourne

oakleigh grammar

www.oakleighgrammar.vic.edu.au

Admissions Phone Number: (03) 8554 0014

General Contact Phone Number: (03) 9569 6128 

Early Learning Centre Yes
Primary School Yes 
High School  Yes
Course Range ELC to Year 12
Main Gender Co-Education
Boarding School No
Estimated No. of Students 900
School Fees Low 

Link To School Fees Page:

https://www.oakleighgrammar.vic.edu.au/fees/

Oakleigh Grammar is one of the Top Private Christian Schools in Melbourne’s South East

offering excellence in coeducational learning from ELC through to VCE.

We are dedicated to building resilient lifelong learners, responsible global citizens and empowering young minds.

Learning at Oakleigh Grammar

  • Early Learning Centre 
  • Junior School
  • Middle School 
  • Senior High School
  • Learning Enhancement
  • Arrowsmith Program
    • Arrowsmith Program
    • Arrowsmith Online Program
    • Barbara Arrowsmith
  • Co-Curricular
    • Sport
    • Music
    • Camps
    • Performing & Visual Arts
  • Greek Language Centre
  • International 
    • International Study
    • Short Study

Why Oakleigh Grammar? 

Oakleigh Grammar strives to create quality learning opportunities for every student to reach their full potential.

Our dedicated teaching staff work collaboratively and embrace opportunities for professional development, ensuring that our educational programs remain at the forefront of contemporary education. Small class sizes and additional teaching support ensure that each child’s learning needs are met through challenge for those who are talented, and additional support for those who have areas of difficulty.

Our School ensures that every child is known personally and places the utmost importance on student welfare and safety. Oakleigh Grammar is a multicultural environment with Christian values, where diversity is celebrated and inclusion is encouraged.

Together, we provide our students with a strong sense of belonging to the Oakleigh Grammar School community.

The Oakleigh Grammar Advantage

Internationally Renowned Learning Programs

We are an International Baccalaureate School offering world class programs, including the Reggio Emilia philosophy in our state-of-the-art Early Learning Centre and the Leader in Me process from Prep to Year 5. We are a certified Franklin Covey Leader in Me Lighthouse School which recognises the school’s capabilities to embrace the paradigms and practices of empowerment allowing for transformational change to become apparent.

The International Baccalaureate Middle Years Programme is a framework of our learning from Year 6 to 10 and encourages students to become creative, critical and reflective thinkers. Whilst The Arrowsmith program enables students to become more effective, confident and self-directed learners. At Oakleigh Grammar, we offer a genuine commitment to ensure your child will be engaged through a range of contemporary learning programs.

Learning Enhancement

Catering for the diverse educational needs of our students.

The Learning Enhancement Department provides specialised support for individual students. Oakleigh Grammar is committed to delivering programs, which meet the needs of the child – from those who may require learning intervention and classroom support to those who show a need for extension and stimulation.

Following parent and teacher referrals to the Learning Enhancement Department, further assessments identify the individual needs of each student, allowing specific skills to be targeted using evidence based strategies, programs and interventions.

A Dedicated Co-educational School

Share in the joy of learning and growing together.

At Oakleigh Grammar, we endorse the principle of boys and girls developing reciprocal respect and understanding for each other. Working and learning collaboratively in both academic and co-curricular activities, most authentically reflects the wider world in which they will ultimately dwell.

The ancient Greek philosopher, Plato, advocated co-education, for it promotes “a feeling of comradeship”, of trust, confidence, respect and cooperation.

A Global Perspective

Oakleigh Grammar honours its commitment to cultural diversity by providing countless opportunities for students to develop global citizenship. With close to 40 different cultural backgrounds represented in the student body, we continue to add new celebrations to the School Calendar so that students can share their stories with peers through traditional customs, song, dance and cuisine. The Chinese (Mandarin) language program provides for sister-school partnerships in China. Travel abroad and cultural exchange programs allow students to enhance their intercultural Understanding in preparation for life in an increasingly global society.

Co-curricular enrichment

Students explore their interests and talents through Co-curricular activities, social leadership initiatives and camps which focus on experiential learning, teamwork and the development of character and independence.

The co-curricular enrichment extends in Year 9 with the ‘9Ways’ program, a classroom and experiential educational program designed to meet the unique needs of Year 9 students as they approach early adulthood. The experiential component of 9Ways includes a series of themed experiences throughout the year such as Community Service, Outdoor Education and Cultural Diversity. Students are given ‘ownership’ of the 9Ways Centre which provides them with a social and collaborative learning space.

A Nurturing Community

Our School ensures that every child is known personally and places the utmost importance on student welfare and safety. Oakleigh Grammar is a multicultural environment with Christian values, where diversity is celebrated and inclusivity is encouraged.

Our Vision, Mission & Values

Vision

To be a leading co-educational school that delivers quality education at international standards.

Mission

To create quality learning opportunities for every student to reach their full potential.

Values

Our ethos is inspired by:

  • Hellenic Traditions
  • Orthodox Christian Values
  • Diversity and inclusivity
  • Excellence and effort
  • Responsible citizenship
  • Innovation
  • A Zest for Life

Our International Baccalaureate Commitment

In line with the International Baccalaureate Mission Statement, Oakleigh Grammar values education that goes beyond academic development. The School encourages students to develop awareness beyond the individual and his or her immediate community.

Our Child Safety Commitment

Oakleigh Grammar is committed to the protection and safety of all students under our care. All staff and volunteers are required to hold a Working with Children Check.

How to Apply? 

Oakleigh Grammar is an independent, co-educational, open entry School. Students of all learning abilities, nationalities and faiths are welcome.

We enrol students from 2 years of age for our Early Learning Centre Toddler Program through to VCE.

Major intakes are at Prep and Years 6 & 7, however, students are accepted into all year levels, where vacancies exist in the year level requested.

Follow our Step by Step Enrolment Process to Apply!

Step One

Read our Conditions of Entry

Step Two

Read our Student Admissions Guidelines

Step Three

Download and complete the Application for Enrolment or complete our Online Application Form

Step Four

Please provide copies of the following documents together with the Application for Enrolment.

  • Photocopy of Birth Certificate
  • A copy of the student’s two previous school reports and/or relevant NAPLAN reports
  • Registration Fee of $100 (non-refundable)
  • Family Admission Fee $500 (non-refundable)
  • Copy of immunisation records (ELC enrolments only)
  • Copy of visa (visitors and temporary residents only)

*A separate application form must be lodged for each student.

Priority for admission is given as follows:

  • To siblings of existing or past students
  • To children of permanent staff members
  • To children who attended the Early Learning Centre who continue on to Prep
  • To children of former students
  • By date of application

Our Location

Located in Oakleigh, Oakleigh Grammar is easily accessible by train and bus services, plus offers door-to-door bus services to selected suburbs.

Located in Oakleigh, in the heart of Melbourne’s South-East, a suburb known for its vibrancy and culture, Oakleigh Grammar is only a five-minute drive to Chadstone Shopping Centre.

Public Transport

Oakleigh Grammar sits in between both Oakleigh and Hughesdale railway stations and is a short 10 minute stroll from bus hubs offering public transport connections across Melbourne. Detailed information is available from Public Transport Victoria (PTV) as well as regional timetables and routes maps for all services across the Cities of Bayside • Boroondara • Darebin • Glen Eira • Greater Dandenong • Kingston • Knox • Manningham • Melbourne • Monash • Port Phillip • Stonnington • Whitehorse • Yarra and Yarra Ranges.

Door-to-door bus service

Oakleigh Grammar manages customisable private buses services offering safe and friendly door-to-door pick-ups and drop-offs across Melbourne. Our busses are driven by Oakleigh Grammar staff members, who all maintain a current Working With Children Check and are part of the School Community.

Families may choose both morning & afternoon services or a one-way (morning or afternoon) service. The fee for using the bus is added to the student’s account at the start of each Term and payable with regular school fees.

Availability and routes may vary periodically depending on demand and individual student requirements.

An example of our extensive list of suburbs can be found in the Google Map. 

Academic and General Excellence Scholarships

Oakleigh Grammar seeks to encourage talented, motivated and civic-minded students who have the potential to make a contribution in leadership and academic capacity and join our current cohort of students in a wide range of School activities.

Scholarship examinations will take place for all students one year prior to the anticipated year of entry. Following the release of the exam results, interviews are held with students during term 2. Successful applicants will receive a scholarship offer for entry into Years 4, 5, 6, 7, 8, 9 and 10 commencing from the start of the school year.

Oakleigh Grammar in conjunction with the Australian Council for Educational Research (ACER), will hold the Scholarship exams for all students entering into Years 4, 5, 6, 7, 8, 9 and 10.

Successful applicants will be curious learners, active sports participants, musically talented or community-focused.

To apply for a General Excellence Scholarship, a student will have a good academic standard, plus excellence in at least one of the following: sport, music, leadership, community service.

All scholarship candidates (including current Oakleigh Grammar students) must sit the ACER examination and also provide the following information when lodging their Scholarship Application form with ACER.

  • School report
  • Naplan test results (most recent)
  • Certificates of achievement
  • Sporting ability/achievements
  • Music ability/achievements
  • Leadership achievements and Community Service.

All scholarship applicants must include this information with their application, including levels attained.

All students applying may like to include a reference from a teacher, principal, sporting organisation, church group, community service organisation, etc. (this is not essential).

Interviews will be held with the Heads of School after the student scholarship exam results have been released.

All applications are completed online via http://scholarships.acer.edu.au/intro/2140  for the Primary test applications and http://scholarships.acer.edu.au/intro/2138  for the Level 1 & 2 test applications.

For further information regarding Scholarships, please contact our Admissions Office on (03) 8554 0014 or by e-mail to: Admissions@oakleighgrammar.vic.edu.au

Caulfield Grammar Private School Melbourne 

caulfield grammar school

www.caulfieldgs.vic.edu.au

0395246300

Early Learning Centre Yes
Primary School Yes
High School Yes
Course Range K-12
Main Gender  Co-Education 
Boarding School Yes 
Estimated No. of Students 3,170
School Fees Average

Link to the school fee page: 

https://caulfieldgs.vic.edu.au/wp-content/uploads/2021/01/Fees-Notice_2021.pdf

Welcome to Caulfield Grammar School

Established in 1881 Caulfield Grammar School is a leading independent co-educational school in Melbourne, Australia

We are a five-campus school with 3320 students, 700 full-time and part-time employees and over 400 sports coaches.

Our size and scale allow us to provide a vast range of broad and balanced programs for our students. And yet, because students are spread over multiple campuses, we don’t feel ‘too big’. We have all of the benefits of scale, without students ever feeling like a small fish in a big pond.

Day-to-day school takes place at a choice of three Melbourne campuses: Wheelers Hill, Malvern and Caulfield. Our campuses in Yarra Junction and Nanjing, China offer special education programs for our students.

Our purpose

To enable quality learning every day in every experience for every learner for life.

Our vision

To be a leading, internationally recognised, co-educational school fostering responsible global citizens.

Our values

Inspired by our Anglican tradition of faith, hope and love, our values drive our behaviour, inform our decisions, shape our perspective and underpin our culture.

Our strategy

Our Strategy 2019 – 2031 plan enables our School to further evolve, and enrich all members of our community – defining what the future will look like for Caulfield Grammar School in 2031.

Our motto

‘Work hard that you may rest content’.

Our School badge is an emblem of visibility and membership that symbolises our rich history.

Our distinctive colours of blue and white and School motto were chosen in 1882 by Joseph Henry Davies, M.A., School founder and headmaster (1881-88).  

‘Labora ut Requiescas’, meaning ‘work hard that you may rest content’, inspires us to persevere in achieving the goals of truth and knowledge represented by the star on the School badge, surmounting the shield of faith and protection. 

Our motto was influenced by a verse from the Bible’s New Testament, Epistle to the Hebrews, Chapter 4:11, “Let us labour therefore to enter into rest” and freely translated from the Latin as labora ut requiescas. 

Our community

Caulfield Grammar School prides itself on its connected community.

At the core is CaulfieldLife. CaulfieldLife is our purpose-built community platform that provides a place for our students, families and employees to connect, send and receive information, and access School resources.

Families joining Caulfield Grammar School are welcomed into nurturing and friendly campus communities. Each campus has an active and passionate Parents & Friends Association. These associations host functions for families, help with fund and friend-raising, and are the social heart of each campus.

The Caulfield Grammar School journey doesn’t end at Year 12, with students welcomed in to the Caulfield Grammarians’ Association community. Students can attend reunions, networking events and join clubs with fellow alumni. 

The Caulfield Grammar School Foundation seeks the philanthropic funds that will enable the best possible learning environment and experiences for our students.

Recognising that fees cover the operating and general costs and giving transforms our School, the Foundation works in partnership with the School community to provide current and future students with world-class facilities, programs and scholarship opportunities. A strong supportive foundation underpins every great school around the world. 

What we believe

Caulfield Grammar School prepares open minds for open horizons

‘There is nothing more important to me than leading a school where everybody can genuinely find their own path, be themselves and thrive.’

Principal, Ashleigh Martin

We nurture our learners not just to become capable and highly skilled, but also emotionally aware.

In order for students to chart their own course in life, they must develop character, creativity, compassion and connection. These competencies are nurtured through a number of ways at Caulfield Grammar School – in the way we teach, the breadth of co-curricular offerings and our commitment to every learner’s wellbeing.

We believe in developing a mind for life so that learners are equipped with the mental, emotional and academic capabilities they need to follow whatever path they choose.

We are preparing for unwritten futures

The future of education and the future needs of our learners are ever changing.

We live in a rapidly-changing world and can’t predict what the future holds for our learners. To equip students for unwritten futures, we support them to develop the competencies, self-confidence, and resilience skills required to cope with and overcome life’s changes and obstacles. It’s what we like to call ‘a mind for life’. 

We are committed to helping our learners observe their individual mind and its ability beyond its mental state – reflecting on social, physical and humanitarian qualities.

Focus on the whole person

We want our school to be the leader when it comes to the mental health outcomes of young people.

Academic excellence will always be important. We have a strong history of academic achievement and are committed to exceptional results for our students. However, we recognise that this is only part of a person’s learning journey. Caulfield Grammar School prides itself on focusing on the whole person. We provide broad and balanced programs that inspire all learners to find their pathway.

We believe it is equally important to equip our learners with the emotional and cultural intelligence tools to build the life that’s right for them. We want our school to be the leader when it comes to the mental health outcomes of young people.

In nurturing minds for life, we strive to ensure we can enrich the life of every individual in this community. In particular, for learners to:

  • Find meaningfulness through developmental reflection, exploration, deep learning and individual encouragement.
  • Develop mindsets that help them as learners define who they are.
  • Understand their place in the world.
  • Feel better equipped with self-confidence, resilience and self-belief.

We are a connected community

Our holistic approach to growth and nurturing humility is invaluable in building self-worth.

We are a place of growth where we can be authentic, where everyone is known and valued, where the contributions of all are acknowledged and where our leaders inspire with their actions.

We believe that everyone learns when they feel secure about themselves and know they are part of and engaged in their school community.

Thriving together is one of our core values.

We believe in the value of a strong partnership with parents. The school provides parents, guardians and caregivers with seminars dealing with current issues of parenting and learning, so they may further contribute to their child’s development.

Spirituality

We are an Anglican school, and we welcome learners and their families from all faiths and beliefs. Caulfield Grammar School has been an Anglican school since it was founded in 1881.

Today, this tradition is observed through weekly chapel services and informs some of our faith studies program, which also integrates the study of other religions. We don’t expect that all students, families and staff share the Christian faith – in fact, many different faiths can be found within our school community.

We do expect that humility and openness to learn from our tradition be modelled just as our tradition thoughtfully recognises the diversity in our community.

We believe in the mind-body connection

Being active is important for a well-balanced life, promoting both physical and mental wellbeing.

Physical activity develops positive lifestyle choices and creates cognitive pathways which enhance mental capability essential for optimal learning, critical thinking, and sound judgement.

Participation in a wide range of sports strengthens resilience and allows learners to tackle challenges together. Students form friendships, build confidence, and learn essential human traits such as humility, courage, and collaboration. 

For this reason, sport is compulsory at Caulfield Grammar School from Year 5 to 12.

We encourage expressive creative growth

We believe participation in the creative arts of music, theatre, visual arts and dance provide learners with a safe and supportive environment for self-expression, discovery, creative collaboration and reflective connection.

Drawing on a rich variety of talent and resources from each of our campuses, Caulfield Grammar School offers a broad and inclusive curriculum of creative arts subjects and productions.

Engagement in the arts has immense learning benefits that enhance learners’ literacy, numeracy, communication, critical and creative thinking, social and personal capability and intercultural understanding.

We deliver student-led productions and concerts that contribute to the spirit of cooperation, self-expression and optimism within Caulfield Grammar School.

Our productions and ensembles are focused, fun and inclusive. Like in life, we all have a part of play. All contributions are valued and acknowledged. 

What sets us apart

We prepare learners for life

Our learners engage with a rigorous learning program to prepare them for whatever the future brings.

Caulfield Grammar School is highly regarded for offering a thriving learning environment that supports our learners to feel empowered, deeply engaged and encouraged to become people of character and contribution.

We have a passionate vision for innovation in education, with a globally-focused curriculum that prepares students with skills for life.

We have a passionate vision for innovation in education. Offering state-of-the art technology and learning facilities.

Our campuses offer a modern and flexible learning environment with state-of-the art technology and world-class facilities. We foster a teaching team invested in improving their knowledge so that they can anticipate and plan for emerging skills and careers. Our curriculum is constantly adapting to suit today’s world. 

Caulfield Grammar School has always looked to leading schools around the world, actively seeking out examples of best-practice and innovation in education from which the school can learn. 

We evolve and adapt to empower our learners. 

We enable quality learning every day, in every experience for every learner

Caulfield Grammar School’s teaching and learning differences:

  • Co-education that reflects life: We focus on academic and social needs, regardless of gender.
  • Mind for Life learning: We provide a curriculum that allows learners to engage academically whilst also exploring new skills, concepts and relationships, helping to develop a sense of self-efficacy and independence.
  • IB World School: We are an authorised school to deliver The International Baccalaureate® (IB) Primary Years Programme (PYP) and we are a candidate school for the Middle Years Programme (MYP).
  • Experiential Learning: We offer immersive learning through real-world experiences, with outdoor education and sustainability programs at our Yarra Junction campus, and cultural immersion for Year 9 students at our Nanjing campus in China.
  • Learning and Community Projects in Year 9: Students are prepared for VCE by taking control over their learning and skills development based on an interest or passion that appeals to them.
  • Learning Mentor for Years 7 and 8: Quality teaching focused on academic and pastoral care.
  • Focused Learning Framework: Research-based approach to teaching ensures all educators at Caulfield Grammar School teach in a consistent and contemporary manner. 
  • Tailored Learning in Senior Years: Year 10 students can choose a range of VCE units to suit their interests and abilities, with the option to spread VCE over three years rather than two. This allows students to tailor their own individual learning journeys, helping prepare them for entry to the tertiary course or career of their choice. 
  • Global Connections and Culture: We equip learners to engage with and in the real world, developing a long-term interest in language, culture and world views.

We equip our students with the skills for life.

Caulfield Grammar School students are:

  • Respectful and reflective
  • Confident and courageous
  • Curious and enterprising
  • Tolerant, knowledgeable and broadminded about world affairs
  • Compassionate and compelled to give back
  • Energetic and expressive
  • Ready to thrive in a changing world

Our Learning Programs

Learning programs are designed for each learner’s developmental stage. For example, the Reggio Emilia philosophy is drawn upon at kindergarten and pre-preparatory level, where Year 7 learners undertake an extensive orientation program that includes developing study skills and an investigation of each individual’s learning preferences.

At Year 7 and Year 8, the broad core-curriculum further seeks to ensure a strong foundation for success in the senior years. The Learning Journeys at Year 9 level engage learners in a holistic, experiential approach that is designed to engage with real-world learning experiences. Learners may begin their studies for the Victorian Certificate of Education in Year 10.

Caulfield Grammar School has always looked beyond Australia to similar schools around the world.

We actively seek out examples of international best-practice and innovation in education from which the school can learn. We evolve and adapt to empower our learners.

We foster enterprise energy and collaboration

Our lessons are designed to stimulate student engagement through active and challenging learning.

  • Our learners are investigating new ideas, exploring their place in the community, developing practical skills and applying what they are learning to projects they are inspired by.
  • Our learners are confident innovators, using creativity and logic, and learning from a healthy dose of project failure and mistakes.
  • Our learners take full responsibility for what they are learning as they discover new pathways to progress in studies and life.
  • Our learners lend their voices to conversations that matter, to causes and calls for skills that impact across the world.

We capture attention and build yearning to learn

Success is seen through the sense of ownership our learners take.

Our learners absorb moments that form their education so that they continue to become lifelong learners. Our school does not just focus on successes, we also value the lessons that come with making mistakes.

For our learners, mistakes are an opportunity to take stock, overcome frustrations and re-focus for success. This helps them contextualise their learnings through relatable experiences.

We are an engaged and active contributing community

We maintain a commitment to collaborative partnerships and community contribution.

It is the connections we make as a school community that help nurture children to become adults who can realise their full potential.

Our teaching teams are passionate, hard-working, brilliant and focused individuals who are committed to our learners.

We are committed to maintaining pace with the world our learners live in today and the world they will work in tomorrow.

World-class teaching faculty.

Guided by world-class teaching faculty, our learners learn to make their own unique way in the world, valuing authenticity while thinking audaciously.

Every learning day provides our learners with support to encourage their intellectual curiosity, problem solve with confidence, achieve compassionate perspectives and become independent contributors in an ever-changing world.

We know that children learn best when they feel secure about themselves and know they are engaged in their school and community.

We foster global friendships

We are a school that equips our learners to engage with the global community.

As the learning landscape alters, we support our learners in making confident connections, building their personal and social competencies and inter-cultural understanding. Cultural immersion provides an unparalleled learning experience of different cultural practices, social mores and traditions while providing a context for learners to appreciate and reflect on their own way of life.

Our learners use what they discover in the real world, they exchange ideas, express themselves and communicate with confidence. Our learners are challenged personally through being exposed to the unfamiliar and needing to adapt to a different way of living within a diverse cultural context. Our learners became more astute in interpreting cultural diplomacy and international issues through language and culture immersion studies. Our learners foster long-term interest in language, culture and worldviews.

We are always learning to provide an exceptional education

Few schools can match the range of ways in which Caulfield Grammar School provides quality teaching and learning.

We set high expectations for our educators and learners with challenging programs that include leadership development and an international perspective. Informed by eminent education theories and innovative practice, our acclaimed program supports learners to broaden their perspectives, take risks and reach their individual potential.

Our highly qualified and knowledgeable educators draw upon a world of current and emerging expertise. As lifelong learners, they undertake weekly professional development with a focus on evidence-based, quality teaching and learning.

Our extensive professional development program and specialist teachers approach, ensure our teachers understand how children best learn and how educators can best teach them.

Committed to professional development

We set high expectations for our educators and learners with challenging programs that include leadership development and an international perspective.

We foster a teaching team invested in improving their knowledge so they can anticipate and plan for emerging skills and careers.

What inspires our people

We are our culture

‘We work to attract, motivate, develop and retain the best talent from the diversity the world offers – our ability to be competitive and to thrive depends on it. Building a diverse Caulfield Grammar School where every employee is valued is one of the ways we succeed together.’

Jayne Hart – Director People and Culture

We have a defined and visibly positive culture.

Our culture is defined by our values which have been established through inclusive engagement with all our employees.

Our values articulate the behaviours associated with each value. This ensures our distinctive working environment is lived and felt every day by enabling us to deliver our vision and embed our strategy.

Our culture is positive and alive; demonstrated by what we expect of ourselves and each other every day. It creates trust, builds relationships and encourages positive team dynamics.

We are a place to grow

‘There is nothing more important to me than leading a school where everybody can genuinely find their own path, be themselves and thrive.’

Ashleigh Martin – Principal

Caulfield Grammar School is a place where we can be authentic, where everyone is valued, where the contributions of all are acknowledged and our leaders inspire with their actions.

Caulfield Grammar School is unparalleled in the breadth of local and international professional experiences and diverse employment opportunities afforded to both educators and professionals across our five campuses.

Learning outcomes

Each of our 1000 employees have more than a job at Caulfield Grammar School; they have a career.

  • We are an inclusive, connected community, in which we value each other
  • We provide enviable compensation and benefits
  • We have a defined culture of visible wellbeing, values and behaviours
  • We are widely recognised for our innovative vision in education, professional development, and teaching and learning programs
  • We are dedicated to maintaining peace with a world that our educators and learners live in today and will work in tomorrow
  • We provide extensive professional development programs
  • We are on an audacious growth trajectory

We practice quality teaching and learning

A distinguishing feature of Caulfield Grammar School’s approach to quality teaching is to provide weekly, strategic professional development for all teaching staff.

Why? Because research indicates that the biggest influence on your child’s learning outcomes is the quality of the teacher and their teaching practice.

Caulfield Grammar School does not stop at providing innovative learning programs for its learners; it also provides them for its staff, to complement and enhance the learning programs.

We recognise that the greatest impact we can make is through the provision of quality teachers and quality professional staff. Therefore, with a focus on evidence-based quality teaching experiences, all teachers are engaged in a comprehensive professional development program that incorporates weekly professional learning sessions.

Teachers and professional staff work with their leadership team to develop an annual professional and personal development plan and are regularly appraised by their colleagues, learners and themselves.

Our professional development is shaped by our long-standing formative practice foundation, and the Australian Institute for Teaching and School Leadership (AITSL) Standards.

Formative practice refers to the process of creating effective teaching and learning. Our model of formative practice sees teachers and learners actively engaged in the construction of their learning, with a focus on deep thinking and improvement. Teachers draw on a body of international education research about what constitutes the most effective teaching and learning with a focus on ‘How’ they teach and ‘What’ learners will learn.

Every member of our teaching staff is introduced to our FOCUSED (formative practice) model of learning, a practice that actively engages both staff and learners in their own learning. This foundation is arguably the most comprehensive undertaking of any school in Australia and is grounded in current educational research identifying the most effective teaching and learning strategies.

Maintaining our commitment to foundation work on formative practice, our FOCUSED model provides the lens through which we have designed our curriculum and assessment practices.

This model is designed to develop teacher agility and student agency by continuously improving feedback, ownership, collaboration, understanding students, the ubiquitous use of technology, specific learning intentions, experiential learning opportunities and data-informed success criteria.

Teachers are encouraged to regularly observe one another’s classroom practice across learning areas and share their strategies to design effective learning environments to maximise learning. Ultimately formative practice empowers learners to understand their own learning, to be active participants in their learning – able to express their thinking openly, share and critique one another’s understandings, fostering responsible, active learners.

Scholarships

A school’s true wealth is good it does in the world. We offer a diversity of scholarships covering art, music, drama and academic potential.

Caulfield Grammar School demonstrates our values of inclusion, community spirit, equality and the belief that all learners have the potential to flourish by encouraging families without the economic means to join their community through a diverse offering of scholarships. We have a proud history of enriching our community through providing dedicated regional and indigenous Victorian’s scholarships.

Shelford Girls’ Grammar Private School Melbourne

shelford girls' grammar

www.shelford.vic.edu.au

03 9524 7338

Early Learning Centre No
Primary School Yes
High School  Yes
Course Range Prep to Year 12
Main Gender All Girls
Boarding School No
Estimated No. of Students 510
School Fees Average

Why Shelford?

With a rich and proud history of educating girls, we are a small, inclusive school with a wonderful sense of community.

For over 122 years, Shelford has been a strong advocate for girls’ education, preparing girls and young women for a complex and changing world.

Our School has an outstanding academic tradition and offers a wide range of subjects for our Junior School students, right through to VCE level. Shelford has exceptional Visual and Performing Arts programs, extensive sporting opportunities and a strong co-curricular program that includes study tours and camps, debating and a unique Year 9 Challenge program.

Nurturing and challenging

Our students flourish because they learn in a community that nurtures, stimulates and challenges them, and in which they are encouraged to be courageous. Our girls are able to explore, to be curious and to try out new things in a supportive, positive environment, where high standards and the pursuit of excellence are part of the historical fabric of the School.

From Foundation, students are encouraged to harness their passions and develop lifelong interests. Small class sizes allow our teachers to really know each student and individually nurture them, so they develop to the best of their potential.

Preparing girls for the future

Academic ability is important for future success, but the challenges of the 21st century mean students must acquire a variety of skills and capabilities. There is a growing demand for innovation, creativity, communication, empathy, adaptability and social skills. Education has a vital role to play in helping young people build lives that have meaning and purpose, in an ever-changing and unpredictable world.

Our vision and values

Our vision

Shelford Girls’ Grammar is a model of excellence in girls’ education.

Our mission

Shelford strives to provide a quality education that encompasses the moral, physical, intellectual, social, emotional and aesthetic development of all students within a safe, caring and supportive community that acknowledges its rich heritage and Christian traditions.

Our values

At Shelford, our core values are embedded in every endeavour that we undertake and underpin all that we do.   

Respect – celebrating excellence and diversity, being mindful of the needs of others, caring for the environment and encouraging community building and service.

Integrity – being courteous, reliable, honest, loyal and trustworthy and behaving ethically and making principled decisions that make a positive contribution to our community.

Passion – encouraging independent, self-aware and confident girls and young women to develop a love of learning, a desire and determination to make a positive contribution to a changing world, the courage and confidence to try new things, reach out to others and strive for justice.

Creativity – embracing the challenges of a changing world and responding with curiosity, imagination and innovative thinking.

Girl-centred education

You want the very best education for your daughter. What better choice than a school that specialises in girls’ education with its focus on understanding the ways that girls learn best?

WHY CHOOSE A GIRLS’ SCHOOL?

THE BENEFITS OF A GIRLS’ SCHOOL

  • Single-sex schools create a culture of strong academic achievement, particularly for girls
  • Girls’ schools buck the trend in STEM (science, technology, engineering and maths)
  • Girls feel empowered to defy gender stereotypes
  • Girls’ schools build self-esteem and enhance wellbeing
  • Girls’ schools tailor teaching to girls and provide an aspirational environment
SHELFORD IS PROUD TO BE A SMALL SCHOOL FOR GIRLS

At Shelford, we take the challenge of educating tomorrow’s women very seriously. It is widely acknowledged that boys and girls have very different cognitive, social, physiological and developmental growth rates. Recent research has helped us to understand the differences between male and female brains and the way that boys and girls learn and single-sex schools can cater for these differences.

Single sex girls’ schools are able to meet the needs of female students. An all girls’ environment means that girls can do everything, and at Shelford they do. They have the freedom to learn, lead and participate and their achievements are celebrated.

We encourage our girls to take intellectual risks in a safe and cooperative environment where deep thinking and respect for others is valued and applauded. At Shelford, girls can be girls and we encourage each and every student to be her best every day. We acknowledge that one person’s best is not another’s and that being the best we can be is both a challenge and an obligation.

As educators, we continue to strive to ensure that our students are equipped to be active and informed citizens who are committed to life-long learning and discovery. Above all, we seek to develop in our students, the confidence and maturity to forge their chosen paths in life, to build and nurture quality relationships and to contribute to a better world.

Our history

Shelford Girls’ Grammar was opened as Shelford Girls’ School in 1898 by Miss Emily Dixon, who taught the first four pupils from a small house on Glen Eira Road, opposite St Mary’s Church. The name Shelford had significant meaning to Emily Dixon as her family were from Shelford, just outside Cambridge in England.

Around 1900, Miss Dixon moved the school to an address on Seymour Road and Miss Dora Blundell joined her as an assistant. When Miss Dixon retired in 1905, Miss Blundell, supported by her sister Miss Fanny Blundell, assumed the role of Headmistress and moved Shelford Girls’ School to their home at 77 Allison Road, Elsternwick.

It was the Blundell sisters’ retirement in 1921 that brought Shelford to its current address at 3 Hood Crescent, Caulfield, when it was renamed Shelford Church of England Girls’ Grammar School. Persuaded by Dean HT Langley, the Vicar at St Mary’s Church, Miss Blundell gave the name of the school and her pupils to the Church. Under guidance from Dean Langley, the Church purchased the historical mansion Helenslea (built in 1863) to house Shelford for £4,000. Major renovations were completed in 1922, and during that period students were temporarily taught from the St Mary’s Jubilee Church Hall, which still stands today.

Shelford was officially brought to Helenslea at the commencement of 1923, and has remained at the premises ever since. Whilst the Junior and Senior School students have always been accommodated at Hood Crescent, during the 1920s–1940s the younger infants were taught from St Margaret’s Hall in Ripley Grove, near the Caulfield Town Hall. These children are now housed onsite at our Early Learning Centre (ELC).

About 30 years ago Shelford changed its name to Shelford Girls’ Grammar.

Shelford Girls’ Grammar has a proud history of excellence in girls’ education. In the 122 years since Emily Dixon taught her first pupils, nearly 5,000 children have passed through our school. Despite this large number of alumni, our school community has remained small and our culture caring. With the flux of decades and generations, Helenslea sits centrally and endures.

Learning

Shelford is proud of its tradition of academic achievement, understanding and care. Talented, perceptive and sensitive teachers – working closely with parents and ancillary staff – design personalised programs to meet the needs, abilities and interests of each child.

Students are placed in learning groups according to their social and cognitive readiness. Vertical grouping allows students to work with ‘like minds’ and academic progress is not determined by chronological age.

All administrative structures, resourcing policies and staffing practices support our youngest child to our Year 12 students – and beyond.

Students aspire to the highest levels of achievement in everything they do. They are encouraged to ‘dare to dream’ and to experience the exhilaration of discovering talents and abilities which they didn’t know they possessed.

A feature of Shelford is its small class sizes. While many of Shelford’s students are exceptionally able some of our students have specific learning needs and individual programs are designed for them also.

All students participate enthusiastically in the co-curricular activities and consequently, a strong sense of community pervades the school. The Pastoral Care program underpins and enhances the broader educational philosophy.

Opportunities

Shelford offers a wide range of co-curricular activities and students are encouraged to make the most of the opportunities available. Participation levels are very high in the Performing Arts and Sport, exchange programs and overseas study tours.

Shelford provides a rich academic curriculum and there is a huge breadth and depth to the education we offer.

Performing arts

The Performing Arts at Shelford involves two main disciplines.

The Music Department develops an interest in and a love of music through classroom programs, individual tuition and participation in the co-curricular program. Students are provided performance opportunities at music concerts, Chapel services, assemblies, competitions, AMEB examinations, school functions and Open Days, as well as performances in the local community. The Junior School and Senior School present a musical and/or House Performing Arts each year. Students are involved in all aspects of these productions – music, dance, drama, script, lighting, scenery and stage design.

The Drama Department creates performance opportunities for students and fosters a passion for public presentation skills, team-building skills, creativity, fun and performance. Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages. Students learn about a range of performance styles, performance techniques, conventions, play-making techniques, production areas, expressive skills, performance skills, and how to gather meaning from stimulus to create stories. Students experience both the development and performance of their own works and scripted plays. Drama equips students with knowledge, skills and confidence to communicate as individuals and collaboratively in a broad range of social, cultural and work-related contexts.

Sport and fitness

Shelford is a member school of Girls’ Sport Victoria, a sporting association involving 24 independent girls’ schools in Melbourne. Shelford participates in swimming, diving, cross country and athletics carnivals held throughout the year. Weekly sport is run after school with different sports offered each term. Shelford girls are given the opportunity to play in competitive indoor cricket, tennis, softball, netball, hockey, badminton, Australian Rules Football, volleyball, soccer, waterpolo and basketball. For a comprehensive overview please refer to the Shelford Sport document below.

Exchanges, camps and trips

With a focus on developing resilience and determination through exposure to new environments and challenges, participating in experiences outside of the classroom is an important aspect of the Shelford student journey.

CAMPS

Students from Years 3–11 attend an annual school camp. With a focus on developing relationships with their peers, personal goals, a sense of adventure, initiative and an enjoyment of active learning, students are challenged to participate in a range of outdoor adventure activities. These camps range from 3–5 days duration and are set in locations across Victoria.

EXCHANGES

French students at Shelford are encouraged to visit a French speaking country. Each year, some of the senior girls participate over the summer break in our exchange program in Delémont, Switzerland. During July and August, Swiss students visit Melbourne, attend school at Shelford and stay with a Shelford host family with one of our students.

Shelford enjoys a close relationship with its Japanese sister school. Each year in August a group of students from Edogawa Girls’ High, our Tokyo sister school, visits for a week. The Japanese girls participate in numerous activities in Junior School and Senior School classes, providing wonderful opportunities for the Shelford students to interact, practise their language skills and learn more about Japan and its people. Shelford Year 10 students of Japanese have the opportunity to travel to Edogawa, undertaking a seven-week homestay and attending Edogawa High School in December and January.

TRIPS

Under the management of an external provider and supported by Shelford staff, our international expeditions are offered to students in the Senior School. With a focus on creating global citizens with an international understanding of justice, equality and social service, past trips have ventured to Cambodia, China, Borneo, Nepal and Thailand.

Enrichment opportunities

DEBATING AND PUBLIC SPEAKING

Shelford students are encouraged to participate in the Debating Association of Victoria’s (DAV) Schools competition. This inter-school program is open to students from Year 9 to 12 and runs from Term 1 until late into Term 3. The DAV also offers a junior program for Year 7 and 8 students during Terms 3 and 4 that provides an introduction to debating and training of key skills. Debating is a popular extra-curricular experience at Shelford; it attracts students with a range of interests and promotes the development of vital skills. Due to the overwhelming interest in debating, we plan to introduce a House Debating competition in 2021, in addition to the DAV interschool program. 

There is a myriad of public speaking opportunities at Shelford, both within the curriculum and through extra-curricular programs, such as the DAV public speaking competition. Shelford is the proud host of the regional finals of the VCAA Plain English Speaking Awards (PESA), a competition that aims to build self-confidence and extend students’ skills in oral communication, speech writing and research. In 2019, Year 12 student Grace Baldwin was a PESA finalist and we look forward to hosting the regional finals again in 2021.

Future pathways

The Shelford Careers Program works with Senior School students so they make informed decisions about subject choices and explore different career and tertiary options as they move through school.

Starting at Year 8 with subject selection counselling, the Careers Counsellor supports every student past the release of their Year 12 results to ensure each individual finds the tertiary pathway that is right for them. 

Aspects of this comprehensive program include:

  • A Year 9 skills-based program with 4GR Consulting Services focusing on essential employability skills.
  • Year 10 Work experience opportunities – both onsite and virtual and the opportunity to participate in a program to explore how the world of work changing and addressing the change of skills required in the modern workplace.
  • The Year 11 Careers Conference including site visits to multiple tertiary institutions, guest speakers on career options, trends in the workforce and employability skills.
  • Individual VTAC counselling for every Year 12 to explore the wide range of tertiary options available to them that best suit their interests and strengths. Year 12 students also hear from a range of relevant tertiary institutions and careers speakers.
  • Opportunities to complete career profiling.

Wellbeing

Shelford has an integrated wellbeing approach that is structured to respond to the developmental and mental health needs our girls are facing.

Wellbeing at Shelford is led by the Director of Student Wellbeing and Development and is supported by School Psychologists, Learning Enhancement staff, the International Student Coordinator and the School Nurse. Together with teachers and Year Level Coordinators, a wraparound network of care is provided to every student.

All girls are supported to make the most of their learning opportunities and to prepare them for the future. Through a focus on creating lifelong skills, Shelford girls are empowered to become independent, confident, self-aware, resilient young women.

Student wellbeing

The wellbeing of students, staff, parents and our broader community is central to everything we do at Shelford. The School’s core values of respect and integrity underpin the importance that is placed on wellbeing.

Shelford employs two Psychologists who provide counselling to students from Prep to Year 12. The Psychologists liaise with the School Executive and work closely with each student’s pastoral care teacher (classroom teacher in the Junior School and Year Level Coordinator in the Senior School).

The Psychologists administer appropriate testing and assessments of students and make recommendations in the subsequent reports. They also work closely with the Learning Enhancement staff regarding strategies to support the specific needs of students.

The wellbeing of students is also supported by the Quaerite Program and sessions and workshops presented by experts that include safe behaviours regarding social media, positive mindsets and strategies, resilience, adolescence, healthy relationships and drugs and alcohol.

Learning enhancement

At Shelford, we offer a school-wide program to support the individual needs of our students. Programs are designed to support and address the developmental and academic learning needs of each individual.

Support programs include:

  • enrichment programs
  • individualised support for students with learning difficulties/disabilities.

Personalised programs are designed, and support is provided in regular classroom settings and study sessions. 

The Learning Enhancement team works with classroom teachers and families to assist each student to achieve her best. This is done through collaboratively designing and delivering a differentiated approach to learning, to cater for a range of skills and abilities. 

Assistance can range from the development of an organisation, time management and study skills, to targeted literacy and numeracy interventions.

The Learning Enhancement Team also caters for students requiring further challenges through internal programs and a range of external opportunities. The focus is on the development of individual skills, as well as building each student’s confidence and resilience when taking on new challenges.

Quaerite Program

Shelford was established in 1898, and its motto is Quaerite Primo Regnum Dei. The Latin word Quaerite is derived from Quaere meaning to seek, search, investigate or inquire, and it has been the inspiration for the innovative Quaerite Program at Shelford.

The Quaerite Program from Prep to Year 12 is based on Shelford’s core values. It encourages students to discover their strengths and passions, to develop a love of learning and a desire to make a positive contribution to society, to respect people and the environment, to search for a deeper understanding of their own social, emotional, physical and spiritual needs and those of others, and to develop a sense of their own rights and responsibilities.

It also develops effective thinking dispositions such as the ability to be open-minded and to consider other points of view, to give appropriate reasons for opinions, to develop resilience and the ability to persevere when things are complex, to embrace challenges and to respond with curiosity, imagination and innovative thinking.

Academic ability is important for future success, but the challenges of the 21st century mean that our students must acquire a variety of skills and capabilities. There is a growing demand for innovation, creativity, communication, empathy, adaptability and social skills. Education has a vital role to play in helping young people build lives that have meaning and purpose, in an ever changing and unpredictable world.

Enrol

At Shelford, we understand that choosing a school for your child’s education is one of the most important decisions you will make. We invite you to contact our Registrar Ms Marie De Sousa to find out what a difference Shelford could make for your child. Overseeing the enrolment process, Marie is available to answer any queries you may have, send you information or arrange for you to have a personal tour of the School. She can be contacted through the details below.

Telephone:+61 3 9524 7413

Email: mdesousa@shelford.vic.edu.au

We love welcoming new families to our community and know your daughter will thrive in our school environment.

Impressive VCE results … year after year

Congratulations to the Class of 2020. Your commitment to your studies and your leadership and your contribution to a wide range of endeavours has been impressive.

At Shelford, staff and students work together in a supportive environment where students are encouraged to achieve their best. The School community is very proud of the Class of 2020 and the teaching staff and wishes every student continued success in the future.

Steps to enrolment

Step 1: Complete the Shelford application for enrolment form below.

Step 2: Please pay the application fee.

This fee can be paid via our website, (select Other fees and charges) by direct transfer (banking details below) or by calling with your credit card details.

Bank: National Australia Bank, Elsternwick, Victoria

Account name: Shelford Girls’ Grammar

BSB: 083 510

Account number: 51536 5375

SWIFT code: NATA AU3303 M (used if payments made from overseas)

Step 3: Visit Shelford and take part in an interview with the Principal or a senior member of staff.

Step 4: This step in the process involves a formal Offer of a Place.  

Step 5: Parents are required to upload additional information to Shelford’s database and then pay the Confirmation of Enrolment fee to finalise the process.

Location and transport

Shelford is a leading, independent girls’ school conveniently located in the suburb of Caulfield, nine kilometres from the city of Melbourne, in the state of Victoria. This peaceful location is well serviced by a series of Shelford charter buses and public transport links.

Getting to Shelford

An excellent range of convenient, public transport means that getting to Shelford is easy.

Public Transport Victoria buses run from Glen Waverley, Mt Waverley and Chadstone areas, and travel along Glen Eira Road stopping at Hood Crescent.

Railway transport on the Frankston, Cranbourne-Pakenham and Sandringham lines connect with school buses and give convenient and quick access to Shelford. Ripponlea station on the Sandringham line is the closest station for Shelford students to walk to school from.

Trams along Glenhuntly, Balaclava, Dandenong and Glenferrie Roads provide excellent service and also connect with school buses.

Shelford also offers a Chartered Bus Service on the following routes:

  • Serial 2 Caulfield, Glenhuntly, Carnegie, Murrumbeena, Oakleigh
  • Serial 3 Caulfield, McKinnon, Murrumbeena, Ormond, Bentleigh, Bentleigh East, Moorabbin
  • Serial 5 Caulfield, Elwood, Brighton, Hampton, Sandringham, Highett, Cheltenham
  • Serial 6 Caulfield, St Kilda, Middle Park, Albert Park, Port Melbourne
  • Serial 7 Caulfield, Malvern East, Glen Iris, Ashburton, Mt Waverley, Glen Waverley, Blackburn

Casual Bus Tickets are available for purchase from Reception by those students wishing to take the bus on a casual basis or as a one-off trip.

St Kevin’s College Private School Melbourne

st kevin's college

www.stkevins.vic.edu.au

9822 0910

 

Early Learning Centre Yes
Primary School Yes 
High School  Yes
Course Range ELC to Year 12
Main Gender All Boys
Boarding School Yes
Estimated No. of Students 2100
School Fees Average 

Link to School Fees Page:

https://www.stkevins.vic.edu.au/admissions/fees

A Catholic School for boys in the tradition of Edmund Rice

St Kevin’s has developed a strong academic tradition where each boy is encouraged to take responsibility for his own learning in an environment that values knowledge and scholarship.

OUR APPROACH

Edmund Rice Tradition And History

Inspired by the contemplative spirit of St Kevin and Glendalough, and Christ’s transforming vision of humanity.

In this spirit, we aim to be a welcoming and hospitable community that will provide strong witness to Gospel values.

Vision & Values

St Kevin’s has developed a strong academic tradition where each boy is encouraged to take responsibility for his own learning in an environment that values knowledge and scholarship. We strive for the development of the whole person integrating spiritual development, academic success, cultural awareness and sporting participation in the context of the Catholic tradition. 

The St Kevin’s community is based on family. This extended family of students, teachers, parents and old collegians throughout the country, forms a community that is wholeheartedly committed to the Christian education of young men, in the tradition of Edmund Rice. 

St Kevin’s College is committed to the creation and maintenance of a child safe school environment. The care, safety and welfare of students are embedded in policies and procedures which ensure a commitment to zero tolerance of child abuse. All actions and programs will maintain high ethical standards and work in accord with child safety standards and child protection reporting guidelines. Please click here to view St Kevin’s College’s Child Safe Statement of Commitment.

We encourage our students to pursue the truth, to discern meaning and purpose for their existence and to enrich their spiritual lives. Respect, truth, freedom, justice, love and service are the guiding principles of all relationships and social activities. St Kevin’s students are actively encouraged to develop an awareness of and empathy with people in the wider community, in particular through community service programs.

Central to the mission of St Kevin’s College is the promotion of excellence in learning as an essential means of facilitating human growth and liberation, the recognition of family life as providing an affirming context for the nurturing of the whole person and a desire for all to achieve the fullness of life.

OUR HISTORY

Saints and Scholars

In founding the College in 1918 the Christian Brothers set out to establish a strong tradition of high academic standards.

St Kevin’s was the Matriculation centre for all the Brothers’ schools in Melbourne. With its early academic success, the enrolment soon outgrew its buildings in East Melbourne and so the College moved to Toorak in 1932. Here it grew to a full primary and secondary school.

OUR COMMUNITY

Excellence In Learning

Central to the mission of St Kevin’s College is the promotion of excellence in learning as an essential means of facilitating human growth and liberation, the recognition of family life as providing an affirming context for the nurturing of the whole person and a desire for all to achieve the fullness of life.

Acknowledgement of Country

St Kevin’s College acknowledges the Wurundjeri who are the Traditional Custodians of the lands that are used by the College. We pay our respects to their Elders past, present and emerging.

Commitment to Child Safety

St Kevin’s College has a zero tolerance policy for child abuse and is committed to promoting the safety and wellbeing of all children and protecting children from abuse. St Kevin’s College has implemented child safety standards to accommodate and take the needs of all children into account when creating a child safe environment.

Enrolment Enquiry Form

Enrolment Procedure

If your son is not currently an applicant to attend St Kevin’s College and you wish to enrol, you will need to complete an application for enrolment.

When you receive your application for enrolment, please complete it and send it to:

The Registrar, St Kevin’s College, Moonga Road, Toorak 3142. 

A non-refundable enrolment fee of $500 (inclusive of GST) for the first son, $100 for the second son and $50 for each subsequent son should accompany the application form. Cheques should be made payable to St Kevin’s College.  The College will invite applicants to attend an interview with the College Registrar.

Application for Enrolment:

St Kevin’s College has three points of entry for enrolment: Prep, Year 5 and Year 7.

Applications for enrolments are currently open for: 

Prep – 2022, 2023, 2024, 2025, 2026, 2027*

* Applications for Prep will open 5 years before the commencement year.

Year 5 – 2024, 2025, 2026, 2027, 2028, 2029, 2030, 2031, 2032*

* Applications for Year 5 will open 10 years before the commencement year.

Year 7 – 2026, 2027, 2028, 2029, 2030, 2031, 2032, 2033, 2034

Scholarships & Bursaries

St Patrick’s Cathedral Choral Scholarships (for entry into Year 5)

St Patrick’s Cathedral Choir scholarships are offered by the Archdiocese of Melbourne in conjunction with St Kevin’s College to support the liturgical music program of St Patrick’s Cathedral. Alongside their involvement in the musical and spiritual life of the Cathedral, scholarship holders also contribute to the musical activities of the College. The scholarship scheme provides an opportunity for boys with appropriate musical talent to receive an academic education of the highest quality at one of Melbourne’s finest Catholic schools, alongside an exceptional musical education both at the Cathedral and at St Kevin’s College.

To be eligible to apply for these scholarships, boys must be Catholic and able to enrol in Year 5 at St Kevin’s College in the year in which the scholarship is taken up. Scholarships will be awarded on the basis of an audition and students must satisfy normal entrance requirements at the College. The audition is conducted by the Director of the Cathedral Choir, who passes on a list to the Principal. The Principal will make the final decision as to which applicants will be formally interviewed and offered places. Auditions are held in May of each year.

Registration is now closed. Auditions are to be held on Saturday, May 22, 2021. 

The Director of the Choir, Dr Philip Matthias, will contact all families of applicants after the closing date to explain the process and organize an audition time.

Edmund Rice Bursaries (entry at Year 7 and Year 10 from 2022)

An Edmund Rice Bursary is designed to open at St Kevin’s education to young Catholic men whose families would otherwise not be able to consider a St Kevin’s education. Applications are made to the Registrar with supporting evidence of a student’s ability to contribute to the life of the College. All Edmund Rice Bursaries are extensively means tested. Applications need to be made one year prior to the applied-for entry year.

Duration of Scholarships

Subject to annual review of academic performance and demonstration of the appropriate level of commitment and participation, scholarships extend to the completion of Year 12.

Strathcona Girls Grammar Private School Melbourne

strathcona girls grammar

www.strathcona.vic.edu.au

03 8779 7509

Early Learning Centre Yes
Primary School Yes 
High School  Yes
Course Range ELC to Year 12
Main Gender ELC: Co-Education

Prep to Year 12: All Girls

Boarding School No
Estimated No. of Students 800
School Fees Average 

Link to School Fees Page:

https://www.strathcona.vic.edu.au/contact-admissions/fees/

To become unstoppable, a girl must first be set into motion

Strathcona is the catalyst of a life-shaping momentum, ensuring each girl discovers a trajectory as unique and full of potential as she is.

Upon their respective journeys, Strathcona girls break the stereotypes of private education — and we are proud of it. Action, meaning and fulfilment take precedence, and are aptly expressed in the School motto: ‘Bravely, Faithfully, Happily.’

Through a culture of academic excellence and a rich selection of co-curricular activities, girls grow and thrive. Strong, resilient, empowered — at Strathcona these are more than just words. We imbue them with impetus tied to each girl’s uniqueness and personal ambitions.

As a student’s voice and identity emerge, so does her character.

And it’s here that Strathcona truly sets itself apart. A Strathcona girl is balanced in mind, body and spirit. Her robust sense of self is founded upon respect, integrity, compassion, courage and genuine community spirit. Being ready for life isn’t about bettering others — it’s about improvement within.

In essence, Strathcona affords its girls the opportunity to discover who they really are, and to pursue their life’s potential by being themselves.

Vision & Values

UNSTOPPABLE GIRLS BEGIN AT STRATHCONA

Strathcona aspires to be a nurturing learning community that develops intellectually curious, optimistic, life-ready young women who are empowered to shape their future in a rapidly changing world.

Our Values

  • Respect
  • Integrity
  • Compassion
  • Courage
  • Empowerment 

Our Guiding Principles

To be courageous and creative in thinking, learning and research

Focus: Learning, curriculum, teaching and research

Strathcona will rigorously pursue intellectual and ethical understanding. In a culture that is curious and discerning, we will embrace difficulty and complexity to create new perspectives and ways of working. People in the Strathcona community will understand the importance of a growth mindset and consider themselves to be life-long learners continuously seeking to understand, innovate and improve.

To act judiciously and purposefully in contribution to the world

Focus: Service, leadership, global engagement and active contribution

Service to others and to the community is an enduring value of the School. As a community, our contribution to humanity and the environment will be consciously grounded in considered principles of service, justice, respect, generosity and courage. In order to engage ethically with the world, and act as agents of change, Strathcona will instil in students a balance of knowledge and set of skills including leadership, empathy, eloquence, confidence and experience.

To be resourceful, resilient and optimistic in spirit

Focus: Wellbeing, health, care, faith and spirituality

Individuals will develop the intrinsic motivation and ‘know how’ to be resourceful and resilient in a complex and dynamic world. Through action and reflection, the ‘spirited self-agent’ will be optimistic and purposeful in learning, thoughtful in decision-making, modest in success and robust in adversity. Strathcona will commit itself to equip and support every individual to develop their own ‘voice and identity’ as well as health in body, mind and spirit.

To utilise authentic and agile learning places and systems

Focus: Learning environment – physical and virtual

Strathcona will be a place where new patterns of learning flourish. Learning is an organic, life-wide process that can occur anywhere at any time, particularly in the contemporary context of mobile technologies and global engagement. The learning ecosystem of Strathcona will enable the acquisition of deep knowledge, skills and understanding across multiple domains, in simultaneous experiences (intellectual, social, physical, spiritual, aesthetic) through flexible structures that challenge orthodox boundaries.

To enrich and strengthen our multi-faceted contemporary community

Focus: Wider community, alumnae, families and partners

At Strathcona, we will develop and extend enduring and mutually beneficial relationships with existing and future Strathcona community members, in order to further enrich and strengthen our multi-faceted contemporary learning community.

To ensure visionary leadership and wise stewardship

Focus: Leadership, governance and operational performance

Strathcona will consciously nurture a culture of prudent stewardship where resources are optimised for the benefit of students, staff and our community while also strengthening the foundations for a sustainable and confident future.

Statement of Philosophy

  • We are committed to advancing education within a Christian learning community and operating in a manner which bears witness to the Christian faith having regard to the School’s Baptist foundation.
  • We are committed to offering our students the best education possible and allowing each student to realise their full potential.
  • We are committed to offering the best academic environment possible. To do this, we support each student’s learning and ensure that each student can learn in an environment free from bullying, harassment, and discrimination.
  • We are committed to caring for each student’s emotional and pastoral needs. To do this, we have a pastoral care framework and provide support such as counselling services and education on resilience and mental health.
  • We are committed to allowing each student to achieve in areas of their own interest. To do this, we accommodate each student’s interests, allowing them to balance curricular and extra-curricular activities, and encourage them to pursue their interests.
  • We are committed to fostering leadership in all of our students. To achieve this, we have programs and activities which encourage each student to lead among their peers.
  • We are committed to allowing each student to live a healthy and active lifestyle. To do this, we provide education on a healthy lifestyle and encourage sporting and other co-curricular activities.

Why Strathcona

Why forward thinking families choose Strathcona

Choosing an all-girls’ school is one thing. Choosing which one is another thing altogether.

Strathcona’s passion for helping girls reach their full, unique potential, to become truly unstoppable in and beyond the classroom is at our core.

We have a certain personality — a personal touch — that separates us from the more corporate-themed institutions you may be considering. It’s this personal approach, our belief in knowing each girl as an individual and supporting her in being her whole self in mind, body and spirit, that is unlike anything you’ll find among our contemporaries. We’re unafraid of breaking private education stereotypes for something more meaningful.

Where other schools may be selective in their enrolments, Strathcona develops high achievement in all, commensurate with an individual’s unique blend of skills and abilities. We are as committed to realising a girl’s dream of becoming a videogame designer or author as we are another girl’s desire to pursue medicine or civil engineering. What matters to us is that your daughter’s inner spirit has the chance to flourish, in an environment that is supportive, challenging and rewarding.

Why a Girls’ School?

SHE CAN BE WHO SHE TRULY IS, AND BECOME WHAT SHE IS DESTINED TO BECOME, IN AN ENVIRONMENT OF LIKE-MINDED, PASSIONATE WOMEN.

Rest assured, the decisions you are faced with for your daughter’s education are shared by parents everywhere. Among the most fundamental of these is whether to enrol her in a co-educational or single-sex school.

To be fair, each has its merits. But, increasingly, there is a swelling amount of international research indicating that girls perform at their best — academically and personally — in a single-sex educational environment.

Through our junior, middle and senior years, Strathcona is a girls’ school. Our long and proud tradition of providing high-quality education is augmented by our emphasis on developing each girl according to her own strengths and interests. A girl is at her best when she is free to be herself, and though girls-only schools everywhere provide an environment for this to happen, at  Strathcona we embed it into our culture.

Teaching & Learning

WHERE LEARNING IS THE HEARTBEAT OF OUR CULTURE.

At the heart of our School, is the motto: fortiter fideliter, feliciter – bravely, faithfully and happily. It is these values which also underpin the core beliefs in our teaching and learning philosophy, as thinking is at the centre of everything we do. 

We are a future-focused and individualised learning community which is committed to academic excellence and the best education for girls. Each student is as valued for her unique capacity to contribute to the life of the school, as they are for their thinking and approach to learning. A sense of self-worth is encouraged, by providing an atmosphere in which every girl is empowered to take their own individual pathway, choosing from the many areas of the curricular and co-curricular programs. In this, it could be said that we shape the school to fit the girl, rather than shaping the girl to fit the school. So too, with each student’s personalised learning journey to become global citizens with the character, skills and attributes essential for future success. 

Strathcona students are encouraged to embrace difficulties and complexity through being intellectually robust and ethically minded; challenging their thinking and becoming emboldened with the courage to take risks. Students develop a growth mindset where persistence is encouraged to create a love of learning and a resilience that is essential for both academic and life accomplishment. Our students develop dispositions of life-long learners, discovering and creating new perspectives and ways of working in a more flexible, adaptable and responsive manner, continuously seeking to understand, innovate and improve.

Led by specialist educators and bespoke programs, we ensure connections in pedagogy from the Early Learning Centre (ELC), all the way through to VCE Year 12. In the ELC, our educational practice is underpinned by the Reggio Emilia Philosophy which views each child as being capable, resilient and a co-constructor of their own learning. Relationships are fostered and nurtured in this environment and each child’s interests are documented and used to guide the curriculum. These foundations prepare each child for a seamless transition to Junior School. A purposeful and research-based approach to the teaching and learning of English and Mathematics ensures the growth and development of these skills that form the foundations of all learning. 

We are committed to providing opportunities and broadening students’ educational experience beyond the classroom. These authentic experiences enhance motivation and achievement. Critical, and Creative Thinking underpins the Design Thinking model that is used in several areas of our curriculum in the Junior and Senior Schools. This approach is used in the teaching of Digital Technologies, Art and Design and is the cornerstone of our transdisciplinary programs in Middle School while a focus on STEAM delivers subject expertise and learning programs that integrate the disciplines. Visible Thinking, an approach developed at Harvard University, aims to improve learning through techniques that help students become effective thinkers. Our Learning Enhancement program also includes differentiation within mainstream classrooms, as well as targeted withdrawal sessions.

Our Year 9 Tay Creggan campus also emphasises enterprise and entrepreneurial skills through its specialist Envision Program while our Senior Years Academic Pathways provides a fully elective learning model at Year 10. The VCE program provides an extensive program and a broad range of activities. This combined with our Centre for Learning Futures, exposes our students to dynamic and rewarding career paths that might not have been considered before.

The quality of any school is also embodied by its teachers. The research tells us it is our teachers, and the quality of their teaching, that makes a profound difference to student learning. At Strathcona, our teachers are dedicated and skilled practitioners, with a commitment to exceptional teaching and learning practices to engage all our students in the learning process. Our teachers foster rigour and deep understanding, educating students to use disciplined and critical inquiry. It is this culture of continuous development, feedback and improvement that places our teachers at the forefront of the profession. Through conference presentation and participation, research, Victorian Curriculum and Assessment Authority (VCAA) collaboration and other professional learning opportunities, teachers as role models for ongoing life learning, reinforces learning and growth as the centre of everything we do.

All of this takes place on campuses that emphasise agile and multimodal learning spaces that highlight our student-centred approach to learning. This is intended to promote classroom discussion and collaboration, as well as enhance creativity and deep thinking. The pedagogy and activities being embraced are also intimately linked to our BYOD (Bring Your Own Device) program which enables multiple points of focus and diverse teaching and learning strategies. Interactive projectors and whiteboards offer students and teachers the ability to engage with each other in many different modes which suit different learning styles and ultimately allows everyone to learn and perform at their best.

Our students enter the School as girls and leave as life-ready women of character – bravely, faithfully and happily; women keen to succeed on their own terms and to make an impact in this world.

Scholarships

THE FUTURE DOESN’T STAND STILL NOR SHOULD YOUR DAUGHTER.

At Strathcona, we support each individual girl to develop her own voice and identity, as well as health, mind and spirit. Learning is the heartbeat of our culture and throughout the history of the School, each student has been instilled with the self-belief and resilience to embrace new opportunities and the confidence to pursue their passions so they make their way bravely, faithfully and happily through life.

Strathcona offers a limited number of Academic, Music and Special Scholarships on an annual basis. Scholarships recognise achievement, enable success and assume a commitment to the School. 

Before making an application for a scholarship, please take the time to read all the information below outlining the types of scholarships on offer, the process of applying for a scholarship and the terms and conditions for successful candidates. We also encourage you to attend one of our upcoming School Tours prior to submitting an application.

Location and Transport

Conveniently located in Melbourne’s inner-eastern suburbs of Canterbury and Hawthorn, Strathcona offers students and families easy access to both campuses.

Public Transport Victoria (PTV) can provide helpful information to assist you with your commute planning, and a map is available of all of the local public transport options in the immediate area.

Canterbury Campus

Senior School

Our Senior School, located on the Canterbury Campus, is home to middle school (Year 7 and 8) and senior school (Years 10 to 12) students.

  • Canterbury train station (Belgrave and Lilydale Lines) 
  • Tram stop on Riversdale Road (Route 70 via City / Surrey Hills)
  • Bus stop at Canterbury Stations (Route 612 via Chadstone / Box Hill and Route 285 via Doncaster)

Parking is readily available in the local area (please be mindful of signage) and drop-off zones are available on Bryson and Scott Streets.

Junior School

The Strathcona Early Learning Centre is home to our 3 and 4 Year Old students, and is located on the Canterbury Campus adjacent to Junior and Senior Schools.

  • Canterbury train station (Belgrave and Lilydale Lines) 
  • Tram stop on Riversdale Road (Route 70 via City / Surrey Hills)
  • Bus stop at Canterbury Stations (Route 612 via Chadstone / Box Hill and Route 285 via Doncaster)

Parking is readily available in the local area (please be mindful of signage) and drop-off zones are available on Scott and Logan Streets.

Early Learning Centre

The Strathcona Early Learning Centre is home to our 3 and 4 Year Old students and is located on the Canterbury Campus adjacent to Junior and Senior Schools.

  • Canterbury train station (Belgrave and Lilydale Lines) 
  • Tram stop on Riversdale Road (Route 70 via City / Surrey Hills)
  • Bus stop at Canterbury Stations (Route 612 via Chadstone / Box Hill and Route 285 via Doncaster)

Parking is readily available in the local area (please be mindful of signage) and drop-off zones are available on Bryson and Scott Streets.

Hawthorn Campus

Tay Creggan (Year 9) Campus

Our unique Year 9 campus, Tay Creggan, is located at 30 Yarra Street, Hawthorn VIC 3122 and, much like the Canterbury campus, offers a range of transport options within 5 minutes walk:: 

  • Hawthorn train station (Alamein, Belgrave and Lilydale Lines)
  • Tram stop (Route 75 via Etihad Stadium Docklands / Vermont South) 
  • Bus stop (Route 609 via Fairfield / Kew)

Parking is available in the local area (please be mindful of signage) and the drop-off is possible in the driveway.

Kilvington Grammar School Melbourne

kilvington grammar school

www.kilvington.vic.edu.au

03 9578 6230

Early Learning Centre Yes
Primary School Yes 
High School  Yes
Course Range ELC to Year 12
Main Gender Co-Education
Boarding School No
Estimated No. of Students 800
School Fees Average 

Link to School Fees Page:

https://media.digistormhosting.com.au/kgs-au-vic-308-website/documents/2021-Business-Regs-Enrolment-Agreement-for-website_FINAL.pdf?mtime=20201104034825

Empowering students to achieve their academic potential

Your child will be challenged, stretched and supported to help them achieve the learning outcomes of which they are capable.

Single-gender classes. Co-ed school.

We offer single gender classes from Y7-Y9 in English, Science and PE and Health, so your child can enjoy diverse learning experiences at a key developmental phase in their lives.

Big on learning. Big on care.

With outstanding and passionate teaching staff and our renowned wellbeing program, your child will be given every opportunity to achieve their personal best.

Our education philosophy

At Kilvington, we strive for academic excellence within an authentic, inclusive and collaborative teaching and learning environment. The sequential development of skills, knowledge and understanding are underpinned by breadth, depth and challenge in learning. This process is informed by regular monitoring and assessment of student learning and timely feedback.

Our philosophy is underpinned by our Character Initiative and neuroscience research on the benefits of instilling a Growth Mindset.

Student learning is a rounded experience that equips students with the skills to navigate, connect and thrive in a transforming world. Learning at Kilvington fosters academic excellence, shapes perspectives, strengthens character and builds skills for success.

Curriculum

To prepare our students for life and work in the 21st century, we have increased our focus on trans-disciplinary learning. Students work together across year levels and subjects to innovate, create and solve real world problems. So, while we offer our students core subjects within the curriculum, the magic is in how those subjects are combined to create opportunities to extend their learning even further.

Our flagship programs of STEAM, Writing, Performing Arts, Robotics and Global Connections contribute to our robust learning and co-curricular programs.

This is such an exciting time to learn and we are constantly assessing how we can inspire a love of learning in our students. 

Early Learning Centre

At the Kilvington ELC, our focus is on helping children to develop into independent thinkers. Our students learn how to solve problems, reflect creatively and communicate effectively and confidently within a nurturing, safe and inspiring learning environment.

Our students are taught by warm, caring and highly qualified early years’ teachers who carefully develop each individual child’s knowledge, skills and attitude by guiding their development through intentional teaching practice, along with active inquiry and discovery learning opportunities.

Within the nurturing and inspiring environment of our ELC, a focus on the development of the whole child equips them for future learning in a Junior School setting.

Junior School (Prep-Year 6)

Our Junior School is a place of rich and rewarding learning experiences where students’ needs, abilities and interests are placed at the centre of the curriculum, and differentiated programs and explicit teaching are designed to ensure children reach their academic, physical, social and emotional potential.

We set high expectations and strive to instil an enthusiasm for knowledge, a positive and brave ‘can do’ attitude when embracing challenges and a genuine love of learning. Our dedicated teachers ensure that each student feels connected, valued, engaged and challenged at all times.

JUNIOR SCHOOL SUBJECTS

  • Mathematics
  • English
  • History
  • Geography
  • Science
  • French
  • Religious Education
  • Visual Arts
  • Performing Arts
  • Physical Education
  • Social And Emotional Learning
  • Digital Technology

In upper primary, Performing Arts are broken down into choir, music and drama. Students also participate in a formal Sports program in Years 5 and 6.

We also offer Mathematics and English Enrichment classes for eligible students.

A range of opportunities is available in our co-curricular program including Chess, Mindfulness, Coding and Design Time.

TRANSITION TO YEAR 7

To ensure a smooth transition from Year 6 to the Senior School, we have a range of activities designed to prepare students for the move to Year 7.

A Year 7 Parent Information Evening towards the end of the year is an introduction to the Student Wellbeing program in the Senior School and is a chance to begin building the relationship and connection with their Mentor and Dean of Wellbeing.

Year 6 students participate in an orientation program where they spend some time in single-gender classes in preparation for the transition.

Year 7 students spend time with the Year 6s to share their experiences and give them the opportunity to ask questions. 

The Year 6 teachers also provide a detailed handover to the Year 7 teachers.

Senior School (Years 7 -12)

Senior School is a place of challenges. Our students build on their previously acquired skills while developing the resilience and maturity necessary to enter adulthood with confidence.

Deep levels of critical and creative thinking are fostered through learning programs that equip students with the communication and collaborative skills required for the 21st century. Our students start to actively take more responsibility for their learning and work together with their teachers on shared learning outcomes, ensuring they are prepared for life beyond Kilvington’s boundaries.

Kilvington’s Senior School (Years 7 – 12) occupies two separate buildings, offering older students their own learning space. Both the Middle School Centre of Excellence and VCE Study Centre offers unique state-of-the art learning environments for students.

Co-curricular

We have a broad range of co-curricular activities to suit all students interests:

DEBATING

Our debating program is open to students with all levels of experience. It provides an ideal opportunity for students to learn to think quickly on their feet and to confidently deliver a speech in front of an audience – essential skills for tomorrow’s leaders. 

We are known for our talented public speakers, and many of our students have gone on to win prestigious debating prizes in a competition. 

OUTDOOR EDUCATION

For one week each year, Kilvington students go on outdoor education experiences to a destination within Australia. This begins at Year 3 and goes through to Year 12. The focus of each experience varies according to students’ ages and stages of development and provides the opportunity for them to do something new, different and inspiring. They may bushwalk, waterski, scale rock faces, build rafts, surf, ride bikes and take part in leadership courses.

Students develop an understanding of self, others and nature. Apart from personal skills, the outdoor education experiences are integrated into the curriculum in a number of ways, ranging from Geography to Science, Photography and English.

PRESS CLUB

Kilvington is a proud sponsor of the Melbourne Press Club. Once a month our Principal, Jon Charlton, takes a table of students to a lunch where they experience an address given by a prominent state, national or international dignitary, and is attended by the Melbourne press.

CHESS

Kilvington’s Chess Club is growing in size and popularity, with regular professional instruction for students of all ages and abilities. Our Junior School chess students have had the opportunity to compete in large competitions at other schools as well as against their peers.

Wellbeing

Based upon the core conviction that every individual is of infinite value and intrinsic worth and needs to be treated with the utmost dignity and respect, we have an enviable reputation for care at Kilvington. 

FOUR CORE PRINCIPLES

We recognise that students learn most effectively when their emotional, social and physical needs are being met. 

The goal of pastoral care is to support each student, promote self-confidence in a happy and warm environment, and work closely with families to ensure that each child will flourish. Pastoral care consists of mentoring, guiding, monitoring and nurturing the students under our care.

What is best for students to maximize their care?

Monitor academic and wellbeing needs of every student.

A pastoral care system that ensures students are personally connected and individually known and cared for by equipped, empowered and confident staff.

RESPECTFUL RELATIONSHIPS

The Respectful Relationships initiative is a primary prevention program that tackles family violence through education. It involves building and promoting gender equity in relationships, challenging gender stereotypes, and supporting students to develop pro-social behaviours that translate into equitable and courteous relationships.

Kilvington has been selected by the Department of Education and Training as a Leading School to help roll out this initiative. We were awarded a $20,000 grant to deliver this new curriculum across the School and help other schools develop their curriculums and build staff capacity in these areas.

In addition, we work with Man Cave – preventative mental health and emotional intelligence charity that empowers boys to become great men and Flourish Girl, a transformative rite of passage social and emotional wellbeing program for teenage girls, parents and teachers.

MENTORS

Senior School Mentors meet regularly with students, both collectively and individually, in their small Mentor Group of approximately 10-12 students. 

Topics discussed include stress management, healthy habits, relationship building and study strategies, as well as one-on-one conversations about each student’s progress and any issues relating to their wellbeing and academic progress. 

Mentors are the key contacts for parents regarding their child’s social, emotional and academic wellbeing. Effective mentoring relies on building strong connections between staff, students and parents, and our Mentors are committed to knowing each student; knowing their interests, strengths, weaknesses, and academic goals and outcomes. 

HOUSE SYSTEM

Kilvington’s Senior School Pastoral Care System is organised into the four House groups: Barrett (red); Burman (yellow); Fethers (blue) and Fysh (green).

There are several House competitions run throughout the year including; Athletics, Arts and Swimming.

The system is divided into Tutor Groups for Years 7–9 and Years 10–12, with three areas of assistance within it: the Tutor, the House Dean and the Head of Senior School, supported by the Counsellor/Chaplain, Year 9 and VCE Coordinators, Learning Support teachers and International Student Coordinator.

THE RESILIENCE PROJECT

In 2018, Kilvington partnered with The Resilience Project to assist students to build their character strengths and explore the concepts of gratitude and empathy. Students are encouraged to take time to reflect and practise mindfulness through the use of gratitude journals and guided mindfulness activities.

Our enrolment procedure

Kilvington is an independent Melbourne-based Christian school of the Baptist tradition. We are open to families of all faiths or no faith. We offer a friendly atmosphere, a strong sense of community and rich history, delivering comprehensive education from Early Learning to VCE.

Situated on one campus in the Melbourne suburb of Ormond, our School has been closely linked to the local community since it was founded in 1923. Thousands of students have completed their education at Kilvington, becoming part of a vibrant Alumni network in Australia and overseas.

A Kilvington education is based on four key pillars – Academic Excellence, Character, Community and Care. These pillars are interdependent to help our students become thinking, strong, caring and respectful people who once leaving school, will positively engage with and contribute meaningfully to the world around them.

APPLICATION PROCESS

Before completing our Application for Enrolment, please ensure you have your child’s birth certificate, school reports and any relevant academic, developmental and medical assessments forms to hand as you will need to upload them. You will also be asked to pay a non-refundable Application Fee. 

We will contact you according to entry criteria to attend an interview.

Your child will then be invited to attend an interview, generally with the Principal and Director of Admissions and/or Head of School. The purpose of the interview is to identify your child’s interests and strengths and any areas where extra challenge, support or adjustment may be required, to assist in their appropriate placement.

If we require additional information about your child, please assist or authorise us to obtain such information. There may then be a need for further discussions between us.

If an offer of enrolment is made, you will receive a formal letter, together with a Confirmation of Enrolment form for completion, and a request for an Enrolment Fee.

Once we have received your completed Confirmation of Enrolment form and Enrolment Fee, we can confirm a place for your child.

Camberwell Grammar School Melbourne

camberwell grammar school

www.cgs.vic.edu.au

03 9835 1774

Early Learning Centre No
Primary School Yes 
High School  Yes
Course Range Prep to Year 12
Main Gender All Boys
Boarding School No
Estimated No. of Students 1300
School Fees Average

Link to School Fees Page:

https://issuu.com/camberwellgrammar/docs/schedule_of_fees_2021?fr=sYzIwYjQ5NjY5

At Camberwell Grammar School, we aim to give every boy in our care the very best possible education in order to prepare them for life beyond school. Our School was created in 1886 by A.B. Taylor for ‘the boys in the local community’ and our motto, Spectemur Agendo (By Our Deeds May We Be Known), encourages our students to act with integrity, and to be people of their word.

Learning here takes place in many shapes and forms. Students have the opportunity to participate fully on the sporting field, on the stage and on the debating platform.

The sort of education which encourages students to be curious, to ask searching questions, to debate rationally and civilly is hard work and requires great effort. But it is essential if we are to build a future in which citizens can challenge the status quo, defend their rights, and the rights of others, hold governments to account and participate fully in public discourse. It is equally essential if our students are to lead full and meaningful lives. Such education requires a clear vision, and hard work so that we can teach our students what it means to be a good person, a good man, and an active citizen. This is a vision of education which is transformative, and which aims to make the world a better and more humane place. That is our goal at Camberwell Grammar School.

Our Vision and Values

We are curious about and engage with the wider world, explore ideas and strive to be our best, individually and as members of a team.

We aim to develop and maintain a culture that values academic achievement, knowledge and skills, whilst nurturing and encouraging positive interpersonal relationships, diversity, integrity and a commitment to the service of others.

We have a vision of learning which encompasses all aspects of life – not just the intellectual, but also the social, cultural, physical and spiritual. Our programs are deliberately structured to educate the whole student – not just the mind. We hope to educate committed citizens of the future, interested and passionate about the problems facing our world and with the skills necessary to do something about them.

To achieve this aim we:

  • provide an intellectually and personally challenging program for students,
  • value cultural, sporting and recreational activities,
  • employ the highest quality staff,
  • respond creatively and contribute to the latest developments in curriculum,
  • encourage innovative approaches to teaching and learning,
  • give attention to each boy,
  • provide a rich co-curricular program,
  • promote respect for others,
  • encourage parents and Old Boys to become actively involved in the School community,
  • nurture Christian values within a diverse and tolerant community,
  • provide a safe, secure environment.

Camberwell Grammar School has a commitment to the education of boys, with the methodology and curriculum directed towards the educational and social needs of boys.

We believe that boys and girls can learn the same things, but sometimes they need to learn them differently. As a boys’ school, we are well-equipped to meet their developmental needs at every stage of their education and our teaching strategies are designed to maximise their learning in ways which are suited to them.

At Camberwell Grammar School, students can explore just what it means to be ‘male’ in today’s society without distraction or feeling that they need to conform to gender stereotypes.

We encourage each and every student to embark on a lifelong learning journey. We seek to foster a love of learning and a commitment to high academic standards. We ask our students to strive for success – a success measured against their personal goals and acknowledging their strengths and weaknesses. Our students are expected to be active participants in the learning process and are urged to ask searching questions. The needs of each student are important to us and we actively seek ways to engage the interest and passion of our students in their learning.

Anglican Values

Camberwell Grammar School is an Anglican school. As such, we are committed to Christian values and we encourage our students to explore the spiritual dimensions of their lives and to follow Christian ethics.

The School Chaplain is an Anglican priest and Communion is offered to the boys every Friday for those who wish to be involved. A representative of St Mark’s Church is also on the School Council.

At the same time, we welcome people of all faiths and traditions and seek to understand and respect values and beliefs which are different from our own. Other faith perspectives are also taught in our Religious Education Program.

Democratic Principles

At Camberwell Grammar School we support the principles and practice of democracy. We want our students to be young men who are interested in their world, and who are interested in improving it.

We encourage our students to support:

  • elected and democratic government,
  • the law of the land,
  • equal rights for all,
  • freedom of religion,
  • freedom of speech and association,
  • openness and tolerance.

Campus and Facilities

Our School campus caters for students from Pre-Preparatory to Year 12, blending period architecture with exciting contemporary design and state-of-the-art facilities.

Our School is located in Canterbury, on land originally inhabited by the Wurundjeri People of the Kulin Nation. We acknowledge the Wurundjeri people’s elders, past and present, and their educational vision and stewardship of the land. We were ‘Welcomed to Country’ by Joy Murphy Wandin, a Senior Elder of the Wurundjeri people in 2005.

With around 1,300 students, our school offers your son the personalised attention of a smaller school and the extensive facilities of a larger school.

Located on our campus:

  • Norge Junior School (Pre-Preparatory to Year 5),
  • William Angliss Middle School (Years 6 to 8),
  • Senior School in the Wheelton Centre, HR McDonald Building (Years 9 to12),
  • Performing Arts Centre, accommodating 800 people,
  • Mallinson Music School,
  • David Dyer Physical Education Centre,
  • Keith Anderson Oval and Jack Tobias Oval,
  • 50-metre swimming pool,
  • gymnasium and weights room,
  • basketball courts,
  • ergonomics room,
  • underground parking for 256 cars, five mini-bus spaces, and seven drop off and pick up spaces,
  • All Souls Chapel, accommodating 200 people.

Student Wellbeing

Providing a safe, secure and happy learning environment for your son is our priority. Pastoral care is provided for all students, with teachers, specialist staff, counsellors, parents and our school Chaplain working together to help each boy build esteem, feel valued and included, and face challenges.

Our Senior School students help out by participating in a mentoring system. It’s what you’ll notice between the boys when strolling across campus. Our policies around positive behaviour, anti-bullying and social skills are designed to build self-confidence and develop positive interactions.

Our school Chaplain is an Anglican priest and our School Council includes a representative from St Mark’s Church.

Spiritual Awareness

We are an Anglican school that nurtures Christian values within a diverse and tolerant community, welcoming people of all faiths and traditions. Through our Christian Education and Religious Education Programs, we encourage students to explore the spiritual dimensions of their lives and to understand and respect values and beliefs different to their own.

Counselling

We provide staff who are specialists trained in clinical, educational and developmental psychology. They are able to offer individual, group and family counselling in relation to the academic, social and emotional wellbeing of all students. Their role is to offer confidential support and guidance to students and families regarding personal, developmental and family issues. They support teaching staff by providing advice on educational assessment and management of students, which may include diagnostic testing.

They work closely with Learning Support staff in developing individual learning programs for students identified as having special needs. They initiate and liaise with external support personnel where appropriate and provide support within the School’s pastoral care system.

Learning Enhancement

The Learning Enhancement Department employs a variety of strategies to identify students needing additional support, including testing and academic performance, teacher, parent or self-referral.

Our teachers are specialists in educating boys; engaging, supporting and challenging them as they progress through each stage of development in our Junior, Middle and Senior Schools.

Teachers in this department work with students in a variety of ways. This includes the provision of Literacy and Numeracy classes focused on explicit instruction and targeted skill development for each student so that they can achieve optimal outcomes.

We also provide individual or small group sessions which are designed to target skill development for students who may need additional time and support to consolidate their learning. We are driven by a belief that when provided with such opportunities the boys can and will experience success in their learning.

Student Learning Profiles

In addition, to ensure they receive the support they need in all classes, Student Learning Profiles are created for each student diagnosed with a learning difficulty. Staff liaise with classroom teachers, form teachers or tutors, other support personnel and outside specialists to develop classroom strategies and individual plans and to monitor student’s progress.

Learning Enrichment

The Learning Support Department provides a comprehensive program of enrichment and extension studies.

Camberwell Grammar School aims to deliver a curriculum which is consistent with the current learning potentiality of each boy.

Opportunities are available for gifted students across a variety of domains and subject specialities.

In-class enrichment, pull out programs, subject specific competitions, connection with other local schools through the Boroondara Gifted Network, opportunities in Public Speaking, Chess, Robotics, the Australian da Vinci Decathlon and a Middle School Enrichment Program are among a number of in-school and broader community opportunities at a local, State, National and International level.

A dedicated staff member, the Enrichment Co-ordinator, sources and organises enrichment, extension and gifted specific units of work throughout the year.

Enrolment Process

Join the Camberwell Grammar School community here by enrolling your son. Student admissions are processed through our Admissions Office, which runs regular tours and information mornings throughout the school year.

Join Our Community

Join the Camberwell Grammar School community here by enrolling your son. Student admissions are processed through our Admissions Office, which runs regular tours and information sessions throughout the school year. It also administers the school’s scholarship and overseas student enrolments. The School Prospectus outlines the opportunities that await new students while the Enrolment Booklet has detailed information on curriculum, VCE results, the Pre-Preparatory Centre and travel to and from the School.

Intake Years

The key intake years are those years where extra classes are added. Our main student intake years are at four-year-old Pre-Preparatory*, Year 4 and Year 7. There are also some places available at other year levels, for example, Year 9, but these are dependent on individual vacancies as they arise. We usually have an indication of vacancies at non-intake years by the October prior to the year of entry. Please contact the Admissions Office for details.

We have an open entry enrolment policy, although places are only offered subject to a successful interview. On occasion, specific testing may also be requested prior to an offer being made. Preference in enrolment is given to brothers of current students as well as the sons of alumni. Beyond that, preference is primarily determined by the applicant’s original date of enrolment. View our Terms of Enrolment. Our enrolment policy takes account of all requirements of laws relating to privacy, immunisation, discrimination and equal opportunity.

Contact can be made with the Admissions Office for more specific information about enrolment availability.

*It is a requirement of the School that boys turn four years of age before January 1st of their entry year into Pre-Preparatory and five years of age before January 1st of their entry year into Preparatory.

Download detailed information about our current local student fees and charges here, for all Australian residents.

Overseas Students

Is your son planning to study in Australia on a student visa? Please visit our Overseas Students page, which includes information about agents, local guardians and fees. (Please note that regarding fees, overseas students do not receive Australian Federal or State Government support).

Scholarships

Camberwell Grammar School has a range of Scholarships available.

As part of our open-entry enrolment policy, Camberwell Grammar School’s scholarship program includes:

  • Academic − Years 7 and 9*
  • Music − Year 7 and above*
  • General Excellence − Years 7 to 11
  • Indigenous – Years 7 to 10

*Applications for the 2022 Academic and Music scholarship programs are now CLOSED.

The 2022 General Excellence scholarship program opens on Friday, 25 June 2021 and closes on Friday, 13 August 2021.

Sacred Heart Girls’ College Private School Melbourne

sacred heart girls' college

shgc.net.au

03 9568 5483

Early Learning Centre No
Primary School No
High School  Yes
Course Range Years 7 to 12
Main Gender All Girls
Boarding School Yes
Estimated No. of Students 1000
School Fees Low 

Link to the school fee page: 

https://img1.wsimg.com/blobby/go/969b531e-bbee-4327-9382-65793be3b967/downloads/2021%20Schedule%20of%20Fees%20and%20Charges.pdf?ver=1627947642791

Our College, founded by the Sisters of Our Lady of the Missions (RNDMs), builds on the wonderful traditions of the founder, Euphrasie Barbier. It was she who had a dream “that all people would be loved, honoured and respected for the wonderful gifts of their difference and the amazing gifts of our oneness”.  

PRINCIPAL’S MESSAGE

It gives me great pleasure to introduce you to the wonderful learning and faith community of Sacred Heart Girls’ College, Oakleigh. 

It is a community that enables young women to engage fully in life as they grow and develop in preparation for life’s journey – a journey that is continuing to unfold through their secondary education.

In association with our families, we enable each student to develop all those attributes and skills for life long learning: initiative and excellence, confidence and self esteem, discipline and dedication, self awareness and a generosity of spirit, integrity and honesty, creativity and imagination and an understanding of their spirituality.

Our supportive and nurturing environment values each student as an individual. She is known by her teachers and is recognised as a valued member of the community, one who is affirmed and celebrated in many ways.

Learning is valued at Sacred Heart. Our dynamic learning and teaching environment encourages positive engagement as all seek to gain further understanding of the world in which we live. It is learning that promotes the growth and development of the whole person. The programs and activities on offer at the College cater for the many individual needs of all our students. Our balanced, broad and challenging learning environment seeks to create a love of learning, independence and solid preparation for tertiary education and the ability of our graduates to take their place in the world of the 21st century.

Our faith and mission leads us beyond our community, inspiring all to see what is possible in our ever-changing world. Our pastoral care is exemplary in practice, enabling our young women to express their uniqueness and feel connected to our community, knowing that their well-being is important to us. Our exciting learning culture enables our young women to be active in seeking knowledge and understanding. At Sacred Heart, we aim to facilitate the development of young women who are committed individuals full of insight and understanding, knowing who they are and being prepared for leadership and service beyond the College.

We are proud of this College and all that it has achieved since its foundation in 1957. The College has developed a rich tradition firmly embedded within the Catholic faith, a tradition that is expressed in all aspects of College life. Gospel values such as: love, compassion, service, peace and justice are at the core of all we do. The experiences of these values as they are lived every day at Sacred Heart, enable our young women to take their place in our community and in the world with great hope and enthusiasm.

This website provides you with a glimpse of life at Sacred Heart. Enjoy your experience of our wonderful College.

Christopher Dalton, Principal

VISION AND MISSION

Sacred Heart Girls’ College is a school within the Catholic ethos, educating young women for life and always striving upwards for excellence in learning and growth of faith.

We are committed to providing an environment which enables the development of strong, articulate women, faithful to Gospel values, with respect for themselves and compassion for others – discerning, confident, prepared and willing to embrace life’s challenges.

THE SACRED HEART LEARNING JOURNEY

When girls begin their Sacred Heart journey, our community actively works towards a closer understanding of each girl’s strengths, talents and needs. In responding to these needs, the College aims to create an environment which encourages all girls to strive to be the best they can. 

A love of learning is achieved through the connections that are made between what happens in the classroom and its real life application. Girls enjoy numerous activities that help extend learning beyond the classroom. By exploring this relevance, our girls find greater meaning in what they do and are motivated to seek the broader truths and perspectives that govern our world.

The curriculum choices and learning experiences presented to her are designed to be exciting, enriching and challenging. In this way, our girls are encouraged to become compassionate, discerning and confident young women prepared to positively contribute to their society. We are proud of our girls’ academic achievements and encourage them to always strive for their personal best.

The learning spaces within our College foster a strong sense of community and encourage collaborative learning. Students enjoy access to spacious classrooms, a well resourced Library, state of the art Science facilities and ICT facilities, including computer laboratories and laptops. Our facilities and our girls’ enthusiasm for learning prepare and enable them to make a positive contribution to our ever changing world.

Our dedicated teachers are constantly availing themselves of many opportunities to extend their own learning and they offer our girls a wide repertoire of excellent learning experiences. We have a proud history of academic success and always strive to ensure that we provide our girls with the best possible educational opportunities.

Our academic programs are complimented by a wide array of co-curricular opportunities. The College offers girls many sporting, cultural, recreational and artistic pursuits that contribute to the education of well rounded, knowledgeable and confident young women.

CURRICULUM AT SACRED HEART

Years 7 and 8

Girls in Years 7 and 8 are offered a broad and relevant curriculum that engages their academic, spiritual, social and personal development. Our priority in these transitional years is to build upon their primary experience in order to develop breadth and depth in their knowledge and skills. This is achieved through a more expanded curriculum that supports the girls in developing critical thinking and analytical skills, and an understanding of increasingly complex concepts. 

Years 9 and 10

As they approach the middle years, adolescents are keen to explore their future. They seek greater independence of thought and interests, and are interested in deepening the connections between their learning and its application to their world. Greater choice is the hallmark of the middle years as the girls begin to pursue their interests, strengths and goals. While the girls continue to undertake studies within core subjects, they also have the opportunity to experience a wide range of elective options and engaging learning experiences as a precursor to the senior years. 

Years 11 and 12

Our Years 11 and 12 girls are committed to achieving their personal best and are encouraged to pursue their passions and strengths. They can choose their program from an extensive range of VCE studies which can be augmented with Vocational Education and Training courses, such as Hospitality, offered in conjunction with a range of TAFE institutions. Acceleration options enable our highly able girls to undertake Yr 12 subjects in Year 11, and for some, to also incorporate Extension (University level) subjects into their final year.   

ENROLMENTS

Sacred Heart Girls’ College draws its enrolments from priority parish zones, as defined by the CEM, as well as catering for pastoral needs beyond these zones.

Priority Parishes

The priority parishes from which we draw our enrolments are as follows:

  • St Mary’s & Holy Eucharist, Malvern East
  • St Patrick’s, Murrumbeena
  • Sacred Heart, Oakleigh
  • Christ Our Holy Redeemer, Oakleigh East
  • St Peter’s, Clayton
  • St Andrew’s, Clayton South
  • Good Shepherd, Mulgrave
  • St Justin’s, Wheelers Hill
  • St John Vianney’s, Springvale North
  • St Anthony’s, Noble Park
  • St Kevin’s, Hampton Park

HOLISTIC APPROACH TO STUDENT WELLBEING

Sacred Heart Girls’ College endeavours to promote a holistic approach to student wellbeing by nurturing each girl’s physical, emotional, cognitive, social and spiritual life within the framework of the Catholic school. 

These dimensions are developed in a healthy school community that continues to enhance and promote the value of each individual. 

We acknowledge the importance of positive relationships that foster connectedness both within and beyond the Sacred Heart community. With this in mind, the delivery of pastoral care is both reactive and proactive in order to provide support, guidance and education for students with the onus of responsibility upon each member of the school community, for the wellbeing of others. 

Policies, structures and procedures exist within the school at all levels to assist in the delivery of a comprehensive wellbeing program to students.

  • Student Records and References
  • Student Support Services
  • Monitoring of Academic Achievement
  • Parent/Teacher/Student Interviews
  • Academic and Career Guidance
  • Peer Support
  • Big Sister/Little Sister
  • Opportunities for Leadership
  • EAL/D
  • Counselling Services
  • House System
  • Homeroom Structure
  • Assemblies (Year Level, Whole School)
  • Liturgical Celebrations
  • Outdoor Education Program
  • Co-curricular Activities

A Child Safe School

The care, safety and wellbeing of children and young people is fundamental to Catholic Education.

We, the Sacred Heart Girls’ College Community, commit to providing a safe and nurturing culture for all children and young people in our care through:

    1. Upholding the primacy of the safety and wellbeing of children and young people.

    2. Empowering families, children, young people and staff to have a voice and raise concerns.

    3. Implementing rigorous risk-management and employment practices. 

STUDENT LEADERSHIP

Student leadership matters at Sacred Heart Girls’ College. Leadership does not have to be deliberate or intentional to be effective. What is important is that we build a leadership culture among students. 

Our leadership culture is one where students are challenged and made aware of their potential as leaders, are given opportunities to develop and exercise leadership skills, and are supported in their leadership initiatives and activities.

Not every student may want to be a school leader, but every student can be invited to choose whether they wish to develop their innate ability to lead.

Accordingly, Sacred Heart Girls’ College adopts both formal and informal opportunities for students to display leadership.

Students at Years 11 and 12 may be elected to College Leadership positions which involve specific areas of responsibility. These positions are as follows:

  • College Captain
  • Deputy College Captain – Arts
  • Deputy College Captain – Faith
  • Deputy College Captain – Social Justice
  • Deputy College Captain – Sport
  • House Captains (Bede, Paul, Trinity, Xavier)
  • Vice House Captains (Bede, Paul, Trinity, Xavier)
  • Music Captain
  • Music Vice Captain

Students from Years 7 – 12 can also be elected by their peers to represent them on the Student Representative Council. This body functions as a voice for students and is proactive in promoting social justice activities in the College. There are three representatives from each year level covering the environment, fundraising and RNDM. The RNDM girls focus on the ministry of the Sisters of Our Lady of the Missions.

Each Homeroom from Years 7-12 also has a Homeroom Representative who assists the Homeroom Teacher, helps the Year Level Coordinator in the development and implementation of year level activities and acts as a voice for her Homeroom class.

Other formal leadership opportunities exist in acting as College Tour Guides (Year 9), Peer Support Leaders (Year 10), Music Leaders, and Sports Team Leaders.

STUDENT SERVICES

In addition to our committed teaching staff who play an important role in the area of wellbeing, there are also a number of staff members at the College dedicated to specific aspects of student welfare. 

These range from Homeroom Teachers to Psychologists, Year Level Coordinators to Office Staff. There are a number of people students can go to for a listening ear or professional counsel.

Our student welfare staff are also well placed to make informed and appropriate referral to local health care and other services as needs arise, and are helpful points of ‘first resort’, whatever needs, issues, or concerns our students may have. 

PARENT RESOURCES

Parents are the primary educators of their children and a strong home-school partnership is crucial to young people’s wellbeing and learning. The aim of this partnership is to support your daughters’ engagement in school; build her capacity to form positive relationships and make good choices, help her deal with challenges and disappointments and go on to achieve her personal best.

Communication is essential and we encourage parents to maintain contact with the Homeroom Teacher, Year Level Leader and support staff. Raising happy, resilient and happy young people is challenging and accessing credible information can be difficult.

SchoolTV

SchoolTV is an online resource to help parents. It provides parents with a platform to access clear, fact-based information and provides guidance on the many challenges faced by today’s youth. Each edition addresses a major topic with expert interviews, fact sheets, parent quiz, recommended apps, books and much more. SchoolTV aggregates information from many great resources such as BeyondBlue and ReachOut, amongst others. SchoolTV provides a single stream of independent factual information that saves time and avoids the confusion of searching online across multiple sites for information.

WELLBEING PROGRAMS

As an adjunct to each student’s life at Sacred Heart Girls’ College, girls are exposed to a number of programs and activities designed to improve overall wellbeing.

These are designed to be age and maturity level appropriate and assist in fostering resilience and independence as well as reinforcing healthy, positive behaviours.

YEAR 7

  • Wellbeing Forum
  • Orientation Camp
  • Big Sister / Litter Sister

YEAR 8

  • Wellbeing Forum
  • Outdoor Education Camp
  • Active Girl’s Breakfast

YEAR 9

  • Wellbeing Forum
  • Outdoor Education Camp
  • Interstate and Overseas Tours

YEAR 10

  • Wellbeing Forum
  • Outdoor Education Camp
  • Retreat Program
  • Career Guidance
  • Interstate and Overseas Tours

YEAR 11

  • Wellbeing Forum
  • Early Commencement Program Camp
  • Career Guidance
  • Interstate and Overseas Tours

YEAR 12

  • Wellbeing Forum
  • Twilight Reflection Evenings
  • Big Sister / Litter Sister 
  • Career Guidance
  • Interstate and Overseas Tours

PRIMARY TO SECONDARY SCHOOL TRANSITION

For young people moving from primary to secondary school, the transition is a time of growth, excitement, and sometimes sadness.

Consequently, the Sacred Heart Transition Program emphasizes the need for Year 7 girls to feel comfortable and supported through this challenging time. We adopt a whole school approach to transition and we work to provide a strong sense of belonging and to make each girl feel welcomed into this new and vibrant community as soon as she enters the College.

This process begins with a family interview conducted in October, prior to Year 7, and serves to foster awareness of the ethos of the College. The nature of the curriculum offered at Sacred Heart and the values underlying it, as the tradition of the College are explained and discussed. The interview is designed to familiarize prospective students and their families with the philosophies underpinning the College.

In the middle of Year 6, the Transition Co-ordinator or Year 7 Co-ordinator visits the primary schools attended by enrolled students. This is a vital step in the process and gives girls the opportunity to talk informally with the Coordinator to ask questions, to articulate any concerns and to look at photographs of school activities and the College Diary. It also provides contact between the College and the Primary school staff. This allows students’ strengths to be identified, special needs to be outlined and Year 7 class placement to be considered.

Prior to Orientation Day, a Parent Information Evening is held at the College. Parents are provided with the opportunity to meet key staff at the College and are provided with information to ensure a successful transition.

The Year 7 Orientation Day, held in November allows students meet their Homeroom Teachers, classmates and their Year 12 “Big Sisters” who takes the Year 6s on a tour of the school and begin a year long relationship with their “Little Sisters”. On Orientation Day, the girls bring a photograph of themselves and place them on their Orientation Booklet which serves as a “passport” to secondary school.

Running alongside the Year 12 Big Sister/Little Sister Program is the Year 10 Peer Support Program; another highlight of Year 7 students’ first year at Sacred Heart. Year 10 Leaders also provide a vital and regular link with Year 7s throughout first semester and beyond.

The Sacred Heart Girls’ College Community is committed to ensuring a smooth and enjoyable transition into life at secondary school for every individual.

CAREERS

Preparation for living and working in society following the post compulsory years is fundamental to the Mission of Sacred Heart Girls’ College.

The Careers Co-ordinator provides counselling, guidance and information services for students and their family’s thereby increasing their awareness of career opportunities.

The Career Services across the College involve:

  • maintaining an ‘open door’ commitment to students with an emphasis on individual counselling
  • developing and maintaining a Careers Office which students can access
  • a regular Careers Bulletin for Years 10 -12 students
  • distribution of VTAC Guides to Year 12 students, Job Guides to Year 10 students
  • arranging Year 12 attendance at a Tertiary Information Services Event
  • conducting VTAC Information sessions for Year 12 parents and students
  • planning, administering and co-ordination of College Careers Night
  • co-ordination of Year 10 Work Experience Program
  • co-ordination of the College VET Program

Korowa Anglican Girls’ Private School Melbourne 

korowa anglican girls'

www.korowa.vic.edu.au

03 8808 8883

Early Learning Centre Yes
Primary School Yes
High School  Yes
Course Range ELC to Year 12
Main Gender ELC: Co-Education

Prep to Year 12: All Girls

Boarding School Yes
Estimated No. of Students 700
School Fees Average

Link To School Fees Page:

https://www.korowa.vic.edu.au/enrolment/fees/

Welcome to Korowa

Our Mission is to develop self-aware, confident and capable young women who understand their responsibility and capacity to influence the world in a positive way.

We believe in the power of kindness and the values of courage, respect, integrity and service. Be brave, respectful, honest, generous and above all be kind.

Mission and Values

At Korowa, our Mission and Values provide the framework for delivering students a holistic education where they are supported to explore their passions, try new things and achieve their best.

Mission

Our Mission is to develop self-aware, confident and capable young women who understand their responsibility and capacity to influence the world in a positive way.

Values

We believe in the power of Kindness and the values of courage, respect, integrity and service.

Be brave, respectful, honest, generous and above all be Kind.

Our values guide every decision we make, and are the standards to which we hold ourselves accountable.

  • Courage – to strive for success in learning and life
  • Respect – for Anglican values that promote authentic social responsibility
  • Integrity – in our conduct, relationships and leadership
  • Service – to our local, national and international communities

Strategy

Korowa’s strategy provides the structure to support teaching and learning and the delivery of an outstanding education program.

Key elements:

  • The Place to connect
  • The Opportunity to excel
  • The Challenge to learn

Guiding Principles

Underpinning all that we do are five overall guiding principles:

  • A culture that encourages character and values that equip students to meet future opportunities and challenges.
  • Academic excellence within a meaningful journey of rich, diverse, future-focused and holistic learning experiences.
  • Staff are supported to develop their expertise and this commitment adds significantly to our students’ capacity to enjoy learning and embark on their chosen pathways.
  • A whole School Community strengthened by enduring relationships of trust and a shared vision.
  • Facilities that enhance the quality of our education and draw us together in celebration of our achievement.

Why KOROWA

Our student-centred approach draws on the natural curiosity and interests of the individual.

A leader in girls’ education since 1890, Korowa is renowned for its academic excellence, broad range of opportunities and nurturing community. 

DEVELOPING GOOD PEOPLE

Developing good people who actively engage in their community is a priority and underpins everything we do at Korowa. Students can easily pursue their passions while balancing their academic studies with an array of co-curricular offerings pertaining to social service, music, drama, visual arts, sport, writing and leadership.

FOCUS ON THE INDIVIDUAL

At Korowa, every teacher knows every student and encourages her to pursue her own unique interests, talents and ambitions – wherever they may lie.

LIMITED CLASS SIZES

Small class sizes ensure that every student receives the support they need and build positive relationships with their teachers and peers.

OUTSTANDING STAFF

The staff at Korowa are supportive, dedicated and passionate about teaching and learning. They are supported by a comprehensive professional develop program that ensures that like their students, they too continue to grow and develop their expertise.

BEYOND THE CLASSROOM

The wide array of co-curricular activities complements and adds to the learning that occurs in the classroom. We encourage our students to explore the breadth of experiences to discover their passions, many of which could last a lifetime.

Music

There are a number of ensembles on offer for students of all abilities to become actively involved with, both instrumental and voice. There is something for everyone, from choirs, the orchestra, wind symphony and the stage band to jazz, saxophone, strings and rock bands.

Private tuition is also available on a wide selection of instruments through the Music School.

2021 Music Tuition at Korowa

Dance and drama

With a wide variety of performance opportunities on offer, students can participate in performing arts productions, plays, dance showcases and concerts. A School Production is held every year, alternating between Senior and Cripps year levels and a School Production is held every second year in Junior School.

Years Prep – 4 are able to participate in an After School Drama Club, held in the Junior School.

Prep – Year 2 Enrolment Information

Years 3 – 4 Enrolment Information

Speech, drama and effective communication

This program is designed to develop a student’s individual communication skills and performance techniques. The skills of oracy (reading, listening and speaking) are emphasised to enable students to develop clarity and confidence in all areas of oral communication. Private lessons are also available.

Quest

This program runs after school in the STEAM Lab and provides students with access to internal and external industry experts within short-term programs. Workshops have included engineering projects, wearable tech, 3D printing, robotics and digital film making.

Sport

Sport and physical activity are essential to general health and wellbeing. At Korowa we encourage positive physical activity behaviour through School sport, Physical Education, recreation and leisure time activities both at school and through community and club links outside school.

There’s something for everyone from House sport competitions to inter-school and intra-school sporting opportunities, as well as the Club Sports at Korowa including Netball, Snowsports and Rowing. Regardless of skill level, students have the opportunity to participate, it’s a great way to make new friends, have fun and stay fit.

Debating

Korowa competes in the Debating Association of Victoria’s Schools Competition with teams from Years 8-12. Students can also participate in inter-House debates held at Korowa, or staff-student debates.

Debating develops confidence in public speaking, is invaluable for interviews later in life, fosters the ability to analyse and research topics, serves as an excellent aid to essay writing and stimulates the ability to ‘think on one’s feet’. It is also great fun!

TERTIARY EDUCATION

Korowa students earn admission into the most selective tertiary institutions in the country. Typically, all students seeking university entry, gain a first round offer each year.

Korowa girls are not limited to traditional post school options. Each year Korowa graduates embark on tertiary studies as diverse as medicine, business, and design. Some take up cadetships with top level companies, sharing their time between study and work.

WELLBEING

At Korowa we believe in the power of kindness, and the capacity of our girls to develop into young women of good character who understand and act upon the need to be brave, honest, respectful and generous to others.

Students and their families are well supported as they progress through the years with access to a support network including Heads of Year, Educational and Developmental Psychologist, School Counsellor, School Chaplain, Careers Counsellor, Learning Support and other members of a Wellbeing Team led by our Principal and Deputy Principal. This team works to develop positive relationships with the girls and their families, and monitor and support student wellbeing, both in and out of the classroom.

The Circle, Community, Crew program underpins the structure of the broader wellbeing program for students from Prep through to Year 10. It is a strategically planned weekly program with a prescribed structure that brings students and staff together to build positive connections.

Fintona Girls’ School Melbourne

fintona girls' school

www.fintona.vic.edu.au

03 9830 1383

Early Learning Centre Yes
Primary School Yes
High School  Yes
Course Range ELC to Year 12
Main Gender ELC: Co-Education

Prep to Year 12: All Girls

Boarding School No
Estimated No. of Students 600
School Fees Average

Link To School Fees Page:

https://www.fintona.vic.edu.au/enrolment/fees

Fintona Girls’ School is one of Melbourne’s best independent girls’ schools with a long tradition

of educating girls to the highest standard. We offer classes from ELC to Year 12.

Fintona is a warm and friendly school where girls receive an outstanding education.

Fintona is one of Melbourne’s leading independent girls’ schools with a long tradition of educating girls to the highest standard.

Renowned for consistently achieving outstanding VCE and NAPLAN results, Fintona is firmly placed among the best performing girls’ schools in Victoria.

Situated in the inner eastern suburb of Balwyn, Fintona, a non-denominational school, caters for girls only from Prep to Year 12 and offers a co-educational early learning program for girls and boys. The International Baccalaureate is taught from ELC to Year 4.

Our friendly, supportive and caring environment, together with our broad-based curriculum, provide girls with a variety of experiences that challenge them beyond expectations, as well as establishing skills to help them cope with life beyond school.

Inspired by strong leadership and exceptional teachers, a Fintona girl will find the confidence to achieve her academic and personal aspirations, whatever they may be.

If you are considering a school with a focus on personal development that fosters a ‘girls can do anything’ mindset, then join us on one of our scheduled tours.

Learning

intona is a place where girls achieve outstanding personal and academic success.

Fintona provides a diverse and challenging academic curriculum, where girls with a wide range of abilities are supported. Our girls consistently achieve outstanding VCE and NAPLAN results, placing Fintona among the best performing girls’ schools in Victoria.

At Fintona, we value small class sizes. Our students have more one-on-one time with teachers who are willing to spend extra time with them to ensure the best possible outcome can be achieved.

To facilitate an optimal learning framework for our students, Fintona is divided into four smaller schools:

Early Learning Centre (ELC) – Three and four year old programs

Junior School – Prep to Year 4

Middle School – Years 5 to 8

Senior School – Years 9 to 12

In addition to the rigorous, rich environment of the classroom, our students participate in many co-curricular activities to support their personal development and growth.

Opportunities for building resilience, self-esteem and responsibility abound through leadership positions, overseas trips and exchanges, the Connections Program offered in Year 9, House activities, special interest clubs and Life Skills.

Our aim is to educate students to be creative, independent learners with a strong work ethic who leave Fintona feeling confident, resilient, tolerant and optimistic about their future.

The successful career path of many of our past students is a testament to the quality of a Fintona education.

Co-curricular

Some of the best lessons are learned outside the classroom.

We like our girls to get out and about, to find their strengths, to grapple with new challenges and enjoy the exhilaration of achievement!

Co-curricular opportunities at Fintona are vast. All of our girls are encouraged to participate and have fun. If a girl wants to tread the boards in drama, play in a sporting team, join a music ensemble, design fashion inspired garments in art, participate in debating and public speaking, or join a club, there’s always room for her to make her mark.

Through overseas study tours and cultural exchanges, special interest trips like World Challenge and volunteering in the community, our girls are provided with a range of experiences to develop an appreciation of world issues, cultures and customs. 

Outdoor education also plays an important role in allowing our girls to move out of their comfort zone and provides another exciting avenue for co-curricular involvement.

  • Sport
  • Outdoor Education
  • Music
  • Visual Arts
  • Drama
  • Community Service
  • Exchanges and Tours
  • Clubs and Special Interests

Wellbeing

Our commitment to the wellbeing of our students is a factor that sets us apart.

The wellbeing of each Fintona student is of paramount importance to us. With our smaller class sizes and a strong school community, a Fintona girl is not just another face but an individual with a unique personality who can quickly feel at home in a supportive, respectful and caring environment.

Our staff understand that in today’s society, young girls are faced with many challenges and need a balanced education encompassing academic skills and emotional intelligence.

That’s why we have developed a range of support programs designed to equip our girls with confidence, respect, tolerance, courtesy and resilience – skills they need to deal with many of the complex issues that confront them as they move through school and into adulthood.

Enrolment

We extend a warm welcome to you and your family.

Fintona Girls’ School is an open entry girls’ school from Prep to Year 12 and also offers a co-educational Early Learning Centre.

We realise that choosing the right school for your child can be a daunting decision and that is why we welcome all prospective families to visit Fintona during one of our regular tours. All you have to do is Book a Tour online.

Places are limited and we encourage you to apply online for a place on our Waiting List. Our Application Procedures are detailed in this section of the website.

You may also like to request our Prospectus, where you will find out more about our learning, co-curricular and wellbeing programs, as well as the more practical aspects of a Fintona education including fees and transport.

We would love to see you and your family at one of our tours very soon.

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