Parents, you're not alone when it comes to figuring out where your child should go to school. Deciding which primary schools in the area to apply for is an important decision that can be tough on parents and kids alike.
Every parent wants their child to have the best education possible, but it can be difficult to find a school that is just right. Finding one that has all of your requirements for location, curriculum and other important factors can be an exhaustive process. With so many options available, how do you know where to start?
To help you get started on your primary school hunt, we’ve rounded up our best primary schools from right across Melbourne, Victoria.
Ultimate List of Primary Schools in Melbourne, Victoria
Presbyterian Ladies' College - Primary School Melbourne, Victoria
+61 3 9808 5812
|Early Learning Centre||Yes|
|Main Gender||All Girls|
|Estimated no. of Students||1407|
Link To School Fees Page:
PLC leads education for girls
PLC has been renowned as a leader in girls' education for over 145 years.
Nurtured within a Christian environment, girls are encouraged to develop respect and concern for others, to acquire leadership skills and self-discipline and to have a sensitive, informed understanding of other cultures.
We passionately believe that for our students, every opportunity should be explored, any goal is achievable and that every girl has her own excellence just waiting to be found.
We look forward to working with your daughter to encourage, inspire and help her realise her excellence as she prepares to take her place as a modern woman in tomorrow’s world.
Welcome to PLC Melbourne
Welcome to Presbyterian Ladies College (PLC), one of Australia’s leading independent schools for girls, located in Burwood in Melbourne’s leafy eastern suburbs, where it sits alongside a dynamic academic and business hub.
We are proudly Victoria’s oldest existing Independent girls’ school, with approximately 1,600 students from ELC to Year 12. Our expansive garden campus provides a beautiful natural setting for students to learn and enjoy the company of their friends. Our exceptional educational facilities allow us to provide a contemporary, holistic education in a secure, peaceful environment where girls feel they belong. The much-loved Boarding House is at the heart of the school, providing a warm and friendly home away from home.
For 145 years, PLC has played a pivotal role in the education of young women. With its rich heritage, strong Christian values and breadth of educational offerings, PLC is renowned as a world-class College that focuses on the individual needs of students and encourages each one of them to become confident and compassionate global citizens.
Our school mission is to educate women to lead, serve others and have a love of learning that endures. Through our strong foundational and forward-looking curriculum and our diverse co-curricular programs, girls are encouraged to find their passions and to enjoy participating in the rich life of our vibrant school community. PLC girls boldly take every opportunity to challenge themselves, explore new interests, make lifelong friendships and enrich their knowledge, all within a welcoming and caring environment.
At PLC, we see our girls gain confidence and resilience as they learn to navigate the complexities of life, find their purpose, discover their ambitions and uncover their unique pathway to success. Highly skilled staff are focused on providing our students with a high-quality education and learning environment. By nurturing a drive for intellectual challenge and a strong work ethic, our staff pride themselves on being able to guide and support each girl through their educational journey, to ensure they are well-prepared to face the opportunities and challenges in their future.
Both the VCE and the International Baccalaureate are offered at the senior levels, ensuring PLC girls can choose the right education program that suits their strengths. Our students are committed to achieving excellence in their chosen field and support one another with genuine interest and encouragement, to become women of character and influence. PLC alumnae are respected globally as exceptional women. Many are highly regarded, as experts in their field, not afraid to push boundaries, exceed expectations, deliver new solutions and lead by example.
Choosing the right school is a significant decision and considerably shapes the woman your daughter will become. Here at PLC, we will prepare your daughter for an exciting future, giving her the academic and personal skills on which to build her life-long learning journey.
We look forward to warmly welcoming your family to our diverse PLC community and to accompanying your special daughter on her unique educational journey.
With my best wishes
Haileybury College - Primary School Melbourne, Victoria
+61 3 9904 6111
|Early Learning Centre||Yes|
|Estimated no. of Students||4054|
Link To School Fees Page:
Welcome from the Principal
Haileybury is acclaimed as a great world school.
The acclaim stems from our remarkable academic results achieved through the highly successful parallel education model, outstanding teachers, small class sizes and an unmatched level of individual attention – and over 125 years of history and achievement.
Haileybury was named Australian School of the Year at the 2018 Australian Education Awards and ranked by the Australian as the number one primary school for boys and girls in Victoria and the number two secondary school based on national academic testing results.
Haileybury has high expectations for its students and teachers. In the Senior School, we expect that 45% of boys and girls should be placed in the top 10% in Australia, 75% in the top 20% in the country, and 90% should be in the top 30%.
We believe that graduate students should have strong core academic skills, broad analytical thinking ability and be capable of operating in a rapidly changing world. Haileybury offers a wide range of international engagement opportunities for students from Melbourne, including spending time at the Haileybury International School, Tianjin (China) or visiting partner schools in Timor Leste, The Philippines, Japan, France, the UK and the US.
At Haileybury, learning starts at an early age through flexible and creative programs in our Early Learning Centres. The core literacy and numeracy skills are developed through the use of explicit, direct instructional learning in the Junior Years. In the Middle Years, a combination of explicit instruction and student-centred learning is used to broaden analytical thinking and problem-solving. An exciting Year 9 development program develops independence and resilience. The three-year VCE Program in the Senior Years, coupled with a wide range of subject choices available, ensures that there are programs to suit all students' interests and abilities.
Our academic programs are enhanced by Haileybury's commitment to a strong social education program that includes fulfilling potential, supporting individual resilience and development of personal character values. I believe in the principles of social justice and am committed to the School developing our students accordingly.
Haileybury is one of the most entrepreneurial and enterprising schools in Australia. The development of Melbourne’s first vertical school, extensive operations in China and the opening of Haileybury Rendall School Darwin are all examples of this. In 2017 Haileybury became the first Australian school to have students launch an experiment on the International Space Station. To be a Haileybury student is to be immersed in an enterprising institution.
We look forward to showing you our School - an institution of which we are very proud.
CEO | Principal
St Andrews Christian College - Primary School Melbourne, Victoria
+61 3 8847 8301
|Early Learning Centre||Yes|
|Estimated No. of Students||554|
Link To School Fees Page:
From the Principal
Welcome to our College!
St Andrews Christian College is a school of teaching and learning excellence, where Christ is central in all we do.
Although known for our academic rigour, we are a school community that nurtures the whole child and seeks to provide an environment where students are inspired and encouraged to grow spiritually, emotionally, socially, creatively, physically and cognitively.
Students thrive in a safe and caring environment, and at St Andrews Christian College, where all our students are known, we partner with parents to support and nurture our children to become the young men and women God intends them to be.
It is our desire that our students become leaders in our society, citizens who influence others rather than following and being influenced by the changing values and expectations of the world around them.
We help students to discover their purpose in this world and offer an education rich in hope and purpose that delivers more than just good results.
I encourage you to contact the College and participate in a school tour – where you will discover what makes St Andrews Christian College a very unique and special school.
Glory to God
To educate our students so that they are well-skilled, understand life on the basis of biblical truth, and are motivated to walk with God and serve Him in their lives so that they will be a positive Christian influence in the world.
To honour and glorify God in all we do at St Andrew’s Christian College.
We do this through:
- Learning the truth of the gospel and how to apply this into everyday life
- Providing a safe, nurturing learning environment that encourages students to know, love and serves God and to know their purpose in the world
- Learning to love and serve others in an environment of grace, acceptance, truth, justice and mercy
- Supporting parents as the prime educators of their child
- Aspiring to educational excellence that enables each child to fulfil their potential academically, spiritually, emotionally, physically, socially and culturally
- Aiming to be a leading provider of Christian education and academic excellence
Huntingtower School - Primary School Melbourne, Victoria
+61 3 9807 8889
|Early Learning Centre||Yes|
|Estimated no. of Students||697|
Link To School Fees Page:
WELCOME FROM THE PRINCIPAL
When you visit Huntingtower, you will be met with a smile and be made to feel very welcome by our wonderful students and staff. Our magnificent gardens and grounds provide a tranquil environment that makes Huntingtower a wonderful place to learn.
A school community serves its students well when it is aspirational for them. Our motto is “Nosce te Ipsum” or “Know thy true self”. Huntingtower is a school committed to building community and encouraging students to understand who they are while embracing their unlimited potential. We support and inspire all students to be the very best that they can be and always reinforce a positive culture of kindness and love in everything they do.
Through strong values, expert teaching, dedicated staff and high expectations of personal growth and success, Huntingtower achieves excellent academic results. We also have an exemplary music program and a diverse co-curricular program. This provides numerous sporting and cultural opportunities, including a rich outdoor education program and international collaborations. All students are expected to participate in academic and co-curricular activities.
The year 2021 marks a time in the history of Huntingtower to reflect on the past, celebrate our successes and dream of the future. Throughout the year, our school community is looking forward to embracing the beauty of Huntingtower and working together to build a bright future.
I feel privileged to be a part of the loving Huntingtower community, and I encourage you all to come and see our beautiful school for yourselves.
OUR MISSION & PURPOSE
The mission and purpose of Huntingtower are to be a beneficial presence in the world, to uplift thought and to bless mankind.
Each student is encouraged to recognise and demonstrate his or her spiritual nature. They are encouraged to express their freedom from limitations and to achieve their best through the power and love of God. This results in very high standards of education at all levels, sub-primary, primary and secondary.
Beverley Hills - Primary School Melbourne, Victoria
(03) 9842 1429
|Early Learning Centre||No|
|Course Range||Years 1 to 6|
|Estimated no. of Students||572|
|School Fees||Link To School Fees Page:|
Welcome to Beverley Hills Primary School (BHPS).
BHPS is committed to nurturing the academic and social development of every child. It is the school’s philosophy that every student can learn and that necessary growth is achieved by ensuring that:
- the educational program caters for children of varying abilities
- students develop self-discipline and commit themselves to their studies
- students respect themselves, each other and their world
- the pursuit of academic, sporting and artistic excellence, and social responsibility, are acknowledged and rewarded.
BHPS strives to build a learning community with parents and teachers as partners in the educational process.
We are consistently ranked among the best-performed schools in Victoria.
Let us give your child A Great Start at Beverley Hills Primary School.
Mrs Jennifer Watson
Beverley Hills Primary School (BHPS) acknowledges that student wellbeing and student learning outcomes are inextricably linked. We continue to emphasise the importance of social and emotional learning for children as part of the Victorian Curriculum.
Children are regularly engaged in class discussions and collaborative activities centred on safety, appropriate behaviour, positive social interactions and personal growth. We foster a culture where personal responsibility, independence, resilience and self-regulation/self-control are developed.
Our staff strive to deliver stimulating classroom and specialist programs that ensure our students are fully engaged. We are focused on and committed to identifying talents and celebrating differences to effectively meet the children’s diverse learning needs.
The following is a list of the many wellbeing approaches, frameworks and programs that are implemented at Beverley Hills Primary School:
- Community partnership with Millward Aged Care Facility
- Cyber safety and eSmart education, Child Safe Standards
- Daniel Morcombe ‘Australia’s Biggest Safety Lesson’
- Harmony Day celebrations
- Kids Helpline interactive sessions
- KidsHope Mentor Program
- Puberty Education
- RACV Road Safety
- Respectful Relationships
- Student Leadership roles
- Student Support Services (Psychology and Speech Pathology)
- Student Wellbeing Coordinator
- Transition to high school
- Values Program
- Whole school ‘Safety Day’ initiative.
Serpell Primary School Melbourne, Victoria
(03) 9842 8182
|Early Learning Centre||Yes|
|Course Range||Prep to Year 6|
|Estimated no. of Students||1100|
Link To School Fees Page:
You are welcome with us
Serpell Primary School is a dynamic, thriving learning community made up of a diversity of cultural and linguistic backgrounds.
Parents, staff and students share a common goal: the commitment to educational excellence and personal growth. In partnership, we have developed a distinctive philosophy based on the maximisation of individual potential and the recognition that we are a community of learners.
We are committed to offering learning opportunities that promote a thinking culture, cater for individual learning styles, engage and extend our students, develop independence, resilience and collaborative learning.
Wilma Culton, Principal
For Prospective Parents
Serpell Primary School has a strong tradition in the provision of excellence in educational standards and the development of students who strive and achieve success in academic, artistic and sporting arenas.
Set in the picturesque landscape of Templestowe, 15 km east of Melbourne, the school provides for both the local and international community through extensive programs that stimulate learning, creativity and imagination. The school is experienced in assisting students in making the smooth transition from international and interstate school systems.
Students at our school are taught the skills to strive for excellence, work co-operatively with others, behave respectfully and value their cultural heritage.
The ultra-modern design of the school facilities provides a quiet, secure learning environment and promotes a sense of belonging and identification with school culture.
Interactive technology in each classroom enables students to communicate readily online through the internet and to develop sophisticated research and visual literacy skills.
Extensive sporting facilities enable students to develop outstanding skills in a broad range of sports.
The school has over 1,100 students. There are 48 classes, and the average class size is 23 pupils. There are 7 Prep classes, with an average of 21 students per class.
Oakleigh South Primary School Melbourne, Victoria
|Early Learning Centre||Yes|
|Course Range||Prep to Year 6|
|Estimated no. of Students||1046|
Link To School Fees Page:
I am proud to be the principal of Oakleigh South Primary School. I began my association with the school as a teacher at the former Beryl Street site in 1987. The enrolment then was 109, and I have seen the school grow to approximately 1000 students. In 2000, we orchestrated the move to the school’s present site – the former Huntingdale High School, a quiet area of Oakleigh South, with beautiful grounds nestled in between Metropolitan and Huntingdale Golf Courses.
We pride ourselves in offering all students a wide range of success orientated opportunities in a safe and caring environment. We value and encourage high academic achievement with a strong focus on literacy and numeracy as a basis for all further learning, followed by developing the whole child in the areas of music, visual arts, sport and sustainability.
Our programs are designed to cater for a diverse range of learning styles and student abilities with opportunities for support or enrichment at all levels. We utilise a range of information and communication technologies to enhance the learning program. Our modern learning centre allows for flexible teaching and learning programs. The school has a dedicated staff catering for all our students.
We continue to revise and develop our approach to student wellbeing to ensure all students are engaged and connected with the school. We promote the values of excellence, respect, integrity & working together and encourage our students to be persistent, trustworthy, tolerant and actively involved in their school.
Focusing on family/school partnerships and developing the school as a community hub is a priority. Our excellent facilities enable us to host many after school activities, community and weekend sporting events.
The challenge ahead is to provide for our growing school community in all areas of staffing, resources and facilities. We have excellent communication occurring with our regional and central offices to ensure this happens. Our workforce is an excellent mix of youth, experience and enthusiasm, and we continue to attract the highest quality staff to Oakleigh South.
I trust you will enjoy your time with us and invite you to contact me with any questions or concerns you may have.
Students in Victorian schools learn traditional subjects such as English, Mathematics, Science, Humanities, Languages and the Arts, as well as physical and social learning subjects such as Health & Physical Education and Civics & Citizenship. They also learn subjects like Communication and Information and Communications Technology (ICT), which are applied across the other subject areas.
For further information on curriculum and assessment and an outline of the guiding principles behind the teaching and learning programs, see below:
Victorian Curriculum – a set of guidelines that outlines what is essential for all students to learn from Foundation to Year 10. It provides a single, coherent and comprehensive set of common achievement standards which schools use to plan student learning programs, assesses student progress and reports to parents
National Assessment Program
Literacy and Numeracy (NAPLAN) – a nationwide test that assesses the skills of students in Years 3, 5, 7 and 9 in the areas of reading, writing, language conventions and numeracy.
In 1957 there was a need to build new schools in the area due to an extraordinary growth of population and housing. The only school in the area was Clarinda Primary School.
During 1957 the Education Department commenced negotiations with the Baker family, market gardeners of Baker’s Road in South Oakleigh, to purchase their property to establish South Oakleigh State School on a site approximately 300 yards west of its present location.
The area bounded by Golf Road, Beryl Avenue and Baker’s Road became Oakleigh South Primary State School No. 4823 was registered on 7th July 1958. The original eleven classrooms were completed in September, and the school was officially opened on 30th September 1958.
The school began with 330 pupils. Mr James Baines was the first Temporary Head Teacher and had a staff of eight teachers.
In 1961 two new classrooms were added, and a canteen was built in 1965. The building of the library commenced in 1969. The library was dedicated to a long-serving Principal, Mr W. F. Maher. The original library was extended and refurbished to make a school hall in 1994.
A loyal band of staff and a committed local community have helped build this school into what it is today.
The introduction of a Maths Invaders computer program and daily comprehension in all classes, strengthened a strong emphasis in the curriculum areas of Maths and English.
Daily fitness programs and increasing both participation in and developing excellence in sport, fostered by dedicated staff, played a huge role in our school philosophy.
Music became a curriculum area which we have built a fine reputation over the years. Musical productions in Years 2, 4 and 6 have allowed children the opportunity to showcase their talents.
Parent, staff and community worked together to accommodate growing enrolments. Additional rooms were constructed for art, music, computer and the Out of School Hours Care program.
In 1997 South Oakleigh Secondary College submitted plans to merge the junior school with the senior school on their Baker’s Road site. This created an opportunity for Oakleigh South Primary School to begin negotiations with the local council and education department to move from the site in Beryl Avenue to the South Oakleigh Secondary College Farm Road site.
Perseverance and commitment paid off with permission to relocate and a grant of $2 million-plus to refurbish the site.
Sustainability became a key focus area across the school. The creation of the year 3 “Village” is a highlight to students at this year level. The staff and children raise and look after animals, grow and tend to plants and produce and participate in a cooking program. They emerged in learning outcomes linked with life cycles, recycling, waste management and taking care of the environment.
Camberwell Grammar School Melbourne - Primary School Melbourne, Victoria
03 9835 1775
|Early Learning Centre||No|
|Course Range||Prep to Year 12|
|Main Gender||All Boys|
|Estimated no. of Students||1300|
Link to School Fees Page:
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 that 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 that 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.
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.
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.
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.
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.
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.
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.
Strathcona Girls Grammar Private School - Primary School Melbourne, Victoria
03 8779 7509
|Early Learning Centre||Yes|
|Course Range||ELC to Year 12|
|Main Gender||ELC: Co-Education
Prep to Year 12: All Girls
|Estimated no. of Students||800|
Link to School Fees Page:
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 Guiding Principles
To be courageous and creative in thinking, learning and research
Focus: Learning, curriculum, teaching and research
Strathcona will vigorously 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 that 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 forward-thinking families choose Strathcona
Choosing an all-girl’s 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.
Wesley College - Primary School Melbourne, Victoria
03 8102 6509
|Early Learning Centre||Yes|
|Course Range||ELC to Year 12|
|Estimated No. of Students||3511|
Link To School Fees Page:
Since 1866, Wesley College has been recognised for excellence in education and as a pioneer in teaching and learning.
Wesley provides a world-class education that embraces, encourages and celebrates inclusivity, acceptance, diversity and the development of the whole child.
- The individual talents and worth of each person
- The achievement of personal best in all areas of learning
- Diversity and openness
- Care for the emotional and social wellbeing of everyone in our community
- A broad and balanced curriculum
- Spirituality – embracing Christianity and other faiths
- The history and traditions of the school.
Attributes of a Wesley graduate
Wesley’s holistic approach to learning, embodied in true education, prepares our graduates to achieve in all aspects of life and contribute to creating a better world.
We aim for all graduates to possess:
- A sense of personal confidence – a feeling of belonging, self-worth and place, strengthened by supportive and trusting relationships.
- Knowledge – the ability to thrive and function in different environments with a diverse range of people; knowing how to deal with challenges, seek solutions and make ethically sound judgements.
- A developing understanding – and appreciation of community, human rights and cultural diversity, and a commitment to social justice.
- Balance – the understanding that a balanced life is dependent on intellectual, creative, spiritual, physical, emotional and social growth.
Wesley’s holistic approach to learning – a True Education – is our passionate commitment to the development of the whole child in an inclusive, coeducational environment.
The richness, breadth and depth of a Wesley education provide unparalleled opportunities for students to discover their passions and nurture their talents.
The four timeless principles of a True Education are:
Learning to know
Our programs are designed to help students become independent thinkers in a rapidly changing world, seeking and acquiring new skills and knowledge at every stage of life.
Learning to do
True learning is developed through experience, action and engagement. Through real-life experiential learning, Wesley students understand how to put their knowledge and skills into action in meaningful and positive ways.
Learning to live with
Much of what we learn about ourselves is in relation to our experiences with others. Our students develop collaborative, interpersonal, social and language skills to help them appreciate the wider world and their place within it.
Learning to be
From ECLC to Year 12, students embark on a journey to discover and embrace who they truly are and help them become the best versions of themselves. They emerge into the world as open-minded, balanced and resilient global citizens.
Benefits of coeducation
At Wesley, we believe coeducation is the best way to prepare girls and boys for the world in which they will live.
We inspire learning in an environment that reflects real-world communities and workplaces, setting students up to thrive and succeed beyond our walls.
As a leader in coeducation for over 40 years, Wesley has made this proven pedagogy central to our philosophy and vision.
Fostering inclusiveness and interaction
By learning in a coeducation environment, boys and girls cultivate mutual respect, understanding, and support for one another. Students realise and appreciate their own individual values as well as each others.
By learning together, girls and boys cooperate and collaborate in ways that enable them to embrace and celebrate their differences as well as their similarities. Students develop skills as they navigate the range of perspectives that coeducation brings through lively debate, critical questioning and exploration.
Girls and boys embrace leadership positions across all areas of learning, providing all students with strong female and male role models.
Our teachers recognise that every girl and boy is a unique individual, and they are skilled at developing students with diverse learning needs, abilities and interests. They create a safe and supportive environment where every girl and boy feels comfortable and confident to express themselves and are encouraged to actively participate in all facets of school life.
Preparation for life beyond school
Developing and learning in a coeducational environment provides girls and boys with a strong foundation for building respectful and enduring social and professional relationships. Our students develop strength and independence and emerge as balanced, well-rounded individuals.
Primary Schools FAQs
Consider your child & your family.
Start your search for the best school by thinking about what you want a school to do for your child. Perhaps your child has special language or education needs. Keep these in mind. After all, you know your son or daughter better than anyone else does.
Gather information about schools
Suppose you were looking to buy a car, vacuum cleaner, or refrigerator. In that case, you could talk to friends and family and find information online, in consumer magazines, or other published resources. Similarly, when investigating schools, you may also have to make phone calls, collect written material from different schools and look for reports in your local paper to get the information you need.
In addition, you can check public school report cards (see Parent Tip) and go to parent fairs and school open houses. Finally, you can find reliable school information online on sites such as www.greatschools.net and www.schoolresults.org, as well as other sites listed in the Resources section of this booklet. The hard work will be worth your while if you find a school that brings out the best in your child.
Visit and observe schools.
Contact the schools you are interested in and make an appointment for a visit. If possible, tour the schools during regular school hours and visit a few classes. Avoid visiting schools during the first or last week of a term to get a realistic sense of how the school operates.
A good way to have your questions answered is to schedule an appointment with the school principal. If possible, attend an open house, parent-teacher meeting, or other school function that would also provide valuable information about the attitudes of staff, students, and parents.
Listen closely to what teachers say about the school. The teachers will be the adults closest to your child, and you will want to know if they are well prepared, dedicated, and happy in their work.
Apply to the schools you choose
Once you select the school(s) that you think will be best for your child, you will go through a process of applying to a school (or schools) of your choice and enrolling your child. Consider applying to more than one school in case your child is not admitted to their first choice.
You will want to begin this process as early as possible to ensure you meet all the deadlines.
Admissions processes can vary. Your child may need to be tested or interviewed, and you may need to provide a school transcript, recommendations, or other information. It would be helpful to learn about admissions criteria for the schools. You will want to double-check to be sure you have accurate information on when and how to apply.
The curriculum is an important factor in evaluating the standard of a school. Even in the early years, the curriculum should be designed for the children to explore full learning opportunities and experiences. The curriculum of the primary schools in Ipswich must be engaging, authentic, flexible and challenging. The students should be engaged in different problem-solving situations. Sometimes, they are taught by incorporating play and different physical activities.
The reputation of a school massively depends on the expertise of its teachers. Most of the skilled and experienced teachers are attracted to the popular primary schools. Most of those teachers are trained or experienced with the teaching patterns of primary education. Hence, they can guide the children for overall development in different spheres of life.
It is quite natural that the best primary school must provide their students with the best facilities. When choosing a school, you need to consider its sports facilities, catering facilities, and infrastructure. For example, if you send your child to an Ipswich boys school, he gets involved in further education and lifestyle programs. These activities will ultimately help him develop self-worth and confidence.
Location and Transport
Location is an important factor in deciding on a good primary school. Sometimes, the good primary schools are aligned with good transport. If the school provides transport, more students and teachers are attracted to that school.
When parents send their children to a primary school for the first time, it is important to consider the relevant features of different educational institutions to choose the best for their children.
When they start school, most children have already had some experience of a pre-school or nursery setting. They have already faced some big challenges:
- leaving home with its familiar people and ways of behaving
- managing on their own – being independent
- meeting different people, both children and adults
- learning new skills and performing new tasks
- competing and comparing themselves with others.
All changes are stressful, and going to school for the first time is a big event for children, whatever their previous experience.
With the rhythm of the school year – periods spent at school interspersed with holidays – children have to adjust to beginnings and endings and the feelings these evoke. In addition, memories of other changes and losses may be stirred up.
- School hours are shorter than some nurseries or family centres, so children and parents may face another upheaval with different childcare arrangements. Children who had a close tie to their carer may take time to adjust and get used to the separation.
- Some children may find the more formal structure and demand for obedience and concentration too much. They may want to do their own thing and resent what they see as adults imposing limits on their freedom. Reception class children are too young to put much of their experience into words. They learn to manage situations and master their anxieties through play. Playing games with strict, stroppy or kind teachers provides children with ways of thinking about their new experiences with unknown adults and unfamiliar tasks.
It is normal for children’s behaviour to regress at this time. For example, while they struggle to manage at the new school, children may become more babyish or demanding at home.
Getting on with other Children
It may take children some time to sort out their place amongst the others. Children who have problematic relationships at home, for whatever reason, may not start out feeling confident in school. Jealousy at home may spill over into relationships with classmates. However, children who have felt highly competitive at home may find life easier at school amongst a mixed group of children and create better relationships.
Groups and ‘best friendships’ usually emerge during the first year, although they may not survive for a very long time. The ups and downs of friendships may be painful for children, but most of them establish ways of relating to one another in a more or less harmonious way. These are amongst the most powerful experiences of childhood, outside the home.
As they move on to junior school, children tend to divide into same-sex groups, often expressing contempt for the other sex. This seems to be a preparation for adolescence – a way of establishing interests and attitudes appropriate to the culture of being a boy or a girl. Boys and girls will get together again in a few years.
Children who have ‘girl friends’ and ‘boy friends’ at primary school may be responding to social pressures or what they see on television rather than their real wishes and capacity for relationships.
Most children will settle in well amongst the others. But children who are not able to feel comfortable amongst other children may have difficulties. If you think there is a problem, it is worth discussing this with the class teacher, sooner rather than later.
Getting on with Teachers
Children have to adjust to a range of new adults when they start school. Most children enjoy meeting different adults but are likely to feel more comfortable with some than with others. For example, a child who is used to an easy-going or chaotic atmosphere at home may find a more structured classroom environment more difficult than a child from a home where boundaries are tighter.
Children who do not have fundamental problems with authority are likely to have good and bad experiences with teachers over the years and find ways to manage and learn from the differences. However, a few children have ongoing problems with every teacher they meet and may have deeply rooted problems with authority. In this case, it is helpful for parents and teachers to get together and think about how their authority is applied and how this may affect the child. If parents and teachers can think together, changes may then be made at home and school.
Getting Down to Learning
Schoolwork can arouse several anxieties in children and their parents. Can they do the work? Do they understand it? What do they do if it doesn’t make sense?
Children who are afraid to make mistakes will never be able to learn from them, which will affect their learning as a whole. Therefore, making mistakes is important for learning.
Children respond to difficulties in various ways:
- Some children have no difficulty in asking for help and can persevere until they understand. Children who can ask for help when they don’t understand will make progress whatever their ability.
- Some feel, optimistically, that they understand or pretend to understand when they don’t and get thoroughly out of their depth.
- Some children who know that they don’t understand feel reluctant to ask for help. They may enlist the help of a friend, but this can cause further problems in the long run as they may understand when they don’t.
Every child needs to make progress with their work. Worrying about other things will affect their capacity to concentrate on the task at hand. Falling behind with the work will then add to the worries.
Leaving Primary School
The move from primary school to middle or secondary school is a major change for everybody. Children and their parents are bound to have mixed feelings about leaving behind a familiar environment. Moreover, children going to secondary school will have been used to being a ‘big fish in a small pond’, which changes overnight. In secondary school, newcomers may not be able to distinguish senior pupils from staff.
They often face anxiety about choosing a new school, applying, and waiting to hear if they’ve been successful.
There will no longer be the main relationship with one teacher throughout the year and the opportunity for some play in the new school. While many younger children have already been given some homework, the demands increase after primary school.
At this stage, children have to be more organised than ever before, getting their work and kit together for each lesson and getting their homework in on time. All children need support when they make this move, and many schools recognise this. Visits to the new school in the final primary year can be very reassuring for anxious pupils, as well as their anxious parents!
The primary education sector includes state-funded primary schools, special schools and private primary schools. The state-funded schools include religious schools, non-denominational schools, multi-denominational schools and Gaelscoileanna (Irish-medium schools).
For historical reasons, most primary schools are state-aided parish schools, although this pattern is changing. The state pays the bulk of the building and running costs of state-funded primary schools, but a local contribution is made towards their running costs. In addition, the Department of Education and Skills pays teachers’ salaries, and the Department’s Inspectorate inspects the schools.
Although children are not obliged to attend school until six, almost all children begin school in the September following their fourth birthday.
Nearly 40% of four-year-olds and almost all five-year-olds are enrolled in infant classes in primary schools (sometimes called national schools). Primary education consists of an eight-year cycle: junior infants, senior infants, and first to sixth classes. Pupils normally transfer to post-primary education at the age of twelve.
The general aims of primary education are:
- To enable the child to live a full life as a child and realise their potential as a unique individual.
- To enable the child to develop as a social being through living and co-operating with others and contribute to society’s good.
- To prepare the child for a continuum of learning.
The primary curriculum aims to provide a broad learning experience and encourages a wide variety of teaching and learning approaches that cater to the different needs of individual children.
The revised primary curriculum, launched in 1999, was the first complete curriculum revision since 1971. The revised curriculum is designed to nurture the child in all dimensions of their life—spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical.
The curriculum is divided into the following key areas:
- Language – Irish and English
- Social, Environment and Scientific Education
- Arts Education, including Visual Arts, Music and Drama
- Physical Education
- Social, Personal and Health Education.
Talk about What to Expect
Buy some books about what to expect at primary school. Then, spend some time together talking about what a day in primary school will be like. Encourage your child to share any concerns that they might have and address them together.
Attend the School Orientation Together
Most schools will hold an orientation session before the classes begin. Bring your child. The school tour is a great time to figure out what the classroom will look like, the canteen, washrooms and bus pick up and drop off points. Prompt your child for any new questions which they might have after visiting the school. If your child will be attending your alma mater, then sharing some stories about your time at the school will help to make the experience more interesting and relatable.
Buy School Supplies
Go shopping with your child and make sure that you get everything they need before the first day of school. Buy a good school bag, shoes, uniforms, books and stationery too.
Recess Tips and Tricks
Recess is probably going to be the most confusing time for your child. The rush of students to the canteen, the choices they will need to make, and the need to manage money within the 30 to 45 minute time allowed for recess are usually quite stressful initially.
Talk to your child about managing payments, dealing with queues, and making decisions about what to have for recess. To make it easier, you might want to pack a small sandwich or snack for your child for the first 2 weeks of school so that they will still have something to eat if they find it too difficult to manage at recess time.
Talk about Making New Friends
Going to a new school often means saying goodbye to old friends and making new ones. Talk to your child about what they can do to make new friends. Reassure them that they will still be able to see their pre-school friends. Set up some playdates with their pre-school classmates within the first 2 months of primary school so that your child can continue to maintain these friendships.
Do a Transport Dry Run
Whether you will be walking to school together, taking public transport, or using the school bus, it is always a good idea to do a dry run together. Practice waking up in the morning and going to school. Then do it all in reverse for the ride back home.
Establish a Routine
Set up the routine which you will be keeping to during the school week. Get your child used to going to bed early and waking up earlier. Talk about when they should be doing their homework and if there will be any restrictions on TV time in the evenings. Try to start following this routine about 1 month before school begins.
Teach Your Child About Safety
Go through all the different situations your child might encounter at school that are a threat to safety. For example, discuss what to do if an adult or another child makes them feel uncomfortable, talk about fire safety procedures, the dangers of leaving the school grounds unattended and road safety issues.
What should kids know before primary one?
Reading, Writing & Numeracy Skills
In kindergarten, your child would have acquired basic reading, writing and numeracy skills. These essential study skills form the foundation of their education bedrock. The stronger the foundation, the easier their learning journey will be.
The Numbers Game
Numbers are everywhere. From buying food from the canteen to telling time to go to school or head back to class when recess is over, your child needs to know how to count and how to tell the time.
Ability to Follow Instructions
One of the essential primary skills that many kindergarteners have to acquire is understanding what rules are and knowing to follow them. They need to sit still in class to listen to the teachers, stand in line with their “queue partners”, raise their hands if they have questions in class and know the proper way to wear their uniforms.
Organise and take care of their belongings
Primary one students are known to misplace their belongings. Therefore, do not be surprised if water bottles and stationery go missing during the first year at primary school.
Asking for permission to go to the toilet
This is one of the essential things to know before primary 1 that parents often overlook because their kids are usually toilet trained by this point. However, being in a big class or new school environment can be scary for your child.
Social Skills – Communication and Making Friends
In primary school, your preschooler will be placed in a class of up to 40 students. Class discussion in such a large group can be intimidating for your young child. Making friends can also be a daunting task if your child is shy or an introvert by nature.