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Today, the Shonai area in the Tohoku region's top west corner is brimming with a mood of creativity and enterprise. This new spirit has given rise to a new university. The twentieth century was the era that focused on money and material goods and capital and the market rule, but the twenty-first century is the era of people and mind/heart that we call "Koeki." This will be a world in which children will live as they should, and people as humanely as they possibly can. In our university, students will broaden their minds and deepen their specialist knowledge through our education to respond to these changes in social ethnography and contribute to the harmonious development of cultural exchange, welfare, and economics. Koski University was initially established in 2001 with the enthusiastic demand from the local people and government. In the beginning, we started with the invaluable assistance of Keio University. We started with a single department and a single faculty. By 2014, two departments - Departments of Business/ Policy Management and Cross-Cultural Studies - were set up, the latter of which the International Liberal Arts Program was newly created to develop a global point of view. We received a COC grant from the Ministry of Education to pursue revitalization and recreation of the local community. We strive to contribute to society and local communities through our unique educational system and learning methodology from a global standpoint in the coming years.

Preparing students for a life of service in a world that belongs to God. To give the best education, we can at the most affordable price possible. Heritage Community Christian School has provided a Christ-centred academic program to students for almost 60 years. The current leadership continually seeks ways to improve the program and property to take the school we've inherited from the previous generation of school supporters and pass on an even better version to the next generation of parents. We want Christian education to be available to the children of Leeds and Grenville for future generations. Were you surprised when you saw how quickly your children grew? They changed from infants to toddlers in the flash of time, and now they are ready for school. George Barna of the Barna Research Foundation was shocked, too, when he discovered that "a child's moral foundation is set by the age of 9 … it is startling to see that there is very little difference between what a person believes when they are 13 and when they are an adult." "HCCS was the right choice for our three children. Due to the high academic standards at HCCS, our children were very well prepared for the public high school system. They enrolled in academic and university-level classes and were all on the honor roll each term. There is no doubt that choosing Christian Education is a big commitment, both personally and financially, but it is well worth it in the end!" - Parent of HCCS Grads. "Our children attended the public school system for several years. Our middle child was having educational concerns from grades 1-3. She did not qualify for extra help from the public school system. We moved her to HCCS for grade 4, and within six months, she had achieved her academic level. The educational standards are much higher at HCCS. We feel her achievement was due to the loving, caring, and understanding learning environment. We only get one chance to make a difference in our children's education. We are thankful for the opportunity to attend HCCS. It has made our children very happy. - Parent of HCCS Students For decades Christian schools in local communities across Ontario have provided an opportunity for Christian parents to give their children a Christ-centered, Biblically-based education. These schools spawned out of local churches 40 or 50 years ago have developed into genuinely dynamic, interdenominational Christian learning centers. Christian families are attracted from the spectrum of church denominations, and most communities across Southern Ontario have at least one Christian elementary school. These schools are labeled as an independent. Independence means that the schools are not controlled or funded by the Federal, Provincial, or local government. Christian schools are owned and operated by legally formed local associations of Christian parents and other interested members of the Christian community. These local associations are not-for-profit corporations and are registered charities. The HCCS Society members elect the HCCS Board and approve its annual budget and decisions at two annual meetings. The Board hires the staff that oversees the daily operations of the school. The Heritage Community Christian School was established in 1960 in the village of Athens. It was formerly known as Athens Christian School and adopted the name HCCS when it relocated to New Dublin. HCCS is a member of the Ontario Alliance of Christian Schools (OACS), Christian Schools Canada (CSC), and Christian Stewardship Services (CSS).

Bella Bella Community School offers a full N-12 program whereby students can earn a Dogwood diploma qualifying them to gain entrance to any post-secondary institution. Our mission statement addresses our commitment to providing a curriculum that acknowledges and operates in all aspects of our Heiltsuk culture and traditions. The Post-Secondary Committee will review and develop policies and procedures for the Post-Secondary Programs review, prioritize and approve/reject applications for funding within budget constraints and Board policy review appeals and make recommendations to the Board. During the BBCSS Annual General Meeting (AGM) that is held in October all Board business will be tabled until the AGM is complete. It is the responsibility of the student to read and understand the requirements of being a funded Post-Secondary student. Within the Student Handbook students can fully understand the importance deadlines for funding, the documentation requirements for a complete application, the appeals process and the student categories. All of this information is necessary for a successful smooth educational journey with the team at the School Board. This is giving your permission to BBCSS to communicate to your Post-Secondary institution. NOTE: Students will still need to request an official transcript at the end of term. Please have your Direct Deposit form in at least two weeks before the funding deposit date. If your direct deposit information isn't submitted your allowances will be made by cheque and mailed to the address listed within the application form. This handbook was created to help answer some of your questions and to prepare you for the next step in your journey. The contents of this handbook reflect on the concerns and struggles of Indigenous students who are currently enrolled in, or have graduated from a post-secondary institution. The handbook covers a wide variety of topics including finding suitable childcare in an urban setting, accessing affordable housing, meeting new people in an unfamiliar city. This handbook is meant to serve as a living, dynamic document for you to build upon. It’s important to note that while your initial goals may change over time, this process is a strong starting point from which you’ll be able to embark in many different directions. All the information is current as of May 2010 and through your own exploration, you may find new related links or resources that will be beneficial throughout your journey. Consider where you’re at today. If you’re thinking of pursuing a degree or diploma at a public post-secondary institution but you aren’t sure what program you’d like to take, you will likely do well to start at Stepping Stone 1. If you already know what program you’d like to take and/or you have already figured out which institution you’d like to attend, you might want to skip the first stepping stone and start partway into Stepping Stone 2 with “Connecting with the Aboriginal Post-Secondary Coordinators”. If you have already completed your application but are just looking for more information on the transition, you might want to jump right over to Stepping Stone 3 – Preparing for the Transition from an IAHLA Institute to a Public Post-Secondary Institution (PPSI). If at any point in your journey, you feel unsure or lost, consider going back to Stepping Stone 1 and “Identifying Your Strengths”. It’s always nice to be reminded of the gifts you have, especially in hard times – and it can help you feel more confident in yourself and the decisions you are making.

School choice for your children is a significant one, and I thank you for considering Wyong Christian Community School. Established as a ministry of Wyong Baptist Church, I believe the school offers something extraordinary and unique and, as it has in the past, continues to bless many families as they seek to best love and support their children. The school is an educational community that is founded on Biblical beliefs, values, and behaviors. This means that biblical principles underpin all our policies and procedures. In the classroom, lessons are delivered from a Christian perspective. This entails a comprehensive covering of curriculum while simultaneously exploring any biblical teaching or principles relating to the material. We believe all children are created in God's image, and each has its gifting. Our programs are established to encourage and support students in developing their gifts to their full potential, be they academic, performing arts, sport, or any other area. As all gifts come from God, it is appropriate to encourage students to use their gifts in Him and others' service. Wyong Christian Community School has been incredibly blessed since its inception in 1993. Sitting on 28 acres of fertile plains provides us with a beautiful and peaceful backdrop to care and nurture the young lives entrusted to us daily. New and modern facilities assist in the delivery of our educational programs. In addition to this, we have a wonderfully committed and dedicated staff who see their position as more than a job but rather a ministry. Each staff member is a committed Christian, active in their local church, and firmly committed to its vision. Relationships are enormously valued in the school community. Firstly we believe a strong relationship with Jesus is the foundation for life. Flowing from this will be healthy relationships between staff, parents, and students. The school was established to support the work carried out by parents in the home as they endeavor to equip their children to be responsive and responsible disciples of the Lord Jesus Christ. Wyong Christian Community School began in 1993, catering from Kindergarten to Year 6 on the Central Coast. Born out of a vision of the people at Wyong Baptist Church, the school started with just 24 students and a single teacher based at the church building's rear. We have grown each year steadily. Modern facilities and well-equipped classrooms provide specialist facilities across the full school curriculum, including Art, Music, Computers, Food Technology, Textiles, Technics, Science, and Sport. Now catering for students from Kindergarten through to Year 12, our commitment is to provide the necessary resources to achieve 'excellence in education' in line with the school's growth. WCCS is affiliated with Christian Schools Australia. Christian Schools Australia is an interdenominational fellowship of some 150 member schools in Australia, providing our school with curriculum development, administrative matters, and lobbying of Government and other associated bodies. The school is located on the Central Coast and situated in a beautiful rural setting. Our classrooms are modern and spacious, which enhances the learning environment. We have large recreation areas with ample shade. Quality relationships between staff, students, and parents are fostered in strength and commitment, working together with a vision for educating young people. We encourage all parents to become involved in the school community. Our purpose is to provide a Christian educational community founded on Biblically-based beliefs, values, and behavior. We do this to equip young people to be responsible and responsive disciples of the Lord Jesus Christ. Wyong Baptist Church and the School Board share the desire that our children will grow in grace and wisdom in teaching our Lord Jesus Christ. Christian education begins in the home. Our school recognizes that parents have the God-given responsibility for the upbringing of their children. Wyong Christian Community School seeks to support Christian parents in this task.

We are a parent-run independent school in a rainforest setting at the base of the Nightcap World Heritage-listed National Park. Close to the bustling diversity of Nimbin village, our children learn and play in a safe, creative, and natural environment. Established over 30 years ago, we offer an innovative and creative high-quality teaching program compliant with the NSW Board of Studies. Sustainable values, unique experiences, and integrated learning in a peaceful rainforest environment. The school was established in 1981 by families living in the Turntable Cooperative Community, who wanted an education consistent with their values: Environmental sustainability Integration between family, community, and school Valuing each child's gifts and learning style The considered alternative at the time; these values continue to be at the core of our philosophy. Turntable Falls Primary School believes in an educational approach where the children learn that the environment is inseparable from themselves: they are the environment, and the environment is them! Following on from there, we believe that the most critical subject in the curriculum is LIFE and that learning by pleasure is the motivating force. Our education objective is to 'grow green children' equipped with passion, knowledge, and the tools to build a sustainable future. With these objectives in mind, we build into our programs: Engagement with the environment. In their real-world, children spend time outdoors to experience life and, with all life's lessons, it has to teach. It is an education rooted in nature: to understand, appreciate, and love nature, and in so doing, helping to develop a deep sense of connectedness and attitude of caring to the environment. The school garden – funded by the Stephanie Alexander Kitchen Garden Foundation – plays a vital role in our outdoor education program. Exposure to local communities. The children living in one of Australia's most innovative and creative rural areas are exposed to the local, rich, diverse, and broad community of the local area. The children are given opportunities to explore and experience our community's wealth and assets, the natural environment, its human inhabitants, and their outstanding initiatives through excursions and visits to places and people. The children explore and discover: meeting elders and visiting alternative and sustainable projects, helping and participating in community projects, and experiencing history in the making. Linking the Environment and Local Communities to our curriculum enables the children to link their real-life experiences to an authentic learning program's expected academic outcomes. We believe that this program addresses the following: Freedom of movement Sense of deep time Reverie Play Self will Independence A sense of autonomy Provides a holistic curriculum based on all aspects of environmental and innovative education Hands-on experiences to motivate children about their environment Student-centered learning that inspires creative, innovative thinking, and learning.

Our unique school is focused on nurturing young people to become outstanding members of their community. We provide a high-quality education program firmly based on our Christian values. HCCS is comprised of an Early Learning Centre, a Reception to Year 6 Primary School, and a unique Year 7 Centre all in the village of Verdun, two minutes from Hahndorf, and a Secondary Campus at Oakbank, 4.7 kilometers away, for Year 8 to Year 12 students. Our Rivermont Year 7 Centre, ‘in the woods,’ is apart of our Primary Campus. Students believe this is one of the best years of their lives! As well as the Year 7 students, the property is used by all ELC and Primary students for Nature Play and Environmental Studies. HCCS has inspired and taught children for over 35 years and is served by a delightful team of Christian Educators who value children and seek to nurture young minds. The engaging learning climate promotes curiosity, discovery, independence, and smiles, with respectful relationships between adults and children immediately evident. Over 540 students from the Early Learning Centre (ELC) to Year 12 attend this co-educational school. In January 2013, HCCS commenced a Secondary School at Oakbank with a Year 8 class. Enrolling a new Year 8 class each year, HCCS Secondary has grown to 90 students in 2018. It now includes a Year 12 class, making HCCS the only Early Learning Centre to Year 12 co-educational, non-denomination Christian School in the Adelaide Hills. We are very excited to announce that in May 2018, negotiations began to relocate the entire Secondary School back to Verdun to create a unified ELC to Year 12 Campus. The desire of the Board would be for the relocation to be complete sometime in 2020, with the best-case scenario being for the start of the 2020 school year. We believe that the teachings of Jesus are the foundations upon which our attitudes and actions should rest. The following Statement of Belief was adopted as the School’s Foundational Creed in 1983: We believe the Bible to be the inspired word of God We believe that there is one God: Father, Son, and Holy Spirit We accept that Jesus Christ is central in our school and therefore that everything that is done, including the learning, at school or in the school’s name, should be done to honor Him We believe in the sovereignty of God in creation, providence, revelation, redemption, and final judgment We believe that all humanity was created in the image of God, but that man estranged himself from God and his neighbor by disobeying God’s Word and that reconciliation is only possible through the love of God and the sacrifice which Jesus made on our behalf We believe in the ministry of the Holy Spirit who enables us to live a Godly life We believe in the personal return of the Lord Jesus Christ We believe that all Christians are united in the Body of the Lord Jesus Christ. Our mission is to help children learn and grow to achieve their potential through: Acknowledging that Jesus Christ and his teachings are central to the purposes of this school Assisting each student to discover and develop their strengths and gifts Developing a caring school community which respects diversity and values fellowship Assisting students in developing a personal understanding and application of the Christian faith Providing a foundation upon which students can develop discernment, wisdom, and leadership qualities Preparing students for on-going learning and fulfilling lives in a world of rapid change Fostering in students the development of positive relationships and interpersonal skills Valuing each student and their gifts and contribution. Our Purpose The School is established and will be run to educate children based on the Christian Faith, by the aims expressed in the Statement of Belief. Our Aims are: To operate on Christian principles, with a staff actively committed to the Christian faith, by the Statement of Belief and Aims as set out in the Constitution To develop the spiritual, psychological, social, academic, creative, and physical potential of each enrolled child To promote healthy learning with the appointment of high-quality teachers and support staff To foster a co-operative relationship between parents, staff, children, and school To provide a comprehensive curriculum which includes worship and has a balanced use of Christian themes in all relevant areas To accept the common elements of the Christian faith while accepting the diversity of belief and interpretation and avoiding any denominational doctrine or emphasis To be open, so far as its resources shall permit, to children of the community provided that their parents support the aims of the school To promote and facilitate beneficial relationships between child, family, staff, churches, and the wider community. Secondary Campus – Oakbank154 Onkaparinga Valley Road Oakbank, South Australia 5245Phone: +61 8 8388 7811Fax: +61 8 8388 1308E-mail: [email protected]

Choosing the right education for your child is one of the most important decisions a family makes. After all, the school you select will play a vital role in shaping your child's adult will eventually become. At Swan Valley Anglican Community School, we partner with you and your family in a supportive Christian community to nurture, stimulate, and challenge your child. Our highly professional, innovative, caring teachers have been individually chosen to cater to each student's wide-ranging talents and offer a broad array of co-curricular activities. Working together, we can help your child reach his or her potential through a balanced involvement in the school's academic, spiritual, sporting, and cultural life. Our priority is to produce graduates who are: Articulate, independent, and self-motivated Resilient with a positive self-image Able to think and communicate with clarity and precision Open to continuous learning Independent thinkers Responsible risk-takers Creative, imaginative, and innovative Able to weigh moral values with an informed conscience illuminated by faith Prepared to make a significant contribution to the global community. By building and enhancing relationships, we nurture each student to develop their potential within a safe, caring, and inclusive community. Our Values are as we aspire to uphold the following values: Faith, Commitment, Service, Compassion, and Integrity Faith: The nurturing of a meaningful relationship with God in Christ. Commitment: Being inspired to discover, acknowledge, and develop self-worth, individual skills, and talents to pursue personal excellence. Service: Acting on our belief in the fundamental importance of community responsibility for everyone's welfare and well-being. Compassion: Respect for the dignity, beliefs, and worth of others and the building of collaborative and supportive relationships. Integrity: Being honest in our relationships with others and true to ourselves.

t Mark's was established in and by the local community in 1986 and has grown in 2018 to be a thriving learning community of more than 1,700 students from Kindergarten to Year 12. The school employs over 200 staff, including teachers, education assistants, music tutors, administrative, grounds, and maintenance staff. The School's Christian ethos and values promote a positive and respectful work environment and a culture which attracts and retains high-quality staff by fostering professionalism, collegiality, commitment, loyalty, and healthy pastoral care. St Mark's aims to maximize opportunities for its students to build rewarding and fulfilling futures based on the skills and competencies required to navigate the challenges of a world-changing in its nature in this 21st century. Several pathways are available at and through the school, and they can be tailored to facilitate these futures for students. The maintenance of a child-safe environment at St Mark's is paramount, and the sense of community that pervades the school and supports our young people in their learning, growth, and development is at our core. The School's Strategic Plan was launched early in 2015, with three strategic priorities for the following five years: (1) raising our academic ethos and profile (2) increasing our focus on the arts, creativity, and innovation and (3) connecting meaningfully with the Indian Ocean Rim and becoming more international in our perspective. With our long-term Master Plan, launched in 2017, and our ten-year Financial Plan, this current strategic plan will steer a course for us in our quest for continuous school improvement. The School's Master Plan will ensure the continued development of contemporary learning spaces for the 21st century, set amidst attractive, open grounds that enable positive relationships between our students. St Mark's facilities reflect those of a modern yet mature School and are in the early stages of a projected fifty million dollar building program over ten years. The first element of the program was new facilities for the Junior School, which opened in early 2017. The new spaces allowed the school to accommodate the third class in Years 2, 3, and 4. The most significant project of the building program to date is the new Alan Cadby Senior Academic Centre's construction, which was officially opened on 9 March 2018. The Senior Academic Centre accommodates Senior School students in Years 9 to 12. A commitment to developing the 'whole person' is central to St Mark's education through a diverse and enriching set of learning experiences provided across all Learning Areas, and including distinctive programs in the arts, sport, outdoor education, and service the community. I hope that St Mark's students will be typified by their compassion, acceptance, and care of others, resilience, the pursuit of being their best selves, and sense of community and global responsibility. The values of the school are central to all of this. To love God and love one's neighbor as you love yourself, the two great commandments underpin the strong relationships and partnership between students, parents, and staff. This ethos typifies the St Mark's community, creating a safe and happy place to work and learn. Families who wish to explore the opportunity to secure a St Mark's education for their children are encouraged to contact the school to provide further and more personalized information. St Mark's aims to foster character growth and develop a set of values and skills by teaching and example in a Christian setting through school life. The School motto is Seek Truth and Wisdom. The school has identified five values that reflect who we are as a school community, and these values are underpinned by the School's Mission Statement and Christian ethos. These five values are interwoven throughout all elements of School life, including policy development and process, pastoral care, and curriculum implementation. We actively listen to each other's thoughts and feelings and trust that those thoughts will be respected and valued. We learn continuously by gathering new facts, principles, and truths. Our knowledge and understanding grow when we put what we learn into practice. By having realistic confidence in ourselves and our abilities, we can set goals that are both challenging and achievable, whether those goals are in education, work, or society. We take responsibility for our actions by making positive choices, learning from our mistakes, and fulfilling our duties, and honoring our commitments to one another and our community. As a community, we work together to reach a shared goal, offering mutual support and encouragement. Individuals' skills and talents are recognized and acknowledged, allowing each individual to make a positive contribution to group efforts.

Outdoor education is part of every day at Spirit of Play, as the children are engaged in their environment within and outside of the school grounds. Years 1 to 6 each spends a week on Walkabout, an opportunity to integrate all the curriculum areas in a meaningful exploration of the local environment and visit community organizations. We explore the world and look for occasions and ways of giving back to the land, saying thank you and appreciate this beautiful country. The children are encouraged to help those younger or less capable than themselves. We have sharing circles to deepen the group's connections and strengthen the children's communication and understanding of the occasions we share. The children have a walkabout diary that allows them to record what we did each week, reflect and share what was right and what was challenging. These books provide the basis for further explorations as we go to the library and internet to research any queries or anything that they have been inspired by out in the bush. The programs of study listed above are all interwoven into each school day. Literacy, numeracy, language, music, and positive behavior are all taught, practiced, and assessed within a grounded and purposeful context. The context may be provided by, for example, an expedition into the bush, observations of seasonal change, or a story about the original custodians of our land. Group sharing circles aim at deepening the connections within the group. These group circles strengthen the children's communication and understanding of the experiences they share. The children have a walkabout diary that allows them to record the activities of each week's walkabout session. They reflect and share what was right and what was challenging. These books provide the basis for further explorations to the library and internet, research any queries or anything that they have been inspired by, out in the bush. A community school provides a nurturing environment for individual programs of study. As a small school, we enjoy a healthy family atmosphere. Multi-aged activities and excellent student-to-staff ratios allow us to focus on the students' needs as individuals. We believe in building a strong school community through family involvement and commitment. The talents, energy, and knowledge of all school community members are valued. Parents help govern the school, offer input into policy and curriculum development, grant writing, and help develop playgrounds and other resources for the children's ongoing use.

Pine Community School is an independent democratic community primary school for children situated in the leafy bushland of Arana Hills, Brisbane, Queensland, Australia. We are committed to providing a caring, harmonious environment where each student's academic, physical, social, emotional, and creative development is attained to their maximum potential. This is achieved through small, multi-age settings, with a high teacher to student ratio, where teachers, parents, and the community work together to nurture positive self-esteem and encourage all students to become responsible and motivated. A Democratic School is a self-governing school in some capacity, with each community member influencing decisions and outcomes. A contrast might be made with more 'autocratic' school structures, in which power and authority are concentrated in the teachers and adult administrators. In democratic educational philosophy, students, including and especially children, are seen as active participants in their learning and environment. Each student's voice is given weight in decision-making, both personal — for instance, the direction of his or her education — and communal — the rules and adjudications by which the school functions as a whole. Pine's motto is "Happy Children Learn," and everything in our philosophy and approach stems from that. It starts with the well-researched idea that children learn best when they are happy and relaxed and engaged – when they are interested in what they are doing. So how do we make this happen? What does it mean to be happy? How do we help our children be happy and thus learn well? For a start, Pine allows children to "have a childhood" – allowing lots of time for play, allowing them to take risks and understand consequences, not enforcing needless structure and control. We allow children to have "downtime" when they are not interested in learning, and we maximize the "uptime" when they are keen and excited and engaged. Pine teachers are amazingly good at capitalizing on children's ever-changing interests. One of the many examples of this was in late 2007 when a few of the students became very interested in writing their comic books. This was allowed and encouraged, and the interest spread, and several students set up their own "comic book shop" in the school's library room, spending most of each day there for several weeks. They defined roles for themselves (the boss, bodyguard(!), artists, writers, etc.) and produced comics for all the other kids to read. In this process, kids who naturally hated writing were writing like crazy kids who were not good readers were loving reading the comics, and all the kids involved learned a lot about negotiation and teamwork. Pine Community School is committed to providing a caring, harmonious environment where each student's academic, physical, social, emotional, and creative development is attained to their maximum potential. This is achieved through small, multi-age settings where teachers, parents, and the community work together to nurture positive self-esteem and encourage all students to become responsible and motivated. Pine Community School is an independent, democratic community primary school. We offer multi-age groupings with a low student/teacher ratio in a caring, harmonious environment. We are committed to partnerships with parents and students that support children's individual learning development holistically (addressing the whole child, including academic, social, physical, emotional, and aesthetic needs). Through a child-centered, co-constructed curriculum, we provide hands-on learning opportunities that challenge and support students' needs and interests. We are passionate about using research-based best practices to engage our students, providing opportunities to learn and develop in play-based and real-life contexts, and having a positive outlook and self-identity. We believe that our school helps children to become confident, capable, and happy learners who care about others and make good choices as citizens. We aim to develop these skills throughout the primary years. Our motto is 'Happy Children Learn' through a partnership of home and school environments.

Welcome to Peter Moyes Anglican Community School. We are a school that aspires to excellence, enabling students to achieve their full potential and pursue their chosen pathway. We aim to be a school where all students become successful learners, confident and competent individuals, and active and informed citizens. We provide students with an academic, sporting, cultural, and religious environment that offers a wide range of learning experiences and opportunities. Engaging in learning experiences within and beyond the classroom is an expectation for all our students. We believe that students' full and varied involvement best promotes their ability to discover and develop their talents, interests, and capabilities. Peter Moyes Anglican Community School is a proud member of the Anglican Schools Commission network of schools. The school opened in 2000 and has proliferated and developed a distinct identity in its relatively brief history. The school is set in northern Perth's coastal area with fantastic panoramic views of the nearby Indian Ocean. Our students enjoy an excellent campus with high-quality facilities, supported by a hardworking and dedicated team of staff assisting them in reaching their full potential. Across each of our Sub-Schools - Primary (Pre-Kindergarten to Year 6), Middle (Years 7-9), Senior (Years 10-12) - students and staff work within a distinct pastoral care structure that aims to meet the needs of their respective students best. An integral component of the school is the development and expression of the Anglican tradition's values. We seek to develop a sense of grace and Christian purpose in our students' lives. Students actively contribute to the school's Anglican life through their participation in weekly Chapel, Religious Education classes, and Eucharist's marking significant events on the Christian calendar. I hope you enjoy the snapshot of Peter Moyes Anglican Community School's life and times that this website provides. I think you will find that a sense of connection and community is palpable in our students' informal photographs as they participate in the events that make up the School calendar. Suppose you and your child are excited by what we offer here at Peter Moyes Anglican Community School. In that case, I invite you to take a tour to see first-hand our community of confident, resilient, and engaged learners and to talk with our motivated and innovative staff. At the opening of Stage Three of the School in 2002, Mr. Peter Moyes spoke of his wish that a student named in his honor would display: "Personal excellence with compassion for others." Accordingly, the School wishes, in the Anglican tradition, to foster, model, and build the following values within its students, staff, and the broader community: Knowledge & Insight: The pursuit of truth through organized learning is conducted to emphasize collaboration and honesty. Equality & Compassion: Where all have the same value and rights as others in such a way that each can be oneself and enable others to be themselves in a spirit of equity, trust, and the acceptance of diversity. Integration & Wholeness: All work to develop the inner capacity to organize the mind, body, and spirit into a coordinated, harmonious whole. Confidence, Competence, and Responsibility: All have real confidence that they can achieve positive and are personally accountable for the development and fair use of those skills, exhibiting respect for others' rights. Self-worth: All know that others they respect and esteem know them and affirm that they are worthy of their care, respect, and protection. Members of the School community are encouraged to explore Christian beliefs, think, feel, and respect differences without denouncing other identifiable value systems. We aim to develop each person's faith within a community framework to assist each in their own spiritual and social development. The school aims to focus on the whole person's needs – intellectual, aesthetic, moral, spiritual, emotional, physical, and social. These are incorporated in the total range of activities experienced at the school, commonly known as curriculum. The curriculum includes the formal academic component of school education, developing knowledge and insight into the world of learning, and integrating experiences from various sources such as the Co-Curricular program. All students can learn. Learning is best conducted in a safe environment, where mistakes can be made without ridicule. School life's focus must be a holistic one that includes the full and balanced development of each school community member. A healthy balance must exist between school and home life demands for all students, staff, and parents. Learning is best when the learner integrates experience, imagination, information, and application. Regular feedback is vital for teachers, students, and parents. Students are recognized for their uniqueness. Our sense of community is built around the quality of relationships between staff, students, and parents. Therefore, it is partially dependent upon staff welcoming parents into the school as much as possible and associating with them on other occasions. Students need to communicate clearly and work with other students, staff, and parents. Parents need to be involved with the school as much as possible, taking an active interest in developing their own and others' children. Our school is committed to demonstrating an open and inclusive approach to all aspects of School life. Entry to the School is non-selective, and the school seeks to demonstrate a democratic approach to the education and participation of its students in all School activities. The Anglican tradition and the School's Vision and Values for its students reinforce this inclusive school environment's commitment.

Peter Carnley Anglican Community School (PCACS) is a young and dynamic school, offering students education from Kindergarten to Year 12 across two beautiful campuses. With a new Early Learning Campus in Calista, and an attractively designed Wellard campus for students from Years 2-12, the school provides a nurturing and balanced educational experience for all its students. Both campuses enjoy open play spaces where physical exercise and nature play is encouraged. As educators, our purpose is to take each child on an Educational Journey: spark students' intellectual curiosity to grow their creativity and capacity to tackle and solve problems to value work ethic and persistence and work with others to show care and compassion. As a school community, our focus is to empower the students in our care to make good choices and to provide quality education for all that walk through our gates. There is a real sense of community at our school. Our staff is committed to challenging and inspiring our students to be the best they can be, both for their journey through school and for life beyond our gates". We encourage all new families to attend one of our monthly Welcome Mornings at either campus to get a sense of the school daily and meet our dedicated and talented community of students and educators. Peter Carnley Anglican Community School is a school of The Anglican Schools Commission Inc (ASC). It opened in Term 1, 2007, on a greenfield site in The Village at Wellard within the City of Kwinana. The school caters to students from Kindergarten through to Year 12. Peter Carnley Anglican Community School seeks to provide excellence in education, stressing high academic standards and developing individual potential in a dynamic, caring, and Christian environment. The mission is to challenge and inspire every member of our school community and raise awareness of those who live in need beyond our gates. Vision is To: Respect our Anglican tradition and offer an accessible, diverse, and inclusive education Understand that the welfare of our community is a priority that underpins all we do Provide a caring and supportive environment for our students Be identified by our Christian beliefs, high standards, and compassion for one another Encourage creative thinking and inquiring learners with a strong work ethic Foster and value academic achievement Present curriculum and co-curricular programs that demand exploration, creativity, and the development of self-confidence Be committed to individual personal bests. Peter Carnley Anglican Community School students are given the education to prepare them to become contributing and successful members and future leaders. The school aims to nurture each child, so they can accept responsibility, demonstrate commitment and initiative, and be self-disciplined while showing sensitivity to others' needs. The school aims to stimulate students students' intellectual curiosity increase the capacity to tackle and solve problems, think creatively and logically and have the ability to work with others. Students receive a Christian education and are encouraged to use it as a basis for living. The school expects students to show the highest possible standards of courtesy, dress, and behavior.

Few joys can match walking alongside a child as they grow from toddlers through childhood and into a young adult. Parents, grandparents, aunts, uncles, godparents, and family friends share in the excitement of watching first steps, hearing first words, pasting first paintings on walls, watching the first team sport, musical performance, dance concert or reading their first book. The pride matches this excitement from various transition points through that child's life as a student and into the world beyond school. At Overnewton College, all staff members share in this joy, too, because we work and walk alongside families in this journey with their children. Families provide the most crucial relationship in a student’sstudent’sstudent'sstudent's life. The family provides the moral, spiritual, and relational framework upon which a young child grows. The College and broader community work together to support the family and, therefore, our students' growth. The vast majority of children enter Overnewton at a Preparatory level and continue their thirteen years of schooling in the one College. The points of connection that this creates for a student are immense. This creates for families, teachers, and education support staff are unique and an exceptional characteristic of an Overnewton education. Overnewton Anglican Community College is known for the commitment it takes to and expects of its families. The College’sCollege’sCollege'sCollege's parents and staff work together to ensure that students have the opportunity to enjoy a rich diversity of curricular and co-curricular experiences that will help them to develop as questioning, articulate, literate, global thinkers with integrity and depth of character. The three-way partnership between parents, staff, and children makes the College a vibrant and happy place. It is a community where everyone is valued and respected, all with something to offer to the College. At Overnewton, our community provides a supportive village essential for families to remain healthy and for young people to develop to their potential in the most supportive and caring environment. The future is an unknown and exciting place. It will provide some great, fantastic, and unknown challenges and opportunities for each of us, but most of all, for our children. When the school and the homework as closely in sync as they do at Overnewton, our students are given the best foundation and framework to jump into that future. Overnewton Anglican Community College strives to be an inclusive learning community with a strong Christian foundation. We value a respectful environment where students, staff, and families, working together, aspire to excellence. Broad educational opportunities prepare students to serve as empowered, thoughtful, community-minded citizens. Our Vision A community of learners embracing the future. Our Values Our Christian Foundation binds and informs our values. All members of the community are encouraged to grow spiritually and explore their faith. We are proud to belong to the Overnewton community, doing our best to contribute positively, within and beyond it. The Overnewton community includes students, staff, and families, both past and present. The educational and ethical standards that are promoted have a profound effect on the broader community. We respect ourselves, our environment, and the people who are part of our past and present. We acknowledge the right of everyone to equality of opportunity and forgiveness for mistakes. We are lifelong learners, helping each other in our journey towards more excellent knowledge, understanding, and wisdom. We strive to excel in our learning, work, relationships, and playmaking most of every opportunity we are given.

Integrity Vitality - a vital life force Risk-taking - the ability to risk take in thought and action Ownership and responsibility Awareness - of self and others Thought - “Thought creating itself as it goes,” Deleuze and Guitarra Research in action Commitment - to innovate Dynamic and responsive - supporting children accessing possibilities Intuition Communication - the invitation to think out loud Mariah is a small independent school. When enrolling a child at Maridahdi, parents acknowledge and commit to a meaningful process of dialogue and joint action in which parents, children, and teachers work together in a supportive network. Mariah belongs not only to your child – but to you as well. Families are welcome anytime to participate in the life of the community. Opportunities include: spending time with your child at Maridahdi assisting staff to extend your child’s interests and abilities by sharing resources and ideas acting as a volunteer joining the Maridahdi council or sub-committees participating in parental discussion forums encouraging a climate of mutual respect, trust, and support.

We deliver a balanced school curriculum guided by Steiner's educational philosophy and encompassing all developmental domains: social/emotional, cognitive, physical, language, and creative. The atmosphere of our playgroup is warm, gentle, and enfolding. The children are surrounded by calming pastel colors and natural materials. Beautiful items such as handmade dolls, wooden toys, blocks, silk scarves, gum nuts, and shells are used to encourage creative, imaginative play and develop a sensitivity to, as well as a respect for, nature. Other activities, such as painting, cooking, gardening, and simple crafts further enhance this. Nothing is taken for granted, for example, at morning tea we form a circle and give thanks to the earth and sun for our fruits and water. Music, song, dance, and celebration of the seasons and festivals bring our families together, to share in folk wisdom and experience the rhythms of life. We aim to be child-centered, the activities, the songs, the talk, and the play are centered on the children. In doing so, we are creating a special sanctuary for the children and parents in an otherwise busy and commercialized world. As our foremost focus is the children and their experience of playgroup as a safe, serene environment, we save most of our personal stories until morning tea time, a truly social time. Being aware of the dream-like quality of the child's soul, a special mood of stillness for the storytelling time has to be created by the parents and the Playgroup Leader. We guide the children into that mood with a quiet, soothing song and lighting of the story candle. Nature stories, fairy tales, and stories of everyday activities all appeal to little children. Puppets and props are used to enliven the story and to hold the children's attention. From each story, they will absorb what they can and there is no need for the adults to explain the hidden moral of the story. Rainbow Playgroup is a place where the mood is of support, reassurance, and non-judgment for both adult and child. Please take the time to enjoy your mornings at Rainbow Playgroup and feel free to explore our parent library, peruse The Gum Leaf Shop and, of course, ask your Playgroup Leader any questions you may have.

Kerry Street Community School is nestled on the corner of Forrest Road and Kerry Street in Hamilton Hill. It was started in 1981 by a small group of parents who sought more active involvement in their children's education. The school is proud to continue to offer students a unique educational experience 37 years later. Kerry Street's welcoming environment is perfect for families who want to be a part of their child's school experience. Whether helping in the classroom, the garden, cooking school lunches, or just enjoying daily experiences with their children throughout the day, parents' presence contributes to a safe, friendly and vibrant atmosphere where their children feel comfortable and cared for. The teaching staff at Kerry Street work effectively and enthusiastically to ensure that children receive a high-quality education within this community-spirited environment. Teachers work together to provide a balance of whole-school programming infused with their styles and ideas. The Australian Curriculum and Western Australian Curriculum Framework are followed and delivered in a way that caters to each child's particular learning needs. Because of our small class sizes, our teachers can respond to the needs and talents of individual students multi-age groupings allow for all students to work at their level, without comparison. A hands-on approach to education is fostered at Kerry Street, favoring exploration, interaction, and authentic projects relevant to real life. Our approach keeps students engaged and passionate throughout their learning experience. An ever-developing variety of opportunities and resources are provided, through which children can discover their interests and strengths: arts, music, sports, group activities, independent study, gardening, playing games. We believe that finding a way for children to feel inspired about learning to fulfill their potential is vital. This is a vital part of Kerry Street's educational philosophy. Being an accepted part of a small, caring community is often enough to honestly give our students the confidence they need to enjoy their school experience truly. While important boundaries are recognized and respected within the Kerry Street community, we above all encourage an atmosphere of openness, freedom, and choice. Interactions between students, parents, and teachers form the basis of how the school functions and the emphasis is placed on constructive communication, shared concern, and mutual respect for all.

Jason Bartell is the Principal of John Septimus Roe Anglican Community School. Before this, he was Principal at Swan Valley Anglican Community School (2013 – 2017), Principal at Esperance Anglican Community School (July 2010 – 2012), and Assistant Principal at John Septimus Roe Anglican Community School (2007 – June 2010). He also held Principal and Deputy Principal positions in the Department of Education Schools across Western Australia in the early 2000s. He taught Health and Physical Education, Humanities and Social Sciences, and Mathematics. Jason is married to Leah and has four children Caleb, Violet, Jackson, and Christian. His interests include surfing, fishing, and many other sports, including Australian Rules Football (Geelong Football Club) and cricket. Throughout its relatively short history (the school opened in 1989), John Septimus Roe Anglican Community School (JSRACS) has developed an enviable reputation for substantial academic achievement, a nurturing pastoral care system, a long-established Anglican tradition, and a wide diversity of co-curricular activities. This demonstrates our endeavor to provide the best all-round education for our students by fully supporting them in their intellectual, emotional, psychological, physical, social, and spiritual development. Our aspiration is for JSRACS students to be architects of their lives looking beyond the ordinary to achieve the extraordinary, in making a difference to the world in which they live. In encouraging our students to achieve their potential, we place a significant emphasis on creating a dynamic teaching and learning environment, both within and outside the classroom. I also firmly believe that the quality of human relationships within a school defines it, namely, the interrelations between students, staff, and the entire community. It is the relational aspects of our school community that ensure each child's success as they strive to achieve personal excellence. At JSRACS, we work in partnership with you and your family in a supportive Christian community to nurture, stimulate, and challenge your child. Our highly professional, innovative, and caring staff have been individually chosen to cater to each student's wide-ranging talents and offer a broad array of co-curricular activities. Working together, we can help your child reach their potential through a balanced involvement in the many facets of the school's life. John Septimus Roe Anglican Community School's vision is to be a dynamic, Christian educational community that offers a broad education of high quality to students from diverse backgrounds. Each person will be encouraged to explore their spiritual, intellectual, social, physical, and creative capacities. The school will provide the best staff and facilities within the resources available to enable students to explore and achieve their full potential. Students will know that they are part of a caring and supportive Christian community that engenders positive self-esteem, unconditional positive regard for others, and individual responsibility for actions. When students leave school, they will be prepared for the next phase of their lives as independent learners. They will possess positive attitudes, values, and skills that equip them for life in a rapidly changing society because they will have been educated in an environment which developed a capacity to sustain life-long learning and practical thinking. Participation in a relevant, challenging, and meaningful curriculum empowered students to achieve personal and academic goals by offering opportunities in the eight curriculum areas encouraged and supported students as they learned to take responsibility for their learning and behavior towards others. This helps students to develop a healthy lifestyle, and a respect for themselves and others provided students with opportunities to recognize that active citizenship and care for others is a personal responsibility nurtured students spiritually and encouraged them to recognize that there are purpose and fulfillment in their lives allowed time for quiet repose and personal reflection.

An Anglican Archdeacon born on 28 March 1791 in London, John Wollaston, enjoyed the more significant part of his life as a village priest in England. He was schooled at Charterhouse, where his father, Edward Wollaston, was a Master and his maternal grandfather, Headmaster, and at Christ's College, Cambridge (B.A., 1812 M.A., 1815). Having taken holy orders, he married Mary Amelia May in 1819, the youngest daughter of Colonel George Gladstones. They had five sons and two daughters. Finding the income from his time at West Wickham, Cambridgeshire, insufficient for his growing family, he applied in 1840 for Chaplain's position to the Western Australian Land Company's proposed settlement at Australind. In 1841, aged 50, he left the known comforts of parish life to begin a ministry in the colony of Western Australia. He arrived in settlement of Australind in that year as a free settler, only to find that he was unable to receive an appointment or salary as a colonial chaplain until he had constructed a church building. Struggling for survival against the harsh and strange conditions, he completed the little church at Picton, with his family's help, in less than 18 months. His energy and efficiency became widely known, and he was asked to minister to Albany's people. In 1848, he completed St John's Church and was appointed the first Archdeacon of WA. In this capacity, he rode on horseback all over the South West, caring for the church. He was much loved by laypeople and earned a reputation for bringing the colony's very different clergy together. He died, chiefly as a result of exhaustion, after his second main archidiaconal tour in 1856. In 1984, he was proclaimed as a local saint and hero of the Anglican Church. An excellent, welcoming school where every student is accepted." These words from one of our parents encapsulate for me the essence of John Wollaston Anglican Community School. We are a school with a heart and a soul. As a school of the Anglican Schools Commission in WA and a World School of the International Baccalaureate Primary Years Programme, our appeal and success lie in our strong sense of community, the standards and values we celebrate, and our innovative and progressive approach to learning. It is essential that all students feel valued, happy, safe, and secure and are encouraged to participate actively in all aspects of school life – from their academic studies to sporting events, cultural pursuits, and community service. Such a foundation enhances their development as confident, resourceful, and compassionate young men and women who are well-equipped to face adulthood's challenges. At John Wollaston, we focus on helping students reach their potential and take advantage of the opportunities that come their way. Our academic performance has been characterized by excellent graduation rates and strong ATAR and VET results in recent years.

Himba Yumba (Bidjara Language), a Listening and Learning Place, is an innovative education and community building initiative. Our Prep-Year 12 school is grounded in Aboriginal and Torres Strait Islander cultures. At Hymba Yumba, we pride ourselves in offering jarjums a Prep-Year 12 education grounded in Aboriginal and Torres Strait Islander cultures. We are an independent, co-educational school based in Springfield, focusing on excellence in the Arts and Science. In their peoples' tradition, jarjums are encouraged to show Respect for Self, Elders, Family, Community, and Country. Jarjums are encouraged to achieve academic, sporting, and creative excellence in a culturally affirming, dynamic environment. In their peoples' tradition, jarjums are encouraged to show Respect for Self, Elders, Family, Community, and Country. Jarjums build strong and proud Indigenous identities in a nurturing and challenging school environment. The contribution of knowledge and wisdom by the Elders, Families, and community is at the core of the education process at Hymba Yumba. Our jarjums are actively engaged in education, and they achieve definite academic outcomes. Their confidence and self-esteem are growing, and their pride in Culture is driving them forward. Himba Yumba provides seamless education and training from Prep to Year 12, Vocational Education and Training (all ages), health and wellbeing services, and Elders Bora Place and University pathways. The knowledge and wisdom that Elders, Families, and Young People bring to the school community are valued and respected. Our vision at Hymba Yumba is for jarjums to achieve their full potential in modern Australian society and contribute to their family and community's spiritual, social, cultural, political, and economic life. Himba Yumba school curriculum provides a rich and stimulating educational experience for all. The curriculum is devoted to teaching through Indigenous Knowledge, which is embedded through the National Curriculum. In the preceding years, jarjums settle into school life and explore their identity, language development, and begin their journey as lifelong learners. In the junior secondary years (7-9), jarjums develop their skills as lifelong learners, continue developing their sense of self, and explore and celebrate different cultures. Their self-identity is strengthened by their sense of belonging where jarjums secure and understand their connection to family and embedding their respect for self, family, community, and country. All jarjums are supported in achieving their full potential. They develop their 21st-century thinking skills to prepare them for years 10, 11, 12, and future careers. Himba Yumba aims to foster independent, critical thinkers with a strong sense of self. Tertiary pathways are available, and subjects across the humanities and sciences can be studied. Extracurricular opportunities embedding Indigenous Knowledge, such as programs with CSIRO, Inspire U camps at the University of Queensland, and 'Our Deadly Ways at The University of Southern Queensland, are made available for jarjums interested in exploring their options for the future. An education at Hymba Yumba instills a sense of belonging, security, and happiness and the belief that all jargon can learn, succeed, and reach their full potential. Jarjums begin working towards their career choices in year nine as they study additional modules such as 'My Future Career' and Deadly Dukes award. In year 10, they prepare their SET plan, helping them determine their study choices in years 11 and 12. Tertiary pathways are available, and subjects across the humanities and sciences can be studied. Extracurricular opportunities embedding Indigenous Knowledge, such as programs with CSIRO, Inspire U camps at the University of Queensland, and 'Our Deadly Ways at The University of Southern Queensland, are made available for students interested exploring their options for the future. In years 11 and 12, the following OP subjects are available for study: English, Maths A, Modern History, Biology, Aboriginal and Torres Strait Islander Studies. The non OP pathways allow jarjums to study Prevocational Maths, English Communication, Science in Practice, Visual Arts, Recreational Studies, and Social studies. An education at Hymba Yumba instills a sense of identity, security, and happiness and the belief that all jargon can learn, succeed, and reach their full potential.

Our Vision To provide a high-quality Christ-centered education to equip children to live as authentic servants of Jesus Christ. Mission Statement To enable the children to take their place in the community as witnesses to the power of God in their individual lives. Encourage the children to reach their potential academically, socially, and physically. In partnership with home and church, each child will be encouraged to have a relationship with Jesus Christ and be equipped to serve Him in the community. Through a blending of academic instruction, physical activity, and social interaction, all based on a Christian worldview, the school's programs will be implemented, evaluated, and designed to meet children's individual needs. GBCCS has two separate Chapel services. Secondary students enjoy Chapel on Monday afternoon, while on Tuesday mornings at 9 am, primary children meet to worship God. Chapel services are contemporary. Each week, teachers and guest speakers share the gospel message in an exciting and meaningful manner. The children worship God in praise, and students pray and read from God's Word. The chapel is a highlight of the week for children and parents. In 1985, Greenacre Baptist Christian Community School commenced as a primary school on the church site in Shellcote Road in Greenacre. Greenacre Baptist Church had the Vision to provide a Christian education for primary students to prepare the children for secondary education at nearby Christian Community High School. The church had a large enclosed land area that it had secured in the 1970s that would prove to be an ideal playground. In that initial year, there were two classes with Mrs. Kathleen Toussaint as the founding principal. The following year this increased to four classes, indicating the early success of the school.

Flinders Christian Community College is an independent, coeducational, interdenominational Christian school (with an open and inclusive enrolment policy) for students in Kinder to Year 12, with beautiful campuses located in Carrum Downs, Mt Martha, and Tyabb. We encourage challenge and inspire each student to learn, develop in character, understand the world in which they live and develop. As a Christian school, we seek to work with parents and guardians to develop principled, thoughtful, and analytical young people prepared to take a purposeful place in the community. Flinders is designed and operated to achieve long term results related to student understanding, dispositions for lifelong learning, and service in the Kingdom of God. At Flinders, we value love, faith, integrity, humility, grace, excellence, and perseverance. Respect for self and others life-long learning a safe and nurturing environment growth and transformation a strong partnership with staff, students, families, and community. Flinders have established a positive school culture, which seeks to value all by displaying love, grace, integrity, humility, and forgiveness. Flinders’ inclusive educational philosophy underpins the curricular and extra-curricular programs from three-year-old kinder to Year 12. Students can engage in drama, music, sport, debating and public speaking, community service, and mission programs. We plan, implement, and evaluate a dynamic and responsive curriculum that is developmentally challenging and engaging. As a college dedicated to preparing students for the 21st century, we utilize digital technologies to enable each learner to extend their capacity intellectually, emotionally, socially, morally, and spiritually. The curriculum at each campus varies slightly depending on local needs and context. The curriculum includes English, Mathematics, Sciences, History, Geography, Arts, Technologies, Music, Drama, Health, Physical Education, Outdoor Education, and Bible Studies. Camps are an essential part of the curriculum, and there is a range of co-curricular activities. The Chapel and Devotional program is a central part of the Christian curriculum to develop the whole person, body, mind, and spirit. There are many student leadership opportunities, including House competitions, Arts, Community engagement, and Chapel services.

Whatever children need during all this time away from home is what FCS aims to provide. Schools today, by default, for most children, replace both the village community and the extended family. Officially, a school exists to teach children the necessary skills to be employable - reading, writing, arithmetic, etc. This is the curriculum. But the official curriculum is only the tip of the learning iceberg. Because of this second home's molding power, the child will inevitably acquire other learning, too – attitudes, behaviors, and a particular view of the world. This deeper conditioning is brought about by the school's daily lifestyle and the interpersonal regime that prevails amongst the people who occupy the school environment. This is the hidden curriculum

Strengthening young people’s senses of civic engagement and community, assisting them to achieve their educational, developmental, and social goals. Throughout its short history (the School opened in 2008), Esperance Anglican Community School (EACS) has developed a reputation for sound academic achievement, nurturing pastoral care, a long-established Anglican tradition, and a wide diversity of co-curricular activities. This demonstrates our endeavor to provide the best all-around education for our students by fully supporting them in their intellectual, emotional, psychological, physical, social, and spiritual development. Our objective is for EACS students to be the architects of their lives looking beyond the ordinary to achieve the extraordinary, in making a difference to the world in which they live. In encouraging our students to achieve their potential, we place a major emphasis on the creation of a dynamic teaching and learning environment, both within and outside the classroom. At EACS, we work in partnership with you and your family in a supportive Christian community to nurture, stimulate and challenge your child. Our highly professional, innovative, and caring staff have been individually chosen to cater to the wide-ranging talents of each student and to offer a broad array of co-curricular activities. Working together, we can help your child reach their potential through a balanced involvement in the many facets of the life of the School. At Esperance Anglican Community School our staff has invested many hours in the further development of our curriculum, and the implementation of these programs across the School. We are delighted in the achievements of our students in all areas of School life – academic, spiritual, cultural, and sporting. We aim to work in partnership with parents to provide a well-rounded, balanced education that lays the foundation for a successful life.

Traralgon (Kinder to Year 8): The Traralgon campus of Flinders Christian Community College became a Chairo campus from the beginning of 2018 and provided quality Christian education for children of Latrobe Valley families. The terms Christ-centred education and Christian education are both used to describe the education provided at Chairo. It is an education delivered by teachers who possess a biblical worldview and can help students develop a similar worldview of their own. The Bible becomes the lens through which students view what they are learning. Christians believe the world belongs to God and that He has a plan for all who live in it. Christian education is not about avoiding the world. Instead, it seeks to engage with the culture and prepare students for lives that reflect, serve, and honor God. It is about acknowledging God in every subject area, indeed, in every area of life. Education at Chairo is delivered via a broad range of subjects and experiences. While the Bible is central, we certainly do not ignore human discovery, current scientific understanding, or society's hot topics. We seek to embrace all areas of life by equipping students to be biblically informed, academically rigorous, and critically discerning. Christian education seeks to lead students to discover the world that allows them to comprehend the incredible way God made and sustains everything. It encourages them to discover the excellent potential that each of them has for fulfilled and productive living. Fundamental Christian values and principles—including compassion and mercy, concern for integrity and justice, the courage to pursue what is right and resist what is harmful, and commitment to service for the benefit of others—are fundamental to a true Christian or Christ-centred education. Christian schools provide an education that supports and complements parents in encouraging Christian values and character in their children, always seeking to reinforce the training, instruction, and example received in the Christian home. Chairo's Mission, Values, and Vision reflect our desire to work in partnership with families and see each student develop capability, character, and commitment. Our Mission To provide excellence in Christ-centred education in partnership with families within a caring Christian community. Our Vision is to see Christ's redemptive impact in the world through our students' capability, character, and commitment.

Our Vision Statement Through the teaching of God's Word, we will bring people to Christ and help them grow in Him. This summarizes our purpose, and we are committed to its fulfillment. Our Aim of The School As part of the Girrawheen Baptist Church's ministry, the aim of the school, together with home, Church, and community activities, is to train the whole person through instruction, example, and experience. We believe this is to be done in light of the teaching of God's Word and the spiritual maturity and effective membership of the Body of Christ of the school's ministry team. This is best illustrated in the flowchart below, with the headship firmly established in Christ, with each of the school's departments accountable to the Lord for the fulfillment of its responsibilities. The diagram shows three particular streams of responsibility – Educational, Administrative, and Parent involvement. For the school to achieve its aim, each stream must be fully supportive and understanding. It is very pleasing that high interest is regularly shown in our school. Prospective parents enquire about places available daily, and these inquiries continue throughout the year for all year levels. These come from local families, families looking to move into the area, and families from much further afield. We gain many positive comments about Emmanuel and information through these encounters, which indicates that our learning environment, programs, and Christian practices are held in high regard. All our staff and students at Emmanuel always strive to be a shining example of Christ, who is at the school's very heart. Please do not hesitate to reach out with any questions that you have. You can find more specific information about the school on the links to the right and from the navigation menu at the top of each page. They will also add to your understanding of the school and the unique culture that makes Emmanuel Christian Community School the place it is.