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About Me

  1. St Peter's Girls' School is a leading private ELC to Year 12 Anglican and International Baccalaureate World School located in Stonyfell, just 5km from Adelaide's CBD. We offer students a unique opportunity to start their educational journey in our ELC and progress through our Junior, Middle, and Senior Schools on the one campus. This brings a strong sense of community community community as we work together to help each girl reach her potential. Whether it be through academics, sport, performing arts, public speaking, or a combination of disciplines, Saints Girls are well-rounded individuals who are inspired to shine both in and outside the classroom. The School was opened in 1894 by the Community of the Sisters of the Church, pioneering English women who sailed to a city they knew little about on the other side of the world. They arrived with very few possessions, but what they brought to our shores was priceless: a vision for quality girls' education. The School was established in North Adelaide and moved to the Stonyfell site in 1957. It was managed by the Community of the Sisters of the Church until 1986 when a change in a vocation within the community-community community resulted in the Sisters creating a different governance model and gifting the School to a Board of Governors. As St Peter's Girls approaches its 125th anniversary, our pupils are inspired to follow our founding sisters' footsteps as women of courage, compassion, and creativity. Our Mission At St Peter's Girls' School provides outstanding educational opportunities for students from Early Learning to Year 12 in an engaging, collaborative, and dynamic environment. Since 1894, the School has built upon our founding Sisters' legacy, who were brave pioneers of girls' education. Their precision and steadfast determination continue to resonate with students today. Guided by their example, our holistic education encourages students to challenge, serve, and lead with integrity and imagination in a global society. Our Vision St Peter's Girls' School: Inspiring women of character and influence. Our Values are: Courageous pursuing opportunities with confidence and strength Creative igniting our imagination to innovate and excel Compassionate connecting with the global community-community community through respect and service View full school
  2. Atlanta Girls' School opened its doors in 2000 and is the only independent, nonsectarian, college-preparatory School for girls in grades 6 through 12 in Georgia. AGS provides a challenging college-preparatory program in a learning environment designed to foster each student's full potential and enable her to become a vital contributor to our complex global society. We achieve this by using proven and emerging educational techniques tailored to how girls learn, integrating big-picture thinking, high expectations, and leading-edge technologies. Our girls learn to take appropriate risks, be courageous leaders, give back to their communities, and project personal confidence and competence in all they do. Inspiring Girls to Lead Lives of Purpose, AGS's mission is more critical than ever before and is at the heart of all the programs we offer. In a world becoming exponentially more complex, girls will face challenges in college and beyond, requiring curiosity, creativity, collaboration, and confidence to be solved. At Atlanta Girls' School, we teach girls to be world-class problem solvers. Our curriculum and culture emerge from a distinct vision of what girls must learn individually and collectively to become thoughtful and capable leaders. Our School provides a safe, ethics-based environment where community members encourage and support one another, are respectful of one another's unique talents and interests, and are aware of and accepting of cultural, racial, religious, and economic backgrounds that may be different from their own. We aim to prepare students not only for college but also for lifelong learning. With a strong curriculum in the arts and humanities and math, science, and technology, AGS help girls and young women become equipped to meet the challenges, demands, and opportunities of the future. Our girls develop strong cognitive skills that can be applied to mathematical, scientific, artistic, social, moral, ethical, or personal. These skills, learned in an intellectually stimulating and emotionally nurturing atmosphere, allow girls to gain confidence, discipline, and courage and enable them to grow into resilient, responsible, and productive leaders of their communities. The Atlanta Girls' School admits qualified students without regard to race, color, disability, religion, sexual orientation, age, national or ethnic origin to all the rights, privileges, programs, and activities generally accorded and made available to students at the School. The Atlanta Girls' School does not discriminate based on race, color, disability, religion, sexual orientation, age, national or ethnic origin in administering its educational policies, admissions policies, financial aid program, athletics, and other School administered programs and activities. At AGS, a girl speaks up because she is not afraid of looking too smart. She offers her ideas freely and welcomes others to do the same. She becomes more confident and comfortable with taking risks. Strong role models help her discover her strengths, and leadership opportunities from her first year forward give her the hands-on practice crucial to self-confidence. When a girl completes her AGS education, she understands who she is and is ready to thrive in mixed-gender educational, career, and social settings. Girls learn through relationships with one another and their teachers. At Atlanta Girls' School, a girl owns her learning because her teachers return questions with questions, encouraging healthy, intellectual risk-taking. The scaffold the curriculum so that she learns to solve her problems. Strong role models inspire her to make a difference, and leadership opportunities from her first year forward give her hands-on practice crucial to self-confidence. When a girl completes her AGS education, she is physically and emotionally healthy. She has a big heart, a bright mind, and the capacity and initiative to create change in the world around her. Whether conducting an experiment to test a scientific concept expressed through literary interpretation, creating graphic designs using art and technology, combining geometry and history to produce theatrical sets, or exploring the vast geographic regions where the complexity of languages and cultures are expressed and understood, our students explore, discover, and make meaning through their learning. In partnership with teachers, families, and coaches, AGS girls make a way through dynamic experiences that shape their voices, compass, journeys, and choices. At Atlanta Girls' School, girls go beyond the surface. Girls understand and value the richness of diverse experiences and perspectives, finding purpose within the many intersections of teaching and learning. Each girl has space and encouragement to understand her talents and fully cultivate her intellectual interests. Whether information technology, literature, environmental science, music, or visual and performing arts, girls are guided thoughtfully to work toward understanding and relevant application of knowledge as active contributors to our complex society.
  3. Turves Green Girls’ School is a community that typifies the best in our society. Our pupils are keen, resilient learners, ambitious for themselves and the future of their area. They bring energy and creativity to all they do, and we are rightly proud of them. Our staff works as a team. We are driven by a sense that the young people we serve deserve the very best education we can provide. Our senior leaders and the Governing Board understand that our teachers and support staff are the key to unlocking our young people’s potential, and therefore we place the welfare and professional development of our staff as central. We are building our success outward from a very simple premise: everyone is important. As a small school, we value every individual. We nurture individual talents and structure support to meet individual needs. Our success, recognized by our recent OFSTED, is based on being a caring community. As a single-sex school, we can create an environment where excellence is applauded not mocked. In 2015, for example, saw our Year 11 Netball Team win not just the District championship but the County championships as well. Our exam results since 2010 have regularly scored amongst the best in South Birmingham. We are an outward-facing school. Partnerships with other schools, colleges, universities, charities, and businesses offer our young people opportunities to develop their academic interests, explore new experiences, and investigate career pathways. As a cooperative school, we are part of a cooperative school family which shares our values. It is our aim that Turves Green pupils, after five happy and challenging productive years with us, should leave our school as well-qualified young adults who have a broad outlook, concern, and respect for others, and self-confidence which will enable them to be successful in achieving their goals and fulfilling their ambitions and to play a valuable part in the future of their world. Our vision is to provide for our young people the very best teaching and a supportive environment where their talents are nurtured and insecurities overcome. We will support the young people of our community throughout their childhoods to build their aspirations and ensure their needs are met. We work to put our school at the heart of the community. By working together with other schools and agencies we have a greater capacity for success. Through our cooperative ethos, we pool our efforts, ideas, and enthusiasm to support our young people and their families in ways that would not be possible on our own. As educators, learners, parents, young people, and the wider community, we draw upon both our strength and the expertise of partner organizations. We work to give parents, pupils, staff, and the wider community a strong voice in the development of education and services in the area. The children in our area deserve the very best education and we will strive to deliver it. We are their champions. Together, we succeed. Aims: To enable our pupils to be strong and independent – able to form healthy and respectful relationships, able to safeguard themselves and each other from exploitation and violent extremism, and able to stand up for British and cooperative values. To secure the highest possible academic standards and levels of challenge for our pupils and to prepare our pupils for the constantly changing challenges of life and work after school. To provide a curriculum that is broad, balanced, and relevant to each pupil, providing a breadth of experiences and allowing pupils to discover their passions. To create a happy and positive learning environment, fostering mutual respect, consideration for others, and personal responsibility. To be committed to developing positive relationships with parents, promoting education as a partnership between home and school. To provide a school-based experience for all our pupils which promotes equality of opportunity and seeks to overcome barriers to their achievement. To prepare our pupils for life after school so they can access the best opportunities in further education and the world of work. We achieve this by working closely with colleges and employers in addition to providing excellent independent careers advice. To encourage our pupils to be creative, resilient, and independent learners. To establish effective working relationships with other professionals for the benefit of all. We work with partner schools, particularly Turves Green Boys’ School and Cofton Primary School to improve all of our schools. To promote Turves Green Girls’ School as part of the wider community, through the implementation of our cooperative values, specifically our commitment to democracy. To provide a safe and caring environment in which all pupils can make a positive contribution to their learning, school, and community. To provide the best possible environment and inspirational teaching by using current technology and new approaches in the classroom. Here at Turves Green Girls’ School, we pride ourselves on the high quality of teaching delivered by our staff and the fantastic opportunities this gives to all our pupils, whatever their ability. We aim to develop this love of learning by ensuring TGGS lessons are well matched to the needs of our pupils, engaging and challenging. We encourage our pupils to be brave and take a chance in their lessons, to try to be resilient if they make a mistake as this is what will help them make progress.
  4. Bordesley Green Girls' School & Sixth Form is a four-form entry 11-18 multi-cultural, and inclusive comprehensive school situated on the eastern side of the City of Birmingham. We have 840 students on roll including 200 plus Sixth Form students, 50 plus teaching staff, and a support and administrative staff of 30 plus. At Bordesley Green Girls' School and Sixth Form We work with each student and her family to achieve our aim of 'bringing girls' greater success'. Our students are hardworking, ambitious, and generous and are justifiably proud of their achievements and their school. Community support is a huge strength of the school and we have extensive business partnerships. We work hard every day to ensure our pupils receive the very best state education available and to encourage them to believe in themselves. Our pupils are rightly ambitious and they go on from our Sixth Form to the UK's top universities or apprenticeships in some of the country's leading companies. Bordesley Green Sixth Form has gone from strength to strength and is now a dynamic community of over 380 students. We pride ourselves on providing truly inclusive education. At the heart of our philosophy is that that student matters. We care about the progress our girls make and are committed to their success. Our teaching and pastoral staff work tirelessly to create an atmosphere where the girls can perform at their best. Our broad curriculum combines academic rigor with numerous opportunities outside of lessons. There are many opportunities to develop leadership, volunteer, and enhance skills through a varied program of Enrichment. We aim to prepare our students and equip them for the future into the post 18 world: into higher education, employment, a gap year, or a foundation course whatever the right choice for them may be. We have formed extensive links with universities, local businesses, and voluntary groups to offer our students the chance to enrich not only their experiences but also the lives of others. We regularly engage external speakers to further inspire our students and create a real sense of community locally, nationally, and internationally. Our Sixth Form students worked tirelessly to get our World Class School status. We celebrate the achievements of our students and take pride in them. We also take pride in the range of destinations our students leave us to go on to. Last year 70% of our students progress into higher education to study a range of courses: Medicine, Dentistry, Physiotherapy, Nursing, and Primary Teaching to name some. Whatever is the personal ambition of students, wherever they may see their future being, we can help them to achieve their goals and give them advice and guidance along the way to help make their ambitions a reality.
  5. At Tayyibah we believe that education in an Islamic environment means instilling self-discipline and self-respect in our pupils. We believe that we should inculcate good character within ourselves to reap true success in this life and the hereafter. Tayyibah Educational Trust was established in September 1992, to provide high-quality, excellent moral and academic education for girls in Hackney. Tayyibah Girls School is the flagship project of the trust. Our humble beginning was in a basement flat in Cazenove Road, Stamford Hill, with just 4 girls. Today there is a full primary, secondary school, and sixth form. The school moved to its current premises in 1993. A further extension was made to the building to improve the facilities available to its students. One of the central aims of the school has been to provide an excellent education to its students equipping them for their lives ahead. Tayyibah Girls School over the years has been constantly been the top-performing school in the Borough. Its Alumni have progressed into many professions including Medicine, Law, Education, and Islamic Scholarship. In Key Stage One and Key Stage Two, children are taught all the elements of the newly required syllabus of the 2014 National Curriculum for both core (English, Maths, and Science) and foundation subjects (history, geography, art, physical education (PE) and religious education). At Tayyibah we have worked hard to ensure that the change to the new national curriculum has been smooth and through our planning, we have endeavored to ensure that all learning is matched to the individual needs of our children. As far as possible a cross-curricular, thematic approach is used to teach the ‘core’ and ‘foundation’ subjects. A theme is selected and applied across a year group each term. By adding this dimension to learning we can provide opportunities for key skills to develop across the curriculum and to cultivate creative thinking. The Secondary School curriculum is academically rigorous and enables girls to develop those significant intellectual skills that go beyond each academic discipline, to ensure they can use their knowledge in new situations and see connections between and within-subjects. Such skills are fundamental if pupils are to achieve their maximum potential and develop as independent, focused learners who are academically successful. Girls have the choice of Arabic, Urdu, or Turkish as their main language. French is also available as an after-school language for those with a French-speaking background or interested in learning French. At Tayyibah we aim to: Assist our pupils to achieve the very best they are capable of achieving. Continue to develop and improve the essential literacy, numeracy, and ICT skills of the pupils. Improve their social skills so that they are fully prepared for the next stage of their education and their role as responsible adults. Ensure that all pupils and staff feel part of a whole learning community where it is safe to learn and feel included, valued, and respected. Ensure pupils aim high, are proud of their achievement, and leave school believing in themselves, their abilities, and their capacity to grow and change. Tayyibah Girls School provides a range of extracurricular activities available to students. Staff is very generous with their time to enrich our students’ experience and a large number of clubs and activities are available covering a wide variety of interests. English, Mathematics, Art, French, and Arabic clubs are all active within the school. The school is in the process of enrolling our senior girls for the Duke of Edinburgh Award. The school also gives its students to raise money for a variety of charities our school council, provides students with the opportunity to involve themselves in school issues. New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. The internet and other digital and information technologies including social media are powerful tools that open up new opportunities for everyone. New technologies help teachers and students learn from each other. They can stimulate discussion, promote creativity and effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people can use the internet and related communications technologies appropriately and safely are addressed as part of the wider duty of care to which all who work in schools are bound. The school's online safety policy should help to ensure safe and appropriate use. The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote student achievement. Tayyibah Girls School would like to keep in touch with all leavers from 1992 onwards. This is an opportunity for former students to offer invaluable support in a range of ways, for example as a career and educational role models, mentors, work experience providers, or even fundraisers or donors.
  6. Ivanhoe Girls' Grammar School is a welcoming, vibrant, and supportive community. Our values underpin the high-quality education we offer our students, with state-of-the-art resources, facilities, and technology that enable them to transition smoothly into the world. Features of Ivanhoe Girls' Outstanding teaching staff, who are inspiring, dedicated to learning needs, and committed to excellence Excellent VCE results Varied tertiary choices, many in non-traditional fields Pastoral care nurturing resilience, relationships, and well-being Opportunities to develop leadership skills and get involved in social service An online learning management system, teaching girls how to use technology effectively Opportunities to participate in exchange programs and study tours A vast array of co-curricular activities, including sport, art, and many specialized clubs, accommodate various interests. Our Mission Ivanhoe Girls' aims to provide the best learning and teaching underpinned by the Christian philosophy, enabling every girl to achieve her potential and be a confident, optimistic, and responsible citizen. Our Values The care and unique worth of every individual in the School The Christian foundations upon which our School is built Enjoyment of learning The breadth of educational opportunities embracing the academic, cultural and physical Excellence in all facets of School life Independent critical thinking and life-long learning Cultural and spiritual diversity Truth, integrity, and compassion Facing challenges and learning from experience Non-selective entry Citizenship and service to others Environmental awareness. Our Goals To provide a learning environment for girls which: provides dynamic and challenging learning opportunities which cater to a full range of girls' interests, abilities, and learning styles enables each girl to feel safe and confident to pursue her learning enables girls to practice independent, critical thought and develop a life-long love of learning enables each girl to explore and develop her spirituality through knowledge and appreciation of the Christian philosophy while affirming tolerance and appreciation of other beliefs fosters responsibility through a values-centered education develops leadership, teamwork, and research skills in a range of settings fosters healthy attitudes which enable girls to respect one another, develop resilience, enjoy school life and approach the future as responsible, caring citizens equips girls with the flexibility to thrive in a changing world recognizes effort, achievement, and success is based on our students' needs and informed by current research and practice is achieved through building the most effective team of teachers is supported by providing the best resources and facilities in an attractive environment which the girls care for and respect. At Ivanhoe Girls' Grammar School, the individual's focus is at the core of all we do. The caring relationships at the heart of the School, especially between the class teacher and each student, provide the best possible foundation for learning. The security of an encouraging and supportive environment gives our students a strong sense of belonging, self-esteem, and resilience, which enables their learning to flourish. Every student has a range of significant adults to provide them with guidance and a sense of connection. Additionally, frameworks such as the Peer Support program enable senior students to provide mentoring for younger year levels, encourage cross-age friendships, develop leadership skills, and provide excellent role models. Junior School Pastoral Care In Junior School, class teachers ensure that all staff knows their students' unique needs as they arise. Our professional, qualified counseling team supports the staff and students. Our Special Friends program, which pairs younger and older Junior School and Early Learning Centre students, provides another level of support and connectedness. Senior School Pastoral Care In the Senior School, every student is placed in a small tutorial group with around fourteen other students under direct care. Tutor groups meet daily, and each tutor comes to know every member of the group near enough to provide strong encouragement and support. The tutor group provides a strong sense of connection and belonging and focuses on many school activities, including social events and community service ventures. Tutors monitor each student's involvement and achievement and produce a rich and diverse program to bring out their best and develop essential life skills. We aim to foster community awareness and a commitment to respect others and have an active appreciation of the value of diversity in our culture. View full school
  7. Welcome to Ipswich Girls’ Grammar School. At IGGS, we aim to educate students to become confident; well-educated young women prepared for higher learning, global citizenship, and life. The school was established in 1892, and we are fortunate to have a proud history and many traditions. Our professional staff is committed to providing each girl with a positive, personalized, holistic education within our safe, first-class learning environments. The school is frequently commended for our students’ high academic results, confidence, diligence, self-discipline, and community service. These commendations result from new, evidence-based learning and teaching programs, dedicated and talented teachers, the individual attention given to each student, and the productive partnerships we enjoy with parents and Old Girls. IGGS’s tertiary entrance outcomes and literacy and numeracy results are continually among the best in Queensland. In our co-educational Junior School, core literacy and numeracy skills are developed using explicit teaching methods. As students progress through the middle and senior years, teachers use a combination of explicit and student-centered teaching and learning methods. We believe this approach best enables our students to become confident, independent learners equipped with 21st-century skills to empower them to transition to higher education and life beyond the school’s gates. At Ipswich Girls’ Grammar School, we have high expectations for our students. Our pastoral care programs teach students to be well-mannered and diligent in all that they do. They are also taught to respect themselves, their families, the local community, and the world in which they live. We guide students on how to be useful team members and, above all, expect them to maintain high moral and ethical standards and display care and compassion for others. Our Vision Ipswich Girls’ Grammar School inspires girls to become confident, well-educated young women. Mission Shaped by our proud history and traditions and focus on academic excellence; our school provides a personalized, holistic education by expert staff in engaging learning environments. Values are the Ipswich Girls’ Grammar School core values that are at the heart of our community. BothSchooll and students seek to promote them through all our endeavors. Our five values foster excellence, integrity, resilience, and responsibility. They influence an IGGS girl’s self-worth, behavior, and how she interacts with her peers and the wider community. With strong moral and ethical values, our girls develop into responsible, capable, global citizens who create higher learning, leadership, and life opportunities. At Ipswich Girls’ Grammar School, you can rest assured you are giving your daughter every opportunity to realize her full potential. She will be engaged and challenged by our rigorous academic curriculum. Professional, dedicated teachers will foster her true potential through personalized learning in well-equipped and engaging learning environments. She will discover her talents and abilities outside the classroom with our many co-curricular activities. Her personal development will be nurtured through our comprehensive wellbeing program as she grows into a well-educated, kind, confident, community-minded young woman. IGGS girls receive more attention in every class every day. Each girl has a Personalised Academic Action Plan tailored to her specific needs. Her progress is regularly monitored to ensure she is inspired and challenged. Extensive and learning support programs are available to all students who need them. With our three distinct yet connected School precincts—Junior, Middle, and Senior—our girls enjoy a sense of belonging in a robust and supportive school community. Changes to the senior assessment and tertiary entrance system are being appropriately addressed as Queensland moves from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. We know that academic excellence and personalized care are essential for the kind of education you want for your daughter and look forward to welcoming you into our school community. Our Middle School girls are happy, well-educated, considerate young women who have an abundance of opportunities to develop academically and personally. Your daughter receives exceptional guidance through the transition from primary to secondary schooling and from co-education in the formative years to girls-only classes from Year 7. Students who join us from other primary schools are placed in one of five Houses. Girls with relatives who attended the school are allocated to the same House. Each House’s cross-age nature facilitates a nurturing relationship between girls of different ages, along with House spirit and a sense of belonging. The IGGS rigorous academic curriculum strengthens essential learning skills, promotes connectivity, and builds a solid foundation for further study. Our Middle School Life Skills program, tailored to adolescent girls’ needs, enhances your daughter’s resilience, and provides her with tools to positively and proactively approach her social and emotional life. In the Senior Years, we aim to inspire, challenge, and instill the confidence necessary to ensure your daughter is well equipped to thrive in her adult life. Our Year 10, 11, and 12 girls are getting ready for the world outside secondary schooling. They move from Middle School to our Peter Phillips Senior School complex with our state-of-the-art, university-style KCC Lecture Theatre, just one of the facilities that prepare our girls for tertiary learning experiences. Guidance for career paths is offered through our comprehensive Careers Education program. Through the program, our girls develop the knowledge and skills they need to make informed decisions in their Senior Phase of Learning and life beyond school. Recent changes to the senior assessment and tertiary entrance system are being addressed in our academic curriculum as we, and all Queensland secondary schools, prepare to move from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. Our dedicated House Group teachers, specialist teachers, enrichment and learning support team, and career and pastoral counselors provide academic and emotional guidance and support. View full school
  8. Fintona (pronounced FIN-tona) came from a village in Northern Ireland, where Miss Hughston's mother spent her early childhood. In 1898, Fintona was moved to Burke and Victoria Roads, Camberwell, where it remained until 1936 when the move to Balwyn took place. By 1901 there were 100 pupils, and Fintona was acknowledged for its scholastic excellence and a close affiliation with the Presbyterian Church. Fintona provides a diverse and challenging academic curriculum, where girls with a wide range of abilities are supported. Our girls consistently achieve outstanding VCE and NAPLAN results, placing Fintona among the best girls' schools in Victoria and the country. We are one of only a few schools in Melbourne to offer the Primary Years Program (PYP) of the International Baccalaureate. The PYP combines the best research and practice worldwide to create a relevant, engaging, and challenging educational framework for all students. There are daily opportunities for the girls to engage in experiences encouraged to be curious and explore and interact with their environment physically, socially, and intellectually. The Junior School is equipped with large, attractive, light-filled learning spaces and landscaped garden areas designed for play and having fun. Many girls experience Fintona for the first time in the Middle School. With our specially designed transition programs and our staff's support, Fintona girls are excited by the new possibilities and opportunities. New friends make new school grounds to explore, and a challenging curriculum that will stretch each girl's ability. Many warm personal relationships develop during the girls' Middle School years. Our small class sizes contribute to our academic success and encourage close interaction and genuine collaboration between students and teachers. Middle School students enjoy their specific building, Moss House, where girls can interact during recess and lunchtime and participate in various clubs depending on their interests. Our Life Skills program allows students to learn from experts in health, drugs, emerging sexuality, relationships, cyber safety, and study skills. A Study Skills program provides strategies to guide students with organization and time management. Our Years 9 and 10 curriculum provides an intense preparation for the VCE. All students in Years 9 and 10 studies the following core subjects: English, Mathematics, Physical Education, Science, History (covering Year 9 and 10 curricula in Year 9), French, Latin, or Japanese; in Year 9, students study at least one language chosen from French, Latin or Japanese. Some students may choose to study two languages: French and Latin or French and Japanese in Year 9 and beyond. In addition to the core subjects, a broad range of semester-based electives is offered covering Visual Arts, Performing Arts, Commerce, Health and Physical Education, and Humanities. Our unique Connections Program is offered in Year 9, specifically designed to allow students to develop greater awareness of themselves and their community. We also offer an accelerated program in Mathematics and Science to students who demonstrate high ability in these subjects. In Year 10, students choose from several electives, including Visual Arts, Performing Arts, Commerce, Health and Physical Education, Humanities, and Digital Technology. Advice is continually available to assist students through subject selection based on each girl's strengths. All year ten students undertake a work experience placement. In VCE, students can select from a broad range of subjects across the spectrum of disciplines. Subject selection is discussed with the VCE Co-ordinator and the Careers Counsellor to ensure that the subjects chose to reflect each girl's capabilities. In addition to choosing their preferred subjects, students can choose first-year university subjects. After their studies, all Year 11 and 12 students seek university places and gain entry into the university course of their choice. Year 11 and 12 girls each have a VCE Common Room where they learn to take collective responsibility and have opportunities to form close bonds with the whole year level. View full school
  9. St Peter's Girls' School is a leading private ELC to Year 12 Anglican and International Baccalaureate World School located in Stonyfell, just 5km from Adelaide's CBD. We offer students a unique opportunity to start their educational journey in our ELC and progress through our Junior, Middle, and Senior Schools on the one campus. This brings a strong sense of community community community as we work together to help each girl reach her potential. Whether it be through academics, sport, performing arts, public speaking, or a combination of disciplines, Saints Girls are well-rounded individuals who are inspired to shine both in and outside the classroom. The School was opened in 1894 by the Community of the Sisters of the Church, pioneering English women who sailed to a city they knew little about on the other side of the world. They arrived with very few possessions, but what they brought to our shores was priceless: a vision for quality girls' education. The School was established in North Adelaide and moved to the Stonyfell site in 1957. It was managed by the Community of the Sisters of the Church until 1986 when a change in a vocation within the community-community community resulted in the Sisters creating a different governance model and gifting the School to a Board of Governors. As St Peter's Girls approaches its 125th anniversary, our pupils are inspired to follow our founding sisters' footsteps as women of courage, compassion, and creativity. Our Mission At St Peter's Girls' School provides outstanding educational opportunities for students from Early Learning to Year 12 in an engaging, collaborative, and dynamic environment. Since 1894, the School has built upon our founding Sisters' legacy, who were brave pioneers of girls' education. Their precision and steadfast determination continue to resonate with students today. Guided by their example, our holistic education encourages students to challenge, serve, and lead with integrity and imagination in a global society. Our Vision St Peter's Girls' School: Inspiring women of character and influence. Our Values are: Courageous pursuing opportunities with confidence and strength Creative igniting our imagination to innovate and excel Compassionate connecting with the global community-community community through respect and service
  10. St Mary's Anglican Girls' School is an independent day and boarding school for students from Kindergarten to Year 12. We have a proud tradition of providing a challenging, diverse, and enjoyable education, which incorporates the pursuit of excellence and a love of learning in a Christian environment. St Mary's was founded in West Perth in 1921. Some forty years later, the school moved to Karrinyup, where the school's modern era commenced. Well-appointed, air-conditioned buildings and modern facilities set in secure, landscaped grounds ensure that this beautiful, spacious environment enhances our academic and extracurricular programs. The school is located close to the ocean in the northern suburb of Karrinyup, thirteen kilometers from Perth's city center. Situated on forty acres of landscaped grounds and natural bushland, it is within walking distance of some of Perth's finest beaches. St Mary's has an enviable reputation for academic excellence and achievement at the highest levels in music, drama, art, debating, sport, and outdoor education. We are also renowned for encouraging participation by students of all levels of expertise in a wide range of extracurricular activities. In line with contemporary learning approaches, we are committed to investing in improving our school buildings and infrastructure so that our girls can study in the very best surroundings, benefitting from inspirational and contemporary facilities for all manner of activities both inside and outside the classroom. The House system, School crest and motto, and the School prayer and hymn are vital parts of St Mary's rich, all-around history and identity. As part of the House system, each girl is placed in six houses - Craig, Hackett, Lefroy, Riley, Wardle, or Wittenoom - where past family connections are continued. As well as being the vehicle for extracurricular activities and competitions, the Houses are essential in the development of leadership, values, and ethics. Each House has a prefect who, together with captains and the guidance of a Head of House, leads the House through the year's activities. Each year group and House also raise funds for worthy causes and those in need. Each year group has a Head of Year who takes on an essential pastoral care role, monitoring student welfare and development, and interacting with students regularly. The Head of Year also organizes essential activities for the groups. For almost 100 years, St Mary's has been proudly educating girls to be the best they can be. We are committed to nurturing confident and caring young women who embrace opportunities and contribute meaningfully to their community, both within and beyond school. With a reputation for outstanding academic achievement in an Anglican faith-based environment, St Mary's is a caring and inclusive community. Our highly qualified and professional staff are supported by excellent facilities and provide a warm and supportive learning environment to enable our girls to thrive. Discovery is at the heart of St Mary's student experience, and our staff is faithfully committed to the holistic development of each girl. Significantly, we recognize that at the heart of happiness is knowing yourself, understanding others, and being a good human being. We aim to develop the unique qualities of our students while encouraging them to strive for personal excellence. A rich extracurricular program provides outstanding opportunities for students to engage in service activities, outdoor education, surf and diving programs, drama, dance, debating, music, and sport. These activities help develop essential 21st Centuries skills such as critical thinking, creativity, collaboration, communication, and self-confidence, and we encourage our girls to engage and actively participate in these opportunities. Pastoral care lies at the heart of all that we do at St Mary's. Our philosophy is that each girl is known and nurtured as an individual. The school's pastoral care team strives to ensure that your daughter feels secure and is a valued member of our community. Maintaining a positive self-image is paramount, as a student's emotional well-being directly influences personal happiness, academic achievement, and contribution to school and family life. The Christian principles of trust, co-operation, and concern for others are encouraged amongst our girls and are central to chapel services and the Religious Studies program. The Dean of Students is responsible for overseeing pastoral care in the Senior School. This includes maintaining close contact with home, helping new students settle in, and monitoring students' welfare by liaising with teachers and school psychologists. When a student enters the Senior School in Year 7, she remains in her Year 7 class, with her class teacher as her primary pastoral carer. From Year 8, girls are placed in a small pastoral care group, known as her Link, in a Link teacher's care. These groups consist of girls from Years 8 to 12, so students remain in the same group, in the same teacher's care, for the remainder of their time at St Mary's. Link teachers meet with their groups every day. This regular contact helps the teacher get to know the members of their group quickly. It also increases awareness of the students' progress and involvement in school life and more immediate recognition of possible problems and causes for concern. The name Link was chosen because of all that it represents in terms of bringing people together. Links, or bonds, between individuals of the same and different year groups are established through close communication and help to satisfy our need for security and a sense of belonging, in this case, within the community of St Mary's. At St Mary's, faith and service are at the heart of the school. St Mary's Church of England Girls' School was founded on 14 September 1921 in the Church of England parish in West Perth, and by the then Rector of the parish of St Mary's, The Rev'd C L (Tom) Riley. The Rev'd Riley, later Bishop Riley, was the Small School's first Principal and Chair of the Board of Governors. According to the Anglican tradition, formal worship, focusing on the Eucharist, is an integral part of its cyclical life. We resolve to maintain and build on our Anglican foundation and Christian values. Through regular Chapel services and the Religious Studies program, girls are reminded that this is an Anglican School and that our philosophy is based upon Christian principles and teaching. Learn more about our school by viewing the Anglican Schools WA Ethos Statement. Girls of many faiths and beliefs attend St Mary's, and all attend our services, with the Eucharist being central to our community life. Girls from Kindergarten to Year 12 attend Chapel services weekly. Besides, borders have their Chapel service each week, and the annual Boarders Grandparents' Day always begins with the girls and their grandparents worshipping together. The boarders also enjoy chapel services with the boarders at Hale School, our brother school, and Guildford Grammar School from time to time. There are staff services to mark the beginning of each term and to conclude the school year. The many regular services, special services mark Holy Week, All Souls Day, and Christmas's approach. In August each year, students from Year 3 to Year 12, together with staff, celebrate through the Eucharist, the School's Patronal Festival, a highlight of the school's liturgical calendar, as is the annual Year 12 Valedictory Chapel Service. The school is proud to have Archbishop Kay Goldsworthy as a Visitor to the school and to have the Archbishop and Bishops preside over some school services and significant school occasions. We are members of the West Australian Anglican Schools Association (WAASA) and Anglican Schools Australia (ASA). Our current Principal, Mrs. Judith Tudball, is President-Elect of ASA.
  11. Shelford's Vision is to have a reputation for excellence in girls' education. Shelford's Mission is Shelford strives to provide a quality education that encompasses the moral, physical, intellectual, social, emotional, and aesthetic development of all students within a safe, caring, and supportive community that acknowledges its rich heritage and Christian traditions. Shelford's Values are at Shelford; our core values underpin all that we do. They are embedded in every endeavor that we undertake. Respect: celebrating excellence and diversity, being mindful of the needs of others, caring for the environment, and encouraging community building and service. Integrity: being courteous, reliable, honest, loyal, and trustworthy and behaving ethically, and making principled decisions that positively contribute to our community. Passion: encouraging independent, self-aware, and confident girls and young women to develop a love of learning, a desire, and determination to make a positive contribution to a changing world, the courage, and confidence to try new things, reach out to others, and strive for justice. Creativity: embracing the challenges of a changing world and responding with curiosity, imagination, and innovative thinking. Research conducted by Australian National University (ANU) and Essex University has suggested that teenage girls who attend single-sex schools are more competitive than girls who attend coeducational schools. The Choosing to Compete: How Different are Girls and Boys study compared the behavior of 260 English boys and girls when asked to enter a competition that included a small financial reward and their attitudes to risky economic decision-making. It found that girls from single-sex schools and boys from both single-sex schools and coeducational schools were equally likely to behave competitively in the experiment. Girls from coeducational schools were much less likely to participate in the competition, but the girls' likelihood increased after they were placed in single-sex groups. The research also suggested that the student's family background was not a significant factor. Professor Alison Booth from ANU and Dr. Patrick Nolen from Essex University concluded that "our major finding is that single-sex schooling can affect economically important preferences...the benefit of single-sex education - in terms of increasing competitive behavior more than the average male but we have shown that this varies depending on the environment that females find themselves in. You cannot say that the difference in behavior is only due to some innate genetic characteristic because we have shown that girls in single-sex environments make similar choices to boys.' Professor Booth indicated that she intended to repeat the study for Australian students. The keystone of Shelford's Educational Philosophy is its Individual Differences Policy. Talented, perceptive, and sensitive teachers - working closely with parents and ancillary staff - design personalized programs to meet each child's needs, abilities, and interests. Students are placed in learning groups according to their social and cognitive readiness. Vertical grouping allows students to work with 'like minds,' and academic progress is not determined by chronological age. All administrative structures, resourcing policies, and staffing practices support and complement our Individual Differences Policy, which operates with our youngest child in the Toddler Group to our Year 12 students - and beyond. Students aspire to the highest levels of achievement in everything they do. They are encouraged to 'dare to dream' and experience the exhilaration of discovering talents and abilities they did not know they possessed. A feature of Shelford is its small class sizes. While many of Shelford's students are exceptionally able, some of our students have specific learning needs, and individual programs are also designed. All students participate enthusiastically in the co-curricular activities, and consequently, a strong sense of community pervades the school. The Pastoral Care program underpins and enhances the broader educational philosophy. Shelford is proud of its tradition of academic achievement, understanding, and care.
  12. From the moment I joined the Ruyton community, I realized a dynamic and engaging learning community where girls come first. A place where girls and young women have the opportunity to dream, discover, and develop as capable and confident young women with the support of an engaged community. Mrs. Charlotte Anderson founded Ruyton in 1878, a woman of great courage and determination who believed in girls. Her vision laid Ruyton's reputation for sound scholarship, opportunity, and challenge for girls maintained by those who follow in her footsteps. This belief is still at the heart of all we do today. We foster each girl's individuality in a caring and safe environment, nurturing her intellectual, physical, social, and emotional qualities essential to flourish. As an independent, forward-thinking girls' school, we are committed to preparing girls for a lifetime of learning, leadership, and engagement in our global community. Our staff, parents, Board and Old Ruytonians are all deeply committed to enriching our girls' lives, providing them with opportunities to find their strengths, learn from their failures and develop the resilience and grit necessary to lead purposeful lives. Our school's size enables us to know our girls well and make strong connections and networks within our community. I love the powerful sense of connection within our school and the fact that each of our girls is valued for who she is. It is a privilege to work beside our passionate and highly skilled staff who promote intellectual risk-taking, curiosity, problem-solving, creativity, and joyful learning. Individually and collectively, they focus on developing pathways and opportunities for each of our girls to learn and grow and find her passion. Established in 1878, Ruyton has a strong sense of tradition, and we are proud to uphold our motto, 'Recte et fideliter,' which means 'Upright and faithful.' Today we see this as Ruyton girls being women of character and integrity.
  13. Cultivate a caring culture that shows respect, builds trust and promotes quality relationships, inclusion, wellbeing, and pride for students, parents, and staff – past, present, and future. Personal, Personable, and Professional in all we do. Focused on Educating, Inspiring, and Empowering young women. Authentic, Respectful, and Ethical in all our interactions. Collaborative, Enterprising, and Bold. Set on a beautiful single campus, we offer the advantages of a seamless education from Kindergarten to Year 12. We emphasize a strong culture of learning and the wellbeing of our students, with an integrated curriculum that fosters friendships and peers support across Junior and Senior levels. Our students benefit from interacting with different age groups, blending primary and secondary school cultures for learning in the classroom, in Sport, in leadership initiatives, and the wider community. To give students a strong sense of community, we introduce them to our School House system from Prep. Everyone is encouraged to be part of the fun – join in special events like Music and Poetry Festivals, House Music and Dance, International Women’s Day activities, as well as House Swimming, Athletics, and Cross Country carnivals. We have a formal ‘Buddy Program’ that provides opportunities for mentoring, leadership, and positive role models for younger students. Buddies spend allocated time together in a program of activity and engagement. Operating on a single campus also enables us to provide continuity in learning and meet the needs of girls at their different developmental stages. This is vital to their success as learners and their growth as competent, confident, and connected individuals. Our unique Making WAVES Care and Leadership Program have four distinct phases that guide how we support the personal development of our students at each age and stage.
  14. In this respect, we lead by example; modeling attributes that we teach to our students. We forge international partnerships to take our place globally, participate in community activities to become well-rounded citizens, and always ask questions to develop an inquiring mindset. Learning doesn't ever stop at Lauriston; it is always evolving and changing. It is our mission to inspire Lauriston girls to be courageous lifelong learners. They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world. Our vision is to be a School for Life. Learning programs at Lauriston Girls' School are based around the School's five core values: We communicate openly, honestly, and respectfully allowing us to have meaningful connections with each other in the community and beyond. We foster a culture of optimism, collaboration, and celebration. We are courageous in our approach to managing change embracing physical, moral, and intellectual challenges, and standing up for what we believe. Courage enables us to understand our strengths and act accordingly. We approach learning and teaching with creativity as our cornerstone. We are imaginative, inventive, and entrepreneurial. We are open to and champion new ideas and new ways. We engage proactively with the world, determined to understand better, reflect upon, and question ourselves, our experiences, and the society in which we live. We are critically engaged and curious about all that we encounter and learn. Learn how to connect with others, manage the highs and lows, and reap the rewards of our commitment by our purposeful engagement in all aspects of school life. We are motivated to participate and respond to changes in our world.
  15. A leader in girls' education since 1890, Korowa is renowned for its academic excellence. Our Early Learning Centre welcomes 3 & 4-year-old girls and boys; then, from Prep-Year 12, we offer a specialized all-girls' environment. At Korowa, every teacher knows every student and encourages her to pursue her unique interests, talents, and ambitions - wherever they may lie. Korowa is renowned for our long history of academic excellence. Our NAPLAN and VCE scores consistently place us in the top tier of schools across the state. Our students' achievements span Sport, Music, Art, Science, Literature, and many more. We offer small class sizes to receive the support they need and build positive relationships with their teachers. Our School offers a broad curriculum. Our teaching is student-centered, drawing on students' natural curiosity and interests to engage them in the learning process. The Korowa community is one of the main reasons why families choose us. Our community is connected, engaged, and welcoming. Our students travel from more than 60 postcodes across Melbourne each day, and we are proud of our community's diverse nature. Our Co-curricular and well-being programs aim to develop the girls' breadth of character, confidence, and values, allowing them to make the most of their future. Korowa enjoys a picturesque, leafy campus with modern facilities necessary to cater to all study and interest areas. Read more. Korowa is conveniently situated near numerous public transport options. We are only five minutes' walk from Glen Iris train station and even less from tram stops on High Street and Wattletree Road. Glen Iris station is on the Glen Waverley line, with a CBD trip taking less than 30 minutes and even less if traveling from Glen Waverley. Buses from Camberwell, Box Hill, Chadstone, Ashburton, and Glen Waverley all stop at Glen Iris station. There is a bus from Caulfield station. Korowa students earn admission into the most selective tertiary institutions in the country. Typically, all students seeking university entry gain the first-round offer each year. Korowa girls are not limited to traditional post-school options. Each year Korowa graduates embark on tertiary studies as diverse as medicine, business, and design. Some take up cadetships with top-level companies, sharing their time between study and work. Our Mission is to develop self-aware, confident, and capable young women who understand their responsibility and capacity to positively influence the world. Our values guide every decision we make and are the standards to which we hold ourselves accountable. These are Courage - to strive for success in learning and life Respect - for Anglican values that promote authentic social responsibility Integrity - in our conduct, relationships, and leadership Service - to our local, national, and international communities
  16. Ivanhoe Girls' Grammar School is a welcoming, vibrant, and supportive community. Our values underpin the high-quality education we offer our students, with state-of-the-art resources, facilities, and technology that enable them to transition smoothly into the world. Features of Ivanhoe Girls' Outstanding teaching staff, who are inspiring, dedicated to learning needs, and committed to excellence Excellent VCE results Varied tertiary choices, many in non-traditional fields Pastoral care nurturing resilience, relationships, and well-being Opportunities to develop leadership skills and get involved in social service An online learning management system, teaching girls how to use technology effectively Opportunities to participate in exchange programs and study tours A vast array of co-curricular activities, including sport, art, and many specialized clubs, accommodate various interests. Our Mission Ivanhoe Girls' aims to provide the best learning and teaching underpinned by the Christian philosophy, enabling every girl to achieve her potential and be a confident, optimistic, and responsible citizen. Our Values The care and unique worth of every individual in the School The Christian foundations upon which our School is built Enjoyment of learning The breadth of educational opportunities embracing the academic, cultural and physical Excellence in all facets of School life Independent critical thinking and life-long learning Cultural and spiritual diversity Truth, integrity, and compassion Facing challenges and learning from experience Non-selective entry Citizenship and service to others Environmental awareness. Our Goals To provide a learning environment for girls which: provides dynamic and challenging learning opportunities which cater to a full range of girls' interests, abilities, and learning styles enables each girl to feel safe and confident to pursue her learning enables girls to practice independent, critical thought and develop a life-long love of learning enables each girl to explore and develop her spirituality through knowledge and appreciation of the Christian philosophy while affirming tolerance and appreciation of other beliefs fosters responsibility through a values-centered education develops leadership, teamwork, and research skills in a range of settings fosters healthy attitudes which enable girls to respect one another, develop resilience, enjoy school life and approach the future as responsible, caring citizens equips girls with the flexibility to thrive in a changing world recognizes effort, achievement, and success is based on our students' needs and informed by current research and practice is achieved through building the most effective team of teachers is supported by providing the best resources and facilities in an attractive environment which the girls care for and respect. At Ivanhoe Girls' Grammar School, the individual's focus is at the core of all we do. The caring relationships at the heart of the School, especially between the class teacher and each student, provide the best possible foundation for learning. The security of an encouraging and supportive environment gives our students a strong sense of belonging, self-esteem, and resilience, which enables their learning to flourish. Every student has a range of significant adults to provide them with guidance and a sense of connection. Additionally, frameworks such as the Peer Support program enable senior students to provide mentoring for younger year levels, encourage cross-age friendships, develop leadership skills, and provide excellent role models. Junior School Pastoral Care In Junior School, class teachers ensure that all staff knows their students' unique needs as they arise. Our professional, qualified counseling team supports the staff and students. Our Special Friends program, which pairs younger and older Junior School and Early Learning Centre students, provides another level of support and connectedness. Senior School Pastoral Care In the Senior School, every student is placed in a small tutorial group with around fourteen other students under direct care. Tutor groups meet daily, and each tutor comes to know every member of the group near enough to provide strong encouragement and support. The tutor group provides a strong sense of connection and belonging and focuses on many school activities, including social events and community service ventures. Tutors monitor each student's involvement and achievement and produce a rich and diverse program to bring out their best and develop essential life skills. We aim to foster community awareness and a commitment to respect others and have an active appreciation of the value of diversity in our culture.
  17. Welcome to Ipswich Girls’ Grammar School. At IGGS, we aim to educate students to become confident; well-educated young women prepared for higher learning, global citizenship, and life. The school was established in 1892, and we are fortunate to have a proud history and many traditions. Our professional staff is committed to providing each girl with a positive, personalized, holistic education within our safe, first-class learning environments. The school is frequently commended for our students’ high academic results, confidence, diligence, self-discipline, and community service. These commendations result from new, evidence-based learning and teaching programs, dedicated and talented teachers, the individual attention given to each student, and the productive partnerships we enjoy with parents and Old Girls. IGGS’s tertiary entrance outcomes and literacy and numeracy results are continually among the best in Queensland. In our co-educational Junior School, core literacy and numeracy skills are developed using explicit teaching methods. As students progress through the middle and senior years, teachers use a combination of explicit and student-centered teaching and learning methods. We believe this approach best enables our students to become confident, independent learners equipped with 21st-century skills to empower them to transition to higher education and life beyond the school’s gates. At Ipswich Girls’ Grammar School, we have high expectations for our students. Our pastoral care programs teach students to be well-mannered and diligent in all that they do. They are also taught to respect themselves, their families, the local community, and the world in which they live. We guide students on how to be useful team members and, above all, expect them to maintain high moral and ethical standards and display care and compassion for others. Our Vision Ipswich Girls’ Grammar School inspires girls to become confident, well-educated young women. Mission Shaped by our proud history and traditions and focus on academic excellence; our school provides a personalized, holistic education by expert staff in engaging learning environments. Values are the Ipswich Girls’ Grammar School core values that are at the heart of our community. BothSchooll and students seek to promote them through all our endeavors. Our five values foster excellence, integrity, resilience, and responsibility. They influence an IGGS girl’s self-worth, behavior, and how she interacts with her peers and the wider community. With strong moral and ethical values, our girls develop into responsible, capable, global citizens who create higher learning, leadership, and life opportunities. At Ipswich Girls’ Grammar School, you can rest assured you are giving your daughter every opportunity to realize her full potential. She will be engaged and challenged by our rigorous academic curriculum. Professional, dedicated teachers will foster her true potential through personalized learning in well-equipped and engaging learning environments. She will discover her talents and abilities outside the classroom with our many co-curricular activities. Her personal development will be nurtured through our comprehensive wellbeing program as she grows into a well-educated, kind, confident, community-minded young woman. IGGS girls receive more attention in every class every day. Each girl has a Personalised Academic Action Plan tailored to her specific needs. Her progress is regularly monitored to ensure she is inspired and challenged. Extensive and learning support programs are available to all students who need them. With our three distinct yet connected School precincts—Junior, Middle, and Senior—our girls enjoy a sense of belonging in a robust and supportive school community. Changes to the senior assessment and tertiary entrance system are being appropriately addressed as Queensland moves from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. We know that academic excellence and personalized care are essential for the kind of education you want for your daughter and look forward to welcoming you into our school community. Our Middle School girls are happy, well-educated, considerate young women who have an abundance of opportunities to develop academically and personally. Your daughter receives exceptional guidance through the transition from primary to secondary schooling and from co-education in the formative years to girls-only classes from Year 7. Students who join us from other primary schools are placed in one of five Houses. Girls with relatives who attended the school are allocated to the same House. Each House’s cross-age nature facilitates a nurturing relationship between girls of different ages, along with House spirit and a sense of belonging. The IGGS rigorous academic curriculum strengthens essential learning skills, promotes connectivity, and builds a solid foundation for further study. Our Middle School Life Skills program, tailored to adolescent girls’ needs, enhances your daughter’s resilience, and provides her with tools to positively and proactively approach her social and emotional life. In the Senior Years, we aim to inspire, challenge, and instill the confidence necessary to ensure your daughter is well equipped to thrive in her adult life. Our Year 10, 11, and 12 girls are getting ready for the world outside secondary schooling. They move from Middle School to our Peter Phillips Senior School complex with our state-of-the-art, university-style KCC Lecture Theatre, just one of the facilities that prepare our girls for tertiary learning experiences. Guidance for career paths is offered through our comprehensive Careers Education program. Through the program, our girls develop the knowledge and skills they need to make informed decisions in their Senior Phase of Learning and life beyond school. Recent changes to the senior assessment and tertiary entrance system are being addressed in our academic curriculum as we, and all Queensland secondary schools, prepare to move from the OP system to the Australian Tertiary Admissions Rank (ATAR) system. Our dedicated House Group teachers, specialist teachers, enrichment and learning support team, and career and pastoral counselors provide academic and emotional guidance and support.
  18. Fintona (pronounced FIN-tona) came from a village in Northern Ireland, where Miss Hughston's mother spent her early childhood. In 1898, Fintona was moved to Burke and Victoria Roads, Camberwell, where it remained until 1936 when the move to Balwyn took place. By 1901 there were 100 pupils, and Fintona was acknowledged for its scholastic excellence and a close affiliation with the Presbyterian Church. Fintona provides a diverse and challenging academic curriculum, where girls with a wide range of abilities are supported. Our girls consistently achieve outstanding VCE and NAPLAN results, placing Fintona among the best girls' schools in Victoria and the country. We are one of only a few schools in Melbourne to offer the Primary Years Program (PYP) of the International Baccalaureate. The PYP combines the best research and practice worldwide to create a relevant, engaging, and challenging educational framework for all students. There are daily opportunities for the girls to engage in experiences encouraged to be curious and explore and interact with their environment physically, socially, and intellectually. The Junior School is equipped with large, attractive, light-filled learning spaces and landscaped garden areas designed for play and having fun. Many girls experience Fintona for the first time in the Middle School. With our specially designed transition programs and our staff's support, Fintona girls are excited by the new possibilities and opportunities. New friends make new school grounds to explore, and a challenging curriculum that will stretch each girl's ability. Many warm personal relationships develop during the girls' Middle School years. Our small class sizes contribute to our academic success and encourage close interaction and genuine collaboration between students and teachers. Middle School students enjoy their specific building, Moss House, where girls can interact during recess and lunchtime and participate in various clubs depending on their interests. Our Life Skills program allows students to learn from experts in health, drugs, emerging sexuality, relationships, cyber safety, and study skills. A Study Skills program provides strategies to guide students with organization and time management. Our Years 9 and 10 curriculum provides an intense preparation for the VCE. All students in Years 9 and 10 studies the following core subjects: English, Mathematics, Physical Education, Science, History (covering Year 9 and 10 curricula in Year 9), French, Latin, or Japanese; in Year 9, students study at least one language chosen from French, Latin or Japanese. Some students may choose to study two languages: French and Latin or French and Japanese in Year 9 and beyond. In addition to the core subjects, a broad range of semester-based electives is offered covering Visual Arts, Performing Arts, Commerce, Health and Physical Education, and Humanities. Our unique Connections Program is offered in Year 9, specifically designed to allow students to develop greater awareness of themselves and their community. We also offer an accelerated program in Mathematics and Science to students who demonstrate high ability in these subjects. In Year 10, students choose from several electives, including Visual Arts, Performing Arts, Commerce, Health and Physical Education, Humanities, and Digital Technology. Advice is continually available to assist students through subject selection based on each girl's strengths. All year ten students undertake a work experience placement. In VCE, students can select from a broad range of subjects across the spectrum of disciplines. Subject selection is discussed with the VCE Co-ordinator and the Careers Counsellor to ensure that the subjects chose to reflect each girl's capabilities. In addition to choosing their preferred subjects, students can choose first-year university subjects. After their studies, all Year 11 and 12 students seek university places and gain entry into the university course of their choice. Year 11 and 12 girls each have a VCE Common Room where they learn to take collective responsibility and have opportunities to form close bonds with the whole year level.
  19. At KINGS we provide aspirational opportunities for every one of our girls to achieve the highest possible academic standards and to develop the life skills and confidence to succeed as young women in the modern world. We offer an all-round education which enables each girl to find her strengths and direction in life, whatever her talents, expectation or needs. We take pride in our one-hundred-year roots, in our present, and our future, ensuring that girls are always a part of our community and play a part as citizens within their community. We provide a caring, relaxed yet purposeful environment in which girls can thrive. We value the richness that the arts, sciences, humanities, and enterprise subjects bring to a balanced education and our experience as a specialist college has given us particular strengths in languages and sport. We strive at all times to ensure the highest quality academic and enrichment experiences and opportunities. At Kings Norton Girls’ School, each student’s current skills and levels of attainment are assessed on entry through reading, comprehension, and spelling tests, Midyis, and PASS data. We use this information, with any other information from previous schools, to decide whether students require Special Educational Needs or Disability (SEND) support. Through regular assessment, we can identify students who are making less than expected progress for their age and individual circumstances. Kings Norton Girls’ School offers an exciting and innovative curriculum from Year 7 to 13. The curriculum is designed to meet the needs of all students, developing their knowledge and understanding in a range of subjects and honing their skills so that they become successful independent learners during their time at school and beyond. At Kings Norton Girls’ School curriculum departments are arranged into seven faculties: English, Maths, Science, Arts, Humanities, Modern Foreign Languages, and PE. English, Maths, PE, and Modern Foreign Languages are single discipline faculties, the Arts, Humanities, and Science are multidisciplinary. Life at school for a Kings Norton Girl is diverse, exciting, and full of opportunity. Learning is central to all that we do but there’s so much more than just lessons. During a girl’s life at the school, between years 7 to 13, all girls will have opportunities to participate in educational visits both in the UK and abroad, join one of over forty extra-curricular clubs, gain leadership experience, take part in our exciting cross-curricular or health days and play an active role in supporting the success of their house. Everyone can improve intelligence and the ability to learn. Intelligence and learning are not fixed but being open to challenges, resilient in the face of setbacks, and putting in the individual effort will help us to develop. We will help your daughter to adopt this growth mindset and show parents how they can also help to do this.
  20. Despite many changes and challenges Coloma continues to grow and deliver excellence in education. Whilst academic results are outstanding, life at Coloma is about much more than success in the classroom. There is a wide range of extra-curricular and service-related activities. These develop specific skills but equally importantly build up values and friendships that girls leaving Coloma to take with them for the rest of their lives. Although in many ways Coloma is a very formal and traditional school it equally does not standstill. Facilities are constantly being updated and teachers at the school are always looking for new and innovative ways of including technology within their lessons. We are proud of our Comprehensive intake and although results are comparable and sometimes better than similarly sized grammar schools what is important is that every girl fulfills her potential, works hard, and does her best. There is a well-developed pastoral system and developing community links that recognize the school’s importance both within the Catholic and local communities. The recently completed Jubilee Centre, the 3G Floodlight all-weather pitch, and the Winton House Performing arts Centre have already expanded the range of activity on the site and support the long-standing successes in charity fundraising and community service activities. In 2010 the Guardian recognized Coloma as being the best Girls’ Comprehensive school in the country. This is what we believe in and will continue to strive to achieve and maintain but we will also reach out to others, for example, to help other schools and their staff and pupils achieve similar success. Partnerships with The Good Shepherd RC Primary School and the current sponsorship of The Quest Academy – Coloma Trust and The Archbishop Lanfranc Academy – Coloma Trust are striking examples of Coloma’s outreach intentions. As we look forward we continue to keep all that is good of the old and develop the best of the new. Standing still is not an option. We stride forward into the future with great confidence knowing that the standards and values that we take with us were right in the past, are still valid today, and will remain so in the future. Coloma is a community of staff, pupils, parents, and governors where each is recognized as a highly valued individual. The school aims to foster a deepening awareness of Christian faith and service alongside an understanding and tolerance of other creeds and cultures. We aim to provide an opportunity for the balanced development of the student's intellectual, emotional, physical, and spiritual qualities and to foster an appreciation of those things which add quality to life, by developing creative and artistic gifts and skills. We intend to develop the potential of all students by encouraging them to search for knowledge and truth. We seek to be a place of Christian service where all are sensitive to the needs of others where there is a determination to promote human rights and a recognition of the corresponding duties and responsibilities where a sense of justice is fostered and an awareness that all people have an equal value. We aim to work in partnership with the home and the parish, to help all members of the school community to live the Gospel values of reconciliation and forgiveness and to respond in a Christian way to the challenges of life with its joys and sorrows. Thus, it is hoped that each one will be able to achieve a loving relationship with God and all creation, to make the appropriate moral decisions, and to grow towards mature membership of the Church.
  21. At Clapton Girls' Academy, learning is our priority. Students are encouraged to appreciate learning as a route to achieving their life aspirations which are extended and enriched by the outstanding teaching, high-quality relationships, and extensive opportunities offered by the academy. Students at Clapton Girls' Academy are safe, valued, and accepted. They develop the skills and strategies they need to shape their future and flourish as independent people in whatever areas they choose. Students become more knowledgeable and enterprising with the ability to apply their aptitudes in a range of contexts and develop personal qualities to become respectful, caring, and responsible citizens. As leaders of tomorrow, all students participate in at least one of the academy's leadership development programs. Clapton Girls' Academy participates in the coordinated admissions procedure, provided and administered by the Hackney Learning Trust, for all schools and academies in Hackney. The Hackney Learning Trust coordinates the application process on behalf of Clapton Girls' Academy according to the scheme which they publish in their annual Admissions Booklet which is following Government legislation. Clapton Girls' Academy is a community school that admits 180 students into Year 7 each September. Clapton has very successful links with the community and in particular with many primary feeder schools through the Hackney Teaching Schools Alliance. All departments at Clapton have links with primary schools with whom they work, providing many opportunities for pupils in years 5 and 6 to get to know the staff and the students before they transfer. Girls can benefit tremendously from being in a school like Clapton Girls’ Academy that provides an education uniquely tailored to their needs and development. Girls’ schools celebrate learning without social distractions, offering an environment in which girls are more likely to display their intelligence and curiosity. Students benefit from being taught by teachers who have significant experience of teaching girls and whose approaches are tailored to their needs. Girls’ schools are often able to offer a specialist level of pastoral care to their students because they understand the challenges girls face as they grow up. At Clapton Girls’ Academy, we understand their friendship dynamics, their preoccupations, and their ambitions. This close understanding means that we can give the right kind of support to our students, creating a safe, supportive environment in which girls feel comfortable asking questions and taking risks. We recognize our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavor to provide a safe and welcoming environment where students are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that students receive effective support, protection, and justice. Child protection reporting and systems, form part of the school’s safeguarding responsibilities. All staff receive annual Child Protection and Safeguarding update training and are aware of the procedures for passing on concerns within the academy. If any members of the school or local community have concerns about the welfare of a child in the school, please pass them on to the safeguarding team. Clapton Girls’ Academy’s key priorities of ‘Progress, Wellbeing and Teamwork’ and four core values of compassion, ambition, integrity, and resilience drive our vision for curriculum provision and delivery. Our broad and balanced curriculum aspires to respond to the local and national agenda both intelligently and creatively to ensure all our students receive a high-quality learning experience at all times. We believe that to access a broad and balanced curriculum, all students need to be confident and proficient in the basic skills of Reading, Writing, Communication, and Mathematics, and these are given the highest priority at all times. We believe firmly that a student’s progress is what ultimately leads to their achievement. We consider it critical that equal opportunities and fundamental British Values are promoted and realized at all levels of curriculum provision and that this is integral to outstanding practice. Whilst we provide individual and small group withdrawal support where necessary, our curriculum celebrates inclusion at all times and we firmly believe that our diversity as an academy ultimately enriches and enhances our curriculum for the benefit of all. The academy curriculum extends to a wide range of extra-curricular opportunities. All students have access to and are actively encouraged to take part in an extensive program, which seeks to extend their learning and widen their life experiences. The academy uses its Pupil Premium and other avenues of funding to ensure that all groups of students can access these activities. Positive behavior which maximizes learning is expected at all times. Clapton Girls' Academy has a 15 point Behaviour Code to help maintain positive behavior for learning.
  22. St Mary's Anglican Girls' School is an independent day and boarding school for students from Kindergarten to Year 12. We have a proud tradition of providing a challenging, diverse, and enjoyable education, which incorporates the pursuit of excellence and a love of learning in a Christian environment. St Mary's was founded in West Perth in 1921. Some forty years later, the school moved to Karrinyup, where the school's modern era commenced. Well-appointed, air-conditioned buildings and modern facilities set in secure, landscaped grounds ensure that this beautiful, spacious environment enhances our academic and extracurricular programs. The school is located close to the ocean in the northern suburb of Karrinyup, thirteen kilometers from Perth's city center. Situated on forty acres of landscaped grounds and natural bushland, it is within walking distance of some of Perth's finest beaches. St Mary's has an enviable reputation for academic excellence and achievement at the highest levels in music, drama, art, debating, sport, and outdoor education. We are also renowned for encouraging participation by students of all levels of expertise in a wide range of extracurricular activities. In line with contemporary learning approaches, we are committed to investing in improving our school buildings and infrastructure so that our girls can study in the very best surroundings, benefitting from inspirational and contemporary facilities for all manner of activities both inside and outside the classroom. The House system, School crest and motto, and the School prayer and hymn are vital parts of St Mary's rich, all-around history and identity. As part of the House system, each girl is placed in six houses - Craig, Hackett, Lefroy, Riley, Wardle, or Wittenoom - where past family connections are continued. As well as being the vehicle for extracurricular activities and competitions, the Houses are essential in the development of leadership, values, and ethics. Each House has a prefect who, together with captains and the guidance of a Head of House, leads the House through the year's activities. Each year group and House also raise funds for worthy causes and those in need. Each year group has a Head of Year who takes on an essential pastoral care role, monitoring student welfare and development, and interacting with students regularly. The Head of Year also organizes essential activities for the groups. For almost 100 years, St Mary's has been proudly educating girls to be the best they can be. We are committed to nurturing confident and caring young women who embrace opportunities and contribute meaningfully to their community, both within and beyond school. With a reputation for outstanding academic achievement in an Anglican faith-based environment, St Mary's is a caring and inclusive community. Our highly qualified and professional staff are supported by excellent facilities and provide a warm and supportive learning environment to enable our girls to thrive. Discovery is at the heart of St Mary's student experience, and our staff is faithfully committed to the holistic development of each girl. Significantly, we recognize that at the heart of happiness is knowing yourself, understanding others, and being a good human being. We aim to develop the unique qualities of our students while encouraging them to strive for personal excellence. A rich extracurricular program provides outstanding opportunities for students to engage in service activities, outdoor education, surf and diving programs, drama, dance, debating, music, and sport. These activities help develop essential 21st Centuries skills such as critical thinking, creativity, collaboration, communication, and self-confidence, and we encourage our girls to engage and actively participate in these opportunities. Pastoral care lies at the heart of all that we do at St Mary's. Our philosophy is that each girl is known and nurtured as an individual. The school's pastoral care team strives to ensure that your daughter feels secure and is a valued member of our community. Maintaining a positive self-image is paramount, as a student's emotional well-being directly influences personal happiness, academic achievement, and contribution to school and family life. The Christian principles of trust, co-operation, and concern for others are encouraged amongst our girls and are central to chapel services and the Religious Studies program. The Dean of Students is responsible for overseeing pastoral care in the Senior School. This includes maintaining close contact with home, helping new students settle in, and monitoring students' welfare by liaising with teachers and school psychologists. When a student enters the Senior School in Year 7, she remains in her Year 7 class, with her class teacher as her primary pastoral carer. From Year 8, girls are placed in a small pastoral care group, known as her Link, in a Link teacher's care. These groups consist of girls from Years 8 to 12, so students remain in the same group, in the same teacher's care, for the remainder of their time at St Mary's. Link teachers meet with their groups every day. This regular contact helps the teacher get to know the members of their group quickly. It also increases awareness of the students' progress and involvement in school life and more immediate recognition of possible problems and causes for concern. The name Link was chosen because of all that it represents in terms of bringing people together. Links, or bonds, between individuals of the same and different year groups are established through close communication and help to satisfy our need for security and a sense of belonging, in this case, within the community of St Mary's. At St Mary's, faith and service are at the heart of the school. St Mary's Church of England Girls' School was founded on 14 September 1921 in the Church of England parish in West Perth, and by the then Rector of the parish of St Mary's, The Rev'd C L (Tom) Riley. The Rev'd Riley, later Bishop Riley, was the Small School's first Principal and Chair of the Board of Governors. According to the Anglican tradition, formal worship, focusing on the Eucharist, is an integral part of its cyclical life. We resolve to maintain and build on our Anglican foundation and Christian values. Through regular Chapel services and the Religious Studies program, girls are reminded that this is an Anglican School and that our philosophy is based upon Christian principles and teaching. Learn more about our school by viewing the Anglican Schools WA Ethos Statement. Girls of many faiths and beliefs attend St Mary's, and all attend our services, with the Eucharist being central to our community life. Girls from Kindergarten to Year 12 attend Chapel services weekly. Besides, borders have their Chapel service each week, and the annual Boarders Grandparents' Day always begins with the girls and their grandparents worshipping together. The boarders also enjoy chapel services with the boarders at Hale School, our brother school, and Guildford Grammar School from time to time. There are staff services to mark the beginning of each term and to conclude the school year. The many regular services, special services mark Holy Week, All Souls Day, and Christmas's approach. In August each year, students from Year 3 to Year 12, together with staff, celebrate through the Eucharist, the School's Patronal Festival, a highlight of the school's liturgical calendar, as is the annual Year 12 Valedictory Chapel Service. The school is proud to have Archbishop Kay Goldsworthy as a Visitor to the school and to have the Archbishop and Bishops preside over some school services and significant school occasions. We are members of the West Australian Anglican Schools Association (WAASA) and Anglican Schools Australia (ASA). Our current Principal, Mrs. Judith Tudball, is President-Elect of ASA. View full school
  23. Shelford's Vision is to have a reputation for excellence in girls' education. Shelford's Mission is Shelford strives to provide a quality education that encompasses the moral, physical, intellectual, social, emotional, and aesthetic development of all students within a safe, caring, and supportive community that acknowledges its rich heritage and Christian traditions. Shelford's Values are at Shelford; our core values underpin all that we do. They are embedded in every endeavor that we undertake. Respect: celebrating excellence and diversity, being mindful of the needs of others, caring for the environment, and encouraging community building and service. Integrity: being courteous, reliable, honest, loyal, and trustworthy and behaving ethically, and making principled decisions that positively contribute to our community. Passion: encouraging independent, self-aware, and confident girls and young women to develop a love of learning, a desire, and determination to make a positive contribution to a changing world, the courage, and confidence to try new things, reach out to others, and strive for justice. Creativity: embracing the challenges of a changing world and responding with curiosity, imagination, and innovative thinking. Research conducted by Australian National University (ANU) and Essex University has suggested that teenage girls who attend single-sex schools are more competitive than girls who attend coeducational schools. The Choosing to Compete: How Different are Girls and Boys study compared the behavior of 260 English boys and girls when asked to enter a competition that included a small financial reward and their attitudes to risky economic decision-making. It found that girls from single-sex schools and boys from both single-sex schools and coeducational schools were equally likely to behave competitively in the experiment. Girls from coeducational schools were much less likely to participate in the competition, but the girls' likelihood increased after they were placed in single-sex groups. The research also suggested that the student's family background was not a significant factor. Professor Alison Booth from ANU and Dr. Patrick Nolen from Essex University concluded that "our major finding is that single-sex schooling can affect economically important preferences...the benefit of single-sex education - in terms of increasing competitive behavior more than the average male but we have shown that this varies depending on the environment that females find themselves in. You cannot say that the difference in behavior is only due to some innate genetic characteristic because we have shown that girls in single-sex environments make similar choices to boys.' Professor Booth indicated that she intended to repeat the study for Australian students. The keystone of Shelford's Educational Philosophy is its Individual Differences Policy. Talented, perceptive, and sensitive teachers - working closely with parents and ancillary staff - design personalized programs to meet each child's needs, abilities, and interests. Students are placed in learning groups according to their social and cognitive readiness. Vertical grouping allows students to work with 'like minds,' and academic progress is not determined by chronological age. All administrative structures, resourcing policies, and staffing practices support and complement our Individual Differences Policy, which operates with our youngest child in the Toddler Group to our Year 12 students - and beyond. Students aspire to the highest levels of achievement in everything they do. They are encouraged to 'dare to dream' and experience the exhilaration of discovering talents and abilities they did not know they possessed. A feature of Shelford is its small class sizes. While many of Shelford's students are exceptionally able, some of our students have specific learning needs, and individual programs are also designed. All students participate enthusiastically in the co-curricular activities, and consequently, a strong sense of community pervades the school. The Pastoral Care program underpins and enhances the broader educational philosophy. Shelford is proud of its tradition of academic achievement, understanding, and care. View full school
  24. From the moment I joined the Ruyton community, I realized a dynamic and engaging learning community where girls come first. A place where girls and young women have the opportunity to dream, discover, and develop as capable and confident young women with the support of an engaged community. Mrs. Charlotte Anderson founded Ruyton in 1878, a woman of great courage and determination who believed in girls. Her vision laid Ruyton's reputation for sound scholarship, opportunity, and challenge for girls maintained by those who follow in her footsteps. This belief is still at the heart of all we do today. We foster each girl's individuality in a caring and safe environment, nurturing her intellectual, physical, social, and emotional qualities essential to flourish. As an independent, forward-thinking girls' school, we are committed to preparing girls for a lifetime of learning, leadership, and engagement in our global community. Our staff, parents, Board and Old Ruytonians are all deeply committed to enriching our girls' lives, providing them with opportunities to find their strengths, learn from their failures and develop the resilience and grit necessary to lead purposeful lives. Our school's size enables us to know our girls well and make strong connections and networks within our community. I love the powerful sense of connection within our school and the fact that each of our girls is valued for who she is. It is a privilege to work beside our passionate and highly skilled staff who promote intellectual risk-taking, curiosity, problem-solving, creativity, and joyful learning. Individually and collectively, they focus on developing pathways and opportunities for each of our girls to learn and grow and find her passion. Established in 1878, Ruyton has a strong sense of tradition, and we are proud to uphold our motto, 'Recte et fideliter,' which means 'Upright and faithful.' Today we see this as Ruyton girls being women of character and integrity. View full school
  25. Shaikha Hessa Girls’ School was established in 2001 as the first private, all-girls’ school in Bahrain. SHGS provides an international curriculum with International General Secondary Education Certificate (IGCSE) and the International Baccalaureate Diploma (IBDP). It celebrated the successful graduation of the fifth cohort since 2008. SHGS offers high-quality academic programs that promote leadership, emphasizing both value of integrating the latest in technology and the importance of multi-cultural understanding. SHGS is a National School with an international environment that emphasizes Arabic and Islamic values. We pride ourselves on having in our school community over twenty-four nationalities. SHGS is recognized by the Ministry of Education of the Kingdom of Bahrain. It is fully accredited (2007) by the Middle States Association of Colleges and Schools, USA (MSA), is a full member (2011) of the Council of International Schools (CIS), and a candidate (2012) for full joint accreditation with CIS and MSA. The school is authorized (2011) by the Edexcel for the International General Secondary Education Certificate (IGCSE) and International Baccalaureate Organization (IBO) as an IB Diploma Awarding Institution (2007). SHGS is proud to be the first IB Diploma World School for Girls in Bahrain. Shaikha Hessa Girls’ School believes that each girl is unique and that valuing the importance of oneself is critical in the pursuit of leading a fulfilling life. We are incredibly devoted to bringing our students the best education in Bahrain. We try to maintain a low teacher-student ratio and provide our teachers with every incentive for continuous improvements, growth, and development. We aim to create a nurturing and supportive yet academically challenging environment that allows each student to reach her full potential. Our mission is a joint home-school partnership that will promote leadership, critical thinking, and life-long learning in a secure, healthy, all-female environment by providing quality international programs in education for students to achieve their potential as individuals as well as global citizens, with the emphasis of Arabic and Islamic values. SHGS is a caring community that encourages students by example to: Share, cooperate, and contribute responsibly to a global society. Develop sensitivity to appropriate work and social relationships consistent with the principle of equal rights, including gender equality. Display sound decision-making skills by reflecting on choices and consequences.</ Lead a positive, healthy life. Care for others as they would have others care for them. Share resources. Build understanding and trust. SHGS students strive for academic excellence by: Learning how to learn and discover the joy of learning. Attaining depth and breadth of academic knowledge and understanding. Acquiring skills that support intellectual endeavor and academic success. Acquiring aesthetic appreciation. Understanding modern technologies and using them wisely and effectively. Acquiring academic skills and knowledge required to gain entrance to and success at competitive local and international universities.
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