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Heritage Girls School was founded in the year 2013. It is an English medium Girls Independent school affiliated to CBSE with affiliation number 1730671, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It lies in the Udaipur district of Rajasthan and is currently being managed by the Eklingshila Foundation, Rajasthan. It is presently under the principal -administration of Tulsi Bhatia, with a total of 7 staff members. There are a total of 60 rooms, 7 Labs, and 1 Library present in the school. The nearest railway station is UDAIPUR CITY and it is 25 KM far from the school. LOCATION OF SCHOOL Nearest Railway Station UDAIPUR CITY Distance in KM 25 Nearest Police Station UDAIPUR CITYSUKHER Distance in KM 18 Nearest Nationalised Bank SBI Distance in KM 19 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I 0 0 II 0 0 III 0 0 IV 0 0 V 0 0 VI 1 2 VII 1 2 VIII 1 4 IX 0 0 X 0 0 XI 0 0 XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 60 7 1 20 20 20 46230 7500 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Biology Lab 1 48 24 Maths Lab 1 25 25 Computer Science Lab 1 47 24 Home Science Lab 1 48 26 Library 1 45 48 Other Rooms 3 35 30 Bio-Tech Lab 1 25 23 Composite Science Lab 1 25 25 Physics Lab 1 65 25 Chemistry Lab 1 25 25 Class Room 20 25 23 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 0 0 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 46227.2406572 (in Acres.) 11.423 Built up Area in (in sq. Mtrs.) 5500 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 7500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1550 Periodicals 15 Dailies 3 Reference Books 30 Magazine 15 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes

Dubai Medical College for Girls is the primary private school awarding the degree of Medicine and Surgery in the United Arab Emirates. Established in 1985, Dubai Medical College (D.M.C.) focuses on giving students medical training to acquire a certified degree of Bachelor in Medicine and Surgery in the U.A.E. The school will accomplish its primary goal by giving a learning atmosphere, both inside and outside the classroom, that manages Islamic values and encourages elevated levels of student accomplishment, always with the highest academic brilliance measures. D.M.C. Vision To serve our community by supporting equipped and capable doctors and improving on the learning strategies, making D.M.C. one of the most important medical schools on the planet. Islamic Identity Enthusiasm to perform acts of worship inaccurate time, ideally as an assemblage Quest for learning and productive work, without waiting for thankfulness from others, under the firm conviction that Allah alone rebuffs or rewards his will. Following the Islamic code of dressing. Doing one's obligation under the belief that Allah is supervising every one of our activities Understanding the worth of time and observing regularity is going to classes, practicals, and so forth. Keeping up humility and dignity in the walk, keeping the voice low while talking, wearing grins and positivity in the face, and maintaining a strategic distance from boisterous giggling and sulky stances Practicing persistence in studies and additionally in work Being straightforward to oneself and additionally to others Making a positive commitment to academic talks and stretching out participation to one's associates in all circumstances and conditions Keeping up orderliness of place and urging others to practice it. Abstain from making inconveniences Practicing soul-seeking in most of one's doings and at all circumstances with a view (checking the mistakes and adjusting the misguided way, if needed) keeps away from wrongdoings. Observing modesty of behavior and steering clear of conceit and arrogance. Objectives The College has drawn its objectives from the general principle behind the Creator's conception of man, which is no other than serving only Him. The establishing fathers of the College have made a firm assurance to teach the genuine educational and scientific spirit among the individuals who acknowledge their adherence to it, with regards to the accompanying targets: Awareness of the genuine meaning of bondage to Allah. Attaining information of Medicine and Surgery to such a degree, to the point that the graduate may pursue the therapeutic calling with capability and qualification. Reducing the study time frame through serious educating, stretching the working hours, and staying away from wastage of time by shortening the holidays amid the scholastic year. Renewing the techniques for educating to understand the goal of self-learning and positivism on the student's part. The educational modules' singularity by making it, beyond what many would consider possible, three-dimensional: a measurement for immaculate information, a measurement for practice and preparing, and a measurement for application. Producing uniquely capable woman doctors of high scholastic brilliance, fit for taking up responsibilities on acquiring the degree of MBBS. Creating woman doctors overcome with Islamic ethics and behavior and profound learning of Islamic principles specific to ladies and those identifying with medical calling specialists know about the relations between a doctor and a patient and between one doctor and another. Producing qualified Muslim woman specialists for female patients' treatment in the quickly progressing society of the U.A.E., which is in genuine need of female doctors. Providing the young ladies of the U.A.E. a chance to study medication inside the nation without dread of Westernization or exposure to communities following different faiths, habits, and customs. Allowing ex-pat female students to study medicine in the U.A.E. Avoiding the structure of co-education. That is the reason admission to the College is restricted to female students alone. Working towards Arabization of medical studies. Admission Requirements - 2017 Note: Admissions will begin for the following scholarly year 2017-2018, on Sunday 21st of May 2017 Secondary School Certificate in Science subjects. Such a certificate must be of that year or a year prior and adequately authenticated by the competent expert. The candidate must finish 12 years of education in school. Certificate of equivalence from the Ministry of Education for the 12th grade passed (equivalent to the Ministry of Education's secondary school certification – U.A.E.). Standardized English Examination (EmSat with a score of more than 1100 or TOEFL with more than 61 or IELTS scores of more than 5). (Institutional TOEFL is NOT ACCEPTABLE) Passing the Entrance Exam in the accompanying subjects: Biology and Chemistry, and passing the interview. Precedence should be given to U.A.E. nationals, then to those having a place with G.C.C. nationalities, then to other local applicants.

The College is situated opposite Boating Basin in Clifton, a quiet area of the city, free from noise and other pollution. It is located only 4km from the city center (Saddar) easily accessible by all types of public transport. The College is housed in a modern and spacious, purpose-built having covered area, of 100,000 sq. Ft. There are lecture rooms, specious learning resource centers (latest audio-visual aids), auditorium having a seating capacity for 300 persons, seminar room, dissection hall, anatomy museum, pharmacology museum, laboratories for all departments (physiology, biochemistry, pharmacology, pathology, forensic medicine, community medicine, dental materials, community dentistry, oral pathology, phantom head lab, oral biology, and oral anatomy) library, common rooms for students and faculty members, well-furnished cafeteria. Students' participation in college activities is ensured through class representation. Sir Syed College of Medical Sciences for Girls has been sponsored by Sir Syed College of Medical Sciences Trust, Dedicated to promoting health and medical education. Sir Syed College of Medical Sciences has been established and is now affiliated with the University of Karachi, to set up a “Centre of Excellence" in medical education. The sponsors are committed to funding an institution that would provide medical education of a high standard and also contribute toward the character building of the students. To produce competent professionals, having a strong academic background, eager and able to meet the challenges offered by the present society in modern times, the first step towards achieving this objective is to ensure merit-based admissions. Establishing a medical & dental college exclusively for girls is to fill up a major gap in the field of medical education in the megapolis of Karachi where there is no other college catering solely for the female students, who comprise about 50% of the population. This college is the first of its kind in the private sector in Pakistan. Texas Tech College of Medicine, U.S.A. has agreed to collaborate and help in the establishment of Sir Syed College of Medical Sciences by providing advice on aspects of clinical and basic sciences and training of Medical Sciences by providing advice on aspects of clinical and basic sciences and training of Medical Students. Similar efforts are underway with other institutions and universities abroad. Our first batch of medical students passed out in May 2004, and the last batch in 2014. Our mission is to create an opportunity for aspirant lady medical officers for their intellectual, spiritual, emotional, cultural & Physical development, to grow up as the best of medical officers. After completing the training at Sir Syed College of Medical Sciences for Girls, a graduate shall be able to: Identify the clinical situation and their complications, which needs a referral to secondary or tertiary health care facilities for further diagnosis and/or treatment. Perform routine diagnostic procedures and rationally interpret the result of these and more sophisticated procedures performed by others. Understand the importance of those biological, chemical, physical, social, and cultural factors, which may adversely influence the physical and mental health of an individual or the community, and work to protect them from such factors. Work confidently as a leader and comfortably as a member of a team of health professionals / social workers for promoting health and solving health problems in the community. Locate the source of scientific information to continuously pursue self-learning and critically analyze and assesses the value of scientific literature, diagnostic, and therapeutic materials /devices. Plan and execute simple research programs aimed at solving the health problems of the Community. Emit these professional responsibilities honestly, sincerely, and in the best interest of the patient without any other consideration.

We inspire our girls and our teachers to dream of a better world and then empower them to create it. As a small school, we foster an environment that nourishes an authentic experience founded on developing individualized excellence, leadership, kindness, and global-mindedness. We encourage girls to be open to new challenges, open to taking risks, and open to failing forward. We want to build resilience in our students, and we ground both our teaching and coaching practices in growth mindset theory. We believe in the importance of cooperative learning structures and activities that get our students to work and think together. Whether through Harkness dialogue or authentic performance projects such as our traditional House plays, our girls learn how to listen deeply and respectfully, appreciate a diversity of perspectives, and speak using their genuine voices. Traf girls take advantage of opportunities to engage and collaborate with local and international partners. In the heart of downtown Montreal, our diverse school community challenges and inspires girls to embrace learning, be confident, and shape a better world. We want our students to be life-long learners and have the independent thinking skills they need to be engaged citizens of the world. We believe this starts with curiosity. Through a variety of guided inquiry and perspective-taking activities, our students learn to ask meaningful questions rather than just find the “right” answers. Self-compassion, empathy, and concern for the well-being of others are behaviors that are reinforced daily at Trafalgar. Our Wellness program teaches students what it means to be more mindful and helps cultivate a practice of being present. In both class and through special co-curricular projects, Trafalgar students learn about the importance of building a more sustainable world. Trafalgar first opened its doors to students in September 1887, making it Montreal's oldest, English private school for girls. Effie Baker was the only student that day, but another arrived that evening, as did many more in the weeks and years to come. The opening followed years of dedicated planning by several visionary Montreal leaders, beginning with Donald Ross. Ross acquired a property called the Trafalgar Estate, then generously made a bequest of it so that trustees could erect, establish and forever maintain a school for girls.

Ottawa Torah Institute / Machon Sarah is an inspected private school under the Ontario Ministry of Education. Our graduates earn an Ontario Secondary School Diploma (OSSD) and have moved on to some of the finest Universities, Yeshivas, and Seminaries in the world. Our mission is to deliver the highest quality Torah and university-preparatory education to Jewish high school students in a warm atmosphere, equipping them to live committed lives in contemporary society under the Torah’s ideals. This course enables our students to understand basic concepts in biology, chemistry, earth and space science, and physics and relate science to technology, society, and the environment. Throughout the course, our students will develop their skills in the processes of scientific investigation. Our Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems, atomic and molecular structures and the properties of elements and compounds, the study of the universe and its properties and components, and electricity principles. This course emphasizes regular participation in various enjoyable physical activities that promote lifelong healthy, active living. Students will learn movement skills and principles, improve personal fitness and physical competence, and safety and injury prevention. They will investigate health issues and the use and abuse of alcohol, tobacco, and other drugs. They will participate in activities designed to develop goal-setting, communication, and social skills. This course emphasizes regular participation in various enjoyable physical activities that promote lifelong healthy, active living. Student learning will include the application of movement principles to refine skills participation in a variety of activities that enhance personal competence, fitness, and health examination of issues related to health, healthy eating, substance use, and abuse and the use of informed decision-making, conflict resolution, and social skills in making personal choices.

Welcome to Walford Anglican School for Girls, where, for more than 120 years, educating and caring for girls has been our priority. Our school is a vibrant community where students happily engage in learning. With the support of highly qualified teachers, students are encouraged to think critically, communicate courageously, and develop a deep respect for themselves and others. At Walford, learning and teaching is our focus. Teachers provide regular feedback on student learning and use data obtained through an assessment to inform and refine their practice. Our curriculum, which is internationally recognized, aims to equip students with the skills and knowledge needed to participate in an ever-changing world. While the academic results of our students are consistently excellent, our school offers so much more. It is a place where girls realize that they can achieve whatever they set their minds to. From an early age, students are encouraged to take on leadership opportunities. They enjoy a broad range of cultural and sporting activities and are actively involved in community outreach projects. Our campus has been carefully planned to promote the sense of belonging, which began in the family home of Walford's first Headmistress, Miss Adamson, back in 1893. Friendships are easily facilitated across year levels, and each girl is known by name and valued for her unique talents and strengths. Beyond Walford, our students continue the friendships forged at school. They join a network of accomplished Alumnae who remain connected with their school, wherever they are in the world. Excellent girls' schools continue to be in the press because they are educating students who gain outstanding academic achievements and because their girls become strong, confident women. Our strategy Towards 2020 serves as the framework upon which future priority setting and decision making is based. It guides the school's operational initiatives, which are reported to our community at the end of each year. We were delighted by all who chose to provide their input, which saw more than three thousand pieces of information collected. In recent months, the Walford Governors, with the Executive Leadership Team's support, have worked to distill this feedback and articulate our plans for the future. Walford was founded in 1893 by Miss Lydia Adamson in her family home in Fisher Street, Malvern. Under her astute leadership and then that of Miss Ellen Benham, who encouraged the sciences, the school flourished. The family ethos of early years remains a distinctive characteristic of Walford today. Hundreds of schools opened in those early first decades of Adelaide's settlement. Walford is one of the few who survived the Depression and continued its growth to become a leading girls' school in Australia today. In 1917 Miss Mabel Jewell Baker bought the growing school and moved it to its present site. Miss Baker fostered a sound scholarship reputation from a religious base and encouraged students in the arts, sport, and co-curricular activities. She also introduced the Old Scholars' Association (1918), the Prefect system, the Parent-Teacher Association, and the school motto, Virtute et Veritate. At the end of 1955, when Miss Baker retired, Walford had 450 students and a well-established boarding house. Walford was incorporated as a Church of England Girls' Grammar School in 1956 with Miss Nina Morrison as Headmistress. She was followed by Dr. Helen Reid AM (1972-1991) and then Mrs. Marilyn Haysom (1992-2004). As the school grew, adjacent properties were purchased, and an extensive building program was undertaken. In May 2004, Mrs. Helen Trebilcock became the first Head of Walford to use the title of Principal. Mrs. Trebilcock had a strong commitment to girls' education and was respected by her peers for her energetic, inspirational, and dedicated approach to her work. Until her retirement, she reinforced Walford's reputation for encouraging the pursuit of excellence in every student. In October 2012, Ms. Rebecca Clarke accepted the Council of Governors' invitation to become the eighth leader of Walford. Today Walford aims to provide an adequate education for girls through rigorous and challenging teaching, an extensive and varied co-curricular program, and a supportive and encouraging Christian environment.

Underpinning Tara Anglican School for Girls are our firm commitments to an outstanding educational offering for girls and authentic Christian faith that values individuals and recognizes their uniqueness. Our purpose is to be a Christian learning community characterized by excellence, which encourages girls to achieve and serve in a dynamic world. Tara has a strong and proud tradition as a Christian school in the Anglican tradition. As such, we envisage education to be more than the impartation of knowledge, and instead of the very formation (in our context) of young women. This means that the knowledge and skills that we foster are developed directly with a Christian way of seeing the world and the practices and behaviors that accompany this. This development occurs within the context of a Christian community of care. In turn, our educational practices are strengthened by this approach, which properly considers the whole person and not merely one's mind. Christian faith is integrated into all aspects of school life, including the curriculum, pastoral programs, behaviors and friendships, and leadership development.

Welcome to Tangara! Our School offers an outstanding academic program and a range of exciting co-curricular opportunities in sport, music, drama, public speaking, community service, leadership, and much more. Many schools do the same. What makes Tangara special is our unique system of personalized education that supports each student to be the best person they can be. Our motto says it all: Ad Summam Virtutem, Towards the Fullness of Virtue. At Tangara, every child has the personal attention of their Tutor who works in partnership with the parents to develop the student’s academic potential and good habits such as sincerity, resilience, cheerfulness, generosity, and responsibility all need to flourish as human beings. We nurture a School culture that fosters virtues of mind and heart, respects the inalienable value of all people, especially the weakest and most vulnerable, upholds the dignity of service, and teaches that ordinary life can be the meeting place a personal relationship with God. The ultimate objective of everything we do at Tangara is to form women of character who know the meaning of true happiness and be leaders in their families, profession, communities, and society. Please join us at our next Open Day, where you can meet our students and their dedicated teachers and see our excellent School in action. Tangara collaborates with parents to form each child’s character, educating for personal and academic excellence. We challenge our students to live a life of faith and lead change for more just human society. Our vision is a happy and vibrant School, highly regarded as a center of excellence, where every child is encouraged to be the very best person she can be. Parents, staff, and students work as a united team to pursue character and academic success, with a commitment to service and a life of faith.

Welcome to St Margaret's. It is a difference borne not just from the present, but one steeped in the school's origins and the legacy of the Sisters of the Society of the Sacred Advent, who established what would become St Margaret's over 120 years ago. Underpinned by the Anglican faith, St Margaret's has remained faithful to the Sisters' calling to prepare young women for further education and life. In the words of Sister Bernadine in 1939, "setting the feet of future generations on the right path." This means educating the whole child while also recognizing that every child is different. One of this school's greatest strengths is its smaller size, allowing for a personalized learning approach. Also, we provide our students with the broadest range of experiences to choose from to explore many interests that can lead to greater self-discovery. We offer 18 sports, a thriving cultural program across music and visual and performing arts, clubs, and activities, and emphasize social responsibility. Ultimately we want our young women to graduate with the confidence to go out into the world and use the strengths discovered and developed at St Margaret's to make a positive contribution locally, nationally, and globally. Being educated in an all-girls' school truly empowers our young women to believe they can achieve whatever they set out to. In an all-girls' school, they witness strong female leadership and have more chances to lead. They enjoy more freedom from gender stereotyping. They enjoy equal opportunity and every opportunity. They work more collaboratively and less competitively, and they have a strong and connected female network after graduation. We witness the result of this every day through our past students – successful in their fields all over the world, positively impacting their sphere through their work and their outlook. You will get to know just a few of them through our website, and we will add other Old Girls' stories regularly. We have a wonderful campus at St Margaret's with excellent facilities and the latest technology. But the most significant single influence on educational outcomes and the overall impact we can have on your child's education is our staff. We have a team of incredibly dedicated, compassionate, and exemplary teachers committed to each child's education – and not just their academic results. While we strive for each child to achieve the best possible results, perhaps even exceeding their expectations, it is equally important to us that they are learning about life, learning about themselves and that we are equipping them with tools they can use to help them succeed in all aspects of their life. The other significant influence that has a very positive impact at St Margaret's is our community. Our students are engaged and enthusiastic, our parents are involved and supportive, and over 6000 Old Girls maintain an active connection to the school. This sense of community is palpable when you visit St Margaret's. When you are ready, please give our admissions team a call and arrange a tour, join us for our Open House events, or you can enroll online at any time.

St Hilda's has been educating girls for more than a century. The original school was established in 1896 in a private house in Claremont, then known as the Girl's High School (GHS). Since then, it has grown and evolved and is now ranked amongst Australia's pre-eminent independent schools for girls. Today, St Hilda's has over 1200 students, including boys in the Early Learning Centre, and 150 boarders. Christ Church Grammar School for boys is located near Claremont, on the same site as the original GHS building and our brother school. St Hilda's is set across two beautiful campuses in Mosman Park, one at Chidley Point for students from Junior Kindergarten through to Year 6, and the second is on Bay View Terrace, accommodating the Senior School and Boarding House. St Hilda's is proud of an enviable academic record, which results from hard work by its students and dedicated teaching staff. Besides academic excellence, St Hilda's also offers every student an education in strong traditional values of excellence, respect, inclusion, and justice. The foundation of the school's ethos is to prepare each student to be 'future-ready' in an ever-changing world. St Hilda's School aims to equip each girl to take her place in life, meet the challenges she will inevitably face, and make her unique mark on the world. We hope that all our students will also carry beautiful memories of school years and their friendships throughout their lives. School days should, after all, be fun days too. To provide a vibrant school community that educates and inspires girls for life. Preparing girls for the future by developing tenacity, confidence, and compassion. Excellence: We encourage the pursuit of personal best in all areas and respect the achievements of others. We have a lifelong commitment to the quest for knowledge. Respect: We value sensitivity and concern for the well being of others. This means being caring, compassionate, and honest. We learn in a safe and supportive school environment while respecting our natural environment and cultural heritage. Inclusion: We acknowledge that we are a diverse community and must have regard for the feelings, wishes, and rights of others in everything we do. We value the diversity of cultural expression. Justice – We are committed to participation and citizenship. We promote democratic processes and social justice. We believe in fairness and equity for the achievement of a just, responsible society. As a leading educational institution, St Hilda's is continually reviewing the requirement to upgrade and develop our facilities. Our school community's generosity has enabled us to undergo dramatic transformations in recent years in the development of our campuses and to invest in high tech buildings with state-of-the-art facilities. St Hilda's is more than a school. It is a community and a way of life. Parents are actively encouraged to be part of their girls' education with a thriving Parents' and Friends' Association (P&F), volunteer year representatives, support associations for Sport, Drama, Music and the Library, and numerous other volunteer opportunities. Many parents continue to remain part of the school community on their daughter's graduation through the Whitby Association Parents' Group. The Old Scholar's Association (OSA) actively encourages networking opportunities with student mentoring sessions from many professional and vocational industries. The Association also fosters the tight-knit community of dynamic St Hila's women through reunions, publications, and many fantastic events throughout the year. St Hilda's has been educating girls to strive for excellence since 1896. Our teaching staff understands girls and how they learn, develop, and communicate. All programs throughout the school have been specifically designed to help our girls achieve their very best. This is demonstrated with a consistently high standard of academic results and a wide variety of achievements in co-curricular activities. The benefits of choosing single-sex girls' education are thoroughly researched. "Girls benefit from single-sex environments where there are no expectations that they should fulfill traditional gender stereotypes in the subjects they study, the activities they participate in, or the careers they pursue. Girls attending girls' schools are more confident and assertive in single-sex environments. Research demonstrates that girls feel empowered to behave in more competitive ways without the presence of boys. Girls in girls' schools are free to pursue academic excellence in any area they choose, including in the 'gender atypical' areas of science, technology, engineering, and maths (STEM). Statistics show that girls from girls' schools are more likely to study STEM at school and pursue university studies and careers in STEM fields." (Source: Alliance of Girls Schools Australasia). At St Hilda's, all our leaders are girls and young women who encourage each other to excel in all areas of school life. The curricular and extensive co-curricular programs at St Hilda's extend our girl's minds and potential well beyond the classroom and into the world around them. A St Hilda's education teaches our girls that the possibilities are endless and that creativity and uniqueness are necessary to greatness. This lesson is taught in all areas of the school. Principal Fiona Johnston states that "Our girls value personal excellence and recognize that excellence is never an accident but the result of high intention, sincere effort, intelligent direction, and skillful execution. They have the vision to see obstacles as opportunities and appreciate that every great accomplishment is the result of a thousand small steps." As a proud member of The Alliance of Girls' Schools Australasia, further research on why choosing a girls' school is beneficial can be found on their website. AGSA created a video exploring why girls love going to girls' schools, featuring 2017 St Hilda's graduate Grace Chow.

St Aidan's is a Prep to Year 12 Anglican day school for girls, with a co-educational Kindergarten. It is located in Corinda, with approximately 800 students, reflecting our belief that students experience many smaller school benefits. St Aidan's was established in 1929 by the Sisters of the Society of the Sacred Advent, an order of Anglican sisters committed to serving God through nurturing and serving young women. On day one, Sister Elisabeth was Sister-in-Charge at St Margaret's, and Mrs. Christine Hartland was Headmistress at St Aidan's. They both upheld the view that education for girls needed to equip them for life. To this day, the school's mission remains the same: to encourage confidence and success in students by pursuing their academic, sporting, cultural and community pursuits within a caring environment. St Aidan nurtures each student's aspirations within a vibrant learner-centered community. St Aidan's strives to provide excellence in education in a caring, friendly environment, where each individual, nurtured and shaped by the values of the Christin Faith, has the opportunity to achieve her full potential and to develop a passion for life and learning. Our focus is to develop and promote authentic, caring, confident, creative, and connected women who value reason, imagination, truth, compassion, and responsibility. Kindergarten to Year 12 Anglican day school for girls (with a co-educational Kindergarten) Located in suburban Brisbane in Corinda. The school population of around 800 students, reflecting our belief that students experience many benefits in a smaller school environment. Established in 1929 by the Sisters of the Sacred Advent Society (an Anglican religious order) and continues to hold their values and traditions. Our environment is one, which cares for all and seeks to provide a nurturing and supportive school experience where each girl can safely grow and evolve her gifts and belief in herself. The size of our school enables us to know girls well and feel that they are valued and able to develop strong networks and connections within our community. Our 800 students from Kindergarten to Year 12 have the opportunity to study challenging and rigorous academic programs in a vibrant community of learning. Established close to 90 years ago, St Aidan's holds dear our founders' philosophy of education: "To nurture the individual within a caring community so that each will realize his or her full potential, to engender Christian values, encourage high academic standards and service to others so that all will have not only one goal, but also the inner strength.

Welcome to Rockhampton Girls Grammar, a school community with more than 127 years' history of educating strong women. Our rich heritage and traditions, combined with our future-focused educational philosophy, ensure our girls are prepared with the intense learning foundations and personal capabilities they need to engage effectively in what is our increasingly complex world. Girls are our specialty! As Rockhampton's only girls' school, we provide lifelong benefits that can only be gained by attending a girls' school, notably eliminating gender beliefs and assumptions. From Prep to Year 12, every aspect of teaching and learning is tailored to girls, developing their self-belief, growing their leadership, and empowering them with the skills and confidence to be capable. These ethical young women lead full and rewarding lives beyond their schooling years. Regardless of the pathway they pursue after school; we know that girls need rich, engaging learning experiences during their formative years. At Girls' Grammar, we are committed to high-quality teaching where girls are nurtured, challenged, and supported. Our teachers maintain high expectations for our students, encourage curiosity, collaboration, questioning, and problem-solving, and provide learning experiences that foster their intellectual character and social and emotional growth. Girls Grammar is a boarding school - not a school with a boarding program. One-third of our students are boarders - it's central to what we do. We provide a home away from home where community, belonging, and inclusiveness are fostered, and girls make friendships and memories that last a lifetime. The right school is so essential for the woman your daughter will become, and we know that the decision about your daughter's education is one of the most important decisions you will make. We value a holistic education where your daughter's gifts and talents can be nurtured – in partnership with you. It would be a privilege to welcome you to Girls' Grammar, to show you around our campus, and to discuss how Girls Grammar can be the right school for your daughter. Our girls need to be creative. This can be achieved with research-backed teaching methodologies. A broad curriculum, supported by fit-for-purpose technology and resources, will allow them to explore all their options and keep future pathways open. Our work is centered on academic excellence, and we also know that success means something different to every girl. Each girl's progress is individually tracked - and much more than twice a year! Helping your daughter achieve her first choice of a university course or career is our core business. Our girls need to be confident. Participation in sporting, cultural, and enrichment pursuits offer your daughter the chance to learn lifelong skills and capabilities, including leadership, public speaking skills, sporting prowess, competitiveness, and teamwork. At Girls Grammar, we prioritize our girls' holistic development to grow as well-rounded, confident, curious, and healthy individuals! Girls need to be connected, and Girls Grammar provides a strong sense of family and community. We provide opportunities for our girls to connect and build positive relationships so that every individual's worth is acknowledged and valued. Our connections are further developed through our Old Girls Association, a rich community of women who serve and engage in our school community and work towards improving women's education in Central Queensland. Your daughter will become a part of Alumnae's family network around the region, the state, the nation, and the globe. Who knows where these links may take her? Who knows what she will be able to do as a future Girls Grammar Girl? As a leading center of education for girls, Girls Grammar is an independent non-denominational school offering day and boarding facilities for continuous education from Prep to Year 12. Boarding is available from Year 6. Our students come from diverse backgrounds across the state, the Northern Territory, and internationally. Girls Grammar specializes in girls' education. Research shows that girls achieve and learn better in girls-only schools. In a single-sex school, girls are surrounded by female role models, self-confidence is nurtured in a supportive environment, and stereotypes about what girls can or should study do not exist. Girls in girls' schools are also more likely to continue to play team sports into their senior years. At Girls Grammar, equal opportunity is not an issue because girls get every opportunity. Our students are nurtured, challenged, and supported to participate, collaborate, think critically, and achieve. Every aspect of teaching and learning is tailored to girls, developing their self-efficacy, growing their leadership, and empowering them with the skills and confidence to compete, lead, and take risks in our 21st-century world. Besides excellent primary and secondary educational opportunities, students also have access to the Central Queensland University (CQU), which has established a first-class reputation for its educational offerings, particularly in Business, Health and Engineering. Girls Grammar also collaborates with the Rockhampton College of TAFE (now merged with CQU), which also offers an excellent variety of courses and study options for girls seeking to broaden their education and post-schooling pathways. Our students enrich our school community. When your daughter joins Rockhampton Girls Grammar School, she will walk down the same path as generations of amazing women before her who have experienced our unique educational environment and moved on to make a difference in the world. Every girl from Prep to Year 12 deserves the opportunity to realize her full potential, draw forth her talents and discover new ones in a setting where she is valued for who she is and what she brings to the learning journey. All of our Girls Grammar girls are Clever, Confident, and Connected.

Ravenswood is a Uniting Church, Kindergarten to Year 12 Day and Boarding school which aims to equip and inspire girls to contribute to our evolving global society. Based on Gordon on Sydney's North Shore, we are one of Australia's leading independent girls' schools, offering holistic education with a strong academic focus. As a non-selective school, we accept girls of all talents and abilities, faiths, and cultures. Our school's uniqueness comes from our personalized approach and our concern with developing the whole person through academic, social, emotional, and spiritual growth. At Ravenswood, we aim to develop compassionate, connected, articulate young women who have the confidence to succeed, no matter where their journey takes them. Ravenswood is dedicated to excellence in girls' education and realizing each child's potential, providing a balanced curriculum encompassing spiritual, academic, cultural, physical, and practical learning areas. Ravenswood is a Uniting Church School dedicated to excellence in girls' education and the realization of each student's potential, providing a balanced curriculum encompassing spiritual, academic, cultural, physical, and practical areas of learning. Ravenswood is wholeheartedly committed to the best in education for girls. The school is devoted to the pursuit of academic excellence. Each girl is valued for her unique capacity to contribute to the life of the school. A sense of self-worth is encouraged by providing an atmosphere where every girl may reach her potential, choosing from the many areas of learning and endeavor that the wide range of curricular and co-curricular activities provide. The Ravenswood family is a Christian community in which members can contribute to an atmosphere of mutual care, respect, and encouragement. A willingness to accept responsibility is fostered, and both leadership and participation skills are developed through active involvement in all aspects of school life. Girls are provided with the foundation for lifelong learning. The School Motto — Semper ad meliora - always towards better things, affirms the School Philosophy for all school community members. In January 1901, founding Headmistress, Miss Mabel Fidler (1901–1924), commenced classes in a schoolroom built adjacent to her home, in Henry Street, Gordon. This home, shared with her two sisters and two brothers, was named 'Ravenswood' after their family home in Paddington, NSW. Mabel Fidler had been a student at the highly esteemed Argyle School, the alma mater of many notable women of the day. With its advanced ideas on women's status and education, the Argyle School contributed to the future career of Mabel Fidler and her goals for educating girls. Many of her Ravenswood students went on to university, obtaining degrees in Medicine, Science, and Arts when female graduates were rare. In 1925, the Methodist Church purchased the school, ensuring its future and reinforcing the Christian philosophy after several very independent Headmistresses who found it challenging to work under the control of MLC Burwood, a period of stability emerged when Miss Kathleen Crago (1932–1961), together with the Rev F W Hynes, who was instrumental in the introduction of boarding in 1935, guided Ravenswood to independence in 1946 and single control in 1949. Ravenswood has been a Uniting Church School since 1977 and a member of the Association of Heads of Independent Girls' Schools (AHIGS). Guiding Principles: We value excellence and fulfill our potential within and beyond the classroom in the study and play, individually and in teams, at school, and in our community, and local, national, and international contexts. We recognize that the pathway to personal excellence is pathed of grit. We are fair-minded in our thinking and actions and foster acceptance, tolerance, and understanding. We acknowledge and celebrate diversity because we respect ourselves, others, and the world around us. We are purposeful and positive in our outlook on life, believing in and understanding our unique capabilities as individuals and as a country to make a difference to contribute to humanity, to craft our destiny. Our motto is always towards better things. We have the courage of conviction, confidence to ask the hard questions, inquire of the world, advocate, and act independently with resilience in the face of adversity. We are other person-centered, giving our time and energy, our emotions and friendships, and fostering caring, thoughtful relationships.

At Queenwood, our commitment is too liberal education – an education which, at its core, develops rigorous thinking and the practice of inquiry. In their personal and intellectual development, we support and stretch our girls, encouraging increasing engagement with the broader world. We aim to develop in our students the character, disposition, and skills they will need to flourish in and contribute to a world of complexity and change. From Kindergarten to Year 12, our programs are unusual in their richness and breadth and are delivered by specialist teachers. We have excellent facilities, and we emphasize participation in a wide range of opportunities in the classroom and beyond. However, the essence of a Queenwood education is found not in the buildings and grounds but its people. Young people learn best in an atmosphere of warmth, openness, and trust, and the quality of the relationship between students and teachers is at the heart of our success. Queenwood girls genuinely enjoy and respect their peers' achievements, which underpins a culture of mutual encouragement and motivation. Our approach rests on the conviction that every student needs to experience both success and frustration to achieve full intellectual, social and emotional development. As girls move through the school from Kindergarten to Year 12, there are increasing opportunities and expectations for independence. Our curriculum, pastoral care structures, and extra-curricular programs create a safe but challenging framework within which girls learn to manage their work, their time, their relationships, and responsibilities – skills that are essential to a happy and productive life. Powerful moments of insight can come through merely connecting with people different from ourselves – whether through their background, abilities, history, age, or experience. Our girls are keen to engage with contemporary social and political issues, thereby deepening their knowledge of themselves and gaining more profound and more nuanced perspectives on the world. We aim to develop in our students the character, disposition, and skills they will need to flourish in and contribute to a world of complexity and change.

At NEGS, we believe that modern schools must be fluid, agile, and offer so much more than merely an academic education in an ever-changing world. We see ourselves as a conduit to the outside world, developing future leaders that can confidently take up their place on whatever their chosen path may be. Initially founded in 1895, NEGS is located on the outskirts of Armidale in northern New South Wales. This highlands city is renowned for its natural beauty, four seasons, esteemed university, and community sense. We deliver co-educational learning in our Junior School and a local boarding school for girls in their senior years, offering metro-standard facilities in warm country surroundings. We believe your child’s school needs to be both a platform for self-expression and a framework for resilience, offering guidance and the freedom for each student to discover their strengths, using these as the building blocks for their version of a life well-lived. If the foundations are strong, the ensuing structure, built brick by brick, will last a lifetime, a legacy of compassionate education and result-driven strategies offered here at NEGS. Resilience, aptitude, and a desire to excel are critical attributes to enjoying life far beyond the school gates. These traits are gained at NEGS through small bespoke classrooms and a chance for each student to be known. The NEGS Junior School has a family atmosphere where parental involvement is embraced. We cater for boys and girls from Transition (3-4 year-olds) to Year 6 and pride ourselves on our thriving, accomplished, and happy students. We offer modern opportunities like STEM and Coding Club, and our dedicated team of teachers brings enthusiasm and energy to lessons, encouraging discussion and spirited academia. The Junior School also has access to the Senior School’s state-of-the-art facilities, giving your child’s passions outside the classroom a chance to genuinely develop and shine. Our hands-on electives in Senior School are second to none, with excellent agricultural electives and industry rich experiences giving our young women a chance to find what truly fires their enthusiasm and passion. A former Olympian oversees our world-class equestrian center. At the same time, for the first time outside primary metropolitan high schools, NEGS has partnered with Hockey NSW, Netball NSW, and NSW Rugby to deliver exclusive Player Pathway Programs incorporating high-performance coaching. Driving through the tree-lined entrance of our local boarding school, there is an immediate feeling of space. The grounds undulate away from a mix of new and heritage-listed buildings, the girls learning and growing on a sprawling 50 hectares. Country boarding schools for girls offer the chance to rub shoulders and meet friends from all walks of life, opening eyes and doors to many different possibilities. While unified by school uniform, the background of each NEGS student is as unique as she is. From the red dirt country of the vast Northern Territory to the bustling city streets of Sydney, life-long friends are made here, bursting with the very essence of friendship. There is a famous ancient proverb that says it takes a village to raise a child. At NEGS, we believe our school is that village, a strong, dynamic, empathetic community where every one of our students can flourish. Since the school’s inception in 1895, it is this sense of belonging and collective investment that has been critical to the continuing success and longevity of NEGS. Our community is made up of many diverse groups that work seamlessly together. These include our excellent teachers and staff, our current students and their families, and our treasured Old Girls’ network. Academic research indisputably demonstrates that community, connection, and a sense of belonging give us meaning in life. Recognizing and fostering this sense of belonging informs the many decisions made by our Board and Executive team, from building upon our nationally recognized Wellbeing program, to acquiring a puppy for our dog-loving borders, to developing a strong sense of commitment from the girls and their parents on all aspects of school life. At NEGS, we believe our community is one of our defining strengths. So we continue to strive to invest in all members of our NEGS family’s welfare and vitality, ensuring that NEGS’s culture is one of positivity and empowerment.

Melbourne Girls Grammar is a progressive, contemporary, and Independent School, which has delivered an exceptional education for girls from Early Learning to Year 12 for more than 125 years. Our holistic learning programs are second to none, led by a team of exceptional educators who challenge and maximize every girl's potential. Melbourne Girls Grammar was established as an academic school for girls with well-qualified teaching staff, many of whom had university qualifications. Miss Emily Hensley (1893-1898) and Miss Alice Taylor (1893-1895) were the first headmistresses to nine students and one boarder. Each year, Melbourne Girls Grammar students are involved in a range of different community service projects. These opportunities are designed to promote a level of commitment to life and the broader community beyond the walls of the School. The School's Enterprise Program offers a variety of placements to students. Participation is encouraged to develop leadership skills, rapid personal growth, and enrich a sense of community and personal philanthropy. For example, students in Years 9 and 10 are recognized for contributing to community service activities through the Field Award, designed for girls to reflect on and respond to our School's holistic expectations. When our girls graduate, they establish themselves as pioneers in various fields, embarking on many experiences, careers, and endeavors. Melbourne Girls Grammar aspires to develop ethical women of action. By focusing on learning, research, and innovation, we will be recognized by our community, the national and international community, as a leading school in girls' education. In the pursuit of our vision, Melbourne Girls Grammar is committed to providing an exceptional education for girls, emphasizing strong Christian values, high expectations, creativity, and academic challenge. Within a supportive and positive learning environment, girls will discover their passion and build their capacities for action and influence. At Melbourne Girls Grammar, our girls are challenged to explore different ways of thinking, preparing them to navigate the future's unknowns. We are delighted to share the inspiring stories of 6 exceptional Old Grammarians (OGs), who are thriving in the world beyond our red brick walls. Our OGs echo the sentiment that education at MGGS has left them with a robust network of lifelong friends and enduring themes of collaboration, social justice, and empowerment. Our Early Learning Program encourages wonder, self-confidence, and a connection to the natural world, to spark curiosity in 3 & 4-year-old kindergarten girls. ELC students flourish as the individuals they are within a safe and nurturing environment. Our Early Learning Centre offers choice and opportunity to play, explore, and develop relationships. Well-beingWellbeing in our Early Learning Program is founded on these principles, and children are encouraged to understand the ideas of 'Being, Becoming, and Belonging.' This results in an awareness of their existing relationships – with parents, the community, and the girls around them. Physical well-being contributes to the broader program, aiding each child's ability to concentrate, co-operate, and learn. Children learn about healthy lifestyles, including nutrition, personal hygiene, physical fitness, emotions, and social relationships. The physical performance and health curriculum is integral to a girl's self-confidence and understanding of herself. We understand the importance of the early childhood years in laying the foundation for ongoing education and well-being. The Early Learning Program at Melbourne Girls Grammar has been influenced by a range of research into neural development and learning through secure, supportive relationships. Children experience the power of learning together in large and small groups while pursuing their learning pathways. Influenced by the Reggio Emilia approach, we value and respect the innate curiosity that drives our girls to explore and understand the world and their place within it. Science, Technology, Engineering, and Mathematics experiences are embedded within our child-centered program. We understand that preschool-aged children learn by 'doing' so girls' opportunities to inquire and discover are a part of every day. We promote equity, recognize children's rights, and value the diversity that our girls bring to the Early Learning Centre. Internationally recognized for its innovation, the Melbourne Girls Grammar Senior Years Program integrates academics and well-being for girls to access an unparalleled suite of opportunities. We teach girls how to self-manage and be independent learners within positive and supportive environments, developing the resilience, persistence, and confidence to achieve their best in any pathway they choose — for themselves and the community's greater good. Our Senior Years Program is responsive to the world our girls will live, study and work in beyond graduation: we focus on developing an enterprising mindset so that our girls are academically, emotionally, and socially ready for the pace and complexity of global lives. Students leave Melbourne Girls Grammar with an outstanding education and an aptitude for pursuing their passions. They are independent, adaptable, ethical in their decision-making, and highly-effective team players.

Your daughter's school choice is one of the most important decisions you will make in her life. Her school will play a fundamental role in shaping her development and determining what kind of woman she becomes. At Danebank, we aim to equip our girls to become young women who will sustain meaningful adult lives. These lives are a testament to their ability to navigate our complex and competitive 21st-century world effectively. Danebank is a vibrant and friendly school. It has been called an 'oasis' where girls are positive and hopeful. Danebank girls express a unique sense of belonging to their school. There is a 'buzz' around the campus that reflects the girls' positive sense of purpose as they move through their school days and develop lifelong friendships. Visit the school on any day, and you will find happy, confident girls who look after each other's welfare. Our teachers are highly skilled professionals. They are outstanding educators passionate about their subject areas and personally committed to each girl's welfare. They share the goal of developing each girl's potential, and they love to see the girls succeed. In our 21st century world, educators' greatest challenge arises from the rate of change, which is constant. At Danebank, we aim to challenge each girl's keen mind by developing her gifts and talents and creating new ones. Achievements occur daily and are celebrated as each girl moves through the various learning stages. We are continually thrilled for them as they reap the rewards for their efforts. Almost all Danebank graduates move on to undertake tertiary qualifications leading to professional careers. One of Danebank's greatest traditions, I believe, is the school motto, Ut Prosim, which means 'That I May Serve.' It reflects our aim for each girl to ignite her faithful heart so that she may find meaning for her life and be capable of formulating her dreams of a life with purpose in God's world. Our girls are encouraged to serve others' needs, looking to offer service to each other and the broader world through deeds that reflect generosity, consideration, and compassion. I believe that each girl's humanity is enriched when she awakens her' heart of service'. Service is a practical reality at Danebank and is fundamental to a Danebank education. Each girl's educational journey is different. Each girl will grow and change. As she sets her eyes on her future, she will understand how to use her academic gifts and her understanding of her place in the world. We believe her Danebank education will prepare her to lead a purposeful and meaningful life.

We recognize that the learning of literacy and numeracy concepts occurs in a social context of interaction and conversation. In line with our holistic approach to teaching and learning, we embed literacy and numeracy experiences into our everyday program.

Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice. Antioch aspires to be a leading university offering learners and communities transformative education in a global context that fosters innovation and inspires social action. The University offers quality academic programs relevant to the needs of today’s learners. It embraces experiential learning by bridging academic outcomes with the real-world experience of all members of its learning community. The University educates the whole person by cultivating personal growth, pragmatic idealism, and the achievement of professional goals. The University supports the active engagement of students and faculty in both scholarship and service. Antioch values the creative and deliberative application of teaching and learning to ‘further social, economic, and environmental justice.’ The University maintains a historical commitment to promoting social justice and the common good. Students graduate from Antioch University with a heightened sense of their power and purpose as scholars, practitioners, and global citizens. The University nurtures inclusive communities of learners, inspiring diversity of thought and action. Antioch University engages and supports the educational, cultural, and environmental vitality of the diverse regional, national, and international communities that it serves. In radical recognition of our mission and purpose, we pledge to engage in ongoing development as a wholly inclusive community actively. To this end, we will consistently, deliberately, and systematically strive to be appropriately responsive to the myriad dimensions of human diversity, such that none are marginalized and all experience justice and empowerment. Moving beyond tolerance toward inclusion and the celebration of our differences, we will courageously embrace any resulting challenges as they arise, recognizing that the responsibility for this rests with every member of the community. We assert that we will move expeditiously toward our goals through an ongoing commitment to courageous self‐examination and respectful and honest interactions, which will lead us to the creation of formal and informal structures, policies, programs, and services that will give life to these ideals on our campuses and as we touch the world around us. Our approach to experiential learning extends beyond the confines of the traditional classroom. Many students come equipped with previous accomplishments and life experiences that we consider when evaluating how best to serve them and you. At Antioch, you will learn skills, knowledge, and techniques that are directly translatable to your field. We believe hands-on learning, internships, and other experiences outside of the classroom, are vital to personal and professional growth. Our admissions process focuses holistically on your life experience, considering the possibility you may be returning to formal education after many years. Using a system of Prior Learning Credits, interviews, references, and essays, we take into account all of your applied knowledge and experiences. At Antioch University’s admissions department, your lived and earned knowledge is a valuable asset. You do not work in a silo, so you should not learn in one either. Our collaborative environments emphasize learning through meaningful interactions with other adult learners. This stimulating environment further encourages challenging the status quo through group discussion and analysis. It also introduces and enhances invaluable leadership and management skills that apply to any workplace. Some of our students are returning, adult learners and some of our students are in the process of finishing their education. Everyone around you at Antioch is here with one common goal: to better themselves through the pursuit of higher education. By working with and alongside peers on a similar life path, you have the added benefit of collaborating with other students who take learning seriously. This creates a supportive and engaging environment, with the added benefit of networking with like-minded individuals in your field. Intimate classes and professors who care about their students are part of the DNA at Antioch University. Our faculty are responsive, knowledgeable, and ready to help you throughout your studies. Individualized attention allows you to build outstanding rapports with professors who are trained to adapt to each individual’s learning style. This close relationship is often beneficial beyond graduation as you continue down your career path with the support of a lifelong mentor. We recognize that it is not possible to put life on hold while you go back to school. By offering personalized course structure and a robust selection of online and low residency programs, you will be able to find a degree that fits your busy schedule and gives you the learning outcomes you need to succeed. The Graduate School of Leadership and Change admissions team is here to help in answering any of your questions and to guide you in the exploration of whether our doctoral journey matches your educational goals. We pride ourselves on personalized attention from our first contact, so please do not hesitate to reach out anytime if you have questions about the program, the application process, or our learning community. Get the career you want. Whether you choose to pursue your degree at one of our campuses or through our online learning programs, complete your Bachelor’s degree with Antioch University. Get credit for the work you have already done – our Bachelor’s completion programs accept credit transfers from an accredited institution or joint services transcripts. Our academic quality standards are the same, no matter how you choose to learn – online, low-residency, or on-campus. Scholarships and financial aid are available for those who qualify.

Brisbane Girls Grammar is an excellent school with a unique heritage of scholarship and innovation. This is exemplified by our talented and optimistic students, dedicated expert staff, and a supportive community of parents, alumni, and friends who value the most beautiful traditions and aspirations in education. Educating and caring for teenaged girls is our area of expertise. We understand that parents entrusting the education of their daughters to us is a great responsibility. Confident in the strength of our academic traditions and cultural values, the School embraces the challenges of the future to support our girls to become thoughtful, resilient, and confident young women. Girls Grammar education recognizes the individual's particular strengths and needs, seeking to draw out the very best in every girl. While Girls Grammar is academically non-selective, our students' academic achievements are remarkable. We are consistently the top-performing girls' School in the state, with our girls achieving exceptional results in the Year 12 Queensland Core Skills (QCS) Test, the Overall Position (OP) scores, and the National Assessment Program for Literacy and Numeracy (NAPLAN) tests. Our School is far more than a provider of an academically rigorous education. We offer an environment where girls are encouraged to be discerning. Challenging assumptions and becoming comfortable with uncertainty allows them to be reflective and open to others' ideas while fostering a strong sense of self. The School's teaching and learning facilities have expanded significantly in recent years, and in 2013 we acquired our Rangakarra Recreational and Environmental Education Centre at Fig Tree Pocket. Complementing the main campus in Spring Hill and our Outdoor Education Centre in the Mary Valley, this thirteen-hectare site provides the School with its playing fields and opportunities to develop additional educational facilities. In 2013 we commenced work on a significant building project at our main campus — the Research Learning Centre. This five-story building, integrating flexible teaching spaces and a contemporary library facility, was officially opened on Friday 13 March 2015 by Queensland Governor His Excellency, the Honourable Paul de Jersey AC, to coincide with the introduction of Year 7 to Girls Grammar and the School's 140th-anniversary celebrations. At the heart of the School, and at the core of all that we do, are the young women in our care. In partnership with families, the School's responsibility is to develop in our girls the capacity to engage with and respond to their world with wisdom, imagination, and integrity. The School's comprehensive framework of student care, based on the House system, nurtures each girl's intellectual, emotional, and social development. Our expert teachers and specialist staff ensure that our girls receive the understanding, care, and support they need during the crucial stage of adolescence. Our wide-ranging programs of academic, sporting, cultural, community service and leadership activities are designed to recognize the particular talents of your daughter and to develop her unique abilities. Brisbane Girls Grammar School's Curriculum is designed to nurture exceptional scholarship and educate students broadly and liberally by ensuring that they are engaged in a wide range of disciplines. The Curriculum is based on the School's philosophy of learning, which encompasses the three key elements of knowledge, skills, and teaching practice (pedagogy). We focus on learning how to learn well, promoting a positive learning mindset, and maximizing learning with productive cognitive and behavioral techniques. Our teaching emphasizes the capacity of an individual to learn, educate the girls to embrace academic challenges, and benefit from the struggles they may encounter. The introduction of the Australian Curriculum has allowed us to examine and refine our understanding of quality education. As such, it is being implemented systematically and thoughtfully beginning with Year 7. This approach minimizes the conceptual gaps which may be associated with a significant curriculum change while allowing us to create units that achieve our educational objectives. The School's commitment to exceptional teaching provides authentic and empowering learning environments for students. Our teachers foster rigor and deep understanding, educating the girls to use disciplined and critical inquiry. Students are taught to understand connectedness across different contexts and become engaged with their learning and learning processes.