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Lakecrest High School develops well-rounded, internationally-minded students who are ready to meet the challenges of post-secondary education. Lakecrest classes are smaller and provide the opportunity for students to request electives on an individual basis. Lakecrest enjoys partnerships with community professional organizations and provides students with innovative ways to apply their in-class learning to the workforce. Students can fulfill outcomes in various areas such as science, language arts, social studies, and entrepreneurship. Lakecrest High School provides an enriched academic experience for students. Students graduate with a Newfoundland and Labrador provincial graduation diploma and avail of technology, athletics, music, and fine arts outside of the regular curriculum. High school students will have the opportunities to accelerate Grade 12 studies through: Advanced Placement (AP) courses from the College Board of the United States of America in mathematics and language arts courses. Memorial University concurrent studies. This option provides for students exposure to a larger educational institution, post-secondary academic standards, and an introduction to university life. Other optional courses students may opt to complete, but not limited to, the following: First Aid Courses and Certifications Babysitting Courses Computer Coding / Gaming Courses Duke of Edinburgh Hockey Skills Canada Program Lakecrest develops internationally-minded learners and leaders in an educational community of excellence. Lakecrest Independent School aims to empower students to be effective, and independent learners are principled and confident in their abilities and actions within the local and global community. An enriched program provides for the full academic and personal development of each student. Expectations for students, faculty, and staff are supported to ensure that full learning potential is achieved. Every student is entitled to an equitable share of the teacher’s attention. A safe, orderly, and respectful environment are essential to a positive learning experience. Student evaluation is multifaceted, and its purpose is to inform instruction and positively motivate students. Parents and the extended community contribute to the learning experiences of students.

Independent schools are non-government schools. They are set up and governed independently. Some Independent schools are affiliated with a particular values-based system or religious group. Not Tambellini! We are a private, non-denominational school, run and administered by an Executive Parent Committee and our Principal. The school is an incorporated association. All parents/guardians are encouraged to become members of the association. Members of the association elect the school committee at the annual general meetingAGA.G.M.). The school committee legally holds the responsibility for administering the school; however, all members of the association (the parent body) are valued participants in the school's running. Tambellini Independent School is a member of The Association of Independent SchoolsAIA.I.S.WSN.S.WThAISSA.I.S.n umbrella association from which the school takes industrial, legal, and managerial advice. The philosophy of the school is for children to be happy in the learning environment. Crucial to this is that each child is regarded as an individual. A low student to staff ratio and limited class numbers provides the opportunity for focus on the individual. Children are encouraged to develop at their own pace and realize their full potential in a non-competitive atmosphere. In this way, it is possible to extend gifted children and reduce pressure on the less able. Tambellini is modeled in a small country school where children of different ages interact and learn within two classroom groups. The two groups are Years K-2 and Years 3-6. Tambellini was established at the end of 1978 by lecturers from the former Goulburn Teachers College, local families, and friends. Tambellini occupied our current Fenwick Crescent site in 1979 that had been recently vacated by The Crescent School. Tambellini then purchased the property. Since then, the school committee has self-funded and successfully applied for available grants, which have allowed for many improvements and additions to the school's resources. Before 1979, the Tambelin land was occupied by The Crescent School, before it relocated to Fitzroy St, Goulburn. Tambellini is not affiliated with The Crescent School (NSWSW SN.S.W.e School), which provides for students' learning needs from K-12 with intellectual/physical disabilities, behavior difficulties, and Autism.

To provide lifetime learning skills, To promote and facilitate academic excellence, To develop the whole child, We believe that how children learn is as important as what children learn.

At Hawkesbury Independent School, the teachers provide an active learning environment where: Each child is respected and valued as an individual and as a member of the school community. Each child’s enthusiasm for learning flourishes. The emphasis is on “doing,” investigating, exploring, and solving problems with the opportunity to pursue individual interests. Our educational programs ensure that each child is challenged, makes progress, and feels good about what he/she is doing. There is a strong emphasis on the necessary skills of literacy and numeracy. small class groups ensure each child receives personal attention – he/she is not “lost in the crowd.” The program relates to the whole child – his/her intellectual, physical, creative, emotional, and social development. cooperation rather than competition is fostered Each child is encouraged to do his/her best work, and his/her progress is measured against his/her previous achievements. Positive steps are taken to break down discriminatory attitudes evident in the broader community based on gender, race, religion, disability, and age. parents are invited to take part in the day to day activities and the management of the school The school opened its doors to students at the start of 1993, with 11 enthusiastic students, from 5 committed and adventurous families. We operated from an old farmhouse in Kurrajong. In October 1995, the school relocated to its current site, providing better facilities and room to expand. With the assistance of a Commonwealth grant, the School Management Committee purchased the property. A significant upgrade of the school facilities was completed, ready for the 2002 school year. This upgrade included an extra classroom, administration facilities, and the downstairs activity area. These facilities were financed from school funds with the help of a grant from the Commonwealth government. During 2002 additional toilets were built and our playground equipment was installed.

Brisbane Independent School'sSchool'sSchool's Mission is to nurture, develop and trust our pupils'pupils'pupils' innate love of learning and positive values, and produce respectful, respectful graduates confident, competent, and self-motivated, with the skills necessary for lifelong learning in all facets of their lives. The Mission of our school was developed collaboratively with our school community and incorporated the original goals of the school when it first began. The Mission reflects two essential ingredients to BIS: Child-Focused – The child'schild'schild's education sits at the center of the decision-making, not the institution and not the adults' needs. Long Term View – We see your child'schild'schild's primary education as the first learning step in a long life of learning. Consequently, our Mission is ultimately about creating experiences that will help them learn to be future great citizens and happy, empowered human beings. Brisbane Independent School'sSchool'sSchool's Mission is to nurture, develop and trust our pupils'pupils'pupils' innate love of learning and positive values, and produce respectful, respectful graduates confident, competent, and self-motivated, with the skills necessary for lifelong learning in all facets of their lives. To this end, we provide a supportive, flexible, and democratic educational environment for the child's development, including social, emotional, ethical, physical, and cognitive development, within a school community that supports our values. The BIS Values sit as the principles that will deliver our Mission. Our Board may change, and the curriculum is adapted, but these core values will always sit at the school's heart. The Values consequently form the core of the decision-making for all aspects of BIS: students, staff, and management. Therefore, the values are core content for our Expedition curriculum, underpinning the way we see the Australian Curriculum content and the basis for our Study of Self curriculum. Primary-aged children struggle with the big concepts wrapped up in Values words, so we make sure that they live the values' experience in their daily world. The Values also sit as core to how we decide on the budget, future planning, and team direction. We accept that we are all part of a lifelong process of values learning–it is not innate. This process has three stages, starting from the self and expanding to include the wider world. Our innovative Expedition curriculum supports this process by exploring themes and developing our students' student's understanding of themselves and their place within the world.

Founded in 1975, the Blackall Range Independent School (B.R.I.S.) is a fully accredited, non-denominational and co-educational school teaching grades prep through year 12. Nestled among the beautiful hills of Kureelpa in the Sunshine Coast Hinterland, the school is small by design, and our rural setting very much enhances our educational model. As a school, BRIS seeks to meet our students' emotional, social, and educational requirements and foster 'a community of learners' that incorporates students, staff, and parents. BRIS uses a 'child-centered' approach to learning, a way of working with each student in conjunction with parents and teachers. Our goal is to provide education in a sustainable environment that is caring, welcoming, and understanding. The Blackall Range Independent School strives to create a community of active learners. We encourage awareness and respect for self, others, the environment, a willingness to act, and the desire to achieve it. Our ethos is the empowerment of our students and our community through the celebration of difference and embracing the diversity of all learners. Our vision is that just as it takes a village to raise a child, so does it take an entire school community to create self-motivated, lifelong learners. This vision is reflected in our school's acronym Building, Resilient, Innovative, and Self-motivated Leaners. Blackall Range Independent School is about people and diversity, and our concerns are global. Our community is a place of trust and openness, where young and old from different cultural backgrounds are respected for who they are, a place whose ethos is based upon the responsible use of freedom, and where exploration and discovery are related to humanity's needs for the present and future. BRIS strives to be flexible and evolve and provide a feeling of security and purpose to our extended community. BRIS is a school community in which student-centered education is the goal rather than a label. It allows exploration of individual interests and considers the school's role in society – a way of extending the school's human dimension. New learning is presented in many aspects, rather than a linear sequence through the integration of broadly-based flexible programs. Learning must be joyful and challenging, involving, and attractive to the students. Learning must be timeless but not fragmented, and be seen for today and tomorrow, embedded in an appreciation of yesterday. To this end, B.R.I.S. fosters an ethos of intentional community and a culture of social-emotional well-being to provide an environment of learning where students are supported by the community to grow academically, socially, and emotionally. Environmental sustainability is central to our ethos and is reflected in our curriculum. We want all our students to understand that they are leaders, and through responsible leadership, actions are required to improve the world we live in. Individual, diverse leaners working together in a motivated school community is what are educational processes at BRIS strives to foster. Parents, as partners in their child's physical, emotional, intellectual, and spiritual growth, are encouraged during the learning journey at BRIS. Professional development is what our teachers commit through continual self-evaluation processes in the delivery of our curriculum. Teachers aspire to uphold the school's ethos and ensure evidence-based best practices inform their teaching. We recognize that learning occurs on many levels and requires that all students be engaged in beneficial learning processes that nurture and honor themselves and others, whether academic, creative, or physical. Our curriculum is aligned with and meets the requirements of the Australian National Curriculum. The school aims to provide skills and subjects reflecting the needs, interests, and experiences of the children and their parents. Emphasis is on experiential learning situations, where teachers facilitate learning. Students are offered the opportunity to be involved in program development and evaluation. Assessment is a student and teacher-initiated, non-competitive, and continuous. We do take part in National Testing Programs to satisfy regulations. Many learning experiences are conducted beyond the classroom, including excursions, camps, special events, and cultural performances participates in several programs to enhance its goal of providing authentic, genuine learning experiences. Some of these programs include Kids in Action, Ripple Kindness Project, Students' Voice through weekly Circle Time meetings, The Breathe Project, and the school's Eumundi Market stall. Parent partnership is welcome at B.R.I.S. in all areas of school life. BRIS recognizes that parents are their child's essential educators. Teachers and parents thus take a 'team approach' to each student's learning. Parents may join the classroom activities or undertake ancillary positions (maintenance, P & F, fundraising, excursion support, or other duties), depending on the school's need and the individual's expertise.

The Aboriginal and Islander Independent Community School (hereafter referred to as the Murri School) was first established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, capable of self-fulfillment and of contributing to society. In 1987, the school received full registration status with the Queensland Department of Education, which certified its application requirements with the Association of Independent Schools of Queensland and agreement with the Commonwealth. This milestone in Indigenous Education was for the school’s community, a significant move towards eliminating barriers that impede Indigenous students access to, and participation in, mainstream primary education. For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council. The school secured a two year lease from Education Queensland on closed inner city school. The move to this premises meant a marked improvement in the overall environment of the school, however, space allotted meant there was still a restriction on enrolments. We were able to increase enrolments to some degree with the move but were very quickly filled to capacity. The school’s Board of Directors and staff were untiring in their efforts to obtain Crown Land and/or financial assistance to purchase suitable land or site. This in turn meant that the school was not in a position to make application to Block Grant, due to the non-ownership of land and basic space and facilities to secure a grant. In 1997, the school was successful in its application to the Commonwealth to secure funds to purchase our current site at Acacia Ridge. The Murri School has a proven record of performance in advancing the educational attainment of Indigenous students, with particular reference. The school’s role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following priorities: Improving Indigenous literacy. Improving Indigenous numeracy. Increasing the employment of Indigenous Australians in education and training. Improving educational outcomes for Indigenous students. Increasing Indigenous enrolments. Increasing the involvement of Indigenous parents/community members in educational decision making. Increasing professional development for staff involved in Indigenous education. In line with these priorities, the school has adopted key priority areas that are reflected as national priorities of the AEP: Making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians Setting literacy, numeracy and employment targets Involving Indigenous parents in their children’s education Expanding secure employment and training of Aboriginal and Torres Strait Islander people at all levels, particularly Aboriginal and Torres Strait Islander Education Workers Ensuring appropriate professional development of staff involved in Indigenous education Developing and extending culturally inclusive curricula Involving Indigenous Australians in educational decision making Achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians and Addressing the development of sound foundation competencies. It could be argued that there are other educational facilities available to parents and children in the Acacia Ridge area. However, the Murri School is not about denying the important aspects of contemporary education playing a vital role in the future of Indigenous children, nor is it about creating a ‘black’ separatist education for Indigenous people. It is about creating a choice that Indigenous people in the catchment area have in terms of the schools available for their children or as a school that they can access even if they choose to send their children elsewhere. It should be noted that the formation of the school was not motivated by how poorly Indigenous students were performing in mainstream schools. It was also based on a clear understanding by parents and community leaders that cultural beliefs and practices were an integral part of the whole development of children – of all their academic, psychological, social and spiritual aspects. This is no different a stance to that adopted by other secular, or class-based groups in mainstream public or private schools. Indigenous cultures in this context play an intrinsic role in developing and negotiating the acquisition of ‘western’ education skills and abilities, because there is no covert promotion in teaching approaches of any ‘deficit’ or ‘impediment’ to learning. As a result, the school ethos is based on debunking populist views that conceive Indigenous cultural differences as being so profound as to render mutual understanding or meaningful exchange, whether inside or outside classrooms, as exceedingly difficult if not impossible. School staff hold the view that, while equitable participation policies for Indigenous students in mainstream schooling systems is important, these should be balanced by alternative choices in schooling for Indigenous families and the communities they inhabit. Providing this choice can contribute to how Indigenous people articulate their self-determination in educational outcomes for both students and their families. Many children in our current population have been excluded or repeatedly suspended from the mainstream schooling system. The Murri School thus provides access to education for students often denied them elsewhere. The opportunity exists to create in-depth learning by developing education leaders who work with school staff and the community to build a collective educational vision that is clear, compelling, and connected to teaching and learning. This collective vision would help focus attention on what is important, motivates staff and students, and increases the sense of shared responsibility for learning where collegiality and co-operation are the keys to real educational success for Indigenous children. Our curriculum at all levels, from Preparatory to Year 12 and are based on the National Curriculum (ACARA) documents. During 2013 all work programs for Prep - Year 10 in English, Mathematics and Science were based on the Australian Curriculum. Rolled out in 2013: Implementation WSLP (Whole of School Literacy Plan) all literacy teachers to be 'coached' (ISQ Literacy Academy) Release of senior staff to fulfil this role Personalised Learning Plans for every student - to include health and well being Assessment of all students (P-10) using CDAT (numeracy) In 2013 the Secondary Department implemented Australian Curriculum Phase 1 subjects: English, Mathematics, Science and History. Subject selections for the Queensland Certificate of Education (QCE) are studied over Year 11 and 12. Subjects at senior level reflect the current aspirations of the senior cohort of the school and follow studies at junior level. Students study 3 core subjects, select one elective and undertake a VET line of study to accrue 20 credit points towards their QCE. Students are expected to complete a traineeship or apprenticeship. This has been designed as a compulsory component of the senior program to encourage senior students to explore career opportunities beyond school, and as a fundamental component to achieving the necessary points towards their QCE.