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A warm & welcoming experience, playgroup activities include indoor play, art, and craft, reading stories together, music, and movement. Each week will be interesting and exciting, with new things to experience. View full school

Nurtured within a Christian environment, girls are encouraged to develop a respect and concern for others, acquire leadership skills and self-discipline, and have a sensitive, informed understanding of other cultures. We passionately believe that every opportunity should be explored for our students, any goal is achievable, and that every girl has her excellence just waiting to be found. We look forward to working with your daughter to encourage, inspire, and help her realize her excellence as she prepares to take her place as a modern woman in tomorrow's world. Welcome to Presbyterian Ladies' College, located on expansive grounds in the suburb of Burwood 14km east of the CBD, in vibrant, modern Melbourne. Since its establishment as a quality Christian college for young women in 1875, PLC remains undoubtedly one of Australia's leading independent schools for girls. Together with a future-focused dynamic education, the balance of respected traditions and our rich heritage prepares our remarkable graduates with strong foundations and purposeful vision for good influence. PLC girls have strength and dignity. They can smile at the days to come because they are well-prepared to face life's challenges intelligently and with resilience. Their grace, warmth, character, and positive energy provide them with distinctive optimism and joy. Our girls are encouraged to be: Leaders and citizens who will not withhold good when it is in their power to act creative, collaborative and critical thinkers who will value add with relevant contribution honorable young women who have the skills of social agility and emotional connectedness to be authentic, courageous and capable young women with the knowledge of Christian values and understandings from which to draw inner strength For more than 143 years, PLC has played a significant role in the education of young women. Our alumnae are respected nationally and internationally as women of substance. At PLC, we understand that choosing the right school for your daughter is a significant decision. We are sure that as you read the pages of our website or prospectus and make further inquiries, you will come to discover the exceptional quality that PLC offers. As a parent and educator, We understand the discernment and love that direct us to choose our girls well. PLC girls develop confidence in their potential as they learn to navigate the knowledge economies and skill sets necessary for the 21st century. Our staff is deeply devoted to quality teaching and learning. Our students are committed to achieving excellence and support one another with genuine friendship. PLC is not a selective entry school, but our girls nevertheless achieve outstanding results with the significant majority consistently placed in the top 10% of all students within Australia. We are a large school of approximately 1,600 students from ELC to Year 12. Our boarding and campus facilities are state of the art. We provide co-curricular, sporting, music, and cultural excellence. We deliver both the VCE and the International Baccalaureate and provide a comprehensive, rich, and engaging curriculum. Our girls have choices, opportunities, and networks that enable them to find their pathways. We provide an environment of positive education for wellbeing. Specialist educators and mentors support our girls in pursuing their interests, realizing their strengths, and stretching themselves to develop their potential. PLC is firm in its Christian foundations and produces compassionate young women with a deep sense of conviction. We encourage authenticity, integrity, and confidence to contribute. We are inclusive. We foster respect and humility. We are proud of the happy and nurturing environment of our school. We are committed to our values. Thank you for your interest in Presbyterian Ladies' College. We look forward to educating your daughter, sharing her formative school years with you, and nurturing her strengths. The enduring friendships and a sense of belonging at our school's heart will be her experience. The right school considerably shapes the special woman your daughter will become. PLC's Early Learning Centre (ELC) provides an exceptional educational experience of depth and quality for pre-school girls and boys from six months old to school age, and for older children, innovative kindergarten programs. Set on the beautiful grounds of the PLC campus, the ELC is colorful and spacious, with innovative design features that align with a child's view of the world. Our unique, inquiry-based approach embraces the many languages of childhood and encourages children to become enthusiastic participants and communicators, actively contributing to their learning. Children's natural curiosity is nurtured and stimulated in an environment that owes much to the Reggio Emilia approach to learning. The children are encouraged to make discoveries, develop theories, imagine, explore, and interpret. Our indoor and outdoor programs promote a love of learning, independence, co-operation, and confidence. Each day is filled with opportunities for sharing, laughing, running, singing, dancing, collaborating, experimenting, creating, and expressing ideas. The staff at our ELC are highly qualified in the early childhood field. They include experienced kindergarten teachers and other early childhood professionals specifically selected for their ability to develop warm, sensitive relationships with the children in their care. Access to Junior School facilities, resources, and specialist staff complement the programs for the three-year-old Kindergarten and four-year-old Pre-Prep children. Music, library, computer literacy, the physical education program, swimming, guest performers, and excursions further enhance our pre-schoolers' learning experience. It is a dynamic and vibrant learning community with a rich educational environment that helps establish strong foundations for learning and life beyond the classroom. In the Junior School, we believe the best education evolves within rich relationships, where students feel safe and secure and have a strong sense of belonging. It is an environment where each girl's contribution is valued and develops a sustained enthusiasm for learning. We encourage and enable girls to gain a strong understanding of their world. We support the girls as they progress on their journey to Senior School by developing the whole person physically, academically, socially, and spiritually. Friendships are essential for all ages, and we foster opportunities for the girls to work collaboratively and build inclusive relationships. The Christian values of love, kindness, care, and respect underpin all we do at PLC. PLC is an outstanding learning community for students and teachers alike. We seek to develop a love of learning in our students that will enrich their whole lives and prepare them to be active citizens of the future. In a rapidly changing, information-rich world, students need to acquire the capacity to be discerning learners: to absorb, question, challenge, and reflect upon what they learn, and to appreciate the differences between information, knowledge, and wisdom. Therefore, we encourage students to develop productive habits of mind so that they can think independently, be courageous in their consideration of new ideas, and be capable of reaching beyond the set curriculum to the world outside the classroom. Our academic results speak for themselves. In 2017, of the 172 girls who completed the VCE or International Baccalaureate, 66% achieved an ATAR of 90+, placing them in the top 10% of the country, 45% achieved an ATAR of 95+ and 10% achieved an ATAR of 99+, placing them in the top 1% of the country. Our experience has shown that PLC's outstanding results are achieved by pursuing a broad and balanced program of curricular and co-curricular activities. Students are encouraged and expected to pursue their interests and to develop a range of abilities. Students who achieve the highest results are invariably enthusiastic in activities beyond their academic program – sport, music, dance, theatre, craft, community service, and outdoor pursuits. With the support and encouragement of staff, peers and parents, PLC girls flourish academically and personally in a learning community that is diverse, challenging, celebratory, and life-affirming. View full school

Our College is a newly registered senior secondary provider near the heart of Melbourne. We are committed to providing a concept in Education that is different from most existing providers in the marketplace. At North Melbourne Grammar College, we aim to develop a school that enables students to explore their preferred pathway while striving to achieve their best. We are new. We are different. We intend to develop a school that prepares its students for the future workplace to find themselves. Our College will provide modern, bright classrooms for class-based learning. We will provide a Learning Centre for collaborative and individualized learning. Areas will exist dedicated to the pathways outlined in our Teaching & Learning programs. To be clear, our goal is to be one of the leading educational providers in Melbourne within a decade. Our goal is to be of the leading educational providers in Melbourne. Our teachers support each student through their learning journey and actively encourage participation (both in and out of class). We strive to maintain an open dialogue between our staff and the students. The Victorian Certificate of Education requires students' many qualities: commitment, hard work, resilience, perseverance, a passion for improving, and positivity. As in life, those cohorts of students who can harness working effectively together to achieve desired goals and outcomes will achieve more. Our goal is to embrace our diversity and recognize, celebrate, and respect every individual's very essence. As a result, at NMGC, we are committed to developing a positive culture of respect in which teamwork is encouraged and fostered. We are committed to providing a positive culture of respect. Each of us is a leader. Whether through word or action, we can inspire and erode the confidence of those around us. Positive role modeling inspires others to follow suit. Negative role modeling can be infectious in schools as it can in any organization. We can choose to be mediocre, or we can choose to challenge our self-doubts, rise above others' influences, and forge a new pathway into the future. We aim to develop a culture of intent. To help students find their inner leader and set the tone of the school. After all – as our motto says – today's learners are tomorrow's leaders. We aim to develop a culture of intent. As a new provider, we will have to wait and let our deeds do the talking. But, if you want something different for your son or daughter, if you want a guaranteed pathway to tertiary studies upon successful completion of the VCE, if you want a learning environment in which learning is taken seriously and which is rich in its diversity, then our College is a place for you. Feel free to contact the College on +61 3 9020 5180 and book a time to see me discuss this further. If you are an Agent for International Students, please contact one of our Business Development Officers on the same number. View full school

The Melbourne Rudolf Steiner School is an independent, co-educational, non-denominational school that accepts students independent of their cultural background. We welcome students of any race, ethnic, or religious background. The school has a student population of about 500- a single stream primary and a double stream secondary school in a combined campus. The Melbourne Rudolf Steiner School is separate and independent from other Steiner schools. It is an equal opportunity school and does not reject or displace students based on perceived academic potential. At the Melbourne Rudolf Steiner School, we foster artistic endeavors and academic excellence while honoring the child's inner life. We recognize that the school journey is as important as the destination. We offer a broad, inclusive curriculum designed to meet the stage of life and the particular qualities of the student. The academic subject matter is presented to engage and support the developmental phases of childhood and adolescence to provide sensory, social, and intellectual nourishment. Imagination is an integral part of the learning process and is harnessed in every age group as a learning tool. A deep respect for self and others is a natural by-product of our inclusive curriculum. Engagement with the natural world is encouraged, as is the acquisition of real-life skills – with expert mentors. Our work lies in assisting children in cultivating clarity of thought, breadth, and balance of feelings, and conscience, and initiative in actions. Emphasis is placed on happy social interactions and strong, dynamic relationships. These all contribute to well-rounded human beings who can capably solve problems and exhibit resilience, responsibility, self-direction, respect, and integrity. In 2012 our school turned 40. Established in 1972, the Melbourne Rudolf Steiner School was the first Steiner school in Melbourne and began life with a kindergarten class of eleven children. By 1984 we had grown to a full stream, kindergarten to class twelve, school and now continue to offer enrollment to 500 students. These intentions permeate every aspect of school life – from the buildings and teaching methodology to curriculum content, decision-making, and interactions between people. Our students are introduced to new ideas or knowledge in various ways – aesthetically, intellectually, and experimentally. Steiner or Waldorf pedagogy nurtures healthy emotional development in children. By allowing the feeling of life to develop and flourish through experiential and academic learning, children will cultivate their impulses of action and initiative. View full school

Melbourne Montessori School (MMS) is an independent, co-educational environment currently catering to children from 18 months of age (walking) to 16. Programs include Parent and Toddler playgroups, an Early Learning Program, a Junior School, and a Senior School. There are two campuses, one in Caulfield and one in Brighton. Each has age-appropriate outdoor spaces with impressive structures and classrooms equipped with Montessori materials. These environments are prepared for children and adolescents at each developmental level and allow them to take responsibility for their education. As a result, our students develop a life-long passion for learning. All classes are multi-age, giving each child the opportunity to learn from others and the flexibility to develop their personality at their own pace, both socially and intellectually. Children usually stay with the same teacher for three years, leading to strong teacher-student bonds and a deep understanding by the teacher of individual student characteristics. The Montessori approach: The Montessori approach to learning in its most accurate understanding is our educational program's framework. We understand that Maria Montessori's methods and materials are not a closed system; however, we commit to apply the words, wisdom, and practical advice of Maria Montessori and her closest associates as the lens through which we select, design, and evaluate our program and curriculum. We believe that self-esteem, human dignity, and emotional well-being, and the ability to communicate and cooperate effectively with others, whether adult to adult, adult to child, or child to child, must be valued as highly as academic and material success. We affirm that we will support and promote the principles and practice of Australian democracy, including the commitment to an elected government, the rule of law, equal rights for all before the law, freedom of religion, freedom of speech and association, and the values of openness and tolerance. We affirm that we will support the idea that all beings are interdependent and that every form of life has value regardless of its worth to human beings. We will support and promote the belief that we need to protect and restore the integrity of Earth's ecological systems, with particular concern for biological diversity and the natural processes that sustain life and to manage the use of renewable resources such as water, soil, forest products, and marine life in ways that do not exceed rates of regeneration and that protect the health of ecosystems. We affirm that education begins at birth and continues throughout life and that, therefore, all our values apply equally to adults, parents, teachers, guardians, and all children in the school. We believe that intelligence is not rare among human beings. We nurture intellectual, emotional, social, spiritual, and physical growth to develop a whole, healthful being. Our emotions are involved and potent, and we must learn to feel them fully and without fear, identify them correctly (in ourselves and others), respect them, and accept them. However, it is equally essential that we learn to harness their power and not let them control our lives unchecked. Our ability to interact positively with each other is essential to creating a peaceful world. We acknowledge our place in the physical world and seek to discover, understand, and adopt lifestyle habits most appropriate and beneficial for our bodies and minds. Melbourne Montessori School (MMS) has undergone significant change and transformation throughout its 44-year history. MMS has evolved from humble beginnings into a substantive, independent School that is an excellent place for children to learn and grow. The first Montessori Cycle 1 classroom in Victoria was established in 1974 at the current Brighton campus. The success of the three-year-old and four-year-old program generated demand for a Montessori primary class established in 1976 and a permanent home for two primary classes, leading to the purchase in 1979 of the current Caulfield campus. During the next twenty-six years, Caulfield Montessori School & Brighton Montessori School co-existed as separate entities. In 2005, the schools merged to become Melbourne Montessori School with 250+ students across both campuses. MMS became an independent preschool and primary school for children from 3 to 12 years of age. A Montessori early childhood program, Parent & Toddler and Early Learners, established in 2007 for children eighteen-month to three-years. View full school

Melbourne Grammar School is one of Australia's leading independent schools, with a tradition of excellence extending over more than 160 years. We believe in young people's holistic development: intellectually, physically, emotionally, psychologically, socially, and spiritually. Ours is an inclusive, community-focused culture in which both student effort and achievement are recognized and celebrated. Our culture is further enhanced by a dynamic network of staff and parents, the knowledge and experience of our alumni, and the depth of our connections with the broader communities around us. Melbourne Grammar is an Anglican school founded in 1858 by the first Bishop of Melbourne, Charles Perry. Today, we remain proud of our Anglican heritage and retain our strong Anglican traditions while also warmly welcoming families from diverse religious and cultural backgrounds. From Prep to Year 6, we provide coeducational classes at our Caulfield Junior School, Grimwade House. Year 7 and 8 boys attend Wadhurst, our Middle School based at St Kilda Road in South Yarra. Students in Years 9 – 12 learn at the adjoining Senior School. Our Year 7 - 12 students attend as both day students and boarders. Every student's learning is supported by dedicated pastoral care programs along with our exceptional learning facilities. We are committed to creating a holistic learning community. This entails providing a balanced, well-round education within a challenging and nurturing environment for students and staff while maintaining an authentic connection with parents and the broader community. Melbourne Grammar School aims to develop fully within its students the 'whole person': intellectually, physically, emotionally, psychologically, socially, and spiritually. We seek to connect to a global learning environment, which provides a broad range of opportunities for our students and the wider community. Our aspiration is for our students to be architects of their own lives. We ask them to look beyond the ordinary to achieve the extraordinary and make a difference to the world they live in. To provide a practical, challenging, and transformative learning environment, the school aspires to enrich the human relationships within it, namely, the relationships between students, staff, and the entire community. Our values convey the beliefs that positively influence our behavior and how we interact with individuals, groups, and communities. They represent the most profound beliefs and sentiments to which we can aspire, and they shape our School community. These are the values that shape our school: We value inquiry and intellectual growth of all students and staff, recognizing their different learning needs, encouraging them to be creative, engaged, and lifelong learners. We value the acceptance and fair treatment of all people in our community. Social justice and compassion are highly regarded and actively pursued. We encourage developing a wide range of curricular and co-curricular opportunities throughout the school to facilitate individual talents and interests. We value the strength of character, honesty, and courage, guided by a robust moral code of behavior. We value the process of striving for excellence, recognizing both relative and absolute standards of excellence, and the desire to produce one's best at all times. We value the Christian spiritual journey based on the Anglican tradition, acknowledging World religions and the importance of the human spirit, which gives personal meaning to life. We value leadership and teamwork, underpinned by a strong ethical and moral dimension, and serve our community. The notion of gratitude and 'giving back' is an essential feature of our leadership programs. We value community, both within and outside the school, and the need for all citizens to be positive and productive members of society. When our values are actively engaged, the result is a supportive environment where everyone feels they belong. Melbourne Grammar School's foundations are built on the philosophies of the Church of England. The Anglican tradition has shaped our school and now informs our understanding of spirituality as one of our core values. In 1856, our founder, Bishop Charles Perry, envisaged Melbourne Grammar School as an institution that would provide academic and religious instruction to young people in Melbourne's new, fragile colony. Today, spirituality remains one of our core values. Religion may be central to a student's spirituality. Their spiritual experience may be supported by simple actions such as service and care for others or quiet contemplation in the chapel's stillness. The Chapel of St Peter is at our senior school's heart, while The Chapel of St Andrew brings together students from Prep to Year 6 at Grimwade House. Our chapels and chaplaincy programs express our position as an Anglican School, our values of diversity and community, our commitment to service, and our respect for intellectual debate and new ideas. Melbourne Grammar School is privileged to include students and staff from many different religions or denominations, with others being agnostic or atheist. This diversity of faith allows all students to examine religious, moral, and ethical issues in an environment of tolerance and respect. Melbourne Grammar School has grown from humble beginnings into one of Melbourne's leading educational institutions. Melbourne Grammar School opened its doors on 7 April 1858. Its 77 students were to study at a fifteen-acre site then thought to be 'too far from the city.' The school remains on its original location – now known as St Kilda Road, South Yarra. Early photographs show the Senior School building surrounded by empty fields. A library was established in June 1875, with Wadhurst following in 1878 to accommodate an overflow of borders. The gift of Harleston came in 1918, establishing Grimwade House as a junior school. Since then, the buildings, grounds, and facilities have evolved to support the exceptional education Melbourne Grammar School offers today. These include first-rate boarding, sporting and outdoor education facilities, the Nigel Peck Centre for Learning and Leadership, and the Geoff Handbury Science and Technology Hub. The history of the Melbourne Grammar community reflects both our respect for tradition and our enthusiasm in adapting to change. The school faced economic challenges during its first 40 years, prompting former students to found The Old Melburnians Society. This alumni community remains a crucial source of knowledge and support for the school. During the post-war period, the school proliferated, leading to a far-sighted building program aiming to make the best use of the relatively small campus grounds. In the 1970s, a junior school restructure transformed Grimwade House into a coeducational campus and established Wadhurst as a boys' School for Years 7 and 8. Those who have studied at Melbourne Grammar School include Prime Ministers, explorers, Anglican clergy, artists, academics, industrialists and farmers, and many other Australians who have made invaluable contributions across the globe. Today, we are proud of the Melbourne Grammar School community's diversity and inclusivity and its celebration of excellence in all fields. View full school

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. View full school

The Islamic College of Melbourne's purpose is to provide our students with the opportunity, motivation, environment, and programs to reach their full potential as healthy individuals and contribute to members of the community emotionally, socially, creatively, and academically. The school's approach will have as its foundation the development of productive and cooperative relationships between all school community members. Our philosophy is reflected in the following shared understandings Obey the commandments of Allah and seek knowledge from the cradle to the grave Think for yourself, think for others Like for others, what you like for yourself Keep a smile on your face Learn to wait, but do not wait to learn Nobody is perfect, but everybody is important Strive for your best Respect others if you want others to respect you. The Islamic College of Melbourne (ICOM) was registered on the 1st of February, 2011. The school opened its doors for the first lot of students on the 7th of February, 2011. Ninety-seven students were arranged in four groups ranging from years prep to four. The classes commenced in newly constructed, demountable buildings. Staff and students were excited to begin the year; it was such a memorable experience. At present, the school caters to over 1,100 students and has 110 staff members, ranging from teachers, support staff, and administration. The Islamic College of Melbourne is a co-educational institute that is currently offering Foundation to Year 12. Students are provided with opportunities to develop skills that will carry them beyond their school years. We offer excellence in Quran instruction, a modern curriculum about the secular subjects, hands-on and practical approach to all the subjects, including the extracurricular activities. Our curriculum is diverse and is taught by experienced and highly qualified teachers. Education, a life-long journey, is Learning to Know, to Do, to Be and to Live Together. As expressed in the Teachings of Islam and the Australian Democratic Principles, the values of Openness and Tolerance are integral to this definition of learning. At the Islamic College of Melbourne, we believe in preparing students for lifelong learning. Although it is essential to teach children how to read, write, and understand mathematics, it is also crucial to teach them learning to learn to benefit from the opportunities education provides throughout life. Students are continually given the opportunities to apply the knowledge they acquire. These opportunities equip them with the competence to deal with many situations and work in teams. In all areas of learning, students are allowed to explore and experiment. The values of integrity, trust, and respect are integral parts of the teaching at the Islamic College of Melbourne. Through the teaching of Islamic studies and the Quran, students develop the ability to act with greater autonomy, judgment, and personal responsibility. Students at the Islamic College of Melbourne learn to appreciate and respect cultural diversity through ICOM's multicultural community. We teach our students to live together by developing an understanding of other people and an appreciation of interdependence. Collaborative work and managing conflicts enable our students to respect each other and teach them the importance of mutual understanding and peace. View full school

Are you aged 50+ and are retired or semi-retired from the workforce? Want to keep your brain – and body – active and develop new social networks? Want to share your skills and experience with others? Then come and join U3A Melbourne City, located in vibrant Flinders Lane in Melbourne CBD's heart. Our volunteer tutors and course leaders offer an extensive course program, and there is bound to be something that sparks your interest. There are no academic prerequisites or entrance requirements other than a passion for and interest in learning and, wherever possible, sharing your knowledge and skills. There are no examinations or tests, and no awards are granted. U3A Melbourne City is self-help, voluntary, not-for-profit organization and part of the worldwide network of Universities of the Third Age (U3A). U3A Melbourne City. It is the oldest university of the Third Age in Australia, established as a result of a public meeting in July 1984. We are an incorporated association, currently with approximately1500 members. Although members travel in from many suburbs and some from outlying districts, we are located in the Melbourne CBD. In keeping with the U3A ethos, we are a self-funded, voluntary organization formed to provide learning opportunities to members aged 50 plus who are retired or not working full-time. Our courses cover a wide range of stimulating subjects. Details can be found on the MyU3A page and also in the current issue of our newsletter City News - which also advertises social activities and other items of interest. A critical feature of all U3As is the self-determination and self-help principle. A committee of management is elected annually from the membership, and volunteers carry out all administration and tutoring. There is an expectation that every member will, at some time, contribute to the extent that they are able. You do not have to be a tutor and do all the teaching yourself to run a group. And you do not necessarily have to have a background in teaching or lecturing or be an expert in the field! If you are passionate about or have a strong interest in a particular subject – an interest you think others might share - perhaps you might consider convening your particular interest group. One way in which we can help get a particular interest group up and running is by using course materials from U3A Online. U3A Melbourne City has recently become a member. This means that, for a small cost, we can download course materials that a group can work through together, face-to-face, at their own pace. There are about 55 independent study courses (and course materials) to choose from. View full university

Opened in 1872, Trinity College was established as an affiliated residential college of the University of Melbourne and prepared theological candidates for ordained ministry in the Anglican Church of Australia. The College has significantly expanded since then and today consists of three divisions the Pathways School, the Residential College, and the Theological School. Today, the College has a diverse student body of more than 2,000 students from a wide range of socio-economic, geographic, and cultural backgrounds. This has created a vibrant and supportive learning community. Trinity College embraces reconciliation and is committed to giving young Indigenous students access to tertiary study and supporting them academically, pastorally, and culturally to build their chances of completing a university degree. Opportunities abound for all our students to explore new interests and pursue their extra-curricular passions – be they musical, sporting, cultural, spiritual, entrepreneurial, or in the areas of leadership and social responsibility. The breadth and depth of these opportunities, supported by extensive student welfare and pastoral care structures, and the diversity of students' backgrounds, nurtures the development of well-rounded individuals, able and willing to lead and serve, locally, nationally, or internationally. Trinity was founded initially as both an Anglican residential college and a training ground for young men pursuing ordination to the Anglican Church. As one of the earliest advocates for equality in tertiary education, the College has continued to innovate. We are proud to welcome men and women of various ages, nationalities, and religious backgrounds. Trinity College is a vibrant, diverse community inspiring and enabling students of exceptional promise to imagine and achieve a better world. The College expects the highest levels of achievement in the academic, cultural, ethical, and social endeavors of all of its members, past, and present. The College is committed to a holistic view of individual excellence, with each member seeking to realize their potential in all fields fully. The College enables members by providing facilities supportive of this goal and in a culturally and aesthetically rich setting. Trinity acknowledges that community is an essential component of all its programs. It is past and present students, teachers, and other staff who benefit from each other's experiences and exercise responsibility for each other's learning and well-being. The College is a community inclusive of all, regardless of their social or demographic attributes. The College welcomes all who are accepting of this diversity. All College members, past and present, create a more equitable society and a healthy and sustainable environment. Past and present members achieve these aims through both their public and private lives. View full university

The Faculty of Architecture, Building, and Planning, incorporating the Melbourne School of Design (MSD), Planning is a creative and people-oriented built environment faculty in Australia’s leading research-intensive university. We established one of the first Bachelor degrees in Architecture in 1927 and now educate the full range of built environment professionals. We have a lively culture of exploration manifested in many forms, from classroom and studio to research inquiry, complemented by lectures, forums, and exhibitions. Our cultural diversity is one of our strengths: students and staff have come to Melbourne from over 50 countries. We have a healthy alumni body who hold leadership roles across Australia and the world. The Melbourne Model led to the Bachelor of Environments and the establishment of the Melbourne School of Design. This new degree now leads to a range of postgraduate courses taught through the Faculty’s Melbourne School of Design (MSD), including architecture, construction management, landscape architecture, property, urban Planning, and urban design, all of which provide professional accreditation and position the university centrally within the built and natural environments as a gateway to practice. We are passionate about activating the next generation of built environment professionals, providing a world-recognized education that inspires and enables our graduates to create and influence our world. We teach across the built environment fields, making us unique among Australian universities and part of a select group worldwide. This mix of expertise enables us to prepare our graduates to design solutions for an unpredictable future. Our staff and students are busy visualizing exciting and relevant ways of programming our cities. Melbourne, ranked as the world’s most liveable city is a fantastic city to become an expert in the built environment. Researchers and industry practitioners teach our programs and are leaders in public conversations about our cities and regions, shaping policy development and transforming Australian practice. The Faculty of Architecture, Building, and Planning hosts the Bachelor of Design, a comprehensive range of built environment graduate programs, the Melbourne Sustainable Society Institute (MSI), and the Australian Urban Research Infrastructure Network (AURIN). The new Bachelor of Design offers unique flexibility to complete majors, minors, double majors, and specializations. You can combine in-depth study in a particular area with subjects from a wide range of disciplines within the design field. Melbourne School of Design graduates are recognized as leading, adaptable professionals in their fields, knowledgeable across a range of disciplines with an excellent academic grounding and strong practical skills they can immediately apply in their jobs. View full university

In 1998 LCI Melbourne was founded as the Australian Academy of Design. LCI Melbourne’s mission is to offer a high-quality alternative to existing tertiary education in the Arts in universities. LCI Melbourne is part of the LCI Education Network, allowing students and staff to connect to a 12,000 strong creative network worldwide. We intend to build the distinctive character of LCI Melbourne by: Offering innovative specialist undergraduate and postgraduate programs relevant to the needs of graduates and industry. Encouraging students seeking a career in the Arts to access programs through multiple pathways. Creating a supportive learning environment by the provision of appropriate student support services. We intend to enhance our national and international reputation for academic excellence and leadership by: Developing knowledge and skills in students which foster their creativity and innovation. Promoting a global perspective among students and building their determination to strive for international recognition and excellence. Embedding nationally and internationally marketable skills within the curriculum. Attracting and retaining high-quality teaching staff. Encouraging scholarship in teaching. LCI Melbourne’s unique Bachelor of Design Arts is a nationally recognized, government-accredited course. The Bachelor of Design Arts was developed for exclusive delivery by LCI Melbourne. It is one of only two undergraduate degrees in Design Arts available in Australia and the only degree offered in Victoria. Our Communication Design program focuses on art direction, design, and storytelling – all the creative advertising ingredients! The advertising industry is fast-paced, exciting, and highly innovative, using storytelling to build brand engagement. It takes creativity, analytical skills, and specialist market knowledge to generate attention and create a bond between brands, products, and consumers. This program will teach you how to communicate through various media, including digital screens, social media, television commercials, online banners, print, radio, point-of-sale, direct mail, and outdoor advertising. You will develop your design skills using project-based activities and processes used in industry with hands-on experience, real clients, and contact with advertising agencies. As an LCI Melbourne graduate with a major in Fashion & Costume Design, you can launch your fashion label, enter fashion retail or marketing, or design and handle production for boutique or large-scale manufacturers. You will be guided by multi-disciplined tutors who, in themselves, are creative artists – internationally recognized in their chosen field. Their guidance will be more of a mentorship than a traditional teaching environment, giving you the benefit of the decades of knowledge that they have amassed – experience gained from a textbook and the melding of theory, practice, and industry environment. View full university

Fashionmasters is a private institution specializing in contemporary and relevant training for the fashion industry. Initially established as Melbourne School of Fashion in 1991, Fashionmasters now has campuses in Melbourne and Sydney. Fashionmasters offers various courses covering all aspects of the fashion industry, including design, production, marketing, and retail. Our education approach is developed in partnership with the fashion industry, so the studies are practical, hands-on, and ensure our graduates have highly sought after. Class sizes are limited to ensure maximum attention from lecturers. Fashionmasters delivers nationally recognized programs ranging from entry-level certificate courses to the higher education Bachelor of Fashion and Business delivered in conjunction with Holmes Institute. Our tutors at FashionMasters are like private mentors because each one of them is active in the fashion industry and therefore engaged in the business of helping you succeed in a boutique-learning environment. From fashion designers who run their brands to buyers, stylists, image-consultants, PR executives, social media managers, and bloggers, our academics are fashion and business entrepreneurs who work for some of the world's most reputable brands. Coupled with our industry partners who also coach students through internships, guest lectures, and "role shadowing," this gives FashionMasters programs the edge to offer a very practice-led approach to undertaking a degree program. FashionMasters is a highly enjoyable yet practical degree program with a serious commitment to training for the fashion business and mentoring young entrepreneurs from high school onwards to fulfill their dreams of becoming tomorrow's fashion leaders. With industry engagement, which cuts across the industry as a whole - and not just at the design and production level - FashionMasters is proud of its well-trained alumni such as Christopher Avery (Victorian student of the year) and Brendan Smith. They participated in the Arts of Fashion Foundation awards (Les Arts Decoratifs) in Paris in 2014. With brand new state-of-the-art facilities in slick Sydney and stylish Melbourne and both campuses located in the hearts of Australia's most vivacious CBDs, FashionMaster's reputation as an industry-relevant fashion program continues to grow. This is witnessed by the faculty's edgy in-house magazine, "F": Creative Intelligence by FashionMasters soon-to-be-launched in 2015. Our industry partners are involved at all levels of our programs. View full university