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  1. Sivanthi Public School was founded in the year 2011. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930588, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Kancheepuram district of Tamilnadu and is currently being managed by the Pattanathar Educational Trust, Tamilnadu. It is presently under the principal -administration of MRS. SHAMSUNNISA BEGUM.A, with a total of 20 staff members. There are a total of 42 rooms, 6 Labs, and 2 Library present in the school. The nearest railway station is Pallavaram and it is 7 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Pallavaram Distance in KM 7 Nearest Police Station PallavaramKundrathur Distance in KM 3 Nearest Nationalised Bank Kundrathur Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 7 202 I-V 8 181 VI-VIII 3 27 IX-X 0 0 XI-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.) 42 6 2 2 35 5 8093 5781 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 23 20 20 Composite Science Lab 1 20 20 Physics Lab 1 30 20 Chemistry Lab 1 30 20 Biology Lab 1 20 20 Maths Lab 1 20 20 Computer Science Lab 1 30 20 Home Science Lab 1 20 20 Library 1 40 25 Other Rooms 5 20 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 7 7 0 PRTs 3 0 3 TGTs 8 8 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 8093.7128 (in Acres.) 2 Built up Area in (in sq. Mtrs.) 2312.17 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 5781.63 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 28 No. of Urinals/Lavatories Separately for Girls 28 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 1552 Periodicals 3 Dailies 2 Reference Books 429 Magazine 3 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up No
  2. 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
  3. The International French School of Sydney is approved and regulated by French authorities. This approval means that the teaching at the school conforms to French education curricula. The school is accredited to prepare students for the French secondary exams (Diplôme National du Brevet and the Baccalauréat). Regular inspections are organized by the AEFE (Agency for French Teaching Abroad). The International French School of Sydney is also a French exam center for the whole of Australia. The French Government accredits the school. Consequently, the school can access teachers who are wholly or partly financed by the French state. The French School of Sydney belongs to the network of the AEFE (Agency for French Teaching Abroad). This network, the largest school network in the world, enables, for example, a student to leave New York halfway through the school year and to join a class in Hong Kong or in Sydney to continue his/her schooling following the same syllabus. The teaching at the International French School of Sydney is carried out by qualified teachers who are either expatriates, residents, or on local contracts. It encompasses all classes from maternelle (3 years of age) to a terminal (18 years of age). Lycée Condorcet also offers the International Baccalaureate. The International Baccalaureate classes are taught in English. The school is also registered with the NSW government as a specialist school from maternelle to Year 10. The school is not only a public school (because of its connection to the AEFE) but also belongs to the Association of Independent Schools (AIS). It does not belong to the NSW Public Education System. We offer students from all over the world and all nationalities a unique educational experience from Maternelle to Year 12 (French or International Baccalaureate). In 2018, the school opened a European section for the Baccalaureate. We currently have 990 students of 27 different nationalities enrolled in our school. With an emphasis on academic excellence and multiculturalism, our mission is to educate students in an international setting to become multilingual citizens of the world. Lycée Condorcet Sydney is part of the international network of French schools registered with the French Ministry of Education and the Agency for French Teaching Abroad (AEFE) as well as the NSW Education Standards Authority (NESA). The school curriculum is taught in both French and English, with the opportunity to learn additional languages from the beginning of secondary school. This allows students to leave feeling at home not just in France or Australia, but anywhere in the world. LCS also has a rich cultural, sporting, and artistic life that contributes to our students' overall personal development and academic excellence. This focus on a well-rounded education in a diverse, friendly, and nurturing environment makes LCS an incomparable and forward-thinking choice for your child's education. At Lycée Condorcet Sydney (LCS), our mission is to give students a world-class education in an international environment that allows them to graduate as French-English bilingual citizens of the world. As well as offering a complete school curriculum for children aged 3 to 18 in French and English, LCS is also a member of the worldwide network of French schools abroad and follows the principles and values of educational excellence 'à la française.' Our students come from all over the world and from many different backgrounds to gain a high-quality, well-rounded education in a French yet multicultural environment. After graduation, they can pursue further studies anywhere they choose as citizens of the world. Lycée Condorcet Sydney teaches students critical thinking and how to be citizens of the world. I like the fact that there is an emphasis on academic achievement to a high level and that when they finish high school, they will be fluent in up to four languages. Suzanne Salter, parent. View full school
  4. The Illawarra Grammar School (TIGS) was founded in 1959 through the concerted efforts, vision, and energy of the late Bishop Gordon Begbie and a dedicated band of 'founding parents' who firmly believed in the need for a regional Anglican School to be based in the Illawarra. Those families' vision and philosophy to fully develop young people spiritually, intellectually, socially, and physically in order that they might enter society with strong Christian Foundations to lead and serve are still followed today. The school has come a long way in its short history thanks to the leadership of successive administrations and its many families' dedicated support. On its opening day on 3 February 1959, the first Headmaster, the late Rev R F Bosanquet, and two staff welcomed 28 boys into a close and caring community. In 1975, the school became co-educational when it amalgamated with SCEGGS `Gleniffer Brae'. TIGS now has an enrolment of approximately 1000 students, Preparatory to Year 12, housed in a modern educational setting with a well-established and acknowledged reputation for delivering programs of excellence. As educators, our responsibility is to prepare young people for their lives after school as adults in a world characterized by unpreceded rates of change. Technological advancement, globalization, and significant political and economic change mean that their social and professional futures will differ from previous generations and will be more mobile and globally connected than ever before. Schools must respond to this future reality for their students. We are very proud that at TIGS, we continue to embrace these challenges through our clear focus on teaching and learning, the embedding of wellbeing for our students and staff enabling them to achieve their best, our attention to staff development, and through our review and further enhancement of our learning environments. Our current Strategic Vision and accompanying master plan for our site, TIGS21, place us in a strong position to continue to meet the challenge of educating young people into the future. It is a huge privilege to be entrusted with the responsibility of educating young people. At TIGS, we are focussed on providing relevant and enriching learning that equips students with the new skills, essential knowledge, and underpinning values needed to shape their future and contribute meaningfully to both local and global communities. We are proud to observe our Alumni, leaving TIGS and operating as next-generation thinkers, innovators, and creators. The School Motto, "from strength to strength," captured the intention of our founding families in 1959. Today, this is expressed through the Statement of Mission, and its three Core Values are The achievement of academic excellence in a caring environment that is founded on Christian belief and behavior so that students are equipped to act with wisdom, compassion, and justice as faithful stewards of our world. TIGS community welcomes students and families that share these values. We look forward to the achievements of our next 50 years - maintaining the traditions while applying the school's values to the future's opportunities and challenges. I warmly encourage you to join us for an information session or tour to see for yourself what TIGS has to offer your son or daughter. In November 2004, the School Council met with representatives from the TIGS Community to revisit the school's statements of purpose. The ideas generated at those subsequent meetings were collated by the Headmaster and a sub-committee of the School Council to prepare a Statement of Mission and Values. In preparing the document, the School Council sought: To capture the school's unique qualities To plan future directions To provide a platform for the future growth of the school The achievement of academic excellence in a caring environment founded on Christian belief and behavior. Students are equipped to act with wisdom, compassion, and justice as faithful stewards of our world. View full school
  5. The Hutchins School is an Anglican day and boarding school for boys from Pre-Kindergarten to Year 12. The School was established in 1846 in memory of The Venerable William Hutchins, the first Archdeacon of Van Diemen's Land, and is one of Australia's oldest continually running schools. We have a strong sense of tradition that instills in our students and staff an appreciation for the history of the School and what it means to be a part of the Hutchins community. Our Vision provides an inspirational education where each boy strives to achieve his personal best and is willing to serve his community as an informed and active citizen locally, nationally, and globally. Our Mission is to provide a supportive and learning community that works together to build boys' character. We undertake a partnership with families to Build Good Men who aspire to be our future leaders and continue serving their global community. Situated in Sandy Bay, only 5 kilometers from the Hobart city center, The Hutchins School offers outstanding facilities, including modern classrooms, science, and computer laboratories, three libraries, a performing arts center, multiple sporting grounds, a chapel, and the student residence. Established in 1846, Hutchins has a long tradition of developing men of character with a firm focus on boys' wellbeing. We aim to build good men who act with kindness, integrity, compassion, humility, and courage. Our highly skilled staff are committed to boys' holistic development within a nurturing environment where boys are challenged to be the best they can be. With every boy's holistic development central to the Hutchins experience, our long and proud history of academic achievement is complemented by a diverse co-curricular program that features comprehensive sport, performing arts, and service programs. The opportunities available for boys to discover their passion, broaden their experience, and embrace challenges are extensive and are designed to equip boys with the essential skills to serve them for life. We believe Hutchins can offer your son a unique learning experience in an environment specifically designed for boys' education. There is extensive research on how boys and girls learn, and it is now evident that boys and girls do learn differently for biological and educational reasons. Boys learn more easily through movement and visual experience and also mature at a different rate than girls. For more information about boys' learning, please visit the International Boys' School Coalition. Choosing a boys school has many advantages. At Hutchins, we provide learning spaces specifically designed for teaching boys; this includes providing resources and designing programs that meet boys' developmental education needs. We employ teachers who are passionate about teaching boys and receive continuous professional development in best practice, innovative and creative learning. Tailored programs allow for the use of books and curricular materials that enthuse boys. Interaction with girls is of great importance. This is achieved socially through drama, activities, and events while still allowing them to learn independently in an environment tailored for them. In Years 11–12, a unique co-operating schools model exists where boys may attend subjects at our sister school St Michael's Collegiate, and our co-operating school Fahan School. This provides students with the best of both worlds from a socialization and subject availability perspective. View full school
  6. The Hills Montessori School is an independent parent/staff run school located in an idyllic bush setting in the Adelaide Hills, proudly offering an education founded on Montessori's philosophy and Montessori principles of education. We currently offer programs from birth to Year 10. The Yultiwirra campus in Aldgate offers education from birth to Year 6. In 2011 we opened the first Montessori Middle School in South Australia, located at the Wairoa Campus in Stirling, and currently caters to 12-16-year-olds. The Hills Montessori School provides students with a secure, happy, and prosperous environment where they learn at their rate, undertaking tasks appropriate to their development level in a caring and non-competitive environment. The Hills Montessori School philosophy is based on the universal values of self-respect, respect for others, and respect for the environment, fostering a love of learning and a sense of community responsibility. For more than 35 years, The Hills Montessori School has been educating children and supporting and encouraging them to become self-motivated learners who will act responsibly and embrace the future with confidence and a positive outlook. Our Values We are dedicated to educating the whole child and guiding their individual development. We respect each other and our shared environment. We take responsibility for ourselves as learners and as participants in the community. We appreciate diversity and are committed to treating each person positively and with dignity. We value collaboration, consultation, and a strong sense of community. We believe that the education of individuals is for the betterment of humankind. The Hills Montessori School began as a Pre-school in 1978, with its first children beginning their learning for life in a private home. Larger premises were soon needed, and the Old Police Station at Nairne was selected to satisfy the school’s growth. It was here, in 1981, that tuition was extended to Junior Primary. A new campus was established at Aldgate in 1985, offering both pre-school and primary tuition. Continued growth in enrolments created the need for a permanent school site. In 1987, a 2-hectare block of land on Anderson Road, Aldgate, was purchased from the Field Naturalists Society. Great care and thought went into designing and siting the buildings in sympathy with the bush environment. View full school
  7. The Hills Grammar School was founded in 1982 with the purchase of a 10-hectare site in Kenthurst, 30km north-west of Sydney CBD. It was a beginning that had boldness and hope at its heart. The almost-country school of 1983 now sits on the perimeter of rapid suburban expansion, and the original enrolment of 182 students has increased to 950, and our campus now covers 18.4 hectares. Infrastructure, including rail, is under construction nearby to service the fast-growing Hills District population. While most of our students come from within a 15-kilometer radius, Hills Grammar still sits within an eminently beautiful and natural parcel of land where learning is central and distraction minimal. Students enjoy the same collegial ambiance that set it apart 34 years ago, most apparent in the easy conviviality between students and teachers. There are no bells to herald the change of classes. Native birds can be heard above the chatter of children, while the presence of bush-dwelling goannas and echidnas are almost taken for granted. These priceless experiences make life at Hills Grammar special. Pre-schoolers to HSC students occupy the same campus, creating a healthy family feels confirmed by a non-selective entry policy favoring siblings. Our school also mirrors the diverse nature of modern Australia. It is proudly inclusive, a reality emphasized by our curriculum, which strives to be outward-looking and relevant to a changing world. Our emphasis lies in providing a broad, liberal education, including the International Baccalaureate PYP Program in Early Childhood to Year 6 and a commitment to the rigorous offerings of the New South Wales curriculum up to the Higher School Certificate. Knowing that some students will change careers many times in their lives, we promote thinking skills, encourage curiosity, and instill a deep love of learning. Above others, these qualities are sustaining and will aid our graduates as they enter the world beyond our gates. Vision is to Extraordinary Education: Extraordinary Individuals. The mission is to Outstanding teaching within a unique learning environment: fostering each student’s potential for greatness. Graduate Aim is In partnership with our families; we enable our students to: Become confident, resilient, and responsible individuals Develop a deep understanding across a range of academic disciplines and strive for personal excellence as learners Think critically and creatively and embrace life-long learning Embody the humanitarian values of Respect, Integrity, Service, and Excellence Understand the importance of an international perspective and contribute positively to our local and the global community Develop an appreciation of a diverse and inclusive Australian democratic society Display a strong sense of environmental responsibility View full school
  8. Our unique school is focused on nurturing young people to become outstanding members of their community. We provide a high-quality education program firmly based on our Christian values. HCCS is comprised of an Early Learning Centre, a Reception to Year 6 Primary School, and a unique Year 7 Centre all in the village of Verdun, two minutes from Hahndorf, and a Secondary Campus at Oakbank, 4.7 kilometers away, for Year 8 to Year 12 students. Our Rivermont Year 7 Centre, ‘in the woods,’ is apart of our Primary Campus. Students believe this is one of the best years of their lives! As well as the Year 7 students, the property is used by all ELC and Primary students for Nature Play and Environmental Studies. HCCS has inspired and taught children for over 35 years and is served by a delightful team of Christian Educators who value children and seek to nurture young minds. The engaging learning climate promotes curiosity, discovery, independence, and smiles, with respectful relationships between adults and children immediately evident. Over 540 students from the Early Learning Centre (ELC) to Year 12 attend this co-educational school. In January 2013, HCCS commenced a Secondary School at Oakbank with a Year 8 class. Enrolling a new Year 8 class each year, HCCS Secondary has grown to 90 students in 2018. It now includes a Year 12 class, making HCCS the only Early Learning Centre to Year 12 co-educational, non-denomination Christian School in the Adelaide Hills. We are very excited to announce that in May 2018, negotiations began to relocate the entire Secondary School back to Verdun to create a unified ELC to Year 12 Campus. The desire of the Board would be for the relocation to be complete sometime in 2020, with the best-case scenario being for the start of the 2020 school year. We believe that the teachings of Jesus are the foundations upon which our attitudes and actions should rest. The following Statement of Belief was adopted as the School’s Foundational Creed in 1983: We believe the Bible to be the inspired word of God We believe that there is one God: Father, Son, and Holy Spirit We accept that Jesus Christ is central in our school and therefore that everything that is done, including the learning, at school or in the school’s name, should be done to honor Him We believe in the sovereignty of God in creation, providence, revelation, redemption, and final judgment We believe that all humanity was created in the image of God, but that man estranged himself from God and his neighbor by disobeying God’s Word and that reconciliation is only possible through the love of God and the sacrifice which Jesus made on our behalf We believe in the ministry of the Holy Spirit who enables us to live a Godly life We believe in the personal return of the Lord Jesus Christ We believe that all Christians are united in the Body of the Lord Jesus Christ. Our mission is to help children learn and grow to achieve their potential through: Acknowledging that Jesus Christ and his teachings are central to the purposes of this school Assisting each student to discover and develop their strengths and gifts Developing a caring school community which respects diversity and values fellowship Assisting students in developing a personal understanding and application of the Christian faith Providing a foundation upon which students can develop discernment, wisdom, and leadership qualities Preparing students for on-going learning and fulfilling lives in a world of rapid change Fostering in students the development of positive relationships and interpersonal skills Valuing each student and their gifts and contribution. Our Purpose The School is established and will be run to educate children based on the Christian Faith, by the aims expressed in the Statement of Belief. Our Aims are: To operate on Christian principles, with a staff actively committed to the Christian faith, by the Statement of Belief and Aims as set out in the Constitution To develop the spiritual, psychological, social, academic, creative, and physical potential of each enrolled child To promote healthy learning with the appointment of high-quality teachers and support staff To foster a co-operative relationship between parents, staff, children, and school To provide a comprehensive curriculum which includes worship and has a balanced use of Christian themes in all relevant areas To accept the common elements of the Christian faith while accepting the diversity of belief and interpretation and avoiding any denominational doctrine or emphasis To be open, so far as its resources shall permit, to children of the community provided that their parents support the aims of the school To promote and facilitate beneficial relationships between child, family, staff, churches, and the wider community. Secondary Campus – Oakbank154 Onkaparinga Valley Road Oakbank, South Australia 5245Phone: +61 8 8388 7811Fax: +61 8 8388 1308E-mail: enquiries@hccs.sa.edu.au View full school
  9. Good Shepherd was established to provide high-quality education within a Christian caring environment. The school understands Christian education to be concerned with the complete development of the individual in all aspects of his/her being. At Good Shepherd, we endeavor to provide the encouragement, care, and understanding needed for children to reach their fullest potential, educationally, socially, and physically. We believe it is a privilege to serve as Principal of Good Shepherd and be supported by a competent and dedicated staff team. An actively involved parent body works together with the school to develop and promote very positive school culture and ethos. We look forward to sharing with you all what makes Good Shepherd an extraordinary place. Again, thank you for the interest you have shown in The Good Shepherd Lutheran Primary School. Vision is to discovering potential, striving for excellence in a caring Christian community. The mission is the Good Shepherd Lutheran Primary School provides high-quality Christ-centered education and pastoral care for children and their families. The school works in partnership with families to provide an environment in which children discover and develop their potential and utilize their unique talents to serve others in the world around them. Our Aims is the Good Shepherd Lutheran Primary School provides a Christ‐centred education characterized by: High-quality teaching and learning. Partnerships with families. Compassionate pastoral care. A heart for service. Relationships founded on forgiveness. The Good Shepherd Lutheran Primary School seeks to nurture students to become: Self-directed and insightful. Discerning and resourceful. Adaptable and creative. Principled and compassionate. Confident and resilient. The Good Shepherd Lutheran Primary School exists to: Provide high-quality education in a Christ‐centred environment. Nurture the development of each child's gifts and talents in a safe and caring school community. Provide opportunities for children to come to know and love Jesus, respond in appreciation, and grow in faith. Support the Church's mission in proclaiming God's love for the school community's students and families. Provide a high-quality pastoral care program that supports students, families, staff, and through them, the wider community. Prepare children for a life of service and vocation in the global community. The Good Shepherd Lutheran Primary School was established in 1979. It is one of more than 80 primary and secondary schools operated by the Lutheran Church of Australia. The school is owned and operated by the Outer Eastern Lutheran Church. The school currently has an enrolment of 530 students and 67 members of staff. Our Principal is Mr. Greg Schneider. Students who attend Good Shepherd receive a high-quality, comprehensive education within a Christian, caring environment. The buildings, grounds, and facilities have been continually developed, resulting in a very functional and attractive learning environment. View full school
  10. At Glennie, we understand that each girl is an individual with her distinctive strengths, challenges, and interests, and every learning pathway is genuinely unique. Our vibrant and supportive community empowers each girl to be proud of who she is, building the confidence and courage needed to reach her full potential and create her future. Glennie’s individualized learning environment, together with the best contemporary teaching methods and dynamic growth and wellbeing programs, will offer your daughter the opportunity to explore and develop her unique passions and talents, providing her the personal attention she needs to be All She Can Be. Glennie girls are educated to the highest standards of which they are capable. Also, Glennie girls are given the opportunities to develop their sporting and cultural talents through a rich, diverse, and relevant extra-curricular program. By achieving an understanding of their spiritual dimension, Glennie girls will make a positive contribution to the world with a sense of their worth and character, in addition to a well-developed sense of citizenship. As well-skilled, well-rounded, and well-grounded young people of excellent character and integrity, Glennie girls will be able to be all they can be. As a community where tomorrow’s women learn, our mission is to provide girls with dynamic opportunities in education, training, and personal growth, which develop their potential and prepare them for life. We incorporate traditional values within a caring, Christian environment, and the best contemporary teaching methods and learning experiences. The Glennie School’s educational philosophy recognizes each Glennie girl as a unique person whose developmental needs are best met within a loving and inclusive community where she can find a sense of belonging and happiness and opportunities for fulfillment. A Glennie education is holistic and seeks to help each girl integrate her mental, physical, spiritual, social, and emotional dimensions. The school encourages commitment to a sound work ethic, self-discipline, and service, within the context of the Anglican faith and ethos. Girls at Glennie are encouraged to follow a Christian way of life. The School endeavors to teach a set of moral and spiritual values and traditional codes of behavior, good manners, and honesty exhibited in our society. The teaching of personal values seeks to make our students responsible and caring members of their communities. Natural talents are developed through academic and practical learning. The acquisition of knowledge and skills develops independent and critical thinking necessary for further study, employment, and personal welfare. Our four core values underpin all that we do and stand for as the Glennie community and are continually reinforced and practiced daily. Integrity: We are truthful and sincere. We ensure consistency between what we say and what we do and between what we believe and how we behave. Respect: We respect ourselves and treat others with courtesy, dignity, and positive regard. We honor the rights of others. We respect our school, the environment, and the world around us. Compassion: We are sensitive to the needs of each individual. We support and nurture those less fortunate than ourselves. We treat each other as we wish to be treated ourselves. Courage: We continue to strive to improve as individuals, and we remain optimistic, resilient, and forward-thinking, despite adversity or challenge. We know that perseverance, effort, and a growth mindset can help us as individuals and as members of a team to benefit ourselves and our community. View full school
  11. The Friends' School is independent. The School thrives on an intrinsic spirit of warmth and friendliness. Its healthy community atmosphere reflects the founding Quakers' intentions, whose original vision for the School in 1887 was an education for spiritual and intellectual growth. Friends' is proud of its academic results, varied curriculum, and co-curricular opportunities, but it is prouder of its students. Students' individual needs are the priority at Friends,' and we believe this focus is one of the main reasons that Friends' students consistently achieve excellent academic results. Each students' interests are nurtured at Friends', where the Quaker values it was founded on still apply today, particularly the recognition of 'that of God' in everyone, the desirability of simplicity, and the intention to establish peace and justice. The Friends' School commits to service, equity of relationships, and fostering independent and creative thinking. As with any school, the day-to-day activities at Friends' reveal the essence of our educational philosophy. We believe the culture at Friends' is unique in Australia because it is a Quaker school. We actively seek to incorporate Quaker ideals daily. Families from all religious and spiritual traditions (or none) are attracted to Quaker schools worldwide because of these shared values. The School's Purpose and Concerns statement serves as our mission and informs every decision at The Friends' School. The first part of this statement provides the framework – we believe in "the intrinsic worth of each person, the recognition of 'that of God within everyone,' the desirability of simplicity, and the need to establish peace and justice. The statement also guides our students' outcomes. It reminds us that we want to "help our students develop into people who will think, act with integrity, make decisions for themselverong in service, and hold a global perspective." In short, we work to develop our graduates into active, optimistic, and contributing members of society. There are two core principles of Quakerism that have a defining influence on all Quaker schools' educational philosophy. The first is that 'there is that of God in everyone,' clearly stated in the School's Purpose and Concerns. At Friends', this translates to a belief in each person's inherent dignity, which is nurtured. Additionally, all community members share an obligation to answer what is best in themselves and others, developing talents to the fullest and respecting everyone's strengths, efforts, and perspectives. At a practical level, we strive for each of us to contribute our best daily. The second core principle is that we are seeking knowledge and understanding together with the students. All Quakers share continuing revelation as a belief that furthers our understanding of spiritual Truth and the world around us. Quakers seek the Truth through the practice of silent communal worship. As you explore the School's web site, you will find that students have wide-ranging opportunities to explore and develop individual passions. You will also find that many of our students have been recognized for outstanding academics, the arts, and sports. View full school
  12. Since its establishment twenty-six years ago, The Essington School Darwin was unique in the Northern Territory education scene using the international Montessori education model in its preschool. This provided a solid early years education foundation built on in the primary and middle years with an accelerated Australian curriculum. To further enhance our Australian curriculum offering, we used international curricula to extend our students further. Nineteen years ago, when few Australian schools were looking internationally, The Essington School Darwin was a member of the European Council of International Schools (ECIS). This gave the school access to many accredited leading international schools and their curricula and pedagogy. When ECIS was restructured to create a separate group to service international schools in Australasia called the Council of International Schools (CIS), our school was a founding member. From 2013 we formalized our international curricula by being accredited by Cambridge Universities Cambridge Education branch to be a Cambridge International School. At the time, we were the sixth school in Australia to be accredited by Cambridge Education. The only Australian school accredited to offer their international programs from primary to senior secondary years. The value of delivering the Australian curriculum at a high level while enhancing it with international education curricula and programs is borne out in our student results on national and international assessments. Our students consistently 'Significantly Above' the Australian school average in most areas, which is an outstanding achievement. The school's seamless education model from Preschool to Year 12 is now delivering exceptional student outcomes in the Year 12 NT Certificate of Education and Training (NTCET) results. The new Essington School was officially opened in 1990 by Mrs. Margaret Muirhead, wife of the then NT Administrator. Wendy Darwin, a teacher at the school in its first fourteen years, remembers initiating a Montessori playgroup on Fridays and "before too long we had two sessions running." She recalled Dr. Vicki Mathews' visit from the United States to oversee her Montessori Practical Exams 1 and 2. The Essington School Darwin bases its philosophy on the Montessori Model of education. He has used this philosophy at the primary and secondary levels to develop its own 'Essington' education model. The school aims to encourage and foster academic excellence, self-esteem, independence, and healthy self-discipline habits. The Kindergarten and Preschool years are some of the most critical years of a child's learning. The Essington School Darwin provides a program based on the Montessori philosophy of education and focuses on the individual. The focus of these programs is the children's social, emotional, intellectual, and physical development. All children deserve the best possible start in life, from the early development of vital literacy and numeracy skills in preschool and primary years to middle school's crucial transition period. At The Essington School Darwin, all facets of education are introduced in the early stages of a child's development, including computers and related technology, performing and dramatic arts, languages (Indonesian), art, literacy and numeracy skills, music, and the development of gross and fine motor skills which extend natural abilities and fitness while maintaining natural physical vitality. The Early Learning Unit provides a stimulating environment for children within a Montessori based program based on individual progression. Children are valued as individuals about their emotional, social, and intellectual development, and learning programs have been designed with this in mind. As part of the more comprehensive Essington School, the Early Learning Unit can offer students the advantage of specialist teachers for subject areas. The Junior School is a warm, supportive environment where every child will feel welcome and safe. Classrooms are located on the same level, and specialist rooms are easily accessible for Information Technology, Music, Art, and Indonesian. There is an emphasis on the core subjects Mathematics, English, Science, and Humanities linking in the school-wide literacy and numeracy initiatives, including the 'First Steps' Literacy Program. Our teachers strive to ensure that each child works at a standard appropriate to their ability and find challenging and satisfying. A lower student-teacher ratio means greater individual attention for your child during their foundation years of schooling. In the Junior School, students are grouped on a two-year multilevel basis. The Middle School builds on the Junior School work. It uses multilevel education variations to develop a vital early secondary education based on a (core) curriculum with, where possible, an integrated approach to learning that incorporates the latest learning technologies. Students complete a course of study to Year 10, providing work and attendance requirements are met. View full school
  13. The Cottage School is a community based co-educational primary school, providing education from Kindergarten through to Grade six. This small school of 80 students is situated at Bellerive on Hobart's eastern shore. It provides a holistic education in a nurturing environment. The school's philosophy is to provide a broad range of learning experiences catering to the whole child: intellectually, socially, emotionally, aesthetically, and physically. The Cottage School began in 1975. Sally Sorell had successfully run a kindergarten in her home in Petchey Street, Bellerive. A group of parents decided that it would be good to extend the family-based school for more than just the kindergarten year. Fathers felt that they were excluded from taking part in their children's education, so an Innovation Grant was applied to enable school sessions to be run during evenings and weekends. In 1978 a further grant was given to the school to help integrate children with special needs. Yabbo Thompson was the Coordinator and joined the school to work from Sally's home and the cottage at 4 Queen Street. The Cottage School was established to respond to a recognized need in the community for a school that focused on educating the individual child in a nurturing environment. The caring environment supports children's curiosity and desire to learn. The learning is meaningful, and children acquire the necessary skills to become competent and confident learners. Children are supported emotionally and, through guidance, develop good social skills. All areas of the Arts provide avenues for self-expression. Regular excursions provide experiences that expand children's horizons. Participation in games, camps, and outdoor pursuits provide challenges and develop independence. This underlying philosophy of education has helped shape several principles and values that help guide the Committee, the staff, and the school community in running the school. View full school
  14. Our Kindergarten students are provided with 1 or 2 Student Leader' buddies' who provide them with a high level of care and support as these little one's transition to school. Our School Chaplain regularly participates in devotions, Chapel, school excursions, and sporting events. She is well known and highly respected by staff, students, and parents. Student Leaders care for our school facilities as well as the student body. They take leadership positions at Assemblies, Chapel services, school functions, and the school's daily life. "Caught You Being Good" tokens are an excellent incentive for our students to receive a free iceblock from our school canteen. When students are given a token to "post" in our CYBG letterbox, they are encouraged to continue to get "caught" doing the right thing. Work Hard, Be Kind, Show Respect are the three schools "rules" we strive for. We believe that these three simple goals will help us create an environment within which each child is valued, supported, and encouraged to be the best person. View full school
  15. Our school has had a long, and in many ways, dramatic history, and in 2017 we celebrated our Centenary. Importantly, this celebration focused squarely on the students and staff who have made our school what it is today. We have so much to be thankful for in terms of those who have worked, learned, and grown in our school before us, and our school will always be indebted to their graciousness and commitment. The school moves into its second century with great confidence and an eagerness to discover what the future holds. The first thing that people notice when they visit our school is the warmth and confidence of the students they meet as they walk around the campus. These students are inquisitive, interested, and present, always keen to meet the new boy or girl. Going to school is an enticing possibility and exciting opportunity, with students regularly displaying their enjoyment of their time here at Cathedral. The school community is a microcosm of the modern world, embracing cultural diversity and accepting different backgrounds and life experiences. Rural, indigenous and international students join their Townsville counterparts in a school community that is tolerant, patient, and kind. Life-long friendships are forged as students work and play together in a supportive, inclusive community. With the cost of private education being a significant consideration for families, there is a need for a school like ours to offer the very best teachers, facilities, and care for the families who decide to join our school. To offer an authentic and individually rewarding program for each of your children when they become our students is always given the importance it deserves. The mission of The Cathedral School is to be a caring, Christian community in which children are challenged and inspired to explore, learn and grow so they will be equipped to make wise decisions as informed members of society. Our Aims To be a center for academic excellence. To encourage an understanding that the spiritual and moral aspects of life are central to our humanity. To affirm the unique worth of the individual. To inspire our students through creative, purposeful, enjoyable learning to reach their full potential. To develop attitudes that are anticipatory, visionary, and reflective. To educate our students to be discerning, sensitive, and responsible. The Cathedral School has undergone many changes throughout its long history. However, one thing has remained the same - it has always provided a nurturing and challenging environment where students can learn, develop, and grow in a caring Christian community. The school was established in 1917 as St Anne's, a girls' school operated by the Sisters of the Sacred Advent Society. Sixty years later, the Sisters departed, and the school came under the control of the Anglican Diocese of North Queensland. The first lay principal was appointed in 1978, and the school soon became co-educational and assumed its new name. The original school operated in the Synod Hall adjacent to St James Cathedral, but soon moved to its premises on the site occupied by the Townsville City Council. During the war years, staff and students were evacuated to the safety of inland Ravenswood, and in 1958 the school moved to its current site in suburban Mundingburra. Cathedral (as it is affectionately known) is now a modern, independent Anglican School. Students from Kindergarten to Year 12 enjoy the unique natural environment created by the massive rain trees and freshwater lagoon on the school's grounds. The single campus is "family-friendly" and provides an easy transition for students as they progress through the school years. View full school
  16. The Beehive Montessori School provides an environment that helps the developing child move towards their fullest potential. By respecting and nurturing individual needs and abilities, we encourage an enjoyment of learning, intellectual, physical, spiritual, and emotional growth, independence, and a sense of community responsibility. One of the oldest Montessori schools in Perth, the Beehive, started in 1977, with less than 20 children, under the guidance of Mrs. Renee Taylor. The building in which they operated was a reasonably non-descript hall. However, this start represented the culmination of a dream for Mrs. Taylor and the first group of enthusiastic parents. Today the Beehive Montessori School is situated in purpose-built premises beside the sea in Mosman Park and has more than 220 children. Separate areas cater to 3- 6-year-olds, 6 to 9-year-olds, 9 to 12-year-olds, and 12-15-year-olds. The school's design is very much open plan, with each area fully equipped with Montessori material. This exceptionally designed equipment is beautifully made from predominantly natural material and is mostly purchased, with some being made by the teachers themselves. With a Montessori education, the people directing the children in their learning are often referred to as "Directors or Directresses." All teachers are registered with TRBWA (Teacher Registration Board of WA), and all have gained, or are studying for, additional Montessori qualifications. The remainder of the school staff comprises of part-time specialist instructors, assistants, and administrative staff. At The Beehive Montessori School, we pride ourselves on encouraging and nurturing our students' social conscience to engage in philanthropy work. We strongly believe that we are raising a new generation of socially aware and caring for young individuals by giving back to our community, either locally or internationally. We do not limit ourselves to raising funds for various charities, but we support different worthwhile causes. Through their philanthropy work and with help from the whole school community, students can raise funds to donate and bring awareness to the charity/cause of their choice. View full school
  17. Through our Quality Assurance Department, we ensure each student is progressing towards achieving the school's valuable final goal: A happy student with the educational tools to pursue their goals in life competently. Children are best taught in a relaxed and unhurried environment, and that is what we provide here at The Athena School. As you contemplate your child's education, keep in mind that we at The Athena School have been providing education in Sydney for 30 years. View full school
  18. The Armidale Waldorf School is an independent school offering children from birth until 14 years of age. Our approved NESA curriculum provides children with a high standard of academic education in a beautiful natural setting. It balances their intellectual, moral, and artistic development. It is based on the teachings of Rudolf Steiner, whose philosophy emphasizes the importance of educating the whole person – head, heart, and hands. A dedicated language teacher teaches children from Kindergarten to Class 8 French. Music and art form a significant part of the regular curriculum, and children also attend additional classes with specialized art and music teachers. Our highest endeavor must be to develop free human beings who can impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility—these three forces are the very nerve of education. The Armidale Waldorf School is an independent, co-educational school that teaches under the educational philosophy of Rudolf Steiner. The school was founded in 1985 by Kit Wyndham, a visionary and inspired woman who led the school's growth for 20 years. Our school is one of 1050 Steiner schools in 60 countries around the world. The school is incorporated as a non-profit company with limited liability. Our Constitution can be found here – Endorsed TAWS constitution. It is funded by fees and grants on a per capita basis from the State and Commonwealth Governments. Memberships and registrations include the Association Independent Schools NSW, The NSW Educational Standards Authority, and Steiner Education Australia. The Armidale Waldorf School follows the Australian Steiner Curriculum Framework, which is recognized as an alternative curriculum by the Australian Curriculum Assessment Reporting Authority. The Armidale Waldorf School provides a comprehensive education for preschool through to secondary that works clearly out of anthroposophy, providing children with a foundation for life and inspiring them to fulfill their destiny. It is a school where students are educated to take their place in the world in a meaningful way for humanity, secure in their earthly existence, their souls nourished, and their creative spirits liberated. This living approach to education permeates throughout every aspect of school life, with students, teachers, parents, and friends recognized and valued as the unique spiritual beings they are. All that is happening in the whole school community nourishes and supports this vision. The school has clear structures and processes to facilitate trust, objectivity, and communication. We empower each other to take responsibility for the tasks identified and work together with an attitude of openness, honesty, and trust. The school community of students, teachers, parents, and friends, interact with the world with courage and love; truth, beauty, and goodness stand as an inspiration for all. We strive to create a place of beauty to nurture the children, with our buildings designed from Steiner's architectural indications surrounded by acres of native gardens. A healthy indoor environment free from pollutants for children and adults alike is a priority. We use quality art and craft supplies in lessons. Our furnishings are naturally beautiful, simple, and practical. The school values the natural environment and strives to operate in an environmentally conscious and sustainable way. We clean with cloths and water alone in most cases, and where a cleaning product is required, we use a researched product with the least harm to the cleaner and the environment. We garden organically and biodynamically, compost all possible waste, and reuse or recycle mulch our gardens to reduce our water needs, harvest rainwater for our drinking and garden needs, and manage our waste with an innovative reed bed system. View full school
  19. The Armidale School (TAS) is an independent, Anglican day and boarding school for boys and girls located in Armidale on the New England tablelands of northern New South Wales, Australia. Armidale is approximately halfway between Sydney and Brisbane and two hours inland. Founded in 1894, TAS has a non-selective enrolment policy and offers a diverse curriculum with a focus on academic achievement. TAS is co-educational across all years, and current enrolments stand at over 640 students, including over 200 boarders from Years 6-12. TAS has a Junior School catering for Transition (pre-Kindergarten) to Year 5, a Middle School (Years 6-8), and a Senior School (Years 9-12). Set on a spacious 25-hectare campus, the school features a mix of historic and modern buildings, all of which reflect elements of the outstanding original building designed by noted architect Sir John Sulman in 1892. The school'sschool's extensive facilities include a creative arts precinct, the heart of the Hoskins Centre. This facility incorporates a 240-seat performance theatre, specialist art, drama rooms, and a fully equipped sound and lighting desk. The adjacent Music Centre includes an audio recording studio and facilities for group and individual tuition. TAS is very proud of its numerous sporting facilities. The TAS Sports and Swim Centre includes a heated indoor 25-meter swimming pool, a gymnasium with a basketball court and indoor climbing wall, and a popular, fully equipped weights room. Our outdoor sporting facilities include seven sporting ovals (one under lights), a rifle range, basketball courts, and seven tennis courts. TAS is one of nine members of the Athletic Association of the Great Public Schools of New South Wales (AAGPS), and the only one located outside the Sydney metropolitan area. It is also one of only three schools in New South Wales to be a member of Round Square, an organization of around 90 schools globally that share a commitment to education through leadership, service, and adventure. Other affiliations include the Association of Heads of Independent Schools of Australia (AHISA), the Junior School Heads Association of Australia (JSHAA), and the Australian Boarding School'sSchool's Association. Welcome to the TAS website and our school. Our aim with this website is to provide all the information you will need when you come to our school, whether you are a parent considering a TAS education for your son or daughter or already a member of our TAS community. TAS has a long history as a quality regional boarding school that prides itself on the breadth of its offering and attention to the individual student. The only regional member of the Athletic Association of Great Public Schools (AAGPSNSW), TAS is a place where fresh air and green space abound, where educational experiences nourish the spirit, and where we aim to develop young men and women with strength of character, decency, and a passion for life. We are a non-selective school, but one with a reputation for academic strength. TAS is one of the oldest boarding schools in the state, and we believe residential life is at the heart of the school. Our boarders enjoy an environment that combines all the best home qualities while being supported by academically, socially, and recreationally. Relationships based upon mutual respect and responsibility reflect our Christian beliefs. Simultaneously, a growing focus on positive psychology and its role in education seek to promote hope, resilience, and meaning to all who live, work, and play here. TAS unashamedly believes that a quality co-curricular program is central to the development of every student. Whether it be music, drama, sport, service, or adventure activities, it is the school's business to help boys and girls explore and experience worthwhile and engaging opportunities and support them to excel in whatever they choose to do. As a Round Square school, we are outward-looking and seek to arm our students with the confidence to embrace the challenge as they find their way in the world. We are proud of our facilities but equally proud of our community, where friendships are made for life. View full school
  20. Alice Springs is a regional multicultural center with approximately 27,000 people, servicing stations and Aboriginal communities. The diverse community lends the town fabulous vibrancy. We are close to some of Australia's most ancient countries and cultures here, and the very landscape with it is towering mountain range cradling the town reminds you of that daily. It is a humbling and inspiring experience. Alice Springs provides a fantastic base for exploring the surrounding country, which is host to a wide range of stunning gorges, permanent waterholes, walking tracks, and National Parks. The majority of these magnificent places lie in an area from ten minutes to an hour or two from town, and most are accessible by regular 2WD car, or some even by bicycle. The great weather, relentless beauty, and ease of access to the country make 'Going Bush' an option almost anytime, whether for a quick walk with the kids and dogs or to spend a few nights swagging it under the stars. The town is a community rich with the ancient culture and language of the region's traditional indigenous owners. There are many work opportunities, community events, sporting opportunities, children's activities and opportunities to experience a unique part of Australia. Alice Springs is home to a thriving theatre and gallery cultural precinct that regularly hosts nationally acclaimed touring presentations in visual art, dance, theatre, opera, music, and film. There is a lively arts scene with something for everyone on the local level, no matter your skill or interest level. Territory Craft, the NT Writers' Centre, Watch this Space (artist-run gallery initiative), Film NT, Imparja, Red Dust Theatre, and Music NT are just a few of the organizations with offices in town committed to providing support, workshops, opportunities, and activity for the many residents. Do not miss out on the Alice Desert Festival held every September. The Alice Springs Steiner School commits to these values: Keeping the child at the heart of all we do Educating the evolving child through love and protecting the integrity of childhood To maintain transparency in all we do Fostering a love of learning and the pursuit of truth. Striving toward a collaborative relationship between home and school that supports the child's development. To be accountable and use evidence-based approaches A comprehensive curriculum develops the physical, emotional, intellectual, and spiritual potential of each child. Maintaining a distinct curriculum that reflects the major developmental stages of children Fostering respect and care for one another and the environment. Striving to overcome racial, sexual, and other forms of prejudice and working positively in the community both socially and in the natural world. Meeting teachers' needs for professional and personal development. Making teachers part of a responsible, accountable, and collaborative management system. To promote sustainability To celebrate what makes our approach to education and life unique To remain authentic to our beliefs and approach View full school
  21. Tarrington Lutheran School is a small, vibrant school in the Western Districts of Victoria, where quality teaching and learning is enhanced by the family atmosphere created by a caring community. The school, nestled in a rural atmosphere, has a history of caring and sharing, celebrating 162 years of continuous education in 2015. Students learn in an ideal environment – a rural atmosphere with well-developed grounds and facilities. Our school’sschool’s delightful setting helps students experience the joys of learning while building a strong foundation for lifelong learning. Our high-quality Christian education is an education in the broadest sense. We are committed to providing the best opportunities for children to learn, grow, and mature into fine citizens. We aim to teach students that they have a purpose in life – not just living in society, but to give something back to the world they live in to help make it a better place. The school supports families as they seek to bring up their children in a changing and challenging society. The school recognizes the importance of this partnership between home and school and supports this belief with effective open communication. We desire ongoing consultation with parents. Parents are encouraged to discuss any school-related concerns with staff and to share and celebrate student success. At the center of the school community stands Jesus Christ, our risen Lord. This is demonstrated through the importance placed on the spiritual life of the school. From the quiet of staffroom and classroom devotions to the energy and excitement of whole school worship, we appreciate the chance to begin the day listening to God’s word of love, encouragement, and guidance to us. Tarrington (Hochkirch) first settlers were of German, Lutheran origin. The first settlers believed firmly that the Church and the Education of young people went hand in hand, so the church and its school became the center of the German community in the area. The present modern equipped school is set under the ‘shadow of the cross, of the present imposing church, built-in 1926 after a bush fire destroyed the first building. The church spire can be viewed from a distance, especially at night, and witnesses all who pass by an active, caring Christian community present. Because we believe in the importance of building foundations to assist students in developing within their potential, as individual, life long learners, while nurturing each precious child’s potential, within a safe and caring environment, we therefore promote: Excellence in education Preparing the next generation Teaching the Christian faith Working with families Being accessible to the diversity that is Australia Operating from a coherent world view that is based upon belief in God We believe that the school is where each student can develop to their true potential in a safe and happy environment. We are committed to providing excellence in education in a family atmosphere of Christian love and care. This speaks of: Building foundations to assist students in developing within their potential as an individual, life long learners Nurturing each precious child’s potential within a safe and caring environment View full school
  22. Tarrah Steiner School was initially founded in South Hobart in 1988. After several years the school moved to a new site at Huntingfield, which offered plentiful space, views of both the mountain and the river, and access to a small creek and bush reserve. The school has grown organically from a cluster of small, purpose-built cottages to include state-of-the-art, architecturally designed high school buildings and a multi-purpose Hall and commercial kitchen. The school now offers Steiner education for children from 3-16 years of age. Fantail and Pipit mixed-age kindergartens for children aged 3-6. Primary school classes 1 to 5 with the same Class Teacher for five years, including specialist teachers for languages, physical education, music, craft, and gardening. Secondary school classes 6 to 10 with several subject specialists including maths, English, drama, health, outdoor education, physical education, history, science, and woodwork. Learning Support is available for individual students or small groups who need some additional teaching time. At Tarremah, the unique spirit of each child is recognized and respected. Teachers study and work with the indications given by educational philosopher Rudolf Steiner, guided by the nationally accredited Australian Steiner Curriculum framework. Teachers work with a broad curriculum to create an environment that addresses the growing individual's developmental changes. Each child's inner life of imagination and creativity is cultivated, along with enthusiasm for academic challenge and enjoyment of the physical activity. Teachers strive for the balanced development of thinking, feeling, and doing. The innate creativity and joyfulness of healthy children are encouraged through an artistic approach to all learning. Every child is encouraged to excel within a rich social and intellectual environment that promotes attributes such as self-confidence, resilience, resourcefulness, initiative, and social consciousness. Steiner schools strive towards delivering the educational philosophies of Rudolf Steiner while developing their pedagogy. The Australian Steiner Curriculum Framework guides teachers. The framework has been approved by the Australian Curriculum and Reporting Authority (ACARA), which recognizes that all content from the Australian National Curriculum is delivered. However, Steiner schools often introduce concepts in different years, in line with Steiner's indications of the child's developmental needs. Children are taught in a creative and lively way allowing children to connect with subject matter whatever their learning style. Concepts are taught through 'Main Lessons,' which allows children a deep immersion in the topic for several weeks. Specialist subjects enhance the primary curriculum. Steiner schools value painting, form drawing, craft, woodwork, gardening, singing and recorder, physical education, German and Japanese. Many of these subjects are taught by specialist teachers. Tarrah is very well regarded for its Outdoor Program, which builds each year from informal bushwalks in kindergarten and early childhood to week-long walks in the Tasmanian wilderness. View full school
  23. 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. View full school
  24. EduCativ

    Taqwa School

    Taqwa means being God-conscious in our daily lives. To remember Allah (SWT) in all our daily dealings. Acquiring Taqwa is a process that takes time. At-Taqwa School, we aim to increase Taqwa, Iman, and Ihsan. We intend to prepare Australian Muslims who are proud, successful, committed, compassionate, and productive in their Iman, community, and chosen professions. We prepare them to recognize, respect, and celebrate cultural differences and diversity. We aim to produce mature and responsible citizens of tomorrow and prepare them for the hereafter. View full school
  25. 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. View full school
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