Search the Community

Presbyterian Ladies' College Sydney is one of Australia's oldest and most respected schools for girls. PLC Sydney is a day and boarding school for girls from Pre-Kindergarten to Year 12. When PLC Sydney opened its doors for the first time in 1888, the entire school consisted of 39 girls. Today the College is home to nearly 1400 girls from just four years old to the young women who graduate in Year 12. Over its long history, the College has been transformed over and over again. Times change. Education has changed ... and keeps changing. Today's learning environment tools and opportunities would barely be recognizable to a graduate of only 30 years ago. Change is good, but some things do not – and should not – change. In what turned out to be an unusual opening day ceremony, the Governor of NSW invited his wife, Margaret Child-Villiers, the Countess of Jersey, to make an impromptu speech. The words she spoke were reported around the world. "To gain knowledge for the mere sake of possessing it is selfishness to gain knowledge for the mere love of displaying it is vanity to gain knowledge for the sake of being useful to others is true Christian charity." The Countess' spirit lives on in the College's commitment to achieving outstanding academic results and being a place where each girl is extended to grow into a confident, caring, and accomplished young woman of integrity. The Countess of Jersey would have approved. One of the things we have come to love about PLC Sydney is its gardens. Everyone who walks through this College moves through the dappled light from its wonderful old trees and shrubbery. The poet Gerard Manley Hopkins once wrote: "Glory be to God for dappled things." He expressed his wonder and gratitude for the variety of beauty and experience he found in Nature. Our gardens are an appropriate metaphor for our PLC Sydney community. With approximately 1350 students, boarders, and day girls, from a wide range of backgrounds and over fifty cultural groupings, and with provision for the ablest students and those with particular learning difficulties, we can claim to be one of the truly international, proudly comprehensive schools in the country. We welcome all students regardless of their academic ability, all of whom are regarded as valuable members of our school community and whose development is essential. PLC Sydney provides many opportunities for students to find their niche and learn new skills while also engendering the intellectual and personal vitality required for life after school. Our courses' scope is impressive by any standard: 18 School Certificate courses and 26 Higher School Certificate courses, including five languages. University entrance rates are equally encouraging, particularly given our comprehensive entry. A pattern has developed where between 45 percent and 60 percent of the graduating Year 12 receive ATARs of 90 or over. We seek to be a College that achieves both excellence and what we call 'reach'. Students can achieve excellence academically and in co-curricular endeavors. Yet we also set as our task to enable each student to achieve her best. PLC Sydney is a school of the Presbyterian Church of Australia in the State of NSW. It welcomes all girls to a caring Christian environment that encourages excellence in all areas of life. The College will encourage each individual to: develop a Christian worldview become a young woman of integrity with a sense of purpose achieve full potential in all areas of endeavor develop agency the capacity to make good choices achieve proficiency and confidence in communication, problem-solving, and the use of new technologies attain self-confidence and develop an enthusiastic commitment to excellence develop an understanding of and respect for the values of others acquire the skills needed to use leisure time in a fulfilling, responsible, and creative fashion please contribute to the well-being of her local, national, and international community develop a keen and life-long pursuit of learning. Our values are based on a Christian world view and expressed through four core ideals. We strive to provide an environment where the following values underpin all endeavors and relationships in the College: Grace: the underlying framework for our College is that each student realizes that there are circumstances beyond their control in their lives for which they are genuinely grateful. They are who they are because of the grace of God, the love of their families, and the support and enabling of others. An attitude of Reverence: (deep respect tinged with awe) for God's word and the beauty and wonder of the natural world and humanity. With this attitude, we view the world with inspiration and hope, undertake our endeavors with passion, and base our relationships on respect for ourselves and others. The pursuit of Wisdom: which begins with a spirit of inquiry for knowledge and truth and, through discipline and challenge, leads to well-considered judgment. Participation in Service: to make a difference in the world. Contributing to communities builds personal character through understanding and compassion and fulfills the obligations and responsibilities of citizenship. View full school

Our Vision To bring glory to God by working together as a community providing quality Christian-based education. Our Mission Christadelphian Heritage College Sydney strives for: wisdom, reflecting Christian values in its organization, teaching, and practices, to provide a caring and safe environment knowledge, developing life skills in children, and building strong partnerships with our families excellence, optimizing the capacity of each student to achieve his or her potential in academic, spiritual, moral, personal, and creative spheres Our education programs are based on Bible principles and seek to instill in our students the Gospel values of faith and hope in God, and love for one another. Students are encouraged to become confident, active, self-motivated, and to pursue excellence in all areas, both academic and non-academic. Commitment to the truth, sound judgment, and ethical conduct is identified, acknowledged, and celebrated. Personal responsibility, leadership, and initiative foster opportunities for a positive contribution. Respect for God, respect for others, self-respect. Nurturing a caring community, looking out for others, and providing for their needs. Promoting an active involvement in the partnership between home and school to model the strength of teamwork. Positive attitudes and work habits are so crucial to academic success. These, along with guidance and support, are essential elements in a child's development. This leads us to accept that 'schooling' is not just covering a set syllabus or completing set tasks. It is more about encouraging students to love learning, to want to improve, and desire to participate in their development. Christadelphian Heritage College Sydney is relatively small, enabling the staff to "know" the students - their needs, abilities, and interests. Because of these smaller numbers, financial restraints mean that fewer elective classes can be run. Despite this, the College is committed to allowing students to follow the subjects of their choice through to the H.S.C. level, through external providers if necessary. Heritage also appoints dedicated, capable, and qualified staff to provide high-quality programs in all available school-based subjects. Our Learning Support Unit at CHCS aims to provide students with the social, emotional, and academic support that they require to reach their full potential. Learning Support Unit staff work with parents to ensure the continuity of the programs. Admission to the Learning Support Unit is taken on a case-by-case basis and is contingent upon the ability to match student needs with the level of service that is available at the time. There may be students for whom we are unable to provide the required services. The Learning Support Unit Provides services that include assessment, academic support, writing, and implementing programs, assisting classroom teachers in modifying instructional strategies and content as well as withdrawal of students for individual or group intervention. Learning Support staff liaise with classroom teachers and may, from time to time, recommend outside professionals to provide therapy to the student, such as Speech Therapists, Behavioural Optometrists, Occupational Therapists, and Paediatricians. Students who have been identified as requiring extra support with literacy will be assisted by Learning Support staff to ensure that the required intervention is established. This may take the form of extra time, colored paper, assistive technology, or a reader/writer for examinations, etc. The Learning Support Unit also co-ordinates applications for Special Provisions in NAPLAN and Higher School examinations via DET or Board of Studies on behalf of the student. Students arriving at CHCS from a N.E.S.B. (Non-English speaking background) who have been to an I.E.C. (Intensive English Centre) and are placed in a mainstream class are eligible for additional support through the E.S.L. Program. Placement is available for Phase 1 and 2 Students. Students are assessed and taken into the program on a case by case situation. Students will receive withdrawal support, in-class team teaching, task modification assistance, and homework support. The program is organized into three strands: • Oral interaction (listening and speaking) • Reading and Responding • Writing Students that participate receive weekly homework activities that they are to complete out of class time. Assessment is based on the E.S.L. scales and is reported on twice-yearly during typical reporting times. View full school

Welcome to the Australian Islamic College of Sydney (AICS) website. This website has been designed to improve communication between the College, students, and parents. The site also provides prospective parents and students and the general public with information about the College. The Australian Islamic College of Sydney is an independent educational institution offering academic and Islamic education and pastoral care to students of many cultural backgrounds. All activities at the College are guided by Islamic faith, ethos, and values. The College is committed to developing and implementing the highest quality of educational programs. Central to all teaching programs is a commitment to developing students with skills, knowledge, understanding, and abilities to embrace the challenges of the 21st Century. All programs aim to provide optimal learning opportunities to all students while promoting equity and excellence and instilling Islamic attitudes, values, and principles. In particular, the values of honesty, courtesy, care, and compassion for others, and fair play are seen as vitally important in the development of responsible citizens. They are emphasized in all teaching and learning activities. The teachers also motivate and challenge the students to take more pride in their studies and bear more responsibilities to enhance their academic performance. Students are immersed in a series of learning experiences that help each student reach their potential. Students also develop skill sets that enable them to pursue their dreams while making a difference in the world. The highly qualified and experienced teachers work in close partnership with parents at AICS to help all students to achieve their personal best. Also, they groom their students to become respectable and productive citizens of Australia and future leaders of their community and the nation. It is an honor for me to serve as the Principal of this dynamic and progressive educational institution. I am confident that parents who have chosen to educate their children at AICS will be happy to share a unique and rewarding educational, spiritual, and social experience with our dedicated teaching staff. The philosophy of the Australian Islamic College of Sydney is to provide an educational environment and programs that facilitate optimal learning opportunities, promote equity and excellence, and instills the Islamic values and principles in all its students. The College's vision is to become an educational institution of choice in Australia renowned for its ability to guide and educate its students to become model citizens with a high level of academic excellence and Islamic values, morals, and ethics. The College's mission is to provide excellent academic, cultural, artistic, physical, and religious education in an Islamic environment enriched with the values of discipline, mutual care, and respect, to help them develop into well-educated individuals who are: Ready to face the challenges of an ever-changing world Balanced in intellectual, spiritual, and physical aspects Life-long learners Prepared to contribute to the development of their community and the broader Australian society. The Australian Islamic College of Sydney values providing students with the opportunities to enable them to reach their highest possible level of academic, social, and cultural attainment so that they become well-educated, responsible, and religious citizens capable of contributing positively to the development and betterment of their community, the nation and the world as a whole. The students are taught Islamic values by implementing a strong Islamic Studies curriculum throughout all year levels. Students are taught to respect and value what is stated in the Qu'ran and aim for the Holy Prophet (PBUH) in all that they do and achieve. The students are expected to not only live by these values at school but at all times. To reinforce the Islamic values, students pray the Zuhur (midday) and the Jumah (Friday) prayers at the school. The older students also fast during Ramadan, and all students observe Islamic festivals and holidays. View full school

Founded originally in 1983, in the Melbourne suburb of Coburg, and named after its patron, our King Khalid Islamic College became the first full-time Islamic School in Australia. A commitment to excellence has seen the Academy experience phenomenal growth since then. Our school now boasts three campuses in Melbourne, two campuses in Sydney, and an international campus in Abu Dhabi, UAE. While we are not a selective school, all our campuses promote academic and spiritual life's highest achievement. Our curriculum provides children with a strong sense of community and values by incorporating the International Baccalaureate program and religious studies. We aim to provide quality education in a caring and supportive Islamic faith environment. We encourage our students to aim for personal excellence and develop independent learning and critical thinking skills. We utilize a variety of programs to promote self-esteem, self-discipline, responsibility, and leadership. We aim to foster in our graduates an awareness of interdependence as members of a multicultural community and the world and develop a sense of service and a commitment to act with justice and compassion. At the Australian International Academy (Sydney campus), Primary School students are pivotal to the teaching and learning program. They are perceived holistically, considering their social, emotional, cognitive, physical, and spiritual wellbeing. They can become internationally-minded people who engage in world issues and take on constructive action where necessary. Our primary school curriculum has coverage of the NSW Board of Studies requirements and International Baccalaureate – Primary Years Programme's pedagogy. The teaching and learning curriculum is a concept-driven, inquiry-based program that recognizes students as lifelong learners that require purposeful, authentic, challenging, and in-depth learning. Teachers facilitate students' learning through a differentiated program that considers different learning styles, abilities, and interests. We do this by offering students opportunities to work in exclusive supported programs, one-on-one learning experiences, hands-on, open-ended learning, group work, and discussions through these programs. Students benefit from building their research, communication, social, self-management, and thinking skills. As a faith-based school, all our students need to develop a sound knowledge of the Islamic Faith. We promote the development of a student's emotional, social, and spiritual wellbeing. Integral to this is for students to build positive relationships with people of different races, cultures, languages, genders, social backgrounds and demonstrate love and respect to natural environments and its connection with the universe we live in. In Islamic Studies, students are continually developing self-reflective and critical thinking skills to be responsible citizens. They use the beliefs and practices of the Islamic faith to inform their behavior and actions by drawing from the Holy Quran's wisdom and the Prophet Mohammad (PBUH) – as a basis of knowledge, actions, and values. We believe this will guide Muslim students to be good Muslim Australian citizens. Our school is also committed to nurturing the mother-tongue and supporting students to become multilingual. We believe that multilingualism is an internationally-minded person trait, which helps them participate in academically at school and in their social lives. It provides an intellectual framework to support conceptual development and critical thinking skills and support students to embrace diversity and difference by having access to various perspectives across the globe. Our school provides Arabic lessons that enable students to develop communication skills in listening, speaking, reading, and writing to express themselves and understand others in Arabic effectively. In the Primary Department, it is integral that we build student capacity as life- long learners through instilling values and attitudes that enable students to be effective communicators, open-minded in their interactions, confident in themselves, independent as well as collaborative learners, creative and critical thinkers when analyzing, problem-solving and evaluating. Our academic curriculum for the Senior School is designed to give our students a broad and well-rounded education while allowing them maximum opportunity to develop their interests and strengths through their chosen fields of specialist study. Record of School Achievement (RoSA) – Board of Studies endorsed courses for Year 7 to Year 10 Middle Years Programme (MYP) – IBO endorsed courses for Year 6 to Year 10 Higher School Certificate (HSC) – Board of Studies endorsed courses for Years 11 & 12. IB Diploma Programme – IBO endorsed courses for Years 11 & 12 View full school

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

Our Vision is to guide each child, not just in the moment but for life. The mission is to inspire our students to be lifelong independent learners, develop their sense of wonder and promote them as peacemakers and leaders. Values are At Sydney Montessori School, our Educational Philosophy and teaching practices are research and evidence-based. As Montessori educators, we are committed to educating the whole person. We foster a love of learning and an understanding of the world and our interconnectedness with it. Peer learning. Curiosity, independence, and achieving your personal best. Empathy and courtesy Diversity and inclusivity Partnerships with our families and community. Every parent wants the best for their child, especially when choosing a school. We all want our children to be content in their learning environment, developing friendships, and progressing academically. We believe the key difference between our school and other educational institutions is the nurturing environment in which our children learn and grow. It is geared towards the child’s specific needs, natural desire to learn, and most importantly, allowing them to enjoy the process. The Sydney Montessori School is a co-educational, non-denominational school for children ages 0 – 16. Children learn through the Montessori curriculum while attaining the educational outcomes prescribed by the NSW Educational Standard Authority (NESA) syllabuses. The school has been registered and accredited by NESA. The Montessori curriculum has been scientifically researched and developed over many years. It continues to evolve and adapt to meet the changing needs of society. We utilize tactile, hands-on learning, thus engaging both the mind and the body. Specialized equipment unique to the Montessori approach of “ help me to do it for myself” facilitates the child to learn while also encouraging and challenging them to continue learning. The Montessori curriculum goes into great detail, so students can study subject areas to the depth they are interested in and able. This allows us to cater to children of all levels of ability. Each child belongs to a multi-age group spanning 2 – 3 years. The younger ones have the older children in their group as role models, while the older children learn through sharing their knowledge. This benefits both groups intellectually and socially. It allows them to make friends of different ages. Importantly, it also fosters a strong sense of caring and community. Dr. Maria Montessori’s first school was in a slum area in Rome. Its name translates to ‘The Children’s House.’ Education and classroom design was geared to the child’s needs, not the teacher’s convenience. Similarly, so too are the Sydney Montessori School’s classrooms. Children may choose to sit at appropriately sized tables and chairs – but many also choose to sit on the carpet! They lay equipment on the floor and work either individually or with friends. They may move about the room freely, yet they are working and learning. Children learn at their own pace. They progress to the next stage when they have mastered the area they are currently learning. This ensures that they are thoroughly prepared for that next level of their learning. The Montessori approach is child-centered learning. It is essential to realize that while the child may choose what to learn, much guidance and, therefore, preparation goes into these decisions so that each child covers all areas. The teacher closely monitors each child’s progress. They work one-on-one or with a small group, asking questions, checking comprehension, challenging ideas, and assumptions. Critical to our children’s learning is their relationship with staff. As they are in multi-age groups, changing teachers usually occurs when students move to the next stage, after three years. So each teacher knows the personality and developmental needs of each child thoroughly. A strong, trusting relationship develops between them. Thus a happier, more content child. Teachers are degree-qualified as per the requirements of NESA, with additional specialized Montessori training. They are committed to each child, watching their journey with dedication and care. A comparatively small school, the Sydney Montessori School, is where children develop intellectually, socially, physically, and emotionally. We actively foster grace, courtesy, and mutual respect toward each other. Using proven Montessori principles, we work together to build a strong community where families feel they belong. Parents are warmly encouraged to contribute to the school regularly through various activities. View full school

Our school aim is “to help each student develop their potential and help develop individuals who are ready to create a new era.” I hope that our children will become globally-minded individuals who contribute to societies in Japan and internationally, working towards cultivating a peaceful world. SJIS encourages students to learn about their own, as well as other countries, in order to deepen their understanding of their cultures and history. By doing so, they will learn open-mindedness and effectively communicate with others while respecting the thoughts and values of people of different backgrounds. At SJIS, the Japanese Division studies the curriculum set by the Ministry of Education, Culture, Sports, Science, and Technology – Japan, while the International Division studies the Australian Curriculum for NSW. In the Japanese Division, lessons are conducted in Japanese, which will ensure that students are equipped with language abilities on-par with students in Japan. We also take a proactive approach to strengthen their English language skills by providing one English language lesson every day and collaboration with the International Division classes and local schools. In the International Division, the lessons are conducted in English and Japanese language lessons are scheduled every day. SJIS has these unique and ideal qualities, unlike any other Japanese School around the world, where students can experience international exchange daily, right within the school. Please come and visit to study with us at our exceptional school. View full school

It is exhilarating to be leading Grammar at this time, and a genuine privilege to be entrusted with the education of some of the brightest and most impressive young men in the country. Grammar is a thriving, motivating, and purposeful place built on an ethos that draws significantly on the Western European Enlightenment'sEnlightenment's enduring values. While an impressively notable feature of the school'sschool's reputation, examination success is just part of the picture of a busboy's intellectual, physical, and social development throughout his time at Grammar. Indeed, a love of learning and a passion for the past's greatness, the dynamism of the present, and the opportunities of the future remain essential to the boys' daily lives. Furthermore, an astonishing range and depth of opportunities exist beyond the classroom, be these in Music, Sport, Debating, Drama, and so much more. Our nurturing of each individual boy'sboy's talents to his fulfillment is such that there is no typical Grammar boy. Our boys have in common that they emerge from Grammar as articulate, confident individuals with a strong sense of their places in society, ready for university and the wider world. Interestingly, the minutes from an early Trustees'Trustees' meeting asserted that the school'sschool's object would be "that it furnishes a superior general, not a professional education its object is not to prepare its scholars for any determinate occupation but to communicate such information, and such intellectual training, as may best assist them in the subsequent acquisition of special knowledge, and the efficient discharge of their social and public duties." Given the inevitably changing nature of what will be considered professions in the years to come, it will be essential for our young men to have a pure academic grounding in order to be in a position to choose their path in the future. Thus, we remain true to our Trustees'Trustees' historical vision and practical, contemporary purpose. The modern College Street has around eleven hundred boys, St Ives over four hundred, and Edgecliff three hundred. Our boys now proceed from the school to a variety of Universities in New South Wales and beyond. However, the primary purpose of Grammar as set out in the Act to confer on all classes and denominations of Her Majesty'sMajesty's subjects resident in the Colony of New South Wales, without any distinction whatsoever, the advantages of a regular and liberal course of education'' – remains the same. Since its foundation, the school and its old boys (called ''Old Sydneians'') have played an essential part in this country's history. Edgecliff Preparatory School Alma Street, Paddington NSW 2021 Australia Phone: (02) 9366 0100 Fax: (02) 9361 5759 St Ives Preparatory SchoolAyres Rd, St Ives NSW 2075 Australia Phone: (02) 8302 5200 Fax: (02) 9449 9875 View full school

Shore was established in 1889 as a leading comprehensive school for the education of boys. In 2003 we also welcomed girls to our Early Learning Centre and Kindergarten, Year 1 and Year 2 facility at the Northbridge Campus. Our rich history and traditions have powerfully shaped our school, fostering a sense of community and belonging. Reflecting on Shore's Christian foundations, we focus on developing the whole person - intellectually, physically, socially, emotionally, and spiritually. We place a strong emphasis on character formation, challenging our students to be responsible citizens of integrity who seek to serve the wider community. Our commitment to a genuinely comprehensive education means we pursue engaged rigor in academic work and offer a wide range of learning experiences, both in and out of the classroom. We create a genuine partnership between the school and home, enabling each student to discover their talents and preparing them for the realities and challenges of our contemporary world. We believe the best evidence of success will be exhibited in the adult lives of those who have passed through the school. We are proud of our many Old Boys who have served in all walks of life with great dedication. Shore's dynamic tradition is founded on authentic and transformative Christian faith, emphasizing engaged rigor in academic work, relational service of others, growth in character, personal best in games, and co-curricular activities. With this as its foundation and within its charter, Shore seeks to be the leading comprehensive school in Australia. The school stands on a site of just over eight hectares on a hill-top two hundred meters from the North Sydney railway and bus station. It has magnificent views of the Harbour and the City of Sydney. The site is all the classroom blocks, administrative offices, the Library/Resource Centre, Information Technology Centre, Lecture Theatres, a 500 seat auditorium, and an Assembly Hall. The BH Travers Centre opened in 2000, incorporates the Playfair Hall, the Boer War Contingent Memorial Library, the Information Technology Department, and a gymnasium. The Chapel, dedicated in 1915, can seat 350 and occupies a central position in the school. Nearby are four Boarding Houses and a central Dining Hall. The Preparatory School (founded 1926) adjoins the primary school on the western side. It was significantly upgraded in 2006, and the complex provides expanded classrooms and other educational accommodation for Prep boys. For organized games at North Sydney, there is one oval and numerous cricket nets, tennis, and basketball courts. There is also a fully equipped physical education complex with two gymnasiums, circuit and weights training areas, two squash courts, and an eight-lane 25-meter swimming pool, with a separate diving-pool. The school's main sports facility is at Northbridge, five kilometers to the north, where the school bought 9 hectares of land in 1916. This now has one of the most delicate ovals in Sydney and five other full-sized ovals, as well as tennis courts, pavilions, and dressing rooms. The Northbridge campus also incorporates the K-2, Early Learning Centre, and Long Day Care, which opened in 2003 as a significant addition to the Preparatory School at North Sydney. The grounds were opened in 1919 as a memorial to the 880 Old Boys who served and the 122 who died in the Great War. Rowing has been part of the School tradition since 1890. The Gladesville Rowing and Function Centre is pleasantly situated on Looking Glass Bay, Gladesville, ten kilometers west of North Sydney. The school also owns about 20 hectares of bushland at Linden in the Blue Mountains. In 2009, the school acquired the adjacent site Graythwaite and this 2.7-hectare site has given a whole fresh perspective to the school and educational opportunities. View full school

Founded in 1989, the German International School Sydney (GISS) offers a complete multi-lingual school education from Preschool to Year 12. Our vision is to enable your child to live a fulfilled life in tomorrow's modern and fast-changing global society. Our 360 students from Preschool to Year 12 are part of a truly multicultural community. About half of them come from Germany, Austria, Switzerland, and many other countries and a half from local Australian families. Therefore, we truly live our mission to offer the highest quality co-education in a bi-lingual and multicultural environment. Our curriculum's focus – which combines the New South Wales Syllabus and the one of the German State Thüringen while following the NSW school calendar year – are languages, math, and the sciences. Students can be enrolled without prior knowledge of either the German or English language. Our content and language integrated learning methods allow all students to be taught according to their language skill set. Our immersion approach also leads to high bilingual proficiency in both languages. In Years 11 and 12, we offer the International Baccalaureate Diploma Programme (IB), which is recognized worldwide as the best university preparation program currently available to students completing post-secondary education. I am proud to say that in recent years our IB students continuously achieved IB scores above the world average. Furthermore, our highly qualified and dedicated team of teachers guide and support every student to develop their full academic potential and become competent, responsible, and independent adults. To find out more about our unique learning environment, visit us on one of our regular Open Days. Alternatively, please feel free to arrange a private school tour anytime. Our Vision, The German International School Sydney, enables your child to live a fulfilled life in tomorrow's modern, fast-changing, and challenging global society. Our Mission, The German International School Sydney, offers the highest quality co-education in a continuous bilingual and multicultural environment and is dedicated to developing each student's full potential. We are committed to the best German, European, and Australian educational and cultural values fostered in a friendly and caring community. We challenge our students to develop into responsible, reliable, competent, and confident adults. View full school

Our Vision To bring glory to God by working together as a community providing quality Christian-based education. Our Mission Christadelphian Heritage College Sydney strives for: wisdom, reflecting Christian values in its organization, teaching, and practices, to provide a caring and safe environment knowledge, developing life skills in children, and building strong partnerships with our families excellence, optimizing the capacity of each student to achieve his or her potential in academic, spiritual, moral, personal, and creative spheres Our education programs are based on Bible principles and so seek to instill in our students the Gospel values of faith and hope in God and love for one another. Students are encouraged to become confident, active, self-motivated, and to pursue excellence in all areas, both academic and non-academic. Commitment to truth, sound judgment, and ethical conduct is identified, acknowledged, and celebrated. Personal responsibility, leadership, and initiative foster opportunities for a positive contribution. Respect for God, respect for others, self-respect. Nurturing a caring community, looking out for others, and providing for their needs. Promoting an active involvement in the partnership between home and school, to model the strength of teamwork. Positive attitudes and work habits are so important to academic success. These, along with guidance and support are essential elements in a child's development. This then leads us to accept that 'schooling' is not just covering a set syllabus or completing set tasks. It is more about encouraging students to love learning, to want to improve, and desire to participate in their development. Christadelphian Heritage College Sydney is relatively small and this enables the staff to "know" the students - their needs, abilities, and interests. Because of these smaller numbers, financial restraints mean that fewer elective classes can be run. Despite this, the College is committed to allowing students to follow the subjects of their choice through to HSC level, through external providers if necessary. Heritage also appoints dedicated, capable, and qualified staff to provide high-quality programs in all available school-based subjects. The goal of our Learning Support Unit at CHCS is to provide students with the social, emotional, and academic support that they require to reach their full potential. Learning Support Unit staff work with parents to ensure the continuity of the programs. Admission to the Learning Support Unit is taken on a case-by-case basis and is contingent upon the ability to match student needs with the level of service that is available at the time. There may be students for whom we are unable to provide the required services. The Learning Support Unit Provides services that include assessment, academic support, writing and implementing programs, assisting classroom teachers to modify instructional strategies and content as well as withdrawal of students for individual or group intervention. Learning Support staff liaise with classroom teachers and may from time to time recommend outside professionals to provide therapy to the student such as Speech Therapists, Behavioural Optometrists, Occupational Therapists, and Paediatricians. Students who have been identified as requiring extra support with literacy will be assisted by Learning Support staff to ensure that the required intervention is established. This may take the form of extra time, colored paper, assistive technology, or a reader/writer for examinations, etc. Applications for Special Provisions in NAPLAN and Higher School examinations are also coordinated by the Learning Support Unit via DET or Board of Studies on behalf of the student. Students arriving at CHCS from a N.E.S.B (Non-English speaking background) who have been to an I.E.C (Intensive English Centre) and are placed in a mainstream class are eligible for additional support through the E.S.L Program. Placement is available for Phase 1 and 2 Students. Students are assessed and taken into the program on a case by case situation. Students will receive withdrawal support, in-class team teaching, task modification assistance as well as homework support. The program is organized into three strands: • Oral interaction (listening and speaking) • Reading and Responding • Writing Students that participate receive weekly homework activities that they are to complete out of class time. Assessment is based on the E.S.L scales and is reported twice yearly during common reporting times. View full school

We aim to model the love of God in the practice of Christian life. Adventist education is Bible-based, Christ-centred, service-oriented, and Kingdom-directed. It aims for balanced development in the lives of students, encouraging them to choose a personal relationship with Jesus, serving Him in this world until He comes again. These features, infused through the schools’ policies, procedures, and practices provide the Special Character of Adventist Education, based on the fundamental beliefs and values of the Seventh-day Adventist church. View full school

We are a large school but we pride ourselves on maintaining the caring atmosphere often associated with smaller schools. Each student is placed in a form group under the guidance of a tutor, who gets to know each child very well. Our new students each year tell us that they find the school welcoming and secure. We have a broadly equal number of boys and girls and a full range of abilities. We believe parental co-operation and support are key factors in educational success. Form tutors, heads of year, subject teachers, and senior staff are all happy to be contacted about individual students. Often, an early word between parent and school can prevent any worries from developing into a problem. The school has a very active Parent Teacher Association, which organizes fund-raising and social events which make a major contribution to the life of the school. We have an excellent team of teachers, well-qualified academically, hard-working, and committed to ensuring that every student achieves his or her best. Many of our staff have taught in the area for a long time and know the community well. Just as importantly, we have been able to attract new young staff who bring fresh ideas and expertise. There are no mixed-ability classes at Sydney Russell. Students are placed in one of three bands according to their ability. All their lessons take place with students of similar ability to themselves. Teachers are therefore able to push every child at the right pace, allowing high-ability students to move ahead very quickly and students who need extra support to get the help they need. Each student’s progress is regularly reviewed to make sure they are in the correct band. Students in the top 30% of the ability range are placed in one of our special “fast-track” tutor groups. Selection for the fast track takes place in December of Year 7, based on students’ Primary School results and their performance during their first term at Sydney Russell. Fast track students have all their lessons together and have the opportunity to take certain public examinations earlier than the rest of their year group. To remain on the fast track, students must maintain extremely high standards of attendance, behavior, classwork, and homework. Homework tasks are set and recorded in the student diary so that parents can check what has been given and support their child’s work. There is a supervised Homework Club, which runs after school in the Library, for students who wish to make use of school facilities to help them with their work. We keep a very careful check on each student’s progress as they move up through the school. Parents receive a full written report on their child once a year, as well as more frequent summary grade cards giving a quick snapshot of current performance. Every year group has a Parents’ Evening at which individual subject staff talk about progress within their lessons. Parents are also invited to an annual meeting with their child’s form tutor to discuss overall targets and progress. The great majority of Sydney Russell students are well-behaved and work hard. They are rewarded with praise, merit marks, certificates, prizes, and commendations in assembly. Those few students who choose to break the rules must face the consequences of their actions, which can include misconduct marks, isolation, detention, and eventually exclusion from school. We take a particularly strong line in dealing with any signs of bullying. There has been a major investment in computer facilities in recent years, which is ongoing. There is a whole-school network, with a networked computer in every teaching room providing CD-ROM and internet access, and several computer teaching rooms with 30 work-stations in each. Teaching rooms are rapidly being equipped with digital projection equipment to enable staff to make maximum use of online teaching materials with a whole class. The Library at The Sydney Russell School is a showpiece of the Borough. It is staffed by two full-time librarians and open at both breaks and after school. The librarians supervise a homework club between 3 PM and 4 PM. The librarians can advise students and help them to find a book they will enjoy or with their research. On the ground floor are the Junior and Young Adult fiction sections. They are well stocked with both classic and modern fiction. On the mezzanine is the Non-Fiction section. The librarians are assisted by a team of student volunteers. The librarians run the Accelerated Reader Programme. Students do an initial test to identify their reading level all the books in the library have labels indicating their level of difficulty so students can select appropriate books. When they finish a book they complete an online quiz and the results can be used to monitor their progress in reading. Students are awarded certificates based on the number of books they read and the progress they make. There has been a particular emphasis on providing high-quality Science accommodation. We have twelve well-equipped specialist laboratories, all with easy access to technician support and equipment. We have a large, state-of-the-art performance studio, complete with air-conditioning, video projection facilities, and the latest audio equipment. This makes an ideal rehearsal and performance space for both Dance and Drama. Our P.E. facilities are excellent. As well as an extensive sports field, our Leisure Centre (which is open to the public at weekends and in the evenings) provides a huge multi-purpose Sports Hall, a weight training room and high¬quality changing rooms. The first school on this site was Dagenham County High School which was finished in 1935. In those days, students had to pass a test in Year Six to go there. In 1970 comprehensive schools were introduced to Barking and Dagenham and several schools, including Dagenham County High, joined together to become Parsloes Manor Comprehensive School. The building we call Lester was added in the 1970s. In 1990 Parsloes Manor was joined by two other schools to become The Sydney Russell School. Roger Leighton became its second Headteacher in 1996. As the school became even more successful and popular, it had to expand and, in 2013 a multi-million-pound building program was completed. There are now five buildings on the site as Kingsley, Durrant, and Norris have been added. In 2015, the school became an academy. Sydney Russell was a man who did much good work in Dagenham. He was born in 1906 and trained to be a Methodist minister. In 1932, he became Warden of Kingsley Hall, a community center on Parsloes Avenue. For many years he was also Chairman of Parsloes Manor’s governing body. He died in 1988 and the new school was named in his honor. Our buildings are named after the people who founded Kingsley Hall. Kingsley and Lester were named in honor of Muriel, Doris, and Kingsley Lester, members of a wealthy family who set up Kingsley Hall to help the less fortunate. In 1931, Mahatma Gandhi, the man who led the movement to make India independent from the British Empire, stayed at Kingsley Hall. Durrant and Norris were named in honor of Arthur Durrant and Phoebe Norris who were youth workers at Kingsley Hall. In December 1946 they invited Germans who were being held in a prisoner of war camp in Harold Wood to attend a service at the Hall, then have Christmas lunch with local people. In 1948 they invited some teenagers from Witten in Germany to stay with Dagenham families and attend Dagenham County High School for two months. Dagenham has been “twinned” with Witten ever since. The appearance of the school has changed a lot since 1935. We have the largest classrooms of any school in the country thirty-two computers in each one and in addition to the three floors of I.T. rooms and a sports hall with Olympic standard flooring. Excellent facilities are matched by high-quality teaching and pastoral care. Most of our students go to university when they leave school, including to Oxford, Cambridge, London, and The London School of Economics, institutions with a world-class reputation. Former students have followed careers in law, medicine, business, sport, and acting. They include the late film star Dudley Moore and former Archbishop of Canterbury, George Carey. While they were students at Dagenham County High School many years ago, two members of the dance group Diversity attended The Sydney Russell School much more recently. Although the school has undergone many changes since 1935, our values remain the same. Our emphasis is on academic achievement, high standards of behavior, personal development, and recognition of our responsibility to the wider community of Dagenham. Currently, we are the only secondary school in Barking and Dagenham designated as Outstanding by Ofsted. Your child is joining a popular, successful, and dynamic school. Encourage him or her to take full advantage of what we have to offer and to contribute to making it even more successful. View full school

The University of Western Sydney (UWS) began operation on 1st January 1989, under the University of Western Sydney Act, 1988, passed by the New South Wales Parliament in December 1988. However, the University's predecessors date back as far as 1891 with the Hawkesbury Agricultural College's establishment. In 1995 a review of the structure of UWS was undertaken. The Committee to Review the Structure of the University of Western Sydney (the Rogers Report) recommended restructuring the institution, and a new federated University system emerged. The University of Western became a federated university system comprising four co-operative and interrelated elements: Office of the Vice-Chancellor, UWS Hawkesbury, UWS Macarthur, UWS Nepean. In 2014, the University of Western Sydney was celebrating its 25th anniversary as a statutory institution. The University acknowledges over 200 cumulative years of bringing knowledge to life in Greater Western Sydney from our heritage and member institutions. View full university

Sydney Film School is one of the top film schools in the world. The School was founded 13 years ago out of a desire to create a practical filmmaking experience focusing on the skills required for a successful career in the global film industry. Now located alongside International Screen Academy in Waterloo, we have situated in a purpose built facility with world-class equipment available to our students. Also, a ready supply of emerging screen actors at our filmmakers’ disposal will certainly strengthen casting outcomes. Our model is one that encourages your creative expression and gives you real filmmaking experience. The School is set up as a working film production house that makes more than 100 films every year. Our students are the filmmakers. It is an intense learning experience, but it results in our graduates leaving us with somewhere up to 20 film credits at the end of their time with us. When you graduate, you will have worked “on set” and “in the post” in an environment that replicates the real world. You will have made your mistakes, you will have produced genuinely creative work, and will be ready to take on the world. We only teach filmmaking. We offer two one-year courses: a Diploma and Advanced Diploma of Screen and Media. The Diploma provides you with a working knowledge of all the fundamental filmmaking disciplines, including storytelling, content creation, and teamwork. The Advanced Diploma takes that knowledge and allows you to apply it to your chosen area of specialization to produce greater depth and technique films. Combined, they give you a unique foundation for your career. We have close contact with the film industry. All our teachers currently work in the industry as well as teach. They have their finger on the pulse. We invite prominent film personalities to share their career experiences with you. We are well connected with our Alumni (now numbering over 1,000), the majority of whom are following successful screen careers worldwide. By choosing Sydney Film School, you will join a community with diverse roots but is united in a passion for filmmaking. At Sydney Film School, we pride ourselves on providing filmmaking courses of the highest caliber. We produce industry-ready graduates, have real film credits, and can access our network of teaching staff, alumni, and industry partners to secure work in the film and screen industries. Our aim at Sydney Film School is to develop well-rounded people, courageous in their endeavors, curious and open to life’s marvels, and compassionate in their dealings with one another and the more fantastic world. We are bound together in our project through our love of stories, our desire to understand and celebrate their place in the human experiment, and the planet we share. We wish to build a spirit of encouragement and support through a network that extends to an international community of students, graduates, teachers, filmmakers, distributors, festivals, audiences, and friends. View full university

UWSCollege is the perfect bridge for international and domestic students making the journey from secondary school to high-quality Bachelor's degree programs at the University of Western Sydney (UWS). Our primary focus is to prepare students for UWS undergraduate and postgraduate programs by developing their academic, learning, and study skills through our program suite. Our University Foundation Studies and Diploma programs offer successful students direct pathways to UWS bachelor's degrees. Our high-quality English Language Program offers international students who want to progress to university the academic English they require. Skilled and dedicated teachers deliver all programs at each of our well-resourced campuses. On top of this, students have access to the extensive range of services and facilities available at UWS. View full university