Junior School

Get Organised, Get Focused, Get Involved.


In the Junior School, emphasis is placed on fostering the academic, emotional and social development of each student during the important primary to secondary transition period. The College recognises that early attention to the development of sound work and study habits produces excellent results. Leadership skills are fostered throughout the junior years.

Transition from primary to secondary school receives particular attention. Students participate in the ‘Passport to Secondary School’ program, which together with advice from primary school, forms the basis for transition. Students are placed into team groups according to their language selection, primary school information, parent wishes and the need to maintain existing friendship groups.

The college places high but realistic expectations on students in relation to attendance, effort, participation, behaviour and personal appearance. The Junior School environment helps students cope with a new and larger school and in establishing good attitudes to education.

Year 7 and 8 students at Glen Eira College study a common curriculum, including studies from each of the Domain Areas determined by the Victorian Curriculum and Assessment Authority. Students choose from three languages, French (includes French, French Immersion and CNED), Hebrew and Japanese. English as an Additional Language (EAL) is also available. Students are encouraged to participate in a rich and varied extra-curricular program.

In Year 9 students participate in the Making Connection Program 4 periods per week.
There are 4 themes:

  • Term 1: Exploring St Kilda
  • Term 2: Healthy Body, Healthy Mind
  • Term 3: The Real World (includes Course Counselling)
  • Term 4: City Experience 

Curriculum Delivery in Year 9 has been invigorated to accommodate changing trends in the education of students in the Middle Years of Secondary Schooling.

The program aims to enlarge students’ perception of their world and of themselves and the possibilities and resources available to them. It will supplement classroom learning by allowing students to engage in interesting, authentic, inspirational learning.

The changes acknowledge the following principles:

  • That students learn best when they are involved in and accept responsibility for their own learning
  • That students learn best when they are engaged in authentic, rich tasks
  • That students need to learn not just content and skills but also how to learn—how to become better learners.


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