A supportive learning environment


We support our learners to feel empowered and deeply engaged, ensuring a successful transition from Primary to Middle Years. 

Recognising the significant and often rapid changes that occur in early adolescence – and the transition from primary to secondary schooling life – all educators at Caulfield Grammar work closely to provide a caring environment for our learners to thrive.

Specialist teams of teachers provide support for wellbeing while also assisting in the academic learning program. These teachers are committed to delivering learning programs using the styles of learning best suited to early adolescence for girls and boys.

Our highly qualified and knowledgeable educators draw upon a world of current and emerging expertise.


Informed by current research and innovative practice, our comprehensive teaching program supports learners to broaden their perspectives, take risks and creatively realise their aspirations for the future as confident lifelong learners.

As lifelong learners themselves, our teachers undertake weekly professional development with a focus on evidence-based, quality teaching and learning.

We offer an extensive and progressive curriculum


Our middle school program, currently transitioning to the principles and practices of the International Baccalaureate Middle Years Program (MYP), is offered at our Wheelers Hill and Caulfield Campuses.

Excellent facilities support an extensive learning program, that includes information technology, languages, sciences, humanities, the arts and much more.

We provided dedicated mentors for Year 7 and 8


In an initiative designed to improve our ability to impact on the learning of every individual student, each Year 7 and Year 8 class has a dedicated Learning Mentor.

The Learning Mentor (in addition to the subject specialist teacher) monitors the academic and pastoral progress of each child in their allocated class group. This is a further way of achieving our focus on both knowing the learning style of each child and on ensuring each child’s experience is the best it can be .Caulfield Grammar School is the first school to introduce this innovative practice at secondary level.

The Learning Mentor is a qualified teacher who attends each core subject class every day, in addition to the subject specialist teacher.


The Learning Mentor is a qualified teacher who attends each core subject class every day, in addition to the subject specialist teacher. 

To achieve our focus on both knowing the learning style of each child and on ensuring each child’s experience is the best it can be, Learning Mentors monitor the academic and pastoral progress of each child in their allocated class group. This means there are two teachers at each Year 7 and Year 8 class in all core subjects, promoting better teaching and learning.

Through a structured program, Mentors provide valuable information about the progress of each individual student to the classroom teachers, pastoral care staff and through them, also to parents. The Learning Mentors also work closely with the school’s Special Education specialists to ensure the needs of individual students are being met across learning areas.

Caulfield Grammar School is the first school to introduce this innovative practice at secondary level.

We foster global friendships and connections:
Year 9 Internationalism Program


The school’s Internationalism Program, based at its Nanjing Campus in China, sees Year 9 learners live and study in another country for five weeks.

Experiential learning


Fostering socially responsible global citizens is a fundamental part of our school’s vision and the Internationalism Program provides a platform for learners to experience the diversity of our world.

By immersing learners in another language and culture, the Internationalism Program can lead to unique opportunities for personal growth and enhanced global awareness. 

The experiential learning that occurs in China allows our Year 9 students to acquire many practical skills associated with living, learning and operating in an unfamiliar environment. 

Around 400 Year 9 learners take part in the program in Nanjing each year.


At our own purpose-built facility in Nanjing, participants of the Internationalism Program undertake a structured program of interrelated themes around heritage, work, family, education, and environment. 

Key to this program are the links established with Nanjing Middle School (the high school affiliated with Nanjing Normal University) and the Shuren International School. These links provide our learners with opportunities to come to know Chinese learners and their families and to learn about the patterns of their daily lives. Learners also undertake excursions to Beijing, Shanghai and other sites of cultural importance in Jiangsu Province.

Students who elect not to spend time in Nanjing may undertake an alternative unit of study based in Melbourne, designed to provide learners with opportunities to understand Australia’s global connections and patterns of cultural, economic, social and environmental activity, particularly in reference to Asia.

Learning and Choice Journeys in Year 9 helps to prepare learners for VCE by empowering them to take control over their learning and development.