At King’s our students learn true success is always measured by their own possibility not against someone else.

At King’s we understand a happy student is an engaged student. We know the reward that comes from extending yourself and the growth achieved if you are willing to accept the challenge of trying your hardest. Young people need variety and challenge. They want teachers who take them seriously, but who also have a sense of humour. Most of all, they need to feel secure and supported in their learning environment. By helping our students to set goals, and ensuring students receive ongoing feedback and support, we aim to ensure students’ needs are met. Teaching our students that choices have consequences and by demonstrating daily that we stand beside them as they make those choices, we help them navigate through the important decisions required as they grow through their school journey.

The School has seven key outcome areas for our students called The Ends. The Ends summarise why we are here – to equip students to grow in the following areas:

Teachers at King’s are highly skilled and experienced in their field. They have a genuine passion and commitment to lifelong learning and are continually growing in order to ensure students are provided with contemporary, 21st Century learning experiences that meet their changing needs. In order to effectively do this, a common vision for Teaching and Learning at King’s across R-12, supported by 8 key principles, provides an excellent foundation for teachers to support students to understand where they are now, where they need to go and how they are able to get there. 

Teaching and learning environment Diagram Final

Our aim is to ensure all students are provided with opportunities to maximise their learning and flourish. The 8 principles are identified below:

Positive student/teacher relationships are at the heart of an effective learning environment. Students are valued, respected, supported and safe.

Authentic learning creates connections to prior knowledge and builds upon that in a logical and sequential manner, taking into account students’ socio-cultural environment, to be relevant and meaningful.

High expectations and a rigorous curriculum enable students to strive for excellence and gain confidence, self-belief and motivation.

Differentiated learning environments are responsive to change; meet individual needs, strengths, interests, and goals, and maximise student engagement and success.

Active learning experiences encourage personal growth in students through questioning, and critical, creative, and reflective thinking, to engage, inspire and challenge.

Social learning provides opportunities for students to cooperate and collaborate as they share learning experiences together; they benefit from the perspectives and skills of others.

Feedback on student learning is fair, timely, effective and on-going to promote understanding and skill development.

Pedagogical practice is well informed, applies educational theories and evidence, and is data-driven.

Enrichment programs in creative and academic pursuits, physical recreation, sport, cultural activities and performing arts aim to nurture the whole person. In a loving, Christian environment, all students are encouraged to explore their faith, develop leadership qualities, and contribute to the common good.

Learning Stages

Learning in the sub-schools is designed to meet the needs of each student with a seamless transition from one learning stage to the next. We understand there are many different ways for students to learn and aim to develop the unique skills and gifts of each student.

To learn more about a King’s education for your child join us on a School Tour.

Student Diversity

The Student Diversity Department supports students in a variety of ways to help them reach their potential.

In collaboration with outside agencies and parents, Student Diversity staff support teachers in the development of inclusive and flexible approaches within their classrooms, determining student goals and development of individual learning plans. Students who find it more difficult to access some areas of the curriculum without added prompting and support are also supported within the mainstream classroom by Educational Support Officers.

The department also is responsible for the implementation of additional programs outside the mainstream classroom which support and enrich student learning. Identification methods will vary according to the students and the program being provided. A range of possible identification methods include a combination of:

  • Teacher Observation
  • Developmental Checklists
  • Whole School Screening
  • Achievement Tests
  • School Assessments
  • Outside Assessments
  • Examples of Student Work
  • National Benchmark testing

Guidelines for the education of students with diverse needs

The definition of students with diverse needs is a broad one and encompasses a wide range of differences and abilities in learning. It is a commitment of the school, in cooperation with parents, to implement programmes specifically designed to meet the educational needs of students with learning differences and difficulties.

The following principles underpin the policy and provide the foundation for King’s to develop learning programmes for all of its students.


  • To realise their potential, all students need to participate in programmes designed to meet their individual learning needs.
  • Students come from a range of socio-economic and cultural backgrounds. A comprehensive range of identification tools is required to ensure accurate and relevant assessment of student’s individual learning ability and potential.
  • Students have a wide range of personalities, abilities, interests, learning styles and levels of motivation. A variety of flexible approaches to programming should be available for all students to fulfil their learning potential.
  • Teachers have the responsibility to implement strategies which recognise student’s learning abilities and endeavour to meet their needs within educational programmes.
  • King’s has the responsibility to ensure all teachers have access to appropriate professional development opportunities in differentiating the curriculum and the education of all students.
  • King’s has the responsibility to ensure policy implementation is monitored effectively.
  • King’s has the responsibility to ensure teachers have the skills and appropriate resources to assist in achieving the overall aim of the policy.
  • It is the responsibility of the school community to identify its students with diverse needs.

Learning Success Stories

2020 SACE Results

For the fifth year in a row, the Year 12 cohort has achieved 100% SACE completion. These results are a reflection of the commitment shown by all members of the community; students, staff and parents.


King’s is extremely proud of the 2020 graduates, not only in their academic excellence but also in the people that they have grown to become during their time at King’s. The outstanding academic results complement the holistic development of all students and places them in a good position as they enter further education and training or the workplace.

Some statistics relating to the Australian Tertiary Admission Rank achieved by the 2020 group of graduating students are:

  •  100% SACE completion
  •  25% of students achieved an ATAR over 90
  •  18 A+ grades were achieved
  •  43% of all results were A grades
  •  92% of all results were A or B grades
  •  100% of all results were A, B or C grades
  •  Our median ATAR was 80.25
  •  Our Dux for 2020 received an ATAR of 99.95 and also received the Governor’s Commendation Award


SEQTA is a learning management system incorporating all aspects of a student’s life at school. The SEQTA platform is made up of three integrated, web-based portals: SEQTA Teach, for teaching staff; SEQTA Learn, for students; and, SEQTA Engage, for parents and caregivers. SEQTA Engage is the parent and caregiver online portal allowing you to be an active participant in your child’s learning. Through SEQTA Engage, parents are able to receive communication from the school, view tasks and homework for each subject, and access academic results and reports.

How do I login to SEQTA Engage?
Your access to SEQTA Engage begins on receipt of an email from King’s. This individualised email invites you to set up a SEQTA Engage account. A SEQTA Engage Login Guide is available for download, and provides step-by-step instructions on how to access SEQTA Engage via a computer or through the SEQTA Engage mobile app.

User guide
A SEQTA Engage User Guide has been created to show you how to navigate the SEQTA Engage platform.

SEQTA Engage Support
For support using SEQTA Engage, please contact our SEQTA Help Desk.