The College was originally founded as King Solomon College in 1995 by a committee of people from the local community in response to demand for a co-educational, independent school that would offer Jewish education in the central Gold Coast area.
The school struggled for a number of years as numbers of families who wanted a strict Jewish education slowly diminished in numbers on the Gold Coast. That coupled with no direct continuation of curriculum through to high school for these children meant many families being forced to move to Sydney or Melbourne to continue their children’s education. With that meant the school lost to younger siblings still of primary age to the southern states.
In 2008 the school closed temporarily as it revisited what it was going to achieve in relation to educational outcomes for the future and the basis by which the school could progress from strength to strength.
In 2009, new members to the existing board of Directors were elected. These people had many years of involvement in education coupled with a broad understanding and experience in sustainable business practices. The Board develops policy and is responsible for financial and capital development.
It was decided that for long term sustainability of the school, separation and segregation needed to be removed and the introduction of a non-denominational educational system was crucial to cater to the needs of the greater Gold Coast community. This would allow equitable access to the school of all children, no matter what religious affinity their family has. Individual religion and beliefs were to be respected and celebrated in each family situation rather than at the school. Queensland Independent College was then founded!
Models of existing successful education was researched and after extensive interviews with parents of children due for starting prep year in 2009 determined that the Gold Coast lacked any small personalised schooling systems that focused on the individual needs of the children rather than always focusing on the associated economics of the school, and making as much money as possible.
It was decided that through adoption of teaching systems that focus on the individual child and facilitating each child toward achieving their own highest potential was something that needed to be adopted. The size of the school should be restricted to a maximum of 300 students (current zoning is for only 500) to create an atmosphere similar to that of a community of a small school that you would normally find in country areas – rather than a city like the Gold Coast.
Due to the desire to keep the school to keep the school personalised and small, continuation of vertically streamed or mixed age group classes would be necessary commencing with a composite class of Prep & Grade 1 children in 2009 then to eventually continue class groups as the school endures from year to year through to Grades 6 & 7 combined.
The Principal is responsible for the day to day operation of the College and reports directly to the School Board, who are responsible for development, future direction and policy.
Each classroom in the Junior School has computers connected to our College Intranet and the Internet. Students use computers from the Prep year.
Prep students have individually devised learning programmes according to students’ abilities and skills. Some will already be advanced in literacy and numeracy, others less so. Children’s prior skill levels are benchmarked through standardised testing so that progress can be monitored. Activities are a mixture of choice and structure so that children advance at their own level. Phonics are an important part of the literacy programme.
Children are grouped across the year level and between year levels where necessary so that they work in similar ability groupings and special programmes can be effectively targeted. The balance of their programme is made up of other learning area subject areas including science, history, music, languages, art and physical education with specialist teachers.