By the time students reach the Junior School, the intellectual dimension has really gained prominence with formal instruction in the eight learning areas of the Curriculum Framework. There is an emphasis on literacy and numeracy development. The spiritual dimension begins to mature with students receiving the Sacraments of Penance and First Eucharist.

Early adolescence brings new challenges for students. In the Middle years of schooling the research indicates a slowing in the rate of learning. This is particularly true in the area of students' reading levels. Interestingly, the same three dimensions that were important in the Preparatory School become increasingly important for Middle School students, but for different reasons. Physically students are becoming adults and beginning to grow very quickly. This can result in the need to re-establish and refine motor skills. Socially students begin to seek more independence, freedom and autonomy from their parents and teachers. The rate at which this newly found independence comes varies for each child and can result in conflict and confused emotions. Students need to learn how to express their emotions in a more adult way. Learning strategies in the Middle School focus on student centred activities, integrated studies, flexible teacher teaming, smaller learning communities, collaboration and explicit models of what students are expected to do.

While students continue to grapple with the physical, social and emotional dimensions, the Senior School focuses on career formation. The intellectual dimension directs students on pathways to university, TAFE or employment.