Bringing SMILE to Life: Meredith Melville-Jones

Meredith's Approach to Innovation

At Bradfield Senior College, learning extends far beyond the traditional classroom. Under the leadership of Meredith, the school's Principal, students are immersed in real-world, creative projects that prepare them for life beyond high school. In this interview, Meredith shares insights into the college’s unique approach, the impact of its workplace model, and the challenges of integrating project-based learning. 

A Unique Leadership Role

Meredith describes her role as equivalent to that of a school principal overseeing staffing, curriculum, and operations but, Bradfield’s dual enrolment with TAFE adds another layer of responsibility. 

"Most schools don’t have this kind of connection, but at Bradfield, we ensure our courses align with state-wide TAFE programs, providing students with direct industry-relevant experience. Our goal is to create a seamless transition from education to professional environments." 

The Origin of a Transformative Project & Student Support

The initiative that now defines Bradfield's educational approach began in 2015 when Meredith took on the role of Principal. Coming from a background in entertainment rather than traditional education, she noticed a disconnect between students and their post-school realities. 

"Many students finish their HSC with little understanding of the real world. We wanted to create opportunities for them to apply their learning in meaningful ways." 

Over the years, the school has experimented with different models, refining an approach that enables students to contribute directly to workplace-like projects. Fashion students design garments, event students create promotional materials, and artists develop installations—all within an integrated, non-traditional classroom setting. 

"When COVID hit, we had to rethink things, and I was fortunate to be part of a creative and cultural policy panel for NSW. Through that, I connected with leaders in the industry, which helped shape this project further." 

Now, Bradfield has developed a workplace model where students actively contribute—fashion students are cutting fabric, event students are designing posters, and artists are creating installations. 

"It’s not a traditional classroom setting, and that’s what makes it so valuable." Bradfield places significant emphasis on wraparound support. "For us, it’s not just about education but about fostering engagement, particularly for students who struggle with traditional learning structures. We provide guidance, mentorship, and an environment where they feel valued."  The project is also instrumental in helping Year 11 students transition into Year 12, giving them a sense of belonging and connection with their peers. 

Real-World Impact, Community Engagement & Growth in Confidence

Meredith hopes that this initiative inspires students and instills confidence in their abilities. "The world doesn’t operate on individual success alone—it’s about relationships. If this project helps students build meaningful connections, that’s a success in itself." 

Additionally, it showcases students' capabilities to the wider community, allowing them to take pride in their work and demonstrate their innovation. Many of the students’ projects have been featured in exhibitions, festivals, and industry showcases, further solidifying their real-world impact. Real-world projects provide students with a tangible sense of how their education applies beyond school. 

"The HSC is challenging, and students juggle multiple subjects. Hands-on projects help them see the bigger picture and understand why their learning matters. We want them to graduate not just with knowledge, but with skills they can use in the workforce." The impact on student confidence has been profound. 

"That’s why we keep doing this. It’s extra work for teachers, but we see firsthand how it transforms students. They gain a sense of direction and feel part of something bigger. Some students who lack confidence in traditional settings flourish when given the opportunity to create and lead.” 

Overcoming Challenges & Lessons Learned

One of the biggest hurdles has been getting all staff on board. While subjects like music and art naturally lend themselves to project-based work, others required more deliberate integration. 

 "We’ve spent years refining how to place students in meaningful roles, ensuring each has a valuable contribution. The key is structured flexibility—giving students freedom while maintaining a cohesive vision." The school now conducts pre-project surveys to match students with roles aligned to their strengths, making the transition smoother. 

 While the project has been largely successful, there have been challenges. "A few years ago, we gave students too much creative freedom, and the result was chaos. Every room and hallway had something different happening, and there was no cohesion. We learned that a clear brief actually provides students with more direction and helps them thrive." Through trial and refinement, Bradfield has found the balance between creative freedom and structured learning. 

Stand out Student Moments & Advice for Students

Over the years, many students have impressed Meredith with their talent and initiative. One standout example was a group that wrote and performed a song, Breathe, which led to multiple public performances. Other recent opportunities have included the many performances of Seth Leggatt and Jack Halsey - at Block Party, the Artarmon Street Festival, and the TAFE Excellence Awards. "We also have student-designed tea towels from each year that are industry-standard in quality. One event management student was working at a professional level, alongside our teachers. Seeing that kind of growth is incredibly rewarding." 

Another remarkable project involved a team of students developing a promotional campaign for a local business. The business later implemented their ideas, giving students first hand experience in marketing and branding. Meredith encourages students to embrace these opportunities with courage.  

"Project work requires bravery. You have to put yourself out there, contribute ideas, and take initiative. Even if an idea doesn’t make the final cut, it could inspire something better. The more students engage, the more they learn." She highlights that some of the best moments arise from unplanned, accidental discoveries that shape projects in unexpected ways.