YEAR 7 AND 8 TRANSITION PROGRAM INFORMATION HANDBOOK 2020

22 October 2019
All Saints' College
Our College
The Transition Program
Student Wellbeing
Year 7 Curriculum 
Year 8 Curriculum
College Services 
Life Beyond the Classroom 
Parent Communication
College Community 
Campus Map 
All Saints' College
Senior School (08) 9313 9333
Ewing Avenue
Bull Creek, WA, 6149
AU

Our College

 

To serve with wisdom and courage 

Our Mission

All Saints' College, in partnership with its families, community and the Anglican church, empowers boys and girls to develop their potential, becoming confident, compassionate and committed to worthwhile service to society. 

Our Vision

To make a positive difference in our world.

Our Values (ERIC)

Empathy: seeking to understand the perspectives and experiences of others.

Respect: for self and others, for community and environment.

Integrity: acting with moral strength and grace, guided by humility and compassion.

Courage: to be our best selves. 

Key College Staff

COLLEGE LEADERSHIP TEAM

Principal Ms Belinda Provis
Vice Principal Mr Peter Allen
Director of Djoowak: The Beyond Boundaries Institute Ms Esther Hill
Dean of Student Wellbeing Rev Timothy Russell
Acting Director of Business and Administration Mrs Melanie Mason
Director of Marketing and Community Relations Mr Ben Dahlstrom
Director of Personnel and Policy Mr Tony Bilson

 

OTHER KEY STAFF

Head of Transition Program                                                        Mr Paul Green
Chaplain Rev Helen Corr
Senior School College Psychologists

Mrs Ainsley Harmsen

Mrs Sue Wilson 

 

The Transition Program

Our Philosophy

The Transition Program aims to foster a positive, supportive relationship between students, their peers and their teachers to enhance their emotional, social and academic wellbeing.

 

It supports Years 7 and 8 students as they transition into an environment of increased independence, where they are encouraged to become lifelong learners who embody the College values as ethical, compassionate and empowered global citizens.

Key Events in the Transition Program for
Years 7 and 8

As students move into the Senior School, they participate in a number of key events that support their journey. 

 

YEAR 7

  1. "Transition 7" Evening – This is held in the middle of the year preceding Year 7 so that students and parents begin to get to know others in their year group.
  2. Orientation Morning – This is held in late November. Students take part in a variety of activities until lunchtime. Parents attend an information session followed by morning tea. Additional information about the various activities and opportunities available in our College community, including the booklist and House Day (which occurs prior to the start of the new academic year), is provided.
  3. Computer pick up and padlock and locker allocation This takes place in the week prior to the start of Term 1. Students come to the College to collect their computer and receive their padlock and allocated locker.
  4. Start of Year Preparation and House Day – This occurs on the day before Term 1 commences.
  5. Year 7 Parent Information Evening – This is held early in Term 1. Parents meet with the Head of Transition and then with their child’s classroom teacher.
  6. Year 7 Overnight Team-Building Camps – These take place in Week 4 of Term 1. Each Year 7 class in turn goes away for one night for a wonderful opportunity to get to know other class members and their teacher.
  7. Three-Way Interviews – At the end of Term 1, each student and their parents meet with their Class Teacher to review the term to see how well they are settling into their new environment. During this interview, students will establish their academic goals for the coming year.

MOVING FROM YEAR 7 TO YEAR 8

  1. Locker management training – During the year, Year 7 students learn to manage their lockers effectively in preparation for Year 8.
  2. Information to Parents – Late in Term 4 parents are provided with information about their child’s Year 8 class, an electronic Transition Handbook, details regarding the Year 8 Preparation Morning at the start of next year, and further details about a number of College activities.   
  3. Peer Support and “Meet the Year 8 Tutor” sessions – In the final weeks of the academic year, Year 7 students will meet these people who will be very important when they start Year 8 the following year.

YEAR 8

  1. Year 8 Parent Information Evening – This is held early in Term 1.
  2. Peer Support – This takes place during Terms 1 and 2. Year 11 students work with Year 8 students in their House to build positive relationships and establish the team spirit that will drive their learning in future years.
  3. Year 8 House Camp In order to support the transition from Year 8 to Year 9, students work with their Head of House to develop a sense of team spirit and collegiality through a series of challenges in a bush setting. 
  4. Course Counselling – This takes place mid-year. Students will attend an information session that outlines the possible learning options for Year 9. They will be given a personal learning pathway planner which they will be encouraged to discuss with their parents before meeting with their tutor to identify the most appropriate learning options for their personal goals. 
  5. Movement from Year 8 to House Tutor Groups Early in Term 4 Year 8 students move into their House Tutor Groups. Small groups of students in Years 9–12 from the same House make up each Tutor Group. They continue in these vertical Tutor Groups with the same Tutor for the rest of their journey through the Senior School. The new House Tutors assume full pastoral care of the students at this time, under the watch of our six Heads of House. 
  6. End of Transition Celebration – At the end of Year 8 students showcase their learning journey to the community as their skills, talents and personal attributes are honoured and celebrated by their teachers and peers. Through this process students become recognised as young adults and are now expected to take personal ownership of their learning and development.

Important Dates in the Transition Journey 

TERM DATES 2020

Term 1              Thursday, 30 January – Thursday, 9 April

Term 2              Tuesday, 28 April – Friday, 26 June

Term 3              Wednesday, 22 July – Friday, 25 September

Term 4              Monday, 12 October – Monday, 7 December

 

THURSDAY, 5 DECEMBER 2019 – ORIENTATION MORNING

All 2020 Year 7 students and their parents are invited to All Saints' College for the morning. Students will be introduced to a number of people with whom they will have contact during the school year, including their classroom teacher, the Head of Transition, their Head of House and student leaders. Parents are provided with details about the Transition Program and its activities.


The morning is planned so that parents and students can familiarise themselves with the Senior School, and they will be given information which will help with a smooth transition from Year 6 to Year 7.

 

Details of the program are in the invitation to the Orientation Morning.

Parents: 8.45am–10.30am

Students: 8.45am–12.55pm

 

TUESDAY, 28 JANUARY 2020 – PADLOCK AND LOCKER ALLOCATION / COMPUTER ROLLOUT

Year 7 students have their lockers allocated to them before the start of the school year. This allows students to organise their books and materials in their lockers before school commences. This removes some of the pressure on the first day and means that students are less burdened with full school bags on this day.

 

The padlock demonstrations and locker distributions take place in Classroom C5 at the following times: (Please refer to the map on the inside rear cover):

7V – 9.00am, 7W – 9.30am, 7X – 10.00am, 7Y – 10.30am, 7Z – 10.45am.

 

Following the padlock demonstration, parents and students move to Level 3 of Building 8 to collect the student’s computer. The 7V computer collection and training sessions will start at approximately 9.30am.

 

Year 8 students can collect their locks on this day from D7, and locker allocations will be displayed in the C Block locker room.

 

WEDNESDAY, 29 JANUARY 2020 – YEAR 7 HOUSE DAY

This is a rewarding day and a fun experience for all Year 7 students. It is a great way to start the school year together and it helps to alleviate any concerns before the first day of term.

Students first meet with their Tutor/Classroom Teacher in their class groups and are given their Student Diary and timetable. Following this, Year 7 students go on to participate in House activities with their Head of House. The day’s activities provide an opportunity to meet others in their class and House, and to start to develop House and College spirit.

 

8.30am–10.00am:    Year 7 start-of-year preparations in C Block

10.00am–2.00pm:    House Day

 

What to wear: Summer PE Uniform with House shirt

 

What to bring: A hat, College bathers, towel and sunscreen; morning tea, lunch and a water bottle; writing equipment.

 

THURSDAY, 30 JANUARY 2020 –  FIRST DAY OF THE NEW SCHOOL YEAR 

  • Students wear formal summer uniform.
  • Students meet with their Class Teacher/Tutor in their classroom by 8.25am. 
  • From there students go with their Class/Tutor to the Indoor Sports Centre for a celebration of the Eucharist.
  • Parents are welcome at this worship service celebrating the start of the new school year. Parents and students who receive Holy Communion in their own church are welcome to receive Holy Communion. Others who wish to come forward and receive a blessing at the time of Communion are invited to do so. Directions for this will be given during the service.
  • What to bring on the first day: computer and pencil case. Students should have already organised their books in their lockers prior to the commencement of Term 1. 

Student Wellbeing

The socio-emotional and spiritual wellbeing of students has a high priority in the College. The Tutor Group and Tutor are important elements of stability and support for students. The relationship with the Tutor is central to this care. In the Transition Program, students are in class groups so that issues of early adolescence can be dealt with in a secure environment.

 

YEAR 7

The central person for students in Year 7 is the Class Teacher, who has the pastoral responsibility for the students in his/her class. Class Teachers establish a close relationship with the students as they teach them in one or two academic classes and see them every morning in Tutor Group. The Class Teacher is the first person to approach for help or advice on most matters concerning your child.

 

YEAR 8

In Year 8 the Tutor will see every student each morning in Tutor Group. They are the first person to approach for help or advice should it be needed.

 

HEAD OF TRANSITION PROGRAM

The Head of Transition is available for help with any problems or concerns and can be contacted by students or parents.

 

OTHER STAFF 

The College Counsellors, Deans and Chaplain are also available to help with problems of a personal or general nature, if these are not appropriate to be discussed with the Tutors, Class Teachers or Head of Transition Program.

SEQTA

A cornerstone of our Pastoral Care system within the Transition Program is Seqta.

 

Students and parents are able to access Seqta from any device to see commendations and infringements entered by staff. The Seqta app allows  parents to receive notifications immediately when any information is updated. In addition to pastoral care records, parents can access College notices, upcoming assessment dates and information, results from past assessments, course information for each subject, student timetables, College documents and policies, links to other important information and past student reports. Seqta is the hub of the rich information parents can access online to keep them connected with their child’s life at the College.

Senior School Houses 

The six Houses are named after people who have made a significant contribution in the history of Western Australia.

 

COWAN HOUSE (Purple)

 

Named after Edith Cowan, the first female parliamentarian in Western Australia. Cowan House prides itself on its community spirit. The House works together to create an environment that is inclusive and supportive, with a strong emphasis on valuing each student’s unique contribution to Cowan’s achievements.

 

 

Head of House: Mrs Sue Watt

email: sue.watt@allsaints.wa.edu.au

 

DURACK HOUSE (White)

 

Named after Elizabeth and Mary Durack, artist and author respectively, whose family were pioneers in the Kimberley region of Western Australia. Durack House has as one of its strengths “commitment and participation” in a wide variety of activities available to all students, which creates a positive House spirit. All students in the House support and encourage fellow House members to achieve their best.

 

Head of House: Ms Fiona Bassett

email: fiona.bassett@allsaints.wa.edu.au

 

FORREST HOUSE (Green)

 

Named after Lord John Forrest, WA’s first Premier. Forrest House members are charged with giving their individual best in all that they do, while also supporting other students, staff and the College.

 

 

 

Head of House: Ms Brooke Haendel

email: brooke.haendel@allsaints.wa.edu.au

 

MURDOCH HOUSE (Red)

 

Named after Sir Walter Murdoch, academic and essayist. Murdoch is a spirited House that enjoys the focus of participation. All students are encouraged to try a range of activities and to compete to the best of their ability.

 

 

 

Head of House: Mrs Christine Kroeger
email:
christine.kroeger@allsaints.wa.edu.au

 

O'CONNOR HOUSE (Yellow)

 

Named after C. Y. O’Connor, engineer. O’Connor aims to provide a caring and supportive environment between staff and students. Although competition between the Houses is important, the goals of participation and achieving to potential are fostered. In other words, all students should become involved in what the College has to offer and always give their best. If it’s worth doing, it’s worth doing well.

 

Head of House: Mr Oliver Beath

email: oliver.beath@allsaints.wa.edu.au

 

STIRLING HOUSE (Blue) 

 

Named after Captain James Stirling, first Governor of WA. Stirling House prides itself on the contribution that all students make to the overall team effort in a variety of capacities. Commitment to the team is valued and students in the House receive support and encouragement from their fellow House members to do their best.

 

 

Head of House: Mr Gordon Gatti

email: gordon.gatti@allsaints.wa.edu.au

Pastoral Care 

SEQTA NOTIFICATIONS

Pastoral care for each student is supported through SEQTA as follows:

  • Commendations are given to recognise good behaviour or good work.
  • Infringements are used to inform parents of homework not completed or as a first warning for minor issues.
  • Impositions may be given for more serious misbehaviour or for repeated infringements.

In all cases a notification will be sent to parents and guardians through SEQTA.

 

LUNCHTIME OR AFTER SCHOOL DETENTIONS

A series of impositions or a serious incident may result in a detention.

Wellbeing Programs

THE LEADER IN ME 

Year 7s work within the framework of The Leader in Me (TLIM), which is based around Stephen Covey’s The 7 Habits of Highly Effective People. TLIM teaches 21st century leadership and life skills to students, and creates a culture and language to help empower them. It works on the paradigm that every child is capable and every child is a leader who can take charge of his or her own life. Students develop their understanding of this process through explicit lessons and in their everyday classroom activities.

 

YEAR 8 PEER SUPPORT

In this program selected and trained Year 11 students meet regularly during Terms 1 and 2 with small groups of Year 8 students in their House. The primary purpose of the program is to assist Year 8 students in adjusting to the culture of the Senior School and to develop a support network in their early adolescence. When the Year 8s move into their House Tutor Groups during Term 4 of Year 8, they already know many of the older students in the Tutor Group.

Student Leadership Opportunities

Students in all Year 7 and 8 classes have the opportunity to function as Service Representatives and Class Representatives. The Year 7 leaders hold their position for a semester, which means that many students have the opportunity to develop their leadership skills, while Year 8 students hold their roles for the full year. Details are provided to the students in Term 1 after they have had time to get to know each other.

Year 7 Curriculum 

Times of the day 

Each day begins at 8.30am with Tutor Group where attendance is noted, messages are given and students are reminded of things happening during the day and week. The school day concludes at 3.25pm. There are 6 x 55 minute periods in a day.

 

If a student arrives at school after Tutor Group or leaves before 3.25pm, they are required to check in or out through Student Services.

The Learning Program 

Students follow a program that exposes them to the different Learning Areas using the Western Australian Curriculum. It provides them with a strong foundation in the knowledge, skills and strategies required in later studies. Our aim is for students to have a wide variety of experiences in Years 7 and 8, which will help them to make informed decisions about pathways they will take in subsequent years. In Years 9 and 10 students can choose from exciting elective possibilities ranging from Photography to The Arts, from Languages to Outdoor Education.

 

Students are encouraged to develop independence in and responsibility for their learning during Years 7 and 8. The delivery of the curriculum is supported by dynamic practices of peer collaboration, integration and direct teaching. The computer is an important tool in this process.

Year 7 

The Year 7 curriculum focuses on the general capabilities of Critical and Creative Thinking; Personal and Social Development; Intercultural Understandings; and Ethical Understandings. Through a series of developmental programs that are underpinned by the Learning Areas, students explore their personal learning style, examine their values, and engage with the broader community to develop the skills for success, along with an understanding of their own ethical and social responsibilities.

 

The academic program embraces all Learning Areas, and students are able to access a number of the specialist areas and teachers in the Senior School. Numeracy and literacy are given special focus, and support and extension teachers help to cater for ability levels in these areas. Homework help is available after school from a Year 7 teacher one afternoon per week.

 

Feedback on student progress is directed through SEQTA and formal reporting. SEQTA provides an ongoing reflection of a student’s development and progress in the curriculum Learning Areas. Formal reports are sent out at the end of Semesters 1 and 2. Towards the end of Term 1 there is a three-way transition interview (parent, class teacher and student) with an emphasis on the child’s working habits and social development. Three-way Interviews at the beginning of Term 3 provide an opportunity to focus on academic goals.

English 

Year 7 English covers the three English strands – Language, Literature and Literacy. There is a strong emphasis on literacy, with a focus on language conventions such as grammar, punctuation, word skills, sentence and paragraph construction, as well as reading comprehension and spelling rules. Students learn about the conventions used in the Persuasive, Imaginative and Informational text types, with tasks that aim to capture their imaginations and allow them opportunities to apply their knowledge through creating their own written and spoken texts.

 

Extension opportunities are available in English, both in the classroom due to the nature of a number of the more open-ended tasks, and also through withdrawal of students to extend their interests and abilities. Small-group help for students focusing on literacy development is also available.

 

Students are also taught public speaking and debating skills and use these in the classroom, as well as in interhouse and interschool competitions.

Humanities and Social Sciences (HASS)

There are four key areas in Humanities and Social Sciences (HASS):

  • History
  • Geography
  • Civics and Citizenship
  • Economics and Business

History explores features of the ancient world and examines the use of historical sources and the importance of conserving our ancient past. The case study examining the society of Ancient Greece will focus on aspects such as factors that influenced the development of the civilisation, key groups, beliefs and practices, significant individuals, and the impact of the civilisation in our society today.

 

Geography focuses on ‘Water in the World’ and ‘Place and Liveability’. ‘Water in the World’ looks at water as a precious resource, inequality of access to water and the causes, overcoming water scarcity, and Australia’s water future. ‘Place and Liveability’ compares factors influencing where and how people live, examining strategies to enhance the liveability of places.

 

Civics and Citizenship focusses on the design of our political and legal system. Students will learn about the Australian Constitution, the powers of Government, and the participation of citizens in the legal process (eg witnesses, jurors, and the concept of presumption of innocence).

 

Economics and Business examines business, consumer, producer and market demands, as well as the characteristics of entrepreneurs. Students will explore the concepts of innovation and enterprise, examining various ways in which people can derive an income.

Mathematics 

The Year 7 Mathematics program aims to develop a strong understanding of the essential basic concepts. It then expands on these in applicable real-life situations. Lessons are dynamic and are based around a combination of concrete examples, bookwork, discussions and interactive programs on the computer. They generally involve whole-class explanations, group work and individual discovery. Each term the work covered seeks to build on the students’ existing experience and to challenge them to think further. 

 

The Mathematics Program for Year 7 students includes work from the strands:

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability

The Year 7 Mathematics classes are streamed according to ability. The classes take place at the same time, which provides great flexibility in allowing the movement of students between classes based on their performance. Students who perform very well can be moved to a class being taught at a more accelerated level, while students who are struggling can be moved to a class more suited to their pace of learning. Support is provided in the smaller Group 6 class to enable students to progress in line with their ability, with students in all classes learning the same content, but to a different depth.

 

Students are placed in one of the six classes in Year 7 in Term 1. The decision on grouping is determined by their level of achievement in the entry tests administered during the first two weeks of Year 7 and their performance during Mathematics classes. A select group of Year 7 students may be identified for further extension on the basis of testing done early in the school year and teacher input. The extension program is rigorous and involves participation in a number of external competitions. It is the responsibility of the student to keep up with classroom work.

Science

The Year 7 Science course is designed to include the Science Understanding concepts outlined in the Western Australian Curriculum:

  • Chemical Sciences – differences between pure substances and mixtures; parts of a solution; physical separation techniques.
  • Biological Sciences – principles of classification; biological classification; using classification keys.
  • Physical Sciences – effects of forces; balanced and unbalanced forces; gravity as a force.
  • Earth and Space Sciences – phenomena caused by the positions of the Earth, Moon and sun; renewable and non-renewable resources; water cycle

Throughout the year students are also introduced to the Science laboratory and its equipment, safety procedures and Science Inquiry skills.

Languages 

The College offers two languages: French and Mandarin. Prior experience in a language is not necessary. Every Year 7 is asked to choose their Language before they commence at the College. They receive notification of their language allocation when they are given their House and class allocation before Orientation. Students continue with the same Language in Year 8.

Physical Education

Throughout Year 7 students develop and refine specialised movement skills, and focus on developing tactical thinking skills in a range of contexts, applying them to physical activities. They have opportunities to analyse their own and others’ performance using feedback to improve body control and coordination. They learn about health-related and skill-related components of fitness, and the types of activities that improve individual aspects of fitness. The application of fair play and ethical behaviour continues to be a focus for students as they consider modified rules, scoring systems and equipment, which allows participants to enjoy physical activities and experience success. They begin to link activities and processes to the improvement of health and fitness.

The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.

 

All Year 7 students participate in Physical Education for two periods per week. In 2020 students will have the opportunity to acquire and develop skills in the following units: 

  • Swimming starts and relay changeovers, Soccer, Water Polo, Basketball, Handball, Modcrosse, Athletics, Touch Football, Tennis, Fitness Testing.

Health

In Health Education students develop the knowledge, understanding and skills to make decisions and take action to strengthen their sense of personal identity and autonomy, build resilience, manage risk and develop satisfying, respectful relationships.

 

Through Health Education students learn how to enhance their health, safety and wellbeing, and to contribute to building healthy, safe and active communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for and positively influence their own and others’ health and wellbeing.

 

The Year 7 and 8 Health Education programs aim to provide students with practical and relevant information regarding safety and healthy lifestyle practices. The program is interactive in its delivery, allowing students to be active, engaged and practical in their approach towards the subject.

Religion and Philosophy (R&P)

As Year 7 students transition into Senior School, the time in R&P is used to consider what it might mean to be made in the image of God and what responsibility comes with this understanding. The issues of choice, purpose and meaning are explored, along with the concept of what or who is the Christian God. The books of Genesis and Exodus are central to this thinking, each showing different glimpses of good and evil, compassion and understanding, purpose and meaning.

 

The Prince of Egypt and Evan Almighty are viewed to help develop the students’ understanding. During the year students are challenged to formulate their own position on a number of subjects and are encouraged to present sound arguments for their opinions. In response to some of these ideas, the Bible is examined, looking at when, where and why it was written, while learning how to use its referencing system. A short period of each lesson is also devoted to Stillness and Silence. This is a time when students learn that, as they move through Senior School, their R&P classes will prepare them for more challenging religious and philosophical thought, where they formulate their own lifelong ethical and spiritual stances.

Design and Technologies 

All students complete a full year of Digital Technologies and rotate through a semester of Food Technology and a semester of Materials (Textiles context). The design process is fundamental to this learning area and an integral component of the achievement of all outcomes. Through this process students are encouraged to investigate and research, develop ideas to devise a range of solutions, select and produce a solution, and evaluate both the results of their endeavours and the process they adopted.

 

Problem-solving skills, critical thinking and individual expression are central to the delivery of the curriculum in this Learning Area.

The Arts 

Project X is a course that allows students at All Saints’ College to specialise in areas of The Arts whilst also collaborating in a broader Arts context. Project X is a two-year course that offers a strong platform from which our students can grow and develop with an agile mind and keenness to engage in effective, creative Arts practice with confidence in the future. 

 

Rather than offer traditional classes such as Drama, Dance, and Visual Art, Project X will offer a range of ‘experiences’ that will be far more specific and specialised. Students will also have opportunities to experience art in a real-world context.

 

The classes also provide a springboard for further cocurricular programs that are accessible throughout the year in Dance, Drama and Music. There are opportunities to publicly demonstrate emerging talents through several Music concerts throughout the year, as well as art exhibitions and drama performances.

 

Individual instrumental and vocal tuition at the College can be arranged through the Music Department. At Orientation each student will receive a note introducing this program. Further information can be obtained from the Music Office (music@allsaints.wa.edu.au). 

Connected Learning 

Connected Learning is designed to help students develop skills for life and learning, providing space for students to engage in inquiry-based, cross-curricular learning experiences. Lessons take place twice per week, dedicated to developing and building key capabilities that students will be able to draw upon in the years to come. Issues such as making friends, building resilience, time management and organisation, and seeking help are explored through a variety of projects, activities and discussions.

 

The Connected Learning lessons also explore Stephen Covey’s 7 Habits, supporting The Leader in Me program, along with other essential Thinking Skills. The aim of this program is to equip students with relevant skills and empathy, so that they are able to develop into more socially and emotionally intelligent members of society who know how to become leaders in their own lives.

Innovat[ED]

This curriculum recognises the role and importance of creativity and innovation, and of developing the skills needed to tackle a rapidly changing world. An emphasis on Design Thinking and skills in rich contexts will allow students opportunities to apply their knowledge to and innovate around real-life problems. Students will develop their technical and thinking skills whilst engaged with Design, Technology, Visual and Performing Arts through Creative Design projects.

Year 8 Curriculum

Times of the day

Each day begins at 8.30am with Tutor Group where attendance is noted, messages are given and students are reminded of things happening during the day and week. The school day concludes at 3.25pm. There are 6 x 55 minute periods in a day.

 

If a student arrives at school after Tutor Group or leaves before 3.25pm, they are required to check in or out through Student Services.

The Learning Program 

Students follow a program that exposes them to the different Learning Areas using the Western Australian Curriculum. It provides them with a strong foundation in the knowledge, skills and strategies required in later studies. Our aim is for students to have a wide variety of experiences in Years 7 and 8, which will help them to make informed decisions about pathways they will take in subsequent years. In Years 9 and 10 students can choose from exciting elective possibilities ranging from Photography to The Arts, from Languages to Outdoor Education.

 

Students are encouraged to develop independence in and responsibility for their learning during Years 7 and 8. The delivery of the curriculum is supported by dynamic practices of peer collaboration, integration and direct teaching. The computer is an important tool in this process.

English 

Year 8 English covers the three English strands – Language, Literature and Literacy. The focus is on narrative texts, such as myths, legends, poetry, drama, novels and feature films. Students learn about the conventions used in these text types and they apply this knowledge to create their own written and spoken texts. Students also have a separate Reading and Research lesson with a Teacher Librarian to continue their interest and enjoyment in reading, and to learn research skills. Wide reading is an important part of their development as English students. 

 

Support for students who experience some difficulty with their literacy skills is provided through a specialist Literacy teacher who is present for some lessons within their English classes. Identified students will also have the opportunity to improve their skills by joining the separate Focus class. This class takes the place of their Language class and runs for two periods a week. Students with very strong skills will be given opportunities through the Year 8 Extension program.

 

Humanities and Social Sciences (HASS)

There are four key areas in Humanities and Social Sciences (HASS):

  • Civics and Citizenship
  • Economics and Business
  • Geography
  • History

Civics and Citizenship focusses on the topic ‘Democracy and Law in Action’. Areas covered include democratic freedoms, participation in democracy, how laws are made in Parliament, how courts make law, the types of law, and Australia’s identity.

 

Economics and Business examine ‘Participation and Influences in the Marketplace’. Areas covered include how markets operate, how governments are involved in the market, the rights and responsibilities of consumers and businesses, types of businesses, and influences on the way people work.

 

Geography focuses on the topics ‘Landforms and Landscapes’ and ‘Changing Nations’. Areas of study include types of landscapes and landforms in Australia and their value, geographical processes, and the effects and minimisation of geomorphic hazards. In ‘Changing Nations’, the causes and consequences of urbanisation, and reasons for and effects of internal and external migration are studied.

 

History looks at ‘The Ancient to the Modern World’ through in-depth studies which investigate Medieval Europe and the Black Death. Medieval Europe focuses on continuity and change in society, the way of life and living conditions, significant developments/achievements/people and the changing relations between Islam and the West. An in-depth study of the Black Death considers the role of trade in spreading the disease, and religious beliefs and causes, symptoms and effects of the Black Death.

 

As part of their course, students are introduced to key concepts which are the high-level ideas that enable students to think from a Humanities and Social Sciences perspective.

  • Civics and Citizenship – democracy, democratic values, the Westminster system, justice, participation, rights and responsibilities.
  • Economics and Business – scarcity, making choices, specialisation and trade, interdependence, allocation and markets, economic performance and living standards.
  • Geography – place, space, environment, interconnection, sustainability, scale, change.
  • History – evidence, sources, continuity and change, cause and effect, significance, perspectives, empathy, contestability.

Across all the HASS subjects students practise and develop the skills of questioning and researching, analysing, evaluating, and communicating and reflecting.

Mathematics 

A fundamental goal of the Mathematics curriculum is to educate students to be active, thinking citizens, interpreting the world mathematically, and using Mathematics to make predictions and decisions about personal and financial priorities.

 

The Mathematics Program for Year 8 students includes work from the strands:

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability

The program begins with consolidation of fundamental number skills. This is essential to ensure all students possess the skills required to succeed across the strands. In Year 8 they are exposed to a wide range of mathematical concepts, situations and problems using a variety of learning pedagogies. The program includes the use of their computer to enhance their learning. This includes, but is not restricted to, the online programs Mathletics, Mathspace and NelsonNet.

 

All six Year 8 Mathematics classes take place at the same time and are streamed according to ability. This provides great flexibility in moving students between classes based on their performance. Students who perform very well can be moved to a class being taught at a more accelerated level, while students who are struggling can be moved to a class more suited to their pace of learning. Support is provided in the smaller Group 6 class to enable students to progress in line with their ability, with students in all classes learning the same content, but to a different depth.

 

Students are placed in one of the six classes in Year 8 based on their performance throughout Year 7 and their level of achievement in the entry test administered during the first two weeks of Year 8. Year 8 students are selected for extension on the basis of testing done early in the school year and teacher input. The extension program is rigorous and involves participation in a number of external competitions. It is the responsibility of the student to keep up with classroom work.

Science 

The Year 8 course is designed to cover the Science Understanding concepts outlined in the Western Australian Curriculum:

  • Chemical Sciences – differences between the states of matter in terms of the particle model; differences in elements, compounds and mixtures at the particle level; chemical change forms new substances.
  • Biological Sciences – cell biology and microscopes; systems of multicellular organisms that carry out specialised functions for survival and reproduction.
  • Physical Sciences – kinetic and potential energy; types of energy and their effects; energy change/transfer flow diagrams.
  • Earth and Space Sciences – formation and recognition of igneous, sedimentary and metamorphic rocks; rock cycles; minerals, ores and resources.

Throughout the year students continue to develop their Science Inquiry skills and examine examples of Science and Technology in their lives.

Languages 

Every Year 7 and 8 student studies a Language chosen prior to commencement at the College. The College offers two Languages: French and Mandarin. Year 8 students continue with the Language studied in Year 7.

 

New Year 8 students will receive notification of their Language allocation when they are given their House and class allocation.

The Arts 

Project X is a course which allows students at All Saints’ College to specialise in areas of The Arts whilst also collaborating in a broader arts context. Project X is a two-year course that offers a strong platform from which our students can grow and develop with an agile mind and keenness to engage in effective, creative arts practice with confidence in the future. 

 

Rather than offer traditional classes such as Drama, Dance and Visual Art, Project X will offer a range of ‘experiences’ that will be far more specific and specialised. Students will also have opportunities to experience art in a real world context.

 

The College has a very active Music program. Instrumental and vocal tuition at the College can be arranged through the Music Department. There is also a wide range of cocurricular music activities on offer. Further information can be obtained from the Music Office (music@allsaints.wa.edu.au).

Design and Technology

All students complete a full year of Digital Technologies and rotate through a semester of Food Technology and a semester of Materials (Wood context). The design process is fundamental to this learning area and an integral component of the achievement of all outcomes. Through this process students are encouraged to investigate and research, develop ideas to devise a range of solutions, select and produce a solution, and evaluate both the results of their endeavours and the process they adopted.

 

Problem-solving skills, critical thinking and individual expression are central to the delivery of the curriculum in this Learning Area.

Physical Education

Throughout the year students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking skills, and apply these to an expanding array of physical activity contexts. They build on skills to analyse their own and others’ performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve performance outcomes.

 

Students continue to reflect on and refine personal and social skills that support inclusive participation and fair play, and contribute to positive team cohesion. The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.

 

All Year 8 students participate in Physical Education for two periods per week. In 2020 students will have the opportunity to have some choice in which Sports and Physical Activity they take part. With a strong focus on increasing participation and physical activity rates in young people, we understand that having some ownership over the physical activity they are doing may positively benefit their level of enjoyment and participation level. Unit options to acquire and develop skills may include:

  • Australian Rules Football, Softball, Modcrosse, Badminton (Not Assessed), Athletics, Volleyball, Cricket, Basketball, Hockey, ‘Fit for Life’, and Fitness Testing.

Health Education 

In Health Education students develop the knowledge, understanding and skills to make decisions and take action to strengthen their sense of personal identity and autonomy, build resilience, manage risk and develop satisfying, respectful relationships.

 

Through Health Education students learn how to enhance their health, safety and wellbeing, and to contribute to building healthy, safe and active communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for and positively influence their own and others’ health and wellbeing.

 

The Year 8 Health Education programs aim to provide students with practical and relevant information regarding safety and healthy lifestyle practices. The program is interactive in its delivery, allowing students to be active, engaged and practical in their approach towards the subject.

Religion and Philosophy (R&P)

Using Dr Seuss’s Horton Hears a Who! Year 8s explore the possibility of existence beyond our immediate physical world and understanding. They are encouraged to develop ‘ultimate questions’ and discuss mind-stretching concepts of reality and belief.

 

The concept of religion is explored and Year 8s begin their journey into comparative religions by examining the monotheistic tradition of the Jews, both ancient and modern. Focusing on the Gospel stories, they examine the life of Jesus and his teachings within this Jewish background. This is supported with a series of documentaries from ABC’s Compass which uses Archaeology, History and Science to explore some of the mysteries of this biography. Some basic history and fundamental beliefs of the Christian Church will then be studied. An excursion to St George’s Cathedral helps the students to reflect on traditional worship, Christian symbolism and the sense of holy spaces. A part of each lesson is devoted to Stillness and Silence, which helps develop skills in relaxation and self-consciousness. Students are encouraged to question, develop philosophical reasoning, and explore the concept of belief with an open mind.

Life Skills 

Taking place for one period per week, Life Skills is dedicated to exploring the social and emotional issues students face, independent of other curriculum expectations. Activities are designed to help students develop skills for life and learning. Early in the year lessons parallel the topics covered in the Peer Support Program which is led by selected Year 11 students. Issues including making friends, seeking help, and trust are explored through a variety of games, activities and discussions.

 

As the students become more comfortable with one another, the topics will include values and relationships. They are challenged to look at who they are and identify likenesses and differences they share with their peers. The program incorporates Friendly Schools material on bullying and cyberbullying. It also explores Stephen Covey’s 7 Habits, supporting The Leader in Me program, along with other essential Thinking Skills. The aim of this program is to equip students with relevant skills and empathy, so that they are able to develop into more socially and emotionally intelligent members of society.

 

College Services 

Senior School Reception Hours 

Monday to Friday 8.00am−5.00pm

Text Books and Booklists

In Years 7, 8, 9 and 10 some textbooks are provided to students under a book-hire scheme. These are distributed at the start of the school year through the Library. The Booklist outlines the books and other materials that need to be purchased before the start of the next year. The Booklist is available on the College website and MyASC. Parents are sent an email with a link to the relevant page.

Student Computer Program

The implementation of the Student Computer Program at the Year 7 level aims to enhance the teaching and learning process in order to empower students by increasing self-directed learning, collaboration and problem-solving skills.

 

STUDENT COMPUTER ROLLOUT

College-owned computers will be distributed to all Year 7 students on Tuesday, 28 January 2020. A time slot during this day will be communicated to parents prior to this date by email and on MyASC. During this session students will collect their computer and training will be given in its use and care. A follow up training session will take place  the first week of the year to help students effectively navigate the various programs and Apps that are available on their new device. 

 

RESPONSIBLE USE POLICY

The College has a Responsible Use Policy for computers on campus. A copy of this can be found on MyASC and an overview is found in the Student Diary. Students will need to read this overview, sign it and have it signed by a parent/guardian before full access is granted to the College network.

 

DAY-TO-DAY USE AND MAINTENANCE OF STUDENT COMPUTERS 

Students are required to have their computer with them each day. It is also expected that computers are taken home each afternoon for homework and follow-up tasks. During the day students’ computers should be in their hands, secured in their locker, or in the Technical Support Centre (TSC).

 

We emphasise two important matters:

  • A student’s computer should be brought to College fully charged every day.
  • It must always be carried in the bag provided with the computer. This is an insurance-approved bag. The computer in its bag fits into the locker and the approved College backpack available from the Uniform Store. There is also an airport-style trolley bag available for carriage if desired.

TECHNOLOGY SUPPORT CENTRE 

As of 2020, the Technology Support Centre (TSC) will be located in the Senior School Library. It is the place to take a computer when it is failing to operate as it should. There is limited space in the TSC for students who wish to leave their computer for safe storage if the need arises. When a student computer is lodged for service, a note will be put in the Student Diary. As the computer was purchased through the College’s supplier, a replacement computer will be issued to any student whose computer cannot be repaired within 48 hours.

 

Further Information: If you have any additional queries, please contact Mrs Donna Hatton (TSC Help Desk Officer): (08) 9313 9363 or donna.hatton@allsaints.wa.edu.au

Library

The Library is a friendly place where students can always find help with their research and reading needs. The resource collections include print and digital material, and are continuously being upgraded to provide the most up-to-date sources. Students can access the Library catalogue from the classroom and from home using MyASC . In addition, reading for enjoyment is encouraged through various literature promotion activities. Students are welcome to use the Library for recreational reading at any time. Students are encouraged to use the Senior Library page on MyASC for all their research and reading requirements, in particular the online databases and the referencing tool Citemaker, most of which they can access from home.

During term time the Library is open from 8.00am to 5.00pm Mondays to Thursdays, and from 8.00am to 4.00pm on Fridays.

 

The Library welcomes parents to join our Volunteer Helpers program to assist with small tasks in the Senior School Library.

 

Should you have any queries regarding the Senior Library, please contact the Head of Library Services on (08) 9313 9333.

Homework Café

This is held in the Library and operates Monday to Thursday from 3.30pm to 5.00pm for students who wish to stay at the College to do some homework. A light afternoon tea is provided. Students who need assistance with their organisational skills or homework may be encouraged to attend by teachers. Parents can choose to register their children for attendance on certain days and times by emailing senior.library@allsaints.wa.edu.au. This ensures that attendance can be monitored.

Lockers

Each student in the Senior School is issued with their own locker and padlock. It is the responsibility of the student to keep the locker neat and clean, to ensure that it is kept locked, and to maintain security of the padlock code.

 

The lockers are specifically designed to accommodate the school bag and computer as well as books and files. It is expected that students will store school bags and all personal items in their locker.

Student Notices 

Student notices are posted on MyASC daily, and information may also be emailed separately to selected students. It is the responsibility of each student to regularly check their email and MyASC for these at home and during Tutor Group in the morning.

 

Noticeboards are located around the campus for promoting events and activities. Students are encouraged to check these boards on a regular basis.

Canteen 

The College Canteen is open from 7.45am each morning. Those who wish to buy lunch should order it before 8.30am or at Recess.

 

There are two options for ordering lunch:

 

1. Online (preferred)

  • To register for online ordering, go to the Canteen tab on MyASC in Student Support and follow the links.
  • Online orders can be made up to two weeks ahead.
  • Money does not need to be carried at school, except for Recess items.
  • Parents can advise of any allergies.
  • A handout on the online ordering process is available from the Canteen.

2. Over the counter

  • Before 8.30am or at Recess, go to the counter after checking the ’specials’ on the canteen whiteboard.
  • After lunch has been ordered and paid for, a numbered paper ticket will be issued.

For the first 15 minutes of Lunch, the Canteen is open only for the collection of pre-ordered lunches by the students, either by giving their name and food ordered (online orders) or by presenting a lunch ticket. The Canteen is then open for extra purchases.

 

The Canteen menu can be accessed on MyASC under the Canteen tab in Student Support. The Canteen follows the College Nutrition Policy. Parents are welcome to volunteer for Canteen duty. The Canteen phone number is (08) 9310 1470.

 

Each Year 7 class will visit the Canteen at the start of the year to familiarise students with the services available.

Uniform Shop

All Year 7 and 8 students are required to wear College hats or caps during Physical Education lessons in Terms 1 and 4, and are encouraged to wear them at recess and lunch breaks in these terms. The College asks parents to ensure students wear the appropriate uniform at all times. A full list of the uniform requirements is available on MyASC . In Terms 1 and 4 the Summer Uniform is worn, and in Terms 2 and 3 students wear the Winter Uniform.

 

For Uniform Shop opening hours during term time and holidays, please visit MyASC.

Life Beyond the Classroom 

Chapel

The ability to reflect on and question what is happening in the world is one of humanity’s great strengths. Time spent together in Chapel each week allows consideration of topical questions, ranging from the refugee crisis, care of each other and the environment to the idea of one’s own mortality. Students are encouraged to remain ever mindful of their actions and how they impact on others. Chapel gives a time to come together in a sacred space to give thanks, seek perspective, and reiterate the importance of each person’s place in the All Saints’ College community. During this time everyone is encouraged to wonder about the possibilities of God and the hope that faith offers.

 

Combined with the Religion and Philosophy classes and the Life Skills Program, Chapel adds a spiritual dimension to the educational process. Students are given the opportunity to confirm their faith stance before a bishop of the Church. This will occur only if the student and their family wish to formalise their relationship with the Anglican Church of Australia’s faith community.

Outdoor Learning Program (OLP)

The Outdoor Learning Program aims to provide opportunities in the outdoor environment for students to develop confidence, to learn to deal with problems in a responsible and cooperative way, and to acquire new skills. The OLP is an important way for students to get to know staff and each other in a more relaxed setting. The social skills and learning that occur during this time can have a profound, lasting and positive effect on students. The OLP is important in our student wellbeing program, as well as having elements of the curriculum embedded within it.

 

YEAR 7

Early in Term 1 each Year 7 class group spends two days and one night on their Team-Building Camp at the Manjedal Activity Centre at Byford. This program is designed to help the classroom teacher and students in the class get to know each other.

 

In 2020 the Year 7s’ extended OLP is in the last week of Term 3 from Tuesday, 22 to Friday, 25 September, and is based at Forest Edge Camp at Waroona. Students build on skills learnt from the Team Building experience, and enjoy a range of social and physical activities which are designed to challenge them and help them meet others in the year group.

 

YEAR 8

Year 8 OLP will be held at Mornington Adventure Camp, Harvey. Working in their House groups with their Head of House, students participate in interactive and adventure activities and do a short overnight expedition. The Year 8 OLP is an exciting, challenging and worthwhile experience for all involved. It is held over five days and four nights in Term 2, from Monday, 18 to Friday, 22 May 2020 inclusive.

Service Learning

Service Learning at All Saints’ College is a journey in which students explore the ideals of service and engage their heads, hearts and hands in connecting to the world in ways which make a positive difference. As students make the transition from primary to secondary schooling, we focus on connecting their learning with their growing ability to empathise, and on guiding their natural areas of interest more directly to the needs that exist in the community, whether local, national or international. As they become more aware of the many issues with which they are able to engage, whether as advocates or through direct care, we seek to provide avenues through which they can actively support community needs and develop a personal connection.

 

Involvement in existing College initiatives is possible, as are opportunities for leadership through planning and running new activities; an example of this was the 'Mountains of Warmth' drive for The Salvation Army in 2019. As students move through the Transition years, they are encouraged to develop a broader view of the world and to develop their own voice, becoming confident and compassionate members of the community who are committed to worthwhile service to society.

Sport

All Saints’ College has a sporting program designed to cater for a broad range of interests and abilities. The main objectives are to foster participation, team spirit and a sense of fair play. Students gain many physical and social benefits from involvement in the program.

 

All Saints’ is a member school of the Associated and Catholic Colleges (ACC) competition, and students can compete at interschool level in Swimming (Term 1), Cross Country (Term 2) and Athletics (Term 3). Training for these carnivals is scheduled in the weeks leading up to the event and is open to all students, irrespective of ability level.

 

Years 7−10 Interhouse Sport is played on Thursdays after school (3.30pm−4.30pm) in Terms 1, 2 and 4. A variety of sports is offered during the interhouse fixtures; these are chosen to suit the age of the students and to allow maximum participation. Staff facilitate the matches, and Years 11 and 12 students act as coaches and umpires.

 

Additional sporting activities become available throughout the year, and students should seek them out when they are advertised on SEQTA or via email. Some of these include:

  • Lightning Carnivals (Term 2).
  • Interschool events which may include Australian Football, Cricket, Basketball, Squash, Tennis, Touch, Netball, Water Polo, Rugby Union and Badminton.
  • Running Club with professional Running Coaches on Tuesdays throughout the school year.

The ASC Community Sport program currently has 35 Basketball teams which play in the Willetton Basketball Competition and 12 Netball teams in the Fremantle Netball Associationboth competitions play on a Saturday. There are also plans for Soccer, Cricket, Touch and Volleyball Clubs in the near future. For further information about our Community Sport teams, please contact the College’s Sports Administrator, Mr Mike Pinker (mike.pinker@allsaints.wa.edu.au)

 

Students are urged to speak with their Physical Education teacher and/or the Senior School Sports Coordinator regarding their involvement in sporting activities. We encourage all students to participate in the interhouse sporting program and other team sports, as they provide a wonderful opportunity for a student to meet others, as well as a chance for staff to meet and get to know them.

Cocurricular Activities

A wide range of cocurricular activities is available for students. Details of these are published on MyASC and will vary from year to year, depending on staff expertise. Additional academic help is available after school in some Learning Areas. Extra academic help for Year 7s is available after school once a week. The dates and times are published on MyASC.

 

As well as interhouse sport, a range of other interhouse competitions, such as Chess and Debating, specifically tailored for Year 7 and 8 students is available. Heads of House will ask for volunteers for these teams at House Meetings.

 

The Arts offer many opportunities in Music, Dance and Drama. Each year The Arts Department produces a Transition Drama Performance, usually in Term 4. The aim is to immerse students in many aspects of performance, developing their appreciation of Drama and building their skills while working under the direction of students from later years. Music has instrumental and choral ensembles which specifically cater for Transition students. Older students take responsibility for choreographing and organising many of the cocurricular Dance groups. Music and Dance Concerts showcase the work of these groups, and regular Music recitals provide performance opportunities for soloists and ensembles at all levels.

 

We encourage students to participate in a variety of cocurricular activities, as it is our experience that this greatly enhances their transition into the Senior School. This can help to widen friendship groups and can provide support and extension where needed, enabling students to develop their confidence in group settings.

Individual Music Lessons 

The Music noticeboard is in the Music Department corridor (G Block). Here students will find their lesson times and any changes to these.

 

It is the responsibility of the student to arrive at individual Music lessons on time. They must get a permission slip from Student Services to excuse themselves from class and to return to class.

If the student has a test or other activity that prevents them from going to the lesson, they must organise a swap well before the day of the lesson. They can seek the assistance of their Music Tutor or Music Administration to do this.

Parent Communication

Formal Reporting and Parent Interviews

  • Ongoing feedback of assessment marks through SEQTA.
  • Two formal reports per year (Term 2 and Term 4).
  • Three-way Parent/Student/Teacher Transition Interviews for Year 7s at the end of Term 1 and the beginning of Term 3 with the class teacher.
  • Year 7 Parent Open Classrooms announced throughout the year.

Avenues of Communication

We value open communication between parents and the College. The first line of communication is through the Student Diary, or by telephone or email. In addition to this, there are the following opportunities:

  • An Orientation session in the year prior to starting in Senior School for parents of Year 7 students
    • This involves a general introduction to the College and what is required at the start of the year.
  • Years 7 and 8 Parent Information Evenings are held early in the school year.
    • Year 7 – This provides specific information for the year and gives parents an opportunity to meet the classroom teachers in their classrooms.
    • Year 8 – This evening provides information to parents regarding the special nature of the Year 8 program and allows parents an opportunity to meet some of the Year 8 teaching staff.
  • The College Courier is the College newsletter published each fortnight during term time. It is emailed to all families and can also be accessed through MyASC.
  • The Dove is a colourful record of some of the rich variety of activities happening during the course of the year and is provided to all College families twice a year.
  • Columba is the College Yearbook, providing a detailed record of each year of College life. It is published at the end of the year.
  • The College Calendar is a valuable reference for diary dates. An electronic version is available on MyASC and should be checked regularly for updates.
  • MyASC is a vital source of information for activities and curriculum. All students are expected to access MyASC regularly. Parents have their own username and password.

College Community 

Parent Involvement

There are many opportunities for parents to be involved with the College, allowing them to stay in touch with what their children are doing and to meet other parents. At College events students enjoy the opportunity to showcase their accomplishments.


There are many ways in which parents can be involved in College activities, including: 

 

  • attending functions such as College Eucharists, sporting, Music and Drama events – details are in the Calendar of Events and The College Courier;
  • j​​​​​​oining one of the active groups such as the Parents and Friends’ Society, Friends of Music, and Friends of Sport;
  • volunteering in the Library, the Uniform Shop, our community café Wanju, or in the Canteen;
  • assisting with student activities when volunteers are required.

Djaaliny (Community Learning Program) 

Djaaliny is a Noongar word which means 'the flame'. It is also the name of our community learning program. We hope that our community learning program is like a flame that sparks learning and a sense of community and partnership, as we come together in our important roles as the parents and educators of the young people in our care.

 

The ASC community is committed to the goals of lifelong learning, community, partnership between school and home, and doing the very best we can to care for our young people.

 

Established in 2014, Djaaliny aims to help us meet these needs by providing an interesting and thought-provoking program of speakers. Details of our guest speakers are advertised in The Courier and MyASC.

In Conclusion

The Transition Program aims to help your child move successfully into the next phase of their schooling. We look forward to busy and productive times ahead. We extend an invitation to all parents to contact us throughout the year if you have any questions. 


We look forward to meeting you. 

 

Mr Paul Green

Head of Transition Program

paul.green@allsaints.wa.edu.au

Campus Map 

 

YEAR 7 AND 8 TRANSITION PROGRAM INFORMATION HANDBOOK 2020