AS WE EMERGE FROM WINTER, AND FROM THE LAST OF THE COVID-19 RESTRICTIONS, WE CELEBRATE A RENEWED SENSE OF FREEDOM AND OPTIMISM WITH THIS PUBLICATION – THE SPRING / SUMMER EDITION OF THE DOVE COMBINED, FOR THE FIRST TIME, WITH DOVETAILS, A PUBLICATION THAT CELEBRATES OUR ALUMNI. WE BELIEVE THIS NEW STRUCTURE REFLECTS OUR COMMITMENT TO “ONE COMMUNITY”, UNITED IN OUR VALUES, MISSION AND VISION.
Before ‘flipping’ the publication to access Dovetails, we hope you enjoy catching up on a range of news from Ewing Avenue – including an update from HotHouse Company, our Arts innovation hub; from our Junior School who report on their ongoing digital journey; and an update on ASC’s ground-breaking ‘New Metrics’ work, in partnership with the University of Melbourne. This publication also shines a spotlight on a number of our community members – students, former students, staff and our Board Chair – and acknowledges some of our many donors who help make a difference by giving so generously to the College.
Summer’s beckoning anticipates the end of the year that was and, as we look back upon 2022, we give thanks to all who – despite the various challenges posed by the pandemic – have made it such a successful and happy year for the College:
our students (and we think here particularly of our much-loved Class of 2022) whose resilience and joyful optimism have inspired all, our wonderfully dedicated and caring staff, our parents, family members and alumni, our Board and the many friends of ASC – thank you!
The year ahead, the final year of Benang* our Strategic Plan, promises much, and I look forward to working with all community members as we rebuild community after being distanced for so long, and to seeing the continued progress of our College and campus.
In the meantime, hope you enjoy the pages that follow, and I send to you all my warmest regards.
Belinda Provis College Principal
ARTWORK: Samara Ainge (Year 12)
We would like to acknowledge the deep and ongoing connections that the Noongar people have to the land that our school is built on. We give our respect to the traditional owners of this land and promise to do our best to take care of it, both today and in the future.
Have you seen the new look College advertising when travelling the streets, browsing online or reading the newspaper?
Created by the College’s creative agency, Design Vault, and in partnership with the Community Relations department, the new look creative features a selection of College students from Pre-Primary through to Year 12.
The primary brand campaign, ‘That All Saints’ Feeling’, aims to draw on the feeling, the atmosphere and the culture of the College, all of which are dependent upon the relationships in and across the community and beyond tangible measurements such as ATAR scores.
The secondary tactical campaign, ‘#bemoreyou’, taps into students’ individual passions, interests and talents. Diversity is truly in our DNA and at All Saints’ we don’t try to change or pigeonhole students.
We encourage them to #bemoreyou by giving them the environment, tools and support to let their strengths shine through.
Both campaigns are brave, bold and empowering, speaking strongly and intimately to the students we want at our College. The pioneers. The dreamers.
The musicians. The technically brilliant. The beautiful minds. Students with unique backgrounds, unique cultures and unique personalities.
Thank you to our students who have lent their talents to our 2022 campaign: Chenelle, Rodrigo and Samara (Year 12), Cameron, Gabrielle and Riley (Year 10), Sarah and Shola (Year 7), Anna and Rafael (Year 5), and Arav, Ivy and Willa (Pre-Primary).
All Saints’ College is the only West Australian school selected to work with the University of Melbourne (UoM) as a research partner in UoM’s New Metrics for Success project, which seeks to align the learning ambitions of 36 of Australia’s ‘first-mover’ schools with metrics used to measure success.
ASC is a leader in Australia in this space: our ‘ATAR Plus’ approach sees students graduating with outstanding academic success, while also developing complex competencies through the breadth of their experiences –both within the classroom, through innovative programs and pedagogies, and through our many cocurricular, service and off-campus experiences.
It is said, “we measure what we value and value what we measure”, and the New Metrics program aims to develop robust measures of those complex competencies often referred to as ‘soft skills’, 21st century skills or enterprise skills: critical and creative thinking, problem solving, communication, collaboration, resilience, and perseverance or character. A central competency underpinning these important capabilities is learner agency: knowing what to learn, how to learn and from whom to learn – nurturing lifelong learners who can thrive in the ever-changing world.
Phase 1 has seen UoM researchers work with first-mover schools to identify, seize and crystallise these new learning ambitions. The Assessment Research Centre at UoM has then developed a broad, ambitious project to create and trial tools that enable the assessment of complex competencies. ASC has trialled these measures in classes (Kindergarten to Year 12), with a focus on the competencies of Collaboration and Learner Agency. Measures have also been developed for assessing Citizenship, Communication, Character and Complex Thinking.
Psychometric analysis enables the measures and methods to be validated so that the assessment of capabilities can be validated and, importantly, warranted by UoM. These trials highlight that learning and assessment design needs to be a clear focus for schools in order to fully address the complexity of each competency: schools’ work shifts to developing opportunities through learning and assessment design that fully encompass the capabilities.
Phase 2: 2023 – 2024
This sees UoM develop the next iterations of Phase 1’s competency instruments, in partnership with its firstmover schools. ASC’s Junior School will continue to work on the development and assessment of competencies through the inquiry learning process, and the Year 8 program will see learning areas combine into crosscurricular teams to cover content and develop complex capabilities in rich, deep, project-based learning experiences, with students undertaking a project in each term across the year.
This project seeks to further the development of warranted learner profiles for Australian students: UoM has been supporting the development of learner profiles as a supplement to, or a replacement for, traditional warranting systems such as ATAR and grades. At ASC, our aim is to ensure the wonderful breadth of students’ experience, skills, knowledge and capabilities is represented and profiled for our students.
OUR METRICS WITH OUR
Earlier this year, Year 8 student Madison Kent became the College’s first parasport competitor, as she took part in the ACC B Division Athletics Carnival.
Madison competed in the U/14 Girls T/53 (para classification) 100m event.
“I was extremely excited to compete at ACC because I had the chance to show people what wheelchair racing is, and I got to show people what I can do in a chair,” said Madison.
Madison became involved in parasport because she wanted to find an activity that she could excel in, regardless of her disability.
After discovering the possibilities for athletes with a disability at a Paralympics Australia Come and Try Day, she was hooked. Madison now competes in two different disciplines: Wheelchair Tennis and Wheelchair Track Athletics.
Madison has found inspiration in West Australian Paralympic Gold Medalist Madison de Rozario.
“Madison is an inspiration to me for many reasons, the first being that she has the same name as me,” said Madison.
“And secondly, she grew up in Perth and went to the Paralympics when she was just 14 which is my age currently. She has a great focus on the inclusion of disability in sport and the workplace, and on making disability normalised in society.
“The first chair frame I ever received was used by her 10 years earlier when she was just starting out. This is another connection to her as a role model.”
Madison has her eyes set on a bright and ambitious future, with impressive goals for her athletic career, including aiming for the State Athletics Championships in early 2023, followed by the National Athletics Championships. Her ultimate goal is to compete at the 2032 Paralympics in Brisbane.
“I believe it is important that parasport is included in interschool carnivals such as the ACC Carnival because people with a disability get to participate in sport at a competitive level and it gives parasport more visibility,” said Madison.
“Visibility is important as it makes people with a disability feel more included.”
Year 12 Collegian* and basketballer Finlay Balding recently celebrated an incredible 250 games with the All Saints’ College Basketball Club.
Inspired by his dad Mark Balding (Class of 1988), who coaches for ASC Basketball Club, Finlay started playing at a very young age. In Year 3 Finlay was very excited to hear that ASC was launching its own Basketball Club, and was one of the first to join. Since then he has played in ASC 004, until this season when he moved to ASC 005. His commitment and dedication to the sport are very evident and have enabled him to play for the Western Australian Basketball League in the statewide junior competition.
“Basketball has been a huge part of my life and it’s meant a lot to me to play in my team over the years. The most important aspect for me is being part of a team, and I’ve always felt motivated to turn up and do my best. Sometimes I’ve been one of the best in my team, and sometimes I’ve played more of a supporting role. Finding my role and place in the team has taught me a lot about myself,” said Finlay.
Finlay will sadly leave the ASC Basketball Club as a player once he graduates from the College at the end of this year but looks forward to a continued involvement in the sport.
“Whatever happens, will definitely continue to play.
I am currently looking at NBL1, a semi-professional basketball league, and the University League after I leave ASC,” said Finlay.
“However, I am looking forward to finishing off my last season here. Hopefully, we’ll make the finals!”
Whilst Finlay was the first member of the ASC Basketball Club to hit the 250-game milestone, hot on his heels was Sean Ngeow (Year 12) who achieved the same impressive milestone a few weeks later.
Sean has played for several different teams during his time at the club and, in addition to loving the game, he has enjoyed meeting new people and working with the coaches who have taught him so much.
“Playing for the club for so long has given me an opportunity to express my true self on the court. Off the court, it has given me a chance to make lifelong friendships I will cherish forever. Whenever I felt stressed or overwhelmed, I knew I could turn to basketball for the feeling of freedom and acceptance. It’s an honour to play for the club, and my 250th game was a huge milestone that has given me an incredible sense of achievement.”
The College congratulates Finlay and Sean on their outstanding achievements, commitment to their respective teams and ongoing support of the ASC Basketball Club.
All Saints’ College also recognises Campbell Simpson (Year 12) who played his 200th game in his last season at ASC.
Congratulations to Stefan Hamilton and Beth who welcomed Kristofferson Michael Wilson-Hamilton into the world at 6.24pm on 27 April. ‘Toffee’ as he is known, arrived four weeks early and has now flourished into a beautiful, strong and healthy baby.
Holly Bentley and her husband, Zach, welcomed to the world Phoebe Charlotte on 3 May. Holly says that Phoebe is the perfect addition to their family, and big sister Matilda is overjoyed!
We celebrate with Anthony (from Chartwells Catering) and his wife, Kim, who welcomed Anthony John McAndrew into the world on 16 June. Congratulations and best wishes to Anthony and his family.
Congratulations to Damien Stevens and his wife, Kirsty, on the safe arrival of Sofia Petrides-Stevens on 2 August at 10.45am (at 34 weeks). Weighing in at 2.62kg, Sofia is doing well, as are Mum and proud Dad!
Congratulations also to Karyn Osmetti and Daniel who welcomed Henry Daniel James Pitcher into the world on 16 August (two weeks early). Henry weighed in at 2.9kg and measured 50cm upon arrival, and mother and son are doing well.
ASC’S OWN MICROSOFT INNOVATIVE EDUCATOR EXPERTS
As All Saints’ College continues to evolve on its digital journey and create future-ready learning environments, several staff members are leading the charge in the digital space and have achieved Microsoft Innovative Educator (MIE) Experts status.
Congratulations to IT Support Officer Rebecca Chapman, Junior School Technology and Pedagogy Coach Sarah Moore, Director of Learning Technologies Greg Port and Arts Teacher Hayley Wellington.
The MIE Expert program is an exclusive program created to recognise innovative and passionate educators on a global scale who are using technology to pave the way for their peers for improved learning and student outcomes, and work to achieve excellence in education using Microsoft technologies.
All Saints’ strives to explore the diverse possibilities of what a classroom looks and feels like, and staff collaboration and shared learning is key. ASC’s MIE Experts provide mentoring to staff and share their learning with colleagues and other educators, helping improve pedagogy to integrate technology tools and experiences to enhance students’ learning.
To become an MIE Expert, staff members must undertake professional development and complete a self-nomination that demonstrates both their knowledge of Microsoft tools and a deep understanding of how these tools are integrated in their education environment to support teaching and learning.
Greg has been an MIE Expert for four years and has experienced many benefits since being a part of the global community that allows educators to share ideas, try new approaches and learn from each other.
“The collaboration with educators across Australia, the best in their field, is one of the great benefits of being in the program,” said Greg.
“During COVID-19, for example, I was able to benchmark our approach to learning at home and ensure we were delivering the best experience for our students. Technology alone cannot build 21st century skills for students. It is an accelerator, but the power of change lies within educators.
“Approaching teaching through a lens of technology opens a world of possibilities to extend student agency and affords opportunities for students to be creative about how they demonstrate their understanding.”
In August 2021, the College’s inaugural Reconciliation Action Plan (RAP) was created through a collaborative effort in which students, staff, the College Board and parent groups worked alongside local Noongar Elders and leaders, including Whadjuk Elder Aunty Freda Ogilvie.
The College’s goal was to create a community that is respectful, welcoming and responsive to the needs of every member. ASC’s ongoing commitment is represented in the current Strategic Plan Benang (2019-2023) and is further reflected in the ongoing desire of the College to take practical steps towards deeper engagement with Aboriginal and Torres Strait Islander people and culture.
In the work on this RAP, the All Saints’ community seeks to progress respectful engagement, understanding and ongoing relationships with Aboriginal and Torres Strait Islander people and culture. The College has set goals to further connections that are systematic, thoughtful and open to opportunities.
NAIDOC Week was celebrated in Term 2 this year which was a great experience for all involved including Aboriginal and Torres Strait Islander students at the College, Aunty Freda and her family, and the departments who integrated NAIDOC Week into their curriculum. Other significant events that are now established as part of the ongoing College calendar include a Smoking Ceremony at the beginning-of-year Assembly, Reconciliation Week and Close the Gap Day.
The progress is strong in many of the other targeted areas, despite the variety of constraints placed on the College by the COVID-19 pandemic. Whadjuk Elder Aunty Freda has continued to consult with Curriculum Leaders and staff, offering advice and resources to facilitate the inclusion of
Aboriginal content and activities in the College’s programs. These include arts and crafts, texts, songs, poetry, dance, games and sports, all of which are now regularly experienced in classes. Programs have been developed across Junior School and Senior School learning areas, such as ‘Caring for Noongar Boodja with Science’.
A range of programs exist to encourage Aboriginal students to express cultural identity, and the College has created an enriched program for these students and scholarship holders. ASC has seen increased engagement with these programs and, accordingly, has set aside time and space to enable students to participate. Of note are leadership opportunities, which have enabled students to take on roles in NAIDOC Week, the Arts and Sports, and to participate in public speaking.
Other areas the College is continuing to develop are:
• A Student Reconciliation Committee to connect with a Student Wellbeing Committee, in line with a proposed new Student Leadership model;
• Building resources and connections to community groups;
• Rebuilding connections with Aboriginal and Torres Strait Islander Alumni;
• The inclusion of cultural activities in upcoming School Holiday Programs;
• Update to the Acknowledgment of Country which will appear in new signage around the College incorporating artwork by Cooper Hawley (Year 11).
All email communications now include the updated acknowledgement.
As work continues to implement the RAP, the College thanks all in the community who have contributed to its success so far.
Jing Quan Chong (Year 10) recently completed his Licentiate Diploma from Trinity College London (LTCL) in Piano Performance, achieving a Distinction. This is one of the highest diplomas offered by Trinity College London.
Jing Quan started learning the piano at just four years of age and took inspiration from his older sisters after hearing them play. Jing then began composing his own music when he completed his Associate Diploma from Trinity College.
“My piano teacher Mr Lee encouraged me to complete the Licentiate Diploma and I wanted to challenge myself to finish a high level of piano performance. This was the perfect opportunity to take it up. However, due to the COVID-19 pandemic, the Diploma was to be completed online as a video recording. After many hours of practise, I
finally got a recording that I was happy with and then sent the video off to London for examination,” said Jing Quan.
Jing Quan also received the Grand Prize (with a perfect score of 100%) in the International Youth Music Competitions (IYMC) in the USA, and an invitation to perform in New York.
“I had written a composition that I was pleased about, and when I heard about this competition online, I sent in the composition along with a performance of it. To my surprise, I achieved a perfect score,” said Jing Quan modestly.
“I will need to see if this trip fits into my schedule. However, I will definitely look forward to a trip to New York if I am able to go.”
Congratulations, Jing Quan!
Mr John Bailey, my Year 12 Music in Society teacher, was one such educator. A brilliant yet approachable musician with a wicked sense of humour, Mr Bailey’s ability to co-design his teaching and learning programs in partnership with his students was remarkable. Rather than insisting the young people in front of him comply with the curriculum mandates of the day, he chose to engage the students in an exciting conversation of possibilities and find innovative ways to bring their creative passions to life.
“You’re wasting your time in this course, Drew,” Mr Bailey said flatly to me one day, as the class was packing up and heading into recess.
I remember being a bit unnerved by this comment, thinking this was perhaps a precursory remark that would accompany a disappointing test score, or the like.
“You need a project. A real project. Come past the rehearsal room at lunch tomorrow,” he said.
The next day, Mr Bailey handed me an eight-track MiniDisc recorder and a box of various audio cables. At the time the MiniDisc recorder was a cutting-edge piece of studio equipment that could record individual ‘tracks’ of audio (eg drums, keyboards, vocals) and overlay them to construct a multi-track recording – a song.
“For the rest of the year, you’re going to make an album during my classes,” he instructed, smiling.
“Original music, at least 30 minutes’ worth. You’ll write, record and produce the songs. You’ll design the artwork, organise the manufacture of the CDs and run the launch show at school in Term 4. I’ll check on you now and then, but this is your project. See you later.”
And with that, he left me to it. Suddenly, the course I had been coasting along in had become a big deal. Mr Bailey had reimagined the curriculum requirements in a context that was creatively exciting and personally relevant, and –critically – was attached to an outcome that would mean much more than a grade on a school report.
Suffice to say, my engagement and motivation for the course grew exponentially. No doubt, this in part explains the subsequent chapters of my immediate post-school life as a touring and recording musician –and more recently as a freelance producer and qualified music production educator.
My learning was hugely enriched through all the other skills and competencies that were implicit in a successful outcome: I was applying the curriculum in addition to learning how to manage my time effectively, master new technologies, practise giving constructive feedback to collaborators and oversee a small project budget to ensure there were CDs for sale at the launch.
Mr Bailey situated the content of Music in Society in a context that reflected his understanding of the young person before him. It was project-based learning before such a term existed in common educational parlance; he personalised my learning in a way that enabled my wellbeing to flourish.
Without question, the project was a highlight both of my school experience and my personal development as a young creative. I share that story with you because I believe it crystallises the vision shared by staff at All Saints’ College for HotHouse Company (HCo), the College’s Arts innovation program.
I have been in conversation with several Old Saints who were highly active in the Arts and HCo during their time at the College, and they enthusiastically relay their own versions of this story. These are the kinds of memories that we strive to create with, and for, our students.
HCo works across and beyond the Arts disciplines (Dance, Drama, Visual Arts, Media and Music) to create opportunities that connect students, artists and the broader community.
It is a highly collaborative endeavour focused on bringing the curriculum to life and celebrating creative excellence in all its forms. While our projects are intentionally diverse, everything we do shares a common strategic thread of connection.
Specifically, HCo projects connect:
- Students to artists: recognising that significant amounts of learning occur outside of the traditional classroom setting.
- Artists to opportunities: aligning our collaborators to space, technical expertise and other resources that enable them to pursue their creative practice.
- Audiences to experiences: including, but not limited to, performances, workshops, residencies, creative developments, showcases and exhibitions.
THROUGH THE
HAVE THE OPPORTUNITY TO LEAVE A LASTING IMPRESSION ON THEIR STUDENTS AND POSITIVELY AFFECT THE DEVELOPMENT OF THE YOUNG PEOPLE IN THEIR CARE.
What do HCo projects look like in practice? Allow me to highlight some examples from 2022 that speak to how our highly skilled and collaborative team of Arts teachers integrate their curriculum into HCo:
• After COVID-19 derailed HCo’s original plans to host the internationally renowned physical theatre company Frantic Assembly, Zoe Parker (Drama) pivoted to digital, hosting facilitator Michelle Edwards in the Centre for Performing Arts for a physical theatre workshop via Zoom. Many thanks to Michelle for waking up early to support the time difference between Australia and the UK, and to our technical support team for their willingness to explore new ways of delivering world-class creative experiences for our students in challenging times.
• HCo welcomed award-winning composer and advocate for women in electronic music Elise Reitze-Swensen and choreographer Brooke Leeder to the College for a two-week residency. Elise and Brooke spoke with students on the importance of collaboration, creating and sharing original work in the Dance Studio to be submitted for consideration at several Australian festivals. Interdisciplinary projects can be challenging to facilitate with competing curriculum demands, and I thank Narelle Codalonga (Dance) and Annette McKerrow (Director of Music) for their support in this project.
• Louise Elscot and Lucinda Crimson (Visual Arts) have coordinated some wonderful visual artist residencies this year, including the internationally regarded Erin Coates and Nyoongar artist Sharyn Egan. Erin was commissioned to create a work purchased as part of the College’s growing art collection. Alongside the College’s much-loved annual fundraising community exhibition Connected and the HotHouse Invitational in which a Visual Arts student is invited to present their work to a public audience in a formal setting, hosting these residencies adds tremendous value to our program.
• Alexis Van Leeuwen (Photography) welcomed professional photographer Yuhki Murayama to the College for a masterclass with her Year 9 and 10 Photography students who were eager to learn about Yuhki’s experience of working with a diverse range of commercial and business clients, ranging from Lululemon and Boorla Bardip to the aviation industry.
• In Media, Hayley Wellington and Stefan Hamilton have hosted Ben Morton (Murdoch University) who has shown students how to create richly textured atmospheres in film through sound design, and supported HCo’s development of a new student-led podcast series, The Path Creative in which students employed by The Agency interview visiting artists about the specifics of their creative journey – their inspiration, successes and challenges. Launching in late 2022, the podcast will serve as a source of inspiration to our students, and also to the broader community, wondering how they might go about realising their own creative ambitions.
• Over the mid-year break, HCo partnered with award-winning dancer Natalie Allen to co-present a nine-show season of immersive dance theatre, IN CRIMSON, inspired by the eerie 1842 Edgar Allan Poe story The Masque of the Red Death. The College’s Years 5 and 6 building was re-envisaged in the universe of Natalie’s imagination as a castellated abbey, with the immersive performance taking place across different floors and rooms of the flagship building. Year 5 students were tasked with creating 300 masks from sustainable materials in what was a stunning contribution to the project’s ambitious set design.
• Most recently, HCo partnered with the highly regarded multi-disciplinary artist Tyrown Waigana and the City of Melville to install a mural at Bob Gordon Reserve in Melville. Students in Skye Hegarty’s (Head of Arts) Years 9–10 Urban Arts classes worked with Tyrown for a term, learning about his creative process and developing their own urban designs, before spending the day offsite installing the vibrant work.
It’s been a vivid and creative year so far, and we have many other interesting projects in the pipeline.
It is a privilege to work in what is one of the most interesting and creative roles one can imagine in an educational context. It is also a very humbling role; I am continually reminded of how much there is to learn about Arts disciplines beyond my own training. Finally, it is not lost on me how many people – parents, staff and friends of the College – make significant contributions behind the scenes that ensure everything ‘just works’.
Our teaching staff, theatre managers, technical staff, ushers, maintenance team and front of house staff – as well as students employed through The Agency – are so often the first to arrive and last to leave, committed to providing the best possible experience for students, artists and audiences.
As I reflect on being fortunate enough to have had a teacher who nurtured my own creative potential, I am reminded of the importance of stewarding HCo’s continued evolution. I look forward to working in partnership with artists, arts organisations, College staff and the College community to cultivate a diverse range of opportunities for our students to foster their individual creativity, capabilities and connection.
Thanks, Mr Bailey.
Over the mid-year break, HCo partnered with award-winning dancer Natalie Allen to co-present a nine-show season of immersive dance theatre, IN CRIMSON
Pictured above: Yasi Spencer-Pepper (Year 12)
In a corner of a Year 2 classroom a student sits on the floor, notebook on his lap and an iPad on his knee. He’s in the process of reviewing his History Inquiry work, completed over the last few weeks. His teacher has set a digital activity for him to reflect on his learning. After reading through his handwritten notes, diagrams and drawings, he completes this reflection on his iPad. The teacher’s task enables him to choose how he can respond: either with a written response or an audio recording. Quickly and confidently, he navigates to the audio tool and proceeds to record a well-considered reflection which, once complete, he will send off to his teacher for feedback.
Meanwhile, Year 4 students are working in collaborative groups creating and editing videos. They plan, storyboard, film and edit using the iPad.
The class has been investigating how to stay safe online and what makes a good digital citizen. They have collected data about the apps and software they like to use at home, and researched them, revealing age restrictions, social issues and their benefits. The room buzzes with energy as the students discuss how to make their videos appealing to their audience—their parents and caregivers.
The students make use of their classroom, the playground and library spaces to shoot their films. Along the way, they learn the skills of consumer research, camera angles, sound recording, lighting and greenscreen techniques. In no time, it’s a wrap!
In the next building the Year 5 teacher continues to move around the room, stopping to talk with students as they focus on their individual work within the class Inquiry. Exploring the topic of the Stolen Generations, each student has developed their own Inquiry question to research and decided which digital tools to use to share their thinking. The teacher asks questions as each student describes their progress and the changes made to their digital creations. Each student voice is confident and enthusiastic. Each digital presentation is personalised. They proudly share informative animations, videos, creative galleries, interactive maps, illustrated digital books and typed essays.
These snapshots from the classroom illustrate some of the ways technology is being used to enhance teaching and learning at All Saints’ Junior School. They also reflect the College’s core beliefs about how technology should be used in education. These beliefs are outlined in our College-wide vision for the use of learning technologies, and are based on our collective knowledge of best practice teaching and learning, current research on technology in education, and the skills our students need to thrive in the 21st century. This vision guides when and how we select and use digital tools and devices, ensuring that we innovate when it makes sense, not just because we can.
We
• Student developmental levels and technology use is matched
• Student agency is enhanced by technology
• Student requirements and interests inform learning experiences
• Inclusivity is supported by technology
• Students collaborate locally and globally
• Students’ technology use is ethical and balanced
• Students are prepared for future learning
• ERIC (Empathy, Respect, Integrity and Courage) is aided through technology use
• Pedagogy is augmented by technology
• Technology use is carefully designed, research-informed and connects best practice
• Technology empowers Inquiry
• Technology is purposefully integrated across all learning areas
• Students use appropriate technology in an authentic way
• Students use appropriate technology tools to demonstrate their thinking
• Technology supports the design process and provides opportunities for visible thinking
• Technology facilitates ‘flow’ in the creative process
In 2021 the first step was taken to enact this vision. Working closely with the College’s experienced IT Department, the Junior School replaced 1:1 student laptops with Apple iPads, decided because the onboard app suite is built with creativity and accessibility at its heart. The inbuilt camera allows students to independently take a snapshot of something they have created or to record a video to summarise their learning. The Apple Pencil allows students to write and draw, and its portability enables learners to move outside the confines of the traditional classroom. After only 18 months we are already seeing how the power of the right technology has made learning more personalised, connected, authentic and creative.
One of the greatest strengths of today’s technologies is to make learning tasks accessible to all students. In the Junior School we see the power of this when our younger students use tools like ‘dictate’ and ‘speak text’ to independently use search engines to research their questions, and have the results read to them. Another example is when students, who don’t yet understand how to put their thinking into writing, explain their learning in a video or audio recording with eloquence and certainty. By personalising learning, teachers support individual academic progress, and help students build independence and confidence.
Personalisation of learning also occurs when students have agency over their learning. In education, agency refers to the empowerment of students to become active participants in the classroom. They are actively taught the capabilities of the iPad to enable them to connect and collaborate, to choose the right digital tool for the task, and to create their own learning paths.
Using digital technology to connect locally and globally enriches learning experiences. Junior School students often reach out to community members through their teachers with questions, theories and solutions about local issues. They connect with their peers to collaborate, share and interrogate relevant resources. They also connect with their families by sharing work in their digital portfolios and researching for class inquiries by interviewing family members. These links support growth as students’ thinking is reinforced, supported and even challenged in multiple settings.
In our vision, ‘connection’ means preparing students for their future learning by helping them develop 21st century skills such as critical literacy and digital citizenship. We teach our students to navigate the digital world with the same Empathy, Respect, Integrity and Courage (ERIC) that is expected of them in the real world. At age-appropriate levels, we are committed to giving our students opportunities to practise these skills in safe teacher-monitored digital spaces.
When learning is authentic, students learn by engaging in relevant and real-world experiences. It is an active process that is student led, requiring them to inquire, research and draw conclusions. For example, Year 4 students are working on an Inquiry that is all about the native and introduced species of birds that visit our College. After an engaging incursion from Perth NRM (a natural resource management organisation), students were left with the task of collecting data using an app that would contribute to a larger study. Recording their observations prompted questions that the students eagerly researched. With guidance from their teacher, the students chose to work together to present their findings in a beautiful digital book. When learning is linked to real-world experiences, it is meaningful.
Fostering creativity has always been a strength of All Saints’ College. This has been enhanced by technology as teachers and students learn how to best use digital mediums. Students are creating digital art, digital books, videos, animations, app prototypes, coded games, 3D models and more. They use their iPads in specialist classes to learn creative skills and record their learning in these subjects. Design thinking processes are enhanced by the iPad apps as students work collaboratively with these to plan, record and create. The creation of multimedia learning artefacts is now a quick and seamless process thanks to the iPad app integration, enabling more time to be spent on critical and creative thinking.
The progress we have made so far on our digital journey is due to the efforts of our incredible staff who are dedicated to ensuring that technology use is personalised, connected, authentic and creative. In the words of George Couros (Innovative Teaching, Learning, and Leadership Consultant and author of The Innovator’s Mindset), “Technology will never replace great teachers, but in the hands of great teachers, it’s transformational.”
Complementing and enhancing students’ learning, the diverse student leadership opportunities at All Saints’ support the development of students as empowered and empathetic individuals.
A range of leadership positions exists throughout the College, including roles for Year 12 students as Captains of various portfolios. With the College Captains at the helm, the Year 12 Captains are an integral part of the College community and work to create positive change and drive innovation.
Harnessing their strengths, these positions give students an opportunity to experience the responsibilities of leadership, to serve others, to give voice to the student body and to contribute directly to the development of initiatives and the management of activities within the College.
James Kemble and Divya Josey will proudly hold the title of College Captains in 2023, leading a newly structured team of student leaders, made up of a talented and determined group of individuals.
“We know we are the leaders we are today only because of the endless support we’ve received from the College, and fostering a similar experience for younger students is a major part of the legacy we hope to leave,” said Divya and James.
“Our cohort is filled with talented individuals, together with whom we are confident the journey will be a memorable one.”
With the support of College staff and the wider community, the 2023 Student Leaders will serve as a united community of bright minds and friendly faces.
THE COLLEGE’S INTERN PROGRAM WAS DEVELOPED TO PROVIDE OLD SAINTS WITH AN OPPORTUNITY TO GAIN PAID WORK EXPERIENCE WHILE UNDERTAKING TERTIARY STUDY, OR PERHAPS TAKING A GAP YEAR.
THE PROGRAM CURRENTLY HAS FIVE INTERNS WHO WORK IN THE ARTS, DESIGN AND TECHNOLOGIES, MARKETING AND COMMUNITY RELATIONS, NEXUS-S, AND SPORT. THE INTERNS GAVE INSIGHTS INTO SOME OF THEIR EXPERIENCES WHILE WORKING AT THE COLLEGE THIS YEAR.
THANK YOU TO THE 2022 INTERNS FOR THEIR VALUABLE CONTRIBUTIONS.
My intern role at the College is in Nexus-S, helping in any way I can to ensure things run smoothly while making my own mark. As well as cataloguing books and helping students, I have been tasked with creating a Young Adult section for Years 9 and 10, and a senior fiction section for Years 11 and 12. With the many skills I am learning, I plan on working in a library after my internship has finished.
As the Design and Technologies Intern this year, I’ve been assisting and working alongside teachers, helping with framing and installing pieces for art exhibitions, laser cutting work for student projects, formatting documents for class use, and much more.
I’m currently studying a Bachelor of Graphic Design at Curtin University, with plans to undertake a Master of Secondary Education afterwards to become a teacher so this internship closely aligns with my future plans.
Working with the Design and Technology staff has been a wonderful experience, and I’m looking forward to seeing what opportunities arise later in the year.
I work as an intern for the Marketing and Community Relations team at the College. Much of my work consists of creating advertisements and other media for the College, which can range from a short video for cocurricular soccer to an Instagram story. I help out at many College events, such as the School Holiday Program and Grandparents and Friends’ Day.
Another part of my role is to take photos and videos of events as well as everyday College life. I’m glad I can work in a comfortable and familiar environment, while being surrounded by the amazing Marketing and Community Relations team at ASC.
As the Sports Intern, I have a variety of responsibilities such as planning logistics, organising sporting events and interhouse carnivals, managing Koorliny (the College gym), coaching and umpiring at carnivals, working on various administrative duties, and supporting the Sport, Health and Physical Education staff in many different tasks. I have learnt how to organise events effectively, communicate well with other staff, and better understand the inner workings of a school Sports Department.
This role has given me a wealth of experience that I believe will be relevant to careers I am interested in pursuing in the future. At the end of the year when the internship finishes, I plan to continue studying for my degree in Exercise and Sports Science and will look to find a job in the sporting industry. I have really enjoyed working in the role so far and am very pleased with the knowledge I have gained.
As the Arts intern, my main role is to assist staff in the Arts with tasks ranging from posting on the HotHouse Company website to making flower hair clips for dance costumes. I also help out with College Arts events such as the Connected 7 exhibition, the Dance Concert and the HotHouse Company Film Festival. I have learnt so much already and enjoyed working with talented staff and artists.
This position aligns with my Arts Management studies at the Western Australian Academy of Performing Arts (WAAPA). We are encouraged to undertake internships and broaden our networks. This internship is doing precisely that and will help lead me to future success in the Arts.
AS A LEARNING COMMUNITY, ALL SAINTS’ TAKES PRIDE IN THE DEVELOPMENT OF BOTH STUDENTS AND STAFF AS WE SEEK TO MAKE A POSITIVE DIFFERENCE IN OUR WORLD. IN 2023 PETER ALLEN WILL COMMENCE AS THE PRINCIPAL OF GUILDFORD GRAMMAR SCHOOL FOLLOWING FOUR YEARS AS VICE PRINCIPAL AT ALL SAINTS’ COLLEGE. AS HE PREPARES TO CONCLUDE HIS TENURE AT THE END OF TERM 4, HE REFLECTS ON HIS TIME AT THE COLLEGE, WHAT HE’LL MISS THE MOST, AND WHAT MAKES ALL SAINTS’ DIFFERENT FROM ANY OTHER SCHOOL AT WHICH HE HAS WORKED.
Prior to coming on board as Vice Principal at All Saints’, Peter had extensive experience teaching at several independent schools in Perth and overseas at schools in London and Dubai. He brought with him a wealth of skills and experience, and his time at the College has enabled him to learn and grow further. He is now looking forward to stepping into his first Principal role.
It has become a tradition at All Saints’ for the Vice Principal to move on to a Principal role. Peter saw the opportunity for the role to act as an apprenticeship, offering a multitude of new experiences that he could call on in his future career in a Principal role.
“What attracted me to All Saints’ was the reputation of the College. I’d watched it change significantly from 2010 to 2020. You could see there was a great deal of development and its reputation was growing.”
“I was also interested in the diversity of the Vice Principal role, which allows involvement in a broad range of areas. With experience mainly in teaching and learning for five years at Scotch College and four years prior to that at Penrhos College, I felt the role would allow me to diversify and try other things.”
The Vice Principal in any school works very closely with the Principal, and Peter’s collaboration with Belinda Provis has been part of the continuing success of All Saints’ College in building a leading school with a strong community.
“A big part of the decision to take the role was to be able to work with people like Belinda and the other members of the Leadership Team. I knew I would be able to continue learning new things, which for me is an important driver in a role.”
“I am the first to say that Belinda and I are very different people. However, that works extremely well for each of our roles. She challenges me and I challenge her. And that’s healthy in terms of the way that we work together.”
As someone who has worked in a variety of schools, both overseas and in Perth, Peter is well placed to speak about how schools differ and what sets them apart from each other. So, what is the All Saints’ difference?
“For me, it’s the strength of the values; they’re not just rhetoric, they’re lived values. I think that the College is grounded in those values; the students represent them
in the way they behave, and the way they interact and care for each other and the staff. The values permeate through the entire College community.”
“When people ask me what it’s like to work at All Saints’, I share the story of when I started. I was walking across The Common and a student walked up to me and said, ‘Hey, you’re the new Vice Principal?’ And I said, ‘Yes, I am. Great to meet you. Who are you?’ I can’t remember who the student was, but they said to me, ‘How are you settling in?’ It just blew me away.
“I’ve worked at six schools around the world previously, and never had a student show that kind of empathy for someone who was new. It was a huge indicator to me of the great culture at ASC.”
Similarly, when it was announced that Peter was moving to Guildford Grammar School, the first person to come and see him was Year 12 student Sammie Ward, who knocked on his door.
“She said, ‘I just wanted to say, well done, but I’m really glad that you’re staying (until the end of Term 4) for us to finish Year 12’. I’ll miss the students and staff here; the culture is something very special.”
“I’ll miss those interactions with staff and students, especially seeing them in their element. Whether it’s dancing on stage, engrossed in music, on an Outdoor Learning Program or playing a sport, I feel proud that I have played a small part in creating those opportunities.”
After four years in his role, Peter reflects on what he will bring to Guildford Grammar School as its new Principal.
“My time at ASC has given me a wealth of diverse experiences that will enable me to hit the ground running. The key learning I take with me from ASC is to slow down and make informed, considered decisions. My number one takeaway is that behind every behaviour is a story. I try very hard to understand people and why they do things before I make a judgement.”
“I’m looking forward to being part of the community at Guildford Grammar. I mentioned earlier that diversity is important to me, and I’m excited to work at a school that made a strategic decision to become coeducational in 2019. There’s a considerable opportunity that comes with that, and I’m excited to be part of bringing that to life.”
Delving into the world of digital art is a creative outlet for Samara and allows her the freedom to tell stories and create worlds both familiar and alien to our own. Samara’s artwork ‘Treehouse’ features on the cover of this edition of The Dove and her other works were displayed in the 2022 HotHouse Invitational Exhibition, daydreams
Growing up I was into a few things: drawing, watching cartoons, and animation YouTubers. All these interests culminated in me wanting to learn how to create digital art myself. When I received a plastic stylus in a Christmas cracker one year, I really started trying to learn how to make digital art. I think I started out mostly just doodling on my iPad notes app, and then, after trying out as many different free art apps as I could get my hands on, I fell in love with the medium. I continue to create traditional art, but the digital medium allows me to create things I couldn’t otherwise.
I tend to have a fairly inconsistent style across all of my work. I like experimenting and trying out different styles, mediums, techniques and subjects, but for the daydreams exhibition I really wanted to try for a more consistent body of work that felt cohesive. I tried to create a whimsical dream-like feeling throughout all of my works, focusing on storytelling. I always start with a vague idea or concept I’d like to work with – it’s usually something fairly simple like, “Hey, what if there was a weird creature on the bus?” And then I quickly sketch out some ideas of how I’d explore that concept, usually on OneNote. I then import it into Procreate (the app I use to create all my art) and flesh out the sketch a little more before moving on to line art, colours and lighting. The initial sketching stages are probably my favourite part of the whole process, closely followed by adding lighting to my works. I love working with interesting lighting: I think it can really add another dimension to the piece and change the feeling of the work. A lot of my works for this exhibition had a focus on lighting. I think this helped to create a more cohesive body of work and added to the ‘dreamy’ feeling I try to achieve in much of my art.
It’s hard to pinpoint exact inspirations for my work because a lot of the time I just draw whatever comes to mind. That being said, I definitely take a lot of inspiration from things I see around me in the world. I often see interesting people on the street or something happening that sparks my imagination, and I’ll make an artwork about it. I base a lot of my art on my dreams: I’ll often have a strange dream or thought and wake up to type out the idea in my notes, then develop it into a more coherent artwork later. I’d say experiences I’ve had and memories play a big part in my work too. At the same time, many of my works are just things I think look interesting or cool together.
I’m currently very interested in illustration and graphic design which I’m hoping to study at university. After that I’m not so sure, but I know that, whatever I do, I want to be creating art of some kind. I’d also love to learn more about animation and character illustration. But really, I’m just seeing where the future takes me.
In my opinion, the best thing you can do to start is to just jump right in and experiment for yourself. You don’t need fancy equipment or to be great right away; just give it a go and see what you can learn. The internet is your best friend here: YouTube tutorials are great to learn the basics and get some tips from professionals. If you have an iPad, you can usually get simple styluses for a few dollars, or even just use your finger. There are plenty of good quality, inexpensive drawing tablets too. I’d also recommend downloading some free digital art apps. I used Autodesk SketchBook for a few years before moving to Procreate. Once you’ve downloaded some programs, try out all the brushes and see what you like and what you can do with them. Look into blending modes – they’re super helpful if you know how to use them, and great for creating interesting lighting effects. Overall, don’t worry about making ‘good’ art: just try to make something and you’ll get the hang of it eventually. Oh, and use layers!
GOVERNANCE OF THE COLLEGE IS IN THE HANDS OF THE COLLEGE BOARD, AND CURRENT CHAIR, MARK STICKELLS, WILL BE STEPPING DOWN FROM HIS POSITION AT THE END OF THIS YEAR. MARK HAS MADE A SIGNIFICANT CONTRIBUTION TO THE BOARD AND COLLEGE DURING HIS TENURE AND HAS GUIDED THE COLLEGE THROUGH SOME SIGNIFICANT MILESTONES AND EVENTS INCLUDING THE COVID-19 PANDEMIC AND THE LAUNCH OF THE STUDIO SCHOOL.
As he approaches his final few months in the role, we sat down with Mark to talk about The Studio School, his work at the Pawsey Supercomputing Centre, his interest in photography and poetry, and his pride in leading the All Saints’ Board. Softly spoken, well considered, warm and engaging, Mark models the College values of Empathy, Respect, Integrity and Courage, aka ERIC.
Mark is the Executive Director of the Pawsey Supercomputing Research Centre which provides national supercomputing services to the Australian research community, including our largest universities and the CSIRO.
He leads 60 staff and is undertaking a $70 million multiyear upgrade of the technology and infrastructure to ensure the Centre remains world class.
Later this year, Mark will launch what will be the fastest research supercomputer in the Southern Hemisphere. It’s a demanding job, but one that has eminently qualified him to lead the College in his role as Chair of the Board, a position he has held since 2018.
“Pawsey is a joint venture of WA’s four public universities together with CSIRO, and we work with stakeholders around Australia and overseas. I’ve most recently travelled to London and Hamburg for international conferences and announcements of exciting projects that we’re working on. In Hamburg, with our German and Australian partners, I announced a world first: the installation of a roomtemperature Australian quantum computer at Pawsey. The next generation of computing is starting to become a reality,” said Mark.
Extensive travel allows Mark to indulge in his hobby of photography. He enjoys discovering new places through street photography which you can find on his Twitter account, along with the occasional poem including haiku.
“I enjoy photography as a hobby and creative outlet, whereas poetry is more for fun. I’ve given a couple of friends’ birthday speeches in rhyme and with a touch of theatre, including one with a Star Wars theme where I dressed up as Obi-Wan Kenobi. So that’s kind of where it goes,” he said with a laugh.
“Poetry and the ability to engage and move people through words interest me. It’s become a bit of a tradition that at the end-of-year Board dinner, I recap the year that was in rhyme and express my thanks to those who have supported the College.”
In 2014 Mark was appointed to the College Board as a nominated representative of the Parents and Friends’ Society. Before this, Mark’s wife Michelle held the mantle as the family member most engaged in community life around the College. So Mark decided it was time to step up and lend more of a hand.
“Two or three good friends also expressed an interest in joining the Board and we were all interviewed. I was fortunate enough to be selected,” said Mark in a typically humble fashion.
“I believed I could offer something in terms of governance, strategy, business and university
engagement, and philanthropy. I also thought I could offer something to the College based on my professional background. I served three years as a Board member and then I succeeded Thirl (Millachip, the previous Chair) five years ago.”
Mark and Michelle’s two sons Matthew (Class of 2018) and Callum (Class of 2021) attended All Saints’ from Kindergarten. Graduating as Collegians, Mark remembers why they were set on an All Saints’ education.
“We were very keen for our sons to go to a coeducational school. However, at the time there were no schools close by that we were happy with,” said Mark.
“We were not confident that the local school, including the teaching and pastoral environment, was the best option for our children. Almost 22 years ago, when Matthew was born, we put ourselves on the waiting list to secure Matthew’s place in Kindergarten. Michelle filled out the forms while still in hospital!
“We wanted to make the decision for Junior School to give a solid foundation for our sons in terms of their education, our shared values and their upbringing.”
Mark still believes those values hold true for College families today, when they make their own decisions on an All Saints’ education. It is the College’s diversity and ability to innovate and lead in the educational landscape that now provides even greater opportunities to prospective students and families.
“I’ve worked in universities and CSIRO almost all of my career, and I’m absolutely an advocate for university education and for what that might offer,” he said.
“But it doesn’t drive or constrain what we do at All Saints’. It’s much more about bringing out the best in young people and supporting their education in a way that’s been borne out over time: that there are many different pathways to successful lives, careers of service, community, or entrepreneurial professionals.
“And they’re not all going through the traditional university degree pathway and a defined career path. I think All Saints’ was ahead of the curve in contemplating alternative pathways to support the development of innovative, engaged, entrepreneurial, impact-driven young people.”
This mindset has led to the development of The Studio School in the heart of Fremantle, an exciting alternative to mainstream schooling structures and systems that is already receiving from students and families much acclaim for its progressive and highly personalised model. The Studio School’s campus has been specifically designed to complement the studio learning concept.
It is, in essence, a co-working space that includes year level precincts.
“The Studio School marks a truly significant achievement of the College in terms of providing an innovative education,” said Mark.
“Having seen this concept build over several years, it’s borne out of a commitment to innovation and studentcentric education.
“This project started several years ago, well before we picked a site in Fremantle. So, to be in the building now – a building with students enrolled in a program that’s transformational for young people – is a very proud moment. One can’t help but be impressed and proud of what the College has achieved.”
The decision by the Board to back the establishment of a new school was a courageous one, built on the foundational work of the Beyond Boundaries Institute led by Esther Hill (Director of Teaching and Learning and Director of Djoowak: The Beyond Boundaries Institute).
“The Board had confidence that we were building on something consistent with the values, approach and culture of All Saints’, but applying it to a different cohort of potential students that needed a different and more personalised, entrepreneurial path through the later years of traditional secondary schooling.”
“We’ve always thought in terms of quality and impact, not quantity and scale.”
Five years into Mark’s term as Chair, which has included navigating a global pandemic, he reflects on his experiences, the College’s achievements and what the future might look like for him and the College.
“One of my favourite memories, and something I was proud to be involved in, was volunteering at one of the Teach Learn Grow programs. I spent a week in Fitzroy Crossing with All Saints’ students and staff at the Bayulu Remote Community School.”
“Being able to spend a week living in a community school and sleeping on the classroom floor – we had to put away all the roll-up beds each morning, because the students were using the classroom during the day – was an insightful experience. It was a tremendous privilege to support and engage in that community (if only for a week), working with Elders, staff and our own students.
“From a Board point of view, I believe we’ve been able to sustain and support the College through the last couple of years, which has been of value to the College Principal and Leadership Team. I’ve been proud of the way we’ve achieved that because it has been a challenging period for the College. In many ways, these past six months have probably been harder than the first six months of COVID-19, as we manage new economic conditions and continued waves of the virus.
“This is my fifth year (as Chair). I do think I’m at a bit of a juncture because there are a number of different things that I would like to do, not only with a camera or pen in hand. I’m increasingly steered towards the outreach and community aspects, particularly as exemplified by The Studio School.
“I also feel that succession and renewal is a part of the Chair’s role in effective governance and oversight. We’ve been very successful as a College in promoting an environment of learning and development and creating Principals for other schools; we also want to encourage the development and renewal of our Board.”
With sons Matthew and Callum now graduated from the College and moving into their careers, Mark only affords himself the slightest look back to what his legacy might be when he finishes his stint as a Board member and Chair at the end of 2022 after a lengthy All Saints’ journey.
“I’d like to think people thought I cared, and that I helped make a difference for individuals as well as the College as a whole. I can talk about big numbers and milestones, such as the College growing from 1,100 students to 1,340 students, and I could reflect on revenue or capital growth. Those factors are indeed important. However, for me they are not primarily what I’ll remember or measure. There are young people who might say that as a person I helped to make a difference at a key time for them in their lives; that’s enough for me. It’s all about the College and its wonderful community. It’s not about what I’ve done.”
RECOGNISING THE PRIVILEGE OF THE CUSTODIANSHIP OF ALL SAINTS’ COLLEGE, AND GUIDED AT ALL TIMES BY THE BEST INTERESTS OF ASC COMMUNITY MEMBERS, WE ARE COMMITTED TO PRUDENCE IN OUR MANAGEMENT OF ASC’S RESOURCES AND INFRASTRUCTURE, AND OF OUR BEAUTIFUL ASC ENVIRONMENT.
Accountability and transparency are important parts of that commitment and, to that end, we are pleased to report annually to our community on the College’s major sources of income and areas of expenditure for the previous calendar year.
While, at the time of writing, we are nearing the end of the third year impacted by COVID-19 and are in the throes of budgeting for 2023 which may also be impacted by COVID-19, we are pleased to report here on our income and expenditure for the year ending 31 December 2021.
While 2021 was certainly not without its challenges for the College and for all families, we remain extremely grateful for the enormous support we received across 2021 from our community: unquantifiable and wonderful moral support, which meant the world to us, as well as
incredibly generous donations of time, expertise and funds – the latter at a time when we know many families were already experiencing hardship. To our community, we say a heartfelt thank you!
Our total income in 2021 totalled $35,670,455, of which $21,728,379 (or 61%) was in the form of tuition fees. As is typical for schools, the College’s major expenditure is on salaries which, in this reporting period, represented 73% of our total expenditure at $34,660,925.
As mentioned, we are most thankful to you, the ASC community, for your confidence in, and support of, our custodianship of the College’s resources as we strive to ensure that our facilities, our resources and our programs benefit all.
Belinda Provis PrincipalBAYULU REMOTE COMMUNITY SCHOOL.”
FOR THE YEAR ENDED 31 DECEMBER 2021
All Saints’ College Inc.
EXPENDITURE FOR THE YEAR ENDED 31 DECEMBER 2021
All Saints’ College Inc.
“ONE OF MY FAVOURITE MEMORIES, AND SOMETHING WAS PROUD TO BE INVOLVED IN, WAS VOLUNTEERING AT ONE OF THE TEACH LEARN GROW PROGRAMS. SPENT A WEEK IN FITZROY CROSSING WITH ALL SAINTS’ STUDENTS AND STAFF AT THE
ALL SAINTS’ COLLEGE WISHES TO ACKNOWLEDGE THE GENEROSITY OF OUR COMMUNITY MEMBERS WHO SUPPORTED THIS YEAR’S VOLUNTARY BUILDING FUND (VBF).
Committed to ensuring the highest of standards for our campus and its facilities, we have an ambitious ‘to-do’ list of projects here at the College.
The VBF allows All Saints’ to undertake these projects at the College to ensure that our campus and facilities remain at the highest of standards. In the past, thanks to the donations of our families, the VBF has funded the installation of a comprehensive network of CCTV cameras across our campus, enabled the fitout of The Hangar, enclosed our Canteen, and air-conditioned the College Chapel, to name a few.
All Saints’ College sincerely thanks the following donors of our Voluntary Building Fund during the 2021-2022 Financial Year (1 July 2021 to 30 June 2022), as well as those who choose to be anonymous.
Dr M Abou El-Alamein & Mrs R Saleh
Mr D & Mrs K Adams
Mr M & Mrs C Adams
Dr L Adams & Mrs L Leurs-Adams
Dr A & Mrs E Adeleye
Dr A & Mrs O Adeniyi
Dr J & Mrs F Adesina
Mr N & Dr V Agarwalla
Mr R Aggarwal & Ms R Chopra
Mr S Ahmed
Dr F & Dr O Akinyemi
Mr N & Mrs A Alderson
Mr D Alonso & Mrs J Shin
Dr J & Mrs C Aniyi
Mr D Anthony & Ms E Forster
Mr A Arbery & Dr D Paterson
Mr M & Mrs T Ariyapperuma
Mr T & Mrs S Arnold
Dr K Atre & Mrs K Ramachandra
Mr R Augustin & Ms C Yap
Mr D & Mrs S Babich
Mr M Babu Rajendran & Mrs S Muralidharan
Dr P & Mrs K Baird
Mr D & Mrs B Baker
Mr D Baker & Mrs D De Lagarde
Mr S & Mrs S Balloch
Mr D & Mrs F Balsdon
Mr P Bangalore Nagaraj & Mrs S Paramesh
Mr R & Mrs A Bannerman
Mr R & Mrs D Barlow
Mr M & Dr S Barnard
Mr J & Dr R Barrett
Mr Y Beeharry & Mrs M Sarckunaseelan
Mr S Benjamin & Ms B Maddock
Mr Best & Mrs R Kluppels
Mr R & Mrs L Biddulph
Mr T Bilson
Dr S & Mrs R Blaxell
Mr B & Mrs P Boodhoo
Ms S Borowski
Mr P & Mrs N Bortolotti
Mr M & Ms V Bosek
Mr C & Mrs T Boulton
Mr J & Mrs M Bovell
Ms R Boyd
Mr S Brar & Mrs D Sodhi
Mr C & Mrs J Brown
Mr S & Mrs D Browne
Mr A Brustur & Mrs M Blades
Mr C Burrows
Mr A & Mrs J Burwood
Mr Cantley & Ms L Willows
Mr B Cao & Mrs L Ling
Mr A & Ms J Carrie
Mr S Carter & Ms S Ekawati
Mr R Catalan & Ms M Mulia
Dr C Caulfield & Dr J Xia
Dr K Chan
Mr A Chandra & Mrs L Sharma
Mr S Chang & Dr M Xu
Mr B Chavez Espinoza & Mrs R Nahui Bravo
Mr K Chee & Ms M Foong
Mr S Chen & Ms J Xiao
Mr S Chen & Mrs Y Zhang
Mr X Chen & Ms Y Zhu
Mr H Chi & Mrs Y Kuo
Dr K Chikkaveerappa & Dr P Krishnamurthy
Mr M & Mrs M Chin
Mr S Chitra & Mrs I Diviacita
Dr S Chong & Ms H Tan
Mr C Choo & Mrs R Ahmad
Mr D Chopra & Ms R Kalra
Mr Y Chow & Ms E Cheung
Dr B & Dr E Clarke
Mr J & Ms L Clegg
Mr S & Dr M Coghlan
Mr M & Mrs A Cole
Mrs S Collins
Mr A & Mrs S Conigliaro
Mr J & Mrs K Cook
Mr E Cordeiro Goncalves de Azevedo & Mrs D
Benicio Goncalves de Azevedo
Mr P & Mrs S Cox
Ms K Dallimore & Dr P Johnson
Mr J & Mrs K Damonse
Mr O & Mrs T Dartnall
Mr A & Mrs J Davies
Mr C & Mrs S Day
Mr A & Mrs S De Oliveira
Mr A & Mrs N Dean
Ms K Destremau-Carroll
Mr Y Ding & Mrs R Li
Mr B & Mrs G Douglas
Mr A & Mrs Y Drew
Mr J Duraisamy & Dr M Jeevanadan
Mr D & Mrs A Dwumfour
Mr D & Mrs J Eames
Mr D & Mrs M Ellement
Mr H Etampawala Ralalage & Mrs U Elvitigala
Mr D & Mrs P Eves
Mr M & Mrs S Falconer
Mr D & Mrs S Fallon
Dr P & Ms P Fegan
Mr B Feist
Mr S & Dr A Fell-Smith
Mr H Feng & Mrs S Zhong
Mr L & Mrs P Fernandez
Mr J & Mrs S Ferris
Mr L & Mrs C Finneran
Mr A & Mrs K Ford
Mr D & Mrs L Frossos
Mr J Gan & Mrs L Wu
Mr G Gandhi & Ms A Ganesan
Mr J Gardner
Mr S & Mrs C Gauci
Mr R & Mrs M Gaze
Mr G Geange & Mrs V Barlogianni
Mr C Gee & Mrs S Tan
Mr E George & Ms S Letham
Mr O & Dr J George
Mr P Goh & Mrs V Lui
Dr V Gopalan & Dr S Krishnamoorthy
Mr R Gorji & Mrs N Darabi-Gorji
Mr P & Mrs M Grafton
Mr C & Mrs M Gray
Mr B & Mrs S Gray
Mr P & Mrs M Greaves
Mr B Greenacre & Ms E Rowe
Mr C & Mrs A Grierson
Mr N & Ms S Grogan
Mr S Grover & Mrs G Kaur
Mr X Guo & Mrs S Duan
Dr M Habibi & Mrs J Williamson-Habibi
Mr W & Mrs S Hall
Mr N Hamer-Smith & Ms S Haycox
Dr N & Dr E Hamilton
Mr C & Mrs S Harban
Mrs N Harlond
Mr T Harvey
Mr A & Mrs G Harwood
Dr G & Mrs L Hawking
Mr D Hawkins & Ms X Sun
Mr M Hayes & Dr P Straatsma
Mr Y He & Mrs Y Qin
Mr D & Mrs K Healy
Mr W & Mrs C Hendeniya
Mr H Heriyanto & Mrs M Leong
Ms R Hiew
Mr J Hilbert & Mrs C Masson
Ms E Hill
Mr B & Mrs A Hill
Mr C & Mrs A Hinchliffe
Mr R & Mrs N Ho
Mr D & Mrs M Howarth
Mr A & Mrs C Hunt
Mr A Ibrahim & Mrs F Khan
Mr M & Mrs B Jacobson
Dr S Jagadeesan & Dr M Arun
Mr S & Mrs A James
Mr N Jayaraj & Mrs T James
Dr H Jayasekara & Dr W Jayawickrama
Dr S Jehan & Dr R Kanwal
Mr X Ji & Ms L Deng
Mr X Jin & Mrs C Wang
Mr A Johns
Dr B & Dr H Jones
Mr C Jones & Mrs N Nainggolan
Mr R Jowett & Ms C Gardiner
Mr M & Mrs L Kadir
Mr S & Mrs T Kanagalingam
Mr S Kasiman & Mrs J Snow
Mr P & Mrs H Keenan
Dr A & Mrs N Kelly
Mr J & Mrs K Kemble
Mr M & Mrs A Kenworthy
Ms M Kenworthy-Groen
Mr L Kethmaranahalli Ravikumar & Dr C
Ramakrishna
Dr E & Mrs C Khinsoe
Dr A Khossousi & Mrs D Dehbonei
Mr K & Ms L Kim
Mr D Kim & Mrs X Ma
Mr T Kim & Mrs J You
Mr J & Mrs S King
Mr K & Mrs M Kojima
Mr C Koo & Ms S Liu
Mr R & Mrs S Koprowicz Mr S Koy & Ms A Chia
Dr M Krishneswaran & Mrs G Mugunthan Dr E Kucharski & Dr F Chow
Mr E Kumar & Mrs N Glebezdina
Mr P Lakkamsani & Mrs N Charukumalli Mr B & Mrs M Lance
Mr J Landau
Mrs R Langstone
Mr A & Mrs A Lavender
Mr C Lee & Ms Y Thye
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