The Dove #88 Winter 2023

WHAT’S INSIDE

FROM THE PRINCIPAL

KAYA AND WANJU TO OUR WINTER EDITION OF THE DOVE FOR 2023.

Recent news that the WHO Chief has officially declared the end to COVID-19 as a global health emergency was welcomed, and life has well and truly returned to (our new and, we hope, even better!) normal this year at Ewing Avenue, with Pasar Malam 2023 being a very visible and highly celebrated early sign of that.

And there are just so many other signs of the return of our wonderfully active and thriving community at All Saints’ College, with many of those events captured in the pages that follow – from our unique and much-loved sport program to the all-singing, all-dancing, laugh-out-loud, super-colourful production of The Addams Family!

This edition of The Dove celebrates this and so much more, including the breadth and diversity of our progressive and innovative teaching and learning program, and the partners who help us in this. As part of this, we are proud to include in this edition the results of our Class of 2022 who are now engaged in life, in study and/or work in this city, across Australia and the globe.

ACKNOWLEDGEMENTS

EDITOR: Emily Garbett

EDITORIAL CONTRIBUTORS, PHOTOGRAPHERS AND PROOFREADERS: College staff and students, John Beaverstock, Ben Fitzpatrick, Belinda Provis, Wendy Macdougall

ART DIRECTION: Sava Hatzi (Design Vault)

FRONT COVER ARTWORK: Andy Zhou (Year 10)

ACKNOWLEDGEMENT OF COUNTRY: KIA. NOONGAR. BOODJA.

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.

We are, as always, very, very proud and appreciative of the staff at our College, and know our students value very much the care, support and expertise ASC staff bring to our community. We are pleased to share with our community some snippets of staff news, and to introduce to you some of our newest staff members: a warm welcome aboard!

We are very excited to be progressing this year our tripartite construction project: our new Facilities Operations Centre, Junior School car park expansion and long-awaited Childcare Centre. We look forward to

welcoming our littlest Saints (from 12 months old) in mid 2024, and to the service that this new facility will provide our staff, ASC families and the wider community. This edition of The Dove also provides for us the opportunity to acknowledge and thank the College Foundation and its Board for all it does for ASC’s present and future. I recall former Foundation Chair, Mark Stickells, describing the Foundation – the entity into which all enrolling families pay the Endowment Fee – as being like the College’s ‘superannuation’, investing wisely and providing security for our future. The Foundation also supports a large range of programs at the College each year, sponsoring for instance: staff members’ individual further study programs; our Year 12 families’ annual Valedictory Dinner; Djaaliny, our community learning forum; our ASC community choir; and the development of our facilities including, this year, our new bike shed, a Visual Arts spray booth, a new entrance for our Early Childhood Centre, and the research for our proposed wetlands project which is part of our Treading Lightly initiative. I thank the Foundation Board for its ongoing support for all areas of our College community. And I thank you, our community, for your wonderful ongoing support of All Saints’ College – we are indeed blessed! – and I hope you enjoy reading the celebration of our community in the pages that follow.

College Principal

ARTFUL EDUCATION

MANY STAFF AT ALL SAINTS’ COLLEGE EXPLORE THEIR AREAS OF EXPERTISE OUTSIDE THE COLLEGE AND ACTIVELY PRACTISE IN THEIR FIELD, BRINGING A DEEPER LEVEL OF KNOWLEDGE, EXPERIENCE AND UNDERSTANDING TO THEIR TEACHING.

Visual Arts Teacher Louise Elscot is also a practising artist, whose creative practice lies in sculpture and whose works are developed from her interest in landscape and history, with historical research informing the development of her works and the materials she chooses to use. Recently

Louise was invited to showcase her exhibition Elysium at the newly refurbished Rockingham Arts Centre.

Elysium is a series of sculptural works dedicated to the women and children who lost their lives in Thomas Peel’s failed Clarence Settlement in 1830. Louise’s body of work was initially inspired by reading about Dr Shane Burke’s archaeological explorations of the Clarence site at Mt Brown and a critical caricature of Thomas Peel plucking a swan, published in London newspapers in 1829. Twentynine lives were lost in Peel’s failed settlement in the direst of circumstances. However, the cost of the desperation of the settlers on the native birds and wildlife was not without its own tragic consequences.

“In my practice, I like to consider the layers of history of a particular place, combined with my own experience of the site,” said Louise.

“My artworks are sometimes ephemeral when I work directly in the landscape, documenting process through photography. Other sculptural works are more permanent and reflect extended studio time. My creative drive comes from playing with and manipulating materials to communicate meaning.”

The importance of actively creating is vital to Louise’s teaching, as it continually reminds her of the vast amount of thinking and connecting that is needed to feed the creative process, and this allows her to fully support students through this process.

“Creative process can be hampered by the fear of judgement in exhibiting your works, and this is particularly poignant for our students. We all suffer from imposter syndrome.”

“Being a practising artist helps me to reassure our students that there will be a ‘dark night of the soul’ in producing their own artworks – and that is OK.”

Learning from practising artists not only allows students to see viable career pathways in the Arts, but also provides a network of strong industry connections to assist and mentor them in their own creative journeys. They also benefit from the teacher-artists’ deep and personal understanding of the creative process – both its challenges and rewards.

While teacher-artists are more sensitive to the challenges encountered by their students (having to frequently work through their own), they also understand that artistic outcomes are open ended and divergent, and that the element of play or experimentation in artistic creation is vital.

“Creativity thrives in a playful environment because during play there are no repercussions from doing something wrong. Play encourages innovation,” said Louise.

Louise’s works also formed part of the group exhibition Throughline, shown at Moores Building in 2022, which was conceived by former ASC Visual Arts Teacher Jaelle Pedroli (née Weidemann) and featured the works of seven current or former Visual Arts teachers.

“The loss of our own artistic practices due to rigours of teaching was the impetus for us to begin to ‘work’ again. We were all artists before we were teachers,” said Louise.

Louise’s exhibition, Elysium

RAP WINDOW GRAPHICS

IN 2021, THE COLLEGE CELEBRATED THE LAUNCH OF ASC’S RECONCILIATION ACTION PLAN (2021-2023).

The College’s Reconciliation Action Plan (RAP) guides our commitment towards reconciliation in our community and was produced in consultation with staff, students, parents and Indigenous community members.

In our 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. We have set goals to further connections that are systematic, thoughtful and open to opportunities.

All Saints’ College’s goal was to create a community that is respectful, welcoming and responsive to the needs of every member. In December last year, stunning decals were installed at various areas of the College that welcome all members of our community and showcase our Acknowledgement of Country and the land on which the College is built.

The decals feature elements of the RAP cover artwork, created for the entrances by Cooper Hawley (Year 12)—a Yamitji male from Mullewa Country. Aspects of his artwork were the inspiration for the graphic elements that accompany the significant words.

Taking pride at the entrances to the Centre for Performing Arts, Senior School and Junior School

Receptions, the Indoor Sports Centre, Nexus-S and Nexus-J, and the Uniform Shop, the decals serve to support the College’s desire to take practical steps towards deeper engagement with Aboriginal and Torres Strait Islander people and culture.

FIRM FOUNDATIONS AND SHAPING THE FUTURE

ALL SAINTS’ COLLEGE FOUNDATION, IN PARTNERSHIP WITH ITS FAMILIES, COMMUNITY AND THE ANGLICAN CHURCH, EXISTS TO SAFEGUARD AND STRENGTHEN THE COLLEGE’S FUTURE FOR GENERATIONS TO COME THROUGH LONG-TERM INVESTING AND PROVIDING RETURNS THAT SUPPORT COLLEGE PROGRAMS AND INITIATIVES.

This important work will now be strengthened by the adoption of the Foundation’s inaugural Strategic Plan for the period 2023-26 at the May Foundation Board meeting.

Our Foundation was created with a single purpose in mind: to ensure that All Saints’ College continues to thrive for generations to come. With that goal in mind, the Foundation Board, Principal and key Leadership staff have worked tirelessly to develop a comprehensive Plan that will guide our efforts over the next four years.

The new Strategic Plan is ambitious, but it is also realistic and achievable. It sets out clear goals and objectives, identifies the resources the College will need to achieve them and establishes a framework for monitoring and evaluating progress.

There have also been some changes to the Foundation Board composition in 2023 with Mark Stickells, Cameron Brown and Bronwyn Baker retiring from their positions and we thank them for their service and prudent stewardship. Gary Mack (Acting Chair) and Mark Laybourn have joined the Foundation Board from the College Board and have also been joined by David Kerr, the former Director of Business and Administration at the College prior to 2018.

This year, in partnership with the University of Melbourne, All Saints’ College is embarking on an Action Research program with Year 8 students. The New Metrics for Success project seeks to align the learning ambitions of 36 of Australia’s ‘first-mover’ schools with metrics used to measure success. The Year 8 program will see learning areas combine into cross-curricular 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.

The aim of the New Metrics program is to develop robust measures of 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. The focus is to explore the teaching and assessing of these capabilities that are vital in preparing students for the future. Programs are developed by teachers from multiple academic disciplines and this cross-curricular approach allows students to broaden their lens of understanding and support them in making authentic realworld connections.

This year, ASC has established a partnership with Perth-based tech company SpaceDraft. Year 7 and 8 students will be leveraging the use of its software in their learning in InnovatED programs, through which the Capabilities Project is being applied.

SpaceDraft is a world-building and storytelling tool that enables students to express their ideas for any setting, story or scenario in a collaborative way and helps users to map

out ideas for a virtual or physical space over time. The software allows easy manipulation of animation, sound and scene creation to put ideas into a more tangible format. ASC has been working with the SpaceDraft team to provide training to staff and students to learn the expansive possibilities of the platform.

Head of Design Hub Steven Scotti said the benefits of SpaceDraft are invaluable and the program engages students more deeply and offers an instant visual of what their projects will look like.

“As a story telling tool, SpaceDraft will allow students to communicate their ideas in a fun and interactive way,” said Steven.

“The software will help students develop collaboration skills with their design team. The platform allows students to plan their ideas and share them in a dynamic way. They will then be able to share and present their concepts to others.”

“The learning environment is much more dynamic than it used to be and the use of technology in the classroom can improve engagement, increase collaboration and promote creativity. SpaceDraft also allows teachers to monitor the collaboration that happens, and ensures students are staying on task.”

A WA-based start-up, SpaceDraft is the brainchild of Lucy Cooke, a former Hollywood film producer. The program was borne from her frustrations with the complexities of planning during her Hollywood screen career. In 2020, SpaceDraft was named Start-Up of the Year.

“ASC’s philosophy centres on developing students through a real-world context and we strive to develop partnerships with local entrepreneurs and start-ups,” said Steven. “An added bonus to this partnership is being able to support SpaceDraft as a leading Perth tech entity; we hope to provide feedback for future versions of the software to help even more students thrive.”

IN AN EVER-CHANGING AND INCREASINGLY UNCERTAIN WORLD, DEVELOPING AN INNOVATIVE AND ENTREPRENEURIAL MINDSET IN YOUNG PEOPLE HAS NEVER BEEN MORE IMPORTANT.

TAKING OFF: ALL SAINTS’ COLLEGE’S PARTNERSHIP WITH SPACEDRAFT

WELCOMING THE NEW P&F PRESIDENT

THE ALL SAINTS’ COLLEGE PARENTS AND FRIENDS’ SOCIETY (P&F) WELCOMED A NEW PRESIDENT IN 2023, KATE DALLIMORE.

Kate is a deeply passionate and innately kind parent and community member, and her lively energy and warm nature are compelling traits. Kate and her family have been part of the ASC community for 14 years. We spoke to Kate to learn more about her, and her exciting venture as President.

heading. The P&F has also looked to further develop our connections within the College, and we are very excited to have launched Friends of the Arts this year.

As a P&F committee, I hope we can continue to raise the presence of the P&F so that parents feel welcome to become involved or connect with other parents and families during social events. We have a diverse and passionate group of parents from the Junior and Senior Schools on the P&F this year, some of whom have been part of ASC life for many years and others who have joined the community this year. am very excited about collaborating with them all.

I joined the P&F in 2019; I wanted to give back to the community that has given our family so much. There are many ways parents can be part of the community and since our eldest child started in Kindergarten and is now in Year 12, have had the privilege to explore several of these opportunities. I have volunteered in Nexus-J, been a Parent Social Coordinator (year representative), helped at Junior and Senior School carnivals, taken part in the College’s community tree planting days, served as a parent representative on the uniform committee, volunteered at Food Friendzy events cooking food for The Salvation Army to help those less fortunate, and been part of Friends of Music and Friends of Sport.

At All Saints’, the P&F is all about community. We aim to foster and enhance community spirit within the College, to promote in every way the welfare of the College and its students, and support the ideals of Christian education for which the College stands.

I see the purpose of the P&F to create an environment that fosters a true sense of community, where not only the students feel a sense of belonging, but parents and wider family members do too. We introduced several new events last year to help foster this sense of belonging more deeply. Our P&F Free Coffee mornings, held once a term, have been a huge success with parents from all year groups dropping into Wanju Café for a coffee. We also introduced our New Families Morning Tea, held at the start of each term, where families new to the College have the opportunity to meet the College Leadership Team and, importantly, parents from the year group into which their children are

We hope to continue to find more ways to work with the College to further build connections between parents, staff and students. One such initiative we look forward to continuing is the All Saints’ Community Choir. Established last year, the Choir saw current staff, students, Old Saints, past and current parents, and members of the All Saints’ Parish come together to revel in the joy of music, making our debut at Carols on The Common.

I believe there is no other event that captures the spirit of the ASC community better than Pasar Malam. It was a delight to see the vibrant night market return to the calendar this year, where thousands of community members enjoyed a fun summer evening. This year’s event also led to a new partnership with the Marketing and Community Relations team at the College who invited us to work with them to organise the event. It was a hugely successful partnership that led to Pasar Malam returning with a bang! Many parents generously volunteered their time on the night to sell wristbands and tickets to the infamous Dunk Tank – a devilishly tempting opportunity for students to dunk their favourite teachers into a pool of water! We look forward to improving on an already fabulous Pasar Malam next year.

All Saints’ College’s sense of community, inclusivity and genuine welcome to anyone, regardless of their differences, are what attracted our family to ASC 14 years ago, and we have been proud to see that ethos grow and evolve over the years. Raising a child takes a village, and I couldn’t think of a better community in which to raise a child.

If you wish to learn more about the P&F or get involved, please contact pandf@allsaints.wa.edu.au

GRACE EVA LEES

Congratulations to Senior School Sports Coordinator Tatjiana Lees and Mike who welcomed beautiful Grace Eva Lees into the world on 15 October last year, weighing 3.16kg. Both mum and baby are doing well.

NAKEITA PEARL HARVEY

Arts teacher Erin Harvey and Jim welcomed baby Nakeita Pearl Harvey on 5 December last year at a healthy weight of 3.1kg –the perfect gift in the lead-up to Christmas!

KADE PINKER

We celebrate with Sports Administrator Mike Pinker and his wife Bec who welcomed Kade Pinker on 5 January. Weighing in at 3.55kg, Kade is a happy and healthy little brother to Mack.

HANNAH MAST

Mathematics teacher Hannah Mast, and her now husband, Kurt, were married on 1 October last year at a family member’s bush property in the Perth Hills. “It was the best day ever, surrounded by our most loved ones,” said Hannah.

GEOFF ROUSE

Geoff Rouse, Mathematics teacher and Head of Cowan, married his partner, Kate, at the end of December last year in Fremantle at Kidogo Arthouse. “The day was perfect and we were blessed with good weather! We celebrated with close friends and family and all enjoyed delicious food, a fabulous band and a great dance floor,” said Geoff.

JEREMY TREZONA

Jazz and Contemporary Bands Coordinator Jeremy Trezona married former ASC staff member Emma Bradshaw in a beautiful outdoor wedding at Lamont’s Bishops House on 30 December 2022, surrounded by their closest family and friends. As the sun set, the guests partied away to the sound of the live band, and later in the evening, Emma was even serenaded by Jeremy on his saxophone.

ASHLEY ROWE

Out of School Hours Care Coordinator Ashley Rowe married her partner, Callum, on 12 March 2023 at Brookleigh Estate in the Swan Valley. It was a magical day surrounded by their loved ones. We wish the couple all the very best for a happy future together.

YEARS

IN THE PRINCIPAL’S CHAIR

IN MAY, PRINCIPAL BELINDA PROVIS CELEBRATED HER 10-YEAR ANNIVERSARY AS ALL SAINTS’ COLLEGE PRINCIPAL. WITH RESEARCH¹ OUT OF THE US SUGGESTING THAT A PRINCIPAL’S LONG-TERM IMPACT ON A SCHOOL ONLY BEGINS TO BE FELT AFTER EIGHT TO 10 YEARS IN A ROLE, IT IS CLEAR THAT BELINDA’S VISION IS NOW WELL AND TRULY PERMEATING ALL ASPECTS OF COLLEGE LIFE, AND FOR THE BETTER. DIRECTOR OF MARKETING AND COMMUNITY RELATIONS BEN FITZPATRICK SAT DOWN WITH BELINDA TO REFLECT ON HER JOURNEY SO FAR.

WHAT INSPIRED YOU TO BECOME AN EDUCATOR, AND WHAT LED YOU TO PURSUE A CAREER AS A SCHOOL PRINCIPAL?

I have always loved writing and so, after secondary school, I studied Journalism and Literature at WAIT, as Curtin University was called back then. As my Arts degree was drawing to a close, my mother suggested do a teaching qualification as a ‘back-up’ for my future. I did so, somewhat reluctantly, and vividly recall my first day of teaching practicum – it was my 21st birthday –and discovering that I loved teaching!

English teaching is a wonderful way to engage young people in thoughtful discussion about all sorts of important things, not the least of which is the human condition.

I loved being in the classroom and so think of myself as an ‘accidental Principal’. I have never been particularly ambitious or strategic about my career. Rather, I just tended to ‘tonk along’, loving what was doing each step of the way; and then opportunities seemed to jump up and hit me in the face!

I feel blessed to have had the various roles with which I have been entrusted over the years. I have especially fond memories of the role held at Toomelah Aboriginal Mission in northern NSW, teaching English to Aboriginal women aged 17 to 72, and of course the two Principalships I have so enjoyed. Now, when I reflect on

the honour and privilege it has been to have worked for the past 10 years with the fabulously dedicated team of ASC staff and to have walked alongside our terrific young people, I have an overwhelming sense of hope, amidst the various and seemingly never-ending cycles of trouble in the world, that we are truly in good hands.

At the end of the day, that’s teaching: it feels like touching the future.

I’ve stepped out of education on a couple of occasions – being the co-owner of both a huge truckport and restaurant in northern NSW, and a crazily busy Italian café at Hillarys Boat Harbour. Those two experiences taught me a lot, including how much love working in education!

HOW WOULD YOU DESCRIBE YOUR LEADERSHIP PHILOSOPHY?

To me, leadership is all about serving others. I don’t see that there’s any room for ego in leadership. Rather, it’s about humility, about providing values-driven service to a community.

Once a community is united in its values and aligned in its forward trajectory, the leader’s role is pretty much to get out of the way. I have told the Board on more than one occasion that, increasingly, I am measuring my success in terms of my growing redundancy! Our staff and our students are all very capable and I feel my role is to serve those who are experts in their field. That may

be teachers in the classroom, Facilities staff charged with caring for our grounds and buildings, our Finance team with their oversight of the prudent stewardship of our finances, and so on.

This same philosophy applies to empowering our students – giving them agency as the truly capable young citizens they are learning to be.

At the end of the day, I believe when things are going well, leaders need to look out the window at all the people who are responsible for such success and be appreciative of that. Conversely, when things are not going so well, leaders need to look in the mirror to explore what they might have done differently to achieve a better outcome.

IT IS OFTEN SAID BEING A SCHOOL PRINCIPAL IS A 24-HOUR, 7 DAYS A WEEK JOB. WHAT DO YOU DO TO ESCAPE FROM THE ROLE AND ITS RESPONSIBILITIES?

I know (and I am sure my husband Mark would agree) that I am not very good at ‘cutting off’ – I do tend to take home with me each night the various puzzles and challenges of the role. Mark and I try to go for a long walk each evening with our dog which can be a good way to wind down after a busy day.

Also, I love writing and I love studying, and so I can lose track of time and cut off from the day somewhat, when engaged in either of those activities.

Mark and I (along with our fur babies!) enjoy travelling down south to our holiday home as often as we can. I am a country girl at heart, having spent the first 12 years of my life in Albany, and we love WA’s south-west coast. We enjoy being in the bush and it’s an added bonus when Natalia, my step-daughter, also joins us down there.

WHAT HAVE BEEN SOME OF YOUR PROUDEST MOMENTS AS A SCHOOL PRINCIPAL, AND WHY DO THEY STAND OUT FOR YOU?

The proudest moments in my 20 years of being a Principal across two school settings tend to revolve around one common theme: when I see our students and young alumni using their skills and talents to make a positive difference in the world. It is so heartening to see students living their values, having the empathetic lenses that allow them to see societal injustices and so on, and then having the courage to do something about that – the head, heart and hands approach.

I feel that is certainly a great measure of success for any school community – seeing its students and alumni living meaningful lives and lives committed to making a positive difference in the world.

I also feel proud that ASC has had the courage to define and adhere to our own unique beliefs about how best a school serves its students, recognising the whole person – academically, physically, socially and spiritually. I think we can all feel proud that the College is nationally recognised as a progressive and innovative school, willing to do things differently, when needed, in our unswerving focus on what is in the immediate and long-term best interests of our young people.

WHAT HAVE BEEN SOME OF THE TOUGHEST CHALLENGES YOU’VE FACED AS A SCHOOL PRINCIPAL, AND HOW DID YOU OVERCOME THEM?

There is no doubt for me that the toughest times in this role are when our community members are suffering –perhaps an illness or the loss of a loved one. At such times, we can all feel somewhat powerless to alleviate the suffering of that person or that family. I gain enormous strength and comfort from our community, and I believe and hope that the grieving family does also, as our community wraps itself around them.

Helping to navigate the College and community through the pandemic definitely had its challenging moments and I very much appreciated the support of our fabulous Leadership Team who were needing to meet daily, due to the volatility of the situation. The College’s staff were truly amazing throughout COVID-19, tireless in their efforts to see our community through it. I admired how our students embraced the notion of finding opportunity within challenge – such a great life skill, and one that brought us, as staff, joy on a daily basis. I also appreciated how many ASC parents were in touch with positive feedback about how we were managing the COVID-19 situation. While no one does their job in order to receive praise, we all appreciated hearing from our families and felt so buoyed and supported by them.

WHAT LIES AHEAD IN EDUCATION AND AT ASC?

It is an exciting time to be in education and I feel pleased, though never complacent, about the trajectory All Saints’ College is on and about our community’s willingness to embrace change. In Australia and across the world, we are starting to see significant shifts towards the reality that a quality education is so much more than a number, and I am very proud of the work our College staff have been doing in this regard – truly ‘first-movers’, as the University of Melbourne describes us! Our commitment to seeing the whole person, to be piloting the ground-breaking work of actively teaching, measuring and reporting on our young people’s capabilities, is one of the most significant shifts in education in the past century.

Also, while COVID-19 may have slowed down some of our plans to continue to develop the College’s facilities, we are now in a position to progress those plans. It has been pleasing to see our new Facilities Operations Centre underway and the expansion of the Junior School car park. We are also excited to be embarking upon the construction of a childcare centre which has been years in the researching and planning stage, and which will be embraced, I am sure, by College staff and the wider community.

THE CHAIRS’ VIEW

PETER GOW CHAIR OF THE BOARD 2010-15

The most important role of a school board is to appoint a principal. This opportunity came to the All Saints’ Board in 2012. A small selection committee was formed, and the search began.

In their initial research, the consultant’s conclusion was that All Saints’ was the best kept secret in Western Australia; a quality school with fantastic students achieving great results.

The response to the recruiting campaign was excellent, with strong local, national and international applicants. One applicant immediately stood out in this quality field – Belinda Provis. Belinda was already the established Principal in a top-tier school in Adelaide, Seymour College. She had good local experience in Western Australian schools before moving to South Australia. Furthermore, she had an MBA and experience working in small business which complemented her teaching qualifications.

Belinda had family commitments in Western Australia which made a move here attractive, and All Saints’ was an intriguing option.

We interviewed a number of candidates at the College, including Belinda who we flew across from Adelaide for the afternoon. We arranged for the All Saints’ Parish Rector, Don Fimognari, who was also a member of the College Board, to greet each applicant and give them a tour of the College before bringing them into the interview. The combination of Don, the Grounds staff, and particularly the students who spontaneously came up to Don to chat, all but convinced Belinda before she even met the selection committee. In turn, the interview with Belinda all but convinced the committee.

As Chair of the College Board, I flew to Adelaide for the weekend to help Belinda with her due diligence on what lay ahead for her; and for us to gain a deeper understanding of her hopes and ambitions. It was our privilege

to appoint Belinda as Principal of All Saints’ in 2013.

Belinda has brought a great deal to All Saints’. She was an experienced Principal of a topgrade school with an established national profile which gave All Saints’ national exposure as well, and lifted our profile amongst Western Australian schools. Belinda had vision, passion and energy, and the drive to do innovative and exciting things at All Saints’. The challenge for the Board was to keep up with her, and to meet her expectations of what a high-performing board should be.

For me as Chair of the All Saints’ College Board, it was an exciting time to get to know and work with such an outstanding leader, teacher and manager. I became good friends with Belinda and Mark, and I value what they have brought to our community.

MARK STICKELLS CHAIR OF THE BOARD 2017-22

It was an honour to serve on the Board of All Saints’ College for almost all of Belinda’s 10 years as Principal. Belinda’s commitment to developing leaders, driving innovation in pedagogy, prioritising well-being, and upholding high integrity has been truly inspiring. Belinda fostered a culture of collaboration, inclusivity, and continuous improvement that has been instrumental in shaping the unique identity and success of All Saints’. Her leadership during the COVID-19 pandemic was exceptional, and her ability to adapt to rapidly changing circumstances, maintaining a clear vision, and prioritising health and safety was remarkable. Resilience, flearning, compassion, reconciliation, service, integrity are all words that come to mind when reflecting on a decade of her leadership.

Congratulations to Belinda on a remarkable decade of service to our College and community.

THE NEW VISION FOR SPORT, HEALTH AND PHYSICAL EDUCATION

By Katie Clayton Director of Sport, Health and Physical Education

I immediately held a department meeting where I put a question to all the Health and Physical Education Teachers and Sport Administrators in the College: ‘If you were asked whilst out socialising, what is sport at All Saints’ College, how would you respond?’ New to the College, I was interested to note the diverse responses and differing opinions and also eager to see how the richness and variety of responses would give us multiple directions to follow! Whilst all staff stated their response in their own unique way, almost instantly we realised that we were all invested in the same outcomes and goals. From that day, we worked to create an ASC Sport, Health and Physical Education (SHPE) strategic vision, and a commitment to our students that included Sport, Health and Physical Education, along with our extensive Outdoor Education endeavours.

Overwhelmingly, our response to SHPE at ASC, and how we view our roles as Physical Education practitioners, centred on three key concepts, all underpinned by the notion of inclusion:

1 Developing effective citizens in the world.

2 Providing sport for lifelong health and wellbeing.

3 Giving opportunities for elite sport so students can achieve their personal best.

Central to our goals is for sport to be a vehicle to create and develop opportunities for students to become good people and be effective citizens in the world. The opportunities we aim to provide give students the chance to work in a team, develop qualities relating to cooperation, commitment, fair play, and perseverance. However, the less obvious areas of problem-solving, quick thinking, respect and inclusion, tolerance and empathy are equally provided through the delivery of our program. Accepting defeat gracefully, learning from mistakes (or ‘flearning’) and working to positively improve self are essential life skills. SHPE at ASC provides unique and deliberate opportunities for this vital learning to occur. In a world dominated by technology where face-to-face conversations are decreasing and the use of virtual communication is increasing, as educators, we are finding the need to provide students

with opportunities to socialise and develop essential skills relating to their confidence, patience and selfmanagement in group situations. Sporting settings and the deliberately planned activities in Physical Education, Outdoor Education and cocurricular sport at ASC, foster rich conversation and conflict resolution that is rarely seen in any other environment.

Our second concept of providing physical activity for lifelong participation and wellbeing may seem like an easy one to grasp. We all know we need to exercise for our overall health. We also know that being outdoors and exercising produces endorphins and contributes to how we feel, but it can be challenging to motivate ourselves and others to make this a daily habit and, in turn, a lifestyle choice. With the increase in sedentary lifestyles and technology dependence, it has become essential to incorporate regular physical activity into students’ daily routines. How do we compete with the other aspects of a student’s life to make this a priority for them? And how do we ensure that when leaving school, they are equipped with the capability to continue on this journey without our assistance? These are the essential questions we address within our strategic development. Our final goal focuses on ensuring that students achieve their personal best, whatever form that may take. This involves providing elite or knowledgeable experiences and rich learning opportunities so that students can thrive, and includes encouragement and support to those who wish to pursue sport as a pathway, either as a professional player or as one of the many careers sport offers. Our many community partnerships are central to this development.

From these discussions and through much deliberation about language use, our greatly anticipated vision and commitment had been set.

VISION

A culture that empowers students to realise their potential and make a positive difference in our world.

COMMITMENT

Provide inclusive opportunities that promote wellbeing and personalised growth for all.

After cementing our strategic vision, it dawned on me that the values we had developed sit central to the core of ASC in all aspects of school life. ERIC (Empathy, Respect, Integrity and Courage) is definitely central to how we respond in the sporting field.

IN 2021, VERY SOON AFTER STARTING MY JOURNEY AT ALL SAINTS’ COLLEGE, I WAS ASKED TO LEAD THE HEALTH AND PHYSICAL EDUCATION DEPARTMENT THROUGH A PROCESS OF STRATEGIC DEVELOPMENT.

HOW HAVE WE BEGUN THE PROCESS TO ACHIEVE THESE GOALS?

1 OUR STARTING POINT

Sitting at the core of all we do is the Years 7—10 PE curriculum, of which a redesign process took place throughout 2022. Students are now taught through a concepts model rather than specific sports. Students experience Invasion, Net, Striking and Fielding Games throughout the year with a view that they can be effective in any game setting of their choice and are not bound by skills. Taught through a variety of games, students apply knowledge in a variety of areas and develop a deep understanding and connections to multiple areas. Students also experience alternative games and as such, they have a broad and varied experience, so they are equipped with the skills, knowledge and understanding to be confident in any sporting setting. Alongside this is the development and understanding of rules and specifics of each game which ensures deeper learning and individual growth.

2 PARTICIPATION

An increase in participation in all areas, whilst developing wellbeing strategies, is a huge and ongoing target. The more students who participate, the more who reap the benefits of a healthy and active lifestyle, while developing their sporting competency and physical literacy. At ASC, we seek to provide support if numbers for sporting clubs are high and all our clubs, including many new initiatives, are thriving. The rebranding of our morning swimming club into a fun, wellbeing session, alongside the competitive squad training, has seen numbers soar. New clubs such as our Strength and Conditioning club, which provides an introduction to our Koorliny gym facility for the younger years, has seen the space bursting with energy in the mornings. Aligning Junior School cocurricular activities with the Senior School has enabled greater expertise and support, resulting in our soccer, athletics, and running numbers thriving. Badminton Club now sees over 70 students regularly attend, all of whom have very diverse reasons for getting involved. Some are keen to develop and seek coaching from our badminton coach, whilst others join with groups of friends and use it as a social opportunity. Training and trialling for our many carnivals has also seen a growth in numbers.

3 FOOTBALL (SOCCER) ACADEMY

While we continue to thrive in community basketball, there was a need to offer other sports in a similar format.

After surveying students and offering some introductory sessions, we embarked on partnerships with J&J Football with a view to developing an academy. In the short term, the goal is to create a model similar to basketball where we have teams playing in a community sporting competition. The results have been overwhelming and we currently have eight teams playing weekly with numbers growing each week. Between the Junior and Senior Schools, numbers in football have been the highest of any other club, and aside from basketball, it is our biggest club. We have entered teams initially into a local futsal competition with a view to progressing into full football teams in the coming months.

4 VOLLEYBALL PARTNERSHIP

Alongside our other community clubs, basketball, netball and now soccer, volleyball is also in demand. As such we have generated a partnership with Reds Volleyball who provide expertise in this area.

5 SPECIALIST

SOCCER, NETBALL AND BASKETBALL OPTIONS

The introduction of these specialist option programs for students in Years 9 and 10 has cemented the connection between cocurricular and the curriculum. Students experience all aspects of the game including advanced tactics and skills with various officiating courses, nutrition and recovery, first aid and injury management.

6 INTERHOUSE SPORT

Being mindful of our students’ academic and pastoral commitments, it became apparent that for us to continue to provide this all-inclusive House competition, it needed to be held during the school day. We are pleased to report that it is now part of our Assembly and Meeting Period (AMP).

7 SPECIAL SPORT WEEK

Aligning with the Olympics in 2022, we celebrated sport with a range of special events throughout Sports Week and each year have committed to focus on a global sporting competition (in 2023, the Women’s Football World Cup) to celebrate sport and expose all students to the event.

8

BASKETBALL AND NETBALL COORDINATORS

Given that these community clubs require additional administration and specialist expertise, we have been pleased to create Netball and Basketball Coordinator positions for two of our teachers.

9

OUTDOOR EDUCATION

In this area, our programs remain extensive and the experiences our students have, specifically in Years 9–12, are unique to ASC. Students can opt to participate in land-based activities, water-based river and ocean sessions and have the opportunity to gain their bronze medallion and skipper’s ticket. The introduction of a new camp at Rottnest Island allowed students to develop essential Outdoor and Aquatic skills, as well as personal and social skills. This unique program allows students to appreciate and show respect for themselves and understand their own and others wellbeing.

10 NETBALL PARTNERSHIP WITH THE STUDIO SCHOOL (TSS)

We are pleased to be offering support to our students at TSS and several TSS students play alongside ASC students in our U17 netball team. Students play fixtures in the Fremantle Netball Association competition so it seemed an ideal opportunity to include our peers from TSS.

“ It has been a privilege to develop the SHPE strategic vision at ASC, especially working alongside such dedicated, motivated, and highly skilled practitioners. The care the SHPE team of teachers give to our students is outstanding and I cannot thank them enough for always going above and beyond to ensure this strategic vision is met. We have many other strategic projects in the pipeline and will continue to serve the community to develop our vision and commitment to our students and the broader community.”

INQUIRY LEARNING IN THE JUNIOR SCHOOL

By Blair Saunders

Play-based pedagogy in the early years gradually develops into Inquiry learning as the student progresses through the Junior School. The introduction of the ASC Inquiry Framework, a co-constructed framework, primarily empowers students to take an active role in their learning, encouraging them to meaningfully engage with the world around them. The framework comprises four key components: Experience, Question, Research and Action.

In her book, Experience Inquiry: 5 Powerful Strategies, 50 Practical Experiences, Kimberly Mitchell states: “Inquiry is both a disposition and a pedagogy, enabling students to do most of the question-asking and answerseeking. The teacher designs and guides experiences and environments that promote student discussions, collaboration, and critical thinking. Inquiry methods foster relationships and inspire joyful curiosity in classrooms.”

Sparking this joyful curiosity in classrooms and studio walls is at the core of the Junior School’s teaching and learning focus. The College provides students with rich, authentic experiences that stimulate their senses and promote questioning, enabling them to generate their questions and take ownership of their learning. The first stage of the Inquiry Framework is Experience, to which the College commits to providing through various rich and engaging experiences, both within and outside the classroom (such as day trips to Rottnest Island and Point Walter), and intentional daily provocations within the classroom walls. The Inquiry Framework continues with

INQUIRY

a focus on developing key skills such as critical thinking, thorough research, and purposeful action. Students continually grapple with their questions and research, and we always look forward to seeing their actions come to fruition.

Inquiry learning is not limited to the students; teachers model the ASC Inquiry Framework as inquirers themselves, enabling students to see the impact of this mindset and pedagogical approach firsthand. The framework encourages deeper learning, resulting in meaningful and purposeful action that may impact the school environment or even the wider community.

During this year, All Saints’ College Junior School has received feedback from experts in inquiry-based teaching and learning, including teacher, writer and consultant Kath Murdoch and education transformer Professor Yong Zhao, both affirming the current teaching and learning approach. The College’s participation in the University of Melbourne’s New Metrics research project aligns with an inquiry-based pedagogy, supporting teachers in measuring what is valued, particularly in terms of student agency, collaboration and communication.

Committed to fostering a love of learning and a spirit of inquiry in its students, the Junior School’s focus on inquiry-based pedagogy and the ASC Inquiry Framework empowers students to take an active role in their learning, promoting critical thinking, collaboration and communication skills that prepare them for success in the real world.

ALL SAINTS’ COLLEGE’S JUNIOR SCHOOL IS DEDICATED TO EVOLVING ITS TEACHING AND LEARNING PEDAGOGY BASED ON CURRENT, EVIDENCE-BASED BEST PRACTICES IN OUR RAPIDLY CHANGING WORLD.

JUNIOR

Assistant Director of Junior School (Teaching and Learning)

RAISING THE CURTAIN ON THE ADDAMS FAMILY

HOTHOUSE COMPANY AND THE ALL SAINTS’ COLLEGE ARTS DEPARTMENT BROUGHT TO THE CENTRE FOR PERFORMING ARTS A PRODUCTION OF THE ADDAMS FAMILY SO SUCCESSFUL, SO BRIMMING WITH JOIE DE VIVRE, THAT THE RUN OF FOUR PERFORMANCES ACROSS THREE DAYS LEFT AUDIENCES IN RAPTURES.

With a vision to challenge audiences to ‘Define Normal’, Director Zoe Parker created a spectacular production, showcasing the classic kookiness and devilish darkness of the Addams Family. However, the surprise burst of yellow heralded the inclusion of the Beineke family who were as giddy and weird as the Addams family. They encouraged the Addams family, and the audience, to embrace difference and consider the unknown.

“John Keats coined the term ‘negative capability’ and the idea centres on suspending judgement about something in order to learn more about it,” said Zoe.

“It also implies the ability to resist explaining away what we do not understand. In our diverse world, this resonates deeply with me. It cautions against the view that ‘what you see is all there is’.”

The visually stunning and incredibly polished production paid homage to American cartoonist Charles Addams, and the multitude of creative cartoonists with whom he worked at the offices of The New Yorker in the mid-1930s. Zoe sought inspiration from Addams’ cartoons, translating the two-dimensional energy or image that could be an Addams cartoon, and transforming it into a vibrant 3D moment on stage.

However, Addams and his counterparts lent not only visual inspiration; they were also instrumental in the creative process.

“As I researched, it became apparent that the cartoonists at The New Yorker were masterful collaborators, often suggesting ideas, drawing, writing copy for and supporting one another,” said Zoe.

“It was cross-collaboration at its finest. This is also the way I love to work. We take the best idea in the rehearsal room.”

A production at All Saints’ College is a true team effort, and this year’s production was no exception. The student involvement in both cast and crew roles is unique and serves as a wonderful context in which to build their creativity, confidence, and resilience.

“By being involved in The Addams Family musical, students have developed a wealth of skills and capabilities essential for the stage and beyond,” said Head of Arts, Skye Hegarty.

“The teamwork and collaboration involved in seeing a project from script to closing night are essential life learning skills, preparing our students for the real world beyond school. Being a part of the musical cast, crew and band nurtures our students’ sense of belonging.”

The talent on stage was superbly supported by a wealth of remarkable creative prowess off stage. From the live orchestra and arresting set design to the sleek choreography and perfectly terrifying costumes, each detail brought the characters to life.

The orchestra pit was as energetic and entertaining as the performance taking place on stage. Musical Director Jeremy Trezona revelled in the wild musical concoctions of The Addams Family score which combines Spanish, Latin American, Afro Cuban and Eastern European musical styles into singular compositions – a ‘nod’ to the cultural ambiguity of the musical’s leading family.

“Entertaining, and oftentimes provocative, musical directions littered throughout the score made performing and directing this musical a humorous and visceral experience,” said Jeremy. “Far from being an abomination, the contrasting musical styles of The Addams Family undoubtedly co-exist to form a rare and unique soundtrack to the titular family’s misadventures. One need not venture far to draw parallels between the soundtrack and the underlying message of the show’s narrative – that our own uniqueness and diversity should be celebrated and embraced for us to experience the full beauty of life’s rich experience. In that vein, perhaps a better musical could not be chosen for our College’s 2023 theme of Be More You.”

Created in collaboration with HotHouse Company, All Saints’ College’s Arts innovation program, the production was shaped with a sense of professionalism and one that celebrated creative excellence.

“HotHouse Company works across and beyond the Arts disciplines to create opportunities that connect students, artists, and the broader community,” said Director of HotHouse Company, Drew Mayhills.

“The HotHouse Company philosophy is one of connection – connecting students to artists, artists to opportunities and audiences to experiences. In the case of The Addams Family, the students worked closely with staff (who are artists in their own right), and the students involved were in fact the artists being connected to opportunities.”

“This time, we focused on strengthening the connection of our audience to the experience of the production. We identified some creative

opportunities to set the tone from the moment you entered the Centre for Performing Arts.”

In recognition that theatregoers are incredibly diverse and not simply a static group, audience members were encouraged to become ‘part of the family’ this year. The Centre for Performing Arts foyer featured a black carpet and backdrop for attendees to experience and take photos, while audiences on Friday and Saturday nights were invited to dress up in their finest Addamsinspired outfits. Creating a memorable and interactive audience experience is not new for ASC, with the 2021 production of MAMMA MIA! allowing audience members to purchase tickets to join the cast on stage for Sophie and Sky’s wedding. The Addams Family took a new approach to this experience, extending the audience’s joy and excitement well beyond the inside of the theatre once the curtain rose.

“Audiences are a critical component of these performances – far from passive recipients, they participate in an energetic exchange with the performers,” said Drew.

“The audience’s engagement – their laughter, their tears – elevate the focus and presence of the actors, dancers, musicians and artists involved.”

While a production of this scale is a herculean effort, the fundamental purpose is simple.

“Ultimately, the Arts bring people together,” said Skye.

“It fosters a sense of community and connection, and enhances the world in which we live.

The Addams Family musical has seen staff, students and parents working alongside each other, sharing in something wonderful. In this unpredictable and sometimes volatile world, the Arts are integral to human wellbeing, promoting joy, creativity, and a sense of self.”

The raw emotion during the cast’s final bows was palpable and a perfect example of the position of the Arts in education as a breeding ground for talent and a life-long passion for creating.

“THE AUDIENCE’S ENGAGEMENT – THEIR LAUGHTER, THEIR TEARS – ELEVATE THE FOCUS AND PRESENCE OF THE ACTORS, DANCERS, MUSICIANS AND ARTISTS INVOLVED.”

HATCHING NEW IDEAS

DURING HIS TIME AT ALL SAINTS’ COLLEGE, THOMAS HAYNES (YEAR 11) HAS SHOWCASED HIS ENTREPRENEURIAL SKILLS AND EMBARKED UPON SEVERAL INNOVATIVE AND CREATIVE PROJECTS.

With a strong focus on sustainability and using innovation for good, Thomas’s projects are testament to his tenacity, creativity and passion for learning across various areas. His latest venture has seen him dedicate over six months to working on an egg incubator to hatch quail eggs.

Driven by his love for birds and engineering challenges, Thomas has created a fully functional, highly technical incubator – a machine that monitors and controls heat and humidity to a fraction of a degree, acting as an artificial mother for an egg.

Not one to take the easy route, Thomas has created, built and altered every element of the incubator from scratch, using preexisting materials, his self-made CNC router and calling on his remarkable self-taught engineering skills. This has helped him

craft the perfectly controlled machine, and overcome hurdles with temperature and humidity, coding and software.

“The first version of the incubator used an insulated box and car air-conditioner heaters and a small steel servo motor. I also built my own printed circuit board,” said Thomas.

“After 3D designing and printing parts, I coded an algorithm to account for the fluctuations of temperature and hatched out a few quails to test.”

Thomas used his learnings from the first version to create a second, significantly improved model that incorporates a welded steel box with insulated walls, an LCD screen incorporated into the electronics housing, and a powerful stepper motor.

“Since version one struggled to maintain humidity, I built a humidity controlling device from parts of a fog-machine alongside car heaters. Version two is much larger which allows for more eggs to be hatched; larger eggs to be hatched, ultimately making it easier to moderate the temperature and humidity levels. It is like heating a room vs heating a cardboard box – the box loses heat quicker.”

Throughout the process, Thomas has sought the advice and expertise of College staff to expand his skills and has also learned Arduino code, designed a printed circuit board from scratch, and developed his understanding of mechanical movement, laser cutting and 3D printing.

While Thomas faced many challenges along the way, ranging from a gap in skills and money, to more technical challenges of debugging code, the joy of watching new life being created has made it all worthwhile.

“A huge highlight was the first time all the little lights turned on and the heating fans started up,” said Thomas.

“However the most rewarding part is seeing the first signs of life start to grow in the egg; being able to see the little heartbeat of a baby bird develop, and then eventually watching them hatch.”

“Now am able to watch them grow up and I’m looking forward to starting the next generation.”

Innovation projects take a significant amount of commitment and persistence including the dedication to build skills, see a project through to fruition, and have the emotional capacity to tackle inevitable problems.

“Engineering requires plenty of persistence; nothing will ever work first try,” said Thomas.

“You also need to have confidence to leave an idea and try something else. Sometimes when given a problem, the first thought that comes to mind isn’t always the best. It’s important to know when something isn’t going to work, you need to cut your losses and think of a new idea.”

The main driving force behind the project was Thomas’ love for quail and engineering projects. But the spark that is ignited by embarking on a new project fuels Thomas to keep persisting and keep creating.

“As with all my many projects, I do them because of how much I learn and how much fun they are. After this one is finished, I will swiftly move onto the next one.”

“I think what is most important is following what you love to do. For me, that is to create and engineer ideas and bring crazy thoughts into reality. However, you can’t ever know what you love to do unless you jump at every opportunity to try something new.”

WELCOMING OUR NEW LEADERSHIP TEAM MEMBERS

and agency, and this in turn deepens their care for and understanding of one another,” said Nina.

“Through the connection, belonging, agency and care that ASC offers students, we develop the whole person through mind, heart, body and spirit.”

RICHARD HASELGROVE

The College’s Leadership Team, made up of eight members and led by the Principal, is responsible for implementing the Strategic Plan and managing the operations of the College. We caught up with Nina and Richard to learn more about where they have come from and their thoughts on the future of ASC.

NINA ANDERSON

Taking on the role of Director of Senior School (Student Wellbeing), Nina steps into the community with an open mind to work with the ASC community to develop the future of wellbeing at All Saints’ College.

Nina’s own positive experiences in education within and beyond school inspired her passion for providing an environment for young people to thrive and taught her valuable lessons on leadership.

After playing netball competitively at a state level during her schooling years, Nina turned her sights to teaching Chemistry and Physics with the aim to be a role model for future generations. Nina started her teaching career in the red dirt of the Pilbara with a placement at Newman Senior High School. Her leadership there led her to work at Perth Modern School where she worked more in the pastoral space and discovered her passion for leading teams and designing programs to support student wellbeing.

“I felt I had something to give and had some big ideas about education that I wanted to develop, so I pursued a Master’s Degree in Leadership.”

These big ideas aligned with All Saints’ College’s innovative approaches and bold vision of the future of education. Since stepping into her role at the beginning of the year, Nina has felt the door of possibilities open.

“ASC is a forward-thinking school that has the tenacity and courage to take risks and push against the norm to achieve the best outcomes for students. The College’s progressive approach to learning and student agency is what I was trying to achieve in my previous roles. The ‘stage not age’ approach and the ability of ASC students to codesign their learning journeys resonate with my reason for becoming an educator,” explained Nina.

“At ASC, I am privileged to work with a brilliant team to explore our next wellbeing vision. This space is exciting, and with our involvement with New Metrics and student wellbeing on the national agenda, I hope to help continue to make ASC a pacesetter in this space.”

However, it is the interconnectedness of academic learning and student wellbeing that excites Nina the most. A positive schooling experience that empowers students to thrive, both academically and personally: this can lead to improved academic performance, increased confidence, and enhanced social skills. A positive schooling experience also exposes students to diverse perspectives that help them to develop empathy and a broader understanding of the world with sense of purpose and meaning.

“At All Saints’ we are focused on developing our young people into healthy, contributing citizens with voice

After 12 years in mining services for earthmoving and crane hire businesses, Richard decided it was time to try something new, making his venture into the education space – and he hasn’t looked back since.

Joining the College as Director of Business and Administration, Richard brings a diverse background of experience after working at Methodist Ladies’ College as their Director of Corporate Services where he discovered a love for an on-campus school environment including the culture and supportive people.

Richard brings his passion and motivation to the ASC community and has established solid grounding in College life. Driven by his belief in continuous improvements, honesty and integrity, and openmindedness, Richard’s positive influence has reached all corners of the intricate system that quietly, but continually, churns away to keep the powerhouse that is ASC running smoothly.

“You need to ‘walk the talk’ and interact with others as you would like others to interact with you,” said Richard.

“I am also a big believer in being open to change and that there are no problems, just solutions.”

With his compassionate and solutions-focused mindset, and with the support of his powerful teams, Richard has already jumped headfirst into several major projects that are fundamental to the lifeblood of the College.

“I am very grateful to have inherited great teams including the exceptional Finance team, the large Facilities teams, and the staff who manage ‘the beast’ that is the Centre for Performing Arts,” said Richard.

“The collective breadth and depth of knowledge of my teams, and openness to change, has been fantastic. The support that is given to me (and also to each other) is second to none.”

The day-to-day experience for staff, students and community members, as well as larger scale financial impacts, is a balancing act for Richard and has shaped some early changes in the College. Some of these include moving to a more effective student account system, refreshing the Canteen and Wanju Café menu options, conducting a market review of the current Financing facilities and reviewing investment manager options for the ASC Foundation.

“Being involved in the day-to-day life of the College is pivotal in my role, including gaining a deeper understanding of what makes the College tick and the key drivers in its success,” said Richard.

When asked, Why All Saints’ College?, Richard put it simply.

“The culture and supportive environment of the College.”

“All Saints’ has also embedded itself as a leader in its field with the opening of The Studio School just over a year ago – a very brave and exciting decision, and testament to the visionary leaders at the College.”

“In an industry that is typically conservative, this was a huge decision to make. And it is one that is now the envy of most other schools!”

Like many leadership roles, there is never a dull moment for Richard; one day might look very different to the next. However, it is this diversity that makes the role so rewarding.

“In one week, I signed the construction contract with Byte on behalf of ASC for the new childcare centre, held interactive meetings with all my teams, met with the CBA, NAB and an investment consultant, read about the salary packaging benefits of leasing electric vehicles with Maxxia, and reviewed our audited Financial Reports for the College and Foundation.”

“There are also some exciting building projects in the pipeline, including the new childcare centre, and look forward to seeing it blossom.”

IN 2023, THE COLLEGE WELCOMED TWO NEW KEY MEMBERS OF THE LEADERSHIP TEAM – NINA ANDERSON AND RICHARD HASELGROVE –WHO, IN THEIR RESPECTIVE ROLES, HELP FORM THE CORE TEAM OF ASC.

NEW VENTURES FOR DJOOWAK: THE BEYOND BOUNDARIES INSTITUTE

PROFESSOR YONG ZHAO RETURNS TO PERTH

*Djoowak: The Beyond Boundaries

Institute (BBI) was launched in 2018 to support and guide All Saints’ College in its core business of providing a world-leading Pre-Kindergarten to Year 12 teaching and learning environment for students and staff.

Future-focused and dedicated to innovation and leadership in educational practices, BBI comprises a team of College staff who work alongside partners from the wider educational community and from industry. BBI explores and implements new and flexible structures and practices for learning that recognise, and are focused on, our diverse student cohorts’ interests, abilities, passions and skills, and that are committed to nurturing future-enabled young people.

In 2023, BBI is taking some new leaps, and affirming its place as a respected leader in the world of education and educational research.

After a hiatus of several years, All Saints’ College and BBI were delighted to welcome back to Perth the Institute’s patron, friend of the College, and education transformer, Professor Yong Zhao.

Professor Zhao toured the Junior School, exploring the innovative learning practices taking place every day throughout the classrooms and spoke with the excited students about their ideas, upcoming Inquiry projects and the lens through which they view the world.

Professor Zhao then headed to the Senior School where he met with students who discussed the innovative projects they are exploring both in the classroom and beyond, including business ventures and social enterprises. Professor Zhao provided fresh insights and advice to the students, highlighting the significance of aligning their projects with their interests and passions.

The College’s Innovation and Entrepreneurship Scholarship students then joined Professor Zhao for lunch where they shared their exciting projects, thoughts on different learning models, and ideas for the future.

Professor Zhao also posed the complex question: You have another 90 years ahead of you. What are you going to do with it?

All Saints’ College and BBI were then excited to host a seminar at The Studio School for over 40 educators with Professor Zhao to challenge our thinking about how schools and educators can best serve our young people to ensure they thrive in our volatile, uncertain, complex and ambiguous world.

A prominent leader in the field of educational research, US-based academic and 21st century learning specialist, Professor Zhao highlights that a move away from traditional measures of success and narrow models of learning is vital for the future of education. Zhao’s work explores the concept that each learner should be treated as an individual with their own talents and aptitudes, advocating for a ‘strengths-based’ approach that celebrates uniqueness and diversity.

ASC’s approach reflects Zhao’s ideas around education and the importance of it in preparing and shaping people for the real world. The College thanks Professor Zhao for his ongoing relationship with ASC and for being so open to sharing his thought-provoking ideas and supporting our young people as they navigate the complex world.

REIMAGINED CONFERENCE

BBI is committed to connecting all who are pivotal to shaping the world of education. From those at the forefront in classrooms every day to those who dedicate their time and expertise to research which shapes and transforms education, this community is diverse, creative and one from which all members can learn from one another.

ReimaginED23 is an event that epitomises the significance of expanding and uniting this community. In collaboration with the Woodleigh Institute, BBI is hosting ReimaginED23 in Fremantle this year. Set within the civic centres, cultural places and public spaces of the creative city, ReimaginED Fremantle provides a unique setting for deep reflection, collaboration, and learning around the challenges for the emerging future of education. As one of the most innovative education conferences in Australia, ReimaginED brings together a community of teachers, administrators, students, community leaders, parents, researchers and business people with a shared goal of nurturing transformative approaches to learning, teaching and leadership.

Unlike more traditional conferences, it is a highly participative event that creates space for dialogue and deep learning using structured time for contemplation, collaboration, and co-creation. A range of formats allow participants to immerse themselves in deeper learning and conversation from provocations (short, compelling presentations), workshops, spotlight sessions, performance and exhibitions, meet ups, storytelling, and social sessions. All the formats encourage connection, discussion and reflection, exploring new approaches and different perspectives.

The topics and ideas explored at ReimaginED are organised around five overarching themes. They help bring focus, coherence, and depth to collaboration and learning during the event, while promoting new ways of thinking about knowledge, learning, teaching, and leadership. The themes explore:

• Developing ecosystems for improvement and innovation

• Breaking down the walls between school and the real world

• Cultivating capabilities for living and learning

• Nurturing student agency and identity in an age of complexity

• Fostering social-emotional learning for the development of self, others and society

The power of place is significant to the core purpose of the conference; the creative, diverse nature of Fremantle, steeped in a history of trade and activism, supports deep learning and open dialogue.

CONNECTING WITH THE WORLD: NEW BBI WEBSITE

BBI holds a significant space in the education world. To reflect BBI’s contemporary and forward-thinking approach to education, its website recently underwent a full redevelopment.

In the age of technology and instant desire for information, the website serves as a platform to educate the community about BBI, its purpose and its place in the context of education, as well as building the profile of BBI amongst potential partners.

With a focus on clean navigation and usability, the website’s contemporary design helps visitors explore the world of BBI and better understand its significance.

The website also provides an opportunity to highlight and connect with the Beyond Boundaries Advisory Group (BBAG)—an integral and diverse group of educational and corporate leaders who help steer and guide the BBI. The role of the group is to act like a think tank and provide guidance as the BBI works to develop world-leading educational practice that is futurefocused and responsive to global trends, not only within education, but in the world beyond the College.

The carefully crafted elements of the website – from upcoming events and news stories to partnership opportunities and innovative research – provide the opportunity to continue to strengthen BBI’s presence in the expanding and increasingly complex world of tomorrow.

Scan the QR code to visit the website

TRANSFORMING LITERATURE INTO ART

Year 11 student Taryn Lee’s creativity and artistic prowess is unrivalled. With the opportunity to work as an artist through The Agency (the College’s employment agency for students), Taryn created a series of vibrant, captivating and magical posters showcasing a range of authors that are now housed in Nexus-S.

CAN YOU TELL US ABOUT THE PROJECT?

was appointed to the position of Nexus Poster Artist and, over the past year and a half, I was commissioned by Nexus via The Agency to draw 10 portraits to highlight various authors and their books that are available in Nexus-S. This is very much a team project. Bradley Middleton (Head of Library Services) and I would meet every term or so to discuss two authors that could draw. Then I would provide a draft, get feedback, and send a final copy off to Helena Tilley, our Digital and Web Designer, who added the text elements and converted it into a format suitable for print.

WHAT IS THE PURPOSE OF THE ARTWORKS?

Nexus asked me to create these portraits in a personalised vector style which reflects the authors’ works and themes present in them. hope the artworks show the intersectionality of art forms, as I think this project was a lovely combination of written and visual art. I think the artworks decorate Nexus-S and help make the space feel more comforting. Similar to putting a painting up in the wall of your living room, they add personality to the space.

WHAT WERE SOME HIGHLIGHTS OF THE PROCESS?

It was fascinating to see my art materialise onto a large A1 poster and up onto the walls. Much of the art I create usually gets buried in folders, especially since I create a lot of digital art. Seeing my art at such a large scale looking back at me was a terrifying amazement. There’s something quite remarkable about seeing an idea in your head become a real thing.

I’ve also indulged in reading the authors that I’ve drawn. I never read the rest of the Percy Jackson series after reading The Lightning Thief in Year 8. This process has definitely made me more passionate about reading again.

WHAT DID YOU LEARN THROUGHOUT THE CREATIVE PROCESS?

Vector stylised portraits were something new for me and it was good for me to push myself. Usually, I stick to very organic forms with a realistic art style so branching out and getting outside of my comfort zone helped me grow as an artist. In terms of the actual composition of the poses, I tried to reflect the authors’ works and personalities. I could have drawn a stiff person with a black background but the authors are so diverse and it’s important to reflect that diversity. It was also great to fuse the author’s works with the author. Making those written fictional elements interact with the author was magical. Art truly allows us to depict the mythical.

WHAT IMPACT DO YOU HOPE YOUR ARTWORKS WILL HAVE ON THE COLLEGE COMMUNITY?

I hope that my art in Nexus-S helps make the space feel more personal and welcoming to the College community, and I hope that it encourages someone to pick up a book or ask about a particular author. We’ve also created a few posters with authors that appeal to diverse audiences, such as people of colour and the LGBTQ+ community. So, I’m hoping that it makes those members of our community feel like they’re represented in the College Library collection. I think displaying art around the College in general promotes the idea that the Arts are important and are not an area to be overlooked.

WHY IS ART AN IMPORTANT PART OF YOUR LIFE?

Art is a huge part of my life! My personal art is cathartic and drawing helps me destress and relax. While drawing is my speciality, I also like to relax with my electric guitar and by listening to music. While I don’t create music, other people’s music is essential to my wellbeing – racked up 106,352 minutes on Spotify last year! I think people forget that art isn’t just Visual Arts. Art is all around us – video games, books, theatre. Everyone consumes art on a daily basis, whether they are aware of it or not. A world without art would be a very miserable one.

WELCOMING OUR LITTLEST SAINTS

NESTLED IN THE HEART OF THE WIDER COLLEGE CAMPUS, THE CHILDCARE CENTRE WILL PROVIDE A NURTURING AND ENGAGING ENVIRONMENT FOR CHILDREN FROM 12 MONTHS TO FOUR YEARS OLD.

Godden Projects, a collaboration between architects Matthew Crawford and Tom Godden, was selected to deliver a design which takes its inspiration from the natural landscape: the final design is stunning, while rooted firmly in the overarching ethos of the College and the land upon which we sit.

Due to open mid-2024, the new facility will create a welcoming space for new and existing families to continue or begin their All Saints’ College journey during the early years of childhood.

“The dreaming of this centre began many years ago,” said Principal Belinda Provis.

“The centre will be a great boom for our staff and parents as well as the local community, and I know our students, all the way up to our 18-year-olds, will be delighted to welcome to the campus our littlest Saints.”

The design of the building will intertwine the natural elements of the College landscape, echoing ASC’s Early Childhood philosophy that is centred around play-based learning for inquiring and creative minds.

“The building progresses as the children do,” said Matthew Crawford.

“We conceived the building in two parts. The upper story is more rectilinear and the lower story has a looser form and shape with curves in it.”

“One of the key standout features in the design is the upper floor kitchen and dining area extending over the Oval. It’s a meeting place for the children to come together and is the heart of the building,” said fellow architect Tom Godden. The Childcare Centre will accommodate approximately 90 children each day and will be open to all families within the community, once complete.

Scan here to access the Expression of Interest form.

ALL SAINTS’ COLLEGE IS DELIGHTED TO ANNOUNCE THE LAUNCH OF ITS LATEST PROJECT – OUR LONGAWAITED CHILDCARE CENTRE.

WACE RESULTS 2022

WE CELEBRATE THE FACT THAT:

SUBJECT CERTIFICATES OF EXCELLENCE

Subject Certificates of Excellence are awarded to those who are in the top 0.5% of candidates in each ATAR course examination set by the Authority, based on the examination mark. Five members of the Class of 2022 were awarded Subject Certificates of Excellence

Accounting and Finance Sophia Charlton Biology Jade Soucik Mathematics Methods Mia Millward Mathematics Specialist Not for Publication Politics and Law Chenelle Liyanage

COURSE LEADERS

9% of All Saints’ College eligible Year 12 cohort achieved an ATAR of 99 or above

27% of our Class of 2022 achieved an ATAR of 95 or above

46% of All Saints’ College students achieved an ATAR of 90 or above

WE CELEBRATE WITH OUR ATAR DUCES XIAOYU CHEN AND MIA MILLWARD WHO BOTH ACHIEVED 99.7, AND WITH OUR JOINT ATAR PROXIME ACCESSIT WINNERS STEPHEN CLARKE AND JULIUS CLEGG WHO ACHIEVED 99.65.

All Saints’ College also celebrates the breadth of its success, achieving ‘course leader’ status in a range of subjects. This status is awarded to schools based on the percentage of students whose marks are in the top 15% of all students taking that course.

In 2022, All Saints’ College achieved ‘course leader’ status in:

• Accounting and Finance

• Biology

• Chemistry

• Computer Science

• Design

• Human Biology

• Mathematics Methods

• Mathematics Specialist

• Physics

• Politics and Law

• Psychology

CERTIFICATES OF MERIT AND CERTIFICATES OF DISTINCTION

A Certificate of Merit or a Certificate of Distinction is awarded to each eligible student who, in their last three consecutive years of senior secondary school WACE enrolment, achieves: 150–189 points (a Certificate of Merit) and 190–200 points (a Certificate of Distinction). The points are accrued from 20 Year 11 and Year 12 units, 10 of which are from Year 12. Congratulations to the following All Saints’ College students who achieved these awards for their consistent achievement.

CERTIFICATES OF DISTINCTION:

Adeola Adeoye, Samara Ainge, Toni Aniyi, Nikita Arun, Quinn Brands, Campbell Bright, Sophia Charlton, Stephen Clarke, Gayatri Dantale, Ruby Fegan, Joshua Fernandez, Gabrielle Ho, James Johnson, Zoe Langstone, Lara Levichkina, Chenelle Liyanage, Caelan Lu, Mia Millward, Aimee Moody, Hiruni Perera, Alex Phillips, Mitchell Phillips, Istvan Savanyo, Lucy Snow, Jade Soucik, Thomas Stone

CERTIFICATES OF MERIT:

Lupita Allen, Keeley Baldock, Thomas Bartels, Madison Coles, Bridget Ellement, Jamie GanesonOats, Elly Gardner, Anderson Gare, Mathew Harwood, Ashling Kearney, Alex Sacca, Rozhin Saffar, Jack Searle, Holly Shackleton, Elijah Siebel, Megan Smith, Aiden Snook, Christa Templeman, Chongchong Ye, Connor Young

VET ACHIEVEMENTS

In addition to a broad curriculum offering of ATAR and General courses, All Saints’ College offers students a range of tailor-made Vocational Education and Training (VET) opportunities and we celebrate the many students who sought and achieved 72 qualifications.

Certificate II – Electrotechnology: Harshy Raffel, Mitchell Rogers; Engineering: Eschana Hilzinger-Smith; Hospitality: Lupita Allen, Emily Arney, Elly Gardner, Rebecca Griffiths, Eschana Hilzinger-Smith, Zoe Langstone, Aimee Moody, Abbey Passaris, Ruby Williams; Plumbing: Caleb Letizia Sport Coaching: Georgia Blackbeard, Matilda Carrie, Alex Ellement, Eli Gasmier, Ben Heatley, Caleb Letizia, Aidan Lindsay, Sean Ngeow, Mitchell Phillips, Trey Pirini, Ellie Polglase, Kyan Powell, Harshy Raffel, Campbell Simpson, Georgia Stone, Sammie Ward, Charlie Wilkinson, Ruby Williams.

Certificate III – Applied Language: Toni Aniyi, Ruby Fegan, Anderson Gare, James Johnson, Megan Smith, Jade Soucik; Aviation (Cabin Crew): Abbey Passaris; Business: James Burling, Isabel Hughes, Mitchell Rogers; Events: Leila Balcombe, Kay Lynn Leong, Kirrilee Missen, Thomas Stone, Christa Templeman, Rachel Vujovic; Screen and Media: Anderson Gare, Rodrigo Goncalves de Azevedo, Maclean Huddy, Bailey Hullett, Jet Jeffrey, James Rudd, Istvan Savanyo.

Certificate IV – Business: James Bingham, Eli Gasmier, Maclean Huddy, Samuel Johnson, Angela Loxton, Fraser Manderson, Trey Pirini, Anieka Prasad; Education Support: Rebecca Griffiths, Aidan Lindsay, Kailee McCormick, Katie Metcalfe, Georgia Stone, Ruby Williams; Preparation for Health and Nursing: Georgia Blackbeard, Marinah Ebrahim; Science: Matilda Carrie.

YOU BE MORE