WHAT’S INSIDE
FROM BUSH SCHOOL TO BONFIRES: HOW OUTDOOR LEARNING IN THE JUNIOR SCHOOL IS IGNITING YOUNG MINDS
FAREWELLING OUR VICE PRINCIPAL POWER OF YOUTH: MEET THE CHANGEMAKERS
FLIP OVER TO READ DOVETAILS
FROM THE PRINCIPAL
KAYA AND WANJU TO OUR 2024 EDITION OF THE DOVE –A YEAR IN WHICH ALL AT EWING AVENUE ARE COMMITTED TO THE THEME, “BE THE CHANGE”.
Our 2024 theme is a reminder that change begins with each one of us. As Lily Tomlin famously said:
“I always wondered why somebody doesn’t do something about that. Then I realised I was somebody.”
I am pleased to report that our 2024 theme is evident throughout the pages of this publication. We celebrate, for instance, two young activists’ recent demonstrations of the power of youth; we feature our College’s unique change-leading pedagogy, GenED; we lead the way with our newly-introduced International Sport Grants; our change-making JM Wright Arts Grants, and; our unique Restless Curiosity program for College staff, to name but several examples of our commitment to leading improvement, leading change and breaking new ground in education.
And while on the topic of our staff, we are delighted to report in this publication the appointment of our Vice Principal, Timothy Russell, to a Principalship from 2025. Tim, we are thrilled to add, is the sixth member of our College’s Leadership Team in six years to be appointed Principal or CEO, highlighting the quality of ASC staff and the great regard in which ASC personnel are held in the wider community.
The following pages also introduce two new members of the Leadership Team and celebrate the birth of five staff members’ babies, some of whom may even become Little Saints with the opening of our Childcare this year, championing a fresh approach to a truly quality service for our community’s youngest.
We are excited to celebrate in these pages other initiatives that characterise All Saints’ “Be the Change” commitment, including our new partnership with local café, The Little Parry, that has seen a thriving and happy hub of parents and staff, students and members of the wider community emerge in the heart of our College. The Malka Foundation-funded new role of Director of The Beyond Boundaries Institute is another such example, and we eagerly anticipate the continued ground-breaking leadership in education that our Institute will drive in the coming years.
We shine the spotlight on our newest Board member, and we thank all those community members who have given so generously to our Voluntary Building Fund, in support of a range of important initiatives at the College – thank you.
I hope you enjoy the many good news stories in the following pages – stories that celebrate all that is the wonderful ASC community. Boordawan.
Belinda Provis BA, Dip Ed, MBA
NEW INTERNATIONAL ATHLETE SPORT GRANT PROGRAM
Olivia Smith
AT ALL SAINTS’ COLLEGE, WE ARE PROUD OF ALL WE DO TO SUPPORT OUR STUDENTS WHO EXCEL AT AN ELITE LEVEL IN THEIR SPORTING FIELD.
To that end, the College was pleased to introduce its International Athlete Sport Grant Program earlier this year. The program supports any current student who will be representing Australia in an international sporting arena.
The creation of the grant was inspired by ASC’s recognition of the immense dedication and passion required to excel in sport at an international level. This initiative recognises the importance of fostering the next generation of athletes and providing them with the resources needed to excel on the global stage.
The program is designed to offer financial assistance to exceptional student athletes who demonstrate a high level of skill and commitment in their chosen sport. Competing at advanced levels can often require a heavy financial commitment, not only for equipment and apparel but also for travel and accommodation. This grant aims to alleviate these costs, showing our support for these talented young people while allowing our athletes to focus on what they do best –excelling in their sport.
“With financial assistance from the grant, students may have access to enhanced training opportunities, specialised coaching, and participation in prestigious competitions, which can further develop their skills and advance their sporting careers,” said Director of Sport, Health and Physical Education Katie Clayton.
“This can also open doors to higher levels of competition, exposure and potential pathways to professional sports,” she added.
By providing support for both academic studies and sporting endeavours, the grant encourages students to strike a balance between their academic and athletic pursuits, fostering overall personal and professional development.
“There is often stress involved in trying to juggle academic studies alongside the commitments of being an elite athlete. This program offers students the support needed to be successful in both,” said Katie.
Whether it’s a budding soccer star, an athletic prodigy, or a talented gymnast, the International Athlete Sport Grant Program is designed to identify and support the diverse sporting talents that thrive within our community. The grant not only recognises the potential of these young athletes but reinforces the belief that sport plays a pivotal role in shaping our young people and fostering a sense of determination that extends far beyond the playing field.
BEHIND THE MIC
THE PATH CREATIVE PODCAST
LAUNCHED THROUGH THE COLLABORATIVE EFFORTS OF HOTHOUSE COMPANY AND MEDIA STUDENTS IN 2023, THE PATH CREATIVE PODCAST HAS FLOURISHED INTO A PLATFORM FOR EXPLORING THE VAST REALMS OF THE CREATIVE ARTS.
Born from the Certificate II Creative Industries class, this exciting student-led venture has been serving as a platform for artists involved in HotHouse Company projects to share their unique and inspiring journeys in the creative arts industry.
The podcast took on a new dimension with the involvement of The Path Creative podcast group, supported by the HotHouse Company through the Agency (the College’s employment agency for students). Ella Skewes (Class of 2023) and Aedan Bailey (Year 11) were selected as hosts, while Aaron Ooi (Year 12) was tasked with composing the music. The determination and creativity of the team has ensured the project’s continued success with the addition of guest student hosts.
The idea for the podcast series emerged from the notion that there comes a time in many young people’s lives where they decide they want to pursue a creative journey of some kind, but the question looms: where and how do you start such a journey?
Pursuing a creative career rests upon a willingness to navigate ambiguity, embrace challenges and demonstrate resilience in the pursuit of possibilities. The Path Creative opens up conversations with a diverse range of creative individuals who offer their insight and inspiration to the next generation.
PODCAST
The students have delved deep into learning sound recording techniques as well as expanding their research and writing skills. The art of conducting engaging interviews is another key skill, as students learn to research their subjects, craft compelling questions, and create a comfortable dialogue environment. The technical side of podcasting is also covered, with lessons on using specific recording equipment, managing audio files, and navigating editing software to enhance sound quality.
With the ever-growing array of artistic talent that connect with All Saints’ College and HotHouse Company, interviewees have been in abundance. Author AJ Betts; internationally-renowned theatre company Frantic Assembly; artist Susan Flavell; actor Andrew Dawson; musician Jean; and dancer Tara Gower were some of the recent guests who have shared their story, providing insights into their own creative journey.
Further growth is instore for The Path Creative, with Media Captain, Tristan Clement, spearheading the third season with new interviews throughout 2024.
WELLBEING DOGS WAGGING THEIR WAY INTO THE HEARTS OF THE COMMUNITY
IN 2023, ALL SAINTS’ WELCOMED ITS NEWEST (AND FURRIEST) MEMBERS OF THE COMMUNITY –OUR WELLBEING DOGS, ARCHIE AND BIMBA.
Archie, a black Golden Retriever who resides in the Senior School and Bimba, a Cobberdog (a purebred Labradoodle) who calls Junior School home, have quickly become integral members of the All Saints’ community, offering comfort, joy and a unique form of support that only a four-legged friend can provide.
Entering the College and our hearts as puppies, Archie and Bimba are growing up at the College, learning how to cater to the wide range of needs within the College environment and helping bring smiles to everyone’s faces.
With their heartwarming presence, infectious charm and wagging tails, Archie and Bimba’s positive impact highlights the incredible role our furry companions play in contributing to staff and students’ wellbeing. Bimba has also collaborated with the Year 1 classes to integrate the College values of Empathy, Respect, Integrity and Courage (ERIC) into a charter that guides behaviour and interactions.
Providing unconditional support without judgement, Archie and Bimba’s daily activities vary from greeting students in the morning and providing company during classes to attending assemblies and events, and being available for those who need a calming presence.
The use of therapy dogs with young people can boost positive emotions and reduce anxiety levels. Research has shown that interacting with dogs and experiencing their unconditional acceptance and the calm, nonjudgemental presence significantly helps reduce stress levels.*
Director of Junior School and Bimba’s owner, Penelope Crane said her fluffy companion is like a living, breathing stress ball.
“The bond between Bimba and our students has significantly enhanced wellbeing, a focus for our Junior School,” said Penelope.
“Bimba recently celebrated her first birthday, and since then her training and community involvement have expanded. We are now setting goals to further her impact on student wellbeing.”
“For a small dog, she has plenty of heart.”
Wellbeing is at the core of All Saints’ College; the introduction of Archie and Bimba was part of the commitment to ensuring a safe, inclusive and positive environment for the community. Embracing the powerful and therapeutic effects of animals is part of ASC’s approach to a holistic education, and Archie and Bimba have proved that, sometimes, the best support comes on four legs.
While we will farewell Archie at the end of 2024 as his owner, Vice Principal Timothy Russell, commences in his new role as Principal at John Wollaston Anglican Community School (read more about Tim’s new position on page 25), we thank Archie for all the joy he has brought to our community.
ARCHIE’S NAME IS A DELIGHTFUL NOD TO ASC’S ANGLICAN FAITH AND COMES FROM ARCHBISHOP, WHILE BIMBA’S NAME IS YAMATJI FOR THE SWEET SAP THAT COMES FROM A MID-WEST TREE.
ARCHIE BIMBA
+SCREENS
ORLANDO’S ACTING ADVENTURE
THANKS TO THE GENEROSITY OF MRS JM WRIGHT, AND THE SUBSEQUENT CREATION OF THE JM WRIGHT ARTS GRANTS, ALL SAINTS’ COLLEGE IS PROUD TO HAVE BEEN ABLE TO ALLOCATE FUNDS TO SUPPORT TALENTED STUDENTS IN THEIR PURSUIT OF ARTISTIC EXCELLENCE.
Since the inception of the JM Wright Arts Grants, many students and alumni have benefitted from the grant, enabling them to undertake further opportunities to develop their craft and bring incredible projects to life that may otherwise have not come to fruition.
Orlando Borg (Year 10) is one such student who travelled to America to join an acting tour, experiencing the performance industry in two of the most creative cities in the world.
During his time in the US travelling from New York to Los Angeles, Orlando took part in a variety of workshops and performed for an array of agents, which helped him open doors to acting opportunities in America that are rare for Australian performers.
Orlando travelled with the Ali Roberts Acting Tour alongside a group of actors from Perth, all managed by Ali Roberts Studio.
Spending several days meeting directors, casting directors, agents and managers, Orlando gained detailed insights into the industry, learnt about the differences between Australian and American industries and castings, and worked on various scenes to refine his skills and accents.
“Travelling to other countries is important for actors, especially for someone like me who auditions regularly for US productions,” said Orlando.
“Meeting directors and agents was eye-opening and gave me tips on what they are ideally looking for in auditions.”
“Auditioning is the most important part of an actor’s journey, and each audition is a chance to improve your skills. On average, it takes around 64 auditions for an actor to land a role, so it’s important to keep going. The audition itself is the performance, and landing a role is a bonus,” he added.
From voiceover workshops and behind-thescenes tours at Universal Studios to exploring costume departments and film sets at Warner Bros Studio, Orlando and his fellow actors were able to experience the dynamic, challenging and fascinating world of acting in a country home to the biggest names in the industry.
In the ever-evolving landscape of the creative and arts industries, where talent and tenacity intersect, experience and opportunities for aspiring artists and actors to forge their path are invaluable.
“For students looking to pursue a career in the creative or arts industry, my advice is to look for opportunities to showcase your talent. In this industry, persistence is key,” said Orlando.
Orlando’s experience has left him with insights, lessons and experiences that will stay with him throughout his acting journey and beyond.
“This trip has given me a massive leg up on the competition and I will try my hardest to make the most of it.”
MEET KAREN GEAPPEN: ASC’S NEWEST COLLEGE BOARD MEMBER
EARLIER THIS YEAR, WE WERE DELIGHTED TO WELCOME A NEW MEMBER OF THE ALL SAINTS’ COLLEGE BOARD, KAREN GEAPPEN (NÉE SHEH, CLASS OF 2000), FOLLOWING THE EXPIRATION OF OLD SAINT MARK BALDING’S STELLAR NINE-YEAR TERM.
With expertise in the world of IT and cybersecurity, Karen joins the Board with a wealth of experience and a diverse perspective, as well as a deep connection with the All Saints’ community – an Old Saint and now a current parent, with her two sons in the Junior School.
Karen is currently Director Governance, Risk and Compliance, and Director AI Risk, at Anchoram Consulting, where she provides various clients with risk advice and guidance on current and future technologies. Prior to this, Karen has held senior cyber risk and governance roles in industries such as tertiary education, mining, government, and critical infrastructure, including as Head of Cyber Governance for Hydro Tasmania, and IT Security Advisor for the Attorney-General’s Department in Canberra.
Karen holds a Masters of Cyber Security, Strategy and Diplomacy, a Graduate Diploma in Strategy and Management and a Bachelor of Computer Science (Honours). Karen also holds governance certifications and memberships, and contributes to Australian and international AI ethics and risk governance forums and standards bodies.
After ‘falling’ into the world of IT during university, Karen quickly realised there was an important human factor that needed to be considered in technology, and embarked on a career that would help people understand the complexities and possibilities of technology.
“It’s a highly powerful tool so I help people understand what it means to use it safely and ethically, and how to use its power for good. It’s a very complex tool with a lot of impact outside the world of tech,” said Karen.
“Bringing an organisational strategic perspective, much of my work involves helping people
understand how to use technology in a way that makes sense, in their contexts, and educating people so they can make informed choices.”
Karen’s appointment to the Board continues her long-standing connection with the All Saints’ College community. Commencing at the College in 1993 in Year 5, during the first year of the College’s Junior School, Karen and her brother (who commenced at ASC in 1991) were involved in various areas of the College as students. After living in Hobart, Karen and her family moved back to Perth during the pandemic and her two sons are currently enrolled in the Junior School.
With her professional expertise and desire to give back to the community, Karen felt empowered to ‘throw her hat in the ring’ for the Board position.
“The College Board is a very friendly group of people who are all driven by the same idea: to make All Saints’ College a better place,” said Karen.
“We all bring different perspectives and lessons from our experiences. Diversity makes people and organisations stronger and leads to a greater range of potential solutions. You can’t problem solve without diversity.”
“There is a great deal of respect for open discussion and being receptive of other people’s ideas. I experienced that culture at All Saints’ College during my time as a student and it’s wonderful to see it continue and be reflected on the Board.”
Karen’s passion for a strong and diverse community, and the courage of people and organisations to go against the grain, stems from both her professional experience and personal experience as a parent.
“Our kids enter into a world that is full of diverse people, thoughts, beliefs and cultures,” said Karen.
“If they are not exposed to that during their time at school, how do we expect them to operate as citizens of the world?”
“The ability of the College to embrace ideas and differences, as well as the progress it has made in its relatively short history, is a testament to the community. Nothing can happen in an organisation without a strong community around it and I am proud to be a small part of this remarkable community.”
WELCOMING OUR NEW DIRECTOR OF DJOOWAK: THE BEYOND BOUNDARIES INSTITUTE
SEEING THE IMPACT OF EDUCATION AND THE DIFFERENCE QUALITY TEACHING CAN MAKE LED CAMERON THORN INTO THE DIVERSE AND DYNAMIC WORLD OF EDUCATION.
Cameron joined All Saints’ College at the start of 2024 as Director of Djoowak: the Beyond Boundaries Institute (BBI), a role that also sits alongside his position as Director of the Young Entrepreneurs Academy of WA (YEAWA) at Curtin University.
With a fresh perspective and pure passion for sharing and learning, Cameron told us more about himself and his dedication to systemic change in education.
It was during his time working at universities that Cameron began to discover his passion for providing students with real world experiences and providing them with the support to not only access but embrace diverse opportunities.
It is this energy that Cameron brings to his role with the overarching goal to engage teachers and leaders, advocate for better outcomes for students, and reimagine the mindset around entrepreneurial capability in schools.
“The Beyond Boundaries Institute’s intention is to not only delve deep into the future of education but to share our learning with others to help make some systemic change,” said Cameron.
“I like to think of it as a ‘beacon on a hill’. The Beyond Boundaries Advisory Group (BBAG) is a wonderful collection of the best minds in the country, exploring the future of work in the different environments that our students will traverse in their time.”
“From a practitioner’s perspective, BBI can enable us to explore and share best practice here at All Saints’ College and The Studio School as well as at other schools,” he added.
Initially drawn to All Saints’ College for its enthusiastic nature in taking risks and pushing boundaries as well as its genuine, authentic and lived values, Cameron was keen to be a part of innovative programs and initiatives, rather than observing them from a distance.
“All Saints’ College is leading the way with the Melbourne Metrics project and capabilities recognition which has natural synergies with my role at Curtin University.”
“While the two roles have different networks, we are still aiming for systemic change and focusing on ways to upskill and support teachers and leaders at every level. BBI is a great space to champion that work.”
Hoping to ‘lift the veil’ on BBI and its inner workings, Cameron’s initial plans are focused on working on a clear strategy and operational plan for BBI – drawing on all that it has achieved to date, as well as exploring what lies on the horizon in education.
“It is most important to me that people can see what the BBI does and how they can work with us,” said Cameron.
“Previously, BBI has held a strong focus on teaching and learning but I am mindful of the significance of student and staff wellbeing in schools. AI and the future of technological integration in schools is another fascinating space to collectively explore.”
Cameron’s recognition of the diversity within education and how an impactful education means the need for multiple sectors to work together has shaped his drive to ensure BBI has a community focus. Cameron hopes that BBI can showcase the best of education and educators across the state, regardless of an educational institution’s location, student demographic, resources or funding.
“There are differences in equity amongst schools throughout WA. BBI’s aim is to show best practices to educators across the state, as well as challenge some of the perceptions of educators and invite people to come along on the journey,” said Cameron.
As for why the work of BBI is so valuable, Cameron’s answer is simple:
“Teachers have the most important job in the world.”
“They offer so much of themselves for the benefit of others, and a quality teacher – supported by the community around them – has the potential to shape students to grow and become the best versions of themselves.”
“Education is transformative and we need to work together to uplift that community,” he said.
BBI hopes to support staff to be at the leading edge of best practice and facilitate the ability to share those learnings with others. However, there is a deep understanding that while educators are the primary target group, anyone working in education can have an impact on a student or a family.
“Thought-provoking conversations and big picture dreaming exercises are valuable, but it is important that what we do is grounded in practical applications,” said Cameron.
“Teaching needs to be a team sport to have a collective impact.”
The College thanks the Malka Foundation, along with Meshpoints / Lotterywest, for their sponsorship of the role of Director of Djoowak: the Beyond Boundaries Institute.
BUFF BUNNY TAKES ON THE WORLD
BUFF BUNNY TEAM MEMBERS L-R: Ben Tang, Emma Burton, Kerry Cao, Taryn Lee and Riley Snook
THE ALL SAINTS’ COLLEGE ROBOTICS CLUB HAS BEEN INSPIRING AND EMPOWERING STUDENTS FOR TWO DECADES AND IS NOW MAKING WAVES ON THE GLOBAL STAGE.
One of All Saints’ College’s Year 12 teams earned an invitation to the prestigious RoboCup International 2024 at Eindhoven University of Technology in the Netherlands.
All Saints’ Robotics Club has a rich history of success, having competed and triumphed in multiple state and national competitions across three divisions. The club’s stellar performance has secured its place as a powerhouse in the worldrenowned RoboCup, a testament to the dedication, skills and collaborative spirit of its members.
All Saints’ College Year 12 students Emma Burton, Kerry Cao, Taryn Lee, Ben Tang and Riley Snook, make up Buff Bunny – the team competing in RoboCup International. The students have been involved in the Robotics Club during their time in both the Junior and Senior Schools at the College, with some members starting their robotics journey as early as Year 5, and have competed in a range of local and national competitions.
At RoboCup International, the team will be one of 400 teams from 45 countries competing at the highest level. The global event, known for fostering innovation and excellence in robotics, will host 3,000 participants with an anticipated 50,000 visitors. Buff Bunny is the only team representing WA.
“We are excited to have the amazing opportunity to participate in the 2024 International RoboCup Competition and we are proud to represent Australia, showcasing our robotics skills on the global stage,” said Kerry, on behalf of the team.
“This is an incredibly valuable opportunity for us to broaden our knowledge in the field of robotics, and to collaborate and establish connections with both students and adults from other countries who are also strongly passionate about STEM (Science, Technology, Engineering, and Mathematics).”
Beyond the accolades, All Saints’ Robotics Club sees its participation in RoboCup International as a pivotal opportunity to contribute to the growth of STEM in Australia. By showcasing the skills of their talented members, the club aims to inspire and motivate a new generation of students passionate about STEM fields.
“The All Saints’ College Robotics Club is a great learning environment to explore the multiple aspects of robotics and to collaborate with likeminded peers. It has enabled us to take a step further into STEM and facilitate many skills that are beneficial to the paths we choose for our futures,” said Kerry.
Donna Hatton, ICT Help Desk Lead and the Robotics Club mentor, said she was extremely proud of the students for their achievement as well as their ongoing mentorship of younger students. While the team and the All Saints’ College community are proud of the team’s remarkable achievement, for the Robotics Club, it represents much more.
“Our invitation to RoboCup International is testament to the club’s dedication and excellence over many years,” said Donna.
“The capabilities developed through robotics are vital for future careers, especially in the field of STEM, and by equipping our students with these skills, they can strive to innovate and develop STEM-related projects in the future.”
Buff Bunny started a GoFundMe to support their travels and thank all those who donated. In total, the team raised $5,335 and extend their thanks to Winthrop Computers for a $3,000 donation.
STAFF BABY NEWS ENDLESS
BRAE THOMAS HOOKER
Congratulations to Rahni and Tom Hooker who welcomed Brae Thomas Hooker to their family on 20 February. Brae has completed the family of five perfectly and is getting used to his noisey but loving older brother and sister!
LUCY ZARA BENTLEY
Arriving on 28 February, just before the leap year made its appearance, Lucy Zara was welcomed into the Bentley family to parents Holly and Zach. Holly reports that Lucy is happy and healthy, and that older sisters, Matilda and Phoebe, are “over the moon for another real life doll to play with”! Congratulations to the Bentley family of five.
SADIE LILLIAN TREZONA
Congratulations to Jeremy Trezona and his wife Emma on the arrival of Sadie Lillian Trezona into the world on 28 February. The new family are all happy, healthy and loving every moment being a family of three.
LUCY ANNE JENNINGS
Hannah Mast and her husband Kurt were delighted to welcome to the world Lucy Anne Jennings on 26 March. Happy and healthy, Lucy is “everything we could have dreamed of” and Hannah and Kurt are looking forward to showing her all the excitement life has to offer.
OSKAR ELI COOLING
Kate Cooling and her husband Bryson welcomed Oskar Eli Cooling to the world on 10 May. The new family are excited to begin their journey as a family of three. Oskar has also enjoyed meeting Hannah’s baby girl, Lucy Jennings and the pair are already new best friends!
WANJU CAFÉ’S NEW LEASE ON LIFE
WHETHER IT’S A COFFEE ON THE GO TO KICK START THE MORNING, AN AFTERNOON PASTRY PICK-ME-UP, OR ENJOYING A CLASSIC AVO ON TOAST AFTER A MORNING WALK, CAFÉ CULTURE IS ONE OF PERTH’S BEST FEATURES.
Now, the All Saints’ College community no longer has to go further than its own doorstep for a caffeine kick. In January, we were delighted to launch ASC’s revamped café – Wanju by The Little Parry.
Led by the café connoisseurs behind Bull Creek’s favourite gem, The Little Parry, our refreshed café dishes up artisan coffees and delicious food for the community every day from 7.00am until 4.00pm.
Developed in partnership with The Little Parry, the space has been transformed into a modern, vibrant and bustling community hub for parents, staff, students and wider community members.
The partnership was a perfect match as Lisa Park, owner of the very successful The Little Parry, is also a College parent with two children in the Junior School. With an ongoing connection to the College, as well as her professional expertise in Perth’s café culture, Lisa and All Saints’ College joined forces to transform Wanju Café into a welcoming space for our community to connect, work, study and socialise.
Opening the original The Little Parry six years ago, Lisa is no stranger to running a successful business and her team have brought more than just delicious coffee and treats to our café.
“I always thought the Wanju Café space was lovely with a lot of potential so I was very excited at the opportunity to be involved in the relaunch of the café,” said Lisa.
“We have received a huge amount of support from the whole community since opening and The Little Parry staff have also been very helpful on this journey.”
“I hope Wanju by The Little Parry continues to become people’s favourite place on campus.”
Director of Business and Administration, Richard Haselgrove, said there was a strong desire to create a vibrant communitybased café at the College and a number of options were considered in late 2023 to turn this vision into reality.
“The Little Parry brand was strong within the community and Lisa was genuinely excited by the opportunity to run the Wanju Café and bring her vast experience to making this project a success,” said Richard.
In just one semester, Wanju by The Little Parry has been a resounding success with foot traffic (and sales) more than double the levels of 2023. Lisa aims to build on the strong start to 2024 by expanding the menu and continuing to support College events held in the Centre for Performing Arts after hours.
WELCOMING OUR NEW LEADERSHIP TEAM MEMBERS
IN 2024, THE COLLEGE WELCOMED TWO NEW MEMBERS OF THE LEADERSHIP TEAM – SHANNON ARMITAGE AND JEANETTE SEALY – WHO, IN THEIR RESPECTIVE ROLES, HELP FORM THE CORE TEAM AT ALL SAINTS’ COLLEGE. WE CAUGHT UP WITH SHANNON AND JEANETTE TO LEARN MORE ABOUT THEIR PASSIONS, AMBITIONS AND THOUGHTS ON THE FUTURE OF THE COLLEGE.
SHANNON ARMITAGE
Shannon joined the All Saints’ College community at the start of 2024 in the role of Director of Senior School (Teaching and Learning) – a role that allows her to truly feed her passion of finding ways to make the world a better place for others.
Shannon’s curiosity about the world, justice and rights led her to teaching Politics and Law, and over time she came to realise that what brings her the most joy is working alongside others and helping them grow. This led her to pursue leadership roles, coaching and mentoring others and empowering them to make a difference.
“Education is a human profession, yet so often we work alone,” said Shannon.
“Building collaboration and working alongside each other to learn and teach brings the fun back into what we are doing and encourages us to try safe risk taking.”
Drawn to All Saints’ College for its willingness to tread the path untrodden, Shannon resonates with the College’s commitment to preparing students for the future, creating experiences that are innovative, creative and human-centred.
“One of the most attractive features of All Saints’ College is that as a community, the College has determined its own trajectory and is truly leading the way in preparing our students for a volatile, uncertain, complex and ambiguous (VUCA) world,” said Shannon.
“I am very excited to continue All Saints’ College’s great work with the Melbourne Metrics
Research Partnership with Melbourne University. This is a great example of putting values into action, but also leading systems change. Whilst it’s so easy to see the hurdles of any change, I am looking forward to working with a community committed to seeing beyond the barriers.”
With a strong focus on the significance of a meaningful education that empowers students to be passionate and confident, Shannon hopes to foster a vibrant culture at All Saints’ where staff can collaboratively shape learning experiences with students.
“I want to nurture student agency and leverage the expertise and creativity of our highly motivated team, walking alongside staff as we navigate the VUCA world to ensure that we are providing the best possible, most engaging, diverse and relevant learning opportunities for today’s young people.”
Throughout her career, Shannon has always been inspired by the Japanese concept of ikigai – a state of wellbeing achieved by devoting your time to work that brings you joy and a sense of purpose, helping you to feel fulfilled.
“Working at All Saints’ College, a values-driven environment (thanks ERIC), where I am supported and encouraged to advocate for systems change to improve educational outcomes for all, provides me with that sense of purpose,” said Shannon.
“It’s my ikigai.”
Shannon explores GenED, ASC’s unique pedagogy, overleaf.
JEANETTE SEALY
No stranger to the College community, Jeanette joined the Leadership Team in the role of Director of Senior School (Student Wellbeing) after 10 dedicated years as Learning Support Coordinator.
Traversing a varied and impactful path during her career, Jeanette’s professional journey has taken her from remote classrooms in Perth and Queensland to larger schools across the country.
A consulting role for the Education Department in western Queensland, 11 years at Hamilton Senior High School in Perth, as well as working in the homes of young people during her time at Longreach School of Isolated and Distance Education has allowed Jeanette to see the full spectrum of education around the country, confirming her desire to make a positive impact on student lives, no matter the circumstances.
“Each and every role has taught me something new about myself and my passion for education,” said Jeanette.
“I have learnt the need to be adaptable, flexible and resilient based on the context of where I am working. Most importantly, I have developed a lot of empathy and respect for others and their personal life journeys.”
It is no surprise that Jeanette’s kindness and compassion has led her into the role of Director of Senior School (Student Wellbeing), where helping create a supportive and nurturing environment is at the heart of the role.
“Student wellbeing is widely recognised as a foundational factor that significantly influences student success in various areas, including academic achievement, social interactions, and overall personal development. I strongly believe that by fostering a supportive and inclusive
school culture, addressing mental health needs, and providing resources for social-emotional learning, educators can empower students to flourish academically, socially, and personally. The transition from Learning Support Coordinator to this role is a natural progression and is the opportunity to concentrate on strategic and operational ways to further develop a supportive and nurturing school environment that promotes resilience, selfefficacy, and a sense of belonging for our Senior School students.”
It is the empowering and long-lasting impact of a positive schooling experience that drives Jeanette in her commitment to creating a positive and enriching experience for students, both inside and outside the classroom, setting them up for lifelong success and fulfillment. And with the observed increase in the prevalence of mental health issues among Australian students, the wellbeing of students has never been more important.
“Student wellbeing encompasses the physical, mental, emotional, and social health and happiness of students within the educational context. It goes beyond just academic achievement to focus on the overall quality of students’ lives and their ability to thrive. Student wellbeing means creating an environment where students feel safe, supported, and valued, and that all students, regardless of their background, abilities, or circumstances, have access to the support and resources they need to succeed.”
“All students deserve to thrive, not just survive.”
As for why All Saints’ College is such a special place for Jeanette, her answer is simple: the people.
“My everyday interactions with students, staff, parents and the wider community are what I look forward to and enjoy most. There is always a smile to be exchanged and a chat to be had.”
GenED: ASC’S UNIQUE PEDAGOGY
BY SHANNON ARMITAGE, DIRECTOR OF SENIOR SCHOOL (TEACHING AND LEARNING)
PEDAGOGY IS AN ‘EDUSPEAK’ TERM USED DAILY AMONG EDUCATORS, BUT SOMETIMES ELUSIVE TO OTHERS.
Traditionally, ‘pedagogy’ has been understood as referring to how we teach. However, at All Saints’ College, we view pedagogy through a broader lens: it encompasses not only the methods of teaching but also the profound impact of relationships and interconnectedness within education – what truly makes learning a human experience.
Embedded within our strategic plan, Boordakan Dandju, 1 is a commitment to a ‘values-driven and holistic pedagogy and curriculum that recognises and strives to meet the needs of the whole person’. What does this mean for how we teach? At ASC, pedagogy goes beyond instructional techniques and “includes the relational and the cultural – how people come to relate to each other and to the information, knowledge and wisdom exchanged among them all. In other words, it evokes the ‘why’ of the desired classroom culture as well as the ‘how’ it is experienced on a daily basis by students and teachers alike”. 2
In essence, recognising that our young people are not merely passive recipients of information, we are committed to nurturing a classroom culture that empowers our young people as co-creators of knowledge, inquirers, problem seekers and problem finders.
Inspired by the work of Valerie Hannon –Seeing is Believing: The Future School is Here –the ASC framework:
• has at its heart the experience of students as learners, co-designers and agents;
• identifies what we value – what is important for our context, our time, our place in designing and shaping teaching and learning;
• defines how we work – our operational philosophy; the key ways we enact our values;
• describes the core pedagogical tools employed across our College to support and structure our generative approach.
By prioritising student agency and fostering a culture of co-creation, we equip our students with the competencies necessary to thrive in an ever-changing world characterised by volatility, uncertainty, complexity and ambiguity (VUCA). Our approach, coined Generative Education, due to our focus on students being creators of learning and not mere consumers, is not a solitary endeavour but a collaborative effort drawing on the collective wisdom of our teachers, curriculum leaders and leadership team, and reflects the diverse experiences of our learners.
Drawing on extensive research and analysis of best practices over many years, we have been dedicated to the development of Generative Education. This pedagogical approach has been actively implemented in our classrooms and various specialist programs. For instance, initiatives such as InnovatED, as well as the comprehensive competencies work in the Year 6 team, Year 7 self-reflection exercises and the engaging Year 8 HASS Hack Day, exemplify our commitment to seeing Generative Education in practice. These initiatives provide a glimpse into the multifaceted ways in which we are fostering student agency, creativity and critical thinking skills across the curriculum.
At the heart of Generative Education lies the concept of ‘flearning’ – learning through failure. We encourage our students to embrace experimentation, seek feedback and learn from setbacks, fostering resilience and a growth mindset. As educators, we see ourselves as navigators guiding students through their learning journeys, drawing from a rich tapestry of practices and frameworks tailored to our young people’s developmental stages, passions and aspirations.
From our Early Years Learning Framework to the 7 Habits, Design Thinking and the vibrant realms of Cultures of Thinking and Innovation, students and teachers become co-captains: together, we select the tools and practices that best steer us towards meaningful learning outcomes.
In collaboration with our students, we are forging competencies to empower students to navigate the unknown, thrive in uncertainty and chart their own course.
Fuelled by our passionate and ongoing commitment to ensuring our students experience and, in fact, co-create a contemporary, responsive and relevant education, we are excited and proud that ASC students are able to experience Generative Education pedagogy in action.
1 Noongar: Future together 2 David Lusted, Why Pedagogy?, Screen, Volume 27, Issue 5, September-October 1986, Pages 2–16, Prof. Erica McWilliam AM, Effective Thinking Cultures (forthcoming)
VOYAGE EN
‘Everything I could have hoped for and more‘
THE DIVERSE LANGUAGES PROGRAM AT ALL SAINTS’ AIMS TO FACILITATE IMMERSIVE EXPERIENCES AND THE PINNACLE OF THESE EXPERIENCES IS A FLIGHT ACROSS THE WORLD FOR A TOUR OF ANOTHER COUNTRY.
In September 2023, a group of All Saints’ College French students and accompanying teachers embarked on a linguistic tour that brought the culture and rich history of France to life. This three-week adventure, marking the College’s first international trip post-pandemic, offered an enriching experience through the beautiful cities of France, blending linguistic learning with the pure joy of travel.
Graced by stunning weather in the South of France, the group discovered the medieval village of Èze, surrounded by breathtaking views of the Mediterranean Sea, and also enjoyed day trips to Cannes and Monaco. Students were deeply immersed in French culture during their time in Nice, experiencing firsthand the local way of life. After two weeks living like a ‘Niçois’ (a native of Nice), the students bid farewell to their host families before journeying to the bustling streets of Paris to explore its iconic landmarks and historical magnificence.
As the first tour in the post-pandemic years, the students’ anticipation and enthusiasm for the cultural immersion after a prolonged period of restrictions was incredibly high. However, there was still a sense of trepidation, said Head of Languages Pamela Chu Yu Chee, as the team navigated logistical complexities of international travel after such a long hiatus.
“While there were some challenges, the French tour felt like a significant step towards rekindling the spirit of exploration and learning through travel,” said Pamela.
From a full cultural immersion in Nice, living with locals and attending school, to exploring iconic landmarks, art and history, the diversity of
the experience allowed students to expand not only their language skills but also their global perspectives. During their time in Nice, students lived with host families and attended school, providing a unique insight into daily life in France and allowing for authentic language practice.
“A linguistic exchange program offers numerous benefits but can also be challenging for our young students who feel the pressure of the language barrier that may hinder their experience,” said Pamela.
“Amidst the challenges, this language and cultural tour provides students with a real-world experience that goes beyond the classroom, allowing them to apply their knowledge in authentic settings. Living with a family for two weeks, out of their comfort zone, students had to learn to navigate new situations, problem-solve, and became more independent and adaptable individuals.”
The core of international tours such as these is the immense benefit of language acquisition and practice in authentic contexts, through daily interactions and engaging with locals in various environments, including school. This overall experience is invaluable to students’ understanding of global interconnectedness, building empathy towards different cultures and the broadening of students’ perspectives.
The tour served as not just a journey across cities, but also a leap in personal growth, language skills and cultural empathy. Stepping out of their comfort zones and navigating new environments, students emerged as more independent, adaptable and open-minded young citizens of our world.
THE STUDENT SNAPSHOT
AIDAN GURR (Year 11)
After taking French for four years, I was thrilled when I saw the opportunity to put all this work to use in a very practical and exciting way. I also knew this was a ‘once in a lifetime’ opportunity.
The first look of Paris and how big it actually is from the top of the Eiffel Tower is definitely an experience I will never forget. Nice also had some incredible experiences as I went to the old town numerous times and also saw the sporting culture at a football game.
The language barrier was a hard challenge in some places. Although in the touristic locations there were English speakers, we were among French people for a large amount of time which meant we had to be switched on the whole time, listening and thinking about the next thing we could say in French.
The biggest takeaway I had was how different the cultures and lifestyles can be. I tried many new foods and learnt about the history of France in everything we did. I also realised how fortunate and lucky I am to live in Australia. It opened my eyes to travel throughout Europe as learning about the place and culture was much easier when there, rather than reading about it in a book.
This trip was beneficial to me in making new friends, experiencing a different life and, of course, improving my French. I would highly recommend it as it is an experience you definitely do not want to pass up if you are given the opportunity.
FELICIA HO (Year 11)
I chose to participate in the French Tour due to the wealth of opportunities it would offer. I hoped to not only to improve my language skills, but to immerse myself in modern life in France and its rich historical and cultural aspects.
Highlights included fostering a long-term relationship with our correspondents and visiting prominent cultural sites. I particularly enjoyed visiting the Musée National Marc Chagall in Nice, the village of Èze in the South, and the Palace of Versailles.
Whilst enjoyable, this trip was also a valuable learning experience. We gained immense knowledge in the French language, reinforcing our previous understanding, acquiring new
phrases, and fostering spontaneity. Beyond this, trips like these are so beneficial for students because they are a practical application of what we’ve learnt in life thus far, testing our adaptability, strengthening our bonds with each other, and compelling us to improvise. However, as with any experience, this program was not without challenges. Most prominent was the language barrier but, in addition to that, we needed to acclimatise to a different way of life, most notably the ten-hour school day, which ran from 8.00am until 6.00pm.
This trip, a partnership between two schools across oceans, was more than a holiday, but rather, an opportunity to enrich our linguistic skills, cultural understanding, and bonds with our fellow ASC students.
RUTHIE ONG (Year 12)
For as long as I can remember I have always wanted to travel the world and when the news came out that the French Tour was happening again, I jumped at the chance to apply. The trip was everything I could have hoped for and more. Meeting my exchange family was such a nerveracking experience but by the end of the two weeks I spent with them, I couldn’t bear to leave.
While in Nice, I learnt all about my host student’s life – her school, her hobbies, and her favourite things to do. While exploring places in and near France with the school, I fell in love with the landscapes and atmosphere, especially the glamour of Monaco and the vibrance of Cannes.
When you spend three weeks in a foreign country, it is impossible to not face some challenges. As a group, one of our biggest difficulties was trains. Packed with people almost every time, we had to work to get everyone on all together and then off all together, passing down our required stop from person to person, hoping everyone got the message. But while we faced challenges, we also learnt a lot from the tour. I learnt so much about the culture and the food, especially from strangers that I met who all had incredible stories to share.
I would encourage everyone to go on a trip like this because it brings so much joy into your life. I met amazing people, I have thousands of memories to look back on, and, some day, I hope to experience a trip like this again.
SEVERAL FRENCH STUDENTS HAD A RETURN VISIT TO ALL SAINTS’ COLLEGE AT THE BEGINNING OF 2024 AND OUR STUDENTS CHERISHED THIS OPPORTUNITY TO RECIPROCATE THE EXCHANGE.
FAREWELLING OUR VICE PRINCIPAL
AT
THE HEART OF OUR LEARNING COMMUNITY IS A FOCUS ON THE DEVELOPMENT OF BOTH STUDENTS AND STAFF AS WE SEEK TO MAKE A POSITIVE DIFFERENCE IN OUR WORLD.
In 2025, Timothy Russell will take the helm as the Principal of John Wollaston Anglican Community School (JWACS) after marking a decade at All Saints’ College, most recently as our Vice Principal.
Tim is the sixth All Saints’ College Leadership Team member to step into a Principal or CEO role in the past six years and, as he prepares to bid adieu to ASC at the end of Term 4, Tim looks back on his time at the College, what he’ll miss the most, and what makes All Saints’ College so special.
After somewhat ‘falling’ into education, Tim discovered he loved the unique opportunities that education provided to work in a team and to build programs which enriched the growth of young people, and never looked back. After a chance meeting with the then Principal of Hale School, Tim was offered a job as the Chaplain and, through this position, became keen to teach so completed his Diploma of Education. Since then, Tim has held a number of roles across various schools, each position serving as an opportunity for growth and learning.
“The Head of Service Learning role at All Saints’ College was incredibly attractive to me for a number of reasons, not least of which was the commitment that it showed at ASC to a rich program of service and leadership for the community,” said Tim.
“I have a great belief in the richness of service as a vehicle of curriculum delivery, personal growth, pastoral care and a window to the mission of the church. I very much enjoyed the strategic nature of the position, which enabled me to lead structural change for staff, students and parents in the way that we deliver curriculum, engage our community in working for justice and build partnerships with the wider community.”
In addition to the Head of Service Learning role that Tim commenced in 2015, he also held the role of Dean of Student Wellbeing and, from 2023, Vice Principal. However, he credits the people as being the highlight of every role in which he has served and what makes the ASC community so unique and remarkable.
“Working with the tremendous students, staff and parents of the College is a great privilege – the energy, care and commitment to the College by so many makes ASC a wonderful place to be. I particularly enjoyed being part of the day-onday growth of relationships with so many here, as well as the time that I have had with staff and students, opening up growth and leadership opportunities for each other.”
“From the time I arrived at the College, I have greatly appreciated the genuine interest that staff, students and parents show in what is going on for each other. This started with the warm welcome and genuine interest in what was happening in Service, and has been pronounced, again, in the number of students, staff and parents who have stopped me to say congratulations and to ask about John Wollaston as a community.”
As he looks ahead to 2025 and his new role at John Wollaston Anglican Community School, Tim is excited to join a strong, grounded community, taking with him all his learnings at ASC.
“I have really enjoyed the inclusive, open and caring nature of All Saints’ and I am delighted to be moving to a community that shares that set of values,” said Tim.
“I am looking to find ways to further connect the school to the surrounding community. It is exciting to think of that remarkable community being a hub of learning and a place to which the wider community feel that they have a connection.”
We thank Tim for a decade of kind, compassionate and outstanding leadership with a deep commitment to education and community, and there is no doubt that JWACS will benefit greatly from this new chapter of leadership.
I CAN GO BEYOND BOUNDARIES
FROM BUSH SCHOOL TO BONFIRES
HOW OUTDOOR LEARNING IN THE JUNIOR SCHOOL IS IGNITING YOUNG MINDS
SPLASHING ABOUT IN THE BULL CREEK, SEARCHING FOR TADPOLES, TOASTING MARSHMALLOWS OVER A FIREPIT AND TRAVERSING THE WILD TERRAIN OF THE SOUTHWEST COAST!
Welcome to Outdoor Learning in the Junior School where students learn from the land, on the land.
In a world increasingly dominated by screens and digital interfaces, a quiet revolution is taking place, helping our students slow down and reconnect. A natural setting removes many barriers where students learn to communicate and collaborate with each other, fostering a profound sense of growth.
The Junior School Outdoor Learning Program (OLP) stretches from Kindergarten to Year 6, with our youngest students (K – 2) participating in Bush School. In this immersive, experiential program that encourages students to explore their natural setting, ask questions, and grow a sense of familiar connection with Gabbiljee (Bull Creek), students develop fundamental social, emotional and cognitive capabilities that are continually revisited and refined in future years.
From Year 2 onwards, students participate in a cohort-level Outdoor Learning Program, beginning on campus, before progressively moving to different locations in WA for increasing periods of time from Point Walter and Yuat Country on Moore River to the diverse Margaret River region and culminating in the Year 6 Outdoor Learning Program in Albany.
Being in a natural environment allows students to be their authentic selves and the activities and outings that take place are vehicles for the students to have fun, work together in teams, and develop lifelong skills. Throughout the various programs, students are presented with situations that prompt considered questioning and identification of the means to discover answers with what is around them. Across all programs, students actively engage with First Nations culture, focusing on the use of language, stories, and places to create an ongoing understanding, respect, and care for the connections and custodianship of our First Nations People.
Head of Outdoor Learning, Nick Fletcher, strongly believes that in the modern, fast paced world where our students are presented with so many opportunities, there is a need for finding green space, where we are forced to slow down, be intentional and learn all we can from each experience.
“There is a well-understood but exponentially increasing need for our young people to find and enjoy green space,” said Nick.
“In a dynamic world, the social and emotional growth that naturally comes from time spent outdoors is crucial. As our youngest students play, discover, and problem-solve together in an unstructured and unrestricted setting they are learning the skills that we know to be critical for the future.”
The Outdoor Learning Program is diverse – not just in place but also in opportunities. As the students grow, the program aims to grow alongside them, extending the challenges placed before them and providing new opportunities to discover new things about themselves. As the students journey through Junior School, the program begins to explore several bio-regions, exposing the students to the vast natural variety that exists on our doorstep in WA.
The uniqueness of All Saints’ College’s Outdoor Learning Program is the way in which each program is directly informed by the one that came before it. For the OLP team, this is paramount for both students’ learning and personal development. At a foundational level, the underlying skills that are developed in the Junior School such as problem-solving, interpersonal capacity, student agency, leadership and empathy are the fundamental building blocks upon which Senior School programs are built.
“Engaging with the natural world in the early years is important to facilitate a lifelong connection with and love for nature,” said Katrina Goods, Junior School Outdoor Learning Teacher.
“The natural world also allows for various developmental opportunities including gross and fine motor skills, language development, imaginative play and social skills outside of the classroom to build confidence.”
“Each program is carefully selected to meet the students at their developmental level. The program has been carefully developed from Kindergarten on campus for a short time to the Year 6 OLP students spending the week in Albany. The programs between these two allow for skill development that meet students’ needs in environments that are enjoyable and challenging,” she added.
Taking time out of the classroom is not only vital for students’ physical, emotional and social wellbeing but it is essential for determining their future pathways.
“In an uncertain future, where the skills and characteristics of tomorrow’s workforce are not yet understood, equipping our students with the tools to identify the right path for themselves is our priority,” said Nick.
“The outdoor environment is, and always has been, a natural teacher of these human skills and offers the perfect ‘proving ground’ on which to test and refine these for life.”
As our next generation of adventurers lace up their hiking books and find pure wonder in the outdoors, we are reminded that while technology will continue to be a significant part of daily life, nature should never take a backseat.
POWER OF YOUTH
MEET THE CHANGEMAKERS USING THEIR VOICE TO CHAMPION CHANGE AGAINST GENDER-BASED VIOLENCE
ACTIVISM HAS LONG BEEN SYNONYMOUS WITH YOUTH CULTURE AND GEN Z ARE MORE PASSIONATE AND UNAFRAID TO SPEAK UP THAN EVER BEFORE.
Gender-based violence is a global issue without any one easy solution but changemakers everywhere are pioneering ways to combat it in their own communities. Meet Taryn and Chloe— two members of our All Saints’ College and The Studio School communities who are dedicated to championing equality through advocacy and taking a much-needed seat at the table.
Earlier this year Taryn Lee (Year 12) was appointed to a Youth Advisory Group to provide counsel to the federal government on the prevention of gender-based violence. Five Youth Advisory Groups have been established to work directly with the Albanese Government and the initiative aims to engage young people in policy design and decision-making. These groups will work with federal government departments and agencies to improve the lives of young Australians in the areas of civic engagement, creative industries, employment, First Nations education and the prevention of gender-based violence.
Aged 16 to 25, the Advisory Group members were selected from almost 900 applications from across Australia, each bringing different perspectives and experiences due to their diverse backgrounds. Taryn joins seven other young people in the Prevention of Gender-Based Violence Youth Advisory Group who will work alongside the Department of Social Services to advise on the initiatives under the National Plan to End Violence Against Women and Children 2022–2032.
Taryn’s inspiration to support the issue of genderbased violence was inspired from the basic principle of human rights.
“There is a misconception that young people can’t create change, but this opportunity showed me that we actually can. It’s been great to shape policy that impacts my community for the better,” said Taryn.
“Being able to notice flaws in the system, and then have the opportunity to speak out to those in charge is so important.”
“Everybody has the right to feel safe in their body, regardless of their gender,” they added.
The impact of these Youth Advisory Groups is paramount to ensuring young people are helping to shape the policies and programs that affect their lives. Young people are engaged with their society and communities but without the ability to vote, their impact can sometimes be limited.
“The government is meant to represent the people and Youth (ages 15–24) make up 12% of the total population,” said Taryn.
“We don’t get as much say on issues that critically impact us since many of us can’t vote so it is important that we are listened to through other means. Prospective decisions should take into account the people who will be shaped by them.”
Taryn travelled to Canberra in Term 1 to share their voice in a step towards making a significant impact on the lives of all Australians. Taryn shares an insight into their experience in the nation’s capital below.
TARYN’S EXPERIENCE
Pictured: Taryn with Minister Aly
On my first day in Canberra, we headed to the National Museum for the National Youth Forum, which brought together 114 young people. We had the privilege of listening to the Hon Dr Anne Aly MP, Minister for Youth, present Engage!, the government’s strategy aimed at involving and empowering young people in government decisions. Following this, we engaged in a hackathon, brainstorming policy solutions for mental health, climate change, and the cost of living.
The next day was eventful as we visited Parliament House. Each group had the opportunity to meet with Dr Aly and the MP of our focus area. My group met with the Hon Amanda Rishworth MP,
Minister for Social Services. We then went to our hotel to have a meeting with our agencies. This involved meeting with the Department of Social Services, particularly the campaigns and healthy relationships and consent branch.
We began the final morning with another meeting with our agencies during which we had the privilege to meet Chanel Contos, an advocate in the consent education space who leads Teach Us Consent.
Reflecting on the entire experience, I found it incredibly enjoyable and meaningful. It truly felt like the government valued our input and perspectives, rather than merely going through the motions. Although our time in Canberra has ended, our work continues through monthly online meetings, ensuring that we continue to drive positive change.
The WA rally – one of a dozen rallies around the country – saw thousands march from Forrest Place to Parliament House to protest domestic violence and speakers addressed the need for a united effort against violence, including increased action and advocacy from men.
“I became involved in the organisation of the rally because of the horrible Bondi Junction incident and I saw a clear gap in what was being done to help the survivors of gender-based violence,” said Chloe. Through her activism, Chloe not only hopes to challenge the prevalence of gender-based violence but also pave the way for a more just and equitable future for all. Opportunities for our young people to engage in advocacy not only amplifies their voices but also fosters a sense of agency and ownership over the issues that affect their communities.
With a fiery passion for advocating against genderbased violence, Chloe Sanderson-Farrell who is in Year 12 at The Studio School embodies the spirit of activism and social justice. Recognising the power of collective action in driving meaningful change, Chloe supported the organisation of the WA rally to protest domestic violence, taking on the role of a team leader and MC for the event and armed with empathy and unwavering resolve.
From a young age, Chloe was acutely aware of the injustices that plagued society, particularly the pervasive issue of gender-based violence. Witnessing the stories of survivors and the systemic barriers they faced fuelled her determination to be a catalyst for change.
“I have always been shown that I have the capability to make a change in this world, and as I have grown up, I’ve seen this even more and been able to understand that even young people have voices,” said Chloe.
Following the rally, Chloe generously gave her time to All Saints’ College and shared her inspiring story with our Year 8 students, offering them valuable insights into the importance of standing up against prevalent issues and the impact they can make in their own communities.
“It is so important as young people to make our voices heard and take action as we are the next leaders,” said Chloe.
“We will feel the consequences of today’s decisions so we must be involved in the decision making to help guide us to a better future. You may be scared that no one will hear your voice, but someone is always listening.”
In a world where societal issues often seem insurmountable, the importance of empowering young people to use their voices and advocate for important causes cannot be overstated. Young individuals like Chloe and Taryn embody the spirit of change, bringing fresh perspectives and a fierce determination to tackle some of the most pressing challenges of today. With leaders like Chloe and Taryn at the forefront, the future looks promising.
INSIDE RESTLESS CURIOSITY
ALL SAINTS’ COLLEGE’S RESTLESS CURIOSITY PROGRAM EXISTS IN ORDER TO RECOGNISE AND SUPPORT OUR STAFF’S COMMITMENTS TO ONGOING PROFESSIONAL LEARNING AND INNOVATIVE PRACTICE.
Staff can access Restless Curiosity, thanks to funding support from the Foundation, for further study or an innovation project, that allows staff to scope, plan or trial a project prior to it possibly becoming embedded in College life. The innovation project initiative has already seen several projects supported, including the creation of a suite of online courses; yoga for students; the development of STEM electives for Years 9 and 10 students; a project that focuses on the support of new teachers to our College; the Transition to Transition project, and so on.
Part of the College’s commitment to innovation that value-adds and recognises staff’s creative expertise, the initiative in 2024 has seen four remarkable projects take flight. We sat down with the leading staff members to learn more about their projects.
All Saints’ College’s Staff Development Program
REBECCA CHAPMAN
SUSTAINABILITY
CHAMPION
A long-time advocate for sustainability initiatives at the College, Rebecca Chapman embarked on her Restless Curiosity project to help bring the various environmental projects that exist in our community together.
The Adopt a Reserve Project runs as one of the activities under the Sustainability Club – a cocurricular group at the College comprising passionate and committed staff and students –and sees the group plan activities to help protect Gabbiljee Reserve, which sits just outside the College grounds.
“We are guided by the students and ensure the activities allow them to explore and learn, and we take action according to their passions,” said Rebecca.
“We have some very committed, passionate students in Sustainability Club who care deeply about the environment and who are always keen to make a positive difference in very practical and meaningful ways.”
The Restless Curiosity program has helped Rebecca obtain the necessary resources required for the project, such as plants and tools for the management of the site, with the broader aim of increasing awareness, understanding, learning and connection to our local environment.
“We also purchase resources for Clean Up Australia Day which is important to us because any litter from the ASC grounds often makes its way into the creek and then out into the wider river system,” said Rebecca.
“Taking care of Gabbiljee Reserve means also taking care of our ASC grounds and local area.”
As for why this project is so close to Rebecca’s heart, she speaks to the power in stepping up and taking action.
“Environmental destruction, climate change and loss of biodiversity are currently some of the most significant concerns in our society and amongst our young people. One of the most important things we can do for our young people is to foster and model hopeful, optimistic views and show them how they can make a difference by taking action, no matter how small that action may be,” said Rebecca.
“This project has been a fantastic opportunity to connect with Friends of Gabbiljee and South East Regional Centre for Urban Landcare (SERCUL) who do so much important work in the community. Together, we support each other’s efforts and form links that students and staff can maintain for longer than just their time at ASC.”
“To me, it makes the future look pretty bright.”
BEN BASELL TEACHING THE TEACHER
Recognising that teaching is a never-ending continuum of learning and that teachers need to constantly evolve, Ben Basell applied for the Restless Curiosity program to explore ways of sharing knowledge and supporting teachers.
Steplab is a professional learning platform that guides teachers through the process of observing and coaching fellow teachers, using instructional coaching and data-driven insights to systematically improve teaching and learning. After initially hearing about Steplab on a podcast, Ben delved deeper and attended a workshop run by the Steplab team about best practice instructional coaching and saw the potential benefits for his colleagues.
“I thought it would be a good fit for All Saints’ to try instructional coaching as a way for teachers to learn from each other’s considerable skills,” said Ben.
Ben trialled a pilot of the platform in 2023 with a small group of teachers from different departments and, after much positive feedback, decided to scale it up with a larger group of teachers this year.
“I believe the best form of development for teachers is watching and learning from others,” said Ben.
“Steplab helps to formalise the process by helping teachers become better coaches of other teachers.”
Through his project, Ben hopes to build a culture of openness and learning, acknowledging that sharing the considerable pedagogical skills that exist amongst the teaching staff is invaluable.
“There is always more to be done to improve the learning experience for students and, hopefully, this can be one small contribution towards the continuum of learning.”
BRADLEY MIDDLETON DEEP DIVE INTO DATA
Throughout his teaching experience, Bradley Middleton discovered that while schools collect plenty of data, the focus of analysing that data tends to be extremely narrow. The introduction of AI tools, alongside preexisting software at All Saints’, led to the perfect opportunity for Bradley to try to connect a large amount of data into a single database for further analysis.
Throughout the project, Bradley will be collecting anonymised data from a range of scores, including ATAR results, PAT tests and school assessments to look for patterns and trends across student achievements.
Bradley’s passion for data and analysis stems from his professional experience prior to becoming a teacher.
“I was involved in a range of different database projects, all of which I enjoyed,” he said.
“I especially enjoyed the problem-solving aspects of finding patterns from large repositories of data, and gaining meaning from these patterns.”
Provided with access to expert training and advice from a range of sources, Bradley hopes his work can help identify where students can be better supported to improve, as well as identify where the College can best invest its resources to make the greatest impact for students.
“These types of projects not only allow opportunities for staff to upskill, but it also provides opportunities to evaluate what we do and ensure that we continue to innovate and reflect best practice as educators.”
GEOFFREY ROUSE FINDING THE PULSE ON STUDENT WELLBEING
With one in three primary school children saying they ‘feel bad for long periods of time’ and 53% of secondary school students ‘feeling very stressed’*, student wellbeing is at the forefront of education.
For Geoffrey Rouse, like many educators, student wellbeing is part of his daily working life.
Pulse – a wellbeing check-in platform – has been utilised at All Saints’ College for the past four years (first introduced by Oliver Beath and Damien Stevens during at-home learning in 2020) and is used to support students proactively and reactively. Anonymously answering five evidence-based wellbeing questions during a 60-second weekly check-in, students can track how they are feeling, share gratitude, and take the first step to seeking help.
“Pulse is not a substitute for real conversations, but as many students struggle to start a conversation, Pulse helps break down that barrier,” said Geoffrey.
With the indisputable benefit of the platform, Geoffrey’s Restless Curiosity project has two main focus points. The first focus of the project sees the expansion of Pulse into the Junior School from Year 3 and above, as well as at The Studio School in Fremantle, aiming to increase student engagement and embed it into daily life. The second part of the project sees Geoffrey explore the data interpretation and analysis to support staff in understanding the data for informed decision making around wellbeing programs and interventions throughout the year.
“Pulse collects important data but this project aims to support the accessibility of that data to the key stakeholders at the College so they can feel empowered to use it in a meaningful way,” said Geoffrey.
“That way, we can better use the data to provide support to students week-to-week and the longitudinal data collected over the year can provide better insights into the effectiveness of programs that already exist as well as programs that we may need in the future.”
As Head of Cowan House and a mathematics teacher, the project hits Geoffrey’s two biggest passions: wellbeing and maths.
“Wellbeing has always been significant to me during my time as a teacher and I can use my mathematics background to help interpret, analyse and present the data to other staff in ways that make sense and is relevant to their area.”
“There couldn’t be a project that fits my passions more,” said Geoffrey.
So far, the project has highlighted key areas of strengths for the College as well as opportunities for growth. It has provided a valuable insight into challenges that students experience, allowing staff to be more proactive.
“The support of the College through the Restless Curiosity program shows the importance of the information we are collecting. Empowering staff to work on projects such as this means all ideas, goals and ambitions can be explored deeply in a way that is meaningful and impactful for our young people,” said Geoffrey.
“Pulse is one of the most effective tools to collect authentic student voice in a way that we can genuinely act on it.”
I CAN MAKE A DIFFERENCE
RESIDENCIES AT ASC
BRIDGING THE GAP BETWEEN CLASSROOM AND CAREER
IN THE EVER-EVOLVING LANDSCAPE OF EDUCATION, ALL SAINTS’ COLLEGE’S UNIQUE RESIDENCY PROGRAMS CREATE VITAL CONNECTIONS BETWEEN STUDENTS’ LEARNING AND REAL-WORLD EXPERIENCE.
These residencies, where industry professionals collaborate and share insights with our community, offer students an unparalleled opportunity to engage with the practical aspects of their learning, pushing well beyond the classroom walls, preparing them for the challenges and dynamics of the professional world.
The residencies at All Saints’ span from Arts to Innovation and Entrepreneurship, with regular Artists-in-Residence and the more recent establishment of the Entrepreneur-in-Residence program. Sourced from staff’s industry contacts, the artists and professionals partner with All Saints’ for a residency that allows students and staff to learn from and work with the artists and entrepreneurs. The residencies also enable artists to work on their own practice while at the College.
Helping to foster innovation and creativity, a typical residency involves working with students, running short workshops and conducting talks, while also having a space to work on their own artworks or ventures where the students can watch them work and speak informally about their work. The College is fortunate to often acquire an artwork from an Artist-in-Residence which adds to the College’s unique collection. Recently, the College has been delighted to welcome Susan Flavell as an Artist-in-Residence, emerging artist Zali Morgan as our NAIDOC Artist-in-Residence in 2023 and acclaimed Noongar artist Sharyn Egan as our NAIDOC Artist-in-Residence in 2024, and Toby Whittington as our inaugural Entrepreneur-in-Residence. All Saints’ and HotHouse Company also welcomed Australian Dance Theatre (ADT) for a weeklong residency during which the company ran workshops for staff, students and professional dancers. ADT is Australia’s oldest contemporary dance company, whose groundbreaking work has continuously pushed the boundaries of the artform for nearly 60 years. Students had the unforgettable opportunity to showcase their skills alongside the ADT dancers in a captivating performance for the community on the final day of the week-long residency.
These residences can often evolve into deeper, long-standing connections, providing students with ongoing industry knowledge and further opportunities.
Susan Flavell is also the 2024 Visual Arts Mentorin-Residence. Susan is an artist with a particular focus on sculpture and is driven by a fundamental commitment to the use of recycled materials. She
works with Year 11 Visual Art General students throughout the year on a project that is aligned with her previous work in conjunction with UWA – a multi-disciplinary collaboration performed as part of the UWA Conservatorium of Music concert in 2022. Susan also works with Visual Arts ATAR students, helping to brainstorm and develop ideas and concepts for their practical works.
“During these residencies, students’ knowledge and ideas deepen, and their courage and confidence in their practice grows as they see their failures and successes in their own artworks,” said Visual Arts Teacher, Louise Elscot.
“They develop an awareness that this journey is a part of the creative process.”
“Students get a taste of the real-world experience of being an artist – how different artists approach their practice, the concepts behind their work, what motivates them to make art, their life experiences as art students at high school, their tertiary education, and how they manage their lives making and creating art,” she added.
Toby Whittington, social entrepreneur and CEO of Green World Evolution, joined the College as an Entrepreneur-in-Residence, bringing with him a wealth of expertise including the recent launch of his social enterprise, Made in the City Of, which sees the company recycle plastic into designer products. Over eight weeks, Toby worked with our Year 8 InnovatED students to design and produce their own products, sharing insights into his own journey and experiences along the way.
“Toby’s mentorship helped engage the students deeply and hopefully inspired them to drive their own social change in the future,” said Steven Scotti, Director of Design Hub.
A residency in this space comprises a fixed term during which a resident entrepreneur collaborates closely with students and educators to create engaging learning opportunities for students and staff.
“From working closely with experienced entrepreneurs, students are supported in developing their own entrepreneurial journey by learning from mentors who have navigated similar paths,” said Steven.
“Through these interactions, students not only acquire practical skills but also develop critical thinking, problem-solving abilities, and an entrepreneurial mindset which is essential for success in today’s dynamic world.”
A JOURNEY FROM VISION TO REALITY FOR LITTLE SAINTS
ONE THOUSAND DAYS IS AN IMPORTANT PERIOD OF TIME FOR ANYONE. THIS IS ESPECIALLY THE CASE IN THE FIRST 1,000 DAYS OF A CHILD’S LIFE; IT IS A SIGNIFICANT AND VITAL FOUNDATION PERIOD WHICH SHAPES A CHILD’S DEVELOPMENT AND WELLBEING.
It is this commitment to providing a caring environment that priorities wellbeing and growth for every big little moment that underpins Little Saints – our new Childcare.
Nestled within the heart of All Saints’ College, Little Saints finally opened its doors to little explorers from ages 12 months to four years in mid-2024.
Safety is paramount for parents when choosing a childcare and so the challenge lay in creating a place that felt safe and familiar for families, yet contemporary and unique in the ever-growing childcare landscape in Perth. Taking inspiration from All Saints’ College’s well-developed Early Childhood approach, Little Saints seamlessly integrates play and learning, and shines with the input of current All Saints’ College students into several aspects of the design and development of the space.
Central to the ethos of Little Saints is a personalised approach to childcare and the educators will adopt the primary carer model, creating close relationships with each child and engaging in regular training and professional development to make meaningful connections. Aligned with the Early Years Learning Framework, the curriculum embraces a play-based approach to learning and a prioritised sense of belonging for each child. Through intentional play, Little Saints aims to nurture creativity, curiosity, and the development of social and emotional skills.
Housed within the College campus, nature is also integral to the Little Saints philosophy – inspiring curiosity and offering unique learning experiences that connect children with the natural world. Director of Junior School, Penelope Crane, for whom this project is close to her heart, said this commitment to nature pedagogy is strongly evident in the outdoor learning spaces of Little Saints.
“There has been student input into the planning of Waabiny (the Noongar word for play and the name of building itself) over several years that has contributed to the design and connection to nature. This is evident in the undercover play area which has been inspired by the Junior School students’ ‘stick museum’, and each room at Little Saints is named after a local bird, which students worked on as part of their classroom inquiry,” she said.
MEET OUR MASCOT
With a subtle nod to the dove that is in the All Saints’ College crest, the little mascot acts as a beacon of support, always there and always guiding, whilst infusing a sense of playfulness. After all, play is at the heart of Little Saints.
While this year saw the exciting process of internal fit out, working through enrolments, recruitment, policies and procedures, it also marked a vital step in bringing Little Saints to life – the appointment of the childcare’s inaugural staff members.
“We are grateful for the exceptional team and invaluable expertise from within and beyond the College, and we have been pleased to welcome our inaugural Assistant Director of Junior School (Education and Care), Little Saints Coordinator, Little Saints Administrative Assistant and Little Saints Chef,” said Penelope.
Kylie Chatto joins the team as Assistant Director of Junior School (Education and Care) and will take the helm at Little Saints.
“It’s so exciting for our prospective staff to know that they will have the unique opportunity to contribute to and to constantly evolve Little Saints as we work together to create an environment of learning and development that honours our individual children, their families and our broader community,” said Kylie.
“For me the knowledge that All Saints’ is deeply committed to looking beyond the current norms and reconsidering what could be, in service of our learners and what is best for them is something that appeals to me. In my eyes, Little Saints will be no different.”
“As we embark on this new venture, we know that we do so with the watchful eye, encouraging smile and the supportive grounding of an organisation that is bigger than we are,” added Kylie.
“It’s much the same as the relationship we want for the children of Little Saints. They will be encouraged to go out in their new little world, to explore new things and to stretch a little further each day, knowing that their educators, their families and the broader community are there to come back to when they need it.”
As the little adventurers who join our community start taking their first steps towards a bright future, they are also welcomed into a community for life. The childcare is part of the diverse network of the All Saints’ College community, and is an inclusive environment where the entire College community contributes to every step of a child’s journey, no matter how big, or little, that journey may be.
BE THE CHANGE
A GENEROUS SPIRIT
ALL SAINTS’ COLLEGE WISHES TO ACKNOWLEDGE THE GENEROSITY OF OUR COMMUNITY MEMBERS WHO SUPPORTED THE VOLUNTARY BUILDING FUND (VBF) AND SCHOLARSHIP PROGRAM.
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. All Saints’ College sincerely thanks the following donors during the 2023 calendar year as well as those who choose to be anonymous.
Dovetails
