The primary years of schooling begin in Reception and continue through to Year 6. Our primary-aged students characteristically learn every day and everywhere, be it at home, at school or in the community. Primary school education plays a key role in shaping students’ values, attitudes and approaches to learning at home and at school.
Primary Years learners are highly physical and energetic, exploring friendships, peer relationships and their connectedness to others. They are exploring their own identity, while building their capabilities, self-expression, creativity, problem solving and thinking.
Fundamentally, if we have high aspirations for our students, they perform better at school. Recognition of effort, not just achievement shows that we believe in all students having the capability of being powerful learners. Recognition and celebration of success builds confidence and improves students’ perception of themselves as someone who can do well.
The current structure within our Primary School includes:
- Reception/Year 1
- Years 2/3
- Years 4/5/6
The middle years of schooling, as defined by Years 7-10, focuses on young adolescent learners from approximately 12–15 years of age. During these years, young adolescents experience major developmental changes as they transition from childhood to young adulthood.
Students begin to develop and strengthen their capacity for abstract thought. This involves moving away from concrete ways of thinking and developing their ability to think and reason through more complex mental processes. Therefore there is a cognitive justification for early adolescent students to begin to question authority and society’s standards.
They will continue to be intently curious, provided they are engaged or interested in the topic of discussion or study. There is a distinct trend in a preference towards active learning experiences over passive; with a strong favouring towards interaction with peers as part of the learning process. Adolescents begin to develop a desire to learn things they consider to be useful – not necessarily the things parents or educators suggest will be useful – providing us with an inherent challenge.
The most important goal during the middle school years is for our students to develop strong study habits, to continue to embrace learning, and to value education in general. Grades, of course, are important. But student attitudes towards school and learning are equally important.
The Yr 7-10 curriculum is defined by the Australian Curriculum
Yr 10 students begin their transition to Senior Secondary School as they commence their Personal Learning Projects. This a requirement of the South Australian Certificate of Education (SACE) Achievement.
The current structure within our Middle School includes:
- Year 7
- Year 8
- Year 9
- Year 10
The Yr 11-12 curriculum is defined by SACE. The South Australian Certificate of Education (SACE) is a modern, internationally-recognised secondary school qualification designed to equip students with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society.
The SACE is overseen by the SACE Board, a statutory authority of the South Australian Government.
You can find out more about SACE:
Vocational education and training (VET) enables students to acquire skills and knowledge for work through a nationally recognised industry-developed training package or accredited course. VET is delivered, assessed, and certified by registered training organisations (RTOs).
Undertaking VET may benefit students’ exploration of a variety of career pathways; it is not just reserved for a pathway within the trades (e.g. plumbing, automotive, and construction). Students can complete VET qualifications in a diverse range of industries, including business administration, veterinary nursing, aged care, or sport and recreation.
VET is an excellent choice of study for many students. It always includes practical, hands-on learning, and it can lead to excellent jobs in many fields.
Studying VET as part of the SACE gives students a head start on a qualification, which is a great way to fast-track progress towards a rewarding career, while also developing independence and time-management skills.
You can find out more about VET and its relationship to SACE:
The current structure within our Senior Secondary School includes:
- Yr 11 (19 students)
- Yr 12 (15 students)
The key principles underpinning our approach to supporting well-being and learner engagement are:
- Child-centred – Student voice for children and young people inspires participation and decision making for learning success;
- Strengths-based – Strengths-based approaches engage and support students in finding their passion for lifelong learning;
- Learning success – Experiencing and being recognised for learning achievement is integral to well-being;
- Relationships – Mutually respectful relationships enhance wellbeing. Building trust and care will inspire and engage students to grow and achieve;
- Inclusion – Valuing diversity, individual capabilities and unique interests will empower students to have equal rights and opportunities in all contexts of life.
Information Coming Soon
Student Leadership (SRC)
The Student Representative Council (SRC) is elected by their peers to represent all students within the school. SRC’s work democratically to represent the student body in school decision-making and organise ways for students to participate in and enjoy school life.
They foster school spirit and leadership among students by helping to create and nurture constructive ideas within the school community.
Each home class elects two representatives in addition to SRC Presidents. Students are then elected to a range of office bearing positions. The group meets regularly and has representation on the Governing Council and Uniform Committee. Students are involved in fund-raising activities for local and international charities, as well as raising funds for school projects.