St Columban’s College
2012
Enrolment Information
Booklet
Every Student Every Success
ENROLMENT POLICY
St Columban’s College is committed to the provision of high quality, inclusive and affordable
Catholic education. It has an important partnership role, centred around St Peter’s Parish in the
provision of continuing education for Catholic families or for those families who share in its
values. The College invites enrolment applications from all who share its spirit and who
demonstrate commitment to and involvement in the ways in which they currently interact with
their existing parishes, religious communities, local communities and primary schools.
Enrolment decisions are made by the Principal, taking into account the needs of each student and
operating in accordance with the Enrolment Policy of Brisbane Catholic Education. Offers of enrolments
to families will be prioritised in the following way:
•
Siblings of students currently or previously enrolled at the College who, along with their
families, have actively supported the Catholic ethos of St Columban’s.
•
Catholic children, attending Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their local parish and school community.
•
Catholic students who attend Catholic schools, who along with their families, have
transferred into the district.
•
Catholic children, attending non-Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their local parish and school community.
•
Special consideration is offered to students of St Michael’s College.
•
Christian children, attending Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their religious and school communities.
•
Christian children, attending non-Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their religious and school communities.
•
Non-Christian children, attending Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their school and local communities.
•
Non-Christian children, attending non-Catholic schools, who along with their families, have
demonstrated commitment to and involvement in their school and local communities.
The following indicators are used to assess ‘demonstrated commitment to and involvement in’ where
appropriate. Families are invited to submit such information when lodging enrolment application:
Church commitment and participation;
Current level of participation in school related activities;
Local community involvement;
Parental expectations for their children at the College and
Child’s participation in his/her current learning environment, progress to date and other
relevant factors
Enrolments are accepted up to 3 years in advance.
March/April and ongoing throughout the year.
College Board
24 March 2003 (revised 2005, 2008, 2010, 2011)
Interviews are generally conducted in
CHALLENGE TO PARTNERSHIP OF EXCELLENCE
If your family becomes associated with St Columban’s College, we will commence a partnership
together.
The College for its part will:
• Provide an environment of spiritual reflection, in which every person is encouraged to think about
their life journey and themselves as a person
• Provide learning experiences to prepare students for their various roles in life
• Keep relationships that are respectful at the centre of all that it does
• Provide a place in which people are listened to, feel safe and valued
• Maintain and demand the highest of personal expectations in all that students do
As a student you will be asked to:
• Be respectful of the Catholic / Christian nature of the College by the way in which you behave
towards yourself and others
• Commit to learning to the best of your ability, and to respect the rights of others to learn without
interference
(This means being attentive in class and completing a program of home/school study)
• Agree to participate fully in the co-curricular learning activities of the College
(This will mean attending all special days and events of importance to St Columban’s, staying
back sometimes after school and possible involvement in sport on some Saturday mornings)
• Make sure all your relationships are respectful
(This means caring for others by not gossiping, bullying or excluding)
• Agree to uniform and grooming requirements
(This means wearing the College uniform correctly at all times.)
• Agree to support the Responsible Thinking Process
You will be asked about the Challenge to a Partnership of Excellence during your interview and if you
are successful in your application to attend this College you will be asked to sign a commitment to these
standards of excellence.
As parents you will be asked to:
• Share the important knowledge you have about your student to help us to do a better job of
meeting their needs
• Communicate fully with the College in order to maintain a quality working relationship
(This might mean ringing to clarify issues that are unresolved or telling the College about
something your student has said or telling us if there are warning signs of sadness. Occasionally
it is uplifting to hear about the good we do too!)
• Supporting the values, processes and procedures of the College, including supporting your
student to achieve their commitment above.
• Support the Responsible Thinking Process
• Find a small but practical way to show interest and commitment to your student’s education at the
College.
(This means being interested in and talking regularly with your student about their progress
at school. It may also mean being present at school in one or more of the following possible
ways – attending parent teacher meetings/evenings, helping once a month at Tuckshop,
attending a P&F meeting, supporting our Careers and Work Experience program, helping in a
working bee, coming to watch a performance put on by your child (sport, cultural or
academic) or serving at a function)
We hope to be able to act in partnership together to allow your child to achieve their rich potential in their
life journey.
OUR HISTORY
Founded in 1928 on an Albion hilltop site overlooking the city, St Columban’s College commenced as
another practical outreach by the Congregation of the Christian Brothers, to providing readily accessible
education for young boys.
The College developed a working class identity with strong patronage from the racing fraternity, reaching
a maximum enrolment of some 850 boys from grades 5 to 12 in the 1980s. Always supported by an
active parental group, the College thrived through the 60s and 70s being associated with some wellknown Brisbane events such as the Colana Carnival. Throughout its history, the College gained a
reputation for having a strong identity in sport, with its students being called upon to ‘have a go’. St
Columban’s College was a founding member of the TAS (The Associated Schools) sporting association,
which commenced in 1947.
In 1985 the Congregation of the Christian Brothers formally gave the College over to the Archdiocese of
Brisbane. Shortly after, the primary school was phased out with the College offering education focused
at Years 8 to 12. In 1995, a decision was made to relocate a financially unviable College to Caboolture.
Preparation commenced for a new co-educational campus with an inventory created of how and what to
move from the College in order to preserve its best qualities..
Introducing girls into Year 8 on the Albion site laid the foundation for the opening of fully co-educational
College in Caboolture in 1997. The grief expressed by the Albion community was met with an equal joy
by the new community of Caboolture, as St Columban’s was warmly welcomed into its new locality.
Many challenges faced the developing College including the notion of remaining true to its roots and yet
being able to be responsive and adaptive to the needs of its new community of learners. Great efforts
were made to preserve the links to the remarkable Albion history in building design, tradition of names
and charism, rituals (prayer, war cry), emblems, colours, relics, furniture, spiritual objects (stained glass),
ethos of community spirit and outreach to the marginalised.
The celebration of the College’s 75th Anniversary in 2003 marked a coming of age and defining moment
for St Columban’s of Caboolture, recognised and affirmed by its local community. There was a merging
of identities, as students who began at Albion finished their education at Caboolture. Similarly, students
who had never been to Albion absorbed and developed the Columban Spirit.
In the following years, the College concentrated on developing routines, writing policies, protocols and
procedures, and attending to establishing all the important functions of a new school with an enhanced
curriculum due to a larger student population. With increasing numbers of staff and students, telling the
story of the College repeatedly and continuously giving it new meaning, became an important focus.
The College also focused on building local identity, reputation and strong linkage into the community that
would sustain it into the future. It became important to reconnect to the Albion ‘Old Boys’ so that
significant history would not be lost. Thus St Columban’s is fortunate in having alumni from both Albion
and Caboolture as members of a vibrant past student association.
In linking with the Parish community and the primary school of St Peter’s Catholic Primary School, the
College entered into a community nexus with the Parish and enveloped Catholic Secondary Education
with far outreaching consequences.
The following initiatives highlight the continued evolution of St Columban’s College as a progressive and
vibrant secondary school:
• Implementation of 1:1 laptop program for the whole school in 2010 with Year 8 and 11 in 2009
• Year 8 integrated learning team structure – dual classes
• One of the largest groups from Queensland schools to participate in World Youth Day Sydney,
with sponsored Papua New Guinean group and sustained PNG/Indigenous link
• Outstanding academic results – 2 OP1s in 2011, 10% OP1-3
• Successful Academic University Scholarships – 10 students from our 2011 cohort attain various
scholarships
• State Finalist in the Queensland Training Awards 2010
• Strong community support and involvement through TAS Sport, involving Saturday competition
• College Chapel and Community Centre self-funded in 2005
• Development and implementation of new learning frameworks to assist with curriculum
development
• Successful completion of Edmund Rice Science and Language Centre in 2010
• Successful completion of a Trade Training Centre in 2012
• Expansion of Arts within the College
• 100 school based trainees with 16 nationally accredited certificates being offered
• Multipurpose Centre to be completed in 2012
RELIGIOUS IDENTITY
The Archdiocesan Vision – Jesus Communion Mission
As an educational mission of the local church, Catholic schools share in the vision and priorities of the
Archdiocese of Brisbane.
Catholic educators:
• Embrace the person and vision of Jesus
• Build communion with God and others
• Engage in Christ’s mission in our world
The Values of Catholic Education in the Archdiocese of Brisbane
•
•
•
•
•
•
•
•
Our Christian tradition – journeying, growing, renewing
Dignity and Justice for all – recognition of human dignity and equality
Catholic Christian community – service of others, a joyful presence
High quality learning – zest for life, learning, quality achievement
Collaboration and subsidiarity – “shared wisdom”
Creativity – flexible and future oriented
Stewardship – responsible, accountable, seek truth and the right way
A mutual accountability – report on outcomes
The overarching goal for learning is to empower learners of all ages to shape and enrich our changing
world by living the Gospel of Jesus Christ.
Our Catholic College is:
• A supporting, learning community which plans from the roles of lifelong learning, consistently,
explicitly and creatively for every learner
• A place of modelling social justice
• A place of welcoming inclusivity, particularly to marginal groups
• A place where families meet other families
• A place that connects older and younger people
• A place that supports and connects youth
• A place where opportunities for evangelisation are created and harnessed
• A place where the Catholic community can access outreach programs
• A place where the local Catholic community can come together to celebrate Eucharist and
access spiritual formation programs.
St Columban
Our Namesake - Born in West Leinster, Ireland in 543, Columban (or Columbanus) entered the
monastery of Bangor, east of Belfast, at a young age. He became a monk at Lough Erne, where he was
noted for his sanctity and learning. During his time there, he composed a commentary on the Psalms.
He belonged to the first great age of Celtic missionary activity when a stream of monks set out from
Ireland to preach the Gospel in the chaotic war lord world of what was later to become Europe.
They settled in the ruins of the old Roman fortress of Annegray in the Vosges
mountains. They stayed for twenty years, founding two other monasteries as
the number of monks who were drawn to join their community became too
many for one location.
Columbanus had a great reputation for holiness, zeal, and learning. This
caused people from all over France to travel to his monastery. So many
people were coming, and wanting to see Columbanus, that he went to live for
years in a hidden cave; a single messenger connecting him to his
monasteries. It was here in the wilderness that the typically Celtic love of
nature and ani mals is shown, with stories involving a bear, wolves, a squirrel,
and birds spending time with Columbanus, the birds sitting on his shoulder,
and the squirrel taking a rest in his cowl.
Columban is one of the ‘white martyrs’, becoming a missionary and spending
his life spreading the faith among the barbarians living in the ruins of the once
great Roman Empire. He died in 615 aged about 73 years.
In the Tradition of Edmund Rice
Edmund Rice was born in 1762 in Callan, County Kilkenny, Ireland. Following his early education he
moved to Waterford where he was apprenticed to his uncle, Michael, who supplied the numerous shops
visiting the expanded port.
Edmund eventually succeeded his uncle and became a prosperous
businessman. He married in 1785 and a daughter was born to the marriage
but soon after his wife died in 1789. Edmund cared for his daughter with the
support of his step-sister, Joan.
After much discernment and seeing the lack of Christian education among
the boys of Waterford, Edmund commenced his great work of Christian
education,
which
over
time
spread
across
the
globe.
Two religious congregations, the Christian Brothers and the Presentation
Brothers, developed from the foundation which he laid in 1802. Edmund led
the Brothers for many years before dying in Waterford in 1844. In 1996, he
was declared “Blessed” by the Church – the first step in the Catholic Church
towards sainthood.
Edmund Rice was a human being with a great and expansive heart. He was
a man of creative vision, practical wisdom and energetic know-how. He was
in many respects a bridge builder. He wanted to build a bridge from what
had been his experience of life in eighteenth century Ireland, and before, to
what needed to emerge in the nineteenth century and beyond. His influence
spread in time across the world to the stage where a world-wide network of schools embrace his
educational philosophy and his spirituality.
Edmund was a remarkable man of his time, a visionary who believed in empowering young people,
particularly those from poor families, through educating them to take their place in society as good
citizens and young people of faith.
The Spirituality of Blessed Edmund: ‘Presence, Compassion, Liberation’
"Have courage; the good seed will grow up in the children's hearts later on."
"Pray that God's Will may be fulfilled in me."
"Give to the poor in handfuls."
"Be intent on prayer and whatever may happen will turn to our good."
"Were we to know the merit and value of only going from one street to another to serve a
neighbour for the love of God, we should prize it more than silver and gold."
The College is further developing its charism in these linkages.
Language Centre was named ‘The Edmund Rice Centre’.
For example, the new Science
We have recently become an Edmund Rice Associate School. The formation of Edmund Rice Education
Australia (EREA) by the Christian Brothers in 2007 continues the Brothers’ response to the educational
needs of the time.
Schools with membership of Edmund Rice Education Australia share a commitment to a Charter – the
Charter for Catholic Schools in the Edmund Rice Tradition. This Charter describes their aspirations and
sets a foundation for all decision and policy making.
Fundamental to this Charter are the four touchstones:
• Liberating Education
• Gospel Spirituality
• Inclusive Community
• Justice and Solidarity
All member of Edmund Rice Australia are called to show how these touchstones are living reality in their
community.
VISION
Our vision is to be a Christian community of faith, walking in the footsteps of St Columban and blessed
Edmund Rice that understands leadership as service; forgiveness as strength; equality and justice as
paramount; compassion and outreach to the marginalised; education as a source of freedom and love as
our guiding light.
MISSION STATEMENT
•
•
•
•
•
•
Foster growth in the awareness of the Christian message within the Catholic tradition
Cultivate the intellectual, physical and creative abilities of each person
Encourage the practice of informed and unprejudiced thinking
Prepare students for life through proper emphasis on vocational and recreational pathways
Actively involve parents in the life of the College with staff and students in developing positive
relationships and an inclusive community
Foster global skills needed for 21st century
COLLEGE PRAYER
We pray for the students, parents and staff.
Send Your holy spirit upon us to give us wisdom and strength.
Help us unite under our banner of blue, gold blue.
In Spirit, Tradition and Community may we soar like the eagle.
St Columban, Pray for us.
COLLEGE MOTTO
‘For God and Australia’
The college motto originates from the original school crest which is very similar to that of the Christian
Brothers. The original school motto “Facere et Docere’ translates to ‘To do and to Teach’. The motto
was changed to ‘Pro Deo et Australia’ in the 1940s which reflected the growing Australian national
outlook replacing the earlier Irish cultural influence. ‘For God and Australia’ is the anglicised version of
this old Latin motto and appeared on the College Crest in 1998. This change represents the change
from the old to the new school while still retaining the old values.
COLLEGE CREST
The College Crest, as it exists today, is the fifth in the history of the College.
Succeeding generations have sought to embody the nature and history of the College
Crest. Originally the Crest was modelled on the Congregational Crest of the founding
body of the College.
COLLEGE LOGO
Spirit – Faith filled and alive, the College seeks to maintain and build a spirit within students of
welcoming and service focused action, of learning to be comfortable with themselves, of authenticity and
courage – of living full lives that make a difference.
Tradition – Life preparation through provision of educational opportunities is a
cornerstone of the College mission. By building facilities that meet educational
needs of students and inculcating in students traditions of place and learning,
the College seeks to equip students with lasting foundations and skills for the
rest of their lives.
Community – Always about relationships and mutual participation, the College
models the necessity of interdependent community living. Seeking to be inclusive, listening and
participatory in all that the College does, it seeks to build a safe place that supports, heals and together
celebrates the journey of individual lives and that of the broader community.
COLLEGE MASCOT
In 1973 John Bussa won a contest by designing the new College shirt emblazoned with the Eagle
emblem. The seniors of 2007 wanted to capture the spirit of the Eagle by creating a mascot and he was
named Albi for the rich College heritage created at the Albion Campus. When The College adopted the
Schoolwide Positive Behaviour Support Program (SWPBS) as its primary framework for Student
Behaviour Management, the College chose our mascot Albi to be the ‘face’ of SWPBS. He is seen as a
positive and inspirational part of our rich tradition. Albi is the epitome of Spirit, Tradition and Community
at St Columban’s College.
In its essence SWPBS:
• Offers a whole school approach to behaviour management
• Aims to build effective environments in which positive behaviour is more effective and efficient
than problem behaviour
• Is a collaborative, assessment-based approach to
developing effective interventions for problem behaviour
What does SWPBS look like?
• 3-5 school rules maximum so that expectations for student
behaviour are defined by a school based team with all staff
input
• Effective behavioural support is implemented consistently by
staff and administration
• Appropriate student behaviour is taught
• Positive behaviours are publicly acknowledged at high rates
(ratio of feedback given to positive and negative behaviours
is at least 4:1)
At St Columban’s SWPBS rules are:
• Act with respect through positive relationships
• Learn for life through faith and understanding
• Be caring for our environment through thought and action
• In Spirit, Tradition and Community soar like the Eagle
COLLEGE COLOURS AND WAR CRY
The College colours are navy, gold and sky blue. The College colours are referenced in the College War
Cry developed in 1930, however the earliest recording of the War Cry is from the 1945 College Annual.
Today’s version of the College War Cry has changed little from the original. The two versions are listed
below:
1945 Version
Current Version
GOGRA, GOGRA, TANGA LOOKA!
BOOLI, YAMBA, GAH!
TIA NOOGA, TOOGA, TOOGA,
ALBION, ALBION THROUGH, GO THROUGH
FORWARDS, BACKS, TANGA LOCK,
BOOLA, BOOLA, BANGA ROCK,
BOOLI, BOOLI, YAMBAH GAH
BLUE! GOLD! BLUE!
COLUMBAN’S BLUE – GOLD - BLUE
GOGRA, GOGRA, TANGALUKA
BOOLI, YAMBA, GAH,
TIANUGA, TUGA, TUGA,
GO COLUMBAN’S YAH!
FORWARDS, BACKS, TANGALOCK,
BOOLI, BOOLI, YAMBA, ROCK,
BOOLI, BOOLI, YAMBA, ROCK,
BLUE – GOLD –BLUE
HOUSE INFORMATION
The College has a Student Leadership Team consisting of College Captains/Vice Captains, House
Captains/Vice Captains and separate Committee Captains for Spirit, Tradition and Community.
Distinctive leadership structure within this infrastructure means that students have a key focus in a range
of areas. The House system is very strong and the vertical pastoral care house system provides a solid
base to this, working so well and with pride. The House Structure and Pastoral Care Programs are key
anchor points of support and care for students, linking families and school together in effective
partnerships. It is the College’s single most commentated upon feature by parents in commendations
made about the school.
Students at St Columban’s College are placed into a House upon enrolment. Their PC groups are
organised in these Houses and contain students from Years 8-12. There are four Houses – Duhig,
English, Molloy and O’Driscoll. The House Mascots were selected through a student competition held in
1997.
Duhig House is named after Archbishop James Duhig who was Archbishop of Brisbane
from 1917 to 1965. He was known as ‘James the Builder’ as he enabled many Catholic
schools to be built. Duhig’s symbol is the Redback Spider and the house colour is Red.
English House was named after Monsignor John English, a generous benefactor and
long-term supporter of the College. English’s symbol is an Eel (Electrifying Eels) and our
house colour is Blue.
Molloy House was named after Brother John G Molloy who was Principal of the College
from 1938 to 1943. Molloy’s symbol is a Crocodile and our colour is the Green.
O’Driscoll House is named after Brother Francis Pius O’Driscoll who was the first Principal
of the College. O’Driscoll’s symbol is the Bulldog and our house colour is Gold.
CURRICULUM
In a Partnership of Excellence, students, teachers and parents participate in creating multiple
opportunities that exist for students to develop a holistically educational experience. The College offers
a broad focus to the Middle Phase of Learning in Year 8 and 9, a transition focus is offered in Year 10
and a flexible pathways approach to the Senior Phase of Learning in Year 11 and 12. With Year 7 intake
the program would be similar to Current Year 8.
The College prizes itself in catering to student focussed learning, flexible pathways and a broad range of
core, electives and VET certificates and pathways.
This was reinforced with positive feedback at the “Queensland Training Awards”, of which St Columban’s
College was a finalist. Diversity and clear articulated pathways were highlighted in our feedback.
The pathways students may follow:
Year 7 & 8
Year 9
Year 10
INTEGRATED
EDUCTATION
CORE SUBJECTS
YEAR 9
RE, English, Maths,
Science, SOSE
CORE SUBJECTS
RE, English, Maths
(2012 – Australian Curriculum changes in
Science / History)
Pastoral Support
(many classes with the same teacher)
House groups in Learning Teams of 4 groups
of 48 with 2 teachers per group
(students can form friendship groups &
relationships with teachers)
3 Electives + Core classes
+ 4 Electives – Starting to create diversity in education
SET Planning, Work Experience, Information Evenings,
Curriculum Support
Year 11 and 12
OP Pathway
University Headstart
Study
Credit to
University
RANK Students
Work or
Industry Experience
Mixture of OP &
Non-OP subjects
Traineeship
Apprenticeship
VET Qualification
At least Certificate 3 level
OP Score
QTAC Rank
UNIVERSITY
QTAC Rank
University / Work
Throughout the Senior Phase of Learning (Year10 -12) students are regularly monitored and counselled
on the desired pathway and education programs tailored to suit each student.
The College maintains very strong ties with Universities and TAFE’s, particularly in the Caboolture area.
We also maintain links with Industry, Government and Government agencies in the area of employability.
CAREERS AND VOCATIONAL EDUCATION
There has been a significant investment in 2011 in the career and training area in the College with the
establishment of a new Career and Training Centre in the Edmund Rice Building. The centre provides
advice and support for students seeking work experience, school-based traineeships, apprenticeships
and general career advice as well as support for the vocational education curriculum within the College.
In 2010 the College expanded significantly the Curriculum VET areas and now offers students in years
10-12 a wide variety of courses from Certificate I to Certificate IV in the areas of Financial Services,
Construction, Business, Furnishing, Hospitality, Information Technology, Tourism, Manufacturing,
Fitness, Sports and Recreation, Children’s Services and Christian Ministry and Theology.
VET Curriculum for ALL
Stand-alone VET Qualifications offered to year 11 and 12 students
Certificate III in Children’s Services
Certificate III in Fitness
Certificate III in Christian Ministry and Theology
Certificate II in Hospitality
Certificate II in Business
Certificate II in Information Technology
Certificate II in Tourism
Certificate I in Construction
7 lines / 5 periods per day / 5 lesson cycle
CO-CURRICULAR PROGRAM
Business
Tourism
IT
Fitness
St Columban’s College has an extensive co-curricular program in Academic, Cultural, Recreational,
Charity, Community and Sporting activities. Education at St Columban’s involves the all round
development of the student as a contributing member of society. There is an expectation that, as
evidence of this development, students use their talents and gifts in the service of the College and wider
community.
The College has a strong connection between the curriculum and our mission, sporting and cultural
programs. For example, students can participate in the Co-curricular Dance Troupe group, study Dance
as an OP subject and participate in eisteddfods. Students can also study Music as an academic subject,
as well as participate in the many music groups in the College, and play in liturgies and Masses.
Students in Youth Ministry (Cert III) classes regularly lead younger students in retreats at the College as
well as at other Colleges in the area.
In order to develop a sense of community spirit and pride, all students are required to participate fully in
a minimum of two (2) activities per year. Commitment to an activity entails attendance at all
training/rehearsals and meetings, and the availability to represent the school when called upon.
Students are expected to place their commitment to interschool sport before any commitment to a club
sport outside the College. Separate PAR coordinator positions have been allocated to Co-curricular
Cultural and Co-curricular Sport.
Cultural Activities
Cultural activities play a significant part in the overall education of students. Students who participate in
cultural activities have opportunities to compete against other schools, perform in public arenas and put
on productions for the College community. Cultural activities add a breadth of learning and promote the
holistic development of the student. Participating in cultural activities help promote communication and
builds confidence.
School Committees and Leadership (Spirit, Tradition, Community and
Environment)
St Columban’s offers a number of committees that allow students to investigate numerous possibilities in
shaping their community. Participating in the committees allow students to assist in helping the
community as well as make a valuable contribution to College life.
The leadership process at St Columban’s gives students multiple opportunities to obtain essential life
skills critical to making the successful transition from school life to life in the wider community. Having a
strong dynamic leadership structure is vital component in fostering an approach that allows students to
contribute in a positive and meaningful manner to the College. College Captains and House Captains
lead students in the College, as well as the Chairs of the three major committees.
Sport
St Columban’s has a proud history and tradition associated with school sport. As one of the founding
schools in TAS (The Associated Schools), St Columban’s has made a significant contribution to sport in
the district. The school also competes locally in many regional sports where individuals are given the
opportunity to represent at a higher level. Sporting endeavours rely on teamwork and co-operation,
where students can develop a real sense of making a worthwhile contribution. This is very important in
its links to the academic program in Health, Physical Education and Fitness. It also is significant in its
building of College Community with very rates of parental participation and support. Saturday sport has
high participation, competition levels and involvement.
ACADEMIC
CULTURAL
COMMITTEES
Girls Solving It For
Themselves
Titration Competition
ABW (Aust Business Week)
Maths – Murrumba
Dance
Drama
Musical
Debating
Short Film Competition
College Voices
Concert Band
String Ensemble
Rock Band
Guitar Ensemble
Saxophone Ensemble
Public Speaking
Theatre Restaurant
College Community
College Spirit
College Tradition
Environment
Catering Functions
Chefs of the Future
Duhig House SRC
English House Blue
Brigade
Molloy House Movers
O’Driscoll Action Group
Piecemakers
SPORT
Swimming
Cross Country
Athletics
TAS Basketball
TAS Cricket (Boys)
TAS Hockey (Girls)
TAS Netball (Girls)
TAS Rugby (Boys)
TAS Soccer (Boys)
TAS Touch Football (Girls)
TAS Tennis
TAS Volleyball
Christian Bros Cricket
Confraternity Rugby League
Bill Turner Cup (Soccer)
QISS Netball
Equestrian
Futsal
Rugby League – Bronco’s Cup
Indoor Cricket Competition
Volleyball (Qld Competition)
AFL
COMMUNITY SERVICE
CLUBS
Artforce
Interact
Chess Club
Warhammer Club
Computer Club
Boys’ Gym Club
Girls’ Gym Club
Crafty Critters Club
Book Force
Surf Club
Anime Club
Robotics
Anzac Day Parade
Nursing Home Visits
Working Bees
Community Service /
Social Justice Group
ACTS Retreats
Open Day
Ignite
Garma
40 Hour Famine
Rosie’s Outreach
Assistance at College
Events & Functions
Home Game – BBQ’s
POSITIVE AFFIRMATION
St Columban’s College provides a wide range of opportunities for young people to experience success
and to be affirmed in their achievement.
• Commendation letters
• Achievement and Encouragement awards
• College achievement Blazer pockets
- Academic Excellence
- Co-curricular Excellence
- World Youth Day & Mission
- TAS Premierships
• Presentation Evenings
• Sports and Cultural Awards
• Gold, Silver and Bronze awards for co-curricular participation.
MIDDLE YEARS (7-9)
Students in Years 7, 8 and 9 study the six core subjects of Religious Education, Health and Physical
Education, English, Mathematics, Science, SOSE, History, Italian Language and study two electives per
semester. Electives are unitised, and of one semester in length.
Year 8 Learning Environment Overview (Year 7 to be similar)
(Changes to Year 8 2016 will enable more electives to be studied)
Year 8 – A Connected Learning Environment
English
Learning
Group
Molloy
Learning
Group
Duhig
Learning
Group
O’Driscoll
Learning
Group
English Learning
Group Teaching
Team
Molloy Learning
Group Teaching
Team
Duhig Learning
Group Teaching
Team
O’Driscoll Learning
Group Teaching
Team
Key Elements of our Connected Learning Environment
October 2008
What we teach (Curriculum)
How we teach it (Pedagogy)
Built around student learning styles (VAK)
Individualised, differentiated, self paced
Student responsibility for learning
Enquiry based learning, feedback loop
Relational, relevant, connected
gy
Cu
rri
cu
go
da
Pe
lum
Two teachers
Eng / SOSE / Maths / Science / RE core
All KLA areas incorporated
Linked by themes
Learning 2 Learn
Dedicated Learning Space
m
ss
se
As
Inf
o
t
en
rm
ati
on
Ma
na
ge
me
nt
Learning
Technology
Platform
Showing Learning (Assessment)
Multi modal ways of showing learning
Relevant, rich and linked tasks
Extends students, related to student interests
Research without boundaries
Assessment for, as, of learning
Student Information Management System
Student Learning management System (LMS)
Messages, timetables, lessons, tasks, assessment
Progress reports, feedback, communication
Parent access and communication
Year 8 Learning Environment – Key Elements
Curriculum
Assessment
What is different?
What is different?
•
•
•
•
•
•
•
Teaching in pairs, plus a teacher aide to a dual class
group of 45-50
Team of teachers attached to a learning group
All KLA areas taught all year long
Themed approach
Learning 2 Learn Program
Careers, health and PD linked program
Flexible learning spaces eg. The new Edmund Rice
Centre have science, cooking, arts areas)
•
How will students benefit?
•
•
•
•
More individual attention
Consistent approaches by all teachers
Experience all subjects in student life related themes
Ownership of time and personal management
Active enquiry based learning
Relevant (real world, real time) context
Relational (group work, social nature of today’s learners)
tasks
Differentiated and individualised learning
Emphasis on student self responsibility for learning
Student House groups
How will students benefit?
Students learning and working together
Strengthen students’ innate multi tasking abilities
More motivated to learn, more will ‘stick’
Students to receive frequent feedback on progress
Improved skills for life options
•
•
•
•
•
Rich tasks (linked across topics)
Negotiated parts, related to student interests
Relational – students can work cooperatively across
whole year level and beyond
Research without boundaries
Showcased to a wide and live audience
How will students benefit?
•
•
•
Students can get thinking quicker and deeper
Opens new horizons for exploring information
Students can show learning in a wide range of styles
that is meaningful for them
Puts initiative in students’ control
Student Information Management
System
What is different?
•
•
•
•
•
•
Pedagogy and Pastoral Connection
•
•
•
•
•
•
What is different?
•
24 / 7 access – anywhere, anytime, as needed
•
Student Learning Management System (LMS) like a
version of ‘myspace’
•
Change how learning happens
•
Parent viewing and engagement with student LMS
•
Allows for better student – parent – school learning
partnerships
How will students benefit?
•
Student (and parent) real time access to information
about the student
•
Able to track student’s own progress
•
Taking control of goal setting
•
Enhanced shared understanding of student progress
between student and teacher
Technology Platform
What is different?
•
•
•
•
How will students benefit?
1:1 Laptops for students
• Access to resources at any time
Wireless access throughout College
• Ability to utilise and become skilled in emerging technologies
Adoption of an Apple MAC platform
• Research asserts that students benefit from the introduction of 1:1
College – parent – government financial
partnership
• Facilities authentic 21st century learning
Subject Offerings:
Year 7 and 8:
Integrated Studies – Core Learning Areas
Other Key Learning Areas
• English
• Core Physical Education
• Religious Education
• Dance
• Study of Society and Environment
• Drama
• Maths
• Design Technologies
• Science
• Italian
• My Italian Restaurant - incorporating Business
and Home Economics
• Music
• Visual Arts
Subject Offerings:
Year 9:
Core Learning Areas
• Religious Education
• English
• Mathematics
• Core Physical Education
• Science
• Study of Society and Environment / History
Elective Subjects
• Business and Technology
• Italian
• Health and Physical Education
• Sports Excellence
• Living Technology – Food Studies
• Living Technology – Textiles
• Electronics and Systems
• Graphics
• Metalwork
• Woodwork
• Dance
• Drama
• Music
• Visual Arts
SENIOR YEARS (10-12)
Students in Year 10 study the four core subjects of Religious Education, English, Mathematics and study
in four electives per semester. Electives are unitised, and chosen for the year. All subjects in Year 10
have a focus on preparing students with the necessary skills and approach strategies for Senior
Schooling. All Year 10 students undertake a Student Education and Training (SET) Plan process to
allow them to effectively access the Senior phase of learning
Subject Offerings:
Year 10:
Core Subjects
• Religious Education
• English / English Extension
• Mathematics / Mathematics Extension
Elective Subjects
• Business Communication & Finance - incorporates
Accounting & Economics with the potential to achieve
Certificate I Business & Certificate I Financial Services
• Business, Economics & Technology - incorporates
Business Organisation & Management, Information
Technology Systems and Economics with the potential
to achieve Certificate I Business & Certificate I
Information Technology
• Certificate I Furnishings
• Dance
• Drama
• Geography
• Graphics
• Health and Physical Education
• History (Australian Curriculum changes to come)
• Introduction to Hospitality Practices
• Introduction to Manufacturing incorporates Wood &
Metal
• Italian
• Legal Studies
• Music
• Science (Australian Curriculum change to come)
• Sports Excellence - Football, Netball, Basketball,
Tennis
• Sport and Recreation - Certificate II Sport & Recreation
• Textiles incorporates Certificate I Manufacturing
• Visual Arts
St Columban’s has structured the senior school in ways that permit students to participate concurrently in
multiple pathways that are not mutually exclusive but overlap, allowing students considerable flexibility for
their senior phase learning.
Pathway choices:
• Students may select a course which leads to an OP and University or TAFE entrance from
Year 12. This course must consist of a minimum of five Authority Subjects. The student is
encouraged to select VET as well. Students have 7 lines.
•
Students may select a course with stronger vocational directions. This course caters for
students who wish to directly enter the workforce or gain a Tertiary Entrance Rank (TER) for
further study at a University/TAFE/with a private provider. This course can consist of at least
two or more Non-Authority subjects or AQTF Certificates. Students undertaking this course
will be expected to participate in Structured Workplace Learning throughout Years 11 and 12.
•
Students undertaking the senior phase of learning, may also apply to participate in school
based traineeships or apprenticeships. Students who become school-based trainees
undertake work, senior studies and on-the-job training.
The program involves:
o
the student and their parent/ caregiver entering an agreement with the employer
and the Registered Training Organisation (RTO) for two years for a traineeship
and up to four years for an apprenticeship.
o
the student having to complete some of the training at an RTO eg TAFE or a
Private Training College.
o
Students may commence in Year 10
Starting VET earlier
•
•
•
•
•
•
StandStand-alone VET Qualifications offered to year 10 students
Certificate II in Community Recreation
Certificate I in Business
Certificate I in Financial Services
Certificate I in Furnishing
Certificate I in Manufacturing (Pathways)
Certificate I in Work Education
VET Embedded Subjects for year 11 and 12:
12:
Certificate II in Business - embedded in the Authority subject Business Communication
and Technology
• Certificate II in Information Technology - embedded in the Authority subject,
Information Technology Systems
•
Subject Offerings:
Year 11 & 12:
Core Subjects
Religion:
• Study of Religion - Authority Subject
• Religion & Ethics - Authority Registered Subject
• Youth Ministry - Certificate III Christian Ministry
and Theology
English:
• English - Authority Subject
• English Communication - Authority Registered
Subject
New Trade Training Centre to open in Term 2, 2012
Elective Subjects
Authority Subjects – OP Eligible subjects
• Accounting
• Ancient History
• Biology
• Business Communication Technology incorporates
Certificate II Business
• Business Organisation & Management
• Chemistry
• Dance
• Drama
• Economics
• Film and Television
• Geography
• Graphics
• Health Education
• Home Economics
• Information Technology Systems incorporates
Certificate II Information Technology`
• Legal Studies
• Mathematics A
• Mathematics B
• Mathematics C
• Modern History
• Music
• Physical Education
• Physics
• Sport Excellence
• Visual Art
Authority Registered Subjects – Rank Subjects
(Including Study Area Specifications & Stand
Alone VET)
• Pre Vocational Mathematics
• Business Certificate II & III
• Childcare - Certificate III Children’s Services
• Construction Certificate I
• Creative Industries Certificate II
• Hairdressing Certificate II
• Hospitality Certificate II (Food & Beverage, Kitchen
Operations
• Information Technology (Software application)
Certificate II
• Fitness Certificate III & IV
• Manufacturing incorporates Woodwork and
Metalwork
• MAP - Mentor Academy Program
• Retail Certificate II
• Sports Excellence - Football, Netball, Basketball,
Tennis
• Tourism – Certificate II
• Visual Arts Studies
Success Stories: Building Workplace
Capacity
Alex - Year 12 student
Completed Certificate III in Fitness in year 11
Started Certificate IV in Fitness
School-based trainee in the Health and Physical Education
Department
Awarded VET Student of the Month in February
Employed part-time by Anytime Fitness
Pathways for ALL
•
•
•
•
•
•
Student has a learning disability
Finished Certificate III in Companion Animal studies
at TAFE in 2010.
Completed Certificate II in Hospitality in 2011.
Increased confidence after work experience in local
café and bar course at TAFE.
Now has enhanced job outlook.
Industry experience integral part of training.
Combined Vocational & Academic Pathways
Odette – College Captain 2011
• OP1 – Enrolled in Bachelor of Arts
• National swimming champion in backstroke.
• Completed Certificate III in Christian Ministry and
Theology.
• Completed Certificate II in Hospitality.
• TAFE study in bar modules at BNIT in Semester 1, 2011
• Liturgy Band, String Ensemble, College Voices, Debating
• Involvement in Mission program
Indigenous Students
Forge Ahead
Mary is an indigenous student. She is completing a Certificate III in Business Administration with
Australia Post. She has been commended by her work supervisor and her trainer for her dedication
to her job.
Bill is another indigenous student completing a Certificate III in Business Administration with the
ANZ Bank. Through her traineeship she has
has become more selfself-reliant which has enhanced her
ability to overcome challenges.
Both students have nominated for SBT of the year in the 2011 QTA
1:1 LAPTOP PROGRAM
One of the College’s key learning and teaching principles is to utilise innovative pedagogical practices
that effectively integrate technology. The 1:1 Apple MacBook laptop program gives practical expression
to this principle. Currently all students and staff have a MacBook and a service delivery centre oversees
1100 laptops. Loan laptops are provided when repairs are needed. 10 of our own school based trainees
are employed by the College in the service delivery.
The key aim for integration of technology is to ensure that all students have the opportunity to become
competent, discriminating and creative users of a range of technologies. The College believes that
integration of technologies provides students with the opportunity to engage in new learning possibilities
and to extend students’ interaction with their local and global communities. The integration of technology
also facilitates the relational nature of learning, providing new opportunities for parents to engage with
teachers, learning programs and their child’s progress.
The 1:1 laptop program is cutting edge and enables students to experience growth in many areas - self
confidence, organization, motivation to learn and learning in a range of modalities.
This program will provide both students and staff with an extended range of tools to engage in creative
and critical thinking tasks that extend their knowledge and promote collaborative and empathetic
learning. Tasks set for students can be more complex as they have so much access to technology and
information. Students are better equipped as global citizens and for the world of the future.
ST COLUMBAN’S SPECIAL EVENTS
The following events require compulsory attendance of students as they are essential activities to
building the particular spirit of this College.
Whole of school:
• Swimming Carnival
• Cross Country
• Heritage Day
• Athletics Carnival
• Presentation Evening
Year 8:
• Orientation Camp
• Retreat Day
• Yr 8 & 9 Picnic Day
• Yr 8 & 9 Activity Day
Year 9:
• Retreat Day
• Yr 8 & 9 Picnic Day
• Yr 8 & 9 Activity Day
Year 10:
• Retreat
• Wilderness Camp
• Leadership Day
• Work Experience
Year 11:
• Retreat
• Leadership Day
Year 12:
• Retreat
• Graduation Mass and Assembly
In addition, eligible students are welcome to attend or participate in the following optional activities:
•
•
•
•
•
•
•
•
•
•
•
Formal (Year 12)
Graduation Dinner (Year 12)
Snow Tour (Year 12)
Dinner Dance (Year 11)
New Zealand Sports and Cultural Tour
Music Camp
Garma Festival
Cultural Immersion experiences
Footsteps of St Columban and Edmund Rice Tour to Italy and Ireland
Drama and Literature Tour to United Kingdom
Japanese Host Students Exchange Program
THE RESPONSIBLE THINKING PROCESS (RTP)
“The ideal of the Catholic schools is based on inclusion, relationships and building responsibility.”
At St Columban’s College, RTP is designed to assist all students to successfully access the
opportunity to learn that is made available to them. Through RTP all members of our College
community are invited to participate in a process that will assist them in LEARNING TO LEARN, a
process that will provide them with the opportunity to live productive and fulfilling lives.
Wherever humans are, there are rules, standards, and procedures. Their purpose is simple: they
provide guides for how we should act to accomplish our goals without in any way interfering with
others who are trying to achieve their goals. This is how all of us can live in harmony with each
other.
As part of our Learning Engagement Policy, we have introduced the Responsible Thinking
Process. RTP has been introduced as the preferred program for disruptive behaviour at St
Columban’s College because we believe that it is most consistent with Gospel values and the
Catholic Mission of the College. RTP is also very consistent with our current philosophy of
Restorative Justice, which asserts that nothing worthwhile can be achieved outside the concept of
respectful and quality relationships.
A Responsible Thinking Classroom, [RTC] operates at St Columban’s. The purpose of this
classroom is to provide additional learning opportunities for students who may be violating or
disrupting the legitimate rights of others in our community in a similar way to the learning support
which would be provided to a student who is having difficulty with some aspect of their curriculum.
The Responsible Thinking Classroom is a dedicated quiet room designed to provide students with
the opportunity to reassess their choices and to focus on thinking responsibly. It is not a detention
room or a withdrawal room. If a student chooses, by their behaviour, to go to the RTC they will be
treated with respect and with confidence that they are very capable of managing the process of reentry to the class. Students who go to the RTC are not excluded from any classes other than that
in which the disruptive behaviour occurred.
At the Responsible Thinking Class, the student is required to seriously reflect upon their behaviour
and take responsibility for their actions. They would be guided through the fundamental ideals of
RTP so that they may return to their class or learning environment with plans and goals which have
been successfully negotiated and for which students themselves take responsibility. RTC staff
would evaluate the student’s plan before the latter presents the plan to the teacher to be able to rejoin the class. This discussion with the teacher is a vital component in rebuilding a quality
relationship. When it is identified that students are in need of additional support in following rules
and expectations, appropriate people within our community are involved in a process of planning
with and for these students, where the clear goal is that they will experience success in achieving
their goals. CONSISTENT WITH OUR “PARTNERSHIP OF EXCELLENCE”, PARENTS ARE
INTEGRAL TO THIS PROCESS AND NEED TO BE ACTIVELY INVOLVED FOR THE ULTIMATE
BENEFIT OF THEIR CHILDREN.
The broader implication for St Columban’s is that by utilizing the ideals of RTP supported by a
successfully operating RTC, all issues within the College community can be approached in a
manner that is consistent with the goals that the College has set for itself as the basis for all
decision making. In consequence, our College Ethos, Vision and Mission Statement will inform and
underpin everything that we do.