Secondary

The secondary years of education provide the foundation for a rich and rewarding life beyond the school gate. Our secondary campus, offers a broad and rigorous curriculum catering for a wide range of educational options that will put students on the path to achieving their career goals.

At All Saints Grammar we are committed to creating and sustaining an educational environment where:

  • Teachers and students are engaged in meaningful, relevant student centred learning
  • Teaching and learning practices are continuously evaluated and revised to ensure innovation and creativity
  • Teaching and learning focuses on self-reflective and collaborative practices
  • Teaching and learning enhances the skills of responsible digital citizens.

Our vision places significance on the development of the student in a holistic manner. Student engagement in the educational experience is an essential part of ensuring improvement in all areas of their lives. In order to promote engagement, the provision of quality learning opportunities is an imperative.

Having commenced in 2016, students participate in our Integrating Technology initiative. Students engage in a Bring Your Own Technology (BYOT) program to assist and enhance their learning. This approach enables a variety of different software applications to be selected and used to suit student requirements and personal preferences. All Saints Grammar is focused on providing a flexible educational learning solution using a range of software that is not device, hardware or operating system specific. Our aim is for students to realise and exploit the advantages of integrating technologies into everyday learning tasks.

Secondary Curriculum

English

The English faculty is a dynamic department committed to a teaching and learning program in Years 7-12 which is responsive to the needs of students in a selective environment. We are passionate about the empowering potential of literature, both past and contemporary. Through effective organisation, clear communication and quality teaching the English Faculty is intent on:

  • maximising student outcomes in the Senior school
  • raising student expectations
  • fostering more opportunities for students to demonstrate excellence and
  • providing greater recognition of student achievement in English.

English Department aims:

  • to improve performance in the Senior school.
  • to deliver a teaching and learning program in Years 7 – 10 which is responsive to the needs of our students and which also meets the requirements of the new K – 10 English syllabus.
  • to raise student expectations.
  • to foster more opportunities for students to demonstrate excellence.
  • for greater recognition of student achievement in English.
  • to raise the profile of English within the school community.

Stage 4 and 5

English in Years 7-10 is challenging and enjoyable. As students move into secondary years, they improve their knowledge, skills and understanding about language by responding to and composing texts including visual and multimedia texts. They develop clear and precise control of language by reading, viewing, writing, representing, listening and speaking for an increasingly wide range of social purposes.

Through a close study of texts and a wide range of texts in context, students engage with more challenging and complex texts than in the primary years to reflect their maturing view of the world.

Students have increasing opportunities to consider situations with detachment, enabling the development of critical and imaginative faculties and the broadening of cultural understanding. They become confident users of information and communication technologies that will help them in lifelong learning.

For HSC English Elective information, click here.

 Extra Curricular

  • Excursions to live performances
  • Book Club
  • Read-a-Thon
  • Public Speaking
  • Debating
  • Holiday/tutorial lessons

Mathematics

Mathematics is a magnificent and rewarding subject. It requires logic, precision and dedication to master. The journey to mastery is designed to be enjoyed as it is bound only by imagination. We want the students at All Saints Grammar to enjoy their mathematical journey; to explore, to discover, to challenge, to conquer and to acquire mathematical thinking as a life-long skill. We value our students as individuals and encourage them to be the very best they can be. As a faculty we endeavour to work as a team, always moving forward, and ensuring that our students are guaranteed the best teaching and learning experiences.

One of the many beauties of mathematics is the way it provides people of all ages and abilities with a rigorous academic challenge. At All Saints Grammar, we strive to ensure that every student develops confidence in and enjoyment of mathematical activities, as well as an awareness of the usefulness of mathematics in solving real life problems.

All Saints Grammars’ mathematics classrooms are equipped with interactive whiteboards, specialist software, access to wifi and other electronic resources which are now readily available and easily displayed during lessons. We offer students the option of “Bring your own Technology” which is aimed at encouraging students to embrace the latest technologies and encourage them to allow it to complement their learning. At All Saints Grammar, we incorporate practical tasks as well as project based learning to allow students to improve everyday skills using tools at hand as well as develop analytical skills involving research and statistical analysis.

Stages 4 and 5

In accordance with the 7–10 Curriculum Framework and the Statement of Equity Principles, the Mathematics syllabus takes into account the diverse needs of all students. It identifies essential knowledge, skills, understanding, values and attitudes. The syllabus describes mathematics from Kindergarten to Year 10 as a continuum of learning, divided into the following strands:

  • Number & Algebra
  • Measurement & Geometry
  • Statistics & Probability

Students in this stage are actively involved in learning mathematical skills to solve problems. Mathematics is organised around the interaction of the content strands. They describe how content is explored or developed, that is, the thinking and doing of mathematics.

At the beginning of Stage 5, students are divided into levels depending on their skill and achievement in Stage 4. They are grouped into two strands:

  • Advanced Course: This is the most challenging and abstract. It caters for students who excel in Mathematics and wish to undertake Mathematics in the Year 11 and 12. Only very capable students should be proceeding to the Mathematics Advanced or Extension courses in Years 11 and 12.
  • Standard Course: This builds on knowledge and skills from Stage 4 and provides the opportunity for students to experience some of the applications of mathematics to their lives. Only very capable students proceed to the Preliminary General Mathematics course in Years 11 and 12.

For HSC Mathematics Elective information, click here.

Extra-Curricular

In addition to classroom work, all students are encouraged to participate in a variety of activities such as:

  • Australian Mathematics Competition
  • UNSW Mathematics Competition
  • Da Vinci Decathlon
  • Australian Problem Solving Mathematics Olympiad
  • HotMaths Scorcher
  • Maths Club
  • Mathematics based Excursions

Science

Children are curious creatures, they possess a natural curiosity that is impossible to quench. They need to learn new things, to understand how things work, to grasp concepts and to form opinions.

We all share the common experience of fielding an endless supply of questions from inquisitive children. “What causes a rainbow? Why don’t birds get zapped when they land on wires? Why is the Moon out during the day? And so it goes. The thirst for knowledge, the excitement of discovery and the sense of achievement in learning something entirely new about the world are natural attributes that we all possess. In children, these attributes are amplified. The study of Science feeds, nurtures and encourages these attributes to grow.

Studying Science is an interesting journey through the unknown, through the curious, the counter intuitive, the confusing and the fascinating. Students at All Saints Grammar are not just taught content from a textbook. They are encouraged to ask questions, to discover for themselves, to collaborate with peers, to debate their point of view, to form conclusions and to communicate their ideas. Students are taught to think logically, to assess the validity of information, to separate fact from fiction with a critical and unbiased eye. This is an important skill set, essential for their future in a rapidly changing world.

We encourage our students to discover the world around them and their place within the Physical World, the Chemical World, the Living World and the Earth and Space.

Stage 4

In this stage, students are introduced to Science and what it means to be a scientist. They are taught to understand the Scientific Method and to use a systematic and ordered approach when solving problems and finding answers. They learn about cells and how they are arranged into tissues, organs and people. They discover the solar system and understand our place within it. Students are encouraged to seek out a scientific question and are trained to go about systematically answering it through independent experimentation and critical thinking.

Stage 5

During this stage students discover more elements of the physical, chemical and living worlds and are further challenged to research a scientific question of their choosing. Specifically, in Year 10, students are encouraged to research a current scientific issue and lead a class discussion on the impact their issue has had on society. They are encouraged to think critically and to present a reasoned and researched point of view as well as be prepared to debate their case in a logical and rational way. Essentially, their scientific training continues. In Stage 5, students are also given a taste of the subjects available to them in Stage 6 (Years 11 and 12) to help them make an informed decision about their subject choices.

Stage 6

In the final two years of high school, students are given an opportunity to focus on more specialised areas of Science. They may choose to study Biology, Chemistry, Physics, Senior Science or a combination of these subjects. Click here for more information on HSC Science Electives.

HSIE

In the HSIE department, we offer something for every student to be able to perform at the best of their ability. At All Saints Grammar we truly believe that successful results stem from a student enjoying their subject. To that end, we ensure that our teaching programs are continually updated to incorporate the latest in teaching methods but, more importantly, that we ensure that our teaching equates to enjoyable learning from the students’ point of view

Stage 4

At All Saints Grammar we understand that your child’s transition from Primary school to High school can be difficult and at times stressful. We do not grade HSIE classes in order to allow your child to concentrate on learning and how best they learn. In this stage students do History in Year 7 and Geography in Year 8 as mandatory subjects. At the end of Year 8 students can choose Commerce as an option for Years 9 and 10.

Stage 5

Geography is a rich and complex discipline involving two key dimensions:

  • the spatial dimension – where things are and why they are there
  • the ecological dimension – how humans interact with environments.

Students are encouraged to look at the world we live in using the internet and new fieldwork techniques.

Commerce students are asked to extend themselves and their learning by applying real life situations to the theory they cover in class. In order to augment theoretical learning students are brought together in groups to “Run their own Business”. They investigate how their adult lives could operate using a budget and are confronted with real life learning regarding the dangers of credit and overspending. Investment strategy is put into practice by participating in the real life stock market game.

History students are urged to look backwards in order to understand what life will be like going forward. They look at the making of the modern world from 1750 to 1945. Including, the period of industrialisation and rapid change in the ways people lived, worked and thought, the era of nationalism and imperialism, the colonisation of Australia as part of the expansion of European power and World War I (1914–1918) and World War II (1939–1945).

Students are urged to reflect whether or not we are making the same mistakes but in different eras.

For more HSIE HSC information click here.

Greek Languages

The limits of my language means the limits of my world – Ludwig Wittgenstein

Language is one of the most significant gifts human beings possess. It not only serves as a means of communication in our interaction with other people in all aspects of our daily life but it is also the vehicle through which we rationalise and express our emotions and feelings. Our capacity to verbalise a range of emotions, thought processes, abstract concepts, even our sense of humour is dependent on our acquisition of competent language skills so that we develop the ability to express ourselves and communicate with other individuals.

Children enjoy exploring different ways of expressing themselves through the vehicle of language. At All Saints they have the opportunity to learn Greek, and not only to see it as the language of their heritage but also to learn to appreciate it as one of the most beautiful and important languages in the world that gave a voice to Maths, Science, the Humanities and the Arts.

Modern Greek

Stage 4

In Stage 4, students are divided into two classes for Greek, based on the level of their prior knowledge of the language. They learn to communicate in Greek on a number of topics based on their personal world such as family, friends, neighbourhood, school, interests and hobbies and others through a variety of language structures. Students in the advanced class also study a novel as well as a module on Greek history. In Year 7, they study Ancient Greece and in Year 8, Byzantium.

Stage 5

Modern Greek becomes an elective in Year 9. This is the stage where students get the opportunity to explore the Greek language, history and culture in greater depth and learn to express themselves in Greek, both in spoken and written form through more complex language structures. This is also the stage where the ground work is laid for the study of Greek in Years 11 and 12.

Stage 6

In Stage 6, students study Modern Greek Continuers. This is an interesting and enjoyable course that enables students to gain a good degree of competence in understanding and communicating in Greek, both spoken and written. Students study the language through topics based on the following themes: The Individual, The Greek – speaking Communities and Youth Issues. Students who wish to explore the study of Greek even further and have demonstrated the appropriate level of competence are encouraged to undertake the Extension course as an additional unit of study in Year 12.

Classical Greek

Stage 5

Winston Churchill had once made the following statement, when asked about the importance of a Classical Studies: I would make all students study Latin as a mark of honour and Classical Greek as a treat! Our school believes that Classical Greek is a vital part of our Hellenic cultural heritage and encourages talented and interested students to explore this wonderful language which played such an influential role in the development of western civilisation.

Students study Attic Greek, the language spoken in Athens in the fifth and fourth century BC. They learn the syntax and grammar of the language and progress steadily from reading sentences and passages to the study of texts from the great authors of Classical Greek literature. Students also study Classical Greek society and culture.

The study of Classical Greek enables the Greek-Australian students of All Saints Grammar to gain a deep insight into their cultural, linguistic and religious heritage and an understanding of the continuity of the Hellenic Language and Culture from antiquity to the present day. Knowledge of Classical Greek also enables an individual to read the Bible in the original Greek and also access the writings of the Fathers of the Church. It also enables an individual to gain a deeper understanding of the Divine Liturgy as well as other Liturgical Services of the Greek Orthodox Church.

The academic rigour of Classical Greek also enables the student to develop high cognitive and analytical skills, as well as providing a fascinating insight into the workings of language itself. The student of Classical Greek acquires the terminology and skills which develop the ability to learn and understand the structure of any other foreign language.

Stage 6

In Year 11, students enhance their knowledge and appreciation of Classical Greek by studying works from a selection of authors in preparation for Year 12. Famous names from antiquity, such as Socrates, Plato, Herodotus, Thucydides come alive as students develop the ability to read these authors in the original Greek and at the same time gain an insight into ancient Greek thought and its influence today. Students also come to an understanding of ancient Greek concepts such as hubris, catharsis and nemesis and are able to link these to other areas of their study.

In Year 12, students focus on two prescribed texts for detailed study where they explore both the significance of the author and the text in the Classical Greek literary tradition.

Co-Curricular Activities.

The appreciation and enjoyment of Greek takes on a different dimension when students participate in activities beyond the classroom. WE have an established tradition of offering students the opportunities to participate in Greek theatrical productions, Greek performance evenings, representation of the school in Greek educational seminars and other activities which enhance student learning experiences. In this way the learning of a language becomes a wholesome experience and acquires relevance in the students’ personal development and educational progress.

Sport and PDHPE

Physical Development Heath and Physical Education (PDHPE) and Sport are key components of school life at All Saints Grammar and we offer a wide variety of sporting opportunities. All Saints Grammar strongly encourages students to participate in both competitive and non-competitive sports. Promotion of an active and well-balanced lifestyle is integral to the culture of the school.

We pride ourself on competing at a high standard in all sporting endeavours and have an excellent reputation of sporting achievement and sportsmanship. Students have the opportunity to participate in a wide range of sports, with some students progressing to participate at regional, state, national and international levels.

All Saints Grammar’s team of coaches are highly motivated, knowledgeable and enthusiastic. They always go above and beyond to ensure their students can achieve their best possible result. School spirit is exemplified in the sporting arena with the school motto “Let us Stand Well” always at the forefront of the minds of all students and staff.

We are a member of South Western Independent Schools Sports Association (SWISSA). This then provides a pathway for students to represent at Association of Independent Co-Educational Schools (AICES), Combined Independent Schools (CIS) and NSW All Schools levels. Students get the opportunity to represent the school at SWISSA competitions on a weekly basis and at Gala days.

Competitive Sports
BasketballFootball

Netball

OZTag

Volleyball

Futsal

TennisTable Tennis

Softball

Cricket

Athletics

Swimming

Students also get the opportunity to participate in CIS events such as the CIS Football Cup and the CIS Rugby League Sevens.

All Saints Grammar also annually participates in the Greek Orthodox Archdiocese of Australia National Schools Event (GOAANSE) which is an event that allows students to travel interstate and participate in a variety of sports and cultural activities.

PDHPE

7-10 PDHPE comprises of a lesson of Health and a lesson of Physical Education each week.

The Physical Activity and Sports Studies (PASS) elective is offered in Year 9 and 10 and is seen as a stepping stone to build a knowledge base for Year 11 and 12 PDHPE. It also offers students practical experiences they may not normally have the opportunity to participate in.

Creative Arts and Technology

The Creative Arts and Technology (C.A.T) faculty offers a range of subjects including Visual Arts, Photographic and Digital Media, Music, Technology Mandatory, Design and Technology, Information and Software Technology, Information Processes Technology, Food Technology and Textiles Technology. In the C.A.T Faculty we endeavour to foster creativity, collaborative learning, problem solving, digital literacy and critical thinking, all vital skills for the 21st Century.

The school is equipped with specialist Design and Technology, Art and Music rooms as well as a photographic studio and computer laboratories with access to Adobe Creative Cloud. Technology is integrated into all teaching and learning and staff have expertise in a range of software applications. Excursions to cultural institutions such as The Art Gallery of NSW; the Museum of Contemporary Art; The Powerhouse Museum and The Sydney Opera House provide enriching experiences, as do various annual cultural events such as our Creative Arts and Technology evening (C.A.T Night), Music Soiree, Greek Cultural Evening and ASG’s got Talent Show. We also offer band and music tuition, weekly Lunchtime Music Jam Session and Robotics Club.

Visual Arts

Visual Arts is a Mandatory subject in Years 7 and 8 and offered as an elective in Years 9 to 12. Visual Arts plays a significant role within the curriculum through providing learning opportunities designed to encourage students to understand the visual arts, including the different kinds of creative works they, and others, make. It encourages independent and creative thinking and plays an important role in the social, cultural and spiritual lives of students.

Visual Arts fosters interest and enjoyment in learning through the making and studying of art. It offers a wide range of opportunities for students to develop their own interests, to be self-motivated and active learners who can take responsibility for and continue their own learning in school and post-school settings. Visual Arts empowers students to engage in visual forms of communication which form the basis of digital modes of communication in the 21st century.

The Visual Art program plays a vibrant role in the cultural endeavours of our school. Our annual and much anticipated C.A.T Night is an opportunity for students of Visual Arts to showcase their creative accomplishments. Excursions, off campus, play a vital role in allowing students to see and experience the contemporary world of art in context.

Visual Arts encourages the creative and confident use of technologies including traditional (drawing, painting, sculpture, printmaking and ceramics) as well as contemporary artforms (Information and Communication Technologies and Digital Media).

The integration of technology is central to all our Visual Arts programs, as an understanding of the power of visual communication is vital to 21st Century digital culture. Creative and critical thinking, which is a vital skill for responding to the challenges of our fast changing world, is explicitly taught and these activities form the basis of the Visual Arts Process Diary (VAPD) in which students record their ongoing exploration and experimentation of ideas, materials and techniques; sketches, research, brainstorming activities, mind mapping, and analysis and interpretation of artworks.

Stages 4 and 5

In Years 7 to 10 students have the opportunity to engage in the following activities:

  • Experimenting with the expressive qualities of painting, drawing and mixed media to create artworks on canvas and paper.
  • Exploring various sculptural techniques such as clay modelling, stone carving and mixed media assemblage to create figurative and abstract sculptures and installations
  • Investigating various printmaking techniques particularly relief printing and photographic silk-screen printing to create artworks
  • Exploring digital artforms through the use of the Adobe Creative Suite, in particular Photoshop and InDesign
  • Investigating the use of ceramics as an artform through various clay hand building techniques including pinch pot, coil, slab and potters’ wheel and decorative techniques such as glaze, underglaze, sgraffito, slip trailer and stencil
  • Engage in the critical and historical study of a variety of contemporary and historical artists and artworks to inform their artmaking and to develop their critical thinking skills

Stage 6

Visual Arts in Years 11 and 12 aims to increase the students’ skills at an advanced level in areas such as drawing, digital and photographic media, painting, sculpture, and video while providing them with opportunities to explore, develop and critically reflect on values and beliefs relating to issues of personal identity, community and the world at large in an informed approach.

For HSC Visual Arts electives, click here.

Music

Music is a Mandatory subject in Years 7 and 8 and offered as an elective in Years 9 to 12. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. It fosters an understanding of continuity and change, and of the connections between different times and cultures. At an individual level, music is a medium for personal expression of emotion and imagination. It enables the sharing of ideas, feelings and experiences.

The elective course at All Saints Grammar endeavours to highlight the importance of Music as a serious academic option within the School’s overall curriculum. A wide variety of musical styles are studied which range from the Baroque and Classical periods, to today’s Modern Music. Students research and listen to Western Art Music (Orchestral), Jazz and Popular music. The study of music fosters knowledge, understanding and skills that contribute to lifelong processes of learning and to the appreciation and enjoyment of music.

A variety of excursions are offered to compliment the course such as visits to The Sydney Opera House to listen to orchestral music, musical theatre to watch a modern day musical and music workshops to help develop performance and instrumental skills.

Music is central to the cultural life of our school and students are given opportunities to showcase their talents through music soirees, talent quests, The Christmas Carol Evenings, C.A.T Night, The Spring Fair and Speech Day. We also have a school band who perform at numerous school events.

Stage 6

The Music 1 course caters to all students regardless of their musical background, including those interested in Classical, Popular and Greek Music. It accommodates a range of abilities from the beginner to the advanced student. Any student can do Music 1 as there is no prerequisite for this course. In this course students will engage in activities that reflect the real world practice of performers, composers and audiences. They will develop knowledge and skills in each of the individual learning areas of performing, composing, musicology, listening and music theory.

For HSC Music elective information, click here.

Technology Mandatory & Design and Technology

Technology (Mandatory) is a compulsory subject in Years 7 and 8. This course introduces students to the stage 5 and 6 electives: Design and Technology, Textiles Technology, Food Technology and Information Processes Technology.

Design and Technology allows for the design and development of quality projects that give students the opportunity to identify problems and opportunities, research and investigate existing solutions, analyse data and information, generate, justify and evaluate ideas, and experiment with technologies to manage and produce design projects. The diversity of approaches to design projects provides the scope to develop high order thinking, future thinking and understanding of conceptual principles.

Design & Technology encourages student centred learning. This type of learning develops each student’s ability to take responsibility for their own learning, which in turn develops crucial skills lifelong skills in “learning to learn”.

Australia needs business, industry and community leaders who understand the nature of design and technology; who will foster and promote innovation and the creative use of technologies; and who appreciate how design and technological activity contribute to the lives of individuals and to cultures and environments. This is achieved through the designing, making and evaluation of various projects in which the student is expected to become increasingly self-sufficient in seeking the information they need to create a successful end product.

The folio is central to the students’ journey from meeting a need, through to designing for that need, and then finally making and evaluating the end product. Critical and creative thinking skills which are vital for responding to the challenges of an uncertain future workplace, are explicitly taught and form the basis of the folio. These activities include research, mind mapping, sketching, brainstorming, idea generation, prototyping and ongoing investigations and evaluations.

Students undertake meaningful and authentic projects which are relevant to their own needs as well as the needs of the local and wider community. This is achieved in a wide range of design areas: accessory, architectural, communication, digital media, engineering, environmental, interior, packaging, software, landscape, marine, fashion, food, furniture, graphical, industrial, information systems, jewellery, promotional, transport systems, as well as student-negotiated areas of design.

For HSC level Design & Technology information, click here.

Information Software Technology

Stage 5

Australians can expect to work and live in environments requiring highly developed levels of computing and technological literacy. Current technologies are becoming obsolete at a rapid rate and new generations will need to be flexible to accommodate changes as they emerge. It is important that students learn about, choose and use appropriate information technology with an informed awareness of its capacities, scope, limitations and implications. Technological competence in the rapidly evolving area of information technology will require lifelong learning.

Information and Software Technology is a course in which diverse aspects of a students’ prior knowledge and skills can be brought together in a coherent whole. Students will be given opportunities to build on information and communication technology (ICT) skills when using and integrating application programs and hardware devices throughout the course. Through a student-centred project based approach students will work both collaboratively and individually to develop knowledge, skills and understanding of information software technology.

This course integrates the study of core and option topics delivered through projects. The core is divided into the following areas:

  • Current and Emerging Technologies
  • Data Handling
  • Hardware
  • Issues
  • People

The option topics are:

  • Artificial Intelligence, Simulation and Modelling
  • Authoring Environments and Multimedia
  • Database Design
  • Digital Media
  • Internet and Website Development
  • Networking and Operating Systems
  • Robotics and Automated Systems
  • Software Development and Programming.

Information Processes Technology 

Stage 6

Information Processes Technology (IPT) is a predominantly theory based course with some practical components in the form of project work where students are expected to create their own information system through the use of a variety of applications including Dreamweaver, PowerPoint, Excel, Access, Movie Maker, Visio, Visual Basic and Adobe Professional. The theory component focuses on the development of information systems. Students apply this knowledge in solving real–life problems. For example converting a manual system to a computer-based system. In the development of information systems students also look at social and ethical issues.

For HSC courses in Information Processes Technology, click here.

Food Technology

Stage 5

The Australian food industry is growing in importance, providing numerous employment opportunities and increasing the relevance of Food Technology for the individual and society. There are increasing community concerns about food issues, including hygiene and safety, nutritional claims and the nutritional quality of food, genetic engineering, functional food and the environmental impact of food production processes.

Food technology allows students to explore food-related issues through a range of practical experiences, allowing them to make informed and appropriate choices with regards to food whilst developing practical skills in preparing dishes and selecting appropriate ingredients. Food Technology also addresses the importance of hygiene and safe working practices and legislation in the production of food while providing students with a context through which to explore the richness, pleasure and variety food adds to life.

Students have the opportunity to learn about:

  • Food preparation and consumption
  • Food in Australia
  • Food equity
  • Food production development
  • Food selection and health
  • Food service and catering
  • Food for special needs
  • Food for special occasions
  • Food trends

Textiles Technology 

Stage 5 and 6

Through the area of study relating to the Australian Textile, Clothing, Footwear and Allied Industries, these courses offer students the opportunity to explore advances in technology, current issues facing the industry and employment opportunities. Technological and practical skills are developed and enhanced through the use of textile-related technologies, including those that are computer-based. The concept of design elements and principles, as being both functional and aesthetic and as part of the creative design process, are examined within the specialised field of textiles.

Photographic & Digital Media

Stage 5

In this very innovative and contemporary course students will have the opportunity to build a portfolio of creative artworks in still and moving forms. The broad areas of photography and digital media as print, interactive and moving forms are extremely relevant and of fundamental interest to students. Much of their knowledge of the world and their notions of cultural and self-identity come from the photographic and digital images that permeate the visual arts and design, television, film, video, internet, mass media and multimedia.

Visual communication is a fast growing area thanks to the digital technology revolution and the spread of the World Wide Web. There has been a growing use of still photography, film, web based graphics, other digital imaging to communicate to a vast audience. Photographic and Digital Media provides the visual literacy skills needed to effectively interpret the increasingly visual world around them as well as the practical skills to communicate creatively and persuasively to a contemporary audience.

At All Saints Grammar, a range of technologies are investigated including:

  • The use of Adobe Creative Suite (Photoshop, Illustrator, InDesign, Premiere, Flash and Dreamweaver) to create still photographs, graphic design, video and websites
  • The use of both film and digital SLR cameras to develop skills in the use of camera functions (aperture, depth of field, shutter speed, ISO, raw and jpeg files resolution settings, white balance).
  • The use of photographic and digital media equipment such as scanners, printers, camera lenses, tripods, cable release and lighting.
  • The use of professional studio lighting and backdrop.
  • The Creation of portfolios of photographic artworks, short films, graphic and web design
  • The study and critical analysis of artworks of various photographers, film makers, graphic designers and artists to enhance their knowledge of the photographic and digital form and develop their critical thinking skills

Students also have the opportunity participate in the annual Technology, Creative and Performing Arts Exhibition and attend a variety of excursions and photo media. Students who wish to undertake further study in the area of digital media may do so by taking Visual Arts in Years 11 and 12.

Learning Support

A whole school approach to creating an inclusive and supportive academic environment for all students underpins the work of the Learning Support Team.

The Learning Support Team is lead by an Academic Leader of Learning Services PK-12 and consists of two Learning Support teachers and a School Counsellor. Their role is to oversee a smooth transition from Primary to Secondary, to support the individual needs of students in order to fully reach their learning potential and to assist them in accessing the educational opportunities offered within the classroom.

Students with individual needs are recognised and supported through their Individual Adjustment Plans which detail a specialised program to meet their needs. This involves communication with teachers, families and specialists on a regular basis in order to maintain a collaborative approach to learning.

Student progress is monitored closely through Years 7 to 12 ensuring that a student with recognised needs has access to an adjusted curriculum and assessment program that includes any special arrangements at HSC level. Support to a student can be given in a variety of ways dependent upon their academic and social needs. This includes consistent classroom support, one on one programs or small group interventions.

Working collaboratively with classroom teachers enables the Learning Support Team to identify and support the individual needs of students by removing barriers to their understanding and progress so that they have increased opportunity to reach their full learning potential.