Secondary School

Responsible Christian Learner Awards (Pre-Primary – Year 11)

These awards are presented at final Year assemblies. The Responsible Christian Learner award is presented to students who:

• Persevere with tasks, they don’t give up when things get difficult, they stay engaged;
• Ask clarifying questions if they are not sure of the task;
• Ask for help after they have tried to solve the problem
• Come prepared to lessons
• Work to timelines;
• Are prepared to put their own position in a self-confident but acceptable way;
• Accept the consequences of their own actions rather that making excuses or blaming others;
• Volunteer to help others.

The St Brigid’s College Community Award (Years 6 – 9)

Is presented to a student who has demonstrated a commitment to serving others. The recipient of this award has assisted regularly at community activities and events outside of school. This student has a selfless, positive and supportive attitude and encourages the same in others.

St Brigid’s College Christian Leadership Award (Years 6 – 11)

Is awarded to a student who has led other students through a willingness to serve and witness the truth of the Christian faith and our College values.

Daly Sisters’ Justice Award (Years 6 – 12)

Is awarded to a student who has been active in working to overcome injustice, walking in the way of righteousness through a personal involvement in justice activities and Mercy in Action service.

The Parent Forum Community Award for Boarding (Years 7-11)

Is presented to a student who has demonstrated commitment to serving others. The recipient of this award has helped out regularly at community activities outside of school hours. This student has a positive, supportive attitude to activities and encourages the same in others.

The O’Connor Sisters’ Award (Years 7 – 12)

Is awarded to a student who is steadfast, courageous and strong in her faith. The recipient of this award displays outstanding community participation, such as being an active participant in Parish life, and demonstrates the values of Mercy in her behaviour.

Sportswoman of the Year Award

Is presented to a Senior School student for outstanding achievement and contribution to the area of sport while representing St Brigid’s College.

The Shield of St Cecilia

Is awarded to the Outstanding Chorister of the Year for her leadership as an outstanding vocalist.

The Spirit of Mercy

The Spirit of Mercy Award is presented to one student from each Year group at a K-12 Assembly in the final week of term.

Spirit of Mercy Award ‘The true Spirit of Mercy is flowing on us’ (Catherine McAuley)

The Spirit of Mercy Award recognises students who consistently makes a positive contribution to our school community and always gives his/ her best to live our Mercy values of compassion, justice, respect, hospitality, courage and service. The recipient of the Spirit of Mercy Award is a student who is recognised as quietly going about being a person who is authentically “Mercy”. They are always prepared to contribute to working for a “fairer world”. They face the challenges of learning with resilience and optimism, always seeking excellence. The recipient of the Spirit of Mercy Award always welcomes others into our community. The recipient walks in the footsteps of our foundress Catherine McAuley.

The Australian Defence Long Tan Youth Leadership and Teamwork Award

Is presented to a year 10 and year 12 student who demonstrates a level of leadership ability, fosters cooperation and positively contributes within a team. The recipient generates workable solutions to problems while maintaining the values of the school and the community.

The Friends of St Brigid’s Community Award

Is awarded to a Year 11 student who has demonstrated a strong commitment to promoting the College. She is someone who comes forth to assist and represent the College, both inside and outside the school. The recipient of this is award is welcoming of others just as Christ welcomed all.

Shield of Mothers Philip and Agatha for Musician of the Year

Awarded to a student who has involved herself fully in the College’s Music Performance Groups. The recipient demonstrates music leadership and maintains a high level of personal musical skill.

The Sister Mary Evangeliste Shield

Is named in memory of Sr Evangeliste who taught at this College and had a particular interest in sport for women. The shield is presented to a Year 12 student who has made a significant contribution to sport.

The Boarding Parents Community Award

Is presented to a boarder who has shown dedication, commitment and a vitality of spirit towards the betterment of the boarding community.

City of Kalamunda All Rounder Award

Is awarded to a student who displays consistent commitment and participation across many areas of College life.

The Sister Pius Stanley Award

Is presented to a boarder who has lived the Mercy Ethos during her time in Boarding. The recipient is compassionate and consistently demonstrates kindness and humility. She is patient in her daily interactions with others and embraces daily challenges with conviction.

The Australian Defence Long Tan Youth Leadership and Teamwork Award

Is presented to a year 10 and year 12 student who demonstrates a level of leadership ability, fosters co-operation and positive contributions within a team. The recipient generates workable solutions to problems while maintaining the values of the school and the community.

Catherine McAuley Award

This award is presented to a student who has consistently demonstrated a positive attitude and who, like Catherine McAuley, is prepared to accept challenges and challenge appropriately; a young woman who displays dignity and who is committed to preserving the dignity of others. This student is recognised for her involvement and participation in the life of the College and her commitment to the Mercy values.

The Our Lady of Lourdes Parish Award

Is presented to a student who has is consistent active Christian witness to others within the College and within the Lesmurdie Parish community. The award is at the discretion of the Parish Priest.

Is bestowed on a student for her outstanding contributions to the College community. This award, along with the Catherine McAuley is seen as the highest recognition that St Brigid’s can make to acknowledge meritorious involvement and participation of a student in the life of the College.

The College Dux is awarded to the overall top performing students at the College in both the ATAR and VET Pathways.

The calculation of the ATAR Dux is:

• Addition of top 4 scoring ATAR subjects.
• In the case of a tied situation, the College will calculate the aggregate based on the top 5 and 6 ATAR subjects.
• Should a tied position remain, an aggregate using the results from the top 4 Trial WACE examination results will be calculated.
• In the unlikely event, a tied position remains, the Senior Leadership Team of the College will ascertain a single student to be awarded the Dux Award.
• The second placed student will be awarded the Runner up Dux Award for ATAR.

The calculation of the VET Dux is:

• Addition of top 4 scoring WACE subjects.
• The student must complete their appropriate certification.
• In the case of a tied situation, the College will calculate the aggregate based on Year 11 results achieved in their top 4 scoring WACE subjects.
• In the unlikely event, a tied position remains, the Senior Leadership Team of the College will ascertain a single student to be awarded the Dux Award.
• The second placed student will be awarded the Runner up Dux Award for VET.

Awards Progression

Certificate of Merit
Awarded to students who meet criteria 1-5 for one season or year.

Badge
Awarded to students who have made at least two seasons or years’ contribution or the equivalent to St Brigid’s College in a given field of endeavour and have met criteria 1-5.

Colours
Awarded to students who have made at least three years’ commitment to St Brigid’s College in a given field of endeavour, have demonstrated an outstanding level of skilled performance or leadership and have met criteria 1-5.

Honours
Awarded to students who have made an ongoing and substantial contribution to St Brigid’s College, met criteria 1-5 and whose contribution, achievement is outstanding in their chosen field of endeavour. Students nominated for honours must have already received a Merit Certificate, Badge and Colours for their chosen field of endeavour.

Once a student has been awarded Honours, she is entitled to wear the appropriate symbol on her Blazer pocket.

Criteria for Selection for Merit, Badge, Colour and Honour Awards K-12

A student shall have:

1. Shown a Christian attitude towards their teachers and other members involved in their chosen field of endeavour;
2. Attended preparation, training and planning sessions promptly, regularly and with positive commitment to instruction in their chosen field of endeavour;
3. Attained a level of personal excellence in their chosen field of endeavour;
4. Demonstrated that they have reflected the College Values;
5. Provided ongoing service to the College Community as required in their chosen field of endeavour.

“We must strive to do ordinary things extraordinarily well.” Catherine McAuley

The Year 7 Pastoral Care and Transition program aims to assist students to create connections and build the skills to adapt and thrive in high school. The Transition program is designed to provide students with scaffolded and structured support to assist students to the routines and expectations of high school. The Pastoral Care program is a flexible program that responds to the needs of the students during the year.

Transition Program

The first week of high school provides a supportive transition program whereby students develop a sense of belonging in the College community. Students are based in the Year 7 block and participate in activities that focus on developing friendship connection, independence, organisational skills and learning about the routines and expectations of the College. Transition week creates a support hub for students, and they are introduced to their Senior Sisters, year 11 students who provide mentorship. This person will support them in the transition in the College, ensuring that have someone to sit with during break times and know that they will be included in social interactions.

As part of the transition program, students attend Year 7 camp for 3 days and two nights. The focus of the Year 7 Camp is to provide students with the opportunity to challenge themselves and learn new skills by participating in a range of controlled, risk-taking activities. Students will have the opportunity to improve their leadership skills, build self-confidence and develop a positive attitude to face the challenges of starting Year 7. They will also continue to strengthen new relationships with other students in the cohort and staff.

Pastoral Program

Our Pastoral program centres is designed to support and enrich our Year 7s as they engage with other girls at school, during clubs and groups and online environments.

The Senior Sisters continue to offer support guiding students and helping them as they establish a strong sense of belonging within our community. Friendships can change and evolve during the year as students meet others from diverse backgrounds, existing friendships can potentially change and so pastoral sessions focus on key friendship issues such as exploring new connections belong school, conflict resolution and developing one’s personal ethics. As the year progresses, students are expected to develop their study skills to respond to the demands of academic work and assessment schedules. Students review skills introduced in Transition week and are instructed on how to implement supportive study techniques and habits.

Term 1: Transitioning into High School
Term 2: Respect in Online Environments
Term 3: Organisational Independence’
Term 4: Respect in Relationships

A well-rounded pastoral program in Year 8, centred on the theme “Embrace Diversity, Foster Unity: Tolerance is the Key to Harmony,” is essential for nurturing the social and emotional development of young adolescents. This critical stage in their lives is marked by significant changes and the need to navigate diverse social landscapes. Our program emphasizes that diversity and unity help students appreciate and respect differences, fostering a school environment where every individual feels valued and included.

By integrating lessons on conflict resolution, healthy friendships, group dynamics, and respect for others, the program equips students with the tools they need to build strong, positive relationships. It encourages them to become empathetic and understanding individuals who can work collaboratively in diverse settings. Ultimately, this approach not only enhances the school culture but also prepares students for the complexities of the wider world, promoting a lifelong commitment to tolerance and harmony.

Term 1: Rules and Code of Conduct/Technology
Term 2: Study Tips and Tricks with Year 11 and Healthy Friendships
Term 3: Navigating Group Dynamics
Term 4: Conflict Resolution and Respect for Differences

In the Year 9 workshops on ORA (Ownership, Responsibility, and Accountability), the focus has been on helping students understand and apply these concepts to their everyday lives, with a strong foundation in PERMAH (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, and Health), a personal wellbeing practice. These workshops aim to empower students to take ownership of their actions, be responsible for their decisions, and hold themselves accountable, all while fostering a positive and proactive mindset.

During these sessions, Year 9’s explored the idea of “above the line” and “below the line” behaviours. “Above the line” behaviours are those that demonstrate responsibility, accountability, and a positive attitude, such as being proactive, solution-focused, and emotionally resilient. In contrast, “below the line” behaviours might include blaming others, avoiding responsibility, and ruminating on negative emotions. By understanding these behaviours, students learn the importance of maintaining a positive perspective and taking constructive actions, even in challenging situations.

Term 1: Applying ORA ins specific situations using PERMAH
Term 2: Engagement and mindfulness
Term 3: Looking ahead introducing SMART Goals.
Term 4: Keeping Safe Child Protection Curriculum

As B.B. King wisely said, “The beautiful thing about learning is that nobody can take it away from you.” The knowledge and skills acquired today are yours to keep forever.

Year 10 is a pivotal time when students grow into the individuals they aspire to be. It marks the transition from middle school into the next chapter of their educational journey. During this year, students face important decisions about their classes and future, but it’s important to remember that not all answers need to be clear right now. Some students may already know their path, while others are still exploring their options, which is perfectly okay.

With our theme “Future Focused,” students engage in activities aimed at exploring different avenues to achieve their post-school aspirations, whether through further academic pursuits at TAFE or university, or by stepping directly into full-time employment.

As they approach their senior years, Year 10 is the time for students to reflect on what truly interests them. By considering what subjects spark their curiosity, where their strengths lie, and what brings them joy, students can begin to identify the right courses and career paths that align with their passions, allowing them to select the most appropriate subjects for Year 11 and beyond.

Our pastoral care program supports Year 10 students as they transition into senior school and their future.

Term 1: The Right to be Safe
Term 2: Preparing for Senior School and Beyond.
Term 3: Building Respect in Relationships.
Term 4: Exam Preparation and Building Respect in Relationships.

“Alone we can do so little; together we can do so much.” — Helen Keller

As Year 11 students embark on their first year of Senior school, they are met with a mix of emotions—excitement, anticipation, and perhaps even some uncertainty. The journey of high school, which has spanned many years, now converges into these final two years of Senior school, where thoughts of life beyond school begin to take shape.

Year 11 is a pivotal time to cultivate leadership—not just in formal roles within the College, but in the way students support and inspire one another as they ‘step up together.’ This leadership journey begins immediately, as Year 11 students are invited to serve as peer mentors to the incoming Year 7 students. In this role, they have the chance to be ‘big sisters’ to younger peers, offering guidance and reassurance as these new students navigate the challenges of high school.

Beyond peer mentoring, Year 11 is a time for self-reflection and growth in how students engage with others. With the pervasive influence of social media, we challenge our Year 11 students to demonstrate true leadership by becoming ‘upstanders’—responsible digital citizens who show empathy and integrity online. We encourage these behaviours to extend into everyday interactions, aiming to develop young women who are kind, empathetic, and passionate about being positive role models.

Our pastoral care program is thoughtfully designed to support and empower our Year 11 students as they build meaningful connections with their peers, enhance their personal, social, and leadership skills, and learn to support one another as they contemplate their future paths.

Term 1: Personal Leadership and Peer Support – Stepping Up to Senior School
Term 2: Dare to Lead – Being Your Best Self – Social Skills for My Generation
Term 3: My Life, My Future – Where Am I Heading? – Learning Pathways, Study Skills
Term 4: Stepping Up Together with Pride

“The future is yours to create. It’s a blank page — write a story worth telling.” — Anonymous

As Year 12 students stand on the threshold of their final year of school, they find themselves at a crucial crossroads where many paths converge. This year is not just about academic achievement but also about making significant decisions that will shape their futures. The crossroads symbolise the varied study pathways available—whether pursuing an ATAR route or choosing a General pathway, and it symbolises the journey they have had so far.

Choosing a pathway is deeply personal and depends on each student’s aspirations, strengths, and interests. The ATAR pathway offers a direct route to university, requiring intense focus on academic subjects, while the General pathway can lead to university entry, vocational education, apprenticeships, or direct entry into the workforce. Both pathways can lead to fulfilling and successful futures, highlighting that there isn’t a single, definitive road to success. However, regardless of the chosen path, Year 12 presents its own set of challenges. Both pathways require significant self-discipline and resilience, as students navigate the ups and downs that come with this pivotal year.

Year 12 also brings a mix of anticipation and anxiety as students prepare to leave the familiar safety of school life for the unknown. The excitement of new beginnings is often tempered by the fear of stepping into a world where the support systems they’ve relied on may no longer be as readily available. Our pastoral care program acknowledges the unique challenges Year 12 students face and actively provides a safety net of support tailored to their needs.

The pressures of Year 12 can feel overwhelming at times. Balancing social lives, the responsibilities of driving, part-time jobs, and the demands of study all contribute to a whirlwind of activity and emotion. The fear of failure can loom large, especially with the high stakes associated with this final year of school. It’s important to acknowledge these pressures and to offer support to help students navigate them effectively.

Our pastoral care program is carefully crafted to support Year 12 students as they navigate their final year, reflect on their future paths, and step confidently into the world as remarkable young women.

Term 1: Balance My World – Coping with Year 12
Term 2: Social Skills for My Generation – Questions and Answers for Meaningful Relationships
Term 3: Beyond School – Where to From Here?