For Years 7 to 12
St Brigid’s College is dedicated to providing its students with an excellent education that prepares them for their future endeavours. The Secondary School curriculum has been specifically designed to provide opportunities for students to develop skills and attitudes that will allow them to make informed choices about their future. The College recognises that each student has unique needs, interests, and strengths, and thus offers a wide range of subjects to cater to their individual requirements.
Years 7 to 9
In Years 7 to 9, it is recognised that our young women face challenges associated with the transition as they move from being children to becoming young adults. At St Brigid’s, various middle schooling methodologies are adapted to ease this period of transition and to ensure that St Brigid’s maximises the learning opportunities for all students.
The Western Australian Curriculum is the mandated curriculum for the planning, assessment and reporting of student progress. We challenge our girls to reach their potential, serve the wider community and understand that education is an instigator of change.
Co-Curricular
Year 7-9s have a large selection of Co-curricular activities to participate in before, during and after school. Click here for a full list of available activities.
For further information please contact our Head of Secondary Ms Fiona Hepi on 9290 4200.
Years 10 to 12
Students are provided with the necessary skills to meet the challenges of the 21st century with faith and hope. At St Brigid’s, we recognise the challenges associated with the transition that young people experience as they move from being children to becoming adults. Students are encouraged to develop new skills in time management and independent learning, as the academic rigour of their courses increases.
Students are encouraged to pursue personal excellence in a nurturing environment that focuses on the development of the whole person. Interpersonal and self-management skills, which are a vital part of becoming independent and responsible life-long learners, are at the heart of the Secondary School philosophy.
St Brigid’s College challenges young women to take on a responsible role in the wider local, national and international communities and to be proactive members of our society. There are many opportunities for leadership and service provided. All students are encouraged to develop their personal qualities and strengths by participating in programmes, and in the exceptional range of co-curricular sporting and cultural opportunities offered.
Learning at St Brigid’s College
Broadly, there are four options for course selections that are available to students:
- ATAR (Australian Tertiary Admission Rank) courses
- General courses
- Vocational Education and Training (VET) Certificates
- Endorsed programmes It is also possible to ‘mix and match’ these options to provide yourself with the best platform to meet the requirements to attain the Western Australian Certificate of Education (W.A.C.E.) and prepare yourself for life beyond school
These courses are typically for students aiming to achieve entry to an Australian university directly from school. ATAR courses are examined by the School Curriculum and Standards Authority. Each course has four units:
- Units One and Two (Year Eleven units)
- Units Three and Four (Year Twelve units)
Units Three and Four must be studied as a pair, as the ATAR examination covers both units. If you intend to enrol in university study after school, you should study at least four ATAR courses at Year Twelve in order to be eligible for an Australian Tertiary Admission Rank. The rank is used by universities around Australia as a selection device. More information about the ATAR is available from the Tertiary Admissions Service Centre (TISC) – see here for more information.
General courses are typically for students aiming to enter further training or the workforce directly from school. These courses are not examined externally, although students will sit the Externally Set Task (administered by the SCSA) during Year Twelve in mid-Term Two. It may be possible to enter some university undergraduate courses using your school-based general courses (or a mixture of general and ATAR courses).
An endorsed programme is a significant learning program that has been developed for senior secondary students. The programme may have been developed by the School Curriculum and Standards Authority, or it may have been developed by a private provider or a school and subsequently endorsed by the Authority. Each endorsed program consists of a series of lessons, classes and/or activities designed to lead to the achievement of a common goal or set of learning outcomes. Endorsed programmes can be delivered as part of the school curriculum or as extracurricular activities.
All endorsed programmes successfully completed and reported to the Authority by the school:
- are listed on the Western Australian Statement of Student Achievement.
- may contribute towards the breadth-and-depth requirement of the W.A.C.E.
- may contribute towards the C grade requirement of the W.A.C.E. Each endorsed programme is allocated one, two, three or four unit equivalents.
A student who will graduate in 2018 or beyond will be able to count a maximum of four unit equivalents from endorsed programs for W.A.C.E. purposes, two in Year Eleven and two in Year Twelve. Programmes are endorsed in three categories:
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Authority-developed endorsed programmes. These endorsed programmes are developed by the Authority to provide W.A.C.E. recognition for students undertaking activities of a similar nature and for which no quality-assured certificate or award is issued. A program outline that provides details of the program and the completion requirements can be downloaded by clicking on the link above.
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Provider-developed endorsed programmes. These endorsed programmes are developed by a private provider such as a university, community organisation or training institution. Provider-developed endorsed programmes recognise structured learning programmes that result in the attainment of a quality-assured certificate or award.
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School-developed endorsed programmes. These endorsed programmes are developed by individual schools in response to a particular need which cannot be met through a W.A.C.E. course, a VET qualification or another endorsed programme.
College Awards
The aim of the College Awards is to recognise students’ exemplary contributions, endeavours and/or high achievements in school life or while representing St Brigid’s College. Prizes are awarded for success or outstanding endeavour in a range of areas such as service, leadership and performance. Special awards recognise the achievements of Year 12 students.
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:
- Shown a Christian attitude towards their teachers and other members involved in their chosen field of endeavour;
- Attended preparation, training and planning sessions promptly, regularly and with positive commitment to instruction in their chosen field of endeavour;
- Attained a level of personal excellence in their chosen field of endeavour;
- Demonstrated that they have reflected the College Values;
- Provided ongoing service to the College Community as required in their chosen field of endeavour.
Pastoral Care
Wellbeing encompasses a student’s physical, emotional, mental, and spiritual wellbeing. A sense of wellbeing is essential to a student’s learning and development and critical to academic success.
There is a strong link between student learning and wellbeing and the College aims to authentically integrate wellbeing and each student’s academic program. We strive for a school-wide approach to each student’s education where value is placed upon the growth and development of the spiritual, emotional, social, physical, and academic domains. Experiencing positive relationships, gaining autonomy, and creating a sense of purpose are all important components of wellbeing.
At St Brigid’s College, we strive to instil in students a sense of self-belief in times of success and, more importantly, in times of failure. St Brigid’s students are encouraged to embrace a journey of growth in all aspects of their development.
The Pastoral Care Programmes aims to encourage:
- care and concern for the wellbeing of others: their rights, belongings, feelings, and opinions.
- personal responsibility and self-discipline for learning and conduct
- an inclusive environment that demonstrates respect for diversity and richness of backgrounds, cultures, and abilities
- a willingness to contribute positively to the College community and beyond through actively contributing to service that is guided by our Mercy values.
- increasing independence as the students move through the Secondary School
The Pastoral Care Programmes for each year group is specifically designed to meet the needs of students within that cohort. All programmes are evidence-based, and research informed. Programs are revised at the end of each year to address the changing needs of students.
“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?
Secondary School FAQ’s
We recommend beginning the application process for secondary school as early as possible.
Applications are considered for all year groups, with the standard intake years being Year 7, Year 8 and Year 10. Other years can be applied for, however these are subject to avilability.
The application and interview process for Year 7 begins two years prior to entry.
Our calendar has a range of key dates to keep you informed. We offer a range of tours and open days through the year, bookings are essential.
Boarding is available for students from years 7 to 12.
View more information on our boarding school here.
There are approximately 760 students in total, across all year groups.
A full range of our fees and charges is available here. Parents should expect to pay approximately $8,349 to $9,725 depending on the year.
There are discounted fees as well as school scholarships available.