From the Editor Editor FOR many students fortunate to receive an All Saints' College education, the journey does not Sian Orchard end after Year 12 graduation. Our former students are members of the College community for life, and each has contributed to the history of the College in their own special way. The College values Art Director its relationships with all current and former College families, and looks forward to a continuing Tony Clarke, Spirit association long after students leave the school and begin their adult lives. Printer Since All Saints' foundation in 1981, one extended family has had an ongoing presence and Lamb Print involvement throughout the 27-year history of the College. 2008 held a special significance for this family as it celebrated the Year 12 graduation of Dane McKnight, the eldest son of All Saints' Photography foundation student Michelle Kenworthy (1985 Leaver). This family's presence looks likely to Community Relations Department, Community Newspaper Group, continue well into the future with Michelle's second son Theodore enrolled at the College for Year 8, Rob Johnson, Academy Photography, Mr Steve Tsocas, Miss Jaelle 2010. To read more about their active involvement across all facets of College life, see page 48 of Wiedemann, College staff and students this edition of The Dove. The passion, commitment and contributions of such families form the essence of what it means Editorial Contributors to be part of this College community. Many people who visit our campus for the first time comment Staff, students and College community members on the warm, friendly and supportive environment among students, staff and members of the wider Proof Readers College community. These positive interactions and experiences see several of our former students Mr Anthony Radich, Miss Sian Orchard, Mrs Jill Green, return to the College to provide their own children with an All Saints' education. Thank you to all current and former College families for their ongoing support and we look forward to nurturing and Mrs Karen Spencer developing these relationships even further in the years to come. All Saints' College Ewing Avenue, Bull Creek WA 6149 Cover Caption: PO Box 165, Willetton WA 6955 Anglican Archbishop Roger Herft officially opens, names and blesses the new central courtyard redevelopment with College Chaplain Father Braden Short on All Saints' Day, Senior School: (08) 9313 9333 31 October 2008. Junior School: (08) 9313 9334 www.allsaints.wa.edu.au Anglican - Co-educational- Quality Education - Kindergarten to Year 13 ove - all saints' coIle;Je 2 Inside this issue 4 From the Principal 22 From the Head of Junior School 6 As the Chaplain sees it 23 Junior School 7 All Saints' Day 29 Transition Program Years 7/8 Official opening, naming and blessing of 32 Senior School central courtyard redevelopment in the Senior School 42 From the Parents & Friends' Society THE dove is the traditional symbol of the Holy Spirit, a messenger of good news or peace. It forms an integral part of the All Saints' College crest and represents the school's commitment 8 Gondwana National Choral School 43 From the Archives to the spiritual and moral development of its students. A history of Senior School House names 9 Young composers compare notes The magazine title also links in with the College's other major publication, the Calumba 46 From the Old Saints' President year book, which is Latin for dove. 10 Marvellous mathematical minds 47 Old Saints 12 Evening with an Author series 10 Year Reunion, Family celebrates 27-year 14 Operation Christmas Child Appeal history with the College, Where are they now?, In memory 15 Art & Technology Exhibition Mrs Sue Sondalini - College Archivist 16 Staff news Principal wins prestigious Klingenstein THE first issue of the College Quarterly was produced in May 1988 using the school colours Fellowship, Volunteers' Afternoon Tea, Staff and logo in a masthead, and providing College news in a magazine format. support Pink Ribbon Day, wedding bells As the name suggests, the magazine was originally published four times a year and averaged and baby joys, Learning Support welcomes six pages in the earlier editions. Education Assistant, staff achievements The first full-colour gloss version of College Quarterly was published in July 1993. This was printed in portrait format until the magazine was changed to a landscape design in May 1999. In May 2002 the title College Quarterly was abbreviated to CQ, and this name remained until the end of 2006, when it was renamed The Dove. Over recent years the magazine has grown to 52 pages. thedove - all sants' cdlege 3 From the Principal Dr Geoffrey Shaw - Principal ONE of the common educational debates, and easily identified groups through their ALL Saints' College Principal Or Geoffrey Shaw one which obviously is of importance to us at sporting associations. Because we belong will spend the first two months of 2009 in the All Saints' College, is over the comparative to a different historical period and are not a effectiveness of co-education and single­ member of their sporting associations, we USA (see page 16). He will examine research gender schooling. It is a curious situation are separate. We are now widely regarded that some Perth parents who are considering as a school of comparable quality but it has on co-education and work with the Heads of sending their children to All Saints' taken considerable effort for us to be viewed occasionally see our being co-educational as in that way, and the short-hand thinking still several major US private schools, discussing a peculiarity or even as a disadvantage. The sometimes omits us when quality is equated schools they consider as their other options with membership of the boys' or girls' school programs which can maximise the learning are all-boy or all-girl schools and they assume sporting associations. This sort of short-hand these provide a higher quality of education. judgment is much rarer in other Australian effectiveness of co-educational schools. This is a perspective I encounter from time states or England or the USA, where larger to time when I interview prospective families, numbers of high-quality co-educational and some of our College parents have schools are present as an expected part of the Here, he reflects on co-education in Pertn. reported encountering it among their friends range of choices. outside the All Saints' community. Is there any more substantial, thoroughly­ I believe there is a simple historical researched basis on which to compare the explanation for this: the private schools which quality of the two styles of school? have long-standing reputations in Perth are There is no accepted research showing the traditional single-gender schools; these that either boys or girls achieve more highly in were established in the late nineteenth and either single-sex or mixed schools. With that early twentieth centuries and were based furphy failing to find a supporting foundation, on old models of the English, boys' "public when the educational merits of the two forms schools", and the separate set of schools of schooling are considered now, some people founded to educate, or finish, "young ladies". refer to differences in the ways boys and All Saints' appeared on the scene decades girls learn. after the foundation of these traditional Perth In her very important 2004 book, Beyond schools which had since formed two distinct the Great Divide, Judith Gill considered the ove - all saints' m11ege 4 research available at that time into the ways and girls taken as a group are more like one people learn. Gill's summary of the research another than are all the boys or all the girls may be encapsulated in four quotations from taken separately While the overall score for the book: girls on literacy achievement may be ahead By the mid 1970s a good deal of of that of boys, these averages mask the psychological research had established the fact that there will be many boys who score fact that cognitive differences between males highly on this dimension and are indeed better and females were both small and inconsistent than a good many girls. Thus it is unwise for over time, so much so as to warrant great teachers to accept notions that generalise in caution in publicising their existence... Thus terms of gender differences in cognition as in there is a large body of established research every classroom there will most likely be some that discredits the idea of innate sex difference students on any dimension who are better in intellectual functioning. (p47) than some others of the opposite sex. (p48) From a purely cognitive perspective it However, there can be no doubt that the seems that boys and girls go about the 'difference' thesis is attractive to many people work of learning in similar ways, just as do in that it does readily explain so much and, people from different cultures and different in so doing, it removes responsibility from age brackets. At the same time, from the teachers. The implication that the learning indications above, what they learn and how style is already pre-set means that there is quickly the learning progresses may well be little to be done about it. (p49) Photograph courtesy of Community influenced by the particular period and culture. In other words, there is no solid research Newspaper Group (p48) basis for segregating girls and boys Sex-segregated schooling may be most because of different learning styles. If they perspective that our society requires men their social and work environments are and appropriate in societies with rigid gender are segregated, it is likely the learning and women to work together, collaborating will be.