We strive for resilient Senior Secondary students who are happy, articulate, collaborative, academically empowered and socially responsible young adults who — as life-long learners — will lead purposeful, balanced and fulfilling lives, contributing positively and responsibly to the global village.
The passage from Junior Secondary to Senior Secondary begins. This is an important time for Senior students as they gain an understanding of the many pathways available to them.
Year 10 students are strongly encouraged to start to focus on elective subjects that are relevant to their chosen pathway. The College supports and mentors students on issues of organisation and study-discipline, as they set a course through their final years of schooling.
The College places a strong emphasis on the importance of a balanced life as students strive to balance out their academic and extracurricular aspirations, their commitment to serve the College Community in leadership roles, their need to be part of friendship and family groups, and to earn money in student jobs. Years 10, 11 and 12 are an important time for students to continue to develop an understanding of how and where they fit into the world around them and how they can best contribute.
These final three years are an exciting milestone, and the positive, caring, supportive and respectful bonds formed between staff and students, and the memories created in the process, are precious.
It is indeed a privilege for us to be a part of this journey, as we strive to enhance student outcomes and imbue them with hope and optimism for their future pathways.
- Elizabeth Pratt, Director of Senior Secondary
CHAC supports students who choose to follow vocational education and training (VET) pathways in Years 11 and 12. VET programs are developed by industry and aim to provide students with the knowledge and skills they require in order to make successful transitions to full-time apprenticeships or paraprofessional work post school. School-based apprenticeships and traineeships are structured employment based programs that are formalised by legally binding employer/employee training contracts.
The House System
The House system is the fundamental pastoral structure within the College. It monitors the welfare, behaviour and appearance of the students.
The House system also provides the structure for the College's inter-house sporting competition and for fostering the further development of school spirit and a sense of inclusiveness.
The vertical Homeroom structure (Years 7 to 12) is an integral part of House organisation as it provides an encouraging, supportive, yet challenging environment in which students, staff and parents work collaboratively together. Primary students are allocated a House group whilst their Homeroom grouping is based on their class group.
In Homerooms, the Homeroom teacher has a particular responsibility to monitor the development of each student. In this pastoral group, activities are undertaken to develop healthy self-concepts, team building and decision-making skills as well as study and homework techniques.
Life and Faith Program
The Life and Faith Program leads students to an understanding of the spiritual aspects of their lives. Students are encouraged to explore the ethical and moral issues affecting themselves, their peers and society and to support the values of community life.
Campus Ministry is supported by the extensive Life and Faith program which is taught with great passion by members of the Campus Ministry team. This program gives every student at CHAC a grounding in the beliefs of the Christian faith, an understanding of other religions and the means by which to develop their own beliefs. The Life and Faith staff are committed to improving and developing their own knowledge and practice, and they personally participate in the life of the wider Church, to the benefit of their ministry at CHAC.
The Campus Ministry team, in partnership with Diakonos and the other Service groups within the College, has developed a framework for the Mission of Service within the College; that is, the articulation of the purpose and intention of the various activities which encourage and facilitate community service and care for others. This framework sets the Mission of Service within the wider mission of God and provides a context in which our students are able to meaningfully reach out to others.
These achievements continue to strengthen the College's spiritual life and equip our students to be compassionate and courageous members of the global community into the future.
Brother Nathan James
College Chaplain and Director of Mission
Preparing for life after school
The Learning Pathways Program seeks to build solid knowledge-based foundations on which students' career aspirations will become reality, thus enabling them to reach their full potential.
- Ms Penny Cummins, Learning Pathways Counsellor
Students at CHAC are supported in their career decision making process by a well-defined careers structure that is built in a sequential manner as they progress through the school.
The College also provides students and parents with access to a regularly maintained and supported CHAC Careers website, which informs the education and training goal setting process, provides information on school based apprenticeship/traineeship vacancies, enhancement programs, tertiary studies, scholarships and much more.
The Learning Pathways Counsellor also works with Senior students throughout Year 12 to ensure that they meet all QTAC dates for application for University and TAFE study programs.
Leadership and Responsibility
The concept of servant leadership is central to the leadership program at the College. A formal program of leadership training begins in Year 4 with workshops that allow students to explore the different types of leadership and their individual strengths and abilities.
In Years 6 and 10, students reflect on the elements of good leadership, and develop initiatives for their final year at school.
All students in Year 12 are considered leaders and are encouraged to display their own unique and personal style of servant leadership.
The Student Council involves students from all Secondary years and one of its principal aims is to provide opportunities for students to acquire skills in leadership and decision-making. The Student Council assumes an important role in conveying ideas for the development of the College and its environment.
For more, please visit our Student Leadership page.
CHAC Community Sessions provide a formal program of personal development for each year group.
These thirty-five minute lessons provide a unique opportunity to be very proactive in addressing specific needs of our students. Flexibility in the organisation and the content of this program is vital to its success.
Issues such as brain smart learning, critical thinking, leadership, etiquette, human sexuality, healthy relationships, substance abuse, nutrition, stress and time management, financial and driver education are taught in appropriate age, maturity and gender groupings.
The CHAC Community Session programs and structures are reviewed regularly to ensure that they are meeting the needs of students, staff and community, and that they are responsive to contemporary research findings, understandings and innovations.
Part of the Sessions includes student-organised specific year-level activities to strengthen the bonds of friendship and collaboration amongst peers, as follows:
- Years 7 and 8 - students develop their connections with the CHAC community by exploring the topics of friendship, assertiveness, the role of the responsible bystander when dealing with bullying and the implications of cyber-bullying. Self-awareness and self-confidence are promoted through discussion of changes during puberty and the practical application of the principles of the Rock and Water course.
- Year 9 - students focus on understanding the physiology of the brain, nutrition and sleep, memory systems, emotional rooms and thinking skills, supporting the notion of quality learning. The course further develops computer literacy through workshops in spreadsheets, internet research and databases, word processing and file management.
- Year 10 - the program includes a range of guest presenters from various tertiary institutions, as well as activities associated with developing leadership skills, career planning, camp preparation, service activities, alcohol education, financial management, and public speaking.
- Year 11 - students cover topics including driver education, leadership, service activities, the Big Sister Program, camp preparation and looking after friends in risky situations.
- Year 12 – the program includes goal setting, nutrition, relaxation, stress management, drug education, Senior Formal preparations, enrolling to vote, CHAC Leaders Panel and various sessions relating to topics such as the Youth Advocacy Centre, Legal Aid and the Residential Tenancy Authority.
Child Psychologist Mrs Meggy Delaunay (PGDip(PsychPrac) PGDip(DevPsych) M(GenPsych) D(Psych) MAPS), works alongside the Learning Pathways Counsellor to provide for the combined emotional and vocational needs of students, and counselling is available to students and their families.
Via Head of House (HOH)
Students or parents of students may request appointments through a student's HOH. Similarly, students in need are often noticed by their HOH. Homeroom teachers or other teachers noticing students in need may also flag the student to their HOH.
As above, if Homeroom teachers or teachers notice that a student is in need, they may approach the Counsellor directly. It is preferable if the HOH is involved in the referral, but sometimes this is not appropriate (for example, if the student prefers the HOH not to know).
Students or parents of students may contact the Counsellor directly to request an appointment. This can be done using a slip available at Student Reception or emailing the Counsellor. Parents may also call the Counsellor to request an appointment, via Main Reception, on 07 3896 0444.
Counselling sessions will be kept confidential except when a student is at risk. An example of such a case is if the student is at risk of harming self or others.