SA_Catholic_Schools_Magazine_2026-27

• 2026/27 ELEVENTH EDITION •

SOUTH AUSTRALIAN CATHOLIC SCHOOLS

GROWING COMMUNITIES FOR THE FUTURE YOUR COMPLETE SCHOOL DIRECTORY: ALL CATHOLIC SCHOOLS LISTED

MOVING BELONGING FORWARD

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Archbishop Patrick O’Regan Catholic Archbishop of Adelaide

This year we have made several important strides forward in helping bring the many communities of the Archdiocese of Adelaide further together. The 2026 Synod – the first ever in our Archdiocese – has been a long time in the planning and came to fruition in late May and June with two plenary sessions held to secure a working document from which we can begin to implement the many recommendations gathered earlier this year. The sessions were the result of many months of engaging with clergy, religious and lay people. Consultations included Dialogue Week which ran across the Archdiocese in February and was adopted by all 58,000 pupils and 10,000 staff currently in Catholic education. Crucially, it gave students the chance to sit down and listen to other people’s views and

engage in meaningful dialogue to strengthen a sense of community and shared mission. As well as providing some insightful thoughts, much feedback was that staff and students had very much enjoyed the process. The two final sessions of nearly 100 Synod members were held in McLaren Vale and Hahndorf. The idea was to talk about the five Synod themes in small groups and refine any detail if called for. A vote was then taken on each change to the working document to ensure a unified voice. All five themes were agreed (it is a colourful sight – members brandish a yellow card to signify their approval of each motion) and the working document is now with me to decree and then implement. It promises to be an uplifting and exciting time ahead.

Bishop Karol Kulczycki SDS Catholic Diocese of Port Pirie

Our network of 14 Catholic schools serves communities across the Diocese of Port Pirie which spans almost one million square kilometres. This year, South Australia celebrates 160 years of Josephite education, commemorating the life and legacy of Saint Mary MacKillop, Fr Julian Tenison Woods, and the pioneering Sisters of St Joseph who established schools in places where, largely, education was inaccessible for families and children. Mary MacKillop revolutionised Catholic education across regional and remote SA. Nine existing schools within our diocese were started by the Sisters of St Joseph and proudly continue this legacy, offering contemporary expressions of high-quality Catholic education, imbued with a spirit of compassion, dignity for all, and responsiveness to local contexts and needs that Mary

MacKillop instilled. Our schools work collaboratively, heavily focused on ensuring growth in learning and wellbeing outcomes for all students. Our valued staff purposefully individualise learning in partnership with families to nurture the potential of each student. Our schools are accessible and affordable for families in regional and remote communities. Every child has a place in our schools and is welcomed into a faith-based community. Our first-rate facilities and resources create opportunities for growth in faith and learning. Every day, we’re raising hearts and minds as we deliver quality education across the Diocese of Port Pirie inspired by the example of Jesus to live, learn and lead with joy and hope. In partnership with families, parishes and local communities, we are Growing in the Land of the Spirit.

Snapshot of the Catholic Church in South Australia

 South Australia is home to 275,849 Catholics, 15.5 per cent of the total population (ABS 2021 Census).  The Church employs more than 10,500 South Australians working across the industry sectors of education, health, social services and parishes.  The Church also has many volunteers who assist and support their communities.  The Adelaide Archdiocese comprises 89 schools, 56 parishes with 125 Mass centres, four Eastern Rite Mass centres and 21 multicultural communities.  The Diocese of Port Pirie covers most of SA and the southern part of the Northern Territory, including Uluru, totalling 980,000sq km, with 14 schools and 14 parishes with 46 churches.

COVER: Cardijn College, Galilee Campus, students Joseph & Priya. Picture: Russell Millard Photography

Catholic Education South Australia cesa.catholic.edu.au

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GROWING HEARTS AND MINDS

GROWTH CESA EXECUTIVE DIRECTOR DR NEIL MCGORAN WITH ST ANTHONY’S SCHOOL STUDENTS NAIRA, GEORGINA, EMMETT, ISABELLE AND FINN. PICTURE: TIM JOY

WORDS CHRIS RUSSELL

CATHOLIC EDUCATION GROWS TO MEET THE NEEDS OF A CHANGING SOUTH AUSTRALIA

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ore than 58,000 students are now enrolled in Catholic schools across South Australia in 2026, a number expected to climb past 60,000 in the year ahead. Dr Neil McGoran, Executive Director of Catholic Education South Australia (CESA), says the figures tell a bigger story about how the sector is responding to a state in flux. “The growth we are seeing across South Australia is significant, but more importantly it speaks to the confidence families continue to place in Catholic education,” Dr McGoran said. “As communities grow and change, we have a responsibility to respond with schools that are welcoming, accessible and deeply committed to the learning and formation of every child.” For Dr McGoran, visiting school communities in very different parts of the state has highlighted the many ways Catholic education is responding to growth and change. “Each community I visit has its own character and story, and that is one of the great strengths of Catholic education,” he said. “Our schools are united by a shared purpose, but they respond in very local and particular ways to the needs of the young people, families and communities they serve.” New campuses and growing student numbers are visible signs of growth, but Dr McGoran said what families often remember most is the culture they encounter within a school community. “Families notice the facilities, of course, but what they remember most is the culture of the school – the sense of welcome, care and belonging they experience when they walk through the gates,” he said. “Parents speak about whether their children will be known, encouraged and supported – in their learning, in sport and the arts, in service, and in the way they grow as young people.” He said that sense of culture traces back to the relationships built between students and the adults around them. “So often, students speak about the teacher or staff member who saw something in them before they could see it in themselves. That kind of relationship can change the way a young person understands their

own gifts and possibilities. At the heart of our schools is that deep sense of hope.” Dr McGoran pointed to a fundamental shift in how schools now operate. “There was a time when schools could assume a more common starting point for children, but that is no longer the reality,” he said. “Today, our work requires greater intentionality – high-quality teaching, clarity about how children learn, and explicit attention to the habits, routines and supports that help students flourish.” Alongside that, he said, schools are drawing on a wider range of professional support. “We are increasingly seeing allied health professionals working in partnership with teachers and school leaders, so that students can access teaching and learning in ways that recognise their needs, strengths and circumstances.” Dr McGoran said professional support works best when it is grounded in strong relationships and a deep sense of connection. “Ultimately, it is the presence of trusted adults – teachers and staff who know students well, who set high expectations, and who walk alongside them –

that helps young people feel they belong and that they can succeed.” This year, Catholic schools participated in the Archdiocese of Adelaide’s Synod process through Dialogue Week, where students were invited to reflect on the future of their schools and the Catholic Church as a whole. “It gives young people a voice, but it also forms them in the practice of listening – to one another, to the life of the Church, and to the movement of the Holy Spirit,” he said. “That process of hearing different perspectives, reflecting deeply and prayerfully, and discerning together is profoundly important.” Looking forward, Dr McGoran pointed to three areas of focus for the sector. “Literacy and numeracy in the early years remain a central priority,” he said. “We are continuing to invest in preschools, early learning centres and playgroups connected with our school communities, because we know the foundations for learning, confidence and belonging are built very early. Already, more than 3000 children are part of our playgroup programs.” “The second priority is ensuring Catholic education Catholic Education South Australia cesa.catholic.edu.au

keeps pace with growing suburbs and regional communities,” he said, naming Riverlea Park, Strathalbyn, Cardijn College and Compass Catholic Community among the areas of expansion. “We are also exploring how adult learning programs might be offered in Onkaparinga and, in time, in other regional communities where there is a clear need.” “The third priority is to remain faithful to what makes Catholic education distinctive – an education grounded in faith in God; committed to forming the whole person – the heart, spirit, and mind; and to ensuring that young people can place the flourishing of others alongside their own,” he said. Underlying it all, Dr McGoran said, are the people who serve in classrooms and schools across the state. “I continue to be deeply grateful for the teachers, leaders and staff across our schools – those who have given decades of service to Catholic education, and those who are bringing new energy, insight and commitment to our shared mission.” “Our schools are built on faith, purpose and possibility. We have the opportunity and responsibility to help shape the futures of young people, just as generations before us have done.”

LIFE LESSONS

04

STUDENTS FULL OF BEANS WORDS CHRIS RUSSELL PHOTOGRAPHY RUSSELL MILLARD

CONNECTED FLOCK WORDS CARA JENKIN PHOTOGRAPHY RUSSELL MILLARD

ST MARTIN’S STUDENTS SPENCER, VICTORIA, ARCHER AND JASMINE

Hopping to a future of sustainability

COFFEE CONNECTIONS: ST JOSEPH’S STUDENTS CONNOR, ELLIE, MAKAYLA AND KARLEE SERVE UP A TREAT.

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tudents at St Joseph’s in Peterborough will have a competitive edge in the job market, thanks to a hospitality program at the school. A barista course is teaching students how to run a business and engage with customers on the shop floor, according to principal Taylor Meyer. “It’s not just about making good coffees; the focus is on learning real-world life skills,” Meyer says. “Many of the job opportunities in the region are in hospitality and customer service. “It’s about building their confidence – they’re basically running a small business. In small towns, employment is always a challenge. “We want to give students the skills so they can be really competitive here in Peterborough and we build those skills they develop through the program into our curriculum. “But also, if they go off and explore elsewhere, they will have the self-confidence to say what they can bring to the job.” Students are involved in all aspects of the business, including accounting, mar-

keting, handling cash and EFTPOS machines, and roster management. The barista course began in 2024, when St Joseph’s students travelled to Adelaide for training. The positive response from that first batch of students encouraged the school to establish the program in Peterborough where they invested in commercial-standard café equipment and upskilled staff to teach the course in-house. Now, all year 7, 8 and 9 students can work in the Saints Café, which is open to the public on Tuesday and Thursday mornings and during community events. It runs alongside the school’s free breakfast program where students and staff have a toastie, a hot drink and a chat ahead of the day’s school classes. “It’s a really good way of building connections and providing pastoral support for our students,” Meyer says. “And when our families come in and order a coffee, it’s really an atmosphere of belonging and community – it’s what our school’s all about.” St Joseph’s School offers classes from reception to Year 9. Makayla is among the students who have really enjoyed the barista project.

“It will help me in the future because I will be more employable because of the skills I have,” she says. Student Karlee says her favourite part “is seeing the joy on students faces when they get a hot chocolate”. “It makes my day better by knowing I have made their day a bit better too,” she says. The Mid North, particularly around Peterborough, has endured some tough years of lingering droughts and the downturn in regional industries. But the Peterborough community is proud of their heritage and optimistic for the future, says Meyer. The prospect of major mining projects going ahead is generating hope that young people will find more jobs becoming available in the region, close to home. St Joseph’s has engaged local businesses in the barista project, particularly Tinsmith’s Cottage café owner Evie Oras who helps assess students’ performance behind the counter. “The kids really want to learn,” says Oras, who agrees the training will boost students’ job prospects. “If they’re halfway there when they start a job it’ll save a businessowner time and money.”

Catholic Education South Australia cesa.catholic.edu.au

BUILD CONNECTIONS

05

To turn a dream into reality often requires following the mantra that “if you build it, they will come”. It’s a strategy being used at St Martin’s Catholic Primary School in Greenacres as they teach children to dream of a better, cleaner, sustainable world. As part of an extensive environment management plan, the Year 4 students have been tasked with building a habitat which will attract frogs to come and live. “If you make the perfect environment for frogs, then the frogs will come,” says Reine Bolding, an education support officer at the school. The habitat includes a water pond, a boggy area and the planting of specific native plants that lure insects. The project is being guided by Green Adelaide education officer Steve Walker, who is also co-ordinator of citizen science organisation FrogWatch SA. Students are involved in decision making as well as the hands-on activities of making and maintaining the habitat and monitoring its impact. Bolding says frogs are surprisingly mobile and if the habitat is not ideal, they would hop off to nearby wetlands, even if the ponds were artificially stocked with tadpoles. The project began late last year with the 2025 Year 4 students putting in the basic infrastructure and the 2026 Year 4 students now bringing the site to life. The school’s environment management plan has activities and projects for each year level. “We always have lots of environment activities going on outside the classroom,” Bolding says. “We have chickens, fruit trees, and garden beds around the school. “Then we use the produce from the gardens to do cooking.” A major building project is now in progress. As that concludes, the school’s sustainability committee will rehabilitate land and bring more biodiversity space into activation.

80 years of tradition at St Catherine’s School keeps young minds connected with nature

W

hen children play among the trees or collect eggs from the chickens in the grounds at St Catherine’s School in Stirling, they continue a tradition established almost 80 years ago. The school was founded in 1947 by Dominican Sisters, who spent 30 years planting out the five acres of land around a glasshouse they had converted into a convent. The grounds have since been lovingly tended by parents, students and teachers, creating a valuable outdoor education space. Principal John Low says the Dominican Sisters were enamoured with the grounds and the gardens that initially existed and it has been part of the St Catherine’s experience ever since. “Every year I am more convinced that these grounds are a huge asset,” he says. “With everything we now understand about screen time and technology in education, being outside as part of the school day is more important than ever. ‘When we have our Principal Tours, parents understand how valuable that space is and they want their children to be part of that learning and development.” The grounds feature a forest of established trees, a prayer garden and nature-play areas but a favourite area among students, affectionately known as The Ditch, is located between the oval and the lower garden. Here, five chickens, raised garden beds and an orchard provide the means for all classes to participate in the Stephanie

STUDENTS FROM ST CATHERINE’S, STIRLING. PICTURE: RUSSELL MILLARD PHOTOGRAPHY

Alexander Kitchen Garden program, by cooking what they grow. “There’s a lot of incidental learning that takes place in that space,” Low says. “The garden gives students an opportunity to contribute by weeding and maintaining the gardens. It helps young people understand growth takes time. “They plan, plant, wait, care and then harvest. In a world where so much is instant, that is a really important lesson. “It also helps them understand re-

sponsibility beyond themselves. When children care for something living, they begin to see that their actions matter. “That is part of growing compassionate, kind young people who can contribute to society and make a difference in the world around them.” The grounds are also an important space for the school’s weekly Forest Friends nature playgroup. Former student and playgroup facilitator Katie Kasperski loved exploring the

“magical” forest in her childhood and now brings daughter Evie, 3, to experience it. They follow her mother Stella, also a former student, who returned to tend to the gardens for 25 years. “It is such a beautiful environment. It is relaxing, calming and peaceful,” Kasperski says. “Our grounds are just fantastic for children because they can create their own play. Students learn outside during class time and the space that they have for play is incredible.”

Catholic education in SA enters a new era of growth Catholic Education South Australia (CESA) is in the midst of one of its biggest expansion in years, with new campuses, early learning centres and other improvements planned across the state to meet rising demand from growing communities. In the north, work is progressing on Xavier College’s new $60 million Riverlea Park campus. It will be the fourth Xavier College site and the 120th Catholic school campus in South Australia when it opens in 2027, welcoming students from Reception to Year 6, and progressively expanding to Year 12 in the future. In Adelaide’s south, Cardijn College has lodged plans for a $36 million senior campus at its Galilee site in Aldinga. The development will allow students to

NAZARETH CATHOLIC COLLEGE SENIOR YEARS EXPANSION

XAVIER COLLEGE RIVERLEA PARK

complete their entire schooling, from Reception to Year 12, at the one campus for the first time, with Year 10 students expected to start there in 2028. In the west, Nazareth Catholic College will commence construction shortly for a new Year 10 campus at Kidman Park, due

to open in 2028 on a 4.2 hectare site with capacity for 400 students. CESA is also growing its early learning offering under a partnership with delivery partner Accord. A new early learning centre, operated by Eden Academy will open at Xavier College

Catholic Education South Australia cesa.catholic.edu.au

Two Wells later this year with another planned for Riverlea Park. CESA Executive Director Dr Neil McGoran said the developments reflected sustained growth across the sector and a long-term commitment to families choosing Catholic education. “These projects show the confidence families continue to place in Catholic education right across South Australia, from our earliest learners through to Year 12,” Dr McGoran said. “Whether it’s a new senior campus in the south, a brand new school in the north, or an early learning centre opening its doors for the first time, each of these developments is about building strong, connected communities around learning.”

LIFE LESSONS

04

STUDENTS FULL OF BEANS WORDS CHRIS RUSSELL PHOTOGRAPHY RUSSELL MILLARD

CONNECTED FLOCK WORDS CARA JENKIN PHOTOGRAPHY RUSSELL MILLARD

ST MARTIN’S STUDENTS SPENCER, VICTORIA, ARCHER AND JASMINE

Hopping to a future of sustainability

COFFEE CONNECTIONS: ST JOSEPH’S STUDENTS CONNOR, ELLIE, MAKAYLA AND KARLEE SERVE UP A TREAT.

S

tudents at St Joseph’s in Peterborough will have a competitive edge in the job market, thanks to a hospitality program at the school. A barista course is teaching students how to run a business and engage with customers on the shop floor, according to principal Taylor Meyer. “It’s not just about making good coffees; the focus is on learning real-world life skills,” Meyer says. “Many of the job opportunities in the region are in hospitality and customer service. “It’s about building their confidence – they’re basically running a small business. In small towns, employment is always a challenge. “We want to give students the skills so they can be really competitive here in Peterborough and we build those skills they develop through the program into our curriculum. “But also, if they go off and explore elsewhere, they will have the self-confidence to say what they can bring to the job.” Students are involved in all aspects of the business, including accounting, mar-

keting, handling cash and EFTPOS machines, and roster management. The barista course began in 2024, when St Joseph’s students travelled to Adelaide for training. The positive response from that first batch of students encouraged the school to establish the program in Peterborough where they invested in commercial-standard café equipment and upskilled staff to teach the course in-house. Now, all year 7, 8 and 9 students can work in the Saints Café, which is open to the public on Tuesday and Thursday mornings and during community events. It runs alongside the school’s free breakfast program where students and staff have a toastie, a hot drink and a chat ahead of the day’s school classes. “It’s a really good way of building connections and providing pastoral support for our students,” Meyer says. “And when our families come in and order a coffee, it’s really an atmosphere of belonging and community – it’s what our school’s all about.” St Joseph’s School offers classes from reception to Year 9. Makayla is among the students who have really enjoyed the barista project.

“It will help me in the future because I will be more employable because of the skills I have,” she says. Student Karlee says her favourite part “is seeing the joy on students faces when they get a hot chocolate”. “It makes my day better by knowing I have made their day a bit better too,” she says. The Mid North, particularly around Peterborough, has endured some tough years of lingering droughts and the downturn in regional industries. But the Peterborough community is proud of their heritage and optimistic for the future, says Meyer. The prospect of major mining projects going ahead is generating hope that young people will find more jobs becoming available in the region, close to home. St Joseph’s has engaged local businesses in the barista project, particularly Tinsmith’s Cottage café owner Evie Oras who helps assess students’ performance behind the counter. “The kids really want to learn,” says Oras, who agrees the training will boost students’ job prospects. “If they’re halfway there when they start a job it’ll save a businessowner time and money.”

Catholic Education South Australia cesa.catholic.edu.au

BUILD CONNECTIONS

05

To turn a dream into reality often requires following the mantra that “if you build it, they will come”. It’s a strategy being used at St Martin’s Catholic Primary School in Greenacres as they teach children to dream of a better, cleaner, sustainable world. As part of an extensive environment management plan, the Year 4 students have been tasked with building a habitat which will attract frogs to come and live. “If you make the perfect environment for frogs, then the frogs will come,” says Reine Bolding, an education support officer at the school. The habitat includes a water pond, a boggy area and the planting of specific native plants that lure insects. The project is being guided by Green Adelaide education officer Steve Walker, who is also co-ordinator of citizen science organisation FrogWatch SA. Students are involved in decision making as well as the hands-on activities of making and maintaining the habitat and monitoring its impact. Bolding says frogs are surprisingly mobile and if the habitat is not ideal, they would hop off to nearby wetlands, even if the ponds were artificially stocked with tadpoles. The project began late last year with the 2025 Year 4 students putting in the basic infrastructure and the 2026 Year 4 students now bringing the site to life. The school’s environment management plan has activities and projects for each year level. “We always have lots of environment activities going on outside the classroom,” Bolding says. “We have chickens, fruit trees, and garden beds around the school. “Then we use the produce from the gardens to do cooking.” A major building project is now in progress. As that concludes, the school’s sustainability committee will rehabilitate land and bring more biodiversity space into activation.

80 years of tradition at St Catherine’s School keeps young minds connected with nature

W

hen children play among the trees or collect eggs from the chickens in the grounds at St Catherine’s School in Stirling, they continue a tradition established almost 80 years ago. The school was founded in 1947 by Dominican Sisters, who spent 30 years planting out the five acres of land around a glasshouse they had converted into a convent. The grounds have since been lovingly tended by parents, students and teachers, creating a valuable outdoor education space. Principal John Low says the Dominican Sisters were enamoured with the grounds and the gardens that initially existed and it has been part of the St Catherine’s experience ever since. “Every year I am more convinced that these grounds are a huge asset,” he says. “With everything we now understand about screen time and technology in education, being outside as part of the school day is more important than ever. ‘When we have our Principal Tours, parents understand how valuable that space is and they want their children to be part of that learning and development.” The grounds feature a forest of established trees, a prayer garden and nature-play areas but a favourite area among students, affectionately known as The Ditch, is located between the oval and the lower garden. Here, five chickens, raised garden beds and an orchard provide the means for all classes to participate in the Stephanie

STUDENTS FROM ST CATHERINE’S, STIRLING. PICTURE: RUSSELL MILLARD PHOTOGRAPHY

Alexander Kitchen Garden program, by cooking what they grow. “There’s a lot of incidental learning that takes place in that space,” Low says. “The garden gives students an opportunity to contribute by weeding and maintaining the gardens. It helps young people understand growth takes time. “They plan, plant, wait, care and then harvest. In a world where so much is instant, that is a really important lesson. “It also helps them understand re-

sponsibility beyond themselves. When children care for something living, they begin to see that their actions matter. “That is part of growing compassionate, kind young people who can contribute to society and make a difference in the world around them.” The grounds are also an important space for the school’s weekly Forest Friends nature playgroup. Former student and playgroup facilitator Katie Kasperski loved exploring the

“magical” forest in her childhood and now brings daughter Evie, 3, to experience it. They follow her mother Stella, also a former student, who returned to tend to the gardens for 25 years. “It is such a beautiful environment. It is relaxing, calming and peaceful,” Kasperski says. “Our grounds are just fantastic for children because they can create their own play. Students learn outside during class time and the space that they have for play is incredible.”

Catholic education in SA enters a new era of growth Catholic Education South Australia (CESA) is in the midst of one of its biggest expansion in years, with new campuses, early learning centres and other improvements planned across the state to meet rising demand from growing communities. In the north, work is progressing on Xavier College’s new $60 million Riverlea Park campus. It will be the fourth Xavier College site and the 120th Catholic school campus in South Australia when it opens in 2027, welcoming students from Reception to Year 6, and progressively expanding to Year 12 in the future. In Adelaide’s south, Cardijn College has lodged plans for a $36 million senior campus at its Galilee site in Aldinga. The development will allow students to

NAZARETH CATHOLIC COLLEGE SENIOR YEARS EXPANSION

XAVIER COLLEGE RIVERLEA PARK

complete their entire schooling, from Reception to Year 12, at the one campus for the first time, with Year 10 students expected to start there in 2028. In the west, Nazareth Catholic College will commence construction shortly for a new Year 10 campus at Kidman Park, due

to open in 2028 on a 4.2 hectare site with capacity for 400 students. CESA is also growing its early learning offering under a partnership with delivery partner Accord. A new early learning centre, operated by Eden Academy will open at Xavier College

Catholic Education South Australia cesa.catholic.edu.au

Two Wells later this year with another planned for Riverlea Park. CESA Executive Director Dr Neil McGoran said the developments reflected sustained growth across the sector and a long-term commitment to families choosing Catholic education. “These projects show the confidence families continue to place in Catholic education right across South Australia, from our earliest learners through to Year 12,” Dr McGoran said. “Whether it’s a new senior campus in the south, a brand new school in the north, or an early learning centre opening its doors for the first time, each of these developments is about building strong, connected communities around learning.”

BEYOND SCHOOL

06

NAZARETH CATHOLIC COLLEGE STUDENTS ALESSIA, OLIVER, JAYAN AND ADELE BROSTER - LEADER OF PATHWAYS & PARTNERSHIPS AT THE SENIOR YEARS CAMPUS IN KIDMAN PARK.

PATHWAYS TO CAREERS WORDS CARA JENKIN PHOTOGRAPHY RUSSELL MILLARD

Strong focus on individual support for students

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areer choices may be individual decisions but Nazareth Catholic College ensures each of its students is supported with pathways and partnerships to successfully transition into the workforce. The college has always had a strong focus on individually supporting its students to pursue their future careers and goals while still at school, such as incorporating school-based apprenticeships,

a large variety of SACE Stage 2 subjects and flexible timetabling. Its Careers and Pathways program hones that focus to better support the transition to work and prepare them for life beyond school, especially through key industry and community partnerships. Nicole Laube, Deputy Principal and Head of Campus at Kidman Park, where the senior years are undertaken, says it takes a highly personalised and continu-

al approach to guide and advise students. “We want students to explore their pathway, their skills and their capabilities, rather than just plan for a career, and it’s this that’s going to support their ongoing learning in whatever capacity they wish to continue in,” she says. “Part of it is having a team of staff and teachers, who know the pathways and counselling that they can link students into – they’re the people who best know our young people, so there’s ongoing conversations and processes that we have across Years 10 to 12. The key aspect is it’s not just a once off, once a year thing that we do – it’s really about knowing the students well.” Many interests and aspirations can grow out of the compulsory Year 10 Exploring Identities and Futures (EIF), along with the Stage 2 Activating Identities and Futures (AIF) subjects, in which students explore self, and the ways in which they can contribute to the world. These conversations and subjects are supported by the college’s Careers and

07 Pathways Information Online Hub. The online resource connects students and their families to opportunities and advice in their own time, such as tertiary information, jobs boards and resume tools. Leader of Pathways and Partnerships, Adele Broster says the resource also promotes work experience opportunities, including Try a Trade sessions at local training providers where students can try their hand at construction, automotive and other trades and experience the job first-hand. “It’s a great opportunity for students to explore what they’re interested in, come back to school and speak with their teachers about their pathway options such as undertaking a VET (vocational education and training) qualification either in Year 11, Year 12, an apprenticeship or a step into further tertiary study as well,” she says. “Work experience is another big thing that we offer to students and is something that they opt into that supports them to explore and make informed decisions about their pathways. “There’s also the opportunity to engage in individual career counselling with our pathways team, together with students and their family.” Students choosing VET pathways can attend external trainers such as Western Technical College and Celtic Training to gain practical skills in real-world environments. The College has strong relationships with industry employers such as BAE Systems, Woolworths, TAPS, Brentnalls SA and Outside Ideas, who provide onthe-job work experience, apprenticeship and traineeship pathways. While the program focuses on Year 1012 students, the college is also preparing middle and primary school students to start thinking about career choices, such as inviting them to their own Nazareth Careers Expos to get their first glimpse of career education.

Deep commitment to excellence and equity for all

Kimberley Shean

Director Excellence, Equity and Inclusion, Catholic Education South Australia

Across all Catholic Schools in South Australia, the dignity and flourishing of every child is at the heart. The diverse perspectives and experiences of all students, and our partnership with families, all contribute to the unique context of each of our Catholic schools. Each learner is known, valued and understood, ensuring all are nurtured as thriving people, capable learners, and leaders for the world God desires. Central to our deep commitment to excellence and equity is a culture of shared responsibility and accountability, with leaders, teachers, education support officers, and allied health staff, working together to support all students to thrive.

Understanding each student, nurturing their unique gifts and talents, and ensuring inclusive, evidence-based and data-informed approaches to teaching and learning, ensures each student is supported to achieve their best. A Multi-Tiered System of Supports ensures all students are engaged in a well-sequenced, knowledge-rich curriculum. Through inclusive learning design, high-quality instruction, and regular progress monitoring, each student is challenged and supported. When additional support is required, targeted and intensive interventions are provided early, enabling both support and extension so every student

Catholic Education South Australia cesa.catholic.edu.au

can achieve personal excellence. Our commitment to excellence and equity, is made visible through sustained growth in learning outcomes across Catholic schools, particularly in key system measures such as the Phonics Screening Check, Number Check, NAPLAN and SACE. All providing evidence of the strong foundations of a Catholic education that supports all learners to thrive. Ultimately, a Catholic education is inclusive, evidence-based and centred on the whole child. It integrates academic, social, emotional and spiritual development, so that every student is nurtured as a thriving person, a capable learner, and a leader for the world God desires.

BEING AT ONE WITH THE AGES

COMMUNITY CONNECTIONS: STUDENTS, FROM LEFT, LIAM, AVA, FELIX AND GRACE WITH BENE RESIDENTS NICOLA BOFFA AND FILOMENA TUCCI.

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reaking through the generation gap has helped students from two east suburban Catholic schools discover the richness of human connection. The Year 11 students, from Mary MacKillop College and Rostrevor College, have been visiting a residential aged care home in St Agnes to socialise with residents. The initiative is part of a Service Learning program encouraging students to recognise their capacity to act with empathy and compassion. It involves 20 students at a time – 10 from each college –meeting residents of the Bene aged care Italian Village. They engage in conversations, art and craft, and play games such as Jenga and much-loved Italian card games, briscola and scopa. Residents share their migration stories, cultural traditions, family histories, life lessons and values that shaped their lives. “These conversations provide students with a unique insight into Australia’s post-war migration history and the resilience of those who built new lives here,” says Justin Chung, co-ordinator of Service Learning at Rostrevor. “Students frequently reflect that they

WORDS CHRIS RUSSELL PHOTOGRAPHY RUSSELL MILLARD

Students building genuine connections received far more from the visit than they expected. Rather than simply volunteering their time, they gain perspective, gratitude and a greater appreciation of the importance of human connection.” Rostrevor student Felix says he has grown in confidence and gratitude. “It highlighted how service isn’t just about helping others, it’s about building genuine connections,” Felix says. Mary MacKillop student Ava agrees. “Simply taking the time to listen to each of their stories has shown me that a simple conversation can create a meaningful connection,” she says. Italian is offered at both colleges, so some students employ their language learning during visits. However, most conversations are in English with the program focussed on building connections. “On one occasion, a student was able to communicate with a hearing-impaired resident using Auslan, which was a truly special moment,” says Laura

Abarno, program co-ordinator at Mary MacKillop. For many students, visits reinforce the close relationships they have with their own grandparents. For those who have lost grandparents, it is an opportunity to reconnect with that generation. “Whether we’re sharing stories, playing games, or simply having a chat, I’ve loved getting to know the residents and seeing friendships develop,” says Grace, a Mary MacKillop student. “This experience has shown me that age doesn’t have to be a barrier to connection.” The initiative comes as loneliness among the elderly is a growing concern across Australia. In 2021, the Royal Commission into Aged Care called for more programs to tackle social isolation. Rostrevor student Liam says Bene visits helped him realise “even the smallest acts of kindness or a simple conversation with residents can meaningfully bring joy and positivity to their day”. “It has proved the power of slowing down, listening, and being present with residents,” Liam says. As a next step, choirs from the Colleges plan a combined musical performance at Bene. The Service Learning program extends across multiple year levels and activities.

Catholic Education South Australia cesa.catholic.edu.au

COMMUNITY

Togetherness in a garden of harmony The Garden of Harmony at St Patrick’s School is a tangible example for students, their families and the community of diversity working together to achieve amazing things. Diversity is celebrated every day at the Mansfield Park school, where 85 per cent of the community has English as a second language. The garden, established at the front of the school, was designed to symbolise unity, welcome and peace and was opened by Monsignor MinhTam in March this year. It also provides a calm and inviting place for students to learn as well as reflect, gather and connect during breaks. It is planted with a diverse range of seasonal produce, such as tomatoes and capsicum, and herbs. There are also myriad fruit trees including Tahitian lime, blood orange, mandarin, Eureka lemon, plum, pear, apple, orange, almond, peach and apricot. Principal Catherine O’Dea says the garden is used in lessons, such as propagating seeds for science. However, it plays a wider role in encouraging friendships and a sense of belonging. “Having a garden in the school is a way to nurture hands-on learning and develop knowledge in order for children later on to become selfsustainable, independent adults in our community,” she says. “It’s also a way to foster sustainability within our community. “It breaks down a lot of barriers when people are not able to communicate because they have another language as their first language. “Food is universal and has a unique way of bringing people together. The garden helps break down language barriers and create opportunities for families from different cultural backgrounds to share knowledge about plants, food and traditions they grew up with.” Families and parishioners are also welcome to plant, grow and/or harvest fresh food from the garden to try at home. Historical parish features such as the statue of Mary and a cross from the Marian Grotto have been relocated into the garden to enhance the landscape.

COMMUNICATION

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TELLING STORIES: ARCH D PODCASTING CO-ORDINATOR JAMES MESTON WITH SCHOOL OF THE NATIVITY STUDENTS ESME,HUDSON, JASMINE AND LIAM.

POWER OF THE POD WORDS CARA JENKIN PHOTOGRAPHY RUSSELL MILLARD

Students take to the airways of learning

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he next generation of digital media creators are learning their skills early at the School of the Nativity but they are acquiring more than just the ability to host their own podcast. Catholic Education SA’s Arch D Pod-

casting program started as a radio program 15 years ago and evolved in recent years to include modern podcasting media. From collaboration and problem-solving skills to verbal, written and digital literacy, students from Years 3 to 6 learn how to be good communicators. The program runs in 28 Catholic

schools, but the School of the Nativity is the only one in which it begins as early as Year 3. Principal Erika Dixon says podcasting is an authentic and engaging way to develop communication skills, confidence, creativity and student agency in learning. “The program is integrated into so many aspects of learning,” she says. “It’s strongly connected with literacy and our technologies curriculum because the students need to plan and sequence ideas, write for an audience using expressive language, edit, rehearse as well as reflect on the content and record it. “It allows students to share their voice and to explore and learn about topics that matter to them and to practice speaking for a real audience. “A really important part of introducing podcasting in Year 3 is that students begin to see themselves as communicators and creators and not just consumers of

digital content, and that helps them to become safer online and to be discerning about what they encounter in the media.” Students first study narrative podcasts, in which they invent a story, narrate it with acting, sound effects and music, and create artwork for their episode. They then move on to creating conversational podcasts and interviewing. Year 6 student Hudson says he enjoys collaborating with other participants and exploring how other people think on different subjects while making the podcasts. He now feels more confident in communicating with others. “I think now I can speak up. I can have a say,” he says. Year 5 student Jasmine enjoys the writing side of podcasting, such as creating scripts for narrative podcasts. She says she is also learning teamwork skills. “When you’re doing the podcast, you have to collaborate,” she says. “It’s fun, but it’s sometimes hard, because everybody has different ideas, and you have to agree on it.” Arch D Radio and Podcasting co-ordinator James Meston says the program also encourages students to take a more active role in today’s digital world by creating media than simply scrolling through content. “The power of storytelling dovetails perfectly with the studies that students do in literacy - of all the things in our courses, that’s the thing that sits at the heart of it, more than anything,” he says. Meston, who won three awards at the 2026 New York City Podcast Awards for one of his own podcasts, says former participants of the podcasting program have gone on to media careers, such as radio producing and announcing. When students graduate Year 12, with up to 10 years of podcasting experience gained through the program, they will be ahead of most people creating podcasts and better placed to communicate through their storytelling no matter what their occupation.

Story Dogs literacy initiative offers paws for thought Reading to a friend is a natural path to literacy, especially if that friend is all ears and never judges your ability. That’s the idea behind the Story Dogs initiative recently adopted by St Columba’s Memorial School in Yorketown. Students read to a pet dog rather than a human, which makes them more willing to try, practise, and persist. The presence of the dog builds their confidence, improves comprehension and opens up the wonderful world of words. “Our kids are loving it,” principal Luke Buchanan says of the 10 students selected to participate. At St Columba’s, pug dog Pinky is accompanied by her owner, local volunteer Linsey Hart-Sorre. One-on-one (or one-on-two if you count the adult

human) sessions of about 20 minutes are held during regular class times. The adults are trained by Story Dogs Australia, and follow internationally founded principles of Reading Education Assistance Dogs. This includes minimising interventions as the child reads, and often providing guidance through the “voice” of the dog. “It makes reading fun because the dog is my friend,” student Amirah says. “I wish I could read to Pinky every day.” St Columba’s has been supported by the local veterinarian as well as the Story Dogs organisation to cover all costs, training and health and safety checks. “From our perspective, the benefits have been significant,” Buchanan says. “It’s been a really positive experience for our school.”

ST COLUMBA’S MEMORIAL SCHOOL STUDENTS AMIRAH, HAMISH, AND ASHA ENJOY A STORY DOGS’ SESSION WITH PUG PINKY AND HER OWNER, LINSEY HART-SORRE. PICTURE: SUPPLIED

Catholic Education South Australia cesa.catholic.edu.au

TECHNOLOGY

Support in a rapidly evolving digital world Trish Jarvis

Executive Officer Catholic School Parents South Australia Children are growing up in a constantly evolving digital world. Technology shapes how they learn, connect and communicate at every age. While digital tools offer many benefits, families play a vital role in guiding children to use them safely and responsibly.

Lead by example

FORMER OUR LADY OF THE SACRED HEART STUDENT FLYING OFFICER KBORA ALI WITH CURRENT STUDENTS NORIN AND CLEO

LETTER LEARNED WORDS CARA JENKIN PHOTOGRAPHY RUSSELL MILLARD

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Letter writing to future-self provides a guiding light

personal letter-writing initiative that begins in the first year of secondary school at Our Lady of the Sacred Heart College is still guiding and supporting students long after they have graduated. As part of Year 7 Reflection Day activities each year, students write letters to their future selves, outlining their goals and supportive messages. The letters are returned to them at their Year 12 graduation, enabling them to reflect on their personal growth over time. Year 8 students also write personal welcome messages on postcards to incoming Year 7 students each year to make them feel welcomed and reassured they will find their place within the college community. Many students keep these postcards as a special memento throughout secondary school and beyond. Last year, acting deputy principal Sonia Venour and 2025 college captain Jayla Ngo expanded the letter initiative to invite student leaders to write to the those taking on their roles the following year.

These letters foster mentorship and continuity, encouraging incoming leaders to be inspired to make their own mark and reflect on their legacy. Venour says the college has a strong emphasis on self-reflection of academic progress, personal growth and the development of individual values and faith. “The various letter-writing activities provide meaningful opportunities for students to reflect on their goals, aspirations and future pathways,” she says. “These reflections often become a source of motivation, inspiring students to strive towards their ambitions and develop a strong sense of purpose.” She says reading back their letters is an emotional experience for most students, who feel encouraged, reassured and proud as they reflect on their growth and achievements. “Receiving welcome postcards helps younger students feel supported and excited about beginning their journey at the college,” she says. “For graduating students, reading their ‘letter to self’ can be particularly powerful, as it allows them to revisit their earlier hopes, challenges and aspirations, often reinforcing a sense of accomplishment and confidence.”

For OLSH College alumna (class of 2015) Kbora Ali, the experience was so powerful that she is still writing letters to herself, 10 years after graduating. She says it has helped her reflect and motivate herself to achieve her career milestones, including joining the Army two months after graduating from school and completing a Master of Strategic People Management. She is now a flying officer in the Air Force, based at RAAF Base Edinburgh. Every year, she writes a letter and seals it in an envelope, noting the date to open it in December. “I find that it not only motivates me, but I look forward to opening the letter,” she says. “I set goals for myself. It’s like a commitment to myself. “It’s definitely something to keep yourself accountable, more than anyone else.” She also found it a powerful tool while writing her book, First of Her Kind, outlining her experience arriving in Australia as a refugee at the age of nine to becoming the first woman of Afghan descent to join the Army and a UNICEF Australia Young Ambassador. It will be published in September.

Catholic Education South Australia cesa.catholic.edu.au

Children closely observe the adults in their lives and often mirror our behaviour. How often we reach for our phones, how we communicate online, and whether we prioritise faceto-face interaction all send powerful messages. When parents model respectful and balanced technology use, children are more likely to develop healthy digital habits.

Talk about online safety

Conversations about online safety should feel natural and ongoing. A helpful comparison is asking children whether they would talk to a stranger in a shopping centre – and why the same rule applies online. These simple discussions help children understand that screen-based interactions still carry real world risks.

Protect privacy together

Families can talk openly about the importance of protecting personal information, images and locations. Helping children understand why privacy matters builds awareness.

Set healthy boundaries

Clear and consistent boundaries, such as screen-free times and shared technology spaces, help children understand that technology is part of life, not the focus of it.

Learn alongside your child

Parents don’t need to have all the answers. Technology changes quickly and learning together creates trust and sparks honest conversations.

Final word

Families don’t have to navigate the digital world alone. Catholic School Parents SA works with respected, evidence-based organisations. If you’re unsure where to start, reach out to CSPSA for support, resources and reassurance.