W E L C O M EA N I N T R O D U C T I O N T O L I F E A T W E S L E Y C O L L E G E

WESLE Y COLLEGE | 1

T A B L E O F C O N T E N T S

WELCOME TO WESLEY 2

50 REASONS TO CHOOSE WESLEY 4

OUR HERITAGE 8

BY DARING & BY DOING: WESLEY’S STRATEGIC IMPACT 10 THE WESLEY CAPABILITIES—THE 7Cs 11

SOCIAL AND EMOTIONAL LEARNING 12

CHAPLAINCY 14

ACADEMIC INTERVENTION AND ENRICHMENT 16

OUR JUNIOR SCHOOL 18 JUNIOR SCHOOL: A SENSE OF WONDER 20

OUR MIDDLE SCHOOL 24 MIDDLE SCHOOL: EXPLORING OPPORTUNITIES TO GROW 26 KATITJIN 29

OUR SENIOR SCHOOL 30 SENIOR SCHOOL: EMPOWERING YOUNG MEN 32

OUR BOARDERS 36 A HOME AWAY FROM HOME 38

MOORDITJ MOB 40

CO-CURRICULAR 42 CO-CURRICULAR OPPORTUNITIES 44

SERVICE LEARNING & COMMUNITY SERVICE 48

OUR COMMUNITY 50 PARENTS’ & FRIENDS’ ASSOCIATION | WESLEY SPORTS CLUB 52 OLD WESLEY COLLEGIANS’ ASSOCIATION 54

ENROLLING AT WESLEY 56

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OUR CORE VALUESRespect, Integrity, Compassion and Courage

OUR VISIONBe an innovative learning community

in which students are empowered to lead purposeful lives.

OUR MISSIONBe intellectually, physically and artistically engaging.

Be vibrant, caring and connected.

To strive for personal best and pursue excellence.

To honour our heritage and Christian foundation.

OUR MOTTOAudendo Atque Agendo

By daring & by doing

W E L C O M E T O W E S L E Y

I have long held the view that parents are the primary educators of their children and that much of the real work is done before a child reaches the age of 10. Thus, the formation of character and values largely occurs in the home. The environment at Wesley complements, shapes and develops this, adding layers of richness and taking it beyond the environment of the family into the ‘real and social’ worlds of our young people.

At Wesley we focus on a holistic education that emphasises the development of the well-balanced man or woman who is empowered, and wants to go out into the world and make a difference. At the centre of effective learning we see positive relationships and a strong, diverse, connected community.

Research indicates that today’s youth will have as many as 30 jobs in their lifetime, including five different career pathways, many of which have yet to be identified. It is with this understanding that we take a future-focused approach to learning, balanced alongside tried and true explicit methods of teaching. Students are actively encouraged, and held accountable, for developing important transferable life skills such as teamwork, collaboration, leadership, creativity and self-directed thinking and learning.

Visitors to our campus frequently make the comment that Wesley College has a wonderful and relaxed feel. I encourage you to make a visit, to tour the College and see our students and staff as they are on a normal school day.

I look forward to welcoming you to Wesley College.

Mr David Gee HE ADMA S TER

ACADEMIC EXCELLENCE

BEYOND THE CLASSROOM

INFRASTRUCTURE & RESOURCES

BELONGING

FOUNDED IN

1923

MEDIAN ATAR

84.8IN 2017

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3SCHOOLSJUNIOR/MIDDLE/SENIOR STRUCTURE SUPPORTS STUDENTS EVERY STEP OF THE WAY

EXPERTS IN RESIDENCEARTS, SCIENCE & LANGUAGES

UNITING CHURCH SCHOOL

SOCIAL & EMOTIONAL LEARNING PROGRAM

TOURSSPORTS, ARTS & COMMUNITY SERVICE (INTRASTATE, INTERSTATE & INTERNATIONAL)

OVERSEAS LANGUAGE IMMERSION PROGRAMS IN FRANCE & CHINA

LANGUAGES CENTRECOLLABORATIVE & CONNECTED SPACE FOR ALL CULTURES

HAMER BUILDINGHI-TECH INNOVATION CENTRE PREPARING STUDENTS FOR TOMORROW

HEALTH CENTREQUALIFIED NURSING STAFF ON CAMPUS

SUSTAINABILITY GARDENHANDS-ON ECOLOGICAL EDUCATION

ACTIVITIESSTEAM CHALLENGES OUTDOOR LEARNING ORATORY/LITERATURE PURSUITS & MORE

F1 IN SCHOOLS STEM CHALLENGESTATE CHAMPIONS 10 YEARS RUNNING

INCLUSIVE ACADEMIC EXTENSION & ENRICHMENT PROGRAM

CO-EDPK TO Y6 THEN BOYS ONLY Y7 TO 12

1,301STUDENTS(AGES 3 TO 18)

17+RELIGIONS REPRESENTED ACROSS THE COLLEGE

44INDIGENOUS STUDENTS (MOORDITJ MOB)

160BOARDERS Y7 TO 12

90%STUDENTS RECEIVE FIRST PREFERENCE TERTIARY OFFER

$9MSCIENCE CENTRE— A LIVING, BREATHING SCIENCE EXPERIMENT

130VET CERTIFICATES IN 2017

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KATITJIN PROGRAMIMMERSIVE OFF-CAMPUS LEARNING EXPERIENCE (Y8)

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ACADEMIC SUPPORTADDITIONAL TUTORING & ACADEMIC SUPPORT FOR STUDENTS THROUGH A VARIETY OF AFTER SCHOOL ACTIVITIES

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ONLY WA SCHOOL WITH LONG TERM ATHLETIC DEVELOPMENT PROGRAM (LTAD) PK TO Y12

10,000+VOLUNTEER HOURS BY STUDENTS ANNUALLY(OUTSIDE SCHOOL HOURS)

DIETITIAN, SPORTS PSYCHOLOGIST, PHYSIOTHERAPY CLINIC, STRENGTH & CONDITIONING HIGH PERFORMANCE GYM & PILATES STUDIO ON CAMPUS

WORLD’S #1SCHOOL FUNDRAISER FOR RELAY FOR LIFE(NEARLY $500,000 RAISED OVER 18 YEARS)

WESLEY SPORTS CLUBOPEN TO EVERYONE IN THE COMMUNITY

LOCATED IN THE SEVENTH MOST LIVEABLE CITY IN THE WORLD(THE ECONOMIST 2017)

2kmFROM PERTH CBD

2PLANETS NAMED AFTER WESLEY ALUMNI

BRILLIANT MINDS4 RHODES SCHOLARS 1 BEAZLEY MEDALLIST 94 AUSTRALIA DAY HONOURS

AFL STARS1 AFL BROWNLOW MEDAL 14 ALL-AUSTRALIAN JUMPERS 6 AFL PREMIERSHIP MEDALS 4 AFL COLEMAN MEDALS

550mFROM THE SWAN RIVER

TRANSPERTH ROUTES & SPECIAL WESLEY SHUTTLE BUSES TO KEY PLACES IN PERTH

IN THE HEART OF THE ANGELO STREET VILLAGE PRECINCT

TIER 1 ATHLETE MENTOR PROGRAM& ATHLETE CAREER EDUCATION PROGRAM

ELITE COACHING STRUCTUREWITH DIRECTORS OF COACHING IN EACH SPORT

100%PARTICIPATION IN THE YEAR 5 BAND PROGRAM

55+ONE OF THE LARGEST MALE SCHOOL CHORALES IN THE STATE

GOLD AWARDS WESLEY’S CHORALE & CHAMBER STRINGS—AUSTRALIAN INTERNATIONAL MUSIC FESTIVAL 2017

13SPORTS ACROSS SUMMER AND WINTER SEASONS (OVER 230 TEAMS)

SERVICE LEARNINGA HOLISTIC APPROACH TO BUILDING CHARACTER & TEACHING LIFE SKILLS

NETWORK & CONNECTIONS—

14,000+ALUMNI

$85,000ACHIEVED BY STUDENT FUNDRAISING EACH YEAR

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LOCATION

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20FIRST-CLASS CRICKETERS120 FIRST-CLASS CENTURIES & ONLY SCHOOL IN HISTORY TO HAVE 3 ALUMNI IN THE SAME AUSTRALIAN TEST XI

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MASTERS & APPRENTICES EXHIBITIONK TO Y12

87+MEMBERS OF CHORAL SPEAKING & SPEECH & DRAMA PROGRAM

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O U R H E R I T A G E

Wesley College was founded in 1923 as a day and boarding school for boys. It was named after John Wesley, co-founder of the Methodist Church (now under the banner of the Uniting Church) and passionate crusader for social justice. To this day, the College is affiliated with the Uniting Church and upholds its values.

The College planning committee showed great foresight in choosing the inner-city site bounded by Angelo Street, Coode Street and the sand ridge above Swan Street, now incorporated within the present site.

The foundation stone was laid by Sir James Mitchell, Premier of Western Australia, on 11 November 1922. Classes for the 38 foundation students, many of them boarders and sons of settlers from the agricultural districts east of Perth, began in February 1923.

Over the years, the campus has grown and developed with the student population. The College is made up of three sub-schools: Junior (co-educational Pre-kindergarten to Year 4), Middle (Years 5 to 6 with boys only Years 7 to 8) and Senior School (boys only Years 9 to 12). Our three sub-schools are connected by a ‘Green Spine’ of grassed area that runs through the centre of the campus, connecting students and staff, and contributing to our unique village feel.

The campus also boasts state-of-the-art theatre and sporting facilities, a 50m pool (heated) and sports centre, enviable design and technology facilities and a strong focus on sustainability.

Classrooms at Wesley are designed for 21st century learning. The Ward and Kefford refurbishment (2012) is a great example of Wesley’s commitment to preserving its heritage, yet catering for more sophisticated technology and flexibility of space, including breakout spaces and multi-media booths.

The Mildred Manning Science Centre (completed in 2017) has been designed as a living, breathing science experiment to excite students who can learn via a ‘hands-on’ approach. The Languages Centre (completed in 2017) has been designed to foster collaboration and cultural intelligence with a focus on real-world situations, as opposed to traditional classroom settings. The Hamer refurbishment (due for completion in 2018) will transform the existing building into an innovation centre and technology-rich environment for students.

Today, we have approximately 1,300 students from a broad range of metropolitan, rural and international backgrounds, including 160 boarding students.

Although an elite school, Wesley College remains true to its John Wesley roots, as a non-selective and egalitarian institution.

WESLE Y COLLEGE 1923

WESLE Y COLLEGE TODAY

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STRONG THINKER

PURPOSEFUL DOER

POSITIVE CONNECTOR

POWERFUL SELF-ACTIVATOR

T H E W E S L E Y C A P A B I L I T I E S —T H E 7 C s

Flowing from our Strategic Impact are the Wesley Capabilities, or the ‘7Cs’. These are the transferable skills and behaviours that indicate progress and achievement by students towards holistic success. In addition to literacy, numeracy and discipline specific knowledge and skills, students demonstrate their proficiency in the Wesley Capabilities in both academic and non-academic contexts. Individual student data in relation to the Wesley Capabilities is collected and tracked to demonstrate student growth over time.

B Y D A R I N G & B Y D O I N G : W E S L E Y ’ S S T R A T E G I C I M P A C T

Wesley’s Strategic Impact exemplifies holistic student success and reflects our long held belief that every student has the capacity to shape their own learning and demonstrate growth over time.

The College’s Strategic Impact is divided into four areas, illustrating long-term transformations we wish to see in all learners.

STRONG THINKER All students can become strong thinkers.

PURPOSEFUL DOER All students can become purposeful doers, engaged with all aspects of learning.

POSITIVE CONNECTOR All students can become positive connectors, acting on their values and engaging in the community both locally and globally.

POWERFUL SELF-ACTIVATOR All students can become powerful self-activators, developing a strong sense of self and becoming self-directed.

WESLEY CAPABILITIES: THE 7Cs

The ability to ask questions, analyse, evaluate and classify information, explain and justify ideas and solve problems.

The ability to demonstrate a consistent effort towards learning by planning and organising work, paying attention to detail and completing tasks.

The ability to publish work in multi-modes, develop individual voice and engage positively with digital technologies.

The ability to actively listen to others, build positive relationships and take on specific responsibilities in group situations.

The ability to serve others, demonstrate leadership and live the College values.

STRONG THINKER

PURPOSEFUL DOER

POSITIVE CONNECTOR

POWERFUL SELF-ACTIVATOR

IMPACTSDESCRIPTORS

CRITICAL THINKING

CREATIVITY

COMMITMENT

COMMUNICATION

COLLABORATION

CITIZENSHIP

CONTINUOUS IMPROVEMENT

The ability to explore and generate new ideas, take risks and be resourceful.

The ability to reflect and develop insights, set goals and pursue personal bests.

CAPABILITIES

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S O C I A L A N D E M O T I O N A L L E A R N I N G

Wesley College’s Social and Emotional Learning (SEL) program works slightly differently in each of the three sub-schools, and addresses many real and hypothetical issues students face in the 21st century. It is the aim of the College to equip students to make wise and ethically-informed decisions in crucial areas such as relationships and moral integrity, especially when under pressure.

MAKING POSITIVE CHOICES

At Wesley, we aim to teach students to think well and be mentally aware in order to break the gap between negative thought and action, and make positive choices. We challenge students to look at the process of thought, reflection and action, equipping them for when they encounter disappointments and challenging situations. In many practical ways therefore, the SEL program underpins the development of integrity, courage, compassion and respect—Wesley’s core values.

Research from leading experts in the field of mental wellbeing, such as Professor Richard Davidson and Dr Mary Immordino-Yang, points to clear evidence that mental, social and emotional health are key to people performing to their maximum capacity in other areas of life, notably in the academic arena. Although many students are able to function as high achievers in the classroom, it is often not sustainable if things aren’t in order in all areas of their lives, as evidenced by the 20% drop-out rate in first year undergraduates across Australia. The SEL program attempts to address this through its robust treatment of student wellbeing.

SEL is the process which children (and adults) acquire and learn to effectively apply the knowledge, attitudes and skills necessary to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. ‘Kimochis’, ‘You Can Do It’, ‘Protective Behaviours’ and ‘Bullying. No Way!’ are the programs used in the Junior School which explicitly teach SEL concepts and skills to students. In Middle School the immersive off-campus Katitjin program for all Year 8 students is pivotal to generating key social and emotional learnings.

It is important that we empower children so they are able to apply these preventative strategies as everyday life skills. The Protective Behaviours program teaches children all of these preventative strategies in a non-threatening and non-sexual way.

PREPARING FOR REAL LIFE CHALLENGES

The key within this entire program is the relationship of the mentor, tutor or teacher with the student and this role-modelling and nurturing is aimed at enabling the student to flourish across all areas of school life. At Wesley, we believe that positive and constructive relationships lie at the heart of effective learning. Guest speakers who bring valued experience in their specialist areas, including cyber safety, drug and alcohol research and career guidance, supplement the mentoring program which remains at the heart of the Wesley College and Uniting Church ethos.

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C H A P L A I N C Y

‘Do all the good you can, By all the means you can, In all the ways you can, In all the places you can, At all the times you can, To all the people you can,

As long as ever you can.’

JOHN WESLE Y | CO-FOUNDER OF THE ME THODIS T CHURCH

Wesley is a fully-inclusive and cohesive community that continually strives for the benefit of all members. As a Uniting Church school, Wesley follows Christian practices of education and Christian values are embedded in all aspects of daily life—integrity, respect, compassion and courage are key to ensuring the richness of relationships at Wesley.

The chaplaincy program is integral to Wesley and we have a strong pastoral care approach aimed at supporting the spiritual and emotional wellbeing of our students, staff and wider community. Our strong focus on service learning also aims to embody our Christian ethos.

At the core of our chaplaincy program is the founding vision of our Methodist forebearers, now embraced within the Uniting Church in Australia, building on their distinctive tradition and socially-engaged emphasis.

Wesley College is proud to be known as an Uniting Church school and seeks to fulfil its mission through not only academic excellence, but also through prayer, sacramental engagement and disciplined liturgical practice.

While Wesley is grounded in a Christian worldview, we welcome students of all faiths and non-faith alike. We encourage intellectual critique and debate in a nurturing environment, which allows students to explore possibilities of faith without forcing commitment.

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A C A D E M I C I N T E R V E N T I O N A N D E N R I C H M E N T

It is the value Wesley College places on diversity that makes our school such a unique learning environment. Our inclusive philosophy is strengthened by our emphasis on pastoral care, recognising the fundamental importance of community responsibility to the wellbeing of all individuals.

We are a well-established provider of quality education that strives to meet the needs of all learners, including those who may be at educational risk or vulnerable to marginalisation and exclusion. We believe all children have the right to a meaningful education and should feel safe, secure and challenged in their learning.

Our educational approach is founded on our belief that students first need enriching opportunities to discover their strengths and interests. Once identified, the areas of strength and interest can be positively nurtured and supported so that potential can be developed into performance and achievement. We draw on the strengths of our staff, the needs of the students and the breadth of the curriculum, co-curricular and community activity opportunities as part of our everyday teaching practice.

Wesley College is a richly diverse learning community that strives to provide quality tailored teaching and learning for all. We recognise that some students require further adjustments to support and enhance their individual learning:

Academic extension and enrichment

Gifted and Talented

Early intervention

Learning difficulties

Learning disabilities (as defined by the DDA)

English as a Second Language or Additional Dialect

Indigenous students

With the right levels of adjustment and support, both educationally and pastorally, students are enabled to be independent and interdependent learners who are resilient, committed and confident in achieving their own potential, giving our students a sense of belonging, the confidence to take risks, and the resilience to endure adversity.

‘Having the ability to watch children learn, discover,

create and explore is the greatest gift. Providing children

with the opportunities to do this is the greatest responsibility

of educators and schools. We take our responsibility seriously

at Wesley and that is why our children f lourish.’

MARIA HODGE S | HE AD OF JUNIOR SCHOOL

OUR JUNIOR SCHOOL

KINDERGARTEN TO YE AR 4 | CO-EDUCATIONAL

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J U N I O R S C H O O L : A S E N S E O F W O N D E R

A strong sense of wonder permeates from the moment you step into Wesley’s Junior School. Students here thrive in a busy, enthusiastic learning environment, full of energy and a desire to learn and experience all that Wesley can offer.

The Junior School embraces the philosophy that co-education is important in the foundational years. Boys and girls learn from each other and establish important social and emotional building blocks when in a co-educational setting.

Our purpose-built Pre-kindergarten, Kindergarten and Pre-primary rooms and outdoor areas are wonderful environments in which children learn in their earliest years of schooling. Students are immersed in a play with purpose curriculum which nurtures a love of learning and positive self-esteem. Emerging literacy and numeracy is fostered and children are encouraged to create meaning, practise social skills, learn how to solve problems, gain confidence and develop positive attitudes toward school and learning.

Throughout their school journey, students receive a balanced curriculum through which they are explicitly taught the foundation skills to be successful in literacy and numeracy. Simultaneously, they are exposed to an Inquiry program that provides them with opportunities to apply this knowledge, question, problem solve and think for themselves.

Since its construction in 2012, the Junior School Sustainability Garden has become one of the best-loved features of the Wesley campus as a result of the ongoing care and commitment of students and staff (including a dedicated Sustainability Teacher). Chickens, worm farms, vegetable gardens, a passionfruit vine ‘tent’ and various trails, featuring natural and recycled features, abound. Junior School students are encouraged to care for their natural environment, but also to engage and connect with it.

At Wesley, children are encouraged to be kind and responsible people. The partnership between teachers and parents is highly valued and makes our community special.

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PRE-KINDERGARTEN TO PRE-PRIMARY

The teaching and learning program in early years is designed to help children develop the skills, knowledge and conceptual understanding that form the foundation of future learning at various developmental stages. Educational experiences are carefully planned with real-life relevance and purpose and address a range of learning styles.

Fundamental to early childhood is the establishment of early pre-literacy and numeracy skills. Programs are linked to the Early Years Learning Framework, the West Australian Kindergarten Guidelines and the Western Australian Curriculum (Pre-primary) and value the explorative nature of young children and the wonder and awe of discovery. Attaining core literacy and numeracy skills is essential and so, too, is the application of these skills in experiential-based learning scenarios where the students learn by doing. Students in Early Learning are exposed to a synthetic phonics program, as well as being explicitly taught numeracy, writing and reading skills.

Teaching programs cater for different learning styles and teaching expertise, to ensure children have broad opportunities to develop an holistic education. Pastoral care recognises the developing emotional needs of children in early childhood with a focus on the specific needs of boys’ and girls’ styles of learning. Strong emphasis is placed on the notion of ‘Belonging, Being and Becoming’.

We believe that young children learn best through their interactions with their environment, by exploring, experimenting, touching, building, and doing things by and for themselves. Our classrooms are purposefully prepared environments with stimulating materials where learning is hands-on and experiential. We encourage students to explore, make discoveries and use their imaginations.

In our Early Learning program, children begin to develop the social and organisational skills necessary for lifelong learning. Creativity and curiosity are fostered every day through the outdoor exploration of the natural world and intentionally planned learning experiences within the classroom where children learn through purposeful play.

YEARS 1 TO 4

Fundamental to learning in Years 1 to 4 is the establishment of highly proficient literacy and numeracy skills. These skills are reinforced by specific programs in English and Mathematics. These support the development of critical thinking, deep learning and higher order conceptual understanding. Learning programs value the explorative nature of young children and the wonder and awe of discovery, and this learning is encouraged and nurtured.

Students also work with experienced specialist teachers in various areas of the Arts, Physical Education, Library, Philosophical, Religious and Ethical Perspectives, Indonesian, Digital Technologies and Sustainability.

Teaching programs continue to cater for different learning styles and teaching expertise. Pastoral care recognises the developing emotional needs of children in this age range. Teachers strive to provide a learning environment in which all students are valued and accepted and which encourages children, as they are, to enjoy their learning while developing personal, achievable and measurable goals that are age appropriate.

Wesley College follows the guidelines set by ACARA in the Western Australian Curriculum. The development of curriculum at Wesley is a major focus for staff and a collaborative process, ensuring that high-quality educational programs are available and based on specific needs across the Junior School.

‘The Middle School is an integral phase of a student’s

learning journey, as it puts them in an environment that is

designed around the needs of the adolescent learner. The key to

this is the strong connection the students have with their tutor and

teachers, as research tells us that this has a high efficacy in

terms of performance as students move

towards their potential.’

BR AD HILL IARD | HE AD OF MIDDLE SCHOOL

OUR MIDDLE SCHOOL

CO-EDUCATIONAL YE ARS 5 AND 6 | BOYS ONLY YE ARS 7 AND 8

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M I D D L E S C H O O L : E X P L O R I N G O P P O R T U N I T I E S T O G R O W

Supported by the expertise of a large team of staff dedicated to working with Years 5 to 8, Middle School is an exciting time for our young people to explore opportunities and grow. A structure that is purpose-built around the early adolescent phase is one that is full of spirit and energy; students at this age are learning about who they are and what they can do.

The Middle School is a welcoming, safe and secure environment that promotes self-confidence, independence, personal organisation, self-management, responsibility and self-expression.

Our young men and women are challenged and empowered to take greater responsibility for their learning choices and outcomes. Middle School students host an annual student-led conference with their parents and mentor with a focus on their progress towards academic goals for the year. These sit alongside more traditional parent-teacher interviews.

Key learning principles include:

Strong relationships with tutors and specialist teachers where students are challenged to achieve their potential

An emphasis on core learning areas staffed by teachers with specialist content expertise

A focus on numeracy and literacy in the early Middle School years

Integration of other learning areas with a focus on digital technology skills for use in a range of learning situations

A student-directed approach to learning

Ensuring learning is engaging and connected to real-life experiences

Supporting the growth of independence and peer group orientation through collaboration

Intellectual challenge linked to the Wesley Capabilities (the 7Cs)

Providing a balanced curriculum that encourages depth and links between learning areas and the various fields of human endeavour

Relationships are a key part of effective middle schooling and Wesley College takes great pride in the connections that the staff have with students. The staff work closely together to plan collaboratively in providing academic care as well as monitoring student learning in a safe and nurturing environment.

To ensure students are engaged with their schooling at this critical time, Wesley offers a stimulating and rigorous academic program, including some flexibility of choice and intensive learning through project-based electives.

All students study Mathematics, English, Science, Humanities and Social Sciences, Health and Physical Education, the Arts (Performing and Visual), Languages (French, Indonesian or Mandarin from Year 5), Technology and Enterprise, PREP (Philosophy, Religious and Ethical Perspectives), Service Learning as well as a social and emotional approach targeted at Middle School students.

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K A T I T J I N

TO LISTEN AND TO LEARN

Katitjin is a term-long experiential education program, which is arguably a unique point of difference for Wesley College students. ‘Katitjin’ is a Nyoongar term meaning ‘to listen and to learn’. For one term in Year 8, students are taken away from the traditional classroom into a range of challenging and inspirational environments, to explore self-awareness, team dynamics and community.

The program is conducted primarily in the Perth CBD, based at the West Australian Rowing Club.

Students are encouraged to:

Develop and nurture an understanding of self and leadership skills

Engender greater engagement and commitment to the pursuit of learning

Develop an understanding of effective team dynamics through a variety of challenges

Develop an outward looking focus through experiences linked to community service

Apply knowledge and skills to a real life context.

Katitjin incorporates a series of project-based learning initiatives, incorporating themes such as social justice and outdoor education experiences, which continue to integrate all key learning areas of the curriculum.

This innovative program aims to challenge and extend students and take them outside their comfort zones within a supportive environment. Katitjin is staffed by two specialist teachers, with added expertise contributed from the Year 8 tutors. Ongoing research indicates there are a range of significant benefits for students after completing a term of Katitjin.

YEARS 5 AND 6

The early Middle School years see a gradual progression away from a primary school style of learning but with a strong connection to a small group of teachers. Year 5 is a major entry point at Wesley, meaning there are many new students and opportunities to make new friends. In 2015 girls joined the Year 5 cohort and in 2016 this was extended to Year 6; meaning that from now on, Wesley students can benefit from co-education for nine of the 14 years of schooling we offer.

In Year 5, classes have one tutor who is responsible for all four core learning areas of Mathematics, Science, English as well as Humanities and Social Science. These teachers are also responsible for the pastoral care of every student in their class.

The students in this year level also participate in a compulsory band program, incorporating instrumental and performing arts lessons as well as band rehearsals, to ensure they all experience the many educational benefits of a music-based performing arts program.

In Year 6, classes are designed to begin the learning pathway to the structure in the upper years of the Middle School with tutors working in small teaching teams. A student’s tutor provides the pastoral and social and emotional support as well as providing an academic framework to enhance organisational skills.

A gradual increase in exposure to specialist teachers occurs in these years. Students have the opportunity to make choices within subjects, as supported by their teachers. Project-based learning occurs each term and incorporates all four core subjects, including the popular Billy Carts program where students design, build and race their own billy cart.

Moving from a primary school model to mirror the Years 7 and 8 tutor style marks the transition into the upper Middle School learning environment.

YEARS 7 AND 8

In Year 7, the Middle School starts the single sex journey at Wesley College and is the next major entry level. At this stage, the boys transition towards secondary schooling by becoming accustomed to being taught by a greater number of teachers and exposed to a greater level of expertise through specialist teachers. There is a greater sense of personal responsibility and accountability for learning in these years.

Classes are taught by a variety of specialist teachers with a core tutor in two learning areas. The tutor provides both pastoral and academic support. Tutors work in pairs comprising a Mathematics/Science specialist and an English/Humanities and Social Sciences specialist. Students also select a language in Year 7 for a minimum two-year period, similar to Year 5, to either continue to consolidate prior learning or to experience key introductory skills.

Year 8 students participate in a range of term-long elective subjects in the Arts as well as Technology and Enterprise. They are also involved in project work, solving problems collaboratively. All Year 8 students complete the term-long signature program of the Middle School, Katitjin.

‘The foundation of a Wesley Senior School education is that

all boys are encouraged to strive to achieve at their highest level,

whether that be in the classroom, on the stage or sporting field.

Strong mentoring relationships create a safe environment for

boys to explore and showcase a variety of talents and interests

as they determine the path they are likely to follow beyond

the College. Finding one’s purpose in life is a key to ongoing

happiness and fulfilment as an adult. Wesley encourages all boys

to focus on their own strengths and interests with the intention

of setting them on the pathway to a purposeful life.’

JANNINE WEBB | DE AN OF S TUDENTS (SENIOR SCHOOL )

OUR SENIOR SCHOOL

YE ARS 9 TO 12 | BOYS ONLY

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T H E S E N I O R S C H O O L : E M P O W E R I N G Y O U N G M E N

We have created a culture of innovation, critical thinking and collaboration in the Senior School which is supported by the purpose-built learning environment. Students are taught by experienced teachers who are specialists in their area of expertise.

Our young men are challenged and empowered to take greater responsibility for their learning choices and outcomes. Each Senior School boy hosts an annual student-led conference with his parents and mentor, with a focus on his progress towards academic goals for the year. These sit alongside more traditional parent-teacher interviews.

Over 80% of Wesley students follow an ATAR pathway and our Year 12 results consistently demonstrate a strong academic culture and a drive for every boy to reach his own personal level of excellence. In recent years, Wesley graduates have been awarded the Beazley Medal, university scholarships, early placement offers and direct entry to the university course of their choice, within WA or other Australian cities and across the world.

Most Wesley students who have pursued a General or VET pathway in Years 11 and 12 have been offered entry to TAFE, direct employment or apprenticeships as they complete their studies at the College. A number of Wesley graduates have been drafted to professional sporting teams or have gone on to study at American Colleges having been awarded a sporting scholarship in sports such as tennis, basketball and baseball.

The pastoral care structure in the senior years is designed to support every boy to ensure that he has a close bond with a consistent adult presence at the College. All mentors have approximately 12 students in their Mentor Group. A 1:12 teacher-student ratio allows for each boy to be well known by their mentor. Students are allocated their House aligned mentor in Year 9 with the aim for them to remain with that mentor through until Year 12. Working in pairs, mentors have responsibility for the overall wellbeing of students in their mentor group, with the Social and Emotional Learning (SEL) program taught at part of the mentor program. Mentors are supported by Heads of Year who also travel through the Senior School with their cohort.

Alongside the academic program, Wesley offers a full range of co-curricular opportunities. These include music and drama, da Vinci Decathlon, World Scholars’ Cup, Chess Club, Debating, Mock Trials, F1 in Schools, and sport; summer and winter PSA teams as well as swimming, cross country and athletics.

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YEAR 9: GROWING INDEPENDENCE

From Year 9 onward, the boys have greater choice in their subjects and are expected to become more independent, by accepting greater responsibility for their personal organisation and completion of academic work. They need to be aware of sporting commitments, social and other co-curricular activities by keeping up to date with information shared by the College on Schoolbox, or by email. In Year 9, boys are able to choose from a range of subjects in the Languages, Arts, Technology and Enterprise, and Philosophy and Ethics, thus developing a sense of ownership of their pathway.

YEAR 10: EXPLORING POSSIBILITIES

Students in Year 10 select their subjects as part of what we call the ‘Stocktake Year’. Students are able to experience the specific aspects of subjects that are of particular interest to them, allowing them to make more informed decisions about their subject selection in Years 11 and 12.

Some students will be very clear about their chosen pathway, whereas others will want to explore a range of options. We encourage students to consider their interests and strengths when making their Stocktake Year selections. In this year, subjects are offered on a semester basis, giving boys the maximum number of choices possible while meeting the requirements of the Western Australian Curriculum.

All Year 10 students take part in the College’s Work Experience program and complete their Outdoor Education Expedition in the State’s north west region in either Semester One or Two.

YEAR 11 AND 12: BECOMING ROLE MODELS

All students in Years 11 and 12 are leaders of the College. Regardless of whether they hold a formal leadership role or not, they all contribute significantly to the culture of the College by modelling the expected standard to the younger boys. The pursuit of excellence in all areas of schooling is characteristic of these young men.

The College offers over 70 subjects to suit the needs and interests of all students, ranging from General, VET and ATAR pathways. Often, in conjunction with their ATAR pathway, boys will complete a Certificate course adding to their skill set.

It is an expectation that Wesley students will complete at least 20 hours of community service during their four years in the Senior School. The majority of boys honour the teachings of John Wesley by the giving of their time and talents in service to others, well beyond our expectation.

‘Boarding is a safe, welcoming community based on

trust and respect. We offer opportunities to our boys for

enrichment and personal development as they transition

through school and into the wider community.’

DAVID BOURNE | HE AD OF BOARDING

OUR BOARDERS

YEARS 7 TO 12 | BOYS ONLY

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A H O M E A WA Y F R O M H O M E

‘Having the opportunity to be a boarder at Wesley College is a privilege. It doesn’t matter who you are or what your interests may be, you are guaranteed the opportunity to excel, get the best out of yourself and become the best person you can possibly be. The sense of mateship,

brotherhood and family amongst each other is a special experience and something to hold onto and cherish forever.’

K YLE HAMERSLE Y | C APTAIN OF BOARDING 2018

Choosing to send your son to boarding school is a major decision.

At Wesley, we offer our boarders (Years 7 to 12) a vibrant, nurturing, family-style environment that strives to cater for each boy’s wellbeing, encourages his growth and uniqueness, and supports him to become a happy, responsible individual.

The Wesley Boarding House is situated within the College grounds in our idyllic location in South Perth with ready access to the Swan River, the Angelo Street village and within walking distance of the ferry to Perth city.

The local parklands, cycle paths and skate park, combined with facilities of the Wesley Sports Club, ensure boarders have superb recreational opportunities that provide the necessary balance to the academic rigour of school and evening study.

Boarders are integral to the Wesley community and are encouraged to take advantage of the extensive facilities and support services the College offers (including a 24-hour Health Centre). Boys are cared for in a pastoral system based on year groups, with a Year Coordinator allocated to each group. Our emphasis is to ‘know the boy’. We develop positive relationships with each student, working in partnership with parents. Each boy has his own space, either a cubicle or bedroom.

Boarding staff also foster opportunities for mentoring and leadership development as part of life in the Boarding House. In Years 11 and 12, students have opportunities to assist in running dorm operations for a term, including monitoring and assisting with study habits and dorm routines. These opportunities build and strengthen friendships across year groups.

The academic experience for boys is supported by access to staff, tutors and state-of-the-art facilities including computers, classrooms and music practice rooms. Boarding staff focus on providing a student-focused culture which promotes active citizenship and leadership development.

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M O O R D I T J M O B

The Moorditj Mob is Wesley College’s unique Indigenous program, which officially began in 2006. In the Nyoongar language, Moorditj means ‘great’, ‘strong’ or ‘excellent’. The Moorditi Mob is an expression of the College’s commitment to national reconciliation, promotion of Indigenous cultural identity and resolution to close the education gap that exists between Indigenous and non-Indigenous Australians.

The program is an important part of the College’s culture and fosters great pride within the Wesley community.

In an inclusive environment, students are encouraged to acknowledge their individual Indigenous identity, share their unique footprints and place of country, celebrate aboriginal culture and pass on culture to others.

Due to the success of the program, Wesley receives support from a number of philanthropic bodies and government agencies and now offers approximately 30-40 needs-based Indigenous scholarships. One of the most well-known and public aspects of the program is the Moorditj Mob dancers and didgeridoo players. The Moorditj Mob has been known to perform up to 60 dances annually both at the College and at outside community events.

In 2014, the Moorditj Mob was invited to represent Australia’s Indigenous people at the World Indigenous People’s Conference on Education in Hawaii, and was the only group to be asked to perform at the official opening and closing ceremonies. In 2017, the Moorditj Mob was once again invited to attend the World Indigenous People’s Conference on Education—this time in Toronto, Canada. They performed at the official opening and closing ceremonies and presented a workshop on the resilience and strength that is developed by learning and performing traditional culture.

The Moorditj Mob program provides Indigenous students with a top quality Western education, integrated with a deliberate and explicit focus on their own culture and developing pride in their Aboriginality.

‘Qualities such as leadership, social responsibility,

global thinking, self-awareness, self-management and

positive relationships lay at the heart of a Wesley

co-curricular experience.’

MATHE W IRVING | D IREC TOR OF S TR ATEGY

CO-CURRICULAR

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C O - C U R R I C U L A R O P P O R T U N I T I E S

A quality education demands a balance between every aspect of school life. The diverse co-curricular programs at Wesley College not only complement and broaden the day-to-day curriculum but also offer further opportunity for skill development, creative expression, innovation and teamwork. The diverse opportunities offered at Wesley facilitate the personal development and transformation of the whole person as students become strong thinkers, purposeful doers, positive connectors and powerful self-activators.

The activities offered across the three sub-schools provide a range of learning experiences and opportunities for students to become active and engaged learners who strive to achieve their personal best. Each co-curricular activity gives students a unique leadership opportunity that is developmentally appropriate. Personalised feedback from teachers and coaches assist students as they develop technical skills, attend to non-cognitive skills and build a desire for lifelong learning.

At Wesley, we offer a rich array of co-curricular activities and experiences in the following areas: academic support, the arts, cultural engagement activities, outdoor learning, service learning and leadership, sport and STEAM. In all of these areas, Wesley celebrates student commitment, leadership, service and excellence.

ACADEMIC SUPPORT

Additional tutoring and academic support is offered to all students through a variety of after-school activities. These include specialist Mathematics, English and Physics programs in the Senior School, Middle School Homework Clubs, After-School Library sessions, a Junior School Multi-Literacy program and VET support programs.

THE ARTS

Wesley offers a diverse and exciting range of arts activities across the Junior, Middle and Senior Schools. The College has a reputation for staging outstanding drama productions and an eclectic range of music ensembles and dance as well as Speech and Drama classes, ensuring there is something for everyone. We also have a team of highly skilled music teachers, many of whom perform with professional orchestras and bands.

These activities are open to all students within the College and students are encouraged to seek out arts activities.

CULTUR AL ENGAGEMENT

Wesley fosters cultural participation in a range of House sporting and community service events, socials and tours. Regular cultural, language and sporting tours are a feature of our diverse cultural engagement program. Penrhos College and Wesley enjoy a brother-sister relationship and have in place a number of collaborative opportunities for students including careers carousels, mathematics enrichment activities, shared rowing shed, year level socials and music and drama performances.

OUTDOOR LEARNING

Students participate in outdoor education from Years 5 to 10 in a comprehensive program managed by specialist outdoor education teachers.

Middle School students in Years 5, 6 and 7 are introduced to outdoor education camps at three different activity-centered, community-based campsites. These camps involve a series of group challenges within the context of a general theme, linking to the curriculum for each year group.

The Year 8 and 9 camps are designed to challenge boys both physically and emotionally. The more experienced Year 10 students choose an expedition at an appropriately challenging level, developing competence in dealing with and travelling through the natural environment. These expedition opportunities have an emphasis on safety and organisation while enabling the boys to experience some of WA’s most remote, diverse and stunning geographic locations.

SPORT

Sport is compulsory at Wesley, across all three sub-schools. Participation in sport provides life skills beyond the enjoyment of the sport itself, including teamwork and developing healthy and active lifestyle habits which we hope will endure.

Wesley students participate in before and after school sports training and competition against other PSA schools. Inter-school fixtures are typically held on Thursday afternoons for Years 5 and 6, Friday afternoons for Years 7 to 9, and Saturday mornings for Years 10 to 12.

Summer sports include cricket, rowing, tennis, basketball, volleyball, water polo and swimming. Winter sports include AFL, soccer, hockey, rugby, badminton and cross-country. Athletics, golf and surfing are additional stand-alone sports.

We have a strong tradition at Wesley and our sportspeople have excelled nationally and internationally. The OWCA Hall of Fame recognises former students who have represented the State or Country at a senior level.

STEAM

Wesley promotes STEAM activities and the disciplines of Science, Technology, Engineering, Arts and Mathematics. Our co-curricular offerings include Coding Club, da Vinci Decathlon, Daring Tinkers, EVE Challenge, F1 in Schools STEM Challenge, Mathematics Enrichment Club and World Scholars’ Cup. Using an Inquiry approach, students develop thinking and problem solving skills and apply them in different contexts. Students are encouraged to work in groups and prepare specific solutions to problems posted in sessions.

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S E R V I C E L E A R N I N G & C O M M U N I T Y S E R V I C E

The notion of service has been central to Wesley’s ethos since the College’s formation. But service is about much more than a privileged few helping the disadvantaged, the sick and the elderly. Service at its best goes beyond putting your hand in your pocket or doing a job for someone with little thought or post-event follow up. It is a journey of discovery and awareness, learning about what a community really is and what it means to embrace diversity. It provides students with the opportunity to discover and reflect upon what kind of man or woman they want to be.

Service Learning at Wesley focuses on activities where both the recipient and the provider are the primary intended beneficiaries of the activity. This differs from Community Service where the recipient benefits, but without any intentional learning for the provider.

Wesley is committed to Service Learning as a deliberate, explicit attempt to embed experiences into our formal curriculum.

In Junior School, students engage with causes they care about through awareness. They learn about issues that affect them both inside and outside the classroom, and they are encouraged to exhibit behaviours in line with College values.

In Middle School, curriculum time is set aside for students to undertake a Service Learning project. While there may be a theme from which students work (e.g. poverty, sustainability), the project is left to the class to decide, based on what they see as the needs of their community. Encouraging students to recognise a need, then planning to address it and acting on it are important skills at any age.

Service Learning is also visible in some of our Senior School subjects where it may be incorporated into an authentic assessment task—such as a Mathematics class undertaking survey design and data analysis for a community partner such as UnitingCare West and in our immersion tours to Tanzania and Indonesia.

In addition to Service Learning, there is a strong tradition of Community Service at Wesley College, from Pre-kindergarten right through to Year 12. Notably, Wesley College has raised nearly $500,000 for the Cancer Council as a result of student participation in Relay for Life. Students also participate annually in the World’s Greatest Shave and have nominated House charities to support, including RSPCA, Disabled Surfers Association, Red Cross Soup Patrol, UnitingCare West, Ruah Homeless Centre and many others.

We hope that these experiences will broaden each student’s education by increasing empathy and awareness, and that they will provide leadership to future generations in this regard by giving and learning.

‘Without a sense of caring,

there can be no sense of community.’

ANTHONY J . D ’ANGELO | AUTHOR

OUR COMMUNITY

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W E S L E Y S P O R T S C L U B

The Wesley Sports Club welcomes the broader community of South Perth to use its facilities outside school hours. The Sports Club offers a wide range of sporting activities, classes and facilities for hire, including:

50m eight lane heated swimming pool

Weight room equipped with free weights, pin select machinery and cardio equipment

Aerobics classes

Fitness classes

Badminton courts

Flood-lit tennis courts

Volleyball courts

Basketball courts

Yoga and Pilates

Gym for Juniors—children’s program

A number of different groups also run fee-based programs from the Wesley Sports Club

P A R E N T S ’ & F R I E N D S ’ A S S O C I A T I O N

Wesley’s unique community spirit is inherent in our vast network of committed parent volunteers. There is an array of opportunities for parents to be involved in College life, through the Wesley Parents’ and Friends’ Association (P&F) as well as numerous parent support groups established to assist with specific areas of endeavour such as individual sports, music or drama productions.

The Wesley P&F has supported the Wesley community for more than 60 years. Its purpose is to promote fellowship, foster community spirit, support students, families, staff and College programs. The P&F welcomes all new parents to be involved, either through volunteering or attending the many community events taking place each year.

PARENTS’ & FRIENDS’ASSOCIATION

SPORTS CLUB

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O L D W E S L E Y C O L L E G I A N S ’ A S S O C I A T I O N

The Old Wesley Collegians’ Association (OWCA) is our network of ‘old girls’ and ‘old boys’, who share lifelong connections through their experience at Wesley College.

More than 14,000 members (and growing!) share this bond, and are a cherished part of the Wesley community. Their mission is to promote unity and friendship among past scholars, and to support the welfare of Wesley College and its students.

The OWCA collaborates closely with members of the College, hosting many reunions, OWCA vs current student sporting events, an annual golf day, a mentoring program for current students and a series of special events.

CELEBR ATING OUR PIONEERS

The OWCA Pioneers’ Club was founded for those Old Wesleyans who left school more than 50 years ago. The Club provides opportunities for these old school-mates to easily stay in touch and to visit the College and witness its development over time.

A highlight of the Wesley school year is Pioneers’ Day, where our 240 Pioneers gather for a day-long celebration on campus, sharing stories with the Senior School students at a Pioneers’ Assembly, followed by a long table lunch.

OLD WESLEYCOLLEGIANS’ ASSOCIATION

‘When a student commences at Wesley College,

it is also important to understand that it is not

just their experience, but a family one too.’

NATHAN JE SSUP | DEPUT Y HE AD

ENROLLING AT WESLEY

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E N R O L L I N G A T W E S L E Y C O L L E G E

If you have any questions or would like to know more about Wesley College, please contact the Enrolments’ Office.

Tour mornings are conducted regularly throughout the year, or alternatively we would be happy to arrange an individual tour of the College at a time that suits you.

CL ASS SIZES

The policy of the Wesley College Council is to limit the growth of the school. Parents are urged to make applications well in advance of the anticipated entry year.

Classes in Pre-kindergarten and Kindergarten are held at 20 children

From Pre-primary to Year 9, class numbers increase to the nominal maximum of 26

In Years 10 to 12, average class sizes remain at approximately 18

With the approval of the Headmaster, the Enrolments’ Office may vary these numbers slightly. Sometimes demographics and enrolment circumstances will affect class numbers. The College, for example, does not like to split families and will usually agree to accept all the children from one family seeking entry.

ENROLLING YOUR CHILD

Our Enrolments’ Managers are responsible for all new students from the first enquiry until the first day of school. In this way, we have the very latest information about your child which will enable us to welcome them into the full life of the school.

Wesley’s inclusive enrolments’ policy means it is not essential for children to be interviewed prior to accepting a place at Wesley. However, we will happily arrange private meetings with the appropriate Head of School at your request.

For further information contact:

Wesley College Enrolments’ Office Telephone: +61 8 9368 8032 Email: enrol@wesley.wa.edu.au

Wesley College Corner Angelo and Coode Streets (entry via Angelo Street) South Perth WA 6151 wesley.wa.edu.au

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‘An investment in knowledge pays the best interest.’

BENJAMIN FR ANKL IN | C0 -FOUNDING FATHER OF THE UNITED S TATES

Corner of Angelo and Coode Streets, South Perth WA 6151 PO Box 149 South Perth WA 6951 08 9368 8000 wesley.wa.edu.au Wesley College is registered with the Commonwealth Government CRICOS listing 00460E