Our College community extends to all students (past and present), staff, parents and families. Our goal is to provide the best educational experience and opportunities for all our students. When a new student enrols we welcome the whole family and provide opportunities for parents to be actively involved in College life. At Corpus Christi College we truly believe we are creating a caring community and that all students learn and grow in a safe, exciting and challenging Christian environment.

It is essential for every student to feel that they are part of the College community and that they can contribute fully to the life of the College. A student's happiness and personal growth is important to staff and other students. The College is committed to developing the 'whole' person - socially, emotionally, spiritually, intellectually and physically.

The College's Pastoral Care program focuses on building well-being by developing key life-skills to help students cope with challenges at school and beyond.  The programme begins in year 7 with Orientation activities and the Quest Retreat. It continues through school life with appropriate activities at each Year level.

The Pastoral Care network within the College is student centred.  Every student belongs to a Homeroom that meets daily with their Homeroom Teacher. Students also belong to one of the College Houses - Chisholm, de Vialar, MacKillop, Merci, Pallotti, Romero, Salvado or Xavier. The Houses are smaller groups within the larger College community where strong friendship bonds may develop across Year levels. The College Behaviour Management Policy is based on a Code of Conduct which ensures an orderly teaching and learning environment. Students are also offered support from our College Psychologists, Student Services and the team of VET and Transition services.

Structure and Goals

At Corpus Christi College, Pastoral Care includes a structure where:

  • All staff members are responsible for the social, emotional, spiritual, intellectual, and physical development of each student who comes within their sphere of influence.

  • Strong relationships are established between the staff, students and their families in a Christian community setting.

  • Clear, consistent, firm and just discipline is practised in an environment which facilitates the development of responsible self-discipline.

  • Students and staff are able to appreciate the care that they experience.

As an expression of our faith, this person-centred philosophy begins in the classroom. It is reflected in all facets of the school experience, including the College's enrolment policy and practice.

At Corpus Christi College, Pastoral Care refers to the total care of each member, expressed through the:

  • Establishment of an effective care network.

  • Provision of satisfying learning experiences.

  • Development of quality relationships.



The Pastoral Care structure or network in the College is centred on the student with their most immediate pastoral needs being met and nurtured by their Homeroom and subject teachers.

Students and staff are supported by the services offered by the College Psychologist/s, Student Services and the Career Advisor.

The Pastoral Care structure is overseen primarily by the Heads of Year and Deputies of Middle School, Senior School and Ministry, and the Vice Principal and Principal:

  • Subject Teachers are responsible for the pastoral care of students belonging to their classes.

  • Homeroom Teachers are responsible for the pastoral care of a specific group of students in their Homeroom.

  • Heads of Year are responsible for the well-being and progress of students within the relevant Year group.

  • Deputy Principals of Middle School and Senior School are responsible for the pastoral care of students in their Schools as they progress from Years 7 through to Year 12.

  • The Deputy Principal Ministry has a special responsibility to coordinate and oversee Pastoral Care initiatives and roles within the College.

  • The role of the College Psychologist/s is to support our students to achieve academic success, psychological health, and emotional and social well-being. This is achieved through the delivery of preventative and point of need services directly to students, parents and teachers, and through consultative processes and programme delivery for the College.

  • Year Teams consist of the Homeroom Teachers and Head of Year at each year level. Under the direction of the Head of Year, the year team plans and implements the Pastoral Curriculum for their Year group.

  • House structure - students and staff are grouped vertically for some pastoral programmes and activities to support and implement aspects of the College's pastoral curriculum. This is coordinated by the House Coordinators.

The Pastoral Council meets to coordinate planning between the Heads of Year, Deputy Principals, Vice Principal, Principal and College Psychologist/s.

The network of care provided through this pastoral structure is facilitated and enhanced by a number of provisions:

  • A clear definition of understanding of the pastoral care aspects of the roles of all staff which is provided within this statement.

  • The maintaining of regular parent contact through a range of avenues and in particular e-News, Engage, email, telephone, formal and informal parent/teacher meetings, student reports, Student Dairy, pro-forma letters.

  • The maintaining of a clear internal referral network regarding behaviour and issues of concern which is coordinated by the Deputy Principals.

  • Effective liaison with community referral agencies under the aegis of the College Psychologist/s.

  • Regular, formalised student reviews initiated by the Deputy Principals and/or Head of Year.

  • Formal and informal student interviews - e.g. 'getting to know you', academic progress - can be organised by all staff members.


Regular review of school curricula to ensure the prevision of relevant learning occurs within the forum provided by staff meetings, Learning Area meetings, Teaching and Learning Council meetings, Pastoral Council, Academic Council and College Leadership meeting:

  • Each Classroom Teacher is responsible for the teaching of the appropriate curriculum, processes and skills within their subject area under the direction of Heads of Learning Area.

  • A Teaching and Learning Council meets to coordinate curriculum planning. This committee consists of the Heads of Learning Area, Heads of Year, Deputy Principals, Vice Principal and Principal.

  • Religious Education classes provide integrated and developmental experiences to assist personal and faith development.

  • Personal development, community health and vocational education issues are key areas dealt with at each Year level.

  • Library services provide essential resources and scope for individual learning.

  • A Careers guidance service is available to all students.

  • Learning Difficulties - e.g. Teacher assisted learning in the classroom and small focus classes for basic skills development have been established to assist students in need of additional support.

  • An Education Support Centre with a policy of integrated classes, where possible, has been established to provide for special needs students, especially those with mild to moderate intellectual disabilities.

Evaluation reviews of Pastoral Care initiatives regularly occur.


Key factors of quality relationships include:

  • Homeroom groups, where each student belongs to a pastoral care group and meets daily with their Homeroom teacher, providing an important avenue for pastoral care activities.

  • Homeroom Teachers (and, therefore, classroom teachers) who teach students for a variety of subjects are able to extend their pastoral care.

  • A House system provides a vertical structure to support the development of on-going relationships and an enhanced sense of community.

  • Clear Behaviour Management policy and procedures provide orderly teaching and learning environments Regular formal/informal assemblies - whole school, Year, House, special ceremonies assist in developing identity and school spirit.

  • College Masses and liturgies celebrated together as a school/Year/class are key faith development experiences for students and staff.

  • Involvement of parents - formal/informal - sports coaching/managing, camps, parent forums, College Board, Parent Council, cafeteria, uniform shop, library assistance, school-based social activities are a feature of school organisation.

  • Student involvement in student-organised activities is encouraged.

  • The Student Leadership Team - facilitating involvement of students in real decision-making is an important aspect of leadership training.

  • Peer Support relationships are fostered through the Quest Retreat which trains older students to support Year 7 students as they make their transition to secondary school.

  • Retreats, excursions, sports carnivals, Feast DayS and fundraising days are essential and integral to the life of the College.

  • Social education – Year 12 Ball, Year 11 Dinner Dance, Year 10 River Cruise and Year socials are important planned activities for students.

  • Regular social gatherings, the staff ’buddy’ programme, staff meetings, professional learning and planning days assist in fostering the development of the staff as a team.



In 2010, the College investigated House patron names for a new House system which was introduced in 2011 with eight Houses in total. Initially, the Working Party agreed on a set of criteria before they agreed on 12 Patrons (six female and six male) from a range of names that were put forward by the College community. The criteria is listed below:

  • Commitment to Faith and spiritual development.

  • Christian Service.

  • Courageous living out of faith in line with College motto FOLLOW THE LORD.

  • Gender balance.

  • Local and international significance.

Through the guidance and management of the House Coordinators, in conjunction with all staff, this system provides a first class framework which:

  • Promotes school spirit and unity amongst the student body.

  • Enriches student school life.

  • Provides a focus for participation in the full range of College activities for students at all levels.


The Corpus Christi College House system organises the whole school into eight Houses each having a distinguishing colour:

  • Chisholm: Blue

  • Pallotti: Silver

  • de Vialar: Gold

  • Romero: Purple

  • MacKillop: Pale Blue

  • Salvado: Green

  • Merici: Red

  • Xavier: Black

Each of the House colours is matched with white, signifying the unifying symbol of the Eucharist which is central to our College charism – Corpus Christi.

A House consists of students across Years 7-12. Students are organised into Houses which are subsequently broken into smaller groups called Homerooms. On entry to the College each student is allocated to one of the Houses. Siblings are allocated to the same House as an older sister/brother or parent who is a staff member. Staff members are also allocated to one of these Houses.

The House provides:

  • Guidance, care and support.

  • A vehicle for communication with the school (Year/House notices/discussions with the Head of Year/House Coordinator or Homeroom teacher).

  • Opportunities for organisational and leadership roles.

  • An identity and opportunity to belong to a smaller community within the larger community of the College.

Corpus Christi College holds an Athletics Carnival, Swimming Carnival and a Cross Country run each year where Houses vie for the honour of winning on the day. Inter-House sports provide students with the opportunity to compete against each other in a spirit of camaraderie. There are also House cultural events such as the TheatreSports competition.


Early in its history, Corpus Christi College developed a House system as part of its organising structure. The primary purpose of that House system was to provide a means of organising and promoting the College’s sporting activities. The original system was made up of four Houses.

Four House Coordinators were appointed to:

  • Promote and strengthen the House system.

  • Coordinate and organise House activities.

These four Houses were named after prominent West Australians:

  • Bateman: John Bateman (1789 – 3 April, 1855) was an early colonist at Fremantle. He was the postmaster, general store owner and an investor in the Fremantle Whaling Company. The suburb of Bateman is named after him and his family.

  • Forrest: Sir John Forrest (22 August 1847 – 2 September 1918) was an Australian explorer, the first Premier of Western Australia and a cabinet minister in Australia’s first Federal Parliament.

  • Murdoch: Sir Walter Logie Forbes Murdoch,(17 September 1874 – 30 July 1970) was a prominent Australian academic and essayist famous for his intelligence, wit, and humanity. He was a Founding Professor of English and former Chancellor of University of Western Australia (UWA) in Perth.

  • Winthrop: The suburb of Winthrop was originally part of the Applecross Pine Plantation, owned by the University of Western Australia since 1904. The name Winthrop was proposed in December 1977 by the City of Melville and supported by the University of WA, who were developing the land. It is named in commemoration of Sir John Winthrop Hackett, the first Chancellor of the University of WA.