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Mission and Vision
Past Student Network
View Events - Annual Reunions
Rose Retail Centre
Frequently Asked Questions (FAQs)
Women of Integrity Shaping the Future
Applying to San Sisto College
College Tours and Open Day 2021
Make an enquiry
Request a Prospectus
Stationery Lists for 2021
Religious Life of the School
Community Service and Social Action
Dominican Sisters of Eastern Australia and the Solomon Islands
QMEA Ambassador 2021
Australian Olympic Change-Maker Program
Australian Mathematics Competition
International Women's Day Breakfast
Lord Mayor's Youth Advisory Council
Learning and Teaching In Our Classrooms
Robotics - Year 7 Learning
Women in Aviation
Year 9 Retreat Day
College Musical 2021
Years 11 and 12
Years 9 and 10
Years 7 and 8
Learning and Teaching
Habits of Mind and Spirit
Service and Activities
Guidance and Counselling
Guidance and Counselling
Our Mission is to be a Catholic community in the Dominican tradition where the heart, mind and spirit of each young woman is nurtured.
We value an inclusive approach to the education of young women and work collaboratively with students, parents and teachers to meet the wellbeing needs of all our students. There is a strong interconnection between learning and wellbeing.
Learners are able to engage more readily with learning when in an optimum state of wellbeing.
At San Sisto College, we have a variety of networks to enable our students to achieve. These networks are supported by the following:
Home Room Teacher – The home room teacher is the first port of call for parents when addressing the wellbeing needs of their daughter. Students have home room time each morning and afternoon, allowing staff and students to build rapport in a positive and encouraging manner.
School Coordinator – The year levels at San Sisto are arranged within schools. These schools allow students to interact with students in another year level. The School Coordinator has an important communication and advisory roll within the College
One of the ways in which we honour our Dominican charism is by naming the three schools within our College after places which are significant in the life of St Dominic.
Caleruega – Years 7 and 8
Dominic, son of Felix de Guzman and Jane of Aza, Spanish nobility, was born between 1171 and 1173 in the Castilian village of Caleruega. In this small village in northern Spain, set amidst green fields, he spent the early years of his life journey. He learnt valuable lessons, including the value of study, from his parents and his uncle, who was a priest in a nearby town.
Fanjeaux – Years 9 and 10
Fanjeaux, located in the south of France, is a small village perched on a hill, overlooking fields filled with sunflowers in the spring. By the time Dominic arrived in Fanjeaux he was in the middle years of his life. He had become a priest and had shown himself to be not only a man of academic ability but a man of spiritual depth, possessing compassion for people and commitment to sharing the Gospel. The story is told that sometime in 1206, at the edge of Fanjeaux, Dominic stood thinking and praying about what to do for some women who had come to him for help. It is said that in that spot overlooking the fields below, he experienced the Seignadou, “sign from God”: a light settling over the nearby Church of Sainte Marie de Prouilhe, which affirmed it as the place where he would establish a community of women who would later become the first Dominican community.
Bologna – Years 11 and 12
All of his priestly life, Dominic travelled the roads of Europe, mostly those of Spain, France and Italy. Towards the end of his life he found himself in Bologna, Italy, first in 1220 and then in 1221, both times for General Chapters of the Order i.e. gatherings of Dominicans from all provinces, coming together to discuss the work of the Order and to make decisions about the future. The Order of Preachers (Dominicans) was flourishing. Men and women were joining Dominic in order to spread the Gospel message of love for all people. The vision, energy, hard work and commitment of Dominic and many others had come to fruition.
Centre for Wellbeing
(WELL) -The WELL, established in 2012, is an innovative and unique facility available to students and parents. Research has shown that students who are content are able to learn more effectively. Personnel in the WELL provide counselling and support to students and their parents, pastoral work, encourage activities to enhance mindfulness and relaxation. Varied activities are organised for students during lunch breaks in order to build relationships and a sense of connection/belonging.
Positive Development Education
– Students in Years 7, 8, 9 and 10 participate in Positive Development Education (PDE) classes which are facilitated by dedicated staff with a keen interest in the wellbeing of young women. Our PDE program incorporates our Habits of Mind and Spirit and discuss a range of pertinent social issues and provide students with appropriate strategies to prepare them for the future.
The main focus of Positive Development within the College is to:
Focus on positive emotions, gratitude
Provide safe supportive and inclusive learning environments
Promote connectedness by being involved with positive purpose and meaning
Develop personal skills - communication, assertiveness, social skills, goal setting, meaning and purpose, seeking help both within the College environment and the wider community and problem solving.