Associate Principal Years 7-9
Mr Paul Currie
My primary purpose is to improve the academic performance of all lower-school students in Years 7 to 9. I liaise with the relevant Heads of the Learning Area and the Teachers in Charge to review progress with the Learning Areas twice a year. I also work with the sub-school Program Coordinators to track individual student progress regularly.
I ensure that the lower school curriculum is well-developed and that our assessments accurately reflect the standards. I also am responsible for the Reporting to Parent process, ensuring that you receive regular updates on your child’s progress and get suggestions for areas of improvement as well as end-of-semester reports and two-parent evenings each year.
I also oversee the Academic Extension and Acceleration programs, liaising with the Teachers in Charge to ensure students’ entry-level testing and movement is fair and equitable.
I have whole school responsibilities for the following areas.
- School Business Plan priority number three: Staff Development and Wellbeing.
- Learning Area oversight of Arts, Technologies, Languages & Physical Education & Health.
- School review processes involving School Leadership
- ICT issues, including SEQTA, networking and infrastructure
- STEM building program and program delivery
- NAPLAN and student academic testing
If you have any concerns or wish for more information, I urge you to contact your child’s teacher and then the Head of Learning Area to address the issue at this level. I am happy to assist you beyond this if any matters cannot be easily resolved.
I am also the person who will oversee any subject changes during the year.
Associate Principal Years 10 -12
Ms Toni Jones
As the Associate Principal for Years 10-12, my primary commitment is to ensure that every student experiences a balanced and personalised curriculum designed to foster personal success and academic achievement.
Research indicates that success in senior school goes beyond IQ; the key factor is ‘grit.’ Therefore, we work collaboratively with parents to help students cultivate resilience, accountability, and a growth mindset. By stepping outside their comfort zones, students learn to embrace challenges positively.
I lead a dedicated team that meets our students’ social, emotional, and pastoral needs while creating a supportive and enjoyable Senior School experience. We have implemented a comprehensive academic tracking system to ensure all students meet their WACE requirements and achieve their best results.
Our students have a proud history of academic excellence and community service, and we are committed to preparing them for life beyond school—not just for exams.
In alignment with the 4 MESH Learning Areas—Maths, English, Science, and Humanities and Social Science—we deliver a curriculum emphasising critical and creative thinking, personal and social capability, and ethical and intercultural understanding. These essential skills equip our students for the challenges of the twenty-first century.
Let’s empower our students to succeed in their education and life together.
Associate Principal Student Services
Mr Rex Lilleyman
Student achievement and wellbeing are a priority in our School Business Plan, and considerable resources are allocated to support this priority. Our school’s goal is to ensure that the school environment is positive, caring, inclusive and supportive for all Applecross SHS students. When this happens, students are most likely to be able to achieve their potential in their courses.
I am responsible for managing the Student Services staff in the school, whose primary responsibility is to provide support services in various areas to ensure the above goal is achieved. There are a number of staff who work in this area in different capacities. We have Program Coordinators, Year Coordinators, a School Psychologist, two Chaplains, a School Nurse, and a Learning Support Coordinator. All these people are available to assist students and parents as our students progress through what can be challenging teenage years.
The key to successful students is establishing positive relationships between students, teachers, and parents. Working together makes it far more likely that challenges can be managed successfully when they arise. I am sure we all want the best outcomes for the students, so the school encourages and values regular communication. As students progress through secondary school, they will need guidance. We are happy to communicate with parents so students get a common message.
In addition to my primary responsibility of supporting students, I am significantly involved with behaviour management, enrolments and transition, learning support, and improving student voice and parent engagement.
We are fortunate to have outstanding young people at the school. We want to keep them focused on their goals, and I am very keen to keep open lines of communication with parents concerning any areas I am responsible for.
