St Andrews College Marayong eNewsletter Term 2 Week 8
- From the Principal
- From the Assistant Principal Teaching and Learning
- From the Assistant Principal Students
- Year 9 Fast Forward University Campus Visit
- Year 8 Visual Arts incursion
- Year 8 Zoo Excursion
- Senior Mental Health Awareness
- Supply Chain Industry Visit
- Pedagogy and Practice
- Japanese News
- Careers
- Upskill at CathWest
- Important Dates
- ST ANDREWS COLLEGE LEADERSHIP TEAM 2021
Newsletter 9 2021
Dear Members of the St Andrews College Community,
As we move into the Long Weekend, I would like to affirm the student community on how they have conducted themselves in their learning. There are greater numbers of students attending our study afternoons, more students seeking feedback to improve their performance, and more students focusing on routines that generate success. At St Andrew's College, we believe there is a link between learning and wellbeing. If you are functioning well then you set yourself up to learn well. Keep up the focus. It makes me very proud.
‘It’s All About Learning’
Reflection on the Ascension:
But when they came to Jesus and saw that he was already dead, they did not break his legs, but one soldier thrust his lance into his side, and immediately blood and water flowed out.
John 19:33–34
John’s Gospel is filled with deep spiritual imagery and symbolism. It is clear that this imagery and symbolism was divinely inspired so as to give us spiritual food for reflection and meditation. One such image is given to us today as we celebrate the Solemnity of the Sacred Heart of Jesus.
As Jesus and the two criminals on either side of Him hung upon their crosses, the soldiers came to hasten their deaths by breaking their legs to cause them to suffocate more quickly. But when they came to Jesus, He had already died. So one of the soldiers, traditionally known as Longinus, thrust his spear into Jesus’ side, and blood and water flowed forth. Some traditions identify Longinus with the centurion who cried out after Jesus’ death, “Truly, this was the Son of God!” (See Matthew 27:54.) Other traditions state that he converted at that moment, making him the first convert to Christianity. Still, other traditions state that Longinus could not see well, and the blood and water from Jesus’ side poured upon his eyes, healing him. Regardless of whether these traditions are true, we know that Jesus’ side was pierced and blood and water flowed forth.
The symbolism of this act was more than a mere human symbol. It was an instrument of the profound spiritual reality that was taking place at that moment. As Jesus’ Sacred Heart was pierced, the blood and water that poured forth was the new sacramental life of the Church. The Blood was the Most Holy Eucharist and the Water was the gift of Baptism. When Jesus had previously “breathed His last” and “handed over His Spirit,” the Sacrament of Confirmation was bestowed.
When we celebrate those Sacraments today, it is easy to see them as mere symbols of what we partake in. But in our Christian Tradition, the Sacraments are so much more. The symbol is also the reality. It is the instrument of what it symbolizes. Therefore, every time we witness a Baptism or partake in the Holy Eucharist, we are mystically present with Longinus, receiving the grace and mercy of our redemption, pouring forth from Jesus’ wounded side, so as to heal us and make us whole.
The human heart is, physically speaking, a bodily organ responsible for pumping blood throughout. But from a spiritual perspective, given that we are both body and soul, the human heart is also the source of our life. Without it, we physically and spiritually die. So it is with the Sacred Heart of Jesus. It was not only a physical heart that was physically pierced by the lance long ago. It is now also the source of our ongoing spiritual life, and, without Jesus’ Sacred Heart of Mercy, we will die in our sins.
Reflect, today, upon the Most Sacred Heart of Jesus. See His Heart as the ongoing source of your new life in grace. Understand that His Heart is more than a symbol of His grace and mercy. It is the spiritual source and the font of that mercy. Prayerfully place yourself before His Cross, this day, and allow the blood and water, flowing from His wounded side, to cover you so that you, too, may believe.
Most Sacred Heart of Jesus, You poured out upon the world the love and mercy of Your transforming grace through the instrument of the blood and water pouring forth from Your wounded side. Help me to gaze upon this font of mercy and to be covered with it through the gift of the Sacraments. May I always be open to all that You wish to bestow upon me by these precious and transforming instruments of Your love. Sacred Heart of Jesus, have mercy on us. Jesus, I trust in You.
Athletics Carnival:
What a great day we had for the Athletics Carnival. We were fortunate with the weather and were given a picture-perfect day. It started with some great War Cries and Chants and finished with suspenseful relays. Congratulations to all involved in the day. Mr Dunaeff and his team had the day well organised, and the Student Leaders led the way. Well done.
Congratulations Wasim:
Below is a brief overview of the experience Wasim had participating in the United Nations Young Diplomats Tour he recently attended.
The Young Diplomats Tour, which usually takes place in Europe, however, conducted via Zoom due to the Pandemic, covered crucial topics involving diplomacy and the international community, where Wasim and 24 other young Australians used their diplomatic skills to reach diplomatic solutions. Throughout the three-weekend event, they met and discussed with a range of academics, politicians, and public service workers around the globe.
Dr Robert Aldrich, a former lecturer at the University of Sydney, provided the delegates with an extensive presentation that explored the effects of colonialism, the history and historiography of European colonialism, contemporary debates, the restitution of objects taken from the colonies and the impact of movements such as ‘BLM’. We had extensive discussions on state sovereignty, democracy, fascism, dictatorial rule, constitutional monarchies, absolute power, and other significant elements to Europe and its governments during the 20th century.
In addition, they conducted in-depth research on the former nation, Yugoslavia. Dr Zala Volcic, a professor from Monash University, presented the delegates with her research on Yugoslavia, covering topics consisting of its history and the influences that shaped its downfall. Surrounding this, an intense Interactive Problem Solving activity, which is similar to a debate, took place where we diplomatically made decisions as if we were leaders of Eastern European countries following civil unrest during the late 1980’s. My team debated on behalf of Croatia in which we diplomatically created bilateral relationships with some of Croatia’s neighbouring nations.
They met with the Deputy Ambassador of the European Union to Australia, Dr Fabio Spadi who discussed the European Union’s importance, history, and EU-Australia trade relations. This consisted of a question and answer where they questioned the impact of British Exit (Brexit) had on the EU and how relations are advancing between them as well as how it’s impacting Australia. Marcin Jerzewski, from Taiwan NextGen Foundation, where he directs the New Southbound Policy program and as a former worker at the Ministry of Foreign Affairs of the Republic of Poland, discussed the concept of normative power, Europe's normative power effectiveness in the Indo Pacific and Imperial power in Europe. They also met with Dr Jay Song who worked in think tanks as a Director of Migration and Border Policy at the Lowy Institute in Sydney, Global Ethics Fellow of the Carnegie Council for Ethics in International Affairs in New York and a Fellow of Chatham House (Royal Institute of International Affairs in London), a consultant for the United Nations Office of the High Commissioner for Human Rights in Geneva and as a Human Rights Officer at the National Human Rights Commission of South Korea with other academic positions at National Singapore University, the University of Oxford and the University of Cambridge. Dr Jay Song presented the delegates with her extensive experience in working at think tanks and as a Senior in the United Nations, and discussed Australia’s border policies. They were fortunate to ask her ample questions and discussed the relevance of the United Nations today and the issues and effectiveness surrounding Australia’s border policy.
As well as this Wasim researched the impacts of the ‘pink recession’ where women were disproportionately impacted by the Covid-19 Pandemic and debated Germany’s refugee crisis. The delegates represented European countries and created resolutions to propose to the World Bank (hypothetically) to combat the outcomes of the pink recession. Wasim also conducted a Russian Research Activity where we debated on behalf of a ‘Pro-Putin’ and ‘Pro-Navalny’ perspective. To conclude the event, Wasim acted as the French President and responded to an attack by China on French Ports which ultimately impacted France’s involvement in the Belt and Road Initiative.
This is just a fragment of Wasim’s experience in participating in the Young Diplomats Tour. I hope that St Andrews students take an interest to apply for this program next year with the prospect of travelling to Europe. Overall, the entire experience has been a rewarding one for Wasim, and has contributed to his understanding of the international community and Australia’s strong diplomatic relations with Europe.
Wasim will be attending the United Nations National Conference from the 4th to the 6th of July at the University of Technology Sydney.
Congratulations Wasim on your initiative to be involved in such a wonderful opportunity.
Debating Successes:
Congratulations to all teams for their performances in the CSDA Debating Competition. We have three teams progressing through to the Finals starting next week (Year 10A’s, Year 11A’s and the year 11B’s). I have really enjoyed watching all students debate and seeing the excitement in their eyes when they are successful. It makes me so proud to see the number of students who also help at Debating or come to support their friends. We have a unique culture in relation to our Debating and Public Speaking with many schools struggling to get any teams and assistants. Thank you to Mrs Pett and the teaching staff as well as ex-students who come back to adjudicate and support. All the best to our teams in the Finals.
Best wishes to the Open Boys Basketball Team who are participating in the Combined Catholic Colleges State championships next week:
Elijah Barret, Tohan Fadlalla, Patrick Felipe, Erren Fernandez, Andrei Figueroa, James Joseph Guidotti, Deng Joseph, Luga Lukudu, Marvin Mateo, Khrystian Sangil, Miguel Tuazon, Brosnan Wells, Maker Magol Maker and thank you to the assistants Luziel Cordoba & Charisse De Mesa. Thank you Mr Alata for taking the team.
PDSSSC Soccer Gala Day:
Congratulations to the following students for taking part in the PDSSSC 7-10 Boys and 7-9 Girls Football Gala Day:
7-10 Boys team : Amponsah Antwi, Antoni Arshilo, Noah Bassili, Nicholas Boustani, Hakim Marial, Reece Crescenzio, Luka Dinjar, Haroun Fadlalla, Adrian Jakubowski, Luis Lemiri, Jonathan Longy, Joel Longy, John Lukudu, Daniel Martignago, Hayden Saunders, Savior Yosia Edward.
7-9 Girls team : Elyssa Bassili, Chloe Bax, Alexis Bigeni, Joye-Mari Boursianis, Ellie Galaxidis, Talena Hourani, Elizabeth Kwiatkowski, Lorraine Layug, Elana Lekov, Achuil Makog, Alexandra Marasigan, Abbey Rafidi, Layla Sanchez, Zoe Thompson, Amelia Williams.
Students mentored as part of a referee program :
Oliver Bres, Lachlan Rafidi.
Building Works happening during the School Holiday Period:
During the Term 2 School Holidays and after we will be completing the renovation of the College Hall on the Senior Campus by putting in wall panelling on both sides, adding more Apple TV’s and flexibility to the spaces, as well as upgrading the Creative and Performing Arts side of the Hall to allow for larger Music, Drama, Dance, Photography, and Art displays and performances.
We will also be totally gutting the Art classrooms on the Senior Campus to allow for both a theory and practical space in the same room. This should be concluded in early Term 3.
The Hall Flooring on the Junior Campus is due to be completed by the start of the School Holiday period. This will give us a totally air-conditioned learning facility that will accommodate large gatherings and multiple sporting fixtures.
Enrolment for Year 7 and 11 2023
NOW OPEN
Fidem in Christo
Stephen Kennaugh
Principal
St Andrews
An Improvement Culture
The Assessment Framework has been a significant influence for staff professional learning in Parramatta Diocese over the last years. Learning Goals or Learning Intentions articulate what the learning is. In every lesson, teachers ensure students know what they are learning.
The Learning Intention ensures students understand what they are learning. When a student is asked ‘What are you learning about?’, they should be able to articulate the Learning Intention rather than reciting the task they are involved in. In conjunction with the Learning Intention, the Success Criteria ensures that students understand how they will know they are successful in achieving the Learning Intention. Each student will be able to use the Success Criteria as a measure of their learning. Therefore when a student is asked ‘How do you know you are learning?’, they should be able to articulate the Success Criteria, as well as be able to demonstrate where they are in their learning against the Success Criteria and how successful they are.
Staff engage in Peer Marking in staff groups to determine descriptive feedback, to ensure students have individual feedback in order to progress their learning. The student should be able to apply the descriptive feedback in future learning/tasks in order to demonstrate improvement. After all, why give feedback if it does not assist in improving learning? A focus on marks or grades only does not help a student to improve. Feedback = ability to improve!
Further to teacher descriptive feedback, it is imperative that peer and self assessment provides students with the opportunity to determine the extent of their learning and next steps. In particular a student involved in peer assessment, has a two fold learning experience. Whilst determining how their peers can improve, they are also reflecting on their own learning. Thus the student can use this experience to improve their work.
Peer, self assessment and teacher feedback, supports the learner to set goals in order to improve. Goals can be important not only in the classroom, but in home learning plans. Ultimately every St Andrews learner’s goal is to grow in knowledge and skills holistically to be the best they can be.
My favourite mantra has always been “As Much As You Can Do, So Much Dare To Do!”
HSC Minimum Standards Year 11
Students who have not satisfied one or more tests in the HSC Minimum Standards, will have the opportunity to do so in Week 3 Term 3. Students will receive a personal email, inviting them to come to the Learning Centre on Wednesday Week 3.
HSC Minimum Standards Year 10
Year 10 HSC Minimum Standards will continue in the Learning Centre until the end of Term. Students will be advised of the next opportunities to complete the test(s) in Term 3.
Year 9 Electives Subject Selection Evening
27th July 5pm - 6:30pm, Junior Campus
This is a compulsory evening for students to ensure they get the best advice from elective subjects in order to determine their elective subjects for 2022. Most electives have a requirement of a two year commitment to study. Therefore it is imperative that students choose the electives they will enjoy and feel they have an ability in.
Year 11 Subject Selection Interviews
The Year 11 Subject Selections will close at the end of term. It is imperative that students have made their choices so the subject lines can be determined.
Remember HSC SUCCESS = the Right Subjects
Ms May and I are looking at subject choices to ensure every student has the right subject choices based on their achievement to date and advice given to each student.
Where students are not meeting subject outcomes and standards, they should be working hard towards demonstrating that they can undertake the study they wish to undertake.
Year 12 Trial HSC Examinations
The HSC Trial Examinations commence on the 26th of July. Students have had the timetable for some time now. Every student should have a study timetable and their Home Learning should be consistently productive.
The school holidays should also see every student applying themself to regular study and practising HSC past papers and submitting to their teacher for feedback. This is the time to ensure that every effort is made to demonstrate utmost knowledge and skill.
Whilst the Trial HSC Examination supports is focused on students determining their final HSC ranks. The post Trial HSC study period is about EVERY STUDENT SUPPORTING EVERY OTHER STUDENT IN THEIR CLASS TO IMPROVE SO EVERY STUDENT IN THE CLASS IMPROVES, ENSURING THAT ALL MARKS ARE IMPROVED IN THE COHORT.
Year 11 Preliminary Examinations
The Year 11 Preliminary Examinations timetable was shared with students two weeks ago. Therefore, every student should have devised a home study plan, which extends into the holidays.
Whilst talking to may students about the subject(s) they may wish to drop at the conclusion of Year 11, it is imperative that every student works hard across all of their subjects before they make their final decisions.
Remember - you may have to include a subject you thought you could drop for Year 12.
HSC Major Projects and Performances
Various HSC Subjects with Major Works will be required to be submitted/performed in the first half of Term 3. Students in these subjects should be regularly working on the projects as part of their home study plan. Students should be working hard on their project(s) throughout the holidays.
Remember- you must demonstrate to every examiner that you have applied yourself throughout Year 12.
HSC Illness/Misadventure Process
The college processes for Illness/Misadventure have been communicated to students repeatedly via subject sites and communication. Parents have also been shared into sites/assessment booklets and encouraged to read and understand requirements and procedures.
Students will be held accountable for NESA and college procedures as every student should be assured their is equity and fairness in all assessment procedures.
CHALLENGE TO ALL STUDENTS
Do you ask yourself the following questions:
Where am I going?
How am I doing?
Where to next?
If not take charge of your learning because your future in our world requires you to be the best you can be!
Unity Day
We are looking forward to our Annual Unity Day celebrations next Friday. Unity Day is a great chance for the students to celebrate the different cultures at the College.
The day starts with an Acknowledgement to Country then a small liturgy. We have a guest speaker to talk about his story and then a national dress competition. The bulk of the day will be students from different cultures sharing their songs and dance with the College.
The students will share lunch together and then be involved in some cultural activities.
This should be a great day for the College.
Year 7-10 Student Learning Conferences
We are structuring the Student Learning Conferences differently this year for Year 7-10
Parents can choose the way that they have the Conference with the teacher.
On Monday the 21June is the Face to Face Student Learning Conference starting from 3.30-7.45 on the Junior Campus. It will be held in the classrooms around the quad areas.
On Thursday 24th June there will be a Zoom Student Learning Conference. Zoom links and booking times will start from 1.30 pm and finish at 8.00pm. All students at the College will be dismissed at 12.35pm on that day.
Parents choose what delivery is best and book via the Compass app. Details have been sent to Families
Last Days of Term 2
Students will start their term holiday at 12.35 Thursday the 24th June. There will be limited supervision if your child cannot get home that early.
Friday the 25th of June is Staff Professional Learning and students are not required on that day.
Term 3 starts Monday 12th July and students are in full Winter Uniform.
Student’s Safety While Travelling to and from School
It is important that all students are safe while they travel to and from school. We have had cases of students running across Quakers road, students riding to school without helmets and other behaviour that puts them at risk.
Could all students and parents be mindful of a their safety as they come to and from school.
It would help if students
- Use all road rules correctly and are mindful of traffic.
- Wear appropriate safety devices while riding a bike.
- Sit while travelling on public transport.
- Travel straight to school and straight home at the end of the day.
- Follow COVID rules for social distancing
Parents if you drop off and pick up your child please follow some basic safety rules.
- DO NOT enter the College grounds to pick up or drop off students unless you have made arrangements with the College.
- Use Quakers Rd or Berella Cr for the Junior campus or Breakfast Rd for the Senior campus.
- Do not speed around the school zones as children are unpredictable and may not look for you in traffic.
If you have any concerns about students and travel please contact me during College hours.
What’s in the Planner?
The main focus this week is learning to work collaboratively. There are many great opportunities to learn when we work with others. We learn to share, learn from and appreciate others, and value their input. It is an opportunity to combine your strengths with other's strengths.
When working in groups the team needs to take on different roles. These roles include
Organiser- creates the framework so all are involved
Starter- gets things started
Recorder- collects relevant information
Verifier- Checks for accuracy
Listener- thinks about the learning happening
Timer- keeps everyone on track
Coordinator- ties everything together
Finisher- presents the task in a stylish fashion
Energiser- encourages everyone to push on
Critic- provides honest feedback on the learning process
The different roles should be allocated by persons’ strengths. Together the combined strengths create a strong team capable of great learning.
Time Targets
Setting time targets to complete tasks is a way to elevate stress and help develop your academic abilities.
To develop good habits with time targets we use the Five “E’s” of learning- Engage, explore, explain, elaborate and evaluate.
Engage- record dates, brainstorm ideas about the task, get assessment criteria. Plan your task
Explore- locate resources, collect information, begin research
Explain- develop sentences then paragraphs. Develop your draft and ask teacher to look at it
Elaborate- analyse the comments from your draft, improve phrasing and vocabulary. Discuss interpretation with family or friends
Evaluate- assess feedback and complete final task
God Bless
Mr. Nicholas Thrum
Assistant principal - Students
The Fast Forward Program is a partnership between the Western Sydney University and schools in Greater Western Sydney.
The program encourages students to strive for their personal best and to see tertiary study as a realistic and viable post-school option. During the four-year program students begin to understand the concept of lifelong learning and the benefits of continued education and training has on the success of their career.
On Tuesday the 8th of June, Year 9 Fast Forward students visited the Parramatta South Campus of Western Sydney University.
Before lunch students participated in interactive activities to learn about the theory of multiple intelligence to gain a better understanding of their skills and capabilities. Through the activities students discovered the following eight intelligence types:
- Musical Intelligence
- Visual - Spatial Intelligence
- Linguistic - Verbal Intelligence
- Naturalistic Intelligence
- Logical - Mathematical Intelligence
- Bodily - Kinaesthetic Intelligence
- Interpersonal Intelligence
- Intrapersonal Intelligence
After lunch students were divided into two groups to take part in a “Great Race” activity to learn about the buildings; the history; and the opportunities at Western Sydney University.
The students were accompanied by Mrs Andrea Utoikamanu, Year 9 Leading of Learning and Ms Therese May, Careers Counsellor and were great ambassadors of St Andrews College.
Congratulations are extended to following students for their behaviour and involvement in the day.
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Antonio Arshilo Izabella Bartley Jairus Bernardo Luke Binny Jenille Calingao Dante Carbone Charlize El Boustani Ivan Farkas Aleina Hartono Marley Kozak |
Joy Legge Elana Lekov Andrea Leo Joey-Anne Lopez Athieu Magok Holly McLoughlin Esther Peter Alastair Pineda Amiel (AJ) Rentoy Anureet SIngh |
Therese May
Careers Counsellor
Johnny Romeo is an international Australian painter. Considered Australia's leading Pop artist, Romeo’s artworks consist of various subjects, vibrant colourful comical vibes, and a street art style as well as a poetic union between imagery and word play. He often depicts his artworks based on contemporary life and the way we construct our identities from the vast array of images that pop culture immerses us in.
Romeo completed his Bachelor’s degree in art education at College of Fine Arts in Sydney and his Master’s degree from the University of Western Sydney. He has been interviewed internationally and his artworks have been showcased/sold around the world in many Top Galleries; Australia, New Zealand and the US. He has worked with major rock music bands, has been in well-known magazines and even on television.
Year 8 were very lucky to have been visited by such an artistic role model, flown into Sydney just to visit our school. Romeo spoke about his life and how he started his artistic journey, he showcased his practice through a timelapse video, explained his development and how his work is constructed by ‘culture jamming’ his work. Romeo was also open to questions from the audience, and one very engaged student Lara Kearns was awarded with one of Romeo’s prints. It didn’t stop there, students were so intrigued, the office was queued with a line waiting upon Romeo's autograph.
Johnny Romeo - Believed and Achieved!
Johnny Romeo had his year 8 audience enthralled on Wednesday (2nd June) when he spoke about how he had achieved his dream, he shared with Year 8 students that he wanted to be an artist when he was seven years old.
Year 8 listened attentively to him as he described that he never lost his passion for Art, acknowledged the wonderful Art teachers, who always praised and encouraged him to achieve his best.
Did I mention he is an old boy of St Andrews College? Johnny's parents were very concerned about his “dream” but he honoured them by going to University to study Art and became a teacher. He worked two jobs until his artworks were internationally recognised.
I have always admired Johnny’s work commitment as he showed his enthusiasm and skills with his students. It has been fantastic to see him achieve his dream of being an international artist. I know there are so many talented year 8 students and this morning all listened attentively to a wonderful role model. I encourage all students to believe in themselves, follow their passion and take every opportunity to be the very best that they can be.
Johnny Romeo is the walking embodiment of “Doing More and Going Beyond”.
HSC Visual Arts Teacher: Shandel Mamuk
Leader of Learning Wellbeing Year 8 - Melissa Blackwell
In Term 2, Year 8 students study the unit Ecology, which is the study of the relationships between living organisms, including humans, and their physical environment. As part of their course, they went to Sydney Zoo to observe interactions between various species as well as identify adaptations that animals have to make them successful in their environment.
Students enjoyed Sydney Zoo and had the opportunity to see many native and non-native species. They investigated what made them suitable for their habitats and environment including Kangaroos, Crocodiles and Echidnas.
The zoo is a place in which many wild animals are tamed and shown. You get to learn more about animals, and get to see them up close. It’s fun being at the zoo, and I enjoyed my time at the Sydney Zoo. All the animals I’ve seen I have taken interest in, and they’re all unique in their own way. I really liked how I got to experience being at the zoo, and getting a closer look at the animals. If I get another chance to go to another zoo, I would.
~Irish Raymundo 8.3~
Grace Flaihan
Assistant Leader of Learning Science
In Year 11 PDHPE the cohort is looking at youth health issues. A key issue is Mental Health and Chegutdit Deng gave her presentation to the senior campus. This was to raise awareness about mental health, how 1 in 4 people are affected and to speak out if you need to. There many issues faced by our youth of today but none bigger than the issue of mental health.
The definition of mental health is:
"a state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community"
Mental health problems affect young people’s psychological growth and development, health-care needs, educational and occupational attainment, and involvement with the justice system. Mental health issues affect young people at a higher rate than any demographic in Australia. Over 75% of mental health issues occur before the age of 25 - sourced from Beyond Blue.
- Experiencing mental health issues is nothing to be ashamed of.
- Mental health issues can occur from things such as being overstressed with everyday tasks
- There are many resources available to help young people to deal with mental health issues
Speak up:
- Speak up when things are getting rough
- Staying silent will only make things worse
- Speaking up will help you to get better as you are provided with ways to cope and deal with the issues
Let's look after each other in what is a volatile time in life called adolescence.
Mr Gillolgy
Leader of Learning Wellbeing Year 12
On Friday the 4th of June four Year 10 students, Jai Pereira, Jackson Sibir, John Vaokakala and Taylan Arslan visited Jaybro, a supply chain organisation in Arndell Park. The aim of the industry visit was to highlight to the students the many employment roles within the supply chain industry.
The students participated in boardroom presentations and discussions with Alison Passey, Group Human Resources Manager, and other members of staff including Jeremy Joyce, Chief Executive Officer. During these discussions and presentations the students learnt how Jaybro began as a humble family business and now employs 200 staff in a number of locations. Alison explained to the students that Jaybro’s success is based on exceptional customer service and a wide range of products. Jeremy shared his insights into the traits a young person needs for success in the workplace - these included a willingness to learn; punctuality and reliability; and working as a team to get the job done right and on time for the customer.
During the morning the students toured the various sections of the business, these included the call centre; the IT department; the marketing department and the warehouse. Once in the warehouse students participated in an exercise where they read a picking docket, sourced the items and learnt about the dispatching process.
Once back in the boardroom students heard from Paul Hardin, Business Manager for MIGAS Apprentices and Trainees about the opportunity to complete a Traineeship as part of their Year 11 and Year 12 studies. This traineeship will be in Warehouse Operations and will be a stepping stone into the Jaybro business.
Further to this day the students have been offered a work experience placement to learn more about Jaybro and the supply chain industry.
The industry visit was a great success. Staff from both Jaybro and MIGAS expressed their excitement about the partnership that is being developed and how wonderful the students were.
This partnership is a new endeavour at St Andrews College and I am indebted to these four students for the professional way they conducted themselves on the day, they truly were great ambassadors of our College.
My congratulations goes to Jai, Jackson, John and Taylan and I hope that they consider the traineeship opportunity.
This opportunity is open to any Year 10 student who is looking to develop their employability skills during their senior studies.
Therese May
Careers Counsellor
Continuous-Formative Assessment
The Pathway to Learning Success
Task-based, continuous assessment is at the core of how we determine a student’s learning needs. This is why “everything matters” and is why formative assessment is critical in our teaching and learning structures at St Andrews. By adopting an effective continuous-formative assessment structure we are ensuring we know where our students are in their learning and how to help move them forward.
The ongoing, effective utilisation of feedback by both students and teachers ensures learning gains are optimised. Teachers use feedback from students to make well informed decisions about the learning needs of each student. By continually applying formative assessment processes during the instructional period (ie. the teaching and learning phase) teachers attain essential information to make decisions about how to best assist each of our students.
“Everything Matters”. This is a foundational element in our College Learning Framework. It means that all of the learning experiences, all of the learning tasks, all of the home learning, all of the quizzes and tests and assignments, contribute to the overall total evidence of learning. Each learning moment is another opportunity to create progress up the Steps In Learning, to move continuously forward towards levels of understanding that not only meet expectations, but exceed those expectations.
Facilitating this continuous learning model is the application of formative assessment techniques and processes. Formative assessment focuses attention on assessment as and for learning, opening up greater opportunities for students to receive critical feedback from their teachers about where they currently are in their learning and, importantly, how they can move forward. This type of guidance is termed “feedforward”, where advice is provided as to how learning improvements can be made, base on current levels of understanding.
As our Principal, Mr Kennaugh has stated, for our students to make the most of their learning opportunities at St Andrews, they should aim to be:
- Engaged in their learning.
- Determined to do their best.
- Seeking to improve at all times.
- Resilient when confronted with challenges.
- Supportive of the needs of other learners.
- Supported by a school culture that values their success
Paul Haras
Leader of Pedagogy and Practice
Origami Club News
How cute are these Kimono girls! These are this week’s creations.
Students have been making Kimono girls by Kamikey in Origami club. Remember that origami club is open to all students and it is on every Thursday.
Elective Japanese News
Students in Year 9 Elective Japanese have been learning about Japanese food and how to say what they eat for breakfast, lunch and dinner. They have also been learning about chopstick etiquette as a part of the Japanese culture.
Chopstick skills
Students had lots of fun testing out their chopstick skills by seeing what type of items they are able to pick up with chopsticks.
Obento Designs
Students also designed obento (Japanese packed lunch) as a part of their learning about Japanese food and culture.
Lisa Yuen
Leader of Learning - Languages (Acting)
Open Days
| Australian Catholic University |
Blacktown Campus North Sydney Campus Strathfield Campus |
31st July 14th August 7th August |
| Australian National University | 21st August | |
| Charles Sturt University |
Albury-Wodonga Campus Bathurst Campus Dubbo Campus Orange Campus Port Macquarie Campus Wagga Wagga Campus |
15th August 22nd August 4th September 29th August 1st August 8th August |
|
CQ University (Information Evening) |
Sydney Campus | 26th August |
|
International College of Management Sydney |
Manky Campus | 8th August |
| Macquarie University | 14th August | |
| National Art School | Darlinghurst Campus | 4th September |
|
Patrick’s College Australia |
4th September | |
| SAE Creative Media Institute | Sydney Campus | 8th August |
| Torrens University Australia |
The Rocks Campus Ultimo Campus Pyrmont Campus |
21st August 21st August 21st August |
| University of Canberra | 21 August | |
| University of Newcastle |
Central Coast (Ourimbah) Campus Newcastle (Callaghan) Campus Newcastle City Campus |
31st July 28 August 28 August |
| University of Technology Sydney | August (Date to be confirmed) | |
| University of Wollongong | 7th August | |
| University of NSW |
Sydney Campus Canberra Campus |
4th September 21st August |
| Western Sydney University | 15th August |
| Queen's Birthday Public Holiday | 14th June |
| Year 7 Camp | 15th June |
| Unity Day | 18th June |
| Years 7-10 PTS Learning Conference | 21st June |
| Business Simulation - Jnr Campus | 23rd June |
| Staff Professional Learning Day (Pupil Free) | 25th June |
| Students return to school for Term 3 | 12th July |
College Leadership Team
| Principal | Mr Stephen Kennaugh |
| Assistant Principal Staff and Innovation (Acting) | Mrs Clare Healy |
| Assistant Principal Teaching and Learning | Ms Michelle Deschamps |
| Assistant Principal Students | Mr Nick Thrum |
| Director Faith, Mission and Learning | Mr Frank Clarke |
| Business Manager | Mrs Melissa Welch |
| Principal's Secretary and College Registrar | Mrs Julie Sabine |
College Leaders of Learning - KLA
| Leader of Learning English | Mrs Marsha Edwards |
| Assistant Leader of Learning English | Mr Travis Kolek |
| Leader of Learning Music and Performance | Mr Antonio Chiappetta |
| Leader of Learning Creative Arts | Mrs Pauline Ryan |
| Leader of Learning HSIE | Mr Daniel Camilleri |
| Assistant Leader of Learning HSIE | Mr Jarryd Leaves |
| Leader of Learning Languages (Acting) | Ms Lisa Yuen |
| Leader of Learning TAS | Mr Bill Robson |
| Assistant Leader of Learning TAS | Mr Scott Drennan |
| Leader of Learning Science (Acting) | Mr Rohan Isaac |
| Assistant Leader of Learning Science (Acting) | Mrs Grace Flaihan |
College Leaders of Learning
| Leader of Learning Diversity | Mrs Pauline Xuereb |
| Leader Faith, Mission and Learning | Ms Josilin Kalifa |
| Leader of Learning Literacy | Mr Duncan Dewar |
| Leader of Learning Technologies | Mrs Sarah Anzellotti |
| Leader of Learning Faith in Mission | Mr Ralph San-Pedro Loyola |
| Leader of Learning Sport | Mr Alexander Dunaeff |
| Leader of Learning Pedagogy & Practice | Mr Paul Haras |
| Leader of Learning Reading | Ms Linda Hicks |
Senior Campus Leaders of Learning - KLA
| Leader of Learning Mathematics | Ms Tracey Thomson |
| Leader of Learning PDHPE | Ms Claudine Desira |
Junior Campus Leaders of Learning - KLA
| Leader of Learning Mathematics | Mrs Gilda De Guzman |
| Leader of Learning PDHPE | Mr Nathan Weaver |
Leaders of Learning - Wellbeing
| Leader of Wellbeing | Mrs Sue Cooper |
| Leader of Learning Wellbeing Year 7 | Ms Lyndal Simmonds |
| Leader of Learning Wellbeing Year 8 | Ms Melissa Blackwell |
| Leader of Learning Wellbeing Year 9 | Mrs Andrea Utoikamanu |
| Leader of Learning Wellbeing Year 10 | Mr David Frankham |
| Leader of Learning Wellbeing Year 11 | Ms Emily Pett |
| Leader of Learning WellbeingYear 12 | Mr Martin Gillogly |
|
School Counsellor |
Ms Kerrie Castle |
|
School Counsellor |
Sr Cristina Ramada |
| Careers Counsellor | Ms Therese May |
| College Administration Coordinator | Ms Simone McKechnie |