Leadership Week

Leadership Week was held in Week 9 this Term - congratulations to our Student Leaders for their excellent work - especially the students who spoke about Leadership at the Junior and Senior Assemblies - Lily Bayrich, Selina Joshi, Makoi Malual, Aditya Rawal, Shaniya Lal & Aaryan Singh. As always the daily prayers set the mood for the week and there were great challenges held in Learning Group. Our next Character Strength Week will be held in Week 2 next term, where we celebrate the Character Strength “Gratitude”.

New Student Leaders

Congratulations to the Year 7 students who have been involved in the process of electing students to the Student Representative Council for 2023. Student Leadership in the College is an integral part of College life, and it was wonderful seeing so many students involved in the process, and putting themselves forward to be a part of this leadership opportunity. Our new Year 7 SRC are being inducted during Friday’s Assembly.

Principal’s Awards

Congratulations to the following students who have received Principal’s Awards:

House Cup Points Update

The updated totals are:

Bennelong: 21, 695

Chang: 19, 369

Frances: 19, 934

Gould: 19, 599

Mrs Sue Cooper

Leader of Wellbeing and Learning

scooper@parra.catholic.edu.au

First day back in Term 2

Students will return on Wednesday 26th of April. All students should return in their full Winter Uniform.

Term 2 Uniform 

All students are expected to be dressed in blazers, ties for boys and stockings and kilts or pants for girls. The Winter Uniform is to be always worn to and from the College and be worn with pride.

As it gets colder, students start wearing extra layers of clothing. No non- St Andrews clothing should be worn with the uniform unless it is hidden under the College uniform. I suggest that if students are cold they wear thermal undergarments that are hidden under the uniform. Gloves and scarves can be worn but they must be Navy or Black. Beanies are not part of the College Uniform.

Usually after holidays we see hair styles that do not follow College expectations. All hair should be neat and tidy and one natural colour. Extreme hair cuts should not be presented at school (e.g. mullets, Indian cuts etc.). The girls hair should be tied back if longer that the collar and boys hair should not be longer than the collar.

Why are some of our kid’s suffering from Mental Illness 

Kids these days are over-stimulated and over-given material objects, but they are deprived of the foundations of a healthy childhood, such as:

• Emotionally available parents
• Clearly defined boundaries
• Responsibilities
• Balanced nutrition and adequate sleep
• Movement in general but especially outdoors
• Creative gaming, social interaction, informal gaming opportunities and spaces for boredom

What are some of the issues with our kids:

• Digital Distracted Parents
• Pampering and permissive parents who let children "rule the world" 
• Kids are given everything without earning it or being responsible for getting it
• Inappropriate sleep and unbalanced nutrition
• A sedentary lifestyle
• Endless stimulation, constant technology, instant gratification and absence of boring moments

What you can do?

• Set boundaries, Don't be afraid to say "no" to your children 
• Offer children a balanced lifestyle 
• Provide nutritious food and limit junk food.
• Spend at least one hour a day outdoors doing activities 
• Enjoy a daily family dinner without the distraction of smartphones or technology.
• Play games with the family.
• Involve your children in a task or housework.
• Implement a consistent sleep routine to ensure your child sleeps long enough. 
• Teach responsibility and independence. 
• Don't do everything for your children, instead of giving them the fish, show them how to fish.
• Teach them to wait and delay gratification.
• Provide opportunities for "boredom", because boredom is the moment when creativity awakens. Don't feel responsible for always keeping your kids entertained.
• Do not use technology as a cure for boredom.
• Avoid using technology during meals, in cars, restaurants, etc these are socialising moments. 
• Be emotionally available to connect with children and teach them self-regulation and social skills:
• Turn off the phones at night when kids have to go to bed to avoid digital distraction. Leave them in another room to allow proper sleep.
• Teach them to recognize and handle their own frustrations and anger.
• teach them manners and social skills
• Connect emotionally - smile, kiss, kiss, tickle, read, dance, jump, play with them.

What’s in the planner this week? 

One of the focuses this week is on Active Constructive Responding (ACR). This is about listening enthusiastically, making eye contact, using positive gestures to make them feel valued. We must be mindful about being dismissive, showing no enthusiasm or being non responsive to others. Positive and engaged listening to others helps us build relationships. 

The key work for the week is Goals. How can we set both short and long term goals in our learning and in life?? 

Relationship and empathy, gratitude and purpose are also key ideas. We need to think about maintaining  respectful relationships by listening to others and be thoughtful of their feelings and ideas. 

Remember to be positive and have the right growth mindset. Life will throw you challenges and being positive and knowing it's always temporary helps you set goals and move on to a positive future.

Finally

Please enjoy your upcoming holidays and use this time to relax and recharge yourself for a busy Term 2. Please be safe and remember if you are getting bored do some reading that is for your enjoyment or take up a new hobby.

God Bless

Mr. Nick Thrum

Assistant Principal

The Impact of the Fear of Failure on Learning and Learning Growth for Students.

This week I share with you some thoughts from Dave Kinkead from criticalthinking.org.au. He writes:

“Fear of failure can seem like it's becoming an epidemic in the classroom these days. High stakes testing, an ever increasing pressure to perform and get top marks, or an instagram-generation growing up in an environment where only the perfect is made visible are just some of the many possible things contributing to this phenomena.

But whatever the cause, the effect is typically the same. Fear of failure prevents students from taking action, from experimenting, exploring concepts, and having a go.”

What if we flipped the script and instead of focusing on mistakes, we focus on “the learnings”? Mistakes are easily corrected and are small in comparison to “the learnings” that we can receive from the feedback our peers and teachers provide. Teachers are acutely aware that positive and encouraging comments will assist students grow in their learning, but seeing this feedback as an opportunity to learn, greatly improves a student’s progress in their grades and marks.

The positive relationships between students and their teachers are what make students feel comfortable in their learning environment and the right kind of conversations can encourage students to move out of their comfort zones. This is the hardest space for a learner, especially one who is overwhelmed by the newness of the experience, the difficulty of the content and the critical thinking involved. When the fear of failure overtakes a student's mindset at this stage, they are more likely to withdraw from the learning experience and in some cases do not attempt the task at all.

The challenge to all learners (including the teacher) is to find a happy medium. Teachers will seek to provide students with several opportunities to find a way out of the ‘learning pit’ and build curiosity within their students through feedback. The Inquiry Learning process used in our classrooms, relies on feedback to help students discover that there are many ways to arrive at an answer.

Mastering the skill of being  a lifelong learner requires both student and teacher to see feedback as an opportunity to reflect and set new goals that will support our  journey to success. Embracing the fear of failure and pushing through the uncomfortable thoughts that hold us back from success are habits that build resilience. These habits will replace our fixed mindset with one focused on “taking action, experimenting and having a go.”

Ms Josilin Kalifa

Assistant Principal 

Teaching, Learning and Wellbeing

As we come to the conclusion of our first term in 2023 I would like to congratulate our Parents/Carers, Staff and Students on the many, many successes achieved in such a short period of time. Every day I see members of our community working together, supporting each other, learning from each other, which benefits us all. It is important to both recognise and celebrate every success we have!

As we move into Holy Week I am praying for you all and hoping you have the opportunity to spend time with your family and friends. I am also reminded of this special time by John (10:10) and also the Jesuit Priest, Pierrre Teilhard de Chardin.

I have come that they may have life and have it more abundantly (Jn 10:10)

We are not human beings having a spiritual experience; we are spiritual beings having a human experience. (Pierrre Teilhard de Chardin)

Just two important reminders …

1. Staff Development Day - Pupil Free (Monday 24 April: First day of Term 2)

On Monday 24 April our staff will be continuing our work together with a focus on the following objectives:

• Empowering teachers to design learning experiences that encourage students to apply knowledge in new and challenging ways using Hattie's Visible Learning models.
• Foster a culture of feedback, and make sure that students are involved in the process of learning.
• Use data from "Insights" and HSC RAP Analysis to design learning experience to review current teaching practices in order to plan for differentiation and inquiry based models of learning.
• Develop a culture of teacher sharing and collaboration in order to improve student self-efficacy, learning and wellbeing based around Hattie’s Visible Learning.

2. Tell Them From Me Survey in Term 2

We greatly value feedback from our community to help us provide the best possible environment for our students to learn and grow. To help us do this, we will be participating in the Tell Them From Me (TTFM) online survey for students, teachers, parents and carers.   

The survey will provide us with valuable insights into what our school community thinks about school life including how engaged students are with school and the different ways that teachers interact with them. Schools in Australia and around the world use the Tell Them From Me survey to help them improve. More detailed information will be sent to our community in Term 2.

Thank you for your continued support

Patrick Finnerty

What Makes A Good Friend?

Having good friends who love and support you for who you are is really important for your happiness. Figure out what makes a good friend, and learn how you can be there for your friends when they need you most.

Why good friends are so important

Research has shown that the better the quality of your relationships, the more likely you are to be happy. So, being a great friend to someone and having friends support your back is good for your wellbeing. But what, exactly, makes a good friend?

Signs of a good friend

Friends will come and go in your life. No matter how long your friendships last, the most important thing is your friends’ acceptance of you for who you are. A good friend walks the talk and shows that they care by their actions – big and small.

A good friend:

• is there for you, no matter what
• doesn’t judge you
• doesn’t put you down or deliberately hurt your feelings
• is kind and respectful to you
• is someone whose company you enjoy
• is loyal
• is trustworthy and willing to tell you the truth, even when it’s hard for you to hear
• laughs with you
• sticks around when things get tough
• makes you smile
• is there to listen
• comforts you when you cry.

How to be a good friend

If you treat the people around you in the ways described above, then you’re already a good friend to them. But it’s not always easy to know how to be there for your friends.

Listen to them
Try to understand a situation from your friend’s point of view. Ask questions to get a sense of the problem or issue, but the main thing is to listen to them. You don’t have to have all the answers, and don’t assume that your friend wants advice – they might just want to talk so that they can work it out for themselves.

Get the facts
If your friend has a medical or mental health issue, a good way to offer support is to learn about what they’re going through. Being interested in what they’re going through shows you care, and that you plan to stick around no matter what’s going on.

Ask them what they need
If you’re worried about someone and you want to be there for them, ask them what they need. You’ll then know what they find helpful during tough times, and you can offer them support in a way that’s genuinely helpful.

Keep in touch
Show your friends you’re there for them by making an effort to keep in regular touch through social media, texts or calls.

Tell them how you feel
You don’t have to make a big deal about it all the time, but you can make a real difference to how someone is feeling just by letting them know how important they are to you.

Be willing to make a tough call
If you think your friend’s safety is at risk, you might need to act without their consent and get help. It can be a tough call, particularly when you’re worried about how they’ll react, but remember that good friends care enough to step up, and that you’re doing it to protect them from harm. Speak to a trusted adult about what you can do to help.

Mrs Andrea Utoikamanu

Leader of Wellbeing & Learning - Senior Campus

Leader of Wellbeing - Year 11

Hello St Andrews College Community,

It has been a fantastic Term 1 for Year 11. It has been wonderful to see the students’ dedication to their studies. I have received lots of positive feedback from our College staff about the commitment of the Year 11 students in their classes and I am very proud of them all.

There have already been quite a number of events so far this term that Year 11 have participated in within the College. Students did a wonderful job celebrating our Leadership Week and Harmony Day. 

The Project Compassion fundraising has been very successful and included a wonderful performance from Mr Ison’s Breakdancing Crew. Congratulations to Dante Carbone, Milton Gialamas, Ethan Tibig, Eidrian Tibig and Raine Tui on their debut performance - it was a huge success and very entertaining!

We also had the Year 11 Jazz Evening on Tuesday Evening where our students were very professional in their skill execution of Music, Drama, Vet Entertainment and promotional artwork. Well done to everyone involved and thank you to those who came along to support their peers. It was a wonderful College event that showcased many talents! Thank you to Dr Kennaugh, Mr Chiappetta and Mr Alata for providing the evening, and for all of their preparation to ensure it was a success.

I would also like to commend the students who elected to participate as competitors in the Swimming Carnival and Cross Country, and the Year 11 students who represented the College at the PDSSSC Basketball and Football Gala Day.

Throughout each of these events, all students in Year 11 have demonstrated outstanding leadership in their participation and respect, and are presenting themselves as wonderful role models for the rest of the College.

In our Wellbeing lessons so far this term we have touched on the importance of engaging with School Spirit and being involved in the life of the College, as well as Setting Goals and staying motivated throughout the year. Some of the biggest takeaways from our lessons have been to set small achievable goals, utilise teacher feedback and create a balanced study timetable.

Congratulations to the following students who have been chosen as the Learning Group Leaders for Semester One:

B16 - Luke Binny and Amber Kahlon

B21 - Jenzel Rindfleish and Melody Attard

C19 - Chelsey-Nicole Caraig and Daniel Suliman 

C21 - Daniel Hurlstone and Nywere Majak

F23 - Maximus Lovering and Zahra Mir

F24 - Dante Carbone and Edrick Timpug

G21 - Jerrell Manalac and Ajayvir Johal

G23 - Elyssa Bassili and Kyan Landrigan

I wish all of Year 11 and their families a very happy Easter and a wonderful school holiday. I hope that Year 11 students have a chance to rest and recuperate, ready for a busy Term 2 ahead.

If you have any questions or concerns regarding Year 11 please do not hesitate to contact me via email autoikamanu@parra.catholic.edu.au or via the College phone (02) 9626 4000

Mrs Andrea Utoikamanu

Leader of Wellbeing and Learning - Senior Campus

Leader of Wellbeing - Year 11

Dear Parents/Carers and Students of Year 9, 

I would like to thank Year 9 for all their hard work this term. They have applied themselves in their subjects and have been involved in a number of school initiatives. Everyone worked very hard to manage their workload, time, commitments, the expectations and responsibilities. You should all be proud of yourselves. 

Wellbeing Lessons

During our Wellbeing lessons this term, students in Year 9 have had the opportunity to learn about Character Strengths and how they can use their strengths in their learning, life and any challenges they may face. Students also learnt about healthy eating, how to make positive food choices and how important sleep is for wellbeing. Students in Year 9 participated in a Bullying is Never Ok lesson where they were able to understand and recoginse bullying and the ways they are able to get help for themselves or their peers. 

Term 2 Uniform 

Term 2 is winter uniform. 

Girls - Black or navy stockings, school kilt, short sleeve blouse, blazer (compulsory), school jumper and long pants (optional) 

Boys - Black or taupe socks, taupe trousers with a black belt, short sleeve shirt tucked in, boys school tie, blazer (compulsory), school jumper (optional)

Wishing you all a Happy Easter and a restful break. Looking forward to another successful term with Year 9. 

Ms Alicia Harwood 

Leader of Wellbeing Year 9

Dear Year 8 Parents and Students,

As we near the end of the term, we would like to take a moment to reflect on the achievements and progress that have been made by our Year 8 students.

It has been a term filled with hard work, dedication, and resilience. Our students have shown great commitment to their studies and have continued to develop their skills and knowledge across all subjects. We are incredibly proud of the progress that has been made and the positive attitudes that have been displayed.

One of the highlights of the term has been the opportunity for our students to participate in a range of extra-curricular activities. From sports teams to music groups, public speaking to principal awards, our students have shown a willingness to get involved and make the most of every opportunity.

We have also been delighted to see the strong relationships that have been formed between our students and their teachers. Through regular feedback and support, our teachers have been able to guide our students towards their individual goals and help them to overcome any challenges along the way.

As we move towards the end of term, we would like to remind our students to continue to work hard and stay focused on their goals. We believe that with the right attitude and effort, anything is possible.

Finally, we would like to thank all of our Year 8 parents for their ongoing support and involvement in their child's education. We look forward to continuing to work together to ensure the best possible outcomes for our students.

Best wishes for a successful and rewarding end of term.

Jarryd Leaves 

Leader of Wellbeing - Year 8 

Hello students and parents, 

We are almost at the end of your first term of high school at St Andrews College. All students have taken great strides in their learning and have adjusted well into high school life. There is still much more to learn but this will happen as you grow and develop throughout the year.

It is really good to see a lot of students going out of their way to help other students and teachers, this is showing a lot of good character traits that we expect from you as students of St Andrews College.

Student Representative Council (SRC)

Congratulations to the following students who have been voted by their peers and teachers to be the 2023 Year 7 Student Representative Council:

I hope that you represent your year group and your school with pride, grow into exceptional role models and I am looking forward to working with you this year. 

Final Message

Your experiences at St Andrews College will change day to day; your health, your emotions, how others are feeling and how others may respond or react to you. As always, it is always important to understand that your resilience is going to be the most important skill and trait to have as your work your way through high school. It is important to remember that not everything will go your way or how you imagined it would go but how you hold yourself up to face these challenges will determine how you move forward. Keep working on your resilience!

Thank you to the students who are always doing what is right and thank you to those who always strive to do better. 

Mr Kharl Carlos

Leader of Wellbeing - Year 7

Dear Parents and Guardians, 

As the term comes to an end, I thought I would share the following team’s successes as we had our Junior, Intermediate and Senior basketball teams play in the grand final last Thursday. Unfortunately, they were defeated but showed great sportsmanship on and off the court. Our Intermediate girls Volleyball team were successful in progressing through to the semifinals but, unfortunately were defeated and did not progress through to the grand final.  We have our Junior boys and Intermediate boys volleyball teams play in the grand final which will be held on Thursday 27th April due to the weather conditions. I look forward to sharing the result with you all once the games have been played. I would like to acknowledge my appreciation to the rep coaches- Mr Alata, Mr Fellows, Mr Carlos, Mrs Kemal, Miss Malonzo, Miss Bade, Miss Breeze, Mr Camilleri, Mr Cetinic and Mr Dunaeff  for taking the time and effort to support our students and train the students after school and during lunch times. 

Below is a word from our basketball coaches who wanted to share the experience with us.

This year the competition for PDSSSC Basketball was much different to previous years. The Junior and Intermediate boys’ basketball teams for 2023 competed against schools who they would not have usually played against unless it was a Gala Day. Due to the number of schools playing, the competition was divided into pools. 

St Andrews College finished 1st in both pools showing their dominance and talent level winning each week with ease. Both Junior and Intermediate teams progressed through to the semi-finals where Juniors would play St Luke's and Intermediate play St Columbus. 

Unfortunately, both teams did not win their semi-finals. Both teams played extremely hard but could not convert on the opportunities given to them in the game. 

Both teams displayed tremendous talent and we hope that the boys continue to work on their skills and work towards winning the PDSSSC competition next year. 

Mr Carlos

This year the Senior Boys competed in the PDSSSC Basketball season. The Senior boys competed well and represented the school with passion and pride. Due to the amount of schools playing, the competition was divided into pools and St Andrews was placed in Pool B. St Andrews College were undefeated in our Pool and met St John Paul II in the semi-finals. Fortunately for the boys and through perseverance, the boys narrowly won 39 - 36. 

We then faced Marian Kenthurst in what was a repeat match of our Senior Boys Gala-Day Semi Final that resulted in a draw from the previous day. In what was a battle of blood, sweat and tears, the boys fought back from being down 10 points but unfortunately, our Senior team narrowly loss by 3 points in the end. We would like to thank Miss Nikitovic, Mr Carlos and Dr Kennaugh for their continued support of the Basketball Program here at St Andrews. We would also like to thank the boys and their parents for their support regarding our weekly training and liaising with transport and late arrival times after the games. 

Lastly, we would like to thank all members of the team, especially our Year 12s. For most of the Year 12 students, they have continued to represent the college with pride and excellence since Year 7. Their determination and hard work will always be remembered for future generations of St Andrews College students and the sporting program. 

Mr Alata & Mr Fellows 

Elana Lekov trialled for the PDSSSC football team at Jamison Park on Tuesday 28th March. She had a great experience and showed gratitude for being given the opportunity to trial. Elana was unfortunately not successful in making into the team.  We thank Elana for giving it her all and trialling on the day. 

We also had Amponsah Anwti and Adrian Jakubowski trial for the boys PDSSSC team. I am excited to announce that both Amponsah and Adrian were successful in obtaining a spot in the 2023 NSWCCC Football Championships. The boys both shared with me the excitement they had having the opportunity to trial despite the weather and wet fields. We thank both Amponsah and Adrian for showing commitment and enthusiasm to trial amongst other great football players who they were up against. I am delighted to share how the boys showcase their soccer skills on the field next term. 

I look forward to sharing many more sporting successes from our students in Term 2. 

I thank all our students for showing great sportsmanship when representing St Andrews College. I would also like to thank all the parents for supporting our students, as well as their sons and daughters during their sporting experience within the college, and taking the time to drive their sons/daughters to PDSSSC sporting events. 

Thank you, 

Ivana Nikitovic

Sport Coordinator

In today's digital age, social media and online platforms have become an integral part of our lives. While they have many benefits, they also come with their fair share of challenges, one of which is online bullying. Online bullying, also known as cyberbullying, is the use of technology to harass, intimidate, or embarrass someone.

Online bullying can happen to anyone, and it's not always easy to spot the signs. However, there are warning signs that can indicate someone is being bullied online. These signs include:

• Withdrawal from social situations or activities they previously enjoyed

• Sudden changes in behaviour or mood, such as increased anxiety or depression

• Changes in sleeping or eating patterns

• Avoidance of technology or social media

• Unexplained physical injuries or illnesses

• Declining grades or academic performance

If you suspect that someone you know is being bullied online, it's important to take action. 

Here are some steps you can take to help:

• Talk to the person: Let them know that you're concerned about them and that you're there to help. Encourage them to open up about what's happening and listen without judgement.

• Document the evidence: If possible, take screenshots of the bullying behaviour and keep a record of any abusive messages or comments.

• Report the bullying: Many social media platforms have reporting tools that allow users to report abusive behaviour. Encourage the person to report the bullying, and offer to help them do so.

• Seek help: If the person is experiencing severe emotional distress or mental health issues, encourage them to seek help. At St Andrews we have a wealth of knowledge and experience within our staff including our Wellbeing Team and our wonderful school counsellors. 

There are also resources available for those who are being bullied or know someone who is being bullied. Here are a few helpful links:

1. eSafety Commissioner: This is the Australian Government's official site for online safety. They have a range of resources to help individuals and families deal with online bullying, including reporting tools and educational resources.

2. Bullying. No Way!: This is a national anti-bullying campaign that provides information and resources to schools, parents, and students to help prevent bullying in all its forms, including cyberbullying.

3. Kids Helpline: This is a free, confidential counselling service for young people aged 5-25. They offer support and advice on a range of issues, including online bullying and harassment.

4. ReachOut: This is an online mental health organisation that provides support and resources for young people aged 14-25. They have a range of articles and tools that can help individuals deal with cyberbullying, as well as access to a forum where young people can connect with each other for support.

5. Head to Health: This is an Australian Government initiative that provides a range of digital mental health resources, including articles, apps, and online courses. They have a section dedicated to online safety and cyberbullying.

Online bullying can have serious consequences for those who are affected. By being aware of the warning signs and taking action to help those who are being bullied, we can work together to create a safer and more supportive online community.

Jarryd  Leaves 

Leader of Wellbeing 

The Importance of Effective Feedback 

Feedback is the mechanism through which learning occurs.  Without feedback, learning can not occur. When effective feedback is received, learning is enhanced. It is the role of the teacher to ensure effective feedback is received by each of their students as this manifests in improved learning gain.

Michael McDowell is a leading thinker in terms of contemporary pedagogy. In his work, Facilitating Deeper Learning for Middle and High School Students, he explains how teachers can foster deeper learning by providing careful feedback, assigning comparison tasks, and encouraging robust class discussions. His ideas are outlined below.

Deep learning is where students make connections between facts and procedures and develop enduring understandings and essential principles within a discipline. In other words, deep learning is where students understand the “why” behind what they are learning. For instance, students understand that the human body self-regulates its temperature, that correlation does not imply causation, and that scarcity is a general tenet of economics. 

Most, if not all, standards require deep learning to master. But the challenge is, if we are not careful, we can skip deep learning and have very poor transfer-level results. The question is, which path do we take in the future?

Shallow transfer happens when we value each level differently and aim squarely at getting to transfer as fast as possible. We hear the term “gradual release of responsibility” as a means for relinquishing control of the learning and positioning students with the weight of responsibility as quickly as possible. As a result, we “skip the deep,” which results in shallow transfer. When we skip the deep, we omit the possibility of teaching through the standard and ensuring rigorous learning. To ensure deep learning, we need to invest in a set of strategies that ensures that collaboration occurs. We need strategies that enable teachers and students to co-construct an understanding of the core principles of a discipline; evaluate and reflect on work samples, opinions, and perspectives; and give and receive feedback. 

Mr Paul Haras

Leader of Pedagogy and Practice

St. Andrews College was buzzing with excitement as jazz lovers from across the community gathered for the highly anticipated jazz night. The atmosphere was electric as the stage was set with elegant instruments and bright lights. 

The Year 11 VET entertainment class worked as audio, lighting and backstage assistants and prepared the performance space effectively and ensured the night ran smoothly. 

The show began with the Year 11 Drama cohort presenting two different originally composed ensemble pieces on the topics of procrastination and comedic horror. The audience was captivated by the drama performances, applauding and gasping in all the right places. Some were in shock to see the acting skills of some of the quieter students, while others laughed at comedic moments. Overall, it was a powerful and memorable experience for all. 

The Year 11 music students then took their positions and began to fill the air with soulful melodies and mesmerizing rhythms. 

As the night progresses, the audience is transported on a journey through the evolution of jazz. From the classic sounds of Duke Ellington and Louis Armstrong to the contemporary styles of Norah Jones and Michael Buble’, the music is a true reflection of the genre's rich history. 

The musicians demonstrated exceptional skill and talent as they effortlessly improvised and communicated with one another. The crowd was captivated by the fluidity of the music and the energy emanating from the stage. 

The senior vocal ensemble, under the direction of Miss Le, gave a stunning finale performance that left the audience spellbound. With their harmonious voices and impeccable timing, they delivered a mesmerizing rendition of the classic song, “Can’t take my eyes off you” bringing the house down with thunderous applause. It was a fitting tribute, and a memory that will be cherished for years to come. 

As the night came to a close, the audience was left with a renewed appreciation for jazz music and the talented musicians who bring it to life. The jazz night at St. Andrews College is truly an unforgettable experience for all who attend.

Thank you, 

Mr Antonio Chiappetta 

St Andrews College, Marayong has a rich tradition in showcasing performance for our community. 

Each year, there are a number of performance opportunities presented to our students that are permanent fixtures on the school calendar. 

Creative and Performing Arts students are encouraged to embrace these opportunities to better extend their learning in the field of showcase, presentation and performance. Music students are also given opportunities to perform at Assemblies, Mass, Liturgies, School Retreats, Graduation ceremonies, Anzac Day services, Information evenings, Project compassion fundraisers and more.

This year, we have introduced group vocal tuition as part of our Music programme. Miss Le, who is the newest member of the music department, is currently running after school classes for interested vocalists in years 11 and 12. Students in years 7 to 10 are attending Monday and Wednesday sessions during recess times on a weekly basis. These students will feature in many of our performance showcases as well as enhance our singing during Mass and other school events. 

Please see or email Mr. Chiappetta or Miss Le if you are interested in these free and dynamic vocal sessions. 

St Andrews College Performance Showcase Dates 2023

Please see or email Mr. Chiappetta should you have any questions or concerns regarding the audition process leading up to our performance events.

   Term 1

Jazz Music & Drama Showcase

Year 11 Music and Pre-show Drama showcase - Free entry

Week 9, Tuesday the 28th of March in the St. JP 2 centre from 4.30 -7pm.

Term 2

Junior CAPA showcase

(Year 7-10 Music, Art and Drama class work showcase – Free entry)

Week 5, Thursday 23/5/23 in the junior campus learning from 4.30-7pm.

   Term 2

Unity Day Cultural Music and Dance Performance Showcase

Live streamed during school hours 11.30 – 12.30pm & 1.30 -2.30pm

Week 9, Friday 23/6/23

Term 3

Stage 6 Major works Showcase

(CAPA and TAS major work projects live and on display - Free entry)

Week 5, Thursday 17/8/23 from 5-7pm

Year 7-11 Drama Production 

(Week 8, Thursday the 7th and Friday the 8^th of September)

Term 4

CAN & Christmas combined showcase

(Student acts, staff acts, Vet Entertainment students backstage, food trucks, fireworks and more)

Week 10, Tuesday 12/12/23 from 4pm – 8.30pm)

Year 12 Visual Arts

SAC HSC students are fast approaching the halfway point in their HSC Visual Arts journey. With the Body of Work due date being in Term 3 (28th August), the HSC class are busily working towards their goal of completing at least 50% of their Body of Work. This year students are exploring a number of different mediums for their artworks, from sculpture to digital art to traditional painting; it is exciting to see students bring their concepts to life. 

In their critical and historical studies, students have finished studying their second case study. Students consolidated their understanding of the Pop Art art movement by making historical links and art making practice. Students were thoroughly engaged by using a hexagonal organiser to create their “beehives” to organise their information. We look forward to starting our third case study focusing on self and cultural identity through the study of contemporary Chinese artists.

Students will participate in a Work in Progress Night for their Body of Work in Week 5 Term 2, where they will receive feedback for their work by teachers external to the College. Watch this space for more information.

Year 8 Focus Artist: Georgia O’Keeffe

As our Year 8 students approach the end of Term 1, we are nearly at the end of our historical journey on Modernist art movements. Students will finish their unit of study with Surrealism. 

Last week, students engaged in learning about abstraction in art. Our focus artist for the week was American artist Georgia O’Keeffe who is most well known for her paintings of New York City and abstract flowers. After learning about the artist, students were introduced to digital art in order to abstract images of flowers. By using an online editing program (Pixlr), students learnt different methods of creating abstraction. 

Year 10 Suburbia

Year 10 artists have started their artmaking for their Collection of Work on the topic Suburbia. This will be showcased in Term 2 at our Junior Art Showcase. 

As a lead up to this task, students worked in groups of four to explore what ‘suburbia’ means to them. By creating a “window”, each individual student was responsible for creating a view out of the window pane. Students came up with concepts exploring the past and present, and even the future of suburbia. 

Their Collection of Work further elaborates on these ideas and the artists have chosen mediums that enhance these themes. 

Operation Art

Operation Art is an initiative of The Children’s Hospital at Westmead in association with the NSW Department of Education. In 2023, we are again encouraging students in Year 7 - 10 at St Andrews to submit an artwork for our school’s internal competition where up to 4 finalists will be selected to enter Operation Art.  Operation Art entries close on Monday 2nd April for our internal school competition. Please see Mrs Harris, Mrs Psaila or Miss Rivera to submit your entries!

Mrs Claudia Harris

Leader of Learning Visual Arts

Year 11 CAFS

Year 11 Community and Family Studies have been learning about personal management skills such as planning and organisation, communication, decision making and problem solving. Students learnt that communication can be verbal or non-verbal, aggressive, assertive or passive and that there are various characteristics that make communication effective.

Students were challenged to put their knowledge into practice by engaging in a back to back drawing activity. An image was placed on the TV screen and students had to describe to their partner as accurately and clearly as possible what they saw. This proved to be challenging, successful and funny.

We then explored the challenges that individuals are faced with when a message is sent and not received properly due to interruptions such as noise or not clearly understood, which is what resulted in some of our drawings looking nothing like the original stimulus.

Students were challenged to describe and communicate to their partner images of:

• A dancing hippo
• A dog doing yoga
• A rabbit driving a car full of Easter eggs

It was great to see the looks on their faces once they compared what they had drawn to the actual image!

Mrs Kayla Brogan

Leader of Learning- PDHPE

On the 29th March, Year 12 Geography students visited Barangaroo and Millers Point to undertake fieldwork and investigate the Urban Dynamics of urban renewal and gentrification of the area. Undertaken with Observatory Hill EEC, our educator Glen was pleasant, informative and highly engaging, providing students with invaluable information on the social, cultural and environmental impacts of the Barangaroo redevelopment. Students enjoyed their time, completing a range of geographical skills and questions that stimulated their understanding of the HSC course and most importantly, it was an unforgettable experience to apply their in-class knowledge to modern real-life examples.

Cherry Malonzo

Year 12 Geography Teacher

Assistant Leader of Learning (History)

Year 9 and 10 Food Technology have been busy creating hot cross buns in preparation for Easter. Our students made the dough from scratch by using dry yeast. They added flavours like white chocolate and craisins to this dough which they all enjoyed. Our students learnt how involved the process is for a simple hot cross bun. 

In preparation for Easter, Year 8 Food Technology have created little Chocolate Easter Egg nests to put some easter treats in! With some rice bubbles, melted butter and melted chocolate, our students tested their creativity in presenting their Easter Egg nests. Some students even tried making flower designs out of marshmallows! Have a look at some of their creations 

St Andrew's College students had a wonderful time with Seiun Gakuen students

In Week 9 of Term 1 St Andrews College students had a wonderful time with Seiun Gakuen students from Nagasaki, Japan. Seiun Gakuen students had joined various classes to have intercultural lessons including cooking lessons and arts lessons. Both our students and Seiun Gakuen students had an opportunity to make Anzac biscuits together and learn about the history of Anzac. Seiun Gakuen students also had the opportunity to take fantastic arts lessons to learn about Australian animals.

Year 9 Japanese class also had an opportunity to have an intercultural lesson with Seiun Gakuen. This time Seiun Gakuen made presentations about Japanese twelve zodiac stories, quiz about Japanese culture and Japanese Otaku culture. Our students taught about Australia using Australian picture books and homemade word search worksheets, as well as playing Australian typical outdoor games such as freeze tag, rob the nest, hand ball etc. and students decorated the walkway with Australian animals, Japanese anime characters and few interesting Japanese phrases with colourful chalks. 

On the last day at our school, Dr Kennaugh gave special gifts to Japanese students and teachers. Students and teachers loved their gifts so much! Japanese students also wrote letters to Dr Kennaugh and Miss Matsufuji to express their gratitude and appreciation for their wonderful experiences at our school. 

Also, thank you to the students who helped Japanese students as a buddy for two weeks. Without your support, they could not have such a memorable and valuable experience at our school.

Thank you, 

Miss Miho Matsufuji

Yr 11 Biology

On Friday 17 March, students in the Year 11 Biology course conducted their mandatory fieldwork studies as part of the ‘Ecosystem Dynamics’ module at Featherdale Sydney Wildlife Park. Students had the opportunity to participate in a depth study through a workshop involving the adaptations of various Australian wildlife, relating these to their environment, investigating the interdependence of species and the roles in the ecosystem, and assessing the impact of human activities on wildlife populations and habitats. 

Students were able to observe animals in the entire wildlife park, with animals such as the penguins, quokkas, koalas and kangaroos being the most popular. As many students hadn’t visited Featherdale since they were in primary school, they found it very exciting to be able to gently pat and feed some animals if the animal felt comfortable enough to approach them. 

Despite the hot, humid weather, we all still enjoyed ourselves, and students gained a deeper insight into the various adaptations of animals, how these help them survive in their natural habitat, the impacts of human activities on wildlife, and what we can do to help.

Junior Science

There has been a lot happening in Science on the Junior campus lately, as students continue to develop their understanding of various scientific concepts and practise different scientific skills. 

• Year 7 students have conducted their Bunsen burner licence tests, and have now conducted practical investigations involving the Bunsen burner and other equipment found in the science laboratories. Students truly feel like scientists now! 
• Year 8 students are learning about physical and chemical changes, with a keen focus on different chemical reactions. This topic allows students to conduct investigations involving some everyday chemical reactions such as corrosion, and other reactions done in the science laboratory such as that of magnesium and hydrochloric acid - very interesting indeed. 
• Year 9 students had the opportunity to demonstrate their ability to design and conduct their own experiment! What a great way to showcase their learning, creativity and scientific thinking. 
• Year 10 students have been studying genetics including extracting the DNA from fruit, learning of different biotechnologies and the ethics surrounding them. Students are now learning about how genetics and geology play a part in understanding evolution, and the different misconceptions and misunderstandings relating to evolution. 

Overall it has been a very interesting few weeks in Science. We hope that while students rest, reflect and recharge over the coming Easter break, that students also continue to feed their curiosity and learn about the world (and even universe) around them, because Science is everywhere!

Mrs Hollero

Assistant Leader of Learning Science

Dear St Andrews College Community,

As we approach the Easter season, we are provided a unique opportunity to reflect on the journey of Jesus Christ through his final hours through the Stations of the Cross. On the 6th of April, our student body will be given the opportunity to view a filmed performance of this event.

The Stations of the Cross is a centuries-old tradition that takes us through the fourteen steps that Jesus took on his way to crucifixion. 

The Stations of the Cross is a meaningful event for the entire St Andrews College community. It is an opportunity for us to come together and reflect on the fundamental themes of sacrifice, forgiveness, and hope that are at the heart of the Easter story.

We look forward to sharing this event with the community in the near future.

Sincerely,

Mr Nick Lewandowski

Drama Teacher

LITERACY FOCUS FOR TERM 1 (Weeks 9-11)

Weeks 9-11 will focus on prepositions and articles.

Your added support in having conversations with your child about the grammar focus, would assist us in reinforcing these basic skills that students can carry with them throughout life.

Duncan Dewar and Linda Hicks (Literacy Coordinators)

NCSS Grok Coding Challenge

Programming (also known as coding) is how sites like Facebook and apps like Instagram are made. Knowing how to program is like having a computer superpower.

Over the last five weeks, a group of students from Year 7-10 participated in the NCSS Grok Coding Challenge. Within the competition the students learned how to program using the ‘Python’ coding language. 

Each week they saw the complexity of the tasks and challenges increase as their coding skills developed. It was great to see how much the students learnt over the duration of the competition. 

Our next coding competition will begin on the 8th of May and will be open to students in Years 7-10. This competition will focus on and teach students how to build a website using HTML and CSS. More information about this competition will be available at the beginning of next term.

Throughout Week 9, our Year 7 History students had the exciting opportunity to undertake the first official archaeological dig simulation run on the college grounds, making creative use of our long-jump sandpit. As part of the inquiry learning focus, the excavation linked the practical processes of an archaeologist with the theoretical skill of a historian. The students engaged in an overview of the excavation site using maps obtained with drone technology, site observation and gridding, artefact recovery, categorisation, preservation and analysis. As part of their assessment, students were required to establish a history supported by the very artefacts they recovered and processed and showcase their findings in a formal, historical presentation. The students thoroughly enjoyed the assessment, with many students able to exhibit both creative and critical thinking at various stages of the undertaking. We would like to thank all staff and students involved for the planning and execution of a complex but very rewarding experience. It is a testament to both the adaptability of the wider college staff and the dedication of our students. 

Cherry Malonzo

Assistant Leader of Learning HSIE (History)

Australian Defence Force Gap Year

A Gap Year in the Australian Defence Force (ADF) is a unique opportunity for students to experience life in the Navy, Army or Air Force without needing to make a long-term commitment.

The skills obtained through a 12-month ADF Gap Year program will provide students with experiences that are completely transferable and will help develop confidence for their next endeavours.

Students who take part in the ADF Gap Year program will grow and develop in a dynamic, supportive and people-focused environment. They will:

• Gain valuable skills and work experience 
• Enjoy a great salary package plus free healthcare
• Live a varied, active and healthy lifestyle
• Make friends with like-minded people
• Have the opportunity to see more of Australia

There are a variety of roles to select from. These include experiences in management, engineering, logistics and warehousing, combat and security, and administration.

Below is the list of priority roles to choose from.

Air Force

Administration Assistant

Aviation Support Technician

Cabin Crew

Security

Warehouse Storeperson

Army

Administration Assistant

Combat

Officer

Logistics

Navy

Electronics Engineer

Electronics Engineer Submariner

Helicopter Mission Commander

Logistics and Finance Officer

Maritime Warfare Officer

Maritime Warfare Officer Submariner

Mechanical Engineer 

Mechanical Engineer Submariner

Sailor

There is a lot that makes an ADF Gap Year fulfilling. It’s an opportunity to get a feel for military life while enjoying unique experiences. Visit the ADF Gap Year  website for more information and to hear from Gap Year personnel and learn about their lives and work.

Upcoming Events at the University of NSW

Year 10 and Year 11 Experience Days

The University of NSW invites Year 10 and Year 11 students to join them on campus for a day during the April School Holidays (Tuesday 18 April, Wednesday 19 April or Thursday 20 April). Students will choose workshops across all faculties based on their interests, hear from leading academics and current students as well as discover the degree and student life opportunities at UNSW.

This is an opportunity to get hands-on experience in the areas of study that interest you. Once you pick what day you would  like to attend, you will build your own fun-packed schedule: choose two workshops; attend inspirational talks from some of UNSW’s leading thinkers and innovators; and connect with attendees and current students in the Student Experience Zone surrounded by food trucks, live music and student stalls.

Interested students are encouraged to visit this link to register.

Women in Business Event

Capital W was founded in 2007 by UNSW Co-op students as a grassroots approach to bridging the gap between university and the corporate world. We host tailored events for aspiring female students interested in a career in business.

This workshop will give you the chance to explore where a career in business could take you, while meeting like minded young women. You will also build on invaluable soft skills including communicating, presenting and networking.

This workshop is hosted by the UNSW Business School and Capital W and will be held at the Chartered Accountants ANZ, Level 2, 33 Erskine Street Sydney on Friday the 21st of April commencing at 9am and concluding at 3pm.

Interested students are encouraged to visit this link to register.

UNSW Arts, Design and Architecture Information Evening 

The UNSW Arts, Design and Architecture Information Evening will provide Year 12 students with an insight into how they will be empowered to turn creativity and big ideas into real-life solutions, as well as experience hands-on learning in state-of-the-art creative spaces while building their employability and professional connections. 

Students will also find out detailed information on admissions pathways for 2024 entry, including Portfolio Entry.

UNSW invites students to their online presentation where they will hear from Claire Annesley, the Dean of Faculty, as well as expert academic staff, current students and advisers, and get all of their questions answered.

Interested students are encouraged to visit this link to register.

Thank you, 

Therese May

College Future Pathways Leader 

College Leadership Team

Leaders of Learning - Wellbeing

College Leaders of Learning - KLA

College Leaders of Learning