S t M a r y ’ s C o l l e g e “Truth-Seeking Through Dialogue”

Issue 2, Tuesday 13 March 2018

S t M a r y ’ s C o l l e g e 253 Franklin Street

ADELAIDE SA 5000

T:8216 5700 F:8216 5730

W: www.stmaryscollege.catholic.edu.au E: enquiries@stmaryscollege.catholic.edu.au

From the Principal

Dear St Mary’s College, One of the challenges created by the building project was the loss of play space for the Junior School. They are, however, a resourceful team and if you wander down to the western end of the school, you will see lots of wonderful activities in place to keep the students busy during break times. Some of the students have also busied themselves by keeping an eye on the building progress. Jo Livingstone captured a photo of Maddie, Edie, Alexis and Arabella happily looking on while the footings were being drilled. I decided to give the girls an opportunity to put the builders in the hot seat and get an update on progress. Last week Maddie, Edie and Arabella met with Bojan and Jay from Sarah Constructions. Bojan is the Site Supervisor and Jay is the Project Manager. They introduced themselves and told the girls about their role in the project. The students had prepared an interesting set of questions. There were 13 in total so it was a real work out for our construction team. Their questions included:

How far into the building project are you?

What is the hardest part about this building?

What is the hardest part about being a builder?

What will the playground look like?

In the interview we found out that we are about 15% of the way through the project and that the hardest part is building on the intersection of two main roads. We also learnt that just like in our school, one of the challenges is managing all the relationships involved in such a big project. One of Jay’s jobs is to keep everyone happy and there are lots of people involved. A building project in a school environment brings particular complexities because keeping the students safe and the school running is an important factor. A unique challenge in the West Terrace project is that the designers and builders are using a product on the outside that has not been used in Adelaide before. This makes our building especially unique. Bojan and Jay managed the interview hot seat very graciously and we are thankful for how well our builders are working with our school team. Maddie, Edie and Arabella were very good interviewers, even in their excitement! They were disappointed to learn that they would not get a chance to drive one of the giant machines but I think they enjoyed the experience

nonetheless.

Kind regards,

Clare Nocka

Principal

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From the Deputy Principal: Student Wellbeing At the recent Parent Information nights, I spoke to parents about a couple of important things in relation to your daughters’ wellbeing, which I thought I would share here:

Sleep Last year, students in Years 3 – 12 participated in an anonymous survey, called the What’s Happening In This School (WHITS) survey…..as part of the Effective School Improvement Project through Curtin University. It gave stu-dents the opportunity to provide feedback on a range of different aspects within the school…. The lowest and perhaps most concerning data came from the Student Agency category, right across the whole school:

Wellbeing – ‘I have woken up feeling fresh and rested’ and ‘I have slept

well’.

Resilience – ‘I stay focused when under pressure’; and ‘I come through

difficult times with little trouble.’

In other words, most students do not wake up feeling fresh and rested and having slept well on a regular basis, only sometimes. Moreover, what we do know is that 35 - 40% of children and adolescents experience some form of sleep problem during their development…..and sleep is vital for the physical and mental development of children. (http://www.sleepeducation.net.au/)

How much sleep do people need?

Babies under 1: 14-18 hours throughout the day and night

Toddlers: 12-14 hours per 24 hour period

Primary school: 10-12 hours per day

High school: 8-10 hours per day

Adults: 7-9 hours per day

Source: http://www.sleepeducation.net.au/ What happens when we do not get enough sleep? Many things can be affected when we do not sleep enough such as:

Behaviour – aggressive, antisocial, withdrawn, hyperactive, unable to

control or regulate behaviour

Emotion - Moody, depressed, anxious, stressed, uneasy, unconfident,

irritable

Planning - poorly organised, poor time managers, repeating grades,

forget lessons

Concentration - inattentive, lack of concentration, falling behind in school

Creativity - not working at full potential

Problem solving - poor behaviour control and difficulty in social situa-

tions

Complicated thinking - struggles with maths, sciences, languages,

abstract concepts

Motor coordination - less sporty, more accidents, clumsier

Weight - being obese and overweight is more likely with less sleep

Health - poorer immune system - sicker more often

Learning - it is thought that sleep, particularly dream sleep or REM sleep,

is necessary for storing certain types of memory, particularly more difficult memories such as mathematical concepts and language. (http://www.sleepeducation.net.au/)

"Sleep hygiene" can be defined as habits that can help us to sleep or stop us from sleeping……

No TV/computer games 1 hour before bed. No TVs in bedrooms

No coke/caffeine, high sugar or high spicy food 3-4 hours before bed

Ensure relaxing and regular bed time routine - special time with chil-

dren, relaxation techniques such as breathing

No vigorous exercise 1 hour before bed - it raises the body temperature

Finish eating 2-3 hours before bed - digestion competes with sleeping -

hot milk is OK

Make sure the bedroom is comfortable (temperature, light, noise)

Set bedtimes and wake times - try and keep these regular

Learn to relax - deal with worry and stress

Remove all electronic media from bedrooms including TVs, video games,

computers, laptops, tablets, mobile phones, etc…..don’t allow this prac-tise to even begin with your daughters;

Charge electronic devices in a central location outside bedrooms;

Be a good role model and do all of the above yourself as well…..if your

child is exhibiting mood or behavioural problems, consider insufficient sleep as a contributing factor.

SOURCE: http://www.sleepeducation.net.au/ and Alliance of Girls Schools Australasia Issue 19/2017

Implications for parents/caregivers: 1. Digital media (TVs, laptops, phones, video games, etc) in the bed room and just before a child goes to sleep (even in the lounge room or another room in the house) have the following effects on a child:

- Suppresses the sleep-promoting hormone melatonin (delaying sleepiness & pushing back the timing of the body clock) -Increases cognitive arousal, which in turn can decrease sleepiness

2. A lack of sleep and poor sleep quality are associated with daytime tiredness which is linked to:

- Poor school performance - Psychological problems (such as anxiety & depression).

3. Healthy sleep patterns are associated with: - Better psychological wellbeing - Improved cognitive functioning - Lower obesity risk - Lower incidence of risk-taking behaviours

Source: Alliance of Girls Schools Australasia Issue 19/2017 Restorative Justice The traditional approach to school discipline asks three questions in response to wrongdoing:

What happened?

Who is to blame?

What do they deserve?

This traditional approach, borrowed largely from the criminal justice system, leaves those who have been most affected by the wrongful behaviour without a voice, and without their needs being addressed as part of the ‘solution.’ It also does not effectively challenge the wrongdoer to be accountable to those they have harmed.

The Restorative approach, on the other hand, starts from a different set of questions:

What happened?

Who has been harmed?

What needs to happen to repair some of that harm?

….. continued page 3

St Mary’s College, Issue 2, Tuesday 13 March 2018

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St Mary’s College, Issue 2, Tuesday 13 March 2018

From the Deputy Principal: Student Wellbeing

In this approach to dealing with wrongdoing, then, the focus is on the harm that has been done and the obligation this brings on the part of those responsible to ‘right the wrong’ as much as possible. It is an approach that seeks to develop in the wrongdoer an understanding of the breadth and depth of the harm their behaviour has caused to others so that they can best try to make amends to those most affected. In this way, it is an educative approach.

Restorative Practice also ensures that those who have been most affected by the wrongdoing have the opportunity to be involved in working out what has to happen in order to move forward.

Restorative Practice is:

Cooperative

Supports community building and a culture of mutual respect

Focuses on the behaviour as a bad choice not the student as a bad

person

Gives students the ability to see how their actions affect others.

What happens at St Mary’s College?

The wrongdoer will have the opportunity to explain their actions

The victim will have the opportunity to explain how they feel and be

heard

The wrongdoer can gain an understanding of how their actions affected

others

Together a solution is formed and consequences are decided upon –

there ARE still consequences but they are relevant and a learning opportunity.

Sometimes this may mean more than one restorative meeting. Behaviour change does not happen overnight or within a certain time frame…..it can and often does take time.

Part of the process is about teaching young people about how to begin and maintain positive relationships and friendships with one another as they continue to develop skills in maintaining friendships, and they go through the normal ups and downs of friendships that we know go long into their adult lives.

The skills associated with beginning and maintaining positive friendships

often need to be taught by the adults in a young person’s life…..parents, grandparents, aunts, uncles, teachers, etc…..they don’t develop through a process of osmosis.

Therefore: 1. Trust in the restorative process…..it’s what we’re on about as a school

and it underpins everything that we do; 2. Your daughter not participating in the restorative process is not an option

– it’s part of what you signed up for when you enrolled your daughter at St Mary’s.

Lorna Starrs Deputy Principal: Student Wellbeing

Helping Senior School Students Focus, Organise themselves and Get Motivated

My name is Penny Sih and I am a clinical psychologist who works with teenagers. I am from Developing Minds and we are working with the school this year to help students achieve their best results.

This month we spoke to the Year 10 students about how they might be able to motivate themselves to study, regularly complete homework and stay organised. We talked about research which shows that “IQ” is only responsible for a small part of success at school. In other words, it doesn’t much matter how smart you are. What matters more is what you do during the year.

We also talked with the students about how they might motivate themselves to regularly work on study.

Some of the most important strategies included:

1) Using written lists and visual reminders rather than relying on their memory for knowing what they have to do; 2) Setting up habits and systems to get things done (link an action with some kind of trigger – a time or place or activity) and 3) Doing shorter focussed periods of homework/study rather than longer distracted periods of study.

We suggested they do this by putting phones across the room for 15 minute periods, closing programs and using software to limit access to programs – all for short periods of time.

We also discussed using mini rewards and punishments for themselves to increase motivation, using “chunking” (starting with a small, easy step, or trying to study in short periods rather than wait until a long extended period of time) and motivating ourselves to start by imagining what it will feel like to do well or to be disappointed in ourselves.

It was great to work with the students. We have encouraged them to email us with any questions and we will see them next term to talk about revision strategies.

Please feel free to contact me anytime if you have any questions as a parent. If you would like some more support in helping your student through senior school then there are a range of free articles on my website: www.developingminds.net.au or you can access them via our facebook page Developing Minds Psychology and Education. Penny Sih is a clinical psychologist at Developing Minds Psychology. She counsels teens facing challenges in their life and presents psychological wellness and study skills seminars to teachers, parents and students in schools across Australia. For more information go to www.developingminds.net.au

St Joseph’s Old Scholars Annual Mass

Kensington Convent Chapel. Sunday 8 April from 2.00 pm

Father Anthoni Adimai SdM will be our Priest.

Devonshire Afternoon Tea ($5) will follow in Bethany - adjacent to the Chapel.

Invitation for all Old Scholars with anyJosephite School/College connection - e.g. teachers/students - here or interstate to attend.

St Mary’s College, Issue 2, Tuesday 13 March 2018

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From the Deputy Principal: Curriculum As Term 1 moves past the halfway point, there continues to be much discussion and excitement about different initiatives in 2018. This year St Mary’s College has been successful in gaining a grant from Catholic Education SA (CESA) to lead a STEM-based project and work in conjunction with the University of South Australia. We are pleased to take a lead role in this area, especially given that it connects with our 2017 work of inquiry and initial action. I am pleased to summarise our journey, approach and initiatives in STEM below, which we refer to as STEM@SMC.

Essential Theory & Ideas "Curriculum is a projection towards a future as well as a drawing from the past"- Groumet & Yates, 2011.

The quote serves as a good starting point for our work in STEM@SMC, in that we look to the past to be informed by previous models of curriculum change, such as integration, and we project to the future to look at what may be possible in the development of 21st Century Teaching and Learning. It is also representative of the many professional and school-based (at state, national and international levels) readings and programs we consulted in order to best understand and then apply STEM@SMC. Perhaps the most applicable starting point comes from the ACARA 2015 STEM report, in that STEM is an approach to curriculum which has “…its basis in the real world and incorporated the Australian Curriculum learning areas of Mathematics, Science and Technologies”.

For us then the key distinction that we wish STEM@SMC to embrace is that STEM is not a stand-alone subject. It is an approach to teaching and learning which aims to solve real-world problems as a starting point; has key teachers collaborating in planning, delivery and assessment; promotes students working together, taking positive risks and learning from mistakes; and then allows a learning community to draw content from areas that might apply to issues or problems. As adults, this is a very similar way that the majority of us would approach issues in our lives. We do not see issues from purely a technological or science point of view, for example; we select the content that is appropriate to the issue in question and seek to use it to solve issues where appropriate. STEM@SMC can be viewed in this way. Application In understanding that STEM@SMC is an approach, our research and discussions carried us through its application through two different areas:

a distinction of STEM Disciplines, to which STEM-related topics and

content most commonly relate;

naming of STEM Competencies that detail the approach to teaching

and learning which all of our STEM@SMC work would encompass.

Through the auditing of Disciplines, it become clear to us that STEM content is accessed through topics across the Junior, Middle and Senior Schools. Subjects such as Mathematics, Science, Design and Technology and Digital Technologies, as well as focus days and areas such as Year 7 Robotics, Year 8 ADOBE & Technology Day, and Year 9 Engineering Days, provide STEM-based content.

In further exploring and defining the areas of STEM@SMC Competencies, we saw a chance to discuss, define, challenge and explore the sense of what it means to be competent, and excel, in 21st Century learning. We have researched, developed and named these competencies as:

Transferable skills and knowledge from Maths, Science,

Technologies and more;

Project and inquiry-based around a big question related to STEM

disciplines;

Promoting 21stC Learning Skills- 4Cs (critical thinking,

communication, collaboration and creativity);

Integrated through interdisciplinary to transdisciplinary

approaches;

Promoting learning through a Growth Mindset through the

SMC@STEM Design Process;

Relying on feedback in different forms;

Focussing on collaborative learning;

Utilising (but not relying on) technology where appropriate, both ‘low

-fi’ and ‘high-fi’.

To work in conjunction with these competencies, we have also developed a STEM@SMC Curriculum Design model for teams of teachers to work with as they plan. In a STEM-based project, this approach includes planning with Standards from different learning areas. Our STEM@SMC Design Process (which includes the steps of Explore, Design, Create, Try Out and Make it Better) then promotes students taking positive risks in an environment where they are encouraged to try, improve, learn and keep trying.

In practical terms, 2018 work in STEM@SMC is based on developing teaching and learning opportunities around these Competencies, planned and taught through our Design Model, and accessed by the students through the Design Process.

STEM@SMC in 2018 As well as building on our approaches explored above, our STEM@SMC Strategy moves us into some key focus areas for 2019. These include:

An R-6 Digital Technologies action plan through interaction with the

Australian Curriculum Achievement Standards in Digital Technologies, and drawing in appropriate content.

Re-mapping Year 7 ICT lessons as Digital Technologies using a

similar approach.

Expanding the Year 7 interdisciplinary Robotics course (through both

Maths and Science) to all Year 7 students.

Utilising the CESA STEM Grant to transforming our Middle School

Design and Technology Curriculum to meet these STEM@SMC Competencies. This will see us work in collaboration with partner schools, the University of South Australia and CESA.

Exploring a project-based learning unit at Year 9, the planning for

which will utilise our STEM@SMC Competencies.

Embracing the flexibilities of the STEM@SMC Space in our the

refurbished Boylan building project, which includes two specialist computing rooms, an open plan ICT hub, ‘pop up’ photographic studio and 3D printing spaces.

As with all areas of teaching and learning at St Mary’s College, we approach this emerging area with a measured, well researched, fully discussed and planned way. We are excited with the opportunities inherent in STEM@SMC will take us, and remain continuously open to new possibilities in these areas.

Please feel free to email me if you would like to comment or discuss anything here, or if you have any questions.

Take care,

Corey Tavella Deputy Principal: Curriculum

St Mary’s College, Issue 2, Tuesday 13 March 2018

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Induction Days

Each school year at St Mary’s begins with 2-3 days of Induction, with a specific focus for each sub-school, along with opportunities to settle in and get to know their teachers and peers as they focus on the year ahead. Some feedback from students about these days is below:

Year 7

I loved meeting the new girls and spending time on working with my padlock.

I really enjoyed the teamwork activities and found it worthwhile because you

got to know your class better and make new friends. It was also good because we met some of our new teachers before we started working with them.

I thought the introduction day was really good, and I helped me prepare for

what school at St Marys College would be like.

The first day was great because I had time to get to know all of my teachers

and classmates. It was a fresh start to a new beginning.

The first few days of school were a good intro because we got to meet our

teachers, find out where our classrooms were and get to know our classmates. We liked how we did not have to do any work for the intro days.

I really enjoyed meeting all the girls in my class and I have made some good

relationships.

All the teachers were welcoming and I didn't feel nervous anymore.

It was good because all the work we did was to get to know our peers.

It was good to know what we were going to do this year.

Getting to decorate our lockers.

Knowing all our opportunities.

Learning about the school.

Doing group activities.

Welcoming new students into the community.

Getting the 7,8 and 9s to do all the games like a mini sports day.

Year 8 To summarise, 8 Yellow had a great first three days of orientation. Some things we liked were, meeting new people, engaging in the PowerPoints and having Care Group class time.

Year 9

We thoroughly enjoyed the MS activities on the Tuesday afternoon at Ellis

oval. It allowed us to get some fresh air, move around and be out of the classroom.

AFL Women guest speakers was great. They gave the girls useful info about goal setting, how to manage their time wisely and effectively to be able to

fit school work plus any extra curricular activities and work commitments. The girls found the two young women inspirational and interesting.

"The first two days of school were a fantastic way to prepare for Year 9 and get to know our class. The Middle School games were a great bonding

experience with the MS teachers. We loved the Elevate study session which was very helpful for all students. Rachel and Cameron (9B)

Year 10 This year, the Year 10s were welcomed into Senior School life through two induction days. We were introduced to Year 10 and all of its opportunities including PLP, work experience and SACE, in a seminar, held in the library. This was very valuable as it gave us an insight into what to expect in the upcoming year. The Year 10s also watched the movie Inside Out which helped explain the rollercoaster of emotions we may experience throughout the year. The movie emphasises the need for sadness and how it is not an emotion we can just push away because it is important for our social and mental wellbeing. Penny Sih, a psychologist, came to speak to all Year 10s about ‘getting it together in senior school’ and shared some great study skills and tips we can use to keep on top of the work and revise for tests and exams. Overall, the induction days were very helpful and a great way to prepare us for Year 10. Zara

The Induction Days were filled with so many fun activities, giving the whole year level a chance to meet new people and get to know them. As well as experiencing all the group activities giving us the opportunity to make new friendships, we also had the privilege of meeting Penny from Developing Minds. We were very lucky to have her tell us some tips, strategies and goals we could use in order to make our study time more viable. Overall, the induction days were a total SUCCESS!! Aiyana

Penny was a psychologist from Developing Minds who taught us that being a successful student is not all about being smart. In fact, only 30% of being successful in school comes from being smart, the other 70% of success is all about you and your attitude. Penny enlightened us with six ways to become motivated. These included: writing and making to do lists, making little goals to complete the big picture, using pleasure and pain, focusing more intently with what we are doing, visualising the task being complete and making good habits. These are effective habits we are all excited to put into action. Lili

I found the Inside Out movie session we had was a nice finish to the day because it was relatable. For me, it was relatable because you could see the distressed feelings Riley had towards starting over. It reminded us that a lot of girls are probably going through this now after moving to new schools, new classes and beginning a new year. I learned that it was okay to feel more than one emotion. Not only that, but we learnt that this is what it means to be human. Cristen

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St Mary’s College, Issue 2, Tuesday 13 March 2018

On Friday, 9 February, the Year 11 Essential English class went to Argos on the Square. It was a great morning because I talked to friends, we laughed and had group photos. Hannah M

We went on this excursion because we are currently undertaking a review on the great breakfast items served at Argos. Talia H

While we were there, we all ate lots of different types of food and drinks. It was a great morning for everyone to spend time together! Alana G

This excursion gave us a chance to interact with the public and experience the delicious food. Some Year 11s met at Argos which gave us the opportunity to be more independent in getting ourselves there. Overall, it was a very enjoyable, entertaining and fun excursion. We would highly recommend a visit! Danni F

It was great morning because it was a time to get close and form good relationship with everyone, learning about other people and being in an environment out of school, which made the whole experience positive. Angelina B

I ate a Chai Luxe Smoothie Bowl and a Berry Me Smoothie. It was delicious. It was like the perfect restaurant because the food was presented like you see on TV! How cool! Taylah E Jasmine Parasiers Year 11 English Essentials Teacher

First Reconciliation Confirmation First Holy Communion If there are any students in Years 5-7 who have not yet celebrated their Sacraments of First Reconciliation, Confirmation and/or First Holy Communion, but are keen to do so in 2018 with the school community, please contact Ms Anne Soldan asoldan@stmaryscollege.catholic.edu.au for an application form.

Anne Soldan Coordinator of Sacraments

Writers INK Club.

The Year 8 – 12 student writing club, Writers Ink, is back for its fifth year! We meet after school from 3:30 to 4:30 on alternate Tuesday and Wednesday afternoons in the Susan Sullivan Library. The main purpose of the club is to share ideas about and experiment with writing, volunteer stories and poems for competitions, and receive constructive criticism from fellow members.

We participate in excursions to places such as the Central Market and nearby city streets for inspiration, Adelaide Festival Writers’ Week, and listen to visiting authors. In fact, our opening event next week is a day trip to the wonderful Writers’ Week on Tuesday 6 March. We’re always on the lookout for new members, so if you enjoy writing and meeting people with similar interests, come to a session and experience Writers Ink for yourself.

Members of Writers INK 2018

During the season of Lent, students in 8 Yellow took the time to take a break from the busyness of life, reflect on their journey so far, and consider how they can be more loving, forgiving, compassionate people.

Together, we recalled Jesus’ forty days in the wilderness where he was led by the Holy Spirit and found his strength.

Students prepared spiritually for Lent by seeking change, following the teaching of Jesus (discipleship) and practising the three pillars of Lent. As a class we decided to do something for Lent that would make a change in our community. Our Lenten Tree was quickly filled with commitments from each student on what they would do to help others. Students found

this activity rewarding and it also provided them with an opportunity to put our College theme into action: truth seeking through dialogue with self, others and the world around them.

Angela Carbone Year 8 Care Group Teacher

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St Mary’s College, Issue 2, Tuesday 13 March 2018

On Friday 16 February, the Mini Marys invited the Year 6 SRC and Social Justice representatives to the Cathedral Hall for the Caritas Australia “Just Leadership Day”.

We learnt many things about how we can make a more JUST world and how the people we help with Caritas Australia`s Project Compassion box only need the smallest amount of money to help others live a more just life.

We watched a video about a young person named Janaki in Nepal who is supported by Caritas Australia. She was married at 12 years old. At 14 her husband died which left her excluded from the other villagers and even poorer. Working with a partner organisation, Janaki at 15 was taught how to sew and given a loan to buy a sewing machine. She is now 18, owns 11 sewing machines and other women work in her business. She is now a leader in her community helping others to live more justly. What a role mod-el ! Nathara Perera Here are some reflections about our day: “I thought it was a really good experience because I saw how as a Saint Mary’s group we are open to new ideas and are ready to do new things. It was a bit challenging talking and meeting new people, but starting a conver-sation made us feel at ease. I hope to take on this role of being a ‘Just Lead-er’ with creativity and courage.” Ellie

“I think it was inspiring, because it made me want to help now that I know what people go through in other countries.” Siena

“I thought it was very interesting how other people have different ideas about how to help make a more just world and it was interesting to see how they thinking differently about ideas to help Caritas help others.” Jacinta

“I enjoyed learning about how other people live in different countries -it made me feel sad that they live like that. We are going to do some fundraising and let our school know how to help.” Anastasia

“I learnt how many people are suffering in poverty in the world and I learnt how everyone can make a difference – we can send our ideas to politicians to help us.” Natasha

“It is interesting to learn how other people in other countries live in poverty and that we can be Just Leaders by caring for our planet and filling up the Project Compassion box and talking to other people about how we can make a difference.” Miesha

This Caritas Just Leadership Day is a springboard for our 2018 Mini Marys’ activities. Anne Soldan

Coordinator JS Dominican Faith Formation

Junior School classes joined together with families to mark the beginning of Lent. With prayerful song and readings, the girls reverently began the jour-ney that leads to Easter.

The liturgies marked a time that asks each of us to change our hearts and minds so that we can travel with the truth of our God that will set us free to create a just future for every-one.

Anne Soldan Junior School Coordinator of Prayer and Liturgy

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St Mary’s College, Issue 2, Tuesday 13 March 2018

Year 8 Camp to

Victor Harbour

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St Mary’s College, Issue 2, Tuesday 13 March 2018

Sports Day 2018 St Mary’s College held its annual R-12 Sports Day on Tuesday 20 February at Athletics SA Stadium. The fabulous themes of Catherine’s Circus, Thomas’ Tiaras, Domenic’s Down Under and Mary’s Mario Kart created a colourful, energetic atmosphere.

The outstanding involvement by students and staff made the day incredibly enjoyable. Well done to all of the students who won their respective Age Champions in their year levels; your hard work and commitment throughout the day was outstanding. Congratulations to St Catherine’s on winning the overall perpetual trophy, the first time in 14 years! Well done to all Sports and House Captains. A big thank you to staff and Old Scholars for officiating on the day. Thanks also to the Maintenance team for assisting with organisation of the day. Our heartfelt gratitude to the Meich family, who once again organised and coordinated the timing gates for our carnival.

Overall winners Congratulations to: St Catherine’s —The overall Perpetual trophy winners. St Dominic’s – The Meich family team trophy winners St Thomas – The Buchanan Spirit Cup trophy winners St Mary’s – Mascot competition winners

Congratulations to the New Record Holders: Tahlia D – Year 7 100m, Bridget M - Year 10 100m, 200m and long jump, Claire F – Year 10 javelin, St Catherine’s Year 7 and Year 10 (4 x 100m) relay teams.

Congratulations Age Champions Year 7 - Tahlia Year 8 – Abbie P Year 9 – Audrey F, Year 10 – Bridget M, Year 11 – Tahlia D, Year 12 – Gemma T

Rosie Petrilli Coordinator of Sport

St Mary’s College, Issue 2, Tuesday13 March 2018

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From the Music Department

Music Camp 2018 Each year, the St Mary’s College Music Department host an in-house Music Camp for all the girls from Years 7-12 involved in Music.

A major focus for Music Camp is giving our stage bands and vocal jazz groups a head start on the pieces to be performed at the Generations in Jazz Festival.

We were fortunate enough to have old scholars return to campus and run our annual games night on the Friday!

All ensembles and vocal groups performed a section of music to family and friends on Saturday morning, which was a great way to end the camp.

Chelsea O’Donnell 2018 Music Co-Captain

AHOMINGS On 28 February, Chelsea O’Donnell and I were fortunate enough to attend the AHOMINGS (Association of Heads of Music in Non-Government Schools) Meeting with SMC Head of Music, Mr Ben Chambers (AHOMINGS President). We participated in a leadership workshop with a Student Liaison and Leadership Director from UNISA, who suggested skills and techniques to use while leading the Music Department to our fullest ability.

The workshop was followed by a Q&A session with past Music Captains who spoke to us about their journeys and what we should bring to our role in 2018 while making it our own. We found this session to be extremely rewarding as we were able to develop ideas and actions to take during our time as Music Captains this year. Overall, the AHOMINGS meeting was a rewarding experience as we were able to create connections with fellow Music Captains in other schools and develop our leadership skills to bring back to our own students and peers in our department.

Generations in Jazz Rehearsals are in full swing for the upcoming Generations in Jazz Festival to be held in Mount Gambier from 4-6 May, with our vocalists and instrumentalists working on their repertoire both during and outside

of school hours. The student’s excitement levels increase each week, as well as the quality and sound they’re producing in each of their ensembles. We are all looking forward to hitting the stage and performing our hearts out at the festival in May.

Holly Ellul

2018 Music Co-Captain

St Mary’s College, Issue 2, Tuesday 13 March 2018

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Social Justice activities, initiatives and events have begun early in the year.

Already, our Social Justice leaders have prepared and sold over 600 pancakes on Shrove Tuesday, to student and parents on the Convent Lawns. It was a beautiful morning to share delicious pancakes, coffee, hot chocolate and chai tea! Ash Wednesday followed Shrove Tuesday, where all classes participated in liturgies to commence the Lenten period.

The Year 12 Social Justice Leaders for 2018; Francesca Covino (Captain), Anna Hilferty (Deputy Captain), Jordana Stavrinakis (Deputy Captain), Pietra Formato, Sophie Saville, Jade Bruno, Georgia Sentschuk, Caitlin Bowman, Matisse Chambers, Chelsea Ireland, Tiana Cutri and Meg Toland, have been meeting on a regular basis to prepare for the year. They met on Sunday 18 February for six hours with Mr Peter Batty and Ms Clare Nocka, exploring aspects of leadership, social justice, planning activities and sharing lunch. It was an extremely beneficial day for the girls as they continue to develop their passion for Social Justice and Leadership.

On Wednesday 21 February, the whole school gathered on the Convent Lawns for the launch of Project Compassion and the annual SMC Easter Raffle. The Year 12 leaders led the whole school in liturgical reflection outlining the Project Compassion focus for 2018. All students who assembled on the Convent Lawns are to be commended on their attention and reverence during the reflection.

On Monday 26 February, the Year 12 Social Justice Leaders presented a three hour workshop to the Year 6—12 SJ Representatives. The workshop focused on “Relationships and Getting to Know Each Other”; defining Social Justice at SMC; Vision and Leadership characteristics; communication and events for 2018.

The annual SMC Easter Raffle has been launched. All students will be given a book of 10 tickets to sell and we are also in need of donations - Easter eggs, baskets, ribbon, cellophane or any goods/vouchers/prizes that could be made or used as prizes. The more donations - more prizes - more chances to win. The first prize will hopefully be valued in the vicinity of $500. The Easter Raffle will be drawn on Holy Thursday 29 March from

1.00pm.

I am looking forward to an exciting and rewarding year in relation to Social Justice initiatives, events and actions.

Peter Batty Social Justice Coordinator

Congratulations to all our 2018 Social Justice Representatives:

Rec: Edie Bartlett and Scarlett Hope Year 1: Georjee Jones and Eillis Donaldson Year 2: Maddison Gibbins and Janika Morello Year 3: Macey Wilson and Maria Barbaro Year 4: Natalie Severin and India Virgo Year 5: Eilidh Jarrett and Jacinta Dela Rosa Year 6: Natasha Savage and Ellie Gehan 7B: Regan Gomez and Tayla Burrows 7G: Amity Livingstone and Nathara Perera 8B: Isabella Virgara and Abbey Cenko 8G: Paula Kelly and Sophie Economos 8R: Millie Eden and Olivia West 8W: Francesca Maiese and Emma Sexton 8Y: Madeleine Morris and Kiara Hutchinson 9B: Gabriella Aoukar and Jaime Robb 9G: Karolina Szmeja and Thalia Kappelos 9R: Vicky Severin and Nicole Cappola 9W: Ella Tsiolis and Madison Finlay 9Y: Olivia Taylor and Laylor Aoukar 10B: Sacha Morris and Amber Floreani 10G: Batol Jawad and Hawi Anderson 10R: Sophie Stefanoff and Sabrina Wielgosz 10W: Lucy Best and Zara Awramenko 10Y: Monika Stawicki and Olivia Bath-Kitto 11B: Jasmine Vandenbrink and Amber Stockwell 11G: Annie Burgess and Hillary Thursby 11R: Amber Fibrosi and Brinit Mathew 11W: Rosie Cattrall and Danielle Amici 11Y: Hannah Dibbens and Josephine Douglass 12B: Pietra Formato, Sophie Saville and Jordana Stavrinakis 12G: Jade Bruno, Francesca Covino and Georgia Sentschuk 12R: Anna Hilferty 12W: Caitlin Bowman, Matisse Chambers and Chelsea Ireland 12Y: Tiana Cutri and Meg Toland

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St Mary’s College, Issue 2, Tuesday 13 March 2018

St Mary’s College, Issue 2, Tuesday 13 March 2018

Page 13

In general terms, we seem to have adapted well to the restrictions to parking and access brought about by the ongoing building program. As part of a general reminder about traffic safety and awareness at the beginning of the school year, we have been asked by Adelaide City Council to bring the reminders below to the attention of our parent community. Parking Zones around the school are put in place to ensure pedestrian safety. Children are in particular danger near schools because:

Their small size makes it hard for drivers to see them between

traffic, parked cars, stobie poles and other obstacles.

They are easily distracted and may not be aware of traffic.

They may suddenly run onto the road - eg to meet a parent.

Some road rules you particularly need to be aware of are:

You must not stop in a NO STOPPING Zone, even for a few

seconds to pick up your child.

You may stop in a NO PARKING ZONE for a few seconds to

pick up a child who is waiting near by. You must not park or leave the vehicle.

You must not double park, or stop in the line of traffic, to pick up

or drop off a child.

You must not stop in a bicycle lane.

You must not stop within 20 metres before a crossing or 10

metres after a crossing.

You must not stop within 10 metres of an intersection or

junction without traffic lights.

If you have any enquiries regarding this information please contact Adelaide City Council on 8203 7203. Adelaide City Council Parking and Information Officers and SAPOL are aware of these issues and will monitor the situation and deal with breaches accordingly to ensure children's safety, and expiations will be issued to any vehicles contravening these rules. Please be mindful of your own behaviour around schools, whether in relation to where you park or the respect shown to Officers trying to ensure pedestrian safety – you are our children’s greatest role model. Can I also remind you that the parking area adjacent to the Tennis Courts and accessed via Grote St is designated as a staff parking area only between 8.00 am. and 4.00 pm. For reasons of student safety, parents are requested not to drive into this area between these hours. A boom gate will be erected in the forthcoming weeks

to control access into this area and thereby ensure student safety. Thank you for your cooperation in these matters. Peter Channing

Small Jazz Ensemble

On 28 February, the St Mary's College Small Jazz Ensemble was invited to entertain parents and staff for the Year 8 Parent Gathering.

The ensemble has been newly formed by a group of students who are already involved in larger stage bands, but this smaller group has a more specific focus on improvisation. The night was a success with girls being able to broaden their confidence by improvising a number of solos in front of both staff and students. Many thanks go out to Mr Matt Pastro for supporting the girls on drums!

The girls are looking forward to further opportunities with this group in the future, including entering the Small Jazz Combo division at Generations in Jazz for the first time in May.

Sophie Teakle (11G) and Teresa Kelly (11R)

St Mary’s College Absentee Phone Line : 8216 5716

Please telephone before 9.30 am if your daughter is absent

St Mary’s College Uniform Shop : 8216 5719

Opening times - Monday 8.00 am - 11.00 am Wednesday 1.00 pm - 4.00 pm Thursday 8.00 am - 11.00 am

St Mary’s College OSHC : 8216 5743

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St Mary’s College, Issue 2, Tuesday 13 March 2018

Did you know that St Mary’s College has a Facebook page? Check out our weekly uploads (each Friday) of the events and activities that students and staff are involved in at the College. Facebook is a great way to see our college community in action! https://www.facebook.com/StMarysCollegeAdelaide/

March

9 Year 8 Vaccinations

12 Adelaide Cup Day

15-16 Year 11 Retreat (Encounters Centre)

27 Junior School Learning Reviews from 3.30 pm

28 Junior School Learning Reviews from 1.30 pm (12.50 Dismissal)

30 Good Friday

April

2 Easter Monday

8 Gen Connection—Governor Hindmarsh (Sunday)

9-13 Year 9 Camp—Grampians

13 Last Day of Term 1—3.15 Dismissal

E V E N T C A L E N D A R