黄色十大软件

Welcome Back to Term 2

I trust that you had an enjoyable Easter with an opportunity to spend time together with family and friends, or perhaps you finally had a long awaited chance to travel within Australia. Our students have returned amidst a further easing of COVID-19 restrictions as they relate to the quarantining of close contacts. We still have quite significant numbers reporting to us that they have tested positive and are in isolation and I thank everyone for their diligence in these matters. Parents/guardians will continue to receive notification from me if a positive case has shared class time with your child/children. 

COVID-19 Update

There are some important changes to COVIDSafe measures for schools that will apply from the start of Term 2.

• Face masks
  Face masks, while recommended, are not required at school unless you are a household contact of a positive case. Any student or staff member who wishes to wear a mask may do so and should feel comfortable to follow this recommendation.
• Rapid antigen test screening requirements
  Students who have tested positive for COVID-19, and have completed their 7-day isolation period, now do not need to undertake rapid antigen test (RAT) screening for 12 weeks after their release from isolation. This was previously 8 weeks. RAT screening will continue for at least the first 4 weeks of Term 2.
• Household contacts
  Students who are household contacts of a COVID-19 case are not required to quarantine. They may return to school as long as they undertake rapid antigen tests (RAT) 5 times during their 7-day period. They are required to notify the school that they are a household contact. Students who are household contacts are required to wear face masks when indoors at school unless they have a valid exemption. If a student household contact returns a positive RAT result, they must isolate for 7 days.

ANZAC Day

Our ANZAC Day celebration at the College on the morning of April 26 was conducted in our Homerooms with a shared prayer and reflection.  Once again, our student body responded as appropriate and showed genuine respect in their silence for those who have sacrificed so much in the arenas of war and as peacekeepers. Thanks to our music students who played the last post and, in so doing, added so much to this solemn occasion.

Parent Teacher Meetings 

Parent Teacher Meetings concluded this week.  Thank you to those who were able to take advantage of this opportunity to discuss the progress of their children.  I also wish to extend my thanks to the teaching and support staff for their continued efforts to provide meaningful feedback to you on your child鈥檚 progress. I appreciate that despite their best efforts, some teachers quickly fill all available booking times and I ask for your understanding and patience should you wish to look for another mutually suitable time to meet. 

Valedictory Dinner 

Last week we finally were able to gather to celebrate with our graduating class of 2021 and farewell them as they move to the next stage of their lives. There was a great spirit in the room at the Sofitel Melbourne on Collins and everyone seemed really happy to be able to gather as a year level again. There were 88 families in attendance whose youngest or only child was graduating and we were able to say farewell and thank these members of our community for their contribution to the College. Awards were offered to students who have demonstrated outstanding leadership during their time at the College and the night ended with a packed dance floor. Thanks to the 2021 Coordinators, Ms Daley and Mr Buchanan, Ms Sharon Hill and especially Mrs Liz Grierson for the huge amount of work that went into staging this event so successfully.

Ringwood City Soccer Club

During the holidays, Mr Michael Sukkar MP pledged $2 million towards the development of a second soccer pitch for Ringwood City Soccer Club in partnership with Maroondah City Council. 黄色十大软件 would be the site of this new pitch and we would have access during the school day. We thank Mr Sukkar and the Maroondah Council for their support of this initiative that will benefit the wider community.

Enrolment for Year 7 2024 - current Aquinas families

Families are reminded that we do not presume that you require a place in Year 7 unless we are made aware by the completion of an application form and, with very high demand on places, there is the risk of no vacancy if you miss the deadline.  Applications are now open for Year 7 2024 (current Grade 5) and close on August 19.  Please contact Ms Maddy Kalla on 9259 3008 or registrar@aquinas.vic.edu.au should you require an application form or have any questions.

Uniform Changeover

We have a two week transition period in which winter or summer uniforms can be worn and from Monday, 9th May, all students must be in full winter uniform. Details of the College winter uniform .

Darren Atkinson
Principal

After a term of school and Parent Teacher evenings many of us are reflecting on what we now know about the progress of our children or our students. We have looked at their work, their study habits, their attitude, the comments that are available and talked to them and the adults who are responsible for them. It is a time to think about feedback and how to respond to it. Feedback is part of all our lives these days whether it is product reviews, venue reviews or work performance reviews. We quickly look at the five star rating to see what someone else thinks. Feedback in schools and feedback to parents is similar. Feedback is something we ask for, it is often very hard to receive if it is not praise and it is a key factor in improvement. After a term of work parents might need to hear feedback, but also to give it about what you expect of and for your child. This , directed to teachers but relevant to anyone who needs to give feedback.

The key part of the article defines what constructive feedback should be when the writer says:

鈥淚n my mind, there are a few general rules to constructive feedback.

• Constructive feedback is informative. People have to pay attention to it, they need to hear something relevant or unexpected in it, and people have to want to change their behaviour because of it.
• Constructive feedback is somewhat timely. How timely? Good question. The truth is, we鈥檙e not 100% sure how effective feedback is in relation to when it is given or received. For example, immediate feedback is generally better, except when the feedback is of low quality. And feedback that is given later isn鈥檛 terribly effective, except when it鈥檚 high quality. See the problem?
• Constructive feedback needs to consider the receiver鈥檚 emotions. Criticism points out what you did wrong and if delivered poorly, it can offend or anger the person receiving it, making it unlikely that they will use it for improvement. And that defeats the whole purpose of providing constructive feedback in the first place.
• Constructive feedback should be elaborative. That is, it should tell the learner something about their response or work that they didn鈥檛 see for themselves, and it should specifically describe the problem and/or how to fix it.鈥�

In a very complicated field, we need to keep in mind some of the simpler aspects of learning; that learning is positive, desirable change, change requires that you do something different from before and feedback can be one good path to that change.

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Michael Box
Deputy Principal Learning

Reflecting, rethinking and resetting: our collective responsibilities in the education of your child

There is no doubt that Term 1 was invigorating and an opportunity for students, their families and staff to find some type of normality within what continues to be an uncertain time for our community due to the COVID-19 Pandemic. It was great to have a whole term back in face to face learning mode and to see the children and young people that attend the College bring life to it with their presence. Thankfully, students were able to experience most extra-curricular activities and offerings as part of their educational programs, and despite the sadness that some of the planned programs have had to be cancelled for reasons beyond our control, there is no doubt that the future looks optimistic and that our students continue to thrive under the context in which they learn. 

I hope that the Easter Season was an opportunity for you to reflect, rethink, reset and reconsider the roles that we all hold as Christians living in our world. I hope that ANZAC Day was also an opportunity to be grateful for the sacrifices that many people made in order to give us the freedom that we share today. It is important that in the wake of the threat of war and other negative events that we face as a society, nation and world, that our children remain appreciative of the role we all hold in making the world a better place.

I previously worked at a school in the northern suburbs of Melbourne, in Craigieburn, called Kolbe Catholic College. Like Aquinas, Kolbe is a regional Catholic College operated by the Melbourne Archdiocese of Catholic Schools (MACS), providing education to secondary school students. Its Patron, Maximilian Kolbe, is a person who comes to mind each time that I have the opportunity to reflect on the sacrifices that our ANZACS made in order to protect us. St Maximilian Kolbe was a Polish friar priest who was held captive by the Germans during World War II in Auschwitz. He hid over 2,000 Jews from the Nazi army but was unfortunately caught, and in 1941, was himself sent to Auschwitz. Following an attempted escape by some prisoners, ten men were selected to be starved to death as a result. Kolbe took the place of one of the chosen men, who had a wife and children, and who begged his oppressors to spare his life. After taking the place of the man, Kolbe stayed strong in the cell and comforted the other men, praying with them and keeping their spirits focused on their dignity as children of God. Kolbe prayed with the men, and despite sharing different religions, truly lived their spiritual sense as children of one God. He survived two weeks of dehydration and starvation, leading by an example of hope and faith. He was killed by lethal injection in 1941 after surviving two weeks without water or food. His example is one of faith, love, sacrifice, courage and compassion.

It is important to remind students of the many examples of love that those like Kolbe have shared with us throughout history. It does give relevance to our mission and vision as Christians living in times of secularisation, divide and fear. Recent events in the Ukraine, political tensions in the Pacific and an incoming election have demonstrated the need to ensure that we continue to empower our children to achieve a self realisation that evokes a commitment to making the world a better place. These challenges are no longer just about world poverty or the emergence of a pandemic but rather the impact that our nation can have on the seeking of peace through decisions that emerge from goodness. 

In looking at the plan for the Future of Education and Skills 2030, from the Organisation for Economic Cooperation and Development (OECD), an international body concerned with global policy development and support for governments to establish international standards to improve the social, economic and environmental wellbeing of people worldwide, I find excitement at the prospects of what life may bring to future generations, if the concept of the global village and equity, continue to drive policy makers into positioning holistic education as key to the wellbeing of the person and our society. 

The challenges and threats that we face with the environment, with the great divide in the economic state of the world as a clear crisis, and the social inequity that this brings, should drive a clear purpose for our future generations to value the power that education holds in the development of the person and their ability to impact change as a result. More than ever in human history, there are creations led by scientific knowledge which open opportunities for people to establish solutions to problems which until recently, may have not been considered possible. Unfortunately, these achievements can also lead to greater divisions and tensions. We are also well aware that the environment is at risk and that climate change and the depletion of natural resources are problems that we are leaving our young ones to address in their lifetimes. Diversity and change must be embraced but is often used as the means to promote fear and conflict. It is clear that our society faces the challenges of a lack of trust in our leaders and the fear that the widening divide may lead to inevitable war.

Yet, I am certain that if I had the opportunity to interview any of the young people who lost their lives while defending the freedom that they fought hard for during the many wars that have existed throughout history, that I would be sternly warned of the pain that these events bring not just to those who lose their lives but also to those who are left behind trying to make sense of the impact that these human actions lead to. Furthermore, I am certain that I would be commissioned to proclaim Jesus鈥� Ministry of love and peace as the way to abolish any war or conflict. It is for this reason that educating our students about the value of love and solidarity, of compassion, of empathy and acceptance, and of the celebration of difference through courage, is a collective duty that we all hold as a community, not only as members of 黄色十大软件 but a global village.. 

Working in partnership with you, as parents and guardians, we must ensure that our students hold strong values, acquire authentic and robust knowledge, establish positive attitudes and develop the skills necessary to make a difference to the world around them. It is important that you encourage your child to set their own goals, to reflect on their journeys and act responsibly so that they can implement the necessary change around them. We must work in solidarity with each other so that our students understand the responsibilities that we all share as human beings. 

The OECD 2030 assumes that all people need to develop the core foundations of a Literacy to function, encompassing the ability to communicate using Literacy, Numeracy, Data and Digital Literacies, hold positive Mental and Physical Health, refine their Social and Emotional Senses, Respect for self and others, and a Spiritual connection. However, research into wellbeing also accounts for a need for young people to develop transformative foundations. This includes the ability to create new value, reconcile tensions and any dilemmas one may find in their journey, and the ability to take responsibility for one鈥檚 own actions. 

The ability for the child, as a developing human being, to anticipate, reflect and act, is vital to their ability to make a difference in the gloomy world that current generations may be responsible for leaving behind. I ask that you consider how important your role is in developing the next generation of selfless, action and liberational leaders. Doing this in partnership with the College will allow us to bring the best of each student. 

So what can you do to support your child to achieve this?

Although what I have shared with you today is idealistic and brings a sense of the big picture for education and human development, there are many things at the local level that will assist you in being actively involved, in solidarity with your child and the College, as they progress through the stages of development in becoming an adult. 黄色十大软件 is indeed fortunate to have families that are invested in the wellbeing for learning of their children. The College is thankful for this and committed to supporting all those equally committed. If you are seeking further support, I invite you to contact your child鈥檚 Homeroom Teacher or Learning Mentor. I hope that these simple strategies may assist you:

• Implement Carol Dwerk鈥檚 Growth Mindset strategy when supporting your child鈥檚 learning for life. Please refer here for an example of her theory . 
• Ask your child to set realistic goals; ask them about their aspirations
• Share happy times through common interests
• Embrace your child鈥檚 challenges and help them understand their part in resilience building; after all, it is our imperfections that make us unique children of God
• Encourage your child to dream big and not be discouraged from aiming to achieve their personal goals; failure is part of the reward in all achievement
• Challenge your child to learn to lead, to be involved and to grow from action in lived experiences; there is much that can be accessed at the College
• Discuss the state of the world, of the relevance of politics and the need for compassionate and empathetic leadership
• Talk with your child鈥檚 teachers, pastoral leaders and staff about their progress and opportunities preventatively; don鈥檛 wait until there are problems to act upon
• Be the role model your child needs you to be
• Challenge your child to think outside of their comfort zone and personal needs; encourage them to be of help to others

For this to be effective, it must be done in partnership with the school and all other stakeholders in the life of your child. We should challenge our children to think outwards and to realise the potential they have to change the nature of the world we live in. The world is greater than the confines of our relatively safe society and it is our role to help our children be aware of this. 

Working in partnership with the College means being  an active participant in the process and understanding how this can be done with the best impact. The , which can also be found on PAM, provides you with guidance on your responsibilities as a parent and guardian. Please refer to the policy in order to optimise your partnership with your child鈥檚 teachers and support teams. 

May peace prevail and may we continue to celebrate life in safe and grateful ways, understanding that we all have a responsibility to proclaim Gospel Values in action in order to bring equity and peace worldwide. May the example of Jesus, Kolbe, the ANZACS and the people of the Ukraine continue to inspire us into making the world a place to rejoice, and furthermore, teach our children of the value they hold in promoting, establishing and living in peace. 

Nap Rodezno
Deputy Principal

The sacrifice of Jesus - was it necessary?

My Year 12 Religion and Society class is currently studying the incarnation, a Catholic belief that God became man in Jesus. In the words of John's gospel, 鈥渨ord made flesh鈥�. During this time we have been discussing different ways in which this belief is expressed. Naturally, the class has examined Christmas, the eucharist, various symbols, rituals, prayers and creeds that help people understand the belief of incarnation.

This week we listened to Bishop Barron discuss incarnation on a podcast and he made several interesting points that connected the sacrifice of Jesus for the salvation of all creation. He started with the question - 鈥淲as it necessary?鈥� If God is all powerful and wanted to create change on earth, fix what is broken, couldn鈥檛 he simply make the changes without Jesus? Barron鈥檚 response referred to Aquinas鈥� discussion on necessity. There are two types, a strict necessity where there is no other choice and a necessity that is not as severe. In the case of Jesus鈥� sacrifice, there may not have been a need because God is all powerful, but by choosing the incarnation and the sacrifice a beautiful and strong message is produced. 

Jesus was both fully human and fully divine. Barron explains that God came down to earth to guide all of creation so that we can be lifted up and participate in his divinity - the 鈥淜ingdom of God on earth鈥�. Jesus' sacrifice demonstrates immense love, for both his Father and for everything created in this world. Prior to his death, Jesus told his disciples to continue his work as can be seen in this Sunday鈥檚 gospel when Jesus told Peter to 鈥漷ake care of my sheep鈥� and 鈥淔eed my sheep鈥�. If God just made magical changes every time we headed down the wrong path, we would not recognise the need to grow, to change our ways. Jesus' sacrifice was necessary so that we too can follow him, to recognise the needs of others and not just ourselves, to help 鈥渇eed and care for the sheep鈥�. In doing so, we bring the kingdom of God amongst us.

So as we continue this Easter Season, may we reflect on the necessity of Jesus鈥� sacrifice and appreciate the love God has for His creation.

Tania Grace
Assistant Principal - Mission

Welcome back to Term 2! I hope you had a wonderful Easter and holiday break with family and friends. I am very pleased to finally be on campus for second term at Aquinas, after two years of lockdowns and remote teaching and learning. 

Our teaching staff have been busy meeting with parents in our Parent Teacher meeting this week. I thank you for attending these meetings and teachers will follow up on any concerns you may have as quickly as possible. I thank the teaching staff for preparing detailed information/assessment results on your children to share during these meetings. Thanks also to admin staff who have assisted in the preparation and communication of these important meetings with you.

Further to the Parent Teacher interviews, we encourage parents to contact the College to discuss other matters in regards to their child. We have a which outlines the process and procedures at Aquinas, in conjunction with MACs guidelines. Please read through this policy to familiarise yourself with some very important information.

Fundamentally we work as a team. Parents/families and staff working together to develop the spiritual and academic growth and education of your child during their time at Aquinas. As we continue to develop the Respectful Relationships values with our students, as adults we should also remember to model respectful and positive behaviour when communicating with others. 

Our world over the past two years has taught us about resilience, kindness and respect which are important values that we should continue to put at the forefront of dealings with others everyday.

Gina Goss
Assistant Principal - Staff

Senior Years Report

Thank you to all our families and students for attending the Parent/Teacher meeting this week. When I arrived at school on Wednesday morning, walking through the Forum, the first words I heard from a group of students were 鈥淚 really enjoyed parent teachers last night鈥�. Stopping to find out more, the group explained why they enjoyed the conversations. Firstly, they didn鈥檛 expect to hear so many positive comments about themselves and their achievements in their subjects; and the feedback provided regarding what they needed to improve, challenged them but was valid and valued. I hope each person found the parent teacher interviews just as worthwhile. 

Ideally feedback from parent teacher interviews is implemented immediately. Term 2 notoriously moves quite quickly for students. Years 10 and 11 students have six weeks of teaching and learning time before the exam period begins. For Year 10 students this will be the first time that they will experience sitting exams with their cohort in English and Maths. The word exam can create significant tension within individuals. Knowing end of semester assessments will occur in all subjects, students can alleviate some of the future tension by the work that is completed now. 

Students employing healthy learning habits such as completing all class work and cycle plan work with careful attention and effort, maintaining and retaining their course notes, checking and clarifying when uncertain and utilising teacher feedback; will be better placed to manage the expectations of the end of semester exams. Time is dedicated to exploring themes around study habits, managing stress and organisation in year level assemblies and mentor periods. We appreciate the encouragement and support given by parents to ensure these conversations continue at home. 

The final week of Term 2 is dedicated to an activities week. Year 12 students will attend Retreat, Year 11 attend camp and Year 10 students participate in Futures Week. Information and planning regarding each year level activity will be provided to families throughout the term via Level Leaders and permission slips on PAM.

Rachel Crawley
Head Senior Years

Middle Years Report

Last term we were fortunate to have guest speaker, Dom Phelan, come and talk to the Year 7 parents about their/our Digital Thumbprint. It is an area that is ever-evolving and continually very relevant in our every day as educators and parents!

The three key areas that Dom spoke about were Cybersecurity, Cyberbullying and Child Exploitation. He had also previously spoken to students of all levels on many of these issues.

I thought it might be helpful to provide some of the key takeaways from his sessions as well as provide some resources that he talked about:

Cybersecurity

Check that your Privacy settings are all set to PRIVATE - 鈥� This is a great way to check how secure all your family passwords are

For a STRONG password remember the three rules:

1. An unusual combination that only you can remember
2. The longer the better 鈥� aim for 12-16 characters (I better fix my school password of 鈥�1,2,3,4,5,6.鈥�)
3. Use Upper case, lower case letters, symbols and numbers

Cyberbullying

• Cyberbullying can be difficult to detect. It鈥檚 often covert and not disclosed by the victim.
• Block or remove the user & advise the school. Keep a log/screenshots of abuse, and report.
• Don鈥檛 take away your child鈥檚 phone 鈥� this can make them feel 鈥減unished鈥� and increase feelings of anxiety and isolation.
• Offensive images/content can be removed.  Report to the site first, and then to the Office of the eSafety Commissioner. If the content is not taken down. The Office can help with removal, and in some cases, take legal action to enforce removal.

Child Exploitation

• Be clear with your child that nothing they can do can make you love them less 鈥� if they think they shouldn鈥檛 or can鈥檛 tell you, they probably should tell you.
• Do not threaten to punish or take devices away 鈥� this can make young people more likely to be secretive and reluctant to share issues.
• Screenshot and download evidence before blocking and reporting to the Australian Federal Police 鈥� specifically the ACCCE.

Other great resources 

ACCCE 鈥� Australian Centre to Counter Child Exploitation 鈥� 
Digital Thumbprint 鈥� Digital Thumbprint 鈥� Esafety Commissioner 鈥� Kids Helpline 鈥� 1800 55 1800

Phil Box
Head Middle Years

The Music department is filled with Jazz Music this term as students from the Senior Harmony, Harmony Tribe, Intermediate Stage and the Senior Stage Bands and groups prepare for the All State Jazz Competition which will be held on Saturday the 14th of May at St Leonards College Brighton. Parents and Friends are welcome to attend with performance time listed below.

• A Division Choir - Harmony Tribe: 9:10am (Leonardian Centre)
• C Division Big Bands Section 1 - Senior Stage Band: 11:10 am (Marjorie Menzies Hall)
• Non-competitive Big Bands - Intermediate Stage Band: 12:05 pm (All-State Jazz Stage)
• Premier Jazz Vocal Ensemble - Senior Harmony: 5:30 approx. (Leonardian Centre)

Following the weekend performance these ensembles and others will be performing at the annual Not Just Jazz Soiree held on the 20th of May. The Not Just Jazz concert is a fantastic performance opportunity for many of the extension ensembles.  Students will be performing repertoire prepared for the All State Jazz Competition in addition to soloist, staff items and former student ensembles.  Everyone is welcome to attend and tickets will be available soon on the College website. The event is BYO food only, with drinks available for purchase. 

Ensembles participating are:

• Senior Stage Band
• Intermediate Stage Band
• Senior Harmony
• Harmony Tribe
• VCE Soloists
• Aquinas Music Staff
• Alumni Vocal and Bands and many others

Jared Campbell

Music Programs Coordinator

Microplastics

Plastic is in almost everything such as packaging, chairs, carpet, cosmetics and clothes. Sadly, a lot of it ends up in the environment particularly in the ocean. Most plastics in the ocean break up into tiny particles. These small plastic pieces are called "microplastics." Microplastics are plastic pieces that measure less than five millimetres. For example your clothes shed fibres which can float in the air or be released during the washing cycle into waste water and spread. Other plastics are intentionally designed to be small. They're called microbeads and are used in many health and beauty products. They pass unchanged through waterways into the ocean. Aquatic life and birds can mistake microplastics for food.

Microplastics have been found in the Arctic and Antarctica, which had been considered one of the last remaining pristine parts of the world. Scientists suspect microplastics were blown through the atmosphere by wind and settled once it snowed. Microplastics come from a variety of sources, including from larger plastic debris that degrades into smaller and smaller pieces.

How to reduce microplastics
The most important step lies in changing the way we think and behave. This starts at home, in the workplace and at school. Our daily lives are full of single-use plastic items such as straws and cups. It is thought that we use plastic cutlery once for an average of a few minutes, but it remains in the environment for hundreds of years.

Thinking about how plastic is made and what happens to it after it has been used makes a difference. If for example a disposable fork is required then we need to question how we are responsible for it and how we can dispose of it in the best possible way and ensure this action is taken. Perhaps you could bring your reusable fork to school to use.

Another excellent school example is accidental littering. Students may unintentionally drop their rubbish on the ground at lunch time and walk away or throw their rubbish in the wrong bin, thinking they've done their part. So while it may be well-meaning, it's not responsible disposal. Responsible disposal might be that you end up taking the rubbish home with you so you can recycle it properly. It's different for each situation and individual.

More on microplastics in fabric & cosmetics this term. 

News from the chooks

Students have returned to school and found the chooks, particularly the Australorps, looking very dishevelled as they are moulting. The overnight area of the chook coup looks like a feather doona has exploded! Luckily, moulting is a natural process that allows the old feathers to be shed and a  new healthy feathers to be grown. It also allows time for their reproductive organs to rest while all their energy is diverted from egg laying to feather growing. The pin feathers are emerging and can make the chooks feel like echidnas as they are very firm and feel a little prickly in the strong quill casing. 

Karyn Myers
Environment & Sustainability Coordinator

Learning beyond the classroom: the role of homework and home study in Science

The notion of 鈥榟omework鈥� for students in both primary and secondary school is not a new one, but it can certainly elicit a range of responses from educators, parents and of course, students who are directly responsible for the completion. Of course, we would all agree that learning should not necessarily stop at the school gate and it is this premise that sees work set for students beyond timetabled classes to support, complement and enhance the learning that is taking place within the classroom.

In this article, I would like to provide an insight into the rationale, structure, aims and outcomes of the homework program of our Middle and Senior Year鈥檚 students in the Science program at the College, and provide some suggestions for how families can support young people in their learning.

At Aquinas, our homework is planned and purposeful. Careful consideration is given to the teaching and learning program and how this can be enhanced through homework and home study which involves some form of 鈥榳ork鈥� or 鈥榮tudy鈥� outside of timetabled classes. Homework is assigned with careful consideration for a student鈥檚 age and ability level. It should also provide a degree of flexibility for when and how the work is completed and be viewed by all stakeholders as an integral part of the learning process, rather than an 鈥榓dd on鈥�.

It is also important to note that from Year 7 onwards, we differentiate between homework and home study. In simple terms, homework tends to be more 鈥榯ask鈥� oriented with a defined notion of what is required for completion. Home study is framed around the notion of 鈥榮tudy鈥� or 鈥榬evision鈥� and does not necessarily clearly define exactly how this review should take shape. Often the ratio of homework to home study shifts in periods of where, say, exams may be approaching and students may need to invest a greater proportion of time in their review of concepts and skills, with a reduced time fraction spent on homework.

The types of tasks included as part of a homework program can vary widely. For example, homework may include activities such as a worksheet for the purpose of review of key knowledge, a short self-assessed quiz to provide students with an insight into their understanding and suggested direction for the next steps in their learning, or an opportunity to engage with key content before a deeper dive into the associated ideas during an upcoming class. Science of course has an abundance of rich connections to the world around us.  Some activities may require students to engage on various levels with contemporary ideas and issues and reflect on these in some way, relating to their classroom learning.

Regardless of the activity, homework and home study should encourage students to develop a deeper appreciation and understanding of their learning and assist students in articulating the next steps in their learning.  Homework and home study should be scaffolded and modelled for students, as required, with opportunities for differentiation and deeper engagement depending on a student鈥檚 interest and ability. It should enrich the learning and further enhance the next steps in the class program, providing explicit links to students of the connect between the classroom, and beyond.

In order to facilitate the delivery of homework and home study at Aquinas, a Homework Book is provided to our Year 7 and 8 students and Cycle Planners commence from Year 9 onwards. The Homework Book is issued in hard copy form each semester and provides a set number of tasks associated with each Learning Area. A description of the task and timeline for submission is provided via the class learning platform. Feedback to students can take a variety of forms, upon submission of the task. 

In the Middle Years, it can be helpful to 鈥榗heck in鈥� with your child in regards to their homework and assist them in mapping out a weekly schedule that aligns with other commitments. Some students will need more support with this than others, but ultimately, the aim is to build independence and autonomy in our young people.

Fortnightly Cycle Planners are issued to students from Year 9 onwards. The introduction of Cycle Planners at Year 9 is a highly supported process. A typical Cycle Planner from Science  outlines a range of homework and home study style activities, with opportunities for deeper thinking and extension activities. The two week planner allows students to map out when and how they will meet their work commitments. In the Senior Years, this process continues but the volume of homework and home study progressively increases to meet the demands of the VCE courses.  

As students鈥� progress through the Senior Years at Years 10 鈥� 12, it is our aim to provide students with a higher degree of autonomy and agency in the planning, completion and submission of homework and study. The Mentor Program at the Seniors Years serves to provide crucial support to students through teaching and embedding general organisation and study skills in their everyday practice.

Ultimately, our homework and home study program across the secondary years should serve to encourage students to become enthusiastic and independent lifelong learners who are able to demonstrate initiative and responsibility. 

Lynda Schulz 
Science Learning Area Leader

At the end of Term 1 our Year 9 students had their first taste of their School Experience Block (SEB). This unique feature of Year 9 is an opportunity for students to participate in experiences beyond the classroom, providing students with the much needed context to their learning. Each House group had their own focus, and this rotates over the remaining terms. Rice students headed into Melbourne city, exploring and observing the CBD and challenging themselves in City Challenge. Mackillop focused on physical challenges, starting the week with a "Survivor challenge" before heading off to camp where they pushed themselves hiking, bike riding, and kayaking while building friendships with their cohort. Dominic stayed at the College and focused on learning about themselves and their impact in society with the Starts with Me Program involving thought provoking discussions on Respectful Relationships, driver's education and opportunities for self reflection and mindfulness.

The SEB program seeks to provide challenges that inspire students to develop themselves, fostering self confidence and self worth within a teamwork approach. 

For Years 7 and 9 students, NAPLAN commences in the week of 9th May. 

• Tues 10th May: Year 9 Reading
• Wed 11th May: Year 7 Writing; and Year 9 Writing
• Thur 12th May: Year 9 Language Conventions; and Year 9 Numeracy
• Mon 16th May: Year 7 Reading
• Tues 17th May: Year 7 Language Conventions
• Wed 18th May: Year 7 Numeracy

For planning purposes, .

Congratulations to Year 11 student, Ella Leavey. Ella was invited to sing the National Anthem at the Opening Ceremony of the Victorian Special Olympics last week. Most of us at the College have had the pleasure of hearing Ella's beautiful singing, and by all reports the competitors at the Special Olympics enthusiastically enjoyed her rendition of the National Anthem. 

Well done Matthew Azzopardi (Year 11) on achieving a Bronze medal in the 3m synchronised diving at the 2022 Australian Age Diving Championships in Adelaide last week. Matt represented Victoria at the Championships and placed well in three other events.

Congratulation to another Year 11 student, Leila Hedderwick, who represented Vic Metro earlier this month. This is another amazing achievement to add to her already impressive football honours.

Each year our Year 12s contribute to an installation for their space. This year our students made paper planes, each personalized with inspiration and messages which came together in this collaborative installation. It is a visual reminder of their commitment to aim high and achieve their goals, to use their gifts and practice gratitude. It also represents how we form a supportive community filled with diverse, strong and vibrant individuals. 

Thank you to Arts Learning Area Leader, Sandi van der Niet, for her inspiration, and to Sandi and her team for bringing another beautiful and engaging installation to life.

Our ANZAC Day celebration was conducted in our Homerooms with a shared prayer and reflection. Our student body showed genuine respect in their silence for those who have sacrificed so much in the arenas of war and as peacekeepers. Thanks to our music students who played the last post, adding so much to this solemn occasion.

At the end of last term a few of our EISM teams made it into the Grand Finals. We had some winners and some runners up but there was no doubt that everyone gave it their absolute best.

Congratulations to the Cricket team and Girls Netball B team on coming away from the season as premiers.

BOYS
Basketball A: Aquinas 47 def by 57 Mount Scopus
Basketball B: Mount Scopus 34 def 27 Aquinas
Cricket: Aquinas 122 def 119 Donvale
Hockey: Aquinas 1 def by 3 Emmaus

GIRLS
Cricket: Emmaus 56 def 47 Aquinas
Netball A: Aquinas 25 def by 29 Emmaus
Netball B: Aquinas 31 def 22 Emmaus

MIXED
Tennis: Mount Scopus 8-48 def 0-14 Aquinas

At the end of last term, Aquinas had teams competing in the Victorian Schools Touch Football Championships and Ultimate Frisbee Championships. 

In the Touch Football competition, played at Endeavour Hills, the Intermediate Boys (Years 9 and 10) competed in the Division 2 competition and were successful. They played five games throughout the day and won them all. In the final against Chaffey College (Mildura), in a really tight game, the boys were pushed all the way in their closest game and won 3-2.

Congratulations to all the players for a superb effort. The team was coached by Mr Andy Harrison. Congratulations to all the players - Lachie Quinn, Archie Flynn, Cam Livingstone, Josh Leahy, Josh McLean, Lachie Buyck, Jayden Sultana, Drew Baker.

In the Ultimate Frisbee Championships, the Senior boys competed and were wanting to improve on their 3rd placing from last year. In their pool, we won all the games convincingly and played really well. In the semi final, we drew Caulfield Grammar again like last year, and in a tight game, we unfortunately went down 7-4. In the play off for 3rd, the team regrouped and played well and won the game against Covenant College (Geelong).

The team was coached by Mr Scott Buchanan. Congratulations to all the players - Max Baines, Nathan Boland, Isaac Curtis, Charlie Hewitson, Lewis Johnston, Mitchell Johnson, Sam Leonard, Max Napolitano, Justin Wilman.

Bernie Brummell
Sports Coordinator

Have a delicious meal and support the VET Hospitality and Kitchen Operations students!

Each week the VET Hospitality and Kitchen Operations students showcase their skills and talents at a Restaurant Night held in the impressive Wurundjuri Trade Training Centre. VET Hospitality students hone their front of house skills and create delicious beverages, while the Kitchen Operations students bring their menu to life, cooking and plating up. The menus are usually themed and change for each event...you may have a 3 course meal or a tantalising tasting plate...but it is guaranteed to be delicious.

Bookings are essential and seats sell out fast so we ask you to book early and please be mindful that all families get a chance to book for a Restaurant Night during the year.

Cost: $38 per meal (including a complimentary drink on arrival and hot beverage to end your meal) 
Time: 6.30pm to 8.30pm
Where: Wurundjeri Trade Training Centre (WTTC), 黄色十大软件 (upstairs from the Mahon Theatre)
Dress: Smart casual
Max table booking size 8

Booking Only - please pay on the night - cash or card available

A slightly belated congratulations to Class of 2021 student, Alice Hong, on her selection to display at Top Designs. To qualify for Top Designs, students have to get an A or A+ in their Major SAT project. They have to apply to the VCAA themselves. From there they go through two more stages - bring in an actual folio to the VCAA and finally present their product to the VCAA. Out of 1000 applications from Victorian government and non government schools studying Product Design and Technology and working with Wood, Metal, Plastics and Textiles, only 20 students are chosen. 

The successful candidates are exhibited along with students in Media, VisComm, Systems Engineering and Theatre studies and their work is displayed at the Melbourne Museum from April through to June. They are chosen for creating innovative products that solve problems in the real world, and for displaying a solid work ethic. Alice has demonstrated her passion for designing and producing innovative and creative works over the past three years in Product Design and Technology. She always has the attitude that nothing is too difficult to achieve and will research, trial, redesign until she has solved the problem. Good luck with your future studies at RMIT industrial design, and I look forward to seeing what amazing products you design!

Kathy Thompson
Teacher

It felt like Aquinas alumni dominated the Stawell Gift event held earlier this month, with many of us cheering on former students from the comfort of our own lounge rooms. By all reports, these students were impressive runners even in their days at the College and were part of an almost undefeatable relay team.

Congratulations to:

• Harrison Kerr (Peer Year 2017) who won the men's 120m Stawell Gift, and to Kyle Nicolussi (Peer Year 2017) who finished 6th in the final. This is possibly the first time that any school has had two finalists at the same time.
• Meg Deane (Peer Year 2016) who came second in the women's 400m race.
• All other Aquinas alumni who competed in  events on the day.

The Camps, Sports and Excursions Fund (CSEF) provides payments for eligible students to attend activities like:

• school camps or trips
• swimming and school-organised sports programs
• outdoor education programs
• excursions and incursions.

Supporting and serving the 黄色十大软件 we have tried to keep the costs of the canteen items as low as possible. Unfortunately as the general cost of products increase we have had to make the decision to make a small increase in cost to some of our All Day menu items. Thank you for the ongoing support from the community.