黄色十大软件

Covid-19 Lockdown

As you are aware, we have been informed by the Victorian Government that schools are to close as part of a 7 day lockdown.  Children of authorised workers and those who are deemed vulnerable can attend the College once permission is granted from the Principal. This permission can be sought by contacting the College Registrar registrar@aquinas.vic.edu.au. Aquinas will implement its Continuing Learning Plan and we have created a page on the Aquinas website that we will endeavour to keep updated so that you have the most current information as it becomes available: /latest-covid-19-update. 

200 Years of Catholic Education in Australia

This week in dioceses across Australia, communities gathered to celebrate the anniversary of 200 years of Catholic education in Australia. The bicentenary commemorates the anniversary of the first official Catholic school in Australia, founded in October 1820 by Irish Catholic priest Fr John Therry. This school, which Catholic historians believe was located on Hunter Street in Parramatta, taught 31 students. Archbishop Comensoli offered mass on Monday to over 600 staff and students representing the oldest and newest schools from the Melbourne Archdiocese, St Mary鈥檚 School Williamstown (1842) and St Joseph鈥檚 Catholic Primary School, Werribee (2021). Prime Minister,  Hon Scott Morrison MP, offered this acknowledging the important role that Catholic education has played in Australia.  

The Long Walk at Aquinas and College Assembly

On Tuesday we were planning to continue our tradition of joining together on the 鈥淟ong Walk鈥� at Aquinas to raise awareness of the issues faced by indigenous communities.  A powerful symbolic gesture, our long walk mimics the initial Long Walk by ex-AFL Footballer, Mr Michael Long, who walked to Canberra in an effort to get indigenous issues 鈥渂ack on the national agenda鈥�. The Aquinas Long Walk is a key event in our reconciliation week activities and, amongst all of the demands on their time next week, we were privileged that Mr Long and Ms Peris continue to make 黄色十大软件 a priority. Unfortunately, our hope to have Mr Long and Olympic medallist and former Australian Senator, Ms Nova Peris OAM, present to lead our walk has been thwarted by the lockdown. Thank you to AP Mission, Tania Grace, and our student FIRE (Friends Igniting Reconciliation through Education) Carriers for the planning that went into this event. 

NAPLAN

NAPLAN testing is now complete for another year and I wish to thank coordinator Mrs Rachel Crawley, Mrs Heather Neil and the teachers at Year 7 and Year 9 who administered the tests, for ensuring the process ran as smoothly as possible. Our highly responsive IT Team was also on hand to quickly resolve technical issues if they arose and this made a difference to the participants. NAPLAN provides feedback about student progress that complements the various other assessment tools at our disposal. The Australian Curriculum, Assessment and Reporting Authority (ACARA), who have responsibility for overseeing NAPLAN, believe that the 2021 tests may be more important than other years given that there were no tests in 2020 and each state jurisdiction had quite different Covid-19 lockdown experiences. They hope to be able to analyse results at the systems level to ascertain if Victorian students, who had a more prolonged lockdown to others, progressed at the same rate as cohorts in other states. ACARA also wants to be able to identify if there is a difference between school sectors in this data. This information will then be presented to the Australian and State Government Education Ministers to help inform policy. ACARA have also commenced a process of consultation regarding a review of the Australian curriculum and the public consultation window is currently open should you be interested in participating:

Performing Arts at Aquinas

Those who had the privilege to experience our Not Just Jazz evening last Friday will agree that it was a wonderful showcase of both student and staff musical talent and creativity.  To a packed O鈥橠riscoll Room of parents and friends, the students performed in ensembles and showed the growth in confidence and competence that comes with commitment and opportunity. Thank you to Jared Campbell, Music Program Coordinator and the other music staff for preparing the students for this event.  A big thank you to FOAM (Friends of Aquinas Music) who provided the volunteer labour and enthusiasm to stage another successful night. On the previous evening our Spotlight on Dance provided opportunities for senior Dance students to showcase their creativity through movement and I want to thank Ms Claire Travers for preparing the students for this event.

Student Free Day - June 9

A reminder that Wednesday week is a Student Free Day.  The only students required to attend are those who are undertaking a Year 12 subject and therefore need to sit the General Achievement Test (GAT).

Darren Atkinson
Principal

Virtual Learning 

So, here we are, facing a week of online learning. I suspect you are hoping for magic words that will mean your child stays focused and engaged despite the fact that food, devices and two hours of outside exercise are the immediate competitors to online classes. What I will say will be brief, not particularly magical, but hopefully some commonsense. We know that learning is about a combination of attitude and application and these two things are connected. If attitude wanes, application falls away, but if application remains strong this can have a beneficial effect on attitude.

Aquinas staff will meet the students for every scheduled lesson next week. We are encouraging a variety of lesson styles so that students are not always passively looking at screens, nor are they simply working remotely. Our experience has been that those students who hang in there and maintain their application also maintain a positive attitude because they feel fulfilled. ,* 

鈥淐an virtual learning be as effective as in-class instruction?
Yes, it can be. Meta-analyses suggest that online courses are about as effective as face-to-face courses. Blended learning courses, however, tend to be the best of all, with the important caveat that students also tend to perform more work in blended learning courses.鈥� 

What this research implies is that continuing to get things done is most helpful in successful education. Hardly rocket science, but for you, the parents, it does offer some direction for the next four school days. Whatever you can do to keep the students on task (and I don鈥檛 mean teach them, that鈥檚 our responsibility) will benefit them in their return to school and their ongoing learning. It鈥檚 one of those things that is simple, but not easy. 

*This research was tweeted out by Stephen Dinham Emeritus Prof Melbourne Graduate School of Education, Uni of Melbourne.

Michael Box
Deputy Principal Learning

Being there in unprecedented times

In the last edition of this newsletter, I encouraged you to talk with your children about the importance of recognising and valuing real happiness. The reason for my suggestion is based on the alarming concerns raised by experts following the impact of 2020 on so many young people. Since the return to face-to-face schooling following the restrictions, there are reported increased numbers of students struggling to adapt to school when resuming their studies in ways that reflect what was the norm pre-COVID-19. Making the most of the time we have and in the effort to identify the opportunities and gifts that life brings, irrespective of how challenging circumstances may be, what we face each day helps us to grow and develop the much needed resilience that life at times demands of us. Within that journey, there is always going to be some happiness. 

The last 2 weeks have again reminded us of how vulnerable we can be as a society when trying to control the COVID-19 pandemic. While 6 weeks ago, the issues being faced in India seemed so foreign, the impact of the pandemic continues to be real for us despite our efforts to control it here in Australia. Our health authorities and political leaders have aided our safety by enforcing severe restrictions since the start of 2020, and in some ways, the interventions contributed to the challenges that young people face when trying to resume what was 鈥渘ormal鈥� living. As we face uncertainty in the next few weeks, I suggest that you consider ways to deal with the inevitable anxiety that the unknown may bring, not just for you but your loved ones. 

Before giving you suggestions as to how you may assist your child in the challenging days ahead, following the imminent lockdown and subsequent impact it is likely to have in your life and the lives of your loved ones, I wish to share a personal story that may help you identify the importance that you have in the life of your child during times of adversity. 

As I have mentioned before, I was born in El Salvador, a beautiful tropical country in Central America. Unfortunately, the country has experienced centuries of unrest and conflict. I arrived in Australia at the age of 15 as a refugee, not knowing much about this wonderful land but indeed feeling anxious about what I was about to experience. This is a recollection of the impact that my parents had on me, especially my father, who in many ways, was the strongest and most vulnerable, at the same time, of my parents. He was my role model during times of adversity. His presence made a big difference in the way that I approached the challenges that I faced during times of fear and anxiety. What was amazing about my father was that he also showed his fears despite being the bravest man I know. 

So, as we arrived at Tullamarine on the 19th of March 1987, holding small bags and feeling very scared of what was coming our way…

On the day of my arrival in Melbourne, I looked into the eyes of my father whose love, caring and guidance had always protected me. On this day, he seemed scared like the rest of us, yet ready to take on the challenges ahead because he also knew that this was the last opportunity to make his life the way he wanted, and deserved. My eyes connected with his on numerous occasions on the journey to Australia, but none were more important than the time that we both looked at each other as we walked off the arrival terminal at Tullamarine. 

He was happy and excited, and carried my young sister in his arms whilst pushing a trolley with our luggage in it. I knew that deeply in his mind, he was also concerned for me, and had mentioned this prior to our departure. Despite the advice of many, he had resorted to bringing me with him to Australia. My grandparents had asked that I stay back to have the opportunity to finish school back in El Salvador because my chances of making it here in any prosperous capacity would be hindered by my inability to speak English. They had suggested that I stayed back to complete my studies, offering me a place to live whilst my parents searched for that new life they desired. Unfortunately, my grandparents did not comprehend the depth of our reasons to leave. We were refugees because living there was no longer unattainable. My parents made the decision to migrate with the intention of not returning, and that is something that was not at all clear in the minds of their parents.

In so many ways, my father was fearful of what Australia was going to be for me. Was it going to be my platform to success or a contributing reason for failure? Despite the concerns, my father always seemed optimistic and began to move closer to me, as a real father does, when my future and life goals were compromised, perhaps acknowledging that the route to success was inevitably out of his hands. He was, nonetheless, the motivation that I found later in life when I realised that life was about making the best of the challenges ahead rather than succumbing to them. 

My father鈥檚 looks often gave me assurance during the darkest moments. I knew I had his full support and that despite what was awaiting in this foreign land, I was not going to be alone. In reflecting back to that day, I now understand the struggles and high emotions that inflicted enormous pain on dad鈥檚 own journey and life experience. He had said his goodbyes to his parents, knowing that he may not ever return to see them ever again. Regrettably, they did not understand this, and such complication never left his mind because he never saw them alive in the same manner ever again. He visited his parents eight years later, in a time when his mother suffered from Alzheimer鈥檚 syndrome and his father had unfortunately passed away. Eight years earlier, he resigned to the fact that he was in search of something that could not involve them and that a decision to leave was unavoidable if the benefit of his children and loving wife enjoying a better life was the intended goal. 

Dad also seemed to understand that the journey was never going to be easy and that the demons that surrounded his experiences of pain, rejection and suffering under the cruelties of the war in El Salvador were likely to increase. He had a lack of control and perhaps understanding of what awaited him and his family in Australia. For me, a fifteen-year-old young man trapped in the body of a child, dad鈥檚 anxieties represented the love and dedication that he often had hidden behind confusion and frustrations. What was most empowering for our family was that dad and mum were alone in a land, far, far away from where assumed safety existed. Mum supported his decision to come to Australia, and stood by him as we exited the airport to face the world ahead of us… It wasn鈥檛 easy, but that moment made a world of difference in the long term. Despite the anxiety and despair that were clearly visible, there was optimism, courage and faith. 

I share this very personal reflection to remind you that like my parents did for me, your impact on your children is natural and powerful. Your children count on you to be vulnerable and courageous at the same time. This imperfection is what makes you human and what will help them overcome the many challenges coming their way. We live in anxious times and life can be complicated and unpredictable because we tend to be obsessed with perfection. This can make us overprotective and react to adversities in ways that bring pain rather than satisfaction. Yet the beauty of being a parent means that your imperfections give your children the support they need to face the challenges they face, often just by listening and being there. If you have the opportunity, check in on your children, act in a positive way and embrace the gifts you have by being their parent despite the challenges you may face together during unprecedented times. Hopefully, your impact is positive and one day, they will remember, as adults, when they again face the inevitable hard knocks of life, how supportive you were today. I arrived in Australia 34 years ago, my father passed away 7 years ago but that moment feels as if it was only yesterday. 

As we start the 7 day snap lockdown, I suggest that you consider the following as a way to assist your child. 

Your child will undertake remote learning and it is important that the following suggestions are considered when assisting their learning:

• All students must read the . Please ensure that they completely understand all of the procedures, instructions and requirements listed.
• Please ensure that your child has access to a suitable learning space, preferably not their bedroom. If this cannot be accommodated, please ensure that they do not attend their lesson on their bed.
• Please ensure that they are properly attired for class, are punctual and attend all lessons, completing all required work.
• Please ensure that your child has enough sleep and has enough break and rest times.
• Please ensure to communicate any concerns with their homeroom teacher/learning mentor or year level leader/team leader. 
• If you feel that your child requires additional support, they may have access to counselling through the Youth and Family Services. Please request the support through their year level leader or team leader.

We have learnt over the last 15 months that the impact of lockdowns can be negative for some students. The negative outcomes can be long lasting. It is important that our students are supported during remote learning in ways that will assist their continued growth and progression. Please continue to assist your child by taking care of the points listed above. Please be a big part of your child鈥檚 education as they embrace remote learning in a fruitful way.

If you or your child need any assistance, please contact their respective Year Level Leader, Team Leader or the Youth and Family Centre. Any questions regarding this article can be directed to me at rodeznone@aquinas.vic.edu.au

Stay safe and keep well.

Dr Napoleon Rodezno
Deputy Principal

Reconciliation Week

Reconciliation is a sacrament of healing, forgiveness and love, an opportunity to seek forgiveness for errors and to make amends. There are always two parts to reconciliation, the repentance or seeking of forgiveness and the action to demonstrate a change in action or word. Without these two parts it is hard to truly forgive. In Luke鈥檚 gospel, there is a story of a woman who washes Jesus鈥� feet with her tears and dries them with her hair. He tells her that through her actions, her sins are forgiven. She demonstrated hospitality and respect which the owner of the home did not show Jesus. He says to the homeowner 鈥淭herefore, I tell you, her many sins have been forgiven—as her great love has shown. But whoever has been forgiven little loves little.鈥�

Reconciliation week began yesterday in Australia and continues until the 3rd June. These are significant dates for our country. The 27th of May marks the referendum of 1967 where the aboriginal people were recognised as human beings and not fauna. The 3rd of June represents the Federal courts delivering the Mabo decision. This year鈥檚 theme is 鈥淢ore than a Word鈥�, which is the true meaning of reconciliation. 

Just like our belief in reconciliation as seeking forgiveness and changing our ways, so it is with the need to make changes here in Australia. Often, we tell children not to say sorry unless they mean it - that is, there is no point saying sorry if they are going to continue the action or behaviour. There must always be change to reconcile the differences. Next week as the College community walks the Aquinas Long Walk - may our actions of standing in solidarity with our first nation people continue to grow in understanding and communion.

Tania Grace
Assistant Principal - Mission

On Friday the 21st of May the Music Department and Friends of Aquinas Music (FOAM) hosted its annual Jazz Soiree Concert. The concert was a great opportunity for the Aquinas community to gather together and enjoy our talented students. Performances included many of the College ensembles and soloists who recently had success performing at the All-State Jazz Competition. We also enjoyed performances from our talented alumni, and the AQ staff band.

Jared Campbell
Music Program Coordinator

More than a word. Reconciliation takes action. This is the theme for Australia鈥檚 Reconciliation celebration in 2021. It is a journey for all Australians to take action towards braver and more impactful action.

Students are invited to connect with Country by getting their hands in the ground. The indigenous garden will open to planting with additions of species such as coastal wattle and river mint. Students can also undertake plant art at lunch time near the chapel gardens.

The finger lime (Citrus australasica) originates from the rainforests of southern Queensland and northern NSW. In Victoria, it grows as a small shrub under 3m and can be grown in a pot. The name comes from the finger-shaped fruit. Each 鈥榝inger鈥� contains delicious small beads of tangy citrus pulp and is often called lime caviar. It is used as a garnished, marmalades, desserts and drinks.

There are many different varieties and hybrids of finger lime, the fruits of which can look and taste quite different. They generally enjoy part sun to full sun, and in Melbourne a dappled north-facing site is ideal. If you look closely around the gardens at 黄色十大软件 you try a finger lime for yourself. 

Gardening Club

Students have had the opportunity to garden at lunchtime on Friday鈥檚. Students have been working hard to weed the veggie patch, spread mulch, compost waste, plants seeds and seedlings. The cabbage, rainbow chard, silverbeet and rocket are looking strong and healthy. We are eagerly awaiting the seeds to emerge from the soil.

The chickens have continued to extend their free-range area as they gain confidence in the school grounds. 

Karyn Myers
Environment & Sustainability Coordinator

"On Monday 3rd May I was lucky enough to participate in the SWAT summit day. SWAT is Student Wellbeing Action Teams and it is a program run by the Maroondah Council for young leaders. At the summit, there was a group of Year 10 students from various different schools. Bella and I were the only two students from Aquinas that participated in the SWAT program. We spent the day learning about leadership and wellbeing, we learnt about what they both are and how they can be a part of our everyday lives. 

On Tuesday 11th May we got to go on camp with the SWAT group, we went to Clifford Park Activity Centre and spent 3 days learning about the different aspects of wellbeing. On one of the days we had a group challenge, it was a great opportunity to get to know our group and push ourselves out of our comfort zones. It was a really great experience and I鈥檓 really happy that I took the opportunity."

Brooke Tudor & Bella McDougall
Year 10, Member of the Student Wellbeing Action Team

What is bilingualism?

As someone who studied Italian since Year 7, I persisted in my language studies all the way to doing a Masters in Italian in the hope of being 鈥渂ilingual鈥�.

As making connections in this global world becomes increasingly easier, speaking more than one language is quite common. Figures from the United Nations state that over 80% of the world is bilingual. In Australia, despite our rich cultural diversity, our figure is at approximately 20%.

However it is not all doom and gloom. Fran莽ois Grosjean, Professor Emeritus and former Director of the Language and Speech Processing Laboratory at the University of Neuch芒tel in Switzerland has redefined bilingualism as knowing two languages at the level that you need to know them. He explains that we don鈥檛 need to be able to read and write another language to be considered bilingual. Phew! But at the same time yelling out the only phrase you can remember from uni 鈥淐iao bello!鈥� doesn鈥檛 quite place us in the upper echelons of bilingualism. 

And so how does this translate in the classroom? Apart from the obvious cognitive, social, cultural and neurological advantages, bilingualism strived for in our classrooms can be a wonderfully creative way for students to express themselves. It is enough to use different languages in different domains for different purposes, e.g. choice of register (formal/informal) when speaking to a stranger. The fact that one language dominates over the other is more than okay. Mixing and matching between languages is what is encouraged. As well as demonstrating how a student is really piecing a language together, it also provides teachers with funny and inventive language moments to appreciate.

Whilst our desire is for students to reach Year 12 speaking fluently in their second/third language, it is equally important to realise that being bilingual can be something much simpler.

Nathalie Walshe
LOTE Learning Area Leader 

Last week the Mahon Theatre came alive again with our first Semester鈥檚 Spotlight On Dance. Dance being a Performing Arts subject requires students to perform in front of a live audience for assessment, this is why we have 鈥楽potlight鈥�.  The performers鈥� level of experience varied greatly, with many of the Year 9 Dance Performance students having never performed on stage before, through to highly experienced Year 11 Dance students performing self-choreographed solo dance works. 

Regardless of experience a healthy range of backstage nerves got the adrenaline pumping.

Three separate assessments took place at this event. 

1. Each class was taught a class dance choreographed by their teacher.  This is called a 鈥楲earnt Work鈥�.
2. Unit 1 students were required to choreograph a solo with an intention inspired by 鈥楴ature鈥�.
3. Year 9 Dance Performance students were required to choreograph a small group narrative dance inspired by 鈥楩airytale鈥�.

After the hiatus that was 2020 students were so grateful to be able to perform in front of a live audience again. Thank you to all who attended and supported a great evening of entertainment.

Claire Travers
Dance Teacher

After the challenges faced learning from home in 2020, Year 10 Digital Photography students have relished the opportunity to get hands-on experience behind the camera and engage in practical learning. The students have been learning the art of commercial photography through experimentation with lighting techniques and creative aesthetics. This led them to explore reflection in photography, the use of different textures such as water and fabrics, capturing movement and the way specific lighting creates visual impact. There were photographic pitches for luxury products, tech and sporting goods. The biggest challenge faced by most of the students was getting the lighting right. However it was through this process that classmates worked together as teams and through trial and error achieved some excellent results. In the digital age where everyone has access to a smart phone and an Instagram account there is a misconception that great photography is easy. However, understanding how to use a digital DSLR and its manual functions takes practice, focus and dedication. 

Natalie Desbois
Teacher

Over the past two weeks the 黄色十大软件 Athletics squad has been involved in the EISM Athletics carnivals. On Tuesday 4th May, we participated in the EISM Division 1 Carnival at Lakeside Stadium Albert Park against Luther, Emmaus, Mt Lilydale, Donvale Christian College, Kilvington and Huntingtower, on a cold windy day that threaten to rain - but thankfully didn鈥檛.

At the end of the day we finished a credible 3rd.

Congratulations to all the students who competed or came along as reserves and also to students who competed in older age groups making sure we had competitors in every event

We had some very good results on the day.

U13 Girls
Alex Oldaker  - 2nd Long Jump 200m(B) Triple Jump
Relay Team - Aerin Donohoe, Alex Oldaker, Emer Hefferan, Aleisha Harmer - 3rd

U13 Boys
Callum Settle - 1st 800m & 1500m
Chase Stone - 1st Shot Put
Gallagher Robertson - 3rd 100m (C)
Chris Galea - 1st Long Jump 

U14 Girls
Catherine Vail - 3rd (U13) Discus
Bianca Le - 3rd Hurdles
Rachael Johnson - 2nd High Jump
Jemimah Lees - 2nd Shot Put
Tegan Moore - 3rd 100m (A) 200m(A)
Relay Team - Teagen Moore, Bianca Le, Zoe Vozzo, Georgia Kavanagh -  3rd 

U14 Boys
Chris Galea - 3rd (U13) Hurdles
Josh Crachi - 3rd  High Jump
Owen Prior - 3rd 100m (B)
Eden Smith - 1st 100m(C) Shot Put & Discus; 2nd 200m(A)
Luke Wilkinson - 1st Long Jump
Relay Team - Owen Prior, Emmanuel Bettiol, Eden Smith, Jack Matthews - 3rd 

U15 Girls
Stella Smirk - 2nd 100m(C)
Emily Anderson - 3rd 200m(A) 

U15 Boys
Isaac Ghosn - 3rd 1500m, 2nd 800m
Kaiden Watson - 2nd High Jump
Will Tait - 3rd 200m(B)
Tom Vardy - 3rd 800m

U16 Girls
Emma Stevens - 1st Triple Jump, 3rd 100m(B)
Isabella Kight - 3rd 100m(C)
Elise Keeghan - 3rd Hurdles, 1st Shot Put & Discus, 2nd High Jump
Jacinta Hose - 3rd Long Jump

U16 Boys
Anthony Jordan - 3rd Long Jump, 2nd 200m(A)
Tom Matthews - 3rd Hurdles
Aidan Peluso - 2nd Discus
Relay Team - Anthony Jordan, Nathan O鈥橞rien, Nathan Allis, James Barber - 3rd   

Open Girls
Sophie Stokes - 3rd 400m & 1500m, 2nd 800m
Isabella Flack - 2nd Hurdles
Sophie Triandifillou - 3rd Long Jump
Mackenzie Oracz - 1st High Jump

Open Boys
Seb Barnes - 2nd High Jump
Pat Lavemai - 1st Shot Put
Jesse Meikle - 3rd Long Jump
Goerge Sajive - 3rd 100m(B)
Michael Barics - 1st 100m(C), 2nd 200m(B)

On Monday 10th May afternoon was the Champions Carnival at Lakeside Stadium in which the top competitors from all three divisions of the EISM are invited to compete. It was another carnival held in cold, wet conditions. We had a number of students who were unable to attend. In the end we had 15 students compete. Congratulations to them. These are their events from the evening and congratulations to those who placed in their event

Alex Oldaker - U13 Long Jump, Triple Jump, 200m &  Relay
Emer Heffernan - U13 Relay
Zoe Guerin - U13 1500m 800m & Relay
Aleisha Harmer - U13 200m 3rd , 400m  & Relay
Callum Settle - U13 1500m 2nd & 800m
Tom Vardy - U15 800m 3rd & 1500m
Chase Stone - U13 Shot Put (1st)
Rachael Johnson - U14 High Jump (3rd)
Maeve Wilkinson - U15 800m & 1500m
Amelie O鈥橞rien - U15 High Jump
Kaeden Watson - U15 High Jump
Anthony Jordan - U16 200m 3rd & Long Jump
Aidan Peluso - U16 Discus
Elise Keeghan - U16, Shot Put (1st), Discus 1st & High Jump (2nd)
Seb Barnes - Open  High Jump (3rd)
Heath Disney - Open 800m

A special congratulations to Elise Keeghan who broke the EISM record in both the Shot Put and Discus. A superb effort by her

Congratulations to the Aquinas Athletics Captains for 2021 - Christina Doan and Jack Catalano. They both have been involved with the athletics program for their 6 years at Aquinas. They have shown great leadership by always being willing to have a go. 

The other members of the Athletics squad are: Matt Azzopardi, Edward Barclay, Max Beckett, Kate Bourke, Emily Box, Griffin Box, Lachie Buyck, Ava Campbell,  Noah Chivers, James Dempsey, Emma Dowling, Janis D鈥橲ouza, Nathan Gagliardone, Ned Gidley, Alovi Gomes, Ella Grigg, Georgia Gulano, Grace Higgins, Oscar Hipfel, Lucy Jordan, Tom King, Maggie Kinsman, Natasha Langsdon, Alannah Leech, Sophie Lorruso, Mia McCann, Indigo Meikle, Livia Mondoaca, Jacob Nasso,  Nathan Reid,Jack Steward, Hannah Stuart, Caitlyn Sultana, Ethan Todaro, Tiana Tosti-Guerra, Claire Vaihu, Dan White, Olivia Williams Kayden Yeung Sik Yuen, and James Zerella.

A huge thank you to all the staff who assisted with the training of the squad over the past 4 school weeks and to the staff who attended the carnival. Without their support, these events would not be possible.

Bernie Brummell
Sports Coordinator

Three Aquinas students were selected to represent the EISM in the Victorian Schools Association Competition in swimming as a result of their performances in the EISM Champions carnival. This competition was held on Monday 10th May at MSAC and it involves all the different school sporting associations in Victoria and their best swimmers.

Our 3 representatives were: JOSH NESTER (Year 9), OSCAR DUBOIS (Year 8), and THARWIN PRAROM (Year 7).

They were part of the EISM team which had 30 other swimmers from other EISM schools. The EISM team finished 3rd in the overall competition, a great effort. Our students competed in a number of events and their results were very good.

JOSH NESTER - U15 6th in Butterfly, 3rd in both Medley & Breaststroke Relay

OSCAR DUBOIS - U13 2nd in Breaststroke, 3rd in Medley Relay

THARWIN PRAROM - 3rd in Backstroke, 3rd in Medley Relay

Bernie Brummell
Sports Coordinator

Our Year 12s showed great creativity as they entertained the College with their Term 2 costumes. Can you guess the theme?

Our 2021 Tinnies for Vinnies Appeal has begun and this year we are asking each member of the Aquinas Community to donate "2 cans" or two items to the appeal. Each year level has been allocated a different focus list. Please see the relevant list below. Any donated items must be non-perishable.

Year 10 and 11 students are invited to enter the . The tournament consists of a period of testing and experimenting in school / at home, followed by the final competition at the University of Melbourne. This would be an excellent opportunity for interested students to enhance their university applications should they wish to enter science or engineering courses. For more information, or to register your interest, please email Mr. Mulholland (mulhollanddj@aquinas.vic.edu.au) or Mrs. Schulz  (schulzlg@aquinas.vic.edu.au)

Schools are funded to support students with disabilities through the Nationally Consistent Collection of Data (NCCD) on school students with disabilities. NCCD has widened the students supported  to include any student with a disability, who is identified as requiring regular adjustments to their learning within the classroom, over a 10-week period each year. Schools receive funding for students based on whether they have received adjustments from their teachers in learning environments at a supplementary, substantial or extensive level. These adjustments might be delivered through ESS, Health Centre, YFC or Team Leaders/Year level leaders or Heads of School. These adjustments are made in conjunction with the student and or parents.

There are four broad categories of disability: physical, cognitive, sensory and social-emotional. 

Some students with a disability require adjustments to be made to their learning but these adjustments are managed within the usual classroom environment, without any additional resources.These students are included in the NCCD within the level of Quality Differentiated Teaching Practice (QDTP). Whilst the school receives no additional funding for these students, including them in the data is essential for Government long term planning.

The data regarding student adjustments is collected through a variety of methods and is submitted by teachers before August each year. This data is then reviewed by the school and the CEM before it is submitted for the NCCD. This is an Australia-wide, mandatory government collection of data. 黄色十大软件 is supported by NCCD consultants through Melbourne Archdiocese Catholic Schools (MACS) in guiding our collection of data. Further information can be obtained or please contact MJ Chard, Director of Education Support Services.