9 minute read
Religious Education
Loreto Normanhurst has seen another year of unpredictability, but through it all students and teachers came together driven by their innate desire to learn and be guided by our Loreto values. It is only fitting that our ‘value in focus,’ Felicity, was the shining light for the year. Even through the difficulties, our staff and students found a sense of hope and joy in the virtual learning classroom that became the routine in Term 3 and part of Term 4. Our year started off like any other. We were greeted by the smiling faces of our students who, like their teachers, were eager to embark on new and exciting journeys of religious education, faith-building and self-discovery. Terms 3 and 4 saw us build upon our established best learning practices from 2020 during remote online learning. Our students continued to follow their class timetable, taking breaks in between classes for the opportunity to move away from screens. This year, we also saw the integration of asynchronous learning days during which students worked at their own pace and engaged in classroom activities that focused on their spiritual, physical and mental wellbeing. At the mid-way point of Term 4, we gathered in person once again and celebrated the small, felicitous things in life. Stage 5 Religious Education facilitates the development of students’ knowledge of the Catholic faith. The Learning Resource Centre (LRC) was converted into a hub where students explored the pre1962 context for our unit ‘Unity and Disunity: A New Millennium.’ Our students were surrounded by diary entries, photographs, and key testimonies from Loreto Sisters, who were firsthand witnesses of the impact of Vatican II on the Catholic Church. Year 9, during remote learning, also had many exciting opportunities for creativity. In the unit ‘Jerusalem: A Holy Place,’ they investigated the importance and sacredness of Jerusalem for adherents of Judaism, Islam and Christianity. After many weeks of learning and researching, they enjoyed creating hummus on their asynchronous learning day, a dish that connects Middle Eastern peoples. Students loved being able to compare recipes from the different faiths and seeing how ingredients in their own pantries can combine to make a delicious dip for the whole family. Stage 4 allows students to engross themselves in units that allow for self-growth and religious faith development. In Term 2, Year 8 learned about core gospel values like honesty, justice and faith. Students were then asked to retell a gospel story in groups, creating scripts and filming them for their assessment task. In their ‘Religion and the Arts’ unit, students created an artwork incorporating their understanding of a Catholic belief. Clay sculptures, paintings, digital artworks and sketches were among some of the fantastic modes of art our students used to reflect on this unit.
The wisdom of Mary Ward has always been and will continue to be the driving force behind what we strive for here at Loreto. In our unit ‘Mary Ward,’ Year 8 students wrote letters to Mary Ward in lemon juice, just like she did to her companions. The girls were very excited to complete this activity as this allowed them to imagine what life would have been like for
Like our students, this year we also saw staff members attain great achievements, a testament to their ongoing pursuit of excellence in teaching. I would like to congratulate Mrs Alisha Thorburn on her successful Experienced Teacher accreditation. I also formally acknowledge the members of the RE Department who reached significant milestones in their service to the Loreto community:
5 years of service Mr Jason Currao Mrs Jennifer Skelly Mrs Katerina Beroukas
10 years of service Mrs Joanne Kachel
25 years of service Mrs Mary Anne De Mattia
All of these teachers have had an immense impact on the lives of students at Loreto Normanhurst. They exude great enthusiasm, knowledge and kindness in their teaching practice and embody what it means to be a Religious Education teacher at Loreto. Mary Ward and the challenging nature of writing secret letters. Year 7 students throughout this year were introduced to essential figures who have made an extensive impact on Catholicism. Students showcased their knowledge by developing an innovative and exciting podcast. Additionally, learning about world religions is something that all Year 7 students look forward to. Buddhism, Hinduism, Judaism and Islam are the four core faiths which Year 7 immerse in. Due to restrictions, students were unable to visit important sites or the Learning Resource Centre (LRC), however, they were able to digitally connect with the resources instead.
I would like to congratulate Mrs Dominica Hodgetts on the birth of her daughter, and wish her success as she continues her maternity leave at the beginning of 2022. I welcome back Mrs Katerina Beroukas from her maternity leave and know the students will welcome her back with great joy and anticipation. I wish the very best to Mrs Heidi Holt and Mr Timothy Lennon who are leaving the Loreto Normanhurst community this year. Mrs Holt has contributed a great deal of dedication and knowledge to the RE department and I wish her success in the future. Mr Lennon has been a part of the Loreto community for 13 years and has had an immense role in the development and sustained success of Stage 5 and 6 Aboriginal Studies, Stage 4 and 5 Religious Education and Stage 6 Studies of Religion. He also held many different roles during his time at Loreto including Dean of Mission and Lead ICT Integrator.I wish him the best as he embarks on new opportunities in 2022. We also express our gratitude to all RE staff who have greatly assisted us throughout the year.
Ms Jessica Koppman Acting Head of Religious Education Mr Jason Currao Head of Religious Education
“Completing the end of our Year 12 course in remote learning was a challenge. Unable to collaborate in the way we were used to and having to understand new content without face-to-face interaction with our teachers made what already is an academically hard year that much more difficult. However, online learning truly highlighted the immense efforts and capabilities of our teachers who kept us motivated and energised, prioritised our wellbeing and thought creatively about new methods of learning for the thirteen weeks of lockdown. Overall, although remote learning was a challenge, I made some of my fondest memories in Zoom breakout rooms and have been equipped with new problem-solving skills that will be necessary for the world beyond school.”
Sally Kearins, Year 12
“Although remote learning may have been challenging in certain aspects, it was pleasing that students were appreciative of family and friends and acted with kindness, highlighting Mary Ward’s words of wisdom, “act not out of fear but solely from love”. The Jerusalem Topic was a highlight for the Year 9 students and myself; we enjoyed engaging with other monotheistic faiths such as Islam and Judaism, highlighting what a sacred place Jerusalem is.”
Mrs Heidi Holt Religious Education Teacher
Aboriginal Studies
This year, Aboriginal Studies students presented another very successful exhibition of their major works at the HSC showcase evening. Although, the HSC showcase was virtual, many of the students’ works were able to be admired online. This group of students undoubtedly faced challenges when completing their major works, including being unable to discuss their final project in person with their teacher, but nevertheless they should be proud of their efforts and their meaningful, thoughtprovoking pieces. The Aboriginal Studies Major Work is a great way for our students to explore different areas, including their own Indigenous Australian communities. Working in collaboration with Indigenous Australians highlights the monumental role of First Nations voices and stories and how education can be a catalyst for change, growth and connectedness.
When the school introduced the Indigenous Boarding scholarships, I proposed to the Director of Learning that we offer Aboriginal Studies in Stage 6. It has been my absolute pleasure sharing my love of Aboriginal Culture with all my students. Having Aboriginal students in the classroom has brought the subject to life for me and all the students, and I considered myself truly blessed to have had this opportunity. The Major Project has been the part I have enjoyed the most; sharing the student’s journey of discovery and hearing about all the amazing Aboriginal people the girls have worked with.
Mr Timothy Lennon Aboriginal Studies Teacher
HSC Major Works
Annie Swanson
Bethany Conlon Charlotte Black
Ella Dwyer Lily Hudson
Because of Her We Can (song) Am I Aboriginal (investigation of Aboriginal heritage) Aboriginal Centered Loreto Boarding House (architectural design) The Yarrabah Experience (information booklet) The Truth behind Jan 26 (investigation of the controversies surrounding January 26) Ruby Booth Proposal for Annual Indigenous Round at Loreto Normanhurst Scarlett Crimmins Rebound Dharawal (wellbeing camp) Shayarnee Burns First Nations Youth Festival Xanthe Althofer Sacred Songlines (website)
Year 11 Excursion to Kuring-Gai Chase National Park with Uncle Laurie
As the first class to ever study Year 10 Aboriginal Studies [Stage 5 Aboriginal Studies was introduced in 2021], we got to experience our learning in a new and exciting way. Throughout this year we studied how the portrayal of Aboriginal peoples in the media has changed greatly throughout the years and discussed how perspectives and use of language has also adapted. Indigenous portrayal in television such as NITV (National Indigenous Television) and introducing Indigenous characters into children’s shows allows for First Nations voices to be heard and acknowledged. Additionally, learning about Aboriginal Visual Art, including the diversity of Aboriginal art forms and the use of art to tell stories and connect to the Dreaming, allowed for a deeper education for me in Aboriginal spirituality. We also studied Aboriginal and Torres Strait Islander peoples in sport, the significance of sport to Australian communities and the different barriers for Aboriginal Australians in sport. Studying the Tent Embassy located in Canberra and how it has contributed to Aboriginal rights in Australia was a highlight for us, as it incorporated our knowledge of Human Rights and more specifically selfdetermination. Towards the end of the year, we learnt Aboriginal weaving techniques thanks to Shaylee Kelly (Barkindji student currently in Year 11) and we made a series of bracelets next to the Indigenous garden by the DRC.
