Tidings 04 July 2022
Edition Seven
Whatever you do, work at it with all your heart - Col 3:23
-06-
Junior Art Exhibition
-08-
Design and Emerging Technologies
-10-
Year 10 Reflection Day
Principal’s Message
What an amazingly busy Term 2 and first semester! My personal highlights include going on Year 7 Camp, the On Stage Performance and Swimming Carnival. Why these events? These are exemplars of what we do and stand for as a College. Year 7 camp focussed on the pastoral and wellbeing aspects of working effectively with a diverse range of people, outside the usual friendship groups, to overcome challenges that were sometimes fun and sometimes extremely challenging. The resilience shown and developed there remains pertinent to approaching friendship dynamics that change particularly frequently during Years 7 and 8, as well as academic demands. Our Year 11 students tested their resilience way back at the start of the year on their Community day and our Year 10s found significant personal insight in their challenge day. School has always been a difficult place for some people to find a home, but the disruptions of the last two years have placed unprecedented pressure on our students feeling connected and had many struggling through disconnected learning caused by illness and isolation. However, every day, I see hundreds of young people coming to school, ready to reciprocate a smile of greeting and keen to get into classes with their peers, explore and extend their learning and to spend time with their friends. The Onstage evening, along with the open evenings for senior and junior Arts, demonstrates the creative and performance skills of our students. They are taught and directed by talented teachers, but it is the students’ ability to take on feedback, practice their skills and show pride in their accomplishments that shines through. I have been inspired by the works on show to pop into a Year 9 Art class to learn the basics of drawing with perspective. Putting my learning into practice is my holiday challenge to myself. Of course, we are all looking forward to St Clare’s Musical Production in Week 2 of next term. The Swimming Carnival showed the House Spirit dwelling in the hearts of our students! Their pride in their House colours, the carnival themes and their commitment to participating in a community event was wonderful. Of course, there is also the health aspect to active participation, which I also witnessed in the Heart Health Challenge, as I endeavoured to cheer on every student as they made the final road crossing back to school. Whether it is the team participation in weekend Netball or the team spirit but individual focus of members of our Snow Sports Team, St Clare’s students show their passion for action. You will have now received separate communications regarding the publication of your daughter’s Semester 1 report and information on booking a Parent-Teacher interview in Week 1 of next term. I congratulate our students on their efforts this semester and hope that the holiday break is a time to recharge the batteries, whether this is through quiet relaxation or dynamic activity. I look forward to seeing our students recharged on Tuesday 19 July, and to meet with parents at our Production and events that we are planning for our community during Term 3.
Dr Ann Cleary Principal
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Student Safety and Canberra Avenue Student Safety and Canberra Avenue St Clare’s College and St Edmund’s College have been in regular communication with ACT Government over recent years, in particular with the department of the Minister for Transport Mr Chris Steel, in regards to the safety of students when crossing Canberra Avenue. Most roads surrounding ACT schools are school zones, i.e. 40km/h from 8.00 am to 4.00 pm. Canberra Avenue is not a school-zone road. In consultation with Mr Joe Zavone, St Edmund’s College, I have been informed that the reason for this is that Canberra Avenue is an arterial road, and the Government is reluctant to change it to a school zone. This reasoning is difficult to understand when other arterial roads near schools have been zoned 40km/h, including arterial roads on the perimeter of Marist College, Narrabundah College, Radford College and Merici College. The last communication from the Executive Branch Manager, Development Coordination Branch, Transport Canberra and City Services (dated 11 May 2022) clearly stated that the rezoning of Canberra Avenue was not being considered at all. Students St Clare’s College and St Edmund’s College need to cross Canberra Avenue for a number of reasons. We have a number of students who reside in Kingston, who need to use bus services based along Wentworth Avenue and senior students who cross Canberra Avenue to access food retail outlets and businesses. The nearest signalised crossings across Canberra Avenue are located at Nyrang Street, Narrabundah (1km east of St Edmund’s) and Captain Cook Crescent, Manuka (1.2km west of St Edmund’s). To state it simply, it is very unsafe and dangerous for our students to be crossing Canberra Avenue, especially at peak times of the day. I would ask that you support our concern for our students by signing an e-petition. This e-petition is supported by Elizabeth Lee MLA, Leader of the Opposition. If the e-petition achieves 500 signatures, it will be presented to the relevant Legislative Assembly Committee and the relevant Minister must present a response to the Legislative Assembly. The e-petition requests the Assembly to call upon the Government to reduce the speed limit along Canberra Avenue between Barrallier Street, Griffith and Hume Circle (i.e. the roundabout opposite St Clare’s College), Griffith, to 40km/h. Please note that this is only open to parents / carers who reside in the ACT. Parent/ carers who reside in NSW cannot sign the e-petition. Of course, the signing of the e-petition is voluntary. The link to the e-petition is here: Canberra Avenue School Zone e-petition Thank you for considering the safety of our students and I encourage you to sign the e-petition. Dr Ann Cleary
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Tidings – 2022
From the desk of the AP The Most Skilful Learners are Agile Learners Semester 1 has continued to present challenges, necessitating us to be agile (resilient) learners open to doing things differently, focusing on the aspects of learning that have the greatest impact and letting go of those that do not. Ensuring that: • •
• •
we continue to develop and apply effective habits of thinking and doing (our College learning dispositions); we stay true to our commitment to becoming assessment capable learners (knowing where we are in our learning, where we are going with our learning and what our next steps will be); we understand how to learn through the application of learning strategies; and we seek, receive, act on and give feedback.
Reporting Student Learning: Continuous Versus End-of-Semester Reporting Traditionally in schools, the main method of communicating students’ academic performance has been the summative end-of-semester report, and the focus of much of this communication has centred on reporting achievement against year-level standards. While semester reporting largely remains established practice and are released at the end of each semester, our learning management system SEQTA has seen the College over time progress a practice known as ‘continuous reporting’, and is the College’s preferred communication tool for reporting student learning
throughout the semester. College Learning Dispositions: Persisting - Persevering on a task through to completion; remaining focused and overcoming obstacles. Looking for ways to reach the end goal when stuck. Not giving up. Applying Past Knowledge to New Situations Accessing prior knowledge. Use learning from a previous context and apply it to a new context. Learn from experience. Use what you learn! Questioning and Posing Problems - Having a questioning attitude; searching for the right questions that need to be answered rather than being good at answering the question; asking insightful, purposeful and powerful questions. Finding problems to solve. How do you know? Thinking Flexibly - Being able to change perspectives, think of alternatives, and consider options. Think outside the box. Look at it another way! And Thinking Interdependently - Valuing group work. Being able to work with and learn from others in shared situations. Work and learn together! Teamwork.
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Continuous reporting refers to the practice of reporting in regular instalments. Typically, at key moments throughout the semester, teachers provide updated assessment information to SEQTA, which is then made visible to parents and students in real time. These updates can include various indications of a student’s performance on assessment tasks, for example scores and grades, students’ work with annotated feedback, curriculum content descriptors or achievement standards attained, task rubrics, and teacher comments to the student on their achievements and areas for improvement. The key purpose of continuous reporting is to support student learning by providing timely information to students and parents about student achievement and progress, and to indicate areas for further development. Continuous reporting fosters and requires a partnership between parents and teachers to support a student’s learning and progress in real time. Tracking student achievement and measuring progress plays a key role in being an effective teacher (Know Thy Impact). Having students see their growth and review how it relates to bigger goals increases student investment in learning. Tracking student progress helps teachers stay invested and to continue to increase their own effectiveness by seeing trends in student data for learning and teaching intervention. Frequent evaluations pinpoint the areas in which students need more help or additional instruction to achieve greater success. And as we know, experiencing success, leads to better self-esteem and motivation. This, again, leads to greater participation in educational experiences and progress. The “will” to learn! According to Hattie, the most important persons collecting and reflecting on their learning is the students themselves noting student self-reported grades (students assessing the quality of their own work or their level of mastery over a given domain) has an effect size of 1.33 (noting an effect size of 0.4 equates to 1 year’s growth for one year’s input). This presents considerable potential to accelerate student achievement. One of the great powers of the College learning dispositions is that they provide many opportunities for students to set goals for themselves, to monitor their own performance/progress, to reflect, to self-evaluate, and to self-modify their disposition to learn. At routine times throughout the semester, students are given the opportunity to reflect on their learning and application of the learning dispositions (see Table 1: Learning Dispositions – Developing A Shared Language of Learning). Student reflection and assessment of their application of the College learning dispositions features in the end of semester Pastoral Care report.
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Table 1: Learning Dispositions – Developing A Shared Language of Learning SURFACE
DEEP
TRANSFER
Building knowledge of learning dispositions
Being able to make connections
Being able to use learning dispositions in different contexts
Students may be able to:
Students may be able to:
Students may be able to:
• Name the disposition
• Explain connections between the disposition and my learning
• Evaluate my use of the disposition – strengths and areas for growth
• Describe the disposition • Identify the disposition in myself and others • List examples of what the disposition looks, sounds and feels like
• Show cause and effect of the application of the disposition to my learning
• Reflect on the impact of the disposition on my learning
• Develop personal goals for • Justify the use of the application of the disposition the disposition • Analyse the learning experience and apply the disposition to support my learning
• Formulate a plan for applying the disposition to a given learning situation • Generalise the disposition across learning areas and in extra-curricular experiences
Throughout the semester teachers create opportunities within the classroom for students to apply the College learning dispositions to empower their learning. Teachers are alert to observing how students perform over time as they confront problems and tackle challenging, discrepant views and/or scenarios. Teachers listen closely to students’ comments and collect evidence and anecdotes as a record of students’ deepening and broadening of their understanding of the learning dispositions, with the goal to achieve eventual internalization of the dispositions. The intent is to see students use the dispositions as an internal compass to guide decisions, thoughts, and actions - “The habits of thinking and doing”. Teachers refer to the indicators of achievement, featuring a three-point scale – Not Yet Observed, Working Towards and Demonstrated, to assess and report student application of the College learning dispositions within their classroom. This assessment is made visible in the semester academic reports for each subject.
Tidings – 2022
Learning Dispositions Single Point Rubric Not Yet Observed (N)
Defining Indicators of Achievement Persisting Student: • Uses systematic methods and a range of strategies to navigate obstacles and solve a problem • Collects evidence to recognise when an idea is or is not working • Draws upon a variety of resources and considers alternatives when solving a problem • Continuously clarifies the task while monitoring performance • Sustains a problem-solving process over time to finish a task, despite challenges Flexible Thinking Student: • Generates original, creative and innovative ideas; they are open to change • Considers alternate points of view and sources of information; is able to see things from others’ perspectives • Draws upon a range of problem solving strategies and applies flexibility, knowing when it is appropriate to broaden their thinking and when a situation requires further detail • Identifies and evaluates the merits and consequences of two or more alternate courses of action / options available
Working Towards (W)
Demonstrated (D)
Student has yet to demonstrate indicators of achievement for this disposition.
Student has demonstrated 1, 2 or 3 indicators of achievement for this disposition.
Student has demonstrated 4 or 5 indicators of achievement for this disposition.
Student has yet to demonstrate indicators of achievement for this disposition.
Student has demonstrated 1, 2 or 3 indicators of achievement for this disposition.
Student has demonstrated 4 or 5 indicators of achievement for this disposition.
Student has yet to demonstrate indicators of achievement for this disposition.
Student has demonstrated 1, 2 or 3 indicators of achievement for this disposition.
Student has demonstrated 4 or 5 indicators of achievement for this disposition.
Student has yet to demonstrate indicators of achievement for this disposition.
Student has demonstrated 1, 2 or 3 indicators of achievement for this disposition.
Student has demonstrated 4 or 5 indicators of achievement for this disposition.
Student has yet to demonstrate indicators of achievement for this disposition.
Student has demonstrated 1, 2 or 3 indicators of achievement for this disposition.
Student has demonstrated 4 or 5 indicators of achievement for this disposition.
Questioning and Posing Problems Student: • Asks purposeful questions to clarify information and ideas, stimulate thinking and fill in the gaps between what they know and what they do not know • Seeks opportunities for learning by posing and approaching problems strategically, with interest and challenge • Recognises discrepancies and phenomena in their environment and is inclined to inquire into their causes • Designs a range of questions to test hypotheses and gather information; make inferences; guide experimentation; and create, apply, and draw conclusions • Applies strategies to continue to search for and find solutions to problems Thinking Interdependently Student: • Values group work devoting their energies to enhancing the group’s resourcefulness and outcomes • Language reflects an openness and desire to negotiate or resolve conflict by understanding how others are thinking and to make sense out of a problem and/or scenario • Listens, responds to and builds on other people’s ideas by sharing thinking and offering feedback, interpretations and hypotheses to the group • Monitors equality of group participation, showing concern for all members of the group, and is aware of peers who are isolated or excluded from the work • Helps others learn, ensuring that all members of the group contribute to the task and succeed Applying Past Knowledge to New Situations Student: • Is alert to opportunities to transfer knowledge to new situations • Takes learning from one context and applies it accurately to a new context • Draws upon previous learning experiences and applies that knowledge to support theories that explain a situation or to outline a process to solve a new challenge • Explains what they are doing in terms of analogies with or references to previous experiences • Can abstract meaning from one experience, carry it forth, and apply it in a new and novel situation
Parents are encouraged to make direct contact with the subject teacher and/or Leader of Learning in the first instance should they have any questions regarding their daughter’s continuous reporting and/ or semester report (released via SEQTA Monday 4 July). Teachers will be on leave from Friday 1 July and may or may not be routinely checking emails before the commencement of Term 3. You should expect a response by Monday 18 July.
Congratulations to all students for the dedication that they have shown towards their studies this semester. We look forward to celebrating and acknowledge learning achievement and progress during our Academic Awards Ceremonies early next term.
Parent Teacher Interviews: Week 1, Term 3 In light of the impact of COVID restrictions earlier in Semester 1, the College was unable to hold parentteacher interviews, but recognises the importance of providing opportunities for parents and carers to discuss student progress with class teachers. Parentteacher interviews will be held online via MS Teams in Week 1, Term 3. These interviews will be open for discussion of Semester 1 learning, and will be scheduled across the following times: Monday 18 July, 2 – 4pm Tuesday 19 July – Thursday 21 July, 1 – 5pm Please note that teacher availability is scheduled around regular teaching duties, and there will be limited interview slots available. Interviews can be booked via the Parent Teacher Online booking system (PTO) from Monday 4 July - Sunday 17 July. Individual log in details will be emailed to families.
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Junior Open Studio Year 7-10 Open Studio took place on Wednesday 29 June, 3.30pm - 5pm. It showcased a variety of student work from Visual Arts and Media Faculty. Congratulations to all of our young artists.
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Design & Emerging Technologies Time fly’s when you are having fun! This Semester, Yearr 7 and 8 Design and Emerging Technologies have been very busy learning, and most importantly, applying the design process. Exploring a range of materials, processes and design concepts to create their own response to a brief requiring the design of a device which clearly communicates the time of day. Through research and investigation, students explore unique themes and concepts on which to base their designs. In most cases students are using new equipment and therefore applying brand new skills for the very first time! The students have been actively engaged, pushing boundaries in thinking and displaying great evidence in all of the learner dispositions here at St Clare’s College. Here is a selection of few of the amazing design solutions that the students have made this semester.
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Anthony Maas Design and Emerging Technology Teacher
This semester we were instructed to individually design and create a dry vase and complimentary tray. To construct these designs the use of pacific maple and radiata pine was accessible to us through the design workshop, this was to ensure variety and difference between the tray and vase. We used our knowledge and skills from the previous design skills exercise where we made a pull toy, this prior knowledge helped us to achieve our designs to a higher standard. Through the process of making these designs there were many learning dispositions that we applied such as persistence as there were many problems we had to solve and overcome we were able to overcome these challenges by persisting. Yumi Loftus Year - 10 Daniella Cirillo - Year 10 Ella Hagen - Year 10
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College Events Year 10 Reflection Day On Wednesday 29 June Year 10 students participated in their Reflection Day. Sam Clear facilitated the day talking about his 15,600km journey on foot around the world through South America, Central America and North America, across Siberia by train and on foot again from Moscow to the western most point of Spain, all to pray for unity. Sam uses his extraordinary experiences as an invitation to students to reflect on their own capacity to change the world around them. Session 1, specifically focussed on perseverance and humility; Session 2, was all about engaging one’s passions and Session 3, embracing trust with courage. The final session involved a Water Liturgy asking students to invite God to bring his love into their lives. Sam as always proved to be an engaging speaker and our Year 10 students gained a great deal from all the activities presented. More information about Sam and his mission can be found at www.walk4one.com Gift of Life Breakfast On Tuesday 28 June Jessica Charles (12) and Claudia Osborne (11) represented the College at the Gift of Life Breakfast at the Margaret Whitlam Pavilion, National Arboretum. Both students are active members of our Social Justice Team so it was a privilege to have the opportunity to listen to a number of notable speakers including Catherine Scott, President of Gift of Life speak about this year’s annual walks. We then had the opportunity to discuss future plans especially how we can promote organ and tissue awareness specifically in the ACT community and our College community. If you wish to know more please use the following website www.giftoflife.asn.au Marie Manning Mission and Ministry Coordinator
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Tidings – 2022
In the Classroom - Languages Year 9 and 10 Japanese The Year 9 and 10 Japanese classes went to St Edmund’s College to read to the Year 5 boys who are studying Japanese. The Year 9 Japanese class have written books about their milestones and the Year 10 students have been using prepositions to write Children’s books. The Year 5 students enjoyed listening to the stories and participated in the literacy activities really well while our students embraced the opportunity to use their language in an authentic way. Year 10 Japanese Year 10 Japanese class dined at Tokyo Canteen Cafe. The class have been studying a unit called “School Study Trips”. The experience was interactive and successful in putting into practice some of the main ideas of the semester; how long it takes to get to places; Japanese food culture; customs and trip rules. Some of the meals enjoyed included eel on a bed of a rice, chicken curry rice, panko eggplant sandwiches, okonomiyaki, ramune and macha latte. Lisa Bourne Leader of Learning Languages Year 10 Italian Year 10 Italian enjoyed a pizza lunch at Molto Italian restaurant on Kingston Foreshore followed by dessert at Gelato Messina. The experience was immersive and students were able to practice some of their Italian language skills. Sonia Conte Italian Teacher Year 8 French Year 8 have been watching the movie Ratatouille and looking at the culture behind the movie. They analysed the main character Remi and wrote a portrait of the main character decribing his name, age, physical descriptions, personal characteristics and included recently learned content such as daily routine and subjects. Catherine Verscheure French Teacher
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Competitions This term, students in Years 7 to 10 self-nominated to participate in the Big Science Competition. The Big Science Competition is an international competition testing science knowledge and challenging critical thinking and problem solving skills. Congratulations to the students, who have received awards based on their excellent performance. Distinction Bhagya Bulathgaha Charlise Webb Georgia Kerr Jacinta Monteleone Credit Milly Lawrence-Killaly Andi Gao Jorja Nicolson Caitlin Kerr
Year 8 Year 8 Year 9 Year 9 Year 7 Year 8 Year 9 Year 10
Congratulations to the following students for their excellent results in the recent CAT (Computational and Algorithmic Thinking) Competition. Distinction Tylah Baker Alice Tooth Credit Jasmine Wright Andi Gao Catherine Charles Maaeri Ranawat Alysia Steil Chloe Zamin Annie Wilson Jess Charles Karen Bahmann Leader of Learning - Mathematics
Natalie Hastings Assistant Leader of Learning - Science
In the Classroom STCC The Year 9 Digital Technologies class recently visited the Learning Commons to use the Breakout Boxes. They completed an Escape Room style activity and used all 5 Learning Dispositions to crack the code and Breakout!
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Tidings – 2022
AR Millionaires Congratulations to our AR Millionaires Throughout Semester 1, our Year 7 to 9 students’ reading progress has been monitored through the Accelerated Reader Program. Individual semester targets were set at the beginning of the year and students were challenged to read ‘at level books’ for at least 25 minutes each day. Our students rose to the challenge and we have 32 students, listed below, who went above and beyond. They are commended for setting an excellent example and reading over 1,000,000 words this semester! At the end of the year, we will crown one student St Clare’s College Year 7 to 9 Biggest Reader. We also had some champion classes, Mrs Jones’ Year 9 English class reached a combined word total of over 11,400,000 words read and Mr Bruton’s Year 7 English class had the most students reach their target. Congratulations to all of our students who met their targets this semester! New targets will be set at the beginning of Semester 2 and a holiday challenge has also been set - all 7 to 9 students have been asked to read one book over the holiday break. Happy reading!
Accelerated Reader Millionaires • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Brianna Howard Sophia Sepulveda Jade Cox Louise Hill Sixtine Le Gouz De Saint Seine Myra Burke Jacinta Monteleone Grace Myors Catherine Wright Amy Skinner Hinewaiari Murray Ruby Fakhouri Emily Harney Josie Murrell Sophie Freeman Hannah Watch Grace Losanno Eva Linardis Hattie Hynes Amelie Lederer Taya Lockwood Hannah Pippen Freya Helgeby Olivia Lee Sophia Sigala Amy Maka Tara Farrelly Annette Joe Charlotte Cochran Hannah Hill Jorja Nicholson Mary-Grace Donnelly
Renee Jones Leader of Learning Learning Commons
NEWS
Careers VET
Multiplex Jump Start Program Success Congratulations to Clare Maguire (Year 12), Nia Dritsas (Year 11) and Patrice Parker (Year 11) who successfully applied for and joined Multiplex’s ‘Jump Start Program’. This initiative, developed by female Multiplex employees is aimed at giving female students in Years 10 to 12 a deeper understanding of what a career in the Built Environment has to offer. They will gain an insight into what a career in the construction industry could offer them and the many different pathways available to them such as engineering, architecture and design, project management etc. The yearlong program consists of workshops, site tours and events taking place out of school hours. Master Builders Association The MBA is inviting prospective apprentices to our MBA Carpentry Careers Evening! Discover the many benefits of the building and construction industry and chat with the team, hear from graduate carpentry apprentices and trainers who have real industry experience. Take an extensive tour of the MBA facilities and discover where you’d be learning the tricks of the trade from the local industry’s best trainers. There will also be an opportunity at this event to chat to local employers who are looking to employ apprentices. Resumes can be submitted beforehand to MBA Apprenticeship Officer, Mila Bartholomew, to match prospective apprentices with the most suitable employer. Event Details Date: Time: Location: Cost:
21 July 2022 4:30pm to 7pm 1 Iron Knob Street, Fyshwick ACT Free
To register, click on the link below: https://mbaact.eventsair.com/2022-carpentrycareers-evening/register/Site/Register
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Attention Year 12 – Public Service Career Starter Program Applications for the 2023 Career Starter Program open on Monday 27 June and close on Sunday 17 July 2022. The Career Starter Program is a whole of Government entry-level recruitment program, coordinated by the Department of Finance, targeted at people who have completed a Year 12 certificate in 2022. The following agencies employ Career Starters: • Department of Prime Minister and Cabinet • Department of Agriculture, Water & Environment • Defence • Department of Education, Skills and Employment • Australian Public Service Commission • The Department of The Treasury • Department of Health • Department of Industry, Science, Energy & Resources • Department of Infrastructure, Transport, Regional Development and Communications • The National Indigenous Australians Agency • The Australian Research Council • Services Australia Department of Finance Candidate Information Session links below: Date
Time
Link
Thursday 7 July
3:00pm – 4:00pm
Microsoft Teams Link 7
Thursday 14 July
12:00pm – 1:00pm
Microsoft Teams Link 8
A 2023 brochure has been emailed to students. If you have any questions, please reach out to the Entry Level Programs Team via email or call 6215 1717 and select option 2. Trish Brown Careers and Future Pathways Coordinator
Tidings – 2022
Snow Sport The St Clare’s Snow Sports team were presented their team jerseys and jackets early Wednesday morning 29 June in preparation for the upcoming winter season. Their first races are on the 18 and 19 July. We wish them the very best and thank all of our parents and families for their ongoing support and willingness to embrace these frosty mornings! Carolyn Batch Physical Education and Health Teacher Snowsports Coordinator
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Seek Sport “The best thing about sports is the sense of community and shared emotion it can create.” Bob Costas
Students Selected
Sport
Age Group Championship Location
It has been a very busy term for sport. It was wonderful to be able to hold our College Heart Health Challenge and Swimming Carnival. Both were great events and are a vital part of our efforts to build community within our school. So too are the interschool competitions we attend – this term has seen teams compete in athletics, swimming, golf, Australian football, cross country, league tag, volleyball, basketball and weekend netball.
Abby Jess, Milla Knox
Australian Football
12&U
Adelaide
Hannah Devoy, Katrina Brine, Lucy Maher, Tayla Jess
Australian Football
15&U
Lavington
Thank you to the staff who have prepared for and supervised these events during such a busy and challenging term. It was also wonderful to see staff showing the way with their participation in heart health and swimming. The highlight of the swimming carnival was surely the teachers’ emphatic victory over the students in the relay! St Clare’s students featured prominently in representative teams at the ACT Netball Junior Championships last weekend for the u14 and u15 age groups. This coming weekend it is the u11-u13 age groups competing. Congratulations and best of luck to all players. Huge congratulations to the students who have been selected to represent the ACT at upcoming School Sport Australia National Championships in various sports. It is very exciting to see school sport national championships going ahead after the cancellations of the past few years. It is a great achievement and honour to represent your state/territory at the national level.
Ella Collins
Basketball
18&U
Bendigo
Amelia Norton
Cross Country
19&U
Adelaide
Emily Mollard
Golf
18&U
Bellarine Peninsula
Caitlin Somlyay
Hockey
12&U
Canberra
Emma Gibbs (shadow)
Netball
12&U
Wollongong
Sophia Martinussen, Sophie Hindson (shadow)
Netball
15&U
Canberra
Amy Brandenburger, Chloe Smith, Lily Young, Patrice Parker, Sarah Bennett
Swimming
19&U
Brisbane
Best of luck and enjoy the experience! The following is a list of upcoming sports opportunities for Term 3. Students need to keep an eye on their emails about upcoming events and meetings/selection trials. Louise Patton Sports Facilitator
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Tidings – 2022
Seek Sport Financial assistance available for ACT representatives: The School Sport ACT Scholarship Fund aims to provide assistance to families that may be unable to meet the financial requirements to accept the selection of their child to an ACT representative team: https://schoolsportact.org.au/resources/?_sf_s=scholarship The Sport Australia Local Sporting Champions program provides financial assistance for coaches, officials and competitors aged 12-18 participating in state, national or international championships. If successful, applicants will receive $500-$750 towards the cost of attending their championships: https://www.sportaus.gov.au/grants_and_funding/local_ sporting_champions
Qualification for Track and Field National Championships in speciality events School Sport ACT does not select a Secondary State Track and Field team as there is no Secondary School Sport Australia Championship. Athletics Australia conducts the Australian All Schools Track and Field Championships for Secondary aged students, 9 – 11 December in Adelaide. Athletics ACT selects a team from the SSACT 13&O ACT Championship and from local meets. SSACT cannot fit all events into its ACT Championships Program, so for students who are seeking selection in the speciality events of 3km, 5k, 5k Walk, Sprint Hurdles, Pole Vault, Steeplechase, Long Hurdles and Hammer, they will need to enter an Athletics ACT Winter Series event. See the SSACT website for more details: https://schoolsportact.org.au/sports/track-and-field/
Upcoming Sports Events Term 3 Please note that participation in events is subject to the policies of the College and Catholic Education. Event availability and information is subject to change. Thurs 21 July
ASC Swimming Championships
Tues 2 August championships
Table Tennis ACT schools
Thurs 4 August
Volleyball ACT Schools Cup
Fri 5 August
ASC Hockey Championships
Tues 9 August years 7/8
Secondary South Football (soccer)
Mon 15 August years 9/10
Secondary South Football (soccer)
Tues 16 August
ASC Netball Championships
Wed 24 August
Handball ACT gala day
Mon 29 August
ASC Basketball Championships
Mon 5 September competition
Basketball ACT 3v3 Years 7-10
Tue 13 September Championships
SSACT Track and Field
Wed 14 September competition
Basketball ACT 3v3 Years 11-12
Fri 23 September
Brumbies Rugby 10s competition
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Seek Sport Weekend Netball Round 7 Selected Highlights STCC Plummer vs CGS Whatever super coaches Molly Wright and Katherine Lutnant said to the team in their pre-game address certainly worked as STCC Plummer shot out of the blocks with an electrifying 10-1 run to open the game. Great work from GS Scarlett Bain saw her aggressive defence in the circle result in a number of CGS turnovers enabling second chance opportunities for herself and GA Amelie Hitchcock. Both shooters then duly delivering at an impressively high percentage. STCC Plummer’s midcourters Phoenix Hamlin, Zoe Dutkiewicz and Maya Kelly took further control of the game through great possession netball. Their control of the ball and stellar decision making saw excellent linkage with the shooters to keep the scoreboard ticking over. The highlights package wasn’t just consigned to the front court with GK Anya WilliamsRose and GD Sienna Hamilton lighting it up with fantastic tips, deflections and a number of timely interceptions to continually frustrate the opposition and deny them a way back into the game.
Mid-Season Standings A number of St Clare’s teams are figuring prominently and seem finals bound at the halfway point of the season. Leading the way is the undefeated STCC Francou who top Inters Div 2. A number of teams are currently sitting second or equal second on their ladders. STCC Ellis STCC and STCC Van Bertouch are outright second in Inters Div 1 and Seniors Div 3 Gold respectively, whilst with impressive 4 and 1 records STCC Redmond and STCC Plummer are also equal top two in what looks like an ultra-competitive Inters Div 3. STCC Caldow and STCC Merillo share 2 and 2 records and third place in Inters Div 4, likewise STCC McMahon and STCC Geitz in Seniors Div 3 Blue. STCC Davey and STCC Watson both sit one game from playoff positions whilst STCC Wilson, STCC Harby, STCC McIntosh, STCC Walsh, STCC Layton, STCC Sargeant, STCC Fielke and STCC Bassett will be looking towards strong showings in the remainder of the season to lock in play-off spots. David Garrity Physical Education and Health Teacher
A great team performance saw a comfortable wire to wire victory for STCC Plummer, further extending a now significant winning streak. STCC Harby vs STCC Ellis A heavyweight Div 1 battle with courtyard bragging rights on offer was on show as the Year 8s of STCC Harby took on the Year 9s of STCC Ellis. A couple of sweet feeds from C Charlise Webb gave Harby early momentum and with GK Milla Milin standing tall down back STCC Ellis found it hard to penetrate and mount scoreboard pressure. As the half wore on Ellis’ defensive unit of GK Evie Williams and GD Alannah Culnane turned up the heat and Harby shooters Emily Bourne and Taya Dunn were finding that they were having to take the long way home to get any good looks. Great endeavour from these two enabled Harby to keep the previously widening deficit under control at the main break. The speed of midcourters Sam Gibbs and Mia Dutkiewicz began to ramp up the pressure on their younger counterparts through the opening stages of the second half and with WD Sophie Hickey providing added rebound STCC Ellis made what looked to be the decisive break. At this point Harby GK Gabby Scott-Cameron was doing her utmost to nullify Ellis GA Catherine Charles in what was an intense one on one battle. To the rapturous applause of the devoted fans of both teams, STCC Ellis prevailed by a handful of goals in a match that did both sides proud.
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Tidings – 2022
Notices
• Dear Parent/Guardian Commonwealth School Data Collection Notice The Australian Government Department of Education, Skills and Employment (the department) would like to advise all parents and guardians that it collects certain information about your child’s school, its staff, and student body. Why is this information collected? This information is collected by the department in accordance with the Australian Education Act 2013 (the Act) and the Australian Education Regulation 2013 (the Regulation). The Act and the Regulation require the legal entity responsible for the administration of the school (the approved authority) to provide certain information to the department. The department collects this information to: • • • •
Ensure the provision of Australian Government funding to schools is properly calculated and appropriately managed. Conduct research, statistical analysis and develop school education policy for the Australian Government. Meet national and international reporting obligations on school students in Australia. Publish and provide information about schools to the public.
How will the information be used and disclosed? Some of the information collected by the department from schools in accordance with the Act and the Regulation, may be ‘personal information’ for the purposes of the Privacy Act 1988 (Privacy Act). Personal information is protected by law, including under the Privacy Act. Any use or disclosure of your personal information must occur in accordance with the Regulation. Personal information is information or an opinion about an identifiable individual. Personal information includes an individual’s name and contact details. Personal information collected by the department may be used or disclosed for the following: • • • •
How is information collected? Information is provided to the department by a school or their approved authority via various data collections on the SchoolsHUB website. What information is collected?
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Each data collection fulfils a separate reporting requirement. The data collections conducted through SchoolsHUB are: •
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The Student Residential Address and Other Information Collection (Address Collection) provides student residential addresses (excluding student names), and the names and addresses of parents/guardians of students for eligible full or part-time primary and secondary students enrolled at most non-government schools. The Financial Accountability (FA) assurance activity is done to certify that the financial assistance provided by the Australian Government for schools has been spent or committed to be spent to provide school education. The Financial Questionnaire (FQ) reports the income, expenditure, assets and liabilities from all non-government Australian schools receiving Australian Government recurrent grant funding. Student Attendance (STATS) provides a school’s student attendance rate data by grade, gender and Indigeneity from non-government schools for full-time students in Years 1 to 10 attending regular and special schools. The Non-Government Schools Census (Census) provides information about the number and characteristics of the school’s staff and student body during a specific reference period. Characteristics include student year level and workload, Aboriginal and Torres Strait Islander staff and students, students with disability, students receiving distance education, boarding students, and overseas students. The names of students and staff are not collected, apart from
the name, position and contact details of the staff member nominated as the primary contact for the annual Census. Census Special Circumstances Applications may also be made by schools to include a student/s who did not attend during the Census reference period but otherwise meets Census eligibility requirements. Schools will provide the department with information and documents about the student demonstrating their eligibility. The department does not require information that personally identifies a student and asks schools to de-identify any documents before providing them.
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Used by the department to review school funding calculations and develop school education policy. Used or disclosed where it is otherwise required or authorised by law, including under the Act or Regulation, or otherwise permitted under the Privacy Act. Disclosed to the Australian Bureau of Statistics to calculate your non-government school community’s capacity to contribute to the costs of schooling (Address Collection only). Disclosed to the Australian Curriculum Assessment and Reporting Authority (ACARA) to publish on the My School website and include as high-level data for ACARA's National Report on Schooling in Australia and the Productivity Commission Report on Government Services (Census and STATS only). Disclosed to State and Territory education departments and authorities in accordance with the Act. Disclosed to a contracted auditor where the department decides to audit or verify the information provided by an approved authority about a school. The contracted auditor may use previously collected information or request access to individual student records for comparison purposes. The contractors may pass this information onto officers within the department, if there is a discrepancy in the data provided by the school and the school’s records and further investigation is required. The contracted auditor must handle personal information in accordance with the Privacy Act. Disclosed to its service providers for the purposes of the provision of information and communications technology (ICT) support services to the department. Other than in exceptional circumstances (for example, investigation of fraud relating to overseas students), the department does not disclose any of the personal information collected to overseas recipients.
For more information about how the department handles personal information, please review the department’s privacy policy. Protecting your child’s privacy
GPO Box 9880, Canberra ACT 2601 | Phone 1800 677 027 (option 3) | www.dese.gov.au | ABN 12 862 898 150
When student information is provided to the department by schools or approved authorities, the department requests that the information must not explicitly identify any student. For example, student names or student identifiers are not provided. To help protect your child’s privacy, we support schools to submit their reporting requirements using de-identified records. In limited cases, even without student names or identifiers, a student may be reasonably identifiable from the information provided (for example, because of the small size of a particular school). In this event, the disclosure of such personal information to the department by a school, and the collection of that personal information by the department, are both required and authorised by law for the purposes of the Privacy Act. What do you need to do? You do not need to do anything. Your school is responsible for providing the requested information to the department. Want more information? Your school can provide information about data provided for your child. To find out more about school data collections and reporting, visit SchoolsHUB.
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Notices
About this event It is nearly 30 years since we finished our school days at St Clare’s. • School tour 10.30 am Saturday morning • PJ’s the city at 5pm for a drink on arrival Date and time Saturday 10/09/2022, 5:00 pm Location PJs in the City 52 Alinga Street https://www.eventbrite.com.au/e/st-clares-reunion-class-of-1992tickets-369396684427
Legally Blonde JR (stagecenta.com) Dates: Wednesday 27 July: 6:30pm Thursday 28th July: 11am + 6:30pm Friday 29th July: 11am Erindale Theatre Adults: $25 Child: $15 charlotte.gearside@stcc.act.edu.au for further details
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Tidings – 2022
Sarah McDougall (nee Gallagher)
Class of 1994 My name is Sarah McDougall (nee Gallagher) I attended St Clare’s from Year 7 to Graduating in Year 12 in 1994. Growing up around the corner from school was a great experience as I would walk or ride my bike. Many lunch times in College was spent with my friends, eating food at my house. The subjects that I preferred were Drama, Art, and Music as I wanted to do something related to those fields. After Year 12, I studied Media in Melbourne and worked in Radio and Television for a while and was a sports reporter when it was mainly a male dominated profession at that time. After realising that marketing was my forte I enrolled in Business Management at Canberra Institute of Technology, I then lived and worked in the United Kingdom and Europe for three years. I did every job you can image to gain life experiences. I worked at as a Tour Guide for Busabout, I worked in a famous castle in Scotland where we welcomed the guests and prepared the Devonshire teas for guests before taking them on tours of the castle. I worked in Museums in London and I was a Christmas Elf at Harrods greeting many famous people. I was even an extra in a Movie.
Coming back to Canberra, I finished my Bachelor of Communication Degree at the University of Canberra. I was fortunate in getting Marketing positions in a number of shopping centres over the years which fuelled my passion for fashion. I then moved into marketing in land development for a while where I met my husband and we bought a small working farm. Together we have grown our vineyard and winery and it is flourishing. We upgraded and purchased the well-known Lake George Winery near Collector. We run a busy vineyard, winery, restaurant and accommodation and cater for events and weddings. We also get to have as many animals as we like. I just love showcasing our local sustainable farming to tourists. I love sharing my passion and determination and my can-do attitude. A highlight of my working life was recently I was on Playschool with my children showcasing our farm. I really feel that having the groundings and the lifelong friendships of St Clare’s shaped the person I am today.
Contributions are greatly welcomed from past students. Send 300 words plus a current image to media@stcc.act.edu.au
Contact us (02) 6260 9400 media@stcc.act.edu.au St Clare’s College 1 McMillan Crescent, Griffith ACT 2603 stcc.act.edu.au