海角大神

Welcome Back

I want to congratulate the whole student community on how well they have commenced the year and shown both enthusiasm and a strong sense of purpose in the first few weeks. This was most evident during the recent lockdown and I am pleased to say that the majority of students appear to have switched to online learning without any noticeable loss of momentum. Thank you to our teaching and support staff who have once again demonstrated their considerable expertise in rapidly moving the learning online. Thank you also as parents and guardians for your continued support and encouragement - a positive comment goes a long way. We look forward to resuming our COVID-normal onsite learning program.

COVID-19 Communication and Updates

The College will communicate the latest advice that we have received about COVID-19 requirements via our College website: /latest-covid-19-update. We will alert you via email when there is a significant update to the advice. In the rare event that there is a critical incident requiring immediate action you will also receive an SMS. It is important that we have the most recent and accurate contact information in our system in case of such an emergency.

Ash Wednesday

On Wednesday morning Ash Wednesday ceremonies were shared in Homeroom to mark the beginning of the Season of Lent. It is a season of penance, reflection, and fasting which prepares us for Christ's Resurrection on Easter Sunday.  The faithful traditionally receive ashes on their forehead as a visible symbol of penance. 海角大神 also marks Lent through our Project Compassion campaign in support of Caritas. The Caritas website is an excellent resource and presents a case study each week that highlights projects where support from Caritas is making a difference. 

Celebrate Excellence Evening

Our Celebrate Excellence Evening needed to be cancelled on Monday evening and will now occur on Monday, March 1st. Invitations have already been distributed. Should you have any questions please contact Ms Liz Grierson in the Senior Years Office (9259 3042). On the topic of excellence, it was pleasing to learn recently that Harriet Braat (Graduating Class of 2020) has been selected to perform in the VCAA Season of Excellence Top Class concert. Congratulations to Harriet and also her teachers Mr Adrian Perri & Ms Lisa Sully.

Opening Mass and Assembly 

With the cancellation of our Opening Mass and Assembly this week I can confirm that we intend to conduct these events on Tuesday, March 2nd instead. A reminder that these are student only events so that we can comply with COVID-19 restrictions regarding area density maximums.

Open Day 

Advance notice that on Sunday March 21 we will have our Open Day from 12pm to 3pm.  Tours will be conducted on 20 minute intervals with the last tour departing at 2.20pm.  Bookings are not required. Parents with a child in Grade 5 are reminded that the enrolment period for the 2023 Year 7 class closes on Friday, August 20th, 2021. Please note that we do not presume that you are enrolling your child at the College and that an application is required. Should you have any questions please contact College Registrar, Ms Madeleine Kalla on 9259 3008.

海角大神 Leading Lights

We need your help to identify members of our Alumni who deserve recognition as an 鈥満＝谴笊� Leading Light鈥� later in the year. The 'Leading Lights' program seeks to acknowledge the outstanding achievements of 海角大神 Alumni in a specific field. The selection panel will consider candidates in the following categories. Academia, Arts and Entertainment, Business, Civics, Science and Technology, Service, Education, Sport, Religious Life, Health. Please refer to our website to see our past inductees and contact Madeleine Kalla on 9259 3008 if you have any recommendations.

海角大神 School Advisory Council

• Fr Tony Doran Parish - Priest, Ringwood
• Mr Paul Ayton - Chair
• Mr Darren Atkinson - Principal
• Mr James Burston - Financial Advisor
• Mrs Angela Jordan - Parent and Representative of St John鈥檚 Parish, Mitcham
• Ms Cheryl Kane  - Staff representative
• Mr Chris Leahy - Parent Representative
• Mr Dave Mutimer - Primary Principals鈥� Representative
• Mrs Denise Raven - Representative of Parents & Friends Committee
• Mr Dean Scott - Parent and Representative of Our Lady of Perpetual Help Parish, Ringwood
• Miss Charlise Smith - Student Representative
• Ms Joanne White - Parent Representative

• Mr Paul Benedict - Business Manager
• Ms Maddy Kalla - Secretary

Darren Atkinson
Principal

After a full year of uncertainty it is quite easy to lose sight of a key goal of education at every level, primary, secondary and tertiary; the goal of moving from novice to expert and the essential tool for that progress... practice. In the next few editions of The Lighthouse I will look at some of the work of some accessible cognitive scientists and what they have to say about everyday school matters like reading, memory and learning. This week, let me introduce to you the work of Daniel Willingham, an American cognitive scientist who works at the University of Virginia. on Science and Education. If you don鈥檛 read anything past the end of this paragraph you would still be well served reading his article on using .

I want to focus on what Willingham says about practice, and . He uses a term in the article called automaticity. This is when a skill has been exercised so often that the individual no longer thinks about the process or the mechanics of that skill. This is critical in the progress from novice to expert. In your household it is likely there is someone who is an expert driver and someone who needs to practice for 120 hours to move beyond the absolute beginner level. I will pause for a moment while the gently humorous ribbing of who should assume these roles in your house is debated, before explaining what is the difference in thinking that goes on between the novice and the expert. When the novice gets in the car they think about the process, look in the rear view, foot on the brake, check your outside mirrors, (foot on the clutch?), engage the gear and move. In the early stages the novice sometimes says these things out loud to confirm the process and embed the memory. The novice is engaged in a lock step process and if one step fails, they don鈥檛 have the skill or confidence to continue. The expert does none of this. The expert does not even think of how to drive, they are thinking of where they are going, how they will get there and what they will do when they arrive. The process of driving has become automatic which enables the expert to focus on the reason for travelling rather than the process. Every complex task is only accomplished with a level of automaticity that clears some space for the higher order activities. And this automaticity came from practice. Reading, calculations, writing and sporting activities all benefit from a level of automaticity in the fundamentals.

In his article Willingham responds to the question, "Just how much should students practice what they learn?"
His answer is a little less straightforward than you might think...鈥淚t is difficult to overstate the value of practice. For a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery, is necessary. This column summarizes why practice is so important and reviews the different effects of intense short-term practice versus sustained, long-term practice.

That students would benefit from practice might be deemed unsurprising. After all, doesn't practice make perfect? The unexpected finding from cognitive science is that practice does not make perfect. Practice until you are perfect and you will be perfect only briefly. What's necessary is sustained practice. By sustained practice I mean regular, ongoing review or use of the target material (e.g., regularly using new calculating skills to solve increasingly more complex math problems, reflecting on recently-learned historical material as one studies a subsequent history unit, taking regular quizzes or tests that draw on material learned earlier in the year). This kind of practice past the point of mastery is necessary to meet any of these three important goals of instruction: acquiring facts and knowledge, learning skills, or becoming an expert.

Intuition tells us that more practice leads to better memory. Research tells us something more precise: Memory in either the short- or long-term requires ongoing practice.鈥�

Practice past the point of mastery seems difficult, maybe even extreme in our experience. So often our education system has encouraged us that 50% is a pass, or to put it in the terms above, practice halfway to the point of mastery and then move on. In those terms it doesn鈥檛 seem helpful. It might get us past being a novice but it will never move us to expert status. In his article Willingham demonstrates that the greatest musicians practice most often and our experience this week is of tennis players, who might be the greatest ever exponents of the game, practising harder and longer than ever before. This links to the next few weeks of discussion about reading and mathematics, memory and mastery, all aspects of school that are central to success. As Willingham argues at the end of his article, there might be many instructional strategies and activities, 鈥淏ut, that students will only remember what they have extensively practiced—and that they will only remember for the long term that which they have practiced in a sustained way over many years—are realities that can't be bypassed.鈥�

Michael Box
Deputy Principal Learning

If the first three weeks of school are reflective of what awaits us, 2021 is shaping up to be an exciting and positive year at the College. It is very clear that the vast majority of all students have returned with a positive outlook and staff have continually worked industriously in the background to ensure that all curriculum offerings, expert teaching, educational programs, faith leadership and positive education continue to drive their teaching in action. It has been fulfilling to see how key calendar events are and will be taking place with careful consideration of our obligations and responsibilities to the students and rest of the community. As mentioned, there has been much work carried out behind the scenes by key organising staff and I am certain that the students will make the most of the opportunities that the events provide. 

For all Victorian children, irrespective of age, growing up in the times of COVID-19 may bring lifelong memories in both positive and negative ways. Having to adjust to a world in which distancing from others has come to be expected, the very foundations we hold as humans may be challenged. As social and physical beings, it is in most people鈥檚 nature to seek comfort in the closeness we find in others, and as we follow the directions of health officials and apply distancing from each other, we negate the opportunity to seek that closeness that may be very important to our development. Health officials and the media have reported a peak in mental health cases needing attention amongst people of all ages, with a significant rise in the number of mental health problems faced by young people resulting from the impact of the lockdowns and other strategies in the effort to combat the pandemic. 

I have mentioned before in previous editions of this newsletter that thankfully, most of us can find many opportunities during the challenges that the pandemic has brought upon us, but the reality is that finding these positives is difficult for people when uncertainty continues to emerge despite the successes we have had as a nation. A review of international news segments on a daily basis attest to that. However, the impact of the uncertainty can negatively impact the mind of our youth and recent measures such as the snap lockdown continue to remind us about how vulnerable we continue to be in the battle to protect our local and extended communities.

It is widely suggested that mindfulness may offer the opportunity for people to come into terms with the rapidly changing context we live in. The uncertainties impact each person differently but it would be safe to assume that the practice of mindfulness can be used to assist the person overcome difficulties and setbacks across most aspects of life. of how mindfulness may be used to assist individuals during the current times. 

The power of the mind is amazing and building the skills to be fully present in the moment, aware of emotions, thoughts and feelings and having the ability to not be distracted by what is beyond our control but rather learn to appreciate the moment will surely assist when coming to terms with the greater challenges that life will continue to throw at us. Learning to apply mindfulness as we take time to appreciate the tasks ahead is likely to broaden our perspectives of the possibilities and opportunities that truly emerge from the challenges. It equips us with the vision to see the moment, to feel the moment and to be thankful for the moment. 

When considering recent setbacks such as the snap lockdown, one can appreciate that the pandemic still poses a high risk to the community and it is clear that having the ability to adjust to rapid change continues to be paramount to the continued development and positive progress of the students. In a matter of a day, students went from face to face learning to the online mode which has now become second nature to them. It is positive to see how well the majority of the students made the necessary adjustments so that learning continued. 

I hope that the online experience was positive for your child and please seek any support from their Homeroom Teacher or  Mentor if you have any questions or concerns about the recent three day online learning mode or the general progress of your child. It is indeed understood by the staff that online learning is great for some students and challenging for others. If your child experiences any issues with recent events, progress in their learning or personal life or feels like having a chat with someone, I suggest that they make contact with their teachers and seek support. As a parent, if you feel the need to seek advice or would like to refer your child to receive counselling support, please contact their respective Year Level Leader or Team Leader. Alternatively, you may approach the Youth and Family Centre for direct contact. Counselling is available to all students and is private and confidential. 

As mentioned in last week鈥檚 edition, the College will offer tutoring to some students and will offer many after school support programs such as homework help and supervised private study. Please encourage your child to make use of these support options so that they continue to make positive progress in their studies. I wish you all the very best for the year ahead and look forward to assisting in your child鈥檚 journey by celebrating the successes we reach as a community and supporting all students in their path as learners in a wonderful school community. If you have any questions or concerns, please do not hesitate to contact me at the College. If you would like to know more about Mindfulness, please make contact with the YFC.  

Just a reminder that the latest COVID-19 updates for 海角大神 College can be found on our website. Please also be aware that if your child is sick or display any of the COVID-19 symptoms we aske that you child stays at home and is checked by a medical practitioner before returning to school.

Dr Napoleon Rodezno
Deputy Principal

Ash Wednesday and the Beginning of Lent

This week saw an unusual beginning to our Lenten season as we reflected on the meaning of Ash Wednesday individually and as families from our homes. The tradition of Ash Wednesday began in the 7th century but was not a universal practice until the late 11th century. It replicates the ancient Jewish practice of atonement where they would wear sackcloth and cover themselves in ash. The itchiness this caused was to help them remember not only what they did but also to be remorseful.

We have ash put on our foreheads in the shape of a cross, reminding us that we are all human and make mistakes; and through remorse and forgiveness we can rebuild our relationship with God and with others.
 
The season of Lent is a continuation of seeking forgiveness with the hope of renewing our lives and starting again. During this time we fast, a sacrifice we make as penance and to remember that Jesus sacrificed himself for us. It is a solemn season in many ways but also a season of hope. Out of ashes, new life grows, out of forgiveness relationships grow.
 
Prayer
You stood, Lord Jesus, your head bowed,
looking down at the ground
while they lied and dredged through thickets of falsehood.
Then when You said the truth one more time
they tore their garments, pulled their hair,
and yelled their throats raw cursing You.
Lord Jesus, defend me from my own lies.
I know with all my heart that you are Christ.
I know that you suffered for my sins.
I wish I could break my heart with sorrow over this.
If I do not know how, visit me and show me.
Lord of Compassion, share your passion with me.
I am afraid to ask, but still I say it.
Amen.

Tania Grace
Assistant Principal - Mission

During Week 3 the 海角大神 music staff had the fantastic opportunity to run instrumental trials for over 200 of the current Year 7 students. Each student was given an individual kit with which they could try Flute, Clarinet, Saxophone, Trombone, and Trumpet. There were a lot of really great sounds being made (as much of the admin staff can attest to). This is the first year that students have been able to trial instruments during the school day and it was a great experience to be able to give nearly the entire cohort the opportunity to try several wind instruments with the specialist instrumental teachers. 

Thank you to the Year 7 teachers as well as the Leadership team for supporting the music team throughout this process

We encourage the students to take advantage of the wonderful music program at the College and enrol in lessons, we look forward to seeing many new faces as part of the music community at 海角大神 College.

Alison Bellew
Brass Teacher

Effort is the real marker of success

At the beginning of every year teachers come together to reflect on the results of the previous year. In these conversations there is a common thread. Teachers will commend the efforts of those who worked consistently throughout the year and maintained their habits and focus. On the flip side teachers also lament for those who began their years with such potential and faded as the end of the year drew closer. In some ways a little similar to watching our students compete in cross country; some maintained steady strides while others ran out of puff before the finish line.

In 2021, more than ever, teachers want students to not only fulfil their potential but also push beyond a student鈥檚 highest expectations. And we know they can. We see it every year, students who grit their teeth and try a little harder, push themselves a little further. Even in 2020 we saw students ask more of themselves than ever before and they were victorious despite all the obstacles put in front of them. 

So what is the difference between those who succeed and those who don鈥檛?
Overwhelmingly the answer has to be work ethic. 

In English work ethic looks like this...

1. Being organised and spending time each day getting organised so that there are no surprise assessments or tasks to complete.
2. Having regular and consistent study habits that they stick to. Successful students allocate and dedicate their time to each of their subjects under study and especially English which they know has a significant impact on their understanding in all other subjects.
3. Reading a text under study at least three times to build meaning.
   1. The first for general plot and character understanding.
   2. The second to start asking questions about themes and issues raised.
   3. The third to start to look more closely at the language and the way an author has constructed.
4. Reading widely. About the text under study or the issue being discussed or even just for the joy of reading. Exposure to text helps to build capacity in knowing what to write and how to write.
5. Writing practice essays, creative texts, reports AND seeking the feedback of their teachers, peers and trusted adults.
6. Applying the feedback and refining their written work.
7. Actively participating in class discussions and asking questions. 

With all this in mind it is time to set up the habits and practices that will ensure success. Help your child to be consistent in their approach to homework all throughout their school journey and ask them how they are pushing themselves to go a little further than they were able to last time. 

The English teachers as always will be watching from the side-lines cheering their success.

Alyce Cudmore
English Learning Area Leader

The VCAL teams took the chance to undertake some team building and challenge activities last week before lockdown 3.0 hit.  First our Year 12s took on the might of the Dandenongs with a hike that had most huffing and puffing all the way up to top.  

The Year 11s were then asked to step out of their comfort zone and fly amongst the trees at Belgrave Tree Adventures.  The pictures tell the story, but this challenge left most shaking in their sneakers as we zip lined, climbed, crawled and cried our way around the course.

Michael O鈥橦alloran
VCAL Coordinator

Year 12 Dandenongs Hike

"The purpose of the walk was to challenge ourselves and see if we could make it to the top. I enjoyed the exercise and getting out doing something different. After this experience I'll have massive calves and be able to walk anywhere after that hill." 
Danny Raaymakers 

"I believe the purpose was to challenge ourselves and get to know people in our classes better. I enjoyed enjoyed that I got to do it with my friends and chat when we weren鈥檛 out of breath. I will use it to remind myself that I can keep pushing and if I keep going I鈥檒l get to where I want to be."   
Merrick Bishop 

"The 1000 steps was big for me and many other people who completed it. We all went into it with a positive attitude and really encouraged each other throughout the walk. It challenged me in so many different ways physically and mentally. When we got to the top, it felt like the best feeling to look back and realise what we had achieved." 
Grace Mitchell 

"Well it was certainly an experience. Waking up bright and early in the morning. Catching the train and starting the hike. There were many positives and negatives along the way. A positive about the day was doing the hike with my friends and classmates and encouraging each other as the hike got more challenging. Making it to the picnic ground was a relief." 
Heather Sutton

"I enjoyed just being able to walk up with no rush and talk with mates and then sit down and have some snags at the end.  I鈥檒l use my experiences to remind myself that at the end of the year you will be rewarded after the long walk through Year 12."
Michael Sloan 

Year 11 Tree Tops Adventure

"...Overall I had an amazing time and pushed myself to do as many of the courses as possible, even with my massive fear. This course related highly to our PDS class as we were going out of our comfort zone trying new things and discovering new talents. I鈥檇 like to personally thank those involved as I feel as if it has actually changed me as a person as I have one less thing to fear."
Mitch Bowring 

"At the start everyone was looking pretty scared which was funny to see but by the end of it we were all having the best time climbing and going down zip lines in the trees."
Ben Lester 

"The purpose of the excursion was to try something new and put us out of our comfort zone. It was definitely a lot higher and harder than I first thought. The experience will help throughout the year by knowing we stepped out of our comfort zone so we can get used to trying things."   
Jack Giddens 

"This excursion was about courage, strength and resilience, definitely the most enjoyable part about the excursion was how challenging it was. I will continue to use resilience throughout the year." 
Kane Blake 

"It was a really great experience and there wasn鈥檛 anyone that didn鈥檛 enjoy it.  I feel like we did that because if we can get through those challenges in the obstacles, then we can get through the obstacles during the year."
Liam Treeby 

We were fortunate to take the Year 9 students on the annual Challenge Walk last week. A 16km walk along the scenic Yarra Trail, providing an opportunity for students to push through boundaries that may present as either social, physical or mental. The focus of the Challenge Walk is to leave behind any preconceptions or difficulties of Year 8 and commence Year 9 with a strong focus on positive relationships and developing a sense of being in a team or community.  Perseverance is the key attribute required for students to work through any challenges they face. Developing a sense of self-awareness of how they personally respond to challenges. We encourage the students to adopt a growth mindset through exposing them to opportunities in which they can respond to challenges in a supportive environment. Through approaching life with a growth mindset students will have the best opportunities to explore their personal potential. Furthermore to show up and embrace opportunities for personal development as they move towards young adulthood. The 2021 Year 9 cohort responded to the challenge with an impressive sense of grit and determination. The overarching feedback from students was that the walk was 鈥榥ot as bad as they expected鈥� and that it was 鈥榓ctually really enjoyable鈥�. We hope they can carry this ethos through to the next opportunity that arises and expect the unexpected! 

Jacqui Street, Scott Watkins and Tom Wilson
Year 9 Leaders

Here are some reflections from our students: 

"Last week the Year 9s went to the City and walked 16km along the Yarra River to Fed Square. It was a long walk but we all persevered and kept going. It was a good experience which proved that we were capable of a challenge. Most of the year level expected it to be boring but the day turned out enjoyable. We walked in our Homerooms which let us get to know our classmates better. Overall we had a fun day and it helped us to persevere more in our lives."

Connor Haughie and Jess Beattie

"...It was a tough experience and our feet got sore but we used the time to learn the true meaning of perseverance which allowed us to push through and continue walking. The day was long but it was good to spend it with our mates and get to know people in your class you may not usually chat to...It was nice to be outside enjoying the fresh air and scenery, all whilst in the company of our mates.  Although its name would indicate it would be challenging, and at times - it was, it was also an experience that shouldn't be missed."

Georgia Kavanagh and Isaac Ghosn

"The 鈥淐hallenge鈥� Walk ended up being quite a challenge for all of us. It鈥檚 not easy to walk 16 kilometres, especially right after the school holidays. The walk wasn鈥檛 just about the physical activity, though. The theme of Year 9 is 鈥楶erseverance鈥�; something that closely relates to our Challenge Walk. At times, the walk was a way to mentally improve yourself, and persevere through — when your legs are burning, you鈥檙e tired, and the sun is burning on your neck, continuing the walk isn鈥檛 your body鈥檚 first priority. For me, the walk was a way to build my character, and at the end of the walk, I was proud of myself for what I had accomplished. Towards the end of the walk, we received a booklet, where we answered some questions about ourselves, such as, 鈥榃hat do you like about yourself?鈥� and 鈥榃hat鈥檚 something you aim to improve about yourself throughout this year?鈥�

I look forward to the end of this year, where I get to participate in this walk again. It鈥檒l be an interesting experience for all of us, comparing our perseverance from the start of the year, to the end. Throughout Year 9, we鈥檒l get to partake in many excited activities, to improve our independence and perseverance. I look forward to receiving the booklet, at the end of the year, and seeing how I improved myself throughout my time in Year 9."

Lucas Mandaliti

"In Social Arts this term we are creating temporary graffiti Tape art. Our groups theme is "Art Design Elements" and is located in the Art foyer. We are using the curved wall to represent an art journey of possibilities."

Thomas Brown, Erin Carne, Holly Sandilands

"Our tape art piece is inspired by our Year 9 topic 'Perseverance'.  There will be vines going up the stairs that are growing from the rocks on the ground.  Up the wall there is a mountain with someone pushing a boulder up and two people helping each other up. There are also spikes at the bottom showing it you fall you may die. There will be inspirational words and phrases included in the tape art piece."

Ollie Brown, Hayley Bastide, Indigo Meikle, Kynan Taylor-White, Will Tait 

"The theme is growth, happiness and calmness. Our picture shows a caterpillar growing into a cocoon and then into a butterfly to show its progress of opening up and growing. We also made our art look like a peaceful place where you can be calm and inviting for anyone visiting the YFC."

"Our project is about food.  We are making a muffin, a cup of coffee and some fruit out of tape. Our project is on the wall of the canteen.  The idea of the project is to reuse and recycle things, for example bring a reusable cup for coffee and don't use a fork to eat muffins!"

Tiana Tosti-Guerra, Lachlan Sturdy, Rosalee Corrone

Many of our international students gathered to celebrate Lunar New Year on Friday, welcoming in the Year of the Ox.

The 海角大神 College Parents and Friends (P&F) committee would like to invite you to join the team. The P&F are an integral part of the College community and contribute to and support key initiatives for the College. It is a great way to meet like-minded parents from the 海角大神 Community and play a role in the life of the College. It is an opportunity for you to share a voice, gain an insight and offer support.

The P&F meets once a month to discuss initiatives to support the College community in reaching the best outcomes for the students. Meetings are held on the first Monday of each month and all new members are welcome. The P&F are focused on growing the numbers for the committee to gain a greater representation of the College community. Your level of participation can accommodate the demands of working and family life.

If you would like to know more about the P&F committee, please email pandf@aquinas.vic.edu.au. 

The next meeting, the Annual General Meeting, is scheduled for Wednesday 3rd March (due to the Celebrating Excellence Assembly on the Monday 1st March). Meetings are held in the College Boardroom. If you intend to attend, please email to ensure that numbers are accounted for and COVID-19 safety measures are in place. 

Resilience is our focus this month. The term resilience is used with increasing frequency. Have you stopped to think a bit deeper about the characteristics of a resilience young person? 

Most of us are familiar with the notion of resilience being the ability to bounce back after adversity or as Andrew Fuller puts it 鈥渢he happy knack of being able to bungee jump through life鈥� but how this can impact on life outcomes is worth thinking about!

Resilience in children and young people is demonstrated through their ability to be adaptive, being able to navigate the inevitable bumpy patches that will come their way whilst maintaining perspective. It is well documented children and young people who develop resilience are able to face disappointment, learn from failure, cope with loss, adapt to change, and generally emerge from challenging experiences with a more positive sense of themselves and their futures (Willis 2016). 

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You can read these or access any of the other resources on SchoolTV or through the link on PAM at any time.

Cheryl Kane
Child Safety and Wellbeing Coordinator