This morning, the world was informed of the passing of Queen Elizabeth II. Throughout her monumental reign, she was a woman who lead with compassion and commitment. It is never easy to live a life in the public eye, yet she did this without scandal or reproach. She will long be remembered as a much loved and respected leader across the world. A wonderful woman that many girls can look up to.  May she rest in peace.

Over the last week there have been a number of occasions where I have reflected on the wonderful community we have at St Pat’s and the opportunities that are available for our girls as they grow into independent, strong young women.

On Friday night, we hosted the Father Daughter Dinner Dance and 250 dads and/or significant father figures and their girls enjoyed the thrill and the excitement of dancing many dances that had them all well out of their comfort zone. It was a true celebration of community and a great way for girls and the significant men in their lives to enjoy each other’s company. There is abundant research acknowledging the importance of father and father figures in the lives of developing teenage girls. Their relationship models the future relationships girls will have with other boys and young men. The girls learn that they can be respected and valued as people from their fathers and get an insight into how males think and respond to situations and circumstances which may be different to their own. It certainly was a very enjoyable evening and I thank the P&F who planned and organised the night. (see photos below)

We are members of IGSA which is an the Association of Heads of Independent Girls' Schools. There are a number of activities and experiences offered by the association throughout the year that our girls can participate in. Last weekend, our girls participated in the second performance of the Choral Festival. A choir of 70 girls performed at St James Church, a number of pieces that extended their repertoires and experiences. It was magnificent to listen to and thoroughly enjoyable. Congratulations to Yukiko W, Isabelle S and Ebony P for your commitment and participation in this opportunity. I also thank Mrs Samyia who worked and performed with the girls for their first performance over the weekend in August.

We were thrilled to host Showcase this week. Having had to hold this online over the last two years, it was very exciting to finally have projects, students, and visitors at the College to view the major works. The girls have worked very hard for a sustained period of time to create such exceptional pieces. Congratulations to you all and your teachers and families for their support of your efforts. These are just some of the opportunities available for the girls and family members.

As we head towards the Year 12 graduation events, I always reflect on what a difference six years at St Pat’s has made on the girls who will graduate in a few weeks. I see before me girls who are confident. They have a voice and are not afraid to use it. They are able to articulate themselves and confidently tell me they have had permission to be themselves throughout their adolescent years here. They have had teachers who have gone the extra mile for them. Our teachers have not held industrial action or caused disruption to the learning for the girls. They have been there before COVID, during COVID and since COVID to always put the needs of the girls first. This is why you have chosen St Patrick’s for your daughter as the school of choice for her education.  There is a culture of learning, support and safety at the College that is infused in all that we do. St Patrick’s is the village that assists you in the education of your daughter.  Focusing on her development as a whole person means that she has the freedom to grow into the person she has the potential to become through multiple opportunities, challenges, and experiences in an inclusive and collaborative environment. It can be hard to sometimes envisage the full extent of a benefit until you get to the end, and this is what we see as the girls come to graduation.  In time, your daughter will be at this point, if she is not there already, and you will feel relief, gratitude, and validation that your sacrifices and commitment have been worth it. We are very privileged  to be part of this journey. I will leave you with a short reflection written by Dr Simon Longstaff, the Chief Executive Officer for the St James Ethics Centre, on the journey to graduation.

Blessings

Sue Lennox - Principal

Some think that heroes are
forged in the white heat of the
dangerous moment.
But there is another kind of hero,
the person of quiet decency whose achievement
is built over an entire career.
We are held by the intensity of lightning,
yet fail to mention the thunder that rolls on
into the distance long after the lightning's
moment has passed.

We are captured by the tumultuous descent
of the waterfall while the steady progress of
the river is ignored.

And we marvel at the ocean's power,
unaware of the fact that we stand upon
ground claimed for us by the silent witness
of the ancient cliff.

This year we are called to listen to the cry of creation and one aspect of this is the cry of the poor. The poor whose voices are ignored or not heard at all. It is the poor who suffer most from the impacts of the Climate Crisis and related issues, an example of which is Fast Fashion.

The Laudato Si Social Justice Action Group have chosen Fast Fashion as an issue to create awareness about during our Season of Creation. It is a problem that we all contribute to and the students who are members of this group identified it as particularly relevant for them. Fast Fashion is a serious problem globally and in Australia. We, as consumers in a materialistic, throwaway society, are buying more fashion items than ever before. These items are not worn for as long, if at all, and then disposed of or donated to charity. Even when we assume that these donated items end up in a good place for someone in need, they most likely will end up in landfill. Our charities cannot process all the clothes donated so much of it ends up either in our landfill or is sent overseas to poor nations such as Ghana.

Australians donate 310,000 tonnes of clothing to charities every year. Many of these clothes are sold to raise $527 million for the funding of social welfare programs. But one-third of these clothes can’t be sold in local op shops. Instead, they are shipped overseas. Charities sell them to Australian exporters for around 50 cents a kilogram. They’re then exported to Malaysia, Pakistan and the UAE for sorting into bales based on their market segment, for example “men’s shirts” or “women’s jackets”. Those bales are then sold to importers in Eastern Europe, the Pacific and Africa. Once these garments arrive in those markets, many end up in landfill.

The ABC Foreign Correspondent investigated in 2021 how the issue of Fast Fashion was impacting the poor in Ghana. They discovered what is now called “Dead White Man’s Island” and people who felt that they had been “dehumanised” as a result of the shipping of poor quality fast fashion that is very difficult to sell. This is the voice of the poor that we must listen to and respond to as we, as Catholics, follow Social Justice Teachings including that of the Dignity of the Human Person. According to Catholic tradition, every human person, made in the image and likeness of God, is equal in worth and dignity along with every other human person, and is precious in the eyes of God. As such, we must endeavour to change our habits and slow down our purchase of fashion items.

In Pastoral classes, we have begun to raise awareness of this issue as part of the Season of Creation. Students have been encouraged to donate unwanted fashion items that are in good condition. We have begun selling these items for a small amount during recess and lunchtimes. All money raised will be donated to the St Vincent de Paul Society.

From next week, students will be encouraged to adopt more sustainable practices in relation to this issue. We will continue to accept donations and sell these on various days until the end of Term 3.

Louise Barry - Religious Studies Coordinator

The Season of Creation coincides with the start of springtime in Australia. It is a time of intense focus on the environment so that we become attentive to the “cry of creation” and the “cry of the poor”. Creation is “crying” because for too long humanity has misused the gift of nature. Humanity is awakening to the need to be far better stewards and caretakers of the natural world that has been gifted to us by God because creation is the manifestation of the love of God.

During the Season of Creation, we are also compelled to listen to and hear the “cry of the poor”. This is the case because the poor are the people most affected by environmental issues such as climate change, deforestation, over-fishing, and pollution.

In responding to and participating in the Season of Creation, we at St Pat’s have been raising awareness of the need for an “ecological conversion” – that is, we are called to be mindful of our interactions with the natural world and to play our part in sustainable use of its resources. One way of committing the St Pat’s community to the process of ecological conversion is for each individual to pursue at least one action that addresses repair and care of the environment. Using the words of the song “From Little Things, Big Things Grow”, each person’s actions, no matter how small, can contribute to making big changes.

To this end, each individual in each year group during Chapel has been asked to commit to an action that shows care for the environment. The girls have written their action onto a leaf and these have been placed on the altar of our College Chapel as a sign of prayerful commitment to carrying out the action on a daily basis.

Angelo Gattone - Mission Coordinator

In Week 7, Year 12 kicked off their 'fun day' activities with Crazy Hair Day where the students were encouraged to wear creatively crazy hair for the day. This was followed in Week 8 by Pyjama Day. The students are yet to enjoy 'anything but a water bottle day' and a picnic on the oval together later in the week. The rest of the College community is enjoying seeing the fun and creativity that Year 12 is undertaking and we look forward to sharing how they celebrate their remaining two weeks. 

Tarna Tannous - Year 12 Coordinator

The girls worked tirelessly to produce a wonderful assortment of delicious canapes that were enjoyed by all.

Maree Durrington - VET Coordinator

Sienna M, along with her father, created a starter for bread production during lockdown two years ago. They undertook a three day long process to produce the most beautiful sourdough bread for our practical class. The class used this to make this delicious Smashed Avocado with Poached Eggs on Sourdough Bread, while learning the manufacturing methods of bread production. The class will miss their Food Technology practical experiences and we encourage them to continue to develop their passion for food. 

Tanya Robertson - TAS Teacher

A Digital Footprint is the complete history of interactions a person has when using the Internet. It becomes the public image of a person as it tells a story of their past and present. If you post a photo to Instagram, that becomes another part of your Digital Footprint. If you comment on a social media post, this is added to your ever increasing Digital Footprint. It seems innocent enough, but these individual items all add to one giant portfolio that represents you, and it is near impossible to delete them and guarantee they are gone forever. If a child makes a mistake and posts something inappropriate on social media, this mistake will last longer and be harder to leave behind compared to mistakes made in the real world.

Encourage your children to be mindful when using the internet. Tips such as:

• Use privacy settings
• Share only what is needed
• Be kind, helpful and understanding
• Delete old unused accounts
• Be confident in asking their friends to not post things about them without their permission

Remember that things posted online are like toothpaste. Once it's out, it's very hard to take it back.

Ben Robson - eLearning and Innovation Coordinator

The Learning Enhancement Centre is looking for volunteers from the St Patrick’s College community to act as readers and writers to support students during their HSC exams. The role of the reader and writer is to sit with the student during their HSC exam and read the test paper to the student and/or write their answers.

The NSW Education Standards Authority (NESA) states that readers and writers are not allowed to have been employed at the school and cannot assist a student who is a friend or family member. Practice sessions are provided to volunteers before the examinations so that they can meet with the student they will be supporting in order to build a rapport and help them to become confident in the process. HSC examinations begin Wednesday 12 October and the final examination is on 18 November.

If you can help the girls for the HSC Examinations, contact Jacqueline Benney who is coordinating the Disability Provisions. Please email Jacqueline on jbenney@saintpatricks.nsw.edu.au or if you have any questions about volunteering, phone 4629 2926.

Jacqueline Benney - Learning Enhancement Coordinator

Our first session was a creative one where students decorated a medieval goblet and build a cardboard castle. The rest of the day was conducted by Ben and Diana from Rampant Entertainment. Students took part in a Medieval show where they had the opportunity to try on chainmail, helmets and other Medieval clothes. After recess they took part in the ‘Squires Run’, a mock Medieval battle which the students enjoyed. Year 8 were treated to a ‘Court Jester’ show after lunch and were very astounded by his magical powers’

Here are some reflections by Year 8 students:

“Year 8 Medieval Day was hilarious, entertaining and overall, fun! From displaying our artistic skills while dressing up, making a Medieval style castle and decorating a goblet to watching interactive shows that were extremely amusing and informative. In my opinion, the shows were my favourite part as everyone seemed to have a massive smile on their face and the actors were excellent. I would like to thank all of the HSIE teachers involved and Mr White, the KLA Coordinator. Thank you!” Rebecca M

Last week Yr 8 had the pleasure of participating in medieval day. This day was also corresponding with the Medieval topic we are currently studying. Our day consisted of costume judging (I was a winner- I was a monk)  (AMAZING outfits Year 8!) and then a performance by some hilarious people. I think the part I most enjoyed was when we tried on medieval armour and other things! Can I just say a HUGE thanks to all the teachers and performers for planning this day. Sarah G

Medieval day 2022 was a fun experience to learn everything about the Medieval era and have on-hand interaction with weapons and clothes of the time. The shows and activities showed us different exercises of fashion and glam in the era, like decorating our own goblets and creating our own castles. The show was very interactive and had a lot of hands-on activities where we got to hold weapons and clothes and even had a fun activity where we could become knights and create our knight team name. Gissenia R

My thanks to Mrs Aboud, Mrs Larratt, Mrs Fetterplace and Mr White for their help on the day.

Fran Musico Rullo - HSIE Teacher

NAPLAN is a national literacy and numeracy assessment, which was sat by students in Years 3, 5, 7 and 9 in May 2022. NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against national standards.

The NAPLAN report includes five achievement scales (or ‘rocket ships’) showing student NAPLAN results for reading, writing, spelling, grammar and punctuation, and numeracy. Students are provided with an indication of where their results are located on the assessment scale for each test.

While NAPLAN results can be compared nationally between all students and over time, keep in mind that NAPLAN represents a snapshot taken on a single day during Term 2 and does not assess all student abilities. It is not a report on curriculum based student achievement. A range of assessment opportunities and types are undertaken by students throughout the year, as well as feedback to support students in identifying strengths and challenges and next steps for learning.

NAPLAN band results are also available in the Student / Parent Portal (version 1). For more information on how the NAPLAN is structured and how the results are calculated, visit http://www.nap.edu.au. If you have any questions about your daughter’s results, please contact Dr Bourne, Assistant Principal, Learning and Teaching (dbourne@saintpatricks.nsw.edu.au).

Debra Bourne - Assistant Principal Learning and Teaching

Stage a play, perform a dance, film an artwork, make a documentary, produce an animation or surprise us with your creativity. Your video must be at least 30 seconds long and no longer than 4 minutes. It can be on any of the following topics:

• Defining Moments in Australian History 
• Australian’s Defining Moments Digital Classroom 
• Momentous 
• Or a moment that is unique to your local area
  
  

This is open to all year groups and entries close 4 November 2022
For more information see https://digital-classroom.nma.gov.au/history-makers

Stage a play, perform a dance, film an artwork, make a documentary, produce an animation or surprise us with your creativity. Your video must be at least 30 seconds long and no longer than 4 minutes. It can be on any of the following topics:

• Defining Moments in Australian History 
• Australian’s Defining Moments Digital Classroom 
• Momentous 
• Or a moment that is unique to your local area
  
  

This is open to all year groups and entries close 4 November 2022
For more information see https://digital-classroom.nma.gov.au/history-makers

The girls performed extremely well throughout the day, with two teams finishing in third place, two teams finishing in second place and one team going through undefeated to claim the championship. Results and team lists can be found below. I would like to extend a massive thank you to our team coaches Mrs Pereira and Miss Brown, as well as an extra special mention to ex St Pat’s student Amy Sligar who volunteered her time at short notice to coach the Year 7/8 teams. Amy is currently contracted to the Giants in the Suncorp Super Netball so for her to give up her time and share her expertise with our girls is an absolute privilege and an experience our Year 7/8 girls will remember for a long time.

Year 7/8 Division 1 – Overall Position: 3rd

Isabella K, Lilly W, Olivia J, Sophie P, Matilda G, Chloe C, Adele L, Deziah P, Olivia L, Mahlia L and Alanna S. Coach Amy Sligar

Year 7/8 Division 2- Overall Position: 8th

Gabriella L, Piper M, Jada Q, Georgia T, Lia I, Caitlyn S, Charlize V, Eliza T, Lily H, Abbie H and Gabriela R. Coach Amy Sligar

Year 9/10 Division 1 – Overall Position: 3rd

Nyala R, Mirae Q, Lexi V, Hannah Y, Breanna R, Charlie C, Mackenzie Q, Keesha D, Aaliyah B and Lofia A. Coach Miss Brown

Year 9/10 Division 2 – Overall Position: 2nd

Abby D, Eve F, Stefani M, Mia F, Abbey R, Emily H, Lillian M, Isabelle S, Amelia M and Ashleigh Y. Coach Miss Brown

Year 11/12 Division 1 – Overall Position: 1^st (undefeated)

Katarina S, Ilori P, Lucy G, Lucy O, Annalise D, Olivia Z, Charlotte F, Amy Y, Helen T and Krisa K. Coach Mrs Pereira, Assistant Madison M

Year 11/12 Division 2 – Overall Position: 2nd

Isabella N, Eden G, Emma D, Sophia S, Olivia S, Amelia M, Carrera-Rose K, Lucy B and Ella F. Coach Mrs Pereira, Assistant Madison M

Scott Ashcroft - Sports and Activities Coordinator

It was another outstanding term for St Pat's with two of our teams being crowned overall champions and a third team finishing as runners up. Congratulations to our Year 7/8 Division 1 Netball team and our Year 10/11/12 Division 1 Softball teams who were named overall champions and to our Year 9/10 Division 1 Netball team who were narrowly defeated in the grand final to finish runners up.

Year 7/8 Netball Division 1 – 1^st Place

Matilda G, Olivia J, Olivia L, Alanna S, Lilly W, Chloe C, Mahlia L, Adele L, Sophie P, Deziah P and Isabella K. Coach Miss Joachim.

Year 7/8 Netball Division 2 – 4^th Place

Lily H, Lia I, Gabriela R, Caitlyn S, Eliza T, Abbie H, Gabriella L, Piper M, Jada Q, Georgia T and Charlize D. Coaches Mr Nash and Ms Wallin.

Year 7/8/9 Soccer – 5^th Place

Hannah S, Patressa A–L, Mia A, Valentina S-M, Jemma S, Emily B, Cody M, Hannah W, Hannah M, Annalise E, Charlize F, Laila A, Cora W, Jordana N and Lily K. Coach Mrs Nash.

Year 9/10 Netball Division 1 – 2^nd Place

Lofia A, Nyala R, Mackenzie Q, Lexi V, Mirae Q, Breanna R, Charlie C, Keesha D, Hannah Y and Aaliyah B. Coach Mrs Pereira.

Year 10/11/12 Softball – 1^st Place

Abigail B, Myah B, Ava C, Lillian M, Bronwyn Z, Grace B, Jordanne M, Faith R, Gabrielle V, Grace G, Isabella N, Sienna W, Lucy G, Hope E and Katarina S. Coach Mrs Lawrence.

Year 10/11/12 AFL – 3^rd Place

Sianna F, Jacqueline C, Mia F, Fale'ofa A–L, Sarah M, Dakoda L, Annabelle M, Siena B, Angelina H, Mia L, Helen T, Annalise D, Olivia H, Sophia S, Monique V, Amy Y, Carrera-Rose K, Sandrine M and Sienna M. Coach Mr Ashkar.

Scott Ashcroft - Sports and Activities Coordinator

In the Escape Room, students came across some familiar fairy tale characters, but all was not as it seems. Students were asked to solve a number of literacy and numeracy related puzzles and answer some questions in order to escape the room. Every student who completed the Digital Escape Room went into a draw to win a prize.

Building on the theme of fractured fairy tales, the library staff in collaboration with the Maths faculty, created daily quizzes for students to participate in. Students were invited to look at the display in the Library windows then answer a series of literacy and numeracy related questions. Every student who entered one of the quizzes went into a draw to win a prize.

The Library team would like to thank everyone who participated in the Literacy and Numeracy Week activities and congratulate our winners:

The DEARs competition is an initiative to encourage students in Years 7 - 9 to Drop Everything And Read during Homeroom. Students can submit one sentence reviews of the books they read in return for an entry to win prizes during Literacy and Numeracy Week, and each entry is also a point for their House - with the DEARs House Cup Trophy up for grabs.

With the conclusion of Literacy and Numeracy Week this year, the winning House for the 2021/2022 DEARS Cup Trophy is Kenny (who have won it three times in the last four years!). We had over 130 entries in total, and considering we were remote learning for a good portion of the latter half of last year, this is a great result.

Congratulations to the following students who submitted the most entries for their House, and won a $15 QBD Bookshop voucher: Hannah T, Libby M, Charlotte D and Mia C.

Also, congratulations to our five lucky draw prize winners, who also received a QBD Bookshop voucher : Simra B, Vivianne M, Lily H, Caitlin R and Sophia S.

The College Library

Last Thursday, five students from Years 8-10 were involved in an interview with Deakin University researchers (via Zoom) regarding Australian teen reading habits in the digital age. Discussion questions included what and how often the students read in their spare time, where they obtained book recommendations from, and how recreational reading informed their view of the world. The researchers were incredibly impressed with the girls and commented on their maturity and considered responses. They were poised, articulate and an absolute credit to the College. Congratulations and many thanks to Caitlin R, Rebecca M, Vienne S, Lillian J and Claire L.

The College Library

KNOW YOUR MATERIAL
The more confident you are about the topic(s) in your test, the less stress you will feel come exam time.  Make sure you stay on top of your school work and homework throughout the term.  Follow up with your teacher, or another subject matter expert, if there are things you don’t understand, well before the exams.  Trying to understand new concepts the night before a test is very stressful.

PRACTICE
Make sure you do practice papers if they are available, or practice questions.  This might include multiple choice, short answer or essay style questions.  Always study in the way you will be tested. Work out a plan of action so you know how long you are going to allocate to each question type, what question types you will start with and what you will do if you come across things you aren’t sure about.

FUEL YOUR BODY AND YOUR MIND
In the days leading up to an exam make sure you get enough sleep.  Being tired makes it harder to concentrate and remember.  Fuel your body and mind by eating well and drinking plenty of water.

MANAGE THE PHYSICAL SIGNS OF STRESS
Familiarise yourself with how your body feels when you are stressed.  Do you get headaches? Tension in your neck or shoulders? Does your heart race faster?  What happens to your breathing?  Whenever you feel these effects, quickly start some relaxation exercises.  A good one to try during an exam is to breathe in deeply for 4 seconds, hold for 7 seconds and breathe out for 8 seconds.  Do this a few times to calm yourself down and allow yourself to refocus. 

BE PREPARED ON THE DAY
Make sure you have packed or prepared everything you need for the test the night before.  Have a plan for how you are going to get to school on time - including a back-up plan if necessary.  Eat a nutritious breakfast and make sure you are hydrated.

VISUALISE
Use visualisation techniques to help reduce your stress on the day.  Every day in the weeks prior to the exam, last thing at night and first thing in the morning, visualise yourself calmly walking into the exam room, preparing your equipment, reviewing and completing your exam paper and feeling good about how you did.

INVOLVE YOUR PARENTS IN YOUR SCHOOLWORK
Throughout the term talk to your parents about what you are studying.  Show them your bookwork and homework.  The more your parents understand about what you are doing and how you are going along the way, the better they are able to manage their expectations and support you. They may also be able to help you study by testing you on what you are learning.

TALK TO YOUR PARENTS ABOUT REALISTIC GOALS
Keep talking to your parents about what you want to achieve, in individual subjects, at school overall and in other aspects of your life.  Focus more on the learning and developing skills instead of just marks. Involve them in helping you to identify where to concentrate the most effort to achieve your goals.

UNDERSTAND EXPECTATIONS
Many students feel like they are not meeting their parents’ expectations.  Often this is a result of poor communication about expectations by both parties. Assessment and reporting systems also change over time and are different in different schools and systems. Making sure your parents really understand what your report means, may help them to understand what you are actually achieving.  Your school can assist you to explain these to your parents if need be and most schools provide booklets of explanation.  Often students are achieving, but reporting structures may not clearly represent this to parents.

ASK FOR HELP
The most important way to deal with stress is by talking to people and asking for help. Don’t try and go it alone. Your school, teachers, parents and friends are your support  structure so keep lines of communication open (that means talk to them!) and let everyone know how you are feeling and what help you need.

The College Library