麻豆APP

Welcome Back

A belated welcome back to Term 3. I trust that the break provided an opportunity for recharge ready for a busy term ahead. Of course, we are back in the all too familiar territory of lockdown and I want to express my thanks to the staff who moved so adroitly to online learning on short notice and to our students who have demonstrated our 鈥減erseverance鈥� value so admirably by remaining focussed on their learning. I want to acknowledge the invaluable role played by you as parents/guardians in both facilitating online learning and continuing to provide encouragement to our young people. We pray that this will be a short lockdown and we will soon be able to return to face to face learning.

General Achievement Test (GAT)

Please note that the VCAA have announced that the GAT will be postponed until Thursday August 12. Every student undertaking a VCE Unit 3/4 study must complete the GAT and, as a result, it is a massive logistical exercise at Aquinas. As in previous years, we will close the College on the day to all students except those completing this test and teaching staff will have Professional Practice Time to work on an area related to their own professional needs. The old date in our calendar for the GAT (July 29) will now become a normal school day.

Covid-19 Updates

We will endeavour to keep you informed via our College website: /latest-covid-19-update and will also email important updates to parents/guardians and, as appropriate, to students. We will not be using our social media to communicate information related to Covid-19. Of course, should you seek clarification you should contact the College on 9259 3000 or principal@aquinas.vic.edu.au.

Parent Forum

The strong level of interest in our recent Parent Forum with Dr Andrew Fuller highlights our desire to continue to learn from trusted experts how we might best support our young people during times of uncertainty. Unfortunately we could not accommodate all who wanted to attend and our efforts this week to share links to webinars being offered by Dr Fuller have also been a source of frustration for many as they have sold out immediately. It is timely to remind you that resources produced by Dr Michael Carr-Gregg are available for you at on a range of topics including responding to Covid-19.

Stormwater Project

It is pleasing to inform you that the significant project to address flooding caused by stormwater is now completed and we commence the process of repairing the grass play over the coming months as the sun starts to shine. In the meantime, it will remain fenced off so that foot traffic is kept to the new path. I want to thank all of those who have contributed to ensure that we have a good outcome. We will use this opportunity to move student foot traffic away from the pedestrian crossing near the boom gate during our busy drop off and pick up times to both help relieve traffic congestion and improve pedestrian safety. Students will be informed about these changes when they return.

Darren Atkinson
Principal

Subject Selection and Parent Teacher Nights

Many things that happen in the school year are seasonal and we are fast approaching subject selection season. Next week parents and students will be able to see all the subjects that are available at each year level and how to choose. There is more than a month to read, discuss and choose as selections are due on Monday 30th August. Students submit their choices online. The Subject Selection Web will be on SIMON for students and PAM for parents. Senior staff will present to the students and videos of the presentations will be available to parents. Parents and students fromYears 8-10 will have a chance to meet with their Homeroom teacher or Mentor to discuss both progress and choices on August 26th. There will be a Subject Selection Expo running on that night to give further information about subjects and courses, so it will be in person.

The basic choices are explained on the Subject Selection Website but here is an excerpt:

This information is for parents and students and explains what subjects students study in each year from Year 9-12. While there might be complications, these are the basic facts. This is taken from the Subject Selection Website.

• A good rule of thumb is from Year 9-11 a student gradually gets to choose more of their subjects but the number of subjects required narrows.
• To get the VCE a student counts subjects in Year 11 and 12, but scores only count for Year 12 subjects (Units 3&4) for the ATAR (ie for University Entrance).

Year 9

• In Year 9 most subjects are Core - English, Maths, Science, RE, PE/Health, History. Students have choices relating to options in Technology, Arts, Science, Humanities, English and Languages Other than English.
• EISM is not part of subject selection.
• This is effectively 5 choices.
• All students do Caf茅 N9ne and the City Experience and Special Experience Block at the end of each term.

Year 10

• Year 10 Students have more choices. They must do English, RE, PE/Health. They must do two semesters of Maths and at least one semester of Science and one of Humanities. Other than this they have a fairly open choice.
• A Year 10 student studies 6 subjects in each semester including the subjects listed above.
• Students can study Year 11 subjects. This is when a student is VCEReady. It is arranged by the agreement of the student and the College and successful navigation of admission processes.
• Students can study VET in Year 10.

Year 11

• In VCE subjects are called units. Year 11 subjects are usually Units 1&2.
• Year 11 is the start of the VCE. Students can choose which English they wish to study. All other choices are open but career planning has an impact on choice, particularly in Maths.
• Students will usually study five units in Year 11 each semester plus RE.
• Some students are VCEReady and study 3&4 Units in Year 11.
• Students can study VET in Year 11. VCE students may study a VET subject in Year 11.
• Students can elect to study VCAL. VCAL students must study a VET subject in Year 11.

Year 12

• Year 12 subjects are usually Units 3&4.
• Year 12 Students choose all subjects but must study an English. Students will usually study five 3&4 units.
• All students must attend Year 12 Seminar.
• The scores from these units count to university entry. Students may study VET in Year 12.
• Students can continue in VCE or move into VCAL (places permitting).

How will Parent Teacher nights run?

There will be a separate parent teacher night for VCE students. This will be online. Students from Years 8-10 will meet their Mentors or Homeroom teachers to discuss progress and choices. Year 7 parents and students will have a chance to discuss progress with their Homeroom teacher. These meetings will be in person at this stage.

Deputy Principal Learning

Here we go again… how can we help our kids understand how they feel? 

It was amazing to see how quickly the outbreak in Sydney impacted Melbourne and how such an event led to yet again another lockdown for our beautiful city. I am impressed at how quickly our students and staff met the requirements of remote learning so that the Continuous Learning Plan could yet again become the means that learning continues for all students at the College. So far, most students have made the transition and have attended their lessons, with only small numbers at each year level needing follow up. Please ensure that your child attends to their responsibilities and communicates with their teachers and pastoral leaders any concerns that emerge from remote learning. 

I was recently reading research conducted by Professor Correy Keyes, a renowned American sociologist concerned with social psychology and mental health. An area of interest for Keyes has been the evolving interpretation of the nature of mental health and its correlation to wellbeing in first world countries. His views, suggestions and conclusions are relevant to how most people feel due to the pandemic and the offset of emotions from the ways that health officials deal with its threats and dangers. For Keyes, in our societies, there has been a growing tendency of linking mental health in negative terms, as an absence of wellbeing. He suggests that a tendency to search for wellness, using mental health and wellbeing as the same entity, denies the opportunity for people to realise that having low mood or low wellbeing is not necessarily due to the presence of a mental illness, however, there is now a tendency to 鈥渓abel鈥� feelings and emotions as a way to explain what we may struggle to understand and describe when we reflect in how we may feel. 

Our young people of today are more and more placed under the microscope, with an emphasis often given on identifying why their development may be 鈥渄ifferent鈥� to what may be expected as the norm, despite the fact that the norm is not something that can be easily described because normality may be incorrectly portrayed as an assumed search for perfection. The effects of the pandemic can negatively impact the wellbeing of people and this is something that has been thoroughly researched in the last 12 months. Keyes proposes that when we look at our wellbeing in correlation to our mental health, we can ascertain two extremes to the spectrum of wellness for the person. He considers that if the presence of depressive mood exists at the low point, and the sense of flourishing exists at the high point, then what exists in between when we are confronted with the hard knocks of life? He refers to the state of languishing as the answer. Psychologists have studied feelings of languishing and describe it as the sense of unsettledness, leading to lack of motivation, lack of joy, feelings of burnout, shutting down, nervousness and unsettled states of mind. Sounds familiar? I think that we all know of someone experiencing this, if not ourselves. 

There is no doubt that Keyes鈥� research is relevant to our understanding of how the continued lockdowns may impact our young people. It is evident that the emergence of languishing is common for many, who when confronted with the reality of the negative impact of the pandemic, simply shut down and struggle to deal with the measures put in place by the authorities. We often hear of 鈥渕ask fatigue鈥� or 鈥渓ockdown fatigue鈥�, when discussing the pandemic for most people, and at the other extreme, we hear of the increases in reported visits to emergency departments at hospitals when young people struggle to cope with the impact of isolation and how this has continually risen during lockdown periods. It is crucial that we keep an eye on our young people as they deal with the current state of affairs with an open mind and with the understanding that at the face of all this adversity, there are opportunities for your child to grow and develop resilience as well. Under the current context, languishing may be normal but needs to be controlled. 

Feelings of languishing, according to Keyes, are normal. However, the way that we respond to them and how well equipped the person is to deal with the corresponding feelings is crucial. There are strong correlations between feelings of languishing and the development of depression and anxiety following traumatic experiences and there is no doubt that the impact of the ongoing lockdowns can be terrifying for your child. Please engage in discussion with your child on how they are progressing, their mood, their feelings and explore what adjustments can be made to support them. Overuse of social media, the internet, or gaming are no support in dealing with languishing. Exercise, school engagement, cooking, cleaning, talking with you and others in the family are far better alternatives.

It is well known that the emergence of conditions such as depression and anxiety have been on the increase over the last 30 years and that many young people are medicated and supported in dealing with the challenges that such conditions bring. It is also suggested that much can be done through positive psychology and positive education through mindfulness to achieve general wellness. Prevention is always the best option and I encourage you to be in a position to support your child through an open dialogue about the challenges and opportunities that this experience brings to us all. If you have any questions or concerns, or would like assistance with counselling, there are some ways that support may be accessible to you. 

For counselling at the College, which may be offered online during the current lockdown, please contact your child鈥檚 Team Leader or Year Level Leader. Alternatively, you may contact the Youth and Family Centre by emailing yfc@aquinas.vic.edu.au

A referral to a psychologist or allied counselling professional may be sought from your family doctor. Additionally, you may find some useful resources online at:

If there is an urgency, you may contact Kids Helpline on 1800 55 1800. 

All the best as you continue to support your child through what has been a long period of uncertainty. I hope that the experience has led to the opportunity to grow and embrace the gifts we have. I hope that with your child, you will be able to identify ways to be motivated and active in learning and general wellbeing. 

I mentioned in the last edition of this publication that we were to have the great pleasure of hosting Dr Andrew Fuller, clinical psychologist at the College. Andrew delivered a great presentation to parents about how to assist children build much needed resilience. Unfortunately further webinars on the topic by Andrew were difficult to join by many members of the community. If you tried to book a place for the webinars offered by Catholic Education and missed out, my apologies. We hope to engage other presenters later in the year to continue to support you in the personal development for your child. Links to Dr Fuller's material and in the article in this edition of the Lighthouse.

Please note that there have been alterations to student movement when they are dropped off and picked up at school from the Great Ryrie Road gate. The movement refers to students accessing the Middle School and other areas nearby. Please read the information in this edition of the newsletter for detailed directions. The changes increase child safety.

Any comments or questions are always welcome.

Dr Napoleon Rodezno
Deputy Principal

The Feeding of 5000 

This Sunday鈥檚 gospel reading is the feeding of 5000, where Jesus ensures that everyone is well fed with only 5 loaves and two fish. The story emphasizes the compassion of Jesus and the great love of God for his people. In the Jewish tradition, hospitality is an essential part of their faith. Here, Jesus demonstrates this through the compassion he shows for the crowd who have followed him away from the town itself without any food. By blessing the bread and fish, he ensures that not only is everyone provided with a meal to tide them over, but that they are fed until they are full and there are 12 full baskets left over.

There are many ways the message of this story can be examined and related to our daily lives. Firstly there is the need to replicate Jesus鈥� modelling and show compassion and hospitality to those who are hungry and in need. At Aquinas, the Tinnies for Vinnies is one way we demonstrate this compassion for others and I thank those families who were able to donate items this year. However the hungry are not only hungry during Term 2. As Catholics it is important we keep ourselves open to opportunity, to see where there is need and to share what we can with others. This can be particularly difficult during lockdowns, however, there are many organisations that will take donations during this time.

The second form of hunger that the story can symbolises is that of spiritual hunger. The 5000 came to hear Jesus speak, to understand God's love and the joy of God鈥檚 kingdom on earth. They followed because they were seeking answers, for hope, for compassion and love. When the meal was finished, they did not just have full stomachs. Their hearts were also filled with the love and wonder of God. This leads to my other key point of reflection: How are we spiritually nourished? In a time when we are prevented from refilling our faith communally through mass, how are we nourished? Prayer, family, meditation and good deeds can all help. Here is the connection between my two interpretations of the story. By following Jesus and sharing ourselves with others by showing compassion and helping others, we are also helping ourselves to be spiritually nourished in the love of God.

Tania Grace
Assistant Principal - Mission

Welcome back to Term 3. On the first day of the term, 麻豆APP staff attended presentations and activities on the Professional Learning day. The focus of the first session was 鈥淩estorative Practices鈥� presented by Jenny McKay to teaching staff, providing useful resources to assist with positive relationship building amongst our community. 鈥淥ne Conversation at a Time鈥� was the next session presented by Ann Sexton, which gave handy tips and practical experience in professional conversations and active listening. This information will prove to be invaluable to all staff in the professional practice.

Introducing new staff to Aquinas this term:

Shani Sheeran studied her teaching degree at The University of Melbourne. She has worked in a variety of schools from remote Indigenous schools in the Kimberley to International schools in the Middle East. Most recently Shani was teaching at Monbulk College in the Dandenongs. When at home she is running around with her one year old son and pottering about in the veggie garden. 

Shani is really enjoying teaching English at Aquinas, finding the students and staff fantastic, and  making the start at a new school very smooth. 

Sarah Lochner studied at Monash University, starting with a double degree in outdoor education and teaching. She then continued with further study in the areas of Science, Health and PE. In her final placement, Sarah was chosen to complete professional experience teaching at Tereora College in the Cook Islands. She can鈥檛 wait  to go back to visit when possible and she has also travelled extensively to locations including Europe, America, Bali, Thailand, Japan, and the Cook Islands. Sarah  has grown up with a love for the outdoors, spending a lot of time camping and skiing on the Murray River. Water skiing slowly changed from a hobby to a competitive sport, and in the last few years she has represented Australia in World Championships in Japan, and competed in the Moomba Masters Festival in Melbourne. Most weekends in summer are spent on the water for Sarah! Prior to Aquinas, Sarah was teaching at Templestowe College. Since joining Aquinas at the beginning of Term 3, Sarah instantly felt welcomed into the community, and she looks forward to sharing a love of learning with her students.

Jade Goss (no relation to me!) completed a Bachelor of Business at Monash University before finishing her Master of Teaching (Secondary)/Graduate Certificate of Religious Education at Australian Catholic University in 2020. She has since completed a Graduate Certificate of Writing and Literature at Deakin University. Jade has previously travelled throughout France and visited Thailand, but cannot wait to further explore Australia once we are able to travel again. Outside of school activities, Jade is a keen netballer and is an avid reader in her free time. 

After completing two of her teaching placements at Aquinas, Jade loved the strong sense of community and the welcoming nature of both staff and students. Jade is grateful for how supportive and inclusive staff and students have been these last two weeks, across both face-to-face and remote learning. 

Gina Goss
Assistant Principal - Staff

The Environmental and Sustainability team hopes everyone had a restful winter break and were able to take the time to complete the winter bird survey.

There are lots of projects happening in Term 3. 

We are starting with Schools National Tree Day on July 30th. Students will be able to celebrate Schools National Tree Day by planting a range of shrubs, round covers and trees around 麻豆APP. It is an excellent opportunity to venture outdoors, learn about our local vegetation, learn some new planting skills and get involved in the Aquinas Community. Maroondah City Council will be supporting the College with donations of plants and tree guards which we are very appreciative of.  

The first chicken salon was opened last week, with Nugget and her friends having their first water baths and pampering session with the hair dryer!

The girls enjoyed the attention and are looking extra fluffy and shiny.  It was a great opportunity to give the chooks a thorough heath checkup.

For interested students in the Environment and Sustainability group we will be meeting at the veggie patch on Friday鈥檚 at lunchtime.

Karyn Myers
Environment & Sustainability Coordinator

The start of Semester 2 provides students a timely moment to reassess their learning goals and make adjustments in behaviour that are targeted towards improved outcomes. A positive mindset about future learning opportunities is a great place to start. Belief plays a big part in this 鈥� the use of language within the home that is targeted towards growth and improvement is likely to assist here. Conversations that focus on 鈥榳hat is going well鈥� and implementing structural changes (eg. effort/organisation) that are workable and where the child has some agency are recommended starting points here. Students are encouraged to reflect on their willingness to actively participate in their learning through; asking questions, seeing mistakes as a positive part of the learning process, working collaboratively with peers and reaching out for teacher support. Consideration of these key learning strategies is recommended as students contemplate potential growth areas heading into Semester 2. In essence consider: What adjustments can be made by the student both within and beyond the classroom that are likely to see improvements in learning outcomes? Change in outcomes usually requires change in behaviour. Homeroom and Mentor teachers are also a great resource in relation to making a plan for what this might look like.

During Term 3 subject selection will take place. For students currently in Year 9 that are moving into Year 10 in 2022 the Mathematics subject that they do in Year 10 will be recommended (nominated) by the College based on the learning data that we have for each student. Formal notification of this recommendation will be provided later in Semester 2 and will be for either; Year 10 Vocational Maths, Year 10 General Maths or Year 10 Mathematical Methods. Parents and guardians will have a scheduled opportunity to discuss this advice if there is a misalignment in College/student/family perspectives. Note: Year 10 Specialist Maths is an elective subject that goes across one semester and this subject can only be selected if the student is also doing Methods.

For our Year 10 students heading into Year 11 in 2022 there will generally be a transition that involves students that currently do Year 10 General Maths moving into Year 11 Further Maths and the students that currently do Year 10 Mathematical Methods most likely moving into Year 11 Methods. Year 10 students (and parents) are encouraged to review their Mathematic outcomes as they progress through semester 2 and to discuss their Year 11 subject choices for Maths with their subject teacher and please contact me if you need any additional information.

For our Year 11 students heading into Year 12 in 2022 a suggested focus is working towards improved effort and structure regarding completion of cycle planner tasks and also continuing to build upon the positive peer and teacher learning relationships that support their outcomes. From Year 11 to Year 12 there is an increase in the required cycle planner (homework) output so building towards this across semester 2 will help bridge the gap and set good routines for what is to come.

Gary Kenworthy
Maths Learning Area Leader

While so many music events and activities have been cancelled over the past 18 months, the ensemble music students were able to get away and enjoy Music Camp 2021 just before lockdown.

"Music camp, as always proved itself to be a major highlight! Being amongst the senior students, it was incredible to see all the up and coming greats of 麻豆APP! On this camp, all students combined for a rendition of 'Africa' by Toto, bringing together all instruments, year levels and personalities to create musical harmony, something I'm sure we all couldn't live without!"

Levi Mugamu, Year 11

"The 2021 Music Camp was a great experience for the Aquinas ensemble students. It was fun to rehearse in a different space and with lots of different people, and we were lucky enough get the chance to combine choirs and bands for our collaborative piece 鈥楢frica鈥� by Toto. All the staff at the camp were really friendly, and we had a lot of jokes with them, including a number of made-up nicknames (thanks Mr Meaklim!). As always, Meak鈥檚 Olympics was a hit and the Year 7s got to experience the full chaos of the Aquinas music community. Unfortunately, the Year 12s couldn鈥檛 join us in person this year, but that didn鈥檛 stop us from catching up with them for a Trivia Night on Day 2. Overall, the camp was a rollicking good time, and we are already looking forward to next year."

Shaelee Donohue, Year 10

With our construction works coming to an end, we are reopening walkways at the front of the College as well as areas of the Staff car park.

These works include a new footpath alongside the staff car park as well as a new pedestrian crossing from that footpath to the Administration walkway. These measures are designed to increase student, staff and visitor safety and minimise pedestrian interaction with vehicles. 

To further improve pedestrian safety and traffic flow during pick up and drop off times, the path which Year 7 and 8 students have traditionally taken to access the Middle Years building from the pick up/drop off area will change. 

• The pedestrian crossing between the Year 7 & 8 basketball courts and the old tennis courts will no longer be in use during pick up and drop off times, but will remain available during other times of the school day.
• Instead of using the pedestrian crossing to access the Middle Years building, students will now be required to use the newly completed footpath alongside the oval then continue across the new pedestrian crossing to the walkway between the Technology classrooms and Chapel.

Please refer to the graphic below to better understand this new access:

Middle Years students will be notified of this change during homeroom time prior to returning on-site. As is often the case with changing old habits, we imagine this may take some time to get used to so staff will be out by the crossings to redirect students. We hope that parents using the driveway will quickly notice the improvements to safety and traffic flow.

Luke Russ
Director, Compliance and Infrastructure Development

Unfortunately tickets to the Senior Musical are currently ON HOLD until further information around COVID restrictions. Keep an eye on the for when tickets are available again to purchase.

Whilst our return to onsite parent events this year may be temporarily short lived and restricted by COVID density quotas, the presentation by Andrew Fuller last week was received with great enthusiasm and sense of optimism by those in attendance.

Clinical Psychologist, family therapist, author and speaker Andrew Fuller is well known for his work with children young people and families. He discusses an array of topical youth issues with an infectious sense of wonder, fun and unwavering respect for the research and scientific evidence that informs his work. Andrew has a long standing professional relationship with Aquinas and operates his private practice locally in the Eastern suburbs.

The presentation explored ways adults can support children and young people to manage the turbulence of adolescence whilst simultaneously navigating the uncertainty a global pandemic presents. He contends teaching, parenting, caring for or even just being around young people is an opportunity to help positively build both mentally healthy brains and bodies. The impact an adult can have on a young person is formidable. This alone can be source of some stress for parents commonly worried about, what if I get it wrong!

Andrew explained working with young people as parents or teachers is akin to participating in ongoing science experiments and often with a degree of trial and error. A hypothesis is formed, we engage in evidence based actions and see what shape the results take. He believes thinking like a scientist helps us focus on possibility, potential and helps us support young people to harness the power of next. 鈥淚n science there are no mistakes just experiments that don鈥檛 work and we keep on trying ways to make it work鈥�.

He believes the trick to working with young people is to seize every opportunity to encourage the development of a resilient mindset. This is the zone where focus, concentration, learning and memory work best. 

Rapid advancements in neuroscience has revealed the ability of brains to be shaped particularly during adolescence. The great news is these skills and abilities when practiced can grow and develop significantly. The research also contends brains are as unique as fingerprints. No two brains act in the same way at the same time. No wonder children from the same gene pool can have very different skill sets, capabilities and talents!

The forum was designed to inform and importantly empower participants to recognise the challenges but significant rewards when we engage with our children in a way that can enhance their mood and that of their parents. Tapping into the signposts of hunger, anger, loneliness, tiredness and stress (HALTS) Andrew believes can be a game changer for family function and harmony. Knowing when to press on, when to retreat, and "not showing up to every argument you are invited to" were key pieces of advice Andrew invited us to consider.

In closing I would like to take this opportunity to again thank our parents, guardians and staff for their continued support, interest and positive feedback offered regarding Child Safety and Wellbeing initiatives at Aquinas.

I look forward to future opportunities to work in partnership with our student, staff and families as we strive to achieve the best standards possible and honour the sacred dignity, skills and talents of each individual young person.

Cheryl Kane
Child Safety and Wellbeing Coordinator

Like to access more of Andrew Fullers work?

inyahead@satlink.com.au

The Aquinas Community is very special, at times we can take for granted the many opportunities we are afforded, however we are also provided with many opportunities to enact our Catholic Mission within this wonderful, interconnected group of people. 

Over Term 2 麻豆APP joined with the Vinnies Winter Appeal to call for donations for those who are less fortunate in our region, many of whom are facing the harsh and cold winter months with undue hardships. It was quite an amazing sight to see that even in times of unrest and when many families of the College are facing undue hardship themselves, that we were still able to dig deep and give what we could. 

On Thursday 15/7 with speculation of the current lockdown, a number of students and staff managed to pack over 35 boxes of items in a hasty effort to ensure that those less fortunate than ourselves would have access to food, cleaning products, toiletries and even pet goods! It was very humbling to see what were able to collect at the College, and to know that we have been able to make a difference in someone else's life.

Sasha Tukavkin
Justice & Outreach Leader

The latest edition of eSafety news provides information and a free live webinar on providing and understanding of online sexual harassment and image-based abuse.

eSafety's guide to online sexual harassment and image-based abuse -

Other resources include:

• Would you know what to do if your child was cyberbullied?
• eSafety's parent guide to popular apps -

The Sons of the West is a FREE 10-week health program for men 18+ above (this includes any person that identifies as male/man/he/him).  It begins on Wednesday 4 August 2021 starting at 6:30pm and concludes at 8:30pm every Wednesday night over a 10 week period.  It's broken down into an hour of education and an hour of physical exercise. This will be a face to face program onsite at Heathmont College.