MacKillop Bulletin - Term 3, Week 8, 2022

From the Principal

Our next Building Master Plan

The first Program Support Group (PSG) meeting took place last week to officially mark the commencement of the development of the College’s next Building Master Plan. The PSG has overall oversight of the Building Master Plan program, and its membership includes Stephen Hill (Principal), Lorraine Wolffe (Deputy Principal – Learning), Andrew Pritchard Deputy Principal – Wellbeing), Craig French (Business Manager), Adam Martin (CET Manager Facilities), Anne Foale (Board Chair), Neal Mackintosh (JAWS - Director), Dev Mistry (K2LD - Principal) and Abby Hibberd (JAWS – Graduate Architect).
This initial meeting introduced the group to the key areas and aspects that the JAWS Architects and K2LD team want to explore and understand in the first phase of the Building Master Planning process. During this gathering we were asked to consider and respond to the following:

• How the College’s Vision and values might be reflected or evident in our built environment.
• Consideration and analysis of the current site including:
• o How the College’s buildings addresses and present to the communion Entry and Administration
  o Drop-off and parking
  o Servicing and waste
  o Overlays and easements
  o Noise, traffic, and pollution
  o Passive and active spaces
  o Sustainability.
• The good, the bad, and the ugly - What buildings should be kept, refurbished or removed?
  
• Facilities brief:
• o Current and long-term enrolment. What student and staff numbers are we planning for?
  o College structures – Vertical Pastoral Care, House system, curriculum organisation
  o What are the current priorities for the built environment?
  o Influence of pedagogies on current and future learning environments and for student wellbeing
  o Outdoor learning spaces
  o Impact and integration of technology.
•  Risk Management:
  o Services capacity and infrastructure
  o Structural integrity
  o Asbestos, lead paint, etc
  o Disruption – staging and decanting.
•  Measures of success - this project will be successful if…….

Over the coming weeks, staff, students, and the community of MacKillop Catholic College will have the opportunity to add their responses to these same questions and considerations. In preparation for this, I ask all members of the MacKillop Catholic College to reflect on these questions and considerations in preparation for their opportunity to contribute to and further this important conversation.

Regards

Stephen Hill 
Principal

From the Deputy Principal

Staff Professional Learning

As a College, we value the importance of professional learning for our staff. Teaching is complex work that requires highly specialised skills and knowledge to impact significantly on student learning.   Teachers need time to engage in effective, ongoing professional learning to develop progressively higher levels of expertise and to ensure that they are responding to evidence-based research in education. Research indicates that teachers need a deep understanding of their subject area, knowledge of how students learn the specific subject matter, and a range of strategies and practices that support student learning. The research also affirms that engaging teachers in high-quality professional learning is the most successful way to improve teacher effectiveness (Greenwald, Hedges & Laine 1995; Guskey & Huberman 1995; Elmore & Burney 1997; Hawley & Valli 1999; Elmore 2002).

Our dedicated teaching staff has engaged with significant professional learning throughout the year.  Both individually and as a teaching community.  Throughout the year the following areas of professional learning have been a part of teacher development:

• The Art and Science of Teaching
• Mental Health First Aid for Young People
• Supporting students with anxiety
• TASC  areas of curriculum, assessment, and reporting
• Supporting Senior Students' Pastoral Needs
• Effective Leadership
• Careers and Pathways Planning
• High Ability Students
• Supporting students with ADHD

MacKillop Catholic College has in our vision to build a vibrant professional learning community to ensure that our young people benefit from the specialised skills and knowledge of our teachers.

Notification if Not Returning to MacKillop Catholic College in 2023

The College is currently developing classes for 2023. As part of the planning process, we ask that families notify the College if their child(ren), in Years 7- 9 are not returning. This may be because they are transitioning to another educational institution or a workplace. This notification is required by Friday 23 September 2022. If notification is not received by this date, the 10-week late notification fee (as noted in the Terms and Conditions of Enrolment) will be imposed unless there are extenuating circumstances. Waiving this late fee will be approved at the discretion of the Principal.  Please email enrolments@mackillop.tas.edu.au for notification.

Year 8 into 9 Elective Selection

Our Year 8 students will meet to be provided with information for their Year 9 Electives for 2023 this week.  

Year 9 is the consolidating phase in a student’s progress towards the completion of their middle years of schooling.  As such, for the first time, students are offered the opportunity to study Mathematics, English, and HASS with their pathway to Senior Schooling in mind.  In addition, students are able to study four electives, two electives per semester.

All of the subjects offered in Year 9 are an opportunity to explore what students are interested in and what they are good at. Partnerships, between parent/caregiver and child, between school and home, between student and teacher, are part of our MacKillop Catholic College tradition. MacKillop Catholic College provides learning pathways to meet the academic and personal needs of a wide range of young people. It is the College's aim to make the learning of students both relevant and intellectually engaging. We seek to provide our students with options, which are both challenging and enjoyable. The purpose of this curriculum guide is to provide students and parents with the basic information needed to select core pathways and electives for Year 9. It is an exciting time for studying at MacKillop Catholic College. Some of the electives we are now able to offer are new with MacKillop Catholic College embracing a vision of senior schooling that will benefit our students as they prepare for future studies and the modern workplace.

I urge Year 9 (2023) families to read the information that their child brings home on Thursday carefully and discuss the choices carefully. My experience over many years suggests that parents and students who work together to achieve goals in schooling find being successful more achievable. Every student can set goals and strive to achieve them. If we strive for excellence, we will have high standards. This is an essential part of the spirit of the College. I look forward to the progress and success of our Year 8 students over the next four years.

Yours in Christ 

Lorraine Wolffe
Deputy Principal - Learning and Teaching; Staff Development

From the Deputy Principal

Uniform Issues and our Code of Personal Appearance

We are having some ongoing discussions with students that are not complying with our Code of Personal Appearance (COPA).  We would greatly appreciate your support in ensuring that all students are looking their best and following our COPA. Non-uniform items such as hoodies and long-sleeve undergarments are not allowed. Students are only permitted to wear one set of earrings in the lobe of their ear. If we work in partnership together, we can deliver consistency and equity for all.

A reminder of the Code of Personal Appearance can be found here:

Uniform Shop Updates

Tracksuit pants have now arrived and are available for sale, at the Uniform Shop. Our new short and long-sleeved dark polo shirts are currently in production and should be available later in the year.  While we understand some parents are frustrated about ongoing supply issues, please know that the Uniform Shop Staff are not responsible for this, which is out of their control.

School Holiday Trading Hours
Tuesday 11th October 11 am - 5.30 pm 
Thursday 12th October 12 noon - 6 pm 
Saturday 15th October 9 am - 12 noon

Bus Information

Metro Buses
A reminder to all families that a green card is required for all Metro Buses. We are receiving increasing reports of many students regularly attempting to catch the bus without one. While we understand that sometimes these can be misplaced or lost, some are taking advantage of this.

COVID Testing

A gentle reminder to all of our families to please remember to notify the College if a student tests positive for COVID.

Andrew Pritchard 

Deputy Principal - Wellbeing 

From the Director of Pastoral Care

Well-Being Week 

Well-being is about balance in all aspects of life. This week, as a college community, we recognise the many aspects of our lives that contribute to positive well-being, Through opportunities to press pause, ask questions, dance, play, and reflect. Students were reminded that Mental health has just as important an impact on them as their physical health. MacKillop believes in providing evidence-based programs which promote conversations about students' own well-being and that of others.

We are thankful for the work of Jo and Anne from Mental Health First Aid and Kylea and James from Speak Up Stay Chatty.

This year, Year 10 students worked with school Psychologist and Teacher Alison Stevens. Below is an excerpt of her presentation to Year 10 students. 

Regards

Phillipa Coward
Director of Pastoral Care 

Happiness

Everyone wants to be happy right? How do we pursue Happiness?  Is the pursuit of Happiness counterproductive?

What exactly is happiness and how much of the time should we feel happy? How do we know when we are happy?

I enjoyed time with Year 10 this week exploring some of these questions. We considered happiness the feeling and tried to rate it on an emotional scale, with much disparity.  We compared in-the-moment and long-term happiness and looked at some of the known statistics about Happiness to help arrive at our own conclusions about how to live a happy life.

Happy people are more successful, meaning they are better at reaching their goals and learning better.

Happy people are healthier and live longer.

Happy people have more positive and nurturing relationships.

The annual salary needed to facilitate Happiness is AUD $75,000 (with a cap on this around $150K whereby increases in Happiness plateau).

6 or 7 hours per day of socializing supports higher levels of happiness AND this does NOT include ‘online’ socialising.

Most important of all, I think, is the understanding that 40-60% of our happiness is ‘generated’ by us!  The way we spend our time, who we spend it with, and the way we manage our thoughts impact our daily and long-term happiness a great deal.  These factors make more difference to our experiences of happiness than our wage or the amount of socialising we do.  Focussing on the good around us and the good people around us and trying to avoid "sweating the small stuff" will go a long way to increasing our wellbeing and boosting our levels of happiness.  Our year 10s will be armed and ready for happiness in the coming weeks, so look out.

Alison Stevens
College Psychologist, Teacher

Career News

In a recent bulleting, I encouraged students to take advantage of the school’s subscription to Study Work Grow. Parents and students will be invited to create membership profiles allowing families to explore together and engage in important conversations about the future.

In addition to this, members are emailed weekly news tailored for Tasmania that covers topics such as:

• Open Days & Info Sessions
• Workshops and Courses
• Scholarships
• Competitions  Work Experience
• Careers & Jobs
• Further Learning
• Resources
• Job Spotlight

It is never too early to begin or too late to join.

Some families are unsure of the legal requirements for leaving school in Tasmania. The Education Act (2016) decrees that all young people must participate in education or training until they complete Year 12, attain a Certificate III, or they turn 18 years of age, whichever occurs first.

After Year 10, a young person can choose any of the following education and training options, or a combination of these options if the provider/s allow:

• Years 11 and 12 - this may include an Australian School-based Apprenticeship
• a Vocational Education and Training (VET) qualification through any registered training organisation
• an apprenticeship or traineeship with an employer.

The National Careers Institute has put together their School Leavers Information Kit, packed with information you need on your options after school.

Whether you’re thinking of studying, working, or doing something else, they can provide you with support and help you pick the best option for you.

There’s also a series of recorded webinars and a school leaver video that you can check out.

Find out more here: 

Nina Dobie
Program Leader: Career Pathways

From the Program Leader: Performing Arts

Performing Arts Update

A huge thank you to all staff and students who participated in our Primary School tour last week. More than 50 students visited some local Catholic Primary Schools and wowed audiences with music, dance, and drama performances.

On the 17^th of September, MacKillop College’s Concert Band and Wind Symphony will perform at the Tasmanian Bands League’s Schools Festival, which is part of the Tasmanian Band Championships. This will be at Mt Nelson Theatre, from 9:30 until 12:30.

We are very excited to announce the College Musical for 2023 will be......

Auditions will be held very shortly.  All students returning in 2023 are invited to audition to be part of the show. More information is available on SEQTA.

Rock on.

Nicholas Courto 

Program Leader - Music and Performing Arts

Learning and Teaching News

Year 10 Health and Physical Education

Unfortunately, young people continue to be overrepresented in road deaths and serious injuries. The Rotary Youth Driver Awareness (RYDA) program is the leading and only national road safety education program for young people which promotes the skills and strategies they need to stay safe on the road.

The RYDA workshop features highly engaging practical demonstrations, real-life narratives, videos, quizzes, and interactive role-play. The RYDA approach supports youth development in a number of areas including social resilience and anticipating and managing risk.

On Friday 12 August, our Year 10 students were fortunate to attend the RYDA workshop at the Royal Hobart Showgrounds. The content covered in this program is aligned with the Health and Physical Australian Curriculum and covers the personal, social, and community health strand.

Students attended six interactive sessions:

• SPEED & STOPPING: On a closed roadway, students work with driving instructors and experience the relationship between speed and stopping distance through practical observation.

• DRIVE S.O.S. Using role plays and engaging activities, students look at the road from the perspective of other road users, gaining an understanding of their challenges and learning how to “Drive So Others Survive”.

• THE ‘I’ IN DRIVE: A reflective session designed to show how personality impacts risk on the road. Students self-assess against five areas, using this tool to analyze risky situations and practice speaking up.

• ROAD CHOICES: A discussion, routinely led by a Police Officer on key risk areas for young drivers \ and passengers. Features high-impact videos on decision-making and choices.

• CRASH INVESTIGATORS: A unique opportunity for students to speak to Alfie, a crash survivor, about the event that changed his life. Students investigate crash factors, comparing them against the Safe System approach.
• MIND MATTERS: Drawing from a true story, students look at the role of mood as a road risk factor. Working in teams, they develop strategies to recognise and change harmful mindstates and plan ahead to avoid risk.

In practical lessons, students are currently working through Unit 3: Proficiency in Sport (Target) - Analyse This! The learning goals for this unit include: 

- I will be able to provide performance feedback to a partner in a range of contexts. 

- I will be able to make adjustments to my performance, based on the feedback that I receive.  

- Using performance criteria, I will be able to identify key components of the movement and make recommendations to improve my own performance. 

In order to achieve these learning goals, students are exploring a range of target sports. These include archery, lawn bowls, and golf.  To enrich the learning of this unit, students will be heading off-campus for some lessons.  In Term 3, all students will be attending two lawn bowls sessions at Howrah Indoor Bowls Centre. Students will also be attending two golf sessions at Tasmania Golf Club. These golf sessions will be in early Term 4. Further details for these off-campus lessons are on Consent2Go. 

Formative assessments for this unit include the Perfecting Putting Laboratory as well as student performance and practical application in lessons. Students are currently working on the Summative Common Assessment Task: Golf Swing Analysis. This CAT involves students analysing their own golf, making recommendations against performance criteria, and comparing and contrasting their own performance and that of a professional. 

Justin O'Brien 

Learning Leader - HaPE