Yr 11 2020 Subject selection closes 1st round
Staff Development Day - No Supervision provided
Subject Market Year 10 for Year 11 2020
Year 11 2020 Subject Selection Night 5:30pm
Year 8 Samba
Year 8 Incursion Bell Shakespeare Company
Year 9 A Line Kokoda excursion
Year 9 B Line Kokoda excursion
Year 10 Western Sydney Careers Expo
Year 11 Standard English Excursion
Last week Australia celebrated National Reconciliation Week.
National Reconciliation Week (NRW) is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia.
The dates for NRW remain the same each year; 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey— the successful 1967 referendum, and the High Court Mabo decision respectively.
The 1967 referendum saw more than 90 per cent of Australians vote to give the Australian Government power to make laws for Aboriginal and Torres Strait Islander people and recognise them in the census. The 1992 Mabo decision recognised that Aboriginal and Torres Strait Islander people have an intrinsic relationship with the land and paved the way for the Native Title Act.
Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.
This years National Reconciliation Week theme is:
Grounded in truth
Walk together in courage
At the heart of reconciliation is the relationship between the broader Australian community and Aboriginal and Torres Strait Islander peoples. To foster positive relations, our relationship must be grounded in a foundation of truth. Australians from all backgrounds are encouraged to contribute towards a unified future.
Term: Two | Issue 2| Date: 7 June 2019
Follow us : StAgnesRootyHill
from the principal
Catholic High School
Ph: 02 8882 0700
Fax: 02 8882 0790
St Clare's Catholic
175 Buckwell Drive
Ph: 02 9832 2400
Fax: 02 9835 2539
91 North Parade
Ph: 8882 9500
Fax: 02 9832 1839
Complaints will be addressed according to the Complaint Handling Guidelines in a professional, competent and timely manner.
Scope and application
These guidelines apply to parents/guardians, students, visitors, volunteers, community members, employees and contractors of the Catholic Education Diocese of Parramatta, except where issues are dealt in accordance with-
· Suspension, Transfer, Expulsion, Exclusion Procedures 2012
· Child Protection – Risk of Harm and Significant Harm and /or Allegations
· Relevant CEO discipline procedures for employees (for serious complaints involving allegations of misconduct/unsatisfactory performance by employees)
· Enterprise Agreements/Awards
· Anti-Bullying Policy for Students 2005
· Criminal Jurisdiction
Generally student complaints will be processed through school based procedures relating to pastoral care or student management. The Catholic Education Office Complaint Handling Procedures may be used in matters assessed as more serious in nature and involving an adult as one of the parties (e.g. a complaint by a student against a teacher, teacher against a student, or by a parent on behalf of their child).
Complaints relating to the areas of discrimination, harassment and bullying are dealt with according to these guidelines with reference to the Countering Discrimination, Harassment and Bullying Policy (2010).
There are informal and formal options for making and resolving complaints. The aim is to resolve most complaints informally where appropriate.
Assessment of a complaint is an important step in determining how a complaint will be handled.
Making an informal complaint
Wherever possible, complaints should be raised directly with the person concerned (unless this person is a child, in which case, it is usually more appropriate to contact the relevant teacher or member of the School Executive). Approaching the person who may be the cause of the complaint and letting them know the impact of their actions may be the most appropriate action. This provides the person with an opportunity to stop or change what they are doing and/or explain their actions.
Informal complaints may be received in a number of ways, including face-to-face contact, email, letter or phone.
Completion of the Complaint Form is optional for informal complaints although all complaints should be recorded.
Complaint options for resolving Informal Complaints
Resolving a complaint informally requires that parties identify the issues concerning their complaint, and agree on a resolution.
Informal options for resolution include:
Self-resolution – handle the issue personally
Assisted resolution – seek resolution with the help of a colleague, support person, school principal or team leader. Employment Relations may assist in some circumstances.
Making a formal complaint
A formal complaint may be made when:
· a complaint cannot be resolved informally
· where you cannot approach the person directly or remain dissatisfied with their response
· the seriousness of the issue warrants a higher level of formality
Options for resolving formal complaints
Formal options for resolving formal complaints are:
· Intervention - developing a solution or agreement through discussion or correspondence with the parties.
· Investigation Procedure – investigation procedure is used for a complaint relating to an alleged serious breach of legislation, policy or procedure.
· Mediation – a structured process conducted by a trained mediator aimed at resolution between the parties concerned.
· System Improvement Procedure – used for a complaint that is about policies, procedures or systems rather than a person.
All formal complaints are to be put in writing using the Complaint Form. For informal complaints, a record of the complaint should be retained at the school.
For school related matters, the form should be forwarded to the school principal. If the complaint relates to a principal, the form should be forwarded to the relevant Director System Performance.
Complaints received by the Community Liaison Officer, Catholic Education Office will be logged, and forwarded as appropriate to the relevant Director System Performance.
Appointment of an investigating officer
A school principal, Team Leader, Director System Performance or Executive Director of Schools may determine and appoint an investigating officer for a complaint. When required, Employment Relations can provide further advice relating to the investigation process.
The investigating officer is responsible for assessing, planning and managing the process concerning the allegations. The investigating officer will:
· assess if there is any conflict of interest
· plan and implement an investigation process
· complete report with findings to the complaint handler
The complaint handler will:
· communicate with all parties, including the outcome of a complaint process
· take action concerning the findings of the investigation
· refer issues requiring system improvement to the relevant Director
Natural justice and procedural fairness
The principles of natural justice apply to all complaints.
Natural justice is also known as procedural fairness and applies in situations where a decision could potentially have a detrimental effect on the rights, interests or legitimate expectations of a person.
Procedural fairness requires that:
1. The respondent is heard
2. The decision is not biased
3. The decision is based on relevant and reliable evidence
It is also important that complaints are dealt with in a timely manner and parties advised of the reason for any delays.
Where an anonymous complaint is lodged, no action will be taken unless the allegation is reportable conduct and action must be taken in accordance with the NSW Ombudsman’s Act.
To maintain confidentiality in so far as that is reasonable all participants in the process, particularly the Complaint Handler, should restrict the information about the complaint to those who need to know.
All participants in the process also need to be informed of the importance of confidentiality and also that unfair repercussions or victimisation in any form is unacceptable and if evident could result in disciplinary action.
Access to support
The person who made the complaint and the respondent may access support. If meetings with the parties are held, the parties may have a support person present.
Students under the age of 18 who make a complaint are to be offered the support of an adult support person. This may be a parent, guardian, teacher or other significant person.
Guidelines for dealing with complaints may be adapted according to such considerations as the age of students, English competency and disability (for example, assistance may be given completing the Complaint Form).
Complaint handlers will keep written records of the complaint resolution process and outcomes. Complaint records will be filed and stored appropriately.
Outcomes-resolution and remedy
If an allegation/complaint is substantiated, the complaint handler will determine appropriate resolution and/or remedy .
When determining an appropriate remedy the following factors may be taken into consideration:
· the seriousness of the conduct
· the complainant’s and respondent’s input concerning resolution
· referral to previous cases and consequences
Decisions on appropriate remedies involving students will consider their age and involvement of, and consultation with, parents/guardians.
Remedies for substantiated complaints may include:
· A written apology and/or a summary of action to be taken
· Counselling and support
· Ongoing monitoring of behaviour
· Facilitated/mediated resolution
· A formal agreement
· Either the complainant or respondent/s may request a review of the process. The review will be undertaken by a person nominated by the Executive Director of Schools
A request for a review must be made within 10 working days from the date of the finding and detail the grounds for the review.
The person conducting the review will:
· review all relevant material
· make a recommendation to the Executive Director of Schools
Where a review has been requested, the finding that is being reviewed will be put on hold until the review is complete. The reviewer will record action taken and communicate the outcome of the review to the Executive Director who will advise parties in writing of the outcome of the review and the status of the decision. The decision of the Executive Director is final.
Complaint Handling Procedures and Guidelines
YEAR 11 LEARNING SPACE
by Harry Sadsad
HEAD OF MISSION REPORT
Does God Want Us To Worry?
- By Gary Zimak
One of the most difficult problems that we must deal with in our earthly life is fear. We are anxious about many things and spend a lot of time worrying, often about events over which we have no control. In his initial speech as Holy Father, Pope John Paul II repeated the phrase “Be Not Afraid” three times. St. Padre Pio is known for his motto, “Pray, Hope and Don’t Worry”. Despite such positive advice from these and other holy individuals, many of us still struggle with fear and anxiety on a regular basis. It becomes especially apparent when we face uncertainty in our lives. Does God want us to worry during these difficult times? While most of you will quickly answer “no” to that question, let’s take a look what the Lord tells us in Sacred Scripture. While the answer seems rather obvious, there is a “twist” that may surprise you!
Fear and anxiety are addressed often in the Bible. In the Old Testament, one of the earliest references to this subject is in the Book of Genesis when the Lord tells Abram, “Fear not, I am your shield; your reward shall be very great” (Gen 15:1). Another instance occurs when He tells Joshua, “Be strong and of good courage; be not frightened, neither be dismayed; for the Lord your God is with you wherever you go” (Joshua 1:9). In the Book of Psalms, we read “The Lord is my light and my salvation; whom shall I fear?” (Ps 27:1) and “Even though I walk through the valley of the shadow of death, I fear no evil; for you are with me” (Ps 23:4). In each of these cases (and several more, including Dt 20:3-4, Prv 3:24-25, Is 35:4), either in His own words or speaking through various individuals, the Lord commands us to abandon our fear and trust in Him.
Jesus also spoke about anxiety many times during the course of His public ministry. In the Sermon on the Mount, He proclaims, “Do not be anxious about your life” and reminds us that by being anxious, we cannot add “one cubit to our span of life”. In case we somehow still miss the point, Jesus repeats twice more, “Do not be anxious”, and specifically cautions against worrying about the future (Mt 6:25-34). Most of us are also familiar with the story of the storm at sea when the frightened Apostles panicked and woke the sleeping Saviour, fearing for their lives (Mt 8:23-27, Mk 4:35-40, Lk 8:22-25). After calming the sea, Jesus asked why they were afraid and then questioned their faith. To the anxious Martha, the Lord said, “Martha, Martha, you are anxious and troubled about many things; one thing is needful. Mary has chosen the good portion, which shall not be taken away from her” (Lk 10:41-42). Throughout His years on earth, Jesus constantly urged His followers to trust Him and have no fear.
Elsewhere in the New Testament, there are more occasions where people are warned against fear. Sometimes the message comes from an angel, as when Gabriel appeared to Zechariah (Lk 1:13) and Mary (Lk 1:30), telling them both to “not be afraid”. An angel also brought the same message to the shepherds when he announced the birth of the Lord (Lk 2:10). St. Paul tells us that we should be “free from anxieties” (1 Cor 7:32) and St. John tells us that “perfect love casts out fear” (1 Jn 4:18).
Based upon these and many other Biblical passages, it’s fairly safe to draw the conclusion that God does not want us to worry needlessly. That doesn’t mean that we shouldn’t prepare for the future and tend to important daily matters. Rather, it means that we shouldn’t worry about things which are out of our control. For some of us, however, this is very difficult. How do we stop ourselves from worrying? A good starting point would be to pray for an increase of faith. For the most part, we worry because we don’t trust God’s plan for our lives. Sometimes it’s very difficult to trust, especially when we encounter painful and difficult situations. Illness, loneliness, death, unemployment and other difficulties can place us in the same position as the Apostles on the stormy sea. While we should continue to petition the Lord with our requests, we should be willing to accept His answers, knowing that He will provide us with what we need.
I mentioned earlier that we may uncover some surprising information when we look at the Bible’s advice on fear. There is actually something that God tells us we should fear. Jesus also stressed the same thing in the Gospels. Oddly enough, it is something that many in today’s society do not fear. The one useful type of fear we should have is the fear of the Lord. In Psalm 111:10, we read that “The fear of the Lord is the beginning of wisdom”. Furthermore, Jesus tells us to “Fear him who has the power to cast into hell” (Lk 12:5). In fact, the fear of the Lord is so important that it is one of the gifts of the Holy Spirit. This type of “fear” can motivate us to please God with our behaviour. It helps us to remember that God is our creator and we are His creatures. Even though He is a loving Father, we should never lose a sense of respect and awe for His power. One day we will be judged for our behaviour and this useful fear gives us an incentive to follow God’s commands, especially when our fallen human nature wants to do otherwise.
For those of us who are prone to anxiety, learning not to worry is a difficult task and must be taken one day at a time. Constant prayer, receiving the Eucharist often, and reading the Bible are all much more productive than worrying. These practices will also bring us peace, even in the midst of turmoil. As time progresses, we will begin to trust in the Lord’s plan for our lives, even when it doesn’t “make sense”. As various crises arise, continue to pray for an increased faith and cling to God’s words in Sacred Scripture. Before He raised a little girl from the dead, Jesus addressed her father with words that should give us comfort, even in situations that appear to be hopeless: “Do not fear, only believe” (Mk 5:36).
Year 8 Passover Incursion
- June 5
On Wednesday June 5, our Year 8 students were introduced to the Jewish ritual of Passover through the Seder Plate. A big thank you to Jeanie Kitchener from the NSW Board of Jewish Education for coming to the school this year and demonstrating this deep and spiritual experience. Thank you also to Ms Balzan for helping
prepare some of the food for our students.
1 of 5
From the Head of Learning
NAPLAN testing took place online for the first time this year for all Year 7 and 9 students from 14th to 24th of May. Whilst we had a few technical glitches, overall the experience was positive here at the school and I thank all the staff involved who assisted. At St Agnes, we utilise a number of measures to assess literacy and numeracy skills which are critical for ongoing learning - NAPLAN is just one of these testing measures which help us gain a complete picture of our students.
Each year the St Agnes community develops an action plan targeting three domains: Formation/Mission, Literacy and Numeracy. The Formation/Mission goal focuses on enhanced engagement with our Franciscan heritage. This is done through recognising the dignity of the individual and through service to others in our community, such as some Yr 10 students, as Catechists, teaching the students from Eastern Creek Public.
The Literacy goal aims to develop student skills, enabling them to successfully apply particular writing strategies to effectively comprehend increasingly challenging texts. The motivation for this goal is based on an analysis of the reading and comprehension learning gains of our students. Over the next few years, all our students will be plotted on the St Agnes Writing Continuum.
The Numeracy goal was developed after an analysis of NAPLAN results indicated an increased focus on multi-step word problems was required. Reinforcing these concepts will provide students with the necessary skills to approach each question with confidence.
Our Year 10 students and certain Year 11 students will sit their Minimum Standards test later on this term. The exact date will be communicated in due course, but in the meantime, students are to refine their skills and ability in the domain of Writing, Reading and Numeracy.
The Year 10 students have begun the process of considering the best pathway for them to take in Stage 6. The students have already gained an overview from all Leaders of Learning and also, our VET Leader of Learning, Miss Pereira. The students have had two short information sessions thus far and the next steps are:
Year 10 students listening specifically to the Leaders of Learning from English, Religion and Mathematics (7th June);
Year 10 Market Day (14th June p4 and p5). This is where the students will be able to speak with all Leaders of Learning/class teachers about subjects on offer here and also at Loyola. They will also be completing the NESA Mandated Programme, All My Own Work.
Year 11 2020 Information Evening 5.30pm 18th June. This is for all Year 10 students and their parents so they can be informed about the process and again, speak with the Leaders of Learning/class teachers. This will be held in the San Damiano Centre.
Monday 24th June. The students must submit their online preferences (and all will be explained on 18th June).
Mr G. Kemmis
Head of Learning
STUDY SKILLS TIP FOR JUNE:
IMPROVING TYPING AND HANDWRITING SKILLS
So you don’t have much homework tonight? Assignments and study notes up to date? Have you ever thought about spending a bit of time each night learning touch typing?
Touch Typing is when you can type without looking at the keys while you type. This means you can type much faster than if you had to look and see where each key is, and it means you can keep looking at whatever it is you are typing instead of the keys. This is an incredibly useful skill to develop – it will help you at school and later in life as well, improving your efficiency and speeding up work on assignments and essays. Once you learn touch typing, you will know where the keys are located on the keyboard through your sense of touch and you will be able to look at the screen or whatever you are typing rather than the keyboard.
On www.studyskillshandbook.com.au there is a section to get you started on your journey of learning touch typing. Click on unit Technology Tools and on the Learning Touch Typing page you will find links to lots of free software to help you develop your touch typing skills as well as some great tips to get you started. There is also a discount voucher to the professional TypeQuick course. Being able to touch type will definitely make life easier for the students in the senior years and beyond;10 minutes practice a day could end up making a big difference.
But don’t neglect your handwriting skills either. As long as you have to submit handwritten work or handwrite for tests and exams it is also important to improve the legibility and speed of your handwriting. Go to www.studyskillshandbook.com.au and visit the Writing Skills unit and click on the Improving Handwriting section. You’ll find some excellent strategies for improving your handwriting as well as some special pens that can assist you with this such as the RingPen shown below.
Should students type or handwrite their study notes?
Short answer, they are better off doing whatever the exam or test will be. So if the exam is handwritten, it is better to handwrite notes. This creates muscle memory, it sets up a pattern in the brain of what they will be doing in the exam. If they do not have exams, then it does not really matter, they can choose to either type or handwrite their notes.
For students who do have written exams, they are better off getting used to writing as much as possible, especially as students do less and less pen to paper and more and more on the keyboard. It is also argued that by writing the information, you set up pathways of familiarity and recognition in your brain that will kick in when you are in an examination situation.
On the other hand, some subjects have so much content that to try and wade through it with handwritten study notes would take forever. A good compromise for students who would prefer to type is to start making initial notes on the computer as this allows you to cut and paste, group information and rearrange it with ease. Once you have a core set of notes completed, you may like to further summarise some sections on paper using a more graphical or visual form of note-taking such as mind-mapping. And when you are learning the notes, read a section, then see what you can write without looking, this way you will be testing if the information is in long-term memory and practicing your handwriting at the same time!
Given that students now have to be masters of both the pen and the keyboard it is important to develop both legible handwriting and touch typing skills. When exams all go to typing at some stage, which they will inevitably do, everything will change.
On Sunday the 19th May I went to a Gamilaraay Language and culture camp at Lake Keepit. I got to the camp around 8:30 pm since it was a 6 and ½ hour drive. The first night was pretty cold as we settled in. On day 2 I woke up at 7:30 and went down to the dining hall where I ate some breakfast. There weren’t many people there since the camp started on Monday around 9:00 am and most of the schools that were coming were from around Tamworth. My cabin number was 5 and there was only 3 girls in it at the time.
Throughout the day, more schools from around Tamworth arrived at the camp. For the other schools it was around a 1 hour drive for them since there schools were near the camp. More people arrived in our cabin - around 5 more girls. When all the schools arrived, Garruu (uncle) Greg Griffiths did the Welcome to Country and a Smoking Ceremony.
Then we got started with the activities.
First at 10:15 we did Aboriginal dance, dancing to the beat of clap sticks. Garruu (uncle) Greg Griffiths played the clap sticks while we danced around as animals such as Emu, Red Kangaroo and more.
Then we had morning tea, at 11:45 we did weapons and artefacts with Tom Barker. 12:45 was lunch, then we did a Cultural Site Visit with Garruu Greg. At 2:30 we all had afternoon tea then at 3:00 we did Language and games with GYYLCN. At 4:00 we had reflection and then we had free time for 2 hours. In this time I went back to my cabin and met new people. 6:00 was dinner, then at 7:00 we did night activities: Culture-History-stories
with Garruu Len waters. 8:30 was supper then lights out.
The next day we learnt about bush medication with Walgan (aunty) Brenda and Walgan Jacqueline. At 11:00 we did music and song in Gamilaraay with Kelsey Iris and Loren Ryan. Then it was home time, another 6 and ½ hour drive home. I had to say goodbye to all the friends I made at that camp but overall I had a fun time.
Gamilaraay Language and Culture Camp
On the 30th May, a handful of our year 10 leaders and Ms Juarez were very fortunate to attend the 2019 World Vision Youth Conference, at the University of New South Wales. The youth conference was aimed towards empowering young leaders to make changes not only in their school environments, but in their own lives. Throughout the day, we were grateful to have been given three key sessions, by inspirational speakers and activists.
One of the key highlights of the conference, was hearing from guest speaker Khadija Gbla- an African Australian activist- who shed light upon her own personal experiences as a refugee, having fled her home in Sierra Leone at the young age of 3, before going through 10 tedious years of applying for a refugee status and finally arriving at Australia. During this session, our eyes were opened to the real experiences and adversities of being a refugee, along with the ongoing issues in Australia regarding the policies and towards refugees. She emphasised on the importance of youth representation and action, for we have the potential to change the present and the future generations.
The other sessions were also very interactive and informative, featuring inspirational speakers such as Jimmy Kyle. We had various opportunities throughout the conference, that allowed us to voice significant issues in our modern world, and also build upon ideas on how we can propel change, through participating activities such as the Backpack Challenge.
Overall, the WVYC was an unforgettable experience that we will cherish forever. We were given the opportunity to make new friends from a variety of different schools from across the state, as well exploring the UNSW campus, giving the St Agnes leaders an insight into uni life. We came into the conference as leaders of St Agnes but came out as leaders of advocating change.
Alecksandra Favor, Dilara Alsan and Chrystal Aquilizan
Year 10 Student Leaders
1 of 6
World Vision Youth Conference 2019
This term, in Drama, we had a chance to look at, write our own, and perform monologues. In the beginning, we focused on the backbone/spine of what telling a narrative through a performance means. We looked at the ten steps, spine-building, etcetera, and we even looked at the art of storytelling through a single medium, such as a newspaper report. Then we got the chance to write our own monologues. We wrote one for practice, and one for our assessment. The writing of the monologue was, surprisingly, easy, especially when the Ten Steps and Spine Structure were followed. The assessment required many more steps, which, collectively, make up a proper performance; such as research, character profile and background, costuming, properties, setting, stage blocking, and, the script. Finally, we performed the monologues, that we had been preparing for, for weeks, to the whole class. Although nerves got the best of some people, everyone was able to persevere and improvise through to the end. It was very nerve-wracking for me, mostly because I had to breakdown and cry in front of the whole class, but, before performing, I told myself that if I want to get a good grade, I could not be thinking of what’s comfortable or not. So far, Drama has taught me to step out of my comfort-zone and be a lot more spontaneous, hence, I had put myself in an uncomfortable situation, and I knew that by entering my character, Laura, her mind and situation, I would’ve be able to do it.
By Farida Zaheer
Legal Studies (Year 11), the students had a mock trial where they assumed the roles of various court personnel and acted out the trial of a case.
Year 7 are currently studying Biology and the classification of living things. This lesson students were classifying different types of Australian animals, mammals specifically. Firstly they investigated the different types of mammals identifying the physical and behavioural characteristics that set them apart. This helps us to understand how different organisms are able to adapt and ultimately survive in their environment and habitat. Finishing the lesson with a scavenger hunt with fun facts about a broader range of mammals and the environments that they live in.
Year 7 Science
The Family School Liaison Officer (FSLO), can work with students and their families to support with the following:
- Providing information and advice
- Referral to appropriate services
- Assist parents and students with school/personal related issues
- Assist students with transitioning to high school
- Assist students with goal planning
If you have any queries, please do not hesitate to contact our school FSLO, alternatively you can also make an appointment at the office.
Please come and introduce yourself to the FSLO, the next time you are at the school !!
If you would like to make an appointment to have a chat with Samantha, please contact the school on 8882 0700, alternatively if you are attending the school
please come to our reception and make an appointment.
Did you know we have a Family School Liaison Officer at our school?
Formation and Service
This year our school formation goal focusses on serving others. Thank you to all of those students, staff and family and friends of the St Agnes community that have so generously donated of their time and talents in knitting and crocheting squares that will be made into blankets for those in need.
Thank you also to those students who have busied themselves during ELP to cut patterns and prepare sewing kits so that dresses can be made for children in need.
We are inspired by those students and staff who have selflessly given of their time to help those less fortunate.
All are welcome to participate in this ministry of service by crocheting/knitting 20cm x 20cm squares or collecting a sewing kit (instructions and fabric included) to make a dress. Please contact Jenet Chapman (email@example.com) if you have any enquiries.
CLICK FOR MORE PICTURES
Year 11's Advanced class and 15 Standard English students recently had the opportunity to see the
company, Sport For Jove's Othello. This exciting production was artistically directed by Damien Ryan. An intense interpretation of Shakespeare in a modern context, students were taken into a study of the global themes of racism and conflict on a very personal level. After experiencing this contemporary production, the students engaged in reflective critique of the director's creative choices. An excellent learning opportunity! Thank you to Mr Kemmis, Advanced English teacher and Head of Learning, for accompanying the students and myself on this exciting experience of the words and world of Shakespeare's Othello.
Leader of Learning - English
Critical Reflection by Krystal Neely.
During our current advanced English courses we have been studying the Shakespearean play Othello. Upon completion of the text we were given the opportunity to watch the play live at the Riverside theatre. The original Play followed the actions of the protagonist Othello. After a recent promotion, he married the woman he loved and was sent away with her to Cyprus by order of the Duke. The play also follows the life of the antagonist Lago. Lago’s motives were surrounded by his idea that Othello had robbed him of the same promotion, and so he uses all other characters to manipulate Othello into his own demise. Of my own assumption I thought the play would be more traditional and Elizabethan influenced, however it was almost entirely modernised. The modernisation of the play was unique, however it included scenes that didn’t help the story along and confused some of the audience. There were some key scenes missing that really corrupted the story line in part. In particular, one scene was missing, where Lago compliments Desmona and Emilia revealing his misogynistic side. I felt this absent scene took away from the character. Further, I felt the interpretation of characters was far from what was intended by Shakespeare. For example, Lago was more comedic which took away from the gravity and malice of his actions. Another character that was questionable was Desdemona. She was seen as very child like and immature in this production and that made it harder to better value her character. All things considered, in reference to the original play, it was questionable what the directors ideas may have been, as the overall flow was unclear due to the modernisation into a military themed setting and storyline.
Looking at the play as a separate reading it was enjoyable and interesting. A great day out for St Agnes' students and a unique take on Othello.
We will still be accepting enrolments
Come in and see us
You are invited to attend the
Bring It On Dance
The St Agnes Bring It On Dance team will be competing in the annual 'Bring It On' Dance Competition and we would like to invite you to attend and support our team.
The Competition will be held on Saturday 22nd June at the Blacktown Leisure Centre and tickets can be purchased at
Doors open at 6pm and the competion begins at 7pm. There are no allocated seating.
from some our past students
DON'T FORGET TO COLLECT YOUR STICKERS FOR THE SCHOOL
The more points we earn, the more we can redeem from a choice of over 10,000 educational resources including mathematics and English resources, art & crafts materials and much, much more!
We are grateful for your support and look forward to a successful program. If you have any questions, please ask at School.
WOOLWORTHS EARN & LEARN PROGRAM
2019 Apprenticeship & Traineeship Expos
An opportunity for your students and families not to be missed!
Free admission – No prior registration required
A large number of exhibitors at each event
Bring copies of your resume
With the infrastructure boom we are experiencing, the future need for apprentices, trainees and skilled workers has never before been in such high demand.
Whether you are at school and looking for a career path, or a parent hoping to give your child the best opportunities in life – the 2019 Apprenticeship and Traineeship Expos have all the answers you need.
Expo dates & times
Northern Sydney Apprenticeship & Traineeship Expo
Tuesday 20 August 2019 – 3pm to 8pm
The Concourse - Civic Pavilion - 409 Victoria Ave Chatswood NSW
South Western Sydney/Macarthur Apprenticeship & Traineeship Expo
Tuesday 27 August 2019 - 3pm to 8pm
Whitlam Leisure Centre, 90 Memorial Ave, Liverpool NSW
Central Coast Apprenticeship & Traineeship Expo
Tuesday 3 September 2019 - 3pm to 8pm
Mingara Recreation Club, 12/14 Mingara Dr, Tumbi Umbi NSW
Western Sydney Apprenticeship & Traineeship Expo
Tuesday 10 September 2019 – 3pm to 8pm
Penrith Panthers Exhibition Marquee, 123 Mulgoa Road, Penrith NSW
About the Expos
The Apprenticeship & Traineeship Expos are held annually and have grown to a status where they are widely accepted as the premier events of their kind in NSW.
The timing of the expos are a hit with families as they allow parents to attend with their children and have those all important career chats with industry experts.
Over 230 Exhibitors and 11000 Visitors attended the expos last year.
The expos kicks off the recruitment process. Exhibitors get the chance to collect resumes and promote their organisation for upcoming recruitment drives.
School Careers Advisers are on hand to meet career seekers and parents to discuss career options.
View a short video of the Western Sydney Apprenticeship & Traineeship Expo here.
With a lot of Sydney’s major infrastructure projects underway – Western Sydney Airport, road, as well as community, business and residential developments, there has never been a better time to start your journey on a rewarding career path.
This is the perfect chance to meet industry experts from a range of interesting fields and apply for apprenticeships, traineeships, jobs and further education from exhibitors representing industry, businesses, group training companies, registered training organisations and many more.
CLICK ON THE LINK BELOW TO FIND OUT MORE!
Term 2 School Fees message
Term 2 statements have now been posted.
FEES & CHARGES
In accordance with Catholic Education Diocese of Parramatta Conditions of Enrolment:
Payment Due Date: All Fees and Charges are due and payable 30 days from the date of the School Tax Invoice / Statement unless a payment arrangement is agreed to by the school in writing prior to the Current Term Fees Due date.
Withdrawal of a Student: A full terms notice (10 school weeks) in writing must be given to the Principal before a parent / guardian terminates the Student’s enrolment. If sufficient notice of termination of the Student’s enrolment is not given, the parent / guardian is to pay the School one term’s school fees including any Diocesan Fees applicable. This amount reflects the School’s financial loss associated with the Student’s withdrawal without sufficient notice of termination. One exception is that notice in writing will be accepted at any time during Term 4 in relation to the following year’s enrolment.
Flexible Payment Plan
This provides options to pay Fees weekly, fortnightly or monthly between March and November.
If you are experiencing financial difficulty, please contact the Business Manager Kelly Pickett immediately on 8882 0702, or email firstname.lastname@example.org
SAVE THE DATE
Year 11 2020 Information Night
CLICK TO ENLARGE
STEPS TO UNI FOR YEAR 10 STUDENTS
In Year 10 you will select the courses that you will study for the next two years. This is an exciting time with many choices available. The following guidelines will help you
make the best possible decisions.
1. IDENTIFY YOUR END GOAL
Set aside some time to imagine what you would like to do after you finish school, whether you plan to work or study. To study at university, you must select ATAR courses in Years 11 and 12. Even if you’re not sure whether tertiary study is for you, selecting ATAR courses will allow you the flexibility to change your mind down the track.
2. CONSIDER YOUR ABILITIES AND INTERESTS
Choosing courses you enjoy and perform well in will give you the best chance of achieving a high ATAR and gaining access to university. Avoid choosing a course simply because it scales well. If you don’t get good marks, scaling won’t make much difference.
3. EXPLORE CAREER OPPORTUNITIES
It is important to select the degree you need to get the job you want. Career expos and university open days are an invaluable source of information on career choices, as is speaking to family, friends, teachers and careers advisers. Consider doing work experience in your area of interest so you can better assess whether a certain career path is a good match for you. If you’re not sure about the career path you want to follow, choose subjects that will keep several options open for you.
4. RESEARCH STUDY OPTIONS
The courses you choose in Years 11 and 12 should reflect the degree you want to study at university. UAC’s Steps to Uni for Year 10 Students lists the prerequisites, recommended studies and/or assumed knowledge necessary for entry to different degrees. This publication is distributed to all Year 10 students in NSW and is also available for free as a download.
Use the UAC course search to browse courses that interest you and read course descriptions. Attend Year 10 information evenings held by universities and find out which HSC courses will prepare you for the university degrees that interest you. Remember, when selecting HSC courses, it’s more important to consider your end goal, abilities and interests, than to think about how subjects will be scaled.
More information can be found on the below link
The school uniform shop is open on Mondays between 8:00am and 12:00pm,
and Wednesdays between 12:00pm and 4:00pm
SHOP ONLINE AT
Catholic High School
Ph: 02 8882 0700
Fax: 02 8882 0799
St Clare's Catholic
175 Buckwell Drive
Ph: 02 9835 2466
Fax: 02 9835 2539
91 North Parade
Ph: 8882 9500
Fax: 02 9832 1839
Pupil Free Day - June 11th
The Mercy Foundation Youth Awards is a photo competition open to high school students across Australia from years 7 to 12. The competition aims to encourage young people to learn more about homelessness, especially ending homelessness in Australia.
This year, the competition opens Monday 29 April and the theme for 2019 is “Housing First: the key to ending homelessness”. Entrants are asked to:
1) take a photo specifically for the competition that explores the idea of home and the image must include a house key,
2) include a written statement of 100 words or less that explains how your photo explores the idea of home
3) and complete an online quiz on Housing First.
Entry form and quiz along are now available online.
Click her for more details
New Office for Safeguarding and Professional Standards Website:
The Diocese of Parramatta’s Office for Safeguarding and Professional Standards (OSPS) has launched a new website, strengthening their ability to deliver advice and support to parishes, agencies and ministries to ensure the Diocese is safe for all people. Visit the website at www.safeguarding.org.au
Rest and Inspiration for the Journey Retreat Day: June 8
Walking with Refugees and People Seeking Protection present a Pentecost Retreat Day on Saturday 8 June from 9am to 4pm at Mt Schoenstatt, Fairlight Road, Mulgoa. Join Bishop Vincent as we reflect and share. Registrations are essential by 4 June with indicated dietary needs. Register at https://register.eventarc.net/e/42849, call Sr Louise McKeogh 8838 3460 or email@example.com
Emmaus Prayer Community Pentecost Celebration: June 9
The Emmaus Prayer Community invites you to the yearly Pentecost Sunday celebration at Our Lady Queen of Peace Parish, Greystanes. Joyful praise will begin at 11.30, with Fr Tony Alex MGL concelebrating Mass at 12 midday. A BBQ lunch will be provided, and Fr Tony will give a talk in the afternoon. For enquiries, contact Barbara Stenning on 0413 055 511 or firstname.lastname@example.org
Feast of St Anthony Triduum: June 11 – 13
St Anthony of Padua Parish, Toongabbie, is hosting a Triduum in honour of St Anthony of Padua between June 11 and 13. There will be Mass, Novena and Fellowship from 7pm on Tuesday and Wednesday. On Thursday, there will be Mass and all-day veneration from 9.30am and Mass, Novena and a procession with the Relic of St Anthony from 7pm. For enquiries, contact the parish office on 9631 3316.
The Jewish Jesus in the Eucharist: June 12
The Northern Deanery Pastoral Council is hosting a presentation from the Institute for Mission on The Jewish Jesus in the Eucharist on Wednesday June 12, at St Michael’s School Hall, Baulkham Hills from 7pm to 9pm. A light supper will be provided. To RSVP for catering purposes, contact Wendy on 0427 863 149 or email@example.com
CYP LIFTED Retreat 2019: July 5 – 7
CYP invites young adults aged 18 – 35 to attend the annual LIFTED Retreat from July 5-7 at the Benedict XVI Retreat Centre, Grose Vale. You can expect great guest speakers, stimulating discussions, adoration, daily Mass, Reconciliation, soul-stirring music and delicious food. The theme is inspired by Pope Francis – ‘Dare to be Different’ Register now @ https://parracatholic.org/cyp-lifted-retreat/
Australian Catholic Youth Festival, Perth: 7 – 11 December 2019
ACYF19 is a biennial national gathering of Catholic young people established by the Bishops of Australia. The event involves three days of exciting, large scale Plenary's, tens of workshops, concerts, prayer experiences, fun, expos and concludes with an outdoor mass with the City of Perth. Bishop Vincent and Catholic Youth Parramatta will be leading an expected 200 participants. Free twin-share hotel accommodation is being offered now. For more information and to register visit www.catholicyouthparramatta.org
Holy Hour for Vocations: 6 June
Youth aged 18 to 35 are invited to join The Sisters of the Holy Family of Nazareth for the Holy Hour for Vocations at the St Joseph Convent, Quakers Hill, on Thursday 6 June at 7pm. Dinner will be served afterwards. RSVP to Sr Paula – firstname.lastname@example.org or 0449 656 406.
Women in Leadership: 4 - 7 July
The Benedictine Abbey, Jamberoo invites women of any age and any experience in formal leadership positions, and for those who exercise leadership without a formal title in business, schools, homes, offices, parishes, anywhere to the Women in Leadership workshop. The aim is to support women to explore their unique gifts – as people, as women and as leaders. 4-7 July. 02 4236 0533 or email@example.com for more information.
Renaissance of Marriage 2019: 26 – 27 July
Renaissance of Marriage 2019 – Building a Catholic Marriage Culture – will be held on 26 and 27 July at the University of Notre Dame Sydney. Keynote Speakers include Archbishop Anthony Fisher OP and Kevin Donnelly. Registrations open at www.ROM.org.au
For more events please go to: parracatholic.org/events
9 Adelaide Street
Ph: 02 9625 8404
23 Nelson Street
Mt Druitt South
Ph: 02 9625 8847
254 Luxford Road
Ph: 02 9628 7272
St John Vianney's
17 Cameron Street
Ph: 02 9622 3426
From the Bishops Office