Issue 10, 13 June 2025

This term, we have hosted a number of university pre-service teaching placement students, providing them with valuable hands-on experience in classroom management, lesson planning, and student engagement. These future educators have had the opportunity to observe and participate in various teaching and learning experiences, contributing to their professional growth and development. Additionally, they have received mentorship from our experienced staff, allowing them to refine their teaching skills and gain confidence in their abilities. We are always pleased to be able to support university students who will soon be entering the teaching profession.

On Wednesday evening, we held a VET Information Evening for our Year 10 students and their families in preparation for next year. Mrs Susy Rogers shared important information about potential VET pathways. This was an important part of the process for supporting students with their learning and interests as they explore possible learning and career options for the coming years. Our school is supportive of students accessing VET in their senior years to complement their learning journey. Last year, over 35% of our Year 12 students successfully completed their SACE while taking advantage of a VET pathway, demonstrating our commitment to providing tailored learning opportunities for students in the senior years.

Next week a number of our girls will participate in University of South Australia’s STEM Girls Academy. The purpose of this program is to encourage and support girls in Years 9-12 to continue the study of Science and Mathematics throughout their schooling and into university. A number of students have been invited to participate in this program across two dates at the UniSA Whyalla Campus. Thanks to Mrs Christine Kemp for her facilitation of these important opportunities and experiences for our girls.

• Students and younger children need to be directly supervised by a parent/caregiver on the playground after school.
• The Nature Play Area is out-of-bounds after school. 
• The Crossing Monitors generally finish their duty at about 3:10pm. We kindly ask families to be off school premises by this time, so they can cross the road safely while the Crossing Monitors are still on duty. 

• Comprehensive Definitions: Clear definitions of bullying and harassment, including verbal, physical, social, and online forms, to help identify and address these behaviours effectively.
• Prevention and Education: Emphasis on prevention through explicit teaching in our Pastoral Care programs, Child Protection Curriculum, and Social Emotional Learning programs.
• Reporting Pathways: Detailed reporting pathways to ensure timely support and intervention, helping to identify patterns and raise awareness about the seriousness of bullying and harassment.
• Roles and Responsibilities: Defined roles for students, staff, parents, and the principal to foster a collaborative approach in maintaining a safe school environment.

In addition to our college’s reviewed and renewed policy around bullying and harassment, the Australian Government has recently announced an Anti-Bullying Rapid Review. The Review will look at current approaches to addressing bullying in schools, what is working and what needs strengthening, with the aim of providing options for the development of a consistent national standard for responding to bullying and its underlying causes in schools. 

The Review is now accepting submissions. The Review co-chairs, Dr Charlotte Keating and Dr Jo Robinson AM, are seeking views from students, parents/carers, teachers, school leaders and those involved in school education across the country. To provide feedback through the submission process, please visit www.education.gov.au/antibullying-rapid-review by 20 June 2025. This webpage contains instructions on how to participate, along with the Review’s Terms of Reference. We encourage you to share this information with your networks and contribute to this important work.

Parents/Caregivers are invited to come along to St Mark’s College, Port Pirie for a regional Parent Engagement Evening where renowned parenting and resilience expert Madhavi Nawana Parker of Positive Minds Australia will present a session on helping children and teens respond to friendship difficulties and bullying:

Positive Parenting Conference supported by Catholic School Parents SA - CSPSA

Wednesday 25 June, 6.00pm- - 7.30pm

Bishop Gallagher Centre, Bosco Campus

If there is sufficient interest from our school community who wish to travel together, we plan to arrange a mini bus. We kindly ask interested parents/caregivers to indicate their intention by clicking HERE no later than Thursday, 19 June.

This coming weekend, we celebrate the feast of Saints Peter and Paul. These two saints played an important role in Jesus’ story and how we understand the impacts of his teachings. 
Peter, originally named Simon Peter, was a fisherman called by Jesus and eventually became a leader. Peter stayed loyal to Jesus, even after denying him. Jesus forgave him and had faith in him as the “rock” on which our Church is built on, becoming the first bishop of Rome almost 2000 years ago. It is in the story in Luke’s Gospel of Peter fishing with Jesus and being amazed at the number of fish caught that we hear the well known verse, “Do not be afraid” as Jesus calls the first disciples to begin their missionary work.

Paul, originally named Saul, underwent a transformation when he encountered the risen Jesus on the road to Damascus. He then passionately preached the Gospel of Jesus throughout many countries in the first century, establishing the first Christian communities in many towns throughout modern day Turkey. The letters we read in the Bible – Romans, Ephesians, Colossians, Philippians, and Corinthians – have been attributed to Paul. Paul’s letter to the Romans has a significance to us here at Caritas College this year with its connection to our theme, Seeds of Hope.

The stories of both St Peter and St Paul are intertwined and complement each other to highlight humility, trust in God, forgiveness, and the transformative power of encountering Jesus.

Families with young people receiving the Sacrament of Confirmation are reminded that the second session of preparation will be held this weekend, Saturday 28 June at 6:30pm and Sunday 29 June at 10:30am.  Dates for preparation to receive the Sacrament of Confirmation are:

Session 1 – Saturday 21 June OR Sunday 22 June
Session 2 - Saturday 28 June OR Sunday 29 June
Spare Weekends - 5/6, 12/13, 19/20 July (School Holidays)
Session 3 - Saturday 26 OR Sunday 27 July
Session 4 - 2 OR Sunday 3 August
Spare Weekend - 9/10 August
Celebration of the Sacrament of Confirmation – Sunday 17 August
Commissioning of Students and Youth Mass – Saturday 23 OR Sunday 24 August

If you need to make up Session 1, please contact the Parish Office on 8642 2847. There are spare weekends coming up throughout the July holiday period.

This sacrament has a wonderful connection with Pentecost, the moment when the Holy Spirit descended upon the disciples, giving them the courage to spread God’s word to everyone.

Earlier this week, the Church celebrated the feast of the Nativity of St John the Baptist. John was Jesus’ cousin, the son of Zechariah and Elizabeth, who was related to Jesus’ mother Mary. Elizabeth had no children of her own, so they prayed to God to help them. The angel Gabriel visited Zechariah and Elizabeth one day telling them they would have a son and to name him John and that he would be “great in the sight of the Lord” (Luke 1:15). It was at the visitation when John leapt with great joy in the womb of Elizabeth and she knew that Mary was carrying Jesus, the Son of God.

John’s public ministry began in the early first century, attracting large crowds to be baptised in the River Jordan. John was the one who baptised Jesus, with the Holy Spirit coming down upon him, establishing Jesus as a priest, prophet and king. John only ever spoke of love and truth, calling all to forgiveness, and was always trying to bring about God’s Kingdom here on earth, providing us with a wonderful example of how to live a life in Christ.

As a college we are into our second term of full Tier 1 PBIS implementation. In term 1 2025 there were 1828 documented behaviour errors across the R-12 setting, including minor (classroom managed) and major (leadership managed). In term 2, so far, we have 880 documented behaviour errors. As a PBIS team we can decipher what behaviours are most problematic, when, where and how often these behaviours are occurring to inform our PBIS behaviour lessons as a college. Our most reported student error for the first half of term 2 was ‘Not following adult instruction’. Through data-based decision making, the focus is now to explicitly teach the expected behaviours (replacement behaviours) of ‘Listen and following instructions’. This occurs through age-appropriate explicit behaviour lessons to inform the purpose of the behaviour, unpack examples and non-examples, model the expected behaviour and provide opportunities for practice and feedback. As you can see in the below graph, our average documented behaviour error has decreased since the occurrence of the explicit behaviour errors. 

SEL (Social Emotional Learning) and PC (Pastoral Care) are important elements of our curriculum and help students understand and develop their social and emotional skills and wellbeing.

What has been happening in Year 7?

The Year 7s have been learning about the Zones of Regulation which helps them identify and talk about their feelings. They have made their own ‘toolbox’ full of tools (strategies) that they can use to manage and regulate their feelings. They have also learnt how to support others with their emotions and strategies.

They have also been reading the book Wonder to help them understand the diversity in our world and the importance of inclusion.

What has been happening in Year 8?

The year 8 cohort has had a focus on character strengths, they have discovered what the strengths are and then taken an online test to identify their own strengths. They reflected on which strengths they had developed and how they use them in their lives.

They went on to look at mentors and role models and the character strengths they show. They identified role models in their lives and how to reach out to mentors.

They created a timeline of their school life which they marked with their teachers and special events and reflected on the importance of these in their journey.

What has been happening in Year 9?

They Year 9s have been focusing on Child Protection Curriculum in PC lessons. They have discussed safe and unsafe situations, how they might respond to these and where they can go for help.

They have also completed lessons on behaviour expectations in the classroom and reflecting on the impacts and influence of their actions and choices. They had a few laughs during a role play when Mr Freeman played a student and Claire got to be the teacher. Mr Freeman demonstrated how behaviour choices impact others and can have a flow on effect and poor Claire had to try to keep the class under control.

Macie and Nya from Year 7 reported that SEL helps them to recognise and communicate about their feelings. They feel that SEL is a safe place to talk about their emotions and it has really helped in getting to know their classmates as it encourages them to chat and listen to each other. Macie and Nya said it also helps them to support their classmates if they need it as they can identify how they are feeling and what they might need.

Last week, we were fortunate to have Maria Taylor, Educational Consultant, visit our school to lead a staff Professional Development session and host a Parent Information session focused on Raising Resilient Children. 

During the staff session, Maria spoke about the vital role of play in building resilience. Play builds resilience by giving children the chance to navigate challenges, manage emotions, and develop confidence through joyful, self-directed experiences. She explained that resilience is more than just bouncing back after setbacks—it’s also about finding ways to keep going when circumstances can’t be changed. Maria spent time with staff in our ‘Yonder’ space. She also shared practical ideas for incorporating play into the everyday curriculum to help support students’ emotional growth and adaptability. 

In the Parent Information session, Maria discussed how childhood has changed over time and introduced the concept of risky play, highlighting its connection to emotional regulation. She emphasised the value of boredom as a catalyst for creativity, play, and deeper connections with nature. 

Maria also provided families with practical strategies to support resilience at home. These included introducing “tech-free days” (or portions of the day), practicing the “nine beautiful things” activity, and engaging in “nature fix” experiences. Additionally, she shared positive alternatives to common phrases like “stop,” “no,” or “be careful” during children’s play, promoting more supportive and empowering communication. This includes questions that can help adults better understand children’s thinking. Such as: 

• Are you feeling…? 
• Do you have a plan? 
• Can you hear/see…? 
• How will you…? 
• What do you think might happen? 

She also suggested offering specific feedback to guide next steps, such as: 

• Take your time. 
• Try using your… 
• Would you like my help? 
• Did you notice how…? 

If you’d like more information about these strategies, along with book and website recommendations, please click here.