S t M a r y ’ s C o l l e g e A Journey of Truth

Issue 3, Monday 3 April 2017

S t M a r y ’ s C o l l e g e 253 Franklin Street

ADELAIDE SA 5000

T:8216 5700 F:8216 5730

W: www.stmaryscollege.catholic.edu.au E: enquiries@stmaryscollege.catholic.edu.au

Eileen Young

Principal

Page 2

Page 3

St Mary’s College, Issue 3, Monday 3 April 2017

From the Deputy Principal: Student Wellbeing

TERM 2 – Winter Uniform A reminder that Term 2 sees students wearing the winter uniform. Students are expected to wear the College skirt, white shirt, and the College cross-over tie. Students have the option to wear navy opaque tights or long white socks (this is a change from last year, initiated by the SRC and ratified by the College Council), and black flat lace-up school shoes must be worn. The blazer must also be worn to and from school. The College jumper may be worn under the blazer to and from school and as the outer garment at school. The College scarf may also be worn; however, generic black or blue scarves cannot be worn.

Collaborative Learning Project on Data and Feedback This year, St Mary’s College is involved, through Curtin University, in the Collaborative Learning Project on Data and Feedback, otherwise known as the Effective School Improvement (ESI) programme. Recently, some of our Leadership Team and Learning Area Coordinators attended Professional Development about this Project, along with the Executive (including our incoming Principal Clare Nocka).

The Collaborative Learning Project consists of three separate surveys, as outlined below:

1. CLASSROOM CLIMATE QUESTIONNAIRE (CCQ) – STUDENT VOICE: Teacher Directed Professional Learning Research suggests that, to improve student learning, teacher learning must be a priority. The Classroom Climate Questionnaire (CCQ) is a comprehensive online survey used by teachers to hear students’ perceptions of the learning environment as part of a teacher-directed professional learning process. The survey is used to assess 1) the extent to which students’ perceive the learning environment to have a constructivist orientation; and 2) their adaptive learning engagement. The CCQ is administered to students in one class selected by the teacher. This year, we will be calling for volunteers amongst the teaching staff to be a part of administering this survey, which provides students with a voice and an opportunity to provide feedback on their learning environment.

Students complete an initial survey (pre-test). Feedback for the CCQ is provided to the classroom teacher as a package that includes a range of profiles to describe the students’ responses to the survey. To make sense of the feedback, teachers examine it in light of their classroom or school setting. Teachers then undertake an intervention/change based on the survey feedback, and lastly, survey students again to see if their implemented change/intervention has been successful and improved student learning.

Student responses are confidential, and in no way can they be identified in the survey results.

2. SCHOOL CLIMATE SURVEY (WHITS) – STUDENT VOICE: Creating Inclusive Schools Students, teachers and administrators all share the responsibility to make schools welcoming places for all students. The feedback for the survey, which includes a range of profiles to describe the climate of the school from students’ perspective, is shared with the leadership team who share it with teachers. It can also be shared with student groups

The Vision: To create a school climate wherein students, regardless of difference, feel that teachers are there for them (teacher support) and feel a sense of belonging because they are connected to other students and part of a school community (peer and school connectedness). Students will have this affirmed because all kinds of people are welcome at the school (affirming diversity), everyone will know where they stand because the rules are clear and the students are proactive about reporting or seeking help when problems arise (rule clarity and reporting & seeking help). Students at the school will know who they are and what they stand for (self and moral identity), and will be able to face difficulties when they arise (resilience) and have a positive outlook on life (wellbeing and life satisfaction).

Students will undertake this survey during Term 2.

3. SCHOOL ORGANISATIONAL CLIMATE SURVEY (SOCS) – TEACHER VOICE School organisational climate refers to the quality and character of school life. It is based on patterns of people’s experiences of school life and reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, and organisational structures. As formal organisations, a healthy school deals effectively with external forces while directing its energies toward its goals, such as, educational outcomes. Research suggests that it is valuable to include and understand teachers’ rating of school climate to better understand school improvement.

In order to assess the school organisational climate, 12 scales have been developed: eight Indicator Scales – the first five of which are related to leadership – and, given the integral role that teachers play in improving schools, four teacher Wellbeing Scales have been included.

Teachers will undertake this survey during the first part of Term 2, and then again in Term 4.

Please feel free to contact me if you require any further information about this project.

Farewell to Eileen Young I would like to take this opportunity to say farewell and thank you to our outgoing Principal, Eileen Young. One of the many lasting legacies of Eileen’s term as Principal is the introduction of Restorative Justice here at St Mary’s College, which has revolutionised ‘behaviour management’ and seen St Mary’s become a beacon in this area for all other Catholic schools. Her support of Positive Education, which has seen St Mary’s implement preventive programmes to support student mental health, is also to be highly commended. Eileen always has been and always will be a staunch and passionate supporter of student wellbeing issues … and for this, we all say THANK YOU! We wish Eileen an exciting new chapter in her life, as she leaves to move onto her Dominican Education Australia work.

Lorna Starrs Deputy Principal: Student Wellbeing

On Wednesday 28 February, the SRCs met in Veritas Hall for their Induction Day. Run by the Year 12 SRC leaders, all Year 6 to 11 SRC reps attended.

We spent the day learning what the role of an SRC member is, what differences exist between Social Justice and SRC, and why our role is important within our school community. We came to the conclusion that the Social Justice committee fundraises and focuses on the outer community, whilst the SRC is all about our school and bringing the St Mary’s community together.

The afternoon consisted of many games which not only allowed the representatives to get to know each other, but also assisted them in understanding what makes a good SRC rep. One of the activities enjoyed by all was the role plays demonstrating the dos and don’ts in a SRC team at St Mary’s. We congratulated the Year 6 and 7 SRC reps who won with a top score of 100%!

Finishing the afternoon, we joined with the Social Justice reps in a traditional barbeque with sausages and veggie patties.

Overall, the afternoon was definitely a successful Induction. It introduced the SRC representatives of 2017 to what the year ahead consists of, and

most importantly, allowed us all to bond as one group and focus on what our role is within our school. We recognised that we do play a huge part within St Mary’s College.

Chelsea Carruthers Deputy College Captain

St Mary’s College, Issue 3, Monday 3 April 2017

Page 4

From the Deputy Principal: Curriculum

I am excited to mention some current and upcoming education initiatives which involve online learning. Our work in this space continues to evolve; I have summarised below these approaches and specific details related to them:

Seqta As you would be aware, all teachers and students are working with Seqta at varying levels. Having spent most of last year investigating, planning, collaborating, experimenting and working, since the start of this year staff have been planning and teaching with our Learning Management System. This not only allows for web tools, collation of electronic resources, submission of tasks and further collaboration, but more importantly it also promotes positive shifts in teaching and learning practices. Put simply, it places the students at the centre of learning and provides multiple ways for them to engage in learning. For example, students who would have previously preferred not to ask questions can now make initial comments through class forums, which a teacher can then address and work through additional support or structure for a particular student. Teachers using Seqta can also embed and embrace other learning technologies, such as Padlet (where students can ‘post’ thoughts and ideas on a virtual and shared notice board). Learning becomes known where it was previously unknown through a ‘one click paradigm’.

At this stage of our journey, classes in the Middle and Senior Schools should have an Outline visible on the Cover Page, and should have an overview of lessons for the term (progressively updated in most cases). Many teachers are also taking the next steps of teaching through Online Lessons and utilising the varying suite of web tools to enhance learning through engaging and involving students more in the learning process. As part of the Loop of Assessment, students are also providing online feedback (with options to feed forward) on learning and assessment tasks. Junior School classes have been accessing these types of information and feedback via Story Park over the last few years: Access to Story Park will be maintained and continued with summary information still available on Seqta. Earlier this term, all families in the Middle/Senior School should have received an email from Peter Channing inviting access to Seqta Engage (Junior School family access will come in Term 2), the parent portal from which families can gain access to their daughters’ online learning resources (student access is through the virtually identical Seqta Learn). If for some reason, you were not able to log on, please contact Peter Channing via email (PChanning@stmaryscollege.catholic.edu.au). We are also planning to run some Seqta Engage evenings for interested families across the school. I would welcome comments or questions you have on this possibility (ctavella@stmaryscollege.catholic.edu.au). The next steps for us will be to use Seqta for online reporting.

NAPLAN Online Over the next few years, NAPLAN will be moving from the current paper-based tests to online-based assessments. Having successfully trialled NAPLAN Online in 2016, our school is one of the first 100 schools in South Australia which have chosen to commence using the online platform for the 2017 NAPLAN tests.

The introduction of NAPLAN Online will provide each child with a more personalised learning experience and a better assessment, by providing a ‘tailored testing’ approach designed to give students questions that are more suited to their ability. It also means that the results will be returned to you and your daughters’ teachers ideally within a few weeks, rather than several months. There are other features which will hopefully assist the students to make choices about their own learning through completing NAPLAN, such as the options to have questions read aloud to students when needed, use of an online ruler, the ability to ‘flag’ unanswered questions and return to them later, and more.

We are currently in the planning process to enable a smooth transition to online testing, and we will keep the school community updated. More information will come home soon to families of students from Years 3, 5, 7

and 9, including a privacy notice, which relates to the online testing platform by Education Services Australia (ESA), the provider responsible for managing the NAPLAN Assessment Platform. Details and a link to ESA’s privacy policy are provided in the notice. You can also contact me directly should you have any particular concerns.

Almost all tests will be completed via the Online Platform. Federal and State Education Ministers have decided that Year 3s will still complete the writing component by hand.

Further information on the NAPLAN Online program can be found on the National Assessment Program (‘NAP’) website at http://www.nap.edu.au/online-assessment/naplan-online. Should you also wish to get a feel for the online test environment, ACARA has produced a public demonstration site (which we will also use when orientating students): https://www.nap.edu.au/online-assessment/naplan-online/naplan-online-public-demonstration-site. You can choose any year level and test-type to complete (I will leave it up to you to assess your own skills in these areas!).

SACE Modernisation In congruence with the changes to National Literacy and Numeracy assessments through NAPLAN, the SACE Board is also undergoing a process of Modernisation for the Senior Secondary Certificate. The SACE Board aims to modernise all key functions and procedures of its operations relating to teaching and learning. They are also aiming to streamline administrative processes to create more room for quality teaching and learning.

As new technologies such as SEQTA promote changes in teaching, learning and assessment, the SACE Board are aiming to seize the opportunity to strengthen their work in assessment (and reporting of results). In summary, this work will include:

Electronic Submission and Collection of Assessment Materials

Online and Collaborative Quality Assurance (including Moderation),

Marking and Professional Learning

On screen exams, with aim of conducting eight on-screen

examinations by 2020, starting in 2018 with English Literary Studies.

Our SACE Coordinator, Tracey Thursby, is leading our Learning Area Coordinators and ICT Executive teams step by step through these important changes. As always, St. Mary’s continues to be well researched, collaborative and communicative regarding these changes to ensure we are on top and well prepared. More detail regarding SACE Modernisation is available at https://www.sace.sa.edu.au/news/sace-modernisation.

These three movements signify the shift of teaching and learning practices in some ways; in others though, they do not take away from and most importantly reinforce the importance of developing quality and effective learning relationships between staff and students. Online learning is the catalyst for individual student choice, differentiation and improved educational outcomes. The basis of these though is still the creation and maintenance of classrooms in which positive risk taking, constructive dialogue where students are challenged and supported to achieve their personal best are all provided.

In closing, it is perhaps fitting that in the context of these new initiatives, we say farewell to our Principal Eileen Young this week. From a Learning point of view, Eileen’s inquiring nature in education, willingness to encourage and take on new initiatives and to work through them through collaborative mindsets - always with positive impacts on student learning at the forefront - have fostered a positive and successful learning environment where our young women can get to know what their respective ‘personal bests’ are, and more importantly achieve them. I wish

to thank Eileen for her confidence in me as a Leader as well as her continued formation of the school as a vibrant educational community.

Corey Tavella Deputy Principal: Curriculum

Page 5

St Mary’s College, Issue 3, Monday 3 April 2017

Term 1 has been a busy term for the Social Justice representatives - and it is not over yet!

Although it has been a very busy start, it has also been very rewarding.

The three Social Justice Leaders, Hannah Hudson, Eloise Napoli and Isobel Pannell, in collaboration with the eight Year 12 representatives:

Jessica Cleggett, Nicole Buchanan, Jessica van Pelt, Ashley Horton, Bailie Sauerwald, Grace Boyle, Kate Godfrey and Soreti Anderson and the Reception to Year 11 representatives have effectively organised some significant events and activities for the College community, including:

Year 12 Leadership Day on Sunday 26 February

Year 6 -12 Social Justice Representative Leadership Afternoon

Launch of Project Compassion with a morning liturgy on Veritas Lawns

Initiating Project Compassion in class and Care Groups

Prepared and cooked over 600 pancakes on Shrove Tuesday

Launched the 2017 SMC Easter Raffle

Encouraging the SMC community to donate to both Project Compassion and the

Easter Raffle

Celebrated Harmony Week, recognising our cultural diversity, conducting a “fun-

filled” version of Multicultural Family Feud and having a Vietnamese shared lunch (cold rolls and special fried rice)

Two after school meetings, focussing on SJ issues

Social Justice is an integral part of the cultural make-up of our college and it has been fantastic to see all students embrace the importance and significance of developing an

understanding, awareness, empathy and action of social justice issues.

Please continue to support Project Compassion, bring in those Easter Raffle Donations and sell those tickets!

Peter Batty Social Justice Coordinator

St Mary’s College, Issue 3, Monday 3 April 2017

Page 6

Senior School Assembly

The first Senior School Assembly for the year began with keynote speaker Nereeda McInnes, Founder of The Neereda Network, Master Your Game® HQ, who challenged and empowered students to live the life they truly want to live.

Student testimonials:

11R - ‘Her rule of "ABC" was very inspirational and unique’ 12B - ‘Engaging and entertaining, knew her audience well and pitched it appropriately, friendly, relatable content. Would have been good to have an explanation of what MS actually is and what it is like to live with that so the audience could better understand the challenges’ 12W - ‘We really liked Nereeda’s presentation. She was engaging, energetic, funny, entertaining, inspiring and motivational’ 12Y - ‘The presentation was enjoyable as she explained the ABC motivation process which allowed us to reflect on how we should be living our life and the need to push ourselves to live to the fullest and reach our potential’ 12G - “Good in the way she moved with her story….very animated.” “Not super formal, bubbly personality, pitched at the right level….got everyone involved” “The ABC message was really positive and practical.”

Thanks to College leaders Annabelle, Marie, Chelsea and Sophie who organised and facilitated the assembly, to student coordinators & other presenters as well as to the music staff and students for their involvement.

Christina Kilishiri Director of Senior School

Bamboo Theatre Company

Bamboo Theatre is a

highlight of our Care

Education program each

year. The two person

company presents plays on

issues such as change,

cybersafety, resilience,

friendships, gender

stereotyping and other

issues adolescents face.

This year the company

presented plays to our Year

7 and 8 students. Below are

some comments about the

show.

I thought the Bamboo

Theatre Performance was a

great performance and very

entertaining. It was very impressive how they could change clothes so

quickly and use different voices for different characters. Overall, it was a

great performance and I would love to see it again! Poppy

I loved the Bamboo Theatre Performances. It showed realistic scenarios

that happen quite often in the world that we live in today. Georgia

I thought the Bamboo Theatre plays were very informative about

relationships and how the world pictures different people and genders as

different stereotypes. Annabelle

I thought that the Bamboo Theatre was an amazing experience. I loved the

second play because it showed that you really don't know what is

happening in someone's life so don't judge them. Angelique

I enjoyed the Bamboo Theatre as it looked at real life problems affecting

every day teenagers and how to get around them. Ruby

I really enjoyed watching the Bamboo Theatre Performance, as it did not

only remind us about how social media affects how women think about

themselves, but how men think about themselves as well. It was

interesting to watch the performance with the bystander, and see how

much a series of events can change if someone steps up and tells

someone about what’s going on if they don't think its okay. Natalia

I found the Bamboo Theatre performance fun and

inspiring to watch. Some of the scenarios opened my

eyes to our society and how much we judge each other. I

learnt that some of the smallest mistakes you can make

can effect you for the rest of your life. Madison

Renee Irvine

Director of Middle School

St Mary’s College, Issue 3, Monday 3 April 2017

Page 7

#Mini Marys: Kiara, Danika, Cleo, Emily, Jacinta, Charlotte To, Layla A and Lia (Yr 4); Ioanna and Isis (Yr 5); Ella, Helen, Bella, Caitlin M, Yasmeen, Nathara and Alice (Yr 6) actively participated in the audit day and what a surprise we received!

“I didn’t think there would be so much stuff from one place. Do we really throw out so much!” Helen

“I’m surprised at the amount of food scraps there are” Meisha

I keep seeing so much gum – are we even allowed to bring gum to school?” Kiara

“Maybe everyone should take home their packaging like I do.” Jacinta

“So many of these things are reusable—how do forks, scissors and staplers get into the bin? - Helen

The results of this audit has become our springboard for creative problem-solving. We are entering an exciting time – one where we can more closely connect with the papal encyclical “Laudato Sì” inviting us to care and nurture our planet, and in turn, each other.

Interesting times await us at St Mary’s this year – so keep a lookout for our initiatives.

Anne Soldan Coordinator JS Dominican Faith Formation

(The following is a part fiction and part realistic account of this year’s excursion to Adelaide Festival Writers’ Week by Year 8 – 12 members of the College reading and writing clubs.)

On Wednesday 8 March, 15 young girls escaped the Dominican-ruled castle that has held them for many a year. They leaped over the fences, their dresses billowing in the wind, and at the early hour of 8:45, they made their way to their final destination. As they looked upon the safe place they were traveling to, they spotted the seats reserved for only the best of the best. They glanced over at one another, preparing themselves to walk down the last stretch of hill to enter Writers’ Week 2017.

That is the story of the Writers’ Club who “wagged” school to listen to many renowned authors. These included Paula Byrne, the author of The Real Jane Austen, Sara Taylor of The Lauras, and Lindy West, the genius behind Shrill. Later we were enthralled by Thordis Elva and Thomas Stranger, co-authors of the inspiring novel South of Forgiveness. Listening to these amazing authors speak was an inspirational and educational time, as well as enjoyable. These international and Australian writers talked about their books and what had inspired them to write them. We were read excerpts from the books and became captivated by some of the unique writing styles and amazing story lines.

Writers’ Week 2017 was an incredible experience for all of us young book enthusiasts!

Jude Martin (Year 9) with the assistance of fellow Writers INK members.

Page 8

St Mary’s College, Issue 3, Monday 3 April 2017

Year 11 Retreat On 16 and 17 March, the Year 11 students spent two days at Encounter Bay for their retreat. The focus was on exploring their personality types through the Enneagram. The following are some reflections from three Yr 11 students on their experience:

On the Year 11 Retreat I was able to learn about myself especially on a personal and spiritual level. I became more aware of what I like, my interests and got to know more about my peers.

Being on retreat allowed me to see a different side of my classmates. Likewise through numerous activities, I was able to further my awareness and knowledge of myself, my strengths and challenges.

The Year 11 Retreat enabled me to further my knowledge of myself. Through an array of activities, I was able to achieve this. Activities including

meditation, enneagram personality types, beach walks and mindfulness workshops, all supported a sense of self-awareness and inner peace. Rob Napoli APRIM

St Mary’s College, Issue 3, Monday 3 April 2017

Page 9

The Australian Government allocates general recurrent funding to non-government schools, partly, according to a formula that measures the socioeconomic status (SES) of school communities.

The SES is derived from linking student addresses to the Australian Bureau of Statistics National Census data.

A school’s SES score impacts its recurrent funding entitlements. The Department of Education (DE) has requested that SMC update our student addresses prior to the end of May 2017.

Student identities will not be linked in any way to individual addresses. This process is completed every five years.

Under the Privacy Act 1988, residential address information is classified as personal information.

Therefore, the College is obliged to advise each student’s parent/legal guardian that their residential address will be provided to the DE.

Please refer to the statement from the Australian Government on this page.

Richard Watson Business Manager

2017 Student Residential Address Collection

This notice is from the Australian Government Department of Education and Training (the department), to advise you that the department has requested your child’s school provide a statement of addresses, in accordance with section 21 of the: Australian Education Regulation 2013 (the Regulation). A statement of addresses contains the following three pieces of information about students at the school:

Students’ residential address (not student names or other

identifying information)

Students’ level of education (i.e. whether the student is receiving

primary or secondary education)

Students’ boarding school status (boarders or day students)

Authority for and Purpose of Collection Consistent with previous practice, and following the 2016 Australian Bureau of Statistics National Census of Population and Housing (Census), it is timely that information held by the department is updated in order to ensure that Australian Government funding calculations for your child’s school are accurate. Under section 21 of the Regulation, a statement of addresses must not explicitly identify an individual student. Accordingly, all information in the statement of addresses provided by your child’s school to the department is de-identified. Use and Disclosure of Information It is important to ensure the statements of addresses are accurate, and the department may from time to time carry out audits of statements of addresses to verify their accuracy. In the event of an audit, the department’s contracted auditors may seek to compare a school’s statement of addresses with student enrolment information held by the school for the purpose of verifying the information. The department’s contractors will not use the information for any other purpose. Any further use and disclosure of information relating to the statement of addresses will occur in accordance with section 65 of the Regulation. Contact If you have any questions regarding this notice, you can contact the department by:

Email: seshelpdesk@education.gov.au

Phone (free call): SES helpdesk on 1800 677 027 (Option 4)

For further information about the department, including the department’s privacy policy, please go to: https://education.gov.au.

Opportunity through learning

50 Marcus Clarke Street, Canberra ACT 2601 GPO Box 9880, Canberra ACT 2601 | Phone (02) 6121 6000

Raising calm and confident teens: A Parent Evening with Kirrilee Smout

Middle Adolescence is a unique developmental stage in your daughter’s life. Hormonal fluctuations, differences to sleep patterns and changes in their social development all influence your daughter’s behavior, attitude and self-perception.

In order to assist parents and carers with this developmental phase, the Senior School hosted a parent evening on 8 March where advice was provided for parenting calm and confident teens. This night was led by Kirrilee Smout, a child and youth psychologist from Developing Minds, who dispelled some of the myths around this age group and provided parents with explicit tools for working towards positive dialogue and relationships.

Kirrilee works closely with the Year 10 cohort throughout the year to build intrinsic motivation, learn study skills and develop positive behaviours. As such, her interaction with the parents complemented the information given directly to the girls. Her specific examples and advice provided useful tips for opening up positive conversations and setting boundaries. Importantly, she reminded parents and carers to be patient and compassionate – with themselves, not just their daughters!

She also advised parents and carers to:

Remember that adolescents have less developed cognitive (executive)

skills which leads to poor decision making, risky behaviours and difficulty seeing the ‘big picture’

Use specific questioning that extends beyond “How was school today?”

Examples could include: What is your hardest subject at the moment? Is it hard to concentrate in….? Who did you sit with at lunch today?

Empathise, don’t problem solve. Support is often more important than

advice

Suggest and facilitate small amounts of social interaction and

meaningful activity by providing help with chunking of tasks, rewards or time management assistance

For more help and free articles visit developingminds.net.au

Handouts from the evening are also available on the Senior School portal and the Year 10 portal.

Jasmin Parasiers: Year 10 Coordinator Christina Kilishiri: Senior School Director

Page 10

St Mary’s College, Issue 3, Monday 3 April 2017

And we’re off! The Hospitality kitchen has already had a workout in 2017 creating many delicious dishes.

The Year 8s have started the year by cooking baked potatoes and the Year 9s have made Apple and Pear Crumble. In the Middle School years of Food Technology, we encourage healthy eating by creating and tasting recipes that have nutrient dense ingredients. Our aim is to teach essential kitchen knowledge so that the students can be independent confident cooks at home.

In the Senior years of Hospitality, we explore and practice precise skill and technique and encourage an industry standard of work, with a wide variety of ingredients to make a range of culinary dishes. The Year 11 Hospitality class did an amazing job with making their Celebration Cakes. The cakes were delicious, and I’m sure they didn’t last long. While the making of the actual cake base was done in one double lesson, the students only had one double lesson to decorate their cake and wow were they impressive!

The students were very proud of their efforts and so too was their teacher. A wonderful start to the year.

Apple and Pear Crumble Preparation: 30-40 minutes Cooking: 20-30 minutes

Equipment Knife, spoon, measuring spoon, measuring cup, zester, ramekins, bowl.

Ingredients Filling 1 apple, Granny Smith 1 Packham pear, firm 30ml apple juice concentrate ½ tablespoon water ½ cinnamon stick 2 cloves

Crumble 3 tablespoons wholemeal flour 3 tablespoons plain flour ¼ teaspoon cinnamon ¼ teaspoon mixed spice (or nutmeg) ½ teaspoon baking powder 40g butter 1 tablespoon rolled oats 1 tablespoon of honey ¼ cup shredded coconut 1 small lemon (zest only)

Method To make the filling, peel, core and chop the apple and pear. Place the apple and pear into a saucepan with the apple concentrate, water, cinnamon and cloves. Simmer on medium heat until apples are tender but not mushy. Take out spices. Place the apple mix into individual ramekins. For the crumble, mix together flours, spices and baking powder. Rub in butter until mixture is crumbly. Mix in rolled oats, honey, coconut and lemon zest, until it clumps together a bit. Add a thick layer of crumble over the top. Bake at 190°C for 20-30 minutes, until golden. For a fuller flavour, drizzle a little oil over the top of the crumble before serving.

Alicia Hancock Hospitality Coordinator

Year 8 students: Ava, Saoirse and Iliana with their baked potatoes.

Year 9 students: Tiana and Lily with their apple and pear crumble.

Emilia, Year 11, decorating her Easter celebration cake

Year 11 Hospitality buttercream piping and chocolate work.

St Mary’s College, Issue 3, Monday 3 April 2017

Page 11

Swimming & Athletics 2017 Secondary Swimming Squad The Secondary Swimming Squad were successful in winning the Junior A Division and finishing second in the Senior Division of the Girls Catholic Secondary Schools Carnival and finishing second in the Secondary School Sport SA B division swimming championships. Special thanks to our Year 12 swimmer, Erin McGlashan who has provided us with many wonderful highlights over the years. Thanks also to Alison Burford and Scott Simpson for coaching the girls and to Mrs Julia Green and Mr Hannam for assisting with supervision and time keeping. Primary SAPSASA Swimming Carnival 12 students from Year 4 – 7 represented SMC at the North Adelaide SAPSASA Carnival. All of the girls swam incredibly well. Congratulations to Millie Eden, Sienna Battistella, Amity Livingstone, Brooke Simpson and Katie Simpson on being selected in the North Adelaide SAPSASA team. Special mention to Katie Simpson who won a silver medal with the U/11 relay team and Brooke Simpson who won gold in the multi class 50m freestyle, backstroke and the 100m freestyle.

Secondary Athletics 2017 Secondary Athletics Squad were also successful in winning the U/15 Division and finishing third overall in Girls Catholic Secondary Schools Athletics Carnival. Special thanks to our Year 12 athletes, Eloise Napoli, Olivia Buchanan, Nicole Buchanan, Brittany Rundle, Soreti Anderson and Brianna McLean who have provided us with many wonderful highlights over the years.

Special mention to Bridget Mc Cullough who won the fastest 100m Championship race on the day.

SAPSASA Primary Swimming Team

Secondary Swimming Team

Page 12

St Mary’s College, Issue 3 Monday 3 April 2017

St Mary’s College Absentee Phone Line

8216 5716

Please telephone before 9.30 am if your daughter is absent

St Mary’s College Uniform Shop

8216 5719

Opening times - Monday 8.00 am - 11.00 am Wednesday 1.00 pm - 4.00 pm Thursday 8.00 am - 11.00 am

St Mary’s College OSHC : 8216 5743

April

3 - 7 Year 9 Camp—Grampians

6 Parent Farewell for Eileen Young - 6.00 pm - 8.00 pm

13 Easter Raffle and BBQ - early dismissal 2.30 pm

Last day of Term 1

May

1 Term 2 commences for all students

5-7 Generations in Jazz (Mt Gambier)

8-12 Year 6 Camp—Ballarat

15 Year 8 Vaccinations

17 Year 6 - 12 Swim Carnival

23 Year 7 - 11 Learning Reviews from 3.30 pm

24 Year 7– 11 Learning Reviews from 1.30 pm

E V E N T C A L E N D A R

2017 Project Compassion

Uncle Richard’s story First Australian Uncle Richard is a survivor of the Stolen Generations, forcibly removed from his family as a child and taken to Kinchela Boys Home (KBH) in NSW. Hundreds of Indigenous boys were incarcerated there between 1924 and 1970, suffering ongoing physical and verbal abuse. They lost every aspect of their identity – their names, their culture and their families.

View the video of Uncle Richard’s full story here: https://www.youtube.com/watch?v=aY7OFS0L7Yk

On Wednesday 22 March, the Senior Acoustic / Unplugged Ensemble performed for the Year 8 Parent Twilight Gathering. The ambience created by these students with their cool, laid back renditions of popular tunes, was an ideal accompaniment to the friendly and casual atmosphere of the evening. Special thanks to Alexia Damokas, Annabelle Witkowski, Isobel Pannell, Pearl Marshall-Brookes and Millie Bird for providing the evening’s entertainment.

On Saturday 18 March, St Mary’s music students were fortunate to attend a workshop by the renowned vocal group 'The Idea of North' here at the College. As part of the fringe festival, the workshop was opened to the public as well as St Mary’s College music students. 'The Idea of North' are a widely known Australian acappella vocal ensemble. They mainly compose and sing jazz music, but also incorporate a wide variety of other genres including pop and gospel.

The workshop enabled the girls to join members of the wider community to learn harmonies, vocal technique, and how to blend together as an ensemble. The workshop was a fun and rewarding experience for everyone who attended. Kyra Zoina College Music Captain

Congratulations Isabella Isabella Seelander (11W) recently completed in the Kayak Nationals at the Sydney Olympic Centre with amazing results.

Also, Isabella with her team mates from West Lake Canoe Club, achieved two silver and one Bronze medal in their K4 events.

Below are Isabella’s overall results for National Under 16 Girls Kayaking:

K4 – 200 metre – Silver K4 – 500 metre – Silver K4 – 1000 metre – Bronze K1 – 500 metre – 9th in the A final K1 – 1000 metre – 9th in the A final K2 – 500 metre – 5th in the A final K2 – 1000 metre – 5th in the A service

Congratulations Isabella on a great result! Rosie Petrilli Sport Coordinator