91爆料

Welcome Back

Welcome back to Term 3. I trust that the break provided an opportunity to recharge after a busy end to Term 2 and, from the footage of congestion in our airports, it is clear that many took the opportunity to catch up on long-awaited travel to see family and friends. We finished the first semester with a flurry of activity with a wide range of co-curricular and extracurricular programs and I want to offer my thanks to the coordinators of these programs and the many staff who contributed to the success of this week.  

Covid-19 Updates

As we enter the colder winter months we can see that the number of COVID-19 infections is increasing and we are advised to remain vigilant and take the necessary precautions to help slow the spread of the virus. 

RATs

RATs continue to be made available at the College, however there are changes to the mode of distribution:

• RATs will no longer be distributed to students via homeroom or mentor. Instead, students are encouraged to collect RATs from student reception as they are required and take them home to be administered under parent/guardian supervision. Parents/guardians can request RATs be provided by contacting student reception.
• It is recommended that rapid antigen tests are used by students and staff when symptomatic. 
• Household contacts are required to test negative using a rapid antigen test on at least 5 out of 7 if they are attending or working at a school onsite. 
• If staff students receive a positive test result at any time, they must report this through the Department of Health system () or via the coronavirus hotline at 1800 675 398. 
• Students (or their parents) must also report a positive result to the College by phone or written notification (deputyprincipal@aquinas.vic.edu.au); this is so the school can support them, record that they will be absent while in 7-day isolation, and let the rest of the school community know there has been a positive case onsite and that they should monitor for symptoms.

Masks

Current advice from the Victorian Government on the wearing of face masks is available here: .  It states: 

• Wearing a face mask can help protect you and those around you. Face masks stop droplets spreading when you talk, cough, sneeze and laugh, which lowers your chance of spreading or catching the virus. This information is especially important for those who are medically at risk. 
• The advice also strongly recommends the wearing of face masks in indoor settings (noting that exceptions to the recommendation apply to teaching circumstances when clear enunciation or visibility of the mouth is essential). 
• Household contacts attending school who are over 8 years of age are required to wear face masks indoors unless they have a valid exception. 
• Everyone including students aged 8 years and above must wear a face mask when travelling on public transport, taxis or rideshare vehicles.
• Masks are available at student reception.

The most current advice is posted on our website: /latest-covid-19-update and will also email important updates to parents/guardians and, as appropriate, to students. 

School Advisory Council Seminar

Our School Advisory Council will gather for our annual seminar next week and this year we will review the College masterplan under the direction of Mr Matt Dwyer, Director of Y2 Architecture. Given the disruption caused by COVID-19 and its impact on our community, it is timely that we reassess both our priorities and our capacity in terms of our next major capital development. The School Advisory Council is also taking a lead role in evaluating communication at the College as identified as a priority in our School Improvement Plan. The first step will be surveying our parents/guardians regarding the effectiveness of the current forms of communication that are employed at the College. Please look out for this survey over coming weeks and take the opportunity to provide feedback so that we can continue to improve. There will be further reminders closer to the date.

Commonwealth Games

Our best wishes to Anthony Jordan (Year 11) who has been selected in the Australian Team for the Commonwealth Games, to be held in Birmingham, UK. Anthony will be competing on August 2nd in the T45-T47 100m event.

Darren Atkinson
Principal

The arrival of Term 3 means students need to choose what they will study for next year. The Subject Selection process commences with the release of the Subject Selection website in the week commencing July 25th and concludes when students submit their subject choices on August 29th. Students will have assemblies that explain the requirements and the process, the website will give information about every subject and on August 25th there will be a Subject Selection Expo where parents and students can discuss choices, their implications and what future study will look like. 

Year 9

Students in Year 9 in 2023 will get their first choices of subjects. It will be a chance to experiment with some new subjects as well as studying some familiar subjects for an extended period. There are compulsory subjects as well.

Years 10-12

Students moving to Years 10-12 refine their choices with a stronger future focus each year, working to ensure that at the end of their time at 91爆料 they have a pathway that is interesting and engaging. A good rule of thumb about choosing subjects or courses that is given not just at 91爆料 but by most organisations is to choose subjects or courses that you like, you are good at and you need for the future, in that order. This ensures that students stay engaged and progress.

VET

Students can choose a course that is vocational in nature from Year 10, providing they meet a few requirements. VET subjects should be viewed as a subject not a whole course and can be combined with academic subjects. Choosing VET does not mean that  students must undertake an applied learning course (although they are very welcome to), many students incorporate a VET subject into an academic program. 

VCEReady and VETReady

At 91爆料 we like it when students study a subject a year ahead. We call this VCEReady and VETReady. It is our experience that this is beneficial to some students so we have a process to check if this is an appropriate decision for each student. There are some hurdles for students who want to be VCEReady or VETready because we have found that for some students studying a subject a year ahead is not always the benefit that it could be. We find out if the student is ready.

VCAL becomes VCEVM

While the term VCAL is changing, there will be an applied learning program in the future but with a different name. It will be called VCE Vocational Major. 鈥淭he VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM will give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.鈥� It will have applied learning, work placement and vocational training. More details are on the Subject Selection Website and there will be explanatory sessions for parents and students.

This is all explained in detail on the Subject Selection Website. The Subject Selection website will be available to students on SIMON and to Parents on PAM in the week commencing July 25th.

Michael Box
Deputy Principal Learning

Child Safety and the new Ministerial Order 1359

The last week of Term 2 was an amazing experience for most of our students. Each year level experienced 鈥渁ctivities week鈥� for the first time since 2019 in full. In fact, I had never experienced activities week as a staff member of the College myself, despite the fact that I have worked at the 91爆料 since the start of 2020, all due to the restrictions in place in the last two years to address the challenges of the pandemic. It was an amazing experience, positive and influenced by the rigour of the learning programs that we are blessed to deliver at 91爆料. My colleagues have amazingly provided your child with terrific experiences and I encourage you to chat with your child about their experiences during the week. 

The start of Semester 2 provides all families with the opportunity to assess where their child is at in terms of their academic, social, spiritual, physical and emotional development. It is important to take time to consider this statement, as holistic development cannot be confined to one aspect alone but rather the mixture of the five spheres that underpin Catholic education at 91爆料. In the next week, your child will receive their academic reports, and their discussions with you about their development and progress should account for all facets of development and progress.

A way to do this may be to ask them, how are they integrating and becoming part of the  community? How are they asking the important questions about the purpose of life and how much is this connected to our values as a society that thrives on inclusion and love? How much are they taking care of their physical sense, and how much do they value the role of academic life as a springboard to success? These are vital questions that you as a carer, either as parent or guardian, should continually ask your child as they progress through their time at the College and beyond. 

Over the last month, the College has adapted all our Child Protection Policies to account for the new Ministerial Order 1359. 

What is Ministerial Order 1359?

Ministerial Order 1359 was issued by the Victorian Minister for Education on 31 January 2022 and orders all Victorian schools to comply with the requirements of the order. All schools are required to implement the requirements of Ministerial Order 1359 by 1 July 2022. It is important to note the order revokes Ministerial Order 870 on 30 June 2022, the previous order directing our child safety practices at the College.

The new order requires all schools to:

• Embed a culture of 鈥榥o tolerance鈥� for child abuse;
• Comply with the Child Safe Standards; and
• Comply with the prescribed minimum standards for the registration of schools.

School governing authorities, which include our church authorities, religious bodies and school leadership have responsibility for ensuring that the College has met all of the obligations set out within the Ministerial Order progressively.

What are the new Child Safe Standards?

Schools previously had to comply with 7 child safe standards, now schools must comply with 11 new standards:

• Culturally Safe Environments
• Child Safety and Wellbeing is Embedded in Leadership, Governance and Culture
• Child and Student Empowerment
• Family Engagement
• Diversity and Equity
• Suitability of Staff and Volunteers
• Complaints Processes
• Child Safety Knowledge, Skills and Awareness
• Child Safety in Physical and Online Environments
• Review of Child Safety Practices
• Implementation of Child Safety Practices

You may access information about the order as it impacts 91爆料 as a MACS school . 

Child safety is paramount to our College and the greater community. In the last two decades, governing authorities and educators have clearly outlined the responsibilities attached to our profession when it comes to protecting children. In doing so, we have also encouraged, empowered and supported children and young people to voice their concerns and grievances. However, we also need to educate our children and young people to take responsibility for their actions and the impact that they can have on others. Emotional development, and emotional intelligence are paramount skills needed for students to contribute as citizens of our global society. 

If you have any questions about the Ministerial Order 1359 or would like to know more about our child safety policies, processes and education, please do not hesitate to contact me. Protecting children is everyone鈥檚 responsibility so I encourage you to work with the College in supporting our commitment to this. Child protection includes peer to peer treatment and therefore, bullying behaviours are never acceptable.

As communicated earlier this week, the College has developed a process to support students in their by providing clear guidelines around mobile devices and their appropriate use within the school context. So far, this seems to have made a positive impact on the students. The new processes are underpinned by the view that our students can make rightful decisions when they clearly understand the expectations. I hope that you are able to emphasise to your child the importance of mobile devices in our society and the responsibilities we all hold when using them. Mobile devices can never be a reason to be distracted from learning, whether this be formally in the classroom or while socially interacting with peers.

I wish you and your family a great term ahead and I encourage you to engage in your child鈥檚 learning journey by discussing the semester report, asking them about their aspirations, the relevance of school and the importance of child safety. 

Deputy Principal

Martha v Mary

This Sunday we will hear from the gospel of Luke, the story of Mary and Martha. These sisters appear a couple of times in the gospels, however this story focuses on the women hosting Jesus in their home. Both women are disciples and good friends of Jesus. They welcome him into their home yet it is Martha doing all the work of being host whereas Mary sits and listens to Jesus speak. In her frustration, Martha asks Jesus to tell her sister to help with the work, yet Jesus gently chides Martha telling her that she is allowing herself to be distracted from what is needed, and what Mary has chosen is the better way and it should not be taken from her. What we see is two forms of discipleship - both important and necessary.

Martha is following the service of hospitality which is a significantly important part of the Jewish faith. She is the one who is stressed, wanting to make sure everything is perfect for their honoured guest. However Martha has become so worked up about making sure that everyone is provided for that she is missing the time with Jesus himself. I am sure many of you could relate to being 鈥渁 Martha鈥� or know someone who is the 鈥淢artha鈥� in your family or group of friends.

Mary, on the other hand, sits at Jesus鈥� feet and listens. She is not only learning from Jesus, she is also breaking down stereotypes. Traditionally men would sit and listen to the guest, not women and by Jesus accepting her presence in the conversation sets an example for all those within the room.

Both women had priorities, they were just different. Who do you think you are more like? Martha or Mary? Do you let your priorities overwhelm you so that you no longer can see the big picture? In such a busy world, how do we ensure we include listening, spending time with God as one of our priorities?

So let's take a moment to pray:

Tania Grace
Assistant Principal - Mission

Senior Years Report

Commencing a new semester is usually a very positive time in schools. People return refreshed from a holiday or the extra sleep. Fresh subjects, new units of study and for most of the school there is no overdue work overshadowing them. School reports will be arriving in parent PAM accounts very soon. A time to celebrate successes and reflect on achievements and areas for improvement.  

School reports are a catalyst for many different conversations at home and at school. A common topic of discussion revolves around what students can do better or differently this semester compared to the last. These discussions can be healthy, positive and constructive conversations with the focus on growth and progress. Equally the discussion can be difficult when the results are below one鈥檚 expectations. Difficult for both the parent and child to remain constructive and productive without heading down the path of arguing, blaming or empty promises. 

The beginning of a new semester is timely for conversations on improvement, challenging oneself on how to change and adapt for the purpose of growth. Parents often feel uncertain about how to have conversations about learning as they don鈥檛 feel like they have the experience or knowledge in how to improve learning. Listening and connecting your child with resources may be more worthwhile than having the answers. 

A way to manage difficult conversations would be to decide together on a time and place you and your child can give their full attention to discuss. Acknowledge the feeling associated with not meeting expectations - disappointment, embarrassment, anger or worry such as 鈥測ou seem to be disappointed in your result, would I be right in thinking that?鈥�. Bring into the light areas for change - 鈥渨hat is it you believe you need to start doing to improve next time?鈥� or it may be more important to ask 鈥渨hat is it you believe you need to stop doing to improve next time?鈥�. Students hold many of the answers for improvement themselves, however, asking 鈥渨hat do you need from me to make these changes?鈥� may be beneficial.

Words are just the beginning. When the conversation about change leads to action, change actually begins. Often students identify needing to complete and submit all homework or revising more as an area for improvement. What will this look like? Having a homework and revision plan? Starting straight after school? Having breaks and going back to the books? Begin cycle planners on the day given? Putting into practise study techniques such as pomodoro technique, spaced practise, actively seeking feedback. Students who believe that their performance is the result of their own actions or inactions are more likely to make improvements.

Head Senior Years

Middle Years Report

With the start of the new semester, I took the opportunity to meet with the Middle Years students at their year level assemblies. I repeatedly rang a brass handbell (very annoying I鈥檓 sure) and asked them what it reminded them of. Some of their responses were:

鈥楥hurch bells at a wedding鈥�; 鈥楽nack time at primary school鈥�; 鈥楺uarter time at footy鈥�; 鈥楽anta Claus is coming!鈥�; 鈥楢 lap to go in the 1500m.鈥�

All of their answers had the same background message that bells call us to: take action, pay attention, realise now is the time.

I put it to them that there are times that we all have a little bell ringing inside of us (not literally, get that checked out if you do!). This bell is drawing our attention to something in our life: take action, pay attention, now is the time. It might be quietly ringing as a nagging reminder or it might be sounding loudly and impossible to ignore.

The start of a new semester is a good time to respond to that bell.

Suggestions of what that bell might be ringing about were put to the students.

Maybe it is to do with how they are treating others?

• Are they giving others in their year level permission to be themselves?
• Is there that one person that is always easy to make a joke about in their class or friendship group and they take up that opportunity too readily and it鈥檚 time to stop?
• Is it time to show more empathy? (My next Lighthouse article will be on this one!!!)

Maybe it is to do with how they are valuing our school?

• Are they turning up on time?
• Wearing the uniform properly?
• Following rules around phones?
• Looking after their building?
• Are they treating their school like they are a consumer?
• Can they say that 91爆料 is a better place because they are here?

Maybe it is to do with how they are valuing themselves?

• Are they purely making choices based on what others might think and will basically do anything just to belong?
• Is the fear of failure holding them back?
• Are they finding a balance between work, rest, and play?
• Are they being the change they want to see in the world?
• Is a Growth Mindset something they just learn about in Health or is it time to start putting it in place?

Maybe it is to do with an interest outside of school?

• A Social Justice interest?
• The Environment?
• Part-time job?
• A nagging idea?

Life for most of the students is busy, busy, busy, and packed with lots of external noise. Often it鈥檚 hard to take time to listen to what the inner bells are ringing about or we actually block the prompting ring out with outside noise. I encourage you to discuss with your child whether there is one area they feel it鈥檚 time to change, they may need your help or support to do this. They are also areas that we aim to continue to work on with the students here at 91爆料.

Phil Box
Head Middle Years

It's Plastic Free July! Waste Education by Maroondah Council

Maroondah council would like to invite all Maroondah students and Maroondah residents to participate in our Plastic Free July competition!

Are you ready to reduce single-use plastic waste every day at home, work, school, and in the community?  by choosing to refuse single use plastics. Need some inspiration? Plastic Free July have developed a handy calendar with , which shares some popular ideas and switches to reduce plastic waste. 

How to enter:

• Make a pledge about how you鈥檙e going to reduce your plastic waste.
• Get started with this  to browse some popular ideas and make your pledge
• Photograph yourself holding the pledge or show us your pledge in action!
• You can use this  to write your pledge on, or you can make your own. You can also use this pledge form if you don鈥檛 wish to submit a photo.
• Submit your entry 

Prizes:

• First prize - Plastic Free Hamper valued at $150, including a variety of items to start incorporating into your daily life at home to reduce plastic waste.
• Second prize - Plastic Free Lunch set, including a reusable cutlery set, reusable straw and a Keep Cup
• Third prize - Plastic Free Book set, including Zero Waste Home by Bea Johnson and Waste Not by Erin Rhoads
• Junior prize (under 16) - Plastic free lunch set and book What a Waste by Jess French

Have any questions about how you can get involved in Plastic Free July? Get in touch at waste.education@maroondah.vic.gov.au  

Karyn Myers
Environment & Sustainability Coordinator

Not much to report this week in Music Notes...students from all of the Music Ensemble Groups headed to Phillip Island late this week for the annual Music Camp. Eager students from across all year levels gathered early on Thursday morning to get on the bus to music camp. This camp is a great opportunity for students to spend some time focusing on their music skills and talents supported by our incredible music staff. It was great to see some of our alumni joining the students on camp as musical mentors.

More news from Music Camp next

Jared Campbell
Music Programs Coordinator

Competitive robotics building creative problem solvers

The purpose of competitive sport is to provide an opportunity where sports people can rank themselves against other like minded individuals. Teams and individuals train to hone their skills, improve their physical agility and study the game to develop strategies to improve their chance of success. But when not everyone is interested in physical sports, how can we teach students to problem solve, think creatively and implement solutions in pressured situations? Not all students are interested in engaging in physical based competitive sports so how can we provide them with the same learning experience. 

Competitive Robots have long been glamorised in the TV Series 鈥淩obot Wars鈥� where engineers design robots to battle each other in an arena in gladiatorial combat. But there are more sophisticated forms of competitive robots. Robot competitions are designed to give competitors an opportunity to develop a range of different skill depending on the level they are competing at. At 91爆料 we focus on four different competitions that have grown in popularity over the last five years across Victorian schools. The First Lego League, which has been designed as an entry program for Grade 3 to Year 7 students. The FLL focuses on developing engineering principles, coding development and most importantly, team building skills and gracious professionalism - a term developed by the FLL to reflect the way students should conduct themselves when participating. 

Secondly is the VEX IQ Program were students design a robot in a small team at school, but at competition must combine with another team to cooperatively complete the game challenge and achieve the highest score. Next is the VEX EDR Program, these robots are vastly more sophisticated in design and programming and need to solve complex problems in a competitive environment. Teams build alliances with other teams at the event, and two alliances compete against each other to score the highest number of points. Robots may engage in physical contact with each other to prevent scoring, and matches will often become quite physical. Students have the opportunity during a day of competition to review their strategies, rethink their alliances, improve and repair their robots. Students need to think quickly to solve problems, look for new opportunities to improve their chance of scoring and pick partners that complement their robot to maximise the score. 

Finally the pinnacle of robotics in Australia, the First Robotics Competition, is hugely popular across the world. The program has been designed for students aged between 14 and 18 to compete at an elite level. Australia has quickly embraced the success of the program with teams appearing in every state of Australia, with major competitions being hosted in New South Wales by Macquarie University for the past 10 years. During the recent school holidays the First Robotics Competition had its first Victorian Competition, presented by the Future Robotics Alliance. The Melbourne Robotics Tournament is the largest off-season event outside NSW in Australia, with 16 teams  travelling from South Australia and New South Wales to participate. As part of the program four local schools were invited to enter the competition and 91爆料 was fortunate to be on of them. The challenge to build the robot was given to the Year 9 Robotics class, which is part of the electives program in the Technology Department. Taking only six weeks the students engineered and constructed a robot that was designed to collect and shoot giant tennis balls and then lift itself onto a beam at the end of the game. Robots weigh approximately 60kg so in many cases the robot was heavier than the students. 

After three days of competition where six teams competed together as two alliances to outscore each other over 40 qualifying matches. The students successfully solved major failures and catastrophic damage done in collisions with other robots and the arena. The students needed to demonstrate resilience, creative thinking, teamwork, problem solving all in a highly stressful situation. At the same time they needed to build alliances and relationships with students from different schools to secure them selection in the finals. The 91爆料 students were selected by the two top robotics teams in Australia, Barker College and Hasting College to form an alliance. This alliance went on to win the tournament after losing their first match and then winning their next two with a tournament high score. The students learnt a very important lesson about teamwork, resilience and success...sometimes it is more important to understand the game and build relationships than it is to have the best robot. 

Special thanks should go to the student who were able to assist over the weekend, Cameron O鈥橩eefe, Zach Osborne, Sam Long, Jesse Walsh, Luke Faulisi and Matt White and the students of the Year 9 Robotics Class.

Andrew Russell
Technology Learning Area Leader

We were very excited to be in a position to return to the University of Melbourne for our VCE Biology Workshop as run by the School of Biosciences. The Year 12 Biology students attended on the afternoon of Wednesday 13th July. 

Students were provided with two engaging and interactive activities that formed the basis of our practical laboratory work for Unit 4. These included collecting evidence for evolutionary change using Drosophila melanogaster (a model organism in genetics) and a case study into immunity and influenza. 

Shown below are some student reflections of the experience.

Mrs Lynda Schulz and Ms Erin Morgan
VCE Biology teachers

"On Wednesday the 13th, the Year 12 Biology Classes went on an excursion to Melbourne University to complete a range of laboratory work. We were guided through two pracs where we euthanised and analysed flies, and investigated the effect of different forms of immunity on antibodies in the body. Here, we gained valuable lab skills and had the opportunity to use new techniques and equipment, and also built on our knowledge in an interactive way." 
Chloe North-Coombes

"It was interesting to see the process of natural selection in evolution exemplified using fruit flies and the antigens in disease immunity. The practical activities performed at the workshop were fun and informative."
Christian Lian

"For our excursion on Wednesday, we went to Melbourne University where we participated in two activities. In the first activity we learnt about evolutionary change using Drosophila melanogaster, this allowed us to see the difference between the wings of the fly as two different types either wild or mutant types. In the second activity we discussed the difference in either being immune or not immune to influenza, through the change in the colour we were able to see whether or not antibodies were present within the cells. Overall it was a really enjoyable experience as we were able to learn outside of the classroom and use this information to help us with our next assessments."
Stephanie Kelly

"The biology excursion to the genetics lab at Melbourne University was a great way to gain exposure to what it鈥檚 like to work in a university lab, as well as helping us to build our understanding of the immunity and genetics topics in class. The two experiments involved looking at Drosophila flies under a microscope to identify which flies had the normal 鈥榳ild type鈥� wing shape and which had the mutation of shrivelled wings. Also, we were able to identify whether serum samples from different patients had antibodies present, indicating their level of immunity to the influenza virus." 
Isabelle Kuyken

During activities week a group of 90 Year 11s ventured into the Melbourne CBD for our annual City Camp. The goal of the trip was to build student connection through experiencing a wide range of activities not commonly undertaken by Year 11s when they head into the city. 

From Wicked the musical to axe throwing at Maniax, escape rooms to IMAX, students and staff enjoyed a jam-packed schedule filled with opportunities for continued social connection and growth. 

Overall the trip was another big success and feedback was very positive.

Clubs @91爆料

There is so much on offer at 91爆料 and we encourage all students to get involved with Clubs and Activities. There are so many benefits.

Find like-minded people!
Get connected!
Display your 91爆料 Spirit!
Meet new friends and staff!
Activate your mind and body!
Mix with students from different year levels!
Relieve boredom at break times!
Earn some commendations!

This term, many of the tertiary education institutions are holding Open Days. Year 11 and 12 students are encouraged to head along to these Open Days of the institutions they are interested in to help with preparing for their future path.

Find details about .

91爆料 College welcomes all members of the community as equal, embracing diversity as a means for dialogue, engagement and deeper understandings of self, others and God. The uniqueness and sacred dignity of each person is celebrated, driven by the Gospel message of love and justice. These convictions guide the encounters, actions and pedagogical approaches that enable all children to learn and thrive. 

Our Pastoral Care at the College:

• involves a commitment to creating safe, supportive, inclusive and hope-filled learning environments of welcome where human dignity is respected, diversity and inclusiveness are valued and authentic relationships are fostered
• nurtures the wellbeing of every child, 鈥榯heir unique story, giftedness and temperament must be understood and valued in a way that enables love, respect, compassion, forgiveness and hope to thrive鈥� 

In order to celebrate the uniqueness we all hold due to the wonderful diverse world we live in, we are excited to invite students to join the Diversity Group which returns after a 1 year hiatus. This group provides students with the opportunity to engage in conversations about the diversity of the human experience and the different ways we can include and support those within marginalised communities. Diversity Group is all about creating a safe space for all of our students, be they from different cultural backgrounds, varying abilities, neurodiversity, LGBTIQA+, Aboriginal and Torres Strait Islander and includes, advocates of these individuals and like-minded peers.

Diversity Group will run Tuesday lunchtimes in the Chapel, starting July 19th.

We warmly welcome all students to come along and check it out. If you have any questions you are welcome to reach out to Beck Scerri at scerrira@aquinas.vic.edu.au

Congratulations to Year 11 student, Matt Azzopardi who recently achieved third place in both springboard and platform diving, which earned him a place in the Victorian State School team where he will compete in the School Sport Australia diving nationals later this year. 

A huge thank you to the 91爆料 Community for their generous donations toward the St Vincent de Paul Winter Appeal. We have been able to donate vital essentials and food to the appeal which will support anyone in our local community who may be struggling. As part of our social justice focus at the College, it is wonderful to see our Catholic social teachings being brought to life through our students, staff and families.

Sasha Tukavkin
Justice & Outreach Leader