果冻视频

Leadership lessons, Thomas Aquinas & The Long Walk

At a recent conference with Victorian Catholic Principals, we were blessed to have Sr Barbara Reid present on models of leadership provided for us within our Hebrew and Christian Scriptures. One of these models was Leadership as Bridge Building Across Boundaries of Difference. A feature of this model is our willingness to have our minds and attitudes changed for the better by others. Among the countless biblical examples - including Jesus and the Samaritan Woman (Jn 4:1-42) - was a wonderful quote from our very own St Thomas Aquinas:

We are mendicants [beggars] for the truth, happy to beg a little bit of illumination from everyone whom we meet on the road

On Monday 27 May, we were blessed to host the Aquinas Long Walk, exemplifying bridge-building and learning from those we 鈥榤et鈥� along the road, including guests from The Long Walk Foundation, Opening the Doors Foundation, Nova Peris, indigenous Essendon footballers, and local primary and secondary schools. As Christians, we know that reconciliation is not just a noun but a verb: an action we take to heal relationships with others. Our indigenous guests shared their stories and our larger Australian story - one that started well beyond 65,000 years ago - to provide 鈥榠llumination鈥� that breeds understanding. 

Among the ten schools who joined us for The Aquinas Long Walk, Mr Michael Dale from Mt Lilydale Mercy College presented us with this unique gift:

Explaining its symbolism, he wrote: we were proud to present you with the gift of a 鈥榳angim鈥� number 7 boomerang to show our appreciation. It has been decorated with markings to honour Wurundjeri Country and comprises two Australian and English timbers to acknowledge our walk towards reconciliation. 

The Spirit of 果冻视频: Activities Week, 24 - 28 June

At the College Assembly on 22 May, I spoke to students moving out of their 鈥榗omfort zone', an essential step in moving into growth and learning. Our college provides a wealth of opportunities to develop and exercise the values that form the Spirit of Aquinas. In the final week of this term, each year level will have a different focus for their Activities Week, building on the relevant value for their year. We encourage families to talk with each child about how they can step out of their 鈥榗omfort zone鈥� to take full advantage of the opportunities in this unique week.

David Broadbent

Principal

Protecting our children so that they can become amazing adults.

In recent editions of the Lighthouse, I have discussed the concerns we face with Toxic Masculinity and our collective responsibility to raise 鈥済entle people鈥� in order to contribute to a prosperous society. Today, I hope to focus on an area that is connected to what social psychologists, sociologists and mental health experts refer to as Mobile Phone Addiction. Although this is a complex issue with significant implications for mental health and social well-being for young people, it is clear that understanding its causes and impacts from psychological, sociological, and medical perspectives is crucial for developing effective interventions and fostering healthy relationships for our children with technology.

The connections between mental health and mobile phone addiction amongst teenagers have become a growing concern for researchers, educators, and parents alike. As mobile phones have become ubiquitous in modern society, especially amongst young people, understanding the impact of this technology on mental health is very important. The multifaceted relationship between mobile phone addiction and the mental well-being of teenagers is something that is extensively examined in a book by Jonathan Haidt, named the .

In the book, Haidt outlines the increase in mental health issues and conditions amongst young people. He proposes that the decline of activities associated with childhood such as physical play, social physical contact and interaction, and problem solving, together with the rise of smartphone use, are key correlating factors that have led to the increase of mental health issues for many. This is the direct outcome of a lack of resilience building and the developmental stages of moral, ethical and psychological growth in the person. In essence, Haidt argues that kids are simply not allowed to be kids when they are given the keys to the gates of the world wide web without their capacity to navigate the many challenges presented in the internet. His points are not only logical and accurate but thought provoking, as we certainly have become a much more 鈥渁ware鈥� generation of parents about the need to protect children from the dangers of the physical world, yet, often allow our children to enter a world that we are not in control of, which unfortunately holds great dangers.

Mobile device addiction is characterised by excessive or compulsive use of devices, leading to significant impairment or distress. For our young people, mobile phones are not just communication devices because they have been adapted to be central to their social lives, entertainment and provide a sense of connection. The constant connectivity that emerges becomes overwhelming, and this can lead to addictive behaviours. It is concerning for me as an educator to see the way in which some of our students will line up at the canteen without the intention to buy food so that they can see their phones. Toilets have become social gatherings for this reason and just about every student is on their phone when waiting on a bus or walking home. The wonderful engagement they show by sitting and chatting, or playing games during their break times is quickly replaced by their attention to their devices when allowed to.

Since the implementation of the at the College in 2022, and further readjustments in 2024, we have seen much more involved and engaged students. Yet, the reality is that for our children to develop into functioning adults, they must have the opportunity to be children and enjoy the gifts of life without the pressures of social media or inappropriate gaming. Growing up thinking that a pose on a photo, and the way that this photo is judged by the amount of likes or comments on social media is representative of the value of the person and their part in society is debilitating to progress. It makes the child value themselves against others鈥� opinions and perceptions which, like the internet, are often corrupted by unrealistic views and considerations of the true value of the person as a child of God. It is our responsibility to ensure that children appreciate themselves and uphold their own dignity as a sacred gift. 

Health experts claim that excessive mobile device use can lead to anxiety and depression, sleep disturbance, poor attention and development, social isolation and poor resilience building. This is due to excessive dopamine release when a young person accesses social media platforms or gaming, as the release creates addictive patterns of behaviour in the seeking of the next "hit" of dopamine through likes, comments, messages and achievement. Sometimes, young people may turn to their phones as a way to escape stress, academic pressure, or family issues and while this can provide temporary relief, it often prevents them from addressing the root causes of their stress and anxiety, leading to a cycle of dependence. Social media platforms often present an idealised version of reality, leading your child to make unrealistic comparisons between their own lives and the curated lives of others as presented on the platforms. This can result in feelings of inadequacy, low self-esteem, and depression and unfortunately, leads to poor resilience as the brain has not yet been wired to identify reality from fiction. 

The connection between mental health and mobile device addiction is complex and multifaceted. While mobile phones offer numerous benefits, their excessive use can lead to significant mental health challenges for your child. In understanding these connections and implementing strategies to promote balanced usage, we can help them navigate the digital world more healthily and sustainably, safeguarding their mental health in the process.

Addressing inappropriate use of mobile devices should not resort to their complete abolishment, but rather a strategic approach in which the child develops the skills to navigate through what is a very complex and dangerous world wide web.

If you would like some resources to support you in this, please visit the , contact your child鈥檚 pastoral leaders or the Youth and Family Centre.

Nap Rodezno

Deputy Principal

At the commencement of 2024, the Melbourne Archdiocese of Catholic Schools (MACS), Launched its Vision for Instruction (V4I) as part of the Flourishing Learners Strategy for MACS 2030. I will be introducing parts of the V4I in forthcoming lighthouses (along with Subject Selection details). The Vision is about understanding what some cognitive scientists are saying about student learning and the best ways for schools to ensure that optimal learning takes place. 

Daniel Willingham鈥檚 model of learning is used to describe how students learn, emphasising that memory is a critical element to learning and that learning is about being able to focus on an element in the environment, work with them and eventually embed what has been experienced in the long term memory and then be able to recall it. Learning means that what has been learned is able to be repeated at a later time.

For schools this means that controlling the environment so that attention can be focused on what is to be learned and then using strategies that embed the knowledge are the keys to success. Controlling the environment is about removing distractions in the classroom like phones and other tech, lack of focus or too much content at once; and the embedding process requires reinforcement, spacing out the learning, repeated exposure, regular review and retrieval strategies. Willingham鈥檚 simplified model is represented like this:

You can read Daniel Willingham鈥檚 article here and the MACS document here.

Michael Box 

Deputy Principal

Spiritually Speaking - Inspirations on faith

Jealousy and competitiveness are challenges we face in society. St Paul says 鈥淭he wisdom that comes from above makes for peace鈥� and within the text it says, 鈥淧eacemakers, when they work for peace, sow the seeds which will bear fruit in holiness.鈥� The gospel of Mark has the disciples arguing who is better after Jesus has predicted his death. Jesus tells the disciple that anyone who welcomes a child in His name, also welcomes him. So while jealousy, bullying and competitiveness may not be the key focus of the reading it does remind me of this edition's inspiration that I wish to share with you.

Lizzie Velasquez, who has been known as the world鈥檚 ugliest woman, has had to face bullying, trolling and other forms of harassment due to her appearance. I first heard her speak at a TED talk and her confidence and faith were amazing. Lizzie was raised and loved by her parents, totally accepting her for who she was and she did not realise she was different until school when others avoided her in fear. Even through her schooling years her Catholic parents encouraged her not to fight hate with hate, telling her that people who behave poorly towards her are often hurting. Lizzie held true to her faith until she saw a snippet of herself online with the tag 鈥渨orld's ugliest woman鈥� and when she scrolled through the comments she was devastated.

Lizzie鈥檚 faith was tested at this point. She prayed for God to change her, and she was angry that not only did he create her in this way but also that he refused to respond to her requests. It was through the love of her parents and family that she came to realise that she is beautiful and the image of God. Her parents welcomed her as a child of God and in doing so helped Lizzie to be a peacemaker through motivational speaking. Hearing her story and how she was able to strengthen her faith is inspirational. It reminds me that God created me to be me, not what others want me to be.

So this week, as you deal with the frustrations of life, I pray that you too feel loved and accepted for who you are, one of God鈥檚 beautiful creations.

Tania Grace

Assistant Principal Mission

Activities week across the school provides a unique opportunity for students to continue learning in different environments. This article shares an overview of the week for senior years students.

Year 10's Future's Week is purposefully positioned within the Year 10 program. The week sits between the recent Thursday THRIVE sessions, which have focused on careers and pathways, and subject selection discussions for 2025. In the THRIVE sessions, students have used the Career Voyage software to explore career plans that connect to their strengths and interests and understand what different qualifications lead towards. 

Future's Week, is a meaningful program designed to extend the preparatory work of the Career Voyager to further upskill students in making decisions about their futures. It focuses on careers and pathways, includes career presentations by friends and family of the school, discussions on finances, banking, and tax, and culminates with tours of chosen universities and TAFEs. Scattered throughout the week, students will participate in preventive health sessions led by Choicez Media, Melbourne Museum, and Toolbox, focusing on managing healthy relationships, overcoming procrastination and the dangers of just one punch, and road safety. 

Year 11 activities are all about adventure, exploration and social connections. Students have the option to choose between two exciting camps. Either travel to the Northern Territory, where they'll experience the beauty of Kakadu and the stunning sunsets of Uluru, walk through magnificent landscapes, sleep under the stars and swim in magnificent hot springs. Or staying more locally at City Camp, a highly active camp that involves day trips rock climbing and to the Werribee Zoo, plus a two-night stay in the city鈥攙isiting a combination of day and evening attractions, making for a truly memorable experience. 

Year 12 students are involved in an eventful week directed towards academic skills and social connections . Beginning with Success Integrated, building on their program of study skills and a practice English exam. Year 12 students will also attend a tertiary institution of their choice. Students can specifically explore learning institutions they may potentially apply to for courses via Victorian Tertiary Admissions Centre (VTAC) from July 29 onwards this year. Each session will include a campus tour, specific information about courses and student life on campus. The week will conclude with Retreat. A significant event for the senior students, as it is the final extended camp together as a cohort.

The College is deeply grateful to the families and friends of the College who volunteered their time to present to the Year 10鈥檚 next week. We wish the year 11 Kakadu trips safe travels and plenty of good weather as they leave this weekend.

Rachel Crawley 

Head Senior Years

Middle Years Report

Loyalty is a trait that is highly valued in teens. In Year 8 Health when we get students to 鈥榖uild a wall鈥� with the most important characteristics of a healthy relationship, loyalty is inevitably placed at the bottom of the structure as it is seen as the foundation. And just speaking to a few Collingwood supporters in my class about ex-Magpie players Jack Ginnivan, Taylor Adams, and Ollie Henry who left their beloved club, and the disdain they seemingly now hold for them also hit home to me that loyalty is a highly valued character strength in our teenagers!

We recently celebrated the Student of the Month for May where the theme was loyalty. Loyalty is important for all of us as it fosters a sense of trust, stability, and belonging however even more so for teenagers during such a pivotal stage of their development. It helps them build strong, supportive relationships with peers, family, coaches, teachers, and community leaders, which are essential for emotional and social growth. Loyalty teaches teens the value of commitment and integrity, shaping their moral compass and hopefully guiding them in making responsible and wise decisions. At a time when social pressures and uncertainties can be high, having loyal connections can provide a safe place and boost their confidence and resilience. Something that all parents desire their children to have. 

Congratulations to the following students in Years 7-9 whose teachers and peers voted them the most loyal in their class.

Ben Tankosic, Jack Rosbrook, Mercy Zathawng, Max Heazlewood, Patrick King, Kinara Anthony, Indiana Martens, Alexis Bordignon, Eliza Ghosn, Ollie Walsh, Olivia Smile, Georgie Young, Jackson Barter, Will Butler, Elijah White, Sakhi Shah, Dominic Soccio, Bailey Waddel, Annika Banocia, Sienna Guerra, Oliver Smith, Charly Tahin, Sharla Young, Laura Fabre, Molly McDougall, Matilda Donavan, Toby Hunter, Bailey Faulkner, Giovani Mekheel, Jude Porter, Lily Welch, Tyler Socan, Nate Olavides, Ella Sadler, Grace Kelly, Mireille Ernacio, Toby Sanga, Hugh Mercuri, Jo Willis, Mia Cullen, Britt Maffia, Tayah McKay, Zoe Fabre, Eva Schmitt, Jayden Thorvardson, Gabrielle Graham, Kim Suante, Maahi Singh, Zara Caligiore, Lyla Van Marle, Jade Richardson, Anaya Franklin, Amber Quinn, Harry Proctor, Blade Platt, Isobel Ellis, Eoin Toohey, Charlie Sidebottom.

Philip Box
Head Middle Years

I'm tremendously encouraged by the remarkable support and generosity our school community has shown over the past four weeks of our Vinnies Winter Appeal drive. With just one more week remaining, as we approach the conclusion of this initiative, here is a quick update on our progress:

2 Can Drive:

Our goal for the "2 Can Drive" was to collect 2000 items, and I鈥檓 happy to announce that we've not only met but exceeded this goal, with a total of 2007 non-perishable items donated by students and staff. This reflects the collective effort and generosity of our entire school community.

A significant contribution came from our Year 7 students, who alone brought in an impressive 625 items. Special recognition goes to the leading Middle Years homerooms: 7 Yellow with 238 items, 8 Silver with 190 items, and Navy with 102 items.

A heartfelt thank you to all the student volunteers who have worked tirelessly in collecting and packing these items.

10c Refund Bottles and Cans Collection:

Our collection of refundable bottles and cans has been highly successful, filling three wheelie bins and generating funds to further support Vinnies' crucial work.

This initiative will continue beyond this term鈥檚 project, as it not only promotes environmental sustainability but also provides an opportunity to raise extra donations for each term's charity focus.

Winter Sleepout:

Additionally, we have the upcoming Winter Sleepout scheduled for 14th June. This event offers a unique opportunity for our community to come together, raise awareness, and stand in solidarity with those experiencing homelessness during the colder months.

Even if you can't join us in person, your contribution will make a significant difference. We would greatly appreciate your support of the students taking part through donations on .

It's also not too late to get involved! Simply sign up to receive more details on how you can participate in the sleepout remotely.

Thank you once again to everyone who has contributed to the success of our winter drives. Your donations, regardless of size, make a significant impact in the lives of individuals and families in our community who are facing hardship.

Stay tuned for a more detailed update on our Vinnies Winter Appeal and Winter Sleepout at the end of the term.

Martha Mugamu

Social Justice & Outreach Coordinator

The theme for World Environment Day 2024 is 鈥淟and Restoration, Desertification and Drought Resilience.

The College has marked World Environment Day by running a photography competition and we look forward to announcing the winners soon.

World Environment Day Photography Competition

5 JUNE 2024 | LAND RESTORATION, DESERTIFICATION & DROUGHT RESILIENCE

                                                          #GenerationRestoration

We cannot turn back time, but we can grow forests, revive water sources, and bring back soils. We are the generation that can make peace with land.

• Entries open 29th May to 8th June. Winners will be announced on Monday 18th June. Prizes will be Cafe9 vouchers, they can be collected on the 18th June.
• Participants can submit a maximum of two photographs that respond to the theme of the competition.
• A short explanation about your image needs to be included and submit your entry via the Google form. Details on the student bulletin.

New Aquinas Waste Initiative 鈥� Environment and Sustainability Group

Our student group has led a new initiative to the 果冻视频 Waste program. It is a fantastic initiative that promotes improved environment sustainability. Our student group have designed and created new compost bins for students to use around the school yard at recess and lunchtime.

Environment & Sustainability Coordinator 

Karyn Myers

On Friday 31 May, we welcomed the Year 9 Music Class for our regular Music Friday in the Forum.

Performing as a full ensemble of voice, guitar, keyboard, brass and percussion, they played 鈥淟earn to Fly鈥�, 鈥淲hat鈥檚 Up鈥� and 鈥淪ay You鈥檒l be There鈥�. Thank you to these students for entertaining us all at lunchtime.

Thanks also to the Macsen R. and Jayden T. for organising it, and to music teacher Ali Bellew for leading.

This week the Music Department has celebrated our ensembles with our Band Concert and Rock Concert. These evenings give the students an opportunity to showcase their work to the other student ensembles and to their families, and are also important in preparation for assessments.

Well done to the students for all their hard work in preparing their repertoire, and thank you to the families who joined us to watch.

Congratulations to Keenan D. for his recent successful AMEB examination, obtaining an "A" for his Grade 2 Piano exam. Good work Keenan!

The English Department is thrilled to share the wonderful progress and exciting plans we have for the year. Our vision remains steadfast: to foster a lifelong love for reading and ensure our students are equipped to read with purpose, especially as they prepare for the many text responses that lie ahead in the years to come. As a team, we have also reflected on our past achievements, challenges, and areas for growth, and we are committed to continuously improving our strategies and resources to support our students' literacy development.

This year has been exceptionally successful, particularly for our new Year 7 students who have navigated themselves through ample opportunities presented to them, especially those provided by the Aquinas Resource Centre (ARC). Their introduction to our reading culture has been seamless and met with high levels of enthusiasm. It has been a joy to see their eagerness to engage with books of all genres and on different platforms such as audio and e-books. We believe that a strong foundation in reading not only enriches their academic experience but also instils a habit that benefits them throughout their lives.

Our Year 9 students have truly set a high standard, leading the way in our Progress Reading Program. They have participated in reading conferences with their teachers and tutors, demonstrating not only their commitment to improving their reading skills but also their ability to articulate their understanding and insights about the texts they are reading. These conferences have proven to be invaluable in nurturing critical thinking and analytical skills, essential for their academic and personal growth.

We cannot emphasise enough the importance of reading at home. Even just 20 minutes of reading each day can significantly enhance students' performance across all their subjects, improving vocabulary, comprehension, and critical thinking skills. We encourage parents to support their children by creating a conducive reading environment at home and discussing the books they are reading. Simple actions, such as setting aside a quiet reading time, removing the devices or sharing your own reading experiences, can make a big difference.

Looking ahead, we are eager to continue building on the progress made in Semester One. Semester Two promises to be vibrant and enriching with a host of activities designed to deepen our students' engagement with literature. We are excited to welcome acclaimed author Kate Constable, whose visit will inspire our young readers with her insights and experiences. Additionally, various excursions to plays by the Melbourne Theatre Company (MTC) will offer our students a chance to see literature come to life on stage, enriching their understanding and appreciation of the texts.

Our curriculum for the upcoming semester includes an exciting range of texts that will challenge and engage our students in meaningful ways:

Year 7: Crow Country
Year 8: A Monster Calls
Year 9: Animal Farm
Year 10: Macbeth
Year 11: The Longest Memory
Year 12: We Have Always Lived In The Castle


These selections have been carefully chosen to not only align with our educational goals but also to stimulate thoughtful discussions and deep analysis among our students. Through these texts, we aim to enhance their critical thinking skills, foster empathy, and broaden their perspectives.

We are excited about the journey ahead and are confident that with the continued support of our dedicated teachers, enthusiastic students, and supportive parents, we will achieve great success. The upcoming holiday break provides a great opportunity to avoid the cold weather of Melbourne, curl up with a good book, and read ahead for the semester, ensuring our students are as prepared as possible for the exciting challenges and learning opportunities that lie ahead.

Sam Warren

Middle Years English Coordinator

Year 8 Mathematics Assessment - Probability Carnival

Our Year 8 Mathematic classes have been busy learning about probability. They have used their knowledge to make a variety of unique carnival games and invited other classes to play while they collect data on outcomes for analysis including graphing. Games included; Bucket Ball, Cup Mayhem, Cereal Ball, Super Mario, Make the Shot, Lolly Pong, Lolly Pop Ring Toss, F1 Driver Bingo.

Our game was called throwing frenzy. It was pretty difficult to win. It was fun running the carnival game

Ben W & Cooper S 8 Aqua

Our game was called Super Mario drop, it鈥檚 a ball drop game including cups and a fun Mario theme. It was challenging to make but we were rewarded with fun and lollies.

Sharelle O & Jessica T  8 Aqua

We had a great time doing the maths carnival and learning about calculating probability. We enjoyed creating our own original game, recording the points students obtained while playing our game. We had fun trying out other games and even winning some lollies.

Lincoln S & Henry 8 Aqua

Our game was Velcro Golf. It was quite difficult but we were impressed that so many people managed to win a prize. We enjoyed playing other people鈥檚 games and winning prizes. It was a fun afternoon.

Amelia C & Sarah S 8 Green

Our game was called Quacktos, which was a mix of the words quack and toss. As it says in the name, you had to toss rubber ducks into small bowls to win prizes. Our game was quite popular because of our prizes, which were lollipops

Charlotte H 8 Green

The Mission to Mars excursion at the Victorian Space Science Education Centre (VSSEC) was an exciting and educational day. We started with a briefing where we learned about the mission's goals and our roles. The day was set up to feel like a real Mars expedition, with mission control, a Mars surface simulation, and lab work. The day was split into two parts: the morning session was about working on the Mars surface simulation and completing mission tasks, and the afternoon session was for lab work. Everything was well-organized and felt very realistic.

During the mission, I had two important roles: Astronaut and Mission Control Communications Officer. As an Astronaut, my main job was to go out on the simulated Mars surface to collect rock samples. This job needed careful planning and good teamwork with mission control to make sure everything went smoothly and safely. It was like being a real astronaut on Mars! In the role of Mission Control Communications Officer, I kept communication open between the astronauts and mission control. I had to give instructions, check on how tasks were going, report any problems, and give coordinates where different types of rocks could be found. This role was all about being organized and staying calm under pressure. It showed me how important clear communication is during a mission.

The Mission to Mars excursion at VSSEC was a fantastic learning experience. The goal of the day was to give us a taste of space exploration and scientific research. Through my roles as an Astronaut and Mission Control Communications Officer, I learned how important precision, teamwork, and communication are. The lab work helped me understand more about planetary science and how scientists study samples from other planets. Overall, the excursion gave me a greater appreciation for the hard work that goes into exploring space. 

Sohan Dasari

My role for mission control was to talk to the biologists and as an astronaut, my role was a surface geologist. As a surface geologist I collected samples of rocks and tested dry ice for the presence of H2O. In the lab, my job was to test rocks on what type of rock they were. I had to drill into the rocks, collect the dust from them and test them on the computer. I then wrote down the results and gave them to the commanders so they could gather the information and create a report. Overall, this day was a super fun learning experience. I found it really cool to put on a space suit and go to 鈥榤ars鈥�. I have learned many things from the excursion. It is not easy to be on Mars as an astronaut. I could not imagine how claustrophobic the space suits are for the astronauts who need to wear them all day. It is also hard to communicate with mission control which if this was a real space mission it would be ten times harder. Even though it is a hard job, it has its positive side to it too. 

Hailey Coulson

I was the biologist so my role was to conduct pebble assays and test for hydrochloric acid in rocks. Our group had to leave the surface earlier than anticipated because there were dust storm warnings headed our way. When our lunch break ended our group then switched into mission control. I was the EESCO in the control room. The EESCO manages all of the elements involving the space suits like the air pressure and oxygen tanks. I was also connected to the surface geologist, I had to give her coordinates for her to do her tests and I had to record the data she found. Next we went to another lunch break and then we were working in the lab. In the lab as the biologist I had to investigate possible river beds that used to be on Mars. In the tests I conducted using a water bath and sand, I found the possible direction of the water flow and the slope of the ground. The river that flowed on Mars went from right to left and was at a semi slope. We then answer questions on how conglomerate rocks formed in the river. The aim of the day was to find out more about Mars and how the environment is different to here on Earth. Overall the day was very interesting and I was very intrigued to learn more about Mars and the different roles astronauts and mission control play in space exploration. 

Abbey Bruni

The MTM excursion at VSSEC was a day filled with fun and educational experiences at the Victorian Space and Science Education Centre in Strathmore. We arrived and got shown to our locker to suit up for the day. We had our jumpsuits and walked into the theatre for briefing. We were astronauts first. We got suited up in our space suits and had a turn at being an astronaut. After, we had a brief break and had a turn at being mission controllers. My role as an astronaut was the engineer. I had to connect the video camera for mission control and had to collect some drilled rock samples. My role as a mission controller was the Mission Director. We had direct communication with the Commanders on the surface and instructed the other mission controllers on what to do. We helped with issues that arose on the surface and in the mission control HQ. After lunch, we headed into the lab and conducted some experiments. We had to compare the rocks we found on Mars to some Earth rocks and see how they formed. The excursion was a great day and I enjoyed the experience, and I recommend it to anyone, as it was really interesting. 

Zac Parker

Excursions to go and see play performances is a regular occurrence in Drama classes from years 9 - 12. In Drama 10 and in VCE, students are assessed on their analysis of the different elements of the production they view. This includes discussion about how production areas like costumes and lights support and enhance the production, unpacking individual performances by the actors and reflecting on how the decisions made by the creative team impact and affect the audience in specific ways. 

The Drama 10 and Drama 11 classes viewed The Audition at La Mama Courthouse Theatre on May 30th. This was a very moving production that examines the parallels between actors auditioning for work and refugees seeking asylum in Australia. It is a multi-authored work by Iranian asylum seeking artists, immigrants and acclaimed Australian playwrights. For some students this was the first time watching a live play production instead of musical theatre production. A great experience for everyone.

Paola Unger

Teacher

Last Thursday the Year 11 and the Year 12 French classes went to Bon Ap鈥� Petit Bistro, a French restaurant in Fitzroy. Currently the Year 12s are studying the topic of gastronomy, so seeing the different place setting and kinds of meals was really helpful. We all got to try snails and most people liked them but some really didn鈥檛. There was even a separate fork for the snails! We also had the opportunity to try orangina (a cross between orange juice and Fanta) which was delicious! We had multiple options for main meals which were, steak and chips, chicken with potato pur茅e and a mushroom pasta which was German influenced. We even got dessert and chose from chocolate mousse, pear tart tatin and cr猫me br没l茅e. Everyone loved their meals and it was an amazing experience for all of us who attended.

Natasha and Charlie - Yr12 French students

Aquinas hosted the annual Plain English Speaking Awards Competition again this year with impressive performances by our two contestants, Isobel Mugamu and Evie Evans.

Inspired by a personal sense of social responsibility in making the world a more equitable and compassionate place, both students delivered speeches that were impactful and thought provoking. 

Isobel鈥檚 medical aspirations fuelled her curiosity and she prepared a speech titled: How can we create a medical system that is equitable and responsive to the needs of all Australians? 

Evie鈥檚 prepared speech tackled the growing issue of violence against women and was titled: Social Media as an accelerator for modern day misogyny.

For the second part of the competition, students were given 4 minutes to prepare a speech in response to the prompt: Our Last Chance. Aquinas competed with Trinity Grammar, Yarra Valley Grammar, Mary Meade College and Avila College with Isobel coming in at second place. Congratulations to both students for representing Aquinas!

We celebrated the start of Reconciliation week at the College and it was a privilege to again host the 'Long Walk'. 

We were joined by special guests Jack Peris, Leanne Brooke, and Jenaya Serra from the ; Alwyn and Jayden Davey, Tex Wanganeen and Levi Power from the Essendon Football club and Lisa Moloney from the . Nova Peris also attended as a special guest, and with Leanne gave an inspiring speech, reminding us that it is the young people who are the ones that will make the difference in striving for reconciliation. We heard from Students and had a special performance by the RE band singing 'From little things big things grow'.

It was wonderful to have 10 local schools here to join with our students on the walk in the beautiful sunshine.

It鈥檚 a tradition we hold close to our hearts here at Aquinas, walking together to remind us that 鈥淣ow more than ever鈥� the 2024 theme of Reconciliation week, we must move forward to create an inclusive future. 

AQUINAS YR 7-9 CROSS COUNTRY CARNIVAL

On Wednesday this week, the annual Aquinas Cross Country carnival was held at school. Lots of students took the opportunity to compete for their House. The student support of each other during the carnival was excellent and with lots of cheering and encouragement.

In a tight battle throughout the carnival, who was leading changed regularly depending on the involvement and placegetting by the students from each house. In the end Rice came storming home to win in a tight battle with Dominic 2nd and Mackillop 3rd- Rice 525, Dominic 499 and Rice 489

Congratulations to all the students who participated in the carnival.

Aquinas will compete in the EISM Cross Country Division 1 carnival which will be held in early September. The top 12 place getters from the carnival will be invited to be part of the team and will begin training at the start of term 3.

The top 3 competitors in each age division were:

Bernie Brummel

Sports Coordinator

Last week on a beautiful Tuesday, 13 girls went to Worawa College to compete in a sports day in football and cross country. Worawa College is a boarding school for secondary Aboriginal students at Healesville

Football:

For reconciliation week 11 of the girls from our senior EISM footy team were lucky enough to be invited to Worawa indigenous College to participate in the annual Worawa reconciliation in sports carnival.

The day started off with being welcomed into the school with a welcome to country ceremony before the fun day of sports kicked off. We as a school were lucky enough to be chosen to merge with girls from Worawa which gave us the opportunity to play a sport we all love together as one team as well as giving our Aquinas girls the opportunity to meet new people with the same passion for the sport but who grew up with different experiences from the NT and their experiences boarding here in Melbourne.

We found out different things about their culture and were able to share and listen to many different stories from the girls and got to have many laughs all together.

Throughout the day there were 22 teams who participated in playing in quick 3 round robin games of 10 minutes. As a team we were very successful and won both of our games which gave us the opportunity to play against Mount Lilydale in the grand final. The grand final was very close but unfortunately saw us coming runners up.

Overall the whole day was a great experience aside from the competition, it was a day full of fun and excitement with plenty of activities such as face painting and the longest kick (Zoe Vozzo got robbed of 1st place), music and food for all to enjoy throughout the day.

Well done to our all those involved - Haylee Bastide, Indiana Curtis, Sophie Lorusso, Laura Mumford, Zoe Vozzo, Catrin Webb, Izzy Cooper, Milly Pinney, Jarrah Hammersley, Georgia Scheer & Georgia Kavanagh

Thank you to Mrs Grace for organising us to play as well as Mr Brummell and Em Box for taking us on the day.

Georgia Kavanagh & Georgia Scheer ( Sports Captains)

Cross Country

3 Aquinas girls competed at the Worawa reconciliation in sports carnival against other schools from Melbourne. It was a hard 3km course through the forest and paddocks near the school. They had to put up with kangaroos running through the course at the same time. The girls ran well and finished in the top 12.

Well done to the girls - Emma Fabre, Jarrah Hammersley & Alovi Gomes

All students are invited to enter the competition to design our 果冻视频 Yearbook's front cover. The theme is "Spirit of Aquinas" and you can use any form of art medium you prefer. 

Entries close on Friday, 2 August, so you have plenty of time to create your masterpiece.

A Bake sale was held on Friday for the Vinnies Winter Appeal. It proved to be very popular in both the Senior and Junior School areas. Thank you to those that helped organise the appeal and those that indulged in the delicious treats, all for a wonderful cause!

As the SAM project  draws closer to completion we are excited to say the construction is currently 91% complete.

The project is due to be completed on time by mid June.

There has been plenty of action taking place including the;

• Installation and finalisation of PA systems and CCTV systems
• Installation of hearing augmentation
• Installation of Salto system on doors/gates leading into hardcourts

We are sure all the students are getting excited to be able to use this incredible new facility at the school.

The College has been notified of disruptions to three separate bus route areas that may affect students in their journey to and from the College. The Montrose area, route 679 & 688, and the Ringwood - Croydon Loop, route 380.

The latest information on disruptions and replacement services for transportation is now available on the which is the best point of reference.

ROUTE 679 & 688 - Montrose bus disruption

Please be advised of the following changes to bus routes through Montrose. These changes will affect both school bus routes and Ventura bus services. Please see the attached PTV bulletin, works notice and mark up of locations.

Temporary bus stop closure for Route 679 & 688. Tuesday 11 June to Saturday 31 August
2024, due to construction work.

Green = open

Red = closed

Orange = temporary stop created for this stage of works.

These changes will be in place from Tuesday 11 June until approximately late August. A member of the Bild Group construction team with a WWC check will be present at the closed bus stop on Leith Road (stop ID 22057) in peak morning times next week, to guide students to the temporary bus stop located between Trevallyn and Burley streets.

A map and further information is included below to show closed stops and alternative stops that are available.

ROUTE 380 - Ringwood - Croydon Loop disruption

Please be aware that services on route 380 (including the Aquinas deviation) will divert from the 12th June to last service on 21st June 2024.

Bus stops along Kent Ave in Croydon will not be serviced, however, students may utilise alternative active bus stops to catch this service.

Again a reminder that disruptions to buses are now uploaded to the PTV app and students may wish to download the app to be aware of the latest disruptions.

Please see the map below for further information.