School of Entrepreneurs
News from the School of Entrepreneurs
From the SOE Head of School
Dear members of the School of Entrepreneur community,
It has been fantastic to see Years 9-12 students seamlessly transition into the school term with energy, focus and a strong sense of purpose. This is a big term for the School of Entrepreneurs, particularly for our Year 10 students who are beginning the subject selection process for their senior years. This is a vital step in shaping their academic pathways and future opportunities. It’s also a timely reminder for our Year 9 students that they will be in this same position in just 12 months’ time, making now the perfect time to develop good study habits, maintain consistent effort and strive for their personal best. A strong academic foundation this year will support them in making informed and confident choices next year.
For our Year 11 students, this term is an especially important time to be performing at their best. These results form a significant part of their academic record, particularly for those considering early university entry programs. Consistent effort, time management and goal-setting now will give them every chance to stand out in the competitive application process. We’re proud of how our senior students have started the term and encourage them to continue embracing every opportunity with commitment and enthusiasm.
CathWest Innovation College Presentation Years 9 & 10
On Monday 5th May, Year 9 and 10 engaged in a presentation delivered by the Head of Learning from CathWest Innovation College. This presentation was geared towards students who may be seeking a NON-ATAR, alternate HSC pathway that enables students to develop the skills they need to pursue a trade they are interested in whilst still obtaining the Higher School Certificate. CathWest is part of the Catholic Schools Parramatta Diocese and is a Years 10-12 College. There are 2 campuses for CathWest, McCarthy campus (Penola Emu Plains) and Loyola campus (Mt Druitt). During this presentation I captured the curriculum delivery / pathways that are outlined for your information below:
The Year 10 Trade Readiness program is suitable for students wanting to enter a trade through the trade readiness program. All NESA mandatory courses are completed, as well as industry placement blocks and work in Term 2 (currently one day a term) working with employers and industry experts to allow students to determine if that is something the student wants to pursue. This pathway provides a hands-on experience where students are engaging more like an employee.
The Year 10 Inquiry Pathway offers the same subjects and NESA mandatory courses, however, the approach is around design and project work. Visual Design is studied to work on passion projects. There are flexible learning days and opportunities to engage in workshops and short courses. It’s a very skills focussed approach that encourages students to think like a designer.
Year 11 presents options that represent the following industry streams: design and arts, technology and media, health and wellness, sales and service, education and training, and construction and mechanical. One of these pathways is selected as the trade pathway. It involves one day a week of trade delivery, one day a week of work working as a paid apprentice. This pathway still enables students to gain an HSC without exams (NON-ATAR). CathWest works with students to transition them into full time employment prior to graduation.
The Year 11 and 12 Vocational Pathway involves a flexible 4 day a week learning package tailored to the students’ chosen profession with a flexibly timetabled learning day, it provides mentoring with industry experts and an opportunity to gain industry level qualifications. Relevant industry problems are embedded within the curriculum of study.
All pathways are 4 days per week and there are no ATAR and no HSC exams, however, this approach still enables students to achieve the HSC. More time is spent in the workforce than preparing for exams. CathWest still offers pathways into university through the ‘Step Up program’ without an ATAR using a students’ portfolio.
Career pathways and industry streams that CathWest promote are below. Please visit their insightful website for more information on the learning packages offered, VET qualifications and skill development opportunities.
In the School of Entrepreneurs, our mission is to cater to all students and ensure they are equipped with the necessary skills to thrive in an everchanging and dynamic world beyond school gates. For those students who do not wish to pursue an ATAR and who are seeking to engage in a trade, this pathway may be an option for you to consider. We are very committed to supporting every student's aspirations and preparing them for successful futures tailored to their individual goals and ambitions.
I am incredibly proud of the way our students in the School of Entrepreneurs continue to approach their learning with curiosity, determination and a growth mindset. This is particularly evident in my classroom visitations and walkthroughs. Their willingness to engage deeply, take on challenges and support one another speaks volumes about the culture we’re building together. I encourage every student to keep applying themselves, put in the effort each day and strive for mastery in all that they do. Great achievements are the result of consistent hard work, and I have every confidence that our students are more than capable of reaching their full potential.
Wishing you a great week ahead.
Ms Jacqui Genovese - Head of School of Entrepreneurs
From the SOE Assistant Principal
Dear SOE community,
As I am sure you are aware, the emergence of ‘Gen Z’ slang and language has been something that has been a real challenge for families to make sense of, each generation or so will come up with new revisions of terms and phrases that make words that parents used to use make little sense in today's changing world.
It can be difficult to understand how your children are communicating with you and with one another. This may become a source of frustration as parents seek to understand children but seem to be almost speaking a completely different language.
In the midst of this are the red flags that parents need to keep an eye on in order to make sure that their children are safe from mistreatment and abuse from and to others. It is a tricky space to be in, but each of us needs to have our heads in the game that our children are playing in order to know the right time to blow the whistle.
To this end, I encourage you to read this article from Crimestoppers. Warning! It can be a little confronting, but I think it will give you an insight into the new languages that your sons and daughters are navigating during this time. I encourage all parents to have conversations with their children and keep the lines of dialogue open so that when they need your help, you can be there to support them.
I hope and pray that you never come across this kind of language in your journey with your children, but I would rather you know what these new red flags look like.
Mr Francis O’Callaghan - Assistant Principal, School of Entrepreneurs
What’s been happening in SOE?
Religious Education
Year 9
In Year 9 students were provided an opportunity to explore the complex topic of suffering within our society and the various ways people respond to it. The students demonstrated a thoughtful engagement as they reflected on how suffering can lead to personal growth.
The use of diverse resources like Eddie Jaku’s life story, the Chinese fable of the cracked pot, and the wisdom of Job from the Bible helped students see suffering from different perspectives, blending personal, historical, and religious viewpoints.
Year 10
This term in Year 10 focuses on helping students understand and apply the concept of conscience, decision-making, and the guidance of God through scripture.
The lesson on decision-making and conscience was an eye-opener for some students. As we discussed why it is important not just to follow but to form one’s conscience properly, we could see a lightbulb moment for many. The discussion about the consequences of acting on a mistaken conscience, even if well-intended, led to some deep reflections. One student shared a personal example where they acted based on what they thought was right but later realised it wasn’t the best decision. The moral dilemma case study was an effective way to bring these ideas to life. It challenged students to think critically and carefully, and we noticed many of them approached the scenario with a new sense of responsibility in their decision-making.
HSIE
Geography
At the end of Term One, Miss Wick and the 12 Geography students ventured into Badu Wetlands in Homebush for the first of their mandatory HSC fieldwork excursions. It was a wonderful experience full of bird watching, spiders, and turbidity testing. One of the Geographers, Luke Harrison, wrote the following reflection about our time in the wetlands:
Once we entered the mangrove we were on a bridge, it was at low tide, the trees bent and curved in all directions, reaching up and blocking the sunlight, with the river dotted with hundreds of brown breathing roods, spreading out along the nearby soil.
Further along our path, we entered the boardwalk, a narrow path with mangroves on each side, a river below us, and sky littered with Golden Orb-weavers shielding us for the mosquitoes, but terrifying many of us. Braving ourselves, we analysed the environment, seeing the homes of mud crabs, understanding the soil, and testing the health of the mangroves water.
Traveling to salt marshes, we saw the many travelers taking a break in the marsh and relaxing, before continuing their journey, likely a few birds migrating through the skies to the lands of Indonesia.
Notable mention: We saw a resident hiding within the branches of the grove, a bush turkey.
As our time ticked away, we journeyed back out of the luscious wetland mangroves.
Professional Practice
In Professional Practice students have been researching different pathways to their chosen careers. Students will be investigating the different subjects offered in Year 11 and putting together a ‘Pitch Presentation’ that they will present to a leader at the school. More information will be provided about the presentations in the coming weeks. In the meantime, students are encouraged to continue researching pathways and subjects by asking questions of their teachers and Pedagogy Coaches to ensure that each student is in the correct subject for them.
Law, Business and Money
In our Law, Business and Money subject, students are wrapping up the Law unit by exploring the fascinating world of forensic science in the legal system. In a recent lesson, they had the opportunity to apply their legal knowledge in a hands-on and engaging way by investigating fingerprints. Students learned about the science behind fingerprint identification, the different fingerprint patterns such as loops, whorls, and arches, and the uniqueness of each person’s fingerprints.
To take their learning even further, students were challenged with a murder mystery investigation! Using their understanding of forensic evidence and legal processes, they had to examine clues, piece together witness statements, and apply critical thinking to solve the case. This immersive activity allowed them to see how legal concepts are not just textbook theory but vital tools in solving real world crimes.
It’s been an exciting way to end the unit, combining scientific inquiry, legal knowledge, and problem solving skills into one unforgettable experience.
CAPA
Year 9 Music
In the Year 9 Music elective, students are developing their skills in music creation through hands-on experience with a range of tools and technologies. They are learning to use digital audio workstations (DAWs), musical instruments, and professional recording equipment to produce their own original songs. A key focus of the course is understanding the recording process, including the use of a metronome to maintain timing and rhythm during performance.
As students work through the steps of composing, arranging, and recording, they begin to understand the importance of structure, layering, and sound quality in music production. They are encouraged to experiment with different genres, sounds, and techniques, fostering creativity while building technical proficiency. Collaborative projects and peer feedback are also incorporated, helping students to think critically about their work and the work of others.
By the end of the unit, students will have gained valuable experience in both the artistic and technical aspects of music production. They will be equipped not only with the tools to create music on the fly, but also with a thoughtful and efficient workflow that supports meaningful and expressive composition.
PDHPE
Year 9 Sport and Fitness Students Step into Coaching Roles
Our Year 9 Sport and Fitness elective students have embraced the opportunity to enhance their coaching skills through an exciting Term 2 initiative—a coaching clinic collaboration with our enthusiastic Stage 2 students.
Each week this term, the Year 9 students will lead coaching sessions in a variety of popular sports, including Cricket, Soccer, Basketball, Netball, and Volleyball. These sessions are designed to be fun, engaging, and developmentally appropriate, offering Stage 2 students a chance to learn new skills while enjoying physical activity.
To prepare for this role, Year 9 students successfully completed an online Community Coaching course in Term 1. They then developed a series of 45–60 minute coaching sessions, which they are now putting into action with great energy and enthusiasm.
We are incredibly proud of their efforts and dedication. A special thank you to the Stage 2 staff and students for generously allowing us to share in your PE time—your support is greatly appreciated!
