School of Entrepreneurs
A Showcase from the School of Entrepreneurs
From the Head of School of the School of Entrepreneurs
Dear Parents and Carers of the School of Entrepreneurs community,
I hope this edition finds everyone well.In the previous issue of the Net the foundation of our School of Entrepreneurs motto for 2025 was introduced: “Effort opens the door, mastery strives for more.” Author, coach and motivational speaker Tony Robbins has analysed mastery based on 3 levels and describes these levels of mastery as Cognitive Mastery, Emotional Mastery and Physical Mastery. In this issue I wanted to contextualise and unpack each of these levels so that as parents and carers you can incorporate this sentiment in your conversations with your son/daughter.
The first level of mastery to unpack is Cognitive Mastery. This is where everything begins. It’s about understanding something intellectually—knowing the facts, the formulas, the strategies. For students, this means paying attention in class, asking questions, and taking the time to really understand the content. It’s about mastering the curriculum—whether that’s tackling a complex math problem, analysing a text for English or understanding the mechanics behind a business model. But here’s the thing: knowing is not the same as doing. Too many people stop at this level. They know what they should do, but they don’t act. Knowing without doing will never lead to mastery. So, it’s important that we encourage students not to stop here.
The second level is Emotional Mastery. This is where things get real. You move beyond just understanding to feeling it deeply. Questions students can ask at this point: Why does this matter to you? Why is success in your subjects or achieving your goals personally important? Is it about creating opportunities for your future? Is it about making your family proud? Is it about proving to yourself what you’re capable of? When you connect with your "why" on an emotional level, everything changes. Ask them to think about the times where they’ve pushed through challenges—it wasn’t just because they knew they had to. It was because they felt something. They cared. When you tap into that emotional drive, students become unstoppable, even when the workload feels heavy or exams are around the corner.
Emotional mastery also allows you to navigate setbacks without losing focus. When you develop emotional resilience, you can face failures and frustrations without giving up. Students learn to control their emotions instead of being controlled by them. This skill is critical in senior school, where pressures can be high. If students can master their emotions—managing stress before exams, staying motivated when subjects become challenging—they will stand out. The secret to reinforcing emotional mastery is repetition. By repeatedly reminding themself of the "why" and practicing emotional regulation, they strengthen their ability to push through difficulties and stay on track with their goals.
“Repetition is Power; Real Power comes from execution”.
But there’s one more step and it’s the most powerful of all that focuses on motion: Physical Mastery. This is when you take what you know, what you feel and you do it over and over again until it becomes automatic. This is about building habits, consistent study routines, refining your skills through practice exams and committing to your goals every single day. Think about the students who excel—they didn’t just understand the content or feel motivated for a moment. They had a vision and they practiced. They repeated it so much that eventually it became a part of who they are. Success became their norm because they ‘showed up’ and did the work consistently.
So, here’s my challenge for our students: Don’t settle for knowing. Don’t even settle for feeling. Go all the way to doing and keep doing it until it becomes a part of you. Whether it’s preparing for your exams, building your leadership skills or pursuing a passion project, commit to these three paths to mastery.
Mastery isn’t reserved for a lucky few. It’s available to anyone who is willing to take these steps. Ask your son/daughter, which path will they walk today?
I encourage you to continue this themed discussion at home with your son/daughter to help in the partnership to build this culture of mastery in the School of Entrepreneurs. Wishing you all the best over the next few weeks.
Many Blessings,
Ms Jacqui Genovese - Head of School, School of Entrepreneurs
From the SOE Assistant Principal
Dear Parents and Carers,
One of the foundations of the St Luke’s Catholic College community is our call to live the teachings of Jesus in our everyday lives. This is visualised through our 3R’s, Respect for Self, Respect for Others and Respect for the Environment.
Mr Francis O’Callaghan - Assistant Principal, School of Entrepreneurs
Escooters
Did you know that In NSW, it is illegal to ride a privately owned e-scooter on roads or road-related areas, including footpaths, shared paths, cycle ways and cycle paths? St.Luke’s bans the use of escooters to or from school as this is illegal. St.Luke’s does not take any responsibility for these scooters if they are brought to school and stolen or damaged. Escooters are very dangerous should your child come off, they could be seriously injured. If your child is caught riding an escooter they can be fined up to $136 and an additional $410 for not wearing a helmet. Escooters are only permitted on private property. Your support with this is greatly appreciated.
Mrs Josephine Camilleri - Assistant Principal, School of Leadership
What’s been happening in SOE?
English
In Year 9 English, students have been immersing themselves into the fantastical world of Tim Burton. They have engaged with some of his earlier works such as his 1982 stop-motion film Vincent. By engaging with this, they have come to realise that Burton often captures characters who are an outsider, someone who doesn’t fit into the societal norms - who may be ignored, or treated differently - who can either stand out in a crowd or go unnoticed.
They have also been building their capacity to write paragraphs that provide a clear point, an example, an explanation into how this example supports their discussion then ending with a linking sentence that connects back to the question.
Angelo C (9 Teal)
Marcus G (9 Teal)
Myra N (9 Teal)
In Year 10 English, students have been considering how composers reflect ideas and opinions. By engaging with Robert Frost’s poem ‘The Road not Taken’ students were able to connect to ideas of being an individual in the face of conformity.
They have also been building their capacity to express these connections in written form, through paragraph writing.
Year 9 Elective - Law, Business and Money
In our Law, Business, and Money course (LBM), students have begun studying law, with a particular emphasis on the Australian legal system. We have immersed ourselves in learning about the rules and laws that govern our society, the reasons behind their existence, and the consequences of not following them. Over the past week, we have focused on the jury system and the various types of courts. Student engagement has been excellent and we look forward to diving deeper into our studies of Law throughout this term. Thank you to the students of LBM for an excellent start to the year!
Year 12 Ancient History Excursion
Students in the year 12 Ancient History class took a trip to Macquarie University, where they spent the day participating in workshops that deepened their understanding of the Cities of Vesuvius. On the day, students were joined by Dr Yvonne Innal, who took the young historians on a tour of their museum, interacted with a range of different artefacts from the Roman Empire at the time of the eruption of Mount Vesuvius and listened to the experiences from an archaeologist who excavated at the site of Pompeii & Herculaneum. By the end of the day, student’s were enriched with more knowledge of life in Pompeii & Herculaneum.
Life Design
In week 5, our Year 9 students embraced the excitement of the Amazing Race Challenge as part of their Life Design assessment task, and what a fantastic day it was! From solving puzzles to completing physical challenges, students worked collaboratively, demonstrating resilience, problem-solving, and determination. It was wonderful to see them stepping out of their comfort zones, supporting one another, and tackling each task with enthusiasm. A huge thank you to our dedicated staff for making the event run smoothly. We are so proud of Year 9 for their energy and teamwork—what a memorable experience to strengthen friendships and have fun along the way!
Year 11 and 12 Music Excursion
A group of Stage Six Music students travelled to the iconic Sydney Opera House to attend Encore, an annual showcase presented by the New South Wales Education Standards Authority (NESA). This prestigious event highlights the finest compositions and performances from outstanding Music 1, Music 2, and Music Extension students across the state.
For students currently undertaking the Stage 6 Music 1 course, Encore provided a valuable opportunity to experience a diverse range of musical styles and interpretations. The event offered invaluable insight into the standards expected by NESA, helping students better understand the level of excellence required for their own practical and theoretical examinations.
Attending Encore was an inspiring experience, leaving students motivated and better prepared for their musical studies.
Religion
Year 9
Over the past few weeks, Year 9 students have questioned what it means to be an ‘Upstander’ in a world full of Bystanders.
Our exploration of Hermeneutics has allowed Year 9 students to see how Jesus’ teachings were profoundly countercultural, particularly through the parable of the Good Samaritan (Luke 10:25-37). By interpreting this story through a hermeneutical lens, students have uncovered how Jesus radically challenged societal norms and expectations of his time.
In first-century Jewish society, Samaritans were despised by Jews, yet Jesus deliberately made a Samaritan the hero of the story. Through our study, students have recognised how this choice shattered prejudices and redefined what it means to love one’s neighbor. Rather than conforming to social divisions, Jesus called for compassion that transcends boundaries—an idea that remains just as revolutionary today.
This deeper understanding of Hermeneutics has helped students see that Jesus was not merely a moral teacher but a figure who disrupted injustice and invited people to live differently. His challenge to authority was not one of rebellion, but of radical love and inclusion—an approach that continues to inspire us in responding to issues of exclusion and prejudice in our own world.
Year 10
Over the past few weeks, Year 10 students have explored the significance of love in the context of authentic relationships. Their exploration of different types of love—eros, philia, storge, and agape—has challenged and reshaped their expectations of meaningful connections.
Students have also explored the difference between covenantal and contractual relationships. Initially, many viewed relationships through a contractual lens—as agreements based on mutual benefit, where expectations must be met for the relationship to continue. However, through deeper reflection, they have come to appreciate that covenantal relationships—rooted in commitment, selflessness, and faithfulness—offer a more meaningful foundation.
By engaging with Jesus’ teachings on love and the biblical significance of covenants, students have discovered that authentic relationships are not merely about fair exchanges but about choosing to love, even when it is challenging. Unlike contracts, which can be broken when conditions are not met, covenants call for a deeper, unconditional commitment that prioritises the wellbeing of the other.
This shift in perspective has encouraged students to reflect on their own relationships—whether with family, friends, or their communities. They now recognise that true connection is built on trust, sacrifice, and a willingness to give without expecting something in return. As a result, they are more intentional in how they build and sustain relationships, striving to embody a love that is enduring, faithful, and transformative.
Year 12- Madison White- Completion of a Certificate III in Design Fundamentals.
A huge congratulations to Madison White who completed her Certificate III in Design Fundamentals through the Whitehouse Institute of Design in January. Madison sacrificed many of her school holidays throughout Year 11 to achieve this qualification. Well Done Madison, we look forward to seeing how this achievement leads to bigger and better things for you!