A message from the School of Entrepreneurs Head of School

Greetings to the School of Entrepreneurs community,

As Term 1 gradually comes to a close, it's a great time for students and parents to reflect on academic progress and set goals for the terms ahead. Here are five reflective questions you can use to engage your son or daughter in a meaningful discussion about their learning habits and achievements.

What are you most proud of in your academic efforts this term?
What challenges did you face and how did you overcome them?
How effectively have you managed your study time and workload?
What study strategies have worked well for you and what might need improvement?
What goals would you like to set for the next term to continue improving your learning habits?

As students progress through their high school senior years, the habits they develop play a crucial role in shaping their academic success. Years 9-12 are particularly significant as they provide the foundation for mastering content, managing workloads and preparing for future study and career pathways. According to leading academic research, some of the most effective study habits include:

Active Recall & Spaced Repetition – Regularly revisiting and testing knowledge over time strengthens memory retention and understanding.
Time Management & Prioritisation – Using planners, to-do lists, and structured schedules helps students balance study, extracurriculars, and personal time.
Effective Note-Taking – Techniques such as the Cornell Method or mind mapping enhance comprehension and make revision more efficient.
Minimising Distractions – Creating a focused study environment free from digital interruptions improves concentration and productivity.
Self-Testing & Practice Papers – Engaging with past papers and self-assessments builds confidence and highlights areas for improvement.
Healthy Study-Life Balance – Regular breaks, exercise and sufficient sleep contribute to better cognitive performance and well-being.

School of Entrepreneurs students are encouraged to establish strong study habits in these years to not only enhance performance in assessments, but to foster skills around building independence, resilience and a lifelong love of learning.

As we come to the end of another busy and rewarding term, we extend our warmest wishes to all members of our School of Entrepreneurs community for a joyful and holy Easter.

In the Catholic tradition, Easter is a time of profound hope, renewal and new life. It reminds us that even in moments of challenge and uncertainty, there is always the promise of growth, transformation and possibility. This message resonates strongly with the spirit of entrepreneurship, the courage to begin again, to learn from experience and to move forward with purpose.

May this Easter season bring you peace, time for reflection and the opportunity to reconnect with what matters most. We look forward to continuing our journey together in Term 2, inspired by the hope and renewal that Easter represents.

Wishing you and your families a blessed and Happy Easter.

Ms Jacqui Genovese - Head of School, School of Entrepreneurs

From the SOE Assistant Principal

Encouragement or Pressure? A Perspective on Supporting Our Students

As an Assistant Principal, I have the privilege of working closely with students, families, and staff during some of the most formative, and often most stressful, years of a young person’s life. One of the most common concerns I encounter from parents is simple and well-intentioned: “How do I motivate my child to do their best?”

It is an important question. However, in my experience, the issue is not whether students are motivated, but whether the support they receive feels like encouragement or pressure.

Across Australia, we are seeing clear evidence that students are under significant strain. Research from ReachOut Australia indicates that nearly half of young people feel extremely or very stressed about study and exams, with many reporting that this stress is affecting their mental health. Studies from Australian National University suggest that around one in three Year 12 students experience high psychological distress, while data from the Australian Institute of Health and Welfare shows that a large proportion of young Australians feel stressed most or all of the time.

These statistics reflect what we see in schools every day. Students are working hard, often juggling academic expectations, co-curricular commitments, part-time work, and social pressures. Many are not lacking in drive, they are navigating an environment where the fear of failure, comparison with others, and concern about disappointing their families can weigh heavily.

This is where the distinction between encouragement and pressure becomes critical.

Encouragement builds students up. It communicates belief, support, and trust in their ability to grow. When a student hears, “I’m proud of the effort you put in,” or “Let’s look at what you can learn from this,” they are more likely to take ownership of their learning. They begin to see challenges as opportunities rather than threats. Over time, this fosters resilience, independence, and a willingness to persevere. Most importantly, this has the potential to foster a dialogue between parents and children where they may be able to speak openly and honestly about what they need.

Pressure, by contrast, often has the opposite effect. It can emerge when expectations are expressed in ways that feel conditional—when success is tied narrowly to marks, rankings, or comparisons. Statements such as “You need to get top results” or “You can’t fall behind” may be intended to motivate, but they can create anxiety and fear of failure. In a school setting, we see that students under sustained pressure are more likely to disengage, take shortcuts, avoid challenges, or experience heightened stress and burnout.

It is important to be clear: high expectations are not the problem. In fact, they are essential. The difference lies in how those expectations are communicated and supported. Students need to know that while we value achievement, we value them more.

In conversations with students, a consistent theme emerges. They are often less concerned about the work itself and more concerned about what the outcome means—for their future, for how others see them, and for whether they have met expectations. When support becomes pressure, it reinforces the idea that failure is unacceptable. When support is encouraging, it reassures students that setbacks are part of learning.

For families, we like to focus on a few key approaches. First, emphasise effort and improvement rather than outcomes alone. Second, avoid comparisons between siblings or other students. Each student’s journey is different, and comparison is a significant source of stress. Third, maintain open conversations about goals, allowing students to have a voice in what they are working towards. Finally, remember that wellbeing underpins success. A student who feels supported, safe, and understood is far more likely to achieve their potential.

Our role is not to remove challenge, but to ensure that challenge is accompanied by support. Our students will face pressure in many areas of life. What they need from us is guidance that builds confidence, not expectations that overwhelm.

Encouragement does not lower standards—it strengthens students so they can meet them.

Mr Francis O’Callaghan - Assistant Principal, School of Entrepreneurs

Wellbeing Update

From the Year 9 Wellbeing Coordinator

Over the past three weeks, students have successfully completed NAPLAN, participated in our College Athletics Carnival, and most recently engaged in our first Student Wellbeing Day.

NAPLAN:

Congratulations to our Year 9 students for the way they approached NAPLAN with focus, resilience and a positive attitude. They are to be commended for their effort and commitment throughout the assessment period, demonstrating maturity and perseverance in their learning.

Athletics Carnival:

Students showed great enthusiasm at the College Athletics Carnival, proudly representing their house colours throughout the day. It was fantastic to see students cheering one another on, demonstrating strong school spirit and encouragement across all events. Well done Year 9!

Year 9 Student Wellbeing Day - Who am I?

The focus of the day was centred around the question: “Who am I?”

Students participated in a series of structured sessions designed to support reflection on their values, habits, and choices.

In our first session, students explored their personal values, character and the influences that shape who they are. Through activities such as identifying role models and reflecting on their own values, students were encouraged to consider what truly matters to them and how this is reflected in their everyday actions.

The second session shifted focus to learning habits and behaviours, drawing on the framework of the 7 Habits of Highly Effective Teens by Sean Covery. Students explored habits such as being proactive, setting goals, prioritising tasks, working effectively with others, and taking care of their wellbeing. They also examined the gap between what they say they value and what their actions demonstrate. This prompted honest and insightful reflection, as students began to recognise how small, consistent habits can have a significant impact on their learning and overall success.

Our final session challenged students to think about who they are “when it matters most,” particularly when faced with pressure or difficult ethical dilemmas. Students engage in discussions around responsibility, respect, and making choices that align with their values, even when those choices are not the easiest.

It was a long and full day, but a highly successful one. It was wonderful to see such strong participation and engagement across the sessions. Students approached activities with maturity and openness, contributing to a positive and supportive atmosphere within each group. A few well-timed lollies certainly helped to keep energy levels up, but more importantly, students demonstrated a genuine willingness to reflect and contribute.

We are incredibly proud of the way Year 9 conducted themselves throughout the day. These experiences play an important role in supporting students to develop a stronger sense of self, build positive habits, and make thoughtful decisions as they continue through their schooling journey.

How Families Can Support at Home

We encourage families to continue these conversations at home. Simple discussions can have a powerful impact, such as:

Asking: “What is something you value, and how does it show in your actions?”
Talking about habits that support learning, such as organisation, effort, and balance
Discussing real-life situations and asking: “What would you do?”
Encouraging students to reflect on their choices and consider different perspectives
Reinforcing that mistakes are part of learning, and growth comes from reflection and effort

These small, consistent conversations help students connect what they learn at school with their everyday lives.

Together, we continue to support our students to grow, reflect, and thrive.

Mrs Michelle Zorzo - Year 9 Wellbeing Coordinator

From the Year 10 Wellbeing Coordinator

It has been a fantastic start to the year for Year 10, with students demonstrating commendable focus and a positive attitude throughout Term 1. A particular highlight was the recent Athletics Carnival, where the cohort displayed excellent effort and sportsmanship, with many students stepping up to compete and support their peers. Furthermore, our recent HSIE excursion to the Jewish Synagogue was a resounding success; the students are to be commended on their respectful behaviour and engagement, which served as a wonderful representation of our school values within the community.

Looking ahead, Term 2 promises to be a significant period as we begin the formal process for Stage 6 subject selections. This is a crucial milestone in our students' academic journeys, and further information regarding information evenings and selection procedures will be shared in the coming weeks. We wish all of our Year 10 families a happy, safe, and festive Easter break and look forward to a productive term ahead.

Mr Dean Zaccaria - Year 10 Wellbeing Coordinator

From the Year 11 Wellbeing Coordinator

Year 11 has been staying busy as the term draws to a close with assessments in most of our Preliminary courses and the stress that these can bring. As such, our Wellbeing Focus has been Academic Resilience. An academically resilient student sees any feedback as an opportunity to grow and improve, and actively tries to address their shortcomings so that they can see better results in the future. It is a skill that we can practice by leaning into a Growth Mindset and focusing on every stumble as a meaningful opportunity for improvement, rather than a disappointing hurdle. With marks for our first assessment tasks coming in, it is important to challenge ourselves to be resilient to what can be uncomfortable feedback, and embrace all comments as opportunities to do better in the future.

Year 11 also had a wonderful time at the Athletics Carnival. One of the best dressed on the day, Ameeran Qureshi had this to say:

“It was a great opportunity for students to come together and represent their houses as a whole school community. It was also a great opportunity for students to express themselves and interact with people from other grades in their House Groups, not just their friendship groups. My inspiration was to really represent house spirit and for people to look to me as a future leader - I wore a minion outfit, painted my face yellow and did my hair. I really enjoyed people complimenting my creativity, seeing others dressed up differently and talking to them about it.”

Seen pictured: Mia, Ameeran, Kristine, Shaynika, and Mr Golebiewski

Miss Breana Wick - Year 11 Wellbeing Coordinator

From the Year 12 Wellbeing Coordinator

As we near the end of the second term, Year 12 has been keeping busy with a mix of community service, school spirit and academic focus!

First up, our students have been giving back through the Jesuit Social Services Donations. Year 12 worked together to collect essential items such as toiletries, showing care for those in need, especially during the lent season. It’s inspiring to see our senior students making a positive impact in the wider community.

Of course, it hasn’t all been work! Year 12 also came together for their last Athletics Carnival, giving it their all on the track and field. It was a day full of energy, laughter and school spirit, creating memories that will last a lifetime.

And while we’ve been enjoying these special moments, Year 12 haven't forgotten their studies. The assessment period is in full swing, and students are showing incredible focus and determination. With only a few weeks left of the term, everyone is encouraged to keep going strong - your hard work now sets the tone for a successful final term of Year 12.

Year 12 is balancing giving back, celebrating milestones, and pushing academically - all while showing the leadership and spirit that make them a standout year group.

Keep it up, Year 12!

Natasha and Simran

Yr 12 Connectivity and Inclusion Leaders

As we move into the final stretch of the term, it has been wonderful to see the continued commitment and resilience shown by our Year 12 students. They are managing a demanding assessment schedule with maturity and focus, and we commend them for the positive way they are approaching their studies and school responsibilities.

A reminder to families that tickets for the upcoming Year 12 Formal are now available. These can be purchased conveniently through the QKR website or app. We encourage you to secure tickets as soon as possible to avoid missing out on what promises to be a memorable evening for our students.

We would also like to take this opportunity to thank parents and carers for your ongoing support. Your reinforcement of our school expectations—particularly around uniform and punctuality—plays a vital role in maintaining a positive and productive learning environment. Ensuring that students arrive at school on time each day, dressed appropriately, sets them up for success and helps foster a strong sense of community.

As always, we encourage families to regularly check their emails for important updates, particularly regarding future career pathway opportunities. A range of information continues to be shared with students and families to support planning for life beyond school, and staying informed is key to making the most of these opportunities.

Finally, as we approach the Easter break, we wish all members of our school community a safe, restful, and enjoyable holiday. This is a special time to reconnect with family, recharge, and reflect on the meaning of Easter and the gifts that Jesus has given us.

We look forward to welcoming everyone back refreshed and ready for the term ahead.

Mrs Sharon Eldridge - Acting Year 12 Wellbeing Coordinator

What’s been happening Across the Curriculum . . .

Mathematics

Math Space

Parents may have received an invitation to create a Math Space parent log-in. Math Space is an online platform that students use both in and out of the classroom. The platform provides a range of methods for students to complete activities, practice their skills, learn new content and receive support. All the learning data is collected for students, parents and teachers to map a clear picture of how a student is progressing through the Mathematics curriculum. The parent portal will provide access to student progress, and to see what activities have been completed by their child set by their teachers.

Math Space are processing the invites to parent emails and should be sent to the primary parent email by the end of term

Enrichment and Support Programs

By Term 2, students and parents may receive an expression of interest form for a Mathematics Enrichment or Mathematics Support program. The purpose of these programs are:

Enrichment:

Challenging problem solving
Extend Mathematical Concepts

Support:

Practice fundamental number skills
Revise concepts to support learning in class

These programs will most likely be conducted from 8:00am-8:30am and on a specific day for each year group. Information will be sent out via Canvas and/or Compass for those that are interested soon.

Science

Year 9 Myths, Marvels and Mysteries

Year 9 students in the elective Myths, Marvels and Mysteries have been exploring the science behind some of their favourite movies. The class investigated whether the spectacular scenes we see on screen are fact or fiction in space-themed films.

Students examined how forces, gravity and motion are shown in movies and compared this to what science tells us should really happen in space. Using their understanding of Newton’s laws of motion students designed their own space stations, applying their knowledge of space science to think about how these structures would function in orbit.

Year 11 Biology – Cells as the Basis of Life

Year 11 Biology students have been studying cells as the basis of life, with a focus on the important role of cell membranes. They explored how the cell membrane controls what enters and leaves the cell and why this is essential for cell function.

Students also designed and created models of the cell membrane, allowing them to visualise its structure and see how its different components work together.

Year 12 Chemistry – Acids, Bases and Titrations

Year 12 Chemistry students have been learning about the theory and calculations of acids and bases, with a focus on how titrations are used to determine the concentration of solutions.

Students have been practising their titration techniques in the laboratory as they prepare for their upcoming assessment task. Through these practical investigations, they are developing their skills in using laboratory equipment, recording accurate data and applying their calculations to determine unknown concentrations.

Art/Music

Students across Years 7-9 are learning to read, compose and perform music through practical experiences using a variety of instruments. They are developing skills in interpreting musical notation, exploring and creating their own musical ideas, and applying their understanding through individual and group performances. Through these experiences, students are building confidence, creativity, and technical skills while gaining an appreciation for different musical styles and instruments.

Pathways and Partnerships

We would like to extend our heartfelt Congratulations to Ava Warren (Year 12), who was one of over 150 students who formally graduated from the Step Up Into Teaching Program at the Australian Catholic University. This award winning program offers students the opportunity to complete two University subjects that contribute to a future degree in Education. Upon successful completion of this program and the HSC, students will receive an offer to study a Bachelor of Education degree at the Australian Catholic University. Ava completed these subjects during the September and January school holidays. Congratulations on this fantastic achievement Ava and we look forward to seeing you pursuing your career in teaching!

The Net

Term 1 Week 9 2026

Issue 3 · 27 Mar 2026

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