School of Leadership
News from the School of Leadership
A Note from the School of Leadership Head of School
Dear Parents and Carers,
As we reach the midpoint of the academic year, it is timely to reflect on student growth, academic achievement and the importance of setting meaningful goals for the next stage of learning. This week, families of students in Years K–10 will receive Semester One academic reports — a valuable tool that captures not only what students have achieved, but also where their next steps lie.
Our approach to reporting is grounded in our belief that learning is a journey marked by progress, perseverance and reflection. Reports are not simply a snapshot of a student’s current standing, but an invitation — to each student and their family — to celebrate strengths and to identify areas for continued growth and focus.
To support this process, we are introducing a change to the way student progress is discussed. Beginning this semester, we will transition from Student-Led Conferences to a new format: Parent–Student–Teacher Conferences for students in Years 7–10. These conversations remain deeply student-centred, but with a clearer focus on academic achievement, growth, and strategies for improvement. Stage 3 students will continue to present their Student Led Conference before teachers discuss achievement in each of the key learning areas.
This refined approach reflects our commitment to making learning visible and purposeful. With teacher input guiding the conversation and student voice still central, these conferences will help ensure that everyone — student, teacher and parent — has a shared understanding of the learning that has taken place, the progress that has been made, and the goals that will shape the term ahead.
We believe this change will bring greater clarity, stronger partnerships, and more focused support for each student. At its heart, this is about empowering our young people to take ownership of their learning and to do so within a community that is committed to helping them flourish.
We look forward to welcoming you to these important conversations and to continuing to walk alongside each student as they grow in confidence, capability and character.
Mrs Kate Kelly - Head of School, School of Leadership
A Note from The SOL Assistant Principal
Devices:
There have been some students recently bringing Google Chromebooks to school to be connected to the WIFI servers. Unfortunately, these devices are not able to work our network. I am sharing our Device Requirements with you to guide you in the types of devices that would work best with our school network. If you have any questions, you are more than welcome to reach out to our IT team for assistance.
Winter Uniform:
During Terms 2 and 3, all students are expected to wear the full college winter uniform. We’ve noticed a number of students, particularly boys and those wearing the pants and shirt combination, are arriving at school without a necktie. Please note that neckties are a compulsory part of the winter uniform.
If your child is missing any uniform items, we encourage you to place an order through our uniform shop as soon as possible.
We understand that these are challenging times for many families. If you’re experiencing any difficulty or need support, please don’t hesitate to contact your child’s stage or wellbeing coordinator—we’re here to help.
SOL Soccer Tournament:
The SOL Soccer Tournament for 2025 has kicked off finally after many weeks of rain. The students compete in their self-devised teams on Mondays and Fridays at lunch. The games are refereed by students in Years 9-11. These tournaments are a wonderful example of the supportive culture we have here at St.Luke’s with many students coming to cheer on their friends and classmates. The tournament will continue into Term 3.
Choose Your Own Adventure Night and Year 8 Life Design Presentations:
On Tuesday the 17th of June, Year 8 presented their Life Design artifacts to parents and special guests, showcasing the work they have been doing. During their presentation, they demonstrated the career clusters they were most interested in. It was a privilege to chat with many of the students about their passions and interests and to see what motivated them.
Following this, parents and their children in Year 8 joined us in the Hall to hear about the unique subject offerings for 2026. Students in Year 8 have the opportunity to select one elective subject for their Year 9 studies. The options are carefully curated by teachers who curate a purposefully designed subject for students to undertake. The options available for the current Year 8 cohort to select from include:
- Multimedia and Coding
- Architecture and Design
- That looks bloody cool…how do I make that?
- Hospitality VET
- Law, Business and Money
- Science: Myths, Marvels and Mysteries
- Sport and Fitness
- Drama: Step into the Spotlight
- Dance
- Music: We will be heard
- Visual Arts: Unleash your creativity
- Duke of Edinburgh
This is a very exciting time for Year 8 as they get to make a choice in their educational journey to come.
Year 6 Canberra Tour Parent Information Evening:
On Wednesday 18th of June, Year 6 students and their parents joined the Stage 3 team i the Hub to hear about our exciting upcoming tour of Canberra. Parents and students got to hear about the destinations the coaches will be visiting including Parliament House, Questacon and many more. Parents also received the Packing List for the event. There was much excitement and anticipation for the event and we look forward to sharing the journey of our students and staff once they undertake this trip.
Mrs Josephine Camilleri - Assistant Principal, School of Leadership
Project Nova
We are thrilled to announce the official launch of Project Nova—a forward-thinking program designed to extend our high potential and giftedlearners beyond the classroom and into the world of real-world innovation and global thinking.
Project Nova is more than just a program—it’s a mindset. Rooted in curiosity, creativity, and challenge, Project Nova connects students with global and industry partnerships, offering rich, authentic learning experiences that foster future thinking, critical and creative problem solving, and collaborative innovation.
To mark the beginning of this exciting journey, selected students participated in a dynamic launch event where they were introduced to the goals of Project Nova, what they can expect across the year, and how they will be challenged to think like designers, innovators, and change-makers. The session included a series of fast-paced challenges designed to stretch their thinking, encourage collaboration, and push them to think “outside the box.”
As part of the next phase, all interested students have been given Expressions of Interest (EOI) forms, inviting them to apply to join the program. Selected participants will be notified in Week 10, and the full program will officially commence in Term 3.
We can’t wait to see how our learners continue to grow and shine as Project Nova unfolds. Watch this space for updates, student stories, and the incredible ideas that will emerge from this bold new initiative.
Warm regards,
Ms Shaz McAllister
Lead Teacher - Project Nova
Stage 3 Stories…
Dear Parents and Carers,
As we reach the end of Term 2, I would like to take a moment to reflect on what has been a truly productive and enriching semester for our Stage 3 students. The past ten weeks have seen a great deal of growth, learning, and achievement across all areas of the curriculum.
This term, students embraced new learning opportunities with enthusiasm, particularly through the introduction of our Maths Groups initiative, which has already shown great success in supporting differentiated learning. We're pleased to share that these groups will continue and expand further in Term 3, allowing for even more targeted support and challenge for all learners. Here is what some of learners had to say about Maths Groups:
Giovanni:
"This term we’ve been doing maths groups, and at the start I felt nervous about sharing my ideas. I used to worry about getting things wrong. But now, I’ve noticed how much more confident I feel. I’m starting to take risks and speak up more because I know it’s helping me grow. I’ve realised that learning is about progress, not perfection. The picture on the left is from a lesson where Amelia, Zach, Ava and I decided to take on a particularly challenging task. We didn’t give up and kept going until we found the answer.
Zach:
“For me, maths groups have really helped me understand how I learn best. I used to focus on what group I thought I should be in, instead of what I needed. But now I’m proud of how much I’ve improved just by focusing on my own learning. This links to our Think3 pillar—Understanding Ourselves as Learners—because I’ve learned that everyone’s learning journey is different, and that’s something to celebrate.”
Looking ahead, Term 3 promises to be filled with exciting experiences and programs designed to further engage and inspire our students. One of the highlights will be the Year 6 Camp to Canberra, a memorable and educational opportunity that aligns with our Civics and Citizenship curriculum. We’re also thrilled to launch the Voice of Youth public speaking program and Become Me, a real-world learning experience that supports student agency and future thinking.
For our Year 5 students, the focus in PDHPE and Drama next term will centre around social and emotional intelligence—an essential area of learning as our students navigate the unique challenges and changes of the upper primary years.
As always, we value the partnership we have with our families. Stage 3 is a time of significant growth and transformation, and we encourage you to continue engaging in open and supportive conversations with your child about their learning, friendships, identity, and personal development.
Thank you for your continued support throughout the semester. We wish all our families a safe and restful break, and we look forward to another dynamic and inspiring term ahead.
Warm regards,
Ms Shaz McAllister
Instructional Leader - Stage 3
Science labs/Prototypes
This term in Science, students have been learning about the properties of materials and the design process. They have conducted hands-on investigations to test different types of materials and evaluate the functionality, purpose and sustainability of these materials in different everyday objects. As part of their final assessment, students have been applying their knowledge of material properties to work through the design process to develop a fidget toy that is durable, sustainable and purposeful. Each group had to consider the type of fidget toy they would create and the materials most suitable for their particular products and based on feedback on their initial planning, develop a prototype of their toy.
As part of this work, Stage 3 students were given the opportunity to visit the science labs to work with Ms McAllister to conduct a number of experiments that explored the concept of thermal conductivity. The aim of each experiment was to observe the effect of heat on a range of materials. Through observing the effect of heat, students were able to make informed decisions about the best materials to use in the design of their fidget toys.
We went to the science lab where Ms McAllister helped us test different materials to see how much they can withstand heat. This helped us find what is suitable for a fidget spinner. The science lab itself is pretty clean and we had a lot of safety precautions. It was very fun whilst keeping us safe around heat. Overall the whole time was very cool. - Hardriel, Year 6 Riley
In science, we went to the science labs to learn about properties of material and thermal conductivity by testing different metals on which one can melt the wax on the end the fastest, we recorded the times and were deciding which metal is most suitable for a fidget spinner, it was a good lesson because it involved coordinating and working together. - Jaxon, Year 6 Riley
Year 6 Adventure Stories
This term in Year 6 English, students have engaged in an in-depth study of the adventure genre. The unit involved learning about the genre codes and conventions such as tension, harsh environments and danger and the typical textual features that allow the reader to step into the exciting world of the text! Students explored these concepts through conducting a novel study where they explored the concepts of characterisation, genre and narrative, considering how authors of the adventure genre use their stories to teach us about life. Students then applied their knowledge of what they had learned about the adventure genre to creating their own adventure stories!
Students have just started to finalise and publish their stories after conducting a feedback protocol called inside-outside circles. Through this protocol, students move around in two concentric circles to give and receive feedback on the way they have written their stories, considering their ability to hook a reader in, vary sentence structures for effect, use of figurative and descriptive language, overall text structure and capacity to follow the 7 steps of writing. Students are also encouraged to apply the techniques of authors explored in mentor texts during the modelled portion of our lessons to enhance their writing even more!
This term in Writing, we have been looking at the adventure genre! We have explored how we can make the reader feel a different mood through the tone an author sets for the audience. We have been learning more about hooking our readers using some writing techniques, like applying sensory language to help my audience feel like they're in the text for a similar experience. We also learnt to structure our adventure stories using the hero's journey. The ordeal, or the biggest problem for the hero, in my story is when the hero/main character fights against evil forces. The hero's mission in my text is to save the lost souls and try to get out of this game he teleported to. - Riley, Year 6 Riley
In writing this term, we have been writing text from the adventure genre using the hero's journey.We first started by learning about the Hero's Journey and how it is used in almost every adventure book or movie. Once we learnt what the Hero's journey is, we began planning our characters using elements such as their physical appearance, backstory, personality, and many more. Once we did our planning of both our setting, our characters and our hero's journey, we moved on by writing a sizzling start to make sure we could hook our reader to want to know more. We did this to find out what techniques we can use to craft an immersive and vivid setting by using other common texts to find these techniques such as personification, show not tell, tightening the tension and many more. - Ianna, Year 6 Riley
Tournament of the Minds
Stage 3 students have been hard at work over the past few weeks, preparing for the upcoming Tournament of Minds competition in Term 3. As part of their preparation, students took on the challenge of solving a previous year’s long-term problem, working collaboratively in teams to develop innovative and creative solutions.
This Tuesday, students proudly presented their practice solutions to their peers and teachers, receiving valuable feedback that they’ll carry forward into the official competition next term. Their teamwork, dedication, and problem-solving skills have been exceptional, and we are incredibly proud of the effort and enthusiasm they’ve shown.
The official Tournament of Minds challenges will be released on the first day of Term 3, kicking off an exciting six-week journey of collaboration, critical thinking, and creativity. We can’t wait to see what our talented students come up with!
Please join us in wishing our Stage 3 teams the best of luck as they prepare for this enriching and inspiring experience!
Year 5 Term 3 Fantasy Novel Studies
Before the end of term, Year 5 students will take part in an exciting book tasting experience to help them choose the novel they’ll be studying next term. This involves exploring six different titles by reading the blurbs, the first few pages, and examining the covers to decide which book captures their interest.
By the end of Week 10, students will be allocated one of the books based on their preferences. Year 5 teachers kindly ask that students read and engage with their selected novel over the holidays in preparation for next term’s guided reading lessons and activities.
We encourage parents to support their child in reading during the break, helping them get the most out of this upcoming unit. We’re so excited to see students immersed in the fantasy genre and can’t wait for the adventures ahead!
Religion Final Assessment
For their final assessment in Religion, Year 5 and 6 students are creating a physical walk-through timeline showcasing key events in the history of the Church. This engaging and creative task is a response to the driving question, Why learn from history? Students have researched significant moments, people and developments in the Church’s journey and are presenting them in a way that allows others to explore the timeline interactively. This project encourages critical thinking, teamwork and deep reflection on how the past continues to shape the present Church and its mission in the world today.
This term in religion, Stage 3 has been learning about the growth and history of the early church. For our term 2 final benchmark, each group was given a part of the church's timeline to further research and explore upon with some groups focusing on Jesus’ Ministry, Paul’s Journey, the Apostles and 7 other key events in the early Churches development. For this task, we had to work together as a group to creatively and uniquely present what we have learnt about our station which meant no boring slideshows! With every group's participation eventually forming a class timeline. Various groups made dioramas/models, short films, posters and some used minecraft to display their content. I very much liked this task as it allowed us to work in a more collaborative hands-on way. This project has really helped me understand the church's history in a more interactive and interesting way. I found it extremely fun working with my group and others, seeing how people really brought their station to life in their interpretation. Overall, I thoroughly enjoyed this and it was a great learning experience and challenge that taught me how the church has not only grown but how it has impacted the world, past and present.
- Seraphina Tima, Freeman
100 Days of Kindergarten!
As part of the 100 Days of Kindy celebration, Year 6 students had the special opportunity to visit the Kindergarten classrooms and take on a leadership role. They helped the younger students decorate their frosted biscuits with hundreds and thousands, patiently guiding them and celebrating their milestone together. After the activity, they spent time playing and connecting with the Kindergarten children, creating moments of joy and friendship. The experience was a wonderful chance for Year 6 to demonstrate leadership, kindness and care, while building meaningful bonds across year levels.
On the 19th of June, was Kindy’s 100 days of kindergarten celebration, and Year 6 was able to join them to celebrate their special day. Each Year 6 student was given 1-2 Kindy buddies to work with, and those were chosen by the teachers at the start of the session.
To celebrate Kindy’s 100 days of Kindergarten, Year 6 were able to create a treat, using icing, a biscuit, and some sprinkles. Year 6 and Kindy had access to play on the rocky point, adventure playground and the sand pit. Overall, I really enjoyed it as it was a good way to communicate with the younger grades as the leaders of primary.
This experience was definitely a highlight of mine throughout term 2 because I could tell both Year 6 and Kindy definitely enjoyed it!
I am definitely confident that this is something the future Year 6’s and Kindy’s would look forward to.
- Caterina Padilla, Freeman
On Thursday both year 6 and kindergarten collaborated by getting together and celebrating 100 days of kindy with some biscuits. With our kindy buddie we helped them create a tasty biscuit that consisted of icing, sprinkles and a biscuit .
Before we moved off to the playground with our buddies we tasted our biscuits and they were delicious! To conclude our fun time at kindy we ate our lunch with them and played some games with our buddies . Overall both year 6 and kindergarten had a splendid time at the 100 days of kindy celebration. - Monet & Janet, Year 6 Riley
Environment Day
Earlier this term, students took part in a whole-school initiative, Environment Day. This special event aligns with the message of Pope Francis’ encyclical Laudato Si’, which calls us all to care for our common home through ecological conversion and sustainability.
Students engaged in a variety of meaningful activities, including a campus clean-up and an art competition reflecting environmental themes.
Congratulations to Chaya Marie Penman and Sophie Langdon, who were the winners of our Environment/Laudato Si’ Day Artwork Competition! Well done to both students for their creativity and commitment to caring for creation.
STEM MAD
Throughout this term and continuing into Term 3, students from Stages 3 to 5 have been immersed in the STEM MAD program. This initiative provides opportunities for students to apply their Science, Technology, Engineering, and Mathematics skills to develop creative solutions that make a real difference.
Over the past few weeks, student groups have been planning and designing their projects, tackling real-world problems with creativity and enthusiasm. Some of the project topics include garbage sorting, hydropower, hydroponic farming, and pollution reduction—all focused on building a more sustainable future.
Students are being guided by their mentor teachers to help refine their ideas and strengthen their problem-solving skills.
To support the next phase of their work, a STEM MAD Workshop Day will be held in Week 10, giving students dedicated time to progress their projects. This will prepare them for the STEM MAD Showcase scheduled for Term 3.
From Year 7…
During a recent Year 7 assembly, students watched a powerful video titled “How You Treat People Is Who You Are!” by Fearless Soul. The video delivered a clear and moving message: regardless of someone’s talents, appearance, or popularity, it is their actions—especially how they treat others—that define who they truly are.
This message is particularly relevant for our Year 7 students, at this time. Kindness plays a crucial role in helping us all form meaningful connections, feel a sense of belonging, and develop confidence. In a school environment, small acts of kindness—such as including someone who is alone, offering help to a struggling peer, or standing up against unkind behaviour—contribute significantly to the wellbeing of both individuals and the wider school community.
Ultimately, kindness shapes the culture of our school and the quality of relationships our students experience. It fosters an environment where everyone feels seen, valued, and supported. By working together— we can continue to build a community where kindness is not just encouraged, but expected! We are continuing to challenge all of our Year 7’s to look for ways that they can show kindness both in and out of the classroom. This week I have been privileged to witness many times where Year 7 were showing kindness to all of their class. Hopefully, some of these kind acts are also being experienced at home!
Ms Eldridge- Acting Year 7 Wellbeing Coordinator
From Year 8…
Over the past few weeks, Year 8 students have shown tremendous resilience and determination as they completed their formal assessment tasks for the term. While the challenges of managing workloads and meeting deadlines were real, it was encouraging to see students persevere and rise to the occasion. Their commitment to learning and personal growth is a true reflection of our theme ‘Together We S.O.A.R,’ showing respect, offering support, acting safely, and rising to challenges.
In Life Design, students proudly presented their artefacts at the ‘Career Expo,’ showcasing the three career clusters they’ve explored this term. It was fantastic to see such a wide range of career aspirations on display, from creative industries to health, business, and technology, all thoughtfully presented and highly engaging. A big thank you to the Life Design teaching team for guiding and supporting students through this rich learning process. Congratulations to all students for their effort, creativity, and professionalism. It was an excellent showcase of their learning and future thinking. We’ve received wonderful feedback from families and friends who were impressed by the quality of the displays and the confidence with which students shared their ideas.
We also celebrated the “Choose Your Own Adventure” subject selection process, where students began making informed decisions about their learning journey by selecting their elective for 2026 . It was wonderful to see so many families attend the Insight Evening and engage with the diverse subject offerings designed to reflect Year 8 interests and the unique learning pathways at St Luke’s. A reminder that elective choices are due by Thursday, 27 June.
Looking ahead, Parent-Student-Teacher Interviews in Week 10 will be a valuable opportunity to reflect on progress, celebrate growth, and identify next steps.
As the term draws to a close, we thank you for your continued support and encouragement. Together We S.O.A.R, and we look forward to finishing the term with hope, gratitude, and a strong sense of community.
Mrs Zorzo - Year 8 Wellbeing Coordinator
Learning Showcase
Science
This term in Science, Year 7 students have been exploring the exciting topic of Earth and Space. They began by learning about the layers of the Earth—the crust, mantle, outer core and inner core—and how each layer plays a role in shaping our planet. Students also studied different types of rocks and how they form, along with how landforms like mountains and valleys are created over time.
Students then looked up to the skies to learn how day and night occur due to Earth’s rotation, and how the seasons change because of the tilt of Earth’s axis. They also used simple models to investigate eclipses, discovering how the Sun, Earth, and Moon line up to create solar and lunar eclipses.
To finish the unit, students had fun designing and making their own constellations. They used their creativity to form star patterns and invent names and stories to match.
Religious Education:
Year 8 Students Bring the Gospel to Life
Coming Soon: Voices of the Beatitudes Expo
In the coming weeks, our Year 8 students will present their Voices of the Beatitudes Expo—a creative and faith-filled showcase that highlights their deep engagement with the teachings of Jesus. As part of their Religious Education unit, students have been exploring the Beatitudes and reflecting on how these Gospel teachings can guide us in living a good and purposeful life.
Working in collaborative groups, students are designing original presentations that creatively express the meaning of their chosen Beatitude. From modern-day skits and visual storytelling to podcasts, musical compositions, and digital art, each group is crafting a unique response that connects Scripture to the real world.
The Expo is not only a celebration of learning, creativity, and teamwork—it is also a powerful witness to how our students are growing as compassionate and thoughtful young people, inspired by the words of Christ.
We look forward to seeing their voices shine in this meaningful expression of faith in action.
Beatitude Statement - Student Samples - Year 8 RE
Students preparing for the EXPO:
Year 7 Music
Year 7 Music students recently had the exciting opportunity to take part in an African drumming incursion held at the school. This enriching experience was designed to immerse students in the traditional musical practices of various African cultures, with a particular focus on rhythm, community, and the role of music in storytelling and communication.
Throughout the incursion, students actively participated in a range of engaging and educational activities. They explored the different techniques and approaches used in African drumming, including call and response, polyrhythms, and the use of body percussion. The workshop also highlighted the cultural significance of music and dance in African communities, demonstrating how these elements are used to bring people together, celebrate important events, and pass down stories through generations.
Students had the opportunity to play authentic African drums and percussion instruments, learning how to work collaboratively to create complex rhythmic patterns. The session also included movement and dance activities that encouraged students to further connect with the expressive and communal nature of African music traditions.
Both students and staff thoroughly enjoyed the incursion, and it provided a valuable cultural experience that not only supported the Music curriculum but also promoted teamwork, listening skills, and cultural appreciation. The incursion was a memorable highlight for Year 7 Music, and we look forward to exploring more world music traditions in the future.
Year 7 Visual Arts
In Year 7 Visual Arts, students are currently engaging in an exciting and innovative portrait project that challenges traditional drawing techniques. Rather than relying on conventional shading methods such as pencil gradients or charcoal smudging, students are using typography—the art of arranging text—to recreate the tones and textures of celebrity portraits. This creative twist not only encourages students to think differently about visual representation, but also integrates elements of design and language into their artistic process.
The project begins with students selecting a photograph of a well-known celebrity. They carefully trace the image to capture its basic outline and defining features. From there, they use fine felt-tip pens to build their portraits through handwritten text. By overlapping words and altering the size and density of their writing, students are able to simulate light and shadow with remarkable precision. Darker areas are filled with compact, layered text, while lighter sections are created using larger or more widely spaced lettering. This technique invites students to consider how visual weight and meaning can be conveyed through language.
Not only does this task develop students’ technical drawing skills and creativity, but it also encourages critical thinking, patience, and attention to detail. It’s been inspiring to see the individuality each student brings to the task, with many choosing quotes or lyrics connected to their chosen celebrity, adding a personal and thematic layer to their work. The results are both visually impressive and intellectually rich, reflecting the depth of learning taking place in our Visual Arts classrooms.
Year 7 Religious Education:
Empowering Young Advocates: The St Luke’s Ethics Committee
At St Luke’s Catholic College, our Year 7 students have launched an exciting new initiative in Religious Education — the St Luke’s Ethics Committee. This project invites students to take on the role of ethical leaders by investigating real-world injustices and responding through the lens of Catholic Social Teaching, Scripture, and Church documents such as Laudato Si’ and the Catechism of the Catholic Church.
Students begin by exploring the question: How can we use the Bible and Catholic Teaching to respond to injustice? They examine issues such as child labour, environmental harm, and modern slavery, and then propose faith-filled solutions grounded in the teachings of Jesus.
As part of their final assessment, students creatively advocate for justice through videos, letters, artworks, podcasts, or spoken word presentations. This experience not only deepens their understanding of Catholic ethics, but also nurtures their confidence and sense of responsibility as young leaders.
We are proud of the thoughtful and courageous ways our students are living out their faith — and using their voices to make a difference in our world.