School of Leadership

News from the School of Leadership

A Note from the School of Leadership Head of School

More than halfway there!

The end of Week 6 marks that we are more than halfway through Term 1. We are now moving into peak assessment task time. For our Year 7 students, this might be a really stressful time. Checking in with them regularly and knowing when they have tasks due is one way to support them through this tough time.

It is also important to remind students that balance matters, good sleep, regular routines, and time away from screens to relax or be active will help them manage stress and perform at their best.

You might like to:

Help them break larger tasks into smaller steps
Encourage them to start early rather than the night before
Remind them that effort and improvement matter more than perfection
Quiz them in preparation for class tests
Encourage them to send drafts and plans to their teachers for feedback.

If your child seems unusually worried or overwhelmed, please reach out to their Coordinator or class teachers so we can support them together. We are always happy to help students develop confidence in asking questions and seeking clarification; these are important life skills. Thank you for continuing to partner with us in supporting your child’s learning journey this term.

Open Night

It was wonderful to have so many School of Leadership students support our College Open Night through parent tours. I love seeing our students demonstrate their leadership capacity in the way they present our College, speak with confidence about their learning spaces, and articulate the unique ways they learn and engage with their teachers at St Luke’s.

What stood out most was their genuine pride in belonging to our community. Our students were not simply sharing information but sharing their experience, their stories, their memories. They welcomed families with warmth, answered questions thoughtfully, and demonstrated maturity beyond their years as they represented both themselves and the College.

Opportunities like these allow our young leaders to grow in confidence, communication, and service, and they model for younger students what leadership looks like in action. We are incredibly proud of the way they embodied our school vision, leading themselves and leading others. We thank them for giving their time so generously to support the evening. We also thank the families who entrust us with developing these capable and compassionate young people.

Year 5 Experience Day

On Friday the 27th of March we are hosting a Year 5 Experience Day for Year 5 students who attend other primary schools. It is not for current Year 5 students.

If you have family or friends who may be interested in attending this event, please share the registration link with them.

Roblox

Roblox is an online game that is unmoderated and user-generated, and has been popular with children and teens. It carries significant safety concerns, as anyone online can play and interact with users. Roblox poses potential dangers to children and young people, ranging from:

Exposure to inappropriate content (including sexualised content, violence, and simulated sexual acts)
Exposure to interactions with predators and grooming
Cyberbullying and Harassment
Financial Scams and In-App Purchases
Excessive Screen Time and Addiction
Data Collection (Roblox collects user data, including birthdates, in-game activity, and, in some cases, facial recognition data for age verification)

Interactions between children online through Roblox also filter into the classroom and playground, potentially causing negative interactions with students at our school. These situations can impact your child’s wellbeing significantly.

The best approach would be to remove your child’s access to Roblox. If this is not possible, configure parental controls and set your child’s account to restricted settings, disable chat, and use account restrictions to prevent access to inappropriate content. Talking with your children about never sharing their details, address, phone number, birth date, or school can support safer online activity. The e-commissioner website is a great source of support for parents who are concerned about their child’s use of Roblox.

Social Media

As of 10 December 2025, age-restricted social media platforms must take reasonable steps to prevent Australians under 16 from having accounts. Your support with this is also essential. Removing and deleting applications from your child’s devices such as Snapchat, Instagram, and Facebook, is encouraged. Applying Parental Controls is another way you can ensure your child is safe online.

Emails and Calls to Teachers

We truly value your feedback and the respectful communication you maintain with our teachers and coordinators via email and phone.

We kindly ask that you allow staff reasonable time to respond to your messages. To support a healthy work–life balance, the Fair Work Act 2009 includes the “Right to Disconnect” (effective from August 2024). This means that outside designated working hours (8:00am–3:00pm), staff are not expected to respond to work-related communication and may reply once they return to work.

While some staff may choose to respond outside these hours, this is entirely at their discretion and not an expectation. We appreciate your understanding in helping us protect the wellbeing of our staff while continuing to support our students and families. I ask for patience following a communication and an understanding that our teachers and leaders have scheduled time at school when they are on duty or teaching a class, which may prevent them from responding to your requests immediately. Allowing 48 business hours for a response would be appreciated.

Mrs Josephine Camilleri - Acting Head of School, School of Leadership

A Note from The SOL Assistant Principal

We have so many wonderful opportunities to interact with other people at St Luke’s. Most of the time, things go well. Sometimes, though, we have to take a beat and figure out why some relationships are harder than others.

When I was at school (last century), if I came home with a complaint about somebody, my mum would tell me to ignore them and they would leave me alone. It didn’t always feel like that worked, but she was onto something. The following explanation may help in your conversations with your children to help them understand how dopamine works - and you don’t even need to use the word.

Giving away lollies - How dopamine works

Sometimes, when we are bored or under-stimulated, our brain goes looking for excitement, almost like wanting a quick energy boost.

Getting a reaction out of other people can give some people that boost. It makes their brain go, “Ooh, that worked! Do it again.” It’s like giving them a lolly.

That is why teasing, gossiping, or bullying can start. It’s not always about being mean: it’s often about chasing that reaction.

The tricky part is that if we respond strongly, the other person’s brain learns that we are a good source of that reaction, and they are more likely to come back for it again.

This is true of all of us, but is especially true for our students and their growing brains. We need to notice that tendency in ourselves and in others, so we don’t go looking for trouble, and so we avoid accidentally feeding someone else’s bad behaviour.

Mr Scott Carroll - Acting Assistant Principal, School of Leadership

Stage 3 Instructional Leader

We are now halfway through Term 1, and it has been wonderful to see Stage 3 students settling into the routines of the year.

Year 5 students are continuing to build friendships and develop a clear understanding of the expectations for behaviour, learning, and wellbeing in SOL. This is an important time for creating positive habits and strong connections at school. We encourage families to support this at home by reinforcing expectations and having simple, regular conversations after school about:

what they learned that day
how they are feeling
how friendships are going
any challenges they may be experiencing

These small check-ins make a big difference to student confidence, engagement, and wellbeing.

Year 6 students have started the year in a settled and positive way. They are demonstrating strong independence and a growing sense of responsibility as our senior students in the school.

In learning, Maths groups are now underway across Stage 3 to support student progress and provide targeted teaching.

Later this term, Year 5 will also take part in a coaching basketball program delivered by external providers on:

Monday 2 March 2026
Monday 9 March 2026
Monday 16 March 2026
Monday 23 March 2026

Classroom teachers will share further details closer to the first session.

As a reminder, we appreciate families continuing to monitor device and online use at home. Regular check-ins about apps, games, group chats, and online behaviour help students make safe and respectful choices. Setting clear routines around screen time, and encouraging device-free time before bed, can also support wellbeing and readiness for learning.

Finally, NAPLAN is coming up for Year 5 students. Year 5 will complete NAPLAN this year, with key dates being Wednesday 11 March to Monday 23 March. We will share more information about the timetable and how families can support at home closer to the testing period. The most helpful preparation is regular attendance, steady routines, and reassurance.

Thank you for your ongoing support and partnership. We are proud of the way our Stage 3 students are approaching the year, and we look forward to a strong and successful Term 1 as they continue to grow in confidence, friendships, and learning.

Mrs Shaz McAllister - Stage 3 Instructional Leader

Stage 3 Stories…

On Friday, 20th February, Year 6 students participated in the 2026 Encounter Day with Gen Bryant. During the day, students engaged in singing and worship, dialogue with students from other schools in their local area, experience Eucharistic Adoration, and develop meaningful links to their learning in the new Religious Education curriculum.

During the day, students were able to explore further into the theme of “ Imago Dei - made in the image and likeness of God”

Here is a few words from students about their experience:

At the Formation Day with Gen Bryant, we did so many things! We sang, danced and were involved in Adoration. The thing that I found the most interesting was when the people in her band talked about their own experiences at school and the highs and lows they went through; I also found the story of the boy that got lost out at sea while kayaking to be really engaging. I couldn’t believe that he had to swim for 4 hours straight, however he continued to pray and with the help of his faith his entire family survived.

Margaret - Year 6 Riley student

Our day with Gen Bryant was so much fun, we were singing and dancing to so many songs and I really enjoyed it. We continued to learn about human dignity and the most interesting part of this was when we completed Adoration and a unique experience for me was when the priest walked around the hall with the monstrance. I also go to meet new people from other schools and the most important thing I learned was the importance of accepting myself, and others, for who we are.

Khate - Year 6 Riley student

Da Vinci Decathlon at Santa Sophia College

A number of our Stage 3 students recently had the exciting opportunity to participate in the Da Vinci Decathlon, held at Santa Sophia College. The Da Vinci Decathlon is a prestigious academic competition that brings together teams of eight students to compete across ten challenging disciplines, including engineering, mathematics, code breaking, science, cartography, art and poetry, and more. Designed to celebrate the academic gifts of young Australians, the competition is run in the spirit of the Olympic Decathlon, pushing students to think creatively, work collaboratively, and perform under pressure.

This year marked a very special milestone for our school as it was the first time St Luke's has ever participated in the Decathlon, and our students rose to the occasion beautifully. The tasks were demanding and stretched the students in ways they hadn't experienced before, requiring quick thinking, teamwork, and real intellectual courage. There were certainly moments of challenge, but it was wonderful to see our students embrace those moments with enthusiasm and persistence rather than discouragement.

By all accounts, the students also had an absolute blast! The buzz of competition, the camaraderie between teammates, and the thrill of tackling such a wide variety of disciplines made for an unforgettable experience.

Most importantly, our Stage 3 students were outstanding ambassadors for St Luke's. They approached every round with a positive attitude, cheered each other on, and showed genuine sportsmanship towards all competing schools — earning praise from teachers and event organisers alike.

We could not be prouder of how our students represented our school community. We look forward to seeing St Luke's build on this wonderful first experience in the years to come.

Mr Daniel Rodwell - Stage 3 Classroom Teacher

Sharing our learning in Year 6

Collaborating with peers not only makes learning more enjoyable but is also a most effective way to consolidate what students have learned and aids in the retention of information.

Each member of the group brings unique insights and approaches to problem-solving which is important when there are more efficient ways to solve a problem.

We have also found that students who engage in the appropriate reading and preparation for Book Club, are exposed to new perspectives, deepening their comprehension of the material.

Importantly, sharing our learning helps us to gain confidence, enhance motivation and helps to develop the collaborative skills essential in the real world of work!

Stage 4 Stories…

Focus on Year 7

Year 7 is an exciting and important transition year. Students are adjusting to new routines, different teachers, increased expectations, and growing independence. While this can feel like a big step, it is also a wonderful opportunity for them to develop confidence, responsibility, and resilience.

As families, your support at home plays an incredibly powerful role in helping students thrive throughout Year 7. Establishing consistent routines provides a strong sense of security and organisation, particularly during this important transition year. Simple structures around homework and screen time can make a significant difference in a young person’s confidence and readiness for each school day.

A strong focus on sleep is equally important. Adequate rest is essential for concentration, emotional regulation, resilience, and overall learning. When students are well rested, they are better equipped to manage challenges, maintain positive friendships, and engage meaningfully in their classes.

Nutrition and energy also play a key role in supporting growing adolescents. Busy school days require sustained energy, and balanced meals throughout the day help students remain focused and motivated. Starting the morning with a healthy breakfast has been shown to significantly improve concentration, energy levels, and overall engagement in learning. To support this, St Luke’s proudly operates a Breakfast Club every Thursday from 8:00am to 8:20am. This is a wonderful initiative that not only provides nourishment, but also creates a positive and welcoming start to the day, and we strongly encourage your child to take advantage of this opportunity.

We also offer a Study Centre every Tuesday afternoon from 2:45pm to 3:45pm in The Hub. This is a great opportunity for students to complete homework, seek assistance from staff, and develop consistent study routines in a supportive and structured environment. Establishing these habits early in secondary school can make a significant difference to academic confidence and organisation.

While academic growth is important, maintaining balance is equally essential. Year 7 students benefit greatly from involvement in sport and physical activity, which supports both physical and mental wellbeing. Creative outlets such as music, art, and drama allow students to express themselves and build confidence in different ways. Supporting students to find this balance helps them build resilience, maintain perspective, and enjoy their Year 7 experience.

To build on these important foundations and to ensure we are meeting the holistic needs of our Year 7 cohort, this week we held our inaugural Year 7 Student Development Day, a full day dedicated to wellbeing and connection. Titled Who Am I in High School? The day invited students to reflect on who they are becoming, what matters most to them, and how their choices influence their wellbeing.

It was wonderful to see the level of engagement across the cohort. I was incredibly impressed by the way Year 7 conducted themselves and the maturity, honesty, and thoughtfulness they brought to each session. They approached the day with openness and respect, and it was a powerful reminder of the capable young people they are growing into.

Lastly, Year 7 is an important time for students to begin developing their self-advocacy skills. If they have any concerns, questions, or worries, we strongly encourage them to speak with their classroom teacher or reach out to me in person or via email. We are here to support both your child’s wellbeing and academic progress; however, this works best when students actively partner with us. Open communication is key, and we can provide the best care and guidance when we are aware of any concerns.

Mrs Ashley Pepper - Year 7 Wellbeing Coordinator

Learning Showcase

Life Design: Year 8 - Leadership Initiatives

Term 1 has started strong for our Year 8 Students who have been ideating a School Based Leadership Initiative to improve St Luke’s. They have explored the 6E’s of leadership and are actively engaging with each as their groups decide on a problem, actively leading change with their solution/s whilst developing their core leadership and collaboration skills.

Friday 27th February saw the entire cohort participate in their Leadership Day. They had workshops that enhance their personal leadership style whilst applying this to their School Initiative.

Languages- ようこそ！日本語は、楽しいですよ。Yōkoso!! Nihongo wa tanoshii desu yo!

Year 7 students have thrown themselves wholeheartedly into the study of Japanese. I am greeted daily in Japanese across the school grounds!

We start our lessons the traditional Japanese school way by reciting: “Stand up, bow and greet, take your seats”.

Students were introduced to Japan by mapping out the major cities and researching what each is famous for. They were able to compare Japan geographically and population wise, to Australia. It was quite an eye opener.

Students can now greet at any time of the day-appropriately with polite name endings, count to 100 and almost recognise the characters for the numbers, tell how old they are, introduce a friend and get rid of devils and ask the good fortune to come in, all in fluent Japanese!

The next objective is to learn how to tell birthdays and what they like and dislike. They will also be learning how to say how they are feeling.

We will take on some origami, calligraphy and Japanese food tasting/cooking. Perhaps some taiko drumming too.

Some exemplary work from Diana.

Enjoying Japanese class.

Year 8 Religious Education

A Catholic Social Teaching Walk in the Breezeway:

Year 8 students recently participated in a reflective and engaging Catholic Social Teaching (CST) Walk in the school breezeway as part of their Religious Education learning.

The beautiful mosaic-style artworks displayed along the breezeway were created by the staff of St Luke’s Catholic College during the 2024 Staff Formation Day organised by Mrs Atkins and the Mission Team. Each artwork symbolically represents one of the key principles of Catholic Social Teaching, highlighting themes such as Human Dignity, The Common Good, Solidarity, Care for Creation, Subsidiarity and the Preferential Option for the Poor.

During their lesson, Year 8 students visited each artwork and spent time carefully observing and interpreting the message portrayed. Students reflected on how the colours, symbols, and imagery communicate the deeper meaning of each teaching and how these principles can be lived out in everyday life.

The activity transformed the breezeway into a living classroom, allowing students to connect faith, art, and social responsibility. Through this experience, students were encouraged to think about how Catholic Social Teaching calls each of us to act with compassion, justice, and love in our communities.

It was a profound and meaningful learning experience, helping students recognise that faith is not only something we study, but something we live through our actions and relationships with others.