School of Entrepreneurs

A message from the Head of School of Entrepreneurs

Dear members of the School of Entrepreneurs community,

As part of our 2026 College Strategic Improvement Plan for Learning in Years 5–12, St Luke’s Catholic College continues to focus on strengthening student learning outcomes by ensuring that every learner is known, supported and challenged to grow. Central to this work is the promotion of the Learning Pathway as the guiding approach and culture for learning across the year groups.

The Learning Pathway is underpinned by our Continuous Learning Loop, which places a deep understanding of each student at the centre of teacher practice. Teachers are continually using evidence and data to identify where students are in their learning journey and to intentionally respond to their individual needs. One important strategy supporting this work is the use of strategic groupings within classrooms. Teachers are thoughtfully grouping students to provide targeted instruction, support extension opportunities and ensure that learning experiences are responsive and purposeful. This approach allows teachers to meet students where they are and help them progress with confidence.

Another key focus across the College this year is the consistent embedding of writing in every unit of work across all Key Learning Areas (KLAs). Writing is a vital skill that supports students not only in English, but across all subjects and future pathways. Whether students are explaining mathematical reasoning, analysing historical sources, writing scientific reports or reflecting in PDHPE, strong writing skills are essential for communicating understanding clearly and effectively.

To further strengthen student writing, in Semester One teachers have been collecting and analysing writing samples across Years 5–12. This process allows teachers to identify trends, strengths and gaps in student writing within each KLA and to set benchmarks that lend itself to continuous improvement in writing. Using this information, each Key Learning Area is focussing on specific and nuanced writing skills for their subject area and implementing explicit teaching strategies to address these identified areas of need. Teachers have been engaging in collaborative, evidence-based, rich professional learning to promote effective pedagogical practices. This collaborative and evidence-informed approach ensures that teaching practices are intentional, consistent and responsive to student growth. Most importantly, it reflects our shared commitment to helping every student become a confident learner, capable communicator and active participant in their own learning journey.

As this work continues, we look forward to the growth it will bring in our students’ confidence and capability as writers. By explicitly teaching and consistently reinforcing writing skills across all subject areas, we are equipping students with the tools they need to communicate effectively, think critically and succeed across a wide range of learning experiences and future pathways.

We thank our families for their ongoing partnership and support as we continue this important work together.

Ms Jacqui Genovese - Head of School, School of Entrepreneurs

From the SOE Assistant Principal

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—many already are—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.

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, 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. As educators, we want our students to aim high and to strive for excellence. The difference lies in how those expectations are communicated and supported. Students need to know that while we value achievement, we value them more—and that their worth is not defined by a single assessment or result.

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.

From a school perspective, we encourage families to focus on a few key approaches. First, emphasise effort and improvement rather than outcomes alone. Second, avoid comparisons—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.

As a school leader, I often remind both staff and parents that 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. 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

We are now well into Term 2, with students settling into the second half of the term. I would like to take this opportunity to remind families of our general school expectations. Please ensure students arrive at school on time and have their phones switched off and placed in their school bags before entering the school gates. Additionally, students should now be wearing their full winter College uniform each day.

I have spent some time visiting Year 9 classes recently and have been very pleased to see students actively engaged in their learning through their participation and contributions to class discussions.

I would also like to extend my congratulations to every group that presented at the Pitchfest in Week 4. The ideas shared were innovative, creative, and highly impressive. Thank you to the parents and carers who attended the event and supported our wonderful students as they confidently presented their work.

Please note that Photo Day will take place in Week 7:

* Sibling photos: Monday, 1 June

* Individual photos: Tuesday, 2 June

As we move closer to the end of Semester 1, I encourage all students to continue working hard and making the most of their learning opportunities during these final weeks of term.

Thank you for your continued support. Stay warm!

Mrs Jesse Moritz- Acting Year 9 Wellbeing Coordinator

From the Year 10 Wellbeing Coordinator

Heading into Stage 6: Future Pathways and Subject Selections

We are incredibly excited to welcome and support our Year 10 students and families during the upcoming Pitch Presentations in Week 9.

Our students have been working diligently to reflect on their individual strengths and design a tailored academic pathway through Stage 6. While navigating these choices can be challenging and occasionally overwhelming, it is also a time of immense possibility. I encourage all students to embrace a "glass half-full" mindset throughout this process. This is the first major step in shaping what senior schooling—and life beyond the College gates—will look like, and it opens up a fantastic world of opportunity.

Western Sydney Careers Expo

In addition to their work at school, our Year 10 students must be commended for their exceptional conduct at the recent Western Sydney Careers Expo. They represented themselves, their families, and the College with outstanding maturity and pride.

It was fantastic to witness our students actively engaging with diverse businesses, industries, and tertiary education providers. The insightful knowledge, connection to real-world opportunities, and professional feedback they gathered will undoubtedly help them make informed, confident decisions about their futures.

We wish all of our Year 10 students the absolute best as they finalize their subject selections in the coming weeks.

Mr Dean Zaccaria - Year 10 Wellbeing Coordinator

From the Year 11 Wellbeing Coordinator

Year 11 has been very busy with the hustle and bustle of assessment seasons. All eager to improve on their results from Term One, Year 11 students should be commended for their attitude towards learning and application of a growth mindset. I have been proud to receive a lot of positive feedback from classroom teachers about the great efforts that Year 11 students have been making.

Alongside our studies, Year 11 has engaged in some great activities and has some very exciting events around the corner and things to look forward to. We had the pleasure of engaging in the Life Ready program on Monday the 25th and thank Mr Bettiol for always thinking of our needs when he organises these speakers and wellbeing opportunities. Students can purchase their Class of 2027 Jackets using the link provided. The design, voted upon by the students, was very popular and I know how thrilling it is to celebrate these milestones of our schooling as we near the end. Finally, in Week 10 we have the Year 11 Retreat occurring at Benedict XVI and Winbourne. This is such a great chance for students to take a breath, reflect on this stage of their lives, and have some fun with their peers. If you have not returned your permission slip yet - hurry! These are now overdue and need to be processed so that you can attend this mandatory event.

Miss Breana Wick - Year 11 Wellbeing Coordinator

From the Year 12 Wellbeing Coordinator

As we move further into the term, Year 12 has been hard at work preparing for the busy months ahead, balancing study, creativity and important milestones along the way!

With the Trial HSC Examinations fast approaching in Term 3, students have been dedicating plenty of time to revision, study sessions and assessment preparation. Classrooms and study spaces have been buzzing with focus and determination as everyone works towards achieving their personal best. It’s great to see Year 12 supporting one another and staying motivated during such an important stage of the year.

Beyond the books, Visual Arts students recently enjoyed an exciting excursion that gave them the opportunity to explore inspiring artworks and creative spaces outside the classroom. The experience allowed students to gather ideas for their own major works while spending time together and appreciating different artistic styles and perspectives.

Another significant moment this term was the release of predicted ATAR’s. While the process brought a mix of nerves and excitement, it also gave students valuable insight into their progress and future pathways. Many students have used this as their motivation to continue striving towards their goals and making the most of the remainder of Year 12.

As the term continues, Year 12 is showing resilience, dedication and school spirit in everything they do. Whether preparing for the Trial HSC Examinations, exploring creativity or planning for the future, our senior students continue to represent the College with pride.

Simran and Natasha- Connectivity and Inclusion Leaders

As Year 12 students move through one of the most demanding stages of their schooling, many will experience moments of frustration, self-doubt, and challenge. These moments are often referred to as being “in the learning pit” — a place where learning feels difficult and progress can seem slow. While uncomfortable, the learning pit is actually an important part of growth and deeper understanding.

When students are stretched beyond what they already know, their brains are working hard to develop new skills, knowledge, and problem-solving abilities. It is common for students to feel overwhelmed at times, particularly when balancing assessments, exams, future plans, and the pressures of senior study.

An important part of successfully moving through the learning pit is developing self-discipline. In Year 12, students are increasingly required to manage their own time, stay organised, meet deadlines, and maintain focus even when motivation is low. Building consistent routines, limiting distractions, and taking responsibility for their learning are essential habits that support both academic success and personal growth.

As the senior students of the school, Year 12 students are also role models for younger students. The way they present themselves at school — through their attitude, behaviour, uniform, and interactions with others — sets an important example for the wider school community. Demonstrating respect, resilience, and maturity helps create a positive culture and shows younger students what it means to approach challenges with responsibility and integrity.

Parents play an important role in helping students navigate these challenges. One of the most valuable things families can do is remind students that struggle is a normal part of learning and not a sign of failure. Encouraging persistence, effort, and a growth mindset can help students build resilience and confidence.

There are several ways parents can support their child through the learning pit:

Encourage regular study routines and manageable goals.
Celebrate effort and progress, not just results.
Reinforce the importance of self-discipline and personal responsibility.
Encourage positive presentation, attendance, and behaviour at school.
Listen and provide reassurance during stressful periods.
Encourage students to seek help from teachers, peers, or mentors when needed.
Remind students to maintain balance through sleep, exercise, and downtime.

The ability to work through challenges is one of the most important skills students can develop in Year 12. By supporting students through difficult moments, we help them build the resilience, discipline, and confidence they will carry into future study, work, and life beyond school.

P.S- Final reminder for formal tickets- ticket sales close on the 9th June

Mrs Sharon Eldridge - Acting Year 12 Wellbeing Coordinator

What’s been happening Across the Curriculum . . .

English

Year 11 English Extension

Our Year 11 English Extension class have been studying the novella The Strange Case of Dr Jekyll and Mr Hyde. Within this ongoing unit of work, students have been unpacking the Gothic conventions and tropes employed by Stevenson that represent the social anxieties and values of Victorian society. This term, the students have also started to analyse the film Black Swan as a textual manifestation of the earlier text.

Black Swan shares a profound intertextual link with Dr. Jekyll and Mr. Hyde through its exploration of human duality. Both texts feature a protagonist who leads a "deliberate dual life" to satisfy social expectations while harbouring a hidden, primal "inner self".

After their initial viewing of the film, students were given a series of screenshots from the film that depicted key moments that drew on Gothic tropes such as recurring motifs of mirrors, extreme close-ups of grotesque injuries, and comparative images of the protagonist and her dual self. From these images, students worked to connect key concepts such as the fragmented identity, repressed desires, duality, and the grotesque to support their initial analysis. Students will continue to analyse this text over the coming weeks.

Mrs Josephine Camilleri

English Extension Teacher

Life Design

Year 9 Pitchfest

The Year 9 Pitchfest Finals at St Luke’s Catholic College was a wonderful celebration of creativity, innovation, collaboration and entrepreneurial thinking. Families, staff, students and community guests gathered to support our Year 9 students as they presented their business ideas to an expert “Shark Tank” judging panel.

We were privileged to welcome a panel of industry professionals who volunteered their time to judge the competition and provide valuable feedback to students:

Emily Olguin, Future Anything and Studio Solis
Whitney Kerr, founder of Lava Operations
Jessica Ramsay, Collective Potential Consulting
Bridget Ward, Catholic Schools Parramatta Diocese

Highlights from the evening included:

Elevate, who presented “Steady,” an app designed to support student wellbeing and reduce academic stress through mood tracking, AI-assisted task management, focus timers and wellness tools.
Achronas Innovation, creators of “Koalafied Idiots,” an educational card game helping teenagers navigate peer pressure and social challenges in a fun and engaging way.
CradleCare, who designed an integrated smart crib focused on improving infant sleep safety and supporting parents through innovative monitoring technology.
RecoverX, a wearable recovery sleeve combining hot and cold therapy to help athletes recover more effectively from sports injuries.
Food Local, whose “YourGarden Kit” aims to help Australian families grow affordable fresh produce at home while encouraging healthier lifestyles.
Quack a Quote, a creative wellbeing initiative using positive quotes and collectibles to make mental health support more accessible and approachable for young people.

The professionalism, confidence and innovation displayed by all students was outstanding. Each team demonstrated not only entrepreneurial thinking, but also compassion and a genuine desire to solve real-world problems impacting young people and the wider community.

Following the presentations, the judges commended students on their creativity, teamwork and presentation skills before announcing the winning team for Pitchfest 2026, as CradleCare! All finalists were recognised for their hard work and received gifts in acknowledgement of their achievements.

We extend our sincere thanks to our judges, Future Anything and our fantastic MC's on the evening Joshua and Ashley— and all parents and families for their ongoing support throughout the project.

All of our Year 9 students are now encouraged to enter their team into the national Future Anything Challenge!

Year 8 Career’s Expo

Our Year 8 students have been exploring possible careers which culminated in their Careers EXPO in Week 5. Each student had researched, designed posters and unique artefacts to showcase their learning. With some interactive, creative and inspiring stalls, our students confidently answered questions from parents and visitors, further demonstrating how well they knew each job explored. A wonderful display of what our young people can achieve through the Life Design program. Thank you to all the parents, carers, staff and external visitors for making this experience real world for our students.

TAS

Year 10 Design and Technology

Students who have completed their first Design & Technology project and portfolio have demonstrated the power of authentic, passion-driven learning. Students were encouraged to explore projects that reflected their own interests and to solve a problem. Through this process, students developed not only practical and design skills, but also the confidence to think critically, solve problems creatively, and manage complex ideas independently. Their portfolios reflected a strong sense of ownership, innovation, and personal connection to their learning.

Students engaged in meaningful projects ranging from architecture and engineering concepts to digital media, wellbeing initiatives, and socially focused design solutions. By working through authentic design processes, students learned how to research, test ideas, respond to feedback, and communicate their thinking in professional ways. Importantly, they experienced the openness of ideas and the freedom to pursue work that was genuinely meaningful to them.

Year 9 Architecture

Over the past 13 weeks, Year 9 students in the Architecture elective have explored how historical architecture continues to influence contemporary design. Through research into Australian and global architectural styles, students investigated how rooms, spaces, forms, materials and detailing have evolved over time in response to changing needs, values and technologies. They then applied their learning by creating creative multimedia mood boards and detailed scale models of a chosen building or architectural feature either using or 3D printing. This project encouraged students to think like designers, combining research, sketching and modelling to develop a deeper understanding of how the past shapes the built environments of today. Some photos from students’ work.

Year 9 Multimedia and Coding

Year 9 students have just completed their Coding Topic- Game On using Scratch. Students rose up to the challenge of creating a game for a target market between the ages of 5 - 15. The games had to use appropriate scenes, content and language, and also had to help their target market in their learning. Students researched their target aged group, learned more about gaming laws and game ratings, and its impact on society. Throughout the learning process students learnt how to block-code using Scratch as a beginner’s coding platform. They collaborated with each other, and assisted with their game development. They also reflected on their own learning and provided valuable feedback to their peers’ work throughout their learning of coding. Some screenshots of students’ work.

Year 11 VET Hospitality

Students are currently working on their second topic of the year with a major focus on Hygiene & Food Safety. Students have spent time learning the importance of hygiene and the consequences of what can happen from having poor food safety practices. They have been completing practicals that have required them to use multiple coloured chopping boards to avoid cross contamination.

We conducted a simulation of how diligent you need to be when handwashing. We used fake germs, then washed our hands. Using a led light we could see the leftover germs on students' hands, nails and wrist. It definitely outlined the importance of proper procedure handwashing.

Pathways and Partnerships

Career Expo Excursion

Year 10 recently attended the Career Expo and walked away with new ideas, career inspiration, useful advice, and enough free pens and snacks to survive the rest of the term!

Academy U Updates

Congratulations to our latest Academy U Graduates who completed a first year university subject while still at school. This is a huge achievement and a great example of students challenging themselves, stepping outside their comfort zone, and getting an early taste of university learning.

Some of our Academy U students headed to Western Sydney University on Friday for the Leadership in Complexity Workshop. This is the second workshop they have attended and we look forward to watching the next part of their Academy U journey.

Career and Pathways Instagram

We recently created a Career and Pathways Instagram page for students to follow where we post upcoming opportunities, events, career and post-school pathway information. Feel free to follow this page for the latest news.

Career and Pathways Instagram Page

Early Entry Schemes

Early Entry Schemes can help students receive university offers before their final ATAR is released. Many universities consider things like Year 11 results, recommendations, portfolios, leadership, community involvement and more and not just ATARs alone. For more information about Early Entry options, key dates and how the process works, click the link below.

UAC Early Entry Program Information