School of Leadership

News from the School of Leadership     

A Note from the School of Leadership Head of School

Cyber Smarts: Helping Our Young People Navigate the Digital World

In today’s world, our children are growing up immersed in technology. From messaging apps and online games to social media and school platforms, the internet is a major part of young adolescent life. While it offers valuable opportunities for learning and connection, it also presents challenges that require thoughtful guidance and strong boundaries.

As parents and carers, we play a vital role in helping our children develop healthy and responsible habits online.

Be Vigilant

Students at this age, 9-14, are still developing their critical thinking skills, and the internet can be full of misleading information, scams, and inappropriate content. Encourage your child to:

• Think before clicking on links or downloading apps.
• Avoid sharing personal details like their full name, address, school, or passwords.
• Question anything that feels suspicious or too good to be true.

It’s also a good idea to regularly review privacy settings and stay involved in your child’s digital life without invading their trust.

Set Clear Boundaries

Just as we guide children in the offline world, they need clear boundaries online. This includes:

• Limits around screen time, especially before bed.
• Rules about who they can connect with or follow on social media.
• Regular check-ins about the types of content they’re engaging with.

Students this age benefit from having consistent expectations and consequences when it comes to digital behaviour.

Talk About Digital Footprints

Remind your child that everything they post, share, or comment on leaves a digital footprint. A good rule of thumb: if it’s not something you’d be happy for a teacher, grandparent, or future employer to see, it’s best not to post it.

Encourage kindness online. Cyberbullying often starts with small actions, and it’s important to foster empathy and self-awareness in the digital space.

Encourage Open Conversations

The most effective way to support your child’s online safety is through open, non-judgemental conversations. Make sure they know they can come to you if something makes them feel uncomfortable, embarrassed, or unsure.

Ask questions like:

• "What apps do you use most often, and why?"
• "Has anyone ever sent you something online that made you feel uneasy?"
• "What would you do if you saw someone being treated unfairly online?”

Staying engaged doesn’t mean hovering—it means being a trusted guide and consistent support.

The online world is here to stay, and our children need more than rules—they need relationships, routines, and reassurance. By remaining involved, setting boundaries, and keeping the lines of communication open, we can help our middle schoolers grow into confident, respectful, and safe digital citizens.

If you’d like further resources or support in navigating online safety, please don’t hesitate to reach out to the College. Together, we can ensure the digital world is a space where our young people can thrive.

 Mrs Kate Kelly - Head of School, School of Leadership

A Note from The SOL Assistant Principal 

SOL Soccer Tournament

The sun was out shining on Friday the 30th of May meaning one thing… Our SOL Soccer Tournament got kick started. We had a buzzing crowd of spectators and teachers who came along to watch the competition. The SOL Soccer Tournament happens during Lunch on Mondays and Fridays, facilitated by our volunteer referees in SOE and with the support of Mr Zaccaria. This competition seeks to support students in the following ways: 

• Increased focus in afternoon classes after physical exertion
• Promotes cooperation, communication, and problem-solving.
• Fosters a sense of belonging and inclusion.
• Provides a positive outlet for stress or frustration.
• Boosts self-esteem through participation and achievement.
• Keeps students purposefully engaged, reducing unstructured downtime that can lead to issues.
• Promotes College values of respect, fairness, and resilience.
• Reduces playground conflicts by offering structured, supervised engagement.
• Opportunities for students to take on leadership roles (e.g. team captains, referees and helpers)
• Teaches accountability through team participation and adherence to rules.

One of the main things I love about the SOL Soccer Tournament, currently in its third iteration, is how it fosters school spirit and community through competition. The support that students offer when spectating or playing is a really affirming thing to observe.

Winter Uniform Expectations

Another reminder about uniform expectations for Terms 2 and 3.Boys and girls who select the pants and shirt option, MUST be wearing a College neck-tie. Girls MUST also wear navy tights or stockings with their uniform. College beanies and scarves are also available to purchase through Oz Fashion. Purchases can be made through the following website:

https://stlukes.uniforms4u.com.au/ using the password: sl2765

Mrs Josephine Camilleri - Assistant Principal, School of Leadership

Stage 3 Stories… 

Dear Stage 3 Families,

As we move through a productive and exciting term, I want to take a moment to thank you for your continued support in helping our students thrive both in and out of the classroom.

Firstly, we’re delighted to welcome Ms Sadani, who has joined our Stage 3 team as the new classroom teacher in Freeman. She brings with her great enthusiasm and a passion for student learning, and we are excited to have her on board. Please make her feel welcome as she settles into our wonderful school community.

A key focus this term has been developing consistent study habits in our students. To support this, homework consolidation tasks are sent home each fortnight. These tasks are carefully designed to reinforce key concepts from class and encourage independent learning.

We kindly ask that parents sight and sign off on their child’s homework. Your support in this process helps build accountability and encourages positive routines at home. In School of Leadership, we are committed to preparing our students, not only academically but also with the organisational skills they’ll need to thrive in high school.

Looking ahead, we have some exciting events on the horizon! One of the highlights of the year is fast approaching - the Year 6 School Camp, scheduled for early next term. This is a fantastic opportunity for students to develop independence, build teamwork skills, and create lasting memories.

Please find below the invitation to our Parent Information Evening for camp. We encourage all Year 6 families to attend as we’ll be sharing important details about activities, safety, packing requirements, and more.

Thank you for your continued partnership in supporting your child’s learning journey. 

Warm regards,

Ms McAllister 

Instructional Leader - Stage 3

NATIONAL SIMULTANEOUS STORY TIME

On Wednesday, 21st May at 12pm, students from K-6 came together to participate in the National Simultaneous story time. This event is an Australian wide group reading and literacy event, where schools, libraries, and other institutions gather to read the same chosen picture book at the same time. This year, the book that was read was called “The Truck Cat” by Deborah Frenkle and Danny Snell.

Here is a glimpse into the story: 

“Yacoub drives his truck to make a living, learning the landscape of a new country along the way, and longing for connection. When Tinka and Yacoub are unexpectedly separated, they are determined to find their way back to each other – and, in doing so, might find more than they expected.” (ReadingAustralia.com.au)

This year, we were lucky enough to have Mr Carroll read the story whilst also playing the piano. This is what Amelia (Year 5)  thought of the day: 

During the reading of the book, I liked that Mr Carroll played the piano. He was able to play the piano, but also read at the same time! His expressions while playing made it really fun and interesting. I really enjoyed the story time. 

BRAINSTORM PRODUCTION 

On Thursday 22nd May, students across stage 3 were involved in an incursion from Brainstorm Productions called “The Protectors” which was all around cyber safety and bullying. 

“I liked that one of the characters showed her ‘super power’ by being able to read people’s minds. I also liked that the male character discovers that the female character was his bully online. It shows that online, you don’t know who is behind the screen.  The whole production evokes action and also sparks a twist in the play.” 

Cayden (Year 5)

“My experience was really fun. I was really inspired about what I can do if I am in a bad situation and how I can stop it from hurting my feelings even more. It was very fun, and I can even help other people if they have someone bullying them.”

Aastha (Year 5)

TOURNAMENT OF MINDS

This term, some students in Stage 3 have chosen to participate in Tournament of the Minds. This training runs on a Tuesday afternoon with Mr Rodwell and Miss Parrish-Gibbons. Tournament of the Minds is a team-based problem-solving challenge designed for students in primary and secondary school. The program encourages young people to grow their potential by building a wide range of skills, including creativity, initiative, time management, and the ability to collaborate effectively in a competitive setting. 

“Every Tuesday, we have the tournament of minds training. It is really fun and helps us all to prepare for the actual tournament to start. After School, we meet up in the Malala classroom and sit with our teams, where we usually work together on practice questions. I am in the Reading Literature group for Tournament of the Minds, and it is one of the most exciting things I’ve done all year!” 

Sebastian (Year 5)

National Reconciliation Week

As part of National Reconciliation Week, Stage 3 students participated in a powerful and reflective learning experience centred around connection to Country, culture, and community.

The learning began with a Yarning Circle, where students were invited to share stories and personal reflections on their sense of belonging, cultural connections, and what Country means to them. These thoughtful conversations allowed students to listen deeply to one another and build empathy, respect, and understanding.

Following this, students created their own Acknowledgements of Country—beautifully designed posters that reflected their individual interpretations and values. These acknowledgements highlighted the significance of honouring Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the land.

To symbolise unity and togetherness, each student then wrote a meaningful word—something that represented culture, identity, or respect—on a paper leaf, which was added as a feather to a large collective bird artwork. This collaborative piece now stands proudly in our learning space, representing the shared commitment of our Stage 3 cohort to walk together toward reconciliation.

This experience was a meaningful reminder that reconciliation begins with truth-telling, respect, and the power of collective action.

From Year 7…

Year 7 has shown remarkable enthusiasm and engagement throughout the Pillar Play Off challenges during our Level Up Lessons each Monday and Friday morning . From creative problem-solving in teamwork-based games to actively discussing the importance of skills like communication, organisation, and emotional regulation, students have embraced each activity with excitement and a strong sense of collaboration. Their energy and willingness to participate has been evident in every session, whether navigating physical tasks like cup stacking or memory games, or reflecting thoughtfully in post-activity discussions. This dynamic involvement demonstrates how deeply they are connecting with the College Pillars and the broader purpose behind developing these essential skills for future success.

Mrs Eldridge- Year 7 Wellbeing Coordinator (Acting)

From Year 8… 

Empowering Stage 4 Girls through Social Enterprise

On the 15th of May,, a group of our Stage 4 girls took part in an inspiring full-day workshop facilitated by Young Change Agents (YCA) – a not-for-profit social enterprise focused on empowering young people to become problem solvers and change makers in their own communities.

The workshop introduced students to entrepreneurial thinking and design thinking, equipping them with the skills to identify real-world problems and reframe them as opportunities for innovation and impact. Working in small teams, students explored challenges relevant to young people today,selecting their own communities, and defining their needs.

Throughout the day, our students developed their confidence, collaboration, and critical thinking skills, as they worked through the stages of empathy, problem definition, ideation, and solution design. They pitched their ideas with passion and creativity, demonstrating that young people have both the insight and the capacity to shape a better future

.

This experience aligns strongly with our school’s commitment to growing student agency and supporting young leaders who will make a difference in their classrooms, communities, and beyond. We are proud of the way our girls engaged with the challenge and look forward to seeing how they continue to rise as change agents in the months ahead.

Thank you to Ms Katakalos and Mrs Eldridge for their support in making this day possible! 

Mrs Zorzo - Year 8 Wellbeing Coordinator

Learning Showcase

English 

Year 7

Our Year 7 students have been exploring how poets use language to capture and express unique voices - particularly those within the context of Australia. They have been developing their analysis skills by engaging with poems by Australian, Aboriginal and Torres Strait Islander writers. They are learning how word choice, language devices and structure help shape meaning so that they can apply this to their own writing when crafting poetry. 

by Aashna L (7 White)

by Abigail O (7 White)

by Neo L (7 White)

Mathematics

Year 7 and 8 are participating in Math Olympiad, an extracurricular activity for students to develop their problem solving skills and compete against students all around Australia. The following is an update from a Year 7 student, explaining their initial experience in the competition. 

I prepared by looking at the past Olympiad tests and revision. Something I found tricky while preparing was learning the new terminology and trying to figure out how the answers were solved. Some questions were confusing and new to me. Next time, I would prepare with the same method but maybe start preparing days before the next round since I wasn't 100% confident. 

I noticed that Olympiad problems are different because they are much more advanced than the work we do in class and are about different and new terminology. A benefit of doing this competition is that I can be more advanced in maths and reach my full potential.

Technology

This term, Year 7 students have been introduced into the Jewellery Unit as part of their Technology subject. As a highlight to the introduction of the unit, they participated in an exciting Recycled Jewellery Activity, where they worked in groups to design and create a unique piece of jewellery using only recycled materials.

Each group selected items such as bottle caps, coloured paper scraps, strings, and old buttons, listing their previous or alternative uses to show the versatility and value of reused materials. Students also sketched their design ideas, sought teacher approval, and brought their creations to life. To complete the task, they presented their final product with a mini pitch that captured the inspiration behind their piece.

This hands-on activity encouraged teamwork, innovation, and sustainability. Students were very proud of the results, and teachers admired their thoughtfulness and creativity!

Year 8 

English

In Year 8 English, students have been exploring the Dystopian Worlds unit through an engaging novel study. The focus of this unit is on how elements of the real world influence the creation of imagined dystopian settings, characters, and themes.

To prepare for their reading, students made predictions about the storylines, characters, and key themes of their chosen dystopian novels. They then brought these ideas to life by designing their own book covers and writing blurbs, demonstrating their understanding of genre conventions and visual storytelling.

This task encouraged students to share their interpretations and creatively explore how dystopian visual elements can be used to convey meaning and purpose to an audience. It has been a fantastic opportunity for them to think critically, design thoughtfully, and engage with literature in a meaningful way.

Life Design

Year 8 Life Design has been diving into the world of work through an engaging exploration of career clusters. As part of their learning, students have begun identifying different types of jobs grouped by common skills and interests, helping them to understand that careers aren’t just individual jobs—they’re part of broader pathways that reflect who they are and what they enjoy.

Through a variety of interactive activities, students explored clusters such as The Carers, The Coordinators, The Makers, The Informers, and more. Each cluster represents a group of occupations that share similar skill sets and motivations. For example, those drawn to The Creators might enjoy innovation, design, and self-expression, while The Guardians tend to prefer structured, rule-based roles that contribute to safety and stability. 

This will culminate in the Year 8 Careers Expo. This is a compulsory event for students and parents are highly encouraged to attend and see the brilliant work the students have been engaging in. See details in the invite below. If you have any questions about this event, you can contact Miss Chand at rchand14@parra.catholic.edu.au. 

Mathematics

Year 7 and 8 are participating in Math Olympiad, an extracurricular activity for students to develop their problem solving skills and compete against students all around Australia. The following is an update from a Year 8 student, explaining their initial experience in the competition. 

In preparation for the maths olympiad task, something I found tricky in the process was memorising all topics in one day. I was able to overcome this by separating each topic into separate days which reduced stress and also enhanced my memory of each topic. During the test I found the last few questions on Area challenging, unlike the first few questions where I felt confident  in the topic Integers. I benefit from this by understanding my weakness and knowing what I have to improve on. Overall I really appreciate the Maths Olympiad program!

Technology

This term in Year 8 Food and Agriculture Unit, students explored the rich and diverse knowledge of Aboriginal and Torres Strait Islander Peoples in relation to food sources. Through guided lessons and research, students learnt how Indigenous communities have traditionally selected plants and animals for their nutritional value and understand the natural environment and its seasonal cycles.

Students identified a range of native ingredients commonly used in traditional diets, including kangaroo, barramundi, bush tomatoes, wattleseed, finger lime, and lemon myrtle. They also examined the sustainable practices of Aboriginal and Torres Strait Islander Peoples to ensure that food sources were preserved for future generations.

As a fun and delicious culmination to the topic, students baked Lemon Myrtle Cookies using this native herb known for its fresh, citrus flavour. The activity not only introduced students to a unique ingredient but also allowed them to appreciate the richness of Australia’s native foods and the importance of preserving traditional knowledge.

It’s been a hands-on, engaging, and insightful few weeks that gave students a deeper appreciation for Indigenous culture and sustainable food practices.