From the Deputy Principals
Daniel Principe – Mazenod College Parent Session
When:
24 March at 6:30pm - 8:00pm
Where:
Mazenod College - Performing Arts Centre
Free event:
RSVP is essential.
Daniel is a board member of the DART Institute, an ambassador for the Women’s Resilience Centre and an ambassador for the national campaign Consent Can’t Wait. He was recently a nominee for the 2025 NSW Australian of the Year.
During this parent and community presentation, we gently confront the elephants in the room to get to the heart of what really matters to young people. These sessions intentionally bring caregivers and community leaders together. With care and clarity, Daniel provide reflective tools we can use to help young people analyse and challenge the culture around them.
Please see the link below to some of Daniel’s work on the government’s Consent Can’t Wait program: CO_Case Study_Daniel Principe.pdf.
Sam Dawson
Deputy Principal (Students)
Berry Street Education Model
Since the beginning of 2025, Mazenod College has been on an exciting journey to incorporate the innovative Berry Street Education Model (BSEM) strategies into our teaching and learning.
This approach is an evidence-based and trauma-informed framework designed to support the academic and wellbeing needs of students. BSEM is intentionally designed to support teaching and learning through strategies that help students feel safe, regulated and connected, increasing their capacity to learn. It complements our existing teaching strategies and reinforces clear boundaries.
Mazenod College has committed to a whole-school approach supported by rich professional learning. On Friday, last week, we completed day three of the program, which focused on Stamina and Engagement. All teaching and classroom support staff came together to learn and practise strategies.
This domain prioritises stamina for on-task learning and engagement with learning processes. It is founded on high-expectation teaching, class-wide strategies and small ‘micro-moments’ with students designed to boost productivity.
One strategy we explored was the concept of flow. Flow is a state of peak, optimal engagement in a task that is self-motivating and intrinsically fulfilling.
We have all experienced this. Think about a time when you were so engrossed in a task that time seemed to slip by. You may even have felt as though you were not consciously thinking about what you were doing, yet the task was completed efficiently. That is flow and when students reach this state, they are often highly productive.
To support students entering this state, either individually or as a group, we:
conduct regular checks to ensure students’ skills match the task
set clear and fair goals and expectations
provide clear and regular feedback
carefully design lessons to include engaging tasks
Flow requires focus and concentration, which means limiting both physical and mental distractions. One strategy we use to help maintain focus is Brain Breaks, which revitalise attention in the classroom.
You may like to consider how this applies at home when your son is completing homework:
What homework routines do you have in place?
Is the value of study emphasised at home?
Is the environment quiet and calm?
Is technology out of reach or disabled to support the task?
Are you checking in about completion and directing your son to his teacher for help if needed?
What helps you and your son focus?
You might like to share this newsletter entry with your son and talk about a time when you experienced a state of flow. Ask whether he has experienced it as well. Discuss the conditions and processes that helped create that focus so he can draw on that understanding during his learning.
Michael Anderson
Deputy Principal (Teaching and Learning)