Earlier this term, students in Years 3, 5, 7 and 9 sat NAPLAN exams in Reading, Writing, Language Conventions and Numeracy and whilst some parents and teachers are ambivalent about this testing period, others take NAPLAN very seriously - indeed, there is a lucrative niche in the education market for NAPLAN preparation booklets and tutors.

However, to what extent is NAPLAN a useful insight into your child’s academic ability? How helpful is NAPLAN in ensuring your child receives a rounded and worthwhile education that will set them up for success in the ensuing chapters of their loves?

I’d suggest: not especially.

NAPLAN is not a silver bullet for academic data sets in that the data yielded rarely provides teachers with surprises about how their students’ performed. Moreover, the data reveals little about the learning culture of the school, the co and extracurricular opportunities offered, or how students feel while they’re at school.

If you want your children to thrive at school, NAPLAN results aren’t the only measure.

What does thriving at school look like?

Students have a sense of progress and purpose

When progress is visible to our children, they feel competent and capable which in turn increases their motivation, and makes school feel relevant and purposeful.

Students routinely read or are read to

Reading is one of the best predictors of children’s academic success, and it is associated with increased resilience, enhanced vocabulary, creativity and imagination. Encourage your child/ren to read each night and model this practice in the home. Indeed, a book is a present you can open again and again.

Relationships with peers

Children who forge relationships at school and beyond school via sport, employment, music, etc enjoy a sense of school belonging that translates into positive wellbeing

Rapport with teachers

Every child deserves a champion who knows them, sees them and will advocate for them. At St Luke’s, we activate our Stage 3 class teachers and Mentors for Years 7 and 8 to be just that - a supporter.

The home-school connection

Research shows that parents/carers who ask about school, check in on what students are learning, talk with the school teachers from time to time, and continue to monitor and stay up to date on what is happening at school have children who navigate school well, feel good about coming to school and who can work to their full potential

Parent Learning Walks

What a treat it was to welcome School of Leadership parents into our brand new spaces to see the wonderful learning and collaboration that routinely occurs. Before our parent learning walk, we had students across Stages 3 and 4 talking with our parents to outline what they have been doing in their learning spaces. Viraaj and Katelina from Stage 3 outlined their literacy block, Antonio Diana from Year 7 explained his study of Italian and introduced himself in Italian, whilst Morearl outlined the English and HSIE (Geography) unit exploring Dystopia and Place and Liveability. The parents enjoyed the opportunity to walk into numerous learning spaces, pose questions to students in the midst of their learning and view teachers in action.

School of Leadership students and teachers look forward to inviting parents to the Term 3 Parent Learning Walk in the coming weeks.

Student-led Conferences

School of Leadership students have been working with class teachers and mentor teachers to develop the script and accompanying slides for their Student Led Conferences in Week 7. The preparation and presentation of student led conferences is an important facet of how we activate our students as independent learners who know

Wishing you a gentle and productive second half of Term 2.

Mrs Kate Kelly - Head of School of Leadership

Stage 3 Stories…

Peer Companions

Currently, we are running the Peer Companions Program in Stage 3. Twenty Year 8 students support Year 5 students every few weeks. This program is in response to student needs and the feedback from both Year 5 and 8 students is extremely positive. Students have created a special connection with each other and enjoy these sessions. The focus of this week’s session was ‘Respect’ and students co-constructed what Respect ‘Must Haves’ looks like in the School of Leadership (SOL).

Year 8’s share their experiences of the Peer Companions Program:

'In the Peer Companions Program, I've been given a great opportunity to offer my support to the new grade who has entered the School of Leadership. It's a sneak peek of what it's like to become a teacher. The chance we have been given to be mentors to these children is genuinely enlightening, we've seen them grow as a person since we've started. I've definitely gotten to know and connect with the people within my group, as well as the other leaders who have also volunteered. Peer Companion is a great initiative, and I hope it continues to be successful from here on out.' - Summer Claudio Year 8

“I found that the Peer Companions Program is an opportunity to challenge and help me grow as a leader, supporter and companion. The ability to actively listen to their opinions and feelings as well as teaching them about expression towards emotion encourages productivity and connection in the session. Although it was hard to maintain social skills with an age group different from myself I was able to connect and stimulate positive thoughts and interactions each session. I believe that peer companions have made me into a more manageable, productive and intuitive person. Each session gives me a sense of purpose,challenge and risk which provides me with an ambitious and enterprising state”. - Krystel Arevalo Year 8

“Due to the Peer Companions Program, I have been able to connect on a deeper level with the Stage 3 students and I am able to expand my leadership skills as I continue to communicate with the future year 6 students”. - Sandra Awale Year 8

“The reason why I joined Peer Companion Program was to help the students of Stage 3 with their problems as I was also in their position years ago so I feel like we peer companions can easily connect and understand these kids. I enjoyed peer companionship as it was fun and I got to connect with new people and I had learnt a few things myself. So I would also like to encourage others to join”. - Asmika Vanam Year 8

Mrs Ashu Aggarwal - Stage 3 Coordinator and Pedagogy Coach

From Year 7…

Pitchfest is underway for Stage 4 students!

The St Luke’s Pitchfest Team were thrilled to meet, via Zoom, Ms Helen Baker who is the Founder and CEO of Spill The Beans. Ms Baker facilitated an engaging session enabling our team to discuss their business and charity ideas and critique them against Pitch criteria.

The calibre of the ideas presented was outstanding. It was interesting to hear such diversity amongst the initiatives, which included, bird care, bio-conserve, harvesting carbon emissions, cure and awareness of Muscular Dystrophy, mental health apps, teen-only social media platforms, satellite real estate, homelessness, and wellbeing support for trauma surgeons.

The team will continue to meet in the Hub after school each Thursday to continue the design thinking process and to bring their Pitch ideas to life. We would be keen to hear from parents in our community who could offer some assistance by way of mentorship in the particular fields of endeavour above.

Mrs Jo Kirby: Leader - New Metrics

Coding Club

Our Coding Club powers on through building our game world adding a playable character this last week. Students are beginning to recognise coding patterns and structures which is opening their minds to variation and experimentation. They're drawing upon and extending their knowledge of computer graphics, programming and maths. Our next session will add a little physics to the mix as we code gravity into our world to the detriment of our main character!

Mr Brad Ptolemy - New Technologies Officer

Year 7 “Shine” Program Commences

This week saw the launch of the Shine Program in the SOL. The new initiative is designed to empower young women to ‘shine’ and fulfil their potential. The hope is that all Year 7 girls will have this opportunity throughout the course of the year. Initially we are piloting the program with a group of sixteen girls.

Light is used as a metaphor throughout the Shine program - there are times when our light is dulled; so how can we live our lives so that we allow our light to shine brightly! Some of the topics to be explored include: Leadership Matters, Managing the ‘Dim Days’, Shining Brightly, Understanding Me, Fulfilling My Potential, Using My Voice effectively and Self Care. The program consists of ten one hour sessions.

The first session of the program was very positive and it was impressive to see how receptive the girls were to participating in a program aimed at allowing them to ‘shine’ and be the very best versions of themselves. The aim is for our second group to commence at the start of Term 3.

Ms Melinda Bowd (K-11 Wellbeing Leader)

Italiano: Adoro gli animali!

In Italian, students are inquiring and applying one of our St Luke’s pillars, they are transferring their knowledge into new contexts!

They describe their favourite animal in Italian, applying what they have already learnt: numbers, colours, adjectives, animal features…

Prof. Cheyenne Gallo - Languages

From Year 8…

In the classroom

This week, the Year 8 students have been eagerly preparing for their upcoming student-led conferences to be held in week 7 of this term. In this undertaking, students are exploring the Pillars of St Luke’s: Witness, Manage, Relate, Think, Inquire and Create through their achievements in their various subjects. The students are eager to share their achievements and ‘wins’ in relation to these pillars with you in Week 7.

Sleep Connections

On the Monday of Week 5, Year 8 students participated in the “Sleep for Better Health, Resilience and Performance” workshop held by Lisa Maltman. Prior to this, students were tracking their sleep patterns using a Sleep Diary and at the workshop, they were able to determine whether they were getting enough sleep or quality sleep as needed for their age group. Lisa was invaluable in providing the students with strategies to improve the length and quality of their sleep. Some suggestions included getting a traditional alarm clock and removing the phone from the room, reducing technology usage before bed, leaving blinds open when sleeping so that the natural light of the morning can help them wake up and using blue light filters on their phones if they absolutely need to use their phone before bed.

Life Design

Year 8 Life Design students are currently undertaking the unit called My Future Self where students explore who they are and what options for their future and potential career will suit their skills and abilities. Students began this unit by exploring Simon Sinek’s Golden circles to understand the Why, What and How of what they currently want to do. At the end of this unit of work, students will hold a My Future Self Expo on the 21st of June from 3-4:30pm. Parents are highly encouraged to attend to support and explore the future directions of our students.

TAS- Food technology

Year 8 TAS “Green Machine'' classes have spent the last few weeks cooking up a storm in the kitchens! On the menu- Spaghetti bolognaise, pizza scrolls and recipes that highlighted the herbs we have grown. Here is “Creamy pesto pasta” featuring basil and parsley- delicious!

Ambrose Activities