Principal's Message

Dear Parents and Carers,

As we draw towards the end of the term, we reflect that this will be the first full term in 2020 of full-time, face to face learning. This has allowed for greater personal connection among our students and has definitely enabled continuity of learning across the College community. Speaking of learning...

Reading Success in the School of Foundations (SOF,  K-4)

This term in the School of Foundations (K-4), a focus on each student's reading progress has been one of our teaching priorities. The ability of students to 'self-correct' is a key indicator which accelerates one's ability to read. When struggling to read a word, a student can ’self correct’ using hints from the text, noticing what letter the word begins with and whether or not the word makes sense.  

Our data in this area shows a positive story about how well our students are self-correcting. SOF teachers and leaders have been working with students to develop this skill, and while we are seeing students making gains in terms of the ‘reading levels’ we are delighted to see the gains in self-correction rates. 

Below are a few snapshots of some of our data sets - a positive story indeed! The green sections are the self-correction rates of students. The greater portion of green between Week 1 and Week 6 reflects significant improvement for students in Kindergarten and Stage 1.

In sharing these snapshots, I would like to affirm the work of leaders, Mrs O'Leary, Mrs Colburt, Miss O'Brien and Mr Bennett, all of whom have led K-4 teachers on a 'deep dive' into reading for students in the School of Foundations throughout Term 3. The expertise of leaders and increased capability of teachers has directly and positively impacted the ability of students in Kindergarten to Year 4 to self correct whilst reading. Most importantly, the students have worked hard to apply their knowledge to attain progress and growth.

Timetable for Term 4

Throughout Term 3, we have trialled a new timetable with Kindergarten to Year 6 concluding their formal learning at midday each Friday. Furthermore, there has been the implementation of a new daily routine for Years 7, 8 & 9. 

To evaluate the impact and value of the new timetable, we have been working with Dr Annette Sartor from the University of Western Sydney. In fact, last Thursday, Dr Sartor conducted a full day of observations. Dr Sartor will continue her work into Term 4 by administering surveys to large groups of parents, students and staff. Also, Dr Sartor will host 1:1 and small group interviews with teachers, students and parents. 

As such, the timetable trial will continue into Term 4. It is necessary to do so and it will allow Dr Sartor to review her recent observations which will then inform the design of surveys and interviews to be hosted in the first half of Term 4. All this information will assist Dr Sartor to issue a report of considerations and recommendations towards the end of November.

Thank you for your support as we extend this trial into Term 4, and we look forward to Dr Sartor's report in late November.

Wellbeing Ecosystem

A whole school approach to wellbeing encompasses elements of promotion, prevention and early intervention. As the enrolments at St Luke’s Catholic College continues to grow towards 2000 students, so too will the complexity of student wellbeing.

With a clear understanding that St Luke’s is designing and establishing a new normal for preschool to post school learning, there is a need for a new ‘Wellbeing Ecosystem’ supported by roles which enable contemporary wellbeing approaches within a preschool to post school setting.

The evolving wellbeing ecosystem at St Luke’s will be developed so that it is built around a clear knowing and valuing of individual students, located within the diverse and thriving St Luke’s learning community. The aspiration confirms our belief that a sense of belonging and connection is fostered with every member of the ecosystem – students, staff and families – ensuring exceptional care for each student. The wellbeing ecosystem is coherent yet evolving, and the ecosystem supports a range of daily and weekly routines, embedded ways of learning and working, and universal initiatives to meet the needs of all students at every age. This whole school approach is enhanced by specific interventions to meet the needs of selected groups of students, and one on one support where required from school staff including teachers, coaches, counsellors and allied health professionals. It may look like this…

A cohesive, preventative and responsive wellbeing ecosystem, one which has clearly defined roles within the College learning community will:

• empower students to feel connected to the St Luke’s learning community as they develop the skills to be increasingly independent, empathetic and resilient.
• adopt wellbeing approaches and initiatives which support the College’s vision to nurture faith filled curious children to become creative contributors and innovative problem solvers for a changing world.
• ensure relevance and rigour across the delivery of contemporary wellbeing initiatives through the analysis of data to support evidence-based practice.
• honour the CEDP Positive Behaviour Support for Learning (PBS4L) approach to wellbeing, especially in the early years.
• embed positive psychology approaches across K-12 including the provision of relevant and real world wellbeing content and initiatives as part of the mandated curriculum and Life Design in Years 7-12.

Such developments and increasing focus on wellbeing has seen us advertise key specialist roles which will commence work towards the end of this year to prepare for a 2021 implementation of our new wellbeing ecosystem.

Staff News

At the end of this term, we say farewell to Miss Stephanie Ghislain. "Miss G" as she is known, is relocating to Darwin to be close to her fiance. Miss Ghislain joined us as a first year out teacher at the beginning of 2019. With obvious talent since day 1, Miss Ghislain has developed her content knowledge and pedagogical knowledge; however, more importantly, she has maintained an even balance towards challenging and caring for her students. Her gifts will be missed and we thank her for her contribution to St Luke's.

We also say farewell to Mrs Kerrie Vella. Mrs Vella has worked for the past 12 months as my personal assistant.  Mrs Vella has strong planning and organisational skills, as well as her pleasant manner when dealing with the volume of the work directed to senior leaders of the College, has been commendable. Furthermore, her ability to prioritise and meet set deadlines has eased my workload on many occasions. Mrs Vella returns to CEDP to work in the area of change management. In doing so, we wish her well and thank her for her contribution to St Luke's.

Lastly, we congratulate Mrs Meg Stone on her appointment as Religious Education Coordinator (REC) at St Bernadette’s Primary, Lalor Park, commencing January 2021. On behalf of the St Luke's Community, I congratulate Meg on her appointment knowing that it is a natural next step as a leader in Catholic education in Western Sydney. More will be said about Meg at the end of this year acknowledging her work as a foundation member of staff since we began in January, 2017.

Wedding Bells

Over these holidays, Miss Hoban and Mr Borg will marry their respective fiances. With all the trials and tribulations that have come with managing Covid, they have successfully planned and prepared for their BIG day. In offering our best wishes to both Miss Hoban and Mr Borg, I reflect on 1Corinthians often recited at many a wedding, which, in part, reads...  

Love is always patient and kind; love is never jealous; love is not boastful or conceited,

It is never rude and never seeks its own advantage, it does not take offence or store up grievances. Love does not rejoice at wrongdoing, but finds its joy in the truth.

It is always ready to make allowances, to trust, to hope and to endure whatever comes...

As it is, these remain: faith, hope and love, the three of them; and the greatest of them is love.

Many Blessings for the holidays and the staff look forward to seeing all students return refreshed for Term 4.

Yours faithfully

Mr Greg Miller.