Learning Updates

- School of Innovation

Engaged in enriching learning experiences 

Our School of Innovation students have been engaged in a wide array of learning experiences and opportunities that have challenged them, enabling them to utilise our learning assets to collaborate, communicate, self-manage, research and think as they inquire.

Our students have also participated in extracurricular activities such as Harmony Day, and continue to embrace daily life as a St Anne’s College student. 

Discovery Days

St Anne’s College was blessed with visits from Year 6 students who participated in our Discovery Day sessions. These sessions are designed to build, grow and develop relationships between schools and students, and provide opportunities for Year 6 students to engage with our St Anne’s College community. 

Students were introduced to St Anne’s College, our school philosophy and way of being, whilst also participating in activities that enabled them to meet new people, work in groups and collaborate with others. We were so impressed with the students' willingness to embrace all activities and experiences, and look forward to continuing our relationship as they learn more about the St Anne’s College community. 

Thank you to everyone involved in organising these wonderful sessions, and thank you to Deputy Principal Community Wellbeing Kate McGrath and Learning Support Leader Leesa Shannon for facilitating activities. 

Some reminders

Please remember your child’s Pastoral Group Leader should be your first port of call as the conduit between school and family. If you need to contact your child throughout the day, please do so through our office. Students are not permitted to utilise their phones during the school day, and we are a ‘mobile-phone-free zone’. 

Please assist your child in ensuring their devices are fully charged each day as per our ICT Agreement. We are currently conducting an audit of devices to ensure any damage or concerns can be addressed. 

 - Rach Chapman, School of Innovation Leader

Year 7 team-building activity

For a Year 7 team-building exercise, students completed the marshmallow and spaghetti challenge. In groups, they were given 20 pieces of spaghetti and 10 large marshmallows. Students were given 15 minutes to build the tallest tower they could. It was interesting to see students collaborating. One group was able to build a tower that was 66cm tall. 

Student reflections

I found it frustrating when the spaghetti was very delicate and the marshmallows were sticky and would not adhere to the spaghetti. My team and I built a tower 38cm tall.

 - AJ Singh 

I thought it was good but it was really hard because the marshmallows kept moving and melting. My team and I did not manage to build a tall tower but we mostly worked well as a team.

- Lanie Buttigieg  

I enjoyed the team-building exercise because it allowed me to get to know other people within Year 7 that I have not yet spoken to. My team and I were able to build a tower but had some challenges getting it to stay up.  

 - Harjas Rahal 

Science

In Science this week, the Year 7s completed an experiment using eggs. They were looking at how many rubber bands it took for the egg to bungy safely to the ground. They used a variety of equipment including a retort stand, paper clips and a metre ruler. Students were required to write up the experiment. They needed to include an aim, a hypothesis, materials and method, results, discussion and a conclusion. 

Year 8

Year 8s are currently writing their comparative essays based on ‘Hunt for the Wilderpeople’ and ‘Wild Pork and Watercress’. 

There is a test for Geometric Reasoning which will focus on a variety of skills and learning assets. The Year 8s have also explored mental health through The Resilience Project and the 4Rs, and are creating presentations based on a mental illness.

Our Year 8s are also finalising their study of Viking history and contributions, by composing a letter to King Aelle. 

Student reflections

I am really proud of my efforts in all subjects at the moment. I have really enjoyed learning about Geometric Reasoning and the Vikings in Global Studies. I really loved ‘Hunt for the Wilderpeople’ as it connects the audience to the characters and explains more about the connection and relationships between all the characters. 

 - Talia

I really liked the novel we are studying, ‘Wild Pork and Watercress’, as it includes a lot of detail and the characters were funny. I have been preparing well for our Maths test based on Geometric Reasoning.

 - Kyren

We created a ship based on Viking times with the features of a Viking boat made out of cardboard, wood and paddle pop sticks. We learnt how the Vikings would use these ships to travel and raid places. 

 - Jack

Year 9

Our Year 9s have been responding to and creating their own responses to “You Can’t Ask That!” Students have explored the foundations of this idea and challenging stereotypes and assumptions. 

Student reflections 

Sinead, Myla, Tilly, Zoe and Sienna completed their film and written response based on teenage girls. They responded to questions that teenagers frequently get asked or statements that are often made in relation to negative stereotypes of adolescent girls. 

This student team learnt the importance of speaking formally and fluently when presenting. They collaborated wonderfully as a team and a group of motivated individuals. Sinead is most proud that they were able to smash stereotypes and explore the importance of knowing people as individuals and not based on a category. 

Jagroop and Parneet completed their “You Can’t Ask That!” based on Punjabis. Their film explains what they are trying to explain to the world. There are a lot of places that connect to Punjab and its facets can be quite varied. The most common religion is Sikhism and the film explains that not everyone in India is the same, or has the same beliefs and culture. In India there are over 150 languages and cultures and Punjab is one of them.

Jorja completed her “You Can’t Ask That!” on blind people. She really wanted to spread awareness and break down stereotypes that blind people don’t really have a life, or are significantly limited. Jorja also wanted to address the idea that blind people cannot be independent or live on their own. Jorja wants people to know that even with a disability, you are capable of doing anything you want. 

Manjot completed her “You Can’t Ask That!” based on people who have Indian or Punjabi background. She wanted to address two main assumptions:

• Do you eat curry all the time?
• Does your accent make you insecure? 

Manjot explained that the term "curry" refers to a watered down version that originates from the British attempting to capture the use of Indian spices and cuisine. She also explained that Indians eat a range of foods, just like everyone else!

Manjot explained she was born in Australia, and has always been around people who speak English, so believes that accents can vary and people should be proud of their accent because it’s part of who they are. 

Landon, Chelsea, Amelia and Amy completed their response on older siblings. They believe one of the biggest misconceptions about older siblings is that they are and should be more responsible. Other questions they included were:

• Do they get into trouble more?
• Are they expected to be role models?

Fatma, Milla, Milli, Hina and Dawn completed their “You Can’t Ask That!” on Muslims and people of colour. They surveyed Year 9 students and Learning Mentors about what they mostly think, hear and see. They got asked lots of questions which they found fascinating and were really keen to address and respond to. Fatma said they love talking about culture and race, finding common ground and celebrating difference. Fatma said it was wonderful to see that people are eager to learn and understand. 

Blake completed a review based on one of the episodes of “You Can’t Ask That!” which was about Indigenous culture. Blake was surprised at the number of stereotypes that exist in this space and examined the impact of this.