COLLEGE LEADER AND HOUSE CAPTAIN PROFILES

College Leader Lucas Sebastiano

As a leader I would describe myself as easily approachable, open to ideas and new understanding, and very hands on.

I am the proudest of being the captain of my soccer team because I am very passionate about soccer and I love to see my team enjoying themselves, as well as being on top of their game.

My favourite TV program is Fresh Prince of Bel-Air.

In my spare time I like to play PlayStation, see my friends, and be active.

The best thing about attending SMC is being a part of such a big community and feeling welcomed and happy.

Leadership means to me to be someone that others can talk to, ask advice, look up to, and be that helping hand that some people need for inspiration and energy.

Five words which best describe my personality are funny, charismatic, hard-working, easy-going, and always smiling.

Something funny that has happened to me was I dropped a soda water bottle on the floor in Foodland and it blew up and spun towards the ceiling.

A teacher at SMC I admire is Mr Anderson because he is very smart and I appreciate his style of teaching.

Something interesting about me no one knows is that I love to play golf, and I have a mini-golf talent like no other!

La Salle House Captain Kyla Williams

As a leader I would describe myself as someone who is encouraging and inclusive

I am the proudest of volunteering at the Henley Surf Lifesaving Club as a surf lifesaver because I am able to make the beach a safe place.

My greatest sporting moment was winning the 2020 Under 15 Lacrosse Premiership.

My favourite song is Adore You by Harry Styles.

In my spare time I like to read and play sports.

The best thing about attending SMC are the teachers who are always willing to help.

Leadership means to me leading, guiding, and encouraging my peers to put themselves outside of their comfort zone and to be the best version of themselves.

Five words which best describe my personality are patient, understanding, kind, energetic and thoughtful.

If I could create one change for SMC in 2021 it would be to make the Research Project a Year 11 subject.

A teacher at SMC I admire is Mr Stanislaus because he has helped me a lot and has been patient with my learning.

YEAR 9 YLEAD ALTITUDE DAY

On Wednesday 1 June, the Year 9 Student Leaders were given the opportunity to attend Altitude Day, hosted by yLead, at the Adelaide Convention Centre. Based in Brisbane, employees from yLead travel all throughout the states to spread a message about leadership for young people. They are driven to provide unique learning experiences that will empower young people to do their best and make a positive impact on the world. Altitude Day gave us the opportunity to show more of our skills and consider what more we could utilise in our school environment.

“This was such an insightful day! We listened to three amazing guest speakers, Dr Trudy Lin, Gene Phoa and Ben Pettingil, who all had powerful stories to tell. One thing they all had in common was that they were all on the path of making an impact on the world. By sharing their stories, they were able to explain how the failures of life got them to where they are today. It’s safe to say all Year 9 Student Leaders went away from that day with a new perspective on being a leader, bursting with new skills and fresh ideas. Altitude Day is a unique and once-in-a-lifetime experience! With all the support from our teachers, Ms Capitanio and Mr Pike, the employees at yLead and each other we were able to make this a very successful day.” – Avani Grewal (9GPC03) and Paige McEgan (9GPC03)

Ms Jessica Capitanio, Year 9 Assistant Director

YEAR 11 AND 12 CHILD STUDIES

On Thursday 9 June, our Year 11 and Year 12 child studies classes hosted 50 Reception students from the Primary Campus to engage in various activities.

Year 12 students were tasked with producing a 20-minute activity based on nature play and including natural elements. They conducted this activity with three small groups of Reception students, with activities such as painting with natural materials such as leaves and sticks, and understanding natural elements using the five senses.

The Year 11 Child Studies class completed a physical activity on the oval based on a popular computer game. Students worked in small groups, researching and applying their understanding of the physical development of young children to create an age-appropriate activity incorporating themes such as Paw Patrol, Mario Kart and other popular children’s games.

Ms Kimberley Schulze, Teacher – Secondary

ADELAIDE HOLOCAUST MUSEUM AND ANDREW STEINER EDUCATION CENTRE EXCURSION

During Week 6, the Year 10 History classes and Year 11 Modern History class had the opportunity to visit the Adelaide Holocaust Museum and Andrew Steiner Education Centre. The museum first opened to the public in November 2020.

A critical part of the Year 10 History course is the study of the Holocaust. Firstly, students had the chance to participate in a guided tour and interactive workshop to learn about how such an unprecedented event in history was humanly possible. Students were asked to follow the story of one of the highlighted Adelaide Holocaust survivors through the different stage of development of ‘The Shoah’. Our students impressed the tour guides with their knowledge and the insightful questions they posed. Students were also privileged to hear from Holocaust Survivor Andrew Steiner, who participated in a Q and A session with students. The College has had a long association with Andrew and we thank him for his willingness to share his time and story of survival with our students.

The underlying theme of his talk was to ‘Never Forget’, and importantly to be an upstander to prejudice and intolerance in society.

Ms Stacey Moros, Head of History – Secondary

YEAR 7 GIRLS ENLIGHTEN DAY

On Friday during Week 5, the Year 7 girls cohort was treated to an informative and educative day-long workshop to support wellbeing and resilience in young women. The day was presented by writer, talker, podcaster, MC, and blogger, Rosie Panetta, who inspired students with anecdotes and interactive activities.

Students were guided to help decode the messages they are exposed to and inspired to follow their own path to success and fulfillment. Overall, students actively participated in what was a truly enlightening experience.

Here is what some of the students had to say:

“Friday was such a great day and it was awesome to have some reassurance that we are all enough and we can do anything we put our minds to. It has helped me face challenges and obstacles in the best way possible. The experience overall was enlightening.”

“Something I learned on Friday was to not compare my beauty and brains to other people and that I am enough as I am and I don’t have to try harder to be prettier or smarter. I really enjoyed the whole thing because it was interesting to hear about all those things and how we can maintain healthy relationships with friends and how to deal with someone if they are making you feel like you are forgotten or unloved instead of walking away.”

“I really enjoyed the Enlighten day! I loved all the activities and one main thing that spoke loudly to me is when she said “you don’t have to be friends with everyone but you do have to be friendly with everyone.” It really made me think that if everyone were to do that the world would be a much better place.”

Mr Tom Simpson, Acting Year 7 Assistant Director

YEARS 7-9 WELLBEING CHARACTER STRENGTH FOCUS

Week 7: Bravery

This week’s strength is a big one! Bravery. At times we all wish we had more of it. When I asked one of the classes I work with for words they associate with bravery, their immediate responses included: Superman, Wonder Woman, courage, strength, and selflessness.

This week we saw the Big Freeze take place. Neale Daniher, the 61-year-old AFL great, who was diagnosed with motor neurone disease in 2013, has continued to approach life with a strong determination to live it to the full. He faces the challenges the disease creates with bravery, and a strong commitment to helping to prevent suffering in others diagnosed with the disease. At this event, you might have seen David Neitz, dressed as William Wallace, speaking publicly about Daniher’s bravery as he prepared for the icy plunge.

Over the course of their education at St Michael’s, our students hear from many outstanding guest speakers who showcase this strength. Sonya Ryan is just one strong example, as you may remember.

Bravery is about doing the right thing even when it’s hard and we are afraid. It’s not avoiding challenges or difficult circumstances and speaking up for what is right, even if we feel that others may disagree (Cultivating Character Strengths Institute of Positive Education). This definition tells us it isn’t just a trait of superbeings; it’s a strength we all have at our disposal, though at times it takes incredible fortitude.

While we all wish we had more of it, as strengths go, we can continue to build on bravery, so we don’t “fight, fly or freeze” quite as much when we face challenge! This innate response to stressors is almost a part of our DNA; it’s a survival instinct intended to protect us from harm. It also means, however, that our brains aren’t geared to freely come up with creative solutions when we are in this state of alarm, so it isn’t always the most helpful response!

In truth, if we don’t face some of our fears, they can limit our progress. Some of us have a fear of heights, for example, others have a fear of confined spaces, and many of us are afraid of public speaking. I tick all these boxes pretty much! Those things that make us feel uncomfortable could be stopping us from doing great things and whilst the response is intended to keep us safe, it really could be limiting our potential too!

In each family or amongst our friends, or colleagues, we can reflect on many examples of bravery. I can think of many colleagues, students, friends, and family members who have faced enormous challenges. They somehow manage the challenge, whatever it is, head-on and come out the other side stronger and more resourceful. Like Daniher, they are so inspiring!

Whilst bravery is not one of my strongest strengths, personally, I find that I can draw on it more successfully with a combination of curiosity (and wonder), and hope. A bit like a strengths smoothie! I know that as toddlers, my own kids were fearless! When I reflect on this, I really believe it’s the sense of curiosity and wonder that overrides any potential fear! I find that when I wonder about things that otherwise I find confronting, I manage to freeze less and discover options more; it enhances my creativity and my ability to find solutions, rather than direct me to want to run and hide. The hope that I draw on tells me it will be ok and inspires me to stick to my goals!

As we remember the brave people in our lives, in our workplaces and in history, films or society, let’s be inspired by their strength this week. Amongst the many amazing examples, we can also try to imagine the bravery of Jesus and the Holy family, and those makers of influential and enduring positive change including St Mary MacKillop and St John Baptist de La Salle.

Together with bravery, we can draw on the curiosity of little children and hope and faith, always, to support us when we face challenges.

Have an inspiring week!

Mrs Tonia Carfora, Year 7-9 Wellbeing Initiatives Leader

PEER SUPPORT PROGRAM

On Wednesday during Extended Pastoral Care, the Year 7 cohort was guided by the Year 10 Peer Support Leaders in an educational and engaging workshop about some important concepts of Global Refugee Week; Harmony, Inclusion, Hospitality, and Healing.

The Year 10 students were open and vulnerable in sharing experiences of their own about times when inclusion has proven more powerful than exclusion. In response, Year 7 students considered times in their lives where these concepts have also been present, sharing ideas with their peers.

Students also formulated and workshopped solutions to problems that refugees in Australia face while communicating with peers and Year 10 Leaders.

Here is what some of the Year 7 students learned from the session:

“I learned that we should be welcoming of all people and that if someone comes into our community it’s important to be respectful.”

“The peer support leaders were very organised in their presentation and gave us a really good understanding of some things Refugees have to cope with.”

“It was a really engaging way of talking about some of the things that refugees have to deal with here in Australia. The Peer Support Leaders were fun and interesting.”

Mr Tom Simpson, Acting Year 7 Assistant Director

YEAR 10, 11 AND 12 EXAM PROTOCOLS

• Students should be ready to enter Exam Room 15 minutes before the starting time. Please assemble in the adjacent courtyard; for example for all morning exams, please assemble by 8:40am, sign the attendance sheet outside the room and you will be directed from there.
• Students are not to enter the Exam Room until invited to do so.
• Students are to ensure that all the necessary equipment has been obtained for the Exam. NO borrowing will be permitted. NO pencil cases allowed.
• Where the exam is undertaken in electronic format, students are responsible for ensuring their laptop is fully charged and updated and wired headphones only are used if required (check requirements with Subject Teacher).
• Students plagiarizing will have their paper cancelled. However, the Exam must be completed. Obviously final assessment will be adversely affected.
• No student will be permitted to leave the Exam Room before the appointed finishing time.
• The allowance for Reading Time varies depending upon the particular exam. Students must listen carefully to instructions from the invigilator regarding reading time. All notes must be written on the sheet supplied ONLY.   Before the Exam, consideration should be given as to how best to use this time.  Check with teachers if uncertain.
• If a student is ill and unable to attend, a phone call must be made to Mr O’Reilly, ideally prior to the commencement of the exam.
• Full College uniform is required for all exams, including compliance with the Uniform Code.
• Students are encouraged to bring a dictionary into the examination room but only unmarked dictionaries are to be used.
• Students will not be required for formal lessons during the exam week. Instead, private study should take place at home.
• Graphic calculators need to be cleared for subjects other than Mathematics.
• For online exams students will need to clear their laptops of any unnecessary files, undertake a complete shutdown and restart the night before the exam to avoid being disrupted by updates, and ensure their laptops are fully charged.
• Mobile phones are NOT permitted. Teachers will not be responsible for these during the examination period.

WEEKS 9 AND 10: SUBJECT SELECTION PROCESS FOR 2023

Please note the following important dates for students of Years 10 and 11. On these days, Heads of Department will present information regarding subjects in order for students to begin subject considerations for 2023.

This is an important discernment process for students as they contemplate future career pathways. These events are aimed at providing Year 10 and Year 11 students with information in relation to SACE subject offerings.

Year 11 (Year 12, 2023)

• Subject Expo and Study Skills Day: Tuesday 28 June

Year 10 (Year 11, 2023)

• Future Pathways Day: Monday 4 July. Students will have early dismissal this day

It is expected that all Year 10 and Year 11 students attend their respective events in order to be fully informed regarding prerequisite and minimum grade requirements for intended subject choices.

Further information regarding Subject Selection will be circulated early in Term 3.