Father’s Day Breakfast

Thank you to our fathers and father figures who joined us this morning for our Father's Day Breakfast. Pope Francis wrote in his 2020 letter Patris Corde (With a Father’s Heart), “Fathers are not born, but made. A man does not become a father simply by bringing a child into the world but by taking up the responsibility to care for that child. Whenever a man accepts responsibility for the life of another, in some way, he becomes a father to that person.” We give thanks to those who have accepted the vocation of fatherhood and, in so doing, shared with us their love and devotion. Thanks especially to Ms Saundry, Ms Martinelli and our Prefects who catered for our breakfast today.

End of Term – Special Arrangements

The last week of this term will be special as we make the final stage of our move from Presentation to the Edmund Rice Campus. Mr Lancashire wrote to families earlier this week outlining the plan, and this serves as a reminder that there are two significant changes to the student program during this week and a minor variation in the return to school in Term 4:

• Wednesday 18th September – students will finish school at the conclusion of Period 3 (12.20pm) to allow teachers to pack up their desks and move all belongings to ERC. Students on Presentation Campus will need to empty their lockers.
• Friday 20th September – Footy Colours Day. Students come in casual dress and celebrate their team. From 1pm we will be packing up classrooms and moving tables and chairs on to trucks to relocate to ERC. School finishes as 3.10pm as usual.

Term 4

• Monday 7th October – Student Free day (Staff Professional Learning)
• Tuesday 8th October - Students recommence on Edmund Rice Campus. Orientation morning for Years 9-12.

Uniform Term 4

When we return for Term 4, we move into summer uniform. Our uniform is a publicly visible symbol of unity and while we saw improvement in the wearing of uniform this term, especially in Years 7 & 8, it’s now up to our older students to take the lead and wear our uniform with pride. Please help by using the next couple of weeks to check that the summer uniform is:

1. St Mary’s uniform,
2. The correct size / length,
3. In good condition.

The Uniform Shop is open on Tuesday and Thursday from 8am to 4pm and the first Saturday of the month from 9am to 1pm. Details are available on the College website.

College Yearbook

Our 2023 College Yearbook, Loquax Ludi, is published and available on our College website in electronic format to support our commitment to sustainable practices. You can access it anytime by visiting the following link:

📖 Access the 2023 Yearbook Here: https://www.stmaryscollege.vic...

Although belated, this latest edition provides excellent reading with some outstanding reflections from student and staff leaders and much of the joy of school life is captured in pictures of happy young people. It is a fitting celebration of 2023, a year that witnessed great change at St Mary’s. We apologise for the delay in publication due to a change in personnel and associated staff shortage earlier this year.

Darren Atkinson 
Principal

The recent stretch of wild, windy, and unpredictable Melbourne weather has been a perfect reminder of how life—and learning—can throw unexpected challenges our way. Just like preparing for a sudden downpour, students at St. Mary’s are learning to manage the twists and turns of their education with a key skill called metacognition. This "thinking about thinking" helps them reflect, adjust, and find better ways to learn when they hit a rough patch, much like carrying an umbrella in a city known for its unpredictable skies.

Catholic education development has long valued metacognition as a tool for growth. St. Ignatius of Loyola, through his Spiritual Exercises, emphasised the importance of regular reflection and discernment. In his teachings, he encouraged the practice of the "Daily Examen," where one reflects on their thoughts, actions, and intentions, asking: Where was I most focused today? What can I improve upon? This process closely mirrors metacognition, where students are called to reflect on their learning, discern their progress, and adjust their strategies for improvement.

At St. Mary’s, our teachers embed these reflective practices into everyday learning, helping students develop not just academic skills, but deeper self-awareness—valuing the process of learning as much as the outcome. Here are some of the ways we’re fostering metacognitive growth:

1. Using Rubrics as Roadmaps

Our teachers don’t just hand out rubrics as grading tools—they use them as roadmaps for learning. Students are encouraged to regularly refer to rubrics as a way to understand the criteria they’re working towards. This reflection helps students break down tasks into manageable steps, giving them clear mental scaffolds for their learning. It’s like checking the weather radar before heading out—you know what’s coming, and you’re better prepared for what lies ahead.

2. Reflecting Through Feedback

Feedback at St. Mary’s isn’t just about giving a score—it’s a tool for reflection. When students receive feedback, teachers guide them in reflecting on how they approached their work, what strategies were effective, and where they can improve. This process echoes St. Ignatius’ call for discernment—encouraging students to think critically about their approach and make adjustments. It’s about helping students build mental schemas that allow them to connect past experiences with future tasks, making them more adaptable learners.

3. Building Scaffolds for Understanding

Our teachers use scaffolding techniques to build students' understanding step-by-step. This might look like breaking down complex tasks into smaller, more manageable pieces or providing key strategies that students can use when they encounter difficulties. Scaffolding isn’t just a support—it’s a teaching strategy that helps students develop mental frameworks for tackling challenges on their own in the future. Over time, students learn to internalise these structures, much like how Ignatius calls for gradual spiritual growth through reflection and practice, equipping them to handle any academic or personal challenge that may arise.

How Parents Can Help Build Metacognitive Muscles at Home

While our teachers embed these reflective practices into the classroom, there’s a lot you can do at home to support your child’s metacognitive development:

• Use the rubric at home: If your child has a rubric for a project or assignment, sit down with them and help them break it down. Ask questions like, “What do you think the teacher is looking for here?” or “How can you make sure you hit these criteria?” This helps them reflect on their approach and make more deliberate choices.
• Encourage reflection after feedback: When your child receives feedback, instead of focusing solely on the mark, ask them to reflect. “What worked well this time? What would you change next time?” This helps them internalize the feedback and use it to improve.
• Discuss mental strategies: When your child is struggling with a task, talk through possible strategies they can use, just like we do at school. For example, if they’re overwhelmed with a big project, help them break it down into smaller tasks, or suggest different ways they can approach the problem.

At St. Mary’s, we believe that by embedding these metacognitive practices into our teaching, we’re not just preparing students for academic success—we’re equipping them with lifelong skills to navigate the unpredictable challenges ahead. With a little support from home, these metacognitive muscles will only grow stronger, preparing them not just for Melbourne’s unpredictable weather but for life’s challenges—just as St. Ignatius encouraged through his reflections on growth and discernment.

Daniel Di Lisio
Director of Learning and Teaching

HAPPENSTANCE

I heard this word used on the radio today. A strange old-fashioned word, but it does so much to describe how our lives and our careers unfold. Coincidence. Ask anyone how they met their partner or why they are in their current job… happenstance will quite likely be the perpetrator!

It was used in the context of encouraging us to engage with people, rather than devices. When you meet with people in real life and real time, you are allowing happenstance to occur - forming relationships, developing networks, discovering new ideas, hearing different opinions, acquiring new knowledge, following a lead, accepting an opportunity. This can be immensely enriching.

This idea of accidental discovery, of serendipity, of chance in the chaos of everyday life is not new. They say that ‘fortune favours the bold’, but happenstance is not just for the adventurous. Every student who engages in their learning opportunities at school, university, vocational college or work, who embraces face to face interaction, who joins one of the many clubs or societies, or who goes on an overseas exchange, is opening their lives to a world of opportunity.

Of course, the online world has made us information rich too. Following links online can lead to many discoveries, but the quality of real human interaction is difficult to replicate on social media. The exchange of ideas and arguments, the shared experiences, the random conversations on the train or over a coffee, these are the things that let happenstance into our lives.

When students actively engage with life, life will open up the opportunities.

YEAR 12 CAREERS MEETINGS

I have asked all Year 12 students to ensure they have a meeting with me this term to discuss their next step after Year 12. Whilst I have met with more than half the cohort, there are still many more who need to book in the ever-reducing time left this term.

This is not just for those wishing to do further study. Those seeking work, planning GAP years and particularly those who are still uncertain, should all make a time before the term runs out. Please note that, with the big move back to Westbury Street happening so soon, there are only SEVEN days left to meet with me this term. By next term, VTAC will be closed, and students will be distracted by exams and celebrations.

Of course, some may wish to delay till Term 4, which is fine if they have made their VTAC application before 30 September. It can be changed as much as you like one submitted.

VTAC DATES and CAREERS MEETINGS

REMEMBER: SEAS and Scholarship Applications close on 11 October – and students may have evidence to submit by then as well.

If students are seeking work or apprenticeships, I can help too, with suggestions and contacts.

If students wish to take a GAP YEAR, I suggest they apply now for University courses and then defer (for up to 2 years) by following instructions in the offer letter. (Vocational Education courses will not defer.)

CHANGE OF PREFERENCE: Once a student has made their timely VTAC Application, they can make changes to their list of Preferences. I am available to help with this up until COP closes at 12 Noon on 14 December, and again (Teams online) on 23 December before changes close at 10am on 24 December. This is repeated for the January Rounds (10 and 28 Jan) and February Rounds (4 and 11 Feb) should you need advice or assistance. Just email me or message on Teams.

See the details at: https://vtac.edu.au/dates

Mandy Elwood
Careers Counsellor