Dear St Mary’s College Families,

Now that we are a few weeks into the year, I offer a few thoughts about the sense of belonging and unity felt by the staff and students at the College following the commencement of the year on one campus, based on the conversations I have had in recent days.

Students of all year levels feel more connected. They see their teachers throughout the day for what might be considered ‘incidental’ conversations, which in truth, are anything but. Where they might have had a teacher for a lesson early in the day, and that teacher then spending the rest of the day on the ‘other’ campus, they now run into that teacher throughout the day. They may see them on yard duty and quickly check they have the correct page number for their homework, or asking whether the email they sent was received. Even more importantly, students approach staff they trust and confide in them if there are issues they need help with, both academically and socially.

Staff find they have access to students in ways that ultimately improve student outcomes. Whether it is identifying someone that has become distant from a former peer group or acknowledging a student arriving early or staying late that is exhibiting a renewed approach to study. Staff could not be more connected with what is happening with the students in their care. For this and many other reasons, the start to 2025 has been a good one at St Mary’s.

As mentioned in my last Lumina article, I will include some detailed information about each of the four touchstones that guide the policies, practices and culture at St Mary’s College, an Edmund Rice Education Australia School.

Liberating Education

Empowered by liberating teaching and learning experiences, we open our hearts and minds, so that we are hope-filled and free to build a better world for all.

As a Catholic school in the Edmund Rice tradition we:

• Respond to Jesus’ radical message of liberation, creating learning environments where all can grow in confidence, agency and freedom.
• Deeply listen to all voices in order to build communities of safety, empathy, active participation and care for wellbeing.
• Recognise the strengths, capacities and needs of each learner, celebrating success and achievement which enables the realisation of aspirations and pathways.
• Implement liberating practices, inspired by our First Nations people, our Church and our education partners to create authentic, flexible and relevant learning experiences.
• Value critical awareness of justice and peace issues through the curriculum, service and solidarity learning, environmental practices and the culture of the school.
• Promote renewal and growth through reflective and compassionate practice, formation and professional development.
• Challenge and support each other to exercise agency and leadership within the school community and beyond.
• Commit to cycles of learning, unlearning and relearning, to improve the educational experience of First Nations young people and the cultural competency of all Australians.

Shaun Lancashire
Deputy Principal