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2020

A year unlike any other

Vision and Mission

VISION

“I have come that they may have life, and have it to the full” — John 10:10

Inspired by the life of Christ, our Presentation Heritage and the Salesian Charism, Nagle College is a Catholic community that welcomes, builds strong relationships, evangelises and prepares young people for life.

MISSION

So that all members of the Nagle College community can live out the College motto Let Your Light Shine, we will:

• Develop a safe, nurturing and hope-filled community based on Christ’s message of love, justice and service

• Provide innovative, inclusive and engaging educational pathways that enable students to develop their potential to become lifelong learners in the 21st Century

• Build a culture that promotes and accepts personal excellence

• Be people of dignity, respect, compassion, resilience and unconditional love

• Be conscientious stewards of the environment

• Continue to build sustainable relationships with faith communities, other educational institutions, and community organisations and businesses

• Create leadership opportunities and provide formation for all members of the College community

• Celebrate the traditions and rituals of our Catholic Story

“A faith-filled learning community striving for excellence”

Principal

Mr Neville Powles

It would easy, very easy, to curse the darkness . As people of hope we aim to take a different view. We don’t, so much, curse the darkness – instead we light a candle collectively and individually as we live out the College Motto ‘let your light shine’.”

– Mr Neville Powles

OUR YEAR HAS BEEN EXTRAORDINARY

Extraordinary happens when 950 people have determination and hope. Extraordinary happens when we develop and grow as a community. Extraordinary happens when we are focused and work hard. And it has happened. There have been significant achievements and there has been learning. There has been difference, adaptability and flexibility combined with the hard work.

The year began in serious drought and bushfires arrived in East Gippsland. We started the school year in the shadow of these major bushfires. Two school families and a staff member lost their home and numerous others were impacted in serious ways. There was a month of high and intense concern with warnings of extreme fire danger. Many families were evacuated multiple times. Some had very close calls, loss of property, assets, fencing and more. Many small business owners and employees were significantly impacted due to the lack of tourism and activity.

For many, returning to school was a bonus as a sense of normal was experienced. The routine of the school day after the disruptions of the bushfires was appreciated by students, families and staff. Little were we to know what lay ahead.

We were fortunate to receive unseasonal rain. This rain was a blessing and has continued throughout the year; and so the drought has broken. We give thanks.

Just as we were coming to terms with these impacts, the worldwide pandemic, Coronavirus, hit Australia and Victoria in particular. We were required to socially distance, to wash and sanitize our hands, eventually to wear masks and isolate if unwell.

Our school year was disrupted with two long periods of Remote Learning. Term 1 was cut to eight weeks and students were sent home. This was ‘an educational

revolution’. Almost overnight, staff adapted to providing teaching from home and students leant from home. Our teachers were phenomenal in their ability to adapt. This was testament to their commitment, dedication and preparedness to cater for our students.

After missing the holidays due to the fires, the Term 1 holidays and Easter were consumed with fears of, and adjusting to, the global pandemic. Health was our highest priority. Again, economic impacts were felt deeply as both tourism and local industries were impacted.

We were fortunate that all students and staff have a high level of electronic connection and broad capability through the provision of laptops. Trying to undertake remote education for our students without the internet and videoconferencing would not have been possible. The second period of Remote Learning lasted from Term 3 Week 4 to Term 4 Week 2.

Some students thrived, most coped and some really struggled in remote learning. Teachers were challenged with the changes and rose to the occasion. Many hours of preparation and planning were completed by our committed and hard working staff.

Learning and Teaching

Ms Elaine Vertriest, Deputy Principal – Learning and Teaching

Clearly parents became more closely involved in their student’s learning and much more familiar with our learning platform, SIMON.

Our IT staff were outstanding in their support and assistance to both students and staff.

Parents, students and staff were surveyed after four weeks and adjustments were made to the daily routine to better cater for student learning and to provide a better balance of screen time, exercise and relaxation.

Many school activities could not be held – the Year 11 Presentation Ball, Year 11 and 12 Retreats, College Masses, Founders’ Day, House Athletics Carnival, Cross-Country Carnival, Interschool sport, most camps and excursions, to mention a few. College Assemblies became online events, Year 12 Graduation Day was different and the Valedictory Dinner became a lunch at school without parents. These events are central to our sense of community; in their absence we felt loss. Subsequently, we were able to provide a modest partial refund of fees.

SCHOOL REVIEW

Every four years we undertake a review process in line with DOSCEL procedures and requirements. This has been particularly challenging in the coronavirus environment.

The areas of focus are Catholic Identity and Religious Education, Learning and Teaching, and Leadership and Resources. There has been broad consultation with staff, parents and students.

A four-year strategic plan, now in draft form, was developed.

As part of the review process, the school must demonstrate that it meets the requirements of the school registration authority – the VRQA. These requirements have been met.

2020 – ANNUAL IMPLEMENTATION PLAN

The three priorities for 2020 were identified as:

• Greater learning growth in literacy and numeracy

• Implementation of Phase 1 of the Master Plan

• School Review – development of the next four-year Strategic Plan.

In reality, responding to coronavirus became our main priority and we did this well.

STRENNA

The 2020 Strenna (Salesian Theme) on this occasion came from the words of St John Bosco himself – “Good Christians and Upright Citizens”. The theme embodied the essence of Salesian education. As our young people attend school, we are helping them to become “good Christians and honest citizens”. Our staff are called to be missionaries of the youth. We want our youth to have a strong sense of citizenship and social justice so they develop a lifestyle which is of service to others.

MOBILE PHONE POLICY

A new Student Mobile Phone Policy was implemented this year. In summary, if phones were brought to school, they were required to be kept in student lockers from the start of Pastoral until the end of the day. Generally, implementation worked well.

BUILDING PROJECT

Over the Christmas break changes were made to the Reception/Administration space. The aim was to better cater for the needs of parents and students when visiting the College as well as to allow our staff to work more efficiently. It is pleasing to be able to say these aims have been achieved.

PERFORMING ARTS CENTRE/CAR PARK/ BUS BAYS PROJECT

We worked with our architects, Y2, throughout the year to develop the design of our next major capital development project. Performing Arts staff were involved in the process and we are hopeful detailed plans will be completed early in the new year so that the project can go out to tender shortly thereafter.

The project will involve new music tuition rooms, drama space, lecture/performing space and 350 seat auditorium with accompanying foyer facilities. The old change rooms will be demolished and the tennis courts relocated. Bus and car traffic will be separated from pedestrian traffic and the car park redesigned.

SCHOOL ADVISORY COMMITTEE

We were delighted to welcome new committee members this year – Samantha Bishop, Gary Pini, Jill Filmer and Michael Crane. We thank Amanda Rigoni who resigned during the year.

2020 VCE RESULTS

In this most extraordinary year, we were pleased to commend our 2020 Year 12 students on their achievements and successful completion of their secondary education. They have shown their adaptability and ability to persevere in such challenging circumstances. The outcomes for students were impressive for the 79 students studying the VCE and the 36 students studying the VCAL.

It was pleasing that 15% of students achieved an Australian Tertiary Admissions Rank (ATAR) above 80. These scores were backed up by the whole student population with 78% achieving an ATAR over 50 and a median subject study score of 29.

Our VCE Dux of Nagle College for 2020 was Amba Carr, with an ATAR of 93. Amba is looking forward to taking a GAP year in 2021 and is giving further consideration to a range of tertiary courses which may include commerce and health.

It was also pleasing to see many students achieving study scores over 40 across a range of subjects including English, Further Maths, Biology, Outdoor and Environmental Studies, Business Management and Physical Education.

Additionally there was a significant group of students who completed their VCAL certificates. Many of these have achieved outstanding outcomes in gaining full time employment, apprenticeships and traineeships. Sarah Stewart was the Dux of the VCAL cohort will continue her studies of Certificate III in Allied Health and has secured a position at Opal Aged Care in 2021. She will then undertake studies in nursing in 2022.

IN CONLCUSION

I suspect one of the learnings from this year is that students have come to appreciate the value of being able to come to school and learn in a communal environment – to learn from their peers, to be able to ask questions and seek advice “in the moment” and therefore appreciate their teachers even more.

We saw the value in the partnership between students, parents and teachers/staff when it is informed, active and interactive. We will work for this to continue.

I would like to acknowledge the hard work and dedication of all Nagle College staff. Their care and concern has been particularly evident and we are indeed very fortunate to have such a committed staff. I am especially thankful to those teachers who persevered in times they found difficult and grateful to those teachers who volunteered and undertook extra responsibilities to support the students. Their agility to undertake remote learning at short notice demonstrated their passion for quality learning.

We may not have enjoyed many aspects of the year but in summary it has been very successful. I also thank all students and parents for their hard work, feedback, support and enthusiasm this year.

COVID-19 has definitely left a mark on all our lives in one way or another. Yes, it has been a year like no other and one we will never forget, for many reasons. It would easy, very easy to curse the darkness – as people of hope we aim to take a different view. We don’t, so much, curse the darkness – instead we light a candle collectively and individually as we live out the College motto ‘let your light shine’.

As we look forward, we are more aware we will need to be agile and continue to be innovative as we move into 2021.

Pastoral

Mrs Sharon Buurman, Deputy Principal – Pastoral

.

. . this year has demonstrated the power of the human spirit when we remain hopeful, positive and work together in times of adversity.

– Mrs Sharon Buurman

This year has certainly been different and not one that anyone could foresee. Despite its challenges, this year has demonstrated the power of the human spirit when we remain hopeful, positive and work together in times of adversity. It has provided opportunities for us to draw on our strengths and learn new things.

In 2020 we have experienced learning from home, remote assemblies, wearing face masks to school, new terms such as social distancing and live streamed graduation celebrations. We also noticed there are some things that remain constant, one of which being the importance of school as a place of belonging and connection, where respectful and positive relationships are nurtured. These are fundamental to our pastoral system and were still evident at Nagle College even throughout remote learning.

PASTORAL CARE HIGHLIGHTS FOR 2020

In December 2019, new student leaders met with Miss Celeste Campagna and I on the Student Leader’s Induction Day. This day was designed to prepare students for their formal leadership roles in 2020. Miss Campagna, Brylee McMahon, Josh Dorling, Lucy McGuinn, Jessica Bradley, Thomas Greer and Trinity Fordham worked with the leaders to explore how student voice could be enhanced at the College. The students discussed and provided input on the draft Student Code of Conduct and the Mobile Phone Policy. Additionally, students participated in a range of leadership and planned activities for the following year with the assistance of the House Coordinators.

Our first official event for 2020 was the Acknowledgement and Commencement Assembly where we formally inducted our student leaders and recognised our high achieving Year 12 students from the class of 2019. This event recognised the commitment our leaders make by taking on a formal role of leadership, offering to represent their fellow students and to work together to make our College an even better place. Our leaders show a generosity of spirit, courage and determination by giving their time to serve others. Through their actions they do good works and are good examples of this year’s Salesian Strenna that calls us to be ‘good Christians and upright citizens’. It was wonderful to share this special occasion with our families and members of our College community.

Year 8 Oratory Representative, Maggie Anderson, being presented her badge and candle my Ms Lauren Hollingsworth, Bosco House Coordinator.

Inter-House activities throughout 2020 included the Swimming Carnival and Triathlon. Remote learning saw the creative addition of the Step Challenge and Just Dance Competition. It was fantastic to see the levels of participation and enthusiasm displayed by our students. House spirit continues to be alive and well at Nagle.

The students were actively involved in fundraising. Food drives and gold coin donations were directed to Project Compassion, the St Vincent De Paul Society and the Salesian Society. Students and staff participated in a clothing drive for students in the Balman School in the Northern Territory. Their efforts were appreciated by the school community.

Our annual Inter-House talent competition ‘Nagle’s Got Talent’ also took place, albeit virtually. A pre-recorded video was presented during pastoral class and allowed various students to showcase their Talents. All students and staff were eligible to cast their votes in the areas of performance and visual arts. Well done to all students who took part this year and a very special thank you to Mr Andrew Long and the Music and Arts staff.

The College continued to strengthen its approach to child safety by reviewing key policies and introducing new policies in for positive behaviour support, Mobile Phones and Student Code of Conduct. We were fortunate to work with Natalie Rutstein from the Headspace Schools Division. Natalie supported Nagle College with the bushfire recovery and COVID-19 response in a tailored and targeted way. Staff professional development, resources for students and staff and access to parent information webinars were some of the resources provided.

Key universal elements from the Whole School Approach to Positive Behaviour Support continued to be implemented, focussing on the universal element ‘consequences’.

In Term 4, our Year 12 students participated in a Zoom presentation from Ben Crowe. Ben is a professional mentor and leadership coach working with coaches, teams, CEOs and executive teams in Australia and all over the world. He specialises in assisting people with their mindset on the field professionally and with their perspective off the field personally, to find a balance between Confidence and happiness, and achievement with fulfilment.

Ben has worked with tennis champion Ash Barty, seventime world surfing champion Stephanie Gilmore, the Australian men’s and women’s Cricket teams, Dylan Alcott and the Richmond FC. Ben shared inspirational messages with our Year 12 students as they prepared for their final examinations and life after Nagle.

It was also during Term 4 that we celebrated the graduation of the Year 12 class of 2020. To mark this special occasion a number of events took place including a Graduation Breakfast, pre-recorded Graduation Mass, Pastoral Farewells and Graduation Lunch.

In December we held a Valedictory Lunch for our graduating Year 12 class. This celebration included formal toasts and speeches by our 2020 College Captains. Year 12 Academic Excellence Awards, Academic Merit Awards, Remote Learning Endeavour Awards and Nagle College Major Awards were also presented.

I would like to thank our College Student Leadership Action Team, led by Will and Ellie, for their hard work this year. They are to be commended on their leadership, dedication and positive outlook.

Finally, I would like to thank the Nagle College staff for their hard work and dedication. A special thank you to the School Coordinators, House Coordinators, Counselling, student attendance and pastoral staff for their efforts in the area of student wellbeing.

It has been a privilege and pleasure to work with our Nagle students and families this year. I hope all in our Nagle College community enjoy a Holy and safe Christmas. I look forward to working you in 2021.

(Top) Chisholm House students at the Inter-House Swimming Carnival at the Bairnsdale outdoor pool. (Bottom) Year 12 student enjoying their graduation breakfast.

Clothing being handed out at Bulman Community Park.

Learning and Teaching

Ms Elaine Vertriest, Deputy Principal – Learning and Teaching

Mad and simultaneously excited describes most of my favourite experiences.”

– Dan Meyer

What an unprecedented time for education – some may call it ‘mad’ but many of the events of 2020 were still exciting experiences for our College community. We can rejoice in the following silver linings and live in the hope that we are more prepared now for any future change in learning and education, than ever before.

STAFF PROFESSIONAL LEARNING

We began the year by revisiting our Critical Challenge –To develop expert teacher capacity for targeted teaching, evidence based practice and collective efficacy to ensure students engage in quality learning experiences and achieve accelerated rates of progress over time. This 3 – 5 year challenge included:

• Several online learning opportunities enabling access to International and highly regarded speakers for education

• Internal professional development in order to provide the best possible remote learning experiences for the students, particularly around the use of technology

• Staff involvement in the Masters of Evidence Based Teaching at Melbourne University

• Working collegiately in Learning Teams and with the Diocese

• Constant sharing, reflection and evaluation of teaching practices to actively support remote learning

• Completion of the formalised review process evaluating the past four years and looking to the future

• The introduction of Progressive Achievement Tests (PAT) for Years 7 to 10 in Reading, Mathematics and Vocabulary

• Building reading capacity across the curriculum, including understanding texts and the development of vocabulary

• Knowledge of inclusive practices across the curriculum

The two professional learning days for staff on Building Reading Capacity and Inclusive Practices were postponed until 2021 due to the pandemic. Ongoing term workshops continued in the Subject Learning Leader and Literacy/ Numeracy team spaces.

(Top) One of many virtual staff learning opportunities held throughout 2020. (Remaining) Staff celelbrate World Teachers Day with masks courtesy of DOSCEL and morning tea

LITERACY/NUMERACY TEAM

The Literacy/Numeracy team continued to actively promote these skill sets across the curriculum. 2019 NAPLAN question analysis for each of the tests by the team set literacy and numeracy focuses for each term in 2020 as can be seen below. For 2021, we will re-visit the 2019 analysis data to determine our focuses as NAPLAN testing was not conducted in 2020.

Main idea from text

Vocabulary

Interpretation of non-fiction/ information text

Email – structure and purpose

Complete sentences

Conjunctions

Adjectives

Commas

Silent letters (i e rhinoceros)

Double letters (i.e. approach)

Suffixes (i.e. handful)

‘tion’ words (i.e. motivation)

NATIONALLY CONSISTENT COLLECTION OF DATA (NCCD)

Reading timetables

Averages

2D and 3D shapes

Decimals (X and ÷ 10)

We welcomed Mrs Maureen Tuisue as the new Student Enrichment and Enhancement Department (SEED) Coordinator and Ms Sandy Martin as the Administration Officer for Learning and Education Support. Both have been instrumental in guiding and supporting Nagle staff to gain a more thorough understanding of the moderation and documentation processes that occur in order for all students to access and experience success with their learning.

Nationally Consistent Collection of Data (NCCD) teams were established for the yearly moderation process. Staff from each year level generously volunteered their time to complete this process, finding it valuable professional learning.

The SEED and NCCD teams have worked tirelessly to ensure we cater for all learning needs and document the evidence associated with the learning adjustments made in all classes. This process has also involved consultation with the Catholic Education Office and NCCD teams from other schools in the Diocese.

Our Aboriginal and Torres Strait Islanders (ATSI) team have actively continued to support the students and community. Individual Learner Profiles are being developed for all ATSI students. The profiles provide insights for the staff to then offer the best possible learning outcomes for ongoing growth and development.

SUBJECT LEARNING LEADERS

Despite the ongoing interruptions due to COVID, the Subject Learning Leaders have successfully continued to promote collective efficacy and build expert teacher capacity. Ongoing team connections through virtual meetings and discussions, were a vital part of remote learning – ensuring all staff felt supported and confident in the online learning and teaching space.

NCCD remained a focus with the building of skills to moderate with the different levels and categories of disability. This has enabled understanding around appropriate learning adjustments to meet student needs.

The leaders have become very creative and innovative in the use of ICT across the curriculum, continually learning from each other and ensuring ease of use and instruction.

The Critical Challenge was further developed with discussions around reading across the curriculum, understanding texts and the development of vocabulary.

All of these focuses were then shared by the Subject Learning Leaders with their teams to build capacity across the College.

Preparing students (and teachers) for a world of change and disruption means we must teach them what to do when they don’t know what to do.”

– James Anderson

Capital Works

Mr Steve Brill, Business Manager

2021 and beyond should see exciting new Capital Projects delivered at Nagle College.”

– Dan Meyer

As reported last year, a new Master Plan was developed in 2019 with Y2 Architecture. 2020 has largely been a year of planning and design for the priority projects identified in the Master Plan. One priority project that was completed was the refurbishment of the Administration area.

ADMINISTRATION AREA (RECEPTION) REFURBISHMENT

This project was completed prior to school commencing in 2020. This project saw a complete refurbishment of the reception area, resulting in a more contemporary and efficient workspace for staff and entry into the school for parents. This also involved moving the Principal’s office as the first stage of a future refurbishment of the school leadership office areas.

PERFORMING ARTS FACILITY (INCLUDING REFURBISHMENT OF THE EXISTING MUSIC BUILDING)

As reported last year, this project has been identified as a priority project. Planning and design of the facility commenced during 2020 in conjunction with our Architects. At the end of 2020 the project progressed to the detailed design stage and a Town Planning application was lodged. We expect the project will be tendered during the first half of 2020 with construction to commence shortly thereafter.

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

The College continued its Student Laptop Program with the provision of a College issued laptop to all students, initially in Year 7 and again in Year 10. This provides a high-quality device to all students to enhance their learning. In 2020, a new (higher specification) model was introduced for Year 10 students in response to the greater demands higher year levels have on devices.

Once again, due acknowledgement must be made of the property, maintenance and cleaning staff for their ongoing efforts to maintain and present the school facilities, both internal and external, in a condition in which we can all be proud.

With the planning and design underway for new Master Plan projects, 2021 and beyond should see exciting new Capital Projects delivered at Nagle College. These projects will continue to provide an environment where students are provided with every opportunity to explore and fulfil their potential and to live out the College Motto: ‘Let your light shine’.

School Advisory Committee

Mrs Michelle Brooker, Chairperson

The importance of creating vibrant learning spaces has remained a focus at Nagle.”

– Michelle Brooker

As the holiday season is upon us, we find ourselves reflecting on the past year. l would like to acknowledge those who have helped us shape the past 12 months.

I would like to thank my fellow School Advisory Committee members and welcome Samantha Bishop, Gary Pini, Jill Filmer and Michael Crane. Regretfully, Amanda Rigoni resigned during the year due to work commitments. We will miss Amanda’s positive contribution and extend a thank you for her time and efforts.

This year has been diverse with the bushfires impacting on our region, which had already endured years of drought. Some staff and school families were directly and indirectly impacted together with the broader economy, particularly our tourism sector. Just as we were commencing our recovery process, the world-wide pandemic, COVID-19, breached our shores. Various restrictions were imposed in Victoria, with our education space encountering two long periods of remote learning. There is light at the end of the tunnel. To take a positive stance on these events, l believe our resilience has grown. It is certainly worth recognizing the remarkable efforts of our students, parents and teachers to pivot to a remote learning environment. I’m sure everyone has a story to share and l’d like to pass on a resounding ‘well done’.

The importance of creating vibrant learning spaces has remained a focus at Nagle as we work with our architects on the Performing Arts Centre, car park and bus bays projects. It is envisaged that the project will commence in 2021 and support the School’s commitment to providing our students with the best possible learning environments.

In closing, l thank you for your support and look forward to the year to come. I wish all students, parents, teachers and staff well for the festive season. It’s been an extraordinary year. Enjoy your Christmas break and let’s welcome in a different 2021.

Ms Maria Kirkwood, Director of Catholic Education, Diocese of Sale, and Fr Michael Willemsen, Parish Priest, at the Official Blessing and Opening of the Salesian Technology Centre in April

Celebrating the retirement of our VCAA examinors, who have been supervising exams at Nagle College for over 20 years.

College Captains

Will Atkinson and Ellie Holland

. . . this year has presented us with challenges that have pushed us to reach beyond our comfort zones and prepared us for the future in ways we never would have thought.”

– Will Atkinson and Ellie Holland

At the start of this year we began brainstorming ideas for what would eventually be our final speech to the graduating class of 2020. Little did we know that everything we thought we would include would be significantly altered by the events that proceeded to unfold in 2020. Traditionally, Year 12 is characterised by the unifying of the year level through shared experiences such as retreat, athletics and many other events that we share together. What we saw instead was a range of students, who have all faced a final year that is both completely unique and personal to each and every one of us.

We have spent the majority of the year confined to our home desks or dining room tables, where we go weeks, if not months, without seeing our best friends and teachers in person. We equally share the desire to hold onto all that

has been good, and forget all that has been not-so-good about this year. As much as we can dwell on the things we have missed out on this year, this year has presented us with challenges that have pushed us to reach beyond our comfort zones and prepared us for the future in ways we never would have thought.

In the spirit of reflecting on all that we have been through, I would like everyone to return to their first day of Year 7, where it all began. Meeting your Core class for the first time, catching the wrong bus home, forgetting your locker combination. We have shared the highs and lows of these past six years together. Zooming into 2020, it has never been more important to understand that life is a journey. Taking what comes as it is in life, and trusting your gut

College Captains, Will Atkinson and Ellie Holland, address students during one of the many virtual assemblies held throughout 2020.

Music and Arts Captains, Tori Starr (left) and Jasmine Brennan-Stevens introduce Nagle’s Got Talent.

in times of stress are some of the biggest things we can all take from this year. Things can turn bad, but looking back, everything that has happened along the way has contributed to the strong and passionate people we’ve become.

Although our time here at Nagle is coming to a close, the friendships we have made will follow on for life. At the end of the day, your ATAR does not determine whether you’ll succeed in life. What does matter is the person you are and the impact you have made on the lives of those around you.

On behalf of the graduating class of 2020, we would like to extend the biggest thank you to all of the Year 12 teachers. Thank you for believing in us when we didn’t, the after school sessions, and the ongoing support – especially during remote learning. We would not be here today without your dedication and commitment to our success.

To our pastoral teachers, our six-year journey has come to an end, and we cannot thank you enough for all you have done to support and motivate us throughout the years.

To our parents, your forever belief, support and love has not gone unnoticed this year. Thank you for everything you have done for us for these past 13 years of school.

Ellie, to stand next to you as College Captains this year has been the greatest privilege, and to share this experience with you as one of my best friends has made it all the better. Thank you for everything; from your insight to your last-minute English help to keeping me grounded amidst the chaos that we’re all experiencing during this unprecedented time.

To my fellow Captain Will, it has been a blast. You are one

of my closest friends, and the best co-cap I could’ve asked for. It has been nothing but a privilege to work alongside you. Thank you for the laughs, lengthy Rear Window discussions and Uni endeavours. Now we just wait and see who gets the higher English study score.

Today may be our final day together at Nagle College but it is also the beginning of the next stage of our lives. The class of 2020 will be heading in a variety of different directions. Some of us will go to University, some will seek employment of a trade, and some of us aren’t quite sure yet, which is perfectly okay. Regardless of where we end up, we will always remember the time spent at Nagle College. Our last six years of secondary education, particularly our final one, has left us will an array of skills and lessons that have prepared us for a future where we all thrive, and for that we are incredibly grateful.

Whether you’ve adjusted to this new normal with ease, or whether you’ve been hanging on by a thread all year, simply being here today is a milestone, congratulations! It tells you how far you’ve come, and how far you’re going to go. Graduating class of 2020, we’ve made it this far, alone we have aspired, together we have inspired, and as one we will continue to venture on this crazy journey that is only just beginning.

Although our time here at Nagle is coming to a close, the friendships we have made will follow on for life.”

– Will Atkinson and Ellie Holland

Will Atkinson records Nagle College’s 2020 Open Night radio ad at TRFM.

Academic Captains, Kelsey Shegog and Hannah Martin, share the academic achievements of Nagle students in Term 2.

Student Leadership

2020s Student Leadership Action Team

COLLEGE CAPTAINS

FAITH AND JUSTICE CAPTAINS

COLLEGE VICE CAPTAINS

MUSIC AND ARTS CAPTAINS

ENVIRONMENT CAPTAINS

ACADEMIC CAPTAINS

PASTORAL CAPTAINS

SPORTS CAPTAINS

William Atkinson

Charlie Darcy

Emily Eenjes

Maddison Adams

Jasmine BrennanStevens

Hannah Martin

Trinity Fordham

Isabelle Anderson

Ellie Holland

Daniel Johnson

Nicole Gallagher

Mikaela Bayliss

Tori Starr

Kelsey Shegog

Toby Jerkins

Georgie Haussegger

Avila House

Ms Elizabeth Warden, Avila House Coordinator

May light always surround you; hope kindle and rebound you . May your hurts turn to healing; your heart embrace feeling . May wounds become wisdom; every kindness a prism . May laughter infect you; your passion resurrect you . May goodness inspire your deepest desires . Through all that you reach for, may your arms never tire.”

— Sah D’Simone

The above quote is one that resonates with me very deeply as we come to the end of this year. It focusses on a renewed hope. With the members of our school community enduring a difficult start to the year, life only became more challenging. Despite the great difficulties of this year I ask the students of Avila not to let it define their total school experience.

After Nagle went into remote learning Avila students were able to participate in a number of Inter-House activities. Two House Step Challenges were held, and a Just Dance Competition where Avila had the most participants. While it’s disappointing Avila Year 7 and new students have not been able to experience a whole year of school events, we look forward to their participation in 2021.

I would like to thank the Avila House Captains Cait Corby, Alick Young and Charlie Hutchinson, and the Avila Oratory Representatives Ella Groves, Jasmine Martin and Apryl Lynch for their efforts throughout the year. I would also

like to thank the Avila pastoral teachers Dan Crowe, John Corby, Jake Morgan, Tracey Lucas and Chris Kool; without their continued support, Avila would not be the wonderful House it is.

I would like to finish by giving a special farewell to Mrs Ann Clack. After 33 years of teaching Junior Food Technology and Textiles and Senior Health and Human Development, Food Studies, Games for Life and IT, Ann has made the decision to retire. Ann was the Avila House Coordinator from 1995 to 2000 and again from 2003 to 2006 and was the pastoral teacher of A4 for many years. Ann is and always will be a significant member of Avila House. On behalf of all students and staff of Avila House, I would like to wish her all the best for her retirement and future endeavours.

Veni Vidi Vici

Senior House Captain Cait Corby

Senior House Captain Alick Young Junior House Captain Charlie Hutchison

Year 8 Oratory Representative Ella Groves

Year 7 Oratory Representative April Lynch

Year 7 Oratory Representative Jasmine Martin

QUOTES FROM AVILA PASTORAL GROUPS REFLECTING ON THE YEAR

Life is 10% what happens to me and 90% how I react!”

– Avila 1

Bring on 2021.”

– Avila 2

Happiness can be found even in the darkest of times, if one only remembers to turn on the light.”

– Avila 3 (Harry Potter)

If you want to show us a different way to learn, don’t bother trying to teach it. Instead, give us a tool, the use of which will lead us to new ways of learning.”

– Avila 6

If you want to fly, give up everything that weighs you down”.

– Avila 4 (Gurubogsa)

With the new year comes a refuelled motivation to improve on the past one.”

–Gretchen Bleiler

Avila House

AVILA GROUP 1

AVILA GROUP 2

Dr Dan Crowe

Mr John Corby

AVILA GROUP 3

AVILA GROUP 4

Mr Jake Morgan

Miss Tracy Lucas

Avila House

AVILA GROUP 5

AVILA GROUP 6

Ms Elizabeth Warden

Mr Chris Kool

Bosco House

Ms Lauren Hollingsworth, Bosco House Coordinator

At

all times

student’s academic and

emotional wellbeing was prioritised as they worked tirelessly to create opportunities for students to connect with their learning and each other during remote learning.”

Despite the challenges of 2020, Bosco students demonstrated they possess the dedication, commitment and enthusiasm to live out the College Motto: Let Your Light Shine. All students are to be commended for the way they approached their studies during remote learning and the effort they exhibited to remain connected to their pastoral class and peers.

Bosco students commenced the year with impressive results at both the Inter-House Swimming and Triathlon Events. In particular James Kapolos (Year 7) and Henry Moors (Year 10) are to be congratulated for being awarded the 2020 Age Champion for their respective year levels.

Bosco students also enthusiastically participated in InterHouse challenges during remote learning, winning the Inter-House Step Challenge with an impressive House total of 3,533,373 steps! Honourable mention to Mr Nigel Carr with a whopping 210,000 steps for the week along with Duncan Fisher (128,000 steps) and Sally Shanahan (113,000 steps).

Bosco students also demonstrated fine conduct during the Nagle College Presentation Ceremony. In particular the following Bosco students were awarded major college awards:

• Jack Chapman – Citizenship Award: This award recognises students who have made a consistent contribution to Nagle College and the local community. It is awarded to students who have displayed involvement and service to local organisations or community members.

• Crystal Williams – Positive Achiever Award: Presented as the Marion Hall/Mary McAuley Positive Achiever Award this award is presented to students in Years 7-9 who have displayed a positive attitude to school life, have demonstrated pride in their school and led others through their actions.

• Henry Moors and Daniel Johnston – ADF Long Tan Leadership and Teamwork Award

It is with great pride that I reflect on 2020. Personally, one of my highlights this year was witnessing the genuine joy and excitement I felt when students were reunited as a pastoral class after the conclusion of remote learning. The comradery and mateship between students was evident and truly embodied the Bosco House spirit.

I would also like to extend a heartfelt thank you to the wonderful Bosco pastoral staff members who, as always, went above and beyond this year to ensure our students were supported to engage in remote learning with a positive mindset. At all times student’s academic and emotional wellbeing was prioritised as they worked tirelessly to create opportunities for students to connect with their learning and each other during remote learning.

Lastly, a tremendous congratulations to the Bosco students! 2020 will be a year we will never forget and you have approached these challenges with resilience, dedication and commitment. I wish you a restful and enjoyable break and look forward to working with you in 2021.

Senior House Captain Ben Richardson Senior House Captain Amba Carr Junior House Captain Crystal Williams

Year 8 Oratory Representative Maggie Anderson

Year 7 Oratory Representative Hannah Svetey

Year 7 Oratory Representative James Kapolos

Bosco House

BOSCO GROUP 1

BOSCO GROUP 2

Mr Steve Jenes

Ms Lauren Holligsworth

BOSCO GROUP 3

BOSCO GROUP 4

Ms Louise Kelly

Mr Nigel Carr

Bosco House

BOSCO GROUP 5

BOSCO GROUP 6

Mrs Maureen Plunkett

Mr Mal Hudson

Chisholm House

Ms Julie Henley, Chisholm House Coordinator

We can change the world and make it a better place. It is in your hands to make a difference.”

– Nelson Mandela

Although 2020 has been a rollercoaster of a ride it has continued to be a privilege and joy to undertake my second year in the role of Chisholm House Coordinator. As a member of this vibrant and tightly bonded group of individuals, I have aimed to make all students feel that they belong and can make a positive difference in the lives of the Chisholm House community, even amidst the inherent challenges of Remote Learning.

As you may already know, my family have strong personal ties to Caroline Chisholm as she was instrumental in bringing my great, great grandparents Henry and Phoebe Avery and their small children from Britain to Australia as part of the Family Colonisation Loan. The Avery family were one of the first groups of people to emigrate and left Britain in 1850 with 250 other families to begin a new life in Australia. Caroline Chisholm offered hope and a future to my family. It brings the words of Robert Ingersoll to mind when he stated that ‘We rise by lifting others’.

Our year commenced with the annual Inter-House Swimming Carnival which was enthusiastically attended. Our cheer squad was exceptional and enjoyed belting out original chants bedecked proudly in burgundy costumes. Our students swam and participated in all events and had a wonderful day. The Year 7 students were quick to participate

and eager to be involved as were the 2020 Year 12 students; they couldn’t get into the pool quickly enough and had a brilliant day for their last ever school swimming carnival. This was fortunate as it was the final whole school event students attended (in person) before COVID-19 changed the way our year unfolded.

Several Chisholm teams competed in the Triathlon; they swam, rode and ran their way around the course to support our House. Our student participation was high on this day and it was fantastic to hear the support and encouragement offered from the sidelines during the late afternoon.

Our new Year 7s have been the most wonderful group of students this year; always ready to get out and experience new opportunities offered to them as part of the House culture. They are highly valued and we know that they will help to navigate the 2021 Year 7 students into Chisholm next year. Our Year 12 students were eager to enter everything this year as they came to the realisation that this would be their last and final opportunity to do so. Their positivity and maturity was increasingly demonstrated as the year of remote learning progressed.

Peter Madu led from the front as our Senior House Captain this year, ably assisted by fellow Senior House Captain Flinn

Senior House Captain Flinn Carroll Senior House Captain Peter Madu

Junior House Captain Brendan Terry

Year 8 Oratory Representative Rhyme Anderson

Year 7 Oratory Representative Emily Morton

Year 8 Oratory Representative Reyna McLean

Year 7 Oratory Representative Sarah Pallot

Carroll. Peter wrote and performed an original piece for our virtual Nagle’s Got Talent and won equal second place. Young Zilla BLM was brilliant and was a direct response to the ‘Black Lives Matter’ worldwide movement. Our own Rhyme Anderson played the piano and sang exquisitely to support Chisholm House.

Our Year 12 students were farewelled without their parents for the first time, however it was a ceremony filled with the utmost sincerity, memories, laughter, thanks and celebration. Online messages from families were embedded into the event and our senior House Captains spoke with conviction to the group in response to an exceptionally moving parent address by Mrs Carroll (mother of Flinn).

Sewing the traditional Chisholm blankets and preparing for the event took dedication and teamwork. Special thanks must go to the 2020 House Captains: Flinn Carroll and Peter Madu (Senior Captains), and the highly capable Brendan Terry (Junior Captain). Our Year 7 and 8 Oratory Representatives Sarah Pallot, Emily Morton, Rhyme Anderson and Reyna McLean also stepped up in a leadership role which was undertaken in a challenging year.

With the support of dedicated pastoral teachers, our students were nurtured, cajoled, encouraged and guided along the Chisholm path of making a positive difference to those around them. Therefore, my most sincere thanks go to the steadfast pastoral teachers of 2020: Mark Dunn, Elizabeth Trapnell, Meg McCallum, Nicki Haskew, Maureen Tuisue and Kym Diprose.

I am truly looking forward to the challenges and joys of 2021 with the appointment of the new Senior House Captains – Matthew Burgoine and Olivia Szabo and Junior House Captains –Sam O’Kelly and Rhyme Anderson. Rhyme is making history in our House as her mother was also a House Captain of Chisholm! Emily Morton and Emily West will be undertaking the role of Year 8 Oratory Representatives and we know we are going to make a great team. It promises to be another great chapter in the ongoing story of Chisholm House.

My most sincere thanks go to each and every member of Chisholm House this year, both staff and students, for their energy, hard work and participation. Like Caroline Chisholm, we have decided what kind of difference we want to make to those around us. We walk in the footsteps of a woman who was devoted, gave dignity to others, was uncompromising in what she believed in, courageous, idealistic and charming. I am proud to be part of a House with such great history, heart and soul.

Chisholm House

CHISHOLM GROUP 1

CHISHOLM GROUP 2

Miss Meg McCallum

Ms Julie Henley

CHISHOLM GROUP 3

CHISHOLM GROUP 4

Mrs Nicola Haskew

Ms Elizabeth Trapnell

Chisholm House

CHISHOLM GROUP 5

CHISHOLM GROUP 6

Mr Mark Dunn

Ms Kym Diprose

MacKillop House

Miss Celeste Campagna, MacKillop House Coordinator

MacKillop House took 2020 in its stride and proved they are resilient and proactive.

– Miss Celeste Campagna

We started the year off strong with a long-awaited Swimming Carnival win. Your enthusiasm and willingness to participate was wonderful to see and the reason for our success on the day. The example the senior students set encouraged many MacKillop students to get involved not only on the day but in events throughout the year. During Remote Learning, MacKillop students showed that their House Spirit was alive and well taking out first place in the first Step Challenge (and a strong finish in the second) as well as a pleasing result in the Just Dance competition. Your efforts have meant we received the Community, Sports and Academic shields this year, allowing us to take out Overall Champion House for 2020. An outstanding effort at the best of times! Myself and the rest of the MacKillop staff are so proud of what you have achieved, well done!

On our return to school, we said goodbye to our Year 12s in almost-typical MacKillop fashion. It was an enjoyable day reminiscing about their time at the College and in the House that we were fortunate enough to be able to share (albeit online). Many laughs were shared and their camaraderie as a group was clear – best of luck to the Class of 2020, you are already missed!

I’d like to congratulate our 2020 student leaders on their application and enthusiasm for their roles; Kate Holland,

Amber Wilson, Joshua Dorling, Lucy McGuinn, Brylee McMahon, Taylor Atkinson, James Stastra and Katie Faithfull. Although you had limited opportunities to shine this year, your efforts and attitude were an asset to the House and much appreciated, thank you.

As this year comes to an end, I would like to thank each of our pastoral teachers, Mrs Wilma Collier, Mrs Stephanie Veness, Mrs Andrea Savage, Ms Sue Whitbourne and Mr Mark Fairweather for their continued support of our students and enthusiasm for our House. I would also like to thank Ms Michaela O’Connor, Mr John O’Sullivan, Mrs Rose Lee and Mrs Sharlene John for their support of and involvement in the House. A special mention goes to Mrs Sue Whitbourne, a past MacKillop House Coordinator, who will be leaving us at the end of the year. MacKillop thanks you for your years of commitment to the House and wishes you all the best for your next adventure. We would also like to thank Mrs Wilma Collier for her work as MacKillop 1 Pastoral Teacher and wish her all the best in her new position.

Thank you MacKillop staff and students for your work and love of the House, I look forward to another exciting year in 2021 – Together as One!

Senior House Captains

Katie Faithfull James Stastra

Junior House Captains Taylor Atkinson

Lucy McGuinn

Josh Dorling Brylee McMahon

Kate Holland Amber Wilson

Year 8 Oratory Representatives Year 7 Oratory Representatives

MacKillop House

MACKILLOP GROUP 1

MACKILLOP GROUP 2

Miss Celeste Campagna, MacKillop House Coordinator

Mrs WIlma Collier

Mrs Stephanie Veness

MACKILLOP GROUP 3

MACKILLOP GROUP 4

Mrs Andrea Savage

Miss Celeste Campagna

MacKillop House

MACKILLOP GROUP 5

MACKILLOP GROUP 6

Miss Celeste Campagna, MacKillop House Coordinator

Mrs Sue Whitbourne

Mr Mark Fairweather

Newman House

Ms Molly Lawson, Newman House Coordinator

Growth is the only evidence of life . To live is to change, and to be perfect is to have changed often.”

– John Henry Newman

We have certainly faced many challenges this year! We started the year in the shadow of drought and bushfires and then along came COVID-19 and remote learning. Whilst we missed the usual events and activities that make up the annual cycle of school and House life, we appreciate that this was small in comparison to the hardships members of our community faced where family routines, work lives and incomes were impacted.

We have good reason to celebrate our achievements over the year and remain hopeful for a more ‘normal’ 2021.

So, what of Newman House and how we coped with the changes over the year? We were heartened by the response of Newman students and the way they participated in their schoolwork and College events and activities throughout the year. This was evident in our House Merit Assembly where we acknowledged the work and participation of many students in academic, sporting and other aspects of school life.

Whilst the Newman Motto “Nulli Secundus” literally means being “second to none”, we know it is not always possible to be first. Our motto challenges us to strive to do our personal best and to develop our strengths and weaknesses as we

grow into a “better person”. We are challenged to participate in everything we can to the best of our ability.

We congratulate our House Captains and Oratory Representatives for what they have done over the year. There were few events to organise and lead, but they were always there supporting our students and the events.

The year started well at the Swimming Carnival. The participation and support for Newman House was evident and Newman took out the House Spirit Award. Xavier Derham (2019 Senior Captain) won the Year 12 boys champion award.

Senior House Captain Bethany Wealands

Senior House Captain Ellen Pini

Junior House Captain DJ Brebner

Year 8 Oratory Representative Thomas Greer

Junior House Captain Sabastian Etheridge

Year 7 Oratory Representative Amber Mazon

Year 7 Oratory Representative George Ioakim

The Triathlon was the last sports Carnival before remote learning (and ultimately the entire year). It was great to see the participation of Newman students as they organised their teams.

During remote learning there were two House Step Challenges where members of the Newman community sent in the number of steps they walked each day. Thomas Greer, Braiden Wylie, Jessica Nolen, Thomas Duncan and Georgie Haussegger all shone and Paula O’Neill was the most prolific staff “stepper”.

Although not quite ‘normal’, it was great to be back at school for Term 4. The Graduation Ceremony and farewell of our Year 12 students is always a highlight; it was again this year. It was disappointing not being able to assemble as a school for the Mass or as a House for our ceremony. It was also disappointing parents and other family members were not allowed to join us at the College.

Despite all this, the Graduation Mass and House Ceremony were meaningful and delivered a powerful message and sense of occasion they imparted. Year 12 students were farewelled with a sense of dignity and purpose and knowing that they meant so much to the College community.

– Mr Geoff Neeson

Newman House

NEWMAN GROUP 1

NEWMAN GROUP 2

Ms Molly Lawson, Newman House Coordinator

Mr Dean Hamer

Mr Geoff Neeson

Mrs Josie Boland

Mr Phil O’Neill

Newman House

NEWMAN GROUP 5

NEWMAN GROUP 6

Ms Molly Lawson, Newman House Coordinator

Mrs Robyn Eastman

Mrs Rosie Colvin

Polding House

Ms Katherine Brown, Polding House Coordinator

We walked and danced as a team with the primary purpose of having fun and connecting...”

– Ms Katherine Brown

2020 – a year to look back on and marvel at our experiences of bushfires, pandemic, remote learning, and how our Polding community served to help us through!

My thanks to our wonderful Polding staff – Pastoral teachers and all our support staff. We have tried to navigate this year so that even during remote learning students, our Polding members, continued to feel a sense of community and connectedness.

Throughout Remote Learning, Polding participated in Inter-House activities in record numbers. We walked and danced as a team with the primary purpose of having fun and connecting across the many places we call home in East Gippsland.

POLDING – LIFT UP YOUR HEARTS!

The following article is from the 2020 Polding Student Leadership Team:

This year, the Polding student leadership team alongside Lani Whateley, embarked on a journey that no one has ever encountered before. We had to be innovative, make up new ideas and face challenges in an abnormal environment. PreCOVID, the Polding community competed in our annual

Inter-House Swimming Carnival, placing an awesome third overall! A great thanks to everyone who turned up and represented Polding, with a special mention to Antje Kempff and Jordan Johnston who won their Age group award.

During COVID-19, we were in and out of the school environment numerous times and had to adjust to many difficult changes to our lives. We had our first Inter-House Step Challenge in May and placed fourth. In August, during the second round of remote learning, we had our very first Inter-House Just Dance Competition. A huge congratulations to Banjo Nugent-Brown who placed an awesome first in the whole school! A big thank you and congratulations to everyone who put in their best efforts to help Polding place well.

Post remote learning, our 16 graduating students finished their last day of school and began a new chapter in their lives. Even though it wasn’t the graduation we usually witness, the graduating class of 2020 still found a great way to finish their last day of school. Well done to Harley Finn on receiving the Possum skin Cloak and huge congratulations and best wishes to our graduates in the future.

Sursum Corda – Lift up your hearts

Senior House Captain Caitlin Murray

Senior House Captain Jordan Johnston

Junior House Captain Jessica Bradley

Year 8 Oratory Representative Ned Nugent-Brown

Year 8 Oratory Representative Antje Kempff

Year 7 Oratory Representative Anton Collins

Year 7 Oratory Representative Sloane Wisby

Polding House

POLDING GROUP 1

POLDING GROUP 2

Mrs Jenny Rawlings

Mr Tom Sherring

POLDING GROUP 3

POLDING GROUP 4

Ms Katherine Brown

Mr Steve Dunning

Polding House

POLDING GROUP 5

POLDING GROUP 6

Mrs Jenny White

Mrs Ruth Kissick

Ms Andrea Blunden

Xavier House

Mr Stephen Whibley, Xavier House Coordinator

Even though the year has been unconventional, there has been plenty of opportunities for students to seize the day ... ”

– Mr Stephen Whibley

Xavier students should be proud of their achievements this year. Despite 2020 being an unconventional year, there have been many opportunities for students to seize the day and to live our the College Motto “let your light shine”. For the first time since becoming House Coordinator, Xavier won a House Shield. Xavier House – what a fantastic effort in winning the Creative/Arts House Shield.

The year began with the Inter-House Swimming Carnival. Even though collectively we did not do as well as we normally do, we had some great individual results from Ella Poore, Ruby Goncharow, Sunanda Browne and Charlie Mann. Well done to all those that participated! It was great to see people getting involved.

In Triathlon we placed fifth. We had two boys teams; Andre Bishop, Billy Mathews and Loki Strickland-Cohen representing Xavier in Junior boys and Ella Poore (who had the fast 200m swim time in the House), Tyler Overy and Jamie Dore in Senior.

During remote learning Xavier House participated in two House Step Challenges designed to get Houses engaged in friendly competition and to keep encouraging physical activity during the lockdown. During the first challenge Amity Phelan took a massive 150,000 steps during the week. During the second challenge, the House got behind the challenge more and Xavier came fourth overall, with Ebony Parsons having the most steps. The Just Dance competition

was hotly contested and we took out our first win for the year with Alex Hamilton taking out the top score for Xavier.

Nagle’s Got Talent (replacing Talent Night) was won by Xavier for the second year running. Ruby Goncharow shone with her song ‘A Thousand Years’ by Christina Perri. In the photography competition Josh Carter’s photos placed third in the Judges choice, and first and second place in the Audience choice. In the Junior section, Georgia Goodall’s photo was first in the Judges choice and third in the Audience choice. In the Senior Section, Dayle MitchelsonTwigg’s photos placed first and second in the Judges choice and third place in the Audience choice. Ethan Blanch was equal first in the Digital Art category.

A big thank you to our Senior House Captains – Tyla and Chloe you were excellent role models. Good luck as you continue on. Thank you to our Junior House Captains and Year 7 and 8 Oratory Representatives. I hope you continue to take advantage of opportunities to show your leadership skills.

Lastly, a big thank you to Xavier’s pastoral teachers and other staff who have helped our students and encouraged them to achieve their best.

Enjoy your break and we all look forward to seeing you in 2021.

Senior House Captain Chloe Lizars

Senior House Captain Tyla Alvin

Junior House Captain Ruby Goncharow

Year 8 Oratory Representative Billy Matthews

Junior House Captain Sam Jessop

Year 7 Oratory Representative Georgia Goodall

Year 7 Oratory Representative Anton Collins

Xavier House

XAVIER GROUP 1

XAVIER GROUP 2

Mrs Sally Bailey

Mrs Hilary Arnold

XAVIER GROUP 3

XAVIER GROUP 4

Mrs Jenna O’Rourke

Mrs Ashley Jarvis

Xavier House

XAVIER GROUP 5

XAVIER GROUP 6

Mr Stephen Whibley

Mr Ray Williams

Matilda Alvin

Laura Bongers

Rebecca Coombes

Christopher Eaton

Geraldine Amos

Liz Braid

Gabrielle Costin

Aiden Giove

Hilary Arnold

Katherine Brown

Julie Dennison

Aspen Arnold

Narelle Buurman

Kym Diprose

Dean Hamer

Sally Bailey

Mark Fairweather

Lauren Hollingsworth

Ashley Jarvis

Sharon Buurman

Tarsha Dixon

Jo Hart

Kate Barrah

Ann Clack

Karen Dukakis

Nicola Haskew

Donna Boag

Wilma Collier

Steve Dunning

Julie Henley

Josephine Boland

Rosie Colvin

Robyn Eastman

Steven Jenes

Mark Dunn

Sharlene John

Nigel Carr, John Corby

Dan Crowe

Lenore Dennison

Rita Bowers

Anne Daffy

Amanda Banks

Geraldine Greenland

Mal Hudson

Celeste Campagna

Andrea Blunden

Jacqueline Baylis

Absent: Bryan Anderson, Sarah Anderson, Michelle Atkinson, Bill Bakker, Georgia Beaumont-Jessop, Stephen Brill, Peter Cheung, Toni Collins, James Deery, Melinda Douglas, Frank Fluitsma, Rainer Hall, Tania Holmes, Brittany Johnston, Naomi Kenner, Rose Lee, Ben Lightowler, Kerri Livingstone, Gillian Mason, Jaclyn McPherson, Alister Micallef, Paul Mlynarz, Danny Nall, Michaela O’Connor, Paula O’Neill, Philip O’Neill, Jenna O’Rourke, Katherine O’Rourke, Patrina Reeves, Jemma Rose, Hennie Schrijver, Russell Searl, Edwin Smith, Skye Smith, Wayne Smith, Tina Sonka, Maureen Tuisue, Mark White, Anna Wilson.

Sandra Martin

Kerri Richardson

Jason Veith

Louise Kelly

Meg McCallum

Cathy Sharp

Elaine Vertriest

Ruth Kissick

Jake Morgan

Tom Sherring

Amanda Vowell

Annamaria Micati

Sue Whitbourne

Geoffrey Neeson

Jodie Silva

Robyn Wayside

Stephanie Veness

John O’Sullivan

Judy Kool

Norrie Owen

Julie Small

Stephen Whibley

James Reynolds

Jennifer White Ray Williams

Pauline Settle

Amanda Virgo

Jenny Rawlings

Molly Lawson Dionne Rettino

Andrea Savage

Maureen Plunkett

Peter Roderick

Andrew Long

Elizabeth Warden

Nesia Lupo

Chris Kool

Gregory Pinnock

Wendy Stevens

Rhonda Lawrance

Neville Powles

Mary-Lou Towns

Brock Linklater

Jacinta Preston

Elizabeth Trapnell

Tracey Lucas Graham Luckins

AFL Sport Ready Traineeship

Nagle College participated in the AFL Sports Ready Traineeship in 2020; a program that provides recently graduated students with the opportunity to combine fulltime employment with study.

Nagle College graduate (2019) Brittany Johnston worked with Outdoor Education teachers. Unfortunately, Brittany’s participation in camps and excursions was limited due to COVID restrictions in place throughout the year. However, Brittany ran activities for students who studied on-site during remote learning. We thank Brittany for her planning and delivery of engaging activities which provided some fun and variety to students’ learning.

As an aid, Tilly Alvin (2019 Nagle graduate), asssisted and supported students both in class and remotely. We would like to thank Tilly for the positive contribution she made to our classes and for the support she provided students.

Through their work at the College, Brittany and Tilly also gained formal training and qualifications as well as practical hands-on work experience in an area of potential interest. In addition to planning and assisting with camps and activities, the trainees have also been working in a leadership role with what used to be their fellow students.

We’d like to thank Brittany and Tilly for their dedication and enthusiasm in this especially challenging year. We wish them the best for their futures.

We are a school that prepares for life

Curriculum

Mrs Gabrielle Costin, Deputy Principal – Student Programs and Staffing

We witnessed some wonderful self-directed learning, creativity and problem solving happen during the year from all areas of our community.”

– Mrs Gabrielle Costin

In a year that began with devastating bushfires and an upheaval we had not known before, we returned to school looking to settle into a year of learning without distraction. Who could have predicted the challenges that would come and that we would flip our entire learning system into family homes by the end of Term 1? 2020 certainly hasn’t been the year we had planned. Disappointment and concern were the overwhelming feelings as we started to cancel events and try to understand what was to come next with the COVID-19 restrictions. The term break gave us an opportunity to reimagine how education could happen when operating remotely.

Thankfully, we were able to rely on the solid systems we had in place with detailed curriculum documents as a foundation, so teachers were able to switch the learning to the home-based classroom. For staff, the shift in professional working habits and willingness to take on new practices has been profound. Our Information Technology staff did a magnificent job of keeping us all online and we had some terrific professional development sessions with our own “teachers teaching teachers” about the new developments in online educational tools. I can say with confidence that every one of our teaching and learning staff have had a steep learning curve this year and they have done an excellent job of it.

The Curriculum Team worked hard to shift the Curriculum Handbook online this year. This had been in the planning and it was the perfect time to trial a fully online Subject Selection process. Subject Learning Leaders developed a subject information package with various videos which was made available to families via PAM. Students were then able to apply for acceleration subjects and enter their subject preferences online. It has streamlined the process and we are confident we can build on this interactive process to allow even more efficiency in the years to come.

The wellbeing of our students was central to our planning. We responded to feedback from students, parents and staff members to provide a sustainable timetable which was suitable and flexible enough for everyone; this allowed time after classes for students to reflect, relax and recharge. The new combination of teaching and learning strategies fostered connection and we deliberately found ways to provide regular contact, inclusion and a supportive environment. There were challenges and struggles which we came up against at certain times, however when we view struggles as an opportunity for learning it expands our capacity to thrive through change. Students learnt that they can learn in different circumstances. We witnessed some wonderful self-directed learning, creativity and problem solving happen during the year from all areas of

Year 7 students received academic excellence awards during this year’s Presentation Ceremony.

Matthew Cole is presented with the Neal Wilson Music Scholarship

Renae Jones is presented with the Catherine Curtin Award.

Reese Brodribb is presented with the Lindenow Lions Agricultural Scholarship

our community. The school Motto, ‘Let your light shine’, was certainly tried and tested and we saw the students shining their light in a new way.

We have moved back into the classrooms and are gradually returning to traditional processes. It feels like a return to ‘normal’. We will use the lessons we learnt to help us envisage better systems and practices. We know now that nothing can replace the brightness of our student’s faces and the happy sound of conviviality of a school in motion. It is time now to consider how our future might look. Just as Don Bosco and Nano Nagle took bold steps to nurture the learning of young people, we too must follow that calling to always improve the future while honouring the past.

Once again the VCAL program has been a strength in developing individual pathways for applied learning students. The Bairnsdale and East Gippsland community has been very generous in their support of the program and I am very proud that we had many students attain apprenticeships throughout the year. This is even more significant when it would have been understandable for businesses to cut back on their recruitment given the economic impact of the lockdown restriction. We are always very grateful for unwavering the community support.

It was wonderful to be able to celebrate with the Year 12 students in the beautiful Graduation Mass and House celebrations. In a year of firsts, they have done a sterling job of keeping up and maintaining a strong study ethic throughout the year. They will go out into the world with learning and life skills that others before them have never experienced. I sincerely wish the class of 2020 the best for their futures.

The dedication and professionalism of the staff has been inspirational this year. They have exhibited adaptability, resilience, a deep compassion and care for their students. As for the students – so many sacrifices and demonstrations of determination have been witnessed. 2020 has brought many challenges and we saw our students dig deep to meet and defeat those challenges repeatedly throughout the year. They are certainly a tenacious bunch and credit goes to those who found new strengths and talents as they navigated the new educational space.

I extend my thanks and acknowledgement to the families who helped in so many ways during remote learning. We really had a strong partnership during this time and that is something I hope we can maintain and strengthen in the coming years.

CONGRATULATIONS TO THE FOLLOWING STUDENTS WHO RECEIVED SCORES OF 40 OR MORE

Tyla Alvin Outdoor & Environmental Studies (40)

Renae Jones Biology (47) Further Mathematics (43)

Amba Carr Outdoor & Environmental Studies (47) Business Management (42) Physical Education (41)

Hannah Martin Biology (44)

Georgia Casey English (40)

Caitlyn Murray Outdoor & Environmental Studies (40)

Abhi Chhabra Biology (43)

Ellie Holland English (40)

Dux 2020

Amba Carr has been congratulated on her achievement as the VCE dux of Nagle College for 2020. She received an Australian Tertiary Admission Rank (ATAR) of 93. Amba is looking forward to taking a GAP year in 2021 and is giving further consideration to a range of tertiary courses which may include commerce and health. She gave particular thanks to Ms Kelly, her Year 12 teachers and her parents and friends for all their support.

A significant group of students completed their Victorian Certificate of Applied Learning (VCAL) certificates this year. Many of these have achieved outstanding outcomes gaining full time employment, apprenticeships and traineeships.

We congratulate Sarah Stewart was the dux of the VCAL cohort. Sarah will continue her studies of Certificate III in Allied Health and has secured a position at Opal Aged Care in 2021. She will then undertake studies in nursing in 2022.

2020 VCE Dux, Amba Carr was presented her certificate by Mr Neville Powles

2020 VCAL Dux, Sarah Stewart was presented her certificate by Mr Neville Powles

Award Recipients 2020

YEAR 7 EXCELLENCE IN STUDIES AWARDS

Learning and Teaching

Eloise Ridder-Strickland: Humanities: Accounting and Business

Lukash Spackova-Paul: Music

Ruby Timms: Rights and Freedoms (1945 to Present)

Melody Tomkins: Visual Communication Design

Deklan Tuck-Lee: Agriculture

Cooper Vickery: Outdoor Education

Ms Elaine Vertriest, Deputy Principal – Learning and Teaching

Macgregor Wood: Physics

Lilly Zelenko: Studio Arts

Tom Stephenson: Physical Education

YEAR 10 STUDENTS RECEIVING A YEAR 11 AWARD

Rhonan Davies: Biology, Mathematical Methods (Sponsored by DJ Websdale P/L and Office Choice Bairnsdale)

Claire Forrester: Studio Arts (Sponsored by Cavalier Art Supplies)

Year 11 Excellence in Studies Awards

Sponsored by DJ Websdale Pty. Ltd, Office Choice Bairnsdale, Rotary Club of Bairnsdale, Catholic Education, Gillicks Buslines and Cavalier Art Supplies.

Molly Bannister: Business Management

Mitchell Bommer: Applied Computing

Matthew Burgoine: Literature

Amy Bury: Legal Studies

Amy Cheesley: English

Thomas Duncan: Outdoor and Environmental Studies

YEAR 11 STUDENTS RECEIVING A YEAR 12 AWARD

Claudia Powell: VET Sport and Rec Year 2

YEAR 12 EXCELLENCE IN STUDIES AWARDS

Maddison Adams: Drama

EXTRA CURRICULA AWARDS

A J Winter Music Award

Jacob Freiberg

Junior Sportspeople of the Year

Sponsored by St Mary’s Nagle Cricket Club

Tully Davis

Antje Kempff

SPECIAL ACADEMIC AWARDS AND SCHOLARSHIP

Catherine Curtin Award

Renae Jones

Lindenow Lions Agricultural Scholarship

NAGLE COLLEGE MAJOR AWARDS

ADF Future Innovators Award

Sponsored by the Australian Defence Force

Jack Simmons

ADF Long Tan Leadership and Teamwork Awards Year 10

Sponsored by the Australian Defence Force

Henry Moors

ADF Long Tan Leadership and Teamwork Awards Year 12

Sponsored by the Australian Defence Force

Daniel Johnston

AJ Winter Music Award

Jacob Freiberg

CHAMPION HOUSE SHIELD

Academic Shield

MacKillop

Community Shield

MacKillop

Nagle College Citizenship Award

Junior School

Ms Michaela O’Connor, Ms Amanda Banks and Mr Steve Dunning

At Nagle College, we pride ourselves on our comprehensive transition program designed to alleviate any distress beyond normal excitement and apprehension about the unknown.”

– Ms Michaela O’Connor

Transitioning to secondary school is a major milestone for both students and their families. It is a year of making new routines, finding your way around a new place, meeting new friends, and learning to work with a range of different adults. At Nagle College, we pride ourselves on our comprehensive transition program designed to alleviate any distress beyond normal excitement and apprehension about the unknown. However, 2020 was no ordinary year; posing challenges that no one saw coming. This had a huge impact on the newest members of our Nagle College community.

The year started as usual, with most of the year 7s being somewhat familiar with Nagle College after experiencing transition activities such as primary school visits, Open Night and Orientation Day in 2019. The Inter-House Swimming Carnival was one of the few whole school events Year 7s were able to experience. Luckily, they were also able to attend Camp, an integral element of our transition process, which fosters relationships between students and staff. Located at the beautiful Lake Tyres, this camp creates a sense of belonging and provides a great opportunity to find one’s feet.

While the Year 7s were arguable among the most impacted cohorts, the Year 8 students also struggled with the challenges of 2020, missing out on many experiences they were most looking forward to such as camp and Medieval Day. Participation in College events contributes to student well-being and a sense of belonging. When these events were unable to occur, many students were left at a loss. The lack of sporting and cultural events was particularly challenging for many of our students who thrive in these extra-curricular areas.

Despite these challenges, Junior students were still able to represent Nagle College in a range of sporting activities such as swimming, cricket, golf and shooting. This year also offered new opportunities such as a short story competition,

in which 19 of our junior students participated. Their prompt was “Stories for Strange Times” and you can read selected entries on the following pages.

As 2020 draws to a close, we can reflect with pride on resilience and strength our students have shown throughout a year like no other. Students and teachers alike will look back on 2020 as a year where we rose to challenges, adapted to a whole new learning environment and learnt the true value of being able to come together as a community.

PINK, WHITE AND BLUE

Story by Year 7 student

I’m sitting at the table in a virtual meeting with my Maths teacher and the rest of the class. It’s so hard to concentrate – I keep zoning out. The things my ‘friends’ said to me, thoughts about how much it hurt to –

“Nathan, are you focussing?” my teacher inquires sharply. That one name, those two syllables, cause my chest to ache. Why am I like this?

“Uh… yeah, I’m focussing,” I say, my heart thumping so loud I can hear it in my ears. The teacher’s expression is icy. Muffled laughter can be heard through other people’s mics.

“I’d like you to stay in the meeting after everybody else leaves,” she says flatly. My mouth opens to reply, but she continues before I get a chance. People are trying not to laugh. I switch my camera off and hold my head in my hands. I hate my face. I hate my body. I hate my voice. I hate me. I don’t want to be like this. I didn’t choose to be this way.

I try as hard as humanly possible to concentrate but it’s so difficult – I just can’t do it. After everybody leaves, my teacher asks what’s going on. It’s painful, seeing the disappointment in her eyes.

“Something’s going on at the moment…” I say slowly. The workload is stressing me out. That’s what I tell her, but it isn’t the main reason.

I leave the meeting and run to my room with tears in my eyes. I hate this body I’m in. The mirror catches my eye and I turn, looking my reflection straight in the eyes. I don’t want to see the rest of it.

A boy stares back at me, and his eyes are filled with sadness, desperation and hatred for what he sees. I lay on my bed and cry into my pillow for who knows how long. Once my head starts throbbing and the tears stop falling, I turn to the one thing that makes me feel like me.

I get a blanket and cover the mirror. Then I open my cupboard and see the pile of clothes that my best friend gave me. I love her so much – she has literally saved my life so many times. I

rummage through them and find my favourite. I love this piece of clothing; it has foam to fill out the missing parts. After I put it on, I sit at my dresser and open my special box. I’m sure my father would’ve disowned me if he saw what I’ve become. I pull out orange, red and gold pigments and, with the help of a small mirror, apply them to my eyelids. Then I pull out my red stick of colour and swipe it across my lips. Lastly, I dip three fingers into blue, pink and white paint and drag them across my cheek.

My hands grip the blanket covering the mirror, pulling it down. I love the girl looking back at me. She’s smiling from ear to ear, her eyes crinkled at the corners. She has beautiful curves and her makeup is absolutely stunning. She has short hair, but she is so beautiful. I hear the front door swing open and hurriedly pack all of it up and try to wipe the makeup off. No matter how hard I scrub at my face, the makeup stays. I give up on it and try to pull the dress off instead. Of course, the zip had to get stuck at a time like this.

I start to panic as footsteps approach my bedroom door. I give up. There isn’t any point in trying. My knees give way and my body wracks with sobs, just as the door swings open and my mother appears.

“Nathan, what are you –” she stops short, and just stares.

“Mum, I – I’m not a boy – I’m a girl,” I manage to choke out between sobs. I can’t believe what I’m doing. “I want to be called Natalie, n-not Nathan!”

She stands at the door, still staring in shock. I can hear my three brothers in the kitchen, talking and laughing. I wish I could be like them. I wish I wasn’t this.

“I don’t understand, what do you mean?” she exclaims. She walks over to my bed and sits on it, rubbing my back. “Please explain it to me.”

“I’m in a male body, but I’ve always known, in my mind, that I’m a female,” I say shakily. “I’ll try to find some websites to help explain it.”

I open my laptop and I’m greeted by many tabs of ways to feel more feminine, and various things for trans females. I cringe and look at my mum to see her mortified expression. I open a new tab and search up something for her to read. After she finishes, she turns her gaze on me. Her brows are furrowed, and she looks so confused. She pulls me into a tight hug, and I can feel wetness against my cheeks. She’s crying. My mother is crying. Because of me. I feel horrible. I’ve disappointed my mother.

“You know, I’ve always wanted a daughter,” she says quietly. “So did your father. He…didn’t react well to having another son…” This stranger, my father, was a topic rarely discussed by my mother.

So…they’re happy tears? Because she finally has another girl in the house? I’m crying too, I can’t help it. I’m overwhelmed by emotions, but the main one is relief. Relief for finally coming out to my mum. Relief for being accepted. I hug her tighter and sob into her shoulder, and she runs her hands through my hair.

“It’ll take a long time to get used to, but you’re my daughter, and I’ll always love you,” she says, kissing my head.

For the first time since the pandemic started, I’m thankful for the lockdown. I’ve got some time to prepare for my strange new life, in the strangest of times.

AT LEAST I AM ALIVE

Story by Year 8 student

I hear the crackling of the fire, then I panic. Everywhere surrounding me is glowing red. I have to get out. I scoop up some dog food and call for Bella. I am not going to leave her behind. I attempt to hose down the house but the water has run dry. I throw the hose down in frustration and sprint to the car, Bella just behind me. Spot fires are starting everywhere, falling like heavy rain. I take one last glance at my house before I step in the car. It’s on fire too.

As I look up just to see a burning tree fall across my driveway, I realise I should have left sooner. How am I going to get out? The burning paddock is my only option. I steer the car out the back gate. I can see the fire spreading, its fast but I have to be quicker. Without a second thought I drive as fast as I can through the paddock, steering clear of burning trees that are falling in front of me. As I finally approach the highway, a tree crashes in front of me. It is only a small one, but there’s no way I can drive over it. The flames surround me and quickly I realise, I am trapped.

I hold Bella close to my chest, tears running down my face. There has not been a bushfire this big for years. Never did I think it would reach me. I take a second glimpse at the log. It is on fire, but it might just be small enough for me to shift. I step out of the car and instantly feel the heat of the fire. It is exceedingly hot and smoky. I grab onto the log and I instantly feel searing pains running up my arms. I scream in pain but I don’t let go. I drag it slowly across the road and finally drop it. Bright red blisters are forming in my hands as I step back into the car. Coughing and wheezing, I guide the car onto the road.

The extremely low visibility means it is hard to see anything. The red glow and smoke are making my eyes water. I squint and make out a tree in the distance. This one is much bigger, a massive gum tree. Behind me I see the fire coming down the hill, I can’t turn back and there is no way I can lift this tree. Side roads are small and dangerous, but it’s my only way out. I turn down one and watch the ash falling onto my windscreen. I move through the burning trees that surround me. Usually these trees would be filled with all types of birds, kookaburras, lorikeets and rosellas, but today, there is nothing. I hope that they made it out before the fire.

I breathe a sigh of relief as I reach the highway. I have made it this far. I navigate my way down the precipitous hill, down to the beach, swerving from the fallen logs. The whole town is already at the beach. I lift Bella out of the car and run down to the water. I soak my hands in the icy water. It’s cold and it stings my hands. Blood runs down my arms, there is already a pool of it in the water. I did not bring any bandages with me so my shirt will have to do. I tear off the sleeves and loop them tightly around my hands. It is the best I have for now.

I leave Bella to swim in the water as I sit on the damp sand. People are huddling with their families on the beach that is now covered in ash. As Bella climbs out of the water I plant her on my lap. My whole body aches in pain but I am fortunate that it is only my hands that have burnt. I glance up at the flames that have engulfed my town. I have lost everything. I bring Bella close to me. At least I am alive.

THE WORLD PAUSED

Lyrics by Year 8 student

It first struck me this was no flu

To see my first patient go bad, It was totally out of the blue,

He was an old man

With a golden heart

He was gasping for precious air

With pink frothy blood coming out of his tube.

His lungs filled up with blood, He was drowning in such despair and there was nothing I could do

I didn’t know it was this bad, how could god be so cruel

Doctors a nurses run to his aid, Then the world paused And there he laid,

His heart had stopped

His family shocked,

He was another victim

Another fallen of this heartbreaking plague

The number of patients is shooting up

We don’t have enough beds to go around

Hundreds are dying a day and all in my hands,

It’s hard dealing with deaths of so many,

I can’t help but cry myself to sleep at night

We began to run out of ventilators

So patient sacrifices have to be made

Doctors and nurses run to their aids

Then the world paused

And there they laid,

779 hearts had stopped that day

Their families shocked, They’re all victims

More fallen of this terrible plague

One night my son started to cough

The next day he was in a hospital bed, I was distressed how could this happen

One day when I was working I snuck into his hospital room and said

“You won’t be like the rest”

And I put my hand on his chest

“You’ll make it out, you’ll be alright...

Just hold on” and then I held him tight

That day I had the night off and Everything was and all I could do is pray

It was three in the morning when I got a call

They needed me at the hospital, I knew this can not be good at all.

Doctors and nurses run to my son’s aid

Then the world paused

And there he laid,

His heart had stopped I was shocked

My son, another victim

Another fallen of this horrifying plague

The Doctor drove home grieving

His world upside down

His heart and mind like a ghost town, He drove down the highway

Oh so grey

When he turned the wheel and shut his eyes tight

Straight into a tree the car crashed and jolted to a stop,

Glass flew and there was nothing anyone could do.

It was that day the doctor took his own life

Blue and red lights flickered

And they hauled him out of the car and

Onto a stretcher

The ambulance rushed him to the hospital

The place he once worked

Doctors and nurses run to his aid

Then the world paused

And there the doctor laid,

His heart had stopped

His colleagues shocked He was another victim,

Another fallen of this tragic plague.

UNITITLED

Story by Year 7 student

Elise woke up to a sunny day on March 22, 2020. Elise’s excitement about a sunny day was quickly extinguished by a sudden memory of the news reporter’s dreary tone blaring out from the TV.

“The city will be in lockdown until further notice, school children will be online learning at home and adults are to work from home where possible. Restrictions reviewed in one month when we have a better grasp on this global pandemic,” said the straight-faced news reporter.

Elise was devasted, she couldn’t go to the movies or shopping with friends. The first day of online learning came upon her as quick as the news had been announced. Elise begrudgingly sat down in the dim light of her bedroom to read a book handed out by her teacher. To Elise it looked very boring, it was an old, faded, once red book (which now strongly resembled maroon). Elise wasn’t dedicated to her schoolwork and usually tried to complete it hastily. She opened the dreary book and reluctantly begun to read.

At the same time (but somehow different) and on the same day (but somehow different) a girl the same age name Eliza was living in different circumstances. Like Elise, Eliza couldn’t visit her friends nor was there any shops to visit.

Eliza walked briskly along the narrow alleyways to her beloved library. The streets were eerily empty, the silence was louder than anything she had ever heard. She hoped to find a book to capture her, take her away. An old dusty, faded book was lying there, once red in colour (which now strongly resembled maroon). She opened the book excitedly, planning to read for only a couple of minutes. When she looked up she was in a dimly lit bedroom.

At the same time Elise looked up from the boring pages of the book. Bewildered, she was in a library. She looked out a window and it reminded her of a scene in a WW2 movie she had watched and the aftermath in the streets. She ventured outside and wandered around hoping for help. A woman desperately calling for her child to come home spotted Elise. “Eliza! It is dangerous to be out in the streets, get inside!” She was shunted into a home by a portly, nervous looking woman with twinkling blue eyes.

The house was cosy. “Eliza! Come and look at this!’’ said a little girl as she raced upstairs with Elise at her heels and snatched a book from the bedside table, she shoved it under Elise’s nose and exclaimed, “Papa bought us a book to read! Isn’t it wonderful?’’ “Um... a book? Books are boring!’’ replied Elise. “But you love reading books Eliza. Isn’t reading your favourite thing to do?’’ said the little girl.

Elise was enthralled and, at the same time, frightened of her ‘new’ home. She learned to be grateful for everything she was given especially the soggy mashed potato each meal. She longed for a shower after learning she was only allowed one bath and one change of clothes per week. She found the laundry deserted of machines and only housed one tub where everyone washed and all clothes were hand-washed. She learned to ensure the black paint on the windows didn’t

become scratched and allow light to seep out at night which could aid enemy aircraft. She missed her real home.

Eliza was in her beloved library one minute the next in a strange bedroom. She had been searching for a book that would take her away but not literally! She ventured into the hallway cautiously, until she reached a kitchen. A portly, nervous woman with twinkling blue eyes spoke. “Ahh Elise, finished your schoolwork, have you?’’ “Um… yes, I’ve finished.” Eliza replied, confused but some how knowing what to say. “Well Done! You’ve finally decided to do your work! Your father and I thought this might be a good chance for you to complete your tasks without pressures from your peers to be cool.” Elise’s mother said.

Eliza’s head swam with curiosities, the contraptions in this house were so modern. The thing that caught her eye was a thin, rectangular shaped screen in the corner. She looked for something to turn it on. Finally (having accidentally sat on the remote) a blast expelled from it. Eliza learnt that they were in lockdown because of a virus causing sickness around the world, not a war!

Eliza was enthralled and, at the same time, frightened of her ‘new’ home. She learned to eat all sorts of potato dishes, potato pie, scalloped potatoes, garlic and sage infused mashed potatoes to name a few. She was forced to shower each night. She wore a different outfit each day and was dumfounded when ‘told’ to change into a different outfit to go outside. She stared in astonishment at the machine that turned her clothes around and around then spun them so they almost came out dry. She marvelled at leaving the blinds open at night and the light on to read for as long as she wanted. She missed her real home.

In that week, Elise had heard the first sound of an approaching doodlebug and the sirens signalling bombing. The anticipation was unbearable, but the bombing came and went without any harm, this time. The relief Elise felt was immense and it certainly taught her to cherish every moment. Elise was sent to fetch a book from the library. She was nervous walking through the deserted alleyways but felt safe as soon as she reached the library. She spotted an old, faded, once red book (which now strongly resembled maroon) lying on the floor. The book seemed familiar to her and she began to read. A warm breath of air blew gently, she looked up and realised that she was home, the happiness she felt was indescribable. 9:27am 29th March 2020.

In that week Eliza had learned to adore everything in this new, peaceful world but longed to go home. A book had been set by her teacher to read, an old, faded, once red book (which now strongly resembled maroon). The book sat on the corner of the desk looking old and neglected, but something about it familiar. Eliza opened the book to read, stopping only to reach out for the glass of water but there was no glass of water. The bedroom vanished and Eliza was back in her treasured library. For a spilt second she was saddened but her sadness vanished and was replaced with joy. She was home! 9:47am 29th March 1940.

UNITITLED

Poem by Year 8 LEAP student

Life is way too busy for drama.

Life is about fun, excitement, love and joy. Someone once told me, “Don’t wast your time on little things, waste time on big things that are important.”

Bring joy into life, but some say life is too short for the good things. Do good things first. Be ready for things thrown at you.

The best thing to do in life is to exercise, dream big, enjoy the little things that come into life; but everything can be accomplished or can be finished. Be happy about how you have set your goals, and how you achieved them. Be proud.

Be prepared for what life has for you. Stop living fantasy and live reality. Change your behaviour, your attitude around others.

Middle School

Ms Gillian Mason and Mr John O’Sullivan, Middle School Coordinators

... credit should still be given to the superstars at home; the mums, dads and caregivers who managed the learning and teaching of sometimes multiple learners under extreme conditions.”

– Ms Gillian Mason and Mr John O’Sullivan

2020 – A YEAR OF FULL OF MANY CHALLENGES, GREAT CHANGE AND ONGOING REFLECTION

The start of the 2020 year brought the promise of a full calendar of events and activities for all our Year 9 and 10 students. This all changed with the onset of Remote Learning, which called on our students to demonstrate a level of resilience they have never experienced before. Whilst this year was unlike any other, all the students in Years 9 and 10 should be commended for their diligence and tenacity through face-to-face teaching in Term 1, Remote Learning during Terms 2 and 3 and then finally our return to a ‘COVID Normal’ school environment during Term 4.

Like many extra and co-curricular activities in the College, most Year 9 and 10 activities and featured events were cancelled. NAPLAN, Year 9 Urban Camp and STEM Sisters were postponed, although they should return to the calendar in 2021.

Throughout Remote Learning our focus was on maintaining the mental health, wellness and mindfulness of our students and families. Regular contact between parents/ guardians and staff was extremely important to sustain those important connections between the school and the community. On reflection, there may have been more effective ways to engage students with their learning, however full credit should still be given to the superstars at home; the Mums, Dads and guardians who managed the learning and teaching of sometimes multiple learners under extreme conditions.

Learning Areas and departments at Nagle College are assessing the Remote Learning process of 2020 to better focus on the core skill and outcome of each assessment,

the use of technology in the classroom and at home, to better communicate the importance of the collaboration between home and school. This year has made us better at implementing technology in the classroom and understanding and utilising more effective ways of learning.

We would like to thank all Middle School teachers for their dedication and expertise throughout the year. As 2020 comes to an end, we should all celebrate the connections made and the many valuable learning experiences that have taken place this year.

Tyson Brindley was presented with his Bronze Level Duke of Edinburgh award

Senior School

Ms Geraldine Greenland and Mrs Tina Sonka, Senior School Coordinators

Who could have imagined 2020 would be a year when everything we thought we knew about schooling would be tipped upside down? Despite the devastating impact the bushfires had on many of our families, our seniors began the year with renewed enthusiasm and hope for their futures. Never in their wildest dreams could they have anticipated Nagle College would be closed multiple times, that learning would take place from home and life as they knew it would change because of a virus. Never could they have imagined 2020 would be fraught with a myriad of challenges that would test even the most resilient of students. Nevertheless, that’s exactly how our students rallied as they demonstrated their ability to embrace technology, action their self-directed learning skills and adopt the mindset to be grateful for what they can control rather than focussing on what they can’t.

Whilst remote learning presented many challenges, new opportunities were embraced by students. Year 11s participated in a webinar titled ‘Steer Right,’ a single session interactive and live-facilitated presentation. It featured discussions, activities, and videos supported by Fire Rescue Victoria and Victoria Police. Students were provided with practical tools, strategies and phrases to keep themselves and their mates safe on the road and were guided by the facilitator to develop a deeper understanding of decision making and risk assessment during COVID-19 restrictions and beyond. In addition, Year 12 and some Year 11 students were fortunate to access a live streamed presentation by Ben Crowe, a renowned mindset coach. He provided our students with great life messages and a timely reminder of the power of one’s mindset including, “…being vulnerable, and then comfortable in your own skin, is a good place to start.” Sound advice for our seniors ready to embark on their VCAA examinations.

…being vulnerable, and then comfortable in your own skin, is a good place to start.”

– Ben Crowe

(Above) Students attend a presentation by renowned mindset coach, Mr Ben Crowe. (Top Right) Year 12 Chisholm students celebrate on the Hill. (Bottom Right) VCAL Students prepare dog biscuits for the VCAL Makers Market.

There is no denying 2020 was a year of firsts when the final year of secondary schooling is usually a year of ‘lasts.’ It is the pinnacle of schooling for the Year 12 cohort and a year anticipated with excitement. Whilst many of the anticipated ‘lasts’ did not eventuate as a rite of passage into the world beyond school, students discovered skills they never knew they had. Skills that will hold them in good stead well beyond the confines of the classroom – resilience, independence and taking responsibility for their own learning. As succinctly stated by College Captain William Atkinson,

This year has demonstrated the unpredictable nature of life and the need to remain flexible and positive in all situations. For us as students, to learn this lesson so early in life is a blessing, and one we will carry with us in all future pursuits.’”

– Will Atkinson, College Captain 2020

In response to the disruptions faced by students, the Victorian Government, in consultation with the Victorian Curriculum Assessment Authority (VCAA), was forced to examine the current system of assessment. The General Achievement Test (GAT) was rescheduled twice and Unit 4 requirements for VCE were adjusted. A new requirement was actioned in 2020 to ensure all students would experience a fair, safe and high-quality assessment for scored VCE. This requirement ‘Consideration of Educational Disadvantage,’(CED) was implemented to restore students’ results to where they would be without the disruptions that have occurred in 2020.

To acknowledge 2020 has been a year like no other, Year 12 students were given ‘a little box of strength’ by Senior School. The box contained momentums and messages we hoped would provide them with strength and support and most of all put a smile on their face, during the final stages of their secondary schooling.

The time staff at the College have devoted to assisting our seniors to reach their potential is testament to their commitment to the young men and women of Nagle College. We thank them for their dedication and expertise throughout the 2020 academic year, a year we will remember for all the right reasons: resilience, hope, kindness and lessons learned from a year of firsts.

(Top right) College Captains Will Atkinson and Ellie Holland deliver address to students during a live-streamed assembly. (Bottom right) Year 12 Studio Art student, Darcy Ballinger.

English

Ms Kym Diprose

There is an interesting concept that has been discussed this year called ‘Anti-fragility’, a concept from a writer called Nassim Taleb. He describes you as ‘anti-fragile’ if shocks and disruptions make you stronger and more creative, better able to adapt to each new challenge you face. In reflecting on this year, thinking about the devastation of the bushfires and then the isolation of COVID, we were all practicing being anti-fragile.

During the disruptive periods of remote learning this year, the English teachers worked hard to enable students to balance their freedom to create with the demands of our curriculum guidelines. As the teachers learned new technologies and explored new ways of teaching, we discovered that we had the skills and talents to support our students, even when they weren’t at school. We managed our MEETs, made instructional videos, found audio files to help with reading, became much more familiar with Movie Maker to help with oral presentations and used Education Perfect to support our grammar skill building. Ms Smith even facilitated the Write a Book in a Day competition for the Year 9 extension students by helping the teams to collaborate remotely. Congratulations to those students, who overcame all these difficulties and raised over $4,500 for The Kid’s Cancer Project.

This is evidence that as staff and as students we are now stronger and more creative. We have absorbed all the shocks 2020 threw at us and we are all working on incorporating the best of our new practices from the past six months to our personal practice and our classes in the new year. In this way, the English students at Nagle will have the opportunity to keep developing as thoughtful, adaptive, flexible young people. Please read and enjoy these examples of their responses to the challenges of 2020, a demonstration that no matter what the difficulties of the learning environment, we can be proud of our resilient, anti-fragile students.

As the teachers learned new technologies and explored new ways of teaching, we discovered that we had the skills and talents to support our students, even when they weren’t at school.”

– Ms Kym Diprose

Write a Book in a Day group 1 members (left to right): Jessie Forster, Crystal Williams, Dan Worley, Braidan Wylie, Josh Carter, Brylee McMahon and Jessica Bradley

Write a Book in a Day group 2 members (left to right): Sabastian Etheridge, Tehya Morrison, Milly Luchetta, Jess Robinson, Chinela Otuonye and Emily Shenton

Languages

Even though remote learning provided more obstacles to overcome it was a rewarding experience and some of the activities I enjoyed most out of the whole year occurred in remote learning. ”

– Oliver Burgoine, Year 10

This year has shown us how small the world truly is… the same COVID related issues, adjustments and “new realities” were faced not just in Australia, but in Japan, Italy and every other country in the world. I share with you correspondence from Mr. Matsuo Takanori, a teacher at our Sister School in Japan. “In Japan, an emergency is almost happening in clinical environment. We are all safe, but no days when we cannot go out without wearing a mask. At the university where I work as part-time lecturer, we are still forced to give remote-lessons. Obviously it is a challenge for us to adapt to the “new normal”.

Throughout this year we have tried to adapt and continue to provide our students with fun, exciting and meaningful learning experiences which have further enriched their languages learning of Japanese and Italian. Our students have risen to the challenge and are to be commended!

2020 has been a very interesting year. We have all learnt something new about ourselves. Japanese this year has been fun but challenging at the same time, especially with remote learning and the obstacles it brought. Playing gimkit was fun and I learnt a lot from it. Ms Brown used websites and games to make the learning more interesting and fun Hopefully things will return to normal next year and be less challenging.”

– From Ecco McLeod-Kourie,

Year 7

2020 brought with it a plethora of challenges, including that of remote learning . Even though remote learning provided more obstacles to overcome, it was a rewarding experience. Some of the activities I enjoyed most out of the whole year occurred during remote learning The school year had its ups and downs but it was an interesting experience and I’m looking forward to 2021 and the opportunities it brings.”

– Oliver Burgoine, Year 10

When I walked into the Italian room on the first day there was this welcoming and inclusive feeling I felt from Miss Campagna . I knew I would love learning Italian with my Italian teacher I most certainly did! I had lots of fun and I learnt a lot Remote learning was a challenge as I struggled to find the motivation to learn a new language from home At school learning Italian is fun as I have the motivation. I enjoy learning a new language like Italian because it different to other subjects. People have different experiences with learning a new language, but I was very lucky to have a superior experience in Italian.”

– Emma Yates, Year 7

Learning Italian in this stressful year has been a good experience for some, but a struggle for others. I enjoyed learning and working on past tense verbs and imperfect tense verbs and having many conversations in the class with the teacher and with students. Being in a composite Year 9 and 10 class, I found that working and talking in Italian with the younger year level helped me with my speaking and understanding of verb use and vocabulary.

– Dayle Mitchelson-Twigg, Year 10

Year 8 Japanese student take part in a scavenger hunt to expand their “Sport and Hobbies” vocabulary.

Ms Katherine Brown

Mathematics

Mrs Jenny White

I sincerely thank Nagle students, parents and teachers – for our combined teamwork in developing our students’ mathematical skills, understanding and confidence throughout 2020.”

– Mrs Jenny White

As we embarked upon the new school year in February, little did we know that 2020 would present to students, teachers and parents, ‘a year of Maths learning like no other’! The COVID-19 Remote Learning sessions provided challenges, which, in hindsight, have helped us all to develop in positive ways which we may not have expected.

The Mathematics Learning Area has welcomed new teachers to Nagle this year. We take this opportunity to thank Nicki Haskew, Mark Dunn, Alister Micallef, Tronell Eveleigh, Odile Oliver, and Liz Braid for contributing to our students’ learning this year.

2020 began with the following goals for our students at all levels of Maths at Nagle – To provide encouraging classroom experiences where students could:

• develop their confidence in writing, speaking and understanding the language of Mathematics;

• maintain a ‘body’ of Notes which would represent the knowledge learned in Maths classes, visible evidence of progress;

• wherever possible, attain standards in the Mathematics curriculum through investigation and hands-on activities.

It has been very pleasing to see these goals achieved in our face-to-face learning when we were able to attend school, and to see the role that MathsOnline played in helping our Junior students to achieve these goals while working remotely during the two lockdowns. We acknowledge the amazing effort that students made to ‘attend’ their classes via Google Meet and to consistently complete the work set for them; the huge part that parents played in assisting students to meet each week’s learning requirements; and the phenomenal way that teachers ‘upskilled’ to deliver the curriculum in the new online environment.

Maths Aid and Maths Café have continued to underpin our Mathematics program at Nagle by offering afterschool support for students on Mondays, Wednesdays and Thursdays. This is growing the positive Maths culture of our College.

In closing, I take this opportunity to sincerely thank Nagle students, parents and teachers – for our combined teamwork in developing our students’ mathematical skills, understanding and confidence throughout 2020.

VCAL Advanced Senior Numeracy students take part in a calibration exercise.

Year 11 Specialist Math students undertake a cutting conic sections exercise. By taking different slices through a cone students created a circle, an ellipse, a parabola and a hyperbola.

AUSTRALIAN MATHEMATICS COMPETITION

The Australian Mathematics Competition, the largest such competition in the world, is a 30-problem quiz which demonstrates the importance of mathematics in everyday life. Our students were fortunate to sit this competition on Thursday 30 July, days before Victorian schools closed for the second round of Remote Learning. It was wonderful to observe our students thoughtfully using different approaches to tackle problems of increasing difficulty. We congratulate all students who entered this year’s competition, especially the following students on their strong performances:

Best in School

Antje Kempff (Year 8)

Year 7 (Junior) Distinction

Emily West, George Ioakim

Year 7 (Junior) Credit

Semi Jung, Kate Roberts, Matilda Young, Alicia Worley, Ethan Daly, Cooper Di Fiore, Amber Mazon, Jake Reynolds

Year 8 (Junior) Distinction

Antje Kempff, Zade Amyn, AJ Manuell

Year 8 (Junior) Credit

Sam O’Kelly, Melinda Wood, Lucinda Hurley, Emily Pendergast, Amy Allender, Brenton Kerton, Oscar Bury, Emily Kim, Matthew Pearce, Ronan Moors, Sarah Shawel, Fabian Russo, Charlotte Bingley, Jordan Raeburn, Robert Wattam

Year 9 (Intermediate) Distinction

Lauren Laity

Year 9 (Intermediate) Credit

Zack Delaney, Will Wayside, Tully Davis, Crystal Williams, Sage Haussegger

Year 10 (Intermediate) Credit

Rhonan Davies, William Grant

Year 11 (Senior) Credit

Connor Mitchelson-Twigg, Austin Toms, Bailey Till, Lachlan Wood

Year 12 (Senior Division) Credit

Flynn Thompson, Bree O’Neill

It has been very pleasing to see these goals achieved in our face-to-face learning when we were able to attend school...”

– Mrs Jenny White

Top students in each year were presented their certificates during an assembly on 17 November.

Science

Dr Dan Crowe

I strongly believe Nagle College Science is blessed with experienced, dedicated teachers who operate in a highly professional manner, are giving of their time, and strive to give students a deeper understanding and knowledge of Science.”

– Dr Dan Crowe

Well – what a year! The Science Department has survived a most challenging year. The 2020 year saw new staff joining our team amid the summer bushfires and then the COVID-19 pandemic forcing all teachers, new and old, to teach remotely. Staff had to quickly implement new ways to engage our students whilst the students were learning from home. However, we still wanted the students to make strong connections with the curriculum, to think a little deeper, and to better understand the world in which they live.

SNAPSHOT OF JUNIOR SCIENCE

Thankfully the Stile program, trialled in 2019, was available for 2020 when we resorted to Remote Learning and it became the focal means of delivering the Years 7-10 Science curriculum. The program proved to be highly beneficial due to their highly visual and engaging format, that allows students to move at their own pace. It was a huge benefit that students were able to access the program at home and school. However, it soon became apparent that additional teaching resources and ideas were needed to complement this mode of delivery. One way to help students was to introduce simple

practical classes that could be conducted at home. These practical classes were trialled with mixed success.

A highlight would be Nagle’s Year 8 Enhanced Science students that were selected to take part in the ‘What’ll happen with the wattle??!’ program, supported by the Australian Space Agency. Nagle was one of 150 schools, scout groups and Australian Air Force Cadets across Australia to be selected for this program.

SNAPSHOT OF SENIOR SCIENCE

Just like the Stile program for Years 7-10 Science, the Edrolo Program became an ideal means of delivering the VCE curriculum. Although students must hand-write their VCE exams many students prefer to learn via computer software such as Edrolo and Google Classroom. Various online software was trialled during remote learning as well as the ubiquitous Google Meet sessions. It quickly became apparent that different students have different preferences for how they learn. Some students even showed a preference for the traditional hard copy textbooks.

Year 8 Enhanced Science student who will be taking part in the What’ll happen to the wattle??! program in 2021

Year 9 students participated in a remote Learning practical activity where they prepared an acid/base indicator using Red Cabbage. They used this indicator to test the pH of various chemicals such as vinegar, baking soda, milk, honey and lemon juice (above).

Practical work is still a very important way for students to learn. Nagle Science managed to successfully organise for VCE students to attend Nagle College during Remote learning to sit their practical assessment requirements. This proved to be an excellent way to help students to make connections with the theory.

Norrie Owen and Laura Bongers are to be congratulated for helping the science staff implement a COVID-19 safe, environments in our science rooms.

Another initiative organised by the Science Learning Coordinator was the online VCE Exam revision lectures by Connect Education, for the Physics, Psychology, Biology, Chemistry and English students. The feedback from teachers and students was that the revision booklet was very useful and the online lectures were quite helpful too.

CONCLUSION

I am most proud of the Science Department of 2020. Staff were able to act quickly, and professionally, in a cool, calm and collected manner, to prepare, and then deliver the curriculum to our students. I am most impressed by our new 2020 staff who had the steepest learning curve. I would like to thank Nicki Haskew, Mark Dunn and Laura Bongers for the terrific way they enthusiastically adapted and prepared for remote learning. We also thank Sue Whitbourne for her fantastic contribution to Science over 12 years, especially VCE Biology, and wish her bon voyage as she travels around Australia in 2021. I have stated this before, but I strongly believe Nagle College Science is blessed with experienced, dedicated teachers who operate in a highly professional manner, are giving of their time, and strive to give students a deeper understanding and knowledge of Science. Despite bushfires and pandemics, the result is another successful year in Science.

Year 8s use different materials to prepare a model of a cell (above). Year 8 students model the digestive system (below).

Year 11 Biology students studied the effect of osmosis on the weight of gummy bears (above).

Year 12 Chemistry students at the start of Term 1 with a Bunsen burner and reflecting on the summer of bushfires and at the end of Term 4 and the ubiquitous face masks.

Technologies

Mr Dean Hamer

Local businesses add value to our students’ learning by enabling them to make connections with real world practice. ”

– Mrs Ann Clack

NEW BUILDING

The Design and Technology team has continued to enjoy the Salesian Technology Centre. Being able to work in an air conditioned, virtually dust-free environment has been a blessing. The comfort of the new facilities have greatly improved how the students go about their work, allowing more autonomy and innovation, we are seeing excellence in the work delivered.

FOOD STUDIES

VCE Food Studies classes made great connections between coursework and local producers and businesses. Year 11 Food Studies students focused their learning on the history and development of food culture in Australia. Even with challenges of remote learning, students still produced meals in the kitchens both at school and at home.

Local businesses add value to our students’ learning by enabling them to make connections with real world practice. Sadly, we were unable to have many of our local producers join our students this year. We look forward to 2021 and hope our excursions and incursion with industry leaders continues.

This year we farewell Mrs Ann Clack and Mrs Wendy Stevens who have been a part of Nagle and Technology for a longtime. They have had thousands of students through their classrooms and, no doubt, had tens of thousands of meals produced during this time. On behalf of the Technology Team, we wish you well and thank you for your time at Nagle.

TEXTILES, FIBRE AND FASHION

Year 7s have made their own cushion with a bespoke center design. This enabled students, many of whom have never used a sewing machine, to become competent sewers. Year 8s were given the option of making a character bear or a soft toy. Once again, some wonderful articles were produced. While remote learning presented challenges for practical subjects, it was great to see the resourcefulness and determined students recycle old fabric to construct products with limited tools.

Year 9 Fashion to Fabric students touched on sustainability this year. They enjoyed making cosmetic bags by using a range of materials that were designed to demonstrate sustainability. Continuing with the sustainability theme, students made Boomerang bags using recycled fabrics to use in lieu of plastic bags. Once complete the bags were stamped with the Boomerang logo.

Year 9 CO2 Dragster students prepare for the first round of Remote Learning.

Year 9 Wooden Toys students brainstorm ideas.

Year 7 textile students learn sewing basics, such as threading a needle, sewing buttons, hand stitching and using a sewing machine

PRODUCT DESIGN

Our Junior students learned about safety through their work in Materials and Design classrooms. Students in Years 7 and 8 have begun to work on a series of Challenge projects rather than the more traditional work. Year 7 students work on a Puzzle Challenge while Year 8s completed the Store it Challenge. 2021 will see Year 8s take on a Show it Challenge. Their creativity has resulted in a wide variety of complex and thoughtful designs reflective of their acquired skills.

Year 9 students have worked on expanding on knowledge and skills learnt in their junior years. Students have made fantastically designed Coffee tables, Creative boxes and Toys. Year 9s will move to the Challenge concept in 2021 with Creative Boxes becoming the Store it Challenge which should see some varied concepts appear.

Year 10 students created bedside cupboards and chests using a set of adjustable parameters, with excellent results. We are also looking forward to 2021 and students being given an opportunity to display their design talents.

Senior students busily completed VCE tasks. Year 11 students have made a range of Bar Stools, while Year 12 students have drafted creative designs varying from an electric guitar, river table made from yellow box and resin and a hat stand made from recycled hardwood.

Remote schooling has presented its own challenges with students unable to complete or work on practical tasks during lockdown. Google meets helped us keep in contact with Year 7 students and provide guidance so they could produce a home grown version of the Tower of Hanoi.

There were many varied and wonderful designs and constructions. Some Year 8s from the first lot of lockdown were able to complete construction tasks producing some outstanding work for their Store it Challenge. We were busy at the end of the semester completing practical tasks.

Product Design has begun to focus more on processes rather than products, with students designing their own product based around a set of given parameters. The challenges such as Puzzle Challenge, Show it, Store it that Year levels work towards will hopefully encourage them to think more about design options for the future.

SYSTEMS ENGINEERING

Middle school students developed knowledge about applied physics and expanded their understanding of design thinking and computational thinking.

Students enjoyed the Computer Aided Design course. Mr Hamer and Industry professionals provided direction, helping students design in CAD Software and utilize 3D Printers, and CNC Routers to manufacture components into the real world.

Aeronautical Engineering was also a stand-out this year with student’s constructing and flying remote control jets. Students did a great job applying flight theory to evaluate and improve performance over multiple flights.

Our senior students continue to excel with increasingly complex independent projects, autonomous line following cars, robotic arms. Students have combined mechanical and electrical engineering.

Food studies students sampled a variety of chocolates from white chocolate to 90% cacao. They even made and sampled a delicious Mayan hot chocolate So which was the favourite chocolate among the group? Student preferred the taste of the white chocolate They then researched their preferred chocolate

Year 12 students come to College during Remote learning to undertake an on-site practical.

VET Fashion students design and sew unique items

Year 10 students created unique Berry Puffs during remote learning

Health and PE

Mr Nigel Carr

Humanities

Ms Lauren Hollingsworth

Humanities students demonstrated extraordinary resilience during 2020 and enthusiastically engaged in a wide range of opportunities presented to them. The following is only a snap shot of the wonderful opportunities offered to our Humanities students in 2020.

Year 7 students begin the year by participating in an excursion for their ‘Water in the World’ unit. Over the course of the day students plotted the course of the Mitchell River from its confluence all the way to the Paynesville Silt Jetties. Along its course, students investigated how diverse groups of people have used the river and its spiritual significance for Indigenous People.

As in previous years, the Year 8 Humanities course commenced with a unit entitled ‘From Grass to Class’ which focusses on the dairy industry. This topic looks at the life of a dairy farmer and what is involved in milk production. Students investigate the stages of milk production and the resources needed to produce milk products for the consumer. The horrific bushfires experienced in our area during the Christmas break severely impacted the local dairy industry. Dairy farmers, already impacted by years of drought, were presented with a new set of challenges. Students were given a firsthand insight into this when addressed by local dairy farmer, Craig Calvert. Craig gave an eyewitness account of the devastation and loss experienced by those on the land and how this in turn affected the day to day running of the farm and its overall productivity. This gave students a much clearer understanding of the different aspects of running and maintaining a dairy farm and the factors involved. It also highlighted the impact that natural disasters can have on the industry. Craig not only explained the day to day life of a dairy farmer, but elaborated on the costs incurred by the farmer to produce milk. Students benefitted from this experience and were able to appreciate the nature of the industry far better through Craig’s presentation. The Humanities department would also like to extend a sincere thank you to Craig Calvert who generously gave up his time to speak to our students.

When classes resumed in Term 4, Year 7 students learnt about the Australian Constitution, legal system and process of referendum. Students were then able to experience the process of a referendum by responding to the question “In exceptional circumstances, should the federal government have the power to open and shut state borders?” which was topical in the media. This activity allowed students to reinforce their understanding of a double majority, democratic rights within Australia and the importance of voting to shape the nation’s future. A sincere thank you to Tracey Lucas who designed this unit. Your enthusiasm to improve student learning is appreciated.

Despite the challenges of 2020, Humanities students are to be commended for the manner they approached their studies. All students worked diligently to improve their problem solving, analytical and communication skills and truly demonstrated their ability to be 21st century learners during remote learning. Students came to class enthusiastic and prepared to engage in rich classroom discussions and learning activities regardless if classes were delivered in person or online. This would not have been possible without the commitment of our wonderful Humanities staff. I would like to extend a sincere thank you to all our Humanities staff for their ongoing dedication to ensure students were offered engaging and rigorous curriculum for both in-person and online classes. Students of Nagle College are privileged to have such knowledgeable and passionate staff. The wider school community appreciates your tremendous efforts during 2020.

I wish all Humanities students and staff a restful and enjoyable break.

Year 9 Dollarse and Sense students learn to manage finances and learn about the consequences of business decisions.

Performing Arts

Mrs Maureen Plunkett

Performing Arts had to modify our regular curriculum delivery and tweak the content to allow for Remote Learning. Our aim was to provide programs that gave students the opportunity to move away from their laptops and be physically active in their creativity. Overall, we were amazed at the different ways students recorded their performances and uploaded them into Simon. The opportunity to demonstrate their hidden talents without the pressures of peer influences gave us a glance at the real personalities of our students, and that made us all SMILE!

DRAMA

In Year 7 Drama, the Mime task gave students the opportunity to devise the ‘Great Escape’ to avoid at least three imaginary obstacles. Student ideas included laserbeams and security guards. Their melodrama task varied from group performances on campus to individual melodramatic performances during Remote Learning with students using programs such as Flip-a-clip, stop animation and videos.

Year 8 students stunned their drama teachers with beautiful shadow puppet shows from home and their mocumentary interviews based on ‘Hating Alison Ashley’.

The new Year 9 unit ‘Masks’ engaged students as they examined animals and nature documentaries, then designed and made their own animal-inspired masks. They then explored Commedia Del-Arte (classic historical Italian theatre style) and looked at the traditional characters and their qualities; how did they move, what did they look like? Students then devised a comedy where all the characters wore their masks.

The Year 9 Werewolf students created an amazing performance. They wrote their own script based off of a short story, utilising English skills, teamwork, history of medieval life and what makes them afraid. They combined all this into a 15-minute performance about a village that is plagued by a mysterious creature. It was a great introduction to the play-making techniques.

Even though there was a plan for our Year 10s to perform a Midsummer Night’s Dream, COVID-19 changed to devising and performing monologues based on the story. Students videoed themselves or performed ‘live’ during Google Meets.

A very motivated VCE class presented an amazing 40-minute performance. The wrote their script using the following selected stimulus categories: Short Story – The werewolf; classic – The Crucible by Arthur Miller; medieval artwork and the original quote by Edmond Burke – ‘the only thing necessary for the triumph of evil is for good men

to do nothing’. They then used play-making techniques to explore the potential and address structured criteria concerning prescribed styles and elements. Each student had to have at least five minutes of focus solo time within the performance as well as demonstrating ensemble performance skills. Then it was time to write, rehearse and perform their solo work for the external performance exam during Remote Learning.

MUSIC

Remote Learning required major adjustments to our Year 7, 8 and 9 Music programs. Only a few Year 7 classes had the opportunity to develop skills on their chosen Concert Band instruments. Instead, they created their own instruments! Similarly, not all Year 8 students could work in teams to compose, rehearse and present a Djembe performance. Many used alternative equipment to play along with selected tutorial videos to develop rhythmic patterns whilst keeping the steady pulse. Year 9 students had options to present tasks in many formats, and we particularly loved the videos of dance routines from the 50s and 80s in the Real Wild Child unit and recordings from the Music Performance students, using many alternative instruments.

Senior music classes missed the opportunities to start their classes with their rhythm, intervals, scales, modes and chords warm-ups. Their only option was to sing along with Mrs Plunkett’s recorded versions! They did well to record their technical work and solo work-in-progress so feedback could be provided. The music staff commented on how strange it was to not have heard the VCE Group Performances until 10 days before their external performance in Newborough. Congratulations to them all for their perseverance and resilience.

Students in the new Year 9 “Mask” unit students created their own animal-inspired masks

Visual Arts

Mrs Sally Bailey

A number of our students, particularly the senior Studio Arts students, were able to use the experience, imagery and regrowth as inspiration for the development of very personal artwork.”

– Mrs Sally Bailey

2020 for the Visual Arts students and teachers has been undoubtedly a challenge, with the two-fold events of the extreme regional bushfires and the restrictions required with the pandemic situation. A number of our students, particularly the senior Studio Arts students, were able to use the experience, imagery and regrowth as inspiration for the development of very personal artwork.

Teaching a practical subject through two sessions of remote learning required teachers and students to demonstrate the lateral thinking and inventiveness that is often attributed to this area. We were not disappointed by the ideas, artwork and innovation from all concerned. I thank the Visual Arts teachers for presenting a program that gave all students a chance to create brilliant artwork. Whether it be in the classroom or during the remote learning periods, students created artwork through a variety of alternative medium and methods. Well done everyone! It was fascinating to look at the variety of sculptures made from found objects around

the home and yard, drawings and paintings created with everything from charcoal to long lost children’s crayons, and digital artwork developed using Adobe Photoshop. All these creations required inspiration and guidance from teachers, support from parents and many hours of Google classroom conversation, email responses and video demonstrations.

Many who returned from the bushfire and “lock down” said being creative and producing artwork of any sort helped maintain mental health. This is true at any time, and students now have skills and tools to use when facing future challenges.

In a ‘regular’ yearbook report, I would be listing exhibitions students have either visited or submitted work into. This year is no exception, other than the fact, that exhibitions were viewed as 360-degree digital presentations created by wonderful local galleries and the competitions were submitted in digital or photographic formats. The Year

Year 11 art student Bella Hoddert displays her work

Year 11 Studio Arts students draw landscapes with water-soluble pastels.

9 Art for Outside unit, under the guidance of Mrs Jenny Rawlings, was successful in winning art awards in the Grow Back East Gippsland Competition. Their 3D sculptural work of Australian native reptiles was chosen from approximately 78 schools. The artwork by Nathan Giove, Cameron Ferris, Joshua Delaney and Charlie Hutchinson will feature in a 2021 calendar and coffee table book that will be sold to raise funds to help habitats affected by the East Gippsland fires.

The Nagle’s Got Talent photographic and digital artwork competition was also run this year, with the students submitting, exhibiting and voting for their favourites, all digitally (see page 94). Congratulation to all the students and staff who participated. This year the competition for the 2021 Student Diary cover was opened to the student population. Dale Mitchelson-Twigg, a Computer Graphics/ photography student, developed her concept during remote learning as extra to her normal classes and it was selected. Congratulations Dale!

We have developed two new Interdisciplinary Units which combine the information and skills from Victorian Curriculum Digital technologies, Visual Communication Design and Media. These units develop student’s digital skills and understanding of software and coding, while creating interactive and three-dimensional computer environments and digital worlds.

Whether it be in a Media class, Visual Communication Design or Studio Arts class, the visual arts classrooms are changing and developing. Nagle College’s Visual Arts team has continued to bring an innovative and contemporary view to the traditional and digital techniques that are an everyday part of an innovative curriculum. The photographs that you see with this report are just a small example of the experiences Visual Arts students have been involved in during the year. I believe being involved with these wonderful people has been an honour.

Music

Mr Andrew Long, Director of Music

I enjoy the community feeling that being a part of a band brings. ”

– Nagle College music student

What a year! 2020 began with a strong increase in the number of students learning an instrument; students were keen to get going and to become involved in our College bands. New enrolments across all instruments joined us with weekly lessons. Mrs Carryn Caithness joined our team of specialist music tutors to increase our capacity for woodwind expertise and to provide additional lessons. Our Senior Concert Band and Nagle Showband performed at the Paynesville Music Festival in very hot conditions. The performances were well supported by parents, musicians and the audience. Our musicians enjoy showcasing Nagle Music to our local community. Little did we realise that our first community performance would also be our last – for the year! Along came COVID-19.

All of our performances and excursions after the Paynesville Music Festival were suspended and subsequently cancelled. All music festivals and events in our community stopped, along with College assemblies and ceremonies. Our instrumental lessons, which continued as normal for the first few weeks of school, stopped the last week of term when our first round of remote learning commenced.

Schools and teachers quickly developed new ways to keep students learning. Together we adapted the way music lessons were delivered. Our dedicate music tutors took all of this on board. It just had to work. We understood that for many students music is an important part of our students’ lives and for many, learning a musical instrument was a

major contributor to maintaining mental health which was especially important in these trying times.

MANY OF OUR TUTORS CONTINUED DELIVERING LESSONS THROUGHOUT REMOTE LEARNING

1:1 Zoom music lessons – What a learning curve for most brass and woodwind students and their tutors. We had never attempted this before. Although the technology was there, for our purpose it worked ‘ok’, but not ideal in its function with sound delays and dropouts, echos etc. Having an actual lesson face-to-face (over the laptops) environment was still a positive. At least the students and teacher were able to maintain a sense of being connected.

Prerecorded lessons – Some tutors spent time preparing and recording their own lessons and definitely learnt new tech skills. These lessons (mostly guitar) were made available for the students to be able to ‘log in’ and access as needed, at their own pace.

YouTube lessons and educational content was selected by music tutors and links emailed to students to support their lessons and learning.

Providing Sheet Music and Backing Tracks – this was made available to most ‘band’ musicians to give them new songs to learn and the ability to play along with a full band sound. It turned into a weekly ‘order & supply’ chain.

(Left to right) Caitlyn Wright, Mani Ronacher and Lukash Spakova-Paul perform at one of the few ‘live’ assemblies held in early 2020.

Senior Concert Band performs at the Paynesville Music Festival.

Google Meets – Senior Concert Band members met virtually every couple of weeks as these students are an especially social and connected group. For many of them it was just a short time to have their usual interactions, feel connected, and to ‘be part of the band’.

We acknowledge that for new music students (mostly Year 7), 2020 was a rough and drawn out start to their musical journey. It is difficult to get beginner students up and running without a true face-to-face environment.

Overall, our students had many levels of engagement and involvement in their ‘COVID’ year of music. Some students attended every lesson and continued to learn well, others (for individual ‘COVID-19’ reasons) were feeling ‘disconnected’ and found it difficult to attend lessons, learn or be as involved as they would if attending in our normal school environment.

I became aware throughout the year how important performances are for our bands. They set challenges and timelines for both music tutors and students, giving us ‘a purpose’ to work towards and a sense of accomplishment when complete. With 2020 being a ‘no performance’ year (except for some students at the Paynesville Music Festival) we struggled with maintaining a purpose and motivation. I will now be grateful for future ‘busy times’ when our bands can resume performances and activities.

As the various stages of COVID-19 rules came and changed so did our ability and opportunities to deliver lessons. During Term 4 the rules started with ‘no brass or woodwind lessons’, then it was ‘brass and woodwind can be outside for lessons only’, and then ‘up to five woodwind students were allowed to be inside for lessons’. No bands or singing could function during Term 4. The lesson environment constantly changed with COVID-19 rules and restrictions. Our brass and woodwind music tutors, when working outdoors, faced hot, cold, wind and rain. They will definitely appreciate getting back to ‘normal’.

Thank you to our Music/Arts Captains Tori Starr and Jasmine Brennan-Stevens. What a year for the both of you! Students Leadership roles were certainly different this year and although the usual events that utilise your roles were limited, we needed your positive spirits and willingness to lead by example.

Exciting times lay ahead with plans for the Music phase of our Master Plan expected to begin in 2021. The new Music and Arts precinct will include additional music rooms and a refurbishment of our existing music wing.

Thank you to all our music staff who guide and mentor students, lead bands and teach weekly music lessons. You have adapted and achieved so much under trying conditions.

There are so many things we didn’t do this year that were out of our control. As our human race all over the planet was struggling to cope with a year we did not anticipate… we did still manage. Already, enrolments from new students are rolling in and, if COVID allows, we look forward to a positive year ahead in 2021.

Being part of the band at Nagle is fun, exhilarating, and at time challenging - but the experiences prepare you for the big world. ”

– Nagle College music student

Music and Arts Captains, Tori Starr (left) and Jasmine Brennan-Stevens introduce Nagle’s Got Talent.

James Stastra performs at the Official Blessing and Opening of the Salesian Technology Centre in April.

NAGLE’S GOT TALENT

This was the 2020 name for what is usually our ‘Talent Night’. Our Arts facility was determined to have an avenue for our students to be involved in a Visual and Performing Arts House competition.

We ran this modified event as a Photographic and Performing Arts competition. Entries for performances were accepted in the form of short videos which students could record at school or home. Overall, it was very successful with some wonderful Nagle Talent being entered. ‘Nagles Got Talent’ was presented to the whole school via video during extended Pastoral in early November. Students and staff then participated in ‘online’ voting to determine the winners. Well done Xavier House for achieving the highest points for both participation and placings, only just ahead of Bosco.

Above: Performing Arts Entries (clockwise from top left) “Hello” by Rhyme Anderson, “Haven’t met you yet” by Daniel Johnson and James Stastra, “Perfect” by Nick McLaughlin and Panda, “Youngzilla” by Peter Madu, “A thousand years” by Ruby Goncharow, and “Return to Learn” by Miss Tracy Lucas. Below: Visual arts entries which placed first, second or third for Judges/or and Audience Choice.

Applied Learning

Mrs Tina Sonka

Well done to all the VCAL students for their resilience and determination to persevere with remote learning.”

– Mrs Tina Sonka

Applied learning is often referred to as ‘hands on’ learning. Nagle College offers a wide range of applied learning programs, including Victorian Certificate of Applied Learning (VCAL) and Vocational Education and Training (VET) programs. VET programs are delivered either on campus or off campus by training providers.

VCAL

Students began the year with the required work placement preparation which included Occupational Health and Safety (OH&S) modules and certificates, researching roles and responsibilities, and workplace expectations. Opportunities were presented for students to recognise their skills and investigate potential work placements. Students commenced practical activities by developing induction kits and OH&S games. In the workshop, students made habitat nest boxes as part of a Biodiversity grant Andrea Savage organised through East Gippsland Water. This allowed students to work in teams and to become familiar with the tools and machines in the workshop.

Work placement participation was limited due to COVID-19 restrictions. During remote learning students researched employment opportunities, prepared applications for a selected employment opportunity, designed products for the Makers Market, and created marketing materials to promote these products. Hands-on projects for home were designed and planned.

In Personal Development classes, awareness presentations and pitches were created for the community project. This was linked to the Makers Market as a percentage of the profit was donated to a chosen community charity. Numeracy classes planned, compared, selected and costed a suitable house plan to fit a Brookfield Lakes block. Literacy tasks focussed on contemporary environmental issues and students planned destination holidays.

When students returned to school they focused on completing their products for the Makers Market. This provided students with hands-on experience working in teams, dealing with customers and learning about profit and loss.

VCAL OFFERS

2 x Diesel Mechanic apprenticeships

4 x Building apprenticeships

1 x Plumbing apprenticeship

1 x Cabinetmaking apprenticeship

1 x Painting apprenticeship

1 X Electrical apprenticeship

1 x Civil construction traineeship

2 x Childcare traineeships

2 x Office Administration traineeships

9 x Employment offers (with potential traineeship/ apprenticeship opportunities)

4 x further study in Engineering and Childcare/Education

(Top) VCAL students cooked a meal for Samaritan’s Purse – a charity who assisted with the bushfire recovery in East Gippsland. (Bottom) Students facilitated a short lesson for the class on a skill they have mastered

Certificate II in Applied Fashion

Ms Elaine Vertriest, Deputy Principal – Learning and Teaching VET PROGRAMS

Learning and Teaching

It has been an interesting year! Remote learning limited the practical work the class could do, however, most students completed all tasks and joined Google meets.

We started the year with the Year 1 Students Visiting the Masters Institute of Design in Melbourne to participate in Fashion Drawing and an Haute Couture activity where they dressed dressmaker models using paper. The girls were given a design brief for this. They then dressed the model. They has lots of fun and the results were awesome! They repeated the activity at school for a display for the opening of the Salesian Technology Centre.

The Year 2 Class completed some interesting garments for their final projects. Their textile products were also well made. They made Macramé Wall hangings which was a real blast from the past. The planned incursion to make a headpiece with Rose Hudson, a milliner who made the hats and costumes for “Miss Fischer’s Murder Mysteries”, was cancelled because of lockdown.

I am proud of the way the all the girls worked, both during remote learning and when back at school.

We look forward to a more productive year with our practical activities in 2021.

VET Building and Construction, Year 2

VET has had a very disruptive year, however we managed to get through the required modules and spend enough time on practical tasks to complete the year. Students attended several sessions at the Nagle Trades and Skills Centre during remote learning to allow this to happen. Highlights of the year include three students gaining apprenticeships through the year and two potential apprenticeships in following months.

(Left) VET building and Construction Students build housing frames. (Top right) Year 12 VET Fashion students made their own face masks. (Middle Right) Year 11 VET Fashion student, Seattle Scott, creates bespoke garment during class. (Bottom right) Staff browse the Makers Market which sold goods made by VCAL students.

With some creative assessment tasks we were able to ensure students met the practical requirements for the course [VET Outdoor Recreation].

– Mr Mark Fairweather

VET Outdoor Recreation

This year has been particularly challenging for the VET Outdoor Recreation course. With COVID-19 threatening to place restrictions on camps we were able to get out for a couple of mountain bike rides before the first lockdown. These included a ride to Nicholson with the Duke of Edinburgh Award Scheme and a trip to Colquhoun State forest Mountain Bike park. Students enjoyed a great day of challenges where we saw notable improvements in bike handling skills and confidence. It was clear that Lollypop trail was a group favourite.

From then on things were difficult with Camps no longer allowed and remote learning presenting its own challenges. We had google meets about maps and navigation and students heading out on their own to meet bushwalking requirements. With some creative assessment tasks we were able to ensure students met the practical requirements for the course. We hope that with the easing of restrictions, 2021 and 2022 will bring a new lease of life to this amazing course and the opportunities it will present for students in the future.

Certificate III in Sport and Recreation

Students in both years of the VET Sport and Rec program had a year like no other. Due to COVID-19, students faced the challenge of completing components of their course, which included assessment tasks, remotely. The opportunity to complete practical activities over this time was also limited. Students faced these challenges head on and were able to complete all the required assessment tasks to meet the course requirements. Well done to all the VET Sport and Recreation students for the success they achieved in 2020.

(Above) VET Outdoor Recreation students enjoy a trip to Colquhoun State forest Mountain Bike park

Koorie Education

Ms Tania Holmes and Ms Toni Collins

Nagle College acknowledges the traditional owners and custodians of this land on which we learn, the Gunaikurnai people, and pay our respects to the Elders, past, present and emerging.

WARNING: Aboriginal and Torres Strait Islander readers are warned that the following pages contain images of deceased persons.

The events which have taken place this year have impacted the delivery of our usual Koorie Education activities. The year has been especially challenging for our students and our staff. However, showing the resilience of the First Nations people our students have come through to the other side.

YEAR 12 GRADUATES

Nagle College has celebrated five Indigenous Year 12 graduates this year. They are Ryan Barry, Holly-Lee Guarnaccia, Harley Finn, Aaliyah Ratzmann and Byron Vickery. Harley Finn proudly graduated in the Possum Graduation and Reconciliation Cloak which was presented in an unprecedented, recorded ceremony on Graduation Day. We congratulate all our Year 12s for graduating in such unique circumstances and wish them wonderful futures.

Ryan Barry Holly-Lee Guarnaccia Harley Finn

Aaliyah Ratzmann Byron Vickery

YEAR 9 BUSHTUCKER

Nagles’ Year 9 Bushtucker program has also been hampered in its activities.There were two Bushtucker classes this year with one held during lockdown. In online classes students focused on increasing their knowledge about our local lands and Tribe, the Gunaikurnai, and some weaving. The second class was able to spend some time outside learning to make and throw a boomerang. They also learnt about the benefits of traditional Aboriginal fire reduction and slow burning methods.

Year 7 students went on camp in January to Lake Tyers and Ms Tania Holmes and Alfie Hudson accompanied them. Alfie taught the students some symbols and stories of the Gunaikurnai people.

(Above) Students in our Year 9 Bush Tucker class selected a Dreamtime story and rewrote/illustrated it for Year 1 or 2 students. Here’s one beautiful example of a student’s work. (Right) Year 9 Bush Tucker students have been been working on a practical task for their course - weaving. Here are a few examples of some of the creations made using natural items and twine. (Below) Year 7 students learn about aboriginal symbols and stories during camp.

NAIDOC WEEK: ALWAYS WAS ALWAYS WILL BE

Congratulations to Audrey Dalrymple, Tarlay WalkerRoss, Akeisha Strickland and Archer Clay who narrated a wonderful video presentation for school assembly. During NAIDOC Week, we also celebrated and acknowledged the Koorie community members who have been to Nagle and shared their knowledge with us. It is with fond memories we note the passing of Uncle Alex Baxter and Aunty Marion Pearce.

ANNIVERSARY OF THE CLOAK

This is a very special year as we are also celebrating the 10th anniversary since the cloak was made with permission from the Elders and under the guidance of cloak maker, Mrs Lee Darroch and cultural mentor Alfie Hudson. We undertook this project with respect, and with an understanding of the cultural and spiritual significance of the traditions that the possum skin cloaks uphold.

Our cloak, our sacred treasure was bound by many hands including the Bushtucker students, Class of 2010, Koorie students and friends, Nagle College staff, Koorie community and the Elders. A Smoking and blessing ceremony was held on the day and in the past decade five Koorie students have graduated under this cloak. Our journey and the stories on our possum cloak are shared every year with staff and students and it is a treasured learning experience for them.

Ms Tania Holmes and Ms Toni Collins thank both the Koorie and the broader Community for their involvement and support in the creation of the cloak.

Careers

Ms Louise Kelly

I would personally like to thank all our wonderful employers who took our students at such a difficult time.”

– Ms Louise Kelly

This year as seen many changes to our regular program in the Careers and Pathways area.

We’ve had to adapt a number of our usual procedures during remote learning, where the majority of Year 10 and Year 12 Interviews happened using Google Meet. We also held a year level Google Meet in the lead up to subject selection for our Year 10 students.

It was also a very busy time leading up to university and TAFE (VTAC) applications, as we had to write bushfire submissions for any Year 12 student who was applying for special consideration (SEAS) as well as putting in levels of disadvantage for remote learning.

University and TAFE Colleges moved all their Open Days and information sessions online, which was an added bonus for rural students. Although it was disappointing that students couldn’t visit the campus in person, many more had access to these events than may have before. I hope they continue this into the future, as it can be a real burden to physically go to many of the Open Days as they are all hours travel away.

Due to COVID restrictions, we could only conduct structured workplace learning for our VCAL (Victorian Certificate of Applied Learning) students. I would personally like to thank all our wonderful employers who took our students at such a difficult time. I hope that in 2021, we can resume a structured workplace learning program for any Year 10 to 12 student who is interested.

I would like to thank all the Year 9 and 10 Pathways teachers for adapting their teaching to remote learning and providing a valuable program to their students under such trying conditions. I would especially like to thank my Administration Assistant, Ms Karen Dukakis. She was an amazing support in organising Google Meets, sending out reminder emails, proof reading and generally being there to help wherever it was needed.

We are a parish that prepares for life

Religious Education

Mrs Rose Lee, Catholic Identity and Religious Education Coordinator

At the heart of Catholic education there is always Jesus Christ: everything that happens in Catholic schools should lead to an encounter with the living Christ.”

What an extraordinary and unforgettable year it has been for us all. When I reflect on my first year at Nagle College as Religious Education and Catholic Identity Coordinator, I feel a great sense of pride and gratitude as the teachers of Religious Education have made necessary adaptations for the delivery of their classes for a good part of the year.

The Salesian Strenna during 2020: ‘Good Christians and Upright Citizens’ based on the Gospel of Matthew, strengthens our work towards creating God’s kingdom on earth; ‘Your will be done, on earth as it is in heaven’. The strenna reminds us of the vital work we continue to do as Catholic educators fostering Christian spirituality, guided by the Salesian charism, in hope that all will be led to an encounter with our loving God.

A prayerful and reflective liturgy for the Year 7 parents and carers took place on the first day of school in the St John Bosco Chapel. The Liturgy was very engaging and provided an opportunity for parents and carers to share their hopes and joys for the upcoming years at Nagle College. A special

thank you to Josie Boland, Religious Education Junior Coordinator who prepared the liturgy and took time to outline the unique characteristics of being part of a Catholic school.

In February, the whole school came together to celebrate ‘Commencement Mass.’ Mass was celebrated by Fr Michael Willemsen. The scriptural readings assisted in breaking open the Salesian strenna, ‘Good Christians and Upright Citizens.’ At the conclusion of mass, the Year 12 students were presented with badges and made their pledge and commitment to work together, to be supportive and inspire one another on their journey no matter what challenges and joys unfold. No one could ever have anticipated the challenges they would have endured and they are all to be commended for the resilience and determination they have demonstrated throughout the year.

Due to COVID restrictions, other liturgies were celebrated and delivered in a new and transformed way. Although the Graduation Mass was pre-recorded and was viewed by each

Pastoral Class, there was still a wonderful sense of reverence and celebration as the school community acknowledged the efforts of all our Year 12 students.

Retreats have had a long history at Nagle College. They provide opportunities for students to reflect and contemplate on their life’s journey. Years 9 and 10 were fortunate to have their day with Chris Doyle from Karis Ministries prior to COVID restrictions. There was a great deal of enthusiasm expressed during the two days with Chris. Chris uses music and humour and has a unique gift to connect with students and the ability to challenge them about making good choices in life.

The annual St Vincent de Paul Founders’ Day Food Drive was able to take place and it was great to see the generosity extended to those in our community who are less fortunate than ourselves. The restrictions of 2020 put a damper on many social justice activities, however, we now look forward to a new year with hope.

As 2020 comes to a close, I would like to wish everyone a blessing filled Christmas season and look forward to the abundant blessings of 2021.

Retreats

Inter-House Carnivals

SWIMMING CARNIVAL

MacKillop House were the winners of our 2020 Inter-House Swimming Carnival, ahead of Newman and Polding. Newman won the House Spirit Award for placing well in novelty events as well as high participation throughout the day.

Age Champion Girls

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Keira Gibbs and Apryl Lynch

Antje Kempff

Brylee McMahon

Ally Raeburn

Amy Cheesley

Cait Corby

JUST DANCE COMPETITION

Boys

James Kapolos

Hayden Lynch

Will Wayside

Jordan Johnston and Henry Moors

Lachlan Wood

Xavier Derham

Houses engaged in a bit of friendly competition as they took part in a House ‘Just Dance Competition’, with House points being allocated to all participants. In a win that took us all by surprise, Xavier House was announced as the champion of the Inter-House Dance Competition. Congratulations Xavier House on a well-deserved (and long awaited) win. You certainly did seize the day!

STEP CHALLENGES

Mrs O’Neill found a creative way to engage staff and students during both bouts of Remote Learning. Unfortunately COVID restrictions prevented us from holding our Cross Country Carnival. In its place, two Step Challenges were held. The fist took place in May and the second in September. MacKillop House won the first step Challenge with an incredible 3,745,417 steps. Bosco House won first place in the second Step Challenge – contributing over 1 million steps for their House alone.

School Sports Victoria

Nagle entered School Sports Victoria (SSV) competitions during Term 1 of 2020. We entered teams in cricket, swimming, golf and shooting.

CRICKET

The Senior Boys cricket team started our campaign off well, beating Orbost Secondary College to progress to the Regional Finals. They won their game against Kurnai College by seven wickets. This placed them in the semifinal against Wonthaggi where they played a reduced overs match. Wonthaggi posted 97 runs with Nagle falling short by two runs. The success in cricket continued with the Year 7 boys, Year 8 boys, Intermediate boys and Year 8 girls winning the local T20 competition to qualify for regional finals.

SWIMMING

A large contingent from the swimming squad qualified for the Regional Finals in March, with Will Wayside and Kai McEntee winning their 50m breaststroke events to qualify for the State Finals. Kai McEntee set a new Gippsland Region record in the event with a time of 39.22 seconds.

GOLF

The last event Nagle students participated in for 2020 was the Gippsland Golf qualifying round, with Junior boys Noah Paterson (1st), Logan Dunkley (2nd), Archer Watt (3rd), Junior girl Audrey Dalrymple (2nd) and Senior Boy Samuel Stewart (2nd), qualifying for the next round.

SHOOTING

In March, 155 students from across Gippsland attended the Bairnsdale Field and Game Club for the annual Riviera Schools Championship. Nagle College entered two teams of five competitors. Our highest team placing for the day was the team comprising of Chelsea Beechey, Renae Jones, Jordyn Perkins, Gemma Scionti and Jobe Paliew. In the individual results, Chelsea Beechey took out the overall female title with a score of 16 and Gemma Scionti placed third in the Under 15 girls with a score of 11. A great day was had by all who participated.

Valedictory

VALEDICTORY LUNCH

Friday 4 December, 2020 1.30 pm in Presentation Hall

Class of 2020

Adams, Caylee

Adams, Leon

Adams, Maddison

Agius-Brittain, Joshua-Dre

Alkemade, Ari

Alkemade, Kye

Allen, Indira

Allen, Kiara

Allen, Liam

Allen, Tyren

Allender, Amy

Alsop, Trae

Alvin, Stevie

Alvin, Tyla

Aly-Mehlert, Ava

Amyn, Zade

Anderson, Adele-Rhyme

Anderson, Angus

Anderson, Isabelle

Anderson, Jake

Anderson, Maggie

Andrews, Quinn

Andrews, Rachel

Andrews-Hei, Tiana

Andrews-Hei, Jayke

Answer, Jolanda

Archer, Amber

Armistead, Emily

Armistead, Jake

Ash, Hannah

Aston, Nathan

Aston, Tye

Atkinson, Ashley

Atkinson, Monika

Atkinson, Taylor Year 9

Atkinson, William Year 12

Baade, Jade Year 10

Bakos, Dean Year 12

Ballinger, Darcey Year 12

Bannister, Molly Year 11

Barrah, James Year 11

Student Roll

Bowman, Ashtyn

6 Bradley, Jessica

5 Brazzale, Oscar

Brebner, David

Brennan-Stevens, Jasmine

6 Brewer, Zachary

Brill, Georgia

Brill, Stephanie

Barrah, Michael Year 9 Bosco 2

Barron, Jack Year 9 Newman 1

Barron, Zoe Year 9 Newman 2

Barry, Ryan Year 12

Polding 6

Barry, Tamsyn Year 7 Polding 3

Bartlett, Bradleigh Year 8 Avila 4

Basford, Millicent Year 12

Bassett-Albert, Sol Year 7

Batt, Jackson Year 9

Chisholm 2

Newman 3

Bosco 4

Batt, Sarah Year 7 Bosco 2

Baylis, Jake Year 10 Bosco 3

Baylis, Kelsey Year 9 Newman 2

Baylis, Mikaela Year 12 Newman 1

Bosco 5

Beecher, Lexi Year 10

Beechey, Chelsea Year 10

Bell, Brooklyn Year 10

Bennett, Baxter Year 7

Bertino, Stephen Year 11

Bingley, Charlotte Year 8

Bishop, Alicia Year 10

Newman 4

Chisholm 4

Avila 5

MacKillop 1

MacKillop 4

Xavier 5

Bishop, Andrejs Year 7 Xavier 4

Blanch, Dylan Year 10

Xavier 5

Blanch, Ethan Year 9 Xavier 1

Blandford, Edward Year 7 Newman 6

Blew-Doucette, Gavin Year 8 Chisholm 5

Blewitt, Nicholas Year 11 Avila 3

Boag, Rudy Year 8

Boag, Sonny Year 10

Bockmann, Benjamin Year 11

Boek, Daniel Year 11

Bolger, Isabelle Year 9

Bolger, Lara Year 11

Bolleman, Courtney Year 10

Bommer, Mitchell

Boole, Max

Booth, Harry

Borisenko, Lochlan

Boucher, Dylan Year 7

Amelie

Theadora

Victoria

Conn, Brock

Connley, Harrison

Cook, Kalem

Cooksley, Chantelle

Corby, Cait

Corby, Nell

Costigan, Hayley

Costigan, Jackson

Coverdale, Bonnie

Cowell-Maxwell, Danielle

Cowell-Maxwell, Madison

Cox, Megan

Crane, Riley Year 10

Crealy, Daniel Year 9

Crofts, Caleb

Crofts, Jase

Cullen, Maggie

Cummings, Harrison

Cummings, Mackenzie

Cupitt, Jade

Mitchell

Vivian

Audrey

Indi

Ethan

Charlie

Lachlan

James

Ryder

Ashleigh

Thomas

Davis, Tully

Tia

Lilly

Lily

Xavier

Damian Year 11

Desio, Matthew

Di Fiore, Cooper

Di Palma, Brodee

Di Palma, Chiara

Di Palma, Logan

Dinsdale, Alia

Diprose, Jorge Year 10

Disney, Connor Year 8

Djokic, Tyren Year 10

Dobby, Jordan Year 10

Dodd, Noah Year 11

Doland, Eve Year 9

Donnan, Matilda Year 8

Donnan, Olivia Year 10

Dore, James Year 10

Dore, Luke Year 12

Dorling, Joshua Year 8

Dorsett, Hollie Year 11

Dorsett, Joshua Year 12

Drouggas, Joshua Year 12

Drouggas, Taylah Year 11

Duffy, Alistair Year 12

Duffy, Harrison

Duncan, Mia

Duncan, Taj Year 8

Duncan, Thomas Year 11

Dunstan, Michael

Kieran

Dykes, Kayla

Dykes, Keeley

Hardy, Dakota Year 11

Hargreaves, Rex Year 7

Hartikainen, Mija Year 9

Hathaway, Jordan Year 11

Haussegger, Georgie Year 12

Haussegger, Sage Year 9

Xavier 3

MacKillop 6

Chisholm 4

Chisholm 2

Newman 6

Newman 5

Healey, Hannah Year 12 Newman 3

Heffernan, Sam Year 11 Bosco 4

Henderson, Isabella Year 10 Xavier 3

Henery, Brodie Year 8

Herbert, Max Year 8

Herbert, Samantha Year 10

MacKillop 3

MacKillop 1

Hessler, Emily Year 10 Polding 5

Higgins, Chloe Year 11 Bosco 6

Hill, Hudson Year 7 Xavier 4

Hill, Jasmine Year 12 Bosco 6

Hilli, Cooper Year 10

Lightowler, Grace

Lind, Bryce

Lineham, Abbey

Lizars, Chloe

Luchetta, Amelia

Lulham, Bede

Lumley, Ryan

Lynch, Apryl

Lynch, Hayden

Mackay, Matilda

8 Avila 3

4 MacKenzie, Taylah

2 Madu, Peter

1 Madu, Uchechukwil

3 Maglione, Daniel

6 Mahon, Amelia

MacKillop 4

Butta, Charlotte Year 8 Avila 2

Hodder, Dominic Year 10 Newman 1

Hodder, Isabella Year 11 Newman 3

Hodder, Olivia Year 8 Newman 3

Hodge, Henry Year 9

Holland, Darcy Year 9

Holland, Ellie Year 12

Holland, Kate Year 7

Holland, Keelie Year 9

MacKillop 4

MacKillop 5

MacKillop 2

Chisholm 2

Holmes, Alexandra Year 8 Xavier 1

Hood, Latoya Year 7 Xavier 6

Hopkinson, Jemma Year 10

Chisholm 5

Horne, Britney Year 12 Bosco 1

Hudson, Adam Year 12 Avila 1

Hudson, Bailey Year 7

Chisholm 1

Hudson, Thomas Year 10 Avila 2

Hughes, Bayden Year 9 Bosco 5

Hughes, Daniel Year 9 MacKillop 6

Hurley, Danielle Year 9 Avila 3

Hurley, Lucinda Year 8 Avila 5

Hutchinson, Charlie Year 9 Avila 2

Hutchinson, Will Year 9 Avila 1

Ioakim, George Year 7 Newman 3

Jackson, Banjo Year 7 MacKillop 1

Jackson, Cohen Year 8 Xavier 2

Jakins, Tenielle Year 8 Chisholm 3

Jamieson, Chelsea Year 8 Newman 1

Jamieson, Heidi Year 12 Newman 5

Jans, Emily Year 8 Chisholm 1

Janson, Darcy Year 9 Xavier 1

Jeffs, Ahlia Year 9 Avila 2

Jenkins, Heather Year 7 Avila 5

Jenkins, Sam Year 9 MacKillop 1

Jenkins, Thomas Year 9 MacKillop 1

Jerkins, Alex Year 9 MacKillop 2

Jerkins, Toby Year 12 MacKillop 5

Jessop, Samuel Year 9 Xavier 4

Johnston, Daniel Year 12 Bosco 5

Johnston, Jordan Year 10 Polding 5

Joiner, Mia Year 8 Bosco 4

Jones, Hope Year 8 Xavier 1

Jones, Renae Year 11 Bosco 2

Jung, Semi Year 7 Avila 2

Kapolos, James Year 7 Bosco 5

Kapolos, Zoe Year 10 Bosco 4

Chisholm 2

1 Malady, Brielle

Bailey

Charlie

Keddie, Will Year 9

Kelly, Cameron Year 12 Polding 5

Kempff, Antje Year 8 Polding 4

Kerton, Brenton Year 8 Avila 2

Key, Jed Year 7 Xavier 1

Kilby, Eliza Year 8 Bosco 6

Kilby, Keyshia Year 8 Bosco 3

Kim, Ryung Year 8

Chisholm 2

King, James Year 9 Polding 1

Kingston, Bayley Year 10

Chisholm 4

Knott, Lenny Year 7 Xavier 3

Knox, Harvey Year 8 Polding 2

Kool, Harry Year 8 Avila 3

Kramme, Kobi Year 10

Lack, Georgia Year 12 Chisholm 4

Ladson, Jay Year 9

Laity, Lauren Year 9

Laity, Nigel Year 12

Lamb, Mark Year 8 Chisholm 5

Lamperd, Harper Year 8 MacKillop 1

Lancaster, Emilie Year 12 MacKillop 1

Lanteri, Samuel Year 7

Le, Thi Thanh Trang Year 12

Lee, Ryan Year 7

Lee, Tyson Year 11

Leong, Matt Year 9

Levings, Soleil Year 11

Lieuwen, Riley Year 7

Chisholm 1

Chisholm 2

Chisholm 1

Chisholm 4

Oska

Ella

Ronan

Morrison, Ava Year 7

Tehya Year 9

Morton, Emily Year 7

Moss, Coopa Year 9

Moss, Jack Year 7

Mott, Bridget Year 7

Mounsey, Ethan Year 8

Muir, Sarah Year 8

Mundi, Mal-Singh Year 11

Mundi, Pride

Murray, Caitlin

Cameron

Joel

Sophie

Nguyen, Quan Year 11

Zara-Jade Year 7

Nicholls, Jai

Nichols, Kasey Year 11

Noble, Jason Year 8

Noble, Trinati Year 11

Nolen, Jessica Year 7

Nugent-Brown, Banjo Year 7

Nugent-Brown, Flynn Year 8

Nugent-Brown, Ned Year 8

Nunn, Jeremy Year 11

Cooper Year 7

Damon Year 10

O’Connor, Jordan Year 8

Odd, Shayla

O’Doherty, Kevin

O’Donnell, Caleb

Mason

Samuel

Ashlin

O’Neill, Bree Year 12

Keira

Edie

Sunday Year 11

Chinela Year 9

Connor

Overy, Dylan

Isabella

Tyler

Deaken

Paliew, Jobe Year 8

Pallot, Sarah Year 7

Pallot, Tiffany Year 9

Oliver Year 7

Cameron

Cody

Parker, Trinity Year 9

Parsons, Ebony Year 12

Parwata, Bailey Year 11

Paterson, Abbee Year 10

Paterson, Logan Year 11

Paterson, Noah Year 8

Patterson, Emma Year 8

Pearce, Jesse Year 10

Pearce, Matthew Year 8

Pedder, Drew Year 10

Pedder, Ethan Year 8

Peel, Evie

Pendergast, Emily

Pendergast, Phillip

Pendergast, Piama Year 11

Perkins, Hannah Year 10

Perry, Faith Year 8

Perry, Meg Year 8

Petersen, Breanna Year 10

Phelan, Amity

Phelan, Brady Year 10

Phelan, Chloe Year 9

Phelan, Meg

Lily

Jaryd

Jayde

Start, Caitlin Year 12 Polding 6

Stastra, James Year 12

Stephenson, Analise Year 9

Stephenson, Charlotte Year 12

Stephenson, Kayla Year 12

Stephenson, Matilda Year 8

MacKillop 1

Newman 3

MacKillop 6

Newman 4

MacKillop 3

Stephenson, Thomas Year 10 Bosco 6

Stevens, Angus Year 8 Polding 1

Stevens, Jorja Year 9 Avila 4

Stevens, Molly Year 9 Polding 5

Stevenson, Hayley Year 11

MacKillop 2

Stevenson, Innika Year 11 Polding 6

Stevenson, Myia Year 10 Polding 3

Stevens-Thomas, Flame Year 11

Stewart, Cassidy Year 10

Newman 5

MacKillop 1

Stewart, Ella Year 9 Xavier 3

Stewart, Kyah Year 9

Stewart, Randall Year 10

Newman 3

MacKillop 4

Stewart, Samuel Year 10 Xavier 2

Stewart, Sarah Year 12 Xavier 5

Stewart, Tahlia Year 12 Xavier 4

Stobo, Sarah Year 11 Chisholm 1

Strickland, Akiesha-Jade Year 8 Bosco 3

Strickland, Bryleigh Year 7 Bosco 1

Strickland-Cohen, Loki Year 8 Xavier 5

Stubbs, Olivia Year 7

MacKillop 2

Summerfield, Kasey Year 8 Bosco 1

Summerton, Cheyenne Year 7 Xavier 3

Sumner, Matilda Year 10 MacKillop 5

Sumner, Ruby Year 9 Xavier 3

Suttie Webster, Danica Year 12 Bosco 6

Svetey, Hannah Year 7 Bosco 4

Newman 1

Svetlik, Jorja Year 11

Svetlik, Piper Year 9 Newman 6

Sykes, Leo Year 7 Newman 3

Szabo, Olivia Year 11 Chisholm 1

Tanner, William Year 7 MacKillop 2

Tarling, Hudson Year 7 Newman 2

Taylor, Aden Year 10 Newman 1

Taylor, Belle Year 7 Bosco 1

Taylor, Charlie Year 11 Avila 1

Taylor, Ethan Year 10 MacKillop 3

Taylor, Jessica Year 8 MacKillop 2

Taylor, Riley Year 12

Newman 4

Terjesen, Amy Year 12 Chisholm 4

Terry, Brendan Year 9

Chisholm 3

Thewma, Brianna Year 8 Polding 5

Thompson, Flynn Year 12 Polding 2

Thompson, Lachlan Year 10 Polding 1

Thomson, Anthony Year 12

Thomson, Connor Year 11

Newman 3

Newman 6

Thomson, Sienna Year 8 Bosco 3

Till, Arliah Year 9

Till, Bailey Year 11

Chisholm 3

Chisholm 1

Timms, Ruby Year 10 Avila 5

Tomkins, Melody Year 10

Toms, Austin Year 11

Tough, Jack Year 9

Tough, Nathan Year 7

Truscott, Alana Year 9

Tuckett, Hannah Year 7

Tuck-Lee, Deklan Year 10

Tuck-Lee, Milena Year 7

Turner, Simone Year 12

Van Den Einden, Oliver Year 8

MacKillop 5

Newman 6

Xavier 3

Xavier 2

Xavier 6

MacKillop 3

Xavier 2

Xavier 6

Polding 4

Newman 6

Van Est, Max Year 10 Polding 3

Van Est, Zoey Year 11

Polding 4

Vandersteen, Alexis Year 9 Bosco 3

Veale, Olivia Year 9

Rooney, Charlotte Year 7

Rooney, Jasmine Year 11

Rooney, Liam Year 10

Rooney, Madison Year 9

Venkatesan-Villa, Jahnavi Year 9

Venkatesan-Villa, Rohan Year 10

Vickery, Byron Year 12

Vickery, Cooper Year 10

Victorsen, Damon Year 8

Vines, Emily Year 7

Vines, Isaac Year 8

Walker-Ross, Tarlay Year 7

Walsh, Ebony Year 11

Warden, Finn Year 7

Warfe, Harry Year 9

Watt, Archer Year 8

Watt, Ryley Year 12

Wattam, Benjamin Year 7

Wattam, Robert Year 8

Wayside, William Year 9 Chisholm 3

Wealands, Bethany Year 12 Newman 2

Wealands, Kirralee Year 7 Newman 5

Wearne, Tiahna

Wearne, Zachary

Webster, Jasmine Year 9 Polding 2

Wenisch, Jessie Year 8 MacKillop 1

Wenisch, Nikki Year 12 MacKillop 6 Wenn, Alex

6 Wenn, Maddison

6 Wenn, Tasmin

Lani

6 Whelan, Mack

Chisholm 6

Chisholm 4

Chisholm 3

Chisholm 6

Newman 2

Newman 5

Bosco 2

Bosco 4

Newman 4

Chisholm 3

Chisholm 1

Chisholm 2

Newman 2

Avila 2

Newman 1

Chisholm 6

Chisholm 3

MacKillop 1

MacKillop 2

Watterson, Nicole Year 11 Avila 4

Wayside, Thomas Year 10

Chisholm 4

Amos, Geraldine Anderson, Bryan Anderson, Sarah Arnold, Hilary Arnold , Aspen Atkinson, Michelle Bailey, Sally Bakker, William Banks, Amanda Barrah, Kate Baylis, Jacqueline Beaumont-Jessop, Georgia Blunden, Andrea Boag, Donna Boland, Josephine Bongers, Laura Bowers, Rita

Braid , Elizabeth Brill, Stephen Brown, Katherine Burgess, Joanne Buurman, Narelle Buurman, Sharon Camera, Sandra Campagna, Celeste Carr, Nigel Cheung, Chun Kwok Clack, Jeanette Collier, Wilma Collins, Toni Colvin, Rosie Coombes, Rebecca Corby, John Costin, Gabrielle Crowe, Daniel Daffy, Anne Deery, James Dennison, Julie Dennison, Lenore Diprose, Kym Dixon, Natasha Douglas, Melinda Dukakis, Karen Dunn, Mark Dunning, Stephen Eastman, Robyn Eaton, Christopher Fairweather, Mark Fluitsma, Frank

Giove, Aiden Greenland, Geraldine Hall, Rainer Hamer, Dean Hannington, Jeffrey Hart, Joanne Haskew, Nicola Henley, Julie Hollingsworth, Lauren Holmes, Tania Hudson, Malcolm Jarvis, Ashley Jenes, Steven John, Sharlene Kelly, Louise Kissick, Ruth Kool, Christopher Kool, Judy Lawrance, Rhonda Lawson, Molly Lee, Rosemary Lightfoot, Helen Lightowler, Ben Linklater, Brock Livingstone, Kerrilyn Long, Andrew Lucas, Tracey Luckins, Graham Lupo, Nesia Martin, Sandra Mason, Gillian McAuliffe, Sharon McCallum, Meg McNeil, Terri McPherson, Jaclyn Micallef, Alister Micati, Annamaria Mlynarz, Paul Moir, Heather Morgan, Jake Nall, Danny Neeson, Geoffrey O’Connor, Michaela Okazaki, Nobuko O’Neill, Paula O’Neill, Philip O’Rourke, Jenna O’Rourke, Katherine O’Sullivan, John

Owen, Honorata Pinnock, Gregory Plunkett, Maureen Powles, Neville Preston, Jacinta Rawlings, Jenny Reeves, Patrina Rettino, Dionne Reynolds, James Richardson, Kerri Roderick, Peter Rose, Jemma Savage, Andrea Schrijver, Hennie Searl, Russell Settle, Pauline Sharp, Cathy Sherring, Thomas Silva, Jodie Small, Julie Smith, Edwin Smith, Skye Smith, Wayne Sonka, Jantina Stevens, Wendy Towns, Mary-Louise Trapnell, Elizabeth Tuisue, Maureen Veith, Jason Veness, Stephanie Vertriest, Elaine Virgo, Amanda Vowell, Amanda Warden, Elizabeth Wayside, Robyn Whibley, Stephen Whitbourne, Susan White, Jennifer White, Mark Williams, Raymond Wilson, Anna