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Tidings Edition 5 24 May 2019

Highlights 6

The Seeker Program


VEX Worlds Tour


Senior Comedy Night


STCC Sport Update

Contents In this edition

©2019 St Clare’s College

Principal’s Message


From the Desk of the AP Pastoral Care and Wellbeing


From the Desk of the AP Curriculum and Assessment


The Seeker Program


VEX Worlds Tour


STEM BFFs – Rewind the Future


Year 11 Reflection Day


Da Vinci Decathlon


Senior Comedy Night


Yers 9 to 12 Performing Arts Evening


Science Excursion to Mount Majura Vineyard


Smart Skills Workshop


Sustainability at St Clare’s


Junior Debating Team Through to the Semi-Final


Duke of Ed Corner


Charity Day for Karinya House


Karinya House Gala Dinner


Mother’s Day Raffle


Sacramental Confirmation Program


Share the Dignity


Vinnies Volunteers Thank You Event


NACEL Australiasia Visit


Homestay required


Learning Commons New Opening Hours


Fees Reminder


Missing Instrument


STCC Sport


Inspirational Women


In the Headlines


Upcoming Events


E-Mental Health Resources


Follow us:

Principal’s Message The College has been a busy place for many students, with many rich activities leading to learning opportunities in and out of the classroom. Many of the efforts of our students were celebrated at the Whole School Assembly on Wednesday 8 May. I would like to take this opportunity to remind parents and students that in order to make the most of the available learning opportunities, the College expects all students to attend classes on time. Punctuality is necessary if the students are to embrace their learning as required. I ask that you discuss this basic expectation with your daughter. Thankfully, the great majority of our students attend to their punctuality requirements. However, a small number of students continue to arrive late for school or are late to scheduled classes. If your daughter happens to fit this category, please ensure to discuss the matter with her. You may also contact her Pastoral Care Leader, should you have any concerns. The College strongly promotes mental health for all students, and we have a strong mental health strategy through our Student Wellbeing programs. These include counselling support, an extensive Pastoral Care program, effective policies, procedures and dedicated staff supporting each student through their learning journey. Please contact your respective Year Coordinator should there be any questions about mental health, student wellbeing or pastoral care.

National Reconciliation Week

National Reconciliation Week Prayer

The dates for National Reconciliation Week remain the same each year: 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey— the successful 1967 referendum, and the High Court Mabo decision respectively. At the heart of reconciliation is the relationship between the broader Australian community and Aboriginal and Torres Strait Islander peoples. To foster positive race relations, our relationship must be grounded in a foundation of truth. National Reconciliation Week is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia. Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.

Holy Father, God of Love, You are the Creator of this land and of all good things. We acknowledge the pain and shame of our history and the suffering of our peoples, and we ask your forgiveness.

Thank you to Caroline Blackshaw as she continues in her role as Aboriginal Contact Teacher at St Clare’s College. Caroline is doing a lot of work behind the scenes preparing for upcoming events and also to ensure indigenous perspectives and traditions are integrated into our everyday lessons and culture of the school.

“Perhaps you were born for a time such as this” Esther 4:14

We thank you for the survival of indigenous cultures. Our hope is in you because you gave your Son Jesus to reconcile the world to you. We pray for your strength and grace to forgive, accept and love one another, as you love us and forgive and accept us in the sacrifice of your Son. Give us the courage to accept the realities of our history so that we may build a better future for our nation. Teach us to respect all cultures. Teach us to care for our land and waters. Help us to share justly the resources of this land. Help us to bring about spiritual and social change to improve the quality of life for all groups in our communities, especially the disadvantaged. Help young people to find true dignity and self - esteem by your Spirit. May your power and love be the foundations on which we build our families, our communities and our nation, through Jesus Christ our Lord. Amen Best Wishes Brad Cooney Principal


From the Desk of the AP Pastoral Care and Wellbeing

The most important issue identified in Australia today for young people is mental health. The Mission Australia Youth Survey of 15-19 year olds in 2018 shows that stress, school or study problems and mental health are the top three personal concerns for young people. 43% of those surveyed (28 000) reported either being extremely or very concerned about coping with stress, the issues including – the number of activities they are involved in, a drive to do well, participation in sport and all the other activities that happen in and out of school. The most important issue identified in Australia today for young people is mental health. We need to continue destigmatizing this issue to encourage young people to willingly talk about it. Females are more likely to report their concerns. Young people need to feel confident in seeking help and know whom they can speak to and trust. At the same time it is important that those providing support for young people – family, friends, teachers or professionals are equipped with tools and


resources to address young people’s concerns effectively. Members of our Pastoral team at St Clare’s have recently attended Mental Health First Aid for Non-Suicidal Self-Injury (NSSI) delivered by Dr Dominique Kazan, Clinical Psychologist who completed her PHD at ANU on Suicide Prevention/Intervention. She is a currently a student counsellor at UNSW Canberra. The learning is being shared and conversations are being had amongst teaching staff regarding how to provide further support to students in need. I would like to share the following with Parents/ Carers to broaden our community’s response to NSSI and hopefully increase confidence in people to provide initial support to someone who is developing a mental health problem, has a worsening of an existing mental health problem or is in a mental health crisis. Young people who self-injure are more likely to experience mental health difficulties. This includes anxiety, depression, and low selfesteem. They are also more likely to engage in other self-destructive behaviours, including eating

disorders and risk taking behaviour and to use or abuse drugs and alcohol. Despite the prevailing stereotype that young people self-injure to receive attention, in reality most young people keep self-injury hidden. When a young person discloses self-injury, it is not usually to a mental health professional. They are most likely to disclose to a peer (85% go to friends), and when disclosing to an adult it is more likely to be a parent than a teacher or counsellor.

What is Non-Suicidal Self-injury? What are we looking for? •

The term non-suicidal self-injury (NSSI) describes behaviours where a person deliberately or purposefully hurts themselves. This may include overwork, selfsabotage, substance misuse, deliberately mismanaging medications, non-suicidal self-injury (cutting, scratching, deliberately hitting body on hard surface, punching, hitting or slapping self, burns, biting). It is used to refer to self-injury that is not intended to result in death.

Tidings – 2019

Signs and Symptoms of NSSI •

Changes in clothing to conceal injuries

Avoiding situations where arms or legs are exposed

First aid supplies being used up

Hiding objects such as razor blades or lighters in unusual places

Hiding or washing clothes separately

Strange excuses for injuries

Repeated unexplained injuries

Protecting injuries

Managing your own emotions •

Acknowledge your own emotional reactions

Keep in mind that self-injuries makes the person’s life easier and they have reasons for doing it

Behave in a supportive and non-judgemental way

Think about how you will manage if the person expresses strong emotions

Key actions for helping someone 1. Have the conversation. Plan to talk privately. Ask the person where they feel most comfortable and safe to talk. Show you understand NSSI. Acknowledge their experiences as they are describing it. 2. Work together to keep the person safe for now. Assess for suicidal thoughts and behaviours. Assess for physical first aid emergency. Encourage the person to consider alternatives to NSSI. 3. Connect the person to Professional Help. Don’t take over. Let them know what sources of support are available. Discuss their reluctance to get help. Get some advice from your GP or the local Crisis Assessment and Treatment Team. Link them with supports that worked in the past.

Professional Help in the ACT Service




Mental health and substance use support and treatment (12-25 years)

02 6201 5343 or headspaceACT@

The Junction Youth Health Services

Free health service for 02 6232 2423 or people 12-25 years (includes junctioninfo@ counselling)

University of Canberra Psychology Clinic

Sessions led by Provisional Psychologists, no need for a mental health care plan. Low cost option for counselling.

02 6201 5843

ANU Psychology Clinic

Sessions led by Provisional Psychologists, no need for a mental health care plan. Low cost option for counselling.

02 6125 8498

Salvation Army Counselling Service

Counselling and psychology (City and Tuggeranong)

02 6248 5540


Case management, outreach counselling and support

02 6295 4300

Directions ACT

Drug and alcohol support and 02 6122 8000 counselling service

Canberra Rape Crisis Centre

Counselling and ongoing support for those affected by sexual assault

02 6247 2525

ACT Crisis Assessment & Treatment Team

24 hour mental health emergency access and support

1800 629 354 or 02 6205 1065

Domestic Violence Crisis Service

24 hour domestic violence crisis assistance

02 6280 0900

Electronic mental health (e-mental health) Internet and related technologies that deliver mental health information, services and care. The use of online interventions for the prevention and treatment of mental illness is one of the major applications of e-mental health. A full list of e-Mental Health resources on page 36.

“Perhaps you were born for a time such as this” Esther 4:14

If your daughter is experiencing mental health concerns please be in contact with the Pastoral Team so that we can walk with you and support your daughter. Natalie Dickie Assistant Principal Pastoral Care and Wellbeing


From the Desk of the AP Curriculum and Assessment •

St Clare’s College – A Student Centred School St Clare’s College is committed to being a student-centred school focused on designing learning experiences that recognise and respond to the individual needs of each student. All members of the school community are encouraged to be active learners, working to enhance the educational opportunities available at the school. There is a strong conviction within the literature that student-centred approaches to teaching and learning make a positive difference to the outcomes of all students. ‘Engaged learning occurs when the lives, knowledge, interests, bodies and energies of young people are at the centre of the classroom and school’ (Thomson & Comber 2003, p. 305). The concept of a studentcentred school, however, is not a simple idea. Rather than being passive recipients of knowledge,


learners are active participants in creating their own knowledge by drawing connections between new information and their existing knowledge, experiences and ideas. While the research draws from different theoretical perspectives, these perspectives all share a common philosophical underpinning - design learning experiences that address the needs of the student. Common characteristics of student-centred education are that it: •

personalises teaching and learning to meet individual student needs

emphasises building meaning and understanding rather than completing tasks

is based on a challenging curriculum connected to students’ lives

enables the student to be an active participant in their learning

encourages cooperation between students

is guided by rather than centred around the teacher

connects learning to the wider community outside the school.

The positioning of the student at the centre reflects the College’s belief that the individual student, their experiences, interests and learning styles should be the fundamental focus. Studentcentred schools call for new approaches to curriculum and assessment. Rather than strictly adhering to set curriculum outlines, a student-centred approach requires teachers to implement a responsive curriculum that supports both students’ learning goals and appeals to students’ interests (Atweh, 2013). Similarly, a need to move away from binary notions of summative and formative assessment. Featured in earlier Tidings communications, rather than using assessment purely for purposes of judging academic outcomes, a studentcentred approach emphasises that assessment should be used to identify and tailor teaching and learning to meet the needs of all students (Klenowski et al. 2010).

Ensuring Quality Teaching One of the most complex elements of introducing student-centred approaches to teaching and learning is that it dramatically shifts the previous paradigms of how ‘quality teaching’ is conceived (Vavrus et al. 2011). Rather than focusing on how best to teach or how to cover the curriculum, student-centred schools work to understand and support student learning that encourages students to become active, engaged participants in their own learning experience. Manette Johnsons Tidings article: The Seeker Program: An Authentic Learning Experience, featured in this edition, provides a snapshot of a student-

Tidings – 2019

centred approach to teaching and learning here at St Clare’s College. Our Wisdom Program is another example of our commitment. Evidence highlights that schools that have effectively implemented student-centred or personalised approaches to learning report that their students have shown ‘greater confidence, more on-task learning behaviours, improved group dynamics and a greater ability to respond to a challenging curriculum’ (Black 2006, p. 5). Most importantly, a student-centred focus in both school leadership and pedagogical practices is deemed as an effective method of protecting students from disengagement (Yonezawa et al. 2012).

effectively using assessment tasks, including external testing such as NAPLAN (recently undertaken by students) and Progressive Achievement Tests (PAT), to identify areas of need and develop strategies for the improvement of student learning (DuFour 2002). Teachers and school leaders in student-centred schools should be competent in designing, implementing and analysing results from a range of assessment tools (Dix 2012).

St Clare’s College is committed to developing a continuous and robust approach to understanding student needs.

Not unique to St Clare’s College, a student-centred approach to learning is more complex and variable than teaching-centred approaches. Rather than simply presenting the curriculum, teachers are required to have ‘deeper knowledge of subjects and more flexible forms of pedagogy as well as tools that access student thinking so that teachers can understand it and build upon it’ (Darling-Hammond 1996, p. 11). Teachers in a student-centred classroom not only require strong content knowledge but also need to have a toolkit of pedagogical approaches to their subjects that they can use to meet the individual needs of diverse groups of students (Cornelius-White 2007; Vavrus et al. 2011; Yonezawa et al. 2012). Furthermore, teachers adopting a student-centred approach must be adept in ’knowing the developmental, cognitive, and learning styles of our students and ensuring that instruction is well matched to each’ (Dix 2012, p. 11).

Described by Dix (2012) this approach offers as a continuous ‘feedback loop’, through which assessment empowers teachers to become more aware of the needs and strengths of both the student and the pedagogical methods used.

actively engaging in collegial discussions on instructional matters, particularly how instruction impacts on student achievement

Drawing connections to an earlier Tidings article, the role of assessment should be central to developing, sustaining and delivering student-centred learning. Assessment is not about the high-stakes examination and comparison of student performance, but rather about

actively overseeing the instructional program

actively undertaking classroom observations and providing feedback and support for teachers

actively and systematically monitoring student progress. This data was used to evaluate

Assessment here at St Clare’s College is therefore not only used for the summative evaluation of students but also as a barometer of how teachers and the school are performing. Capacity building, ongoing collaboration and an effective system of feedback and reflection are key elements in leading quality teaching in a student-centred school. The meta-analysis by Robinson et al. (2009) found that leadership for quality teaching within a school was achieved by leaders and teachers:

“Perhaps you were born for a time such as this” Esther 4:14

student progress, adjust teaching, plan the weekly program, and so forth. Student-centred leaders need to develop organisational structures that support teachers to learn, practice and reflect on a variety of approaches to pedagogy and assessment that align with the needs of their students (Black 2007). Furthermore, teachers need to be given the opportunity to experiment and take risks in their professional practices by trying new, creative approaches to support student learning. This year, St Clare’s College has invested in Educator Impact – a high impact/ low investment system geared to help teachers, leaders, and support staff within the College develop their skills and improve their effectiveness as educators. It is important to note that no single teacher can or should be expected to master the full range of approaches for assessment and pedagogy. Teachers within a student-centred school are required to continuously learn, reflect upon and develop their knowledge and skills. Educator Impact provides a structured platform to support teachers in achieving this. Teachers at St Clare’s College are challenged to develop new understandings, relationships and approaches to student learning every time they meet a new group of students. In addition to continuous professional learning, the most effective approach to developing a strong, student-centred school requires teacher collegiality and cooperation (Black 2007) – an identified strength of the St Clare’s College community.

Ensuring a Safe and Orderly Environment When following a studentcentred approach to teaching and learning, staff at St Clare’s College are encouraged to develop relationships with and learn about their students, their experiences and their approaches to learning.


A strong relationship with students enables teachers to identify students’ specific academic needs and develop effective approaches for overcoming any barriers to learning (Yonezawa et al. 2012). Student-centred pedagogical approaches can stimulate students’ interests in tasks by making them relevant to their personal experience and develop critical approaches to learning. These relational and targeted approaches to student learning fostered here at St Clare’s College have been shown to have positive impacts on students’ academic outcomes (Vavrus et al. 2011). Core to St Clare’s College, when relationships between teachers

are based on respect, empathy and mutual understanding, teachers tend to hold higher expectations for their students (Dix 2012; Vavrus et al. 2011). More importantly, when students feel cared about in the school environment, they are more likely to work to meet these expectations. Dix states that ‘As educators, we cannot be responsible for all that goes on in a student’s life, but the more we are aware, the deeper and more useful is our assessment of students’ needs’ (2012, p. 10). Pleasingly Erin Burke and Analise Greenhalgh have recently nominated and have been invited by the Board of Senior Secondary Studies (BSSS) to actively engage in this years’ student forums.

This initiative premises to be an engaging and challenging opportunity for student representatives to meet and work with students across Canberra in a dynamic context. These forums present scope for students to share and debate ideas to inform the teaching and learning experience. Equally important, we openly invite communication from our parent community to empower our awareness and inform our teaching practice. Dearne Marrapodi Assistant Principal Curriculum and Assessment

The Seeker Program : an authentic learning experience What is The Seeker Program? This semester length elective is offered to students in Years 9 and 10. It is designed to enable students to investigate a topic or area of interest that may not form part of the traditional curriculum. In consultation with their teacher, students complete a project of their choosing which requires them to complete relevant research and seek guidance and information from specialists both within the College and the wider community. With the support of their teacher, students create their own learning goals. Their skills of inquiry are developed through problem solving and higher order thinking. Students learn to manage the research process by developing realistic deadlines, conferencing with their teacher and working collaboratively with their peers.


Tidings – 2019

Students maintain a journal in which they record their planning and the processes used to create their project. Students evaluate their progress regularly throughout the unit, through critical reflections in their journals. In doing so they develop creative and critical thinking skills. At the conclusion of the semester, students present their project to a panel of experts which may include teachers, parents and specialists, during which they explain the processes undertaken in order to complete their project. The skills and understandings the students acquire through their participation in The Seeker Program at St Clare’s are particularly relevant to the current Australian Curriculum General Capabilities: Literacy, Numeracy, Information Technology, Critical and Creative thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding. The pedagogical concept underpinning The Seeker Program is that authentic learning should have relevance to students’ lives. According to Reeves, Harrington & Oliver, 2002 authentic learning should: •

have real-world relevance

comprise of complex tasks to be investigated by students over a sustained period of time

provide the opportunity for students to examine the task from difference perspectives,

using a variety of resources •

provide the opportunity to collaborate

provide the opportunity to reflect

enable students to create polished products valuable in their own right

allow competing solutions and a diversity of outcomes.

“The meaning of ‘knowing’ has shifted from being able to remember and repeat information to being able to find and use it.” (National Research Council 2007). Rather than adopting a traditional approach to teaching, where the teacher provides a lecturestyle delivery of information, in an inquiry-based classroom the teacher is a facilitator who supports students as they undertake their inquiry. The topics for inquiry and the major projects that are being completed by students in The Seeker Program this semester are varied and very interesting. Some include investigations into climate change, designing a floodproof house, researching a range of mental illnesses and creating art works or written pieces in response, investigating the debate around live animal export, the on-going conflict between India and Pakistan, writing a fantasy novel, investigating terrorism and radicalisation and how musical therapy is used in the treatment of dementia patients.

“Perhaps you were born for a time such as this” Esther 4:14

How do students access The Seeker Program? The elective is available to all students in Years 9 and 10, however, it is important to note that it is a learning experience that may not suit all students. The characteristics of students who engage most successfully in The Seeker Program include being well-organised, motivated and self-directed. Students who are interested in enrolling in the elective for Semester 2 are required to complete an application form in which they outline their areas of interest and why they would be a suitable candidate for The Seeker Program. Classes commence at 8 am on Tuesdays, Wednesdays and Thursdays. This results in students having supervised study lessons in the Learning Commons (library) during the school day where they can complete homework or any other relevant study. This provides them an additional opportunity to improve their study habits and organisational skills. Application forms and further information will be available from the beginning of Week 6. Manette Johnson English Coordinator


VEX Worlds Tour

Students from SWITCH travelled to Louisville Kentucky in the April school holidays in order to volunteer at the VEX Worlds Robotics IQ Championship. With assistance from a Department of Industry grant to attend an international STEM event eight students chose give service to the wider robotics community by volunteering at the competition. Students spent a few days acclimatising and battling jet lag to see the sights of Louisville and came to the conclusion that the people of the city are some of the most hospitable and generous they’ve ever met. The tour started with an Ohio river cruise on the Mary M Miller paddle steamer and then with a private tour of the Belle of Louisville steamer that had been closed to the public for renovations.


A day at a mall to provide gifts for our benevolent families was a huge hit. We then visited the Kentucky Derby Museum and Churchill Downs in the lead up to the Derby being held that week. Each student received their own souvenir baseball bat at the Louisville Slugger Factory and we attended a baseball game at Slugger Stadium where the teachers were given a fantastic lesson in the rules of baseball and audience participation with thanks to Lauren Charles. Then it was on to the serious part of the tour where we had the opportunity to see robots from all over the world and made new friends from many countries. As volunteers we were tasked with greeting and assisting with registration of over 800 IQ teams. The students then ran queuing stations or acted as field re-setters and referees for the two days of competition. Four of the students

were asked to assist in the grand final matches in Freedom Hall after doing such a great job in the Division championships. Our journey was recorded using a GoPro donated by the Australian Computer Society Canberra Branch and the students will use their footage to promote our SWITCH activities. When asked what the best part of the tour was the girls replied “You just HAD to be here. It was all amazing! If you weren’t there why aren’t you in SWITCH?”. Teachers noted how many people complimented our team on their professionalism and willingness to assist as many people as they could and were extremely proud of the girls and the way they embraced their roles. SWITCH is on every Wednesday lunch in Main Lab 2 and all students are welcome to join. Juliette Major ICT Coordinator

Tidings – 2019

Rewind the Future Students from Year 10 Digital Technologies entered a competition to tag their STEM BFFs in a photo on social media. The competition was organised by Women in STEM Australia to win tickets to see Rewind the Future with Dr Jane Goodall in Sydney. The students won the competition and on Wednesday 8 May, fourteen extremely excited students made the trip to see her in Sydney. Dr. Goodall spoke passionately about climate change and activism to eradicate poverty and reverse the effects humanity has had on the earth and its inhabitants.

“What an amazing experience it was to go see and listen to Jane Goodall. Her passion for animals and the environment was really moving. It was so inspiring to learn about her story in the jungle with the chimps and how she devoted her life to her research. It was such an amazing opportunity and it really made me think about what impact I have in our world and how we all can make a difference.” Charlotte Stimson “Dr Jane Goodall’s lecture was very insightful, she discussed how much our knowledge of the world around us has changed in her lifetime. She was very inspiring while talking about climate change and made it very clear that, as young people, we can make a difference. I had a great time!” Sophie Chandler Many thanks to Women in STEM Australia for allowing our students this fantastic opportunity. Juliette Major ICT Coordinator

“Perhaps you were born for a time such as this” Esther 4:14


Year 11 Reflection Day Reflection Day was a great day and I feel like it really brought Year 11 together. It was a good experience to try some new things and have a break from the normal stresses senior school can bring. We started off the day by listening to some amazing guest speakers, Emma Carey and Jemma Mrdak (Class of 2010). These women were incredibly inspirational and communicated to us that anything is possible and with resilience and a positive mindset a lot can be achieved. Their insightful responses to all our questions was much appreciated. We then had the opportunity to work through three sessions run by Ms Bright, Ms Melis, Mrs Darmody and Mrs Manning. Session 1 explored ways of communicating more effectively as leaders, aiming to be optimistic and understanding when faced with difficult situations. Session 2 focussed on discovering what makes our year group unique and what needs working on and finally Session 3 reflecting on our life right now, then looking forward and setting goals for the future. In the afternoon our final session was a liturgy which gave us time to reflect on our journey so far, the foot print we want to leave on the College and where we want to be in the future. Reflection Day was a great success for our year group and was very enjoyable. Lily O’Brien Year 11 SRC


Tidings – 2019

da Vinci Decathlon

The da Vinci decathlon is an annual event that is designed to exercise the mind and the theme this year was balance. On Thursday 9 May, St Clare’s took two teams out to compete against schools in the ACT and surrounding NSW regions. Throughout the day, students had to work together to solve problems across a range of areas. St Clare’s had a very successful morning that started with Science, where the Year 7 team placed 5th. The St Clare’s Year 8 team’s performance for Creative Producers wowed the judges and they managed to take first place. They were given eight minutes to generate a one minute skit on the theme of balance and executed their performance with conviction. English and Ideation followed and the students had to be highly creative and then apply logic to their creations.

Further success occurred in the second session which consisted of Maths, Engineering, Art and Poetry and Cartography. The Year 7 team came 8th in Art and Poetry and managed to pull an impressive 2nd in cartography, and the Year 8 team came 5th in cartography and took out 1st place in Engineering. The teams were tasked with designing a table that had no more than four supports, was made out of paper and needed to hold as many textbooks as possible – in the judging round they ran out of books at 15! The final session for the day involved code breaking and general knowledge. Both teams placed in the top ten for code breaking, which is a real testament to the problem solving skills and teamwork they all displayed on the day. The girls performed tremendously and a big congratulations should go out to the girls.

“Perhaps you were born for a time such as this” Esther 4:14

Year 7 team 2019 •

Clare Rosin

Clare Doherty

Sophie Jeffrey

Georgia Andrighetto

Julia Norgrove

Giorgia Rhodes

Rubie Fulton

Year 8 Team 2019 •

Charlotte Guthrie

Tylah Baker

Asmi Sharma

Neena Matthee

Tamara Bramall

Isabella Spurrett

Caitlyn Hill

Bente Helgeby

Avril Baker Science and Mathematics Teacher


Senior Drama Comedy Night

On Thursday evening the Years 11 and 12 Drama class presented their Comedy Night in the St Clare’s College Theatrette to a very receptive audience. Students this semester have studied the art of comedy as their unit of work. They have enjoyed learning a wide range of comedic styles ranging from stand-up, physical comedy, satire and parody. Students have previously created and performed original comedy performances and three of the senior students, Grace Clee, Rachel Salmond and Sarah Jackson were


invited to perform these on the night. In addition to this students also performed short skits based on clowning and mime. The focus of the evening however, was for students to perform their original group comedy performances. Students created short plays based on the theme “trapped”. Their imagination, collaboration, application of comedic devices and hard work in rehearsals have paid off.

It was a wonderful evening and the Senior Drama class should be very proud of their efforts as most of us know they are a fantastic bunch of clowns! Well done to Rali Allan, Grace Clee, Portia Greenwood, Sarah Jackson, Catherine Knox, Lauren Miles, Marisa Navarro, Georgia Porter, Rachel Salmond, Grace Carton and Monique Jelfs-Smith. Vanessa Johnson Arts and Languages Coordinator

Tidings – 2019

Years 9 to 12 Performing Arts Evening A Variety Night We are very excited to promote and invite all students and families to attend our inaugural Years 9 to 12 Performing Arts Evening – A Variety Night! The evening will take place next week on Wednesday 29 May in the College Hall. Please arrive at 5.45pm for a 6.00pm start. Students from Drama, Dance and Music classes will be presenting a range of performances based on the work they have studied/ created this semester. It is a fantastic opportunity for students to perform for the public. The stage hall wooden floor has been beautifully restored and the Dance students will be able to use it for the first time in many years. Dance has a very strong tradition at St Clare’s and it’s wonderful they can present their works to the school community. Music students will present a range of items from solo to group work, classical and pop. Drama students will perform short scenes, monologues, comedy, mime and Commedia dell’arte. There is no need to book tickets but please turn up early to ensure your seats. If you use Facebook please indicate your attendance on the event page. We look forward to welcoming you on the night! Thank you as always for your support.

Years 9 to 12 Performing Arts Students Present:




Filled with Music, Dance & Drama

St Clare’s College Hall Wednesday 29 May 5.45pm for a 6.00pm start Please indicate attendance via St Clare's Facebook event page

Vanessa Johnson Arts and Languages Coordinator

“Perhaps you were born for a time such as this” Esther 4:14


Science Excursion to Mount Majura Vineyard During the first week of this term the Year 12 Chemistry had an excursion to Mount Majura Vineyard to learn more about the chemistry of wine making. In science we are constantly looking for ways for our students to see the applications of their studies out in the world. We were lucky enough to have a tour of the wine making facilities where reactions we had been studying theoretically and performing on a small scale could be seen in action. Our tour guides for the afternoon, Frank and Maria, talked the girls through the process of fermentation as we stood around a big crate of Shiraz grapes that had just begun the process – with the carbon dioxide (a product of fermentation) pushing all the grape skins to the top. As our tour went on we got to have a look at their lab where they test the wine for sulphur dioxide levels, sugar content and acidity, some areas that the girls are currently investigating for their titration assessment. One of the students asked the wine makers “so, do you actually use titration or is it just something at school?” Unprompted by their teacher, the response was “oh definitely – we use it constantly.” Much to the murmured surprise of the students. Avril Baker Science and Mathematics Teacher


Tidings – 2019

Smart Skills Workshop

Year 9 Science classes participated in Questacon’s Smart Skills Workshop incursion. The students created prototypes out of paper and then other materials that could hover in the wind tunnels.

“The Questacon incursion was a good and fun experience for students to engage in hands on activities as well as learning about wind tunnels. The actives were inclusive and a great way to connect with others. Overall it was a great experience and we would definitely recommended to others.” Elisha O’Brien and Lainey Canton (Year 9) Sarah Sheldrick Science Teacher

“Perhaps you were born for a time such as this” Esther 4:14


Sustainability at St Clare’s Did you know by:

2045 the ACT aims to have net zero carbon emissions – this means that all modes of energy “fueling” transport, homes and industry in the ACT will be green emitting no greenhouses gases. This has been legislated by the ACT Government.

Climate Change Conference at Merici College on 17 May. Led by the Sustainability Captain Juliette Straughair, Piper Davies, Maria Corson and Jasmine Jones took part in forums and discussions with other college students from the ACT around climate change and how to implement strategies to mitigate effects of climate change through active transport. Students pitched ideas of ways to change student and teacher behaviour and attitudes surrounding stewardship and taking realistic measures to make effective change.

Department – whose goals focus on recycling, energy, water, biodiversity and curriculum – our students are working on implementing techniques discussed at the conference by starting with a waste and energy audit of the College. So watch this space.

A group of students from the Sustainability Committed attended the ACTsmart Schools College

Working together with the ACT Government Environment, Planning and Sustainable Development

Juliette Straughair, Piper Davies, Maria Corson and Jasmine Jones Sustainability Committee

2020 energy supply in the ACT will come from 100% renewable energy sources


For more information about this conference or to share your ideas about climate change and sustainability, come along to our meetings every Friday lunch in Placid Lab.

Tidings – 2019

Junior Debating Team Through to the Semi-Final

Throughout this past semester, students across Canberra from Years 7-12 have participated in the ACT Debating Union Competition. St Clare’s has competed against many other Canberra high schools and colleges. Every week, we are trained by our coaches in order to prepare for upcoming debates, improve our skills and practice public speaking. We seek to understand and deliver valid arguments about various opinions contrary to our own. Debating teaches the importance of consistent hard work and logical and critical thinking. It presses the value of time, and how team work can vastly assist in acquiring an appreciation for others’ views and opinions. When debating a topic you do not necessarily agree with it, it is essential to see the world from another perspective. Topics

we have debated include “Parents should be held responsible for crimes committed by their children” and “Addictive substances and activities such as drugs, coffee and gambling should be banned”. A separate major side of debating is public speaking. Speech and tone of voice must be persuasive. Debating has very much contributed to not only how we speak when we address a crowd, but how we argue and display our understanding of the world as we know it though essays and everyday conversation. We have all enjoyed debating as a whole. However, we have particularly taken pleasure in working as a team and knowing that we voluntarily challenged ourselves for the sake of learning.

friendships form over the course of the debating season. Overall, debating is a great way for girls at St Clare’s to find people who share the same interests as they do and to improve their public speaking skills. It assists in other subjects at school such as oral presentations in English. Most importantly, debating is an ideal opportunity for students to seek wisdom, and to learn to apply that knowledge in all that they do. We are very excited about competing in the semi-final of the Junior Open section of the competition on Monday 3 June! Amelia Leahy, Sara Sari, Georgia Owens and Julia Norgrove Junior Debating Team

In training and in the competitions, there are always lots of laughs and good conversations. Many

“Perhaps you were born for a time such as this” Esther 4:14


Duke of Ed Corner

Ashley Tang and Cristina Munoz (Year 12) completing their practice Adventure Journey

The Duke of Edinburgh’s International Award allows young people to determine what they are passionate about regardless of their background, culture or access to resources. It is a personal program that offers young people a structure to fulfill their passions and ambitions in a way that suits them. They have the freedom to progress through the Award according to their personal needs and abilities. The Award consists of four main sections: Adventure Journey, Physical Recreation, Skills, Service. The following students have been working hard behind the scenes to complete their awards. The Adventure Journey requires students to have a sense of discovery as they work as a team to learn more about the environment, as well as develop self-confidence, team work and challenge selfbeliefs. Congratulations to Ashley Tang and Cristina Munoz who


recently completed their practice Adventure Journey for the Duke of Edinburgh Gold Award. The girls travelled to Gooromon Park to attend a horse riding camp. Here they experienced an exploration of Gooromon park with learning to riding and caring for horses as well as the facilities they live in. The Physical Recreation section of the Award encourages young people to improve their health and fitness, whatever their starting point. Students could choose to do a team sport, solo sport or any healthy activity. Hannah has recently been completing her Physical Recreation in cycling: “For the physical recreation section of my Bronze Duke of Ed award I have been recording the time I spend mountain biking. At the start of March, my Dad and I went bikepacking. We travelled over 100km through the snowy mountain region carrying all our supplies for 3 days. It was freezing cold but heaps of fun, and the highly anticipated maccas run at the end of the trip

was definitely very rewarding! We regularly get suited-up and go Downhill Mountain biking at Thredbo which is heaps of fun too.” Hannah Murrells, Bronze Award Through the Service section of the award, students volunteer in the local community, meet new people and see how they can be of service to those that are around them. Francesca has been working on her service component of the award. The following is her experience thus far: “Duke of Ed has been a very enjoyable and rewarding experience. I have especially enjoyed the volunteering part of the program. I decided to coach a Year 3 team from my old primary school. The U9s played in the 2018 Netter competition, which encouraged them to have fun while new learning skills. My team, the Rosellas, were mostly new to the sport, which was challenging, add in the fact that they were 8 & 9 and that comes with its own set of difficulties. Girls at this age are

Tidings – 2019

easily distracted, find it hard to concentrate, don’t like listening and some can’t throw a ball let alone catch it! A bit daunting at the start but their amazing enthusiasm and bubbly personalities made it all worthwhile. I enjoyed my time with the girls so much I signed up for another season of coaching this year. The girls are now U10, way more focussed, better all-round players and for the most part great listeners. This year we do get to score, we do have winners and losers and it is more competitive. My team love it and go out there on a Saturday morning and give their best. We have been winners to date and the first loss will be hard for them I’m sure, but they have come a long way from the little team they were last year.” Francesca Ciuffetelli, Bronze Award

Olivia Maher (Year 10) Bronze Award

The Skills section allows participants to improve a current skill or to try something new. The section is all about challenging one’s abilities. “As part of my Bronze Duke of Ed award, I completed the skill section of the award by cupcake decorating. This consisted of learning new icing techniques, new recipes and learning new ways to work with chocolates and decorations. At one stage during the award. I spent 2 hours trying to perfect a caramel drizzle for a salted caramel cupcake I was making! It took a lot of patience and practice learning these skills and techniques but in the end it was worth it because now I have skills that are helping me learn even more new and fun things in the kitchen!” Olivia Maher, Bronze Award

Hannah Murrells (Year 10) Bronze Award

Congratulations to the on-going effort that all the girls have been putting in to complete their DofE awards. If you are interested in finding out more about the award please email Miss Baillie: Hannah Bailie Duke of Edinburgh Facilitator

“Perhaps you were born for a time such as this” Esther 4:14

Francesca Ciuffetelli (Year 10) Bronze Award


Charity Day for Karinya House On Wednesday 15 May, Makara and Alinda worked together to raise money for Karinya House, a home for mothers and babies. They called upon all of the talented bakers from Alinda and Makara to provide for the amazing bake sale. Many baked goods were sold, ranging from cookies, to cakes to other sweet delights including lollies. The bake sale made a huge profit with almost everything being sold on the day. A teachers vs teachers game of nappy races was held at recess in which the team of Renee Jones, Rebecca Harrison and Angela Crompton won. Dominos pizzas and Goodberries were the most popular on the day. All the efforts from House Captains Ella Hickey, Sophia Cooney, Lucinda Trotman and Grace Gibson plus student helpers paid off as they ended up raising $1400 for Karinya House. Special thanks to Mrs Marie Manning for being a huge help on the day. Ella Hickey, Sophia Cooney, Lucinda Trotman and Grace Gibson Alinda and Makara House Captains


Tidings – 2019

Karinya House Gala Dinner On Friday 3 May our College Profile Captains, House Leaders of Alinda and Makara, Mrs Carolyn Batch and myself had the pleasure of attending the annual Karinya House Gala Dinner. Karinya House supports women and their babies at a time when they are most vulnerable. Their overall aim is to empower women to live their lives independently within the community. Yet again our College Leaders represented the College with grace and dignity. Marie Manning Mission and Ministry Coordinator

Mother’s Day Raffle Many thanks to all those students and staff who purchased tickets in our Mother's Day raffle and to all those who assisted with selling tickets at recess and lunch particularly our Social Justice team under the leadership of Cristina Munoz. A total of $192.05 was raised with all money going to Catholic Missions. Winners of the raffle were first prize Sophie Reis (Year 8), second Amber Perkins (Year 11), third Chelsea Hart (Year 10) and fourth Mia Hayes (Year 7). Marie Manning Mission and Ministry Coordinator

“Perhaps you were born for a time such as this” Esther 4:14


Sacramental Confirmation Program

On Thursday 16 May, four students from our Year 10 Youth Ministry class; Wendy Morton, Ceinwen Velasco, Kristine Villanueva and Sarah Wicks, confidently facilitated part of the Confirmation Sacramental Program for Year 6 students at Holy Family Gowrie. They are to be commended on their maturity, thoughtfulness and care in delivering the message of Christ through the Holy Spirit. “My experience on this Sacramental Confirmation Retreat was about strengthening my faith, and sharing my experience with the children. It was so nice to see the children smiling and laughing and I am so grateful to know that we had made an impact on their lives. Through this sacramental program I was able to learn and develop my leadership skills and was able to influence the Year 6's to practice their faith by embracing the power of the Holy Spirit through teaching them about the significance of the gifts of the Holy Spirit.” Kristine Villanueva Marie Manning Mission and Ministry Coordinator

Share the Dignity St Clare’s is supporting Share the Dignity campaign during Term 2. Share the Dignity is a women’s charity that collects thousands of sanitary items such as pads, tampons and personal hygiene products for women experiencing homelessness, poverty and domestic violence. We are asking YOU to start buying some of these items and bring


them to school from throughout Term 2. Please leave them in the big box at Student Admin area, or the boxes labelled with your house, located at the Kindness Corner in the cafeteria. There is a house challenge to see which house can bring in the most donations, currently Makara is in the lead!

It is important to remember that every woman deserves the dignity so many of us take for granted and we want your help in order to benefit women in crisis. Small dignities make a big difference. Thanks in advance! Atka, Grace and Juliana Year 12

Tidings – 2019

Vinnies Volunteer Thank You Event On Monday 20 May St Clare’s College hosted the annual St Vincent de Paul Volunteer Thank You event. This is an evening of celebration and acknowledgment of the hard and selfless work of a number of members in the community who give of their time to support those in need. The event was held in the College Staffroom and a number of Hospitality students from Years 10 to 12 volunteered to prepare finger foods from smoked salmon and cream cheese profiteroles, cheesecakes, mousse cups, to freshly made sausage rolls. Hospitality students worked wonderfully and professionally, they were exceptional in representing the College. It was a very successful evening and everyone in attendance spoke very highly of the food and service. Thank you to all the students involved and a special thank you to Miss Rowland, Mr Mohell, Mrs Smith, Ms Wiseman-Taylor, Mrs Sorensen, Ms Wedrat and Mrs Kinnane, for their assistance throughout the evening. Ellie Rowland Food Technology and Hospitality Teacher

“Perhaps you were born for a time such as this” Esther 4:14


Nacel Australasia Visit TRAVEL LIVE LEARN

Patrick gave a brief overview of the organisation which was founded by two language teachers in France 60 years ago. NACEL is now an international organisation which delivers language and cultural immersion programs to students in France. Students wishing to undertake the program can opt for a 4, 6, 8, or 10 week stay over the summer holiday period.

OnStudent Thursday Travel 2 May Managing Languageof Programs Director NACEL, Patrick Roberts, 2019 PROGRAMS presented information about2019the .au ce Outbound Language and Cultural na Immersion Programs to our Years 10 to 12 St Edmund's College and St Clare's College students of French.

They are hosted by French families and attend high school during that time with no obligation regarding assessment, homework etc. NACEL offers extensive support to students who take part in the program, including, among other things, a 24/7 hotline, an application to track student movement and support personel in the country who regularly touch

base with the students. Whilst the organisation does not guarantee where in France students will be placed, they are sent to families that best match their profiles and that are experienced at hosting overseas students. It is a wonderful opportunity for students to improve their language skills and put into practise what they have been learning at school. For any student wishing to apply, please visit their website for more information: or check out their YouTube videos: UCvSi1VaxunkUpduOV-qEtcw Lisa Bourne Assistant Arts and Languages Coordinator

Homestay Required Would you like your daughter to practice her Japanese and/ or your family to learn more about Japanese culture? Or maybe you would like to travel to Japan in the future and have a friend there to host you? We have a Japanese Assistant Language Teacher coming to our school for two weeks in August and we are looking for a homestay family to host her. All she will require from the host family is her accommodation and meals: breakfast, lunch and dinner will need to be provided by the host family. She could always make


her own lunch from ingredients provided if you prefer. She will need to have her own room with a table/lamp. There will be a payment to the host family to offset costs per week. If you have any questions or are interested in hosting please contact or email me at I would be happy to share more details and her profile with you at this time. Lisa Bourne Assistant Arts and Languages Coordinator

Tidings – 2019

Learning Commons New Opening Hours The Learning Commons opening hours have changed to the following: Monday to Thursday: 8am – 5pm Friday: 8am – 4pm We hope that these extended hours allow students more time to visit the Learning Commons afterschool to do homework, complete assessment tasks or study for exams. Staff are always available to provide support after school and academic tutors are available on Wednesday and Thursday afternoons as part of the Student Success Program. Renee Jones Learning Commons Coordinator

Fees Reminder

Missing Instrument During the first few weeks of Term a base clarinet in a black case has gone missing from Student Administration.

Fees are now due for payment in full unless arrangements have otherwise been approved by the College. If you have an arrangement in place, please ensure that the instalment payments are sufficient to have your account paid in full by the end of this year.

If anyone has accidentally taken the wrong instrument home could they please return it to Student Administration as soon as possible. Kylie Bayada Arts Teacher

Please contact the College Fees Office on 6260 9461 if an adjustment is needed. Accounts Clerk

“Perhaps you were born for a time such as this” Esther 4:14


ASC Athletics AIS Track Wednesday 1 May A brilliant end to the day with three relay wins and a second coming from the last five events almost got St Clare’s over the line in its attempt to reclaim the ASC Athletics Championship, ultimately finishing third. In fact, such was the closeness of the event that simply fielding a Senior relay team in the last relay event (withdrawals and injuries preventing this) would have ensured the team second place and possibly first depending on finishing position. As such the relay success was all the talk next day at school as the 12 Years (Tiffany Taylor, Madeleine Bennett, Ella Woods and Rosaja Blazeski) streeting the field by over five seconds to set the tone. This came as no surprise as Tiffany and Madeline were equal fastest in the 100, with Ella fourth and Rosaja eighth earlier in the day. Honey Proudfoot and Sophie Brennan posted fastest and third fastest 13 Years 100 metre times and combined with Eva Lehmann and Nadia Travini to take their age relay by half a second. Not to be outdone Imogen Johnston, Megan Edwards, Neeta Antony and Georgina Webster then made it three from three in a not too shabby 56 seconds. In an unusual combination Georgina had earlier completed a victory in the shot put. SCC Captain of Athletics Tia Hatchman took the Senior 100 (13.09) and 200 metre (27.09) in a fine display of sprinting. Other 200m Champions were Tiffany Taylor (12s) and Honey Proudfoot (13s). Honey backed this up with victories in the 400 metres, with Eva Lehmann (13s) and Imogen Johnston (14s) picking up fourths in their age divisions.


Brea Rodgers (12s) got her SCC Athletics team career off to a fine start being pipped for second in the 800 metres by less than .2 second. Honey Proudfoot added a silver in this event to her collection of sprint gold, whilst Emma Dunn (16s) was the third 800 metre runner up from SCC, after earlier finishing third in the 1500 metres.


Others to excel in the 1500 metres included Jordyne Rauter, second in the 16 Years, Lara Stincic, third in the 13 Years and Patrice Parker, fourth in the 14 Years to go with a creditable fifth in the 800. Out in the field the SCC athletes were also prominent with many highlights led by the long jumpers where Rosaja Balzeski (12s) and Sophie Brennan (13s) were crowned Champions, whilst Honey Proudfoot (13s) claimed third, Tia Hatchman (17+) fourth, Imogen Johnston fifth and Isabella Salazar Donoso sixth. Sophie Brennan, second and Imogen Johnston third, racked up more big points for SCC in the high jump.

Tidings – 2019

An incredible 10.43 metres saw Sophie then take out the triple jump with Emily Steen third in the same age group (13s), Imogen Johnston added a fourth place to her impressive results whilst Tia Hatchman grabbed fifth in the Seniors.

ACT Swimming Championships 13 Years and Over AIS Pool Wednesday 8 May

Georgina Webster’s victory was the highlight of the shot put event in the 14 Years, with Tiffany Taylor (12s) and Sophie Brennan (13s) claiming silvers and Hayley Macdonald (16s) chiming in with a bronze. Annieka Rogers also performed creditably for fourth place in the 15 Years sot put event. Hayley Macdonald (16s) then went one better with a second in the discus, matched by similar results for Ruby-May Vivian (12s) and Sophie Brennan (13s). Hannah Devoy (12s) grabbed a great discus third place to keep the points flowing for the team. Finally, the javeliners didn’t disappoint with the following great results: Second to Spohie Brennan, third to Sophia Finch (15s), fourth to Tayla Julien (15s) and Nikita Taylor (17+) and fifth to Brianna Williams (16s). ACT Athletics Championships Qualifiers As a result of their outstanding performances on the day the following students earnt automatic qualification to the ACT Athletics Championships later in the year. Numbers in brackets signify events qualified. •

Madeline Bennett, Year 7 (1)

Rosaja Blazeski, Year 7 (1)

Sophie Brennan, Year 8 (7)

Emma Dunn, Year 11 (2)

Sophia Finch, Year 10 (1)

Tia Hatchman, Year 11 (2)

Imogen Johnston, Year 8 (4)

Eva Lehmann, Year 7 (1)

Hayley Macdonald, Year 10 (2)

Patrice Parker, Year 8 (1)

Honey Proudfoot, Year 7 (5)

Jordyne Rauter, Year 10 (1)

Brea Rodgers, Year 7(1)

Emily Steen, Year 7 (1)

Lara Stincic, Year 7 (1)

Tiffany Taylor, Year 7 (3)

Ruby-May Vivian, Year 7 (1)

Georgina Webster, Year 8 (1)

David Garrity Sports Facilitator

Two ACT Championships and a multitude of podium finishes were the order of a very successful day for the SCC Swimming Team at the 2019 ACT Swimming Championships. A number of athletes, Patrice Parker (7), Kayla Jones (7), Habibat Ogunbanwo (7) and Amy Gasnier (6) redefined the term ‘ironwoman” through their massive programs with great displays of strength, power, and by day’s end, endurance. Amy Gasnier and 2018 SCC Swimmer of the Year Habibat Ogunbanwo provided the main highlights of the day by claiming ACT Championships in the 13/14 Years 200 Freestyle and 15/16 Years 50 Breaststroke respectively. Three second place finishes and 3 heat wins rounded out a mega day for Habibat. Not to be outdone Patrice Parker was equally brilliant claiming silvers in the 50 and 100 Freestyle and bronze in the 200 IM. Add a fourth and a fifth in butterfly and breaststroke and it’s just about the complete package. Amy Gasnier followed Patrice home in the 50 and 100 Freestyle events to claims a brace of bronzes whilst finishing the day with the aforementioned 200 Gold in the third last race of the Championships. In the 16 Years Kayla Jones won two heats on the day after starting brilliantly in her first race with silver in the gruelling 200 IM. Add a very close fourth in the second toughest event after the IM, the 100 Butterfly and you’ve got a championship full of great determination and versatility. In her first ACT Championships outing in SCC colours young gun Ashley Patton performed very well with three top ten finishes in big fields in the 13 Years. Sarah Hicks also a claimed top ten in the ACT in the 100 Butterfly, whilst other top ten swims came from backstroke specialist Charlotte Guthrie (50 and 100), Bethwynn Lacey, Aislinn Hawkins, and Sarah Bennett who won a slick heat in the morning in the 50 Freestyle and was seventh fastest overall. Congratulations to all swimmers who competed at the championships. Each and every one was a fine ambassador for the school. David Garrity Sports Facilitator

“Perhaps you were born for a time such as this” Esther 4:14


South Canberra Oztag Championships

Bill Turner Trophy

Wednesday 1 May Years 9/10 Team – Champions Years 9/10 team had an amazing day at South Canberra Oztag Championships going undefeated on the day. Thirty tries in seven games underlied their attacking flair, whilst the defence also stood tall with the team averaging a little over a try a game against. In an obviously tight competition SCC toughed out two single try victories in the opening three matches against power schools St Mary MacKillop College and Erindale College to set them finals bound. 4-1 and 10-1 victories against Trinity Christian School and Calwell High School rounded out a mega impressive series of pool matches. Whilst the try scorers were well spread Georgia Willey stood out with the day’s only hat trick against Calwell and a double against Trinity to go with singles in four other matches. Matilda Poyser also picked up a couple of doubles along the way, and an all important try in the final. The team matched up in a very competitive Semi-Final against MacKillop that went into extra time, before coming away with a heart stopping golden point win. They played an amazing defensive game on the back of great effort and drive from Hayley Macdonald for Charlise Cleary to then get an intercept and score a length of the field winning try. In the Grand Final the team played hard with great communication throughout the game. Another real team effort, testament to their endeavour on the day saw six players score in a 6-1 triumph over Melrose High School to claim the title. Overall the team achieved amazing results on the day, qualifying them through to the ACT Championship play offs. Their sportsmanship was outstanding throughout the day with loads of positive encouragement and support from each other all day. Squad: Lara Armati, Lucy Burnell, Charlise Bale, Alicia Carter, Charlise Cleary, Elly Furner, Mya Macarthur, Hayley Macdonald, Matilda Poyser, Callie Robertson, Niamh Smith, Amelia Vea, Gisela Vea, Nicole Vea and Georgia Willey. Ellie Rowland Teacher


St Clare's College entered the Bill Turner Trophy competition this year with a new team and lead by the soccer captain Elizabeth Edwards. After some false starts and changes to the draw the girls were keen to play in their first round match against Stromlo High School. It was a tough day conditions wise with heavy winds and rain pouring down throughout the match. This did not break the teams spirit as the chased down every ball, defended every attack on their goal and tried the whole game to crack the Stromlo defence. Unfortunately on the day the girls were unlucky not get a goal and bowed out of this year’s competition after a competitive 3 to 0 loss to Stromlo. The team will no doubt regroup and be keen for this competition next year and the Southside Soccer competition later this year. Well done to everyone who played in the team. Big thanks to super coach Elizabeth Edwards and key selector Ms Baillie for helping organise and run the team. Squad: Jennifer McInerney, Isabella Perrem, Alyssa Di Campli, Ashalinn Webster, Neeta Antony, Chan Thy Rawson, Isabelle Listar, Ella Asplund Meinecke, Sienna Scarano, Lillian Martone, Haley Parker, Nadia Travini, Naomi OKeffe and Katrina Brown. Joshua McGrath Year 9 Coordinator

Tidings – 2019

SCC Weekend Netball Round 1 Highlight Matches

Intermediates Div 4 – SCC Lanning defeated CGS What a way to start the season for SCC Lanning! It only took 5 of our mighty Year 7s to take down the opposition in an inspiring performance in Round 1. Running themselves into the ground for four solid quarters the team ending up going away at the end with four of the last five goals to stretch the winning margin to five. Keeping a team with a two-player advantage to a mere six goals was an extremely meritorious effort. Lyndsay Golding, Imogen Baggoley and Katherine Lutnant all rotated through the defensive circle in impressive displays. Lyndsay was poised with ball in hand to set up the transition going forward linking well with Imogen, who always found space, to maintain possession. Katherine did a great job covering space, gaining numerous intercepts and disrupting the opposition’s offence with strong tips and deflections. After a bustling first quarter at centre Ella Graham then turned sharp-shooter to keep the board regularly ticking over. Ella G was ably supported by debutante Ella Makin who created good space in the circle for her namesake to capitalise on. Ella M led well through the last two quarters proving a handful for her opponent. SCC Lanning then repeated the effort for a more convincing Round 2 victory against CGGS to go two from two. Intermediates Div 3 – SCC Beachley defeated Bullants SCC Beachley started with a bang against Bullants with a 40 goal victory to begin their season. With a brilliant blend of free-flowing ball movement, hard nosed defence and speed across all areas of the court the team put on a near flawless opening display. Early goals (lots of them) from debutante cross coder Sophie Brennan kept the scorer busy, a result of excellent centre court play and transition from Ava Boyes and Abbey Christou. Imogen Bull’s all court game also

enabled the team to keep dominating, whilst the team’s second debutante cross coder Lara Stincic kept plucking intercepts and firing great passes throughout the match. Sarah Bennett always provided options, continually beating her opponent with excellent reading of the play and strong hands, ably supported at all times by the speedy and clever Carmen Estanillo. SCC Beachley look to be heading for promotion after the first three grading rounds are done after keeping the opposition scoreless for a forty goal win in Round 2. Seniors Div 1 – SCC Ellis lost to Woden Blues This match had everything befitting of a clash in SCNA’s top division. Sisters were pitted against each other with team Ellis giving a few years away to their more experienced opponents, just about all of them former SCC students. By games end the margin didn’t necessarily reflect the closeness of the match, Woden kicking out to a double figure margin right on the siren on the back of a brilliant final quarter after SCC Ellis had clawed their way back to 28-29 just a minute out from the three quarter time break. Playing together for the first time the team gelled well, playing unstoppable netball at times, mixed with a couple of four minute patches where Woden totally dominated. Harriet Sharp’s energy in the circle meant she was always a threat, ably fed by centres Jorja Evenden and Laura Kelly. Laura’s versatility certainly came to the fore with meritorious stints at centre, wing attack and wing defence. In the defensive circle Lucy Donohoe simply got better the longer the game went, a brilliant third quarter of denial being the catalyst for team Ellis getting back to within a goal. Francesca Ciuffetelli was outstanding throughout, stringing together numerous second, third and fourth efforts in an incredibly courageous performance. SCC Ellis then opened it’s 2019 account with a thirty goal win against CGS in Round 2.

“Perhaps you were born for a time such as this” Esther 4:14


SCC Weekend Netball Round 2 Highlight Matches

Tuesday Night Volleyball

Intermediates Div 3 – SCC Kerr lost to CGGS

Our Junior (Year 8) made it 8 from 8 after an epic 2 sets to 1 (27-25 in the third set) win over a gallant St Clare’s Maroon team. The Maroons showed what incredible improvement they’ve made in their first 8 matches pushing their more experienced rivals and competition leaders to the limit. Quality defence from Cheyenne Crozier, solid first ball play by Molly Western, strength at the net by Layla Alfares and great all round shot making from Chelsea Henderson have kept the team tight in matches over the last month. Add some good serving runs from Anushka Khaniya and Kaitlyn Lloyd and the team has been able to consistently keep the scoreboard ticking over. For the undefeated SCC Blue none have been better than Rose Graham, who’s excellent digging and decision making has been the foundation of the team’s success.

CGGS hit the ground running in this one, and with swift ball movement and some sharp early shooting (which continued throughout the match) had opened up a sizeable lead in the blink of an eye. With their mid court working efficiently picking off intercepts SCC Kerr found offensive circle entries hard to come by. Throughout all this the SCC girls were working hard. Amelia Pucci picking off her fair share of tips and deflections at GK, whilst Ruby Yi was giving a good account of herself at WA (both girls showing great endurance after playing in the earlier time slot). With the ball heading to SCC Kerr’s defensive circle Molly Farfan worked her way into the game well with good drives to disrupt the opposition’s flow, backed up ably by Sally Hill at GD with some timely interceptions. Intermediates Div 3 – SCC Bassett defeated SCC Gilmore The Year 7s put one over their older Year 8 counterparts in Round 2 enabling SCC Bassett to remain undefeated after the opening two matches. The game was all about ball speed and transition and with Alyssa Di-Campli setting up great outlet opportunities on turnover ball the speed through the midcourt of Honey Proudfoot, Zoe Van Der Plaat combined with the height of Ella Hill kept the scoreboard ticking over. SCC Gilmore showed plenty of grit, sticking to the task well throughout the four quarters. Trainer of the Week Award winner Tiana Jensen proved that strong practice makes perfect with a fine all round performance in a number of positions, ably backed up by the hard running of Emily Currie, Lily Watts and Hannah O’Loughlin.


Seniors The Senior team got back on the horse this week with a 3 sets to 0 win over Belconnen VC after a couple of shaky performances following the holiday break. They now stand at 6 and 2 and look Finals bound. Eliza Foot’s fierce serving has been a real spectacle, which, coupled with great serving runs from Macey Radburn enabled the team to get early breaks in the opening two sets against BVC which the team then capitalised on. Newcomers Laura Edwards, Jasmin Jones, Abbey Osmond and Emma Thomson have all developed great consistency, particularly when defending and more adept shot selection when it counts. Tash Morrison keeps winning points at the net to aid the offence. David Garrity Sports Facilitator

SCC Clarke remain perfect after a second solid win in the opening two rounds. In a game where the margin was never more than a few goals (scores were tied midway through the third quarter) SCC pulled away over the final stages as they consolidated their game plan and stuck with what they knew best. Shooter Lauren Oosterwyk was the beneficiary of some great lead up player by the mid courters getting plenty of shots and converting well. Shooting partner Matilda Duncan proved the perfect foil for Lauren and gave a masterclass on creating space in the circle for her team mate to capitalise. Matilda chipped in with crucial goals down the stretch to effectively ice the game for team Clarke. Kudos to a livewire support crew in Sachi Proctor, Olivia Maron, Louise Val, Charlise Dickson and Abigail Davidson and Hannah White in what was a fabulous team effort. David Garrity Sports Facilitator



Intermediates Div 3 – SCC Clarke defeated Bullants

Tidings – 2019

Kaitlin Young

Class of 2009 In the unmistakably wonky handwriting of a five-year-old child, I had pledged that when I grew up, I would become a teacher. After I graduated from St Clare’s College in 2009 (and experienced the greatest invention to studentkind – a gap year), I began a Bachelor of Education / Bachelor of Arts at the University of Canberra, with cross-institutional studies at the Australian National University. By the end of 2014, I was an English and History secondary school teacher. I spent the first two years of my career teaching in Cambridge, England. It was the quintessential British experience. I taught at a small village college, cycled to work every day along the winding laneways past lush, green fields, and had every half-term free to travel. At last count, I have visited 37 countries. I returned to Canberra in 2017, where I worked at St John Paul II College, and I have just started my second year at Carey Baptist Grammar School in Melbourne.

As I enter my fifth year of teaching, I am acutely aware of the statistic that 50% of new teachers leave the profession within five years. But I cannot imagine ever leaving. Teaching is my passion. While there will always be days of anxiety, frustration and stress, they are outweighed by a sense of purpose, connection and accomplishment. I want to continue shaping young people’s lives in the way that teachers at St Clare’s did for me. Mrs Manette Johnson and Mrs Donella Walker inspired in me a love of English and History. But more than that, St Clare’s taught me my value as a young woman: my intrinsic right to an education and the importance of individual agency. She ultimately taught me the power of womankind and our responsibility to celebrate, support and uplift one another.

Contributions are greatly welcomed from past students. Send 300 words plus a current image to


IN THE HEADLINES Millie to Skate with Mickie

Representing ACT in Softball

Congratulations to Millie Raymond (Year 10) who placed first in Intermediate Ladies, with a personal best score, at the Autumn Trophy Figure Skating competition. Millie will be skating in Disney on Ice in Canberra from 19 – 23 June.

Recently three Year 10 students; Hayley Macdonald, Ella Ruiz and Mackenzie Bale were selected in the U17s ACT Softball team. They competed at the School Softball Nationals in Canberra. Congratulations ladies.

Share Market Success

Show Jumping Champion

Alex McKenzie (Year 11) won $400 by participating in the ASX Schools Sharemarket Game. Economics students had $50 000 to invest in the stock market, and Alex made over $4000, placing her first in the ACT. Well done Alex!

At the end of April, Maddison Brighton (Year 7) competed at the Snowy Mountains Interschools Equestrian Competition (SMIEC) held at the Station Resort Jindabyne. There were in excess of 250 horse and rider combinations who competed over the four days of competition. Maddison had a very successful weekend winning each of the three 80cm show jumping completions and winning two of the three 1m show jumping competitions. She was awarded Overall 80cm Show Jumping Champion, Overall 1m Show Jumping Champion and also won the Dreverman Family Trophy for Overall Show Jumping Highest Point Score Winner. If anyone from the College is interested in participating in other Interschool Equestrian Events, please contact Vicki Cowdroy on 0414 509 571.

Representing ACT in Baseball

Representing ACT in Basketball

Ashley Patton (Year 7) was selected to represent the ACT in the u13 Little League Baseball National Championships in Lismore from 4-11 May. She is one of less than ten girls in Australia to have been selected in a mixed competition. Well done Ashley!


Well done to Hannah Briskey (Year 9) for being selected in the U16W ACT state Basketball team to play at the National Championships in Darwin from 6-13 July.

Contributions are greatly received for any updates on student activities. Content and images can be sent to

Upcoming Events Monday 27 May

Wednesday 29 May

Thursday 30 May

Reconciliation Day ACT Public Holiday

Charity Day

Year 11 Oral Presentations

Friday 31 May

Tuesday 4 June

Wednesday 5 June

Family Breakfast 8.00am - 9.00am College Hall

Years 11 and 12 Visual Art and Photography Exhibition

HALT Network Meeting

Monday 10 June

Tuesday 11 June to Friday 14 June

Wednesday 12 June to Friday 14 June

Queens Birthday Public Holiday

Senior Exam Period

Year 7 Camp to Collaroy

Years 9 to 12 Performing Arts Evening 6.00pm - 9.00pm College Hall

ASC Cross Country Mt Stromlo KPMG STEM Mentors Dinner 4.00pm - 7.00pm Enrolment Period Ends

Year 7 Camp 12 to 14 June



31 ENROLMENT PERIOD ENDS All applications for Year 7 2020 are due in by Friday 31 May.

Where to go for e-Mental Health Resources Find online resources Mindhealthconnect information and links to a wide range of online services in Australia. Users can search via topics of interest or through the site’s guided search function.

Beacon a guide to e-mental health resources for mental and physical disorders. Reviews evidence for online treatment programs, apps and support groups.

Mental Health in Multicultural Australia information and links to mental health services for people from culturally and linguistically diverse backgrounds and support for professionals.

Find online crisis support and/or online counselling KidsHelpline online ‘chat’, email or phone (24/7) counselling for young people 5-25 years. Suicide Call Back Service crisis counselling online (video or web ‘chat’) or phone 24/7, plus telephone counselling callbacks for people affected by suicide.

MensLine online (text), video or phone counselling 24/7. Includes peer support forums and interactive PDF worksheets.

Lifeline online ‘chat’ (or phone 24/7) counselling provides short-term crisis support for people having difficulty coping or staying safe. crisis-chat

QLife online ‘chat’ (or phone) counselling for lesbian, gay, bisexual, transgender and intersex (LGBTI) people.

eheadspace online ‘chat’, email (or phone) contact with a qualified youth mental health professional for young people 12-25 years and parents and carers worried about a young person.

Find information and peer support BITE BACK promotes wellbeing and resilience in young people (12-18 years). BluePages information about depression and its treatment. It includes reviews of scientific evidence for medical, psychological and lifestyle interventions and resources/services that can help.

BlueBoard peer support forums for service users and carers over 18 years. Aims to reduce stigma, provide support and hope. Moderated with strict protocols to enhance safety and privacy.

ReachOut for people under the age of 25 years. Includes peer support forums, apps, tips and information about coping with tough times.

Find symptom-focused courses and programs 1. SELF HELP PROGRAMS The BRAVE program prevention, early intervention and treatment of anxiety in young people. It has child (8-12 years), teen (12-17 years), and parent components. Centre for Clinical Interventions free workbooks for mental health concerns including depression, anxiety, body dysmorphia, disordered eating, bipolar disorder and distress intolerance. e-couch evidence-based information and self-help strategies drawn from CBT and IPT with modules for depression, anxiety, relationship breakdown, loss and grief. MoodGYM teaches skills from CBT to help prevent and manage symptoms of depression.

myCompass resilience and wellbeing for people with stress, anxiety or depression. Includes internet and mobile phone-based mood tracking, motivational messages and self-help modules. mycompass. OCD? Not Me! program is for people aged 12-18 years with OCD. It has eight stages and provides information, tips, activities as well as support for parents and caregivers. OnTrack programs for alcohol, depression, alcohol/depression together, unusual experiences/early psychosis, flood and storm recovery, diabetes and a program for carers. Stay Strong a mental health and substance misuse intervention in an iPad app (available on iTunes). The app guides users and therapists through a structured, evidencebased intervention that is culturally appropriate for Indigenous clients. Strong_iPad_App

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2. PROGRAMS OFFERING IN-HOUSE THERAPIST SUPPORT/GUIDANCE eCentreClinic tests courses for adults and older adults–including anxiety, OCD, PTSD, stress, depression, chronic pain and epilepsy. Self-guided and therapist-supported courses. Mental Health Online information, automated assessment and treatment programs (anxiety, panic, OCD, PTSD). Courses available as self-help for free or with therapist support for a small fee. The MindSpot Clinic the Australian Government’s free clinic provides assessment, referral and therapist-supported courses. Courses include Wellbeing (18+, 60+, Indigenous), OCD and PTSD. Self-referral or email/online clinician referral. THIS WAY UP™ therapist-assisted courses for depression and anxiety (GAD, mixed depression/anxiety, panic, social phobia, OCD). Requires clinician referral and small fee. Also has free self-help courses for depression, anxiety and stress.

Find sites for specific areas Adults Surviving Child Abuse information, phone support and referral service for people seeking help for complex trauma from childhood.

Counselling Online text-based (or phone) counselling 24/7 for people concerned about their own or another person’s drug or alcohol use.

Butterfly Foundation information and referrals for people concerned about eating disorders plus phone and email support.

Gambling help online text and email (or phone) counselling for people concerned about their own or another person’s gambling.

CanTeen online ‘chat’ or email (or phone) counselling and forums for people aged 12-24 years living with the impact of cancer.

1800RESPECT: National Sexual Assault, Domestic and Family Violence Counselling Service. Information, phone and online counselling 24/7 for people seeking help for themselves or someone else. Also for professionals wanting support for referrals or vicarious trauma.

eMHPrac is funded by the Australian Government

For more information and resources visit


ANU is an eMHPrac project partner

What Were We Thinking? information, support and app (available on iTunes) for firsttime parents and resources for professionals.

Contact us (02) 6260 9400 St Clare’s College 1 McMillan Crescent, Griffith ACT 2603

Profile for St Clare's College Canberra

Tidings, Edition 5 2019  

Tidings, Edition 5 2019  

Profile for stclares