Term 2, Week 9 - 15.06.2021
Principal News
At the beginning of the year, I challenged our staff to make progress in two very distinct areas of our work with the students of St Mary's College:
- Writing
- Feedback
Feedback, and the process around it, has always been an interest of mine because of the opportunities it opens up for learning and development. This is true in the classrooms, on the sporting field and in the workplace. At the staff level, we have been discussing how we can use feedback to inform and improve student performance in the classroom. You will appreciate, however, that a person needs to be open to feedback to improve their practice.
The following is an article that I found from TIME magazine which provides some ideas for when we are working with our sons and our students in the classroom:
(From https://ideas.time.com/2013/03/18/four-ways-to-give-good-feedback/ Accessed: 13 June 2021)
Four Ways to Provide Good Feedback
Too often the feedback we give (and get) is ineffectual or even counterproductive. Here's how to do it correctly.
By Annie Murphy Paul @anniemurphypaul
When effectively administered, feedback is a powerful way to build knowledge and skills, increase skills, increase motivation, and develop reflective habits of mind in students and employees. Too often, however, the feedback we give (and get) is ineffectual or even counterproductive. Here are four ways to offer feedback that really make a difference, drawn from research in psychology and cognitive science:
- Supply informationabout what the learner is doing, rather than simply praise or criticism.
In “The Power of Feedback,” an article published in the Review of Educational Research in 2007, authors John Hattie and Helen Timperley point out that specific information about how the learner is performing a task is much more helpful than mere praise or, especially, criticism. In particular, research by Hattie, Timperley, and others has found that feedback is most effective when it provides information on what exactly the learner is doing right, and on what he or she is doing differently (and more successfully) than in previous attempts.’
(MORE: Secrets of the Most Successful College Students)
2. Take care in how you present feedback.
The eminent psychologist Edward Deci has identified several conditions under which feedback may actually reduce learners’ motivation. When learners sense that their performance is being too closely monitored, for example, they may disengage from learning out of feelings of nervousness or self-consciousness. To counter this impression, the purpose of observing or supervising should be fully explained, and learners’ consent obtained. Better yet, learners should be involved in collecting and analysing data on their own performance, reducing the need for oversight by others. (And as the popularity of the “Quantified Self” movement has demonstrated, many people seem to enjoy keeping even minute records of their own behaviour.)
A second risk identified by Deci is that learners will interpret feedback as an attempt to control them — for example, when feedback is phrased as, “This is how you should do it.” Empower learners rather than controlling them by giving them access to information about their own performance and teaching them how to use it.
According to Deci, a third feedback condition that can reduce learners’ engagement is an uncomfortable sense of competition. To avoid this, emphasize that you are sharing feedback with students or workers not to pit them against each other, but rather to allow them to compete against their own personal bests.
(MORE: How to Use Technology to Make You Smarter)
3. Orient feedback around goals.
Information about performance means little if it’s not understood in relation to an ultimate goal. Hattie and Timperley have formulated three questions that feedback can help answer: “Where am I going?” (That is: What is my goal?) “How am I going?” (That is: What progress is being made toward my goal?) Lastly, “Where to next?” (That is: What actions must be taken to make further progress?) Feedback is most effective, research has found, when it directly addresses the learner’s advancement toward a goal, and not other less pertinent aspects of performance. (If it’s not relevant to the goal, don’t bring it up.)
Once a goal has been clearly specified, feedback can help learners see the progress they’re making toward that target. Find ways to help learners represent this progress visually, in a chart or graph that they update regularly.
4. Use feedback to build metacognitive skills.
The most profound and lasting benefit of sharing feedback with students or employees is the development of their awareness of their own learning. Having access to information about their performance creates opportunities for learners to recognize when they’ve made mistakes and figure out what to do to fix them. It also helps them to monitor their own motivation and engagement and take proactive steps when they feel these flagging. They can learn to identify when to work harder, when to try a different approach, and when to seek help from others. The ultimate goal of feedback, in other words, should be to teach learners how to give feedback to themselves.
Reflection for the Week
For those of you who enjoy the "real" football (soccer), I was watching a match last night of the European Championships which are being conducted over the next couple of weeks. This match was Denmark v Finland. The match turned out to be unique for many reasons.
During the first half, Christian Eriksen, a Danish midfielder and a very famous player, took a touch, stumbled forward and fell to the ground. It was clear from his body position and the reaction of the players close by that something was horribly wrong. The referee immediately stopped the game, and the medical staff were called onto the pitch. Eriksen had apparently stopped breathing and his Danish teammates surrounded him and the medical staff so that the general crowd and cameras might be shielded from the unfolding scene on the ground close to the touchline.
Eriksen was eventually carried off by the medical staff on a stretcher to continue work and take him to a local hospital in Copenhagen where the match was being played. The Danish Captain, Simon Kjaer, went to Eriksen's family shortly after to comfort them at the ground level. As far as we are aware today, Eriksen is now stable and recovering slowly in hospital.
In the hours that followed, what emerged from the incident was an outpouring of spirit that is rare in competitive sport. Danish and Finnish fans chanted Eriksen's name in the stadium to wish him well. "Christian" the Fins blared; "Eriksen" the Danes bellowed in response. Remember, the two countries are incredible rivals on and off the pitch. Commentators and the general community came together as one to wish the player and his family well. The result of the game was forgotten.
This incident compelled all who were watching to think about how precious life really is. Who would have thought that a young, fit, football superstar could be taken by doing something he loves? Why did the community come together so strongly in the hours that followed? The leadership shown by the players and the referee on the pitch this day was extraordinary.
We thank God for every day we are given with each other.
Peace,
Mr Brendan Stewart - College Principal
Student Engagement
The relationship between parents and teachers is crucial. As parents, you are the first educators for your son. When you choose St Mary’s College, you are choosing us as a partner for the continuing education of your son. We are here to support you and work with you to ensure that your son becomes the amazing young man that he was meant to be. But... it’s not always a straightforward process and ‘bumps in the road’ should be considered normal, rather than a surprise.
If you are worried about how your son is progressing, please let us know. We may not have the answers, but we can certainly share our own insights and give you support as a parent. The Student Engagement team work with families every week to support them – and their son – through friendship issues, relationship breakdown, grief, financial stress, gaming addictions, substance abuse and any number of issues that arise. It’s not always easy, but you don’t have to do it alone.
This five minute snippet of advice came to me in the last week and I thought it valuable enough to share here.
Some great words of wisdom from the incomparable Maggie Dent. My favourite part is the three rules for boys: try not to hurt yourself, try not to hurt anyone else and try not to damage the environment around you. Maggie has a YouTube Channel which you can follow. She is a great source of practical and useful advice for those of us attempting to raise fine young men.
As we move towards the end of the semester, I am looking forward to the annual Mother and Son Luncheon where our Year 12 boys enjoy lunch with their mum and we acknowledge the special bond that exists between boys and their mums. I think it is my favourite of all the events that we host for the Year 12 group.
Mrs Samantha Parle, AP Student Engagement - parles@stmaryscollege.com
Sport News
Basketball
Last week, the Primary Basketball team were able to continue their winning streak!
The boys defeated the second ranked team on the ladder, All Stars!
With a slow start to the game, SMC held onto a six point lead at half time. The boys stuck to the game plan and turned it on defensively in the second half with a 30-13 run.
The final score was 58-35. A fantastic team effort! Thank you to the coach Mr James Lymer.
Rugby League - The De Vere Cup
Last week, Old Boy Joel Koina (2008) presented the St Mary's College U15 Rugby League team with their jerseys and playing number for the De Vere Cup.
Excitingly, the team were victorious, winning 28-8 against Woodridge State High School.
This Wednesday the boys will play Bellbird Park at 2.00pm on the College Oval. All are welcome to attend. Your support would be greatly appreciated!
College Careers
Year 10 Work Experience
All Year 10 students will be participating in Work Experience next week (21st - 25th June). This is a wonderful opportunity for the boys to build skills and confidence in the workplace. It also allows the boys to ‘try’ various occupations as part of their career decision making and pathways through Year 11 and 12 or possibly gain school-based apprenticeships (SBA) in the future. Having a hands-on understanding is extremely valuable. All boys who already have an SBA have arranged with their employer to work for this week.
The boys have been preparing for this week in their skills lessons. To confirm, before attending their work placement next week, the boys need to know:
- Business address and hours of work required
- Particular dress requirements (steel capped boots, PPE, business attire etc.)
- Name of the person to ask for on arrival
- How to address the Supervisor (Mr, Mrs, Dr, by first name etc.)
- Transport arrangements to get to and from work
Students are required to meet the same standards of behaviour as is expected at school PLUS meet employer expectations. Boys are to check and ask questions of employers during their first day orientation.
What do you do in case boys are sick or there is a problem?
All boys are to make two phone calls if they are sick and cannot attend work experience. The first phone call is to the employer, the second phone call is to St Mary's College. Details are available in the Work Experience Handbook that can be viewed by clicking here.
Any problems or difficulties, please contact the Careers Office for assistance. A staff member will visit/make contact with all boys during their placement. We are asking all boys to have a photo taken of themselves ‘on the job’.
We look forward to hearing all the great reviews when the boys return next semester.
Ever considered what a career in the Australian Defence Force is really like?
Join the team at the ADF Careers Expo and discover what life is like in the Navy, Army and Air Force. Go and meet serving personnel and get your questions answered. The Careers Expo is a great opportunity to check out some of our equipment and learn about all the careers available in the Australian Defence Force.
Date: Friday 25th June 2021
Time: 9.00am – 11.30am and 12.30pm – 3.00pm
Location: Defence Force Recruiting Centre Toowoomba, O’Quinn Street, Toowoomba
Register: Registrations are essential, please visit defencejobs.gov.au/events to secure your spot.
Come see our military helicopter, vehicles, equipment and more!
Australian Army IT and Telecommunications Information Session
The Australian Defence Force offers a range of rewarding employment opportunities for students in Years 10-12 considering their career options. If you are interested in working with advanced technology or undertaking a trade, you could benefit from the upcoming information session about IT and telecommunications roles within the Australian Army.
Students will hear first-hand from current serving Army personnel to gain an understanding of the roles, eligibility requirements and career paths available.
Our IT and Telecommunications information session will be held at 6.00pm on Thursday 17th June. Students can attend in-person at the Defence Force Recruiting Centre in Brisbane or online via a virtual session.
Registrations are essential. Please book a spot via the links below:
In-Person Session | DFRC Brisbane Level 13, 295 Ann Street, Brisbane (REGISTER HERE) |
Virtual Session | Google Meets |
2022 Apprenticeship Intake or Work Opportunities
If you are in Year 12 and will be looking for a full-time apprenticeship in 2022, then there are a number of opportunities that you should register your interest or apply for now.
For more information on all of the opportunities below, please click here.
Opportunity | Business/Location | Closing Date |
| Electricial, Fabricating, Fitting and Turning and Diesel Fitting | Wilmar Sugar Australia | ASAP |
| Agriculture | Harvest Trail - Ag Move (Relocation costs support program available) | ASAP |
| Auto Electrical, Electrical, Mechanical, Plant Mechanical, Metal Fabrication | Glencore Coal | Closes 20th June 2021 |
| Heavy Vechile (Mechanic), Fitter, Spare Parts Interpreter | Brown and Hurley | Closes 1st July 2021 |
| Electrican, Electronics & Communication, Power Systems, Diesel Fitting | Ergon Energy | Intake opens in August 2021 |
| Electrical, Mechanical & Telecommunications | Schindler Lifts Australia | Information night 12th July 2021 |
| Business, Electrical Instrumentation, Mechanical Fitter | Stanwell Tarong Power Station | ASAP |
What is Engineering?
The Engineering Australia website states that “Engineering is an occupation with extremely wide reach. The term 'engineering' covers many fields and, by extension, many skills. Engineers are scientists, inventors, designers, builders and great thinkers. They improve the state of the world, amplify human capability and make people's lives safer and easier”.
There are so many different types of engineering, and students are encouraged to browse the following link, and also watch the useful YouTube clips available here: Engineers Australia - Types of Engineering.
Careers in Criminology
Many students consider a career in the legal industry, yet many only know of a lawyer or judge. Many have heard of, but do not know, what a criminologist does.
The Good Careers Guide states that Criminologists examine the systems by which people accused of crimes are brought to justice, attempt to explain the reasons for criminal behaviour and suggest ways crime might be reduced.
Criminologists may perform the following tasks:
- Study the ways certain criminal justice agencies operate including the law courts, police services, prisons and community-based correction centres.
- Provide information about crime and the ways in which people are processed by the criminal justice system.
- Compile crime statistics and develop ways in which crime solving resources can be best used.
Criminologists may specialise in organisational research, victimology, corporate crime, adult corrections and/or juvenile justice. They may work in the legal field, which tries to make sure that laws keep up with changes in society. They may also work in the social/psychological fields, which study the effects of the criminal justice system or the factors which contribute to offending behaviour by individuals.
So, what type of person becomes a criminologist?
✓ Someone who has analytical ability.
✓ Someone with personal integrity.
✓ Someone interested in welfare and human behaviour.
✓ Someone interested in working with disadvantaged groups.
Visit the Australian Institute of Criminology to find out more.
Year 12 Gentlemen, next year once you have finished school...
If you said yes to any of the above, we would like to hear from you! |
SBA | Year Levels | Business/Location | Closing date |
Certificate III in Fitness | 10 and 11 | Premier Conditioning, Toowoomba More information here | Friday 18th June |
If you are interested in an SBA, please contact the Career Support Officer, Mr Barber via email at barberp@stmaryscollege.com or visit the Careers Centre in DUHIG 21.
You will need to complete an SBA referral form and have a current resume and cover letter.
Gentlemen, you have access to resume templates and information to assist you on the Careers CANVAS page.
Library
Home/Practice Reader Program
In partnership with the primary teachers, the library facilitates the Home/Practice Reader Program. The purpose of the program is to provide students with the opportunity to engage with quality literature that meets their interest and needs, while providing regular reading practice, with the goal of the student becoming an independent reader. The program is designed to build reading comprehension and fluency, and develop confidence by reading a variety of texts, including fiction and non-fiction. Home reading is a time for parents and children to enjoy reading together. It should be a positive and pleasurable experience for all concerned.
“Students learn to read at school. Students practise their reading at home...”
Primary students in this program choose their practice readers during their library lesson each week, which are read at home each night. The design and length of the texts is such that they are read in a week and are refreshed weekly. The students work through the reading levels and are tested twice each year to gauge their success with the program.
Following the latest round of testing, we would like to congratulate the following Year 6 students who have progressed in the program.
Student Name |
Charlie Borghardt |
Rhys Branson |
Tom Carney |
Fletcher Collie |
Matt Crabtree |
Oliver Horne |
Tayt Jackson |
Logan Macready |
Lachlan McInnes |
Will Ryan |
Alex Robinson |
Nate Sneddon |
Luke Zeckomske |
Special mention goes to Logan Macready, who advanced four levels and Lachlan McInnes, who progressed five levels and is now an independent reader. Reading practice with your son every night is important to ensure success.
Overdue Library Resources
Please remind your son/s to keep up-to-date with library loans through the Library Web App, where they can see overdue items. Students are emailed their overdue loans weekly and we ask that these be actioned as soon as possible. Students can either renew or return their overdue library items. Any unreturned overdue loans will be billed in the last week of Term 3. Your help with this is much appreciated. Please contact the library if you have any issues, via phone 07 4631 7413 or the email below.
Mrs Gemma Tracy, Teacher Librarian - tracyg@stmaryscollege.com
“Reading should not be presented to children as a chore, a duty. It should be offered as a gift”.
- Kate DiCamillo
School Improvement Survey
This year our school will be participating in a School Review and Improvement survey managed by Research Australia Development and Innovation Institute (RADII).
As well as school staff and students from Years 5 to 12, all parents are invited to participate in the survey. The survey provides valuable feedback for the future directions of our school.
It would be appreciated if parents could update their contact details prior to the 25th June 2021. This will ensure delivery to the correct parent email addresses are available.
On Monday the 26th July 2021, RADII will send all parents a personalised invitation to complete the survey online. If both parents' email addresses are on file at the school, the invitation will be sent to both parents. However, the survey will close once the first person has completed it.
If you do not wish to complete the survey, simply delete it. The survey will take approximately 10-15 minutes to complete. You can complete the survey from anywhere you have access to the internet.
The survey will close on Sunday 8th August 2021. We encourage you to be very honest in your responses to the surveys.
All responses go directly to RADII so they are confidential and anonymous. When the surveys are completed, and responses aggregated by RADII, overall data is sent to us so that we can then share the findings with you.
Music
Expressions of Interest
The College is seeking students who would like to commence vocal lessons in Term 3. We are looking to source a vocal tutor and would need an estimate of numbers before confirming lesson availability.
All students are welcome to try out Choir if they are unsure about committing to vocal lessons. Choir rehearsals are held from 7.30am on Friday mornings in the music room.
Students interested in either opportunity should speak to Mr Tracy (tracyb@stmaryscollege.com) or Mrs Peters (petersl@stmaryscollege.com) to register their name.
Mr Benn Tracy, Director of Music - tracyb@stmaryscollege.com
