Year 7 Students Complete Sacramental Program On Friday 13 November, Ashton Hayes, Chase Nicoll, Marlen Wilson, Jette Gooley, Christian Sultana, Sonny Doyle, James Hughes and Saxon Young completed the Sacramental program by receiving their sacraments at St Patrick’s Church. In a beautiful ceremony presided over by Father Greg they were joined by their families and some classmates to make a firm commitment to the Catholic faith. They had been attending special classes in preparation for the Sacramental Mass and the culmination of these classes was to receive the sacraments. During Mass certificates were presented to the students in acknowledgement of this significant achievement. Thanks to the host of teachers and students who help make this event such a special occasion. Mr Beacroft Director of Mission   [foogallery id="28825"]

Each year the College donates more than 100 Christmas hampers to Coast Shelter and the St Vincent de Paul Society. Each Home Room group aims to create two hampers of food items for our local disadvantaged people to provide a Christmas meal. Year groups are asked to bring different items to create a balanced hamper (please see suggestions on the flyer below).  The Christmas Appeal is not to provide toys or celebratory items and gifts, but to simply provide a meal to be shared with family.

Please click the link below to view the latest edition of SEC TV, hosted by: Harrison Hoban, Otis Farrugia and William Drennan.   [embed]https://www.stedwards.nsw.edu.au/co-curriculum/st-edwards-college-television/[/embed]

The 2020 St Edward’s Formal was a resounding success. The students arrived in a diverse array of formal attire from the classic black suit, to the tartan three piece, all the way to a beautiful powder purple suit with matching hair and white sneakers. The irony of the immaculate outfits the boys wore (with their shirts tucked in and incredible neat haircuts) was that this was not always how they presented in their time at the College. They all looked great on the evening and showed just how far they had come from the innocence of their start in Year 7. The night was less formal than previous years with minimal speeches, but we had the opportunity to listen to Jackson Robb, Joey Hussein, and Daniel Brazier for a final time. Their speeches were heartfelt and were well received by their peers, a fitting finale to their time at St Edward's. The marquee with its massive dance floor was a great hit, being well utilised up until our 10 pm curfew. The students and their partners had a great night and genuinely appreciated the efforts the College went to, in hosting the Formal on such a tight timeline for preparation. I would like to thank all the staff who worked so hard in putting the night together. Cathy Ginsberg, Meagan Armstrong and Julie Connors for their tireless preparations, Mark Bonnici for his vision and drive to host the formal when so many schools cancelled their formals. A big thanks to the staff that worked on the evening; Paul English working with the amazing student helpers, Gerry Summerhayes as MC, and Sarah Evans for taking photos. Thank you to everyone for making the night so successful. [smallgallery fooid="28960"]  

There has been some outstanding work from students in English this year. Year 7 studied Belonging, through the lens of Australian Poetry and wrote poems about what it means to be an 'Eddies Boy'. A Poem - Eddies Boy by Kaine Heiber The love of easy work and being line leader, Of one teacher and small classes. Of set spots and little shade Is where I wore glasses, Stronger bonds with girls and boys Surrounded by trees and bright blue skies I know but cannot love it, My thoughts are otherwise. Forever the black and red, A place of meeting new friends, Of many different teachers, Of ordered lines and primary school ends. I love the great lake views, I love the new variants of learning, This can be fun but also testing This school with great opportunities, is something I am yearning! A wide-open brick-built school All proud to be Eddie Boys, The passion and guidance of our teachers The faces of boys with joy Growing minds in maths class, Where young men achieve, And friendships that brightens And to faith that guides us to believe. The spirit of St Edward’s, my home! We will remain a team, By Edmund Rice we are led, Through true sign of Christ our head But the Boys gather all together, And we will love and serve in God The laughter of growing men, The busy, crowded quad. The spirit of St Edward’s, my home! Place of boy’s unity, For the Christian Brothers and Edmund Rice, We pay back to our community Over the large wet fields, The times with our fellow peers, The gateway to knowledge Our minds grow over the years. A Christian dominated school, A hopeful, proud land All you who have not loved it, You will not understand Though this school holds many splendors, Wherever I may go, I know where I belong, my home My mind will continue to grow. Congratulations also to Dre McPhan in Year 12, for his brilliant major work for Extension 2 English.  Dre's writing was insightful and meticulously researched and crafted. The following are extracts from Dre McPhan’s major work for Extension 2. The first is from the Intro, the second the conclusion. Buried beneath tarnished landscapes left ravaged by the imperialistic pursuit of empire aggrandizement, the echo of Indigenous cultures endures. As the dust settled upon these silenced voices, the discursive clamour of the Western literary canon was the political instrument that reinforced cultural orthodoxy (Virtich, 2006). Virtich’s ‘The Canon Formation and Indigenous Anthologies’, emphasises the power of the canon to construct the social, political and cultural experience of a nation. The value a society places on this canon, acts to support the paternalist ideology that fuels the desire for economic expansion, and, effectively, has silenced Indigenous culture. As a consequence, the true narrative of the Indigenous experience has been corrupted, and misconstrued, as the coloniser consolidates the oppressive control of Indigenous Peoples through representation.   As the landscape of the Western literary canon gradually became a fertile environment for the growth of Indigenous narrative, the emerging Indigenous voice in both Australia and America began to flourish. This impending shift in turn influenced the canonical landscape as Australian and American Indigenous authors grappled against the dominant discourse to negotiate new paths of resistance, effectively destabilising the colonial values underpinning colonial literature. The establishing of this new form of prose fiction in America and Australia enabled a new interpretation to take place of the canon, unique to their specific colonial experience. Just as the original canon was influenced by the renaissance period, in the new geographical context of Australia and America, a new interpretation emerged.

Congratulations to Angus O’Malley of our graduating HSC year for his acceptance into ArtExpress for 2021. ArtExpress is a student exhibition run by the Art Gallery of New South Wales, showcasing the work of the highest achievers in Visual Arts for NSW for the year. Angus has been chosen as a high achiever in Visual Arts using his Photography work titled, “Amorphous”. This work is a Photomedia piece consisting of 20-30 images and a photobook. The images were taken using HP5 Black and White Film, processed using traditional darkroom techniques, printed onto paper and then digitized using a scanner. The works were then printed onto Stonehenge cream buff photographic paper as well as printed onto silk and cotton. The photobook is approximately 5 x 7 inches in size and consists of approximately 40 images overlaid with silk prints. The work is displayed hanging suspended from jute line and attached with natural pegs. Smaller images are photocopied onto watercolour paper postcards. The photography technique consists of “pushing and pulling” the film using long exposure and various ISO and film speed settings. The concept of the work centres around the theme of “Amorphous” – moments in time and traditional synapses being overtaken by contemporary memories and experiences. All of these moments are amorphous and fleeting. The personal world of the artist is reflected in the people in shadowy forms in the work, as well as samples from their location and surroundings such as the coastline and people sitting around a fire as part of the surf culture and world in which they belong. Angus will have his work expertly curated with the team at Maitland Art Gallery, who have an exceptional photographic reputation. The work will be on display for the beginning months of 2021, hanging beside the artworks of some of Australia’s most famous artists – so please make sure you take the time to visit the Gallery and see the work in situ. Congratulations to Angus who has demonstrated work of an outstanding level of achievement and depth! [foogallery id="28951"]

Parents wishing to purchase stationery packs online through our supplier COS are reminded that free delivery is available if orders are placed before 6 December 2020, please see the links below and follow the steps indicated.   COS Year 8 Online Order Information COS Year 9 Online Order Information COS Year 10 Online Order Information COS Year 11 Online Order Information   Parents who prefer to purchase stationery for 2021 at their own convenience, can see the stationery lists by following the link below: [embed]https://www.stedwards.nsw.edu.au/curriculum-learning/stationery-requirements-2017/[/embed]

Both Year 7/8 and 9/10 Touch Football teams played their Round 2 games against St Brigid’s on the College Oval. Year 7 and 8 It was a wet and cold home game on Thursday 5 November, but the boys were still in high spirits and managed to get another win (9-0). We saw some new try scorers and their dive practice in the mud certainly paid off. Going into Round 3, we are still working on our communication on the field and setting up our plays in a more unpredictable manner. Well done to the boys! Congratulations to our incredible boys: Cooper Jones, Sam Logan, Fletcher Sommerville, Donovan Wright, Harper Turner, Ryder Kasun, Josh Brown, Sam Flakus, Byron Marks, Fletcher Stuart, Matt Humphries, Luke Cherub, Darcy de Vries and Latrelle Wilson. Year 9 and 10 The team continued their winning way with a comfortable 12-0 win. The game was a mix of a slippery surface, strong winds and the odd shower. Fortunately for the boys, the game coincided with the lunch break and this added to their excitement. A few handling mistakes early got the team thinking about the conditions and changing their approach to match them. Long passes were put away with driving, quick play-the-balls and creating the overlap which was key to our success. Once the team grasped this idea, we ran away with the result. The team consisted of Sebastian Plaister (c), Zane Smith, Jonah Wright, Leith van Aalderen, Tyrone Dorrell, Sean Bullen, Calan Tucker, Tommo Peters, Charlie Cartwright, Will Hodder, Aymn Hamilton, Kieran Diamond and Elliot Sterland. Our next games in the competition are: Thursday 19 November v St Peter’s, Tuggerah Thursday 3 December TBC Year 7 and 8 [foogallery id="28725"]   Years 9 and 10 [foogallery id="28766"]  

Week 4 saw a wash-out due to weather and Year 8 unfortunately, are yet to play the new format. In Week 5 we had Year 9 back again to play the next round of the competition. This time playing against three new teams from another House. House pride continued to be the focus in the afternoon Oztag competition. Doolan 2, Doolan 3, Knights 2 and Shanahan 3 teams all winning their respective competitions on the day. Currently Doolan 2 and Shanahan 3 remain the only undefeated teams after two rounds. Doolan also won the overall House Points for the day. Year 9 House Points (Round 2): Doolan                         Knights                        Shanahan                    Spillane 60                                45                                45                                50

The 2020 ACPE NSW All Schools Athletics Championships Thursday 3rd – Sunday 6th December, 2020 Sydney Olympic Park Athletic Centre, Main Arena   Entries are now open for this event. COVID restrictions do apply for spectators. Information about the event and individual entry can be found on the below link: Click Here for More Information        

Coastal Steel Apprentice Position Available We are looking for an apprentice to complete a Certificate III in Engineering – Fabrication Trade (Heavy 9280). People that complete the above course are referred to as Boilermakers within our trade. We are a steel fabrication company that supplies, fabricates and installs structural steel on the Coast and in Sydney.  Our website gives a good indication on the work we perform. www.coastalsteel.com.au The staged process of a project includes: Shop detailing  - each individual item of steel is drawn (detailed) so that the Boilermaker can make the individual item or assemble multiple pieces to create a structure Fabricating – interpreting the shop drawings to create the detailed items. This includes cutting, shaping and welding steel. Finishing – usually painted or galvanised steel (we paint small jobs in house but big jobs and galvanising is done off-site) Erecting steel Key Responsibilities: Assist tradesman with fabrication of various projects General fabrication, welding, cutting and grinding for various projects Visit sites for installations and deliveries Undertake general housekeeping duties within the workshop environment Complete all related TAFE work and attend classes associated with the Apprenticeship, until the completion of the course Adhere to WHS policies and procedures Necessary Qualifications:  Commitment to undertaking and successfully completing a Cert III in Engineering Fabrication, with commitment to the study component of the Apprenticeship Reliability, productivity, punctuality and desire to learn must be displayed at all times Aptitude for problem-solving and troubleshooting skills An understanding and passion for metal-working Aptitude for mathematics Current Australian driver’s license White Card (Construction Induction Safety Certificate), or willingness to obtain prior to commencing If you’re interested in starting your career with us, send your resume with cover letter addressing the necessary qualifications to: Mick Cossar Director mick@coastalsteel.com.au Click the link below for the latest Careers Newsletter [embed]https://www.stedwards.nsw.edu.au/curriculum-learning/careers-and-vocational-education/careers-news/[/embed]

Our boys tend to get into trouble more than our girls. There are lots of cultural and biological reasons for this but much of it boils down to the fact that boys are still soft-wired to be ‘mammoth hunters’, ready to react to any threat. Generally, boys have more muscle than girls and, with that, a physicality that gets them in strife. There’s also brain research that shows that, while females tend to quickly shift emotions from the brain’s limbic system to the word centres of the brain, males tend to shift them into their bodies. This is more obvious as our boys become teens as they can be as big and strong as men, but their brains are under construction and their bodies are flooded with testosterone. Author and counsellor Michael Gurian writes that boys tend to seek external measures of success to feel good about themselves. It is critical they maintain credibility and status in the eyes of the ‘tribe’… that’s their peers, not you. Inevitably, all this means your son will probably make many mistakes; or hurt himself; hurt someone else; or make a very poor, thoughtless, seemingly stupid or cruel choice. React With Compassion Not Shame How you react as a parent can significantly impact how your son recovers from mucking up. Your first reactions may be anger, disappointment or the urge to discipline harshly. However, there are other ways of reacting that can strengthen your bond with your son and ensure he learns from the experience through growth rather than shame. Listen to him, guide him to see the impact of his poor choice, help him make it right, forgive him and ask him what he might do next time he’s in the same situation. Break Down the Old Male-Code This code told us that men don’t apologise as it’s a sign of weakness. One of the most powerful things we can teach our boys is that when we make mistakes, we own up to them and we apologise if need be. Teach your boys that saying sorry when they really mean it is a sign of courage and strength, not the opposite. It is also about taking responsibility for your actions, which is important for boys to learn. They need to see the men in their lives – particularly dads – apologise. Don’t Force an Apology Forcing a boy to apologise can be problematic. A genuine apology is very different to a forced apology. A genuine apology has a real sense of remorse attached to it. Coach your son to see the situation through the other person’s eyes. If someone has been impacted, he needs to apologise and make amends even if he didn’t intend for the consequences of his poor choice to happen. It doesn’t mean he’s wrong. It just means his choice affected someone. Embrace Failure To help your son better learn about failure, have conversations about things you hear in the media where boys and men have experienced failure and recovered. Steve Smith, the former captain of the Australian cricket team who was involved in a ball-tampering scandal, is a great example. He owned his mistake, publicly apologised, paid his dues and went on to have a very successful return to cricket. Your son is going to make poor decisions repeatedly until he has enough myelin in his brain to be more mindful of the choices he makes. That is just a fact of life. As parents, your job is to, day-by-day, help your son learn a culture of accountability without a need for severe punishment, shaming or ridicule.

This has been a tough parenting year. On a personal level it’s been challenging, but when you add the extra difficulty of helping children and young people navigate this year, you’d be forgiven for feeling like you’ve had enough. It’s timely to look at US-based academic Dr Brene’ Brown’s research that informed her book The Gift of Imperfect Parenting. Brown’s core finding was that the best parenting strategies rely on modelling for them to be adopted by children. That’s a little scary as it means we need to be the adults that we want to our kids to become. There is great power in kids watching us practise how we manage hardships, frustrations and difficulties. Whether we use self-kindness or self-put downs, either will leave an impression on our kids. Not only do they see how we react when we stumble or make mistakes, but we give them permission to act in the same ways. It’s Hard to be Self-Kind If you’re a goal-oriented type of person, highly-judgemental or someone who likes to get things done, then self-kindness can be difficult to befriend. It goes against the grain to laugh at your mistakes or miss a deadline, even though it won’t be the end of the world as you know it. If you recognise this type of rigid approach then it may be time let go of some old ways. Inflexibility is the enemy of healthy wellbeing, which thrives on adaptability and self-forgiveness. Let Them Hear the Process Giving a child or young person insight into your thinking is a powerful parenting strategy. Sharing your struggles and mess ups with kids in age-appropriate ways takes vulnerability and promotes empathy. It takes courage to share a comment such as, “I keep putting myself down, which is not helpful. I’ve got to talk to myself as if I’m talking to someone I love.” Disclosing this type of self-talk is only useful if it’s done in a safe, matter of fact way and a child is comfortable with the message. Self-kindness means acting compassionately toward yourself when you are struggling to meet your own expectations, meeting with unexpected difficulties and/or met with failure. It’s time to drop the stiff upper lip, put aside the strict schedule and stop berating yourself. Instead say to yourself, “This is really tough right now. How can I take some comfort and look after myself?” This is a message worth modelling particularly, if you are living with a perfectionist or a child with tendencies toward anxiety.