Be the Best You Can Be The College Commencement Mass was once again a special day for St Edward's. The students were reverent, respectful and prayerful throughout the ceremony presided over by Father Greg and Deacon Paul from St Patrick’s Parish. Congratulations must go to all our brilliant musicians who performed at Mass. Our musicians were thoroughly prepared by our music staff led by Mr Toole. Their performances added so much to the prayerful atmosphere of the mass. Father Greg spoke eloquently on this year’s theme “Be the best you can be.” Our College Principal, Mr Bonnici also spoke about this topic. All who heard these speakers would understand that the men of St Edward's College are expected to put their best effort into all they do. The students were also encouraged to use their gifts and talents to involve themselves in as many activities as possible. Thank you to all the parents and friends of the College who were able to attend on the day. Mr Beacroft Director of Mission and Identity [smallgallery fooid="23643"]   https://youtu.be/oaJbOM-zb2c

At the commencement of the year, College staff received a pencil as a symbol of how as an EREA school, we are dedicated to eco justice, can grow spiritually, academically and relationally. The Story - You are Just Like a Pencil The Pencil Maker took the pencil aside, just before putting him into the box. “There are 5 things you need to know,” he told the pencil, “Before I send you out into the world. Always remember them and never forget, and you will become the best pencil you can be.” You will be able to do many great things, but only if you allow yourself to be held in Someone’s hand. You will experience a painful sharpening from time to time, but you’ll need it to become a better pencil.  You will be able to correct any mistakes you might make. The most important part of you will always be what’s inside. On every surface you are used on, you must leave your mark. No matter what the condition, you must continue to write. The pencil understood and promised to remember and went into the box with purpose in its heart. Now replacing the place of the pencil with you. Always remember them and never forget, and you will become the best person you can be. You will be able to do many great things, but only if you allow yourself to be held in God’s hand. And allow other human beings to access you for the many gifts you possess. You will experience a painful sharpening from time to time, by going through various problems in life, but you’ll need it to become a stronger person.  You will be able to correct any mistakes you might make. The most important part of you will always be what’s on the inside. On every surface you walk through, you must leave your mark. No matter what the situation, you must continue to do your duties.

Founder’s Day is on Friday 4 September and is held every second year. Our focus is on a fun day of activities together with our shared focus of helping disadvantaged people. The aim is for every student and staff member to enjoy a day of fun activities, while raising important funds for: Kenya, Christian Brothers Mission:  to support young people who are significantly disadvantaged. St Joseph’s Walgett: a Catholic school supporting many Aboriginal people in that community Edmund Rice Camps NSW: which provides a free holiday for disadvantaged kids from across NSW.   Each family is required to give $20 per student, for this request. As part of that money, the boys will receive sausage sandwiches on the day, a drink and a chance to win over 100 raffle prizes. Payment should be made via the College front office between now and 4 September. Please contact me on 43216439 if you have any questions. Pat Dell Leader of Learning Social Justice

Waterford Project Parents received an email a few weeks ago, as a reminder about the Waterford Project. Please continue to support our College and Religious Education teachers by checking that your son has made a start with this program or that he has ideas about what he could do for the Waterford Project this year.  Waterford hours are due at the end of Term 3. Please encourage your son to strive for service to others, to achieve Edmund Rice Honours (100 hours or more). Please contact me on 4321 6439 if you have any questions about the Waterford Project. Founder's Day The email sent also outlined a request for $20 from each student to support the Christian Brothers' mission in Kenya, as well as St Joseph's in Walgett and Edmund Rice Camps. Founder's Day is on 4 September and your son can pay his $20 at reception any time between now and Founder's Day in September. Founder’s Day is a day of fun activities which we have every second year at St Edward’s and is a compulsory school event. The $20 includes entertainment, a chance to win one of over 100 raffle prizes, including a TV and other technology prizes, plus a BBQ lunch and drink is provided. If you have a business or know of anyone who could donate raffle prizes for our special day, please let reception or me know. The aim of the day is to build community spirit around our College, values of the Touchstones and to raise well over $20000 for disadvantaged groups that we support, here and overseas. ATSI Program On Monday we hosted Dom Dates, from the University of Newcastle, who accomplishes great work with our Indigenous students particularly in the area of cultural connections. On this occasion, it was our Year 7 Indigenous students and the Indigenous students from St Joseph’s also joined us. Parents are welcome to contact me if they have any questions about our programs on 4321 6439. Mr Pat Dell Leader of Learning Social Justice

Last Thursday, Year 12 Biology ventured to Sydney University to take part in the Kickstart “Biology” program. [caption id="attachment_23713" align="alignright" width="300"] Year 12 Biology at Sydney University's Kickstart Program[/caption] This one day course enhances the HSC biology syllabus with workshops that are totally hands-on and feature real specimens that the students can see and touch - preserved museum specimens and fresh tissue for dissection. The boys experienced electrogel phoresis - exploring its use in separating DNA to find similarities and differences, as well as looking at antibiotic resistance and the importance of genetic diversity. Many thanks to Mrs Kristen Mantellato and Mrs Gaynor Clancy for organising this excellent learning opportunity.     [caption id="attachment_23712" align="alignleft" width="300"] Year 10 Marine Study, acquiring their boat licences[/caption] On Monday and Tuesday of this week Year 10 Marine Study students have been hosted by NSW Fishing Industry Training Committee, gaining knowledge and skills in how to safely navigate and operate boats in enclosed waters. After successfully completing the theoretical component of the Maritime Boat Licence, the boys then undertook practical testing of their boat handling skills. This saw the boys drive boats, under instruction, through the Brisbane Waters. Many thanks to Mr John Moloney and Mr Mark Reynolds for overseeing these successful days.       [caption id="attachment_23711" align="alignright" width="300"] Year 7, first lessons in laboratories[/caption] Our new Year 7 students have carried out their first lessons in the laboratories. The boys have started to develop skills in safely carrying out practical activities, how to handle equipment safely and developing skills in working cooperatively to complete experiments. During the coming months, the boys will be introduced to data logging technologies that integrate with the software on their laptops, as well as traditional methods of collating information. The boys are currently studying “Working Scientifically” and this will be followed by a unit on “Classification”. With this study area, the boys will go on an excursion to Taronga Zoo in early March to test the skills they have developed within the classroom. Year 8 are currently studying “Our Chemical Earth”, which involves investigating not only the structure of matter, but also the impact mining of minerals has on the environment and society. They will be tested later this term on the practical skills they have developed during their lessons. Year 9 are investigating the “Dynamic Earth”. This unit involves researching the structure of the earth, how we “know” the structure without ever physically venturing beneath the earths crust, the development of theories about tectonic plate movement and examining evidence that supports these theories, as well as understanding the causes and effects of volcanoes and earthquakes.   [caption id="attachment_23749" align="alignleft" width="300"] Mrs Clancy's Year 10 Science Class[/caption] Year 10 are undertaking their first unit of “rotation” science. This involves the boys studying units of biology -“genetics”, chemistry - “chemical reactions 1” and physics - “motion”. Each unit goes for approximately 5 weeks, and then at the completion of the unit, the boys will undertake a multiple choice test online. In 2018, the College introduced prerequisite grades for some Year 11 courses. For Science, the boys are required to achieve the following grades to be able to undertake the course for HSC: Biology (C grade or better), Chemistry (B grade or better), Investigating Science (no perquisite, however, they should either be undertaking another science course or be passionate about science) and Physics (B grade or better).   [caption id="attachment_23750" align="alignright" width="300"] Mrs Aitken's Year 11 Chemistry Class[/caption] Year 11 have begun their HSC journey in Biology, Chemistry, Investigating Science and Physics. While the workload is a "step-up”, the boys are enjoying the challenge of these senior courses and are working well in class. All students studying Year 11 and Year 12 sciences have access to Edrolo. This is an online tutoring service that has short videos linked to each dot-point covered in each syllabus, as well as self-marking multiple choice questions, and some extended questions, that help build examination technique. If you have any questions regarding your son's study of Science at the College, please do not hesitate to contact their class teacher in the first instance, or Mrs Kristen Mantellato (Assistant Leader of Learning - Science) or Mr Trent Foster (Leader of Learning – Science).

Disability Provisions in the HSC are practical arrangements designed to help students who could not otherwise make a fair attempt to show what they know in an exam room. These provisions granted, are solely determined by how the student’s exam performance is affected. Each school is responsible for determining and approving their own Disability Provisions for all school-based assessment tasks while NESA determines Disability Provisions for the external Higher School Certificate examinations. For students to apply for Disability Provisions, schools must submit an online application to NESA. This application indicates and must include recent evidence. Evidence may include medical reports, reading results, spelling results, writing samples and teacher comments. Provisions that can be applied for include separate supervision, access to reader and/or writer, rest breaks and extra time. Strong evidence is needed in support of the application in order to be successful. Access to in-school provisions does not guarantee equal or similar provisions being granted by NESA for all formal, external exams held at the end of the year. Generally, online applications are applied for during Term 1 but can be applied for up to the day prior to the formal exam period. If you have any queries regarding these provisions, please don’t hesitate to contact me via College email. bkiekebosch@stedwards.nsw.edu.au Betty Kiekebosch Leader of Diverse Learning

Homework Help and Additional Mathematics Support As the new academic year begins, parents and students are reminded that Homework Help and task support continue each morning in the library from 8:00 am until 8:45 am. Students may access assistance and, in particular, receive additional maths support. Students should introduce themselves by visiting the Innovate Room which is located alongside the quiet reading area in the central part of the library.   Ms Betty Kiekebosch Leader Diverse Learning  

What an interesting day we had for our 67th Annual College Swimming Carnival at Woy Woy PLC on Friday 7 February. The day had several challenges, with torrential rain, power outages, difficulty with communication and announcements and a move back to the old days of whistle starts. Aside from this, our staff made the necessary adjustments and our boys continued to get in and have a go and enjoy the day. A big thank you to all involved as it meant that we got on with things and ran a successful carnival in trying circumstances. [smallgallery fooid="23766"] The day had many highlights: Records Broken Daniel McLoughlin broke the following Under 16's records: 50 m Freestyle in 25:97 sec 50 m Butterfly in 26:79 sec 100 m Freestyle in 5689 sec Age Champions Age Student House Under 12 Alex McCoombe-Lopez Spillane Under 13 Equal Lachlan Bunney Knights Under 13 Equal Archie Carpenter Doolan Under 13 Equal Sam Cormack Shanahan Under 14 Ashton Walters Knights Under 15 Joseph Bonham Doolan Under 16 Daniel McLoughlin Doolan Opens Kyle Graham Doolan House Champion Points 1st place - Doolan with 1210 points 2nd place - Spillane with 837 points 3rd place - Knights with 751 points 4th place - Shanahan with 731 points Our College team will now progress to the BBSSSA Carnival on Monday 16 March at SOPAC Homebush. A permission note will be issued for this in the next two weeks. Students are asked to check the team and event list for Broken Bay and notify Mr Carpenter of any issues relating to not wanting to compete in certain events or if you are not going to be attending the Broken Bay event on Monday 16 March. 2020 College Swim Times  

This week in sport and upcoming events.   Week Event Venue Date Week 4, Term 1 BBSSSA Open Touch Football Doyalson RSL Oval, Doyalson Wednesday 19 February Week 5, Term 1 NSW All Schools Triathlon Penrith Regatta Centre, Penrith Individual: Wednesday 26 February Teams: Thursday 27 February  

Simulated UCAT Day Workshop Students in Years 10, 11 or 12 who are considering a career in medicine or dentistry, will need to sit a compulsory entry exam known as the UCAT (University Clinical Aptitude Test) before they can apply for relevant placements in the aforementioned fields of study within the universities. The following workshop will allow students (and their parents) to gain an understanding of the admission process into university medical courses, as well as the essential skills and knowledge to successfully complete the UCAT. UCAT preparation is highly recommended. Being UCAT-ready means practising UCAT-style questions consistently over a longer period of time as opposed to leaving it until the time when students need to devote their full attention to their Year 12 work. Simulated UCAT Day Workshop - Sydney 8 March 2020 (Sunday), 9.00 am - 6.00 pm Venue: UNSW Kensington Campus Parents are invited from 4.30pm onwards Click here for more information about the program's structure While the Simulated UCAT Day is extremely beneficial for Year 12 students, who will be attempting the real UCAT in July 2020, this workshop is also highly recommended to anyone in Years 10 - 11 aiming for a headstart in UCAT preparation. Students will find out details about the test, as well as how to guide their exam preparation over the next 18 months and various techniques and skills for building up and strengthening personal profile for medical school application and entry. Ignite Business Launchpad - Young Entrepreneurs Program The Launchpad is a series of workshops and events to help propel young entrepreneurs with ideas to the next level - through providing a two-day business intensive course, opportunity to pitch their idea to the community and ongoing workshops and benefits throughout the rest of the year. Through the support of the Central Coast Council, there is no charge for participating in any of the events - but it is limited to twenty people. Applications are open to anyone between the age of 12 and 25 who lives, works or studies on the Central Coast. The program is designed to help those with ideas that they've been working on for a while, and for those who have an entrepreneurial spark to develop core competencies and knowledge to turn their ideas into something tangible and real. How do you apply? Go to http://ignitelaunchpad.com.au/apply  upload your details and business idea. Entries close on Thursday March 12 at 5:00 pm.   Application Form (hard copy)   February Careers Newsletter https://www.stedwards.nsw.edu.au/curriculum-learning/careers-and-vocational-education/careers-news/

At St Edward’s College we understand that connectedness is one of the most powerful protective factors in mental health. All young people need to feel that high school is a safe place where people will care about them, their needs for support, respect and friendship will be met, and they’ll get help to work through problems. To meet the needs of our students we have introduced Wellbeing lessons and seminars. In 2020, all students in Years 7 to 9 will have fortnightly Wellbeing lessons with a designated teacher to build resilience and to create respectful relationships. During these lessons’ students will learn about issues which effect young people and the ways in which they can help each other as they traverse the teenage years. Students will create a strong sense of belonging in a safe and caring environment which will allow them the opportunity to discuss and learn about issues such as how to manage stress, how to ask for help, how to problem solve, look at their personal strengths, discuss what masculinity looks like today and in the future, and how to create positive and respectful relationships with all people. To further enhance student’s wellbeing, all students in Years 7 to 10 will participate in a Friday afternoon Wellbeing Seminar twice a term during Friday Activities. The purpose of these seminars is to instil in our students the importance of looking after our mental health as much as our physical health. This term the seminars will delve into the following areas of respect: What is respect? Let’s define it! What does it look like? How to earn respect. The importance of role models in our lives. How to treat girls/women How to be a respectful friend, family member and student How to respect yourself Respect online Students will have a variety of guest speakers including Snr Constable Peter Hughes from Gosford Police, to discuss cyber safety and showing respectful behaviour online. Years 9 and 10 students will also have a BATYR workshop in Weeks 5 and 6 to address the issue of youth suicide and depression. Students are taught how to recognise and help their mates if they are suffering from poor mental health. Parent seminars are also being organised throughout the year to provide support and guidance to our community and to meet the needs of all our students. Please check the newsletter and/or emails for all upcoming events. I encourage all parents to continue the conversation about being respectful. The Australian Government has provided a website to guide parent conversations and can be accessed on the following links: https://www.respect.gov.au/resources/the-respect-checklist/#son https://www.respect.gov.au/resources/talking-about-respect/ Mrs Anthea Pearson Leader of Wellbeing

New Canteen Team We would like to introduce our new team. Daniel Magill - Canteen Manager and Head Chef Kerrie Campbell - Chef Jane Demellweek - Chef Raley Cardow - Canteen Assistant Lisa Rademaker  - Canteen Assistant In upcoming newsletters we will do a ‘Meet the Team’ section and tell you more about them. Breakfast The canteen is now offering a breakfast service between 8.00 am – 8.30 am We currently offer cheese and bacon rolls, cheese and vegemite scrolls, banana bread, fruit salad pots, watermelon slices, yoghurt and granola pots and sushi. In addition to this we offer a range of hot toasted wraps and toasties, hot chocolate and coffee, juices and up and go. If the service proves to be successful we plan expand the range to include hot bacon and egg rolls and breakfast burritos. Gluten Free The canteen is now offering gluten free options on a number of our hot food items, at this stage we will only offer this service on Flexischools due to the high additional costs involved in gluten free products, however if the demand is there we may consider also offering these items within the canteen too. Please note there will be an additional $1.00 cost on all items that are gluten free. Toasted Wraps Ham and cheese Chicken and cheese Toasties Ham and cheese Ham, cheese and tomato Cold Wraps and Salads Made to order salad wraps Chicken Caesar wrap Chicken Caesar salad Burgers/Subs Chicken Caesar burger Chicken Parmigiana burger Hot dog Mexican beef burrito Grilled fish tacos Daily Pasta Cups Chicken and bacon Chicken and mushroom Bolognaise Spanish onion, capsicum and olive Macaroni cheese Eastcoast Beverages Last week Eastcoast Beverages provided a free tasting of their range of delicious fruit juices.  The student response was extremely positive and as a result of this we are now going to extend the range to include Jive Juice, a kiwi and peach smoothie. FlexiSchools The canteen would like to remind parents who use Flexischools to update their child’s new year group on their account as we have had a number of students unable to find their orders last week due to them being placed in the incorrect year tray. Facebook and Instagram Please follow us on both Instagram and Facebook at Fresh Food Fast for more information, shared recipes and great giveaways.

As a former primary school teacher with 15 years experience and a parenting educator with 30 years experience, I’ve learned a great deal about the importance of healthy relationships between a child’s parent/s and their teacher. I hold a Master of Educational Studies from Monash University specialising in parenting education, a Bachelor of Education and a Diploma of Primary Teaching from SCV Toorak University (now Deakin University). I’ve done the theory and I’ve also put my the boots on the ground. Uniquely, this has allowed me to appreciate perspectives from either side of the school gate. Studies show that healthy parent–teacher relationships are a more significant factor in student success than parent income levels or social status. Parent–teacher relationships require effort and energy from both parties if they are going to really benefit children and young people. Here are some strategies to help you build a healthy working relationship with teachers in the year ahead. Get to know them For your partnership to be meaningful and successful, you need to meet with your children’s teacher(s) with the goal of forming a respectful professional relationship. Be willing to share your aspirations for your child and be willing to build the teacher’s knowledge about your family.  For balanced perspective, also gain an understanding of the teacher’s approach and what focus areas they have for their particular year group. This can be done formally by attending start of the year information evenings and informally through conversations, reading newsletters and staying in touch in digitally and in real-time. Trust their professionalism Children need to know that their parents are fully behind what their teachers are trying to achieve if they are going to commit fully to learning. The best way to support your child’s teacher is to trust their knowledge, professionalism and experience. Avoid the temptation to question the expertise of teachers in front of students, particularly when the teachers use methods that you are unfamiliar with. Initiate conversations with teachers around methodology to give them the chance to explain the approach they are taking. Go through the right channels Despite the best teaching practices things do go wrong at school. Kids experience learning difficulties. Conflict and peer rejection happen. Kids will often come home from school with grievances, and call on you for assistance. Resist the urge to react emotionally. If you need to contact teachers do so respectfully, calmly and through the correct channels. A measured response will generally achieve the best result for your child. Utilise their resources Teachers and schools often put a lot of work into sourcing and sharing credible resources that they think will help parents. Take the time to read, utilise and enjoy the information provided to you. It’s intended to make your parenting journey easier, which will also benefit your child not just at school, but at home. Build links to student learning There’s a huge body of research that points to the correlation between parent engagement in student learning and their educational success. If you want your child to improve their learning, take an interest in what they are doing. Follow school and teacher guidelines about helping at home and attend as many conferences, meetings and events involving your child as possible. This strategy has a significant, long-term impact on your child’s attitude to learning. Stay in touch Life’s not always smooth sailing for kids of any age. Family circumstances change. Friends move away. Illness happens. Mental health challenges can hit anyone at any time. These changes affect learning. Make sure that you keep teachers up to date with significant changes or difficulties that your child or young person experiences so they can accommodate your child’s emotional and learning needs at school. Be loyal Show your loyalty to your child’s teachers by being an advocate. Talk positively about your child’s teacher and school, rather than being negative about them when speaking in the wider community. Teachers hold very public positions and generally work hard to build good reputations both within their school and their wider education community. Consider a teacher’s reputation among the community and also with children when you discuss educational matters with others. Building healthy parent–teacher relationships doesn’t just happen It takes goodwill from both sides, a commitment to setting aside the time necessary to support the home-based learning tasks that are expected, and a willingness to communicate both concerns and commendations through the correct channels.

Anxiety is the most common mental health issue facing young people today. It impacts significantly on their happiness, wellbeing and learning. Untreated anxiety in young people is likely to continue to pose a problem in adulthood. It’s normal for a young person to feel anxious from time to time. Here are some tools to help them manage their anxiousness. Defusion Young people often tell themselves stories about how they appear to others, how they will do in an assignment, test or learning activity and how they will meet with challenging events. Their stories can be helpful – “I know I can do this!” or unhelpful – “I’m hopeless at sticking with projects.” To reduce the impact of unhelpful thinking on their emotional state, teach them to distance themselves from their unhelpful stories and self-talk through the skill of defusion, or thought-distancing. Here are some examples you can use: • “I feel awful about this exam.” Ask “Is that helpful thinking? • “Everyone will find this test hard.” Ask, “Is that a thought or a fact?” • “I’m hopeless at school.” Add “I had a thought that I’m hopeless at school.” – it places them one step away from the thought Mindfulness When someone is anxious, they are often worried about a future event. Their restless mind needs to take a rest from future thinking, ruminating and worrying. Settling back into the present gives them a chance to relax and calm down. The practice of mindfulness, even if just for a few seconds, is a wonderful way to let go of their worries. Encourage your young person to practise mindfulness regularly and at different times of the day. Here’s some mindfulness tools that can help them to bring their focus back to the present. Ask them to count out loud on their fingers: • Five things they can see • Four things they can hear • Three things they can feel (such as their feet in their shoes) • Two things are grateful for • One person they love Deep Breathing When someone is stressed, their whole physiology is on edge. When they are anxious their breathing becomes shallow. Deep breathing activates their relaxation response to relieve stress. As a result, the heart rate decreases, muscles relax, pupils constrict and the stomach starts to do its job that was put on hold when anxiety struck. Encourage your young person to breathe in this way: • Say to them “Come on, let’s take three deep breathes together” • Encourage them to breathe into their belly to get control over their body and steady their mind Exercise Exercise releases chemicals called endorphins that increase your young person’s feelings of wellbeing. It also relieves the muscle tension that builds up over a day of working, worrying and ruminating. There are many ways to get more movement into your young person’s life including: • Engaging in regular sports • Walking to school and to other activities • Taking regular movement breaks from homework • Joining you in a morning walk When Anxiety Becomes a Problem Anxiety becomes a problem when it impacts on your young person’s quality of life and prevents them from participating in everyday activities such as school, interests and social events. If this happens your young person may need professional support. Their school, your local general practitioner and the relevant department at your local council can assist.