On Thursday, 7 March, St Clare’s and St Catherine’s student leaders and their teachers were our honoured guests in our celebratory 2024 International Women’s Day Assembly.
Earlier in the week, Year 8 and Year 9 St Clare’s students joined with Year 9 Waverley students in dance, which you can read about in the following article by Mr Patrick Darvill, Head of PDHPE.
As part of our PDHPE program and student wellbeing program, every Year 9 student participated in a short program of Ballroom Dancing under instruction from the Joan Carmody Dance Academy.
Along with students from St Clare’s College, our students participated in lessons in preparation for an evening of dance on Wednesday evening.
I would like to congratulate our Year 9 cohort on their dress, manners and spirit to participate in such a positive way.
Thank you to the staff who assisted in supervising this great program.
Mr Patrick Darvill
Head of PDHPE
pdarvill@waverley.nsw.edu.au
A State Significant Development Application is being prepared by Waverley College for the construction of a new building, and staged upgrades to existing facilities over 10 years.
We are in the early stages of planning and designing the proposed updates to the school. Community involvement will be central to the development of this project.
To find out more, please attend our Drop-in Session on Tuesday, 19 March, 4pm-7pm in the Performing Arts Centre Foyer, 131 Birrell St, Waverley, or email us at ssda@waverley.nsw.edu.au
You can visit the Waverley College Stage 1 Master Plan webpage HERE.
Mr Simon Potter
Director of ICT, Campus and Innovation
spotter@waverley.nsw.edu.au
In 2022, Waverley College launched ‘Real-Time Reporting’ by introducing the facility for Parents/Carers to become observers of students’ online Learning Management System – CANVAS.
Information on how to access and use this facility is outlined in the article by Ms Lynsey Porter and Ms Jenna Turnbull. They also provide an update on the ‘formative tasks.’ Please take the time to read the comprehensive article HERE.
The National Assessment Program – Literacy and Numeracy (NAPLAN) is a point in time assessment of literacy and numeracy skills that are essential for every child to progress through school and life.
Students in Years 5, 7 and 9 participate in the annual NAPLAN tests in writing, reading, conventions of language (spelling, grammar and punctuation) and numeracy. Waverley College will be participating in NAPLAN Online between 13-22 March 2024.
To familiarise yourself with the types of questions and tools available in the NAPLAN Online tests and for further information, read the Senior School article by Ms Martina Cooper HERE and Junior School article by Ms Gaby Bransby HERE.
Year 7 Parents/carers and students should attend as the session is very interactive and it is important to be on the same page. The main areas that will be covered are:
For more information, please see Ms Martina Cooper’s article HERE.
Waverley College values the importance of the College House events including the House carnivals. In 2024 we are trialling hosting the College House Swimming Carnival on site to ensure as many students as possible are able to experience the event in a safe and manageable environment. This includes better shaded areas whilst also being able to effectively access the College canteen and any other needed facilities such as change-rooms and toilets.
Our previous carnivals off site have led to some feedback regarding transport concerns, impacts on members of the public and their families at those community facilities, risk mitigation, as well as limited participation by some students. We will review the 2024 House Swimming Carnival once completed to determine the location of this event for next year.
I congratulate two creative students who recently won the writing competition run by local magazine The Beast. Among the judges were Marjorie O’Neill MP and Allegra Spender MP. The students are Xavier Wright (Year 8 2024) – Winner of Poetry Category and Alex Avdalis (Year 9 2024) – Second in Poetry Category.
Read more in the article by Mr Bill Roberts and Ms Mary Ryan HERE.
Join Allegra Spender MP in conversation with climate activist Anjali Sharma, 2023 NSW Young Australian of the Year, sustainability expert Lottie Dalziel, and Head of Policy and Law Reform at the Environmental Defenders Office, Rachel Walmsley, to discuss the government’s environmental duty of care, intergenerational impacts of climate change and young people’s role in climate action.
Book HERE.
We’re really proud of the following students who elected to spend their spare time volunteering during Term 4 2023 and the recent December/January school holidays:
Ayrton Barrie (Year 6), Alessio Divic (Year 6), Jack Gibson (Year 6), Cooper Glenn (Year 6), Oscar Griffin (Year 6), Zachary Hickman (Year 6), Dash Ingram (Year 5), Benjamin McGrath(Year 6), Noah Nunn (Year 7), Flynn Oxborrow (Year 6), Patrick Mahoney (Year 6), William Sorrenson (Year 6), Phoenix Tilly (Year 6), Toby Williams (Year 7), and Marcello Zanco (Year 6).
Kids Giving Back reported that these boys were part of a 1,200-strong team of young people who helped with putting together meals, meal boxes and care packs as well as writing cheerful messages to 15 Sydney charities. They certainly display Waverley values in action: outstanding leadership, care and compassion and robust responsibility to their community. Their behaviour is a fine example to us all.
If you would also like your child to experience meaningful opportunities to give back to disadvantaged people in our community, consider the Kids Giving Back April School Holiday Community Programs. Bookings open mid-March 2024.
More information is HERE.
In 2022, Waverley College launched ‘Real-Time Reporting’ by introducing the facility for Parents and Carers to become observers of students’ online Learning Management System – CANVAS. This means that parents and carers are able to access results, feedback on any tasks that are submitted through the system and assessment task notifications.
The purpose of this is for:
Instructions on how to access the parent and carer observer function is HERE.
There are 3 types of assessments that parents and carers are able to view on Canvas. We recommend that you organise the tasks by ‘Type’ to assist:
We would also like to update you on the improvements that we have made with our ‘Formative Tasks’ category on the Assessments CANVAS page.
During 2023, a working group of College leaders, classroom teachers and support staff undertook extensive research on effective practice that supports students in how to understand, value and act upon feedback with ‘formative tasks’.
Central to our research was the work of eminent educationalist Emeritus Professor Dylan Wiliam, ‘Feedback is only successful if students use it to improve their performance.’ (Wiliam, 2016) that places the student at the centre of the feedback process.
You can read more about his work on the Australian Institute for Teaching and School Leadership website HERE. We selected and tested these approaches and used the results to review and improve the ‘Formative Task’ structure for 2024 and beyond.
Emeritus Professor Dylan Wiliam – image: courtesy Dylan Wiliam website
Ref. Wiliam, D. (2016). The Secret of Effective Feedback. Educational Leadership, Vol. 73, Issue 7, 10–15.
These new types of tasks are signposted for students, parents and carers as ‘Learning Checkpoints’ on CANVAS and the details are outlined below.
Renaming Formative Tasks to Learning Checkpoints recognises that formative tasks should be opportunities to review progress and set goals. They will still be delivered in many forms and each course will aim for 1 – 2 Learning Checkpoints per Semester on CANVAS. These checkpoints are designed to prompt students to use feedback, exemplar work or marking criteria to reflect on their work and set goals with guidance from their teacher.
Furthermore to student performance and tracking, parents and carers can also monitor and track students’ results from Semesterised Reports in the Parent Portal by following the steps below:
TASS Parent Lounge Academic Analytics GPA Place in Cohort
TASS Parent Lounge Academic Analytics GPA Position in Class
In the two screens above, you are able to see where your student is currently sitting with the cohort and course and how they are trending within their subject after the release of Semester 1 and Semester 2 reports.
We encourage you to check CANVAS and Parent Portal Academic Analytics during reporting periods, particularly prior to Parent/Student/Teacher Interviews.
Contact iAssist helpdesk@waverley.nsw.edu.au or (02) 9369 0784.
Ms Lynsey Porter
Deputy Principal – Teaching & Learning
lporter@waverley.nsw.edu.au
Ms Jenna Turnbull
Innovation Coordinator and Visual Arts Teacher
jturnbull@waverley.nsw.edu.au
Please ask your sons to see any library staff member, Ms Ryan the College Literacy Coordinator or their English teacher to get started or to continue!
The new student experience PRC website is HERE.
View the poster HERE.
This interface features a ‘discover’ via genre and age interface. Have a look for great recommendations for your sons and family.
The NSW Premier’s Reading Challenge aims to encourage a love of reading for leisure and pleasure in students, and to enable them to experience quality literature. It is not a competition but a challenge to each student to read, to read more and to read more widely.
The Premier’s Reading Challenge (PRC) is open to all NSW students in Kindergarten to Year 10, in government, independent, Catholic and home schools.
Regular fortnightly reading classes located in the library have started for all students in Years 7 and 9.
Ask your sons about what they are reading and to see us with any recommendations, and we will fast track any such recommendations in.
One of the big trends with fiction currently, is the rise and rise of genre fiction. Readers are delighting in genres with this now resulting in blending and mixing of genres in the one book. Genres such as Romantasy and Horror Historical mixes are all available.
What is your favourite go-to genre? Crime, sci-fi, realistic, fantasy, biography, humour? Share with your sons!
It is a great time to try out some reading as a family and to talk about reading with your sons.
It is with great pleasure that we congratulate two students from Waverley College who recently won the writing competition run by the local magazine The Beast (along with Reddam House English teacher Mr Compton). Among the judges were Marjorie O’Neill MP and Allegra Spender MP.
The students are Xavier Wright (Year 8 2024) – Winner of Poetry Category and Alex Avdalis (Year 9 2024) – Second in Poetry Category.
The Beast, February 2024, p6
You can read the full magazine HERE.
Since 2004, the ‘What Matters’ Writing Competition has been asking young people across Australia to raise their voices on the issues that matter most to them.
Inspired by Gough Whitlam’s lifelong commitment to involving young people in shaping Australia’s future, 20 years of this national competition has shown us that young people are deeply committed to making the change they want to see in the world. We believe that your voices are important and need to be heard in the conversations we are having as a society.
Entries can be fiction, non-fiction, poetry or prose of up to 600 words, and submitted online.
Prizes
Students in Years 5-12 could win some amazing prizes for themselves and their schools by entering the Whitlam Institute’s What Matters? Writing Competition.
This includes virtual author visits, writing workshops, the opportunity to shadow political speechwriters and journalists, books and opportunities for your school, and of course, the major cash prize of $1,500.
All details can be found HERE.
Check out ‘Write the World‘ which runs monthly writing competitions, provides writing prompts and provides lots of helpful advice to secondary school students with an interest in writing.
All details can be found HERE.
In their own words, Write the Word is ‘A non-profit dedicated to developing the writing, critical thinking, reading, and communication skills of young writers (ages 13-19) to help them become global citizens and achieve success in school, career, and life.’
Mr Bill Roberts and Ms Mary Ryan
Head of Library Services and Applied Philosophy Teacher | Literacy Coordinator and English Teacher
wroberts@waverley.nsw.edu.au
mryan01@waverley.nsw.edu.au
In our third and final part in our three-part series on the Wellbeing initiatives taking place at Waverley College in 2024 we will be providing some insights into our ongoing work with the Association of Independent Schools (AIS) in developing ‘whole-school wellbeing’ and outline our new wellbeing position, Head of Student Wellbeing. Here Mr James Horrocks (Head of Student Wellbeing) will explain what both of these will mean for Waverley in 2024 and beyond.
Waverley College is working closely with the Association of Independent Schools (AIS) to implement a whole-school wellbeing initiative that promotes evidence-based, school-wide approaches to wellbeing. Through this we are aiming to refresh our current Wellbeing Framework, applying the learnings gained through this network and ensuring that what results is specifically tailored to our Waverley College context and needs.
This program allows Waverley to connect with a wide range of other independent schools, all looking to innovate in their approaches to wellbeing. The Waverley College representatives in this program include; Mr Matthew Barr (Head of O’Connor House), Ms Holly Medcalf (Acting Head of Conlon House), Mr Stephen Ghattas (Assistant Director of the Junior School / Mission & Identity), Ms Samantha Jessen (College Psychologist), Mr James Horrocks (Head of Student Wellbeing) and Ms Gabrielle Smith (Deputy Principal – Students).
This group of staff will attend a series of masterclasses over the next 12 months, as well as meeting with a dedicated consultant from the AIS, twice per Term, to support the implementation of this initiative.
A whole-school approach to wellbeing is part of a broad, school-wide commitment to embedding wellbeing into the school’s context, mission, values, processes and practices. The first of these Masterclasses was held on Friday, 23 February 2024 and was moderated by Professor Donna Cross, a leading industry voice in wellbeing. The day introduced school teams to the key components of a whole-school approach and a strategic implementation process to enhance student wellbeing outcomes. School teams considered the processes and tools available to collect and review student wellbeing outcomes.
It also served as an important networking opportunity, allowing the team to reinforce prior relationships, as well as establish new relationships with wellbeing teams from across the independent sector. Our Waverley team was able to gain great affirmation of the wellbeing initiatives that already exist within the College, and got some excellent ideas on where future possibilities could be explored in this space.
From here we are looking forward to starting our in-school consultancy work as we look to further enhance the wellbeing outcomes for our entire College community. We are looking forward to providing further updates on this initiative as it progresses throughout 2024.
Waverley College Wellbeing Centre
This year we have also introduced a new position within our Wellbeing Team, the Head of Student Wellbeing. This role has been implemented to work in partnership with the Deputy Principal – Students to provide leadership in all aspects of student wellbeing and formation of students across Years 5-12. This partnership provides leadership to the Student Wellbeing Team.
Strategically, the role is responsible for working to enact the Strategic Plan of the College and the Wellbeing Framework. It works closely with the Heads of House and broader wellbeing team to create and implement targeted wellbeing initiatives across all aspects of the College. The Head of Student Wellbeing is also responsible for supporting the implementation of evidence-backed and student-focused initiatives and programs that model best practice in the field of student wellbeing.
In the day-to-day operations of the school the Head of Student Wellbeing works to support staff and students in catering to the pastoral needs of all students at Waverley College. This entails implementing targeted supports for students in need and working closely with the Deputy Principal – Students and Heads of House team to ensure that all individuals are known, valued and challenged, allowing them to reach their full potential.
The introduction of this role has been an exciting opportunity and I am looking forward to taking advantage of the opportunities it provides for Waverley to continue to lead the way in student wellbeing.
Thank you for taking the time over the last three weeks to read about the exciting new initiatives launching this year at Waverley College in the Wellbeing domain. We look forward to keeping you up-to-date with all things wellbeing throughout 2024.
Mr James Horrocks
Head of Student Wellbeing
jhorrocks@waverley.nsw.edu.au
On Wednesday, 28 February 2024 a group of Year 12 students participated in the Future Proofing Survey run by the Black Dog Institute. Launched in 2019, the Future Proofing Study aims to prevent depression and anxiety in young people. This ground-breaking initiative involves working with 6,388 students from 134 schools around Australia over a five-year period. The data gained from these surveys has helped to generate the largest longitudinal study of its kind into the mental health of young people in Australia.
The students who took part in the survey have been contributing to this study every year since Year 8 and will contribute one more time after they graduate in 2025. The results of this study are already beginning to create valuable insights into the current landscape of mental health in school-aged students across the country.
The below excerpt of a recent report by the Black Dog Institute (Brown, 2017) provides insight into how we can support adolescents to thrive while navigating their increasingly digital world.
So, how can we positively support adolescents who are living in a highly digitalised world and who may be struggling psychologically? Truth be told, we are all pioneers here because we don’t yet have evidence-informed programs available about the impact of technology use. We examined the latest research in order to identify successful strategies for working with young people. These included:
According to research, when adolescents are not feeling defensive and judged about their screen use, they will talk about how social media and gaming serve as stress relievers, distractions from daily pressures, a central way to maintain friendships after school, an avenue for learning new skills like software coding and expressing their creativity via vlogging or blogging or posting.
Research shows that vulnerable young people who ‘come to screens’ with pre-existing mental health problems are frequently negatively affected by screens. And, according to research, adolescents recognise that the digital landscape presents significant challenges for young people, including exposure to disturbing content such as self-harm, negative online communication with peers, pressure to conform to unrealistic beauty standards, and gaming addictions, all of which can worsen existing mental health struggles.
So we need to continue to work proactively with young people who are already vulnerable in order to protect them from the negativity that can be associated with accessing social media. These interventions need to be approached delicately, however, since the challenges these individuals face often mean that they also benefit from the support, information, help, community, recognition, and sense of belonging available online.
Starting in primary school, the school curriculum needs to consistently educate students about the profit-driven tactics used by major technology companies like Instagram, YouTube, and Snapchat. This is vital to enable children, pre-teens and teens to recognise persuasive techniques, algorithms, targeted advertisements, biased news, and addictive features, and to encourage them to engage with social media platforms critically. They can learn techniques to proactively shape the algorithms on their social media so that they are actively choosing content that adds to their lives – techniques like using the ‘likes’ and ‘hiding’ features on their social media apps; seeking out pages that positively influence them; and unfollowing pages that negatively affect them.
In this learning process, a nuanced approach that steers clear of the simplistic ‘helpful’ vs ‘harmful’ approach to social media and technology will land more effectively with adolescents – and, more accurately, also reflect the reality of the intricate and multifaceted nature of adolescents’ online interactions.
Beyond the formal curriculum, another approach to behavioural change is for senior students to engage with younger students about screen use. Studies show that social media use is more problematic for younger adolescents, with older adolescents able to demonstrate more self-control than the youngsters so older adolescents, senior students in a school, who are also digital natives, could successfully mentor the younger students at school in how to manage their social media use.
Leading by example is crucial: when adults prioritise quality time away from devices, adolescents are more likely to follow suit. And seeking opportunities for enforced offline stretches of time are possible – and very helpful.
Indirect prevention in health entails focusing on addressing social, economic, and environmental factors to reduce disease risk and promote overall wellbeing. In our efforts to prevent adolescent mental health problems, indirect prevention strategies include implementing wellbeing education in schools, promoting healthy peer relationships, encouraging regular physical activity, providing balanced nutrition, creating safe spaces, teaching the importance of good sleep, funding family support programs, offering accessible counselling services, and focusing on building adolescent self-esteem. In particular, it is worth focusing our energy on sleep education, given all the evidence-based research showing that screens before bed is having a significant negative impact on the quality and quantity of sleep and hence on physical and mental health.
Prioritising these strategies is essential for the prevention of adolescent depression and anxiety which will reduce adolescent susceptibility to the challenges of problematic screen use, especially social media.
Conclusion
The digital realm has become an expansive network of opportunities for adolescents, who now not only live in an internal and external world, but also in a virtual world. Collaborating with them around screen and technology use is essential if we are to equip adolescents with the skills to navigate this landscape with their wellbeing intact and with the requisite technological skills that they will undoubtedly need in their adult lives.
Brown, L. (2017). Screens, teens, and mental health: Findings from the Future Proofing Study + 5 recommendations. Black Dog Institute.
Toxic achievement culture is a critical societal issue where an individual’s self-worth is entangled to their academic or extracurricular achievements. This culture is not merely about striving for success; it represents a deep-seated belief that a student’s value is solely dependent on their performance, often propelled by intense external pressures from parents, schools, and society. The concept of toxic achievement has recently been outlined in a book that sheds light on this phenomenon, highlighting the dark consequences of a culture obsessed with success.
Toxic achievement is becoming increasingly prevalent, characterised by excessive competition, unrealistic expectations, and a singular focus on results. This culture is also being aggravated by parental expectations, peer competition, a relentless comparison ethos, as well as being compounded by social media. It stems from a shift towards individualism where personal achievements are being equated with self-worth.
This relentless drive to excel is leading many students to prioritise accolades over genuine learning and personal growth, often at the expense of their own wellbeing and interpersonal relationships. Some students are overfilling their schedules with activities aimed to “get ahead”. However, the consequences are proving to be detrimental on students’ mental and physical health resulting in burnout and heightened stress levels.
As adult carers, we need to advocate for a more balanced and holistic approach to achievement, emphasising the importance of resilience, wellbeing, and the pursuit of diverse interests. There is nothing wrong with having ambition, but it’s crucial to ensure that this desire doesn’t push our young people into a toxic cycle of achievement and make them feel they must achieve in order to matter.
View this Special Report HERE.
Ms Gabby Smith
Deputy Principal – Students
gsmith@waverley.nsw.edu.au
Our House and College Captains were privileged to be part of the Inaugural EREA Student leaders Symposium held at St Pius’ College in Oxford Falls on Monday, 26 February. The theme of the day was “Seek to Serve – Stronger Together.”
The aim of the day was threefold:
Our leaders represented the College with distinction and enjoyed interacting with the other leaders. It was great to hear such wonderful ideas on ways to live out our faith and the enthusiasm exhibited throughout the day.
You are invited to join the St Vincent’s Community to hear how Gemma built and continues to grow The School of St Jude in Tanzania. She will tell her story of adventure, of a love too deep for words, of her passion to overcome poverty through education, and how she made her dream a reality for thousands of children and their families.
When: Friday, 1 March 2024, 6:30pm-8pm
Where: St Vincent’s College Hall, Rockwell Street Potts Point
Cost: Free!
Register: HERE
Light refreshments will be served.
More information: HERE
Ms Sue Walsh
Director of Mission and Identity
swalsh@waverley.nsw.edu.au
Ashes of death
on our foreheads,
seeds of hope in our hearts.
As we begin the journey,
beyond the cross,
let us remember,
God prepares us for life
and not for our death,
for resurrection and not crucifixion,
for love and not for hate.
In a world where death holds us bound
and violence seems to reign in thought and deed,
may this journey of Lent
get us ready,
to be God’s good news of hope and wholeness, and resurrection of life.
Amen
Blessed Edmund Rice – Pray for Us
Mary of the Cross – Pray for Us
Live Jesus in our Hearts – Forever.
On Thursday evening our community came together to celebrate our Years 6-12 Academic Awards winners of 2023. The Academic Reception was an evening of triumph and celebration, dedicated to recognising the outstanding achievements of our students.
During the high achievers’ assembly a few weeks ago, we outlined a blueprint for success that focused on character skills transcending traditional academic boundaries. The students we honoured this week certainly embody this blueprint for success. They have exemplified resilience, perseverance, and an unquenchable thirst for knowledge, weaving these qualities into the fabric of their academic journeys.
We also acknowledged our Parents and Caregivers for their crucial role in their children’s success. Their unwavering support, sacrifices, and dedication to fostering a nurturing environment were instrumental. Similarly, we celebrated the dedicated teachers and support staff who shape the academic landscape. Their commitment to excellence and passion for lifelong learning mould both academic achievements and character.
Congratulations once again to our award winners of 2023! As we reflect on this inspiring evening, we encourage everyone to revel in the joy of our collective achievements and look forward to the bright futures ahead. Thank you for being part of this incredible community.
Please take a moment to read Deputy Principal – Students Mrs Gabby Smith’s article HERE on some wellbeing initiatives and tweaks to our program, and to get a better understanding of what happens in connection, culture and communication time CCC. Wellbeing Zoom meetings are next Monday.
On Saturday night we were thrilled to have 500+ parents and carers join us for the annual Parents’ Association Welcome Cocktail Party to celebrate the beginning of the College year! Thank you to the Parent Association for hosting this event, the weather gods looked after us with a beautiful summer evening setting under the large fig tree.
The food was beautiful but sadly, the supplier who ran the bar for the Parents’ Association was not able to cope with the demand of such a large crowd. It is something that we are well aware of and I hope it didn’t detract from your enjoyment of the event too much.
Congratulations to the students and coaches on receiving the 2nd place in the Junior Opens at the Prestigious Luna New Year Dragon Boating Regatta, last Saturday. The Waverley/St Clare’s boat beat schools/clubs that train regularly and finished 2nd in the Open Junior and 3rd in our Mixed categories, which I think is outstanding after just three training sessions.
Dexter Francis (Yr 8), Jude Hamilton (Yr 8), Vinny Kapos (Yr 8), George Kyriakopoulos (Yr 8), Eric Li (Yr 8), Charlie Meagher (Yr 8), Jake Meagher (Yr 8), Finley Mulligan (Yr 8), Nicholas Patakas (Yr 8), Zavier Prichard (Yr 8), Max Wu (Yr 8), James Wynyard (Yr 8), Thomas Cannon (Yr 9), James Cullen (Yr 9), Carter Kennedy (Yr 9), Luca Mazzucco (Yr 9), Ben Adams (Yr 10), Cristian Abruzzese (Yr 11), Akiva Loye-Blinkhorn (Yr 11), Luca Passicot (Yr 12), Oscar Passicot (Yr 12), Lucas Screnci (Yr 12).
More details can be found in Mr Stephen O’Donnell’s article HERE.
After our introduction to the new Wellbeing structures and programs being introduced at Waverley in 2024, we continue this week with part two in our series. This second edition will provide an insight into our revamped ‘Wellbeing Time’, now dubbed ‘CCC Time.’ Here, Ms Rebecca Gair (Head of Quinn House) outlines what CCC Time entails, what students will do as part of the program, and what the intended outcomes of the program are.
CCC Time, short for Connection, Culture and Communication, is 15 minutes dedicated to student wellbeing each day. It emphasises fostering Culture and Connections within the school, House, and the smaller CCC Time groups. The focus lies on nurturing a culture of inclusion, embracing College touchstones of inclusive community, and facilitating communication to deepen connections and strengthen both Waverley and the House culture. Students will cultivate a sense of belonging and connection with their mentors and peers across Years 7-12.
During CCC Time, students will engage in the following activities each week:
The overarching goal of CCC Time is to instil in students a profound connection to their House, school, and peers, ensuring that each student feels known, valued, and challenged to reach their potential. Providing opportunities for a break from screens and promoting conversation and engagement, are central to fostering student wellbeing during this time.
In the next Nurrunga, we look forward to outlining how we are refreshing our overall Wellbeing Framework in conjunction with the AIS (Association of Independent Schools), and outlining our new position within the College, Head of Student Wellbeing.
Ms Rebecca Gair (on behalf of the Heads of House)
Head of Quinn House
headofquinn@waverley.nsw.edu.au
On Monday, 26 February, from 1:30pm-3:30pm, parents/carers of students in Years 7-12 are invited to meet their son’s Wellbeing Mentor via Zoom, to engage in a conversation that will help us to best cater to their needs in 2024. This important initiative supports our student Wellbeing program.
The zoom codes will be sent to parents/carers on Friday, 23 February 2024 after the bookings close at 3:30pm.
If you are having trouble logging in to the Parent Portal or connecting to the zoom meeting, please contact iAssist iassist@waverley.nsw.edu.au or (02) 9369 0784.
Students in Years 7-12 will be dismissed at 1pm, because it is expected, where possible, that students will attend these meetings with their parents/carers. Limited supervision will be provided in the Library and in the Centenary Quad from 1pm-3:15pm.
Please see the below for information regarding a free parenting summit being run by a number of leaders in the field of student wellbeing, many of whom have presented to parents, staff and students at Waverley.
Who wouldn’t want a calm and connected tween or teen?
Commencing Thursday, 22 February 2024, is the Calm & Connected Tweens/Teens Online Summit, where world-renowned parenting experts like Maggie Dent, Paul Dillion, Michelle Mitchell, Dr Vanessa Lapointe, Andrew Fuller, Brett Lee, and many more to share insights and strategies on supporting kids through the tumultuous tween and teen years.
Sessions will focus on topics such as ‘Raising Confident, Resilient Teens’ and will involve sharing practical strategies to foster self-belief, tenacity and resilience in teens.
The summit is free to register, which grants you access to watch each presentation recordings for 24 hours each day from 22-24 February starting at 8am (AEST). If you’d like longer access and extra resources, you might want to consider upgrading to the All Access Pass, which contains a ton of value for a nominal investment. The early bird rate for the All Access Pass is ONLY $49.
Ms Gabby Smith
Deputy Principal – Students
gsmith@waverley.nsw.edu.au
At last week’s Commencement Mass, Fr Bernie encouraged the boys to embrace the year and to find and share love in their lives. He shared with us his recent experience of working with a young couple who were preparing for their upcoming wedding nuptials in the Parish. He was impressed with the couple and their wedding party and their ability to talk about their love openly and their support for each other.
To be able to articulate their feelings of friendship, attraction, intellectual compatibility, compromise, and, of course love. Without identifying them, he pointed out that the groom and groomsmen may have attended a school the audience knew very well… There is certainly more room for love in the world and compromise and Fr Bernie encouraged the boys to search for both in their daily lives.
We celebrated Ash Wednesday this week which is the start of Lent and is a time for prayer and reflection. It is a time to examine our lives and see what changes we can make to truly become the best-version-of-ourselves; the best friend, the best team member, the best teacher, the best spouse, the best parent, the best follower of Jesus.
Our new Spirituality and Mission Coordinator, Mr Tom Kennedy, delivered a powerful speech and explained that as a school, our focus on penitential practice and almsgiving during Lent was to encourage students to support other members of the wider community and build bridges within their families and friends.
From start to finish, Lent is 46 days, which is about as long as it takes to form a habit. Giving something up can make us stronger. Self-discipline and determination is like a muscle, the more you exercise it, the stronger it becomes. By doing something that is difficult, out of your comfort zone, or less enjoyable – whether it’s committing to no technology just before bed, reading every night for 20 minutes, pushing yourself in fitness, or giving up a food that you like, it builds your strength in character.
In Romans 5:3-5, Paul wrote that suffering produces perseverance, character, and hope.
When you persevere through something challenging it makes you better and builds your resilience. Sacrificing even just one thing that isn’t necessary, helps draw attention to what is important in life such as helping others, supporting family and friends, education, health, nature, kindness, respect, and love. If a small, temporary sacrifice can help refresh our priorities in life, it is a worthwhile venture.
The other side to giving something up, is starting something new. What is a challenge that you can take up that will benefit you and the people around you? Maybe it’s a health challenge, doing some chores around the house, maybe committing to three minutes of mindfulness a day, maybe it’s a social activity, maybe it’s a new skill you want to learn, maybe it’s saying “thank you” more often, or maybe it’s a second shot at a New Year’s resolution. Take up something, anything, that inspires positive action and positive change in your world.
Finally, while a challenge is great for self-improvement, it can’t be done in isolation. The ultimate purpose of Lent is that it draws us nearer to God and those around us in our community. Through prayer, mindfulness, attentiveness, and perseverance we can grow in love for God and those around us. Some of those positive habits and attitudes that you take up in Lent, might end up lasting a lot longer.
On Saturday night, we held the Annual Reveille Mess at the Stamford Plaza Hotel, a military-style formal dinner for Old Boys and Old Girls of the Cadet Unit. 120 guests attended, including dignitaries and the executive from both St Catherine’s and Waverley College. Thank you to our cadets who served on the night.
Thank you to Old Boy, Dr David Curran (Class of 1970) for the lecture he delivered to Year 12 English students this week. David has dedicated his life to helping and curing others as a doctor at St Vincent’s Hospital, Royal Prince Alfred Hospital and Shoalhaven District Memorial Hospital. He is highly regarded in his profession and lectures new doctors in training at the University of Wollongong.
Please see Ms Lynsey Porter’s article HERE for more details.
Please support the College Health Centre by making sure your son/s medical history is updated. This will help us better manage students in our care and ensure we have the correct medications and management plans available.
Registered Nurses Ms Emma Quirk works Monday – Wednesday and Ms Julia Ritoli works Thursday and Friday. You can reach them on 02 9369 0644 or nurse@waverley.nsw.edu.au
Our Blue & Gold Ball is planned to take place in August 2024. Read more about the Blue & Gold Ball HERE.
In a captivating and enlightening session on Monday, 12 February, Waverley College welcomed back one of its distinguished alumni, Dr David Curran. Graduating as College Captain in 1970, Dr Curran has since forged a remarkable career as a practising Physician Doctor and Clinical Senior Lecturer in Medicine at the University of Wollongong’s Graduate School of Medicine.
The focus of Dr Curran’s presentation to our Year 12 students was “Reflections of a Physician Doctor on the Importance of the Humanities in Education.” Drawing on his extensive experience, he passionately discussed the profound impact that literature, arts, and the humanities can have on individuals in the medical profession.
Dr Curran emphasised the pivotal role of reading in shaping empathetic and well-rounded medical professionals. He spoke eloquently about how literature serves as a powerful tool to navigate challenging emotions and gain insights into life’s complexities. In particular, he stressed the importance of fostering a three-dimensional approach to medical education, encouraging students to go beyond textbooks and delve into the rich world of literature.
Throughout his presentation, Dr Curran seamlessly weaved quotes from literary giants such as Albert Camus, John Steinbeck, Voltaire, Shakespeare, and T S Eliot. Carefully selecting works that our Year 11 and 12 students are familiar with or will encounter in their studies, he underscored the relevance of these timeless texts in the development of a holistic understanding of the human experience.
Furthermore, Dr Curran has donated to our Library a copy of two of the texts that have inspired him the most, The Plague, by Albert Camus and Four Quartets by T S Eliot.
An advocate for cultivating a deep connection between medicine and the humanities, Dr Curran shared his philosophy that reading invites individuals into a profound conversation with the greatest minds in history. It not only imparts knowledge but also facilitates self-discovery, enabling students to see the world through new eyes and feel with a new heart.
Beyond his insightful discourse, Dr Curran’s engagement with our school extends to his involvement with debating students over the past few years. His expertise will further enhance our Senior Essay and Speech Writing Competition, which was launched last week. Further details are below.
Dr Curran’s multifaceted contributions exemplify the enduring value of an education that embraces both the scientific and the humanistic aspects of learning, preparing students for a future where empathy and intellectual depth are essential qualities in the medical profession and beyond.
As mentioned in last week’s Nurrunga, Year 11 and 12 scholars are invited to submit entries for the inaugural Edmund Ignatius Rice Speech and Essay competition. Discover the competition insights in the link HERE.
The Wellbeing Barometer survey has proven to be an invaluable tool for schools, providing insights into the state of youth mental health and wellbeing. Whilst last year’s results focussed the spotlight on areas of concern, there were also many highlights that demonstrated the resilience and adaptability of students and emphasised the necessity of prevention strategies.
Participating in this year’s survey, will assist in identifying areas of strength and concern, as well as pinpointing opportunities for early intervention. Previously gathered information has helped support families as they navigate difficult conversations that enable understanding and foster connections to build relationships.
This survey is part of an ongoing, longitudinal study, with the results being instrumental in tailoring support for students and their families. Participation is strongly encouraged, as it provides a comprehensive view of students’ experiences, challenges, and achievements over the past year. Its aim is to capture a comprehensive picture of young people’s lives, allowing for a tailored approach to enhance mental and emotional wellbeing.
Image: courtesy SchoolTV
We encourage you to take a few moments to complete a survey for each of your children. This will help us determine the nature and extent of your concerns and how best to support families in the months ahead. Responses remain anonymous and will only be reported on an aggregated basis. You are asked to base your responses on observations made in the last 12 months.
Acquiring the skills for future independence, taking healthy risks, and giving young people the opportunity to emancipate from parents, are key developmental tasks that are essential if we are to stave off the impact of mental illness in the future. Please reflect on the information offered in this Special Report, and as always, we welcome your feedback.
If this raises any concerns for you or your child, please reach out to the school or seek professional medical advice.
Here is the link to your Special Report.
Image: courtesy SchoolTV
On Wednesday, 14 February 2024, students in Year 10 attended a presentation with student wellbeing specialist, award-winning speaker and author, Daniel Merzer. Daniel speaks at many schools across Australia and internationally.
Daniel challenged students to reflect on what has been holding them back in achieving their goals and aspirations. He then walked them through some tips and tricks on how they can actively strive to reach their full potential in all aspects of their lives. Students left the presentation armed with practical tools and strategies to empower them in their lives both inside and outside the College gates.
In 2024 the Wellbeing structures and programs at Waverley College will enter a new phase, as new structures and initiatives are rolled out across the College. These changes are the result of over 12 months of hard work by the Heads of House and Wellbeing Team to ensure that all students are supported by age-appropriate, context driven and research-backed programs that meet the needs of the Waverley student and their families.
The new developments in Wellbeing at Waverley will be rolled out throughout 2024 and will cover a range of different areas. These include; our new Kanyini Program in Years 7-9, our revamped Wellbeing Time now dubbed Connection, Culture, Communication (CCC) Time, a refresh of our overall Wellbeing Framework in conjunction with the AIS, and a new position within the College being the Head of Student Wellbeing. All of these facets are underpinned by the vision of the Wellbeing Team, which is to ensure that Waverley College is a safe and supportive community, where all individuals are known, valued and challenged, allowing them to reach their full potential.
The next few issues of Nurrunga will place a spotlight on these different facets of Wellbeing at Waverley and outline what they are, how they will work, and what they are aimed at achieving. This first edition will cover our new Kanyini program of Pastoral Care lessons. Here Mr Scott Coleman (Head of Green House) outlines the program and the focus of this program, created by the Heads of House.
Fortnightly Pastoral Lessons created by Waverley Heads of House for Waverley College students.
Kanyini is a Pitjantjatjara word meaning inter-connectedness; to care for, to support, to nurture and protect. Kanyini is best expressed in English as the combination of the two words ‘responsibility’ and ‘love’, but it is actually a relationship; it is an enormous caring with no limit. The teaching of Kanyini comes from Robert James Randall (1934 – 2015) also known as Uncle Bob, who was an Aboriginal Elder, singer and community leader, and part of the Stolen Generations.
The purpose of our wellbeing program revolves around the profound concept of Kanyini, which encapsulates the interconnectedness of individuals and the values of caring for, supporting, nurturing, and protecting one another. Kanyini, a word deeply rooted in Indigenous Australian culture, surpasses the translation of “responsibility” and “love” in English; it represents a relationship characterised by boundless care. Through the Waverley College Kanyani program, we aim to foster a strong sense of connection – ensuring that each young man is known and valued, celebrating diversity, and facilitating open and empathetic communication, ultimately promoting holistic wellbeing and a sense of unity within our community.
Wellbeing Centre
This year, in the Kanyini program, students will embark on a holistic journey to enhance their wellbeing and personal growth. This will encompass essential life skills and values, starting with the cultivation of a growth mindset, and empowering students with resilience and self-worth. Students will learn to build healthy relationships, address bullying, and embrace inclusivity, diversity, and collaboration. This program also focuses on mental health, emotional intelligence, and self-care, emphasising the importance of positive emotion and promoting strategies for stress management. Students will discover the significance of quality sleep, and mindful breathing, along with nutrition and hydration, ultimately fostering a strong sense of personal power, connection, and self-awareness.
Through our Kanyini program we hope to achieve a range of outcomes for all students in Years 7-9, namely;
Mr Scott Coleman (on behalf of the Heads of House)
Head of Green House
headofgreen@waverley.nsw.edu.au
In the next Nurrunga, we look forward to outlining how we are using our new Connection, Culture, Communication (CCC) Time program to further enhance our wellbeing outcomes and support student belonging.
Ms Gabby Smith
Deputy Principal – Students
gsmith@waverley.nsw.edu.au
We would like to acknowledge the Gadigal people of the Eora nation who are the traditional Custodians of the land on which Waverley College is located. We pay our respects to Elders past, present and emerging. We are committed to honouring Aboriginal and Torres Strait Islander peoples’ unique cultural and spiritual connections to the land, waters, seas and sky and their rich contribution to society.
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