Happy St Patrick’s Day for this Sunday to all those with Irish heritage, and to Catholics and Christians who celebrate the feast day of Saint Patrick. The day commemorates Saint Patrick and the arrival of Christianity in Ireland. The day is a significant day for Edmund Rice Schools, seeing our founder started his mission work in Waterford, Ireland.
On Friday lunch time, a game of Gaelic Football was played between the staff and students on the tennis courts and the spirit of celebrating the day was certainly on display. The staff team was stacked with Irish teachers and the student team was stacked with AFL players. Youth may have gotten up…
“May your troubles be less and your blessings be more, and nothing but happiness come through your door.”
Irish Blessing
Last Friday, I had the pleasure of attending the Waverley Council International Women’s Day Event held at the Bondi Pavilion. The keynote speaker for the event was Diana Olsberg, a dedicated financial equality advocate and esteemed resident of Bondi. She delivered an inspiring address centred around this year’s United Nations Australia International Women’s Day theme, “Count Her In: Accelerating gender equality through economic empowerment.”
Diana Olsberg, the recipient of the 2024 award, shared her remarkable journey and insights. Diana is a member of the Australian Research Council Centre of Excellence in Population Ageing Research and a passionate campaigner against social isolation.
Diana’s compelling story is showcased in the Waverley Council’s interactive digital exhibition, the Bondi Story Room. Delve deeper into her narrative HERE.
Next week we’ll celebrate Harmony Day, a celebration of cultural diversity and unity marked annually on 21 March. This day is about inclusiveness and ensuring that everyone feels that they belong.
Our DJ was such a hit at our 2023 Harmony Day, that they will return this year, as we enjoy a BBQ ($3) in the Senior School Centenary Quad with refreshments ($2). Junior School students will celebrate their cultural diversity by bringing in a plate of food from home that best represents their culture, to share with their fellow classmates.
Did you know that Harmony Day originated in Australia? As one of the world’s most successful multicultural countries, it was first celebrated here in 1999 to coincide with the United Nations International Day for the Elimination of Racial Discrimination. It’s now celebrated globally.
The College for a number of years has run a Year 12 Mother/Son Luncheon and this year we are trialling a whole school event, which the Parents’ Association are organising – the Parents’ Association Mother/Carer & Son Dinner.
This will be held on Friday, 17 May 2024 at Randwick Racecourse, 6:30pm-10:30pm. Tickets are on sale at 9am on Monday, 18 March through TryBooking and seats are limited so act fast!
More information is HERE.
Congratulations to our Swimming and Diving Teams who performed admirably at the 93rd CAS Swimming and Diving Championships, held last night at the Sydney Olympic Park Aquatic Centre (SOPAC).
Congratulations to Knox Grammar who won the swimming competition and Trinity Grammar, the Diving competition. We placed 5th in swimming and 4th in diving.
Competition was tough and close in both competitions and we’re very proud of all our competitors. Thank you to every one of our energetic supporters in the stands!
Congratulations to alumnus Noah Havard (2018) on being selected for the 2024 Paris Summer Olympics where he’ll be competing in the K4 500m Flat Water Sprint Kayak Event. At last year’s World Championships, Noah’s team were 0.722 behind Germany who won the event and 0.448 off the bronze medal, so they are considered medal contenders.
Whilst training at an elite level, Noah has also managed to complete a project management degree (construction major) from the University of Sydney. He aims to work in mining or construction after his sporting career.
You can read more about Noah HERE.
Congratulations to the very talented Renato Rovacchi (Year 11) on his selection as a finalist in the 2024 Lester Prize, one of Australia’s most prestigious portraiture fine art prizes. This is his self-portrait.
Good luck, Renato!
Renato Rovacchi (Year 11) self-portrait
Exciting changes are underway in the educational landscape of New South Wales, as the New South Wales Education Standards Authority (NESA) embraces a knowledge-rich approach to curriculum development.
You can read more in the article by Ms Lynsey Porter HERE.
Do you have a working laptop and charger that you no longer need?
Our friends in schools and communities in Fiji and Timor-Leste desperately need working laptops with chargers. As part of our 2024 Immersions to both these locations, we will take any donated working laptops with us.
Donations received until Friday, 12 April – the last day of Term 1 2024.
Read more in the article by Ms Sue Walsh HERE.
Vaccination Day for Year 10 students is fast approaching – Wednesday, 3 April 2024.
South Eastern Sydney Local Health District (SESLHD) has advised that we currently only have 30% of students consented for the Meningococcal ACWY vaccine. Meningococcal disease occurs worldwide, with the highest incidence of disease found in the ‘meningitis belt’ of sub-Saharan Africa. However, it does occur in other places like Europe, the Americas, and Australia. The highest incidence of the disease occurs in two age groups; 0-4 years, and 15-25 years.
Australia implemented conjugate meningococcal C immunization in 2003 with a single scheduled dose at age 12 months and catch-up for individuals aged 2-19 years. In 10 years, after adjusting for changes in diagnostic practices, population invasive serogroup C incidence declined 96%.
Having lost two students in 2001 to Meningococcal C within six weeks of each other, I have seen first hand the devastating effects of this disease and how quickly it can take hold. Both boys sadly passed away within hours of first feeling sick and noticing symptoms.
I would encourage you to consider seriously for your son to receive this nationally-recommended vaccine which is funded by the National Health and Medical Research Council. You can give your consent by viewing the article from our College Registered Nurses HERE.
On Tuesday 12 and Wednesday 13 March 2024, Year 11 students participated in the Galmatic Car Maintenance Workshops. Our senior students have been actively participating in these very practical car maintenance workshops for the past five years.
In one-to-one and group scenarios, students learned both theory and hands-on training, improving their knowledge, skills, confidence and safety awareness in a one-hour, outdoor session in Braidwood.
Students learned how to change a tyre, how to change the oil, wiper fluid or coolant and about the important parts of the engine. These workshops are important because they empower teenagers to feel confident about fixing a car safely, quickly and easily.
It is disappointing to receive regular complaints from members of the public about our students’ behaviour on public transport. Our students are reminded at almost every College Assembly and House meeting, about expectations on public transport and about their behaviour in the community when they are in school uniform and representing Waverley College.
Please remind your son about the expectations on public transport;
The College has also received numerous complaints about students riding e-bikes in the wrong direction up one way streets, at high speeds and without helmets. This not only puts the rider at risk of serious injury if they get hit by a car or fall off, but also to members of the public who cross their path.
As with all modes of transport to and from school, students need to comply with all traffic laws and remember that they are representatives of the College while travelling in public.
Ms Gabby Smith
Deputy Principal – Students
gsmith@waverley.nsw.edu.au
With no screening programs available and no means of prevention through lifestyle changes, blood cancer is Australia’s hidden cancer crisis. Every day, 53 Aussies are diagnosed with blood cancer, and 16 will lose their life.
It requires teamwork to stop blood cancer from wrecking lives. That’s why we’ve decided to team up to take part in the Leukaemia Foundation’s World’s Greatest Shave together.
We’ll be raising crucial funds that will give people facing blood cancer all the support and information they need, while driving breakthrough research projects discovering better ways to diagnose and treat blood cancer.
You have the power to help us make an extraordinary difference. Big or small, every donation counts. Will you help by sponsoring us?
Top fundraisers will be eligible to have their head shaved (minimum # 2 with parent/carer permission) on 4 April 2024.
Learn more HERE.
Mr Damien Thompson
Head of Lacey House
dthompson@waverley.nsw.edu.au
Exciting changes are underway in the educational landscape of New South Wales, as the New South Wales Education Standards Authority (NESA) embraces a knowledge-rich approach to curriculum development. As part of the NSW Curriculum Reform program, NESA has shifted its focus from general skills to a knowledge-explicit approach in the development of new syllabuses.
The Australian Education Research Organisation (AERO) released a report last week that outlines the evidence-based considerations that underpin this knowledge-and skills-explicit approach to syllabus development.
You can access the report in this LINK.
The report not only sheds light on the benefits of a knowledge-rich curriculum but also addresses common misconceptions surrounding its implementation in schools. Particularly, the report foregrounds the importance of instilling a robust foundation of knowledge in students, preparing them for the challenges of the modern world.
Waverley College is currently addressing these changes through our collaboration with the Association of Independent Schools (AIS) in our pedagogical work on Deep Learning. This partnership aims to bring effective pedagogical strategies to our classrooms, ensuring that our students not only acquire a wealth of knowledge but also develop the six global competencies of character, citizenship, creativity, collaboration, communication and critical thinking necessary for success in the 21st century.
From Years 5-12, we are addressing subject-specific skills through the lens of knowledge and understanding in each Key Learning Area (KLA). This holistic approach ensures that our students not only master essential subject-specific skills but also acquire a profound understanding of the foundational knowledge that underpins each discipline.
Our vision at Waverley College is to equip our students to leave the College as globally minded citizens who are active participants in society. By integrating a knowledge-rich curriculum, we are confident that our students will be well-prepared for the challenges and opportunities that await them in an increasingly complex world.
We understand the importance of striking a balance between knowledge and skills, and our teachers are working to create a learning environment that fosters both. Overall, in response to these seminal changes in the NSW curriculum, we are committed to nurturing curious minds, fostering a love for learning, and preparing our students to thrive in a knowledge-rich world.
Do you have a working laptop and charger that you no longer need?
Our friends in schools and communities in Fiji and Timor-Leste desperately need working laptops with chargers.
We will take these to the students we assist when we volunteer at our 2024 Immersions.
Children we assist in Fiji
Timor-Leste
Timor-Leste
Ms Sue Walsh
Director of Mission & Identity
swalsh@waverley.nsw.edu.au
On Thursday, 7 March 2024, the Aungier House Community came together to celebrate the annual Aungier House Mass and Supper. This year, the Aungier House Prefects organised our House Mass. In deciding on the theme for our Mass, the House leaders looked to the Aungier House inspirational figure Martin Luther King Jr.
In addition to this, on the eve of International Women’s Day, the intention of the Mass was to focus on the key themes of peace, forgiveness, justice and equality in our world.
A huge thank you Father Bernie for leading our Mass. In addition, thanks to Ms Sue Walsh, Director of Mission & Identity, as well as Mr Tom Kennedy, Spirituality and Mission Coordinator, for all their assistance with organisation.
We thank our wonderful music staff, Ms Jazz de Witte and Mr Chris Balkizas, for really bringing that extra life to Mass with their music as well as the Aungier House Choir. Thank you to our outstanding Aungier Mentors for their presence and all the care and support they provide Aungier students. Special thanks to Mr Anthony Stanton for helping as an acolyte at the Mass.
Thank you to all those students who were involved in readings – particularly our Junior School Students who did so well with the Prayers of Intercession. Thank you to all those parents, caregivers and friends who brought along delicious food for us to enjoy at the supper.
Most importantly, thanks to all members of the Aungier House Community for your presence on the evening.
We look forward to seeing you at the next House event!
Mr John McCoy
Head of Aungier House
jmccoy@waverley.nsw.edu.au
This year’s campaign theme for International Women’s Day 2024 is ‘Inspire Inclusion’. When we inspire others to understand and value women’s inclusion, we forge a better world. And when women themselves are inspired to be included, there’s a sense of belonging, relevance, and empowerment.
At this week’s International Women’s Day assembly we were certainly all inspired by our guest speaker, Ms Jelena Dokic. Jelena shared her story of overcoming adversity, poverty, and violence to rise to the top of the tennis world.
You can read more about Jelena’s message of kindness, inclusion, support for each other and resilience in Mrs Gabby Smith’s article HERE.
The College wishes to express its gratitude to the inspiring women in our community – teachers, support staff, mothers, grandmothers and carers. Their strength, wisdom, and presence should be celebrated.
Bless all women who daily strive to bring peace to their communities, their homes and their hearts. Give them strength to continue to turn swords into ploughshares.
We pray for all women who face prejudice, inequality and gender disparities. Help us to see and to face the discrimination against women in all the many forms it may take.
Comfort all women who suffer from the pain of war, violence, and abuse. Help them to become instruments of their own reconciliation and peace.
Forgive all women and men who let differences breed hate and discrimination. Let your example of valuing all of creation help us to see that we are equal partners in the stewardship of your world.
Comfort all women who struggle in the darkness of abuse, poverty, and loneliness. May we stand with them in light to acknowledge their suffering and strive to remove the burdens of shame or embarrassment.
We pray for all women who live in fear of their husbands, fathers, and forces that control their lives. Help them to be empowered to be their true selves through your everlasting love and faith.
We pray for all women who live in the despair of poverty, violence, trafficking, slavery, and abuse. May the light of your love bring them hope.
Help us to see the strength and goodness in all people.
Transform our hearts to celebrate the love and grace of all people as we seek to inspire inclusivity in all we do.
Blessed Edmund Rice – Pray for Us
Mary of the Cross – Pray for Us
Live Jesus in our Hearts – Forever
Ms Martina Cooper, Director of Curriculum, with representatives from a range of religious organisations and schools, was involved in planning a Professional Learning conference for 200 teachers of Studies of Religion on 1 March 2024. The conference is an annual interfaith dialogue initiative, organised by the Islamic Sciences and Research Academy (ISRA).
The focus of this year’s conference was What people DO with what they BELIEVE. Teachers engaged in presentations on Aboriginal Spirituality and how Buddhists, Christians, Jews and Muslims live out their faith in contemporary Australia.
Buddhist puja – act of devotion to the Buddha
Martina co-presented on Buddhist practices and environmental ethics with a member of Waverley College’s casual staff, and Drama teacher, Dhammalata (Mr Jeremy Godwin). Dhammalata is an ordained Buddhist monk and together with Ms Cath Stewart, Head of Religion, facilitated a Buddhist puja (act of devotion to the Buddha).
Such opportunities to engage with faith leaders enriches the nature of Teaching and Learning in Religious Education at Waverley College.
Dhammalata – Mr Jeremy Godwin
More than 500 individuals joined us for our Open Day morning, where they were warmly welcomed by our College Leadership Team. Students guided families on tours, showcasing life at Waverley and our stunning, historic campus along with our facilities. This event provides a great opportunity for your son to immerse himself in the Waverley experience.
If you couldn’t make it this time, mark your calendars for the next Open Morning on 3 September 2024.
Applications for 2026 will close on 31 March 2024. You are welcome to place an application through our website.
Have your say on Moore Park South. Share your views on the future of Moore Park South. Feedback closes 10 April 2024. Greater Sydney Parklands invite feedback via the following:
The Waverley Art Prize is open to painting, drawing, print and mixed media artworks. Entries are open until 11:59pm on 13 May 2024.
This year’s Judges are notable artists, Julia Gutman and Joan Ross.
To enter please click HERE.
On Thursday 7 March, the College community celebrated International Women’s Day (IWD) at our Years 5-12 College assembly where we were joined by former world number four tennis player, Jelena Dokic.
Booked around a year ago, Jelena’s visit to Waverley was long-anticipated. Student leaders from St Clare’s College and St Catherine’s School attended this special live-streamed assembly in our gymnasium, which College Vice-Captain Ricardo Zanapalis led with grace and confidence.
Although Jelena Dokic is a household name to most generations of Australians, our student audience did not grow up ‘knowing’ her, and so a video clip of her now legendary achievements on the tennis court came to life on our large screens, which provided context and enjoyment for us all.
Making the semi-finals of Wimbledon at 17 and being a doubles Grand Slam finalist at 18 are sporting highlights which remain etched in the memories of many, however Jelena’s success was shadowed by darker elements, trauma and abuse.
With skill and sensitivity, Ricardo bonded with Jelena, creating a safe environment for her to express her vulnerability in a compelling Q&A session. She responded to our questions openly, and revealed the extreme expectations of her to win tournaments in a very high-pressure situation. A refugee at eight and 11, sometimes with not enough food, no English, bullied at school and in the tennis community, she loved Australia and exhorted our students to “keep going and never give up. This can take you far.”
But Jelena spoke less of her adversity and spoke more about the ways she chose to respond to it. She told us that she could not have survived without finding her voice, speaking up and sharing her story. That she had to reinvent herself and was proud of coming out the other end. Talking about her PTSD, trauma, depression, abuse and anxiety, she explained, “I didn’t want it to define me – it almost cost me my life. I didn’t want it to define my future.”
Jelena couldn’t play tennis after age 29 and went on to build a life where she is now also known globally as an author, commentator, broadcaster and thriver. Writing is a passion and her two best-selling books, autobiography Unbreakable (2017) and Fearless (2023), are testaments to her strength. Her autobiography took 13-15 months of hard work and was draining mentally, but cathartic, because she believes in vulnerability.
Q: How did you find the process of putting your life on paper while writing your two books?
“My two books are my legacy. The books have helped me to thrive. The day my book came out was the best day of my life.”
She believes that her autobiography garnered such a positive public response because she talked about things that people don’t want to talk about.
“Each time I speak, it helps me forward on my healing journey.”
Q: Did you encounter double standards in the way male and female athletes were treated during your tennis years?
“There has to be an equal amount of respect and opportunities whether you’re a man or a woman – we’ve come a very long way. I am a massive believer in kindness – we need to look after girls as well. Kindness saves lives … 99% of coaches are still male in tennis.”
Q: You are an example of adversity, courage and unwavering resilience. If you could leave us with one piece of advice or a thought, what would it be?
Q: Where was your favourite place to play on the circuit?
“Melbourne, Rod Laver Arena – it’s one of a kind. New York and Rome are other favourites.”
Q: Do you still play tennis non-competitively?
“Yes, it’s good to go out there and have fun. I don’t do it a lot, as 11 months of the year I am doing books, commentating and speaking.”
Jelena remains goal-oriented and when speaking of her future she is excited that there are two more books planned, including a children’s book. She said that she’d like to do more commentary around ‘speaking up’ and standing up for herself and her beliefs, being her best self, and continuing to work hard and be disciplined.
Her advice in helping to work towards equality?
Jelena farewelled our assembly, commenting that we were “the quietest 1,500 people ever!” Copies of her two signed books are now in our library for students.
Mr James Horrocks (Head of Student Wellbeing) was invited to the lectern to conclude the assembly, then Jelena headed to our IWD lunch in the Performing Arts Centre with our College Leadership Team, student leaders from Waverley College, St Clare’s, St Catherine’s, and students involved in the Q&A session.
As a community, we feel privileged to have met Jelena Dokic, a living testament to the human spirit’s resilience. Collectively, let’s strive to forge a more inclusive world for women everywhere, not only on International Women’s Day but every day.
Thank you, Jelena.
Ms Gabby Smith
Deputy Principal – Students
gsmith@waverley.nsw.edu.au
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.
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.
Watch our video
