Volume 13 - 26 Aug 2016




August is often considered the transitional month in our seasonal calendar. In the Northern Hemisphere, it is the time of the year people begin to wind-down from their summer travels and vacations and prepare for Autumn — back to school, fall festivals, harvest time, etc. In our Hemisphere, we are experiencing the harshness of winter and look forward to the Spring. In our school calendar, the year takes on special seriousness for Year 12 as they prepare for their HSC and also for Year 11 as they transition into Year 12 during Term 4. The Church in her holy wisdom has provided a cycle of events in its liturgical year which allow the faithful to celebrate the major feasts in the life of Christ and Mary. Most notably, during August, we celebrate the feast of the Transfiguration (August 6) and the feast of the Assumption (August 15).

The other main feasts of this month are St. Alphonsus Ligouri (August 1), St. John Mary Vianney (August 4), Dedication of St. Mary Major (August 5), Transfiguration of the Lord (August 6), St. Sixtus II and Companions and St. Cajetan (August 7), St. Dominic (August 8), St. Lawrence (August 10), St. Clare (August 11), Jane Frances de Chantal (August 12), Sts. Pontian and Hippolytus (August 13), St. Maximilian Kolbe (August 14), St. John Eudes (August 19), St. Bernard (August 20), St. Pius X (August 21), the Queenship of Mary (August 22), St. Bartholomew (August 24), St. Louis of France (August 25), St. Monica (August 27), St. Augustine (August 28) and the Martyrdom of St. John the Baptist (August 29).

The feasts of St. Teresa Benedicta (August 9), St. Stephen of Hungary (August 16) and St. Rose of Lima (August 23) fall on a Sunday so they are superseded by the Sunday Liturgy.

A Time to Persevere

As if to re-ignite us, the Church offers us in the plethora of August feasts vivid examples of the virtue of perseverance: six martyrs — two who are named in Canon I of the Mass and two who were martyred during World War II; seven founders of religious congregations, as well as three popes and two kings; the apostle, St. Bartholomew; the great Doctor of the Church, St. Augustine and St. Monica, his mother; the humble patron saint of parish priests, St. John Vianney, and the patron of deacons, St. Lawrence, who joked with his executioners while being roasted alive.

It is never too late to begin — as the life of the reformed sinner, St. Augustine teaches us — nor too difficult to begin again, as demonstrated by the conversion of the martyr, St. Teresa Benedicta (Edith Stein). We present-day members of the Mystical Body are certain of the reward to which we are called, for Christ’s Transfigured body (August 6) is a preview of that glory. Moreover, in the Assumption of his Mother (August 15), Our Lord has demonstrated his fidelity to his promise. Her privilege is “the highest fruit of the Redemption” and “our consoling assurance of the coming of our final hope — the glorification which is Christ’s” .

The Blessed Virgin Mary is the most perfect example of Christian perseverance, but she is also our advocate in heaven where she is crowned Queen of Heaven and Earth (August 22). Mary is the “Mother of Perpetual Help”, the patroness of the Congregation founded by St. Alphonsus Ligouri (August 1). “No one who has fled to her protection is left unaided” is the claim of the Memorarae of St. Bernard (August 20). Heretics have returned to the faith by the prayers of her Rosary, first preached by St. Dominic (August 8) in the twelfth Century, and hearts have been converted by the graces received while wearing her Miraculous Medal, promoted by St. Maximillian Kolbe (August 14) and adopted as the “badge” for the Pious Union he founded. Hail, holy Queen, Mother of Mercy, our life, our sweetness and our hope!

Students who need to work on their perseverance are urged to include the following prayer in their daily reflections:

vl2Hail, Holy Queen

Hail, Holy Queen, Mother of Mercy, our life, our sweetness and our hope!

To thee do we cry, poor banished children of Eve.

To thee do we send up our sighs, mourning and weeping in this valley of tears!

Turn, then, O most gracious Advocate, thine eyes of mercy toward us, and after this,

our exile, show unto us the blessed fruit of thy womb, Jesus.

O clement, O loving, O sweet Virgin Mary.


Pray for us, O holy Mother of God.

That we may be made worthy of the promises of Christ.

Let us Pray.

O God, whose only-begotten Son, by His life, death and resurrection, has purchased for us the rewards of eternal life, grant, we beseech Thee, that meditating on these mysteries of the most holy Rosary of the Blessed Virgin Mary, we may imitate what they contain, and obtain what they promise, through the same Christ our Lord. Amen.




You are all aware of the traffic congestion around our educational precinct. I recently read about the issues facing Hurstville Public School and the problems being caused by parents and carers who refuse to obey the local traffic measures.

I write to you today to remind all parents that the St Michael’s Church driveway IS NOT A DESIGNATED DROP-OFF AND PICK-UP AREA for our students. I am so disappointed that some of our parents have challenged staff from the parish and the primary school about this matter. This area is parish area; not ours. Unequivocally, our girls are not to be dropped off or picked up from the Parish driveway area. Let me reiterate our traffic congestion and safety measures:

  • Drop off in the morning and pick up in the afternoon is in WARATAH STREET only. The best time for drop off that avoids the primary school rush is from 8 to 8:15am.
  • You could even consider a drop-off/pick-up spot in Botany Street where the girls can easily cross at the lights.

I have asked the parish staff and teachers from St Mary’s to take down licence plates of parents who are breaching our shared understanding of local traffic zones. If needs be, I will take steps to put in measures with our students themselves that will prevent them leaving or arriving from the front of the College.

I appreciate that there is inconvenience at times but it is better to run a little late than to cause the kind of congestion that will result in student injuries or fatalities. 





In the next fortnight, NAPLAN reports will be sent home to parents of Year 7 and Year 9 who undertook the National Testing program in May this year.  At Bethany College, we firmly believe that solid literacy and numeracy skills form the basis of a sound education. The College has performed solidly in aspects of literacy and numeracy. We are proud of our students’ achievements and it is a tribute to the skills of our students and the dedication of our teaching staff and in the case of Year 7, to the teaching staff of the primary schools from which we draw. These results build upon the strong academic tradition at Bethany College and give us rich data on which to plan our teaching programs and target appropriate education plans.

We will continue to work on building the confidence and outcomes of our girls in Numeracy, an area that girls across the state generally underperform in comparison to males of their age group. Further, we continue to target Reading, the domain necessary to read and understand the many texts that the girls need to process across each Key Learning Area and Writing. Our Year 9 cohort will need further work and support in Reading and Numeracy. The following table shows a comparison of our school’s results compared with the State in the top and bottom two bands.

NAPLAN results 2016

We are especially proud of the Student Growth Rates in Year 9 Reading and Numeracy (Writing was unavailable) which measure students’ growth from May 2014. The figures and very encouraging for us and inspire us to keep on track with our learning initiatives in those areas. Year 10 (2017) will continue to find itself targeted to assist in improving their Reading, Writing and Numeracy.

Year 9 Expected Growth Reading


On Wednesday 17 August, we were treated a wonderful exhibition of student work in Visual Arts and the Key Learning Area of Technology and Applied Studies (TAS). HSC Major works in Visual Arts and Textiles and Design were on display for all to see before being shipped off to the examiners. The students’ work was of a high standard and I thank Mr McLean (Visual Arts) and Mrs Rowland (TAS) for leading these successful faculties in creating such innovative and creative work.

Parents were able to view Visual Arts and TAS major works in Years 9-10 Visual Arts, Textiles Technology, Food Technology, Information Software Technology, Design and Technology and also works of students in Years 7 and 8 Visual Arts and Technology Mandatory. One of the highlights of the evening was the fashion parade of garments made by our students from Year 7-11, opened by our Year 7 students modelling their pyjama creations. It was a fun night with the students having the enjoyment of their parents’ presence during the parade. Learning is fun and we certainly were witness to that last Wednesday night!





Adolescence is a notoriously difficult phase of life, and being authentic as a teenager is not an easy task. Think about how hard it is, even as adults, to stay authentic in our own lives. Authenticity is our expression of emotions, reactions, thoughts and ideas that are consistent with our internal experience. It’s what is real and true for us from our perspective and values.  Staying authentic requires self-awareness, confidence, and a willingness to tolerate and work through conflict. When we are authentic we instil confidence and solidify the relationship.

Helping adults avl5nd parents are in opportune roles to demonstrate, support, and reinforce the experience of authenticity for teens. Teens report that when their teachers, coaches, counsellors, and parents are real and honest with them, they feel more connected in the relationship and know what to expect.  This in turn helps them find their own authentic selves.

One of the best ways to be authentic with teens is to practice transparency when we engage with them. Transparency is demonstrated when our motives and methods are obvious, clear, and out in the open. With teens, we can take it a step further by making a conscious effort to explain the process, our roles, and the reasons we do what we do.


  1. Explaining Our Processes

Teenagers love to question authority, and that’s a natural, developmentally appropriate, and positive thing! It’s a critical thinking skill that we want to cultivate and help young people learn to use effectively. When teens are either uncooperative or question our approach or decisions, our willingness to be open and explain the process and our rationale goes a long way to keeping teens engaged. We are even more effective when we anticipate concerns and explain things proactively.

When teachers explain the rationale behind an assignment and the time that went into planning it rather than responding to pushback with demanding redirection, students are likely to be more open to it.  When a coach lays out the agenda for practice and athletes can envision their participation in advance and ask questions, they are more committed in their effort.  And when counsellors explain the reason behind the need for a phone call to a parent and offer the teen a part in deciding how best to go about it, the teen is more likely to manage their emotional reaction.  By explaining what we’re doing and why we’re doing it, we likely boost cooperation, and increase teens’ willingness to participate.

  1. Clarifying Our Roles

Between family members, teachers, counsellors, coaches, and other helping adults, teenagers often have multiple adults in their lives. Teachers may also be coaches. Counsellors may also be school administrators. Coaches may also be family friends. So it’s no surprise that they report frequent confusion about our roles and send mixed messages regarding expected behaviours.

If you anticipate situations in which roles may be blurred, be proactive in providing teens with a clear idea of what to expect from you and what you expect from them in such settings. Coaches who are also parents of an athlete on their team can speak to this conflict directly and welcome questions or feedback along the way if decisions seem unfair. A willingness to share your thinking behind a decision supports a transparent approach. Counsellors should avoid dual relationships in their work when possible though especially in a school setting this is not always possible.  Speaking to the conflict openly and describing in advance your commitments to confidentiality and your collaborative role with other educators will address concerns, communicate transparency and set expectations in advance of problems.

  1. Fixing Mistakes

Teens need to know that mistakes are an inevitable and in fact necessary part of life and personal development. This is a fundamental principle but, sadly, not always well modelled by adults.

For example, students often complain that at teacher graded them unfairly, and sometimes it’s true. Owning mistakes, in addition to what is taught in the curriculum, is an important lesson to drive home with youth. Be open to students’ feedback, willing to consider their point of view, and respond with self-correction when arguments compel reconsideration.

If you make a mistake or even contribute in part to a miscommunication, validate the teen’s perspective and own your part in the error. This is an opportunity to demonstrate how to navigate our mistakes as well as our successes. A simple mistake or even reasonable suggestion from a teen, handled openly and skilfully, can actually lead to increased respect and a better working relationship.

  1. Admitting When You Don’t Know Something

If a teen asks you a question that stumps you, it’s a perfect opportunity to model that there is no shame in not knowing something.

Teens are experts at detecting phonies, and if they become aware that you’re making up an answer, your credibility goes out the window. Admitting that you don’t know something or that you were wrong shows you’re human, builds credibility (paradoxically!), and makes you relatable.


  1. Solving Problems Collaboratively

Teens’ developing executive functioning skills can lead to poor judgment and ineffective decision making in the face of challenges. This is why it’s so important for adults to model the problem-solving process out loud whenever possible and appropriate.

The opportunity to observe an adult’s effective problem solving process when expressed transparently gives teens the opportunity to integrate aspects of your process into their own lives. This means articulating when we experience a dilemma, get stuck on an answer, or are torn on how to proceed.  It also gives you yet another opportunity to be authentic. The time it may take to communicate your process and make it visible, may not always be possible, though when we do, it communicates authenticity and leads to closer, more genuine relationships.

  1. Providing Honest Feedback

How many times do we tell our students that they must advocate for themselves? Self-advocacy involves giving honest feedback, and this is something we can model by ensuring that the feedback we offer is with diplomacy and a balance of both positive and negative input.

For example, telling an adolescent they are “stubborn” may shut down communication. But telling them they have “strong determination” that in this case is getting in their way can be more useful. We can also explain that this same determination can propel them to success. In doing so, we demonstrate that it is possible to give feedback about a particular behaviour without judging the whole person.

Using these 6 skills to promote authenticity in our work with adolescents will strengthen the relationship and lead to greater engagement and commitment toward achieving goals.  It is also a powerful expression of another proven contributor toward effective working relationships with teens.

(from http://www.edutopia.org )



We keep the following people in our prayers:

  • Jenny King (Student Services) whose husband sadly passed away yesterday:
  • Georgia Bourtzos (7) who recently lost her maternal grandfather whilst he was on holidays.


Our mantra:

“Girls can do anything.
Bethany girls can do everything!*
(*except divide by zero)”
Vicki Lavorato

From the Assistant Principal

Important dates for Term 3

  • Monday 29/8: Extra Curricular Photos
  • Thursday 1/9: Father’s Day Mass & breakfast. 7.30-9.00 am
  • Monday 19/9: Last full school day for Year 12
  • Wednesday 21/9: Year 12 Graduation Mass and dinner. From 5.00p.m. 
  • Thursday 22/9: Last day of Term 3- Students finish at 12.30, after Period 4.
  • Friday 23/9: Pupil Free Day/Staff Development Day


National Safe Schools Framework

Bethany College is continuing to use the National Safe Schools Framework to gather data about the effectiveness of our processes and use this evidence to shape the way we engage with wellbeing in our community. We have surveyed Year 7-11 and staff (we will collect this data from Year 12 in their exit surveys), and now ask for the assistance of parents. A survey will be sent out early next week. By filling out this survey, you can help us shape our programs for 2017 and beyond, because… Together, We grow.

Information about the National Safe Schools Framework…

The National Safe Schools Website

The National Safe Schools Framework provides Australian schools with a vision and a set of guiding principles that assist school communities to develop positive and practical student safety and wellbeing policies.

The National Safe Schools Framework (the Framework) is a key resource now available at the Safe Schools Hub . The Framework provides school communities with a vision, a set of guiding principles and the practical tools and resources that will help build a positive school culture.

Building on the original 2003 Framework, a revised Framework was endorsed by all ministers for education in December 2010. The Australian Government collaborates with state and territory governments to support the Framework as part of a national approach to make sure our school communities are safe and supportive .

To support schools to implement the Framework the Australian Government has worked with Education Services Australia to deliver the Safe Schools Hub. The Hub is an online one-stop shop that provides school communities including teachers, school leaders, students, parents and specialist professionals with a range of safe school strategies and resources that are underpinned by the Framework.


The Framework is based on the following overarching vision:

All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.

Guiding principles

The vision is supported by guiding principles for safe, supportive and respectful school communities. These guiding principles emphasise the importance of student safety and wellbeing for effective learning in all school settings.

Australian schools:

  • affirm the rights of all members of the school community to feel safe and be safe at school
  • acknowledge that being safe and supported at school is essential for student wellbeing and effective learning
  • accept responsibility for developing and sustaining safe and supportive learning and teaching communities that also fulfill the school’s child protection responsibilities
  • encourage the active participation of all school community members in developing and maintaining a safe school community where diversity is valued
  • actively support young people to develop understanding and skills to keep themselves and others safe
  • commit to developing a safe school community through a whole-school and evidence-based approach


Jacinta Russo

Assistant Principal


Year 11 Retreat

‘I am with you always’                 Isaiah.43:1-28

Year 11 students spent two days on their retreat, with the overarching theme of God’s ever-presence in our lives. The girls were invited to participate in self-reflection, group discussions, whole group activities and to participate in the celebration of the Liturgy of the Word.

A huge thank you must be offered to the teachers who facilitated the Retreats: Kiah Ridge Conference Centre, Tahmoor – Mrs Kennaugh, Mr Gough, Miss Brennan and Mrs Sullivan. Benedict XVI, Grose Vale – Mr Culleton, Mrs Fitzgerald, Mr Hulme and Ms Summons. Edmund Rice Retreat and Conference Centre, Mulgoa – Mrs Bullock, Mrs Moroney, Mrs Pelham, Miss Cox and Miss Soles.

Here are some comments from the student evaluations, in response to the question ‘Over the days of the retreat, I have learned/become aware of…’

  • Myself and my spirituality
  • My changing perspectives
  • The concept of not giving up and striving for what you want
  • Who I am, what I need to improve on. How I can be happier.
  • Classmates I do not normally interact with. I believe I developed closer relationships during the retreat.
  • I became more open-minded
  • Other people have the same concerns and worries as I do
  • Being more genuine, be more grateful of the people around me and appreciate them.

Mrs Diane Kennaugh,   Leader of Religious Education and Mission,   


Mr Brian Culleton, Assistant Leader of Religious Education and Mission

PDHPE Department News

“It’s not about winning at the Olympic Games, it’s about trying to win. The motto is faster, higher, stronger, not fastest, highest, strongest.

Sometimes it’s the trying that matters”

 – Bronte Barratt, Olympic Australian Swimmer and Medalist


School Sport Australia Netball Championships

pe1Claudia Cirjak competed in the School Sport Australia Netball Championships in Adelaide from the Sunday 31st July- Friday 5th August. We are so proud of Claudia’s achievements as she represented our state as part of the NSW team. Claudia and her team placed second in the competition being defeated by Western Australia. Congratulations Claudia on a fantastic achievement.





Year 10 Road Safety Excursion ‘bstreetsmart’

On Wednesday, 17th August, Year 10 students attended the ‘bstreetsmart’ forum as part of their Road Safety unit. During the day students were able to observe first-hand a staged car accident showing trauma and the impact on all those involved. Students were also given the experience to further their knowledge about driving and road safety visiting a number of stalls set up by NSW Police; Emergency Services; L’TRENT Driving School and many more. The real life stories from those directly affected by road accidents were a highlight of the day for many students as they realised how easily accidents can happen and how greatly they can impact on a person’s life. Year 10 students enjoyed an educational, eye-opening and interactive excursion. 

NSWCCC Football Knockout

On Tuesday the 16th August the Senior SCC Soccer team began their long drive to Griffith to compete in the NSWCCC Football Knockout Competition. They awoke early on the Wednesday for an 8am game against Marian Catholic College which ended in a draw. Unfortunately after playing twenty minutes of extra time, the Bethany College girls were defeated in penalty shoot out. We are very proud of the efforts of the team and their commitment to the game. Thank you to Mr Guthrie and Miss Soles for giving up their time to drive the girls to Griffith and coach the team.


Bethany Olympics

After being postponed due to weather, finally the girls of Bethany College were able to participate in their very own Olympics on Friday 19th August. It was a lunchtime of impressive egg-and-spoon racing skills, a friendly yet competitive sack race and a fierce long-stilts competition. It was a great way to celebrate Bethany College spirit with all teams bringing a lot of enthusiasm to the competition. All competitors were rewarded with our very own edition of Olympic Medals! A big thank you goes to Miss Brennan for organising this event.


SCC Sport Results

Junior Soccer- 1st

Intermediate Soccer- 2nd

Junior Basketball- 4th

Intermediate Basketball- 1st

Senior Basketball- 7th

Senior Softball- 3rd


Upcoming Events

  • SCC Athletics Championships, Homebush: Friday 26th August
  • Year 9 NSW Roadshow Wheelchair Basketball, Yallunga Hall: Tuesday 30th– Wednesday 31st August
  • CGSSSA Dance, Monte Sant’ Angelo Mercy College: Wednesday 7th September


Rochelle Bailey

PDHPE Teacher



Teens and Screens

teens and screens

Bethany College Cookbook: “Together We Cook”

We need you

2016 Sydney Dance Eisteddfod

On 31 July, four Bethany dance troupes consisting of 41 students attended the City of Sydney Dance Eisteddfod at UNSW. We competed in two sections with two troupes per section, the first section was the Secondary school Jazz section where our Senior Jazz, and CGSSSA Jazz competed, and the second section was the Secondary school open section where Intermediate Jazz and Hip Hop competed. It was excellent to see the dedication of each troupe member and student choreographers, with no time wasted before performing; instead troupes were rehearsing hard or having a motivational and encouraging team talk. In both sections the Bethany College Dance Team brought home two Highly Commended awards and great positive and constructive feedback. Overall, the Bethany College Dance Team did an amazing job, showing immense talent and sportsmanship throughout the course of the day. Many thanks go out to all the troupe dancers from years 8 -12, student choreographers Karli Karagiannis, Serena Siow, Lyric Fidow, Ashley Nassif, Annabel Bennett, Georgia Malaxos, Kelly Wilson, Danise Yuen and Mrs Bennie for making everything possible.


 – Chloe-Brooke Plazanin – Year 11

dance 2


dance 3 

dance 4

Pedagogy Report

The focus of this last fortnight has been in addressing BOSTES developments with establishing a minimum literacy standard across NSW from 2020. Students in Year 9 from 2017 will be able to meet this standard by achieving Band 8 in NAPLAN in aspects of reading and writing and numeracy. From 2018, an online literacy test will be available for students to demonstrate they have met this standard, if not already achieved in Yr 9. This focus has involved consultation with leaders of literacy and pedagogy across the Eastern Region, together with experienced practitioners in the Parramatta Diocese. A range of literacy strategies will be presented to a cross-section of Bethany staff for further discussion and subsequent mapping across the college. These approaches will continue the wonderful work and whole school literacy foundation already laid by Jacinta Russo and Kevin Carragher with their Bethany Writing Project; a formative approach to assisting students in refining writing through explicit instruction and modelling, guided paragraph writing and detailed feedback. Our positive and much improved NAPLAN results over the last three years are testament to this work and I thank the Bethany staff for their continued commitment to improving the literacy outcomes of our students.

On Friday 19th August, a group of Yr 11 students were selected to attend the University of Wollongong’s Energise: Believe, Lead, Succeed programme. The day, targeted towards academically high achievers and those with leadership capacity, focused on inspiring students to set long term educational and career goals, develop study skills and build resilience for future success. Thank you to Miss Clare Maroney (Acting Yr 11 Coordinator) who accompanied the following girls; Nova Gomes, Elizabeth Di Mattia, Sophie Manning, Melissa Ruz, Jasmin Juncal, Tara Lillicot, Lyric Fidow, Emma Bennett and Paige Perry.

“On Friday August 19, myself and 8 other girls got the opportunity to attend the Energise Leadership day.

This was a day packed full of motivating talks and engaging activities that allowed us all to gain a greater understanding of skills essential in the upcoming transition into year 12. With special guests like Ben Creagh and Dan Hunt speaking, we learnt a lot about overcoming hardships and embracing life as it comes. We also got the chance to interact with students from other schools by sitting in groups and listening to the individual problems that associate with growing up and dealing with the endless array of life decisions to come. Oh, and not to mention the delicious lunch catered by Subway that came along with the experience. Overall this day definitely had a substantial impact on my attitude towards life as well as providing me with numerous strategies that I know will assist me through the stress of the HSC. I hope that this program will continue to run in the future, as I genuinely believe it will be helpful for students to come.”

 – Elizabeth Di Mattia, Year 11


“I think Energise was a great experience for all of us. We listened personal stories of retired Dragons captain Ben Creagh and his experiences not only in his leadership roles but in difficult scenarios in his life, such as when he was injured and when he decided to go to University. We had some group activities in which we explored what self-being was and how to have a high sense of self being. We also had a session of HSC tips and our futures, particularly what pathways we were interested in. Overall it was a great day and I learnt many tips about leadership, responsibility, and self being.”

 – Nova Gomes, Year 11




Katherine Maish

Leader of Pedagogy

Year 9 Pastoral Workshops

29th July 2016

Nikky Davis joined Year 9 as our guest workshop presenter from this award winning organisation Enlighten Education®  on Friday 29th July. The programs are written specifically to appeal to teenage girls, developed by a team of teachers with vast experience in educating girls, student welfare and in engaging young people.

Nikky’s message is to encourage girls to celebrate all things about themselves, challenge and rethink negative thoughts and changing the way we respond to the environment and others.

kb2Session 1: FOREVER FRIENDS. Research tells us that friends are more important to teenagers than their parents or teachers. How do we make friends? Who should we make friends with? How should friendships be maintained? How do we decide if a friendship is helping or harming us? This workshop addresses these issues and equips the girls with the necessary skills to make safe, important decisions about their friendships.



R E S PE C T – ruling with your heart and head(dealing with confrontation)

  1. Plan ahead – let emotions settle down, sleep on it
  2. Aim for Privacy (see rule 9)
  3. Focus on how you feel (Using ‘I’ words)
  4. Be specific (do not keep past lists – keep to the one issue)
  5. Offer time (tip them off to what you want to speak about)
  6. Be calm (people do not listen when you are not in control of your emotions)
  7. Be assertive (clear, strong but not aggressive)
  8. Expect attention
  9. Use support if necessary (only one person)
  10. End on a positive (you can be friendly)


Session 2: STOP, I DON’T LIKE IT. Every girl is concerned about her personal safety. Setting personal boundaries, safe partying, handling inappropriate text messages, managing conflict and using the internet safely are all areas that can be so dangerous for impressionable and vulnerable young girls. This workshop focuses on what’s right and what’s not right and how to tell the difference.


kb3Session 3: LOVE THE SKIN YOU’RE IN. Negative stereotyping, sexism, media images, the fixation on being thin – these are all issues today’s girls are facing. In this workshop we encourage girls to critically evaluate the messages that bombard them every day and develop strategies that help them respond intelligently and objectively.

This session in particular linked the Year 9 PDHPE Unit – Girl Talk – in Semester 1 and this workshop confirmed the messages taught within our syllabus. If you did not see your daughters Wellbeing Journal, can I encourage you to have a look at the work they presented in this task. It is more than just a task but an ongoing reminder of the support and resilience strategies the girls have created to tap into when they are feeling overwhelmed or bombarded with societies messages.


These workshops received an overwhelming positive response and we look forward to offering the program in 2017.


Katrine Barnes

PDHPE/CAFS/Year 9 Coordinator

World Class Results in Language Perfect Competition

Competing in a worldwide on-line competition takes a lot of guts and the students at Bethany College showed their competitors that they’re a force to be reckoned with in the LANGUAGE arena.

Students from Years 8 -10 competed against more than 300,000 students from over 1000 schools around the world and stand proudly on the podium for their amazing efforts. Here’s the tally board for Bethany College:

7th for Italian in NSW for schools with 1-50 participants.

24th for Italian in Australia for schools with 1-50 participants.

43rd for Italian in the world for schools with 1-50 participants.


Congratulations to the following students for their amazing efforts:

Jamie Howe – ELITE

Gabriela Sabatino – GOLD

Matea Abramovic – GOLD

Isabella Czarnecki – GOLD

Indigo Arman – GOLD

Monica Gimeno – SILVER

Jazmine Di Palma – SILVER

Tracey Zhang – BRONZE

Angela Robinson – BRONZE

Alexandra Hammer – BRONZE

Natalie Glavocevic – BRONZE

Danielle South – CREDIT

Miriam Mackeen – CREDIT

Marly Mackeen – CREDIT


Now to get back in training for next year’s event!


Marco Gianni

Teacher-in-charge LOTE


Years 7, 8 & 9 Pastoral Workshops










Australian Catholic University (ACU) – Early Achievers’ Program – Applications open 8 August and close October, 2016
Date : 1st Sep 2016 Time : 9am Venue : Australian Catholic University 
ACU recognises that you have more to offer than your academic results. Our Early Achievers’ Program considers the contribution you have made to your community through your school or workplace, local community organisation, cultural and/or religious group. Applications open 8 August and close October, 2016. For more information please visit www.acu.edu.au/early-achievers

Le Cordon Bleu OPEN DAY
Date : 1st Sep 2016 Time : 2.00pm-5.00pm
Venue : Le Cordon Bleu Campus 250 Blaxland Rd Ryde Cost : FREE
Contact : Terry Patriarca : tpatriarca@cordonbleu.edu /0428546663
For further information please contact Terry Patriarca – tpatriarca@cordonbleu.edu Mob# 0428 546 663

Academy of Film, Theatre and Television (AFTT) Open Day
Date : 17th Sep 2016 Time : 09:30 AM – 02:30 PM Contact : Cat : 02 9281 2400
Venue : AFTT Campus – 41 Holt Street, Surry Hills Cost : FREE
Experience Australia’s most exciting creative arts academy, where taking risks is expected, pushing boundaries is encouraged, and collaboration is key.
If you’re searching for information about a career in Film, Acting, Musical Theatre or Stage Management then come along to our open day September and see what courses are on offer for February 2017.
Saturday 17th September 2016 9.30am (start) to 2.30pm 

St Patrick’s Institute of Education Information Session
Date : 18th Sep 2016 Time : 11 am
Venue : Level 1, 65 York Street, Sydney Cost : FREE
Contact : Anne Fairhall : anne.fairhall@spie.edu.au
A St Patrick’s Institute of Education full-time BSB50215 Diploma of Business, BSB51915 Diploma of Leadership and Management or BSB50415 Diploma of Business Administration offer a great alternative transition from school to career. No ATAR is required, VET FEE-HELP is available, and after just 40 weeks of study over 95% of our full-time Diploma graduates step straight into their first jobs – many of them on starting salaries of between $40 and $45K per annum. 
A Diploma doesn’t mean that university isn’t an option. We’ve had many success stories of our graduates using their Diploma to gain credit points into a Bachelor of Business degree through our articulation arrangements with Notre Dame University and UNE.

Open Days

Please see attachment below for details of Open Days.

Open Days 2016 (1)




























Viviene Gereige

Vocational Learning Coordinator

Legacy Junior Public Speaking

“Last week, I competed in the Sydney finals of the Legacy Junior Public Speaking competition. It was the second round and I made it through to the semi – finals! I spoke a 5 minute speech on Checkbook Journalism and did an impromptu speech with the topic ‘No Way Out’. We had 5 minutes to prepare for this speech and had to write a 2 minute speech. 4 competitors out of 12 got through to the next round and I was one of them. The next round is held at Parliament House Sydney which will be very exciting! “
Sophia McDonnell 7HRG