Volume 18 - 17 Nov 2017




Thanks to all the parents who recently completed the Parent Satisfaction Survey for 2017. The Leadership Team and other teams in the College will be reflecting on your input in order to make our College the best learning environment it can be.

I was disappointed to read the negative feedback on our policy at the College to reduce the number of summative assessment tasks to one per semester per course with a focus on formative assessment experiences that occur daily each day. I would like to reiterate that we have based our policy on the New South Wales Education Standards Authority (NESA) advice to schools about Assessment and in particular, the changes to the HSC that will commence with Year 11 (2018). The old-style formulaic questions will cease to exist and each school’s assessment program can only have one exam-style assessment per annum per subject. Take home assignments, in-class experiences, field-work, research studies, that is, application of content to the real world, needs to take a stronger focus.

Our assessment policy seeks to start our students out from day one in Year 7 on the same footing they will be required to adopt in Years 11 and 12. The new HSC Assessment guidelines that school’s need to comply with as of Year 11 (2018) are included below.


New, rigorous guidelines for effective school-based Higher School Certificate (HSC) assessment will be introduced for all Stage 6 Board Developed Courses (excluding VET, Life Skills and Content Endorsed Courses) from 2018 (Year 11 students) and 2019 (Year 12 students).

The school-based assessment guidelines will be tougher to prevent plagiarism and cheating and help reduce student stress caused by over-assessment.

Reducing stress

To reduce excessive stress and allow more time for teaching and learning, school-based assessment tasks will be capped at three per course in Year 11 and four per course in Year 12 (including the HSC trial examination).

Research, including from Hong Kong, shows fewer and more targeted assessment tasks are more effective in giving feedback to teachers about their students’ strengths and weaknesses. As a result, Hong Kong has restructured its school-based assessment tasks.

Reducing plagiarism and cheating

Redesigned HSC examination questions will help reduce formulaic, pre-prepared responses and cheating. Stricter guidelines will assure the authorship of take-home assessments and projects.

Why change assessment?

The final HSC examinations form 50 per cent of a student’s final HSC marks.

In its consultation, NSW Education Standards Authority (at the time BOSTES) found that teachers, parents and students reported that Year 11 and Year 12 students experienced assessment fatigue. Some schools are using school assessments as a way to motivate students, or to ensure they attempt work. This means students can have up to six assessment tasks per course in each year. For example, a student with five 2 Unit courses can have 25–30 assessment tasks over three terms – roughly one a week on average.

In reality, assessment tasks are clustered at similar points of the school year. From the student perspective, every assessment task counts, whether it is worth 5 per cent or 25 per cent. The assessments are not always single tasks, such as one essay, and often comprise subtasks that require a substantial amount of work to complete.

Students often feel compelled to choose to do “what’s due next”, or “what’s worth more”. Some assessment tasks replicate previous HSC examination questions, either in the form of an essay, or mimicking the examination. This limits the variety of tasks used to assess student knowledge and skills.

Fewer assessment tasks will allow schools to spend more time teaching the knowledge and skills in a course, and shift the focus from superficial learning just for the examination.

Will HSC examination questions change?

The final HSC examinations held every year will continue. They will also continue to form 50 per cent of a student’s final HSC marks.

However, HSC examination questions will change to help reduce cheating and plagiarism.

Some HSC examination questions are very similar every year. Teaching and learning can become formulaic in reflecting this.

HSC examination questions will be less predictable so students must apply their knowledge and skills in their answers.

Students repeatedly practise their essay writing skills (particularly in English and History), resulting in pre prepared and memorised essays. Some schools set the previous HSC essay questions for homework tasks, or under examination conditions for the HSC trial examination.

Memorising key facts and skills, such as times tables and quotations, is important, however memorising entire essays to adapt and reproduce in an examination is a narrow demonstration of a student’s application of knowledge and skills.

Marking mathematics

English is examined against a common scale to allow comparison of students doing easier or harder courses.

Placing mathematics courses on a common scale would act as a disincentive for capable students who deliberately choose easier courses for a perceived ATAR advantage.

The common scale would allow better recognition of student efforts and encourage them to take a mathematics course that better suits their ability. NESA is currently researching options for a common scale.



Here are 21 parenting strategies guaranteed to meet the diverse needs of the girls in your life and assist in boosting self-esteem and encourage better communication. In a culture that’s so image-based, it can be difficult for girls to develop the self-confidence needed to become strong, independent risk-takers who learn from their mistakes and who think of others.

  1. Develop positive self-talk

Our girls can be experts at talking themselves down. It takes practice to change the patterns of negative self-talk. Mothers, in particular, need to be aware of their self-talk when your daughters are around. Teach her about the language of affirmation and be kind to yourself when your daughters are around.

  1. Teach them to think beyond themselves

Some of the most confident girls and young women we know at Parenting Ideas are those who invest time in others, whether that be volunteering, raising funds for those in need, or helping siblings when they need a hand. Not only do girls take more learning risks when they assist others, they develop a range of high-level traits such as tolerance, patience and acceptance.

  1. Foster journaling

Journaling is a great way for a girl to express their thoughts and feelings in a safe way, helping her navigate the changing landscape of her life. Some girls journal on social media, but lack of privacy of the digital world leaves many girls exposed.

  1. Encourage girls to use I-statements

Girls can struggle to stand up for themselves, particularly girls who are brought up to be ‘good girls.’ Learning to use I-statements empowers girls to take responsibility for communicating how they feel. I-statements are strong statements which help your daughter express her feelings appropriately.

The script for I-statements is:  “When you… (went to the movies with those girls) I feel/felt …(angry) because… (I was left out of the group) . I would like…(you to let me know next time, rather than keep it a secret).

  1. Help her find her voice at home

Through many experiences, many girls learn to suppress their thoughts and feelings because that’s what good girls do. ‘Be seen and not heard’ applies more to girls than boys. Help your daughter express her thoughts and needs at home, by starting with small problems. She doesn’t always have to compromise to keep the peace. Encourage your daughter to speak up at home and be vigilant about stamping disrespectful put-downs that may come from siblings when she does speak up.

Making and keeping friends

Girls are more relational by nature than boys. Friendships are the greatest sense of pleasure as well as their most intense source of pain for most girls.

  1. Give girls social scripts

Help your daughters develop social scripts she’ll need for all sorts of situations from a four-year-old meeting new friends at pre-school to an eighteen-year-old negotiating No when in a compromising personal situation. Give girls the language they need to be social and safe in a variety of situations along their path to womanhood.

  1. Encourage perspective taking

Many girls, particularly eldest girls in families, can be inflexible in their thinking and have difficulty understanding viewpoints that are different to their own.  Debating two sides of a topic or argument with your daughter is a great way to develop more flexible, empathetic thinking that’s so helpful when keeping friendships.

  1. Play the game

Team sports help girls develop many valuable friendship skills including teamwork, cooperation, encouragement, resolving conflict and leadership. Encourage your daughter’s involvement in at least one group activity or sport.

  1. Differentiate between friendships and a clique

Start a conversation about friendships with your daughter before she moves into puberty. In particular, talk about how a good friend acts and discuss the difference between a friendship group and a clique. The former is a supportive, healthy group whereas the latter is restrictive and unhealthy.

  1. Teach the skills of optimism

Girls can be really hard on themselves when they fail. They are more likely to blame themselves when they fail than boys. This is a strength (taking responsibility) and a weakness (leading to perfectionism). Teach your daughters the skills of optimism so that they think of their failures and successes in ways that foster confidence, mastery and flourishing mental health.

Girls and technology

The ever-changing landscape of the Internet provides many challenges for parents of girls.

  1. Safety comes first

It’s a parent’s job to keep her daughter safe in both the real world and the digital world – this is made more difficult with geotagging, flaming and cyber-bullying. Develop a digital safety plan with your daughter that includes social media, entertainment and learning.

  1. Take some time out

Girls with Internet connected devices are never alone. Mental health experts are now linking this hyper connectivity to anxiety and depression. Insist your daughter takes some time out from online activities on a daily basis. Small, regular breaks prevent the need for digital detoxes that many internet-addicted girls (and guys) need for them to maintain a semblance of balance.

Promoting healthy body image

Body image has been placed in the top three concerns for teenage girls every year in the last eight years. But body image is also a primary school issue with 80% of ten year olds citing that they are afraid of being fat.

  1. Encourage involvement in pursuits that don’t involve image

We need to encourage girls to value their bodies for what they can do, not just how they look. Encourage your daughter to become involved in pursuits that aren’t image-based such as team sports, rock climbing, water sports and also activities that help them explore their skill such as writing, singing and music.

  1. Call the media out on its portrayal of the perfect body

You’ve got to talk to your daughters about how the media portrays the perfect female form through film, television and advertising. Discuss the notion of digital alteration in the media including how and why this happens.

  1. Model healthy eating and self-care

You can’t be what you can’t see. As a mother, monitor your self-talk about your own body shape, complexion and weight. Provide your daughter with a soundtrack that’s forgiving of imperfection and caring for your own well-being.

Girl-friendly tips for mothers

The bond between mother and daughter is truly unique. The mother-daughter relationship is one that has far reaching effects on the development and socialisation of girls throughout their lifetime. Increasing the emotional connection between mothers and daughters can foster mutual support.

  1. Fracture the good girl image

Allow your daughters to make mistakes and to be okay with saying No. Don’t expect your daughter to always subjugate her own needs to accommodate the needs of others. Replace Good Girl with Strong/Caring/Loving Girl.

  1. Help her find her passion

Cast a wide net and encourage your daughter to discover her passions. Some girls take longer than others but once they find their passion (also known as ‘spark’) they will literally use that as the springboard to develop a range of skills and interests that will stay for life.

  1. Express yourself

Show your daughter it’s okay to express a full range of emotions rather than bottle them up. Anger, sadness and fear are just as legitimate to express as happiness, pride and joy.

Girl-friendly tips for fathers

Fathers affect the lives of their daughters in intriguing ways. A well-fathered daughter is most likely to have relationships with men that are emotionally intimate and fulfilling, and have better emotional and mental health.

  1. Make a connection

One of the most natural ways a father can make a connection with his daughter is through purposeful physical affection. Fathers are also naturally more inclined to engage their daughters physically. Daughters need more than just everyday gestures given in passing, they need opportunities to be involved on physical play. It helps to stress-proof them and creates a zest for life.

  1. Listen without fixing

Fathers tend to communicate with a clear purpose and problem solving focus. Girls are feelings focused and want to create a shared understanding. Listening is essential for every father, even though it sometimes goes against his instincts.

  1. Be a positive male role model

As a girl tries to figure out what men are like, the first one she watches is her father. As her father, you play a large role in showing her what a proper, respectful male response sounds like and feels like. Show her at home that she is accepted and appreciated, and this empowers her to make competent decisions. With such a positive reference point, she’ll learn what to expect from the men she meets.

These are just a sample of the hundreds of practical girl-friendly parenting strategies in a popular Parenting Girls course that’s now available online.

(by Michael Grose at https://www.parentingideas.com.au/2017/11/21-girl-friendly-parenting-tips-and-strategies/



Our mantra:

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



Vicki Lavorato


From the Assistant Principal

Important Dates


  • Monday 11/12 Y7-11 Awards Ceremony and end of year Mass. Last day for students
  • Wednesday 13/12: Y7-10 PTS Interviews



Top 10 Tips for parents to manage and communicate expectations about schoolwork and results



Parents often have high expectations of their children in relation to how much homework they will do, and what results they will achieve in their studies.  Research shows that whilst parental expectations can play a significant part in children achieving high results, they can also contribute to high levels of student stress.

Some things to think about in relation to parental expectations include:

  1.   Help your children to set goals: Keep talking to your children about what they want to achieve, in individual subjects, at school overall and in other aspects of their life.  Make the goals SMART (Specific, Measurable, Attainable, Realistic and Timely). The end of year report and parent teacher interview is a great opportunity to reflect and plan for next year… ask the questions/ discuss with teachers…
  • Where are you now? (report)
  • Where do you want to go? (set some SMART goals)
  • How are you going to get there? (strategies discussed with the teacher)
  1.    Be involved in your children’s learning: Throughout the term talk to your children about what they are studying.  Help them plan their study and homework on a calendar. Talk about the goals they have set and how their strategies are working.
  2.    Make sure you really communicate what you expect: Many students feel like they are not meeting their parents’ expectations. Remember to praise them for the effort they make rather than only the results they achieve, this way they are motivated to keep on trying, even when learning is difficult. Praise and reward them for achieving the goals they set for themselves along the way, not just the assessment mark they may get.
  3.    Remember nobody is perfect: Even the brightest, most highly motivated child will struggle at times.  They may struggle to understand a particular topic or concept, or they may struggle with motivation, particularly for a subject they don’t particularly enjoy.
  4.    Provide practical homework and exam support: Provide practical help them to your children to enable them to access past papers or practise questions and work with them by things like proofreading and reviewing drafts, checking work and listening to speeches.  Remember though, it is not your work, so don’t make changes, rather make suggestions and provide guidance.
  5.    Spend time together doing something fun: Make sure your relationship with your child is about more than homework and study.  Allocate some time to do fun things together.  This is the time in which your child is most likely to open up to you about the things that they are struggling with and you can work out how best to help them.  Ideas include going for a walk or run together, registering for a team sport, having a dinner date or going to a gallery or museum.
  6.    Support your child to do their best: You can do this by providing healthy, nutrient rich food; opportunities for exercise, rest and relaxation and an environment which is supportive of and conducive to study.  Spending time together, having fun and showing your interest all help support student achievement.
  7.  Keep alert for the physical and mental signs of stress: Familiarise yourself with how your child responds to stress.  Do they withdraw?  Act out?  Work harder or stop working?  When you notice that your child is stressed provide them opportunities to discuss what is worrying them and work with them to identify how you can help them.  There are many great free apps students can download to help deal with the stress and anxiety that sometimes comes with exams and assessment.


Jacinta Russo

Assistant Principal

Careers News


Good Universities eGuides

Below is a series of eGuides based on the print edition of The Good Universities Guide 2018. Designed to demystify the process of choosing the right university, you can download as many or as few as you like and compare fields of study, states and institutions, national ratings, and access all the information and guidance from the print guide — anywhere, anytime. 



UNSW Info Day

16 December. 9.00am to 4.00pm

UNSW Kensington Campus

With new UAC round dates for 2018 entry, get all your questions answered in time for the December Round. Attend some lectures, chat to academics and current students in the Advisory Centre or take a campus tour



STEM Girls at Sydney

10 and 11 January 2018. 10.00am to 4.00pm

Camperdown/Darlington Campus, the University of Sydney

Are you interested in science, technology, engineering and mathematics (STEM)? Do you want to pursue a career creating positive solutions to some of the world’s biggest challenges? STEM Girls at Sydney is a two-day workshop for female high school students who will be in Year 9 to 11 in 2018, hosted by the Faculty of Engineering and Information Technologies at the University of Sydney. In this workshop, you will participate in a wide range of experiences such as talks, tours, demonstrations, and hands-on activities. You will also have the opportunity to meet with leading female academics and industry representatives in the STEM field.



CAASTRO Galaxy Convention – Women  in Years 10 , 11 and 12 interested in STEM and Entrepreneurship

3 to 5 December

Apply by 31 October

The University of Sydney The CAASTRO Galaxy Convention (#GalCon) is a 2-day event focused on female innovation and entrepreneurship in the STEM space. Delegates include school students, school teachers, university students, researchers and STEM business leaders .




Trail a Trade training for new Cookery, Patisserie or Hospitality Students 

12 December 2017 or 16 January 2018. 10.00am to 12.00 noon

William Angliss Institute Sydney are hosting free 2 hour sessions. For anyone interested in commercial cookery, patisserie, events & hospitality or Barista coffee training. This hands on training is fun and informative Please book your spot by clicking on the following link 


The Hotel School Scholarship Info Day

22 November . 11.30am to 4.30pm

The Hotel School recognises talent and invests in the development of high-potential students interested in a business degree in Hotel Management. Through its marquee scholarships program, The Hotel School annually
selects a number of recipients who demonstrate potential to become future leaders in the industry.

RSVP now :



My Skills

Provides a national directory of vocational education and training (VET) organisations and courses. It enables you to search for, and compare, VET courses and training providers. You can also explore courses by industry and skills in demand.



National Skills Week Videos

 Shining the spotlight on Australia’s Vocational Education.



New Initiative to Promote VET Career Pathways in NSW Schools 

Deputy Premier and Minister for Skills John Barilaro has announced a new partnership with seven leading industry trade bodies to promote VET career pathways and strengthen industry engagement in schools. Read the media release. Story web link: 


2017 NSW Training Awards Winners Announced 

Individual, organisation and industry excellence was recognised and celebrated at our peak VET awards held in Sydney last Thursday night. See all the award winners across the 17 categories, including School Based Apprentice/Trainee of the Year and VET in Schools Student of the Year. 




JMC Academy Enrolling for February 2018

Creative thinkers can now secure their place to study with Australia’s leading creative industries institution before they even receive their HSC Results and ATAR. JMC Academy’s early application program allows passionate prospective students to attend an interview and receive an offer to study on the basis of their school reports. To apply or for more information, visit 



Event Management Introductory Course 

If you are interested in event management as a career but are unsure what it involves and whether this is the right career choice for you, complete this introductory online course. The Meetings Essentials course which will give you a good foundation to learn about the events industry and what it takes to be an Event Manager. For details 




Year 12 Open Day with Free Air Experience Flights at Sydney Flight College 

19 November

Bankstown Airport

Becoming a commercial pilot is easier than you think, and at Sydney Flight College our Passion for Flying can get your students in the air. We are proud to offer free air experience flights to the first ten Y12 students to register for our open day. To register for a free flight visit or call us on 9709 8488:


National Summer Art Scholarship

13 – 20 January 2018

Closes 6 November

If you are in Year 11 and interested in art, you can spend a week this summer at the National Gallery of Australia, Canberra. Become one of sixteen students selected from around the nation—two from each state and territory—to participate in the National Summer Art Scholarship in 2018. Learn all about these careers: Artist, conservator, curator, designer, educator, multimedia, public relations, publishing.



Enter the NSW/ACT Young Achiever Awards

Closes 8 December

The purpose of the NSW/ACT Young Achiever Awards is to acknowledge, encourage and most importantly promote the positive achievements of all young people.


Wollongong Youth Services – Looking for Something to Do?

A huge range of fun and useful activities. There is something for everyone here:



How to Apply for a Job At Woolworths

We have developed the following ‘how to’ guides to support external job seekers through our application process.  All current Woolworths employees are asked to apply for positions through the WOW Careers internal website only. Don’t forget to visit our questions and answers page should you have any further queries about working with us.



Career Pathways with Coles

With over 2,200 locations around Australia and a team of 100,000 personalities working together, there’s no limit to the experiences you can have in a career at Coles. A world class graduate program, structured in-store training, specialist academies and experiences you won’t find anywhere else… Coles can be the difference to your career!



Find a Job with Work For Teens

Are you a Teenager or young Adult between the age of 15 and 23? Workforteens.com.au aims to create a common platform where teenagers and young adults alike can search the website for hundreds and thousands of jobs which cater for both inexperienced as well as experienced teenagers and provides them with a suitable form of income and work experience.  As a job seeker you are able to choose from different types of jobs such as full time, part time, internships and volunteering experiences to name a few, as well as choose between a variety of different industries such as retail, food & restaurant, sales & marketing and healthcare to name a few.



Want to be a Counsellor?

Counsellors assist people to identify and define their emotional issues and better understand themselves by explaining options, setting goals, providing therapy and helping them to take action.



Find out about a life as an Actor?

Great video. Actors portray roles in both live and recorded or filmed productions. The job not only requires talent and passion; actors need a great deal of patience and commitment, as most productions require long rehearsal schedules and many hours of memorising lines outside the rehearsal periods. Peter Rowsthorn takes us through how he began his acting career and what a typical work day entails



Want to See What a Surgeon Does?

Surgeons perform surgery to correct deformities, repair injuries, prevent and treat diseases, and improve human functioning and appearance. Medical Registrars training as Surgeons are included in this unit group. Most occupations in this field typically require a bachelor degree or higher qualification, two years hospital-based training, and at least five years specialist study and training.



Why it’s okay to change your career path.

As the closing date for university applications draws closer, many students start to panic about choosing their preferences — but it’s not a once-and-for-all decision. It’s not unusual to have a change of heart, even as you move into the workforce. After all, it’s hard to know where your specific interests and strengths lie until you get started.



Five questions to expect in your next job interview

Job interviews are one of the more nerve-wracking experiences going around, particularly for university graduates. Polishing your resume, drafting cover letters and building a portfolio can be taxing, and that’s before you even get to the interview stage.



Overseas Volunteer Experiences in Cambodia For High School Students 

Join likeminded students from Australia & the world this summer to get involved in meaningful, worthwhile and truly rewarding volunteer work in Cambodia. Work with children in the local communities of Phnom Penh to improve literacy, help with some renovation work on community centres, and enjoy a weekend visit to Siem Reap. For more information, call 1300132831 or visit:



6 Good Reasons Why Engineers Rule



We Are What We Eat. True for Bacteria Too 

Microbiologists from the University of Technology Sydney (UTS) have published an article for early high school students on bacteria in the journal Frontiers for Young Minds. This will explain the link between food processing and cell division in bacteria. 



How to Transition to Tertiary Education

Helpful Hints for People with Autism Spectrum Disorder. The information here was developed as two booklets. These booklets discusses many changes to expect, but cannot predict all possible changes you may experience. Each university or TAFE is different; each campus is different; the staff are different; the students are different; and the way you experience it may be different as well. Nevertheless, a good logical approach to planning will help you cope with the transition.






Elizabeth Vrahnos

Vocational Learning Coordinator

GOLD Duke of Edinburgh Award

Over 4 days recently, five intrepid Bethany students completed their 4 day qualifying expedition into the rugged Budawang Ranges of Morton National Park. The girls planned, executed and led the expedition and now fittingly join an elite group of only 12 students in the College who have achieved a Duke Gold. The group included Gabrielle LYNCH, Maria NICHOLAS, Alice KENT, Lilie JOSEPH and Sophie MANNING. The girls showed tremendous resilience, leadership, physical and mental strength to carry their 15 kilo backpacks over 46 kilometres all whilst navigating and reassessing problems and routes in order to complete their journey. All on the days after completing their HSC, it is an excellent example of what Bethany girls can do. Many thanks to Mr Lynch, Mr Nicholas and Mr Roberts for their generous support with transport and Ms Andrews for her participation in also completing both gold expeditions. Congratulations to all of you for what you have achieved as I know you already have a bronze and silver award in Duke.



Gregg Conroy                                                                                                Russell Roberts

Leader of Learning                                                                                       Duke of Edinburgh Award Coordinator

Year 11 Hospitality Students put their Skills to the Test

Year 11 Hospitality students attended their second work placement from 6th November to the 10th of November. The students attended a range of venues from small scale restaurants to larger venues such as St George Motor Boat Club.

The students experienced working in a busy commercial kitchen especially on Melbourne Cup Day with most venues fully booked. This gave the students first-hand experience working to industry timeframes which tested the skills they learnt in the classroom.

The feedback from the employers was overwhelmingly positive with comments focusing on the student’s professional attitude and manner.

Congratulations girls on now completing the 70 hours of mandatory work placement hours.


Louise Benson

Hospitality teacher

Archbishop Anthony Fisher’s Leadership Forum 2017

On 7 November, four of Bethany College’s 2018 School Captains (Ashlee Pasfield, Elsey-Anne Dadson, Stephanie Lupo and Ruth Cassidy) were invited to attend a leadership forum at St Mary’s Cathedral College. Archbishop Anthony Fisher, as well as many representatives from Sydney Catholic Schools facilitated a leadership conference for leaders of Catholic Schools across the Sydney region. This experience included a wealth of opportunity to network with other Catholic College leaders, as well as engage in meaningful conversations with leaders of Catholic Schools.

As part of the day, we were able to listen to His Grace talk about the importance of communication and open conversation between the young people and the Church, as well as between each other. He relayed to us the Christmas story in a new light, highlighting the conversations that took place between God and the people on Earth. His Grace then encouraged us to have our own conversations. We were also encouraged to answer questions about how as leaders we could encourage faith in practice at our schools, as well as the example set by Mary, the Mother of Jesus. This day had an explicit focus on linking our journey as leaders to the journeys of prominent Biblical figures of the past.

Archbishop Anthony Fisher blessed students with an insightful address, as well as the chance to engage in a Q and A session, where many College captains were able to ask faith focused questions. Furthermore, we had the ability to ask the Archbishop about contemporary issues affecting the Church. Some of us addressed the need to find modern ways to apply our faith today while others inquired into recent events and the Church’s response to them. His Grace’s answers were sincere and insightful and each of us had something to take away from the day, be it new skills or more information about the Catholic Church today.

This  conference was the first of many wonderful experiences we will undertake as College leaders. We were provided with many insights on how to be admirable and successful leaders of a Catholic community. By encouraging a close relationship between young people and the Church, the leaders of this conference have shared ways to ensure the growth of all students at our respective schools. We would like to thank Miss Taouk for taking time out of her busy schedule to accompany us at this event. Further to this, we would like to thank Mrs Kennaugh, Miss Wood and Mrs Golding for making the necessary arrangements for us to attend.


By Ashlee Pasfield, Elsey-Anne Dadson, Stephanie Lupo and Ruth Cassidy




7 English S Slams Their Way Through Their Poetry Unit

In the fun filled and exciting 7 English-S class with Miss Taouk, on Friday , 3 November 2017, Year 7 produced a self-organised poetry slam. We wrote a personalised poem each, on a topic of choice and shared this infront of our class, using expression to share the theme or message that we aimed to portray. It was an exceptionally fun task to be a part of, as Miss Taouk allowed us the opportunity to be self-directed, each having our own role to ensure the event was a success.

In order to make this event happen, we needed to work together. This included many unique and intricate jobs such as the design and distribution of invitations and tickets, security guards at the door, the guest list creators, a team in charge of table arrangements and seating,  a decorations team, a team in charge of prizes, a team to create the judge’s criteria, an advertising team and many more.

Some of the major jobs included our hosts (Julia Haydar and Darah Elsawi), the judging panel (Isabella Diaz, Vayiana Agoris, Vika Pohahau, Violet Gruppelaar, Sophie Halliday and Jelena Puda), and the coordinators of the event (Tahlia Genlik and Tyana Petrevski).

It was a wonderful opportunity as we were able to experience what it is like to attend an actual poetry slam. Miss Taouk taught us to click for applause, rather than clapping and even provided us with a proper microphone to make the event as authentic as possible. Students dressed up to portray their roles, and every member of the class had the chance to share a poem, which we all worked hard to edit and perfect before the event.

We would like to give a special thanks to our guest VIP visitors from the day including Ms Field, Ms Moroney, Ms Nabaki and Ms Straker. We hope that you enjoyed our Poetry Slam as much as we enjoyed putting it together.

The results from the day were as follows:

1st Place- Tyana Petrevski- “Uncompleted”

2nd Place- Darah Elwasi- “Nations Flag” AND Lily Clarke- “Truly Lost”

3rd Place- Tahlia Genlik- “New York State Of Mind”, Julia Haydar- “Beach” AND Katya Alexander- “My Name”

We would like to congratulate these girls on their outstanding poetic achievements. We would also like to commend all participants in this class ,who worked tirelessly to ensure a successful event.

Finally, 7ENS would like to give a massive thank you to Miss Taouk for being a great teacher this year and allowing us to have such exciting and real opportunities in the classroom. She has also provided us with a souvenir booklet including each class member’s poem, so that we may always remember and reflect on our hard work from Year 7.  Overall, we really enjoyed our first poetry unit in Year 7 and it will definitely be one to remember.


By Tahlia Genlik and Tyana Petrevski


Vicki Lavorato’s Farewell Mass

2017 Sydney Catholic Schools HSC Dance Showcase Recital

Congratulations to Kayla Jomaa who has been selected to showcase her HSC Dance Core Performance and Core Composition at the 2017 Sydney Catholic Schools HSC Recital on 20 November. This event recognises and celebrates the outstanding achievement of Performing Arts students across Sydney Catholic Schools. Thank you to composition dancer Roselyn Pasia of Year 11 who dedicated her time to Kayla’s composition throughout the year. 

Core Performance “Let it Go”

Choreographed by – Mrs Bennie

Dancer – Kayla Jomaa









The core performance dance is prepared as an outgrowth of classwork under the guidance of the teacher. The dance is considered a coherent organisation of technical body skills, phrases and sequences that contribute to executing movement safety and correctly. This dance is interpreted as letting go of the past in order to endure future experiences. 

 Core Composition “Train Tracks” 

Choreographed by – Kayla Jomaa

Dancer – Roselyn Pasia – Year 11









The concept intent is “if these train tracks could talk” communicating the different storylines that happen on train tracks. The stimulus is ideational and the formal structure is narrative consisting of three sections A, B and C.


Danielle Bennie

Teacher In Charge Dance

Hairspray Jnr

In February of 2017, the bar was set high as our cast of Bethany girls and Kogarah Marist boys embarked on a journey to create a relentlessly upbeat performance full of energy, colour and a lot of hairspray! Rehearsals were held during sport and afterschool where harmonies were skilfully designed by Mrs Moroney, scenes diligently assembled by Mr Bernardo and dances artistically choreographed by Mrs Kekatos. Along the way, we as a cast recognised and appreciated eachother’s talents whilst encouraging one another to strive for their very best each rehearsal. Our Hairspray musical production certainly required time, focus and hard work which was indeed challenging yet nevertheless exciting.

Then it was show time! The Hurstville Entertainment Centre set the stage to showcase our vivacious performance during production week which saw the cast grow even closer. We came together before and after each show with an overwhelming amount of pride which was celebrated by singing our ritual song “Lean On Me”. For many it was their first musical, others their second, and some even their third – though no one can deny we all found our place on that stage and made enduring memories and so many more new friendships.

– Rochelle Stevenson, Performing Arts Prefect 2018

Mental Health Month

October was Mental Health Month, and in order to recognise this a number of activities were run at lunch time by four Year 12 students (Elsey-Anne Dadson, Yazmina Rouady, Christina Grace and Ashlee Pasfield) throughout the month. The activities included colouring-in, writing positive affirmations on paper leaves to be stuck on a ‘message tree’ and hung in the counsellor’s office, as well as writing personalised messages to each other. Additionally, students were able to socialise with others, listen to music and eat lollies (of course)!

These activities were run in order to promote wellbeing and spread positivity amongst all students. These activities turned out to be very successful as we received great amounts of support from the Year 12 cohort who came each week, from offering help to bringing in snacks to interacting with the other girls. In saying this, we cannot forget the students in other year groups who also participated in the activities and offered their support for Mental Health month, and for this we are truly grateful! Above all, Bethany girls were able to serve the cause well as everyone interacted positively with others, and ensured that at the end of each session, no girl left feeling disappointed.  


Written by Yazmina Rouady and Elsey-Anne Dadson (Year 11)



Mental Health Month – Year 9 Activities

The purpose of Mental Health Month is to join people in events that raise awareness and promote better mental health in the wider community. We wanted to get involved in Mental Health Month because we believe that raising awareness for this cause is very important as approximately 1 in 4 students suffer from a mental illness. We really enjoyed giving back to the Bethany community and running Mental Health Month activities this year.

Week 2 of this term saw a cupcake stall held to raise money for Headspace. Headspace is a National Youth Mental Health Foundation that provides young people between the ages of 12-25 years with early mental health services. They promote the wellbeing of young people and cover four main areas including mental health, physical health, work and study support, alcohol and other drug services. For Mental Health Month one of our chosen activities was to hold a Cupcake Stall, raising money for Headspace. We all brought in delicious treats such as cupcakes, cookies, chocolates, pastries and lollies. Through the Cupcake Stall we were able to spread awareness about Mental Health, hanging posters of statistics and support services available. A total amount of $540 was raised, which was all donated to Headspace to help them continue their work with young people. We all had fun making and baking for the stall. It was so much fun to see all the students and teachers contribute to the cause by buying delicious treats. Thank you to all the students who supported our stall either through baking and buying sweets!!

Week 3 followed with an origami session to embrace mindfulness. Mindfulness improves mental health as it relieves stress and has been scientifically found to be a key element of happiness. Beautiful origami designs such as cranes, swans, cats, stars, samurai helmets, and butterflies along with paper planes were created by the girls who participated. Towards the end of lunch time, a fun paper plane competition was held which brought out smiles and laughs (and congratulations to Dinethi who won!). We hope to see the same girls and some new faces during next year’s Mental Health Month.

Written by Zoe Ball, Zoe Collins, Dinethi Algama, Cecilia Strati, Katrina Simon, Sophie Cook, Kelly Tan, Lucy Cottier, Serena Pham and Chrystal Ruz (Year 9)


Life can become quite busy and looking after our mental well-being can sometimes become low priority. However, neglecting our well-being can impact on our overall functioning day to day so our well-being needs to be prioritised and nurtured so that we can perform at our best! It is important that student’s structure time in their schedule every day to attend to their self-care and well-being using various strategies including exercising, relaxation, meditation or engaging in enjoyable activities. The students involved in mental health month were able to ‘share their journey’ and encouraged their peers to take some time out during their busy school day to attend to their well-being through various activities and this proved to be a positive and productive experience for a lot of Bethany students. Parents please encourage your daughters to take some time out every day to look after their mental health as mental well-being is so important in living a happy and fulfilled life!


Katerina Stratilas

School Counsellor


On Tuesday 19/9/2017, Year 7 went on an excursion to Symbio Wildlife Park. When we arrived, we were treated by a beautiful peacock showing off its natural beauty! Year 7 split into two groups. One group was going to the presentation presented by the wildlife workers and the other half got to explore the park with friends. The park was full of interesting animals. Some animals we saw were : Monkeys, eagles, cheetahs, insects, koalas, pandas and many more! Each group had around an hour and a half to explore the park. We also got to see some animals up close and see animals playing, eating and sleeping. We then had lunch and some of us brought money to get a nice, yummy treat from the canteen. After lunch the groups swapped activities. At the presentation held by the workers, they told us very interesting and cool facts about some animals including snakes, birds and echidnas. For example, the rare albino echidna is a mammal which means it lays eggs. The students then got to pat the animals as they came around. The snake had a very weird but cool feeling. Year 7 had a very fun time seeing all the animals, patting them and feeding them and we all really hope we can return again. Thank you teachers for giving us the opportunity to experience the amazing Wildlife Park as without the teachers, Year 7 wouldn’t have had this experience! We made a lot of memories that we will cherish forever! And also thanks to the wildlife workers that let us experience the animals up close and personal!

Jasmine Hatzisavvas (PE 206) and Lily Clarke (PE 206) – Year 7 Science students


日本語のえんそく (Japanese Excursion)

きのう、わたしは 日本語 の クラスと でんしゃで 日本語 たんけん センター に いきました。日本語 を べんきょう しました。そして ゲーム を しました。たのしかった です。それから おにぎり を つくりました。おいしかった です。日本 の うち を 見ました。おもしろかった です。



Yesterday, I went to the Japanese Tanken Centre by train with my Japanese class. I studied Japanese and I played games. It was fun. Then I made onigiri. It was delicious. I looked at a Japanese house. It was interesting.

Thank you Mrs Colreavy

 – Year 9 Japanese Class

PDHPE Department News

Fitness Club

Fitness Club has started up again for term 4. Our 2018 year 12 student leaders and running sessions each wednesday morning focussing on circuits, sports and other physical activities.

There are approximately 20 students across year 7-11 participating this term.



Congratulations to the following students who represented the college at the CGSSSA Tennis Competition in Parramatta on Thursday 2nd November.

  • Tahlia Dimanoski
  • Georgia Najem
  • Nicole Consolacion
  • Lingge Bai
  • Alicia Nedanoski
  • Valentina Trilucio
  • Therese Maratas
  • Jasmin Li






SCC Cricket Gala day Monday 20th November
Women’s Rugby League World Cup Gala day    Wednesday 22nd November
AFL 9s Classic Gala day  Friday 24th November
Year 9 PASS Surfing Excursion  Tues-Wed, 28-29th November


Lauren Brennan

Sport Coordinator

Bethany Student competes in Worldskills Australia 2017 Regional Competition for Commercial Cookery

On 1 November 2017 Celia Finch from Year 11 Hospitality competed in the Worldskills Australia 2017 Regional Competition for Commercial Cookery. She was among 15 students from Sydney Catholic Schools Eastern Region who made it through to the second round of the competition.


The total time of the competition was 4 hours excluding breaks and familiarisation.

Celia had to master a menu that included three courses:

Entrée – this consisted of two types of bruschetta. One was onion and tomato and the other was with char grilled capsicum and baked pumpkin.  

Main course – was a baked chicken with various vegetables such as baked sweet potato, steamed carrots and steamed green beans.

Dessert– was a lemon polenta cake with a lemon syrup and Chantilly cream


On behalf of all at Bethany, we congratulate Celia on a fantastic achievement to reach the second round of competition and for doing a great job in showcasing her skills.

Louise Benson

Hospitality Teacher


These are Celia’s reflections on the competition:

“Walking into the kitchen on the day was a very exciting but nervous experience. I was trying to clear my mind so I could work to my full potential. From when I got the recipe cards to the day of the competition, I learnt a lot about the different methods of cooking and how to work in a fast paced industry whilst sharing the kitchen with other competitors. The recipes included many different cooking methods that I had never used before such as making duchess potatoes and using polenta in a cake. I had to practise these skills more than once to ensure i could perform my best. On the day I was pleased that I was able to plate up all my dishes on time with all the components. The judges commended me on my polenta cake and my workflow during the four hour session. This was a wonderful experience for me as it challenged my ability and I believe I could aim at applying as a contestant on Masterchef!”


Celia Finch – Year 11 Hospitality

Australian Catholic Youth Festival

The Australian Catholic Youth Festival will be held on 7 – 9 December in Sydney.  As a school, we will be taking all of Year 9 and 10 on Friday 8 December.  Permission notes for this have been sent home and payment for this excursion has been added to school fees.  The permission note had a Code of Conduct attached to it.  This is not normally a school requirement, however the organisers of the event have requested that all students attending provide this form.  Could you please return the signed document with the permission note as soon as possible to your daughter’s religion teacher.

Students will be given a backpack from Sydney Catholic Schools and all students will be required to use this. These will be distributed to students in the week leading up to the event.  As security checks will be conducted, Sydney Catholic Schools have requested that all students use the backpack provided.  

Please note that the time for arrival at school on the morning of 8 December is 7.40am.  We need to be at Homebush by 9.00am and we anticipate that we might get a bit of traffic at that time of the morning.  We are expecting to leave Homebush by 4.00pm and anticipate our return to school at approximately 5.00pm.  We appreciate that this is a long day for your daughters, but we know that this experience is going to be a very worthwhile one for all of them.

On Saturday 9 December, there will be a mass in the Domain that you are all invited to attend as part of the closing ceremony for the Festival.  This is a public event and you do not have to pay any money to attend it.  All masses in the Archdiocese will be cancelled on this night in order to allow all the priests to attend and concelebrate this mass.  Please note, that there will be no staff supervision at this mass should your daughters choose to attend.

Should you wish to know more about the Festival, please feel free to visit the official website http://youthfestival.catholic.org.au/.  Here you will find a full program for the three days of the Festival, together with all of the presenters and session times and it has a wealth of information.

Should you wish to discuss anything in relation to this Festival and our school’s involvement, please don’t hesitate to contact me at school.


Diane Kennaugh

Leader of Religious Education and Mission

NSW Health Vaccination Program