Volume 20 - 14 Dec 2017

Year 8 Science Powerhouse Museum Excursion

 

On Tuesday the 14th of November, Year 8 had the privilege of going on an excursion to the Powerhouse Museum in Pyrmont. The first exhibit that we looked at was Experimentations. We learnt experiments occur in everyday life from using a battery to the science behind a lightning strike. They had many interactive things to do like a plasma ball, peddling on a bike to make a fire engine siren work and sitting in an electric chair to find out how much energy was running in our body. The second exhibit we went to was the Reduce, Reuse, Recycle. This taught us the importance of saving the earth and it’s resources. It showed us ways to help the environment in the lounge room, kitchen and bathroom. This was very interactive as we got to use different appliances like we would in our own home and see how much energy we use. The third exhibit we saw was the Space. We were able to go inside a real life space shuttle and go inside a zero gravity chamber. We learnt the lifestyle of an Astronaut in space and different space shuttles and satellites that have been launched into space. We are able to go to other exhibits of our choice. The year favourite was the Wiggles exhibition. This had very interactive activities like making your own rose with Dorothy the Dinosaur, sending postcards to Wags the Dog and a dance party with the famous children’s band. We finally got to visit the Design and Technology exhibition. This was the Year 12 HSC students showcasing their amazing ideas for the future of design. All of the designs were completely out of the ordinary and amazed all of the students. Year 8 had an amazing time at the powerhouse Museum and learnt so many things about science in our daily lives in the past, present and future.

Abbey Djundja (Year 8 Science students)  

 

   

 

 

Year 9 Forensic Science Workshop

On Monday, 27  November, the Year 9 students attended an in-school activity organised by ‘Education Interactive’ called A Case of Conspiracy.

This workshop takes you on a journey through the processes that many forensic scientists undergo. It may inspire students to possibly pursue a career in forensic science. We found the experience both interesting and exciting and definitely recommend it to others.

Many of the girls that participated found these processes extremely surprising. For example, the fact that it could take years to solve a murder astounded everyone. The Forensic Science Workshop was run by a scientist named Taylor that showed us around the many workstations and assisted us in solving the murder scenario given.

Each station allowed us to discover new pieces of evidence, including, digital evidence, shoe impressions, fingerprints, glass examination, hair and fibres, toxicology, entomology, autopsy and finally DNA profiling.

The number of steps required to solve one crime shocked many of the participating students. We received a Lab Report that questioned us on each station and by answering these questions, it took us a step closer and closer to solving the murder. Overall, all the students’ eyes were opened to the amount of work and analysis forensic scientists undertake to solve cases. This was an experience that was worthwhile which educated us on the sometimes underestimated field of forensic science.

Isabella Staninovski, Charlotte Halliday and Rosie Balasas (Year 9 Science Student)

 

Year 10 Kaleidoscope Science Show

On Wednesday 29th of November, Year 10 participated in the ‘Great Big Science Show’ and ‘Chemistry Show’ by Kaleidoscope Science. The shows promised to be exciting and highly visual explorations of chemical reactions and products, and they certainly lived up to our expectations. Everyday objects such as balloons, water bottles and handballs were transformed into captivating chemistry experiments that kept us on the edge of our seats! The show certainly ended with a bang, as a giant balloon was inflated solely by liquid nitrogen!

This show was incredibly beneficial to our learning and understanding of how Science is present in our everyday lives. It challenged us to think critically and appreciate how the Laws of Physics and Chemistry can be seen all around us. 

We would like to thank our Science teachers for organising this experience! It was a fantastic experience which greatly benefitted our scientific knowledge, and we all look forward to similar incursions in the future.

 

Claudia Bonacci, Olivia Di Costanzo, Eve Fernando and Louisa Leone (10SC.1)

 

 

 

 

A MESSAGE FROM THE PRINCIPAL

THIRD WEEK OF ADVENT: JESUS IS ALREADY AMONGST US

This Sunday’s Gospel invites us to continue our reflection on the person and mission of John the Baptist. we depart from the Gospel of Mark and read a selection from the Gospel of John.

The Gospel for 17 December combines a brief passage from the prologue to John’s Gospel with a report about John the Baptist. As in Mark’s Gospel, the Gospel of John contains no birth narrative. Instead, John’s Gospel begins with a theological reflection that has come to be called the “prologue.” This prologue places the story of Jesus in its cosmological framework. It speaks of Jesus’ existence with God since the beginning of time. In John’s Gospel, Jesus is presented as the fulfilment of the Old Testament and the culmination of the Word, the light that is coming into the world’s darkness.

Following this prologue, John reports on the ministry of John the Baptist. We learn about the attention that John the Baptist received from the Jewish authorities. Messengers from the Jewish priests, the Levites and the Pharisees question John about his identity and the meaning of the baptisms that he is performing. John’s Gospel uses these questions to establish the relationship between Jesus and John the Baptist. John the Baptist is not the Messiah, nor is he Elijah or the Prophet. In John’s denials, we hear echoes of the kind of messianic expectations that were common in first-century Palestine.

The only affirmative response that John the Baptist gives is when he quotes the prophet Isaiah. Upon answering the next question, John announces that the saviour they seek is already among them, but as yet unrecognized. John’s response highlights for us an important Advent theme: Jesus has already come into the world as our saviour. During Advent, we pray that we will be able to recognize Jesus’ presence in our midst. Advent also reminds us that Jesus will come again to fulfil the promise of salvation. We pray that we will continue to be watchful as we anticipate that great day.

The third Sunday of Advent is also called Gaudete Sunday. Gaudete, a Latin word which means “rejoice,” is taken from the entrance antiphon for Sunday’s Mass. It is a reminder that Advent is a season of joy because our salvation is already at hand.

Dear God,

we thank you that you have given us the light of life, that we can now learn how to live,

and that through your great grace we may understand life in direct relationship with the Lord Jesus,

who was crucified and who rose from the dead. Grant that the power of Christ may be made visible in us.

Grant that his life may become our life, that we may leave behind all doubts and anxiety,

even though we are often surrounded by darkness and night.

Keep us in your Word.

Let your will hold sway over all the world, for your will must be done in heaven,

on earth, and down to the lowest depths.

Let your will be done on earth as in all the heavens.

Amen.

 

 

 

MY FOND FAREWELL TO BETHANY COLLEGE

I have enjoyed six happy years as the Principal of Bethany College and in my final newsletter, I wanted to ensure that I thanked a few groups of people.

Parents: I want to thank you for bringing your children to our school and trusting us with them every day. Most of you probably did not have a choice, but I hope that if you did, you would have done it the same way.  I especially want to thank you for raising such an amazing group of students that sit before us today.  Parents being involved in their own child’s life leads them to more opportunities for success; this group that stands in front of us has shown so many positive qualities and we know this all starts at home.

Staff:  This is about the collective effort of ALL of our teachers.  Everyone, from the librarian, teachers’ aides, maintenance men, support staff, and teachers in the school believe in always doing what is best for the students.  Their kindness and caring for students as whole people and not as numbers on exams is the reason that we have seen these students blossom into future leaders.  Thank you for always caring about our Bethany College girls.

Leadership Team:  Mrs Russo, Mrs Kennaugh, Mr Conroy, Mrs Brooker, Mr Skeen and Mrs James. This talented and loyal group of staff have had to work with me, put up with my demands and have kept an unrelenting focus on school improvement for every day that I have worked with them. I’m not always the easiest person to deal with, especially in tough times. But you have always managed to keep me grounded, rose to the challenges I set for you and helped me make Bethany the school of choice in our area. My particular thanks to you Mrs Russo for being such a delight to work with. So knowledgeable, energetic, calm, fun and sharp. She has made my job so much easier and freed me up to do the resourcing, big thinking and envisioning for this great school.

Sydney Catholic Schools staff and Local priests. I have the pleasure of working in the Eastern Region for 10 years, six as a Principal and thank Elizabeth O’Carrigan for her leadership of this region, support of my role as Principal and for the advocacy in our system.  I thank the local priests, especially Fr Janusz and Fr Brendan, who have been my spiritual inspiration. It isn’t easy to be a Christian. To stand up for Jesus’ beliefs and teachings. They are men who show us how to love one another as we would wish to be loved, without judgement or condemnation. The Church needs more men like you. Good luck to Fr Brendan who is moving off to be an army chaplain. We pray for your safety, especially when you will be on tour. They are lucky to have you.

Students:

You taught me that every single person in our school can be a leader.  You never outright said this to me, but you never had to.  You showed it in your actions every day.  The way you play sport, the way you celebrate achievements in assemblies and the displays that you had in your classroom to show all of the wonderful things that you did around the school not only inspired your peers, but it inspired staff, including me, as well.  Watching you on the playground look after our younger students and those with special needs and care for them was something that inspired me every day.  You never argued or complained, you just gladly did it.

You taught me to be willing to take risks.  I took a risk in coming back to Principalship at the time I started Doctoral studies. When the going got tough, I thought about the contribution my research could have on secondary school improvement and I kept going. I enacted my theories on you and it worked. As a school, we have improved on every measure. Many of you have taken risks too. Although the results you’ve achieved may not have been what you wanted, I was proud that you took chances. I was nervous about applying to be a Regional Director, such a huge job, I would probably be unsuccessful and then have to live with the rejection. But I reflected on what I teach you about growth mindset and being the change I wanted to see in the world. I kept that to the front of my mind and described the changes I wanted to see in the Region of Sydney I wanted to lead and spoke about that. The rest is history. You can do this too and I know you will.

You have taught me that a pat on the back is always better than a slap on the wrist.  Your kindness towards staff, parents, younger students, and your peers was always on display.   Thank you for being role models of kindness and caring and because of this, it has run rampant within our school.

You taught me to be yourself.  The way you dressed on our special school days and carried yourself was never about others, but always about how you felt. It inspired me to join in the fun and my appearances as the witch in Wizard of Oz and Cruella de Ville were such fun. Please destroy the photos when I’m gone. From seeing students wearing Disney and other costumes at school, dancing, singing and playing music at assemblies, you were always you.  A saying I have heard this year and sticks with me is “Be yourself, everyone else is taken.”  You have shown me this over and over again.

These lessons you have taught me: being a leader, be willing to take risks, be kind, and be yourself, are lessons that I will continue to do my best to apply in my own career.  For all of you, these lessons that I have learned from you have led you to your tremendous success in your years of schooling. If you continue to follow these actions, they will lead to continued success in your next years.

Wherever you future leads you, I will be watching and cheering for you.  I am looking forward to updates from your lives and seeing where your education leads.  Before you go though, I want to make sure I say thank you for all that you have taught me in my time as the principal.  If I can inspire others half as much as the Bethany Community have inspired me, I know I will have been successful.

Follow your passions, continue to be leaders, and best of luck in your future. As for me, as St Paul said to the Philippians:

“I thank my God whenever I think of you, and every time I pray for you all, I always pray with joy for your partnership in the gospel from the very first day up to the present”.

 

STAFF FAREWELLS

At the end of the year, we say goodbye to some of our teachers and support staff, as they move onto another phase of their lives and careers.

Firstly, we would like to farewell permanent members of staff:

  • Sue Malcolm (Library Assistant)
  • Louise Benson (TAS)
  • Michelle Cotten (PDHPE)
  • Katherine Maish (Leader of Pedagogy, HSIE)

Sue joined the staff of St Mary’s Star of the Sea High School Hurstville in 1990, So, she has been a member of the Bethany Community since its founding in 1993. In fact, she worked at St Joseph’s Kogarah since 1989.  Her 28 years of dedicated and outstanding service to our community will be sorely missed and we wish her well in the future. Louise joined the TAS staff of the College in 2005 and has been with us for 13 years. She has been instrumental in strengthening the curriculum deliver in TAS, particularly in the industry recognised Hospitality course. Michelle has been on parental leave for the last few years but many students would recall she was previously, our PDHPE Coordinator. Michelle is leaving in order to cater for her young family’s needs and we wish her well and will surely see her in a casual capacity in the future. Katherine will also leave the College at the end of this year and we thank them her for her contribution to curriculum development for Gifted students in the College.

We would also like to thank the following members of staff who have concluded their temporary, contractual periods at the College:

  • Bellissimo, Clarissa
  • Ibrahim, Elizabeth
  • Nabaki, Chantelle
  • Naticchia, Tanya

 

 

PARENT SATISFACTION SURVEY 2017

Thank you very much to everyone who completed the Parent Satisfaction Survey this term.  In total, 138 responses were received.  The greatest affirmations were that 88% of respondents identified that their daughter felt safe at the College and that 74% felt that they were very satisfied with the College.

Overall, the results are a strong affirmation of our values and programs and are invaluable in identifying areas for development. The Leadership team will analyse and discuss the detailed response data during our professional development days next week. We noted that 31% of respondents were unsure about the College’s strategies for dealing with the diverse needs of its students and 25% were unsure that the College has high academic standards.  Though each teaching program includes strategies for differentiation for gifted, core and learning support students, this is not being communicated strongly enough to our students.  We cannot take this for granted and it is important to have teachers articulate the differentiation they are implementing daily.   

In 2017, we identified that our Anti-Bullying strategies needed refinement in the timeliness and effectiveness of implementation.  We were disappointed to see the respondents’ advice around this with the results for the statement Bullying is dealt with in a timely and effective manner recorded at 54%, a dip from the 56% result in 2016. We will target this area again in 2018.

We are especially grateful for the improvement in perception of our academic standards with the response to The College has high academic standards at 67% an improvement on the 62% recorded in 2016. We have worked very hard at this and would like to have an improved result in 2018.  There was also a positive response to the statement around friendliness and approachability of the Leadership Team at 79% and the office staff at 91%. We clearly don’t get it right all the time but we will strive to have our personal interactions be positive and professional.

We will analyse the responses from this survey and identify what we can take from it about your perceptions of our work.   While there is a very pleasing commendation of the College, the greatest value is in data that helps us make Bethany even better.

 

Overall Results

Parent Satisfaction Survey 2017

% Agree

% Neutral

% Disagree

1. My child/ren are happy at the College.

79

15

6

2. My child/ren feel safe at Bethany College.

88

10

2

3. My child/ren are interested and engaged in their learning at the College.

78

16

6

4. The College provides a value for money education for my child/ren.

66

23

10

5. The College caters well for the diverse needs of its students.

60

31

9

6. The College has high academic standards. 

67

25

8

7. The College has appropriate facilities to support its educational programs.

73

25

2

8. The College facilities are clean and well-maintained.

80

16

4

9. The College grounds are clean and well-presented.

85

10

5

10. The peer environment at Bethany is positive.

65

29

6

11. Bullying is dealt with in a timely and effective manner at the College.

54

40

6

12. The College maintains high standards of student behaviour in and out of the classroom.

75

18

7

13. The uniform of the College is practical and presents well.

75

15

10

14. The College maintains high standards of presentation and uniform for students.

86

10

4

15. The teachers of the College are knowledgeable and competent in their roles.

50

42

8

16. The teachers at Bethany are caring and take a genuine interest in the well-being and education of my child/ren.

60

31

9

17. The College provides a good range of subject offerings.

68

23

9

18. The College offers a good range of co-curricular activities such as the instrumental music and sport programs.

77

18

5

19. The staff of the College present well and dress appropriately and professionally.

84

13

3

20. The administration staff are welcoming, friendly and approachable.

91

8

1

21. The members of the Leadership Team are welcoming, friendly and approachable.

79

20

1

22. I am very satisfied with the College.

74

20

6

 

Further steps taken in regard to addressing Parent Feedback

  • Air-Conditioning: The MacKillop and Penola Buildings are now fully air-conditioned. We thank the P & F for assisting with part of the budget for this. We will focus in raising funds to air-condition the Theatrette and Yallunga in the future.
  • Changes to Assessment: In 2017, our school’s priority was to reduce the number of summative assessments (tests) to one per semester, that is, two per annum, per subject. Some parents have commented that they would like to know why.

The NSW Education Standards Authority (NESA) has advised schools and the community (through media releases) about changes to the HSC to be implemented in HSC 2020 (from and including Year 9 (2017)).

 

WHAT EVIDENCE SUPPORTS THE DECISION TO REDUCE NUMBER OF SUMMATIVE TASKS?

  • OECD research shows that effective in-school assessments give students better feedback to improve their learning, particularly among struggling students.
  • Research from Hong Kong shows fewer and more targeted assessment tasks are more effective in giving feedback to teachers and students about their strengths and weaknesses. Hong Kong and Scotland have restructured their school-based assessment tasks to reflect this best practice
  • Limiting the number of assessments will allow more time for teaching and learning, and reduce excessive stress and pressure on students.
  • Geoff Masters of the Australian Council for Educational Research (ACER) encourages alternatives to exam-style assessments in schools to challenge students in different areas, and allow more opportunities to apply, rather than recite, knowledge.

In order to best prepare our students for their HSC, we will continue to adopt these strategies for Years 7 to 11 next year.

 

CURRENT STATE

FUTURE STATE

Assessment tasks focus on essays and written exams

Students receive a wide variety of assessment tasks, such as presentations and speeches, projects, in-class problem solving, starting with English, Mathematics, Science and History

Take-home essays and test questions tend to replicate HSC examination questions

School-based assessment tasks evaluate the knowledge and skills not assessed in the end-of-year written HSC exams

Students report excessive stress. From a student’s perspective, school assessments can be relentless, repetitive and stressful

Assessment tasks are capped to reduce relentless pressure and allow students more opportunities to demonstrate what they know

Too many assessments reduce the time students have to build a depth of understanding in a subject

 

A reduction in assessment tasks creates opportunities for

deeper learning by students

Small numbers of students engage in negative practices such as plagiarism and cheating in school-based assessments

The cap on assessment tasks to reduce excessive student stress, coupled with tougher school-based assessment guidelines, reduces opportunities for plagiarism and cheating

 

 

We need to prepare our girls for an HSC which will have re-designed assessment tasks.

  • The redesigned exam questions will be less predictable and test a student’s application of knowledge and skills.
  • There will be fewer options in subjects allowing more probing essay questions, testing students’ in-depth analysis and problem-solving skills.
  • Reducing the predictability of exam questions will discourage practices such as pre-prepared responses and ghost-writing by tutors, and provide a more reliable indication of students’ ability.
  • The Australian Council for Educational Research highlights the need for assessment practices including exams that test necessary workplace skills, including working collaboratively, using technology, communicating and solving problems.

 

 

 

COMMUNITY NEWS

We keep the following families in our prayers;

  • The Kondos family who have struggled through the fifth anniversary of the loss of their daughter, sister and our sister Nicola (who would have been in Year 12 this year). It was lovely to see the girls with their splashes of purple on Nicola’s anniversary (8 December).
  • Marilee Mai, and her family, as her daughter battles an aggressive form of brain cancer.

 

 

SCHOOL REPORTS:  SOME SUGGESTIONS FOR DISAPPOINTED FAMILIES

The end of the year has arrived and for teachers, kids and parents alike, that means one thing – report time. Teachers across Australia have been busy creating reports for nearly 4 million school students. Each report is filled out according to different guidelines and curricula, as well as differing degrees of flexibility.

But what about parents? What guidelines, if any, can help prepare you to respond in the right way when you receive your child’s report card – especially if your child isn’t doing as well as you might like? A recent University of Michigan study, published in the Journal of Family Psychology, offers some useful advice.

Researchers asked parents of nearly 500 US children how they would respond if their 11- to 13-year-old child brought home a report card with lower-than-expected grades or progress. They sorted those responses into two broad categories – “punitive” vs “proactive” – and then investigated whether the parents’ responses predicted better or worse school results five years later.

The study found that children whose parents said they would respond by lecturing, punishing or restricting their child’s social activities actually had lower levels of literacy and maths achievement by the end of high school. The main reason that “punitive parenting” strategies like those are unlikely to work is that they do not directly address the underlying problems that lead to the poor result. For example, the researchers argue, limiting social activities is only likely to improve school performance if going to too many social events is the reason underlying the poor performance. Perhaps just as importantly, parents who use punitive parenting practices may inadvertently deny their children the opportunity to learn the very skills and knowledge they require to improve their grades. Even worse, punitive strategies may increase children’s sense of frustration and aversion to school work.

On the positive side, the University of Michigan study and others have shown that children growing up in a cognitively stimulating home environment – characterised by things like access to books, musical instruments, and trips to the museum – are likely to show higher levels of achievement in reading and maths in high school. Other evidence also points to the value of creating a less punitive and more nurturing environment with warm, consistent and responsive parenting, though still with limits and boundaries for their children. Such an environment not only stands to enhance your child’s academic achievements, but many aspects of their biological, social, emotional and behavioural development too.

 Other research has shown the importance of giving and seeking specific feedback from an external source, such as a parent or teacher, on what good performance is, how their current performance relates to the ideal standard, and how they can act to close that gap. Teachers are a great source of information so that parents can understand the reasons behind their child’s poor performance, and not make faulty attributions about the underlying cause. So- it is vitally important that parents and their children should take the opportunity to attend the Parent/Teacher/Student interviews. It may be the last day of school but it is invaluable to get feedback.

And no matter how bad the report card might be, don’t fall into the easy trap of taking out your child’s poor performance on us. We, as teachers,  are not only there to help, but are an important ally in helping improve your child’s school performance. Engage in co-operative and constructive collaboration with us that is built on mutual respect and understanding.

It is important to note that there are plenty of other factors that can predict academic success: genes, parents’ level of education, the age of parents when a child is born, school infrastructure and teacher performance. Some of these factors can’t be changed, but many can. The challenge for parents is to tune in to those things that can be changed and act on them accordingly.

Three tips to remember at report time:

  1. When unexpected or poor results come in, research shows that reacting with frustration, anger, lecturing or punishment isn’t the best way to get better results.
  2. Consistent and responsive parenting will do more good than a punitive approach.
  3. Give and seek specific feedback on your daughter’s progress – especially the reasons behind any unexpected results.

 

 

Our mantra:

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

 

 

Vicki Lavorato

Principal

From the Accounts Department

Thank you to all the families who have settled their account for the year. We appreciate your continued support of the College.
 
For those families who have an outstanding balance, all payments are now overdue. Your prompt payment is appreciated. 
 
In planning for 2018, please be aware that Sydney Catholic Schools permits payment of school fees by installments – annually, per term, monthly, or fortnightly. The College also accepts weekly payments. 
 
If you wish to change your installment plan for 2018, please email your preference to accounts@bethanyhurstville.catholic.edu.au 
 
If you elect to pay annually you payment will be due mid February.
If you elect to pay by the term, your final payment will be due approximately mid August. 
If you elect to pay by the month, your final payment will be mid November. 
If you elect to pay by the fortnight or weekly, your final payment will be due early November. 

Christmas Hampers

A huge thank you to students from years 8-11 who put together Christmas hampers for disadvantaged families this festive season. The girls gave generously and Catholic Care were thrilled with the completed hampers when they collected these last week. 
 
A big thank you also to the Year 12 students who volunteered their time to finish packing them. 
 
 
 
 
 
 
 
 
 
Laura Golding 
Youth Ministry and Student Leadership Coordinator 

From the Assistant Principal

Important Dates: Term 1 2018

  • Wednesday, 31 January- Year 7 start school
  • Thursday, 1 February – All students resume school
  • Friday, 2 February, Opening School Mass
  • Friday, 9 February – New Parent Welcome 6-7.30pm
  • Monday, 12 February- Swimming Carnival
  • Wednesday, 14 February- Ash Wednesday
  • Thursday, 15 February- High Achievers Assembly
  • Tuesday, 6 March- Bethany Open Day
  • Friday, 9 March- Bethany Day

Wishing the College Community a very safe and peace filled Christmas. I am looking forward to seeing everyone in 2018

 

 

 

Jacinta Russo

Assistant Principal

Uniform Shop Trading Hours over Summer Break

Semester 2 Academic and Sports Awards

 Year 11 Outstanding Achievement in One Subject

Ancient History

Ashlee Pasfield

Business Services

Racquele Bechara

Business Studies

Alexia Ryan

Catholic Studies

Aylah West

Catholic Studies

Georgia Konstas

Community And Family Studies

Bianca Georgievska

Dance

Dominique Kulchar

Dance

Roselyn Mae Pasia

Drama

Sophie Smyth

Early Childhood Education and Care

Musu Leilua

English (Standard)

Isabelle Rizk

Geography

Annika Kerwick

Hospitality Operations

Adriana Dimanoski

Mathematics General 2

Isabella Paramythis

Modern History

Jessica Semsarian

Music 1

Ashley Mtetwa

Physics

Tanya Giannakos

Senior Science

Karina Amato

Sport, Lifestyle and Recreation

Kirsten Grskovic

Studies of Religion I

Bianca Setionago

Studies of Religion II

Lilly Tatam

Textiles and Design

Lillian Conte

Visual Design

Martina Rizzo

Year 11 Outstanding Achievement in Two Subjects

Biology

Personal Development, Health and Physical Education

Madison Amorim

Chemistry

Economics

Indigo Arman

Mathematics

Mathematics Extension 1

Louisa Leone

Year 11 Outstanding Achievement in Three Subjects

English Extension 1

Legal Studies

Visual Arts

Alyssa Mullen

English (Advanced)

Italian Continuers

Society and Culture

Jamie Howe

Year 11 Outstanding Effort

Chloe Allcorn

Madison Amorim

Indigo Arman

Nichola Carson

Bridget Cole

Lillian Conte

Audrie Hioe

Hei Ting Katie Koo

Alyssa Mullen

Isabelle Rizk

Yazmina Rouady

Alexia Ryan

Anna Maria Sanchez

Rochelle Stevenson

Ruby Thomas

 Year 10 Outstanding Achievement in One Subject

Religious Education

Justina Alabasinis

Commerce

Thalia Tsapilis

Dance

Anna Pemberton

Drama

Bridget Halliday

Food Technology

Elise Cook

Food Technology

Ellen Kalantzis

History

Ameline Foskett

Mathematics

Ashley Farah

Personal Development, Health and Physical Education

Julia Lo Russo

Physical Activity and Sports Science

Rhiannon Davies

Revolution of Thought (Big Ideas)

Carina Cunha

Textiles Technology

Sofia Aranega

Textiles Technology

Natalya Zappia

Year 10 Outstanding Achievement in Two Subjects

English

Georgia Morrison

Mathematics

 

Commerce

Alexandra Keedle-Ortiz

Personal Development, Health and Physical Education

 

Year 10 Outstanding Achievement in Three Subjects

Design and Technology                

Ashleigh Hollis  

Drama

Geography

Year 10 Outstanding Achievement in Five Subjects

Religious Education  

Geography

 

Personal Development, Health and Physical Education

 Louisa Leone

Science

 

Visual Arts

 

Year 10 Outstanding Achievement in Six Subjects

Religious Education  
English  
Geography Eve Fernando
Music  
Personal Development, Health and Physical Education  
Science  

Year 10 Outstanding Achievement in Seven Subjects

English  
Geography  
Italian  
Mathematics Olivia Di Costanzo
Personal Development, Health and Physical Education  
Science  
Visual Arts  

Year 10 Outstanding Effort

Claudia Bonacci

Lara Carlucci

Siena Dal Bianco

Olivia Di Costanzo

Julia Lo Russo

Bridie McIntyre

Analise McDonald

Maria Said

Valentina Triulcio

Year 9 Outstanding Achievement in One Subject

Religious Education

Monique Makisi

Commerce

Natasha Lutovski

Commerce

Rochelle Saadie

English

Isabella-Jade Awad

English

Sophie Gallagher

English

Hannah Hicks

English

Isabella Staninovski

Food Technology

Stephanie Liang

Food Technology

Aaliyah Jade Lasala

Geography

Jolly Grace

Geography

Georgia Marks

History

Natalie Lombardi

History

Alana Jonovski

History

Karli Agathopoulos

Italian

Giulia Battisti

Japanese

Catriona Farrelly

Mathematics

Lara Saad

Personal Development, Health and Physical Education

Katrina Simon

Physical Activity and Sports Science

Tara Kapila

Textiles Technology

Estelle Pacifique

Visual Arts

Isabelle Chandra

Year 9 Outstanding Achievement in Two Subjects

Dance

Alessia Colagiuri

Geography

 

Geography

Shae Acevski

Science

 

Year 9 Outstanding Achievement in Three Subjects

Religious Education Zoe Ball
Mathematics  
Science  
Information and Software Technology Chrystal Ruz
Mathematics  
Visual Arts  

Year 9 Outstanding Achievement in Five Subjects

Geography

Selina Colagiuri

Italian

Mathematics

Personal Development, Health and Physical Education

Physical Activity and Sports Science

Religious Education

Monique Cost-Chretien

Drama

Geography

Personal Development, Health and Physical Education

Science

Year 9 Outstanding Effort

Rosie Balasas

Zoe Ball

Catherine Calavrias

Selina Colagiuri

Kristen Georgiou

Lynden Jimenez

Alysha Kapila

Tara Kapila

Evelyn Karavokyros

Allana Mateo

Amanda McGilchrist

Laila Nicola

Kayla Siachoque

Bianca Smith

Isabella Staninovski

Year 8 Outstanding Achievement in One Subject

Religious Education

Sophia McDonnell

English

Priscilla Zanak

Geography

Alexia Haralambedis

Geography

Nektaria Rice

Geography

Georgia Bourtzos

Italian

Catia Di-Santo

Mathematics

Elizabeth Mabbutt

Mathematics

Stephanie Boskovski

Mathematics

Kelly Nguyen

Music

Samantha Staninovski

Personal Development, Health and Physical Education

Elly Vazouras

Science

Corina Choy

Technology (Mandatory) Innovation

Olivia McDonald

Visual Arts

Maddison Oldham

Year 8 Outstanding Achievement in Two Subjects

Religious Education Jade Lozanovski
Personal Development, Health and Physical Education  
English Claudia Ceballos
Italian  
English Taylor Di Fabio
History  
History Jennessa Fong
Technology (Mandatory) Sustainability  
History Mia Palmer
Music  
Personal Development, Health and Physical Education Luana Rendina
Science  

Year 8 Outstanding Achievement in Three Subjects

English  
Italian Claudia Ceballos
Religion  

Religious Education

Natasha Petrov

English

Visual Arts

History

Ayva Palmer

Science

Technology (Mandatory) Innovation

Year 8 Outstanding Achievement in Four Subjects

Religious Education  
Italian Laura Carrabs
Mathematics  
Technology (Mandatory) Sustainability  

Year 8 Outstanding Effort

Stephanie Boskovski

Abbey Bull

Corina Choy

Abbey Djundja

Jennessa Fong

Alexia Haralambedis

Dilara Kocak

Telina Kolyvas

Elizabeth Mabbutt

Katrina Martinez

Olivia McDonald

Tejal Meisuria

Kelly Nguyen

Ayva Palmer

Luana Rendina

Angelique Rodas

Natalie Ryan

Samantha Staninovski

Anastasija Vasilevska

Sienna Williams

Year 7 Outstanding Achievement in One Subject

Religious Education

Sarah Chapman

Religious Education

Yasmin Hijazi

Religious Education

Ma Jugueta

English

Rachel Tannous

English

Frances Nicolaou

Geography

Eloise Martelletti

History

Maddison Underhill

History

Alyssa Zagari

Mathematics

Catherine Nguyen

Mathematics

Tian Qi Qiang

Music

Kayla Dass

Music

Isabella Ventura

Personal Development, Health and Physical Education

Katrina Angelopoulos

Personal Development, Health and Physical Education

Julliana Ayn Pineda

Personal Development, Health and Physical Education

Christa Dracopoulos

Personal Development, Health and Physical Education

Zoe Zarantonello

Science

Erika Daubaras

Technology (Mandatory)

Alyssa Parrottino

Technology (Mandatory)

Gabriella Aloe

Visual Arts

Erini Stavroulakis

Year 7 Outstanding Achievement in Two Subjects

English

Luna Pandiella-McLeod

Science

Technology (Mandatory)

Isabella Diaz

Visual Arts

Year 7 Outstanding Achievement in Three Subjects

History

Kate Soussa

Mathematics

Science

Year 7 Outstanding Effort

Leesa Coleman

Isabella Diaz

Christa Dracopoulos

Sophia Economou

Lucy Flanagan

Talia Harafias

Ngikula Harris

Eleanor Humphreys

Angelina Ibrahim

Diya Lijo

Sorcha McIntyre

Luna Pandiella-McLeod

Alyssa Parrottino

Jelena Puda

Kate Soussa

Rachel Tannous

Eva Tresoglavic

Tara Winton

 

Special Awards 10-11

 

University of Western Sydney Most Outstanding Year 11 student Award  

 

Indigo Arman

 

Academy Access Award

 

Indigo Arman

 

Caltex all Rounder Award

 

Ashlee Pasfield

 

 

Bob Narramore Memorial Scholarship Award of $100 1st place in Modern History, Year 11

 

Jessica Semsarian

 

Long Tan Youth Leadership and Teamwork Award Year 10

Alexandra Keedle-Ortiz

 

University of Sydney Academic Excellence Award in Year 10

Eve Fernando

Reuben F Scarf Award for commitment to the academic and extracurricular life of the College in Year 10

 

Eve Fernando

 

Bayside Council Award for Student Excellence in Year 10

 

Olivia Di Costanzo

 

The Commonwealth Parliamentarians Distinguished Achievement Award

Louisa Leone

The Commonwealth Parliamentarian’s Merit Awards  

Zoe Belarra

Sofia Canestro

Siena Dal Bianco

Alana Jones

Georgia Morrison

Anna Pemberton

 

Special Awards 7-9

Barton Award for Critical and Creative Thinking in Year 8

Jennessa Fong

Bayside Council Award for Student Excellence 

Selina Colagiuri

The Maria Lambert Legacy Award

Chrystal Ruz

 

Fr Frank Bendeich Duke of Edinburgh Expedition Award for Bronze

Bianca Smith

 

Sport Awards 10-11

In Year 10  
7 sports Moya Denford
 7 sports Leah Fisher
7 sports India Mix
6 sports Hannah Jackson
6 sports Isabella Kopriva
In Year 11  
5 sports Mallory Hull
5 Sports Dana Sutherland

 

The Pierre de Coubertin award Madison Amorim
The Senior Sports Woman of the Year award India Mix

 

Sport Awards 7-9

From Year 7  
9 sports Lucy Flanagan
6 Sports Violet Gruppelaar
6 Sports Chloe Jackson
From Year 8  
7 Sports Keira Fisher
7 Sports Caitlin Hollis
5 Sports Liana Lan
5 Sports Luana Rendina
From Year 9  
7 Sports Courtlyn Bruce
5 Sports Victoria Coolentianos
5 Sports Mietta Di-Santo
7 Sports Montana Duggan
10 Sports Eva Kostopoulos
5 Sports

Alessia Lazazzara

 

The Excellence in Sport Award Grace Elliott
The Junior Sports Woman of the Year award

Lucy Flanagan