Monday 13 – Friday 17 September
HPE / Sport Week
Thursday 16 September
Final Day of Term 3 for students
Friday 17 September
Staff Spirituality Day
Tuesday 5 October
GAT – No VCE or VCAL classes
Since the beginning of Online Home Learning in 2020, in addition to their subject Google Classrooms, each student has also had access to a year level Google Classroom. I hope that students have shared this with their parents and guardians. If they haven’t yet, perhaps this might be the time to do so. What will parents and guardians see?
Students will regularly see posts from their Wellbeing and Growth Leaders, Learning Area Leaders, the Deputy Principals, teachers and non-teaching staff reminding them of upcoming events and activities. Some recent examples have included: Zumba class events, motivational iMovies made by students, online after school Maths Assist reminders, various year level activities, challenges and co-curricular opportunities, Maths Week, Book Week, Science Week and Humanities Week activities, Year 9 Literacy Masterclass information, Chapel sessions, Significant Men’s, Art and LRC competitions and many more.
These posts are in addition to our Student Wellbeing Hub, Daily Bulletin and other sites such as the Learning Resource Centre, Careers sites, and our social media platforms (Facebook, Instagram and Twitter). I mention all these sites because we want to ensure that our students and their families remain connected with school life.
Connections promote wellbeing, and wellbeing and connections promote effective learning, all of which are important for our students at this time. If your child needs additional support, I encourage you to speak with them about what is coming up on their year level Google Classroom and what she might enjoy.
I also thank parents and guardians for participating in our recent Student Progress Meetings and encourage you to continue to contact your child’s teachers if you have any further queries about their wellbeing or progress.
This week I shared with families information from the Victorian Government about vaccination opportunities now available for students aged 16 and above. If you missed this letter, it can be found via the following link.
Last Sunday marked Social Justice Sunday, and Wednesday 1 September is the World Day of Prayer for Care and Creation. In their Social Justice Statement for 2021–22, Cry of the Earth, Cry of the Poor, the Australian Catholic Bishops remind us that 'the signs of the times are clear – we know that we human beings need a change of heart, mind, and behaviour'. The Statement calls us to renew our efforts to care for creation, and respond to the needs of the disadvantaged and excluded.
At a time of great health concerns and social and political upheaval, I invite you to pray for our families, friends, communities and all those who we witness each day suffering because of war, dislocation, marginalisation, poverty and the many impacts of the pandemic.
Young people in our world – our students – are also concerned for their futures as we confront climate change and grapple with sustainability issues. As the adults in their lives, the Social Justice Statement also calls us to action through the recently launched Laudato Sí website, where Pope Francis invites us to build a better future through the Laudato Sí Action Platform.
Together with the Leadership Team, I hope to consider how the College may work in the future towards some of the goals set on the Platform.
Lord, when we listen with your ears we hear: the bush grown more silent, the birdsong less vibrant, the stream’s sluggish ripple. Have mercy and open our ears.
Lord, when we look with your eyes we see: the soil depleted, the sky smudged, the oceans rubbished and the great currents slowed. Have mercy and help us to see.
Lord, when we look with your eyes we see: the workers who struggle to get by, the women subjected to violence, the people who are excluded. Have mercy and help us to see.
Lord, when we listen with your ears we hear: the sound of hungry children, the distress of the mentally ill, the silent pain of homeless women and men. Have mercy and open our ears.
Send your Spirit upon us Lord to renew our sight, to restore our hearing, and to reclaim your reign of justice for all people and peace for creation.
Amen
With every blessing for the fortnight ahead.
Tina Apostolopoulos
Last week, our annual Day of Dialogue was held. With us all currently living within lockdown restrictions, our day had to be held via Zoom with over 100 students and staff from Jewish, Islamic and fellow Catholic schools.
Below are some reflections from students who participated in the day.
It was a day to talk about the similarities and differences between our faiths and find a deeper knowledge and understanding of how important dialogue is, especially when we had to hold this event online this year.
The day consisted of three discussion sessions, where all the students were put into breakout rooms in groups of ten. We introduced ourselves and were given different themes and topics to discuss. These sessions were a great way to get first-hand experience and hear different points of view about what each person's faith meant to them, as well as getting to know each person a little better.
This experience has given me the chance to see so many new perspectives from different people and I feel extremely lucky to be a part of this event. Furthermore, I feel so much more open to other faiths, cultures and religions.
This has been a huge highlight for me this year and will continue to be for the rest of my years as a Sion student.
Annabelle B, 10 White
When talking to people of other faiths you realise how similar we are; we are diverse yet so close and there were so many times throughout the day where we would say something we do and the Jewish and Islamic students do the same. We are so similar. I have seen the beauty in each religion and how amazing and how connected we all are, it truly is beautiful. I’m so glad I was given this opportunity and I have now taken away a brand-new view on religion and my faith; it has become more open, more loving and more in depth.
Niquita B, 10 Gold
The Day of Dialogue is one of the highlights for me so far at Our Lady of Sion College, where Jewish, Muslim and our fellow Catholic students from six other schools came together for a day of interfaith dialogue. I have met and made friendships with other students from different religions, different cultures and different backgrounds. The great thing about this day is that we were able to break down barriers the world has put between us in many ways. I would like to thank Mrs Apostolopoulos, Mr Mclnerney and Mrs Day for hosting and organising this day while our world is currently in the grip of a pandemic.
Sara D, 10 Red
The recent Student Progress Meetings yielded a great exchange of information. Families and students benefitted from discussing learning progress, whilst teachers received valuable information that will help them shape the learning tasks of individual students. Thank you to the teachers and families for engaging so positively in that experience.
Our Sion community continues to demonstrate its flexibility and responsiveness to conditions. Teachers are constantly reflecting on the progress of students and are making adjustments to meet student needs. Families may notice small changes in the nature and number of summative assessments tasks in SEQTA, with an increase in formative feedback opportunities. This is designed to create opportunities for frequent and timely feedback, and reflects the different demands of Online Home Learning.
Supporting this, and responding to parent feedback, the College is providing lots of opportunities to ensure that learning is maintained. Students are encouraged to attend the Literacy and English Masterclasses, which focus on core skills, as well as specific assessment. Maths Masterclasses and Maths Assist are also running online and students are encouraged to attend these sessions. Teachers group students and work in breakout rooms, often providing one on one assistance. Details around times and Google Meet codes are promoted in the daily student bulletin.
For our senior students and families, details around the timing and processes for the GAT, Essential Assessment and Consideration of Educational Disadvantage will be communicated in due course. Units 3 and 4 students will complete practice exams over the term break and feedback will be provided in preparation for the VCAA exams.
As we approach the end of Term 3, and all students look towards completing units of work, I encourage everyone to be innovative in study and revision. Handwrite flashcards and test yourself whilst walking around the block, brainstorm a response to a question with chalk on the footpath, use the voice memo function on your phone to record questions that you have while you are working and listen to them later to see if you can problem solve for yourself (and later you can remember them to pose to your teacher). Lots of variety makes learning fun.
In the course of every school day, staff support students as they navigate their way through a range of emotions including the hurt of rejections from friends, worry about academic performance, anger over a thoughtless comment, and concerns about identity and body image. The benefit of being at school is that students don’t necessarily sit with these emotions for a long time. They have peers to distract them, a wide range of learning activities to engage in, and adults to reach out to and who can help them work out strategies to cope and overcome many of the usual adolescent challenges.
Parents and guardians work in partnership with the school and external providers to support our girls and, for the most part, this works extremely well. However, with the extension of Online Home Learning, many students are preferring to wait to return to school before reengaging with a counsellor and long waitlists for external providers, parents and guardians are shouldering the weight of supporting their child’s emotional wellbeing, more than ever before.
In the recent Student and Parent/Guardian surveys, it was positive to hear that parents and guardians were taking a proactive approach to support the good mental health of their daughters by ensuring time away from screens, regular family time and plenty of exercise, but many also spoke about the deepening anxiety their daughters were displaying. Plenty of our parents and guardians also expressed a desire to be more informed about upskilling themselves with practical ways to coach and support their daughter through the current emotional rollercoaster many are feeling. Students were also concerned that adults, at times, did not acknowledge the stress and level of anxiety that their daughter was experiencing.
As we head into R U OK? Day next week on Thursday 9 September, the College will run a range of activities. This year, parents and guardians will be able to access a free webinar by Dr Justin Coulson that will help you improve practical skills that can be used to reduce anxiety in your daughter and help her build resilience and better coping strategies. We already have good numbers registered but I strongly encourage EVERY Sion parent/guardian to click on the link below and register. If you register and cannot watch the webinar on the night, you will still be sent a link that will allow you to watch a recording in the days following the event.
CLICK HERE TO REGISTER FOR THE 'ANXIETY IN YOUR CHILD' WEBINAR
I remind parents/guardians and students that the Pastoral team continues to monitor the mental health of students and often reaches out to offer support and guidance to families. Parents and guardians are welcome to email their daughter’s Wellbeing and Growth Leader to arrange a time to speak with a member of the team.
Our particular thoughts and prayers go to Keelia Y (8G), whose grandmother passed away recently.
We remember Keelia and her family in a special way at this sad time.
Eternal rest grant unto her, O Lord, and may your perpetual light shine upon her. May her soul and the souls of the faithful departed rest in peace, Amen.
I would like to thank and congratulate all Year 12 families who attended the Semester 2 Student Progress Meetings (SPM) last week. Thank you for the way you continue to support both your daughter(s) and the College throughout her educational journey and Year 12.
In the lead up to the completion of final assessments, units of competency and exams, I’d like to share the following resources with you that might help further guide and support you, as a family, and the students with these assessments.
Using Feedback:
Feedback should be constructive, and allow students to highlight both strengths and weaknesses of a given piece of work, which then:
Feedback should also support students to link specific assessment criteria and the needs of the task. By acting upon the recent feedback given at the SPMs, our hope is that our students will:
Over the coming weeks, actively seeking out feedback (in its many forms) will support the class of 2021 to continue to achieve their very best. I encourage all our students to be proactive, to have those conversations, to ask for the support or help that they need.
Stay safe, be proud and always push your boundaries each and every day.
Why does my child find it difficult focus on schoolwork right now?
It has something to do with stress and the brain – how does this impact our capacity to concentrate and complete tasks?
Our brain has an in-built response to dealing with danger. This is known as our stress response. This response existed long before the invention of school and homework. It’s triggered by anything we find moderately to severely stressful.
When it’s triggered, it creates changes in our body and brain that were designed to help us survive danger. This includes turning off your ‘smart brain’ (your frontal lobe).
Your frontal lobe plays an important role in thinking and communicating. This can be impaired when you are experiencing stress.
I invite all to read this article from KidsHelpLine, which summarises some fantastic strategies to help your child cope with stress in general and more specific strategies that can help them manage their school work, even when our children have ZERO motivation to do it!
The video and Instagram account are also great resources to explain how stress impacts the brain functioning!
The following tips on surviving and getting through each day were shared with our Year 11 students at the beginning of the week and I believe they are worthwhile sharing with our Sion community; they are certainly tips that anyone (no matter the age) can apply to their own lives:
Emotional regulation
Remind yourselves that how you are feeling is not you, it's 'lockdown brain'. This extended period of stress and uncertainty has left our brains depleted, especially our frontal and prefrontal brain functioning. This means we find making plans, focusing on tasks, motivating ourselves and managing our emotional responses to things a lot harder than normal.
Acknowledging your emotions with kindness
Emotions last for 90 seconds, however our attitude towards these emotions is often what makes them last longer. Label and validate your emotions when you feel them by talking to others (or journalling) about how you are feeling and remind yourselves that these emotions you are feeling are normal given our situation.
What are your little wins each day?
By focusing on the little wins, you are giving yourself an opportunity to release some dopamine (happy hormones) and feel happy. I make sure I start every day by making my bed, therefore I have started the day with accomplishing a task. Make sure you reward yourselves when you achieve a little win. After I make my bed, I get myself a coffee before work starts.
Focus on self-care but, more importantly, focus on self-COMPASSION
Yes, self-care is important but sometimes it is really hard! Be kind to yourself, do what you can and get through each day – that is an amazing achievement in itself.
Express gratitude
Research shows that by expressing gratitude we feel happier. By simply writing down something you are grateful for, or showing another how grateful you are for them – this is going to help make you feel a little better.
The last two weeks have seen the completion of a substantial assessment period in many subject areas. A number of classes have introduced new topics and it is vital that our students participate to the best of their abilities, by turning up to Google Meets and reaching out to staff when necessary. At our year level assembly, we covered the importance of maintaining contact with the classroom, and the courtesy of staying on the Meet until the opportunity arises for the girls to leave and proceed with any individual work they need to do.
During our Pastoral session this week, we launched two Homeroom activities.
The first is a Homeroom step challenge devised by Ciara and Tahlia, our Sport Representatives. Each Homeroom will use their phone, watch or step counter to record the number of steps undertaken during that day. We are hoping that students will meet up with friends in their zone and get some exercise. They will be able to map their progress as part of a virtual Great Ocean Walk for our level and we will have a winning Homeroom and student.
The second activity is a photography competition based around three broad themes: Bloom in Spring, Time and Reflections. Each student added their image to a class Google presentation and there will be a prize for the ‘masterpiece’ for each Homeroom. Thanks to Ms Amos for putting this great activity together. The collage below features some of the artworks that were created:
The Big Sisters had a virtual Meet with their Year 7 Sisters this week to catch up on ideas for keeping up in COVID times and to do their best to stay connected.
I trust you and your daughter are surviving at home and perhaps you can help her to get those steps up over the next few weeks.
In our Pastoral lesson this week and as a lead into Father’s Day on Sunday, the girls were given the opportunity to reflect on the significant men in their lives. I have included some of the reflections the girls wrote in recognition of some of the important men in their lives.
My dad is the most significant man in my life. Even though he looks scary and intimidating to most people, he has the kindest heart I know. He is literally a superhero when picking up cyclists whose bikes have broken. He knows how to easily get to people’s hearts whether it is baking brownies for the netball officials on Grand Final day, delivering wine to other parents to put a smile on their faces or bringing my sister and I doughnuts to eat during Online Home Learning. He makes the most out of every opportunity given to him which is something I strive to be like. He is not afraid of going out of his comfort zone to experience the world or impact the lives of people every day. He has set me up for success by teaching me from a young age that hard work gets you to where you want to be. That it is important to set goals and stick to them. He has easily made me into the chef I am today with all the yummy dinners he makes each night and giving me the opportunity to make mistakes and learn from them as I grow up. I love my dad so much and I am so proud of everything he has accomplished.
Pippa L, 9 Silver
Although I do not see my pop particularly often, I still consider him significant to me. This is mainly due to the fact that he is more similar to me in interests than the other men in my life and because he has a lot of wisdom. When he speaks, only valuable things come out. He is also a very interesting person who had a childhood similar to what I used to dream of, being surrounded by animals and the bush. When he tells his stories, he always leaves a deep impression on me that few other people seem to be able to do. He also shares a similar sense of humour.
Caitlin C, 9 White
The most significant man in my life is my dad. This is because he is super caring, generous, and is so hardworking. He does volunteer work with St Vinnies which is admirable, and he shows so much respect and compassion towards the people he works with for that. In our family, he is always there when you need him, and is always making everyone laugh.
Michelle Y, 9 Silver
The person I have chosen as my significant man is my dad. This is because he has looked after me and taken care of me since birth, and has done so much for me, like providing me with a roof over my head and a good education. He makes sacrifices for me that I hope one day I can repay him with hard work for my future and I hope that he will be proud of who I become. My dad is a hardworking man who loves his family and his family in law, he is kind and respects my mum, which sets an example of what I want when I have a family of my own.
Summer H, 9 White
I chose my dad as the most significant man in my life as he is kind, a good cook and always makes sure to spend time with our family. My dad, in his free time, loves to make up new recipes for our family to try and when he receives feedback from us, he will try and incorporate the feedback into his dishes so that the food will taste even better next time. Even on busy days, he will always make sure to spend time with my brother and I. My dad is not only a family member but also one of the closest friends I could ever have and I am so glad that he is in my life to watch over me as I grow.
Qi J Y, 9 White
Over the coming weeks, the Year 8s will be approaching periods of assessment and I would like to encourage parents and guardians to talk to their daughters during this busy time and to remind them to use their planner effectively, to record homework and assessment dates and to seek help from teachers when needed. These simple organisational practices will aid in supporting your child’s efficiency during this busy school time, especially with Online Home Learning.
We are continually having conversations with students about how we can learn from assessments. Tasks are assessed for students to learn where they have made mistakes and improve for future tasks. Each task is a small stepping stone.
We are seeing very low levels of resilience when it comes to receiving marks that may be disappointing. Unfortunately, they are often viewing this as a score alone, not what can be learnt from it. We once again encourage families at home to have these discussions about how and why learning takes place and, especially after a challenging 18 months, the importance of open communication.
Please refer to the email sent home to families from me to locate the ‘Tips and Tricks’ booklet for online and face-to-face learning.
Staying connected in a positive way with friends and family, as well as managing technology and screens is an ongoing challenge that we face with lockdowns and isolation. This was the topic of our most recent Pastoral session this week, guided by one of our school counsellors, Sofia. During this session the following topics were covered and we would encourage you to discuss these with your daughters, as even though this isn’t our first lockdown, each one is different and poses a unique set of challenges.
Friendships and connecting with others are so important to survive the isolation of lockdowns – but why does it sometimes feel so hard?
Some students may not have social media, which may make it hard to connect. Sometimes we get sick of being on our screens and devices, and can't be bothered even if it is to speak to friends. Sometimes you may be feeling down or sad or unmotivated, and chatting with friends may seem like too much effort. Everyone’s mental health and wellbeing is different and will affect the way that we connect with others. It's okay to take some time out for yourself, but make sure you aren't withdrawing too much from your friends.
Not everyone is going to want to connect in the same way.
We need to make sure that we are being respectful during this time and when we’re connecting online, we’re being appropriate. It's important to remember that some people may need some space at the moment. Be respectful if people aren’t always online and wanting to chat; they may be taking a break or doing something else. Unfortunately, sometimes the more we are online the more negative behaviours can come out – be conscious of being nasty or being rude.
There are lots of ways we can still connect and engage with friends online, sometimes you have to get creative! Encourage your daughters to refer to the Student Wellbeing Hub for some more suggestions. The Google Classroom code has recently been posted to the Year 7 Google Classroom by Sofia. If this is a topic of concern for you or your daughter, please encourage them to reach out to their Homeroom teacher or myself and we will do whatever we can to support them. Please don’t forget to take care of yourselves as well during these challenging times!
While the year has thrown up many challenges for everyone and especially for lovers of the performing arts, our students' passion and dedication continues online. Where there’s a will there's a way – our students have ‘the will’ and we are continuing to find ‘the way’.
Our Year 10 students are beginning the process of constructing their own performance for Malthouse’s The Suitcase Series project. Their performance will be a group-devised response to professional script Hello World. The script centres around the topic of climate change. Our Year 10 Art of Theatre class feels invested and excited about voicing strong messages through their work on this issue.
The Suitcase Series is an opportunity that all Art of Theatre students have been given. It is a great opportunity for us to perform and discuss issues such as climate change. I’m very much looking forward to The Suitcase Series because hopefully, our performance makes people look at themselves and what they can do to help stop climate change.
Sarah H, 10 Red
Here is an image from one of our Art of Theatre online classes:
Our Year 12 Drama class is preparing for the solo examinations in the first week of Term 4. They are engaging in online planning and workshopping activities to construct their performances. We wish them all the best in their process.
The solo process at home has been challenging but achievable. The most difficult aspect is finding free space in your house, and then the confidence to perform in front of your family! While we definitely miss all the small ideas and casual feedback from each other, being at home allows us to focus on our own solo without distractions.
Emma H, 11 Purple
The Year 11 Drama class has been working on the challenging task of online ensemble work this term. Here are a couple of student perspectives on the task:
During Semester 2 of VCE Drama, our class has been exploring the wonders of Australian theatre. While endeavouring to conduct many research tasks about this style of theatre, our class has begun collaborating in two separate groups for an ensemble piece. By following the playmaking techniques, my group has developed a concept that highlights some of the many flaws our country portrays. Despite COVID impacting our face-to-face learning, we have been extremely successful in developing, scripting, improvising and bringing to life a performance through small Google meets. My group's performance follows a small, rural town where a local footy oval is treasured by many members of the community. However, the mayor is eager to put in place a healthcare facility in order to save lives. Who will successfully gain the rights to the oval: the overly sexist footy coach or the secretive mayor? Guess you'll have to find out!
Lily M, 11 Purple
Our Year 11 Drama class is to present a devised ensemble performance of Life in the City. My classmates, Kasie and Emily, and I showcase the historical significance of a singular structure to diverse communities within Australia, as well as the measures people are willing to take as a means of preserving heritage. Our classmates, Chloe, Lily and Bec, showcase what the heart of the community can be in the eyes of various groups of Australians across many centuries, allowing us to understand the importance of their land. The use of Google Meet breakout rooms has enabled us to properly continue the development of our performances through playmaking techniques, allowing us to share and collaborate our ideas despite the difficulty of being homebound.
Bridget B, 11 White
Last week our Year 10–12 Drama students were invited to view the online performance of Rovers on Demand, a heartwarming theatrical journey. Using a Verbatim Theatre style, true stories were woven together to form a fast-paced and lyrical performance piece. Thank you to Mrs Bennett for organising this wonderful experience for our students.
Science Week @ Sion was celebrated 16–20 August. This year's national theme was Food: Different by Design. We had three competitions to enter:
The winner of the sustainable garden design was Severine C 9R, the GM foods poster winner was Sameera K 9G, and the scientist photo winner was Naomi Y 8G. A special thanks to Ananya DS 7P for entering all three competitions and attending our lunchtime Science cinema – Scinema! The Scinema showcased science films and documentaries.
A big thank you to Chelsea H 12G, Matilda C 12R and the STEM team for assisting in Science Week activities.
Five savvy Year 9s took on the challenge of participating in the ANSTO Science Week Hackathon. They collaborated using design-thinking to solve the problem of food waste in an urban environment.
Despite the limitations of collaborating online and creating and editing a video ‘pitch’, the girls worked tirelessly and developed an amazing solution to the problem of food waste. Even though the girls were not overall winners in their category, we are very proud of their amazing effort and hard work, a huge achievement in Online Home Learning. Hannah D 9R, Kiera D 9R, Hayley 9O, Claudia R 9W and Paula J 9W congratulations on your Hackathon efforts!
A special thanks to Mr Terry Tan and Mrs Stephanie Jones for their facilitation of the Hackathon.
The Year 12 Studio Arts class were so lucky to visit the Heide Museum of Modern Art on 3 August between Lockdowns 5 and 6 as part of the VCE Studio Arts course – our focus being the Arts Industry and how exhibitions are curated, prepared, preserved and promoted.
On the banks of the Yarra River, the Heide Museum of Modern Art as a destination is culturally significant as the birthplace of Modernist Art in Australia.
Sidney Nolan painted the Kelly series of artworks on the dining room table in the original cottage.
On the lands of the Wurundjeri people, the scar tree here is estimated to 500+ years old.
We were able to view three different-themed exhibitions from the five different gallery spaces at Heide.
These included Cry of the Land, an exhibition of fourteen artworks across five decades that focused on the need for conservation and protection of the Australian environment.
In Heide II House of Light, we were fortunate to have the curator talk to us about the recreation of the original interior from 1968 of this incredible gallery, to be lived in. The inclusion and installation of the original artworks in their original locations and the restored original furniture was a feat in itself.
In the original cottage the exhibition was House of Ideas – Modern Women, illuminating the contribution of often-overlooked creative women life from the 1940s, who shaped the development of art and literature in Australia.
To have another language is to possess a second soul.
Charlemagne
Our Languages Department is as busy as ever! Our Year 12 students have been preparing for their end-of-year oral exams while other Language students work to complete their assessment tasks online.
On Monday 6 September, Italian students from Years 10 and 11 and some Year 9 students will participate in the Dante Alighieri recitation competition online. They have been practising hard in preparation for the competition and we wish them all the very best!
Ultimately, it has been great to see our students continue to get involved and work hard, while adjusting to Online Home Learning. I would like to share some reflections, which have been prepared by students on the topic of one thing they value about their language learning:
I get to learn more about Chinese culture and the Chinese language overall. China is a very different country to Australia and also its culture, which makes it interesting for me to learn about. Charissa V, 7 Gold
I value the relationships I've made in Italian, and the opportunity to explore the culture and language of my family, which also allows me to communicate with others of the same culture. Ciara D V, 10 Purple
Learning a language is like entering another world. In Sion’s Languages program, students not only learn how to write and read in that language, but they also learn about the customs and lifestyles of the people who live in that country. Learning another language and being taught about life in another country has made me more open to learning and new ideas. Emily O, 8 Purple
There is lots of class participation, which makes the classroom environment feel really friendly and fun. Sienna L, 8 Purple
I believe learning a language will open many doors for me in the future. I get to learn about a new culture and traditions and it gives me the opportunity to communicate with others in our world. It also challenges the way I think and see things. Everyone in the world does things differently and by learning about that particular place I can improve my knowledge. Isabella P, 10 Silver
Learning French at Sion allows me to look closely at the French culture and French way of life when I go to class, rather than just learning how to speak the language. I've learned about how the French spend their summer vacations, how the French educational system works, and what it's like to live in France. I can now appreciate how different their way of life is from mine. Carla V, 8 White
Learning a language at Sion is such a rewarding experience that comes with many benefits, both inside and outside of the classroom. For me, learning Italian, I have found the cultural aspect has granted me the most knowledge. Being able to not only learn how Italians speak, but how they interact, and about their lifestyle and environment, has taught me to value and understand their traditions, rituals and culture. We learn how to write with correct grammar, how to structure sentences, as well as the importance of different tenses and pronouns, which assists us in many areas of our schooling, including our study of English. This experience allows us to appreciate language as a whole and encourages us to grow our knowledge and hopefully continue to learn more languages in the future. Isabela G, 10 White
Work hard, be kind and amazing things will happen. Conan O’Brien (American personality)
Students and families can find the fortnightly Careers newsletter at https://olsccareers.com/newsletter.
In this fortnight's newsletter there is information relating to:
Congratulations to Mrs Janine Jones and Year 12 Music student Caitlin W who, earlier this week, hosted the Great CVE Bake Off. This virtual event encouraged members of the CVE choir to make, bake and present a dish of their choosing. It was also an opportunity to welcome back former students Analeise B, Francesca Z and Jess P to act as special Bake Off judges.
Obviously the judging panel couldn’t taste the amazing creations, so visual presentation became very important. Congratulations to Ella C from 10 Red, who won after a very close judge's vote. Second place was awarded to Hayley B from 9 Orange and in third place was Elaina C from 11 Gold. Please enjoy the pictures of their amazing work below.
The ensembles at OLSC have certainly been busy in Term 3 with several ensembles in the process of recording parts for virtual performance videos. The Intermediate and Senior Strings, under the direction of Mrs Tinsley and Mr Woinarski have embarked on their recording project, The Bushranger’s Ballad. Two of Mr Parks’ bands are also recording – Jazz Club is recording Havana and Senior Band is busy recording Cascade Gardens. This process gives the girls the unique opportunity to record their individual parts, which will be gathered into a performance video that we will share.
The Music Department is looking forward to the Term 3 Music Soiree, which will be held again online on Tuesday 14 September at 5.00 pm. Any student who wishes to present an item to be included in the Soiree is encouraged to record their solo pieces and drop their videos into the Term 3 Soiree Google Classroom.
Lockdown has bought us back to online workouts. Students and staff have the option to join in our three sessions each week. It isn’t ideal that we cannot train and exercise within our teams and classes, however we can stay connected as a community, which is so important for physical and mental wellbeing.
Meet code: sionsport
Monday mornings: 7.40–8.15 am (student-led session)
Wednesday mornings: 7.40–8.15 am (alternating session – Zumba, Pilates and more)
Friday mornings: 7.40–8.15 am (staff-led session)
It feels like yesterday we were celebrating Sports Week in 2020; can you believe it’s that time of year already?! Keep an eye out for activities and themed workouts, challenges, Minute to Win It competitions and more!
The week will commence with Rowie Webster (Australian Water Polo Captain) leading an online workshop on Monday 13 September, 7.15–8.30 am.
Our Sport Reps and Leaders came together to create an iMovie to share with our community, to encourage students and staff to practise mindfulness, gratitude and empathy (Resilience Project) during these challenging times. We encourage all members of our community to watch the video to generate a discussion about your personal DIS Moment.
Olympic Change-Maker Award and Sports Stars of the Week
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The Australian Olympic Change-Maker program recognises students who are demonstrating the Olympic spirit – friendship, sportsmanship and striving for excellence – both on and off the playing field, through leadership and driving positive change in their school or local community. Jorja L (12 Blue) and Georgia W (12 Purple), who were nominated for their positive impact within our sporting program, both attended an online forum on Thursday 2 September with young adults from around Australia driving change in their respective communities. The girls have contributed heavily to our program and completed a number of tasks in the lead up to Sports Week. We are so fortunate to have so many leaders at our College; we encourage all students to strive to be the best person and athlete you can be.
Book Week was celebrated by encouraging students to be creative and document what their favourite books are. We received a lot of entries for our competition. Here are some pictures of what students at Sion are reading.
As we trundle towards the end of the Victorian Premiers' Reading Challenge, students are getting creative in sourcing books to read by:
We now have a total of 69 students who have completed the Challenge and a total of 3056 verified books. What an effort! Congratulations to the following students who have completed the Victorian Premiers' Reading Challenge since our last newsletter:
Each student has an opportunity to win Community Spirit points, if they enter five books into the competition, and then if they finish the competition. All details can be found on the VPRC Libguide.
If you are stuck for something to read, here are some of our Top Reads on the Wheelers ePlatform:
The Fault in Our Stars by John Green – very popular book by the author of Papertowns and Looking for Alaska
One of Us is Lying by Karen M McManus – this mystery book has kept our students engaged all year, along with the sequel One of Us is Next.
The Selection by Kiera Cass – a Cinderella-esque tale
The Hunger Games by Suzanne Collins – this Dystopian survival story is still very popular among our students
Harry Potter and the Order of the Phoenix by JK Rowling – the fifth book in the popular Harry Potter series.
On Wednesday September 1, Our Lady of Sion College hosted a Christian Leadership Day. The day was facilitated by Megan Bourke who guided the participating students on leadership and how to embed social justice action into their schools. We had participants from Siena College, Marcellin College, Sacred Heart Girls' College and Mazenod College. Below are two student reflections of the day.
The Christian Leadership Day was a really interesting and informative day, where students from various Catholic schools across Melbourne came together to learn about leadership in the area of social justice. The day allowed us to learn a lot about key skills that are important for us as social justice leaders and emphasised the importance of Catholic Social Teachings, which play a vital role in the qualities demonstrated by leaders here at Sion.
Throughout the day, we were given many opportunities to engage in dialogue and to share our ideas and opinions with one another. We gained insights into a number of different social justice issues prominent in our world today. The group discussed ways in which we could raise awareness of these issues within our school communities, to ensure that all people receive the dignity, respect and justice that they deserve.
We were also able to hear from two inspirational university students, who shared their experiences of leadership with us. They explained how they are using Christian values and skills that they have learnt, to help create positive change. A key point that I took away from their discussion, was about how a leader should be an inspiring role model for others; someone who genuinely listens and shows empathy, working towards the common good for all people. Overall, this was an amazing opportunity which I am so grateful to have been able to participate in!
Charlotte S, 11 Gold
Christian Leadership Day was a highly valuable experience where I was able to connect with like-minded student leaders from other schools with a strong concern for justice. The information presented on social justice issues and the discussions that followed on how to best approach and support these issues as a community, was interesting and inspiring for us to bring back to our school. My favourite part was listening to two young leaders talk about their experience during their time at school and after school, the advice they had about being a leader, and how to gain experience by becoming involved in the community. I am grateful for the opportunity which allowed us to stay connected and learn during this time.
Rebecca T, 11 White
One of the biggest drawbacks of Online Home Learning is the amount of time that students are spending at their desks or in their rooms and on their screens. When we’re at school they’re moving from classroom to classroom, wandering around during their breaks and walking as part of their commute to school. At the moment there is a lot more sitting and a lot less incidental exercise going on.
As we know, the less we do the less we feel like doing, so motivation for getting out and doing exercise can be hard to find at the moment. We know this is particularly challenging as everyone is struggling with motivation. However, keeping active has never been so important.
It is recommended that adolescents are active for at least 60 minutes per day. Without all the incidental exercise this can be much harder to achieve. We need to ensure that we’re incorporating this time into our daily routines and weekly planners. There will be students who happily go off for a walk once a day and then others who haven’t gone outside in days. It can be difficult to find a balance but below are some tips which may help:
We understand that it can be really difficult to get some children and teenagers out and active and hopefully some of the above tips might be helpful. If you’re really struggling and would like to speak to one of the Counsellors please don’t hesitate to get in touch via 03 9890 9097 or counselling@sion.catholic.edu.au.
