Dear members of the St Greg’s family,

Last weekend saw one of the biggest few days on the College calendar with Parent Teacher Interviews and our annual Boarder’s Family Weekend. There were record numbers attending the interviews and the conversations I had with parents had a few typical themes. Firstly, 'our child was known by their teachers.' It was very pleasing for me to hear that as I am a firm believer that you cannot teach a child before building a positive relationship with them. This is a focus and continues to have a good impact.

Secondly, the teachers were direct and constructive with their feedback. It is important for our partnership to continue to blossom, teachers have to be honest in their feedback, ensuring a ‘safe’ space is maintained, and from reports from parents, that was achieved.

Finally, just how smooth everything went. Over 5000 interviews were conducted from Kindergarten through to Year 12 and things ran to time!

The Boarder’s weekend was a celebration about all the great things about boarding. Football matches, morning tea, lunch, Mass, sibling dinner, movie and a parent function, allowed families to mix and enjoy the company of each other and the staff. It was a perfect day weatherwise, and the sport was played in good spirits. I want to particularly recognise and thank Mr Luke Morrissey and Miss Danielle Sherd for their incredible commitment and time to ensure the weekend was enjoyed by all.

Recent Parent Survey

Thank you to all the parents who completed these. 330 families completed the survey, allowing for a decent data set. I will send out a letter in the coming weeks, reporting specific data, but in summary, the community are very happy with the College and the direction it is taking. Parents were particularly positive in the areas of School Successes and Achievements, giving the College an average score of 4.3 out of 5, Strategic Foundations (school vision and structures) 4.26 out of 5 and Community Cohesiveness (the school and its communities) 2.29 out of 5. These are very pleasing results as it shows confidence and real partnership between staff and the wider community. 

The survey also gave some clear direction on what the future needs to look like and a process has begun, in collaboration with Marist Schools Australia, on developing a strategic plan for 2025-2027. More information to come in the coming months.

Dear Members of the St Gregory’s College family,  

I must say that I do love this time of the year, with the brisk morning and the absolutely glorious weather during the day!  There has been plenty happening across our College and in particular within our Senior School this past fortnight with our Year 7-10 exams, Family Weekend, Careers Expo, CSDA Debating, Bill Turner Cup, NSWCCC Trials, and so much more, let alone all the great things taking place in the classes.  

LEARNING is not about the Device

Learning is not limited to the classroom. One of the many benefits of the technology is opportunities for meaningful learning outside of the classroom. The device is a learning tool that is an integral part of learning in a St Greg’s Classroom.

We live in a world where information is “all around us”. Our students here at St Greg’s are growing up being constantly connected to the world around them. Sometimes, too connected – I know that this is a conversation in my household on a regular basis! Making sense of this information, time on devices and how we ensure that this connection is positive becomes an important responsibility of us as teachers and parents.

Preparing our students for the world in which they live places particular demands on us as teachers to adapt our curriculum and our teaching methods to facilitate the achievement of those skills. Since the implementation of devices in classes many years ago, it has provided us with opportunities for student choice and facilitates students taking responsibility for their own learning. In saying that, there is a time and place for this technology, balance is key and knowing what is the purpose of the lesson? There is an absolute need for explicit teaching and learning free from devices. This is where knowing your child/student is vital. Here at Greg’s, our teachers and our classrooms are constantly evolving to meet the changing needs of students here at Greg’s. To do this, our teachers are continually learning new things. They are professionally developing different teaching and learning methods to accommodate the changes in Information and Communications Technology (ICT). As a result, today’s classrooms are significantly different than they were five years ago.  We want our students here at St Greg’s to be able to collaborate, problem solve, think creatively, show flexibility and be able to communicate effectively with one another.

Adolescents, particularly, are drawn to outrageous, scandalous, and negative stories. The more they click on these stories, the more these stories will appear, and the cycle continues. The online world has created a generation of adolescents whose values and beliefs are confused and unsettled, and in some adolescents their view of the world can be quite negative and disconnected with a bigger impact on their mental health.

Technology does not teach students how to be respectful, caring, and passionate individuals that we expect to see at St Gregory’s College, that is the job of both the teachers and parents.  As a Marist School we want our students filled with the 5 characteristics of Marist Teaching in their learning. We want our students to be full of presence, simplicity, family spirit, love of work and to do this in the way of Mary.

While the challenges may seem daunting as a parent and as a teacher, I am confident of our ability to respond effectively regarding technology. The device is a tool that is aiding the learning of our students and enhancing their school experience. 

Celebrating Student Success 

Connor Rose – Year 10

The Cultural Choice program in partnership with the Sydney Roosters have provided our Deadly Artist Connor Rose with a wonderful opportunity as part of the NRL’s Indigenous round celebrations this past weekend to paint up a NRL players boots.

It was a great day to head in and see the players appreciate the works of all the talented artists. I can attest that when Naufahu saw his boots, he shouted out to the boys that he had the best pair.

If you are interested in adding to your collection of artwork these boots are now up for auction and will end in the next 2 days. With the current bid at $150 these boots are a steel, if you are interested please click on the link below or on the first picture.

https://ccai.org.au/.../naufahu-white-roosters-2024.../

Dear Parents and Carers,

This week I attended a Reading conference with leading Professors in the area of Reading and Literacy. There were certainly some very explicit messages. It was encouraging to see that at St Greg’s we are certainly adopting these evidence-based strategies in our classrooms.

A ‘structured literacy’ approach to teaching reading is best

Teaching children to read is a critical part of their early education, but it's not as simple as it might seem. Reading isn't a natural process like learning to speak; it requires explicit instruction and practice. Research has shown that a structured literacy approach is the most effective way to teach reading. This method focuses on the systematic teaching of phonics, phonemic awareness, vocabulary, fluency, and comprehension.

A structured literacy approach is designed to ensure that all children become proficient readers. This method involves explicit teaching of the relationships between letters and sounds, as well as how to blend these sounds to form words. For children in Kindergarten to Year 2, this means they will often bring home books that might seem too easy. However, these "decodable texts" are crucial for practice. They help students solidify their phonics skills and achieve reading automaticity, much like training wheels on a bicycle.

These books play an essential role. They allow children to apply what they've learned in class and build confidence. Once students master decoding and word recognition, they can then focus on understanding the text's meaning—the ultimate goal of reading.

What to expect in Years 3-6

As children progress to Year 3 and beyond, the focus shifts. By this stage, they spend less time on basic phonics and more on advanced skills. Teachers will still review letter-sound combinations as needed but will place greater emphasis on morphology—the study of words and their parts. This deeper understanding of language structure helps children improve their vocabulary and comprehension skills.

In our digital age, it's important to be aware of the "screen inferiority effect." Research indicates that reading on screens can be less effective than reading on paper. Studies show that people often understand and retain less information when reading from screens. This phenomenon is due in part to the distractions that come with digital devices—notifications, ads, and links all compete for our attention. To mitigate these effects, encourage your child to read physical books whenever possible. The one exception might be e-readers, which are designed to mimic the experience of reading a book and can be a good alternative.

Support your Child’s Reading Journey

Encourage practice: Make time for daily reading. The more your child practices, the more confident they will become.

Limit screen time: encourage reading from physical books to help improve comprehension and retention.

Be patient and supportive: Every child learns at their own pace. Celebrate their progress and provide encouragement.

Dylan Wiliam explains how feedback will be most effective when students are fully engaged in learning. Good learners, we know, tend to attribute both failure and success to internal, unstable causes—in other words, they know that it is within their power to get better. It’s therefore essential that teachers help students understand that “ability” is not a fixed quantity.

Students must understand that they are not born with talent (or lack of it) and that their personalities do not determine whether or not they are “good at maths” or “good at writing.” Rather, ability is incremental. The harder you work, the better you get. Once students begin to understand this “growth mindset” as Carol Dweck calls it, students are much more likely to embrace feedback from their teachers.

What really matters in feedback is the relationship between the student and the teacher

Every teacher knows that the same feedback given to two similar students can make one try harder and the second give up. When teachers know their students well, they know when to push and when to back off. Moreover, if students don’t believe their teachers know what they’re talking about or don’t have the students’ best interests at heart, they won’t invest the time to process and put to work the feedback teachers give them.

Parent Teacher Student interviews are essential in creating a supportive educational environment. They ensure that everyone involved in the student's education is on the same page, working towards common goals and providing the necessary support and feedback for the student's success.

The College held Parent Teacher Student Interviews last Friday 24 and Sunday 26 May. Over the 2 days across K-12, there were over 5000 interviews held. These interviews are a crucial component of the educational process, offering numerous benefits for all parties involved. These benefits include:

Enhanced Communication

Building Relationships: These interviews provide a platform for parents, teachers, and students to establish and strengthen their relationships.

Sharing Information: Teachers can share academic progress, strengths, and areas for improvement, while parents can provide insights about their child's behaviour, interests, and any challenges they face at home.

Student Involvement and Accountability

Student Voice: Including students in the interviews empowers them to take an active role in their education. They can discuss their achievements, set goals, and express any concerns.

Responsibility: Students learn to take responsibility for their learning and behaviour, fostering a sense of accountability.

Personalised Support

Tailored Strategies: Teachers and parents can collaboratively develop strategies to support the student's learning and well-being, addressing specific needs and preferences.

Identifying Issues Early: Early identification of academic or behavioural issues allows for timely interventions, preventing minor problems from escalating.

Goal Setting and Progress Tracking

Setting Goals: Collaborative goal setting ensures that the student, parents, and teacher are aligned in their expectations and efforts.

Monitoring Progress: Regular updates and reviews of the student's progress help in maintaining focus and making necessary adjustments to learning strategies.

Strengthening Home-School Connections

Consistency: When parents and teachers work together, they can provide a consistent message and approach, both at school and at home.

Supportive Environment: A strong home-school connection creates a supportive environment that is conducive to the student's academic and personal growth.

Building Trust and Collaboration

Mutual Understanding: Open and honest communication helps in building trust between parents and teachers, leading to more effective collaboration.

Problem Solving: Jointly addressing issues fosters a collaborative problem-solving approach, benefiting the student’s overall development.

Encouraging Positive Behaviours

Reinforcement: Positive feedback from both parents and teachers during interviews reinforces good behaviour and effort.

Motivation: Recognising achievements and discussing future goals can motivate students to maintain or improve their performance.

 

Ms Judith Tolomeo

Director of Teaching and Learning 

Dear Students and Parents,

As we hit the halfway mark this term, I am filled with optimism and determination for what we can achieve together. At St. Gregory's College, we believe in setting high standards for academic excellence, personal growth, and community involvement. This term, I urge every student to strive for their best in all areas of their lives, both inside and outside the classroom.

Setting High Standards

Our commitment to excellence means that we are always pushing ourselves to achieve more. This term, we are focusing on:

Academic Rigor:

Encouraging students to challenge themselves with their coursework and take advantage of the resources available for extra help and enrichment.

Personal Responsibility:

Promoting a culture of accountability where students take ownership of their learning and behaviour.

Community Engagement:

Fostering a spirit of service and leadership through participation in school and community activities.

Preparing for Exams

With exams approaching, it’s crucial for students to develop effective study habits and manage their time wisely. Here are a few tips:

Start Early: Begin reviewing notes and materials now to avoid cramming later.

Create a Study Schedule: Allocate specific times for studying each subject.

Take Care of Yourself: Ensure you get enough sleep, eat healthily, and take breaks to avoid burnout.

Seek Help When Needed: Don’t hesitate to ask teachers or peers for assistance if you’re struggling with a topic.

By preparing diligently, students can approach their exams with confidence and perform to the best of their abilities.

Spotlight Article:

The Dangers of Vaping and Social Media on Youth Mental Health 

Vaping: A Hidden Danger

Vaping has become alarmingly popular among teenagers, often perceived as a safer alternative to smoking. However, the reality is that vaping carries significant health risks:

Health Risks: Vaping can lead to respiratory issues, addiction to nicotine, and exposure to harmful chemicals.

Gateway to Smoking: Studies show that teens who vape are more likely to start smoking traditional cigarettes.

Lack of Regulation: Many vaping products are not adequately regulated, leading to unknown and potentially dangerous substances being inhaled.

It is imperative for parents and educators to talk to young people about these dangers and encourage healthier choices.

Social Media and Mental Health

Social media, while a useful tool for communication, has a darker side that can impact the mental health of young people:

Comparison and Self-Esteem:

Constant exposure to curated and idealized images can lead to feelings of inadequacy and low self-esteem.

Cyberbullying:

Online harassment can have severe emotional and psychological effects.

Addiction:

Excessive use of social media can interfere with sleep, school, and real-life interactions, leading to social isolation and depression. 

To mitigate these risks, it is important for young people to:

Limit Screen Time:

Set boundaries for how much time is spent on social media.

Promote Positive Use:

Encourage the use of social media for educational and inspirational purposes rather than comparison.

Seek Support:

Reach out to trusted adults or mental health professionals if experiencing negative effects from social media use.

At St. Gregory’s College, we are committed to providing a safe and supportive environment for our students. By working together, we can help our young people navigate these challenges and thrive both academically and personally.

Year 9 Agriculture have been working hard to prepare seven steers for this event. We had three Square Meaters from Celtic Stud, two Murray Greys from Cadfor Murray Greys and two homebred steers, one from the Br Luke commercial herd and one from our Limousin stud cattle. 

This event is a combination of preparing and presenting a detailed report on the steers, showing them and then judging of the carcass. 

The Year 9 agriculture class had to create the report. It covered a lot of aspects from finance (lots of numeracy), handling timeline, graphing data and the science behind growing out a steer. Raul Kofe and Marshal Anderson then had to give a five minute oral presentation to a board of judges at the event. 

This event was also attended by some select show team students. 

The team absolutely did St Greg’s proud! 

Results included: 

Report Bronze medal - Herdsman (how clean the cattle and area were kept, how much the students participated and how well the team worked together)- 2nd place (by “splitting hairs”).

Junior judging:

Junior first place Billy Corkhill

Intermediate first place Massimo Pisciuneri 

Senior first place Jacob Malvern 

Senior third place Angus Pursehouse 

It always makes my heart sing when we have a St Greg’s grand final. The boys went up against each other and Massimo took out Champion Junior Judge. 

Parader Junior:

Junior first place Lucas Turner

Intermediate first place Hamish Crompton 

Senior parader first place Angus Pursehouse 

Second place Jacob Malvern 

There were 200 students overall in this event and again, it was a St Greg’s grand final. Champion parader was Angus Pursehouse.

Massimo and Vincent also ran two workshops on the day, with over 250 students taking part, learning how to prepare the steer hair and clip. I ran a junior judging clinic and Jacob and Angus did a great job at assisting me with this. 

Hoof results:

We achieved a third and two fourth places.

Hook results there were 76 steers in the event.

We came away with:

Bronze medal for two steers

Silver medal for three steers

Gold medal for two steers 

Champion middle weight steer

GRAND champion steer on 96/100 points. 

This was extra special as it was with one of our homebred steers. 

This really is a team effort to achieve these results. 

The students work closely with stud owners, James, Ryan, myself, their animals and each other. We also can not do these events without Emma in the laundry preparing the uniforms and cattle curtains, Julie printing stud cards and Danielle and Dee in finance processing entries, placing Woolworths orders and ensuring all costs are covered and paid. 

For those of you that read the Land, you will notice a few articles on our boys from this event in there! 

Hayley Mahoney 

The Literacy Project staff are keen to update you on the exciting new literacy initiative at Greg's that promises to enhance our students’ vocabulary and comprehension across all subjects. The "Word of the Week" project is designed to integrate key terms into daily lessons, fostering a deeper language understanding and a richer educational experience.

Every week, teachers from various subjects will introduce a set of words that are relevant to their curriculum. These words will not only be taught within their specific context but will also be highlighted across different classes to encourage interdisciplinary learning. This approach aims to build a cohesive learning environment where students can see the interconnectedness of knowledge and develop a robust vocabulary.

Recent Words of the Week

Science:

Expansion: Students will explore the concept of expansion, understanding how substances increase in volume with temperature.

Autotroph: Classes will delve into autotrophs, organisms that produce their own food through photosynthesis, highlighting their role in ecosystems.

Conservation: Environmental science lessons will focus on conservation, discussing the importance of preserving natural resources and biodiversity.

Art:

Reform: Art history will cover reform movements that have shaped artistic expression over centuries, examining how societal changes influence art.

English:

Automaton: Literature classes will explore the use of automaton in the contemporary text, "The Invention of Higo Cabret".

Hubris: Students will analyse characters in literature whose hubris leads to their downfall, fostering discussions on the consequences of excessive pride.

Prevailing: In writing and analysis, students will learn how to use the word "prevailing" to describe dominant themes and ideas in various texts.

PDHPE:

Tolerance: Health education will emphasise the importance of tolerance in fostering respectful and inclusive communities, discussing strategies to promote understanding and acceptance among diverse groups. The word will also be considered from an exercise perspective.

We are confident that the Word of the Week project will positively impact our students’ learning journey. We look forward to seeing our students grow as confident and articulate individuals, equipped with the language skills they need to succeed.

Our Year 7 and 8 students have been embracing the paddock to plate approach in their mandatory technology agriculture and food tech classes this term. Thanks to the generous donation of seedlings from Leppington Speedy Seedlings, our boys have been hard at work in the garden, nurturing and growing a variety of vegetables.

The hands-on experience began with planting and caring for their vegetable gardens. The students have shown great dedication in tending to their plants, learning valuable lessons about responsibility and the growth process of their food. This project not only fosters an appreciation for agriculture but also emphasises the importance of sustainable practices.

Recently, the boys harvested their first crop of bok choy, a moment of pride and achievement for everyone involved. The fresh, homegrown bok choy was then taken to the kitchen, where the students turned it into a delicious Asian green beef stir-fry during their food tech practical class. This dish showed off their hard work and showcased the direct connection between the garden and the kitchen.

Stay tuned for more updates as our young gardeners and chefs continue their journey from paddock to plate!

The new Gregorian Centre is quickly becoming a hub for Mathematics Study on Wednesday afternoons. The upcoming assessment time has seen a remarkable increase in student participation, with a notable influx of students seeking extra assistance alongside our regular attendees.

Students are making full use of the various study areas available, from quiet nooks for individual work to collaborative spaces perfect for group study and peer learning.

 The atmosphere in the new centre is one of support and engagement, the energy is palpable as students dive into their math problems, seek guidance from faculty, and help each other out. This positive environment not only enhances academic performance but also fosters a sense of community among our students.

We are delighted to see such a strong turnout. The success of these Wednesday afternoon sessions is a testament to the hard work of the Mathematics faculty and the enthusiasm of our students. We look forward to seeing continued growth and academic success as more students take advantage of the resources and support available at Mathematics Study.

Len Sykes - Old Boy

The man responsible for the funds raised to build our college Chapel! An extract from the Chapel Fundraising commemorative leather bound magazine below:

In writing a short article on Leonard one doesn’t really know where to begin, as there is such a lot to say about this very generous gentleman. Leonard was here at St Gregory’s from 1949 - 1953, completing his leaving certificate in his last year. While at the college he was considered to be an ideal lad by the brothers and boys alike, and excelled in prayers, school and sport.

After leaving Leonard returned to his home property, “Gwendolyn”, Binalong in order to help his brother Adrian run the place. He was busily employed here until 1959, when he decided to come and help the brothers at the college. This year he did some teaching in sixth class, and then decided to reorganize our old boys union. After a lot of effort and not a lot of response, Len decided to start collecting for the new chapel, and in order to make a job of this he went around personally to see each old boy, get a little about his life history, explain the chapel scheme, and collect any money that was being offered.

All those readers that met Len on his trip will realise what a wonderful ambassador we have in him, what a tremendous job he has done for his Alma Mater and how enthusiastic he was about it. It is to his organising power that we owe our beautiful new chapel, and he was certainly the creator of this historic booklet. All we can say is ‘’ thank you very much, Leonard’, and we hope that our prayers and masses will repay you a hundredfold.

Classes tuned in online in their classroom. Kindergarten joined together in the library. For most of these students this was their first experience with National Simultaneous Storytime. This was exciting! 

In the past fortnight, students have taken pleasure in bringing in items to add to the library bowerbird’s nest. It was certainly a beautiful sight! 

Over 100 students joined in a scavenger hunt at Lunch Break 1 to find items around the library that appeared in the story. It was heartwarming to see many of our older students helping our younger students.

At the start of the Term, Year 1 went on an Excursion to the Fairfield City Museum and Gallery. Students were immersed in experiences about what it was like living in the past. The Excursion was a part of their Unit of Inquiry where they are focusing on understanding how the past informs the way people live.  

Students learnt about:

Doing laundry without a washing machine.

Writing with an ink pen.

How the shops were different.

Different forms of currency used.

When asked about what was their favourite part of the Excursion, students replied:

“The drawing with the ink pen” - Arlo 1M

“When I dressed up in a costume” - Miraya 1M

“When we got to see the dunny” Audrey 1W

“When we went to the Caversham and the man was saying back in the OLLLLLLD days” - Adam 1W

“I liked the school. It was interesting to know that you couldn’t write with your left hand” - Taya 1B

“I liked the Blacksmith. He had cool stuff” Xavier 1B

Miss Jodie Owen

Year 1 Teacher

In Term 2, Year 6 students have embarked on the exploration of our new Unit of Inquiry: "Where We Are in Place and Time." This unit has taken them on a journey through some of the most significant events in history, guided by the Central Idea: "Defining moments shape communities."

The students began their learning with an in-depth study of the Holocaust and the World Wars, enriched by two insightful sessions with our Humanities Leader of Learning, Dr. James Gersbach. These sessions provided a comprehensive understanding of the historical context and the profound impact of these events on the world.

Another poignant highlight of their learning experience was watching a TED Talk by Holocaust survivor Eddie Jaku in the Gregorian Theatre. His powerful testimony offered a personal perspective on the Holocaust, leaving a lasting impression on the students.  Eddie’s experience as a Holocaust survivor is also mirrored in two novels which Year 6 are currently studying, ‘Once’ by Morris Gleitzman and ‘The Boy in the Striped Pyjamas’ by John Boyne.

On 30 May, the students visited the Sydney Jewish Museum, where they engaged in a thought-provoking exploration of Holocaust history. This visit served as a significant provocation for their ongoing inquiry, helping them to connect with the Central Idea on a deeper level.

Next, the students will delve into the defining moments that have shaped Australian history. Their exploration will cover a wide range of topics, including refugeeism in Australia, terrorism, exploration, the Gold Rush, and Immigration. Each of these topics will provide insights into how pivotal events and movements have influenced the development and identity of Australian communities.  We will also welcome members of our St Greg’s community to share their experiences of migrating to Australia.

As they continue this journey, the students are developing a richer understanding of history and geography and its impact on present-day societies. The Year 6 Team thank all staff and community members involved, for sparking the Year 6 students’ enthusiasm and engagement in this Unit of Inquiry.

Mr Fuser & Mrs Gajda

Hello everyone, in Year 5 our current unit of inquiry is How We Express Ourselves. We have been looking into the Central Idea that Communities are defined through their expression of self. In this unit we have been looking at Poetry and Art. For our poetry unit we have been looking at Banjo Patterson and different types of poetry like haiku, quatrains, bush ballads, shape poems, acrostic and spoken word poetry. We are learning to make more poems ourselves and use literary devices like similes and metaphors. Maybe you can make them too.

In our Visual Arts learning we inquired into interpretation versus intention. We discovered that an artist’s intention and a viewer’s interpretation can be different, and that it’s okay! We expressed ourselves in our unit of inquiry by drawing our own tags (on paper, of course!) and developed our own understanding of graffiti, if it's art or vandalism. We have a lot of different opinions, but we have come to the conclusion that it needs to be pleasing, be approved and add value to the area that it is displayed in. Tagging we decided is definitely vandalism. We learnt about Bansky and visited the Banksy exhibition earlier this year, where we were able to immerse ourselves in their art. For those that haven’t heard, Banksy is a street artist, whose identity remains a secret. Banksy’s artworks always leave a message, to not just girls and boys but other people who view art in different ways and not just people who paint art. And that’s what we’ve been learning in art.   

We hope you appreciate how we have expressed ourselves by reading and viewing some of our poetry and artworks, and wonder if your interpretation is different from our intention. 

By Charlie H, Ava H, Amelia G, Charlie Q, Chloe S and Lincoln W

From the Desk of Mrs Lily Mamo, College Counsellor 

Dear St. Gregs Community,

I hope this message finds you well. My name is Mrs. Lily Mamo, and I have the privilege of serving as part of the College Counselling team at St. Gregs on a part-time basis. I am present at the school three days a week, dedicated to supporting our students' emotional wellbeing.

To share a few fun facts about my time here: I have been working at St. Gregs since 2021. I initially started at the Senior School, and now, I have the incredible opportunity to work with our younger students. This transition has been immensely rewarding, and I cherish every moment of it. I have, somewhat regretfully, embarked on a "warhead challenge" with a few of my students, consuming unnecessary calories weekly to prove my ability to handle sour foods! This year, I have introduced several new initiatives at the Junior School, which I am excited to share with you:

Paws for Wellness Program:

Partnering with Cornerstone Companions, we have integrated a unique emotional therapy program using a therapy dog. Every Wednesday, students on my counselling list spend half an hour with Sable, our therapy dog, and her handler. This innovative approach has provided immense benefits, enhancing students' emotional support.  

Wellness Support Program:

This program focuses on various wellbeing topics each week, such as emotions, gratitude, calming techniques, and positive thinking. It aims to support students' overall wellbeing through group sessions, fostering a sense of community and shared growth.  

Wellbeing Ambassadors:

This initiative offers Year 5 and 6 students the opportunity to become Wellbeing Ambassadors for 2024. Announced in Week 3's assembly, these ambassadors present ideas and projects during our fortnightly meetings, to create a positve environment. Ambassadors also supervise our new "Calming Corner" during break 2 on Mondays, Tuesdays, and Wednesdays. This space provides students a place to read calming books, use sensory toys, or simply a place to come and relax. The ambassadors, easily identifiable in green vests, are: Charlie Hoyle, Emily Scott-Glassock, Amelia Gillard, Lincoln Watling, Max Miguelez, Sasha Pereira, Charlie Underwood and Siena Austin(absent for our group photo in this newsletter).

Overall, my experience at the Junior School has been nothing short of amazing. I feel privileged to contribute each week, making a difference within our community and supporting our students to the best of my ability. Thank you for your continued support.

Warm regards, 

Mrs Lily Mamo 

College Counsellor 

St. Gregs Junior School 

Winter IPSSO

IPSSO Results Week 3

On Wednesday 15 May 2024 our games were washed out.

IPSSO Results Week 4

On Wednesday 22 May 2024 our teams competed against St Peter’s Anglican School.

Junior AFL 

Score 

SGC  62 - 0 SPAS

Special Mention

Harper Clark for her impressive goal on the boundary line on her debut

Adriana Grados for her explosive power to break tackles and kick two goals on debut

Beau Stephens for his speed and accuracy on goals.

Junior Netball 

Score 

SGC 24  - 2  SPAS

Special Mention

Francesca Mandarano for her fabulous shooting performance

Harper Stassen for her strong defensive skills 

Stella Jensen for her positivity throughout the whole game. 

Junior Boys Soccer

Score 

SGC: 1 - 0 SPAS 

Special Mention

Benjamin Devlin for his strength on the ball and anticipating play successfully

Marcello Torcaso for his skill and speed on the ball

Henley Pereira for his outstanding defence under pressure. (MOTM)

Newcombe Ball

Score 

SGC  2 -  1 SPAS

Special Mention

Harvey Monte for scoring 13 points in a row off his incredible serve

Alexander Sheedy for his great teamwork and passing to other team members 

Samira Pereira for her incredible determination to catch every ball thrown at her.

Senior AFL

Score 

SGC  60 - 13 SPAS 

Special Mention 

Taylah Kenney for scoring multiple goals on her impressive debut

Armando Traino for his accuracy when kicking to his teammates and also his effective tackling pressure

Indiana Vaccaro for her tackles and accuracy at goals.

Senior Netball 

Score 

SGC 50 - 3 SPAS

Special Mention

Mia Stevens - for solid attacking play and great shooting 

Ivy Bushby - for great shooting and taking every rebound

Piper Lane - for fantastic attacking play and positioning, feeding the circle and strong interceptions.

Senior Boys Soccer

Score 

SGC 5  -  0 SPAS  

Special Mention

Joshua Suffell for scoring a hat trick!

James Dash for remaining calm and clearing the ball when under pressure

Eli Piaud for his determination in defence.

Volleyball 

Score 

SGC 2  - 1 SPAS

Special Mention

Coby Ornowski for his teamwork and intuition when the game got tough

Charlotte Avendano for her composure to successfully serving the ball during the game's final points

Marcus Caprar for scoring 13 points in a row off his service. 

 

IPSSO Results Week 5

On Wednesday 29 May 2024 our teams competed against Oran Park Anglican College.

Junior AFL 

Score 

SGC  40 - 8 OPAC 

Special Mention

Summer Quinn for her strong tackles and effective ball use

Jacob Myers for his effective kicks that got us into an attack position

Patrick O’Neill for his strong tackles all game.

Junior Netball 

Score 

SGC 16 - 13 OPAC

Special Mention

Ella Morrison for her swift shots! 

Natalia Cosoleto for her determination to intercept the other team's passes

Chloe Jones for her tight defensive skills. 

Junior Boys Soccer

Score 

SGC: 2 - 0 OPAC

Special Mention

Marcello Torcaso for scoring the only 2 goals of the game

Harrison Sacca for his excellent defensive effort throughout the game

Harrison Oldfield for wonderful strength and determination in defence to stop any attacks by the opposition (MOTM).

 

Newcombe Ball

Score 

SGC  2 - 0 OPAC 

Special Mention

Lachlan Furness for his incredible serving. Scoring 14 consecutive points from his serve

Abigail Delaney for her stellar catching performance

Xavier Foley for his slick work around the net. 

Senior AFL

Score 

SGC 84 - 3  OPAC

Special Mention 

Audrey Oldfield for her strong defensive and attacking skills all game

Stella Herbert for being everywhere all game

Marley Jensen for scoring his first IPSSO AFL goal. 

Senior Netball 

Score 

SGC 32 - 24 OPAC

Special Mention

Cara Jones for her calculated defence in the circle, forcing many turnovers

Jessica Ruksens making many intercepts in her strong mid-court play 

Addison Day for feeding the circle confidently, allowing our shooting team to capitalise on the play and score.

 

Senior Boys Soccer

Score 

SGC 2  -  6 OPAC

Special Mention

Thomas Foley for brilliant cover defence

Mason Navratil for putting pressure on the opposition in attack and defence

Will Mumford for showing resilience after a tough first half in goalkeeper.

Volleyball 

Score 

SGC  2 - 1 OPAC

Special Mention

Riley Byrne for his slick passing to his peers

Jhett Tsagalas for his incredible service game. Scoring 8 points in a row and sealing the victory for his team 

Taylor Masterson for keeping her composure during crunch time. Taylor successfully caught 3 balls in a row whilst the set was tied. 

If you haven’t already, secure your ‘Peter Pan’ Musical tickets today!  

Performances:

Thursday 20 June 7:00pm

Friday 21 June 7:00pm

Saturday 22 June 7:00pm

Location: Br Luke Hall

Purchase your tickets via Trybooking: https://www.trybooking.com/CRRJU  

Food and merchandise is available to pre-order. The link will be in your ticket confirmation email. The canteen will also be open on the night.

Please fly away to Neverland with us! It’s going to be a production you won’t want to miss! 

Credits: A Musical Based on the Play by Sir J.M. Barrie, lyrics by Carolyn Leigh and Music by Morris (Moose) Charlap. Additional lyrics by Betty Comden and Adolph Green. Additional music by Jule Styne. Originally directed, choreographed and adapted by Jerome Robbins. Licensed exclusively by Music Theatre International (Australasia). All performance materials supplied by Hal Leonard Australia.

A SPOOKY SOIREE

EAT, DRINK AND BE SPOOKY!

It is time to get your dancing shoes on for a frightfully fun night at the annual Maroon and Blue Parents Dinner. This year's theme is – SPOOKY SOIREE.

 The purpose of the event is to bring the College community together (staff, parents, past parents and friends) for a fun evening of themed canapes, dinner, dessert, drinks & an opportunity to dance up a storm. Whilst it isn't a necessity to come dressed as a witch or skeleton, we encourage a sense of fun with your cocktail dress and a spooky flair, if you dare!

Early bird tickets close on 28 June, the end of Term 2 so GET YOUR TICKET NOW! We have limited ticket availability, and the event is sure to sell out! You can purchase tables of 8,10 or 12, or you can purchase individual seats. If you do not know anyone, purchase individual tickets, and we will seat you with people from your year group. If you want to sit with certain families, please mention their name when you are booking.

6:30pm - Saturday 14 September (Week 8, Term 3)

Dress: Cocktail with spooky flair

Early bird Tickets $65pp (Non early bird $80 after 28/6/23)

Get your tickets here https://www.trybooking.com/CPUEB

 

Spooky Themed Canapes, Italian dinner, and dessert along with a complimentary drink on arrival. Additional alcoholic and non-alcoholic beverages available for purchase throughout the night.

We look forward to a wickedly good time at our Spooky Soiree!