Kildare Ministries Conference 

Brigidine College Indooroopilly is a Kildare Ministries School in the Brigidine Tradition. Each year, members of our community join with the other nine schools and three community works to listen and reflect upon key values linked to the Mission of our Public and Private Juridic Persons (PJP).

Many issues are often identified linked to our Mission and purpose within our Church. Below is our Living Justice – Living Peace Charter that is currently being unpacked by Kildare Ministries to influence and engage each of our Schools and Community Works.

In reflecting and discerning our understandings and engagements with our Catholic Tradition, Brigidine College will continue to listen for ‘the spirit’, look for what we might be called to do, and engage in active ‘mission’ for our community.

Brendan Cahill
Principal

Nationally Consistent Collection of Data on School Students with Disability (NCCD)

Every year, all schools in Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). The NCCD process requires schools to identify information already available in the school about supports provided to students with disability. These relate to legislative requirements under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, in line with the NCCD guidelines (2019).

Information provided about students to the Australian Government for the NCCD includes:

  • year of schooling
  • category of disability: physical, cognitive, sensory or social/emotional
  • level of adjustment provided: support provided within quality differentiated teaching practice, supplementary, substantial or extensive.

This information assists schools to:

  • formally recognise the supports and adjustments provided to students with disability in schools
  • consider how they can strengthen the support of students with disability in schools
  • develop shared practices so that they can review their learning programs in order to improve educational outcomes for students with disability.

The NCCD provides state and federal governments with the information they need to plan more broadly for the support of students with disability.

The NCCD will have no direct impact on your child and your child will not be involved in any testing process. The school will provide data to the Australian Government in such a way that no individual student will be able to be identified – the privacy and confidentiality of all students is ensured. All information is protected by privacy laws that regulate the collection, storage and disclosure of personal information. To find out more about these matters, please refer to the Australian Government’s Privacy Policy (https://www.education.gov.au/privacy-policy).

Further information about the NCCD can be found on the NCCD Portal (https://www.nccd.edu.au).

If you have any questions about the NCCD, please contact the College.

Michelle Boots
Program Leader Access and Diverse Learning

Chanel House News

As 2021 Chanel Prefects, we have had the pleasure of leading this incredible House through a busy and exciting start to the year. The year commenced with a bang at the Interhouse Swimming Carnival, where we saw the sparks of house spirit begin to ignite providing us with individual and team success, achieving 4th place overall. The Chanel spirit was raring to go in the lead up to Cross Country but due to the unexpected lockdown late last term, we saw the event postponed. Fortunately, we were very pleased to see so many Chanel students still participating in the rescheduled events and we walked away as College Interhouse Cross Country Champions!

This week, Chanel House came together to celebrate Chanel Patron Day. The Curragh was a haze of scarlet with dazzling crowns and red décor as the house celebrated the theme of ‘Wonder Women’ linking to the College theme of Wonder and championing some of the amazing women of our time. Activities included ‘Pin the Crown on the Wonder Woman’, one-handed cup stacking, and keyring making. It has been an incredible start to the year, and we are looking forward to making more amazing Chanel House memories!

Shannon Metzeling
Pastoral Leader – Chanel House

Assessing Speaking Skills in English

The ability to communicate via speech (or sign for some students) is a significant element of both the Queensland English curriculum and the national requirements for literacy. Of course, very few adults relish the prospect of speaking in front of an audience so it would be unreasonable to expect students to be any less reluctant.

Fortunately, at Brigidine we assess speaking skills in a variety of ways, both formatively and summative from Years 7 to 12. But on a few occasions across a student’s learning journey, they will encounter an assessment that requires a live presentation. The Australian curriculum has a requirement that students speak through ‘increasingly complex and sophisticated spoken … and multimodal texts across a … range of contexts with accuracy, fluency and purpose’.[1] Additionally the literacy components of the national curriculum include the expectation that by Year 9 students should have demonstrated the ability to ‘affect and engage their audience through a range of language features and rhetorical devices’ and ‘deliver spoken text flexibly.’[2]

The English department interpret this to include opportunities to present an assessment task to a live audience of peers. There are occasions, of course, when students require adjustments to these tasks for a variety of reasons, which are managed through either the request to amend conditions (the form is accessed via the assessment portal) or through Access and Diverse Learning, managed by Mrs Boots. Accommodations are then made to support individual students to demonstrate learning outcomes in a way that suits their ability at that point in time. If ADL support is required, there is often a learning plan in place to help students work towards meeting the general expectations of tasks at a pace that suits them.

While almost all students find speaking in front of their peers challenging, the intrinsic rewards for completing these tasks are significant. We recognise resilience as important to a growth mindset. We often encourage students to move outside their comfort zone for the sake of personal development through such things as competing in a cultural competition or being part of sporting team. Teachers also witness and celebrate significant growth in students who persevere despite their nerves. Teachers can provide guidance with strategies for success in the planning stages of assessment to achieve success. If your daughter expresses concern about an upcoming spoken assessment, please discuss this with her and then make contact with her teacher to outline these concerns and seek advice. At Brigidine, we openly encourage strong communications between parents and teachers. We also seek to provide a variety of experiences to help our students develop confidence in general and along with communication skills for a variety of contexts.

Romany Smith
Curriculum Leader – English

[1] https://www.australiancurriculum.edu.au/f-10-curriculum/english/aims/

[2] https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/speaking-and-listening/?subElementId=50880&scaleId=50736

Programs of Excellence

Programs of Excellence has had a productive start to 2021, with students participating in a number of extension learning opportunities both inside and outside of the classroom.

MathΣManic Competition

The inaugural math problem solving competition between Year 7, 8, 9 and 10 Ambrose Treacy College and Brigidine students was held mid-term 1. Thank you to Mr Luke Cornwell for organising the questions and hosting the Brigidine session.

Prime Minister’s Spelling Bee

Three Year 8 students, Ananya Soysa, Alice Partridge, and Abielle Trompeta, have been successful in securing a position in the State Finals to be held later this week. We wish them well!

Future Problem Solving

This year, the College will be represented by two Year 8 teams, as well as a Year 10, 11 and 12 team. Following from the Year 12 team’s participation in the National Finals last year, we are confident all teams will perform well this year in their problem solving endeavours.

Project Based Learning

The Year 7 Compass group is trialling a new Project Based Learning unit in Humanities this term. Students will be working in groups to develop practical solutions to managing water insecurity. Students will present their findings to their peers.

Looking forward to Term 2 and 3 students will have the opportunity to participate in the Kid’s Cancer Council Book in a Day Project and the Churchie Math Challenge.

Renee Dunne
Program Leader Excellence

Photography Competition

Get creative, look around your backyard/go for a walk. Take pictures of flora/fauna and send them to us!

  • Everyone is welcome! Beginner or experienced
  • Photos can be taken on any medium (camera, iPhone, etc)
  • No Limit to submission numbers per person
  • Each submitted entry costs $5

1st Place Prize in Fauna Category $100 Cash
1st Place Prize in Landscape/ Flora Category $100 Cash
1st Place Prize in Funny Pet Category $100 Cash

Please refer to the linked poster for all of the key details.

Year 11 Business News

On 22 April, Year 11 Business students visited the new, innovative business ‘Fitter Futures ‘which is located in Indooroopilly.

Fitter Futures is a gym, focused on the development of healthy fitness practices in adolescent/youth audiences as well as adults. We interviewed the owner, Samantha Mathers, to hear about how she strategically planned and prepared for success during the initial stages of the business’s operations – seed to start-up stage. Sam shared the challenges and strategies she uses to maintain her business in a competitive fitness market.

Tackling the challenges that the Covid pandemic has brought to small businesses, Samantha Mathers works collaboratively with her team to maintain operations. Mathers was forced to temporarily close face-to-face operations during the 2020 extended lockdown. It was inspiring to hear, that with quick planning and adaptability, she managed to move her business online within a few days. By the end of 2020 lockdown, their services were being accessed nationally, and interestingly, internationally by over 2000 customers.

Mathers has utilised her prior experience as a corporate lawyer plus a passion for fitness to demonstrate her drive for her business. This entrepreneur’s focus is on providing the most for her gym community and consumers, rather than aiming to make the largest revenue or profit. It was a pleasure to learn firsthand about how difficult yet worthwhile it is to start a business.

We thank Sam Mathers for so readily giving up her time to share her insights to us. Our Business teachers love providing us with opportunities to hear from innovative, successful, female local entrepreneurs like Ms Mathers – if you are or know of another person who fits this brief, please contact Mrs Owens or Mrs White.

Written by Katelyn Avey
Year 11 Business

Anzac Day

Our College joined members of the community to commemorate Anzac Day. Cantare led off singing Advance Australia Fair. Three of our students, Alice Conway, Georgie Raworth and Claire Formby marched with the Air Force Cadets. Alice and Georgie were part of the catafalque party who stood guard around the memorial. Such a party consist of four members of an armed guard who stand, their heads bowed and their arms (weapons) reversed, facing outward approximately as a symbolic form of respect for those who have fallen.

Bel Scott School Captain and Zoe Tsibogiannis Mission Captain placed a wreath on all our behalf at the foot of the memorial.

Many students and their families attended and it was a privilege to be part of the ceremony in honor of those who have served Australia in the Army, Airforce and Navy.

Update from our Deputy Principal Students

Parenting Young Women

Parenting in today’s modern world can be a difficult path to navigate. These days, puberty is emerging a lot earlier and the physical, psychological and emotional changes adolescents experience are challenging. Some parents may feel uncertain about how best to support their daughter through the ups and downs of adolescence and how to keep the lines of communication open. With the rise of social media and technology, mental health difficulties in girls are increasing as often they are faced with online images that make it difficult to form a healthy identity. Ensuring a daughter’s opinions are heard and her views listened to, will go a long way towards making her feel loved and supported as she tries to establish her own identity.

In this edition of SchoolTV, adults will attain a clearer picture of what young women are wanting from their parents and how best to support them through adolescence. If you do have any concerns about the wellbeing of your child, please contact the school for further information or seek medical or professional help.

Student Protection

Our College takes your child’s safety and protection very seriously. We are constantly striving to improve policies and processes to create a culture that prevents harm and responds to students’ concerns. A great starting point for change is to ask them how safe they feel. One of the steps we are taking as part of our safeguarding efforts is working with Australian Catholic University’s Institute of Child Protection Studies to understand students’ perceptions of safety. The Institute has worked with many other schools across Australia. Using a survey that the Institute created especially for children and young people, we can learn our students’ views on how safe they feel, and how confident they are in asking for help when they don’t feel safe. Year 8 and 10 students will complete an online survey with questions about their feelings of safety. They will also respond to two scenarios that describe unsafe or uncomfortable behaviour between children and adults. The survey will take 15 minutes to complete and all responses will remain anonymous.

As we roll out this project, we will keep you informed about:

  • how we will collect the children’s responses
  • how and when we will seek your permission to allow your child to participate
  • how our school will support the survey process
  • how we will use the responses to improve safety in our school.

Your child’s safety is as important to us as it is to you. We are looking forward to sharing more information about this project very soon.

Formation Units Term 2

Year 7

Students will be learning about the ‘Online World’ in Term 2. The main aim is to empower all Year 7 students to have safer, more positive experiences online. During the term, students will learn more about online safety and privacy where we will revisit the presentation in Term 1 by Eyes Wide Open Social Media. Students will then look at online etiquette, as well as online behaviour, with a focus on positive relationships. Lastly, students will gain knowledge about the importance of balance in relation to social media, gaming and the safe use of Apps.

Mr Ben Wilson
Program Leader Year 7 Formation

Year 8

This term students will examine the key aspects to maintaining positive relationships. Being aware of what others are feeling can give important clues as to what they may be thinking, and this allows them to shape the way they interact with others. Students will also reflect on how their thoughts influence how they feel and their consequent behaviour. They will learn how to challenge unhelpful thoughts and look for a new perspective to regulate their emotions, feel better and respond in more positive ways.

The second topic will involve students reflecting on their self-concept and the pressure to live up to appearance ideals. They will be challenged to identify where these pressures come from and learn to critique the techniques used to manipulate media/social media images as well as the messages behind them. Finally, students will reflect on the negative body messages that usually result from comparing themselves with the manipulated images. They will be given some strategies for changing this negative self-talk to champion change for themselves. #IAmEnough.

Mrs Allison Power
Program Leader Year 8 Formation

Year 9

The Solas Bhride experience at the beginning of Term 2 proved to be a very rewarding experience for all students. Over the 3 days and 2 nights, students explored new friendships and the culture of the year level was enhanced. Throughout Term 2, students will build on their Solas Bhride experience through a focus on reflection, self-awareness and positive relationships. Each week students will engage in topics which focus on peer dynamics and encourage mutual respect both in person and online. Students will also engage in an online interactive tool to enhance their understanding of road safety issues related to pedestrians, passengers, cyclists, skateboard and scooter riders and to also become a safe driver.

Ms Tamara Porter
Program Leader Year 9 Formation

Year 10

Baby boomers had the audio cassette, Generation X rocked the Walkman, Generation Y updated to the iPod, while Generation Z went online with Spotify. In the same way our music devices have evolved, the working world for Generation Z will look very different to the workforce of today and tomorrow. Analysts suggest that 65% of children entering school today will end up working in jobs that currently do not exist. This term Year 10 Formation classes will explore a range of industries, career options, and will work towards identifying potential future careers. Additionally, we will begin to look at the senior schooling subjects available, with relevance to the prerequisites for careers the students wish to pursue.

Ms Shannon Metzeling
Year 10 Formation Program Leader

Year 11

Year 11 students have a rewarding term ahead within the Formation Program. The beginning of the term focusses on building positive relationships and making genuine connections. The students will celebrate these friendships during the Year 11 Social Evening. Students are provided with practical strategies to foster relationships from Luke McKenna and his team at Unleashing Personal Potential through the Solas Bhride Twilight Evening. During these workshops students learn to build empathy, develop confidence in communicating, how to give a ‘shout out’ and working together to achieve more. These skills are vital as we begin the exciting leadership journey later this term and prepare the College’s 2022 leaders.

Ms Jordan Whitney
Year 11 Formation Program Leader (Acting)

Year 12

Term 2 begins with a carry over from Term 1 about healthy relationships, consent, and healthy bodies. Then, we progress to Unit 2: Welcome to ‘Real’ life (Life Beyond School) which will develop the students’ understanding of themselves, and the world beyond school. It will equip them with knowledge and skills they can use in a range of contexts as they move into further study and the workforce. Year 12 will develop an awareness of post-schooling options, explore skills related to working in the 21st Century workforce, develop an understanding of key financial aspects of student and adult life, whilst giving all students the opportunity to gain an understanding of the importance of self-care and self-defence as they move into life post school.

Ms Lisa Kelly-Crawford
Year 12 Formation Program Leader 

 

Melinda Egan
Deputy Principal Students

Categories: The Brigidine Blog