Bulletin

Dear Parents and Carers

Welcome to Term 2, and with that the acknowledgement that this will be another rather extraordinary term.  Instead of consolidating the Foxford Program and responding to the generous and constructive feedback we received from students, parents and staff, we now find ourselves on the cusp of a transition back to face to face teaching.  This new optimism has brought energy and anticipation for many students, but it is important to realise that for many students the transition will be accompanied by new anxieties as they adapt to being back in larger groups than they have been used to for the last six weeks.  Adolescence is a time of great angst about belonging to social groups and I think it is reasonable to anticipate that there will have been some dislocation within those groups.  Not everything will be identifical to the last day they were here (for most, 23 March), and being forewarned of this is often helpful.  They will be particularly true for our youngest students who were not yet well established in friendship groups before COVID-19 disrupted their first year at high school.

The new term commenced for teachers with a wonderful Professional Learning Day presented by Professor Mark Williams.  Prof Williams is an expert on the neuroscience of learning, and he presented (via Google Meet) a morning of very insightful observations about the impact of screen time on young brains, and important and practical strategies of how to improve retention of knowledge and attentiveness.  Later in the year, hopefully by then in person, he will continue the conversation with our teachers.  The use of technology for presentations has opened up the world to us in terms of who might be available in professional dialogue with our staff.  We remain very committed to improving our academic rigour in the context of our holistic education mission.

This last week has seen two days of considerable national significance.  ANZAC Day was commemorated on Saturday by individuals and families across Australia and New Zealand.  What it lacked in grand pageantry, it more than made up for in the high levels of personal investment of time and creativity.  I hope you have seen the beautiful images of our families taking the time to recreate the rituals of the day in their homes and driveways.  The other day of national significance was the 250th anniversary of the arrival of Captain James Cook.  This day was Wednesday 29 April, and largely went under the radar due to COVID-19.  In normal circumstances such an anniversary would have been the cause for much debate.  I offer only a prayer for continued reconciliation action in our own hearts and the collective national consciousness.

Reconciliation Prayer

Holy Father, God of Love,
You are the Creator of all things.
We acknowledge the pain and shame of our history
and the sufferings of our peoples,
and we ask your forgiveness.
We thank you for the survival of Indigenous cultures.

Our hope is in you because you gave your Son Jesus
to reconcile the world to you.
We pray for your strength and grace to forgive, accept and love one another, as you love us
and forgive and accept us in the sacrifice of your Son.

Give us the courage to accept the realities of our history so that we may build a better
future for our Nation.
Teach us to respect all cultures.
Teach us to care for our land and waters.
Help us to share justly the resources of this land. Help us to bring about spiritual and social change to
improve the quality of life for all groups in our communities, especially the disadvantaged.
Help young people to find true dignity and self-esteem by your Spirit.

May your power and love be the foundations on which we build our families, our communities and our Nation,
through Jesus Christ our Lord.

(Wontulp Bi-Buya Indigenous Theology Working Group, 13 March 1997, Brisbane, Qld).

This week we welcomed Lily Turpie (Year 9), Ms Karen McConnochie (replacing Ms Helen Marshall for Term 2 as Careers Adviser), Ms Cath Davis (replacing Ms Marshall's English classes for Term 2) and, an especially warm welcome back for Ms Jenny McCarthy.

Today is St Vincent's 162nd birthday, and we celebrate all the extraordinary moments in the history of the College.  Happy birthday to all the Sisters, teachers, students and parents who have built St Vincent's College into the extraordinary community it is today.  We have so much to celebrate today!  A special acknowledgement of the Sisters of Charity who established the College in 1858, and the many sisters who remain held in the deepest affection by ex-students and current staff students and families.

Stay safe.

Yours sincerely

Anne Fry
Principal 

The College community offers its condolences to the following who has lost a loved one recently:

Brooklyn Guerreiro (Year 10) - Grandfather.

I hope the school term break brought your family moments of new discovery amidst the confinement required that would have very likely changed our holiday plans.  The conversations had with students this week in Pastoral Care lessons have included many comments about the girls having enjoyed spending more time with family, both parents and siblings.  They have actually said that, whilst missing their face to face interactions with friends and peers, they have learnt to know more things about family members and really enjoyed time spent on walks, board games, cooking and back yard gyms.  I think there is much in this for all of us as our lives begin to expand outwards again - our adolescents have so much to learn alongside family and they treasure the love and support you provide.

The feedback from students, staff and parents has also affirmed the commitment of staff to the pastoral and academic care of students throughout our Foxford Program.  Whilst the end of Term 1 evidenced varying experiences of students adjusting to the remote learning environments influenced by multiple factors, there was consistent appreciation for the professional care of teachers to maintain the learning for students. We will continue to refine and modify volume and modes of learning informed by student response and parent and teacher feedback.  One of the highlights for students and teachers has been keeping connected with our Tutor groups.  It is a joy to watch a Tutor teacher on-line in conversation with the students who have been generous in sharing their joys and challenges and have supported each other in developing strategies to nurture wellbeing and connectivity.  A few sleepy faces this week suggest a need to switch the routine back to school hours and have earlier bed-times whilst still finding time to have exercise and switch off screens.  I wish to commend the exceptional leadership of our Student Leaders in contributing to our on-line Assemblies, showcasing their commitment to and care of our community whilst modelling perspective, resilience and compassion as response to our current circumstances.  This was particularly evident by many students and families who shared your ANZAC Day commemorations this week.  There is so much that unites and strengthens us.

The Professional Learning Day for teachers last Monday couldn’t have been more perfectly timed as we had already planned to focus on how the adolescent brain functions by way of attention, absorption, retention and transference to develop classroom practices to enhance the learning process of students.  With the onset of the COVID-19 pandemic we were able to contextualise this learning to build knowledge and strategies suited to our present Foxford teaching and learning as well as looking forward to improving learning in our face to face practice.  We engaged in a huge Google Meet of our teaching staff to listen to our keynote speaker, Dr Mark Williams, Professor of Cognitive Neuroscience at Macquarie University.  Mark’s research on how modern technology affects the way we think and how our brains develop provided a wealth of reflection for practice about how our adolescent learners absorb and retain information for memory formation.  He specifically linked this to how we optimise learning in our Foxford Program where using a device is crucial, while minimising the negative aspects of device use on memory, learning and wellbeing.  Whilst our intention is always to enhance both the engagement and achievement of students, professional learning days are designed to enhance the capacity for teachers to engage in new learning to enhance practice.  Mrs Mano will share these new insights and learning intentions from the Faculty teams.  I commend our teaching staff for their high energy for professional collaboration and a readiness to grow practice that impacts our students.  Their reflective comments at the end of the day were the perfect beginning to a new term as a learning community.

“I have found the creativity and resilience of my colleagues inspiring”.

“We are also agile learners!  Whilst technology is a tool - the rapport and relationships with students are optimum”.

“It has made me appreciate more the important role we all play as educators and the important role we play in the lives of young people.  Our department has worked so effectively over the last few weeks to update and develop our programs to give the students the best opportunity to learn”.

I include below Dr Mark Williams advice for you as parents and affirm you for the wonderful commitment and partnership you have shown in this learning process.

Mrs Elizabeth Brooks
Deputy Principal, Pastoral Care

Strategies for Parents with Teenagers - Dr Mark Williams

The current situation means that coming to a classroom for face-to-face learning is not possible for students.  However, we now know that modern technology such as smart phones, tablets and laptops are affecting the way we think and how our brains develop.  Devices are negatively impacting our memories and learning while making us more stressed, anxious and depressed.  So, how do we optimise distance learning where using a device is crucial, while minimising the negative aspects of device use on memory, learning and wellbeing?  

A few ideas to minimise the negative impact and help students to continue to learn:

1.      Most importantly, set up a routine that will become a habit.  Things have changed so your old routines and habits are probably not going to be relevant. You need to systematically set up new routines.  Students should get up at the same time and get ready for school as they would normally do etc.

2.      Set up an area in a public space around the house for your teenagers to work.  This allows you to keep an eye on what they are doing and minimise the likelihood that they will be doing things they shouldn’t.

3.      Either print or get them to write out their schedule for the day.  Work out which periods of time they have to be on their computer and factor in periods when they can be off a device and working in other ways.

4.      Whenever possible get them to take hand-written notes.  People remember significantly more when they write notes rather than typing on a computer.  They can always take a photo and upload that if they need to hand something in to the teacher.

5.      Make sure when they are on a device, that they are only on one device.  Having a smartphone sitting beside you or in your pocket is distracting. When studying, they should not have a smartphone within reach nor earshot.

6.      Download a screen-time tracking app and set time limits (time can slip away easily).  This can also be used to track what they are is doing on the device.  Use it to limit the websites, games and apps your teenager can access.

7.      Turn off all notifications for all apps on all the devices.  These notifications capture your attention and distract for your task.  They are very detrimental to learning.

8.      Set up one area in your home where ALL devices can be stored and charged that is in plain sight of everyone.  At the end of the day, all devices (even yours!) should be turned off and placed here to charge overnight.

Definite DON’TS

1.      If your child has a device in their bedroom, set yourself a timer to go and check on them, and limit the amount of time this is allowed.

2.      Don’t let your teenager be on a screen within two hours of bedtime.  Sleep is extremely important for memory consolidation and retention.  Being on a screen before going to bed impacts sleep negatively.

This will be hard and you will get major grief from your loved one.  But remember, devices increase stress, anxiety, depression and are linked to addictive traits and suicide.  You are giving them back their happiness, time and future.

And more generally, make sure all members of your family:

Get Outside

In Australia, at the moment, we are still allowed to go outside, so take the opportunity to go for a walk (with or without a dog), or go into the backyard for a bit of gardening.  It is so important to continue getting outside on a regular basis.  Being outside lowers stress and anxiety and decreases depression. Sunlight is also required for our bodies to create vitamin D, which is vital for our immune system to function at its best.  We all need to get outside - just not at the expense of physical distancing.     

Read Books

Another great old school activity is reading books.  Not reading on a device, but an actual physical book!  It is great for your health and well-being as it decreases stress, decreases anxiety, increases intelligence and memory and is a fantastic way to relax.  We now know that the brains of kids who learn how to read from books contain more connections than those who learn to read on a screen.  So, reading to children from a book or getting kids to read from a book is great for their brain development and everyone’s health and well-being.  Read aloud to someone in your household - even if you don’t have kids, reading to another person adds a depth to a book and connection.

Journaling

Why not try journaling?  These are strange times.  Perhaps what you write might be of interest to somebody in the future, or even just something you look back on when this is all over.  Journaling is a great way to decrease anxiety and increase productivity.  There is also some research on how it can improve sleep, which is another bonus. 

Mrs Elizabeth Brooks
Deputy Principal, Pastoral Care

Leo Tolstoy, the 19th century Russian author of ‘War and Peace’ famously wrote ‘the strongest of all warriors are these two - Time and Patience'.  Time always has a way of getting away from us when we are busy.  All week I have felt the busyness of the new term recommencing.  Lessons have resumed, teachers are busy preparing lessons and meeting with colleagues to address the term’s learning priorities.  What’s different though, is that all of these commencement activities have occurred in the virtual learning environment that our Foxford program enables.  The highlight of my week has definitely been in resuming connection with the students.  Yesterday, the College Leadership Team and I ‘Google Met’ with the Year 12 cohort for a ‘QandA’ Vinnies style, and I was thrilled to see all the little boxes in my ‘grid view’ fill up with the faces of our graduating Class of 2020.  We are looking forward very much to the gradual return to face-to-face learning for Year 12 and all of our students, whilst remaining informed by up to date health advice and government policy, as student and staff safety is our priority.  Time will pass and patience will prevail.  I am hope-filled that all our students will return to the College this term and I am energised by the pedagogical innovations that will continue to unfold this term both in Foxford and on campus. 

On Monday, my colleagues and I participated in an agile professional learning day where we invited Dr Mark Williams, Professor of Cognitive Neuroscience at Macquarie University to engage us in learning to assist our understanding of the adolescent brain in the learning process.  As part of our school response to the pandemic, we have identified the need to enhance the teaching and learning practices to enable more agile and deeper learning.  Our 2020 College Goal strives for deep and sustained learning ‘every lesson every day’.  An understanding of how the adolescent brain functions by way of attention, absorption, retention and transference will enable teachers to develop classroom practices that optimise the learning process for students.  In the transition from online learning in the Foxford Program to face-to-face transition back to the classroom, more than ever we are finding innovative pedagogies to engage our learners such as:

- keeping students’ attention

- anchoring, reflecting and attachment and

- opportunities for handwriting.

To this end, each department has prioritised strategies for Term 2 learning, drawing on the understanding of the neuroscience of learning in adolescent brains in the context of COVID-19 remote learning.  We are excited about the prospects of how we will embed these in our teaching and learning programs this term.  I share with you now some of the innovative ideas we have to sustain the engagement and rigour of our academic program whilst we navigate through the COVID-19 pandemic's changing learning paradigm.

Above:  This image captures our focus to engage the students in handwriting in Term 2

English:

The English Department has identified that due to the extended screen time students are interfacing with at present whilst we remain in Foxford, they would find more opportunities to break from the technology and engage students in the craft of handwriting.  Students will experiment ‘chunk writing’ where experimentation with narrative features, visible thinking routines, concept development, drafting and reflecting occurs, all designed to improve writing skills.

Science

The Science Department is focussed on making content relevant to students’ everyday life and personal interests and designing assessment activities to spark students’ curiosity and personal interests.  In the same spirit of reducing screen time, the Science Department will look to Increase opportunities for handwriting - using images to demonstrate diagrams and handwritten work.  Ways to model and complete practicals will be used where possible.

Visual Arts /TAS

The Visual Arts/TAS Department will encourage handwriting and ask students to take notes and then upload through photographs.  We are concentrating on pre-testing before introducing new topics, while maintaining interim formative assessment.  Teachers have been using small group work, where practicable, while maintaining student responsibility by requiring groups to post their work into a combined class document.  This allows students to reflect on their results and provides an opportunity for teachers to informally assess students’ post-knowledge.  To keep the overall learning experience engaging and memorable, they will focus on breaking down our own presentation resources into smaller “chunks” with student activities interspersed. 

PDHPE

The PDHPE team is looking at opportunities to engage students to hand write their own notes using the paper copy of their textbook to assist them rather than online websites.  They will embed a journal reflection to begin and end each practical lesson.  This strategy will be used to anchor the activity (questions before and after a fitness circuit), provide an opportunity to reflect on the activity they participated in (a fitness circuit) and feel greater attachment to what they are doing.  It will also provide an opportunity for handwriting and this entire lesson will be screen free until uploading a photo of their reflection.

Mathematics

The Maths Department is exploring the psychological safety in making mistakes and learning from them as part of the path to success.  Building resilience so all feel safe to fail, safe to make mistakes, will go a long way to support students to grow in their learning - so that they don't make these mistakes again.  Teaching students that getting mathematical problems wrong is fine in the classroom setting - learning from them and not replicating these same errors in assessment/testing situations, is the overall intent.

Performing Arts

The Performing Arts Department is focussing on anchoring.  Anchoring occurs when, during decision making, an individual depends on an initial piece of information to make subsequent judgments.  Using different modes of delivery of content and responding to questions.  Drama will be including images, mood boards, journaling and note taking - all which will also assist with handwriting.  The Dance programs will also embed greater anchors such as images movement tasks and audio clips to assist with learning and memory. 

Studies of Religion

The Studies of Religion Department is looking at providing students the opportunity to listen to information and make connections with the material being instructed.  To develop students' note taking ability, cloze exercises to be used for students to ascertain key meanings of reading.  Along with this, handwriting opportunities will be extended to boost memory and recall.

HSIE

The HSIE Department is looking into making each topic as interesting as possible online.  Using this time to make learning more creative and fun, removing the chat box and background filters so students stay focussed for the entire lesson.  Note-making, particularly the use of scaffolds to assist students in `how to take notes' and using six minute chunks of time (optimal adolescent focus time on one activity) will provide an opportunity for students to write notes and display their learnings, to their teacher online.

Languages

The Languages Department is looking into making each topic as interesting and as interactive as possible online.  Using this time to make learning more creative and fun.  They will explore chunking and reducing the load and timing of activities along with anchoring, reflecting and attachment to help remember vocabulary and connect topics.  They are also looking at exploring journaling in the language, with senior students to provide handwriting opportunities and aid structure and sequencing in the language of study.     

Mrs Jasmin Mano
Director of Teaching and Learning

It’s great to be back after what has been a very different break.

I am interested in how people have responded to this enforced isolation.  Many have used the opportunity to get stuff done around the house - the jobs that have been on the list for years, that suddenly have come into the light of ‘importance’ if not ‘urgency’.  The difficulty of finding a car spot at Bunnings is testament to the resurgence in DIY.  My list of ‘jobs’ is now almost complete, and I’m wondering what I will do with my need for practical building jobs when it is finally exhausted. The new chicken coop is built, the chicks are growing feathers, my garden is trimmed and weeded within an inch of the life cycle, the piano stool has been recovered, the antique mirror restored, every drawer has been tidied, and all the filing colour coded.  What to do now?

The Easter story makes me wonder how Jesus must have felt to have his plans cut short. He had so much to achieve, such a fight for justice to engage in, so much healing, forgiving, teaching and arguing to do, only to have his plans cut short by a kiss, and his mission rent asunder by false trial and violent abandonment. The ache of knowing that his way was right and true and good and… rejected.  Our students reflected this morning in their assembly prayer about making LOVE their goal.  If Jesus goal was love, then ‘mission accomplished’.  The proof of the Resurrection is our desire to love - wastefully, compassionately and completely, when it’s difficult to love, and when those we love don’t deserve it. 

The St Canice’s Community are living the Resurrection and loving in incredible ways.  They are up to their elbows in sandwiches, which they make by the hundred each day for those who need this practical love above all else.  Because of the great generosity of the community - that’s us - St Canice’s have been able to re-open their bathroom facilities for the homeless who are their family. The dignity and comfort this brings to people who are sleeping rough is immeasurable.  I’m proud to be part of a community who can respond to the cry for help in such a practical way.

Here’s a message from Carrie Dean, the coordinator of the program:

We are proud to say that in four short weeks, we have gone from being closed to serving over 1000 meals a week to our street community. With help from 85 virtual cooking team members and an incredible show of financial support from our school, business and local community partners, we have been able to demonstrate that no one walks alone.

We are now operating a four day a week takeaway lunch service, including hot tea and coffee with as many refills as needed! Our shower and toilet block have reopened and we have a pop up health clinic administering flu shots, covid checks and mental health consultations, one day a week. 

From next week, we will launch our dinner service on Monday and Tuesday nights, which will be closely followed by two event days where our street community can collect a winter coat and sleeping bag for the colder months that are approaching.

Carrie Deane, Community Manager, Canice’s Kitchen 

If you want to make a contribution to keep St Canice’s program running, you are welcome to click on the link.

https://canices-kitchen-emergency-fund.raisely.com/

We are eagerly planning other activities - remote and not so remote - for later in the year, to help us remember that love is our goal.  More on that later.

I am reminded of this prayer, penned by Pedro Arrupe SJ.  He was General of the Jesuits back in 60s when the world changed and everyone thought it could end at any moment. He had many jobs on his list, but when he suffered a stroke, he passed his list on to others, and gave his ache to achieve more, to God.

In the Hands of God

More than ever I find myself in the hands of God.

This is what I have wanted all my life from my youth.

But now there is a difference;

the initiative is entirely with God.

It is indeed a profound spiritual experience

to know and feel myself so totally in God’s hands.

Pedro Arrupe, SJ

Jesus has passed the baton to us, to make Love our goal.

We just have to find ways to make that love as practical as we can.

Mrs Jo Kenderes
Director of Faith and Mission

While Ms Helen Marshall is on leave this term, I will replacing her in the Careers office on Monday, Tuesday and Wednesday.

I have enjoyed working as a Careers Adviser for the past 33 years.  While my teaching focus is Year 8, my experience in this role is mainly to provide Career counselling, advice and information about post school options for students in Years 10, 11 and 12.

Year 10 will also be commencing the process of selecting courses for Years 11 and 12, and I look forward to assisting students in making sound choices for senior school.

Ms Karen McConnochie
Careers Adviser

Year 12 - APPLYING FOR LAW AT UNSW

Just a reminder that UNSW Law Admissions Test is required if you are intending to study LAW at UNSW.  Registrations open Monday 4 May 2020 and close on Friday 14 August 2020.  The test day is Tuesday 29 September 2020, and cost is $187.00.

Please read the following extract from UNSW which sets out the guidelines for the Law Admissions Test (LAT).

Please contact Ms McConnochie if you have any questions mcconnochiek@stvincents.nsw.edu.au

YEAR 12 UAC GUIDE

Your copy of the UAC Guide 2021 will be in the College by early May 2020, and will be available from the Careers office.  

Below is a reminder of key dates:

01 April - All applications open - UAC PIN arrives
20 September - SRS applications close
30 September - UAC Early Bird applications close
October - HSC Examinations
November - SRS Early Offer round released - EAS applications due
15 December - ATAR’s released
17 December - Change of preferences deadline
21 December - First ATAR based offer round.

Ms Karen McConnochie
Careers Adviser

Co-ordinator of Sport:  Ms Jacinta Jacobs:  0418 416 663 / jacobsj@stvincents.nsw.edu.au

Head Coach of Hockey - Ms Laura Wiggins: 0418 329929
Head Coach of Netball/Basketball - Ms Elyse Harmanis:  0434 610870
Head Coach of Football - Mr Nicholas Schroeder:  0431 117565
Head Coach of Athletics/Cross Country - Ms Jacinta Jacobs:  0418 416663.

Website details:   www.stvincents.nsw.edu.au/learning/sport 

TERM 2 SPORT

There is no doubt that our world has changed over the past six weeks and we have all been impacted in some way, shape or form.  We are all missing seeing our friends at school and in particular at sport.  Regardless of your political and social views the main thing to focus on is HOW WE CAN RESPOND to external events, because really that is the only thing we can control.  Crisis creates opportunity so seize this opportunity to do things a little differently and to positively impact your life for the better.

Here are my top four tips on how to not only survive but thrive in turbulent times like COVID-19:

1. Focus on what you CAN control and do not dwell on the things outside of your control:

There are a lot of things outside of our control that can create fear, stress and worry if we dwell upon them.  The things that we CAN control include our health and how we respond to external events.  Our health is largely driven by lifestyle factors far more so than our genes.  The eight lifestyle factors that profoundly influence our health are what we eat, drink and think, how we move, sleep and breathe, how much time we spend in nature and sunshine and the deep social connections we have with others.  We can largely control these things by making a conscious choice every day to break old habits and create new, more fruitful ones.  When it comes to our health we are in the driver’s seat!  And that is a truly empowering notion.

Instead of resisting new rules, find ways to work around them.  The benefits of home schooling for us outweighs the challenges (no alarms, no packing of lunches and, commute times are replaced with sleep-ins, play and exercise).  There might be opportunities to try something entirely different that truly sets your soul on fire that you otherwise would not have considered.  I am enjoying having more time to meditate and do yoga, and my children have even tried it as well.

2. Live more cleanly:

No, I am not talking about antibacterial products (some maybe toxic to your health and to the planet!).  I am talking about cleaning up your lifestyle, your diet and the other lifestyle factors mentioned above.  Ditch all the things that no longer serve you (dietary and environmental toxins and negative fear-based thought patterns).  Replace them with things that nourish you in all areas of your life:  Nutrient rich food, filtered water, loving, positive and inspiring relationships and friendships, moving your body in ways that makes you feel good, basking in sunshine, time in nature, getting lots of deep sleep, taking some deep belly breaths, being positive and having some fun through playing and laughing every single day.  All these things will raise our 'vibrational frequency' and when our vibration is high we are physically and emotionally stronger and hence more immune to illness and disease. 

Appreciate that humans have lived with pathogenic bacteria and viruses since the beginning of time, and we have and always will encounter all manner of microbes.  Whether you get sick has less to do with the microbe itself (the external environmental) and more to do with the internal environment (your immune system) that can fight and defend against it.  Exposure to pathogens invigorates your immunity and for people with a well-functioning immune system this is a normal and natural part of being human.  It can be debated that the issue is many people in the western world do not have a strong immune system because of an abysmal state of health, possibly driven primarily by a 'junk food' diet and other poor lifestyle factors, which for too long have been accepted as normal because “there’s a pill for that”.  When people start eating real, nutrient-dense food and making simple lifestyle changes, many health conditions may reverse within a matter of weeks. 

3. Embrace simplicity:

Now is the time to focus on what is really essential in your life and redirect resources to those things only.  At the end of the day the things that really matter to your existence are the '8 Foundations' or 'Pillars of health' I mentioned above, and the vast majority of them are completely free (sleep, movement, breath, positive mindset, fun/play/connection, time in nature and sunshine).  I have enjoyed having more time to learn how to make simple nourishing meals with whole food ingredients.  If the ingredients are nutrient dense the quality really speaks for itself and you do not need fancy sauces to make it palatable.  Real food ethically sourced that is fresh and unprocessed tastes delicious because nutrients are precisely what gives food its flavour.

4. Practice Gratitude:

Be grateful for what you DO have without regard to the things you DON’T have.  For most of us in the western world we do live a very remarkably privileged and blessed life.  Appreciate all the things you miss that you will one day have again eg soccer games, parties, hugs, in-person gatherings!  This will make those things even more special in the future.  I even overheard my daughter recently saying how much she misses her school and her teachers!  Isn’t it interesting how absence makes the heart grow fonder?  I hope to see you all very soon back at school and doing some sort of exercise together.

FITNESS AND TERM 2 CROSS COUNTRY

There is a fitness/cross country program on the College website as an assistance tool for all girls to keep up their fitness while in the Foxford Program.  The IGSSA cross country carnival has been postponed until further notice, and IGSSA is hoping to hold it in Term 3 possibly on a Saturday, so please keep up your fitness.

SPORT STARS

Please keep the Sport staff informed of any good sporting results held outside of the College.  Information and photos can be emailed to   jacobsj@stvincents.nsw.edu.au

Congratulations to our following ISO Sports Stars:

Shout out to all our Boarders who are making use of the vast spaces they have available to them.  This image below is from Chloe Mudford, Year 8, taking a jog in her big backyard!

Special mention to Polly Grindrod, Year 8, who came up with a fantastic backyard obstacle course for PE Isolation Bingo. She competed against her brother and involved her mum too as the judge.  Very creative and fun to watch.

Kate Levitski, Lucy Hoffman and India Gale, from Year 9R:  Both Kate and Lucy completed all activities including gymnastics routines, yoga videos and Just Dance routines. Their commitment and skill level are outstanding.

India got out and explored the world through fitness, enjoying any chance to be outdoors including bushwalks, skateboarding and walking her dog regularly.

Ms Jacinta Jacobs
Co-ordinator of Sport

Below:  Happy PE staff!

The Office of eSafety:  COVID-19: an online safety kit for parents and carers

Keeping children educated and entertained during COVID-19 crisis…It’s easy as ABC

http://about.abc.net.au/press-releases/keeping-children-educated-and-entertained-during-covid-19-crisis-its-easy-as-abc/

Mindspot

https://mindspot.org.au/assets/pdf/10_Tips_for_Coping_with_Infectious_Diseases.pdf

Beyond Blue

https://www.beyondblue.org.au/the-facts/looking-after-your-mental-health-during-the-coronavirus-outbreak

Headspace

https://headspace.org.au/young-people/how-to-cope-with-stress-related-to-covid-19/

ReachOut Youth discussion forums

https://forums.au.reachout.com/

The Brave Program

https://www.brave-online.com/beating-stress-and-worries-about-coronavirus-covid-19/

If you or anyone you know needs help:

●      Lifeline on 13 11 14

●      beyondblue on 1300 224 636

●      MensLine Australia on 1300 789 978

●      Suicide Call Back Service on 1300 659 467

●      Kids Helpline on 1800 551 800

●      Headspace on 1800 650 890

●      QLife on 1800 184 527

Government agencies

NSW Department of Health

https://www.health.nsw.gov.au/Infectious/alerts/Pages/coronavirus-faqs.aspx

NSW Department of Education

https://education.nsw.gov.au/public-schools/school-safety/novel-coronavirus.html

National Coronavirus Health Information Line 1800 020 080 operating 24 hours a day, 7 days a week. 

Just a quick note to say hello and check in on how our parent community is doing with the change that has been thrust upon us.  What a crazy few months it has been for everyone!  Obviously we have been unable to meet and talk about College events and to have some of the questions answered that we normally have, which can be difficult.  I am so pleased we had our opening cocktail party as it gave the opportunity for parents to connect, particularly our new parents, and I hope that some of those connections have been maintained electronically since.  I know the girls in the older years are doing a great job of keeping in touch with their peers and I hope that is flowing through to the junior years as well.  They are so lucky to be part of the Vinnies community.  Don’t just leave it up to the girls though, those parent relationships within our community need to be fostered as well.  It’s is a great time to reach out to other parents to see how they are doing things.  I would love to find a way to support family businesses within our community so if anyone has any ideas, they would be much appreciated.

Personally, it has been interesting to see how my family has adjusted to this new way of operating, and it has made me realise, if nothing else, how adaptable we can be.  Who would have thought this time last year we would have been able to attend school, university and work from home.  Don’t get me wrong, it definitely hasn’t all been rainbows and unicorns.  Three teenage girls and I housebound for weeks on end has been a test of resilience, patience and humour.  While I had lofty ideas in this time of doing something spectacular like learning a language, an instrument or becoming a gourmet chef, I have realised that was unlikely to happen and simple is good.

We have ticked all the isolation entertainment boxes - cooking (still not great at it), puzzles (love them), cards (haven’t lost my edge), board games (see previous comment), wine (only those over 18), reading and binge watching TV, after, of course, the regulation disagreement over what to watch.  We have also managed to throw in some door slamming (not me...ok, sometimes me), arguments and lots of dog walking - the poor thing hides when the leash comes out now!  Oh and of course, making everyone clean out cupboards and drawers that have not been touched since we moved into the house 18 Years ago.  My go to mantra of “you should pick up your things and keep the house tidy in case someone drops in” has no credibility, and at times I feel like I’m living in an obstacle course.

While I don’t discount the difficulties and hardships that this has caused everyone to varying degrees, I have tried to take some positives and have learnt some things along the way.  While my kids may be sick of me saying it and continue to roll their eyes I really have learnt:

1. My kids are pretty funny
2. Family time is definitely something you get less of as they get older but you appreciate it more
3. I am still better at cards and board games than my kids
4. Slowing down isn’t a bad thing
5. I am a hoarder
6. Reducing the amount of times you go out of the house does not seem to relate to a decrease in the number of loads of washing each week
7. My dishwasher can run three times a day
8. I will never complain about making lunch boxes again
9. There is definitely a place for daytime and night time pyjamas
10. Girls use way too much toilet paper.

Fingers crossed we start to get back to a slightly more normal life soon, but maintain the good things and the lessons we have learned from all of this.  Wishing you all health and happiness.

Katherine Aitken
P&F President