Bulletin

Dear Parents and Carers

A very exciting landscaping project is almost complete, and I am sure it will become a very popular and versatile area in the College grounds.  Our very clever grounds team of Greg Hunt and Graeme Grocott have built a gazebo/rotunda on an area of the Garcia lawn that was becoming unsafe to use because of tree roots.  A very attractive new structure has been built to be used as a pavilion from which to view tennis, an outdoor meeting space for a class or Tutor group, a performance space and a place of quiet reflection.  It will now be landscaped to further enhance the appeal of the area.  In seeking a name, we are considering PROVIDENCE - the name of the Woollen Mill that was opened by the Sisters of Charity in Foxford.  As this was constructed during our Foxford program, it became a very important reminder of the extraordinary experiences we have had in the 2020 pandemic.  Divine providence is a belief in the willingness of God to listen to, and provide for our needs.  Throughout this COVID-19 time, we continue to discern the presence of God in our midst and the expression of that presence in the kindness, compassion and generosity our community is sharing with each other and beyond.  More of that caring and respectful behaviours were on show this week as the Year 12 students returned to campus.  It is a strange, new world they are learning to navigate and having to adapt to new etiquette around greetings, personal space and how to socialise in a COVID-safe way with their peers and teachers.  With the exception of a couple of spontaneous eruptions of pre-COVID exuberance, the students managed it very well.  It has certainly brought the life back to Potts Point having our students and staff using the footpaths and trains/buses.  Next week when the Year 11 students return, there will be a greater physical presence in the neighbourhood and we will be encouraging our students to be sensitive to others using the public facilities of the neighbourhood.  By Week 5 (25 May) when we are all back to full time attendance, students will once again be a distinctive army of navy and white moving up and down Victoria Street.

The staggered return of the students I know has frustrated and disappointed some by being too slow, and for others it has been quicker than they were ready to be back in public circulation.  I do appreciate the complexities that families are weighing up in making their decisions about returning.  This is particularly true for our Boarding families.  This next phase is so important as we work together to create a COVID-safe learning and work space.  We are doing what we can to mitigate risk but we are not able to eliminate all risks.

We extend our best wishes to Mrs Julianna Ormiston who commences maternity leave today.  We will introduce you to the replacement teacher for Year 7 and Year 9 Music classes on Monday.

Enjoy the weekend and the new possibilities now available to you to enjoy the company of friends, families and facilities.

Yours sincerely

Anne Fry
Principal 

Today is International Day of Families. If ever there was to be a day of celebrating families across the globe it is surely this year.  The aim of this day of recognition is to spread awareness about the benefits of the family systems to the masses.  Family policies are at the forefront of most national policies, as well as being a vehicle for governments to influence the living standards of present and future generations. The United Nations states that “this annual observance reflects the importance which the international community attaches to families as basic units of society”.

The 2020 theme is Families in Development.  During the conferences held in Beijing and Copenhagen in 1995, there was a proposal to portray the importance of families and their roles in social development.  The committee agreed to specify its worldwide observance as an initiative for the wellbeing of all individuals in the family.  In this 25th year anniversary of the Copenhagen Declaration, The United Nations, projected the theme to stress the importance of families and how much they mean to us in the context of the pandemic COVID-19, one of the most challenging global health and social crises we have experienced as an international community.  It is families who are the first responders to fear, anguish and loss.  A family can repatriate sorrow and instill joy, resilience and hope - a ripple that shapes societies around the globe.  You may be interested in reading the 2018 UNICEF report identifying the importance of family policies in achieving the global ambitions of the Sustainable Development Goals (SDGs):  Key findings on families, family policy and sustainable development goals.

Such importance of families has indeed played out in the microcosm of families within our own school community.  Last week I shared an infographic with you that focussed on the movement from fear to learning to growth throughout the weeks of responding to the COVID-19 pandemic.  In our pastoral care lessons, students have reflected upon and shared the strengths they have drawn on to grow as young people in this time.  Today I leave you to enjoy reading the many affirmations of families that our Year 9 students have identified.  Families, we have much to be proud of in the nurturing of your children.

Year 9 students responding to What are you most grateful for?

“I can talk to my parents when I feel worried”.

“I am most grateful for having a great supportive family, having a fantastic school community and that people in the world are there to try and put an effort and help the cause of COVID-19”.

“I am grateful for my family, going to a good school, my mum's good cooking”.

“I am most grateful for my friends and family, the internet which is keeping me connected with people (especially my teachers) and all the healthcare workers who are do their best to keep everyone safe".

“I am grateful for my mother as she does a lot for me and is also a nurse trying her hardest.  I am grateful that we get to do school from home to be safe. I am grateful for being alive”.

“My home, a stable (relatively) government, a school that is able to adapt to challenges”.

“I am grateful for my family and the continuous love they show me, for the effort the College has put in to make sure we are all still able to learn under the conditions, and for all the people staying inside and social distancing when they can”.

“I am most grateful that I have a family I get along with during this time, that we have to spend so much time together and for my teachers still giving interesting lessons over online schooling”.

“I am personally grateful for the fact that my parents still have jobs, I am grateful that I can go back to school soon and I am grateful that governments are getting better at dealing with COVID-19”.

“I am grateful for my family, being able to continue learning from home and I am grateful of our country as we have it a lot better than other places around the world”.

“I am grateful for teachers, a house and being able to share my emotions with my family”.

“My sisters for hanging with me during quarantine”.

“I am grateful for the place that I live and that it isn't as badly affected as other places, and that I know if I need help I will be able to get it.  I'm grateful that my teachers are trying really hard to make this time easier for the students, and I'm grateful that there are people in the world being good citizens, helping others and lifting spirits by doing acts of service”.

Mrs Elizabeth Brooks
Deputy Principal, Pastoral Care

As restrictions in New South Wales begin to relax and we rejoice in the return of ‘life’ in the form of Year 12 to Vinnies, my thoughts turn to how others in our extended community are faring.  I can only imagine the difficulties of social distancing and hand hygiene in places like Tanzania.

I’ve tried to imagine throughout my day today what my ‘hand washing’ protocol might look like in Tanzania, where in many places there is no running water, there is no soap and hand sanitiser is an alien concept.  How would it work?  Social distancing would be impossible and the health and treatment prospects for those who do contract the virus would not be promising. 

Our great 'old girl' and College friend, Gemma Sisia, has thought about how she and the St Jude’s community might respond to the call to new protocols around hygiene.  We here at St Vincent’s have done our best to protect our students, staff and families while keeping our eye on the education ball, and we have the benefit of experts we can consult, supplies and a supportive government and healthcare structure.  The St Jude’s community don’t have what we have.  They love and treasure their families just like we do, and they love their students and want to protect them.  Care packages for families in their community look like a very smart initiative.  Each one is largely specific to the needs of individual students and their families, to get them through 3-4 weeks of isolation.  They’ve thought of everything:

.  Hand sanitiser
.  Soap
.  Bleach
.  Maize flour
.  Beans
.  Rice
.  Exercise books
.  Home-made mask instructions
.  Tanzanian Ministry of Health information about COVID-19
.  Study pack including worksheets, mock exams and lesson notes.  

Gemma has asked that we support this initiative.  Can we do it?  They are asking if we can sponsor care packs.  If you click here, you can get more information on what they have, what they face and what they are doing about it.  https://www.schoolofstjude.org/support-us/covid-19

We can’t get to Tanzania this year to learn from them.  Instead, we may need to support them through this time from a distance.

Mrs Jo Kenderes
Director of Faith and Mission

During this period of absence from the Boarding House, the Boarding staff have been making regular contact with the families and the Boarders to maintain communication and provide support where needed.  It is always a joy to see the faces of the Boarders on the Google Meets and just chat about life in general.

Year 12 Boarders arrived back to Boarding last Sunday and they brought with them apprehension and anxiety over how living together would look, but also joy and excitement with being able to see each other and just being together again.  Susan and I worked hard to make the Boarding House look inviting, even with the restrictions.  I am very proud of how they have adapted to living during COVID-19 in a residential community.  I am proud that they have the resilience to trust us, and each other, to be safe and healthy.

Below are some photos of how the Boarding House and the dining room are adapting and changing the way we do things for the moment.  Breakfast does feel like a hotel continental breakfast!  Selina, our head chef, and Catering Industries have been amazing with their ideas of how to adapt to this life we are currently living in - so a huge thank you to them.

It has been fascinating re-thinking Boarding, but you can never change the laughter and the voices heard down the corridor - it was what has been missing for all these weeks and it makes us very happy to hear it again.

Yours in Boarding

Ms Maryanne O'Donoghue
Director of Boarding

Below:   New dining room and bathroom layouts

Below:  Welcome Back banner

 Edible Book Festival - 15 June - students fill in the form HERE to participate.

Neuroscience, Anchors and Wigs in the Online English Classroom

Last week our Year 12’s completed their final week in the Foxford program, and I wanted to leave them with some long-lasting memories of English lessons in the context of their online learning experiences.  Inspired by our recent professional development workshop on how we as teachers can use the neuroscience of learning to optimise students’ online educational experiences, I wondered...how could I make essay writing (a ‘not so exciting’ topic for students...so they tell me) a more lively, engaging and interactive learning experience online? 

In our workshop, we learnt about ‘anchoring’, which refers to the idea that we remember information based on the physical items around the text that we are reading.  Anchoring occurs, for example, when we read a text and remember that it had an orange sub-heading; or that there was a red arrow in the left-hand corner of a page.  However, when we are working with online documents, we do not have these anchors to help us remember information. Professor Williams highlighted that anchoring can help memory retention and consolidation, and suggested the need to set up anchors for ourselves when learning online to optimise our ability to remember information. 

So that got me thinking...what ‘anchors’ could I find at home to consolidate students’ knowledge about essay writing during the Foxford program?  I looked around my family room which had now become my online classroom.  Ah...the fancy dress box!  There was bound to be something in there.  A wig perhaps?  Many of my students know that I love wigs.  The older I get, the more I want to wear them!  Perhaps they remind me that even as an adult I can still be a kid and ‘dress up’, have fun and let go of my inhibitions. 

I opted for a crazy, colourful clown wig as my anchor...and when I met my students on Google Meet, I asked them to follow suit.  Each of them found an object they could wear that would ‘anchor’ their responses, so that when they contributed to class discussions, other students could remember information by association with that object.  Initially, they were hesitant..,who wouldn’t be? But once they saw how ridiculous I appeared on screen, they realised there was no way they were going to look any worse than me! and so, they jumped on board and celebrated the craziness.  In a matter of minutes - tiaras, cowboy hats, bold sunglasses, striped scarves and other wild wigs flooded the screen (and a few giggles). 

So we began our learning on the fundamentals for writing an extended response on our prescribed novel, The Curious Incident Dog in the Night-Time. Fifteen minutes into the lesson, I spotted a few other coloured wigs in the dress-up box and decided to change the colour of my clown wigs to set up new anchors each time we embarked on a different focus question.  In the hope that when they sit in that HSC exam room and have to remember the difference between a statement and an argument when writing their thesis for an extended response, they will remember the answer because one of their peers wore a cowboy hat and their crazy English teacher wore a yellow clown wig.  In hope that when they forget what is meant by ‘personal response’, they will remember that too, because the same crazy teacher wore a blue wig and another peer wore bunny ears. 

Who said that essay writing was a drag??? I only hope that the students had as much fun as I did.  Perhaps I shall introduce wig-wearing every time I teach essay writing when I’m back in the classroom.  I’m not certain whether the experiment worked in terms of improving students’ memory consolidation of essay writing.  Only time will tell.  What I am certain about is that I have established long-lasting memories of this bold and brave class who, during this extraordinary situation, took a risk, wore their ‘anchors’ and embraced the idea of experimentation.  Fingers crossed they learnt a thing or two about essay writing and had just a little bit of fun along the way.

Here’s what some of the students had to say about our crazy experiment:

“I thought today’s style of class, focussing on ‘anchoring’ was a lot more engaging (especially for essay writing) and the different costume/wig changes will definitely be something I remember in exams when it comes to retaining any of the information from today’s class”. 
(Ella Eizenberg)

“In today’s class I found the anchoring experience something I will never forget. It was enjoyable to watch our class figure out an innovative way, to not only learn but to enjoy our Year 12 learning with a twist, which resulted in us bonding as a class wholesomely.  It made us all realise that it really is the small distinctive things can make our learning more impactful”. 
(Natalia Sanzari)

“Whether it be Liv’s pink cowboy hat, Ms’ blue wig or Hannah’s sunnies, this was a fun way that we can feel connected during this time whilst learning new material.  The students in Year 12 have greatly appreciated the ways in which our teachers have adapted to our agile learning, and this was just another fun opportunity to take a break and have some fun whilst still learning". 
(Milla Finlay)

“I found the anchoring essay lesson so refreshing and fun to participate in.  It really did help me remember the content learnt in the lesson due to the way it stood out so much and helped reconnect our class through the screen during this agile learning time”. 
(Olivia Burrows)

“I reckon it's going to be a while before I forget the components and ideas for a Module B writing activity”.
(Alex Schacht)

Ms Anita Playoust
English Teacher

The Patricia Rolfe Award

As recently profiled in the Scientia cum Religione magazine, this year marks the 100th anniversary of Patricia Rolfe’s birth. Each year at Speech Night, a Year 10 student with a talent in English and an interest in journalism receives the Patricia Rolfe Award. 

The English Department would love to hear from any journalists in our community who would be willing to share their expertise for a few minutes with Year 10.  Most journalists are now working from home but that doesn’t mean that ‘visiting the classroom’ is impossible.  Through the magic of technology, we can make something happen!

I would really appreciate the generosity of any journalists who could help the English Department inspire this year’s recipient of the Patricia Rolfe Award:  jarmanm@stvincents.nsw.edu.au 

Ms Monica Jarman
Head of Department English

Shakespeare Birthplace Trust: 
Shakespeare Shorts is back for 2020!  Shakespeare Shorts is a short film competition brought to you by the Shakespeare Birthplace Trust. Submissions are welcomed from film-makers of all ages and abilities, anywhere in the world.  Submissions for our 2020 competition are open now via Film Freeway.  Categories include:  Best interpretation of a passage from Shakespeare (up to 10 minutes); Best film inspired by Shakespeare (up to 10 minutes); Best Shakespeare themed Animation (up to 5 minutes).  The winners of each category receive feedback from their patron, Kenneth Branagh.  More details - here.  Submission by 21 September. 

Phone It In is a story-bombing activity offered by Spineless Wonders in collaboration with #Litfest2444:  Phone It In gives you the chance to write, record and submit a piece of microlit on the theme of SOUND.  The theme of this year's competition is SOUND.  Once you have written your 200 words microlit piece and recorded it, all you need to do is upload the audio file.  If your recording is shortlisted, you will go in the running to win a $200 book voucher!  Phone It In is free to any person aged between 15 and 18 years.  Details here.  Submission date 31 May. 

Bell Shakespeare:  Bell Shakespeare is excited to announce a film festival where students are in the director’s seat. A national festival of short films about and inspired by Shakespeare that reflect unique Australian communities. Create a film in one of two categories: Retelling — films using Shakespeare’s original text and story and Reimagining - films that adapt, rework or are inspired by Shakespeare’s works.  Details www.bellshakespeare.com.au  and here https://www.youtube.com/watch?v=TbxicXfx9m .  Submissions close 3 July.

The Story Factory has an online after school program for young writers, focussing upon poetry and the novella.  The aim is publication.  Details here:  https://www.storyfactory.org.au/year-of-poetry-year-of-novella 

Education Perfect:  Byte Sized Competitions:  The Byte Sized Competitions are a series of mini competitions (20-30 minutes) hosted by EP.  These competitions are a great way for students to learn in a fun and engaging context, as well as work alongside other students.  The English Competition is held on Monday afternoons.  Details here 

Poetry in Action:  Is on the hunt for Australia’s next generation of poets, and they want to see your poetry!  Their monthly poetry challenge opens on the first and concludes on the final day of each month.  The winner for the year will be chosen from all the monthly finalists and announced towards the end of the year.  Details here:  https://www.poetryinaction.com.au/poetry-comp/

Kill Your Darlings:  The KYD School Writing Prize gives a voice to young people writing about the issues ​that concern them.  They are seeking entries of up to 1500 words in either fiction and non-fiction, with students responding to a current social or political issue.  The winner will receive a $500 cash prize, editorial support and publication in KYD.  The 2020 School Writing Prize will be judged by award-winning author Alice Pung and KYD editor Alan Vaarwerk.  Entries are open now and close on Friday 3 July.   https://www.killyourdarlings.com.au

Ms Monica Jarman
Head of Department English

APPLYING TO UTS 2021

Autumn 2021 Intake Update for Year 12 Students 

UTS will be opening applications for Autumn 2021 in July 2020. Year 12 students will then be able to apply for our admission schemes, including the educational access schemes (inpUTS) and Schools Recommendation Scheme. Both these schemes are aimed at helping Year 12 students gain equitable entry into university by taking into account specific personal circumstances along with your ATAR when considering your application.

Year 12 Subject Scheme:  The Year 12 subject scheme awards adjustment points towards your selection rank, based on your performance in select high school subjects that are relevant to your preferred UTS course. We’ve put together this scheme because we believe that your ability to undertake a course is better measured by looking at your subject marks in addition to your ATAR. 

Who is eligible?  You're eligible to receive adjustment points as long as you are a recent school leaver who has:

• applied for a UTS course that awards adjustment points;
• a minimum ATAR of 69 (or interstate equivalent);
• completed the relevant HSC subjects.

ACU

(Australian Catholic University)

Community Achiever Program - Early Entry - click Page 1 and Page 2 to view an information flyer. 

Ms Karen McConnochie
Careers Adviser (Acting)

mcconnochiek@stvincents.nsw.edu.au

Ms Karen McConnochie is replacing Ms Helen Marshall in the Careers office this term (Monday, Tuesday and Wednesday) while she is on long service leave.  Please see the Careers article in Bulletin issue 12 - 01 May 2020, for further details.

Term 2 Sport Staff Contacts:

Co-ordinator of Sport:  Ms Jacinta Jacobs:  0418 416 663 / jacobsj@stvincents.nsw.edu.au
Athletics and Fitness:  Ms Natasha Stenberg:  0412 099 882. 

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

We are really looking forward to welcoming students back gradually over the next few weeks.  Year 12 started back this week on site and were able to finally engage in some physical activity with their friends - using social distancing and hygienic guidelines.  Some played tennis whilst others had a fun game of volleyball at lunchtime. 

Next week Ms Jacobs would like to recommence fitness sessions after school on Mondays and Wednesdays.  Please email me jacobsj@stvincents.nsw.edu.au if you are interested in joining in on either of these days.  Whilst we cannot play any contact games just yet, it will be nice to have a run around and chat with your friends and to see your smiling faces.

For the younger Year groups still at home, make sure you are keeping up with some regular exercise and following your PE lessons.  Try and get your whole family involved and keep each other motivated.  Some students may be struggling mentally with the uncertainty of returning to competitive sport, and there are many things we can all do to help each other cope during this difficult time.  Last week I covered the impacts on mental health during this uncertain time and today we will look at boredom eating.

Whilst we are still working and studying from home: 
Now more than ever you may be finding yourself aimlessly peeking into the fridge, freezer or pantry, without even knowing how you got there.  You aren’t always hungry but it seems like a good way to pass time or procrastinate from work, study or training.  Sound familiar? You are not alone.  Many students and adults I have spoken to have reported some degree of difficulty in managing their eating habits while at home and in these new lifestyle routines.  Identifying your hunger response is more familiar to athletes when training loads increase and appetite increases to meet this demand.  It’s easier to understand the connection.  In a time where routine has changed and training is in a different format or intensity, it is a challenge to compare intake and understand just what your body needs.  If you’re unsure and uncertain about how to eat while in close proximity to the kitchen, a common response is to head to the fridge.

There is no magic formula.  Rarely does telling yourself “I should not be eating this” or “have a glass of water” make a difference.  While we wish we had a magical formula to stop boredom eating it comes down to you and the choices you make.  But, feeling guilt or shame because you have eaten something you wish you didn’t doesn’t solve any problems.  We can merely use this response to reflect and learn and get stronger next time we head to the kitchen.

Try using a hunger scale:  Bring some awareness to your eating habits and hunger levels through using a hunger scale.  This will assist your understanding of the difference between eating to nourish our body and meet energy needs, and eating to mask issues such as boredom, procrastination or stress/emotional management.  To help you understand where you sit in terms of your physical hunger, you can use a hunger scale rated from 1-10.  This can help you to make decisions around when to eat and how much to eat in conjunction with sports nutrition education and general logic.  It may be that it can help you decide whether you are actually physically hungry or just emotionally hungry, bored and mindlessly snacking.  

Checking in with the hunger scale can be a useful tool to understand if you NEED to eat or you WANT to eat. 

Neither one or ten on the scale are healthy places to be.  Ten can leave us feeling sub-optimal both mentally and physically, while one can leave us vulnerable to eating too quickly or making the wrong food choices.  If we don’t acknowledge how hungry we are we can end up at ten before our gut is able to acknowledge fullness (take at least 20 minutes to eat to allow for this).  Ideally, the sweet spot to eat is between three and six.

Increase your awareness:  Checking in with the scale before and after meals/snacks can increase awareness around your hunger and fullness cues and ultimately give you more confidence in making food choices.  You might also use this to reflect how you feel after modifying portion sizes if they are smaller or larger than usual.  This will help you understand when you have had enough to eat, instead of comparing to what you usually might eat to know if you have had enough.

Start understanding your hunger and fullness cues:  Now is a good time to master this skill as when you are back at full training there are a few performance nutrition rules which override this - like eating directly after training.  Sometimes athletes have no appetite after really hard sessions but that’s the most important time to eat to kick start recovery.  Just like your sport, understanding your hunger and fullness cues is a skill that requires practice to master.  Give it a go and become a master at understanding your body.

We look forward to seeing all students back at school from 25 May and into PE classes.  Lunchtimes we will have several activities going on that students can join in on the courts.  

SPORTS 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 the energetic group of Year 12 girls who took to the courts this week at lunchtimes playing tennis and basketball.  Led by their Sports Captain Domenica Mitchell, the girls had lots of fun and enjoyed being in the sunshine and fresh air.  We look forward to Year 11 joining in next week.

Congratulations to the keen students who joined Ms Jacobs and her children to participate in the Mother’s Day Virtual Fun Run last weekend!  We had Dom and Olivia Mitchell with their Mum and siblings, as well as Lexie Tait and Tyler Ellis, both also participating with their Mothers.  If anyone else did the run also please let Ms Jacobs know. 

Congratulations to Ms Jacobs' 7R PDHPE class, who enthusiastically dressed in 80's retro inspired accessories to do their aerobics class this week.

Below:  Lexie and her Mother

Below: The Mitchell's

 Below:   Tyler Ellis and her Mother

Below:  7R PDHPE class

Ms Jacinta Jacobs
Co-ordinator of Sport

AISNSW (Association of Independent Schools) Resource

https://www.aisnsw.edu.au/learning-from-home/wellbeing#parents.

Greater Good Science Centre: COVID-19 parent wellbeing resources and activities

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 Parent discussion forum

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

ReachOut Youth discussion forums

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

ReachOut.com One-on-One Support 

The Brave Program

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

FACE COVID ACT (Acceptance and Commitment Therapy)

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. 

The next meeting and AGM for the St Vincent’s College Parents and Friends’ Association will be on Wednesday 27 May 2020 at 6.30pm.

The meeting will be held via Zoom.  If you would like to attend, please register your details here.  The Zoom meeting ID and Password will be sent to you on the morning of 27 May.

Jane Palin
Community and Alumnae Relations Manager

To further support our strong community and fellowship, St Vincent’s College is establishing a Community Business Register for our families and alumnae.

We understand that the constantly changing situation with COVID-19 has impacted businesses across our community, therefore, if you would like to profile your business to the SVC community you can now join our Business Register by completing our online SVC Community Business Register Form

We look forward to supporting your business and your family.

Jane Palin
Community and Alumnae Relations Manager