This is our last newsletter for Term 2. It has been a term filled with many events and learning opportunities for students in the very full academic and co-curricular life of OLMC.

Our theme this year is ‘Don’t be afraid. Go and be… (Mark 5:36b)’. Our week long ‘Learning beyond the classroom’ program certainly enabled students to challenge themselves to ‘go and be’, and there were many instances of students showing a willingness to go beyond what they might normally feel happy to do.

Today, we celebrated Dare2Donate. The Year 12 student leaders have been working very hard with students at all year levels to raise money for McAuley For Women and Children. The day always culminates in a wonderful lunchtime program where all students arrive freely to participate in the celebration of all of the dares. This day is only possible because our teaching staff so generously agree to meet the dares the students ask of them. We have seen amazing costumes, entertaining performances and some teachers doused in very cold water.

Days like Dare2Donate rely on strong trust between teachers and students. It requires a lot of work from students but incredible courage from teachers who are happy to show our students how a little courage and a great deal of joy can make a difference. A testament to the connections and strong positive relationships between staff and students is never more evident on days like today.

This term has once again seen students give themselves wholeheartedly to the participation in so many individual and team pursuits. It has been especially pleasing to see our Year 7 students so readily engage in clubs, sporting and music opportunities. Our GSV sporting teams have once again experienced success. Students working in music and the performing arts have been part of the very successful Senior production of The Addams Family along with opportunities in Music. Our Social Justice team has led some wonderful initiatives throughout the term and engaged with all students to help support others. Our science students have also been successful in the STEM opportunities.

On Tuesday evening this week, Year 7 Music students performed for their families and others in their first concert for the year. The evening was a chance to celebrate the gifts of students shared with family and friends. They were supported by their instrumental music teachers, Jo Mileto, Instrumental Music Coordinator, Gabriella Russo and Anne Couch. It was another evening where our values of courage and joy were evident amongst the students.

Beginning today and continuing next week, Year 10 students will be participating in a program specifically designed to support them in the discernment of their post school options. They will work with a variety of speakers and presentations, along with discussions and workshops. In Term 3, they will be making choices about their VCE pathway, and this week will be an important event for them.

Throughout Semester Two, students from Year 7-12 will be involved in making choices about their learning program for 2026. They will be challenged to consider their strengths and talents, along with their hopes and ambitions. There are opportunities provided during this time for students and families to access information and support. I encourage all students and parents to make the very most of the supports available.

As we go into a much-anticipated break, I hope that all students have the chance to rest, rejuvenate and get ready for another very busy and eventful Semester Two.

The Feast of the Sacred Heart is a celebration of God's deep and compassionate love, made known to us through the heart of Jesus. In contemporary theology, the Sacred Heart is not only a symbol of Christ’s personal love for each of us, but also a call to action - a reminder that love must move us beyond comfort and into service.

At the heart of this devotion is mercy: a love that suffers with others, that seeks justice, that refuses to turn away from those who are hurting. That’s what our 'Dare to Donate' initiative embodies. By supporting McAuley Services for Women, we are putting our faith into practice - responding to the call to love not just with words, but with concrete support for those most vulnerable.

In Jesus’ heart, we see both tenderness and strength, a love that doesn’t give up. May our actions reflect that same kind of love. So we pray…

Loving God,
You reveal your heart to us in the life, death and resurrection of Jesus - a heart moved by compassion, justice, and mercy.
Help us to follow his example, not only in prayer, but in action.
Bless our efforts through 'Dare to Donate' and deepen our care for those who turn to McAuley Services in times of need. May our hearts grow more like Christ’s: open, generous, and brave enough to love.

We ask this through Christ our Lord.
Amen.

https://rcdow.org.uk/news/rediscovering-the-sacred-heart-of-jesus/

Last Saturday, several students, families, and staff from OLMC were honoured to attend the Ordination of Br Tri as a transitional deacon at Holy Cross Monastery in Templestowe. It was a day filled with joy and deep gratitude, marking a profound moment not only for Br Tri and the Passionist community of the Holy Spirit Province, but also for his parents, who had travelled from Vietnam to witness this milestone in their son’s vocational journey.

During the celebration, Bishop Thịnh expressed heartfelt thanks to Br Tri’s family for nurturing his faith and supporting his calling. He also acknowledged the Passionist community for their role in guiding and forming Br Tri through the years of dedicated spiritual and pastoral formation.

This step marks the final stage of preparation before Br. Tri, now Rev. Tri, is ordained a priest - an event expected to take place in approximately 12 months.

A shared meal and joyful conversation among the gathered community followed the Mass. We are especially proud of OLMC students Olivia, Theresa, and Isabella, who proclaimed the readings during the liturgy - a beautiful contribution and a tangible sign of our school’s support and presence. Their participation was a meaningful gift to Rev Tri on this special occasion.

We continue to hold Rev Tri in our prayers as he prepares for priestly ordination in the year ahead.

Photo: Rev Tri with his family and Bishop Thinh, Holy Cross Monastery, Templestowe.

Artificial Intelligence (AI) is rapidly becoming a central part of contemporary life and there has been a great deal of commentary about the impact of AI in education. What is not helpful to the debate are headlines such as ‘ChatGPT May Lead To The Downfall Of Education And Critical Thinking’.

As the use of AI in education continues to grow, it’s clear that there needs to be more discussion about how to balance the benefits with the potential risks. One of the most important things for all school communities is to become aware of how AI works, and what it can do and just as importantly cannot do. In secondary settings we believe that AI will enhance engagement and personalise learning experiences. In particular, it will benefit students that require intensive language learning support and help the development of problem-solving skills in all students.

At OLMC we recognise that artificial intelligence (AI) is rapidly changing the way schools engage in teaching, learning and assessment. To provide high-quality curriculum, assessment and reporting services, we are committed to using evidence-led and research-based decision-making practices to respond to the opportunities and implications of AI.

Our response will be developed following a process of discernment, to investigate the potential challenges and opportunities that this emerging technology could bring to the teaching and learning process, while also identifying any risks that could occur when new software is released so quickly. The AI Working Party is working on reviewing the college policies in relation to the use of AI and processes for assessment. We want to ensure that we can continue to uphold academic integrity and rigour across the assessment we have our students undertake in their learning. Fundamentally we will focus on digital literacy, promote academic integrity and examine the implications for assessment.

Finally, at the core of every educational experience is the human relationship between the teacher and the student. This connection goes beyond delivering lessons; it is about understanding a student’s unique strengths, challenges, and emotional landscape. The human connection between teacher and student will always be irreplaceable.

‘As we embrace AI in education, we must remain vigilant in advocating for a pedagogical approach that prioritises human connection and cultural responsiveness. Ultimately, teacher AI literacy should encompass not just the technical skills to integrate AI into classrooms but also the profound understanding of students as whole individuals, fostering an inclusive environment that values each learner’s unique contributions. In this way, we can harness the power of technology while ensuring it complements the irreplaceable art of teaching’. Teachers truly know students and how they learn. Does AI?, Sue Ollerhead, November.18.2024.

https://ditchthattextbook.com/...

Joanna De Bono
Deputy Principal Learning and Innovation

Our subject selection program has started this week, with Year 10 students undertaking Morrisby testing as well as a number of Subject Forums to gain an understanding of the subjects that are on offer in Years 11 and 12. Their program will continue next week, with a three-day Subject Selection Program, running from Wednesday 2 July to Friday 4 July.

Please note the dates below for upcoming Subject Selection Information evenings.

Parents and guardians will be emailed in the fortnight prior to the evening with further details, including a link to register your place.

The Course Guide 2026 – Senior Programs (Years 10-12) has been published and is now available on PAM under School Links, and available on SIMON.

Andrew Gibson
Director of Learning and Teaching

Next year, the Victorian Curriculum will roll out its second iteration under the creatively thought out and critically imagined name, ‘Victorian Curriculum 2.0’.

In the Humanities Learning Area, we are excavating the intricacies of this guiding document as slowly and laboriously as an archaeologist might King Tutankhamun's tomb, with as much glee as this same practitioner might feel when unearthing hidden treasure. There is no shock of an innervated, evil mummy within, that’s for sure - the analogy just doesn’t extend that far!

There is, however, a lot to think about.

Recently, a colleague and I were chatting about Year 7 Humanities in general, and the Geography discipline in particular. Our students have just completed the first semester focus on two globally dynamic elements of Geography - Place and Liveability, where learners of all ages consider those two exact components, and Water in the World, where these same learners expand their understanding of… well… water in the world.

This colleague mentioned that over the course of second term, when the water unit was whetting everyone’s educational appetite, she hadn’t had the chance to discuss the Victorian drought. Its prominence and impact, its devastating consequences, its long-term implications and short-term torment, let alone the Queensland and NSW floods and how these current conditions affect place, community and country.

This is no one’s fault. Curriculum talk is always about how crowded it is, about what to leave out and what to prioritise, but it struck me that if we are attempting to keep our courses as relevant as possible, we sometimes need to pivot. The Victorian Curriculum 2.0 gives us scope to do that, and while Geography hasn’t changed much at all in the new version for Years 7-10, we may look at developing the sub strand called Geographies of Human Wellbeing (GoHW) a little more.

While Water in the World and Place and Liveability are self-explanatory units, GoHW is a little more nebulous. It is also pitched at Years 9 and 10 Geography, but can definitely infiltrate Years 7 and 8 in terms of concept. GoHW could be used within the Water Unit to explore human wellbeing in geographical locations like drought-ridden Victoria and flood prone QLD and NSW. Because it is comparative in nature, GoHW could inform our study of other global spots that have a shortage of drinking water. It meshes well with the Place and Liveability strand too.

It can be dispiriting when limited class time and the inevitability of set assessments prevent us from covering current and relevant topics, and both my colleague and I lamented this when we were discussing Year 7 Geography. We want our students to learn about places so alive in Humanities, yet often we are bereft of time.

However, the Victorian Curriculum 2.0 has a larger focus on skills across all Humanities disciplines - History, Business and Economics, Civics and Citizenship, and Geography. Not only will this force us to rethink the way we assess, it will ensure we have created tasks that either use AI as a tool to assist student learning and output, or AI-proof these assessments. There is also more opportunity to provide options. Rather than limiting the study of Liveability to an urban suburb and Water to a particular waterway, students might choose within the topic and show their skills in different ways.

Whatever the case, the new curriculum will be with us before we know it. It’s time to build upon the Tutankhamun treasure we already have and continue to equip the archaeologists with ideas for future learning.

Rosemary Jones
Humanities Learning Leader

On Monday 16 June, half of the Year 9 cohort at OLMC completed their very first formal exam. This assessment focused on Science and covered key topics such as the endocrine system, electrical circuits, magnetism, electromagnetism and experimental method.

In preparation for this exam, students were supported with a range of valuable resources made available on Canvas. These included a practice exam, topic summaries, revision guides, and interactive activities. Cue cards and the digital learning platform Stile were especially helpful tools that supported independent study and reinforced classroom learning.

Teachers played a crucial role in guiding us through the exam process. Their ongoing encouragement and reassurance helped to create a positive and supportive environment. Many of us were feeling nervous and uncertain, as it was the first time we were sitting a formal exam. However, the preparation we received helped reduce some of the pressure and allowed us to feel more confident.

On the day of the exam, there was a noticeable buzz of anticipation and emotion. Everyone approached the experience differently - some were calm and focused, while others were more anxious and unsure. Despite the nerves, it was clear that we were all trying our best.

Reflecting on the experience, we’ve learned a lot - not just about Science, but also about how to prepare effectively and manage our emotions in high-pressure situations. Next time we sit an exam, we aim to regulate our nerves more effectively and maintain a positive mindset. This experience has not only helped us grow academically, but also emotionally, as we develop resilience and strategies for success in future assessments.

Phoebe K and Amelia G (9F)

Since February, as part of BrainSTEM, we have been researching and testing ‘endophytes’. Endophytes are microorganisms that live within plants and have been shown to assist plants in managing stressors such as drought and insects as a result of climate change.

On Wednesday 18 June, we caught the train to Melbourne Central and arrived at RMIT’s Activator Building. We presented our presentation about endophytes to our parents and other families. Also in the audience were three judges with a great deal of STEM experience and they challenged and questioned us about the future of our initiative. Other schools were presenting their unique ideas as well and we were captivated to hear about their fascinating inventions and experimental journeys.

The whole opportunity was very exciting and packed with new learnings and productive discussions. We met up at lunch time once or twice a week to make progress and consider different aspects of our idea. We also had meetings with our mentor from BrainSTEM via google meet. She introduced the topic of ‘Endophytes’ to us and made us more aware of the things in our ecosystem. We were intrigued by these microorganisms and wanted to properly witness their magic.

So, we planted bean plants in a controlled environment; one set with the endophytes and one without. Elly, our mentor was able to provide us with an endophyte solution, which they developed from Potato skin fermentation in Swinburne University labs. The entire experience was one of a kind and we highly recommend it to anyone and everyone.

We would also like to thank Ms Farrugia for guiding us through the journey and always being there for us. Also, Ms Matthews for accompanying us to the city for our presentation and being extra supportive! Thank you so much!

Mirelle L, Ritu A, Janet L & Alex B (9H)

The music department has had a busy end to the term with competitions, performances and rehearsals for the many upcoming events in Term 3.

On Wednesday June 11 our Advanced Choir and Cantors headed off to the stunning Hawthorn Arts Centre where they each competed against a number of school and adult choirs at the Boroondara Eisteddfod. Not only were the students able to perform and receive feedback on their work, they were also able to hear a variety of choirs, both school and adult aged, perform a range of pieces in a wide range of styles. The Cantors performed in the open section and although they didn’t place, we were extremely proud of their performance and representation of OLMC. Advanced Choir are to be congratulated on placing 2^nd in the Secondary School section. Thank you to all the parents who came to watch their child perform, it is wonderful that they have your support.

As part of ‘Dare to Donate’ this year the arts Captains decided to create a music version entitled ‘Dare to….’ The aim of this dare was for students to perform in areas that they would not normally play or sing in and challenge themselves to perform in front of family and friends. The week started with the rock band playing songs whilst the Social Justice team sold food to create a music festival feel – there was lots of grooving outside! On Tuesday the students from year 7 and 8 who are currently having instrumental music lessons were challenged to perform for their family and friends to showcase their learning this semester. We would like to congratulate those students for whom this was their first public performance. You have all worked extremely hard to get to the point where you can present a song in public. The courage and determination you have shown in the lead up to this event has been inspirational and we can’t wait to see how you continue to improve in semester two. Finally, Broadway Bound will perform on Tuesday 1 July at the MHT to their fellow students during lunchtime – an extremely big dare! We look forward to seeing these student-led performances under the theme ‘Step Back in Time’. Thanks to the Year 11 music leaders who have helped to organise this event during a busy term.

Jo-Anne Mileto
Instrumental Music Coordinator

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).

Please visit: https://www.nccd.edu.au/sites/... for a FAQ sheet with more information about the NCCD. You can also obtain further information about the NCCD on the NCCD Portal (https://www.nccd.edu.au).

Catherine Burke
Learning Diversity Coordinator

GSV Cross Country:

Cross Country ran through most of Term 2, starting with a trial event alongside Ivanhoe Girls’ Grammar where OLMC students did very well. GSV Preliminary Cross Country took place on Tuesday 20 May and OLMC placed 5^th overall.

GSV Championship Cross Country was held at Cruden Farm, Langwarrin with students from Juniors, Intermediate and Seniors competing. Overall OLMC placed 7^th with Juniors placing 2^nd, Intermediate 2^nd and Seniors 8^th.

Congratulations to all students who participated in Cross Country this term.

House Athletics:

House Athletics took place on Tuesday 13 May. The day was a great success! The overall House winner was McAuley with Carmel coming 2^nd, Mercy 3^rd and Loreto 4^th. The Cheer Trophy was awarded to Mercy House.

See below Year Level Champions:

Year 7: Ava D (7B)

Year 8: Natalie M (8A)

Year 9: Emily W (9B)

Year 10: Emily M (10C3)

Year 11: Hanna W (11M4) & Chiara S (11L3)

Year 12: Liana P (12L2)

Catholic Girls Sports Association of Victoria (CGSAV) AFL:

The CGSAV AFL Competition took place on Tuesday 10 June at Royal Park in Parkville.

OLMC Juniors and Intermediates competed in Division 1 with our Junior team playing in four hard-fought games.

The Intermediates won three out of four games to then defeat Ave Maria and win the Grand Final. Congratulations to our winners! The championship Intermediate team go through to the Herald Sun Shield in Term 3. Congratulations to Addison F (9D) who was awarded MVP in the Grand Final.

GSV Senior Basketball:

GSV Senior Basketball tournament took place on Thursday 12 June at MSAC, with four teams competing. One team in Division 1, two in Division 2 and one in Division 3. Division 1 and 2 faced competitive opposition. Division 3 fought hard with a team of five players to secure Runners Up which was an amazing achievement.

GSV Weekly Sport:

Thank you to all students for your commitment to your GSV Netball and Hockey this term. OLMC had two Junior Netball teams (A and G) go through to finals. Both teams competed well but lost in the first round of finals.

Intermediate Netball team (B) also made it to finals with an amazing effort to finish as Runners Up.

Both Senior and Premier Netball teams had successful seasons and reached finals. Senior and Premier teams won all their finals games to come home Premiers for 2025. We congratulate all students who competed in GSV Weekly Sport.

See our finishing positions below on respective GSV Sport ladders:

Junior: AFL- 7^th Netball A: 1^st / B: 4^th / C: 3^rd / D: 7^th / E: 4^th / F: 2^nd / G: 2^nd / H: 3^rd / I: 2^nd

Intermediate: Netball- A: 5^th / B: 2^nd / C: 3^rd / D: 4^th / E: 3^rd

Senior: Netball- Senior A: 1^st / Premier League: 1^st

Thank you to all staff and students involved in Sport for Term 2, with many amazing achievements and a jam-packed term of sport.

Lara Del Conte
Sport Administration Assistant

The OLMC Parents' Association invite you to a

OLMC DECADES DASH Trivia Night

OLMC Nalleijerring Centre

Yarra Street, Heidelberg

Friday 8 August 7.00pm – 9.30pm (Doors open at 6.30pm)

Tickets $25

Join in with others from the OLMC College Community for a fun night of laughter and frivolity!

This is an adults only licenced event with drinks available for purchase. BYO snacks only.

To book please go to trybooking.com and search OLMC or enter the link https://www.trybooking.com/DCWKV

Tables will seat 10 people.

To book a group/table: Purchase the whole table in one booking or purchase a ticket on an available table and notify your fellow guests of the table number so that they can then book on the same table. If you want to rename the table so that your fellow guests can identify the table easily, please contact Marie Jenkins (see below).

To book individual tickets: Purchase the required number of tickets on any available table.

Bookings close Thursday 7 August

For assistance with booking or table allocation please contact Marie Jenkins

T: 9455 7571 E: mjenkins@olmc.vic.edu.au

We do hope that you will join us.

On behalf of the OLMC Parents' Association

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