Dear Parents, Students and Friends
Thank you for your ongoing support and patience as we continue to navigate the ever-changing COVID-19 guidelines. The health and safety of everyone in our community remains our priority and we must continue to be vigilant to ensure the wellbeing of all.
It is great to be able to share some happy news with you. Ms Louisa Bonner is expecting her fourth child. On behalf of our community, I congratulate Ewan, Louisa, Ryley, Autumn and Ivy as they await the arrival of a new ‘bundle of joy’ to their family. Wonderful news!
Ms Bonner will be taking Terms 1-3 off work in 2021, and plans to return part-time in Term 4 next year.
Senior Leadership Team 2021
Over the last two days, I have had the privilege of interviewing Year 11 students who have made application for the positions of School Captain or Vice-Captain for the 2021 school year. I thoroughly enjoy this experience. It is a courageous and self-revealing process for the students as they discuss their leadership strengths, think deeply about what they hold as important, and how these personal values and attributes translate to their leadership capacity. I see their growth towards adulthood and have complete admiration for their willingness to engage in this journey. This year we have had 63 applications for the Senior Leadership Team (SLT) 2021 for the roles of Faith Formation Leaders, Indigenous Leaders, School Captain, Vice Captain, and House Captains. I have been so impressed by this overwhelming statement of support for the College. When students have this level of desire and energy to make a difference, I believe we have much to celebrate! Mr Nathan Mansfield has outlined more details on the leadership selection process in his newsletter article this week.
“National Skills Week will again set out to bring to life the positive messages, highlighting the talents, the skills, the career pathways and the value of apprentices …”
VET Education offerings at Carroll College include Business Services, Hospitality, Sports Coaching, Construction and Information, Digital Media and Technology.
Completed Carroll College 2019 – Awarded VET Student of the Year
Occupation: Sapper – ADF Apprentice Electrician
What is a typical day like in your role?
A snapshot of my week would be - Parade every morning, attending TAFE 5 days per week, undertake Physical training sessions throughout the week and Dress inspection (once per week) along with room inspections (every fortnight).
What’s the best advice you can give someone who just started their career?
Stay focused, don’t give up if you are faced with hardship or setbacks and don’t lose sight of what you want to achieve.
What energies you at work?
The thought of having a long-lasting career with the Australian Defence Force at the end of this Apprenticeship and any other opportunities that may arise within the Defence Force.
The mateships and the fact that you are a part of something bigger than you.
Overall enjoyment of the course and the physical fitness training, and the lifestyle that ADF provides.
What interests do you have outside of work?
At the moment, it is very difficult with COVID-19 restrictions and because we are in Victoria especially so. Otherwise, I love all sport and gym activities.
What is your fondest memory of Carroll College?
How welcoming the school was when I came to Carroll in 2017, the Teachers & Staff, and also the great friendships made.
Working with my Dad hanging cornice on building sites was my introduction to the world of work at the age of 7. I enjoyed school and was always fascinated by Science. I was the classic 1980’s nerd. I even had a professional Chemistry set!
During my high school years, I worked in the local supermarket, at a local petrol station and I worked with my Dad. Towards the end of school, I decided that I wanted to be either a doctor or a teacher. I was very inspired by my Senior Maths teacher who was an amazing teacher. My school gave me a reality check about becoming a doctor saying that I wasn’t going to get the marks to get into this very competitive field so I went off to the ANU to study Science, majoring in Biology and Psychology.
While at uni, I worked as a Youth Worker/Counsellor and I did some tutoring work in a juvenile justice facility and I played in a band (does that count as work? We weren’t very good and hardly ever got paid so perhaps not). After graduating with a Bachelor of Science, I went to the University of Canberra to complete my Graduate Diploma in Secondary Education.
I didn’t go into teaching straight away. I worked for three years as a lab technician/research assistant at the Research School of Biological Sciences at the ANU and the CSIRO. I then ran a corner store for a year in Tasmania before moving to Leeton. I had a year at home looking after my baby son and during that year, I worked as an after-hours library supervisor at Yanco Agricultural High School and I studied Chemistry at CSU part-time.
It was at Yanco Ag that I met the Science Coordinator at St Francis De Sales Regional College in Leeton and she told me that they were looking for a Science teacher. I worked as a Science Teacher at St Francis for five years and then got a job as a Science Teacher here at Carroll College.
In 2004, I was lucky enough to be appointed as the Teaching and Learning Coordinator, which was an Executive Coordinator role and I had the job of overseeing the implementation of the Quality Teaching and Learning initiative. I decided to resign from that role at the end of 2008 and continue as a full-time Science teacher. I did an overseas teacher exchange with Mr Hodges in 2010, which was an amazing experience. At the start of 2015, I was fortunate enough to be appointed as Science Coordinator and I am continuing in this role today.
I love teaching! I have had many roles over my 23 years in schools. I have taught Music, VET and STEM and I have been Careers Advisor. Science is what I really love and I really enjoy sharing my enthusiasm for learning about Science with our students, and I love working with the Science team at Carroll. I’m really happy I became a teacher. Schools are great places to work, students and teachers are amazing and teaching is never boring!
On behalf of the Carroll staff, I thank you for your continued cooperation and understanding as we support each other to get through this pandemic.
Over the past two weeks, I have had great pleasure in being a part of the 2021 Student Leadership interviews. There were a total of 63 applications which is a fantastic reflection on our Year 11 students who are putting themselves forward to be a part of the Student Leadership Team.
The process of selection is taken from a balance of application and interview for most positions. College Captain potential candidates must also speak in front of their peers with Year 11 students and staff later completing an online preference for applications.
All students have performed well and we are very proud of them for the efforts that they have put in. Announcements will be made of the successful candidates towards the end of the term.
The safety of all of our children is paramount to not only families and the College but to the whole community. This is a reminder to help our children understand the importance of stranger safety and the need to report any unusual incidents or approaches to staff immediately.
If you become aware of an incident or notice anyone acting suspiciously around any school or child, contact police immediately on 131 444. In the case of an emergency, call 000. If you witness an incident or if you have any information that could assist police, you can contact Crime Stoppers on 1800 333 000. Information can be provided anonymously.
Please support us to keep our children safe by having conversations with your child about moving safely around the community and what to do if they ever feel unsafe. You may wish to visit the NSW Police website that contains child safety information found here: https://www.police.nsw.gov.au/safety_and_prevention/safe_and_secure/young_people.
In addition, Safety4Kids https://www.safety4kids.com.au/ is a non-government website that has useful information and links. The Constable Kenny website also has a number of child safety tips for parents found here: https://www.constablekenny.org.au/parents/protective-behaviours/
Assistant Principal - Pastoral Care
Year 12 Trial exams are almost over now. When students receive their marked papers back, they should carefully go through them and take note of topics they did well in as well as topics they did not perform so well in. This is a good way to judge where they need to spend their revision time in the lead up to the main event.
The information below is from NESA and outlines all the precautions and guidelines for COVID-19 during the HSC exams. Please read them carefully so that we keep everyone safe.
This year’s HSC is different due to COVID-19. Information is available on the NESA website to clearly answer parents’ questions about the HSC exams.
The health and wellbeing of HSC students is more important than any exam, which is why we are encouraging students to:
- Stay connected
- Take time out for rest or exercise
- Ask for help.
Find posters and social media tiles to help your students to stay healthy.
Year 11 exams start in two weeks. Students should be completing unit summaries and discussing concerns with their classroom teachers in the lead up to the exams. Attempting past exams under exam conditions is one of the best ways to see how you are progressing.
Our first round of Zoom Parent-Teacher meetings went very well from the staff perspective. We will survey parents when all three sessions have been completed to see how you found the process. If you have concerns about the progress of your child, please make contact with the teacher at your earliest convenience so that issues can be addressed.
Curriculum and Achievement
On Friday 14 August the College was very lucky in being able to hold the Year 7 Formation Day, facilitated by the Year 10 Youth Ministry class. Formation Days are an important and enjoyable part of the College’s calendar. They are an opportunity to spend time away from class with friends, a chance to meet new students and a moment to reflect on one’s life, relationship with others and with our God.
The Year 7 Formation Day is particularly special as it is presented by fellow students. Peer ministry is the most effective and meaningful kind of youth ministry and it was wonderful to see these young leaders in their element as they facilitate the day.
The day requires a great deal of planning and preparation and I would like to thank Mrs Karen Lyttle and her Year 10 RE class for the success of the day. Thanks also go to Mrs Tania Chalker and Mrs Belle Barling who supported the students prior to and on the day of the event.
I will leave you with some accounts of the day from both Year 7 and Year 10 participants.
Year 7 Reflections on the Day
On Friday the 14th Year Seven gathered together for a Formation Day. I really enjoyed the icebreaker games and learning about Year Ten’s experience when they were in Year Seven. The activities were really fun and thought through. We were split into small groups where we worked through a booklet about friendships and people you can trust. We then came back together to watch some videos and then talked about what they might mean. We finished with a yummy sausage sizzle with fruit boxes supplied by the teachers.
Erin Drewsen, Year 7
On Friday the 14th we had the best Formation Day full of activities and fun. We learnt about Bailee Maddison and her encounter with God and how He helped her through a tough time. We also heard some school stories about what had happened with them and how they had a tough time. And to end off the day, we had one play around the oval.
Ethan Quick, Year 7
This Formation Day was amazing!! It was so much fun to be with our friends and to be learning about our almighty God. It was an exceptional day to be learning and getting inspired. I learned about the importance of friendship and that God is always with you. The ice breaker game was a great start to the day and had many laughs with my friends. I also learned a lot of things about others that we have in common which is awesome! I look forward to the next Formation Day.
Isabella Syne, Year 7
Year 10 Reflections on the Day
Throughout the events of the Year 7 Formation Day, held on the 14th of August 2020, the year 10 CSYMI class was given the opportunity to interact with the Year 7 students, teaching them about friendship and the importance of the theme, “two is better than one”. Year 7 thoroughly enjoyed and reflected upon the theme of the Formation Day. As the leaders of the day, our Year 10 class is
thankful to have been given the opportunity to bond with the younger years and teach them more about what high school is like. We hope they gained insight from the events of the day and enjoyed themselves as their Year 7 experience has been different to most, no thanks to COVID-19.
Emma Moses and Maddi Handley Year 10
On the 14th of August 2020 the year 10 CSYMI class conducted the Year 7 Formation Day. The day was filled with activities in large and small groups to show the importance of friendship and how ‘two is better than one’. The day helped the Year 7s gather a better understanding of why friends are important. We did ice breakers to get to know each other and small games when in small groups to further introduce ourselves. The day was a huge success and the kids all loved it. We watched videos on friendship and God’s relationship with us. The kids did work in their booklets and they were all very respectful of each other. The Year 10’s were all in partners and they all worked together to make the day fun. In my personal opinion the day couldn’t have gone any better. The kids were lovely and they were all so fun. A huge thank you to all the teachers who helped this day happen especially Mrs. Barling and Mrs Tania Chalker, without them the day wouldn’t have happened. Also thank you to the rest of my class who had put their time and effort into making the day amazing.
Charlotte Quick, Year 10
The CSYMI class of 2020 came together on the 14th of August to lead the Year 7 Formation Day. Despite the recent development of COVID-19 the CSYMI class and a group of teachers worked together to create a fun and spiritual day for these Year 7’s. Throughout the day there were activities within a large group and small groups. In partners the Year 10’s lead small groups where the kids worked through booklets and had small group discussions. There were a variety of different videos relating to the topic of that day which was ‘two is better than one’ as well as activities. Each and every one of the Year 10 class had an important role in making it a really memorable day for the Year 7 students.
Bethany Russell, Year 10
People for All Seasons
Jim Stynes, the former President of the Melbourne Football Club, Brownlow medallist and record holder for the most consecutive games played, lost his battle with cancer some years ago. He was a remarkable man; a man who stands as a role model for every one of us.
I was fortunate to meet him during the Brownlow medal evening in 1997. I spoke to him during a lull in proceedings and what struck me was Jim’s capacity to listen. Here was a revered footballer who took the trouble to ask a mere mortal about my profession- education. He then told be about the Reach programme he had set up two years before on the streets of Footscray and Fitzroy. Stynes spoke with such passion that it was difficult not to go out immediately to do something about the plight of these adolescents.
Football was a passion but not his sole passion! Jim could see the value of being a high-profile footballer in improving the lot of these thousands of youth touched by his programme.
In an age of vapid, cult of the celebrity, it is refreshing to see someone who surmounts the need for adulation, using instead their abilities to change other lives. I will never forget the 15 minutes or so that I spent in conversation with Jim Stynes.
I remember he said to me “You know Paul that I always wanted to teach. Well, he did teach others to see their worth, the greatest aspect of teaching and his legacy will abide with us all.
Sportspersons are role models whether they like it or not. Because they are in the public eye, they do have both the rights of celebrity but also the responsibilities to show their rerspective sports in the most favourable light and to serve as a beacon to youth who will someday aspire either to the elite level or simply as a competitor who loves the sport.
Only yesterday an adult ran onto a rugby field to assault a child, a referee was assaulted and some fans racially vilified a player. Where does this behaviour stem from? Role modelling, surely and setting the bar higher.
We need role models more than ever in these lockdown days. People who are not afraid to model hope, resilience and empathy. What happened to taking full responsibility for actions? Politicians know how to assuage guilt by simply flick passing to someone else.
There is a book called “Legacy” that tells of the famous All Blacks Rugby team. There is a tradition of humility, of not getting too far ahead of yourself. Each of the squad is required to clean the dressing rooms thoroughly after each match. No entitlement here!
So, let’s celebrate people like Jim Stynes, Anna Mears and so many others who display grace in the face of seemingly insurmountable odds and show us that we can both endure and prosper.
Mr. Paul Cullen
Last week was Science Week! The theme for Science Week this year was Deep Blue: Innovations for the future of our oceans and it featured the establishment of the Blue Economy Cooperative Research Centre. “The theme embraces the innovative technologies, capabilities and skills needed to achieve economic, environmental and social sustainability of our oceans. It features insights and inquiries into workable solutions that generate healthy oceans, healthy economies and healthy communities.” (scienceweek.net.au) This quote captures what we are aiming to achieve in our students at Carroll College – insightful and inquiring problem solvers capable of producing workable solutions to real-world problems. I’m sure you will agree that developing young people with the passion, drive and skills to solve global problems is perhaps more pressing now than ever! During the week, I read a quote from American Astrophysicist and Science Communicator Neil DeGrasse Tyson: “We call it Science but in the end, it’s just unbridled curiosity.” What a wonderful capture of what it is to think like a scientist.
Our students have been inquiring into various aspects of the world about them.
Year 12 have been putting their inquiry skills to their final internal assessment test – the Trial HSC Exam. We wish them all the best as they now finish off courses and prepare for the big one – the HSC Exam. Perfect preparation produces perfection, as they say, so Year 12 students are encouraged to study and practise as much as possible in preparation for the final exam.
Year 11 are finishing up courses and preparing for the Yearly Exam. We wish them well as they get ready and encourage them to do their best.
Year 10 students have been inquiring into the mysteries of electricity and exploring the nature of waves. Did you know that the speed of light in a vacuum is 300,000 kilometres per second? Year 10 know this. A photon of light can travel around the world 7.5 times in a second. That’s fast!
Year 9 students have been inquiring into the mysteries of the atom and how atoms relate to elements and how elements are arranged into the Periodic Table. Did you know that at first in the universe there was only hydrogen gas and then the hydrogen atoms accumulated into stars and the hydrogen atoms fused together into about another 25 elements and then the stars exploded with enough force to fuse more atoms together to produce a further 67 elements. But that’s not all! Humans then continued this process in nuclear reactors and linear accelerators to produce another 26 elements! NASA scientist Carl Sagan once said “we are made of star stuff” and it is true. Some Year 9 classes have been discovering how the brain and the nervous system works and how the endocrine (hormone) system works. Did you know that the human brain is the most complex structure that scientists have ever discovered IN THE UNIVERSE? The most complex structure ever is inside your head!
Year 8 students have been understanding how electrons moving along a metal wire produces electricity and how electrical energy can be transformed into other forms of energy like heat which is much needed on this chilly day as I write this article. Year 8 have also been getting in touch with their inner-astronaut (who doesn’t want to go to space?) and exploring how rockets work. The rockets unit gives us an opportunity to look at what Science is and how it works, and learn how we gather data as evidence and interpret the data.
Year 7 students have been “at one with the force” (Star Wars reference for you) learning about contact and non-contact forces and different types of energy. They have also been learning about plants and have been fascinated watching their plants grow and investigating what plants need to grow. Did you know that the Earth is the only place in the universe that we know of that has plants? Or any life for that matter. Life is precious and this planet is precious which is why we need to know about it and learn to look after it.
Miss Herbert's Year 7 Science class enjoyed investigating forces by participating in an engineering challenge. Students designed and constructed parachutes to investigate how gravity and air resistance are used to safely deliver a load to the ground!
While I’m here, I’d like to thank our hardworking and dedicated Science Team. Many of the students know Mrs Deanne Armaya who is our Lab Assistant. Deanne is brilliant behind the scenes and works hard to help keep the department running smoothly. Your Science teachers are Mr Tim Hodges, Miss Danielle Grima, Miss Rebecca Douglas, Miss Lauren Herbert, Ms Nicole Montgomery, Mrs Kym Millikin, Mr John O’Neill and Dr Greg Czaban. Sadly, we are saying farewell to ‘the doctor’ towards the end of this term. Thank you for all the help you have given to our students, the Science department and the College. We hope to see you back down our way sometime. All the best!
I always say Science is the best subject in the school…and it is! We need more outstanding scientists so get your Science on and start Science-ing*! (*not an actual word).
Mr. Wayne Foster
As you are aware, here at the College we have introduced the Maths Pathways program into Year 7 for the first time this year. Unfortunately, due to Covid-19, we have been unable to go ahead with the parent information evenings that we had planned for the first semester. This article will address some of the questions that parents and guardians may have in regards to the program.
Maths Pathways is a tool that we are using to help differentiate student learning and, essentially, it allows teachers to individually tailor content to the learning needs of each student.
Traditionally, Year 7 maths consists of revising all of the content that students have already learned in Years 5-6. There was very little ‘new’ content introduced in Year 7. Integers and Algebra concepts and skills are the main areas of the new content.
It became clear over past years that this traditional model meets the needs of very few students. Students who had already mastered the skills from Years K-6 were bored in Year 7 maths as they had to repeat the learning that they had already mastered. Students who had large gaps in their maths knowledge and skills prior to Year 5 were ‘left behind’ as teachers were not equipped to assess for all of these gaps and to address every student’s individual needs. Differentiating lessons is an integral part of teaching, but differentiation to the degree required was becoming increasingly more difficult to achieve.
Maths Pathways is a tool to help us to cater to all students. Firstly, the extensive assessment and diagnostic tools used have allowed us to understand exactly where each student is at in the maths curriculum. The gaps in student knowledge is clear and specific. We have some students in Year 7 who are working to master Year 1 concepts and a couple who are currently working on Year 10 Advanced work. The vast majority of students have gaps in their knowledge and skills from Years 2, 3, 4, 5 and 6.
Some students absolutely love this program and find it very motivating to see their ‘gaps’ filled as they master modules. The program really promotes a growth mindset mentality and aims to create independent learners. Of course, not all students prefer this style of learning. Passive learners struggle with the increased level of independence required and students who have traditionally ‘gone under the radar’ find the accountability difficult to accept. We firmly believe, however, that all students are benefitting from this program. The program is a simple one tool employed by the College to help meet the needs of all students.
Please find below some FAQ on the Maths Pathways program and how it is being used at Carroll College. It has taken hard work and time to shape and tailor the program into a model that works best for us. Please feel free to contact me if you have further questions.
Is my child spending virtually all their class time on the computer?
No! The dot points below outline what a typical fortnight of 9 lessons of maths looks like:
- 3 lessons a fortnight are module lessons.
During these lessons, students are using their workbooks, pen and paper to complete maths work. The computer is used alongside this to provide access to questions, worked solutions, videos and interactive activities. Students also work with the teacher and interact with their peers to discuss their work and get help if they’re stuck.
A typical lesson consists of:
· 5-10 mins intro of quick review questions that address past content taught explicitly and content that has been highlighted as being an issue for students.
· 20 mins module ‘sprint’ – this is the time for students to complete as much module work as they can.
· 5 mins maths energiser activity. This is typically a maths activity or game to reinforce targeted skills.
· Finish with a 10 mins module sprint.
Frankly, the module lessons are not intended to be fun lessons. However, these are the lessons that are individually tailored to your child and are the best tool to help fill in the gaps in their knowledge and skills from Years K-6.
- 2 – 3 lessons per fortnight are rich learning or explicit learning lessons.
These are often used for doing hands-on problem based learning, where students work in groups to solve problems; typically these lessons do not use the computer at all. These lessons are currently being used for the explicit teaching of content that is new to students in Year 7.
A typical lesson consists of:
· teach Year 7 content explicitly that is new to students (integers and algebra)
· or, run a hands on investigation
· sometimes these also consist of 20 mins of module sprints during a double lesson
- 2 lessons are special Friday lessons.
These lessons are targeted lessons that use hands on and investigative type tasks. Students who require enrichment are in a class together and the other classes target the needs of other students. Students do not necessarily have the same teacher as other days.
A typical lesson consists of:
· hands on/enrichment/support lessons. This is a no module day.
- 1 lesson every fortnight is used for students to complete a test and prove mastery of the concepts that they have been learning.
My child doesn't have a traditional text book — do they need one?
Maths Pathway replaces the text book as the core resource for students; traditional text books are no longer needed. Maths Pathway contains all of the problem sets, information and structure that text books have traditionally provided, but there are now 10 grade levels available to your child rather than just one and the material is continuously adapted to your child’s specific learning needs.
My child has a question about how to use the Maths Pathway system — how do they get help?
If students are unclear about any aspect of using the program they can ask their teachers. Most teachers introduce their students to different features and functions in the program as they go along, rather than covering everything right at the start. If you would like to find out about a particular feature, ask your child’s teacher.
What happens if my child doesn’t understand something they are learning in Maths Pathway?
Ideally, your child will be aware that something isn’t making sense and will ask for help from the teacher on the spot. Your child’s teacher will be expert in providing different explanations and additional resources where needed. Sometimes, your child may not realise that they’re missing something until it’s too late and they are doing their maths test, leading them to answer some questions incorrectly. This is picked up by the system: the student is taken back to the old activity to have another go, and the teacher is alerted so that they can provide extra support if needed.
Is the teacher still teaching the class from up the front of the room on the blackboard?
Not at all times, and not in the same way as traditional teaching. Research has shown that lecture-style lessons are extremely ineffective for student learning, particularly in subjects like mathematics where students learn most by doing. The teacher is still very active in teaching the students, but this now takes the form of more feedback and targeted help for small groups and individuals.
As explained above, content that is new to all students in the Year 7 syllabus is being taught through explicit lessons and rich tasks.
If the teacher isn't explaining everything to my child, how can they learn new things?
Students receive explicit instruction and examples individually, because every student is learning something different at any given point in time. This is done through written explanations, worked examples, and videos that students can watch. Teachers also work with small groups and individuals to provide extra instruction when students get stuck. If any students feel as though they need more explicit instruction, they need to let their teacher know. This individual learning approach is different from what has happened in the past, but is extremely effective; this is the driving idea behind Maths Pathway.
Sometimes when my child asks for help, the teacher directs them to go through a tutorial – why don’t they just explain the maths to my child on the spot?
To be successful learners in year 12 and beyond, students must develop good learning skills and habits. One of the most important abilities to have is to know where to go to get help when you're stuck. Getting help directly from the teacher is certainly part of this, but students also need to learn how to try things out for themselves, read through an example, watch a video, ask a friend and then go to the teacher if they're still stuck. The process is outlined in a poster, which is displayed in the maths classroom. Students who have not been used to this process in the past may feel as though the teacher is refusing to help them, when in fact they are being taught important independent learning skills. Once your child has attempted to help themselves properly, the teacher will step in with explicit assistance if required.
According to the Maths Pathway system, my child is below grade level with their maths. How can this be when on last semester’s report the teacher said they were doing okay?
Maths Pathway has provided a far more sophisticated assessment tool than schools usually have access to. It is designed to detect any gaps, lack of understanding, or things students have forgotten all the way back to Grade 1 level. It is also "mastery" based, meaning that students must have a very deep and thorough understanding of something to be given credit for it. These elements combine to provide a base-line "grade level" for students that is often below what has been reported previously, because in the past teachers have had to estimate grade levels based on far more limited data. However, this does not necessarily mean that students are "behind".
Generally speaking, for a student to have good life skills in numeracy, they should master up to level 7 by the end of year 10.
For a student to access basic mathematics in year 12, they should reach level 8.
For intermediate mathematics, level 9.
And for advanced mathematics, level 10.
Across the country, the average entry level of a year 7 student is around 4.0 as measured by Maths Pathway.
What we are really interested in is "how is my child going with maths?". For this, the only important thing to look at is their growth, and to ask "how much better are they now compared with the start of semester?" Check your child's "Growth Score" to see how they are doing.
Private Music Lessons and Creative Kids Vouchers
Have you applied for the Creative Kids Voucher for your child yet? This exciting initiative gives parents $100 per child to spend towards music or other creative lessons or activities. This may be the perfect time for your son or daughter to begin private music lessons with one of our tutors that teach during school time. Most of our tutors are Creative Kids Providers so that you can use your voucher to pay for $100 of lessons.
Creative Kids Vouchers can be applied for at https://www.service.nsw.gov.au/transaction/apply-creative-kids-voucher
You will receive your Creative Kids Voucher by email. Once you have received it, you can forward it to the teacher of your choice for payment. You will need to ensure that the teacher is a Creative Kids Provider before you do this.
Term 3 fee statements were emailed on Friday 24th July with a due date of Friday 28th August.
If you have been impacted by COVID-19, please contact Rhonda Forner, Business Manager by email at Rhonda.Forner@cg.catholic.edu.au to request a COVID-19 Fee Assistance Request Form.
If you require financial assistance due to any other hardship not related to COVID-19 (including Bushfire, flood or any other hardship), please contact Rhonda Forner, Business Manager by email at Rhonda.Forner@cg.catholic.edu.au
All information is treated and maintained confidentially.
Given the challenges that 2020 has presented, there are many avenues for support. These are listed below to provide some assistance.
The National Bushfire Recovery Agency is able to provide assistance to individuals and families, businesses, not for profits, primary producers – everyone in our community. Their website address is: https://www.bushfirerecovery.gov.au/
Information for individuals and families:
For support – relating to Bushfires, drought, flood and/or Covid-19 for individuals and families:
For small business and not for profits support relating to Bushfires, drought, flood and/or Covid-19:
For well-being and mental health support:
Bushfire Specific Assistance
Recovery Support Officer
COVID 19 Financial Survival Guide
Please be aware that you are not alone and there are resources available to assist you and your family at this time. Listed below are some of those resources for information.
Recent changes to Jobkeeper can be found at:
Information on Jobseeker can be found at:
Financial Institution Support during Covid19
Financial Institutions are also offering a range of assistance to account holders, homeowners and businesses. Please enquire with your financial institution to access financial support such as:
- Suspending payments on credit cards and personal loans
- Reduce interest rates on home loans/suspending or deferring home loan repayments/loan variations/reducing loan interest rates
- Loans and support for small business
- Loan extensions etc
Teachers Mutual Bank
Scams during Coronavirus
Please be aware that there are some financial scams relating to Coronavirus. These may be in the form of text messages, emails or phone calls. The best approach is to not provide any of your financial information. If you suspect you have been contacted as part of a scam, you can report it to scamwatch – scamwatch.com.au/report-a-scam and the police.
For additional support, other services available include: