Latest News

Shining Lights Week 10, Term 3

From the Principal
- Catalyst: Bold Goals Review
Catalyst_Logo_Pic.png

Over the course of this term, I have shared some insights into the Catalyst approach to developing key learning in our students. The two Bold Goals of Catalyst are:

  1. That every student is a competent reader
  2. High impact teaching practice is visible in every classroom.

The approach addresses what students do in the classroom and the ways that teachers plan and deliver their lessons. Catalyst takes as its starting point that if students are unable to access texts through competence in reading, then they will encounter challenges in their learning. As a College we understand the importance of our students becoming readers. 

At home, parents can support students in their reading through:

Catalyst_Home_Pic.png

Remember tool that our brains need time to process what we read and what we learn, so take time to sit with your child, move through texts at a comfortable pace and be aware of the need for practice and revision so that what is read moves through the working memory into the important long-term memory as the seat of learning and acquired knowledge.

Catalyst_Memory_Pic.png

Wishing all families a restful term break.

shane_giles.png

From Pastoral Care Secondary
- To Whom It May Concern 

As Year 12 draws to a close (barring the not insignificant matter of the HSC Examinations) I have been writing a few references. There is a formula - well I have one - and even though formulas are not my thing really, I worry about not getting it right when a kid’s path might be in the balance.

Paragraph 1. Nothing to see here really; it is the identifying of them and us stuff. Little Jack is in Year 12 completing his HSC at LCCC…However, there is also the possibility of slipping in It gives me great pleasure to write this reference for… if it is going to be a good one.

Paragraph 2. Getting more interesting. Academic achievement. Now I am delighted to write, if warranted, Little Jill has achieved first place in…But this is the lesson for many, I am equally delighted (if not more so) to write Little Jill has applied herself with great diligence to each of her studies… Results are worth noting, but if I were reading a reference, I would be much more interested in character. This embraces every student in the College – the ultimate accolade academically is allowing your teachers to say that you have done your very best. I would also identify at the end of this paragraph any particular skills in eg communication or collaboration, perhaps link to the next paragraph Little Jill listens carefully and articulates her passions with great clarity.

Paragraph 3 ( and 4 if needs be ). Listing and commenting on non-academic life / achievements. For some kids this is service, for some sport, for some there may something that crosses over or doesn’t suit either. For some they have both or all three, hence flexibility with paragraphs. I would love to write about community involvement – Surf Club, SJAs, Potaroo Palace, Choirs, Vinnies volunteering, nursing home visiting, It’s a long list of possibilities and some have been COVID impacted. Little Jack’s participation in Pambula Surf Club’s The Same Wave program… love to write about sport, particularly the guiding and nurturing of others. Delighted to write about students who are writers or performers, model airplane flyers, Lego masters. Most have a thing and it is wonderful when this thing is social and enriches others. 

Next paragraph is about the character (my favourite), where you try to distill what the above have suggested. Honesty, reliability, punctuality, grooming, innovation, empathy, commitment. Sometimes you can talk about peer relationships, maturity in dealing with staff, leadership. LOVE writing about a kids who has overcome adverse circumstances, of their own making or not. Little Jill has inspired her peers with her commitment to others and with the maturity with which she has approached her Higher School Certificate studies. She is fiercely determined to achieve her goals, she has shown resilience in the face difficult circumstances with her health….

Finally the recommendation… and one can recommend, highly recommend and even unreservedly recommend. Sometimes you can link to something specific like tertiary studies or employment. There is also the opportunity for a bit of a swoosh at the end. Little Jack has my unreservedly recommendation for any opportunity he wishes to pursue. He is a young man of unlimited potential and the utmost integrity.

My purpose in writing is to demonstrate that all students have the opportunity to secure a worthwhile reference. I am happy to use the theme of recent improvement and growing maturity. Sometimes the academic struggler might be well behaved , well-groomed and generous for example – I can work with that. I can work with Little Jill has not always enjoyed the restrictions of school, but has shown passion and discipline in her sporting pursuits and is a loyal and genuine friend…

But I guess I have to end with the caveat / condition / rider that for the reference to mean anything, it won’t say things that aren’t right or are not what I believe. Of course, the innate value, uniqueness, dignity of each student presents their strengths. I have never said “no” to a student. I guess there is no surprises, however, that sometimes references should be read with an eye to what is not there. Some are longer than others. 

In any event, we wish Jack and Jill all the best. Yes, there is a hill line in there somewhere…

ADRIAN_WELS.png
From Learning Enrichment & Curriculum Primary
- Why Am I A Teacher?

I, along with 12 other teachers, had the privilege of representing NSW teachers at Parliament House last week to discuss issues facing teachers and schools with the Minister for Education. As part of the introductions we were asked ‘Why are you a Teacher?’ Many responded that they had always wanted to be a teacher, or that they came from a family of teachers, or that teaching has always been a passion. If you had asked me when I was at school or even as a young adult I would never have imagined that I would become a teacher. 

After school I worked a range of jobs from farming, nursery work through to office administration and disability and youth services work. One time when I was on a working holiday around Australia I got a job working as a Student Support Worker (think LEA) at Katherine High School. I loved the job. I got to spend time with young people and help them everyday. The job was dynamic and filled with unexpected highs and lows. I worked at the school for a semester and then moved on to continue my travels but the seed had been planted. 

A number of years later and with a young and growing family I finally took the plunge and went to university to study to become a teacher. Now, many years later I was asked to reflect on that decision and so I have been, not just at the meeting in Sydney, but since returning to school this week. Why am I a teacher?

I am a teacher because I am constantly rewarded for my time. The hard work and effort I put in (and it is hard work) is paid back to me by the students I work with every day. Throughout my day I am rewarded with smiles, laughter, kindness, and compassion. I am charged up by the boundless energy and enthusiasm that children display. I get to share in students' wonder and in their achievements. As the term draws to a close, we have been celebrating the wonderful work that the students have created. I get to see the pride that these students have in their work, and in the efforts that they have made to stretch themselves to do the best they can and to be the best they can.

jUSTIN_sHORT.png

From Careers Pathways

- The Health Care sector is growing
Here is a wonderful document Pathways to Nursing 2022 which outlines all the things you need to know about a career in nursing and various pathways.
This guide is produced by Study Work Grow, which the school subscribes to. If your young person would like to create an account associated with the school please go to: https://studyworkgrow.com.au/find-your-school/

Fill in your details and enter the school code LUMENCCC

Enjoy ?

INGRID_THOMPSON.png

______________________________________________________________________________________
                                  logo_with_motto_4_.jpgSZ_Full_Colour_sml.png

Year 12 Graduation Photos and Videos

Lumen Christi Catholic College - Pambula Beach
lccc@cg.catholic.edu.au
https://lumen.nsw.edu.au/
Ph: 02 6495 8888

Dear Parents and Carers,

Photos and videos from the Year 12 Graduation Celebrations are now available via the link below.

https://drive.google.com/drive/folders/1Qv9135phRN_YzTSBOPYv-Obgjp7z7ZGg?usp=sharing

Regards,

Danielle Lynn

Publicity Officer

College Update for Week 1 Term 4

Click here to view the College Update for Week 1 Term 4!

Year 10 Sydney Camp

Dear Parents and Carers

We are very much looking forward to the Year 10 Camp to Sydney from Monday 31 October to Thursday 3 November, 2022. Please ensure you read the below Covid requirements for camp. 

  1. All attending students should be RAT tested the night before camp 
  2. If your child displays cold and flu like symptoms while on camp they will be asked to self-test using provided RAT tests.   
  3. If your child tests positive to Covid while on camp parents will be required to make arrangements for them to be transported home. Supervision will be provided and your child will be isolated from the rest of the group while transportation is arranged.  
  4. Under no circumstances will a staff member be allowed to travel with a covid positive student. 

If you would like to discuss these conditions of camp further please contact Emma Hibbert on 64958888 or emma.hibbert@cg.catholic.edu.au 

SEASPRAY CAFE CLOSED

Dear Parents and Carers

Seaspray cafe will be closed on Wednesday 21 September 2022 being the last day of term 3. This years Summer Menu will be available from Tuesday 11 October 2022.

Shining Lights Week 9, Term 3

From Religious Education Curriculum
- Congratulations to our Graduating Class of 2022

One of my favourite graduation rituals is Adrian's speech at the Year 12 students' final College Assembly, where he names each student, giving advice: sometimes funny, often poignant, but always personal - acknowledging the unique blessing that each student is and their contribution to our College community. 

What advice would you give to the Graduating Class of 2022?

In the Graduating Mass the students will hear the Scriptural advice that they are called to feed the hungry, clothe the naked and care for the sick; a type of service that our chaplain John Liston explains is evident in the multitude of things that parents do for their children, especially when they are babies, but also continuing through the school years and into adulthood. As a College we thank parents and carers for your ongoing love for your child; your service and sacrifice for your children is at the heart of our College motto, "to be the light of Christ".

Yr_12.png

The final hymn of the Mass is another piece of advice, "You'll Never Walk Alone". Whether sung by John Farnham, a stadium full of Liverpudlians or a handful of enthusiastic teachers and the Male Choir, the lyrics inspire hope and always give a sense that we're a part of something much bigger than ourselves. Our Year 12 students have expressed this sentiment in a variety of ways this year: tutoring younger students; supporting their peer and friend Piper Mills; participating in the Ration Challenge to experience solidarity with refugees; belting out "Girls Just Wanna Have Fun" and cheering all the performances in the talent quest on Retreat; competing joyfully against staff in recent weeks in volleyball, dodgeball and badminton; just to name a few. 

The final piece of advice I'll share is from a profound conversation I had with a Year 12 student on Retreat: “My head tells me that everything is interconnected, my eyes tell me that there is great inequity, my heart tells me to do something about it”. 

Antoinette_Woods_SPhere.png

From Learning Enrichment and Curriculum Secondary
- Celebration Cakes !!
Over the last two weeks, Year 10 EC and Year 12 Hospitality students demonstrated fantastic skills in designing and creating a ‘celebration cake’ to finish off their practical work.
S2.jpg
S2_.png
S_3.png
S_4.png
S_5.jpg
The students demonstrated technical skills, patience, creativity and excellence in cleaning up a lot of icing, colours and melted chocolate. Congratulations to all the students for creating such a diverse range of fantastic cakes.

davidcrawford_sphere.png

It has been clear over the course of the term that our students are growing and changing. If you have a “tween” an eleven year old, you also may be noticing these changes. At this time they begin to experience hormonal changes and is normal for parents to expect a wild ride of emotions including moodiness then a roller coaster of both distress and happiness. As they begin to experience these hormonal changes their body is developing and changing and may want to talk about these changes with a trusted adult. Some changes include menstruation and the sweat glands becoming active and they start to emit odors. Your child may also need a gentle reminder about the importance of bathing, changing clothes regularly and using deodorant as they grow and change at this stage of development.  

As eleven year olds prepare for adolescence they have an focus on their social world and also who they are as individuals and friendships become extra important to them. Their social and emotional growth may include better decision making skills, strong and complex friendships, dedication to hobbies and interests and a need for greater independence. They may also experience issues within friendship groups and need support to solve the problems that they are having. Talk to your child regularly and if they need support with an issue they are having at school please contact the classroom teacher or myself so that we can help to support your child to work through it. 

As a parent there are many ways that you can help you child at this age. One way to support your child, is to ensure strong adult connections. You can do this by participating in regular family activities and by giving them responsibilities like chores to do as part of their daily routine. Another way to do this is to value what your child enjoys and talk to them about their interests and focus on the positive “what went well today?” Having clear rules and expectations as well as ensuring consistency between caregivers is also important as your child continues to test boundaries as they develop. Allowing a sense of independence by giving more responsibilities, such as assisting with buying food and preparing meals assist in developing a child’s self-esteem. Staying alert at school is a key to success and sleep is important with it being recommended that they get 9-12 hours of sleep each night. Family routines like having a household ‘tech bedtime’ well before it is time to sleep, can go a long way in supporting your child’s health. 

So if you are experiencing the roller coaster of living with a tween enjoy the ride! If you need any help or support, or you think their behaviour or emotions are outside of the normal range, please get in touch we are always here to help.  

Cristal_Dinwoodie_sphere.png
_______________________________________________________________________________________
                                     SZ_Full_Colour_sml.png  logo_with_motto_4_.jpg

College Update for Week 10 Term 3

Click here to view the College Update for Week 10 Term 3!

Shining Lights Week 8, Term 3

From the Principal  
- Catalyst: High Impact Teaching Strategies
The Catalyst bold goals that every student is a competent reader and high impact teaching practice is visible in every classroom are embedded in our approach to teaching and learning at Lumen. High impact Teaching Practices (HITP) are a series of research based strategies designed to address the learning challenges described in cognitive load theory CLT ( see Shining Lights Week 6: The Science of Learning).

CLT proposes that learners require repetition, practice and processing time to move information through the short term memory into long term memory. HITP uses Rosenshines Principles of Instruction to ensure that what teachers do has impact on student learning.

HITP_4.jpg

In Lumen classrooms it is typical to see teachers engaging their students with Daily Review designed to help students recall words, concepts, and procedures effortlessly and automatically when they need this material to solve problems or to understand new material. These five to eight minute review activities incorporate vocabulary, formulae, events or previously learned concepts. Daily Review allows students time to practise their knowledge through recall and dialogue. Teachers develop a strong profile of student learning, making judgement about when to re-teach difficult and complex concepts, and when it is appropriate to move to new material.

Important to the implementation of HITP are the ways that students can engage in the work. Teachers at Lumen using some surprisingly low tech means to develop and maintain high levels of student engagement. They can be observed organising classrooms through the use of name cards for calling on students randomly. This means that students can’t coast along in the expectation that a few ‘hands up’ will do the majority of the work. Students must be ready to be called upon to respond. Similarly, observers may see students responding to teachers questions on tablet sized whiteboards. When the teacher calls for response, all students ‘chin the board”. A teacher can see at a glance how well the class has understood concepts.

HITfP_2.png
HITfP_3.png
HITP_1.png

High Impact Teaching Practices are deployed within our context to support relationships between people and knowledge in a way that continues to build our great learning community.

Be the light of Christ. 

shane_giles.png

From Pastoral Care Secondary

- The Lord of the Flies

So I am teaching Year 10 English a novel (do you remember when kids use to read?), a classic – Golding’s Lord of the Flies. I am supposed to be developing skills through teaching great works.  

You may remember… WWIII, evacuated English primary boys crash on a tropical island, start civilised, descend into savages, murder one another. The actual Lord of the Flies is a staked boar’s head with echoes of the devil. It is a happy little piece.

I might leave the great debate over / classic / relevant / appropriate / censorship substantially to another time, but it gets kids thinking about human nature (which is Golding’s point of course). Gave said Y10 a LOFTF crossword and offered a token prize for first finished; on cue they tore each other apart.

Just as a side note, I frequently come across the sentiment, for example, that Harry Potter should be condemned for promoting the occult and that kids should read more Shakespeare. Hmmm; have a read of Titus Andronicus. The stuff of nightmares. Put you off your lunch at least.

But why go to a tropical island to explore civilised v uncivilised when there are school playgrounds everywhere……..

Now we are a Catholic school, so we are in the business of hope, forgiveness, tolerance and compassion. As indicative of civilization, I give you for example, Your Honour -  the Junior Social Justice Advocates, the Statement of the Heart, the Climate Action Group, Vinnies and Caritas, integrating students with disabilities, our College Captain Jacob Shields being awarded a Community Service medallion for the Order of Australia Association, Moana, Year 12 Retreat, Choir and by and large a quiet school with happy, talented and engaged kids. For some I acknowledge that this is not the case and recognise the work that (always) needs to be done. But, by and large…there is a bit of truism in pastoral care along the lines that 10% of the kids capture 90% of our attention…that’s OK – remember the parable of the Lost Sheep. And, we are always striving to make time for the 90%.

However, the dark side is always seductive (or better put as “seductive the dark side is” perhaps). We are a microcosm of our society for better or ill (and there are many more betters than ills). But… there are things that turn even the most normally balanced, articulate young person into someone of whom to be wary. Any teacher will tell you about wind and lessons after lunch, protracted wet weather confinement and mufti days. Consider also the Café line and the art of infiltrating or handing off rather than waiting your turn. The rubbish stash and run. How about buses – it appears to be perilous to break with tradition. The older kids fill up from the back, with primary at the front, this is the sort of strictly understood hierarchy that worried Golding.  Like an instinctual fear with snakes and spiders, everyone knows where to sit. Handball squares and basketball hoops are also the subject of much contention. This is where “We were here first” meets with “But this is where we always go.” With the lockers, the older you are the higher the locker; with the Senior Area, Year 12 take the lounges, Year 11 the hard chairs and so it goes.  If you teach a class in the same room on repeated occasion, NOTHING focusses attention better than changing the organically evolved student seating. Classroom Management 101, “Clear out the back row first.”  

On reflection, before I draw any damning conclusions, I always park in the same spot and sit in the same place at meetings (ouch)….so we are creatures of habit rather than necessarily uncivilised. Oh, wait, if someone parks in my spot perhaps I am not that civilised. The aforementioned Shakespeare would say (and did), “Cry havoc! and let slip the dogs of war.”

So we crave security and change is challenging and rapid change more so. Most adults mature to accept change as a given, but we most often prefer the creeping variety. Many of us love the tribal, consider sports team following (again, guilty as charged); but from one point of view, do we still glorify violence? Consider contact sports. Why is there an audience? Tip of the iceberg really. We promote equality and continue to sexualise women in popular culture, we preach the perils of gambling and alcohol, but governments can’t do without the revenue these attract (the seduction of the young, via gaming / technology, into gambling culture I find very ordinary)… From a young person’s point of view, there is a lot to figure out. I often find their charges of adult hypocrisy difficult to defend.

Unfortunately, getting back to the playground and Lord of the Flies, conflict often finds willing spectators. I wish I could report that the days of the schoolyard, “Fight Fight Fight” chant were over. But I can’t. Rarer (here, probably, from what I read) – yes, extinct – no. Regrettably, there was one this term and, of course, out came a few phones.  A challenge in pastoral care is always to address the infamous “pack mentality” in its various manifestations and promote the courage of being your personal best and not following blindly … back to self-esteem, confidence, uniqueness and all those things that underpin pastoral care. Minimally walk away, but better yet intervene. One of THE hardest things for kids. Bullying remains an enormous issue for schools (society) to address. We keep fighting it every day, but it is an all in – teachers, students, parents…call it out ALL THE TIME.

So The Lord of the Flies asks questions and poses challenges and I think that the kids are better for this. If they reconsider their own predilection towards pack mentality (when it presents itself) and pause, then education has had a win.

ADRIAN_WELS.png
From Learning Enrichment & Curriculum Primary
- Public Speaking 

This week Lumen Christi hosted the Southern Region Catholic Primary Schools Public Speaking Competition. This is a competition for students from Years 3 to 6. Students are given a choice of topics to plan and deliver a speech. As part of the preparation for the competition each year, all of the students in Stage 2 and 3 at Lumen Christi prepare a speech and deliver it to their teachers and peers. 

For many students this can be a daunting task. As an adult standing in front of a crowd and speaking can still be a daunting task. But for students preparing and delivering a speech is also a very rewarding task. Students learn that to talk for a sustained time on a topic takes a lot of preparation. After choosing a topic students need to come up with ideas that they are going to include in their speeches. Then they need to come up with arguments and examples to support their ideas. Then they need to think about what order the ideas should be in so that the speech makes sense to the audience. Next they have to come up with an introduction that grabs the attention of the audience. Then a conclusion that links all of their ideas together. All of this happens before they even start to practice on the delivery of their speeches. 

If this seems like a lot of work for a young child it is. Students are however learning the value of planning to achieve their goals. They learn to break what might seem like an overwhelming task into smaller manageable chunks, and to focus on the task at hand, not worry about the future tasks. They learn that they will need support from others to achieve their goals, including their peers and their families. They learn that being prepared is essential to take on such a big challenge. Most of all students learn that a challenge that might seem overwhelming can actually turn out to be extremely rewarding. 

Well done to all of the Stage 2 and 3 Lumen Christi students on their dedication and application in this endeavour. It was a privilege to get to listen to so many students over the past two weeks. Thank you also to the Teachers, Families and Peers that provided the support and guidance to our students. These are the moments that make it easy to remember why you decided to become a teacher.

jUSTIN_sHORT.png

From Careers Pathways

- What will your Career look like?

It’s the age-old question ‘What do you want to be when you grow up?’

Grow_Up.png.jpg

The traditional idea of a career is very different to the reality of the world we are in now. The first link is a little reminder of what could be in store for the future and the second link is about not limiting your yourself.

 https://www.youtube.com/watch?v=7DWufy6FiAs

 https://www.youtube.com/watch?v=kIwVdPq3v1o


INGRID_THOMPSON.png
_____________________________________________________________________________________
                                  logo_with_motto_4_.jpgSZ_Full_Colour_sml.png

College Update for Week 9 Term 3

Click here to view College Update for Week 9 Term 3!

Well Done Lumen Community

Colours_Mufti_Thank_you.png