Principal’s Post on Empowering Young Women

Since 1935, Our Lady of Mercy Catholic College has held a legacy of instilling the values of leadership, excellence and service, nurturing confident young women. We empower our girls to make their make on society with confidence and compassion.

Why Writing by Hand Is Better for Memory and Learning

Engaging the fine motor system to produce letters by hand has positive effects on learning and memory 

Synopsis – Why Handwriting Still Matters for Learning As more schoolwork shifts onto laptops and tablets, researchers are asking an important question: What happens in the brain when we type instead of write by hand? A recent study with university students offers helpful insight and a clear message for schools and families. When students handwrote words using a digital pen, their brains showed far richer and more complex activity than when they typed the same words on a keyboard. Handwriting activated strong connections in areas linked to memory, attention, and long‑term learning. This happens because handwriting requires the brain to coordinate visual information, fine‑motor control, and precise hand movements, creating the kind of deep processing that helps new learning stick. Typing, while efficient, doesn’t stimulate the same level of neural engagement. The researchers’ recommendation is clear: Children need regular handwriting practice from an early age to build the brain networks that support strong learning. This doesn’t mean choosing between handwriting and technology. Instead, it’s about using each tool in the right context. For example: – Handwriting is often better for note‑taking, planning, and learning new material. – Typing is ideal for drafting essays, research, and final presentation of work. At school, we are committed to maintaining this balance. Families can support this at home by encouraging handwritten notes, journaling, or planning on paper. The full article is below, entitled “Hands-on” and has been included in the May 2024 issue of Scientific American by Charlotte Hu and edited by Lauren J Young (21 February 2024).

Handwriting notes in class might seem like an anachronism as smartphones and other digital technology subsume every aspect of learning across schools and universities. But a steady stream of research continues to suggest that taking notes the traditional way—with pen and paper or even stylus and tablet—is still the best way to learn, especially for young children. And now scientists are finally zeroing in on why.

A recent study in Frontiers in Psychology monitored brain activity in students taking notes and found that those writing by hand had higher levels of electrical activity across a wide range of interconnected brain regions responsible for movement, vision, sensory processing and memory. The findings add to a growing body of evidence that has many experts speaking up about the importance of teaching children to handwrite words and draw pictures.

Differences in Brain Activity

The new research, by Audrey van der Meer and Ruud van der Weel at the Norwegian University of Science and Technology (NTNU), builds on a foundational 2014 study. That work suggested that people taking notes by computer were typing without thinking, says van der Meer, a professor of neuropsychology at NTNU. “It’s very tempting to type down everything that the lecturer is saying,” she says. “It kind of goes in through your ears and comes out through your fingertips, but you don’t process the incoming information.” But when taking notes by hand, it’s often impossible to write everything down; students have to actively pay attention to the incoming information and process it—prioritize it, consolidate it and try to relate it to things they’ve learned before. This conscious action of building onto existing knowledge can make it easier to stay engaged and grasp new concepts.

To understand specific brain activity differences during the two note-taking approaches, the NTNU researchers tweaked the 2014 study’s basic setup. They sewed electrodes into a hairnet with 256 sensors that recorded the brain activity of 36 students as they wrote or typed 15 words from the game Pictionary that were displayed on a screen.

When students wrote the words by hand, the sensors picked up widespread connectivity across many brain regions. Typing, however, led to minimal activity, if any, in the same areas. Handwriting activated connection patterns spanning visual regions, regions that receive and process sensory information and the motor cortex. The latter handles body movement and sensorimotor integration, which helps the brain use environmental inputs to inform a person’s next action.

“When you are typing, the same simple movement of your fingers is involved in producing every letter, whereas when you’re writing by hand, you immediately feel that the bodily feeling of producing A is entirely different from producing a B,” van der Meer says. She notes that children who have learned to read and write by tapping on a digital tablet “often have difficulty distinguishing letters that look a lot like each other or that are mirror images of each other, like the b and the d.”

Reinforcing Memory and Learning Pathways

Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University who was not involved in the new study, says its findings are exciting and consistent with past research. “You can see that in tasks that really lock the motor and sensory systems together, such as in handwriting, there’s this really clear tie between this motor action being accomplished and the visual and conceptual recognition being created,” she says. “As you’re drawing a letter or writing a word, you’re taking this perceptual understanding of something and using your motor system to create it.” That creation is then fed back into the visual system, where it’s processed again—strengthening the connection between an action and the images or words associated with it. It’s similar to imagining something and then creating it: when you materialize something from your imagination (by writing it, drawing it or building it), this reinforces the imagined concept and helps it stick in your memory.

The phenomenon of boosting memory by producing something tangible has been well studied. Previous research has found that when people are asked to write, draw or act out a word that they’re reading, they have to focus more on what they’re doing with the received information. Transferring verbal information to a different form, such as a written format, also involves activating motor programs in the brain to create a specific sequence of hand motions, explains Yadurshana Sivashankar, a cognitive neuroscience graduate student at the University of Waterloo in Ontario who studies movement and memory. But handwriting requires more of the brain’s motor programs than typing. “When you’re writing the word ‘the,’ the actual movements of the hand relate to the structures of the word to some extent,” says Sivashankar, who was not involved in the new study.

For example, participants in a 2021 study by Sivashankar memorized a list of action verbs more accurately if they performed the corresponding action than if they performed an unrelated action or none at all. “Drawing information and enacting information is helpful because you have to think about information and you have to produce something that’s meaningful,” she says. And by transforming the information, you pave and deepen these interconnections across the brain’s vast neural networks, making it “much easier to access that information.”

The Importance of Handwriting Lessons for Children

Across many contexts, studies have shown that kids appear to learn better when they’re asked to produce letters or other visual items using their fingers and hands in a coordinated way—one that can’t be replicated by clicking a mouse or tapping buttons on a screen or keyboard. Vinci-Booher’s research has also found that the action of handwriting appears to engage different brain regions at different levels than other standard learning experiences, such as reading or observing. Her work has also shown that handwriting improves letter recognition in preschool children, and the effects of learning through writing “last longer than other learning experiences that might engage attention at a similar level,” Vinci-Booher says. Additionally, she thinks it’s possible that engaging the motor system is how children learn how to break “mirror invariance” (registering mirror images as identical) and begin to decipher things such as the difference between the lowercase b and p.

Vinci-Booher says the new study opens up bigger questions about the way we learn, such as how brain region connections change over time and when these connections are most important in learning. She and other experts say, however, that the new findings don’t mean technology is a disadvantage in the classroom. Laptops, smartphones and other such devices can be more efficient for writing essays or conducting research and can offer more equitable access to educational resources. Problems occur when people rely on technology too much, Sivashankar says. People are increasingly delegating thought processes to digital devices, an act called “cognitive offloading”—using smartphones to remember tasks, taking a photo instead of memorizing information or depending on a GPS to navigate. “It’s helpful, but we think the constant offloading means it’s less work for the brain,” Sivashankar says. “If we’re not actively using these areas, then they are going to deteriorate over time, whether it’s memory or motor skills.”

Van der Meer says some officials in Norway are inching toward implementing completely digital schools. She claims first grade teachers there have told her their incoming students barely know how to hold a pencil now—which suggests they weren’t coloring pictures or assembling puzzles in nursery school. Van der Meer says they’re missing out on opportunities that can help stimulate their growing brains.

“I think there’s a very strong case for engaging children in drawing and handwriting activities, especially in preschool and kindergarten when they’re first learning about letters,” Vinci-Booher says. “There’s something about engaging the fine motor system and production activities that really impacts learning.”

Christine Harding, Principal

Red Earth Immersion Report

Red Earth Immersion: A Journey of Culture, Country and Connection

Seventeen Year 10 students recently returned from an unforgettable 7-day Red Earth immersion to Cape York. An experience that reshaped our understanding of culture, community and Country.

Our journey began in Cairns, where lush mountains and tropical air set the tone for the week ahead. After a 6 hour drive north, we arrived at Guurrill, the home of Traditional Owners Lillian and Richard, whose warmth and generosity became the heartbeat of our stay. Their property was 250 acres of bushland, horses, working dogs and a lake that mirrored the stars, which quickly felt like our second home.

Students were welcomed into Guugu Yimithirr Country through stories, songs and language lessons. Learning our names in language was a powerful reminder of the deep connection between identity and land. Days were filled with hands-on experiences, bushwalks through Country rich with native plants and wildlife, tasting green ants, swimming in creeks shaded by towering bushlands and gathering organic mandarins straight from the tree.

One of the most memorable days was spent in Hope Vale, where students supported the local school’s athletics carnival. The joy, laughter and instant friendships formed with the children were a highlight for many. A visit to the Hope Vale Arts Centre offered insight into the stories and symbolism woven through local artworks.

Evenings at Guurrill were spent around the fire, cooking “Cowboy Dinner” in camp ovens, learning to make damper and scones and sharing reflections under a sky brighter than any we had seen before. On our final night, we celebrated Lillian and Richard’s 57th wedding anniversary alongside their family, complete with traditional dance and heartfelt gratitude from our students.

The second half of the trip took us to Kuranda, where Indigenous rangers introduced us to spear throwing, boomerang techniques, bush medicine, Djabugay language and the mesmerising sound of the didgeridoo. Their commitment to preserving culture left a lasting impression.

Our final full day was spent on the Great Barrier Reef aboard the Dreamtime vessel, guided by cultural educators who shared stories of the reef’s significance. Snorkelling at Hastings and Saxon Reefs revealed vibrant coral, shimmering fish and the breathtaking beauty of one of the world’s natural wonders. We were so lucky to see and swim with the majestic Green Sea Turtles. 

Each night, students gathered to reflect on what they would carry home, new friendships, deeper cultural understanding and a renewed appreciation for Country and community.

This immersion was more than a trip. It was a transformative experience that grounded us, challenged us and connected us to stories far older than our own. Our students returned with full hearts, muddy shoes and memories that will stay with them long after Year 10.

Kristie Clemensen, PDHPE Teacher/Instructional Leader of Wellbeing – Year 8 (Relieving)

Gallery – Red Earth Immersion 2026

Upcoming Important Dates

Term 2 Important Dates

June

Monday 22 June – Thursday 26 June
OLM and DLS Musical – Shrek Jnr

Monday 29 June
Newman Symposium Presentation – Years 7 & 8 – 1-4pm

July

Wednesday 1 July
Last day of the term for students

Thursday 2 July
Years 7 – 12 Parent / Teacher / Student Interviews

Friday 3 July
Years 7 – 12 Parent / Teacher / Student Interviews

Term 3 Important Dates

July

Monday 20 July
Students Return

Wednesday 22 July
Year 11 2027 – Subject Selection Evening

Friday 24 July
Debating Semi Final (after school, location TBC)

August

Monday 3 August
Year 10 Reflection Day

Wednesday 5 August
Year 9 Reflection Day

Saturday 8 August
OLM Family Mass (St Aloysius Church Cronulla, 5.00pm)

Saturday 15 August
Feast of the Assumption

Monday 17 August
Staff Professional Development Day (no classes)

Monday 3 August – Monday 17 August
Year 12 HSC Trial Examinations

Friday 31 August
Mercy Day Mass (St Aloysius Church Cronulla, 9.15am)

September

Thursday 3 September
Father/Daughter breakfast (7.45am-8.30am)

Monday 14 September – Tuesday 22 September
Year 11 Preliminary HSC Examinations

Thursday 17 September
Year 12 OLM & DLS Event (1.00pm @ DLS)

Tuesday 22 September
Year 12 Picnic Day
Year 12 OLM, Graduation Mass (St Aloysius Church Cronulla, 6.00pm)

Wednesday 23 September
Year 12 Graduation Assembly (Mercy Hall, OLM, 9.00am)
Year 12 OLM & DLS Formal (Dockside, Darling Harbour)

Friday 25 September
Staff Spirituality Day (no classes)

Assistant Principal – Karen Shawcross

It has been an incredibly busy and rewarding term. As we finish Week 9 with just two weeks left to go of this 11 week stretch, I want to take a moment to reflect on our achievements and express my gratitude to everyone who makes the OLM community so special. Thank you to all the OLM staff for their unwavering dedication to our OLM girls. Their energy, professional care, and commitment day in and day out are what makes our college thrive.  A huge congratulations to the girls for working so diligently through a very long term. They have balanced a busy schedule filled with diverse activities—including the school musical—with outstanding focus and enthusiasm.  Thank you to all parents for your  continued partnership. Your support behind the scenes is vital in ensuring your daughters come to school ready to learn, thrive, and meet our high expectations.

Celebrating Students at the College Assembly

Last week, we held a whole school assembly that truly showcased the incredible depth of talent within our community.  There was sporting excellence where we formally acknowledged some of the girl for their fantastic achievements in athletics and cross country. We were treated to a brilliant performance by Natalie (Year 12), who shared her Music Major Work. There was also a great showcase of our community spirit with a collaborative band, featuring both students and teachers from across various year groups delivering a fantastic performance.  It was wonderful to see our students admired for talents that we don’t always get to see in a traditional classroom setting. I am already looking forward to seeing more students showcase their unique gifts at future assemblies.

New Anti-Bullying Statement

You may have recently seen in the media that the NSW Government has introduced a new anti-bullying framework for all state schools. In response, OLM has updated our own Anti-Bullying Statement to ensure it aligns perfectly with these new NSW standards. We take the safety and well-being of our students seriously. Please find our revised statement attached for your review. Link

Term 3 Commences Monday 20 July

A reminder that Term 3 will begin on Monday 20 July. I expect all students to return looking sharp and wearing their winter uniform with pride. Please take this break to ensure that all uniform requirements including guidelines regarding shoes, nail polish, makeup, hair, and jewellery are fully met for day one.

School Holiday Activities

If your daughter or her siblings are looking for engaging activities over the upcoming break, the Kirrawee Library is hosting two fantastic workshops for young people. It’s a great way to stay creative and connected during the holidays. Please use the links below for further information and bookings:

• How To DM Dungeons and Dragons Workshop Saturday 20^th June 1-3:30pm Kirrawee Library: How to DM Dungeons & Dragons Workshop for Teens | Kirrawee Library+ Tickets, Saturday 20 June  •  1 PM – 3:30 PM | Eventbrite
• Lego Lab with headspace Youth Group Thursday 25^th June 4:30-6pm Kirrawee Library: Lego Lab | headspace Youth Group | Kirrawee Library+ Tickets, Thursday 25 June  •  4:30 PM – 6 PM | Eventbrite

NAIDOC Week Community Festival

In addition to the library workshops, the Sutherland Shire Council is hosting a school holiday NAIDOC Community Festival. This is a wonderful opportunity for families to come together and celebrate NAIDOC Week, honoring the history, culture, and achievements of Aboriginal and Torres Strait Islander peoples.

Everyone is welcome to attend and participate in the celebrations. For full details please click on this link.

Karen Shawcross, Assistant Principal

Religious Education Coordinator – Ian Anderson

A number of years ago I was listening to a debate between some Year 7 students. They were trying to determine if God made the world in six days and rested on the seventh, or did he make the world in seven days? Ultimately, the side of the debate was won by the students who said God created the world in seven days. The reason for them winning was the identification that seven days were created and rest is part of the model of God’s created universe. Carl Yung once said that, “The word happy would lose its meaning if it were not balanced by sadness.” In this same philosophy, “work would lose its meaning if it were not balanced by rest”. All creatures have a time to work, and then a time to rest. As we approach the holidays, we look to a period of rest. This should help us to refresh our minds for a new season of work. The religious Life of the College is continuing. Mercy Action Group (MAG) has continued to meet and has begun growing. Likewise, the Alpha Programme nears its end. For students who wish to participate, information is available in the daily announcements.

Confirmation Retreat Day

On the 3rd of June, eight Year 9 students attended the Confirmation Retreat Day. The purpose was to support St Aloysius Parish and all the members of the Parish who are being confirmed this year. We attended Mass with Fr James in the Crypts of St Mary’s Cathedral. Afterwards, all students went to see the Sistine Chapel Experience in St Mary’s Cathedral forecourt. This experience is on in the city for another two weeks and is one of the events as part of Sydney’s Vivid festival. The girls finished the day by facilitating small groups creating shields which represented the Saints they chose. One of our Year 7 students, Chloe, who is receiving the Sacrament of Confirmation attended with us. She has chosen the Confirmation Saint, St Catherine of Alexandria who at the age of 14, converted hundreds of people to the faith before her martyrdom at 18 years old.

Sistine Chapel Immersion

While the students above had the opportunity to experience the Sistine Chapel, Mrs Harding took a class of Year 7 into the Sistine Chapel Immersion on the 4th of June. The experience is targeted to all people who would like to grow in faith and understanding, but also incorporates learning about art and history. If you are interested in seeing the immersion for yourselves, please follow the link.

Solemnity of the Sacred Heart

Friday the 12th of June marked the Feast of the Sacred Heart. As part of the religious education programme, Year 7 and Year 8 attended mass to celebrate this Feast Day with Father James. The opportunity to go into the Church and experience mass as a small group always makes these events enjoyable and meaningful.

AMSSA Conference

The last AMMSA conference for the term was held on the 24th of June. The AMSSA conference is an opportunity for Mercy students across Australasia to connect and discuss issues that concern our charism and the values which we hold so dear. The Year 10-O class participated in this conference

Mass to receive and display the relics of St Carlo Acutis at St Mary’s Cathedral

You are warmly invited to join us as the Archdiocese continues its spiritual preparation for the International Eucharistic Congress 2028 through a series of special Eucharistic celebrations.

One of these significant moments will be the: Mass and Reception of the Relic of St Carlo Acutis St Mary’s Cathedral on Thursday, 25 June 2026 at 5:30pm.

The Mass will be celebrated by Archbishop Anthony Fisher OP, together with Bishop Richard Umbers, Monsignor Anthony Figueiredo (Assisi), and priests of the Archdiocese.

Ian Anderson, Religious Education Coordinator

Leader of Learning – Integrated Curriculum, Pedagogy and Assessment – Lisa Romberg

Semester 1 Awards Criteria

In Term 3, Week 2 the Semester 1 Awards will be presented to students. The following outlines how these awards are determined and which students are eligible for these awards.

The Principal’s Acknowledgement Letter for Commitment to Learning (Yr 7-12)

The Principal’s Acknowledgement Letter for Commitment to Learning is awarded to students who have achieved consistently in each subject for each component of Commitment to Learning. They have displayed learning dispositions at a high standard, demonstrating commendable levels of initiative, persistence and engagement with the learning process.

Determined by School Report – Consistently for every subject for every area, allowance made for ONE subject for ONE component.

Academic Awards (Yr 7-10)

The Principal’s Award for Academic Excellence: is awarded to students who have attained an A grade in the vast majority of the subjects studied throughout Semester 1.

Determined by School Report

7-10 Awarded to students who have attained an A grade in ALL but 3 subjects of the total number of subjects studied.

Semester 2 and Year 12 Graduation Awards Criteria

At the end of Term 3 for Year 12 and Term 4 for Years 7-11, we will be celebrating the achievements of those in our community. Below are the awards and criteria by which we determine the recipients of the awards.

Academic Awards

First place in course: is awarded to the student who has ranked highest based on their assessment results throughout the course.

The Principal’s Medal for Academic Excellence: is awarded to students who have achieved a Principal’s Award for Academic Excellence for both Semester 1 and Semester 2.

Outstanding Achievement Awards: about five students in each Year Group who have achieved consistently in the top 5 places across many of their subjects. 

Sports Awards

Outstanding Achievement in Sport NSW CCC Team

The following awards recognise students who have achieved outstanding success in their chosen sport, making a NSW Combined Catholic Colleges Team during 2025.

Outstanding Achievement in Sport NSW All Schools Team and NSW CCC Team

The following awards recognise students who have achieved outstanding success in their chosen sport, making a NSW Combined Catholic Colleges Team and a NSW All Schools Team during 2025.

Sportswoman of the Year Awards

The Sportswoman of the Year Award is presented to the student in each age group who contributes the most to a variety of Sports at OLM in one Year, contributing to both school teams and further representation.

Mercy Excellence Program

Bronze (100+ hours), Silver (150+ hours) and Gold (200+ hours)

Students who have obtained a Mercy Excellence Pin for their service to our local community completing Hours of service.

Special Awards

Catherine McAuley Award for Service Medal: is presented to a student in each Year Group who has been part of the College’s MAG group and has given so generously of her time, service and leadership to our College. She is open with her faith and lives this out through her actions by her participation in Masses, Liturgical events and outreach initiatives. She is a positive contributor and is a wonderful ambassador for our College, continuously showing mercy and service in all that she does.

The ANSTO Award is presented to a Year 10 student who: has shown an excellent level of academic achievement coupled with a demonstrated enthusiasm, passion and dedication to Science. 

The ANSTO Award is presented to a Year 12 student who: has shown an excellent level of academic achievement coupled with a demonstrated enthusiasm, passion and dedication to Science.

The Reuben F Scarf Award is presented to a Year 12 student for: consistent effort and the desire to improve.  She has truly endeavoured to learn and grow.

The Dorothy Barmby Award is presented to a student who: has demonstrated her significant talent and aspiration for textiles throughout her time at OLM. She epitomises the enormous passion and talent that Dorothy Barmby instilled in her students.

The Long Tan Award, Year 10 and Year 12 – Leadership is presented to a student who: displays leadership ability and fosters cooperation. Demonstrates respect for the values of the school and the community. The ability to work effectively with both staff and students are important skills that this student possesses.

The Australian Defence Force Future Innovators Award, Year 10 and Year 12 is presented to a student who: has demonstrated motivation, innovation and achievement in a STEM related field.

The Ampol All Rounder is presented to a student who: has participated with enthusiasm in a variety of aspects throughout her years at OLM. This year’s recipient has embraced the Mercy Charism of the College as an enthusiastic school leader. They have made a significant contribution to the school, and they are always involved in the life of the College. She has involved herself in a wide variety of College activities and events across many of the dimensions of school life.

Catherine McAuley Award for Service is presented to a student who: has been part of the College’s MAG group and has given so generously of her time, service and leadership to our College. She is open with her faith and lives this out through her actions by her participation in Masses, Liturgical events and outreach initiatives. She is a positive contributor and is a wonderful ambassador for our College, continuously showing Mercy and service in all that she does.

Mercy Award: School Spirit & Citizenship

The most significant of awards are presented to students who exemplify the best of the Mercy qualities that we cherish at Our Lady of Mercy:

• Maintaining good relationships with others
• Displaying outstanding school spirit through engagement in school activities
• Demonstrating respect, dignity, hospitality and values social justice
• They are highly regarded by staff, students and the community

The Mother Alphonsus Award

Presented to a Year 12 student who: displays outstanding school spirit through her own involvement in a range of College activities and her positive relationships with others. She is highly respected by her teachers and peers, and she has worked to foster an attitude of cooperation and support within her year group

Assessment

Please take time to read the handbook with your daughter’s taking note of assessment dates using the term planners. Links to these are provided in the table below.

NOTE: The times and dates for some assessment tasks have changed so that all students within the cohort are completing the task at the same time for in-class based assessments.

We ask that if you have regular medical/dental appointments that you please try and avoid dates of assessment tasks. If you are able to reschedule any appointments that have already been made, that would be appreciated.

We encourage you to be aware of the expectations of your daughter if she is absent for a task.

Taking responsibility for her own learning is part of your daughter’s educational journey, thank you for supporting us in assisting your daughter grow in this area.

Summary of Missed Assessment Task expectations and Term Schedules

Year Group	Summary: Missed Assessment Task Expectations	Term Schedules
7	Illness/Misadventure: Note from home to class teacher Known Absence: Due to Leave, Sports representation, Specialist Appointments other…. Application for Leave to the Principal Variation of Assessment Form Section VA – Student form	Term 3 link Term 4 link
8		Term 3 link Term 4 link
9	Unforeseen Absence 9-12Illness/Misadventure:  College Illness Misadventure Section A – Student form AND Independent supporting evidence such as a Medical Certificate covering complete absence Independent Evidence of Illness or Misadventure Advice Known Absence 9-12 Due to Leave, Sports representation, Specialist Appointments other…. Application for Leave to the Principal Variation of Assessment Form Section VA – Student form	Term 3 link Term 4 link
10		Term 3 link Term 4 link
11		Term 3 link
12		Term 3 link

Wednesday Afternoon Open Learning

Wednesday Afternoon Open Learning has started. This will be held in the library each Wednesday afternoon from 3pm until 4pm.

This time will provide students with the opportunity to collaborate with fellow students, complete any group tasks or learning experiences or provide a quiet space for study and home learning. In addition teachers will be available to assist students with their learning. This includes:

• assistance with time management and planning

• tips and tricks to developing study tools such as mind maps, study notes, flash cards
  
• subject specialists who can help answer questions

Burraneer Best

Congratulations to the Burraneer Best Nominees

These students have been nominated by their class teachers as displaying a growth mindset in their learning. This has been demonstrated through areas such as: 

• Growth in learning (eg pre-test to post-test)
• Attitudes to learning
• Accessing a grade level higher than demonstrated previously on the Common Grade Scale
• Clearly meeting Success Criteria
• Articulating and understanding Learning Intentions
• Mastery of new skills, attitudes and/or outcomes
• High level of engagement with formal and  informal tasks
• Persistent / resilient dispositions for learning
• Articulation of learning goals
• Innovation and leadership skills displayed
• Working well with others in a collaborative environment

Recipients

Year 7 – Chloe Gibson, Charlotte Ava Jones, Addison McKay, Emmie Shipard

Year 8 – Molly Anstey, Alba Buckley, Mia Dunham, Lillian Greaves

Year 9 – Audrey Crombie-Brown, Annie Degen, Ava McLean, Allyra Sorensen

Year 10 – Olivia Douglas, Alia Fahs, Lara Mikkelsen, Matilda Smith

Year 11 – Clara Doyle, Isabelle Hargreaves, Georgia Hatton, Josie McDonald

Year 12 – Amelia Baillon, Chloe English, Sophie Mooney, Hannah Simonet

Nominees

Lisa Romberg, Leader of Learning – Integrated Curriculum, Pedagogy and Assessment

Year 7 News – Reece Bailey

YEAR 7 Compassion in Action and Academic Growth

It has been an incredibly busy and rewarding few weeks for our Year 7 cohort at OLM. As they fully settle into the rhythms of college life, our youngest students are truly demonstrating what it means to be a Mercy Girl.

A standout highlight this term has been the Year 7 community service initiative. Our girls have been regularly visiting the residents at the nearby Stella Maris Aged Care facility. Whether sharing stories, playing board games, or simply offering a listening ear, the girls have brought immense joy and vibrant energy to the residents. The staff at Stella Maris have been glowing in their praise, noting the deep empathy and respect shown by our students. Through these visits, Year 7 are living out our Mercy values in the real world, proving that compassion and service are at the very heart of the OLM identity.

At school the girls have been navigating a demanding academic schedule with maturity. They have recently completed a major round of assessment tasks. From preparing for exams, writing reports and delivering oral presentations, the cohort has shown commitment to their studies. Balancing multiple subjects and deadlines is a major step up from primary school, and we congratulate the girls on their resilience and hard work during this busy block.

As we look ahead to the final weeks of the term, we would like to remind families about the vital importance of attendance and punctuality. Arriving at school by 8:30am ensures your daughter is present for Homeroom, which sets a focused, calm tone for the rest of her day. Regular attendance is directly linked to academic success and social connection, so we appreciate your continued support in minimizing unnecessary absences.

Geography Excursion

On Wednesday the 10th of June, all Year 7 students travelled to Oatley Reserve for a fieldwork excursion led by environmental educators from Auseco. The day’s glorious weather set the scene for a range of hands-on activities, as students collected and analysed primary data to investigate the local environment in line with NSW Stage 4 Geography syllabus outcomes. Their enthusiasm and attentiveness throughout the day were praised by the educators, and the experience left students with a deeper appreciation for the landscapes and landforms shaping the world around them.

Well done, Year 7, on a fantastic few weeks, keep shining!

Reece Bailey, Instructional Leader of Wellbeing – Year 7

Year 8 News – Kristie Clemensen

As we move toward the end of Term 2, I want to acknowledge the continued effort, growth and maturity our Year 8 students have shown throughout a very full and vibrant term. The girls have balanced their academic responsibilities with a wide range of wellbeing initiatives, community building experiences and opportunities for personal development and it has been wonderful to see their confidence and connectedness continue to grow.

Last week we joined Year 7 to celebrate the Solemnity of the Sacred Heart Mass. This special occasion invited our students to pause, reflect and come together in faith as a community. The Mass centred on themes of compassion, love and service, values that sit at the heart of our college. Our Year 8 students participated with reverence and maturity, demonstrating a deep respect for the significance of the celebration and for the shared experience with their peers.

We are now well into our Raise Mentoring Program for the term and it has been a steady and positive experience for the students involved. Each week, the girls meet with their mentors in a quiet, supportive setting and it has been encouraging to see them gradually grow more comfortable in these conversations. The sessions have given students a chance to talk about school, friendships and the everyday challenges of being in Year 8, with someone who is there simply to listen and support them.

Our Year 8 students participating in the program have already begun forming positive relationships with their mentors and we look forward to seeing the continued growth and confidence this experience will foster.

Thank you for your ongoing support as we work together to ensure a safe, nurturing and enriching environment for every student in Year 8.

Kristie Clemensen, Instructional Leader of Wellbeing – Year 8 (Relieving)

Year 9 News – Christopher Shelston

As we get to the completion of Term 2, I would like to take this opportunity to acknowledge the efforts of Year 9 students and highlight a few important reminders and upcoming events.

Completion of Exam Block

Our recent exam block has now concluded, and I would like to commend students for their focus, perseverance, and preparation throughout this period. Exams can be a challenging time, and it has been pleasing to see many students approach their assessments with maturity and resilience. Results will provide valuable feedback on student progress and areas for growth. We encourage students to take the time to reflect on their performance and set goals for continued improvement as we move into Semester 2.

Attendance Matters

Regular attendance remains one of the most significant contributors to academic success and wellbeing. Each day of learning is valuable, and consistent attendance helps students stay engaged, build routines, and maintain connections with their peers and teachers.  Parent support in ensuring students attend school every day unless unwell, and that any absences are promptly explained. Particular focus is on lateness, as even small amounts of missed time can impact learning, particularly during assessment and exam preparation periods.

Student Uniform Expectations

We would like to remind all families of the importance of maintaining high standards in student uniform. Wearing the correct uniform promotes a sense of pride, belonging, and equality within our school community. Students are expected to be in full and correct uniform each day, including appropriate footwear and adherence to guidelines around jewellery, grooming, and presentation. We appreciate the support of families in reinforcing these expectations at home. Further information regarding the College Uniform guidelines can be found on Pages 18 – 21 of the College Diary.

If you have concerns regarding your daughter’s wellbeing, academic progress, or social dynamics, please do not hesitate to contact me.

Christopher Shelston, Instructional Leader of Wellbeing – Year 9

Year 10 News – Courtney Kramer

We want to extend a huge congratulations to our Year 10 students for their outstanding efforts during the recent exam block. Over the past two weeks, the cohort demonstrated incredible maturity, putting their effective study habits into practice and striving to do their personal best.

The students approached each exam with a calm, respectful, and focused attitude.  We are proud of how they conducted themselves, and we want to thank you at home for your continued support and encouragement during this stressful time.

With exams now behind us, we want to congratulate the Year 10 girls on their recent Immersion Experience trip to Cape York. This was a wonderful opportunity for them to step outside their comfort zones, connect with new communities, and develop valuable life skills. We know they represented our school with the same respect and enthusiasm they showed during their exams, and we cannot wait to hear all about their adventures. 

We also want to extend a huge congratulations to the girls who have been taking part in the YES (Youth Engagement Strategy) program at TAFE. They have been doing an outstanding job balancing their school commitments with this practical learning opportunity, all while representing our college with pride, professionalism, and enthusiasm. Well done, girls!

As teachers are currently busy marking exams, feedback will be shared with students in class over the coming weeks. For a more detailed discussion on your daughter’s progress, we look forward to seeing you at Parent, Teacher, Student interviews in Week 11.

Courtney Kramer, Instructional Leader of Wellbeing – Year 10

Years 11 and 12 News – Maria Biala

The Mid-Year Bridge: Maximizing Non-Term Time for Success

“Learning is not attained by chance, it must be sought for with ardor and diligence.” — Abigail Adams

The past two weeks have been another busy and productive time for our Year 11 and Year 12 students.

Our Year 11 students have had the opportunity to explore a range of future pathways when they visited Ultimo TAFE and UTS, gaining firsthand insight into further education options, campus life and potential career pathways. They also attended the HSC and Careers Expo at Randwick Racecourse, where they engaged with representatives from universities, training organisations and industry professionals, helping them make informed decisions about their future studies and careers.

Our Year 12 students recently enjoyed a fantastic afternoon participating in the much anticipated Cookie Challenge alongside the boys from DLS. Working in teams, students showcased their creativity, teamwork, and competitive spirit as they decorated cookies with a variety of imaginative themes and designs.

The atmosphere was filled with laughter, collaboration, and plenty of friendly competition. Each group put in a tremendous effort, making it incredibly difficult for the judges to select a winner. However, there can only be one champion and congratulations go to “The Universe” team, whose outstanding creativity and presentation earned them the top prize.

The Cookie Challenge was a wonderful opportunity for students to connect, unwind and create lasting memories during a busy term.

As we approach the break, it is natural for students to feel a sense of relief and a desire to step away from their desks. However, for Year 11 and 12 students, these non-term periods are not just a vacation; they are a strategic bridge between the foundational work of the first semester and the rigorous demands of the second. As parents, you can play a crucial role in helping your child strike the right balance between necessary rejuvenation and the opportunity to consolidate their knowledge without the daily pressure of a school timetable.

One of the most effective ways to use this time is through consolidation rather than just “new” study. During the term, students are often so busy keeping up with new content that they don’t have the “white space” to connect the dots. This break provides a golden opportunity to review Term 1 and 2 notes, organise folders and identify gaps in understanding. We recommend that students spend a portion of their first week looking back at their previous assessments—taking those feedback notes we discussed recently and applying them to summary notes or practice questions. This ensures that their foundation is rock-solid before the final climb of the year begins.

For those undertaking major projects, such as Visual Art, Design and Technology or Textiles and Design, this time is particularly precious. These subjects require deep, uninterrupted focus—the kind of “deep work” that is nearly impossible to achieve between 9:00 AM and 3:00 PM on a standard school day. Encouraging your child to dedicate specific blocks of time to these projects now can significantly lower their stress levels in Term 3. Helping them set realistic, daily goals for their practical work can prevent the “all-nighter” culture that often leads to burnout and diminished quality.

While academic progress is important, we must also emphasise the value of a planned “recharge.” Effective use of non-term time does not mean studying every hour of every day; in fact, that is often counterproductive. We suggest helping your child design a schedule that honors both productivity and rest. A student who spends four hours in the morning on high-priority tasks and the rest of the day completely switched off will return to school much more refreshed than one who procrastinates all day and feels a constant, low-level guilt. By supporting a structured yet flexible approach, you are helping them build the professional habits and stamina they will need for the final months of the year. We encourage all students to take the opportunity to rest and recharge. While the holidays provide a well-earned chance to relax, they also offer time to refresh and prepare for the important term ahead, the final term of study for our Year 12 students and for our Year 11 students, it is the last term of Preliminary study before they begin their HSC journey.

Thank you for your continued support and partnership throughout the term. We look forward to seeing you at the upcoming Parent, Teacher and Student interviews. Your encouragement and involvement play an important role in our students’ success and we greatly value the strong connection between home and school. We wish all students and their families a safe, restful and enjoyable break and look forward to a positive and productive term ahead. 

Maria Biala, Instructional Leader of Wellbeing – Year 11 & 12 (Relieving)

Instructional Leader – Co-Curricular – Danielle Polson

The following link has important information from Sydney Catholic Schools regarding sport.

https://sport.syd.catholic.edu.au/

Conference 3 and Sydney Catholic Schools Cross Country

OLM was well represented at the Conference 3 and Sydney Catholic Schools Cross Country Championships held at Sydney International Equestrian Centre, Horsley Park in June. For a small school, we did extremely well.

12 Years 

Scout Koernig 1st Place Conference 3, 1st Place Sydney Catholic Schools

13 Years 

Jenna Haydon 1st Place Conference 3,1st Place Sydney Catholic Schools

Montana Ayoub 2nd Place Conference 3, 4th Place Sydney Catholic Schools

Freeya Sinclair 3rd Place Conference 3, 5th Place Sydney Catholic Schools

15 Years 

Felicity Barnes 1st Place Conference 3, 3rd Place Sydney Catholic Schools

Abby Cowan 2nd Place Conference 3

16 Years 

Liesl Spinner 2nd Place Conference 3, 2nd Place Sydney Catholic Schools

Ella McGuinness 3rd Place Conference 3, 3rd Place Sydney Catholic Schools

A number of students were selected to represent Sydney Catholic Schools at the NSW Combined Catholic Colleges Championships. Scout Koernig, Jenna Haydon, Montana Ayoub, Freeya Sinclair, Felicity Barnes, Abby Cowan, Liesl Spinner, Ella McGuinness, and Veronica Rogers. We wish them all the best.

Above is the school results for Junior and Intermediate Girls Champions for Conference 3. Well done to everyone involved, amazing results.

Athletics Age Champions

12 Years- Scout Koernig, 13 Years- Piper Hansen, 14 Years- Chloe McIntosh, 15 Years- Felicity Barnes, 16 Years- Layla White, 17+ Years- Catherine Palamara. School 100m Champion- Chloe McIntosh

Local Sports 4 Kids

Parents/Carers, please be reminded that all students are required to return to school on Sport Days and remain at school until the 2.30pm bell. Students should not request to leave directly from sport venues.

Registrations for the Term 2 Holiday camps are closing soon

For detailed information and to register, visit the following link: https://bit.ly/SCSHolidayCamps

Danielle Polson – Instructional Leader Co-Curricular

Creative and Performing Arts Faculty – Verneen Mason

Sydney Catholic Schools Eisteddfod

On 17 April, Mila represented OLM at the Sydney Catholic Schools Eisteddfod, placing 2nd in the highly competitive 12–14 Contemporary Vocal Solo section, which featured 12 performers. She delivered a beautiful performance of Stole the Show by Sienna Spiro. We congratulate Mila on this great achievement

Shrek The Musical Jr. opens next week!

We are so excited to bring this hilarious, fun-filled show to our amazing community. Our talented cast and crew have been working incredibly hard since late 2025 to make this performance unforgettable. We cannot wait to see you all in the audience supporting their fantastic dedication.

Verneen Mason, Instructional Leader Creative and Performing Arts

English Faculty News – Bernadette Coppock

Year 8 students have recently engaged in a unit of work on autobiography and memoir in their English classes.  By using mentor texts to understand how sentence structure and vocabulary choice can be used to evoke emotion, students learned how to write memoirs using storytelling, descriptive writing and retrospective commentary.  The girls wrote memoirs for their assessment task, using a small object of their choice to reflect on a memory and what it meant to them at the time and what it means now. 

Here is just one example of the beautiful writing of Year 8:

To be honest, I never really saw myself writing about this. I remember when I turned seven the world still felt soft, bright and safe. I remember my birthday morning clearly. It was a beautiful winter’s day and I woke up to the warm golden sun shining through my window and colourful balloons filling my bedroom. Everything felt exciting, like the whole day had been made just for me. Then we went to visit Nan.

She looked tired and smaller than usual, wrapped in her cardigan, sitting in her reclining chair. But her smile was still the same; gentle and full of love. In her weak, wrinkled hands, she clutched a present wrapped in rainbow paper. When I tore the paper open, I found a soft cuddly rainbow unicorn toy. Its pastel fur looked like a rainbow after a thunderstorm. The pink reminded me of all the happy, heartfelt moments shared with my Nan. The yellow glowed like warm sunshine. The blue looked calm and peaceful, like the sky on a quiet afternoon. The green reminded me of freshly watered grass, and the purple looked magical, like something from a fairytale. I hugged it straight away. It felt warm and soft, just like my Nan’s cuddles.

At the time, I did not understand what the unicorn meant to me. I only knew that the unicorn was beautiful and that my Nan had chosen it for me. I carried it everywhere that day, tucked under my arm like treasure. One month later, Nan passed away.

When I was seven, grief was confusing. It was like waking up and finding the world had changed, but no one could fix it. The sky was gloomy, as if all the colour had drained from my world now that she had left it. There is now something missing in my life, something off, as though a piece of my world has slipped away. I waited to hear her voice and her laugh, but they never came back. But the unicorn stayed.

Now, almost seven years later, the unicorn sits in my cupboard. Its fur is flatter, its horn bends to the side and its colour has faded, but it is still precious to me. The pink has become pale and worn from being hugged too many times. The yellow is no longer bright, but still glows softly in the light. The blue and purple have faded into pastel shades, while the green has turned slightly duller than before. When I feel stressed or sad, I hold it close. It reminds me of my Nan’s warmth and the way her hugs made me feel safe.

When I was little, I thought it was just a toy. Now, I understand it means much more. It is a memory I can hold in my hands. It is a piece of my Nan that stayed behind. To anyone else, it may look like an old cuddly toy. To me, it’s Nan’s last hug.

Chloe McIntosh

Marine Studies

Year 9 Marine and Aquaculture Technology

It has been a great term of learning and adventure for our Year 9 Marine and Aquaculture Technology students.

This term, the class successfully completed their Snorkelling Module, developing essential water safety, equipment handling and snorkelling skills. We took these skills into the field at Cronulla, getting the opportunity to meet some of our local marine life firsthand. It was wonderful to see students support one another and develop a greater appreciation for our local marine ecosystems. We look forward to many more snorkelling adventures in the future as students continue to build their skills and knowledge.

The class also completed our Coastal Management Module, an engaging and highly relevant unit that focused on the Cronulla and Bate Bay region. Throughout the module, students explored the history of the Cronulla coastline and Kurnell sand dunes, investigated both natural and human coastal processes, and examined current management strategies being used to protect and enhance our iconic coastline.

A key focus of the unit was developing students’ analytical thinking and coastal management skills. Students considered the perspectives of a range of stakeholders, evaluated the effectiveness of existing management approaches, and proposed future strategies to address ongoing coastal challenges. This provided valuable opportunities to understand the complex balance between environmental, social and economic factors in coastal decision making.

Being able to study these concepts within our local area made the learning especially meaningful. The module was complemented by several beautiful practical days at Cronulla Beach, where students could observe coastal processes and management strategies in action.

We are incredibly proud of the enthusiasm and curiosity shown by our Year 9 team this term and look forward to continuing their marine studies journey in Semester 2.

Michele Owen, Marine Studies Teacher

Debating

OLM Debaters Advance to Conference Finals

Our OLM debating teams have delivered an impressive season across all year groups, showcasing skill, teamwork and determination.

The Year 9 team and Year 10 team both competed strongly throughout their six preliminary rounds. With a mix of wins and losses, they demonstrated growth, resilience and excellent sportsmanship. 

Our younger debaters exhibited consistency and determination throughout the competition; each team achieving an impressive 5 wins from 6 debates.

Both the Year 8 team, Ava Kopke, Emma Broadhurst, and Lillian Greaves, and the Year 7 team of Poppy Doyle, Mila Portillo, and Aloise Johnston won their elimination semi‑finals in outstanding fashion.

Arguing the negative side of the topic “That young people should have a greater say in their future,” both teams presented clear, confident and compelling cases. Their maturity in argumentation and strength in rebuttal set them apart.

Along the way, our teams secured victories against several strong schools, including St Ursula’s, Bethany College, Aquinas and St Pats, highlighting the calibre of their preparation and teamwork.

With their semi‑final wins, both teams now progress to the Conference Final in their respective divisions — an exceptional achievement and a proud moment for the entire OLM community.

We are incredibly proud to have two teams representing OLM at this level. Their success reflects not only their hard work, but also the assistance of the more senior debaters and the support of families and friends.

Susan Kamp, Debating and Public Speaking Coordinator

Newman

Newman Symposium

We welcome parents, families and our wider community to the Year 7 and 8 Newman Symposium this year, to be held on Monday 29th June, from 3-4:30pm at the college. 

Save the date – Year 7 and 8 Newman Symposium

Students will be showcasing their learning on the topic ‘moments in time’. Students are tasked with producing a product/performance/initiative/interactive experience that will address the topic. Year 7 will create a display conveying a moment in time and a counter-history (What would have happened if…?). They will have a choice of mode from a provided list. Year 8 will take the theme and do a ‘Science Fair-style’ interactive display of their research and, if appropriate, a product.  

We very much look forward to showcasing the learning of our Newman students!

Lisa Romberg, Ellouise Bernie and Kate Berger – Newman Facilitators