SCS Announcement

27 June 2025

Announcement for
Parents, Pastors, Staff and Students of
Our Lady of Mercy Catholic College Burraneer

I am pleased to announce in collaboration with Mrs Christine Harding and Fr James McCarthy the appointment of Ms Karen Shawcross as the substantive Assistant Principal at Our Lady of Mercy Catholic College, Burraneer.

Karen has been serving in the acting role since the start of this school year. Her leadership has been warmly received, and she continues to demonstrate a deep dedication to the academic, spiritual, and personal growth of all students.

Prior to joining Burraneer, Karen served as Assistant Principal at St Paul’s Catholic College, Manly from 2013 until 2024. She is a motivated and passionate Catholic educator, dedicated to inspiring and supporting both students and staff. Karen has already demonstrated a deep understanding of the unique strengths and culture of Our Lady of Mercy, and she is committed to building on these foundations.

I take this opportunity to thank Fr James McCarthy for his involvement in the recruitment process and extend my heartfelt congratulations to Karen on this significant appointment and look forward to her continued contribution to the life and mission of the College.

Yours sincerely,
Damien Kerr
Director: School Support

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.

Andrew Fuller is a highly regarded clinical psychologist, author, and consultant who has worked extensively with schools, students, and families across Australia. As a Fellow at the University of Melbourne, he has contributed to national mental health and educational initiatives, focusing on resilience, learning, and wellbeing. With experience in over 3,500 schools, Andrew brings a wealth of knowledge and practical strategies to support student development and engagement. His publications, including Tricky Kids and Unlocking Your Child’s Genius, are widely used by educators and parents to foster positive outcomes for young people. Andrew’s work continues to influence educational practice and policy, promoting environments where all students can thrive.

Empowering Teenage Girls: Strengths, Confidence and Motivation

Andrew Fuller

Much of the recent literature on adolescent girls focuses on rising levels of anxiety, body image concerns, and social pressures. While these challenges are real and should not be dismissed, an equally important narrative risks being under-acknowledged: teenage girls are idealistic, perceptive, creative, and powerful.  In schools, homes, and communities, they bring emotional insight, social intelligence, and emerging leadership potential that, if harnessed, can fuel resilience and high achievement.

Brain Development & Neuroplasticity

While there is always overlap, robust research indicates that young women have:

• Brain volume peaks at an earlier age.
• Maturation of brain function at an earlier age (11 years of age on average for girls, compared with 15 years on average for boys).
• Greater levels of white-matter neuroplasticity suggesting a heightened capacity to build structural brain changes in response to learning.
• Estrogen that enhances connectivity of the brain as well as plasticity.
• Greater and earlier connectivity in the frontal lobes which gives young women greater impulse control and increased capacity for more complex decision-making, that weighs up and evaluates pros and cons of issues.

Despite these relative advantages in neuroplasticity and brain development, my own research on learning strengths (www.mylearningstrengths.com) finds that young women are often less able to identify their learning strengths and even when they do so, rate themselves as having lower self-efficacy. This represents a conundrum: young women learn faster, younger but feel less empowered.

Building Confidence and Ingenuity

Confidence grows not from praise alone, but from mastery experiences — the repeated act of doing hard things and succeeding. Families and schools that build in opportunities for girls to take on challenges, solve problems collaboratively, and recover from failure, cultivate this deep, earned self-belief.

Feedback and recognition are important to most young women. Feedback that focuses primarily on effort, on how hard they have worked, misses an opportunity. Too many of them have the impression that success at school is about working really hard and getting really stressed. We want our young women to realise they are smart and that they can develop mastery rather than competency, and exceed targets. It would be a dreadful mistake to under-estimate the capacity and ingenuity of our young women.

Activities may include:

• Public speaking and pitching ideas with preparation and feedback.
• Developing scientific studies related to wellbeing and brain optimisation.
• Sport, dance, drama and music.
• Problem-solving and ethical thinking.
• Leading creative community projects.
• Entrepreneurship and STEM challenges.

Rather than shielding girls from difficulty, parents and educators should support them through challenge — reinforcing that confidence is not the absence of fear but the presence of courage and preparation.

Bold, broad social networks

The complexity of young women’s social networks requires vigilance about potential rejections. Not only does this risk causing social anxiety, it can also create a conformity to fit in. The desire to please others and be ‘good’ increases acceptability but can also make them vulnerable to exploitation.

We not only want our young women to feel safe, we want them to feel strong as well. We want them to realise they have options, and they have choices and what they choose, matters. Many of them will eventually be employed in mixed work teams with people they may barely know. For this reason, collaborating with a wide range of students and people of different ages to complete projects, sets them up for life.

Finding and Building Their Strengths

Character strengths are helpful, learning strengths are indispensable. Knowing where you are already strong (www.mylearningstrengths.com) and using that knowledge to springboard success, accelerates inventiveness and self-efficacy.

Incrementalism

One of the great puzzles at our clinic is the number of young women who are kind and caring to others, but harsh towards themselves. This seems to arise through a distorted combination of idealism and perfectionism and becomes ‘all or nothing’ thinking. For example,

• ‘If I am not top of my class, I am no good’.
• ‘If you are not my best friend, I am not important.’
• ‘If my body is not perfect, I can’t go out.’

Kindness to ourselves involves realising that we are all ‘works in progress’. We need to plan to incrementally improve ourselves. There is a need to develop nuance rather than having ‘all or nothing’ thinking. We all need a Plan A, B and sometimes a Plan C as well. For this reason, young women need to set developmental learning goals with clear incremental milestones and receive supportive coaching to exceed those goals.

Being a good friend is about support, not sacrifice. It doesn’t help to feel responsible for your friends’ feelings or taking on their problems. Listening and caring helps other people towards finding their own solutions.

Accelerate neuroplasticity

Young women should not be disadvantaged by waiting for boys to catch on and catch up. Their relative advantages in neuroplasticity should be accelerated.

Neuroplasticity is promoted in settings with high support, engaging challenges, playfulness, fun, physical movement and coordination, creative exploration and active problem-solving. The more integrated learning can be, the more successful it is, and the more neuroplasticity will be advanced.

Teenage young women may be yet to develop the ability of transferring knowledge from one setting to another. Activities that require them to gather information from a variety of sources, combine that information in creative ways so that it makes sense, deal with shifting priorities for action as new information is obtained, and then apply their knowledge in diverse settings, accelerates neuroplasticity and learning.

Motivation journeys

Motivation is about finding enduring ways of regulating dopamine. The quick ‘hit’ of victory or being praised elevates dopamine but then rapidly declines. We need to help our young women move from pleasing to achieving.

Meaningful challenges where students reach or exceed targets over time provide one way of increasing motivation. This empowers young women to receive and hear coaching not as criticism but as an opening of possibilities.

Calm empowerment is in the doing

The verbal skills of many young women results in them favouring words over actions. It is easy to under-estimate the physicality of great learning. Young women who are coached towards skill development and gain supportive feedback from a trusted adult, gain confidence.

Physical movement also plays a role in creating social networks and reducing anxiety. The fastest way to calm the mind is to exert the body. Preceding talking about issues with walking, running or taking on challenges is the most effective way of reducing anxiety. When we do this with other people we ‘synch and link’ with them. This is a powerful way of broadening the social networks of young women.

After a few years in which female empowerment had some much needed gains, it feels as if recent years have caused it to stumble. Wage gaps and job security between women and men are still alarmingly disparate. As career structures alter to meet the needs of a new world, we need to be intentional about recognising the capability of our young women. The world we build tomorrow depends on how well we empower our young women today.

More information – inyahead@aussiebb.com.au

Andrew’s website – www.andrewfuller.com.au

Assistant Principal – Karen Shawcross

As Term 2 wraps up, it’s been truly inspiring to witness the dedication and eagerness our students have shown in their classes and assessments. The positive feedback reflected in their reports, and the constructive conversations held during the Parent/Teacher/Student interviews, clearly highlight their commitment to learning.

For any students and parents who may have concerns about reports or achievements, remember that every day is an opportunity to improve. A genuine desire to learn means students will ask questions and use feedback wisely. Don’t forget, Open Learning sessions on Tuesday afternoons (3pm – 4pm) are a fantastic resource. This dedicated time is perfect for homework, finishing classwork, starting assessments, or gaining a deeper understanding of feedback in a focused, small group setting.

Our upcoming College assembly will be a wonderful occasion where we will proudly presented Silver Awards to students who achieved 30 merits. This semester, we’ve seen an incredible 8000+ merits awarded across the college – a truly phenomenal achievement! It speaks volumes about the consistent effort and positive contributions of our students. I am excited to see this number grow even further in Semester 2, with Gold Awards for 45 merits being presented from the beginning of the term.  Bronze and Silver Awards will continue to be presented during Year assemblies throughout the remainder of the year. 

Term 3 for all students commences on Tuesday, 22 July, which is a Week 1 Day 2. Please ensure all students return in their complete winter uniform. A friendly reminder that blazers are to be worn to and from school;  false eyelashes, false nails, and SNS nails are not permitted. Students who may have these over the holidays will have Monday, 21 July, to remove them before returning to school. Our uniform is a source of pride and fosters a strong sense of identity and belonging within our college community.

I wish everyone a safe, restful, and well-deserved break.

Karen Shawcross, Assistant Principal

Calendar Update

Thursday – 3 July
Last Day of Classes Term 2

Thursday – 3 July
Years 7 – 10 Parent, Teacher, Student interviews at OLM (3.30pm-7.45pm)

Friday – 4 July
Years 7 – 10 Parent, Teacher, Student Interviews at OLM (9am-1pm)

Monday – 7 July
School Holidays Commence

Monday – 7 July – Thursday 10 July
HSC Holiday Workshops @ OLM

Monday – 21 July
Staff Professional Learning Day – No students (if you require supervision please contact the College)

Tuesday – 22 July
Students Return for Term 3 in Winter uniform

Monday – 28 July
Year 11 (2026) Subject Selection Interviews

Tuesday – 29 July
Semester One Awards Assembly

Thursday – 31 July
Year 7 Vaccinations

Monday – 4 August – Monday 18th August
HSC Trial Examinations

Monday – 11 August
Newman Symposium from 1.30pm

Friday – 15 August
Feast of the Assumption

Monday – 18 August
Staff Professional Learning Day (no classes)

Friday – 22 August
Mercy Day – Mass at St Aloysius Church @ 9.15am

Thursday – 4 September
Father/Daughter Breakfast

Thursday – 11 September
SCS Sport Finals

Monday 15 – Tuesday 16 September
Bronze Duke of Edinbugh

Monday 15 – Monday 22 September
Year 11 Preliminary Examinations

Tuesday 23 September
Year 12 Graduation Mass at St Aloysius Parish

Wednesday 24 September
Year 12 Graduation Assembly

Wednesday 24 September
Year 12 Graduation Formal with De La Salle College Caringbah

Thursday 25 September
Last Day of classes (compulsory school day)

Friday 26 September
Staff Development Day (no classes)

Year 12 HSC Holiday Workshops

Year 12 HSC Holiday Workshops

	Year 12 Friday  4 July Compulsory School Day  8:50am-1:00pm	Year 11 Friday  4 July
P1 – P2	English Advanced English Standard	D & T Textiles
P3 – P4	Biology – H2 Business Studies – H1 Economics – H1 Extension Maths – H3	D & T Textiles

	Monday  7 July	Tuesday  8 July	Wednesday  9 July	Thursday  10 July	Friday  11 July
9AM-11AM	Chemistry CAFS Legal Studies 9am – 11am OLM  Mathematics Extension 2 8.45am – 3pm LOCATION: Marist Catholic College North Shore: Entry from Ridge Lane, North Sydney Please note there is no Zoom option	English Advanced English Standard OLM	Studies of Religion 9am – 3pm HSC Study Day: Judaism LOCATION: Trinity College Auburn: 16 Alice St, Auburn Please note there is no Zoom option	Chemistry 10am – 11:30 am Module 7 : HSC Problem based. HSC Trial Preparation Google Classroom Code: 7bkgsdk Term 2 Registration Form Chemistry Term 2 Holiday class	Mathematics Advanced Mathematics Standard OLM Mathematics Advanced 10am – 11:30 am Preparation for the HSC Trial Examinations. This will cover Multiple Choice questions and non-routine examination style questions. Term 2 Registration Form Maths Advanced Term 2 Zoom Link
12PM-2PM	Mathematics Extension 2	English Extension OLM

	Monday 14 July	Tuesday  15 July	Wednesday  16 July	Thursday  17 July	Friday 18 July
9AM-11AM	SOR 1U & 2U OLM Christianity & Islam	Economics 10am – 12:00 pm Pulse of the Economy: Unpacking Monetary Policy with an Insider The workshop will feature a guest speaker from the Reserve Bank of Australia.  Term 2 Registration Form Economics Term 2 Holiday workshop	English Advanced 10am – 11:30am Harnessing HSC Markers’ Feedback to Refine Your Responses – English Advanced Term 2 Registration Form English Advanced Term 2 Holiday class	English Extension 1 10am – 11:30am Preparing for the English Extension 1 Trial Examination: Revision and Study Tips & Tricks Term 2 Registration Form English Extension 1 Term 2 Holiday class	Mathematics Extension 1 10am – 11:30am Preparation for the HSC Trial Examinations. This will cover Multiple Choice questions and non-routine examination style questions. Term 2 Registration Form Maths Extension 1 Term 2 Zoom LinkPM
12PM-2PM	PDHPE OLM

Some other information for the online lessons;

• Students will need to log into the Zoom with their full name and SCS Student email address
• We encourage students to turn their camera on if they are comfortable to do so and also encourage them to use the chat/ message function in Zoom to ask questions.
• These lessons are the equivalent of a virtual classroom and we expect students to behave as such. Any inappropriate behaviour will be given a warning and any continuing misbehaviour will result in students being removed and reported to their respective schools.

Census

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

Year 7-10 Parent, Student Teacher Conferences

We look forward to discussing your daughter’s learning in Semester 1 with you at the end of this term during our Parent, Student, Teacher Conferences.

Please save the dates: 

Thursday 3 July – 3:30-7:45pm

Friday 4 July –  9:00am-1:00pm

Reports will be released on Tuesday 1 July. 

NEWMAN Symposium

For students in the NEWMAN cluster classes, students will be starting our NEWMAN Symposium planning and production this term. This symposium will be held in Term 3 and all students involved are expected to attend this symposium. We ask that parents assist their daughter’s to clear the afternoon calendar for  Monday 11 August. We look forward to the many wonderful and creative projects that the girls will produce.

ICAS Tests

Our Lady of Mercy Catholic College is pleased to invite students to participate in the ICAS Assessments^TM in Term 3 this year.

ICAS is designed to target students’ higher-order thinking and problem-solving skills in English, Science and we have recently added Mathematics. Each assessment celebrates students’ accomplishments by providing opportunities for recognition and development. Every student will receive a printed certificate and an online results report. Top performers will be eligible for medals and are invited to attend special award ceremonies to have their academic excellence publicly recognised. 

We encourage you to consider entering your daughter into ICAS this year. The opportunity to sit ICAS assessments at OLMC will continue to be optional, and students may sit one or all of the assessments on offer at OLMC. The assessments are suitable for students wishing to extend themselves academically and take up the personal challenge of competing in an international assessment that has been running for 40 years. Your daughter will be presented with high-quality, expert-developed questions, allowing them to apply their learning without the need for prior study or revision. 

2025 Participation – Parent payment system 

Our school has signed up for the ICAS Assessments parent payment system (PPS) for all assessments. Through this system parents can pay for ICAS directly online while tests will still be held at our school. Please use the following details to register and pay for your daughter no later than Friday, 25 July (Term 3 Week 1). 

Access details for parents

OLM parent page link is: https://shop.icasassessments.com/pages/parent-payment/GFC685

OLM school access code is: GFC685

Reframing Failure

Turn Setbacks into Stepping Stones

Failure is something we all experience—but what if it wasn’t the end of the story? What if failure was actually a chance to learn, grow, and improve? Reframing failure is about changing the way you see setbacks. Instead of viewing them as proof that you’re not good enough, see them as opportunities to try again with more knowledge and experience. Learning to embrace failure can help you build resilience, stay motivated, and achieve your goals at school and in life. Here’s how to shift your mindset and make failure work for you.

1. See Failure as Feedback

Every mistake is a lesson in disguise.

• Instead of focusing on what went wrong, ask yourself, What can I learn from this? For example, if you didn’t do well on a test, identify the areas you need to study more and adjust your preparation next time.
• Failure is a form of feedback that helps you improve and move closer to your goals.

Tip: After a setback, write down three things you learned from the experience and how you’ll use them in the future.

2. Shift Your Self-Talk

The way you talk to yourself matters.

• Replace harsh self-criticism with constructive thoughts. Instead of saying, I’m terrible at this, try saying, I didn’t succeed this time, but I’m getting better.
• Encouraging self-talk helps you stay motivated and bounce back faster.

Tip: Think of how you’d encourage a friend who failed—then use those same kind words for yourself.

3. Break Down the Failure

Look at the situation objectively.

• Analyse what went wrong step by step. Did you run out of time to prepare? Misunderstand instructions? Forget to ask for help?
• Breaking it down helps you identify specific areas to work on, so you can approach similar challenges differently next time.

Tip: Use a journal to reflect on failures and brainstorm solutions for the future

4. Celebrate Effort, Not Just Results

Success is about the journey, not just the destination.

• Focus on what you did right and the effort you put in, even if the outcome wasn’t what you hoped for. For example, if you gave a speech that didn’t go as planned, celebrate the fact that you had the courage to speak in front of an audience.
• Recognising your effort builds confidence and keeps you striving for success.

Tip: At the end of each day, write down one thing you’re proud of, no matter how small it seems.

5. Keep a Growth Mindset

Failures are stepping stones to success.

• A growth mindset means believing that your abilities can improve with effort and learning. Instead of saying, I failed because I’m not smart enough, say, I failed because I didn’t prepare enough this time—but I can do better.
• Many successful people faced countless failures before reaching their goals. What sets them apart is their determination to keep trying.

Tip: When you fail, remind yourself that this is just one moment in your journey—it doesn’t define your future.

Failure as a Tool for Growth

Reframing failure isn’t about ignoring it or pretending it doesn’t hurt. It’s about recognising that failure is a natural part of life and a powerful teacher. By seeing failure as feedback, shifting your self-talk, and focusing on growth, you can turn setbacks into stepping stones toward success.

Challenge:

Think about a recent failure. Write down three lessons you learned from it and one step you can take to improve. With each failure, you’re not starting over—you’re starting smarter and stronger!

You and your parents can learn more at www.studyskillshandbook.com.au by logging in with the details below and working through some of the units.

School username: OLMBurraneer

School password: Mercy

Tuesday Afternoon Open Learning

Tuesday Afternoon Open Learning has started . This will be held in the Library each Tuesday 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 planningtips and tricks to developing study tools such as mind maps, study notes, flash cardssubject specialists who can help answer questions

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

Religious Education Coordinator – Ian Anderson

Australian Catholic Youth Festival 2025

The Australian Catholic Youth Festival (ACYF) is a national gathering of Catholic young people established by the Australian Bishops more than ten years ago. This three day Festival provides young people from all across Australia with the opportunity to come together to connect, deepen their relationship with Jesus, be empowered to live their faith in the world and experience the breadth of the Church in Australia. The festival provides a wide range of activities for young people to engage in including discussions, prayer, plenaries, concerts, workshops, and much more. 

Our Lady of Mercy College is looking to send a group of Year 10 students to this year’s ACYF held in Melbourne from the 30 November to the 2 December. The cost of the event is $1645.00 per person, in which SCS will subsidise $800. Families will be required to pay $845. Please watch the invitational video for ACYF.

I encourage you to take this time to talk with your daughters regarding this opportunity and if you have any questions, please contact Mr Anderson at ian.anderson@syd.catholic.edu.au.

We look forward to providing this opportunity to your daughters and supporting them in their faith development.

Religious Education Coordinator – Ian Anderson

Wellbeing @ OLM

Years 11 and 12

As part of our wellbeing curriculum, students have recently engaged in a series of thoughtfully designed activities aimed at supporting their future planning. These sessions encouraged exploration of both tertiary education options and potential career pathways.

Students participated in two informative guest speaker presentations—one from Western Sydney University and another from the University of Technology Sydney (UTS). These sessions provided valuable insights into higher education opportunities, including university course offerings, admission requirements, early entry programs, scholarships, and campus life. Hearing directly from university representatives allowed students to gain a clearer understanding of the academic journeys available to them beyond high school.

In a subsequent session, the focus shifted to behaviour expectations within tertiary education settings and future workplace environments. As our students approach significant life transitions, whether entering university, vocational training, or the workforce, it is essential that they are equipped not only with academic knowledge but also with the soft skills and professional conduct necessary for success.

These lessons and guest speaker engagements were designed to bridge the gap between school and post-school life, offering practical insights and fostering a proactive mindset. Our aim is to ensure students understand that their behaviour, attitude, and professionalism are integral to their future achievements.

Ellouise Bernie, Instructional Leader of Wellbeing (Stage 6)

Year 10

As we move further into the school year, your daughters are continuing to engage with a wide range of important topics, both academically and in terms of their personal development. Here’s a brief overview of some key areas we’ve been focusing on in Year 10.

A significant part of the Year 10 pastoral care program this term has been dedicated to anti-bullying education. We’ve engaged students in open discussions about what constitutes bullying. Our aim is to empower students to recognise bullying behavior, understand its impact on individuals and the school community, and equip them with strategies to respond effectively. We emphasise the importance of empathy, respect, and the role of bystanders in preventing and addressing bullying. A particularly impactful aspect of our anti-bullying efforts involves our Year 10 girls actively supporting younger students. We strongly believe in the power of peer mentoring and positive role models particularly in our vertical homeroom system. We encourage students to report any incidents they witness or experience, reinforcing that our school is a safe space where all concerns are taken seriously.

We have also been focusing on strategies for managing stress during exam periods. We understand that this can be a challenging time for many students, and we aim to equip them with effective coping mechanisms. Our discussions have covered the importance of effective study techniques, time management, and creating a balanced study schedule as well as giving students quiet time to study before their exams. 

We believe that by addressing these crucial areas, we are not only supporting your daughters academic growth but also nurturing their social and emotional wellbeing. We encourage you to continue these conversations at home, reinforcing the values of respect, resilience, and responsible citizenship.

Courtney Kramer, Instructional Leader of Wellbeing (Year 10)

Year 9 

This term, Year 9 students have been exploring themes to help them navigate relationships and challenges both in and out of school alongside what it means to be a part of an anti-bullying community. They’ve learned to distinguish between everyday conflict, where disagreements can be resolved respectfully and bullying, which involves repeated, targeted behaviour intended to harm. Year 9 have also discussed cyberbullying and how digital platforms can amplify harm, often in hidden ways. Students examined behaviours, such as exclusion, gossip, and manipulation, and how it impacts peer dynamics. Most importantly, they’ve been encouraged to seek support when needed and to recognise that asking for help is a sign of strength, not weakness. Through these lessons, students are building the confidence and strategies to support themselves and others in creating a safe, respectful school environment here at OLM.

Christopher Shelston, Instructional Leader of Wellbeing (Year 9)

Year 8 

Throughout the term Year 8 have explored what it means to be an anti-bullying community at OLM. We have affirmed our commitment to work together to ensure students feel supported and to foster a sense of belonging in our school. 

To begin this process we examined the foundational definitions of bullying and created a common understanding of appropriate and inappropriate behaviours. Then we considered strategies we can use to help deal with and end bullying. The girls were able to discuss these topics in a variety of contexts and there was a real sense of gaining student voice about how bullying can impact an individual. The conversations felt productive and affirming as we were able to agree about safe, compassionate and effective ways to communicate and build relationships.

Finally Year 8 took part in an exploration of what it means to be safe online. The concepts of cyber safety and a digital footprint were discussed. Once again the girls were given strategies about how to seek help and to support one another in the event of unwanted attention online.

Reece Bailey, Instructional Leader of Wellbeing (Year 8)

Year 7

This term, the Year 7 Wellbeing Program centred on fostering an anti-bullying community with a whole school approach ensuring that every student here at OLM feels supported, safe and valued. Students engaged in discussions around the definition of bullying, with a particular emphasis on the impacts and consequences of online bullying.

A key component of the program was an exploration of our digital footprint. Students learned how their online behaviours, including comments and shared content, contribute to a permanent digital presence. The program underscored how these actions can influence the way others perceive them and may have lasting implications in their personal lives. The students were guided by both the Year 7 team and our local Police Liaison officer and given practical strategies for responding to persistent bullying and supporting peers who may be experiencing similar challenges. 

Furthermore, we introduced the topic of Respectful Relationships, where students examined the foundations of healthy relationships. Emphasis was placed on the importance of mutual respect, empathy, and the guiding principles that underpin positive and supportive friendships. 

Throughout these discussions, we referred back to what it means to be an Upstander both in the online and offline world further highlighting the importance of the role they play in creating a safe and welcoming environment here at OLM. 

Maria Biala, Instructional Leader of Wellbeing (Year 7)

Op Shop @ OLM

Thank you to our College Community for the support of the Mercy Action Group ‘Op Shop”.

All funds raised from sales at the Mercy Action Group’s ‘Op shop’ will be directed to St Vincent de Paul.

Creative and Performing Arts Faculty – Verneen Mason

SCS Chamber Ensemble Eisteddfod

Last week, the OLM Chamber Ensemble showcased its musical excellence, earning a well‑deserved Highly Commended under the Acoustic Chamber Section. The competition featured top-tier ensembles from across Sydney Catholic Schools and OLM Burraneer’s performance stood out against highly competitive schools, drawing praise for its musicality, precision, and ensemble cohesion.

In addition to the ensemble’s success, the organisers delivered a special commendation for the amazing solo duet performed by Amabel Garvin and Chloe English. Their performance demonstrated  remarkable artistry, stage presence, and coordination and left a lasting impression on the judges.

Congratulations to the OLM Chamber Ensemble. Your dedication, passion, and collaborative spirit continue to shine and prosper.

Bernstein & Korngold – Sydney Opera House, Concert Hall OLM Elective Music students attended the live orchestral performance of West Side Story and Korngold Violins Concerto at Sydney Symphony Orchestra.

Mr Peter Lee, Creative and Performing Arts Teacher

Leader of Pathways and Partnerships – Lisa Formica

ACE the HSC 

• A 2 hour session, suitable for both Year 11 & 12 that helps students:
• Master proven exam techniques
• Control stress and maintain motivation
• Map their exam preparation so nothing is left to chance

Inspired Education – HSC Trial Preparation classes

Led by senior HSC teachers/markers, each workshop:

• Breaks down each of the harder areas of the syllabus into “must-know” priorities
• Shares the marker’s blueprint for structuring Band 6 answers
• Provides practice questions, live feedback, and worked solutions
• Includes a comprehensive take-home revision booklet
• For all the details, visit inspired.edu.au

Western Sydney University – Free Online HSC Study Sessions

From Monday 29 September to Friday 3 October 2025, Western Sydney University is teaming up with InspirationED to bring Year 12 students a jam-packed week of free online HSC study sessions.

Whether you are looking to level up your subject knowledge, fine-tune your exam strategies, or feel more confident heading into your final exams there are 24 expert-led sessions across 15 key HSC subjects.

• Deep dives into content and syllabus areas 
• Smart study tips and techniques 
• The chance to sit a practice exam and get it deconstructed by professionals 
• It’s free, it’s online, regsiter here

University of Wollongong

HSC Subject Support Series 

The Year 11 & 12 Subject Support Sessions are designed to help students improve their knowledge and understanding of key subject content and discover what HSC exam markers are looking for.   

Experienced HSC teachers/markers and UOW staff will be running subject revision programs across May, June and July for current Year 11 and Year 12 students. 

Register for the below sessions here: https://future-students-events.uow.edu.au/Year11-12subjectsupport     

University Open Days

University Open Days are a fabulous way to see if a university is the right fit for you. Is it accessible? Does it offer the course you want? Upcoming Open Days are listed here:

June and July
28 June	Wollongong University – Wollongong	More Info
6 July	Western Sydney University	More Info
26 July	ACU – Blacktown Campus	More Info
26 July	Wollongong University – Liverpool	More Info
August
30 August	Notre Dame	More Info
30 August	University of Sydney	More Info
30 August	UTS	More Info
September
6 September	ACU – North Sydney Campus	More Info

Early Entry Programs for Year 12 Students

Year 12 students should be looking at the early entry programs available and starting their applications. Save your responses in a word document, as each university uses similar questions, and it will save you time.

Event	Link
Schools Recommendation Scheme  2 April Applications Open  25 Sept Applications Close	https://www.uac.edu.au/future-applicants/scholarships-and-schemes/schools-recommendation-schemes
ACU Guarantee  21 July Applications Open  15 Sept Applications Close	https://www.acu.edu.au/study-at-acu/admission-pathways/acu-guarantee
Macquarie University Early Entry Schemes 25 July – Round 1 Applications Close  1 September – Round 1 Offers Released  2 September – Round 2 Applications Open  25 September – Round 2 Offers Released	https://www.mq.edu.au/study/admissions-and-entry/pathways/schemes
UNSW Early Entry Programs  5 May – Portfolio Entry Applications Round 1 open  21 July – Portfolio Entry Applications Round 1 close  5 September – Portfolio Entry Round 1 Conditional Offers Released  6 September -Portfolio Entry Round 2 Round Applications open  17 November – Portfolio Entry Round 2 Applications close  5 December – Portfolio Entry Round 2 Offers Released	https://www.unsw.edu.au/study/how-to-apply/undergraduate/admission-pathways
Notre Dame Young Achievers Early Offer Program  1 May – Applications open 19 August – Round 1 Applications Close  1 September – Round 1 Offers Released  13 September – Round 2 Applications Close  19 September – Round 2 Offers Released  26 September – Round 3 Applications Close  3 October – Round 3 Offers Released  4 December – Round 4 Applications Close  10 December – Round 4 Offers Released	https://www.notredame.edu.au/study/applications-and-admissions/pathways/early-offer
UTS Early Entry Program  4 June  Applications open 8 September Applications close 24 September Provisional offers released	https://www.uts.edu.au/for-students/admissions-entry/entry-schemes/early-entry
UOW Early Admission 16 June Applications open  8 August Applications close	https://www.uow.edu.au/early-admission/
Western Sydney HSC True Reward Early Offer Program 3 September – Applications Close for Round 1  11 September – Round 1 Offers Released  12 November – Applications Close for Round 2  20 November – Round 2 Offers Released  10 December – Applications Close for Round 3  18 December – Round 3 Offers Released  31 December – Applications Close for Round 4	https://www.westernsydney.edu.au/future/study/application-pathways/hsc-true-reward

Lisa Formica, Leader of Pathways and Partnerships

Commerce Market Day

Year 8 St Francis de Sales Visit

Year 8 Primary School Visits

For the last two weeks Year 8 girls have visited our local primary school, St Francis de Sales Woolooware, to work with the younger students. Our OLM girls have assisted the classroom teachers with various learning tasks. The energy from the St Francis students has been clearly evident and our Mercy girls have demonstrated calm and composure in working on reading, craft or numeracy exercises.

The Kindergarten class has been a real highlight with the Year 8 girls being warmly welcomed and met with hugs, high fives and many many questions. There are several former St Francis students amongst Year 8 and it was pleasing to see them being recognised by former teachers and students alike.

This program is another fantastic opportunity for our OLM girls to be of service, to be role models and to deliver the acts of kindness they are all so capable of. 

I commend Year 8 who so far have visited St Francis and look forward to the coming weeks where the remainder of the grade will get that opportunity.

Mr Reece Bailey, Instructional Leader Wellbeing – Year 8

Instructional Leader – Co-Curricular – Danielle Polson

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

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

Cross Country

Danielle Polson, Instructional Leader Co-Curricular

Wellbeing and Diverse Learning – Carolyn Burden

Dear Parents and Carers,

Re: Nationally Consistent Collection of Data on School Students with Disability (NCCD)

Every year, all schools in Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). The NCCD process requires schools to identify information already available in the school about supports provided to students with disability. These relate to legislative requirements under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, in line with the NCCD guidelines (2019). 

Information provided about students to the Australian Government for the NCCD includes:

• year of schooling
• category of disability: physical, cognitive, sensory or social/emotional
• level of adjustment provided: support provided within quality differentiated teaching practice, supplementary, substantial or extensive.

This information assists schools to:

• formally recognise the supports and adjustments provided to students with disability in schools 
• consider how they can strengthen the support of students with disability in schools
• develop shared practices so that they can review their learning programs in order to improve educational outcomes for students with disability.

The NCCD provides state and federal governments with the information they need to plan more broadly for the support of students with disabilities.

The NCCD will have no direct impact on your child and your child will not be involved in any testing process. The school will provide data to the Australian Government in such a way that no individual student will be able to be identified – the privacy and confidentiality of all students is ensured. All information is protected by privacy laws that regulate the collection, storage and disclosure of personal information. To find out more about these matters, please refer to the Australian Government’s Privacy Policy (https://www.education.gov.au/privacy-policy).

Further information about the NCCD can be found on the NCCD Portal (https://www.nccd.edu.au).

If you have any questions about the NCCD, please contact the College. 

Carolyn Burden, Leader of Wellbeing and Diverse Learning