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 mark on society with confidence and compassion.

In the first week of school, Ms Romberg and I attended the inaugural SCS AI Conference. This was a thought provoking opportunity to learn about AI and the impacts of AI not only education but how it affects our humanity.  As AI continues to evolve, its influence on our lives will continue to become increasingly impactful.

I used to think AI was as important as Cell phones. Now I think it is as important as the industrial revolution. David Brooks, New York Times.

AI’s influence on society is undeniable, rapidly shaping technology and perceptions of beauty. For teenage girls, AI can affect self-confidence and self-perception. It’s crucial they navigate this digital landscape positively, embracing their unique identities. Understanding AI’s impact empowers young women to define beauty on their terms in today’s evolving world. This research article explores AI’s evolving role in redefining beauty and its implications for young women.

The attached article “Real Beauty: What would you give up to achieve your beauty ideals?” highlights several alarming statistics regarding the impact of beauty standards on women and girls, especially in the context of the rise of AI. Here are the key statistics from the article:

1. Sacrifices for Beauty:
   • 40% of women would be willing to give up a year of their life to achieve their beauty ideals.
   • 20% of women would go as far as to give up five years of their life for the same purpose.
2. Willingness to Sacrifice Intelligence:
   • Compared to Dove’s initial report from 20 years ago, twice as many women are now willing to sacrifice their intelligence for beauty.
3. Impact on Young Girls:
   • Nearly 50% of young girls believe there is no excuse “not to be beautiful.”
   • One in three girls still feel pressure to alter their appearance to match online content, even when they know it’s fake or AI-generated.
4. Impact on Academic and Career Aspirations:
   • Some girls say they would be willing to give up good grades at school and their dream careers to achieve ideal beauty status.

In light of the undeniable influence of AI on our society, which is rapidly shaping technology and perceptions of beauty, it is essential that we address its impact on teenage girls’ self-confidence and self-perception. Given these findings, it is crucial for both schools and parents to support young women in navigating this digital landscape with a positive and resilient mindset. We must work together to empower them to embrace their unique identities and to critically engage with AI-generated content. By fostering a supportive environment and promoting healthy self-perception, we can help young women define beauty on their own terms and prioritize their well-being over societal pressures.

Dean of School – Paul Hughes

Education is a passport to freedom and the means to unlock the globe.

Resilience and Adolescence

Term 3 is well and truly underway and now students are being asked to turn their attention to addressing the challenges that they encountered in Semester 1. 

In order to do this effectively our students need to demonstrate resilience. Although not a new concept for the adolescent developmental period, resilience is often the missing element when students struggle to move beyond the most common challenges, relationship issues, learning or behavioural difficulties. 

Importantly, parents and teachers are able to support the development of resilience through a nurturing environment where mistakes are part of the learning process and practical strategies that support their emotional development. Other supportive factors include:

1. Foster Strong Relationships: Positive, supportive relationships with family, friends, mentors, and educators are crucial. Encourage open communication (particularly when not feeling successful), active listening, and empathetic responses to help young people feel valued and understood.
2. Encourage Problem-Solving Skills: Teach young people how to approach challenges by breaking them down into manageable parts, brainstorming solutions, and evaluating outcomes. Encourage them to learn from their experiences rather than focusing solely on success or failure.
3. Promote a Growth Mindset: Help them understand that skills and intelligence can be developed through effort and persistence (critical). Emphasise that setbacks are opportunities for learning rather than indications of fixed abilities.
4. Model Resilient Behavior: Demonstrate how to handle stress and adversity in healthy ways. Our (parents and teachers) reactions to challenges will serve as a model for how young people might approach their own difficulties.
5. Support Healthy Coping Strategies: Encourage activities that promote wellbeing, such as exercise, hobbies, mindfulness, and relaxation techniques. Help them find constructive outlets for stress and emotional regulation.
6. Teach Self-Compassion: Encourage young people to be kind to themselves, especially during tough times. Help them understand that it’s okay to make mistakes and that they can learn and grow from them. Nobody is perfect even if this is what is presented to them constantly!
7. Provide Opportunities for Autonomy: Allow young people to make decisions and take on responsibilities appropriate for their age. This can build confidence and a sense of control over their lives.
8. Set Realistic Expectations: Help them set achievable goals and understand that progress may be gradual. Celebrate their efforts and milestones along the way to build a sense of accomplishment.
9. Encourage Social Connections: Facilitate involvement in community activities, clubs, or sports where they can build social networks, develop teamwork skills, and find a sense of belonging.
10. Offer Emotional Support: Be available to listen and provide guidance when they face difficulties. Validate their feelings and experiences, and help them navigate their emotions constructively.

“Persistence and resilience only come from having been given the chance to work through difficult problems.”

― Gever Tulley

When we look for opportunities to integrate and combine these strategies, we have the ability to help young people build a solid foundation for resilience that will support them through various challenges and transitions in their lives.

In the coming newsletter items we will dive into the world of our young people, namely social media, exploring some of the factors that can diminish or enhance resilience. One thing is certain, this skill will definitely impact your daughter’s life post school and our aim of empowering young women requires us to work on this every day. 

Reminders:

Uniform

• Winter uniform continues for the remainder of Term 3 – this means blazers are worn to and from school each day
• The change back to simple sleepers has been well adopted. Safety is always paramount in a school community and smaller/simpler earrings helps us to ensure this. 
• Sports uniform is only worn on Thursdays and during PDHPE Practical lessons. Shoe choice is important for support (no skater styles vans, converse or Sambas). Additional jumpers are not to be worn. 

Punctuality

• The school day commences at 8:35am. Any student arriving after this is considered late. Please make arrangements to be at school on time each day. Where there are ongoing issues with public transport we ask that this is communicated to the the transport company so that it can be corrected as soon as possible. 

Parking

• Please remember to adhere to all road signs (particularly No Parking & Stopping signs during drop off and pick up times). This helps keep all students safe and will help you avoid fines from the Council who patrol schools in the area frequently. 

Mr Paul Hughes, Dean of School

Musical News

Disney’s High School Musical JR centers on the blossoming relationship between Troy, a high school jock, and Gabriella, the new smart girl at school. They meet on a family vacation and become attracted to each other while singing in a karaoke competition. Rediscovering each other at school, their relationship and their surprise decision to audition together for the school show are thwarted by the school’s current leading lady, Sharpay, and Troy and Gabriella’s well-meaning friends. Finally, Gabriella and Troy find a way to be themselves and are rewarded with the lead roles in the school show. Full of catchy songs and exciting dance routines, this musical explores issues of friendship, first love, and acceptance.

Tickets available HERE

Dean of Mission – Marg Marriott

What an incredible Olympics we have experienced. The day after the Feast of Australia’s own saint, St Mary McKillop we’ hope to show some’re excited to celebrate Aussie Spirit at OLM with a Green and Gold Mufti Day. This event supports the Charitable Works Fund, which contributes to vital ministries including seminaries, Catholic Care, Aboriginal Catholic Ministry, prison chaplaincy and other significant acts of mercy.

For the Feast of the Assumption, students were asked to specify their preference for Mass at OLF Caringbah or St Aloysius, they have been notified of their selection and they will need to meet in Munro Park for St Aloysius or at OLF at 8:40 am on Thursday 15 August. They will then return to school by bus after the Mass, in time for Period 3. Details are on the Compass event. 

Mercy Day preparations are underway, with homerooms preparing stalls involving food, drinks or fun activities. Once again we will be cashless on the day, so students will bring in their cash for tokens in an envelope with their name, Homeroom and the amount clearly written to Student Services. In order to manage all of the transactions, the schedule below outlines when students are to bring in their cash. Note that card transactions can take place in Student Services in the designated week.  Last year, most students brought in around $15- $20 for the day to purchase lunch, drinks and participate in the raffles, skill activities and games.  A sausage sizzle and juice will be provided for every student. 

Week 5 :  Year 9 and Year 10  

Week 6 :  Year 7 and Year 8 

Week 7 :  Year 9 and Year 10 

Week 8 :   Year 7 and Year 8

Year 11  – at their earliest convenience

OLM Students are invited to participate in a Youth and Seniors Parish Evening, an excellent opportunity to connect with young people and engage in outreach to senior citizens. The event will feature fun, games, food, prayer and adoration. It will take place at DLS Caringbah Hall and OLF Church, Caringbah, on Friday, August 30, from 5.30pm to 8.30pm. See the Compass event for details.

Mrs Marg Marriott, Dean of Mission

Calendar Update

Term 3 Important Dates

Monday – 5 – 19 August HSC Trial Examinations Monday – 12 August Newman Symposium 3.15pm-4.30pm Wednesday – 21 August to Friday 23 August OLM Musical – High School Musical Jnr.’ @ 7pm Friday – 23 August Staff Development Day (no classes) Wednesday 28th August Father and Daughter BBQ Breafast @ 7.30am order form here Thursday – 12 September R U Ok Day Monday – 16 september to Monday 23 September Preliminary HSC Examinations begin Monday – 16 to Tuesday 17 September Bronze Duke of Edinburgh (Hike 2) Wednesday – 25 September MERCY DAY Friday – 27 September Last Day of Term 3 Monday – 14 October Staff Professional Development Day – Students do not attend

Monday 4 – Tuesday 5 November Year 9 Camp – Deer Park Thursday 8 – Friday 9 November Year 11 Retreat Monday 11 November Remembrance Day Tuesday 19 November Year 7 2025 Orientation Day Year 7 2025 Parent Information Evening Monday 25 – Friday 29 November Year 10 Work Experience Week

Wellbeing and Diverse Learning – Carolyn Burden

Dear Parents, Guardians and Carers,

Our fundraising trivia night raised a total of $5500 for the Indigenous Literacy Foundation.

The amazing work of the foundation ensures access to quality resources including books in first languages, publishing community stories, and empowering families to share reading and lead their own literacy future. Our First Nations students and College are proud to be a part of this initiative.

I would like to thank all who joined in the fun on the evening and those who donated from afar. A very special thanks to our College families and friends who donated aution and raffle prizes which contributed to us exceeding our fundraising goar.

Carolyn Burden, Leader of Wellbeing and Diverse Learning

Leader of Pathways and Partnerships – Lisa Formica

Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organisational objectives. It is the fuel that allows common people to attain uncommon results.

Pathways and Partnerships

This term has seen the Empower Talks move to lunchtime instead of breakfasts. These are available to anyone interested in Years 9-11. We have had a Real Estate presentation (many thanks to Jed Wood, from Fox and Wood) and Nursing (many thanks to Jane Whitten from Kareena Hospital). Students can see who is coming through the daily notices – some of the upcoming talks include Childcare, Interior Design and Speech Therapy.

If you would like to chat to our students at an Empower Lunch about your industry, I would love for you to reach out. 

Interested students in Year 10 have achieved their White Card (General Construction Induction Training). We recently hosted a trainer at the school to conduct a one-day course for our students. This course provides a required qualification for anyone planning to work on construction sites in any capacity.

All Year 10 have now received their information packs regarding Work Experience in Term 4. If your daughter is in Year 10, it is her responsibility to source the work experience. This valuable life skill will stand them in good stead when they are looking for part-time work, applying for scholarships or moving into the workforce full time. 

Keep reading the Careers Newsletters – the folder is updated weekly. We are now in Open Day season, which is a great opportunity for students in Year 10 and Year 11 to visit universities in preparation for their studies post school.

Lisa Formica, Leader of Pathways and Partnerships

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

NEWMAN Symposium

Annually, a Newman Symposium is held at all participating schools to offer a snapshot of the learning. It is our unique way of celebrating Newman learning at OLMC. 

Students have been encouraged to go beyond a class activity, to extend themselves, showing a depth of thinking (critical and creative) and to make connections across their subjects and with their passions.  This year we challenged students to base their projects on a theme and context. 

THEME: Utopia

We welcome any member of the OLMC community to attend.

The details are as follows:

Date: Monday 12th August

Venue: Catherine Building, Our Lady of Mercy College Burraneer

Time: 3:15 until 4:30 pm

Stage 5 Subject Selection 

This week Subject Selection Information sessions were held for students in Year 8 and 9 as well as for parents of students in Year 8. A reminder that the Subject Selection Handbook can be found on the School Website or via this link.

Students have been asked to carefully consider which electives that they would like to study in 2025. Subject choices close on Friday 16 August.

Semester 1 Awards

During Week 4 Assembly students will be awarded Semester 1 Awards for Commitment to Learning and Principal’s Awards. Congratulations to all students who have applied themselves diligently to their learning and to those who will receive awards for their application next week.

Assessments

Thank you for your ongoing support of our assessment policy. For students in Years 9 and 10 who missed more than one assessment task, these have been noted on the front page of the Semester 1 report. Where independent evidence has been provided this has been noted.

Exceptions were those tasks that fell on days where other school events were held.

For Semester 2 reports, a reminder to all students and parents that missed Assessment Tasks in Year 9 to 11 require a Medical certificate from a Doctor of Pharmacist for in-class tasks that are missed due to illness. For hand-in tasks it is expected that all students submit these tasks on-time for electronic submissions, whether they are present or not. If unable to submit on time, a medical certificate is required.

This procedure promotes fairness and equity to all students for RoSA (Record of School Achievement) Grades which are submitted to NESA for students in Years 9 to 11. This College procedure is one followed by schools to ensure that students know and follow expectations which is particularly essential in Year 12. 

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

PROOFING YOUR ASSESSMENTS

As you gear up for your next assessment, mastering the art of proofreading is key to ensuring your hard work shines through. In this month’s edition, we dive into the essential steps to proof your assessments effectively and elevate your academic performance.

1st Proof:

To begin, consider relocating to a fresh setting for a focused proofreading session. Find a place that is not your usual study space where you can concentrate on refining your work. Bring along the assessment criteria and question prompts to guide your review. Your initial proof should encompass the following key factors:

 WORD COUNT: Confirm that your assessment aligns with the specified word limit. Identify any excess words that may need trimming to meet requirements.

 SPELLING / GRAMMAR: While spell check can be helpful, don’t rely solely on it. Look out for common errors like ‘form’ instead of ‘from’ that may slip through automated checks.

 SOURCES: Verify that all sources for visuals, examples, and quotes are properly cited and listed to support your arguments.

 CRITERIA / QUESTION ANSWERED? Review the assessment criteria and ensure that your responses directly address the requirements. Tick off each criterion as you confirm its coverage in your work.

 REPETITION: It’s easy to repeat points, double check you haven’t done this.

 USEFUL INFORMATION: It’s not uncommon to write unnecessary information. Do you have points that don’t really answer the question? Have you written clearly? Is there any information you could leave out? Is there any information that you realise needs to be added?

 REINFORCE: This is where you need to finalise which words you will bold, highlight, underline etc. so your assignment clearly identifies the main points. Bolding can let the teacher see clearly that you have covered all the parts of the question, that there is a sequence of ideas and you have organised the information well.

2nd Proof:

The next day repeat the above steps, but this time – READ YOUR ASSIGNMENT OUT LOUD! If you didn’t print your assignment to proof the first time, now could be the time. Reading and hearing the words spoken in different mediums can sometimes give a new perspective to your writing. Note down any changes you need to make.

3rd Proof:

It’s always a good idea to ask someone to proof your assignment after you have proofed it first. It is common for the writer not to pick up typos or silly mistakes because they know what they meant and see the words they intended to write, and not the errors. So recruit a proof reader (parent, relatives, older sibling or friend etc.) to gain fresh insights.

Remember, meticulous proofreading is a valuable skill that can elevate the quality of your work and set you on the path to academic success.

You can learn more about being more effective and efficient in your schoolwork at www.studyskillshandbook.com.au by logging in with these details:

School username: OLMBurraneer

School password: Mercy

Monday Afternoon Open Learning

If your daughter is interested in participating in Monday Afternoon Open Learning please give permission on COMPASS Event : Monday Afternoon Open Learning OR complete the permission note in the letter and return to the College library.

Miss Lisa Romberg, Leader of Learning: Integrated Curriculum, Pedagogy, Assessment.

Leader of Operations – Andrew Mackenzie

Book Week 2024

      This year the theme for Book Week in 2024 is ‘ Reading is Magic’. The official week is from Saturday, 17 August – Friday, 23 August. At OLM, the library will celebrate Book Week with  a range of activities, competitions, displays and events. Students from OLM will also join with De La Salle College Caringbah as part of Book Week in a range of cross campus activities. Furthermore the OLM/DLS Book Club is kicking off as part of the week. Students with a love of books and reading will have the opportunity to investigate different genres, meet new people and listen to different perspectives.

Andrew Mackenzie, Leader of Operations

Mathematics Faculty – Megan Shipard

Over 30 years ago, physicist Larry Shaw celebrated the first Pi Day on March 14. The date, 3.14, was meant to signify the first three digits of pi, the ratio of a circle’s circumference to its diameter. In a bit of serendipity, March 14 is also Albert Einstein’s birthday.

On Monday 22 July we celebrated Pi-Day. 22/7 is an approximation used for the value of pi, which is the ratio of the Circumference to the Diameter for every single circular object.

Year 8 participated in 17 hands-on activities in the World of Maths Escape Room incursion, where they had the opportunity to see many different real-world applications of mathematics.

There was Maths Trivia held in the library at recess and lunch, with the teachers giving the students a run for their money in the recess session. It was great to see some students come back at lunchtime for the second trivia session, in their bid to win an enamel pi-day pin.

Megan Shipard

Instructional Leader of Curriculum – Mathematics

STEM – Erin Watson

In the words of Thomas Edison “Genius is one percent inspiration, ninety-nine percent perspiration”. I hope that this trip has inspired the ‘Scientist’ in everyone who came along. – Thomas Edison

On 31 July, 28 OLM and 21 DLS Year 7 and 8 students set out for Canberra to attend our annual combined STEM camp.

We left early on Wednesday morning and drove straight to our first venu, CSIRO. 

Here, the students had an interactive journey through CSIRO and Australia’s science history, showcasing CSIRO’s innovative science and technology to solve Australia’s greatest challenges across areas such as energy, the environment, water, agriculture and food, digital technology, space, natural collections, oceans and many more. The students participated in a scavenger hunt that taught them about various innovations and inventions that Australia has contributed to in the STEM industry world wide.  Did you know that CSIRO invented the bug spray ‘Aeroguard’ for the troops of World War II so that they could keep protected from sheep blowfly and mosquitoes while on the battlefield?

After a quick bite to eat, we were off to our second venue- Questacon. This is always a highlight of the trip. The students had time to walk through each gallery, starting with the new Lego space gallery where they saw replicas of rovers and satellites built by Lego engineers. The last gallery ended with a vertical slide drop, where students lined up to take on the challenge, and a walk through a scale model of the Moon. 

After Questacon, We headed back to Camp Cottermouth, which we called home for two nights. A beautiful bush retreat, we had all to ourselves. The Scout camp backs on to Cotter Dam and Namadgi National Park. The temperature dropped really quickly when the sun set, which made it perfect for stargazing, many saw the Meteor shower as we sat around our bonfire toasting marshmallows. The overnight temperature dropped to minus 6, so we had some very cold students in the morning. 

Thursday 1 August started early with a Bush Walk along the Namadgi River led by Mr Mayoh. All students were involved in walking down the Devil’s Stairs and back up Heartbreak Hill. We stopped at the River for some meditation and mindfulness, with everyone taking a moment to breathe in the tranquillity and enjoy the sun on their faces.  

First stop out of camp was the NASA Deep Space Communications Centre, at Tidbinbilla. Students were blown away with the vastness of space and the current missions that Australia’s space program is involved in. We learnt about the story of Australia’s 26 Metre Antenna, ‘DSS46’ which was responsible for returning the first pictures of Neil Armstrong’s walk on the Moon in July 1969.

We also discussed various aspects of  Australia’s involvement  in exploration and space science, and incorporated information on some of the latest missions and images being returned from space right now, including the Mars Rover.

Our second stop on Thursday was the National Arboretum. With over 44,000 rare and endangered trees across a 250-hectare site, the Arboretum is a place of beauty, conservation, science research, education, tourism and recreation. Students were involved in a Sustainability game of Forest Ecosystems where they had to match endangered species with their habitats. 

Last stop for Thursday was the Mount Stromlo Observatory, Mount Stromlo Observatory is the home of the Australian National University’s Research School of Astronomy and Astrophysics. It was a clear and cold night, perfect for stargazing.

The Observatory covers an area of 81 hectares on the summit of Canberra’s Mt Stromlo. Students had a tour of the observatory first and heard about the projects of the PhD student’s. During the tour, we saw CSIRO and NASA’s Anechoic Chamber and anti gravity chamber where satellite parts are tested before being launched into space. Finally we got to observe Alpha Centauri star cluster which is 4.3 Light Years away making it Earth’s closest star.

After we packed the bus we headed to our last stop- Canberra Zoo. We followed the Discovery Trail where we saw Giraffes, Cheetah’s, Lions, Penguins and many other animals.

The students should be commended on their involvement, engagement and exemplary behaviour at each and every venue. It was a pleasure to lead such a great group of students. 

In the words of Thomas Edison “Genius is one percent inspiration, ninety-nine percent perspiration”. I hope that this trip has inspired the ‘Scientist’ in everyone who came along. 

Erin Watson, Instructional Leader of Curriculum – STEM

STEM Camp – Gallery

The STEM Camp trip to Canberra, aimed to ignite curiosity and passion for Science, Technology, Engineering, and Mathematics through engaging activities and curated experiences. This immersive journey was designed to foster creativity, critical thinking, and real-world problem-solving skills among our students.

PDHPE Faculty – Damien Trevillion

Through the study of Personal Development, Health and Physical Education courses, students develop the knowledge, understanding, skills and attitudes needed to take action to protect and enhance their own and others’ health, safety and wellbeing in varied and changing contexts.

Congratulations to Sienna Dunham who received Junior Lifesaver for the Season of 2023-2024 at Wanda Surf Club last week and was mentioned at parliament by Simon Kennedy, local member for the House of Representatives for Cook.

We are extremely proud of her and the volunteering that she does for the community and wanted to share this with the school community.

Languages Faculty – Vanessa Riga

langues Bienvenue à notre fête italienne | Welcome to our languages fiesta

Year 8 Italian Fiesta

It was a wonderful start to Term 3 for the Year 8 students at OLM. Every Italian class experienced a taste of ‘La Dolce Vita’. The classroom was transformed into a cafe-style setting. Students savoured a variety of Italian dolci (sweets) such as nutella-filled doughnuts (bomboloni), chocolate and vanilla cannoli and crostoli. Students also tried the Italian beverage Chinotto, Italy’s version of Coca-Cola.

Year 8 students were exposed to the Italian identity and culture. 

The Italian Festa represented happiness and brought people together.

Bomboloni translates as ‘big bombs’ which is such a perfect name for a big round doughnut jam-packed with an irresistible filling and is often served in Italian bars for breakfast alongside a cappuccino.

Cannoli are Sicilian pastries consisting of a tube-shaped shell of fried pastry dough, filled with a sweet creamy filling. 

Crostoli, made simply of eggs, flour, butter, and sugar, are perfectly crisp and delicate sheets of fried dough, dusted in powdered sugar.  

SANPELLEGRINO Chinotto, An Italian iconic drink from the 1950s, is a sparkling fruit drink with the unmistakable taste of the chinotto citrus fruit. This small citrus gets its distinctive bittersweet taste from the unique conditions of the Mediterranean land. 

Instructional Leader – Co-Curricular – Danielle Polson

Congratulations to Veronica Rogers, Charli Moses and Liesl Spinner who represented NSWCCC at the NSW All Schools Cross Country Championships.

Danielle Polson, Instructional Leader Co-Curricular