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Mercy College, Coburg

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760 Sydney Road
Coburg North VIC 3058
Subscribe:https://mercycoburg.schoolzineplus.com/subscribe

info@mercycoburg.catholic.edu.au
Phone: 03 9319 9299

Mercy College, Coburg

760 Sydney Road
Coburg North VIC 3058

Phone: 03 9319 9299

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Mercy News - Friday 7 June 2024

  • Key Dates
  • Prayer
  • Message From Our Principal
  • Deputy Principal
  • Director: Data, Innovation and Growth
  • Student Wellbeing
  • Faith and Identity
  • Counsellor's Corner
  • Year 7 Learning and Wellbeing Leader
  • Years 8 and 9 Learning and Wellbeing Leader
  • Year 10 Learning and Wellbeing Leader
  • Road to Reconciliation
  • C.L.E.A.R Wellbeing Program
  • eSafety
  • Careers at Mercy
  • Health and Physical Education
  • Languages
  • Homework Club
  • Alumnae News
  • Community News

Key Dates

Monday 10 June

  • King's Birthday Public Holiday

Tuesday 11 June

  • Year 11 Exams

Wednesday 12 June

  • Year 11 Exams

Thursday 13 June

  • Years 9 to 11 Exams

Friday 14 June

  • Years 9 to 11 Exams
  • CGSAV Badmington Tournament

Sunday 16 June

  • Refugee Week begins

Tuesday 18 June

  • General Achievement Test (GAT) 

Wednesday 19 June

  • Year 11 Arts Making & Exhibiting Excursion: Visit to 'Hair Pieces' Exhibition, 9.00am to 11.30am
  • School Advisory Council Meeting, 5.30pm

Friday 21 June

  • Year 11 Legal Studies Excursion: Pentridge Prison Tour, 9.00am to 11.20am
  • Years 9 and 10 Science Incursion: Extraordinary Elements Show, Period 5
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Prayer

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Message From Our Principal

Dear Mercy Community,

Prophetic Voices: Leading with Vision and Courage

Last week I attended the Principal's Association of Victorian Catholic Secondary Schools (PAVCSS) conference in Healesville. 

We were honoured to hear from Sr Barbara Reid, O.P., Ph.D., an esteemed scholar who offered profound insights into the nature of leadership from a biblical perspective. Sr Barbara’s presentations, themed Biblical Models of Leadership, were an enlightening exploration of how ancient texts can inform contemporary leadership practices, particularly in the context of service and community building.

Sr Barbara delved into the concept of servant leadership, using the powerful imagery of Jesus as a footwasher from John 13:1-20. This poignant scene, where Jesus washes the feet of his disciples, serves as a radical paradigm of leadership. It emphasises humility, selflessness and a profound commitment to serving others. Sr Barbara linked this ancient example to modern leadership, urging leaders to embrace service not as a form of servitude but as a genuine act of love and humility. This model challenges us to reflect on our own leadership styles and consider how we might better serve our communities.

Sr Barbara also discussed the concept of prophetic leadership, drawing from the stories of prophets in the Old and New Testaments. She highlighted how figures like Mary, Elizabeth, and Anna in the Gospel of Luke exemplified leadership through their courage to speak truth to power and offer hope in times of despair. This form of leadership is particularly relevant today, as it calls on us to advocate for justice and be voices of hope in our own communities. Sr Barbara’s insights remind us that effective leadership often involves challenging the status quo and envisioning a better future for all.

The sessions were not just theoretical but also practical, encouraging us all to reflect on our own experiences of leadership. Sr Barbara’s emphasis on non-hierarchical relationships and synodal processes highlighted the importance of inclusive and participatory leadership. This approach fosters a sense of belonging and shared responsibility, essential for building strong and resilient communities.

For Mercy, these discussions are particularly relevant as we strive to nurture young leaders who are not only academically accomplished but also compassionate and socially responsible. Sr Barbara’s insights offer a valuable framework for all of us to think about leadership in a broader, more impactful way. As we move forward, let us take inspiration from these biblical models to lead with humility, courage and a genuine desire to serve others.

Approaching the end of semester

We are fast approaching the end of a very busy semester, with only a few weeks to go before the term break.  We have seen increasing involvement in our range of co-curricular activities and our students continuing to engage wholeheartedly in learning in its many forms. We also know that this time of the term and semester means increased assessments and work requirements that need to be managed with these other involvements. Our Year 12 students especially, will be managing these expectations as they look to the completion of their Unit 3 subjects. I commend our students with the support of our teachers and their families for the way they have embraced this term with tests, excursions, sporting and music commitments, preparing for exams and much more.

Let us never lose trust in the patience and mercy of God. 

Lila McInerney
College Principal

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Deputy Principal

As our Years 9 to 11 students prepare for their Semester One Examinations it is a timely to provide students with tips on how to avoid exam stress.

To avoid exam stress, it is crucial for students to adopt effective strategies that promote a healthy and balanced approach to studying. One effective strategy is proper time management. Research by Pekrun, Goetz, and Titz (2002) suggests that creating a study schedule and allocating specific time slots for different subjects can help students better manage their workload and reduce feelings of overwhelm. Breaking study sessions into manageable chunks and incorporating regular breaks can also enhance focus and prevent burnout (Bramming, 2016). Additionally, employing active learning techniques, such as self-quizzing or teaching concepts to others, has been found to enhance information retention and boost confidence, ultimately reducing anxiety associated with exams (Bjork, Dunlosky, & Kornell, 2013).

Another effective approach to minimising exam stress is maintaining a healthy lifestyle. Research shows that regular physical activity has a positive impact on cognitive function and can help alleviate stress (Dishman, Berthoud, Booth, Cotman, Edgerton, Fleshner, ... & Rendeiro, 2016). Engaging in activities such as jogging, yoga, or even short breaks for stretching can help students relax, improve focus, and manage anxiety levels during the exam preparation period. Additionally, a balanced diet and proper hydration are essential for brain function and overall well-being (Sarris, Schoendorfer, & Kavanagh, 2015). Consuming nutritious foods, such as fruits, vegetables, whole grains, and lean proteins, can provide the necessary energy and nutrients to support concentration and mental clarity, while avoiding excessive caffeine and sugary snacks that may lead to energy crashes or increased restlessness (Stasio, Curry, Wagstaff, & Shelton, 2021).

By implementing effective time management techniques and maintaining a healthy lifestyle, students can reduce exam stress and enhance their overall wellbeing, ultimately improving their performance and academic outcomes.

Semester One Examinations

Semester One examinations have been designed to provide students the opportunity to demonstrate their level of progress and achievement based on the key content covered throughout this semester.

These examinations will also provide an indication of the level of student performance across each subject with results included in their semester reports.

Year 11 Examinations: Friday 7 June to Friday 14 June.
Year 9 and 10 Examinations: Thursday 13 June to Friday 14 June.

Students will receive feedback from their teacher(s) following these examinations with additional feedback placed on SIMON for parents to view. This aim of this feedback is to identify areas of achievement as well as areas for future improvement to support students with their learning.

Further information including a letter to parents outlining the arrangements for these examinations and a Semester One Examination timetable has been made available to parents via email. These details will also be posted on the Daily Messages on SIMON for all students to access.

Please contact your child’s subject teacher with any questions related to their overall progress and learning. If you have any questions about the upcoming semester examinations, please email me: nambrozy@mercycoburg.catholic.edu.au. 

We wish all students the very best for their upcoming examinations.

VCE Learning Support

Homework Club is held in the library from 3.30pm to 5.00pm, Monday to Thursday.
Extra learning support in VCE subjects will be available at these times in following subjects:

  • Ms Christofi – Psychology/HHD (HW Cub Monday, Wednesday, Thursday till 4.30pm and Tuesday till 5pm)
  • Ms Damm – Art/Media (HW Club Monday to Thursday till 4.30pm)
  • Ms Sedara – English/Legal Studies (HW Club Tuesdays and Thursdays till 5.00pm)

General Achievement Test (GAT) – Tuesday 18 June

All students enrolled in one or more VCE or scored VCE VET Unit 3–4 sequence are required to sit Sections A and B of the GAT.

Senior VCE-VM students will also sit Section A, which will measure the literacy and numeracy skills of participants against new standards based on the Australian Core Skills Framework (ACSF).

Sample questions and tasks indicative of questions in Section A of the GAT are now available on the VCAA website, including:

  • One writing task
  • Ten numeracy questions and answers
  • Ten reading questions and answers

As in previous years, no special study is required for the GAT. While the GAT is important, it does not directly count towards a student’s final VCE results. GAT results are used to check that VCE external assessments and school-based assessments have been accurately and fairly assessed. GAT results may also play a part in determining the final score for a VCE external assessment, if a student has a derived examination score approved for that assessment.

Further information relating to the GAT including past GAT examinations can also be accessed via the VCAA website. To view these details, click on VCAA > Assessment > VCE Assessment > GAT.

Release of the 2024 VCE examination timetable

External assessments are set and marked by the VCAA. They are the same for all students taking the same VCE study. Usually this will be an exam – whether written, oral, performance or in an electronic format.

Your external assessments are marked by assessors who are experts in their area of study. All VCE studies are marked to the same standard and there are multiple checks to make sure that marking is fair.

For more information on the examination periods and rules, please visit the examination timetable page.

Trial Examinations – VCE Unit 3&4 Subjects

Between Monday 23 September and Thursday 26 September, all VCE students who are currently completing a scored VCE Unit 3 and 4 Subject will participate in a trial examination period.  It is important that all students are available to be at school on those days, so we would ask that you do not make other arrangements at that time. 

Trial examinations are designed to be as much like the real thing as possible serving several purposes, specifically for the student including:

  • Identify knowledge gaps and consolidate already acquired information
  • Develop exemplary responses
  • Identify ‘command terms’ – justify, explain, compare….
  • Master timing
  • Utilise reading time
  • Tracking progress
  • Access to examiner reports and identification of common errors or misconceptions.

Most importantly, the feedback from trial examinations will highlight the gaps in knowledge and understanding. Learning how to revise and to be better at examinations can only happen when students are engaged with their trial examinations under the same conditions in which they will experience in the VCAA External Written Assessments.

ACED 2024 VCE Lecture Series – Save the dates

Tickets for these lectures will become available towards the middle of the year. Students are encouraged to join the student mailing list here to be alerted to the booking page going live.

Students are encouraged to save the below dates in their diaries.

VCE Biology
Presenter: Caitlin Pohl

  • Thursday 19 September 2024, 4.00pm – 7.30pm
  • Sunday 29 September 2024, 9.00am – 12.30pm 
  • Sunday 13 October 2024, 1.00pm – 4.30pm 

VCE Chemistry
Presenter: Dr Ute Kreher 

  • Saturday 21 September 2024, 9.00am – 12.30pm
  • Friday 27 September 2024, 3.00pm – 6.30pm 

VCE English
Presenter: Emma Ford

  • Sunday 15 September 2024, 9.30am – 12.00pm
  • Monday 23 September 2024, 9.30am – 12.00pm 
  • Sunday 13 October 2024, 9.30am – 12.00pm 

VCE Business Management
Presenter: Peter Chard

  • Saturday 21 September 2024, 1.30pm – 5.00pm
  • Monday 30 September 2024, 1.00pm – 4.30pm 

VCE Legal Studies
Presenter: Simon Phelan

  • Sunday 22 September 2024, 9.00am – 12.30pm
  • Tuesday 1 October 2024, 3.00pm – 6.30pm 

VCE Health and Human Development
Presenter: Andy Keating

  • Wednesday 18 September 2024, 4.00pm – 7.30pm
  • Sunday 29 September 2024, 1.00pm – 4.30pm 
  • Saturday 12 October 2024, 9.00am – 12.30pm 

VCE Psychology
Presenter: Ken Ong

  • Sunday 15 September 2024, 1.00pm – 4.30pm
  • Monday 23 September 2024, 1.00 – 4.30pm 
  • Sunday 6 October 2024, 2.00pm – 5.30pm 
  • Saturday 12 October 2024, 1.00pm – 4.30pm 

ACED are currently partnering with Psyched for the Psychology lectures. They are also running a Unit 4 Head Start Webinar on 2 June. Click here for more information.

2024 MAV VCE Mathematics Revision Program

Back by popular demand, MAV's VCE Revision Program is LIVE and open for registrations!

The Mathematical Association of Victoria developed a self-paced, interactive, online VCE Revision Course for students. Our online courses are created by VCAA assessors, and are available for students to access from the day they register, all the way up until their exams finish.

The program received incredibly positive feedback as it was jam-packed with useful information and advice, and accessible all the way until the end of the VCE exams.

See website to register or for more information.

Nicholas Ambrozy
Deputy Principal

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Director: Data, Innovation and Growth

This week, students at Mercy College participated in a comprehensive teacher feedback survey, aimed at fostering educational excellence and aligning teaching methods with the new pedagogical standards being implemented across all MACS  institutions. This initiative is a pivotal component of MACS's commitment to enhancing the quality of education through reflective practices and continuous improvement.

The survey will solicit detailed feedback from students regarding their classroom experiences, focusing on various aspects of teaching effectiveness, engagement strategies and the overall learning environment.

By providing students with a voice in their education, the survey empowers them to share their perspectives on what is working well and what areas could benefit from improvement.

For teachers, the feedback gathered from these surveys is invaluable. It provides concrete data on how students perceive their teaching methods, which is essential for reflective practice. Teachers can identify strengths to build upon and pinpoint specific areas that need development. This process of self-evaluation is critical for setting meaningful, achievable professional development goals. By understanding students' needs and preferences, teachers can tailor their instructional strategies to better support diverse learning styles, ultimately enhancing student engagement and achievement.

Moreover, the survey aligns with a broader initiative by MACS to standardise a consistent pedagogical approach across all its schools. This unified approach is designed to ensure that all students within the MACS system receive a high-quality education grounded in the latest educational research and best practices. By analysing the feedback, teachers can adjust their methods to align with this new pedagogical framework, fostering a more cohesive and effective educational environment across the network of schools.

The teacher feedback survey at Mercy College represents a forward-thinking approach to educational improvement. It empowers students, guides teachers in their professional growth and supports the implementation of a unified pedagogical strategy, ensuring that all MACS schools deliver exceptional, research-based education.

Lukasz Rabenda
Director: Data, Innovation and Growth

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Student Wellbeing

Maximise Your Wellbeing and Study Success: Tips for Students and Families

As we approach the end of the school term and prepare for exams, it’s essential to focus on both wellbeing and effective study strategies. Here are some evidence-based tips to help students and families navigate this busy period:

Wellbeing Strategies

  1. Prioritise Sleep: Research shows that adequate sleep improves memory, concentration, and academic performance (Carskadon & Dement, 2011). Aim for 8-10 hours of sleep per night.
  2. Stay Physically Active: Regular exercise can boost mood, energy levels, and cognitive function (Ratey & Loehr, 2011). Encourage activities like walking, jogging, or team sports.
  3. Practice Mindfulness and Relaxation: Mindfulness techniques, such as meditation and deep breathing, reduce stress and improve focus (Zeidan et al., 2010). Apps like Headspace or Calm can be helpful.
  4. Maintain a Balanced Diet: Proper nutrition supports brain function and energy levels (Gómez-Pinilla, 2008). Include plenty of fruits, vegetables, whole grains, and lean proteins in your diet.
  5. Stay Connected: Social support from family and friends is crucial for mental health (Cohen, 2004). Make time for social activities and communicate openly about stress and concerns.

Study Strategies

  1. Create a Study Schedule: Break study sessions into manageable chunks and allocate specific times for each subject. Research suggests that spaced repetition enhances long-term retention (Cepeda et al., 2006).
  2. Use Active Learning Techniques: Engage with the material through summarizing, questioning, and teaching others. Active learning methods have been shown to improve understanding and retention (Freeman et al., 2014).
  3. Set Specific Goals: Define clear, achievable goals for each study session. Goal-setting is linked to increased motivation and academic success (Locke & Latham, 2002).
  4. Practice Retrieval: Regularly test yourself on the material. Retrieval practice strengthens memory and improves learning outcomes (Roediger & Butler, 2011).
  5. Create a Positive Study Environment: Find a quiet, well-lit space free from distractions. A conducive study environment enhances concentration and productivity (Cognitive Ergonomics, 2011).

Integrating these wellbeing and study strategies into daily routines, students can better manage their workload and perform effectively during exams. Encourage your family to support these practices, creating a positive and productive home environment.

References
Carskadon, M. A., & Dement, W. C. (2011). Normal Human Sleep: An Overview. Principles and Practice of Sleep Medicine.
Ratey, J. J., & Loehr, J. E. (2011). The Positive Impact of Physical Activity on Cognition During Adulthood: A Review of Underlying Mechanisms, Evidence and Recommendations.
Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition.
Gómez-Pinilla, F. (2008). Brain foods: The effects of nutrients on brain function. Nature Reviews Neuroscience.
Cohen, S. (2004). Social Relationships and Health. American Psychologist.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences.
Cognitive Ergonomics (2011). The Influence of Work Environments on Cognitive Performance.

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Faith and Identity

“Without the gospel... we are stuffed”  Br David Hall

Recently, I had the opportunity to attend the Melbourne Archdiocese Faith leaders conference with all secondary school leaders. The opening address, by Nigel Zimmermann, quoting Br David Hall certainly captured our attention!  The point was that, in a world where hopelessness and despair can seemingly overwhelm our young people, especially with the ongoing international conflict, social media crisis facing our young people, winter illnesses and end of semester assessments taking their toll, we are encouraged to return to the gospels and the ‘good news’ they inspire, in all that we are trying to achieve with our young people in Catholic schools. 

Inspired by guest speakers, married parents Edwin and Emma Bakker, we were challenged to consider what our “Why?” is. To question what our personal calling in life is, and to ask ourselves “why?” we do what we do as faith leaders, educators and ultimately, parents. Emma invited us to help our students truly know that “Jesus wants to be a friend to every young person” (Pope Francis' Apostolic Exhortation "Christus vivit 250). 

At Mercy, we strive to invite your daughters to “come and see” (Jn 1:39-45) and encounter their friend, Jesus. Parenting and teaching is a vocation, where we are collectively and collaboratively asked to spread the good news, as a consequence of our faith. 

We were subsequently invited to personally examine how we encounter the Joy of Jesus in our everyday lives.  Personally, I reflected on the joy my own children bring me, the joy my beloved Carlton football team brings me (well…most of the time) and the joy of bushwalking among the glorious autumn coloured leaves.  Joy is contagious - you can’t help but become overjoyed when your team wins! Marketers and advertising giants use the thrill of joy as a sellable quality all of the time! Thus, our role as faith educators and parents is to highlight how contagious the Joy of Jesus is.  

We were invited to encounter Jesus in our busy lives. This is evident in the current season of Confirmation at our local primary schools, where our young people are confirming their belief in their faith and receiving the gifts and fruits of the Holy Spirit. These gifts in action are a perfect example of how we can encounter Christ. It is in the generosity of a gold coin donation to a fundraiser, it is the kind words to a colleague, it is in the patience and understanding shown when our children are struggling with their emotions, it is when we show wisdom in choosing to stay silent and not speak harshly or indeed to speak up courageously to help someone.   

Throughout the conference, we were invited to be the ‘apple tree - recognised by its fruit'.  That is, to be intentional about sharing the joy of Jesus with our young people, to use a football analogy, by “walking the talk” and committing to the “1 percenters” every single day. That is, always inviting the opportunity to encounter Christ through us.   

This fortnight Mercy students were provided the opportunity to encounter the Joy of Christ through participation in National Reconciliation week. Students and staff were invited to create reconciliation artworks, participate in deep reflection ‘Dadirri’, pray together in a reconciliation liturgy and experience the joy in celebrating our First Nation achievements by watching The Sapphires movie and reading various First Nations authored books in class. They were invited to encounter the Joy of charity by donating to the Opening the door’s Foundation through ‘dress for a cause’ day.  

This week, you might like to ponder What your calling is?  What is the “Why?” is in your life and how you can see the Joy of Christ in your everyday busy lives. Pope Franics invites us to “foster and develop all that we are…..[to find] our true selves in the light of God and let our lives flourish and bear fruit”  (Christus vivit 257).  Ultimately, to spread joy is to be “there for others” Christus vivit 258) by leaning into the Gospel message.  

Encounter + 

Catholic Archdiocese of Melbourne together with Emmanuel Worship present: Encounter +

🙏 What to Expect:

Get ready for an epic evening just for high school students! Encounter+ is your chance to encounter Jesus through adoration and worship led by Emmanuel Worship.

Plus, there’s reconciliation, fellowship, food, and, of course, a whole lot of fun.

Bring a Friend:

This is the perfect event to invite a friend and meet new people from all over Melbourne. Invite a friend along to Encounter+! It's an invitation to share the joy, the love, and the transformative power of faith. Let Encounter+ be a standout moment in your spiritual journey.

Note: Parents/guardians will be required to 'sign in' and 'sign out' their children. 

Dinner is provided.

Don't miss out on this incredible night to grow in faith and have a blast with friends!

Contact: 9926 5761 | proclaim@cam.org.au 

https://www.trybooking.com/events/landing/1222409

Cherrie Arnold
Faith and Identity Leader (Term 2 and 3)

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Counsellor's Corner

In a world where self-judgment and criticism are all too common, nurturing a kinder relationship with ourselves has never been more important.

As we approach the middle of the year and exams it is important to remind ourselves to be self-compassionate. Kristen Neff explains this concept and why showing ourselves kindness can be crucial in supporting our mental health.

Please find the link below to a brief TEDx Talk on self-compassion and its underpinnings.

The Space Between Self-Esteem and Self-Compassion - Kristen Neff
https://www.youtube.com/watch?v=IvtZBUSplr4

A reminder that the Wellbeing Resource Room is now open and can be accessed on Monday's, Wednesday's, Thursday’s and Friday's at lunchtimes. Next term we would like to run specific lessons and support groups, if you have any suggestions, please let us or your Learning and Wellbeing Leader know.

If you would like support or know someone who would benefit, please reach out to counsellingteam@mercycoburg.catholic.edu.au. 

Liv Carli Hannan (Social Worker), Laura Cutri (Councellor) and Sarah Giangiulli (Psychologist)
Mercy College Councelling Team

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Year 7 Learning and Wellbeing Leader

Our Year 7 students have been celebrating our 100 Days of Learning at Mercy College.

Dressed as 100 year olds, our morning began slowly with our walking sticks and grey wigs, helping us get into character. After a morning filled with laughter and photoshoots, we enjoyed a shared morning tea and engaged in activities in our classes about the importance of learning. We then gathered as a community on Wednesday night to showcase the learning we have achieved so far in Year 7. We heard from students about each of their learning in each subject, their experiences at Activities Week and a reflection on the importance of Mercy to them.

We look forward to reflecting on this day with our buddys this week and continuing to build our connection to Mercy College.

Laura Mathieson
Year 7 Learning and Wellbeing Leader

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Years 8 and 9 Learning and Wellbeing Leader

Our Year 9 students have been diligently preparing for their first exams at Mercy, attending a study seminar designed to equip them with effective study techniques and strategies for exam success. This experience has not only boosted their confidence but also provided valuable skills that will benefit them throughout their academic journey.

In addition to their exam preparations, both Year 8 and Year 9 students enthusiastically participated in a range of activities for National Reconciliation Week last week. These activities aimed to deepen their understanding of Australia's history and First Nation peoples, fostering the importance of reconciliation.

Jessie Burns
Years 8 and 9 Learning and Wellbeing Leader

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Year 10 Learning and Wellbeing Leader

This week we have been helping the Year 10 students prepare for their upcoming exams. It is an important time that helps shape their future learning. Preparing well not only boosts their knowledge, but also teaches valuable skills like managing time and staying focused. These exams are a chance for students to see what they're good at and where they can improve, helping them build a strong base for the years ahead.

Yesterday the Year 10 students had a session on exam preparation. Through this session they learnt about time management, study plans, learning techniques and good study habits. We also encouraged them to reach out to their teachers for support and guidance heading in to exam week.

Bridget Allen
Year 10 Learning and Wellbeing Leader 

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Road to Reconciliation

On Friday 24 May, Shanikwa (8C), Shondelle (7C) and Lylah (7A) were fortunate to take part in the 'Road to Reconciliation Day’ at Parade College in Bundoora, along with students from St Monica's College and Olympic Village Primary School.

We began the day with a Welcome to Country and learning about why it is important to recognise the land we stand on day to day.

We were then taught how to play game that originated from the Kabi Kabi people from Queensland called ‘Buroinjin’. The game involves two teams passing a ball from player to player to get it across the score line. We learned that the game was traditionally a way of showing off the men of the tribe and their hunting potential, for their future families.

Following this we had a morning tea of scones and jams from native fruits.

We then took part in a long walk around the grounds of Parade College. This walk allowed us to take in the nature, to think about the journey that Michael Long took from Melbourne to Canberra and to appreciate and feel apart of something bigger. We felt honoured to be able to learn and take part in a long walk.

After lunch we visited by Jarrah from Caring for Country, who told us some dreamtime stories and played us the digeridoo. He also taught us how to recognise different animal tracks and taught us a traditional indigenous dance.

Finally we learnt about the different seasons that the First Nations People follow. We split into groups and discussed each season and what occurs during those months. We then had an opportunity to reflect on the day and why it is important to participate in reconciliation week and what this meant to us.

Chantal Famulari
Library Support

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C.L.E.A.R Wellbeing Program

Our Year 7s and 10s are back together this week, engaging in the Buddy program and reflecting on the gifts and talents we each bring to the community.

Our Year 8s have been working on building a growth mindset to support their mental health and wellbeing.

Our Year 9s and 10s were lucky to have Laura Cutri, our counsellor, discuss strategies that support stress and anxiety. This will help support our students particularly during their upcoming exams.

Our senior campus has been reflecting on keeping safe in and outside of the school environment. We had Red Frogs come out this week to talk to our Year 12s about the potential risks and safety strategies which thoroughly engaged students.

Laura Mathieson
Student Programs Leader  

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eSafety

Important Information To Help Your Child Stay Safe Online

The Australian Government and eSafety Commissioner have published useful information on the eSafety website, to inform and provide advice to all Australians, about how we can stay safe online. The website caters for people of all ages with an emphasis on children/teenagers, who are the most vulnerable. There are helpful parent pages and free webinars and resources to watch and access. There is also information on how to report online abuse to prevent cyberbullying and inappropriate online communication.

To access this information, please visit www.esafety.vic.gov.au

The following link will take you to the parent page shown below. https://www.esafety.gov.au/parents

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Careers at Mercy

Careers Newsletter
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Health and Physical Education

TAC - VCE Units 3 & 4 HHD Immersion Program; Road to Zero

On Monday 20 May, the Unit 3&4 Health and Human Development Class had the opportunity to attend Melbourne Museum’s Road to Zero Program. This exhibition and education complex was developed in partnership with TAC, the Transport Accident Commission, and draws upon decades of research and practice which aims to reduce road trauma, build knowledge and awareness and empower road users to make safe decisions when using the road.

As part of the excursion, the students were guided through the Road to Zero Experience lab, and were able to apply our understanding of the Ottawa Charter for Health Promotion and the Sustainable Development Goals (SDGs) to the important issue of road safety, both of which are key elements of our Units 3 and 4 studies. We had the opportunity to partake in a range of hands-on experiences and respond to short-answer questions, where we were then able to reflect on our responses after viewing high-level sample responses.

Making our way through the different labs of the exhibition, we explored three key modules, which looked at different elements which make up the wider issue of Road Safety. Our first model focused on Action Areas of health promotion and allowed us to explore Victoria’s road safety health promotion strategy, and then apply the action areas to the Ottawa Charter, a key part of our Chapter 4 coursework. Module 2 consisted of an in-depth exploration of Health Promotion Strategies, which gave us the opportunity to consider how Road to Zero and works of the TAC reflect health promotion strategies that underpin the Ottawa Charter. Finally, the third module looked at Sustainable Development Goals and explored how Road to Zero is working towards achieving a key feature of SDG 3, “Halve the number of global deaths and injuries from road traffic accidents”.

As we continued to explore all that the Road to Zero exhibition had to offer, we were able to learn more about the aims of the program and answered questions which mimicked similarly to those which may appear on our SACs and end of year exam, providing an insightful look into what we may need to know, helping us prepare for upcoming assessments.

We ended our session at the exhibition with an interactive experience which took us through a series of simulations, which reflected different road safety initiatives and scenarios. This was definitely a highlight of the excursion, as we were able to partake in a variety of hands-on activities and simulate ourselves into the scenarios provided. Here there was a range of visual components, such as an elevator simulation, which allowed visitors to travel and see an immersive panoramic view of the Royal Exhibition Building and its surrounds, with the continual increasing height of the elevator demonstrating the impact that different speeds on the road could have on our bodies, culminating through a dramatic drop and shake at different floors/levels. This allowed students to gain a real-life understanding of the impacts which could occur, making us realise the extremities of road accidents and how damaging they can be. Another class-favourite from this part of the exhibition was the Virtual Reality simulator, where individuals partook in a 3-minute virtual reality experience where they travelled in a car from 1970 to 2055, learning the history of road safety in Victoria and discovering what a future with zero road accidents would look like.

Overall, the Unit 3&4 HHD class thoroughly enjoyed our excursion to the Melbourne Museum and learnt a lot through the Road to Zero immersion program. We took from it many learning experiences and we will continue to use this for our upcoming learning, assessments and eventually exam revision and preparation. Together the TAC and Melbourne Museum created a hands-on learning experience, which provided students’ with an in-depth learning experience and opportunity. 

Carla Tomarchio and Mariam Saleh
Unit 3&4 HHD Students

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Languages

Italian and Indonesian

Congratulations to Thenumi, Sadhana, Audrey, and Aanya of 7C as well as all of 7B, who showcased their language skills at the 100 Days of Mercy celebration evening. It was great to hear about your Language learning so far. 

Congratulations as well to Lily (9A) Diana (10C) and Elise (SW3) who represented Mercy College in the Victorian Indonesian Speaking Competition on 29 May. They participated in an interview, prepared a short presentation and responded to unrehearsed questions. We are proud of the language skill they demonstrated and are delighted that they have made it to the finals. We wish them the best of luck as they represent Mercy College in early Term Three. Semoga sukses!

Our students are also envited to attend the following two upcoming Languages related events. Please see below flyers for further information.

  • Years 9 to 11 Indonesian school holiday program held at Monash University
  • Traditional Indonesian shadow puppet play at Gasworks Theatre, Albert Park

Elisabeth Moore
Languages Convenor

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Homework Club

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Alumnae News

Save the date - Alumnae Reunions

The following two Alumnae reunions will be taking place later this year – 

  • Class of 2023 First Year Reunion: Tuesday 17 September, 7.00pm – 8.30pm
  • Mercy College Annual Reunion: Sunday 20 October, 2.00pm – 5.00pm

Let’s spread the word to past students and teachers about the upcoming reunions.

If you would like to get in touch, please email alumnae@mercycoburg.catholic.edu.au  or call 03 9319 9272. We also invite you to make an appointment to visit the College.   

We are working behind the scenes in making plans for our big 60th year of Mercy next year > 1965 – 2025. All very exciting.

We look forward to celebrating all things Mercy!

Diane Psaila 
Alumnae Relations Officer 

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Community News

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