The past couple of weeks have been incredibly busy and crucial for our learning and teaching cycle. I extend my gratitude to the families and staff members who have supported our students during this demanding period.

I am proud of all the students who participated in the testing sessions. It has been inspiring to see so many of you present and well-prepared. These moments can be challenging, so I want to remind everyone to focus on their social and emotional well-being. Remember to take care of yourselves and offer support to your classmates who may need it.

This week, our senior boys' football team displayed remarkable courage and determination as they faced Mercy Regional College in the BAS sports grand final. Battling through freezing conditions, the game was a true test of grit and perseverance. In a nail-biting finish, Mercy Regional College emerged victorious by a mere one point.

Despite the narrow defeat, our players demonstrated exceptional tenacity and teamwork. Their dedication and sportsmanship were evident in every play, making us all incredibly proud.

Congratulations to the players for their outstanding effort and to the coach and supporting staff for their passion throughout the season. Your hard work and commitment have been truly inspiring. Go team DMAC.

On Monday, our music ensemble students delivered their final performance in the lunchtime series at the Auditorium. The event was a showcase of talent and hard work, as students demonstrated their musical skills and artistry. A special thank you to the music teachers and staff who have nurtured and guided these young musicians. Your support and encouragement have been instrumental in their success.

This week, our dedicated staff have been busily assessing and providing feedback as we draw one academic semester to a close and prepare for another. Their hard work ensures that each student receives the guidance they need to continue thriving academically.

I would like to take this opportunity to extend my heartfelt thanks to our staff, students, families, and the entire community for their support throughout this semester. Your commitment and collaboration have been integral to our success.

As we look forward to an exciting Semester 2, I am confident that together, we will continue to achieve great things. Let's embrace the upcoming challenges and opportunities with enthusiasm and determination.

Our College is certainly feeling the effects of COVID-19 and Influenza on our students and staff. Our ability to cover classes is tight, and we continue to do our best to provide onsite learning each day to all students. Can I encourage families that if your young person is not well, please keep your student/students home until they are symptom-free – COVID or the flu - for everyone's safety.

Studying, preparing for, and undertaking exams at secondary school are crucial for students' academic and personal development. These activities deepen understanding and reinforce knowledge, ensuring better retention of academic concepts. Exams measure progress, highlight strengths, and identify areas needing improvement, preparing students for higher education demands.

The process develops essential skills like time management, critical thinking, and test-taking strategies. Students learn to prioritise tasks, create study schedules, and manage their time effectively. Exam preparation encourages critical thinking, helping students analyse information and apply their knowledge in various contexts.

Personal growth is fostered through responsibility, discipline, and perseverance. Consistent study habits and exam preparation instil self-motivation and dedication. Facing exam challenges teaches students resilience and the importance of continuous effort. Exams offer opportunities for self-assessment, helping students recognise achievements and areas for improvement.

The feedback from exams offers valuable insights for improving learning strategies and academic performance. Exam preparation contributes to a balanced skillset, including academic knowledge and soft skills like stress management and effective communication. These habits lay the foundation for lifelong learning, encouraging students to value continuous education and personal growth.

I congratulate our Year 8 – 11 students who have just completed their mid-year exams.

We pray for all those who grieve.

Chris

During Monday’s whole school staff meeting members of the wellbeing team introduced a new tiered level of behaviour management being implemented at the College. This structured approach aims to foster a positive school environment, promote personal responsibility, and ensure a consistent and fair response to student behaviour. The tiered levels of behaviour system categorises student behaviour into different levels, each with specific expectations and corresponding interventions. This system helps address behavioural issues more effectively while supporting positive development.

Benefits of the Tiered Levels of Behaviour System

Promotes Positive Behaviour:
The system emphasises the importance of recognising and rewarding positive behaviour, creating a supportive and encouraging school a school culture that allows all students to Be. There. Best

Provides Clear Expectations:
Students understand what is expected of them at each level, which helps them make better choices and understand the consequences of their actions.

Ensures Consistency and Fairness:
The tiered approach ensures that behavioural issues are addressed consistently and fairly, with interventions tailored to the severity and frequency of the behaviour.

Enhances Support for Students:
By providing varying levels of support, the system ensures that all students, especially those with behavioural challenges, receive the help they need to succeed.

Your Role as Parents/Carers:
We believe that a strong partnership between the College and families is crucial for the success of this model. Once the model has been fully tested within our Damascus Community it will be published on our Website so you are aware of the expectations of all our students and what interventions will occur when required. As usual the focus of these interventions requires an agreed response and buy in from our families and carers.

• Stay Informed: Familiarise yourself with the tiered levels of behaviour and discuss them with your child.
• Communicate: Keep an open line of communication with your child’s teachers and school staff to stay updated on their progress.
• Reinforce Positive Behaviour: Encourage and reward positive behaviour at home to reinforce the school’s efforts.
• Support Interventions: If your student is involved in targeted or intensive interventions, work collaboratively with the school to support the intervention plans.

Transition to 60 minutes lessons 2025

Summary:

• Introduction of 60-minute class periods.

• Meetings and updates for staff and parents.

• Curriculum review and adjustments.

• Detailed explanation and schedule examples.

• Emphasis on research-backed benefits and Catholic cultural integration.

After careful research and consideration, Damascus College is excited to announce a transition to 60-minute class periods starting in 2025.

Research Supporting 60-Minute Periods:

• Improved Academic Outcomes: Research indicates that longer class periods can lead to improved academic outcomes. For instance, studies have found that block scheduling, which often involves longer class periods, can improve grades and decrease failure rates. However, the impact can vary by subject and student demographics, with some studies showing no significant difference in overall academic performance (Pate et al., 2022; Holley & Park, 2017).

• Enhanced Teaching and Learning Experience: Longer periods provide teachers with the flexibility to use diverse instructional strategies, such as group work and project-based learning. This variety helps maintain student engagement and improves focus throughout the class (Education Advanced, Inc., 2022; AASA, 2022).

• Reduced Fragmentation and Increased Engagement: Extended periods reduce the number of transitions between classes, minimizing time lost and reducing disciplinary issues. This creates a more stable learning environment where students can settle into routines and engage more deeply with the material (AASA, 2022; Education Advanced, Inc., 2022).

• Flexible and Personalised Instruction: Longer class periods enable teachers to offer more personalized attention and adapt their teaching methods to meet the diverse needs of students, resulting in better student-teacher relationships and improved outcomes (Education Advanced, Inc., 2022; AASA, 2022).

• Decreased Disciplinary Issues: Evidence suggests that schools adopting block schedules, which include longer periods, report fewer disciplinary referrals and in-school suspensions (AASA, 2022).

Why Longer Class Periods?

This move is grounded in educational research showing the significant benefits of extended instructional time using the 5Es model: Engage, Explore, Explain, Elaborate, and Evaluate (Bybee et al., 2006). With 60-minute periods, teachers can effectively implement this best-practice approach by:

• Engaging students and activating their prior knowledge through real-world examples and thought-provoking prompts.

• Allowing ample time for students to explore concepts through questioning, discussions, and collaborative activities.

• Explicitly explaining core ideas using direct instructional strategies focused on gradual release (Fisher & Frey, 2013; Rupley et al., 2022).

• Providing extended opportunities for students to apply their understanding through projects, modelling, and higher-order thinking.

• Evaluating progress with more feedback and authentic assessments.

The gradual release model facilitated by longer periods has been repeatedly shown to improve student mastery, retention, and academic outcomes (Pearson & Gallagher, 1983; Rupley et al., 2022). The unrushed pace limits transitions, allowing teachers to build strong relationships and classroom routines that maximize engagement. The longer periods importantly maximize time by reducing transitions, building momentum, and allowing teachers to develop stronger relationships in a less fragmented schedule.

Enriching Our Catholic Cultural Experience

This transition creates space to seamlessly integrate our Catholic beliefs and cultural practices alongside academic lessons. Students will experience transformative faith formation through:

• Liturgies, prayer services, and Christian reflections.

• Extended community periods focused on Catholic social teachings.

• Respectful relationships and social-emotional learning from a Gospel perspective.

• Opportunities for immersive, unrushed lessons and enriching activities.

A Collaborative Approach

Throughout Term 3, staff across all learning areas will carefully review curricula and collaborate to maximise the 60-minute periods. This includes adjusting scope and sequences, identifying ideal single vs. double period allocations, and crafting diverse lesson plans featuring the 5Es instructional model and high-impact teaching strategies.

We value parent/guardian input during this process. As draft timetables are developed, we will share examples so families can envision the new structure. One potential model could look like:

This highlights the longer periods, staggered breaks, and ample time for focused, engaging instruction in each session.

We are enthusiastic about this opportunity to transform the academic and faith experience at Damascus College. By restructuring the schedule thoughtfully, we can craft powerful learning opportunities tailored to each student's needs. More details will be shared soon, including specific timetable models and an opportunity to ask questions. We appreciate your partnership as we implement this positive change.

References:

• Education Advanced, Inc. (2022). Block vs. Traditional Schedule: Benefits and Drawbacks. Retrieved from https://educationadvanced.com/resources/blog/block-vs-traditional-schedule-benefits-and-drawbacks/

• Education Advanced, Inc. (2022). The Block Schedule System: 7 Pros and 3 Cons. Retrieved from https://educationadvanced.com/resources/blog/the-block-schedule-system-7-pros-and-3-cons/

• AASA. (2022). The Effects of Block Scheduling. Retrieved from https://www.aasa.org

• UConn Today. (2022). Around the Block: Evaluating School Schedules. Retrieved from https://today.uconn.edu

• Bybee, R. W., et al. (2006). The BSCS 5E Instructional Model.

• Fisher, D., & Frey, N. (2013). Better Learning Through Structured Teaching.

• Pearson, P. D., & Gallagher, M. C. (1983). The Gradual Release of Responsibility Model.

• Rupley, W. H., et al. (2022). Direct Instruction in Reading.

A Current of Grace

In May three staff members from Damascus College were given the opportunity to participate in an international Catholic Schools Conference in Canberra. The conference titled, ‘A Current of Grace’ was an opportunity to delve into a renewed understanding of ways in which the Catholic Church can connect with young people through the evangelising mission of the Catholic school.

The conference was particularly relevant to Damascus College as we look to offer students a pathway into Youth Ministry as a way to explore and express their faith in the modern world. Many schools presented their journey in establishing and building Youth Ministry programs.

A highlight was having the opportunity to visit schools who have vibrant Youth Ministry programs. We were able to visit the Marist College Canberra and hear from students who are actively living the mission and vision of the Catholic Church through their school experience.

We learnt much from the visit to the Marist College. We also heard from a variety of schools, both national and international, who continue to navigate Church and ministry in their own way. Whilst the message is the same in every school the delivery and context is different for all. The one constant is that we want all present in a Catholic school to have Christ in their hearts and because of this are moved to action.

In the words of Pope Francis,

‘Catholic schools remain essential places for evangelisation of the young. Account should be taken of a number of guiding principles….these include ….promotion of a culture of encounter, the urgency of creating networks and as option in favour of those who are least, those whom society discards. Similarly important is the ability to integrate the knowledge of head, heart and hands.’ (Christus Vivit)

Sharon Lehtonen, Stephen East, Danielle Nyikos

Year 10

A reminder to all Year 10 families that on Wednesday July 17 (first Wednesday of Term 3) Year 10 students will be having their Immunisation.

Please see a statement below from the City of Ballarat Immunisation Nurses: -

The City of Ballarat Immunisation Nurses will attend Damascus on Wednesday 17^th July to administer the Meningococcal vaccine to Year 10 students.

Please find below the link to provide consent online. If you would prefer to complete via hardcopy consent the students will be a card to bring home for completion.

https://portal.cirv.vic.gov.au//PrivacyCollection/?id=f18e870c-ee2d-ef11-840a-000d3a796e00&Year10

If you have any questions and or concerns in relation to this, please contact Sarah in First Aid on 5337 2254

Year 7

Year 7 students who missed out at the start of the year and would like to have their HPV & Boostrix Immunisation completed Term 3 on Wednesday July 17, please follow the link below: -

https://portal.cirv.vic.gov.au//PrivacyCollection/?id=275c6b4b-96d6-ee11-904d-000d3ae1ae48&Year7

On Tuesday 11 June VCE-Vocational Major students braved the cold weather and took over the central courtyard at Damascus College, with Small Business stalls, as part of their Work-Related Skills classes on a Small Business Learning Outcome. Students had to present a ‘Shark Tank’ proposal to gain funds to start their business, and all profits made from the stalls will go to chosen charities including McGrath Foundation, Fight MND and Prostate Cancer Foundation.

Students personally made the items they were selling today, and each student took great pride in showcasing their wares that celebrated their creativity and entrepreneurship, with items including bath bombs, bracelets, stress balls, gym towels, t-shirts, strawberries and chocolate and Lego keyrings.

Students then took to the BBQ's at lunchtime, cooking and selling sausages, with all funds raised going towards the same charities. Big thanks to Sinclair Meats for donating the meat for the BBQ.

Well done to all students involved, and congratulations for raising funds for such worthy causes.

On Friday 31 May, Damascus College held the 2024 Middle School Formal at the Damascus Events Centre.

Year 9 and 10 students donned their finest party outfit to join together in joyful celebration, talking and dancing the night away, and creating wonderful memories to cherish.

Damascus College is proud to launch the new Be My Best campaign, which tells the story of three exceptional young people, and celebrates their interests, their passions, their families, and their hoes and dreams for the future.

Quinn, Archie, and Dana are inspiring young students, and these videos unpack their different stories in and out of school, with one complimenting the other. It is truly evident that a Damascus education allows each of them to be their best.

Watch their stories below.

Meet Quinn, a Damascus College student.

Life can get busy for Quinn. Her passion and her future as a downhill mountain biker are bright. Early starts, late finishes, she is busy most weekends working on her craft. Quinn is supported by her family and is remarkably dedicated and focused on her schoolwork and mountain biking. No matter what, she always puts school first, she is always prioritising her studies and loves the practical subjects like textiles and wood. Quinn is a well-rounded young person and Damascus College is equipping her to be ready to take on anything.

This is a unique glimpse into the lives of three exceptional young people at Damascus College, which is now showcased on the Damascus website homepage.

Watch Quinn’s story below.

https://youtu.be/mJSrZis4HqM

Meet Archie, a Damascus College student.

Archie has a bright future ahead of him and is making the most of all the opportunities available to him. He is highly academic and is a people person, he is passionate about building personal connections with those he meets. Archie’s family continues through the generations, as his parents met at Damascus College, and his brother and sister continue this legacy. He isn’t sure what his future holds but knows that Damascus College will help him to be his best and find his calling.

This is a unique glimpse into the lives of three exceptional young people at Damascus College, which is now showcased on the Damascus website homepage.

Watch Archie’s story below.

https://youtu.be/zQyXEl6AzO8

Meet Dana, a Damascus College student.

Dana is bursting with creative energy and thrives on artistic expression. She loves to perform, whether it's dance, singing, piano, acting. Life is about balance for Dana, balancing her academic pursuits with her passion for performing. She loves to read and write and enjoys helping people. Her vibrant personality comes across in everything she is involved in. Performing and creativity is in her blood - it's what she has inside, and it's what's around her that allows her to flourish at Damascus College.

This is a unique glimpse into the lives of three exceptional young people at Damascus College, which is now showcased on the Damascus website homepage.

Watch Dana’s story below.

https://youtu.be/fMRu0wHcIws

On Thursday 6 June, Damascus College held the annual Bright Futures Breakfast, which was this year re-imagined to be a Pathways Panel & Breakfast event. This breakfast raised funds for the Damascus Bright Futures Scholarship, which offers a Year 7 student 50% tuition relief based on financial or personal disadvantage.

At this event, we proudly welcomed back alumni, Dr Jason Kelly, Class of 1991, a renowned researcher in pathology and cancer research at the Fiona Elsey Cancer Research Institute. Jason spoke of the need for young people to follow their passions when choosing a career, and kept the audience spellbound by updating us on current cancer research advances, in particular immunotherapy.

Our next panelist was Adele Nairn, from the Class of 2000. Adele's career has been marked by her commitment to community leadership and regional development. She currently leads the Future Shapers program at the Committee for Ballarat, where she empowers individuals to drive positive change in our community. Adele spoke of how she embraced the non-traditional elements of her education, particularly within the Vocational Education and Training (VET) structure, where she balanced regular classes with work placements as a VET student, where she gained practical skills that shaped her future.

And our final panelist was current Year 11 student Haileigh Buttigieg who has shown remarkable dedication to STEM subjects and has taken on leadership roles in Girls in STEM initiatives. Her passion for science and her aspiration to become a Neurologist is truly inspiring. Haileigh amazed the audience with her determination and grit to achieve her career goals, whilst maintaining a healthy balance.

With close to 100 guests in attendance, our esteemed panelists discussed the many and varied career pathways available after graduating Damascus. Thank you to all that attended to support this worthy cause.

Earlier this year, Zoe Newman (Year 12), attended the National Youth Science Forum in Brisbane, which is a not-for-profit program introducing Year 11-12 students to the possibility of a career in STEM, particularly science.

Zoe participated in a ten-day program with 250 other students, where they stayed at King’s College located at the University of Queensland. The program was a mixture of lectures and hands on events, where she met working scientists, inspected laboratories and participated in a careers expo.

To be able to attend, Zoe was supported in the form of a partial scholarship by Ballarat East Rotary Club, whom also supported three other students from Ballarat secondary schools.

Zoe’s full reflection on this unique experience, is featured in the current edition of ‘The Road’ publication, which you can read by clicking here:

https://www.damascus.vic.edu.au/publication/the-road-autumn-2024?fb3d-page=44

Year 10 students have been deeply engaged in studying the Eucharist as part of their Religious Education coursework. They have delved into understanding how the Eucharist serves as both the source and summit of Christian life, enriching both the individual and the community. In this unit, students were invited to create artwork that expresses their understanding of the significance of prayer and liturgical practices in Catholic life.

Layne McKechnie’s piece, which beautifully depicts the resurrection, exemplifies the themes of Christian hope, liberation, and new life. Layne has generously gifted this remarkable artwork to their teacher, Celia-Anita Economou. Congratulations to Layne for her outstanding and insightful contribution.

Year 7 Excursion to Sovereign Hill: Exploring Aboriginal History on the Goldfields.

On Tuesday, Wednesday and Friday, our Year 7 students embarked on an educational excursion to Sovereign Hill, a museum in Ballarat that brings the history of the Australian gold rush to life. This visit was not only a step back in time to the bustling era of gold mining but also an opportunity to delve into the rich cultural history of the Aboriginal people, particularly the Wadawurrung, who lived in the region before, during and after the gold rush.

During the excursion, the students participated in a 50-minute lesson conducted by the Sovereign Hill Education Centre, focusing on the Aboriginal people in the goldfields. This informative session provided invaluable insights into the lives of the Wadawurrung people, the traditional custodians of the Ballarat area.

The lesson began with an exploration of how the Wadawurrung people lived before the arrival of European settlers. Students learned about their sustainable way of life, intricate knowledge of the land, and the importance of natural resources for food, shelter, and cultural practices. This foundation set the stage for understanding the dramatic changes that occurred with the discovery of gold in the region.

As the lesson progressed, the students examined the impact of European settlement on the Wadawurrung people. They discussed how the influx of settlers during the gold rush led to significant disruptions in the traditional ways of living. The settlers' activities, including mining, land clearing and farming, severely affected the natural environment, depleting the resources that the Aboriginal people relied on for survival. The lesson highlighted the struggle for the Wadawurrung to maintain their cultural identity and sustain their communities amidst these challenges.

Through engaging discussions and an interactive tour, the students gained a deeper appreciation for the resilience of the Wadawurrung people. They also developed a broader understanding of the historical context and the lasting effects of the gold rush on Aboriginal communities.

Overall, the Year 7 excursion to Sovereign Hill was an enriching experience that extended beyond the typical history lesson. It fostered a sense of empathy and respect for the Aboriginal people's history and culture, while also providing a comprehensive view of the gold rush era from multiple perspectives.

Our students have a few busy weeks ahead of them as they complete assessment tasks and prepare for exams. This week we will show students have engaged in practical work.

Year 7 Science

Year 7 students have been completing a Chemistry unit on Mixtures. Here we see students conducting a prac on ‘Heating and dissolving.’

Students were given a mixture of sand, sawdust, salt, iron filings, nails, pebbles and marbles. Using the properties of each pure substance and various separating mixtures techniques, studied in class, students were given the challenge to separate the various components of the mixture as part of a student design assessment task. Let’s have a look at some students of students with the equipment.

Year 8 Esteem

Students in ESTEEM have been given the challenge of creating an experimental procedure to work out the ratio of two chemicals needed to elicit a colour change at exactly 60 seconds.  There were a number of successes, although students found repeating their results (a must for good scientific experimentation) was more difficult than expected! 

Year 11 Biology

In this experiment orbies (expandable water toys) are place into a 0%, 10%, and 20% saltwater solution for 30 minutes to find the percentage change in weight, in order to replicate similarities on how a red blood cell would act in a hypertonic solution (solute in the external environment being higher than in the internal environment). Due to osmosis, it is hypothesised that water will move out of the orbies to reach equilibrium causing them to shrink in size, as salt particles are too large to enter through the membrane.

Year 10 Science

Year 10 students have been studying chemical reactions as part of their Chemistry unit.

Please see following information on a local Homework Club: -