As we journey through the season of Lent, we are reminded of the importance of reflection, growth, and renewal. This season invites us to pause, examine our relationships and consider how we can support one another – both within our school community and at home. Lent challenges us to slow down and be intentional in our actions, extending to the ways we nurture our students’ learning and personal development.

At Damascus, our focus remains on providing a structured engaging and faith filled learning environment where all students can grow and be challenged. Clear classroom norms and high expectations create a space where students feel safe, respected, and ready to learn. Our teachers actively creating routines that support academic success, encouraging students to take ownership of their learning while developing critical thinking and problem-solving skills. I hope you are also noticing positive changes at home that promote calm and clarity in your students learning experience.

Last Friday members of the Leadership and school leaders participated in a workshop with Christopher Thomas from Powered Leadership titled ‘Leading Pedagogical Learning’. The workshop focused on creating optimal learning environments that both support and challenge students to grow. Staff members will participate in the workshop during Term 2, ensuring a consistent and enriched approach to student development.

Learning beyond the classroom

Education is not confined to school – it is a continuous journey that extends into the home. The habits student establish outside the classroom significantly impact their academic progress. We encourage families to create routines that reinforce values of discipline, organisation and perseverance.

How Can Families Support Learning at Home?

To help your student succeed, consider implementing the following habits:

Consistent Study Time: Encourage a daily routine where students review their notes, complete homework, and read independently.
Technology Boundaries: Set limits on screen time and create tech-free zones to encourage focus and meaningful conversations.
Encourage Reflection: Just as Lent encourages self-examination, ask your student about their day—what they learned, what challenged them, and how they overcame obstacles.
Model a Growth Mindset: Mistakes are opportunities to learn. Reinforce the idea that effort and perseverance lead to success.
Healthy Routines: Ensure your student gets enough sleep, eats well, and takes breaks to recharge.

By working together—teachers, students, and families—we can help our students establish habits that will serve them well, not only in their education but in all areas of life.

As we continue this Lenten season, let us embrace the opportunity to reflect and grow as a community. Thank you for your ongoing partnership in supporting our students on their journey of learning and self-discovery.

The annual NAPLAN assessments commenced at the College last week for students in Years 7 and 9. These assessments form an important part of the educational journey for students across Australia and provide a snapshot in relation to each student’s progress in key Literacy and Numeracy skills. I hope that our students navigated the tests as well as possible this week and next.

Last week, a group of Damascus Year 11 students, through our partnership with Community of Respect and Equality (CORE), engaged with members of the National Rugby League (NRL) team, Melbourne Storm at St Patrick’s College in a workshop raising awareness around the issue of gendered based violence. The workshop is an NRL initiative and is designed to increase awareness around this serious issue and practical advice on how everyone can contribute to preventing it.

This is an example of our partnership with community organisations and being a member of CORE alliance will provide students and staff at the College access to a range of activities, workshops and resources to assist in developing a safe and respectful community for all.   

Yesterday l had the privilege to attend our first Youth Ministry Workshop with residents from Mercy Health. I was so proud of our young people’s connection to the elderly, their authentic conversation and their desire to understand the other. Intergenerational learning and relationships are so important for our young people to be able grow and learn more about themselves and to witness the face of God in the other. I look forward to watching this program evolve, an example of our partnership with Mercy Health and Catherine McAuley College Bendigo.

Congratulation to our rowers who experienced much success over the weekend, to our Sustainable Racing Team (SRT) who had a great day competing in the Victorian HPV series and to all of our students who participated in extra-curricular activities over the past fortnight.

With every blessing

Saint Patrick’s Day

Monday this week, was St Patrick’s Day; a day within the Catholic tradition full of fun, friendship and lots of Irish music, dance, literature, drama, food and more.

The following little Irish blessing marks the day and celebrates the humble gratitude of the Irish this St. Patrick’s Day.

May there always be work for your hands to do, May your purse always hold a coin or two. May the sun always shine warm on your windowpane, May a rainbow be certain to follow each rain. May the hand of a friend always be near you, And may God fill your heart with gladness to cheer you.

Year 7 Immunisations

The City of Ballarat Immunisation Nurses will visit Damascus on Thursday 27 March to immunise Year 7 students for the HPV and Boostrix vaccine.

Thank you to those who have already completed the immunisation consent via the link. If you have not completed the immunisation consent can you please do as soon as possible, so planning can be done around the staffing required for the day.

To have your student participate in the immunisation program you will need to provide consent by following the online link. You will need to have your mobile phone with you to proceed. The link will also provide you with more information about the program and the vaccines.

https://portal.cirv.vic.gov.au//PrivacyCollection/?id=de1b98a2-dae4-ef11-9342-6045bd3e9252&Year7

The link will expire at 3pm on Wed 26th March 2025.

All immunisations provided will be uploaded to Medicare within 48 hours and you will be able to access the updated record on MYGOV.

If you have any questions please call City of Ballarat Immunisation on 5320 5720 or email: immunisation@ballarat.vic.gov.au

Athletics Carnival

On Tuesday 1^st April, we will move to the Llanberis Reserve for our annual House Athletics Carnival. The athletics carnival is a great opportunity for our young people to team together in their Houses to compete. As with any school day, this is a compulsory school day for all students. There are a broad range of events to engage students of different abilities. We look forward to welcoming our families to the carnival as spectators, and please ask that you sign in and out at the entrance gate. Similar to the Swimming Carnival, students will not be permitted to arrive at the athletics track or depart from there at the end of the day – all students will be bussed from and to school, and the track.

It is not uncommon for students to pressure parents and guardians not to attend school on sports days, but it is imperative that parents stand firm and point out that community events are an important opportunity to learn and build both team and school spirit. Our focus throughout our sports program across the College is on participation. The team with the greatest level of participation has invariably been recognised as the overall winner at the carnival. Students who do not attend school on Tuesday without a legitimate reason may not be eligible to attend college formals or extracurricular activities.

Age group champions and winning house will be announced at school following the conclusion of the school carnival.

We remind families that the College encourages students to be SunSmart for this event, in that they wear a hat and use and reapply sunscreen throughout the day. We would encourage families to reiterate the message with their students on the day.

New Building

We are watching in anticipation of the completion of the new building – the new Senior Learning Centre; 23 classrooms over 3 levels. The project is nearing completion and we expect to be occupying the new building and running classes in it, from the beginning of Term 2.

We pray for all those who need our prayer at this time.

Chris

New Social Media Regulations in Victoria: What It Means for the Damascus College Community

As a Mercy community, Damascus College is deeply committed to fostering a safe, inclusive, and respectful environment—both within the school and in the digital world. Over the last number of years, House Leaders and Year Level Coordinators have spent and enormous amount of time educating and navigating the complex world of Social Media. The College welcomes these reforms however they do require support and commitment from families to ensure the large tech companies become accountable. This applies to Facebook, TikTok, Instagram and Snapchat.

Damascus College are called to ensure that students engage with technology in a way that aligns with our values of respect, compassion, and justice. The following regulations, which came into effect this year, place greater accountability on social media platforms and their users, particularly within educational settings.

Key Aspects of the New Regulations:

• Age Verification – Social media platforms must implement stricter age verification processes to prevent underage access to inappropriate content.
• Cyberbullying Prevention – Enhanced measures are in place to detect and remove harmful online content, including bullying, harassment, and threats.
• Parental Controls and Monitoring – Increased transparency and control for parents over their children’s social media activity.
• Stricter Consequences for Online Misconduct – Harsher penalties for individuals engaging in harmful digital behaviours, reinforcing the importance of respectful online interactions.

At Damascus College, we believe that our students must navigate the digital landscape with integrity and kindness, reflecting the Gospel values that underpin our approach to education. To support this, we encourage parents and carers to play an active role in guiding their children’s online interactions.

How Parents and Carers Can Support Safe and Responsible Social Media Use:

1. Stay Informed – Familiarise yourself with the latest social media regulations, platform policies, and age restrictions.
2. Educate and Empower – Have open, ongoing conversations with your child about online safety, responsible social media use, and the impact of their digital footprint.
3. Monitor and Set Boundaries – Use parental controls, establish screen time limits, and encourage mindful social media engagement.
4. Encourage Positive Digital Citizenship – Promote respectful interactions, kindness, and ethical decision-making in online spaces.
5. Report Harmful Content – Teach your child how to report cyberbullying and inappropriate material, and take action when necessary.
6. Model Healthy Online Behaviour – Demonstrate respectful and thoughtful social media use as an example for your child.
7. Engage with the School Community – Stay connected with Damascus College’s policies on social media and participate in parent education opportunities on digital wellbeing. We look forward to offering one of these workshops in term 2.
8. Support Mental Well-being – Be mindful of signs of social media-related anxiety or stress, and ensure your child feels supported in navigating challenges.

Together, as a Mercy community, we have the opportunity to foster a culture of digital respect and responsibility. By working in partnership, we can ensure that Damascus College students develop the skills and awareness to engage with social media in a way that reflects our shared values of dignity, compassion, and justice.

While this is very late notice I draw you attention to tonight presentation on School TV as advertised in this newsletter.

From Andy Robertson, Assistant Principal – Student Wellbeing

Movement-Based Bystander Training

Last week 16 year 11 boys participated in a 90 minute face-to-face workshop delivered by NRL and Melbourne Storm players. The workshop was part of the Voice Against Violence program and the Melbourne Storm’s Stand up, Speak Out, Take Action initiative.

The session included a high-performance field session and an interactive education session.

The program aimed to:

• increase participants awareness and understanding of gender based violence and the different forms it takes
• provide practical advice on how each and everyone of us can contribute to preventing it.

Below is a quote from Alan Tongue explaining the training program:

“The NRL Voice Against Violence program is an education initiative that aims to assist the sporting clubs and community to ‘stand up’, ‘speak out’ and ‘take action’ to prevent violence against women and children. This is achieved through theory and practical based activities which have been designed around Rugby League. We believe that through these learning experiences, the participants will have a greater capacity to contribute positively to a more socially cohesive society. Voice Against Violence's delivery method is a non-formal educational approach. It is achieved by using Rugby League as the vehicle to educate key competencies of individuals and groups in order to contribute to personal development and sustainable social change. I am looking forward to working alongside ‘Women’s Health Grampians’ in delivering these vital messages across our communities.”

One of the Damascus participants provided this reflection after the experience:

At the CoRE NRL active bystander training on Wednesday the 12^th of March, we collaborated with St Patricks College to learn more about domestic violence and it’s impacts. We went through a series of drills, that linked back to stats on domestic violence, such as how hard it can be to move a ball through a group without any communication, linking back to how hard it is to be in a relationship without any communication.

I enjoyed the practical side linking with the theory of it all, it was a really interesting way to learn about it all. A lot of the stats caught me by surprise, as I didn’t realise it was such a prominent issue in our community today, and all the ways in which domestic violence come about, as it isn’t just physical abuse. The best part of the experience was getting to work with the St Patricks boys and getting the privilege to learn through sport.

This was a wonderful opportunity and no doubt relevant to young boys and men.

The Season of Lent

We are now in the Liturgical Season of Lent. A time of quiet reflection and an opportunity to renew our spiritual life and be the light in the world that God asks us to be.

As a community, we actively support Project Compassion. Our desire is to work toward a world where all can share in the earth’s resources and live abundantly. We give, so the most vulnerable can not only survive, but thrive.

This Lent, we are called to Unite Against Poverty through Caritas Australia’s Project Compassion. By taking home a Project Compassion donation box or envelope, you’ll be answering the Gospels’ call to care for our global family and walk alongside the most vulnerable.

Your generous support this Lenten Season will enable Caritas Australia to provide life-changing support to communities facing poverty, food insecurity, lack of education, and water shortages, while building resilience against future challenges. Together, through faith and action, we can bring hope and opportunity to those most in need.

Please donate today.

You can support Project Compassion 2025 through the donation boxes, envelopes or by scanning the QR code below,

Or online at: https://fundraise.projectcompassion.org.au/damascus-college-mount-clear
Or by calling: 1800 024 413

Thank you for standing with us, as we Unite Against Poverty this Lent.

Challenging Perceptions: The Vital Role of Formative Assessment
(Adapted from Education Research Institute [ERI], 2023)

Summary

Formative assessment is a powerful, ongoing process that shapes how students learn and succeed. While summative assessments (like final exams or major projects) certainly have a role, they capture only a snapshot in time. Formative assessment offers a continuous, multifaceted view of student progress, driving deeper engagement and better outcomes. In this article, we will explore the difference between formative and summative assessment, highlight our College’s customised 5Es Instructional Model (with granular strategies informed by Teach Like a Champion), and propose new ways to meaningfully involve families—potentially through live reporting.

Formative Assessment: More Than Just a Test

Formative assessment is a dynamic approach designed to monitor student learning in real time. It allows teachers to identify gaps in understanding, adjust teaching strategies, and offer timely feedback (Black & Wiliam, 1998). Rather than waiting until the end of a term or year to gauge a student’s mastery of a topic, formative assessment happens continuously. This includes informal questioning, short written tasks, quick polls, and discussions with students throughout their learning journey.

Because the goal is to understand where students are at—then adapt to meet their needs—formative assessment puts the learner at the centre of the process (Wiliam, 2018). It supports a growth mindset, where mistakes are viewed as opportunities for growth rather than final judgments on ability. This positive shift in perspective can transform the classroom culture, encouraging students to take risks and become more reflective, resilient learners.

Summative Assessment: A Snapshot

In contrast, summative assessment most often takes place at the end of a learning period. These assessments—exams, projects, or standardised tests—are designed to measure whether students have achieved learning targets (AITSL, 2020). Although useful for reporting overall achievement, summative assessments do not always provide ongoing insights that can immediately shape teaching and learning. As such, these high-stakes tests can be stressful, and their focus on results, rather than the process of learning, can obscure where real-time adjustments might be needed.

Challenging Traditional Perceptions

Despite formative assessment’s proven impact on student growth, many families and some educators still perceive summative assessment as the ‘real test’ of ability. However, understanding that how and when students learn matters as much as what they learn is crucial (ERI, 2023). Our College is committed to challenging this traditional view by spotlighting formative assessments in classrooms and across our wider school community.

Partnering with Parents
Parents understandably want to know how their student is performing academically. Yet, traditional subject interviews, once or twice a year often attract fewer families than we would hope. One way to overcome this obstacle is by reshaping the conversation around continuous, formative feedback. Instead of discussing only a student’s final mark, we can emphasise the ongoing journey, highlighting successes, areas needing attention, and strategies for improvement.

Live Reporting
A way the College is advancing and have been for a number of years is the introduction of ‘live reporting’. This approach involves providing parents with real-time updates on how their students are progressing, rather than waiting for official end-of-term reports. Using SIMON and also working with their students teachers can instantly share mini tests, or quiz scores, observational notes, or learning reflections with families, ensuring they receive timely insights into their student’s strengths and challenges. Through live reporting, families become partners in the learning process, well-informed and better equipped to support their students at home. A challenge for us in ensuring that families rely on their students in telling them when these scores are available if they are not on SIMON.

Our College’s Instructional Focus: “Checking for Understanding”

At our College, we recognise the importance of formative assessment and have embedded it within our instructional model, guided by the principles of Teach Like a Champion (Lemov, 2015). One of our key areas of focus is “checking for understanding”, which challenges teachers to gauge student comprehension throughout lessons. This can include:

• Cold Calling: Asking questions of students randomly (but thoughtfully) ensures everyone remains engaged and allows the teacher to gauge class-wide understanding.
• Exit Tickets: A brief written or verbal response, completed in the final minutes of class, provides immediate data on whether the learning objectives were met.
• Show Me: Techniques such as mini whiteboards or digital polls let students visually demonstrate their thinking, helping teachers see—and respond to—misconceptions right away.

By integrating these practices into everyday teaching, we ensure that feedback is timely and instruction remains flexible. Students learn to expect ongoing dialogue about their learning, rather than a single summative judgment at the end of term.

Looking Ahead: Building Partnerships through Formative Assessment

To continue improving outcomes for students, we must prioritise meaningful collaboration between our College and families. By focusing on formative assessment—particularly through real-time feedback and “checking for understanding” strategies—we invite families to join us in celebrating growth, identifying challenges, and co-developing supportive interventions.

How Parents Can Help

• Encourage Self-Reflection: Ask your student what they have learnt today, or which challenges they faced.
• Celebrate Effort, Not Just Results: Recognise progress and hard work as markers of success, fostering a growth mindset.
• Stay Connected: Embrace live reporting platforms or quick feedback mechanisms to remain aware of your student’s ongoing progress. In short, connect with your student’s teachers.

In turn, we will continue to refine our processes to ensure parents can engage without feeling overwhelmed or left behind. Our commitment is to provide a clear, supportive structure that empowers both teachers and families to nurture every student’s development.

Conclusion

As a College, we strive to reshape our community’s understanding of assessment by placing a strong emphasis on formative methods. While summative assessments have their place, real-time insights and continuous feedback are key to achieving our vision of holistic, student-centred education. Through ongoing partnerships with families, innovative practices like live reporting, and a consistent focus on “checking for understanding” in the classroom, we can provide our students with the best possible environment for success.

References

• AITSL. (2020). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership.
• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Granada Learning.
• ERI. (2023). Formative Assessment Explainer. Education Research Institute. [Online Resource Provided]
• Lemov, D. (2015). Teach Like a Champion. John Wiley & Sons.
• Wiliam, D. (2018). Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead). Learning Sciences International.

2025 French Language Study Tour (FLST): 29 March – 13 April

A group of 16 students and three teachers are soon to depart on a two week-long international excursion to France, namely the 2025 French Language Study Tour (FLST). This is the first FLST for Damascus in seven years, well worth the wait. The locations for this excursion include the many attractions of the capital Paris as well as a multitude from the picturesque Loire Valley, specifically the provincial city of Angers and the town of Amboise.

Upon landing in Paris, the group will immediately travel by coach from Charles De Gaulle Airport to Angers. The FLST will officially begin there with five days being shared with St. Benoit (Ensemble Scolaire Saint-Benoit) our sister school, reconnecting with the wonderful community there, both the staff and families who have supported the exchange between our two schools, as well as the school community more broadly. Our time in Angers will certainly be a key focus in our visit to France, and a major highlight of the FLST 2025.

The students who will be participating in the FLST 2025 are:

• Axel Durham (S05, Year 12)
• Eloise Balazic (M05, Year 11)
• Jamila Baldwin (M08, Year 11)
• Isabella Brown-Kenyon (S06, Year 11)
• Imogen Ford (S11, Year 11)
• Ash Gault (S08, Year 11)
• Clementine Griffiths-House (S08, Year 11)
• Sadie Jones (M07, Year 11)
• Keira O’Beirne (M03, Year 11)
• Finlay Reeve (M04, Year 11)
• Ava Chenhall (R02, Year 10)
• Maylea Forte (S03, Year 10)
• Dilana Romeril (S13, Year 10)
• Ivy Storey (X14, Year 10)
• Grace Vermont (R12, Year 10)
• Charlee Watson (S15, Year 10)

The touring group will be missing out on the final week of Term One as well as the first week of Term One school holidays. It is at the same time a privilege and a huge commitment for all participants. In turn, the touring teachers Finn Augustin, Ash Pillai and Min Myers would also like to thank school governorship as well as our families for their support for the tour to happen in the first place.

The school fondly wishes the touring group ‘Bon voyage!’ on their journey to France.

Indonesian Language Learning Ambassador (ILLA)

Damascus College is proud to announce that we have been successful in joining the Indonesian Language Learning Ambassador (ILLA) program, securing one of its 28 scholars nation-wide. This ILLA initiative offers scholarship awardees the opportunity to serve as teaching and cultural ambassadors in Australian primary, secondary, and higher education institutions; the ambassadors voluntarily assist Indonesian language teachers in classrooms, collaborating to conduct cultural or linguistic activities over the course of six visits, with the possibility of extension, based on the needs of the institution.

The Australian federal government through its embassy in Jakarta provides the “Australia Award” Scholarship program to Indonesian tertiary students, which involves Masters and PhD students completing their studies at various institutions located in Australia. As a result of this federal government supported initiative, the College this term welcomes scholarship recipient Mr. Ade Firly (‘Pak Ade’) who is our official ILLA ambassador. Pak Ade will over the course of Semester One be sharing his knowledge of Indonesian language, culture, and customs with Damascus students and in turn have the opportunity to learn about Australian culture and teaching practices, working closely with Finn Augustin and Amanda Tait. Pak Ade is currently completing his Masters in International Business at the University of Melbourne.

Welcome to Damascus, Pak Ade! Our students and staff look forward to learning from you to build the Indonesian language skills and cultural knowledge of our school and the Ballarat community.

Recently at Damascus College, Year 8 students took part in their Reflection Day, themed "Building Healthy Communities – Upholding the Common Good." This important event encouraged students to explore what makes a healthy community and how they can thrive within it.

The day featured activities aimed at fostering inclusivity, culminating in a community meal to celebrate joy and unity.

We acknowledge and congratulate the students who fully embraced the day's opportunities and experiences, as well as retreat coordinator Ashlee Tanner, the Catholic Culture Team, and all staff who supported this meaningful event. Together, they are nurturing a compassionate community at Damascus College.

Damascus College teaches French and Indonesian as the two language options for students; in building on this commitment, Damascus is privileged to announce that we have been successful in joining the Indonesian Language Learning Ambassador (ILLA) Program, securing one of its 28 scholars nation-wide.

This ILLA initiative offers the scholarship awardees the opportunity to serve as teaching and cultural ambassadors in Australian primary, secondary, and higher education institutions; the ambassadors voluntarily assist Indonesian language teachers in classrooms, collaborating to conduct six cultural or linguistic activities, with the possibility of more based on the needs of the institution.

The Australian Federal Government through its embassy in Jakarta provides the “Australia Award” Scholarship program to Indonesian tertiary students, which involves Masters and PhD students completing their studies at various institutions located in Australia.

As a result of this federal government supported initiative, Damascus College this term welcomes scholarship recipient Mr. Ade Firly, who is our official ILLA ambassador. Ade will over the course of Semester 1 be sharing his knowledge of Indonesian language, culture, and customs with Damascus students and in turn have the opportunity to learn about Australian culture and teaching practices.

Ade is currently completing his Master of International Business at the University of Melbourne.

Welcome to Damascus, Ade, the students and staff look forward to learning from you to build their Indonesian language skills and cultural knowledge.

Recently at Damascus College, the highly anticipated Farmers Market, was hosted by our Horticulture department and was held in the courtyard. This event, marked on many students’ and staff members’ calendars, showcased the hard work and dedication of our horticulture students.

After harvesting their fresh produce, students either turn it into delicious homemade goods or offered it as fresh produce for sale. Also featuring at the market, were seedlings that the students had propagated and were available to purchase for others to plant in their own garden’s. It was a lovely afternoon, as students, staff and families browsed the market, with handfuls of fresh produce to take home.

It is an especially rewarding experience for the Horticulture students, who have grown and cared for the produce, see it being enjoyed by others. Some of the produce being so popular, that it sold out within moments of the market being opened. Well done on hosting another great Farmers Market!

At Damascus College, we are committed to fostering a rich learning environment that extends beyond the classroom. Recently, 14 Year 9 students enthusiastically participated in the Social Innovators Program at the Ballarat Tech School. Over a dynamic two-day excursion, these students engaged in brainstorming sessions focused on issues they are passionate about, ultimately developing innovative ideas to care for our world.

Working in collaborative groups, they presented their creative solutions to a panel of local business leaders, gaining valuable feedback on their projects. Among the inspiring designs were a versatile robot to assist with homework and friendship advice, a floating farm concept dedicated to sustainability, an Adaptable Learning Friend (ALF) to support diverse learning needs, and an app named Connect, aimed at promoting health and wellbeing among students.

Congratulations to our talented Year 9 students for their impressive achievements and innovative thinking! We thank our dedicated staff for their unwavering support and guidance throughout this inspiring journey.

Monday 3^rd – to Fri 7^th March, Damascus College celebrated International Women’s Day, revolving around this year’s inspiring theme, ‘March Forward.’

On Thursday 6^th March the College welcomed over 100 attendees to the International Women’s Breakfast Panel, featuring three special guest speakers, Carly Myers (OAM), Gender & Disability Advisor, Dee Angelina Micevski, Gender Equity in Sport Lead and Deborah Clark, Koorie Education Coordinator.

Attendees enjoyed a sumptuous continental breakfast before listening to the thought-provoking panel discussion led by Deb Harris, Communities of Respect & Equality (CoRe). The panel delved into important issues such as respect, equity, equality, and the ongoing journey of shaping positive change in our society.

There were numerous take home messages to empower us all to take action, call things out, and enact change.

The week of IWD Damascus celebrations, culminated on Friday with a BBQ on campus.

Heartfelt gratitude to Carly, Dee, and Deborah for their attendance and presentations today, and for inspiring the Damascus community to have a voice, and to take action for gender equality.

Please see following information in relation to the Beaufort Car and Truck show:

Come and join Buninyong Primary School at their School Fete on Friday March 21 - more information can be found following:

Please see the following in relation to the Lucas Hockey Club and the need for players:

Please see following information in relation to the Redan Football club and their needs for female players: