To the community of St John Paul II College,

Today the Church celebrates the solemnity of the Apostles St Peter and St Paul honouring the martyrdom of these men as a result of their deep faith. St Peter and St Paul are pivotal figures in the early Church, both having played crucial roles in spreading the teachings of Jesus Christ and laying the foundations of the Christian faith.

St Peter, originally a fisherman named Simon, was called by Jesus to be a "fisher of men." He is recognised as the leader of the apostles and the first Pope. His unwavering faith, despite his human weaknesses and moments of doubt, is a testament to the power of repentance and the grace of God. Peter's leadership and his role in establishing the early Church in Rome are especially commemorated on this day.

Saint Paul, once a fierce persecutor of Christians known as Saul, experienced a profound conversion on the road to Damascus. His transformation into one of the most devout apostles underscores the boundless mercy and transformative power of Christ. Paul's missionary journeys and his extensive writings have profoundly influenced Christian theology and practice. His letters, which form a significant part of the New Testament, continue to guide and inspire Christians around the world.

During this time, we reflect on their courageous witness, their tireless dedication to spreading the Good News, and their ultimate sacrifice for their faith. Catholics pray particularly for the strength to follow their example in their own lives, to be bold in faith, and to work for the unity and growth of the Church.

Saints Peter and Paul,

Once Christ called you, you responded with total abandonment to His holy will.

Through you, the Church was founded and began to grow. Please pray for me, that I may more fully devote myself to the ongoing mission of the Church, so that God can use me according to His holy will.

Amen

Changes to Technology Use in the classroom:

Like many people, I’m fairly apt at multitasking. I’m not sure if it’s because of the nature of our work or expectation of adults in modern society. In saying this I wonder if you have had this experience: you are working on your computer or sitting on your phone, what you are looking at is engaging. Someone asks you a question. You pause for a moment and need to make a conscious decision of where to focus your attention.  Either to focus on your device or to listen to the message from the person speaking to you. At that moment, neither are getting your full attention. I see this with my friends when we are at coffee. We are talking, they pause, look at their smart watch, and then continue, but you can tell their mind is elsewhere.

We as adults can make that choice, but in that moment, we really need to make a conscious decision.  Imagine how much harder it is for our young people, where the social stakes can be so much higher. John Haidt, psychologist, in his latest book identifies ‘heavy phone or social-media use may also have a cumulative, enduring, and deleterious effect on adolescents’ abilities to focus and apply themselves [1] ’. An article from Columbian University identified that ‘the constant stream of notifications and updates can create a sense of urgency and a fear of missing out, leading to increased anxiety and stress [2]‘. When this happens in the classroom, where does this leave learning?

Cognitive Load Theory, which is the basis of our Catalyst teaching philosophy, identifies that students learn best when they are focussed only on the information being presented to them. In class, teachers plan lessons with guided notes or cloze passages and our classrooms aren’t overly decorated. This ensures we are not providing additional distractions from the learning that is happening. However, at the same time, students are distracted by what is in their pocket or the device in front of them.  If we are going to give our students the best chance to learn, we need to provide guidance and a bold statement about the role of technology. As such we are making some changes in the coming years for students at the College.

Firstly, for Semester 2, 2024, all classrooms at JPC will be a phone and earbud-free zone. A letter will come out next week from Mr Tom Van der Waterbeemd with further information about this decision. This means that all phones must be in lockers (not pockets) between 8.55am and 3.35pm. We are asking all students and families' support to ensure classrooms are for learning, lunchtimes are for social interactions and phones are for use outside of school hours.

We understand that mobile phones are an important communication tool, especially in emergencies. Therefore, we will ensure that all students have access to a school phone should they need to contact you during the day. Furthermore, we encourage you to communicate any urgent messages through our school office or via student email. We understand there will be some circumstances for families such as significant care arrangements or medical requirements that mean a student may need access to their phone. In this instance, approval can be sought from the Assistant Principal Wellbeing via your House leaders.

In addition, for 2025, we are phasing out iPads, with all new Year 7s required to purchase a MacBook or other compatible device. Then from 2026, we will start to phase in technology-free classrooms for Year 7. This will be part of a long-term plan to make Years 7 and 8 BYOD-free at JPC. This will allow our students to focus more on the interaction between direct instruction from their teachers and student response. Students with additional needs, who require access to devices for learning, will still have access to these. These decisions have been made to support both student wellbeing and learning outcomes.

We understand that this transition may require adjustments for both students and families. However, we firmly believe that by reducing phone and device use, we can create a more positive and productive learning environment that enhances student achievement and wellbeing.

References:

Biggest Afternoon Tea

On Wednesday afternoon, the College hosted a community event for the Biggest Afternoon Tea. The event was run to raise funds for those affected by cancer and supported the Cancer Council's Australia Biggest Morning Tea campaign. Afternoon tea was supplied by our JPC hospitality students and music was performed by our talented music students.

I would like to acknowledge student Neve O’Byrne (Year 11, Van Thuan House) who led the event as students, staff and community members who were also in this wonderful event.

Instrumental Music Concert

Last night the College held an Instrumental Music Concert showcasing the wonderful talents of a number of our music students. It was a wonderful evening that is the culmination of months of preparation and rehearsal and all students who participated should be extremely proud of what they produced.

A particular thanks to Miss Sharon Robinson and Mr Aron Lyon for their organisation of the night.

As always, there have been many other wonderful things that have occurred at JPC over the last couple of weeks. We thank all of those involved in these activities and for the collective effort to make them a success.

Jacob Knowles
Assistant Principal – Development

As we approach the end of the semester, I wanted to take a moment to reflect on the journey of teaching and learning that we have shared this term. This semester has been filled with growth, challenge and numerous achievements, all made possible through the dedication and hard work of our students, teachers, and families. We are grateful for the support from our families. Your involvement and encouragement play a crucial role in your child’s education, and we thank you for partnering with us on this important journey.

A few reminders for the start of Term 3: 

• As communicated earlier this term ILT will cease at the end of this term. Students are reminded to check their Sentral Timetable at the start of each week to see what they have every Tuesday, which will be the rotating period. All other periods will be as per the two-week timetable.
• Year 9/10 elective choices for 2025 will close on Monday of Week 2 (29 July). Students are asked to ensure their preferences are in the system prior to this date.
• Senior Subject selection interviews will take place during Week 1. We are looking forward to welcoming Year 10 students and their families in for a discussion and starting the planning for 2025.

Mrs Kathleen Garvie
Assistant Principal -Learning
Kennedy and Ferré Houses

This week Year 8 and 9 students will receive an email from jpc.webpreferences@cg.catholic.edu.au containing their access details for the portal to select their electives and core choices for Year 9 and 10 2025. This email does not go to parent email addresses.

As previously advised there will be changes to how electives run at JPC in 2025. These changes are explained in the video below.

Students are selecting electives to study for the full year. They will be given an opportunity to swap electives if they have a change of mind, later this year when they are advised of their allocations. Please note that no changes will be considered once the 2025 school year commences.

There is no prior learning required for electives, with the exception of Mathematics, for students moving into Senior College (Years 11 and 12). As such, we encourage students to select what they are interested in studying.  

Students who do not make their selection by the close date of 29 July 2024, may be allocated to available spaces once the timetable is created.

Kathleen Garvie
Assistant Principal - Learning

The Story of My Artwork

The story behind the artwork follows through the 2 subjects of the painting, the Australian falcon and the green tree frog.

Through research, the Australian falcon is considered and looked at as ‘fire hawks’ in some aboriginal tribes. They were given this name due to their habit of picking up the leftover burning bark and sticks from an aboriginal man’s fire and building a new one at its feasting place to feast on more bugs and insects around them. Falcons also symbolise ‘the noble, soaring spirit of age’.

I chose the green frog despite the perception of the NAIDOC theme, ‘keep the fire burning’, because although this species is associated commonly with water techniques and water settings in Aboriginal culture, the symbolism behind the creature perfectly matches with the theme. The green tree frog represents the ‘connection to the land’, which links back to the falcon and how the falcon acts as the ‘soaring’, ‘fiery’, spirit of ‘age’, whilst the frog is the connection to the land. To keep the ‘fire burning’, we must persist and protect the ‘soaring spirit of the land as it ages.’ The symbols throughout the painting solely represent the habitat of each animal and how the falcon skims past through all of the indigenous lands, the people, the sand hills, and the pathways to each campsite, it overlooks how beautiful the land is and how the land must keep living in pure culture. In other words how I perceived the theme, was, ‘keep the spirit of the Indigenous lands alive’, which I represented through cultural significance in animals and natural settings.

To find out what is happening during NAIDOC week in your area visit - https://www.naidoc.org.au/about/naidoc-week

On Tuesday 25 June, Mathieu House celebrated its feast day in honour of our patron, Marie Helene Mathieu, and her enduring values. Born on 4 July, 1929, she remains actively engaged in her community at the age of 94. Because her birthday falls within the school holidays, we chose to celebrate a bit early to ensure our Year 10 students could participate before they begin their work experience next week.

The day's festivities began with a pizza lunch and a house dodgeball game, fostering camaraderie and fun among students and staff. This was followed by a heartfelt video created by Year 9 student Jonty, highlighting not only our patron's accomplishments but also some achievements of students within our House.

Our celebrations continued into the mentoring period with activities such as a drawing competition, Kahoots, crafts, and karaoke. It was a joyous occasion for both staff and students, who came together to celebrate themes of inclusion and acceptance, inspired by Marie-Helene Mathieu's legacy.

A special thank you goes to Oscar O, Clare A, Jonty D, Karam H, Alice B, and Favour O from our Mathieu Student Representative Council for their assistance in making the day a success.

Mrs Emily Brak
Leader of Learning and Wellbeing & English Teacher
Mathieu House

On Friday of Week 19 and Tuesday of Week 20, the Year 9/10 Dance students led workshops for over 200 primary students from Holy Spirit Primary School. The students from Years 1 and 2 participated in a vibrant Trolls-themed dance workshop, choreographed by our Year 9/10 students. Utilising our Dance room, Drama room, and Theatre, the 9/10 Dancers showcased their teaching expertise by conducting fun warm-up games and teaching multiple dance sequences.

The Holy Spirit dancers then hit the theatre stage with their newly learned choreography and led by their Year 9/10 Dance teachers, performed for each other. They pieced each section of movement together to create a whole cohort performance, with over 100 students dancing at once! The primary students then watched their performance on the theatre projector and felt like movie stars at their own film premiere! The Year 9/10 students were warmly thanked by the primary school students, who had an amazing time in the well-organised workshops. Excited and eager, the young dancers couldn't wait to go home and show their parents their new, funky dance moves!

This opportunity was linked to the Year 9/10 Dance assessment task, where students choreographed and taught their own dance workshops in their chosen styles. They were required to create a warm-up, travelling, jumping, turning, and floor sequence, challenging their technique and promoting safe dance practices. Each group excelled in presenting their workshops to peers, and their hard work was evident when they hosted the Holy Spirit students, showcasing their refined teaching and instructing skills.

We are immensely proud of our Year 9/10 Dance students for their exemplary representation of our school and their dedication. The workshops were a great way to finish the semester.

Zoe Dowling
Dance Teacher
Drexel House

Over the past few weeks in ILT, our Year 9 and 10 students have participated in some Social Justice Workshops with Vinnies.

Our students had a lot of fun while hearing from one of Vinnies School Engagement officers, Sharkie, and learnt so much about the impact that Vinnies has on those facing social injustices in our local community. It was an eye-opening experience that got students thinking about the opportunities that we too often take for granted, the luxuries we don’t notice we have, and how they can treat everyone they encounter with human dignity.

It was wonderful to hear about the programs that Vinnies facilitates for young people who don’t get the chance to enjoy some of the opportunities and activities we often do, to learn more about the work of the Vinnies night patrol vans and migrant and refugee programs, and to see how the money we raise or even spend at Vinnies shops is used to fund these life-changing programs. Students were encouraged to think about the ways that they can help others and support the work of Vinnies, and reminded that even the little things we can do can make a huge difference in the life of another. 

Any student who wants to know more about the work of Vinnies in our community or is interested in volunteering with Vinnies is encouraged to come talk to us about how they can become a volunteer!

Miss Bree Foley (Kuhn)
Youth Ministry Officer
Mathieu House 

Forensic Science students undertook a challenge to capture their knowledge of the unit using any creative outlet of their choice.

Brenda N, wrote a poem and Eleanor H did a creative illustration.

Michael Hanna
Science and Religion teacher
Kennedy House

Gungahlin: Shop G2 /48 Gungahlin Place, Corner of Anthony Rolfe Avenue Gungahlin ACT 2912