When we think about fasting during the Lenten season most of us immediately go to fasting from food. Many great faith traditions fast as part of religious observance at various points in the calendar. In Catholicism, we have a long-standing tradition of fasting from eating meat on Fridays, and during Lent, denying ourselves of various foods, and sometimes treats.

I note that the increasingly, so-called diet and nutrition experts often extol the virtues of fasting for so many hours during the day, reducing one’s eating window, to ensure good gut health, to keep the kilos at bay, and to promote alertness and other things. I am not sure how effective this is, but is often related to ancient practices of fasting.

I have decided that as part of my Lenten observance this year, that I am going to attempt to fast from complaining and being so negative as opposed to fasting from food. Sometimes we find ourselves getting into a bit of a rut, and seeing the glass half empty, as opposed to half full! I caught myself being more negative than I would like recently, and have felt guilty that I had potentially spoilt an evening get-together with colleagues because I chose not to keep quiet, or see the possibilities, but rather the limitations in a particular scenario.  The next time we met, I offered an apology for “bringing the party down”.

It is easy to get into a pattern of complaining, and finding the shortcomings of a situation, an experience, or even our workplaces. Why don’t they just do better? Why do they always get this or that wrong? Why can’t they get this right? When we get into this pattern, life seems more of a trudge than it ought, and is even at times, exhausting. However, if we move out of this vicious circle, and instead jump into a virtuous circle by choosing to see the good, the positive, and the possibility of a situation, our whole mood lifts, and perhaps even our life outlook. I have decided I need to have a more positive approach during Lent, and practising this may just stick. As my mum famously said (and I’m sure some of yours might have as well): if you can’t say something nice, then say nothing at all. So, if it if difficult to find the good in a situation, just be silent. It might be prudent to offer a kind word, and look for the good.

There is evidence to suggest that when we choose to be more positive, to give compliments, and affirm others, there is a vicarious benefit for the person offering the affirmation. They also feel better for having done it. So it literally becomes a win-win.

Each evening, I am committing to finding five things for which I am grateful, or five positive things that have happened during that day. Then I can go to sleep, feeling better about others, myself, and even the world. I trust your Lenten observance similarly offers you opportunity for fasting in whatever fashion it works best for you and your life right now. I challenge you to find a compliment to give away each day.

Dr Craig Wattam
Principal

Mindset, Grit, and Growth in Physical Education

Mindset plays a crucial role in student development, particularly in Physical Education and Health. Whether pushing through fatigue in a demanding workout, staying focused during skill acquisition, or bouncing back from setbacks, a student’s ability to persist can be the difference between growth and stagnation.

Linda Stade, an Australian educator, writer, and speaker specialising in adolescent development, highlights the importance of resilience, perseverance, and a growth mindset in shaping student success. In her article, "Practical Ways to Grow Your Child’s Grit," Stade explores how grit—the ability to maintain effort and interest over time despite challenges—is not an innate trait but a skill that can be nurtured.

As PE teachers, we often encounter students who struggle to see the value of perseverance, motivation, and determination. Not everyone enjoys PE, and shifting student mindsets to recognise that grit is a lifelong skill can be challenging. However, by applying Stade’s insights, we can help students reframe their approach to physical and mental challenges.

Fostering Grit in the PE & Health Classroom

Stade outlines several practical strategies to develop grit in students, many of which are directly applicable to PE and health education:

1. Encouraging a Growth Mindset

• Students who believe their abilities can improve with effort are more likely to push themselves.
• In PE, reinforcing that skills like endurance, strength, and coordination are developed through consistent practice—not just natural talent—helps students stay motivated.

2. Normalising Failure and Building Resilience

• Failure is an essential part of learning.
• Allowing students to experience setbacks—whether missing a goal, struggling with a technique, or not meeting a fitness target—teaches them resilience and perseverance.

3. Fostering Passion and Purpose

• Students are more likely to stay committed to activities they find meaningful.
• Setting personal fitness or skill-based goals makes progress feel purposeful and rewarding.

4. Providing Challenges and High Expectations

• Pushing students beyond their comfort zones fosters growth.
• Activities like progressive strength training, endurance challenges, or complex gameplay scenarios encourage students to strive for improvement.

5. Teaching Self-Regulation and Reflection

• Managing emotions and setbacks is key to developing grit.
• Encouraging students to reflect on their performance, identify areas for growth, and create action plans fosters ownership over their development.

Beyond physical performance, grit influences overall well-being. Students who develop perseverance are more likely to maintain an active lifestyle, prioritise mental health, and practice resilience in social relationships. The ability to face challenges with a determined mindset extends beyond the classroom, preparing them for the demands of life.

The Power of 'Yet' in PE

Carol Dweck, a professor of psychology, introduced the concept of a growth mindset, emphasising how changing our neural pathways leads to greater development. In one of her TED Talks, she highlights "The power of yet." This concept is something I bring into my classroom daily. When students say, "I can’t do this," I add one simple word: "I can’t do this… YET."

PE is about grit—the determination to try new and challenging activities. By embedding Stade’s principles and Dweck’s mindset strategies into our teaching, we can help students embrace obstacles, persist through difficulties, and develop lifelong skills that extend far beyond sport.

The Start of a Busy Year in Health and Physical Education

The start of the year has been busy in the Health and Physical Education field, with all students engaging in a variety of physical activities and health subjects:

Years 7 & 8 – Athletics Galore!

Years 7 & 8 students have kickstarted their Physical Education journey, engaging in various activities. They have delved deeply into the world of athletics, mastering the skills and techniques of both track and field. From sprinting to long jumping, they have been honing their abilities and fostering a spirit of teamwork and competition—especially leading into the Athletics Carnival.

Year 9 – Striking, Fielding, and Court Sports

For practical lessons, our Year 9 cohort has been immersed in the dynamic realm of striking and fielding sports and court sports. Softball and soccer have been the highlights, offering students opportunities to refine their coordination, strategic skills, and teamwork.

The court sports unit has allowed students to explore the intricacies of badminton, tchoukball, and netball. Students have been discovering new skills and tactics while embracing the varied challenges with enthusiasm.

Year 10 – A Diverse Sporting Experience

Year 10 students have embarked on sporting journeys filled with diversity, exploring an array of activities designed to challenge and inspire.

• Striking and fielding sports continue with golf and flag football (NFL), providing students with opportunities to refine their techniques and strategies.
• The introduction of sofcrosse and tennis/pickleball adds a new dimension to their sporting repertoire.
• Court sports include volleyball, basketball, and European handball. From the fast-paced action of volleyball to the strategic gameplay of basketball and European handball, students are embracing the challenges and joys of these dynamic sports, fostering teamwork, communication, and sportsmanship along the way.

Year 9 & 10 Health – Mental Health and Healthy Relationships

Alongside their physical activities, Year 9 and 10 students have been actively engaging in health education.

• Year 9 students have been exploring the significance of mental health, gaining insight into its impact on overall well-being.
• Year 10 students have been examining the importance of consent and healthy relationships, developing a deeper understanding of respectful interactions.

Kym Darmody
Faculty Coordinator PDHPE/Sport

A number of parents and others collecting students from the College in the afternoon are failing to adhere to standard traffic rules and guidelines previously communicated to families. 

We ask all drivers to remember, and abide by, the following:

• Buses have priority at all times.
• Before and after school, parents should expect considerable delays in collecting students from the College grounds.
• Students being collected will be directed to wait for their parents in the parent pick up point closest to the Nicholls Playing Fields.
• Student are not permitted to walk out onto the road and enter cars.
• Cars are not to stop in the bus collection lane to collect students.
• Painted traffic islands are not carparks or places to stop and wait for students.

These rules are in place to maintain our priority of promoting the safety of all students, staff, and the wider community.

Parents are also reminded that they are expected to follow all directions from JPC staff supervising before and after school in these areas.

As has been communicated, it is preferable that students are encouraged to develop autonomy by safely making their way to and from school independently - on foot, riding their bike or catching a bus.

Students can access Bus timetables and Maps at the Student Office and they are available to parents and students via the Transport Canberra website.

We have a zero tolerance for abuse of staff. Please be respectful to all. 

Thank you for your support and cooperation with this matter.

On Thursday, JPC Chinese students had the exciting opportunity to participate in lion dance workshops, immersing themselves in this vibrant and culturally rich Chinese tradition.

The workshops were led by skilled instructors who demonstrated the movements and techniques used in the lion dance. Students eagerly followed along, practising the intricate footwork and synchronising their actions with their partners.

Beyond the physical aspects of the lion dance, students also gained a deeper understanding of its cultural significance. The instructors shared the history and symbolism behind the dance, explaining its role in Chinese festivals and its importance in bringing good luck and fortune. Students were particularly fascinated by its connection to the Lunar New Year celebrations and the teamwork and coordination required to bring the lion to life.

It was a memorable experience that not only allowed students to connect with a unique cultural tradition but also fostered teamwork, discipline, and a sense of accomplishment.

Over the past few weeks, our Year 7 students have taken part in an engaging source analysis activity using a Dreamtime culture kit, deepening their understanding of Indigenous Australian heritage. This hands-on learning experience used artifacts to explore the significance of the Dreamtime in shaping cultural identity.

Through careful analysis of sources, students examined how archaeology uncovers the past and provides insight into the spiritual and historical connections of First Nations peoples to the land. By working with real and replica materials, they developed their critical thinking skills and gained a greater appreciation for the enduring legacy of Indigenous cultures.

We would like to thank Mr Arundell and the Year 7 HASS team for organising this engaging and meaningful learning experience.

Daniel Burns
Coordinator HASS (Humanities and Social Sciences)

As we begin the assessment period in the Senior School at JPC, there are many questions regarding the meshing of assessment data.

The main purpose of meshing is to make results and rankings comparable between different subjects and groups of students. Meshing ensures groups are large enough to allow statistical comparisons. It is required in order to create a scaling group with 30+ students, as anything smaller cannot be used later in the scaling process.

Your scaling group, and therefore everyone you will be meshed with, can be found on BSSS student profiles under Unit Scores. Students’ marks are saved in databases called markbooks, and these markbooks are combined to perform a process called meshing.

Meshing aims to determine how students in each markbook compare, which is achieved through comparative tests and assignments. Scaling groups, the courses within them, and the meshing plan depend on cohort size, the school, and the tertiary cohort. It is important to note that students have the right to know a school’s meshing process and to contest unit scores or meshing outcomes.

Assessment is written so that marks between different subjects’ assessments are comparable, or a common task is given to determine the relative performance of groups. Moderation allows multiple classes to be combined into one markbook by creating assessment scores that are equal.

Moderation is when teachers compare student results for one assessment piece to ensure that attaining a certain mark is consistent across all assessments in different classes. For example, an A in Class 1 is equivalent to an A in Class 2. This is an alternative to meshing.

If you would like further information regarding the meshing process, please speak to a Faculty Coordinator or Miss Martin.

Miss Jenna Martin
Acting Senior Studies Coordinator

The 2025 musical production is in full swing with the exciting commencement of Charlie and the Chocolate Factory rehearsals! Students from Years 7–12 have committed to weekly after-school rehearsals until the show in Term 3.

Following the successful Sunday rehearsal, where the cast learned a three-part harmony in just 10 minutes, the Wonka cast and orchestra have set an incredible standard.

The talent of these students continues to shine as they learned the opening number this week. Imagine what we will be able to master by the end of July! All involved are excited and taking their commitment to this show seriously. The inclusivity and vitality of the cast are commendable, with students already making the production crew proud.

Get ready for a scrumdiddlyumptious adventure!

Mrs Sarah Smith
Director of Charlie and the Chocolate Factory

ANU Presentation

We would like to thank Christian from the Australian National University for coming to speak with our students about all things ANU. We were impressed by the maturity and interest our students showed during this presentation.

ANU will be hosting their Open Day on Saturday, 29 March, from 9:00 AM to 3:00 PM. Further information can be found here.

Year 10 Work Experience Week

Work Experience Week will take place in Term 2, Week 10, from Monday, 30 June to Friday, 4 July. Our work experience process can be found here.

If students are having difficulty finding placements, they are strongly encouraged to book a meeting with our Careers team to discuss their options.

Students can book a careers meeting by emailing careers.jpc@cg.catholic.edu.au.

In Week 6, Year 11 students Evan Ball, Cooper Minion, and Baylen Whittaker competed in the Australian Mountain Bike Inter-Schools Championship in Thredbo. The event brings together over 1,000 school-aged mountain bikers from across the state and country for a week of adrenaline-fuelled, chairlift-assisted, downhill mountain biking action.

The boys travelled to Thredbo on Thursday to compete in the Fox Flow Motion Cup, which raced down the famous Kosciuszko Flow Trail. The boys were thrilled with their results in the Division 1 class of 200 riders. Baylen finished in 149th place, Evan secured 124th place, and Cooper achieved an impressive 96th place! They had an awesome day representing the College on two wheels out on the mountain.

Congratulations to Evan, Cooper, and Baylen on an outstanding effort!

Meanwhile, Riley Prior (Year 9) competed in the ACT State Titles Karting Championship over the weekend and claimed 1st place, making him the ACT State Titles 2025 Champion and earning him a ‘blue plate.’

A blue plate is placed on a go-kart to signify that the driver is a State Titles winner, one of the highest achievements at this level of competition.

Congratulations to Riley on this incredible achievement!

If your child is interested in learning a musical instrument and developing their theoretical and practical skills, individual tuition is available with industry professionals and performing artists at JPC. Our experienced tutors cover a wide range of instruments and styles, including violin, cello, saxophone, clarinet, guitar, drums, vocals, piano, bass, and more.

We also offer band opportunities and instrument hire to support students in their musical journey.

If you are interested, please complete the form via the link below and visit the JPC Music Tuition page for more details.

Music Tuition Form

Pictured above is Mr Taylor, who plays the violin and cello. This week, we were also treated to a video performance featuring Miss Horton on vocals and Mr Taylor on flute, clarinet, and saxophone during our assembly.

We look forward to seeing our students thrive in the JPC Music Program!

Mr Matthew Dennett
Music Teacher

The JPC Garden Club is back and ready to grow!

We are in need of garden tools to help get things flourishing again. If you have any spare tools—spades, rakes, trowels, or gloves—that you would like to donate, please bring them to the school office.

Looking to get your hands dirty?

Volunteers are welcome to join staff and students on Fridays at lunch.

To participate, you must have a WWVP card and complete the school’s volunteering paperwork before starting.

For more details about volunteering, contact Mr Damian Veltri.

Let’s get growing!

A limited number of 2024 JPC Yearbooks are still available for purchase!

Relive the highlights of 2024 with a beautifully designed keepsake featuring memorable moments, achievements, and celebrations from throughout the year.

Cost: $40
Where to Purchase: Contact the College Office to secure your copy before they are gone!

Get yours before they sell out!