Pentecost

Breathe in me O Holy Spirit Breathe in me O Holy Spirit that my thoughts may all be holy. Act in me O Holy Spirit that my works, too, may be holy. Draw my heart O Holy Spirit that I love but what is holy. Strengthen me O Holy Spirit to defend what is holy. Guard me then O Holy Spirit that I always may be holy. St Augustine of Hippo (CE 354–430)

This weekend we have celebrated the great feast of Pentecost. We often refer to Pentecost as the birth of the Church; where the Holy Spirit came down upon the disciples like a wind, often signified as a “breath” or “spirit”. The images of the dove are a metaphor for peace.
Lord only knows that during the feast of Pentecost this year, peace is what is sorely needed for our broken and war-torn world. The breath, or spirit, is an invisible force for good, and a powerful and life-giving force. It is the Church’s gift to us. May we be filled with the same tongues of fire bestowed upon the apostles, that we too might speak the truth about Jesus. In our witnessing of the Gospel message, we might all try to be ambassadors and seekers of peace in our world.

On teaching

Years ago, students in schools were often asked “what you wanted to be when you grow up?” While we perhaps do not phrase it in the same way today, we do encourage students to start thinking about their post-school aspirations during high school, so that they can begin to develop the skills, knowledge, and dispositions that might assist them to get to where they want to be. Senior course selections might pave the way to a particular university or CIT discipline, or a vocational pathway.

I have no doubt that these discussions also take place in your family homes. What I would like to propose is that as part of these discussions the possibility of a career in teaching might just be a consideration as well. Why? Well, we desperately need teachers — and good ones!

You may be aware that we are facing an extreme shortage of teachers in Australia, and internationally. There are many factors that contribute to the shortage, and these need to be addressed by government and systems if we are to reverse the trend. There are good numbers of undergraduate students training to become teachers. The problem is that many of them do not go on to ever teach. Of those who do; we can expect up to 50% of them to quit teaching in their first five years. We also have an ageing teaching workforce, where many baby boomers and even Gen X teachers will retire in the coming five-year period. In the ACT the teacher shortage is particularly acute, we struggle to compete with low unemployment, public service roles with better conditions, higher salaries and the like.

The lack of teachers is a societal concern — not just a concern for the profession. It should concern all of us – parents, grandparents, children, governments, and lawmakers.

Teaching is an extremely rewarding profession. It is a privilege, and an awesome responsibility. We have the opportunity to help shape society, unleash student interest and passion in different subject areas, and observe students grow in their learning. Working with adolescents is a wonderful, daily challenge.

I ask you to consider a conversation with your child about the possibility of becoming a teacher. Perhaps even parents might consider a mid-career change to teaching. There is one thing I guarantee about belonging to the profession – it is never boring, and no two days are ever the same! If you are committed to the betterment of society, and working with parents to shape the future, then teaching might just be for you. As George Benson famously sang, “I believe that children are our future”; then if we do truly believe this, then we should all be invested in the future of the profession of teaching. Without high-quality teaching, we risk our children’s futures!

We can all support the teachers we currently have in the profession by respecting the work they do, affirming their efforts, and remembering that it is a people-centric job, where we are “on” all day. In secondary schools, teachers literally engage with hundreds of other people (mostly adolescents) every day. We not only want to attract new people to the profession, but we also want to retain the teachers we already have. Our collective responsibility is to cherish those we have in the profession and find ways to encourage them to stay in it.

At our College, I am blessed to work with staff (teaching and professional) who are committed, dedicated, and generous with their time and talents. They regularly go above the call of duty and are truly vocational in the work they do with young people. Our job is to partner with families in the faith formation, and academic learning of children and young adults. Without an adequate supply of teachers, we may face a future where schooling might need to look somewhat different. I hope that is not the case.

Start a conversation at home today and plant a seed about the vocation to teach! We have a wonderful model of Christ, the ultimate teacher, to guide us.

Dr Craig Wattam
Principal

Semester Highlights & Inspiring Growth Through Sport and Wellbeing

This semester in PDHPE, our students have embraced a dynamic mix of classroom theory and practical learning, engaging in topics that reflect the holistic nature of health, wellbeing, and personal development. From navigating adolescence to building resilience and learning the fundamentals of teamwork, students have gained knowledge and skills that will serve them well both inside and outside of school.

In the Classroom

Our theoretical units have encouraged meaningful conversations, critical thinking, and self-reflection across all year levels:

• Year 7 explored the physical and emotional changes of puberty, learning about body image, identity, and healthy coping strategies in a supportive and respectful environment.

• Year 8 focused on drugs and alcohol, where students learned about the risks, impacts, and influences around substance use. They developed harm minimisation strategies and explored the role of media, peer influence, and the law in shaping decision-making.

• Year 9 took a deep dive into mental health and wellbeing, learning how to recognise signs of mental health challenges, understand the importance of self-care, and seek support for themselves or their peers. A key message was reinforced throughout: It’s okay to not be okay, and seeking help is not a weakness — it is power.

• Year 10 participated in thoughtful and age-appropriate lessons on sexual relationships, where consent, communication, and respect were central themes. These sessions aligned with national curriculum standards and encouraged students to consider their values, boundaries, and rights in relationships.

In Practical Lessons

Our practical units this semester have provided students with opportunities to move, challenge themselves, and develop physically through a wide range of activities:

• Year 7 and 8 participated in gymnastics and rhythmic gymnastics, where students developed coordination, strength, flexibility, and creativity by building sequences that incorporated balance, control, and teamwork.

• Across all year levels, students developed skills in court sports such as basketball, netball, and volleyball, focusing on tactics, movement, and communication.

• Striking sports like cricket, tee-ball, and softball provided opportunities to refine technical skills, practise strategic play, and enjoy friendly competition in a supportive environment.

We are proud of the way our students have stepped up, embraced challenges, and supported each other in and out of class. Their growth in confidence, teamwork, empathy, and physical literacy has been inspiring.

Back Yourself – Strive for Greatness in Sport and PDHPE

"Don’t live with the ‘what if’ — believe in your potential, and take the shot."

This semester, we’ve encouraged our students to embrace a powerful mindset: to talk positively, to back themselves, and to strive for greatness. We’ve taken inspiration from one of the world’s most iconic sporting organisations, Liverpool Football Club, a team built on belief, passion, and the commitment to push limits and never give up.

In PDHPE, we know that greatness doesn’t start on the scoreboard, it starts in the mind. A student who steps up with the mindset of “I can do this” is already halfway to success. We encourage our students to move past fear, to block out self-doubt, and to never be held back by the question, “What if?”

Liverpool’s message, “This means more,” reflects the passion and pride they carry into every match — and we want our students to carry that same sense of purpose into every lesson, every challenge, and every opportunity. Whether in gymnastics, striking sports, mental health discussions or navigating respectful relationships, our students are building resilience, leadership, and the confidence to take on life’s challenges.

So as we look ahead to next semester, we remind our students:

• Back yourself.

• Speak like someone who believes they can.

• Strive for greatness — in sport, in learning, and in life.

• And never settle for the ‘what if.’

Because this — your growth, your effort, your journey — means more.

– The PDHPE Team

Year 11, 2026 Subject Selection Interviews

Subject selection interviews for Year 11, 2026 are now open and will take place during Week 1 of Term 3. All students returning for Year 11 are asked to book an interview via Compass under the Conferences tab.

The full subject selection information for 2026 is available on Compass under the News Feed.

Years 9 and 10, 2026 Elective Selections

Elective information for students entering Years 9 and 10 in 2026 is also available on Compass News. The elective portal will open in Week 9, and login details will be sent to each student’s school email address.

Kathleen Garvie
Assistant Principal Teaching and Learning

On Thursday 5 June, students in Maathai House came together to celebrate their House Patron Day. This date marks the anniversary of the first trees planted in 1977 as part of the Green Belt Movement—an environmental initiative founded by Wangari Maathai to combat deforestation and empower communities.

Wangari Maathai, a Nobel Peace Prize laureate, was a trailblazing environmental activist and political leader. Through the Green Belt Movement, she not only championed sustainability but also created opportunities for women to learn new skills, earn an income, and contribute to a more sustainable future. To date, the movement has planted over 51 million trees and supported more than 30,000 women in grassroots leadership and environmental work.

To honour Maathai’s legacy, students gathered in the theatre during PC to watch a short video produced by House Leaders Natasha and Olive, highlighting her life, values, and impact. At lunchtime, the celebration continued with a pizza lunch and a friendly staff vs students dodgeball match, which brought plenty of energy and laughs.

It was a fantastic day that showcased house pride, student leadership, and a strong sense of belonging. A big thank you to the Maathai SRC team and House Captains for their hard work and spirit in bringing the day to life.

Sam McCombe
House Coordinator | Maathai House

Parents and Carers,

A gentle reminder to please keep your child at home if they are feeling unwell. This helps us maintain a safe and healthy environment for all students and staff and helps reduce the spread of illness in our school community.

If your child is experiencing symptoms such as a cough, fever, sore throat, or upset stomach, we ask that they stay home until they are feeling better.

Thank you for your continued support and cooperation.

St John Paul II College

The Pooch Pals Program is JPC’s Support Dog initiative. Its purpose is to promote student and staff wellbeing, enhance mental health, and contribute positively to our school culture. The program operates under the Catholic Education Archdiocese of Canberra Goulburn (CECG) Animals in Schools Policy, the School Support Dog Plan and Agreement, and JPC’s local procedures. These ensure all welfare, safety, and risk management obligations are met for both students and dogs. The Pooch Pals Program has been running at JPC since 2017.

Joining Buddy and Baxter in the program is Bickie, a gorgeous black Shoodle! A Shoodle is a cross between a Shih Tzu and a Toy Poodle. They are known for being happy, playful, and loyal, with low-shedding coats that make them ideal companions in a school environment.

Bickie is 6 years old and brings a playful spirit and gentle curiosity to the program.

To help her settle into her new environment, Bickie will begin with a two-week familiarisation period, where she will gradually get used to the school setting with limited interactions. Once she feels at ease and self-assured, she’ll become a cherished part of the JPC community, spreading joy with every wag of her tail!

For her safety and wellbeing, Bickie will always be kept on her lead while visiting the school. She has undergone a complete vet check and is fully vaccinated, ensuring she is healthy and ready to engage with our school community.

Her handler, Nicole Boardman, is based in the Front Office. If you have any questions about the Pooch Pals Program, please feel free to reach out.

Kind regards,
Nerissa Hannaford

The gates to Wonka’s world are officially open! Grab your golden ticket and step inside a world of pure imagination with our school’s spectacular production of Charlie and the Chocolate Factory.

Expect Oompa Loompas, chocolate rivers, and a whole lot of sweet surprises as the curtain rises for four magical performances – Thursday 31 July – Saturday 2 August

Tickets on sale now via trybooking!

Don’t miss your chance to be part of this scrumdiddlyumptious adventure. Seats are selling faster than Everlasting Gobstoppers – get yours before they vanish!

Music Tuition at JPC

If your child is interested in learning a musical instrument and improving their theoretical and practical skills, individual tuition is available through the JPC Music Program. Our experienced tutors and professional performers cover a wide range of styles and instruments, including:

• Violin, cello
• Saxophone, clarinet
• Guitar, bass
• Drums
• Vocals
• Piano — and more

Band opportunities and instrument hire are also available to support students as they progress in their musical journey.

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

Music Tuition Form

Featured Band: The JPC Classical Ensemble (Pilot Program)

Among the many bands rehearsing before and after school, JPC has launched its inaugural Classical Ensemble pilot program. This talented group of students is already working on an impressive selection of repertoire and preparing to perform at our Mid-Year Music Showcase on 27 June.

Ensemble Members:

• Zacharie Zulkalpli – Flute

• Zahra Zulkapli – Voice

• Benjamin Flanagan – Violin

• Zachary Li – Piano

• Lilybell Li – Piano

Their repertoire includes:

• Sonata for Flute and Piano, FP 164 – Francis Poulenc

• O mio babbino caro – Giacomo Puccini

• Beau Soir – Claude Debussy

• Piano duets by Georges Bizet and more

We look forward to seeing them take the stage and share the beauty of classical music with our College community!

Mr Dennett

Music Teacher

The Australian Parents Council ('APC') is reaching out to its member base to seek feedback from families to better understand experiences and concerns about bullying in schools.  Your input will help shape APC's national advocacy and support for safer school communities.

APC would greatly appreciate your response on this very important topic. The survey should take less than 4 minutes to complete. 

Deadline to respond: Friday, 20th June 2025.

We thank you for taking the time to fill in this survey and for sharing your experience.

Your feedback helps the Australian Parents Council advocate for safer, more supportive school environments for all students.

Take the survey now

https://austparents.schoolzineplus.com/survey/16

Regards,
Team APC