Pride Badge Awards for Week 10 will be given out at Assembly on Thursday 3 July 2025 at 9.10am in the School Hall

Religious Life of St Monica’s 

Our Lady of Perpetual Help Feast Day 

This Friday we gather to celebrate the Feast of Our Lady of Perpetual Help. This feast day is significant for us because it is the feast day of our parish and an opportunity for St Michael’s and St Monica’s to come together in unity. We will gather for Mass in St Monica’s church at 9.30am and spend the morning participating in activities focused on Our Lady of Perpetual Help. We will be joined by the Year 5 and 6 students from St Michael’s and parishioners for the morning and share in a feast for morning tea. 

As we celebrate the Feast of Our Lady of Perpetual Help we are invited to turn our hearts once more to the tender, unwavering love of our Blessed Mother. This cherished title of Mary reminds us that in every trial, sorrow, and moment of uncertainty, we are never alone—she is always near, offering her perpetual help and intercession. Rooted in a rich tradition of devotion and symbolised by the beloved icon that has inspired countless people across generations, this feast is a powerful reminder of Mary’s maternal care and her constant guidance toward her Son, Jesus.

The History of the Icon of Our Lady of Perpetual Help  

The icon of Our Lady of Perpetual Help is one of the most beloved and venerated images of the Blessed Virgin Mary in the Catholic Church. Believed to have originated in the 15th century the icon is of Byzantine style and depicts Mary holding the Child Jesus who clings to her as angels present the instruments of His Passion. The expressions on their faces reflect both divine mystery and human tenderness. 

According to tradition, the icon was brought to Rome by a merchant who had acquired it in Crete. It was eventually entrusted to the Redemptorist Fathers by Pope Pius IX in 1866, with the instruction to “make her known throughout the world.” Since then the icon has been enshrined in the Church of St. Alphonsus Liguori in Rome and has inspired countless devotions, novenas, and miracles. 

The image is rich in symbolism: Mary’s gaze meets the viewer’s, inviting us to bring our needs to her. Jesus’ sandal hangs loosely, symbolising His haste to run to His mother in distress. The angels—Michael and Gabriel—hold the cross and nails, foreshadowing the Passion. Through it all, Mary remains calm and steadfast, a true source of perpetual help. 

Sacrament of First Eucharist 

Last weekend was a beautiful and intimate experience for many of our students making their First Eucharist. A special mention to Declan Cox and his family who made the Sacrament together.

Congratulations to the following students -

Olivia, Valentino, Beau, Oliver, Ella C, Lucy, Ashlee, Robin, Leila, Georgia, Leo, Declan, Huxley, Archer S, Ayla, Ryan, Flynn, Katia, Ethan, Alison, Ella F, Faustina, Archer P, Gréta, Eden, Liam, Audrey, Mia, Matilda and Catherine.

Social Action  

Save the Date: Winter Woolies Day to Support the 2025 St Vincent de Paul Winter Appeal -  Wednesday 2 July  

We are proud to once again support the St Vincent de Paul Winter Appeal. This year we are continuing to collect hygiene items for our Dignity Donation Station. With the cold weather settling in  there is also a growing need for Rough Sleeping Essentials like warm socks, gloves and blankets. 

Donations can be brought into school during the last week of Term 2. Donations will be stored in classrooms.  

Let us come together to support those doing it tough this winter.  

 Opening our Hearts to the Holy Spirit 

2025 Sacramental Program – for students who are baptised and will be in Years 4-6 in 2025.

Sacrament of Confirmation will be celebrated in Term 3, 2025. 

If you have a child or children in Year 6 or above who wish to receive the Sacrament of Confirmation this year registrations are now open in the Qkr! App and close on Sunday 3 August. Search for or go to ‘Our Lady of Perpetual Help Parish’ and look for 2025 Confirmation in the menu. The dates for the Sacrament are 16-18 September and will be celebrated at St Michael’s and St Monica’s churches. You will only have to attend on one of these days.  Parents and children must attend the Parent and Child Introductory Activity Session on Thursday 7 August between  6pm-7pm and the Parent and Child Prayer Night between 6pm-7pm on Thursday 4 September, both at St Monica's Church, Evatt.  There will be a children’s retreat day on the 4  September. If you have questions or issues with registration please contact the Parish Office on sc.belconnennorth@cg.org.au.

For further Information – please contact the Sacramental Program Coordinator at sc.belconnennorth@cg.org.au or check the parish website at www.cg.org.au/belconnennorth

This Semester Catholic Education Canberra-Goulburn has advised schools that general comments will not be included on your child's Semester 1, 2025 report. A Semester Report will be sent home providing A-E grading for Years 1 - 6, a 4 -point scale for Kindergarten, Work Habits and attendance information.

Reports will be released via Compass on Wednesday 2 July.

Please take some time to familiarise yourself with the guidelines for assessment and reporting.

Kindergarten Scale of Assessment - Engagement with Learning

Consistently: Displays thorough knowledge, understanding and application of the content, processes and skills in this area.
Usually: Displays engagement with learning most of the time
Developing: Is beginning to display knowledge, understanding and application of the content, processes and skills in this area.
Needs Improvement: Is yet to display knowledge, understanding and application of the content, processes and skills in this area.

Kindergarten Grade Scale

Above Expectations: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills in most situations.

Meeting Expectations: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

Working Towards Expectations: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

Experiencing Difficulty: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Year 1 - 6 Scale of Assessment 

Outstanding: The student has extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

High: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills in most situations.

At Standard: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

Partial: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

Limited: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Year 1 – 6 Grade Scale

A: The student has extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills in most situations.

C: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

When a student receives a ‘C’ grade, it means they have demonstrated the quality of learning described in the Achievement Standard, based on the content studied in the reporting period. If a student receives a ‘C’ in both semester 1 and 2 reports, it indicates that the student has made progress, and learned new knowledge and skills based on the new and more challenging material studied.
A student’s report will list a grade for each subject studied.

The following A-E descriptors will appear on the report:
• A demonstrating outstanding achievement of the standard
• B demonstrating a high achievement of the standard
• C demonstrating achievement of the standard
• D demonstrating partial achievement of the standard
• E demonstrating limited achievement of the standard.

I'm taking on the MS Mega Challenge, an epic team relay challenge to support people living with multiple sclerosis. MS strikes young people in the prime of their lives, the average age of diagnosis is only 30 years old and there is currently no known cure. 

My MS Mega Challenge is raising money to help people living with MS receive vital support and services, as well as fund the MS Go for Gold Scholarships.

MS Go for Gold Scholarships are awarded to people living with multiple sclerosis who wish to realise a dream. Focusing on achieving a dream is a great way to build a stronger sense of wellness, have a break from focusing on multiple sclerosis, and is a visible opportunity to inspire others at the same time! For all participants, the scholarships significantly change lives of those who receive them. 

It’s incredible to make such a huge impact for people with MS. I’m proud to be taking part.

Please consider supporting my MS Mega Challenge. You can make a tax-deductible donation through my fundraising page :

https://www.msmegachallenge.org.au/fundraisers/ElsaHoldom/mega-swim-canberra

Wish me luck! Thank you.

Elsa H - 5 White

As adults we know how important it is to set boundaries, but we don’t always spend time teaching children about what healthy friendships look like and what friendship boundaries are. Children usually understand the basics (“hands/feet off”, share, be nice etc.) but they need us to help them understand some of the more complex parts of friendship both responsively and proactively.

Healthy friendship

There are some concepts that you can discuss with your child to help them understand better about a healthy friendship. You can give them definitions and examples if they cannot come up with ideas. The importance of each value varies. You can ask them to identify which of these is most important to them or to rank them by importance.

Then give them opportunities to practise figuring out what these concepts look like in specific situations by asking open questions. (e.g. “If you are sad, what would you like your friend to do/say?”, “What if your friend wanted to play something else?”, “How do you know if you can trust your friend?”, “What is it like to have fun with your friend?”)

• Support
• Encouragement
• Respect
• Trustworthiness
• Loyalty
• Fun/Happiness/Togetherness
• Being Yourself
• Be a Good Sport

Friendship Boundaries

We can teach them about friendship boundaries and how some behaviours can easily cross over from fun to hurtful. For example, “A boundary is a line that divides two things or indicates the limit of something. Such as lines on the road, fences, or the lines on a basketball court.

Sometimes in friendships people make mistakes and they cross the line with a behaviour that makes others feel disrespected. We can call these lines “friendship boundaries.” The friendship boundaries divide disrespectful or annoying behaviours from respectful and fun behaviours.”

You can ask your child to reflect on times that they have crossed a boundary or times they’ve been on the other side – if they’ve experienced a friend crossing a boundary with them.

• What is one thing you do that might bother your friends?
• What can you say to a friend that is pressuring you to do something you’re not comfortable with?
• Why is it better to talk it out with a friend you have a problem with than complain about them to another friend?
• How do you know if it’s time to end a friendship?
• What if YOU have crossed a friendship boundary? What can you do?
• What if you notice your friend being disrespectful to or making fun of someone else?

Give your child time to think and come up with their own answers. They may say “I will get a teacher, I will tell you” when they have a problem with their friends. Sometimes they do not know that it is ok to set boundaries or how to set boundaries themselves. You can ask them to think about when, what, who, where to say to set boundaries so that your child can visualise the scenario and identify which part they feel anxious about. You can then have them role play the scenario.

When your child can set boundaries respectfully or notice that they crossed boundaries, acknowledge their effort, celebrate their growth.

Read more:

https://theresponsivecounselor.com/2021/03/teaching-kids-about-healthy-friendships-and-friendship-boundaries.html

https://childmind.org/article/teaching-kids-boundaries-empathy/

St John Paul II College Presents: Charlie and the Chocolate Factory

Step into a world of pure imagination with this year’s College musical!

Show Dates:

• Opening Night: Thursday, 31 July at 7.00 PM
• Evening Show: Friday, 1 August at 7.00 PM
• Matinee: Saturday, 2 August at 2.00 PM
• Closing Night: Saturday, 2 August at 7.00 PM

Bookings can be made at: https://www.trybooking.com/DAXAT

A colourful, family-friendly production perfect for all ages!