Acting Principal

Kindness, acceptance and inclusion

Many parents and boys have completed surveys about the College over the three months. Surveys conducted included:

Year 12 Exit survey
Parent exit survey
Year 5 transition survey
Year 7 transition survey

The data will be used to underpin school improvement practices and inform our priorities aimed at improving the quality of holistic educational practices at the College.

Overwhelmingly, the feedback the College has received is positive and supportive of what we are doing. I want to congratulate everyone for that. We are a wonderful community and we have much to be proud of.

However, we also need to keep improving to recognise that we are not perfect and there are actions we could take that would make us better. There is a concept in business that talks about going from good to great. This means that the comfort of complacency must be overcome. A culture of listening to feedback from our community must be in place.

There were two main areas of improvement repeatedly suggested throughout all the survey data. The first is, in my opinion, a simple one to fix. Maybe your son has already come home and told you how, on assembly, I spoke about respecting our toilets and using them correctly. I am sure many parents are already nodding knowingly at what this is about. Put simply, we have asked the boys to be considerate, and leave the toilets clean, the way they found them. Such a simple change can, from all the survey comments, make a significant difference to our community.

The next change is not as simple but it is a challenge that, to be true to our mission, we must be prepared to address. It also has to be student-led. Some respondents spoke of a form of bullying that can occur at the College. It wasn’t physical bullying or even bullying using social media. There was a suggestion that our most prevalent form of bullying is one that centres around exclusion. I have spoken at an assembly earlier in the year about the concept of being a diverse community, challenging the boys to make us a truly inclusive community.

Taking this into consideration I have challenged the boys to look at themselves and ask the following questions:

Are we kind to each other?
Do we accept each other?
Do we include everyone?

Kindness - this is very evident and easy to achieve. It simply means each person is going to be polite, say the right things and treat each other nicely. This includes a simple hello, and saying please and thank you at the appropriate times. It includes helping a classmate with their work or answering a question when they ask or simply doing anything that is going to make someone’s day a little better. Kindness takes little if any effort and it is a minimum expectation of every Nudgee College student.

Acceptance - this goes further than simply being kind. It involves the boys recognising that we are all different and there is just not one form of ‘cool’ or ‘normal’ that we accept. This means if other boys have different interests, strengths, challenges or quirks, as an accepting community, we embrace their uniqueness. I think we can be better at this. I know we are a diverse community but are we always accepting? Do we acknowledge that every single member of the College community is valued and makes an important contribution to our community. Do we honestly see every person the way God sees them - wonderfully and perfectly made in his image? Do we see that our role is to build each other up, not tear each other down? If we are accepting, then we don’t care that someone is different. We look for their gifts and talents rather than focusing on the things that make them different to us. It’s easy to reject someone - it takes strength to accept.

Inclusion - Inclusion and acceptance go hand in hand. The challenge for all Nudgee gentlemen is to break the mould of that stereotypical, ‘too cool for school’ mentality that can seep into friendship groups. True inclusion means you are well aware of how your action or inaction may make someone feel excluded, alone or basically, sad. When you deliberately ignore someone, or exclude them or target them with negative attention, then you are not showing understanding of something that is at the core of Edmund Rice traditions. You are not showing what it means to extend dignity to every person, to be an inclusive community or to be a tolerant, caring and just society.

Being kind is easy. Accepting and including take real strength and real courage. Being able to accept and include is what separates the Nudgee student from the Nudgee man.

My hope is our boys can show self-respect as well as respect for their peers and College property by keeping the toilets clean.

A tougher challenge is to embrace not just kindness but acceptance and inclusion. As parents and teachers, we need to help our boys develop understanding, consideration and empathy. We owe it to them, and to every member of our diverse community, to guide them, challenge them and encourage them to be better versions of themselves.

Boys who can demonstrate an understanding of and ability to behave in this way are boys who are true signs of faith. These are the boys we want to lead the school.

Mr David Johnston

Acting Principal

Acting Deputy Principal

Year 12 Mother and Son Mass and Luncheon

Last Sunday the Year 12 Mother and Son Mass was celebrated by Archbishop Mark Coleridge at St Stephen’s Cathedral. It was wonderful to see the cathedral filled with Nudgee boys and their mothers/caregivers.

The luncheon was beautifully presented in the magnificent Brisbane City Hall auditorium. College Captain Harry Roati addressed the group on the importance of mothers/caregivers to each boy’s Nudgee journey. Harry’s mum, Dr Sarah Roati, responded on behalf of the mothers/caregivers.

Thank you to Mr Stephen Meara, Ms Di James, Mr Anthony Connellan, Mr Sean Toovey, Ms Larissa Patti, Ms Karin Van Wirdum, and Mr Raoul Carmody for their leadership and organisation of this event.

EREA Touchstones 1 of 4: Liberating Education

This week the College celebrates the Feast Day of Blessed Edmund Rice. The antecedents of a great school like Nudgee are found in the faith and vision of Edmund, who started his first school for the poor and marginalised boys of Waterford, Ireland in 1802.

Edmund knew that an education would help to liberate these boys from poverty and hopelessness to fully live the life God meant them to have. Since then Christian Brothers and lay teachers in Australia have built on Edmund’s legacy to create truly liberating education opportunities. Nudgee is part of that story, and Edmund's vision still motivates us today.

Edmund Rice Education Australia (EREA) encourages all students to work to the best of their ability. Nudgee grants this opportunity by providing a broad range of subject choices and pathways. We offer Literacy and Numeracy programs that meet the individual needs of boys. Elective choices continue to expand at Nudgee so boys can explore their interests. By senior school, Nudgee offers an unparalleled diversity of pathway options. Traditional ATAR pathways are complemented with exciting skills and training opportunities to meet rapidly evolving post school learning and labour markets.

A Nudgee education also calls boys to prophetic leadership in the community beyond their time here. Whatever a boy's interest, to be truly liberated he needs to combine his talents and opportunity with a sense of duty to be a sign of faith. In their work teachers are mindful of the dual purpose of education as a liberator of the individual, but also to encourage that individual to have a positive influence by using their education to promote the common good.

Justice, solidarity, advocacy and service are evident in the planning of the Nudgee curriculum. This is no more evident than in our commitment to include Religious Education as part of our learning programs from Year 5 to 12. The value of a religious education is a critical element of the liberating nature of an Edmund Rice education, and a point of difference with other schools. A liberating education asks us to be servant leaders.

Lastly, a liberating education asks us to reflect on how we extend opportunities to boys by showing a preference to the poor. Walking the corridors each day are boys who are assisted on their journey through the spirit and generosity of our Alumni. An example of this is the Jack Ross bursary which has seen many deserving recipients achieve exactly the liberating education Edmund visioned all those years ago.

Mr Jason Sepetauc

Acting Deputy Principal

Student Formation

Recently we have discovered that a small number of students have brought ‘Vape pens’ to the College. For a number of us, this is a new phenomenon in this generation that has slowly escalated in popularity in recent years. For those new to this term, ‘Vape pens’ (a type of e-cigarette) have been branded as a safer alternative to a cigarette. These originated as a safer alternative for actual cigarette smokers, as they do not produce tobacco smoke, which is the most dangerous component of smoked cigarettes.

But the term ‘vaping’ is misleading because these devices don’t produce pure water vapor. The aerosol actually consists of many chemicals and fine particles, many of which are toxic and dangerous, and seep deep into the lungs and bloodstream when vaping.

Whilst there are many types of these ‘Vape pens’ on the market, much is still unknown about these. Many claim to contain ‘very little nicotine’; however, the concentrations of nicotine in pods as compared to traditional cigarettes is quite comparable, depending on how they are puffed, and how often. The facts are that there have been no long term conclusive studies completed.

Unfortunately, there are a number of products that can be purchased online, or more worryingly from dealers easily contactable through social media platforms such as Snapchat or Instagram. These even include THC or synthetic marijuana juice.

The general comparisons for the need to have these Vape Pens is similar to that of the lure of cigarettes from past generations.

Compelling mix of rebellion, technology and social acceptance all rolled into one.
Desire to look ‘cool’ in front of mates. A distraction from insecurities and general boredom
Alluring flavours and patterns

We know that Nicotine addiction can happen swiftly and is extremely hard to extinguish. Vaping is thought to be more addictive than smoking because of the higher doses of nicotine and because the concentrated liquid form is more quickly metabolized than the smoked form.

As a College we try to focus on three key areas when issues arise: Education, Response and After-Care.

Research tells us that boys will not respond to being told, “Don’t do that”. Curiosity and a number of other key influences are going to always steer them to the potential use of such items (Peers, personality, consequences, values, etc. all weigh into a decision-making matrix). Within our Student Formation program, but also with the help of parent conversations, the focus can be on education, and helping the boys understand the harm that can come.

Signs of Vaping:

Frequent trips to the bathroom at the same time every day
Mood changes before and after leaving the room
Students hanging out in bathroom stalls together
Returning to class smelling of minty or sweet scents
Unexplained shifts in mood, behaviour, academics

From a Nudgee College perspective:

The Dovetail organisation indicate that research demonstrates introducing third party educators into schools to talk directly to this subject (typically using fear-based discussion) actually increases the likelihood of students engaging as it increases curiosity and normalises vaping in their cohort.

We are treating these devices as they should be, as an illegal object for students Under 18. Students who are caught using, providing or distributing on campus will face potential suspensions and conditional returns. If you feel that your son may be using these devices, please make contact with your House Dean who can then assist you in making contact with our College counselling team.

This link will take parents to a School TV information page, with a special report on Vaping. For further information please refer to the Queensland Government website and the Queensland Health website.

Mr Sean Toovey

Director of Students

Learning and Teaching

Learning Habits awards

At our assembly earlier in the week, we celebrated the achievements of those students who have received Learning Habits awards. These awards acknowledge those students who successfully demonstrate our Habits of Mind framework, linked to the four criteria: Classroom Application, Organisation for Class, Classroom Behaviour and Homework and Study.

The award recipients were reported by their teachers as demonstrating ‘Outstanding’ or ‘Good’ Learning Habits in all of their subjects throughout Term 4 of last year and Term 1 of this year. (An exception to this is our Year 5 students who started at the College at the beginning of the year and therefore received awards based on their Learning Habits in Term 1).

To demonstrate ‘Outstanding’ Learning Habits, students are asked to extend themselves beyond the basic expectations of classroom etiquette. Beyond completing the work their teachers ask of them, students who demonstrate ‘Outstanding’ Learning habits look for opportunities to extend their learning and proactively collaborate with their teachers and peers. These behaviours are linked to Habits of Mind like ‘Remaining Open to Continuous Learning’, ‘Working Interdependently’ and ‘Persisting’. This requires students to see themselves, not as passive recipients of teaching but rather, as active participants in the learning process.

When I spoke to the boys at assembly, I emphasised that these awards are accessible to all students at the College because they are not derived from grades, nor are dependent on talent. Rather, they are derived from a student’s ability to actively take ownership of his learning journey. I commend those boys who have received awards this term and challenge all students to aspire toward the model of excellence they offer. Equally, I commend those boys who have not received awards this term but who attend class everyday and go home each day, committed to doing their best.

Ms Natalie Webber

Acting Dean of Learning and Teaching

NAPLAN

Next week, students in Years 5, 7 and 9 will begin their NAPLAN tests which will span from the Tuesday 10 to the Friday 20 of May 2022. (Please refer to the testing schedule below).

Each student will experience these tests differently. Some will find them easy, while others may face feelings of uneasiness. The following four suggestions are intended to help you support your son’s participation in NAPLAN.

Firstly, speak positively about NAPLAN testing and why we are doing it. Here are some key messages to reiterate with your son:

NAPLAN is one set of tests, along with your other assignments and exams, that provides feedback about your learning. Feedback allows us to improve.
NAPLAN is about tracking your progress. You’ve learned a lot since you last did these tests (in Years 3, 5 or 7). NAPLAN will show us how much progress you’ve made.
NAPLAN also allows your teachers to better understand how to help you, especially in the areas of literacy and numeracy which are critical skills required.

Secondly, reassure your son that he is prepared for NAPLAN. In fact, he has been preparing for it every day of his schooling by participating in lessons. His subjects of English and Mathematics have been targeting the skills he needs to do well on the tests. You can also remind him of what the NAPLAN tests will look like. He’s looked at the NAPLAN Demonstration Site in his lessons this term.

Thirdly, help your son to be organised. He will need a working device and set of headphones for each of his tests. Please take note that airpods cannot be used in order to maintain the integrity of the tests.

Lastly, students are often concerned about the reports their parents will receive. Therefore, it may be beneficial to make your son aware that you will receive a report showing his outcomes on NAPLAN and that your expectation of him is to do his best. To this end, encourage your son to employ his Learning Habits, especially the habit of Persisting.

Nudgee College’s schedule for tests is shown below:

Boarding

A long weekend in Goondiwindi

We had such a wonderful weekend in Goondiwindi last week, which was action-packed and full of opportunities to share the Nudgee Spirit with the local community.

Over 50 of our boys caught the bus out and back for the weekend, many of our local boarders taking the opportunity to bring their friends out and show them around their hometown. The boys got a taste of the country life, getting to experience water skiing, bonfires and camp oven cook-ups, dirt bike riding, and, of course, The Goondiwindi Show.

Saturday was a fantastic day at Riddles Oval, with our U13 O'Brien Boarding House team playing games against the local, Goondiwindi Emus and the TSS Rogers Boarding House teams. It was a great experience, with some of our boys enjoying their very first game of rugby! Simultaneously, we ran a skills clinic for all of the local junior players from Goondiwindi and Dalby - thank you to Mr Sean Graham, Mr Ethan Rokoura, our Senior boys and Parent helpers (Mr Craig Warby, Mr Dan Williams and Mr Martin Pentecost) who led these clinics. The day finished off with a parent function which was such a great afternoon catching up with families. Thank you to everyone who was able to join us!

Thank you to Mr Jeff Campbell and his family who joined us on the tour and also spent an extra day in town visiting boarding families at their homes.

Mother's Day Hamper Raffle

Thank you to everyone for their support of the Mother's Day Hamper Raffle. We are so grateful for the generosity of our community and delighted to announce we have raised close to $4,000 for our Boarder's Support Group.

Congratulations to our winner, Lesley! It was wonderful to hear her delight on the phone, claiming 'she never wins anything!'. We hope you enjoy the beautiful hamper.

Wishing all of the Mothers and Mother-figures in our community a wonderful day on Sunday.

Mr Casey Brealy

Dean of Boarding

Week 3 Term 2 2022

In This Newsletter

Acting Principal

Acting Deputy Principal

Student Formation

Learning and Teaching

Boarding

Performing Arts

Sport

Community