IONA 17

Season of Advent

Our time of expectation and waiting has begun. In this Jubilee Year of Hope, the pending birth of Christ holds a more significant meaning. To anticipate and look forward with hope fills our soul, changes our outlook, and offers the promise of something new and different, something better for our lives, and the lives of others. Our challenge is to hold onto all that hope brings all the time, everywhere and with everyone.

The mass readings this past Sunday advise us to be ready and to prepare for this coming. This beautiful advent reflection was in my parish bulletin this past weekend. 

“Advent invites us to hear this biblical message in a gentler, more everyday tone. Stay awake to what God is doing in your life right now. Stay awake to the small gifts that slip past us when we’re on autopilot. Stay awake to the people around you who might need attention, kindness, or encouragement.

Advent is a season that sneaks up in the middle of ordinary life. The shops have been in Christmas mode for weeks already. Work deadlines pile up. Social calendars start filling. Christmas lunch planning is pressing. And in the middle of all that noise, the church whispers, “Wake up. Pay attention. Something new is coming.

Staying awake doesn’t require us to drink more coffee or get less sleep. It means living with our eyes wide open — choosing not to drift through December in a haze, but to notice where God’s peace, hope, and joy are breaking in. Advent asks us to be watchful people, ready to catch glimpses of God’s kingdom in unexpected places: in conversations with friends, in moments of silence, even in the messy, imperfect preparations for Christmas.”

Ian J Elmer © Majellan Media 2025

Transition Success

Congratulations to every student who is working diligently and conscientiously as the end of the academic year draws near. The tone across the College has been one of getting down to work, making a positive start to new course work, and bringing focus to the remaining classes for the year. While this is a great start to the academic work for 2026, it is also a fabulous way to bring 2025 to a close. Well done everyone!

Farewelling Staff Members and Students

For some staff members, the end of the year also brings the St Columba’s College chapter of their working life to a close. We wish all of these staff members well as they prepare for their next steps – whether that is retirement, taking careers in a different direction, or commencing a different position at a new school. With sad hearts and our best wishes, we bid farewell to:

We also farewell those students continuing their learning journeys at different schools, some in different states, and even different countries. I would like to hope that our values of Love, Justice, Compassion, Hope and Truth, and the example of Mary Aikenhead and the Sisters of Charity remain with you always.

Christmas Cheer

As this is the last edition of the IONA for the year, I take this opportunity to thank each family for their continued support of our College. The work we do cannot happen without the loving guidance and support you provide for your children and the value you place on your partnership with the College.

Wishing everyone the best gifts that this Christmas season has to offer – love, joy, family, and time. May the peace of the newborn Christ fill your hearts and your homes. Merry Christmas everyone!

CHRISTMAS BLESSINGS

As the year draws to a close, we celebrate the achievements, growth and contributions of our students and staff. Thank you to our families for your ongoing support and partnership—our community thrives because of you. Particular thanks to the parents who take the time to engage with the College as part of the Parent Engagement Committee and other committees such as the Child Safe Committee, those who attend Parent Information Sessions regularly, who read Iona consistently, who keep up to date with their child’s progress through SEQTA Engage and those who provide feedback through surveys, such as our recent School Improvement Survey – your engagement and partnership with us is vital to us and enables us to continually strive for improvement. I wish you a peaceful Christmas, a restorative holiday period, and a bright start to the year ahead.

CELEBRATION OF EXCELLENCE EVENING – Wednesday 27 November

It was wonderful to acknowledge and congratulate the 136 students for excellence in their efforts within the Engage, Connect and Learn pillars of our Learning, Teaching, Wellbeing Framework. Here is a full list of award recipients:

Year 7

Year 8

Year 9

Year 10

Year 11

Special Awards (Years 7–11)

Thank you, also, to the students who so ably supported me during rehearsal and on the night:

• Julia Z
• Camilla M
• Sarah 
• Jhanvi (Ginger) S
• Mietta S

PEER SUPPORT LEADERS 2025 – 2026

Congratulations to the twenty-one Year 9 students who have accepted the responsibility of this student leadership role and participated in the Training Day on Friday 21 November.

These students will be working to support our incoming 2026 students during Orientation on 8 December as well as at the start of the year. Students will be presented with their leadership badges at the end of term Assembly on Friday 5 December. Parents, wishing to attend our final assembly, may RSVP via the link on the parent calendar in SEQTA Engage.

PARENT ENGAGEMENT COMMITTEE (PEC)

On behalf of the College, I take this opportunity to thank firstly, our dedicated, regular attendees of the PEC and to also thank any other parents who participated in the meetings and the PEC run events.

Thank you to:

• President: Tracey Cotroneo 
• Secretary: Giovanna Parisi
• Treasurer: Jennifer Polakovic
• Miralem Mehmedbegovic
• Maria Vella
• Rachele Ciavarella
• Jayne Carfi
• Diane Tabbagh
• Yasmine Pateras
• Anna Ciavarella
• Rebecca Anselmi
• James Ryan

With the graduation of their daughters, Tracey Cotroneo and Maria Vella will be finishing their service on the Parent Engagement Committee. We gratefully acknowledge their valuable contributions and dedicated support and will be sad to see them go.

Every parent in our community is a member of the PEC and we welcome your involvement. If you wish to contact the PEC, the email address is parents@columba.vic.edu.au. 

ALUMNAE COMMITTEE 2025

I would also like to take this opportunity to thank, on behalf of the College, the alumnae who generously devote their time and energy to maintaining strong connections with our former students. These relationships play an invaluable role in fostering a sense of community and continuity that extends well beyond graduation.

By sharing their stories, achievements, and experiences, our alumnae remain an active part of the College family, offering inspiration and guidance to current students. Their ongoing involvement strengthens the rich history and legacy of the College, ensuring our community spirit continues to flourish for generations to come.

We are deeply grateful for their commitment to preserving these important bonds, which remain integral to the fabric of our College.   

We thank the following committee members for their time and energy throughout this year:

• Ellen Kennedy, President
• Rosemary Caruso
• Siobhan Browne
• Helen Kavanagh
• Gabrielle McMahon
• Bronte Dowling
• Victoria Rizzardo
• Chloe Tyrrell
• Julia Mendola
• Mrs Joan Dillon – Alumnae Coordinator

We welcome new alumnae to this group. If you would like to participate, please reach out via email to alumnae@columba.vic.edu.au. 

Last week, the inaugural Year 7-11 Visual Arts and Technologies Exhibition was held in the Foxford Innovation Centre. The event highlighted student creativity across our diverse design and arts disciplines, featuring exemplary work from Art Creative Practice, Year 7 & 8 Art, Ceramics, Design & Technologies (Materials & Systems, Food, and Textiles), Media, Photography, Systems Engineering, and Visual Communication Design. Thank you to the parents and staff who attended the evening.

A huge thank you to our Art and Technology staff: Sandra Boicos, Hilary Breman, Silvia Famularo, Olivia Zouev, Jacqueline Wozniak, Kymberley Peace, Dan Kelly, Greta Bajada, Mariya Saric, Ngaire Brown, and Lilian Condello; and to our technicians: Emma Ferguson, Keira Hudson, Tim Sta-Ana, and Brigette Watts.

Each year, the College acquires selected student artworks through the Art Acquisition Program. Members of the St Columba’s College leadership team and the Visual Arts department choose works to be professionally framed, fitted with a plaque identifying the student artist, and the artists receive a cash prize.

The following Art Acquisition Award winners were recognised at last week’s Celebration of Excellence:

Alicia X. (11BRNS2) – Head of Faith and Mission Award

Olivia D. (9CHLJ1) – Deputy Principal’s Award

Mia M. (9CHLJ2) – Head of Students Award

Sophie S. (9CHLJ1) – Head of Learning & Teaching Award

Two additional senior award winners will be announced at the High Achievers Assembly early next year.

What a year of sport! In 2025, our students showed incredible commitment, enthusiasm, and school spirit. More than 322 students proudly represented us in CGSAV competitions, 50 took on the Marby 150 Charity Run, and 54 in the Go Girls 100km Challenge. And that’s not all – countless others attended trials, trained hard, and gave it their best shot, even if they didn’t end up on a final team or chose a different path. A special congratulations goes to Olivia R (Year 8), who participated in 10 sports this year! – The most of any student in the entire school. An amazing achievement! This represents an exceptional level of participation and a truly outstanding year for sport at our college!

The Year 11 Vocational Major students have worked extremely hard during their Personal Development Skills lessons this semester to create a garden project!  Below is the class’ reflection. 

We were first introduced to the project when Adele Roeder (Environmental Steward) presented the design brief. We were asked to design a vertical garden and portable garden beds that would grow edible plants and herbs, so that the Food Technology students could use them in their practical classes. She asked us a range of questions about how we felt about gardens, which encouraged us to start thinking critically about the project. We also watched videos and took part in collaborative discussions, which helped us build a foundation of ideas to understand the expectations for the community engagement project.

Throughout the project, we had different guest speakers. We had Teresa Day come to visit us from Moonee Valley Sustainability and Isabelle MacAdie from The University of Melbourne’s Wattle Fellowship, and we learnt about native plants, soil and plant needs. We also had the chance to try some of the native edible plants and drank various native herbal teas. Having the guest speakers come in was both educational and fun, as we got to see, smell, and taste new things while learning more about sustainable gardening.

We researched different plants that could be used in the garden and how they would grow in Melbourne’s unpredictable weather. Given the limited space we were working with, we had to consider plants that don’t require much room for roots or that grow vertically. This research helped us make informed decisions about which plants would thrive and be practical for our garden space.

To ensure our garden would be useful for the school, we surveyed the food technology teachers to ask which edible plants and herbs they would or wouldn’t use in their classrooms. The survey also explored whether they would try incorporating native plants into their courses to educate students about plants that naturally grow in Australian soil. This feedback helped us plan a garden that was both educational and practical.

We began by creating a mood board to visualise what the garden could look like. Ms Boicos then helped us to start designing, and we were split into groups to draw out our ideas. After sharing our designs, we collectively decided to combine elements from each group to create one final design that was sustainable, made use of precious plastics whilst being practical and cost-effective. This collaborative process ensured that everyone’s ideas contributed to the final outcome.

We consulted with the Leadership Team to decide where the garden should be placed. They suggested the level one courtyard of the Foxford building, which provides both shade and sunlight throughout the day. We had to work around drainage issues in the courtyard and planned the watering schedule so that we could water the garden during each PDS class, as well as relying on the College Gardener to water during holidays and breaks.

To help fund the project, Adele reached out to local businesses with proposals explaining why we needed certain materials and how they would benefit the project. Green By Nature (College Gardener) donated plants and soil, and we received a grant from the Victorian Government to the value of $2,000 and another grant from Coles and Planet Ark to the value of $5,000. 

Finally, we presented our project to the Leadership Team. We prepared a speech, selected our final design, and worked out the logistics of how the garden would function. We showed prototypes and explained our plans in detail. The Leadership Team approved our design, provided feedback, and helped us refine our ideas to make the project even better.

We used Precious Plastics to create the planter boxes, carefully shaping and assembling them to ensure they were durable and functional for the garden. Next, we built the portable garden beds, with the assistance of Sean from the Maintenance Team, making sure they were sturdy and practical for the space we had. To protect the materials and increase the longevity of the garden, we varnished the pallets and portable garden beds with multiple coats. This not only made the beds weather-resistant but also gave the garden a neat and finished appearance.

During the project, we faced several challenges. Some of the pots broke, we used the wrong screws at times, and certain plastics were difficult to bend. We also had limited time and only one heat gun to shape the plastic, which slowed down our progress. Additionally, the weather was unpredictable, which caused delays in painting and other outdoor tasks. Despite these obstacles, we worked together to find solutions and kept the project moving forward.

Our garden currently includes both indigenous and native plants like warrigal greens, murnong, berry saltbush, aniseed myrtle, native mint and pig face as well as herbs, and vegetables such as lettuce, spinach, broccoli, chives, peas, and silverbeet. All of the plants were carefully selected to be suitable for the upcoming season, ensuring they will thrive as the weather warms up.

We would like to thank everyone who supported our project, especially our PDS teacher, Mrs Condello for her guidance. Special thanks to Tim, who spent extra time making the precious plastic pots to speed up the process. Not only did he create the pots, but he also designed an intricate system with Ms Wozniak to help bend them into the correct shapes. Thank you to Ms Boicos for assisting with the design process and guiding us throughout the project. We are grateful to the guest speakers for sharing their knowledge and providing us with new experiences. Thanks also to the school maintenance staff and Lochlyn, our school gardener, as well as the companies that donated materials. We would like to acknowledge Sophie and Audrey’s parents and family for their contributions, and Mr. Taylor and Mr. Morris for taking time out of their days to help assemble the garden at the end.

On the 11th of September, the conjoined year 10 and 11 Japanese class embarked to the NGV to visit the new kimono exhibition, along with the year 9s, who visited a few days before the senior class. 

In this experience, the classes were able to go behind the scenes to try on and learn more about kimonos, providing a unique experience that we all thoroughly enjoyed. After trying on the kimonos, we moved to explore the exhibition in a guided tour, learning about the different kinds, such as the ones made for children, weddings and for people with different levels of income, and also the history of the kimono. We learnt about the meanings and unique designs for each season, and even went on a scavenger hunt to find kimonos with symbols representative of our birth months. 

After we explored the huge arrangements of the traditional kimono, we moved on to see the 20th-century designs that depicted planes, trains, and cars, along with several beautiful paintings. 

Then we arrived at the current day area of the exhibition, to see the modern takes on the kimono. It was amazing to see how the designs differed and changed over time, and the way people have been inspired by the kimono. 

Overall, we thoroughly enjoyed the experience and thank our teachers, who took time out of their day to take us to this exhibition!

On Friday the 17th of October, our year 8 Japanese class participated in a traditional Taiko Drumming workshop directed by Ayako-san. 

In this lesson, we were able to improve our Japanese skills such as counting to 20, understanding polite terms and further connecting ourselves with traditional Japanese customs.

Ayako-san first started by introducing herself and explaining how the Taiko drums were created. Here we learnt that animal hides, typically cowhide, were stretched over the top where we hit the drum. Ayako-san introduced the three different sizes of drums including 

  oo     ki      i     wa    dai    ko                                        chuu  wa   dai  ko                                             chi   sa     i       wa  dai  ko

big (大きい和太鼓), medium (中和太鼓) and small (小さい和太鼓). 

She then demonstrated the stance and force that is needed to properly produce a sound on the taiko drum; standing with both legs apart and bending the knees.

Then, the first group was invited to pick a drum. Ayako-san patiently led us through producing our first sound on the Taiko Drums. Everyone was fascinated by the full, bright sound that the drums created, seemingly increasing everyone’s energy and excitement.

We then were invited to develop our own rhythm using the sticks (bachi) the different parts of the taiko drum such as the centre of the skin (hara) and the outside of the skin (fuchi). The groups then swapped twice. Each time, we were encouraged to try something new including, copying Ayako-san’s rhythm and trying different patterns that involved counting in Japanese. 

At the end of the day, everyone was satisfied and excited, smiling about receiving the opportunity to encounter something new. We thanked Ayako-san by saying、                                                                                                                                                                                                                                                               

       do    u    mo    a    ri     ga    to    u     go   za     i      ma  shi    ta

“どうもありがとうございました!”

The overall experience was memorable and made an everlasting impact on learning about Japanese culture.

Last month, we surveyed all members of the College community to ask for feedback about the strengths and areas for growth in our school. The survey was sent to teaching and non-teaching staff, all students enrolled at the college from Years 7 to 11, as well as all families of enrolled students. This article provides a summary of the survey results.

We are extremely grateful to all the members of our community who completed the survey. The survey indicated that it took between 10-15 minutes to complete. Thank you for your contribution to our school improvement processes. We encourage all members of our school to complete this survey annually because the more people who complete the survey, the more accurate the data will be. We also encourage all members of our school to have an active voice, and so we ask that you reach out to us in person or through Direqt Message on SEQTA for ongoing feedback. 

Overall, the results of the survey were very positive. Many people gave glowing feedback about how well the school was doing in all aspects of college life. They spoke about how the mission and identity of the college is strong as well as how warmly welcomed and cared for they are by members of our community. 

Some positive areas that were seen in the staff survey were:

• The links to Mary Aikenhead Ministries and Catholic identity as a whole. 
• The vision, mission and values are well understood. 
• How well students are supported to fulfil their academic potential. 
• How well the school promotes student wellbeing and mental health. 
• The high academic and behaviour expectations that are set by staff.
• How well school leaders are supportive and understanding of staff.
• The school is well organised. 
• That communication with families is clear and timely.  

Some positive areas that were seen in the student survey were:

• The link to Mary Aikenhead and the importance of prayer.
• How much the school encourages a culture of inclusion and respect. 
• The teachers having high expectations of learning.
• The teachers having high expectations of behaviour. 
• How much SEQTA helps them stay engaged with their learning. 
• How much they feel safe and cared for while at school. 
• How the school provides opportunities for extracurricular activities. 
• That students are welcomed to be part of student leadership. 

Some positive areas that were seen in the families survey were:

• The positive values that their child has from the school. 
• The importance of prayer and growing in faith. 
• How much the Sisters of Charity are celebrated and the links to Mary Aikenhead Ministries. 
• The college facilities. 
• How much their child is cared for and supported while at school. 
• The high expectations of student learning and behaviour. 
• How well the school is organised. 
• How well they feel welcomed when they come to school. 
• How well the college informs them about what is happening at school regarding events, opportunities and changes in policy. 
• How the Direqt Message function on SEQTA is a good communication tool for contacting teachers and helping their child with learning. 
• How well the school is contributing to the wider school community. 

As mentioned above, while the school improvement survey feedback was largely positive, the survey identified some areas for improvement. We will review areas for improvement where consistent patterns emerge. Some areas for improvement that were seen across some of the surveys include:

• The pastoral care program. 
  • Students have one class per fortnight to focus on social-emotional learning. Some staff and students mentioned that the subject needs better purpose and direction. This will be included for follow-up in our 2026 Annual Action Plan.  
• Some students mentioned that the homework and assessment load is large. 
  • Each subject in years 7 to 10 has 3 to 4 assessment tasks per semester. In years 11 and 12 the assessment is dependent on which subject the student studies. The school is completing professional learning in the area of cognitive load theory for the upcoming year and we are in the process of developing a study skills program that will help students to focus on time management, understanding their brain development and how to revise and study effectively. 
• Some students and families mentioned that bullying and conflict are not responded to quickly and effectively. 
  • This can be dependent on the situation and resolution of what has occurred. We ask that if you need support and help in these situations, you contact your child’s House Leader directly. 
• Families would like greater opportunities to contribute to decision-making at the college. 
  • The Parent Engagement Committee (PEC)  meets regularly and all members of the college community are invited to attend. For more details, see the Parent Engagement Committee page on the College website.
• The school has too high expectations of student uniform and grooming policies. 
  • We make no apologies for upholding the high expectations we have of our students regarding uniform and grooming standards and the consistent application of our policies. These are made clear for all families upon enrolment. When changes are made, this is usually done in consultation with our students. Our uniform is fair and flexible, and we expect it to be worn with pride. At St Columba’s College, we promote positive self-regard for the young people in our care, including being comfortable with being your natural self. This is supported by research that demonstrates links between uniform and grooming standards and positive mental health.

You can find the full breakdown of the results via this link: School Improvement Survey Results Community Version 2025

If you have any questions or comments, please do not hesitate to contact Brad Taylor, Performance and Growth Leader on 03 9337 9464. 

The following is a list of students that have made improvements since their last Progress Achievement Test (PAT). PAT is a measure of literacy and numeracy skills across all subject areas. Teachers across all year levels and subject areas use it to adjust the curriculum accordingly for the students in their class. 

The Year 7s sat their first test at the college in the first week of 2025. The remaining year levels sat their previous PAT test in the previous year at the same time. All students across year 7, 8 , 9 and 10 have completed the PAT test in Maths and Reading in the past month. The list below is provided in alphabetical order and is not based on overall academic results but how much the student has improved since their last PAT test. So it is a measure of improvement, rather than academic achievement. Congratulations to all students listed.

PAT Testing 2025 Analysis

As we approach the holiday break, it’s important to acknowledge that this time of year can bring mixed emotions for young people. While many look forward to rest, fun, and Christmas festivities, the holidays can also take students away from their friends, routines, and the usual supports they rely on at school. The long summer break can add further challenges — unstructured days, disrupted sleep patterns, increased screen time, and, for some families, the added financial or emotional pressures of the season. These changes can sometimes lead to feelings of stress, disconnection, or loneliness, making parent and caregiver support especially valuable during this time.

Parent and caregiver support plays a vital role in helping young people stay emotionally healthy over the holidays. In this newsletter, we share key information and practical strategies from Headspace to help you support your young person to maintain a healthy headspace during the break. You’ll also find guidance on recognising when a young person may need additional support, and where to seek help if concerns arise.

A helpful resource from Headspace can be found HERE.

From 10 December 2025, the Online Safety Amendment (Social Media Minimum Age) Act 2024 will require social media platforms to:

• prevent children and young people under 16 from having a social media account
• deactivate or freeze existing accounts held by people under 16.

Delaying access to social media protects the health and wellbeing of young people and gives them extra time to build real world connections and digital literacy skills. 

The responsibility will be on the social media platforms, not parents, carers, children or schools, to implement these new restrictions. 

Most popular social media platforms will be age restricted. These include Facebook, Instagram, Snapchat, TikTok, X (formerly Twitter), Reddit and YouTube.

Messaging services and online games, as well as apps and platforms that support health and education, can still be used. 

How to help under 16s prepare for the change 

Parents and carers play an important role in supporting their children to be safe online. 

To help get under 16s ready for the social media minimum age requirements, you can go to the eSafety website to learn more about the social media age restrictions and find tips on how to talk about social media age restrictions with young people. To keep up to date about the new social media age restrictions, visit the eSafety website and subscribe to their newsletter.

As we approach the school holidays, we kindly ask that you arrange for your child’s medical management plans to be reviewed and updated by their medical practitioner. All diagnosed medical conditions listed on Consent2Go require an up-to-date management plan.

Please ensure that your child returns to school in 2026 with their updated plan, along with any medication required for use during school hours. Providing these at the start of the year helps us support your child’s health, safety, and wellbeing.

Thank you for your cooperation. If you have any questions, please feel free to contact the College Nurse.

We’ve all done it. Our child hits a sibling, breaks something, or lashes out—and we respond, “Say sorry!”

It feels like the right thing to do. We’re trying to teach empathy and accountability.

But here’s the problem: forcing kids to apologise teaches them to lie.

In Season 1 of my Channel 9 hit TV show, Parental Guidance, I made this claim and stirred up national controversy.

But let’s unpack the truth behind it—and what to do instead.

Read the full article here via the link.

4 December – Student Advent Eucharist

5 December – Term 4 Ends

8 December – Year 7 2026 Orientation

19 December – School Closes