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Blessing and Opening of the Foxford Innovation Centre

It was a pleasure to welcome our guests to the official opening – people who have a special relationship with the College and who have been friends and supporters of our school for decades. The open afternoon attracted many alumnae, prospective families, and others who watched with fascination as the building took on form and substance over 18 months. The following is from my address at the opening ceremony.

So why Foxford? Irish Sister of Charity, Mother Agnes Morrogh-Bernard, or Mother Arsenius, as she was called, arrived in Foxford (Ireland) in 1891 (she was 49 at the time) and was stunned by the poverty and dire living conditions of the people there. Her life before Foxford was witness to her commitment to the poor – setting up dispensaries, a bakery, a library, supporting industry and entrepreneurship. She was clearly a woman with a practical bent of mind, who exercised the calling of the Sisters to be extensively useful.

After responding to requests to establish a convent at Foxford, Sr Agnes and four other sisters arrived and “the sight that greeted them was not for the faint-hearted”. Almost two decades after the famine of 1872, squalid living conditions, and the absence of bare necessities to make life tolerable, made for a populace where disease was rife, and where hope seemed elusive.

In a few months after their arrival, following the efforts of the sisters to improve housing conditions, this was an observation made by a local magistrate, “the change wrought in Foxford to health and sanitation by the example and gentle influence of the Sisters of Charity was more than all the Acts of Parliament ever passed”.

Recognising that it was education, employment and enterprise that would make a long-term and lasting difference to the people in Foxford, Sr Agnes responded to the need of God’s people through partnership, collaboration, determination, perseverance and an unshakeable trust in God’s providence. While Sr Agnes was reportedly not the first to see the potential for a Woollen Mill in Foxford, she was the first to make it happen, creating employment, education, improved circumstances and most importantly hope for the Foxford townspeople. The Foxford Woollen Mill has been a thriving enterprise, not without its ups and downs, that re-invigorated a town and provided dignity and pride for its people. The woollen mill, and the town of Foxford, stand as a legacy in our tradition of the enterprising spirit of the Sisters of Charity.

In our St Columba’s College Foxford Innovation Centre, we aspire to do the same – instilling in our students a sense of purpose, determination and courage, using their gifts and talents to grow their own knowledge and skills and then setting forth into the world armed with the tools to make a positive difference for themselves and for others.

(Sourced from: Molloy, Margaret. Agnes Morrogh-Bernard: Foundress of Foxford Woollen Mills. Mercier Press, 2014.)

This wonderful new facility would not have been possible without the talents and combined efforts of a cast of 100s. Like Mary Aikenhead, and Sr Agnes, we recognise the synergy that comes from collaboration inspired by shared purpose and vision.

Recognition and gratitude are extended to:

Our Board of Directors, under the leadership of Board Chairs, Deirdre O’Donnell and Angela Agricola, who through turbulent uncertainty in covid years endeavoured to realise this project. A special mention to the Master Plan and Building Committee, and the Finance Audit and Risk Committee, the workhorses of the Board who drove the re-imagination of the Master Plan, and the realisation of Stage One, the Foxford Innovation Centre.

To Malcolm Finger, College Business Manager, and Dean Cassar, Facilities Manager. Their careful oversight and commitment to collaboration and problem-solving throughout the project ensured a final product that was successfully integrated within the College site.

To the Staff members and Leaders of the College who hold a vision for learning that inspired their consultation and contribution.

To Joshua McAllister, and his team at Life Architecture and Urban Design, for their ready responsiveness to the needs of this community.

To Building Engineering, especially to Samuel Maughan and Charles Humphries – their work on the project has been marked by professionalism, commitment to collaboration, efficiency and safety.

Project Managers, Fontic, for their oversight and coordination, Caitlyn O’Donnell, Kimberley Goh and Alex Dakin.

The Victorian Government for the capital grant provided through the Victorian School Building Authority, and to the team at Catholic Capital Grants.

To the team at Catholic Development fund (CDF) for their ongoing support of the College.

Most importantly, to our students and their families, for their confidence in us, their inspiration and the hope they instil in us for the future.

Prayer for the Opening of Foxford

Loving God,

As we gather to open this place of learning and community, now bearing the name Foxford, we ask for Your blessing upon all who will walk through its doors. May this be a place where wisdom is shared, where hearts are uplifted, and where faith and hope take root.

In this Jubilee Year of Hope, may Foxford stand as a beacon of Your love and a place where minds are inspired, hands are ready to serve, and voices speak truth with kindness. May the spirit of hope guide us in our learning, our friendships, and our journey together.

Bless our work, our dreams, and our shared mission. May all who enter here find a home for their gifts, a refuge in times of challenge, and a community that nurtures faith, courage, and compassion.

We ask this in Jesus’ name.

STUDENT LEADERSHIP DAY – Monday 24 February

Fifty-two student leaders gathered to work together on this day. We are certainly blessed to have such an amazing team of enthusiastic and hard working students.

As part of this day, the 2025 Student Engagement Team (SET) was elected. Congratulations to the following students for being willing to take on such an important role:

A REFLECTION BY BRUTON’S HOUSE CAPTAIN:

The 2025 Student Executives and House Representatives participated in the annual ‘Student Leadership Day’ at Djerring Hub at the Flemington Community Centre which was an inspiring event designed to empower the leaders of St Columba’s College this year. We engaged in a variety of interactive tasks with our House Team, learning the history behind our new Foxford Innovation Centre and the sentimental value it holds within the St Columba’s Community. These activities were aimed at developing leadership skills such as teamwork, goal setting and discerning decision making. 

Our morning tea and lunch breaks were full of laughter and chatter, as we connected with our year level peers and the House teams that we will be working alongside throughout this year.

It was a wonderful opportunity for the student leaders to unite, innovate, and inspire each other to reach our full potential as the role models of St Columba’s College. With hands-on learning and forward-thinking ideas, the day was a true celebration of leadership and growth!

Thank you to Ms Egan and Ms McDonald for facilitating the program which also enhanced our awareness of the lasting influence of Mary Aikenhead and The Sisters of Charity. 

– Isabell M, Bruton House Captain

SPONSORSHIP OF MILLIE

At the end of last year we were very excited to announce our sponsorship of Millie with Annie from Houndz Paradise. Please meet Annie via this link. Annie is offering our community the opportunity for your furry friend to try doggy daycare for free.

PARENT ENGAGEMENT COMMITTEE (PEC)

Every parent in our community is a member of the PEC and we welcome your involvement. Here are the PEC meeting dates and events planned for 2025:

• Tuesday 11 March
• Friday 21 March Year 7 Meet & Greet (7:00pm – 9:00pm) 

We are looking forward to welcoming our Yr 7 parents back to the College to informally meet other parents in their children’s House and core groups. Don’t forget to RSVP!

• Tuesday 13 May  
• Tuesday 20 May PEC Father/Male Mentor Evening  
• Tuesday 10 June
• Wednesday 18 June Mother/Daughter Movie Night
• July (date to be confirmed)
• Monday 4 August PEC Rep for 2026 Year 7 Parent Information Night
• Tuesday 19 August
• Saturday 30 August Trivia Night (7:00pm – 9:00pm)
• Tuesday 16 September
• Tuesday 14 October
• Tuesday 11 November
• Friday 14 November Year 7 2026 Parents Welcome
• December (date tbc) PEC Rep for 2026 Year 7 Orientation Day

The PEC has developed a list of terms and acronyms to support fellow parents. You can access the list here. If you feel that there is a term or acronym missing, please reach out to the team.

If you wish to contact the PEC, the email address is parents@columba.vic.edu.au. 

ALUMNAE COMMITTEE

Our Alumnae Committee meet once per term on a Wednesday night between 7:00pm and 8:00pm. They are working hard to build the College’s connections to our former students so that our alumnae are able to remain in touch with each other and with the college, improving engagement with our staff and students, fostering lifelong relationships and a sense of belonging. 

If you are an alumna and would like to become a member of the Alumnae Committee, please contact alumnae@columba.vic.edu.au. 

This year St Columba’s College are taking their Caritas Fundraising to the sky as we enter the birdman rally. We have an incredible team of staff and students working tirelessly to make this aircraft soar but we could use your help. If you are able to, it would be wonderful if you could help by donating money via the link below:

https://birdmanrally2025.gofundraise.com.au/page/SarahWallace

Dear Year 8 students,

Ready to flourish in mathematics?

STC is once again offering Year 8 students who are seeking a greater challenge in Mathematics an opportunity to be a part of the Mathematics Accelerated Pathway (MAPs) Program in 2026. This enhanced curriculum will see our most talented mathematicians work on more complex tasks and learn topics to a greater depth and breadth.

To qualify for this course, students must demonstrate an average of 85% or greater on assessment tasks throughout the year. Students will also be required to sit an additional entrance test later in the year if they are interested in the program.

Applications for this program and additional information will be provided during subject selections later this year, so keep an eye out.

As you approach your first assessment of the year, it’s important to understand what’s ahead. Year 9 is a crucial year in Mathematics, as it helps determine which Mathematics pathway will be most suitable for you in the 2026 school year and beyond. 

In Year 10, there are three possible pathways of study:

Foundation Maths

This course is designed for students who wish to undertake Foundation Mathematics Units 1 and 2 in Year 11.

This subject is for students who are looking for the opportunity to engage with a practical, meaningful and hands-on course which has a strong emphasis on using mathematics in everyday life. Students will explore areas such as money, measurement and percentages, ratios and time. 

General Maths

This course is designed for students who wish to undertake General Mathematics Units 1 and 2 in Year 11.

This subjct allows students to explore a broad range of skills including interpreting data and statistics, linear modelling, financial calculations, trigonometry, matrices and networks.  Students will learn to be competent and confident with the Casio CAS ClassPad calculator. This course is recommended for those students achieving an average test result of 60% or above in Year 9 to cope with the demand and content. 

Mathematical Methods

This course is designed for students who wish to undertake Mathematical Methods Units 1 and 2 in Year 11.

This subject is for those students who are mathematically inclined. Methods covers concepts including functions, calculus and circular functions, and therefore students who have strong algebraic skills and are achieving an average test result of 80% or above in Year 9 are encouraged to select this subject.

More information will be provided during subject selection later in the year.

On the 24th of February, the class of 9.1 started their Urban Experience. We arrived at school and were placed into groups, meeting our St Bernard’s partners, introducing ourselves and getting straight into fun activities. A personal favourite was when each group received marshmallows, paper, tape, skewers and the instructions to make the largest structure possible. All teams focused on effective communication and teamwork, resulting in successfully completing the task.

We were then informed about our next task, arrived in the city and took part in the ‘Amazing Race’, where we made our way to various iconic Melbourne landmarks. As fast as we could, we competed against other groups to arrive at our final destination. The groups visited places like the Old Melbourne Gaol, Flinders Street Station and St Patrick’s Cathedral. This day helped build trust within the team and enhanced our skills in navigating public transport, preparing us for the rest of the week.

On day two, the St Columba’s and St Bernard’s students separated to complete different activities. First, St Columba’s explored St Patrick’s Cathedral. We were all impressed at the beautiful stained glass windows, sculptures of Saints and green spaces that demonstrated the values of faith and hope.

After we returned from the Cathedral, we made our way to the Immigration Museum. The St Columba’s students met Pat, our guide, who began debunking myths such as the idea that most immigrants arrive at different countries by boat, when the majority arrive by plane. We then learned some of the rights that immigrants have, such as being able to seek asylum from persecution. Next, we walked over to the exhibitions, viewed the artifacts on display, and watched a short film on immigrants who settled in Australia. During this visit to the Immigration Museum, the value of hope stood out, displayed through the stories and experiences of people who now call Australia their home. 

During day three, all students were reunited, and we began our activities within the city. On this day, we visited Melbourne University and the State Library. This was our first independent day spent away from teachers, and it cemented our skills in time management and the use of public transport.  

Day four arrived, and the students visited the Police Museum and Parliament. We answered questions about these locations and their history, which improved our knowledge and enhanced our collaboration skills. Finally, day five presented itself, and for the last time, the St Columba’s and St Bernard’s students were reunited. Before the final activities were completed, we met at the Queen Victoria Market and traveled around, treated to donuts, courtesy of Mr Saade. At the end of the day, we gathered to complete our reflections of the week.

Not only did the program allow us to learn more about the 2025 College Value of Hope, but additionally, we were able to discover our independence and personal strengths. Our confidence in both ourselves and using public transport grew, and we gained practical knowledge that only this week could provide. Our Urban Experience was a huge success, helping to prepare students for future adventures or challenges that lie ahead.

Year 11 VM PDS Reflection 

On Tuesday, February 11th, the Year 11 and 12 Vocational Major students had the opportunity to attend the Lady Northcote Discovery Day Camp, and it was an unforgettable experience. We participated in a variety of engaging activities, each one more exciting than the last. Highlights included building our own rafts, conquering the low ropes course, tackling team initiatives, and taking on a Reflective task.

It was fun to talk to new people and step out of my comfort zone and try new things. My favourite activity was the raft building because we were able to all work together to build the raft and paddle out in the dam. Incredibly; the raft stayed together!  We also bonded as a group  and learned to trust each other in the thrilling Leap of Faith. Throughout the day, we not only had a blast but also developed key skills like teamwork, communication, and problem-solving. The camp was a perfect blend of fun, challenge, and growth, and we left feeling accomplished and energized!

The Lady Northcote Discovery Day Camp was lots of fun but also very challenging, exciting and memorable. It was definitely a highlight of our VM course.

Author: Year 11 VM PDS Class

Our day at Lady Northcote Discovery Day Camp – Year 12 VM PDS Reflection 

‘The day at Lady Northcote Discovery Day Camp was certainly an experience to remember. Our first activity was building a raft in teams of two. It wasn’t easy to put together, but in the end, we worked as a team and found a solution to make it float on the water. Our second activity involved climbing on ropes, which was both challenging and fun. I learned a lot. I gained problem-solving skills and discovered the importance of trying new things, even when they’re outside my comfort zone.’ – Mia

‘I enjoyed team building and bonding with classmates.’ – Hollie

‘The sun was already beating down as we started off with our first activity, which was building a craft. It was a fun and creative way to get everyone involved and set the tone for the day. After finishing our projects, we gathered around for a well-deserved morning tea. fruits and snacks were the perfect way to cool down and recharge for the rest of the day’s activities.’ – Ayen

‘The Lady Northcote Day Camp was a fun experience. It gave us the opportunity to come together and experience new things. – Aemilia

‘The thing that I liked about the excursion is that it pushed me out of my comfort zone.’ – Frankie

‘My time at Lady Northcote Day Camp was fun as I spent time with people I don’t usually hang out with. One thing I gained from the experience is that I overcome my fear of heights when I took a leap of faith.’ – Eve

‘What I enjoyed about the camp was being able to try new things that we don’t usually do at school like the leap of faith and raft building. I also liked being able to bond with people I usually wouldn’t like some of the Year 11s which was nice.’ – Gabi

‘The Year 11 and 12 day camp was a really good experience as we got to try lots of different activities. I loved how everyone worked together to complete the challenges that were given to us and the opportunities to talk to different people.’ – Kendra

‘The day we went to Lady Northcote was a great experience. There was much to learn and do. Even though some of the activities took me out of my comfort zone, I felt so happy when I experienced success.’ – Julia

‘Despite the hot weather, I enjoyed participating in the activities at the Lady Northcote Day Camp. We did raft building, low ropes, team initiative activities, and a “leap of faith” activity. My favourite activity of the day was the team initiatives, in which we had to communicate and cooperate with our peers to pass a handful of tasks that required thorough teamwork.’ – Sarah

‘It was fun to interact and collaborate with everyone.’ – Haylie

‘My favourite part of the excursion was being able to bond with different people. I also enjoyed stepping out of my comfort zone and testing my boundaries with the activities.’ – Sienna

Author: Year 12 VM PDS Class

Year 12 Drama students recently attended Melbourne Theatre Company’s performance of 37 by Nathan Maynard, a First Nations playwright. The engaging play explored the ‘win at all costs’ nature of community football and at times concerning ‘locker room’ culture. It was a hard-hitting play which looked at racism set during the Adam Goode’s war cry era and challenged the audience to question how they would respond in the face of adversity. Our students, who will analyse this performance as part of their course work, enjoyed a pre-show discussion about the play’s production design and post-show Q&A with the cast. They asked insightful questions about the play’s symbolic ending and made great connections between the play’s central topic and its powerful set design. The students were enthralled with the play and have demonstrated exceptional analysis post performance, proving that great theatre stays with you long after the final curtain.

A Guide for Parents

Bullying. It’s a word that sends shivers down the spine of any parent. We want our children to feel safe, happy, and accepted, and the thought of them being targeted by hurtful words or actions is deeply upsetting. But the reality is, bullying is a pervasive issue. According to the Australian Institute of Health and Welfare, a staggering 70% of Australian children aged 12-13 have experienced bullying, with one in five facing it on a weekly basis.

These statistics are alarming, and they underscore the urgent need for parents to understand the dynamics of bullying and equip their children with the tools to navigate these challenging situations.

What is Bullying, Exactly?

Bullying isn’t just a playground squabble or a one-off disagreement. It’s a pattern of repeated, intentional aggression, where there’s an imbalance of power. It can take many forms:

Physical: Hitting, kicking, shoving, or damaging property.

Verbal: Name-calling, teasing, insults, or threats.

Social: Spreading rumours, excluding someone from a group, or manipulating relationships.

Cyberbullying: Using technology to harass, intimidate, or humiliate someone. This can include sending hurtful messages, posting embarrassing photos or videos online, or spreading rumours through social media.

The Impact of Bullying:

Bullying can have devastating consequences for children’s well-being. Victims of bullying are more likely to experience:

Emotional distress: Anxiety, depression, low self-esteem, and feelings of isolation.

Academic difficulties: Poor concentration, decreased motivation, and lower academic achievement.

Physical health problems: Headaches, stomachaches, sleep disturbances, and even self-harm.

Social withdrawal: Difficulty forming and maintaining friendships and a reluctance to participate in social activities.

What to Do if Your Child is Being Bullied:

Listen and validate: Create a safe space for your child to share their experiences without judgement. Let them know you believe them and that you’re there to support them.

Empower, don’t rescue: Resist the urge to immediately intervene and solve the problem for them. Instead, help your child develop strategies for coping with the situation and advocating for themselves. This might involve role-playing different scenarios, brainstorming solutions, or practicing assertive communication.

Document the bullying: Keep a record of the incidents, including dates, times, locations, and any witnesses. This information can be helpful if you need to involve the school or other authorities.

Partner with the school: Work with your child’s teachers and school administrators to address the bullying. Many schools have anti-bullying policies and programs in place.

Build coping skills: Studies show that if a child can avoid overwhelm, process effectively, and maintain a positive mindset (recognising that bullying is bad, but is more about the bully than themselves), they cope better. Trauma is not a result of the events that happen to you. It’s a result of how you process those events.

Seek professional support: If the bullying is severe or your child is struggling to cope, consider seeking professional help from a therapist or counsellor.

What to Do if Your Child is the Bully:

It can be difficult to accept that your child might be the one causing harm to others. But it’s crucial to address this behaviour promptly and effectively.

Acknowledge the problem: Don’t dismiss or minimise your child’s behaviour, and don’t make excuses for your child. Take their actions seriously and let them know that bullying is unacceptable.

Understand the motivation: Try to understand why your child is engaging in bullying behaviour. Are they seeking attention? Trying to fit in? Coping with their own insecurities?

Teach empathy: Help your child develop empathy by encouraging them to consider the perspective of the person they’re bullying. Ask questions like, “How do you think your words made them feel?”

Set clear consequences: Establish clear consequences for bullying behaviour. This might involve loss of privileges or other appropriate disciplinary measures. It should absolutely involve finding a way to improve relationships with other students, meaningful apologies, and restitution.

Model positive behaviour: Be a role model for kindness, respect, and empathy in your own interactions with others.

Bullying is a complex issue, and there’s no one-size-fits-all solution. But by staying informed, communicating openly with our children, and partnering with the school, we can create a safer and more supportive environment for all children. Helping children process challenges safely helps them develop an intrinsic capacity to cope—allowing us to then focus on the identification and re-education of those who bully.

Let’s empower our kids to be upstanders, not bystanders, and create a culture of kindness and respect in our schools and communities.

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A big congratulations to all the participants in the Nunan Cup tennis tournament! It was an exciting day of competition across all age groups, and we’re thrilled to announce the winners and runner-ups:

Junior:

• Winner: Amy C
• Runner-up: Arya D

Intermediate:

• Winner: Carla P
• Runner-up: Josephine M

Senior:

• Winner: Sophie C
• Runner-up: Caitlin G

Following the tournament, the top 6 players from each category will represent us in the inter-school CGSAV tennis competition. We are proud to share that all 3 teams made it to the grade finals, with our Juniors finishing 1st and our Intermediate and Senior teams placing 2nd. Well done to everyone involved!

Whether you want to master acting, public speaking, piano, flute, cello, guitar, violin, voice, saxophone or drums, our expert instructors will guide you every step of the way.

Students can also join collaborative before/after school and lunchtime ensembles like drama club, choirs, string, rock and jazz bands, gaining valuable performance experience. With opportunities to perform at assemblies, concerts, recitals, and festivals, plus the option to complete AMEB and VCE exams, you’ll build confidence, refine technique, and develop a lifelong love for music and performance.

Private lessons occur during class time (not before/after school or lunchtime). Lessons are scheduled on a rotating timetable so that students do not miss the same subject each week.

Fees (8 lessons per Term) are charged before the start of each Term. Individual lessons fees: 30 minutes ($420), 45 minutes ($630), 60 minutes ($840). Group lessons are eligible to Years 7 & 8 students only (depending on availability).

Complete the enrolment form and direct debit form today, and accelerate your speech and musical journey!

Thursday 20 March – Athletics Carnival

Tuesday 1 April – End of Term and Stations of The Cross Assembly

Thursday 3 April – Last day of classes for Students

Friday 4 April – Parent Teacher Interviews