Issue 03 - Thomas Carr College

Volume 16 Issue 3 2012
College Vision
Thomas Carr College is a dynamic Catholic learning community, guided by the Gospel.
Excellence and opportunities to develop are pursued.
Through our hope and service to others we shine our light into the world.
College theme for 2012
‘I am always with you” (Matthew 28:20)
Prayer
This week we celebrated International Women’s Day. We remember with gratitude the contribution of women to our
world, local community, to our College and to our families.
In your image, O God, You created us female and male.
May the dignity and equality of women become a reality in all parts of the world.
We ask this through Christ our Lord.
Amen
From the Principal: Dr Watson
Gonski Review
The release of the Gonski Review of Funding for Schooling Final Report has certainly been overshadowed by the
Labour Party’s internal leadership crisis during the last week, however, it is important that we are all aware of the
possible consequences to our funding arrangements as a result of the review.
The full Gonski Review (286 pages) and a copy of the Australian Government's response to the review are now
available on the Department of Education, Employment and Workplace Relations (DEEWR) website.
An initial reading of the Gonski review suggests it contains a number of constructive suggestions to address long
standing issues in school funding, including:
1. An injection of around $5 billion in government funding for education to deliver additional funding to all school
sectors
2. A new schooling resource standard, representing the efficient cost of education, to determine base funding for
all schools
3. Government funding to non-government schools to be based on each school's capacity to raise income from
parents through a measure similar to the existing SES (with further refinement)
4. Additional funding for needs, such as those of students with disability, through loadings applied across all
schools
Australian Government Response
Simultaneous with the release of the report, the Australian Government has provided an initial response to the
review.
The Minister for School Education commented that he believes the report is fair, comprehensive, balanced and well
thought out. He believed that its recommendations aim to support the needs of students whatever school they are
in. Importantly, the Government's response recognises parents and children as the most important stakeholders in
education. It acknowledges that parents face financial pressures and can't afford for their school fees to continue to
rise.
In response to Mr Gonski's call for an additional injection of $5 billion into education funding, the Government
cautiously acknowledged the difficult fiscal environment and restated its commitment to returning the budget to
surplus in 2012–13. The Government has indicated that it believes the scope of the new funding arrangements
proposed by the Gonski Review is too large. This suggests it will be difficult for the Australian Government to
implement the recommendations without additional funding from State and Territory Governments.
The Government has stated that 'the Australian Government will ensure that the model adopted and the transition
arrangements provide that no school loses a dollar per student as a result of this funding review'.
As you may be aware, the position of Catholic education has been to ensure that Catholic education in Victoria
receives no less funding, with funding indexed to ensure it keeps pace with government school costs.

It is not yet clear from the Government's response that a new funding model will accord with this position. The
Government has indicated indexation will be part of any future funding model. The Australian Government will
initiate a consultation process from here to determine the detail of any future funding model.
Preliminary Summary of the Report of the Gonski Review of Funding for Schooling
The Gonski Review report presents a number of recommendations for a future funding model for Australian
schools. The Review's report is detailed and comprehensive. It provides recommendations on what it believes
would constitute a fairer funding system for all students.
The allocation of the additional $5 billion in funds would be determined by three major planks of the Review's
report:
a new schooling resources standard
loadings for indicators of student need, particularly students with disability and special needs
capital funding needs
Schooling Resource Standard
The Review Panel has proposed a schooling resource standard, which aims to determine both the amount of
funding required per student 'to provide a high quality education', and loadings that target disadvantage.
Primarily, the schooling resource standard will identify a base amount of funding for every student, determined from
the actual cost of educating a child in an efficient and high-performing school. Such a school is defined as one
where at least 80 per cent of students are achieving above the minimum standard on NAPLAN testing over the past
three years of results. The report estimates the schooling resource standard for 2009 for both primary and
secondary schools. Under their proposal, the schooling resource standard for primary-level students has been
estimated at $8,000, while secondary is estimated at $10,500.
The government funding a student would attract will reduce according to a measure of the school's capacity to
raise fees. Capacity to pay will be determined by a refined SES model. The initial model proposed would provide 90
per cent of the resource standard to schools in the bottom quartile of SES (less than 90). The initial proposal is to
provide government funding to schools with an SES of 130 at 20–25 per cent of the schooling resource standard.
All Catholic schools will be expected to charge fees under this model. Under this model funding is expected to be
indexed each year in line with the cost of education in efficient, high-performing schools. This proposed change to
indexation should be met with caution by Catholic schools. It breaks the existing indexation link between Catholic
school funding and the actual cost of government schooling.
Loadings for students with disabilities and special needs
The Review Panel suggests that the schooling resource standard should include loadings for:
school size and location
the proportion of Indigenous students and students with low-socioeconomic backgrounds
the proportion of students with a limited English language proficiency.
Precise figures and loadings have not been determined at this stage. This would require additional detailed
modelling. The panel suggests a loading value could be determined when a nationally agreed approach to
identifying disability is determined, and adequate data on the number of students with disability are collected.
Capital funding
The Review panel has called for the establishment of School Planning Authorities in each State and Territory,
made up of representatives from government and non-government sectors. The Authorities would be empowered
to manage planning and development of new schools and major expansions, with funding support provided through
a newly established School Growth Fund.
I have listed overleaf some of the responses from governments and the major education groups in relation to the
Gonski Review:
Catholic Education Office Melbourne (CEOM)
Executive Director, Stephen Elder, reflected the thoughts of many when he said, ‘The government has
recognised that families already face financial pressures in relation to school fees. Catholic education will
analyse the report to ensure it does not put further pressure on Catholic families and the fees they pay. The
final report of the Gonski review has confirmed what many parents know – Victoria has a very good
schooling system and Catholic education plays a very important role. I welcome the government’s
commitment to detailed and extensive consultation on the recommendations of the review. We look forward
to working constructively with the government to test the proposals in the Gonski review. Including fees
from parents, Catholic schools operate on around 90% of the cost of education in a Victorian government
school.’ Parents and teachers would welcome the possibility that students with disability and special needs
would receive the same level of government funding regardless of the school they attend, said Mr Elder.
National Catholic Education Commission (NCEC)

NCEC Chair, Therese Temby, said the release of the report was just the start of the process. ‘This is a
major piece of work and a roadmap for a way forward. There are key questions that remain unanswered.
Substantial analysis needs to be done to test the model and the report’s recommendations. We strongly
back the Gonski panel’s call for an additional $5 billion in funding for all schools.’ Ms Temby called on the
government to show strong leadership and commit to increased funding for schools sooner rather than
later.
Victorian Government
Victorian Education Minister Martin Dixon said there was a need for greater clarity and consultation to
ensure careful consideration was given to any proposed changes to current arrangements and their
‘implications for schools, students and parents’. Mr Dixon also called on the Australian Government to
guarantee that no student or parent would be worse off as a result of the proposed changes. He said it was
pleasing to see the report included several key principles from the Victorian Government submission,
including the entitlement of all students, whatever their family circumstances, to some public funding;
support for parents through the choices they make, not penalising them; and respect for state and territory
governments as the principal providers of school education.
Australian Government
On releasing the review the Australian Government did not endorse all the recommendations, including the
need to boost government funding for schools by at least $5 billion a year. Prime Minister Gillard said, ‘We
think this is a good insight into a new approach to school funding.’ The report suggested that the Australian
Government would bear about 30 per cent of the increase, implying the states would have to find an extra
$3.5 billion. The Prime Minister said it was still the government’s aim to introduce legislation for a new
funding model by the end of the year, after further consultation with the states, schools and the community.
Federal Opposition
Shadow Education spokesman Christopher Pyne accused the Australian Government of continuing a hit
list of non-government schools. He said the Australian Government would drive up private school fees
because it hadn’t committed to continuing indexation for private school funding at present levels. ‘The
independent schools sector stands to lose $4.2 billion in real terms over four years. We will make sure at
the next election that parents and teachers and principals know the Coalition will continue the current
quantum of funding, plus real indexation,’ said Mr Pyne.
Swimming Carnival
It was disappointing that last week’s Swimming Carnival could not go ahead due to the weather conditions. While
the day did eventually clear up, at the time of having to make a decision at 8.00am, the prospect remained that
both students and staff would have spent at least a couple of hours in drizzling rain with little or no shelter on rain
soaked surrounds of the pool; cancellation was the only responsible course of action for the College to take. The
College will be able to use previous records to select the ACS Swimming Team and the Year 7 students undertook
swimming trails yesterday.
College Board
The College Board met last week for the first time this year. Mr Goss, Director of Learning and Teaching, presented
to the Board and reports from the Finance Committee and myself were presented. With the AGM coming up in
March, this was the last Ordinary board meeting for a number of representatives.
Therefore, I call for nominations for two positions as Parent Representative on the College Board. Parents wishing
to nominate are asked to contact Mrs Deller by 4pm on Tuesday March 13, via email at
kerrie.deller@thomascarr.vic.edu.au Nominees are asked to include a photo and a brief introduction of why they
wish to become a Board member and how they believe they can serve the Board and College community. Should
we receive more than two nominations, a vote will be conducted. Parents will receive an email allowing them to
vote electronically. The successful candidates will be announced in the next edition of The Beacon.
Parents and Friends
The first meeting of the Parents and Friends Association will occur on Tuesday March 13 in the College Dining
Room commencing at 7.00pm. It would be wonderful to see new parents come along to the meeting and support
the hardworking executive. The Parents and Friends contribute significantly to the College and the more help and
support offered, will only make their task easier. I look forward to seeing many new faces next Tuesday evening.
Parent Access Module (PAM) and Parent Teacher Online (PTO)
As outlined at the recent Year 7 Welcome Evening and the Year 8 to 12 Parent Information Night, the College has
introduced a Parent Access Module (PAM) which is part of our College Intranet (SIMON). PAM enables parents to
access information about their child’s academic progress, as well as information about the various events and
activities held at the College. As parents, you will have access to the student daily bulletin, College calendar, your
child’s timetable, information about homework and assessment tasks. PAM will also be where you are able to
access your child’s Progress and Semester Reports.

In addition, the College will be introducing a new online booking system for Parent/Teacher interviews, Parent
Teacher Online (PTO). The new PTO system is much more user friendly than the previous system. PTO will be
used for the upcoming Parent/Teacher interviews to be held on Thursday March 29 and Friday March 30.
Information will be sent to all parents/guardians about both PAM and PTO, including a unique user name and
password and how to access both PAM and PTO. If you have any difficulties accessing either PTO or PAM please
do not hesitate to contact the College via the specified email addresses which will be listed.
From the Deputy Principal: Ms McDonald
Student Leadership
On Friday February 24, the SRC Representatives, Middle School Leaders
and College Captains attended the Student Leadership Day. The students
listened to our guest speaker, Rachael Robertson who was the first female to
lead an Australian expedition to the Antarctic. She gave us some wonderful
insights into how she was able to develop her leadership in this very
challenging environment.
The Year 12 SRC reps then facilitated a series of activities which allowed all students to
get to know each other and develop team building skills. Students also spent time in
brainstorming the ‘Raps and Niggles’ list; Raps are the things they love about the
College and the Niggles are the things that they don’t like or would like to see changed.
Towards the end of the day, each year level elected their representatives who will make up the SRC Executive
Committee. Congratulations to the following students:
Catharine Mashalidis
Jacob Sigismondi
Breanna Herman
Kyle Thomas
Aiden Norris
Samoana Petaia
Nelson Decorrado
Cailtin Jerkovic
Adrian Debrincat
Claire Hodgart
Celestina Dyer
Alicia Waring
Lyndon Petrie
Andrew Hennesy
Steven Razlog
Kate Bartels
Holly Briffa
Michael Acciarito
Rebecca Dumesny
Dominic Kumosz
The SRC Executive will meet with me fortnightly to discuss whole school student issues. I am looking forward to
our first meeting on Friday March 9.
COLLEGE AMBASSADORS
On Friday March 2, I met with our new College Ambassadors for 2012. I take this opportunity to congratulate
them in their role:
Year 7 Year 9
Patricia Macabeo Silver Samoana Petaia Purple
Natalia Smaza Silver Jake Oorloff Purple
Laruen Shaw Silver
Chelsea Hart Silver Year 10
Kaitlyn Mercieca Jade Ashleigh Barnes Red
Daniel Skinner Jade Stephanie Burgio Green
Esther Tomelty Jade Helena Carapina Jade
Jessica Cassar Green James Farrugia Gold
Natalie Lazarevski White Elyse Haddad Blue
Betty Flyano White Daisy Andrews Blue
Daniela Carapina White Chloe Reeves Purple
Keely Patrick White Bianca Pistone White
Jennifer Setefano Blue
Year 8
Austin Deppeler Green
Vanessa Park Green
Michael Lloyd Gold
Emily Reeves Blue
Alex Oakes Silver
These students will be presented with their badges at the end of term Assembly.

Student Wellbeing
As part of our Annual Action Plan, the College is working towards embedding Restorative Practices into the work
we do at the College. Restorative Practices help to build capacity in students to enable them to self regulate their
behaviour and they contribute to the improvement of learning outcomes. These practices assist teachers,
students and parents to build, maintain and restore relationships.
To complement this, staff of Thomas Carr College will be involved in a professional learning day with Terry
O’Connell, the Director of Real Justice, on the first day of Term 2. The teaching staff have also begun working
with Jenny Mackay, the Founder and Director of Behaviour Management in Education. Jenny will be working with
the College throughout 2012 and the emphasis of her training workshops is teaching student engagement and
management skills. She has a very practical approach to skills training with her focus on the acquisition of
practical and useful behaviour management skills and building collaborative student/teacher relationships.
Visiting the College
Parents are asked to contact the College to request meetings with staff. Arriving at the College
without having made an appointment may result in parents being disappointed that their queries or
concerns are not dealt with at that time. On arrival at the College, please report at the relevant
School Office or Front Office Reception so that the relevant staff member may be contacted on your
behalf. I thank you, in advance, for your co-operation regarding this matter. It is not appropriate for
parents to wander around the College looking for staff. Thank you for your support in this matter.
Thomas Carr Day
Thomas Carr Day has been moved from September to May 18 this year. After investigating the timing (even
contacting the Foundation Principal of the College), the month of September held no significance for Archbishop
Carr. It was decided to move the day to May as this is the month that is most relevant to him– it was the month of
his birth, his death and his ordination as a priest.
Planning for this very important day is already underway. A committee of teachers and students are responsible
for ensuring that it is a successful day. Many thanks to the following students who have volunteered to be part of
this committee: Helena Carapina, Chloe Reeves, Katherine Deppeler and Steven Razlog.
We are looking for parent volunteers who would be able to assist with the preparation and cooking of food. If you
are available from 9.00am to 12.00pm on Friday May 18, your support would be much appreciated. Please
contact Mrs Deller to advise of your availability.
The Beacon Awards
The Beacon Awards are awards recognise achievements of our students. Selected students will be presented with
a certificate of commendation and their names will be published in each edition of The Beacon. A maximum of 5
students per year level may be recognised each fortnight. The criteria for these Awards are:
An action performed by a student that supports the Catholic ethos of the College
Evidence of behaviour which is consistently exemplary or displays great improvement
Active and purposeful involvement in a College or community event
Congratulations to the following students:
Year 9 Shaelyn Camilleri, John Santos, Connor Graham
Year 10 Helena Carapina, Stephanie Burgio, Bianca Pistone, Sanchia Duarte, Nicole Johnson,
Ashleigh Barnes
Year 11 Celestina Dyer
Year 12 Daniel Barry, Leticia Cervini, Nicola Pomella, Andre Theron, Francesca Greppi
From the Director of Catholic Identity: Ms Berardinelli
Project Compassion Update
Our Homeroom donations to Caritas Australia’s Project Compassion support long term
partnerships for justice and transformation around the world. This week we meet Khin who is 10
years of age and one of an estimated two million people who have fled poverty, violence and
instability in Burma. Caritas Australia supports a range of programs on the Thai-Burma border for
the communities made vulnerable by displacement, including learning centres offering primary
education for students who cannot attend Thai schools. Khin attends one of six centres Caritas
Australia provides with infrastructure, books, tables, uniforms, textbooks, stationery and lunch for
students.
Over the last two weeks, our Social Justice Co-ordinator, Ms Bradshaw, has been flooded with student interest
and support for the Project Compassion Appeal. She has responded by hosting two expressions of interest
meetings where students have engaged in dialogue about promotion and awareness. There appears to be a real
vibe about this group; great energy and inspiration. A number of our student volunteers were keen to involve
themselves in our first two fundraisers; selling pancakes for Shrove Tuesday and a lunchtime BBQ. In the very
near future, our aim is to establish a more formalised Social Justice structure and leaders at different year levels.

From the Director of Learning and Teaching: Mr Goss
Parent/Teacher Interviews
Parent/Teacher/Student interviews are an essential form of communication between the teacher,
the student and the parents. It is an expectation that the student will accompany
parents/guardians to all interviews. The first term interviews are a great opportunity to meet with
your child’s teachers and to hear of the progress that is being made as well as identifying how
best the partnership between home and school will lead to learning improvements. I am confident
that the interviews will be a positive experience for all and that the effective lines of
communication that are necessary to progress learning, continue to strengthen.
Parent Teacher Online booking
In the next week, you will receive information regarding our Parent Teacher Online (PTO) booking system as well
as the Parent Access Module (PAM) to our intranet system, SIMON. You will be able to access your child’s Term
One Progress Report through PAM as of Tuesday March 20. PTO will then be available to you to make the
necessary teacher bookings via the PTO link from Tuesday March 20 until 4pm on Wednesday March 28. If you
experience difficulty accessing the PTO system, please contact the College via the following email address
pto@thomascarr.vic.edu.au Once you have selected the teachers you wish to see, you can print out your own
copy of the interviews and bring this with you on the interview day. We anticipate very few issues regarding the
PTO system and would be interested in your feedback.
Information regarding the location of teachers will be indicated on your booking page, as well as being displayed
at various points around the College.
Date Time Location
Thursday March 29
3.50p.m – 5.30p.m.
6.30p.m. – 8.30p.m.
Friday March 30 8.30a.m. – 12.20p.m.
C & D Blocks
End of Term One
A reminder that Term One concludes for students on Thursday March 29 at the normal finishing time of 3.20p.m.
Term One is important in establishing good work habits, study habits and classroom routines and an opportunity
to reflect on whether those habits are making a difference. I trust that our students are making the most of the
opportunities to work with their teachers to develop appropriate strategies to assist them with their learning.
2012 Reporting and Assessment Overview
In 2012, student assessment information will be accessed through the Thomas Carr College Parent Access
Module (PAM). Accessing timely and effective feedback throughout the Semester is important for the families to
identify areas of strength and areas for improvement in a course of study. Below is an overview of how
assessment and reporting will occur in 2012.
Course Assessments and Teacher Feedback
A number of course assessments are performed by students in each course of study throughout the Semester.
By accessing the Student Assessment tab, you will be able to view your child’s assessment details. Each course
assessment will include a description of the task, submission status, the result of the task and the teacher
feedback. Teacher feedback to the student will be in terms of performance, areas for improvement and strategies
to assist the student to continue to make progress in the course.
Assessment Percentage
Each assessment (except VCAL/VET) will have attributed a percentage score indicating your child’s performance
on a particular course assessed piece of work. At the VCE, percentage results for School Assessed Coursework
are not to be interpreted as a result for the subject.
Progress Reports
These will be issued in Terms One and Three and accessed through PAM. The Progress Report will indicate your
child’s work habits and the academic progress in a given subject. The Progress Reports do not contain details of
course assessment, results or teacher feedback. These Reports provide an opportunity for discussion between
parents/guardians, the student and teachers.
Semester Summary Reports
At the conclusion of each Semester, you will be able to access a summary of your child’s assessments completed
throughout the Semester. The summary will indicate the title of the assessments in each course of study and the
percentage results of all course work assessments.

Victorian Essential Learning Standards (VELS) Rating in Years 7 to 10
A VELS rating for each student in Years 7 to 10 is mandated by the State Government. These are not grades or
subject results. The Semester Summary Report will indicate the VELS standard at which your child is performing
in each subject.
The VELS progression point indicated on the Semester Summary Report represents your child’s achievement
level in relation to the expected attainment. It is expected that most students in Years 7 to 10 will be performing
‘at standard’ for their courses of study.
Head of Learning and Teaching (Senior School): Mrs Sabo
Please find below the Year 10 Summative Assessment for Weeks 7 and 8.
Week Subject Summative Assessment Task
7
Studio Arts Conservation and Preservation of Photographs
Assignment.
Wood Health and Safety power point presentation, 5 slides
covering OHS process taught.
Japanese Reading Comprehension Task
Extension Maths Assignment on Expanding and factorising
General Maths (Core) Circle Geometry Chapter Test
Textiles Design Brief and Design Options
Geography Yarra Health Watch Overlay map/Yarra Statistical
Analysis Narmada Dam Folio
IT Network Case Study
Food
Design brief evaluation
Healthy version of a family meal
8
9
Alternate Maths Test on Money management.
Commerce Business Plan
History Social Impact of WW1
Human Movement History of Sport Presentations
RE End of Term Test
Extension Maths VELS Design task: The fire-fighter’s ladder
Environmental Science Prac: Creek Sampling
Japanese Listening Comprehension Task
VCD Folio Task: Descriptive Lettering Assignments
Science Genetics Debate
Music Technical and sight reading exercise and theory test
English ‘The Lord of the Flies’: Creative Writing Task
Indonesian Comprehension Test
Extension Maths Chapter test on Expanding and factorising
Environmental Science Unit Test
PE SEPEP team Season Report & Roles Assignment
Studio Arts Contact Sheet Printing and basic enlargements
Head of Learning and Teaching (Middle School): Mr Carver
Please find below the Middle School Summative Assessment for Weeks 7 and 8.
Year 7
Week Subject Assessment
7 Humanities Unit Test
Technology : Wood Journal / Log book
Japanese Unit 3 Test
8 Indonesian Unit Test : Reading & Writing
English Pankration : Comprehension Test
Civics & Citizenship Group Poster
Humanities Representing Egypt
Religious Education Unit Test
Art Abstract Folio piece
Music Solo Performance 1
Mathematics Problem Solving Unit task
Drama Performance Task 1
Italian Reading/Writing Test Unit 2

Year 8
Week Subject Assessment
7 Indonesian Food : Listening Test
Textiles Cotton Investigation
8 Mathematics Measurement Test
Drama Movement Performance
Religious Education Unit Test : Jesus as a Jew
Indonesian Unit Test : Reading & Writing
Italian Reading/Writing Test Unit 1
Year 9
Week Subject Assessment
7 Guts & Stuff Bones Test
Visual Communication & Designer Profile
Design
Metal ( Technology ) Practical Model
Studio Arts Contact Sheet and related work
Wood ( Technology ) Workbook Evaluation
Food ( Technology ) Marketing powerpoint
8 English Short answer Test
Religious Education Unit Test
Environmental Science Global Warming Poster
Information Technology Presentation
Wood (Technology ) Practical Model Report
Science Light Investigation Task assessment
Metal ( Technology ) Report on Model
From the Head of Learning (English, ESL and LOTE): Ms Sherlock
English at Thomas Carr College is underway with a vast range of topics, texts and events.
Persuasive language in the Year 9 classes has begun with exploration of persuasive language devices. Classes
have worked on their iPads with Apps such as ‘gflash’ to create sets of study cards with definitions, examples and
comments for future study and reflection. Forming an opinion is significant in this Unit of work and students are
encouraged to become familiar with ‘The Age’ App to stay up to date with current news and events. The iPad
hasn’t stopped the traditional writing style though as classes across Year 9 work towards a persuasive essay
writing, complete with a drafting and editing process.
For the Senior School, Unit 3 student essays are taking shape based on the novel ‘Year of Wonders’ by
Geraldine Brooks. This is an engaging text, exploring the basis of the human condition in times of great adversity.
We look forward to some insightful responses.
Students in both Senior and Middle school are encouraged to take full advantage of the Homework Clubs offered
at the College. This resource is a powerful learning tool for those who are in the process of drafting responses for
an assessment or SAC task or those who are looking to improve their reading, writing and analytical skills across
all domains.
Upcoming events for English include the ‘Wynspeak’ competition. The competition is calling for 2 Junior (Year 7-
9) and 2 Senior (Year 10-12) public speaking competitors. Winners will receive cash prizes and a trophy from the
organising contributors, Rotary Club Hoppers Crossing and the Hoppers Crossing Apex Club. Any student
interested in applying please contact Ms Sherlock.
From the Head of Senior School: Mrs Knurek
Punctuality
The College day commences with Homeroom at 8.45am. Students are expected to arrive at the
College by 8.35am so that they are ready for the start of the school day. The pastoral care aspect for
each year level begins in the morning homeroom sessions with a prayer and reflection and is a vital
part of the school day. Your support in facilitating prompt attendance is greatly appreciated.
Year 11 Debutante Balls
A number of Year 11 students have indicated they intend to participate in a Debutante Ball this year. While we
acknowledge the importance of these occasions for students as a “coming of age” and a sign of developing
maturity, we wish to ensure that it does not interrupt their academic pursuits. To be consistent with provisions for
the Year 10 Dance, students are asked to register the date of their own debutante evening with the Year Level
Co-ordinator, Ms Pope. On the specified day, students who bring a note from a parent will be excused at the
beginning of lunchtime (12.45pm). It is the responsibility of the student to advise his/her Period 5 and 6 teachers
prior to the event and to catch up on any missed work.

Shaving and Uniform
Parents are reminded that male students are expected to be clean shaven. A number of males in Year 11 and 12
should shave each morning before coming to school. Parents are asked to familiarise themselves with the
College regulations regarding uniform, especially socks and shirts for the boys and jewellery regulations for the
girls. Coloured nail polish is also not permitted.
Peer Support
The Peer Support program assists a range of students within the College community and in particular, the Year 7
students in the transition between primary and secondary school, allowing them to feel supported and assisting
them to have a positive start to their secondary schooling. The Year 7 students are encouraged to communicate
appropriately, to listen, show respect and support each other, while the Year 9, 10 and 11 students develop
leadership skills, improve their planning skills and gain a greater understanding and acceptance of others. Peer
Support sessions with Year 7s are held once a week and commenced this week. I congratulate all students
involved and look forward to this enhanced aspect of student leadership contributing to the life of the College.
ACS
It is disappointing that students selected to represent the College in ACS, have not fulfilled their commitment to
the other members of the team and therefore the College, by not attending their allocated sport. This has made it
extremely difficult to get replacements and in some cases, has resulted in teams forfeiting the match. If selected
for an ACS team, students are expected to honour that commitment for the season - usually a period of 6 – 10
weeks. Parents are asked to avoid this time for medical appointments. ACS is a College commitment and takes
priority over part time work. Further information about the current ACS program is available from Ms White.
College Production - The Importance of Being Earnest
This year the College will be generating two productions: a musical in August and the acclaimed play “The
Importance of Being Earnest” by Oscar Wilde from May 3 to 5. These productions involve students from Years 9-
12, and with designs from a professional designer and our own Mr Dalley directing, attendance is a must! Times
and ticket booking information will be available shortly. Please put these dates in your family diary and join us.
From the Middle School: Mr Diamond
Cyber Citizen - How to stay safe in chat
With the roll out of iPads across the College, the increase in technology provides our community with
an amazing tool to assist in educating our students, however, these tools can also be a source of
problems in relation to social networking sites and resulting conflict. This technology also brings with it
a responsibility for all to use it appropriately.
To assist parents in supporting their children to be responsible cyber citizens, we have included a few
suggestions below.
Stay in touch with what your children are doing online. While it may become less feasible to actively
supervise their access, continue to discuss internet issues and share internet experiences.
Keep the computer in a public area in the home and ensure that iPads are being charged overnight in these
areas, rather than in the students’ bedroom. It helps to be able to keep an eye on what's going on.
Reinforce the safety messages in cyber rules. Younger teenagers, in particular, should be reminded of the
need to protect their privacy.
Remind teenagers that material posted to blogs can be very, very hard to remove from public view. They
may want to post something now, only to be embarrassed by it later in life!
Ensure teens understand that posting to newsgroups makes their email address public. Have them change
email address if they suspect they are being tracked.
Ensure both you and your teenagers understand laws relating to copyright, privacy, software piracy, hacking
and obscenity.
For children/teens:
Be careful who you trust online and remember that online friends are really strangers. People online, no
matter how long you have been talking to them or how friendly they are, may not be who they say they are.
Meeting someone you have only been in touch with online can be dangerous. If you feel that you “have to‟
meet, then for your own safety, you must tell your parent or carer and take them with you – at least on the
first visit – and meet in a public place in daytime.
Stay in charge in chat rooms. Keep your personal information secret when chatting online (name, address,
telephone number, mobile number, private email address, picture), even if people ask for this. Although it
can be tempting to reveal more than you normally would, giving out these details can make you vulnerable.
Get away from an unpleasant situation in a chat room by logging out (this just takes one click) or by
changing your screen name.
Use a nickname, not your real name, and a nickname that is not going to attract the wrong type of attention.
Tell your parent or carer if someone or something makes you feel uncomfortable or worried.
Learn how to keep/save a copy of the conversations in chat rooms as this may be useful if you want to report
something.
Learn how to block/ignore people. Information sourced from www.cybersmartkids.com.au

.
Bike Safety
Bike helmets became compulsory in Victoria on July 1 1990. By law, Victorians must wear a helmet
that has been approved to Australian Standards. This law applies on roads, bike paths, bike lanes,
shared and segregated footways and in other public places such as recreational parks and car
parks. We encourage all parents to support this law and Thomas Carr College.
From the Director of Student Services: Mrs McCarthy
Harmful drug and alcohol use by young people continues to be a significant concern for most
parents and school staff. Many young people are able to make a smooth transition from childhood
and adolescence through to adulthood, however, others struggle and find themselves engaging in
risky behaviours such as excessive alcohol consumption.
As parents of teenagers, you may be aware over the past few years that the Australian Drug Foundation has
been lobbying for federal legislation to prohibit the provision of alcohol to children on private property without
parental permission. The call for the drinking age to be raised has come out of growing evidence of the
vulnerability of the brains of young adults to damage from alcohol ingestion.
The harmful health and other effects of excessive alcohol consumption, particularly among young people have
long been of concern. Current statistics are alarming; 70 young people are admitted to hospital each week and 4
die because of alcohol abuse. Children as young as 12 are seeking help for alcohol abuse as recent figures from
a major Melbourne drug treatment centre reveal a sixfold increase in cases of young people with drinking
problems.
On November 1 2011, the law changed to make it illegal to serve alcohol in a private home to anyone under 18,
unless their parents have given permission. Adults who break the new law face fines over $7000 which is the
same amount a licensee would be fined for selling alcohol to someone who is underage. More information is
available at www.teendrinkinglaw.vic.gov.au
Research has shown that it is possible to reduce the risks of harmful drug and alcohol use by building up certain
protective factors in young people. Young people are more likely to resist harmful drug use if they:
feel a sense of belonging and fitting in at school
experience positive experiences and achievements at school
have someone outside the family who believes in them
have opportunities to be an active contributor in their school and community
feel loved and respected
have a religious or spiritual connectedness
Together families, schools and communities can reduce the risks and increase these protective factors in young
people. By working together, we are able to prevent harmful drug use and to improve the wellbeing of all
members of our community. If you would like to learn more about how to talk to your children about underage
drinking, and to see what influence you have on when, what and how much your child drinks, then please visit the
above website or contact one of the College counsellors.
From the Careers Co-ordinator: Mrs Williams
We are nearing the completion of our Year 12 careers interviews and will be commencing our interviews with the
Year 10 students in Week 7.
The current edition of the Thomas Carr Career News is available online in the Student Services area of our
website. This newsletter will be available across the course of the year and will be a wealth of information for both
students and parents. Information is accurate, up to date and timely for our Senior School students.
A reminder to all Year 10 students that they should be sourcing and securing a placement for the Year 10 Work
Experience which runs in Term 2 from Monday June 25 through until Friday June 29.
From the College Nurse: Mr Stanley
Head Lice
While children are at school, many families will come in contact with head lice. At any given time, it
is estimated that 2-3% of Victorian school children may have head lice.
Head lice are small, wingless, blood sucking insects. Their colour varies from whitish/brown to
reddish/brown. Head lice only survive on humans and when isolated from the head they die very quickly.
People get head lice by direct hair to hair contact with another person who has head lice. This can happen when
people play, cuddle or work closely together. Head lice do not have wings or jumping legs so they cannot fly or
jump from head to head, they can only crawl.

Treating head lice involves removing lice and eggs from the hair. This can be done by:
a) Buying and using a head lice shampoo and following the instructions on the product
b) Using the ‘condition and comb method’ every second day until there have been no live lice found for 10 days
Further information on head lice and the above treatments can be found at www.health.vic.gov.au/headlice
While head lice are not considered an agent for infectious disease, they are included on the school exclusion
table which is issued by the Department of Human Services. The table states the exclusion criteria as “a child
must be excluded from school until the day after appropriate treatment has been commenced”.
If you know that your child has a case of head lice, please report it to the College Nurse on 8734 2413 or the
relevant Year Level Co-ordinator.
Cinnamon Challenge
The College has been made aware of a popular new dare which has been mentioned by students at school
recently. It is called the Cinnamon Challenge. It is used as a dare or competition in which a person attempts to eat
or swallow a spoonful of ground cinnamon without drinking anything. This, of course, is very difficult because the
cinnamon quickly dries out the mouth, making swallowing difficult.
The challenge has been around for several decades, increasing in popularity in 2007 with the availability of social
networking and YouTube. Since the spice is highly absorbent, the result usually entails gasping for air, coughing
spells, and in some cases, vomiting. As cinnamon absorbs saliva, it can make it difficult or impossible for a
person to swallow, resulting in breathing issues or other physical reactions. Attempting to swallow cinnamon can
be especially dangerous for students with asthma.
Parents are encouraged to speak with their children about this dangerous practice and warn them of the serious
health risks of engaging in such behaviour.
From the Student Wellbeing Co-ordinator: Mrs Janicki
Many staff at the College have noticed an increase in the number of students coming to school this
term complaining of lack of sleep and feeling tired. Adolescents need between 9 and 10 hours of
sleep each night, yet most only get 7 or 8 hours, some get even less. Regularly not getting enough
sleep can affect a teenager’s academic performance and may increase the risk of emotional
problems such as depression.
Causes of sleep deprivation
Some of the reasons why many teenagers regularly do not get enough sleep include:
Hectic after school schedule including sport, homework, social commitments and part time work
Leisure activities such as television, social networking and PlayStation/computer games can keep a teenager
out of bed
Light exposure cues the brain to stay awake. In the evening, light from the television, iPads and mobile
phones can prevent adequate production of melatonin, the brain chemical responsible for sleep
Insufficient sleep causes a teenage brain to become more active and an over aroused brain is less able to
fall asleep
Effects of sleep deprivation
The effects on chronic (ongoing) sleep deprivation may include:
Difficulty concentrating
Moodiness/aggression
Mentally ‘drifting off’ in class
Depression
Shortened attention span
Reduced academic performance
Memory difficulties
Reduced sporting performance
Poor decision making
Preventing sleep deprivation - tips for parents
Try not to argue with your teenager about bedtime. Instead, discuss the issue with them. Together, brainstorm
ways to increase their nightly quota of sleep. Suggestions include:
Allow your child to sleep in on the weekends
Encourage an early night every Sunday. A late Sunday night followed by an early Monday morning will make
your child tired for the beginning of the school week.
Decide together on appropriate time limits for any stimulating activity such as homework, television or
computer games. Encourage restful activities during the evening, such as reading.
Avoid early morning appointments/training sessions for your child where possible
Help your child better manage their after school schedule and see if they are over committed
Encourage your child to have a nap after school to recharge their batteries, if they have time

Preventing sleep deprivation - tips for teenagers
The typical teenage brain wants to go to bed late and sleep late the following morning, which is usually hard to
manage. You may be able to adjust your body clock but it takes time. Suggestions include:
Choose a relaxing bed time routine; eg have a hot bath/ shower before bed
Avoid computer games, loud music, homework or any other activity that gets your mind racing for about an
hour before bed
Keep your room dark at night and try to avoid watching television right before going to bed
Avoid staying up too late on weekends
Remember that even 30 minutes of extra sleep each night on a regular basis makes a big difference,
however, it may take about six weeks of getting extra sleep before you feel the benefits.
You can get help from your GP and/or the Student Wellbeing Department at the College. For more information
regarding ‘Teenagers and Sleep’ visit www.betterhealth.vic.gov.au
From the Student Support Co-ordinator: Mrs Borg
Assisting your children with their homework can often prove difficult due to different ways which we were taught
when we went to school. Many ways of calculating problems are even taught differently and it can be quite
difficult for parents wishing to help their children.
A valuable resource promoted to parents when in meetings in the Student Support Department is the use of
YouTube. Simply enter the topic your child is struggling with and a variety of online tutorials are at your fingertips.
This is especially helpful in the area of Maths. For example, if you type in long division you will immediately have
access, explanations and examples in an audio and visual form.
This can help in many subject areas and the students will never know that you might be lost for
answers. For further ideas about assisting your child with homework feel free to call me.
From the Home Liaison Co-ordinator: Sr Lorraine
I take this opportunity to thank all who have welcomed me to the College and responded to my
invitation to allow me to make a home visit. I am slowly working through the list of responses and hope
to have most Year 7 home visits completed before the end of Term 1.
As I visit families, the first question that is asked is “What exactly is your job?” To be honest, my role is not that
easily explained as it changes according to the needs of those who wish to access my services. The starting point
for me is always making initial contact with families, then offering time to talk, to support, to help families network
with other families and/or support services within or outside of the College.
I am fortunate to be part of the Student Services Department and, as such, work closely with the Department to
ensure that the whole family – parents/carers and students are cared for. In the end, it is my role to ensure that
the question ‘How are you, the parent/carer’ coping with the highs and lows of secondary School life.
From the Director of International Programs: Dr O’Connor
Lianyungang Foreign Language School Visit
Thomas Carr College recently hosted 27 students from our partner school in Lianyungang. They will be
undertaking VCE in 2013 and this visit gave them an opportunity to see what Victorian education is all about.
The Chinese students spent the day on a walking tour of the Melbourne City Centre. This included the bridge over
the Yarra, dedicated to all the various migrant groups who have come to Australia, along with Federation Square,
the University of Melbourne and Chinatown.
The following three days were spent at Thomas Carr College. The Lianyungang students were partnered with our
Year 10 students and attended class with them. It was an eye opening experience for the Chinese who also
attended special Physics and Chemistry practical experiments in our Science laboratories.
By the end of the visit, some firm friendships were made and students from our College recognised that they had
a lot in common with their Chinese counterparts. The great thing about this program is that it allows students from
the two different cultures to engage with each other as well as learning to understand the international stage of
which they are all a part of.
My Trip to Japan: Katherine Deppeler
In the summer holidays, I was very fortunate to have gone to Tokyo, Japan. As it was winter in Japan, it was a
beautiful experience seeing heavy snow, going to Disneyland and Disney Sea and shopping in famous towns like
Harajuku and Shibuya. Japan is also a country of rich culture. I went to visit temples to pray and participated in a
tea ceremony dressed in a traditional winter kimono.

One thing I didn’t understand was how the Japanese girls in winter wore short shorts and
knee high socks, the number one fashion trend in Japan! Japanese school is also very
different. There are 35-40 students per class. They also have two uniforms; one for senior
high and one for junior high.
I was also very fortunate to have met my friends who came to Australia and stayed with
me. After the earthquake on March 11 last year, I was very relieved to meet them. Kanae
was telling me that 10 years ago, her school had a major redevelopment to protect from
events like this. On the day of the earthquake, students who had club activities, had to stay
and sleep at the school. Shiori, who came to Australia in 2010, told me that there was no
damage to her parents house, but the power had gone out and it was horrible.
I would like to thank Ms Shaw for helping with the organisation of my trip, Kanae Yukawa
from Sakuragaoka Junior and Senior high school, my four host families and my mum for
helping pay for this trip. Without you all, this trip wouldn’t have been such a success.
2012 US Taekwondo Open Championships: Carla De Pasquale
What a huge success and wonderful experience for me and all the City West Taekwondo players. Competing in
Taekwondo’s largest international ‘open’ tournament in the world was very tough going for the Australian
Taekwondo Team with most players eliminated in their first round of competition across both disciplines -
Sparring and Poomsae.
I competed in Poomsae. I qualified for finals in all three of my events. In the end, I won
Australia’s only Gold Medal in my Teams Event (1 st out of 13 countries) and a Bronze Medal in
my individual event (3 rd out of 71 international representatives). I also competed in Mixed
Pairs, finishing 8 th out of 39 pairs.
A special word of thanks to Dr Watson and the entire Thomas Carr College community for
your ongoing support and encouragement. This is my third year at the College and the school
environment is a positive influence and contributes to my successes.
Uniform Shop News
Avoid the waiting and rushing – start organising winter uniform now. Due to changes with the Education Tax
Refund; please keep all receipts for your 2011/2012 taxation claims.
Open Monday, Wednesday and Friday 8:15am – 4:00pm. Phone Karen on 9749 5969.
Community News
Werribee Indoor Sports Centre
Form a team with your friends and mates and come and join the action. Soccer, Netball, Cricket available. We also
cater for sports birthday parties. 13 Riverside Avenue, Werribee. Visit www.werribeeindoorsports.com.au or ring
9741 5122.
Youth Symposium by 21 st Century Education: Thursday April 26
A fun, entertaining and interactive one day ‘life skills workshop’ proven to education and motivate teenagers about
self esteem, confidence, respect, attitude and managing money. Visit www.youthsummit.com.au to book a place.
Woodville Basketball Club
Boys and girls are invited to play basketball in 2012 starting April. Sign up now and receive a special introductory
fee of $100, a 40% saving. Register at www.woodvillebc.com.au/season.html or ring Mark 0433 977034, Troy 0401
057097 or Janice 0425 759714.
Victorian School of Languages
The VSL is now enrolling students for 2012 classes. This is a Government School which
specialises in teaching languages. Every language studied through the VCE level earns bonus
marks for entry into University Courses. In the Werribee area, the School runs out of Galvin
Park College. To enrol online or find out further information visit www.vsl.vic.edu.au
Altona Junior Football Club
We currently are looking for players to fill positions available in our U16 team. Our goal is not to purely
win games of football each week but to develop young boys into young men through leadership on
and off the football field. We also encourage mateship and fitness and that every player should get a
fair go. Please contact Ashley Dumesny 0400 545 820 or email adumesny@aae.com.au

Coming Events
Mar 9: Middle School photo day
Mar 12: Labour Day public holiday (College closed)
Mar 13-16: Catholic Education Week
Mar 15: St Patrick’s School Mass, ACS Swimming carnival
Mar 21: Year 7 2013 parent/student interviews
Mar 22: Year 7 2013 parent/student interviews
Mar 27: Return of ACS summer tops by Years 7 & 8, Board meeting
Mar 29: End of Term 1 (3.20pm), Parent/Teacher interviews (3.50-8.30pm)
Mar 30: Parent/Teacher interviews (8.30am – 12.30pm)
Apr 16: Term 2 begins (student free day)
Apr 17: Term 2 classes resume for students
Easter Liturgies at our Local Parishes
St James the Apostle Parish
Thursday March 29 7:30pm Combined St James and St Peters 2 nd Rite of Reconciliation
Liturgy followed by individual confession at St Peters, 38 Guinane Ave,
Hoppers Crossing)
Saturday March 31 6:00pm Palm/Passion Sunday Vigil Mass
Sunday April 1 8:30am
10:30am
5:00pm
Tuesday April 3 7:00pm 1st Rite of Reconciliation
Thursday April 5
Holy Thursday
Friday April 6
Good Friday
Saturday April 7
Easter Saturday
Sunday April 8
Easter Sunday
Palm/Passion Sunday Masses
The 10:30am Mass starts in the Play Plaza for the blessing of the Palms
7:30pm Mass of the Lord’s Supper and Washing of the Feet
No 9:00am Mass this day
10:00am
3:00pm
7:30pm Easter Vigil
6:00am
7:30am
9:00am
10:30am
5:00pm
St Peter Apostle Mission Parish
Thursday April 5
Holy Thursday
Friday April 6
Good Friday
Saturday April 7
Easter Saturday
Sunday April 8
Easter Sunday
Stations of the Cross at St James Church and Grounds prepared by the St
James Youth Ministry
Solemn Liturgy of the Lord’s Passion at St James Church
Dawn Mass followed by Breakfast in the Hall following Mass
Mass
Mass
Mass
Mass
7:30pm Mass of the Lord’s Supper
10:00am
3:00pm
10.00am
8.00pm
7.45am
9:00am
10:30am
Stations of the Cross
Celebration of the Lord’s Passion followed by Divine Mercy Novena
Divine Mercy Novena
Easter Vigil Mass
Easter Sunday Masses
Divine Mercy Novena following 10.30am Mass
No 5.00pm Mass