By Mrs Liisa Hammond, Principal

Matthew 13: 44-52

Matthew’s Gospel tells the tale of Jesus using three parables to try to describe the ‘Kingdom of Heaven’. Firstly, he speaks of a hidden treasure for which one man will give everything. Secondly, he shares the story of a fine pearl that, once again, inspires a man to sell each and everything he owned of worth to gain it. Thirdly, Jesus speaks of sorting through fish to keep and fish to leave, prioritising what is important.

We can easily equate this to our current Term 3, 2023 context. Our Year 10s are entering their Senior Education and Training contracts between themselves, their parents/guardians, and the College. This time is an opportunity for our 2026 cohort to weigh their options and discover what is truly important to them. They must spend time considering what they will sacrifice and what they will embrace to gain success in their post-schooling pathway.

The Year 12s are also weighing up options and considering their more emergent needs and wants as their senior schooling time draws to a close. Careful consideration and decisions around university applications, work applications, and apprenticeship options occupy thoughts and conversations.

During these times, I am often inspired to reflect on Robert Frost’s poem, ‘The Road Not Taken’. Used so frequently during times of choice and decision-making, it is almost cliched. Although there is a reason this poem endures, it is not about the road that Robert Frost symbolically took on that Autumn day – it is about the road he did not take. It is about what he was willing to give up to gain something more, something that would make all the difference in his life.

Luckily, unlike Matthew’s Gospel that veers quite dramatically into the possibility of being “… thrown into the blazing furnace where there will be weeping and grinding of teeth …”. Robert Frost and our students are afforded the opportunity to recognise the treasure that is their future.

The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveller, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less travelled by,

And that has made all the difference.

Boys’ Forward Institute – Dr Ian Lillico

BREAKING NEWS!

Assumption College has been acknowledged as an Accredited and Recognised Boys Forward Preferred School.

As you would be aware, Assumption College, in response to our College Report from Term 4 last year, was inspired to approach world-renowned Dr Ian Lillico, founder and CEO of The Boys Forward Institute.

Surveys were remotely and randomly conducted and then face-to-face with selected boys of Years 7-10 (Document 1). A different survey was conducted of staff (Document 2) and another of parents (Document 3). A final audit based on the staff survey was conducted on-site by Dr Ian Lillico at the school on the 11th of July, 2023.

At the staff and parent seminars conducted by Dr Ian Lillico on the 10th of July, 2023, the following summaries were presented:

Students and parents:

• Boys felt safe at school, had lots of friends, tried hard, had minimal bullying, felt supported by their family, liked coming to school, were supported by their male and female friends, had good relationships with their teachers and were optimistic about the future.
• Parents felt that the school was meeting the needs of their children, were happy with the school’s bullying and homework policies, felt that communication between school and home was good, had plenty of opportunities to have a say in the school and were happy with their child’s education at Assumption College.

Staff:   90

• Extremely positive
• Nearly all academic criteria for boys’ success were above average apart from learning styles, action-based learning, teaching remembering skills, feeding boys’ curiosity, having more explicit literacy skills and lesson delivery variation.
• Staff were again very happy with the social and emotional aspects of boys at Assumption College and mentioned teaching boys to be patient, respect women and build their leadership skills based on service as areas for growth.
• Staff felt that more parent education was desirable and a more formal “coming of age” celebration of some form was needed – around Year 10.

A full examination of the report, findings, and survey results will be shared with our community via our next Parents and Friends Committee meeting on the 14th of August, 2023 – we look forward to seeing all committee and community members at that meeting.

Making it Count

The Australian Curriculum Assessment Reporting Authority (ACARA) is the statutory authority responsible for all Australian students from Prep to Year 10. According to ACARA, there are seven (7) General Capabilities that all students must develop knowledge, skills, behaviours and positive dispositions towards to have a complete education. One of these capabilities is currently of great concern for parents and guardians and is consistently a topic of questions, discussion and concern when discussing enrolment. That general capability is Numeracy.

Numeracy is what we consider to be a non-negotiable skill for our students to become confident and productive citizens. Students have a right to develop knowledge and skills to use mathematics confidently across all aspects of their learning and lives. This is because we know that confident, numerate students can access all aspects of learning and are empowered to challenge themselves and positively engage in higher-order Years 11 and 12 subjects, such as Specialist Mathematics, Mathematical Methods, Chemistry, and Physics – to name a few. These subjects are highly effective in contributing to a student’s success at gaining what is referred to as a ‘competitive ATAR’ – the highest rank you can achieve to enter top-tier courses at universities. Furthermore, if students wish to engage in a pathway of trade and industry, being a confidently numerate individual is even more important, especially by the end of Year 10. Ultimately, all learning aims to engage young people in a world of curiosity whilst empowering them to have a full and flourishing life.

With this understanding in mind, Assumption College has crafted a specific and multi-layered approach to teaching Mathematics to ensure students are able to develop their knowledge and skills. Assumption College students engage in classroom learning with qualified and enthusiastic maths teachers. These teachers are supported by our highly qualified and experienced Head of Mathematics, Mrs Esther Hohenheim – who has worked closely with the Queensland Curriculum and Assessment Authority on developing senior curriculum and assessment documents and syllabi for all Queensland students. Esther and her team are committed to high expectations for all students within supportive environments, as this encourages growth and a positive disposition to the challenges that Mathematics can sometimes pose.

Face-to-face lessons are supported by online programs and tools that students can access to further support the core learning taught in class. If a student is finding themselves overwhelmed in their study of Mathematics, we have smaller intervention classes where students can be further assisted in their numeracy journey. Additionally, small group tutorials are held on Thursday afternoons. We also offer extension and challenge classes/activities to continue fostering a passion for this subject area.

In Year 10, we offer the opportunity for students to specialise in their mathematical journey. This is done in conjunction with the students, their parents, careers counsellors and our expert staff. In Semester 2, students choose between Short Course Numeracy (for our trade and industry students as well as students who may be at risk of disengagement), General Mathematics or Mathematical Methods for their core maths learning – this is all aligned to the ACARA curriculum and provides an opportunity for students to make an informed decision about their studies in Years 11 and 12. Furthermore, we offer Hybrid Specialist Mathematics as an elective in Year 10. Highly renowned Joel Speranza teaches this course and uses face-to-face learning and online lessons to bring together a network of specialist learners across all secondary schools within the Toowoomba Diocese.

At Assumption College, our Maths Department is committed to leading the way in creating extensive opportunities for our students to engage in learning experiences that embrace technology whilst ensuring that we always maintain the connection of face-to-face learning.

Welcome to New Staff

School Based Apprenticeships and Traineeships

Assumption College would like to congratulate Indiah Gough on securing an apprenticeship in Hairdressing. Indiah is completing her apprenticeship at Brow Beaute Co. We wish her all the best with her continuing studies. 

Year 10 Work Experience

Brett Shelton recently completed his work experience at Total Dog Grooming. Well done Brett!

May our Mother Mary grant her blessings upon our College Community.