Year 7 Archives - Ģ��Ƶ

Excursion to the Western Treatment Plant

Alicia Quarrell — Wed, 20 May 2026 03:12:42 +0000

Excursion to the Western Treatment Plant in Werribee

Recently, ��Year 7 students participated in an excursion to the Western Treatment Plant in Werribee.

The purpose of the excursion was for students to see the operation of the water treatment plant to support their learning in the classroom. This term, students have been engaging with the value of water across most subjects, exploring issues around the water cycle, drought, water scarcity and considering what the future might hold for Victorians in terms of water supply and demand.

Whilst on site at Western Treatment Plant, students went on tour of the water treatment ponds gaining a better understanding of the processes involved in treating wastewater.

They also participated in an innovative digital challenge.

Working in teams, students engaged cooperatively, collaborated, used communication skills and negotiated to help create a sustainable city. Students considered that sometimes what appears best for their group isn’t always for the wider community, city and environment!

Thank you to all at Melbourne Water for your hospitality and expertise in making this excursion possible.

Student Reflections:
Our excursion to the Western Treatment Plant was broken into two parts. The first part was the bus tour, where we had a tour guide take us around the plant and tell us all about how it works and some history. I liked this because it was helpful to show us more of the plant and old Cocoroc in a fun way. The second part of our excursion was to the learning centre where there was a large screen in the floor with six game panels around the room. We were split into six groups of four and were given a job. My group were the fashion designers and we had to make a sustainable water company to try and win the interest of the town, make the best income and save the environment. Going to the WTP was a fun and informative excursion that I’ll remember for a long time. By Ava H -7 Purple��

Today, at the Werribee Treatment Plant excursion, we went on a bus that showed us around and told us facts about the farm. We were informed about the past and how they used to treat the water compared to now. Once we finished the tour we did a team task where we had to think about the land and community. Lastly, after all this knowledge was put into our brains we left on the bus and travelled back to school with smiles on our faces. By Estelle D – 7 Purple��

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Year 7 – Long Walk for Water

Alicia Quarrell — Mon, 18 May 2026 01:43:02 +0000

On Thursday, 14 May, Year 7 students participated in the “Long Walk for Water” on a sunny afternoon, engaging in a meaningful experience designed to deepen their understanding of water as a basic human right.

Through this activity, students explored key Catholic Social Teaching principles related to water justice and examined the work of Caritas Australia in addressing global water challenges. By carrying water over a distance of 1.2 kilometres, students gained insight into the daily realities faced by many women around the world, who often walk up to 7 kilometres to access clean water, fostering empathy and reflection on global inequality.

At the conclusion of the walk, students were asked to complete a reflection on the ‘Long Walk for Water’.

“We participated in the ‘Long Walk for Water’ so we can understand what those women have to go through every day (to get water). These women carry up to 20 kilos while walking 14 kilometres a day. We definitely felt the pain and tiredness that they go through”. Olivia E

“I believe water is a social justice issue because it is an essential need for all humans. Despite this, not everyone has access to clean drinking water. This is absolutely unfair, as everyone has the right to be given what they need for survival”. Erica C

“I can contribute to water justice by taking shorter showers, not wasting water and also only using the dishwasher when it’s full”. Tilly P

Students were also asked to write a short prayer asking for guidance in caring for creation and ensuring everyone has access to clean drinking water.

“Dear God.�� Bless all the people who don’t have access to clean water and those who do, may they use it wisely.” Ruby J

“Dear Loving God. Please support the women and children who don’t have access to clean drinking water to prevent them from getting sick”. Ella F

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Year 7 Growth Day Reflections

Bronte Stead — Fri, 28 Nov 2025 03:36:50 +0000

Following year 7 Growth Expo, student reflections on the elements of student agency:

Being open to the new:

Why is it valuable to explore new ideas and experiences, even if they feel uncomfortable?

It is valuable to be open to the new because you need life experience and if you only stick to your comfort zone than you won’t get anywhere in life but if you keep trying new things that are out of your comfort zone then you will do better in life and be able to learn more things and do new things. And if they feel uncomfortable that’s fine, you’ll get used to it, and it will grow your comfort zone.

Another agency of learning I used was being open to the new I showed this by making a quilt even though I didn’t really know anything about quilting and if you never try anything new then you will never get anywhere in life I also think I use being open to the new because if you try new things then a lot of the time you will have more fun because then you will not be doing the exact same thing over and over again.

Being reflective:

How does reflection help you improve? Why might it be more powerful than someone just telling you what to do?

Being reflective help improve you by after you think you’re done, you look back to what you did and think to yourself what you did good and what you can improve on. Once you look over yourself reflection or others feedback you could either try again or keep the feedback in mind for next time so you get to be the best possible version of yourself, and your project is the best it can be. It would be more powerful to do what you want and not what others want because if you are the one who chooses what you do, you’re probably going to enjoy it more than if someone chose something random to do. improving my focus, not have the tv on as much and just get my work done. I believe using reflections instead of people telling you what to improve in is more powerful because when you get a deep understanding from your reflection, you would be more likely to change than if someone else told me to do something. In my growth project I was trying to focus more on what I thought more than others because it is my growth not someone else’s.

Striving for mastery:

Why is deep knowledge different from just knowing facts? How can striving for mastery change your future?

Deep knowledge is where you really understand what you are talking about. Your learning is not just scraping the surface its full on. You would know a lot more and more to say and more understanding of the topic. I think it’s defiantly better to have a deeper knowledge so that you can write more and fully understand what you are passionate about. I was striving for mastery by persisting even when I was losing patience and losing focus. Striving for mastery in my opinion doesn’t just mean finishing as quick as you can and never lose focus to me it means finish what you have but you should take breaks so that when you go back to what you were doing you might feel more energized and you would have had a break and now your happier and more inclined to finish it.

Acting with Courage:

Why do challenges make learning stronger? How can taking risks lead to better outcomes?

I believe that challenges at the time can seem scary but once you get over it over challenges will look less scary. In my growth project a challenge I had was not burning the sugar and I had to try 4 times before I got it right but after those 4 times, I was able to do it every time. Taking risk can lead to better out comes because other people might not have thought of it, so it can make your growth day different and stand out, also most risk will end up being good result. In my growth project I took the risk of making a booklet that showed all the things I have done and the elements I have grown in which helped me stand out and have something different.

Acting with Autonomy:

Why is making your own decisions important for learning and life? What could happen if you always rely on others?

Making your own decisions is very important in life because it will teach you to be more independent and rely less on others. In my growth project I had to make the decisions for myself because when I would have my growth day my mum and dad would be at work, but my nan would be there, but she would be knitting so I grown in being independent which will help me later on in life when I move out.

Building Social Alliances:

Why is forming connections important for learning? How can teamwork make your goals easier to reach?

Forming connections is important for learning so you get to know people and can help boost your confidence as well as speaking in front of a group of people. Teamwork can make your goals easier to reach by enhancing your confidence and improve decision making.

Managing Ambiguity or Uncertainty:

Why is it important to keep going even when things are unclear? How can uncertainty lead to new learning?

At the start of the year, I chose Greek sculpting as my growth project, but after a while, on the sixth growth day, I realized I was so uncertain with it that I might’ve needed to change it, so I changed it on the sixth day, and used my own time to catch up as much as I could to the other students, I only ended up with 4 growth days, but I think I had done very well.

Developing Skill or Craft:

Why is repeating and refining important for mastery? What happens if you only do the minimum?

Repeating and refining your work is so important. It helps you see the little mistakes that can be fixed and what you could improve next time. When you only do the minimum for your project it doesn’t let you grow on your work, you won’t improve and will get grades that you may not want.

Liz Sullivan
School Improvement Leader: New Narrative and New Metrics

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Year 7 Growth Day

Bronte Stead — Fri, 14 Nov 2025 03:53:14 +0000

On Tuesday, November 11, our Year 7 students proudly showcased their Growth Projects, presenting an impressive range of creative and well-executed work from Semester Two. The event drew a wonderful turnout of Ģ��Ƶ families and community members, who came to celebrate the students’ achievements. These projects form part of our Agency in Learning initiative, where students select a personal project based on their interests and passions, fostering independence and ownership of learning. From sewing clothes and raising chickens to supporting primary school transitions and crafting candles, the variety was inspiring. Through this process, students developed key skills such as resilience, problem-solving, and presentation, while reflecting on their growth as learners. The Expo was a true celebration of creativity, confidence, and community.

“I learnt about that I have more patience than I thought. ��I can take lots of feedback and I am not really scared of much stuff. I have learnt a lot about myself as a learner and I very proud of myself and I am so glad that all my teachers kept pushing me.” – Gigi Z 7R

“My three competencies were being Open to the New, Developing Skill or Craft, and Being Reflective. I was ‘Open to the New’ because I had to be open to new ideas on how I wanted each photo to be displayed on each page and to draw my audience in.” – Erika K 7R

“For the display, I feel like it turned out better than I expected. At first before I set everything up, I was stressing it won’t be enough stuff, or it won’t be pretty enough. It looked bad but after I saw the final display, I was very proud and surprised how well it turned out.” – Yara R 7P

“My project was to learn how to use a sewing machine. I did this by first learning how to make scrunchies. After that I practised sewing around the edge of fabric by making small pillows and little Timmy (a stuffed toy I made with my mum’s sewing machine. I finished it off by making a little tote bag.” – Aslyn S 7P

Lance Houlihan
Wellbeing Community Leader Yr 07

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Year 7 Ecosystem Excursion

Bronte Stead — Fri, 31 Oct 2025 01:41:54 +0000

On Monday 20th October all Year 7 students went on an Ecosystems Excursion to the specific destination that they nominated to attend. Students went to either the Ballarat Wildlife Park or Queenscliff. If they went to Queenscliff they then participate in a marine experience on the bay or went to explore the beach, rock pools or fresh water environment. While on their excursion the studied the ecosystem that Australian animals or creatures live in and participated in discussions about food chains and food webs.

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‘The environment at Rocky Shores showed Ruby, and I how there were sharks in the water because there were shark eggs. The worker showed us the different types of shark eggs. Their teeth and jaws were so big. The worker showed us starfish. The worker also showed us how pufferfish eat shells and break it in their mouth and spits out the shell and only eat the meat inside. They showed us the seaweed and different types of coral. After that we went to the touch pool. The touch pool is and small pool with fish that were not poisonous. You could touch them.’ – Alice O’C 7B and Ruby C 7B��

‘While walking though the Wildlife Park Zoo in Ballarat, we saw lots of animals. We liked looking around for all the wallabies and kangaroos. We got to hug them and give them pats. We got to see a big crocodile named Crunch. There was also a small one named Baller. The big crocodile was 5 metres long. We looked at the reptiles and the aligator We went outside and saw the other animals. As it was not good weather, most of the animals were inside their cages and not coming out. We got to pat the lama and the emu. Our favourite animals were the tigers and all the kangaroos.’ – Briah C 7G and Lily B 7B

‘Being at the Rocky Shores made me think about how water is so fun. I observed the sea and the rocks. We found a shark egg. It was so cool. WE SAW FISH! ��I think that we sword wear flipflops.’ – Ella W 7B

‘During our visit to the Marine Centre, we saw a lot of fish. One tried to eat me and kept scaring me. I also got to see swamp animals, and it was so much fun (Maya). We learned about feeding fish and got to touch some shark eggs and a bone of a fish. It helped us understand more about fish (Mila).’ –��Mila K 7B and Maya T7G

‘During our visit to the beach comb, we noticed the sand, ocean, the light house, seaweed, rocks, spiders, shark eggs, fish, boats, fisherman, dolphin, people that were looking for seashells, a crab shells, seashells, sea horses, star fishes, pufferfish and zebra fish. From this experience, we learned that there were different type of fish and sea horses, and that the male sea horse carries the babies.’ – Willow M 7G and Georgia K 7B

‘At the Marine Centre we saw so many different sea creatures, like lobsters blow fish and catfish. It was so fascinating to see and learn about all the different��sea creatures. Some of the students were lucky enough to go on a boat and look at the small shrimp, oysters, fish and crabs. We learned about the importance of seaweed. We also got to see some��larger animals like dolphins and seals.’ – Juliet K 7B and Lily S 7B

‘Exploring Ballarat Wildlife Park helped us understand that there’s different habitats and where they came from and how they adapted to their new area. We observed the animals such as crocodiles, snakes, turtles, kangaroos, dingoes and a whole lot more. The Wildlife Park had heaps of different animals to explore, and we also got to experience a kangaroo fight.’ – Amarlie R 7G and Maddie P 7B

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Year 7 Connection Day – Sustainability

Bronte Stead — Mon, 01 Sep 2025 02:02:07 +0000

During our recent year 7 Connection Day with the theme of sustainability, participants were invited to pause, step outside, and immerse themselves in the natural world. The focus of the day was Part 1 – to “see” nature. The 6 different activities encouraged students to:

Connect with Nature: spending time outdoors and observe the natural world
Discuss Environmental Stewardship & Action: caring for the Earth through responsible choices and advocacy
Reflect and Contemplate: quiet time to think about our relationship with creation

Some comments from the day:

‘I really liked that we listened to the nature and went on a walk around the oval and learnt that if you slow down and listen to the surroundings you will see and hear things you have never seen or heard before.’ – Amarlie R 7G

‘I really liked going for a lovely walk. I didn’t realise how much I missed around me.‘ – Maddie P 7B

‘I really liked that we got to clean up outside. It was nice to help clean our school and it was fun to make new friends.’ – Mila K 7B

‘I now know the importance of cleaning up and looking after nature and I feel that I helped make the area healthy and cleaner.’ – Lily S 7B

‘I learnt that Ģ��Ƶ had chickens, I felt happy to see them and they were really funny, and I liked to plant the seeds in the pots.’ – Briah C 7G

Craig Canning
Mission and Identity Team: Sustainability Leader

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Year 7 Kate Constable Author Visit

Bronte Stead — Fri, 15 Aug 2025 01:40:27 +0000

In 2025, Year 7 students have been reading and studying the novel, Crow Country, by Kate Constable. Students were fortunate to have Kate Constable speak to them about the novel in the Kildare Theatre on Tuesday August 5.

Prior to speaking about her writing of the novel, Kate gave the students an overview of how she came to be a writer, her earlier writing successes, including how she and her husband were married after she wrote an early novel which had a character in it that was based on himself.

Kate spoke at length about the background to writing Crow Country, which is set in Boort, Victoria, and how she wrote a novel with a First Nation’s story by a non-Indigenous author. She talked about the research she did into the service First Nation’s soldiers gave to the Australian army during World War two and how they were often treated after the war. This research enabled Kate to create and explore key characters in her novel. Crow Country has been a popular novel studied in schools for a number of years and after the presentation, there was a line of over sixty students queuing up to have their novels signed by Kate.

This was an invaluable presentation that would enhance the students’ appreciation and understanding of the novel.

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Mr Ryan
Library Manager

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Year 7 Katrina Nannestad Author Visit

Bronte Stead — Tue, 29 Jul 2025 01:07:02 +0000

On Friday July 25, Year 7 students were fortunate to have a presentation by acclaimed Australian middle grade fiction author Katrina Nannestad. Katrina is the author of several novels exploring the lives of European children during World War two. Her novels such as We Are Wolves and Waiting for the Storks are based on programs that Nazi Germany had running during World War two. We are Wolves is a novel exploring the Wolfskinder children who lived in the forests of Germany after their homes were bombed and families were separated. Waiting for the Storks explores the effects of the Lebensborn program- Hitler’s program to breed white Aryan German children. Katrina spoke in detail about her research process, planning her novels, the daily writing process and the importance of creating memorable characters to generate empathy in the reader. Students asked questions throughout the presentation and a number of students lined up after the presentation to have their books signed. Katrina Nannestad was brought to Ģ��Ƶ as part of the Brigidine Centre library’s program of engaging students with Australian authors.

Brendan Ryan
Library Services Manager

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Year 7 Connection Activity

Bronte Stead — Fri, 27 Jun 2025 04:41:34 +0000

Last Tuesday during Period 4, our Year 7 students came together in their Ģ��Ƶ House teams—Kildare, Lelia, Xavier, and Finian—for a special lunchtime celebration. This event was designed to strengthen connections across the year level and nurture a sense of belonging within each House.

Students shared a meal of hot chips—a simple yet much-loved treat—as they reflected on their achievements and growth throughout their first semester at Ģ��Ƶ. The atmosphere was warm and lively, filled with laughter, conversation, and genuine connection, showcasing the inclusive and supportive spirit of our school community.

We are incredibly proud of how our Year 7s have embraced their journey so far and look forward to many more moments of unity and celebration as we move into Semester Two. A heartfelt thank you to our dedicated Year 7 teaching staff, whose ongoing care, guidance, and encouragement continue to make a meaningful difference in the lives of our students.

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Uniform

Bronte Stead — Fri, 27 Jun 2025 04:02:36 +0000

Dear parents, we would like to bring to your attention some uniform concerns that we would ask that you attend to in the coming week and/or over the holiday break, if your young person is in breach of our expectations. Our aim is that you have been able to attend to each of these concern over the break, so that we are good to go for day 1 of next term – Monday 21 July.

If the uniform is not corrected, we will be asking our wellbeing teachers and subject teachers to record incidents for these breaches. Multiple incidents will result in a lunchtime reflection and/or another logical consequence issued and this could involve removing your young person from her scheduled classes until the concern is amended.

Blazers need to be worn to and from school on a daily basis and should be the visible outer garment when outside of the school grounds. With the cold weather now upon us it makes even more sense for the blazer to be worn.
Hoodies are not to be worn under the sports / academic uniforms. Again we understand that the weather has deteriorated this term and some students will be feeling the cold however it would be pertinent to have them wear an additional spencer or singlet to keep themselves warmer.
The collared white shirt needs to be worn with the winter uniform. We have seen an increase in the amount of students who are not wearing this shirt.
A selection of students are wearing non-Ģ��Ƶ trackpants with their sports uniform. This again needs to be addressed asap.��
Additionally we continue to see students with nose-piercings and additional earrings and jewellery along with hair being worn out.

We have reattached the contact details for Noone (our preferred uniform supplier in Geelong) and Geelong Second-hand School Supplies (uniform).

Noone – Bellarine/Geelong store
162Moorabool St, Geelong. Vic. 3220.
Ph: 52219199 / Email: geelong@noone.com.au
Trading Hours: Mon -Fri – 9am-5pm�� / Sat 9am – 1pm.

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Little Ryrie St, Geelong. Vic. 3220
Ph: (03) 5229 7766 / email: info@secondhandschoolsupplies.com.au
Trading Hours: Mon – Fri – 9am to 5pm.��

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Student Dress Code 2025 – ��

Respect – ‘Wear the correct uniform’ and ‘Represent the school with pride’��

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It is recommended that students wear the Summer uniform in Terms 1 and 4 and the Winter uniform during Terms 2 and 3, however due to unseasonal and changing weather conditions, either uniform can be worn during non-specified terms. Please note that the full summer uniform or full winter uniform may be stipulated for formal school events.��

Summer dress length – Should be no shorter than touching the top of the knee.  ��

College socks are grey with the Academic uniform and white with the Sports uniform. Black socks are not permitted nor is the wearing of white socks with the Academic uniform.��

Blazers, school jumpers, rugby jumpers and spray jackets are not to be worn around the waist. School jumpers should also not be worn diagonally across the shoulder and waist.��

Hair is to be neatly groomed, appropriate to the wearing of uniform. If hair is touching shoulders when sitting naturally, hair needs to be fully tied back and off the face at all times. When the hair is tied back, the accessory used must be maroon, green or white in colour.

Hair colouring should be kept natural in colour. Extreme colours (such as greens, blues, pinks and reds) are not appropriate. Students not complying with this requirement will be removed from their scheduled classes (internal suspension) until the hair colour is rectified. The parent /carer of the student will be required to attend a meeting with the WELCOM and a member of the Leadership Team to plan for this request to be addressed.��

Two pairs of silver or gold sleepers or plain, small stud style earrings (two in each ear), is permissible. The sleepers should be no larger than a 5-cent piece. One small plain ring is permitted however it may need to be removed when doing sport or other physical activity.�� No other jewellery on any part of the body is to be worn (eg: nose rings and bracelets). A fine silver or gold chain can be worn around the neck featuring a small cross. Students not complying with this requirement will be removed from their scheduled classes (internal suspension) until these jewellery concerns are rectified. The parent /carer of the student will be required to attend a meeting with the WELCOM and a member of the Leadership Team to plan for this request to be addressed.��

Makeup worn is to be minimal. No excessive make-up or false nails are to be worn. Natural coloured nail polish can be worn.��

Clean black school shoes are to be worn correctly with academic uniform.��

Each student is to have a College back pack. All students’ back packs, books, diary and school equipment are to be free from graffiti.��

During Terms 1 and 4, it is highly recommended that the College hats are to be worn during recess and lunch and any classes held outdoors. If not wearing a hat, students are encouraged to sit in shaded spaces during Terms 1 and 4.��

Tattoos are not endorsed by the College. At no time can tattoos be visible when students are in school uniform or attending school events.��
Students may wear the full sports uniform on days for which they are timetabled to participate in Physical Education or Dance classes or as instructed by staff. Athletic shoes fit for purpose are to be worn in all sports classes. Leggings are not to be worn as the outer garment to and from school.��

The college has a long sleeve sports top available for purchase therefore students should not be wearing long sleeve tops under their shorts sleeve sports tops.��

From time to time there may be individual adjustments made in consultation with the College and families.��

Students not complying with this requirement in an ongoing manner will be removed from their scheduled classes (internal suspension) until the uniform concern is rectified. The parent /carer of the student will be required to attend a meeting with the WELCOM and a member of the Leadership Team to plan for this request to be addressed.

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Year 7 Archives - Ģ����Ƶ