Since the last College newsletter, Senior Years students have been busily engaged in the core business of their schooling ā€“ meaningful learning that excites and engages them. A core aspect of learning in a Mercy Catholic school context are the opportunities afforded for students to engage with the broader aims of a Mercy education: student formation.

Central have been the College Opening Mass which took place on Tuesday 3 March at St Patrickā€™s Cathedral. This is an important occasion in the school calendar. It marks the beginning of the year and affirms our Catholic Mercy values ā€“ a core aspect of a Mercy education. VCE students in Year 11 and 12 played a key role in the celebration and liturgy, leading prayer, carrying official symbols of the College and through their ministry to others in the school community. I thank and acknowledge all students for their role in the Mass. As Year 11 students, their VCE jumper is an outward sign of their important place in the College as leaders for fellow students. This informal leadership is important for this year level to impart their legacy on the College and their special place as the final year of all girlsā€™ education at the College.

In addition to this, Senior Years students in Years 11 ā€“ 12 welcomed Sister Sally Bradely to the College on Thursday 5 March to speak to the mission of Mercy Works and its commitment to social justice. Mr Adam Valladares, Director of Mission and Mercy Ethos, who facilitated this incursion writes:

Drawing on her experience with the organisation, she shared powerful stories of programs that support vulnerable communities in Australia and abroad. In particular, she spoke about Mercy Worksā€™ partnerships with Indigenous communities, where education and community initiatives aim to strengthen opportunity, dignity and self-determination.

Sister Sally also described projects in Papua New Guinea and the Philippines, where Mercy Works supports education, livelihood training and community development. Through these initiatives, local people are empowered to build brighter futures for themselves and their families. Her stories illustrated how the Mercy charism, inspired by Catherine McAuley, continues to respond to the needs of the most marginalised.

These are important aspects of the broad aims of a Mercy education ā€“ an awareness and commitment to supporting the marginalized through compassionate works for social justice.

Another important aspect of a Mercy education is the focus on inclusion. This aligns to our College theme for 2026: ā€œThe spirit of unity dwells amongst usā€ (Catherine McAuley). This was seen through the student-led activities that formed part of Harmony Week. I commend the Year 12 College captains and prefects for their role in supporting and promoting the events of Harmony Week. As a highly diverse student community, our multicultural identity is indeed our great strength and one that unites the college community through our respect for difference and appreciation of diverse perspectives and experiences.

Finally, as Term 1 nears completion, Senior Years students, parents and carers had the opportunity to reflect on their learning through the formal Student Learning Conferences with their VCE teachers. Student Learning Conferences play a vital role in supporting VCE students to take ownership of their learning and improve academic outcomes. These meetings provide an opportunity for meaningful conversation between students, parents, and teachers. I imagine that many conferences had a clear focus on progress, strengths, and areas for improvement. A key benefit of these conferences is the quality of feedback students receive from their expert teachers. Constructive, specific feedback helps students understand not only what they have achieved, but what they need to do next to improve.

The outstanding results of the previous Class of 2025 cohort were in no small part due to their follow up actions after feedback and a great example to this yearā€™s Class of 2026. The true value of Student Learning Conferences does lie in the follow-up actions taken by students. Acting on feedback is the catalyst for growth. Students who set clear goals, seek clarification, and implement suggested strategies are far more likely to see improvement in their performance and confidence. The outcomes and actions from these interviews can be a main focus for student learning in Term 2 and can energize studentsā€™ return after the well-deserved Term 1 holiday break. I wish all students and families a happy and safe Easter.

Tom Crowle
Senior Years Leader