Newsletter 48 – Term 2 Week 7 2020

“The simplest and most practical lesson I know… is to resolve to be good today – but better tomorrow.

Let us take one day only in our hands – at a time, merely making a resolve for tomorrow.

Thus, we may hope to get on – taking short careful steps, not great strides.”

 (Catherine McAuley (Founder of the Sisters of Mercy) in a letter to Mary De Sales White, Feb 28, 1841)

In each of the classrooms around the College there is a poster that highlights the expectations that all members of the College community are required to adhere to each and every day.

These expectations can basically be narrowed down to the requirements that as an individual each one of us;

• Will ensure our behaviours and attitudes are respectful toward ourselves, other students, staff and property.
• Will place safe behaviours at the heart of all we do.
• Will come to school and lessons on time, prepared and ready to work.

These first two expectations are about providing a safe environment that is conducive to learning. The third of these expectations is about ensuring the staff and students have the tools required to participate in lessons, learn and achieve to their best academically.

If questioned I am sure that all of the students would agree that the staff and leadership of the College have consistently reminded the students of these expectations numerous times per week over the year so far. Unfortunately, despite these reminders we have had a number of students who since returning from our isolation period have engaged in behaviours that are disrespectful and unsafe. This is obviously of great concern to us as I have clearly outlined in our previous newsletters and other communication to parents that these type of behaviours will not be tolerated at St Joseph’s College and if students are going to engage in these behaviours they cannot be part of our community.

In responding to these concerns, we are hopeful that our parents can assist us by ensuring that your children are aware of the expectations and they understand the consequences of inappropriate behaviour. As we have consistently indicated we highly value the importance of working together in partnership with parents / caregivers and we understand that some students need more constant reminding and assistance in order to be meet these expectations. However, under no circumstances will unsafe behaviours be condoned or tolerated.

This week let us resolve that in working together we can take the small steps that Catherine McAuley wrote about, then hopefully we can all be better each day and as a result our community will flourish.

Congratulations Mrs Fellenberg

Earlier this year I communicated to our community that as part of the Toowoomba Catholic Schools Staff Performance and Development process, Mrs Kerrie-Anne Fellenberg this year would participate in a Summative Performance Review at the end of first five-year contract. In order to facilitate this review a panel was formed to conduct the appraisal. The panel consisted of Mr Paul Herbert (Acting Senior Education Leader Toowoomba Catholic Schools Office), Miss Kellie-Maree Ford who was the nominated person of the person being reviewed and myself as Principal of the College.

This week I would like to take the opportunity to thank the members of our community who took the time to provide feedback, affirming Mrs Fellenberg on her performance in her role and suggesting areas for future development. I would also like to, with Mrs Fellenberg’s endorsement, share some of the findings of this appraisal, which I am sure you will agree is a wonderful summary of what was a very positive review.

Commendations –

• Kerrie-Anne is to be commended on dedicating her teaching career to working in Catholic schools and her active involvement as a parishioner of St Thomas Mores.
• Kerrie-Anne has integrated hope-filled beliefs and values into the life of the school, through her modelling of the College values of Dignity, Compassion, Respect and Endeavour. This is fully supported by the comments of staff, head office and parents.
• Parent comment – I have found Mrs Fellenberg to be a delightful and caring person who is committed to carrying out key mission of the college.
• Kerrie-Anne is to be commended on her efforts to lead the College staff, students and parents through the most significant educational reform to senior schooling in Queensland in 28 years.
• Staff member comment – Her curriculum knowledge is immense, and she has ensured staff journey with her in the new QCE system. In all decisions, she prioritizes student learning and advocates for quality teaching and equal access for students.
• Staff and parents provided feedback that Kerrie-Anne has the best interests of students at the centre of all decision making. She shows genuine care to all in the community and she is transparent and solutions focussed.
• Head Office comments – Kerrie-Anne is approachable, open and honest in all of our interactions. What is best for the students is at the core of every decision she makes. Kerrie-Anne is a life-long learner, who is happy to share her knowledge and skills, as well as consider other ways of approaching things.
• Kerrie-Anne has demonstrated commitment to the two Diocesan Strategic Pillars through her development of effective pathways for students to experience academic success and paying careful attention to the place of Religious Education in the timetable to allow Jesus to be known to every student.

Head Office comments – Kerrie-Anne demonstrates an openness and positivity towards engaging in system-wide processes that are implemented with the intention of improving outcomes for colleges and schools.

Recommendations –

• Clarity around the educational focus and direction of the College should allow for Kerrie-Anne to renew her focus on pedagogical leadership, including visible learning, utilisation of data and the implementation of digital learning tools such as CANVAS.
• The transition to a more transformative leadership role is a key focus of the life of this summative review. Evidence of such an approach will be found in the release of responsibility to Middle Leaders and the development a distributive leadership approach.
• As a member of the College Leadership Team, Kerrie-Anne is encouraged to be actively involved in the development of a clearly articulated, deeply considered and shared vision, strategic plan and annual action plan to provide a holistic education which is:
• Premised on a well-developed sense of values embedded in the language and practice of daily life as well as specific
• Based on the development of strong and respectful relationships across the C
• Characterised by well-articulated and structured processes and expectations around curriculum provision.

Summary –

On behalf of the St Joseph’s College community we would like to congratulate Kerrie-Anne on the level of commitment and leadership she has demonstrated over her five years as Assistant Principal Curriculum as highlighted in the statements below.

Staff comments – Kerrie is one of the most hard-working people I have ever worked with and nothing is ever a bother to her. Her calm nature allows for staff and students, who may be feeling ‘under the pump’ by an issue, to feel at ease in her presence, allowing for beneficial discussion to resolve the said issue.

Kerrie’s professionalism in how she presents herself and interacts with the College community is exceptional. Her poise and caring nature, and sense of humbleness are obvious. She is the perfect example of our school motto “Serve Him in Others”.

Head Office Staff comment – Kerrie-Anne is a life-long learner, who is happy to share her knowledge and skills, as well as consider other ways of approaching things.

Kerrie-Anne is an integral member of the College Leadership Team and it is envisioned that she will play a significant role in the transformation of the College into a highly regarded educational institution.

Finally, we would like to thank Kerrie-Anne for the manner in which she has engaged with the summative appraisal process. We look forward to Kerrie-Anne continuing to demonstrate the qualities and skills commended in this appraisal while engaging with and actioning the recommendations for professional growth it outlines.

This theme was announced in January this year. And considering recent events, it now seems to be incredibly prophetic. These three small words name our experience in the time of pandemic, whilst simultaneously naming the necessary action in response to the rallying cry against racism around the world this week.

Having just celebrated the Feast of Pentecost, Fr Brian McEvoy reflects in the Australia Jesuits on the parallels between the story of Pentecost and our social isolation.  He remembers that ‘the disciples, with Mary and – I dare say – other men, women and children were locked down’. They were frightened of what might happen to them if they opened the doors, and what it would mean to be part of the society in which they lived at that time. The story of Pentecost tells us that the Spirit comes to ‘open up the doors’, by taking away the fears of the disciples and enabling them to go and spread the Good News of Jesus to others. The great miracle of Pentecost was that others start to hear and understand them in their own language.

The parallel to the messages of First Nation Peoples around the world is also evident. I hope in this time of Reconciliation Week and the outpouring of messages in the Black Lives Matter campaign, that all will start to hear our First Nation Peoples in their own language. And even further, that we will have the courage given to us by the Holy Spirit to spread the Good News of Jesus to others by speaking out about racism and injustice.

We are gifted an opportunity to hear the voice of the Spirit in our own way, in our lives, in our hearts at this time. Through social media and social isolation, we are able to access and process the stories of First Nations People.

May we be ever more aware that we’re in this together. May we be able to hear the call from our First Peoples, as they ask us to consider what it means to be with them in a reconciliation, in constitution, in relationships, in learning culture and language, and in respecting thousands of years of history.

Reconciliation Prayer

Holy Father, God of Love,
You are the Creator of all things.

We acknowledge the pain and shame of our history
and the sufferings of our peoples,
and we ask your forgiveness.
We thank you for the survival of Indigenous cultures

Our hope is in you because you gave your Son Jesus
to reconcile the world to You.
We pray for your strength and grace to forgive, accept and love one another, as you love us and forgive and accept us in the sacrifice of your Son.

Give us the courage to accept the realities of our history so that we may build a better
future for our Nation.
Teach us to respect all cultures.
Teach us to care for our land and waters.
Help us to share justly the resources of this land. Help us to bring about spiritual and social change to improve the quality of life for all groups in our communities, especially the disadvantaged.
Help young people to find true dignity and self-esteem by your Spirit.

May your power and love be the foundations on which we build our families, our communities and our Nation, through Jesus Christ our Lord.

Amen.

Growing up, a good friend of mine was notoriously academic. I maintain that I deserve great credit because in Year 12 Maths, I was smart enough to know that I should sit next to her, in the hope that some of her natural intelligence may just be contagious. My colleagues will be the best judge of this theory, although I must point out that I now teach English and Religion, never Maths. At university, that same friend studied medicine and worked extremely hard. She once told me that her goal each day was to empty the ink well of her pen. Once the pen was dry, she knew she had taken enough notes for the day. She spent decades acquiring knowledge, because this what we expect of our doctors.

These days, she is a Paediatrician who specialises in the resuscitation of newborn babies. Her oldest patients are always less than one hour old. As you can imagine, her role includes significant stress and working with families at their most vulnerable. The knowledge she acquired, remains useful, but she walks around the hospital with an iPad. Those hours and hours of study and acquired knowledge are now at the less-important end of her vocational responsibilities. In short, if she needs to know something, she just looks it up. Many of us may be amazed at how often highly trained medical professionals simply ‘google it’.

Her list of skills are much better defined by what the QCAA (Queensland Curriculum and Studies Authority) call the Twenty-First Century Skills. This list doesn’t really include retaining ‘google-able’ knowledge. Instead, it emphasises things like having respectful disagreements, managing difficult relationships, gathering perspectives, persistence and, vitally, problem solving. These are the skills that will hold the most currency for our students as they enter the workforce. Google can’t help us solve problems; it can only provide the basic knowledge we need to undertake the challenge.

We also know that for the vast majority of our young people, their immediate focus is often on relationships, not necessarily learning. This is true of adults too. Unless we feel valued, connected and safe, people around us (like teachers) are unlikely to see the best of us. Our major challenge as a partnership of educators and families is to support our students to manage their relationships, and, more specifically, to problem solve when these relationships break down.

Violence is never an appropriate form of problem-solving. At St Joseph’s College it absolutely contravenes the basic principles of our Catholic identity and the values that we hold so dearly- Respect, Endeavour, Compassion and Dignity. As we work together to create the best possible future for our young people, we ask for your support in helping them to find dignified, respectful, mature and safe strategies to problem-solve their relationships in way that best equips them for a bright future.

Yours in partnership

Year 7 to 12 Assessment

Please check with your son or daughter about upcoming assessment.  The Term Two revised Assessment calendar has been sent to all families and students and can be accessed via the College Intranet  and College Website.

Most Year 7 to 10 students will be completing assessment in class time, except for some longer cohort exams like Year 10  Maths which will be conducted in the Mackillop Centre as a cohort with the Covid-19 restrictions of social distancing (1.5m apart rule) being adhered to.

Year 11 and 12s do not have an exam block and are required at school each day as normal lessons will be continuing until the end of term. Exams are scheduled on the assessment calendar and further details about rooming and supervisors will be provided to students via email this week.

Year 9 and 10 Elective changes for Semester Two.

Please note that Year 9s received their Semester Two elective lines via email at the end of Week 4.  Students were given the option to make changes until Friday 29 May.  Classes are now full and no further changes can be made for Semester Two electives.

Senior Exams

If your son or daughter is in Year 11 or 12 and they are away for an exam, please contact me directly at the office. Students require a medical certificate to enable assessment to be rescheduled.

Family Holidays

Please be aware that family holidays is not a reason QCAA accepts in the Senior school to make changes to exam conditions or assessment deadlines.

Phones and Smart Watches – Exam Conditions and Equipment:

Parents and students need to be aware that they are not to bring a mobile phone or a smart watch into an exam.

They may bring only permitted (i.e. essential and optional) equipment into the test room as outlined by their classroom teacher.

Please note that equipment may be inspected by a teacher at any time before, during and after a test session and all equipment should be placed in a clear plastic container.

If a student does have a phone or smart watch on during an exam they will be asked to hand this into the Office to be collected possibly by a parent.

Year 11, 2021 –  Information Evening – new format

Due to restrictions from Covid-19, the upcoming Information evening is cancelled (23 June), but is being replaced by a number of different events.  I will be speaking to all Year 10s on the 8 June and again on the 22 June in class time about QCE and future pathways.  Ms Wilson and Ms Masters will assist in these discussion on the 22 June and concentrating on University and School Based Traineeships/Apprenticeships and TAFE opportunities in Senior.

On the 25 June, Year 10 Academic Care interviews will be conducted for all Year 10 students and further information will be provided by Mrs Emily Whiting to families.

Our Middle Leaders – Curriculum are currently working on creating videos for each of their subject areas to be uploaded in Canvas for students to access. I will also be creating videos to explain the QCE for students and families.

The Languages Department looks a little different in 2020. Ms Adriana Sardoni has added Senior French to her role and we welcomed Mrs Emma Toulcher to take on the remaining junior French classes. This term we also are lucky to have Mrs Emily Whiting looking after one of our junior Japanese classes. With the organisation, proficiency and dedication of these teachers, students studying French or Japanese at St Joseph’s is in very good hands.

Covid 19 has had a major impact on not only daily classes and methods of learning, but also the many other opportunities normally available to our language students. Unfortunately, all excursions that would normally enhance our curriculum are unable to proceed this year, and so, trips to Brisbane for film festivals and cultural experiences are instead now pencilled in for next year.  The annual visit by our Japanese sister-school group in Term 3 also falls into this category. Hopefully all will be back to normal next year.

Students had varying reactions to the online learning process with languages – some students thrived under the different isolated conditions, keeping on task and completing requirements fully while not giving in to the temptation of Google Translate, the Xbox, the TV or the fridge, while others found it difficult to stay on task without the usual constant teacher direction. As we all return to the classroom, teachers will be reminding students of classroom expectations, especially regarding classroom behaviour and homework, but we hope that some of that new-found learning independence will continue to shine through.

One of the benefits that came from online learning was the development of the partnership between parents, student and teacher in ensuring student work and learning was taking place. A huge thank you to all parents who supported what we were trying to achieve and making the five weeks of independent learning productive and progressive. Our teachers went above and beyond to make foreign language lessons engaging and achievable in following up students for submission of work and providing valuable feedback. Students who struggled with this independent learning phase will be invited to attend Academic Support to catch up on work so vital for success in the upcoming Semester exams. If your child needs help at anytime with their language study, please do not hesitate to contact their classroom teacher and discuss the possibilities available.

Coming to the end of term, a few handy study tips for successfully learning a language:

1. A new word has to be “experienced” – read, heard, written – 40 times for it to be remembered
2. Flashcards remain the #1 best study tool for revision
3. Vocabulary alone is not enough – grammar is so important to understand how those words tie together for meaning
4. Don’t leave it to the last minute and expect to remember everything – learning a language takes time and practice. A 30-minute cram before an exam won’t really help much unfortunately.
5. There is always help available if you don’t understand something – your teachers are there to help you. Please ask if you need it.
6. Don’t be afraid to make mistakes – they can help us understand. Ideally then, the mistakes are made in the practice leading up to, rather than in, the exam.

Programs such as Education Perfect have become invaluable to our language program, as students have native pronunciation at their fingertips.  It was really pleasing to see how well students in general applied themselves to the tasks. In addition, we had two students, Helan Jeni (Year 8) and Tahlia Utz (Year 10), achieve Credit level certification in the annual global Language Championships competition, through doing little more than completing their normal class work. A phenomenal effort. Congratulations girls!!

Year 7 students will soon start their second language option for the year in Semester 2. This is the only year level where students still try both languages, choosing their preferred option to continue with for the entirety of Year 8. The hope is that, with students now getting that choice for Year 8, engagement improves and a stronger understanding of the language is developed before electives are chosen for Year 9 and beyond.

Please do not hesitate to contact me or the relevant teacher if you have any questions concerning your child’s language learning.

Stay well.

As we approach the end of Semester One we also approach that time of term when exams start to loom. The main contributor to a student’s success, or otherwise, in an exam is their effort and work throughout the semester. Having said this, exams are stressful situations and often students are not able to demonstrate the full range of their understanding under pressure. Comments such as ‘I know the work but I forget it once I’m in there’ demonstrate the need for students to not only practice their Maths skills but also exam technique.

Many students understand and can complete questions when first learning skills, they are able to complete activities successfully in class, however the ability to retain this over time and reproduce it in an exam situation is challenging and requires constant revision. With this in mind, the following strategies may be helpful to students:

• Before sitting an exam, you should know exactly what is going to be on that exam. Of course, you won’t know the specific questions, but you should know exactly which topics and skills you need to know. An exam will never test something that you haven’t been taught. Before you go into an exam make sure you are aware exactly what will be asked and that you can answer it – nothing should be a surprise.
• Use homework tasks as an opportunity to revise work. Generally, homework is focussed on a mixture of the skills from the Semester rather than just what has been learnt in the current week. This revisiting of work is important for retention.
• Keep a Summary Book. Each evening, or once a week add to your book with notes and examples from the work learnt that day or week. By developing this summary and adding to it as new learning occurs, you are constantly revisiting previous learning.
• Sometimes when completing homework or revision put yourself under pressure like in an exam. Put a time limit on your homework and try to get it done in that time. Don’t look at your notes to help you. Essentially pretend you are in an exam – this will feel uncomfortable at first but will become easier. This also helps you to see what you really do or don’t know.

These are just some ideas, different strategies work for different students. Conversations around how your son/daughter studies for their Maths exams may help determining how they could overcome challenges around exam technique.

Many of our students also take up the opportunity to attend weekly group tutorial sessions for Mathematics. These take place every Wednesday afternoon from 3.10 – 4pm in the Library. This is an opportunity for students to access some more assistance with classwork or homework, or to simply study Mathematics. There are always several teachers available to assist students. Tutoring is open to any student from Year 7 – 12.

In the hope of starting some form of sport in term 3, the ARU is hoping to start a 15 a side competition over six weeks in term 3.

At this stage we have an Open team and an under 15 team, but I only have 4 boys down for the under 13 team. If any of the rugby league boys would like to learn how to play union and get some footy happening for 2020 please email me your name.

Time is running out to nominate and get all the paperwork ready.

Toowoomba Netball are also hoping to start a Wednesday night competition (COVID safe) in Term 3 so if netball players would also like to contact Miss Newton that be great as well.

It has been wonderful to see our Library abuzz with all of our students now returned to school. Breaks have been particularly busy with students from all year levels enjoying a range of activities including quiet reading, card games, chess, board games, group study sessions and socialising. The afternoon tutoring and collaboration sessions with teachers have also been popular now that assessment dates are looming. The library staff would like to remind students that we are happy to assist with research for assessment should students require it. To get access to this service, they only need to pop in during a break, or send Mrs Andrews an email to organise a time.

We have also had numerous English classes in to borrow some novels and hope to see more enjoying our vast collection in the future. We have many new physical titles that have arrived recently, which students might like to check out:

Additionally, with the popularity of eBooks rising, we have been working hard to build up our digital collection on SORA. The following are just a few of the new titles that students can read on their devices- anywhere they have access to the internet:

We would like to take this opportunity to remind the students that they are able to request titles to be added to our Library by asking one of the library staff, or sending an email to Ms Hesson or Ms Gerrahy. We always aim to ensure our collection is aligned to student needs and interests.

Similarly, for those students who would like a book to read but struggle with finding the right one, the library staff are always avaialbe to give advice and provide a range of displays to help students find books of interes. Recently, Ms Hesson and Ms Garrahy have constructed three wonderful displays- two for key events-

Anne Frank’s Birthday:

Reconcilliation Week:

and the third to spark the interest of students who enjoy films:

We hope the students enjoy exploring the displays.

We are still hopeful of being able to provide our 2020 Open Day in person.  In the meantime, individual family and small group tours are available and we encourage prospective families to make contact with the College via email enrolments@sjc.qld.edu.au .

We look forward to welcoming you in person and showing your family all that St Joseph’s College has to offer.

As lock down restrictions are slowly being lifted to varying degrees, we enter a time of transition and adjustment. The circumstances of this situation have significantly impacted us all. For some it has been an opportunity to reflect on what is important, whilst others have embraced the opportunity to learn new things.

Many young people may be excited at the prospect of restrictions being lifted; others may feel mixed emotions. Reactions will differ depending on how well they cope with stress and change. Keeping a check on your child’s mental health and well-being as they adjust to new routines, will be vitally important.

There is still a lot of uncertainty ahead of us, so focusing on the things you can control or enjoy doing or even value, can help establish predictability and familiarity for the whole family. Adult carers need to provide young people with reassurance by acknowledging any concerns and fears they may have at this time. Consider this to be a normal reaction, however it may be best to focus more on their feelings and emotions, rather than the practicalities at this stage.

In this Special Report, we share a few ideas to help ease this time of transition and adjustment. We hope you take time to reflect on the information offered in this Special Report, and as always, we welcome your feedback.

If you do have any concerns about the well-being of your child, please contact the school for further information or seek medical or professional help.

Here is the link to your special report https://sjc.qld.schooltv.me/wellbeing_news/special-report-coronavirus-transition-back

Student Stories

Hear personal stories about current students, their journey to university, and what life is like at USQ.

There will be six sessions featuring students from different regional areas, including:

• North & Central QLD
• South West QLD
• Dalby plus many more!
• REGISTER TO ATTEND

USQ Scholarship Information

High school leavers who achieve an ATAR 97 or above and put USQ first on QTAC, will automatically receive a Chancellor’s Scholarship valued up to $29,000, including an optional study abroad package and leadership development.

Follow the links below for details:

What are the scholarships?

The  Chancellor’s Excellence Scholarship valued up to $29,000.*

The  Vice-Chancellor’s Scholarship valued up to $20,000.*

 The  Executive Dean’s Scholarship valued up to $6,000.*

Head Start Semester 2 – Apply Now

Students can study  USQ Head Start to gain entry into a related USQ degree. Prerequisites may apply.

Your students can  register their interest now to learn more about Head Start and how it could benefit them.

Semester 2 2020 commences on 13 July 2020 and applications are  open.

Accelerated Entry Pathway Program (AEPP)

The USQ AEPP program has been designed to assist students to become successful university students by developing their academic skills before they start their degree. This free 7-week on-campus program is run over the summer break and will prepare graduating year 12 students, now more than ever, for studying at university.

They will study two subjects (courses) that will teach them how to research and analyse information, write essays, manage time and set goals.

Successful completion of AEPP will provide you with the English subject pre-requisite required for USQ degrees and ensure you are eligible to apply for a wide range of USQ undergraduate degrees.

The AEPP program will run from 30 November 2020 – 22 January 2021.

Applications close 20 November 2020.

If you wish to speak to an AEPP coordinator about your student’s options, please email futurestudents@usq.edu.au

Bond Uni Update

Bond university are hosting a virtual information evening via Zoom.

In the session Scot Williamson form Bond will cover the Bond differences, programs, applications, scholarships, student experience as well as give students a few tips on what to look for in all of their University options.

Date: Wednesday June 17^th

Time: 5:30pm

Zoom Link: https://bond.zoom.us/meeting/register/tJIucu6rrzMiGdV5iWWzuTt8vyuqR433wIxc

Please register in advance via the link

Australian Defence Force Recruiting Update (ADF)

Information Sessions

Whilst face-to-face events are still not currently possible, ADF Careers Promotions Team can participate in virtual presentations and expos.

Opportunities for Indigenous and Torres Straight Islanders

Join ADF’s Indigenous Team for a virtual information session throughout June and July to find out about the opportunities available to Indigenous and Torres Straight Islanders in the ADF. You will need to register.

Gap Year 2021

Applications for Gap Year 2021 are now open! Flyers with lists of available roles, and information on how to apply have been emailed to Year 12 students. The current roles won’t be available for long and spots are limited so Year 12 students considering Gap Year as an option post school are encouraged to apply now!

UAC Process for ADFA 2021

The application process for UNSW Canberra remains unchanged for ADFA candidates for 2021. Applying for ADFA is a competitive, dual application process that can take up to 12 months. We recommend that student’s apply in Year 11, but applications can still be made in Year 12.

We strongly encourage any students interested in ADFA, to tune in from home for our Queensland: ADFA Virtual Information Session at 6pm on Wednesday, 10^th June. Registration for this event is open now! RSVP here no later than midday Wednesday, 10^th June to attend.

 Important Contacts

Careers Promotion Team – Toowoomba

TWBCPT@dfr.com.au

Ever thought of gaining a…

Cert III in Early Childhood Education and Care.

Click here to learn more

Should any of your Year 11 students wish to apply for this wonderful opportunity, please email their EOI, cover letter and resume for submission by 4 June 2020. This traineeship is in the disability sector.

22-20 DGT Certificate III Business Administration

All SBA Vacancies are advertised on the www.sjccareers.com.au website

Click here for more information.

BACK TO NORMAL TRADING HOURS
FROM 26 MAY

TUES & THURS        –        8AM TO 12PM

WED                            –         8AM TO 4PM

EFTPOS only – no cash.

Maximum 4 people in the store at once.

Appointment Bookings are still welcomed.    Please book through the school App or by emailing sjct@midford.com.au

Online ordering available at:

www.midford.com.au

Pass phase StJC1956

Midford Retail COID – 19 03 2020

College Uniform Price List 2020

https://www.sjc.qld.edu.au/wp-content/uploads/2019/11/College-Uniform-price-list-2019-2020.pdf

Second hand uniforms are also available at the Uniform Shop.

If you have used uniform items that would like to donate, please drop off to the Uniform Shop during opening hours.  Donations are greatly appreciated.

If you have used uniform items that you would like us to sell for you, please call into the uniform shop and collect a “Used Clothing” form. Used uniforms items MUST be in good condition, hems intact, no holes, stains or missing buttons. They also need to washed, ironed and be the current uniform.

If you have any questions, please call us on 4631 8514 during opening hours.

Week 8, Term 2 Roster

No one required

Week 9, Term 2 Roster

No one required 

Next meeting …

To be Advised

Are your details correct in our system?

Is your information up-to-date?
Will your report card go to the right address?
Don’t miss important messages sent through the email system or App notification.

Please email any changes to office@sjc.qld.edu.au