Over the past fortnight, I have felt an overwhelming sense of pride and gratitude for the Damascus College community. The spirit of generosity, joy and faith that fills our classrooms, performances and gatherings reminds me each day of the privilege it is to serve as Principal of such a vibrant and compassionate College.

Across all areas of the school, our students have continued to shine. Our Junior students have embraced new learning opportunities and service experiences, showing a growing sense of confidence and connection, from our Year 8 students walking Mt Warrenheip as part of the St Brendan’s Program to the way they continue to build community and care for one another.

In Years 9 and 10, students have stepped up as leaders through academic, artistic and sporting achievements that reflect their curiosity and courage. This has been beautifully seen through the iGen Program participants spending time with residents at Mercy Place, and through our Girls and Boys in STEM Leadership Day, which celebrated creativity, teamwork and the pursuit of innovation.

For our Senior students, the campus has been a hive of purposeful activity as they have undertaken revision in preparation for their final VCE examinations, which commenced this week. Their commitment and focus reflect the growth, maturity and determination we strive to nurture in every Damascus learner.

Community has also been at the heart of the past fortnight. The SRT program and our rowing crews demonstrated teamwork, discipline and the joy of shared purpose. Our 30 Year Celebration Community Event gathered students, families, staff and alumni in an atmosphere of true Mercy hospitality. My wife Nancy and I were deeply moved by the sense of belonging that filled the Damascus Event Centre, a testament to the enduring strength of our mission and history. Hearing alumni perform, seeing our students lead prayer and reflection, and witnessing the connections between past and present reminded us that the heart of Damascus continues to thrive.

As our VCE Unit 4 students continue through exams, we hold them in our thoughts and prayers. May they feel the support of their teachers, peers and families, and trust in the preparation that has brought them to this point.

I offer my sincere thanks to all who continue to give so generously of their time, energy and care. Together, we live out the Gospel message through learning, service and relationship, bringing Christ’s light into our world each day.

World Teachers’ Day is held internationally on the 5 October, but as it usually falls during the school holidays in many parts of Australia, we in Victoria celebrate World Teachers’ Day this coming Friday, 31 October.

It is a wonderful opportunity to recognise and celebrate the teachers who are making — or have made — an impact in our lives. Whether you are a current student, have students in school, or have long since finished your own schooling, World Teachers’ Day invites us all to pause and say a heartfelt “thank you”.

At Damascus College, we are blessed with a dedicated and professional staff who approach their work each day with commitment, care and a genuine desire to see every young person thrive. On Friday, we take the opportunity to celebrate all those involved in the educational endeavour of our College community, and we give thanks to God for their contribution.

This week also marked the beginning of the Year 12 written examination period, which commenced in the Damascus Events Centre on Tuesday and will continue through until Wednesday 19 November. In the coming weeks, students in Years 8 to 11 will also begin their own exams, and we keep all students undertaking assessments in our prayers.

On Tuesday evening, we held an information session for Year 9 families regarding the upcoming camp. We thank those parents and carers who attended. As shared on the night, the Year 9 Camp will now be held at Anglesea Valley Lodge following advice from our governing authority, DOBCEL, regarding safety at the original site. While the location has changed, the camp’s learning intentions remain the same — to provide a rich outdoor experience that promotes personal growth, teamwork, and environmental understanding.

A reminder that Monday 3 November and Tuesday 4 November are student-free days. The College office will remain open on Monday while Unit 3/4 Exams continue, although will be closed on Tuesday, with no students or staff onsite. Normal classes will resume on Wednesday 5 November, and all students are expected to attend.

As exams approach, it is a good time for students to review their study routines, seek support where needed, and maintain balance through rest, exercise, and reflection.

Chris

Supporting Our Year 12 Students During Exams

This week marks the beginning of the VCE exam period — a significant milestone in the journey of our senior students. Damascus College extends its best wishes to all students undertaking their VCE exams as they embark on this important stage of their educational journey.

Our students have worked diligently throughout the year, and the exam period provides them with the opportunity to demonstrate the knowledge, skills, and perseverance they have developed. We encourage everyone to take a moment to recognise and celebrate the dedication and effort that have brought students to this important stage of their learning journey.

How You Can Support Your Student

The exam period can be a demanding time, and your support plays a vital role in helping students manage their stress and perform at their best. Here are a few ways to help:

• Encourage healthy routines — plenty of rest, balanced meals, and short breaks to recharge.
• Provide a quiet, organised study space and help minimise distractions.
• Offer reassurance and positivity — remind them that their effort and preparation will pay off.
• Ensure they feel confident with the logistics and timing of each exam day.

Exam Day Reminders

To help the exam process run smoothly, students are reminded to:

• Arrive at least 30 minutes before the start of their scheduled exam.
• Bring only the required equipment in a clear plastic bag, along with a clear water bottle.
• Remember that phones, smart watches, keys, and other personal items are not permitted in the exam room.
• The full VCE Exam Timetable can be accessed at VCE examination timetable - Victorian Curriculum and Assessment Authority.

If parents/carers or students have any questions or concerns during the exam period, please don’t hesitate to reach out to myself or Karen Hocking (VCE Coordinator).

We are incredibly proud of our students. Their focus, determination, and hard work have been outstanding, and it has been wonderful to see so many making the most of additional study opportunities — utilising Building 11 and the SMRC for study groups and completing extra practice exams. Their commitment and effort are to be commended, and we have every confidence that this dedication will lead to great success.

On behalf of Damascus College, we wish our students the very best for their exams — you’ve got this!

Working Together to Create Safer School Communities: Key Insights from the Anti-Bullying Rapid Review

Last week I downloaded the Final Report from the Anti-Bullying Rapid Review – an extensive and lengthy document that offers a timely and thoughtful reflection on how Australian schools can better prevent and respond to bullying. Commissioned by the Federal Government, the Review draws on extensive consultation with students, families, educators, and experts to propose a national reset in how we approach bullying in schools.

At Damascus College, we are committed to fostering a safe, inclusive, and respectful learning environment. The findings of this Review align closely with our values and provide practical guidance for strengthening our collective efforts.

Key Themes and Recommendations

1. A Whole-of-School Approach: The Review emphasises that addressing bullying requires the active involvement of the entire school community—students, staff, parents, carers, and leadership. Strong relationships, shared expectations, and inclusive practices are central to building a culture where bullying is not tolerated.

2. Clear and Timely Responses: Schools are encouraged to respond to bullying incidents within two school days. Transparent policies, clear reporting pathways, and consistent communication help build trust and ensure that all members of the community feel supported.

3. Early Intervention and Prevention: Prevention is key. The Review recommends age-appropriate education on respectful relationships, digital safety, and emotional wellbeing. Early identification of behavioural concerns allows schools to act before issues escalate. As we move towards Heads of School we can observe more obvious age appropriate trends allowing for a more strategic intervention and prevention approach.

4. Supporting School Staff: Teachers and school staff play a vital role in creating safe environments. The Review calls for trauma-informed training, wellbeing support, and resources to help staff respond effectively and sustainably.

5. A National Standard: A proposed National Standard on Bullying in Australian Schools aims to provide consistency across jurisdictions while allowing flexibility for local contexts. This standard would guide schools in developing inclusive, student-centred approaches to bullying prevention and response.

Moving Forward at Damascus

As we reflect on these findings, Damascus College remains committed to continuous improvement. We will continue to listen to our students, parents and carers, strengthen our wellbeing programs, and ensure our policies are clear, accessible, and responsive.

Creating a safe and respectful school environment is a shared responsibility. Together, we can ensure every student feels valued, supported, and empowered to thrive. As always we ask that parents and carers reach out to the College immediately if they are concerned about the safety of their or indeed other students.

What does it mean to teach in a Catholic School – A Reflection for World Teacher’s Day

Pope Francis once said, while meeting with students, teachers and parents in Milan, that “We cannot create a culture of dialogue if we do not have identity”. So what is the identity of we who have chosen to teach here at a Catholic School? Needless to say, it is somewhat diverse, and one can only share about their own experiences, however by working in a Catholic School we commit ourselves to base our work on the Catholic ethos of the school. So, what does that mean for Damascus?

We need to think about what type of school we want Damascus to be. Going back a few generations Catholic Schools were very much for Catholics only. Students were taught by nuns and brothers, as well as the lay, and learnt their Catechism alongside their Reading, Writing and Arithmetic. A strong Catholic Identity but very weak in dialogue.

Today, many Catholic Schools aim to be communities that are open to all, but still uphold a strong sense of Catholic Identity. This can be quite complex and if not done right, the Catholic Identity of the school could find itself in a very precarious position. It would mean that the school would be Catholic in name only. At it’s worst, it would be what would be described as colourless. Likened to a train station where people are just getting on and off. Using the place as a means of getting somewhere else. All hustle and bustle, but no life. Weak in Catholic Identity and weak in dialogue.

Slightly better, but still precarious, is the Catholic School where Identity is merely surface level, and interaction with other faiths and cultures are also kept to the surface. It provides a fun atmosphere, everyone can get along, but much like the wheat that fell on the shallow soil (Matt 13: 5-6), there is no depth and one can only grow and develop so far, no matter their faith or culture.

The aim, therefore, is to keep the Catholic Identity of the school strong, while still welcoming and accepting those of other faiths and cultures. Pope Francis, in that same conversation with students, teachers and parents, spoke about once being challenged with this question, “Father, what is more pure than distilled water?” The Pope responded, “I do not taste the flavour of distilled water, it does not help to quench my thirst.” A multicultural community brings a richness, a flavour, that one can not experience hidden behind the walls of their own making. By working and interacting with others on a deeper level, by getting to know people’s backgrounds, their histories and their beliefs, one can truly get to know someone and reflect also on what it means to be their own self.

Teachers, no matter their subject, navigate this every day. In a Catholic School we are called to see every student, staff member and parent as the face of Jesus. As such, we are invited to learn from them as much as we ask that they learn from us.

Recently, a group of staff and students undertook an Aboriginal immersion experience along the Murray River and then further north to Lake Mungo. Lake Mungo is the site of the oldest human remains found anywhere in the world, dating back some 40,000 years! Mungo Man, as he is affectionately known, provided rich examples of culture and ritual long before God became Christ and walked among us. We still have plenty to learn, and as a Catholic School, it is our duty to keep our eyes and ears, our minds and hearts open to new learnings. To embrace challenges to our identity as opportunities to grow.

This World Teachers Day, I pray that the Light of Christ illuminates our understanding of each other and the world and provides us with the support to lead others, wherever they may be on their Journey.

A Prayer for the Year 12 students who begun their VCE exams this week

St Thomas Aquinas’ Prayer for Students

Creator of all things

True source of light and wisdom

Origin of all being

Graciously let a ray of Your Light penetrate the darkness of my understanding.

Grant me keen understanding

A retentive memory

And the ability to grasp things correctly and fundamentally.

Grant me the talent of being exact in my explanations

And the ability to express myself with thoroughness and charm.

Guide the beginning of my work

Direct it’s process

And bring it to successful completion.

This I ask through Jesus Christ our Light

Amen

In the early hours of October 13, thirteen students and three staff members boarded a coach bound for New South Wales, embarking on a transformative immersion experience. Our destination: the breathtaking lands of Culpri Milli, an Aboriginal homeland nestled along the banks of the mighty Murray River.

From the moment we arrived, we were welcomed into a space rich with culture, history, and natural beauty. Traditional Landowner, Sophia, greeted us with a Welcome to Country and a smoking ceremony, setting the tone for a journey of deep respect and reflection.

As we explored the homeland, we were invited to participate in an interpretative walk, where we learned about the healing and sustaining properties of the local environment. Guided by Indigenous knowledge, we discovered how the land provides not only nourishment but also spiritual and cultural connection.

This first homeland experience was truly eye-opening. It reminded us of the profound stories embedded in the landscape and the importance of listening, learning, and walking gently on Country.

After farewelling the serene homeland along the Murray River, our journey led us deeper into the heart of Country to the ancient and awe-inspiring lands of Lake Mungo. Upon arrival, we were warmly welcomed by Tanya, the Traditional Landowner, whose presence and words grounded us in the spiritual significance of the land we were about to walk upon, giving us a new outlook on the spirit of the place around us.

Lake Mungo is a place unlike any other. Its vast sandbanks and rolling terrain stretch out like a timeless canvas, whispering stories of ancestors, resilience, and sacred connection. As we walked across the shifting sands, we were struck by the majesty of the landscape; a place where we could see the memory of history alive in our presence. In this moment students remarked that they were able to understand spirituality because they were experiencing it with their own eyes and hearts for the first time.

This part of our immersion was deeply spiritual for both students and staff. Tanya guided us through the stories of her people, helping us understand the profound relationship between land, culture, and identity. We learned that Lake Mungo is not just a physical space, but a living testament to thousands of years of Aboriginal history and wisdom; a lesson that we will all hold close to our hearts to guide our connection with Country and history.

The experience reminded us of our shared responsibility to respect and protect Aboriginal lands. It called us to listen more deeply, walk more gently, and honour the enduring custodianship of First Nations peoples.

Last Friday 24 October, the VCE Vocational Major (VM) students hosted their annual Awareness Day in the Damascus College courtyard. The event shone a light on local organisations that dedicate themselves to supporting vulnerable communities, while encouraging both students and staff to reflect on how they too can make a difference.

This project formed part of the Personal Development Skills subject within the VCE Vocational Major. Through this area of study, students explore identity, teamwork and community engagement, and develop the confidence and compassion needed to contribute positively to society. Awareness Day provided a practical opportunity for applied learning. Students selected an organisation of personal significance, conducted in-depth research into its purpose and impact, and designed displays and activities to share their findings with the wider College community.

The courtyard came alive with creativity and conversation as students demonstrated a genuine understanding of social issues and the importance of active citizenship. In raising awareness among their peers and teachers, they reflected the spirit of Damascus College, a community inspired by Christ’s Mercy where education nurtures curiosity, empathy and a sense of responsibility for others.

Projects like this remind us that learning at Damascus extends beyond the classroom. Our young people are developing the values, skills and awareness to transform themselves, others and the world around them. We commend our VM students for their initiative, teamwork and leadership in bringing this important learning to life.

As an FYI for families, the College has recently had a reported case of School Sore (School Sores (Impetigo).

If you believe your student may have contracted School Sores, please visit your Health Care professional.

For further information, please click the link here.

DANA REYNOLDS

Yesterday, Year 10 and 11 Music classes had the privilege of going on excursion to the Art Centre Melbourne to participate in a workshop where we learnt how to produce music. The workshop leader, Ryan Powderly, was very down to earth and taught us how to use the software with much expertise and encouragement, creating a very collaborative environment amongst the students attending. Over the course of the workshop, we discovered the software Ableton Live, where students were taught how to create their own music, beats, melodies and sound. I personally really enjoyed the creative freedom we had, and that we had access to professional gear and software.

MACEY MCQUIE

On the 21st of October, the year 11 VCE and year 10 music students participated in a composition workshop at the Arts Centre in Melbourne. The workshop leader, Ryan Powderly, taught us how to use a software called Ableton live, an app used to mix beats and layer tracks to create a song. Each student created their own piece, in their own different styles that they presented to the other students at the end of the sessions. I really enjoyed this experience as it was something I had never explored before, and it was something different and I found it really fun to experiment with all the different tracks and effects.