I would like to begin by apologising for the delay in the delivery of this edition of the College newsletter and thank you for your patience.

It has been another great fortnight at Damascus College, as we lived by the light of Christ: embracing growth, reflection and opportunities.

A Milestone in Learning: Opening of the Xavier Flood Senior Learning Centre
With great pride and anticipation for the future, we officially opened the Xavier Flood Senior Learning Centre on Thursday, 22 May 2025. Named in honour of long-serving educator and mentor Xavier Flood, the Centre stands as a beacon of innovation and our enduring commitment to senior student learning.

Students, staff and guests gathered for a prayer service and opening ceremony, which included speeches and a blessing of the building by Bishop Paul Bird CSsR. This state-of-the-art facility features flexible learning spaces, collaborative zones, and quiet study areas, all designed to support our VCE and VCE VM students as they prepare for life beyond school. The opening marks a new chapter in our pursuit of academic excellence and the holistic development of every learner.

The ceremony was led by Bishop Paul Bird, with special guests including Tom Sexton from DOBCEL, representatives from Law Architects and Nicholson Constructions, members of the Sisters of Mercy, local priests, principals, and our Year 12 students, who all took part in the blessing.

It is especially fitting that we honour our Mercy tradition by naming the building after Mother Mary Xavier Flood, a pioneering Sister of Mercy — a woman of strength and tenacity, deeply committed to education at all levels: primary, secondary, and tertiary.

Mother Xavier Flood was a pioneering educator and leader. Born in Ireland, she arrived in Australia in 1872 as a novice and began her service at the Convent of Mercy in Warrnambool. In 1881, she became one of the founding Sisters of the Convent of Mercy in Ballarat East.

Renowned for her educational vision and administrative skill, Mother Xavier was appointed Superioress of the Ballarat East community in 1890. Under her leadership, the Sisters made significant contributions to local education, including the founding of Sacred Heart College, where she served as the first principal. She was also instrumental in establishing Aquinas College Ballarat, which later became part of Australian Catholic University.

Acknowledging Our Shared History: National Sorry Day at Damascus

On Monday 26 May, our College community paused to welcome students from Loreto, St Patrick’s College, Francis Xavier and Emmaus Primary Schools and local families and families form interstate to recognise National Sorry Day, a moment of national reflection and reconciliation. Hosted at Damascus, students and staff came together in solidarity to acknowledge the strength and resilience of the Stolen Generations. Through prayer, storytelling, and art, we honoured the importance of truth-telling and deepened our understanding of our shared history.

The journey of reconciliation belongs to all of us, but it must be shaped and led by the voices and experiences of Aboriginal and Torres Strait Islander peoples.

The Uluru Statement from the Heart offers a generous and powerful invitation:

“We invite you to walk with us in a movement of the Australian people for a better future.”

That invitation remains open to all of us—every day. And it calls us to respond not just with good intentions, but with action, awareness, and solidarity.

As a Catholic community, we are called to live out our values of compassion, justice and reconciliation—not just through our prayers and words, but through our everyday choices. Our faith invites us to be bridge-builders and bearers of hope, especially where there has been pain and division.

So today, I ask us all to reflect on three simple, powerful commitments:

• Listen – with open hearts to the truths and stories that have too often gone unheard.
• Learn – with humility about the histories and cultures of this land’s First Peoples.
• Act – with courage and consistency, for justice, inclusion, and healing.

Reconciliation is not a destination—it’s a shared journey, walked together.

Pope Leo XIV, in his first message to the world, offered a simple yet profound blessing:

“Peace be with you all. A peace that is unarmed and disarming, humble and persevering.”

May that be the kind of peace we seek—not just today, but every day. A peace grounded in truth, carried in hope, and shaped by the courage to walk together.

We were privileged to hear from Brenda Matthews, author of The Last Daughter, whose story of identity, truth and reconciliation resonated with all who attended. The students were later able to participate in a Q&A session and morning tea. The occasion served as a powerful reminder of our collective responsibility to walk forward together in the spirit of healing and justice.

Feast of St Martin: A Celebration of Service and Compassion

The community spirit was also alive during our celebration of the Feast of St Martin. Known for his humility and acts of kindness, St Martin’s legacy inspired a brilliant House Assembly led by captains Ky Jans, Luke Eddy, Anna Hodges and Henry Sexton. The assembly was a wonderful display of student talent and a celebration of the values embodied by St Martin – compassion, service and community.

At Damascus, we continue to embrace the richness of our traditions, the importance of reconciliation, and the ever-evolving pursuit of excellence in learning. These recent events highlight the values at the heart of our community — respect, service and a commitment to excellence.

With Every blessing

From May 27, June 3 is National Reconciliation Week (NRW). It is a time for all Australians to learn about our shared histories, cultures, and achievements and explore how each of us can contribute to achieving reconciliation in Australia.

Reconciliation must live in all Australians’ hearts, minds, and actions as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community and Aboriginal and Torres Strait Islander peoples.

We all have a role to play when it comes to reconciliation, and in playing our part, we collectively build relationships and communities that value Aboriginal and Torres Strait Islander peoples, histories, cultures, and futures.

Before many of our meetings or gatherings, we acknowledge the country in which we live, learn and work.

Damascus College acknowledges the Traditional Custodians of the land on which we gather; the Wadawurrung People of the Kulin Nation.

We pay our respects to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander people today.

We express gratitude for the care that has respectfully preserved the natural resources that are life giving to our school community. This illuminates our learning and deepens our spiritual connection to the land.

We honour the stories, traditions and culture that has been shared with us. In living our Mercy values joyfully and with hope, we pray that the work of truth telling and reconciliation will finally carry the day in Australia.

May we walk gently, respectfully and sustainably upon the land.

On Monday, the College welcomed elders, special guests, community members, students and staff from Loreto College and St Patricks College, and heard the devasting story of Brenda Mathews, speaking of her experience as the Last Daughter – a documentary produced on Netflix telling her story. Our National Sorry Day ceremony was a beautiful occasion and reflection about the role we can play when it comes to reconciliation.

On Thursday last week, we officially opened the Xavier Flood Senior Learning Centre. It has been fantastic to witness and be a part of such a significant building project for the College. From the moment the first sod was turned in September 2023, to standing here today almost 20 months later for this official opening, it’s clear how much has been achieved.

This state-of-the-art facility includes 23 classrooms, houses 28 staff members across 7 offices, 468 lockers, 272 classroom tables and provision for 544 students. It’s an amazing building that not only supports our ongoing growth as a College but also offers a contemporary, vibrant, and purposeful learning environment for our students.

Many of our students have already commented that it feels “university-like” — a testament to the quality, design, and intention behind the space, and a powerful symbol of the high expectations we hold for our learners as they step into senior education.

The celebration was rich in symbolism and community spirit, featuring a Smoking Ceremony, student and staff addresses, a moving choir performance, and a blessing by Bishop Paul Bird CSsR.

Our Executive Director, Tom Sexton, delivered the DOBCEL address and was joined by Megan Ioannou, Director of Stewardship, to unveil the commemorative plaque. It was a wonderful event celebrating faith, learning, and legacy.

Last week, I had the pleasure of chairing the College Child Safety Working Group, which includes parents, students, teachers, and members of the College Leadership Team. This group provides a valuable forum for all voices in our community to share insights into how the College is meeting the 11 Child Safe Standards.

A key agenda item at our most recent meeting was a discussion about the Teacher Advisor (TA) program. Members were invited to provide feedback on their experiences and the impact of the program across the College.

It was a thoughtful and engaging conversation. Students shared how the daily TA session, held before the start of Period 1, helps them prepare for the day ahead—reviewing events, checking emails, connecting with peers, and getting into a positive mindset. They expressed appreciation for the consistency of these sessions, describing them as a safe and predictable space that fosters connection and belonging.

Staff echoed these reflections, emphasising how this dedicated time strengthens relationships with students and families and sets a positive tone for the day.

Parents in the group highlighted the importance of continuity in the TA relationship, noting that students benefit most when they feel known and supported by a staff member who walks alongside them throughout their journey. They also recognised the value of strong parent connections in fostering a collaborative approach to student growth and wellbeing.

The conversation prompted further reflection on how the move to 60-minute timetabled lessons—while broadly supported—has affected the time available for these meaningful interactions.

As part of a broader review of the TA program—considering where we've come from and where we’re heading—these insights, along with feedback from the wider College community, will help shape the future of the program, ensuring we provide a supportive, meaningful and sustainable program that meets current needs of our students, staff and families that also aligns with the College’s strategic priorities.

In the coming weeks, parents will be invited to share their own observations and experiences as part of the College’s planning for the 2026 academic year.

I wish you well and hope that the change in weather brings much-needed rainfall for our farming community.

Building Awareness in the Age of Anxiety

Damascus College and the St Brendan’s Program Shines a Light through Jonathan Haidt’s The Anxious Generation

Summary – Key Takeaways for Parents and Educators:

• The Anxious Generation by Jonathan Haidt provides eye-opening insights into how constant digital connectivity is affecting the mental health and wellbeing of today’s young people.
• As both a father and educator, this book changed my perspective on the urgent need for real-world experiences, routines, and reflection in students’ lives.
• At Damascus College, the Year 8 St Brendan’s Program fosters wellbeing through daily routines, reflective writing, and nature-based experiences like the SOLO activity.
• Hands on Learning Program (HoLP) and Vocational Major (VM) students recently participated in the Ctrl Your Scroll workshop, equipping them with practical strategies to manage screen time and develop digital self-control.
• Together, these initiatives aim to build resilience, self-awareness, and healthier habits for our students, responding proactively to the challenges outlined by Haidt.

At the end of last year, I received Jonathan Haidt’s The Anxious Generation as a gift, a gesture for which I am truly grateful. I can say, without exaggeration, that reading this book has changed my life, not just in my work as an educator, but also in my daily life as a father. Haidt’s insights into the growing mental health crisis among young people in our digital age have reshaped how I think about schooling, parenting, and what it truly means to help our young people thrive.

Haidt describes today’s children as “the first generation to go through puberty with smartphones in their pockets.” He speaks of a “great rewiring” of childhood, one that has led to rising anxiety, disconnection, and the loss of important developmental experiences. He warns, “We have underprotected children in the digital world and overprotected them in the real world.” That message hit home, both as a parent and an educator, and inspired me to reflect deeply on what we do at Damascus College.

As a father, Haidt’s words felt both confronting and motivating. I see the tug of screens and social media in my own family life, the challenge of finding the right balance between freedom and boundaries, the need for real-world experiences, and opportunities for authentic, face-to-face connection. Haidt’s insight that “regular routines are an antidote to chaos and a buffer against stress” wasn’t just theoretical. It was a call to action I wanted to put into practice at home and at school. As an educator, The Anxious Generation reinforced the importance of intentional structures, meaningful routines, and regular reflection for our students. It reminded me that if we want to see real change, we have to shape the environments, both digital and real-world, that our children move through, and we have to do it together as a community.

At Damascus College, and especially through the Year 8 St Brendan’s Program, we’ve taken Haidt’s research seriously. Each day at St Brendan’s begins with a grounding, repeated routine, a simple yet powerful start, such as reflective journaling or a student-chosen, structured personal activity. This isn’t just a tradition; it’s a practical foundation for wellbeing, helping students begin each day with focus and calm. Haidt’s words ring true here: “A child’s environment shapes their mind, and the routines we build are the rails on which development runs.”

Another practice inspired by Haidt is the central role of reflective writing in our program. Our students write not just for assessment, but as a way to understand themselves, process their day, and develop the lifelong habit of noticing, rather than simply reacting to, the world around them. As Haidt says, “Reflection is the birthplace of wisdom.” We see that wisdom growing in our students every week.

This term, our students took part in a SOLO experience, three hours spent alone in nature, without technology or distraction. Initially, many were nervous about being by themselves for so long, but what unfolded was transformative. They built sculptures from natural materials, wrote poems, and reflected quietly on their surroundings and inner lives. As one student shared, “I had time to think and be creative without my phone.” Haidt reminds us, “Solitude is where creativity and resilience are forged.” Watching our students discover this firsthand was a powerful reminder of the importance of creating real-world experiences away from screens.

While our Year 8 St Brendan’s cohort is focusing on routines and reflection, our Hands on Learning Program (HoLP) and Vocational Major (VM) students are engaging with digital wellbeing in their own way. Recently, they participated in the Ctrl Your Scroll workshop, where they learned practical ways to manage screen time, set healthy digital boundaries, and understand the psychological impacts of constant connectivity. This is living out Haidt’s message: “If we want to prepare children for the world, we must teach them to control their devices before their devices control them.” One VM student reflected, “It made me think about my phone habits and gave me good ideas for how to set limits.” These are the moments, small but significant, that give me hope as both an educator and a parent.

The Anxious Generation was a gift that changed how I see my work and my family life. Haidt’s call for more real-world connection, thoughtful routines, and intentional digital habits is being realised every day at Damascus College, through the St Brendan’s Program and through digital wellbeing initiatives like Ctrl Your Scroll for our HoLP and VM students. These aren’t just educational strategies; they are building blocks for a healthier, more resilient generation. Haidt reminds us, “We can’t change the past, but we can create the conditions for a healthier generation.” At Damascus, that’s the work we are proud to do together, with our students, families, and staff—one meaningful habit at a time.

References:

• Haidt, J. (2024). The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness.
• Ctrl Your Scroll, https://www.ctrlyourscroll.com.au/

Being Witnesses to the Ends of the Earth

Reflection on the Gospel-Feast of the Ascension Year C

(Luke 24:46-53)

-Veronica Lawson RSM

Loss is part of the human condition and the physical death of a loved one is among the most painful experiences of loss. Today’s Feast of the Ascension invites us to face the experience of loss in a transformative way. In Ordinary Time, we celebrate the life and ministry of Jesus. Over the period of Lent and Easter, we have been remembering his death and resurrection. As we approach the end of the Easter season, the liturgy draws us into another aspect of the Mystery, that of the presence and absence of Jesus who has been raised.

The Lukan Ascension stories as found in the gospel and in today’s first reading (Acts 1:1-11) presuppose a pre-scientific, three-tiered understanding of the structure of the world. In this ancient view, God is in the heavens above and the prophet Jesus, like the prophet Elijah of old, is caught up into God’s realm from whence the Holy Spirit will “descend” upon God’s people. This vertical (up and down) movement is balanced by a horizontal movement.

In Acts, Jesus’ family and friends who grieve the loss of their loved one are told not to keep looking up to the heavens. They have work to do: they must return to Jerusalem for the present and be empowered by the Holy Spirit to continue the prophetic ministry of Jesus (“clothed with power from on high”), to be his witnesses to the ends of the earth. They have to face the fact that the physical loss of Jesus means a new and different sort of presence and that they have a role to play in making him present in their world. Like us, the early Christians needed time to grasp each dimension of the one great mystery of God’s presence among them.

In the gospel account, the disciples gathered in Jerusalem are to be witnesses to the death and resurrection of Jesus. They are to proclaim a gospel of “repentance and forgiveness”. In the gospel (Luke 24:47) their audience is “all the nations”, while in Acts 1:8, they are commissioned to be witnesses to Jesus “in all Jerusalem, in Judaea, Samaria, and to the ends of the earth”. In other words, the good news is not only for the earth’s human inhabitants but for the earth itself. Pope Francis, in calling us to be attentive to the cry of the poor, insisted that the earth itself is “among the most maltreated and abandoned of our poor” (Laudato Si’ 2).

Joy, peace and blessing have the final word in Luke’s gospel. They have permeated Luke’s story from the outset. Joy, peace and blessing fill our hearts as we give thanks for our newly elected pontiff, Pope Leo XIV. And as we prepare for the coming of the Holy Spirit at Pentecost, we pray that the spirit of joy and peace that animated the earliest Christians will be with all of God’s people and that the entire planetary community might know the blessing of God.

Catholic Education Week 2025 will be celebrated from 26 – 30 May.

The theme for 2025 is: 'May the God of hope fill you with joy and peace.' (Romans 15:13)

Catholic Education Week is an annual opportunity for Catholic schools in the Diocese of Ballarat to celebrate their distinctive ethos and mission with their school and wider communities.

In 2025, 52 primary schools and 11 secondary Colleges educate more than 18,500 students and employ almost 3,000 teachers and staff across the diocese from Mildura in the north, Portland in the south, and west to Edenhope and Nhill.

2025 Theme

2025 is the Jubilee Holy Year, the 2,025th anniversary of the life, death, and resurrection of Jesus Christ. The concept of "Jubilee" originates in the Book of Leviticus (chapter 25) as a special year of reconciliation, pilgrimage, and coming home. Jubilees are now celebrated every 25 years. Pope Francis has designated the 2025 Holy Year as a time to renew ourselves as "Pilgrims of Hope." Our theme is built on the Jubilee while drawing on the gift of scripture where St Paul writes to the community of believers in Rome.

The context of the greater passage of St Paul’s letters to the Romans is to provide direction, encouragement, and guidance to the community of believers in Rome, a community that Paul had not met personally. In the Ballarat Diocese today, as a community of communities from the Murray to the Sea, we are also tasked to uplift and guide those within our Catholic Christian educational community.

We draw on the inspiration of Pope Francis and the wisdom of St Paul as we strive to bring the peace and joy that God offers to the people of our communities.

Loving God,

May the God of hope fill you with joy and peace as you guide and nurture the minds and hearts of the young.

May the God of hope grant you wisdom to teach with truth, patience to lead with compassion, and faith to inspire with love.

May you always find strength in the mission to reflect Christ’s light in your service, and may your work bear lasting fruit in the lives of those you serve.

Amen.

Damascus College is excited to present the Unit 3 Drama Ensemble, where two original performance pieces will showcase senior drama students’ talent, skill, and abilities within VCE Drama.

Held over three nights from 28th to 30th May, 7pm, at the Damascus Valda Ward Auditorium. The performance is designed as an assessment piece, where this year’s students have been given the challenge of creating an ensemble performance that focuses on the concept of time, as per below.

‘On the timeline where all lives and events intersect, Father Time who is the master of the most powerful force of nature, has gone missing! Without him, the clocks won’t reset at midnight and the sands of time will run out, permanently. As the mystery of this potentially catastrophic situation unfolds characters from differing moments in time must consider the positives and negatives of a world without time’.

The play will be a strong blend of both comedy and drama and will be presented within a range of theatrical styles, featuring two ensemble group performances that will run for approximately 30 minutes. These original drama pieces will incorporate the use of a dynamic soundtrack and creative use of lighting and projection.

Damascus families are invited to attend in support of these incredibly creative young people. Seating is unreserved and no booking is required over the 3-night season.

Youth Ministry Reflection Day, Years 10–12 Thursday 15 May at Buninyong

Our Youth Ministry Reflection Day for Years 10, 11, and 12 was held on Thursday 15^th May in Buninyong, and what a meaningful and memorable day it was. Despite the cold weather, students were fully engaged in a rich program focused on First Nations culture, connection to Country, and spiritual reflection.

We were fortunate to be joined by the team from BADAC (Ballarat and District Aboriginal Cooperative), who led us through a series of hands-on cultural activities. Students had the opportunity to learn the skill of boomerang throwing, take part in leaf painting using First Nations symbols, and participate in educational sessions on traditional tools and weapons. These sessions deepened our appreciation for the knowledge, history, and skills of Australia's First Peoples.

Following this, students engaged in a series of games (Yulunga Games) developed by the Australian Institute of Sport in collaboration with Aboriginal Australian and Torres Strait Islander peoples. They explored the origins and cultural significance of the games, learning how they were used to teach life skills, build community, and pass down traditions. Teams then played the games, demonstrating great teamwork, energy, and respect for the cultural context of each activity.

The day concluded with a group prayer, thoughtfully linking Indigenous spirituality and the Catholic Social Teachings of stewardship and care for creation. Students reflected on their experience and contributed to the Youth Ministry Retreat Program with a written reflection, considering how they can live out reconciliation and ecological justice in their own lives.

A heartfelt thank you to all students who participated with such openness and enthusiasm. Special thanks to the team from BADAC for sharing their time, culture, and knowledge with us, it was a privilege to learn from you. Thank you also to the staff for organising such a valuable day. Together, we continue the journey of reconciliation through learning, prayer, and community.

Year 11 Reflection Day

Our Year 11 students had the opportunity to participate in a Reflection Day held at Damascus College on May 15^th, 2025. During this incursion students were engaged in Aboriginal Spirituality, History and Culture. We were fortunate enough to be joined by Peter-Shane Rotumah and Tristian “Pancakes” Harris, who are both First Nations Men, to help guide our day of learning and reflection.

Throughout their full day incursion students had the opportunity to engage with Aboriginal Culture through meaningful conversations and interactions. Students spent time telling, and sharing, their own stories using Aboriginal symbols to explore their own past experiences. This valuable experience allowed students to link their own history with Traditional Aboriginal Cultural ideals. Students also had an opportunity for

tactile interaction with historical Aboriginal tools and innovations. They gained insight into hunting and ceremonial practices from the last 65,000+ years in Australian’s ancient civilisation.

Students also had the opportunity to add their hand or fingerprints to a piece of art that Peter-Shane created specifically to represent our time joined together in reflection.

The most prevalent moments from the day stemmed from the open forum style conversations facilitated by Peter-Shane and Pancakes. In this space students were encouraged to ask questions free from hesitation or judgement. The open dialogue session encouraged all students to meaningfully reflect on their own understanding of Aboriginal History and Culture and broaden their understanding of these ideals with immediate answers to their important questions.

To finish the day students were invited to participate in a reflective meditative Didgeridoo performance lead by Tristian “Pancakes” Harris. Students were able to close their eyes and reflect on their own Spirituality and the transcendence of peace through Culture and understanding.

Thank you to all students who participated in this reflective day with respect and Cultural integrity.

Academic concerns of your student and new diagnosis

As we get into term 2 and subject interviews have concluded, we wish to remind families of the process for addressing academic concerns for your student.

If you have concerns about your student’s learning, please reach out to their Teacher Advisor. The Teacher Advisor can assist with in-class strategies and, if needed, students will be referred to the Student Growth and Engagement Team. This may lead to diagnostic screening and tailored interventions being implemented. Where appropriate, referrals to Catholic Education Ballarat may be made for further support.

The Student Growth and Engagement team also recommend ensuring that your student’s vision and hearing is not impeding their ability to learn. If these haven’t been tested in the last 12 months, we would encourage you to do so. There are several optometrists in Ballarat who Bulk Bill, and a referral from your GP can reduce the cost of a hearing test with an audiologist. These reports are required before any further assessments by our team.

If your child has received a new diagnosis throughout Term 1 or over the Easter break, please contact the relevant Coordinator promptly to establish a Personal Learning Plan (PLP) for your student. Early communication ensures we can provide proactive and effective support. The College is currently actively addressing social-emotional concerns, such as anxiety.

For students already supported under the Nationally Consistent Collection of Data on School Students with Disability (NCCD), resources will continue to be allocated under the NCCD. Damascus College will continue to make reasonable adjustments, where needed, to assist students with a disability in accessing and participating in education free from discrimination and on the same basis as other students in line with the Disability Discrimination Act 1992. For more information, please refer to the attached NCCD information sheet for Parents, Carers and Guardians.

The Student Growth and Engagement team looks forward to working with you, your student, their teachers and Learning Support Officers (LSOs) to ensure the appropriate supports are in place for their learning and wellbeing.

If you have any questions or concerns, please do not hesitate to contact the relevant Student Growth and Engagement Coordinator.

• Laura Kimm (Transition and Year 7) – l.kimm@damascus.vic.edu.au
• Sarah Lofts (Year 8) – s.lofts@damascus.vic.edu.au
• Patricia Brown (Year 9) – p.brown@damascus.vic.edu.au
• Catherine Richardson (Year 10) – c.richardson@damascus.vic.edu.au
• Rachel Wallbank (Year 11-12) – r.wallbank@damascus.vic.edu.au
• Matthew Hallowell (Student Growth & Engagement Team Leader) – m.hallowell@damascus.vic.edu.au
  
  

2025 NCCD Parent Information Sheet Term2

We wish to inform our college community that the on-site uniform shop will be closing for good at the end of this term.

From the beginning of next term, families will be able to purchase uniforms directly from Dobsons, 29 Mair Street and Noone, 4 Armstrong Street stores in Ballarat.
Uniforms will also continue to be available for purchase online via the suppliers websites.

We thank you for your understanding and continued support as we transition to this new arrangement. If you have any questions, please don’t hesitate to contact the College Office.

Damascus College celebrate St Martin day on Friday 23 May, in honour of our house founder St Martin de Porres, the patron saint of the poor, of social justice, and of mixed race, where students promoted the House values of Truth, Diligence, Trust, Participation, and Service.

St Martin Year 12 students developed today’s whole school assembly which was a wonderful celebration of students, and their various gifts and talents.

The Damascus community was treated to numerous student performances including a St Martin rap, individual student songs, a drum-off, and numerous video compilations developed by the students themselves, which were lots of fun.

Students promoted upcoming College activities including the Oliver production, and others spoke of their participation in the Damascus Writing Club, the VM Small Business opportunities and a student reflection on the recent French trip.

Sports Awards for St Martin students were announced and celebrated amongst the whole school, including awards from the College Athletics and Swimming Carnivals, BAS sports awards in a range of activities including basketball, cricket, lawn bowls, football, to name but a few.

Energy and excitement grew, as all Year 12 students choreographed a fantastic dance throughout the assembly, for all to enjoy.

Finally, a Year 12 trio band that has performed at every St Martin’s Day assembly since they were in Year 7, graced the stage performing ‘The Final Countdown’ as a tribute to their last St Martin assembly.

Well done to the St Martin House Captains of Luke, Ky, Henry, and Anna, for leading the assembly so diligently and with plenty of energy, it truly was a fantastic celebration.

"ONCE MORE UNTO THE BREACH, DEAR FRIENDS, ONCE MORE.”

On Wednesday 21 May, VCE Literature and Language students were fortunate to be able to travel to Melbourne and view Bell Shakespeare’s production of ‘Henry V.’

The story revolves around England’s Young Prince Hal, who has left his wayward adolescence behind and assumed the mantle of kingship. Following a humiliating insult by the French prince, King Henry launches England into a war with France to claim the throne he believes is rightfully his.

Against all odds, he leads his troops from despair to climactic victory at the Battle of Agincourt. He is hailed a warrior and a hero. But at what cost?

The students were emerged into a brilliantly choreographed and thought-provoking production of the play- one which encouraged them to consider the nuance and complexity of human behaviour.

Students were asked to reflect on the stagecraft in the production- in preparation for their analysis of Shakesperean stagecraft conventions in their exams.

Many thanks to the students for being fantastic ambassadors for Damascus College.

Student Reflections:

The most interesting element of the play to me was the use of the cage, I enjoyed how the actors were able to employ the use of transformation to create the effect of being in different settings without having to use multiple props. I noticed that the layout of the play was contemporary style which made it more engaging to the younger audience in the crowd. (Year 11 Lit)

In Bell Shakespeare’s production of Henry V, the use of microphones to emphasise bodily sounds, such as the close-up sound of stomping boots, employed during the battles of war, created an echo and enveloped the audience in the sounds of the battleground. The convoluted echoes captured the complexity of Shakespeare’s words. (Year 11 Lit)

The production was able to clearly convey the central theme that the effects of war far out way the temporary glory. There was a sense of condemnation for the higher power and gentry folks ignorance of the suffering they cause when they distort the narrative of triumph as an end with no loss, as if the fatalities were worth it. (Year 11 Lit)

Heightening the timelessness of conflict, the calculated use of intense dramatic music and sound effects at the onset of the battle intensifies the jarring atmosphere and signals the gravity of the moment. As the music builds, characters begin to move and run with increasing urgency, amplifying the chaos and emotional stakes of the scene. (Year 12 Lit)

Bell Shakespeare utilises monarchical imagery in the cross that is created in the closing scene of the play. The mud is swept away and is repurposed, becoming reminiscent of St Georges flag. This minimalism on stage symbolises central concepts of the play, reminding the audience of what is at stake for King Henry- nation and superiority. (Year 12 Lit)

The main views and values I took away from the play was the extreme distinction between royalty/upper-class and the lower-class who were fighting in the war. Whilst Henry V was shown actively engaging with the soldiers, and showing ‘mercy’ to criminals, there was a lack of care and humanity towards the lives lost in war. He wasn’t at a place where he could truly understand the perspectives of the soldiers, and their disregard for his plan of war, further emphasised at his celebration of the lack of noblemen lost, as he ignored the number of the lower-class lost despite the pile of bodies behind them. (Year 11)

My name is Toola Strachan, and I'm still relatively new to the school – it's been a wonderful start, and I’m thrilled to be here! I’m excited to let you know that I’ve taken on a supporting role with the “costumes for our upcoming production of Oliver!”, working alongside the amazing Nicole, who is doing a fantastic job coordinating the entire show.

I’m reaching out to see if any parents, grandparents, carers, or students would like to lend a hand with the costumes – no experience necessary, and every bit of help is appreciated!

There are so many ways you can get involved:

• Gluing on embellishments
• Hand sewing
• Sewing garments or parts of them
• Cutting out patterns
• Assembling costume pieces
• Dying fabric
• Or even taking small bits home to work on in your own time!

We’re planning some fun "sewing bee" sessions at school, which will mostly run on Sundays during rehearsals and possibly some after-school times as well.

If you’re interested or just curious to find out more, please reach out to either myself or Nicole at the school – we’d absolutely love to have you on board.

Just a quick note: if you’re an adult planning to help onsite at the school, you’ll need to have a Working with Children Check in place.

Thanks so much – I can’t wait to collaborate and create something magical together for the show!

Please see following information in relation to the free STEM Workshops: