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T1N1 Heritage College Newsletter 2025

FROM THE PRINCIPAL'S DESK

Welcome to a New School Year

As we embark on another exciting year at Heritage College, we extend a warm welcome to 42 new students and their families who have joined our community. We are delighted to have 17 new Foundation students joining our 7 mid-year starters, forming a new Foundation class of 24. Additionally, we have welcomed 11 new students into our Primary School and another 15 into our Secondary School, bringing our Heritage College community to an incredible 221 households!

Staffing Updates

At the close of 2024, we bid farewell to Caitlin Dodson and Emma Sanderson, who have moved on to new opportunities to further their careers or dedicate more time to their family. We sincerely thank them for their invaluable contributions to our College and wish them God’s richest blessings in their future endeavours.

We are thrilled to welcome Luke Hummel to our teaching team. Luke has joined our Year 3/4 teaching staff, bringing a wealth of experience that will enrich our students' learning journeys.

Exciting Developments

Heritage College continues to thrive, with several improvements and events already shaping the start of our year:

Facility Enhancements: A number of campus improvements have been completed, including the opening of a dedicated STEM room in the Secondary wing. This enhancement provides extra learning space needed to meet growing curriculum demands and accommodate our increasing student numbers. (please see some photos below)
Smooth Transition to Camp Australia OSHC: The transition to Camp Australia for Out of School Hours Care (OSHC) has been successful, now running in the afternoons. This service has been beneficial to many families, allowing some students to remain at Heritage College.

Positive Community Engagement

Swimming Week Success: Our Swimming Week in the first term went smoothly, thanks to the efforts of our dedicated volunteers. The Year 5/6 Swimming Carnival was an outstanding success, featuring both swimming races and engaging novelty events.
Parent Information Sessions: These sessions provided valuable insights and expectations to support our students’ learning. The combination of on-site sessions for Primary and off-site sessions for Secondary, was well received. We greatly appreciate the ongoing support of parents in our parent-college partnership.
Dux Assembly: We proudly celebrated our Year 12 students, along with the Year 7-11 Year Group Duxes for 2024. The event also honoured the Heritage Medal winner, with an inspiring speech from our Y12 Dux that reflected on the values and unique ethos of our College while offering advice to younger students. This was witnessed by a respectable number of parents live and over 40 of you viewing the recording at a later date.

Positive and Celebratory Learning Experiences

Academic Excellence Recognised: The SACE results from our most recent Year 12 graduates reflect outstanding academic achievements, a testament to our students’ hard work, the quality of teaching, and your unwavering support throughout their Heritage College learning journey.
Year 8 Camp to Victor Harbor: Students had the opportunity to develop surfing skills, engage in spiritual meditations, and enjoy team-building games, as well as learning about the location. This was greatly enjoyed by all and a thank you to our volunteers.
Year 11 Adventures: The Year 11 girls participated in a range of activities, including tree climbing and an Amazing Race event. Unfortunately, their planned swim with dolphins was cancelled due to weather conditions but will be rescheduled. The Year 11 boys took part in kayaking trips along Glenelg River, incorporating meditations around Proverbs 1-7.
Buddy Classes & Internet Safety Day: Our older students formed meaningful relationships with younger peers while learning about internet safety as part of Internet Safety Day.

At Heritage College, we continue to celebrate character, growth, and performance in all aspects of student life. Thank you for being part of our vibrant community and to many of you who volunteer to help us provide these experiences and others through the year. We look forward to another year of learning, achievement, and shared success under the continual blessing of our God.

‘Unless the LORD builds the house, those who build it labour in vain’( Psa 127 v 1 ESV).

Justin Robinson

Coming Up...

Heritage Playgroup

AFL Goal Posts and Netting

A big thank you to the Parents & Friends Association for their contribution, along with past student fundraising money for the purchase of the AFL goals and associated netting. These will be well used and enjoyed by our students.

SRC Fundraising Furniture

Thanks to the fantastic efforts of the SRC and the funds raised during last year's Decathlon, we’ve been able to purchase brand-new outdoor tables for our students to enjoy at lunch. These new tables provide a great space for students to relax and socialize during their breaks. Here is a picture with two of our former 2024 School Captains!

Maintenance/Grounds Works

Here is a little snapshot of some of the projects that were in play over the summer break by our Maintenance Team and external contractors! A range of things from drainage alongside the gym, new TV's installed in the JP classrooms, shelving in the Art storeroom, cleaned carpets in the JP classrooms and corridors, a new roof on Home Ec building, creating an exclusion zone in tech for safety, painting classrooms 10-13, and a new office for Learning Support. A big thank you for everything!

2025 Secondary Musical

Rodgers and Hammerstein’s Cinderella, Broadway Version

August 25th - 29th, in Term 3 2025, God Willing

This musical we will be doing 4 performances!

This wonderful show is all about being true to yourself and being kind to others, along with dashing feats of derring-do, magical transformations, pumpkins, and of course glass slippers.

Cinderella Rehearsals Under Way

Friday afterschool week 1 saw the very first musical rehearsal. 43 excited students received their scripts and began the fun process of learning lines and “blocking” (stage movements).

This musical is the first time we are having a double cast for the main characters- spreading the load over 18 students and it has been a lot of fun to see the different characterizations they bring to each role.

Donations of fabric needed - please

For the famous ball scene in the musical- I would like to put all the girls in purple ball gowns which means I need a lot of purple. We would appreciate any donations of purple fabric. Great options are bed sheets, curtains, old dresses.

Please send any donated fabric to the front desk and you will see it on stage!

Lower Primary - Leeanne Clark

The Year 1 Wonders have made a great and busy start to learning this year! Week 1 began with swimming lessons at WaterWorld. Lots of skills and confidence were developed in the pool.

In Week 2 the Wonders met their new buddies from Year 7. On the 11th February it was Safer Internet Day, so together they discussed and learnt about internet safety as well as playing games on the topic.

All the Junior Primary children have also started their Read, Write Inc Phonics groups. They are learning to read and write in small, streamed groups from 9.15am to 10.05am from Tuesday-Friday. Here they some of our Wonders enjoying their groups.

Lower Primary - Jesse Bruce

To start our exploration into Digital Art, the Year 2 Awesome Astronauts played around with shapes. We tried to think outside the box about how we could use a range of set shapes for differing purposes. As a class, we brainstormed some different ways we could combine shapes to make a robot – then we set off on our own.

Everyone ended up with different finished products which was great to see. To finish our activity, I set the class the challenge of using shapes to write their names. Overall, our robot art took a lot of creativity and problem solving. We hope you like it!

Middle Primary - Nicole/Naomi

“A friend loves at all times, and a brother is born for a time of adversity." – Proverbs 17:17

The students in 3/4LT have settled beautifully into the new school year, and what better way to kick things off than with a special event designed to build connections and friendships? In our very first week, we transformed our classroom into a ‘Friendship Café’ – a welcoming space where students could get to know each other in a fun and engaging way.

At our Friendship Café, each student enjoyed a refreshing juice and some Shapes while taking part in an exciting activity. Partnering up, students had ten minutes to chat one-on-one with a classmate, with the goal of discovering three things they had in common. They also shared an interesting fact about themselves, allowing everyone to learn something new about their peers.

The classroom was filled with laughter and excitement as students bonded over shared interests, surprising fun facts, and new friendships. The Friendship café reinforces our classroom values of inclusivity, kindness, and teamwork.

We look forward to many more wonderful moments together in 3/4LT and can’t wait to see how these new friendships continue to grow throughout the year!

Upper Primary - Jason Hauser

Meet the Buddies!

At our school, each class is paired with a buddy class from a different year level to help build connections across the community. Once a term, we come together for a special activity that helps to build these relationships.

This year, our class is lucky to be buddied up with Uncle Adrian’s Year 12 students. For our first Buddy Class session in Week 3, we kicked things off with a fun ‘get to know you’ challenge. Since most students hadn’t met before, the Year 5/6s paired up with their Year 12 buddies for a creative and interactive task—drawing each other’s portraits! The goal was to pay close attention to key features while also interviewing one another to learn something new, starting with names.

The room was buzzing with lively chatter and laughter as the portraits took shape. It was a fantastic start to the friendly and helpful connections we form between our buddy classes every year!

Upper Primary -Rachel Morrison

We have been delving into the wonderful world of art and all the things this means. We began with some tissue paper art which allowed use of colours, creativity with shape and movement. We are now going through the 7 elements of art. We began with looking at Lines and have moved onto colour. We have now started a line and colour drawing which will stand out and look amazing with a black background. Art is a way for creativity to shine through, ideas to flow and us to explore the nature around us that God has created.

Art is a favourite time in our classroom. It is a calm and happy atmosphere where you can see the skills and talents that God has given each and every one of us. I look forward to seeing the creativity shine through and the students continue to enjoy their time at peace exploring the wonderful world of art!

Lower Secondary - Brett Arnold

In Year 7A with Uncle Brett for Home Group Bible Study, we have commenced looking at an outstanding Bible character, that of Noah. This fits in with the Year 7 program of positive characters and relationships in the Bible. Our first task was to do a timeline from Adam to Noah as found in Genesis Ch 5 and we’ve noticed that the youngest died at 777 years old (Lamech) and the oldest died at 969 years old (Methuselah) so humans lived for a long time back then. Also, we saw that at 365 years old Enoch was ‘taken by God’ because of the evilness around him. This has helped us to understand how faithful Noah really was. Noah’s name means ‘rest’ and already we can see a connection with the ark he was instructed to build to save mankind and the rest that we can enter through baptism into the saving name of Jesus Christ. We have also spent time decorating our Bible study book covers. We will continue to enjoy studying this Bible character as there are still many lessons for us to take on in our lives today 4500 years later!

Lower Secondary - Danielle Smith

For Buddy Class the Year 8s joined up with Uncle Jordan’s Year 2 class. We were thinking about cyber safety, particularly passwords. The students in pairs (one Year 8 and one Year2) came up with a safe password and then played hangman with another group. There were a lot of hanged men. Then the Year 8s helped the Year 2s with developing gross motor skills, playing the game where if you catch the ball, you have to take a step back.

Upper Secondary -Trevor Dodson

2025 Student Representative Council (SRC)

Heritage College’s new SRC Primary and Secondary members have been elected for 2025! The members of the SRC will have a voice about what happens at Heritage College, including influencing change, shaping education, helping to organise events and fundraising activities (like last year’s amazing Decathlon), and raising safety and welfare issues that affect them. Students learn leadership skills, gain experience guiding and negotiating with others, and have the opportunity to give back to the school community.

Heritage College benefits from a SRC too, because it brings in students’ perspectives on learning, teaching, and schooling, while drawing on the enthusiasm, energy, and creative thinking of students, and encourages students to share decisions about the school rules, uniform, and facilities.

Students across all year levels will hold brainstorming sessions with their teachers to identify issues, activities, or ideas that they want their representatives to raise at the SRC, including things such as:

Fund-raising for needy causes
More whole-of-school activities
Improvements to the school facilities and grounds
More sporting equipment for Home Group classes

SRC members meet several times a Term, but also get involved with other important whole of school events. They are looking forward to sharing with the college community all the activities, ideas, and new initiatives that they are planning, and how you too can become involved in all the fun!

Upper Secondary -Julie Samuel

Upper Secondary -Shannon Kennedy

In Year 11 Food and Hospitality, students have been exploring how Australia's cultural diversity has influenced the nation's cuisine. As part of their assessment, each student was tasked with designing, preparing, and presenting a gourmet pizza suited for a trendy, high-end pizza bar. Their creations needed to showcase ingredients that reflect the multicultural influences on Australian food. Here are some photos of their delicious results!

Secondary - Evan Franco

Helping students step outside their comfort zones in self-directed learning

Stepping outside your comfort zone is challenging for anyone, but it can be particularly daunting for students learning to take charge of their education. Self-directed learning (SDL) requires students to engage deeply with goal-setting, resource identification, and self-evaluation, skills that are not only critical for academic success but also for personal growth. However, the fear of failure, lack of confidence, and reluctance to deviate from structured environments often keep students from fully embracing these challenges.

Self-directed learning is closely tied to the concept of student agency, which is essentially the ability to take purposeful action in one’s own learning. Research indicates that students with high confidence in certain abilities are more likely to take initiative, persist through difficulties, and achieve desired outcomes. These are also essential for equipping young people with the skills they need to navigate a rapidly changing world. Yet, building this agency requires stepping into the discomfort of new and unfamiliar experiences, something that many students shy away from without intentional support.

At Heritage College, we have identified a need for our students to develop these critical life skills as part of their education journey, and have developed our Active Learning Mindset pedagogy to support this. You will no doubt see some of these elements in the subjects your son or daughter are studying throughout this year.

Why students struggle to take initiative

One key reason students struggle with stepping outside their comfort zones is the fear of failure. If students take on a fixed mindset (the belief that abilities are static), it often prevents students from attempting tasks that seem too difficult or risky. This fear is compounded when students perceive self-directed learning as overwhelming or when they lack the tools to break large tasks into manageable steps.

Another factor is the absence of intrinsic motivation. Research also argues that students are more likely to engage in self-directed learning when they feel a sense of autonomy, competence, and relatedness. If students perceive their learning as being externally imposed rather than self-driven, they may resist taking initiative. Many of our subjects are now embracing the need for this self-directed learning, with one of those being the Passion Project. This compulsory subject for all students in Years 9 and 10 allows the exploration of an area of student interest through self-directed learning, which is then further built on with the compulsory SACE subjects of the EIF (Exploring Identities and Futures) and the AIF (Activating Identities and Futures).

Practical steps parents can take

As parents, you can play a pivotal role in helping your child develop the confidence and skills needed to step outside their comfort zone. Below are some evidence-based strategies to foster self-directed learning and student agency:

1.Model a growth mindset

Research underscores the importance of a growth mindset. Share your own experiences of trying something new, including the setbacks you faced and how you overcame them.

2.Encourage goal-setting

Self-regulated learners are more likely to succeed when they can break down larger tasks into smaller, actionable steps. So, instead of saying, “Study for maths”, guide children to set a goal like, “Complete three practice problems and one problem that you find challenging”.

3.Foster a safe environment for risk-taking

Students are more likely to engage in challenging tasks when they feel supported. Celebrate effort and progress rather than focusing solely on outcomes, and reassure your child that mistakes are part of the learning process.

4.Promote reflection and metacognition (thinking about your thinking)

Encourage your child to think critically about their learning experiences by asking questions like, “What strategies worked well?” or “What could you try differently next time?” Doing this has been proven to enhance enhance both learning outcomes and confidence.

5.Encourage autonomy

Autonomy is a critical component of student agency. Students are more motivated and engaged when they feel they have a say in their learning. So, allow them scope to choose when and how to approach tasks at home.

6.Build collaboration skills

Self-directed learning doesn’t mean learning in isolation. Collaboration with peers or mentors can provide valuable perspectives and support. Encourage your child to seek feedback from teachers or classmates, and even those within the community.

The long term benefits of stepping outside your comfort zone

While it can be uncomfortable in the moment, stepping outside one’s comfort zone fosters resilience, adaptability, and independence. Over time, students who embrace self-directed learning are better equipped to handle academic and personal challenges.

By modelling a growth mindset, providing guidance, and creating opportunities for reflection and autonomy, parents can empower their children to take initiative and build the confidence needed for self-directed learning. Ultimately, these steps not only prepare students for academic success but also help them develop the lifelong ability to adapt, persevere, and grow which are all essential qualities we need for a life in Christ.

HeLP Awards - Foundation Bailye

Myah Gaye for working very hard to form her letters correctly.

Ivy Warner for being a focused and neat worker.

Benjamin Mullassery Raphel for the most amazing manners at school.

Jonah Mansfield for being such a great listener when the teacher is talking.

Shiloh Wright for being friendly to all her classmates.

HeLP Awards - Year 1 Clark

Winslow Clark for being brave during Show and Tell, sharing with the class.

Calvin Yuile for excellent description writing.

Hannah Oliver for making a fantastic start in learning at Heritage College.

Hannah Samuel for using "WOW" words and writing "Super Sentences".

HeLP Awards - Year 2 Bruce

Noah Lagowski for excellent engagement in all classroom activities.

Theodore Cheek for insightful answers in RWI lessons.

Simeon Todd for always being ready to listen and to help others.

HeLP Awards - Year 2 Morrison

Vincent Bol Bol for adjusting to our new routine and strategies. Well done.

Harper Scott for showing a responsible and resilient attitude to the new school year.

Isabella Arnold for a respectful behaviour and trying new strategies in your learning. Well done.

HeLP Awards - Year 3/4 Hummel

Lincoln Fotheringham for making a successful transition to Heritage and giving every challenge a go.

Mia Lagowski for always being an honest and helpful member of the classroom.

Charlotte Li for being a responsible learner who always puts effort into her work.

Fergus Yuile for always being a polite and respectful member of the class.

HeLP Awards - Year 3/4 Lagowski/Tretola

Odelia Mansfield for showing kindness and a willingness to help your classmates when they need it.

Emily Nemeth for displaying a positive attitude and enthusiastic approach towards Think Mentals.

Asher Lucas for having remarkable resilience and a positive attitude while settling in at Heritage!

Jude Dowling for displaying unwavering kindness towards his peers.

HeLP Awards - Year 3/4 Wiafe/Witton

Zengyi Jin for settling into a new school class resiliently and doing his best.

Zoe Schulz for resiliently working hard in all subject areas, particularly writing and maths.

Macey Neil for giving everything a go with a can-do attitude and a smile.

Isabelle Jamieson for doing her very best in writing lessons and producing an outstanding persuasive text.

James Ward for being a kind friend to his desk-mates and a positive presence in the classroom.

Silas Camplin for listening well in class and producing an outstanding persuasive text.

HeLP Awards - Year 5/6 Hauser

Macedon Pearce for getting off to a fine start with the Premier's Reading Challenge.

Elaina Kruger for already completing three very fine book reports.

HeLP Awards - Year 5/6 Healy

Jamin Todd for reflectively using aids in class to maintain focus and use time wisely.

Patrick Flood for responsibly using class work time wisely and completing tasks promptly.

Harrison Arnold for respect and responsibility, taking care to complete work to a high standard.

Rachel Oliver for being resilient at settling into a new class and school so well.

William Oliver for being resilient and settling into a new class and school so well.

HeLP Awards - Year 5/6 Morrison

Bentley Hyndman for having great resilience during art.

Venetia Cheek for showing resilience and persistence in Think Mentals.

Winston Fotheringham for finding his feet and slotting into a new school. Welcome to Heritage!

Harrison Oliver for showing confidence in class and his amazing art skills. Welcome to Heritage!

Maya Scott for looking out others and asking questions when needed.

Wellbeing Support - Hannah Mitchelson

Talking to Your Child About School: The Importance of Communication

As parents, it is crucial to maintain open lines of communication with your children, especially when it comes to their school experience. Regularly talking to your child about school not only helps you stay informed about their academic progress but also allows you to connect with your child and reflects a real interest in their life. It builds trust, identifies challenges and celebrates achievements.

Building Trust

Regular conversations about school create a sense of trust between you and your child. When they know that you are genuinely interested in their school life, they are more likely to share their thoughts, concerns, and achievements with you.

Identifying Challenges

By talking about school, you can identify any challenges your child may be facing academically, socially, or emotionally. This allows you to provide the necessary support and guidance to help them overcome these challenges.

Celebrating Achievements

Discussing school with your child gives you the opportunity to celebrate their achievements, big or small. Recognizing their efforts and successes boosts their self-esteem and motivates them to continue working hard.

Most parents will have experienced asking your child about their day or what your child has done at school and received very little information back. So, what types of questions can we ask to share our daily experiences?

Questions to Ask:

How was your day at school today? This open-ended question allows your child to share their overall experience and any highlights or concerns they may have.

What was the best part of your day at school? This question encourages your child to focus on the positive aspects of their day and helps them reflect on enjoyable moments.

Did anything interesting or exciting happen at school today? By asking this question, you give your child the opportunity to share any unique or exciting experiences they had during the day.

Is there anything you're looking forward to at school tomorrow? This question helps your child develop a positive mindset and encourages them to think about the future.

Did you learn anything new today? Can you tell me about it? This question prompts your child to reflect on their learning and share any new knowledge or skills they acquired.

Did you have any challenges or difficulties at school today? How did you handle them? This question allows your child to discuss any obstacles they faced and how they managed them. It helps them develop problem-solving skills and resilience.

Did you make any new friends at school? Can you tell me about them? This question encourages your child to share their social experiences and helps you understand their social dynamics.

Is there anything you're feeling worried or stressed about at school? This question opens up a space for your child to express any concerns or anxieties they may have, allowing you to provide support and reassurance.

What subjects/lessons/topics did you learn today? This question helps you to have an insight of what your child is currently learning about and allows you to engage in their learning.

What is one thing you are thankful/grateful for from today? This question allows for reflection in a positive manner and also encourages gratitude within our children.

Regularly talking to your child about school is essential for their overall well-being and academic success. Use the suggested questions as a starting point but remember to listen actively and respond empathetically to create a safe and supportive environment for your child to share their thoughts and experiences.

2025 TERM 1 KEY DATES

January 28th - April 11th

February 21 P&F Lunch Day
February 24th Photo Day
February 25th NAPLAN National Practice Test
February 27th Interschool Swimming
February 28th Secondary Swimming Carnival
March 3rd Follow Up Photo Day
March 7th Student Free/Staff Development Day
March 10th Public Holiday
March 12th-14th NAPLAN Testing
March 17th Primary Parent/Teacher Conferences (in person)
March 18th Primary Parent/Teacher Conferences (over the phone)
March 21st SRC Fundraiser
March 24th 1500m race, Council Meeting
April 2nd Secondary Mid Semester Reports Published
April 3rd Interschool Athletics
April 4th Sports Day
April 7-8th Secondary 3 Way Learning Conversations (ZOOM)
April 11th Last Day of Term 1

2025 TERM DATES

TERM 1: Tuesday January 28th - Friday April 11th
TERM 2: Monday April 28th - Friday July 4th
TERM 3: Monday July 28th - Friday September 26th
TERM 4: Monday October 13th - Friday December 11th

HERITAGE CONTACTS

Principal Justin Robinson
Business Manager Adrian Maycock
Enquiries Front Desk

Staff Contact Details available on Sentral under "Resources:Miscellaneous Information: Heritage Contact List"

COUNCIL MEMBERS

7 Mar	Staff Development - Student Free Day All day

10 Mar	Public Holiday All day