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Our Issoudun Science class recently dissected a sheep brain, gaining hands-on experience while exploring the different hemispheres and the brain stem.
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Opportunities for feedback
Well done to our Years 7 and 9 students who are almost finished their Naplan testing. While the tests might feel big for students at the start, we have witnessed an amazing growth in confidence and skills throughout the testing period. These tests are an example of the way that we can move student perspectives on assessment towards the positive. Even at the junior level, we should look at assessments and exams as an opportunity to show the amazing work that we have completed along the units.
With Parent Teacher Meetings occurring this week, these sessions are an opportunity to receive feedback on the ways to improve our learning. Students are encouraged to attend the meetings so they can be active participants in the conversation. We would love our students to ask for more data on how they have been tracking, and of course ask for ways that they can improve their own learning goals. While the sessions might seem short, they are incredibly important aspects of teacher and student interactions. We look forward to sharing those meetings next week.
Mr Joshua Di Pietro
Deputy Principal Learning and Teaching
Careers and pathways opportunities
There are a number of career expos and placement opportunities coming up this year for students. Details of upcoming activities are listed below and more can be found on the Careers and Pathways page.
 | Victorian Career and Employment expo - March 20 to 22, Melbourne Showgrounds. More details via this link |
 | VCE and Careers Expo - 1 to 3 May, Melbourne Exhibition Centre. More details via this link |
Defence Force
The Defence Force provides students in Years 10 to 12 with the opportunity to experience a wide range of careers available in the Australian Defence Force (ADF) and the Australian Public Service (APS). The 2025 program is offering a variety of placements in Victoria this year.
If anyone is interested in any of these experiences, please contact Ms Girolami (Careers and Pathways Coordinator) cgirolami@olsh.vic.edu.au
A Day in the Navy – Guided Tours: HMAS Cerberus | Location: HMAS Cerberus, VIC on 7 April 2025 | Bookings here |
Introduction to Navy: HMAS Cerberus (April) | Location: HMAS Cerberus, VIC Placement Dates: 29 April - 01 May 2025 | Applications close: 11:30pm Sunday 16 March 2025. Link to apply: Introduction to Navy: HMAS Cerberus (April) |
Army Trade Familiarisation (Engineering, Electrical and Health): Bandiana | Location: Bandiana, VIC on 20 May 2025 Applications close: 11:30pm Sunday 23 March 2025 | Link to apply: Army Trade Familiarisation (Engineering, Electrical and Health): Bandiana |
Joint Military Police Unit Overview: Simpson Barracks | Location: Macleod, VIC on 14 May 2025 Applications close: 11:30pm Sunday 23 March 2025 | Link to apply: Joint Military Police Unit Overview: Simpson Barracks |
STEM Immersion Week: Fishermans Bend (June) | Location: Port Melbourne, VIC Placement Dates: 30 June - 4 July 2025 Applications close: 11:30pm Sunday 4 May 2025 | Link to apply: STEM Immersion Week: Fishermans Bend (June) |
Find more opportunities on our Careers and Pathways page.
Our Year 10 Italian and Chinese students recently shared their knowledge of cultural traditions and practices. The Chinese students explored the significance and customs of Chinese New Year, while the Italian students presented on the origins of Carnevale and the theatrical style of ‘Commedia dell’Arte.’ To enrich the experience, students also enjoyed traditional culinary delights, including Chinese dumplings and the Italian sweet treat, ‘chiacchiere.’
Our Year 10 Italian and Chinese students recently shared their knowledge of cultural traditions and practices. The Chinese students explored the significance and customs of Chinese New Year, while the Italian students presented on the origins of Carnevale and the theatrical style of ‘Commedia dell’Arte.’ To enrich the experience, students also enjoyed traditional culinary delights, including Chinese dumplings and the Italian sweet treat, ‘chiacchiere.’
Our Year 10 Italian and Chinese students recently shared their knowledge of cultural traditions and practices. The Chinese students explored the significance and customs of Chinese New Year, while the Italian students presented on the origins of Carnevale and the theatrical style of ‘Commedia dell’Arte.’ To enrich the experience, students also enjoyed traditional culinary delights, including Chinese dumplings and the Italian sweet treat, ‘chiacchiere.’
Our Year 10 Italian and Chinese students recently shared their knowledge of cultural traditions and practices. The Chinese students explored the significance and customs of Chinese New Year, while the Italian students presented on the origins of Carnevale and the theatrical style of ‘Commedia dell’Arte.’ To enrich the experience, students also enjoyed traditional culinary delights, including Chinese dumplings and the Italian sweet treat, ‘chiacchiere.’
Jewish Museum excursion
Last Tuesday our Year 8 students attended the Jewish Museum in St. Kilda. As part of our Year 8 Unit on the life and times of Jesus, the students were taken on a historical tour of what life was like for a Jewish person during the time Jesus lived. It was a wonderful insight into Jewish life as the students were also taken into the Synagogue and then recreated a traditional Seder meal. A true interfaith experience.
‘The excursion to the Jewish Museum was fun and very informative. I gained so much insight into Jewish life, culture and traditions and learned so many new things. We also had the wonderful opportunity to go inside a synagogue, which is a holy place where Jewish people pray and hold special cultural celebrations. A synagogue is very different from a church. For example, the seating is named and numbered and in a circular shape. Overall, I really enjoyed it, and it has given me a new perspective of Judaism.' - Zoya
'On the 4th of March the year 8 cohort went to the Jewish Museum. We were split into groups, and we all went around different parts of the museum. Some things that we looked at were about the Jewish festivals and holidays celebrated throughout the year, religious items such as the tzitzit and the shofar which are all used/worn for different occasions.
We looked at a big timeline on the floor of one of the rooms and saw big events in Jewish history like Passover. We also learnt about all the rules that Jewish people must follow about things they eat and do. We learnt about bar and bat mitzvahs and how they are celebrated, and everyone was very interested.
Across the road was the Saint Kilda synagogue and we looked at details and symbols that made a synagogue different from a church some being that churches have stained glass pictures on the windows whereas synagogues do not because they only believe in one God, and they don’t have other people on the windows to show their commitment to the one God churches have the catholic cross and synagogues have the star of David.
At the end before we left, we got to try traditional Jewish bread called Challah and drink grape juice which are traditionally eaten and drunk by Jewish people. Our visit to the museum really enhanced our knowledge of Jewish religion and really helped us prepare for our upcoming assignment.' - Poppy, Eden and Jade
Jewish Museum excursion
Jewish Museum excursion
Jewish Museum excursion
Jewish Museum excursion
Our six debating teams have had two nights of competition this term. In the first week's competition they finished with three wins, three losses and two best speaker awards (Annabel, Y9 and Annika, Y10). This week, five teams competed and finished with three wins, two losses and three best speakers (Sarina, Tanisha and Evelyn).
The teams participate in the Debating Association of Victoria competition against other schools in the area and the topics for this round included ‘That all school and university exams should be open-book’, ‘That tickets to all sporting events should be free’ and ‘That the government should prohibit businesses from being cashless’. Great opportunities to develop analytical and public speaking skills. We're grateful to our coaches and other students for their work preparing students for these debates.
Our six debating teams have had two nights of competition this term. In the first week's competition they finished with three wins, three losses and two best speaker awards (Annabel, Y9 and Annika, Y10). This week, five teams competed and finished with three wins, two losses and three best speakers (Sarina, Tanisha and Evelyn).
The teams participate in the Debating Association of Victoria competition against other schools in the area and the topics for this round included ‘That all school and university exams should be open-book’, ‘That tickets to all sporting events should be free’ and ‘That the government should prohibit businesses from being cashless’. Great opportunities to develop analytical and public speaking skills. We're grateful to our coaches and other students for their work preparing students for these debates.
Our six debating teams have had two nights of competition this term. In the first week's competition they finished with three wins, three losses and two best speaker awards (Annabel, Y9 and Annika, Y10). This week, five teams competed and finished with three wins, two losses and three best speakers (Sarina, Tanisha and Evelyn).
The teams participate in the Debating Association of Victoria competition against other schools in the area and the topics for this round included ‘That all school and university exams should be open-book’, ‘That tickets to all sporting events should be free’ and ‘That the government should prohibit businesses from being cashless’. Great opportunities to develop analytical and public speaking skills. We're grateful to our coaches and other students for their work preparing students for these debates.
Our VCE Drama students were lucky to attend Top Class at the Melbourne Recital Centre this week- a concert showcasing the best performances from the 2024 VCE performance examinations. As part of VCE drama each student performs a seven minute solo performance. Today they witnessed the best of these solos from 2024. It was a wonderful experience for the girls to see where their hard work can lead them, and to be inspired as they begin to tackle this task.
Understanding supply and demand
Our Year 8 Humanities students have been learning about supply and demand and how markets operate. Here are some of their reflections.
“During Humanities I have been learning about economics. What we are learning in class is how to graph supply and demand and how to input data in the graph as well as how to shift the supply and demand curve.” - Molly
“During Humanities we are currently learning about supply and demand. Some things we have learned is how to draw a line graph using the laws of supply and demand as well as learning to shift.” – Darcy
“Something that I really enjoyed was learning how the market works, such as supply and demand. If I want to start a business when I grow up, it’s easier because I’ll know how it works so I know what people would like or not and if people are buying it more, then I can raise the price and if they’re buying it less then I can lower the price.” - Hayley
“Economics is teaching me how businesses in the world operate. It’s really useful insight for anyone to have. If you want to start a business of your own and be yourself in that way, it’s great.” - Zoya
Our VCE VM Personal Development Skills students visited the city to participate in ‘The Intersection Walk' which explores why we need empathy, diversity and connection for a healthy society, through storytelling and discussion. Our presenter and guide for the walk was Evan who spoke about homelessness, perspective, addiction and stereotypes. The session was human, challenging, story-driven and impactful.
