BH: How long have you been involved with the RHAC community?

I first became a member of the RHAC community in 2022 as a parent when my eldest daughter started Pre-K. In April 2023, I extended my involvement within the College community when I accepted a teaching position in the HSIE faculty, where I currently teach Modern History, History Extension, Legal Studies and Stages 4 and 5 Mandatory History and Geography. I have been fortunate to have been provided the opportunity to extend my roles in 2024 to take on the new positions of Student Pathway Advisor, as well as the Assistant Head of the HSIE Faculty.

BH: Where did you work before you came to RHAC?

Before joining RHAC, I was teaching at Penrith Selective High School (PSHS), where I had been employed since 2013. At PSHS, I was a member of both the History Faculty and the Wellbeing team. Throughout my time at the school, I taught Modern History, Legal Studies, Studies of Religion, Stages 4 and 5 Mandatory History, History Elective, and Critical Thinking, with a particular focus on high potential and gifted education. Additionally, I undertook roles dedicated to supporting student wellbeing, including as the Year Advisor for the 2021 cohort, the Stage 4 Academic Advisor, and the school's Anti-Racism Contact Officer.

BH: You have recently been appointed to a new role, as well as continuing to teach HSIE subjects. What does this work involve?

As the new Student Pathway Advisor I look forward to working with students from predominantly Years 10-12 in navigating the transition between high school and their post-school destinations into areas such as further education and training. In this role I will work alongside the Senior Executive team, Welfare team, other staff and parents to provide support and guidance to our older students to help them make decisions about their future. This work will start with the Year 10 Subject Selection process and continue all the way to Year 12 deciding which careers they may like to pursue after high school. My work will involve working with whole year groups to provide general advice and information as well as individual and small group meetings to provide more specific advice to students.

BH: There are so many post school options for students. Do some students struggle to make clear and wise decisions about what they will do after they finish school?

Some students definitely struggle with decision making regarding their post-school futures. For some, they have a clear plan for their future career, have researched their options and have already decided on the best way to make their dream a reality. For many students, however, this process is a lot more daunting and unclear, as this is one of the first times students, as young adults, are making such an important decision for themselves. Some students further struggle with balancing numerous contributing factors in their decision making process, including their own interests, the options available to them - the availability of courses, programs and apprenticeships, as well as other external expectations and influences. While the breadth of options available to students can add complexity to choosing which career to pursue after high school and to accomplish their aim, with some self-reflection, however, it can also afford students a diverse range of options to meet their personal interests and needs.

BH: How can your new role help students in this regard?

As Student Pathway Advisor, a large part of my role is to provide opportunities to students in Year 11 and 12 to gain a better understanding of their interests, post-school goals, and the availability of courses and opportunities, such as scholarships and alternate entry pathways, afforded to them. Students will be provided opportunities, such as, but not limited to, undertaking surveys to help them to identify their interests, visiting careers markets, and connecting with organisations such as universities, colleges and TAFE to gain an understanding of what each can offer them. Through offering meetings with students to discuss options specifically available to their personal circumstances and goals, as the Student Pathway Advisor I will also be able to engage in ongoing discussions to help students develop and adjust their transition plans if their needs or decisions change.

BH: Does your new work involve anything other than helping students to make wise career choices?

In addition to assisting students in their decision making processes about their futures, I will be available to aid students, alongside the Head of Curriculum, Year Advisors and other staff, to navigate the various administrative processes that accompany applying for some post-school opportunities, such as tertiary education and scholarships. Part of my role will also involve facilitating communication with students and their parents regarding careers and post-school related information. My work will further extend to Year 10 at subject selection time when they make their first step in their post-school decision making journey as they choose subjects to study in Stage 6.

BH: Can you share any projects or initiatives you are currently working on?

As a new role, I am currently working on establishing a school-based centralised platform for students and their parents to access general information about processes and opportunities to help in the planning for their futures. Here students will find a variety of resources, such as those regarding UAC and post-school TAFE applications, information on university scholarships, links to other careers tools to help with decision making for both Year 10 subject selections and Year 12 post-school options, and information on where to seek additional personalised advice. I am further working to develop opportunities for students to connect with external organisations, such as universities and colleges, prior to making their final decisions through a Seminar Series to be held at the College during lunchtimes throughout the year.

Mark 10:45

“...For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.”

Jesus’ claim is that his life is the price that is needed to be paid to buy back freedom for God’s people, not out of slavery in Egypt but out of slavery to sin. ( Romans 6:23 )

For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord.

On the night Jesus was betrayed, he celebrated the Passover with his disciples, Matthew recalls in his gospel (chapter 26:26-28)

While they were eating, Jesus took bread, and when he had given thanks, he broke it and gave it to his disciples, saying, “Take and eat; this is my body.”

Then he took a cup, and when he had given thanks, he gave it to them, saying, “Drink from it, all of you. This is my blood of the covenant, which is poured out for many for the forgiveness of sins.”

By dying of the cross, innocent and sinless, he redeems us, no longer slaves to sin but free I Christ.

The Apostle Peter, encourages us in 1 Peter 1:13-23 with these words.

Therefore, with minds that are alert and fully sober, set your hope on the grace to be brought to you when Jesus Christ is revealed at his coming. As obedient children, do not conform to the evil desires you had when you lived in ignorance. But just as he who called you is holy, so be holy in all you do; for it is written: “Be holy, because I am holy.”

Since you call on a Father who judges each person’s work impartially, live out your time as foreigners here in reverent fear. For you know that it was not with perishable things such as silver or gold that you were redeemed from the empty way of life handed down to you from your ancestors, but with the precious blood of Christ, a lamb without blemish or defect . He was chosen before the creation of the world, but was revealed in these last times for your sake. Through him you believe in God , who raised him from the dead and glorified him, and so your faith and hope are in God.

Now that you have purified yourselves by obeying the truth so that you have sincere love for each other, love one another deeply, from the heart. For you have been born again, not of perishable seed, but of imperishable, through the living and enduring word of God.

I am redeemed!

Blessings

"I learned about how we can cooperate and come together with different ideas and strategies so that we can succeed in our task. The hardest task probably was science as there were many articles and information that we needed to read and many difficult concepts that we needed to understand. I felt that this highly challenged us and forced us to think very hard about our steps and the ways in which we would complete the work.

My most enjoyable and fun activity was most likely maths or humanities, as we could put our problem solving skills at work and solve interesting and challenging questions. It allowed us to think outside the box". (Mark)

"What I learned about teamwork is that assigning roles to each person is beneficial for efficiently completing the assigned tasks. One of the activities that I enjoyed was the music activity because music is my passion and it was a challenging task as was English because of time constraints.

The activity that I most enjoyed was the technology task where we had to create a circuit for a lightbulb with the given parts". (Caleb)

"I've learned a lot about teamwork during this experience. One of the main lessons is that working as a team makes the experience better and more enjoyable. I enjoyed the English task because we all collaborated well and worked together in a fun way". (Dhoon)

Monday, 9th September

• N/A

Tuesday, 10th September

• N/A

Wednesday, 11th September

• Stage 3 HZSA Afternoon Sport (Sem 2)

• Pre-K (3-Day) Playground Opening - invitation sent 05/09

Thursday, 12th September

• Y4 Camp

Friday, 13th September

• Y4 Camp

• Stage 2 HZSA Afternoon Sport (Sem 2)

• Pre-K (2-Day) Playground Opening - invitation sent 05/09

Monday, 16th September

• Public Speaking finals - parents welcome

Tuesday, 17th September

• Y6 Science Fair & Learning Showcase

Wednesday, 18th September

• Y3 Day Camp

• Stage 3 HZSA Afternoon Sport (Sem 2)

Thursday, 19th September

• Y12 & Kindergarten bonding time

Friday, 20th September

• Stage 2 HZSA Afternoon Sport (Sem 2)

Monday, 9th September

• HSC Music 1 Performance Exam
• Y12 Celebrations Game 2 - Staff vs Students
• Rep Sports

Tuesday, 10th September

• AICES Athletics Carnival
• Y10 Drama Melodrama Performance Assessment

• Y11 Study Afternoon

• Rep Sports

Wednesday, 11th September

• Y12 Study Afternoon
• Rep Sports

Thursday, 12th September

• R U OK Day

• Stage 6 Study Without Stress Course

• Y12 VA Studio Time

• Rep Sports

Friday, 13th September

• Various extra curricular

Monday, 16th September

• HSC Music Practical Examination
• Y12 Celebrations Game 3: Staff vs Student Sports
• Rep Sports

Tuesday, 17th September

• Y10 Elevate Session
• Rep Sports

Wednesday, 18th September

• Y11 Preliminary Examinations

• Y12 Study Afternoon

• Rep Sports

Thursday, 19th September

• Y11 Preliminary Examinations

• HZSA Open Cricket - Round 3
• Y12 & Kindergarten bonding time

• Y12 VA Studio Time

• Rep Sports

Friday, 20th September

• Y11 Preliminary Examinations

• Music Preliminary Exam
• HZSA Open Badminton Championship

• Instrumental/vocal items only (not dance or drama)
• Students should be taking private instrumental/vocal lessons, or have taken lessons in the past
• If the piece requires accompaniment, please provide a backing track
• Item should be between half a minute to 5 minutes long
• Item should be solo or a small group (maximum of 3 students)

Students and parents will be notified of the audition outcome along with performance information details. This is a wonderful opportunity for your child to showcase their musical skills. It gives them the valuable experience of performing in a concert in front of an audience. We look forward to hearing the performances!

We look forward to hearing the performances!

Road works and late sign-in

We are aware that road works in the vicinity of the College have caused additional delays in the past week. This is beyond our control and we understand that being late can be frustrating and stressful for parents and students. Despite this situation, the late sign-in process still needs to apply, as the College must comply with government legislation around attendance. An explanation from parents at the time of arrival can be noted against the late arrival tag.

Kiss & Drop Zone

In the Kiss and Drop zone at the front of the College main reception, please be as brief as possible when your children are alighting from your vehicle. We have been contacted by other parents who are frustrated by delays created by lengthy conversations at drop off time.

It would also be appreciated if vehicles that enter the College via the main gate (Gate 1) would observe the Give Way sign beyond the pedestrian crossing as you near the Auditorium car park. This is to allow priority to vehicles entering the car park, to ease congestion for vehicles leaving the site.

Thank you for your cooperation with regards to these matters, as it assists with the smooth running of daily operations at the College.

We need your support

This event is a wonderful opportunity for our school community to come together, celebrate and create lasting memories. But to make this day truly special, we need your support!

Whether you are interested in a lead role as a Stall Coordinator or simply want to lend a helping hand, there are plenty of opportunities to get involved.

Volunteer registration link coming soon.

Donations welcome

Can’t help or make it on the day but still want to contribute? Consider making a donation to support Spring Fair stalls in our school community. Every contribution, large or small, propels us forward to continue to provide more accessible facilities and a welcoming environment for our students and community. Get in touch today via the email link below.

Make sure you follow RHAC's social media pages for updates.

• RHAC’s vision, values and approach to learning
• uniform and stationery requirements
• lost property
• a map of the College
• managing student absences
• student illness and well-being (e.g. caring for students who are sick at school, school counselling and reporting student success)
• extra-curricular opportunities
• technology
• communication - flowcharts are provided to assist parents in knowing who to contact, an explanation on how to make a complaint
• parent involvement and the work of the RHAC P&F
• policies and procedures