My advocacy presentation was about the issue of youth mental health. While researching and creating the presentation, I learned that 75% of people under the age of 25 can develop a mental health problem at some point in their lives.

My group and I worked hard on our presentation and presented it to the class. However, we found out that our slides had too much text and were not engaging enough for the big night. To improve them, we spent extra time making the slides shorter and more interesting. We also created prompt cards to help us speak more freely and confidently in front of the audience.

My group worked well together and communicated by assigning different slides to each person. We also had to put in extra effort to catch up on some work that we had fallen behind on.

When it came to the presentation night, I was nervous and worried about making mistakes in front of the audience, such as stuttering, mispronouncing words, or having my voice crack. However, I pushed through my fears and did my best to make the presentation engaging for the audience.

After the presentation, I learned that I am perseverant and courageous when it comes to doing things outside my comfort zone. This was one of the most important experiences of my life because it taught me how to be more confident and stay calm when speaking in front of an audience. It is an experience that I will never forget, and I will always look back on it with pride.
Jensen Silitonga (8GLE)

For our Year 8 Advocacy Presentation, my group, which included Finn, Bentley and me, chose coal-powered electricity generation as our topic. We wanted to learn more about how coal is used to produce electricity and whether it is a good or bad source of energy for the environment.

During our research, I learned that coal is burned to heat water and create steam. The steam spins turbines, which generate electricity. I also learned that coal has some advantages because it can produce large amounts of electricity. However, it also has major disadvantages. Burning coal releases carbon dioxide and other pollutants into the atmosphere, which contribute to climate change and air pollution.

One of the biggest challenges we faced was finding reliable information and deciding what was important enough to include in our presentation. There was a lot of information about coal, so we had to select the facts that would be most interesting and easiest for our audience to understand. We also had to make sure our presentation was well organised and that everyone knew their speaking parts.

Finn, Bentley and I worked together by sharing the research tasks and helping each other create the slides. We listened to each other's ideas and made changes when we thought something could be improved. Working as a team made the project easier because we could support each other whenever someone got stuck.

Presenting in front of an audience was probably the most nerve-racking part of the experience. I felt nervous before we started, but once I began speaking, I slowly became more confident. It was also a great feeling when we finished because we knew we had worked hard and done our best.

Through this project, I learned that I can work effectively in a team and speak in front of an audience, even when I feel nervous. I also gained a better understanding of how coal impacts the environment and why it is such an important issue. Overall, this experience was valuable because it helped me develop my research, teamwork and presentation skills while teaching me more about a real-world problem.
Hayden Manning (8TRE)

My experience of the Advocacy Presentation was very positive. My group's topic was plastic pollution in the oceans, and I think we presented it well. From our research, I learned that a lot of effort is being put into reducing ocean pollution, but there are still not enough people helping with this issue.

One of the challenges we faced as a group was making our presentation long enough to reach the minimum time limit. Despite this, our group worked really well together and stayed positive throughout the project. There were some times when people were not trying as hard as they could have, but in later lessons they stepped up and contributed more. Overall, I think our group worked very well together.

Presenting to an audience was nerve-racking at first. Thinking about standing up in front of everyone made me nervous, but when the night finally arrived, most of those nerves disappeared and I was ready to deliver the presentation.

One thing I learned about myself from this experience is that I am more than capable of working with other people. I also learned that confidence is very important when giving presentations. If you spend all your time worrying about making mistakes, it can affect how well you perform. Having confidence helps you speak clearly and present your ideas more effectively.

The Advocacy Presentation taught me that I can work well in different situations and as part of a team. It also taught me how to research online and find reliable, trustworthy sources. Overall, it was a valuable experience that helped me develop my teamwork, research and presentation skills.
Aidan Steele (8BRW)

At the end of school on the day of the Advocacy Presentation, the Year 8 cohort was brought into the Veritas Centre for a meeting about how the night would run. After the meeting, we were assigned to our rooms to make any final changes and finish our presentations. Each room had one or two Year 10 mentors who helped monitor the room and make sure everything was set up properly. We spent the time practising until 5:00 pm.

At 5:00 pm, we were called into the courtyard to wait for our parents to arrive before heading into the chapel for another assembly. We sat with our parents and listened to the assembly, which finished at around 5:30 pm.

After that, we went to our presentation rooms. My room was A12. My group, which included Rohan, Charlie and me, presented on the topic of men's suicide prevention. One of our biggest challenges was memorising our notes and what we wanted to say. We decided it would be better to memorise everything rather than use palm cards, which made it more difficult at times. However, because we worked well together and practised, we were able to deliver the presentation successfully.

Presenting to an audience of parents was a little strange because I had only ever presented to students before. At first, I was unsure about it, but it ended up being a good experience and everything went fine.

Through this presentation, I learned that I am a reasonably confident speaker because I was able to project my voice clearly and speak in front of a larger audience than I was used to. This experience was valuable because it taught me how to step outside my comfort zone and not be afraid of trying something new.

At the end of the night, we got some free food, which was definitely a bonus and a great way to finish the evening!
Bellin Lin (8TRW)

The evening was especially meaningful for me because it gave me rare, uninterrupted time with both of my parents. My dad works away a lot, so we don’t often get the chance to sit together, talk openly, and just enjoy each other’s company. When he is home, I really cherish the moments we have, and the ceremony gave us the space to connect in a way we don’t always get to in our busy lives.

The structured questions during the ceremony were actually a powerful way for us to talk. It wasn’t just me asking them questions—it was also them asking me things that made me think deeply. Some of the conversations felt confronting, but I knew how important it was to be honest at this stage of my journey. Even when it felt uncomfortable, I chose to answer truthfully because I believe being uncomfortable in these moments is what helps shape you into a good man.

Looking ahead, I know there will be challenges this year, especially with exams coming up for the first time. I’m already thinking about how I’ll prepare for them and manage the stress that comes with new academic expectations.

As part of my Rite of Passage commitment, I want to live each day as the person I’m aiming to become. I want to show the core values we talked about and strive to be the best version of myself. Helping others whenever I can is also something that’s important to me. I’m stepping into this year determined and hopeful about what’s ahead. Dexter Green – 9TRW

The most meaningful part of the Odyssey ceremony for me was when we went outside the chapel to show our letters to our parents. It stood out because we all had the chance to talk together and have a deep conversation. Attending the ceremony really strengthened my relationship with my parents. They understood me better, what I’m grateful for, and the ways I’m willing to change. I’m glad I was there that day.

I feel like I’m starting to develop a more hardworking mindset and becoming more mature, especially in knowing the difference between having fun and doing the wrong thing as I move further into my Rite of Passage. The challenges I’m expecting this year are the exams and, of course, the Odyssey program itself. I hope to grow by learning to study before tests because I never really have before, and that mindset has stopped me from getting higher scores.

Through the Odyssey, I hope I can become more reliable—not just to my mates, but to everyone around me. Alex Lim – 9GLE

The most meaningful part of the ceremony was when we put the habits that we and our parents wanted to change into the jars and poured water into them. It stood out to me because we were able to wash away all the bad habits and enter the next stages of our journey. Attending the ceremony with my parents allowed me to create a better bond with them as I was able to open up and talk to them in a way that I have not done in a long time. I think I am starting to develop the responsibility of cleaning up after myself and doing things that don’t just benefit me. Challenges I hope and look forward to face this year are the Odyssey camp at the end of Term 4 and trying different things in PE and Outdoor Rec. I hope that these activities will make me a stronger person and help me grow in my Character and leadership skills. One commitment I would like to make for myself is to step up at home and help my family around the house and doing things the first time they ask me to. Cristian Bianchini – 9TRE

The most meaningful part of the night was probably when my parents read the letter I wrote. They said it was really good, and it felt special having both my mum and dad there because it brought us closer together.

I feel like I now have more responsibilities, especially doing things on my own. This year I expect to face harder work, exams for the first time, NAPLAN, and the challenge of becoming a young man. One intention I’d like to make is to become a Middle School Leader. I really want that opportunity, and I’m committed to working towards it. Joey Leeson – 9BRE

On the 2nd of March, we had our Year 9 Odyssey commencement ceremony. On that night, we received information for our Odyssey journey, and each of us spent some quality time with our parents. The most meaningful moment for me was the letter of love we gave to our parents. It was really special to see my parents read the letter, and how they felt about it. Attending the ceremony made me realise that I shouldn’t take all the things my parents do for granted. There always there to help no matter what.

The qualities I am developing as I move further into my Rite of Passage include courage, and responsibility. As I move further into my journey, I need to take responsibility for what I do, like how I approach upcoming exams, or sport games. This year we have exams and, it is going to be really tough. I hope to grow through these challenges by just trying my hardest at everything. I would like to have a better mindset of helping out wherever I can, to never give up, and to grow from challenges that come my way. Jack Prophet – 9BRW

This signature event is a highlight of the Year 9 Odyssey Program, designed to encourage boys to explore personal growth beyond the classroom.

Since the start of Term 2, students have dedicated themselves to learning choreographed dance routines – a challenge that has stretched them physically and mentally.

For many boys, the experience of dance is a transformative one. It builds physical strength, coordination and fitness, while also nurturing perseverance, discipline and focus. As students work together to master their routines, they develop teamwork and communication skills, strengthening bonds with their peers.

Just as importantly, the Dance Challenge fosters self-confidence and helps dismantle outdated gender stereotypes around male participation in the performing arts. Through dance, students are empowered to express themselves, take creative risks and grow in confidence in a supportive and affirming environment.

The important event highlights the constructive work of the Odyssey program that promotes positive masculinity, offering the Year 9 students the opportunity to have deep and honest conversations about what it means to be a good man in today’s society.

The Odyssey marks a pivotal year in the College’s Character Education program, which spans from Junior School through to graduation. Its lasting impact was evident with a group of Year 12 students and recent graduates returning to the stage, revisiting their own Year 9 Dance Challenge and reminding us that the lessons learned on this journey endure well beyond the school years.

With limited rehearsals, the senior students supported each other to deliver a great performance that was met with resounding applause in the packed gym.

But it was the polished routines of the stars of the evening that brought on the woops of appreciation as the Year 9 boys performed their moves with obvious joy and pride.

Principal Robert Henderson commended the boys for their enthusiasm and commitment. “This challenge speaks to the heart of what we aim to nurture at Aquinas – young men who are courageous, open to growth and respectful of others.”

Congratulations to all our Year 9 students for stepping boldly into the spotlight and showing us the true meaning of courage, character and community.

The Odyssey is a year-long program exclusive to Aquinas College that guides Year 9 students through a male rite of passage program where boys are invited to leave behind their childhood and embark on the journey to adulthood. The powerful program reflects an approach to rite of passage that has been employed by traditional cultures for thousands of years and includes ceremonies, rituals, learnings and challenges that transition boys into a new phase of their development as they move away from childish ways to an adult psychology.

With a carefully curated program delivered as part of their curriculum, the students will engage in activities and learnings that teach life skills, build positive character traits and provide genuine opportunities to empower boys to become the best they can be in a safe and inclusive yet challenging environment.

At Aquinas, the developing young men are guided through discussions about their own unique experiences and family connections, immersing in an inner journey that encourages a deeper understanding of his own place in the world and provides a solid internal foundation as he faces the challenges of being an adult.

Based on the metaphorical story of the hero’s journey, our Odyssey program revolves around four major aspects:

1. Call to adventure – identifying and acknowledging they need to step outside their comfort zone.
2. Mentors – who help and guide along the journey
3. Challenged – extending and growing beyond their edge.
4. Returning – recognising and celebrating the boy’s internal transformation that has taken place.

An important part of the process involves community engagement to support and validate the transition. At Aquinas, the Odyssey’s potent opening ceremony invited parents to engage in the journey as their sons step towards becoming a man, and there were quite a few damp eyes as Mr Mark Weston guided the gathering through the emotional event.

At the end of the year, the developing young men participate in The Odyssey Adventure, a two week program of physical, social and spiritual activities which include three days sailing on the Leeuwin Tall Ship, community service, hiking 23km to camp solo overnight, cooking lessons, theatre sports and the Year 9 retreat.

During the last few days of Term 2 and the initial week of the holidays, 32 Year 9 boys embarked on an exciting journey to Canberra – our first return tour post-COVID! The main focus of this trip was to immerse the students in Australia's history, culture, heritage, and democracy through various activities and educational programs. We were grateful to receive support from the Australian Government's Parliament and Civics Education Rebate (PACER) program, which contributed $510 per student towards the tour expenses. Their recognition of the significance of such experiences for young Australians in their Civics and Citizenship education is appreciated.

Our adventure commenced late in the evening at Perth airport, where all the students gathered, eagerly anticipating the midnight flight. Our first destination was Sydney, where we had the incredible opportunity to climb the Harbour Bridge. The weather was perfect, and we enjoyed a delightful breakfast beneath the Bridge. Caelyn Beard expressed her enjoyment of the Bridge Climb, remarking on the tour guide's informative insights about the area and the fascinating history of the bridge's creation. Albie Cowan also shared his thoughts on the tour, describing it as a packed trip filled with enjoyable activities that taught them a great deal about how the nation's capital operates. From spending a day in the snow to touring Government House, every experience left a lasting impression.

The tour was a whirlwind of excitement, and we visited numerous attractions, including Parliament House, Museum of Democracy, High Court, Questacon, The Dinosaur Museum, and The Australian Institute of Sport, among others. One of the pleasant surprises was the National Library, where Caelyn was captivated by the display of old and antique items, ranging from the 2006 Olympics torch to Captain Cook's original Journal.

Despite the Australian War Memorial being under renovation, we were fortunate enough to pay our respects and participate in the Last Post Ceremony, during which Jack Sharman and Harrison Agnihotri laid a wreath on behalf of Aquinas. Their gesture was deeply appreciated.

Lastly, we extend our heartfelt thanks to Brendan Crozier, Hannah Smith, and Tyrell Wallam for generously giving up their time to accompany us on this tour. Without their invaluable assistance, this memorable journey would not have been possible. The 2023 tour was undoubtedly the smoothest and most enjoyable one, all thanks to this amazing crew.

Megan Monks
Director Academic Scholars Program

This year's photography competition had a focus on nature and wildlife. In conjunction with the Arts & Culture Council and the Sustainability Council Captains, the theme was aimed to encourage students to engage and explore their surrounding wildlife. With a huge number of amazing entries from Year 7 to Year 12, the guest judges, Mr Paul West and Mr Cyril Hitie, had the tough task of choosing the winners for 2023.

Staff and students were able to vote for their favourites in the People’s Choice Award. The Captains of the Arts & Culture Council and the Sustainability Council gave out a special award this year as well.

The winners were:
1st Place: Tobias Melang Year 12 "New Holand Honey Eater"
2nd Place: Noah Myers Year 8 "Lets Hop to the Beach"
3rd Place: Kha Pham Year 8 "Natures Symmetry"
Highly Commended: Isaac Valente Year 9 "Through the Rock"
Peoples Choice Award: Charles Maverick Year 11 “Reverse Ducked Air Con”
Arts & Culture and Sustainability Council Captains Award: Hanvin Ryu Year 7 “Flower”

Congratulations to all the winners, and a huge thank you to all of the students who entered this year! All awards will be officially handed out at the end of year presentation evening.

On the 10^th of March we celebrated Grandparents Day. I was very excited because they had to fly from the station, in Port Hedland, to come and spend Grandparents' Day with me. We celebrated the start of the day with a Liturgy and then we had an assembly where my grandparents heard about all the experiences I have at Aquinas College and they listened to what it is like for me to be a boarder. After the liturgy, we had a sausage sizzle lunch and a cup of tea. It was nice to have a meal together. From here, my grandparents watched me play basketball against Trinity College. Grandparents’ Day was fun and allowed me to spend time with my much-loved grandparents as well as them getting a chance to see what life is like for me at Aquinas College.
Jack Steele - 7 Bryan West

On Friday the 10^th of March, we all celebrated Grandparent’s Day. It started off with a beautiful liturgy which was accompanied by the joyous sound of the Aquinas College Scholar Cantorum. It was a great liturgy with amazing readings from our Year 7 cohort. After the liturgy, we all attended the Grandparents Day assembly. As the MC, I relished the opportunity to get to talk in front of my fellow peers and my grandparents. The assembly gave the grandparents a taste of what it is like at Aquinas College with speeches from Year 7 students about sport, music, the College, the Year 7 camp, and what it is like to be a boarder. We even had art presentations and music performances from some of the students. After this, we had the sausage sizzle in the Year 7 courtyard where all the grandparents came together. The sausages were all amazing and the helpers did a really good job. After we had eaten the sausages, the grandparents were invited to go to our PSA games where we all had lots of fun. Overall, this day was a great success, and I am very glad that we had the opportunity to have experienced it.
Daniel Vinci - 7 Glowrey East