Refugee Week

Refugee Week calls us to reflect and respond with faith and compassion to the cry of the displaced. This year's theme, Finding Freedom – Diversity in Community, resonates deeply with the Gospel call to liberate the oppressed and uphold the dignity of every person.

Across the world, over 100 million people have been forcibly displaced due to war, persecution, poverty, and climate change. We see families fleeing with nothing but hope in their hearts, seeking not luxury, but the simple right to live in peace and safety.

Jesus began His life as a refugee, fleeing with Mary and Joseph into Egypt to escape violence (Matthew 2:13-15). In both His teaching and His lived experience, Jesus calls us to respond with compassion and justice.

Refugee Week reminds us that welcoming the stranger is not only a social responsibility but a deeply spiritual act of discipleship and love. The message of the Gospel of Matthew 25:35, “I was a stranger and you welcomed me”, Christ identifies Himself with the most vulnerable — the hungry, the imprisoned, the sick, and the displaced.

During his papacy, Pope Francis reminded us, “Migrants and refugees are not pawns on the chessboard of humanity. They are children, women, and men who leave or are forced to leave their homes…” (Message for World Day of Migrants and Refugees, 2014). Their search for freedom is a sacred journey — one we are called to walk beside.

In our schools, we plant seeds of empathy. In our schools, we create safe environments where stories are shared and human dignity is honoured. When we teach compassion, we offer hope. When we listen, we build bridges. And when we pray, we entrust this sacred mission to God.

Let us find freedom not only for the refugee, but in ourselves — freedom from indifference, fear, and complacency. May we be pilgrims of hope and agents of God’s liberating love in a suffering world.

For reflection:

When do I see Christ in the face of the stranger?

How can I respond to the needs of refugees and displaced people in our communities?

Principal – St Benedict’s Catholic College, Oran Park

I am pleased to announce that following a recruitment and discernment process, Michael Turner has been appointed to the substantive position of Principal at St Benedict’s Catholic College, Oran Park. As Michael is currently performing the position of Acting Principal, he will commence in the role immediately.

Read the full announcement here.

Peter Hill
Executive Director of Schools
Diocese of Wollongong

On behalf of the Executive Director of Schools, I wish to announce the following:

Announcement for St Brigid's Catholic Parish Primary School, Gwynneville

The Principal of St Brigid's Catholic Parish Primary School, Gwynneville, Kathy Uroda, will be taking a period of leave across Weeks 1 to 6 of Term 3 (inclusive).

Amy-Louise Sammut is the successful candidate to perform the role of Acting Principal at St Brigid's whilst Kathy is on leave. Amy is currently the Assistant Principal at St Michael's Catholic Parish Primary School, Thirroul, and has previously held the position of Acting Assistant Principal at St Brigid's (2021-2022).

Please join me in congratulating Amy on this excellent opportunity. 

______

Beth Woodstone – Senior Child Protection Advisor has made the decision to resign from her position to take up a senior leadership role at a women’s trauma recovery service. Beth’s last day will be 4 July 2025.

Beth was appointed to the substantive position of Senior Child Protection Advisor in January 2022 within the sub-team of Child Safety and Professional Services (CSaPS) in People and Culture.

During her time with CEDoW, Beth has been exceptionally dedicated, bringing significant experience from front line and senior management roles across the Child Safety spectrum, including statutory multi-agency teams, early intervention, program development and workforce capability building.

Throughout her tenure, Beth demonstrated outstanding leadership and expertise in child safety system initiatives and training. Her academic background, including a Bachelor of Arts in Social Science and a Master of International Relations, underpinned her strong professional capabilities. Her dedication and commitment have greatly benefited our organisation and the students and families we serve.

We extend our heartfelt gratitude for her significant contributions. We wish her the very best in her future endeavors and every success and fulfilment in her next chapter. 

We will begin the process of recruiting for a new Senior Child Protection Advisor in due course.

______

Kylie Stephens, Religious Education Coordinator at St John’s Catholic Parish Primary School Dapto, will be taking leave for all of Term 3. Following a recruitment process, William Whittle is the successful applicant for the position of Acting Religious Education Coordinator at St John’s Dapto, during Kylie’s leave.

William has been teaching and leading in the Wollongong Diocese since 2007 and is currently Acting Middle Leader 3 at St John’s. William holds a Master of Educational Leadership (ACU), a Graduate Certificate in Theology (BBI), and a Bachelor of Education (ACU).

William is a member of St John the Evangelist Catholic Parish, Dapto.

Julia Choice is the successful applicant for the substantive position of Education Officer - Improvement, Learning and Wellbeing - Diverse Learning (K-12) working in the Wellbeing and Student Support Team, commencing at the beginning of Term 3, 2025.

Julia has over 17 years’ experience teaching and leading within Catholic Education in the Diocese of Wollongong and is currently employed as Dean of Students at St Mary Star of the Sea College, Wollongong.  In this role and her previous role of Academic Care Coordinator, Julia has worked extensively in the case management of students and was an active member of the school’s NCCD team.

Julia holds a Bachelor of Arts (Politics and History), a Master of Education (Educational Leadership) from the University of Wollongong, and a Graduate Diploma of Education from Macquarie University.

Natasha O'Donoghue
Director – People and Culture

Primary

St John the Evangelist Catholic Parish Primary School, Campbelltown
Classroom Teacher

Holy Cross Catholic Parish Primary School, Helensburgh
Assistant Principal 

Secondary

St Joseph’s Catholic High School, Albion Park
Mathematics Teacher

Magdalene Catholic College, Narellan
Visual Arts/HSIE Teacher (F.T.E. 0.7)

St John the Evangelist Catholic High School, Nowra
Mathematics Teacher (Stages 4-6)

Corpus Christi Catholic High School, Oak Flats
Indentured Casual Teacher
Religious Education Teacher (F.T.E. 0.2)

John Therry Catholic College, Rosemeadow
Science Teacher (F.T.E. 0.8)

Catholic Education Diocese of Wollongong

Acting VET/RTO Manager

Make Music Day and the Jubilee Year of Hope

Make Music Day (21 June 2025) is a vibrant, global invitation for everyone to step into the world of sound. Imagine streets and parks coming alive with spontaneous tunes, where voices and instruments freely mix. This day celebrates the sheer joy of making music, forging unexpected connections and lifting spirits.

It's in these shared melodies that we discover music's incredible power to bring us together, harmonising hearts across every culture and elevating our collective human spirit.

This profound unity, born from shared song, echoes deeply with the Jubilee Year of Hope. As pilgrims, we're called not just to walk a path, but to truly embody and radiate hope. Music, especially when sung together, becomes a powerful vessel for this aspiration.

It strengthens our resolve, deepens our bonds, and infuses our communities with the very hope the Jubilee year seeks to ignite, reminding us that no one journeys alone.

To further explore the role of song in our spiritual pilgrimage, see "We Sing As We Go" (p. 13) and "Singing Jubilee - Songs for the Jubilee Year" (pp. 14-15) in the CEDoW Guidebook for the Celebration for the Year of Jubilee.

DLST Network Meeting #4 - 12/06/2025

Please find the link to the slide presentation from the DLST Network Meeting held on Friday 13 June 2025.

The following topics were discussed:

• PPSD Updates and Information
• Supporting Students with Healthcare Needs in Schools
• Storing PPs on COMPASS
• NCCD Peak Time
• Next steps for schools
• Post Enumeration Reflection
• Evidence of assessed need
• Supported Enrolments
• Case Collaboration Procedure
• Resourcing
• CEDoW Marketing Support
• Blended Online Course Semester 2

Tweens and Teens: Free Parent Webinars – Council of Catholic School Parents

The Council of Catholic School Parents is hosting two free webinars for parents and carers of tweens and teens. The sessions will be presented by esteemed author, speaker and educator, Michelle Mitchell.

Please share with your school community as appropriate.

Parenting Tweens: What Kids Need Now, Before the Teen Years
For parents and carers of primary school students aged 8+
Presented by Michelle Mitchell
Tuesday 24 June 2025
7.00 pm – 8.00 pm
Click here to register.

Parenting Teens: Staying Connected Through the Teen Years
For parents and carers of high school students aged 12+
Presented by Michelle Mitchell
Wednesday 25 June 2025
7.00 pm – 8.00 pm
Click here to register.

Google Classroom Analytics

See how your students are interacting with Classroom.

Teachers can view students' engagement data via an “Analytics” tab on their class pages.

In addition, teachers will be able to see relevant insights on the class analytics page that alert them on how students are progressing and where they may need additional support.

Here are a few examples:

• 2 students haven't visited your class page in the last week
• 3 students' grades increased over 25% since last month
• 1 student turned in over half their assignments late in the last month class analytics

If you need support with getting the most out of Google or other technologies for learning, you can contact Ben Woods at benjamin.woods@dow.catholic.edu.au, Mark Woolley at mark.woolley@dow.catholic.edu.au, or Russ Flannery at russell.flannery@dow.catholic.edu.au.

Australian Early Development Census 2024 Data Release

The Australian Early Development Census (AEDC) 2024 data collection outcomes are now available.

This census is an Australian Government initiative, with data collected every three years. Data is reported at the national, state, community, and school levels. Reports detail the number and percentage of children considered developmentally vulnerable, at risk, or on track in each of the five AEDC domains, such as language and cognitive skills. You can also compare data across different years.

Principals of primary schools with six or more Kindergarten students who took part in the data collection are receiving a copy of the full AEDC School Profile Addendum. This addendum includes trend data for all collections in which the school participated, as well as state, territory, and national results to enable comparison.

The AEDC supports data-driven planning. Reflecting on your local context ensures planning is responsive and inclusive of children’s experiences. Knowing the early childhood development trends can help identify community strengths, challenges, and opportunities.

How to access the data:

• AEDC National Report 2024
• AEDC Community Data Explorer
• A detailed report highlighting the key findings from the AEDC NSW data will be available on the AEDC reports page soon.

How to use the data:

• Watch the ‘About the AEDC’ explainer video
• Professional learning and resources
• Register for the AEDC NSW Research Symposium live stream on Wednesday 18 June 2025, where you can learn about ways to engage with the data.
• Attend one of the AEDC NSW 2024 Data Release drop-in sessions, designed to support various stakeholders to engage and ask questions about the AEDC 2024 data.

Contact:

The AEDC NSW team within the Department of Education welcomes the opportunity to meet with you. Contact aedc@det.nsw.edu.au or mary.taiwo@det.nsw.edu.au (02 7814 3083) to set up a meeting.

CEDoW Library – Resource of the Week

ACEN eBook 

This week’s Sora eBook edition is Living Your Best Life.

Use the link here to explore the eBook titles for primary, secondary, and staff through the Australian Catholic Education Network (ACEN). To sign in to Sora, select "ACEN" as your school.

ClickView Highlight

This week’s ClickView highlight is Life Skills with Bluey and Character Strengths. Access the series using the link here.  

If you have any questions, please contact Jim Gallagher, Library Services Manager, at gallagherj01@dow.catholic.edu.au. 

Repeated 

Review of CEDoW's Instructional Coaching – Survey

The Improvement, Learning and Wellbeing (ILW) service area of CEDoW has announced an evaluation of its current model of instructional coaching within its primary, secondary and K-12 schools. 

CEDoW recognises the dedicated efforts of Instructional Coaches (ICs) and remains committed to the methodology of contextualised peer-coaching in pedagogy. It is envisaged that feedback resulting from our evaluation will provide further strength and purpose to the role of the IC and their continued support.

The review of the instructional coaching model will commence in the final weeks of Term 4, 2024, and conclude at the end of Term 2, 2025, to capture the feedback of past and present ICs and broader CEDoW personnel. 

All stakeholders now have an opportunity to contribute to our inquiry through a range of processes, including this survey.

In an effort to establish a thorough understanding of our model of instructional coaching, we welcome honest and transparent feedback. For this reason, we are not collecting respondents' email addresses.

Contact: Sharon Gilbert, K-12 Instructional Coach Lead at gilberts02@dow.catholic.edu.au.

2025 National Excellence in Teaching Awards 

Attention: Principals, school leaders and teachers

The 2025 National Excellence in Teaching Awards (NEiTA) are now open for nominations. The National Excellence in Teaching Awards is a community-centred awards program, started by NEiTA Foundation in 1994. Supported by Futurity Investment Group, the awards honour exemplary teaching in Australia and New Zealand.

Parents, students, principals and teachers are encouraged to nominate CEDoW’s exceptional educators who are deserving of this recognition – see award categories below. Schools are encouraged to share this information with their school community and promote the awards program.

How do I nominate? Use the link to register and to complete the nomination form—it only takes 3–4 minutes. Nominations close next week on 27 June 2025.  

Categories

Seed Teams Award
Awards early childhood teams from Australia and New Zealand for foundational teaching, providing $10,000 for a professional development grant.

Apple Award
Recognises Australian and New Zealand primary and secondary teachers who exceed expectations, with the winners receiving a $5,000 professional development grant.

Leadership Award
Honours outstanding leadership by a principal or school leader, awarding a $10,000 grant for advancing educational excellence.

The Terry O’Connell Regional and Remote Teachers’ Award
In memory of former NEiTA Foundation Chairman, this award is given to those who go the extra mile for their students in remote and regional areas of Australia.

NEiTA Trustees’ Alumni Award
An opportunity for a NEiTA past winner to win a further $10,000 professional development grant.

Powering Potential Award
In partnership with The Smith Family, awards teachers from The Smith Family partner schools who aide students experiencing disadvantage. A prize of $10,000 is awarded to the winner.

Please contact Anna Jones, Team Leader – Leadership and Professional Growth, at annalouise.jones@dow.catholic.edu.au if you have any questions regarding the program or how to nominate. 

Verbal Intervention Training

Targeted Audience: School Support Officers

School Support Officers (SSOs) are offered a one-day professional learning opportunity during one of the following two pupil vacation periods (PVP) to provide strategies for supporting students exhibiting escalated levels of behaviour in order to ensure student learning is minimally disrupted by crisis behaviours.

Teachers and SSOs will be trained to respond to crisis situations with a focus on prevention using verbal de-escalation skills and strategies where restraint is inappropriate.

Participants will unpack the Crisis Development Cycle and develop skills in crisis management, emphasising:

• Early intervention
• De-escalation
• Non-physical methods for preventing or managing disruptive behaviour

The course will support staff to ensure students’ wellbeing and safety within the school by implementing school and system safety requirements.

Student learning outcomes will be supported by the safe and professional handling of a crisis situation.

Term 2 (PVP): Monday 14 July 2025
Venue: Emmaus Centre, Campbelltown
Time: 9:00 am - 4:30 pm

Term 3 (PVP): Monday 29 September 2025
Venue: Wollongong venue TBA
Time: 9:00 am - 4:30 pm

Note: While this course is targeted at SSOs, casual teachers who are interested in this course are welcome to attend.

Please register your interest on LMS.

Pathways to Flourishing: Meeting the Needs of Diverse Learners K–12

We are pleased to extend an invitation to a wider audience for this valuable professional learning day, recognising its relevance across the interconnected areas of student faith, learning and wellbeing. While this day is a mandatory learning opportunity for Primary Leaders of Diverse Learning and Primary Support Class Staff, it will also offer significant value for colleagues in primary and secondary settings across wellbeing, pastoral care and curriculum leadership.

By bringing together leaders from both primary and secondary settings, this day provides a unique opportunity to deepen collaboration, strengthen shared understandings and bridge the gap between diverse learning, curriculum and wellbeing support. We encourage Leaders of Wellbeing/Pastoral Care and Curriculum to attend alongside their Diverse Learning colleagues, as we collectively work to respond to the complex and evolving needs of the students and staff in our care.

Audience: K–12 Diverse Learning, Support Class Teachers, Pastoral Care/Wellbeing Leaders (Optional), and Curriculum Leaders (Optional)
Mode: Face to Face
Date: 24 July 2025
Time: 9.00 am–3.30 pm
Venue: Nazareth Catholic Primary School, Shellharbour

Special Guests

Marina Bailey – Click here for an overview of Marina’s experience and areas of expertise.

Dr Matt Capp – Click here to visit Matt’s website.

Key Topics

• Executive Function
• Universal Design for Learning
• Collaborative Curriculum Planning
• Reporting K-10 and the Implications for Stage 6

Please click here to RSVP.

Repeated 

Catholic Social Teaching – Scriptural and Theological Foundations

Please register via the LMS link by Friday 18 July 2025.

Date: Wednesday 30 July 2025
Time: 9:00 am – 3:00 pm
Venue: Xavier Centre, 36 Harbour Street, Wollongong

Targeted Audience: K-12 Religious Education Coordinators, K-12 Classroom Teachers, Team Leaders (e.g., Stage Leaders, Subject Leaders), CEO Staff, School Leadership, Middle Leaders, Student Wellbeing/Pastoral Care.

Facilitator: Professor Gerard Moore, Broken Bay Institute.

Outline

This professional learning day explores the Christian call to cooperate with all people in promoting human flourishing, right relationships, and the common good—key themes that connect deeply with the study of God, religion, and life. Central to the day are the guiding questions: Who ought I be? and How must I respond?

Participants will gain a deeper understanding of the scriptural and theological foundations of Catholic Social Teaching. The day will also offer a solid introduction to the Life to the Full Framework, supporting those seeking to integrate it into curriculum design and pastoral care initiatives.

Additionally, this professional learning experience will enrich the teaching of Religious Education Strand E across Stages 4 and 5, while also providing valuable insights and practical support for those involved in social justice initiatives and youth ministry coordination.

Contact: John Coppola, Education Officer – Secondary at coppolag01@dow.catholic.edu.au.

Blended Online Learning – Semester 2

Upcoming courses in Term 3 – Flyer link here.

• Understanding and Supporting Behaviour [Zoom]
• Speech, Language and Communication Needs [Zoom]
• Understanding Attention Deficit/Hyperactivity Disorder [Zoom]
• Supporting Student Wellbeing and Mental Health [F2F]
• Attachment and Trauma Theory [F2F]

Enrolment in only one course at a time. See the flyer above for registration links.

Reminder to participants who undertook Semester 1 courses: Understanding Autism, Understanding Behaviour, and Dyslexia & Significant Difficulties in Reading — the completion date is 3 July 2025.

The World Indigenous Peoples' Conference on Education (WIPCE) will be held in Auckland from 16 to 20 November 2025.

CEDoW is offering sponsorship of six (6) staff members working in CEDoW to attend and participate at the World Indigenous Peoples Conference on Education.

The CEDoW sponsorship proposal is set out below:

1. Participants interested in submitting an Expression of Interest (EOI) must have their principal’s approval before submitting the EOI.
   
   
2. Financial commitment must be accepted by the school where the participant is allocated a place to attend. Sponsorship contribution is outlined below:
   • CEDoW will sponsor 50% of the final costing that includes conference registration, airfares, accommodation, travel insurance and some meals. The estimated final overall costing of $5,500.00 per participant.
     
   • School financial contribution will be 40%.
     
   • Individual participants’ financial commitment will be 10% up to and no more than $1,000.00 personal contribution.
     
     
3. Participants offered a place must meet the criteria to be covered by travel insurance before final approval is given. No more than 2 places per school will be sponsored.
   
   
4. EOI applications will be judged by CEDoW's Leadership Team.

Closing Date for Expressions of Interest: Friday 4 July 2025 (Term 2, Week 10).

Please forward your Expression of Interest directly to Lyndal Murphy, Executive Assistant – Learning Improvement, Learning and Wellbeing, at murphyl11@dow.catholic.edu.au.

An example of sponsorship and school commitment is outlined below:

Based on an estimated final overall costing of $5,500.00 per participant:

• CEO Contribution (50%) = $2,750.00
• School Contribution (40%) = $2,200.00
• Participant Individual Contribution (10%) = $550.00.

More Information provided below on WIPCE: 

WIPCE is the largest and most diverse Indigenous education forum in the world – representatives from across the globe will meet in Tāmaki Makaurau, Auckland, from 16-20 November 2025.

Celebrating Indigenous Excellence

Aotearoa extends a warm welcome to our global Indigenous whānau to the World Indigenous Peoples’ Conference on Education (WIPCE) 2025, in Tāmaki Makaurau, Auckland.

A pōwhiri (traditional welcome) by mana whenua (local tribe) of central Auckland, Ngāti Whātua Ōrākei will welcome our manuhiri (visitors) to start the conference which features national and international keynote speakers, academic and community presentations, networking sessions, symposiums, panel discussions, seminars, workshops, cultural excursions, a village marketplace, parade of nations and concludes with a closing ceremony.

WIPCE 2025 Themes

The eight themes of WIPCE 2025 reflect the diverse spaces in which Indigenous peoples live, learn, and lead. These themes will guide the knowledge that will be shared at the gathering, while also acknowledging the connections and synergies between them.

The themes for WIPCE 2025 provide context for Indigenous knowledge as a way of living, while also platforming them as fundamental parts of education as a whole.  

K-6 Curriculum Support

K-6 Curriculum Support

This page includes:

• Important links to external and internal sites
• Professional learning
• Planning and programming support
• Assessment and reporting
• Professional reading

For enquiries, please contact Learning K-12 support at learningk-12support@dow.catholic.edu.au. 

K–6 KLA Time Allocation Advice

NESA has recently updated the K–6 KLA time allocation advice. This advice, along with the resource, support for school leaders and teachers is intended to assist schools in making informed curriculum planning decisions and ensure the best use of learning time to meet the needs of students.

As leaders and teachers continue to reflect on and refine curriculum implementation practices, the updated advice offers valuable information to consider how time is allocated across all Key Learning Areas and ensure alignment with both student needs and sector requirements. 

Key changes to the time allocation include dedicating 50% of teaching time to English and Mathematics, with a minimum of 20% specifically allocated to Mathematics. As a result, the time available for ‘other activities’ has been reduced.

Representing advice on the time allocation for all K–6 learning areas, this graph includes 50 per cent of the total time for English and Mathematics (with a minimum of 20 per cent for Mathematics).

In CEDoW schools, Religious Education should make up 10% of teaching time (K-2) and 12% (3-6). Optional Languages syllabuses and/or other activities have a recommendation of 8% (K-2) and 6% (3-6) total of teaching and learning time.

Schools can begin planning their approach to timetabling over the coming months before these changes take effect in 2026.

Reflection questions to guide discussion and planning:

Key Learnings from K–6 English System Professional Learning – Day 2

“Language and text shape our understanding of ourselves and our world. This allows us to relate with others, and contributes to our intellectual, social and emotional development” (NESA, 2022). 

Oral language provides the foundation for literacy and learning. However, in recent years there has been a significant decline in the oral language capabilities and vocabulary knowledge of our students, impacting on their ability to communicate effectively. This has far-reaching implications for our teaching and learning practices, academic achievement, and student wellbeing.

On 22 May 2025, 42 educators from 21 CEDoW primary schools gathered for the second day of professional learning focused on enhancing instruction in English. The theme, Talk, Texts & Tiers: Elevating Vocabulary and Oral Language through Literature, guided a day of deep learning and collaboration.

Participants: 

• Deepened their curriculum knowledge by analysing the essential content and mapping the K-6 learning progression. This enabled them to connect the Oral Language, Communication, and Vocabulary focus areas, pinpointing opportunities for explicit teaching and the application of knowledge and skills across varied contexts and purposes.
• Unpacked the pedagogical practices that strengthen students' oral language and vocabulary. These included dialogic practices and High-Impact Strategies like explicit teaching, multiple exposures, and structured lessons.
• Worked collaboratively to refine a learning sequence, ensuring students had ample opportunities to apply knowledge and skills across various contexts for different purposes. 

Resources:

• Literacy Teaching Toolbox
• Vocabulary Architects: Building strong academic language skills
• Oral Language Strategies: Resource Book

Reading Position Paper

The K-12 Learning Team is pleased to announce the release of the final version of the CEDoW Reading Position Paper.

We sincerely thank all who provided feedback throughout the various stages of development. Your insights and feedback have been invaluable throughout the consultation process.

Additional resources and supporting documentation are available on the Literacy Teaching Toolbox to support schools in bringing this position to life in the classroom.

If you have feedback on Gateway News, we want to know. 

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