AI and the Dignity of the Human Person

The accelerated development of Artificial Intelligence (AI) has prompted many lively discussions, from Aquinas students writing to me to express their concerns about energy consumption and possible encroachment on the role of artists, through to Pope Leo XIV’s recent encyclical Magnifica humanitas: On Safeguarding the Human Person in the Time of Artificial Intelligence. While recognising there are benefits to some uses of AI, in Magnifica Humanitas (“Magnificent Humanity”), Pope Leo appeals for the safeguarding of humanity, promotion of truth, dignity of work, social justice, and peace. Pleading that AI must serve human dignity, justice, and the common good rather than profit, power, or control, he cautions that AI has the potential to increase inequality, threaten jobs, spread misinformation, and even be used in warfare if not guided by strong ethical principles and public accountability.

For our young people, the encyclical is especially relevant because they are growing up in a world shaped by social media, algorithms, and technologies that influence education, work, relationships, and access to information. Magnifica Humanitas calls young people to be active participants in shaping a future where technology enhances human flourishing rather than replacing or diminishing what makes people uniquely human.

In his discussion of the encyclical, Rev Dr Brendan J Reed notes that “For Catholic schools, this reinforces the need to form students, not merely as consumers of technology, but as ethical agents capable of shaping the future. …Dialogue must include questions such as: What kind of world are we building with our technologies? Who benefits, and who is excluded? What does it mean to be human when machines can imitate human capacities?”

As a CIS school, our focus on intercultural awareness intersects well with our Catholic mission, embodied so well in rich student experiences of the recent Activities Week - including the Yr 11 Kakadu immersion, reflective Yr7 & 12 retreats, Yr 8 Equalisation Day and so much more - along with the Aquinas Long Walk and Harmony Day. Each of these provides opportunities for our young people to develop and practise the habits of listening, discernment, and solidarity, along with building knowledge of, connection with and empathy for others - all in ways the digital world cannot replicate.

Our Aquinas College Technology Advisory Group has also been working on AI guidelines both for students and staff. These will recognise a spectrum of possible uses from when it may be entirely appropriate under teacher direction through to completely inappropriate (e.g. for assessments). Rolling out this policy will necessitate further education of our young people on the possible benefits and pitfalls and safe, ethical use of a technology many of them are already using and will encounter in their post-school education and careers.

Stage 1a Building Works: new Music rooms, progress on Yr 9 Building & DDA ramp

As we welcomed back students for Term 2, they were greeted by a number of significant physical changes representing progress for both student learning resources and community accessibility. 

• New Music Rooms are now open in the H Building, located near the Mahon theatre and senior Music room. These replace both the practice rooms and classrooms from the B & O buildings.

• The O building has been demolished (Please scroll across the photos above to see the progress!) and B building is in the process of being demolished to make way for construction of the new Year 9 building (Aug 2027).

• With the demolition of B building, a new bike shed has also been installed near the D building. This provides a larger, secure area with greater safety due to its location closer to the college entrance.

• A new DDA ramp is under construction for a fully accessible pathway directly from the main carpark to Main Reception in the D Building (by Sept 2026).

David Broadbent

Principal

Student Selection update

This is an update of my June 19 Lighthouse article about subject selection for 2027 which has commenced. Subject Selection is for all students in Years 8,9,10 and 11. This year the final date for submission is August 10.

Subject Selection is an opportunity for future thinking and important decisions to be made and students are approaching it with the seriousness that these decisions require.

Michael Box

Deputy Principal of Learning

Welcome back to Term 3

We hope all of our students and families enjoyed a restful break and had the opportunity to recharge ahead of another exciting and productive term at Aquinas College.

The start of a new term is always a wonderful opportunity to reset routines and begin with renewed focus. Establishing strong habits from day one helps students feel confident, organised and ready to make the most of every learning opportunity.

As we begin the term, we ask families to support their child by ensuring they arrive at school each day:

• In the correct College uniform, worn with pride and in accordance with our uniform expectations.
• On time, so they can begin the day positively with their Mentor Group and be prepared for learning.
• With all required learning materials, including their charged device, books, stationery and any subject-specific equipment.
  
• Ready to learn, with a positive attitude and a willingness to contribute to our learning community.

These simple routines make a significant difference to students' success and help create calm, purposeful classrooms where everyone can thrive.

At Aquinas, we continue to encourage all students to live our Positive Behaviour for Learning (PBL) expectations by being Responsible, Safe, Fair and Kind in all aspects of College life. Whether in the classroom, around the College or travelling to and from school, these values help foster a respectful and supportive community for everyone.

Thank you to our families for your ongoing partnership and support. We look forward to another fantastic term of learning, growth and achievement together.

Safety Around Schools

Please click here for information from Maroondah City Council about how to ensure you and your children are safe around schools - picking up and dropping off children.

Trackpants on sale at Spartan School World

Jess Alger

Deputy Principal

Year 10 undertook Careers Experience during the Term 2 activities week. Designed to provide real-world exposure, this initiative allows students to engage directly with the workplace. It helps them clarify their goals, develop confidence, and see how classroom learning connects to life beyond school.

Students organised a broad range of experiences and this list help to may spark ideas for our current Year 9’s:

• Business and commerce (accounting, insurance, superannuation)
• Arts and Design (architecture, fashion, National Gallery of Victoria, stage and lighting)
• Animals and agriculture (pet hospitals, veterinary clinics, wildlife centres)
• Defence (ADF)
• Education (child care, kindergarten, primary school, high school, universities)
• Government (local councils, state departments, local libraries, National Parks)
• Health Services (age care, chiropractor, dental, physiotherapy, occupational therapy, music therapy)
• Hospitality (cafes, catering, restaurants)
• Hair and beauty
• Public relations (marketing, digital marketing)
• Law and order (barristers, solicitors, lawyers, Victoria Police)
• Manufacture (printing, manufacturing, fire protection)
• Media (local community radio)
• Medical (Royal Children’s Hospital, pharmacies, ultrasound, medical centres, pathology)
• Retail (charity stores, trade supplies, chemist, florist, nurseries, travel companies)
• Real estate and property management\
• Transport and Logistics (Ports Victoria)
• Science and Technology (energy industry, AI development, engineering)
• Sport and Fitness (AFL clubs, NBL clubs, Cricket Victoria, EFNL, Topline Cricket, Swimming Centres, Indoor sports, gyms and fitness centres, sporting retail)
• Trade and Industry (automotive, building, construction, electrical, air conditioning, machinery, landscaping, plumbing, shop fitting)

Feedback from students and families has been overwhelmingly positive. Parents have shared on their perspective on the personal development seen in their children and an appreciation for growth in their child' s understanding of different industries:

(This experience has provided…) meaningful insight into an area of interest for her future studies and career, helped build her confidence, and allowed her to make valuable professional connections. We are very grateful that she was able to participate and benefit from this opportunity.

It gave ….. a fantastic exposure to jobs and roles she never even knew existed.

It was a great way for our son to get a better idea of the type of work that construction/civil engineers do, who they work with and the types of projects they work on. It also gave him further insight into what he needs to study and why he wants to pursue this as a career.

...benefited from growing his confidence in working collaboratively, building his interpersonal skills with staff.

Reinforced understanding of the profession

They gained confidence in themselves and benefited from meeting new people and seeing they have what it takes to work and be valued in the workplace.

Applying initiative, building relationships.

Invaluable experience to inform their career path. Further exposure to industry he is already interested in. Making industry contacts. discussing education pathways into the industry with people operating in it.

...insight into how difficult childcare is as a career choice. I think it also gave them insight into the social dynamics of a workplace.


Following this experience, the parents of Year 10 would like to pass on their top tips for next year's group:

1. Start looking early!
2. Reach out to as many potential employers as possible. In competitive fields, securing a placement can take time and persistence, so the earlier you begin the process, the better.
3. It's such a valuable opportunity to get a real feel for what being in the workforce is like in a safe and supported environment. Even if the placement isn't in the field they eventually choose, they'll still come away with transferable skills like communication, teamwork, adaptability and confidence.
4. Embrace it, even if your child pushes back against everything else, this might just be the one thing they love!

For further information please read the Student reflections in the senior years activities week section.

Thank you to the many families who supported the program by providing placements for the Year 10 students. Congratulations to the Careers and Pathways Team on the program's success. Thank you for the endless creative work to ensure each person who was available to participate found a placement.

Rachel Crawley

Director of Senior Years

It has been wonderful to welcome students back for the start of Term 3. We hope everyone enjoyed a safe and refreshing break and ready for a successful term ahead. We look forward to working with our students and families to support them in achieving their goals which they identified at the end of last term.

This term, we are putting a strong focus on the things that are in our control.

Our three key focus areas are:

• Be punctual – Arrive to every class on time and ready to learn.
• Be productive – Make the most of every lesson by participating, staying focused and giving your best effort.

• Be presentable – Wear the correct school uniform correctly and represent our College community positively.
  

These expectations will help create a respectful, supportive and productive learning environment. Small actions each day will make a significant difference over the course of a term.

We are excited about the many opportunities that Term 3 will bring and encourage all students to embrace new challenges and support one another.

Sam Storey
Director of Middle Years

Technology- A focus on the new Food Studies rooms

Term 2 marked an exciting milestone for the Technologies Learning Area as students moved into our new Food Studies facilities. Semester 2 students have empowered to begin their classes in the new rooms, enjoying the opportunity to learn in a modern, purpose-built environment designed to inspire creativity, collaboration and practical skill development.

The upgraded kitchens feature contemporary workstations and spacious preparation areas that enhances the learning experience for students across all year levels. Year 7, 9 10 to VCE Food Studies, students will develop practical cooking skills while exploring nutrition, food science, sustainability and the important role food plays in health and wellbeing.

Our VCE Food Studies students have particularly embraced the new facilities. They have enjoyed cooking with the new ovens and induction cooktops, while the large interactive display screens and sound systems have made demonstrations easier to follow. A range of new small appliances and specialised equipment has further enhanced practical lessons, providing students with a space that reflects contemporary home kitchen.

These outstanding new facilities demonstrate Aquinas College's ongoing commitment to providing exceptional learning spaces. We look forward to seeing students continue to learn, create and thrive in these kitchens for many years to come.

A particular thank you must be given to all the Food Studies staff both teaching and non-teaching. They have navigated the move and prioritised the student interests for the best way to run each class. 

Caitlin Stewart

Technology Learning Area Leader

Activities Week provided a wide range of interactive and enriching activities for our Senior Years students, giving them an opportunity to participate in new and exciting experiences, and learn more about themselves and their futures.

Year 10s

The Careers Experience is a program designed to encourage year 10 students to explore a career of interest as they begin to make decisions about their future. Participating in the Careers Experience gave students a practical opportunity to develop fundamental employability skills, and understand employer expectations and employee responsibilities. For many, it provided them with their first experience of travelling to and from work each day and autonomously managing their own schedules.

Students this year completed placements at a total of 213 different venues, ranging from locations between the eastern suburbs and Melbourne CBD, to rural and regional areas, and even interstate. The week provided students with real-world exposure to a wide variety of industries and workplace settings, including trades, education, community services, health, sport and fitness, business, science and hospitality.

Student reflections

“For work experience this year I had the pleasure of being able to go back to my primary school and see what it’s like from a teacher's perspective. I was lucky enough to work with multiple teachers across different areas from classroom teaching to performing arts and visual arts. I really enjoyed assisting the foundation students with their online coding on Scratch and I felt greatly appreciated by all of the teachers!

I would highly recommend going to a primary school for work experience as I really enjoyed working with the kids and making a difference and these are things I will consider when thinking about future career paths.”

Clodagh M- Year 10

“For my work experience, I attended a family law firm: Chapter Lawyers. Initially, I expected to be bombarded with laborious tasks, similar to if I was an actual employee. Alternatively, most of my placement was spent observing and listening to my employer, while she explained the reality of family law, how a law firm operates, and some cases she had dealt with. This knowledge was something I simply couldn't learn in a classroom. I thoroughly enjoyed reading through case files, as it was interesting to me how every client was in a unique situation that required legal intervention. Surprisingly, this week also offered me a deeper understanding of myself and what I am passionate about. For example, I discovered that law is interesting to me because it helps people and corrects unjust scenarios. Overall, I was presented with an enriching experience that offered me valuable insight into the workplace and even myself. “

Alisha K- Year 10

“During my work experience placement with The Philippine Times, I spent a fun day at the Philippine Festival handing out copies of our latest newspaper edition and interacting directly with the community. Walking through the busy event, I explored the stalls filled with traditional accessories and the sensational aromas of delicious Filipino cuisine. Distributing the papers gave me a great opportunity to practice my communication skills, chat with friendly festival participants, and see firsthand how a smaller local-community publication connects with its readers. Combining this public outreach with the atmosphere of the food and cultural stalls showed me how media and community celebration go hand in hand.”

Geoff C - Year 10

“I was lucky enough to get two weeks of work experience which allowed me to see a couple of different careers. My first week was at Elite Akademy where I got the opportunity to work and learn from physiotherapist Victor Li for the week. The whole team there was super welcoming and keen to share their knowledge and I was able to learn a lot during the week. I was able to see different ways of assessing and treating everyday people and athletes. I had the opportunity to observe athlete testing using ForceDecks which was a different way of seeing how an athlete is performing that might not be visible to our eyes straight away through the use of scales and data graphing. My second week was at the North Melbourne Football Club where I got to see what is required for a successful football club to flow besides just what we see with the players on TV. I was able to see how a professional sporting club is as much a business as it is an elite sports team full of athletes. The matchday experience on Friday was an unreal opportunity and a great way to finish my work experience.”

Joseph H - Year 10

"I am writing to reflect on my work experience at ISI Bike Racks in Mitcham. My time there was extremely valuable and gave me a clear understanding of how a real manufacturing and engineering workplace operates. Throughout the week, I observed fabrication processes, helped organise the workshop, prepared materials, and assisted with packaging finished products. These tasks taught me the importance of precision, safety, teamwork, and responsibility.

I also developed stronger communication skills and gained confidence working alongside experienced staff. The team was supportive and always willing to explain how things worked, which made the experience enjoyable and motivating. This placement showed me that I enjoy hands‑on, practical work and helped me understand the expectations of a professional environment. Overall, my work experience at ISI has influenced my future career interests and strengthened my work ethic."

Vicente F - Year 10

“Recently, I had the privilege to complete my work experience at 3MDR, a local community radio station. Here, I completed a variety of tasks, some of which include; advertisement, recording, editing and mixing, design and most importantly, hosting my own radio show! Within my own show, I ran all of the equipment, ensuring the levels of sound stayed at an appropriate level, faded, uploaded and played the music on air, wrote my own script, uploaded announcements (that I had previously recorded and edited) and more. This was my favourite day of the entire placement I completed, and made it well worth it! I learnt a bunch about what goes on behind the scenes at a radio station, and what is required to run a show. Furthermore, I learnt about running a community radio station, powered by volunteers. 3MDR relies on the support of the community to stay running. I would highly recommend giving them a listen, or even a small donation, as they play some great music and have a range of different shows. Overall, I had an amazing time, and would love to have this experience again.”

Ruby M - Year 10

Year 11s

Year 11 students who did not attend Kakadu spent a week travelling around Melbourne and enjoying a diverse range of experiences with their peers and teachers.

The week started at Werribee Open Range Zoo, with students completing a safari bus tour before conducting their own self-guided tour of the zoo. Students reported that they enjoyed getting up close and personal with the meerkats at the Meerkat Bistro, navigating the Elephant Trail, and learning about the different animals.

From Tuesday, students made their way into the Melbourne CBD each day to undertake a wide range of unique activities. These ranged from a relaxing private screening of the newly released Toy Story 5, to dynamic and team-based sessions of bowling, laser tag, axe-throwing and escape rooms.

The week was jam-packed with activities for everyone!

Student Reflection

During the last week of term, our group of year 11 students participated in activities at various locations in the city, beginning with when we visited Werribee Zoo. We saw so many animals, including little baby lions wrestling while their parents watched them play!! Throughout the week we also went rock climbing at Hard Rock Climbing Centre. This was a super fun activity but definitely challenging for people with a fear of heights… We also participated in axe throwing - very scary at first but so much fun once you get the hang of it! On our way to all these places we also discovered lots of new lovely cafes that we will definitely make our way back to in the future! We went to the museum, and the Aquarium, which was a highlight and a personal favourite. Every space was low lit and relaxing and we watched so many sea creatures float and blob around - it was so pretty!!! A big thank you to all the staff that helped make this happen!! Definitely a week to remember!!

Ruby D and Mikaela H

Year 12s

Students began their week with the third installment of the VCE Success Strategies presentation from Success Integrated, which focused on assisting year 12s in developing effective study and exam techniques, as well as a growth mindset, as they begin to approach their final semester of VCE. The second part of the day involved an English practice exam that will provide students with invaluable feedback.

On Tuesday, students travelled to a tertiary institution that aligned with their interests and aspirations for 2027, including RMIT and ACU, Swinburne, Melbourne University and Monash University. The day was spent exploring the campus, attending information sessions and workshops, and being able to ask specific questions about courses and offerings. Experiencing life on campus and learning more about tertiary education is invaluable for the year 12s, as they begin to consider and apply for universities and TAFEs this term.

From Wednesday, students attended their Year 12 Retreat at Phillip Island Adventure Resort. They participated in a wide variety of activities across these three days, including physical challenges, dress-up dinners, and reflective, sentimental discussions. The year 12 Retreat was a wonderful way to end a busy term and connect with their teachers and peers.

The week’s activities provided students with a holistic experience that enabled them to think critically about how they prepare for the end of this year and begin planning for next year, while also learning more about themselves and each other.

Student reflection

Monday: Success Integrated and English Practice Exam

We started our week with a visit from Darren Pereira of “Success Integrated,” marking his final session with us. Having previously worked with us in Year 10 and earlier this year, Darren once again delivered a motivating presentation centered on small efforts creating a big impact. He emphasized the importance of daily study habits and the cumulative effect they have. We also revisited our familiar “BEST” acronym to remind us how to become the best versions of ourselves:

• Belief – Visualize success, believe in yourself, and achieve your goals
• Exams – Remember, good planning is the key to success
• Study – Work smarter, not harder
• Toughness – Persistence and resilience are essential!
  

Following the presentation, we had our English practice exams, practising the conditions of our end-of-year exams. This experience allowed us to get a feel for managing time, pressure, and the exam environment. It was especially useful for understanding how to allocate our time across the three sections, helping us build resilience and mental stamina. Spending three hours in an exam setting was eye-opening and incredibly beneficial.

Tuesday: University Excursion

On Tuesday, we visited several universities tailored to our individual interests, including RMIT, Australian Catholic University (ACU), Monash, Melbourne Uni and Swinburne. Exploring campuses that we might attend in the future was both exciting and motivating. We went to Swinburne and got to participate in many fun activities including a real flight simulator and a mock trial case. The day gave us a feel for uni life and a glimpse at specific university pathways.

Retreat

On Wednesday morning, we gathered in the chapel for a lively seminar, featuring wonderful musical performances from Jen Bryant that got us all up and singing together. Afterward, we split into mentor groups to create our piece of our final Year 12 banner that will be hung at graduation. Around 1:30 pm, we headed to Phillip Island Adventure Resort for our last school retreat. Upon arrival, we participated in a crate climbing challenge that made us work as teams and got us competitive about who could stack the most crates. That evening, we embraced the theme ‘Op Shop Fails’ with some creative and embarrassing costumes, including Ms Warren and Ms Cousland dressing as Mr Evans and Mr Stokes. Later, we played cohort-wide trivia with categories like Music, Sports, Teacher Facts, and general knowledge, along with fun challenges like marshmallow and spaghetti towers.

Thursday started with inspiring reflections from teachers who have supported us over the years. After lunch, we split into activity groups, choosing options like beach walks, high ropes, flying fox, giant swing, team rescue, bushman's breakfast, and sports. Later, we reunited with our mentors to read letters from family and friends, sharing heartfelt memories. We then spent the night writing letters of gratitude to our friends and teachers, which was a wholesome night. After a great couple of days, we headed home on Friday afternoon. Grateful for the memories, laughter, and friendships that have grown stronger during this special week.

Thank you, Torah H, Lucy P and Gabby H.

Activities Week 
Activities Week provided our Middle Years students with dynamic opportunities to step outside the traditional classroom. Through real-world challenges, cultural immersions, and collaborative projects, students developed essential life skills, strengthened peer relationships, and connected meaningfully with the broader community.

Year 7: Connect week activities

The Year 7 program was designed to bridge classroom learning with real-world experiences, encouraging collaboration, critical thinking, and community bonding.

• Science and STEM (Healesville Sanctuary): Students traveled to Healesville Sanctuary to explore the real-world challenges faced by Wildlife Conservation Scientists. They investigated how the unique biological adaptations of native species can inspire STEM protection designs, and evaluated the benefits and limitations of field technologies.
• Humanities (Melbourne Museum Excursion): To enrich their curriculum, the cohort explored Victoria’s history and culture across three major exhibitions: First Peoples (co-curated with Victorian Aboriginal Elders), The Melbourne Story (tracing the city's evolution from Kulin lands to a modern metropolis), and 600 Million Years (a journey through prehistoric fossils).
• STEM Workshops (Bridge Building): Back on campus, student teams engineered and constructed bridges using the K’NEX building system. The structures had to span the gap between workshop benches and hold a heavy load. Teams weight-tested their designs, identifying structural weaknesses and using collaborative problem-solving to refine them.
• Year 7 Retreat: Held in the school Chapel, this dedicated day focused on faith formation and socioemotional well-being. Led by guest speaker and musician Gen Bryant, the reflection sessions encouraged students to cultivate personal values like perseverance and gratitude.
• Languages Day: The week concluded with a vibrant celebration of Chinese and French culture. Students participated in practical workshops—including Taichi, Pétanque, Chinese paper folding, and Eiffel Tower art—enjoyed a French crepe-making experience, and concluded with a cultural fashion parade showcasing traditional dress. 

Year 8: Connect week activities

Year 8 students engaged in a series of themed days that challenged them with diverse learning environments, community service, and design-thinking projects.

• Sustainability Day: A visit to the seven-acre working property at Edendale Farm provided hands-on insights into agricultural production. Students rotated through activities investigating sustainable land practices, vegetable cultivation, and the primary production systems involved in caring for farm livestock.
• Courageous Day Walk: Students completed a self-guided journey through Melbourne's historical and natural landmarks to see how urban planning shapes communities. Activities included team challenges at Yarra Bend Park, a historical trail mapping figures like William Barak, rock climbing to build personal resilience, a study of environmental impacts at Dight’s Falls, and an urban design analysis at Federation Square.
  
• Inquiry Day: Working in teams of five, students tackled a design-thinking project focused on global challenges. They researched issues, developed practical solutions via 2D sketches or 3D CAD models, and pitched their concepts to peers. The day wrapped up with interactive geography and environmental trivia.
• Equalisation Day: This day focused on economic systems and community outreach. Students played The World Trade Game to experience the complexities of global wealth distribution and resource inequality. They also contributed to a large-scale watercolor feather art installation based on College values and assembled custom care packages (personalized letters and handmade crafts) for local aged care residents.
• Communication Day (CONNECT8): Students explored diverse forms of expression by learning to perform the school song using Australian Sign Language (AUSLAN). Afterward, they collaborated in Minecraft Education to design a sustainable future city for the year 2060, solving issues like global warming and overpopulation.

Year 9: Experiential Programs

Our Year 9 students expanded their horizons through two distinct programs focused on urban independence and regional comparison.

• "My Melbourne" Program: Designed to build independence, student teams commuted daily via public transport from Ringwood Station into the CBD. Armed with an Activity Journal to guide their research, they managed their own schedules and completed structured visits to the Koorie Heritage Centre, Road to ZERO safety hub, Eureka Skydeck, the MCG, and a social enterprise workshop with The Big Issue focusing on urban disadvantage.
• "My Vic" Program: This program allowed students to explore regional and suburban lifestyle factors across Victoria. The cohort traveled to Marysville to study the geographical and social impacts of the Black Saturday Bushfires (including a regional hike to Steavenson Falls), explored St Kilda and the Docklands, and worked in groups to present a persuasive marketing pitch advocating for Victoria's "best place to live." The week wrapped up with personal development and African drumming workshops.

A sincere thank you to all the staff members whose outstanding organisation, supervision, and support made this incredibly rewarding week possible for our Middle Years students.

Dress Up for Grease!

Make your night at Grease even more fun by coming dressed as your favourite 1950s icon or Grease character. Whether you're a Pink Lady, T-Bird, Sandy, Danny or simply embracing the rock 'n' roll style of the era, we'd love to see your creativity! During interval at every performance, we'll have fun activities and prizes for our best-dressed audience members.

So dust off your leather jackets, poodle skirts and retro outfits - we can't wait to see you there!

Click on the poster to be taken directly to TryBooking to book your tickets. Don't miss out, tickets are selling fast!

160 Students and 18 Staff were fortunate enough to embark on a time honoured tradition at Aquinas College enjoying 13 fun-filled days on their Kakadu Tour.

One group went North from Uluru and one group went South from Darwin.

Our journey took us to many amazing sights and experiences with particular highlights being: Uluru (obviously), Mindil Beach, Kata Tjuta, Jumping Croc Cruise, Kings Canyon, Florence Falls, Nourlangie Rock, Simpsons Gap, Katherine Gorge, Banka Banka and the Mataranka Hot Springs. We deepened our understanding of Indigenous Cultures throughout the 2 weeks and in particular in a tour with local guides of Karrke.

The time spent developing existing and new connections will be looked upon fondly by students and staff for years to come. Not many of us will miss our 5-6-7 mornings and having to pack up a tent each morning, but I'm sure we will all miss the moments in between each day.

A massive thank you goes to Holland's Bus Lines who drive, cook and take care of everything in between on the trip. A big thanks goes to the Leadership Team at Aquinas who tick off and support the trip.

Some students were the first in their family to go and some were completing a similar trip their parents did years ago. I'm sure each member of the trip cannot recommend this experience highly enough to those in the younger year levels.

Kakadu North 2026 Reflections

Before leaving for Kakadu, I'd listened to many accounts from year 12's saying that it was the most special two weeks of their life, to which I highly doubted; how special can a school camp really be? After two weeks in the Northern Territory singing Bruno Mars on the bus, swimming under waterfalls, spending countless hours talking and laughing with friends and teachers, and hiking through some amazing places, I can really appreciate what the year 12's meant. Across both groups, new connections were made that would have been highly unlikely to be made at school, as well as the shared love for the best bus driver ever Brian. Memories made on this trip are some that I'll keep with me forever, I couldn't be more grateful for such a special experience with everyone that came on the trip.

Cleo H - Year 11

Kakadu will forever be an experience i'll be grateful to experience, i'll start by thanking the teachers, those who make the trip possible, our chef and bus driver who took us everywhere and provided us with incredible food. We experienced so many cool places and that first night staring at Ayers rock really made me think how lucky we all are to experience northern territory with friends.

Aidan P - Year 11

The Kakadu trip was the trip of a lifetime for me, and looking back I definitely won't forget the memories made.
If I had to pick a favourite part of the trip, hiking through the big mountains of Kata Tjuta and the hot springs at Mataranka were big highlights for me. I also really enjoyed the 3/4 hour hike up Kings Canyon. Looking up at the sky at Banka Banka was crazy, the stars there were unlike anything I have ever seen before.
The early mornings in the freezing cold in the south were hard and the sticky humidity in the stuffy tents up North was annoying, but overall, everyone endured together.
The long bus rides between locations (sometimes 8 hours long) were also really enjoyable. We had a whole bus Karaoke, some people slept, and my friends and I played games at the front of the bus with teachers.
I'll miss the Kakadu trip. I enjoyed waking up and seeing new places daily without the worry of school work every day.
This trip wouldn’t have been possible without the support from the teachers. A massive thank you to the Aquinas Staff (Mr Harrington, Ms Richards, Mr Nguyen, Ms Bradshaw, Ruth, Mr Avery, Ella, Ms Myers and Ms Alger) who often went to sleep much later than we did each night, and thank you to the Hollands team (Brian, Di, Michael and Alex) for the food and being our tour guides along the way.

Zac P - Year 11

Kakadu South Reflections 2026

Kakadu was a really fun, once in a lifetime experience . It was amazing to travel the Northern Territory with all our friends and make new friendships too .Our favourite experiences were the sunsets at the beach and Ubirr, and swimming at Florence falls. We also enjoyed the crocodile jumping cruise and sleeping under the stars in Banka Banka. The karaoke was fun too, especially on the long bus rides. Kak was a really enjoyable experience that we were so fortunate to go on with our friends.

Zoe F and Brittney M

Kakadu was an unforgettable experience that brought everyone so close together and being surrounded by such a supportive group of people made the trip something we'll all cherish. The daily activities such as cruises, hikes and swims were just as memorable as entertaining ourselves at camp with games and dancing, and the bus rides with karaoke and endless chatter were another huge highlight. Overall, it was an amazing 13 days with the best group of people, and I made memories that I will always look back on.

Leila M

My oh my what can I say wowzers just wowzers. Kakadu, more like Funadu, actually more like Rockadu because there were so many rocks!! Oh my I thought this was going to be a fun experience but it changed my world. It was so much fun and worth everything. I made so many life long memories which were very cool. Even some of the things that you wouldn't think would be fun, were very fun. Like sleeping in tents for 2 weeks on flat mats, long bus rides even pegging in the tents was fun. Overall I really enjoyed Kakadu and it really was a once in a lifetime experience that I am very happy I did. Shout out to Steve the bus driver, I love him.

Jonathan D

Kakadu was honestly a surreal experience. I loved spending time with my friends and also connecting with other people on the trip. I also loved all of the experiences the trip had to offer. My favourite experiences were sleeping under the stars in Banka Banka, watching the sunset at Mindil Beach Markets and exploring Kings Canyon.

Hailey C

Kakadu is most definitely my biggest highlight of being at Aquinas. I really enjoyed being able to spend time with my friends, get to know the teachers outside of the classroom and make new connections and friendships with people I wouldn't usually speak to. The bus rides were so fun because we did karaoke and shout out to Steve, our amazing bus driver who always reminded us that kindness is effortless. Nominations and affirmations were always fun to see what crazy things people had been up to. Seeing Uluru up close was so incredible, it was even bigger than I could have ever thought. The sunsets and all the views we saw along the way were really beautiful. I highly recommend going on Kakadu, it will be an amazing experience.

Tilly S

The whole Kakadu trip was an exciting experience that always kept you on your toes. All the walks, cruises and activities were so interesting, especially the croc jumping cruise and Uluru. All those little things like the bus rides from point A to B, Karaoke, making affirmations and nominations about the most horrific stories of friends and the late night huddles sharing snacks and quiet laughs with friends made the whole trip enjoyable in itself. There are more opportunities and memorable moments waiting to be made.

Kenzie M 
 

PE Pants above on sale now!

Please note that these are the only PE pants approved for wear as part of the College sports uniform.

Families wishing to purchase PE pants can visit the uniform shop while stock is available.

Please call into Spartan or jump online to order PE Pants now. 

Spartan School World  

Online ordering is also available here.

1/210–214 Canterbury Road
Bayswater North
(03) 9070 8284

Email: hello@spartanschoolworld.com.au

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