SUCCESS semester one 2021
From the Acting Principal
A Kaleidoscope of Drama
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Bonjour! The Language of Learning 6 Kindergarten, it’s time to PLAY 7 The art of adaptation 8
< Cover: Kindergarten student Chloe demonstrates the importance of play in the Kindy program
New Co-curricular Clubs
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Mixed Netball MANIA
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Sport Achievements
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Anyone for Tea?
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Student News
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Distinguished Achievers
Alumni
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Success is a Hunter Valley Grammar School publication. Editorial Team: Dionne Molina
Proofreading: Tricia O’Brien, Janelle Kelly and Jennifer Long 42 Norfolk Street Ashtonfield NSW 2323 PO Box 458 East Maitland NSW 2323 P: 02 4934 2444 E: communityrelations@hvgs.nsw.edu.au www.hvgs.nsw.edu.au
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Striking a balance
Without a doubt, we are living in a period of extraordinary change. In schools, students are constantly changing, modifying their behaviours to adapt to new spaces, new classes, new interests, and relationships with teachers and peers. Over their schooling career, students will flex and grow, morph and bend as they develop physically and mentally, and their connections, interests, influences and motivations also change. The challenge for many young people, and school leaders, is balancing these changes, or adaptations, with their school and broader community’s collective culture, expectations, values and virtues. As we adapt to rapid change and growth within our School, we must also respond to young adults’ increasingly complex needs and dynamics. The growing health and social concerns around vaping in Hunter schools (as reported in The Newcastle Herald in mid-April 2021); the topical and genuine concerns around consent; social media use and abuse; and the issues around identity expressed by our young people require constant attention, adjustment and change to our policies, practices and programs. As a school, how can we ensure that we listen, respond and adapt to these changes while nurturing and maintaining our unique culture and values? It’s about finding balance and using appropriate strategies and supports to steward our young people through to adulthood safely. At HVGS, students have a voice. They have a seat at the table and can take counsel with our School Leadership Team. Our Leadership Team and our Wellbeing Team make it a priority
to meet with students, staff and parents to address the needs of our students and the broader School community. Furthermore, the safety, wellbeing and flourishing of all students is our priority. Our policies, rules and expectations ensure that all students can thrive at school and in life. Additionally, our community values open and honest dialogue and communication between students and their parents, so providing avenues for discussion regarding students’ and families’ issues in a safe and collaborative environment is essential. Our responsibility is to nurture appropriate change, and to balance that change against our School community’s collective norms and expectations. This is challenging but necessary work, and sometimes it requires adjustments after change has been introduced. The recent change to the rules around hairstyles is one example after our students expressed a desire for more equity in this regard. However, like many changes in a large, complex organisation, it was met with a broad spectrum of responses. Further adaptations to this relaxation of our rules were necessary to ensure we remain true to our standards and community identity. We have learned over the past 12 months that change is never static but always dynamic. However, our values and culture remain constant as a guiding force. Dealing effectively with change is vital in schools for students and leaders to adapt to internal and external issues and challenges. However, respecting our values and culture and finding that balance between change and our community’s collective expectations ensures that we can all thrive for the long term. Fiona Devlin Acting Principal
From the Acting Principal Success 2021
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A Kaleidoscope of Drama
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Success 2021 Thrive
Three one-act plays over three nights. That's what audiences were treated to as part of Senior School's drama production of Kaleidoscope Reimagined. It was the annual School Production, but not as we know it. A reimagined version to fit with time constraints and other restrictions brought about by a worldwide pandemic; Kaleidoscope Reimagined was a welcome and entertaining addition to the School events calendar. The three plays which made up Kaleidoscope Reimagined were performed by students in Stage 4 (Years 7 and 8), Stage 5 (Years 9 and 10) and Stage 6 (Years 11 and 12), with each play being considerably different to the next. On any one performance night, audiences were treated to two of the three plays. Stage 4 brought to life a Harvest of Voices, a play representing how listening to other people's stories can help develop empathy and understanding. The premise was that two teenagers were making a documentary for a school project presenting footage of various community members sharing their stories. As the audience witnesses these stories,
they learned that people have more going on in their lives than we might see in our daily interactions. It was a real whodunnit for the audiences of Stage 5's Murder Mystery Dinner Party. From fun accents to crazy costumes and enough twists to make your head spin, the cast decided how the play would end, which kept the audience guessing along the way. Stage 6 brought Lachlan Philpott's play The Chosen to the stage in a multimedia narrative exploring the experiences of a troubled teenager. The talented cast played multiple roles, remaining on stage for the duration of the play while sharing in the storytelling and bringing the main character's imagination to life. In a toy kaleidoscope, many different and colourful moving parts come together to form a fantastic experience for the viewer. True to its namesake, Kaleidoscope Reimagined wowed audiences with a combination of unexpected and entertaining performances that were a credit to all cast and crew.
Thrive Success 2021
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! r u njo
Bo
The Language of Learning
There’s something beautifully rich and melodic about the French language, often referred to as the language of love. But in the Junior School it’s considered the language of learning and is supporting Preschool to Year 6 students develop cultural awareness, build international mindedness and improve communication and cognition.
Specialist teachers
Why do HVGS students learn French?
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Learning a language plays an important part in the cognitive development and maintenance of the cultural identity of students.
A strong communicative focus, which aims to build students’ ability to understand and interact in French;
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A linguistic component, which provides students with a deeper understanding of the construction of the language;
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A cultural aspect, which allows students to appreciate differences and similarities with curiosity and an open mind.
Research suggests that there are many benefits to learning another language, ranging from brain development, cultural awareness, improved communication, open-mindedness, and tolerance to other world cultures. Speaking a foreign language also increases students’ cognitive capacity, develops thinking and listening skills, and enhances students’ problem solving.
The French Program is taught by specialist teachers to students from Preschool to Year 6. French lessons are developed and shaped around three aspects of language learning:
What do students learn? For students in the Early Learning Centre, Kindergarten and Years 1 and 2, there is a focus on the child and the world that surrounds them: who I am, my family, where I live, the weather, in my garden, transport types, the toys I like to play with, and the study of a French artist. In Years 3 and 4, students deepen their understanding of the world, exploring things such as day-to-day interaction, the weather, cultural stories, our school environment, colonisation, art appreciation. In Years 5 and 6, students study the French Revolution, the body, the clothes we wear, holidays, migration, towns, sports and hobbies. French in the Junior School is a gateway to exploring other cultures and reinforcing tolerance. Ultimately, though, it supports our goal for students to be better global citizens.
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Success 2021 Learn
Kindergarten,
it's time to
Y A L P
This picture may simply look like two Kindergarten students having a wonderful time playing together, but there is much more going on in this picture than you may realise. The inclusion of play-based experiences for Kindy students provides important opportunities for them to explore their creativity and imagination, exhibit problem-solving and conflict resolution, and develop social-emotional skills. The inclusion of play in the Kindergarten program also ensures a seamless transition between early childhood and school. At HVGS, play is a way for students to explore their own interests, develop student agency and deepen connections in understanding across all learning areas. Play is also advocated for by the International Baccalaureate.
Learn Success 2021
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The art of
adaptation
Acting Principal Fiona Devlin suggests that if there is anything that 2020 taught us, it is the need to move and adapt to alleviate stress. As a Biology teacher, she draws on the science of animal adaptation and natural selection, and in particular Darwin’s finches as a metaphor for human adaptation. Animal adaptation is an animal’s ability to change their physical appearance, physiological functioning, or behaviour to adapt to a new environment. One of the interesting and famous cases of animal adaptation in biology is the Galapagos Island finches. The Galapagos Islands are a group of isolated islands off the coast of South America. Finches are tiny birds discovered by scientist Charles Darwin. Known as Darwin’s finches, these little birds are known for their diversity, the differences in their beak structure and function, and how they behave.
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Darwin’s finches are a classic example of how animals have adapted to their new environment. They share a common ancestor that arrived on the Galapagos about two million years ago, when there was a land bridge to the mainland. As the landmass shifted, some animals were confined to the islands. Over time, the finches evolved into 15 recognised species, differing in body size, beak shape, song and behaviour. Depending on where they landed and what food and shelter were available, they had to adapt to the environment because they didn’t have a choice. So what does the survival of finches on the Galapagos Islands have to do with us? To be successful, humans also need to continually adapt to the changing environment, whether we like it or not. The global pandemic has taught us many things. We’ve had to evaluate which jobs will stand the test of time, we’ve
learned to adapt our behaviours to stop the spread of viruses, and find ways to make personal changes in our environment to protect the entire group.
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Like the birds, we need to be ready for that storm. It could be a real storm, a personal storm such as a relationship breakdown or a change in family circumstances, or a tragedy.
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To be successful, we must continually assess and re-evaluate the situations we are in, both in the short term and long term, and when the storm comes, react appropriately. We need to be on a continuous improvement journey and make changes to our environment. The biological concept of “move, adapt or suffer” is true for all, especially for young people who may face challenges that require the need to move and adapt. For example: •
Moving from non-healthy friendships/relationships to healthier ones.
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Adapting online behaviours to spend less time on social media, especially if it causes anxiety. Improving social and emotional intelligence.
Adapting to difficult challenges, rather than giving up. Asking for help.
Making choices that make them feel physically better.
Looking after each other and acting in accordance with our School Values, regardless of our differences.
This year, Senior students at Hunter Valley Grammar School have been challenged to work on their adaptation skills, communication skills, resilience and flexibility to change situations that don’t serve them well. With these skills firmly in place, they can achieve personal success at school and in their lives outside of school. Read the full article on our website
Thrive Success 2021
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Our latest co-curricular clubs are ticking all the boxes for teens keen to tinker with technology, or to gather with other gamers.
Computer Club Computer Club Coordinator Dr Bob Burgess built his first computer from scratch as a teenager and is now sharing his wisdom with HVGS students interested in technology. Computer Club teaches students how to build their own computer from scratch. From completely dismantling a computer down to its basic components, through to reassembling it piece by piece (including installing a fresh copy of an operating system of their choice), students gain valuable technology skills and insights. It’s not just building computers, though, students also learn how to research and choose the correct parts for a computer to ensure they build a system that works and is good value for money. “Computer Club is well-suited to students who have an interest in technology and like hands-on activities,” Bob says. “You don’t need to be computer savvy to enjoy Computer Club. Some students like to be guided step by step, and others don’t need me at all; they are there just because they enjoy it. Computer Club is a fun lunchtime endeavour for anyone with an interest in computers,” Bob says.
Gaming Club Senior School Gaming Club is where gamers gather to partake in a favourite pastime with other passionate players. Our new Gaming Club brings students a unique interest-based co-curricular opportunity and supervised safe social spaces for like-minded students to develop friendships through their shared passion for gaming. Gaming Club operates just as it sounds, as a place for students to game with other students; however, it also provides students with a foundational knowledge of the fundamental aspects of game design to develop a deeper and more critical appreciation of their hobby and the entertainment they are consuming.
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Mixed Netball
MANIA
It's fast, a little bit furious, and most importantly, fun! The HVGS Fast Five Mixed Netball Competition (FFMN) has become a much-anticipated fixture on the summer sports calendar and keeps students active and moving during lunchtime. FFMN was the brainchild of teacher Mrs Lorraine Keith. Keen to keep students moving, find ways to prepare them for regional-based competition, and introduce an activity that included boys and girls, Lorraine launched the first FFMN Competition three years ago to Years 11 and 12 and later Years 9 and 10. Feedback from students has been incredible. "Before this year's competition finished, the Year 12 boys were asking if
I could run another competition," Lorraine says. "They love playing with their friends and just enjoying the challenge (for the boys in particular) of the new rules." While some students love the thrill of the game on the court, others enjoy controlling the action on the sidelines as umpires. "Umpiring at any time can be challenging," Lorraine says. "Umpiring peers can be really challenging; however, our umpires have done an incredible job and have drawn praise and admiration from the players." A fast and energetic game, FFMN attracts large numbers of students. The competition had 50 registered players, 22 of them boys. Read the full article on our website Thrive Success 2021
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Sport Achievements Rowing Rewards
Softball Sensation Congratulations to Sienna Burgess (Year 11), who gained selection in the NSW All Schools Softball team after a strong performance representing CIS at the All Schools Championships. Sienna will now play for NSW in the School Sport Australia Championships in Perth in September 2021.
Our rowers achieved excellent results at the Australian Rowing Championships at Lake Barrington in Tasmania in March. • Under 17 - Trephon Stambolie - 2nd B Final
• Under 19 - Cooper Blatchley - 3rd Repechage
• Under 19 - Benjamin Hudson, Zinc Bosco - 8th Semi-Final
• Schoolboy Quad - Max Blatchley, Cooper Blatchley, Benjamin Hudson, Zinc Bosco and Niamh Geraghty - 4th B Final. Congratulations also to our competitors at the Schoolboy and Schoolgirl Head of the River Regattas. • Gold to Boys Year 8 Div 1 Quad, Year 9 Div 1 Quad and Girls Year 8 Single • Silver to Boys Year 8 Div 2 Quad • Bronze to Boys Div 1 Quad
Holly Baker (Year 12) should also be congratulated on her selection in the School Representative Eights Competition.
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Basketballers Bounce Back
After five years as Runners Up, our Open Girls Basketball team won the AICES Cup. A convincing win by the girls. The boys finished fifth overall.
Anyone
for Tea
ELC mums and special guests enjoyed scones and cream, and other delectable delights, at a Mother’s Day Afternoon Tea with our littlest learners.
Nurture Success 2021
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Student News Masterful mathematical minds
Congratulations to Lasya Tatineni, Charlotte McEwan, Jeeva Swamy and Benjamin McClintock (all Year 6), who recently placed third in the inaugural Newcastle Permanent Primary School Online Mathematics Team Challenge. The event certainly challenged the students’ mental maths and problem-solving skills as individuals and as a team. This competition is by invitation only to schools who placed in the top 25 in the 2020 Year 5 Division of the Newcastle Permanent Mathematics Competition. They competed against representative students from the Central Coast to Coffs Harbour and out to Armidale. A spectacular result!
Wits behind the wheel For over 15 years, HVGS has been facilitating the Young Drivers Program to address the increasing incidence of young drivers killed, injured or involved in road accidents on local roads. “The Young Drivers Program gives students practical insights into the parameters of responsible driving and addresses the risk factors that contribute to accidents including: driver inexperience, decision-making in complex driving situations, effect of friends and peers on driver behaviour, fatigue and lifestyle factors,” Head of House Mr John Guy says. Theory-based sessions cover the principles of low-risk driving, and a presentation by brain-injury survivors illustrates the consequences of high-risk behaviour on the road and behind the wheel. It is a thought-provoking session that stays with students long after the program concludes. Year 11 student Holly Mulhern found the program interesting and educational. “I enjoyed the driving aspect of the program. Having other people in the car was educational in gaining a clearer
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understanding of the impacts of unsafe driving and learning how to drive safely. “Hearing of the past experiences of traumatic events that had happened to specific individuals was impactful.” Practical lessons include driving on a curvy track with instructors in dual-control cars, driving with peers (as opposed to parent instructors), plus a workshop on basic vehicle care and tyre changing.
Distinguished Achievers 2020
Congratulations to the 42 HVGS graduates from the Class of 2020 who earned a place on the NSW Education Standards Authority Distinguished Achievers List. Sarah Abrams
Abbey Allomes
Alexandra Boyling
Andrew Burfitt
Aspen Blomfield Adam Capotosto Connor Edwards
Tynan Fuller Alexandra Gibb
Mia Gould Sarah Higgins Melinda Knight Jayden Mackenzie
Georgia Mayfield Samuel Moore Georgia Mortimore Bella Murray Ava Robertson
Florence Searle Edward Sutherland Thomas Tavares Adam Walters Molly Wills
Grace Bowd
Adam Chesher
Jacqueline Eicher
Alannah Galloway Ella Gidney
Frederic Heslin
Makayla Kearns Claire Lamph
Patrick Mainey
George Mitchell Daniel Mortel
Paterson Murphy Tristan Reid
Sebastian Rollings Isaac Smith
Saffron Tang
Sienna Taylor
Nevada Whitten Abbie Young
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Mia Gould
We caught up with three of our Distinguished Achievers to hear more about what is in store for them after school. What are your plans for 2021?
What excites you about the future?
I intend to focus on completing the first year of my degree (Bachelor of Laws Combined) to the best of my ability while making new friends and building connections.
The endless number of opportunities and avenues I will explore with my degree includes travelling while working abroad.
What learning will you take with you from HVGS? I will take from my time at HVGS the understanding that the more you put in, the more you will get out of the situation. For example, if I ask questions and take every opportunity on board, I will set myself up for a great first year of my degree.
Saffron Tang
What are your plans for 2021? I’ve just started my Science and Law degree at Newcastle University, which has been both challenging and surprising in all the best ways. What learning will you take with you from HVGS?
Jayden Mackenzie
The most important thing I’ve taken with me from HVGS is just the value of asking for help. My last couple of years at school helped me understand that there are so many different avenues and kinds of support and so many unrealised opportunities and solutions.
A lot of my motivation for school came from wanting to be independent and responsible for my successes. However, life, on top of schoolwork, quickly knocked me off my high horse. While I was slower to the ballpark than others, I realised that not everything is achievable on your own, particularly in school. People genuinely want you to succeed and will work hard to help you so long as you let them. What excites you about the future? I’m excited about everything. Graduating from school and discovering new opportunities, people, and places has filled me with a new kind of momentum.
What excites you about the future?
I’m studying Law/Media at UNSW, hopefully to find that I love both degrees. I’m enjoying the freedom of university life and getting involved in the fantastic community of New College.
I am excited about what I’ll do next and who I’ll become. I know I am equipped for what is to come. Now that my invincible teenage years are over, I can combat wrinkles and cynicism and endless dialogue about my past until at least 60 years of age.
An essential piece of learning was that in an environment where friends are in abundance and opportunities are almost limitless, fun is inevitable if only you were to indulge. HVGS has so many options (music, sport, drama etc.) that one would be silly not to get involved. The co-curricular side of HVGS is where I had the most enriching experience, specifically in the music bands. I learnt to take opportunities wherever they were presented and to reap the benefits.
Success 2021
HVGS successfully provided me with the tools and resources to work both in a collaborative space and independently. Furthermore, HVGS created a strong foundation that will help me throughout my life.
What are your plans for 2021?
What learning will you take with you from HVGS?
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In what way did HVGS support you to prepare for the future?
In what way did HVGS support you to prepare for the future? HVGS taught me how to learn, through excellent teachers and an environment where I could focus and flourish. Even though some content improved more of my daydreaming skills than academic skills (both are pretty important), it was the process of internalising information that proved most helpful. I had fantastic teachers who were experienced, engaging and passionate about their work and that passion rubbed off on me.
Where are our past Distinguished Achievers now Rich and rewarding opportunities
Kristina O’Brien (2016)
Since you graduated from HVGS, where has life taken you?
Is there any aspect of your time at HVGS that has stayed with you since you finished school?
Life has taken me to many places! I moved to Sydney and commenced my double degree (Bachelor of Laws/Bachelor of International Studies) at Macquarie University and started working at my current firm (Ellis Legal, Lawyers & Advocates) in September 2017. We are a firm that specialises in civil claims for survivors of childhood institutional sexual abuse. The work is challenging and often confronting, but seeing the impact that we have on each client’s life is incredible.
One of the most important things I learned at HVGS was how to relate to and build relationships with teachers and those in positions of authority. Although I didn’t know it at the time, interacting with others in leadership positions allowed me to rise above my age/role/capabilities, which has been critical for me in the workplace. For example, school captain meetings with senior leadership staff gave me insight into how to present ideas and thoughts professionally and take criticism where necessary. My time at HVGS was an excellent foundation for everything I have undertaken since then.
In 2019, I undertook a six-month exchange program, where I studied at Reading University in England. I finished my degrees If you had a message for your student self, what would it in January 2021 and am now working full-time. I am now be? completing my Practical Legal Training (PLT) for projected admission as a solicitor to the Supreme Court of NSW in July I would tell my student self not to worry about not having all 2021. the answers yet. Particularly going through the HSC, I often felt as though I had to have my whole life direction planned out What excites you about the future? (at the ripe old age of 17). This was so stressful for me. Since Now that I have a few years of employment experience under leaving HVGS, I definitely haven’t followed what I thought my my belt, I’m excited to see where I will go next. It sounds cliche, life plan would be in Year 12, and I’m thankful for that. but the changing nature of the professional world means that my job in five years may not even exist. That means it’s ok if I don’t know what I want to do for the rest of my life because I don’t have all the options yet. Also, the law has such transferable skills that I might not even find myself in a law firm in the future. I was excited to travel and possibly work overseas, but that might be on hold for a while now.
Read the full article on our website
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Kicking
Goals
A L U M N I
Samuel Webb (2017)
Samuel Webb has been playing football for over 17 years. This year his dedication, talent and commitment to his sport have been recognised with his selection into the Australian Indigenous Football Team. How long have you been playing football? I have been playing football since the age of five. I started playing at Tea Gardens Soccer Club and now play for Maitland Football Club in the National Premier League. Tell us about your selection into the Australian Indigenous Football Team. I was selected to be a part of the Australian Indigenous Football Team after competing at the National Indigenous Football Championships last year. The team consists of Aboriginal and Torres Strait Islander footballers from all different parts of the country. I’m incredibly proud and excited to represent my people, the Worimi people, by playing highquality football in front of a big crowd.
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Success 2021 Alumni
What’s next for you? Over the next year I will be focusing on finishing my degree at the University of Newcastle. I’m studying a Bachelor of Secondary Education, majoring in Health & Physical Education and minoring in Aboriginal Studies. You coach HVGS footballers. What is involved? I first started out coaching the Junior and Senior School football teams in 2018. I am currently involved in the Junior School football program, which includes coaching a range of players with varying skill levels from under 6’s to under 13’s. It is enriching to share my knowledge with emerging HVGS players who hold a similar passion for football as I do.
Read the full interview on our website
STEAMing Ahead
Will to learn
William Berry (2015)
Kylie Burrett (1993) Kylie Burrett considers herself a teacherpreneur. As an award-winning designer, STEAM educator and creator of The Splat 3D Design Tool, Kylie is blazing a path in STEAM education. You have an interesting career path. Tell us more. My career trajectory was not linear. My first career was working for ABC TV in Sydney. It was fast-paced and fun but not very intellectually stimulating. I left there to work for Westpac on the 2000 Olympics project. At this point, I decided to return to university to complete an education degree and specialise in children’s media and educational products. How did you become interested in design? My love for design came into focus when consulting for some amazing creators in children’s educational/entertainment programming around 2007. My favourites were Keith Chapman (Paw Patrol and Bob the Builder) and husband and wife duo Richard Taylor and Tania Rodgers (Weta Workshop NZ). It was the first time in my life that I really felt passionate about my work. What led to you developing The Splat? When the economic downturn happened around 2010, I became a stay-at-home mum and decided in my spare time (!) to complete a master’s degree. I laugh because my husband and I have five children. There is no spare time. It was while studying and having my children that I came up with the idea. What is next for you? I have a new project coming out later in the year with another teacherpreneur. It’s still in development but involves education, creativity and entrepreneurship.
Witnessing our past students return to the School as promising young educators is inspirational. This year Will Berry has returned to HVGS as a casual teacher in Mathematics and sharing his love of learning with our Senior School students. What inspired you to pursue a career in teaching? All of my teachers at school shared a passion for what it was that they were doing, as well as a love for helping others. When I began university and found myself not enjoying the Engineering course that I was enrolled in, I looked to what parts of my life I was enjoying so that I could figure out what I wanted to do. I was tutoring high school Mathematics, and found that I enjoyed Mathematics, and I really liked helping my students. Was there a teacher who inspired you at school? I had many teachers contribute to the person that I am today, but none inspired me more than my mentor teacher Andrew Roberts. He was also my teacher for Physics through my senior studies, so I was able to see him more than any other teacher. He shared his passions with us, and one fond memory that I have is our Physics class being out late one night at the School rowing shed, watching stars. If you were not teaching, what would you be doing? I would likely go down a pathway of academia. I love learning and continuing to learn for the rest of my life sounds like a pretty good deal to me! What’s your big dream in life? I enjoy refereeing and assisting in the development of other football referees in our region. One highlight of my (young) career, was being invited (twice) to coach youth referees at the AIS for the international tournament: Kanga Cup. Alumni Success 2021
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42 Norfolk Street Ashtonfield NSW 2323 PO Box 458 East Maitland NSW 2323 P: 02 4934 2444
E: communityrelations@hvgs.nsw.edu.au www.hvgs.nsw.edu.au
