NEWSLETTER Issue 5 Term III 2017
Year 10 Snow Camp
An International Baccalaureate World School
Academic • Christian • Caring
TI G S
The Illawarra Grammar School
HEADMASTER
Mr Stephen Kinsella Headmaster “It is the glory of God to conceal a matter; to search out a matter is the glory of kings.” (Proverbs 25:2)(NIV)
The writer of this proverb, King Solomon, was a highly educated man in his time living in a culture where education was only available to the elite (‘kings’). He observes that in creation, God has concealed mysteries (matters) and that to unravel these mysteries is a privilege for those that have benefited from an education. The Message translation words the passage as: “God delights in concealing things; scientists delight in discovering things” (Proverbs 25:2)(The Message)
(As an aside, to translate ‘kings’ as ‘scientists’ is a very narrow translation. It does a great disservice to the unravelling of the mysteries of creation achieved by artists, musicians, social scientists, psychologists, and everyone else that uses the benefits of an education to reveal the mysteries of God’s created order.) The approach at TIGS is to embrace the study of the academic disciplines and the in-depth understanding that rigorous study of the subjects provides. Similarly, we do not lose sight of the understanding that connections across the disciplines provide. The School’s Statement of Mission and Values states this approach as: “Individual academic disciplines provide a knowledge base and framework for understanding the world. The School is also committed to students achieving an enriched understanding that comes through interdisciplinary and transdisciplinary learning, building on the academic disciplines.” (1.4) At TIGS we honour the depth of understanding of creation revealed through the study of the academic disciplines. An understanding that transcends the academic disciplines gives insight into the mystery and marvel of our world and how it is held together by God in such a complex way - a key feature of learning the IB way. The importance of mastering the academic disciplines is a feature of the modern day Grammar School. When Grammar Schools first appeared in the 19th Century, students received a ‘classical’ education that included subjects such as Latin, Greek, History, Astronomy, Arithmetic, Geometry, Music, Logic and Rhetoric and they could well have mastered all the published European knowledge available by the time they left school. What a contrast to the 21st Century where the amount of published knowledge is growing exponentially. This explosion of knowledge has had a profound effect on how knowledge is organised and the way we learn. Information is organised into academic disciplines that provide the framework to analyse, interpret and develop further knowledge in that specific area – and there are specialist areas within the academic disciplines that allow for even
greater specialisation. The knowledge that comes from specialisation enriches and enhances our quality of life and wellbeing. Science delivers better health and longer life expectancy; Economics provides for a more efficient use of resources leading to a higher standard of living; Technology allows us to travel faster and more safely than ever before (‘Around the World in 80 Days’ would now be regarded as an air traveller’s nightmare). However, the specialisation of knowledge has come at a cost. Specialisation in subject areas means that learning becomes disconnected from other disciplines. Students can acquire extensive knowledge in a specific subject but have no idea of how it is connected and related to the wider context. How else do we get scientists justifying that it is right to clone human beings in the name of research, or CEOs restructuring once profitable companies to restore balance sheets and profitability? King Solomon, recognised that knowledge must have meaning by being understood as part of a bigger picture when he wrote: “The fear of the Lord is the beginning of knowledge.” (Proverbs 1:7) (NIV)
His advice, given nearly three thousand years ago, is as true today as it was then. Knowledge is given meaning when it is understood as part of the bigger picture (metanarrative). At TIGS we believe an understanding of the bigger picture comes from an understanding of God and what was intended for the world and the people He created. Our commitment to learning at TIGS within the bigger picture is also captured in out Statement of Mission and Values which says: “The core business of the School is student learning within a framework provided by Christian faith. The School Community supports students in developing their abilities, empowering them to become fulfilled individuals who can successfully participate and provide leadership in society for the good of others and to the glory of God.” (1.1) Students learn through their study in the academic disciplines and gain a deeper understanding by making connections with the learning in other disciplines. Sense is made of learning through the lens of God’s created order which is taught in Chapel, Biblical Studies and when considering a Christian worldview in the classroom. Whether it is the Year 12 Works Exhibition, Year 10 Personal Project or the Year 6 Exhibition, there is no doubt that “the delight of discovery” is written on the faces of our students.
Mr Stephen Kinsella Headmaster
CHAPLAIN
Rev. James Rogers Chaplain Staff Wellbeing This week’s Professional Development Day was devoted to staff wellbeing. Staff were introduced to the PERMA model of wellbeing. The PERMA model was conceived by Martin Seligman, Professor of Psychology at the University of Pennsylvania. The model was devised to complement and even combat psychology’s emphasis on treating mental illness as an end in itself. Seligman felt that this approach, while important, was only one side of the coin. The other, and perhaps more important side, was to determine what contributed to human flourishing. By nurturing and fostering the habits of body, mind and soul people can flourish. Therefore the field of Positive Psychology was born. Seligman’s basic model is in five parts. PERMA is an acronym. P = Positive Emotion; E = Engagement; R = Relationships; M = Meaning; A = Accomplishment. According to Seligman, constantly attending to each of these five components will result in human flourishing. The model is research-based and the field of Positive Psychology is best understood as a science of human persons and what makes them flourish. For a fuller explication of the model see here. Firstly I sought to position wellbeing in the field of Science. Science is well-placed within a Christian framework of belief and has in many people’s reckoning really enjoyed the advancements it has made because of the Christian worldview’s belief in the validity of enquiry and the intelligibility of the universe. Behind Christianity’s acceptance of Science, the valid means of knowing is the understanding that while the Bible tells us much about many things. It doesn’t tell us everything we need to know to live well in this world. For sure, the Bible is to be the foundational interpretive grid through which we assess all the data of the universe but God has left much to our discovery. The scientific method is one of a range of legitimate tools for discovering truth about our world. So, from a Christian perspective, because Positive Psychology is a science, I believe it is immediately valid. The question is whether it is good science or the very best science. As with all other branches of science, we are to be generous in our welcoming of propositions, even as we remain reasonably critical until adequate testing
has been carried out. To those who have been inclined to fully embrace wellbeing I issued a warning. Positive Psychology is a science, there is a danger it can slide over into Deism. Deism is the belief that God has ordered the world in such a way that he is no longer involved in its operations. He is not needed. The primary image of Deism is the clockwork universe. Like a clock, God has wound the universe up at the beginning and it is now functioning on its own. Deism as a distinct movement came to prominence in the 17th and 18th centuries as a direct result of the flowering of the scientific revolution. Science was discovering the laws of the universe and God became its primary cause, little more. God is not denied in Deism; he is just not necessary. What this can mean for the science of wellbeing is the belief that we don’t need God to experience something of the good life, we just need to discover how he has ordered the universe and live in agreement with that. It is easy to see that this is a significant departure from Biblical Christianity. Biblical Christianity agrees that God has ordered the world in a certain way and that it will go well with us when we live in agreement with his good order. This is wisdom. It maintains, however, that God is not absent from our world; he is present and active and the decisive element for sustained human flourishing. So, to those who have been keen to embrace wellbeing I say, be open but also be critical. Be careful not to leave God behind in your pursuit of the good life. The day was a very positive day for staff. I look forward to us building on the advances made. Rev. James Rogers
JUNIOR SCHOOL
Mrs Judi Nealy Deputy Headmaster, Head of Junior School Media Fluency
This term we have been delving into other areas of skills outside of specific disciplines that are highly valued in further study and in future work. This week we will look at Media Fluency. “ There are two components of Media Fluency. Firstly, the ability to look analytically at any communication to interpret the real message, and evaluate the efficacy of the chosen medium. Secondly, to create original communications by aligning the message and audience through the most appropriate and effective medium.” (Global Digital Citizen Foundation) This area of skill development and resulting fluency is about applying critical thinking to the messages we receive through various forms of media and about creating effective messaging of our own. Media fluency impacts the learners’ ability to be both consumers and creators of information through media.
There are many opportunities at home to discuss both message and medium, when watching TV, observing printed media or advertising around town. Questions parents can easily ask are: “What is the message?” “What are they trying to convince us to do, think, believe?” “Is that true/ accurate? How can we find out? Should we find out before we purchase, believe or do what they are suggesting?” “Why did they choose that music, image approach?” There are many rich conversations to be had in this area all of which assist your children in developing fluency in the area of media.
What’s Happening In The Junior School
Book Week 2017 - ‘Escape to Everywhere’ As consumers of media we are skilling the children to be able to look past all the sound and visual effects to discern the actual message and verify it by distinguishing between fact and opinion. Once the message is understood, the learner can look at the method of delivery and the techniques employed. In creating their own messages, we ask students to consider both message and medium. Some key, questions to consider are ‘who is the audience and ‘what are the needs and preferences of this audience’. Next, students are asked to clarify exactly what the message and content is that they want to communicate. After this is clear, then they can think about the medium and techniques that they can use to achieve their messaging goal. Typically, students (and adults) can rush to the medium, however at school and at home it is important to clarify and stay with the message thinking until that is clear.
Book Week was a fantastic celebration of Australian literature, authors, libraries, books and reading. The children enjoyed being involved in many fun activities during Book Week including a morning of Book Week related rotation activities, a podcast of the novel ‘Do-wrong Ron’ and a visit from the award winning author Steven Herrick. He delighted students with his many poems and stories and even included some of our own students and teachers in his poetry. Many students joined me in the Chill Zone at lunchtime with their favourite blankets to read and enjoy books. Prep enjoyed a drama performance by our Year 9 students while Prep to Year 2 students were very excited to be a part of the Library staff’s pantomime ‘Journey to the North Pole.’ The week long celebrations culminated in the ever popular book character dress up day, what a fabulous effort by both staff and students. Thank you for another fantastic Book Week! Mrs Bowmaker
JUNIOR SCHOOL SPORT Eva Grimm Class: 1R
BREAKING NEWS!!!!
Breaking news!!!! TIGS Junior School makes a clean sweep winning all three NASSA carnivals in 2017!!!!
Who are your friends and where do you like to play? My friends are Angelique, Lara and Nikole and we like to play up at play lawn. What are you really good at? Literacy rotations. What do you need to work hard at? Writing.
NASSA Junior Athletics Congratulations to our athletics team on winning the NASSA carnival in Campbelltown last Monday. It was a close finish with only four points separating first and second place. There were many strong individual performances and TIGS also had a convincing win in the championship “best of the best� relay setting a new record. This carnival win tops a great year for our Junior School students who have won all three NASSA carnivals this year - Swimming, Cross Country and Athletics. These outstanding results are a testimony to the depth and breadth of the PDHPE and sport programme in the Junior School under the leadership of Mrs Martin and with the expert support of Mrs Dribbus.
What do you want to be when you grow up? A School Teacher.
BOOK WEEK
JUNIOR SCHOOL
JUNIOR SCHOOL AWARDS Assembly Stage 2 Japanese will be hosting next week’s Chapel in Rees Hall at 12.10pm.
MERIT CERTIFICATES
Awards listed in the Newsletter will be presented at Assembly/Chapel the following Thursday at 12.10pm in Rees Hall.
Academic
Eloisa Tresidder Amelia Murray William MacKay Alexander Damachis Elise Cordaro
Service Ella Fennell
WEEKLY AWARDS KM
Emily Clark, Xiaojia Tang
KP
Elise Cordaro, Elijah Makotsvana
1S
Joshua Mumford, Tayla Weeks
1Y
Zoe Grieve, Amelia Murray
2M
Nikhilan J Avinash, Alexander MacKay
2S
Tahlie Oxman, Lucia Rubio Campos
3C
Saxon Gerovasilis, Lily Still, Amaan Vakil
3D
Jawad Aly, Tom I’Ons
4G
Oscar Kiely, Keiran Reveley
5M
Adil Qureshi, Eloisa Tresidder
6C
Laura Hunt, Tess Rowland
6H
Angkit Jeyachandran, Aya Naito
Tournament of Minds Participation and Recognition of Commitment Engineering Mathematics
Science Technology
Language Literature
Social Sciences
Pia D’Rozario Angus Kiang Aditya Kumaresan Tyler Sullivan Mena Tsaganas Leyla Yusuf
Arielle Goedde Ainslie Goodman Tania Kalsi Joanne Park Jack Parker Marley Stephenson
Guoqin Ding Jessy Harman Hannah Makotsvana Diya Mehan Jay Segar Samuel Stevenson
Femke Duursma Abbey Kuiper Charlotte Palmisano Sarah Partland Victoria Steward Popi Tsaganas Loren Yusuf
GIFTED OPPORTUNITIES iTAG @TIGS is proud to present Code Camp
These school holidays, TIGS is hosting a very special school holiday programme called Code Camp - Spark where your child can learn to code and build their very own iPhone or Android app! Code Camp has already taught more than 22,000 students in Australia and is a great way to spend time over the holidays. Kids have lots of fun with friends while learning important new skills such as logic, creativity, problem solving, app development and game building in a fun and engaging way, ready to take on the digital world of the future. Every child attending Code Camp will build incredible games on the software platform “Code Camp World” and walk away with their very own app, playable via the Code Camp App store that they can take home to share with family and friends!
The Illawarra Grammar School Spring Code Camp - Spark Date: Wednesday 4 October – Friday 6 October For: Year 2 to Year 6 (beginners and intermediate) Fun, engaging and challenging – Spark is a popular Code Camp that over 18,000 students have completed. Code Camp Spark is where every student in Year 2 to Year 6 should start their Code Camp journey. Enrol today and help your child become a coding superstar! For more information, visit codecamp.com.au/tigs or email hello@codecamp. com.au.
GATEWAY 8
On Thursday 17 August, Year 5 and Year 6 students represented our School at GATEway 8 at Macarthur Anglican School. GATEway 8 is an academic challenge where students work in teams to enrich and foster students’ interest. Students undertake challenges, experiment and engage in activities based on Howard Gardner’s multiple intelligences. Congratulations to: Oliver Alexander Ashika Bahl Georgia Dolan Rhiannon Evans James Gardner Bhaavya Gupta Dania Jaber Tania Kalsi Thomas Kirby
Jay Segar Samarth Sirohi Marley Stephenson Eloisa Tresidder Alexander Vartazarian Leyla Yusuf Loren Yusuf
THE PIPER CENTRE
Mrs Taesha Duley-Smith Director of the Piper Centre Inquiry @ The Piper Centre
Inquiry-based approaches reflect a view of the child as a constructor of their own knowledge and learning rather than simply a passive recipient of someone else’s. This active view of the learning process reinforces the need for learning experiences that allow children the chance to follow their own interests and shape their own learning. Inquiry-based approaches aim to encourage deep learning - learning where children absorb and are fascinated; learning where children are active and involved; and learning where children make connections and develop significant understandings. For young children, effective learning happens when they have repeated opportunities to use materials and resources to develop understandings of new concepts and ideas. This is particularly true of the kind of learning exemplified in the Early Years Learning Framework (EYLF) Learning Outcomes. None of the outcomes can be ‘achieved’ via a single experience; they will be the product of many experiences over time. EYLF (DEEWR, 2009) recognises inquiry as a central component in effective learning, not only in childhood but also throughout life: “Active involvement in learning builds children’s understandings of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning” (EYLF, p. 32). Learning Outcome Four specifically highlights the importance of children becoming confident and involved learners through the development of “skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating” (EYLF, p. 35). One of the best aspects of inquiry-based approaches is that they often lead to extended, ongoing investigations. Learning experiences that extend beyond one-off activities, that can be repeated or returned to, and that lend themselves to ongoing involvement, encourage deep learning.
The ongoing nature of such experiences ensures that children’s engagement with them becomes deeper and richer. When children reflect on what they have done previously; plan for what they are going to do in the future; and have the opportunity to discuss, rethink and change their plans as they go, their learning and thinking becomes far more complex.
Elanora - The Igloo Project
Our PYP Unit of Inquiry this term is “Homes are a reflection of who lives there”. Our conversations have been about our own homes and homes around the world Elanora children have discussed different types of building materials and the wide variety of homes in different climates. We’ve read books about homes (‘Same, Same But Different’, and ‘This is Our House’), compared pictures and viewed videos about ouses and how they are constructed. Elanora have used clay and other natural materials to collaborate together, creating model homes for our classroom. This led to a conversation about the type of house that you might like to live in and the reasons why you’d like to live there. Lucy said, “I’d like to live in an igloo because I can build one myself.” As the children thought about this, the question was asked, “How can we build an igloo?” Images of igloos were researched and igloos made from plastic milk bottles were discovered. We communicated with our Piper Centre community asking for contributions of 2 litre plastic milk cartons. Construction began last week and will progress as more bottles are collected. Elanora Educators will document the process and progress of the ‘igloo’ as the children collaborate, problem solve and make decisions.
SENIOR SCHOOL
Mr Greg Lanyon Head of Senior School Learning Beyond the Classroom I suspect that most of us don’t have strong memories of time spent in classrooms, but will have vivid recollections of school related events outside the classroom, particularly at school camps or sporting events. Not all of these recollections may be fond memories, but it is amazing that we can remember and recall details of these adventures, where we may have found ourselves well outside our comfort zone. We intuitively know that valuable learning happens outside the classroom, particularly in situations where we face challenges beyond where we feel confident and competent. We are also aware that some students who struggle in the classroom are much more confident and shine in the outdoor environment. Research on the impacts of school based outdoor education on student learning supports this view. Well-organised, integrated programmes “offer learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom”. 1
were staggered by the beauty of the environment in the mountains. The alpine region in winter can be very demanding and unforgiving. What was really encouraging was the way in which the group worked together and supported each other on the snow. Mr Edgerton, Mr Chamberlain, Ms Goonan, Mr Sormus and Mr Deck are also to be commended for their support of the students. The School is very proud of the way in which all students conducted themselves on this challenging camp. This will be an experience they will remember for the rest of their lives.
The Outdoor Education Programme offers all students a sequential, integrated set of experiences that is based on the principle of “challenge by choice”. That is, providing opportunities for students to be faced with meaningful challenges, which may be outside their comfort zone, but having some choice about the level to which they want to, or are able to, commit to the experience. Some challenges range from Year 7, where students are involved in setting up camp equipment and learning to cook in the outdoor environment to Year 10 where they may choose between a challenging Outward Bound hike in rugged mountain terrain, white water rafting or cross-country skiing and camping in the NSW Alps.
In the Middle Division, 2nd place - Alexandra Wall, 3rd - Daniel Michelmore, equal 4th - Lucy Koder and Elizabeth Michelmore, equal 5th - Aditya Sinha and Aria Bacic-Johnson.
Last week 33 students from Year 10 chose to attend the Alpine Skiing and Camping Adventure in the Snowy Mountains. Over the past three years these students have been gaining experience and skills as they progress through the Outdoor Education Programme. The Year 10 Programmes are about applying the outdoor skills students have acquired, to a new environment. In this case, camping on the snow for four nights. The program is demanding and very weather dependent. Students need to manage an alpine campsite and cold environment, as well as learn to cross-country ski, set up shelters, cook and keep warm. Last week the group was blessed with amazing new snow and great weather. All the students responded well to the programmes and
In debating news, the best speakers in the Southern region of HICES were announced last week. TIGS students were represented strongly in the placings for all three divisions. In the Junior Division, 4th place - Loren Yusuf, equal 5th - Angus Kiang and James Gardner.
In the Open Division,1st place - Jana Massingham, 2nd - Robert Martin, 3rd - Zara Winter, 5th - Himali Wijesinghe. During the week, the Year 8 HICES Debating team of Lucy Koder, Aria Bacic-Johnson, Daniel Michelmore and Nicolas Seal travelled to Arndell Anglican College in Oakville and were assigned the Affirmative case in the debate “that face to face communication is more beneficial than Facebook”. They were the more convincing team, winning that debate and now progressing to the semi-finals. After seven years of HICES Debating, James Cooper, Robert Martin, Himali Wijesinghe and Benjamin Woodard were defeated in the Quarter Final by a team from Hills Grammar. Their topic was “That the 2016 US election shows the flaws in the democratic system” and they were the Negative team. A bit of an uphill battle. They argued well that the American electoral system was at fault, not democracy, but were not able to convince the adjudicator.
Congratulations to this group for their sustained involvement, successfully representing TIGS at such a high level. One amendment from last week’s newsletter. In the South Coast Public Speaking Competition, Elizabeth Michelmore was actually awarded first place, not second place as reported. Congratulations on this outstanding achievement. 1. Dillon, J. et al (2006), The Value of Outdoor Learning: evidence from research in the UK and elsewhere, School Science Review.
YEAR 10 SNOW CAMP
SENIOR SCHOOL
SENIOR SCHOOL SPORT Up and coming Sport Events Australian Snowsports Championships Wednesday 6 September – Saturday 9 September TIGS Netball Club Presentation Tuesday 19 September CIS Athletics Carnival Wednesday 20 September Great Race Thursday 21 September
National Cross Country Championships Congratulations to Elizabeth Martin (Year 12) and Ben Giason (Year 7) who both recently competed at the Australian Cross Country Championships, held at Kembla Joggers Cross Country Track. Elizabeth placed 22nd in the U20 Women’s 6km race, while Ben placed 17th in the U14 Boys 3km race. Well done!
NSW State Interschools Snowsports Championships The NSW State Interschools Snowsports Championships were held at Perisher last week and TIGS was represented by six students, ranging from Year 4 to Year 11. Conditions were perfect for most of the week and there was some excellent Skiing and Boarding from our TIGS students. The Snowboarding duo of Michael Murray (Year 5) and Hamish Dutch (Year 5) were the first to hit the slopes, competing in the Snowboard Giant Slalom (GS) and Boarder Cross events. Michael finished 26th in the GS, while Hamish unfortunately crashed out on his second run, after a fantastic first run. Determined to improve for their next event, both boys performed exceptionally well, finishing in 7th place as a team, with Michael finishing 13th overall, qualifying him to compete at the Nationals in two weeks’ time. Next up was Tom Armstrong (Year 4) in the Skier Cross event. Tom had two outstanding runs, finishing in 12th place, also qualifying him to compete at Nationals. On Saturday and Sunday, our Senior School competitors hit the slopes. First was the Division 1 Skier Cross team of Ethan Jackson (Year 11), Harrison Webb (Year 8) and Charlotte Tregonning (Year 8). With Harrison and Charlotte competing against athletes much older than them, it was always going to be tough for the team, but they all skied well and finished in 13th place as a team. Ethan was particularly outstanding, finishing 7th overall and qualifying for Nationals. The last event of the week was the Division 1 Alpine GS. Held on Sunday, in very difficult conditions, Ethan toughed it out for a fantastic single run, finishing in 5th position to qualify for his second event at the Nationals. We wish Ethan, Tom and Michael all the very best as they compete at Mt Buller from 6 - 9 September.
ARTS NEWS Operation Art
Each year schools across New South Wales are invited to participate in Operation Art, an initiative of the Children’s Hospital at Westmead and the NSW Department of Education. This year, TIGS students Emily Choi, Nicole Choi and Bora Kim have been selected to exhibit at the Operation Art exhibition. Thousands of students across NSW enter their artworks into this competition each year. It is being held at the Armoury Gallery in Sydney, opening on Saturday 9 September. Congratulations to Emily, Nicole and Bora for this great achievement!
TIGS 2018 CHINA TRIP Year 9 and Year 10 2018
Interested Year 9 and Year 10 2018 parents and students are welcome to attend the 2018 TIGS China Trip Information Evening. 5.00pm Monday 4 September in MG3. For more information please contact Mrs Yeh via email in the LOTE department.
TIGS China Trip 12 – 23 April 2018
Information Session 5.00pm Monday 4 September in MG3
COMMUNITY
P&F
EXTEND @ TIGS
We WELCOME YOU to be a part of our school P&F community.
Recap
Why join us? Over the course of this school year, we have been able to achieve several successes, following significant discussions with the Headmaster and key staff:
We competed against each other in contests such as Animal Creation, Musical Statues, and Balloon games last week. We also created beautiful Cartoons on Tuesday, and got creative making a Lego Catapult on Thursday. The children stayed active with games like Open Hand Tag, Stay on Board, and Captain of the Ship. Samareh, Team Leader Our Extend Superstar is: Ella Fennell……. for being a responsible person at Extend!
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The sibling discount has been adjusted back to prior 2017 changes.
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Annual fee increases have been minimised.
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HSC information sessions have been conducted in response to concerns from parents.
What’s on next week?
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The Senior School car park has received a much needed makeover.
Tuesday: Create your own Word Finds
Monday: Father’s Day Cards and Cricket Wednesday: Cooking: Mini Pizzas
Join the P&F and you will have a voice and an open and supportive platform to express your opinions. We would like to grow however we cannot manage this without you. Will you help us to guide our school, to identify and implement improvements? Can you be a part of our mission to build connectedness between parents, not only in class groups but beyond? If you would like to be a part of this dynamic group and have ideas you feel will make a difference, please call us (Joanne 0426264771 or Danielle 0423637580) or email pandf@tigs.com.au to learn more and hear about our next catch up.
Thursday: Open End Art and dodgeball Friday: Origami Transforming Ninja Stars and Play Gym Spring holiday programme bookings are open! Make your own DIY paints and have fun with Messy Art, participate in delicious cooking activities, learn all about persistence of vision by inventing your own Spinning Thaumatrope, and loads more! To check out what’s on, visit our website at extend. com.au and book via the Extend Parent Portal.
UPCOMING EVENTS
Monday
4
Sep
Wednesday
6
Sep Tuesday
19 Sep
Thursday
HSC Music 1 Concert 6.30pm in the Recital Room
TIGS Information Evening 5.30pm to 6.30pm in the Goodhew Research Centre (Library)
Year 6 Handball Challenge Junior School
21
Junior School Big Day In Senior School Great Race
Friday
Year 12 Graduation Ceremony and Formal Ceremony - 9.00am in the IGC Formal - 6.00pm at the Novotel Wollongong
Sep
22 Find us on Facebook
TIGS 2018 China Trip Information 5.00pm in MG3
Sep
Last Day of Term III