The BCMP is a unique collaboration between Chifley College Bidwill Campus and the Blacktown News where students write and create a mainstream digital and print newspaper section that shares news about school life and the Bidwill local community. bidwill@accessnews.com.au
Edition 2 | April 2025 Online edition is hosted permanently at www.greaterblacktownnews.com.au noise.
BY MIZACHRO KOKO - YEAR 9
WHEN I was a young child, I always thought of Bidwill shops as a ghost town. I had never remembered there being any shops there – at least none that lasted. I recently did some research into old news articles and found one from 2016 with the headline, ‘Hopes dashed as troubled shopping complex looks to stay shut’ (Daily Telegraph, 2016). It showed Federal MP, Ed Husic campaigning to get them open, after the issue was raised in a series of other articles about the area, but nothing positive looked likely to happen.
I dug a little further to nd that many news reports, spanning back to the 90’s, have been written about attempts that have been made to open shops to service a community which has had a tumultuous history.
Articles such as ‘Decline and fall of a local shopping centre’ (SMH, 1998), and ‘Bidwill residents describe life in a western Sydney suburb 'full of sad stories' (ABC, 2014) painted a bleak outlook of despair. There was even a report on ‘A Current A air’ where students from Chi ey College, Bidwill were interviewed front of the vacant building, lamenting the lack of a local shopping centre as the local pub did it’s best to provide the daily staples, milk, bread, eggs, to ll the void.
However, Bidwill Square is no longer the abandoned tumbleweed town that it once was. Fast forward to 2025 and that history seems to have faded into the rearview, as Bidwill Square has become a thriving community hub, showcasing a productive, harmonious community atmosphere.
I interviewed William and David who are barbers at Top Kuts, a shop that I notice always sems to be full of people, about their experiences at Bidwill Square: Who works here and how long have you been here at Bidwill?
I’m William, the owner and we have Sam and David working here. We have been here for ve years.
What is your impression of the people that come here? How do you see the Bidwill community?
William: Lots of di erent types of people, Islanders, Aussies, and Aboriginals, it’s a very mixed community.
David: The people who live here are great, very down to earth. We have plenty of regular customers and new ones all the time.
Have you always wanted to be a barber?
William: Yes, I have. After I nished school, I dropped out during year eleven and started doing barbering. I've been doing it for fourteen years now and love it.
David: For me, it was mostly because of COVID. During that time I was cutting my dads and my little brothers hair and I just enjoyed it, so I’m really happy being a barber.
What’s your favourite haircut?
William: A skin fade, like what you get when you come into the shop, a skin fade at top.
David: Mine’s probably a taper fade, like what I have, or mullets. We do a lot of those here, very popular.
What's the best part of your job?
William: Everything, to be honest. I like chatting with the customers, hearing about their day. I just like talking to the to the people that come in here, that sort of thing. Someone's asking for my services, which is really good as well, choosing us over someone else, we must be doing something right.
David: The best part is making people happy. Knowing that they like the service we provide, and we are happy when they want to come back.
As well as the barber shop, the centre includes Palms Paci c, a nail and beauty salon, hair and skin salon, an electronics store, cafe, tobacconist, clothing shop plus Hibiscus Care disability and youth service. Two other spaces have construction underway, one of which is for the new Story Factory facility.
I interviewed Year 11 Chi ey College Bidwill student, Brianne Loto, who works at Palms Paci c: What sorts of things do Palms Paci c sell, and what role do they play in our local community?
Palms Paci c is a shop that specializes in Paci c Islander foods, three di erent foods. Hot, fresh, and frozen. We sell hot food at the back, frozen stu on the left side and then fresh stu all in the middle. We also import snacks from New Zealand and stu . I feel like that's really important for the community because if you look around Australia, there's not many, like, Paci c Islander shops around this area. And, for Sydney, this is one of our biggest achievements because it’s actually the biggest Paci c Islander shop in the entirety of Sydney.
And as for what role it plays in the community, it gives almost, like, a safe haven for islanders to feel at home again, away from their country. You know? We have food that tastes like it's from home because it's
made with love. It's fresh every single day. We don't use MSG, or anything like that, because we want the best for our customers.
That's fantastic. It sound sounds like you really get a sense of pride in working for a company like that. Would you say that’s true?
100 per cent true. I really do love my job, and even the people that I work with, I absolutely love the people.
What are your goals for the future after you nish the HSC and how has your time at school helped you to achieve those goals?
I am working at Palms Paci c three to four days per week at the moment just to rack up some money because after the HSC, I do want to continue my education in university because I want to be a marine biologist.
One of the skills I do learn at school is de nitely social interaction. I didn't realise how bad I was at talking to people until I started my job there, but at school, because I'm constantly socialising and interacting with di erent types of people, I'm like, I'm getting ready for when I'm older, when I have to talk to people. When I have to engage and communicate in public. And I feel like communication is one of the biggest skills we learn here at school because it plays a role in your future relationships, your jobs, and literally every part of your life.
Bidwill Square is now a story of success for our suburb. I know so many people who have lived in the area their whole lives, including teachers and other sta members at the school. No matter what the perception of our area has been in the past, Bidwill people have always wanted to come back, to give back to their community. It’s a special place which I can’t describe but anyone who has been a part of it knows what I mean about how much love is here. It also has shops.
BY CONNOR MCWHINNEY
IBELONG to the Wiradjuri mob, which is around the Dubbo area. A Yarning Circle is basically a spiritual place where you have a yarn with all your elders, other people's elders, and you learn about other people's mobs and heritage, as well as our shared heritage.
I often play a role in Aboriginal events at the school, usually by starting o proceedings with a Darug word ‘warami’, which means ‘good to see you’, followed by the traditional Welcome to country. But in terms of the yarning circle, basically I was a bystander there, however, my mate Robert Owens-Driscoll and I were the ones who planned this, so it's been a three-year project.
The Principal, Mr Doidge, supported the idea and worked on where we were going to put it. Originally it was going to be back near the cricket nets, but then we decided why not put it right at the front so everyone can see it?
Mr. Doidge stated that: “The yarning circle has been 4 years in the making. The original plan was a yarning circle and sand dancing area at the back of the school near the trade training centre. There was to be a bush tucker garden which also complemented the devel-
opment. There were concerns that the plans were overly simple, and as such we engaged advice from a number of sources to design a space which was more re ective of the dignity the space was due. Unfortunately, this resulted in a signi cant spike in the costs. As part of our ongoing plan for building a centre of excellence for aboriginal education, we strategically planned our funding to enable the constructure to be accommodated. We then re ected on the implications of placing the yarning circle at the back of the school. Our goal is to build a school which is culturally safe and feels welcoming to our community, especially recognising the aboriginal heritage of our area and connection to community. It was for this reason that we redeveloped our plan to the front of the school, and included murals, totems and welcoming spaces. We have persevered through the complexities of funding for assets and have worked with the asset management team to build the beautiful space we have today. Over the coming week, the space will be further uplifted with the completion of the landscaping.”
It shows the community that our school recognises the deep connection to country that our Aboriginal community has. It also shows that we're an individual school that acknowledges di erent
cultures, but more than that, acknowledging that we are on Darug land. Land which was never ceded.
To me, yarning means just having a good chat with your aunties, talking to them about problems you might be having within your culture, learning about it so much more deeply from elders who pass on knowledge that was passed on to them back through the generations.
The Dreamtime stories are great examples. Probably the most well-known one is called the Rainbow Serpent. He created all the waterways. He created the mountains. He created the land. And then there's another one called Tiddalick, a frog who created the oceans by drinking up all the water from a waterhole. He drank so much water that it just blew out of him and created the oceans, created seas, waterways and lakes.
The space will continue to be an area where we celebrate our Aboriginal students, sta and community especially when we recognise the custodianship, heritage and struggle of aboriginal persons through our sorry day, NAIDOC and reconciliation day events.
Harmony Day is celebrated every year on the 21st of March and coincides with the United Nations' International Day for the Elimination of Racial Discrimination. It promotes cultural
diversity and inclusion and is all about di erent, diverse, distinct cultures and ways of life such as Aboriginal, Asian, and Indian, for example, all coming together in harmony.
To me, it shows that we come together as one school to show that we care for that culture, and care for the land. The day was really a bit like a multicultural day, except that we still went to classes but were allowed to wear cultural dress or orange, which is the colour used to represent the day. I wore an Aboriginal shirt with all the designs, I saw some people with have Indian clothes on and some of the Indian teachers wore extremely elaborate customary dresses.
There was also an Aboriginal performance over at the Yarning Circle and two elders spoke. Harmony Day was chosen as an appropriate time to unveil the Yarning Circle because of the terrible backstory behind our culture just being destroyed and forgotten.
The Yarning Circle brings back all that culture and acts as a way of healing, showing that we all exist in harmony with one another. One suburb, one state, one country that has all the di erent cultures in it, Aboriginal, Indian, Chinese, Samoan, Tongan, our school is a melting pot of all cultures – so is Australia.
BY CHARLOTTE KIRKWOOD
CHIFLEY College Bidwill Campus held its annual swimming carnival at Charlie Lowles Leisure Centre in Emerton on Monday, March 3.
The house groups we have to represent us are Darug (Red), Kanangra (Blue), Wollemi (Green) and Nymboida (Yellow) and each student is proud to represent their house and the Aboriginal heritage that the names come from.
The events at the carnival are 50 metre freestyle, backstroke, breaststroke and butter y plus relay events and a teacher race. The ‘lizard lane’ is also fun, which is where all students can earn house points by swimming the length of the pool however, they want to without being competitive.
I think the swimming carnival is a great way for students to have fun without having to do any schoolwork. Plenty of students came in fancy dressup clothes looking like bananas or superheroes with capes on.
Although the day was overcast, it was still reasonably warm, and students made use of the canteen to buy hot food, drinks and ice blocks. But the best part of the day was the outstanding war cries, where full on school spirit was on display – big time. Even non-swimmers like me loved that part. They were so loud that a large group of residents and passers-by gathered at the car park outside the fence to watch in stunned amazement as Wollemi won for the loudest house.
The team I belong to, Kanangra, won the day overall with 607 points, followed by Darug on 488 with Nymboida and Wollemi neck and neck on 393 and
392 points respectively.
We have a brand-new scoreboard at school which displays the points which will be added to later this term with the upcoming Athletics and Cross-country carnivals. Our Principal, Mr Doidge, also said that there will be other ways of attaining points through academic excellence throughout the year, which is also exciting.
The whole event made me determined to learn to swim so I can get into the pool and contribute to our score next year.
BY THE GIRLS MENTORING PROGRAM
INTERNATIONAL Women’s Day (IWD) is celebrated annually on the 8th of March. Established in 1911, this day aims to celebrate the achievements of women, re ect on the process it took to achieve the rights we have now, and raise awareness for the ongoing impacts of discrimination and inequality that women face.
It is a day to recognise the important women in our lives that raise, support and guide us, and consider how we can accelerate gender parity so that future generations experience a more equal world.
On Monday, March 10, the Girls Mentoring program participated in an excursion to learn about and celebrate IWD. We started the day by learning about the history of International Women’s Day, creating a timeline of women’s rights. Many of us were surprised by just how long it has taken for women to receive equal pay, not be discriminated against in the workplace, to be representatives in parliament, and to receive the right to vote.
Next, we learnt about this year’s IWD theme - #AccelerateAction – and the UN Women’s theme – March Forward: For ALL Women and Girls. This related to the idea of intersectionality – how di erent aspects of our identity, like our gender, cultural background, race, sexuality or disability can see women face discrimination in di erent ways as they can be a part of several disadvantaged groups in society. This emphasised to us the importance of making sure the needs of all women around the world are being met so that no one is denied their fundamental rights.
We were then lucky enough to tune in to listen to three speakers from the United Nations conferences that took place across Australia over the weekend. These speakers included Maria Thattil, June Oscar and Celeste Barber, who each gave di erent perspectives on women’s rights and how they have overcome discrimination in their own lives.
Emmerie in Year 9 said “Maria Thattil’s speech stood out to me because of a certain quote she said: ‘We often ask ourselves: Why? Why me? Instead of having that mindset, tell yourself: Why not me? I deserve to be here.’ It was really powerful to hear her say don’t hold yourself back and miss out on all the opportunities life has for you because you may doubt your abilities.”
Akuol from Year 8 really enjoyed Celeste Barber’s speech: “She’s inspired so many young people through her work on social media and breaking stereotypes. She’s so con dent in everything she does, and it makes her an inspiring role model.”
To reinforce the messages from Celeste Barber’s speech about not listening to those who try to force us to follow traditional stereotypes about women, we played a game called “Break the Stereotype”. On a balloon, we had to write a sexist stereotype that had been used against us before. Some of these included “you’re just begging for attention”,
“girls are weak”, “you’re being dramatic”, “you belong in the kitchen”, and “footy is meant for boys”.
Then, we got to share our stories before popping the balloons. Many of the girls agreed that the process felt good, with Maryanne (Year 8) commenting that when she stomped on her ballon, it felt like the stereotype wasn’t true at all. Summer (Year 10) agreed, saying that “it made me feel like I was letting go of the stereotypes and that we were demoralising them.”
We also had a chance to learn about some famous Australian role models, such as Cathy Freeman, Rosie Batty, Jessica Mauboy, Mary Fowler, Cate Blanchett, Madison De Rozario, Turia Pitt and Ariarne Titmus. This helped us understand the qualities role models have, helping us re ect on the people we look up to in our own lives, including our mums, aunties, grandmas, sisters, and teachers, and how we are role models within the school community.
At the end of the day, we had the chance to re ect on what we had learned and what we would take away from the incursion. Here is what we had to say:
What does International Women’s Day mean to me?
International Women’s Day to me means a day where women around the world can re ect on the past, and by re ecting on the history that we have strived to overcome, we can make sure it doesn’t repeat itself. - Layla, Year 8
The importance and history of International Women’s Day is very signi cant because it inspires new generations of women to continue ghting for equality, which is important to me. - Akuol, Year 8
International Women’s Day is very important because I can look up to all the women who have changed history. - Angela, Year 9
To me, International Women’s Day is a day to recognise the important women in
our lives and show them we are thankful for everything they do for us. - Delanda, Year 8
What was the most valuable thing I learnt today?
To be yourself and don’t care about what others think. And being yourself is the most magical thing that could happen in your life. - Flora, Year 8
I learned that no matter how hard you try to t into the image that the internet creates of famous people or celebrities, you’ll fail. So just be you because social media is fake and there is no one in the world like you. - Maryanne, Year 8
I learnt to always be myself no matter what other people say or think. - Sera na, Year 9
The most valuable thing I learnt today was about the number of women’s rights events that happened across the years and still to this day women are continuously treated unfairly and discriminated against. Why should it take that long to be recognised and have a certain right or law changed? - Emmerie, Year 9
I learnt that there’s women today that are still ghting for our rights so that we can be equal to men. - Angela, Year 9
The most valuable thing I learnt today is that no matter how hard life is, never give up and be yourself. - Faalago, Year 9
What I learnt was that we can do anything, hard or easy. Women are strong, smart and mighty. - Maria, Year 8
Who is a woman that I look up to and why?
The woman I look up to in my life is my mum. Even though she’s not my biological mum, she’s always been there for me through my hard times and helped me get up and keep pushing through.Sera na, Year 9
I look up to my older sister because I know she has gone through something I went through and has the best advice.Nevaeh, Year 9
My mum, because she always sticks to my decisions and supports and explains everything to me. She is an amazing person who is super nice and talented.Delanda, Year 8
The women who I look up to in my life is my Nana because I grew up with her and when she’s sick she always hides it because she doesn’t want us to get worried and be sad. I admire her for how strong she is. - Faagalo, Year 9
My mother, because every time I want to give up or I’m at my lowest, my mum is there to support me through every
moment. She gives me reason to keep pushing through even though she struggles too. She is always there for me. She is the toughest woman I know. - Maryanne, Year 8
What barriers exist for women and girls in our community today and what can we do in our everyday lives to promote gender equality?
Women’s ideas usually get shut down simply because we are girls. We get paid less and don’t get accepted to do “male” jobs which pay much better than “female” jobs that we are stereotyped to only be able to do. We need to keep ghting to break these stereotypes by calling it out when it is said to us. - Amelia, Year 12
We need to teach others about gender equality and how it doesn’t matter what gender you are. Your gender should not stop you from doing things in your life that you enjoy doing. - Emmerie, Year 9
We can start by challenging stereotypes and using inclusive language as a way to promote gender equality. - Summer, Year 10
Start by making things equal for all genders. Let them choose what jobs they want to do and have all people help with chores, rather than just saying women clean and men do the heavy lifting. Let’s ip it. - Elizabeth, Year 10
What changes do you hope to see for women’s rights in the future?
I hope to see women feeling ful lled with themselves, their lives and their careers. To continue having support and in uence in the world they want to create and be a part of. - Gabriella, Year 12
I want to see a world where women are able to be, do, and say certain things, without being judged or discriminated against or even stereotyped because of their gender. Also, I hope to see more women doing things con dently to inspire other women. - Emmerie, Year 9
I really hope that women won’t have to be scared to keep up or be scared to talk about their feelings and experiences. - Nevaeh, Year 9
I hope that we realise that we can love one another, so instead of each gender calling each other names, we can be kind instead. We all have value; not one of us is worthless. - Maryanne, Year 8
I hope women get to one day be happy and get the recognition and rights they deserve. Every woman deserves to feel like their voice is recognised and heard.Summer, Year 10
The members of the Girls Mentoring program that were present at the incursion were:
• Year 8: Akuol Athian, Maryanne Curby, Layla Dunn, Elizabeth McDonald, Delanda Papworth, Flora Patelesio, Maria Stephens.
• Year 9: Ripeka Bellas, Nevaeh Bernard, Emmerie Makata Taia, Perize Mati-Molesi, Sera na Manusina, Faagalo Popese, Angela Tulikaki .
• Year 10: Summer Heinrich, Elizabeth Montalvo.
• Year 12: Amelia Chalghin, Gabriella Rolls.
BY COOPER BURTON (YEAR 8)
WE interviewed community engagement manager, Julie Collins and storyteller, Cloey Lamayo about their upcoming move into Bidwill Square, showcasing their amazing collaboration with Chi ey College Bidwill Campus.
So what's the story with Story Factory? When did it begin, and what do you do?
(Julie): Story Factory began in Redfern in July 2012, so we're almost a teenager. It started out of a desire from Cath Keenan and Tim McGregor, who were journalists for Sydney Morning Herald, who wanted to produce creative writing programs to the under-resourced communities in the Redfern area. Then in 2017, we opened the centre in Parramatta so that we could service more schools in Western Sydney. And now we're opening a centre in Bidwill, so that we can embed ourselves into the Mount Druitt area.
The whole aim of Story Factory is to bring creative writing to under-resourced communities and give young people the opportunity to not only use their voice, but also to use creative arts to explore themselves, and provide opportunities to publish their own work.
Where are you currently based? Which schools do you service in the area and elsewhere?
(Julie): The space in Redfern basically looks after all of the Redfern / Waterloo area, and the schools in that area. The Parramatta centre looks after more of the Parramatta schools, and Bidwill will be focusing on the Mount Druitt schools. So, we are in lots and lots of di erent schools, and we operate in lots of di erent ways.
For example, we'll do inschool workshops in primary schools and high schools. We go into an English class and deliver workshops, at the end of which the kids get to have their own work published. We do after-school activities as well as holiday workshops. We also do
Tspecial projects. So, for example, we're looking at doing one at the moment where we create a mural on a wall. We’ll get the students involved to create little vignettes of writing, and that will all be produced on the wall. So pretty exciting stu , all sorts of creative activities. What are some other examples of the programs that you o er?
(Julie): So we've got inschool programs where we just take over the English classes for a term or for one o s. One of the programs we ran at Bidwill last term was an Instapoetry course which is about short, social media post type pieces. We also ran an Olfactory course which shows you how to describe the sense of smell in creative writing.
We o er after-school programs, which all have di erent types of subject matter and types of writing. We also do term long programs, which result in a compilation of your and your classmates’ writing in a class publication, and year-long programs, Year of the Novella and Year of Poetry - where students create a story or compilation of poetry, and these are published into each students’ own individual book, presenting you as the author!
This is one of the books from our Year of the Novella program last year. One of our students, Victoria, produced this book. Obviously, it's produced like a proper publication. They go through the whole process, writing, editing, publishing, creating the covers, putting it together. This year in our ‘Year of Poetry’ program, we've
got room for more poets to join. It's the same thing, except we produce a book of all the poems that you write, which is really exciting.
(Chloe): ‘Write Your World’ is a term-long program running out of Learning Ground. It’s also running at Chi ey College Dunheved in North St Marys. The students come to the library after school and attend the workshop there. Write Your World is focused on personal literacy. W
e do lots of short pieces of creative writing, and students explore their identity and write about themselves. For example, we ask them to write poems. In our most recent workshop the students wrote a poem where each line started with “I am” and they described who they are. So, ‘Write your World’ is just as the title states - it's focused on the students, giving them a voice, giving them an opportunity to explore themselves and write about it in a creative way. Everyone wants to write about themselves and to feel like they matter.
(Julie): Next term’s after-school program at Learning Ground is Ghost Stories, inspired by the spookiest texts, and giving young people the skills to create their very own spooky story.
Oh and what’s also very important, is that we provide delicious snacks at all of our after school programs!
What is your favourite story?
(Julie): My favourite story? That's like trying to choose a favourite child, to be honest. There are so many kids and so
HE boys played Doonside Technology High School and put in a clinical performance, winning the game 28-0. The performance put the other schools as well as the selectors on notice with several of our boys catching the eye of the selection panel. Next game we played Plumpton High School and won a closer game 16-10. After these two victories we came st in our pool. Next up we played Chi ey College Mt Druitt in the semi nal and put together our best performance of the day and won the match 16-0. We came up against Rooty Hill High School in the nal the only other team who was yet to taste defeat on the day. We started slowly
many stories, and they bring out the most amazing pieces of writing. And it might just be three lines, but it'll blow your mind!
But this is my favourite book – ‘orange peelings’ by Sarah Dee in our Year of Poetry program last year. These are all poems that she's written, and some of them are so heartfelt and so confronting. For a high school student, I think it's just amazing. That's my favourite so far.
We had a big launch when we published these books. All the students from Year of the Novella and Year of Poetry were presented with their books, and they all did readings. And it was amazing to see the level of con dence and the quality of their writing being celebrated by families and friends.
What impact do you hope to have at Bidwill? For example, I believe Story Factory is also linked to ‘The Hive’ at Blackett, what is your purpose there?
(Julie): We're going to be co-locating with ‘The Hive’ at Bidwill Square Shopping Centre. What we want to do, and what we're trying to achieve is to embed ourselves in the Mount Druitt area so that we can provide services and create writing workshops, in partnership, to young people in this community. ‘The Hive’ does a lot of community development and capacity building, as well as early childhood and family support work as part of the collective impact project, and we like to partner with them for di erent projects in this area. What we want to do in Bidwill is provide opportunities for more kids to get involved and have more experiences with creative writing, discover their voices, and tell their stories because stories change lives.
When young people get to see their work as a published piece of writing, it is really special. It's really meaningful. And we'd love to give this opportunity to all young people in the Mt Druitt area. We want to expand our horizons and really focus not only on the creative writing aspect and the work-
shops, but also community engagement as well as work with other services, like The Hive. Do you like your jobs and why?
(Julie): I really like my job because I get to go and talk to people and get paid for it. I'm the Community Engagement Manager, so my job is to connect with the community, with students and get them to come and experience one of our programs.
I get to talk with young people like you all the time, which is awesome. It's my favourite thing. But I also get to, you know, plan things like the opening of our new workshop space with The Hive. It's pretty challenging, but it's also exciting.
What about you, Chloe?
(Chloe): Well, I'm a storyteller, and I'm brand new to Story Factory. I only started last month. I was a primary school teacher, so I am still a teacher, however in this work, I get to run workshops and focus on creative writing, which I love. It's one of my favourite things to teach.
I get to work with young people, both in primary school and high school, so I'm exposed to di erent kinds of age groups, and it's really fun. I am loving it so far. I love that I get to go to di erent schools and di erent places and work with organisations. It's very di erent to classroom teaching.
I get to really see my impact in the community, and I've worked at schools in the local community as well, so I'm still connected in a meaningful way. I also work with awesome people like Julie. The Story Factory sta are some of the best people I've ever worked with. They're fantastic. The storytellers that we have at Story Factory are very broad in experience, and they're all hilarious.
We have scriptwriters, we have teachers, we have poets, we have a hip-hop artist. We're also lucky because we have volunteers that come and help students at the schools as well as in our after-school programs, so we've developed nice little communities within our programs as well.
and found ourselves down 0-16 before mounting a late comeback and scoring the last two trys. Unfortunately, we ended up losing 10-16. Massive shout out to the players we had represent us on the day who played and conducted themselves admirably all day. We would also like to thank and con-
gratulate our two players that we had from the day from Shalvey Isaac and George who also got selected for the Sydney West trials. Finally, a massive congratulations to the following students who were also selected to trial for Sydney West.
Tyrell G 9. Rico M 9 and Justin T 8. Well done boys.