The Chifley Community Media Project (CCMP) is student-driven media channel produced as a printed and digital newspaper, circulating throughout Western Sydney. This unique venture is produced in partnership with the Western Sydney Chifley Schools network and the Blacktown News, Blacktown’s leading local media source. All content is contributed by students of the Chifley Schools network and subject to professional editing and design standards. Submit feedback to info@accessnews.com.au Issue 6 | July 2026 Online edition is hosted permanently at www.greaterblacktownnews.com.au
PROUDLY REPRESENTING AT ACTIVATE 2770
Bringing together culture, creativity
BY DEMELZA PETO
CHIFLEY College Bidwill Campus was proud to be part of the recent Activate 2770 event held at Bidwill Square, an inspiring community celebration that brought together culture, leadership, creativity, and community spirit from across Western Sydney.
The event created a space where people from diverse backgrounds could come together to celebrate their identity, share their stories, and strengthen the connections that make our communities thrive.
For our students, the day was much more than just an event, it was an opportunitytoseeĜrsthandthepower
of community, culture, and collective action.
Throughout the day, students engaged with a variety of organisations, community leaders, and activists who are committed to creating positive change and advocating for the needs of local communities.
Hearing from people who are actively working to empower others inspired our students to think about the impact they can have within their own communities and the important role they play as future leaders.
One of the most memorable aspects of the event was witnessing the strong representation of Polynesian cultures and the celebration of cultural identity.
OurSamoan,Māori,andTonganstudents had the privilege of performing and showcasing their cultural heritage in front of a supportive and diverse audience.
Through song, dance, and cultural expression, students demonstrated not only their talents but also the pride they have in their cultures and traditions.
The event also highlighted the many organisations and services that work tirelessly to support families, young people, and communities throughout Western Sydney.
Students were able to learn about thediđerentsupportsavailablewithinthe community and witness the positive impact these services have on the lives of others.
These interactions helped students gain a deeper appreciation for the importance of community partnerships
andthecollectiveeđortrequiredtocreate safe, connected, and thriving communities.
Our Year 12 students also played an important role throughout the day by fundraising for their upcoming formal.
Beyond raising funds, they had the opportunity to engage directly with community members, serve others, and contribute positively to the event.
Their commitment, professionalism, andwillingnesstogivebackreĝectedthe values of leadership, responsibility, and community service that are encouragedatChiĝeyCollegeBidwillCampus.
The experience provided valuable opportunities for students to strengthen their communication skills, build relationships, and develop a greater sense of civic responsibility.
Events such as Activate 2770 are vital in creating opportunities for young people to connect with their community, celebrate their heritage, and develop theconĜdencetobecomeleadersoftomorrow.ChiĝeyCollegeBidwillCampus is incredibly proud of all students who represented the school throughout the day and demonstrated the values of pride, respect, cultural identity, and community spirit.
The experience will leave a lasting impression on our students, inspiring them to continue embracing their cultures, using their voices, and contributing positively to the communities they call home. Through opportunities like Activate 2770, our young people are reminded that they are not only the future of our community, they are already makingadiđerencetoday.
MY EXPERIENCE WITH METS PROGRAM Introducing students to diversity
BY LILY SOWARD
RECENTLY, I was given the opportunity to take part in an early childcare program run by “Mets: Trainingforyourfuture”atChiĝeyCollegeShalvey Campus. The program was organised by the Educational Pathways Program.
The aim of this course is to create pathways for young people interested in childcare or wanting to give it a go. The course lasted for a full school week, from Monday to Friday, followed by three days of work experience in a daycare either the following week, or the week after that for some students.
During the theory part, we covered various topics, but one that stood out to me the most was diversity in children. The importance of learning about this is that it teaches educators how to tailor their teaching style to meet the unique cultural, physical and emotional needs of each child.
an early childcare educator.
Welearntdiđerenttechniquesonhowtoplayandengage with children, one of which was how to read tochildren.MyfavouritepartwasafterĜnishingallthe assessments, we were rewarded for our hard work by making play dough from scratch.
It’sausefulskillbecause,ifIdecidetobecomea parent, I can bond with my child by making play dough together. The trainers were very kind and looked after us throughout the week.
By introducing children to diversity early on, it helps them develop a better understanding and respectforthediđerenceseveryonehas,andcanprevent any negative stereotypes.
AfterĜnishinghighschool,I’vebeenconsideringattending university to pursue a career as a midwife. A midwife is a type of nurse responsible for supporting women during pregnancy, labour, childbirth and theĜrstfewweekspostpartum.
My interest in this career choice stems from my passion and skills in biology, especially human anatomy, and my desire to help mothers bring joy into their lives.
However,beforemakingsuchasigniĜcantdecision, I wanted to explore other options to see if there was something else that might spark my interest.
That’swhyIsignedupforthisprogramtoexplorethe role of an early childcare educator.
DuringtheĜrstweek,itwasexactlywhatIexpected—alotoftheorywork.OvertheĜvedaysat Shalvey campus, we completed three assessments covering various topics that are important to know as
When needing help, they assisted and thoroughly explained everything so we can get a better understanding of the topic.
The following week, I was assigned to a daycare in Blacktown, working alongside one of my peers from Bidwill, and it was quite nerve-racking.
I have experience with children, as I have a toddler sister, but working with children you don't know personallywasadiđerentstoryaltogether,astheycould be unpredictable.
At the daycare, there are a total of three rooms: preschool, babies, and toddlers. I was assigned to the preschool room, while my peer was with the babies, and on the second day, we swapped. On our last day, we worked together with the toddlers. During my timethere,Ididn’tplananyactivitiesorundertakeanythingsigniĜcant.
My main role was simply playing with the children, as that was all I was instructed to do. My favorite moment at the daycare was when one of the children liked me because of my smile, which made me feel happy.
I had a fun time working with the children and they seemed to take a liking to me. The only downside was I did fall ill, but it is expected while working in a daycare.
While I enjoyed the experience, I don't see myself workingwithchildreninthefuture.However,I’mgladIhadtheopportunitytotryitandcheckitođmy bucket list.
CHIFLEY BIDWILL MOTHER'S DAY BREAKFAST Bringing our families together
BY ORIANNA TAUAPAI
MOTHERS Day is a special time to recognise and celebrate the love, care, and dedication that mothersandmotherĜguresprovideevery day.
It is an opportunity to thank the women who support, nurture, and inspire their families and communities.
Thisyear,ChiĝeyCollegeBidwillCampus Mother's Day Breakfast provided the perfect occasion for families to come together, share a meal, and show their appreciation for the important women in their lives.
Heldinourschoolhall,ourMother’sDay breakfast brought together families from across the community for a morningĜlledwithgoodfood,entertainment, and meaningful connections.
From the moment guests arrived, there was a sense of excitement and joy as families gathered to celebrate Mother's Day with one another.
Adeliciousbuđetbreakfastwasavailableforeveryonetoenjoy,ođeringa wide variety of breakfast favourites to suit all tastes.
Families were able to sit together, enjoy a relaxed meal, and spend quality time catching up and spending time with their children.
Inadditiontothebuđetbreakfast,guestsweretreatedtoacođeecartservingfreshlybrewedcođeeandhotdrinks, while the mini pancake cart quickly became a favourite among all our community
OurMother’sDayBreakfastođeredmore than just great food. Families had the opportunity to capture special memories together at the photobooth, where smiles and laughter could be seen throughout the morning.
The live music added to the atmosphere, providing a wonderful soundtrack to the celebrations and creating a vibrant and enjoyable environment for everyone in attendance.
One of the most memorable aspects of the morning was witnessing the strongsenseofcommunitythatĜlledthe space.
Families came together not only to
celebrate Mother's Day but also to connect with one another and strengthen relationships within the community.
Conversationsĝowedeasily,children played and laughed together, and many mothers were able to take a moment to relax and feel appreciated.
Events such as the Mother's Day Breakfast highlight the importance of creating opportunities for families to spend time together.
Intoday'sbusyworld,Ĝndingtimeto slow down and enjoy meaningful moments with loved ones can be challenging.
The breakfast provided a chance for families to do just that, to share stories, create memories, and celebrate the people who play such an important role in their lives.
Seeing families come together and enjoy each other's company, even if only for a few hours, was truly heartwarming. The smiles, laughter, and shared moments throughout the morningreĝectedthestrongsenseofconnection that exists within the Bidwill community.
The Mother's Day Breakfast was a wonderful success and served as a reminder of the value of family, community, and gratitude. We thank everyone who attended and helped make the event such a memorable occasion, and most importantly, we extend our appreciation to all mothers and mother Ĝguresfortheirongoinglove,support,and dedication.
A special thank you also goes to the Mother's Day Breakfast team for their hard work, commitment, and dedication in bringing this event to life. Their eđortsnotonlycreatedawarmandenjoyable experience for families but also helped foster positive engagement and strengthen connections within our school community. We hope everyone who attended left with cherished memories, meaningful moments with loved ones, and a feeling of being celebrated and appreciated.
TIME TO REFLECT, LEARN, RECONCILE
National Sorry Day Assembly 2026
BY 2026 SCHOOL CAPTAIN JEROME TAMALA
ON Tuesday, 23 May 2026, students,stađandmembersofthecommunity came together to recognise National Sorry Day at ChiĝeyCollegeBidwillCampus.
The whole school assembly provided an opportunity for our school communitytoreĝectonAustralia’shistory,acknowledge past wrongdoings, and learn about the importance of reconciliation.
Organised by Mr Harrison Kirkwood alongside SRC student representatives, the assembly had a message througheveryspeechandreĝection.
This year's theme, “All In”, was the base of the event, encouraging every single person sitting in that assembly to understand that reconciliation is not the responsibility of one person, one group or one generation. It belongs to all of us.
National Sorry Day acknowledges the Aboriginal and TorresStraitIslanderpeoplesađected by past government policies, mainly the Stolen Generations. For many students, it can be easy to see these events as something that happened long ago.
However, the assembly reminded us that history is not something we just read in textbooks. Its impacts continue to be felt by families and communities today.
As the assembly continued, students and community members were encouragedtoreĝectonthemeaningbehind an apology.
Saying sorry is viewed as a small act, yet true apologies need honesty, accountability, and willingness to make things right.
Throughout the morning, speakers spoke about how reconciliation is not just about recognising past mistakes, but about taking steps to make things right.
A Lasting Symbol of Respect
OneofthemostsigniĜcantmoments of the day happened outside the courts,whereagroupofstudents,stađand parents gathered to witness the unveiling of a new sign at the school farm.
For some time, Mr Giblin had been working towards a sign installed at the front of the farm that would acknowledge Dharug Country and recognise the Aboriginal history connected to the land on which our school stands. While
the unveiling itself only lasted only a few moments, its meaning will remain for many years to come.
The sign now stands as a permanent acknowledgement of the Traditional Custodians of the land and a reminder that reconciliation requires commitment.
It recognises the stories, knowledge and history that existed long before our school was built and ensures those stories continue to be acknowledged by future generations of students.
Inmanyways,thesignreĝectsthetheme “All In”. It represents action rather than words alone. It demonstrates what reconciliation can look like when people are willing to listen, learn and make change.
Words That Left a Lasting Impact
While there were memorable moments throughout the assembly, one speech in particular resonated deeply with those present.
Mr David Giblin spoke passionately about a conference he had attended and the conversations about reconciliation that had impacted him. As he reĝectedonwhathehadlearned,itbecame clear how important the message had become.
His speech was not simply about history, it was about people. It was understanding the pain caused by past actions and recognising the responsibility we all share in creating a future built on respect and understanding.
There was an emotion behind his words. Students could see how moved he was by the stories he had heard and the lessons he had taken away.
His passionate delivery is what made his speech so powerful. It told listeners to move forward, to not only hear these stories but to understand why they matter.
This message was simple yet so powerful. Reconciliation begins when we are willing to acknowledge the truth and work together to make things right.
Learning From the Past to Shape the Future:
One of the most important lessons many students took away from the assembly was the true impact that an apology can have.
Before the assembly, saying sorry may have seemed like something small, a phrase spoken after making a mistake.
However,thestoriesandreĝectionsshared throughout the morning highlighted how meaningful acknowledgement can be, particularly for individuals and communities who have carried pain for generations.
Learning about the Stolen Generations provided an even deeper understanding of why National Sorry Day continues to be recognised today.
Hearing about Aboriginal and Torres Strait Islander children being separate from their families, communities and cultures helped students appreciatethelonglastingeđectsthesepolicies had on many lives.
The most hardest part was learning and realising how long it took for Australia to recognise these wrongs and apologisetothoseađected.Itremindedus that while apologies are important they are often the beginning of a much bigger journey towards healing.
These stories shared throughout the assembly encouraged students to think about the role they play in reconciliation today. While many of us cannot changethepast,wecaninĝuencethefuture through our actions and our willingness to learn.
Being “All In”
For me, the theme “All In” means taking responsibility for, even when it is uncomfortable. It means standing up when something is wrong rather than remaining silent.
It means listening to voices that have not always been heard and makinganeđorttounderstandexperiencesdiđerentfromourown.Being“AllIn”for reconciliation does not require massive movement.
Sometimes it begins with small actions. Showing respect, challenging stereotypes, learning about Aboriginal and Torres Strait Islander cultures and treating others with respect.
Most importantly, it means that reconciliation takes time. Its a journey that requires commitment from everyone. As students left the assembly, the hope was not just that they had learned about an important even in Australian history.
The hope was that they left with an understanding of why National Sorry Day matters and what they can do to create a better future.
National Sorry Day 2026 was more than assembly. It was a reminder that acknowledging the past gives us the opportunity to build a better future. Through understanding, honesty and action, we can move forward together. Because reconciliation is not about a single day. It is about being All in, Every day.
OPENING DOORS TO THE FUTURE Year 12 Careers Market excursion
FOR many Year 12 students, this is an exciting time of year. As graduation draws closer and plans for life beyond school begin to take shape, students are starting to think seriously about their next steps.
To support this important stage of their journey, most of our Year 12 students recently attended the Greater Western Sydney Careers Market.
TheexcursionreĝectsChiĝeyCollegeSeniorCampus’ongoingcommitment to ensuring that every student leaves school with a positive pathway andtheconĜdencetopursuetheirgoals beyond the classroom.
With university applications opening and students beginning to explore post-school options, the Careers Market provided a valuable opportunity to learn about the many pathways available after school.
Head Teacher Careers and Transition,Tommy,highlightedthesigniĜcance of the event and the strong participationfromChiĝeyCollegeSeniorCampus students.
"The Greater Western Sydney Careers Market is an invaluable event that ođersstudentsextensiveopportunitiesto explore a wide variety of career options and pathways after school,” said Tommy.
“This year, we were thrilled to have our largest group of Year 12 students attend–180participantsfromChiĝeyCollegeSeniorCampus–activelyengaging with a diverse range of exhibitors.
“These included universities, TAFE, apprenticeship and traineeship organisations, employers from industries such as health, engineering, trades, business, education, hospitality, IT, and community services, as well as government agencies, defence forces, police, vocational training providers, and youth employment services.
“We supported students in asking insightful questions, gathering relevant information, and collecting resources to help them make well-informed decisions about their futures.
“The event was a great success, empoweringstudentstoconĜdentlyexplore their options and set clear, achievable goals as they prepare to transition from school to further education or the workforce."
The experience reinforced an im-
portant message for students: there is no single pathway to success. Whether pursuing university, vocational education, apprenticeships, traineeships or employment, students discovered that there are many routes that can lead to fulĜllingcareersandfutureopportunities.
Year 12 student Saif enjoyed the opportunity to connect with students from other schools while exploring future possibilities.
"I really enjoyed the Careers Market Day as many schools were there and we were brought together to explore our post-school options like TAFE, workforce and university."
Tannillereĝectedontherangeofopportunities available to students.
"It was helpful to see how many doors can be opened for you when you leave school. I found it interesting to learn about how many pathways there are out there to help you achieve the same career goal–therearemanyopportunities leading to the same outcome."
For Chaise, the Careers Market helped identify pathways that aligned with his interests and future goals."I really enjoyed all the opportunities that were available, especially options that explored pathways suitable for me."
Caroline appreciated learning about alternative options and having a backup plan for the future. "The Careers Market made me realise what other options are out there for my future if my current plan doesn't go the way I am hoping for."
As our Year 12 students move closer to graduation, opportunities such as the Greater Western Sydney Careers Market help them look ahead with conĜdence.
By exploring the many possibilities available and connecting with education and industry representatives, students are taking important steps towardsbuildingfuturesthatreĝecttheir goals, interests and aspirations.
A special thank you to Year 12 SRC student Tannille for capturing the day through photography and helping document this valuable experience for our school community.
BRINGING IMAGINATION TO LIFE English students craft powerful stories
Year 12 English Standard
AT the end of last term, Year 12 English Standard students showcased their creativity and writing skills as part of their Module C: The Craft of Writing assessment.
Students were challenged to compose an imaginative piece that explored a scenario both familiar and unsettling, drawing on the techniques and strategies they had studied throughout the module.
AfterdevelopingandreĜningtheirideasthroughdrafting and feedback in class, students completed the task under exam conditions, relying solely on their memory, imagination and understanding of eđectivewritingtechniques.
The following piece is an excellent example of the powerful storytelling our students are capable of producing.
Imaginative piece by Rafah Ibrahim (Year 12)
The streetlights smear across the window like fading brushstrokes, stretching and dissolving as the car moves. I rest my forehead against the glass, the cold seeping into my skin, and watch the neighbourhood driftpast–familiarbutdistortedbydrowsiness.
Dad doesn't speak. His hands grip the steering wheel tighter than usual, knuckles pale under the dim dashboard light. The steady hum of the engine Ĝllsthesilence,asoundI'veknownmywholelife.Itshould feel comforting. It doesn't.
A blanket lies across my lap. I pull it closer, breathing in the faint scent of detergent and sunwarmed fabric. It reminds me of afternoons sprawled on the grass, of laughter that felt endless, of a time when everything made sense.
Before.
"Dad?" My voice barely breaks the quiet. No answer.
Thecarturns,theindicatorclickingsharply–tooloud, too sudden. My eyes follow the curve of the road, and my chest tightens as recognition settles in. I know this street.
“Where are we going?" I ask again, more urgently this time.
Dad exhales, slow and heavy, like he has been holding something in for too long.
"Just... somewhere we need to go."
The houses grow more familiar with every second. "Where,Dad?"Iaskonelasttime,moreĜrmly.
"I'm taking you home," he exhales. "Just go back to sleep.”
I can't. Each view carries bits of memory, places at a glance that feel both more and not like home anymore. Then I see it.
The house.
Each car stands exactly as it did before–thecrookedmailboxleaningtoone side, the cracked driveway, the chipped porchwherethelightwasneverĜxed.Timehasn't touched it. But something about it feels wrong.
Dad pulls over. The engine cuts, and the silence thatfollowsissuđocating.Icanhearmyownbreathing now, uneven, shallow.
"We shouldn't be here," I whisper.
"I thought you were ready," he says quietly. Ready. I clutch the blanket tighter, but it doesn't feel warm anymore. Just heavy.
"I don't think I am," I admit.
DadĜnallyturnstome.There'ssomethingfragilein his expression. One I've never seen before.
"Neither am I," he says. Dad reaches for the door handle. I don't stop him. Because I realise, as I stare at that darkened doorway, that home isn't always a place youcanreturnto–
Sometimes, it is something you have to face.
Year 11 English Standard
Through their Reading to Write focus area last term, Year 11 English Standard students explored how writers craft meaningful and engaging narratives that capture personal experiences.
Drawing on a range of model texts, students examined the language techniques authors use to connect with readers before composing their own imaginative piece based on a new or imagined personal experience.
The following work highlights the creativity and storytelling talents of one of our Year 11 English Standard students.
Imaginative piece by Fiasili Mulifai (Year 11)
MusicĜlledtheair,followedbyvoicesthatechoedođthewalls,bouncingrightback.Mygroupheldmicrophones close to their lips as they synchronised in harmony. The lyrics on the screen bypassing in a blur.
My eyes weren't focused on them, simply diverting my attention away to distract myself as an excuse. An excuse to hide an ugly feeling that is slowly consuming me.
I sink further down into my chair as if it could swallow me whole. The words I wish to say fell heavy on my tongue, trying to claw its way up my throat but failing in attempt as I swallow it down.
My heart thundered in my ears, my body squirming in my chair as I continued to watch and observe like I've always done. My body overpowered by emotionsIcouldn'tnameatĜrst,butonestoodouttome.And it makes me ugly.
Who else was I supposed to blame? They did this to me. They must have intentionally.
This feeling consumed not only my body but my mind as well. Always watching the people who get the things I want and take the spotlight away. What was so special about them? They were to blame.
I let out a shaky breath and sunk deeper into the chair.TheshadowsslowlyembracingmyĜgureasifit belonged there, slowly but surely swallowing me whole as I was met by the shadows, feeding into that ugly emotion like poison blossoming into my veins. No matter how many faces I wear, the mask would slowly crack and my façade will show. Ugly is what I call it.
My eyes narrowed even further, directed towards
my group as they banded completely, ignoring the storm that was brewing in the room. Acting as if I didn't matter nor my feelings. This only fuelled that ugly feeling as my body vibrates in the chair. My hands clutched into tight Ĝsts,mynailsdiggingintomypalmand threatening to break the skin as my bones creak under the immense pressure. I was close to my breaking point. The shadows clutched their hold and refused to let go, whispering in my ear what I didn't want to hear.
But my body only relaxed into the comfort of the shadows. My body weighed heavy, as if slowly dragging me down deeper and deeper into the abyss. My eyesblurredasiftoĜnallysubmit.
But a small light peeked through the dark clouds, not one but many, beaming down on me. Bathing my body with their glow as the shadows hiss in pain. I slowly looked up and was met with many hands reaching down towards me, asking for my hand. My vision cleared as I reached towards it, ignoring the pull of the shadows that grasped my body in desperation.
The light slowly grew larger, overcoming the dark as I welcomed it with open arms. A shaky gasp left mytremblinglipsasIĜnallytakeinmysurroundings. My vision cleared as I was met with worried and concerned faces from my group.
A shared exchange of worried questions and expressionsfuelledadiđerentfeeling.Asuddenwarmth in my body overwhelmed me but it took awaythatuglyfeelingandslowlyĝourishedintosomething beautiful.
I couldn't describe it, but felt comforted by it.
A shaky smile reached my lips as my group slowly pulled me to the brighter side, my body moving on its own as I joined them into the light.
BythelastnoteIsang,aĝurryofcheersonlymade my smile wider, feeding into that beautiful feeling inside of me that has bloomed into my body and mind like a cure.
I was no longer invisible. No longer in the shadows asIĜnallyallowedpeoplethroughmydoorandnolonger locking them out.
I didn't need a mask to see anything other than what I truly am underneath.
No longer ugly, but beautiful in my own eyes.
CULTURE, CONNECTION AND COMMUNITY
Multicultural Day celebrates belonging
ONE ofthemostanticipatedeventsontheChiĝeyCollege Senior Campus calendar, Multicultural Day once again brought our school community together in a vibrant celebration of culture, connection and belonging.
Held on 22 May, the day provided students and stađwithanopportunitytosharethetraditions,stories and experiences that make our school such a diverse and welcoming place.
From the moment students arrived, the campus wasĜlledwithmusic,colourandexcitementascultures from across the world were celebrated through food, dance and performance.
A highlight of the day was the variety of food stalls preparedbystađmembers,manyofwhomshareddishesthatreĝectedtheirownculturalheritage.
Students enjoyed a diverse range of foods, including chickpea curry from India, cevapi from Slovenia, spanakopita from Greece, traditional food from Chile and a classic Australian sausage sizzle.
The stalls sparked conversations, encouraged students to try something new and provided a delicious waytolearnaboutdiđerentcultures.
Adding to the atmosphere, members of the Student Representative Council (SRC) sold cans of drink as part of a fundraising initiative, with strong support
fromstudentsandstađthroughouttheday.
The Multicultural Day assembly showcased the talents and cultural pride of our students. Through dance, music and storytelling, performers shared important aspects of their heritage with the wider school community.
Traditional Samoan and Tongan performances celebratedtherichculturesofthePaciĜc,whileavibrant Bollywood dance performance brought energy and colour to the stage.
A dynamic African dance performance had the audience captivated and highlighted the power of movement, rhythm and community in cultural expression.
Guiding the audience through the performances were two Year 12 students who served as Masters of Ceremonies.TheirconĜdenceandenthusiasmhelpedcreate a welcoming atmosphere and ensured the celebration ran smoothly from beginning to end.
Behind the scenes, our VET Entertainment Industry students played a vital role in bringing the event to life. Their work with staging, lighting and technical production added a professional touch to the assembly and allowed each performance to shine.
The school would also like to acknowledge the families and community members who supported students by providing traditional cultural attire.
Their generosity ensured performers could proudly represent their heritage, adding authenticity, colourandsigniĜcancetoeveryitem.
Multicultural Day remains a proud tradition at ChiĝeyCollegeSeniorCampusbecauseitreĝectswhowe are as a school community.
It is a celebration of the diversity that strengthens us, the connections that unite us and the respect we have for one another's stories and experiences.
Thank you to our student performers, SRC, VET EntertainmentIndustrystudents,stađ,familiesandcommunity members for making this year's celebration such a memorable success and for bringing our school motto, Learn, Discover, Inspire, to life.
BUILDING CHAMPIONS ON AND OFF THE FIELD Rugby League pathway to success
AT ChiĝeyCollegeSeniorCampus,RugbyLeague
is more than just a sport — it is a subject, a pathway, and a vehicle for developing young people into successful adults.
Three times a week, students enrolled in the school's Rugby League Program come together for 80-minute lessons, treating the subject with the same importance as English, Mathematics or Science. However,whilestudentsdeveloptheirskillsontheĜeld,theprogram's true focus extends far beyond football.
The Rugby League Program has been carefully designed to foster the attributes every elite athlete requires to succeed: discipline, accountability, resilience, teamwork, communication and leadership.
These are the same qualities that employers seek and the same characteristics that contribute to success in life beyond school.
Leading the program are two highly credentialled coaches whose experience rivals some of the best development systems in the country.
One coach has spent the past six years working within the Penrith Panthers Pathways system, coaching in both the SG Ball and Jersey Flegg competitions.
Both coaches hold positions within the NSW CHS Rugby League Schoolboy organisation and have coached state representative teams, bringing invaluable expertise and professional standards directly into the school environment.
Those standards are evident from the moment students enter the program.
"Wearing the navy blue jersey is a privilege, not aright,"isamessageconsistentlyreinforcedbystađ.Students are expected to meet high expectations in attendance,behaviour,eđortandcommitment.
Those who fail to uphold the program's standards simply do not earn the opportunity to represent the school.
For Year 12 student Lucas, being part of the program hashadasigniĜcantimpactonhispersonaldevelopment.
"It'smakingusmatureandlearntocontroldiĔculties when it doesn't go your way," he said.
Fellow student Setala believes the lessons extend far beyond Rugby League.
"The program provides opportunities and mentoringonhowtoeđectivelysolveproblemsandfaceadversity," he said.
The pride students feel in representing the school is reĝectedinwhatthenavybluejerseysymbolises.
"It means everything. The navy blue jer sey represents myself, other peers and my family who came to the school," Lucas said.
Setala added that the jersey represents "dedication and discipline" and serves as a reminder of a player's responsibility to the team, school and wider community.
The results are beginning to speak for themselves.
What was once primarily a pathway for studentsfromChiĝeyCollege'sjuniorcampusesisnowattracting enrolments from outside the college network.
Families are increasingly recognising the value of a program that develops not only better Rugby League players but also better people.
As word spreads throughout Western Sydney, the program continues to build a reputation for excellence, professionalism and genuine care for student development.
Itođersaspiringathletesthechancetoimprovetheir game while simultaneously preparing for future careers, further education and the challenges of adult life.
AtChiĝeyCollegeSeniorCampus,RugbyLeagueisnot simply about winning matches. It is about creating opportunities, building character and preparing young peopletothrivelongaftertheĜnalwhistlehasblown.
ENGLISH STUDENT’S CHALLENGING PROJECT
Shakespeare retold modern style
DURING Term2,EnglishclassesacrossStages4and5atChiĝeyCollegeMountDruittCampushave been learning about Shakespeare and his stories. An engaging conclusion to that study has been transforming Shakespearean Stories into Modern Stories. Here is some of our work.
Year 7 – Sonnet 18
Re-Writing Sonnet 18 – Fateme Fatemewastaskedwithtransforming‘Sonnet18’into the opposite emotion, as well as modern language. She has taken the love poem and turned it into a sad tale of rejection.
7EN_F worked hard with their teacher to understand the character dynamics of ‘A Midsummer Night’sDream’.Toshowtheirunderstanding,7EN_FtransformedHelena’sspeechfromAct1Scene1tomodern day language.
Imagine Being Happy RN #goalsinlife
Whydoeshehavetopickher?I’mjustasprettyas her Everyoneelsetellsmebutwhycan’the?
Eventhoughhe’sadoghe’sstillmyhuzzinmyeyes
WhenurinlovechoppedthingsturnintoĜnethings Ugh, cupid is not on my side.
Year 9 – Romeo and Juliet 9EN_I students were tasked with learning the challenges of falling in love with someone you could neverbewithintheirstudyof‘RomeoandJuliet’.Below are some examples of the infamous story retold in modern contexts.
Losaline
SamanthaTrin.Thebillionaire’sĜrsteverchild/ daughter.Richestofthemall.Andthenthere’sKai.A poor peasant boy in town, but in darkness he's the mostwantedthiefintheworld.He’sthemoststealthiest wanted criminal in town that hasn't been caught by the cops.
He is the last person in his family still alive and breathing. Only reason he's still lingering around town is because he's planning to get revenge back on the Trin's family for murdering his family.
His desire is too feel the satisfaction of causing the Trin's family to fall, and capturing their little 'princess' Samantha Trin.
For months, he's been planning, seeking around, andmemorisingeveryplaceandstep,oftheTrin’sFamily mansion.
He's memorised every passage way that could lead him to inside the mansion. Kai's done this before, but the thing is they've recently upgraded their security andguarddogssoitwouldbeslightlydiđerentforKai. But still he stuck to his operation and still chose to execute his master plan.
When night fall's and its around midnight, the town away and asleep and in the dark lingers Kai, who wears a black mask, hiding his face from anyone that might catch him, and a plain black body suit jacket. Kai follows through his plan, stealthily avoidingeachcameraandsecurityguard.HeĜnallyreaches inside the mansion, avoiding each slight creak and little noises.
Mark
Two military are at war with each other trying toclaimeachother’sterritory.OneoftheirsoldiersnameisBerry,aĜghterwhobrutallydefeatshisenemy, Jane, who is soldier medic who treats people with care and gets serious when enemies are nearby.
Berry training his muscles, strength and endurance. After his training the general tells him to get ready to sleep cause its late night already. Berry agrees and tells the general "Are we ever gonna win this war?''
General responded ''Don't worry about it Maggot.
Just stay strong and believe in yourself.''
Berryheadsođtobedsleepingonhisbed.Amysterious person was getting food from the enemy’sbase.Whenshewasdonelootingsheaccidently dropped a pan in the kitchen it caused a LOUD BANG!!! That made Berry wake up. Berry ran to the kitchen and saw the mysterious person. He rushed at the person and saw, they both drop down into the ĝoor.
When the person disguise was revealed, a brown hairedgirlwithreddisheye’s,hewasshockedtoĜndout a girl stealing from them! He questioned the girl, “WHO ARE YOU?”
Shedidn’trespond.Shekickedhimasideandranto through the hole that she made earlier. She threw aĝashbombwhenshegotout,blindingBerryandescaping with the food.
InthemorningBerryrantothegeneral’soĔceand told him what happened last night. The general was in disbelief. He decided to task Berry to destroy parts of the enemies base in the war.
A PLACE WHERE EVERYONE BELONGS My favourite place at school
BY JHANEL
WHEN people think of a school library, they often imagine a quiet place full of books.
AtChiĝeyCollegeMountDruittCampus,our library is so much more than that. It has become the heart of our school community - a place where students can learn, connect with others, challenge themselves and have fun.
One of the things I love most about the library is that there is something for everyone. Whether you enjoy reading, playing chess, solving puzzles, studying, or simply spending time with friends, the library is a welcoming space where all students feel included.
The reading caf
One of my favourite programs in the library is the Reading Café. It has helped many students discover that reading can actually be enjoyable and not just something we do in class.
The Reading Café gives students the opportunity toexplorediđerentbooks,sharerecommendationswith friends and discuss stories that interest us. It is a relaxed environment where everyone feels comfortable sharing their opinions and ideas.
I have seen students who never used to borrow books become regular visitors to the library.
Through reading, students are improving their vocabulary, comprehension and communication skills without even realising it.
//Readingalsoallowsustoexplorediđerentperspectives, cultures and experiences, helping us develop empathy and a better understanding of the world around us.
Most importantly, the Reading Café has created a community of students who genuinely enjoy reading and supporting one another.
Chess club
Another incredible program at CCMDC is Chess Club. What started as a small group of students has grown into a popular lunchtime activity that attracts students from Years 7 to 10.
Chess is much more than a game. Every match requires strategy, patience, concentration and problem-solving skills. It teaches us how to think ahead, make decisions and learn from our mistakes.
One of the best things about Chess Club is the way students support each other. More experienced players are always willing to help beginners learn new strategies and improve their game. The club has helpedmanystudentsbuildconĜdencewhiledeveloping friendships with people they may not have met otherwise.
I have noticed that students who participate in Chess Club become more focused and determined, both during games and in the classroom. It encourages resilience because every game presents new challenges and opportunities to learn.
A place where everyone belongs
The library is more than just books and activities. It is a safe and welcoming space where students can feel comfortable being themselves.
Every recess and lunch, students gather in the library to read, play chess, complete puzzles, study, work on assignments or simply spend time with friends. The atmosphere is positive, respectful and inclusive.
The library gives students opportunities to build conĜdence,developnewskillsandparticipateinactivities that support both learning and wellbeing.
Looking ahead
As the Reading Café and Chess Club continue
to grow, I know even more students will have the opportunity to experience everything the library has toođer.
The library has become one of the most important places at CCMDC because it brings students together, encourages learning and creates opportunities for everyone to succeed.
For me, the CCMDC Library truly is the heart of our school—a place where friendships are formed, new interests are discovered and students are inspired to become the best versions of themselves.
Ashes and Decisions
DINNER in Abnegation was quiet, but tonight the silence felt wrong. It pressed against Beatrice likeaweightshecouldn’tshake.Herroundhazeleyesĝickedacrossthetable,memoriesstilllingering in her mind.
The grey walls, simple plates, even the smell of boiled vegetables felt small, as if the house itself were holding its breath.
Caleb, her brother, sat beside her, picking at his food thoughtfully.
“You barely touched your food,” he said softly. Not accusing, just observing.
Natalie,Beatrice’smotherglancedatherovertheplate. Eyes lined with quiet worry, always guiding, always protective.
“You’requiettonight,”Nataliepointedout.
“I’mĜne,”Trissaidtooquickly,short,modest,controlled. But her chest felt tight, like it had never been before.
Her father, Andrew, nodded once. Serious, protective, careful with words, with movements.
“There was a talk in the sector today.”
Tris shifted, the memory of the Choosing Ceremony pressing forward. The silver bowls, the sting of the cutonherĜnger,thedropofthebloodinthepolishedvessel.AbnegationorDauntless?SafetyorĜre?Shehadchosenthefamiliar,thesafe,theselĝess,butpartof her had wanted the thrill, the rush, the freedom.
“Erudite has been spreading reports,” her mother whispered, pursing her lower lip.
Tris' jaw tightened, her thoughts raced, so quiet, so small, so careful.
The street might still look neat, but whispers had followed her all the way home.
“...dangerous…can’ttrust…”
Caleb’shandbrushedherbrieĝy,reassuringwithout words. That was him, thoughtful, calm, steady in chaos. Beatrice wanted to be steady too, but the weight of her choice, the constant push to protect others, pushed too hard.
Later that night, Tris stood at the window, hands pressed against the cold glass. Outside, the streets
were dark, spotless, perfect in its order.SherememberedtheĜrstdayshe had walked through Abnegation halls as a child, learning to serve, to give, to hide fear. And now, eventhoselessonsfeltinsuĔcient.
Tris sighed and whispered to herself, “How could I ever choose any other but Abnegation?”
Then she heard it, a shout. Another one.
GlassesshatteredasTris’pulseleapt.
Herfather’svoicerangfromdownstairs, calm but commanding. “Back door! Move!”
Trisheldhermother’shand.Natalie’sgripwastight,groundingher in chaos. However, even her mother’scalmcouldnotblockthefear that ran through the house. A gunĜrecracked,short,violentthatmadethemĝinch.Tris froze for a second, thinking of her choice, the life she had clung to because it was safe. Now, that safety was gone.
“Go!Now!”Andrew’svoiceinstructedĜrmly. They ran through the dull kitchen, out into the alley.
A sudden scream made Tris spin. Her mother stumbled, hit on the right thigh, from the front perfectly clear window that now was a thousand tiny bits.Natalie’sdarkeyeswerewide,Ĝlledwithfear.
“Mom!”Trisshouted,reachingforhermother’shand.
Caleb grabbed her shoulder, “Beatrice, keep going!”
Andrew had already fallen back, pulling Natalie toward the street, but another explosion sent him to the ground. Beatrice froze, felt numb,horriĜed.
They barely made it at the edge of the alley. Tris looked back, smoke andĜre.Herparents.Gone.
Her knees buckled, Caleb caught her, steadying her in his arms.Tris’tearsrandownhercheeks, her heart ached with loss and guilt, but she forced herself to stand.
Flashbacksofhermother’svoiceraced through her mind, like a treasure that would be long buried inside her.
“Time weaves a tapestry of fate, but its threads arenotunbreakable,”Natalie’ssoftvoice.“ThereforeBeatrice, be mindful of every choice or act you make. Trust this,” She pointed on the left side of Tris' chest. Tris brushed the tears from her cheek and thought, “Maybe not every choice was meant to have its happy ending.”
• Roughly a month after Zabrina composed this piece,theauthorof‘Divergent’announcedthatshewas releasing a new version of the story. The blurb of thatnewstorymirrorsZabrina’sideainashockingway!
“Because I like Chinese culture and wanted to join anewclub.Itisalsogoodtolearnanewlanguage!”–
Nargis N
“I wanted to join the Chinese Club because I wanted tolearnanothernewlanguage.”–HosnaA
Question 2: What have you learnt in the Chinese club this term?
“We have learnt a lot this term. We learnt how to read,sayandwritediđerentcolourssuchasthewordorange, which is (chéngzǐ).”–NargisN
“We learn about colours, family members, and numbers.Welearnttoreadandwrite,andtospeak.”–HosnaA
Question 3: What is something that has surprised or excited you about our Mandarin Language club so far?
“We are currently learning about the Chinese dragon boat festival, which we are celebrating by holding a school-wide competition. Students have to design their ownnewdragonboats.Thishasbeenreallyfun.”–Hosna A
REVAMPING OF SHALVEY’S LIBRARY Innovative programs for students
BY JELANI-LEE MATHIESON AND CASSANDRA KITCHEN
CHIFLEY CollegeShalveyCampus’sLibrary has been revamped and includes innovative programs and projects that all students can enjoy.
‘Luna Roo: The Kangaroo Baller’ by Adam Jackson and Adrian Lloyd, to students who listened intently and even interacted with the book by shouting “GOOOOAAALL!”andwavingĝagsattheprecisemoment in the story.
Simultaneous Storytime encourages students to continue to read more, enhance their literacy skills and provide entertainment.
There are many other ways the library is being revamped. Every Friday at break time there is Film Club. Interested students are given the opportunity to view mini movies while they rest and have lunch.
There are upcoming events like the Lego Program which inspires students to get creative and design anything they would like, to display their creativity.
skills in literacy, language to widen and create inspiration and hands-on writing projects.
Student volunteers have expressed interest and are being trained to become library monitors.
They will be given jobs such as borrowing out books, returning books to the correct spot on the shelves, helping with ordering resources and assisting with packing up board games, Lego, chess sets and all thingsthatthenewlibraryođers.
The library's revamp has been successful by providing students with positive ways to spend their breaks. It helps students develop a love of literacy and encourages them to read more.
The school library has had a shake up and there is a lot happening including new and amazing programs that everyone can get involved in. There is a new Chess Club that has been introduced for students of all ages to play against each other.
The Chess Club is about encouraging students to partake in learning the rules, playing the game, and competing against each other. It will eventually open up an opportunity for inter-school competitions with otherChiĝeyCollegecampuses.
Recently,ChiĝeyCollegeShalveyCampusparticipated in an annual event, the National Simultaneous Storytime.
Our librarian, Mrs Dessent, read this year's book,
Asidefromthesemajorprojects,theChiĝeyCollege Shalvey Library has introduced an area for board games and simple card games to be played between friends and the opportunity to use the computers to catch up on assessments.
As well as all this, the library has a whole lot of newandoldĜctionandnon-Ĝctionbooks,waitingtobe read.
Students are encouraged to borrow books to take home, but if they cannot wait to sink their teeth into a narrative, the new comfy modern furniture is available for students to sit, relax and escape to a new world.
There are a lot more things planned for the library in the future. An introduction of study sessions for students in Years 9-10, younger students learning in the library every fortnight about their researching
IT ALL ADDS UP AT SHALVEY Competing in maths Olympiad
BY AMBER LEHNER-CAIRNS AND CIARA KAYE-STAVENS
EVERY year, schools across Australia andNewZealandareproudtoođerStage4studentsachancetoparticipate in the Australasian Problem-Solving Mathematical Olympiad (APSMO).
ChiĝeyCollegeShalveyCampusisthrilled to be participating this year. This contest is an in-school event which takes place from May to September.
The contest is not only focused on competition, but also on developing students’mathematicalabilities.
The main goal of APSMO is to help childrengainconĜdenceandanenjoyment for numbers while advancing their numeracy knowledge.
TherearetwoteamsfromChiĝeyCollege Shalvey Campus that participate in the APSMO contest.
TheĜrstteamisthe‘Olympiad Senior' which is only for Year 8 students and involves questions that are purely mathematical such as problem solving, reasoning, and all numerical skills. This team consists of Skyla Rose, Shane, Tania, Jonathan, Vincent, and Cohen.
The second team is the ‘Games Senior’whichisacombinationofYear7 and Year 8 students and includes question which require mathematical skills but are solved using games and word sentences. This team consists of Rihanna, Sienna, Sophie, Shandi-Rae,
Heath, and Airiana.
EachteamhasaĜxedamountoftimetocompleteĜvequestionswhichis marked and the results sent to the organiser of the event who will add up the marks and decide the winner.
Everyone who participates getsacertiĜcate,whileasilver pin is awarded to student who score in the top 25% and a gold pin to the student in the top 10%. Medals are awarded to individual students for perfect scores or the highest score.
There are two more com petitions left this year, and the studentsarefeelingconĜdentabout their chances of winning an award.
Alongside the Olympiad, Mrs Sadh, the Head Teacher of the Mathematics Faculty, has been visiting Shalvey Public School to help the Year 5 and 6 students transition from primary to secondary school.
DuringtheĜrstlessonstudents did work on frac tions, used a tape diagram, and didanactivitycalled‘MagicNumbers.’‘Magicnumbers’involvesmakingagrid where the numbers in every line, diagonal, horizontal or vertical, all add up to the same number.
somestuđbut‘MagicNumbers’was interesting.”
Another Maths enrichment activitywhichChiĝeyCollegeShalvey Campus have been involved in was the Mathematics Enrichment Day.
StudentsfromYears7–10participated in a Mathematics Amazing Race at Nurragingy Reserve, competingagainstthefourotherChiĝey
The primary students all had a wonderful time gaining mathematical
learned about estimating, measuring, and comparing angles using degrees.
The students used numberless protractors and did activities called the “Secret Angle Challenge” and “Which One Does Not Belong?".
The Secret Angle Challenge is a partner game where the students estimate the degree of an angle as accurately as possible.
The students each wrote their thoughts about the lessons on an exit ticket, and it showed that they found the activities fun and educational.
They particularly enjoyed the magic numbers activity. One example of this was a student's written feedback “It was really fun, but I struggled with
They were outstanding representatives of our school, demonstrating excellent behaviour throughout the day.OurYear8studentsplacedĜrstinthe competition.
There were multiple checkpoints, where they showcased strong problem-solving, teamwork, and Working Mathematically skills particularly in reasoning and justifying their thinking.
Overall, the Mathematics Faculty atChiĝeyCollegeShalveyCampushasbeen working hard to create opportunities for children and give them a chance to let their abilities shine.
Theywillcontinuetoođerthestudents the chance to learn in fun and creative ways and provide them with the skills and chances to display them.
SHALVEY’S LEGO MASTERS Creating new school pathways
BY ALEXANDER WILLIAMS AND EMMA HOLLAND
CHIFLEY College Shalvey Campus recently hosted a Lego Enrichment Day for students in the SupportUnitsacrossallChiĝeyCollegecampuses.
During the Lego Enrichment Day students had the chance to design, build, and let their imaginations go wild. The students enjoyed various activitiesanddiđerentbuildingchallengestofurthertheirattention spans and build on their commitment into Ĝnishingandexcellingatclassactivities.
The program was engaging, compelling and most importantly, fun. It was a chance for students to engageinlearningopportunitiesanddevelopeđectivelearning.
EnrichmentDaysforChiĝeyCollegestudentsareođeredinallsubjects.Theyconsist of hands-on activities that are fun, engaging and help students be more active during lessons to maximise their learning.
They also enjoyed the free lunch which was highly rated in the feedback given in student interviews.
Students were encouraged to do things that they would not normally do, like use their expansive visions to create new and interesting plans.
This event was also a chance to work on collaborative projects so later in life they can be more useful and helpful when needed to be in a team project.
Overall, the event was full of social interactions with many students making strong new friendships across campuses, fun with technical ideas and eating delicious food.
They enable students to demonstrate to their teachers that they have learned the content and skills andareabletointegratethemintospeciĜcsituationsand endeavours.
AllEnrichmentDayExcursionsfortheChiĝeyCollege campuses create new pathways between sister schools.
Itođerslike-mindedyoungpeoplethechancetomeet others who want to interact more, and it can even be a chance for old friends from primary schools to catch up.
At the Lego Enrichment Day, the students completed multiple activities in the school library. They competedindiđerentcomplexbuildssuchasmotorised Lego builds for moving action.
Those students let their imaginations and fantastical images in their minds come to life in amazing, jaw-dropping builds. The event was extremely social with people making new friends in their build groups.
TheeventwasforselectedstudentsintheChiĝeyCollege Support Units to be more social with others and to teach them the marvellous world of engineering, structure and technical wonders using their own extraordinary imaginations.
ThisdaywasoneofunitybetweenĜvecampusesusually separated by long distances, who got together and let their creativity unleash with new and complicated ideas of engineering and structuring, to further build on their learning opportunities and productivity.
Warami - Light Up Dunheved
IGHTT Up Dunheved is an annual gathering for National Reconciliation Week, which is a time dedicated to spreading awareness of Aboriginal and Torres Strait Islander people, along with all Australians.
The theme of this year's Light Up Dunheved was ‘AllIn!’;thecollectiveworkingtogethertocreateabrighter tomorrow.
Light Up Dunheved this year featured a variety of entertainment for our community, including a cafewherethecommunityreceivedcođeefromourbaristas, a DJ playing music throughout the night and an Aboriginal dance performance by our First Nations student dancers, along with Aboriginal elders Uncle Norm and Uncle Dave.
Year 10 kept the community fed with a variety of ođerings,raisingfundsfortheirend-of-yearformal.
Byfarthe‘stars’ofthenightwerethelights.Displays showcased the rich cultural history and resilience of Aboriginal and Torres Strait Islander peoples.
The community was greeted by a festoon of colourful lanterns guiding their entry into the main dis
Light Up Dunheved to me is more than a celebration;it’sasymbolofourcommitmenttoreconcilia-
Light Up Dunheved honours the strength and resilience of Aboriginal and Torres Strait Islander peoples.
Student-led Interest Groups
CHIFLEY College Dunheved Campus proudly supports students to excel in all HPGE Domains. In the social-emotional domain many students are realising their potential through establishing student-led interest groups. These groups allow students to develop skills in leadership and organisa tion and extend their social relationships. Last edition, we introduced you to Soccer Social Club, this edition CCDC invites you to learn more about our student-led Book Club.
Book Club: Greetings, I am X.R. Balzan (author of The Shadow Monster, A Pencil and a Dream), Co-founder of CCDC’s very own book club.
reading, and we wanted to give them a place to expand their knowledge and inspire others through literature.
Book club at CCDC is a safe place, a productive learning environment where students of any year indulge in and discuss a variety of literature that we read throughout the year.
Lastyear,wemanagedtoĜnishThe Hobbit by J.R.R. Tolkien and Percy Jackson and the Olympians Rick Riordan.
A few of our members decided to read and discuss their own books, like The Shining by Stephen King Pride and Prejudice by Jane Austen
Feedback from teachers last year shows that Book Club has enhanced participants’ reading and writing skills, along with advancing their vocabulary and inspiring them to be more creative.
Furthermore, it has not only built literacy skills, but it has also helped students with their social skills.
Book club has 10 students consistently attending, and over time, they have built social connections through discussing the books we read and sharing their favourite parts, creating lasting friendships. These social connections increase their mental well-being and overall self.
In 2025, Lilly Corlis and I created Book Club because we knew that many of our students were interested in
Both leaders, Xavier of Year 8 and Jeedaras of Year 9, and our students are always looking forward to our Book Club, which happens once a week every Tuesday, hosted in our school's library during Lunch Time.
The future of the Book Club includes more activities that increase our students here at CCDC’s writing skills, along with increasing their vocabulary, and recruiting a wider audience.
With every book that passes, I think Book Club will improve more and more.
Place where we read, share ideas
BY JEEDARAS SRIBUAIAM
BOOK Club is a place where students come together to read, discuss and share ideas on books in a safe and supportive school environment.
However, to me, Book Club is more than simply reading. It is a place where I could connect with other students, learn, and have creative and imaginative thoughts. Every Tuesday lunch break, it is where people can relax, express themselves, and enjoy the comfort of books alongside others who have the same passion for reading.
I decided to join the book club because I always longed to discover new stories andenjoyreading.I’dlikeaplacewhereIcouldtalkaboutbookswithothersandimprove my understanding of literature.
Joining Book Club and having the chance of becoming a leader gave me the opportunity to really step out of my comfort zone, meet new people, and experience booksinadiđerentwayfromhowIusedto.
During book club sessions, we plan to participate in discussions and activities. We talk about the books we are reading, share our opinions, and recommend other books for others to read next.
Sometimes we simply sit and read together in a calm, peaceful atmosphere, while other times we discuss and plan how we want our next sessions to be. These sessions encourage us to make each meeting quite unique and engaging.
Book Club has enhanced both my reading and writing skills. Reading regularly has improved my comprehension, expanded my vocabulary and helped me understand techniques used in the text and writing style.
Contributing to discussions also teaches me how to think deeper about the text andlistentoothers'opinionsandperceptions.ByreĝectingonthebooksIhaveread at Book Club, I have applied techniques in my writing that help it become more thoughtful, descriptive and creative.
I have learnt how authors use literature to create depth and meaning in their books, which inspires me in my own writing.
One thing that I like most about Book Club is the calming and comfortable environment.Ienjoyhearingotherpeople’suniqueopinions.Tome,itshowshowastorycanhavediđerentmeaningsdependingonthereader.
It feels very calming to me listening to people discuss books and the comfortable silence when reading commences.
A wonderful aspect of Book Club is the quiet environment and the connection in each session. It allows students to socialise. Through discussions, conversations about books lead to shared interests beyond reading, creating a sense of belonging and community.
IalsobelievethatBookClubisverybeneĜcialforyourmentalhealthandwellbeing. Reading can be very relaxing and calming, especially during stressful times. Book Club provides a safe space where students can read, connect, and enjoy themselves without worrying about exams and school pressure. It encourages positive social interaction and creativity, which contributes to mental health and wellbeing.
I genuinely look forward to Book Club every Tuesday. I look forward to discussions on novels, sharing recommendations, or just enjoying the relaxing atmosphere. Book Club always makes me feel belonging and gives me opportunities and chances to improve myself in many aspects of life, including my communication skills, empathy, and critical thinking.
Overall, Book Club is a place where learning, connection, and creativity grow. It encourages positive and meaningful conversations and supports wellbeing in a positive and enjoyable way.
As a co-leader of Book Club, I am still somewhat improving in being responsible and being consistent.
However, I am committed to developing better habits weekly to become a reliable leader. For anyone who loves stories, those who want to try something new, Book Club is an experience worth joining.
Jeedaras Sribuaiam (Yr 9) is co-Leader of Book Club at Chifley College Dunheved Campus).
