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EYNeSBURY TIMES

The official publication of Eynesbury Senior College

2014

term 02 The CBD becomes Art Classroom, Wild Onesies & Hero Day, Study Hub, Drama- Eyes to the Floor, Yr 10 studies for Yr 9s, Students Power On, Is There a Place for Zoos?


in this issue Principal’s Note

03

CBD Art Classroom

04

Behind the Counter Exhibition

07

Social Justice Group- Hero Day

08

Study Hub

11

The Green Team Went Wild with Onesies

12

Is There a Place for Zoos?

14

Drama- Eyes to the Floor

18

Sweet Success

20

Year 9 Accelerated Entry Program for Year 10 Studies

22

Students Power On

24

Diary Dates, Term 3 Calendar

26

Instagram Gallery

29

Front Cover: Lucy Fittock on Hero Day as Hit Girl from ‘Kick Ass’ Movie and Comics. Submissions: To make a submission to the next edition of Eynesbury Times’ please contact Alice Bonnin, abonnin@eynesbury.sa.edu.au

Photograph: Sophie Chen for the CBD Grid Artwork Project.


principal’s note

Students come to us through a variety of

funds for important issues including

pathways but most join us after visiting the

homelessness and the World Wildlife Fund.

College at an Open Day event. Early in Term 2 we had an Open Afternoon welcoming

The Year 9 Accelerated Entry Program into

many prospective students and families.

Year 10 has been in pilot mode and we made

Thanks to the student leaders and teachers

it an official part of our education offering

that assisted in this successful event,

this term. We have already received a

showcasing the college, and answering

number of applications for the program since

questions honestly and with enthusiasm. The

it was launched just weeks ago and it’s

next Open Day is from 2pm til 4pm on

popularity will no doubt continue to grow.

Sunday 24 of August. Lookout for our eye-catching Open Day ads on bus shelters

In my seventh year as Principal, I had to make

along major roads and listen for our radio ad

my hardest decision yet. My wife Shannon,

playing on NOVA 91.9 from late July to late

has been appointed as Principal of Iona

August. Word of mouth is a powerful medium

College, New Zealand and begins her role

so please pass on the details to anyone

shortly. I will move to join her in December

interested in coming to see what Eynesbury

which sees my role come to an end at the

is all about!

completion of the 2014 academic year.

This term the Mentor Program had some

With change comes new opportunity and the

popular sessions including great team

College is in a strong position. In the coming

building activities and self-defence for Year

months, I look forward to catching up with as

10s, driver education with the SA Police and a

many people as possible before I head to the

focus session on ‘Revision that works’ with

‘land of the long white cloud.’

Psychologist Kirrilee Smouth for Year 11s. The Year 12s learnt more about University,

The Council will appoint a new Principal in

participating in tours and presentations at

time and we will continue to keep the

both Adelaide University and UniSA. But for

Eynesbury community updated on

many, the highlight was the dress up

developments.

events- Hero Day and Wild Onesie Day. Organised by our student leader groups, these events helped raised awareness and

John Warren

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cbd art classroom bringing the outside in In the first semester, Art and Design classes were lucky to attend a number of exhibitions within easy walking distance of the College. Art and Design Teacher Lindy Neilson explained that having a lesson in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation. “It is important that students gain an understanding of contemporary art which reflects their world now. By visiting exhibitions, students can see the potential for a career in the arts, not only as an artist, but as an arts writer or curator for example,” she said.

exhibitions Students have attended the following exhibtions in the CBD: Helpman academy graduate exhibition, torrens parade ground.

“The College location, in the heart of Adelaide City, allows with ease to ‘bring the outside in’. This semester, Year 11 art students have focused on the CBD and on the cityscape and grids.

parklands art prize, adelaide festival thearte.

“All around the city, we tend to structure and organise things in our environment, placing them into straight lines and grids. Grids are the dominating feature in the CBD and this project encouraged students to recognise the different types, from windows, to the reflections, to street maps and so on.”

worlds in collision, anne and gordon samstag museum of art

Lindy endeavours to make the most of the opportunities the city offers her students for visual arts learning.

postered: adelaide, tooth & nail gallery.

Dark heart, art gallery of south australia.

year 12 sace art show, adelaide college of the arts. historia, adelaide town hall.


“Having a class in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation.” Lindy Nielson. Pictured: Sophie Chen Grid Artwork (right) Shaye Duong’s Artwork (below)

Sophie chen After the excursions to the city and taking photos with the project theme of ‘grids’, I was inspired to create an illustration that explored the different applications of grids in city architecture. The illustration was created on the iPad using the Paper application, as the simple tools were effective at replicating the glass texture of the windows. With the photos that were taken on the excursion, I was interested in exploring different perspectives.

shaye duong This piece is inspired by the work of contemporary Australian artist, Del Kathryn Barton, in the ‘Dark Heart’ exhibition at the Art Gallery of South Australia. With the use of her style and techniques, I have drawn the contour lines of a woman’s face in a loose way that produces a modern and minimalistic look. Also typical to the style of the artist’s work, I have included vibrant and playful colours with the use of pattern work in the background. The artist often uses women and nature as focal points of her work, so my aim was to reflect this in my piece.

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Pictured: Jess Hay’s inspiration photograph from the Worlds in Collision exhibition and her final artwork.

Jess hay My artwork is inspired by an installation called ‘The Persuaders’ by Benedict Drew for the Worlds in Collision exhibition at the Adelaide Festival. They are produced using various pieces of stationary combined with some cellophane placed on an overhead projector. I then took photographs of them for inspiration. Pictured: Lindy Neilson.

LINDY NEILSON Lindy is a valued and accomplished member of the teaching staff at Eynesbury Senior College. Lindy has been teaching Art and Design at the College for the last seven years and brings over 20 years of experience to the role. She has been a SACE Visual Arts marker, SACE subject advisory panel member as well as providing assistance to the Art Gallery of South Australia in the development of their art education resources. This year, Lindy

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worked with the Adelaide Festival to produce the educational resource for ‘Worlds in Collision,’ which featured diverse and inspiring works from nine international artists across four sites. Lindy has a particular interest in art writing and has had a long involvement in community arts projects and exhibitions. As a curator, Lindy created ‘Wolfgang Sievers…the dignity of labour’ shown at the Kerry Packer Civic Gallery, UniSA. It celebrated the work of one of Australia’s finest modernist photographers and human rights advocates. Sievers’ work combines a strong aesthetic with a sense of social justice, and continues to inspire Lindy. Lindy hopes her students will gain an appreciation of their visual world and an understanding of the role of art and design in making the world a better place.


Pictured: Caroline Di Fava, Caroline Mosey, Ayla Langford and Katelynn Gallant. Katelynn’s artwork ‘Mei’.

behind the counter Year 11 student, Katelynn Gallant, undertook a special project as part of her SACE Stage 1 Creative Arts course. “Katelynn has technical skills in digital drawing and holding an exhibition was an opportunity to showcase Katelynn’s abilities and share her work with the school community,” explained Lindy Neilson. Katelynn describes growing up with anime and cartoonygoodness in animated and novel-form. “The way I draw is in some ways a combination or brew of the things I’ve grown up with and enjoy to this day,” said Katelynn. “My work in the exhibition, is about my characters, for the most part- but I have also focused on what I believe is best for me to draw and incorporate my abilities into artworks that tell a story.” “I wanted to show a glimpse into one of the worlds that I’ve made, except I thought I’d be experimental and use some of my more minor characters, who I had not explored in depth,” said Katelynn. Over 30 people attended the special viewing on June 12 and a limited edition comic created for the event proved so popular that there wasn’t a copy left at the end of the night!

diary date Over 130 Senior Secondary students participated in workshops at the Art Gallery of South Australia. They viewed works from the gallery’s collection, engaged with local artists and extended their knowledge & skills in self-portraitureandlifedrawing. As part of SALA Festival, selected works will feature in the 2014 Secondary Student Drawing Exhibition from 16 August to 28 August in the Radford Auditorium. TomCalderandLolly Heaney self portraits (featured above) will be displayed at the exhibition.


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Pictured: Eynesbury Students and Staff Group Shot. Hero Day ‘Selfie’ with Andie Carlson, Lisa Hudoba, Gina Cameron.


social justice group hero day! In term 2, the Social Justice Group (SJG) held ‘Hero Day’ to raise awareness and funds for homelessness and local charity, the Hutt Street Centre. “The SJG looks at issues within our society, and we felt that homelessness was one of the issues that is

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misunderstood,” said Andie Carlson, SJG Project Leader. “The city based Hutt Street Centre do important work to confront the causes and consequences of homelessness by preventing it at the source, addressing its manifestations, and by reducing its reoccurrence. This is why we thought this charity was deserving of our support.” “The Centre provides a safe place of hope, warmth and belonging, as well as essential and professional services to meet the needs of homeless and vulnerable people in the inner city of Adelaide,” explained Andie.

“The people who use the services of Pictured: The Super Trio- John Warren, Remy Colmer and David Sanderson. Selina Nguyen as Catwoman.

the Hutt Street Centre, often comment that the kindness and support offered to them makes the volunteers their heroes.”


“Hero Day helped remind us all that the smallest kindness can make a difference to someone else’s day...” Andie Carlson.

“This is why we choose to have a ‘Hero Day’ -to remind us all that the smallest kindness can make a difference to

Pictured: Lucy Fittock, Haifza Garipov and Christie Siatis.

someone else’s day, to raise awareness for homelessness and to also raise money to support Hutt Street Centre in their endevours.” explained Andie. “Everybody has a hero and someone they find inspirational. It could be someone who has influenced history in a postive way, an athlete, or a character in a favourite movie. It was fanastic to see so many people in so many different and creative hero costumes.” “During Year 11 and 12 mentor session, we

Pictured: Lisa Hudoba, Andie Carlson and Gina Cameron.

had an informative guest speaker who spoke about the Centre and how homeless people are some of the most vulnerable in our community,” said Andie.

“We were proud to raise over $350 from The Hutt Street Centre provides over

the day which will go towards helping to

50,000 meals a year and 130 people

feed over 200 people at the Centre.”

access the many services daily. This may include using the Centre facilities for a

“Futhermore, from our food can

locker, shower, food, laundry, computers or

collection we were able to donate 40

participating in the education and training

cans.”

programs. “As we shape our own life stories, we Behind the scenes there are case

will continue to hold events to raise

managers, pastoral care staff and a myriad

money and awareness for homelessness.

of professional services such as medical

We hope to help to make a difference to

care, centrelink, legal services and drug

the lives of others,” said Andie.

and alcohol support.


Pictured: Students studying in the multi-functional space.

study hub A specially designed space on Level 2 was created during Week 8 to create a motivational place to study for the end of semester Year 10 and 11 exams. Working with the Eynesbury

Students Jess Hay and Stephanie Holland

Ambassador and Social Justice Group,

placed inspirational quotes on pin up

Assistant Principal – Head of Student

boards and created a brochure with

Well-being and Engagement, Aldo

helpful and handy study tips.

Longobardi looked at how space impacts engagement.

“We discovered that you are more likely to remember something you’ve written in

“The idea was to create a specialised

blue ink, than something you have written

study hub for students in Year 10 and 11

in black ink. We thought this was a handy

to prepare for end of semester exams.

tip!” said Stephanie.

Using their interior design skills, they

“My favourite quote we used was- an

moved and coordinated furniture,

exam is not only a test of academic

white boards and pin up boards into

knowledge but a test of your calmness,

cleverly created study nooks and

stability and courage… Good luck!” said

areas.

Jess.

“We created some more private

Teachers were on hand to assist with

spaces and spaces that encouraged

preparation and the area was filled with

collaboration in a comfortable and

students during this week to utilise the

creative way. We looked at places like

revitalised space to study.

‘The Hub’ at Adelaide University for inspiration,” said Aldo.

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the green team went with

The Green Team jumped on board to organise Eynesbury’s first Onesie Day in support of Australia’s first Wild Onesie Week by the World Wildlife Fund. “Wearing a Onesie and going about our usual school day was a fun way, to get a sense of what it’s like to be an endangered species for a day,” said Sasha Krieg. “The World Wildlife Fund (WWF) does such critical work for endangered species worldwide

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Pictured: 1 Alisha Shaikh, Aden Ostover-Ravare, Michael Moschakis. 2 Emily Thomas, Charlie Kleisch, Emily Windsor. 3 Aldo Longobardi, Claire Fenley, Jackie Robinson, John Warren, Silvanna Jenkins, Lindy Nielson, Vanessa Rooke, Dogs- Scotty and Zelda.

Pictured: The Green Team- Nina Nguyen, Lucy Fittock, Anne Pham, Haifza Garipov, Lindy Neilson and Sasha Krieg


WHO, WHAT, HOW? WWF’s mission is to stop the degradation of the planet’s natural environment and to build a future in which humans live in harmony with nature, by: > conserving the world’s biological diversity Pictured: Alisha Shaikh and Onesie Group shot of Staff and Students.

> ensuring that the use of renewable > natural resources is sustainable promoting the reduction of pollution and wasteful consumption WWF has two approaches for conserving biodiversity:

> conserving the Earth’s most outstanding places

> conserving species that are > particularly important for habitats or people

THE SOBERING FACTS The WWF have six priority animals and we knew that people would want to support that work while enjoying being super comfortable in a onesie on a school day.”

at the moment whose numbers are dwindling in the wild.

> Only 1,500 Pygmy Elephants remain in the wild in Borneo.

> The latest surveys estimate there to “One of the highlights, was John’s two dogs Zelda and Scotty who also wore their onesies, enjoyed lots of pats and walks by students.” “Over $125 was raised. With $100 WWF can help secure core areas and forest corridors needed by the Borneo Pygmy Elephants to safely roam. The extra $25 further extends Indigenous partners’ capacity to monitor and protect Marine Turtles,” explained Sasha. “Thanks to everyone, who dressed up in onesies, made the effort to wear something animal inspired, or who donated! Every dollar helps these worthy causes!”

be 1,600 Pandas alive in the wild.

> There are only a few hundred

female Loggerhead Turtles left in the South Pacidic Ocean nest in Queensland.

> In 100 years, Tiger numbers have

declined from 100,000 to as low as 3,200.

> Fewer than 63,000 Orang-utans

exist in the wild. Of these, the majority are found in Borneo with a tiny population of about 6,000 surviving in Sumatra.

> Great Hammerhead sharks have

declined by at least 80% in the past 25 years, making them critically endangered in some regions.


Is there a role for Zoos such as the Adelaide and Monarto Zoo? by Alexandra Christie

INTRODUCTION

CHANGING NATURE OF ZOOS

When first introduced, zoos were a

Adelaide Zoo was Australia’s second

circus-like recreational activity. As

Zoo when it opened in 1883. It was

understanding of animal rights and

modelled on European zoos of the time

modern society developed, much has

and addressed the public’s interest in

been done to make zoos more morally

natural history. When it first opened,

justifiable. In Adelaide there are two

the zoo conditions could be described

zoo’s both of which operate on a not

as a menagerie; with many animals

for profit basis. Each have a different

exploited for entertainment and animal

approach to the concept of animal

wellbeing was not of ultimate concern.

exhibition. Monarto is an open range

However, this is no longer the case

zoo and is the largest zoo in Australasia.

and the Adelaide Zoo has evolved to

Adelaide zoo is smaller and conveniently

the centre for conservation, education

located within the Adelaide CBD.

and observation of wildlife that we see today. Many of its older enclosures have

Both zoos’ differ greatly in their

been emptied and the overall number of

diversity of animals and approach to

species kept at the zoo has been reduced

captivity however are each held to a

to better reflect modern zoology ideals.

high international standard of zoo care. Together they provide Adelaide residents

Monarto Zoo was created in 1983 as a

and vistiors with a well-rounded zoo

closed breeding facility but opened to the

experience.

public in 1993 to raise further awareness and to compliment the zoo experience

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Many argue that zoos share a common

at Adelaide Zoo. Originally Monarto

fault; that they don’t realistically cater for

intended to focus on the ‘supercontinent’

the animals’ needs and keeping them in

Gondwana (Adelaide zoo later adopted

captivity thousands of kilometres from

this focus) and featured fauna from South

their native climate is inhumane. Others

Africa with an emphasis on ‘large-hooved

believe that zoos play a key role in the

stock’. Monarto opened at a time where

education and conservation of animals

the moral responsibility of running a zoo

for future generations.

was being debated and its grounds were


structured to appropriately address this.

both the understanding of the species

Due to its more recent construction,

itself, to ourselves as humans. Observation

Monarto has not needed to change its

of species can enrich our understanding

facilities, other than to expand.

of the world, lead to new innovations and discoveries, enhancing our care of Zoo

ARGUMENTS FOR ZOOS

animals and allowing us to develop better

Since zoos were first created they have

ways in which to go about our lives.

been proven to have many benefits. Today they are sites of research,

Zoos provide a place of learning and

conservation and education, as well

discovery for people of all ages. Not only

as being a family-friendly source of

is it a social convention to visit a zoo as

recreation. Conservation remains one of

a child but most schools feature visits to

the main focuses of zoos worldwide. The

enhance education curriculum providing a

evolution of human species has seen the

physical window into the natural world not

decline and near extinction of many of

available at other venues such as museums.

Earth’s fauna. Breeding programs and

Through this exposure and education,

captive development of animals has

zoos are able to foster appreciation for the

saved many species from extinction and

animals and motivate the public to become

allowed reintroduction into the wild. As

aware of their impact on the living world.

described at Monarto, many zoos are collaborating to achieve genetic diversity amongst endangered animals to improve chances of survival against disease and initiate the creation of insurance populations to further preserve and strengthen the world’s vulnerable species. Zoos also provide an opportunity for research. The observation of animals, especially in naturalistic environments, can provide beneficial information to

“Observation of species is important and can enrich our understanding of the world, lead to new innovations and discoveries, enhancing ourcare of Zoo animals and allowing us to develop better ways in which to go about our lives.” Alexandra Christie.

05 15 Photograph: Student Christie Siatis.

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Pictured: Old elephant enclosure, photo by Pictured: Panda enclsoure, photo by Adelaide Zoo.

Pictured: Feeding Giraffes, photo by Monarto Zoo.

Finally, zoos provide a wholesome, safe, family-friendly activity that has potential to be highly individual and memorable for all ages. They have programs in place for their visitors and the animals. For example the chimpanzee enclosure has

Adelaide Zoo.

“Does being endangered restrict that animal’s right to freedom? Should one animal be held captive for the sake Alexandra Christie. of it’s species?”

enrichment activities at Monarto Zoo, the Adelaide Zoo has detailed educational

in shape and utilise industrial materials,

displays and you can even go as far as

unnatural in appearance and purpose.

feeding many of the animals behind the

They are designed to look appealing, be

scenes at both Zoos which ensures a

easily cleaned and provide an unrestricted

positive experience is had by all.

view of the animal, none of which cater for the animals needs, both physically and

ARGUMENTS AGAINST ZOOS

psychologically.

Many people will argue that zoos neglect animal rights and often restrict animals

In the wild, animals choose an area to live

in small, unnatural enclosures with little

and are free to explore. In zoos, no such

stimulation. It has been suggested that

privilege is provided and not only is the

we do not have the right to confine or

space restrictive, it is also permanent and

raise animals in captivity. From an animal

does not allow for exploration, leading to

rights standpoint, being endangered

the next problem, animal boredom.

does not restrict that animal’s right to freedom. Furthermore, one specific

Boredom within the animals can be seen

animal should not be expected to be held

through repetitive behaviours which show

captive for the sake of its species. Instead

an animal is stressed or anxious. Whilst

of using captive breeding programs,

changes and activities are implemented

concepts such as wildlife reserves should

by zoo staff to counteract this, it does not

be used to encourage a safe environment

compare with unpredictability of the wild.

for wild repopulation. Enclosures are not the only point of Another aspect of concern is unnatural

difference between the animal’s natural

enclosures at zoos. Many are rectangular

habitat. In zoos, animals are provided with

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predictable, pre-prepared food. Even with

CONCLUSION

creative effort from their keepers, animals

Zoo’s have traditionally been a means

do not have to forage or physically hunt

of recreation, however for society today

down their food. This creates routine that

there are a number of moral issues to be

can lead to boredom which is both cruel

considered. On the positive side, zoos do

and dangerous, leading to poor mental

strive to conserve species, educate the

health within the animals. Many become

public and provide a unique experience.

depressed and fall ill or refuse to eat,

However, there are still many things that

causing trouble for both the animal itself

need to be improved upon such as animal

and zoo profits.

well being, exhibit structure and approach to

Ultimately it is not the animal paying the

mimicking animals’ natural climate.

zoo’s costs; it is the visitors, so zoos are fighting to find the balance between great

Before visiting the Adelaide and Monarto

animal care and high visitor numbers.

Zoos I believed that zoos still had a relevant place in our culture. I felt that modern

Adelaide and Monarto both had room

zoology was in the best interest of the

for improvement particulary with older

animals and all resources were being utilised

enclosures. There were also a number

to create a pleasing environment for the

of animals exhibiting signs of extreme

zoo animals and their visitors. However,

boredom with clearings where the

after our excursions my viewpoint changed.

animals had been pacing. And while

I cherish the idea of zoos; where else is it

the newer enclosures at both zoos are

possible to observe the world’s fauna in an

of a high standard (Panda’s at Adelaide

environment safe enough to permit children?

zoo, Chimpanzee’s at Monarto) this

But when looked at realistically, captivity

demonstrated significant inequality

is not something that is permitted under

between animals and made it obvious

human rights, so why should animals be an

which exhibits were expected to raise

exception? Whilst I do believe in the current

more profit.

principles of modern zoos, I no longer consider them morally justifiable. Bibliography on back page.

Pictured: The landscape

Pictured: Feeding

for African animals, photo

Lemurs, photo by

by Monarto Zoo.

Adelaide Zoo.

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Pictured: Chimpaneze

Pictured: Christie Siatis

enclosure, photo by

enclosure, photo by

and Lucy Fittock having

Adelaide Zoo.

Monarto Zoo.

fun at Monarto Zoo.


drama - eyes to the floor

Eyes To The Floor was performed by the Year 12 Drama students at the end of May at The Arch Theatre in the Holden Street Theatres complex. Eyes To The Floor was performed by the

time but in reality it was a place of extreme,

Year 12 Drama students at the end of May

dehumanising brutality for young girls. The

at The Arch Theatre in the Holden Street

Institute was closed in the 1970s.

Theatres complex. The play is a chilling portrayal of a dark chapter in a lesser-known

Forced to constantly keep their ‘eyes to the

part of Australian history. It is a moving

floor’, these girls were not allowed to speak

portrait of hope that survives even in the

to each other and were forced to lay and

worst of conditions.

then break up concrete paths, scrub paint from walls and tend the institution’s garden.

Parramatta Girls Home in Western Sydney was run like a prison camp for teenagers, who

The topical subject recently made national

were rounded up and judged by authorities to

news with 60 minutes featuring a story

be in ‘moral danger.’

about the now older ladies, and survivors of the institution. Hay has now become the

Redesigned to house the ten ‘worst’ girls in

subject of a national inquiry.

the State, the Hay Institution for Girls became both a threat to maintain order in Parramatta

Eyes to the Floor was written especially

and a site of further psychological torment for

for a young cast, whose ages are chillingly

the young women it housed.

equivalent to the incarcerated girls they are portraying.

The Hay Institution for Girls was reported to be “a bold, successful experiment to

“This was not an easy play for our

rehabilitate hard-core delinquents,” at the

students to present and they did so with professionalism, which pays tribute to the

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many women who suffered in institutions like Hay around the country,” said Drama Teacher Aldo Longobardi. “Alex Cornish, Emma-Kate Panuccio, Jess


Pictured: Front row Emma-Kate Panuccio, Charlotte Bird, Jessica Valenta, Alex Cornish, Claire Wilson, Gina Cameron. Back row Charlotte Klose, Scott Reynolds, Vedanth Malladi, Sarah Haydon, Aldo Longobardi, Sarah Hayden, Heidi Grace, Georgia Webber.

Valenta, Gina Cameron, Charlotte Bird and

“The conclusion of the play left the audience

Claire Wilson gave intricate and stylistic

speechless as they pondered how humans

portrayals of the girls’ experiences which are

could be so cruel to one another. It was very

documented often poetically in the play.”

powerful.” said Alex.

“I have never acted in a play as dark and

“Emma-Kate Panuccio doubled as the sadistic

heavy as Valentines ‘Eyes to the Floor’…it

guard Furedi, who was outranked by Vedanth

was overall a very challenging experience

Malladi as Superintendent Naylor, whose

that pushed my acting abilities far…and

mercilessly tortured the girls was chilling and

it is clear that it opened the eyes of the

confronting. Sarah Haydon delivered a complex

entire cast and audience who viewed our

portrayal of well-meaning Mrs Kay, a night

production,” said Claire Wilson, who played

guard who hoped to reform the girls through

inmate Marjorie, a tortured soul who ended

religious instruction and represented an image

up in a psychiatric ward for repeatedly

of hope for the dispossessed girls,” said Aldo.

plucking her eyebrows. “The play would not have been a success Alex Cornish, who played inmate Daniella,

without a host of support by a talented crew

felt that the didactic nature of the play,

including Heidi Grace, who designed and

particularly the ending where the characters

made all of the costumes, Charlotte Klose,

reflected on their memories of Hay, was

who kept everyone in check as the Stage

hauntingly written by playwright Alana Valentine.

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Pictured: Gina Cameron

Manager, Georgia Webber, who created maximum audience impact pre-show as Front of House Manager, and Jo Li who promoted the show with her imaginative publicity campaign,” said Aldo. “The students were also supported by Scott Reynolds and Year 10 Drama student Emily Cribb, both of whom volunteered to help out with lighting and sound, and, Tony Moore and the crew at Holden Street Theatres. As always, Eynesbury’s Operations Manager, Wayne Adams overlooked the design and construction of the minimalist yet haunting set. We are very grateful for all their help and support.”

Sweet success

The Social Justice Group put together ‘Exam Survival Packs’ for Year 10s and 11s. These $2 packs of lollies, chocolate and ‘brain food’ proved popular with students giving them extra energy during exams. Year 12s keep your eye out for them, they’ll be back later this year!

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year 9 accelerated entry into year 10 studies

The Year 9 Accelerated Entry into Year 10 Studies is officially part of the Eynesbury education offering.

The Year 9 Accelerated Entry Program

relation to the breadth and depth of studies

into Year 10 Studies was made part of the

and subjects.

official Eynesbury education offering in Term 2.

For example, if students were to choose the ‘BREADTH’ option they will have

“I am thrilled that this is now a

considerably more than the requisite 200

permanent fixture within our education

credits for SACE university entry, providing

offering, and it’s proving popular already,

as many options as possible for university

with a number of applicants already

course selection. It has the added benefit

applying in the few short weeks since

for students who are considering double-

it was launched,” said John Warren,

degrees, and who, in other circumstances,

Principal of Eynesbury Senior College.

would need to choose between pathways e.g., Languages and Science. AEP

This program is a highly visible and

participants will have more choices by

innovative program which provides

presenting 6-7 Stage 2 subjects in multiple

students with the widest selection of

strands– in contrast to the requisite 4.5

subjects for their senior secondary years

subjects.

and offers more university course choices on completion of Year 12. It also provides

The other option available is the ‘DEPTH’

a distinct advantage to students in

and combined with Eynesbury’s flexible timetable, it accommodates for vertical

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movement across Year Levels – so students in Year 10 can undertake Year 11 (Stage 1) studies (and occasionally Year 12–Stage 2).


In Year 11, suitably prepared students can then take up Year 12 (Stage 2) studies, and Year 12 students may undertake university studies. “The program has been running as a pilot for the last few years with selected students. These accelerated entry students have continued to excel and achieve the highest of results which is why we decided to make the program an official part of our education offering. “For example, of the seven students in

- O P E N D AY -

the State who achieved perfect scores in 2010, two were from Eynesbury Senior College. The two students, Haillee La and Jyothi Kuppa, were part of the pilot for

INTERESTED IN SEEING THE EYNESBURY DIFFERENCE FIRST HAND?

the Accelerated Entry Program and their successes cemented the program within Eynesbury’s education offering. Jyothi was a Dux of the College and graduated at the age of 15 years, turning 16 half way through her first year studies in Medicine at the

JOIN US FROM 2-4PM

SUNDAY 24 AUGUST

University of Adelaide. In addition to the advantages of an Eynesbury education, the Accelerated Entry Program participants will receive special

2:00-2:45

College Tours with students and teachers

2:45-3:15

Principal’s Address

3:15-3:45

Old Scholars panel discussion – what was it like to be a student at Eynesbury?

3:45-4:00

Q&A time – refreshments provided

case-management and support to ensure that students selected for this program achieve high levels of success. Students in this Accelerated Entry Program will be acknowledged with an Academic Citation which outlines the prestigious nature of the program and students can include this in their academic portfolios presented to universities for course entry. Academic Citations are held in high regard, especially as a contribution to university scholarship and residential college applications. Read more about the program or to apply click here.

STAY UP TO DATE WITH EVENTS, PHOTOS, VIDEOS VIA OUR SOCIAL MEDIA. CLICK ON THE ICONS TO FOLLOW AND LIKE US!


students power on! It was an exciting day for 10 International Students who attended their first AFL game at Adelaide Oval. In late June, ten Eynesbury International

With some spare scarves and flags on

Students attended their first ever

hand, the students quickly took to and

Australian Rules Football game at the

participated in the flag waving and ‘power’

newly refurbished Adelaide Oval.

chanting.”

“Our day started with a brief chat from

“The highlight came when we reached

the Australian International Education

the oval, and the students were taken to

Service (AIEU) and the many ways

a special location to meet with Power’s

our students could access their helpful

new Irish recruit Daniel Flynn. He talked

range of services. Then it was onto ‘Cow

to the students about AFL football and

& Co’ for a delicious free frozen yoghurt

the shared experience of leaving family

creation,” explained Aldo Longobardi,

and friends to come to study and work in

enthusiastic Port Power Supporter and

Adelaide. After countless ‘selfies’ with our

supervisor on the day.

students, it was time to leave Daniel and head into the grandstand to see the Power

“The ‘March from the Mall to the Oval’

storm home to victory over the Western

saw us join over 5,000 Port Power

Bulldogs,” said Aldo.

supporters in a celebratory atmosphere.

24 t /02 2014

“Our thanks go to both AIEU and the Port Adelaide Football Club for providing this unique and enjoyable cultural experience for our international students,” said Aldo.


The Australian International Education

Their international program is open to

Service, based in King William Street,

all international students for the rest

in a partnership with the Port Adelaide

of the 2014 season and we can send

Football Club, provide this free cultural

up to 30 students to each home game

experience to International students in

as part of the program.

South Australia. If you are an international student The AIEU offer free services to

interested in attending the next home

students to ease transition into

game- get in touch at:

tertiary studies in Australia and assist

aldo.longobardi@eynesbury.sa.edu.au

a host of activities such as applying for university, getting a driver’s licence and translation services.

24 t /01 2014


calendar dates for term three week

Date

Event

1

Mon 21 Jul

Year 12 Trial Exams commence and conclude at the end of Wk 1

THUR 24 JUL

RACI Chemistry Quiz

sat 26 jul

The Formal

thur 7 aug

Australian Maths Competition

5

sun 24 aug

Open Day 2 - 4pm

6

fri 29 aug

Scholarship Applications Deadline

7

mon 01 Sept

Year 10/11 Parent Teacher Interview Evening

9

mon 15 sept

Stage 2 Oral Exams Begin

10

fri 26 sept

Stage 2 Oral Exams Conclude

2 3 4

8

hOLIDAYS 1

Year 10/11 Reports mailed this week

2

Scholarship outcomes mailed this week

TERM 4

26 t /02 2014

MON 13 OCT

START OF TERM 4


instagram gallery

eynesburyseniorcollege Nothing like some festive/festy Christmas decorations for our Christmas in (almost) July #escstudent celebration event #lol

eynesburyseniorcollege #festive #escstudents #christmasinjuly (almost)

eynesburyseniorcollege #christmasinjuly (almost) teams getting into the ‘spirit’

eynesburyseniorcollege #year12 #mentorsessions #speaker #huttstreetcentre #raisingawarenessforhomelessness #heroday #dressupforagoodcause #escsocialjusticegroup

eynesburyseniorcollege #esc #ancientstudies #bothsides #courtroom #debate #clairelovesthegavel

eynesburyseniorcollege Reminiscing- mentor session this week #selfdefense

eynesburyseniorcollege #teenagemutantninjaturtles #heroday #dressupforagoodcause #huttstcentre #raisingawarnessforhomeslessness

eynesburyseniorcollege #socialjusticegroup #slg #esc #students #eventplanning

eynesburyseniorcollege #exams in full swing and the $2 Exam Survival Packs have been a huge success raising valuable funds for charity too. #escstudents #adelaide


Contact: Eynesbury Senior College, 15-19 Franklin Street Adelaide SA 5000 T (08) 8410 5388 F (08) 8410 5253 E city@eynesbury.sa.edu.au

Bibliography for article “Is there a role for Zoos such as the Adelaide and Monarto Zoo?” by Alexandra Christie. Dixon, T 2009 ‘Should we ban the keeping of animals in zoos?’ Website, accessed 5 June 2014 Jamieson, D 1985, ‘Against Zoos’, Peter Singer (ed) - In defense of Animals, New York: Basil Blackwell, pp. 108-117 Pickrell, J 2010, ‘How Zoos are saving our Animals’, ABC Environment, 3 August, accessed 1 June 2014 Padel, R 2013, ‘Don’t let good zoos go extinct’, The Guardian, 23 March, [ONLINE] Available at: http://www.theguardian.com/books/2013/mar/22/ good-zoos-conservation [Accessed 4 June 2014] Zoos SA, 2014. Monarto Zoo – About Us, Australian Panda home, [ONLINE] Available at: http://www.zoossa.com.au/monarto-zoo/zoo-information/ about-us [Accessed 1 June 2014] Zoos SA, 2014 About Us - Adelaide Zoo, Australian Panda home [ONLINE] Available at: http://www.zoossa.com.au/adelaide-zoo/about-us-1 [Accessed 1 June 2014]. Whiting, A n.d., ‘What’s Wrong With Zoos ?’, Animal Liberation Victoria, accessed 1 June 2014 Wikipedia , 2012. Adelaide Zoo - Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Adelaide_Zoo [Accessed 4 June 2014]

Eynesbury Times T2, 2014  

The news and events from Term 2 at Eynesbury Senior College

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