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Mock Trial Competition Grand Final win, Academic Citations, Oliphant Science Awards, Young Writers’ Award, Fashion Illustration Award, Wear it Purple day, Fashion Illustration Award, Masquerade Formal, student exchanges & overseas volunteer experiences, old scholars pathways and more!

IN THIS EDITION Semester two - Academic & Service Citations


Fashion Illustration Award


Australian National Chemistry Analysis Competition


Mock Trial Competition grand final win


Alexandra wins prestigious Oliphant Science Award


Young Writers’ Award 2018 third place poetry


The Social Justice Group Wear it Purple


Exchange student experiences


Grace’s Sri Lankan volunteer ‘gap’ experience


Fiji volunteer experience


Masquerade Ball - the Eynesbury formal


Artist workshop with Tristan Kerr


Punk Rock Drama Production


Year 10 Drama


State Constitutional Convention


Meet Aneta Peretko - Criminal Prosecutor


Travelling the world with Nursing - Lisa Altman


Dentistry Pathway - Lily Furnis


Walk on the wild side with Leah Brown


Year 12 Economics Presentation


Book Week Competition


Bittersweet Passage by Jenn Stefanidis


Year 10 gets inspired by Natural Science


Breaking the Silence


The Mentor Program & Port Power workshops


Photo Gallery


Front Cover: Mock Trial Competition winners 2018 Photo this page: Sir Samuel Way building staircase

Nick Nicmanis-Everingham


Welcome to the Graduation edition of the Eynesbury Times. This edition features student interviews, highlights of achievements, old scholar pathways, photos from the Eynesbury Formal, events and more. Featured on the front cover is the Eynesbury Mock Trial Team who were victorious in the Grand Final at the Sir Samuel Way Building. The students and teachers commitment and teamwork throughout each round all contributed to this outstanding result. I am also thrilled for Annalise, who is an inspiring lawyer. She won the Best Barrister Award and I know she’ll enjoy her prized internship with Supreme Court Justice, Tim Stanley. Our Science students have excelled this year, with Alexander Stephenson receiving the prestigious first prize and sponsor prize for her science writing in the Oliphant Science Awards. Dr Fiona Thompson led our Titration students to the nationals in another successful year of the Australian National Chemical Analysis Competition.

John Kalyvas and Jarred Scaffidi-Muta each received individual gold medals for their Titration Competition results. Several of our Year 11 & 12 Visual Arts students participated in the 2018 Student Drawing, Design and Fashion Exhibition at the Art Gallery of South Australia. Sofia Bohonis was well deserving of the Fashion Illustration Award. Also in Art this year, students participated and contributed to the design of a new mural which will be installed in Trades Hall Lane on the side of Eynesbury’s building. I am very much looking forward to seeing this colourful artwork by artist Tristan Kerr brighten the laneway. We shine a spotlight on several students who have undertaken exchanges and adventurous volunteer experiences overseas. I also hope you enjoy this colourful and engaging edition as much as I have. Happy reading! Claire Flenley PRINCIPAL

03 03 2018


Class of 2018











ACROSS20 YEAR 12 SUBJECTS • • • • • • • • • •

Accounting (5 citations) Ancient Studies (3 citations) Australian and International Politics (1 citation) Biology (1 citation) Business and Enterprise (7 citations) Chemistry (8 citations) Drama (1 citation) Economics (2 citations) English (3 citations) English as an Additional Language (11 citations)

• • • • • • • • • •

English Literary Studies (8 citations) French Beginners (2 citations) General Mathematics (1 citation) Legal Studies (4 citations) Mathematical Methods (10 citations) Modern History (4 citations) Physics (3 citations) Psychology (8 citations) Specialist Mathematics (4 citations) Year 11 Visual Arts - Art (1 citation)

Highest achiever: 6 Academic Citations - John Kalyvas

5 Academic Citations - Annalise Delic, Amy Goussios & Jarred Scaffidi-Muta

2 Academic Citations - Maria Tran, David Dinh, Kiara Murphy, Cynthia Shen, Aria Rad, Bonnie Blacker, Dylan Yap & Adam Li

4 Academic Citations - Jack Hislop, Erin Pegler, Will Broderick & Drystan Dao

3 Academic Citations - Allison Pham, Alastair McMillan, Jordan Routley & James Colby











ACROSS18 YEAR 11 SUBJECTS • • • • • • • • • • • • • • • • • •

Year 11 Accounting Year 11 Ancient Studies Year 11 Biology Year 11 Chemistry Year 11 Economics Year 11 English Year 11 English as an Additional Language Year 11 French Beginners Year 11 French Continuers Year 11 Legal Studies Year 11 Mathematical Methods Year 11 Personal Learning Plan Year 11 Physics Year 11 Psychology Year 11 Research Practices Year 11 Society and Culture Year 11 Specialist Mathematics Year 11 Visual Arts - Art


Year 12 French Beginners Year 12 French Continuers Year 12 General Mathematics Year 12 Mathematical Methods Year 12 Psychology

HIGH ACHIEVERS: 7 ACADEMIC CITATIONS Alexandra Stephenson, Jessica Timms and Lacy Pham.

ACROSS12 YEAR 10 SUBJECTS • • • • • • • • • • • •

Year 10 Business Studies (ASX Challenge) Year 10 Drama Year 10 English Year 10 English as an Additional Language Year 10 French Continuers Year 10 History Year 10 Mathematics Year 10 Personal Learning Plan Year 10 Research Practices (Stage 1) Year 10 Science Year 10 Society and Culture Year 10 Studies of Society and Environment

6 Academic Citations

4 Academic Citations

5 Academic Citations

3 Academic Citations

Above: 2 Academic Citations Right bottom: 1 Service Citation Right top: 1 Academic Citation

Well done all!

FASHION ILLUSTRATION AWARD ART GALLERY OF SOUTH AUSTRALIA Several of our Year 11 & 12 Visual Arts students participated in the 2018 Student Drawing, Design and Fashion Exhibition at the Art Gallery of South Australia. The free exhibition was on display as part of SALA (South Australian Living Artists) Festival throughout August in the Radford Auditorium. Congratulations to Sofia Bohonis who won the Fashion Illustration Award and a Premier Art Supplies gift certificate of $100. The exhibition included the work of Eynesbury students who took part in the 2018 self‐portrait, life‐drawing, anatomy and fashion illustration workshops at the Art Gallery of South Australia: Sofia Bohonis, Daniel Geddes, Kiara Murphy, Georgia Nielsen, Ron Tran, Jayda Duong, Mia Nguyen and Thomas Wedding.

Sofia Bohonis


Titration is an important analytical technique used by chemists to determine the concentration of an unknown solution. It requires focus, a steady hand, patience and a good eye. Each year the Royal Australian Chemical Institute (RACI) holds the Australian National Chemical Analysis Competition, more commonly known as the Titration Competition. “The RACI titration competitions are designed to encourage those students who enjoy Chemistry, particularly its practical side, to develop their skills and to reward those who attain a high level of proficiency,” said Chemistry teacher Dr Fiona Thompson. “Students compete in teams of three. The members of the team titrate individually, and the judging is on the basis of the overall values each team reports. Teams must first qualify for the State Finals, and the top teams from each State competition are invited to represent themselves, their school and their state in the National Finals. Here the best teams are recognised for their achievements.” “Each year at Eynesbury, a number of teams compete to qualify for the State Finals with the aim of getting through to the National Finals. This year we had three teams qualify for the State Finals. Around the state, 30 teams qualified from 19 different schools. Twelve teams qualified for the National Finals from 8 schools. One of those teams

was Maria Tran, Jarred Scaffidi-Muta, and John Kalyvas, who proudly represented Eynesbury Senior College,” said Dr Fiona Thompson. “The titration for the National Finals is much more involved and uses a more difficult technique than that used to qualify or those taught as part of the Year 12 course. Although surprisingly nervous on the day, the team approached the state competition with vigour and with a great level of support. Each member of the team has different solutions and is working independently, but the final outcome is combined. Supporting each other through the process on the day can make a big difference to the final result,” said Dr Fiona Thompson. “Eynesbury has consistently done well at the Titration Competition, having been in the National Finals every year that I have had students competing. This year, the ESC team excelled, with John and Jarred receiving individual gold and Maria just missing out to receive silver. Their overall score was excellent, achieving recognition as a highly commended team, a much sought-after status. The team made the National League table achieving 26th out of 177 teams invited to compete in the National Finals.” “Well done to all in the team! I am very proud of all the students that competed throughout the whole competition,” said Dr Fiona Thompson.

MOCK TRIAL COMPETITION GRAND FINAL WIN Eynesbury Senior College was victorious in the Grand Final of the Law Society of South Australia’s Mock Trial Competition held at the Sir Samuel Way Building in September. Year 12 student, Annalise Delic, was also awarded Best Barrister and receives a one week internship with Supreme Court Justice, Tim Stanley. This opportunity will give her great insight into the legal profession that she hopes to join. This year, the Mock Trial competition, in which teams from different schools across the state compete in a combination of round robin (round 1-3) and knock-out (finals) contests, celebrates its 30th year. The case materials are provided by the Law Society Mock Trial Committee. The cases are chosen to reflect situations or matters which students may face in their daily lives as a solicitor or barrister. The competition encourages students to express themselves and to present an argument in a forum based on our adversarial legal system. What our students say about participating in the competition: “As an aspiring lawyer, mock trial has provided me with an invaluable opportunity to extend my public speaking skills and ability to succeed in a fast paced environment. Competing at the District Court in the Grand Finals also gave our team a rare insight into the legal system, which extended our

knowledge of legal studies, benefiting us greatly in our education,” said Year 12 student Annalise Delic. “The Mock Trial Competition allowed me to develop a deeper understanding of what it takes to be involved in an active legal role and to actually participate and apply what I am learning. It has also taught me great skills that I will retain for life, such as leadership, working in teams, memory and cognitive skills, and time management, just to name a few. Overall, it was a great experience and a fun one too! Being able to dress up as a witness and engage with the barristers was a very fun approach and a great experience,” said Year 12 student, Lucy Galantomos. “The Mock Trial Competition has benefited me by allowing me to refine my public speaking and legal skills in order to improve the overall persuasiveness needed to win mock trials and legal arguments in general. To even make it to the Grand Final was a great privilege in and of itself, and to be able to help win the competition went above and beyond what I could have hoped for when first starting out on this journey,” said Year 12 student, Will Broderick. “Being on the mock trial team was definitely one of my Year 12 highlights. Despite being hard work at times, it gave me the opportunity to work closely with my peers, including allowing me to form friendships with those not in my year level. It also has provided me with a lot of memories that I can reflect on in the future and has given me the chance to get some real world law experience

before deciding if I want to pursue anything law related in uni,” said Year 12 student, Amy Goussios. “Joining the Mock Trial Competition is one of the best decisions I have made since coming to Eynesbury Senior College. It has not only cemented my love for the legal profession, but has given me experience regarding what my future career may look like. Being able to witness the grand final was spectacular. Both teams competed well - particularly as it was held at the District Court. It was an honour to participate in Mock Trial in 2018,” said Taylor Portelli. The Eynesbury team this year consisted of: Will Broderick, Annalise Delic, Amy Goussios, Dante McDonald, Lucy Galantomos, Jack Hislop, Bonnie Blacker, Aileen Bourne, Nick Nicmanis-Everingham, Taylor Portelli, Tania Scaffidi-Muta, Cayleigh Stock and Jayde Turner.

ALEXANDRA WINS PRESTIGIOUS OLIPHANT SCIENCE AWARD The Oliphant Science Awards is open to all South Australian school students. This year over 2900 students from more than 100 schools entered the competition. “The presentation ceremony was held at the Brighton Secondary School Concert Hall. Only the prize winners, their families, teachers and some VIPs were invited. There were nine different categories and at least sixty prize winners,” said Alexandra Stephenson. “I’ve never entered the science writing category before, so I was really excited to learn I’d won a prize. When I found out that I won first prize as well as a sponsor prize, I was even more excited!” “I chose to research the physics behind solar cells (which are the component parts of solar panels), in part because I was interested in them and renewable energy is so important. Once I discovered more about their history I was even more fascinated, particularly by the first solar cells that went on the Voyager 1 satellite, which launched in March 1958 and was the size of a large grapefruit.” “I first entered the Oliphant Science Awards in 2012, when I won a highly commended in the crystal investigations category for Years 3-5. I entered again in 2014, 2015, and 2016. Over these three years I won awards and sponsor prizes in the computer programming and robotics, photography and scientific inquiry categories. One of the sponsor prizes that I’m most proud of was the Australian Institute of Physics R-12 prize, for the best entry in the competition with a physics theme. But the

best bit would have to have been winning the Oliphant Trophy in 2016 for the best entry in the entire competition, for my research project ‘Vibration damping in the cello by cello mutes.’ I was really excited about that prize!” said Alexandra. “The highlight of the Awards ceremony was having the opportunity to talk to Monica Oliphant, a physicist and the daughter-in-law of Sir Mark Oliphant. I first met her two years ago when I won the Oliphant Trophy, so it was lovely to see her again.” The Oliphant Science Awards have been run annually since 1981 by the Science Teachers Association of South Australia (SASTA). It is named after patron of the awards Sir Mark Oliphant, a famous South Australian physicist. Sir Mark was always a champion of the peaceful uses of atomic energy. In 1937, he accepted his first professorship as head of the Physics Department at Birmingham University where he was to continue to push the boundaries of knowledge of nuclear physics. That year, he was elected a Fellow of the Royal Society. He founded the Research School of Physical Sciences at the Australian National University in Canberra, and was Governor of South Australia. Sir Mark’s legacy will live on in many ways, not least through the thousands of students and teachers who participate in these awards annually. Of special significance is that Sir Mark, through his love of tinkering and invention, made the perpetual Oliphant Trophy himself.

Monica Oliphant, Alexandra Stephenson & Claire Flenley

Excerpts from Alexandra’s prize winning science writing piece ‘From Space to Rooftop: The Story of Solar Cells.’ Solar panels are everywhere around us, from satellites, to rooftops, and toys. By converting the sun’s energy to usable electricity, they provide a renewable power source without producing any carbon dioxide. Solar panels are therefore critical in helping to limit climate change and contributing to society’s transition to a low carbon future. But how were they invented and what is the physics that makes them work? The science of solar panels: the photoelectric effect Solar panels are composed of modules of solar cells wired together. These solar cells convert light energy to electrical energy exploiting a phenomenon called the photoelectric effect. When light hits a material, some of it is absorbed by the material and electrons are then emitted. The photoelectric effect in solar cells, and the role of semiconductors To make a solar cell, two key things are needed. The first is a material that exhibits the photoelectric effect, to harvest and convert the light. The second is electrodes, often made of aluminium, to create a circuit and allow the electricity to be used or stored. The development of solar panels In 1954, scientists at Bell Laboratories in the US built the first practical silicon solar cell, which they called a solar battery.19 It was prohibitively expensive to produce and highly inefficient, and so remained a curiosity. 19. Chodos, A. (2009, April). This Month in Physics History: April 25, 1954: Bell Labs Demonstrates the First Practical Silicon Solar Cell. 20. Knier 2002 How do Photovoltaics Work?

2018 Oliphant Science Award Winners

Nevertheless, this marked a turning point in the history of solar cells, and many improvements were made within a short time. By the late 1950s, the space industry developed the technology further and reduced the cost, in search of a method of powering satellites in space.20 The first solar-powered satellite, Vanguard 1, was launched in 1958. Solar panels were not used much on Earth, until an energy crisis in the 1970s, caused by fossil fuel limitations, meant that photovoltaics gained recognition. As climate change has accelerated, the focus on renewable energy has increased, and now, approximately 16.5% of Australian homes have solar panels.22 In 2016, 17.3% of Australia’s energy generation was renewable, of which 18.3% was from solar panels.23 South Australia’s renewable power generation was much higher, with 48% of all power generated being from renewable energy.24 As well as changing the way we procure our energy, the development of cheap solar panels has created jobs25 in manufacturing, such as at Tindo Solar in Adelaide,26 and in the installation of panels. Conclusion When Edmond Becquerel first measured a weak current in his electrolyte solution as it was exposed to light, he could little have imagined that this effect would become the basis for an industry that powers homes, businesses and transport on earth and in space, shed light on the particle nature of light, and contribute to the development of entirely new fields of research in solid state physics and nanotechnology. 22. Bruce, A., & MacGill, I. (2016, March 28). FactCheck Q&A: is Australia the world leader in household solar power? 23. Clean Energy Council. (2016a). Clean Energy Australia Report. 24. Clean Energy Council. (2016b). Clean Energy Australia Report 2016. 25. Clean Energy Council, 2016a. 26. Tindo Solar (2018)


Beautiful, the apple of their eye.

By Amy Goussios

Up and coming.

Year 12 Student

She was once beneath me, but, now, they give her the crown.

Cash splurges, Jimmy Choos, Dior, Chanel,

I was her once,

Gucci, Prada.

had her childlike innocence. Was as pure as snow.

‘who’s the most beautiful woman in the world?’

But snow melts.


‘the new queen!’

they reply.

Headlines taunt me.

Always you.

They ask me what I think. I just want to watch her kingdom burn.

Plaster on a smile, a laugh like champagne bubbles,

Someone needs to die.

teeth snow white.

If it’s not mine, it can’t be hers. Oh, to pluck out her still-beating heart,

I’m the boss,

blood red is in this season, after all.

she’s the intern, yet they revel in her youth,

Silicone, botox,

and set me alight.

Cigarettes, cocaine. I will look younger,

‘her nose is fake!’ They’re vultures. Irony,

and it’s prescription, of course. ‘who’s the most beautiful woman in the world?’

from the mouths

14 03 2018

of pill-popping soccer mums.

Her, they chastise. It’s always been her.

INTERVIEW WITH AMY & MEL “I was overjoyed to receive a place in the Young Writers’ Awards. I have previously had another poem, ‘The Squid,’ published in Oz Kids in Print when I was in Year 10. Being published in the same year that I joined Eynesbury gave me a confidence boost and I knew I had chosen the right school for me,” said Year 12 student, Amy Goussios. “‘Mirror Mirror’ was written as part of the English curriculum. We had to write a poem based off another pre-existing story. I chose the tale of Snow White. This poem is a modern day take on the evil queen and is inspired by other characters such as Miranda in ‘The Devil Wears Prada’. ” “With 21 years of experience teaching English, you know when something stands out as a bit different or when it has flair. I

liked how Amy placed a very contemporary twist on a traditional fairy-tale and used that to communicate a message about vanity and appearance. She is a thoughtful writer and deserving of this accolade,” said English teacher, Mel Smith. “Eynesbury is a warm and inclusive community. Teachers and students encourage one another to be the person that they are and individuality is accepted. My favourite thing about learning here, would have to be working closely with all my teachers. I’ve formed close and supportive relationships. The encouragement from my teachers pushes me to become a better learner and creative writer! As for life after Year 12, I’m not 100% sure but I’m thinking about a Bachelor of Arts majoring in Politics. But I am keeping my options open at this stage,” said Amy.

THE SOCIAL JUSTICE GROUP WEAR IT PURPLE Wear it Purple Day is an annual LGBTIQA+ awareness day especially for young people, based in Australia. Supporters wear purple to celebrate diversity and show support to young people from the LGBTIQA+ community. The Social Justice Group transformed Level 2 to host a Wear it Purple event. There was a photobooth, bake sale, raffle and the music group performed songs by LGBTIQA+ artists. A special furry guest by the name of Calvin was also a highlight. Eynesbury is proud to be an inclusive and accepting place that celebrates individuality and diversity. The Social Justice Group has celebrated Wear it Purple annually for the last few years because they strongly believe that: •

Every young person is unique, important and worthy of love.

No one should be subject to bullying, belittlement or invalidation.

We believe in a world in which every young person can thrive, irrelevant of sex, sexuality or gender identity.

We want rainbow young people to be safe, supported, empowered and accepted in each of their environments.

Wear it Purple is a student run, not-for-profit organisation whose vision is for rainbow young people to not be disadvantaged by their environment, and for their wellbeing to be equal to that of their peers. They know young people change the world, so young people are at the core of what they do.

HOW WE ARE GOING TO GET THERE: There are 6 main ways that Wear it Purple works to reach our their goals. EDUCATE: Educating society about sexuality & gender diversity. CELEBRATE: Celebrating diversity. ADVOCATE: Being the public voice of rainbow young people. EMPOWER: Empowering rainbow young people to be active in their communities. CHALLENGE: Challenging harmful social norms. SUPPORT: Showing rainbow young people they aren’t alone. For more information visit:

EXCHANGE STUDENT EXPERIENCES This year, Eynesbury had two exchange students join us, Grégoire Guivarch from France, and Abril Beltramone from South America. Current international student, Carson Lui, also recently returned from an exchange to France. “I am from a town called Rennes, which is the capital of Brittany in northwestern France. I came to Australia to improve my English and to learn to become more independent. I have spent 3 months living in North Brighton. I started at school in Marion which I didn’t like before transferring to Eynesbury to complete my Year 10 exchange. I have really enjoyed studying here and not having to wear a uniform. The teachers have been so friendly and the city location of the school has been great. The highlight of my trip has been diving at the Great Barrier Reef and I will definitely be coming back in the future,” said Grégoire. “Similarly, I wanted to go somewhere English speaking to improve my language skills, and Australia was my preferred country. I am staying for 5 months with Eynesbury Year 11 student, Georgia Neilson, and her family. The students and teachers have been so welcoming,” said Abril. “I am from a town called Funes in the Province of Santa Fe, Argentina. It’s west from downtown Rosario. I am enjoying the nature in South Australia and Adelaide feels safer than my home town too,” said Abril. “I went on an exchange to Strasbourg which is located close to the German border. I went for 5 months last year to improve French

Grégoire Guivarch, Abril Beltramone & Carson Lui.

and experience a different culture. I am quite fluent in conversational French now and I am planning to do a Headstart university course in French next year,” said Year 11 student, Carson. “The school I attended in France was more formal and serious. We have more freedom in subject choices and more flexibility here at Eynesbury.” “My host family was nice and a highlight was spending Christmas with them,” said Carson.

Panorama from the Barrage Vauban, Strasbourg. Image credit: Wikipedia, user: Sam67fr.

“I joined Eynesbury last year for Year 10 as an international student from Hong Kong. Before joining Eynesbury, I was actually at a boarding school in Tasmania but decided to make the move and I am really glad I did. I love that Eynesbury celebrates and supports multiculturalism and the fact that there is no barrier between teachers and students. When I graduate I am considering going to an American college. At this stage I am looking at Computer Science and Business Administration as a double degree at UCLA or Berkeley. I recommend any student interested on going on an exchange to do it. It is such a great experience and you will not regret it!”

Interested in going on an exchange? Speak with Careers Counsellor, Cathy Buttignol.

Last dinner with host mum.

19 03 2018 Visiting the Louvre with the other exchange students.

Grégoire’s farewell party in French class.

GRACE’S SRI LANKAN VOLUNTEER ‘GAP’ EXPERIENCE Grace Watson, Year 11 student. What inspired you to go to Sri Lanka? I am passionate about social justice. I am not only part of the group at Eynesbury dedicated to this but I have been involved in a youth group through Oak Tree. Oak Tree is Australia’s largest youth-run organisation. Through this group, I discovered ‘Live below the Line’ and consequently become involved as a student ambassador for this fundraising campaign that helps Australians take action on poverty. Being a youth ambassador has really opened my eyes. I was a naive teenager before, thinking that most had what I have, but this is not true. There is a significant poverty gap in many countries, including Australia. I saw ways I could positively help others and this is part of the reason I was inspired to travel to a third world country. I was researching ways that I could travel and also have a memorable experience. There weren’t many NGOs that offered experiences for 17 year olds but ‘Plan my Gap Year’ popped up. My choices with them were volunteer trips to either Sri Lanka or Bali. I had already been to Bali, so I choose the two week Sri Lanka volunteer and adventure experience and I am so glad I did!

There were 11 other students on my trip from all over the world, including: America, Scotland, Wales and England. I was the only one from Australia. For many of us, it was our first time flying alone. It was a bit stressful having to tackle customs for an hour by myself. I found sleeping on the plane difficult but I didn’t encounter jetlag as Sri Lanka is just a 4 hour time difference to Australia, but I was very tired from the travel. We did lots of things, some of them were: •

Renovation work on a temple. We stripped back the moss and paint, sanded, re-filled areas and then used colourful colours to paint sections of the temple.

Participated in the tsunami teaching project. This was a highlight for me. I really enjoyed teaching English to young boys aged between 3-7 years.

Visited a turtle rehabilitation centre and bathed elephants saved from construction work.

Enjoyed a sari night where we dressed in traditional clothing and learnt Sri Lankan dance moves.

How did you apply and what did do during your volunteer ‘gap’ trip?

What does the future hold for you?

I had to write an essay of 1,000 words explaining why I wanted to go, then there was a Skype call with senior leadership and then I was advised by email that I was successfully accepted into the program.

I definitely want to travel to help again overseas. I plan to study nursing and I’d like to work for an NGO. Mercy Ship would be my dream organisation to work for. My aim is to work 9 months in Australia and 3 months overseas.

For more info visit:

21 03 2018

FIJI VOLUNTEER EXPERIENCE Geun Jung, Year 11 student from South Korea. Geun has participated in volunteering opportunities at the Adelaide Oval and wanted to pursue a volunteering experience during the school holidays. “I spoke to our careers counsellor. Cathy recommended Rustic Pathways so I contacted them through their website. They provided lots of information, and I had a choice of Fiji, Taiwan or the Caribbean. I chose Fiji. It was the trip of a lifetime. I’d do again!” “On the first day we got orientated, visited the beach and generally relaxed while getting to know one another as everyone was pretty tired from their flights. There were students from all over the world, including Europe and Lebanon, but most were from America.” Some of the things we did included: •

Building a 77 year old local Fijian woman a toilet in the Momi Bay area. Her home had been destroyed by a storm in 2010, and although the government had built her a house, it was without this basic amenity.

Learning traditional Fijian recipes, including a pumpkin curry which we served to women at Loloma Womens’ Shelter. It was delicious!

Playing soccer with local children who live with their mothers at the shelter. We also taught kids from the Koropita Indo-Fijian settlement in Lautoka how to play Aussie Rules football. It was also my first time playing Aussie Rules which was confusing at first but enjoyable.

Enjoying entertainment at night with an opening and closing ceremony with traditional clothing and music, a karoke night, and bonfire with stories by the Chief.

22 03

Scuba diving for the first time and hiking in a beautiful National Park where we collected rubbish and built stabiliser teepees on the Sigatoka Sand Dunes.

Treating a dog with an injured leg with my first aid kit. This was a highlight as I aim to become a doctor when I graduate.


Painting a house in the Momi Bay area and visiting another village with a mud pool!

For more information visit:

MASQUERADE BALL THE EYNESBURY FORMAL The Eynesbury Senior College Formal is undoubtedly the most glamorous night of the year. This year, the theme was Masquerade Ball and it was held in the Balcony Room at the Hilton. The sold out event had 100 students, guests and teachers enjoying a packed dance floor, photobooths and a delicious three course meal. The menu included: Entrée - spinach, feta & sweet onion tart, rocket salad, balsamic glaze. Main - Potato gnocchi, pumpkin and roasted cherry tomato, saffron pear, basil pesto and glazed pecans. Dessert - Spiced dark cherry cheesecake and hazelnut toffee chard. The successful event was created by the dedicated Formal Committee consisting of Annalise Delic, Will Broderick, Anjali Malhotra, Thomas Wedding, Cayleigh Stock, Annja Haywood, Bonnie Blacker, Maria Tran, Allison Pham and Savannah Boag. Special thanks to: •

Maria for designing the promotional material

Will, Annalise and Anjali for speaking on the evening and coordinating student surveys

Thomas and Cayleigh for thorough venue scouting

Allison for confirming the guest list on the night

Annja, who was the first member of the committee to have a fully booked table

Holly and Tyson for presenting the awards

Congratulations to prize winners on the evening and to all for making it a fabulous night. To join the 2019 Formal Committee, speak to your mentor.

ARTIST WORKSHOP WITH TRISTAN KERR Tristan Kerr is a typographer whose artwork combines fragments of street signage, mark making, graffiti and abstraction. Students enjoyed a letterform drawing workshop with Tristan this term. They are collaborating with the local artist to create a typography urban artwork which will be installed as a mural on the Trades Hall Lane side of the Eynesbury building. The mural will explore key words developed through a student focus group. Students found that the following words resonated the most with them: Respect, Resilience and Reflection. Respect - treating all people in a positive manner that acknowledges them for who they are, whether that be in person or via social media networks online. Resilience - the ability to stand up to challenges, work through them step by step, and bounce back stronger.

26 03 2018

Reflection - it is so easy to get caught up in the day-to day aspects of life and forget to pause, selfreflect, and look at the bigger picture. Self-reflection helps to build emotional self-awareness. By taking the time to ask the important questions, people gain a better understanding of emotions, strengths, weaknesses and driving factors. Understanding important aspects of the self enables people to be able to adapt better to changing situations and tough circumstances. These key words will be used alongside colour, shape and abstraction to convey messages relevant to youth culture. The artwork will enhance the city’s urban landscape and aims to engage and encourage people to stop, look and reflect. It will assist with rejuvenating this laneway and pedestrian connection to the Central Markets. To find out more about Tristan and his art visit:

STAGE 2 DRAMA PUNK ROCK Playwright Simon Stephens states, “Punk Rock is not a musical genre. Punk Rock is an energy of total interrogation.” The Stage 2 Drama production of ‘Punk Rock’ centred around a group of students. William is a bright Oxbridge-hopeful who falls for the enigmatic new girl, Lilly, but she’s falling for someone else. Watched by his girlfriend Cissy, Bennett bullies the unconfident Tanya and the awkward prodigy, Chadwick. The plot uncovers a recognisable stew of rivalries, desires and confusions, with each character’s uncertainties carefully drawn. But as exam pressure builds, anxiety flares up into aggression, revealing a raw undercurrent of panic and hostility. It also raises questions: what happens when a young person doesn’t neatly fit neatly into any of any of our perfect little adolescent boxes? What happens when that person is sensitive and intelligent but also feels hopeless and trapped? Perhaps they become very angry. A ticking time-bomb. The Stage 2 Drama students and teacher Holly Langridge did justice to the playwright’s ‘Punk Rock’ with their honest representation of contemporary adolescence at its breaking point. “What an aptly chosen play with intense performances, congratulations everyone!” said Mel Smith. “Absolutely amazing - such talented students. Great direction by Holly. Fabulous work!” said Dina Turner.

Drama students: Jacob Maiolo Jennifer Stefanidis Michael Beacham Jordan Thomas Cameron Pozza Brian La Samara Kennedy Emma Clements

YEAR 10 DRAMA Year 10 Drama students learnt about the literary, technical and performance elements of Drama through inquiry and play. “By using their creativity to map out their stages and characters, it helps prepare students to direct, produce and present their own monologue performances in an interactive way,” said Aldo Longobardi, Associate Principal and Drama Teacher. “They are learning to use the Design Thinking model to ideate, test, then implement their design choices.” “Students used building blocks, paper and modelling clay to prototype their creative ideas to see if their ideas will work on stage and have impact,” said Aldo.

29 03 2018

STATE CONSTITUTIONAL CONVENTION The Constitution is the fundamental foundation of our democratic system of government. It protects people’s rights by clearly prescribing what powers the institutions of government can exercise and which ones they cannot. The South Australian Schools State Constitutional Convention was held at Parliament House last week. The topic was ‘Should the Commonwealth Parliament have a specific power to legislate for the environment?’ There were approximately 65 students from different schools from across the state and Eynesbury was well represented by Cayleigh, Nick, Samar and Aileen. Students heard from two engaging academic guest speakers from the University of Adelaide and Flinders University law departments. They particularly enjoyed the Politician Panel and being able to ask questions. The panel consisted of Mr Adrian Pederick MP Liberal Party, Government Whip, Presiding Member of the Environment, Resources and Development Committee; Dr Susan Close MP – Deputy Leader of the Opposition, Shadow Minister for Education, Shadow Minister for Environment and Water; Hon. Mark Parnell MLC – The Greens, Parliamentary Leader, Greens SA; Senator Tim Storer – Independent, Senator for South Australia and Senator Rex Patrick – Centre Alliance, Senator for South Australia.

In the afternoon, students debated the topic in the House of Assembley. Aileen, Nick and Samar chose to debate in favour and Cayleigh debated against, because she felt she had a stronger argument despite also being in favour of the Commonwealth Parliament having a specific power to legislate for the environment. After the referendum vote, the students decided that the Government should not have a specific power to legislate for the environment. Eynesbury students were the top contributors to the debate. You made Tyson very proud! The National Schools Constitutional Convention will be held in Canberra in early 2019. We wish the students applying the best of luck!

MEET ANETA PERETKO CRIMINAL PROSECUTOR SPECIALISING IN COUNTER-TERRORISM & ORGANISED CRIME ANETA PERETKO, OLD SCHOLAR 2008 Why did you chose to study law? I came to Eynesbury in 2007, somewhat reluctantly, for Years 11 and 12. By then, my older sister had decided to leave our suburban, public high school and during her two years at Eynesbury, she really came into her own. Honestly, one of the things that really discouraged me was the prospect of an hour commute each way, but education was really valued by our parents – I came to Australia with my family as a child, looking for a brighter future after leaving a country torn apart by communism during the Cold War. My dad was the first in our family to go to university, and I had always wanted to do so, too. Spurred on by my sister’s fantastic final results, I too made the switch. My TER was in the top 2%. My university choices were a bit of a debacle. I was good at studying, but not good at knowing what I wanted to do in the future. I ended up putting all the most competitive courses down (medicine and law and various other selections that every parent dreams of ). In fact, I did get into my first choice, which was medicine at Adelaide Uni. Back then, offers for that course came out quite late, and

by then I had already attended an orientation for my second choice, law and international studies at Flinders Uni. It came as a bit of a shock to everyone, myself included, when I turned my first choice down, and stayed with my second choice – especially since (and Claire Flenley, my then-teacher, can attest to this), I took legal studies in Year 11 and consciously decided not to continue it into Year 12. I had no strong desire to be a doctor or a lawyer (or a psychologist or an engineer or anything else I put down for my uni preferences, for that matter), but law was a comparatively general degree, with most law graduates working not as lawyers, but in quite varied fields, including business, policy, investigations and non-profits. Plus, it was a 6 year double degree program, which would surely be long enough for me to try a few things and figure out what I wanted! Life has a way of taking you by surprise. Ten years on, I am a practising lawyer, and I work in a very niche and technical legal field – prosecuting terrorism and organised crime for the Commonwealth government. Also, I did not at all inherit my mother’s nurse-trained nurse-trained bedside all in all,for it’sthe best bedside manner, so all manner, in all, it’s so probably probably for the best that I turned down that that I turned down that medical gig. medical gig.

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Sounds like you made the right choice to pursue law. What advice do you have for others regarding pursuing a legal career and how did you come to work as a criminal prosecutor? My advice is to generally follow your interests, but think in terms of their practical applications – otherwise, they can become a hobby, rather than a future. And don’t be too rigid, because often, the opportunities that are the most unsuspecting or seemingly irrelevant to your ‘life plan’ are the ones that make the biggest difference. That was my experience, anyway. My pathway was quite typical, in that I went from high school, to uni, to work, but it was the detours along the way that really propelled me to where I wanted to be. By my second year of uni, I had realised that I wasn’t greatly enjoying my law degree and the classes I looked forward to most were for my other degree, international studies. I didn’t withdraw from law because it did have that practical appeal, but I really focused more on international studies and delved back into those topics that had caught my interest at Eynesbury – politics, media, religion, governance and community. A turning point came when I successfully applied for a work program in Washington, D.C. with a member of the US Congress. He was a former doctor who had worked in Africa, and used his medical background

to advocate for better health policy, especially HIV/ AIDS policy. The whole experience really inspired me to work in the public sector, and gave me a renewed interest in my law degree to think about how it could affect social change. I did a few other interesting and unexpected things at uni after that, including moving to Hong Kong for a semester, researching human rights, working on international trade policy and contributing as an editor of the university magazine. Finally, in 2014, I finished my law degree, though I also decided to go further down the politics path by enrolling in an advanced degree in American politics – my thesis was on the foreign policy of the Obama Administration, and it’s one of my proudest achievements. At the same time, I was working as a solicitor for the state government, and later took a position with a judge in the Federal Court of Australia. His Honour taught me a lot about applying both law and ethics, but I found that I really missed the political aspect of the work, and at 25 years of age, I was in a similar headspace to the one I experienced at 17; somewhat unsure about what to do next, and all the more confused by a seemingly endless array of choices. Around this time, I seriously began thinking about quitting law altogether and moving into policy work. I think that purposeful Eynesbury spirit was still with

me, because eventually I decided the best way I could contribute to the public interest was in an area that blended law and politics and international affairs, if I could find such a niche. Did I already say that life has a way of surprising you? A couple of months later, I saw an ad for my current job, which incorporates law, advocacy, policy, politics and even philosophy. I’ve been in that position for two years now, and while that other part of my Eynesbury spirit is itching for further study one day in the future, for now I’m lucky to be able to use my skills for the public good. Tell us more about your law career in this specialised area. I work for the federal government as a criminal prosecutor. Currently, I specialise in counter-terrorism and serious organised crime and am based out of Melbourne. The agency I work for has offices all over the country and also prosecutes human trafficking and slavery, child pornography, drug importations and financial crimes. Intellectually, it is often difficult work, and it can be mentally challenging to delve into extremist religious ideology or the inner workings of international criminal syndicates. But it is rewarding, and dynamic; one day I’ll be in court arguing with the judge and defence lawyers about sentencing someone who has been convicted of an offence, another day I’ll be giving advice to police about whether there’s enough evidence to arrest a suspect; and another day I’ll be working on submissions to the Attorney-General about national security laws that need updating.

“The agency I work for has offices all over the country and also prosecutes human trafficking and slavery, child pornography, drug importations and financial crimes. Intellectually, it is often difficult work, and it can be mentally challenging to delve into extremist religious ideology or the inner workings of international criminal syndicates.”

Aneta (right) with sister Monika.

What do you pursue in your spare time? Something I really strive for is being involved in the community. When my family first came to Australia, we really benefitted from that support, so I’ve done a lot of volunteer work, particularly with Australian Red Cross, in community education and engagement projects. I’m part of my workplace’s Diversity Network to advocate for women’s and LGBTQ+ rights, and I belong to a feminist book club which discusses a whole host of gender issues. I’ve also spent a lot of time travelling around the world to places with interesting histories and lessons for the future (one recent trip was to Kosovo, the second newest

independent country in the world), and have written and published a number of award-winning articles on topics I care about. Though I enjoy my work, I am conscious of compartmentalising. Burning out is a real risk if you don’t do other things in your spare time, especially in a challenging field like mine, so I’ll sooner binge on Netflix’s latest supernatural drama than a true crime program. But many of my hobbies are related to politics and justice, because those are the things I came to value as a teenage high school student, and still do today.


LISA ALTMAN, OLD SCHOLAR 2004 Lisa, you have travelled all over the world since graduating from Eynesbury. Tell us about your post school pathway. I’ve had an incredible journey since Eynesbury! When completing Year 12 I was unsure what I wanted to do, but knew that a good TER would give me options. I studied: English studies, Math Studies, Geography, Chemistry and Biology and received a TER of 99.25. My TER granted me entry into my first preference - Bachelor of Nursing Studies at UniSA - and with the highest TER of the entering cohort, I was awarded the UniSA full nursing scholarship. I completed my Bachelor of Nursing in 2007 and moved to Sydney for an exciting Graduate year at the Children’s hospital at Westmead. I trained as a Paediatric Intensive care nurse and then took the opportunity to gain some experience working overseas from 2011. Since then, the last 7 years has seen me work or volunteer in 15 countries across the world in a variety of paediatric nursing roles - many of which have involved caring for children and teaching nurses in developing countries. I have completed two missions with Médicins Sans Frontiéres (Doctors Without Borders/MSF) in Afghanistan and Yemen supporting hospitals in the care of sick children and babies as well as working with a number of other organisations in Libya, Iraq, East and West Africa, South East Asia, Eastern Europe and the Pacific. A large amount of my work has

“The last 7 years has seen me work or volunteer in 15 countries across the world in a variety of paediatric nursing roles - many of which have involved caring for children and teaching nurses in developing countries. Countries include: Afghanistan, Yemen, Libya, Iraq, East and West Africa, South East Asia, Eastern Europe and the Pacific.” been providing care to children who receive heart surgery in developing countries with the Novick Cardiac Alliance (NCA), teaching medical staff to care for these children independently and providing sustainable cardiac care for children and their families where it was not previously available. I have been incredibly fortunate to experience life in so many different places and be part of providing care to children and their families around the world. It has been said, “do something you love and you never work and day in your life”… for me this is the absolute truth and I continue to be amazed at where the world takes me, the people I meet and the amazing experiences life has in-store.

I was initially worried about the whole “no uniform” and “long lesson structure”, but it turns out no-one cares what you wear and rocking up to school in your comfy winter trackies is perfect. The longer days at school and long lessons meant a more focussed approach to my studies too! The independence that Eynesbury fostered in those two years allowed me to become more flexible, independent and definitely influenced my future success, often driven by “stepping outside of the box” and being willing to take on new challenges. Staff were passionate about the subjects they taught, inspired a love of learning and made two intense years of study enjoyable and fun. They constantly challenged my abilities, nurtured my strengths and allowed me to achieve the results I wished for. To this day I remain in contact with a few of my Year 12 teachers who I feel played an integral part in my learning and achievements to date. Did you feel prepared for life after Year 12?

Above: Lisa and Novick Cardiac Alliance Colleague.

Eynesbury’s learning model definitely gave me an advantage over other students and prepared me well for the independent learning environment of university life that followed. It also inspired a love of learning which is present to this day, having completed a graduate certificate, graduate diploma and currently completing a Masters Degree.

When did you join ESC and how was your time here?

Did you always know what you wanted to do and do you have any advice for current students?

I was fortunate enough obtain a part-scholarship to study Year 11 and 12 at Eynesbury College for the years 2003/2004. I visited Eynesbury for a tour and loved the vibe of the school, the independent learning style and the individualised approach to learning.

I was definitely unsure of what I wanted to do, but knew that achieving success during Year 12 would open doors for the future. My advice is very general but would be: work hard, put your mind to what your want, take risks, step out of your comfort zone and say yes to any opportunities that come your way. The more networks, learning and experiences you take the more you create for yourself. There’s always more to see and more to learn… be excited by that!

I loved my time at Eynesbury! The city location allowed flexibility to come and go from the campus during study breaks throughout the day and the flexible learning model allowed me to utilise my free study time to complete assignments and homework within school hours, maximising my study time and allowing me to free up time in the evenings.

35 03 2018


LILY FURNISS, OLD SCHOLAR 2006 Why did you join Eynesbury? By Year 10 I had made a career choice to become a dentist and the search for a suitable college and study pathway commenced. I was seeking a supportive study environment that would assist me to achieve my goals. In 2005 I began Year 11 at Eynesbury as the curriculum and study environment offered matched my needs. What subjects did you study in Year 12 and which university did you study at? In Year 12 at Eynesbury I studied English, Mathematics, Biology, Chemistry and Physics and achieved a TER 97. Following this intense two years of study I moved to London to work and travel Europe for a year, a key strategy to prevent future study burn out. My TER score was not enough to gain my first choice for dentistry at the University of Adelaide however I was offered Oral Health at University of Queensland (UQ) in 2008.

“Following graduation I was offered one of 50 positions for a government internship year, which I completed in Kangaroo Island in a public dental practice.”

“I have now completed an 18-month Fellowship in Implantology with Miami University. I aim to continue to broaden my clinical practice and broaden my experience.” This became my path to dentistry and after one year I was offered a position in the Undergraduate Dentistry at Griffith University, which I completed in 2013. Tell us a bit about what you are up to now. Following graduation I was offered one of 50 positions for a government internship year, which I completed in Kangaroo Island in a public dental practice. An opportunity then arose to work in a Darwin private practice, with the company I still work for today. During this time I was mentored by an experienced dentist who specialised in dental implants, which has since influenced my ongoing studies. After two years I transferred back home to Adelaide working for the same company. As I have now completed an 18-month Fellowship in Implantology with Miami University. I aim to continue to broaden my clinical practice and broaden my experience.

Did you feel prepared for life and study after Year 12? As Eynesbury had nurtured my independent style of study the transition was quite seamless. I worked independently and sought assistance and support from lecturers as required. Eynesbury encouraged the use of a range of study techniques so that students could choose techniques that suited them as an individual. I had always been motivated and self-directed but one of the benefits of Eynesbury was the exposure to like-minded students. We formed study groups to learn from each other, maintain the study momentum and encourage each other through the ups and downs. These key friendships established at Eynesbury remain today and we continue to support each other to live life to the fullest while achieving our goals. Teachers held high expectations and graded accordingly, therefore a high standard of work was required to gain adequate scores. I continue to use skills and knowledge gained through attending Eynesbury especially as learning is a lifelong venture. What advice would you give someone considering dentistry? My advice for someone considering this career choice is to research what a career in dentistry

really means and talk to as many people working in the field to get a good understanding of the work involved. The industry is changing rapidly. I enjoy dentistry so I recommend students choose a career that is best suited to them and be prepared to follow different pathways to achieve your goal. Tell us about any other hobbies or achievements. During final year university holidays I travelled to Vanuatu for 3 weeks to volunteer with the public dental service at the Northern Provincial Hospital in Espiritu Santo. Under supervision I provided clinical consultations with patients who had a diverse range of dental issues. We also provided services to remote islands where people walked for hours to receive dental care. This was a very rewarding experience and I urge anyone who has the opportunity to volunteer in their field, whether it is here in Australia or overseas, to give it a go, as I feel the benefits and satisfaction far outweigh the cost and time.

“I travelled to Vanuatu for 3 weeks to volunteer with the public dental service... This was a very rewarding experience and I urge anyone who has the opportunity to volunteer in their field, whether it is here in Australia or overseas.�

WALK ON THE WILD SIDE WITH LEAH BROWN, PROJECT MANAGER FOR AN INTERNATIONAL WILDLIFE RESEARCH HUB IN AFRICA LEAH BROWN OLD SCHOLAR 2007 Tell us about your post school pathway and about how you ended up working in Africa. After completing my Diploma with TAFE SA I worked as an animal tech for two years with SAHMRI. Here I learnt animal husbandry skills and was responsible for several colonies of research animals. During my tenure at SAHMRI I applied for two positions at Adelaide Zoo and was unfortunately unsuccessful. My heart had been with African wildlife from a young age, and I soon realised that this industry was going to be harder to break into that I had hoped - I needed to do something radical. Towards the end of my second year with SAHMRI I was given the opportunity to increase my skill base and become more involved with basic surgical procedures on research subjects. It was now or never, so I resigned and jumped on a plane to Africa. I am currently the Program Manager at a Global Vision International Wildlife Research Hub in Limpopo, South Africa. Initially I completed an internship with GVI for 6 months in 2015, after which I was taken on as staff. At the beginning of 2017 I was promoted to Program Manager. I wake up every day on a game reserve, listening to bird song and breathing fresh air before I take the short walk to my desk where I look out to the stunning Drakensberg Mountains. I have the opportunity to educate an international audience about

“I wake up everyday on a game reserve, listening to bird song and breathing fresh air before I take the short walk to my desk where I look out to the stunning Drakensberg Mountains. I have the opportunity to educate an international audience about conservation in South Africa and make a positive impact.� conservation in South Africa and make a positive impact in our small part of Limpopo. Although it was hard to deal with the rejection from the zoo all those years ago, it meant that I had experience with the interview process and I was forced to jump completely out of my comfort zone and ultimately land myself my dream job! What was the most important lesson you learnt from Eynesbury? I learnt not to fear failure. The environment at Eynesbury fostered growth of young adults who could achieve what they worked for - key word, worked for. We knew if we engaged in class, gave the outside hours suggested by the school and used the extra resources the school supplied then

Leah (middle) with colleagues.

Wildlife images credit: GVI - Volunteer Abroad on Facebook @GVlfans

we WOULD gain that score that we needed to give us access to higher education of our choice. Fear continued to hold me back for some of my time at Eynesbury but by the end of my final year I was confident that I had the ability to achieve what I wanted if I worked for it. How did you find the transition to life beyond Year 12? I decided during my final high school year that I did not want to attend university. I applied for the Diploma of Animal Technology at TAFE SA and was accepted based on my high school achievements and my entrance exam. I was chasing my dream job at the time - zoo keeping. I took three gap years to ensure that I made the right decision before I committed to study. During this time I gained full time employment and began to develop my skills within a management role. Once I finally made the decision to go back to study I was eager to return to the classroom as my lasting memories of this environment were positive. Did you always know what you wanted to do and do you have any advice for someone considering a similar career? Like many, my career aspirations changed with age. When I was 10 I wanted to be a veterinarian, when I hit 16 the reality of the role pointed me in

“Volunteer, volunteer, volunteer. Every employer wants someone with not only industry experience, but also life experience. Jump on a plane, step out of your comfort zone and experience your chosen field in a country other than your own.” a different direction. I genuinely believed I would spend the rest of my days watching African animals pacing their enclosures at a zoo, so I can’t really say I always wanted to be the manager of a research camp. Volunteer, volunteer, volunteer. Every employer wants someone with not only industry experience, but also life experience. Jump on a plane, step out of your comfort zone and experience your chosen field in a country other than your own. For more information on Global Vision International’s programs and volunteer opportunities visit:

39 03 2018



Students from Year 12 Economics attended a presentation by the Reserve Bank of Australia (RBA) at University of South Australia.

In celebration of the 2018 Book Week theme ‘Find your Treasure,’ the Library are held a competition. Match the staff member to their treasured book.

The Economics Teachers Society of South Australia organised a talk from the Deputy Head of Economic Analysis RBA, Dr Michael Plumb. This was a fascinating talk about the current state of the Australian and global economies. It also provided insight into how the RBA incorporates this information into its Monetary Policy decisions each month.

Congratulations to Sohan Pramod and Cayleigh Stock who won Dymock’s book vouchers. Well done to runners up: Annja Haywood, Lacy Pham and Celes Ha, who received gorgeous book marks for their efforts. The correct answers are below:

Tim Williams - Treasure Island

“Dr Plumb has one of the most significant roles in determining what will happen to interest rates and the students really appreciated that he took the time to explain how economics happens in the real world. He provided a a lot of useful data and phrases the students could use in their exam essay,” said Economics Teacher, Tim Williams.

Mel Smith - The Mysterious Tadpole

“There was also an engaging presentation from the Women in Economics Network ( as well as course information from UniSA and Adelaide Uni.”

Jackie Robinson - Like Water for Chocolate

“The catering at the event was also a highlight for students,” said Tim with a smile.

Nicola Rosadoni - The Very Hungry Caterpillar Margaret-Ann Copeland - The Adventure of Reddy Fox Sophie Darzanos - Where the Wild Things Are Wayne Hobbs - Starship Troopers Holly Langridge - Girl Scouts of the Round Table Fiona Thompson - Winnie the Pooh Tyson Wood - Wizard of Oz Aldo Longobardi - Simon vs. The Homo Sapien Sandra O’Connell - Tomorrow when the War Began Bride Saunders - The Royal Mistresses of the House of Hanover Windsor

Bittersweet Passage by Jenn Stefanidis Summer’s broken promises struck me with the intensity of a death, with pangs of loss and melancholy that I had never known or felt. I had not yet learnt of its— new beginnings. Summer is a new beginning. Breathing time, growth, mistakes. Neither suffering nor sin, my sense of self in its purest form.

Isn’t oblivion less hurtful? And a standstill more safe? A summer that you can savour, a summer that doesn’t wane or flicker. We’ll never be those kids again A summer that suspends you in your hope and in your safety, that summer that would never leave you or or deceive. Summer’s not as long as it used to be. Watching the summer come close to an end, even sixteen years in I’m naïve to its false magic. It’s coming back different, should nostalgia sting like this?

This is nirvana. two thousand one hundred and sixty joyous hours. Carelessness. Adventure. Reflection. Meaning. This is nirvana. I bask in its haze of warmth and youth. It begins to blur, we get older But what is a beginning to someone like me? Someone who rises with the moon and shrugs away from the pace of life with the urgency of a spasm flinch tick.

This feels like nirvana but nirvana is eternal and summer is not. Shouldn’t nostalgia be a sweet spell, the sun’s rays glorious and silken to my skin? Dew drops glistening constellations to freshly cut grass, The thick of its breeze an atmospheric gift? Yet every day destroys every night, every night rescues me from the day. Not another summer. Still, nirvana is eternal and summer is not. but perhaps there’s reason in that. True nirvana I cannot have without sacrifice, and that bittersweet sacrifice is continuation. Summer deceived me, but come two hundred and seventy five days — everything will be.

41 03 2018


Year 10 Visual Arts and Stage 1 Art classes attended the Waterhouse Natural Science and Art Prize exhibition at the South Australian Museum. The prize invites established and emerging artists to present their perspectives on the scientific issues facing our planet, and the exhibition ignites thought and debate amongst viewers. Year 10 students created circular images based on an exploration of natural forms. As well as responding to works in the exhibition, Stage 1 students also looked at artists who used found natural materials, and experimented with pattern and repetition.

Alexa Nguyen’s artwork inspired by the Waterhouse exhibition.

42 03 2018

BREAKING THE SILENCE Cathy Buttignol, Eynesbury Senior College Counsellor Breaking the Silence is White Ribbon Australia’s award-winning professional leadership program for teachers, giving them the tools, knowledge and strategies to embed respectful relationships in schools and drive the prevention of men’s violence against women. Now entering its ninth year, the program has reached over 500 schools to date. Four staff at Eynesbury Senior College have registered with the 2018 Breaking the Silence White Ribbon School Program and it is our College’s intention to become a White Ribbon School. Numerous respectful relationship workshops were held with Year 11 and Year 12 students this term, facilitated by the Power to End Violence Against Women Program, Paula May and Year 11 mentors. Our students have learnt about warning signs of unhealthy relationships, how to respond in unsafe situations to care for themselves first, to be proactive instead of reactive and to consider the part they play in caring for and protecting their friends.

THE MENTOR PROGRAM & PORT POWER WORKSHOPS Year 11 and 12 students participated in workshops run by the Port Adelaide Football Club as part of the Eynesbury Mentor Program in Term 3. The workshops focused on their signature program ‘Power to End Violence Against Women’ and students enjoyed the interactive sessions. More than 3000 male school students have participated in the program since it began in 2016, learning about respect, trust, gender equality, healthy relationships and the dangers of abusive behaviour. Through this program, ambassadors Travis Boak, Ollie Wines, Hamish Hartlett and Jasper Pittard visit schools with club legend Russell Ebert and Jake Battifuoco, Youth Programs Manager, to educate young men about how to make informed choices to prevent violent behaviours.

The program is focused on becoming an active bystander and is designed to develop a student’s knowledge, understanding, skills and confidence to have a safe and effective conversation with someone and/or group of people when they see or hear them engaging in behaviours that are directly and/or indirectly disrespectful to women. Students worked through a range of issues, including taking recent cases of how the media portrays relationships. They work through how to judge positive and negative examples in order to learn about creating strong positive relationships in their own lives. The Power to End Youth Violence Program discussed how social media plays a role in relationships whilst examining the difference between what is personal and what should be shared publically.

PHOTO GALLERY Photos: Walk a Mile in My Boots, EMP city walk, University Creative Writing workshop.

PHOTO GALLERY Photos: Year 12s and CBD group photos.

PHOTO GALLERY Photos: Year 12 Visual Arts exhibition.

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