Eynesbury Times Term 1 2019

EYNESBURY

TIMES

In our first edition of the Eynesbury Times for 2019, we welcome new students and staff, showcase the achievements of the Class of 2018, reveal some new looks around the campus, feature student work, outline use of the city as an extension of the classroom, hear from students past and present and much more...

TERM

ONE

2019

Page 20

(PHOTO)

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Principal's Note

4

Class of 2018

6

The 2018 Honour Roll

10 Welcome

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12

Face Lift

14

Breaking the Silence

16 EMP

Page 14

19

Engagement & Enthusiasm

20

Visual Arts

24 Canberra 26 Politics 29

Mock Trial Competition

30 English 34 Mathematics Business Economics Accounting Psychology 36

City Benefits

37 Science

Page 38

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38

Student Liaison Groups

40

International Women's Day

42

What I

43

A Little Bit of Faith

44

Where Are They Now?

♼ about Eynesbury

Editor: Sarah Hegarty EYNESBURY TIMES TERM 1 2019

PRINCIPAL’S

NOTE W

elcome to the first edition of the Eynesbury Times for 2019!

Firstly, congratulations to the Class of 2018! It was a pleasure to watch you walk across the stage at graduation, and I know everyone at Eynesbury has enjoyed hearing about your first steps into your lives beyond Franklin Street. Our ‘Where are they now’ section (p.44) has a special article on Jordan Routley as he moves into balancing his course in Journalism and Professional Writing at UniSA with his ongoing part-time-work at SA Footballer Magazine and radio station FIVEaa. We always appreciate a visit and a catch up with our old scholars.

Annalise Delic and Will Broderick, two members of our Grand Final winning Mock Trial team last year, recently dropped in on Round 2 of this year’s competition, held at the Magistrates Court, to support their old team members. Our 2019 team did them proud with a double victory, winning both the case and the points. Janine’s update of Round 1 is on p. 29.

We have welcomed new members to our community this year (p.

10-12) with new students at all year levels and three new staff members: Belinda Sziller, Sarah Hegarty and Mary Smallwood. We appreciate the courage it takes to make the move to a new school and place of work, and have been delighted to see everyone settle in.

It has been a thrill to see one of our new international students, Jason Wong, take part in the Schools Auction Championships (p. 36) and advance to the Grand Final.

We have been impressed by his passion and commitment and wish him all the best! Someone else who knows all about these qualities is Faith Chin, our Yr 12 student who was announced as the 2019 South Australian Rhythmic Gymnast of the Year! (p. 43).

Our refurbishment plans have continued with both an external upgrade of the building and a refresh of our labs (p.12). Further plans involve a new street art mural, designed in consultation with our visual arts students, and some work on the terrace with our student Terrace Taskforce, led by an enthusiastic Belinda. Watch these spaces!

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The articles on becoming a White Ribbon school (p. 14), our EMP program (p. 16) and engagement and enthusiasm (p. 19) reinforce Eynesbury’s commitment to our students’ wellbeing and growth as responsible citizens.

Politics is a special feature in this edition, including a report from Cayleigh and Aileen on their trip to Canberra for the National School Constitutional Convention (p. 24).

We are fortunate as a boutique school to be one of the few schools in the state offering Politics, thanks to Tyson Wood, our passionate Politics teacher and resident guru.

Enjoy the creativity and power of our students’ work in Mel’s article on writing in English (p.30) and Lindy’s feature on Visual Arts (p.

20).

Happy reading!

Claire Flenley PRINCIPAL

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Above: Graduation Ceremony 2018 , Adelaide Town Hall

8% OF STUDENTS ACHIEVED AN ATAR OVER 99, PLACING THEM IN THE TOP 1% OF THE NATION 19% OF STUDENTS ACHIEVED AN ATAR OVER 97, PLACING THEM IN THE TOP 3% OF THE NATION 31%

90

OF STUDENTS ACHIEVED AN ATAR OVER , OF THE NATION PLACING THEM IN THE TOP

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10%

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CLASS OF

2018

Congratulations, Class of 2018!

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hese results are outstanding, and are a testament to many things:

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your hours of hard work, persistence and triumphs over procrastination

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your commitment to your own growth as learners. Well done on pushing yourselves, especially when things didn’t come easily

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the pleasure of curiosity rewarded as you have learned about yourselves and the world in ways you may never have anticipated

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the productive partnerships you have formed with your Eynesbury teachers (and fellow students) from your time of entry onwards

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the patient support of the people who care for you, listened to you vent when things got too much and who brought you cuppas and chocolate: parents and caregivers, friends, mentors and teachers.

We wish you all the best for 2019 and beyond!

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THE 2018 HONOUR

ROLL Above: Some of our Honour Roll Students

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ell done to all students on personal bests, Merits and A+ results, including our highest achieving students whose hard work and dedication scored them ATARs over 95:

John Kalyvas

99.65

Will Broderick

97.9

Annalise Delic

99.4

Maria Tran

97.7

Jarred Scaffidi-Muta 99.4

Amy Goussios

96.35

Anjali Malhotra

98.85

Drystan Dao

96

Jack Hislop

98.6

Allison Pham

95.3

JARRED SCAFFIDI-MUTA Eynesbury Scholar Award for exemplary academic achievement and engagement.

A+ Grades: Physics, Mathematics

ATAR: 99.4 Future pathway: Advanced Health and Medical Sciences Degree at the University of Adelaide

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Anjali Malhotra:

Bachelor of De

Jack Hislop:

Bachelor of En

(Mechanical) d

Will Broderick:

Bachelor of La

University Maria Tran:

Bachelor of Pa

Amy Goussios:

Bachelor of Ar

Drystan Dao:

Bachelor of Me

Imaging) at Un

ANNALISE DELIC Highest Award of the SACE: Governors Commendation Award 2018 Merit: Modern History A+ Grades: Economics, Legal Studies, Politics, RP

ATAR: 99.4 Future pathway: Double degree in Law and Arts, majoring in International Development at the University of Adelaide

ental Surgery, Adelaide University

ngineering Engineering (Honours)

double degree, Adelaide University

aw double degree, Adelaide

aramedic Science, Flinders University

rts, Adelaide University

edical Radiation Science (Medical

niSA

JOHN KALYVAS DUX of Eynesbury Senior College SACE Individual Prizewinner: Way College Prize and Medal for Chemistry 2018 Merits: Chemistry, Biology A+ Grades: Physics, RP

ATAR: 99.65 Future pathway: Advanced Health and Medical Sciences Degree at the University of Adelaide

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89% of students who applied to SA universities were offered one of their top 2 preferences

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YEAR 10 At the beginning of Term 1 we welcomed 32 new Year 10 students to Eynesbury Senior College. Over the course of the Term, another three new students joined them, ending Term 1 with a total of 41 Year 10 students, including our continuers from last years Early Entry Program.

YEAR 11

Term 1 started off with 30 new students joining our Year 11 cohort.

Again, we welcomed three more Year 11 students over the course of the Term, and wrapped it up with a total of 66 Year 11s looking forward to cracking on with their Stage 1 (and, in many cases, Stage 2) studies!

YEAR 12

Five students had a fresh start to their Year 12 studies at the beginning of the Term. Another five joined them over the next few weeks, recognising the need to maximise their potential in a new environment and proving the start of Semester 1 isn't too late to make a positive change! By the end of Term we had a total of 76 Year 12 students working hard on ther SACE studies!

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WELCOME

Science Key Teacher, Chemistry Teacher

Marketing & Enrolments Manager

SARAH HEGARTY

MARY SMALLWOOD

Belinda joins us from Seymour College, and, prior, Immanuel College and Annesley College. With a Bachelor of Education in Secondary Maths and Science, majoring in Chemistry and Geology, her focus on teaching since 1992 has been solely on science and Chemistry. Her other passion is for student wellbeing, service learning activities and the development of necessary life skills to enable students to show the courage and independence to take control of their future and contribute to that of others.

Sarah joins us from similar roles at a couple of other independent South Australian Schools. Until entering the education industry, Sarah worked in Real Estate marketing and the wine industry. Her passion is now firmly etched in education, recognising that students of today are the world of tomorrow. With 2 children of her own, Sarah understands the importance of the right environment for learning, and loves enabling a positive schooling change for students and parents.

Mary’s early career was teaching Chemistry, Biology and Maths - with some French - having a Science degree with a major in Biochemistry and an Arts degree with a major in Psychology (and with some French and German).

She took a break from teaching to raise her children, and used this time for ESL studies. She also found time to set up a tutoring company, specialising in scholarship preparation before returning to the formal workforce as a French teacher.

FUN FACTS!

FUN FACTS!

FUN FACTS!

Belinda's nickname is Godzilla!

Sarah was a Police Officer in the UK for 10 years before immigrating to Australia with her husband and young children in 2008.

Quite the adventurer, Mary has travelled Africa by truck, almost reached the summit of Mt Kilimanjaro, spent a year travelling around Europe, explored Iceland's rugged beauty and has Iguazu Falls, GalĂĄpagos Islands, staying in an ice hotel and riding on a dog sled on her very long bucket list!

BELINDA SZILLER

She owns 2 horses, approximately 40 chickens, 2 rabbits, 3 dogs, 1 bearded dragon...and 2 resident koalas (Barry and Mary) and 2 brown snakes (Jake and Blake)!

She once went out to buy a loaf of bread and ended up buying a house!

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French Teacher

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FACE LIFT Some of our ongoing

improvement projects were completed as we began the 2019 school year.

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ver the 2018/2019 summer holidays, work took place to refresh our Science labs which were, admittedly, starting to look a little tired after heavy use by so many hard-working sciencefocused students over the years!

Gone are the old, stained benchtops, sinks, cupboards and floors. In their place, clean, white cupboards, chemical resistant surfaces and sinks, shiny new tapware and sparkling flooring!

The walls have been given a fresh coat of white paint to complete the bright, modern look, and the windows have been frosted with brand new blinds fitted. Cabinetry and benchtop space has been extended to create plenty of room for spreading out and conducting practical work. Our chemistry, biology and physics students have definitely been making the most of these generous, rejuvenated spaces during the course of this term.

Outside, we welcomed our sparkling new crest to the front of our iconic modernist building, complemented by a new name banner and light box: to the side of the building, also new signage, all courtesy of Signarama.

These upgrades were possible thanks to some partial funding from the South Australian Government.

We think our new frontage looks pretty smart! Now, onto the next project...

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BREAKING THE SILENCE BECOMING A WHITE RIBBON SCHOOL

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he White Ribbon Campaign is the largest global maleled movement to stop men’s violence against women. Holly Langridge and Tyson Wood, Head of Year 10 and Co-Head of Year 11 respectively, have been taking part in ‘Breaking the Silence’, a two year program specifically for teachers, aimed at creating White Ribbon Schools across Australia. The program provides foundational knowledge, tools and strategies to implement respectful relationships and domestic violence education in schools.

‘Breaking the Silence’ supports schools to bring about a commitment to stop violence against women. It builds on existing initiatives to strengthen a culture of respect and equality at all levels of the school community – through curriculum, role modelling

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from staff, policies and procedures, domestic violence education programs and strengthened family and community partnerships.

Young people form behaviours, social skills and relationships during their time at school. During these formative years, ideas about men, women and their relationships are being learned.

Exposure to harmful messaging and gender stereotyping can lead to attitudes that support inequality and disrespect towards women.

Schools play a pivotal role in breaking the cycle of violence by teaching young people how to recognise and challenge violence against women and build respectful relationships. ‘Breaking the Silence’ engages the wider school community to promote and role model gender equality and

EYNESBURY TIMES TERM 1 2019

create a safe, inclusive school culture to stop violence against women.

The conclusion of the 2018/2019 program by Holly and Tyson means we are now part of a local, regional, and national White Ribbon community of over 500 schools committed to strengthening respectful relationships. Whilst the White Ribbon Campaign specifically moves to end men’s violence against women, the values and ethos behind it transcends ALL relationships.

We look forward to working alongside our whole college community driving generational change for a future where every child can live free from violence and enjoy respectful and equal relationships.

WHAT DOES BEING A WHITE RIBBON SCHOOL MEAN FOR EYNESBURY SENIOR COLLEGE? Tyson Wood tells us more.

What has been the focus of this program so far?

level they had sessions focusing on respect, consent and not being a bystander to violence. These sessions were shaped around group discussions, activities and reflections. This was driven by the Power to End Violence program presented by Port Adelaide Football Club.

The girls of each year level had sessions focusing on domestic violence, on behaviours to be aware of and strategies to implement should they or someone they know be involved in a domestic abuse relationship. These sessions were shaped around group discussions, the presentation of videos and statistics and the analysis and discussion of case studies. These presentations were given by social worker, Paula May.

it comes to relationships. It has been quite revealing to see that education and early intervention is the best way to shift cultural attitudes and to make a difference going forward. We also learned that young people are extremely willing to talk about this issue, to express their concerns and their understandings, and to have developed insightful opinions about the types of relationships they want to forge now and in adulthood. We also learned that this was a great forum for students to get some base facts and to develop solid and useful strategies should they ever need them. Finally, we learned that the issue of domestic violence and unhealthy relationships is far more prevalent amongst young people than we realised.

Our focus has been to improve the way our students interact with each other and to take the lessons learned into their What have we seen as a result of relationships beyond school. We have dedicated our program to These sessions culminated in this implementation? education and discussions about the coming together of both positive relationships and about the boys and girls for the two We have seen the implementation respect. We have driven to provide separate cohorts and engaging of positive relationship sessions hard facts explaining why the issue in open and honest conversations into our wellbeing program become of domestic violence is such an about everything they have been a staple. All teachers have come to epidemic in Australia and why we presented with. It gave them a recognise the importance of this need to have conversations about chance to discuss their different education and have gotten behind it. We made the decision to focus experiences and to reflect on the it. The sessions also inspired the school’s Social Justice Group to opinions of others. on healthy respectful put together an activity relationships in We have dedicated our program to to commemorate White general (beyond Day whereby romantic) as we felt this education and discussions about positive Ribbon students were invited to was warranted due to relationships and about respect. write positive notes about the increased numbers of relationships that defy traditional labelling and In addition, Stage 1 Design students relationships they’ve forged in their participated in a letterform lives and then create a paper chain go beyond the physical world. workshop with Tristan Kerr during to hang in the hall.

What have students been doing? Semester 2, 2018. They collaborated with the local artist to create a Where to in 2019?

As a part of our wellbeing and typography urban artwork which engagement program we decided will be installed as a mural on the We will continue more of the to implement a series of 2 hour side of the Eynesbury building. same this year. We have included sessions dedicated to respectful The mural will explore key words in our Wellbeing program two relationships and to tackling developed through a student additional sessions about positive focus-group. Students found that relationships, with one focusing domestic violence. the following words resonated the on the cyber sphere. We have also For Years 10 and 11, staff members most with them: Respect, Resilience invited back the guest speakers from educated by Shine SA conducted and Reflection, reinforcing our goal last year to speak again providing two 30-minute sessions per year of integrating the values of White custom year-level presentations level about respectful sexual Ribbon into our school community. to Years 10, 11 and 12. The Social relationships and the importance of Justice Group has already indicated What have we learned? consent. a desire to host a more substantial event and they will begin to take For Years 11 and 12 we established We have learned that the endemic shape during Term 2. Installation three 2-hour sessions for each year of domestic violence is rooted in a of the Typography Mural will also level. For the boys in each year fundamental lack of respect when commence.

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EMP

The Eynesbury Mentor Program is the backbone of all we stand for at Eynesbury.

So what have students been doing as part of this compulsory subject in Term 1?

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he school year started off with an Orientation Day for all year levels, helping current students adjust to what to expect as they embarked on the next stage of their learning, and new students to familiarise themselves with their new environment.

every student - activities throughout the UN! Cathy Buttignol, College the term as part of these Monday Counsellor, tells us more about all lessons enhanced the program this over the page! further.

For Year 11, the wellbeing focus The focus for Year 10s is on health shifts further and students start and wellbeing so they headed off to explore the development of life into the city right on our doorstep skills. So, Term 1 had them taking to take part in fitness and bonding part in presentations and activities In addition to the fundamentals activities, and enjoyed visits, around mental health, respectful of the program - the mentoring workshops and presentations from relationships, and the recent data sessions and support for each and the likes of Headstrong and even released from Mission Australia.

Far left: Year 10 students enjoying bonding over volleyball at City Beach Left: Year 11 students problem-solving and team-building in the parklands

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Below: Year 12 students visit the UniSA campus

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To help them blow off some steam towards the end of term, they too headed out into the city to enjoy a sunny autumn morning in the south parklands. The cohort was split into groups and undertook a number of activities designed to develop their problem solving skills and build a sense of teamwork - tasked with developing strategies to better their times for problem solving which

required good communication and, of EMP. This term, our Year 12s at times, thinking outside the box. also took part in a presentation and associated activities on the The Eynesbury Mentor Program Mission Australia data, as well as continues to support students' one on the importance of sleep. In cognitive, behavioural, and addition, they toured UniSA - one of emotional engagement and several upcoming university tours wellbeing into Year 12. But with - and explored alternative post this being a big decision year, Year 12 pathway options such as options and education for future overseas volunteer experiences and pathways form an important part the defence forces.

Above: Year 10 students share their voice in

Below: Year 11 students comment on what they learned from

the UN Youth Representative's Listening Tour

their Mission Australia data and mental health presentation

I need to take care of myself

Try to chat with friends Feeling flat doesn’t

It’s better to sleep more

Use problem solving with stress

necessarily mean you’re mentally unstable

Listening to music can help with stress

Planning what needs to be done can help with coping with stress

Don’t keep all your problems to yourself

I found a new way to release pressure

I have new information about mental health

Find my own boundaries Ask someone for help/talk to someone if you can’t do it yourself

Deep breathing can relax yourself Lots of people want to know how to cope with stress

People really value their family

I need to ask for help

I have new strategies for coping with stress, like observation and breathing 18

Checking my surroundings helps with stress

I never knew how to reduce my stress when friends are not around but now I clearly know how to do it and manage it myself

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ENGAGEMENT

ENTHUSIASM 2

019 has brought with it a concerted effort to educate and extrapolate our Year 10 students’ understanding of health and wellbeing. We have been so impressed with their readiness to get involved.

Physical health, building community and pure fun with the infamous ESC Amazing Race, beach volleyball and mixed circuits of skipping ropes, races, finska and hula hoops formed an integral part of the weekly sessions.

Sessions also challenged students’ notions of what it is that substantiates mental wellness.

Reflective student feedback from these sessions included, ‘Even if you have a mental illness, you can

still be mentally well,’ ‘I’ll be more cautious of people’s actual state instead of their diagnosis,’ ‘I may hold controversial opinions but people will listen with open minds,’ ‘Being mentally well/unwell is difficult to judge and not always black and white,’ and ‘Everyone is valid.’

facilitated insightful discussions with our students as part of his Listening Tour, intending to incorporate their ideas into his presentation to the UN in New York later this year.

Finally, Kareem El-Ansary, the 2019 UN Youth Representative,

Inspiring, don’t you think?

Cathy Buttignol

College Counsellor

This was an opportunity for Year 10s to again have their voices heard, speaking honestly, using Helen Connolly, the Commissioner both heart and intellect, about for Children and Young People, their optimism for the future, works tirelessly to listen to our having an impact within political young people and one of the issues circles and how they might take children and young people have agency of some of their issues of asked her to prioritise is to ‘help concern, such as racism, climate poor kids’. We invited our Year 10s change and how other people’s to participate in the Poverty Project perceptions may unconsciously survey and have their voice heard. contribute to stereotypes.

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VISUAL

ARTS 20

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n Term 1, Visual Arts students have teacher’s workshop with Ben Quilty been exploring and responding himself, developing insights to to art in the city. share with her students back in the classroom.

Year 11 and 12 students visited the Quilty exhibition at the Art Gallery The focus for Year 11 students has of South Australia as part of the been responding through written Adelaide Festival, an opportunity analysis and visual studies of the to experience a major body of figurative theme. They have studied work by a significant contemporary human proportions, created selfAustralian artist and Archibald portraits and are working towards Prizewinner. Ben Quilty’s exhibition individual projects that explore this includes powerful portraits as well theme from a personal perspective. as works which speak to audiences about injustice and call for our Year 10 Visual Arts students have compassion in response to events been investigating street art and in our contemporary world and past saw recent works first hand in history. Supporting this experience some of Adelaide’s lane ways and further, Visual Arts teacher, Lindy in the East End near the site of Neilson, was fortunate to attend a the Adelaide Fruit and Produce

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Exchange. They also examined ‘Leafies’; figurative sculptures made from Autumn leaves collected from Botanic Park for a special art installation during WOMADelaide, and now finding a place on the city streets.

Experiencing the large scale of the work in the street enabled students to develop an appreciation of the artists’ techniques and the relationship between art and its surrounding environment.

Being out in the city on a sunny autumn day also contributes to the students’ awareness of the city as a place for learning and an invaluable extension of the classroom.

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Digital portrait Amber Phan Year 11

Self portrait Ivy Phan

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Year 11

Digital drawing Tammy Nguyen Year 11

Self portrait Tammy Nguyen Year 11

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“

On 19 March, Cayleigh and I embarked on a three day trip to Canberra for the 24th National Schools Constitutional Convention.

I went to Canberra with the intent to learn about the constitution, its preamble, and other Australian political and historical issues.

What I didn't expect was that I would get all this and more. Some highlights for me were the panel with Speaker Tony Smith and Labor Member Dr Andrew Leigh where we asked the hard-hitting political questions, including issues relating to climate change, education, and their roles as politicians. Another highlight was night one where I was 'adopted' by the Western Australian delegation, who I now call some of my best friends. My favourite adventure, though, was our trip to the High Court where we were all treated to a tour, meal, and many inspirational speakers.

I was so captivated by the beauty and history of the building I was standing in, and never in my life had I thought that I would be lucky enough to do such a thing.

It was new and exciting to engage in robust political debate with people of my age, and I learnt so much about respecting and disagreeing with other student's opinions. I enjoyed having my thoughts challenged and debating with the delegations from across the country. I think it is necessary to step back and look at someone else's view every so often, and this was a great opportunity to do so.

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My time in Canberra was both full of learning and fun, I am so glad I decided to apply and throw myself into the experience and I would recommend the trip to anyone.

Regardless of political knowledge, I think there is something for everyone to learn and discover at the National Schools Constitutional Convention. Hopefully I'll be able to be a student supporter at the state convention later this year and encourage others to take advantage of the fantastic opportunity.

Aileen Bourne EYNESBURY TIMES TERM 1 2019

�

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Queensland and the Australian National University, as well as members of Parliament, you couldn't help but be inspired by their passion and dedication when addressing us. It was great to be around like-minded political fanatics when discussing if we should get a new preamble.

The High Court dinner was also a highlight; the opportunity to see where such influential decisions changing and forming our nation are made. The National In March, two Year 12 Australian Schools Constitutional and International Politics students Convention will be one of my highlights for Year 12.” experienced the opportunity of a

his term, Aileen Bourne and Cayleigh Stock had the privilege of being National Delegates at the 24th National School Constitution Convention in Canberra, accompanied by their Australian and International Politics Teacher, Tyson Wood. These two Year 12 students were among just 120 other young delegates, 12 of whom were from South Australia, selected from over 800 candidates in Year 11 and 12 around Australia to attend the Convention.

relating to a constitutional preamble, and the opportunity to persuade other delegates of particular approaches. Finally, students participated in a mock referendum to determine the outcome of their deliberations.

Outcomes from the Convention will be incorporated into a Communiqué that will be

CANBERRA

Held at the Museum of Australian Democracy at Old Parliament House, lifetime - to attend the 24th NSCC in Other elements of Canberra, the topic of the Canberra as National Delegates. the program included Convention was 'A new a meeting with the constitutional preamble Speaker of the House for Australia?’ and it was of Representatives, The Hon supported by all state and territory presented to the Deputy President Tony Smith MP at Parliament of the Senate, Senator Sue Ministers, and funded by the House, and a dinner at the Australian Government Department Lines, for tabling in Parliament High Court of Australia. and recorded in Hansard. of Education and Training.

This topic provided students with The aim of the program is to Cayleigh Stock said of the opportunity to explore the provide senior students with an her experience: present Constitution and spend opportunity to become better “Canberra was such an two days debating if a preamble informed about how Australia's inspirational experience. It is is required, facilitated by Emeritus Constitution provides a democratic something I never thought I would Professor John Warhurst AO. A framework and encourages them do. To hear from a wide range range of stimulus speakers and to take an active interest in the of speakers from world-class panel of experts enabled group operation of government. universities like the University of discussions on the main issues

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his year, the Year 12 Politics class hit its highest membership at 16 students and during this first term students have already completed two topics, both with a local political focus.

Topic 1 saw students investigating the foundations of modern Australian democracy with a particular focus on our Federal system and the Australian Constitution. This topic provided students not only with background knowledge about our political way of life, but also some additional take-aways (including that Australia was the first nation to have a Constitution popularly voted on by the people).

In looking at the Constitution, key sections and their impact on modern politics, specifically section 109 (The Inconsistency Rule), section 96 (The Grants Power), and also section 51 (xxix) (The External Affairs Power) have been examined. Students also considered the representativeness of the Constitution and came to the conclusion that it is in severe need of reform. During these investigations, students explored the relationship that exists between federal governments and state governments and the benefits of these interactions, but also the myriad of issues that have arisen. In considering this division of powers, students looked specifically at the ability to legislate for the environment and which level of government is best placed to make effective and far-reaching decisions - in the end, not able to come to a consensus.

AUSTRALIAN & INTERNATIONAL

POLITICS study, examining the incredible interpretive powers of the High Court, and the role the court plays in determining the exercising of legislative power in Australia.

For their second topic this term, students have been discussing the function and roles of the Parliament, the Executive, and Cabinet in Australian politics.

Class forums have been focusing on how well the different branches of Australian democracy function together and the extent to which our political institutions are truly representative of Australian society. Students debated the merits of quotas to achieve a more diverse parliament and whether or not this option would lead to a more reflective parliament.

Further investigations looked at the backgrounds of current MPs and students debated if a career politician or lawyer could amply represent a teacher, nurse, or university student. In considering the effectiveness of Australian parliament, students also looked at responsible government and the

importance of accountability, as well as the importance of the Senate and bicameralism in achieving this.

Discussion around the separation of powers and its cruciality to the rule of law in Australia, and the number of ways the average citizen can involve themselves in the political process and influence change rounded off the term.

Once again, our central city location proved itself to be an asset for enhancing class-based studies, with students walking up to Parliament House for a guided tour of this incredible building by Rachel Sanderson, State Member for Adelaide. Students had the opportunity to sit in the upper and lower houses and hear from Rachel about the history of our local parliament and how it looks in comparison today.

Next semester will see students looking at electoral systems and the different factors that can determine an election result, made all the more exciting as the 2019 Federal Election unfolds on 18th May.

Finally, students looked at interactions between state and federal governments as they played out in the High Court of Australia, and, using the Tasmanian Dams Case (1983) as a case EYNESBURY TIMES TERM 1 2019

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DECISIONS MADE BY THE HIGH COURT HAVE FAVOURED THE FEDERAL GOVERNMENT AT THE EXPENSE OF STATE POWERS. An excerpt from an essay by Dante McDonald, Year 12

”

Historically, decisions made by the High Court have favoured the Federal government, resulting in reduced State Powers. This occurred in the Tasmanian Dams Case (1983), where an agency of the Tasmanian Government sought to construct two dams in the south-west of the state.

These dams would generate much of the State’s energy, however, would have wiped out 35% of the wilderness areas in south-west Tasmania. The incoming Liberal government supported the project, which was also supported by the majority of Tasmanians at a referendum in 1981. The imminent dam construction led to widespread public outcry, led by The Wilderness Society, including encouraging Tasmanians to ‘write “NO DAMS” on [their] Ballot Paper’ at the 1982 Tasmanian election. This outcry prompted UNESCO, a division of the United Nations, to declare the wilderness area a World Heritage Site. Hawke’s Labor Party promised in their campaign for the 1983 Federal election that they would prevent the building of the dams, Labor subsequently won 75 of the 125 lower house seats, and passed the World Heritage Properties Conservation Act, which outlined restrictions on heritage sites, including those that were marked as such internationally. The Act gave effect to the UNESCO declaration, halting the construction of the dams. Tasmania challenged the Act in the High Court, arguing that it was constitutionally invalid because it exceeded the Federal powers to legislate for Foreign Affairs and corporations. The Commonwealth argued that it was within its powers to create the act, as under Section 51 (xxix) the Commonwealth has external affairs powers to pass legislation that give force to an international law or treaty. The High Court ruled 4-3 that while some sections of the Act were unconstitutional, the section that ordered the suspension of dam construction was valid. The effect of this decision was that Section 51 (xxix) of the Constitution is to be interpreted as allowing the Commonwealth to make laws codifying or enforcing international treaties as an exercise of their external affairs power.

In some cases, however, State Powers have grown through a decision of the High Court that has clarified which level holds specific powers. This occurred in the Incorporation Case (1990), where New South Wales, South Australia and Western Australia challenged the Corporations Act 1989 (Cth) which was created to address the registration and incorporation of new companies. As it pertained to this case the Corporations Power had historically been interpreted rather literally, particularly in Huddart, Parker & Co v Moorehead (1909). The issue was whether the section applied to companies that had not yet started to trade. It was found by the High Court that the power granted by the section was confined to making laws in respect to companies which had already started trading, and therefore could not extend to the registration or incorporation of companies. The effect of this decision was that the states retained the power to legislate for the registration and incorporation of companies, protecting their residual powers.

While there are particular High Court decisions that have grown State Powers, or that have denied an expansion of Commonwealth Powers, for the most part, decisions made by the High Court have favoured the Federal Government at the expense of State Powers. This is shown in both the Tasmanian Dams Case (1983) and the Uniform Tax Case (1942), where the power of the States was considerably minimised by the decisions of the High Court. While the Incorporation Case (1990) and the Communist Party Case (1951) highlight the manner in which the High Court has made decisions to the detriment of Federal Powers, these decisions are the exception. While these exceptions have occurred, the statement that High Court decisions have favoured the Federal Government is accurate to a large extent.

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MOCK TRIAL

COMPETITION Hot off the heels of last year’s competition win, the 2019 Mock Trial group have some big boots to fill.

But with a winning start in Round 1, things are looking good!

A

s reigning champions, the team was under pressure to defend their title against St Aloysius. Round 1, in early April, was a criminal case about an alleged ‘hoon driver’ and Eynesbury Senior College was the Prosecution. New team members, Sienna Crutchley and Abby Douglas, were calm and collected during examination-inchief but gave the hoon driver and her friend a hard time during cross-examination. Judge David Riggall was particularly impressed with Abby’s cross and found it very entertaining. Emma Hislop and Declan Roberts were natural witnesses and fastidiously stuck to their version of events and

put the St Aloysius Barristers through their paces. Experienced Solicitors, Taylor Portelli and Dante McDonald, were organised and supportive, and helped the Barristers when they had to respond to objections. Tania Scaffidi-Muta kept the court in order and swore in witnesses. The Judge commented on her attention to detail and court protocol.

Although it was a tightly fought contest, Eynesbury won by 3 points. The Judge was swayed by the overall persuasiveness of the Prosecution’s arguments and the Eynesbury team’s high level of preparation and excellent presentation.

Janine Campbell,

Legal Studies Teacher

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ENGLISH Who said it’s just reading about boring old poets?

L

iteracy in the SACE is about developing “skills to understand and interpret a variety of texts and people in a range of different situations and countries. It is an every-century skill. Literacy is reading, remembering, writing, understanding, creating, and speaking.”

It is vital that our students are equipped to interpret and process many different styles and text types That students have the ability to understand books, poems, plays, films, graphs, charts, cartoons, advertisements, posters, blogs, online journals and forums, the layout of a front page, and that what is NOT written can influence us and manipulate us is imperative.

Our students must then be able to communicate this understanding and show that they are aware of the ‘text’ as a construct. By reproducing, emulating, and subverting the stylistic features and structure of texts they can do just that!

In all English and English Literary Studies classes across Years 1012 students’ literacy – spoken, written and visual - has been tested and enhanced by ‘doing’.

They have certainly displayed the ability to deconstruct and craft texts successfully in a range of styles and forms. There were many opportunities for students to display their flair for fashioning fabulous original texts in areas that both interested and challenged them.

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*often student work quoted is an extract from a longer piece.

And then there was Emily Cooper who boldly called out catcalling in the ferocious piece Smile which Some of the works produced across opens in a confronting way with; both courses are: •

• • • •

• • •

Creative pieces – descriptive, personal, persuasive and argumentative texts to name a few Short films or multimodal pieces Original poetry anthologies Scripts Magazine articles for a range of publication points and purposes Performances – play reading, spoken word and more Short stories Web pages and blogs

I am always amazed by the creativity of Eynesbury students and the way that they get involved with the topics they choose to discuss. Aileen Bourne explored stereotypes and gender roles in her spoken word piece You know the type suggesting;

‘She's the type of girl whose legs I notice, stems that look like they’re about to snap, the weight of the pressure just all too much fragile tendrils under the weight of blossoming.

Or maybe it’s the weight they need to gain.’

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‘Hey, hey bitch!

Why don’t you smile, bitch?

To the two middle-aged, white men who, living up to their stereotype, hit each other on the arm to inform each other of my presence — or rather, the presence of my ass and the non-attendance of my teeth.

Hey, hey bitch!

Why don’t you smile, bitch?

Mechanical bitch face, lips locked, steel bar, determined, chained bitch face…’

Dante McDonald challenged what it means to be Australian, personifying Australianness as Matilda, confronting her with the comment

‘Ad - vance Aus - tra-lia Fair’? / Are you kidding me? / We’re incapable of advancing whatsoever.’

Tahlia Jameson gave voice to adult magazine addressing the reader as ‘sugar’, ‘darling’ and ‘honey’ in Well hello there, the magazine’s sultry tones declaring;

‘I am draped in a fine, glossy layer of plastic perfection, just enough to differentiate me from these flimsy pinups that call themselves entertainment.

They share my shelf, reproduced with no meaning, to be concealed in the top drawer of every stingy motel room…’

‘I crouched beneath a thundering sky.

Blinding flashes punctuated the horizon like a ragged chain of white fireworks. Viscous air drenched in dark ash seared my nostrils and turned my breathing raspy.

Acrid gunpowder residue coated my teeth and tongue like bitter sand. Charred remnants of burnt flesh floated in the fetid air and dusted my skin in the warm throated sobs of dead men. Howling planes scurried across the canopy of our confrontation. I was both soaking wet and achingly thirsty. Terror was replaced by a sense of vacant desolation.’

Thomas Zadow

Then there is beauty - Imogen Weston created a thoughtful and contemplative piece using allegory to convey the story of the Rose, Earth and Sun.

‘Winter had been harsh. Icy winds buffeted the soil, and cold rain had washed away any source of nourishment from the edge of the frozen earth. There was no warmth, no place of respite. But slowly and surely the cold winds faded. Little microorganisms began their long task of returning nutrients to the soil. Life returned and magnificent Mother Earth was renewed. Small bugs scurried around in the undergrowth.

Birds began singing their harmonious songs once again. ‘Spring has come,’ Father Sun whispered, ‘it’s time to wake up’.

The little rose gingerly opened its buds. Sensing the warmth, new leaves sprung forth from its stem, soaking up the sunlight. Its roots burrowed deep as it drew nutrients from the soil. The little rose grew strong, its stems thickened, dotted with thorns, leaves now a deep green. Small rosebuds formed, still closed, still shy, sitting gently on the end of thin twigs. When the time was right, slowly the buds began to bloom. Caressed by sunlight, the rosebuds opened, fragile and fragrant. A wondrous perfume filled the air. The small flowers were of such a brilliant colour that all passing animals stopped to see them…’

Some students captured moments real or imagined. Rich experiences can take place when we travel and Eva Marker recalled a memorable experience. …When we emerged from the station, we were thrown into mid-city mayhem. Everyone was commuting to work, and we were a few clueless tourists. It was crazy how diverse the city was.

There was an ancient church next to a brand new apartment. The iconic red telephone boxes were sprinkled about. Patches of grass broke up the concrete ground. The smell of smoke was hidden behind the smell of fresh rain. Through all the people and the worn down footpaths, London seemed peaceful, almost timeless.

The first thing I remember seeing was Big Ben. It was under construction so I couldn’t see the bottom section. I was blown away.

Wow, I thought, this is real. When I walked around the entire churchlike building, Big Ben was as large as it was tall. We wandered through a courtyard of vibrant flowers to the river where we could see the London Eye. Circular patterns shimmered on the water from the rain earlier that morning.

The air was still fresh on my face as we crossed London Bridge…’

And what about the toasts? Jackson Erhart –Bruce wrote a celebration of The Little Things. ‘…Tonight is about you. You, the onions that go with the sausage. You, the bacon that so vastly improves the burger. You, the cover of the novel, that makes people go, “hey this might be worth a read.”

Tonight is about the last cookie, in a packet, and the way it winks at you mischievously. The last minute in an hour. The euphoric feeling you get from crossing the last thing off your to-do list. Because this is a toast for the little things, for the forgotten things, for the things that don’t get talked about…’

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Then there were the poems. Year 10 English students played with poetry. They experimented with figurative devices and different poetic forms coming up with fun and evocative images. Oliver Corfield crafted a powerful piece on politics tied to the saying The Elephant in the Room. Other students crafted vivid pictures using simile and metaphor.

The thought is a spider, dragging its thin legs through my brain.

It corrupts my every thought.

Spinning a fine web around my happiness, never allowing it to escape.

Ella Christensen

Sometimes I am like a brain.

Fragile, high maintenance, but highly resilient and surprisingly knowledgeable.

Rory Rasmussen

The moon is a sly old cat, her eyes yellow and bright.

Slowly does she prowl, ready to pounce, for the old cat’s hungry and she feeds on light.

She swipes at the world with her velvet soft paws, Purring whilst licking her sun specked claws.

And at last when she’s full and the world has gone grey, She closes her eyes to begin a new day.

Abby Douglas

Humour can also allow a student to reveal their personality and engage the reader. Cameron Pozza reinvented the fairy-tale The Emperor’s New Clothes, transforming it into a retro-styled rap The Emperor’s New Groove complete with musical accompaniment.

It was a long time ago, with the flyest of clothes, there was a rich Emperor spending all of his gold, he didn’t care much for many other problems, he just wanted clothes, Oh boy did he want ‘em.

When a couple of swindlers, they came by, saw how much he spent, and he didn’t bat an eye.

They said they could weave, the Emperor was ecstatic, they saw his mind was weak, and knew he had to have ‘em.

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CHORUS The Emperor’s new groove, all in the nude, he should have thought twice, it was a trick so crude.

The Emperor’s new groove, all in the nude, he should have thought twice, it was a trick so crude.

When they were done the Emperor couldn’t believe it, he didn’t see anything, he thought they had weaved it a special garment that no one else had,

EYNESBURY TIMES TERM 1 2019

but really he was naked, standing out, unclad.

The swindlers were laughing, they had just played a trick, he was too late but that wouldn’t make him quit.

Standing out waving, into the crowd, the Emperor was duped, but he stood out proud.

REPEAT CHORUS

What is also wonderful is our students’ ability to then analyse their writing and demonstrate awareness of its construction and purpose. It is important that students can convey their understanding of the process of creation. Michael Thompson constructed a clever reworking of the nursery rhyme The Crooked Man using a multiplicity of voices. A segment from his reflection on its development reads: ‘The original The Crooked Man reads very differently to how it would have in the early twentieth century; it is a nursery rhyme, sung by children. But, as is seemingly tradition with all nursery rhymes, a darker precedent is set in today’s world, contextualised by history. Reading today, the ominous undertones of the original piece are unmistakable. What exactly is the crooked man? Is he deformed, a hideous monster? This certainly seems to be the interpretation in popular culture. The piece is an attempt to bring the original rhyme to its lighthearted self once again. While it could still be considered a story of crime and corruption, it is light in tone and consequence; characters are exaggerated versions of early 2000’s British crooks and cops. It is a setting that is silly but takes itself seriously.

There are many allusions to crookedness throughout the narrative, every character in my piece is crooked in some fashion, though without the adjective of crooked ever being mentioned. The setting’s presentations represents this as the apartment block itself is cramped and the flats are oddly shaped. The chiro is ‘crooked’ in the sense that he embezzled his patients out of excess amounts of money through medical bills but also through the nature of his profession. Officer Cadence, the officer representing Nottingham PD is the cat in the narrative; their crookedness stems from the “investigative tax” they demand be paid. Much like the cat that catches the mouse in the nursery rhyme, Officer Cadence is after Rodney O’ Heart, the piece’s mouse; his name bears some resemblance to the word ‘rodent’ itself. Rodney is quick to back down after being threatened, as it is in his implied nature…’

Yes, critical literacy is important and by providing students with the tools and opportunities to create a text, take a text apart, shred it, jump up and down on it, and ultimately rebuild it we can strengthen their ability to analytically view a text. They learn to comprehend what they are bombarded with every day on the internet, television, fiction, film, newspapers and magazines.

Oh yes, there were plenty of essays too…

Melanie Smith Key English Teacher EYNESBURY TIMES TERM 1 2019

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MATHEMATICS

I

BUSINESS

Y

t has been a big start to the year for mathematics at Eynesbury Senior College. Our students in Year 10 have worked hard to understand many concepts that a new to them. They have also done some application activities; one included the use of their devices to gain an understanding of the heights of objects that we are unable to measure directly.

They also had to come up with a mathematical guess for the height of the Westpac Building, and some were very close to the real height!

ear 12 Business Students have been investigating the changing business environment through case studies of their choosing.

Many of our Year 11s have had great challenges thrust upon them as it is their first opportunity to select a maths subject that has a specific focus. General Maths students have created model chess pieces, Methods students have learnt about functions and their graphs, while Specialist students have gained an understanding of vectors and the way they are used to name a few topics and activities covered this term.

The Lime Scooters seems to be successful however, the class were quite shocked when the licence to operate was withdrawn and the Lime Scooters disappeared over term break. After the failure of the O-Bike share ride scheme in 2018, they thought the Lime Scooters were here to stay.

Some of our students have challenged themselves and competed in the Hamann School Mathematics competition, a competition organised by the society of petroleum engineers in South Australia. The competition has over 2000 students competing in South Australia. It poses highly complex and challenging questions which our students can engage in and extend themselves.

A range of our students in varying year levels completed in the competition on the 20th of March, and the results will be coming out shortly.

Our Year 12s have been working very hard and most students have completed two topic tests this term. We wish them all the best in the coming months.

Peter Law Key Mathematics Teacher

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The most interesting has been the introduction of e-scooters to Adelaide’s CBD; Lime Scooters.

We have been discussing whether Lime Scooters has a sustainable business model and the government regulations imposed

by Adelaide City Council.

ECONOMICS

I

ACCOUNTING

I

n recent weeks, the students have been analysing the financial statements of wellknown Australian companies, listed on the ASX. To their surprise many of the brands they are familiar with have not been performing that well in terms of profit and a deeper look into their 2018 annual report has indicated some companies who are in a particularly vulnerable position which high levels of debt.

As potential investors and entrepreneurs of the future, they are learning the importance of due diligence when choosing investment opportunities, and good accounting practice underpins the more successful businesses in Australia.

Tim Williams Business, Economics, Accounting Teacher.

t’s all about the Budget at the moment.

The recent Federal Government’s Budget announcement has been integrated with economic theory.

In their analysis the Year 11 and 12 Economics students have been considering whether the current budget ‘stacks-up’ as the right tool for management of the Australian economy.

As a number of students are also studying politics with Tyson, they are also evaluating the current fiscal policy through a political ‘lens’.

Their conclusions? Yes most of the Budget’s plans should work however, there is also an opportunity for the current government to bolster their economic management claims and make a number of election related promises.

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PSYCHOLOGY

I

n Stage 1 Psychology, the students have been learning about how behaviour can be explained at four levels.

The first level is about the influence our society, friends, culture, religion, peers, school and the media can have on our behaviour.

The second level is about individual differences. This includes personality, so the students learned about a current model used to understand and describe personality called the Big 5, which is sometimes known as the OCEAN of personality.

The third level is called Basic Processes. This level includes learning, memory, emotions and other cognitive processes which

are universal. We focused on social learning theory, which is known as Observational Learning.

Finally, the students learned about how our biology influences our behaviour. We focused in particular on arousal and the ‘fight or flight response’ which is when our sympathetic nervous system is dominant. This is also known as the stress response, and the students learned that it is maladaptive for us to be in a high state of arousal over an extended period of time. It is important to work on managing our stress through a good diet, exercise, plenty of sleep and making time to do things we enjoy that help us relax in an adaptive way.

To demonstrate their learning of the 4 Levels of Understanding, the class watched Mean Girls, and analysed scenes and characters from the film. Their responses to the task were wonderful!

Our next focus was on the topic of Emotion. In particular, the students learned about the adaptive nature of emotions. Even negative emotions serve a useful purpose to keep us mentally well and safe. There are adaptive and maladaptive ways to respond to negative emotions.

For example, a feeling of fear is useful because it is warning us to ‘be careful’. Anger is useful because it can call us to take action when we see something as unjust.

Sadness tells us to seek comfort.

Disgust warns us to stay away from something that might make us sick, such as mouldy food. An extreme of sadness is depression, and fear can become anxiety so we also learned about resilience. Resilience is the ability to ‘bounce back’ in the face of adversity. The good thing about resilience is that it can be learned.

Psychology is largely based on the idea that we learn how to behave, think and feel. If we have learned maladaptive responses, we can learn how to respond in an adaptive way that helps us to survive and thrive.

I feel very passionate about psychology and how a sound knowledge of psychology can help all of us to live good lives.

Psychology can help us to understand others’ behaviour as well as our own. It gives us strategies to take care of our own mental health, and when things are challenging in our lives, it gives us strategies to cope with those challenges.

Next term we will look at the research methodology used in Psychology and Social Psychology.

Margaret-Ann Copeland Psychology Teacher

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This term, teachers have grasped the benefits of our city location in many ways, One of the most enriching of these for students is the opportunity to hear from and work alongside some of the many industry experts on our doorstep.

The Year 12 Economics class heard from Matt Carter, Senior Representative from the South Australian office of the Reserve Bank of Australia, who presented on how the Reserve Bank of Australia functions to manage inflation in Australia and outlined the impacts of One of the many benefits of a central city location is Monetary policy in the availability of industry experts on our doorstep Australia over the last few years as part of the overall policy mix to achieve price stability, most experienced and awarded Auctioneers & Home Marketing sustainable economic growth and Consultants. With over 25 years of low unemployment. It gave the industry experience, Lindsay is also students the opportunity to make a connection between current the founder and 'Guardian' of the economic management of the Schools Auction Idol Championships Australian economy and the theory which has been running in SA for they have been studying.

9 years. The program assists in life skills such as public speaking, Our EAL students have been professional presentation and legal working alongside Lindsay knowledge. Having worked with the Warner, one of South Australia’s whole class every week, Lindsay is

CITY BENEFITS

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EYNESBURY TIMES TERM 1 2019

now working closely with a small group of motivated students, his mentorship preparing them to enter the Championships and compete against other students to be the best live, mock auctioneer in South Australia!

SCIENCE Science is never boring...at Eynesbury

Year 12 Chemistry

V

alence Shell Electron Pair Repulsion Theory (VSEPR), lone pairs, tetrahedral, trigonal planar, trigonal pyramid, octet rule, valency, central atom, Lewis diagrams ‌.

How can this be fun or even make sense?

Lollecules! Molecules made from lollies.

It doesn’t matter what age the student or how technical the concept, learning always has more impact when you can see, feel, build and taste!

Unfortunately the jelly beans were a bit tough for the toothpicks, but marshmallows were perfect.

Through this activity, students revised their Year 11 chemistry knowledge and set the tone for a challenging but fun Year 12.

Year 12 Physics

S

tudents used the masses of space available in our labs for an interesting Physics experiment - swinging rubber stoppers around in a circular path at constant speed.

Hanging weights provided the force required for this motion and students varied the weight force to see the effect on the speed required to keep the radius constant.

A lot of practice was needed to maintain a constant radius and avoid hitting the experimenter in the head! You can see the concentration in their faces!

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STUDENT LIAISON GROUPS

O

ur student liaison groups were very active in Term 1, with the ‘Community Collective’ setting the tone at the beginning of the school year with a week of vibrant Lunar New Year celebrations.

The Community Collective is formed by a number of international and local students who are passionate about bringing together our multicultural community through activities designed to create connections and share cultures.

The Lunar New Year celebrations of the Year of the Pig saw everyone given traditional gifts, and lunchtimes were a buzz of activity, with students and staff placing wishes on the wishing tree, watching Asian movies and making pig biscuits!

Harmony Week fell later in the Term, again prompting our Community Collective to embrace the opportunity to connect and celebrate diversity in our school and Australia.

Over the course of the week, staff and students feasted at lunchtimes on a variety of dishes and treats from around the world and dress in orange, the official colour of Harmony Week.

Monetary proceeds from this week’s activities were donated to the victims of the tragic Christchurch mosques shooting.

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The Social Justice Group passionately fights and campaigns for valuable causes and beliefs and, this term, Cancer Council was the charity of choice.

A late night bake-up provided an array of cupcakes, sweet treats and jellies to purchase at lunch, with $260 being donated as a result to this worthy cause.

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INTERNATIONAL

WOMEN'S DAY International Women's Day is celebrated annually on 8 March. This year, 4 students and 7 members of staff attended the annual IWD Breakfast celebrations at Adelaide Convention Centre.

Year 11 student, Taylor Portelli, tells us more.

I

nternational Women's Day has been running for over 100 years and on the 8th March 2019, I was lucky enough to be one of four Eynesbury students invited to attend the celebratory breakfast held at the Adelaide Convention Centre. Each state hosts the IWDB, however, Adelaide has the largest celebration, with over 2500 people in attendance. TIckets for the event sold out in under 25 minutes.

Jane spoke about her personal experiences with gender inequality, a woman's role in society, and their worth as they age.

The breakfast is open to anyone and I am so grateful and personally thank Lindy Neilson for securing the tickets and enabling me to attend. It was a fabulous, motivational event which celebrated women's achievements and contributions in society, and also recognised how far the feminist movement and strive for equality has come and still must come in order for a fair society for all genders.

The IWDB is an annual event and was this year hosted by the Leader of the Opposition in Senate, Penny Wong. The 2019 breakfast was filled with inspirational speakers and role models, notably Jane Caro as this year's guest speaker.

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The breakfast enables any person who identifies as a woman to feel inspired, motivated, and supported. It is an amazing experience to share with friends and colleagues and a time to reflect on women's roles in society and the breaching of the general ideas for what society deems they should be.

Also attending the event was the current Leader of the Opposition, Bill Shorten, who briefly spoke about Labor’s policy in regards to women, and the party's personal experience with quotas. Premier for South Australia, Steven Marshall, also attended the event, however he was not a speaker.

The 2019 International Women's Day Breakfast exceeded my expectations and hopes, and was well worth the 4am start for me to arrive at the event on time! The function was inspirational and made me proud to be a woman and a feminist. It celebrated the many achievements and contributions of women in our society.

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Taylor Portelli, Year 11

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O

n Valentine's Day, students were invited to create a display of handwritten heart shaped notes, stating what they loved most about Eynesbury and here's a little bit of what they had to say...

WHAT I ABOUT EYNESBURY 42

EYNESBURY TIMES TERM 1 2019

How old were you when you first started gymnastics?

5 years old.

Tell us a little about your gymnastics career.

I've been competing as an individual gymnast for 8 years and have attended 5 National Championships. This year I decided to stop training for individuals and instead train for group, as fewer hours are required. This allows me to allocate more time towards studying instead of training, while still being able to compete in the sport. Our group is currently training for the National Championships in late May, where we will aim to represent Australia for the World Championships this year and possibly the 2020 Olympic Games. I'm currently training at Mitcham Rhythmic Gymnastics Club at Urrbrae Agricultural High School.

A LITTLE BIT OF

FAITH Year 12 student, Faith Chin, was announced as the 2019 South Australian Rhythmic Gymnast of the Year.

Faith talks to us about her gymnastic career, and life at Eynesbury and beyond!

Gymnastics requires a great deal of training and commitment; how has studying at Eynesbury helped enable you to put in this level of time and commitment?

The flexible timetable at Eynesbury has allowed me to organise my time in regards to when I'll focus on my training and study. I try to use my frees as efficiently as possible to finish school work, so that when I come back from training at night,

How have you found balancing your studies with gymnastics to ensure you perform your best in both?

I've had a lot of experience over the past years that has allowed me to find a routine that would help me perform my best in gymnastics and school. I believe that having commitments out of school has helped me significantly to stay organised and improve my time management, as I don't have as much freedom as other students and have less time to procrastinate.

This has forced me to manage and organise my time better in order to perform my best in both areas.

Tell us a little about this award?

The award I received this year was the Rhythmic Gymnastics Levels Gymnast of the year. This award is given to the gymnast who demonstrated the best achievements throughout all levels, in South Australia.

What have been your proudest moments?

Probably last year's Nationals, where I received 4 gold medals and was awarded the South Australian Rhythmic Levels Gymnast of the Year.

When did you come to Eynesbury and why?

I moved to Eynesbury in Year 11 (2018) as I wasn't happy at my current school and knew that Eynesbury would be a great option as it was a strong, academic school which encourages their students to strive for their best.

I wouldn't fall behind and therefore provided me with homework and further encouraged me to book an appointment with them if I didn't understand something, which I appreciated a lot.

What are your future plans beyond Eynesbury and what does your ideal career pathway look like?

I am hoping to get into dentistry when I finish school, but am well aware that this is an extremely competitive and difficult degree to get into, therefore, I am also considering physiotherapy or I don't have to stay up too late medical imaging as an option. finishing off homework. Typically, training is at night from 6-9 so How do you see gymnastics it doesn't clash with any of my fitting into your life in the future? lessons; however, Eynesbury is very The retiring age for rhythmic accommodating to commitments gymnastics is quite early, therefore such as sport and provided me with I don't plan to continue competing options that would allow me to for much longer; however, I still structure my timetable around my plan to be involved in the rhythmic community, either trainings. Last year when I attended gymnastics Nationals, my teachers ensured that judging or coaching.

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?

WHERE ARE

THEY NOW

2018 graduate, Jordan Routley, never let his significant vision impairment get in the way of his studies...and now he's not letting it get in the way of his career! After years of volunteering at FIVEaa, Jordan recently applied for - and won - his dream job at SA Footballer Magazine, and is just starting his degree in Journalism and Professional Writing at UniSA.

Tell us a bit about yourself.

In a nutshell, I’m a recent Eynesbury graduate who is about to start a degree in Journalism and Professional Writing at UniSA, and I work part time as a Digital & Content Producer at FIVEaa as well as a writer at the SA Footballer Magazine.

and of course, no uniforms, which very much appealed to me. To put it simply, once I found Eynesbury, that was it, I had no desire to go anywhere else.

When did you move to Eynesbury and why did you make the move?

I moved to Eynesbury at the start of 2016 as a Year 10 student after studying for two years at Marryatville High before that. The decision to move to Eynesbury was an easy one for me. I was starting to become unhappy at Marryatville and so we started to look around for schools that I could potentially move to. After going to an Open Day and taking a tour of Eynesbury I immediately set my heart on going there. I instantly got the feeling that it was the right school for me. Small class sizes, dedicated teachers, a more academic focus than most schools,

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me, but actively encouraged me to pursue my career outside of school while I completed my studies, such as arranging my timetable to accommodate my work arrangements at FIVEaa. I cannot overstate how important this was in shaping my pathway, as I was able to build up a fantastic working relationship with FIVEaa, which has been very beneficial.

What was your favourite subject(s) at Eynesbury and why?

What part did Eynesbury play in helping you shape your career pathway into Journalism?

Eynesbury certainly did help shape the pathway I have taken in some respects. They not only allowed

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I enjoyed most of the subjects that involved any sort of writing, as that was always my strongest area at school.

English was certainly one of my favourites, as was Modern History in Year 11 and 12, and after some initial reservations I came to really enjoy Legal Studies among others.

What did you enjoy most about your time with us?

There was always a level of freedom afforded to students

at Eynesbury that simply isn’t available at other schools, indeed it was part of the reason I chose Eynesbury to begin with. Of course there is an added responsibility that comes with that freedom, but that is something I relished while I was there. For example, the ability to leave campus during free lessons or at lunch time was something I enjoyed, as well as being able to handle my studies in the way that worked best for me, which I think helped me get the most out of my studies.

What are you now studying and where?

I’m about to start studying a degree in Journalism and Professional Writing at UniSA, which I am very much looking forward to.

What challenges does your vision impairment present to you in this field of work and how do you overcome these challenges?

Challenges do come up now and again, but in my time I’ve become pretty good at navigating past them and working my way through them. For example, I’m quite a slow reader, so when I’m given any reading to do I’ve learned to set aside more time for reading so I don’t fall behind. But for the most part, with a little bit of quick

thinking and inventiveness, there’s not a whole lot I haven’t been able to do.

What made you apply for SA Footballer Magazine and what is the role you have taken on?

I saw the opportunity to write for the SA Footballer as a way to further my work in the field of sports journalism and to gain valuable experience in a practical sense. Put simply, when I saw the chance to write about football for a mainstream magazine, I couldn’t knock back the opportunity to turn my passion of football into an actual job.

As for what my role is, for the moment I am working as a contributor for the company’s Country Footballer publication which focuses on regional football in South Australia.

What stories have you covered so far? And what are you most looking forward to working on?

So far I’ve been working on the publication’s Country Legends series, where we compile profile pieces on various prominent country footballers and get their story, which has been a pleasure to be part of.

Because I’ve really only just started

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there I’ve been focused mainly on settling in and getting my feet under the desk, so I’m not entirely sure what I’ll be working on or doing down the track. For now I’ve just got to focus on doing the tasks in front of me, keep improving my craft and we’ll see where that leads.

What are your long term plans post University? Do you have a ‘dream job’?

My long term view for post University is to have really embedded a place for myself at FIVEaa and SA Footballer Magazine and to start making a fully-fledged career in the industry. My absolute ‘dream job’ would be to work as a sports writer, but I’m pretty openminded about things, and I’d be happy to just work in the sports media field.

Any other comments you would like to make?

I would like to add that I have received a lot of support from many people over the years, and I definitely wouldn’t be where I am now without them. Particularly my parents, who have been with me every step of the way, and I couldn’t have asked for two better people to guide me through life’s journey.

They’ve been nothing short of amazing, and I’ll be forever grateful for their support.

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?

WHERE ARE

THEY NOW

Are you, or do you know an old scholar of Eynesbury?

We want to hear from you!

2020 marks our 30 year Anniversary - that's a lot of students who have come and gone through the classrooms of either our original Kingswood campus, or the more recent Franklin Street building.

So, we hope to reconnect with enough old scholars to organise future reunions and catch ups!

If you have a story to share - perhaps you have landed your dream job, reached a personal achievement, recently got engaged, married or had a child - please contact Sarah Hegarty on shegarty@eynesbury.sa.edu.au. Or reconnect with your old classmates and teachers at our new Facebook Group - search Old Scholars of Eynesbury Senior College

We've been keeping an eye on the media to find out what some of our 'older' old scholars have been up to.

Class of 2012: Lana Barone Photo & story courtesy of STRUT Dance via Facebook and Instagram: "STRUT is thrilled to announce that the winner of the inaugural Lewis Major Projects Scholarship for an emerging South Australian dance artist, is Lana Barone @_discoveg. Lana will be able to access the Hofesh Shechter and Crystal Pite programs as part of the generous scholarship offered by Lewis Major @majorle and Lewis Major Projects @lewismajorprojects. We look forward to welcoming Lana to Perth and hope she enjoys connecting with these incredible artists.

Congratulations Lana!!!"

Class of 2005: Sam Ryan Photo & story courtesy of domain. com.au Sam Ryan and his partner, Dani Austin, were spotted in an article featuring on domain.com.au, telling their own fairy tale about living in a straw house!

Set in the Aldinga Eco Village, Sam and Dani built their two bedroom home in 2017 using the barley straw that is in abundance in South Australia, thanks to the beer trade, leading Sam to dub his home, 'the house that beer built'!

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Their house is not only aesthetically spectacular, but, as you would expect from its location, is environmentally friendly, designed to self heat and cool through design and construction.

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You can read the Domain article at www.domain.com.au/living/ straw-house/ and follow the couple's sustainable lifestyle at Folk of All Trades on Instagram and Facebook.