Success Semester Two 2019
CONTENTS 3. PRINCIPAL’S REPORT
4.
FLOURISHING AND
THRIVING STUDENTS
6. NEW YARNING CIRCLE PRESERVES
AND FOSTERS CULTURE
7. STUDENT ACHIEVEMENTS
8.
MANAGING BIG EMOTIONS
Cover: Eleanor (Year 8) plays Mulan
in the first ever HVGS Junior Edition Musical, Disney’s Mulan JR.
10. WE LOVE A GOOD STORY! 12. JUNIOR PERFORMERS MAKE HISTORY Success is a Hunter Valley Grammar School publication. Editorial Team Dionne Molina Proofreading Susan Boyd Graphic Design Sneddon & Co. 42 Norfolk St Ashtonfield NSW 2323 PO Box 458 East Maitland NSW 2323 P 02 4934 2444
E registrar@hvgs.nsw.edu.au
www.hvgs.nsw.edu.au
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MEET YOUR SCHOOL LEADERS 15. STILL GROOVING 16. SPORT SNAPSHOT
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17. FROM LITTLE THINGS, BIG THINGS GROW 18. ALUMNI
Success 2019 Principal’s Report
FROM THE PRINCIPAL Paul Teys HVGS Principal
After a lengthy and rigorous recruitment process, I am pleased to introduce Mrs Fiona Devlin as our new Deputy Principal and Head of Senior School.
Fiona comes to us from Loyola College in Melbourne where she the Director of College and Community Engagement. It is a senior executive role which she has held since 2017, and involves engaging students, staff and parents in collegewide events, as well as developing strong partnerships with external networks and the local community. She has oversight of all aspects of communications including marketing, public relations and promotion of the College to the broader community. In her current role, Fiona works closely with the Principal and Business Manager to ensure the smooth running of the College and oversees all policy and long-term strategic planning. Loyola College has values much aligned to our own and is known for its outstanding performing arts, its welcoming community and for developing the academic standards and wellbeing of all students through the lens of Positive Education.
Prior to her current role, Fiona was a Head of House for eight years, a key leadership position within the school, responsible for: the pastoral care, academic welfare, behaviour management and wellbeing of over 200 students in the house; the leadership and professional learning of a team of eleven mentor/ teaching staff. Fiona has presented at the Wellbeing in Schools Australia Conference (Melbourne); Boosting Mental Health & Wellbeing in Schools Conference (Melbourne) and Improving the Mental Health and Wellbeing in Schools Conference (Melbourne).
As a Director on the Board of Trustees of Jesuit Mission, Fiona also works on international community projects that provide empowerment and education to local communities in the developing world. She recently returned from visiting programs in Thailand, where her primary focus has been supporting the Pakistan refugee and asylum seeker community. We’re looking forward to welcoming Fiona to Hunter Valley Grammar School early 2020.
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Success 2019 Thrive
FLOURISHING AND THRIVING STUDENTS
Student wellbeing matters. It occupies the thoughts and hearts of parents, teachers and students alike because we know that students with high levels of wellbeing feel better, can function at higher levels and perform well. Wellbeing and academic performance are inextricably linked. Wellbeing is not something a school can “do to students” and we can’t simply apply wellbeing strategies without understanding the student perspective or their lived experiences. That’s why the first HVGS Student Wellbeing Summit was held, to capture the students’ voices and activate student agency around student wellbeing and flourishing at HVGS.
Why is the student voice important?
Students are critical stakeholders in our community, therefore, their opinions, perspectives and experiences are essential.
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“By involving students in discussions about matters of importance to them, we create a community that values student opinions and perspectives,” Junior School Teacher and Head of Positive Education Samantha Ducey says. “The International Baccalaureate promotes student agency and action in many forms. It encourages initiative, interest and curiosity and goal setting. When students have opportunity to contribute to discussions relevant to them, their voice creates a sense of empowerment and motivation to create change and inspire others around them.”
What was involved in the Summit?
Thirty students from Years 5 – 12 represented their grade and engaged in an appreciative inquiry to investigate the strengths of current approaches to student wellbeing at HVGS.
Grade and cross-grade collaboration provided a whole-school approach to explore the
inquiry question of ‘How can HVGS nurture thriving and flourishing students?’ The summit created opportunities to identify current wellbeing structures and practices that already promote student wellbeing. Students also analysed what is working well and what we could adapt or change to increase student flourishing. In a wonderful display of student agency and action, students designed proposals for generating positive change to encourage greater student flourishing in their grade.
Why is the HVGS focus on wellbeing essential?
As a school, we can enable our students with skills and strategies to help them understand that there are pillars of wellbeing that they can identify, build and use to help them thrive. “Students with higher levels of wellbeing flourish,” Samantha says. “They demonstrate greater ability to navigate everyday
Success 2019 Thrive
challenges, show resilience when times are tough, celebrate and savour the good moments and achieve a higher level of academic success.
day of inquiry, learning, positivity, connecting with peers and building relationships with students from other grades.
What came out of the summit?
What next?
“We can help our students flourish by assisting them in understanding that wellbeing is a multidimensional concept that can be developed intentionally through a strength-based approach and deliberate use of positive practices.” The summit was a powerful tool in gathering valuable information and insight to shape positive change around a matter of importance to students. In this case, their wellbeing and how HVGS can help all students thrive.
“The summit provided important data to staff about the nature of student wellbeing at our School,” Samantha says. “It was an incredible
“Students took a strengths-based approach to join forces and analyse student wellbeing from various perspectives and work towards a common goal. The summit reinforced the high calibre of young HVGS men and women who are passionate about their School and the whole community.” The findings from the HVGS Student Wellbeing Summit have been presented to the School Executive, including student proposals for action. The School will use the data from the summit to plan future approaches to wellbeing, based on the student voice and continued agency from the students.
HVGS will work alongside students to foster more opportunities to further develop their insights about wellbeing at school and how HVGS students can flourish and thrive.
SEE FOR YOURSELF
Watch a video about the Student Wellbeing Summit here: https://vimeo.com/345793021
WHAT STUDENTS SAID
“I think my understanding of wellbeing has changed. I now have a broader concept that wellbeing is not only about being positive but about thriving as individuals and sometimes that involves overcoming challenges.” “I used to think that wellbeing was only for ourselves, but I now realise we have the power to influence others’ wellbeing.” “I used to think you had to lead the School to improve its wellbeing, but now I think we can achieve that through cooperation with those who lead.”
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Success 2019 Nurture
NEW YARNING CIRCLE PRESERVES AND FOSTERS CULTURE Beautifully nestled under the shade of native Spotted gums and Ironbarks – remnants of the Eucalyptus sclerophyll forest that once dominated the area – the new HVGS Yarning Circle is a place of cultural and educational significance in the School, and a stepping stone to further promote the process of reconciliation. “Traditionally a Yarning Circle is an important process within Aboriginal and Torres Strait Islander cultures,” HVGS Aboriginal Education Coordinator Chris Devorsine says. “It has been used by Indigenous peoples from around the world for centuries to learn from a collective group, build respectful relationships, and to preserve and pass on cultural knowledge.” A Yarning Circle is a harmonious and collaborative way of communicating to:
• encourage responsible, respectful and honest interactions between participants, building trusting relationships. 6
• foster accountability and provide a safe
place to be heard and to respond.
• promote student-to-student interactions and school-to-community connectedness. Our Yarning Circle is accessible to all teachers, across our three schools, to utilise and encourage collaboration within their teaching, and is a significant step in acknowledging Aboriginal and Torres Strait Islander cultures and the positive influence that culture can play in education. All the materials used represent the natural colours of the earth. The plants surrounding the space were chosen for their use as either Bush tucker or their utilitarian aspects within traditional Aboriginal society. The HVGS Yarning Circle was officially opened by the Lord Mayor, the Honourable Loretta Baker, members of the School Board, prominent members of the Wonnarua community and members of the
Junior Aboriginal Education Consultative Group (AECG) during our NAIDOC Week celebrations. We were also thankful to have Michael Heitmeyer perform a traditional smoking ceremony at the event.
Congratulations to Aboriginal Education Coordinators and HVGS teachers, Chris Devorsine and Carla Killen, who were acknowledged for their contribution to the local community at the Maitland Local Aboriginal Education Consultative Group (AECG) Wanay Kuwaykuway Awards recently.
Success 2019 Learn
STUDENT ACHIEVEMENTS
Dramatic Duo
Much Ado About Everything
Congratulations to Isabella McGavin and Bayley Elliott (Year 12) who have been accepted (on scholarships), to the prestigious American Musical and Dramatic Academy (AMDA) in New York. They’ll be living and learning in the ‘big apple’ and we can’t wait to see where this opportunity takes them.
Morgan Clyne (Year 10) applied and was selected for the Work Experience Program at Bell Shakespeare Theatre Company in Sydney. Morgan is one of only fourteen students who will join the company for an all-inclusive behind-the-scenes week focusing on their national touring production of Much Ado About Nothing.
Golden Moment
Super Effort
Congratulations to Krishna Nagarajan (Year 12) on his commitment and dedication in receiving the Duke of Edinburgh Gold Award. Achieving the award isn’t easy, and it requires sustained commitment over time. The award ceremony was attended by His Royal Highness, Prince Edward, Earl of Wessex and seventeen prominent Australians who personally presented the awards to recipients.
Lotte Coakes-Jenkins and Kathleen Doherty (Year 10) took out second place in the National Tax, Super + You Competition.
Higher Order Thinking
National Geographers
Junior School maths masterminds Thulkini Abeysinghe (Year 5) and Benjamin McClintock (Year 4) have achieved excellent results in the Newcastle Permanent Mathematics Competition.
HVGS has some talented geographers in the Senior School. Congratulations to Patrick Knight (Year 8), Benjamin Dennis (Year 9) and Lucy Long (Year 10) who received exceptional results in the Australian Geography Competition – finishing in the top 1% for their grade. Furthermore, another eight students from Years 8 – 11, finished in the top 5%.
Thulkini placed second and won $150 prize money. Benjamin won the Maitland District Award and $50 prize money for Year 5, although he is a Year 4 student.
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Their entry into the competition was a board game designed to provide a fun and interactive way to educate young people about the importance of tax and superannuation. Their prize was $250 and $400 for the School.
Success 2019 Thrive
MANAGING BIG FEELINGS Without a doubt, right now in a supermarket somewhere, a small child is expressing some fairly strong emotions. It’s no secret that little children can have very big emotions, which can be both challenging and worrying for parents. In the Early Learning Centre, the introduction of mindfulness, guided meditation, breathing techniques and discussion to assist children in recognising and regulating these big emotions is having a significant impact on their emotional intelligence, concentration and cognitive flexibility.
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What are big emotions? In the same way we do, children feel a broad spectrum of emotions. As adults, we draw upon a wide range of past experiences, knowledge and maturity to assist us to regulate these emotions day to day. Preschoolers are still learning how to manage their feelings successfully. Without the vocabulary to adequately express precisely how they are feeling, they demonstrate their frustrations in other ways. Big emotions are feelings that are felt profoundly/intensely or are overwhelming.
Children struggling to regulate emotions such as anger, frustration, disappointment, nervousness or sadness, may be too overwhelmed to discuss how they are feeling, or to choose appropriate actions or behaviour. Often this results in crying, yelling or destructive behaviour, which can leave parents at a loss of what to do.
Managing emotions through mindfulness
During 2019, educators in the Early Learning Centre have been working with Head and Heart Mindfulness to engage children in
How parents can help at home
There’s a few simple tools and strategies parents can use to help children learn to manage their emotions and their feelings.
mindful listening, breathing and relaxation techniques, and yoga to help them remain calm and identify how they are feeling. Children are encouraged to name and express their emotions and, with the support of educators, to choose an appropriate course of action. “As a result of our mindfulness program, children are recognising how they are feeling and regulating their behaviours when they are challenged with overwhelming feelings,” ELC Director Sarah Bilton-Smith says. “Many children are no longer requiring educator support or intervention as they navigate more complex social and emotional experiences.”
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• Name feelings: Putting a label on feelings helps children identify what they are feeling and assists in the development of their vocabulary to communicate and express themselves better. Parents can assist by using words to solve problems and talking to their children about how, and why, those feelings arose. • Empathise: It can be hard to stay cool in the midst of an emotional outburst, but parents can try to understand the meaning and feeling behind their child’s behaviour by allowing themselves to empathise with their child. This acts as a learning opportunity for children as parents can then guide them to more appropriate or positive responses.
• Practise mindful techniques at home: Parents can use mindful techniques at home to help defuse volatile behaviours. Practising deep breathing, refocusing children on a new task, and taking time out to go for a walk are all useful exercises to try when emotions start to escalate. Remember that talking through the problem, understanding what is going on and keeping calm are essential.
Success 2019 Learn
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WE LOVE A GOOD STORY! We’ve enjoyed reading in all its forms this year.
Literacy Day in the Junior School was a wonderful celebration of books and authors and the joy that reading brings into our lives. We also celebrated Australian Reading Hour and to show just how much we love reading, staff from across the School read a HVGS favourite, ‘The Very Cranky Bear’ by Nick Bland. Watch the video here: vimeo.com/360204059
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Success 2019 Thrive
JUNIOR PERFORMERS MAKE HISTORY The future of HVGS performing arts is in safe hands, with the history-making production of Disney’s Mulan JR showcasing the dramatic and musical talent of students in Years 5 – 8.
design and construction, costume, hair and makeup design, and of course, hours of rehearsals.
For the first time, junior students joined senior students to bring a much-loved musical production to life on the big stage. The involvement of younger students (some in lead roles) has showcased the breadth of talent across the entire School.
“Through this process, students have found positivity through joy, inspiration and pride in working together on such a project, and they become collectively engaged in creating something special,” Kelli says.
Artistic Director and Junior School teacher Kelli Hicks says that this production has opened everyone’s eyes to the potential of our younger students who show interest in performing arts. “Mulan JR has allowed younger students to find meaning in what they love to do, to find their theatre tribe and to be around likeminded students,” she says. Staging a school production is a huge undertaking – particularly when the cast is inexperienced in performance. Mulan JR brought together twenty crew and forty-five cast members from beginning to end. What the audience sees on the stage, though, is the result of months of work. A lot is happening in the lead-up to the performance from deciding what to stage, gaining performance rights, auditions, set and prop
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But this has only brought students closer.
“Students have that feeling of ultimate accomplishment. They overcame their fears and self-doubt to be recognised and rewarded by peers, staff, family and friends, and all who came to enjoy the show.” Student feedback about their involvement in the production demonstrated just how vital opportunities are like these.
Eleanor Smith (Year 8) played the lead role of Mulan and although felt a little nervous in the lead-up to the show, says that her first experience of a musical production was fantastic. “I loved working with kids of all ages – singing, acting and dancing together. “Everyone was so proud of each other and their hard work! The feeling of accomplishment after each show, the smiles and memories are unforgettable. “I learnt so much, met amazing people and had such great fun. I learned how to express myself through words and songs and now I can appreciate just how much dedication, hard work and time goes into staging a production.”
“The students expressed how special it felt to be involved, how proud they were to perform after months of rehearsals, and how truly sad they felt for it all to be over,” Kelli says. Students who were not involved in the show have also been inspired by their peers. “As a classroom teacher, I experienced first-hand the excitement of other students watching Mulan. A good 20 minutes was spent in class sharing their favourite parts of the show.”
SEE FOR YOURSELF Watch a behind-the-scenes video of Eleanor in the rehearsal room: https://vimeo.com/352862402
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Success 2019 Nurture
MEET YOUR SCHOOL LEADERS We sat down with new School Captains Abbey Allomes and Paterson Murphy (affectionately, also known as Banjo), to find out more about what inspires them and why inspiration in leadership is essential.
What inspires you?
AA: I am inspired by individuals who are passionate, dedicated and strive to achieve success in their chosen endeavours. Any individual who is determined and perseveres through challenges and obstacles inspires me. BM: The most significant ambitions often
come with sizable adversity. The ability for people to stand up for what they believe (even against popular opinion) is a quality I find inspirational. There’s something about seeing someone set their mind towards a particular goal and not letting anything get in the way of their pursuit in achieving it.
What is your true passion in life? AA: To answer this question, I started to
think of all the things that I’m involved in. Is my true passion social justice and inclusion, community involvement, or sports and competing? I realised, though, that my true
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passion in life is all of this. My passion is to be involved and make a positive contribution to anything and everything that I can and to encourage others to do the same.
BM: I’m passionate about not taking life too seriously and standing up for what I believe. Life can be hard, and things can seem overwhelming. Allowing yourself to take a step back and have a laugh about certain situations is something I think is very important and beneficial to our overall wellbeing. Also, each of us has our own opinions about many different things - I’m passionate about being proud of your beliefs and standing by them. How do leaders inspire others?
AA: Inspiration comes through actions. Leaders should contribute actively and include others, and hopefully inspire others to do the same.
I hope to inspire others through a sense of inclusion and involvement in the wide range of opportunities that HVGS offers. In my early high school years, older students always tried to make me feel included and valued. Now as a senior student, I try to do the same for younger students.
BM: One of the most important things anyone can do in life is to have a go. When leaders are willing to step up and be willing to fail, it has the potential to inspire others to be brave and put themselves out there. HVGS offers a myriad of opportunities that anyone can indulge in and during my time at the School, I’ve tried a great number of them. I haven’t been good at all of them, though the only way to know is to try.
Success 2019 Thrive
STILL GROOVING
For over fifteen years, Year 10 HVGS students have entertained us with their fancy footwork, dips and spins. The Modern Jive inschool competition day is always enjoyable and a fun addition to our PDHPE program. Photography: Heather Studdy
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Success 2019 Thrive
SPORT SNAPSHOT
Athletic All-Stars Congratulations to our fierce competitors who medalled at the recent NSW All Schools Athletics Championships. Grace Hewitt (Year 10) won two silver medals in the 100m and 200m and Nicholas Bignall (Year 11) a bronze in the discus. Grace’s outstanding result has qualified her for selection for Australian All Schools Championships in Perth in December. Well done Grace!
Snow Business
A League of His Own
Campbell Daines (Year 9) is the fastest Year 9 student in the Alpine event in Australia after finishing 4th overall at the Australian Championships at Mt Buller – the top three finishers were all in Year 10. Campbell and his brother Harrison (Year 10) also achieved excellent results at the Northern NSW and Queensland Snowsport Championships at Perisher. Harrison finished 4th in Alpine and Campbell finished 2nd in Alpine and 2nd in Ski Cross.
Cooper Jenkins’ (Year 12) selection in the NSW Independent Schools rugby league team and subsequent selection in the Australian Schoolboys team, brought to a close his outstanding school sporting career at HVGS.
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Cooper is undoubtedly a rugby league star on the rise, so we’ll be following his sporting career closely.
Success 2019 Alumni Reunions
FROM LITTLE THINGS, BIG THINGS GROW On Saturday 12 October, we welcomed back over seventy past students from the Classes of 1994, 1999, 2004, 2009 and 2014 for a reunion here at the School. It was a fantastic afternoon of reconnecting with old friends and teachers, exploring the campus (and all the changes), and reminiscing about the ‘old school days’ over drinks and canapés.
“We were thrilled to provide this opportunity for our past students to get together; to hear about all the wonderful things they are doing in their lives and to share in their nostalgia about their time at HVGS,” said Susan Boyd, Communications and Alumni Manager. “We’re excited about strengthening our connections with them into the future.”
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STAY CONNECTED
Alumni can visit our website for alumni news, or to update their details: https://www.hvgs. nsw.edu.au/community/alumni We also love to share past student news on our official Facebook, Instagram and LinkedIn pages.
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4 1. Class of 1999: Lucy Halpin (Scott) Annie Blair, Michael Lemon, Lindsay Sanders, Stevie Segato (Hall), Curtis Mortimore, JJ O’Brien, Paul Parsonage, Luisita Pelecanos (O’Brien) 2. Laura Levick (2014) and partner Scott Charlton 3. L-R Class of 2014: Dylan Bennett, Lochley Shaddock, Jack MacKenzie, (toward front) - Phoebe O’Loughlin, Taylor McKenzie, (behind) - Jarrod Moore, Lachlan Helmers, James Geraeds, Mali Lefmann, Mitchell McColl, Brent Williams, Laura Peake, James Wilce, Taleah Bailey, Gabby Dawson, Alex Wilkes, Sarah Elbourn, Laura Levick 4. Class of 2004: Jaydeep Singh Ubeja and Robert Murphy 5. Louis Thorn, Sarah Brazier (nee Teyhan), Lorraine Keith, Lincoln Taylor, Greg Lidbury 6. Class of 2014: Laura Peake, Taylor McKenzie, Mitchell McColl
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Success 2019 Alumni
Law and Order
Logan Fisher (2015)
Upon finishing at HVGS, Logan accepted an offer to study a Bachelor of Business/Bachelor of Laws (Honours) at the University of Newcastle. In April 2019, she completed her Business degree, majoring in Human Resource Management.
She is now in fourth year Law and has commenced working at the University of Newcastle Legal Clinic as part of her practical training, where she assists solicitors in matters concerning clients who have limited access to the justice system. Also, during the past 12 months, she has assisted supervising solicitors at the Mental Health Review Tribunal, which has been a fantastic experience. Logan remains an active member of her family business (L J Hooker Maitland), where she works in the property management department, assisting clients in meeting their contractual obligations.
“I have a keen interest in property, criminal and commercial litigation, and look to pursue these interests in the legal field after the completion of my Law degree in 2020,” Logan says.
“Outside of university and work commitments, I have been doing a fair amount of travelling with my family and my partner Adon,” Logan says. “I also always try to catch up with friends whenever our post-school schedules align!”
Goodbye Hobart
James REYNOLD Geraeds (2014)
It’s been a big melodious year for James. In early 2019 he released his debut single, Goodbye Hobart and swiftly followed that up with a solo EP by the same name. James shared more about his recent music-making. You’ve had a big year in music? Tell us more!
Sometime around early 2018 I decided to take my music and artmaking more seriously. So, in early 2019 I released a debut EP and single both titled, Goodbye Hobart. The EP explores themes of being lost and proved to be cathartic experience. Leading into next year I’m beginning a recording/song writing studio/business where I work with (mainly) younger singersongwriters and help them build/write their songs from the ground up and then consequently record them in my studio. I have new solo music scheduled for release in early 2020 and a national tour with my band ‘Introvert’ scheduled for the end of the year too. You’re also involved in The Conservatorium? How did that come to be?
Yes! I’m heavily involved in the Newcastle Conservatorium. My involvement came about through my desire to meet lots of new and interesting people, network with like-minded individuals and build relationships within a solid music community. What else keeps you busy?
I’m going into my third year of my Music degree majoring in Creative Production and Voice. I intend to finish my degree, pursue art and music further for its own sake, and at some stage towards my late twenties, begin a degree at ANU in Art History and Criticism. You can listen to James’ EP, Goodbye Hobart, here: http://bit.ly/2MLUS21
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Success 2019 Alumni
A Matter of Diplomacy ANTHEA DOCKRILL (2016)
It seems that Anthea Dockrill has every corner of the world covered. From her university studies in international relations, involvement in the Model United Nations Conferences, and an upcoming exchange to Russia, she has a number of international flags flying. What did you do after leaving HVGS? I originally commenced studies at Macquarie University in Sydney, doing a Bachelor of International Studies. I’m now attending the Australian National University in Canberra, completing a flexible double degree – Bachelor of International Relations and a Bachelor of International Security Studies, with a minor in Russian. How did you become interested in Russian language studies? When I started at Macquarie University it was required that I choose a language. I had already studied a little French at HVGS but was interested in learning something new. At the time of my admission to university there was a lot of political heat circulating in regard to the 2016 elections in the USA and it was then that I realised that Russian might
be a good, unique skill to learn – particularly with my interest in international diplomacy. Where has your interest in international diplomacy taken you? In my first year of university, I was immediately drawn to joining the Macquarie University United Nations Society. After becoming an active member and performing in three domestic conferences across Australia, I applied for the Harvard World Model United Nations and “Future We Want” Model United Nations (FWWMUN) conferences in Panama City and New York respectively. In March 2018, I represented Macquarie University in Panama as the Delegate of Kazakhstan in the Disarmament and International Security Committee. Within the same month, I received a scholarship to attend FWWMUN at the New York United Nations Headquarters as the delegate of Venezuela, in the Economic and Financial Committee.
Headquarters in New York. I was the only Australian, which was rather exciting and meant that I got the chance to meet people from all over. While there, I enjoyed five days of seminar-type interactions with several UN ambassadors and experts, followed by a Model United Nations conference where I represented the United Kingdom for the topic of “Investing in innovative environmental solutions for accelerating the implementation of the Sustainable Development Goals”. The resolution I put forward passed unanimously in the last few minutes of debate, which made for a very exciting end to the week. What is your next goal? Within the next year I aspire to complete a six-month exchange in the Russian Federation as part of my studies. I’m looking forward to putting my Russian skills to the test and completely immersing myself in the culture.
I also recently completed a Professional Certificate in World Politics and International Negotiation back at the United Nations
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42 Norfolk St Ashtonfield NSW 2323 | PO Box 458 East Maitland NSW 2323 P 02 4934 2444 | E registrar@hvgs.nsw.edu.au | www.hvgs.nsw.edu.au