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Jigsaw WINTER 2018






I’m thrilled to introduce this edition of Jigsaw. The stories that fill its pages paint an inspiring picture of our students engaging in the diverse learning experiences on offer - on campus, out in the field and across the globe.

Jigsaw Winter 2018 is published by International Grammar School 4-8 Kelly Street, Ultimo, NSW 2007 Phone +61 2 9219 6700 | Website:


Editor in Chief: Editor: Communications: Photography: Design:

Shauna Colnan Alison Handmer Olivia Axford Allison Lee Kudos Studio, Ultimo

Look at those cheeky grins of the Year 1 boys at their second school disco on the front cover! And what about those senior girls, happy and carefree on top of a mountain in the north of India on page 25? An IGS education places the development of the whole child at its heart. Turn the pages and read about the exciting new courses on offer in the High School - HSC Aboriginal Studies, Textiles and Design, Investigating Science and Legal Studies. We have also had a great time introducing Philosophy to Year 7.

When we developed our strategic plan in 2015 and called it Into the World, we set ourselves the task of opening up limitless learning opportunities for our students and this is what these new courses represent. I want to pay tribute to my colleagues who work selflessly each and every day for the benefit of our students and our School. The opportunities for IGS students to experience a global education are astonishing but they are only possible because of our dedicated staff. While we talk a lot about limitless learning at IGS, the global conversation has shifted to deeper learning and it was my privilege to join that conversation recently at the Deeper Learning Conference at High Tech High, America’s leading charter school located in San Diego. One of the tenets of deeper learning, first announced as a strategy by the Hewlett Foundation in 2010, is to develop in students an academic mindset. Students who are engaged in deeper learning feel a sense of belonging and the motivation to persist through their school work.

It’s called grit, and to flourish at school and in life, the development of grit is key. It’s not surprising that the recently released Gonski Report 2.0 recommends that schools equip every student to grow and succeed in a changing world. Our desire for all students to flourish is why we are systematising effort at IGS by including effort grades on academic reports. Ultimately these will allow us to track a child’s effort across their time at school, capturing another compelling narrative about a child’s journey through school.

2. In the US, the conversation about deeper learning is heated and highly political, with firebrand educators asserting that without it there can be no equity and no respite from poverty and generational disadvantage. At the conference, we agreed - all 1,000 educators from around the world - that deeper learning is a right for every child and that the best schools will make it the highest priority. Next year we will send a group of IGS teachers to High Tech High to learn more about deeper learning and they will return to IGS and stage our first deeper learning conference here in Sydney. Teachers from other Sydney schools are already asking if they can join us and of course, we will welcome them with open arms.

With the barriers falling away between schools, suburbs and sectors in Sydney, across the nation and around the world, it’s a very exciting time to be an educator. For now, deeper learning can be seen in the spark in a child’s eye, that spark that is our privilege to see again and again, that incomparable thrill that only a great education can offer. I hope you enjoy this edition! Shauna Colnan Principal

Photos: 1. Principal Shauna Colnan 2. IGS Primary School students prepare for Lights OFF Torches ON. See page 33





When Principal Shauna Colnan invited Jade Carr to teach the first Aboriginal Studies class at IGS, she jumped at the chance. Australia’s First Peoples are central to the narratives that make up our national story. Schools and teachers tell this story and sculpt perceptions about what matters, why it matters and what this means. It matters because taking proactive steps to build Aboriginal Studies can have significant and positive implications for the individual, school and society. We at IGS feel obliged to do this as ambassadors for Aboriginal education through our Indigenous Scholarship Program and as a direct initiative of our Reconciliation Action Plan.

Important themes were examined in depth in a range of ways. While some students explored the Stolen Generations and Deaths in Custody through visual arts, others portrayed struggles with identity through song, the importance of women’s business through basket weaving, and social development in housing in Redfern through sketching. Police relations and Indigenous drag queens were examined and portrayed through photography and conceptual symbolism, along with Indigenous education systems. All our students deserve congratulations.

Aboriginal Studies is not just for Aboriginal students. It is a topic that can be embraced by all students. We currently have 8 students in the Year 12 Aboriginal Studies class, and 14 in the Year 11 class. Our Year 12 students produced their Aboriginal Studies major works in consultation with the Aboriginal community on a topic relevant to the HSC syllabus and their own personal interests.


Jade Carr Academic Mentor - Indigenous Students and Stage 6 Aboriginal Studies teacher

3. 2.

ABORIGINAL STUDIES BEGINS AT IGS The resounding success of the inaugural Aboriginal Studies exhibition at IGS reflected deep student engagement with the historical and contemporary experiences of Aboriginal peoples. Mentors were led by Academic Mentor - Indigenous Students Jade Carr. Jade runs the IGS Koori Club, working closely with 21 students of all ages who are part of the IGS Indigenous Scholarship Program and Koori Club. Since 2017, she has also been working with Indigenous and non-Indigenous students, teaching our new two-unit Stage 6 HSC Aboriginal Studies course.

“I enjoy working with our scholars at all levels from Preschool to Year 12,” Jade said.



“Each of them is so different and has such different talents, interests and needs, so it is great to see them reach their potential as IGS students,” Jade said. Jade has a Bachelor of Education (Primary) degree with Honours from the University of Sydney and a Diploma in Aboriginal Studies, and joined IGS in 2014.

1. Sita Tompkins of Year 12 (right) contacted Nioka Chatfield of Armidale via Facebook to seek permission to paint this portrait of her son Tane, who died in custody in late 2017 aged 22 2. Lucia Rodi of Year 12 with her parents and Elly Chatfield. Lucia visited Elly in the Blue Mountains to explore her experiences as a member of the Stolen Generations 3. 2018 Head Girl Mi-kaisha Masella (second from right), her sister Kyliric (Kiki) and their parents




INSPIRING CREATIVE OWNERSHIP Design and Technology educator Ksenija Doic has an infectious enthusiasm for textiles. She believes fashion and textiles are among the most ancient of art forms and that every garment is steeped in rich intercultural, historical and technological influences, reflected in their colour, texture, silhouette and construction. An experienced pattern maker with a Bachelor of Fashion and Textiles Design degree from UTS, Ksenija is in her element sharing her skills with IGS students.

interest has grown almost exponentially, so that now the club runs three days a week to accommodate the 35 interested students, both male and female. Editor

A refugee from Croatia who spent five years in Serbia and arrived in Australia aged 17, Ksenija also brought with her to IGS experience teaching at Canley Vale High. “I really love what I do,” she said. “I love spending time with the kids, and when they make something, they get a sense of accomplishment and I know it is a ‘first’ for them. “They understand that they can do more, and you can help them get there and you can watch it happen, progressing from level to level of capability. “It’s not easy, and that’s what makes it worth it. It is all their own work. It includes a sense of ownership.” Ksenija started a sewing co-curricular club in her first year at IGS in 2014 with just seven students. Every year the




TEXTILES AND DESIGN: NEW COURSE AND INDUSTRY ALL SEWN UP The study of Technology is mandatory at IGS in Years 7 and 8. Students in Years 9 and 10 may study Design Mode or Design Future electives. As part of our expansion of the curriculum on offer, for the first time this year at IGS, senior students may elect to study Textiles and Design, taking it through to their HSC next year. It is very exciting. The new Design Centre is a beautiful space for design, artisanship, project-based learning and workshops.

For me, textiles and clothing are on the intersection of culture, of tradition, of art, of skill and of technology, all in what we might wear. Clothing says so much, which is why students connect with it so easily. The actual creation of garments is fascinating, as a twodimensional plan becomes three-dimensional and students come to understand how they are put together. It requires much more than an eye for colour. It is about problem solving and creativity.

Students will be able to take their design portfolios, presented in Adobe InDesign, the industry standard, into any interview, and prove that they are capable of managing a unique project from beginning to end. People value that experience. It shows they are the masters of their own project. Their inspiration can come from anything they like, and they can use their skills to bring their project to life. You need to have an awareness of trends and how they work and how they relate to the person you are designing for. In the HSC, you are assessed on how well you plan and design your item, not just on how well you construct it. I am excited for my students’ futures. Australia is largely underrepresented in the international textiles industry, one of the largest industries in the world. We can change that. Ksenija Doic IGS Design and Technology teacher

Photos: 1. Design and Technology educator Ksenija Doic with Paloma Hawkins, Sophia Doong, Jialin Peng, Audrey Sparks and other Year 11 Textiles and Design students 2. Textiles and Design student Lola Spencer-Carr and classmates







IGS Head of Science Sian Welch taught Science in the UK for one year before moving to Australia in 2003.

Applied Geology, Sian began his teaching career in the


West Midlands, bringing his skills to Waverley College in

Investigating Science focuses on the scientific method.

With a Bachelor of Science (Honours) degree in

Sydney until 2012.

It can be studied alone, or in conjunction with any

Sian went on to work as a sessional lecturer for the University of Notre Dame for two years, then worked with Marist College North Shore as Assistant Leader of Learning Science and Gifted and Talented Coordinator, adding a Masters in Educational Leadership and a Masters of Gifted Education to his own education in recent years.

aspect of modern scientific study.

An online lecturer with the Teacher Learning Network and an HSC marker, Sian has experience as Acting Head of Science at Waverley and presenting workshops at international and local education conferences. Sian joined IGS in Semester 2 last year.

He greatly appreciates the diversity of IGS students, the professionalism of his colleagues - “a very high-achieving department” - the pastoral aspects of our School, and the “open-minded” ethos. This year, as part of a commitment to gracing the Sciences at IGS, Sian has been pleased to introduce the brand new two-unit HSC Investigating Science course, initially to our Year 11 students, with Extension Science to follow as soon as it is available.

It builds scholastic skills through a science focus. Students learn to look at a topic, pose formal, scientific, inquiry-based questions, investigate secondary sources and evaluate them, put together a suitable framework for testing their questions, design an experiment, execute it, collect the data, and present the results. These are powerful skills in an era when information is widely available, but the reliability of that information varies significantly. Students learn to make informed judgements about where information appears. They learn to ask whether it has been peer reviewed, whether it has come from a reputable source, and whether it can be incorporated into a wider body of research. Their own research skills help them plan and conduct worthwhile experiments and present their findings in a suitable way. The course will be of benefit to all students interested in pursuing any application of hard and soft science, or any future endeavour which includes any form of inquiry. Students conduct two “depth studies” in Year 11, which they design from the ground up. They are given a number of topics or they can give themselves a brief.


They then spend 15 hours of class time working on their study, including investigating secondary sources and collecting their own primary source data. Current examples are testing claims for washing powders or facial creams. These skills empower our students.

The design of the course allows me as a teacher to spend valuable one-on-one time with each student, assisting them at the appropriate level as they advance their own project. 2. Photos: 1. Kyle Ho of Year 11 with Head of Science Sian Welch 2. Year 12 Biology and Chemistry students Siena Mitchell and Robbie Manovel

Even though it is still in its infancy, this course has a lot of potential and will be very useful for our students’ futures. Sian Welch Head of Science





BIG QUESTIONS IN FOCUS Legal Studies is an ideal course for IGS students, as it

As author of more than 30 textbooks in the discipline

helps empower them to become critical thinkers, to

of Human Society and Its Environment (HSIE), mostly

understand their rights and responsibilities, and to

in the field of Geography, IGS Deputy Principal Staff

contribute as active Australian and global citizens.

and Innovation David Hamper was approached by publishers in the early 2000s to help create a textbook on the newly revamped two-unit HSC Legal Studies course. In his foreword to the first edition, international jurist, educator and former High Court judge the Hon Michael Kirby AC CMG, has described the text, now in its third edition, as “excellent”. David, who has a BA Dip Ed and Masters of Educational Leadership and Management, said he was thrilled to take up Principal Shauna Colnan’s invitation to introduce the popular two-unit HSC course to International Grammar School earlier this year. Editor


The Year 11 course includes legal foundations and an examination of “justice”. It also explores the impact of law on people who are marginalised, including women and those who are disadvantaged.

Year 12 focuses on specific areas of law, including such units as criminal law, human rights, environmental law, international law and the law of conflict and international relations.


In 2016, we introduced Commerce for students in Years 9 and 10 and while Legal Studies flows on naturally from this for senior students, it is also open to all Year 11 students who are interested. We explore questions such as victims’ rights, equity and other big concepts, along with legislative processes, constitutional law and basic legal structures. About a third of our Year 11 students are pursuing Legal Studies, and it has been really successful so far. It has stimulated a lot of interest. Our IGS students are fully engaging in the law in creative and meaningful ways. David Hamper Deputy Principal Staff and Innovation and Legal Studies teacher

Photos: 1. Year 11 visit Parramatta District Court 2. Deputy Principal Staff and Innovation David Hamper






The end of the working week for Year 7 has come to be synonymous with “Philosophy Fridays”. Philosophy is on the menu for all of Year 7 each Friday. The initial question has been “How should we live?” and more recently “What makes a good person?” Students have been challenged to consider Aristotle’s virtue ethics, including the notion of the “Golden Mean”. According to Aristotle, to live well is to live virtuously, to avoid extremes (vices) and to find balance by acting in accordance with virtue. Students have been charged with thinking of modern virtues in accordance with his theory, and also with making sense of Aristotle’s proposed virtues such as courage and friendliness. Does this ancient theory hold up in describing how to be a good person in the modern world? We’ve enjoyed lively and robust discussion of these questions. Memorably students created skits and word art presentations to illustrate their understanding of how to live a virtuous life. Dr Britta Jensen IGS Philosopher in Residence


THINKING ABOUT THINKING For older students, in Years 8 to 12, the Philosophy Club provides stimulating lunchtime discussion of vexing philosophical questions. Of late we have been toiling with questions about whether virtual reality is in fact real, what is reality, and how, if at all, virtual reality can be distinguished from “ordinary reality”. Discussion has been lively, robust, and almost entirely student-led. Select students from the club will be put forward to participate in competitions such as the NSW Philosothon, putting to the test their thinking on reality, ethics, epistemology, aesthetics and more.


TOP THINKING With a Doctorate in General Linguistics and Comparative Philology from Oxford, and accreditation from the Federation of Australasian Philosophy in Schools Associations (FAPSA), experience working with Oxford, Cambridge and Macquarie University, and training as a secondary English and French teacher in NSW, Dr Jensen’s background is ideal for IGS.

“It’s about learning how to think, not what to think,” says Dr Jensen, repeating a phrase common in philosophy education. Through Philosophy in Schools NSW, Dr Jensen provided Philosophy for Children (p4c) training for 14 IGS staff members last year, and thereafter customised an IGS Philosophy Curriculum in preparation for the introduction of Philosophy for all Year 7 students this year, with another year group to be added each year.

The course is expected to promote respectful dialogue and critical and independent thinking skills, along with ethical understanding, in line with the United Nations Educational, Scientific and Cultural Organization (UNESCO) recommendations and the General Capabilities put forward by the Australian Curriculum, Assessment and Reporting Authority (ACARA). “According to the evidence-based research, teaching philosophy results in increased capacity for (and articulation of) metacognition and reasoning skills and provides measurable educational benefits, academically, socially and emotionally,” Dr Jensen said. “In the long term, we intend to roll out Philosophy as a discipline and distinctive way of thinking across the High School at IGS,” said Principal Shauna Colnan. “We can hardly wait!”

Photos: 1. IGS Philosopher in Residence Dr Britta Jensen 2. Lucien Katada of Year 10, Eliot Tompkins of Year 9 and Parker Floris of Year 10 come to grips with big questions in Philosophy Club





Late in 1992, fresh from four years teaching special education classes in the Eastern Suburbs and another four years travelling through the world’s “university of life”, a younger Paul Galea became soccer coach of the IGS Kindergarten team. With his Bachelor degree in Physical Education from the University of Sydney, he joined IGS as a senior Biology teacher then a PE teacher in March 1993, moving into teaching History from 2000 and taking on roles as Head of Year 9, Head of House and Director of Student Activities. Now, in the new role of Deputy Head of High School, Mr Galea can often be seen reminding students of the “no headphones and no phones” rule during class time, including when walking from Mountain Street to Kelly Street classrooms. “We want our students to be engaging with where they are, who they are with and what they are doing,” Mr Galea said. Editor

A SPECIAL FEELING While technology clearly has benefits as a source of knowledge and learning tool when used properly, like anything, it can also have negative consequences, such as encouraging disengagement. What’s special about IGS is that community feeling, and that’s why I am passionate about maintaining it and improving it.

This is a place where people from every background, belief and type can come and know they can be in a safe, supportive and welcoming atmosphere that embraces them. People want their kids to come here and to stay here, and many many staff choose to work here for long periods of time and send their own children here. That’s a ringing endorsement of what this school has to offer.


It’s very important to me that we don’t go down the path where we have a bunch of individuals walking around with


their headphones on, not being part of something greater than themselves. Kids these days know everything about their rights. They can be very self-involved. They need to be made aware of how to show themselves in their best light, and most students come on board straight away. It’s the job of teenagers to push the boundaries. Our job is to give them boundaries, explain the consequences and give detentions if necessary. I am in the lovely position that they are a little bit scared of me, but they also like me. I appeal to their better selves, and if their better selves don’t come on board, I can be the hard man if necessary. 3. As the parent of three alumni who thrived at IGS from Preschool to Year 12 and remained involved in the IGS community as leaders of co-curricular clubs, I can say with confidence I believe in the value of an IGS education. I never meant to be here for 25 years. It just happened. I am happy here.

I enjoy attending the 10-year reunions and seeing what wonderful people they have turned into - A1 human beings.

Photos: 1. Deputy Head of High School Paul Galea with alumni from 2007 at their 10-year reunion 2. During recent holidays, many IGS students took on the Principal’s Offline Challenge, deliberately going offline daily to enjoy an activity of their choice, such as cooking, reading or bushwalking. 3. Paul Galea (right) with Director of Drama Rita Morabito and Head of Human Society and its Environment (HSIE) David Miller

It gives meaning to what we are doing here at the School. Paul Galea IGS Deputy Head of High School







With a Diploma of Teaching and a postgraduate Diploma in Expressive Arts, and recently appointed Deputy Head of Primary School, Josie Nardella is in her 30th year at IGS. Josie started at IGS in 1988 with experience working in


public and Catholic schools in Sydney. She worked as

Why does education matter?

a teacher of Italian at IGS until recently and as a home class teacher. In 1993, she spent a year in Italy, living with an Italian family and attending courses in Italian art, history and culture. Josie is passionate about the benefits of bilingual education, and about the many benefits of maintaining good creative arts programs in schools, especially Drama.

“I believe that an engagement in the arts leads to better levels of academic achievement, enhances creativity and provides improved learning outcomes for students,” Josie said. In her time at IGS, she has been involved in the development, creation and implementation of programs and assessment strategies for Italian and home classes in all Key Learning Areas. She has also been the House Patron for Kuyal for many years and is passionate about the education of our Indigenous students at IGS. “Indigenous education provides all IGS students with an understanding and respect for Aboriginal traditional and contemporary cultures,” she said.

Education gives us a knowledge of the world around us. It is about the lessons of life, not just academia.

My hope is that I have instilled a lifelong love of learning in all my students, so they become compassionate, creative, collaborative, critical thinkers and communicators. What do you enjoy most about your new role? I love working with an amazing group of teachers who inspire me and I hope I can inspire them to implement innovative programs in their classrooms. I hope to see greater peer observation and collaboration across the grades. I want staff to feel valued as part of the Primary team. While still teaching Year 3, in this role, I have been able to spend time in other classrooms and have deepened my knowledge of all the students in our Primary School. I am excited to work with the Leadership team to implement new school initiatives and inspire colleagues’ professional development. What do you enjoy most about IGS and our students?

“We embrace, respect and celebrate Aboriginal cultures of our local Aboriginal people.” Editor

The one thing I have loved most about teaching here is that I have seen so many of my students grow up and leave school. I feel incredibly proud when I see the Year 12 students on stage at Speech Night. They are confident, talented young adults who are ready to embrace the world.

IGS gives the students a great sense of belonging in the world. I love the fact that I knew them when they were in Year 1 or Year 3. At IGS we celebrate diversity and different cultures, which has always resonated with me coming from an Italian background. 2.

I have had the privilege of working with many students and teachers over the years and have built strong and long-lasting relationships within the IGS community.

Photos: 1. Deputy Head of Primary School Josie Nardella 2. Josie Nardella with her Year 3 class in July 1997 when the School had just moved into the Kelly Street building in Ultimo

Josie Nardella IGS Deputy Head of Primary School





Outstanding creative and academic work by IGS students in diverse fields impressed HSC markers. Among the highlights of the IGS Class of 2017 and accelerants, 15 students received nominations for the following NSW Education Standards Authority (NESA) HSC showcase events and exhibitions of exemplary works.

VISUAL ARTS SHOWCASE ARTEXPRESS Selected: Venus Lacoste, Harrison McTavish, Ruby Olsson Nominated: Jack Collee, Sasha Gonzalez-Malcolm, Venus Lacoste, Harrison McTavish, Greta Miller, Ruby Olsson, Isabella Pinson, Isabelle Campbell and Phoebe Horgan.

DRAMA SHOWCASE ONSTAGE Selected: Patrick Flood Nominated: Lara Di Qual, Patrick Flood, Luca Ward

MUSIC SHOWCASE ENCORE Nominated: Gabriel Wright




Olive Jones-Evans’ major project for Design and Technology, a portable garden kit, was nominated for Shape, the annual showcase of exemplary projects developed by HSC Design and Technology, Industrial Technology and Textiles and Design students.


GREAT CREATIONS Greta Miller said she was “very, very excited” her work had been nominated for the NESA ARTEXPRESS showcase. She described her work as an expression of the hard work students put into their High School education.

“It celebrates and draws attention to the energy and effort it takes to do your best for the HSC,” Greta said. Isabella Pinson’s artwork, Working Hands, showcased “a fleeting moment” in her parents’ lives and was designed to give them credit for working to give her an education.

This is such an amazing opportunity for my work to be shown to the public,” Venus said. “I really couldn’t have done it without the encouragement and support of my teacher.” Ruby Olsson’s work, Plimsoll, was shown at Hazelhurst Regional Gallery & Arts Centre. Phoebe Horgan said she was thrilled that her work, Das Nichts, was nominated.

“It is an honour,” Phoebe said. “I want to study interior architecture. To think I am actually good at it is incredible. I am so happy for all of us.”

“My father is shown cooking in the restaurant, and my mother is shown holding a book,” she said. “She is a writer and an academic.” Harrison McTavish, whose work was on show at the Art Gallery of NSW, said he found the HSC level Visual Arts course captivating and satisfying, as it involved discovery and deep exploration of artists and movements, as well as the creation of his work, Father, Uncle and Son. Venus Lacoste’s Abstraction of Scale was displayed at Hazelhurst Regional Gallery & Arts Centre and in the Orange Regional Art Gallery.

Photos: 1. Ruby Olsson with her HSC major work Plimsoll 2. Venus Lacoste with Abstraction of Scale 3. Olive Jones-Evans’ Portable Garden Kit




DRAMATIC SUCCESSES Patrick Flood’s Critical Analysis for Drama, was selected for the OnSTAGE exhibition of exemplary HSC individual projects. His major work, Nurturing Australian Voices in a Niche Space; The Impact of the 2014 and 2015 Budgetary Decisions on the Arts on the Griffin Theatre Company, was on show in the foyer of the Seymour Centre from 3 to 9 February 2018, where viewers from around NSW included current IGS senior students of Drama. “My critical analysis (Applied Research) attempted to navigate the polemic discourse of Arts-Government relations by investigating the impact of the 2014 and 2015 Budgetary Decisions (Brandis Cuts) on the unique role of the Griffin Theatre Company in nurturing new Australian voices,” Patrick said. Patrick thanked his teachers Ms Rita Morabito and Mr Ned Manning for their support and guidance. “The most precious resource I had throughout my HSC was the monumental support and mentoring of my IGS teachers; they will nurture you and let you thrive,” he said. “Ms Morabito was determined for us to succeed, pushing us until the end and Mr Manning provided an unending source of advice and direction.” In other exciting IGS HSC Drama news, nominations for HSC Drama showcase ONSTAGE included two IGS Individual Performances. They were Lara Di Qual’s performance of “Billie Holiday/Too Junior Jones” from Songs for Nobodies by Joanna Murray-Smith, and Luca Ward’s performance of Dog by Steven Berkoff.

PERFORMANCES OF NOTE IGS Music 2 student Gabriel Wright, whose contemporary Australian atonal jazz major work received a nomination from NESA for performance at ENCORE, is studying a Bachelor of Music degree at the Sydney Conservatorium of Music majoring in Creative Music, combining composition and performance.

Gabriel’s band, The Coots, which performed at IGS 2017 Speech Night, performed for two weeks at the Inner West Music Fest, and he is currently creating his own demo LP of original songs. Gabriel also wrote an original score for the 2018 IGS production of #tempest, a contemporary reading of Shakespeare’s final play.





Among the 117 honourable mentions for distinguished

Isabelle (Belle) Campbell received an ARTEXPRESS

achievement received by IGS graduates in 2017, a number

nomination and achieved marks of 90 or more in English

were awarded 90 per cent or more in multiple subjects.

Advanced, English Extension 1, English Extension 2,

These students included Benjamin Street and Isabelle Campbell.

PERFECT SCORE Benjamin Street was among two IGS students who were named in the prestigious NSW All-Round Achievers list. Ben, who began at IGS in Preschool, initially learning Italian then adding Chinese from Year 7 to Year 11, achieved a perfect score of 100 per cent in Mathematics Extension 1. Ben received a University of Sydney scholarship, where he is studying for a Bachelor of Science and Bachelor of Advanced Studies degree.

“I always found maths interesting, just in generaI, and especially in Years 11 and 12 when we learnt new concepts such as complex numbers, imaginary numbers, probability and interconnections between different kinds of mathematics,” said Ben. He has joined Maths, Physics, Science and Chess societies at the university. Ben said he enjoyed the fact that IGS encouraged everyone to have a diversity of interests.

Photos: 1. Gabriel Wright at the 2017 IGS Speech Night 2. Head Girl Pickle Howe and Head Boy Jamie Heath surrounded by Class of 2017 friends

Modern History and History Extension. “I was initially surprised and very excited to be nominated for ARTEXPRESS, but I was especially amazed at how many IGS students were nominated, and then selected,” Belle said.

“In my opinion, IGS has an outstanding art program, and although it was a challenge, I don’t regret choosing Visual Arts for my HSC.” Belle’s HSC artwork, Family Portrait, explored “the layers of memory and sentimental value embedded in family photos and portraits”. Belle, who is taking a gap year, has applied to study Arts at Melbourne University or Arts/Law at ANU, specialising in screenwriting, English and History, after taking a year off to work and travel to Asia. She has the following tips for HSC preparation: “I would suggest focusing on perfecting essay writing in particular to achieve the best results in the HSC, as many subjects include essay components. “Moving to IGS was one of the best decisions I made, as it is a unique and nurturing environment, as well as a high performing school that encourages you to challenge yourself. “The focus on co-curricular activities is something I particularly enjoyed about IGS, especially debating and mock trial. IGS teachers are passionate, respectful and inspiring, and I’m still thankful for the help my teachers gave me and the relationships I was able to make. “My advice to younger students would be to enjoy the middle years and get involved with the School as much as possible, because the more you give, the more you get back. Also, I would add, never be afraid to ask your teachers for help and advice!” JIGSAW | WINTER 2018




CHOOSING CHALLENGE A total of 19 IGS students accelerated in their language studies, undertaking their HSC examinations a year ahead of most other students in NSW, with results ranging from 82 to 94 and a mean of 87. These IGS students accelerated across seven languages, in Spanish, German, Japanese, French, Italian, Chinese in Context and Ukrainian. We congratulate Lukian Adams, Jimena Armstrong, Vincent Breckenridge, Indigo Chambers, Gina Corridore, Evan Filo, Isabella Fitzgerald, Emma Garrett, Elizabeth Grasso, Hannah Kroeger, Jack Lyons, Mi-kaisha Masella, Nino Molinaro, Jonathan Pan, Simon Peyrachon, Remi Roure, Sarah Street, Claire Thom and Flinders Twartz on this achievement. We congratulate Simon Peyrachon for achieving 92 per cent in HSC French Continuers (Band 6) while still in Year 10. A total of 12 Year 11 students accelerated in Mathematics, completing the HSC a year early in this course. Their marks ranged from 79 to 99 with a mean of 88. Congratulations to Marcus Barr, Evan Filo, Hunter Forbes, Eirini Harakidas, Eoghan Kilbridge, Holiday McLeay, Siena Mitchell, Thomas Orlay, Jonathan Pan, Jude Samir, Claire Thom and Jessica Trevelyan (who was awarded 99 per cent).





IGS students performed above the State mean in 85 per

to become a registered nurse in a HUGE emergency department!

cent of courses. In Biology, Chemistry and Physics, students performed well above the State mean. Physics results were 9.14 per cent higher than State results. In Japanese Continuers, students performed an impressive 10.91 per cent above the State mean. Creative and performing arts students also performed well above the State mean, with Visual Arts students placing 10.08 per cent above State averages. Just under half of IGS students (48 per cent) studied one or more Extension courses. Together, 82 per cent of Extension course results were in the top two performance bands. 100 per cent of students studying Music 1, Chinese in Context, Chinese Continuers, French Extension, German Extension, German Continuers, Italian Extension, Ukrainian Continuers, Japanese Continuers and Japanese Extension achieved in the top two bands.

WHERE ARE THEY NOW? Among the 94 IGS students awarded an HSC in 2017,

to be happy within myself, successful, proud of myself and feel loved to become a successful interior architect, who can run an international business to be able to follow all of my interests and hobbies throughout the rest of my life to complete a double degree in Anthropology and International Studies in New York, and become a human rights lawyer to live, love and enjoy life to become a diplomat and learn/gain fluency in multiple languages, which will hopefully advance my career

more than a third received Australian Tertiary Admission Rank (ATAR) scores of 90 and above, and 84 per cent received Universities Admission Centre (UAC) mainround offers. Others will have accepted offers at private institutions within Australia or overseas. For our graduates who received UAC offers, the graph below shows the percentage of offers arranged by discipline. Some received offers for more than one discipline. Sciences/Medical Science/ Health Sciences (31%) Arts/International Studies/ Communications (25%) Commerce/Economics/ Business/Law (16%) Design/Fine Arts/ Performing Arts (16%) Other (5%) Applied Sciences/Architecture (4%) Music (3%)

For the students who received Main Round offers, the graph below shows the percentage of offers according to institution.

to be remembered to travel for a living, to visit every major city in the world, to leave a legacy, to become the best version of myself to protect my country I dream of peace in this world. No wars, no hate and no fakeness. I dream that sooner or later this is not just a dream. IGS congratulates all students who give of their best in the HSC and all their endeavours, and we wish the Class of 2017 all the best for the future.

University of Technology Sydney (25%) University of Sydney (23%) Other (21%) Australian National University (19%) University of New South Wales (9%)

Photos: 1. The Class of 2017 at their Graduation Dinner 2. Sasha Saad accepts the Secondary Interhouse Shield on behalf of Baado House

Western Sydney University (4%)




PARENTS AND STUDENTS GIVE IGS FLYING COLOURS For the third year in a row, IGS implemented the National school opinion surveys across the early Learning Centre, Primary School and High School. The surveys provide Principal Shauna Colnan and the School Leadership Team with key indicators on previous school improvement plans and strategic


milestones. These will be closely analysed along with other indicators in order that new improvement

My child likes being at this school

opportunities can be identified and pursued. With the IGS student, parent and staff community having participated in the surveys over three years, a rich source of longitudinal data offers insight and understanding into our community perceptions and great opportunity for ongoing improvement. Survey results for the past two years led to a number of key improvement plans including the appointments of Deputy Heads Paul Galea and Josie Nardella, student behaviour and classroom management, rejuvenation and refurbishment of classrooms and learning spaces and the Student Representative Council. This year, 292 parents participated in the parent surveys, 32 from Early Learning, 136 from Primary School and 124 from High School. All students from Years 3 to 12 participated in the student surveys and all staff, including non-teaching staff participated in the staff surveys. The surveys were generated through the School Survey Tool, developed through ACARA.

This school is well maintained

Teachers at this school expect my child to do his or her best 0






PARENTS - PRIMARY SCHOOL My child feels safe at this school

My child likes being at this school

I can talk to my child’s teachers about my concerns 0






PARENTS - EARLY LEARNING My child feels a sense of belonging to the Early Learning Centre

My child is supported to participate in the program 0 percentage agree






percentage strongly agree





My teachers expect me to do my best

My school gives me opportunities to do interesting things








My teachers expect me to do my best

My teachers motivate me to learn



percentage agree





percentage strongly agree

HIGH OVERALL SATISFACTION LEVELS Survey items called for responses on a scale of 1 to 5, where 5 was strongly agree, 4 agree, 3 neutral, 2 disagree and 1 being strongly disagree. Average scores on the scale of 1 to 5 are calculated for each survey item as well as an overall score. A score of 5 is interpreted as most satisfied. Here are the overall average scores, as rated by students and parents.



A group of almost 50 senior IGS students and staff expanded their resilience, leadership and teamwork skills, along with their global understanding, during a three-week tour of India with Antipodeans during recent school holidays. They helped build a school for a small village community of Palampur in the Himachal Pradesh, surrounded by tea gardens.











“10 years ago the owner of the tea gardens came up with a dream, to create a free school for the children of the tea pickers, as they couldn’t afford to send their kids to the local school,” said IGS English educator and Antipodeans program leader Stephen Pace. “Unfortunately, building stopped due to lack of funds and sat dormant for six years until Antipodeans took it over. The school now has an office, staff room and three classrooms, all set in the picturesque hills with views of the Himalayas.


‘IGS students helped the contractors begin building the roof of the school and levelling the ground for a future basketball court and playground.”











IGS students also spent time meeting villagers, broadening their global perspectives, and exploring the Dharamsala region during a six-day trek. View postcards from Europe on pages 30 and 31.













Jacqui Baker Head of Research and Innovative Learning JIGSAW | WINTER 2018




IGS was founded on the importance of learning languages from an early age, and our youngest learners, in Preschool, begin at the age of three. “Our founder knew and understood the importance of ensuring the window of opportunity for optimal learning was nurtured,” said IGS Director of Early Learning Rebecca Jensen-Waud. Each child in Early Learning joins a language group, of either French, German, Japanese, Italian or Chinese (Mandarin). “Being able to learn another language and music at such a young age and extend these skills into Primary School and High School makes IGS unique.” Early Learning is part of a bigger journey of limitless learning for all IGS students, whose languages skills become robust and deeply embedded.

Targeted language lessons each morning, along with a daily music lesson provided by experienced and qualified music staff, provide more structure to IGS Preschool and Transition days than in most other early learning programs.



Many IGS families believe their child benefits developmentally from the balance of structured and play-based learning provided at IGS. “Our Language Educators are all qualified native speakers, and we have higher numbers of trained staff per child than other centres,” Rebecca said. Recently surveyed parents of our early learners indicated their children felt supported and had a strong sense of belonging at IGS. See page 25.



I was born in Paris and lived in a small village 10km

Madame Boisseau’s first students at IGS took time out

from Versailles, arriving in Sydney in 1983.

from their studies to thank her for giving them such

I have a Certificate III and Diploma in Early Childhood Services and have been sharing French with Preschool and Transition children at IGS for almost 14 years.

I am passionate about what I do and take my role as an educator very seriously, as the impact on these little people full of trust and hunger for learning can be huge. I want their first approach to the French culture and language to be fun and “inoubliable” (unforgettable). Still to this day I am in awe of the children’s ability to learn, absorb, embrace whatever opportunity that is given to them.

Four current Year 12 students who were among

strong foundations in French. “One of my clearest and favourite memories of Preschool was having a ‘French breakfast’ in class with Madame Boisseau and eating croissants with jam while learning the names of French foods,” Claire Thom said. “I particularly remember the picture of the snail, and learning ‘escargot’. “I really enjoy learning French and I know it will be so useful further in life, particularly working internationally which is what I would like to do in the future.” Claire, who has also studied Chinese from Years 7 to 10, has enjoyed using French while on exchange, and hopes to continue French as a minor while studying International Studies at university.

IGS is unique in many ways. The environment has a huge impact on a child’s learning, and IGS gives that sense of belonging, the opportunity of life-long friendship, and teaches acceptance in diversity and compassion, as a little community in a bigger one. Valerie Boisseau Early Learning French Educator

LANGUAGE LEARNING AND THE YOUNG MIND Research has shown that language learning is greatly enhanced when started at an early age. Neurological evidence now indicates benefits to memory recall, problem solving tasks, and depth of comprehension and applied knowledge. Beyond the benefits to cognition, learning another language brings huge benefits to the social life. It connects us to others in new ways, enhances empathy for different cultures and expands one’s own identity. IGS Head of Primary Languages Vilma Rotellini once spoke to me about how moved she was to see her adult son speak to her elderly father in Italian. Without having acquired his heritage tongue, this valuable interaction would have been quite limited. Every language is a key to another heritage, another way of looking at the world, and another full set of opportunities. Rebecca Jensen-Waud IGS Director of Early Learning

3. Ruby Keeler-Milne remembers her Preschool French classes as “such a positive experience”. “Having someone who cared so much about the language really helped give us such a solid foundation,” said Ruby, who also remembered the croissants and hot chocolate. “We felt like we were French chefs!” Jaden Croke said he always wanted to do his best for Madame Boisseau, as she cared so much about them as well as the language. Odyssia Klitsidis said it was a great privilege to learn French for so many years. “It’s always such a good feeling being able to understand and speak French as well as English,” she said. Madame Boisseau remembered Ruby as “very shy to start with” and Claire as “quite verbal”. She recalled that Jaden was a good student, and that Odyssia took “quite a while to speak, but she eventually got there. She was absorbing everything.”

Photos: 1. An afternoon dance party in Early Learning 2. A thrilling visitor during Chinese New Year celebrations 3. Madame Boisseau with some of her first and newest IGS students







Late last year I visited our European exchange schools: a grammar school in the north of Italy at the foot of the Alps and just a short drive to Lake Garda and the Dolomites; a grammar school in a healing spa town in the north of Germany; a leading Spanish independent school on the outskirts of Madrid; a school in the cool elegant old town of Montpellier; and another school in the south of France, between old town Valbonne and the tech community of Sophia Antipolos, a short drive to Cannes, Nice, Monaco and Aix-en-Provence along the Cote d’Azur. I met with each of the Principals and we formally renewed our long-term partnerships and brainstormed ideas for the future. In each school, I heard a remarkably similar story about our students: confident, curious, easy going, fun to be with, open, affable, flexible, even urbane, and linguistically superior. By the end of the trip, with visits to six exchange schools, it occurred to me that on exchange, our students don’t just visit, spend a few moments and exchange things when they travel abroad.

As bilinguals they have the chance to go deeper: to inhabit, embody, settle in, dwell. Bilingualism is not just an advantage, linguistically and cognitively. It is not just a leg-up for our students in the economic globally-connected world, though it is certainly increasingly all of that. It is so much more. Ninth Century emperor Charlemagne put it best when he said that to know two languages is to possess a second soul.

BROADENING HORIZONS Putting their language skills to the test, 28 IGS language ambassadors swapped beach towels for winter coats, heading to Europe late last year to pursue their passion for learning language. I was delighted to visit all of the European exchange schools for the first time. Our students had the time of their lives.

Living with families, they immersed themselves in the cultures of their second languages, attended school and toured stunning parts of Europe, all the while developing and improving their language skills and cultural understanding. As the visiting IGS teacher, I was fortunate to visit the schools, meet the staff and see first hand our students speaking their languages and absolutely throwing themselves into it all headfirst with great enthusiasm. It is rewarding to see the impact of language education on our students when they take these skills and use them in real life situations. Many will remain lifelong friends with their exchange partners and their families, and treasure the experiences their extraordinary education has enabled them to enjoy. Lucy Howard-Shibuya Japanese Language Teacher and 2017 IGS European Exchange Teacher

Shauna Colnan Principal

2. Photos: 1. IGS French partner school Lycée International de Valbonne exchange coordinator Andreas Rodriguez with IGS Principal Shauna Colnan 2. IGS teacher Lucy Howard-Shibuya with our students on exchange at Colegio Estudio, Madrid, Spain






The exchange kids and their families have been fantastic. I have been very impressed by their level of language. I know for some beginners the exposure to a brand new language and culture is a little overwhelming, but they are giving it a good go!!

Hi everyone, I just wanted to let you know that I went to the school today and met with the kids. They are all very happy and relaxed! Their student partners seem very well matched and they were speaking lots of German!

I was very proud of all of them being such good ambassadors. They are all in awe of this experience and it is definitely life changing for them.

Rudolph-Brandes Gymnasium, Bad Salzuflen, Germany, is lovely, very vibrant and I felt a similar atmosphere to IGS. The exchange teacher Tina Brockman who is looking after the program is terrific and very helpful. In fact all the staff I met there were friendly and supportive, including the Principal.

This part of Italy is fascinating, very picturesque with a significant history and connection with Austria and Germany adding a different Italian flavour, so to speak. Lucy

PS This experience has taught me so much, not only about myself, but it has allowed me to open my eyes to a culture that is very different to my own .. and allowed me to gain lots of independence and create lifelong friendships. Alex Miletta My weeks in Italy were the most important weeks of my life. I made many new friends, including my “Italian sister”, a friend for life. My language has improved a lot, especially my speaking. I also learnt a lot of Italian sayings which will be perfect for my HSC. Sam Mitchell


I am meeting the kids this afternoon to go to the local Christmas markets except Isobel is going to go to her buddy’s ballet class, so I will catch her at the school again tomorrow. Rest assured all is going well. They are having such a wonderful experience on exchange here! Tschuss! Lucy

PS Exchange was the best thing I have ever done and I can’t wait to go back to Germany. You’re guaranteed to have an amazing time, no matter how good you are in your second language. Isobel Kanaley



I took the kids out for lunch, and we had a lovely time chatting and catching up with all their news. They are all in terrific shape. Their French is rapidly improving and most importantly they are all happy and settled. This experience is so rewarding and life changing for them all. As always I am struck by how relaxed and at home IGS kids are in foreign surroundings. Nothing seems to phase them and they take it all in their stride.

Lucia Rodi

Being completely immersed in the language and culture really helped my language skills. I had such an amazing six weeks and made lifelong friends. Una Ve en la vida. Once in a lifetime!


Living as a local in Madrid and learning about the culture, food and customs of Spain contributed so much to my language sills and gave me a lot more confidence in my speaking.


Sapphire Goldberg

My exchange experience was one of the most amazing and rewarding experiences of my life. Not only did I make a friend for life but I improved so much in my language ability and confidence. Charlotte Howden

An unforgettable experience. Not only was it an opportunity to learn a new language but it was a chance to get to know a new country and culture. I will never forget this trip. I would go back in a heartbeat. Jack Lyons

Everyone went out of their way to welcome me and help me feel at home. I found I was able to make new friends and have fun while improving my language skills and gaining more confidence. Siena Scott-Hickie

HOW IGS IS CONNECTING WITH THE WORLD IN 2018 • NSW regional music tour: May • Antipodeans in India: April/May • NASA STEM Expedition to USA: July • Red Earth Indigenous Immersion Trip: July • Oxford University Summer Camp: June/July • IGS exchange program to Japan: September/ October

• IGS exchange program to Madrid: late September/October • History and Drama tour to Italy: late September/October • IGS exchange program to Europe (France, Germany and Italy): December

WIDE WORLD WELCOME For several weeks each year, IGS families have the opportunity to host students from China, France, Germany, Italy, Japan and Spain.





The quest to reimagine, redesign and recreate the IGS campus is gathering pace, as award-winning architects BVN begin making the Global Learning Centre for the Teaching and Learning of Languages a reality. “The Global Learning Centre with its six new classrooms, six distinctive learning spaces, cooking facilities, flexible layout and new collaboration space for teachers unlocks the campus and paves the way for the roll out of the IGS Master Plan,” said IGS Principal Shauna Colnan. “We can’t wait to see this beautiful building fully utilised late this year by our students as they continue their language learning from Preschool to Year 12.” IGS Director of Languages Rosalba Genua-Petrovic said the centre was a symbol of the unique opportunities on offer at International Grammar School, where all students experience partial language immersion, rapidly becoming bilingual and multilingual. “The Global Learning Centre for the Teaching and Learning of Languages will be a glorious beacon for the teaching and learning of languages, with state-of-the-art technology in all of the flexible learning areas,” Ms Genua-Petrovic said. Works in the iconic Kerrie Murphy Building have begun, creating a new learning hub to serve Preschool to Year 12


students during language lessons and all things global for our community, including exchange program meetings, community forums and polyglot language lessons for parents. “The distinctive Kerrie Murphy Building is part of the international identity of IGS,” BVN Principal Architect Phillip Rossington said. “It can represent the unique bilingual and multilingual learning opportunities IGS offers.”

The first two levels will feature six new teaching and learning classrooms, and six new learning spaces. The classrooms will have walls which can open up to allow the classrooms to become larger spaces for collaborative learning. “The new learning spaces on these levels will be made up of an open learning area, pods for smaller groups, and learning nooks for individual student projects and where students can work closely with our linguists in residence,” Ms GenuaPetrovic said.

BIBLIOTHÈQUE DREAMING Meanwhile, excitement is building about possibilities for the IGS bibliothèque at the heart of our campus in the Reg St Leon building in Kelly Street.


Primary students and their families recently donned pyjamas and grabbed their torches and favourite books to celebrate the joy of reading during Lights OFF Torches ON in the library. Author visits and book signings were the icing on the cake.

“There will be limitless opportunities for students to engage in focused learning and collaborative discussions, alongside peer teaching and learning.” On Level 2 there will be a moveable amphitheatre for informal learning and presentations. “The furniture will be varied and aesthetically pleasing to create a comfortable, stimulating and welcoming environment for learning languages,” Ms Genua-Petrovic said. “A closed kitchenette will also be available for classes to experience cultural indulgences.” In addition to the Global Learning Centre, the ground floor of the Wright Building will be opened up to become The Imaginarium, which will be used for a range of activities.

Consultations with architects BVN about the bibliothèque have begun, with staff, students, parents and caregivers sharing memories of their favourite moments in libraries as plans are drawn up to make the most of two walls of windows and a substantial part of two floors of the building. “Our architects were inspired by the imaginative powers and big ideas of our staff, students and community and they are close to sharing with us the concept they have for the design,” Principal Shauna Colnan said. “It’s an exciting and awe-inspiring challenge to create a whole-school library that begins in an enchanting space for our preschoolers and ends in a powerful research centre and learning hub for our senior students.”

This major project follows detailed consultation and is expected to be completed within a year, with Level 1 Global Learning Centre classrooms and the Level 3 staffroom due for refurbishment as Stage 1 from June this year. Stage 2 will include the construction of Level 2 Global Learning Centre classrooms and the ground floor Imaginarium.

Photos: 1. An architect’s impression of part of the Global Learning Centre 2. Kindergarten students prepare to celebrate the joy of reading


3. Lights OFF Torches ON!





Staff, students and our community are celebrating the transformation of “a quirky old building” into a Design Centre with state-of-the-art makerspaces. The new IGS Design Centre offers three exciting spaces for students to explore and extend their creative talents. Principal Shauna Colnan has reflected on the history of the space, and how plans evolved for its latest incarnation. “This was a factory, where workers made stationery, in among the warehouses and woolstores of Ultimo,” Ms Colnan said. “It was a creative makerspace in the past. We started dreaming of all the different ways we could transform this area to house art and design in one part of the school. This would be our first specialised learning centre emanating from the Master Plan!” IGS partnered with architects Roberts Day to transform the once-neglected corner of the IGS campus into a mini village of creative learning, design exploration and informal social spaces. IGS Director of Art and Design Craig Malyon is delighted with the new, multipurpose Design Precinct. “The structured fluidity of the space with the transparent roller doors, large window and mural outside ensures dynamic engagement between the students and the space,” Craig said.


“The unique design features of the site provide an effective arena for adaptive and powerful pedagogy. This site testifies to the transformative nature of good architecture, and we are very lucky to have it.”

UNLEASHING MULTIPLE MAKERSPACES “We turned some crazy ideas into this amazingly beautiful place,” said Principal Architect Roberts Day NSW Adam Russell, who has been teaching design at UTS for more than 15 years. “Working on this project I was reminded of my own time in high school, with dedicated teachers and freedom to explore with paper and pencils. “As architects, our role is to spark joy in everyday spaces” working within physical, material and budgetary constraints, he said. While the patina of some of the original walls was retained to give a taste of the building’s authentic history, other walls were transformed by mural artist Brad Eastman, reflecting a more contemporary Ultimo.


“The new layout provides adaptable spaces for teaching and learning modes, as well as exhibitions and the cross pollination of ideas,” Adam said. “At the laneway threshold, a series of transparent roller shutters open up deep seating ledges that straddle inside and out. “A tall window at the prow of the staff room announces this exciting new precinct in the School and we’ve provided an exhibition space for student works to be displayed, played and projected,” he said. Since its opening late last year, both staff and students have settled comfortably into the IGS Design Centre. The Centre houses three separate learning spaces, including The Bauhaus, Vivienne Westwood and Hayao Miyazaki rooms - each named after an artist or artistic movement that echoes its distinctive purpose.

3. Photos: 1. Fresh learning spaces in the Bauhaus 2. D&T Lane

They provide for learning opportunities in woodwork, 3D printing, textiles, animation, photography, videography and more.

3. Director of Art and Design Craig Malyon discusses 3D printing with a student





The unique Year 5 Eminence Project, combining studies of English and Human Society and Its Environment (HSIE), involves deep and joyous learning. The popular project links learning to each child’s specific interests, allows them to advance at their own pace, builds on their understanding of time, influence and

Diversity: Students select from a diverse range of eminent people from the past and present and from all fields and cultures.

society, and is embedded in the real world.

Connectedness: Students connect with others through interviews and other diverse research into their eminent person, and with their peers through presenting.

Fostering key skills and letting students shine, it has been running for at least 15 years at IGS, calling on students to choose their own eminent person and work independently.

Vibrancy: From start to finish, students are excited about their learning and proud of their final products.

The teacher acts as a guide and facilitator as students choose their own learning journey.

Authenticity: Each student’s work reflects their own interest and discoveries about their eminent person.

In this type of inquiry all students are working on something different and at their own pace according to their academic ability. Highlights include end of term presentations to peers, parents and guests, when students dress as their eminent person and reveal their depth of expertise, but there are many other rewards.

Personal achievement: Students are rightly immensely proud of what they have achieved and the standard of their final work. The Eminence Project takes students’ learning to a whole other level.

Students learn important research skills for their future, as well as note taking and preparing written components, such as a biography, monologue and timeline. Creative aspects of the project include the use of technology and developing confidence in presentation skills. The project taps into IGS values.


This is limitless learning at its best and it is empowering the students to take charge of their learning. The Year 5 teachers are so proud of what the students have achieved this year, and in previous years. Their level of engagement was phenomenal, and the results clear proof of what our students can achieve when given the opportunity. Michelle Weir Year 5 Teacher and Head of Teacher Accreditation and Development

3. 2.

STUDENTS TAKE THE LEAD Feedback from parents has shown us that during the Eminence Project, many of the children take more responsibility for their learning than they ever have in the primary years before. The project is designed in a way that the students lead their own learning - starting with choosing their own subject and writing a persuasive piece to convince their teacher that their choice of subject is eminent.

Teachers deliver lessons outlining skills and understanding for each section of the project and children must use these lessons along with marking rubrics and examples to guide their studies. Weekly lessons in the library align with the teaching and learning of research skills and the children practise this new learning in the creation of their own bibliography and note taking. This project is an essential stepping stone for the Year 6 Independent Research Task (IRT) and an incredibly rich and valuable learning journey for the children of Year 5.

3. Photos: 1. Year 5 Teacher and Head of Teacher Accreditation and Development Michelle Weir with Xavier Gemmola and Molly Quigley of Year 5 2 and 3. Year 5 model “waxworks� of the eminent people they chose to study

Jessica Price Year 5 Teacher and Head of Stage 3




Xavier Gemmola researched Henry Ford, “one of the first to make cars, in 1903”.

Famous scientists, inventors, civil rights activists, filmmakers, writers and sports people from across nations, lands and centuries filled the corridors of IGS when Year 5 embodied their research subjects at the culmination of their Term 2 studies of eminence. Molly Quigley chose to research the life and achievements of Louis Braille. “I chose him as my father was working for Vision Australia, and I discovered the raised dots and dashes were invented by Charles Barber, also from France, but they weren’t for blind people.” She said she really enjoyed creating the portrait, timeline and vision board about Braille, as well as hearing from her classmates about their own projects.

“He used to work for Thomas Edison. He revolutionised transport. People were using horses and carriages, steam engines and trams. He made and serviced steam engines before he made cars. “It was interesting to find out about things that have happened that make things today as they are.” Others researched Nelson Mandela, Coco Chanel, Karen Horney, Nikola Tesla, Grace Hopper, Charles Babbage, Elon Musk, Bill Gates, Benjamin Franklin, Jamie Oliver, George Lucas, Mahatma Gandhi and many, many more.

Armani Carr researched Eddie Mabo’s life and influence using books and the internet.

“I wanted to choose an Indigenous person,” Armani said. “Eddie fought for land rights for over 10 years in the Mabo case. He achieved land rights. He died before he won the case, so he never actually got to see it. He got a human rights award and his wife received it on his behalf. “Without Eddie Mabo, Indigenous people in Australia wouldn’t have as many rights.”


Aya Lurie researched “Murasaki Shikibu, who worked in the imperial court in Kyoto, Japan from 968 to 1014”. “She wrote the Tale of Genji, the first novel in the world, a love story,” Aya said. “It’s 1,286 pages. It’s very popular in Japan. “She also spoke Chinese. In those days, girls weren’t usually educated. Her grandfather was a great poet, one of 36 people who were considered to be geniuses. “She also wrote a diary about her life there, about how tiring it was. She looked after the daughter of the Emperor.” Aya enjoyed the project. “I got to know a bit more of my culture. It was really interesting.” Thomas Langford explored the ingenious artworks of Rube Goldberg, a US cartoonist born in 1883 who died in 1970. “He drew machines that had domino effects,” Rube said. “For example a ball would drop into a spinning wheel which lets it go up into a spring.



“Most of his machines do work, and people did start to design their own ones.”


1 and 2. Year 5 became experts in the life, times, quotes and achievements of their chosen subjects





The IGS Primary School partial immersion Languages

A “Crazy Architecture” lunchtime program with

Program develops students’ listening and speaking skills

creative, team-building activities has inspired students

through singing, games, craft activities and more.

to “think big, experiment and consider the elements of

Lessons are integrated with select units of core curriculum subjects taught directly in the target language. For example, Year 3 French learners have been focusing on French regions this term, creating poster presentations to share their knowledge and welcoming parents and caregivers to enjoy samples.

“We recently had cheese soufflés from Franche-Comté, camembert from BasseNormandie, gauffres (waffles) from Bourgogne, biscuits from ChampagneArdenne and tarte tatin from the Centre,” said French Educator Helene Schmit. What a treat! In other recent Primary language news, Year 4 Japanese language students enjoyed a combined class with Year 8 Japanese language students, using their skills to introduce each other, play games and share paper cranes as a symbol of friendship.

architecture”. It’s among a range of enrichment activities that augment the curriculum at all year levels, led by IGS Enrichment Coordinator Sherryl Ryan. The Year 2 Literacy Enrichment group have been reading and studying Lois Burdett’s interpretations of Shakespeare’s plays for kids including Romeo and Juliet, Hamlet, Twelfth Night and Macbeth.

The Year 4 Extension Writing group have been introduced to debating and public speaking in a new pilot program for Years 4, 5 and 6, “BeHeard”. “Students have the opportunity to talk with purpose and learn to communicate and have their ideas shared.” Students regularly compete in Knox Grammar School’s da Vinci Decathlon, the Tournament of Minds competition and Dorothea Mackellar Poetry competition.

Photos: 3. Japanese language students from Year 4 with their Year 8 buddies 4. Primary students enjoying Crazy Architecture enrichment




TASTE OF SAGE For the first year since the unique IGS SAGE program was introduced by Principal Shauna Colnan in 2015, our most recent SAGE activities took place all in the same week. WHAT IS SAGE? IGS SAGE Program stands for: • Student choice • Authentic learning experiences • Global relevance • Exhibitions and celebrations of learning. An example of limitless learning for students in the middle years, SAGE cuts across disciplines and gives

MONDAY 13 NOVEMBER Year 7 Shakespeare Bootcamp In small groups, Year 7 are embodying Shakespeare, some for the first time, reading excerpts from his most famous works, and familiarising themselves with an earlier form of the English language.

students inspirational, real world, project-based learning experiences outside the classroom for a full week. “Through SAGE, we are building students’ critical and creative thinking skills, the depth of their understanding and engagement, their ability to work with others, and their love of learning,” Ms Colnan said.

Year 8 The Rocks Quest Year 8 IGS students are embedded in The Rocks, exploring Aboriginal heritage with the Bangabaoui education program, as well as British Settlement and 19th Century development of Sydney’s historic harbour foreshores.

Year 9 Opera on Kelly In teams, Year 9 students brainstorm characters in conflict as they begin to create their own, original operas, to be performed later in the week.

With guidance from Sport for Jove’s professional directors and actors, students free up their bodies to express emotion through posture and movement, preparing to stage their own abridged versions of his plays at the end of the week.



Year 9 Opera on Kelly


Year 10 Tasmania: Writing the Island

Year 9 students set high drama to music with assistance from Opera Express professionals...

Year 7 Shakespeare Bootcamp

Far from Sydney, Year 10 students stretch their legs and minds in spacious Tasmania, encountering challenges and expanding their imaginations. The most challenging overland trekking group will cover 65km in six days.

IGS is a stage and the shows go on.

… and start to create their own sets. Year 10 Tasmania: Writing the Island Hiking, kayaking and cultural site visits feature in Tasmania, including a tour of Bruny Island. Students are using diaries, digital media, visual arts, drama and music to reflect on their experiences.

Year 8 The Rocks Quest “I’ve made lots of new friends this week, and enjoyed being out of the classroom,” said Scarlett FitzpatrickLubowitz as the exhibition in the Merchant House got underway.

WEDNESDAY 15 NOVEMBER Year 7 Shakespeare Bootcamp Back at IGS, Year 7 students breathe life into Shakespeare’s time-old words, taking on his characters’ dilemmas.

THURSDAY 16 NOVEMBER Year 8 The Rocks Quest Students are treated to a sketch session at the edge of Sydney Harbour with Artist in Residence Vincent de Gouw.

Year 9 Opera on Kelly Final rehearsals as staff, parents and fellow students gather to witness the extraordinary performances of each opera company bringing their work to life on stage.

Year 8 The Rocks Quest The Rocks Quest continues, with Year 8 using skills of archaeologists to investigate artefacts found in the rubble and foundations of the Sydney Harbour Youth Hostel Association.

Year 10 Tasmania: Writing the Island Frenzied writing as Year 10 students capture their inspiration after walking down into beautiful Wine Glass Bay.

Year 10 Tasmania: Writing the Island “The beautiful moments from the trip were captured in the artworks we created,” said student Sophie Doong.






Against a backdrop of city lights and stars, the School’s original adaptation of Shakespeare’s final play The Tempest was enchanting. “The greatest thing about teaching is watching students

exceed their own expectations and grow as human beings as a result,” said #tempest Director, IGS Head of Year 12 and Drama Educator Ned Manning who worked with the Drama, English and Music faculties to create the new play. “As The Tempest is being studied in Year 12 HSC English, we created two new contemporary characters to replace parts of the play, help the audience follow the plot, and have some fun,” Ned said. “It’s a method I developed for Bell Shakespeare for whom I wrote 10 plays as part of their Actors at Work program.” IGS Director of Dramatic Arts Rita Morabito described the production as “a bold, adventurous and joyous celebration of the Dramatic Arts”. “Risk taking at its finest and school community involvement at its best, #tempest will long be remembered as a theatrical feast of the senses,” Ms Morabito said.


REVIEW In the midst of a chaotic storm, we embarked upon a rollicking journey. Standing in line against the hull of a ship we watched in awe as the ship’s crew struggled to hold on. Buckets of water, lurching movements and sailors’ laments hurtled us into the eye of the #tempest. A skillful soundscape conducted and composed by Gabriel Wright (2017) and performed by students, contributed to this exuberant opening.

#tempest, created and directed by Ned Manning, proved to be an entertaining, modern and refreshing take on a Shakespearean classic. The talented cast of actors, staff and dancers created a truly memorable, once-in-a-lifetime performance. Ruby Goold Year 11 Drama student


COURAGE ON SHOW Boy Overboard was a powerful learning experience 2.

for the students in Years 8 to 10 who brought this production to life in Term 1 for audiences over four nights. The play, adapted for the stage by Patricia Cornelius from Morris Gleitzman’s novel, follows the journey of siblings Jamal and Bibi from their homeland in Afghanistan to Australia. The themes of war, courage, home, belonging and the search for a better life are explored as Jamal and his family seek safety and refuge. Soccer and the dream of leading Australia to glory in the World Cup provide a constant hope for the children. Our audience was moved by the humour, pathos and currency of the narrative and the commitment of our talented cast. This is an important story which we felt needed to be told.


Rita Morabito Director of Dramatic Arts

Photos: 1. Talulla Clarkson (left) with Claire Thom and William Salkeld in #tempest 2. Lily McGuinness (left), Joseph Manning and Amelie Kenney in Boy Overboard 3. Sprites dancing up a magical storm in #tempest 4. Thomas Pearson (left), William Salkeld, Claire Thom, Samantha Mitchell, Jimena Armstrong and Ginger Woods take a bow in #tempest





EDUCATION ‘A PASSPORT TO THE FUTURE’ International Grammar School is governed by members of a Board who volunteer their time and expertise. Meet our current directors. CHAIR DR MARIE LEECH IGS Board Chair Dr Marie Leech brings to IGS a wealth of experience in social justice and education. Principal of Sancta Sophia College at the University of Sydney from 2008 until recently, she has also been a member of the Executive of University Colleges Australia (UCA) and Chair of the Mental Wellbeing Committee of Healthy Sydney University. Dr Leech was appointed to the Federal Government’s Stronger Families and Communities Strategy Partnership. Her voluntary work has included the development of strategies to provide access to education for disadvantaged girls and women. Other previous roles include General Manager, Community Services, at Mission Australia, and Senior Policy Advisor at Uniya, the Jesuit office for social justice research.

“Education is the scaffolding that allows us to build our lives,” Dr Leech said. “It provides us with the foundations to form opinions; to build relationships; to have satisfying careers; to handle challenges; to make decisions. “International Grammar School provides its students wonderful and sound scaffolding to achieve all of the above – but in addition, provides a scaffolding for inspired creativity; and global perspectives.”


RITA FIN A leading music educator and school administrator, Rita Fin trained at the Sydney Conservatorium of Music and took postgraduate studies at the Mozarteum in Salzburg. Rita was a founding staff member of International Grammar School from 1984 and then Principal at IGS from 1987 to 1990, and is Assistant to the Headmaster at Sydney Grammar School. Rita is also a practising musician, conductor, writer and adjudicator. She has been in demand as guest lecturer and presenter at many conferences and workshops, and with a particular emphasis on teacher training and classroom pedagogy. Rita is passionate about language and music education, and has been an advisor on the education committee for the Italian Bilingual School. Rita was elected first as a parent representative to the IGS Board in 2012. Her daughter attended IGS from Preschool through to Year 12.



Michael Heenan (GAICD) is CEO and Director of Allen Jack+Cottier Architects (AJ+C). With over 80 staff based in Chippendale, Sydney, Michael has led the design of a number of the most significant urban transformation and architectural projects in Sydney.

Current IGS parent and member of the IGS Board, Vince is a partner at Grant Thornton, one of the largest international accounting and advisory firms. Specialising in Corporate and International Tax, he is also heavily involved in assisting businesses with their tax risk and governance structures. “Education is obviously a crucial piece of the puzzle in making a better place for all,” Vince said, adding that IGS provides “a fantastic platform” for children’s development.

His previous projects have won state, national and international awards. He is an international speaker, and has chaired international architectural juries.

“As we enter a time of exponential social and economic change, the value of education has never been higher,” Michael said. “Embedding adaptability, confidence and resilience in an institution’s culture, empowers students to thrive in this new and rapidly changing world.” Michael, Chair of the IGS Building Committee, believes that by valuing design, sustainability and innovation and creativity, IGS is helping students gain confidence and independence as young adults stepping out into the world.

PROFESSOR LIAM SEMLER Professor Liam Semler teaches, supervises and researches widely in the field of early modern English literature and is involved in collaborative research into Shakespeare and creativity within educational systems. He was director of the Medieval and Early Modern Centre in 2012 and 2013 and president of the Australasian Universities Language and Literature Association from 2009 to 2013 and has held numerous prestigious international visiting fellowships. Liam has also been Chief Examiner of the HSC Extension English Committee for the NSW Board of Studies. “The unique value of IGS comes from its wonderfully caring and professional community of educators, students and parents, not to mention its amazing language program,” Professor Semler said. “Teachers are the unsung heroes and heroines of our society. Their dedication, skill and imagination, not to mention sense of humour, are national treasures.”

“Every day since he began in Preschool at IGS, my son has hopped out of bed and been enthusiastic about going to school – to me that speaks volumes!” Vince believes that the commitment to students at IGS nurtures “confident and articulate members of society” with the unique focus on languages and other skills further encouraging personal and intellectual development.

JUDITH WALDOCK Judith is a partner at Moray & Agnew Lawyers in the firm’s specialist catastrophic claims practice group. Judith, who specialises in claims involving complex liability and medical issues, is a Law Society of NSW Accredited Specialist in Personal Injury. “My first connection with IGS goes back to 1995 when my sister, Kim Waldock, was appointed the Director of Music. I’ve been a member of the IGS Board since 2015. The focus on languages, music and the arts, available in such a supportive, inclusive and secular environment, really sets IGS apart as a unique seat of learning. “The dedication of the Principal and the staff is an ongoing source of inspiration to me as I continue to learn about how they help every child unlock ways to achieve their dreams, with lived values to help them become thoughtful and respectful citizens in our community.

“Education can be a passport to the future. At IGS, students are richly equipped to embark on their exciting journeys through life.” JIGSAW | WINTER 2018




Welcome to Jigsaw’s community engagement pages, a showcase of news about parents, staff, alumni and friends of IGS. We were thrilled to meet with alumni and friends of the School in London in October of last year for a special reunion abroad. We were joined by former IGS Acting Principal and England Rugby Team Head Coach Eddie Jones, Principal Shauna Colnan, Board member Liam Semler and alumni ranging from the Class of 1997 to the Class of 2010, as well as former staff members of the

As always, if you have news that you wish to share with the community, or if you would like to come back and visit or be involved in any of our programs, please email me at or call 9219 6700. Julia Glass Director of Advancement IGS Class of 2003

School. We held a fantastic breakfast panel event earlier in 2018 for IGS senior students and their parents, where three of our alumni shared stories of successes and challenges in their schooling and career paths. On this note, we are looking forward to continuing with our mentoring program for senior students later in the year.



FROM THE ARCHIVES‌ In 2004, we had a whole school photo shoot down at Wentworth Park! Can you spot yourself in the photo?

A SPARKLING START PTF welcome function for parents IGS parents and staff celebrated the start of the 2018 academic year during a cocktail party held on the rooftop of the School’s Reg St Leon Building. 3. Hosted by the Parents, Teachers and Friends Association (PTF), the event gave guests the opportunity to swap holiday season news and good wishes for the year ahead, against a backdrop of twinkling city lights.


4. 4. Photos: 1. Principal Shauna Colnan with parent and guest speaker Claudia Karvan on International Day in 2017


2. Deputy Principal Students and Campus Life Mary Duma, Principal Shauna Colnan, and Phillip Rossington and Nick Souksamrane from BVN Architecture at The Culture Conference for IGS staff before the start of the 2018 academic year 3 and 4. Parents, caregivers, teachers and friends enjoy our welcome function on the IGS rooftop






In other community news, three impressive alumni recently shared career tips with senior students and their parents at an Alumni Breakfast Panel, part of the PTF-sponsored Community Learning Program. Speakers included human rights lawyer Ella Kucharova (2003), CHOICE Campaign and Policy Team Lead Katinka Day (2005) and The Sydney Morning Herald and The Age Political and Economics Correspondent Eryk Bagshaw (2007). For students, the forum provided supportive advice for the HSC voyage ahead. “When you get to university, you don’t have anyone telling you to be on time or do your homework, so the discipline skills you build up now are really key,” Eryk said. “Talk to your teachers because they are here to support you, and then when you leave IGS, work hard and take advantage of every opportunity.” Eryk also encouraged students to enjoy the experiences that emerge, and find their own passions.

“I had no idea which direction to go, so I started directly contacting people for internships, which led to some great jobs,” she said. During the Q&A that followed, Principal Shauna Colnan asked what advice each panellist would offer to their 17-year-old self, knowing what they know now. All agreed that they would tell themselves to “enjoy the ride” and know that “everything will be OK”. “If you have a goal, you will get there eventually,” Eryk said. “Always be honest with yourself.” “Don’t sweat it,” Katinka said. “Yes, it is stressful, but there are so many pathways if you don’t get the marks that you want.” “So many people told me to relax, but I didn’t listen,” Ella said. “Just ride it out, keep your goals in perspective but don’t beat yourself up, and definitely enjoy this time with your friends.”

“My advice is to do the subjects you love, and to have fun,” he said. “These really are the best years of your life.” For parents, the forum created opportunities to gain further insight into an understanding that every young person has a different journey. “Be open to a range of opportunities and universities,” Katinka said. “My advice is if you don’t know what you want to do, just gravitate toward things you like and this will lead you on the right path.




Raccoon London / Harvey

LONDON CHAPTER ESTABLISHED IGS alumni, former staff and friends abroad enjoyed a memorable evening creating the London IGS Alumni Chapter. With Board member Professor Liam Semler, Principal Shauna Colnan and Director of Advancement Julia Glass in attendance, former Acting Principal and England Rugby Team Head Coach Eddie Jones spoke fondly about his time at the School and was applauded for his instrumental role in securing premises for IGS in the early days.

She described the chance to learn a language as a privilege and something to enjoy. Former IGS teacher Laurence Moss, now a teacher in Bristol, said he loved his first ArtsFest at IGS. “I have so many fond memories and they melt into one warm feeling, and ArtsFest epitomises this. There is positive energy constantly bubbling through the School”. He also warmly remembers fellow tutor Michele Ellis. “My time at IGS was precious and having a positive start to each day meant I didn’t waste a moment of it. Thank you.”

Student attendees ranged from the Class of 1997 to the Class of 2010, along with former teachers, and a former parent and grandparent whose daughter graduated in 1989 and grandson graduated in 2017, both IGS alumni!

His favourite quote about education is “learning never stops.”

Julie Marshall, who now lives in London, said she spent many years collecting her grandson Jude Campbell (2017) from IGS. “I marvelled at the kind, happy place it was,” she said, adding that one of her favourite quotes is “knowledge is no burden to carry”.

Her advice to current students?

Event attendee Kamara Gray (1997), who was at IGS during her primary schooling, is a professional dancer in London. She said she fondly remembers travelling to New Caledonia while in Primary School at IGS, and appreciated the chance to become fluent in a second language at such a young age. She also loved studying violin and fencing and said “all the teachers were amazing”. “I became a professional dancer, and I’m now the Artistic Director of my own youth dance company, Artistry Youth Dance, which I set up in 2013. I also teach and lecture in dance, as well as choreograph.”

Former IGS teacher Naomi Bulliard said she fondly remembers “all the wonderful colleagues at IGS, especially the lasting friendships I made with the Languages Staff.”

“Enjoy learning languages, they’ll likely come in handy later, help you learn another one or at least provide you with invaluable skills such as openness to other cultures, tolerance to ambiguity and resilience.” We hope that the event will become a regular gathering and grow in the years to come.

Photos: 1 and 2. Our Alumni Breakfast Panel event, held in February, inspired senior students and their parents 3. Our IGS in London event was held at Le Méridien Piccadilly



COMMUNITY CUPPA During Term 1, IGS staff paired up for an #igsrandomcoffee experience to get to know colleagues who they may not otherwise have the chance to meet! The #randomcoffee concept was pioneered by the CEO of social media platform HootSuite and helped the employees of his company 1.


to connect to one another over their daily brew.


MEANWHILE, BACK AT IGS... IGS staff recently enjoyed a visit from Tjarani “TJ” Barton-Vaofanua (2013). TJ, now 22, was among the School’s first Indigenous Scholars, beginning in Year 2 in 2003, joining 2 Gold. Already counting Aboriginal, Hungarian and Samoan in her heritage, TJ took up German at IGS. Going on exchange to Germany for six weeks in Year 11 is among her best schooling memories, even though it was the first time she had been away from her family. The experience inspired her to pursue International Studies at UTS, where she has completed three years of the five-year degree. TJ has worked part time at Koori Radio for about 18 months, as a breakfast announcer and taking on other shifts throughout the day.


She has kept in touch with IGS, volunteering on a Red Earth Central Australia trip and seeing many staff and students while studying locally. Taking a break from full-time study this year, TJ has just accepted a role as a Communications Officer with the NSW Aboriginal Housing Office at Family and Community Services.

“I really like the community at IGS,” TJ said. “The School has grown but the community feeling is still the same.” Asked if she had any advice for current students, she said: “Keep doing what you love, and always keep in contact with the IGS community.” In other alumni news, the Class of 2007 celebrated their 10-Year Reunion, taking a trip down memory lane with a tour of the School, and everyone was a winner when IGS hosted an alumni and staff soccer match in late 2017 and netball day in May 2018.




In March IGS Director of Counselling Services Joseph

As we celebrate local, national and global connections, IGS has warmly welcomed many visitors, including educators from Sweden and Cambodia and students from China, Europe and Japan.

Degeling presented a two-day course, Mental Health First Aid for Parents. Community Learning Program events were also held in May with IGS Psychologist Dr Tamara Kezelman (The Wisdom of Saying No) and expert Paul Dillon of Drug and Alcohol Research and Training Australia (Drugs, Alcohol and Your Child). For something completely different, IGS Head of Design and Technology Craig Malyon led a life drawing class for parents in the School’s Bay Street Art Studio. Parent comments included: “It was great to experience Craig’s teaching and the lovely Art Studio, and experience what our lucky kids do.” “I thoroughly enjoyed it and thought it was a wonderful experience.” “Craig was the right person to conduct the class. He made it extra fun for everyone.” Attendees generously donated $260 to the IGS Indigenous Scholarship Fund.

JOIN US The Community Learning Program for 2018 will conclude with a screening of Screenagers – growing up in the digital age on Wednesday 8 August from 6.30pm at Hoyts Broadway. Visit to book (IGS families can use the promo code igs-screens18 to receive a special discount on tickets, with thanks to the PTF).

We thank recent guest speakers including Australian actor and IGS parent Claudia Karvan, authors and parents Kate and Jol Temple and fellow writer Libby Gleeson AM. Former IGS parent Derek Leddie from Out of Your Mind shared HSC preparation tips with the Class of 2017 and their parents, and Virgin Australia Group CEO and Managing Director John Borghetti AO and current parent Geraldine Chin Moody from 5H Values Capital spoke at the IGS staff Culture Conference at the start of 2018. IGS Koori Club Indigenous scholars have enjoyed visits from our ambassadors including former NSW Governor Professor The Honourable Dame Marie Bashir AD CVO and media personality and ABC broadcaster Richard Glover. To support the IGS Indigenous Scholarship Program, please email Director of Advancement Julia Glass at, phone 9219 6778 or visit on our award-winning new public website.

Photos: 1. IGS Psychologist Dr Tamara Kezelman with High School Studies Coordinator Irina Braun 2. Assistant Head of Sport and Outdoor Education Lyndon Kleeman with Library Assistant Lorelle Donohoe 3. Members of the Class of 2007 at their 10 Year Reunion 4. Professor The Honourable Dame Marie Bashir AD CVO joined us at Koori Club





Current and former staff, relatives and friends of cherished IGS Early Learning Japanese educator, the late Etsuko Nagashita-Clonaris, recently met in the Peace Garden, to honour her life and many contributions to the School. “I have heard so many stories about this gifted, beautiful woman who gave the children such a deep love of Japanese art, culture and language,” said Principal Shauna Colnan.

“She will remain in our hearts.”

In other Peace Garden news, long-standing supporters of IGS Martin and Eugenia Biggs visited with their sons Victor and Danny, to witness the unveiling of a plaque honouring their immeasurable dedication and contributions to IGS. While on site, the Biggs family toured the new IGS Design Centre, a learning space dream that became a reality with assistance from generous donors from the school community.

Staff shared favourite memories of Etsuko at the School and as a friend, including her cooking lessons, curiosity, creativity, enthusiasm, warmth and sense of humour. All agreed that her positive contributions to the School and to her students should never be underestimated. Etsuko, who worked with IGS from 1987 to 2009, passed away following a battle with cancer. In many ways, she was ahead of her time, recycling materials for craft projects and preparing healthy foods. Her husband Michael explained that Etsuko had been very proud to have been asked to teach at IGS, and that she loved her role. He thanked IGS for honouring Etsuko’s memory.





IGS held a special afternoon tea in the School’s Peace Garden, where Newcastle-based artist Jane Parkes presented her painting The Little Orange Tree to Vittoria, the mother of the late Valerio De Simoni (2004). The story behind this artwork is one of deep sadness, but also captures a sense of community and connectedness. Valerio lost his life in 2011, at the age of 24, in a tragic road accident in Malawi, Africa. Valerio was participating in a quad bike challenge with friends Jamie Kenyon (2003) and Kris Davant, to break the Guinness World Record of the longest journey on quad bikes. At the same time, Valerio, Jamie and Kris were raising funds for Oxfam Australia, to fight poverty and support the Southern Africa Livelihood Program. Together they raised an incredible $100,000 for Oxfam Australia. In 2014, under the leadership of IGS Director of Music Alison Housley, the School commissioned a choral work titled Orange Tree. It was composed by Paul Jarman and Bonnie Nilsson, and is part of a moving three-part song cycle, Love for the Turning World. Paul and Bonnie formed a wonderful friendship with the IGS community, and were touched by the story of Valerio. During his travels, Valerio had been writing a journal, which is now published as Real Love for the Turning World. Paul and Bonnie were deeply inspired by Valerio’s passion for the world’s people and communities, which led to the creation of Orange Tree. Because of the extraordinary connection between the artwork, the music and the story of Valerio, Jane felt that it seemed only natural that the artwork belong to Valerio’s mother, Vittoria.

In her artist statement, Jane wrote: I wish we had met before you left. Your poem lives within the hearts of many. You were a beautiful, shining boy and you live on in song. A special afternoon tea was held in the IGS Peace Garden in late 2017, where Jane presented the painting to Vittoria. Vittoria has kept her son’s mission and memory alive since the accident in 2011, through the Valerio Daniel De Simoni Association ( The aim of the Association is to inspire and engage young people to create a better world for themselves and for others. At IGS, we remember and honour Valerio’s story. Our Class of 2017 continued the beautiful tradition of collecting funds in honour of Valerio’s memory during their annual cake stall, raising more than $1,000 which will support cleaner drinking water for Gamba School in Malawi. Photos: 1. A special morning tea for Etsuko held in the IGS Peace Garden 2. Longstanding IGS friends and supporters Mr and Mrs Martin and Eugenia Biggs 3. Jane Parkes (at right) presents Vittoria with The Little Orange Tree





IGS alumnus Dylan Parker (2009) was elected as a

We are grateful to the many members of the IGS

Labor Councillor for Randwick City in 2017. Dylan’s

community who generously contribute their time and

campaign ran on a platform of stopping over-

expertise to improve learning opportunities for our

development, protecting our green spaces, and

students. We also thank the following members of

gaining traction on providing affordable housing.

the community for supporting our School through a

Dylan attended IGS from Kindergarten until Year 12, and was the Head Boy in 2009.

“On reflection, what stands out to me about my IGS education was not the formal component of my schooling which was without a doubt excellent, rather it was the emphasis on values and soft skills that I appreciate. “There was always a strong school culture of encouraging self-awareness and looking at what we didn’t like in the world and, at least as individuals, trying to change our behaviours.”


Photos: 1. Indigenous Scholarship Ambassador and media personality Richard Glover with Jalynda Cutmore (left) of Year 4, Armani Carr of Year 5, and his own special Koori Club shirt


donation to our 2017 Annual Giving Program: Maria and Stephen Aguilera-Mendoza The Allgrove/Thom Family Melissa Baker Andrea Belunek Martin and Eugenia Biggs Susan Budic Bonnie Cai Anna-Lisa Camberis and Sascha Moege Kirsten Campbell Angelina Chamat Anne Coates Eliane Coates Shauna and Michael Colnan Ian Dunlop Rita Fin and Tommie Andersson Elaine Gao David Gemmola and Lyndall Spooner Graeme and Melinda Gillies Julia Glass Tracy Hausler Carole and Liam Horgan Paul Jesse Phillip and Carmel Kanaley Silke Kerwick and Patrick Armstrong Cassandre Khoury Nida Khoury Tracey Lambert Maria Leonardis Madeline Malcolm Steven Merten and Karen Roberts The Mesiti/Butler Family The Mitsis Family Tiane O’Connor Owen Ow and Elaine Chew Nikos Paipetis and Barbara Karakassidis Kate and Stefan Perumal Dana Rathova Iona and Angel Roumeliotis Frank and Monique Sartor Bruce and Susan Sharpe Helen Stamoulis Mark Stone Kelly Tall Justin and Kari-Anne Thai Graham Maxwell Twartz Janet West Luke West Kevin Young and Hong Wu Anonymous (15) For further information about how you can make an impact at IGS through giving a gift to the School, please contact Director of Advancement Julia Glass at or on (02) 9219 6778.





Do you know any of the alumni below? If so, we would

IGS New York Chapter meeting Monday 2 July

love to get in touch with them. Please pass on the email address to them to contact us. Graduating Class of 1996 Johnny Chang Ari Daoutakis Caragh Dunne Anja Hirschbock Rebecca Howell Kristian Kaufmehl Jimmy Liwan

Holly McKay Bong-Ki Min Tae-Jin Rhyu Fuji Sakuma Seraphina Shim Peter Tonkin Lap Wong Chan

Interested in an IGS education for someone you know? IGS hosts regular Meet the Principal and Early Learning Tours. Visit for details.

Class of 2017 One-Year Reunion Thursday 9 August LinkedIn and networking evening for alumni Wednesday 24 October Class of 2008 10-Year Reunion Thursday 18 October Please email for more information or to be involved in planning these events! Photos This page: 2. PTF President Andrea Belunek 3. IGS Director of Advancement Julia Glass, Principal Shauna Colnan, Director of Art and Design Craig Malyon and Director of Information Technology Graham Clarkson Front cover: Oliver Kranenburg and Oliver Rowles of Year 1 enjoying the IGS Primary Disco Back cover: Harmony Day at IGS



4-8 Kelly Street, Ultimo NSW 2007, Australia Locked Bag 1022 Broadway

p: +61 2 9219 6700 e: CRICOS Provider Code: 02281C

International Grammar School (IGS) Jigsaw Magazine Winter 2018  

showcasing alumni, staff, student and community achievements and news at International Grammar School (IGS) from late 2017 to mid 2018

International Grammar School (IGS) Jigsaw Magazine Winter 2018  

showcasing alumni, staff, student and community achievements and news at International Grammar School (IGS) from late 2017 to mid 2018